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Annual RepoJ:t
l'nge
2000 Annual Report: Review or Federal Advisory Committee
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11I271l000 3:25:08 PM
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Dc;urIfll(:!I!!If Af.ellt~
Deparlmcnt
1,
CCl'nmj!l'~
or Educalion
2000
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N.. tj(Hia~ Hoard of the FtHHI (or the Iml'r(lVcmem of
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17" P,,,"wly CI,A\!d:
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'fo jlHlvide lift ovc-rview of tbe fund'~ pf()~ram sial us and
special iullilltivcs. To discuss IH:rSO/1t1e1 issues for 11 nt'w
Oin:ctor.
.,
To provide an (lvcn,iew and status: U!HIaIC on spedal
.initiatives.
make recommendations to the nirrcfHr and Assistant
Secrcllll'Y for Pustsccondary Educ>llion prioritics for
fUlitlipg nllt! procedures ror gnml·llwards.
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The purpose of !b~ Nlitiona! iJ!/ard of the Fllnd for Ihe ilnpr()vcnlclI! of l'ustsCC(lfHlary EducatIOn (FII'SI:) is tu
Iff !I\'itle policy guidance alii} luh ke in the Sccrdlln of EduCJI! it,n, the A"Isistllnt Secretary ror l'oslst'CllHdan, luul
FIl'S E 's Director on til(! directiull of lite FII'S£ prog,rn m. The Board [lH rlicipa tcd in Age-nua proj<:cl disnIS~hH\s
witl! !he Uerouty r\SSiSHiIU SeUelar}', developing:'m agenda for pWlisecCllldary eduealiOIl for lhr fulun:. The Orfice
of !'ostsectu'ld:1 ry [duelilion. l'X petls to relea~e Ihis report ill NuvcmiJcr 20iH!. [n mLditinn, Ihc N:ltiuual' Ilu,lrt! of the
Fllod fur !he fmprm'cmcnt ufl\,s!\econdlu'y Education participat('d in'tltt anntl:ll cthic~ Iraining, conducted hy
!lie E::thies Di~·isi()Jl. of Ihe lkpllftlllenl ,Jr Edueuion's Orri(;C of Ihe Ceneral Counsel.
~{)h
•
How does ,he C<1mmitlee (u!:"lIr... us
m(li\!o:rsh~"~
The halllncc of Ihe &ard is mandated by statute; nolless t!lnn 8 (luhlit' interes.t rC!)f'csent:ltiVC$lllld flO ruHn: Ihan 7
euu(;atiolwl n'prescntath·e..,
11 I: p:112 (J4 ,254. I 12.S/CIll.':h pln'anunlro.:port<::tsp
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Annual Report
Page 2 0(2
21k. fie\!, ['equm! "lI4ltiev_.'I«: IheC1'I'I'!mitl«: m¢e!illg~;
The Botltd mecls two 10 three Hrnes annually aec;}rding to the iUH'IUa! grant cycle to provide advlee and guidrmcc
on tile rC\'ision of priorillcs in FirSt's competition guidelines and <advice and guidance on the awarding of FIPSE
•
grants.
2\1J whr \Olln'l Ih. Dj~,(( III
jnl""n~ll"'''
tlus rommil::( p,(\ville:; ~ ¢lM'n:;d el$\:"here'!
The Board's functions are statutory requirements spcrificd in Title VlI. Pa rl S, section 742 of tile Higber
Education Amendments of 1998, (ZO U.S.c, 1138a), No olher body or g.roup of individuals can mcel Ihese
legislative n::qlliremcnts.
'
,
2:k. Why 'l II
nec~>l;ary 10 elI>«;mdfm rani3H~ cl(lJC
<:mnm!l!ee m..elingf'
No mecliugs IU'C completely closed. Meetings are partially closed to the puhlic because the rC"iew and diseussinns
of the allPlictilion1 and Ihe qualifications of proposed staff to work on thc$c gnnts arc likely to disdo~c tnHle
secrets and (O!"merdal or financial information obtained (rom 11: person nnti pdt'ilcged or confidential, :.md to
djsclo,H~ informalion of 11 pef$onal nulu re wbere diselosur<: would cOllslill!!!! a Clearly unwarrllnled invasion of
pCl'sonal prh'nQ' if conducted in open scssiOl'l.
21. Rem.lrb
The NaH()lIl1 I ":-l:lrd of the Fund for tile 1mprovemtml of Postsecundary EducatiOIl is ('stllhlishcd purstl:m{ to
scclion f(}02 of the flightr Education Act or 1965 as amended in ! 998. Tllis legislatioo i~ eonlinuetl thr(lugh
913012003.
.
Ocsjg"~Ie<l F..oclill ()lfttial;
Ur Kenncih
W.
'rola DFO
Cl>!!!m"l«' Mcmt>o:n
OC~l!fI~:itm
At-asIa, Mr, Thomas I
Oaisky, Mr. Mi~h:le1
I)a\'ies. Dr. Gurdon K.
FUllr, Ms, Dehra S.
Dirt:etnr. Snl{llll(lll Srnilh It:lrncy (If N~w Yurk
AHorney. Wells :lltd Ouisky, .I'.A., North ea raHl\a
I'residenl, Counell 011 J>o~t~ecOJlll;lry f:dlu.'a1i!ln. KCfltllcky
f.ducaliuna! Cuusultant. Culifornia
Rclircd. Prc:sldr:nlllno C£O \1ft he Computer Ctirricllium
Corpor}ftiun. C;dirurnia
Presidenl, John Carroll Uni\'crsi!y, Ohio
ACllng EH{:utivc Officer/COO, A!lanlli Unlversily C('lIt~r, Inc.,
Georgia
I>resident, Halik Sireet C!llkge 01 Educlllirm, New York
Student, I'riucClu11 unirersi!),. New Jersey
Director 1)( lIig/l('r EducatiulI, \\,,1(. Kt'liogg foundation.
FUltunc,lh. nnrmld Ii.
Glynn, He\'(~rend Edward L.
.Inlley, Dr Sunn'j'e! 0; ,
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Kappncl', Dr, AI.tgust.a;~.!
Kit,nbaJl, Ms. Kl'isli l;
.1,I':;r :"'< .•.. :' ',.'"
O>'crIQIl"Adkil1h Ur"Hcity J.
Miehigllll
Acting Presidenl, Hllrhor College, Cll[ilurnia
l~olJlcdH, Dr. Jf)~c1. ; :, "",:. ; "
, I{ogen, Mr: J:une~:l~ ") ,"'"
CEO, Sunbdi CvmulIlnie:1I10!lS Comp:tny, Nenub
Assod:.rte Vice f're~ident flir Higher Edue.nion !"llic),. !lHrvllnl
Ullh'crsity. Mas~adlllse!ts
f'n..<Stdcllf :Uld ego. Muhlcnberg Collegc, I'CfII1!i)'l\'lHlill
Spencer, Ms. A. Clnyton
Taylor, Mr. Arthur R.
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2000 Annual Report: Review of Federal Advisory Committee
11/27120()O 2:38:35 PM
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[}cpartmcnl of Education
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Stntul(lry(Congr~ss
I I. f;.l\llhlishmrn\ Aulhmily
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14. C~mmil:ee Tyl"i'
20 V,S.c. 6021
10/1/1994
14c.I'K,>Jtnl",r.'
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Qll;HI~rly mig; made rCfnmmend;lII()U~ for future
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Quarler!;' meellfl/.!; apl1r{ncd a(h-'crti.~emeril iii,CUD for
s(Jk .'lUUf!:C '('(JOlntct "ifh NAS/NRC~" ,.-,t""
Qua rlerl), mtg.;apl)rovcd'mQving all.cnd ,\~'ith NASINRC
"no! I'I!et; II1::lnK\'d dcpan!1I1p;x~c~lj,y~ .f~ir.c~t:?,r .
'
Quarterly mtg.; discuss and clOitiqllc policy do:,umeut for
trllJlsiti(w i('am; designated OC\\;C~; dir4.'{'tor'
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11/27100
�Annual Report
nlge 1. 01
JHu How ~,"!, !I'e Co",,,,ill« """,)Il'IrJ!;~h ,I,
j
rrurp(M~'!
The N1Hional Edtu:atiorml Research Pulk), lind "riorities. Hoard (Bo:1rtJ) COllllborlltcs wilh lite Assistant Secretar)
of the OHict' of Educ;lti(ln~1 Rt'$Cllrcil Hnd lmllron:mcnt (OErHj 10 c'itablish Illon~.tcrm ngentla for education;!1
reSC;!,;:!I, dl.""ciopmctll, .lnt! diSH'Ul!lllltioll, AlIt! tilt' :H~lhitiej; orlbe Office. Problem-drivclI Rcs(.'arch- OERt
H!SflOUdeu it, the Hoard's guid:mcc lIml it~ priorities by eSlablishing in FY 20fH! pm~F.lllIs (If rC5can:Ii lind
dC\'eiopmenl in mathemlltlcs lind rt'ntling cdncali(11i conducled h}' distinguished panels al OIl' Rand CtH'poralioo.
Tlll'Sc prognmls Willlldnp(, ll~ recommended hy tln-· Huard,» prob!cm-ecnll!tcd llppmach in\'ilh-ing il ~pecl rUII! uf
rcscrtrche-rs lind practitioners. and will C"{In~entrat(' {):u Ihe corc problems ()( praclice, Thl$: is 1m Lnno\ lIthe
:Ipproach whkh will foctlS 00 m::hie\'fI1U spccifk e\l!lc:ational goals, build conUllullities of re"carchers, l:uflahorate
with ilther :lI.:end('s, guide HIHitlltiou-bascd pro!!ntms of Research lind [)cvdopmcnt (H& OJ. It wiU ;;hu CIll'OIl fl\i!t'
the dcvelopmcill of management strateglcs fllr planuing and managing tile,propu"ed prublcm-cl:lltcred programs,
and S!(ggcst ways to operate mHly grollps llin! can help OERI sulidl fllture jlroposals ror R&D. OEI{I is ut'I'HfiJllO a
sign i ficaut l>onion of its staff limc to mppUf'1 {If Illis efforl. SliUlding l'anelsIJ'eer ne>, icw·· For it~ fa 11 :WOIJ
e(lIl1peliti(m, OEHI is ret'ngineerilll! ig manOl;.;tmcf'l1 orits Field Inih.tlcd Studic, (PIS) gn1nl~ pfU!!rUIIl hy crcaling
I J sq)llr<lh: review pancls in distilltt suhSllIll!i\'C llr{'a~ (e,g" "karning, I~'jl<:h ing, aut! :lS!<cssuH'nl of 1ll00t hand
st:lcnl:e." "te:1ching quality," "~rl!olJl illlpHH'emCnl lind restructuring"), Tile plan i~ for this struetllrl' In be
(lwill:1:lined IIi flilure c!Hnpctitions, forming Ihe Im~is fur j)enn:m(:ot standing review pallc!\ in tllC)o-l' (II' related
at C~l~ of swd y, cnnsislcnl \\'illl 1111.' recnlfi 1U1'I1da(hlll,\ of (lil' SO:I nt New Au [hori:rJllt; Lcgis!:ttiOfl-- NIl mcroll'l' HO:ll'd
rt'c()f\lmcllt!aliQns. lire likewbe reflecled ill C(!\I);I)il:lI0U~ clements inlhe 'ldmini~tnlliun·s PIO[WSll\s foy Ihe
1I1111wril,l11 iun of :Ill ('d!lt"lIliolllll rcse;lH'h .. ~em'T I hilt \\ oultl replace () ERI. I'llsiti!)":;: :Hh o\:atcd hI' jilt' UHHrd Iha!
w{'n: ine('I"poYlIlcd ill10 the NutiilOlll Educa1i{l!t (t~seardl Act include lhe eslllhlislm1<'nt of e:tp..:r! p:lIle!lt, II,e
ap[ltlinl !nt'IlI of:\ chief resell reh ()mtcr ror a lerlll of six Y('Urti, Ihe e;;t(lhlishmellt of a Na4iuual r;tlucat ion Hcscurdl
B,lllnl,'bnmdly \tated t'c.~elln:h J;Hah, ami fhl' :mllwritj' to :Iplwin( fCltCarrll SI)~ciaILsIs f{lf limitl'd lenm nr I)fI H
I('mlll'!'a!'), lu:,is. j"I.;atiol(a] Conference 011 Cllrri\-»tUIti. In~tru"ti(JlI, and Assc~smenl in tllc Middk Gr:ult'S-- The
lIoa nl ~p.. ns(>rcd thit; t wtl-dny con fen:ncc in ,lilly !II lc:lrll :lbo!!i \lIcn'ssful n:~carel!-b:l$l'(1 inh:n I.'nll<",;. ;md
pc!cliCCS in middle-grildes cdm,u{ioll ill unler (0 foster hi~ll achievement for 11111!d(Jlcsct:n!~, Til,' I.'unfcrcm:e
cmllliusiled litenl(")\ malheIlHllic~. :lOd tea("h('!' prufessiollat de\'eloplllent. Thc ,,(lure-renct,' l!l~() t'!idled :Ind
idc-n!ifictl areas riir further n'w,lrch .Hld ,1l'\'c\(Jllmellt lind provided input for lhc n\s('an'h prit)l'ili(,5 pillu.
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As )J1cdfied ill til(: Bo,ard':- au Ih~)rjl.iui! iegi:-I:llioll, 1he BlIart! com iSIs of 15 lIH:mhcn from tli, l'!'~(' \)lIek1!round\.
rtpl'esctltlll~ Ntul'atiolllli rMcard!cr~, tilt' jlf;lctiOniter tummauilY,lInd olher~ with informed pcnpt:<'(iI'!.~S!l1l
cduC"aliun from Ih... IwhliC" amll,rinllt" ~eC"Wn. Tln: ,setTel:! n- of Ednc;uiou ~j)lici(\ uomiualiOIl\ from lHUU,-rHU:5
;,s~(!t~i;J !iOllS. c!lIlCIll!lHl-rt'lakd nogan il:llllo;,~,' ulld inlerestcd mCmhCL'i of (hc pu bIll'. This f'II'Hlulal ilOn, I N[!lin.'tI hy
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colla j;Hflltion het Wet!! lilt' tllt"lre! kj; I 'ari~'I'iH.'hkl; I~Iioill t~',tir view, TIll' BtHln!'s cOIll miU ... e~. \\'hkh l'HIl!JUrI ih
\pedaH7cd :Ieti\'ilic~, ~Hch .1' pr"gr:·ltlll}ft:P~!"!lti(;il: j!{'C/' n.-vicw and ~(alld:lnh, mid re~card! ami tll."'e\opml.'u[.
llj<,.U f cOCCI Ih<: Iripanilc ~I rllel un' of lhe"wlwlt, The:UOlud alsu'colI.';isls (of E ~ Offki.l, uou\,otilllt III (.It! hers
induding lhe A"i\lanl S"'f.'n:l:lf"/foY.,OERI:',;\II'U'Hlafindlldc [hI.' Dirt'cioi"ofRcsenrd! for flu: 1klwftmCIl! nf
nel!t~IISl!; {!I~ ml'CCl,()f {J ~ Ht·'\.~l\,~t~LI!l!;.th~ P5~p,~.~!}!!,c,n ,1..0 q.:llwr: !,Il(' pircI:1M or tilt' Nl1 tinmll ':-ei{'Ilt'(' F{ltmda lioll:
I he Bit-ector o.f t he ~ati{;nal Instllllle~ uf.He:lltll; the Chai!- Hf thc (\ alH~nal Endowment fl)r the A rt;.; the Chn ir nf
(IH: 1'1:1 tiOIl:!! Ell d tl\\'tIl t'lll fli f 'I II ii H ;;;i!'" nil ic~'i'l"lic 'I ~ili;~li';"ia II of CO!lg I'ess; "lid I be I) ired Ill· 0 r Iht' (Hfi~ (' (I r I,ulia II
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"ubCHmmittccs llIl'Ct Ollll» as-nerde!! hllsis in tIll' i11lerim t\l pnwidC',;.lth'in' and n:cnnll\lcJ\tI;!!ilH)~ !~I.'rtilinillg to
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m:nllllplisl1fht'n ts ill the fit'ld ;ft' ('dUC;tdoJl, (Smct' lIU'ir 11 ['ll(linlmCn IS 10 the Boa I d, hHI mcmhcl'), 1"'1' ('.\(!1l1 pic, h~l \ C
h':l'tllll~ pn'~idellis Df Hational :t\~Odll!iol\s). Thb h()d~' w()llld proYidc lIon-parti:s::m h,adennill ami dH-C('tiurt over II
ShS!:ltllCd 11"1'1(1(1 til iht, Federal dTuft in !'(]uc;t!itltHd rc:;carth. II wf)III(/;,t~,; forge ~I eilJ{StIlSU5'~'!I bnj~illg
n:i>.~urce.~ wh~n' net'tls arc gn'nlest nnt! \\ hn,' n:~elln:h wil! yield pnH:tkal hClldit~ illn tilllety iU1Hllwr. Hec:w\e (If
Ihe hn'adtl! Ht Ihe memhers' "\fH~rli\c ami iI~ d;~in!(;r('$ICu uppmach 10 r!!~Cllrch iSSIll:s. tlte Boanllm~ 1Il:hintd'1
dis(illctivc itj,;ntity .ml1 a kH;]uf rredibilil) which has rew peers ill the in the field ilf cdllcatiilll:!ll'e~L':u'dL
;:''Ie l-\'h~ ;~ ,1 ".-':~''''''Y II' tip,,, ~fu1!", ""nulh dt,.", ""'M",(l';,' ",~~u"~<"'
The Ihml'u hdtl IWfI f~jU'tJy elo:>('(j 1!h:t'!il1g ill F\' 20uR A purli(IJ\ of the 1121 mectlng was do~uJ under ,'\l;mplioll I,
(h) uf Scctinn 552 (h) tillt S USC. Huring Ihi .. time, lit" Bo:m! was b!'icf\!tl (In pending ('nlllil"l!ltillfl~ of I'Ontnlt!S,
fercrring.lu mf(ormatiull 'olll!! rcgOlH! 10 {rade )c(rd\ whirh is privileged alit! CDllfid(,lI!jlll. A pr,nil'!! oflhe 'lin
JIH'etiu~ W,I' ;:Im,cd umlt-r t·\~·!t1pliun!> (2) HUt! (6)ill whidl (ile Hoard heal'd a fcport jm q(lIIhfkaHlms HI indi\'idUllh
for lilt' Iw~iti\1l1 of ~\<.:cutiH' director."
The 111'(11'(1 hi tip fur rt'Hurlmyil:11iulI in Ihe (lEHI hilt
•
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Or, Thel,n:I Lecn hOllIs On)
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;:'nnllal Report
.
•
C!I!nm;!le( M~bti:11-
Baltz,
M~.
['age
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01 J
O«ltp:nion
Putrid:) A,
Clark, Ms. Ann H.
Colwdl, Or. nila R.
Tuehf,r. Camino Gnl'ic (CA) Elementary School
Senior Vice PresiiJent, Southern Regional Educlltlon Iloll.d,
Georgia
Professor or Sociology, Universit), of MIami, Florida
President, James $. M;:Oonflc\l Foundation, Missouri
I'rincipai, Charlotte. North Carolina
I.)ircctor. National Science fmmdtltion
ferris, Dr. WiflillUi It
Chairman. National [JldoWIflCtll for the HUUlfilli!ies
Gordon, Dr, Edmund W,
Interim Viec Prc~idcllt for Ac.adcmie Affairs und Interim Dean,
•
T\'achcrs College, CollJmhia lJ.
Goren, Ur. Paul D.
and Communit}' Oevciopmcnt, the John D. and Catherine T.
•
Got/OutS, Dr . •Jumes E.
Braddocldl, Dr. Jomitls H.
BrUl:f, Dr. Julm
'r.
Oireelilr. Child and Vuulh Ucveiopment, Program on Human
MacArthur Fuumlatinn
I'rorcs~or (If Ed"';;ltion, Stunford lJlljYcrsil}'. Cililforllill
Chairmlill. NmiOfml [ndowmenl fif" ilu: Arts
Associate, Hush Center in Child l)evd{lpment. I'llle University,
Connectieul
Professor of Matliema(i;;;s, Michigan Stl1ti: liniversity
IbkUlll, Or. i<(,llji
I\'c)'. Mr. Willinm J.
}\UgUIl,
Or. Sharun L.
L.appun, Dr. Glenda T.
~brlcy, Mr. Rubt:rc W.
McGuire,
nr. Co
M~hujnb,
Tcacher, Wiehiia State Uui\'cr~ily, Kali~as
Assh:(lflt Se<:re!llry. Officc of r::(hu:atiuna! Ilese.an:h aud
Improvement
Director, Office of Indian Edurl1!!!)n I'n;~(lU1H, Bureau (If
Iud ian Affairs, U.S. f)epartment of Interior
Director, 1':lInily Informatiul'! ;Iud U1.'Souree C..-uler
l'rofe\sor, College {If I':duculion, U, of Texa, al Austin
Bireclnr.of Acadclllic>cr\1ict:~, Wesh!f'll Regiollal Office, Tlt(·
College 1~H\~d. CA . ."." .';
Teacher, Trenton lIig.il School, Mi
"~-'~'
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()ir'e~tor, nese~h:llll'j-lIll)cmOfi:'ltfatioll, U.s. Department of
Mr. William
Kent
Mublt'$tcin, Ms. Joyce
Orli7.. Dr. Alba A.
!'elton, Ms. Ch,ire
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WHudner. Dr. Stephen A.
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To distllSS pli!:ns for the Naiilmal Literacy Summit tu he
held in r'cbf'uary lind the Institute's "l':quipped fur the
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The Nationllltn::;tituli:' for Litnn-ty Adv-imry Hoard (Hoard) has had a "igoificllfU ilJ1pacl on ihc acti\'ilil'S _.
undertakcn 11)' the Nationallnstitllte for Litcrll-ty (J'\IFl,.) ill :1 numher ways. As a group, thc Board hlU jt"e;: I
[heir .egu!:). IIH'clings ttl dhclI'!!! Iht mhsi<m ofthc NIFL ,iOd I'e\'icw ib prupo~t'd m:iivilics and,.as a result of 11th
dis('uSSIi111 has pruvided advice IIU the (.\ crllll din'Ni()l1 of flu: N I FL. 111 ;ulditi;:m, ll1e Umll'd c,ll>tiIlUC;" to pIny all
aCtive rok' III kH,:ping the NIFI. f(j{:uscd (In inlcragcJli:'Y polky issues Hfimpuftallcc to thc lite.acy ru:ld. At Clu:h of
tbe Board llIi:'cting:> chi' NIFC WI;" made aW;\l"e ufrc:lelin: lcgisl-ath.~ policy issues on literacr all!1 kept abrc:.l~! I~I"
whal cotlcerns al1d Il('cd~ ill Ihe liieracy IiclrL SUj!geslions and advice ~'l;lS ~h'ell as w how Ihe NIFL eould nnd
should be lll\<ol"cd. Tile Board ha, als(l heen helpful [n giving lIdvice Oil atiminis(r;lfin: i~~lle~, ~ueh llS pcr~oulleJ.
and Ims actin!l)" participated ill the r{'vicw and/or .!idceth:m of NI FL fellowships.
201.. Huw
•
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The currenl Bml rd prn\'ide~ a wide varictj of perspectives from both wilhin and oulsidc the literacy IIdd, Severa 1
Board mcmber.. 1111 \'c l.oog !itand ing prHfe.~sional (its tn Ih!! Ii!cracy field lwd hring il wealth of IwrSol\;tl CXJlCriClH'C
wiilt tilt, Hal issues fm:Hlg literney .prodders, The NIFL llnw .h;.t~ grealer n'jHe;;cullition from individuals for whoUl
literacy is n major Ililercst bllt 1101 ;1 major r~\rt of tlieir day 10 day <,-{.rk. This mi\ of Hoard mcnthcl'S gi\e:. the
Nt PI. starr lmd Ihe llllcrngellc), G mup II more lliHHe ;'1:1 of ri:'COlOlOcndli fi()J\~ lind opinioJ\!; Ihlll 11ll" Stilllul;l\c(/
new j() ellS ;1111.1 poicutially IKW >I Mk llirl·,·!ioU5.
i'itlp:f!204.2S4. 112,5/cl~)s!rp!alllll.alrt;port.asp
12/.:.1!(JO
�Annual Report
I'age L 01 2
"
:mc. How Irl''l''~nt lIJld tm':mlll,e ll>c (om.m<l_ mtclln~s"
•
The Board has bet'n meeting three or rOlir limes a rcar. \\hich is ):ufficienllo carry oUf its ~lIbstalllin; dUlies. The
noard is !lOW \'ery involved in nd"'isiog OJ! prognun iSSlles. The Uoard's ad"ice fin prognlnl i5sue~ is a I:'ritka!ly
import alit funclion that ensures Ihlll NIFL's work is rclevanl 10 thIC field .
Jvd WII) c;:.,,'! lhl' l'~Vtc.: <>t ;"I"O\1,\I.\UO) 111;\ ",m'lHUrt "1I!~lde~ ~ uh!nil)~d eil'!"iIC'C','
While il would be possible to gellu.1vicc frum other SOUf'('CS (m the opcnHions uf the NIFL. hn"ing;l standing
t\dvisory commlltcC bC"flefits >lIfL III a number of ways. First, it would be difficult to get (he conlinui1y of adviec
from ad hoc individuals. Many or our projects tltat coVer multiple ),cars are vcry complex. Ullviflg ,~ustained advice
i$ critical to the success ofthe~e projects, The diversity and rcprc$Cnlnli\'e nalUrt' of Our Bo:ml abo etal!re~ IIIflI we
do not leave (lUI a se~mcn! of the litcraey community in nur plans, Finally, tbe ownershiJllhe HIIlInl ft'cls from
hn"ing agreed to serve on Ihe Boa rd pr(lvides II grea1er lime com m itmenl titan might be C1fH:Clcd from intlividulils
without Sill::h an affiliation,
lw. WII)' i, II n.re:.s.'1) I,. d""" a',.:!l." I'''HW'r du,e ~,""'n1l!t::o :!It.'le;"'llS:
No closed meetings held in fY lOnU.
21, t1<!lhl1h
fhi;rmH:d
f~dtl1\l
Onicial: Or. Andrew J HartmHo DFO
0<"''''1'(1'''"'
Deveaux, Mr Jon
£\(~clltive
l~mblidg{',
Mr Mark
Fay, Ms Toni
Greene, Ms Mary n
Maci:ls, Mr Ht'ynaldo
l\111lllcmall, M,. Marcienc $.
Sarmicnto, Mr Anlhon.\ H
Simoli, Mr "alii
W:liltee. Ms L) nne
T"ral C"U"I (If CI:ll"'ll;t~"
M~))Ifw(~
tlin.'ctor. Ulerncy Pllrtners Inc.
fiirecior, Virginia Literacy tl1lludatinll
Vice rrc:sideliC of Community Rd;ltiollS. Time Warner lul.:.
E:I.t~cllti ... -e
Hegion..1nin:ClOr. Cllildren's
rrofe!.~or
Direcior,
Td(·\'i.~ioll
\\'lIrl..\l\op
of Educnlilln
Iniliat,,'e5 Puhlk!f'nratl' VelllllH':,
Lil<;T~ICy
{)ESIGNA1'f':O~AFI.CIO. A~:,isl;Hlll)irel'l(jl",
Edm:lItiuli
UESIGNATIW-l)irce!Or. Pllbli( Policy hlSliillte
Heml It) Me Inl(,flllllilllllll Chilir
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2000 Annual Report; Review of Federal Advisory Committee
•
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212211994
N;niOllnl Policy Isstle Advisory
11"900
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2
11,11 Report
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a....1 Dale!;
Testing lIispanic Stlldents in the United Stales: Tedltlkal :H!d I>oliey Issues
Crt'ali»!! the Will: Hispanics Adliel'illg Educu(iOllal Esccllentt'
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Lutino,> in lliglwfcdueatjoll
WIT Stnllcl:Y $t'ssinn Olt Educnilonlll Excellcncc for
!lispaJlic ,\;ncriclins lIud Commission mectill1,;
Rdcal!.c jjf CUlllm i~sion Hcpon. Crelltillg lite WHI:
Ilispanics Achieving EdUClitionll1 Excellence
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Tilt, i'n'l!.idcnl'G A(h'isofY C(lrtlllli~sit)!l (III li',ducatillllld E,teth:l1ce for lH"pnllic Americans {CommissiulI) pf()vidt'S <l
viwlllnil uniqm' ~en'itt, to fhe United SC;l1CS POPlllfltiullund federal gt)n;rnmcllt as i! works to s!I'cnt:;!hr:n thc
N}\tion'.~ capacity co provide high-quali!r education to I Hsp.llllies. and III im:re:'\st" opportunitics for Hispanic
Americans 10 plirliciplIlc in nnd benefit from federal edu<"<ltion programs. Ultimately, (he CommissiDn's gnal. in
advisin~ lhe I'n'si(ient. is to ~ign iClcantl), inercasc the level of cdm<n tiollul ntt:;lilllllen! for liisplluic Amcrlc!ltlS. 111
I;,)'2000,ll1c Commissioll and White Bouse Init/allve staffhOSlf'd 11 national f'onference serle) entitled '·E-.:cdclldn
Cll Educadon: "1'I1e Role of P'I!'cnts in the Education of Their Children" begun in FY98 by YiSitHlg thrcc'nddiltlloal
dlies-~Chi!;:l1!tl, Illinois; Miami, Flodil»; and Washiol!lon, nc. WHf slllrfworl,cd with Inca! cNrlll1uuily·based
org.:'\ni1.~niolls ill c:\cl1 city to ca'lIte" conference thai n'!spoodrd 10 Iht information Hilt! re:'iource lIecd~ or L<ltilto
Imp:l!204.254.! I 15/cm::/rplanmh,llrcporl,asp
11129,100
.. ,
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Page 2 of3
Annual Report
•
parents in tlte community to enable them to help their childr("1\ aUain a quality education..~1MY (edentl agencies
'Wcrv involved and assisted in Ihe outreach to the LlItino community. These tQnfcrcnccs were financially supp!>rtcd
thnmg!l intcl'ngcncy funds nnd acconni fur the vast iunease in Iht: Commission's budget for FY2()OO. [n PY200;),
Ihe Commission 2!:>0 submitted its final rcport. "Crealing the Will: Hispanics Achieving £duc:l1iounl r-xccllencc"
" w Sccrctnry !{Ilcy und I'residcnt Clinton. this report buill upot! lhe lindings in their 19% rellon find wenl beyond
lIunlysis to scliQn. "Creating the \ViU" rocused on \\.hnl cadI sector-parents, SdHltll5.. co.mmunity.bascd
orgililizatioll!l. the private sector, and gOVl:rnment call do 10 impro-vc the educational nitllinmcnt j)f H ispank
students.. TII(' report provides targeted stralegi~ tnat each sector can do and provides el,amplcs ofprogrllms
. making j} difference throughout the nati{Hl. The Commission challenged ever)' sector und e.."cfY pcrsoll in the
Ilalioll 10 et'e;tte UtC "will"~-i:ndi\'idllld and political wifl--fO take rC5pollslhi!ity for climinnting the edutatioilnl
achic\'ement gap of Hispanics in educalion by 1010,
•
Jot> Ho'.' O<x! Ill< Comm,!(ee batlru:t in tTlcmtx:rshfl'?
The Commis~jon is comprised of twrnty~four members. Commission membership is composed as folluws: 7S
percenl from the educ:lIinn lind education-related sector, 15 percell! from the eOillmunity sector, MId I (l percell!
from Ihe business corn munit),. Thls com pO$ition permits a vnricly of experiences II nd viewpojnl~ to hcar nn tlH'
issut" of educational alt:Jinmcnt (or Hi~pllnie Americans,
Jlk, !«m lin",.,nt nnd rtkvt>nl 3.t the Comm;HC( Ill<."l:Iin\:>?
f,lIIr meetings wer(' held in FY 2000,1\1 tile January 20j){I EH:culh'c &an! mcelmg, the Hoard rcviewed the
pllrticulars or !he While Ilouse initinlil:(' work pllw .. nd discus51'tlthe following issut~: edueatioualllssCsslIlent,
eoiJahnratiY.c community IHlrtm:rships lInd activities, fC'deral agency efforts provide grc:ilcr eUIlcational
(lpj)ortunitiC!: for IH~Jlanics, and the fitHll'C(jmmission rerun The Commission met again in Murch In disclI~s thek
IiUlll rcpur! ill Illt)rt' detail anillt) hu\'e a media hriefing VII Iht' slatus of Llllinos in higher education. The
COll1ll1i\~il!n's JUlIe 20tHI mt'ding W:lS llcld in Washingtoll, He iu r""junetinll with the Whitt: Ihmse Stralegj'
$es,joll un Educational ElCdlenl'c fjOr Hispallk Students. Other agenda items indudcd: the cre:l!iou and
disscminatil!n of Illultiplc puhlications 011 LatiuI)S in cciUCafio!l, II nd tlte final Commissiull l"Vellt. The SClllember
2(1ilO meetint; Ilr{}vid(~d Ihe release UrUle C(Jl1Imissioll'S fimll report. "Creating the Will: 1ti5p:tllie~ Achit"'iuj,t
l~duClltioll.a1 £.:X("cllcncc" alit! disclIssiun IIf n'giolllli !'V('1l1s W e-omplillH'llt the repllrt hii!hiigh1in~ adivilie~ "f llw~e
cl'ca{iug the will 10 ensure educ:!tiullal ~',,;cllellcc for Ili~{JllIlic s1ut!euts.
to
"lid. W!" {m'l :H'~ ;.dviQ!' '" 101<",,,,,1;,,,, 1;", ~""lIlIIll<:e prvv;d~~ I", ohlnll",d ",,~,q·e.~.'
•
'.;
;\1emh(,fS of the C(lIIlmission hring uknsh-c ~.'xpcriel!n' workin)! with edllcallou;l! issLw.~ \\!tbintht, IIj~llallie
('oI11muJlil), acro~s the United States. 'rhe cot!ective ad.ice.ofthc membership atJdfc:ssC~ IHlIt! Ihe ovcrallllisjil<l1ir
f(I III mu nit}' alld tlie varying C(lIllJr l)OI'"\ations within I his com 1Il nnity, OnCII, ftderlll t'flucation lIml ednClltion
, ,l'ci;Hed dntabascs do uot -collcel slIffidcll{ dllill on illc Ifisplluir pOp·u!lllions, thereby timifing th(' illf{lrlllatiOIl
.
":n'lliln!Jle "pf>ll which informcd deci.~iou.making c.an t.al.e plllee. Currently, therc lIrc no uniform and cUIt~islcnl
,
Itl<;!lwd\ :lIId suh samples of till ta 011 Ilisfl:mics for Cr(I~~wSCCti01t:11 ~lIn'cjs and longiCudinl Istudies, The
.' ~ '", (:;mumis:>i()Jwrs;I rc prtwid ing iu\ ahmblc cxr-crti~e ill the flhllln ing ~ ud rep{lfl I)ruce...s so we can d f'llW lIltanillgfut
".;
nmdu510rlS Hhout Ihi~ ~;!)[lUlllti{;n, '{'he inform:uioll will be Ilniqui! bcctlUse no where is il currenUy hl'ing provided,
t, ': ,;" .,i;IIIJ"istclttly Ihruu~huul lhe fede ..!1 goverJlmcllt nm! acro~s tll!:' eountry.
" <.'
,'.';.:'"
2\!(!, Why it 1I
t>t«n~ry 10 ,j<»e "mill'll p;lr:ia:ly ~h'!~{(\lI!miu« m«lil1&S?
, ; ) . ".'
- ',;", Ku mee/lng,- were clos('d this fiscal yc:u'.
:1 k~"".l;
The I)(,p:u',t Olenl rei/lleste!! tht' efililiUlin;\cy
t"'''I'.nnlw F....:I~a!Ollk;~J:
Sarita
or this Ath'isory COlli mission Ull til 200 I,
r:::. Brown DFO
(' ""'''''u~..., M:ml-c.s
IIh-:lrmlo,
M~
Hurdfl!,;ll, 1\15
0(<"11J"l1...",
LilJdu
Ccdltt,~!:.~e{'i:ldo
•
,',
ClIslnl, llr George
Clua'cl" Ms Darlene Cllllvira
C(lrliclla, f\1r Havill ,I
Cruz, 1\-1\ Miriam
C;ln:i:t. [}r .lulie( V\lbrca!
•
IItrwwLlcz. [}r SOllia
I1llp:l1204.254,112.5Iems!rptanmmlrcpurLasp
I'r('~idcnl, A!\'anlilo Cllos(roclion, Colonuln
fHn·ctvr. Hegi(mat EduelJliollll1 Scr~'ice5 Unft, Ci,lnr:ldu
Ih·,mrtnJent of 1':t!lle;'llioli
AHudute Dean, CnLifornb Stale lJliivcnity at Monlcl'c), Hay
Ahucial!' nean of Ihe College of Sd(,IlCl' 111 San .In;e St,tle
t!niwrsilY, Califunrla
Stude11t, Arizun.. Stale tni\'cr!iit)'. Arizona
f'ri.'~idcJ1l, La!Hlo PI'ofc\-siOllal Network, Ma~\achll~ell$
I>rc-~ident\ [quI!}' RC~C-llrrh Cnqmrutio-n, Wil,\hingttllJ, DC
Prc~idenl, l'nj\'ersil" ofTexas-[kowmvil1c and TC\:Is Soul!tmusC
College
.
l're..\idcUI, Inler-American tJnivnsity (If Pucrto I{it:u'
Vkc I'resident uf C ypn:ss Creek Caml'u~ lind II1:>tililti()mll
C,IOlPUS Development at Austi" Cn!nll1unitj Culkge, Tc.;a~
I\s~islllllt Sccn:fH 1')', l:nHed Stales ()cp:U'IUlent (If Agriclllt lire•
Wll\liington, DC
rn:sidel\l ;lull CEO. LAAl\1l'iLc:1rI1
j
1/29100
�•
•
Page 3 of 3
Annual Report
C(lundl Mcmbl!<r. New York City, New York
Science CMrdinator, William Taft High School. Texa$
President, Tomas Ri ....ero Polic), Institute, Claremont, Clilifumia
(-'resident, Miami-Dade Community College, flurida
Inrector, Education and Cultu~ ()ivisiull, ford FtlUtidafiOIl,
New York
President, AVIUH:e Family Supporlllnd Education, Tt'\a~
Superintendent. O.alla$ Unified Sch(lol District. T('.\;IS
Professor. CUNY, New York
Pro1!nl:m Officer, Ford Foundation, New York
I)rcsidcnt, LUlla VOC3!ionlll- T~chuieaJ Institute, Nc\\ "-1cxico
(retired)
Member, School Ruam of firnward County, Florida
Superiotendcnt of Los Angeles Unified School Dis-Iritt,
California (re(ired}
Linares. Mr Guillermo
Munoz. Mr Cipriano
Pacbon, Mr Harry I'
Padron, Or £:dullnin
Petrovich, Or Janice
Rodriguez. Or Gloria
Rojas. Mr Waldemar
Snnliago, Or Isaurn .
Sanlos, Mr John Phlilip
Vigil, Mr Samuel
Wasserman, Ms Diana Cendoya
Zacarias, ()r Ruben
24
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'
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Ilitp:!!204 .254. ! 12.5/cms/rplnnnualn!pllrl.asp
: 1/29f()()
,
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Am,ual I{eport
•
2000 Annual Report:
•
I lJ27f20(1) 5:24:06 !'M
L Oepan",,,,nt or 'Atelley
;woo
Department of Education
J. Cl'mmlllCe Of S"l>C"IfI''''tlC~
'}resident's Buard of Advisors on Historitally mack Colleges and Universities
4, IHIl,s N<:'w I;":l"!\ Fiscal
la,
W~$
Y('~11
11 E,p«lni
!L Cm.tfl! Charier
""
III Spe<;;lie Te;miMliol) Aullrolity
"0
l'n.'5idClitial
Ii. bJahl,$I"ne'l'\ .."t",;.;;;!)'
Cf'abl'lhm~nl
D, r:f(tc!ive Date
"'''lhorily
. £.0. 12876
14, COmmHlI:t 1 if!(:
Continuing'
111111993
Il~
!".::.s;o!!nI;al'
y"
f\'ational Polk)' Issue Advisor;'
I; lli)l;ril'''u" ofCummiatt
B(lllrd
:-10 Reports for lhis Fiscal Yeilr.
)(.., ;DUlI NUll1b<:, afRef\<i<'lt
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1) '"
Req IU Tt<mi... al~')
No
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913011001
F...O. "'062
:(>a,Lcg'$I~tion
q. "senty fktomr",nliMinn lu/ NtXl fY
12. $pecilic
OMe
t Il1tl20(}1
1112111999
TCnl1l:1l11>:J Uuring F\;
715
R~M"",I
'- k
I'ilmillly CI,)$~d
0
IJ.\I~~
Tp diSClls.>;. Ill': StlttU$ of fedenli tlf.\cru:y support for
2/16/2(1(j{) 9:ilO:OO A;\12/1CtJ2{1110 5:{)0;iH) PM
llislorieally Black Culleges :1 nd Cnivcrsilie...
"
To develop strategies for (ulun; federal agcncy StlpilOr! f(Jr. 4/1812000 9:iH}:{JO AM 4/18f20(l(t 5:0H;OO PM
bi5-lUricatly billel.; CifllCl!r~ ~II1J llnlversilieS
To re\'icw the Uuud's work and make recommcml.ations
9/201201109':00;00 AM 912012000 5:00:(){' t'M
fUI" the futun',
NC,\I tiseal Year
". "": CI.,p;m J',,,,,,,I Y(~r
.
•
;l~ll) !'~rs(lnllell'l"'~ ti)
Nu,,·federal
M~'"tiIO!~
; £.1(1) r~l ~M"cl I'ml! te> r o:\1"rill Menl/:"""
!Ru(J \
P'j~"",,d 1'1l11~ l<l
lxh{11 T',"'I.'I
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r,,(\ d llllo,! p", t hell! \\l ret!cr;l! M,' _"\)':15
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.md 1'(1 ()l~m 111
1S\l(4) i mvci ;>nd Pc. Dkm
re<kul :'oj..:!
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N<:m-Mel11kf C"USUI1imt5
i Ec OthW{I¢II:t.mcr cha;go,Jr:lpl1'Ct.P! imiu!\_,1\l11 Clf )
Ilk!
r",v!
)"1. r~Mr;\1 S:J:l':;"ppmt Y"JN
.; .;
"
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$0
565,000
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$0
$65,000
$10.000
$Hl,i){JO
$41l,!tOO
$4{},1100
$0
$0
$0
SI2,{)OO
$127,{I:00
ioU
$0
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$0·
S12,(1)0
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LO
2(;", II"" CC<!$ ;In C<J1)m;u~e jl\'"""p;;.11 ill 1",rp.<l,e·!
.~~. :.'1: '.:'
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Member!> of lhc l'n:sidenl's IfUH{'d of Ad~'isHfS 1111 liistoriea!!y fit;h:1l CoUcgt'S llllt! Univcr$We,~ (HBCC;.) \!let 11U
Fehnmry 16.20(10 to listen tu ptf.'SefllaliilRs hy,llnd cng!lgc in discussloTlS wilh, a lIumUi:r offcdenll agellcy In:atls
. and senior ~tliffmemhers, regarding Ihe st;lfU~ of I1;;etlcy ~upport ror UBCUs. Ituurd mcmbcn mude
rCC(llllllWIHlaliom ror expandet! ant! eontlnucd support, particularly f,l( gu:alcr \lflrtlcipation in ("otnpcliti\'i.'
programs, Hoard Illclllhcn met on April 18. :WOO.lo hcur presenlatiolls rchllcd to correll! fcdcraillgency
pnJgr(t IIlming 0!Jri()rlllu itics nil 11 HCUs. Members atso received updales on dcs~rcgatioll C!lSCS and legis!ollion
impacting !lUCUs. National HHCU Week \'11£ observed Seplember 1f1·22,2000, The Board participateu in:l
Iltllnbcr of events IUld 1Icti.·iiic~ with the I mcu Presidents. ChanCeIlDrs, .UIU staff. :md federalllj!cllCY
rcprcsenl:ntvCS in attendance, The Hoard melon September ;W, ~O{HI, duri!l~ NlItiolllllllBCU Wl'ck, 10 rc\"u::w 1'<151
:u:complishmcnh. and tI) dt.vc10ll InUlsitiml rccoUlUlclIdalions ror the new Atiministrntion.
•
httr:fl204~254< 112.5/cn1S 1rpI:U1llLlalrcport.asp
11/27100
�•
Annual Report
WI> How IA.cS llw COJn,,:iUff
•
!>:ii.lll<;~
its
memhtl~n,r:
The Board con,.:tsu of highly respected rep!1!'scntutivC$ from varied and din~rsl' hackgrounds. each having "een
insight in In tin:: educutional needs of (he pOpt! latiofl of 5tlldcnts served by II L>;Iorkally black cl)l!eges and
Ill! iversitic). The CIlIll mittel.' is composed of Sil pres/denis of historically nlack ("ulkges and univcrsilit~s, eight
rcprcsent!llins from the private sector. three representatives from the !loll-profit sector,. an attorney. olle black
coUege trustee, ~l church bi~hop, and a retired educator. Four of the HO:lnl members ;Ire former presidcllt~ of
bistorically black colleges. Each member hns had c¥tCIlSI\'C involvement wilh the nation's historically black colleges
and nnivcr!;iti<:s, either liS former stndcnls, ftlrmer and Cllrren! arlminisin'llor.;, fir 0$ ttlllege trustees. Tbi~
com positilln RSSII res a hroad spectrum of vit'wpulnts on bsues rele"~';Hl! to Ihe iustitutions Ute Board represents,
cOt I II,,,, Ilt<1""'\ ;'l1d r~le"nm Me tile Cmnmil10c ''It'el1q:~
The Board is chartered to. meet a least two limes per ycar but bccuusc ufille (Tit(cal issues cunfronting (ht colleges
and the nted fur tltc Board to be 1)1'o:1c6\'c [n dcveloping supportive .\>Ifrih..'i!ics :md recommendatinns, :uldili\)tlal
meetings 1Ire sometimts required to mCet these needs, B,mrd members hllH It strung commilmenllO m~u;imi:te
federal'lt!cller support for HBCUs, and thus work lirelessl)" to this end,
:w..J Why ~a,,'llhe 1JV',e m idi,wl;ljj",e. t"i~ eOl"'",!:" p!<zv;<!es be ohwincd .:I~"'tlc"ft,'
Tbe Inell! hers of the. Hoard pOssess a wculih of information and hn:adlh of expcrience of \'.aluc to federal poli<-}"
makers, Hct'aus<- of thc h,!atJers!tip posiHons that UO!lrd members lwld in II(l' A rriclw-A mcrielln eommunit}",
coupled with their divers<- backgrounds in academic, pri\·:"lte sector. <lnd l10nprnfit or~ani1.ations. the Rolltd is llblc
10 provide Ih~ {'resident and the Secretary wjlll vcry valuable p{'rspccti\"('~ till CdUClllional challenges }llld
(IPlltH"IIIOil ie:; that C<;llfrfHl( A fricl1l! Amerlel1n young Ilcople. Thc U(Il\rd (If Add",lrs i~ CQmrClScd of ill (d\'iduuls
who havC" had cxperience ndmini,~[Taling both [ar~e and small hlac1;. cnllci!cs. puhlk :\lId private institutiull$. 'flu'
deplh of !hi~ 0;lIe1""11Se (,nuh!es tltem tel maliC sun»d lind fruitful rct'{lfIHllt'lldaliol15,
10., Wh; ,,;\ nc"c,\,.,) 1" dost ..14/'>1 f"l<1ia!l\ d\"i~e tomm!llU ''''''';111\\','
N/,4,
11.1tt'lr.lll,s
Thb I'residentiul fhwrd h:ls been rC('ommeuticd fOI"" Nlnlinl1ill..')" hy the Oepal"!l1ll'llt.
f)~~;GH;u.;dr<";''''A:lmr,·;,,!·
~1~
Calltcrille W LelllHlle 1)('0
( 1(""I13!;"'"
Albr , .. Dr Robcr!
ighl,
,
Bn!ll~()tl. Dr Oswald I'
l~ddin, HI, RanH,na
-,
;
£n:reH, 1'.11" l{alph
",.
,
..
'
rI1rriug,WI(, Mr Tltum:ls
FI"J.:cmnil; Dr KlIssl~'
Ihtcl>.ley, Ur I),),d V
!lankin. Mr Nne!
IllWl pilfic,,", I)r Frclit:rick
Isl!, 1\'ls Ludic
,ltlmt~. Bblmp l~n.. d("ri~·h C
Jenkins, Dr Scbe!ha
Juhnsun, Mr Arthur
t:
JOllier. Dr BUt"lwH '''''_ "
': :
MeLcod, I)r, Willis II.
Rkhllnlsflll. nr ClIrl S
Slmkir, Of Aditl.A
Srikc~, Dr Dolor;:'. H
Thomas, 1)1' Ariltuf E
Titus. Or Myel"L
Wllll.;er, £)1' Willi:ulI
WiH!..i)unclw, M~ UarbMll
EdU('Il!iona! -r('~!it1g Sef\'!cr (I'h'lin'd), I't'nnsyh'jlt\ia
I'rc~ident. Ue!hlJlle-Cool,uJ:(1l College, florid:1
E:u.'cllli\'{' f)irct'lOr. C()IIl!n',,"~i'lIIl11 lUad. Caucus Foundu!i(lll
Mltllaginl! ,'nfiller. l',lUl, H:I,jillgs. Janofsky. Walker,
Wal'hinglon. Be
I'residenl 'Hld CEO. F'arringloll Hnd Assaciutes. !\~assatllU~t.'t!s
I)ean of Educatioll. llill,II'd Lntfef;.il)', Luusialltt
UO\'d V, Il;Icklev lind A"oclates, Nnrth Carolina
Vie~ I'rellidcnl, C(lrpOrltlt' Alflli rs Schieffelin .& SiHlII'i;('I'".\Cl Cv"
New Yorl.
President, Florida A& 1\1 tJuh erqty
Chairperson. TaJhHk\!,a C{,lIq!.(' Uo»rd of Tru.\ie"CS, Ala b:!lllll
Afrinlll Melhudi:.1 Chllrt'li. (I{clircd} South Carolina
i'residcl1 t, ,Ian i~ Chri~lillu Cullege, T exali
Group Viet" Preside!)!. Lu!;l,lwcti Martin Fl-dCl".ll! S}~tem~,
Virglni:.
I'rcsitlcllt, {ForIllCl"! Uvill!!,tune evllege, North Carollrm
ChalH:ellor, FlIycile,'i!k- S!:lIl' UniYcfsity, Nonh C:lmlirw
Presidellt, Mdrgan Stall: Un;~·\'fsi!y. \"1:tryJalld
Sell10r Vice President, C<w,itly :Ind AS511cilttes-, Washington. ne
l'.re~i1,1I:11 t, Un ivcrsiiy of l\1ar)'I:1 nd, E:lskrn Shores, Mal""yl:md
!'n:sident (Former" Celllnli State Univcrsity, Olli!)
President, {Hctirctl} l'h;lal,,11'l ~Il\i(h College, Arkansas
I'rindp:!], The Sonll)" \\';llkt'I""Group, Crurt!ill
Senior Partner. n.n. Will; and A,,~odatcll. Nnrlh C.mliin:l
22
•
Inp:112G4.254.1: 2 5/crns:lrplan;1JalrcpOfi.asp
! 1/27/0U
�Page of 3
Annua! Rep0l1
200n Annual Report: Review of Fed.ral Advisory Commiltec
•
1112912O{jO 3:J4:J{]- PM
1. r><'>p:Ittmmt Of A,tn<:y
2, FiSflll Yea!
Department of Education
2000
), C",nmitl«: rn S.JhCmnm\titt
,'\' GSA t ..mmllle>;: NI'
Presiden!"s Board of Ad\'i~ol'"$ Qn Tribal Colleges and UnivcrsWeli
4 h Ihj$ New thd _&
H
Fis~al
Yeil{"
5
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..
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No
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",,0
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A~~,IC} Rct'N'ru'1(:ndalKln'rel Ne..: fy
Con!inue
!;. E$t~h!i;h""'~~ll AuthOfily
'>residenlial
IZ !';ltlul;C E,tJbllIhm..iII A\i~no"ly
! J. CIl«(;ivc ~)~I~
\4. Cnl11miMe Type
14[ 1',,,,,,jemiaL'
1011 1)11 1)%
EO 13021
Coutimting
Ycs
Nutiullul Polk)' Issue
Atlvi~ory
Board
It>;! T"lill NIII'Il\><:' .. fltqlrn1'i
1(>1· iter<'fl T.!le;;md 0..1.:$
Options f<;r a F('t\cnll Role in Infrasiruc1nre Oe\'clVpmelll a1 Triblll
to !he While House Initiative ,In 1'CUs
O~lIegc~
Rnd Universities: A H.elHlrl
.
o
o
2
M''<':;''I: I~"q'<l;':i';;;~. i)ll~$
2/1I2UOll
To d~\',ei';p priuriC}' objcclh'es :lI1d discuss strategic
211112000211212000
plannllllfb3!!i;:'d 01'1 thc goals of tile Exccutke Order.
Tn f:on,'cnc m:tjor and nalil)naJ American India!l cducnlinll
orgalli:;;tiilJlls nnd discuss Nat!oJI,lIindian Educalitlll
3131/20003/31nooo
mil cpr in' I :l1nl'com IlIU niclltion st raleg ies,
•
Nl;xt Piscp.1 Yt.'llr
Illa( I; i'';~~';'~1
I'~,j, I~ Non.F«k'a! .\1",m;,,'<\
so
SO
Ill~(.t)
s!Ulr
tll!>(l) 1
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M",mi-..:II
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illi(~ I'~'
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"",,: 1'1:"
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Diem m NIlI',Mli":x.'f (;,,,,,,,,oIl,IITHi
I b(, ()II'~'I_«'''IS_''~~I
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$7,000
SO
thnrgc~.graphj::;,PI "'liHG.m~; I CIC.)
"-';'
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S,3{).OOU
$7,000
$3,000
w r~Je"ll Swl
;tNJl '1':;",":
S55.445
$2$.000
I'elwn"l:! l'ml$ W i'/nn·membtr Cll"1l1lunl~
1Kl>/I j 1,~-..:l ;l!Id I'm
SO
S35.500
1$";~II:~t;.'~~",d I'!IU~ ttl Fe<kiill M"""~'I
Uilj)II'~""ntll!! J'lfH~ \0 r~;knl
,$0
h:
$70.500
0.3
$),000
SU
$9S,4~5
0.3
:Oa I;.;..., ~j)d iiI( Coml'mm:e aceomplis,~ ,a /Wlf'<!~t':'
The President's Hoard of Ad~'isor$ IHI Tribal C()lIcgcs ,lIld UnivClliilic>- mel in fehl"uary 2000 to IJrioriflze Jiey
j~sue~ for its annual rc!}()t'( alld agency live-year plHHning ;lIlIi In provide I!uidallcc alld support Ell' the wlJrk of the
While Hmtse In iliatlve office dlll"ing Hu,' remaindcr of 200ft Tbe board focus('{1 011 priorities in ~evcn areas, j]$ s.:;1
f'Irl-h in E \Cell tive Order tJ021: I',t:-K tltnHlgh 12 liu":lg(''' mul rcf()rm~ N"tiVl: Culture alld LllIt~llage;
Inslitution al l'IJllllltUg and Su~tahll!hiHt}': I nstitlll iOlla! Aemuntabilitj; F....~u tty Rcs(Ju r'te5 and Hevdoplllcnl; TCU
F:ldldies :"'eeds; and Technulogy, F.)lluwillg the meeting, the Wllite HOII);.C Inili~ilivc Office ~la ff dC\·fltcd 11 IfII'Ijor
porlinn (If lis fime on these arms, aml in panicllinr. on pre-I< Ihrough 12 link:tges. TeU fadl,ities needs, and
tcclmolu!.!r, (ll) Pre-I( to 12 Linkages & Ht'forrn: nl1~cd on~; mvtion of Ihe mmrd. till: Chairmall cOllvenC'd 1\
IIIN!tillj! tlf l('aders rrom "<HillUlll, tribal. ShUe, :md loealindiull education nrgani'/.!Ilions on Milf(:h 3D, 2000 in
Alhhqucnple, New Mexico, I\1(Jre thlln 10 organiz:niilns were rCJln.'~<'nted, with milny oflhe jtwups coming
together for the firsllimc. Thc meclillg led 10 a n;lIew('d cpmmitrnC'lIf to wnrl.illg \ogefher on a "N~Ltitlflalllldial1
I;ducatiun IIlacluil1t" alld I!) IlwilllainiJ\~ t;fHIlIU1!!lkIlU"tl fHI I,!,)' is\!ICS ,ill clecirmlH;' mcdiutll,\, ~u~'h:t!> weh sitc~
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hnp://2(l4.2 54, 112.5fclfls/rpLannual rcperLnsp
11129JOO
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Anl)lJ::Il Report
urullistscrvs. The group agreed to contiuue planning of (lie ntucprinl at the Fall2tHHl rncetifl~ oflhe N;ICi(HHtI
Illdian Education Associnlie>n, ror prcsentulion iu the new presidential aclmini~lration uno tlll:' Cotll!re,\~ C<lrlV ill
20fH. (b) "feU Fadlllies: Need~: BflR"tl Oil ~ reporl prepared by the [nslihUc for Higher fi:dutlHion Pulic), fn, 'llte
fio:m.lllnu the White liVtIH"lniliatin-. slnfrw(lrJ,;cu wilh tribal cQllegcs, fcdc-ral agencies. and lh~' CUllgr!.'ss In
sccun: tuili;ll (untlin~. and in sOIm: tl1~CS, lItHhorit). for facilities TCllO\'IIHoll and construction :\lldh;d (·Hllcgc~. In
dl{' Fi~cal \'CHr 2001 Imdge! prm'CSS, appw\imafdy $17 UlilJjnn in lIew funding was allonllcd for thb criliral art"l
of need. Til" Initiative's 'ltoal i~ to mutch tltt flrinlh: seelor funding effort. (c) Ttclmology: Tu l!dUrl.'\\ tbr aeull:
Icdln(tlogical needs of Tribal Colkgcs :md !hcit rl"Scrvatiou communities, 1'Il"Iff workrd with nOll rd memhcn in
plllllllllU implemented Tile Cirde of ['rosperi!y; Tribal Colleges, Tradition, alld Technology, The Circle lit'
I'n)xperity is all c~dting fHlhlie~rrh'al(' illiflaCin: to crcl'!te a mttloH!'I1 rl'"!'lmework; for hringioj,! slall'-nf-llil:-lnl
ie;:lino!ng} ttl trihal co!lC;!t'S ami thei. ClHllmlHlilk~, Tile illitilllivc is il! live phases: 1>IHl~r I inv(jlved thl' adtlpli,*I\
by Iht triball:ollcges of"guirl,ing I.rindpil:s" f(1( the inltiiuivc; Pha~e H w;u II meeting ofTCU prc!>iilclm :lnd
rcpn,'!>cn!nti\'cs)n July 2000 to Ilr!l('u!atc I i~i(f1!5 :lud obJtClives for Hie initiutlve; Phase III n'll$lhe Trihlil ColI<:~ ..
Tccll!l()t(l~y Pmsl}I.'rit} Clilue. <l2,S t!:ly {'\,('ut thili hrou~ht together majQr rwlitkul alld cemwlIllc ~la"I.'II1!1th:n.lo
d,','clop:\ ('()urdilliHl'U national fnHnC\lul'k fo~ TCU Tcchnotogr, Thmugh [he highly inieractlve. fll~l~plln:.L mut
H'marka bly l'ffee:livc ~(ra{cj:\k plan ning I'fH~flcrity Game,T'r p)lrticiplI nls cngllgcd in tell In iulrn;rlillll 1I111H.'d al
tdcnllfyillg c:hilllenr!'es nnd developiflg {wliet' (iIHion~ llnd ~l nnegies for thl.' coord ilia ted lIal ioual fnlllH'>l lId•. -S",rlOr
tcltms included Cedcl'al, trilml, :lIId ~Illlt· gon:nlllwnts; Tribal Cbi!ej!cs and their cdllcntionluH'lm:r"; (1)(' flnn'Hltr
comll1ollih'; and R&D, !'lllls(' IV oflhe iniiiaCh'(' W:lS hdd within w('('ks of the Prospcrity CunH,H' :wd il1l'o!,,('d l!
511ll1ller )~r'(;Ur ~lf stt':llegic pitHlIH.'n, Their (lbj('ci h r was (6 refill(' Ihe plall~ hegun III Ihe C:unt\ 1'11\, 1)lalll1 illg
S{'S\JHJl fndudl'd inllm'lIth'L< llllU ("u!till~ edgi' computcr mmlc!!ng alld ~illlnhlfion> which helped Iht, partirijlanh
dNl.'rmint' Ihe what. whtJ., ho\\', llnd when of Ih" strategic plans, Phase V of the Circle of l'rmp('l'ily will hi.' lid;! in
Fehnmry 20tH, whcll !rihal ~o!legl' pll'~idcnh ;\lul the I'I'esidelll'~ HOlIf1:! of A<h'iSHrs lln'sent the pllIU to the
pn~sidel1t llud vIllers, At lite dose of rt!>c;11 Yl'al' :won. Ihe While f!ou~c Ini(i:lli\'(' omet' Itltd a ~1:lff;lfhH'. path
slaff memher S!H~nj 2:' pcrcent Hr her time on )lrlh'ilics tlirce:!ly relah:d !O il1iti-allJl'l!'lfiil,IOiIHl!lf tht· Ulmnl awl
Ilt her 1Il'li\'ific\ wil It in tilt' Unanl', StOPI' Hltd tlutin_ The rcmaiudl'r of 111l' .\13 ffs limt \\'H~' spcnt 011 nllla :1l'1 i\ il ic'
required IItHlt'r E:l:ccllhq~ Order U(Jl1. indmlinv, 'lcfh'illeS jlursunnl 10 'U(,nnl dirrecivc hul l:l.Ill5i\\t'llt \\ i! h {Ifn~t'
tlulic~ set fOr1l\ IIIH.lcr IlIl' l'H'elnivc {Inlff, <[(!,mini"'l!'a!!",.' UlllUePi lind (k,I:U'lm('liI;r1 tllIlil'!>.
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riftetlt llIcm\!;;rs werc IIPfloil1ltd h} Ihl' ,'rc,>idtlll in .lilly 19t;9',TIll'Y indndc rrprt!>(,IlI:lliH'S (!'Dr!) rhe Tribal
Collel-(l'~ and Unin'noilies, olli..:r im:{ilulitHtS ~,r jlj~lh'r L'tit!e,lii(J(I, fOUIldaliml5, tlit' prinllt' ~('el<)r. :111(1 II'it'l.1
gO\ trllllltnts. A m<ljnril y of Ihc !Wllrd ,mCm~I{"I,' afe mem bers
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Ch:l i rmllu I>f j hc Ron nl, pllr~II:1I; (i'il'iil(';iiulis flas~l'd hy Ill... Guanl. CHlH'tIUed the nlcctings ill eomu!!;)! tflll IlIll! till'
Oesigllalt'd f\'dcra\ Offici.d. The B,llInl m~'t'ts ,II ka~1 twice II ~'t'llf. Uj" more ucp(,fllliul! Illl fhe \\'01'1< .,dl~'dlllt·,
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Tdtml Collcl!;t' pn'sitit'll ts, p rlvalc ;ii!;f.;itHili'l'Ilni q,tfol' reprl'~clllafl\'es. puhlic t) ffici<1h;; mHI indh i;llmh from llie
.:ducalioll cl;mt1ltmitr, 11110 an; r;nt!'ni iu.";!'!!) ('"win!! together 10 Sil"ff' lhdr expertise with the Prc~i(kllt ;lItd 1Itt'
Nation. Tlll':)-' will rl'ol'iile lHlvirc. to Ihc.l>H'~jllt'!!! {Ill ~lnlll'gil:~ for lIchlt\'inA agNlcy ("olllpliaIH'(' 1\ i:b 11ll' EH't'Ulh ('
Onkr am! Oil ?llys,iu whirl! 1lC';>"pulllic~prinHc pal'!lH:r~hill~ RIB) in[ia!il'l:~ call assist Ihis N.lIil.u'\ !!!tm! {',)IIl':':\'~
and II nin'nil ics in Ilcllil''.'ing Iheir miJO"ji'l! (If hl'inging r(,{lIwml< dcvtllJpml'"lit l1l1l1 higher l'dut:alloll In till.'i r
c(llltmullitie,'i :1 Ut! 1heir pCOftle. Thl' Hm!rd 1\ il! n'l'lIl'! Oll 11~CtlCj' pr(~gn'ss low.lnl ;trhie\'injf t he i!n;)!~ (I f I h \'
Iixceu!iYe ()nlcl' a lid Ilwkc l'eCo1ll1llefldatl(jfi'. !U the ~~f..:sidenl alii..! Ille SccfcilllT (I r Ed 11t"1 li.)!I. Withoul :!u i,bm.'f
amI t'tj)erii\c fnl1ll illdividu;lb Sitch:1'i lilt· UPllt'd IIIl:rn-lj!;'rs, fcdtnllllgendc\ aud potL'lltial rriv:ll~ \\"cl(,r P;U'IIHTS
1'011 III han' .Iinin!h:, ill prioritizing initilltj\'{'~, impltl11t:nling the Executive Ordcr 011 Trib:1I ("llh:ge~ alH]
Uni\'t:r~ilil',~, ,wd assi,hng trihal colleges in IIH'II' ('fforis to cre:l!~ ~duclifiou lind economic oppllrIUllilit'~ for :111
Amtrir:!l1 India!!"
Be1'uHl'"in, Dr. '\Ihou R,
HIlnll.';lu\.lh, Lionel
CoIUlmCH'. Dr. TI\()I)Ul~
FOlI'ltr, Ill'. VerllH
L{'wi~ Jr., Ill, Tummy
I\bnil1,,\):" ,Io\cph
Mdlj>lIllld, III'. .IQ:I'cph
MOfH'lIC, Ih'. (;,,1'<I\(1 "Curly"
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Thc FI,n.1 Foundation
Siul~' GI~',~f;rl Uniwni!y
1Il1inrsi!y
\-V;l5hillglOlI
Ctlllc~l' Ill' the MeIllHlliru."(' r\a!ioll
NllI'tlnH'st Indirln Collegt
Nnrlhl"rn Ari:WIl<l UJ\i\'t'r~iIY
~;jli~h I{"j)tcn.d Collej.!c
Turf!c J\1ulwl,lin Ct,mmllutty College
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AriZona Stare House or Reprt$cnfativcs
Little Big Horn College
TIlt W.K. Kellogg round.lion
Norris, Honurable Debora L.
Pease-Pretty On Top, t)r. Janinc
Peterson, I)r. Anne C.
Ro~scl Esq.• feith Ruth
Stauber. Or. Karl N.
Trudell £sq .. Richard
Wiltinms. Honorable Patrick
Auorncy-AI~t.aw
Nl)rthw~SI Area Fo-t:mdll(j(ltl
AmcrkUII IndiJm ResollITes tnstilllle
Former Congressman/Center ror Ihe Rocky Mountain West
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11/29!f)()
�Annual Report
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2000 Annnal Report: Review or Federal Advisory Committee'
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11129!200G 6: [8:46 PM
I.l)cpanmenl
As.,,,,;y
<'f
Del)artlllent uf Edl.1ution
2000
NlI!iOllui Comm ission <m Matllemntics am! Science Teaching for the 2 t ~t Century
5267
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Is 11;;, t,e"
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5, C""~1I1 Ch~r\er
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I 2i3 1i2000
4/6/1999
Suo Wa, r ~fln*"mcj 01.,
~i ry'~
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R"c"m",cnd"I'''~
(or
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lUa,LesisiMw" R"'lI" Te"llin~l<!!
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No
Terminate
. Agenq- Authority
II, Lsmblish'T>;m Amnlll'tr
11.
13_ r,..'Tecli"e OJ!"
Sjl~l'if'~ !:SI:thi$I"'l<:;M A,,!lIO",}'
3/23/l999
1·1
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Ad ~uc
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No
Nalioual Policy Issue Advisory
Board
11>; 101,,1 Numhw
"rlkr"'~;
1,,1> I,Clhl"- 1 id~, .",J [)Jlt:.
9i271200()
Bcfnt"c l!'\ Too I.nl<:: A Reporl to the Nation from the National Cnmmission (m M"lhcl1HltiCS
alld Scicllce Tea~hing for the 21s1 Century
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T" review wlta! is klHJWII about effective t(~achlng thai
$uppOrl£ Itigh levels of matbt'matlcal and st'icncific' ,J> 1 .\~.
9 11./3011999
;tchievcmcnl amonf,! <III students, and lU consider wJm! it \\.'
(llke>' 10 enahle lc,aclll,'rs to teach in UIIS way.
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Tn c~fllun: potcntiaillscs of lcdmo!ogy 1(1 support high; , " ; '"
quality Icne,hing; is~ues rdatrJ tu rccrIlHr~lent,jJldlldinJi" .:.: 3/G~'io~o- J/7/2/)U(!
1I nd pr(lfCS5HHlll r dcvelopmcnt; and to rc\,u;w,a,drart(lf\ il ~'.' ; 1.< I', ;)"" '"
in jti~11 dlajlicf~ ttf their feport
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T{) c(II'lJ.:ider hsucs of fioUlldal jnccnti~'C5; 'aitcrfllitive routes'... '
10 ccrl:ficaIOlt.liIiU preparation fin teachers?f ,ma.!liematiN;"si812()OO 5NI2I)()O
,md SClcnce; to fllcns 011 a draft of the Cornmls)!i)1I 5 report;
:md to !\1;t"('e on 11 5et (lr gencra! re;:ommcud-atlons,
To foclIs Oil lei dnlCt of the Cnmmission's report and the final
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rtton;mendalions cOlltained therein, related COlllmis$i~,n
7ll3!20(lO 7/14120{l{) ,
products, Iwd plans for dissemination.
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Page 2 01'3
10••. I,,,,, UI"'1 1I~ C<>mm il(e~ ar;wlIlj)lhh ,to; r.orr"s~','
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The Commis)(ion held m~dings which included plenary discussions as wcll as invited prcscllintiolls to assiSf Ihe
memtH:rs in turying oul their dHlrge tQ creMe an action stralegy .. imed lit improving the qUlllit) uf mathematics
lHtd science h'aclling in K-12 classes nationwide. Attcnda books witlt background information for \':H:!\ meet iog
<l ('n prepared by 5i:! ff, ill cOllsulfation with lhe Chairman and ~ It rhms members, .Int.! dj~tributcd 10 th~ members.
The meetings were <l"pcn to the public. The Conuui~j(i(Hl svught input rrom lite pubHc und fmm cduC;tlOrs,
rcscardlcrs, and oltler members of {he cOlllfnullity via" )·jrlll:'li hearings" ihmugh un online itHera('livc dl~rusii(Jn
forum linked to tlte Commission's. weh site, The public could also provide h\PUI In [be delihenUions of !lIe
Commission by culling or writinR. The Department of Educnlinn supported the 'Wurk of Ill.\: Commissioll hy
pfOvidmg sta ff 311d fum.!s ffir ad minl~(rali!ln" The Cum mtssitHI produced a report fhal cmpha,izcs ihal good
kaching: is the key to improved student achieYefll\:nl and r«:otnltlended three goal~ amI corresponding action
strll fc~ics thaI focus ~n: improving the lwowledge and skitls of cu rrent math and sdlme!! leachers: incrcasing Ille
num her of wcllwprcp}l red teachers; and imprO\'lllg tht' worki;lI~ elWlf'tIomcol to make tbe profC!isio» lIIore
:lttratlive. !loutli»cs cOner-eic steps thnt every 5chool, !listric! lind state enn imrlcmcllt to help ('Ijmn' tI,al
instrUCiioo in math lIud scicllcc a rl;' of the h igilt'st ;pljj lity,
~'h. 14J",'u!>!:$ lhc COI1urllUte baumtlt m 'lIC1tlhenhip;
The Commission h:td 25 memhcn and 8 c\ officio mcmhers and \\lIS comprised nfll dive-rse lind lalcllled g'mll[1 of
intli, idu a Is who rCj)resenled mIll!)' of the SIll kch(Jld,'r~ in mlHlwtnaiics and sdcnce !ejjching, indh'idllals eho~cll rm'
Iheir llfO:ld nperilsc and for their fHltcnii:11 to help implement the recommcndations that emerge frum their
, ddiher:Hioll$, The, iI_tluded JJ of the Nation·s lines! hllsincss and education Le-aders; flUbl": officials lit tilt'
Fcdcrlll, national, S(al(:, and localle\"('I~; and lendu:r~ of tnlllhematks alltil<c1enCC,
;r,,' I bw
('('I~ent
"nd 1~le\''P'J
~I( !b¢ C(Hn",ilr,~
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The,Cum mi~.sion I11l't al lhl' c:lll of the Cllatrl'cnun, with tilt: COIICIlJTf"Un' of the I)csign;\I('(1 Fedcnll Officin 1 \\ h!)
W:l5 PI'~Sl'lIl at :til mel'iiogs. Four tnt'Clillgs were held in F'f 200ft The meetings pn!\'ided a fuwm for IIIl' IIll'mhl.'n
III sliare their expertise, hcnr (rom invited npcrU,!O tJisCU5>S their charge, alld ultimately ut'\'elllj)
rctommclHiaHollS lind COHl'spunding llctiou Slnlt!'gies.·
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II igh Quaht} Icaching is eritical to im pr(l\'lng ~lauel1t !).ch ic\'emcnl in mathematics lll1d ~dc)\cc, Th('Tf It:!> !J\:Cll
cOflsider"hle study .lIld oumerous cfforts rocj)s~d 011 t tit' prCjmn;lion 1111;1 ,\UPfH,rt of kllchers hlf' quilc »0111.' lime.
N('\'{'Tlhcle\s, math lind ~cicnce teaching iu llit: mlliun is nol whnt it should hc, Fal" 101) many U,S. "tlldetlt~ nni~tI
high school withunt mastering the challenging mllthematics lHid scicnce 1H1ce'>$llry f(lr S,IICC:CSS in Iti!;hcr l'ducation
an(l ill the r<>lIIpdi!i\'c l.:f1o\\'ledgc~lmsetl enH1l1H1 y Ilf tIle 21 Sf crulll (}" Unfnrhl!1alc!}" many nf Ihuse whu fll'(,vid.,
I1wthrm:llics rmd SCience instrucliull toda\' latl; the IIJlpm(tri:ttl' actkntlals :lnd liccn~urc for Ihe ~ubjecls !!iev
Iflld1, and IIIMl)'
those wIlt/arc n Plll'Opi'iately ""riilivd an' UIldl'r-pf\"j)';'I'I:cd injihcir: disCII;!illcs,' IIi be!, II ~t;H.l.i .'
n:icll$vtlli\' Secretary Riley rcpur!cd thai mall\' !t'adlers -dc~jn' heHl'r (l':'.illiliji :imfsuppol'!. E,tu;lIh' pnd.!ellllliic i~
Ih:!t mmt teachcr~ do not tlll\'e oliIIOrltlllillJ.."S"tl; ct.II:llioF:lte nnd ;'cflecl im the Ilro('c.H or leaching ;I;,d !e,ml in/! in
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Jeffords, Sen, James 1\1.
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The methodology tht! C(lmmiSSio[l used to accomplish its purpOSe was tit rtc-fold: (I analysis of information.
mmlt>1s,llnd upcricnccs educators II lid others han' had in deploying the Interne! and learning; (2) publk hel\ritl~s
with Icadint: c);perts in c.hlcatiol1 and Intemcllcchnotogies: and (3) sredne "C'[CSlimony" submitted h}' {",p<:ris
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10\'1 lI()"w dnc:s tIK ('omrt;>II« ~Ianc<: ib mmll'«~""I"·.'
The Commission i~ com priseo of si){tccn members of which, til ret' are appointed by the rresidellt, from »Illon~
indivkhwls representing the hlterncl tCdlf1O!ogy industry. three arC" flPIHJinted by Ihe :':eerc\:II)' {If Educalintl,
whO!~ cxpenis!! in :lccretiitali!}n, cstablishtng :;;talewitle curricula, and estahlishing informatiuJI technoli)~y
llelwork$ pertllinillg 10 eilucation curricula; h'o arc appointe« by the MajOrity Leader of Ih~ Scnate: three nrc
appointed by (he Minorily Leader If the Senate; I~\O :lr~ appointed 1)~' .he Speaker of the House; three lire
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Washington, DC (February 2-J., 20(1(1); Silicun Vllilcy, CA {April 7-8, 20f)O}: Allanla. GA (June 26, 2(00);
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COlllmission is to propose policy recommcn\llllions 10 help cllsure ltl1lelll'ners Illn'C fun and cqlllllllcees~ {O the
capahilities
j IIi.' Wnrld Witit' Well. nnd to eusure 11m! onlinc COIl!Ctll :md le:unill1t strategies :Ire llffol'tlable .md
meeUhc highe.q $Iandllrds of edu('ntiolllli cq utility. The Comml~silln h,,> cslablislu!\I three principal ohjectives: (I )
Arliculatc a compreh"'fl5in· policy "roa<l-ma(l" for key educatioll stakeholders, publk potiey official!., and thc
prh'ale sector. (2) t~stl1blisb ll. sl rong prCSt'lIce on the Wurld Widt' \Veh that is a foc:!1 (win! of UiSCUS'iI(Hl lItul
de-lillie at'er Ih(' key pulki.:s 11 rrcetln-g Lit;: deploymenl of Weh-baser.! c{)Jlt~ml aud learning st ralcgies. (J) I'rtll'ide
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April 19,2000 Secretary of Education Riley
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Contact: Erica Lopping (202) 40L·3026
Remarks of U.S, Secretary of Education Richard W, Riley
The Growing Importance of International Education
La Maison Francaisc
Washington, D,c.. April19, 2000
Gond mornIng. Thank you Ambassador for your gracious introouction. And
rna:.- I ask you to stay here for a moment. I want to extend my thanks to the
French A:nbassador and his wife Anne for,their graciousness in hosting this'
occasion. I would also like to thank Daim!cf*Chrysler, the corporate sponsor
as well for their generosity.
I would like to present the Ambassador with a gift and ;"ith this gift comes a
story. As many oryou know, much of Europe was hit by a devastating ice
storm la~l winter. Ne,vs stories n;cDulllCd how tens of thousands of trec:->
\-vere either damaged or destroyed including many at the palace of
Versailles.'
This news story touched a group of school children in Fayette, Georgia, a
lown named after one of tile lirst great friends of the Uniled Statt:s, the
Marquis: de Laf~)'ette. And these children eame up with a wonderful gift
•
To assi:->t me in making the presentation I would like 10 ask Erica and
Faller to -comeJorward .
Alys~n
These IWO y9.ung won:cll are students at Greenbelt Middle School in Prince
,Geo"rgcs County. The school sponsors a French and English dual language
': 'program,' 1 ha\'c asked the twins 10 translate for me in my pn:sclHation to the
. , Arilbassador:
(translate) [n response to the los$"{)f so many trees in Fr.mce, the children of
Fayette, Georgia startec,u.,succcssful campaign to send lO!OOO new trees to
France. As a result of this ..wnderful gesture our continuing friendship with
France grows stronger.
(translate) I am pleased tc!_ present on l?e~alf of the children of Fayette, a new
seedling, the first of scvcra(,tbiJusand 1.':.;cs that nre now being shipped to
France. Tbis tree is a Valley Forge elm tree from our National Arboretum.
A3 all Americans know, Valley Forge has a special place in American
history.
Thank you Erica and AlysQn for your lovely translation.
Education is now on the World Agenda
•
Now-let me share wlth you my thoughts on the importance of international
education, J have just returned from a two-week trip to Asia, which included
important meetings with the education ministers from the G-8 and APEC
(Asia Pacific Economic: Cooperation). These education leaders represented
the hopes and aspirations of almost 3 billion people and together they
III 2101
�Page 2 ~f 11
April 19) 2000 S,:cretary of Education Riley
•
represented 'over 80% of the world's wealth. This is also a timely opponunity
to make this repon. In a few weeks~ educators and leaders from around the
1,.\'orld will assemble in Dakar, Senegal. for the World Education Forum,
Norma Cantu, one of my assistant secretaries, will be rep:-esenting me at this
important conference.
Today, I would like to report back to you on my medings with my fellow G
8 and APEC education ministers. f would also like to suggest a series of new
steps iO re-energize the cause of internation.al education here in the United
SlaH;:s. The United States has much to learn, as well as, gain by such an
engagement with the world, ] also believe that the Ur.ited States needs to
have a clea:- and strong national policy .."hen it comes international
education.
.
The u.s, Department ofEJucalion bas a long tradition of active engagement
with educators from aro'Jnd the world. Each year, over 1,500 educators from
other nations visit out department 10 icarn about the state of American
education. [n my seven years as the U.s. Secretary of Educat!on, ! have seen
an enormous increase in the number of educ,ation ministers who take the time
10 visit \vith me.
Education has taken its place ;:dong with trade and economics, keepir..g the
. peace, the increasing mobi:ity of the world's p00ple, and other major issues
on the agenda ofin,ter[!~tiorla! meetings. In 1998, at th0 Summit of the
Americas, for cxan;ple, eg~7!;l~jo.n was the number one item on the agenda for
discussion by the h'cmisphere's 34 heads of state and government
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order. ,Educa'ti9.J,1:,~~:?~:iiut~'q~ih~ igenda for the Summit of the Ameri~as
bC<'£l.use PresidcI)J.,Cerdo.29:9fBrazii called Pn;sident.CHnlon after listening
to President Clirlton's State of~he Union speech, which placed such a strong
emp~asjs on the importance of education,
This past summer, the 0-8 nations' 1cadep..",,··~Hscussed education at their
Summi1 meeting in Cologne, Gennany, And education will clearly be a
major topic of discussion in the upcoming 0-8 Summit this summer in
Okinawa, Japan.
Xhc growing importance of education is a new international development, '
and 1 do not see it going away. Every sensible leader recognizes that the
wealth of a na'tion in the info:-mation age - the ecqnomic, social and cultural
wealth -- li~s in its people and what they know and can do.
•
Whelher a country prospers economically depends largely on its human
capital; whether democracies old and new flourish, and whether, citizens treat
one "another with trust and respect depends on the values and practices that
::an be learned both at home and in schooL
Education is the key.delenninan1 of the success of individuals as well as
::lations. Many Ame! icans would be astonished io learn that education is one
of ibis nation's leading gww1h sectors when it comes to internationallrade,
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, April 19, 2000 St:crctary of Educalion Riley
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But the beauty and the benefi1 of discussing education on a global stage is
that it's not a zero sum game; what I gain in the exchange is not a loss to you;
our sharing what we have learned about educalion practice benefits both of'
us. The concerns of the many yisitors who come to visit liS in Washington
arc often the Same as my O\\TI. How do we close the achievement gap
between advantaged and disadvantaged students? How do we prepare
tca(;hers to teach with new technologies?
How do we reach the millions of children and adults who do lfot haye the
even the m'ost basic skilis like reading? How do we transform om educational
systems so that they are less rigid, more creative and more able to adapt to
the demands of the 2151 century?
Tom Friedman, the foreign alTairs correspondent for the l\'ew York Tunes,
may havc captured what is especially new about this new era when he wrote.
"the biggest foreign policy issue is now the biggest domestic issue:
educmiofl. In this eras of globalization we think we [iced to get smartcr to
survive in 3 world without walls. H I think Tom Friedman has it about right
"Saber cs poder"~ knowledge is power~ is a Spanish phrase that captures this
sentiment as well.
I a130 believe tbere is something else thal is
•
impo~an1lo
consider. For much
of the last 50 years international cducatioll;w{ls. orten defined by Cold War
imrlcratives. Now, we are in a'new time :;md much of the wortd fortunately is
ut peace..Let us use this time ,"visel), and define a ne\v set of principles for
international education that respond to the contemporary challenges of our
.
.
time.
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Princ:plcs that encourage intellcetliuHrccdom,'dcmClcracy building, human
the peaceful reso,hnion'of dSlJUtcs, cultural diversity and a witlingne~s
to sec the advance of educution for the gnad of ail, including the millions of
children in the developing world who have no schooling.
r:ghts~
.
.
I hope tq encourage such a dialogue by giving this address today: So let me
begin by offering a brief account from my recent trip and then suggest a
series of opportunities and actions that we can take together
A Repol1 from the Field
In the course of my
two~'week
trip to Asia, which included separate
ViSitS
10
China and Thalland.l had the opportunity 10 lalk with education ministers
•
from many developed and deve!oping countries. Let me give you a report
card of what J suw and heard on specific arcas of interest: LCchnology;
academics and social development; teacher quality; decentralization; access
to higher education, and the importance every nation pl~ces on increasing
~ ,?"><
exchanges.
Technology: There is a clear recognition that technology can and will
transform education: As a result, many countries arc investing heavily in
information technology. There is a widespread recognition that technology
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April 19, 2000 Secretary of Education Riley
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or 11
can be a powerful addition to teacher training and preparation. At the same
time, there is growing recognition that many teachers' lack the skills they
need 10 take advantage of this nev,' technology.
Thcse leaders also recognize that more information does not necessarily
. translali: into an increase in knowledge, mucb less the wisdom to di5ccm
what is important and to be valued. '1111S suggests that we :nusl do much
more to give teachers and students many of lhe skills they need to analyze
and understand larger volumes of information,
There was also a great awareness about the digital divide within countries.
and between devcloped and developing countries, Many mi:1istcrs ~xpressed
a strong desire to use technology to create classrOOln~lo~classfoom
cOllllections via the Internet as a wuy tf) build cUltural awareness imd to foster
bilingu;ll and multi-lingual language study, And it goes without saying that
distance learning v.'iII reshape ~~ and at the same time - offer us many new
opportunities to expand the scope and breadth of internati::>nal educmion,
Academics and Social Development: Educators from China, Japan and
Singapore are fe-evaluating their educational systems and looking for a new
balance between academics and social development For generations these
nations have put a premium on fH.:ademics and a rigorous tcsting $y~1em.
•
There is now gmwing recognition in these countries, Qoweycr"thJt ihese .,"
current pmcli{;es limil opportunit:es for cn:a:ivity and Innovation. And they
like us nrc increasingly interested in civic Jnd moral~4eVelopmeril Idling with
academics.
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There is a great deal of interesl in these countrlc,s in ol,lr. eff~rls:~cre in the
United States to create after-school programs: to prom(!tc c~aractcr
education, to encourage'family, cOlnmunit);-and:busincss~involvement) and to
expand arts education. The art exhibited-here to~ay ,through the gcnerosity of
the In!crnatio:~al Child Art Foundation, clearly shows us that when we allow
children to explore their creativity 1hrough the arts, they shine.
Almost all nations are eager to make sure that their students learn additional.
languages. particularly English. The ministers of several nations including
Russia, China, and Thailand are interested in examining ways that "\'e can
~'-..!
help them dcvelop high quality English instruction,
,
,
I will be the lirst to tel! you that we Americans have much to IC(ln1 from other
nation's whcn it comes to learning ncv,' languages, and we are just as eager
for help. More than any other developed nation the United Sllltes has fallen
behind when it comes to teaehjng our students the importance of learning an
additional language, My two assistants --Erica and Alyson •• urc more the
exception than the rule and we need to change that.
•
Teacher Quality: Like many educnlors and policy makers in the Uniled .
States, my counterparts in other nations have a growing concern about
recruiting and preparing the next generation of teachers. Like the United'
Stales, many nations face a growing shortage of teachers in spcci,di:l£d field
like math, 5cicn<:c, and helping children with disabilities.
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�April 19,2000 Secretary of I-'::ducation Riley
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Tht!re also seems to be a growing degree of dismay about current practices in
teacher education, the preparation of new teachers entering the profcssio;l~
and the lack of real professional development. This concern about the state of
the teaching profession extends even to Asian countries that traditionally
have revered teaching as a profession.
Decentralil..ation: One of the more interesting aspects of my conversations is
the search for what I call a ne\\' arid balallced model of education that is
appropriate for the 21 5t century" Nations wjth strong tradi.lions of national·
education systems are seeking to achieve greater levels of decentralization.
At the same time, here in the United Stares I sec a new trend emerging-
Slates governments are assuming more power over Jow-perfol'l11ing schoob
that need to improve. All this suggests to me that all of us are searching for a
new and more flexible model (If education ~-wjth H new balance of
responsibility ~* that fits our limes.
My department has w(lrked vcry successfuny in creating a new model of
education buHt around the concept of partnerships Mlinking high schools and
universities, reaching out to parents, community groups and business leaders)
engaging tlu: private scctor and roundations to encourage educational reform.
•
Ovcr 27,000 American college students) for example, are working as reading
tutors in Dur elementary schools across America. And we have a vcry~ , L ~.~ ,. \;"
exciting partnership initiative called GEAR~UP that is now linking'hu.ndreds!\,.,~ 'I'
of our middle schools 10 colleges and universities to create nev,,' pathways to .
collegc.
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Higher Education: Many nations.are facing an.incrcased dcmand .f0r·higl?er:;';,;'',l:i;! '
education and are taking a new look at the diversity-of America's-system of"\"~', ",
higher education, including our unique community college system.' As,one. ' .
eXpert wrote, the United States has a "highly forgiving," system thai allows
more than one opPo!1unity to gain a college degree.
"
Nations that traditionally h~v:e relied on one single cxap1 to gain admission to
college 4lfC starting 10 see some advantage in Ihe American willingness to
give students more than one opportunity to gain a higher education. And
every nation is aware that the !ntt:met will reshape higher education, and that
there is much work to be done now to create a new framework for distance
learning.
,
'
Increasing International Exchanges: Every nation is keen on fostering greater
raculty and student exchanges, The G~R, for example. bas adopted a goal of
douhling exchunges in the next Ja years, The European Union is working
•
very aggrc'ssivcJy to grapple with those core specifics - from credit transfers,
to joint programs, to financial aid, to housing arrangemen1s ~ that can lead to
the doubling o~ exchange programs,
. ...,.
Asian countries also have a strong desire to increase such exchange
opportunities. Sometimes, other countries find itdifncult to make the
necessary connections to carry out these exeh~ngcs given the independent
�Apri! 19) ::WOO Secretary of Education Riley
Page 6 of II
nature of our system of higher education system.
•
The United States has been very fortunate to have a large number of foreign
exchange students on our college campuses. Almost 500,000 foreign students
arc currently studying at American colleges and universities,
Ab-:mt half of these students are in graduate education where they make a
valuable contribution to this na1ior.'$ research effort. These students hring. a1
le~lst
$9 billion per year to our economy, and they enrich "ur campuses and
comr.lunities in non-economic ways, '.00, They develop lirc<ong friendships,
which benefit both nations in count:ess ways.
11 i:> clear to me from my conversations with other ministers that other
nations see new opportunity in sllch exchanges and arc working very hard to
make their exchanges opportunities more attractive, n:.ore accessible and less
costly, This is somerhing we should welcome, but at the 5ame time it should
encourage the United States to re~examine what we are doing as well, We
should no! be resting on our I!1Ufe1s. ] am pleased that the number of
American students studying abroad has more 1han doubled in the last
decade, Last year, about 114~OOO American students were studying abroad, a
14.6% increase over the year before. Tbis is a very positive trend. But much
mor.e"nceds 10 be done to crcate new exchange opportunities for American
students.
,
•
At-the very least, lhe United States should meet the newly established G~8
goal of at least dO:lbling :tS exchange opportunities in higher education in-the·
next ten years, and that means finding OlCWS ways of sending and recruiting
1wi<:c as many students.
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. This concludes my brief report card. 1\s you <:an.sec, many, many issues are'!'.tt:-;r" -::~; r::I:"~ ;i,~1:;'-"\' ; '. ;,-:
on the international education agenda, Let me now set·the stage for a seriesf.i"'>f:f.~::~'1:'.,l~lt·(,~';' :.'
of proposals that I would like to pat forward by :alking about the growing .c,,, ''''_~~ \:: 1:n ··...~ .. 11 ;.
importance of international education:.
The Importance of Intct'l1ational Education
J begin by sta~ing the obvious -~ in this new global environment when you
can c~maiJ a colleague in Japun or download a chapter of a book from ParIs
we have many more opportuflities to learn from each other. This new
education era is defined b\' the freedom of information. a freedom that will
surely enhance the power of individuals to make choices about their lives.
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", - - .'"
"nllS opportunity to learn from each other allo'ws all of us to improve the
education of all of our children. The United States, for example, !ooks to
other countries 10 benchmark the performance of our students and our system
of publk education. Assessments like the Third International MathemaHcs
and Science Study (TIMSS) allow us to evaluate both our academic strengths
and weaknesses,
. ~'r>'
Sometil~1es the results of these assessments lead to a rude awakening and
lend themselves to!:l. certain amount ofhum:Jity. And that's healthy .. When
(Jihe:: nations arc doir.g well in teaching certain fields, we need to knov.r what
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�April 19, 2000 Secretary of Education Riley
Page 7 of 11
they are doing so v,:e can improve ~ur own educational system .
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When r visited Singapore fo: the AP£C conference J made a point of visiting
a high school to sec first hand why Singapore leads the world in math
instruction. The very important Glenn Commission, under the leadership of
fanner astronaut llnd Senator John Glenn, is currently reviewing math and
science instruction in the United States. $0 this \.\'35 a timely \'isit.
Many experts believe America's math curriculum is an inch deep and a mile
wide and that we do not challenge OllT students enough. l\ily "".. it to
Singapore conflnns this opinion. The textbooKs that students in Singapore
usc, for example, are much thinner and much more focused, Students in 9:h
and I Dth grade in Singapore are doing work that American students do in the
! Ilh and 12th grade.
'.
The United Staics·il!~O !:as mueh to learn fmm our colleagw:;:- in lhe
Euror<!un Union. France and Iialy arc well known for their wonderrul
systems of early childhood education. In the U.S,) many states are now
actively working 10 create a more formal system of universal prc-k, So it
makes a great deal of sense to me for American educators to be reaching out
to our French and Italian colleague:;, who have a wealth of experience, At
the same time, the United States has much to contribute us well. Tnt! United
SUltes has a wonderful system of higher ~ducation that attracts hundreds of
thousands of foreign students each year. We also have much to contribute
wht.:n it comes to educational research, the use of technology, and improving
the education of.children with disabilities,
I.
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The Untted Slat~s, for example, has a vcry strong record io.wofkj!1K'Yith the
intcrmdonnl disability community .on issues dealing witl! education, '
technology) and employment. My Department supports. the work of several
international centers including the World lnslitute on Disability, located in
•
Berkeley, California.
'''""';:,
This May. I \vm be tn.\\'eling to Ireland to attend a conference of educators,
froro both the Republic and Northern Jreland, that will have strong focus on
educating children with disabilities. On the same trip I will be visiting
4 LondOJ:,{o meet with my British counterparts to discuss a. joint conference on
nov/ to turn around fuiling schools,
Some educational issues can only be addressed together. A good example is
distance education. The implications both for our learners and our
educational jnsti~utions are enormous and this: is particularly tnle in higher
_education.
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There are a host of questions that mllst be addles$ed, How do we determine
the quality of the offerings? How 10 confer and recognize credentials? How
do we ~\'ork togerher to dose the digital divide? These are questions that will
rL'quire international cooperation.
Let me suggest another important area of co-operation -~ what 1 call1hc
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�April 19, 2000 S"crctary of Education Riley
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Page & of II
power of educational diplomacy. Many of the conllicts that we are seeing
today - Kosovo, Rwanda, the troubles of Northern Ireland. the Middle East,
East Timor - spring, at least, in part from ethnic ,intolerance,
Building tolerance and respect for others and strengthening the capacity of
citizens to participate in civil society needs to take place in the home and in
schools. Promoting democracy through education is something mat my
departmenl is pleased to support through the 50 nation "Civitas" movement
Each year, we spend $7 million dollars to encourage such civic and economic
exchanges,
I strnngl~' believe thut the grO\.vth of democracy, economic prosperity and
economic stability throughout the world is linked to the advance of
cducntion. This is one of the strongest reasons why the United Slates should
have an acri\'e and strong intemational education agenda. Education and
democracy go hand in hand.
A:; a great democracy. the United Stales has a vested interest in promotmg
democracy and economic stability through out the world. When we help
dc-mocracy and economic prosperity in the rest of the world, we arc al);1o
helping ourselves beyond the fUl;t that it is right 1hing to do.
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At! through out the world there are thousands of leaders in other nations
. IX,litical, economic and social !caders ~ who gOl a tas:e of derr:ocracy in all
""ofits complexity when they came to study hcre in the United States. They
S<l\V America, in all our goodncss and in some'of our excesses, too.
'But more than anything they v.'Crc ablc to get in touch with the American
• people and understand why the American pcople care so deeply about
freedom and democracy. People maHer, democracy mattcn:; and advancing
education through out the world makes a powerful difference.
T.he United Statcs Contribution to International Education
Let me now suggest how the United States can contribute to the advance (If
international education. Obviously we can begin by an increased focus on
international. education by qur own government. This is why my Department
and the Dcpai1.;TIe~1t'ofSta\t have asked Presidc1l1 Clinton 10 issue a new
executive memorandum that would renew and strengthen the federal
govcrruncnt's commitment to international edUi.:ation. And he will sign it
today.
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This memorandum calls for the federal government) in partnership with
others, to promote study abroad by a broader and more diverse group of U.S.
students. Today, only about 9 percent of our undergraduate students sludy
abroad, and less than a third of those spend a semester or more; and very few
of them represcnt minorities that make up our gro'Arjng student population .
The dircctlve also calls for other neW efforts: .ncw attention to encouraging
more young people to come to America as exchange students; strengthen
foreign language learning at a!! levels; and new efforts to make
support
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�• April 19, :WOO Sl;cretary of Education Riley
Page 9 of II
sure that international education is an integral component of U.S.
undergraduate education.
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My rriends, we ml.!st build on tht! great foundation of the Fulbright
Scholarship program: and not just rest on its reputation in these new
times.
One hundred American institutions of higher learning. for example, educate
ha!f of all foreign exchange students. Surcly, we can find new ways 10
encourage many other colleges and universities to become morc active in the
international arena.
I also believe that many more American college students need to see the
world with a new set ofeyes. And the best wa), to do that is to study
overseas .
. A small college in Minnesota - Sai(j~ OhlfCollegc - docs sttmcthing quite
rem~rkabl(,\ over 90%, of its students study abroad. That's very unusuRL
Only nine colleges and universities in the entire United States, including
Gcorgetown UnivcrsllY and American University here in the District, send
over 20% of their students overseas.
•
I would be.happy if every college in the Unilcd Slates set the goal of making
sure thut 20% of their studentI' participated in some Iype of exchangc
program,(j\'cnthe :1exl 10 years. I look forward to working with America '$
higher education com:nunity to create tbese new lypes of opportunities,
A second part of a new American agenda hus to be recognition that the
',.,- . 8njled:Stntcs lTIu~t.be~ome much more of an engaged member of the
. illtcrnalionai community by once again becoming ::m active member of
UNESCO. Time and lime again on my recent trip, other education ministers
uskl:d me why lhe Unitcd States did not rejoin the new and reformed
UNESCO.
UNESCO offers .the broadest ~'orld fomm for action on making education
for all a reality. The United States should have a seat in that forum. I urge
members of Congress 10 authorize the funds. necessary to make it possible.
As 1 said earlier, the United SiaJCf, like ol\;.cr.wcnhhy nations, has both a
responsibility and a vcsted interest in strengthening education i,n developing
countries.
According to UNESCO -- the United Nations Educational, Scientific and
Cultural Organization .. more than l13 million children worldwide still have
no access to primary education, and 60 percent of those are girls,
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Whl;:J1 young girls arc educated, nol only do they increase their future earning
power, the), also raise bealthier children with a brighter fulure,
This is: one good reason why President Clinton's is asking the Congress for a
50% increase in our international assistance for basic education, This is the
right priority and I 5trongly support this proposaL
h11n;/!exchanQes,~;tutc,!.wv!ien/rilev4 t 9,htm
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April 19.2000 Secretary of Education Riley
Page 100fil
\Vc must also press fOr\\'ard in coming to grips with how distance learning
wHl reshapt: higher education around the world. This September my
department will hust our National Conference on T ethnology which each
year bas a growing number of illtcmational participants,
In addition, I In\'ite members ofIhe international communitv to co~host and
participate in an "experts" meeting the following day on distance learning
and h1gher education. I kno\!{ that this issue is of vety high importance to
leaders of higher education around the world. I believe that a meeting of
inlcmlnional experts and leaders in American higher education can sct the
stage for n larger international summit on this vcry important matter.
I also believe that. the Intcrnel can foslcr classroom to classroom exchanges
that allow young peoplc to learn about each other from each other. Many
American teachcrs are already establishing these types of connections on
their own, I can tell you that it makes a difference.
Several years ago I visited a schoo! in Knollwood, Marybnd with Vice~
Prcsident Gore. The two students "vere connected through the imemet with
two students in Ethiopia. I asked them what had they learned through this
exchange, One of the studellls looked up ut $<lid, " we have learned to be
friends, >t
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It would be my,hope that every, elementary and secondary school in the
United States public and'private, would establish a rclatior:ship with school
from another country to build thc.:se types of ciass;oom to classroom
connections.". This;would gi\!e all children a broader worldview. and] hope
that h wuuld:cricoitrilgC m..m)i;n10rc American children to leaf~ a foreign
j
language.
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This is something I cure about. Wna: I call English + One, or :'!~llleracy.
can teU you that when Michelin came t? Soutb Carolina to build a new plant
when t was Governor, the peuple in my s:,afg who spoke Frencb were put at
the fWllt of the line when it came to good jobs.
.
,
In countries from Spain to Singapore, all children are studying a second and
often u third language, And because Eng1i*'is incrca'jngly the language of
commerce and the Internet, there is very strong demand for English-language
learning almost everywhere. Others wanl to learn English, and we can !eam
tbeir languages,
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I am strong supporter of high quality dual-immersion schools that help·
chifdrcn to learn English and another language:. We currently have 260 of
these types of schOOlS in the United States, I believe we should raise that
number 10 at least 1:000, Currently, we are requesting $310 million in
i.iilingual education programs that could support these types of schools. This
is (\ $54 million increase over last year.
.. This also leads me to make this last suggestion. Many nations would like
additional help in tcaching their children English. The Peace Corps for
hun:/Iexcham!cs.state.covliep/rilev419.htm
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April 19; 2000 Secretary of Education Riley
Page II of II
generations has done a \...·onderful job in this regard but the Peace Corps
cannot do it alone.
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I believe retired American tcachc:rs and, indeed, the many baby-boomers
ncaring retirement and thinking about a second career would fine great
smisfaction in participating in suth an endeavor. With proper training 1
believe these Americans could make a cont:-ibution, I look fOf\vard to a
discussion with interested group;; around. such a proposaL
Conclusion
Through out my address! have spoken about the growing importance of
international education and the need for America to engage the world.
Yes, we are fortunate to be a great superpower. But \vith that power'tomes a
responsibility to work with other nations, to respect their points of view, and
h> work with educators throllghout the world io help every child and adult 10
reach their full potentiaL
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This is in America's larger in{cre~as m!d it is also the right thing to do, We
can learn from'each other, and with each other. and we cnn learn in so many
different ways in this fie\\! information er;).
For it is my sincere belief th(:lt by advancing education al,allieveis - from
teaching a child to read in Africa or send,ing,a young American 9IT to Paris
on a Fulbright scholarship t:-WC cpri,ch.,our: worJ.d. ".
The freedom 10 learn is, to my way of1hiryking;-'a.basic human right And by
expanding this freedom to,icarn Wt; strer~gthcl~~democracy, encourage
. \ prosperity and inspire, new, in~9I1e,t;!.~a~)hR~g~!,and inquiry. .
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This is wby intcrnntionoJ educ~t(on;is ~~-important and why I huvc spoken
about it at some length today. Thank you,
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htlo:llcxchant!cs.:;tatc, cov/icn/rilcy419 .htm
!!l2101
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MEMORANDUM OF UNllERS'r.-.NDlNG
ON EI)UCA TION
BETWEEN THE
GOVERN~1ENT OF TIIIi: UNITE I> STAT£S OF AM~:RICA
ANI> THE
(;OVERN~mNT OF THE FEIlERATlVE REI'UBLIC OF IlRAZIL
The Government of the United States or America
and
The Govcrn:ne~t of the Federative Republic of Brazil
{hereinafter referred to as the "Panies)')
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Dearing in mind the l)hjectives of the Agreement effected by exchange of notes on
the "Edu<:ation Commission for Educational Exchrmge alJd Fjnim'cAng,~f Exchange
Programs." that entered into force on October 19, 1966. and ,the Agreenlcnt between the
""""""","'
United Stutes of America and the Fcdcnttive- Repuhlic of B:a7.il rdating to "Coopc;ulion
~89, <.tnd,.w~?eXlendcd on
in Science tlnd Technology:' that cntt:red into for~e ~1~y \J.~~ }
January 30 1 1996, have detenn~ncd to implement a ;'~ru:tQc~~iI?,f0f L~qu~ation 'I through
this Memorandum of Unqefst?oding.
:': ,. '~', ~,' '(ft~~i¥?s~~i\:;':~,l~;1, ':i\h~y,,\ .
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J. The Panies intend to enhance and expand coope;all~e efforts.in the education
based on the following guidelines:
a) Activitit:s under this Memon\'ndUf!1 will be conductt.:d in accordunce with :he
constitutions and applicable laws and regulations of the Parties, and will be
subject to the availability of appropriated funds in the respective countries.
Wilhm this framework, the Parties will f:uke every effort to promote favorable
conditions for the fulfillment oftl1i5 cooperation and these exchanges.
'-.:,
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b) The Parties will attempt to identify new areas for joint activities in the field of
educulion and wherever th9 deem approprIate 10 strengthen tir expand
existing programs.
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2. 1n carrying QuI this Memorandum, the Parties in pal1icu!ar j~1tend 10:
a) Encourage and filcilitate closer relationships between their respective federal.
state and local education agencies and offices, schools and schoo! systems, post
secondary institutions, uppropriule educational organizations, other educational
entities and private sector establishments involved in education in the two
countries,
j
b) Encourage mutually bl.'neficial educational activities ilwolving policy makers,
researchers! scholars, faculty members, lcacbes, ed1.ICalional admil1istr'Jtors: and
other spcclal1sL~,
c) Emphasize the following topics in their cooperative activities: effective uses of
technologies in education; ac1ivitil.!"s aimed at ensuring that every child learns
through educational standards~ assessments, and bdicators; strengthening
preparation of teachers and'school managers; diversifying educationat exchanges;
a!1d cnhancing family, cominunity and husiness involvcmC:11:n cducallo:1,
3. Specific mutually agreed~upotl aCli\'ilies 10 be undertaken pursuant to this
Memorandum are included in the Annex, Additional activities may be agreed upon by
the Parties in accord with the objectives of the Memorandum.
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4, The U.S. executive agency '.Nith primary respon'sibilitj~ foy"i~JPJ.tW),~~l!.i"~g .thi.SI" '
Memorandum is the Depart:nent of education, in consultation \\'1111 ',hcDepartn;ent of '.
State and the United Stales Inf<;Jrmatjon Agency;: the Agency for fntcrn,atio~ah :11"~\"l~ 1'1; I'
Development, the Naliona! Science Found..nion, and the National EndowmeI1t:for,lbe;\ ·1
Humanities. The executive agency ofth<:: Federative Rcpuhli~ {)f.13.~az,l\ ~i·ih·".~i1~.;~rY~t~1 "'.I\'
responsibility for implementing thisMcmorandlllTI is the Minis~ry ofEdu~atiol1 and .
Sports, in consultation with the Ministry of External Relations, the ~.1inistrX'ofScience·'
and Technology, the Ministry ofCommUllications, lhe Nalional CotHlcilTor Scientific
and Technological Development, and the Foundation [or tbe Coordination of Personnel
Dcvclopnwnt·in Higher Education. Other agencies may be invited to participate in this
Partnership on both sides.
5. The Parties establish an Education Partnership Implementation Commission
(EPIC) in which the rcprescmativc$ of the Parties will meet periodically 10 review
progress made in implementing programs in each oflhe five major substantivc urcas that
make lip the Partnership, The preparation for such meetings, their timing and thcir
ager:das will be established through diplomatic cha:mels.
6. Unless otherv.'ise agreed, each Party and executive agency is to bear the costs
of its participation,
•
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7. This Memorandum will take effect upon signature and activities \\,111 continue
under it until December 3l, 1999, after which i! ","'ill be automatically extended for
successiw two-year periods unless One Party notifies the other itl writing of its desire 10
. tem)inate it no later than June 30, 1999, or SIX months before either Party intends to cease
cooperating under this Memorandum ofUnderslanding,
Done at Brasilia on October 14, 1997, in duplica:e, 1n the Ecgti::;h and PortuguC5c
langu,lget>, both texts being"equally autbentic.
FOR THE GOVERNMENT OF THE
UNITED STATES OF AMERICA:
FOR THE GOVERNMENT OF THE
FEDERATIVE REPUBLIC OF BRAZIL:
DOC:BRZLMOU,DOC
OC19, 1997
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ANNEX
In the i:nplemenration of the ~1em()nmdum of Understanding, the Parties plan to
undertake the following activilics for the period November I, 1997 through December 31,
1999.
Technology in Education
1, The Panics will put forward their besi efforts to facilitate cooperative development,
testing and evaluation of both ncw and existing technologies, in order to share knowledge
on how they can best be used to enhance learning tmd communication. The Parties
recognize that education and the c.!evelotJlTlcnt of a modern information infrastructure fire
the keys to the future in promotion economic growth and opportunity.
These efforts wilt be implemented through activities such as the following;
a) Launching iJ dialogue with the private sector in bOlh COulitries on developing a
range of solutions for using technology in the classroom.
b) Exchanging research and evnhlation findings on the impact and effectiveness
of technology in education on student learning and working to engage the private
sector in holding meetings of experts on the effectiveness of distance learning and
cOlnpuler-based inslructiol1.
c) Cooperating on the parallel development, deD!oyment, and evaluation'of
applications and tools for the Next Generation InlCmellnitimive (NGlI) through
trninlng human resources. installing. as upproprktte, state·of-the~art equipment
and soflware, and implementing high bandwidth test~d experilnents. ,Both
governments will work to expand the colbboraiion of the education and scief)ce
communities in these research ilnd education efforts.
.......
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d) Seeking to create ajoinlly sponsored internet-based site Olllbc languages and
cul1.urcs (lfthe United States and Brazil. The internet site, which 111<:\Y be
developed by teacher-training uni versities in the United States and Brazil, could
be dcsigr:ed 10 make accessible in one place standalds~related teaching materials
,
on the two lnnguuges and cuh;Jres to facili:ote substantive interaction between
United States and Brazilian teachers,
e) Exploring ways to link United States and Brazilian classrooms, teachers and
students using computer and telecommunications technology. This might include
a launch of an internet-based teachers forum andlor the expansion·of an
intcrmHional: intemet~based student net\\lork such as Project GLOBE. Exploring
pos!{ibiHties of creating shared repositories of intemet-based course\...·are.
•
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1) Taking steps to facilitme the establishment of United States-Brdzil school-to
•
school relationships among leaders in specific aspects ?ftechnology.
g) Goopemtl:1g to facilitate learning orbnth Portuguese ~U1d English as second
languages (PSL and ESL) in the United States and Brazil, through the use of
technology.
Educational Standards1 Assessments ,lOti
Indic>Jtor~
.
2. Jointly convening a polky dialogue on establishi!:g educational s'.andards in
decentralized systems. Inviting policy makers and other experts from ~hc United States
and Brazil, from the national and Stale levels. to share experiences in establishing
standards.
~. Engagillg in cooperative dforts to rCYlcw and facilitate development of standards
based student assessment by sharing experiences and technical expertise on na(ional
level design and implementation of large scale assessments to evaluate student
pcrforrnan~c, in the c(mtcxt ofhc!pi:1g all children reach the standards.
.
•.
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4. Working cooperativeJy to develop world~c1ass systems of edl,lcation statistics and
i[ldicators compatible with existing (OEeD and IJNESCO) international indicator efforts .
,.
5" Engaging in joint research and study about enhancing reading and n1il!hcmatics
. at:hievcment in the early grades.
'. '.
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6. Excha.llging information and technit:al cxperts to facilitate the participation of both
countries iii the next round of the Tbird hltern(ttional tv1athematics and Science Study
(TIMSS).
Strrngihc~ing I)~ofcssionllll)c\;clo()mcnt ;lfTeacbcr.; nnd School M{lnngcrs
7. Initiating It dialogue about improving programs for the preparation of teachers and
school managers.
8, Exploring with'appropriate auth(lri~ics, including at the stale level, the feasibility of
establishing cxehanges of United States and Brazilian primary and/or secondary school
teachers of Portuguese and English as second languages, 10 strengthen the language and
cultural skDls of these teachers and build the capaci:y of local communities in both
countries to provide appropriate instructional programs.
9, Cooperating to improve the ;eaching and learning of science,
•
10. Exchanging ,md jointly evaluating designs and methodology of professional
development for teachers. including programs delivered through distance leuming.
�•
] L r:'xchanging inrormation and exploring the possib:E1Y of conduclingjoiJH research on'
training principals 10 implement sehoul-based mam!gement.
iljvcrsifying Educathmal li:xcbangcs Rctwccn the United States and UraziJ
12, Establishing an exchange program for United States and Brazilian students majoring
in mutually agreed upon academic arens, such as engineering and :cchnology, to spend up
to one calcudar year in our rcspt."Ctive countries attending classes and interning III fmns
related to lheir areas of study.
13,
Establi~hing
methods for enhancing institutio:1allinkages between United SUItes and
Brazilian universities and other educational institulions to enhance the mobility of faculty
and students and promote mutual
r~cogni[iot!
of credits and studies.
14. Holding a'seminar in Brazil fOe United States unive_rsity faculty members andior
school teachers to enhance and interdisciplinary understanding of Brazilian culture.
Holding a seminar in the United States for f3.razill(tll professors and/or school teachers to
cnhance <in imcrdiscip!lnary u:ldcrstallding ofUnild Slates \,;ult~lre.
•
Enhancing Husincss, Community and l1'jlnliJv Involvement in Educlltion
IS. EstabliShing a dialogue and facilitating eonsultulion by experts to share pmctical
experiences in strengthening the invo{\'cment of businesses, communities and families in
"edllcalit,n;,and' c;-:-p!orc 3vcr.ucS for encournging expansion of school-business
partnersbip to irllpro';"c the-quulity of educRtion.
Further Activities
.'-.
16. Thc.l1artics; in consultation with appropriate agencies, may engage in other activities
to
;;arry out the purposes of this Memorandum of Understanding through exchange of
[ctters.
DOC,BRZLAo.'NX,DOC
OCL 9. 1997
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UNDERSTANDING ON EDlCATlON
BETWEEN THE
GOVERNMENT OFTHE UNITED STATES OF AMERICA
AND THE
GOVERNMENT OF DENMARK
The Government urthe United Stales of America and the Govemment of Denmark~
herein after referred 10 as the Participanls;
Desiring to promole better understanding bel\,,'ccn the peoples of the United States of
America and Denmark, to strcng~hen the rehltiom:bips bctwcJ.:'!l the two countries through
•
education, and 10 improve the education systems of each country;
", :_, ~. '_ 'y:.~,' : :)••,:.\..'.t' ,~ __•
Belkving that the expansion of mutua!!y beneficial cooperation and excbanges facilitates
Desiring to strengthen lhe links already existing between the education~d communities in
both countries,
Have rcached the,rollowing uncierstandings:
,~
The Participants intend to cl'lhance and expand cooperative efforts in educatio:, according
io the following general princjples:
A. The Participants plan to encourage and dC\'elop cooperation and exchanges in the
•
~cld
of education on the hasis of equality, mutual benefit. and reciprocity,
�•
B. Such exchanges and cooperation are subject to the constitutional and applicable laws
and regulations of the respectIve countries, and to the availability of funds. Within
this frame\.\'ork, the Participants intend to make every effort-to promote favorable
conditions for·lhc fulfillment ofthi:; cooperation and these exchanges,
.
.
C. Tbe cooperation contemplated in this Understanding is nol intended to affect relations
currently established between educational agencies, institutions, or school systems of
the Participants. Rather, the Participants intend to identify new areas for joint
m:tivitics,
Of,
where deemed approprLatc by all (.;oncerncd, to strengthen or expand
existing programs.
ARTICLE II: METllOOS OF COOPERATION
•
:.-:- ~t..- ...~ ... ":: " '
. ..
A. In carrying out the generaI principles of.this Understanding, the Participants intend to:
1. Encourage and facilitate cJoser,reiulionships between educational agencies and offices,
schools and school
systems,.pos~ccondary
institutions, t.ippropriate educational
organizations, business, labor and other educational stakeholders in the two countries, "lith
special emphasis on vocational education initiatives that support systemic innovations as well
as institutional partnerships helween Danish Technical and Buslness Colleges and United
.~.
States Community Colleges.
,. .
,.
2. Encourage mutually beneficial educational activities involving researchers, scholars, faculty
members, teachers, educatIonal administrators, students and other specialists to lecture,
teach, conduct research, and develop cooperative programs, in higher education and
secondary education.
•
B. The Participants intend to emphasize:
2
�•
1, Cooperation that fu<:ilitates exchanges and dialogue centered on vocational and technica:
educalion~ methods,
evaluation and research, as well as apprenticeship programs nnd
work~
based learning"
2, Introducing an intemational dimension into v(lcatio:1al and technical education through
development of new leanling methods and courses; sharing expertise and innOViltion, and
sharing extlcrience in quality asscssment l benchmarking and skill stai19ards,
ARTICLE !II: ORr.ANIZATlO:" AND COOPERATION
A, The executive agency for fulfilling the Ullderstanding for the United States (If America is the
Departmt:nt of Education, in consultation with the Department of State, The executive
agency rClr fulfilling the Undcrst::mding for thl;: Government of Denmark is the
•
~1in;stry
of
Education, in consultation with the J'r1inistry of Foreign Aff~irs" 'E~ch executive agency ~ay
designate an entity within such agency to coordihate funCtions under this Onderstanding,
., " " I,"'''':, '.'~ T .:,.\' ;' ,\,~, .
B. The Participants expect to create a Steering Gfou.'p thil{'will rncct "periodically 10 re\'ic~' the
iJ'';~ :'''·.r~,,,,.·~{,'.-·,,,'q;'l.(\. - ' " '+"-'-'-:
•., ~.~
, ,
implementation of this Understanding and to' develop spe'cific programs of mutual benefit
within its framework. At these meetings, which may include representativcs of other
'.
interested organizutions as appropriate, the panicipants also intend 10 exchange views on the
state ofcducatlonaJ cooperation between the two countries. The preparatiun
{(ir
sut:h
meetings, their liming and their agendas, should be established through appropriate channels.
ARTICLE IV:
A
•
~1En{Q1)
OF IMPLK\lENTAnON
Specific activities to be undertaken under this Understanding which have been decided upon
by both executive ageneies are included in the Annex.
3
�•
B. Additional annexes may provide for new activities as mutually decided by the executive
agencies.
ARTICLE V: FINANCING
Unless otherwise decided, each executive agency shal~ bear the costs of its participation.
ARTICLE VI, TERM OF UNDEilSTANDING
Activiticsuodcr this
Ur.d~rsw.nding
commence December 1) 2000, and contl:1l1C until
December 31. 2003. The Understanding may be exten~ed for successive threewycar periods"
unless onc' Participant notifies the other of1he termination thereof no later than June 30, 2003, or
not less thun six months prior to the expiration of any such three year. period.
•
,
'
DOl\E at _ _ _ _ _ _ _ _ _ _ _ _ _"in duplicate, this _'_,_, day of._,_,_l":,'" 2000,
..
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FOR THE GOVERNMENT OF THE
FOR THE GOVERNMENT OF DENMARK
,
UNITED STATES OF AMERICA
•
4
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ANNEX
ACTIVITIES TO liE UNDERTAKEN II' 2000·2003 UNDER lJNIlERSTANJ)lNG 01'
EDIJCATION
1l~;TWEEN
THE GOVERNMENT OF THE UNITE!) STATES OF
AMERICA ANIl THE GOVER,,\;MENT OF IlENMARK
In the implementation of the Understanding, the Panicipams intend to focus on the following
activities fot the period Dec:,,:mber I, 2000 through December 31,2003.
In carrying out these activities, the Participants note that both governments have, through panillel
action; dc~icated financial and other resources to programs or projects that should fu~her the
'purposes of the Understanding.
•
I. . The Participants ilHelld to explore the possibilities of cooperution~ infomlution sharli;g'~'ru;d
"
.
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research relating to the development of skill standards, curriculum, assessmenl and H.;acher
development in areas of common intefCst.
2. 'Dle Participants intend to explore collubor(ltive eITorts regarding thc effective use of
tcdmology resources to imp-rove; business and vocational education in colleges;
practical training; applied learning and distance education,
\~ ~,
'~3.
The Participants intend to explore the possibilities of carrying OUi;t project related to the
theme of joint development of learning organizations (and rdated pedagogy) and
institutional partnerships.
4,
•
The Participants intend to explore the possibilities of implementing educational exchanges
between the two cOllntries during the period covered by this Annex. The Participants
intend that the focus oflbi5 activity sbould be on personnel involved in belping
5
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•
•
educational institutions and other educational stakeholders develop joint programs in
manufacturing technology and communiCaiions technology and other areas of c-ommon
interest.
5.
'111:': Participants intend to explore areas for continued cooperation at all levels of
postsecondary education, including matters relating to vocational education and training.
6.
The Participants intend to continue to build support Ibr joint activities having a special
emphasis on creating partnerships between education and business.
The Participants may determine to carry out other activities during the period of this Annex, such
detc:minations to be made through an cxchrmgc of letters.
.~.",,~
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SECRETARY RICHARD RILEY
SCHOOLS BY CATEGORY AND
DATE MARCH 1993 - JAN. 2001
Name
Date
"
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,-
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- ,
ol,.•
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16 .
("',
...
.
>.
• "! '
.
I" , . '
-,'
1, "',
".
,
•
'17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
4/30/93
5/8/93
9/24/93
10/10/93
10/12/93
10/21/93
11/15/93
1/12/94
1/14/94
2/15/94
3/24/94
5/17/94
6/13/94
7/5/94
8/15/94
9/9/94
10/13/94
2/15/95
3/29/95
4/18/95
5/19/95
6/10/95
6/13/05
6/17195
6/18/95
7/fi}.95
•
9/12/85
10/8/95
10/12/95
10/19/95
10/19/95
10/25/95
10/25/95
11/6/95
11/10/95
2/12196
,
University of New Orleans
University of AK, Fayetteville
Rodgers State College
Furman University
UNC Chapel Hill
Kennedy School of Gov't
UDC
University of Wisconsin
Howard University
Georgetown University
George Washington Univ.
Georgetown Law School
UNLV
University of Hawaii
George Washington University
TusGuium College Convocation
George Washington Univ
UCR
Emory University
Furman University
George Washington Univ.
Ohio University
Harvard University
UC Davis
UC Berkeley
Georgetown University
Univ of MO at Columbia
College of Charleston
USC at Columbia
UT at Chattanooga
Ohio State
New York University
Rockefeller University
Southwest Texas University
Canisius College
Indiana University Southeast
City/Town
Code
New Orleans, LA Col/Univ
Fayetteville, AK Col/Univ
Claremore, OK Col/Univ
Greenville, SC Col/Univ
Chapel Hill, NC Col/Univ
Boston, MA Col/Univ
Washington, DC Col/Univ
Madison, WI Col/Univ
Washington, DC Col/Univ
Washington, DC Col/Univ
Washington, DC Col/Univ
Washington, DC Col/Univ
Las Vegas, NV Col/Univ
Honolulu, HI Col/Univ
Washington, DC Col/Univ
Greenville, TN Col/Univ
Washington, DC Col/Univ
. Riverside, CA Col/Univ
Atlanta, GA Col/Univ
Greenville, SC Col/Univ
Washington, DC Col/Univ
Athens,OH Col/Univ
Boston, MA G.c?lIUniv
Davis, CA Col/Univ
Berkeley, CA Col/Univ
Washington, DC ..i:;0l/Univ
Columbia, MO Cul/Univ
Charleston, SC Col/Univ
Columbia, SC Col/Univ
Chattanooga, TN Col/Univ
Columbus, OH Col/Univ
New York, NY Col/Univ
New York, NY Col/Univ
San Marcos, TX Col/Univ
Buffalo, NY Col/Univ
New Albany, IN Col/Univ
�•
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.
.
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,
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37
38
39
3123196
' 4122196
5111196
40
41
42,
43
6119196
1018196
10/23/96
10123196
Columbia University
Cleve!and State University
Southeast MO State Univ,
Wesley Theological Seminary
University of Akron
Mid-South Community College
University of Central Arkansas
44
10/23196
Pulaski Technical College
Ohio State University
45
10129196
Worchester College
46
10131196
10/31/96
University of Massachusetts
47
48 .
Augusta State University
215197
Kennedy King College
2125197
49·
Geort;etown University
3/17197
50
Cuny Lehman College
51
5/8/97
52
5/20/97
Teachers ColiegelColumbia University
5131/97
California State UniversitylStanislaus
53
54 . 6124197; Peabody Teacher College (Vanderbilt Univ,)
University of Alaska
8/271~7,
55
56, 1QI31/97
Rice University
'"
.
57 , ,1114197'
Mott CC (Video)
.
..
58,' 11/13197,.
University of Pheonix(Video)
59," . 11/2519'7
Columbia College (video)
,
,'..!
60 '
12/31~7,
University of Akron (wIPOTUS)
61
12113/97
University of South Carolina State
62. 12113197
South Carolina State University
Howard University
3/10138
63
'
64
3/19198
Kennedy School of Government
65
3120198
Harvard Institute of Politics
Midtands Technical College
3124198
,
3/26186, .
, Dickinson College
·66
,
.~!..
67
68
69
3/31/98
411198
411/98
416198
4/7198
Arkansas State University
Salisbury State (video)
Long Beach Aquarium (video)
Southern Illinois University
The College of New Jersey (wNPOTUS)
418198
4/26198
515198
Drew University
Eastern Michigan University
University of NC - Wilmington (video)
New Yorl<, NY
Cleveland, OH
Cape Girardeau,
MO
Washington, DC
Akron,OH
West Memphis, AR
Conway, AR
Little Rock, AR
Columbus, OH
Worchester, MA
Amherst. MA
Augusta, GA
Chicago, IL
Washington, DC
NewYo,k, NY
New York, NY
Modesto, CA
Nashville, TN
Anchorage, AK
Houston, TX
Flint, MI
Washington, DC
Washington, DC
Akron,OH
Orangeburg, SC
Orangeburg, SC
Washington, DC
Cambridge, MA
Cambridge, MA
Columbia, SC
Carlisle, PA
Jonesboro, AR
Washington, DC
Washington, DC
Edwardsville, IL
Trenton, NJ
ColiUniv
Col/Univ
ColiUniv
CollUniv
CollUniv
CoUUniv
Co!IUniv
CollUniv
CollUnlv
CollUniv
CollUniv
Co~Univ
Col/Univ
CollUniv
Col/Univ
CollUniv
CollUniv
CollUniv
Col/Univ
CollUniv
Col/Univ.
CollUniv·
CollUniv,• .
, I ",
CoVUniv· .
Col/Univ
CollUniv
CoVUniv
CollUniv
CollUniv
ColiUniv
Col/Un!v
CoVUniv
CollUniv
Col/Un!v
Col/Univ
CollUniv
70
•
71
72
Madison, NJ ColiUniv
YpSilanti, MI Col/Univ
Washington, DC Col/Univ
2
�•
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
••.
~
•• '1
:;.,,~'I}";~V
-'", ' ;-'1"
92
93
94
95
96
97
98
519198
5115198
5117198
6129198
5114/99
5124/99
617/99
1018199
1112199
11/5/99
12/18/99
1123100
3110100
3130100
517100
5/13/00
5119/00
5122100
611100
6119100
8/WOO
8118100 .' .'
9115/00 .Je,-
10131100
-"
',
11102/00 --,
::,','
1109100
';;-,,}
1110-11100 ',- ., .
99
.<,
I r' -,
Date
1
2
3
4
511193
5125194
1/10195
2113/95
4/27195
2/13196
5
6
7
8
' 612/96
9
•
4122196
10/8/96
4123/97
8111197
11124/97
1115/98
10
11
12
13
5110/96
New Orleans, LA
Washington, DC
Washington, DC
Greenville, NC
. Houston, TX
Edinburgh, UK
Washington, DC
Tampa, Fl
Sweden
Amsterdam
EI Paso, TX
Jackson, MISS
Columbia, SC
China
Macon, GA
SI. Mary's, MD
Rochester, NY
Boston, MA
Dublin, Ireland
Atlanta, GA
Portland, OR
Santa Barbara, CA
New York City, NY
Kenosha, WI
I \ ,NN,versity ,~f Wjsconsin~Pa~ks!de ,
Knoxville, TN
v
". "I
University of Tennessee
Lansing, MI
,".; ',:,;;:.:
Michigan Stale University.
Columbia, SC
''',''''''':'' University of South Carolina'
,;',
" "
CollUniv
Col/Univ
CollUniv
CollUniv
CollUniv
CollUniv
Col/Univ
Col/Univ
CollUniv
CollUniv
CollUniv
Col/Univ
CollUriiv
ColiUniv
ColfUniv
Col/Univ
Col/Univ
Col/Univ
CollUniv
CollUniv
CollUnlv
CollUnlv
Col/Univ
Col/Univ
CaVUniv
CollUniv
CollUnlv
City/Town
Code
Xavier University
Gallaudet University
American University
East Carolina U nivarsity
University of Houston
University of Edinburgh
Howard University
University of South Florida
University of Uppsala
University of Amsterdam
• University of Texas at EI Paso
Delta State University
Midlands Technical CoJiege
Beijing Normal University
Mercer University
SI. Mary's College
Rochester I~stitute of Technology
Boston College
University Co1l9ge Dublin
Georgia State University
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University of Califomia-Santa Barbara
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Governor's State University
Lorain Community College
Howard County Community College
Vance-Granville Community College
Northern Virginia Community College
Seward County CommiJnity College (video)
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San Diego, CA Com.Col
Galesburg, ·IL Com Col
San Bernardino, CA Com Col
.
V'!i8rren, MI Com Col
Belleville, II Com Col
Cleveland, OH Com Col
Columbia, SC Com Col
Park Forest, Il Com Col
Cleveleand, OH Com Col
Columbia, MD Com Col
Durham, NC Com Col
Alexandria, VA Com Col
Washington, DC Com Col
3
�•
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8/30/00
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Memphis, TN Com Col
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117/94
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1112194
1113194
18
2116/94
2118/94
3/4194
3/28/94
3/29/94
3/29194
3/30/94
4/8194
5/20/94
613194
19
. 617194
20
619194
21
22
23
24
25
6113/94
6113/94
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10
11
12
13
14
15
•
16
17
27
9113194
9122194
9126194
28
29
9/26194
9/26194
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1013194
26
31
32
33
34
35
•
Name
Date
36
37
38
1/5195
1110/95
211195
2117/95
2121195
311/95
West Philadelphia High Sch.
Grady High School
. Augusta Circle Elem. School.
Lakeview Middle School
West Height High School
Omaha North High School
Midvale Elementary School
Tank Elementary School
Anderson Elem. School
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Langston Hughs Intermediate School
Public School #142
Waterford· Kettering High
Browneil Community Elem.
Oakland Intermediate School
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Rome High School
Cartersville Primary School
South Cobb High School
Carrollton High School
Eleanor Roosevelt High
Eugene Field Elem. School
Mt. Vernon Elem. Sch.
Galesburg High School
Thomas Jefferson Middle SchOOl
William Henry Midrl!.. Sch.
Garfield High School
Hine Junior High School
City/Town
Philadelphia, PA
Atlanta, GA
Augusta, SC
Greenville, SC
.Denver, CO
Omaha, NE
Madison, WI
Green Bay, WI
Wichita, KS •
Charlotte, NC
Reston, VA
New Yori<, NY
Waterford, MI .
Flint, MI
Oakland, MI
Providence, RI
Albuquerque, NM
Detroit, MI
Dorchester, MA
Washington, DC
Washington, DC
Las Vegas, NV
Las Vegas, NV
Honolulu, HI
St. Louis, MO
i:,ldianapolis, IN
New York, NY
Rome, GA
-.r:artersville, GA
-,'.
Austell, GA
Carrollton, GA
.Greenbelt, MD
Albuquerque, NM
Alexandria, VA
Galesburg, IL
Arlington, VA
Dover, DE
Seattle, WA
Washington, DC
..
11
Code
K·12
K·12
K·12
K·12
K·12
K-12
K·12
K·12
K·12
K·12
K-12
K-12
K-12
K·12
K·12
K·12
K;12
K·12
K-12
K~12
K·12
K·12
K·12
K·12
K·12
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K-12
K~12
K·12
K-,?,
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K-12
K·12
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K-12
K·12
K-12
K-12
K·12
K·12
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39
40
.41
42
43
44
45
315195
317195
319/95
3110195
3110195
3116195
46
3128/95
3/30/95
47
48
3131195
413195
49
51
52
53
4/4/95
4/21195
4/21/95
4/25195
5/22/95
54
55
56
5123195
612195
6/2195
57
6/15195
.6/16195
50
.,
58
· 59
60
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9/5/95
,9/13195
9113195
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63 . 9114/95
64
9121195
65
66
9123/95
\0112/95
67 10118195
68
69
10118195
71
10/19/95
10/23195
10/25/95
72
10126/95
73
1116195
70
74 11/9/95
· 75 11121/95
•
",-~",
76
77
78
12113/95
1124/96
2113196
Denver, CO
Dora Moore Elem. Sch.
K-12
Forest Knolls Elem. School
Silver Spring, MD
K-12
Silver Spring, MD
K-12
Cresthaven Elementary Sch.
Waukegan, IL
Weekegan High School
K-.12
K-12
Waukegan, IL
Washington Elementary Sch.
Silver Spring, MD
K-12
Highland Elementary School
Brookland Elementary Sch.
Washington, DC
K-12
Carver High School
Columbus, GA
K-12
St. Andrew's High School
Chaneston, SC
K-12
Thurgood Marshall High San Francisco, CA
K-12
Alfred Nobel Elem. Sch.
Chicago,IL
K-12
Cincinnati, OH
K-12
Lucas Intermediate School
Cincinnati, OH
K-12
SI. Joseph's Catholic School
K-12
Northern High School
Owings, MD
K-12
Falls Church, VA
Beech Tree Elementary Seh.
K-12
Ashburton Elementary Sch.
Bethesda, MD
K-12
Austin, TX
John B: Winn Elem. Sch.
San Antonio, TX
K-12
Nathaniel Hawthorne Elementary School
. -.. Oakland,'CA
K-12
Oakland Technical High
" . ,. Fresno , CA
Fresno Balderas Year-Round;School
K-12
- ,<.,'
K-12
Sarah Scott Middle SChooi '. - "Terre Haute, IN
...
K-12
Craigmont High'SchoOI-!' ':.. '·:Memphis, TN "
Oakland Middle$cliool.. :. ',,,columbia, MO
K-12
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K-12
Vine Elementary School ::.':iCincinnatl, OH
~:' ,I 1:
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K-12
Mayerson Academy. ! "Cincinnatl, OH
. Chicago, IL
K-12
Sojourner Trulh Primary School
K-12
Manchester High School
Manchester, NH
Western Union Elem Sch.
Union County, NC.
K-12
. K-12
Rowan Middle School
Jackson, MS
K-12
Brandon High School
Brandon, MS
Cleveland,1:1)1_
K-12.
Bradley County Junior High
'. K-12'
Houston, TX ,.
Jefferson Elementary School
New York, NY
K-12
School for Physical City
..
Fletcher-Johnson Educational Center
Fulmore Middle School
Hoover Middle School
Liberty Elementary School
Julius West Middie School
New Visions School
Carterville High School
Washington, DC
Austin, TX
Rockville, MD
Tucson, AZ
Washington, DC
Minneapolis, MN .
Carterville, IL
12
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K-12
K-12
K-12
K-12
K-12
K-12
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79
80
81
82
83
84
85
2113196
2114196
2128196
3/7196
317196
3/8/96
319/96
3113196
86
87
88
89
90
91
4119/96
4/22196
4/23196
92
93
512196
512196
94
513/96
95
96
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5116196
97
98
99
4116196
5/16/96
5116196
6110196
7110196
9110196
9110196
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1018196
1019196
10110196
100
101
102
103
104
105 10111/96
106 10111196
107 10/15196
108 10/15196
12/3/96
109
110 1122197
111
1122197
112
113
114
•
115
115
117
118
Carterville Elem. School
Carterville, IL
Mishawaka, IN
Penn High Sc~ool
Maplewood·Richmond Heights High School
SI. Louis, MO
South Lawrence East School
Lawrence, MA
Eleanor Roosevelt High
Greenbelt, MD
Hiawatha Middle School
Berwyn,IL
. San Diego, CA
School of Creative and Performing Arts
Washington High School
Philadelphia, PA
Interdistrict Montessori Sch.
Hartford, CT
Daniels Middle School
Raleigh, NC
Snioky Hills High School
'Aurora: CO
. Cleveland, OH
Emile B. DeSauze Elem Seh
Cane Run Elementary Scli.
Louisville, KY
Albany Middle School
Albany, LA
Southeastern LA University
Hammond, LA
Rib Mountain Elem. Sch.
Wausau, WI
Montclair-Kimberly Academy
Montclair, NJ
LaGuardia High Sch of Music & Perform Arts
New York, NY
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New·Yolk, NY
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Kannapolis, NC
Jackson Park Elementary School
Kaanapolis, NC
City Academy Charter School
Minneapolis, MN
Hunter Elementary School
Club Boulevard Humacities Magnet School
Parker IElementary School
Glenbrook North High School
Stanley Field Middle School
Inman Middle School
2/19/97
2/21197
Garrison Elementary School
3/4197.
Ketcham Elementary School
Central Park East Secondary School
3/10/97
3120197
..Washington·Lee High School
3124197
Martinsburg North Junior High School
4/10/97 Manhattan Comprehe Night & Day High Sch
,~
Raleigh, NC
Raleigh, NC
Houston, TX
Washington, DC
Washington, DC
Atlanta, GA
Washington, DC
Washington, DC
New Yolk, NY
Anington, VA
Martinsburg, WV
New York, NY
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119
120
121
122
123
124
125
126
127
128
129
130
131
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516197
5/8197
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5/14197
5/15/97
5/19/97
6/6/97
6/13/97
6113/97
6113/97
6123197
132
8118197
133
8126197
8/28197
134
135
136
8/28197
8129/97
140
8129197
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9110197
141
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142
143
9118197
137
138
139
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144
145
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147
148
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151
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10/16197
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'12111197
12117199
Brooklyn, NY
Seth Low Inte,meciate School
K·12
Eastern Technical High School
Essex, MD
K·12
Snapfinger Elementary School
Decatur, GA
K-12
Walton High School
New York, NY
K·12
Plympton Elementary School
K·12
Waltham, MA
Washington, DC
Walker Jones Elementary
K·12
Dorchester, MA
Sarah Greenwood Elementary School
K·12
Public School 100
Bronx,NY
K-12
City Springs Elementary School
Baltimore, Md
K-12
Santa Ana, CA
K-12
Heninger Elementary School
Heninger Elementary School
Santa Ana, CA
K·12
Utah Street Elementary SchoOl
Los Angeles, CA
K-12
Looby Library (RWN)
Nashville, TN
K·12
'
K·12
Spartanburg Schoots Spartansburg, SC
Cheyenne, WY
Johnson Junior High
K·12
Anchorge, AK
Central Middle and Optional School
K-12
Anchorge, AK
Cec,tral Middle and Optional School
K·12
Juneau, AK
K·12
Ozantiki'i Heeni Middle Schoot
Juneau, AK
Dzantiki'i Heeni Middle School
K,12 '"
Dover, NH '"" K·12 '" ,
Woodman Park Elem School (wNPOTUS)
.. '. "
Gambrills, MD M " K.12 ,",
Four Seasons School (w/POTUS)
Columbus Zoo
Columbus,' Ohi;;' '«,:K:l,21'l
Solheim Element~'Y,,~Gh?ol
. Bis.~ar,ck, ~D"':'·, ...t'~'~l,:\1,~:~·,,:..:·
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MAST High School
Miami, FL " K·12 ,, .'
Campbell Elementary School St Petersburg, FL "K'12
Little Rock Cen\ral High School
Little Rock, AR
K-12
New York, NY
K·12
PS 92
Mangueri. School
Sao Paulo, Brazil
K·12
Estacio Ciencia Museum
Sao Paulo, Brazil
K·12
Grand Prairie, TX
LBJ Elementary
K-12
Middletown, CT
K·12
Woodrow Wilson Middle School (wNPOTUS)
Alton Crews Middle School Lawrenceville, GA
K·12
Memphis, TN
Havenview Junior High SchOOl
K·12
Laurel Woods Elementary School
K·12
Laurel, MD
~
Annandale High School
•
154
1/9198
Annandale, VA
K·12
Mission High School (wIPOTUS)
McAllen, TX
K·12
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University of California at Berkeley
Berkeley, CA
1113198
118th Street Elementary
Los Angeles, CA
1113198
Locke High School
Los Angeles, CA
1128198
University of Illinois Champ.-Urbana, IL
Gregory, TX
1122198
Gregory-Portland High School
1122/98
Nikki Rowe High School
McAllen, TX
,215198
Montgomery Blair High School
Silver Spring, MD
2112198
International Elementary School
Long Beach, CA
2113198
Adams Middle School
Richmond, CA
2114198
Philip and Salsa Burton High School San Francisco, CA
2117198
Eckstein Middle School
Seattle, WA
Altanta, GA
312198
King Springs Elem School (wNPOTUS)
316198
Beech Street Elem School (wNPOTUS)
Manchester, NH
316198
SI. Paul School (wNPOTUS)
Concord, NH
Chantilly High School
Chantilly, VA
319198
Boy Scouls
Washington, DC
3/12198
3/13198
Junior High School 22
Manhattan, NY
Silver Spring, MD
3/16198
Springbrook High School (wIPOTUS)
Glastonbury, CT
3/19198
Gideon Welles Middle School
3/19198 New Haven Arts & Humanit Coop Magnet HS
Glastonbury, CT
' .
Bates Elementary School
Boston, MA
3120198
Warchester, MA
3/20198 . .',
University Park Campus School
.' .
' Harrisburg, PA
Woodward Elementary School
3127198
Washington, DC
3130198
" ,,'. ::National J~nior Classical Leag~e
:,'
:' .
-" ...
',: ':Wa'yne, MI
412198
Wayne Memorial High School
Granite City, IL
417198
' Granite City Senior High SchOOl
4113198
White House Easter Egg Roll
Washington, DC
,,4126198
Everett High School
Lansing, MI
Pontiac, MI
41:::7/98
Pontiac Centr,,; High School
511198
Boston's Youth Corps
Washington, DC
Dutch Fork High School
Columbia, SC
514198
Amidon EI,,;:13n t ary School
Washington, DC
5!~8n8,
Cliffside, NJ
611198
Cliffside Schoof #4
611198
Patterson PS #16 Elementary School
Paterson, NJ
Washington, DC
612198
ECKstein Middle School (videol
Vance High School
Charlotte, NC
6116198
~
185
186
•
6123198
6129198
187
188
189
1/20199
212199
2117199
Oak Ridge Academy (video)
Terry Sanford High School
Washington, DC
Fayetteville, NC
Brandywine High School
Jackson-Mann Elementary School
Wilmington, DE
Bo~ton, MA
:5
K-12
K-12
K-12
K-12
K-12
K-12
K-12
K-12
K-12
K-12
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194
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197
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5114199
198
5121199
199
200
5123199
201
5125199
202
6124/99
6/24199,
203
204
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205
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206
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207
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208
209
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228
229
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231
232
233
234
235
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513100
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6/25100
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7/13/00
Amidon Elementary School
K,12
WaShington. DC
PS 1
K-12
Denver, CO
Long Island, NY
K,12
Alverta B, Gray Schulz Middle School
Portland. ME
K-12
Scarborough High School
Chariottesville, VA
K,12
Johnson Elementary School
Aguadilla, PR
K,12
Juan Suarez Pelegrina School
K·12
Tao Baja, PR
Jose Navarez Landron Elementary School
K-12
Houston. TX
School Visit
K·12
CTC Technology High School
london, UK
K·12
New Lanark, UK
Robert Owens Infant School
K,12
Belfast, IR
Priory ColJege
K·12
Charleston. SC
Rivers Middle School'
K·12
Whiteskill Elementary School
Charleston. SC
K·12
Union City, CA
James logan High School
K·12
Sunnyvale, CA
Ellis Elementary School
Chattanooga. TN
K·12
Howard Elementary School
Gadsden, Al
K·12
Litchfield High School
Mableton, GA
K-12
Harmony Leland Elementary School
Lilburn, GA
K·12
Berkmar, High School
:Charlotte. NC
K·12 '
Northwest School of the Arts
Charlotte. NC
K·12 '
Double Oaks Pre-Kindergarten
Chariotte. NC
K·12
Governor's School Complex
Fort Mill. SC
K-12
.
Fort Mill High School
Oak Brook, IL
K·12
James Ward Elementary School
Silver Spring. MD
. K·12
Paint Branch High School
,Baltimore, MD ". ".K·12,
Dunbar'Middle School"
Durham. NC ,y,.".,K-12
, Southern High School '.
Galloway Elementary School
'K·12
Jackson. MS
K-12
East Side High School
K·12
Dallas. TX
Town View Magnet Center
K·12
Las Vegas, NE
John C, Fremont Junior High School
K·12
Roosevelt High School San FranciSCO, CA
K·12
Rapid City. SD
Knoilwood Elementary School
K-12
Waterbury. CT
West Side Middle School
K-12 '"
Shelton; CT
'" ,. "
S' Innyside Elementary School
K-12
Monmouth
Crossroads Middle School
Junction. NJ
K-12
Queens, NY
PS 19
K,12
Adlai Stevenson High School
Lincolnshire, Il
K-i2
Owensboro. KY
Audobon Elementary School
K-12
Ronkonkoma, NY
Sachem High School
K-12
Washington. DC
SEED School
K·12
Manaiapan, NJ
Manalapan High School
K-12
Moline.IL
Roosevell Elementary S'chool
K,12
Interlocken, MI
Interlocken Center for the Arts
K-12
Cincinnatll, OH
Parham Elementary School
K·12
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Sotomon Junior High School
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Clinton Administration History Project
Creator
An entity primarily responsible for making the resource
Cinton Administration History Project
Council of Economic Advisers
Department of Commerce
Central Intelligence Agency
Department of the Interior
Department of Defense
Corporation for National Service
Council on Environmental Quality
Department of Justice
Domestic Policy Council
Department of Education
Department of Energy
Environmental Protection Agency
Federal Emergency Management Agency
General Services Administration
Small Business Administration
Social Security Administration
United States Agency for International Development
National Economic Council
Office of Management & Budget
Office of National Drug Control Policy
Office of Personnel Management
Office of Science & Technology Policy
Office of the Vice President
United States Trade Representative
Date
A point or period of time associated with an event in the lifecycle of the resource
1993-2001
Description
An account of the resource
<p>The Clinton Administration History Project describes in detail the accomplishments of President Clinton's Administration for the period 1993-2001. The records consist of the histories of 32 agencies or departments within the Executive Branch. In general, each organization associated with the Project submitted a narrative history along with supporting documents. These narrative accounts are primarily overviews of the various missions, special projects, and accomplishments of the agencies. The supplementary records include substantive memos, press releases, briefing papers, and publications illustrated with photos and charts.</p>
<p>Agencies:<br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Council+of+Economic+Advisers&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Council of Economic Advisers</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Central+Intelligence+Agency&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Central Intelligence Agency</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Commerce&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Commerce</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+the+Interior&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of the Interior</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Defense&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Defense</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Corporation+for+National+Service&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Corporation for National Service</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Council+on+Environmental+Quality&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Council on Environmental Quality</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Justice&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Justice</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Domestic+Policy+Council&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Domestic Policy Council</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Education&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Education</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Energy&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Energy</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Environmental+Protection+Agency&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Environmental Protection Agency</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Federal+Emergency+Management+Agency&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Federal Emergency Management Agency</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+General+Services+Administration&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the General Services Administration</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Health+and+Human+Services&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Health and Human Services</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Housing+and+Urban+Development&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Housing and Urban Development</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Labor&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Labor</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+National+Economic+Council&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the National Economic Council</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Office+of+Management+and+Budget&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Office of Management and Budget</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Office+of+National+Drug+Control+Policy&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Office of National Drug Control Policy</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Office+of+Personnel+Management&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Office of Personnel Management</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Office+of+Science+and+Technology+Policy&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Office of Science and Technology Policy</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Office+of+the+Vice+President&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Office of the Vice President</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Small+Business+Administration&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Small Business Administration</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Social+Security+Administration&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Social Security Administration</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+State&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of State</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Transportation&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Transportation</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+the+Treasury&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of the Treasury</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+United+States+Agency+for+International+Development&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the United States Agency for International Development</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+United+States+Department+of+Agriculture&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the United States Department of Agriculture</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+United+States+Trade+Representative&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the United States Trade Representative</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Veterans+Affairs&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Veterans Affairs</a></p>
Is Part Of
A related resource in which the described resource is physically or logically included.
<a href="http://clinton.presidentiallibraries.us/items/show/36051">Collection Finding Aid</a>
Provenance
A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource.
Clinton Presidential Records: White House Staff and Office Files
Publisher
An entity responsible for making the resource available
Clinton Presidential Library & Museum
Format
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Adobe Acrobat Document
Extent
The size or duration of the resource.
1474 folders in 111 boxes
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Original Format
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Paper
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
[Education - Volume 5] [10]
Creator
An entity primarily responsible for making the resource
History of the Department of Education
Clinton Administration History Project
Date
A point or period of time associated with an event in the lifecycle of the resource
1993-2001
Is Part Of
A related resource in which the described resource is physically or logically included.
Box 20
<a href="http://clintonlibrary.gov/assets/Documents/Finding-Aids/Systematic/Administration-History-finding-aid.pdf">Collection Finding Aid</a>
<a href="http://catalog.archives.gov/id/1227203">National Archives Catalog Description</a>
Provenance
A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource.
Clinton Presidential Records: White House Staff and Office Files
Format
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Adobe Acrobat Document
Publisher
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Clinton Presidential Library & Museum
Medium
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Reproduction-Reference
Date Created
Date of creation of the resource.
6/24/2011
Source
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1227203-education-volume-5-10
1227203
-
https://clinton.presidentiallibraries.us/files/original/2679d46c9686384d90ae729a39c578e9.pdf
e115996b31d236cfa45ad465f55ef025
PDF Text
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Regulatory Quality Manual
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that you would like us to address in the manuaL Please give your
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1218100
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UNITED STATES DEPARTMENT OF EDUCATION
TfiE SECReTARY
March 31, 1994
Honorable William J. Clinton
The White House
Washington,
Dear
Mr~
D~C.
20500
President:
Enclosed is our Report on lreproving and streamlining Rulemaking
Procedures at the Department of Education.
This report responds
to the directive to heads of departments and agencies in your
September 30. 1.993 memorandum on "Agency Rulemaking Procedures"
that internal department regulatory review procedures be examined
to determine how they can be improved and streamlined, and a
report be submitted.to you within six
•
~onths.
During 1993 and 1994, the Department of Education has been a
laboratory for innovative rulemaking procedures. We have
streamlined critical regulatory operations and adopted new
procedures to expedite development and., review, and to improve
quality.
. . .
.
The Department's efforts have already' elim:i:nated 'significant
delays in·the·'issuance of, regulations,,"~:.eliminated unnecessary
layers of internal agency review, empowered frontline employees
to ~rOduce' h.igh'-qua:lity, timely·;~eg,,!:I.!l~o.:r;Y ',9-o~urn~nts, and
radlcally changed 'the agency's. gr,~,r:!r.7I!1~~~09 wr,?qess to meet
customer needs. The Department 'is now- pursuing promising
initiatives to further streamline and i~prove our regulatory
process and sorViCel!L tQ"QYl; eJ.hlgatian... cus.tQm~r.s'7;:::stude.nts.,. __:.:....::.-.. ~:.~:'" __ . :. .~~
parents, educational' institutionsi,··and:,other entiti'A's~ affected' ",by '''" "
the Department's programs and activities& The Departm~nt/s
accomplishments' and initiatives are described in the enclosed
report.
'
We are enthusiastic about these changes and believe ~~at they .
will result in significant improvements in service to t;u~ ~
't._
customers in the education community. Of course, we will
evaluate the results of these changes to ensure their success as
'we seek further improvements in the Department I S procedures'.
I would be pleased to respond' to any questions that you ~ay have.
A copy of this report is also being sent to the Vice President in
accordance with the instructions in your memorandum.
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Yours sincerely.
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Richard W. Riley
Enclosure
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UNITED STATES DEPARTMENT OF EDUCATION
THE SECRETARY
March 31, 1994
Honorable Albert Goral Jr.
Old Executive Office Buildinq
washington, D.C. 20501
Dear Mr. Vice President:
Enclosed is our &!port on Improving and Streamlin.inq Rulemakinq
procedures at the DeQ~rtment of Eduqation. This report responds
to the directive to heads of departments and agencies in the
President's September 30, 1993 memorandum on "Agency Rulemaking
Procedures~
that internal department regulatory review procedures
be examined to determine how they can be improved and
streamlined, and a report be submitted within six months.
During' 1993 and' 1994, the Department of Education has been a
laboratory for innovative rulemaking procedures~ We have
streamlined critical regulatory operations and adopted new'
procedures to expedite development and review and to ,improve
quality.
' - -;,' ",:',~.'
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The Department's efforts have alrea.dy eliminated,siqni'ficant,
delays in the issuance of requlations, eliminated· uhrie'ciessary ..
layers of internal agency' review. 'empowered '"frontl-in~",employees ~
to produce high-qua Ii ty, timely, regulatory' documents,-,,,and C';' :."-::"
radically changed the ~agency~ s ·'9rant7making.~process:ito,Oi\eet ~s:f:):;',:" ,.
customer needs. The Departl!!e~t ds ~ now pur~uing ~P.,¥o~i'~j,rig;~:';t~;"\'~~ ,; .
initiatives to further streamline and improve ,our. 'r,EHju'IatorY;>: .
process and services to our education customers,-.-students,·,;~"
.
parents 1 educational institutions I" and'..other :enti,tias" affected .~Y
the Department I s programs and :acEfJities:' . "The Dep'cirl.'llIeiit.:,: s
~
accomplishments and initiatives are described in the enclosed
report.
.
,
We are enthusiastic about these changes and believe that they
will result in significant improvements in service to our
customers in the education community~ Of course, we will
evaluate the results of these changes to ensure their success as
we seek further improvements in the Department's procedures.
would be pleased to respond to any questions that you may have.
A 'copy of this report is also being sent to the President in
accordance with the instructions in his memorandum.
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Yours sihcerelYI
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Richard W. Riley
Enclosure
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REPORT ON IMPROVING AND
STREAMLINING RULEMAKING
PROCEDURES AT THE
DEPARTMENT OF EDUCATION
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TABLE OF CONTENTS
I. Introduction
II. Existing Department of Education
Regulator'y Developruent Process
Statutory Constraints
·A~
B_ Internal Structure
C. Regulatory Quality Manual
D.' Regulatory Review Task Force
E. Combined Application Notice'
III. Streamlining Internal Regulatory
Development and clearance Procedures
A.
OMS Pilot Project and EO 12B66
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2
3
4
5
6
7
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F. Simplifying Internal clearance
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B. Discretionary Grants Regulations
Quality Improvement Team
C. Regulatory Review
D. EO Legislative Agenda and
strategic Plan
Early Preparation
E.
14.
Procedures
G. Reducing the Number of Internal
Clearances
H. More Effective Use of Resources
.I. Public Involvement
IV. Conclusion
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Tab A -- Summary of Accomplishments of the Regulatory Review"
TasK Force
... -,...,<',' - " " " ' _ ' - " " , . - • ~ _, • _ " . , • ,~" . . . -,' ; " . , _._ . . . -, -c';
Tab B -- Schedulei1 ~DepaLh,e'n:; of' "2({u'~ct roil' I\8'J'~:!lat_'c:ry~\ct'i'6ns"
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(November 30, 1993; January 25, 1994)
Tab C -- Discretionary Grants Regulations Quality Improvement
Team Report
Tab 0 -- Notice of Request for Comments on Improving the
.... c.
Regulat0:c.:y Process
" .., Tab '1:; -- Program for Review of EX:lsting Department of
Education Regulations
Tab F -- OPE Regulatory Procedures
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1.
INTRODUC'!'ION
The Department of Education is a laboratory for innovation on
streamlining the regulatory process. We have streamlined
critical regulatory operations and adopted new procedures to
expedite development and review and to improve quality.
In order to meet the Secretary's goals for providing more timely
and efficient service to the Department's customers and for
achieving more effective management of the Department and its
programs. ED is examining its procedures for developing and
clearing regulatory documents.
-rhe Secretary I Deputy
Secr~tary
and Under Secretary share a commitment to an ipproved regulatory
process and have provided leadership and creativity for ED~s
streamlining efforts~
,
During the past year, the Department of Education {ED} has
instituted creative, effective procedures for review and
clearance of regulatory documents. Beginning in January 1993
with the chartering of the Discretionary Grants Regulations
Quality Improvement Team.by the Department's Reinvention
Coordinating Council, and continuing with an intensive jOint
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evaluation by ED and the Office of t1anagement and Budget {OMS} of
detays' in issuing regulations caused by OMS review procedures,
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,the Department has !loved rapidly to meet the special challenges
' '.'-:'}" ·i.nvolved in providing timely grant awards and other Federal '
";~'~', ,~(l~.~ri~i.a::. ~ssistance an? regUlatory guidance to the e<!uq<:~ioi;,~ "
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The Departmentls efforts have eliminated signi,ficant
" ~I'. ~.. ~, ,~~~~y~ in the issuance .of cer~~in. regulations, eliminated ,,;0 : ,',: '
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>~ ~"~urin<eRe:ssary layers of interne 1 agency review I empowereq. :'fn;n~~'.~ ,J',~
- ~ "J:.,·~t,~ ~h:~TifH;:; ,'employees to produce high-quality, timely regulatory', ';Y?:;'
.'.::' e
,,~ .•, •• :l, ,~d6cument:;;, and radically changed the agencyl s entire grant-mal<;ing
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. rocess to meet custome~ needs. 14oreover" the Depart-ment, is
p
pur5u~ng m:mel';C~)$ adlli'::".i~.a1' ini t::'?l'tiV€:$,7.'YC :farther str.e.am,iline'; '. ," ..... : ,.. ;:.~;, ..;
and improvt;;!.~ its regulatory pl:Ci0~tiS and services to 'its e~cation
cllstorner:;--stui.'ients, parents, educational institutions, and other
entities affected by the Department's programs and activities.
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The Departroent's joint-efforts with OMB to reduce delays resulted
in an invitat;~:?lj, ,!=o EI)' to participate in a successful
groundbreaking pilot project with OMB that eliminated some of the
sources of delay in issuing regulations. SimilarlYt efforts by
Department staff to identify and address internal sources of.
delay and quality problems have lod to the adoption of a number
of new ideas that are expected to result in significant
improven....~nts. The Oepartment's goals and achievements reflect
efforts now being made throughout the Federal Government~
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The Department of Education's regulatory improvement and
streamlining efforts mesh with government-wide strategies
initiated by the White House. On September 30, 1993, President
Clinton issued Executive Order (EO) 12866, "Regulatory Planning
and
Revh~w,"
articulating the Administration' 5 regulatory
philosophy and establishing procedures to be followed by agencies
and the Office of Information and Regulatory Affairs (OIRA) in
OMB in promulgating and reviewing regulations.
with EO 12866 the
Federal Government began "a program to reform and make more
efficien1: the regulatory process." To achieve this goal, the
President" concurrently issued a Memorandum for Heads of
Departments and Agencies on "Agency Rulemaking Procedures"
directinq the head of each agency and department "to examine its
internal review procedures to determine whether, and if so, how
those procedures can be improved and streamlined ll and to submit a
report to the President and Vice President by March 31, 1994,
with the results of the examination.
This report responds to the President's directive by summarizing
the results of-the examination of the regulatory development
process'at the Department of Education, discussing the
Department's achievements, and explaining opportunities for
further improving and streamlining the process.
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II. EXISTING"I DEPARTMENT OF EDUCATION REGULATORY DEVELOPMENT
PROCESS h ~ .. , t
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~n-'1"'~'"~1~ ,~,:S~,~~~8:t;~ constraints
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. The D'epar:trnent".:of Education regulatory process operates within
"~ -. seri:c)us\:i\'n(f~:unigue" statutory constniin'ts
the Secretary's
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EducatIon
IS requIred to publISh
'regulaticlns implementing new legislation _within 240 ,days of the
c!'";.::t::-tme;::--:~: of thn,l: leglslatiow.-:---;This"pr:Qvisfon..:ltnpds-es."-'a-· -scliedu:I:e···:n~-" ~ Or'
that is frequently toe short for the development of reguhltions
that may be highly complex and have a major impact on the
education community. Under section 431(d) of GEPA, final
regulatic1ns also cannot take effect until at least 45 days after
publication. This delayed effective date has an adverse impact
on regulations that are~-·J.\,ef,:!d,ed t."J· govern ED's annual grant
competitions because the effective dates of the regulations (and
thus grant awards) are often delayed until late in the fiscal
year.
on'
Student aid regulations are subject to additional statutory
restrictions.
For example, under section 482 (c) of the Higher
Education Act of 1965, as amended (20 U.S.C. 1089(c)), if certain
student aid regulations are not published by December 1 of a
particular year, they are delayed until the next succeeding
July 1, i.e., as much as 19 months, thereby preventing the
Secretary from acting quickly to eliminate abuses.
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Other statutes also authorize or require the Secretary to issue
specifiC regUlations or other'regulatory documents or impose
restrictions or procedures on the Secretary's authority to
regulate~
Some examples are section 478 of the Higher Education
Act of 1965, as amended (20 U.S.C. l087rr), restricting the
Secretary's authority to prescribe regulations relatinq to need
analysis for student financial assistance; section '05 (b) (4) of
GEPA (20 U.S.C. 1221e (b)(4}/1 on the publication of certain
proposed biennial priorities; and section 608 of the Individuals
with Disabilities Education Act, as amended (20 U.S.C. 1407),
requiring a ninety-day public comment period for certain
regulations and restricting the Secretary's authority to revise
certain existing regulations.
B.
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Internal structure
The Division of Regulations Management (DORM) in the Office of
the General counsel (OGe) has the principal responsibility within
the Department for assisting program offices by establishing
policies for, scheduling, coordinating, and overseeing the
development and publication of regulatory documents. With the
assistance of the program offiee t DORM establishes and monitors
schedule8 for the'development and clearance of regulatory
documents; that comply with statutory requirements and the
Secretary' 5 priori ties'.';' ':" In "addition, the oivision, through its
legal staff, is responsible for a wide range of legal services in
connection 'with the development of high-priority regulations and
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for legal advice ', .on rulemaking law.
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The Oivi!:ion .. asslsls ,wi'th'-"the development of regulations
'. throughout' th~' :Departmeryt::'~i9-'evelops innovative' measures to deal
• wi th requirements' .affecting ,Iregulations, takes the lead in the
development '9f.~·sei'ected ,regulations, provides expert trouble
shooting, negotiat"ing, 'med,iating f" and drafting, services OI"!.
prior i ty rcgu Jat ions'j.:.>;and" 'esta1:vL!'sh.es' :.e:na "o:'(erse.es·;.a "{syst:em·;·.o~"'" .'"L-;':1; ~~~. :~'.r__
quality management for regulatorY·documents. The Division also
serves a~; the Department's principa:L"" liaison with other Federal
departments and agencies on ,regulatory matters, including 0!1B and
the Office of the Federal Register.
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The office responsible for adminis'Cv!~.il:1g thE/program or activity
being regulated has primary responsibility for developing the
regUlations (program office}. In the recent past 1 the Department
has generally used one of the following two procedur,es for
internal developme~t and clearance of regUlations:
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(1) Concurrent review: The program office drafts the
regulations, which are then transmitted'by DORM to all staff
offices. The staff offices provide written comments.
through DORM, to the program office, The program office
pr~pares a second draft, which DORM circulates to the staff
offices for further review. If needed, meetings are. held to
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�resolve issues. This process continues until all issues are
resolved and the regulations are ready for the Secretary_
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(2)
PolicY Group:
A Department-wide policy group is
formed, consisting of the program office and all staff
offices that wish to be involved in the development of the
particular regulations. The policy group, chaired by the
pro~rram office, meets to discuss the content of the
regulations I circulates its mm drafts internally f and
obtains approval by its member offices. DORM providas
cert:aln support services but there are no general
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circulations by DORM to the staff offices.
OGC plays an important part in resolving policy disagreements and
obtaining high-level decisions on regulatiohs. If the program
office and staff offices cannot agree on the proposed
regulations, OGe, which manages the regulations process through
DORM, as well as providing legal services, prepares a decision
rr.emoranduI':l for the Secretary. Once all issues have been resolved
and the Secretary approves the document, DORM sends significant
NPRMs to OMS for review in accordance with EO 12866.
C.
Regulatory Quality
Ma~ual
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and reviewers of
regulatory documents the D¥EartmeJit's: Regulatory Quality Manual
(RQM), a handbook of .detail.ed·~.·instrl:~ctions--with examples-~on the
_ s;ty~~ .~nd .,f9!'rnats ,u~e,d" ...by ,~D, ..J'1"Pf,~p,?FJng various types of
'regulatory documents. 'The rn:'nrierous.,'examples are based on the
Department's actual .programmati:'c;,:an!i'::administrati ve experience
DORM develops and issues"·
e
to~;'2\':n,'dra'fters
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The RQM is central' ·to -:a' :depai"tmentwide system to ensure the
quality of regulatorY'documen~s developed and issued by ED. The
Department (s Regulation's ''Oua--·Xi t!.l''':Of'f-icer'',··r:'a"<:,'inernber·' :o'r DORMJ"$~ 'n ~- ..... ".<
staff, 1.5 responsible for Qvers'eeing the sjstern.
.
Attached to the RQM are other resource naterials useful to
drafters and reviewers of regulations. 'l'hese include a copy of
the Federal Register Document Drafting Handbook and pertinent
chapters from the C'. S. Govei':"nment Printing 0Zr.:i,ce Sti:';le Manual.
These materials are cross-referenced in the RQM. Also attached
is a copy of the Administrative Communications System {ACS}
DEpartment Directive on regulations, which summarizes various
legal requirements (statutes, Executive orders, etc.) governing
ED's regulations and describes procedures used by the Department
for the development, review, approval, and issuance of
regulations.
The RQM, which is prepared in loose~leaf form, is periodically
updated and is"rApublished in its entirety every :ew years~
Individual chapter.s of the manual are available O~ co~puter disk,
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enabling the drafter of a document, in many instances, simply'to
fill in the blanks while having boilerplate (standard) language
already in place.
A Departmentwide study group, chaired by DORM, is examining the
current I~dition of the manual and will recomnend ways to improve
the RQM f make it more user-friendly, and adapt it to the
electronic technology currently available to ED.
D.
Regulatory Review Task Force
An important instrument for continuing review and reform of the
Department's regulatory process is the Regulatory Review Task
Force~
Bstablished in 1986, the Task Force is made up of senior
representatives of every principal component of the Department
and chaiJ:ed by the Assistant General Counsel for Regulati.ons.
The Task Forcc, which meets biweeklYf serves as a source of
institutional innovation to inprove the regUlatory process and
the quality of the Depart~entls regulatory documents. A summary
of the accomplishments of the Regulatory Review 'rask Force
through March 1993 is included at Tab A to this report.
Major accomplishments of the Task Force include the following:
•
•
Analyzed and developed proposals for "regulatory relief in
response to a :list of concerns about !texcesslve!'-·regulations
submitted by the National Governors' ';Associat~ionz; ::~ "
• Deve loped: and .. recommended pOlicie~ .enabl i;;~::ED '·io: prov ide
flexibility to .S~ate" and local' rec~pi-ents, :of.;;,th·e,'~Department's
discretionaryt'grant ."funds in"lreturn -for: .":inC'rEta'sed\:: accountabi 1 i ty
for the use of funds', includi'ng 'sp-ecific';l.:ou'tco:nes0'-to' be achieved.
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• Examined the quality of the Department's regulatory documents
and strengthened the :·Department:,~:s: p1'9oed)Jres"·fdr: <1evelopme .. c t •
review I and promulgation of those documents.
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• Recommended development and publication in the Federal'
Register of a single Departmentwide annual combined application
notice to assist potential applicants in planning grant
applications and related acti vi ties for a complete fiscitZ.. l,ear. .'~ "".
• Played a principal role in revising the departmental directive
on paper.,.,'ork clearance procedures.
• Devised plans and materials for the Department's
implementation of various Executive orders relating to'
regUlations.
•
Among its other achievements the Regulatory Review Task Force has
devised C'epartmentwide rnastR~··schedules for regUlatory docunents l
instituted monthly meetings to inform Assistant Secretaries of
5
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the status of their regulations and grant competitions, developed
more effective training in regulations drafting, simplified the
regulations clearance process, initiated procedures for early
identification of regulatory issues and timely involvement of
staff offices, devised a short-form application notice for new
awards and eliminated publication of Federal Register notices for
continuat:ion awards, expedited the regulatory review process for
certain priority documents, and limited the number of offices
that review Federal Register notices.
E.
Combined Application Notice
Beginning in September 1989, the Department has published
annually before the start of each new fiscal year a combined
application notice (CAN). This document contains or references
. individual application notices for virtually all of the direct
grant and fellowship programs under which the secretary plans to
make new awards in the coming fiscal year. As many as 190
programs or competitions have been listed in a single CAN.
The purpose of the CAN is to offer constituencies in the
educational community and other affected entities an opportunity
to learn, in a single issue of the Federal Register, about
almost all of the Department's new· direct grant and fellowship
competitions available for a coming fiscal' year> ;' Thisfli.·elps
potential applicants' plan their projects and activit'i-es: for' the
next year according to, the application and·:·award·;l-schedu1es.~ The
process also enables the Department to make more. awards. earlier
in the fiscal year by announcing grant competitionsiearlier than
had been the case under 'pr ii::ir practice.' , i:' "'.~ ,'~ ,d',ril:; ~\'t,::' ~1.~1· ..
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From the beginning' there' wa:s u'ni versa'l'! sli'pp6r.E"j';foi·~"pubilishihg the
CAN annua lly. A num'ber of agencies, inst'i tu-ti'on.·s\~:;'arid"":"
organizations have written to endorse the' 'concept" and~ to
compliment the agency"for~ tl:1is : urideft~king;,' ·"~E.c;ZI year tl:2'
secretary has also included 'in the combined notice an imritatiun
for public comments to help the Department make the CAN even more
useful in future fiscal years.
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In December 1991 the Department's Regulatory' Review Task Force
met with representatives of the higher education community to ..... ~assess the CAN. Those representatives praised the concept of the
notice and offered suggestions to make it even more valuable.
Among other things, they recommended that the Department publish
an update, preferably early in the second academic semester, to
assist potentia'l applicants and grantees in the educational
community across the United States in planning new' grant
application activities for the remainder of the fiscal year. The
representatives also suggested that the Department estimate the
publication dates and application deadlines for programs that
have not published their applicatior""notices by the time of the
proposed update. On the recommendation of the Regulatory. Review
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~oth suggestions, and since'
1992 the Department has published annually during the spring
Task Force, the Secretary adopted
semester a document popularly referred to as the
mini-CAN~
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In.
STRI,AMLINING INTERNAL REGULATORY DEVELOPMENT AND CLEARANCE
PROCEDURES
A.
OMB Pilot Project and EO 12866
Early in 1993 the Secretary's Chief of Staff asked the Office of
the General Counsel to identify administrative requirements that
impede the Department's effectiveness in carrying out its
responsibilities.
aGe recornnended an examination of the role of
OMS in the review of agency regulations, focusing on these
questions:
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Should OMS continue to review all.regulations, regardless of
whether they present significant policy issues, including
technical amendments, routine grant regulations, and final
regulations on which no public comments were received?
Review of all regulations dilutes OM.S's ability to focus on
specific Administration policies and coordinate among
agencies.
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Should OMB's 'current detailed and technical standard of , ~ : - :.-:;;'
review be changed? While OMB may marginally improve' the ::',1',:, ;' ..
technical quality of some regulatory documents t _it'might"be}"t.,,~· .. ), :'
better to, focus those resources on, more .impor_tant, concerns"......... ~
•
Should OMB becor:te involved
•
j"
",
.1.,'
at\ an .earlier
.
(;'.,':#I!' -''''fr.-,,~,~·~
Such an approach viould be .odonsisterit;~with"Jthe1.>;':"'''''-'; .
President's desire to get agencie's' working togeth·er~;Hra:ther:·:':;'-t.'c';:''than as competitors.
: ':,'_"2., i';:"~'·"',;\~
rulemaking?
Over a period of sev(.~,ral m·.:>nl;;:hs, . ~hG::i8 iss::,es ...'d~e""diicusG:ed - .
within the Department and with senior OMS officials. In~hese
discussions delays in the regulatory process attributable to OMB
review were identified and specific recommendations were,made to
improve the OMS review process. As a result, OMB invit.ed the
"Department to participate in a pilot project to test the
~
recommendations for a reduction in the number of regulations
reviewed by OMS, with the goal of establishing standards for OMB
review. early OMS involvement in the regulatory process, and
other improvements.
The pilot project began on July 1, 1993 and ended on
September 30. 1993 when the President issued Executive Order
12866 (Regulatory Planning and Review). The new Executive order
p~oject
adopted key aspects of the pilot
government-wide.
•
",..;,:. -,
stage~ of, a'gency'IJ"':~i.l.· ~ .....
7
that will now be used
�•
Under the pilot project I at the beginning of each month the
General Counsel sent OMS a list of the regulations that the
Department expected to complete in the following two months~
Each list included a brief description of the regulations and the
Department's view as to whether the regulations were so
significant as to warrant OMS review. Any disagreements with OMB
staff ware resolved in a meeting or by phone.
During the three months of the pilot project, the Department
identified 72 regulations that were expected to be completed
during July-November, 1993. 011B agreed to waive its review of 43
of these documents, approximately 60 percent of the total. Based
on past e~erienceJ the Depart~ent· can roughly estimate that
these 43 regulations will be published a total of approximately
1135 days earlier than would have been the case if OMS had not
waived its review~ This is an average saving of over 40 days per
document for a cumulative saving of ~ore than 4.75 years.
Another benefit from the pilot project was-of course the reduced
need for staff'work, both at OMS an~ in the Department, with
respect to these 43 regulations.
The Department expects to complete an evaluation of the pilot
project by analyzing the effect of OMS review on 15 regulations
... hat the Department believed were hot significant but that OMS
t
.
decided to review nonethelass~ This·will be done when OMS has
"
, ,
completed review of a sufficient number of these documents to
.'
enable ED to make some generalizations about h!,w. the process
.'". :'" r !i', :
ED will look . . ' co~ments received_ .from ' OMS on these
at the
" worked.
.
.,
. •
•.
_......",._
documents, the changes made in response to the comments# and the
. '.:~.
length of time taken by the overa,l1 clearance proc9!is. The
.. ; ~ ./", (\-4:";
purpose of the analysis will be to 'determine w~~~t1~e.r OMS a~k·~.f(Lt;o.'I'~·"j."_:''1'{oti,,~.
review any regulations that are not "significant"_ .under ·the ,.", ,,, ""'!";"'C; \";--;":11
criteria. in EO 12866' and whether the time invested in this group
; '.:..
of reviews is justi.fied by the IIvalue ~dded'l to the regulations. "
~
. -...1,"'_'.
, • • -~
•
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~
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,
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a& Ufldel.' the pilot project, the process o~
det::ermining whether a particular regulation is significant, and~
if·so, whether OMS review will be required, is determined before
submission to OMB~ This is accomplished 'through a list of
planned regulatory actions periodically prepared by OGC and
pl.-\;;d.ded t,,") OM£~ Copies of the Department's first two lists of
planned regulatory actions under the order, sent to OMB on
November 30 t 1993 and January 25, 1994, are included at Tab'S.
OMB agreed to waive its review of 19 of the 43 regulatory actions
identified (43% of the documents). As a result of OMB's waiver,
we estimate that each of these 19 documents will be published an
average of over 53 days earlier than if OMB had not waived its
·Jpder EO 1.2866,
•
lTho criteria in EO 12866 were not used in the pilot project.
However, OME's choice of regulations to review under EO 12866,.thu5.
far has b(~en at least as cotlprehensive as under the pilot project .
8
�•
review .
As a related step, we are encouraging OMS staff to participate at
a ~uch earlier stage in the development of the significant
regulations that they will review, thereby reducing processing
time for those documents as well. This effort include& all
pending regulations selected by OMS for review_ OMB is already
cooperating effectively in development of regulations for the
critical Federal Direct Student Loan Program, as well as on other
regulatory documents.
The issuance of EO 12866 and President Clinton's program to
reform and streamline the Federal GOVernment regulatory process
have provided an authoritative and compelling basis for
reemphasizing the Department's regulatory reform activities. The
General Counsel has been designated as the Regulatory Policy
Officer for, the Department under the order I and OGe has assumed
the responsibility for informing o'ther ED staff about the
requirements of the order and insuring that they are implemented.
On October 13, 1993, aGe issued interim guidance to ED staff for
implementation of the order~ OGe has briefed many of the
principal operating components and affected units of the
Department on the new philosophy and requirements embodied in EO
~2B661 in9luding the Senior Officers; office of the Under
:
,Secretary (which includes both the Budget and the Planning and
.
:'~'r:, . '~~" Evaluation Services); the Office of postsecondary Education; the
, .:'./"t~<.~ J OFf~ce of Eletientary and Secondary Education; and the. R~gulatory
Task
........ ,. .,. " ...... , ".ReVlew .."' Force •
. "'
. ' , "
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•
B.
~
.
Discretionary Grants Regulations Quality I:mprovement,
Team
... '
,
, "',.T"r· .'
~. <
1" " , " ,"
'.-:
',"
"".' The Discretionary Grants Regulations Quality Improvement 'Team was
chartered in January 1993 by the Department's Reinvention
,
'
,co;:"rdin;>t tng ,Coun~il to !'(;wiew :.proc:esSes..:.£.or..::developing.iand::::": \'::::;;:',: ,';'
issuing r(lgulations for discretionary grant progranis'-'-wi tA:. a
focus on anneal funding priorities--to determine the impact of
those processes on the timeliness of the grants process. The
team was charged with determining whether there were ways to
avoid or expedite rulemaking to facilitate the timely award of
grants.
~-":, ' .. ,
,,,'" ,
The Quality Improvement Team (QIT) examined the data with'regard
to 1993 awards to determine whether a problem still existed .. The
QIT found that almost 70 percent of the new discretionary grants
awarded by the Department in 1993 were awarded after June 1st,
too late in the academic year to allow grantees adequate time for
project planning and preparation. Approximately one-third of
these grants were subject to rulemaking proceedings. The other
two-thirds were delayed by other factors. The QIT surveyed both
internal and external customers regarding both the timeliness of
grant awards and the effects and adequacy of the Depart~ent's
9
;;': ~;:
�•
regulatory processes as they relate "to the award of grants.
The
QIT published a notice in the Federal R~gjster (58 FR 40629,
July 29, 1993) inviting public comments and conducted interviews
with regulations officers in each principal office and eight
focus groups representing the various participants in the
Departmentls regulatory process. Copies of the QIT report and
the notice are included at Tabs C and D, respectively.
The QIT recommended fundamental changes in the Department I s
process tor producing discretionary grant regulations, including
annual funding priorities, to better meet the needs of our·
customers in the education community by making new grant awards
in the spring of the fiscal year.
recommendations Were:
The team's major
•
Decisions on major policy issues should be made. prior to the
actual drafting and review of regulatory docume.nts t with
decl.sions on funding priori ties made in the context of
strategic planning and budget development;
•
Authority for issuing discretionary grant regulations should
be delegated to Assistant Secretaries, and responsibility
for drafting and clearing ·documents should be assigned to
srr,all :teams made up of staff from the appropriate program
of.fice"",,,the 6ffice of the General Counsel, and the Office of
the :Under SecretarYi
,
.,.~~ ~:".~~,:~·:,~~~l!~:/t;~'{ of.r:.ices
•
1.
should be required to develop multi-yea;r:
,,; ,funding priorities, and both the principal offices and the
_, .~'"
{,.',;'(';.',~ '., document· development teaIr.S sh9Uld be held responsible for
,,-~ ·~;-!.i;:"lr.._\:. ::~, ,','t.::,prpClucing fewer and simpler regulatory documents; and
,
~ -- ~'~"'"-T'i,~" -, 1'- j
...
.•
':':
~':t"
.
>',
,~,: ~ ,
,,,\ -", :.
" The Department should waive public comment requirements when
'circumstances, such as new authorizing legislation or
cong!'essional appropriations directhres', :-,reguire new::rules
but occur so J,a:te that nQtice-'and..:comment rUlemaking.:.cannot
be completed in-"::ime for awards to be made in the spring as
required to meet grantee needs.
H
•
•
Other recommendations of the QIT included repeal of special
rulemaking requiremer,;t::;; .applJ;cable, to ED in section 431 of the
General Education Provisions Act; review and improvement of the
general discretionary grant program selection criteria in the
Education Department General Administrative Regulations;
continuing efforts to encourage OMS to waive its review of ED
regulatory docunents i review of the process for ED paperwork
approval and investigatior. of the possibi.lity of obtaining a
delegatic,n of authority from OMS for the secretary to clear
information collections, and development of a cadre of skilled
regulations drafters within ED and a training program for
drafters.
10
�•
The QIT has prepared a plan that wculd.provide for implementation
in 1994 .... -ith respect to activities affecting Department grant
awards far fiscal years 1995 and 1996.
The Regulatory Review
Task Force , acting with the assistance of the members of the QIT,
has begun implementing the team's recomwendations#
c.
Rogulatory Review
'section 5(a) of ,EO 12866 required submission by December 29, 1993
of a program under which the Department 1".-ould periodically review
its existing significant regulations, consistent with resources
and regulatory priorities. The review is designed to determine
whether any of these regulations should be modified or eliminated
in order to make ED/s regulatory program more effective in
achieving the desired regulatory objectives, less burdensome, or
more closely aligned with the President's priorities and the
prin9iples in EO 12866. In order to achieve these goals as
completely and effectively as possible. within the constraints
imposed by personnel and other adninistrative resources, the
Department has adopted a plan for reviewing existing significant
program regulations concurrently with the periodic enactment of
reauthorizing legislation for these prog·rams. A copy of the
Department's program for review of existing regulations is
provided at 'l'~t: E.
;.; ',"
"
agreement "wi~h,~'OM~i\,~documents submitted to OMB by the
De.partment, fO.r rl.?.vie.w:~,since December l, 199J, must comply with EO,
12866 by including a 'description of 'the need for the regulatory
action f how' t,be 'iregul',!tfon. wilL meet .that need, and an assessment
of the poten'l;:,ia·1vcosits'.' and, benefits of the regulatory action,
toget.her ,,~~th ',C}l')'(exp:}anati~n of ,how it is consistent with a
statutorY",:mandate ,'.~promotes the President:' s priorities, and
avoids un'du'e interfere'nce with state, local. and tribal
governments.
By
•
"
'i'he Department is represente::1.,on the Interagency Group on_
Regulations Policy (Regulatory' -Horking Group) established under
section 4(d} of the order and has participated actively in the
Group's efforts to i~prove regulatory development and review
procedures * OGe represents the Department on the "Streamlining!!
Subgroup of the Regulatory WOL:\::-:.\J"I..? ,GrOl!!) .,and drafted Government
wide guidance for preparation of a 'report to the President on
streamlining internal agency regulatory pJ."ocedures. The report
was approved and sent to all Federal Depa~tments.and agencies by
the Streamlining Subgroup. OGC is also participating on the
rlEle.ctronic Information Technology and Rulemaking" subgroup of.
the Regulatory Working Group.
D~
•
ED Legislative Agenda and strategic Plan
The mission of the Department of Education is to ensure equal
ac-'C'ess to education and to promote educational excellence
11
�•
throughout the Nation*, To accomplish this mission, the Secretary
has made management reform one of his top priorities. The
secretary wants the Department to become a model agency that
provides national leadership and assistance to states and
communities as they seek to achieve the National Education Goals .
.
In order to achieve his objectives, the Secretary is supporting
an ambitious legislative agenda for educational improvement,
including seeking legislative changes that would provide relief
from statutory requirements that unnecessarily delay and impede
the regulatory
process~
Key proposals that would improve and
streamline ED regulatory procedures are contained in legislation
proposed by the Department (and currently under consideration by
the Congress) for reauthorization of the Elementary and Secondary
Education Act of 1965. The Department's proposed revisions to
section 431 (redesignated as section 437) of the GEPA would
retain the basic features of the current section 431, but would
(1) clarify that the section does not apply to procurement rules
or guidelin~s that are not legally binding, thus limiting its
scope, ("2) allow exceptions to notice-and-comment rulemaking in
appropriate circumstances I (3) allow the Secretary flexibility in
setting schedules for issuing regulations, and- (4) establish a
30-day delayed effective date fo~ regulations with a waiver
permitted in certain limited circumstances. These changes would
give the Secretary flexibility':.to·'ens~re timely grantmaking,
address err.ergencies~ and :~et\retiulations development priorities.
In general, the revised7'~e;ct~-on'~4:n; would put the Department in a
position more comparable' to' other agencies that conduct
rulemaking pursuant'
th;e,\Administrati va !.Pr.ocedure Act but would
continue to include,:"p'roqedures.l·designed:, to' assist congressional
, : o~ersight of. the'j rule~ak'ibg;~pr6cess'; \' i'>;""" '
'.
,', ;
•
,to
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, .."",..,.. ,-, ' ,
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At the same time'that"\the'.I--Secretary is pursuing his legislative
agenda, a three-year" strategic plan i~ being developed ,within the
Department to improve the: e:ffectiveness of Int~rnal ..ED· ;n;''H,~tJ€!n:=;;t
and operations~ The'development of this·~,pla'n anticipates-the
requirements of the Government Performance-~nd Results Act, which
will take effect in 1997 I and represents a uni,que event in the
Department's management.
Each principal office of the Department hu'5;.: d.~~elop...~d. a,. separate
office-wide strategic plan supporting acco~plishment of the
overall ED plan. The mission of OGC is to provide sound,
understandable, accurate, and high quality legal services and to
effectively manaqe the Department's regulations functions and
ethics program.
•
aGe will play a major role in facilitating systemic reform by
improving and streamlining procedures for clearance and
development of regulatory documents so that the Department may
better assist.those State and local governments, organizations,
and individua ls that are the Department's partners and cU,stomers
12
�•
and minimize the burden associated with receiving ED assistance.
OGC will also work to improve and clarify regulatory language so
that regulations will be easier for the pUblic to understand.
The emphasis for regulations will be on program improvement
rather than on compliance with an elaborate set of rules.
The General Counsel has adopted the following goal and objectives
reflecting OGe's commitment to improving the quality of
regulatory documents and streamlining regulatory procedures:
Goal:
To provide readable, understandable, user-friendly
public notices in a more timely manner*
Through the pilot project with OMS, reduce time taken by
OMB's review of the Depart~ent's regulatorY,documents.
Long Tern objectives
years)
(3
Improve the timeliness of the Department's development of
regulations and non-regulatory guidance.
Improve the quality of the Department's development of
regulations and non regulatory 'guidance. ,'> " '';
•
l ' '"
.,(·,;"t't;'i,.,!; :,.' ,.
The General Counsel has established 'an,i';"OGC, WorK .:Grollp responsible
for achieving_these objectives and'has approved an action plan
wi th intermediate· steps and timelines ;;....,'. ;.!~l·{,L.r,,::':·,: 1,; ", ..
,', ... ....', ;
, ,
.-' { "~'f-......
-- . '\
,,#
E. Early '·Pr.eparati'on·:
1'-" ,./":'fh).'f·Ntii.t!i;t,,;::.,'":';rJ~tG\l,·h:'
'. '
....' r'-~,>: .;. ~..-:,d, '\ 'f.',.:", :" :t;)h'"" .
The award of some competitive grants -'.h,;,:'deperident on prior
publication of regulatory ~ocumG:n,ts, "'iryc,luding Bnnu?l fU,nding
priorities, that are ~s-ubj"ect:: ;:to ·notice .!n'd' r..:omm::rll:: 'i:"l!lemcil:inq: ;~" ..
process that often' takes eigh't months or more to comp:;:ete':'"
Unlike other agencies subject only to the rulemaking req'uiremcnts
of the Administrative Procedure Act, which exempts grant·-related
rules from notice and comment rulemaking, EO is required by GEPA
to follcHi such procedures for grants.
All of these regulatory
docunlenb; must be issued in final form before grant ap!i1'ic::rtionf".: ..
can be soliei ted.
.
As discussed under II.D., each September the Depart~ent publishes
a CAN that includes or references the announcements for almost
all conpetitions under whieh the Secretary plans to make new
grant or fellowship awards in the upcoming fiscal year. The CAN
assists potential applicants in planning grant application
activities for the next year and reflects EO's schedule for
completing its grant competitions. Grant competitions cannot be
included in the CAN unless.ED has completed the rulemaking
process -Eor any necessary regulatory documents.
•
13
�•
In past years, slippage in the ti~ely award of grants was caused
in part by delays in the development and issuance of these
regulatory documents. To address these problems ED has
implemented a number of measures, including (1) an annual
specific date by which principal offices must submit to DORM
initial drafts of regulatory documents needed for the upcoming
fiscal year; (2) special procedures to expedite OMS review
through earlier OMB participation in the Depart~ent/s regulatory
process (discussed in detail under III.B.); and (J) in the caSe
of reauthorizing legislation, the establishment of a special task
force by the appropriate principal office prior to the e~actment
of legislation to monitor the legislation and begin early
development of necessary regulatory documents.
Since a majority of the Department regulatory· documents are the
result of new legislation, an analysis of pending legislation
prior to enactment to determine what regulatory documents will he
necessary for implementation can give the Department an early
start in developing the necessary regulatory documents.
Sorr.etimes drafting of documents can also begin prior to the
enactment of the legislation.
The Office of Bilingual Education and Y.inority Languages Affairs
(OBEMLA}. anticipating reauthorization of bilingual education
programs in 1994 I has already established a"program Policy and
Regulations Comrni ttee whose chair reports directly ,t:o;:,the'
Director of OBEMLA. The ,committee's major Ico~cernl,±s<developin9
the regu_lations that will be· n~cessary as !3 .r:esult; of
~
reauthorization, determining, the staff assigl1ments~·,... and;, providing..
leadership and technical "resources.
. :: :--'-L ',," ...L ":..,...;(3:1-:':
•
,"
F.,
,_~ '~"".
'
'.~
'
Simplifying .Internal Clearance
_
_
,.v ....
, ~,\<I~'··,"'"'.r""I"""'""·,,I.",).
. . . . . . '"<>.'"'"'1, ..
'.~."Ii;.;"l>
Proced~res,.
1
"',,,
. '.' :',,' '. s! " :!.. ) ':~""'?~'{':-;: :',"1.', •
...
ED generally publishes its regulations far 'more quickly than
other Federal 'a!;en~ies. A{;<jo·-=~ti:.r.g... t(~·--iil '.l~';;;p0:Cr. .:Lssuad,:. by. !·the-· ': !::::;;~:'.' ...... .
General AccQuntin9 Office ..in November 1990, EO, issues fiftal .;,_
regulations, on average, in less than 13 months from the
'".'
enactment of legislation~ In a random survey of three other
departments that issue similar regulations, ED, on the average,
issued its regulations a months faster than one agency, 11 months
faster than the second agency and 15 months faster than the .......-.. f"~
third agency. (The September 1993 report of the National
Performance Review oh "Improving Regulatory Systems" found that a
relatively common time line for issuance of regulations is 12 to
"18 months from enactment of authorizing legislation to issuance
of an NPRM and another 12 to 18 months between the NPRM and
issuance of the final regulations (p. 8) 1 for a total of two to
three years ..)
I
,
I
•
Despite its record, ED is under continuing pressure to speed up
the issuance of regulations for its:programs. This is due in
part to the GEPA section 431(g) requirement that the secretary
�•
In past years, slippage in the timely award of grants was caused
in part by delays in the development and issuance of those
regulatory documents.
To address these problems ED has
implemented a number of measures, including (1) an annual
specific date by which principal offices must submit to DORM
initial drafts of regulatory documents needed for the upcoming
fiscal year; (2) special procedures to expedite OMS review
through earlier OMS participation in the Departmentfs,regulatory
process (discussed in detail under III.B.)j and (3) in the case
of reauthorizing legislation, the establishment of a special task
force by the appropriate principal office prior to the enactment
of legislation to monitor the legislation and begin early
development of necessary regulatory documents.
Since a majority of the Department regulatory'documents are the
result of new legislation, an analysis of pending legislation
prior to'enactment to determine what regul~tory documents. will be
necessary for implementation can give the Department an early
start in developing the necessary regulatory documents.
sometimes drafting of documents can also begin prior to the
enactment of the legislation.
The office of Bilingual Education and Minority Languages Affairs
(OBEMLA), anticipating reauthorization of bilingual education
progr:ams in 1994 1 has already established 8' 'Program Pol'icy and
Regulations committee whose chair reports directly ·,to.,the .
Director of OBEMLA. The committee's major !.concern;,is·'ldeveloping
the regulations that will ·be n,":ce.ssary.. as a ,r:esu~t;. _of
,
reauthorization, determining ,the staff 'assigl1ments~,;" and: providing"
leadership and technical ·resources.
': ~!- ';'¥J, :'::1·.'~';.tJ!" , '
•
1,' ,
"~,
"""j."
,., ~"
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•
Simplifying ,Internal Clearance ,ProcedUres. ,. :'t '. :
, , "
''''.','
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generally publishe.s its regulations 'f~r' m"'o~e': (:i'~iCkiy'" than
other Federal ~';\I;en0i(is, Ai:-::o';::-:.l,.:i:r.g".t'o.'a ': !:~Pt,.c.t ..:.ss';;ed,;,b:y, 'lthe." :~::::;.... "
General Accounting Office .in t-iovember; 1990, ED. issues fiftal ':'''.
regulations, on average# in less than 13 months from the
-,
enactment of legislation. In a random survey of three other
departments that issue similar regulations, ED, cn the average,
issued its regulations S months faster than one agencYt 11 months
faster than the second agency I and 15 months faster than the
--.~, I~_
third agency~
(,rhe September 1993 report cf the National
F.
;,:,~
ED
,~.:;,.,
Performance Review cn "Improving Regulatory Systems" fcund that a
relatively common time line for issuance of regulations is 12 to
18 months from enactment of authorizing legislation to' issuance
of an NPRM and another 12 to 18 nonths between the NPRM and
issuance of the final regulations (p. 8). for a total of two to
three years .-)
•
Despite its record I ED is under continuing pressure to speed up
the issuance of regulations for its"))Nrograms. This is due in
part to the GEPA section 431(g) require~ent that the sec~~tary
14
.'
�•
submit a schedule to the Congress whenever new legislation
affecting ED programs is enacted, providing that all final
regulations, regardless of their level of importance, will be
published within 240 days of enactment of that legislation.
The Department's efforts.to speed up its internal regulations
process by minimizing the number of required 'internal clearances
have approached the goal from two directions:
(1) delegating the
authority for issuing regulations to the lowest possible level
consistent with the Secretary's need to maintain effective
oversight; and (2) eliminating delay from unnecessary or
duplicative clearances by principal offices or sub-offices of the
Department..
On August 30, 1993, the Secretary delegated the authority to
approve and sign proposed and final rules for discretionary grant
competitions, ·including notices of proposed and final funding
priorities, to. the respective Assistant Secretaries and the
Director of OBEMLA. The QIT recognized the effectiveness of
these delegations in streamlining the regulatory process and
recommended further delegations (see III.A. and Tab B).
On November 30, 1993, the Secretary further delegated to the same
senior officers the authority to approve and sign the following; .""
additional four categories of documents:
.....',", """)<-1':-:
•
'::'
,!::,;.:~.~,."
•
Final regulations that only incorporate statutory
existing regulations.
•
Fi.nal regulations for which the· Department did not ·receive·', ._-, '
significant public comments~on !·the . notice of "proposed ~)1:, 'I::.'.';"~ ~',::,c, ,
rulemaking (NPRM) and for. which, any revisions,.to:.,the·~.NPRM ': "
are technical or for clarification.
, . ,_~. ',.:0:;7":,_ ",;-,.,"".
text~·~'into.:~"
/
,
'.'
.
... ..... ." ." .
.. ,......"'........ ,
•
".
•
, ..
~_
Notices of intent to repay recovered funds as authorized
under section 459 of GEPA (20 U.S.C. 1234h).
The Secretary has also agreed to review other NPRMs, final
,_ . regulations, or Federal Register notices for possible delegation.
The General Counsel, working with senior officers of the
Department, identified additional NPRMs and final regulations
under development for which a delegation of authority was
appropriate, and in February 1994 the Secretary approved seven of
these specific documents for delegation. Additional documents
will be proposed and considered for delegation-. The ED internal
clearance process will be reduced by more than a month when
authority to sign both the proposed and final regulations is
delegated.
•
15
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G.
Reducing the Number of Internal Clearances
DORM~ in fulfilling its responsibilities for coordinating the
development and clearance of the Department's regulatory
documents, has long been sensitive to delays caused by.a
proliferation of internal clearances that have a negligible
effect on the quality of the final product. Periodically, DORM
has requested that internal offices reconsider their need to
review various categories of documents, and, where possiole,
unnecessary clearances have been eliminated. In addition, with
the support of the Secretary and the Regulatory Review Task
Force, policy groups are regUlarly established to develop
proposed and tinal regulatory documents in appropriate cases.
Through the policy group procedures, principal offices are
notified of the establishment of the policy group and may opt in
,or out at the beginning of the regulatory development process.
The prt;)cedures allow interested offices to participate, while
ensuring an expedited clearance process and reducing
administrative workl"oad by eliminating unnecessary reviews.
.,
:'
{,
,
In its report, the QIT recommended further limiting the size of a
policy group for discretionary grant regulations by assigning
responsibility for development ~nd clearance of regulatory
documents to teams made up of staff from the appropriate program
office, the Office of the General Counsel, and the Office of the
<'
Under Secretary (see lILA. and Tab B). The Secretary has
;, >".,'
adopted this ~ecom~endation, and the Regulatory Review Task Force
is overseeing implementation.
, "" ." _.~..." ,"'~
~'
, i-t,::
7~r':.,'·
, Inctividual components wi ttl in EO are taking. addi tioDal steps ~to""::!=H" ';,~ :.. .'~.:J ',"
reduce internal clearances. ,For example, OPE,:'EDts largest ",.;. j~,::·,:-,;~"t:Jc:., r~·li'~.;'
principal office, has adopted several streamlining reforms. On,"
,.,
November St 1993 1 following the iS$~ance of EO 12866 and a.review .
nf OPEl s procedures for! regulatory.;;develripraent-I ;~the;-Assi~tantT":'--, ::,--:;:=...:.·.. 7.-:·:~:,-,;:..
..~., £;e:cretary ror OPE issued a memorandum revising OPE regula~ry
~rocedures.
That memorandum reflects recognition of the need to
expedite regulatory development at the beginning of the process,
even before documents are circulated for review and clearance by
other pr incipal of f ices of the Department.
W"~;,
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", • • "
Among the Assistant Secretary1s objectives in reforming the OPE
procedures are reducing burdensome regulations, , improving the
quality and r~adability of regulations, completing regulatory
reviews in OPE concurrently rather than sequentially, reducing
the excessive use of interpretive letters in place of
regulations, strict adherence to schedules established for the
development of regulatory documen~s, and greater use of available
ED resources provided through DORM for the development of
regulatory documents. The new OPE procedures have been
communicated throughout the Oepartment through the Regulat.~!,"y
Review Task Force. As the first example of efforts to streamline
�•
the regulatory development process within individual Department
offices, the OPE memorandum is of. particular significance and is
included as Tab F.
Another new procedure, suggested by OGC and adopted by the office
of the Secretary (OS),
elimin~tes
the need to submit to the
secretary for approval minor changes in regulatory documents
requested by OMS as a result of EO 12866 review.
The changes
requested by OMB are now submitted to os for an informal
determination of whether the document must be resubmitted to the
Secretary for approval. When a resubmission is not required, the
new procedure reduces to less than a day the time required for a
clearance process that previously took more than a week.
H.
More Effective Use of Resources
computer technology~ with its potential for reducing the time
needed for preparation and review of regulatory documents, has
provided the Department with new options~ limited only by
financial and personnel resources. DORM and the Regulatory
Review Task Force have recognized the advantages of technology
and have strongly supported its use by the Department to the
greatest possible extent.
·'Electronic mail is now generally available to most ED staff and
: has-. been of significant assistance in reduCing the time needed
".'
-";-'~~'" 't\:-'for transmission of documents and comments on documents 'anong
'. .
various offices within ED, especially in the case of. offices in
;".' ,;.rr..
,t different buildings.
'. ''-' )"'.
,,,,
')'~'"1;\'5 .~. Y'~ 'Regulatory documents are'routinely prepared ahd provided, ,to" DORM
.,'
;'i',t,,, .i:;·;"i,;".
by the initiating office on computer disk and are provided. to the
.... '" ,-'.. 'Office of the Federal Register (OFR) in both hard copy and disk
format, reducing the time for preparing ti1e documents for:
"
publication and quali.f.yi;n~: ·for .l)'. >20 -per,c.en~, reductj;dTl'~in ;OF-~,t~s; -:', , '~',':", '."
charges ~o,the Department 'for publication. Additional
opportuniti-~s' for reducing costs and publication time through the
electronic coding of docunents within the Department prior to
transmission to OFR are under investigation.
... ,:
,d
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Access to ~\;."?~pLtcat:1..on' notices and certain regulatory documents is
available to the public on electronic bulletin boards sponsored
by OPE, the Office of Educational Research and Improvement, and
the Office of the Chief Financial Officer. Departnent staff met
recently with officials from OFR and the Government Printing
Office (GPO) to discuss suggestions from ED staff for compliance
with the GPO Electronic Information Access Enhancement Act of
1993 1 which would provide a system of on-line access to the
Federal Register and other GPO publications beginning in June
1994_ The Department has considered allowing electronic filing
of grant applications and comments on NPRMs, although limitations
on staff resources and funds do not permit these options to be
17
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offered at the pre.se.r,t time. OPE has also initiated electroni'c
scanning of public comrlents on a trial basis to determine if this
will reduce the time needed by OPE staff to prepare final
regulations.
Encouraging a wider use of the expertise available through DORM
has also frequently resulted in more rapid preparation of high
quality documents. In addition to its scheduling, coordinating,
and review functions, DORM provides expert drafting services for
other ED ·offices.
DORM also maintains direct contacts with OFR
and OMB and is often able to assist in resolving problems with
those agencies.
To assist'Department staff who have not had prior experience in,
preparing regulations, DORM provides training to all ED offices
upon request in drafting regulations that comply with prescribed
format and style requirements while expressing requirements in
clear and comprehensible language.< DORM also provides training
in effective procedures and techniques for handling public
comments in NPRMs.
For special"situations, most notably as facilitators for
conducting regulatory negotiations required by statute the
Department has also been successful in employing qualified
-independent :contractors whose: special skills have proven usefui
in"reducing delays. In those limited cases when it would
e"j(pe-dite.: the: issuance of regulations, the Department will
continue to~seek outside assistance if it is "determined to be
. ','''.. 'cos't· effective.·"
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to
"The Department of Education is committed
securing broad public
"involvement in development of its regulatory positions and
documents. For exampl'e:i---·the ,Office ~0'f·.sp'ecia1- Education and
Rehabilitative S0r:vices has recently carried out extensive
activi-t:i.es across erie- country to involve the rehabilitation
coremunity in the development of regulations affecting them.
Negotiated rulemaking is a fairly recent technique for assuring
early p.:.rrticipatio"ir.::by. afft!.Cted'. interest groups in regulations
•
development to reduce the prospect of post-promulgation
litigation. The Department has used negotiated rulemaking in
developing regulations for the Chapter 1 Progral':.\ in Local
Educational Agencies under the Augustus F. Hawkins - Robert T.
Stafford Elementary and Secondary School Improvement Amendments
of 19S5j for vocational education programs under the Carl D.
Perkins Vocational and Applied Technology Education Act
Arr,endmants of 1990; for certain student financial assistance
prograos under the Higher Education Amendments of 1992; and for
provis:~ons affecting the preservation and recovery of reserVe
funds ~tt guarantee. agencies and for the Federal Direct student
18
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Loan Program under the Omnibus Budget Reconciliation Act of 1993.
The Department's experience with mandatory regulatory negotiation
has been mixed and suggests that negotiated rulemaking may not be
an effective strategy for implementing Federal grant programs
where post-promulgation litigation is not expected. Mandatory
regulatory negotiation is very costly in time, money, and staff
resources.
The secretary and Department staff believe that extensive public
involvement promotes better regulations by ensuring the full
consideration of all issues and continue to support maximum
public involvement in the .regulations process, primarily through
less formal and time-consuming processes than regulatory
negotiation.
The Department is also seeking ways of involving the PUblic in
other aspects of regulations development. For example, the
Regulatory Review Task Force recently approved' a paragraph -- to
be insorted in all of the Department's notices of proposed
rulemaking -- that will solicit public comment on whether the
Department I s regulations are "easy to understand, II as required by
EO 22866, and ask for public input on how the regulations could
be better written in that regard .
IV.
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CONCLUSION.""':'"'""
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As is clear from,':this:";summary of regUlatory review and clearance
procedures, ED is,,implementing or exploring I:lBny exciting new
ideas Hod innovations:1"to. improve and streamline the regulatory
process, with,leadership and guidance from the top levels of the
Oepartr.tent. 1While;.the:.Department has and will' continue to devote
sign i f icant" 'per'sonnel:' and'- financial resources' to these internal
improvement efforts ,"-'a r number of the sources of delay in issuing
regulations are th'e result of factors outside. the immediate
control of the Department.
f
section 431(d) of GEPA~ requir:lhg a 45-day delayed effective date
for ED rcgulations r and other statutory provisions discussed
under II.A., restrict the Secretary's authority to promulgate
timely regulations~ The Oepartment has~repeatedly proposed
legislative amendments to GEPA-,;J~t wOl.;.ld·'promote. a more
reasonable and efficient process for issuing ED regulations but
to date has been unsuccessful in securing enactment of these
changes.
l
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Under certain circumstances information collection requirements
in regulations, subject to OMS approval under the provisions of
the Paperwork Reduction Act of 1980 1 cause serious delay in
issuing regulations. The Department therefore will seek a
delegation of authority from OMB for approval of these.
rer:nirernents in appropriate circumstances.
19
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While the Department has found that delays caused by OMB review
of regulations have been reduced under EO 12866 (see III.E.),
primarily by eliminating reviews of some non-significant
regulations, further improvement in this area is .still possible.
Department staff will continue to work with OMB officials to
reduce unnecessary regulatory reviews and to encourage~OMB
involvement early in the process of developing significant
regulations so that policy and other issues Qay be resolved at
the outset rather than surfacing at the end of the process.
The Department "remains firmly committed to"improving and
streamlining the regulations development process. To that end,
Department staff will contlnu,e to evaluate: the process I including
the changes that have been implemented, to experiment, to seek
public involvement and recommendations. and to consider
additional improvements, to ensure that the Department
promulgates the highest quality and most timely regulations
possible.
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4000-0:-1)
DEPARTMENT OF EDUCA?ION
Direct Grant Programs
AGENCY;
Department of Education
ACTIO};,: !'Jotice ;:eope::::.ing app:'icatic-:: deadline dates for
certain direct grant and fellowship programs.
Su~~~RY:
submissio~
The Secretary reopens the deadline dates for the
of
appl~~ations
by
{see
cer~ain appli~ants
ELIGIBILITY) under certain direct grant programs.
All of
the ,:tffected competitions are among those: under which the
secretary is making new awards for fiscal iear (FY)- ,2000,
The Secretary ::akes this action to
•
~}:low
r.lo::e time for 'the
. apPli'cations .by
'.-,
.
preparation and submission of
appl ica::1ts adversely affecte'd ..
"
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b~y.
'severe .,weather cpnditions
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potential
._'.'~. . . .
4.'
t"-~(;'~~~'~iJ'~
resL:.lting. fron: Hurricane,\,Floyd ..,,::.~'l'J"!e -re.openings are int"ended '
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to h~lp these potential app1:1cants-cornpete fairly with other
applicants under ttese programs.
Note:
Twelve of the affected
p~ograms
-
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or competltlons
are under the Rehabilitation Services Administration,. Office
of special Education and Rehabilitative Services";> ~Ybu c'jn'
fir.d
Th~ee
ir.for~tion
of the
related to each of these under
p~ograms
Grou~
I.
or competitions are under the National
Institute on Disability and Rehabilitation Research, Office
0: Special Edti.::ation and Rehabilitative Services. You can
•
�•
find information related to each of :hese under Group II.
The extension of dead:ine da:es in this notice
ELIGIBIL!TY:
applies to you if you are a potential
as
that the President declared a disaster area
Hurricane Floyd.
in an area
applica~t
a result of
These areas include the following:
COUNTY AND/OR CIT1t
STATE
Connecticut
Delaware
New Cast:e
Florida
•
Fairfield, Hartford
Brevard, Browa,rd, Dade, Duval, Flagl'f!r, Indian
River, Martin, Nassau, Palm Beach, Sc. JOt.::l5, SC.
,
Lucie, Vol usia
Georgia
Bryan, Camden, Chatham, Glynn. Liberty', '~Mc'intosh
,
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.
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Anne Arundel, Calvert:, Caroline, Cecil',' .,Charles,
Harford " 'Kent, . Queen' Anrte,i, s :':So:nerset:, ,tSt .OMary' s,
Maryland
.
Talbot
,. ,,"'1'1 \
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Atlantic, Bergen, Burlington, Camden, Cape May,
Cumberland, Essex, Gloucester. HudSon, Hunterdon,
Mercer, Middlesex, Monmouth, Morris, Ocean, passa"ic,,
Salem, Somerset, Sussex, Union, Warren
New Jersey
,
New York
"
,
Essex, orange, Putnam, Roc]<land,
Wes~chester
-~
Korth Carolina
Alamance, Anson, Beaufort, Bertie, Bladen,
Brunswick. Camden, Carteret, caswell, Chatham,
Chowan. Col urr.bus, Craven, cumberland, currituck,
Dare, Davidson, Duplin, Durham, Edgecombe, Forsyth,
Franklin. Gates, Granville, Greene, Guilford,
Halifax, Harnett, Hertford, Hoke, Hyde, Johnston,
Jones, Lee, Lenoir, Martin, Kontgomery, Moore, Nash,
New Har.over, Northam;:?tcr:"I, Onslow, ,Orar.ge, Pamlico,
Pasquotank, Pender Perq-uimans, Person, Pitt,
Randolph, Richmond, Robeson, Rocki::gham, Rowan,
Sampson, Scotland','· 3tanly, Stokes, Tyrrell, Union,
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: Vance, Wake, Warren, Washington, wayne, Wilson
COUNTY AND/OR CITY'
STATE
Eucks, Chester, r:ela....are, Lancaster, 'Montgomery,
Pennsylvania
Philadelph.l a, York
Allendale, Bamberg, Barnwell, Beaufort. Berkeley,
Calhoun, Charleston, Chesterfield, Clarendon,
Colleton, DarJington, Dillon, Dorchester, Florence,
Georgetown, Hampton, Harry, Jasper, Kershaw, Lee,
Lexington, Marion, Marlboro, Orangeburg, Richland,
j Sumter, will iamsburg
Soath Carolina
,
Virginia
i
Accomack, Brunswick, caroline, Chesapeake (city),
Chesterfield, Colonial Heights (City), Oinwiddie,
Emporia {city), Essex, Franklin !ci~y) Gloucester,
Greenville, Halifax, Hampton {city}, Isle-of Wight,
•
.
James City, King and Queen, King William,,,Lancaster,.
Matthews, MeCklenberg. Middlesex. New Kent,' }l'ewport
News (city), Norfolk (city}. Northampton~ ",' \ ' .• ,:" , •
NorthGrrberland, Petersburg (city), Poquoson~\city) • .
?ortsmou;:c IcityJ, Prince George, RlccmOri'd';' 'RichmC)nd·
(city;', SGffoli-;: (city}, sGrry, Sus~e:>::, L; Southa.~pton;'·
'"l ."I·" '
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'b" ''''M';
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vlrgJ.r.J.a'Seacl,·,,Clty!, ·l'ies t more.:.a::l ,." ... J._"l-ams urg"~)"i\
York
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DA?ES:
The r.ew
deadli~e
4
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date for transmitting applications
under each compeejtion is listed with that competition.
If the program in which you are interested is subject
to Executive Order 12372 {that is, all competitions in Group
I), the deadline date for the transmittal of State process
recommendations by State Single points of Conta,ct {SSPOCS}
and c;omments by o!:her
•
c:::igi.nally posted:
ir.teres~ed
parties rerrunns as
November 16, 1999 . .
3
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ADDR3SSES:
The address and telephone number for obtaining
appl.~catiQns
for, or i:;.formation about, an individual
program are in the application notice for that program.
We
have listed the date and Federal Register citation of the
application notice for each program.
If you use: a telecorr,:T1'.micat::'o:16 device for the deaf
(TDD), you may 'call the TOD number,
individual applicatior. notice.
if any. listed in the
If we have not listed a TDD
number, you may call the Federal Iz;.formation Relay Service
(FIRS) at 1-800-877-8339.
If you want to transmit a recommendation or
under Executive
co~ent
12372, you can find the addresses of "
O~der
,
,..•.
individual SSPOCs in the apper:dix to the notice inviting
.
applications for new awards for FY 1999'under the Community :.
. '.
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t'>'f?'
.,
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Technology
the Federal
". '.
~,enters
Program.
Re9~ster
This
..
,
not~c,e ,was
011 April 28, 1999
~.,
publis!-:.ed in )
.
Forecast of Funding Opportunitie.s under the Department of'
Educaticn Discretionary Grant programs for Fiscal Year {FY)
• ".;....
L
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20U'0.~ This is avai:able on the interr.et. only at
ed.gov/funding.html.
SUPPLEMENTARY
information
INFOR~~TION,
abou~
each
0:
The following is specific
~he progra~s
covered by this notice: .
•
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(64 FR 22960-22963)."......" ..........
You can also find the list of SSPOCS.in the appendix to the
-.
.
or competitions
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Group I
Reh~bilitation Services Administration
.,j
Office of Special Education and Rehabilit:ative Services
!
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.
CFDA No .. and Name
Publication Date
and Federal
Register Cite
•
Original Deadline
Date for
Applications
Revised Deadline
Date for
Applications
10/15/99
84.129B Rehabilitation Long-Term TrainingVocational Rehabilitation counseling
7/27/99
(64 FR 40585)
9/17/99
Rehabilitation Long-Term Training
84.129C Rehabilitation Administration
B4.129D-l Physical Therapy
84.129D-2 Occupational Therapy
84.129£ Rehabilitation Technology
94.129F Vocational Evaluation and Work
Adjustment
B4.129H Rehabilitation of Individuals Who Are
Mentally III
84.129J Rehabilitation psychology
84.129N Speech pathology and Audiology
84.129P Specialized Personnel for
Rehabilitation of Individuals Who Are
Blind or Have Vision Impairments
84.129Q Rehabilitation of Individuals Who Are
Deaf or Hard of Hearing
84.129R Job Development and Job placement
services to Individuals with
Disabilities
7/27/99
(64 FR 40581
9/17/99
.
10/15/99
.
-
"
7/27/99
5
9/17/99
10/15/99
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S4.129W Rehahilitat.i;:.m Long Term T:r.aining;
Comprehensive System of personnel'
,. ,
; (64: FR .40564)
"
Development
Group II
Nat;1.onal Institute on Disability Ilnd Rehabilitation
Offit;:,~ of Sr:.i'cial Education and Rehabiljtative 'Services
,
,.
R$giater Cite
7/15/99
64 .1)3P Research Fellowships
Revised Deadline
10/15/99
9/30/99
Date
and Federal
Original Deadline
Date for
Applications
9/30/99
P~blication
CFDA No. and Name
10/15/99
Date for
Applications
(64 FR 3S24a}
.
S4.133G
Ficld~Initiated
7/15/99
Projects
(64 FR 38248)
- - - - - - ------
S4.133p Advanced Rehabilitation Research
7/15/99
9/30/99
{64 FR 38249)
Tl::aining Projects
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10/15/99
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If you are an individual with a disability, you may
obtain a copy of this notice in an alternate f?rmat (e.g.
B'raille, large print., audiotape I or COIT'.put:er diskette) on
re~uest
to the contact person listed in the individual
application notices.
Electronic Access to
Document
~h:s
You may view this
cocu~ent,
as well as all other
Department of Education documents published in the Federal
Register, ir. text
O~
Adobe Portable Document Format (PDF) on
the Internet at either of the following sites!
http,llocfo.ed.gov/fedreg.h"m
http,llw~.ed.gov/news.html
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To use the PDF,, you must have the Adobe Acrobat Reader
,
prog:r:am\with ~_e~rch~ which is available free at either of
,
.
the previous..' , tes. ~ I f you have questicr.s abcut using the
si
"
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PDF, . call the: u. S. Government Printing Office (GPO), toll
free, at 1-888-293-5498; or
(202)
512-1530.
• ...
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7
the washington, D.C, area, at
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Note:
The official versior. of this document is the document
published in the Federal Register.
Free
=nterne~
access to
::he official edition of the Federal Register and the Code of
Federal Regulations is 'available on GPO Access at;
http://www . access, gpo. gov/nara/ lndex. htrr,l
Dated:
':'homas ? Skelly,
Acting Chief Financial Officer.
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THE U.S. DEPARTMENT OF EDUCATION'S
CONSULTATION PROCESS UNDER E:O. 13132.
Executive Order 13132 ("Federalism") provides that each
federal agency must have an accountable process to ensure
meaningful and timely input by State and local elected
officials or their representative organizations in the
development of regulatory policies that have federalism
implications. The Department of Education's process is set
forth below.
In developing any regulations that the Department
determines may have federalism implications, we will
• Use ED Review to alert interested State and local elected
officials of opportunities for consultation, including the
establishment of any committees to conduct negotiated
rulemaking. ED Review, the Office of Intergovernmental
Affairs' biweekly electronic newsletter, provides up-to
date information on the Department's activities and
events, written specifically for,.the intergovernmental and
corporate community. The forma'! includes imbedded
web links for additional detail.,)tems regularly highlighted
include grant announcements, major education studies
and polls, upcoming.conferences,.and significant
speeches and statements by t~eSecretary of Education.
• Distribute ED Review to State and local elected officials
or their representatives,
·
• Use ED's Office of Constituent Affairs' Iistse.[V)o notify the
National School Boards ASSOCiation and others 01
. opportunities for consultation.
,-_........ ...
• Specifically invite input from State and 10caLelected
officials in the preamble of any notice of proposed •
rulemaking (NPRM) for those regulations.
To the extent practicable and permitted by law, the
Department of Education will not promulgate any regulations
that have federalism implications and that either (1) impose
substantial compliance costs on State and local
governments 3:ld afe not required by statute, or (2) preempt.
State law, unless
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In the case of item (1), funds necessary to pay the direct
costs incurred by the State and local governments in
complying with the regulations are provided by the
Federal Government or the Department has consulted
with State and local elected officials as provided in this
document;
• In either case, the Department has published, in the final·
regulations, a description of the extent of our prior
consultation with, State and local elected officials, a
summary of the nature of their concerns and our position
supporting the need to issue the regulations, and a
statement of the extent to which the concerns of State
and local elected officials have been met; and
• In either case, the Deoartment has made available to the
Director of the Office of Management and Budget any
. written communications submitted to the Department by
State and local elected officials concerning the
regulations,
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�UNITED STATES DEPARTMENT OF EDUCATION
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OFFICE OF THE GENERAL COUNSEL
THE GE;;ERAL COUNSEL
September 7, 1995
Dear College and University Counsel:
I am writing to confirm that the Department of Education's policy guidance on race~targeted
student financial aid has not changed as a result of either the Supreme Court's recent decision
not to hear the appeal requested by the University of Maryland in the Podbereskv v,
Kirwan l case or the ~upreme Court's decision in Adarand CQl]struclors v. Pena,1 A copy
of our policy guidance is enclosed.
I!Qdberesky Cas.
In
~.!1'~,
by denying the University's request, the Supreme Court neither ruled against
race-targeted scholarships generally, nor affirmed the Fourth Circuit's decision that the
University had not submitted sufficient evidence to justify providing such aid. The Supr~me
Court simply decided not to hear the appeal.
'
It is important for you to know' ~~ especially in light of some erroneous news reports ._" that
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the Fourth Circuit did not rule that all race-targeted scholarships are impermissible.:'
Faunh Circuit followed established Supreme Court precedent, as does Principle' 3 of ,~!, '; "
Department's policy, by holding that colleges may establish race-targetedscbo!arshi~s:to;,' ,.
remedy the present effects of prior discrimination. 'provided " such meaSures are
"
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"narrowly tailored to achieve that objective. The Fourth Circuit did,~~e.-'~. ,£o~t;ary tq *e' "
ar~u~eots made on beh~~ of the Uni~e:sio/ by th~ Uni~ S~t~~ S~o~iW}~~~(til,.~,j~~~!"s. ',.,: ,I
bnef In the case -- that It 1S not penrusslble for a coUege to rely on'a P90r reputauon " ... - . - . -,'
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minOrity community to show that the effects cf prior discrimination 'arel c'ontinuing.' - " ",'
Similarly, a raciaJly hostile environment was held not to be a presenteffeci ofacollege's .
past discrimination unless the coUege shows that this environment was causoo by it:> own past
actions and is not the result of general societal discrimination. The Fourth Circuit ?Jso ruled
that the University'S scholarship program was not "narrowly tailored" to cure the present
effects of the University's previous discrimination. It found that the UniverSity had not
convincingly established the composition of its applicant pool and, therefore, the court could
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not determine whether there was an under representation of African+American students cr
any need for narrowly tailored remedial action. The court also concluded that, even if there
existed a need for remedial action, the scholarship program was not narrowly tailored
because its eligibility criteria included students who, irt'the court's view were i)ot the type of
students subjected to the University's past discrimination.
j
'38 F.3d 147 (4th CiT. 1994),
•
, 115 S. Ct. 2097 (1995).
~
dm.. 115 S. Ct. 2001 (1995).
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In short, the Fourth Circuit's decision was Iimi'ted to ruling on the nature and weight of the
University's factual evidence and the extent to which it met the "narrowly taiJored remedy"
legal standard established by the Supreme Court in numerous precedents. While we disagree
with the result in Podberesky, the decision does not r",,!uire the Department to modify its
policy guidance on remedial race-targeted scholarships. .Of course, in applying that
guidance, we will follow the evidentiary standards articulated by the Fourth CircUit in
Podberesky in states that are subject to the ruling - Maryland, Virginia. West Virginia,
North Carolina, and South Carolina.
'
Finally, the Fourth Circuit's decision in Podberesky did not address the validity of race
targeted scholarships that are consistent with Principle 4 of the Department's policy
guidance. which states that a college may consider race as a factor or a condition of
eligibility in awarding scholarships in order to promote the racial diversity of its student
body as long as such action complies with the narrow tailoring requirement set forth in
Principle 4.
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Adarand Case
In the Agarn.od case, where a federal' affirmative action program for the construction industrt i'" ..\ '" ,.
was challenged, the Supreme Court held that racial classifications established by Congress"··.~,T:.:;~" ,'(:' t>.
must be analyzed by a reviewing court under the same strict scrutiny standard that appli~ to' .:..(
'i ~(
racial classifications establ~shcd by state or local governments. SU~1! dassificatio!1SA.n~~t,b~, '...
narrowly tailored to serve a compelling governmenta):· interest. The Department's po!i.c·X'~· :..{J; ::;~ 1<: ":'
under Principle,2.states that race-targeted financial aid. authorized by .Congress ..y9~lq;nt?! ;,.\)",.;.~({;" :,::: '.:;:
violate TWe VI of the Civil Rights Act. The Supreme'Couit'sdecision in Adarand'did'·q9ij:,)·:~)1)(): "::
change this principle, but it did rule that a strict scrutiny standard must be used by.the.'·':':···"'··":'·'
Federal coorts in reviewing any ronstitutional challenges to Congressionally authorized'raci:' ,. ",
based programs.
The Department of Justice is coordinating a review of
federal programs under the strict
scrutiny standards made applicable by Adaraud. If it is determined that a particular race
targeted financial aid program authorized by Congress does not meet these stanGards. action
wiH'~e t.1.ken. to make appropriate changes in that' program. I want to stress, in any
event, that Marnnil reaffirmed that remedying the effects of past discrimination is a
compelling governmental interest that can justify the use of narrowly tallored raced-based
measures. Furthermore, Adararul does not foreclose the use of such measures to promote
diversity in higher education under Principle 4 of the Department's policy guidance .
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Summary
In conclusion. under governing Iega] standards, race~targeted student aid is legal in
a.ppropriate circumstances as a remedy for past discrimination or as a tool to achieve a
diverse student body. Scholarships for these purposes are vital to the education of all
students.
.
The Department win continue to implement its financial aid policy under Title VI of the
Civil Rights Act and to suppon race-targeted aid programs that are consistent with OUf
. policy. The Department'S Office for Civil Rights is continuing to provide technical
as,sistance to institutions in their efforts to develop financial aid programs that comply with
. the policy and with applicable federal court decisions.
Sincerely.
'~:fI--~
ludith A. Winston
Enclosure
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�UNITED STATES DEPARTMENT OF EDUCATION
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OFFICE OF INTEROOVERNMItN'TAL ANO INTERAGENCY AFFAiRS
MEMORANOUM
Date
December 4, 2000
TO
Mario Moreno. Assistant St.x:retary. OllA
Connie Jameson, Chief of Staff, OIIA
Piltrick Mc[)amott, While House Linisc.£) omc\;:
Diannc !<.os;'::;, Office or lhe S{;crctary, Chief of Swff
Frank Holleman 1[1. Deputy Secretary
FROM:
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GFo;ta fVtOlll1!S
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Acting Committee Mam!gcmc:n Officer, OIlA
SUBJECT: The Ocpartl1)(.:nt of Education '5 FY 2000 SubmisslOll for the Annual Rt.:ptl!'\
of the President on Federal Advtsory Committees
-'".,;. '(:', Aiiadied is the Department's submission to lbe Gc~craJ Services Administnltit11l.
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,,,,~, .Coml~littcc M:mngemcnl Scci"c;ariat. lor Ihc Pis-cal Ycar 2000 Annual Report !)f tht.'
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", ~. . ,:' ,. "Prcsideii~ on Federal Advisory CommiHe~$. which is required by FACA (Ftdera! Advisory
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Go"nl111itt'cc Act) as amended.
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The Commil1cc !'.,,1amlgcmc:il Secrc:ariut has the responsibility of coordin;uirig ,I:!
g(}vcrnmcJlI agencies' input and reporting the data 10 Congr<.!ss and lhe general pub!ic.
GSA bas developed an nn·line reporting 5YS!em to acemupJish this purpose, All
information on cae;1 ;,~gcncic.s: advisory committees is now available strictly on·line, The
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\,Vet1 Site - II 'H\ ;",liL'\'\\ I'rl-;~.;;\,\' ,·'Ae,\ fUll Ilhlll or IHlp' ·"2().j:.~·L II ::,:,\, d'hiIL1\;V'U'~!1'
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I have .::ompleted tbe re\'iew and have ell..'Ctronically forwarded tbe Department's thirteen
advisOty commiHee·;J;r?I~ts tu GS-::: .The. 2000 A~enc)' totals are marked as Tab A, TillS
rael sheet gives a bn!<lkdoWI\ hy srcdJic categories and also indicate;; tbe Dcpa!'Hncni's
cost aod FTG numbers for FY 2000. A!s.o auached 151hc \i5t of<:oIlHninc(':s rcrorting this
yeal" (Tab B), Tab C is a copy of the lndividu.a; cOHlmlHec repons uS $ubmiucd by the
Designed F~def411 Oflidal (DFO) lfl' Executive Director. This year, each POC's Assistll!ll
Secret~ry \-1.'3$ usked to review and concur willi thelr commlHee' s submission.
!fy(;u have any questions or L:(mll:!Cll1~. please conlaclmc on 401-3677 .
•
<100 MARYLAND AVe" S W. W"'SliI""OTON. D,C. 2!i2C2
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Attilchments:
Tab A· 2000 Agency Totals
Tab 13· Committee Listing
Tab C- Individual Committee Reports
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C(lJlgre~s ill <;1;11U1t', b to pruvide extemive i.:nnwledge and unlit'fsllIlldinl! of fed en!, stale, lind institucional
f!r()~nuns of fl(;S~st:e(Hldarr "Iutlenl as..~i"tanre. The Com lIIiuN' b a L'in required 10 provide ledmic;!' t'xpenisc \\ ith
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IJlliillteu~\llte of acc~\ 10 posheC()lIdary cdul."\tiou for I.", wand middlc-illctfme students. The Com HI i!let'
;lppmachcs its work from II. set t,ffulld;lItlCtllll! guals Ihal "n: !wlh lied w fI~e technknl lask~ wilh whirh the
COl1lmillec has heen chnrgt:d lind to the COll!miHee's n1:lIul:lh: io IIHlintain liC('eH, Tlw I!oa\s COII;.lS! uf pmmHtillj!
prognun Hlh'grily, elimillating or ;Ivuiding program e(l!lll'k·\ity. iuregJ'l!tiug delivery llcross the Tille IV prol:nun!.,
and miniml1.in~ burdcn f)tl slU(tcn1.~ llnd institlfli(ltlS_ Afo:l n'sul! of Ihe Committee's e:l.flanded agenda ll~ :1:.siglled
\ltHkr (he ilEA or 199&, fhe Committee hll~ foclIst:d its t'llergic~ :Ind Ihe majority of it!> ~tarr reS(Hlrces on
i!llpro\'in~ lhe cffcc!i\'el1e~.~ or Ihe sllldt'!lt fill1Ulcllll aid f'H·ifgr:III\S ,uul h:ls been ("on\i_~lcntly produeti\e ill
rc~p()IHlii'gh' Cl)ugre,~s's reqln~ts: fur 1IsSISl:llltC. Over till' Im~t ye:lr, till' COllllHitlel.' t'\llllnd("d its priori!!c!.!o
in-rilltie 11 l1lajor fnCUl 011 aeces~. which nil! fCS1l1t in dC\'('IHpill~ II COlldilinn of A("(T~~ rerorl thnl will ht,
u":l1Ismilted lo Cimgrcss lUHl Ihe new Admillislr:l!ioll. Spedfkally, Ii!'!y Iu:recnt of till' Cummiltl.'e's efforh !tan'
l){'ell d.'dic:1t\,d HI inilblliug wor!.: un the 111.'\\ initil1!ivc whHt cIL~urillg tlUlI lilt" II~W eh:lr~c~ and ongcling
n;~p{lnsihililiC3 Me (tisehllrl!ctl dft'eti\,cly_ !luring fiwlIl p:ar 200q, Ihc O!ltlmittec ;!{clllUplislicd thr foU(\wing
It'~I~lati\'c clmq!t~, '!llIOIl/! other ar!i\'ili('s:+< Mfillitlln:d Hud f(lrwanlttl rC(,()l1lmcJulaliou5 to Cnl1grc~' ami til ....
St:U('bU-Y rt'g:lnJin?, til .. l'erfhrUllHlcc·Bascd Oq::.mi'l:ltiou', (l'HO, nr~1 Y{';\1' in upt'ratilln; Mouit{lrt'd and
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A'\;lrt'IlCSS aud Re:Hlmcss for Ul!dt''1;ratlullle f'rogr;ill\!> ({~EAH UP); Track......!. :HHdylc:d. ami rnmmentt'tJ 011
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!Tg:lnJi Ilg tlu: I (ighcr EduulIi!!1l Tl.'dl !liral Amel!llml'lIl.~ of 20111); fl1(;Jli!O!"Nt lH'!i"ilie\ t d;llcd III ongoiflg TW/.' I V
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Ih~ ~'''mm'I>e~ 'lW.:l;n~>;
II! HC{'OnJall>:C WWt thi! (;ClIl'r;ll Educl1tion I'rovi\i!lfl5 Act. tflt C(lmmillt:" b ~H!tIlHrlJ;td W Ul('~'1 nut lc~s Hom twu
tina's elleit ytllf.IHme\"I.:J', ill ralTylng OUI il.~ Icgi,~lalin chHrgc~ :1.\ :;~~i!!m:'d IIIHlcor Ihi! ilEA, of 1998, Ihc C(~mmittt'~'
Hll'l't\ UH)I"e fr':Ij!lelltly, Tbe Cmnmilltl' IIi:ld tlm:.:t' f!)rmallIWe!ings [liis liH'nl ~l'llr. All !HI.:C(iHg~ lire npt'li to fhe
IHlhlit. uole~s 01hnwise JlPlnopriillt.'ly 1it'lcrminl.:d III ht' rimed. Mecliflg~ an' (;llIed as 1~('NI~'d tu address flit;'
C'llllltllUc"C'S c.\is!il1~ :wdh)l'nell' !a~l,s, ;!1It.! ttnlel' lin (1i$\'I!~~i(J!I" III h;!ekj!,wlIlld :md po"j.ioll p"l'en, ~ttltly
1lc~igWh and ft'spom:cs 10 1ll'V! lit" det'duping ini!i:l!in:s. lhL' Commil1te i!lviIC~ ("(H1~!'t'ssit)llal staff, EO (lffidah,
mcmbcrs of Ihl' hight'r education <lIHI finand:!ll1id communities,llie luan in(l!l.~tr~·, ulln·!" k(krnl HIHlslll(r "g.t·actes
.HI (] a~~ljdl!fiHlI~ rmnl :lr!'(>~s the eUIi ttl!")' 1{l e\chn!\g(~ idra\ :Hld hri('f Co 111m i\!c~ memhers un student aid policy.
'l'hc~(' ddihenltio!ls ;;SSi,.llh~" C{)mmiHcc in arridng at:l fHl,~cu~m 011 iHucS HI' mlllll,ll conecrn per-tain!i1g It) "qulIl
;1('1:(',;. for "II .~t1HIt'IIt;" TIn: Commiltee', :thilit\ lu t'litHc;!lt' ;11.(1 Inid t'ol!~rl.:\\iOlIl1I ~larr lInd .he Altministr:!li!'11 i~
,":-{'rllla! ,!luI 1I';1! :tS~i51 III pre\enlill~ It'j.thlalh:e eh:ll1l!c:;, tiwt \\Olltll Il:n'(: pr(!fliUlItUy ne:j:-»Ii\'c imp~\t't~ 1)U ,WdclIIs
,HH! iu~tittltioll',
::ll.) Why ,--.""1 lit( ~j"jq, '" H,j
lO'' ',>I'' ' ,h,~ l"''',,,ilh:e f''''''OO t>e ,,\q:.-:d .'1,,,,, 1"",-'
Uulili:1.: ulllt·!, commi((ecs, ille AlhiMIlT Cnmmitil:e ~cr\,fS a !1!1i'jlle r(lk whcrl.:a~ C"t!~I'C~~ rt'\juin:s the CnltHlHl!e('
hi ('(!Hlia!:'! {)hjl~rliy{"", nonpartisan, HlHl independent a!lllly:l.t'~ (,n illllwrt(ml H~pcel~ of Iht' <;liukfll ,!:.~iiOlauc('
I'fuflrams 11 ndn Title I V (If t hi! 1-1jg.Ilt'r Edtlc!ltiuu Act. The Com III iuct"~ tffccth clless in fulfilliug: its mll uti'IIC,', by
ad i I!g l!~ a IHIlI 1',)(·1 1"1111 pan;", jlnt! its l:>1rcflll t'Ompjiallfco wit h !III: j"cqrktiHn~ of il!. rll'" hllS g.cnenl iell hip:H·t i"l1l1
.. up 11(1 rt III CI>Ug,1 C.\S, !lcCatIH' the COlh1H1tICt lm~ rnmtt!cnl hIe npcI 1~1H:" (OllWl ulliG;tirl~ II itll Cunj.tft'v, au d (III.:
Sn'l'ct~II)' and i" ~en~ilh>e il! ;llld a rprrd"lin' of 1he l'~ peni't' HI' 111~' di\"(:!"~e p('r~pt'tt ins 0 r t It.: hlgha t,.itu':al iHiI
(lHllllnmilits, I he C~lI!l mith:e ~t'd,~ HI lllll timiLc IlIjlll ( from all ,,110 have aeec;' t(l pmlsccolH!:\i'Y cdunt! iot!. III
:uldiliull, CDuJ,;n'ss nmlinut's 10 dcpt~lld flll IItt' C01!l!lliIH'~· .1\ a rCS(,III"Cl' HI mldr,""" l"ri!ir;lJ i"SIIC1>, (::1111(111<:1 ~!lt'da!
l."v;lluatiHU;', _
..itldi", .tnd a 11;1 lyse.. thill <Hhlr~'~~ !llc Imsit> sl 1'11(1 un' or !lit' Tick I V jlf()l!rllHH. a~ \\ ell :1' ill'\IPhi!
;Irre~s I" ~tudefll !In;wt'l:d aitlltllli rnoj!fll U) inl('l,;ri1y fHr !llw·iHt'l>mC ;,tllth:'!l! \ n:lH;du :!t dw fllJ'cfn'Ht wllt'll
dl"'doping 1':j.tI-;I:lliulI lind Iq~uhlj(.t"y po!irit').
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�Annual RCpOI1
2!l¢ Why is;1 1~-':)UI.1fy 10 d>n>; <lndior Nrt;;,lIr.:lox u"",mIlOl<: mlXl;,,!:".'
•
TIll.' Com mit(ce generally hold~ closed mcdin-gs annually to di~cu!is inlernal personnel rules and prncticcs or the
COflllniHcc llno infornUliion of it pcn:onai nature ",here llisd(,surc would cOfulitulc it dearly unwarnlnfed in\'::;~ion
ofpcrsoulil rr'ivm:}'. Thesl' matters arc prote<:ted under exemption!. (2) aut.! (6) of Section 55211(c) of Title 5 U,S.c.
; t.
k.~"':tn.$
.
6" 1. ('ont,nucd: Expected II) be rcautborned prior to c\piratioll uf Cil rrent 3uthorizlltion, September JO. 2004.
1~!I:'Mkd hdcr.\' OIl!clJll
Ms Jennne Van ViandrclI OFO
C"''''mtt~< M;mffi~
o..""p:tU<lP
Dillon, Ur Thomas Edw"rd
Flink, Ms. Judith Naomi
Garcia, Dr Juliet VilIlIuclil
Givens .Ir., Dr. fknry
j'n'sidcnl, TlwunlS Aquillai' Colicge, Californilt
University of lllinois@eldea!!!)
President, Uni\'crsi(j (If Tex.f!s al BT()\\'!Isvlllc
l'rt~idc1l1, 11:lrris~S1{lwC Stale College, Missuuri
Allorney, Powell, Gotdsldll, Fraur & Murphy, LU', Ailnnla,
Gcorgi-a
Member, \\'ydJ(.'> nurgcss. freeman &: l'lIrhnlll, I',A., SOIull
Carulina
I)in:ctor or Fiua!ldal Aid. Loek Havcn University (If
Pcnnsylnlnia
Challecllor. Uninrsiiy of Mississippi, Odord
Dirccl"r, Fliwtlcial Aid ami Scholarships, Wcsle.rfl ""1iddg<ltl
LJ oiversity
PniJ\'cl [}lrerlvl' rnr AdmtnlSlra(lv{' Systems, Olti(l UniverSity
As:.ucinlc ()e;1Il for Student Affairs, Hostoll University Mcdie)\I
CClller, Ma~~:H'h\l!;et!s
I'rcsid{'ul and CEO, V{'f'llIout Student As~islall!::f' Cnrpor:lIioll,
GleJlll, Mr. f\brc Douglas
HollcmlUl Hr, Mr. Frank Sharp
In'do. I)r William Archibald
Klm),al, Or Robert COflnld
O'l'IlIht'rly, Ms Susan
Sabali!w, M~ Carolyn Marie
Terrell, ;\1r, Charles
\,i(kt'I~,
Mr. I)on<lld Rohe-rl
Wfllanin. Dr. Thomas U.irhai·J
\VinHoski
Smior
As~!,ci<llf',
The Inslilutc ror Higher EduCllliuu Polk)'
\J
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I 1122100
J
�Page 1 of 3
Annual Repol1
2000 Annual Report: Review of Feder.1 Advisory Commi;t ••
•
&:1;i£iili(~'l!Jlli§!!l~ml
11129/'20002:48:55 PM
I. D.:/UI1mlNlt;" AGency
Department of Education
::000
JII GSA Comm!!l~c No,
S~b('i>ffimltln:
J Commilltt or
'0'
Ad"'isory Cound! (In Education Statlslics
ts thl> N(w Om;;', filc~t Yt:;lr?
S, Currenl Chane.
b, (Xj'l'tcted IWICW<l1 Dale
;'<In
,4.
10120/2000
I0/2tlJ2iJOl
8~.
I(}!2012U02
Wi/! It'flriuJled During fY1
No
... Ag<'nty Rr;c('mll,cnlSltioll for Nel\t FY
Conlinue
Statu{ory(Congress Created)
12. Sp<edk 1:St;,bli5tl!n~m Au!l!6tlly
2{1 U.S,c. 9006, P.L, 103<182, Tille IV, Set.
40'
10/20/1994
Cnllfilluing
Nu
Scientific Technic!!1 Program
Ad"isory Board
No Reports for Ihis Fiscal "car.
)(>3 lm;ll Numb(:rof ReporH
11b
I'JOpeII;
M!cting rurfl<)~es ,ml! rhltS
loswc:lr~il\
Cln~ed'
(i
{}
including lite lleVflrtmcnfs bill for the re:tutiwrizi!:lion of
NCES and ACES. Olher gcnerlll lIl/sinr..,:,> \\3S dIscussed.
llia(1 j l'."IWI><'ci l'I1\L~ ill N"".Ftdtra; Mem!>.",
r'lnts IJ) F1!:<kn:
IS,I(Jr l'cr><lml(:II';a:, 1()
Member~
feJ~ral ~mtf
18,,(4) I'>:",,,,,,.e! !'mll IP r-J('n'!I'cld>e< C,h~~li"\I!
J 8b( I) TI..«: me I'a D,em I" N(>!I.. r~r!enl
lSb(lj Travel "lid
f'~t
Oiem II) Ftdtra
M~'"l>e'~
M~ml>e11
1ll!;J(,l} TlOIvcI and I'~r Otcm Ilr F~dtral SlalT
J~bi~} -r'nvel and 1....1 n,~m!(> Non·Mtmher Conwll;m!s
~
I ~c Oll'~rif"!lg,,,!.(( ~n'''Ges.i\r"pn":s.,,.;nlmg.ll!]i, etc.J
1M
I '1
Tv:r
F.,d~'dI51,,1:·
I
5i2S!2iW{} 5f26f2000
CW!¢I\I fm:.a! Yur
!&....:lll'~rs()t\t\('j
1111. 1IlIJl Me<:hrtg>
new members; !lnd receive a swtm rcport
fmmlhe NCES CommisslVlIrr(lu mllJor initi:ltivl.':S,
. 'n '
:lcrdrt;~I1)C!t>1<:C
S,'rf'lU\ Y<tllio
$0
$2,600
SW7,869
$0
N!,!1\1 Fiscal Year
SO,
S1,SOU
$110,690
$ll
SO
So
55.163
$:W,{)OO
$0
$0
$205,163
$320,795
$0
$0
5210,000
$348,19{1
1.3
l.3
lO~ !hw 00.:;; llw C(lm:~,1I!r:;: ;n>:;<lmfllisn lIS PUll""'"!
Dltri~i"1sc·al ycar :t",iO'o, Couucil worked diligently hI provide timely ad\'ite to I he Commissioner of the NatiQna!
Center for [dw:ation Statistics (NCES) (III a varlety of is.~\lcs. tlnd to the Nution.a! Assessment Governing Board ()It
technical issut'> related to tht' Natillnlll Assessment of Educational f'mgrcs> (NARP). The firSI nwetlng. planned for
October 28~29, 1999, was eaucelled due to a lad; ufqllurum. A meeting was held on ;\1ay 1!I.. 19, 1000'. At til(" May
meeting lite I'lenar)' Session of the Cmmril wa$ devotcd tf) 11 pre$cntlltion of the Com issionvr~ report 011 thc
C(lIldition or NetS including fhe Administrn!ion's hill til reauthorize NCES lind ACeS as wclt as funding
prlorities for NetS programs. After diseussion of budgel pl'iorities. the Council wrote and adopted 11 kiter to Ihc
Sen'cinry !iuppodog the ()epllT{mf;nl'~ F\' 2001 budget (I.'quest ror NCES. Thc POlic), Mid M"n:I!,!cU!cnl
.
CommiHees met in joinl s-c~!>ioo. They provided iu.lvi;:e and made n:eommendatiUJIl> which wcre Jlduph:d by Ihe full
Council on: II} the NCES Cmlomer ServiN~ Survcy lind l{eptlf1: and (2)implcl1lclltalion of t II(' lIew OM Ii
~\lideliuC$ fur measuring 'H"I(l repMling raee1etblliclly, The Stl1ti~tics Committee pr<n ided ad \'i(c "lid mndc
rccommentill !Iom whit::b were adopted by the full CUliutil on: (1) l1Ua!ysC5 alld adJIL\tmCIl[s of Ihl.' KA r::r lung-term
",dOng trends: nnd P) pmr()~cd NAtl' reeognilion nnd rewards initlatives to provide incentives \u stale~ rUT'
imi'ro~'~11 NA£I' perform:lOce .
•
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I J129/()()
�.
Annual Report
Page:.: of3
lOb II"" <l.«:5 1M Cm""';Lt~e ~alan~(' ,1> !fu:filrenhip'l
Tilt Octoher [994 law Ihat expanded the membcrslLip on ACES from sc\'cn 10 18 public members, with fOllr ex
officio mcrnb(~rs, The legislation lIho speeilied Ihe compositiOtl or the Ctluncil. The new lilW required Ihat there be
three ['wille f rOIll ClIdl of t he rollowing C;lIegoricS: pr.llctking cdUCl\!ors, education potiC) makers, profcssiunal
slalisrjd:ut~, education researcbers, I!-l.pcrts in educational measurement, lind the gcncml public. The mcmbers life
appointed hy Ihe Secretary of EdllclHinn Oil' HII.' basis ;.rtheir ",'''pcrience Hnd l\Xpcrtj~,,- Public mcmben sen'c f(n
Itl fee-vear terms. The Oirector of lhe CetlSlIs. the Com missioner of Labor Siutistits. the Assistaut Seef ctarv or t h(,
Ofnrc- of Edut..'"lUiOnal ReseafC'h and I mprnvcmcnt lind thc Commissioner of NCItS lIre cl_officio lIlemhc:n:
•
:1<k. !h\w 0"",,"01 .wd 1<!~~1>m "nt Ihl: ('<)J!~'\ill"" "'~!m;f: .
,
ACES is rrquirt-'tJ by law to rn~eI IWO tirne~ per ye:u'. Meetings lire g1!nefllllr scheduled iu Mar and Octoher. With
only t\o\/) mectings rer year. Council work is aCC(Hnl)iished b)' organizing the Cound! inl/) three wurldllg
COlli miHees, TIt(" cOUlm i!tCe5 ft'lr on Illh:rnlltive meeting strategies, e.g, lc!cc(JIl rerclI(,cs, tv work ill flit, Interim
'period hetween mectings.
.
2ihl, Why can l :to~ ,\0.1,',1:< N imunnl'lmn Ill;! C<lmmlllr<;: P«"><lC~ be ollla;m:," ,I$e",t~r.!!
.
'rhe nctn- Federa! comltositioll {If ACES i~ all cfft'etin~ wuy f-.r the Deparlmcnl ur F.ducali\m (Q obtain e~pen iHlvke
from it ,yide fnugc 0( 1..'(III('allon data users and providers, "his lH:lps 10 enSHre that NCES fl'f(widcs u$dul, n:!evallt,
and timely lor,WllIa! iUll to il~ tu~h)mers·. II al\(! helps 10 insu re the illle~rity of NCES's statistical proJ.!ram_
2!X_ v.";y '~II " ....-"'~;H) 10 d",~ ~",1Inr p,lI<;iatl) d",c ,,,mmmu '·w~.I"'&s'!
Meetiogs have heen j1linlal!y dost'u and (lnly duriot.: !he scssio-ns in wllicb c,)nfulenlial iuft,fmatifm is 10 be
discussed sm::h <IS ..lIernai."c appmprialiun levels, pllmllcd procuremcnts and a~s(u,illlcd (';151 c:<riJllal('~, llnt! drllf!
leg/stalin IIH)fllPwls, Olle se~sicn of the meetilt)4 scbeduled for October 25--26, 1999 was pi:lllned a~ elrlicd fur a
prcscnt;lIion a nil d .scus~inll 00 t1)(' Dqinrlntellt's tin! fl fll1ll)(,sal f(Jr n.:au! horizalion lIf tll{, Nati-lln:l! CCIlI!!r (Of,
E-dllcatiull Slatislies .lIlt! Ibe r-;iHion~ll A~~c$}IllCI~t of EducntillnaH'rogrcss.. ·
)1
R''''l'''~<
D"SI(;'kOl~oJ f,,-u.:r~" lIrj(:i~l-
I)r
Audre)
Pcndh.'toll
oro
Ci\,'"n;\1~c M.:+i",(\
O'':'''r:ltioll
[l.akei", Dr Ev" L
: ,I
•
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Homl, D!"
I~!{lyd
Onruch, Ur' Roherl
:,ClIrticdo.
pr I~uhell,\_
Cll:lpkail,:Or. IHdlllrd
Curies, Ik Miehad
Hippo, Cathryn
Hnllin:Hl, !ir. J\i:lUrl'rn T
Kilgore, f}r. S:IIl),
Long,
nr .lnlln
...
I' rofcs~ot of t:t!m:ntjofl, LJlIkenilr or Califot'lli:l
E\Ccutire DircclUr, \\'x~ie;'n itUCrsl.1lc COlllllli\siuli ror lIi~her
. EUllcutilln
f'nlfc..~~jH' of Edllea!mn:i I ItcscHn::h. Uninrsily of North
Carolint\
Professor of SllIlislics. Uni~'er5ilr or I'clltlsylnmi:;
SClli{lt I<c~ean:h As.!.tlciat(" Study or hl~frU('!itlnal ImpI'UY('jHefl[,
UnivenilY of M iehig<'l1 Sc-h(lol of, Edue:liiOIl
Higl~ S('lIuol Teacher, C;lliforilia
Assistant Director, Gntduale SclH)!)L of I'ubli<' Affair~, Uni\' ()f
CnluradQ:l1 Denver
A~\istanl Commis$oller fOf Sun'ey Resear('h !\lcih;)~h, Ih!rellu
of Lai)(tr Stll!islics, WashinglOlL IJC
!'rofCSS(l!' {J( Sm;inlogy. Ullh'ersil}" of l\"olre thin":
Professor, Howard Univcrsil}', \Vnshingtou, DC
Uire('tor <)f Research. COIwcii of the Great Cit\' $OHHJls,
\Vllsllirl!~Hm, UC
"
nite('tor, Mndern Red Sctwulhollse Insli!lllc. TCllne~\et'
Chief, I'lljlulation i}i\'isio(l, Bureau nr Ihe C(:I1~\lS, Wll~!lillgtun,
Md'hcnHII, Dr. !\'[ichacl S,
McTighe. Ur. .Jl)scph W.
M!!I'lwm~,
Or. Itkh.. rtl J.
Phillips, Dr. (;:11') W.
rUf"ler. Dr. Amkew C.
•
hup:Jf20tJ ,254,1 1:L5!t: mshplanmwlr,;pOl't.tlsp
DC
Assistanl Secretnn, S{'{'rcl,j r}'. for Office of Ed uentimlal
.Reseurch lHld Imp'ruvcment, /)t:Ilt. nf Ed_, W!I~hil,II!:(111, DC
President, Mllcales!cr CI,Ih:gt'
'E~cc-ulivc Dirtc(ff. COllncil for Americ,,'n I'rivate l\thl~llli{)n,
M<lrj"!alld
!'ru(essur. lIarYHj"d GI":III1111It' Stlll/I)l \if Edllo:.!linu
tiering Commi!.sifH'lcr of f.d lic!UIUIJ $I:uis(ki;, NCES. Iklll (IF
EtlUC:lljOU, Wllsbin~too, He
Direetof,
Wj~c,msin
CeIUI;I' fOlf 1:1.1 R{'SCllrch, U(liI' lif Whrunllill'
~lat!is()u
Vke I'n:sicl!!nl f(lr T ("eh & l'rHr-!'s~i(Jlla! OCV-!'!OjlllH'UI, Ihtl!!t!ll
Corp, I),'!wnrc
l'n'sidell t, N,ltioll:;l Council for t\cC'reditaliUlI Hf lClIo:h{'r
1 \l2t)IOU
�Annual H.eport
t'agc
j
01 J
•
Wise, Dr. Arthur E.
Education, WashingtOfl, OC
21
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11129100
�Annual Reporl
•
Page I of2
11n.Kf2000 1 :48:36 I'M
I,
fA:l"'nm("!II '"
A gette)
Oepar1mcnt of £dllcillion
;:000
.1 C"mmilteem$uKomtl':llee
flisloricl.Illy Black Colleges and Universities Capital Fin;mr.ing Advi\Of}, Board
Ye.d
$. CtI(Tcm:Chaner
(, E~f'\'CI<A fi.¢IIfMtI 0..1"
~·o
tO/1120fl2
iOll12000
4, b Ihis. NI,"w O"n'lg Fiscal
WM Tcm,;n)I-e,! DIl:in!: f'l'
1I~
Sb 5re:,!k Termination AUII"",I"
No
9,
A&ell~" R~om""'nda:i(>n j(j,
N!!:>;I ry
Continue
I I" &!lbl j~hmCIH 1\ ~l",,;ily
Sllltlltory(CDngrcss Created)
n
':, Sl'<:~il',~ !:'<I~,'mhm"nl "ulll(ll'tr
:l'U U.S.C 1131(·(\
litlm:l;w [)ale
IU11/1992
14 C"JlHnIN:e Type
1'4' f'!Q\(;enl;al:
Continuing
No
NOli Scit'nlific Progr:>m
Advisory Board
No Report:. for Ihis Fiscal Ycar.
Nil Meetings r{}r
thi~
Fiscal Year.
Next Fiscal Year
1'1n\~
I&t! I) 1'':U.'''-''lCl
1$:10)
I'~!soonel
I~aPll'er~(Onl\~1
•
1¢
N!Jfl-ftiltl~'
SO
IlHlI.ll11~~d ~,Id
I'e, II Cm 1<) Nml·"c<.ieral Me'ni..,r,
11It>{if Tf~~el a'\Q l'cr U..:m!O
F~iltf~1 Mem~rs
ISh(}) Tm"cI liM 1'111 P,e", lu rcdcral $t,ill
t ~ ll( 4jltaHI :100
...
p", nlrm 10 NUfl-Me>r>t<:: Conlul\JIn~ ;' :'\.:l
Ilk ()\h,;t\!~ntl,~s.e, ch~'t;~"'~l'hu r.ri!l!"'t;,IlI~d.:K ) ';", ,"
T01~1
1Krl
$9),000
SO
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SO
SH1,OOO
$0
Pml' 10 red~'fI1 Mcmlxn
1'",;;
SO
. $0
Memll\lu
SO
SO
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SO
$1,600
SIO,OOO
SO
SO
$llS,tlIHt
$206,MIO
$!06.0U(J
1.0
('i. !'.;tlI;ml SId!: ::"'flP"U YCJrs
SO
$201).OOt)
1.0
:rtla H!!",'ctoe$1iu: Comm;llec ilceomp)i<l! ,t~ ;lUrpoSli?
Ou ring FY :WOO, the position of £\cclItive Director fur the Hbluricnlly Black Cnlh:ges and UlIln:rsitie-s Capl!.. 1
FiltJwdllg Advi!'ll)fY BOHr« has beeli vacaut Dr. A. Lee- Fntsehlct, ,',~sisHmt Secretary for Ihe Offic(' of
PO~I;..cuHulary EduCllfinn, named!! new acting CH:\:utiv\: direetur, Mr. WiHi:un Carter ill Allgus! 21)(10. Under Mr.
Carler leadership. Hr. Frit.~c-bkr lills <15k him ';1 ~ci up an inl{'fll<ll task f(]rl'C of other En Mfieials 10 ctl(lf'(linate
errorb (111 bcbalf of tht' ) I BeU's and the H Ileu capital fimlllcillg program. Last j't'ar's ttcommcud.atiolls of thc
Hoard whkl! im:llldcd II fiIT!.'c! IIIllrkctillg campai~lI, regional seminars, and illdividuallcchnknl assi,.tance f{lr
II BCU's WNe all pllt into <lctinn in F'." 2000. The nOliI'd h<ls rC(-.:\nmi'n.tJed tbat thc IWA (designated bonding
autbority) be replaced !lIb fiscl'll ye:lr. The Board's rrc-f)mmelldan\ln~ have mntlc po~ith'c coutriblltif)n.~ if) tbe
program gOllls, The regular mccl.mj!.1> of Ihe Board are el.pcetcd til I'csumc un! fiscnl yt'ar, with \':IC1I11cics on lilt'
iWllrtJ hcing filled lllld leadership hdn~ restOrf.'d,
200 I !,,\~ d1XSIt;¢ C""un;lle<:
i:~!;:u(C
Hi
tm:mb"r~h,~'!
The mcmbership of the Hoare is ci1mfwst'd oflH'rsous who an: presidents of HUCU~, Jlresidents of Iln;fC5Sioflal
oTgftni7-'11ioos concerned with the educutitm of African-Americans, and fin'llutlftl cxperls, The group incilldes a
hroad alld balanced view oflile needs of IiIlCUs and Ihe ways that the IIHeU Cltflilal Financing I'r{lgnun can he
(,Iltlllnccd.
•
The Goard meets sevcrnl lime5 a year, as needed, II) IIssh! aud pru\'itle o\'cniglll oC the Capital Financing Pmgram,
Tile 1l{l:!rd ~h()lIld he c(llHillued W. tong as. til(' prUf!.nllll is in existtl1(c.
•
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Imp:l1204.254.112.5Jc.ms/rp,.anmmlrcporl.asp
11120100
�Page 2of2
Annual Report
Md. Why U'l'1 tn< advice Of ",ftlrmll1ionlhil
~UfllJf1;Uec
pl"lWid« Nt obtained (I,!,~:-"
The Board provides a direci link with the Historically Blaek Colleges and Universities, which are the primary
•
ClHtsliluents of tlie HBCU Capital Financing rrogrllID. ::IIId financialadviu to the progrllID. The Board p«lIddcs II
blendittt! (If HBCU concerns, cxp(.'riisc in higher education, and finDnchsJ skillihat is nol available in other c):isting
groups,
:0.:. Why i~ il' ~e,~\s~ry 10 "'me Undlll! rani»lly dc.e wwrmee nlel:iilli:;;
NIA
~l, ('~fnar~~
This Board is authorized byTiHc VI(. Part R, Sccii(Ht 727 {}rtbe (hiher Education Act (If 1965. as IImclldcd in
1998,
J)es'snl<tt:d fcd~~1 Ollicial' Mr. William Carter Acting UfO
(l.:'\I~~H(IM
Bristow ,II'., Or. Clinton
llawson, DI'. Leonard
Fort, Dr. Edward Il
GnlY, 1l1, Mr. WitHam H.
Gro.:ell, Mr. Erncst G.
Lc\ll;II}C, Ms. Catherine W.
Lewis. Ik Shirley A. R.
I'!mdcr. Dr. Ih:nry
Swl1,
nt',
Gloda R.
:r,'lal ~DU!lI of C",,,,,,,n« ~ml<>s
•
Presiden!" AkarD Stale University
Prc"ident, V,,()rhec~ ClIliege, Soulh Carolina
Chancellor, North Can)lin<l A&T State University
,'rcsidclIl &. Chid.Excc Officer. Unilctl Negro Ccllcj!c Fund,
New \'ork
MlIllaging Director. LehuUln Brothers, Washington, DC
I)jreelor. Whitr House Initiative (,1'1 His'oric;!lI), Blnck Colleges
and l.!nivcrsitic!., Washington, nc
President, Paiue College. Georgia
I'n:sidenC, Nuii(lllal A~sociu1i'Hl ro'r Eqmd OpPMlunil}, ill
Bigller Educa1iun, Washington, ue
rr~ident, Betlnet! C'lllcgc, No..!11 Carolina
9
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hup:11204.254.1 12.5!cl11sfrpwnnuaircpon.usp
1I12Sl00
�,
•
Annua! Report
Page! of2
•
~'",,:C::-omm~b ee t;l1""'~,
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... """l,"r"' Mel1U'
. ,
2000 Annual Report: RevlCw of Federal Advisory Comnllttec ........'"".-~
.,.", .
12/4(20003:04:17 PM
f, ! kparll!lC'{l1 m Agmc},
zooo
Dcpartmcnt of £ducation
Nalional Adrisory COll!mil,h'~ on IU5tilutiOUlli Qnalily and Integrily
{o
No
s~ Wd~ T ~lIl1'I\J!¢;J
98
r"nt! o..l~
9/.10/2004
." rr~te"
('<",,'led Rel'<t'>'lIt 0,,:.:
tOtW002
Outing fY"
1'/,.
9. iI.$"',"y Pewm'''''Mlatil'l1 !(,I N<'>.i ry
Continue
I\,ntmmy
Staiutory{Cnngn:ss Cre:HcJ)
,;
rr!l<~bEshlllm11
t~,
Sf\<:d(,.. f:!.mt>liWlln';l1l AUl!!!"'!;'
:W USC
f~, EJI'~(\lW
I 4, C"1'\m!ll~C -I }'1't
Il.!!<,
Cmllinuing
101111992
1145
Nun Sdcnlifk Pnlgi."!tlO
A(h'isory Hoard
II,~
r",af Nml1her ..1 R':p<lfb
+1> /t"('<"1 T,,\c, aud
2
D~kii
i<eport of the Mtcting ,,(the NACtQI on Becember (;.7, 11)!)9
r{cp()rt of Ihe Mreting of the NAC1QI on Mn) 14·25, ;WUO
2
!7a(jpen
1{I,Cf,,~<d,
12/1511999
5/JIf.WOO
,1(.l'f,niall:rC"",,'<l.
(l
M«I~lg PurfYI~~ ~1l\1 (><Ii.:~
To n~vicw pNitions and inlcrim rcports fmm lH.'Tre{jiting
;If.lt'llcies and Siate l!pproval agencies
12/{i/19?91217/1999
To fi:\'icw pctiliol1s and interim reporls ffOm 'HTretiiling
lIgtmde5 and Stale approVld agcncit'5
512.1/2000512512000
,.
,
,. ,"
18:1{3) I'e<>"'w<'i J'ml; l<>
I'w.:,"t Sill!]'
:1I11l1'~1 n,~IU!'" N'm·r~jk'al M~ml'C'i
!l!h{21 rwvd ;Hld Pc. D!<rm 10 fedrf31 M<l!nbc:l'
IKtO) rmv:' ~lId
n.! Die,1I 10 Fcdc';,1
s!~!r
I ~h14J -;-Q~d MId r~, Diell! (II Nw)·MI:>;;;";t C"!\~UII~:):~
!~,;
;K<~
H,
~II~
•
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55.7m;'
, SO
Nexf F;sc;\: Yea:
58,150
,
SO
592,655
I ~,,(~ I !'~:""",¢! hmt t" N"'HI'CIn\":1 Cnm;,,!!a~r~
19b, II T!,wd
C"H'''' Fisc,l Yell!"
Ji' •
()I1""fJlelJls mcf .:h'f~Sf;\$l"ic~.rrinl\n!l. IHm! (1;:,1
l'm.1
J'~.:k;tl\t S\~lr""!ljX<n \'(;~rs
5100,2%
$()
S"
SU,979
$32,230
S"
SO
$\.31'
Sl50
SO
S(l
515,228
S!36,700
1.0
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..
519,650
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SIMl,.i36
1':;1
)1<,,,, ,*"",1 Ihe C(""'";HO'e ac<,'!Ilnr!'sh ,I; 1'''rr<>w?
Till' s'!aluk requirc$lhe Nuti(lnal Advism'y Commilll;e on In~titutitillal Quality umllntegTity (Cmnmiltcc) to
l</J\'isc th(' Sccrf'lary of EduCll lion (Seerelll ry) rcgarumg fhe puhlicl!tion or II fisl uf ImHonaU) !'I.'cogn i:r.ed
;lccn:oiting agcncil'S and ussucial jf)n~, State llgt;ncies r~c()gllj .."{'d far tin: approvltl of pnlllic postscconoar)
\"hcationlll education, amI Staie agencies recog:nl1,cd for the llprro\,fli of nurse eduenlian fhat 1\(; determines 10 lie
.-cliable llUtllOritics ,15 to lhe quality uf {'\JucaliOIl!lf Indning (jffercd. It al!W requires the COl!lmiul;~· 10 \1I1\'1s1' the
Sccrctary (In policy m:iHlers affccllng both reeogniliill1 uf 'l,en::tlilillg and'SIn!e apllr()\'alllgi:licics ami iustilllli'fn111
eligibility for participation in Fedeflllly funded programs" Tile ScCrelUr)" is f'C(luired hy the Veterans'
Itclldjustmeni Assistance Act of 1952 (l'.L 82-550) amt \\1 hsequcnl kglsllltion, parlll:ol:arly Secliuli WI Ie) and I 14
ufthe Higher Education At! of IWIS, (HEA), as :.mended, h; pulllish a list of Stale <lprro~'al agel)cic~ lind
n:ltiU)l:111y n'c{lglli-led accrediting agencies" I nstilll:iw.,al eligibili1y for pll.rlkipation of educational instil ulio!l5 ;tml
I'fi'~Flllns ill rellc!,:11 ;Is~blj\llee prl)gnlu!~ IS hased on act'redillltiuo by such :.I"genrics. The Cotllmiuct' (l/j\'I;;1.:5 tlH:'
S~'el'd:n'Y in the disciJaq,:t' uf the~e (uHclioliS and a~~esse~ (he prOfess uf eligihility .;Iud et'rtinelll iOl! {if tHstitlltiotl\
!If hight't educatiou (a~ ;:ldiued in ilEA Sectiolls 101 :1nd IUl.) and the pro\'i~ioJl5 offtnanci:ll ;dd mHkr Tille IV (If
hnp:/1204.254, {i 2.5/cmsJrptmmllaln:port.asp
1214100
�'-
•
,
l',age:2 01'2
Annual Report
lhe H EA. :the Committee accomplishes its pm'PQ5c by the n1,.,icw of af\ accrediting agency's a pplkatioll for initial
or continued rccognifi(m at public mre!ings and hy inviting fbe agel.des nod other interested pnnil:& en make oral
presentations [II the n'lectmg. Arter Ihc meeting. Ihe Committee rorw,llrds its recommendations t{} the St'crctllry.
The Secrelary makes tile rinal dedsil)n as 10 \,'hether to grant national recognition 10 an iillPlicnn! accrediting
agency or Stale appro\,lllllgcncy based (Ill Ihe C-!)mmiCfce'~ rccQmmcmhltiolls. AI the mct'tin!l helt! Decemher 6.7.
1999. the Committee cOllsidered and !~HHJ(! rCCOl1lntCndlltiollS 10 the Secreillry or Edllcaliof! rcgllrding pctitinns
from one aecn!diling ageney seeking initial rccognillon and u,'c accrediting agencies sceking renewal of
recoglHtion by Ihe Secretary, The Committee also eunsidcr«l I\nd mlHle reeommendlllions reganHng 10 intcrim
reports :suhmitted by oiher aecrcditin!! agendes as a requirement ofthdr c(llIiillllcd recognition. In llllumlicr of
cases, the Committee recommended a ({lllow,ul) report (r(lm an agency regllrding its ef}mrliante with V;tlrious
Criteria for R('cognition. In additiou, Ihe Commiitee considered lind made !I reco!llmendaliull Wlhe S('crelarv
regarding tbe request of onr Federal agency for dCl!rec~gralltjug 3uHwrity. At ils MlIY 24-25, 20(1(1 meeling. tile
Committee cOllsidcred lind made recommendntions to the Scl.Te'nr~ uf Educnfion couccrning tlelilinos from hHJ
Slate approval Ilf;lencies seeking r('(lcVlcd rccognition by tile Seerctary, In addilion, the Commiucc c"nsi!lcl'ed and
llll1dl: rccolnllu:ndatiolls concertting III interim reports submil!cd hy llccrcaiting a~ettdl.'s <lIltl Slll!C approval
ugencic5 as a requircment of their coni ioued recugnition,
lot> How d('>e\ t:,., C'01nmil:ee Ml~n;;~ 01., ",,,,,,heHhir"
There l1fe 15 Incmbers on tbe Com til joce. The members .are knowledgcllblc ;If puslSccondlJ ry edllellliml and
tl'ailling lind include rt'prC$Clllltti\'C5 uf all.o;eclors ami types of iMtilutions (If biglll.:r c(\lIcati{)lI, n~ l\CI! liS a student
representative. This cUIllPOSiti(1U is rNluired by 5l:14nte,
lOt. lI"w
Ir~q"c,,\ ~nrl
r";en"., ~rc Ihe {\"mwtla me,,:mgs'
As n'(ltlircd b~' st:Utlle, Ihe Ad\'f\ur~ CommiUe{- mee-Is nt lea~t twke a yellr. Till" Oeecmticr C.·i, 19'.]9 nnd tht'l\1a'y
24-2:", :woO mcelings CIlllblcd the CVUllIliUec In carr}' nut ilh stt\lulnry UllHltiuh."s.
2ritJ, Wby ~~tI t the ad,"'" I" il1!QnlVuion Ill" ,'nmOlIl!!>;': !'f",i.:~>
'I
\'h,~iil<'':
dWllli!:l(,'
'fhe llth'is,lry prucess, which jnyoh'{~~ puhlie ml'ctillgl> lllld indepcndcl1! reviC'w nnd recomml:ndat!fl!], ensllres ,III
exlrn dcgrc(~ 01 flllrness for (he pllrlidl'll fillg Jlgcnde::. There is Il grclltcr {/in!rsi! y nr e~p{'nellf(' n'I)!·e;,cllled by
membcrs of tllt· Com In IUee titan can tw (OIwd within the Department M f.ducati{III, ,\11 Ilf Ihe CtIlll mittel' membcn;
llrc from Ihe IWII~f.'cdl'ral see!o!'.
:(k. \~~1: ,\ ,: i1!X~,ar) I(ll'l,,~.: Mil"'" j1lr1i~ll, l'\'''': ,..,mmd(~~ l,jc~II"p'!
NfA
JI.
•
R~m~'~\
The Nati(Hlal Advlsury Cummillt't
9130/04.
(ill
InstiWtlon.,! Quality
:nid
IntegdlY is e~p"tlt'd 10 lie rt'~HJthf'I'iletl pnor to
. '.
"/:1 .....,·
Cft""~:;m« M~mb"r>
ili("""IW"
AUllm:IIlY, Dc 1l:l\'itl W.
I're~iden!, Temple Unite,nity, 1''''llns'y~\·1Uli:l, , ',.
.
','
.. \ ..
£.\CClltive OireehJF, Council i.lf Chid State Sclwiil Offieers,
Washington, DC
f' "
Pwfessvr, lIisp[lIIk Ul'st'arch Crnlcr, Ariw!ljj SI:ltc Luivcrsit)'
Helircd I\1clIlbn, Te,as ilollsl' or 1{t"I't't'l<cntlllh'c,
Prt'sidCllt, Xli vier Ullivcr~jl.r of Loubiaa:1
Superintendcnt, Color<ldo M('tltal II en 1111 IlIslilllle
Amhadl. Mr. Gordon M.
de Ius S;IIl!(J5, ,I r.o 11/'. Alr/'cd,~ G.
Delcu, Ms, \Vilhclmiml H.
Frallcis, HI', No/'man C,
11:1\\'I.;ins, Mr. Robert L.
Or/', Ill', Kenneth n.
I'nlbnl, D/,. Tllllj'a L,
"(lI(S, Or. Ruhert !"
!'ruin, Br Ceorgc A,
Hee5, Or. NOrJIIll S,
Ro,,~cr. I)r. IHehard V.
Salmoll, lIullor:lhle Thomas I',
Vreeland, I)r, EINlII{lr I'.
Yell<l. Or. ,Iohn A,
I'rc:siden! Emerttu)" Prcsbytcrin Jl College, SOUl It Carulina
l:nglish Ot"pL MaClllesl!/1' Cullcgc.
MinuesoU\
Prc~idel11, Unjvcr~ily (If Nnrlh AI'llmm.l
l't'C~itl('tlt, Thomas Edisoll Stnle CnUegl" N.·\\' Jef;,ey
I'n,'iiden!. C)Jliforllia Slale University, Hayward
Presiden.' (If 111(' Presidents' Gnll.Jp, Wbwnsin
f(lrUier Go\'c,lIor or Vermuut.I'I'e...idcnt f:m('rilll\ of UlIin:nilj'
vrVcrmunl
Chllint'j:ln, Harl:lIld, hlC., New ,'of'l.i
I'n"Jidetll.Jo!lIlSO!1 & W:tles Ulli\'l~rsj(y, Hhutlc h!and
A.~shtant l'r()fes~(;r,
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•
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lu:p://l04. 254.1 12.51cm;;/rpLal\llualn:porl.asp
I 2.,14/00
�Annual Report
.2000 A""\lltl Report: Review of Federal Advisory Committee """"""'" '''''''WI:lI'=
.
f.:tP:;,0mmHt:ee: .tenu'l,'\"'"
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J 112112001} J: 12:38 PM
L U",nruncnl
A,e",:)
(y
Department or Educnt[o.1
3. C;"'''!1'Il~r
I»:
2000
S"hCmnmn:"",
NutiQual Advisory Council on Indian Edm:aliun
711
'iv,,"
4, Is ~'!> f>;c<\ DU""1l Fiwal
r,_
No
4/111999
t"f\<"I~
R.new;)1 Ik!<,
4!l12001
lie Attllli T~"lIi~0Iion lble
No
• A.e,lty Recu",,,lIllld.i:«w 10;
.,
N~~\
FY
Continue
j
St3luwry{Congress Crcuted)
I, futM,lisllHlC'" Alllhurilf'-
12. !ir<ut Ie
E~l~h! I,j""e~' t",H»lI ;lj'
tJ.
26 U$,C. 2642
EfI¢,;l!¥, [);lIe
·tn8!1Y-!J8
14 C""'!!U!l~~-j,;":
,~( l'l",<tJ::"li~F
COfuinuin:!
No
Non Scientific I'rogralll
Advisory Board
i{,n l\;:~II"'Litll1~f"1 f{"I~'Hl
No Reports for this fiscal
'>k"Wlg h
It
2
11~0f'<'f!'
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ul1d
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11: P~ni)'lr Clps~d'
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I~\e(:uliye Chuncil Mceting - Experl Research Committee 2.12812000''1..12912000
":tcculi\'e Cm10cil M~t'!iag
J/I]12000 31t4/21J{tO
C 're") 1';",11 Y(,>I
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$4,OO()
SHU/illt
$26,000
S9S,51H)
0.3
sn,Soo
TOIJI
IU
51;.1) S"r14'" \',,;,,$
20a HI''''' "',...·s ;Il, C,numnee
,S4(.1,OOO
$W.O{)O
11I1\( I j iravel ;,,,j p~! Uwm '" N",j·r¢tI~lr,: MCn1l...'f~
16h(~) ni,v~1
SI0,500'
SO
I ~n("ll'eil'<l'\Hd hus:" N"".m~'Ub.:, C\mmhanu
1&1>(4 ) T,nv.:1
t-.icxt Fiscal Yedt'
$10,500
$40,000
1,\ Nj'h.:t<d~ll\j MN,betS
SO
pUlf'Ose1
The h\ldgCl ra~sed by Congrc5~ for fiscal year 2000 included funding for SOniC aciminb!ratin."IHl!1 inner costs for
111c Nflljollal Alh-IMlry CO!l[ldl on IlIdi"n Education (1\',<\(.'11::), Two meeting} \\1.'H' held during F'Y 200U. The
I!hmlltcrs of ['\ACa: Ilid ill Fchrurtry ,IUd Mar.:h, 2(100, In discuss II number (If hU$incS5 iSs\Jes including
j:c:mthoriwliHn of! he Tille I X IndhlO Educatinn Act. The Council heard n:porl5 from Indian Edutntion sta ff on
dlscrefionary grtlJlIs lind r:.-.eciltin- Ordcr 13096 on achic\'t'ltIenl of Amrriclln Indian and Alaska Nan,"c sllldents,
A presentation was made and discussion held on lkvclof.mCnl of a Re~(1arcll Attcnthl fnr Amcricnll 1ndtnn
Education whirh needs 10 be completed by .I:oamlry, 2001. Discussjon was also heltlun dl'vd6pmcl1t ofa Federal
Illtli:m EtlucallUlI l'ulky whi.1! was nlnll\llIIed by 1::.0. DI)%.
2(:\1 1111'" rloo~ 1M Cl"'mill~~ b"l.me.: ,•• '''tlol>e"hip?
The ClllTCa! NACIf-; mtlllllcr~hil' reprc~cllts the dh'ersi!y Illaf cxists in Indian t'j)nmulUitie_~ todllY, Indian trihes
musl de;.l wIlh all fac!:!. .'1 ~(lcial ,HId ~collomlc fadors affcclill!,', ils member!>.. Alllif lhtw i~!>lIc~ are ('~Jleriellecd hy
~Vl:ry NACI E memher- ill \ a ryin"ji degree.s. Sorn<: tnembers h:lvc trmHtiollat Ii~s while ,,(Iiers live flWllj' rn'lll
reservation arcns in urb:ll1 s<:lling.s, The SlIme siiua,!luns represellted by the CouncilllH' identical to those Indian
sllIdenls expcricnee iu flublic lint! trihlll sdwols. As prel'iollsly stated, Ihe fUlIjurity of NA CIE's m~mhcT~ wol'l, ill
educatiOIl scuing;; fr(jlll pn>-seh(w!lo higher lHH.I adult cducalion. All lire ('ommiu('u to c\plwdillg educational
IIpf1t1r!lln ity fM A merit-nn India ns nlHl 10 sen'in~ the adminjsl r;1 (ioll ,lind tllck t'om III \lj,liit:~, ,
•
hHp:/1204, 254 ,112. Sk::ns/rp!annuHlrcl'Oft.;]SP
11121/00
�vage
Annual Report
l,
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"
it'>:. lim, Ire'lIW\\ J.I'.d rci<:¥.l/H nre
Ih~
C.m-.mltt('1(" ~c!ing~'~
NACIE meets at the call of the Chairperson at least twice a yellL The Dcpllrtmenl of Education suppor!s Ihe
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for eonsltltalion on most Indian cduc~tiQn m:ltters, 111 FY 1995 the pn.ccss \I'll!, !;trcngthcncd wil/) the appointment
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signed II)' rresident Clinton.
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�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Clinton Administration History Project
Creator
An entity primarily responsible for making the resource
Cinton Administration History Project
Council of Economic Advisers
Department of Commerce
Central Intelligence Agency
Department of the Interior
Department of Defense
Corporation for National Service
Council on Environmental Quality
Department of Justice
Domestic Policy Council
Department of Education
Department of Energy
Environmental Protection Agency
Federal Emergency Management Agency
General Services Administration
Small Business Administration
Social Security Administration
United States Agency for International Development
National Economic Council
Office of Management & Budget
Office of National Drug Control Policy
Office of Personnel Management
Office of Science & Technology Policy
Office of the Vice President
United States Trade Representative
Date
A point or period of time associated with an event in the lifecycle of the resource
1993-2001
Description
An account of the resource
<p>The Clinton Administration History Project describes in detail the accomplishments of President Clinton's Administration for the period 1993-2001. The records consist of the histories of 32 agencies or departments within the Executive Branch. In general, each organization associated with the Project submitted a narrative history along with supporting documents. These narrative accounts are primarily overviews of the various missions, special projects, and accomplishments of the agencies. The supplementary records include substantive memos, press releases, briefing papers, and publications illustrated with photos and charts.</p>
<p>Agencies:<br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Council+of+Economic+Advisers&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Council of Economic Advisers</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Central+Intelligence+Agency&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Central Intelligence Agency</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Commerce&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Commerce</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+the+Interior&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of the Interior</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Defense&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Defense</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Corporation+for+National+Service&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Corporation for National Service</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Council+on+Environmental+Quality&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Council on Environmental Quality</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Justice&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Justice</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Domestic+Policy+Council&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Domestic Policy Council</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Education&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Education</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Energy&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Energy</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Environmental+Protection+Agency&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Environmental Protection Agency</a><br /><a 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href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Health+and+Human+Services&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Health and Human Services</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Housing+and+Urban+Development&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Housing and Urban Development</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Labor&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Labor</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+National+Economic+Council&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the National Economic Council</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Office+of+Management+and+Budget&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Office of Management and Budget</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Office+of+National+Drug+Control+Policy&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Office of National Drug Control Policy</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Office+of+Personnel+Management&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Office of Personnel Management</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Office+of+Science+and+Technology+Policy&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Office of Science and Technology Policy</a><br /><a 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href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+United+States+Trade+Representative&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the United States Trade Representative</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Veterans+Affairs&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Veterans Affairs</a></p>
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Clinton Presidential Records: White House Staff and Office Files
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Clinton Presidential Library & Museum
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Adobe Acrobat Document
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1474 folders in 111 boxes
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Title
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[Education - Volume 5] [9]
Creator
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History of the Department of Education
Clinton Administration History Project
Date
A point or period of time associated with an event in the lifecycle of the resource
1993-2001
Is Part Of
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Box 20
<a href="http://clintonlibrary.gov/assets/Documents/Finding-Aids/Systematic/Administration-History-finding-aid.pdf">Collection Finding Aid</a>
<a href="http://catalog.archives.gov/id/1227203">National Archives Catalog Description</a>
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Clinton Presidential Records: White House Staff and Office Files
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Clinton Presidential Library & Museum
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6/24/2011
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1227203-education-volume-5-9
1227203
-
https://clinton.presidentiallibraries.us/files/original/673d028a8aed33917772ae482ddf00a1.pdf
78366b4028b4985baef68aa9b64e3af6
PDF Text
Text
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MEMORANDUM
•
UNtTI!:l)
STATES I)EPAR:'noI£NT OF EDUCA:I'lON
WA$HDfOTOft. D.C. 20202,_ _
1:0:
All OCR Stoff
FROII:
Sue Sowers, Enforcement Director (~st)
Cathy Lewis; Acting Enforcement Director (West)
Eileen Hanrahan, Acting Director, proqram{Leqal c;r"upJ~~
SUBJECT:
4P-J
Issue Facilitators and Buildinq Our Intern~l Networks
t
our
Almost all of
pro-active efforts in PY'97 are 'grouped around
the followinq issue' areas: ·the provision of services to limited
English proficient students (ltAl.l), Gifted and Talented, Minorities
and special Education and Racial Harassment/Student Discipline. .
As we have seen in the past two years, continued conversations
around these issues, by legal and program statf from across the
country, have helped us inerease>our collective ability to sustain
a strong And effective enforcement program~
We would noW' like to' build upon these efforts and establish
identifiable internal networks, or communities of practice, around
each issue area. ~Communities of practice- is a phrase used by the
Institute for Research on Learning at Stanford University to
recognize informal groupings of people, within an organizations,
who are "bound to one -. another by exposure to a common set ot
problems.- Such groups collaborate directlYI teach one another and
use each other as sounding_, boards.
They can serve as an
organizational bridge betveen people doinq the same job in
different parts of the country. 'Members of such groups "join and
stay because they have s-omet.h~n9 t9 learn and to contribute. II
•
.
•
We believe that such qroups, in addition to providing a forum for
buildinq knowledge and expertise around each issue area. can also
help us increase our ability to target strong caseSj identify and
share best practices; enhance our abil~ty. to identify and obtain
strong remedies; help us"to refine our case resolution tools and
approaches; develop ways to monitor "more effectively; and
facilitat"e our ability to take enforcement action, when
appropriatew
To' ensure thet each network or community is "up and runninq,· an
issue facilitator, or facilitators~ has been identified for each
qroup~
Facilitators do not have the same responsibilities as the
former issue coordinators. Rather, the role of the facilitator"is
to ensure that within OCR ve maintain an active," multi-site group
around each specific issue area. Each issue related community or
network will include individuals who are directly involved in these
issues in their offices. As not every oft ice is heavily ±nv~ted
in each issue area, not every office lDay be represented 'on every
9roup~
..
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Internal Networks - page 2
Based upon multiple recorunendations from a wide variety of OCR
the Assistant
staff who have worked in these issue areas
individuals to serve as
Secretary's council has asked the following
issue facilitators:
E'
Lau - Angela Martinez (Division D)
Gifted and Talented - Sarah Hawthorne and Barbra Shannon (Divisions
o and B)'
Kin~rities
and Special Education - Chip Smailer and Brenda Wolff
(Oivision A)
Racial Harassment/Student· Discipline Wolko~itz (Divisions 0 and C)
John Benjes and Barbara
Because OCR also has a strong interest in building capacity around
the issues of testing, the First Amendment, and affirmative action,
the following facilitators have also been identified for each of
those issues:
First Amendment - Doreen Dennis (Program/Legal)
Testing - Howie Kallem (Program/Legal)
Affirmative Action - John fry (Division C)
(In addition, Fran O''Shea (Olvision"C) will continue her current
responsibilities with,respect.:to Tit.le IX Athletics.) There mayor
may not be formal network ;activities built around these issues;
however, each contact person')wil~l'·be'·responsible for sharing issue
related information:'~lthrou9ho~1; the::';:)agency, "(!L..fL..., information
bulletins) and ,servirig ,:as a'mati·ona.l·r~sourc:e on these issues for
OCR; ;staft·.~.'"
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function effectively I it is critical that this effort has the
full support of OCR~ -ma.nag~ment· "'and· that each network has the
ability to stay closely .connected with the rest of the
organization, particularly the Enforcement coordinators,. the
Enforcement Directors and the Program/Legal..:teams. To this end, a
member of the Assistant Secretary's council will serve as a
resource liaison for each group. In addition, staff mem~ers from
the Program/Legal teams will participate in each group and
Prcfgram/Legal unit will take (Jeneral respq:nsibility tor providing
support and helping to ensure the health ot.. . e&ch iS~'j,ue network.
To
"
,
The first taSK of each network group will be to assess where we are
in the issue area, where we need to be and what we need to help us
get there:
Each group will also be asked to begin the task of
identifying agency standards for quality case resolution in each of
these issue areas.
•
Some of the issue facilitators have already begun the process of
contactin9 individuals ~ho have worKed on these issues in the past.
Any OCR staff'pcrson who has cases in one vf these areas and would
like to be an active part of a network, should also feel free, to
contact the individual facilitators directly.
�MEMORANDUM
L"NlTED STATES DUARTMENT OF £IH./CATIO."i
WASRI'NGTON. f),C.
To:
Senior Staff
Component Plao1)ing Teams
Norma v, Canni ~_t/, ~
RAymond Pierce
I~ m,.J2CQ~
Date:
Marcb I, 1995
RE:
Development of the FY 1996 Enforcement Docket
This memorandum sets out guidance for FY }996 enforcement planning, We will be using
an approach that sbould both facilitate our discussions about where OCR sbould put its
proactive resources, and simplify communication aoom:bCR's'dOcket as we carry out our
. Ie
enforcement activities over the coming
mo~~,<.~,;~}:" :~"~';:~~".c·L~
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In the' imerest of papery;ork reduction,-only
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t~o'4ocqf!lents'~!,'illtbe"produced.
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The first is the summary,:i.nalysis of,the regioocs'projeoted'FY ,I 996 'FTE usage, The format
is somewhat changed, from' laSt year, tiur'~' n9~'"vayatl~bl~ ffl"Qmlt~oPro or Lotus 50 that you
can more painlesSly 'manipulate the numbers aUirime'.~ ~,':,:., ,_--,:- ~ ...
.
'
"
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. j,
The second is a proposed docket of proactive enforcement activities. The docket will
indicate for each case the 'identific.;tion of the targe~ed srudem population iacilJg
. discri.mination, the approach taken to developing a strong remedy. and, over time. how the
achievl~ment of the desired results is being ensured. The docket will include current as wen
as proposed proactive enforcement activities. It will be maintained 'by each individual
.
component, updated and shared as nteded to mai!}tain clear and open comm-ui.ii~xi(ln ber'.~;eenthe component and the OAS.
. . .
The time line for development of FY 1996 component docke15 is as follows:
February 22
•
Draft procedures circulated to components.
February 24
Conference call to discus.s proposed procedures.
..
~
March I
'
Revised procedures distributed
to
components,
v, 03101195 Page I
�•
March 3
Conference call to discuss communication and consultation on
components' CUlTent dockets and OAS coordination.
Marcb 10-17
Components submit CUlTont comprebemive dockets. Please
circulate these to all components.
Marco 1().28
Preliminary OAS feedback.
2~31
RourultiIDle in Washington.
March
April 7-14
Components submit FY 1996 FTE Usas. Charts and
ComprebellSive Component Dockets (including proposed
FY 1996 proactive enforcement activities). Please circulate
these to aU components.
April "-28
Consultation with OAS on ftnalizatioD and approval of plans.
Please circulate your approved plans !o all components.
As Appropriate
Ongoing discussions.
.' . "
you:=y "',u!he.the following:
. . . . . . ., '" , _ _ .~ "
l"
As YOli prepare your enforcement dockets for FY 1996,
•
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.
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Proactive enforc:eme,nt activities Shou1d_b_e_.dire~~74,;~~~~~.,~eve:loRtog F!d ensuring
the implementation of strong remedies for studen~_ de:nie.d aCcess to high quality, high
sWldaids curfisu~~m.: '·:rhis ,pr~oriry, 'the(~~P\eJJ~J~.r:.ttt.e.:;abov~,theoJine· high
priority areas •. is°not'anticipated to chahge:overolhe;,.nt?aJ~!lY~S.<'.you have wide
latitude to target your proactive enfor.ce~ent,pr§gra#~ ,?j!:h~.'the uO)brefia priority. If
you believe that program reasons argue for other priorities.'it.is vital that you contact
us as soon as possible to set up time to discuss these. .
".
•
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The component and the relevant issue area cooraffiator will need to work together in
cases in whiCh you anticipate that at .east some of your proactive enforcement'
activities wUl be -below the line" (higher education desegregation, for example).
Again. a major goal is to allow full an.1-op,en, disculislon of students in need:-:";!.rn:~d.iaJ
approaches and methods of ensuring compliance. You may alway, call to set up a
discussion.
•
•
It is not anticipated or expected that every component will urry our enforcement
activities in every issue area. Region XX may pursue Lau while Region XXX
concentrates on overrepresemation, Our goal is a natiooally-balanced enforcement
program. Necessary bajaricing is one purpose of the enforcement roundtable.
•
We are expanding our notion of a ....::<ise~ beyond a traditional compliance review to
allow a broader range of strategies for making positive impact in the lives of children
v. 03101195 Page 2
~.
�'. facing discrimination. The component's docket may include any proactive
enforcement activity that (I) brings resources 10 bear on behalf of a welJ-<1efl!led
srudent population facing discrimination; (2) develops a strong. educationally sound
civil rights remedy that increases educational opportunity for those students. and (3)
ensures that OCR will be prepared 10 move towards eriforcemem if results are not
achieved as anticipated. This is not to suggest that OCR will not provide infOl'1Mtion
or IeChnicaJ assistilIlCe reques!<d by the public; only that sucb activities are not part of
the components' proactive enforcement docket.
•
We are tl!rgeting 40 percent of OCR resources to be dedica!<d to proactive
enforcement activities. If you intend to target !ess or more in your individual
component. please be sure to explain. Your comple!<d docket should include specific
site selections for your cases. We are encouraging data requests for first quarter
activities to go out this spring to prepare for meaningful case activity in the fall. We
are strongly discouraging late~'year case starts, unless there are cOr.JpeUing program
reasons.
Preparing and Using tbe Summary F'TE Usage Chari for IT 1996
••
You will see that the chart is similar to the one we used fast year. We have consolidated
categories where the differences did not appear meaningful or helpful (between planning and '
management activities. for example, or between priority and other-training):: Please-also Dote
the following:
.
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Attached is a copy of the chart:and a copy of the cbart,witl):the'l);:ld.s.,higblighted
.
into which YOll sbould:enter 'F;J'E'data. DO NOT enter~ i.nformarion;into otilero:flelds: .
'other fiel~ are all computed a~tomatica1ly ... '. ;',:: '".! J;;' ., ' -':'t:~~: tl\;0~}:')~\;~' (; "", -: '
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by' e-mail a spreadsheel version of the chart compatible with
•
You will receive
Loms 1·2,3.
•
The first major sectioa, FrE BY ISSUE AREA. should give us a sense of the halance
of all componeot program activities by subject area. [nelude in your caJculalions all
aclivies. whether Proactive Compliance Activities (PCA) , Compla~ts. or Other
Program Activities.
'.,,'
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'
Under PROACTIVE FrE BY ACTIVITY. we have asked you to break out estimated
FrE usnge for Proactive Compliance Activities (PCA) by New PCA (activities to be
started in FY 1996) and Carry Over PCA (activities to be ca.-ried over from FY 1995
or before). We have done the same for Complaints under OTHER PROGRAM FrE.
•
Please feel free to ask questions jf you're not sure of how to use the Chan to create a
snapshot of your projected FTE usage.
v. 0310J :95 Page 3
�i'nparing The Comprehensive Component Docket
•
In order to communicate and coordinate more effectively 00 OCR's ongoing enforce!Ilent
activities. and in order to provide context for our discussion of FY 1996 activities, v.'e are
asking each component to prepare a comprebeosive component docket.
Please include the following cases on your component docul. This will give us aD Qven'iew'
of yow' entIre enforcement program. and should greatly reduce the Deed for ad hoc queries
over the course of the year. Because these cases are already open, targeting information is'
nOI necessary; but please include a brief (4-8 line) sUlllllW)' giving lbe case opening date; an
explanation of the targeted srudent population and the dis<:rimination they are (or are alleged
to be) faclng; yOU! approac. to the development of a srrong, educationally sound remedy
(and, to the exteO! possible, a description of the likely or proposed remedy); and how OCR.
is ensuring that results are.in fact being achieved in a timely [Danner. Please order by docket
number within section: a case need only appear under one heading.
Please provide this docket to us (and to each otheO no later ilian March 17; if you, can
manage. please provide it by March 10.
En/oramem Cases
•
All cases in enforcement or that you anticipate wilL go to enforcement.'
Open E'roacrivt Enforcement Acri'>'ities
.
,
•
All open reviews or other proactive enforcement activities. Include cases in ': ,',,,. :,~ '.:~~~~'!- ..
monitoring, as wen as those that are still pendlng,res~oluti~o,
J.<1 i.~tl"!'>:
•.
Proposed Proactive Enforcement Acrivities
•
-" ",
.
All proposed proactive enforcement activities (in the extended format set out below at
page 8). This section may remain blank until your April 7- 14 submission of proposed.
FY 19% proactIve enforcement activities.
Other Cases
..
•
•.
'All cases requested by an issue area coordinator to be included on the
•
•
All unresclved complaints over 365 days old;
All cases that you believe. because of their scope, sensitivity or other .factors, should
be included on the docket.
dock~t;
The monthly alert, compiled from CIS, wi!! provide information. on crhical caseload d~ta.
inchlding number of cases in monilOfing. number of pending complaints O'fcr 365 days old .
v. 03101195 Page 4
�number of complaints in mOnitoring, etc. You will continue to be able to verify the monthly
alert data before it is made wldely available.
.
e
Once thls docket is prepared for ,",ch component, OUI intent in Washington is to maintain it
on our shared network directory, When asked for information, you will at all times he
empowered to say, "it's on the docket; please read it fJISt and get baok to me with any
additiorial questions.' For exaunple. you will be able to flag the start of a compliance review
in your May 10 weekJy aotivities report by noting, "Data request in Ontario County (No.
96(51234) anticipated June I. 1995. No changes in circumstances since case proposed in
Spring 1995. Information on Region XX docket L< current:
note. "Region XXX has
reached agreement in its Montreal review (00. 96(52345). A summary is in the updated
docket, "
<"
COimnuniCJItion and Cbang..lUpdates to tbe Component Docket
The OCR team in Washington is dedicated to better communication and coordination on
case~related issues. We are proposing that the following process. modeled on tIle new EAR
process, be used immediately for case and orner docket~related discussions,
The component docket should at all times reflect an accurate picture of the progress of the
component's proactive and other docketed cases, and of any changes.to the docket that the
component has made.
.
1
.
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There can not be tOO much communication on these issues. To the extent that a component's
action represents a change in the component's proactive docket, or 3,substantial change in the
approach 10 a particular case on that docket, or you'd JUSt like to add an extra set of eyes and
ears to a problem. additional-conversation with us is tn order. _, ,''''~' ".'~ , .. :
.
.
Major case developmentS should be communicated both by updating the component docket
(and sharing this with others). and by flagging that such a change has been marle on the
component's weekly activities report,
'><-.
We need notification about the initiation of compliance activities at least two weeks in
advance of your notification to appropriate congressional offices. Most of you have been
providing the kind of advance notice that allows us, if necessary, 10 discuss your initiative
betofe .;he comrliance'3ctiviry begins_
A note on logistics and Washington teim work. We would like there to he a simple, easily
understood process for checking in. when checking in is in order. While we encourage you
to pick up the telephone early and often, in particular whh us and with the issue area
coordinators, please also help us coordinate our team. We are designating Lilian Dorka
(ROselta Hillary during Lilian's maternity leave) as the entry point into our office for docket
updates and proposed docket changes, as well as for EAR packages.
e
Please send your original docket and any future updates in" ,WordPerfect 5, I or 5,2 rorm<l~·.~o
Lilian and to each of the Regional Directors. Updal~s sho:.lld not be piecemeal. but should
\'. 03101195 Page 5
-.
�reflect the component's entire revised docket. Lilian will er-.sure that a master set of
component dockets is maintained on the network for Washington staff. If there are updates
to be made. we would expect to see the updated docket submitted on the same day as your
Hrst weekly activities ,epon of the month; this will keep the dockets in syoc with the
monthly alerts (alternatively. you should·note 'no docket update' in your first weekly of the
month). You can, of course, update your docket as often as you think advisable.
•
<
oj
""
When you want to propose a cbange to your FY 1995 docket, or discuss an EAR, please
send to Lilian a brief note explaining the proposed action or cbanges. You may wish to use
the format set out above. describing the student population targeted and the discrimjnation
they are facillg; the information on which you are basing your recommendation: your
proposed approach to developing a strong. educatiOnally sound remedy; and how OCR will
ensure that results are in fact being achieved in a timely manner. She will el15Ute that ail of
our tearu~-ourselves, the issue area coordinators. etc.-are made aware of the proposed
changes: she will ensure that you and all of us know who the single Washington COntact
person for any ca;;e will be.. A.s a result o(your note, you may gel a call back from an issue
coordin.ator saying. "don't wait. I'll check in with folks here for any additional thoughts or
ideas, but you should go ahead.' Alternatively. you may get a caU from Lilian saying. Tve
pulled together a conference call day after tomorrow so you can discuss the proposal more
fuUy with Ray and Norma. Here are the people I think should be at the table (from PEPS,
PASS. OSERS, OS, etc.),' By coordinating through Lilian. you will know that the entire
management ream beie is in the loop. We hope to provide 'one stop shopping' for
Washington consultation. and to increase our team'S conversations with you. rather than
about you. By bringing everyone to the table together. we hope to make sounder decisions
based on better advice and information, and to do so in a quick and efficient manner.
" Preparin'g tbe Proposed Componenl Docket for IT 1996
1n any discussion about our proactive docket. we should remain focused on the reason we are
committing a significant percentage of OCR reSources to these activities. We want to have a
positive influence on the lives of children, and can best maximize our impact with well
targeted. well-planned"co;ppliance activities in our higb-priori[y areas. We are in the best
pOsition to fulfill the promise of equal opportunity foraIl children through a progresSive,.
proactive commitmerit of resources that is based on sound decision-making. This is the
message that I communicate to all audiences, and a standard by which I expect ail of OCR to
,be measured.
'. '.'_
I."..
;'• •
To facilitate our discussion of proposed "enforcement activities, and our tracking of our
pr~gress along the way, please provide the following information for each proposed proactive
compli.ance activity. Proactive compliance activities will remain on Y0l:\r component docket
until closed, not only until they are resolved, You may, if you wish. preface your docker
with a brief explanation Qf your overaH enforcement approach,
•
Please provide your comprehensive componem docket to us (and to each other), including
both current and proposed activities, no later than April 14: if yw can manage, please
prov ide iI by April 7.
v. 03101195 Page 6
�..
•
PROPOSED
Date of proposed case opening
DATE OPENED
Date of actual case opening (as this becomes applicable)
STAFF CONTACT Name and telephone number for the person or persons who will act as
contact person (or questior.s 00 this case
TARGETED
STUDE!'.'!
POPULATION
AND NATURE
OF THE
CfVIL RIGHTS
PROBLEMS
There are numerous factors that should be carefully considered when
making judgements about the initiation of :proac~"~e cOInp.!iance__
~. Please include your information about and assessment of :
(nformation derived fro!ll contact with the targeted recipient:
Accurate statistical (and similar) data;
Complainrs (agency or coun);
Legislative findings, testimony. etc.;
Number of ,tudenrs that may be (directly or indirectly) affected;
Information from other OCR. ED or US Government components;
Information from educators, parent groups, advocacy groups, etc.;
THEY FACE
Press information;
, ContactS with state and local government agencjes~
: "(.Other" information on which you have reUed .
,
.
.
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",::":'i"~Ple~~:discuss the degree to which the information at hand suggests that
"
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the targeted recipient is among the, .~biggest speeders ~ in your
.jurisdiction.
'
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•..
APPROACH T.O d ·We should have as clear a picture as possible not only of where !he
DEVELOPING . problem may be. but also of where we !hinl: we're going to remedy it.
A STRONG,
To the extent that proving our case in administrative proceeding'
.... EDUCATIONALLY become, necessary.., what is our abiliry to do ,of What factors or
SOUND REMEDY evidence will we rely on? ProVIde your assessment of possible
remedies in the event of civil rights violations. and what your approach
will be to achieving them. Discuss:
•• '-;.:' 1,."
•
q',
•
State and local actors and how you plan to work with !hem;
ParenIS groups., 10CaJ advocates. and others. and how your activities
may ipc1ude or otherwise empower them:
Educational expens inside or outside of the Department and how, you
plan to include !hem in your efforrs;
Other stakeholders. how they may be affected. and your plans for
managing your relationship with them:
Anticipated press interest. and how we might best manage public
aff.irs .
V. 03101195 Page 7
�.
,
•
. HOW OCR
WILL ENSURE
THAT RESULTS
ARE IN FACT
ACHIEVED
This section should be used to provide updates on the staM of
compliance activities already initiated. or the status of discussions for
proposed activities, including remedial agreements, monitoring.
.
community involvement in ensuring implementation. etc. We want 10
know how OCR is ensuring that appropriate results are achieved in a"
timely
manner.
The bottom line bere is simple: if we're looking for the best opportUnities to help students
wbo are being discriminated against, and who are, therefore. being denied educational
opportunities. we should devote significant effort in our pre--compliance review assessments
and investigatiotlS. In most cases, severn! (if not many) of the factors listed should be
indicators for our proactive enforcement.
Notably, the fact that a region receives a complaint does not-alone-justify the conversion of
that complaint into a compliance revi~w.· If. in fact. you receive a complaint that is expected
to drain significant resourCes, and as a result. you need to adjust your enforcement docket.
then we should talk., In general. we have not favored the conversion of complaint
investigations to compliance reviews unless there are reasons that independently justify such
action.
How' detailed should the information be? . Art_,Cole~ .will, seod under separate cover some
better examples that explain why we bav~ ~g~ted. the site and issue in question. By
contrast, it's not enough to state that ~e issue-,~.a_'i1igh priority one and mat there are
numerous victims, or that the site sele~~~~ !<*:i_!larg~.-5c.hpotq~trict., Ho,~ qornp~l.ling do
these reasons sound to you? It is important for "us 'lOlbe able (0 communicate persuasively
our interests in any proactive corripliaJ}C~" ~~th'Lt¥, ~~.at w~ launch. both as a matr~r of sound
planning and as a matter of communication of our program objectives and results. You
sbould carefully consider all, ioformatior, b;eforc"concluding that all necessary informational
bases- have been covered.
. ,
,<
Mana~ing
"
De.velopment and Discussion of the IT 1996 Eufc;rcement Docket
As we review your proposed FY 1996 proactive enforcement activities, we will want to
discuss programmatic issues (where we target, how and wby) as well as operational issues
(bow inJ:vidual com:mnents and OCR as a whole allocate Ftrz,,~,p4 ~,udget.rl!sourc:s to get
the job done).
This will require communication and coordination with a large number of people on both the
programmatic and the operational fronts.
•
So much of our proactive enforcement docket is ultimately tied to budget and operations~~
how a component's comprehensive docket impacts the component'S and OCR's overall FTE
and other resource use, team structures and other organizational issues within the component
and throughout OCR;"' training needs. and the like.
v. 0310 lf95 Page 8
�.,
•
•
We are ilierefore designating Cailiy Lewis in ber capacity as OCR Executive Officer as
coordinator for development of our FY 1996 enforcement docket. Cailiy will work with
Brian Ganson, our Execurive Assist:a1lt for Policy and Operations, as well as the issue area
coordrnators and other staff, 10 ensure ilial program, budgel and operational issues are
coordinated, thoroughly discussed with us, and ultimately resolved in a ClamJer thaI allows
OCR to maximize it< positive impact on children's lives in ilie coming year.
We look forward to working with you over the coming months.
.
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�Region XX
03ltl1l95
13:23
~o1aI~~~E~____~__~5Q~o~IA~Va~,'~ab~~~F1~E::::====='~3~.9rrl~Pe~~~n[to~f~oe~R~FT~E::========:1S~.31
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4ao ReViews Pendll'lg Ffom
\ComP!airl15 Der FTE
14 l Re\lie'KJ
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Priot Ye.1'l
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P't>'I\:I,ng CompllW)IS Over 365 Days Old
•
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112
Conplam!$ \1', M01"H\lJting
500
�OCR', EIECTRORIC IIBRART
•
EXECUTIVE S!J~1MARY
OCR's Electronic Library Group was created to develop an electronic library system tha1 will deliver OCR's
policy issuances, case documentation, si.!.'l1ific~nt correspondence, technical assistance, and related materials
to every OCR employee"s workstation; and to make access to the electronic library data bases available 1Q
the public. The goal is to have a single source of OCR document info::natiofi.
This proj(:ct co:-.sists of three phases, Phase! is desig:1 and development, Phase II is impleme:1:ation, and
Phase III is maintenance. This document includes recommendatjon~ for the project developed during Phase
1 design acti vitie::;,
Chapter 1 outlines the recommended aocUfr.ents :0 be included in the Electronic Library (EL), such as
recipient leners from December 1993 with substantive closure eoties, corrective actions plans. policies,
s:.arutes. and regulations,
Chapte: 2 defines two approaches to electronic retrieval of documents and details recommendations
regaraing seareh techrliques. One recommendation is that the EL allow users to combi:;e concepll'lnd tex.t
searches. Ap?endix B outlines some de~ailed concept trees for inclusion in the library.
The ~ccommenderl1echnjcal spedfications are outlined in Chapter 3, including the OCR Lf\N h.ard~are llnd
- software configuratio";s, costs. a:1d implementation. '
.
.!
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•
Informatio~ ~e~l-;r: which
Chapter L..l5 details the staffing and trair.iitg needs for the proposed EL
wiil
manage the daily operations of the EL. TIle procedike for collection and redacting cJirrenf do.cumen:s is
defined. This chapter also explains the recommended procedure f~r eleclronic .trcosmis'fion of
'
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documents IJUm tile regIons •mto t he E I '
future
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'-. ' ' ' . : , ' ,
.Fou:- options for training regional staff io"{he operation and administration of the EL are discussed in
Chapter 6. Each option details staffing, travel, costs, and benefits, Option 1 is recommended, which
includes two to three trainers per region to spend four to s'ix days on r:s\'el for a tOUil cost of$35,528. which
includes estimated air, hotel, per diem, and related costs for the trainers.
Chap!er" is dedicated to a discussion of Freedom oflnforrnation Act considerations in Tel~tion to the E£..,. It
is re.commended thaI HQ staff redact materials prior to entering them into the EL,
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PHASE I - DESIGN AND DEVELOPMENT
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OOR', EIEOTRODIO liBRARY
ShorHemt and long4erm strategies for making the EL accessible to the public are discussed in Chapter 8.
A definition of the Internet and other related programs is included in this sectIOn., It is recommended thaI an
OCR sc.ction be added to the ED Gopher, which was established in 1993 to disseminate information about
the Deparlment. Creation of an OCR Internet node is also presented as a possihle
long~tenn
solution. This
chapter defines the hardware and sofh'lare requirements to produce the EL on CD· ROM and various:
marketing strategies.
Appendix A includes a glossary of some of the tenns and abbrevia:io:1s used in this document.
••
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PHASE [ • DESIGN AND DEVELOPMEi'.'T
2
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Incremental Development "
--7
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1998 E&S Compliance Report
2000 E&S Compliance Report
5,662 Districts
55,377 Schools
15,000 Districts
90;000 Schuols
ActualReporting Methods
Paper Form ,41 %
Diskette
Mainframe
Proposed Reporting Methods
Paper [7orm
Diskette
Mainframe
Web-based
55%
3%
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Incremental Development - Cycle 1
OUTBOUND
"
~ (bIG/CON
INBOUND
OCR to - District
Paper
Diskette (10M Windows only)
Mainframe Tape'
Web 10 and Password
;: i
......
i§trict - to - School
ny exiting means ( no Apple)
Ius ErnnillOM diskette files
\
District - to - OCI{
VOluntary'web-based submission
- Diskette file transfer through web site
- Web-based interactive
Paper
Mainframe Tape
-.
, Sehool - 10 District
Any exiting means (no Apple)
Plus Email 10M diskette mes
/,.... /,.... /
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Cycle 1 Plan
Voluntary web-based reporting from Districts in addition to existing means. Encourage Dislric'ts to email mes to Schonls.
Encourage District use of web-based submissions. Eliminate Apple diskette method '0 uchievaimmediate savings. Other savings
to come from reduction in Paper and Diskette Districts who sUbmityia Web and leds damageiltremailed diskettes.
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OUTBOUND
"
. O CR· to • Distrj"t
Paper (discouraged)
Diskette (emailed only)
Mainframe Tape
Web 10 and Password
Perinission
~
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District - to - School
'aper (discouraged)
'mail IBM Diskelte Files
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INBOUND
District - til - OCH
Mandatory web-based submission
. - Diskeue file transfer through web site
- Web-based interactive
Paper (discuuraged)
Mainframe Tape
School - to - District
Voluntary web-based submission
- File transfer through web site
- Weo-based interactive
Email Disk.ue file
. \paper(~r.ged)
~
~/
~
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Cycle 2 Plan
"
Mail no outbound diskettes, Mandatory web-based reporting from Districts (in addition to mainframe). Discourage paper at all
levels, Encourage Districts to email mestoSchools.Schoolsgetvoluntaryinteractivewebab.ility. Districts grant web permissiol\
to their schools. Immediate savings from not lIlailing diskettes and eliminating mail damage and remails, Other savings to come
from reduction in Paper method usage.
.;
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Har/y'A :'!opki~S, ihJ.275-S048, harrLhopkins@ed,gov
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OUTBOUND
"
INBOUND
OCR - to - Qistrict
Paper (minimal)
Mainframe Tape
Web ID and Password ..
District - to - OCR
Web-based interactive submission
Paper (minimal)
Mainframe Tape
l i
listricl - 10 - Schoo!
'aper (minimal)
Veb Permission
/
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School - 10 - Dislrict
Mandatory web-based inleractive
Paper (minimal)
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Cycle 3 Plan
":.
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Create no diskettes. Mandalory web-based reporting from all (in addition Io mainframe). Minilhalize paper al all levels. Districts
grant web permission 10 their schools. Immediate savings From nol crealing diskettes. Other savings to come from reduclion in
Paper method usage.
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ASC C RITICAL AGENDA
May 13, 1996
I.
LEADERSHIP
1.
2. .
3.
11.
Keeping the OCR Docket Mos! Relevant
. Securing Necessary Resources
Managing the ASC Agenda
EFFECTIVE MANAGEMENT FOR POSITIVE CIIANGE
7.
8.
9.
IV,
Alignment/Selling the Vision
Setting Clear Expectations and World Class Standards
Expanding lhe Leadership
CLEAR AGENDA FOR ACTION
4,
5.
6.
ill.
,
Ensuring {he Achievement of Strategic Objcctives
Ensuring Ihe Functioning of Our Networks
Ensuring the Health of OCR Systems
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ACCOUNTAllILITY FOR RE5ULTS
Cuts across all critical agenda items.
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Proposed or draft items are in flniies"
Agreed items are ill nOfmlll print.
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S'thTeJ;S Looks Like...
I.
Sp«:rfic ASC ProjIXI:>
To Dc Done By
IV. ACCQUNTARILITY
Point Person
II
I.EADERSIU".
I,
III
Ajignm(!tlll~~:~~~I~!l~l~~"~V~;'~;o~,~,~~~~~~_,_ _ _ _ _ _ _ _ _ _ _ _.,-_________________________________ .
5mjf .l'WW and umiCfSI(l/ld
OCR's MiSSIon, gouls aud
oUjeclil'-tJ ru Jet <Jill ill lhe
Srrolegic Pkm
We lIt!arn Ihat Leadership is
We tlOlI'f know how we're
less (I SCI oj (/iscrecf tasks titan
JOllwhillg Jlw/ needs to imbue
(n'I!I)·,hillg else wc do,
doing ill (his area.
Staff feel NO mOle dUlIl d Hep
rt!lIIo\,t'f1 fwm rhi! ASC, WId
feel heard •
(ollcclil 'ely ami imiil'itlually.
Some ASC memvers Imled 'hai,
evell as we work logc/lIer, ASe
memiJers slill ,,'ill Mcd,
Staff see alld iJeliew' flWl wt"n~
here Jar {hem
OCR's Sellior Managers are
jmlil'idlfally, 10 pUI gnod idcas
to !~'o,k wilholll waiting /01'
-'he ASe· 10 ael.
Beller lise of FfiJay calls
elljmll(hiud & empowered
2.
Sctfillg Clear E1il'ceraliolls
Hell praclict>S (lrt sluffed·'and
illlplemellled!--across Ille
~\I}(I
World Class SIMdurds
Ii
Develop "Roles and
EJ\pel~llllions·
Torn. Sue, Calhy,
Lin'(1'~1
['ieet's
Erp(Cll1lil)lU aft" tlItdenmy,
bUf
not t/lere,
II
)'t't.
agellCY
Set higl! sJalldams for
j1U)(t(llo'e ca~{'S
Set lH"g/l standards for
complailll r('so/un'OR
Set other
ctLffOflttr
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"Besl
pmclices~
World closs standards arm '(
~':.
Finish work of "'Case Stra/egles
<~ Standards for OCR Work"
11u'ft>, yet,
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!?oundtablc?
service
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Success Looks Like ...
3.
Specific ASC Projects
I To Be Done By
I Point Person
Expanding the Leadership
Pian for eri/iml hires ill
FY 19.%
Plan for critical hires ill
-Clificai, highcr-leJ'ef hires
should be plnmll'd GIU! to {he
greGIt'Sl el1e1lf pOlsibte ill place
by Sepf. 1996
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IV. ACCOUNTABILITY
(
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FY 1997
Create leaderS/lip del'eiopmelll
-
opportllllities
II.
...
CLEAR AGENDA FOR ACTION
4.
,
.
Keeping the OCR Docket Most Relevant
.
II/creased IIIlmber of good
cases
Complete 1997 Docket
Planning ror EDs, P/L and
Resource Groups
ECs, Art C
Momflly (bimolllllfy?) status
calfs 11'/ NVC. Rep
EC,
. COles are prosecllIed quickly
alld effec(i~·ely; lleeded
coordinatioll is seamless
Increased il!lelfigellce alld
Coordillo/ed Respollse 0/1
"Defellsil'e" I:wus
.,
May 31; June 14
Impact data is limited; general
dissatisfaction e1:presud by
ASC members all dala.
Increased J1(!mber of
elljoramem cases
.
,
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Ollgoillg
A round/abie arollllCl
enforcemem issues ilia), help
.
.
.::-.
Impact benchmarks 1I0t in
place.
�Success Looks Like ...
5.
Specific ASC Projects
I To Be Done By
I Point Person
IV. ACCOUNTAIlILlTY
Securing Necessary Resources
Fileal resources are well
allocated
Complete 1996 Resource
Planning
!lllmoll resource capacity is
iI/creasing
Condllcl 1997 Resource
Planning
Any Gmiciapred hirillg should
to the greatest e.xteIU possiUle
be planlled alld exeCllted by
Sept. 1996
!lard to tell whether choices
we made actually paid off;
·
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Olltlide resoutees are being
cu/til'Oud
Quarterly (bi/llolilhly?)
Resource clleck-ills
No real bellchmmks ill place.
.,;,
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Key Program/Polic)' resources
O/e omilob/e
1'/1111 /01' a Smaller OCR
,
Tecllnology rt!sollrces are
\\'idrly fll'ailable
6.
Management
lI'e klloll' 11'1101 we're doillg
Safis/aC/ioll wilh our work is
high
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or the ASC
Next Meeting Planning
.
We see progress ill gettillg it
done
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We /Jove dOlle sallie check-ills
willi ASC ",embers~ !IOW!
limiled impressiolls frolll
others.
At least we're started!
�".r,.·
Success Looks Like ...
III.
Specific ASC Projects
I To Be Done l3y·
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I Point Person
.
--
IIV
ACCOUNTABILITY
EFFECTIVE r. 1 ANAGEMENT FOR POSITIVE CHANGE
.
I
,
Ensuring the Achievement of Strategic Objectives
7.
l..arger IIIIII/bas of studelllS are
.Ien·ed by real alld posifil'e
.-lwnge
Fewer "misses" or losl
, '{Jport/mifies
,
II'e are liilfillg alld making
I
Re~iew
and rel'ise specific
slrategic pia" i"iliatil'es, or at
least, success measures alld
critical illifiolil'es
.
-
Quality assessmelll is not ill
place 01 fhe "macro~ or OCR
level.
.
Quality assessment is 1I0f ill
place af lire ~micro~ or case
resolutioll team In·el.
Spedal attell/ioll "eeded for
boxes 5 (models OWl work) aJ/d
6 (empowerment of o/lrers)
progress 011 all /lille slrategic
(,bjeClil"es
Customer salisfactioll dolo is
spotty.
Olllside odl'ocates. edllca/ors
alld dl·if rig/lIs af/Orlleys
would gil'e IfS a B+ ;/1 /997.
Sense that consequellces for
"oll-compliance by recipiellts
are /101 swift or SlUt ellough
8.
Ensuring the Functioning of Our Networks
llllemol sllbjecl-areo lJe/II'Orks
all (rack
Ulle/ear sellse of goals or
crilen·a for effectivelless
US/ED cOllStiuullcies all track
.
I/ill cOIut/trtellcies all frack
Recipiem cOIU/iwelldes all
frack
t. fucator COlISfilllellcies/
r,·sources all Irock
Arf I'Oca0'/Porelll COIISI i til eIIel es
011 track
-
Public Affairs all track
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�Success Looks Like".
9.
To Be Done fly
Poin! Person
.
issues 01/ lrack
ASC may providt a good
famm, /lawew!r. for
Malwgers art mort eJ!utive
expedoliolls alld approac/Jes
around. far example:
ream accOJI{llability is
• Success in LIM reial;ollS
Sotmiolls an! tailored 10
illdividual problt'fll5/c/wflellges
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We dOli 'II/Masure Ilgairllt
standards
! Norm" ::lIld Cathy 10 . up "
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set
I
of perjonllonce well
(stalldards arell"' lhne):
Next face·lo face meeting. of
ASC
COJlScque/ices of Itor meeling
standards are Imcit'ar,
'
feedback system alignmelll Witll
OCR standards and
;
(!.\pecraliolls
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- Awards J)'stl'1Ir aligllmelll wilh
OCR standards alld
'
f:lpt'ctaaOIiS
1
. Correcli~'e acrioltS systems
aligmllf!lll witlr OCR standards
alld expectatiotu
i
i
. OM issues
Job satisfaction is growing
,
meeting wi Marvin Farmer'·
££O/£q/l;'Y systems are 011
track
bencitmarks for UM refalions
flfter met'"lillg wI Marvi"
"
• Peif0I111anCe appraisal!.
Kl')' barriers art' idell1ified alld
remfJI'",d
IV, ACCOUNTABILITY
Should "a\~ somt' beller
fllcreming
nle dijjim{t is becoming
IOlllille: \I'haI ill 1995 is a
big, l<!Ilgh que, in /997 all
eRrs ('all do
.~"
...
Mast of ille illlplemenialiclI/or
OCR sys1ems happells at tlu!
Division or local le~'el. 1111!
Slnff is more prodllclh'e
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Ensuring the Health 01 OCR Systems
UM fdalialU 011 track
Orgonlzational
Specific ASC Projects
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OCR's
()rganizati9n
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(~hart
SES
DIVISIONS
Director
OAS/RMCI
PLC
EASTER"
Diy.
G .• SOUTHERll '
~Djv.
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MIDWES'l'EltN
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.l,1I ...; IhclC: .ut' 11 1>U<,:;' al,ll
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�Hillary. Rosetta
Norma V. Cantu [Norma V. Cantu at WDCF01 J o.n behalf of Norma V, Cantu'
Friday, November 13, 1998 10:39 AM
Susan Bowers; Arthur Coleman; S!eve CramoHni: Lil:an Dorka; Pa'Jl Fairley: Richard Foster;
E~een Hanrahan; Rosetta Hiilai)'; Cathy H. Lewis; Jeanette lim: Millie Palmer; Raymond
Pierce; Taylor August; Angela Bennett; Lillian GJ'tierrcz; Thomas Hibma; Gary Jackson; Linda
McGovern; Archie Meyer; Harry Orris; Siefan Rosenzweig; Gary Wal\(er; Helen Whi~ney:
Brenda worff; Alice Wender; Wendella Fox; John Fry; Nick DC(I{a: Craig Seymo-Jr; Kelly
Saunders: Sheila Harvey: Marvln Farmer
Noie to AU OCR S:aff Of'! Tecn, Soard
From:
Sent:
To:
•
Subject:
please circulate broadly··
"
Although we have made grea:: progress in t:he last few years, OCR neecs
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to continue ~o maximize i~s efforts ~o use technology effec~ively. We
need to be sure that availab::'e Lmds are invested. wisely, that our
strategi~s are aligned with the ~epar:ment's effor~s, and that new
initiatives support our program objec~ives and needs, including
improved customer service. While ~he ASC has'?rovided excellen~ input
to me in making technology budget decisions, our abiHty to move
:orward as aggressively as we WQuld like has been hampered by our
inability to consistently bring together staff with a wide range of
organizat:!.onal, program, fiscal and technical .expertise as one group
to provide input to me on t:.echnology decisions .
.,
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Last yeal~, Gary Jackson helped me pu:': :::ogether'the Technology
Advisory Group (TAG), which was a firs': att:e:mpt. to addX'ess c:his·.need.
Building' on 'the experience of t.hat group, 'I haye·.no;",-pulled together a
Technology Advis'ory Board to provide me witli"direct' advice.
Like the
TAG group it: will include staff with tech~olo3ical expertise, but it:.
will aleo include Senior managers who' can bring a broad range of
additior:.al skills to the discussion. The purpose of this ne'... board
is to·bring tose~her wha~ I think is an apprQpriate cross section 0:
OCR staff to hel? us !ind ways to capjtalhe on the opportunities
created by technology. The sroup, c~a.ired by Art coleman, complements
our excellent In:orm.lu::ior:. Technology Teal!'. and Will, of course, coordinate
closely ....ith them and will rely heavily on their expertise, as well as that.
,of che Office of the Chief l:1fcrmation Officer (OC10;,
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Xn addit.ion to providing specific input to me on pl.n~in9 and
investment deciSions, ! anticipate that the board wl11 serve as a
for",rt, witbin OCR for a continuing national conversation en teChnology.
: encourage all scaff to participate ~n these discussions as they
occur.
A copy of the charter for this group is a:taehed for your
information.
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11113198
ASSISTANT SECRETARY'S TECHNOLOGY ADVISORY BOARD
CHARTER
OCR must continue to find ways to maximize the effectiveness of its human, technology
and financial resources to ensure the vigorous enforcement of federal civil rights laws,
The Technology Advisory Board is created to ensure that OCR is capitalizing on the
opportunities created by technology and the intemet to achieve these objectives, The
Board se:ves in an advisory capacity to the Assistant Secretary, The Board will work with
the Assistant Secretary to coordinate nalional strategic planning on technology issues
and investments and to ensure that technology funding decisions are integrally related to
program objectives and needs, that they support OCR's capacity to respond to the
information resource needs of students, parents and other customers, and that they
enhance staff development opportunities.
The Board will also provide the Assistant
Secretary with a technology investment review process that. while encouraging
innovation and responding to agency specific needs, will ensure consistency with the
Department's overall technology support plan,
•
Membership: The Assistant Secretary will select up to 7
Board members, The Deputy Assistant Secretary for Policy will seNe as the
Chairperson, The Board will include managers and staff with a wide-range of
organizational program, fiscal and technical expertise and-will include an Enforcement
Director, an Enforcement Coordinator, an office Director, the Program legal Group's
Depal1mentalliaison on research and information systems, and a representative from the
Iniomlation Technology Team (ITT) in the Resource Management Group, OCR's Budget
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Officer will serve as an ex,officio member.
Membership Terms: To maintain continuity While broadening the participation .
opportunity, members of the Board will be appointed to serve staggered terms, The AS
retains-tne option of appointing members to serve consecutive terms, New terms will
begin JanQary 2001 and every January thereafter. Appropriate orientation "nd training
will be provided upon creation of the Board and aaain annually after the change in
membership, Beginning in October 1999, and each October thereafter, the As will
identify I))~mbers whose terms will end Oecember 31, and new members who will take
office the follOwing JGtnuary~'To provide for a smooth tranSition, new memb'.'3n: may
participate as observers during the intervening mont~s,
Meeting: Th~ Board shall meet at least quarterly and at other appropriate intervals as
determined by the Chairperson,
Responsibilities: The Board will gather information, develop and review IT proposals
a!1d initiatives. induding risk and return analyses, determine cost-effectiveness, and
•
evaluate the ability of the projects to meet OCR's mission and business needs, and make
recommendations to the Assistant Secretary regarding IT needs, Working with the ASC,
the Board will be responsible for formulating OCR's annual technology budget.
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Operational parameters:
The Board, where applicable, will foliov.' tl'.e guidelbes sellorth by the
Department in the "EnterprIse Information Technology ArchiteclUre,~ doc'J~ent. issued in draft 01'1 Ju!y 21,
1998 a:1d Office of Ma!'1agement and BUdget (OMS) IT Investment GUIdelines.
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. OFFICE OF THE INSPECTOR GENERAL
investigating significant instances of fraud, waste and abuse. The increase
w!JJ support the
following activities in FY 2001,
Contracts
Financial Manace."T1ent
The OIG is requesting $1.575 miilion, an increase of $510,000, to contract for the fl..:l!
costs of the audit of the Department~wlde fiscal year 2000 financial statements. The
majority of the increase is for the additio:1al work required to report separately on
Student Financial Assistance's (SFA) Performance Based Organization (PBO),
As required by the Government Management Reform Act (GMRA) of 1994, the OIG will
oversee the conduct of an audit of the Department-wide fiscal year 2000 financial
statements by an independent CPA firm, This audit will include the newly formed SFA,
Congress created the PEO to operate as a discrete management unit responsib!e for
managing the functions supporting the Title IV programs, The audit will result in two
reports: {11 the Department-wide financial statements, including the PBO and (2) the
PBO's financial statementsi separalely,
,
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The scope of the audit will inch.!de the examination of account balances, review of
applicable financial systems, evaluation on internal controls and compliance with
significant laws and regulations. Audit results wlll include an assessment or the fair
presentation of the financial statements. recommendations for improving financlal
.accountability and stewardship, and identification of areas requiring further review.
"
Information Technolggy
, •
The request includes $200,000 to continue auditing the Department's security controls of
its critical information systems, The reviews of the adequacy of security controls will
provide management with an independent assessment of the lmpact of any weaknesses
on the information technology (IT) environment. The... reviews will provide risk
exposure assessments both for the electronic data processing and manual portions of
the IT control environment.
-Highly publicized incidents of successful hacking of government systems raise
the awareness of the need for l1~tter security over Federal information systems
and databases over the Internet -;':01' exampliJ, moSt grant recipients now request
funds, via the Internet, directly from tlie Department's financial system,
Additionally, the Depar1ment is promoting the use of the Internet for students to
apply for financial aid.
-Due to the complexity of the issues inVOlved with system security, OIG requires
the assistance af highly technical auditors to provide insight into current security
risk aversion methodologies and assist the OIG in developing its own staff
capabilitJes in these areas.
e
Overhead
DIG's overhead costs of $6,035 million, Which represent over 54 percent of the non~
pe:l~onnel request, will increase by $423,000 over 2000 primarily to cover costs
\
. AA-12
�_. CTA9 Smith Am.icus brief
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Puge 1 of 20
Nos, 99-35209, 99-35347, 99-35348
IN TBE UNITED STATES COURT OF APPEALS
FOR THE NINTB CIRCUIT
KATURIA E, SMITH, el aL,
Plainli ffs- AppelIallls
v.
THE UNIVERSITY OF WASHINGTON LAW SCHOOL, el aI.,
Defendants-Appellees:
ON APPEAL FROM TH E UNITED 5TATES DISTRICT COI.:RT
FOR THE WESTERN DISTRICT OF WASHINGTON
BRIEF FOR THE UNITED STATES AS AMICUS CURI.AE SUPPORTING
APPELLEES AND URGING AFFIR,'VIANCE
BILL LANN LEE
Acting Assistant Attorney General
MARK L. GROSS
TIMOTHY J, MORAN
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Attorneys
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Civil Rights Division
Department of Justice
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Post Office Box 66078
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Washington, D.C, 20035-6078 ' . ,;.) ,,<~,.-"';';;', ,.;
(202) 524-3510
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TABLE 0.' CONTENTS '"
PAGE
INTEREST OF THE UNITED STATES I
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STATEM ENT OF THE ISSUES 2
STATEMENT OF THE CASE 3
SUMMARY OF'ARGUMEi'iT 7
ARGUMENT:
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I. THE COI.:RT CORRECTLY HELD THAT PLAINTIFfS' CLAIMS
FOR PROSPECTIVE INJUNCTIVE AND DECLARATORY RELIEF
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ARE MOOT 8
II. THIS COURT SHOULD DISMISS PLAINTIFFS' 1292(b)
APPEAL OF THE DEJ\IAL OF THEIR MOTION FOR PARTIAL SUMMARY JUDGMENT 12
III. A UKIVERSITY MA Y CONSIDER RACE AS ONE FACTOR IN
ITS ADMISSIONS PROCESS IN ORDER TO ENROLL A
DIVERSE STUDENT BODY 17
CONCLUSION 28
CERTIFICATE OFCOMPLlANCE
TABLE Of AUTHORITIES
CASt:S,
Ag;:uns v, DCp'artrncnt of)!!venilc Justice, 143 F3d 61
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(2d Cir. 1998) 22
-':.r "
X'. ".;,
(1995) 24 25 20""""': .' ...." ' ..
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... .
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"~:iJt:::~ it,I:,:<.J',j\. ',' ';,',>',):',
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Adnmnd ConslructofS. Inc" V, Slater, 169 F.3d 1292'~
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c,
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.,
.
(10th Cir. 1999) 12
~ini
v. Felton, 521 U.S. 203 (1997) 22
Arizonans for Official English v, Arizona, 520 US, 43
(1997)9
Armster v. United Stat~_s:J;h_$t CourtJQ[Jhe Central
Dis!. orCali., 806 F,2d 1347 (9th Cir. 1986) 10
-J
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CASES (eontinued): PAGE
Assocociation of Bituminous Contracto~, Inc. v. Apfel.
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156 FJd 1246 (D.c' Cir. 1998) 20
Bam!'; v. Dcm!l§l<y. 742 F.2d 277 (6th Cir. 1984),
affd suh nom. Green v. Mansour, 474 U,S. 64 {l985)J 1
Buch\.Yuld v, Unive:-sity QfN~.w Mexico Sch. 9fMed.,
159 F.3d 487 (10th Cir. 1998) 26
.Gi!):.Qr Los An!;elc, v. ·Lyon"
Citv of MQg]uile v.
Aladdin'~
461 U.S. 95 (1983) 9
Castle. l:1e., 455 U.S. 283
(1982).1 I
v
(1989)25
.,
\,
Clark v. CalirQn1Ja, 123 F.3d 1267 (9th Cir. 1997),
cert. denied, 524 U.S. 937 (1998) 14
kolumbia NaJy.m~~ourccs, Inc. v, Tatum, 58 F3d 1101
(6th Cir. 1985), ccrt. denied, 516 U.s: 1158 ·(1986) 22
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Committee for the First Amcmt111cnt v. CamQbell, 962 F.2d
1517 (IOthCir. 1992Ul
-
.~, ' )
(9to Cir. 1999) 9
',)
C.oORcrs & Lvbrand v.1ivesa)', 437 U.S. 463 (1978) 12, 13
Cummins v. EG..1i! G Sealo1.,Jne., 697 F. Supp. 64
(D.R.I. 1988) 15
Da~i§
v. Hal2em, 768 F. Supp. 968 (E.D.N.Y. 1991) 18
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DeRonde v. Regents or the Univ. of Cui., 28 Cai. 3d 875,
625 P.2d 220 (Cal.), ccrt. denied, 454 U.S. 832
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(1981) 18
Eisen v, Carlisle & Jacgue1in, 417 U,S, 156 (1974) 13
Eiscnberg"v. MJ~n~gomcryCount)'J~.\J.Q, Schs., 19 P. Supp. 2d
449 (D, Yld, 1998), appeal pending, No, 98:2503
(4th CiL) 18
Holmes v, Burr, 486 F,2d 55 (9th Cir), Gert. denicd,
414 U,S, 1116 (19731.22
,-I1~
CASES (eontinued): PAGE
Honwood v, Texas, 78 F,3d 932 (5th CiL), cert. denied,
518 U.S. !O33 (1996) Il"ssil]l
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Hunter v. Regents QfJne Univ. ofCalj" No. 97-55920.
1999 WL 694865 (9th Cir, Sept. 9, 1999)7, 8, 14,26
In
r~J:;em~nt
Antitrust
LLth~~,
673 F.2d 1020
.,
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(9th Cir. 1981) 13
Lerner v. Atlantic Richfield Co., 690 F.ld 203
(Temp, Em. Ct. App, 1982) 15
Lewis v. Continental Bank
Corp~,
494 U,S, 472 (1990) 12
Lujan v, Defenders of Wildlife, 504 U.s. 555 (1992) 9, !O
Marks v. United States, 430 U,S. 188 (1977) 20
McDonald v, Hogness, 598 P.2d 707 (Wash, 1979),
ccrt, denied, 445 U.S. 962 (1980).18
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Metro 8roa<l..,1110, v. J::Q;;, 497 U.S. 547 (1990),
overruled in part, Adarand
COI}.$.~.mctorS,
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Inc, v. Pena,
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515 U.S. 200 (1995) 19,23.25
Native Village of Noatak v. Biatchrord. 38 F.3d 1505
(9th Cir. 1994) 11
N.va v. City of Dublin, 121 FJd 453 (9th Cir. 1997) 9
New York Hca:th &JjQIP. Corp. v. Blum, 678 F.2d 392
(2dCir.1982) :5
Nicker! v. Pugel Sound Tug& Barge
eQ., 480 F.2d
139
(9th Cir. 1973) 13 .'
Oregon Shortliile R.R. Co. v. Denartmen! of Revenue OregQn,
139 F.3d 1259 (9th Cir. 1998) 17
\
833 (1992).24
Quom v . .ionia,!, 440 U.S. 332 (1979) 14
Regents of the Univ. of Cal. v. Bakke,
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pas,i.m
438 U.S. 265 (1978)
.... .Jl,QpJl' v. NewCastle Co~.!)Jy. 18 F.3d 1043 (3dCir. 1994) 2 J.
~1l1-
<:ASES (eonli~ued): PAGE
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Ruiz v. City ofSant.a..M.arin, 160 F.3d 543 (9th Cir. 1998).
cert. denied, II!) S. Ct. 2367 (1999) 9
United States v. Bear Manne Servs., 696 F.2d 1117
(5th Cir. 1983) 13
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United States v. Woodbu!:l', 263 F.2d 784 (9th Cir. 1959) 13
Wessmann v. Giltens, 160 F.3d 790 (1st Cir. 1998) IS
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Wc.>smann v. Boslon Seh. Comm" 996 F. Supp. 120
(D. Mass, 1998). rev'd on other grounds. sub nom,
Wessmann y, ~;i!tens, 160 F.3d 790 (I 5t Cir. 1998).18
Wittmer y. Peters, 87 F.3d 916 (7th Cir. 1996),
ccrt. denied, 519 U.s. IIII (1997) 26
Wygant v, Jackson Bo. of Educ" 476 U,S. 267 (1986) 19,26
CONSTITUTION AND STATUTES:
Eleventh Amendment 14
Fourteenth Amendment 3, 16
Equal Protection Clause 2. 3, 16
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Civil Rights Act of 1964, Title IV,
, , 42 U.S.C 2000e e! seg, 2
Civil Rights ACI of 1964, Title VI,
42 U.s.C 2000d ~I seg, 1
42 U.s.C 20ll0d-? 3,14
28 U.S,r..1292la)(I) 6
,
28lJ.S.C 12921b) passim
42 G.S,C, 1983 3, 14
REGULATIONS:
34 CF.R. IOO.3(b)(6)(i)-(ii) 2
44 Fed, Reg. 58509 (1979) 20
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59 Fed. Reg. 8756 (1994) 2, 20
-IV
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Fed. R. Civ. P. 23(b)(2) 3
Fed. R. Civ. P. 23(b)(3) 4
Fed. R. Civ. P. 23(1) 6
J\\ISCELLAN ~;OUS:
Note, An Evidentjary Framework for Diversity as a ComJ]cJ1i!1g
interest in Higher EdUf,:.i!.tiQ!}. 109 Harv. L Rev. 1357
(1996)23
Note, interlocutory Anneals In the Fcd("''ral COl!-I~;?.V!Jder
28 U.S.c. 12?2(h), 88 Harv. L. Rev. G07 (1975) 16
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Akhil Am.T & Neal Kalyal, Bakke's Fate, 43 U.c.L.A. t. Rev.
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1745 (1996) IS
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'jin;'e a Th"Q[Y, 67 Cu!. L. Rov. 21 (1979) 18
Derek Bok, The Shane of the River: Long:T~IT!1..Consequenccs
Admissions (1998) 23, 24
Charles Fried. Foreword: Rc!'olutions?, 109 Harv. L. Rev.
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13 (1995) 18
Gary Orfield & Dean Whitla, Diversity &. !..egal Education:
Student Experiences in Leading Law Schools. (The Civil
Rights Project) Harvard Univ. ed., Aug. 1999) 24
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Daryl G. Smith & Assocs" Diversity Works: The gm.91&ing
Picture QfHow Students Benelil (1997) 24
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Page 80[20
Linda \Vightm,m. The Threat To Diversity in Legal
Education, An EmQirical Analysis of the Consequences
of Abandoning Race
<:'.£
a Factor in Law Schol Admissio:ls Decisions, 72 RY"U. L Rev. (997) 24
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IN TIl E UNITED STATES COURT OF APPEALS
FOR THE NINTH CIRCUIT
Nos. 99-35209, 99-35347, 99·35348
KATURIA E. SMITH, et aI., Plaintiffs-Appellants
v.
THE UNIVERSITY OF WASHINGTON LAW SCHOOL, et aI., Defendants-Appellees
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ON,APPEA L FROM THE UNITED STATES DISTRICT COURT
. FOR THE WESTERN DISTRICT OF WASHINGTON
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BRJEF FOR THE UNITED STATES AS AMICCS CURIAE SUPPORTING
APPELLEES AND.URGING AFFIRMANCE
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INTEREST OF .:!:I:lE UNITED.STATES
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This case presents the important question whether institutions of higher education may consider the
faCe or national origin ofan applicant as onc factor in an admissions decision in order to further the
compelllng educational goal of enrolling a diverse student body. The United States Department of
Education has primary responsibility for the administrative enforcement of federal civil rights lav,.'s
affecting educational institutions, including Title VI of the Civil Rights Act of 1964, 42 U.S.G 2000d
et §QQ;, which prohibits discrimination on the basis of race, color, or national origin by recipients of
federal financial assistance. The Department's regulations and policy gUldance interpreting Title VI
provide that educational institutions may take race into consideration for purposes of remedying past
discrimination or enrolling a diverse student body. See 34 C.F.R. IO0.3(b)(6)(ij.{ii); 59 Fed. Reg.
8756, 8759-8762 (l994). In additioll~ the Department of Justice is responsible for the judicial
enforcement of Title VI and for enforcing the Equal Protection Clause under Title IV of the Civil
Rigllts Act of 1964, 42 U $,C, 2000c ct seg. The United States thus has an interest in participating in
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litigation not only to support the appropriate and lawful use of narrowly tailored affinnative action
programs by educational institutions, but also 10 ensure that the important constitutional issues raised
hy such programs arc reached only when necessary a:1d only after the development of a full factual
record.
STATEMENT OF THE ISSUES
The United States will address the following issues:
I. Whether the district court correctly held that plaintjffs' claims for prospective relief are moot
2, Whether this Court should dismiss the discretionary I292(b) appeal of the dt'TIjal of plaintilTs'
motion for partial summary judgment in light of the ch;mgcd circumstances since leave 10 appeal was
,brranted.
3. Whether the district court correctly held thal the University of Washington Law School may
constitutionally (:onsider the race of applicants as one factor in its admissions process in order to
obtain the educational benefits of a diverse student body.
STATEMENT OF THE CASE
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1. This ease involves a challenge to the admi,ssions policies of the University of Washington Law
School (the Law School). Until late 1998, the Law School considered race as one factor among many
in its admissions process for the purpose of enrolling a diverse sltld~t body (ER 106).W Plai~tiffs
Kaluria Smith, Angela Rock, and Michael Pyle, are white applicants who were denied numission to
the Law School fo, the academic years 1994, :1995;'"nd'1996 respectively (ER2-3). Smith and Rock
attended and graduated from other law schools (see ER2-3). Pyle initially did not attend law school,
but he has bc~n admitted to the Dcfcndanl',lJnivcrsity,ofWashington Law School {Br. 7), 2, In Julv
1997, plainliffs filed suit against the Law"Schoo'] and four of its present and fonner administrators'
(ERl). Plaintiffs alleged that) by consjdering race in the admissions process. defendants discriminated
against them in violali<m of the Equal Protection Clause of the Fourteenth Amendment {ERl ).m
Plaintiffs brought suit under 42 U.S.C. 1981,42 U.S.C. I 98J•. and 42 U.S.C. 2000d elllllll, (Title VI)
(ERl).
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3. On Apn122, 1998, the coort certified a class under Fed. R. Civ. P. 23(b)(2) consisting of all white
applicants who had been denied admission to the Law Schoo! :::i.nce 1994 (ER21O)c The court held
that the class would be "limited 10 claims for injunctive and decitralory relie'C t (ERl42). The court
denied plaintiffs! motion for class certification of the damages claims. reasoning that claims for
damages "tum[cd] on the·individual circumstances of each applicant" and therefore were not
appropriate for class treatment (ERl42). The court bifurcated the trial, holding Ihat the claims of the
"named plaintiffs" for damages would be addressed, if necessary, after liability was established
(ERl42-243).
The April 22,1998 order did not specifically address plaintiffs' alternative request to certify the class
pursoant to Rule 23(b )(3). In a subsequent order, dated February 22, 1999, the court stated that it was.
also denying class certification of the claims for damages under Rule 23(b)(3) (ER858). Plaintiffs
bave not appealed the orders denying clnss certi fication for damage claims.
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The April 22. 1998, order also denied the lndividual defendants' motion for summary judgment on
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their claim that they were entitled to qualified immunity on plaintirrs' Section 1981 and Section i 983
claims (ER217~224), The court held, and the plaintiffs conceded W that the individual defendants
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would be cnlil:ed :0 qualified immunity if they had implemented an aftimlativc action p:an that was.
consistent whh the "Harvard plan" endorsed by Justice PoweJrs opinion in Regents of the University
ofCalifom in v, Bakke, 438 U5, 265, 378 (1978) (ER220-224), The court found summary judgment
to be inappropriate, however, because plaintiffs were claiming that the Law School's plan in practice
was not consistent with Justice Powell's opinion, and plaintiffs were entitled to take discovery on this
claim (ER224). For similar reasons, the court also denied the Law School's motion for summary
judgment all the Title VI claim (ER224-228),
4. On November 3, 1998~ the voters of the S\~HC of Washington' approved [niliative J 200, which
states, in rclevant
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part (ER249. emphasis added):
The stilte shall not discriminate against, ~prcfererttiaJ treatment to, any individual
or group on tbe basis of race, sex, color, cthnicity, or national origin in the operation of
public c!iiployment, Dublic education, or public contracting.
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On November 3, 1998. hours after I~200 became law, the President of the University of Washington
directed all oftha University's schools and colleges, including tbe Lt\,I..' School. "to suspend the use of
race and sex as fitctors in admissions decisions * '" *", (ER253). On December 3, 1998. tbe Law
School adopted u new admissions policy eliminating the tise of race and ethnic origin in admissions
;,,f"';,;,'- J ;:~':"l'~'
, decis.iolls (ER2j6~257),
5. On February 10, 1999; the court dismisscd.plaintiffs'iclairps;for injunctive and.declaratory relief as.
moot in light of the passage of I 200 and the Law'School's ne\-\'. admissions policy (ER791), The court
then decertified the class that it had previously c'?rtif'icd's?,Jely [Of, jl~junctivc and declaratory relief
(ER80i-803). "",'
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Oll February 12, 1999, tbe court denied plaintiffs) cross-motions for summary jud b
'111cnt on their Title
VI claim against the Law School (ER804). Declining plaintiffs' invitation to-follow HORwood \"
Tex"". 78 F,3d 932 (5th Cir). cert. denied, 518 U.S. 1033 (1996), the court hcl('.that Bakke remained
good law and that universities therefore may} consistent with Justice Powell's opinion, consider race
as one factor in a narrowly tailored ndmlssions process (ER805 811). At the same time, the court
agai:l cO!lCtuded that material issues of fac~ concerning whether defendants' f~nner admiss~0!ls
program had been consistent with Justice Powell's opinion precluded entry of su:al;iazy judtment lOr
defendants (ER812),
M
", Plaintiffs appealed the dismissal anheir claims for injunctive relief pursua:ll 28 U's,C. I 292(a)(1 )
(ER862). Plaintiffs also petitioned to appeal the class deMccrtification order under Rule 23(0 and the
denial of partial summary judgment pursuant to 28 U.S.C. 1292(b). Defendants did not oppose either
petition and this Coun granted both. At the parties' request, the district court stayed the trial pending
disposition of these interlocutory appeals (ER8GI),
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SuMMARY OF ARGl;-MENT
The district court properly held that plaintiffs' claims for prospective injunctive and declaratory relief
are moot in lighi of the passage of 1-200. In response to 1-200, which probibits racial preferences in
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public education, the University prohibited its components from taking race into consideration in the
admissions process, and the Law School changed its admissions policy accordingly. Tn light of-the
rundamcn~;ll change in state law and the resulting change in the Law School's admlssio:ls policy, in
order to obtain prospective relief. plaintiffs must show that it is like~y, as opposed to merely
speculative, that the Law School will disregard state law and Uni\'cr~ity policy and fe-institute the
consideration cfrace in admissions. Defendants make 110 attempt to make such a showing.
.
.
The absence of a viable claim for prospective relief and the recent decision of this Court in Hunter v.
Regents of'b~J;njy;:t]!jtv of Cali fomia, ... F.3d ..., No. 97-55920, 1999 WL 694865 (9th Cir. Sept.
9, 1999) mllkcs the 1292(b) appeal on the validity of Bakke inappropriate, The validity of Bakke is
potentially relevant to only pari: of plaimiffs' multi~count complaint and, depending on the outcome of
the trial, the district coun couid enter a judgment for plaintiffs on all of their claims without ever
reaching the Bakke issue. This Court has made clear that the court of appeals should grant review
pursuant to 28 U.S.C. 1292(b} only in cxtt'dordinarycircumstances. Where, as bere, the sale issue
raised by the t292(b) appeal will n01 obviate the need for a trial and might not even be necessary to
the disposition of the case, such extraordinary circumstances are not present.
Assuming this Court rcaches the merits ofth'c I292(b) appeal, it should hold that Bakke remains
binding precedent and lhat 3 University may constitutionally consider race as one factor in its
admissions prm:ess in order to obtain a diverse student body. Bakke clearly held that university muy
constitutionally consider race in their admiSSIOns process even when it was nol necessary to remedy
pasl discriminalion at the University itself: This Court in Hunter also has rejected plaintiffs' argument
that the usc of race in public education is never pCl1nissiblc except for remedial purPoses, Those
holdings foreclose the result plaintiffs seck here, This Court has no authority t~· ignore Bakke based
on speCUlation about what the Court would do if it were to revisit the iss~es r~ised ;n that case, Only
the Supreme Court may overrule,its own decisions.
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,ARGUMENT
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THE COURT CORRECTLY HELD THAT PLAINTifFS' CLAIMS FOR PROSPECTIVE
INJUNCTIVE AND DECLARATORY RELIEF ARE "lOOT
The district eoult properly held that plaintiffsl claims for prospective relief are moot. Mootness is "the
doctrine of sl,mding sct in a time frame: The requisite personal interest that must exist at the
commencement of litigation (standing) must continue throughout its existence (mootness)." "-~.'"
Arizonans for Official English v. Arizona, 520 U.S. 43, 68 n.22 (1997); Cook Inlet Treatv Tribes v.
ShaInla, 166 F.3d 986, 988 (9.h Cir. 1999). In order to obtain prospective injunctive and declaratory
rcHef, the plaintiffml,lst show, at each stage of the litigation; that it is likely, rather than merely
speculative, that he or she will be injured in the immediate future if relief is not granted. See Lujan v.
Defenders orWildlife, 504 U.s. 555, 560-561 (1992); City of Los Angeles v. Lyons, 461 U.S. 95,
102, III (1983); Nava v. City ofDublin, 121 F.3d 453, 455-460 (9th Cir. 1997). A claim for
prospective relief becomes moot after the defendant's chalknged activity ceases if it is "clear that the
alleged violations could not reasonably be expected 10 recur." See R!!i~ v. City of Santa Maria, 160
FJd 543, 549 (9th CiL 1998), <crt. denied, 119 S. C~.·2367 (1999) .
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Applying these principles, the court's decision that plaintiffs' claim for prospective relief is moot is
clearly correct ]-200 has changed state law in \\fashington; racial preferences in pubHc education in
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Page 12 of20
Washington are- nov, impennissihlc and the University has directed {he Law School to stop
considering race In its admissions process. The Law School has adopted a new admissions policy
under which race will no longer he considered. There is no need [or rclicfrequiring the University to
do what it has already done.
.
In order to obtain prospective relief notwithstanding the change in Washington law and the Law
School's change in its admissions policy, plaintiffs would have to show that one of the following
scenarios is "imminent," see p.~.n;n.g.~I~ of Wildlife, 504 U.S. at 560; (J) the Law School will disobey
the Universily"S: directive; (2) the University will rescind its directive and tell its components that
may consider race in the .tdmissions notwithstanding the passage of 1-200; or (3) 1-200 will be
tl1(~y
repealed. Plaintiffs do not allege, much less attempt to show, that any of these events is likely 10
happen in the pear future. Cll
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Plaintiffs' reli:Ulcc (Br. 32) on thz doctrine c01;ccming the voluntary cessation of illegal activity is
misplaced, The "voluntary cessation" doctrine docs nDt relieve plaintiffS of t~le:r burden under Article
HI to show that there is a "reasonable possibility that the unlawful conduct will recur." See Amlster v.
UnitedS"I.lg~.Jdj'll. Court, 806 F.2d 1347, 1358 & o.l6 (9th Cir. 1986); accord DefcnQ!Cf1i..oLWUdlife,
504 U,S, at 56!, There is no suggestion that defendants changed their policy only temporarily in an
effort to avoid an injunction. or that they are free to or will reinstate their old policy at any time.
Compare .Gl!y (If Mesguite v. Aladdin's C@..$.t!9.....{nc" 455 U.S. 283, 288 (1982). Defendants did not
change their poliey voiuntarily, but were ordered to do so in response to a fundamcnt~t1 change in
Washington law that continues to constrain their conduct. This case is therefore similar to Banas v,
DemRsey. 742 F.2d 277, 278·279 (61h Cif. 1984), afrd ·sub nom. Green v. Mansour, 474 U.S. 64
(1985), where the court held that plaintiffs' claims for prospective relief were moot because the State
had changed the challenged policy in response to a new federal law. Because plaintiffs nave
established that there is any reasonable possibility thn,l defendants can 9r will re-il~s,ti,~ut~:t~:; ~s~,~f,
race in their admissions process, plaintiffs' claims for prospective relief are moovScc Native VilJagg
. of NO.g.l:.1K v. ill.atchford, 38 F.3d 1505, l510 (9Ih.Cir.. 1994) ("A staluto!), changc,~,:~,~ i~'l!~~aI)Y,r·
enough to render a case moot, even if the legislature possesses the power to reenact t~e statute after
the lawsuit is dismissed."); Committee for the First Amendment y, Camp-hell, 962 F,2d lSJ7 (l.ot~
Cir. 1992) (university'S adoption of new policy regarding showing of films mooted claims for
injunctive relief).
lict ' ".
Nor does this C'I,."C fall within the mootness exception for conduct that is "capahlc of repetition, yet
evading review." That exception is applicable only if "(1) the challenged action [is] in its duration too
short to be fully litigated prior to its cessation or expiration!:;] and (2) there [IJ5 a reasonable
'expectation thaI the same complaining party [will] be subjected to the same action." Lewis v,
.\:;QIlJiQf'TItal Bank Corn., 494 U.s. 472, 481 (1990) (emphasis added). Plaintiffs have nol shown Ihal
the law School is likely continually 10 reinstate its previous admissions policy and then withdraw it,
lhereby avoiding review. Sce Ad.mnd Constructors. Inc. v. Slaler, 169 F.3d 1292, 1296 (10th Cir.
1999). Nor have they shown that there is any reasonable expectation that defendants. will reinstate a
race conscious tldmtssions policy,
II
•
THlS COURT SHOULD DISMISS PLAlNTIFFS' I 292(b) APPEAi:OF THE DENIAL OF THElR
MOTION FOR PARTlAL SUMMAR Y JUDGMENT
This Court should dismiss the appeal that it initially approved pursuant to 28 U.S,c. 1292(b), Section
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Page 13 of20
t 292(b) pennlts an appeal of an interloctHory order that othcrv.'ise would not be appealable when: (1) .
the order involves a controlling question of law as to which there is substantial ground for difference
of opinion~ and (2) an immediate appeaJ from the order may matcrialiy advance the ultin131c
tcnninatiol1 of the litigation, 28 U.S,C. 1292(b), The court of appeals may decline to henT the appeal
for any reason even if the jurisdictional requirements arc met. See Coopers & Lybrand v. Livesay,
437 U.S. 463, 473 (1978). This COlirt has made clear that an appeal under this Sectioo should be
im~r1ocutory appeai would avoid
protracted and expensive litigation," In re Cement Atttitrust Litig.• 673 F.2d 1020, J026 (9th Cit.
·1982); accord S;:oopers & Lybrand, 437 U.s. at 473 As lhis Court noted soan after Section 1292(1))
was enacted, the provision "was intended primarily as a means of expediting litigation by pennitting
appellate consIderation during the carly stages ofhligation of legal questions which, if dccided in
ravar orthe appelianl. would end the lawsuit." UTIil~<i States v. WoodburY, 263 P2d 784. 785 (9th.
Cir. 1959) (emphasis added).
illlowed UQnl y in exceptional situations in which allowing an
Although this Court initially approved the 1292(h) appeal. :he petition was not opposed and the
merits of granting the petition were never briefed. A court of appeals may dismiss a 1292(b) appeal
that it has previously approved whenever changed circumstances or other facts suggest thaI
permitting the appeal is no longer appropriate. Sec, Q,£,:.. Nickert v. Pugct S'ound Tug & Ba:ge Co"
480 F.2d 1039, 1040 (9th Cir. 1973); United States v. Be", Marine Servs., Inc., 696 F.2d 1117, 1119
(5th Cir. 1983). For several reasons, the strong policy oga.inst "piecemeal" appeals, sec Eisen v.
,
,
Carlisle <Il;)aegyelin, 417 U.S. 156. 170 (1974), now requires dismissal of plaintiffs' I 292(b) appeal.
First, there is no longer a controlling legal question for which there IS a suhstantial ground for
disagreement in the Ninth Circuit. Plaintiffs' principal claim is lhat race conscious measures are
appropriate only when necessary to remedy discrimination at the Institution (see ER860~S61), Th,is
I'"' ,
Court has recently h-::Jd to the contrary, Sec Hunterv. Reg.~pts ofihe LJnn:.' orCaL, --- F.3d ---, No, .', " . . .
97-55920. 1999 WL 694865 (9th Cir. Sept. 9. 1999).
• '. ....
. • . . • :':"'~'::"'. ".' s.
,
.
" ' : : ' ,.,. '. .:"
Second, the 1,292(b) appeal will ~~t ~)ost only rcs~lve one COUIl.t of,a )~~lti-c;ounl compl,!-int an~ 'i~ ,W~!~::.;;,~ ~'!-'L';:~i'.}
not make a tn<ll unnecessary. PlamttfTs' appeal nl.lScs only the narrow questIon of whether BakKc~~;:,:! <,;t~ '.; ~,,: ~'. ,
remains volid, i.e,; whether the interest in enrolling a diverse student hqdy may ever be a cornpe,lIjl'!g. ~.' :
interest. That question has no relevance to plaintiffs' Section 1981 and Section 1983 claims against
the individual defendanls.{!i) Plaintiffs have stipulated that these defendants will be entitled to .
-~, ..qualified immunity as long as their actions were consistent with the requiremenl<; set fonh in Justice
,Powell's opinion in Bakke. Therefore. plaintiffs' appeal can only affect the resolution orlhe Title VI
.•
,
~
!.,
claim against the Law School.{§) Regardless of how plaintiffs' apPc<ll is resolved. il wilt not obviate
_ the need for a trial on both liability and damages ofpJaintiffs' claims against the individual
~'·'~·uefcndant~" In similar circumstances, 1.&-, when the appeal will only resolve One claim and/or a trial
would still be necessary, courts h,we held that a 1292(b) appeaJ is Tlot nppropri3te.ru See ~ew Yqr);'
Heal\l1 & Hosp~ Corp~ v.' Blum, 678 F.2d 392, 397 (2d Cir. 1982); .Q~l)1mins v. EG & G Sealol, lllC.,
697 F. Supp. 64, 65.(D.R.1. 1988).
•
Third, a trial may render moot the questIon sought to be reviewed; a fact that further counsels against
permitting tho appeal. Sce Lerner v. Atlantic RichfieldCo., 690 F.2d 203, 210 (Temp. Em. Ct. App.
1982), Plaintiffs· may prevail in the district court even if the court's ruljng on the validity of Bakke is
Jen undisturbed. The court could find that defendants' admissions policies were not narrowly tailored
to serve the compelling interest In diversity and. therefore, discriminated against plairit'iffs: on the
basis of race. See, e.g., Wessmann v. Gittens, 160 f.3d 790, 795·800 (ist Cir. 1998). Plaiotiffs could
seek relief based on thc assumption that they would havc been admitted, unless the Law School is
able to show that these p13indffs would have been denied admission under a race-neut'rnl admissions
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plan. See Rc!t<;:.DJS. orthc Univ, OrCaL v. Bakke, 438 U.S. 265,320 & n.54; HQ:Qwood v. Texas. 78
. F.3d 932, 956-957 (5th Cir.), cerl. denied, 518 U.s. 1033 (1996). Thus, whether plaintiffs prevail on
the narrow grounds thai the admissions policy was not consistent with Justice Powen's opinion in
Bakke or on the broader grounds that any consideration of race violates the Equal Protection CJ<luse
•
of the Fourteenth Amendment, their right to rclic[->.vill be the same.
•
Finally. the Law School bas raised a good faith defense to its liability under 'fitle VI for damages.
Derendant argues that as long as its policies were consistent with Justice Powell's opinion in Bakke, lr
should not be required to pay damages. even if Bakke is cvcnlually overturned (Appellees' Br. 30w31 ~
ER226~227). Ifthis defense ul~imalely is sustained by the trial court, the questIOn of whether Bak~§:
has been ovemded woutd be irrelevant to the Title VI claim for damages, Thus, this Court would
likely have to resolve the merits of this defense in order to know whether reaching the merits of the
J 292(b) appeal can have any effect on this litigation. The fact that this Court would have to consider
this additional issue -- an isslle that would be moot if plaintiffs prevail in the district court by arguing
that the Law School's implementation of its admissions program violalcd f3ak~ standards -- is yet
another reason why the court should dismiss the I292(b) appeal.
In sum, 28l],S,C. 1292(b) should be reserved fOT situations where it will eliminate, not generatc,
unnecessary litig..11ion, See Note, .!JH.~r19CU!OrY Almea1s In the Fc(h:.ml Courts Under 28 U,S,C, 1292
!!ll. 88 Barv. L. Rev. 607 (1975). Furthermore, this Court should not reach important constitutional
"'il
,'~>~-:
;
issues, such as the continued validity of Bakke. unJess it is necessary to do so. Oregon ShortiineJ5:R, '
Co, v, DIIDurtment of Revenue Oregon, 139 FJd 1259, 1264 (9th Cir. 1998), Because plaintiffs'
:.. appeal will not eiiminate unnecessary litigation, it should be dismissed,ill
c
".,
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III
,.,." ,... ·.. C.'~'i A UNIVERSITY MAY CO:-lSIDER RACE AS ONE FACTOR IN ITS ADMISSIONS PROCESS
.'if' ·'·'fY'·:'
.: L:,
.. ' " -"
:"lf1hi5 Court chooses to address the merits oCtile 1292(b) appeal, this Court should foHow Bakke and
hold that a university may consider the mce of applicants as one factor in its admissions decisions in
order to f~lrther the compelling educational goal of enrolling a diverse student body. In J.tgkke, the
Supreme OJ\;rt affirmed a Califomia Supreme Court judgment holding tllat astate medical school's
use of a rigid racial admissions quotn was unconstitutional. but reversed that portion of the judgment
. thal completely barred the school from considering race in its admissions process. Five Justices
joined in lt1e Court's ho.1djng that the medical school constitutionally could consider race under a
"properly de\;scd'admi';cions program." Regents ofthe !J.Di;-. of Cal. v. Bakke,.438 U.S. 265, 320
(Opinion of Powell, J.); id. at 328 (Brennan, J" concurring in the 'judgment in part and dissenting in
part). Thus, despite the fact that the medical school had neither asserted nor demonstrated a need to
. remedy any pre;;ent effects of discrimination at the school itself. sec id. at 296 0.36 (Opinion of
Powell. J.). the Court expressly refused to prohibit considera11oh of race altogether.
Justice Powell's separate opinion has been regarded by lower federal and state couns and by
commentators. ii)r the past two d(,,'cades as stating the applicable law,t2J That opinion identified the.
medical school's interest in providing the educational benefits of a diverse student body as a
constitutionally permissible basis for consideration of race in admissions. See Bakk~, 438 U,S, at • ,"-" .
311·315, Applying strict scrutiny, id. at 291, Justice Powell found that "[ a]n othcIWlse qualified ... '" '"
student with a particular background * *' '" may bring to a professional school 01< '" '" experiences,
outlooks, and ideas tbat enrich the training of ils student body and better equip its gmduates." Id. at'
•
htlp:/lwww.usdoj.gov/crtlhricfs/smith.htm
" .:.-,
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IN ORDER TO EKROLL A DIVERSE STUDENT BODY"'" ".
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314, Justice Powel: emphasized, however, that race is merely one of many aspects ofdiversity. and
that a narrowly tailored adrrdssioTlS program must treat all applicants as individuals, Sec id, at 3] 8.
The Supreme Court has never disavowed either Bakke's hoiding that a university c-a'1not be enjoined
from the narrowly lallored use of race in its admissions programs or Justice Powell's opinion stating
that the educational benefits of diversity constitute a compelling state interest. Indeed, in 1990, the
Court reaffinned that "a 'diverse student body' contribt;ting to a 'n.)bust exchange of.ideas' is a
'COllstitutiona:Iy permissible goal' on which a race-conscious university admissions program may be
predicated." :N1e1ro Broadcasting. Inc. v. FCC. '497 U.S. 547, 568 (1990), overruled in part, Adarand .
Constructors, Inc. v . .E~na, 515 U.S. 200 (1995). (Jill J'Jstice O'Connor has also noted that, ,jalthough
its precise contours arc uncertain, a state interest in the promotion of racial diversity has been found'
sufficiently 'compelling,' at least in the context of higher education, to support the use of racial
considerations in furthering that interest" Wyga:oJ v. jaCKson Sd. of EdJl9-.e, 476 US. 267, 286 (1986)
(O'Connor. J., concurring) (citing Just:ce Powell's opinion in B3kk.~).
The Department of Education also has relied on Justice Powen's opinion in Bakke ill advising
educational institutions. TIle Dcpar:ment of Education has stated that the use of properly narrowly
tailored affirmative action to achieve a diverse student body does )~ot violate the Constitution or Title
VL See 59 Fed. Reg. 8756, 8759-8762 (1994); 44 Fed. Reg. 58,509, 58,510-58,511 (1979).
Plalntiffs argue that the district court erred in eoec!uding that Justice Powell's opinion represents the
holding of the Bakke Court,Jn Mark, v, United States, 430 U.S. 188, 193 (1977), the Supreme Court
explained that "[w]ben a fragmmtcd Court decides 3 case and no single rationale' explaining the result
, enjoys the assent.of, five Justices, the holding'of the Court may he viewed as that position taken by
•
'~'those Members who concurred in the judgment on the narrowest grounds[.]" Some courts have held
.: . that'ml' opinionTcpresents the "narro\vest grounds" only \vhen it represents a "common denominator "
, of the Court's reasoning" and "embod[ies] a position implicitly approved by at least five Justices who'
!.),.,>" ,I: 'r>'sii~poh thejudgment." See, ~c,~ssoc,{~~ion of Bfttiminous Cfc~fltractors. I~c. v. Al~f~l, 156'F.3d'l;d '. :,'
, '"",',,;' :1246; ,1254 (D.C: Cir, 1998); RaRP~ v. New Castle County, 18 F.3d 1043, 1057 (3d Cif, 1994). Eve",,'
- -:when no opinion represents a common denominator of the reasoning of the majority of the Court,
however, lower courts are still bound by the result of the case and by those propositions to which a
majority of the COlln did agree, See id. at 1043, 1060 & n.26,
....
.'
..
Regardless of whether or not Justice Powell's entire opinion represcnts the holding of Bakke. the
Bal:\k~ Court clearly held that "the State has a substantial interest that legitimately may be served by a
properly devised adm!ssions program involving the competitive consideration of race and ethnic
origin," even in circumstances wlY;x the !.;Jliversity has not asserted or demonstrated a ne,ed to
remedy any present effects of dlscriminallon at the school itself. Bakke, 438 U.S. at 296 n.36, 320
(Opinion of Powell, j,); id. at 328 (Opimon of Brcnnan, J.) (joming this part o[Justicc Powell's
opinion). Moreover, the Court reversed the judh"ll1ent of the lower court· insofar as it had granted the
sa~le relief ~~ an injunction prohibi~ing the university from "any consideration of the race of any
applicant"; see id. at 320 -~ that pJuinti ffs seek here. Thus, Blj\kke clearly foree-loses the result sought
by plaintiffs.
•
Relying on Hopwood v, Texas, 78 F.3d 932 (5th CiL 1996), ccrt. denied, 518 U.S. 1033 (1996),
plaintiffs ask this Court 10 declare that BaJ<k~ has been overruled by Implication and, contrary to
J'?ak.ke's explicit holding, hold that race can never be considered in admissions decisions for other
than strictly remedial purposes. In our view, Hopwood was \\'1'ongly decided. In attempting to discern
what the Stlpreme Court would do in the future, rather than following what it had held in the past, the
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HO.Qwood majc,rity ignored the Supreme Court's repealed admonition that lower courts may not
conclude that a Supreme Court decision has been overruled by implication. See Agostini v. Felton,
521 1;"S" 203, 237 (1997) (quoting Rodriguez de Quij~ v. ShearsoolAmerican Exnress. loc"" 490
U"S" 4i7, 484 (1989)) ("[I]f a precedent of[the Supreme) Court has direct application in a case, ye!
•
appears to Test on rcasons rejected in some other line of decisions, the Court of Appea~s should
follow the case which directly comrols, leaving to this Court the prerogative of overruling its own
decisions, ").1110 court of appeals may not ques:ion the "soundness of * * * Supreme Coun
detenninations and their continuing vitality in the light of later Supreme Court pronouncements, ., of<
[llt is for the Supreme Court, not [the court of appeals], to proclaim error in its past rulings, or their
*
erosion by its adjudications sinee""W) Holm~j; v" Burr, 486 F.2d 55,60 (9th Cir). cert. denied, 414
U5.1i16(1973)"
The llsmwood court wrongly concluded that the use of race to promote diversity rests Oll
impcnnissihle ~;tercotyping. Sec 78 F.3d at 946, The Court rejected that same argumenl in Metro
Bro~ldcastlng. Sec 497 U.S. at 579. Narrowly tailored race conscious admissions programs do not
assume that all minorities think alike. They simply recognize that, in the aggregate, race and ethnic
divcrslty, when considered in conjullction with other factors, will produce more diversity of .
viewpoints and pers;Jcclives in tbe student body than i r the students were drawn from a racia1ly and
ethnically homugenous group. See Bakke, 438 U.s. at 313 (Opinion ofPowcJt, 1.); William G,
Bowen & Derek Sok, The ShaI2c of the River:J.Q!J.g-Tenn Conscgllcnces ofConsidedJ)g Race in
College & University Admi;;signs 8 (1998)"
""
•
The tlQP.:#.Q,od majonty also Ignored severa) compelling considerations that cou!1sel against its
erroneous cOl1ciusion'tnat Bakke had been overruled llnd make clear that Justice Powell's conclusion
that achieving diversity-can be a c(lmpelling govcmmental interest is a correct statement of the law.
Two decades ofcxpericl1cciin-implemcnting arfirmative i]ctioTl plans modeled on justice PoweWs
opinion in Bakke have'confirmed his conclusion that diversity. including racial and ethnic diversity,
significa~qy:cllha,l1~eslthc"cducational experiences of all students. See, ~, Bowen & Bok, §!!p.m, at
279-280; Note, ,:'\ri Eyidentiary Framework for Diversitv as g.. ComQclling Interest in Higher
Education, 109" Harv. -L Rev" "1357," 1369-13 73 (1996) (citing studies); Doryl G Smith & Assocs"
Diversity WQr.JS.$.;. Tbe Emergio£ Picture of How Stu~.~nJ$ Benefit (1997)~ Gary Orfield & Dean
Whitla. pivers~y'_& Legal Education: Student Experiences in Leading Law Schools, (The Civil
Rights Project, Harvard Univ. ed" Aug. f99fi\ Furthennorc, research confirms that witbout some·
consideration of race and ethnicity in tbe adIT!ission process, ~c numbers of mcial and ethnic
minorities in competitive colleges and law schools would llkely drop precipitously. Sec Bowen &
Bok • .§1!l1r§" at 31·50; Linda Wightman, The Threat To Diversltv 111__L&gal Education: An Emnirical
Analysis of the c.onseguences of Abandonllllf~Hllce as a Factor in Law School Admission Decisions,
72 N.Y,U. L. Rev, I (1997)"
In other contexts, the Supreme Co'un has recognized that the principle of stare decisis is criticallo
maintaining respect for the rule of Jaw a.nd that the Court should be particularly reluctant to overrule
precedent where it has "engendered substantia' reliance," See Adarand Constructors. Inc., :515 U.S. at '
233 (Opinion of O'Connor, (citing Planned Parenthood v" Casey, 505 U$, 833, 854 (1992))" Such
reliance is presem here. In the two decades since j;3akkc was decided, virtually every selective college
and professional school in the United Stales has relied on Bakke in developing an'd implementing
tlWli adlJ1issions pro6rr.uns. See Bowen & Sok, supra, at 8. Declaring B~!Sk~ dead would upset
cure fully crJflcd policies that have been developed in reliance on Bakke over the past twenty years,
Thus, even iftht.'re were doubts about Bakke's continued validity, this Court would be required to
follow Bakk~ and leave to the Supreme Court the task of weighing the serious consequences of
n
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overruling its decision.
Contrary to plaintiffs' contentions (Br- 66), the Court has never overruled Bakke and Melro
Broadcasting's holdings that non-remedial interests may. in appropriate circumstances, provide
sufficient constitutional support for the limited and narrowly tailored consideration of race and
cthnicity. Both Adarand Constructors, Inc. v, Pena, ~lJnra, and City of Richmond v. ~L.A.,..Croson Co.,
488 U.S. 469 (1989)j on which plaintiffs rely, involved the use of affinnative action in public
contracting. nOl higher education. It is hardly surprising that the Supreme Court in those caSeS did not
address or consider the State's interest in the educational benefits of a diverse student body, as that
interest has no relevl1nce to public contracting, which involves very di ncrent govcrnmental interests,
and clearly implicates only remedial aims. Justice O'Connor's suggestion in Croson that racial
classifiea.tions should be "reserved for fCmedial settings" in order to avoid promoting !lotions of racial
inferiority, id, lit 493 (citing Bakke, 438 U.S. at 298 (Opinion of Powell, J.», must be read in that
context. Moreover, if Justice O·ColUlOr had intended to ovemlle Bakke in that sentencc, she certainly
would not have cited to Justice Powen's opinion in Bakke as support. And as Justice Stevens noted in
his dissent in Adarand, not~ing in the majority opinion suggested that the interest of fostering
diversity could not, in appropriate circumstances. be sufficient to support race conscious measures in
govcnlmcnt programs, U1J Sec Adarand, 515 U.S. at 257 (Stevens, J. dissenting),
In any event this Court has recently beld that a non~re!Uedlal purpose in tbe context of public'
education may satisfy strict scrutiny. In Hunter v, Regents oft-he University of CaljJ9Jnia, --- F.3d ---,
No. 97-55920,1999 WL 694865, at '2& n) (9th Cir. Sept, 9,1999), this Court held that Califomia
had a compelling state interest inoperat.lng,a'rqscarch-oriented elementary school dedicated 10
improving the quality of education in,urh<l:rt p~blic'schools, even thougb the parties agreed thnt the
schoQl's admissions process was !'lot pin1 0(:'3 remedial program. Other courts of appeal have also held
i that nonwremmlial interests may fl:~tjsJy,stri9t SCruti!lY<SCC :6Jt~hwald v; University of Nev\MM~~i~o
Seh, ofMed" 159 F.3d 487, ~98 (J Oth Cir.:l998) (identif}1ng compelling interest in public health);
.. , ,Wittmer v. Pelers, 87. F.3di916;,91 8-9.19, t7!h. Cir,: 1996), cert. denied, 519 U.s, 1111 (1997)
, (identirying compelling interest .ln,tcgi'ity;ofcoitectional facility's boot camp program),
•
in.
Plaintiffs' attempt (Br. 64-65) 10 equate efforts to achieve educational diversity with the practice of
wholesale exclusion of racial minorities simply ignores thenature of constitutional interests involved.
Justice Powell never suggested that an educational institution !:;ould invoke !'academic freedom" to
suppor1 racially discriminatory measures to reduce the level o(diverse viewpoints and vigorous
intellectual debate at a lmh;ersity. The constitutional difference between efforts to enhance the robust
exchange of ideas and efforts to eliminate undesirable viewpoints is neither subtle nor irrelevant.
-,~
,
....
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~~",.
4."
In the absence of any Supreme Court authority overruling Bakke. this Court should not frustrate the
efforts of university administrators to continue to provide the crucial educational benefits of diversity.
We do not argue that the mere assertion of an interest in diversity always establishes a compeIling
interest supporting consideration of race or national origin in admissions, Plaintiffs are wrong,
however, in contending thal the 'state interest in the educational benefits of diversity can never. as a
matter of law. constitute such a compelling interest. Educational institutions should have the
oppor1unity to demonstrate as a factual matter that the benefits of a diverse student body are
sufficiently compelling to justify an appropriate and narrowly laiJon:.'d admissions program that
conslders race as of!e·factor among many.
CONCLUSION
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The jud!:,TJl1Cr,t dismissing plaintiffs claims for prospective relief should be affirmed, PlaiOiliffs'
interlocutory appeal of~he order denying their motion for partial summary judgment should be
dismIssed. In the alternative, the order should be affinned,
Respectfully Suhmitted,
BILL LANN LEE
Acting Assistatlt Attorney General
MARK LGROSS
TIMOTHY 1. MORAN
Attorneys
D(."PartmCll! of Justice
P.O. 80x 66()7~
Washington, D.C. 20035-6078
(202) 514-3510
CERTIFICATE OF COMPLIANCE
•
I hereby certily. pursuant 10 Fc,L R. App. P. 32(a)(7)(C), ~Jat tbe "[[ached BRIEF FOR THE UNITED,
STATES AS AMICUS CURIAE SUPPORTING APPELI.-EES CRGING AFFIRMANCE complies
With Federal Rule of Appellate Procedure 32(a)(7)(B). It contains 6,684 words.
TIMOTHY J. MORAN
A[[orney
'
..
..
'
.
,
I hereby certify that on Seplemher 16, I 999~ l,ervcd tlie foregoing BRIEF FOR THE UNITED
STATES AS AMICUS CURIAE SUPPORTING APPELLEES AND URGING AFFIRMANCE, by
mailing two copies, by first class mail, postage pre~paid, to counsel at.;tl;e following addresses:
Michael E. Rosman
James S. Wright
Hans F. Bader
CENTER FOR INDIVIDUAL RIGHTS
.w.,
-.
"'._- .
1233 20th Street, N
Suite 300
Washington, D.C. 20036
Steven Hemmal
Law Office of Steven Hemmat. P.S.
119 First Ave. South, Ste. 500
SeaUle, W A 98104
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PERKINS COlE
David 1, Bunnan
1201 Third Avenue, 40th Floor
Seaule, WA 98101-3099
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Page 19 of20
BENNETT. BIGELOW & LEEDOM
Michael !V1uddcl1
Karen Tyler
999 Third A venue, Suite 2150
Seattle, WA 98 104
CHRISTINE O. GREGOIRE
ATTORNEY GENERAL OF WASHINGTON
Ca:herine Hendricks
900 Fourth Avenue, Suite 2200
Seattie, WA 98164-1012
(206) 464-7352
TIMOTHY J, MORAN Attomey
1. "ER_" refers to the Excerpts of Record. "SER_" refers to the Supplemental Excerpts of Record.
"Br__" refers to the brieffilcd by appellants. "Appellees' Br._'· refers to the brief filed by appellees.
2. Plaintiffs did not challenge the Law School's consideration of ethnic origin,
3. Plaintiffs' brief opposing defendants' motion stated:
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"For purposes of this motion _. and only such purpose ":~_ plaintiffs,will as.sume.that Justice Powell's
lone opinion can be construed as the 'rationale' for the 'holding' of.the-entire Court in Bakke, and that
slale actors may consider race for-lhe non-remedial feasor: set (olih ip that opinion:" (SER204)
4. PlaintiITs ro1y (Br. 34) on a deliberative memorundmll wt:ittcri'hefore 1':200~':Vas passed, in which
the Assist:ml Attomcy Generals (AAGs) ofWashjngton olltlined for thc-'Attorney Generul the "major
legal issues!' raised by 1-200 (ER263). This memorandum has riO relevance to the issues in this
litigation. The University has interpreted I~200 to ban all consideration of race in public education.
Plaintiffs have not demonstrated that there is any likelihood that the University will reverse course
and interpret J-200 m 8 different manner.
•
.
5, Under the Eleventh Amendment, plaintiffs may not maintain an action under Section 1983 or
Seetion 1981 for damages against the Law School. See Quem v. JordaQ, 440 U.S. 332, 344 (1979).
"'-.:%
t_ ...
6. Although the Eleventh Amendment ordinarily bars suit fot damages against the Stale, Congress has
abrogated the State's immunity for Title VJ claims, See 42 U.S.C. 2000d-7; C1t.!.rk v, Califomla, 123
F.3d 1267, 1271 (9th CiL 1997), cert. denied, 524 U.s. 937 (1998).
7. Indeed, this appeal is not even likely to speed the ultimate termination oCthe Title Vl claim. Even
if plaintiffs arc su<:cessful, the court will still have to hold a trial on damages and make findings on
how defendants' admissions process worked and if~ and how, it damaged the plaintiffs.
•
8, Dismissal of the 1292(b) appeal is appropriate 'c..:,gardless of whether or not the class was property
decertified.
'
9. See, ll,&, .!fu.enberg v. Mon,tgo,lncry County Pub. Sohs., 19 F.
http://www.usdoj.gov/crtlbriefs/smith.htm
stipp. 2d 449, 453-454 (D. Md.
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Page 20 of20
CTA9 Smith Amicus brief
1998), appeal pendil1g~ No. 98-2503 (4th eir.); \Vessmann v. Boston Sch. C~:mml,; 996 p, Supp. 120
(D. Mass. 1998), rev'd on other grounds, sub n0111. Wessmann v. Gittens, 160 F.3d 790 (lst Cir.
1998); 11.Y}.li v. ".Inem, 768 F. Supp. 968, 975·976 (E.D.N.Y. 1991); DeB.n~de v. Regents of the
Univ. of Cal., 28 Cal. 3d 875, 625 P.2d 220 (Cal.), cert. denied, 454 U.S. 832 (l981); McDonald v.
"agness, 598 [,.2d 707, 712·713 & n.7 (Wash. 1979). cert. denied, 445 U.S. 962 (1980); Akhil Amar
& Neal Katyal, Bakke's Fate, 43 U.C.LA L. Rev. 1745, 1753 (1996); Charles Fried, Foreword:
RevoJJ!li.Q.n~~, l09'Harv. L Rev. 13,47 (1995) (Justice Powell's opinion "was an exact area of
•
intersection belwcen four Jus!iccs who would bave been far morc permissive of race conscious
programs'" '" .. ilnd four others who, on statutory b'TOunds, would have been more restrictive");
Vincent Blasi, Bakke Prcced~nt: Doe;LMr. Justice Powell Have a Theo1):. 67 Cal. L. Rev. 21, 23
( 1979).
as
10. In Adarand, the Supreme COUJ1 overruled Metro Broadcasting to the extent that that decision
applied a lower level of constitutional scrutiny 10 a cont;Tessionally cnacted program, See 515 U.S. at
227, The Cmlli expressly recognized in Ad.arnnc that Jcstice Powell applied "tl?e most exacting
,judicial examination" in his opinion in Bakke, hi-. at 218.
••
(1. Other courts of appeals have reached the same conclusion. See, ~, ColulT!~ia Natural
Resources, Inc. v. Iu1um, 58 F.3d 1101, I 107 n.3 (6th Cir. 1995), cen. denied, 5 t 6 U.S. 1158 () 996)
("While we understand that changes in Court perStHmel may alter the outcomes of Supreme Coun
cases, we do n(,l sit as fortulle tellers, attempting to discern the future by reading the tca leaves of
Supreme Court alignments. E<tch case must be reviewed on its merits in light of precedent, not on .
speculation abollt what the Supreme Court mlght or might not do in the fulure, as a result oJ "._,',£
pcrs(mnel shifts,"); Adams v, Denartment of Juvenile Justice, 143 F.3d ~1,.6~ (24 CiI:"_d9'.!~Hc~urt of
appeals bound by Supreme Court precedent notwithstanding contention that rule set-forth.in the ';,'
precedent would no longer command a major~ty oft~c Suprern~ Court). ;<,> ·,J.f' .;~r;'\~~ll'~_1'I':~«':7_<'1'~t', ,.•'
,'", , ;.,,'
'..1·:"~'f'
.....
1-2. Plaintiffs' reliance (Sr. 66) on Wygant v,h!cksoll Board,ofEducalion,"47,~'li~~S~~?;.?~~:.(-1.~86). '
is also misplaced, Although the Court rejcctedlthc·Board's purported intercstrll1-ProXidipgTole models
for minority students, Justice O'Connor enlphasized that interest "should not be .c.o~fl!s~g_v.:i(h'~tIe
vet)' different goal of promoting racial uiversity among the faculty." Id, at 288, '
'.
•
. .'
hu p:1/www.usdoj.govfcrtlbriefs/smith.htm
1218100
�•
No. 95-1773
In the supreme Court of the United States
OC70BER TERM, 1995
S':'Al'E 01-' ':::'EXAS, EL
.~.
J
PETITIONERS
v.
CHERYL J. HOPWoon, ET AL.
ON PE:TITIo!~ FOR A WRIT OF CERTIORARI
TO THE Ul:I?ED STATES COURT OF APPEALS
FOR THE FIFTH CIRCUIT
BRIEf' FOR THE UNI'1'EO S'I'ATES
AS AMICUS' CURIAE SUPPORTING PE7ITIONERS
DRE~
S. DAYS, III
Solicitor General
DEVAL L.
P~7RTCK
Assistant Attorney Genera:
PAUL BENDER
Deputy SoHcitor General
ISABELLE KATZ PINZLER
•
,.
Deputy Assistajt Attorney
General
RICHARD P. BRESS
Assistant to the solicitor
General
DENNIS J. DIMSBY
LESLIE: A Srv,ON
Attorneys
, ....,;, ,
":':"1'4t),'''"·\'~;'''~'0~~i''r: \;:~~i(~i *
..
,_, ..;.v: ~i."':';' '~,h,~:;\ n,;"i ,~,
'\
:.
l;,~
Department of Justice
..... W.;lshJngton, D.C, 20530
{Z02) 514-2217
--~~~--~-------------~-~---------------- Page Break ------------------------------
. "-.;:, qu~sTro~r PRESE?TED
Whether the court of appeals erred in hOlding t~at
~he University of Texas School of Law may not con
stitutionally consider race or national origin as a
factor in its admissions process.
(1)
TABLE OF CONTENTS
•
Page
Interest of the United States , . , . 1
Statement .
. ~
http;!!www.u,doj.gov/osglbriefslI995/w951773w.txt
• ',>'
12112/00
..
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Page 2 of17
Argument _
Conclusion
•
9
21
TABLE OF AUTHORITIES
Adams v. Richardson, 356 F. S~pp, 92 (D.D.C.),
aff'd as mod:.fied, 480 F.2d 1159 (D,::;'. Ci,;.-. 19'73)
. ,
•. 3
Ada::-and CO:1st:cuctors, :::nc. v. Pena, 115 S. Ct.
2C97
(1995)
_ . . . 12,
13,
14
A:ascadero State Hospital v. Scanlon, 473 U.S.
234 (1985} . . . . 11 .
Bro,..-n v. Board 0: E;ducation, 347 U. S. 493
(1954) . . . . 2
California v. Rooney, 4S3 U.S. 30'1 (198?) .
10
City of Richw~nd v. J.A, Croson Co., 4Sa U.S. 469
(1989) , . . . 13, J7, IS
oreyer v, Illinois, 167 U,S, 71 (19{!2) . . , , 2\)
Elder v. Holloway, 114 S. Ct. 1019 (1994)
12
FraGklin y. Gwinnett Cty. Public Schools, 503 U.S,
60
(1992)
.
..
11
Gmltcn Cty. v. United States, 395 U,S. 285 (1969} . . . . 19
Oeier V. A!.exander, 801 F.2d 799 (6:.h eir. 1986) , . . . 2C
Gunn v. universi::y Co;nm. to End the War in
Viet Nam, 399 :.LS. laS (1970)·.
. . 12
Harlow v. Fitzgerald, 457 U,S. BOO (1952} . , , . 12
Highland Farms Dairy v, Agnew, ,300 U.S. 60e
(1937)
. , .
, 19
Le,.,'is v. Continental
(199'0) . . . , 12
.'
Bank corp., 494 U.S, 472
Metro Broadcasting, Ir.c, v, FCC, 497 U,S, 547
,(1990)
. ;', '.
;
-------------------------------- .. -------
~~~'..' ,~/t:.·i:-'t'1":tv
'l~;:f!;':
,
.,,
;:n1' :' 1>
'
. . . . 13, 15, 16, 17
Page Break
",
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-;
Cases-Continued:
Page
pennhurst [tate School & Hoap. v. Halderman,
451 U.S.
1
(1981)
• ,
. . 11
Regents of the univ. of Cal, v. Bakke, 436 U.S. 265
(1978j
,.
6, 9,
12, 13, 14
Seminole Tribe of.Florida v, Florida, 116 S, Ct.
1114 (19Sf~_, ' .. ' , .. ,,1.0 " .
Sweatt V. Pdinter, 3J9 u.s: 629 (1950) . . . , 2, 3, 15
Sweezy v. New Hampshire, 354 U.S. 2H
(1.957)
20
United Elutes v. Crucial, 122 F.2d 1182 (5th Cir.
1983)
.... 3
';1nited States v. Fordice, 50S U.S. 717 (l992).
United States v. Yonkers Sd. of Educ., a9) F,2d
498
\2d Cir. 1990) . . . . 11
Will v. Michigan Dep't of State police, 491 u.s.
11989)
, . 3, 9, 19
sa
. . . 10
Wygant v. Jackson Sd. of Educ., 476 U,S. 267
(1986)
•
,
:3,
Hi, 17
Ccnst::'tution, statutes a:ld regulatio:r:.:
U.S, Const,:
Ame ..d, XI "
10
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12112100
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Page 3 of 17
Amend. X:V:
•
Eql,lal Protection Cla-.H;te '
. .
, 4
Enforcement Clause . . . . 1:
Tex, Const. Art. VI!, 7 (repealed 1969) . . _ . 2
civil Rights Act of 1964, Tit. VI, 42 u.s.c. 200M
et
42
42
42
seq ,
U,S.C.
u.S.C,
U,S.C,
,
. . 1
2COOd·7 .
10, 11
198: ' . . , 4
HBs , . . ' 4, 10
34 C,P.R, 100.3 (b) (6, (i)
1
Niscel1aneous:
willia~
Bowen, Admissions and the Relevance of
Race, Pdnceton Alumni Weekly (sept, 26,
:31 Oong, Rec. 22,346
(1985)
119B:6}
132 C:o::>9. Rec. 28,624
~977)
,
.
• 14
11
,
.,
11
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.'
v
Miscellane,)u5 -Continued:
Page
59 Fed. Reg.
p. 4271
(1994):
3
. ,
3
\
p. 4272 . ,
p. 8756 . , .', ::., 14, 17
willia~ H. Honan, Kew Attack on RAce Based
"Admissions, N.Y. 7imes, Apr, 10, 1996
. 9
S,"Rep, Not'3SB, 99th C?ng., 2d Seas. (19S6) . .
-----~~-.,~-~-~-.-----------
·,·l'· ':·."'l';ln:J~he;·s·.lp';efue':" Court of
• ' ., -j
" . , ". • .
,:~l<':'~"
.
. 11
---------.---- Fag!'! Break
the Uni ted States
, .•. ;..•. , ,"J .... \
.,OCTOBER TERM, 1995
No.
95-1773
STA7E CF TEXAS, ~T A~,,~ETITIONERS
v.
CHERYL J. HOPWOOD, ET AL.
WRl;'O\:' Cf.:R'l'!O~I
ON PETITiON FOR A
THE "C"NT'7ED STATES'
'ro
FOR THE FIFTH
coua,:,
OF APFEALS
CIaC~:T
BRIEF FOR THE UNITED STATES
AS AMICUS CURIAE SUPPORTING PETITIONERS
INTEREST OF ':'HE" mIlTED STATES
The United States Department of Ed·.lcatior. hag pri
ma.ry responsibility for the administra.tive enforcemer.t
•
of federal civil rights laws affecting educational ir.stitu
tio~s, including Title VI of the Civil Rights Act of 1964,
42 U,S.C. 2000d ~t seq., which prohibits discrimination on
the basis of race, color, or national origin by recipients ot
federal financial aSS:lstance. The ::::epartment's regula
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12/12100
�Page 4 of 17
tions and policy guidance interpreting Title VI provide
that educational ins:::itutions may take race into
•
consid~
eration tor the p:.lrpo"$-e$ of remedying past discrimina
tion or em'olling a divet"se student body. See 34 C.F.R.
100.3 (b) (6) (i); 59 Fed, Reg.
6756,
a7S9~8762
(1994:,
The Department of Education's Office !or Civil Rights
has engaged in e:forts to elim~nate the vestiges of the
d'.lal cystems of higher education that previously were
opera~ed by a number of States, incfuding Texas. The
(1 )
---~~~~--------~--------~--~------------
Page Break --~--------~-~~-----------.-~--
United S~ates Depart~ent of Justice is particip~ting in
Title VI li~igation to desegregate the systems of higher
education in Mississ~ppi, Louisiana, Alabama, and
Tennessee, The Or-ited S~ates has a strong interest in
desegregating institutions of higher education and in
ensuring t:hllt. the States are not hampered it: their
effo::-ts to l~emedy the effects of u:1constitutional discri
mination on those 'systems.
Sl'ATEJ>4ENT
•
~. In 1946, acting pursuant to the reql:i'reme:lts 0= the
Texas Constitution, 1. the University of Texas School of
Law (the !.;a.,.. School) denied-,admission to Heman
S\<Ieatt, a blaCk man,. '!lolely em account of his race. This
Court reversed:, that. decis::.on, u::animoualy rejectleg the
assertion t~at 'arl'unaccredited, makeshift law school
tha~ Texas 'had 'established for blacks cou::"d provide
·S'. . eatt with an equa: educa-::ional oppcr-::unity. Sweatt v.
Painter, 339 ,U.S .. 629'i.<UiSO). Sweatt thereafter became
the ::.>nlY<:ncin~";;·l{j::~;-: st.udel;t f rr.-:the Law Sc1:oo1. He left
the sChooi an-'1'SSi','_without graduating, becal:se of severe
racial harassment'=rom his classmates and professors.
Pet. App. B6. "
After Sweatt was decided, the university of Texas
contin'Jed otEicial1y t:o discriminate against black and
Mexican-Amedcan students ~'ith regar.j to honsing and '
facilities. Enforced segrega-::ion pervaded the State's
entire educational system well ir.to the 1960l:;. Texas
responded to Brown v. Board of Education, 347 U.S. 483
(1954), with a pollcy of official resi$ta~ce to the integra
tion of itl:; public schools, Pet. A~pr_. B4, and as recently
as the :'9809 some Texas school distrl-cts" cont'inued 'to
___________________ 'foornoces)
1 Tex. Canst. art. VII,
7 (repealed 19691 irequiring the rr.ain
ter.ance of "sep~l.);,ate schools" .. ,. for the white and colored children").
------~-----~--------------------------- Page Break ------------------------~-----~
J
•
prd<:tice overt race-based segregation, nee, e.g., Unit.ed
States v, Crucial, 722 F.2d 1182, 1184-1185 (5th Cir.
::'983), In many Texao school districts, the effects of prior
de jure segre3ation continue to manifest themselves in
segregated schools. Pet. App, B4.
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12112100
�2. 1n the late 1970s, the Department Qf Health,
Education ,md "elfare's Office 'for civil Rights (OCR)
•
began an investJgation of the Texas public higher educa
tional system, pursuant to tbe court order in Adams v.
Richardson, 356.F. Supp, 92 (n,D.C.), aff'd as ll'.cdified,
480 F.2d E59 (D.C. Cir. 1973), OCR fO'Jud that Texas
had failed to eliminat.e the vestiges of its dual higher
education system. It began negotiations with the State to
bring it into compliance with Title VI by rel1',oving t.hose
vest:.ges. Pet. )...pp. B7~Ba. In 1963, Texas submitted a
desegregation plan acceptable to OCR. That plan in
cluded :Ooth a general commitment "to seek to achieve
proporticns of blilck and Hispanic graduates from under
graduate institutions in the State who enter graduate
seedy or professional schools in the State at least equal to
the proportion of white'Texas g:<aduates from under
gradua~e institu~ions in the State who enter such
programs." anc a specific co:nmitF.lent by the University
of Texas to increa"e the nur.'iber of hlaek and Hispanic
college graduates en::er.:.r:g its gracJa::e a!)d p!:'ofessional
schools. rd, at 89 n.6, OCR (now within the Department
of Education) has committed to eval~ating whether, i~
light of United States v. Fcrdice, 505 U.S. 717 {:992), the
State has eliminated all vestiges of its former de ~~~e
segregated higher education system. See 59 Fed. Reg.
~271, 4272 (199~); Pet, App
B9-310.
The Law Sch301 first initlated aff.irmative efforts to
i~cluce ~inorities in its student body in the late 1960s,
almost 20 years after Sweatt "'las decided. Pet. App. B 11.
The Law School discontinued this program, in 1911; it
•
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4
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consequent;ly admitted, l'}o black ,students .17hat year, rd.
at B12. Since then,- iu',:affirll'.at'ive'::,act'ion' effo:::'ts have
taken various forms: ,.:In 19$12.;,) :the "'year" respondents were
denied admission, a minority admissiOns] subcommittee
reviewed the files of all black and Mexican-American ap
plicants and used lower presumptive admissions stan
dards (~ased on standardized test scores and college
grade-point averages) for them, The subcommitt~e pre
sented rec;or:r.nenoations to the full admission6 com.:"
:nittee, which accorded them dispositive weight. rd. at
B17-B25,
•
3, Respondents, three whi te men and one white
woman, were den::ed aCll'issicn 'Co the "'aw school i'!)_~1992.
They filed ~:lUit in the t:r.ited Sta':es District Cour'~ 'ior
the Western District of Texas, alleging that:, "by favoring
less qualified black and Mexican Alr.erican applican':s,",
defendants discriminated against the~ on the basis of
race, in violation Qf the Fourteenth Amendment; Title
VI; 42 tLS.C. 1981 and 42 U.S,C., 1953. Pet. A.pp. B2.
After an eigne-day bench trial, the district co~=t
cc-p-cluded that two of t.he purposes set forth in the Law
School's rtStatement of Policy on Affirmative ActiQn H
isee id. at B39) were sufficiently compelling, under strict
scrutiny, to support race-conscious admissions pract:ices:
(l) ach::'eving tt-.:;:' educational benefits of a diverse student
body; and (2) remedying the p~esent effects of past
discrirr.ination in ':he :...a...· School and in Texas's edu
catio:1al system as a whole. Ibid. 2. Although the court
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12112100
�Puge 6 of 17
~~
•
_____ (footnotes}
2 The court cClnclud~d, based on the eV:ldence at: trial, that a diverse
s~udent population prov~des a~b5tantial educational benefits ~for all
:nembers of a hw school class," Pet. App. 925. The court .,1$0 found
that: the cor:tinuing effects of the Law School's own past discr'imination
presented "a strong evidentiary basis for cO!'1cluding that remedia: ac
tion is :)ecessary, " 10.. at B43. Observing, moreover, cr.at "tt]he Sta::'e's
{nstitut::ions of l:.igher education are inextricably linked to the primary
5
observed that" [ailcernatives, s'.,lcr:. as .r.dnority
scl:olar~
ships and increased minority recruitment" are "effective
tOO1"5 in conjunction with the affirmative action pro~
gram,N it concluded that t~ose measures "would not be
effective r:teans by therr.selvea to meet the compelling
governfTIet:.tal it'.terests of tr'Je diversity and rer:lcdying
the e::fect{s) of past de jure seg:::egatibn." Id. at 547-848. 3,
The district court deterrr.ined, however, that t:he Law
School's use of a separate minorit:y subcommittee effec
tively precluded individual comparisons between minor
ity and nonminority applicants and thus did not satisfy
the narrow tailoring requireme.nt of strict scn:.tir.y. For
that reason, the court held that:. the Law School's 1992
adr:lissions practices violated respondents' right to equal
protection. Pet_ App. B3B-B59, 866 B6?
The district court denied respondents' prayer"'for'
relief in most other respecrs. ! t awarded only nominal
darr.8ges, and declined -':0 order resoor:dents' 'admi s'sion to
the ~aw Schoo:, having co~cluded f~om the evide~ce '.
that, "i!1 all likelihood, '[respondents]Y'would ,not' have bee~
o:fered admissio3 eve~ under a constitutionally per~
missible process." Pet. App. B65/The;·court:ualso de
C
•
.'
'.-
,~.
,,"
.... ..
i
..
'I,,,~I'j' Lr';M";M}j~l'l:"~"
, ,~
- \ .'.
t:',:·Jiil.!~r-;\·,. l ..t~:::: ~:• .'"
.'.""'~:'~
_ _~_ _ _ _-'-~__ (footnotes)' ,"':'.
.
....,', ::c. j', "';;.!1' i :':';' . -"" ," .:.•• }.
and secor-clary schools in the oystem,'Ii' ~bid., the court found an addi
~ional compelling remedial interest in redressing the effects of the dis
crimination that pervaded the Texas educational system as a whole, id.
at B46.
S Onder its general admissions c~i~eria, and absent affirmative
action. t~e ~aw School's 1992 e~tering class would have included, at
most, a very small number of black 3::1d Mexican-krnerican students.
?et. App. E41 & n.GO, B47. The district court also found t~1t the ef7€ c t
of eliminating affirmative act.J.on at the Law School would be"t:'o direcc
even more minority students to Texas souteern University Law
SchOOl-the school Texas created, in response to Heman Sweatt's
laws'..lit, in order to avoid integration of the University.of Texas, Id. at
B47 &: n.66.
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6
•
cl~ned to issue an injunctio~ against the Law School's
future ccnsideratior. of r~~~ in the admissions process .
The court noted that Law School had, during the course
of the li~igation. adopted new admissions practices that
eliminated the minority subcommittee snd the use of
differing presumptive admissions standards. ':'he new
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�Page 7 of 17
•
practices "appear-[ed) to remedy the defects the CO;);::'':
hard] found in the 1992 procedure"; and, in any event,
the application of the new practices was not before the
court. rd. at B67. The court directed that respondents
be permitted to
~eapply
(without fee)
for admission to
the 1;'9$ enteri::lg class under the new adrr.issions prac
tices. rd. at S67-B68.
4. Petitioners did pot appeal the district court's ruling
chat the Law School's 1992 admissions process vio
lated equal protection respondents appealed the district
court's denial to them of damages and injunctive relief.
The court of appeals reversed, 4, Expressly rejecting the
continuir-g force of this Court's holding in Regents of the
Oniv. of cal. v. Bakke, 438 U,S, 265 (1978). the panel
majority held tha~, no matter how'narrowly tailored the
process, "t.he law school may :lot use race as a factor in
law school admissions." Pet. App, A3,
The court of appeale concluded that this Court' 5 c-pin
ione since Eakke leave no room for t:he view t.hat a law
school may ever take race into account for the purpose of
obtaining the educational benefits of a diverse student
population. Althougn none of the cases cited by the panel.
majority involved schoo: ad:nissions standards, the panel
___________ l footnotes)
,,
4 The court of appeals affirmed t.he district court's order denying the
request of two black student groups ;:0 im:ervene for the purpose cf
introducing evidence of discriminatory effec~s of the Law School's
curren;: admissio~s procedures. Those denied interver.tion have:filed a
pe';:itio:; (1\0. 95-1S4Si seeking review of that decisiop_,:
"'
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majority read them to estabiish that, ir!:"espec:;;.i:,·e~ of V ,',.,,, , l~'
con'Cext.. remedying past discrimination is the only: '" .. , ."
governmental interest that may warrant consideration of'
race. Pet, App, A24-A26.
The court t.hen rejected. as' insufficiently compelling,
the Law School"s and State's interest in remedying the
effects of de jure segregation in the Texas system of
public education. It held that. just as "a state does not
have a compelling state interest in remedyir.g the effects
of past societal discrimination." a" particular state actor
has no governmental interest in remedying official
discriminacion thac has occurred at other levels of state
government., Pe::.. App. A3S, A36·A40. Past discrimina
tion in Texas's prirr.ary and seconeary schools, in its
system of higher eO'-lcation, or at the University of Texas
itself eQuId not, i::1 t:he court's view, "justify the present
considerat.Lon of race in law school acmissicns.~ rd, at
-'
... "
'
A45,
Wl th regard to the Law School! s ir.terest in remedying
its own history of official discrimination, the majority
held that. ~e~cher the Law School's reputation as a
~white" i.r:st~:;:ctior., nor its hostile racial climate, justify
CO:.1i3iderat.Lcn 0: race in its admissions process. Those
conditions reSUlt, in its view, from ir.cspectively) mere
~knowledge of historic.. : fact" and 'present societal dis
criminat-ion. ~ Pet. App. A42.
With respect to certain forms'of relief sO~9ht by re
spondents, the court of· appeals conc1t:ded that the dis
•
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�trict courtel:red in placing the burden of proof on
•
rc:~
sp0::idents to demonstra:e that chey would have been ad
mitted to the Law School under 1I constitutional y per
missible admissions policy_ Pet. App. A4S-A51. It in
structed that each respondent mllst, on re~and, be
awarded ad~issicn to the Law Schoo~ and given ~3e op~
portunity to establish monetary carnages, unless the Law
-~~-----------~~----------~------------- Page Break -----.--~-----------~----------
•
School proves that chat respondent
ad~itted
dt;.re.
•
~~uld
not have been
in J3S2 under a completely race-blind proce
Id. at ASI-A52. The court of appeals further
directed that, should they choose to reapply, respondencs
"a.re entitled to apply '.1nder a system of admissions th<'l.t
will not discriminate against anyone on the basis of race.
Id. at A$4.
Finally, the court o£ appeals affirmed the district
court's dr..t:tial of prol;lpective injur.ctive relief, "confident
that the conscientious administration at the school, as .
well as ::ts attorneys, w[ot.:.ldl beed the directives
contai:1ed in [its] opinion." Pet, App. ASS, I t cautioned,
however, "ti,at if the law school continues to operate a
* * • racial classif.ication system in the future, its actors
could be subJect to actual and p1,:n~tive damages," Ibid.
JUdge Weinel: concurred only in t.he judgment, Pet,
App. A63-h75. He saw no need in this case to determine
whe~her d~versity is a compelling governmental interest
in the 9radu~te school context, id. at A63-A70. and
(noting that respo~dent3 had challenged or.ly che Law
School's 19~2 admissions policy), faulted che majority for
issl:ing wr.at anou:.teO to a "de f~cto" ,prospective in- ,
junct.ion, id. at A73.
Considering :::he ma::::er S'c;,a sponte, the court of
appeals de:nied 'rehearing en hane:' Pet ::'App.< Cl-C3,
Seven of the Ci);'cuit's sixteen active ',judges dissen:=.ed .,.:",.: ,,:>.~.
from the deni~l, 5. Id. at EI-El1, Chie!.Judge Politz's_
dissent~ng opinion argued that the "radical implicacions
and "\l',onumental ~:nport" of the case demanded en bane
review, id, at E2, ane criticized the panel for "stringing
together pieces ~nd shards of recent eupreme Court
opinions * * • as a justification for overruling Bakke,"
id, at E3, Judge Stewart, writing separately, noted that
.' .
"
,'.
~
..'
'.
, t
ti
____________________ lfoctnotes)
.
5 Judge Garzil did not participate 1l". the ded s ion. Pet. App> C3,
-~-------------~---~~~------------------ Page Break -----------------~~~~~~-.------
9
official segregation had occurred at: the Law School in
the relatively recent. past, and stre!;J.sed the need to
carefully consider that legacy when judging the lawful~
ness of ~he school's pre!;J.ent remedial efforts. Id. a::' E9
Ell.
•
ARGlJ14E!lT
The court of appeals has ~latly held that the
University of Texas School of Law may not consider the'
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�Page 9 of 17
race of applicants as a releVant factor in making its
admissions decisions. If left unreviewed, this decision
•
wi,~l effecth'ely elill'dnate all affirma::.ive action admissions
'progra:ns :.n higher education ""ith;u: the Fifth circuit. 6.
The court of appeals recognized that i~s decision is
incO!1sisteut with t~e holding of this Cour::: in nege::lts of
the univ. of Cal. v. Bakke, 438 U.S. 265 (197e~. By
disregardirig two decades of established law under
sakke, the decision has already created substantial,
ccnf'Jt>ion a!1d I.:pheaval aIT.eng colleges a!ld universities
!1ationwide. 7. It also calls into question the lawfulness
0:
Department of Education policies and regula
tions, and interferes with the federal government's
efforts to obtain voluntary compliance by the States with
ex~sting
__~________ (fCOtr.otes}
(; Because tl:e cO::1strain~s it::lposed by Ti~le VI on affirmative ac,;:ic-n
p-,ogrnms are the same as these imposed by the Constitution, see
United States v. Fordice, 50$ U,S, 717, 732 n.7 (1992), the decision
affects private colleges and universities that receive federal assistance
as weI: as stace institutions. We are informed by the Natior.al Cent:er
fo~ Education s,;:at~stics, within the Depa~tment of Bducatior., that
there are r:iore ;;.!)an 240 col:eges and universit:u:s offeri::1g four-year
deqrees in Texas, Louisia~a, and MiSSissippi.
The Attorney General of one State outside the Fifth CircUit
:Georgia) }laS a::'ready recommended that. affirmative action policiec in
the State's colleges and universities be revised or eliminated in light of
t;.he decision belo.", See william H, Honan, New Attack on Race-Ba!;led
Admissions, N,Y. Times, Apr. 10, 1996, at Ba.
7
•
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.',
their desegregation obligat:ions. The decision beio:", ,thus
raises issues of national importance tha~ call;for'this
Court's review,
.'.
., ';.' , ";' .
')i: .,
1. The court of appeals' conclusion that the Law
Schoo::" has :10 cOr:'lpelling in~erest that warrants its
consideration 0: race.or national or~gin ~n its a~~issions
process cannot be dismissed as mere "st.;ltements in {anJ
opi.nion]," Californi;.l V. Rooney, 483 U.S. 307, 311 (1987).
That conclusion was essential to the terms of the court's
remand order, In remanding the case to the district
c'lurt to CO:'isider remedy, the court of appeals ruled that,
for relief t,~ be denied to a respondent, the Law Scheol
mus~ prove that that respondent would not have been
admitted under what the court of appeals held, in the
liability portion of its opinion, to be the only consti
tutionally pernissible admissions policy, i.e., a completely
~race-blind s.ysterr,."
Pet, App. ASI. The court 0::
appeals' conclusion ~hat the Law Sc~oo: may ~oc cona~i
tutionally consider race in admissions was therefore an
essential part of the court's holding, and not merely
"unfortunate dicta" (id. at E8). 8.
_ _ _ _ _ _ _ _ _ ifoocnotes)
•
B Petitioners suggest {Pet, 22-24) that the Eleventh Amendment
hars federal courts jurisdiction in suits against the States under Title
VI. Even if that were so, the district court would have jurisdiction to
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.
�afford pro:.pec'tive injunctive relief (in the rort.1 of aam:.ssion to the Law
Sc~ooll agains~ the individual petitioners in their official capacities
under 42 U.S.C. 1983. See will v. Michigan Dep't of State police, 491
U.S. 5B, 71 n.10 (1989). Such relief is not barred by soverelgn immu
nity. See Seminole Tr:.be v. Florida. 116 $_ Ct. 1114, 1131 nn. 14, 16
•
(1996) .
In any event, Texas has no sovereign immu:1ity frow. suits brol:gh':
under Title: VI. In 1986, congress. "-act[i:-,g] pursuant to a val.:.d exe-:ccise
of power," Serr.inole Tribe, 116 S. Ct. at 1123, expressly abrogated tbe
States' Eleventh Ame:1dr.ler.t imm:.mity u;'lder Ti~le VI, See Pub, t.
No. 99-506, Tit. X,
1003, 100 Stat. 1845, codified at 42 U.S.C. 2000d-7i
see also Franklin v. Gwinnett Cty.
Pub~ic
schools, 503 US, 60, 72-73
---------------------------------------- Page Break --------------------------.---
11
Moreover, although <;:;ne court o~ appeals declined to
authorize a forma: ir.junction at ~~~5 time ba~rin9 the
Law School from any consideration of race or national
origin in its admissions program, the court '0 opinion
effectively amounts to such an injunction. The court
directed that, "llln accordanCe with [its) opinion," respon
dents must be permitted to reapply ~under a syste~ of
~dmission$ ~hat will not discriminate against anyone on
'Che basis of race." Pet, App. A54, and expressly warned
that the Law School's failure to ftheed" the "directives
contained within (its; opir:ion" would provide cause for
punitive damages. 1d. at ;'055. 5-, "[W]hen or: fronted wi::::h
•.
_ _ _ _ _ _ _ _ _ \ footnotes)
,
...
"
(1992) .'Section 20ood-7 was enacted in response to this Court'~ decision
in Atascadero State Hospital v. Scanlon, 473 U.S. 234, 242-243 (1985).
It provides that a "state s:'a2.1 not he immune under the Elever.th
Amendment,.. .... from suit in Federal Court for a viola::ion of,~ '''. ~',
Title VI," The legisl;'\<;;ive_:;'is::ory o!' the provisi::Jr: shows thao;:.Congress·
acted pursuant to jts au~hority under Section S of the Fourteenth
Amenoment, See S. :Kep. Ne. 388, 99th C'0:19"" 2d Bess. 27(1986); :31
Cong. Rec. 22,346 (19B5); 132 Congo Rec. 28,g24 (19S6): The only covrt Of
~ppealfi to consider the issue upheld Section 2000d-? against an
Eleventh'ftmendment challenge on that basis. See United States v.
Yonkers ad. of Educ" 893 F.2d 498, 503 (2d Cir, 1990). 1n addition, and
cor.trary :::0 petitior'.ers' s;Jgsestion (Pet. 24 n.1?), Congress's explicit
decision that the S:ates be subject to suit in federal courc under Section
20COd-7 ~makeG it clea= ~o the Is:ta~es that their receipt of Federal
funds ccn~titutes a'waiver of their [E]leventh [A)mendment im~unity.~
:32 Congo '"Reo: 2B,624 (1986). See Pen-;)hurst Stat..e School & Hosp. v,
Halderman, 451 U.S, 1, 17(1981).
9 The panel subsequently noted the "neceGsity" that petitioners
"implement as soon as possible th(e] court1s mandate to end racial dis
criminat.lon in admissions at the law school." Pet, App. DS (emphasis
added). The court of appeals would also likely conclude that the panel's
"directives" es~ablished the law of the cir::uit with sufficient c::'ari~y to
foreclose a claim of qualif;'ed ,immunity for university or state officials
sued for da~,ges for considering ra~e as a factor in admissions deci
-------
---.-~~-------------------------
such an opinion by a federal
co~rt>
Page Break -------.--------------- __
,_"v' __
state officials would
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12112100
�no doubt hesitate long before disregarding it." Gunn v,
University Comm. to End the War in Viet Nam, 299 U,S.
•
383, 390 ("dna), Having "all of the substantive earmarks
of an injunction," the court of appeals' opinion is
cor~
rect:ly tre.)ted as such, Pet. App. A73, 10,
2. In Bakke, this Court affirmed the judgment of the
California Supreme Court holding unconstitutional a
state medical school's use of a rigid race~based admissions
quota, but reversed that portion o.f the state~court judg
ment that completely prohibited the school from cor-
sieering race in its admissions process. Five Justices
agreed in Bakke that the medical school could cOnSti
tutionally ccnsider race under a ~properly devised admis
sions prograr.L" 438 U.S. at 320 {opinion of Powell, J.i;
id. at 328 (Brennan, 0"
part,
..
a~d
concurring in the judgment in
.
dissenting iro part). 1:. Eakke's'landmark hold
_ _ _ _ _ _ _ _ _ Ifootnotes;
sions. See Har,low v. Fitzgerald, 457 U,S, 800, 81B 0982:.: Elder v.
Holloway, 114 S. Ct. 1019,1021 (1994).
Ie Petitlor::ers corre::cly assert (Pet. 28-29) chat respondemts lacKed"
,
standing to assert the' rights of nonparties, and that the court of appeals
therefore had no jurisdic~icn to issue injunctive relief barring
consideration of race by t.he :..aw School ;.Jith respect to other
applicant See Lewis v. Contine~tal Bank Corp., 494 U.S. 472, 479
(::.990) (" ;Tlhe Article III question ia !"lot whether the requested relief
would faffect] the world at large, but whether [responde~tsl ha[vej a
stake in ~he relief."). The court of appeals' directives were a:so related,
, however, co ::he court's instruction that respondents perso!"lally be
accorded' the fight to reapply to the Law School under a race~blir.d
»ysterr..' p(~t, App. A54. To tl::.e extent that. any respondent demor.
strat.ed '''a· real and i~ediate" PO$s;.bilit.y that he or she would in fact
rellPP.ly, that would provide standing and establiah the court of' appeals'
jurisdiction to'.afford individual prospective injunctive relief. See, e.g,.
'Aci.ar<lnd Con!ltructors, Inc. v. Pena, 115 S, Ct. 2097, 2104 (1995).
•
I
1: The remaining Justices would have affirmed the state court's
~hat Bakke's exclusion from the medical school violated Title
holding
•
~ng has guided the admissions policies of public ar.d
private institutions of higher education in the United
States for almost t\::t ... dec<loea. Tile panel below never
theless declared teat '"Bakke's !folding is no longer goon
law,
Just::l-ce PoweLl's opinion it:. Bakke applied strict: scru
tiny. Bakke, 438 i.i,S. at 291. I t rested its approval of-:
the use of race in the context of a properly devised ad
~i$sions program on the educational benefits of a diverse
s~udent: body. ld. at 311-315. This Court has cited Bakke
for the proposition that "a 'diverse student body' co:;
tribueing to a 'robust exchange of ideas' is a 'constitu
tionally pernissible goal' on which a race-conscious uni
versity admissions progra-:n may be predicated." Metro
Broadcasting, Inc. v. FCC, 497 U.S, 547, 568 (1990),
overruled in part, Adarand Constructors, Inc. v. Pena,
115 $, Ct, 2')97 (1995) i see also Wygant v. Jackso;) BeL of
Educ., 476 lLS. 267, 286 (1986} {O'Cancor, \:., con
curringl i~rAlthough its precise contour~ are unce~tain,
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•
a state .i.:1tere$t in the prorf',o~ion of racial diversity has
peen found sufficl.ently 'co:r.pelling,' at lea!;:t in the
con~eXL of higher education, ~o support the use of racial
considerations :in furthering that interest.").
The court of appeals declined to follow Bakke because,
in its view, a :najority of this court has since reject:ed the
diversity rationale as a permissible preeicate for af.flrma~
tive action, See Pet. App, A17-A33, In so cO:lcluding,
the court ()f appeals relied on cases involvi!'l9 affirr:ta::.ive
action in public contracting, such as Aciarand, supra,
and Cit.:y of Richmond v. J,A. Croson Co., 488 U,S. 4651
:19891,
ra~her ~tan
decisions regarding higher education
_ _ _ _ _ _ _ _ _ {footnotes)
VI. They expressly declined to address the constitutionality of the
admiss~o~s program. See 438 U,S. at 408-409 {stevens, J., concurring
in the jud9~e~t in part and dissenting in parti .
-*~~~~~~---------------~----
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14
admissions programs. l2, The Court's suggestion in Croson
that racial classifications should be "reserved for reme
dial set:t::ings," 48B U.S, at 493, was made in the context:
of public contracting, where redress
past disc~imina
tion may be the only compelling governmental purpose
~or tee use of ,racial preferences. See ~d. a~ 512 513
ISteve~s, J"
concurring)'. Affirmative action may also
sel"ve vital re~ed~al .,intelests in the university admissions
$~t;:tin9. See pp::~16-20,-~infra. It may, in addition, con
tribute to-indeed-be necessary to-achieving the goal of
ed\lC.!ltional divers;itY;',:.. l,J ;'{ll goa: !'ict relev<in',;' in the
awarding of construction:contracts.
0=
•
12 Adarand und'croson established
,
I
strict scrutiny applies to
Co;,t~·t expressly noted
in Adarand that Justice Powell also applied ~~he most exacting judicial
examination" when he concluded in Bakke that diversity cons tit-utes a
sufficie:1t::'y weighty state interest in the context 'of admissions in
higher education, See Adarand, 115 S. Ct. at 2108 [quoting Bakke, 439
U.S. at 291 (opinion of powell, J.l';.
tha~
race-conscil)us affirtr.ative action prograrr.s. ':he
•
13 The Department of Education has relied upon Justice Powell's
opinion in Bakke aa a basis for c,';;.nCl!lding t.r:at diversity-based
affirmative action in higher educat"lo'n 'does hot violate Title VI, so long
aa it meets the constitu~ional standards described by Justice Powell.
See 59 Fed. :<.eg. 8756, 8780-8762 (1984). Relying on Justice Powell'a
opinion in Bakke, the district court concluded in this case that the Law
School's 1992 practice was constitutionally infirm, no~ because it'
considered race as a factor in admission$; but because it uti:'ized a
'separate procesa~ thac nfail[edl to afford each i .. dividual applicant a
comparisor- with the entire pool of applicants, not just, those of the
appl:.cant's o...'r_ race," Fe:::, App. B53, We agree that the 1992
"separate process~ policy was constit:utionally flawed in this manner,
Petitioners did not appeal the district court:'s ruling with respect to the
<~:9'92 policy,
"having. abandoned that policy in :.994 in favor of one that
treated race as 5~mply a factor in the individualized consideration and
carr,pariso.. of applicants t:o the Law School. l' Pet. 3~4. The cansti
tutionali~y of the means by which the Law School has taken race into
account is therefore not a~ issue. Rather, the question here is whether
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�•
15
Justice Powell's observation in Bakke (a case involvin9
medical school admissions) that "an otherwise qualified
* ~ * student ,With a particular background * * * may
bring to a professional school * * * experiences, outlooks
and ideas that enrich the training of its student body and
bettel.' equ),p its graduates," 439 U.S. at 314, H. has eve:)
greater force with regard to schools that educate and
train lawyers.
Law s::udents cannot effectively be
trained ',in iso::'a::icn :from the ir:c!ividaals and institutions
with which the law in~eract$ " Sweatt, 339 U,S, at 634.
This Court
correc~ly
concluded in sweatt
t~at
a black
student could not receive an effective legal educatio:1 in
Texas while being kept separate from Mmembers of racial
groups which nuw~er[ed) 85% of the population of the
Sta::e." Ibid, The predominantly white University of
Texas School of Law may similarly conclude today that,
absent racial divers.ity in its c:asSTooms, its studen:::s will
;"ict effectively be pl'epared to be lawyers .It: Texas's (or
the Nation's) racially diverse society.
The court of appeals' suggestion that che Law School
tr.ay coostitutio:1a:ly cons::.der non-racial factors, includ
ing economic and social background, that might-be
j
____________________ ffootnotesl
~
•
."
"
the Law SchOol may consider' race at,_all in making its admissions
decisions.
..... " .'
~
14 Justice Powell':recognized"inI"Bakke,><l3e" U.S. ·~at· 312 r:.4B (quoting
Willia.m Bowen, Adm;issioml,:and~,_the::Relevar.ce of 'Ra.ce, Pri:1ce:;'on
Alumni f;;eekly (Sept. 2£, 1977) ,at ;9)', that
.' 'a' great
-iea"rrii'ng"
"V~ ~
,.
,~.
c: ':);\.i'":.~ ~,"'!. '. '
0';8 1 ';-f
~occui's infonr,ally [, 1 * * "" through
interactions among··students,'of'both. sexes; of different races,
religions and backgrounds; who come from cities and rural areas,
::rorr: variout'l states and countries; who have a wl.de variety of
in~ere5to, talents and perspectives and who are able. directly or
indirectly, to learn from their differences an~.to stimulate one
another to reexam~r.e even their most deeply held assumptions
about themSe~ves and their world.
Page BreaK
•
closely con"elated with race, Pet. App. A27, A29 n.31, ig~
nores the Law School's compelling educational interest in
maintaining a racially diverse student body. In the la'....
school acimissions context, race is not: merely a "proxy for
other. more germane bases of classification," Metro
Broadcasting, 497 ~.S. a~ 621 (O'Co4nor, J •• dissenting),
such as economic disadvar.tage. As t.he district court
found from the evidence at trial, Pet. App. 841, at this
time in the ~iBtory of Texas and the United States, the
inclcsio::1 :i.r. ·"the law school education<ll process of those
who have experienced, and wil~ continue to experience,
racial minority st3tUS, is ensent:al to achieving meaning
ful educational diversity. That view does not rest on
impermissible racial stereotypes; it does not equate race
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with particular viewpoints; and it does not presume that
all' individuals of a particular race act or think alike. An
adlUisaions program thi'lt values racial diversity recog
nizes that a black lor Mexican-American) student reared
in this country is likely to have had different life
experiences, preci$ely because of his or her race, than an
otherwise similarly situated white student, What each
i~dividual takes from ~hose life experiences is unique;
indeed, students may benefit fro~ diversity by learning
fir!1t~hand
that "particular and dist=-nct vie"'''Points]
[do
notl inhere in, certain l.:acial groups _" Metro Broad
casting, 497 U.S, at 618 (o'connor, J., dissenting;. Cf.
Wygant. 476 U.S. at: 316 (Stevens, J., dissenting).' 15.
___________ u'oot:notes)
,
::5 Assuming that a law school may const.itutionally consider race as
a fact.or for purposes of educacional diversity, the ~.eaOlS hy wh;:.cn it
does so must be narrowly tailored to advance that i~terest, in order to
ensure that che school's race-sensitivity does not reflect or promote
racial, stereotypes, see Acarand, 4S8 U.S, at 49:3, or impose dispro
po:ctionate harm on nonminority applic<J:nt;:$, see Wygant, 476 U.S. at 281
(O'Connor, J., concurring), See also 59 Fed. Reg. at 3760-8762. A law
school may not, for example, employ rigici numerical goals amounting
•
,
17
•
3. The legitimacy of the Law School's concern for
diversity in this case is underscored,.by..,the hUtory of
educational discrimination in ,Texas. The vestige$~of that
history have kept many b:ack a~d Mexjcan-American'
students separated from white ·stuc.ents:,fOl";w',oot,i'of,"their
educational lives. In prohibiting ,the~,use ,of-;.r.'ace'cin :"'aw'
school admissions, the court . 9f appe<J:ls _,_a~know~.edged
that official discrimination against minorities, has.'_existed
in the' State's public schools, -:'see;'pet'.--:-:'App. !.A39,·, and i t did
not dispute the district coart's:,fhiding·'lid,' at 845) th<J:t
";t}he effects of the State's pas~ de jure segregation in the
education system are reflected in the low enrollmer.t of
minorities in professional schools, including the law
Bchool." Tr.e court held, however, that the Law School's -.
cons:::itutio!1ally valid remedial interests extend no
. ~,~
further tha~ redressing the effects of its own prior racial
discrimination. rd. at A38 n.43. That conclusion finds no
support in this Court's jurisprudence,. it ignores the close
nexus between a :state university and the State's public .~_._
'.
schools; and i~ represents a~ unwarranted intrusion into
state, 90veYn~ental structures.
a, The practical effect 0: ~he court of appeals' holding
will be to return the most prestigious institutions ',.;i,::hin·
state university systems to their former Mwhite~ seatus,
and thereby to prolong, rather than eliminate, the ves
tiges of 'Jnconstit',ltional exclusion and segregation. That
result ignores Texas's strong in~eTest in elIminating the
vestiges of state-spor.sor.ed discri~ir.atio~-ar. in~erest
____________________ (footnotes}
•
to fixed quotas or set:-asides, which deny each applicant's ri.ght to be
treated aD an individual in tbe adnissions process in a pool of
applicants of all races. See Bakke, 439 U.S. at 318-320 {opinion of
Powel1.
J,).
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that is not satisfied by the mere adoption of race-neutral
polic~es.
See Forciice, 50$ U.S, at 721,
729~732_
16.
The eoure of appeals' position is not supported by this
Court's holding in Croson chat the City of Richmond had
no eompe::'~ing interes~ in remedying past c:iscrimination
in the national cO:1stn:ction ir.dus::ry, 49a U.S. at 49B.
The Law School was not motivated here by generalized
assertions of scciet<'ll discrimination, which is an imper
missible ground for affirmative accion. Rather, it was
attempting to address the effects On che Law School of
the State' 1; former de jure segregated system of public
education. The court recognized that I., [applicants do
no':: arrive 3t the admisai<:ms' office of a professional'school
in a vacuum.'" .Pet. App. B43, Texas bas imposed a re
quireMent that most (in 1992, 85%; now, 80%) of the L<lW
schoo::' 's er:te:ring class: be Texas res.::.dents. rd. at B23-B24
& n.33. Mont students considered for admission in 1992
would therefore have attended Texas public schools
during a period (the 1970$ and 19805) when ~any of the
State's prImary and secondary schools re~ained
segregated as a result of prior de jure segregation. The
district court here found that the effects of that segrega
'::ion »are !'eflected in the low enrollment of minorities in
,. .., .., the 1;:1\" school," Pet. App, 1345.
___________________ \foo~note$)
•
t" .' '/. .
.;"
:'
15 n'.is Court has "repeatedly recognized that the~~.Government
possesses a compelling interest in remedying the effects-of,identified
race discrimination." Metro, Broadcasting,,' 497.~ U, S .~.,at 611'1,(0' Connor,
J., dissenting). States and state SUbdivisions _h<J,ve, both !:he:: "consti
tutional duty to take affi.rmat.ive steps to eli:rninate :tbe,·continuing
effects of (their)' past· unconstitutional discrimination',~!': !'IY9ant, 476
U.S. at 29:J. (O'Connot';:'.J".', concurring); id., at~280~)pl:ui'al:ity!,opinicn}, and
~he cons'.::itutional "authority to eradicate the e(fe_c,ts:"of [even]' privat.e
discriminat::"on" within their respective jurisdicti.ons~ Croson, 4SS u.s.
49:-492 (opinion of O'Connor, J.).
the Law School is completely prohibited from taking
those effects into account in its admissions process, the
legacy of de' jure discrimination will be left un=emedied
for ano~her generacion. and the Law School itself will be
forced t.o become "a 'passive part.icipant.' in a system of
racial exc11,;.s,ion," 'Jsing "public dollars, drawn from the
tax cont~ib~tions
all citizens~ to finance unlawful seg
~egation. Croson, 4Se U.S. at 492 (opinion of O'Connor,
J.); cf. Gaston Cty, v. United Sts~eSr 395 U.S. 2a5, 296~
297 (1969) (Harla[l, J. i Igiven the hiSt.c-ry of official
segregation and systemic depr~vation of ecuca~ional op
portunities to blacks, ", {i)mpartial' admi::listr<l:tion of the
literacy teut today would serve only to perpetuate' • *
inequal i tie!.."). The Consti tution doer; ,·not prohibi t <iI. State
from at-::enpting to compensate for injuries at one stage
of the edl1cational process through a remedial program at
a later stage. 17.
If
......
0=
•
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12/12100
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___________ (footnotes,
•
17 The Court stated in Croson that "discrimination in primary and
secondary schooling" cannot justify "n rigid racial preference in
Ir.edical school admissions." 488 U.S. at: 499. The Court there was
apparently
advert~n9
to Justice Powell's conclusion in Eakke that the
c.edical school could not rely orl generalized societal
discri:ni~ation
generalized discrimination in edvc<lt:ion) to justify its :.:.se of
a fixed numerical quota. In this case, the un:Lvel"sity 0:: Texas School of
Law i9 attem?ting to remedy recent, documented se9~e9ation in
~ir:c:;'uding
Texas's primary and secondary schools. The
CO\lrt
of appeals has,
moreover, prohibited all use of race in the admissions process-not only
the use of fixed or rigid q',Jotas.
As petit.ionc:.-s ;::ote (Pe!::, 18 & fl,ll), the court of appeals' view that a
school of higher education rr,ay not take into account in ies admissions
process the effects of segregation at :::he primary and secondary school
levels 20nflicts wieh the position taken by the Sixth Circuit in Geier·v.
Alexander, 801 F.2d 799 (1986). In Geier, the court of appeals upheld the
University of Tennessee's consideration of race in admissions to a pre
professional program, or: the ground that the universi:::y was not
"seek [ingl to remedy some iln:orphous 'societal' wrong, but rather
20
b.
':'here in no warrant for the court of appeals' insis
tence that, 'for the admlssions scheme to pass constitu
tional rr.uster, the State of Texas, through its legislature,
would have to' !;i.nd· that past segregation has present
effec~s:'
•
Pet. App. A39. "[A)contemporaneous O'r ante
ceden:: finding of Pllst d.h"crimination.by a court or other
,,_
-'
compe'Cent body is not a cons':itu:;:icnal prerequisite" to
,,,', ,.":'"
the adopti()!i of an af! irmat;' ve action, plan .. Wygant., <476, ,., ,,,; :.... ' ',,,:" '. ',.",.u . ',', "\--.
U.S. at 289 {O'Connor J., conc'"lrringl. The unlawful
r", .:':':'"
it,
segregation of blacks and Mexican-Americans. in Texas's
, ;" ... <.:' :-;-i'~'., .,,"
public school systems is an 'undisputed, matter'of public
','.':," --,:1':',; ,f":,_/" ~';' .~
record. In light of its exten9ive~:experience with student.s ,,~. :, '.. ",.:.. : "M,,-. ~
;
drawn from the State's public schools, the Law School is'
,'-!.' .... , <',: ! .:'
\'
particular] y well placed to actless the effects of that
segregation on its minority applicants.
Moreover, "how power J.hall be distributed by a state
among its governmental organs is commonly. if not
always, a ques~ion for the state itself," Highland Farrr.S
Dairy v. Ag:lew, 300 u.s. 60a, 612 (1937) (Cardozo, J.).
Here, ';.he Texas legislature, "which has ultima'Ce contro:!.
ever the scnool, ha!J deleS,iated its 'management and
control' to the regents of the University of Texas
system.n Pet. App, 340 n,44, a:ld the Board of Regents
has in t~rn largely delegated the responsibility to fashion
lawful and educatior.a:ly beneficial admiss.ions policies to
the individual schools wi~hin the system. The constitu
tion does not requ~re (0:. indeed. permit) federal courts
to seeor.d-guess the wisdom of those delegations. lS.
_ _ _ _ _ _ _ _ _ \ footnotes}
•
addressing ~the continuing effects of past practices '::!1at adversely
affected blsck[s} * * '* as they moved ;:hrough t::'e p'"lblic school
systems ar.d the higher education system of t:he sta-:::c","·. 801 F.2d at 609
810.
18 See, e.g., Dreyer v. Illinois, :la7 U.S. 71, 84
Sweezy v. New Hampshire, 354 U.S. 23.;, 256 \1957)
,
http://w,,~v. usdoj. govlosglbriefsl1995lw951773w .txt
(1902)
(Harlan,
J.);
H'rankft:rter, J.,
12112100
�concurring in the judgment) ,
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21
C:CNCLt'SION
The petition for a writ of certiorari should be granted
to review the caur::: of appeals' holding that the
University of Texas School of Law may ~ot cona:der race
or national origin in any manner in its admissions
process,
Respectfully
sub~itted,
DREW S. DAYS, III
solicitor General
nEVA:" L, H.TRICK
Assistant'. Po.::tcrney Geceral
PAUL BENDER
Deputy solicitor General
ISABELLE KATZ PINZLER
Deputy Assistant Attorney
General
•
RICP~ P. BRESS
A$sistant to the Solicitor
General
,
'\"'.
DENNIS J. DIMSEY
LESLIE A, SIMON
'.
Attorneys
MAY 1996
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12112100
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UNITED STATES DEPARTMENT OF EDUCATION
•
OFF1Cit OF THE GENERAL COUNSEL
July 30, 1996
THE GENEkAL COUNSEL
Dear College a.nd University Counsel:
I am writing to reaffirm the Department of Education's
position that, under the constitution and Title VI of the Civil
Rights Act of 1964, it is permissible in appropriate
circumstances for colleges and universities to consider race in
making admissions decisions and granting financial aid. 'They may
do so to promote diversity of their student body, consistent with
·Justice Powell l s landmark opinion in Regents of the University of
California v. Bgt~e. 438 ucs. 265, 311-315 (1978). See also
Wygant V. Jackson.... Bd. of Education, 476 U.S. 267, 286 (1986)
(O/Connor, J., concurring). They also may do so to remedy the
continuing effects of discrimination by the institution itself or
within, the state or local educational system-as,a whole,'
e.
The Department's position is reflected in its published
regulations and its guidances on the application of BakKe, race
targeted financial as~istance, and desegregation' of institutions
of higher education. l That position has not changed as a result
of the Fifth Circuit's decision earlier this year in-the HopwQQQ
case ,or the Supreme Court's recent determination not to grant
certiorari to review the Fifth Circuit's decision. HQawood v.
Texas# 78 F.3d 932 (5th Cir. 1996), cert. denieo# Texas v.
!lopwood, No. 95-1773 (July I, 1996).
'
In denying certiorari, the Supreme court neither affirmed
'nor reversed the Fifth Circuit panel's decision in Hopwood, which
- took the position that the University of Texas La~ -School could
not take race into account in admissions either to promote
diversity 0; to remedy the effe-cts of the state/s Jorm.erly
-
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City of Richmond v. J.A. Croson Co., 488 U.S. 469, 491-92_
(1989); United Statei' V. Fordic!!. 505 U.S. 717,
7n
n.7 (1992).
1 34 CFR~P31~t 100;' Race-targeted 'Financial 'Aid Notice l 59
Federal Register 8756 (Feb., 23. 1994}; Fordice Notic~, S9 Federal
Register 4271 (Jan. 31, 1994); Bakke Notice, 44 Federal,Register
58509 (Oct. 10, 1979); sept. 7, 1995 letter from Judith Winston,
General Counsel, United 'States Department of Education, to
•
College and University Counsel regard,ing the Supreme 'Courtls
denial of certiQrari in fpdberesk¥ v. Kirwin, 38 F.3d 147 (4th
Cir. 1994) and its decision in Adarand constructors v~· .E.§MI 115
S. ct 2097 (1995); Revised criteria specifying the 'Ingredients of
Acceptable Plans to Desegregate state Systems of Public Higher
Education, 43 Federal Register 6658
(Feb., 12,
1975) .
400 l.1ARn.ANO AVE .. SOW.
WASHINGTON. Pc. 20:W2'2100 .
�Page 2
•
segregated system of public education, but could only seek to
remedy the Law School's own discrimination. The denial of
certiorari does not mean that the Supreme Court departed from
Justice Powell's opinion in e~kkg that a colleqe or university
has a compelling interest in taking race into account in a
properly devised admissions -program to achieve a diverse student
body. Nor does it mean that the Supreme Court accepts the Fifth
Circuit's narrow view of the permissible remedial
predicate-justifying the consideration of race by institutions of
higher education.
Consequently, the Department continues to believe that,
outside of the Fifth Circuit, it i~ pe~issible for an
educational institution to consider race in a narrowly tailored
manner in either its admissions program or its financial aid
program in order to achieve a diverse student body or to remedy
the effects of past discrimination in education systems. Within
the Fifth Circuit, the law is unclear after the panel's decision
in Hopwood.) Given this uncertainty, the Department will await
further proceedings in the case, which is now on remand from the
panel decision, or subsequent rulings in other cases before
determining whether further guidance is necessary."
••
The Department's Office of civil Rights will continue to,~
provide technical assistance to institutions in their efforts ,to ,:-,:
,develop programs that comply with Title VI of the Civil Rights:.".;
Act ,of 1964.
';:. <Sincerely
",,{.,~,.
'
Judith A. Winston
'.
:,
'-,
.
."
, See Texa:l! v. HOllwoo9, No. 95-1773 (July 1, 1996) (opinion
of Ginsburg r J. 'joined by Souter 1 J.); \?hi ttmer v. Howard i\.
Peters Ill, 1996 WL 363399, 2-3 (7th cir. 1996); Hopwood v. Stat~
!It Texas, 84 F.3d 720,,722-24 (5th Cir. 1996) (Politz, King,
•
Wiener, Benavides, Stewart, Parker and Dennis, jJ., dissenting),
724-25 (Stewart, J., dissenting).
"." ,
�Wednesday
FebRlilry 23, 1994
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Part VIII
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Department of.~'~~:.·, .
," Education· . .
;
. .
-Nondlscrlmlnatlon In Federally Assisted
Programs: TItle VI of the Civil RIghts Act
of 1964: Notlce
..
.
•
•
-
�Fedend ~ I VoL SCI. No. 36 I Wednesday. February 23. 1 _ I _
.756
oI"'a_
•
Cene...l AIx:ountlIIjJ 0Ill00 IGAO) ..d
SwNaaty
!a tlIo FIDaI
.
pubIk: OOIllIDM):ts submitted lo I'tII$pao.&e Poli.,. GoId·_
Nondlserim........ F-.ay
. to Iho
poU.,. gul_ 'tIIo
AJmo.t 600 written iespc»UeS WanI
ABslsted Program.. ndo VI Of lM CtwU Sec:roWy
dotennlmod
received by the = e n t in reSpan.
AJuftIS Act of1!M14
pn>posed polloy guldaD<:o ~
to the ~ po
guldanco._
the mqufrementa of ntle VI tao
' with d
~Onl and aruU.)"IiL
AGENCY: Department of Education.
narrowly In J!&bt of oxi5tlD8 _lotio..
eddf
~ons and
AC'TlOH: Nolia! of !'ina) polk:)' guidanea.
and
WhIl. TItle VlI"'l-~ were
in moet.inp
1U1OIARf! The
of Education
betWMD Oepartmc:nt offidalt. &tld
that strang just16catioru: exist be£c:n
iul.Ies li86t
gui dee on ntle VI
raca or- national origin it used u . bulJ· ritpresentatiVGS or postsecondary
of the: Qvil . u Ad of 1964 and llil
to: ewa..rdina 6.nandal aid. maar of the ",lnstltutiOllJ t.nd dYil tigb~ groups. lb.e
..UouaIes 1m existing _ _ . , _ majority commelItI exp.......d
lmr.lem"'tlng::t:: ne finII
po icy guidance $C\lS$fIfo the
support lor tho obJect!vo .r clarllyiog
ftnMCial aid pto;l""', dacrlhod by
applicability oftheltatute'sand
the optlOnt eoU.,. bvt 10 \lie
commantllnl appHr to mNt tb!t
regulat!onJ' noodi!lC'Uninatioo
financW aid to promote ItUdtnt
....dan!.
roqainrme:nt to studont 6..nandaJ aid tba1
divenift and e.c:cea: of minoritiM to
1'he recmt repcn1 by GAO 00 eutr.m
11 8wardad. e1lout in port. on the buia
posIIO<lOnoWy ed""",on without
financial ald progI$Illl does DOt lodicate violId:lng nde VI. Many COm!MJ)".
of,..oo or national origin,
; the exlstOD(Jt of !l8rioui problemJ 01
EFfICTlYt DAn:: 1"b.ls poUcy guidance
however. tocllasuo with apocllk:
noncompUanca with tlut law ill
tabs .rreel all Mty 24, 1994. aubjad: to
princlpw. hi tho prop<><oe<!
the tntnsltion period descti~ in thiI
~noWy Institutlou. nat _ ' gwdtm08~~Onea w et.Ht those
DEPARTMENT OF EDUCATION
•
""'C:1.
!hal'" '
Man,
_law.
Sec::nl:2
=.cy
0'
t!:
round that ~'ed ocbolorshlpJ
nolics.
FOIl f'URTH(flINFORIttT'lON COHTAcr:
}oanel18 Lim, U.S. Department or
Education. 400 Maryland Avenue, SW..
room 5036-1 Swiuer 9\1Uding,
Washinst0n. OC 20202-11'4.
Telapiu;me (202) 205-3635. lndividuaa
who U$8 e telecommunications devk;o
fGt the deaf {TDOJ may caU the TDD
Jlwuber at 1~35342.1.
SUPPl..DfENT4.AV IHfORW,TlQN:
•
On
Decomber to, 1991. the Oeptrtmont
published a notiOil or propOsed polley
guidan~ 81Id ~UMt for public
.
comment In the eduat llegistet (56 FR
64$48). Tbelurposooflhep~ ,
CidanCf)' an of Ibis final guidanCil it 10
elp clarify bow collegf1S can use
flna.ndal aid to promme campus
divarslty ar.d access Qf minority·
students to t::tsocl.1n;:r oducation'
without \>io
cU·
~ill&tion laws. T'be Secretary of
tducation encourngfl'& continued USIt of
titlanc!lIl aid ai a mews to provide
Equat ooucational ~portun.itr and to
provjda a divem ucatIona
lins rode
etlvtrontt'lent ror aU student!, The
Secrotaty slso encourages the use by
.:; _posts«»f':iarl. institutions or other
-- .
efforts to tecruit ana Main minority
JtUdents. wbit:h ~ nat affected by this
policy guidanoe.
Thl.! gui~ is dl!'Signed to e,romote
I.hes.e purpose' In light of ntlo or the
Ovil RIghts Ad. of 1964 mUe VI),
wbich sfates that no person io the
Unitttd States wit on th" ground or
mce. COIOf. Of national origin. be
excluded from pattldpation In, be
•
denied the beneflts ot Of be sub}octed
to dl$CrlminatioB under any pl"OfP'Jm or
activity tea)idn& Federal financial
.lS!lis13na1.
The
~partmonr
he. completed its
/'eview of thll. i$$\Jo, takinJ inlO ttcounl
the results of a roccot stu y by the
amstitult. very smaU pel'Cl!lStipoftbi
'achOIIU"SbIx:.;"'~ed to studan:fl; It "
~
iLsUtutiona. 1'bt
k.retary agticlpates that most existiDB '
pro&nU11s wiU be ab1& to satitly tho
principles set out in this final pdauc:e-..
Th. Department wil) Use the
ptinciplas describfrd In this liml polley
rwdanea in making d6l.ennitlJltkmw; .
principles w • be .ffoctlve in
e=mpUohw" thi.~.
/vi; moro hal y exp I.ned in the legal
eneJylia. sactlon orib!. document. after
Nv\owing the public commtml.S end
roo,xaminina the legltl precedent!. in
light of those COIlUIHtlltJ:. th. Depa.runent
has revised the policy guidai!.ce in the
following resre,:
(1) Princip t 3-"F'inanciaJ Aid to
Rem~1 Pe.&1 Discrimination"-has 00.11 .
coooerning d1.st:rimination based OIl reot
amended fO~rm1t a college to award
or !latioMI origin in tho award or
5nanclal Ii basOO on rnce Of national
finan~iaJ aid. These principles describe
" ,
origin as part of affirmative &ctl0Jl to
the ci.rcumstancet in which the
=.th9Iett~~~~~,~.08 or.~";,· J; _.;
"':t '.,,: ,~" . , "
Department. ~ on itf; in1~dOD
.naton ...... outW&l
ofnt1e VI and mlovant case P .
'finding 10 be roam, tiy'dleOffice for'" j'; !...•
belltJV8$ con.sideratiOJl of I'IlOft . .
Civil Rlghts tOCR):a com. or a
.
»ational ori&lG in the awar<fOtliiiandal legisiative body. tr the College has. a
aid to be permissible. A finandaJ aid
strong basis in evidence of- .' ._w ~" ".t.,
program thet CalL; within one~, more or di$Crlminntlon justifyt!lg ~e u~, of ~.;.
targeted scholarship&. . . .. ...
"
th"'" prlndpl.. will be, In ilia
t2J Prindple 4-'"Financial Aid to. .
~nt·s view, in co:mpti~ with
CrealO' Oh'arnt)'''-ha. boon amended to
Title VI.' this guidance i.1l intended to
tha awud of financ~r aid on the
a:uist eon.,- in fe.shioning leplly
race or national origin it the.id
darensibh> affirmative tK:tion p:ot.rama .
is.e necossa.ry and nartOwl~taUornd
to promote the MXe$$ or minority
studentJ to pD$tsocon'dary educ:otiaa. " moonstoacoompUthacol a'sgoalto
. Mve a dlverso atudent body that will
."l'be Department win offer tlldmic:aJ:
enrich i15 acadamic environment.
assistane& to co!l9£es in roenm.ini.a&
(3) Principle S-"'Prlvate Gifts
,1
their financial aiJ progra.m'$ based on
Restricted. by Race or National Origin "
this guidance.
..'
has been amendod to cJ«rlf)< that 4
'This nOtice conslstt of five simply
·eonego can aruninl6ter finand.al aid
.
M
Cit
, .,r
...tod Prind~trd 0 $OCIlOll
containing a
0'1 analysis f«each
priociple. The at matysis add."'CISSeS
the malor commonb rec:eived to . .
response to the notSco
poHcygu!_
or proposed
from pri\-llto donors. thai is mtricted on
tho· basis of race or naUorutl Qrigin only
it that aid is consistent with the other
principles in this ~kY guldane&.
(tl A provlsJQll
hoen added to
. permIt .historically blBd: colleges and
" univnrsilles (HBCtJsJ 10 paru:rte in
•• b> !dtitfl'PlIf; th_ priIIclpt.. (b5 Do~ '. t'i1C&-fArgetoo prosranlS for bl
111 noi: #o.tllclQ411"14 tM paufbiUl')' lbtl tbtn IMJM
students establisbed by third parties if
Olbor bun (>01 wh.kb, cell. . IN, ~ u.
tho progmnli are not Umited to studonl$
c:nnsl&'fI1lon 01 !'act Of Mtlonil <wrJtlD to .-tdtlll
.attmCUS:
nn.Mlal,W. Tb, ~w!u~..,
(S) ProvisioN in the proposed policy
111#1&..11<:11\1 thai ~ ~ dlll'io& lh. IXIIInI
guidance ror atransition period h,a'1J
of & TIlt. VllrlVw!&&t1on on &eue-by-eue bui..
�Federal ItogioIer I Vol 59, No. 36 I Wodn<ooday. February 23, IlKM I _
•
been revised to provide that... far u
lIilore4 mMpJ to ochl~ the: goal
the Department's entorcemaot efforts an
fa) Colleges and other mcipienta of
fedemt finantialllS5i5t&.nee will htmi.
reasonable period of time-vp tt) two
years~ review their financial aid
progrnms ~ to make any ad1urunenUi
necessary 10 come inlo compliance with
~L.=ples in this final policy
OW
,
who has received or
applied for financial aid at lbe time this
guidancs becomes effective wiU lose aid
(b) No student
OJ • mmh of this guid.a.nce. Thus.. if Il.D
award of fina.tlcial aid i. inconsi61sct
with the priocijl(cs in thi.guidance. a
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Principh J: Fincmcial Aid To 8emody
Past Discrimirrat:lcll
A mUer may award finimd.td aid on
the basi, of:f"ltC:lJ OJ' MtiorW Drip If the
d
ai is ~ to_overcome tbe effectJ
of pus dittcrimination. A fiAdlns of
disc.r:imin.btion may be made bv. cowt
"
_'L.
eot.
Amendment itrt9rest in dlveralty. Fi.r-Jt.
ma),. of OOUl'$Cl, U$O jts
fi.o.mclat aId p~ to promote
dlvetsity by ooncldmng fec:tot'l oth$r
thaD I"1tQJ Of national orisin.1UCb as
pograpb.lc origin, dfv~ e:xperienCIK,
'(It $OC:.ioeconomic badgYound. Second.
• ool1ep may consider race Of nttional
ot1iPft with otb., f&ctCf'lln owvtlini
financial aid Hlbe aid il neQmel'y to
...... I._!h
II
di
'....,',..tI'r e co ege's interest in 'vemt".
1"b.iM•• college: may WMt race or nlltional
origin u a condition of eUgibjlity in
awarding fhiancial aid If
\t$<I iii
I
Uorod
, __
-narrow y fa
• or.1.n otuw words, if
it 1.1 necessary 10 further Its intal"Mt in
a
or by an administrative tlgeney-$U~"
the Department', Office (or Civil RJalrls·
colll1le or oilier rocipient of Federal
Such finding ....y also bo mode by.
financiAl esslrumce may cont41ue to
Stete or JOCIl t,.....:..1ati\>1l .......... u 10M"
provide the lIid to a stud~ dmiD,g the
......
-.1
the legislalure has a strong buia in
d1versity and does DOl unduly l"I'l$\.ric\
course of his or her enrol.4neut. in the
academic program for whic:h the aid Will evidence Identifying discri.mi.natio'n
JK::aW lb financial Aid for students who
within its jurlsdit.-tion for which thai
do not moot the rnc;e..based btigibHl1y
/l.wlU'de:d, if tbtl stud&ot had either
twmedial &etlon Is~. ,
critMi•.
epplioo for or received the aid prior to
In addition, a college mayaward .'
Amon" the considerations that Ilffed
the effective date of this policy
financilll aid on the basis (If faciI or
0 dotomJnatioo or whother aWfU'ding
guldance.
national origin 10 remttdy Its put
race.t.o.tgeloo financial aid is narrowl')' '
Principle'S
discrimination withoul a fonnal fin~ tallorod to the goal of diversity ani (1
or discrimination by 8 court or by an
whethor raco-neutral means of achieving
Oe/initions
administrative or lagislative body. T'bo
. that gool have oo.en or would be
For purposes of these principles
college must be prepared 10 d&Ji]on$ttatff ineffective; 12) whether less eXlensh'e
College m~n, any poslsocondBJ}'
Ot lotmslve use of mCfl or national
inmtution
ruceives federal financial 10 B court or administratiVtl' agency that
them. is ~ strong basis in ~dence for
. origin in awarding nnanci~ aid u a
assistanco from (he Depatttnen! of
concluding thai iliff coll&ge- s action was ,means or nchievlng thet goal has been 0:- \ , ", ~
Education,
necessary 10 remedy thct effflCl5 of hs
would be ino!TectIvo; (3) whether the: ," " l.·'~n'
FinorrcioJ aid includQs sdlolarships.
past discrimination, If the award of. " Us.e of niCe: or national origin is or ' ' •. ,.,~; :,"'; (.
grnnts, loans. WQrlt·s!udv, and
limlled e.xI.ent and duration and is ''',',,~ ,....
feJlowships that Ilr9- made available to " financial aid based on tae& or,natioruU
origin is jus-lified as ,8 remedy- for past
.'" appUed in a nexible marinet: (4)' ,,' :}:~!<t hi".
Assist /I studont 10 pey fot his or ber .
discriminetion. the coJlege may use ..~ ',whether the institution feautlLtly .' ~", ~ .::!~ rot
edllGa!ion at.l college,
funds from tiny source-, including
• 1'': reexamines ill use:6f rnce Ot nalio-nal'''1 1':" ~I
Racc·1N'.lItrol ffietlIiJ no! based: in
unl'Ktricwd lnstllutlonal funds and .J" ~~{oIiiin in/awnrding'financialald 'tOi-"-,,l:!Jt:'~ ~ ..t.~ t
whole or in part. on t8CfI or national
privately dunated funds ltI$lr:iaed by ". ~. detemilne whethet it is still nee&sMir.:'IO
odgin,
'.
the .donor i?t. aid based en race or
achilW8 lis goal; and (5) wnolner the
~' '~I '. ',.}
Roce.torgete-d. roce-based. lind
awatded on the. btJ:;i~ of roce. or notional natlonal ongm~
.
effad. nf tb... u&& or raat 6t national
A S!~te may awvd finandal,-a~d OD
origin on students Wh6 a", not
origin mean Umitad to individuals of I
the basIS of race: or nruJonal on19n.
benefldarlet of thaI UM is sufficientl\'
partir;lllar r8ea or races. nr naliocal
under the procOOing standM:lli-. if the aid small tlDd diffuse so as not lO C1't.\a!6ln
origin' Ol''"',rigins.
is necessary 10 overcome its own past ,
undue burden on theit opportunily to
Principle': Financial AidJor
discriminat,on Of dis(;rimin!!;lion fit
1'$CiI'tive- finlt1':ldal aid,
Disadvantaged Students
colleges In the State.
II tlUt use of race Of national origin in
It. collegil may m~ award" of
Principle .. Finoncial Aid To CrtH1t1!
' ewll.rding ftnandal aid 11 jUS1l1led under
financihal aid to disad~aqtaged students, DivelTity "
this: prindplfl, thtt (;011* may U$& fu.ru:iF
without-t.:r,a:d to race'",; national origin.
. from any ~,
America is unique bocaUS8 it hu
OV6n if that means that these awards go
dlsproportionatnly to mlno.ril)' G'tudents. forged one Nation from many pEHlpHt of /'nneipl. <: - . . . Gifts I1estJided by
~ orNational f.Jrisin
e remarkable pumOOt of differeD!
Financial aid may be earmarked for
students from lowwinconw families,
bedground$. Many coUe&e' seek to
TIde VJ does oot prohtbH an
FinanciaJ aid al$.o 1M)' be &mnarked fOr create on campus an intelleauti
individual or an organization that is Dot
student£ from Sf'.hool dlstrlcb with high erivironmenl thst renect$ that diversity, a rodpi&nt ofFooeral financial
Ii collega should have substantiaJ
dropout rates. or stud811l.$ from sinde
nssistanot from di.rectly giving ,
parent families, Of students from
discretion to weigh many r&don
scholtmhlps or other forms: of financial
famlUM in which few tY no mtmlbert
including race end national ori~
rod to studants based On thai; rae.. or
tts efforts to attract end retain e student
haW) attlfflded con., Nona or t.heMJ or
national origin, TIUe VI simply does nat
_Iy,
•
other raarneutra~ ways of ldentifyina:
population of many different .
-Tbe provisions ofPrlnclpli!S 3 and ..
exparlf!DmS. opinions. backgrounds.
and providins aid to diS3tjvantaged
and culture:s-providoo thai the use of , apply to the use- of ~ed
students present TItle VI probI6m!. A
taC6 or nations) origin it consIsttmt with privamly donated funds by. oo1J. end
college may US(! funds from any source
lbe <;onst!lutional aandard. mfieded in may Justify awarding these funds on the
to provide nnandel old to
Tit~ VI. i.~,. that it is ... nanowly ,
basis of race Of national origju If the
disadvantagpd Irtudtmu.
th.,
'
or.
dJ..... studontbo!!r,
.• The.. .." ~ p...tbI. opIJ_ ....
• m11es:e tn promOtl itF riM
.
",,,,aun_
•
8757
wi,
a
.::1 :'
'r
•
�8758
•
Foderal 1tegitO.. I Vol 59. No. 36 I Wed:le<day. February 23. t994 I NotIces
Tmnsition Period
wUege i, l1I1Ded)'ins Iii put
di.scriminotion pursuant to Principle 3
Although the ~.nt antidpotea
or attempting. to ochievt I diY8l'$e
drily receiving P'edandllftn'""<'i.l
-~:~~~
~
noguIatIonJ implementing nile VI that
Rudenl body puzsUanlto Principle 4. In that ..... financial aid _ . . . .
considttt nlCt or national origb). in
eN eppUcobl& to all mdpie:n14 of
.
addition. It colI. may URI primal)'
awGl'dina us~ wiD be!ou.nd to be ftnancia1 ass~ from. _
,
donated funds t.b4t ftr& not nstzidtd by
Com;il1ent with 080 or tD(IN cf the
.... Dept,rtment 34 CFR pe.tt 100. Tha ' .
!.hoir donor on tb. basis of taat or
principles in I.liiJ finAl policy guidanct. ~(;ltlS prohibil dJecrlminatlon lD
notional origin to make ~wardl to
di5advanlOged $tu~a u de:scribed in there wHl be some p~ tMt require the administratloa or Bm.nciallid
adjustment to comply wfth n& vt J:c" plOjflUi1a. S~ficaU" they prohibit,
Principia 1.
0l'd8110 ~l
tim, to usea . ' rocipioot. OIl tbt bul, of l1IrCO. color••
AddfUonai Guidance
their p~ and to make lilly
natiOnal origin. from ~nrinJ!: flo,ndel
oeoossary tdjustmenta in an otdcty
aid: providing dIffttrent aid; lubjeding
Finoncialltid '01 HisloriooJJy Block
. manner-end to ell$Ul8 that student. ,.; .uyeno to M!~te Of different trootment
Colleges and Universitil'!S
wbo e.J.ready have elth6l' appliud for Of , in any matter related to ftnandal aid; .
His\orically black colleges: and ~
roceived finandal aid do not 10M their
~ the enjoyment of lilly
.
unl\lersilles {HBCUsl as defined III Title student aid as Ill'e$Ult of the is$uarn::e n~ ,advantage or pr:lvt. enloYed by othets'
maltha Higher EduC<'!tOU Act
this polky guidanco-(h.ra wru be • . 'receiving financlaieJd; and. treating
m}. 20 U.S.c. 1001. ani unique amoog
ltBn$ition period d~ which the· , ' uyou dtfrerently In doteta.dniog
institutions of nigher education In
Oopartmexrt will wod; with colleges. that e1iafblllty or otbor ~ (or
'
America because oftheit role in sen'ing Nqo.ire assistancalo bri.n& tbelJl into.. .'" . financial aid. 3t Cf"R lOO,3(b}~)); roe
students "'ho wert deaiod ~ to
'oompUancB.· . ' ' .
.'.
.,' .. " Also 34 CPR 1~%l.
.
posts»condary edm:.etion based on their
The Department will afford colleges
In addition to
b!tin8.·
roce.1 Con~ has made numerotl$
up to two academic yean to adlu.t theit dberllllitultian,
ntl. VI reguletiOQl.
flndings reflecting the special mle and
programs for new student•. However. to requtr. that .. reciplent the! !:::u
nMld5 of these instllulioos in light of the the elCtent that iii c»Heg1I does not need
pnm.ously mtK:rimlr.lad "muM lake
hinory of dl$Crlmil'l8tlon by States and
the full two yem to make adtustJ:rumts
aftlrmativtt actio!' to', 0":6rcom•• ~.
tht F&deral Government as'll'lst both the to its financial aid programs. tho·
• effects of prior d;tIC!'lrruna.tion. U O'"R:
im:titutiooli and their students.ft.tld has
De~rtment e~pects that the
' .:
, lOO,3Jb)(6)(i}. The OOSUJationt Also
ret uired enhancement of these
adjustments will be made 8.$ soon &S
ptrmut roclplcnts to take voluntary
.t
In:'Htutions as • remedy for this bislory
practicable.
' , " , a.f'firmaUve aetlan "felvttn in the absaaat
cOl.
mu.
w
of ,jiscrimination,
No stude-ot who l$ CUJ'T'ently receiving of such prior discrimiMtian· • • to
. ·lJased,upon the exten$lVtl ' ..
finandal aid, or who bas epplied for aid O\'9reome the .rred4 of c~dj~
, _.. cc·lgressionaJ findings C;O?caming
prior to the effeetive date of this poUcy
ow:hich lVSulted in llmlliflf puhcipatlan
" ~ ".' l'mcu$, and consislent wHb
guidance, should losa ald as a I'ftuit of . ~)' persons,o~lI.partiC¥!ar~. ~lot. or
.. ..~." \ cO'lgressional and ExeclJiive Branch
this guidance. Thus, if II college ..
~.Uonal onglll in the mcipmnt.
•
" e fi )t1s to enhance and strength&n
, determines thel II financial ~d p~ f:F'TIUllS. ~4 c:FR,.lOO,3(b~6)(Ur. ~. 34
',~
'h~', ') ';CU~.the Depaitmenl inletpret~ 'rUle
i$ not permi$$ihle'under thIS pohcy
lOO.S(I}.: ' !'"7.': '"': i "~,~"
, ,,','" ,;,.' ) ".: :.\'j to permit tbltMl institutions to
guidance. the cotlege nay continue to
.
permlss~Uity o.f a~erom8
}
',J~. "1~~1 (+I ~1·:l!1kipele in student aid programs
provide ass.ist8ncu awarded on the bast& Student finan5JaJ .J:.~ ~~. in w~ok! or_
.',\~~ ~!("':4.:j: ...,.(. !t.'£lJbHshed by Ihird parties tha~ tlll'g8t
or race or national Origin to Siudents
in.~: on a studer:t, $ ,nlCO ~r~~~lnnol·' '~,"~
'.. ' ,'.. , If ' 'kanelalaid to black sludents, If those
during 1M entinH';:ourstt
. ).' ....l .~~ ~,'programs are not'limiterllo students at academic program at tbeof their' if· ongm I;UYotve$ ,fI~ mlerp~r,et~h:>n ohbe .""
college, even
proceding pro~ls1;,ma. COf!cemmg
.
r', !
'ihe H8CU*. These would Include
thal period extends beyond the two-year affirmetive ection, The Supreme Court
programs to which UBCU" contribute
transition period. if the. student!; had
,has made dear that 1lU. Vl prohibiu .
their own institutionru funds if
either applied fot or received that
tnlen~unti cl~s;ufkatlons based on race
neceSSMV for penic.ipalion i:1lhe
BSSiSiancc prior to the elf&etiva date of'
or national ongm for the PUfPOJe 'Or
programs. Precluding HBCUs frt:.'l these this .v..licy.
'
'
affintleUva action t~ the s.m. extont
programs w!)Uld hav. an unlnten.ded
r-,
and under !he wne "Hmderd. Itt the
negati\'o eff~'1 on their ability to recruit Legal Ana.lysiJ
.- : Equal Prot&etloo aeU$$ or the
lalentad student bodiese.nd would
Introduction
Fourteenth Amendment} Guardians ,
undennin. mng.res<sional fICtions aimed
As5'!tv. Civil ~ Commfujon ofrhe
al enhancing these institutio,,4.. '-~~~
Th~ Oe~ent orEdl.!c8tion i.
City of New York. 400 U,S, 582 (1983};
.81
may nol create their own tacO-UiTK!.ed
mf,<)nsiblt,for enforcing Title V1 of the Besenu of the University 41/ CalJ10mia v. "
programs using institutional fund., not
Civil Rigbu Act of 1954, n U.$,C. "
"
,
may they accept privately donated ~ 2000<1 e1 seq" ot instlhnions receivins .
Federal &ducatlon funds. Section 601 of
targeted aid limited 10 students at the
TJtle VI provides that no person in the·
HBCUs. unk~ they S&tifify the
United SlatM shalt. on the ground of
requirements of any of lb. other
race, oolor. or national origin. be . _
prinoples In this. guidaru::e.'
excludoo
participation In. be .
t. '. '::
n.
"1
*"
Int"' m l\al"... no;mbrtu of rl'Q"in:l'Mnllln..
i:u!!tlllim-. milS< '"'"' in urdft 10 t.. conl~ d
hiwnial.,. b~« COnejeOf \/llh,,,,,lly. !M:h>d!J'!8
the rk;ll''''!l"WnIIMlli'lf. oolle&t Of 1In!"lOtlily_
t'$!lbHt.t.d priOl" 10 1ll64. to U,S,C 1061, IA
If't\Il4>."'·:u- imp«umnllnJ ntl. m, 1M ~U)' /w,
•
iJe<lllfit<itb. ;!'!f!LlI1IJOtlt iNt mWl. lb._
teq.;.'N~m.mll.
l. ~ OOI,t/\».
'fOf nlmpJ.,;lft H9CU mls;ht , ...ud l1oQI
q"i"!!!(l' .id \Q MUQ!,! ~ .lIu1tMl0f I()
uoro
denioo the benefits of. or 00 subjedad
to discriminetion under any
p~
or
�Foderal Register / VoL so. No. 36 / Wednesday. February 23. 1_ / NoUc,,'
Patricia RoberU Harris Fellowship. the
ofEducotion. 402: U.s. 1, 1"'15 (971);
Authorizati:O!l Dr specific: minority .' . McDanj~1 v. lhlmtsi. 402 tr.s. 39 (1971);
scholarships by thallesiJ;loUon ptevaU, ~n v, County School Board of New
oYBl'ilie genentl prohlbiti~ of.,
. l'mlt County. 391 U,S. 430. 438 (1968).
discrimination in TItle VV·'11:rlI msult
Most :recently. in United States \I.
al$o iJ cons.istent with the canon or
Ford~, supra, the CoUl't found that
States that operated de j~ tynems of
cnnstrut.:Uot.I under which the specific
provision& of a statute prevail over tho
btpor ooucalion haw 1m afUnnalive
f;enelilJ provisions of the BalM or.
oblisatIon to enwrn tiUI! VttStiges of
different statute. See 2.A N, Singer·
the de lurG system continue to have a
Sutherland SJatutory Construction
discrilninatory eff&d: on the basis of
, Balle. i33 U.S,:Z6S (1973), Thus. tho
Oepartmfmr6 intnrpre:taticn of the
generaJ language ot thtl Tide VJ
•
N!gUlations (;Onctlming perml.stlble
efilnnativeaction i£ based on case law
under both Title V1 and 1M Fourteenth
Amendment.
The following d~$$ion addresses.
the Jepi bam fot each ().f!hlt 8w
principles set out in the Oepattme:rtf'
policy gui-dance,
"a1 Aid for Diud'.........-..l
1. Fi
mana
•....'''"is''"
Students ....
The
:-',
.,.
"
"
.'
. .. ,'.~ . '11.or .
'
;." .1. :'4;,-
8759
no
rust principia provide. that
colleges may award financial aid to
disadvantaged lludents, Colleges ""'
free to define th(l ci.rcumstances under
which students win be consid&Nd to he
disadvantard, aalong as that
OOtennJnoUQIl is not based 00. race or
national origin,
At $Oma COnlroenten noted, the Title
VI roguhltiQ.M p"'Ohltilt .ctJ01l$ that.
whUe not intentionally discriminatory.
have the effect of dlsctimlnaUng on the
basis of race Of lltttional Otigirt 34 CFR
lOO.3(b)(2); see Gu41'dloM J\$$'n v. CIvil
Servk~ Commission t>ftlut City of Mrw
Yorio supra; Uti! v. Niclwl•• 414 U.s..
55311974), Ho~l', &ctlons thet have
e dl~proportiOO'la!e effect on ctudenu of _
section 4/ii.05 (5th e4. 1m);
,race.
.
.
Roozonower v, TOOCM BOSl and ~
"'-.,
Tho '''pl_ting -'lations !of'
'-0
426 U.s. 143, 153 (lS76); MOlfafI v.
TUla VI provide that. ruclplent of
Mnncarl. 411 U.s. 535, sso...sl (191.);
Pederal financial assistanc8 that has
Fourro Glass Co. v.' Tl'1llVJ1Iiro Productl previously dls:crlininated in violation or
CorP., 353 u.s. 225, U&-29 CUtS1).
the statute Of tegulationJ'must tab
SOme commenl&n argued that the
' ..rti.rmau,", KtiDn 10 overroma the
existenoo of congrMiionally authorl%.od . effPCU: of tha past di&c:rimin.at1on. 3<t
race-targeted 6nancl~ aJd progtama
O"R l00.3(bJ(6)(i}. Thus, a college thai
supports the position that all racehu been found to have dlscrimin&ted
~ed 6nancl4l w:d p~ a.re" , ' ,ogllim1 ftudenu on th. bam or roce or
permissible undw Title VI. However,
national origin must ~e 5lep$. to
the r&d that Congress bu ooactod
mm&dy thl'lt diJcrlmination, That
.pedJic Fooeral pn::wams tor race-,
targeted finandaJ ald does not wve.. .
1U1 authorizatl.on for Siaies or cotleget 10
croate their own progrruns to} awvdlna
student financial e.idhasad on l"1'ICO or
national origin.
~=~d To Remedy Pat
a partiC\llu ra~ or.national 0rl~!1 ~f" ~:',
_
_
.
permissible under TItla VI If they,*,
Classifications hued OJ) TOCOor
"manifpst dOJllonstroble reletiOtWilp": 'natlonal origin.1ncludirll aJ'Urm.ati..
6
B
~,;;:;~~gn~~?gjk%:~·~:':~~fi:~~~m:=O.uid
NAACP v. Slate ofC«H:gia,,175 F'.2d .. ,(, ""scrutiny by tho: courts. Repnu ofthtt,
1403. Hl8 nth Cir, (l~~})t'i~,~;:¥, ,,,,_,Universityo/Cali!()n'Iio \1', Bakbt-.431
'remodiaJ action may include lbe
s\'/atdlng of financial aid to fltudentli
fr:;m the> nsdal Or national origln groups
that have been discrimlnated llgain$!.
Tbe pro'lXlM'd policy guidance .
PloYidfHi that. &.mling of put
,
discrlrninatlanl;Ould be made by a court
. otbyen edmjnistrutiveagenr;:y.$Ucbu
tha Departmelll·. Office fDrOvil Rights,
. It also Could hemnde by I!Ii State or local
. legislative body... long .. the
" ~!~~~=:~:a8=:~
identifying discrlmioatJon within Its
JwiMidioll few which tbft romedial
Oe~~nt'. ~f'w"het ~~&rdiilgl' 1,J.1.\::~:••. U.~. at 292, Tbeus. ofth,OIIO .
~:,' aetleuli. ~
finanCial mdAo t!is&dvlUltagoo shidontsjt.' ,classifications mll$t be b8sed on a' 1\"" .. " 'Ii numhei ofccmmentnrs argued that
provides a ri.lmclentlfitiOnif;'"::.i'~. '~, / ,1oompelling governmental mtenm aZK\'
cOlI&gei should be able 10 taka remedia.
.,d'\lCational putpoM I~ N5tltY:.a,~y~ :',: ', , '," must be DlUTOwly tailomd to &em that'·, c.etion without waiting for a fOlmal
ncicUy disproporlionfite'.trect the use ~"interest. RJchm()nd v.
c::rmmr Co..
finding by e court, edminilitrativa
. of this crilmon may entail. :In
.
488 U.S. 469 (1989); Wygont v, Jocbcn ttg(mcy. or legislature, 111& Department
particulAr, rbe ~pA.I"t.InMI ~1iovoa that Board of E:d-urotJoJt. 476 U.s' 287
'as::ooe. The final policy gutdanca
'.A..
en OppUQlIlt'.r.baractet, motlvaUDil..
and ability 10 overcom. economic and
educational diHdvliIltAp.,.
oo\lC8Uonally Justified considemtlonl in
both admission and fin.ndal aid
decisions. Thun:;;ont. the.ward of
(1986).."
.
The SUPI','!DI8 Court hac ntpN\GdlJ
held that th,,'Convnnurnt bal.
compelling intiU'1l6t in ensuringtbt
elimination ofdiscrlmlnation on the
basis ofrnce or nationAl origin. Too . .
further Ul!$ gowmmentallnierNt.1ht
pl"O'ridn tbat. ev&n in theaboonClt 01.
finding by I court, legislature. at
administrativa agency. B college-in
order to remedy it. put
dac:riminlltlan-mey Jmplemant a
l'$l..O&dial t8C&-Wgeted 6nendelald
financial asslstlU'C& to d!$ljdvantaged
pmgrun. It may do to U It has a J:trong
student. dQUJ ntH violate nlle VI.
SUpIll'tnO ct-Iuttbal ~)Qad tha UIIt
bW.t In vv:ldtJJl(» for concluding th#l
.
of ~aus meuumJ to .limlnate tha amtmatlva l!Id.ion 1l necessa.ry to
2, Financial AJd Authonmd by
discriminetioo. VniftJd Slota Y. FVt'dk:1I. remedy the efl'ecll of ita ~
ConS"'"
_ _ U.s. _ _"(1992), UniIIKI _
dIscrlmlnatloo and lIS ftn&lldal aid
Th.l1 principle statel th.l a conege
Y. ParodiSIJ. 480 U.s. 149;161 (1931);
program 11 D81'tOW!Y tailored to romedy
may ewMd financial aid OIl thlt basU of
SWOM Y, Charlottlf-.-MeclhmbetJ BotiJd that dls.crlmInatioa. PennHtina coUes
reat or natiorai C>rlgin 1Ithe use or J'llaI
to r&medy the effects of their put
or national origin in awarding that aid
.• OftoufM.U II:w:llYidIt"'mqd:.alJqwcbt
dIlICrlminadon without waiting for e
it; authoriwd by Fedora! matule, lhis it
IWlltllIDIifIf whlcll Ill. dd u~ .. \'INti.
formal finding Is consistent with tha
because financiel eid pH1Ot'AtnJ for
ottht CoI\tt!I\I1!ot\. nt mlUtt would tbMI t.
approach taken by the SUnNlme Court in
'-0"~ua1edundetfbJocmIt!l'1ItklNllftt~b
r'-'"
mLr.iorHy .tuden15 thet ant authorized by neill clu.o.Jl'latlloat "I'~ h1 hi:Wtl ~ . Wyrant v. /Ochon Board 01 'EducctiM.
a spodfic Foo<trallaw eaMot be
thaI W01'9 .~bll.blld'" Metro ~ me. 'f.
wpra.in Wnont. the Court clerl6ed
•
coru;"urOO. to violate a.:nothor Federal
law. 1.8., Title VI, In the CfI.M or the
estnb.t1shment of rod&rally funded
finlUlclal aid programs. such AS the
Fa:.. tll1 u.s. ~1 (l\1'!1O)"""~ •• 1:l'1.Itm.k:t..
"e u.s. ue (19&0). 110__•at ~w.r.d
p"vI~l1. ,uclt" Jull Wtlwd POI: bI v1ablll unW
ttl" vt. kif ~~ tbt ~ b.u~
rupoNllbltlly.
fhat a school dtstrld'a- rnco-con9clQUI:
vOhm!A..... affirmative tU;tloo pllUl oould
-J
be upheld based on eubseQUElnt judicial
findiflgt ,of past dbcrlmInatlo.o by the
�8760
Federal Kqist... I Vol. 59. No. 36 I WooDesday. FebfWll'j' 2>. 1994 INoUces
II.
�Federal ~ I Vol. 59. No. 3Il , Wedoooday. Febnwy 23. 1994 I NotIoeI
'T'hfI s.a.t1J) bill....... lb.1 ~ Qllkta;,'$ .ad.mle
frH<k>m '1I1mm hllh. ~1obw1l!><(;tw.te ofldau
.alllQ ,11(;]11<:1_ &Ii tt.,etet:t 11\ the 8X1~of.
M
dlntH uctll11ll1d, ~ pvllf'tll,.. ill <'!lItnll,,&:If
profU'II11 JtlUo~I" $Ince scbclu!; 'Ilil&' 1ft the
In~' ar!dliu with Dtben ill IMit tt.ld. and
.noI mealy ,.,lIb flt'Uily It thelt pmieuw Ilelmo!'
•
A unlv,n:ily l:OO!d t(>nmOuft It! !h!linleral by
tfltOlllf'ltPdlll.l1 tludltlllt wI«> ce cornrn!~.d \0
boIcom!ns prnr-. and who wlU promou tbi!
OVf!rln dlv,,"lly cl Kho!lI'I II:; lhtlt fI"M Dr IIUOy.
Rilcd!cu rAw dlvenil)' oflht
who.,.
.nroittl'd to 1M univ_ll", own &r*dutll~.
.,udwtJ
8161
�87&;t
, _ a.po.r
"
•
•
•
I VoL 59, No. 36 I w.dnMday, February Zl, 199f I _
.
�,
.
•
Fed....,
~
I Vol. 59, No. 36 I Wednesday, February 13. 1_ I Notloos
pl"evi.ol.l$.ly described, it b cimilariy
permissible to solldt the fund. frt»n
private soutaI$•
Financial Aid at Historically BlDek
Colleges and Unlvers:iUeos
To ensIW that t1ut principles in this
policy SUidance do not subvert
congressional efforU to enhance
historiCfttiy black col1es:M and
.
•
unlwrsitiet (HBCUa.J. tllese lnsUtutiom:
may participate in student ald progmns
_Ibli.bed by third partifll fot black
students that are not limited to Jtudents
.t 1M HBCUI and may \mt their own
imtitutional funds to thou programs if
necessary for partidpl'tion.u See 20
u.S.c. lOS1. 1060, and 1132¢.
(congressional flndinga or put
disaimitllltion againlf HBC'U.and of
the need for enbmatment).
.
This finding i. bMed upon
congressional findings put
discrimination againlt HBCU. and the
$tude-uts they beVEl InIditionelly served.
'U well as the DeptU"tment'.
det\tt'ffiinotioll th.t these institutions
and their students would be barmed if
pl1'!Cludod &om P4J1ic:ipation in
pmgre.nl$ cr&atoo by thUd patties that '
designate financial aid for black
.
students, That actiDn would have an
unlnt~ded neptiYil elTOC1 on their
abUitv to 't9CNit excellent lItudent
bodie"t: and could undannine
(:ongres:ilonal actions aimed at
enhancing these institutions. ."
Congnw has repeatedly mllda'
findingt. thet roc~u the uniqull
, historical mis.sJcn and important role
that HBCUs play in tbe.Amerlcan
. system -orhiglulr education, and
p.lrticutarly in providing ~uaJ
ooueational opportunity [Ot black
students. 20 U.S.C. 1051. 1060, and
0'
..
,'.
'"
.- :,1
j'
.:.~\.~.
·~t.""'t_,-
1 132c, Congress has c:reated programs.
that slrengthen and enhance HBC'U. ill
Titles n through vn of tha Higher
Education Ad, II! amended by Public
lAw 99-498, 20 U,S,c. 1021-11321·2. It
hM found that ~ il. part1eular
nationAl lntere$l in a.lding inttltutions of
higher education thaI ha-wt historically
servftCi students wbo lava been denied
access 10 pos1socondary ooucation
because- of tt.ee or national origin ..•
thlll &qUality of access and quality of
pO$\secondary education opponunities
&0
may 00 &n.hanced ror "n studenta," 20
U.$,C 1051. "A key link to the cho.in of
expanding coUege opportunily for
African American youth it
IIThit ~tlw> If ISmUed Ull-I:DCtJlU deflood
In nUl m 01 tb. W*,"1It Ed!>Ut1oa 11(:1. 1'1 does net
,lWly ",",!lilly 10 prodmnl-..tl,. blllc;'ln"ltutl_
ofhlthtit .dUQUOfl..
for thl. dlJti1>tt1llD
I. !hlI Conru 1.» ~ ~rk !llIdl,..
•
n.
_n
QDDtfinlnt lbt tu1~ "'tln or Int HlICU. thtI
MI"'." du bul, bi-lhU ~I.:m.
.
~-.
8763
�\bar the)' not restrict aid Itl WIck
•
students lr uab., their own fImds or
funds from privalo d"""", !hat _
to
set up S...,.,;..).w _
..
institution&. Howftc. because the
applicant pool 1M\ it attraa.d to
HIlC1.l$ pnNn!Jy _
primarily.r
black - . . . tmaJ. -u.! be placed
at • di$tiact diadw.ntace wftb hipI'd to
other CD~ in ettrac::tlns talented .
student. U they c:ou.kI not parddP*'le tn
financialllid pt'OfP1UD&" ~ third
parti.. f(.1f bt.cl. ~
1M
Doportmont I....,.... ntlo VIto .... mlt
an HBClJ t. partlcl_ In ~ad
financial IUd P"'ll"""Iot bllld
.
studen.. tho!.,. ~ by th!nI
partie$., if the progmms aN not restricted
to stvdents at HBCIJa.
"
TIle partlclpet... by IIBCU. I. _
'"""""1:'>'oci ald p"'fP""" will be.
suhjoct to poriodk ~Mlt by the
Department. Tbe Pepatt:mtmt will
regularly f'I'I'\Iiew th. I"MUtb of .
enhancement .fJortJ: aC HOCUa.
inch.!dtng the annual ",port to tb&
President on tho progress acbie* in
enhancing the !'Ok and capabUitin of
HBCU. requinKt by Soctkm 1 of
'
ExecutJvts On:t.t '12876. rr an HBCU bas
been enbanatd to the point thai the
inrutution I. ottm:tfV9 to individuAls
..
"
-"<
f1Ii4fdless ofthni.r race or national orljfn
to the sam. txt""t ••• non-HBCU. then
that institution may partic[pote III
0:;'".:,•
a:nlY
those ractt-targotod aid progranu: that fJ"e
, . ~.comjS1ent with thft other principles in
. this policy guidanaJ.
Tronsitio-n 1'ericd'• \ ". •
'h'
The proposed policy guidancs would
have provided« rWl~year tttnsition
period for individual $lUdtmts to tlnsure
that tbtty did not l(l$e their finandal aid
as a r&Sult of the guidance. Commentert
pointed out thet. itt $Ome Ql$H.. four
,
years may not bit .. sutfidenf time for.
studenl to oomptete hi. at her acaderuk::
program at. college. In eddition.
-.
..........;;
.
~,·o
--
•
(
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Clinton Administration History Project
Creator
An entity primarily responsible for making the resource
Cinton Administration History Project
Council of Economic Advisers
Department of Commerce
Central Intelligence Agency
Department of the Interior
Department of Defense
Corporation for National Service
Council on Environmental Quality
Department of Justice
Domestic Policy Council
Department of Education
Department of Energy
Environmental Protection Agency
Federal Emergency Management Agency
General Services Administration
Small Business Administration
Social Security Administration
United States Agency for International Development
National Economic Council
Office of Management & Budget
Office of National Drug Control Policy
Office of Personnel Management
Office of Science & Technology Policy
Office of the Vice President
United States Trade Representative
Date
A point or period of time associated with an event in the lifecycle of the resource
1993-2001
Description
An account of the resource
<p>The Clinton Administration History Project describes in detail the accomplishments of President Clinton's Administration for the period 1993-2001. The records consist of the histories of 32 agencies or departments within the Executive Branch. In general, each organization associated with the Project submitted a narrative history along with supporting documents. These narrative accounts are primarily overviews of the various missions, special projects, and accomplishments of the agencies. The supplementary records include substantive memos, press releases, briefing papers, and publications illustrated with photos and charts.</p>
<p>Agencies:<br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Council+of+Economic+Advisers&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Council of Economic Advisers</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Central+Intelligence+Agency&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Central Intelligence Agency</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Commerce&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Commerce</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+the+Interior&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of the Interior</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Defense&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Defense</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Corporation+for+National+Service&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Corporation for National Service</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Council+on+Environmental+Quality&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Council on Environmental Quality</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Justice&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Justice</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Domestic+Policy+Council&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Domestic Policy Council</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Education&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Education</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Energy&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Energy</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Environmental+Protection+Agency&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Environmental Protection Agency</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Federal+Emergency+Management+Agency&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Federal Emergency Management Agency</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+General+Services+Administration&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the General Services Administration</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Health+and+Human+Services&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Health and Human Services</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Housing+and+Urban+Development&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Housing and Urban Development</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Labor&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Labor</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+National+Economic+Council&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the National Economic Council</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Office+of+Management+and+Budget&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Office of Management and Budget</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Office+of+National+Drug+Control+Policy&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Office of National Drug Control Policy</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Office+of+Personnel+Management&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Office of Personnel Management</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Office+of+Science+and+Technology+Policy&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Office of Science and Technology Policy</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Office+of+the+Vice+President&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Office of the Vice President</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Small+Business+Administration&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Small Business Administration</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Social+Security+Administration&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Social Security Administration</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+State&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of State</a><br /><a 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href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+United+States+Trade+Representative&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the United States Trade Representative</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Veterans+Affairs&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Veterans Affairs</a></p>
Is Part Of
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<a href="http://clinton.presidentiallibraries.us/items/show/36051">Collection Finding Aid</a>
Provenance
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Clinton Presidential Records: White House Staff and Office Files
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Clinton Presidential Library & Museum
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Adobe Acrobat Document
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1474 folders in 111 boxes
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Paper
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
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[Education - Volume 5] [8]
Creator
An entity primarily responsible for making the resource
History of the Department of Education
Clinton Administration History Project
Date
A point or period of time associated with an event in the lifecycle of the resource
1993-2001
Is Part Of
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Text
UNITED STATES DEPARTMENT OF EDUCATION
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TIIE DEPt.rn' S!:.CRETARY
Mm:JQRANDUM TO ALL EDUCATION EMPLQYEES
FROM
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Madeleine Kunio-..... ';\ '
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SUBJECT: Impact of Reinvention Initiatives on
Grade Levels and Jobs
Over the past several months. the Secretary and r have initiated
a number of reinvention efforts to make the Departmer.t of
Education an effective organization that is responsive to its
customers,
As we move forward, we are aware that many of you may
be concerned about the impact these changes may have on your
grade levels and careers. The Depar~ment's position on grade
levels and employment·i's~a· follows:
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In accordanc~ ,wit~"rt)1~'1N~'tio;)al Performance Re,vi.ew requirements
to re1uce layers of~supervision;" the current 1:6 ratio of
super.riso;s" to '~o'~~Uptu"~,ri·sors will be lowered to a ratio of 1 :12
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by 1999, To acc<?mplish ~hrs,;, the existing 692 supervisory
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pos~t:'..ons~- in " t::,h~; t?~~~!';meZ:,t, .. wl.ll be reduced largely through
attrit.ion and re?struccuring.
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The Secretary and I believe tha!':-,' r,educt,ions~in-'force (RIF) and
downgrades are extremely disruptive and seriously damage morale.
In addition, recovery for affected employees and the organization
take years. Therefore,
have decided ~hat as the number of
supervisors is reduced. management-\'f_iJ.~, assJ..' gn' work that supports
the existing grade levels of employees. Our goal is to avoid
RIFs OJ~ downgra'des as a result of reinvention initiatives. We
have asked the Office of Management to advise managers on ways to
preserve the grade levels of employees whose jobs are being
changed hy assigning them to positions that require program,
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technical. or other professional expertise.
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Thank you for your patience and support during this important
transition period. We have already made significant progress and
r.:an take'·pride in our accomplishments thus far .
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To:
From:
All OCR Staff
Norma V. Cantu
Assistant Secretary
Marvin C. Farmer
President
AFGE Council 252
Subject: Memorandum of Agreement to Implement Senior Management Structure
We are pleased to announce the completion of a Memorandum of ~gree""r1ent that
will enable us to begin implementation of OCR's new Senior Management
Structure, The new structure creates four Enforcement Divisions, with three
regional sites in each division, including the r.ew D.C. Enforcement Office and the
Cleveland Office as independe·~f.sites:' The' Enforcement Divisions will work with
the new Enforcement Directors .. The structure is designed to reinforce the
team-based approach -th~>t 'w~
~;;~~ur~aged in • each individual office. It is also
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intended: to facilitate the development of effective -Iabor/manageme'nt pahnership
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,approaches in _each·D[v]s)S'O:,::~ ~ ~;, -'~l~"'~ ;--, . .
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,Each Division will"have • an Enforceme'ht Coordinator. This individual will work as
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a ,"team leader." with the,individua,""site managets, to help coordinate OCR's
compliance and enfor~e~1{n't
"As discussed during the negotiations over
the Ser'lior Management Structure, in Division B, the Assistant Secretary may fill
the Enforcement Coordinator position separateiy. rather than combining this
function with those of a site manager. In each of the other Divisions. the position
will be filled as described in the October 17. 1995 "Moving Forward"
memorandum.
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Management positions in the new structure will be filled by the lateral
reassignment of OCR senior staff. The nego'tiated agreement specifically describes
the consultation process with the union that will be followed before any
assignments are made. We are aware that there was a perception that pOSitions
were being filled absent consultation 8l)d that the processes identified during the
negotiation were not being followed. This was never management" intention and
no Enforcement Coordinator selections have been made. As described in the
attached ~mplementation Schedule. certain portions of this process will be redone
to ensure fuU'c'ompliance'wlth the negotiated agreement. VVe are"firmly committed
to honoring every commitment contained in the negotiated agreement and in the
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"partnership" attachment.
Although the Memorandum of Agreement is a negotiated document, the
negotiations were conducted in a spirit of labor/management partnership, as
reflected in the language of the agreement and its "partnership" attachment. The
Management and Union negotiation teams are to be commended for their excellent
efforts and for the manner in which everyone of their many discussions were
undertaken. We would also like to thank Bonnie Carro!L the Department's Labor
,
Relations representative, for her assistance and her good counsel.
Attachment
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.. MEMORANDUM OF AGREEMENT
The purpose of this Memorandum of Agreement is to document the
agreement reached by and between the American Federation of Government
Employees, National Council of Education Locals, Council #252 IUnion), and the
Department of Education {Employerl. hereafter referred to as "the parties". This
agreement is entered into as a result of the parties having completed partnership
discussions and negotiations in accordance with Article 8 of the Collective
Bargaining Agreement regarding the reorganization of the Office for Civil Rights
{OCR}, senior management structure and its impact to bargaining unil positions.
Wher this Agreement refers to duties to be performed by named officials of the
Emplc1yer or the Union, it is understood that the Parties reserve their respective
rights to assign these duties, and have them performed. by other officials.
A. Creation of Additional Senior Investigative Positions fGS-13}
As part of the implementation process for the senior management restructuring.
the Assistant Secretary will seek assistance from OM to approve the establishment
of 25 additional GS-13 positions within the bargaining unit for'tne Enforcement
Divisions. The final number of positions within the bargaining'u~k,~iII be subject
to applicable classification standards and authority. Once.approved, these
positions will be allocated proportionally to each Divisl~n 'B~~ed'
number
of investigators in each Division a5'of November..1J.1995.~jw..h!g~,v~3~s' Rrior to the'
most recent buyout). The Enforcement Coordinator anj:tsjt~ manager will meet
with their respective local presid.en.ts to deterO!lr:eH'~~ ~?~sIrAb,~t~O.1,~,:,p?isitions
. h·
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Funding for 10 of th.se positions will be allocated by April 1, 1996, Funding for
the other' 5 positions will be allocated as follows: 5 will be funded by January ...1,
1997: 5 will b. funded by April 1, 1997 and 5 will be funded by July 1, 1997. ".
These positions can be competed and filled as soon as funding has been allocated.
These commitments are subject to the availability of sufficient funding to avoid
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furlough days .for all staff. Should sufficient funds not be available to avoid
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furlough days by· April 1, 1996 or January 1, 1997, OCR will resume funding the·
same numbers of positions anticipated for each year as soon as 1u~ding permits.
The remaining schedule for 1997 will remain unchanged to the extent that
available funding permits.
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For each quarter in FY'96, Ire Assistant Secretary will provide 10 Ihe LMPC
updates on actual expenditures under the FY'96 budget. As soon as the Assistant
Secretary receives a "plan against" budget number from the Department for FY'97
(anticipated to b. during the summer of 1950); she will meet with the LMPC to
discuss the overall distribution of grades within OCR, determine whether funds are
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available to allocate lor additional upgrades and il so what those allocations would
be. After the FY'97 budget is approved. she will revisit this discussion with the
lMPC if the budget received for FY'97 differs from the "plan against" figure, It is
understood by the parties that the final authority to allocate funds rests soleJy with
the Assistant Secretary.
As a result of restructuring efforts, some regional offices already have
nonstJpervisory grade 13 EOS positions. When ,any, nonsupervisory EOS grade 13
position is vacated, it is anticipated, absent compelling arguments to the contrary,
that the vacancy will remain at the site where it occurred.
By entering into this agreement, the Union is not waiving any rights it might
otherwise have to initiate bargaining over career ladder positions in the bargining
unit. Nor does this agreement affect any continued discussions between the
Union and the Assistant Secretary. to develop a ~vork~ble strategy for raising the
career ladder structure for EOSs and attorneys ..
B. Union Consultation Prior to Manager Selection Process
,. In considering individuals for aSSignment into the position of Enforcement
Coordinator {EeL the following criteria will be taken into account:, teagership.· " .
ability, especially with respect to teams, support of union/management p,ar.tnership
activities, regionar experience, and coaching and mentoring skills. ,"I., J ,~~,., dh""'M;-'.
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2. The selecting official will consult with the local presid~nt(sl in eacih~Division :
before making a decision about the 8ssignmentof any individ~.~1 t9.:anL~}~1t;'.:-.tk~;"i".';;~~';-? .<,'
Enforcement Coordinator position.
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3. Prior to doing so, the selecting official will ::;onfirm tne interests of grade 15
employees in any of the .four EC positions. The local presidents in each Division
will be able to talk with any' individu'al who has expressed an interest in the
-coordinator position. Following these conversations, the Union will have the
opportunity to consult with the selecting official.
, 4, With respect to the SES Enforcement Director position, the Assistant
Secretary will consult with the President of Council 252. before making a
recommendation to the Secretary,
C. Training
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To facilitate the implementation of the new structure, training is being planned
within each Division, in the new D,C. Enforcement Office ~j'JtJ in the Cleveland
Office. A specific training strategy has been developed through
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union/management partnership and is attached for easy reference .
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D. Assessment of Division Structure and Enforcement Coordinators
It is expected that the site managers, local union officials, and Enforcement
Coordinators of each Division will assess the effectiveness of their coordination of
Division operations on an on-going basis. The SES Enforcement Director will
participate in these assessment activities as appropriate and assist the Division in
resolving identified issues.
A more formal assessment of the Division structure and the functioning of each
Division will be initiated by the LMPC by October 1, 1996. The purpose of this
assessment is to determine whether the structure and the operations of each
Division are resulting in the expected efficienc.ies and improvements in OCR's
compliance program.
The process for this assessment will be as follows:
The OCR LMPC, in conjunction with the AS, DAS, SESs, Enforcement
Coordinators, site managers, local union officials and other affected OCR
staff, will develop the evaluation criteria based on the design goals
expressed in tt)e reorganization proposal submi~ed to OM, position.
descriptions, this agreement, and expectations identified as a result of the:.,-:
senior management training.
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The LMPC will develop the evaluation criteria and share them with the' . . :.. ,
Divisions.
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As part of the evaluation process, each Division (site managers, local union
officials, Enforcement Coordinat~rs,- and employees) will complete a
self-assessment based on these criteria and present their findings to the
LMPC.
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. "rhe LMPC will review the informati~n·providl:d and forward the
assessments t.o the appropriate SES, along with follow-up
recommendations. These recommendations may include such things as
structural adjustments, revisions to position descriptions, training, and
geographical workload adjustments .
. Once the first evaluations have been completed, the LMPC, along with the
AS, DAS, SESs, Enforcement Coordinators, site managers, local union
officials and other affected staff, will review the evaluation process, criteria
and outcomes and determine whether the process should be rep.P.P!ed, with
the same or revised criteria, and in what period of time .
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E. Establishment of Cleveland Office
This restructuring establishes Cleveland as a separate site. The Cleveland Office
will be part of ivision C. A specjfic process for filling the site manager position
D
was developed, through partnership, by the OCR LMPC. and is attached to this
negotiated agreement.
F. New Allocation of States
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The C'.C. Enforcement Office initially will include the District of Columbia and the
states of North Carolina and Virginia. To accommodate this transfer of wor'k and
10 ensure an equitable distribution of work amo~g the enforcement divisions, the
Philadelphia office in Division A will now include Kentucky, Delaware, Maryland,
Pennsylvania and West Virginia. The Atlanta office in Division B will now include
Alabama, Florida, Georgia, South Carolina and Tennessee. The Cleveland office in
Dlvision C will include Michigan and Ohio. (Initially this office may handle only
ESE cas~s,) The Kansas City office in Division C will now include Iowa, Kansas,
Missouri, Nebraska, and North and South Dakota. The Denver office in Division 0
.,,:~!. wil! now include Arizona, Colorado, Montana, New Mexico, Utah, and Wyoming.
The'distribution of states to all other offices is unchanged,
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30 days after this agreement is signed, the Enforcement Coordinators and
(;.. ii.'~· >,; ;-:\ ,;: ::;:, :'- ' ~ the loeal presidents from the offices directly affected by the new distribution, will
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develop a specific implementation plan and schedule designed to minirniie :negative
impact On case processing and staff. The draft plan and schedule will be
circulated to all affected staff for comment before it is implemented'. The schedule
for the: tpmsfer of states to the D,C. Enforcement ·Office will be consistent with
any agreemt:nts reached bOy union and management iti the impl~mentation plan for
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that office.
This Agrecrvcnt resolves all,issues arising from the ~mployer's implementation of
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the reorganization of its senior management structufe·~·
For the Employer:
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Cathy H. Lewis
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Gary D. Jackson
For the Union:
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Arthur C. Tedeschi II
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Mary Lou Starling
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Bonnie J. Carroll
Woodrow Mayes, Jr.
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UNION/MANAGEMENT PARTNERSHIP AGREEMENTS
The provisions contaityed in the following three sections were developed through
partnership rather than through negotiations and are not part of the Memorandum
of Agreement between the parties.
,A. Training Strategy
,. Divisional Team Training
There will be training in team leadership skills for team leaders and
managers who will be work.ing together within the newly-constituted
enforcement divisions. Local union presidents (or their designees) will be
included in this training, There will also be a 1 day session in each division
that will include the:site managers, Enforcement Coordinator, local
presidents and"the SES. This session is intended to facilitate teamwork and
cooperation within the division •
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Training for Staff if) ,the,D.C. Enforcement Office
Training to increase investigative skills an~ program knowledge will be
essential for the successful development and operation of the D,C,
Enforcement Office. It is anticipated that baSIC training provid,ed to the
group might include: team bu1la~ng. CRISS, and issue'specific training in"'
Section 504 and Title II of the ADA, l.l!l.! and Minorities in Special Education.
All of this tratning will be offered to staff within six weeks after the unit is
established. This "class room.~ _training p,~perience will be followed bY:.on
the job traIning" that will include tHrect p~~tjcip~tion in case related activities'
conducted by experienced staff'from the Philadelphia and Atlanta offices.
Additional issue specific training and skills building {e.g., mediatio~} alsa will
be provided to staff on an ~as needed" basis during the first six months of
operation of the unit.
3. Training for Recent Hires in Regions
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Certain regions have only been abrc to provide program training for new or
reassigned staff on a "catch as catch can" basis. Any investigative/attorney
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staff member brought on·board within, perhaps, the last 18 months to two
, years, should be provided access to the same training that Metro will get.
This will be accomplished by providing the training plans/packages
developed for Metro to each region, whose human resources component
can coordinate any training needed locally, (Any other regional staff
member in need of training also will have access to this opportunity.)
4. Training for Cleveland
If the Cleveland site is to eventually assume responsibility for postsecondary
cases, as well as elementary and secondary cases, additional training may
be requir~d. Cleveland's training needs will be assessed and addressed by
the SES. Enforcement Coordinator, Site Managers, and local Union
Preside'nts,
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B. Buiiding the Labor~Management Partnership Relationship
1. The creation of the Enforcement'Coordinator positions offers OCR a unique
opportunity Within each'Enfoiceinent:Division to promote a unified
labor-management approach'for1address1ng1administrative and programmatic
issues. Within each Division:there':will be'three managers (or four if the EC is not
a site managed, and three local presidents. who will work closely together to
ensu~e effecttve la.bcir:·niahagemenripartm~rstiips'within the Division. It is the
intention of the parties to meet in'partnership for the purpose of discussing and
resolving administrative or progr'ammatic issues that affect bargaining unit
employees.
2. This addition to our management structure pfovides a forum for discussion
of complex or sensitive labor relations matters within the Division. The'
,Coordinator will also be accessible to any local president within the Division, for
discussion of any. other labor relations issues arisinn., ~it~in th~. Division, Jt is
envisitmed that this structure will serve as ,a mode! for other managers within the
Division ,in establishing and maintaining an effective partnership relationship with
the union.
C. Selection of the Cleveland Site Manager
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The position of site manager for the Cleveland office will be posted and co'mpeted.
The recruitmen~"'drea will be determined by the appropriate Enforcement Director •
in consultation with the Enforcement Coordinator fOf Division C and the local
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Union representatives in that division. The selection will be made by the .
Enforcement Director, in consultation with the Enforcement Coordinator and the
local Union representatives.
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Implemen!ation Timetable
This timetable was agreed upon in partnership and is not part of the Memor.andum
of Agreement.
L Final draft of the agreement will be shared by the management team wIth the
OAS and by the union team with Council 252 no later than Friday, February 16,
2"
The union negotiation team will discuss the agreement with the local presidents
during the week of February 19,
3. On or about February 28. the President of Council 252 and the Assistant
Secretary wlll sign a joint cover note that will be sent out to all staff with, a copy
of the agreement.
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4. On or about February 28, the agreement and cover note will be forwarded to
all staff by the negotiation team.
5. On or about February 28, management will reconfirm the)intetest of grade 15
employees in any of the Enforcemerrt Coordinator positions: ,_ .:,;):, ":"' " •...,".
6. On or about March 1, .the' Assistant'Secretary ~wil! 'provide'to: the;'lbcal
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presidents the names of any individuals interested "in"the .Enfprcement Coordinator
position in their division. - ,- ' l
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7. On or about March 8, the Deputy Assistant Secretary' and the appropriate
Enforcement Director will consult with the local presidents in each of the four
divisions about the individuals who have expressed interest in being reassi9r;~d to
these positions.
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8. On or about March 11. the Deputy Assistant Secretary will announce the
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names_ of the individuals who will be reaSSIgned to these positions.
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Appendi.s At
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&ecutlve Order lZ811
Ifan.agement Partnenhip.
01
October 1. 1998, Labor
'I'M mw_t cl Fodoral Oovm.m.nt tmp!oyou and their u.nJon _ntatlves iI_1iaI t.o ochlmn,
,th. Na:.iona! PerformaDco 1!ovIew'• ....""..."t reform ~ 0DIy by ch.mcmc tAt 1lA\luo cl Pocloral
Jahor._ _ nlatiooJ .. thallllll1lJlC'11l. tmployMt. and omp~ elOClOd.mOl1 nrpro_tatlva ......
.. parI:I:Ion! will 11 100 pouIb1a to ~ and Implement CC11IPI"th_ ~
to ref_
pvemm...... t..bcn--_ _ nt po,rtnonbipa w!Il ebamplon chanp m Fodml a..-um""t "I:V>d.. t.o
InUlIform th_ mt.o ""Paluti... """""Ie al doll..rinr the hlchOll qu.olII;y ..m- to th. Amorlcan poop!..
-'Il')'
By the aat.horit;y v.. t.od In",. u PrUldOtlt by tho Co..titutinn and th....... of the United Sta!.t'; Inelw!ma'
_
301 cl titl. 3. United Stow Code, and in ONo' to ..tabtith • ne.. rorm ofLobo"lIUIl\.&C'Iment ...~
tl""adI""t the
bnr.ud:! to promote the pri",.pl.. and ,.."",mendatlm. adopted u • nosuh of tho
Na:.ionaI Pedorman... 1!ovIe.., it II h.,.by onS,nod:
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Seeti.on 1, Th. National Partn.rthip Countil
(al Establlabment and Id,,,,benbip, There II ...tabliahe<! tho National Partnuwp Counc:il rCotlllc:ilJ,
Th. Counc>1 oholI comprile the
",embert appointe<! by tho Pn<ide.t
(1) Dinctor c! the Qffi", al Poreonn.l ldanae-ement roPld");
(2) Deputy s-.tA>y of Labor;
,
(3) nepllt;y Dir.etnr for Idantie"'.n~ om... of~.ment end Bud,ot;
(.l) Chair. FedmiJ Labor Rahlll..a Authority;
(I\) Federal Mediation and Con,niation Director;
(6) PreaidOl1I, Amorlcan Fed.ration c! Government Employ"., AFL-CIO;,
_",
(1) Pre.idanl, NlUionall"ed.retion al Fedonl Employee.;
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(S),Pr".idenl, Natlonal1'retlswy Employ... Union;
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(9) Se<:retruy,Tro.uuttr altho Publi, Employ_ Department, AFL-CIO; and " , , '
(10) A deputy Soaet.ar)' or other Offic.eT With'd&~pirt:r6ent-- 'oT'&(?lney-wide authority fTtJm two"'uerutive
departmentl: or ~nciel Qu;ru.ft.er con&ctively "~S1H!'Y':'}. net otherwis.e repr.Jent.ed'~,the Council
, MetI'lbaN: shall have t..year terml on the:Counc1, which may be extended.by th, Pre~,~nt.:'"lt, t,' :
(b) ReaporuibilitieJ and "Funetlonl. 'The Council ihall advis.e the PreaidenUm matten involvinC labor·
'ma.n~ment relau(l.l\.I in the e:ucutive braneh. It.! activities shall ineJu4e: .... ' .. ' ,. ,
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(1) SUPpeJrtin&, the t'fMtion oflAbor.roaru:lipmeo.t pllrtne:nWpa and promotin~ partnenhip effortt in the
...cutlve branch, to the mont permitte<! by law;
,
(2) proposin&to tho Pnsident by Ja.nUA'Y 1994 .tatul<l'Y ch.np. n,"""'l'Y to achieve the objecti"" ,
of th.ia ord"". includin: le';llAtion con,il~nt with the Nationsl Performanee Review. ~comm!ndatiotu for '..
the·ereation of a fleribl. and 1'1Jpcnlive hirinr .yrtem and the reform rX the Gtmral Schedule elu.ific:ation
',YOUm;
,
(3) coned:.inr and diueminatini infonn$tion about. and providirir cuidanee on, p4l"tnerahip efl'artI in.
the _
bnt.nch;'~odudinr ,.du .chiave<!. to the ortent permitt.od by 1 . , - ·..
•
(4) ub1i:ln, the upmiM of individual. both within 'and outside the Federal Government to fosler
partnenhip 8mulcemon..; and
•
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warki.nc
,
with the President', Man~ement CounCll toward :-eform., eonsimnt lVith the National
Penormance Review'. recommendAtion. thrcuehcut th~ executive branch.. .
(ol Adminatr1l.ti....,
'
(1) The Pruide:nt ahal1 deDenato a member of the COWlci1 who i, a full-time Federal emplQyee to terve
AI Cb.airpenon. Th. reopon.iln1iti.. crth, Chairpenon .hall inelu<l. I<hedulin, m.. tlnp of the Countil
.
(2) Couna1 .hall Jo!tIIk input from nonmemwr Federal ag~ndes. partiC\darly l1JlAfIer ~ndu.. It tl$O
may~ from time to timt. invite txpeIU from the priYata and pubhe &eeion to submit in(Qrmaijon. The Counal
.hall alae Mek input from companies, nonprofit of'IrMiutio!'.•• ~t4te and loea1 pvernmentl, Federal
(ri)
Government employees, And CtlJtomera or Federal (rilvernment Mt'VlCell, AI n~ed.
(3) To the extent permitted
taw and subject to the availability of appropriations.
by
28
Partn.",hip Handbook {July 1994)
om ah.ll provide
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oach fadlltioo,........,t. oM ~ ..m... 10 ib. Cotmell u tho Dinctor 01 OPK dttmI 'l'I'"Pria1o.
,
(4) 1ILrmbon 01 tho eo.....n ohaII ...... 'IIit.bcnn """""M&tlon for Ibtlr ....t .., tho Couodl, but ohaII
... .n......d Invol_-.lrIc:h.IItIc ,.rl!it1%lin u... .r..bcJt+onot, u Glhoriucl b)' law. far,........~
,lltOTmlUODlly Inpnm_t..m...
(6) All _
.... ohaII, .. tho Ulllnt po:rmIttod
intl>rmaIl.... and adWIo u tho Co=dl ...y ~
b)' Ia.... pnrvldo 10 tho Coandl IWiI ualot.cot,
(dlGeDInL
(1) J haw detmnlned that tho Couadl ohaII bo .v.blWted mcompll._ .nth tho Fedoral ~
~ Ad, u om...doci (0 UAC, Aps.. 2).
.
(%) NotwIth...ncl!nC orq othor ~V'I emIer. tho timed.... ol tho I'reoldoat lIIICIar tho rodtrsl
Advioqry CommlttM Ad, u amtDdod, """'I't th&I or ...portInr 10 tho c.acr- that on appUcablo to tho
Coundl, obaIl be porl'ormed b)' tho Diroctor 01
In a=rdan.. orith pdalin.. and ~ luuecI b)'
the Admjni'tr&toT otGeneral Senicer&.
(3) The Coundl obaIl uW. far • period or 2 1"'" fn>., th. date of thls mI.... ..ru... m.nded.
Om
(') Mcmben orth. Connell who .", notothororioo oftkon or employHO olth.l"edoral Oov.rnmont tohal1
'"'"" In a "'pr...ntallvi eapadty and shall not be "",dd.rod rpocia! COVIImmenlomploy_ r... any pmpooo.
So<tIon 2. bnplemOlllatian ofLabor,~.nt Partnorahip. Tbroucb_ tho _tIV'I B"",ch, Tho bud
of oeth e,eer.cy ouIijec:t to the provisilna of elaptor 71 of titJ. 6. United BlaiN Codo oholI:
(al <rUt. !abor'moua&emont partnonhip' by r.rmin, labor'""""",,,mon! oommitto.. lIT coundlt &1
app"'priat.o Iovol., ar adaptin,ei:i.tIni ",=cih or ",mmitt.... if.uch ""UP' ,xiot, to help ..r""" COVIIrnmant;
(b) invol.. employ... and thoir ttOle. '"l'",.. n\a!lv.... fW1 partnm with _ e n t repr...nl4ti...
to Identify ~l.ma and crall; ..lutIonJ to bettor ..tv. the "",n<:yo _me" and 1IIiNIot>;
(e) pTOVlde fYI\OmatIe tnlnine of
"",nor ,.,pl.yaeI Clncludlnc Uno manBl'n. lint. Uno 1
suporvlaon, and ttOlon rep.....ntativo• .mo .,. rod.rsI ."plo)'O<l') in ..",.....,.] methodJ or dUputo
",...lotion. auch u alternative diJpale ,..",lotion toehni""". and intorott-baJed barpinjn: opproacheo;
.
Cd) ""I:'Itiet.o .... the .ubje<t& oat forth in 5 U.S,C, 7l00(bXl'. and In.-Itlbardinate of'fi<iala to do
._rlw!
u.. .
aam.; a n d "
.
.
Iabo.... ,,' ,
(0) avaluate. ~ and imp.....m.nte in OTpniuItionaJ perform.... naultlni from the
m..Jn..:omt;nt partnerahipa.
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Section 3. No Administr;Wve or Judicial ReView. Thi. <Jrd~.'ia" int;,~ded oaly, to im~~e' th~"'iii~~~::::'
manaeement of the executive branch and is not intended to, and d~1 ~~t., ,~'eat.ct a.nY,ri:ht ~ ~~d,~j~~i_t:r!;~-~1:;:'~
or judl~ rtl'Vie~. or ~y othtrr ~t,. ~tantive OT proeed~nt.I, (i~o.~~le ~ a i!arty,~~,-~~jP'~~;;.;.;
StatN. Ita: aeenc::lI!II or mstrum.entalitiea, It. office" or employtlfle, or,any_ other poeraor\.
,>'. ,">:. .
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, William J, Clinton
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" il'HE WHITE HOUSE.
octOber 1. 1993.
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Partnership Handbook (July'199')
29
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Assistant Secretary
for
Enforcement
~Dcputy
*J)cputy Assislant ~ecretl1ry
for
Policy
*Enforccmcnt Dircclur
East
'.*R".'<~~~:~:~:rit~.r
. esource·. ;""- :
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.*Enfon',cnt('nt I,)j~~-~t;;~-----J
- - - - - - - - --------
~_'Vestern ;~
'.~~.
t\lanagement{'{ {~i
. Group··~· ~ ~+'/';~.: , _
':;,~tz-_\~J}
_
j
it: Division:.-\
,
'~Enforcement
... u
-
Coordinator.
_,,,,: J "Denver,.. ->'-;.,.
'~w'.
'_~' ~~. ,'
i;t.::'.San FrancisCo-e-" '"
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~'F;~:~::~,'~:atll~;:~~~r 1
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'Wfi5i5$f1%jf1&'~Y
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* Assistant Secretary's Council Members
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DELeM.be<2. /.() 00
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MEMORANDUM
UNlTED STATES DEPARTMENT Of EDUCATION
WASHINGTON. O,c. 20202-_
•
TO
All OCR Headquarters Staff
FROM
Cathy H. Lewis ::::---~.~
DIrector
,
Executive Operations Staff
SUBJECT
OCR Headquarters and Metro Reorganization Proposals
.
Attached for your information are the reorganization proposals for the .OCR
Headquarters Office and the Washington D.C. Enforcement Office (Metro). We
have made clarifications ,to the staffing patterns and functional, statements in response
to comments and questions raised by OCR staff. The following notes are to clarify
some of the information in the proposed staffing patlerns:
•
During the implementation of the new Headquarters and Metro structures. after
each employee is reassignc:d to one of the teams of his/her preference. an
employee may be detatled to unclassified duties if the new position description
, for hislher position has not been classi fied .
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",,·.{"r;~~.~ )~~ployees on ~areer hiddus will re!ain their career ladders,
.'f
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'" <.,:' ,,+;,~:,:,:'}. ~f~;i·,11 '-'" .~ )n t.h~ staffing patterns, slashes (I) in~ic~le career ladders, however., t~e' \~~,'~
" ":'-'-:~~'::'~i> ','-', \'r .,,; 'P posHlOns may be filled at any. of Ihe mdlcated grade levels.
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In the staffing paHl!rns. grad:!s in pan:::ntheses represent additional grade ievels
a1 which positions can be filled.
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The career ladoer for EOAs. Management/Program/Budget Assistants. and
. Office Automation Assistants is GS·5/617. If any ofthe GS-8s in headquarters
are interested in moving inlo one of these positions, OCR will work with OM
Personnel to _develop an, appropriate position description •
'.
--:.4..~"
.
Employees who are as-7s wiJI be laterally reassigned to Assistant positions on
one of their leams of choice. Employ'eos who are GS-5s or GS-6s will be
detalled to unclassified duties on one of the teams of their choice at their
current grade level. Shortly lhereafter, the remaining career ladder Assistant
positions will be advertised and filled through the competitive process.
The career ladder for EOSs and Management/Program Analysts is
·G5-7/9/11112. Grades in parentheses represent additional grade levels at
which posilions can be filled .
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DIDO; FOR CIYIL RIGHTS
'"
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SECTIONS
•
I.
n.
MISSION AND RESPONS!BII.lTIES
ORGANIZATION
m.
ORDER OF SUCCESSION
IV,
FUNCTIONS AND RESPONSIBll..ITIES OF OCR COMPONEh'TS
A.
IMMEDIATE OFFlCE OF TRE ASSISTANT SECRETARY
B.
POllCY, ENFORCEMENT, AND PROGRAM SERVICE
C.
PLANNING, ANALYSIS, AND SYSTEMS SERVICE
D.
REGIONAL OFFlCES (REGIONS I • Xl
v.
1.
•
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I ;,
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PRIMARY DEl.EGATIONS OF AUTHORITY
MISSION AND RESPONSIBILITIES
:
,
,i
The Assistant Secre::ary for Civil Rights serves as the principal advisor to the
..,". "Secretary on civil rights mat:ti:n. The Offie., direc\s, eoordi.twes, and recommends
.. ". : ·:.policy for ~viti", thauue designed to:".
',.
,',,:.
·L~:·:~\·.':~:<·'::'~-·~
• '", <
"""
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a . Admuustef the pro'isions of legislation and Departmental policy probibiting
di.!crimination on the basis of r=, color, national origin, sex, handicap, or
age.
a Develop and m:ummend the adoption of regulations and policies of gencnl
applicability regarding civil rights.
.0
Cq.n4uct inves:i,,~ti(lns andJlegotiations to secure voluntary compliance and
.conduct adminismtive enforcement proceedings to secure compliance with
legislative and regulatory Civil rights requirements. ' .
o Condtiet research and surveys' on civil rights issues and on the participation
of minorities, women. the aged, and handicapped persons in Federally
assisted education progr.uns.
.
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a Assist other Departmental offi= in developing and implementing plans.to
meet civil rights objectives.
OCRIINT - Page 1
CURRENT: 01102/92
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'AJsi.It n:cipil:nts of Depat=tal fi.mdin& ID IIIlI.lcmnd tbcir ""I'OnsibilitiCl
amsislt:nt with statutory ;;ad ~ requin:rru:nts.
o
"" "
AJsi.It bcndicialies of pro&r>J!ll and activities thai """"vo Dopanmcntal
limdlng
to
pIovisiOlU.
l.IIldcrstand tbcir rights c:olUis=t with statIltmy and regulatory
.
..
The Office fur Civil Rights is under the supervision of the A.cimu!t Secrewy for
Civil Rights, who n:poru di:1:cdy to the Deputy SecrellIry and the S"""wy of
Education. The Assi=t Sa:rewy far Civil Rights providCl ovonll <li=:ion.
coordinarion. and leadenbip to the following major elements:
Policy, E.nfo=t, and Program Service
o
Planning, An.aIysis. and Sy= Service
,0
Regional Offices (Regio.. J - Xl
o
In addition, an Executive Opc:tatioru Staff n:pom
Deputy A.cimu!t SecrellIry. .. . .'
,
to
the A.cimu!t S"",,:ary and the
.
,<~.~,,:'-J.._
m.
, ,
ThefoUowiog officialifiii,thto~"ilioWn. will act as Assistant S"""wy for Civil
""-"--'':' . , '.
Rights duriJ.lg ,th~'.:ID.sen""~b.~)!i~Hj!y of the Assistant SecrellIry:
J
- -',' •
Deputy Assistant Sccrewj;
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and'
Di=r, Policy, E:uorcemont. and PrOg!".\')) Service.
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OCIUlNT - Page 2
CURRENT: 01102192
�vr til. t:: fOR CIYIL RlGlITS
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A.
FUNCI10NS AND RESPONSIBILITIES OF OCR COMPON~'TS
IMM£DIATE OmCE OF THE ASSISTM, SECRETARY (EO
The ImmeWaxe Office of the Assistant Secretai)' includes a Deputy Assistant
S=tU)', who assiru the Assistant 5ecre:ary in the OVtnight responsibilities for two
HOadquaxtl:n SctViw and ten Regional Offi=. Thi> Office serves as the l'ri.",ipal
advisor to the S=:a:<y of Ecluc:arion on civil rights
"'ts OCR', long range ,
priorities and National Enforcement Strategy, and manages OCR's Congressional
liaison and publit information acti"';ties. The Office also setS quality rtView .. " case
,
processing integrity standards and manages the activities thai implement those,
=,
standards.
Also included in the Immediale Office of the Assistant Secretai)' is an Executive
Operations Stili.
Executive QpmtioDS
Sta!i CEC-l)
'~
The Stili plans: develops, implements, and eoordinatcs OCR', financial
management program, including aUocation, reallocation, and expendi= of
resources. It cOnducts program analyscs' of ongoing expenditures to facilitate
forecasting for out-yean and to =mrnend an:as for· cost samgs. It provides
advice to the As.ilitant S=:ary arid,Deputy Assistant Secretai)' on the financial
resource requmments for-implementationof the,Niuibnal'Enforcement s~iY.
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The Staff services aUog'Coml";m.."."ini~<;a49ilant:n and the regions and '
pro"';d.. authoritative advice and suppa" to' OCR manage::s on a wide range of
management and administrative issues" including procurement, ADP systems
security, con=, travel, reorp.nizations, delegations of authorily, timekeeping;
and serves as OCR's liaison with the Department on th"""m.=. It also serves
as OCR's audit lliilion with OIG, GAO, and other DepartrrlCnt and Government
offices, in rtViewing, or eooidinating the review of. audits and similar reports.
The Stili also has primary OCR-wide responsibilily for human resOurce
management, inclu<!ing aU per:so,Mel SYSlIlms, EEO, bbo,'<':ta~ons, aid
employee development/nonprogram training activities. The Stili serves as
principal liaison with the Department', Labor Relation, Branch, adv;,." the
Assistant S=:a:<y on labor-management issues, and eoord~~ OCR
negotiations on staff-related maners. The Stili rtViews for thO Assistant
S=:a:<y and Deputy Assistant Secretary employee grievan= and EEO
compWnts; analyzes examine::s' findings; and develops proposals to >=PI.
modify, of reject examiners' =mmendations.
The Stili, through"i",'Executive Secretariat, is responsible fOf the control and
executive review of correspondence and documents flowing into and out of the
OCRJIO - Page 1
O:;RR~'T:
01/02/92
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otl'ice. and for providing mthorit:uive advice and mismna: 10 OCR lIW'.ate:rs
and mJl on lite ~ of = I i... """c.Jl""d<:nee and documents.
••
The Staff is headed by ~ Di=, who s<:!V':S as OCR', Executive Offi= and
n:ports to the Assistant Secretary through the Deputy Assistant Secretary.
The Staff u divided inID thtee Units:
Budget Planning and Mana&=t Unit;
Management AlIialysis and Suppon Unit; and
Exe<:utivc S=wiu.
BudW Plannin~ and Manawncnt Unit lEe· III
In performing its responsibilities, the Unit:
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o Plans, c:oordina!e>, fonnul:a!<o, and executes OCR's budge:.
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o Provides in-<lepth prognm analyses. to support:budget.requests, facilitate .
budget forecasting, cvaluateongoing:apcndir=,'andidcntify
for
cost savings"'" :;,', ", ',."' • ~~, :r'('l:':r~,tr:~:~':':r:,"'t<.::-\.; ..:. ;-!-:.:.
=
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o Prepares supporting daJ:a;(e:g;·;·onefing:miterials,'.:tes:;'l'0ny, and
justifications) fer usCalCongressienal'!iea,'ings'and 'for'itsponding to
Congressional inquiries on budget'ri:lated1Usues.
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. 0 Designs and
executes annUlI) and quar.::rly financial opi:ra.ting i'Wts for
all beadq= and n:g:ional romponents:
o Develops budgetary policies and procedures.
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Certifies fund availability; inputs Obligatio;;. into the Department
=unting sys=; maintains appropriate fisc:al n:cords; and reports on
apcndi= and obligations.
0.
Establishes, maini:tins, and ovorsees systenu of financial control, and
provides guidance to regions and n..aq= componen~ regarding
sound Ii=! manageme:nt techniques and systems.
•
a
OCRlIO • !':lIe 1
Reviews and anaIr= alHISca!Iy eriented pWts required of OCR (e.g.,
""ntr.ICt and ADP plans) to cnsun: consistency with budgetary objectives•.
CURRENT: 01102192
�"
Initiale:s cost savings pmf>J';llo in hl:adqtW"ta1 and the ",gions based on '
monitoring and analyses of components' apc:ndi=.,
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Determin= financial
needed to accomplish the objectives of
, OCR's long·range National Enfort:ement S=gy,
, 0 '
Manuemeru Analysil .., 0 SJ1l1lXlI1 DO;l [EC-121
o l.Unages OCR's pc:r=1llel pt'OO:lses, in<:lwling GPAS, PMRS, ''''anis,
standard.s of conduct, outside activities, timek=ping, EEO, and labor '
niliuioru, and """,eo as lliWon witll OCR rePonal offices and
Depramnental '1""'i ali'" on Ih= ma=.
o Develops and is n::sponsible for p<:rSOnnel policies, progruru, and
~ures to effectivcly meet eum:nt and long-tang. OCR staffing
ru:eds consistent with Depramnent and OPM guidance; rna.""lIes OCR',
cciling control and FTE accounting system far each headquar=
component and rePonal office.
.
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o Serves as liaison with the Depamnent's labor rclatio~s a!)d"a;O' staffs;
reviews emplovee g:n
'eva.nceS and £EO co mp,. "".".,,~..~g~,..,.,.,. .
'Writs an.ar"·"~~"etUninCiS~',
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o
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findings and devclops prtlpC]Sals on =pting, mooifYi1)&"or,,,,jec:ting,,., "
cxam.inc:rs' ~m'mC;Oiiiclns",'
. ',~'" '-",':'""''''~' .'" T';'~' . "
,
.
, .... ,;,;.~.:,:,:;,~,'.,:.:.:-'.
Provides authoritiri~~;:'~0:Jt;'·OCR ihak<;6h'tlit~~d':<~~rlEtfaKd!ili{~' ,~,:
re 'oru on eneral""h;,d:';d other hu!n~if~'l:i1.h~·a'iidb'r;
full g";ut of '=manve issues; prep;i.i-eS"
by
Depramnent or internally and commenl:l on propcl..:d administrative
directives, procedu.rt:S, and regulations relatOj IQ these'mattm (e.g.,
EEO, staffing,- travel). '
u:
~.'cq~ ~
o ConduC',s analyses and devclops, implements, and coordinates procedures
(ar the efficient management of space. telephone<. furni!UI". equipment,
ADP sYSle,ns =rity, supplies, facilities. 'wery. office moves, and
lI'lIvel, as weU as handling procurement activities in !hose
as
approprisse (or headquane.n and the rePons.
=
, a Identifies problems and issues affecting existing or proposed
administrative policies or practices; prepares analyses and issue papas
offering recommendations; may establish study tramS for addressing
cross--cutting issues,
•
OCRJIO • hge 3
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CURRDiT: 01102/92
1
�lniria"", =lllInC:ldalions for and =1>= all "'l= for c:hanges 10
orpni72tional = ; coott\inate$ OCR's dcleg:u:ioru of authority with
the Dopartment's Office of Ruman Reso= and Admir.i=tion
(OHRA); develops or reviews OCR position d=iptions and functional
o
•
,
, SI2lCllClU.
o Serves as OCR', audit IWson with orG, GAO, and othor Department or
Government offices in reviewing, or coordinating the review of. auditS
, and
similat n:poru.
'
o 'Facili= OCR's employee development and nonprograll'JTUtic training
activities, including tho,", involving lWson and eoorCination wi~, HMLC
or those procuml tbrougll, con=.
"""OS
o Coordinates all OCR c:on=,
as llai50n wi:h the Departmc:nI'S
OHRA and prov;des advia: to OCR manager> on policies and procedures
governing procurement and monitoring.
E>:::cutivc ,Secn:tariat lEe·13)
\
In pe:d'orming its responsibilitie:s, the E>:ecutive Sccn:tuiat:
,
".
o
5"""", as point of contact with Secretary', Executive S=wi:u.', ':":;>':-~'.',:
, ":1'
o
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Review, all incoming com:spondCllce:to ,OCR headq=;detmninesiJ:i:'-':-:
'o="'ry action. and a:s,sjgns responsibility and due d.aIe '10 approp~ :. ,
compont:nt~ maintairu a compu~:f.'t'3:C~g ~stem; D}?~~."lj~g~~iflt:~;~~(;
reports on the Sta..'Us of all corresoonderiCe 'and assignments:' <"\~:.~~t:;:::.:~~~'~': "',',~
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o Prepares re.po= to a variety of incoming corrcspondc:nce,
cool11itwing, as appropriate, with ·regional offices. and with headquarters
componentS..
o 'Formul:ues and implementS a sysu:m of OCR responses 10 FOrA and
Privacy Act "'l=, including directly responding to most ""!'!"S!S or,
in the case of complex "'luC$1S involving legal judgments or higruy ,
tochnit:al maru:n, <;oorciinating responses with appropriate componc:ntS.
o Maintains OCR's library of 1 = of findings (LOFs); nianages retrieval
sy= for
10 documentS; n:views 1.0'1', for interf.u:e with the
Policy Codification Sy=.
=
o
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OCR/IO • Page 4
ConduCtS studies to detmnine the quality and effectiveness of
COm:sp<>ndcoce prncedUrtS by assessing the =racy;~uality, and clarity
of tandom samples of n:plies prepared OCR·wide.
ctJ'RR.£.','T: Oll02!92
_.
�o ConQucn c:tecIlI:M:: review of CUtlbflOOdence n:quiring amcum:nce or
ngnaoue of tile iI'ns!2tlt Secretary at Deputy Aulstanl Sccretaty;
pro=l<$ and dispau:h.. all cum:spon<!= and doi:umonts sii:Ded by the
Auistu!t ~·and Deputy Assistant S=ry.
•
o E.o= tbat OCR CU!~Qd:ru:c ploc:du."= and roanuals ate COnsi.su:n1
with Departmental guidelines; revises as appropriau: and dissemin:w:s
upda1e:s; provides guidance ttl spcciii.e componc:nu as needed.
o Manag.. the beadquan= =traI mail !\u:ilixy, including facsimile .. d
,
elcctmnic mail tnnsmissions.
=
o Maintains official OCR files, ltistorical ro::onll, and :u-..hlv..;
miaofilm, miacfich:, or other systems to n:tire and retrieve dOC'JIIlonu.
a Pw req~, ~ or assists oth... componenu in the preparation or
coon!ination of bm.'ing I"'cbgel. ,
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CURRENT: 01102192
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POllCY, ENFORCEMENT, AI'<'DPROGRAM SER"lICE (ECA)
The Policy, Enfor=nc:nt, and Program Service is responsible far ovusecing ail ~.s
of OCR's program policy development and dissemilwion and for proviciing policy.
progriInltWic, and lcpl guidance and sopport to !he Regional .Offices and oth::r OCR
components. The·Service serves as OCR's principalllaUon .,ith the Offu:: of the
GenCIll! Counsel and the Dc:pamneot of lustice on all =-relaled and lep! man:::rs.
.
=
The Sc:rvice =ommends
for c:nf=ment, tondu:ts adm.inistntive pro::~gs.
and provides suppon for FedCIlI! ""un litigation. It is also respor.sible for
prognmmadc troining for OCR sl2ff engaged in compliance and ""forcem""t a...'1:ivities
and for di=ting OCR's "<:hnical assis:ance progrun to facilil3le voluntary
compliance. The Service is ,.....spon.sible for over=ing OCR.' s law !ibruy.
The Sc:rvioe u under the Cire::tion of a Di=tor and a Deputy Director. The Director
repens to the Assistant Secretary tlm:>ugh the Deputy Assisc:mt Secretary. The offu::
provides ovcrall Cire::tion and roordi,w;on 10 o,e Staff and th.n:e Di,-u;ons:
.
Litigation Staff;
Elementary and Secondary Education Policy Division;
Pos=ondary Education Policy Division; and
Progrun Operations Division.
\
. ' . ~· ..i.iti,ation SI2ff OlCA-!)
.
.J •..:~". ~,.::-- " :"~'~'~e LitigatiM s~ h2s primary responsibility for conducting adminiStr.ltiv~" :"
I ,:,,,,' '. "
litigation against rt:cipients in which OCR. is a party and for "'PresentingSl!:.!l- in.:,
.' :~:"N)::r!'h:. ':", C ,.",jil\liciallitigation in Feder.l and State courts. The Staff provides authoritative" ',..
'''''-'~''', •• ,! ... " '" "-'advice to all of OCR concenting c:ase-rclated enforcement
and provide>
.:0. . "': . gUidance and troining 10 other OCR. staff who participate in litigation activities.
=
-.
In perfomting its responsibilities, the Staff:
o Conduets administrative
of the civil rights laws.
...:.
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p~ings
against rt:cipients to comet violations
.
o ' Reviews enfo=ment cases for legal sufficiency and conformance with
established enfo=ment procedures.
o Pr1:pa:res and r<:vicws motions, brief" pleadings, and other lep!
documents on case-related matten.
o Serves as liaison to the Office of the General Counsel and the Depa1Iment
of lustice on case-related matten.
•
o
Provides ,uppon for Federal coun Utigation.
OCRJPEPS • Page 1
CURRENT: 01102192
�Develops guidane<: rnau::rials and provides uaining in litigation toChniques.
o
•
o 'PTepan:s hcadquartas r:spo= and n:views regional responses to nan
murine requests and ~ under the Freedom of Information ..~d
Pri~
Acts.
Eiementi:Q' and SC:COllda!y EdUriOQO Policy Division IECAAI
The Divi>ian de'Velops regulations, guidelines, legal standards, and pollti'"
penaining to civil rights complianCl!, the conduct of complaint investigations and
compliance reviews, and the p,rovi>ian of technical assiswlce. The Division
prepares and ~ rtlau::rials and information in a variety of fornuu III
audiences both withIn and outside OCR for the pu=po>e of explaining OCR policy,
regulations, and rel2!ed legal concepts and case law. The Divi>ion manages a
program of inta- and inm-departrnental coordination in the
of policy and
technical assistance.
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The Division is divided into three Branches:
ESE Policy De'Velopment Branch A (carries out its r-..sponsibilities as mated to
Section504 of the Rel'.abilitarion Act of ' "
1973);
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'i,,,ESE PollC)'-~elopment Branch B (=:nes outits responsibilities as relatad to
" ,;, Title VI of theC,ivil Rights Act of 1994, Title IX of the Education
;:~\ t ~ :':: ; ~ 1~~~~';f':~::;;.~~J972. and the Ag~ Dis...--nmination Act); and
,
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,ESE Technical Assist>.nce and Prognim Support Branch.
..
Eiemeoti:Q' and SecQosJ;ay EdUcatioQ Policy Develoomem BrnlJch 8. and
l\JlIleh l\ /ECAA I and ECAA2)
In perfomting its respcnsihilities fnr the institutional .",.. of elementary and
v
..,
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so::oodary education in Its assigned statutory lll1:a, each Branch:
~,
a
De'Ve.lops policies, legal standards, guidelines, and regulations
. peminlng to civil rights compliance, the conduct of complaint
investigations and compliance reviews, and the provision of technical
assistance.
.
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OCRlPEPS -
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Pa:_ 1
Identifies areas in which
policies is needed.
L~e
development of legal struldards and
CURRENT: 01102192
�-,
lepl st2Ddards and policy devclopm<nt.
o
•
Cond= =rch to
o
Reviews cases involving findings of noncompliance for legal
support
sufficiency and conformance with OCR polici= and procedures,
o Assim rq:ional staff in intcPletirtg legal standa...u and regulations
and in applying OCR policy to <ns= eor.sister.cy of application,
o
l!.evi~
the Depanment" and other agencies' regulations and
ptOJXlSOd Iegisla.tion to
confol:1:llanCe with civil rights
requi=t1.
=
() Develops malcia.\.s- and condUCts tr.aining for regional office.> on new
and emerging policy and legal issues.
o Presents OCR', policies to intr.>.· and intJ:<-departmentl! entities and to
national orgar.izations.
o l!.evic:w, tc:chnica1 assistance and training malcia.\.s for ronformance
with lepl requirement1.
i
EemenW'V andSecomlao; EducatiQlJ Iechoica1 Assistance and Promm
SullllOI! Branch £ECWl
In Jl<!!fotl1!in.g};S ~np'~i1iti~ for- the institutional
secondary _<:i:I.~CJ'.'ion, ,tli~i_liranch: .
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=- of clementrry and
.
'..
',D<:vclop"iiivestigative guidance, manuals, l<Cllll.ica1 assistance, and
trai;ting ~- for OCR staff engaged in compliance and t.echnical
assistmce activities.
o Develops memoranda of undemanding with othet govctnmentl!
agencies and Departmentl! romponenu covering intra· and inter
-- departmentl! policy and'i2.hnica1 asslltance -coordination.
o Develop' and implements syStems for the dissemination of policy
guidance and tr.aining and tc::hnical assistance malI:rials to the rq:ional
offices and other OCR compon<nts.
o Design, and manages an OCR-wide faculty development progmn
covering. wide range of civil rights issues.
•
o
OCR/PEPS - Page 3
Develops and monitors tc::hnical assistance contracts.
CURRENT: 01102192
�<)
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Maintain.! on-going liaison with ,.pOllS to wist them in =rying
th6r tedmic;al :usistaru:e progr.,ru most effectively,
0\11
Provides teclullc;al lWistance to individual1 and groups rept'CS<:nti."
=ipienu and benej'iciari::s, both ill respo!1$C to requests and as a
result of outteaclt initiatives, including prepa:ra:ion of :::dlllli:.]
assiswlce p=talion matc::ial for these audic:n=,
o Develops proposals for enhancing OCR', tccr.nic;al assistance
program,
o
eQSlSl:t'QOdaIy
•
approp~,
and rcporu on tho Memoranda of
Und=ding between OCR Iqional OffiCd !Illd civil right>
organizAtions.
Coordinates. as
Educatioo FQIikj' Diyjsj"o (ECAIl)
The Postsecondary Education PoUcy Division has the same basic :responslbilitic:s
and c:a.cies out the same activities as the Eomen!l!r)' and Secondary Education
Policy Division, except tha: iu functioOl are related to institutions of higher
education and vocational reh.abilitalion.
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The Division i, divided into twri·Brn;;ch;;rb~'·' .. ,
,
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"
PSE Policy Develupme:n'·Brulch;"and'~' :=c:,:"." - ... '"
PSE Technic;al Assista.,di~'... a 'l'iiigii.'.:"S"·pPOn'Branch.
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PoJikj'Dev~IQpment
Bra.1Ch (ECABIl
.The responsibilities and activities of this Branch :\i"the same as those of the
Po~cy Development Branch.. in lhe Eemen!l!r)' and Secondary Policy
Division, "'copt ':hat iu functions are related to institutions of higher education
and vocational rehabilitation and deal with all statutory areas tha: OCR is
r:esponsible fO: enforong,
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PQmecoodatl Edocation Ie.;bnicaJ
(ECABll
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As~jStllJ"
and Prnmm
SUl1l)QO
Bl"A.1ch
The :respDOlibilities and activiti.. of this Branch are the same as those of the
Tc:chnic;al Assistance and Program Suppon Branch i!l the Elementary and
Secondary Policy Division, "'copt that iu functions are roated to institutions
of higher education and vocational rehabilitation,
OCIUPEPS - Pa:e 4
C'L'RRE'iT: 01102192
�fromm
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Ou:atiQDl Division (ECAO
The Division d<:u:m'.ines the compliance st:arus of recipients with respo::l' 10 a
number of civil rights program areas: MagnO! Schools Assis:ance Program,
Vocati<mal Education Methods of A.l:!rninimarion Program, and Sl4lCWide higher
education d=gI1:gatiOD plans. The Division plans and conduC'.s compliance
miews, p:anicul.arly on navel issues. and, as needed~ may conduct e<>mp:ainl
investigations to a.ssm regional offices.
The Division ;., divided into two Branches:
Program Operuior.s Branch A (carnes OUI its ~nsibilities with respo::l \0
programs. activities, and instirution.! ~'w fall ..'ithin the geographical area of
Regions I through V); and
.
Program Operuioos Branch B (cani", OUI its ~nsibilities with respo::l to
programs. activities. and instirutions ~'w fall within the geograprJca! area of
R.egioos VI through X)~
\,
Promrn Qmatioos Branch A iIIld Branch B (ECACl iIIld EChO)
In performing its responsibilities for its assigned geOgraphiC:il area, each
Branch:
\:
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Evaluates annual civil,rights""mplians:e'rcports submit1;ed by the
states pursuant ",implementing. theit¥erl\OOs of Admir';'tration
. 'agreemonts.u.nder Ule Yocational.E<!uc:ation:Guidelines. \0 de!etmine
the compliance status of'eaCh 'SU:ie-:.:'i. ·;~i·;-:!.;·,·::~.. ·· .
.
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o Det=nincos the compliance stams of applicants for assistance under
the Magnet Schools Assistance Program,
.'
o Oversees' the statewide systems of higher education desegregation
plans, providing guidan"" to regional offices and evaluating
=mmeneation.! regarding the compliance swus oL~ch stale.
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o Conducts compliahce review investigations on high priority or
pn:ccdent-setting issues.
o Recommends, implements, and monilOrs OCR's delegations of civil
rights authority with other Gave.rnmenl >.genecos,
•
o Reviews req,Uest5 for religious e.xemptiotU from institutions and
prepares reconmendations for approval or Oisapproval,
OCR/PEPS· I'aj:e S
CURRENT: 01102192
�o
May conduct eompl2int investigations to wist rqiona1 offi"", tlu.r
bave a temporary complaint ov<:rload.
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CURRE....'T: 01102192
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PLANNING, ANALYSIS, AND SYSIE.\s SERVICE CECBJ
The PlanIling. Analysis, and Sysu:ms SoMe: is responsible for OCR', opc:rariOll.1l
planning c:ffons, eruuring thou the Assistant S=et:ary's long-r.IIlge priorities u.
traIl dated into fi=I year go:als and objectives; and for ",-aluating OCR', efiic:icu:y
and c:ffectiven= in meeting !hose goals.
The Service is n:sponsiole for developing, Illalntaining, and monilOring OCR
infortnation systems and fer providing authoritative advie: and ass.i=c: 10 all of
OCR on u.:hnological
It also is responsible for analynng and reporting en
OCR worl::load activities 10 audi"'= within and outSide OCR.
.
The Service designs m-deptb civil rights surveys. analyzes the resul!3Ilt data, and
deVelops and implemOllts a sysu::m for !he Cissemlnation of the data, both within ~R
and to other m~ parties. It provides statistical $lIJlPOtt for OCR compli:ance
activities, such as extremely complex compliance reviews or complaint investigations
involving the collection and analysis of voluminoU$ data, Swistical and
.
methodological guidona: u also provided 10 all of OCR for ;). variety of eth..
purposes, such as techniques for the analysis and interpre.tarion of quantitative data .
coIl.octed in conjunction with managc:mOllt SlJJdles.
=.
The Servia: is undcr the dimction of" Dim:tor And a Deputy Dim:tor. The Diro::tor
\
reports to the Assistant Secre:ary through the Deputy AssiStant Secre:ary. The office" ..
provides overall di.rection and coordination 10 two Divisions:
.• .... "k/i
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PlaMing a,u! Analysis Division; and
Information Systems and SUrvey, Diyision. .
flannio: and Analvsjs Divisjon
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(EeBA) .
The PlaMing and Analysis Division serves as the liaison between the Plaruring.
Analysis and Syste:n, Servia: And the other components of OCR on opc:rarional
planning And evaluation issues, ensuring thou the Assistallt Secretary', long-range
goals and prioriti.es for the agency are translated into operating plans and
eValuating OCR', efficlency and effectiveness in meeting the objectives of tIlose
plans.
•
The Division develops, COQrdinates, implements, And moniton OCR's operational
plaMing efforts; evaluates the progress of regional and headquarters components
in aa:omplUhing OCR goals And objectives; and recommends reallocationo!
workload ar other action, 10 address identified problerru.. Evaluation and
managemont studies and analyses are conducted to =< aa:omplishments. note
areas needing improvements. and identify activities for future benefit 10 the
agency. The Divinon is the focal point for workload and productivity analyses
and reporting for the Assistant S=tary, other OCR ronlf"'nent.!, and exti:mal
OCRJPASS - Page 1
CUR.RE/>o.: 01102192
�.udi...,.,.. including prepamion of major =tting rq>ora. su.:h ;u the
compn:lll:nJive Year-End R.epon and the Annual R.epon II> Cong:r=.
The Division is divickd
•
m:c two Branches:
Ojic:rarlons Planning and Evalu.alion Brand!; and
Rcporu and Analysis Branch.
Q);!!:ratiQDS :el.nnio~
and EyaJuation Branch CEeB'" n
o Develops and coordinalcs OCR's operational planning !),stems,
Q
Recommends ~= for car:rying out OCR~wide goall ;md
objeetivd. and repotti 011 OCR', ptog:r= in meeting established
goall and objectives.
o Revises planning documents, ;u needed, to reflect changing priorities
or circumstan= and finding. of e>-aluaIion srudi.,..
a Recommends n::alignment of worlcload and 'resources to mo:t OCR',
goall and objectives.
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o Serves as OCR', focal point in suppon of the Depanment's
.operational planning initiatives and for e>-aluating proposed
management/productivity improvement pnogram$ 3.Ild current or
proposed legislation. o:guJations, or directives rclau!lfto
managemi:in improvement programs or operations; mala:s
recommendations regarding economy and efficiency in the
administralion of these programs and operations; and = t s .
OCR with the Depanmc:nt, OMB, and GAO on such nWter..
o Dezigns and implements an intl:rnal contrOl process, including
management of OCR', ongoing cffons to prevent fraud. waste.
;md
abuse.
•
o Conducts e>-aluation srudies, design, model projCC'.s. and mala:s
recommendations for improving efficiency and eifectiven"" in OCR
activities.
OCRfPASS· Pq,l
CURRENT: 01/02192
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�R;wru iIld Analysis Branch rECllt.2l
•
In p<:Iforming its responsibilities, the Branch:
o Produces monthly and other periodic reports analyring OCR',
, worldoad and productivity.
....
o Pn:;a the Annual R..-pott
to
Congress.
o Produces the compre.',,:nsive y=-<:nd report conta:ni.~g component:
specific .. d national profiles .. d analyses of OCR', workload.
,
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o Pr<:paI.. the ~ui.n:d annual reports on Age Discrimination Act
activities for Congress and tl,e D<:partmtnt of EeaJth and Human
Services.
.10=
o Responds to ad hoc ~uests from a variety of
both within
and ex=.aI to OCR for qua.~titative analySes of worl:Joad and
productivity daIa.
'
o R.etrieVes, analyz.es, and compiles a wide range of management
information data, appropriatcly formatted, for a variety of reeum:nt
purposes.
o Prep...... midpoint, final, and ad hoc analyses of qUllnti,?,tive data for
PMRS purposes.
'
InfmmatiQn Systems a.oQ Surveys Division CECBBi
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The Information Sysuoms and Surveys Division designs, implements, maintains,
and monitors information sysuoms that collect data on all program operations;
<lli'lelop' and implementS a sysuom to ensure that data are colleci:d on a timely"
and iCcurauo basis; and retrieves and formats data in response to = t and ad
hoc managem,:"t information needs. On. regular basis, the Division provides
.
automauod data processing serviCes, guidance, and support to all of OCR. The
Di,;';"" makes .,=mmeildations to the Assistant Secretary concerning OCR', '.
long·range tochnological needs and develops and implements a pl;m to address
L~Ose needs.
.
The Division designs, conducts, and analyz.es in-depth civil rights surveys; and
develops and implements a sysuom for the dissemination of civil rights sUlVey
data within OCR and to other in=uod parties. It provides statistical support
and statis!ical and methodological guidan"" to all of OCR for myriad purposes.
including support for OCR 'compliance activities. The Division conducts research
and disseminates research findings tD support the Assistant Secretary's long-range
planning efforts and policy development.
OCR/PASS -
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CURRE.'iT, 01102192
�,
lbe Division iJ divided into
two
Brancha:
Infonnaricm Sys-..ems Branch; and
Swveys and Stuistical Suppon Branch•
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Information SYSl:ms Branch (ECBBll
In performing it! responsibilities, the B=ch:
o Conducts an.aly= of OCR', management information needs and
<ksign. or modifia. tests, and maintains >ystl:ms and proo:;<:d= to
address those Deeds.
o ConductS srudi.. on OCRproo:;<:d= for ccllocing, storing.
retrieving, and analyzing information, =mmending ways to reduce
cosu and improve quality.
o Provides full range of support services to assist other OCR offices in
tne <ksign, development, and operation of data and
tclecommunica:ions >ystl:!IlS.
.
o Develops and """"'l:es OCR's Automated Data
Office Automation Plans.
~g
and
o Devclops and monitors contncts relating to technology.
"f'; -~,'-
o Stays all""",! of latest tochnological devclopment! for potential
application in OCR.
o Provides training and aWstane<: to other OCR offices on the
effec.ive use of """"'l:ement information s y = and relaII:d
teCh.,ci.logy and equipmenL
o Performs system audits, making recommendadons for enhana:menu.
o Cool', ;;m~ wi!!,: appiopriate staff to develop and revise technical
guidance manuals -for automated systl:rns.
SYIYm and Statistical Sutll!QO Bran,h (ECBB2)
In performing it! responsibilities, the Branch:
•
o Design. in-<1i:pth civil rights StUVer' reflocing broad-based civil
rights issues, as well as conforming to g;Ilr.-<lf-the-an survey design
techniques•
OCRJPASS •
P:i&. 4
CURRENT: 01102192
�•
o Coordina::eo with other Department oifieos and ==w <genci.. on
involving surveys and data colla:tion activities .
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Develops, implemenu, and m.aintairu sophisticated progr.tJn$ to
analy:te civil righu lW"Vty n=1u.
o DisseminateS survey data to a variety of audien=, analynng and
prese.,ting the data to address div= purposes.
o Develops and tr.ar.ages con= Irlaled to civil rights surveys.
o' 1hintairu, updales, and dissetr.in= Fed=! !\nand"l asilitan'"
.data.
o Develops torgeting S)'S'.oIIU, using S1.1tVey and other data, for a
variety of compliana::-~ activities, such as the identification of
civil right.! issues and gcographicalloarions for pomble campti• .,.::
reviews to be conducted by OCR rT:gi.onal staff.
a Provides complex S1:!listic:al analyses in supp",t of OCR's
compliance and onfon:ement activities, sud! as the analysis of
voluminous data collected in connection with compliance review. or
complaint investigadons.
o Provides statistic:!.! 31\d rne!hodologic:al dittction and support to other
OCR components, for eu..."t\ple. in the design of 'e".'3J.uation srudil:$
. or toclinique.s for anaIynng qua.,ti:anve data collected as a result of
such studies. '.
oC~nducts =m:h to assess the long-range impact of external f3t:ton
(e.g,. demographics) on OCR's civil rights compliance
responsibilities.
-
o A:!. requested,· canducts nonlegal = h to support the develop""",!
of policy.
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OCR/PASS - Paj:. 5
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CURRENT: 01l0ll92
�:
D.
i<.t:AilUNAL OF1:1CES (EO)l-ECDX)
The Office for Civil Righu. bas "'" Rqional Offices. CIcl! under the supel'\'Uion of •
Regional Di=Ior. E.a.ch Regional Office till.! the same gc::n.c:'.ll orp.nimioOal
stnIctur!: and pcrlorms the same functions. Minor adju.mm:ills 1Il • particular
Region's stiu= will be attnmmodated. providl:d the Dep.l·une:Il111 offu:e
responsible for orpnizational stru= and codes is notified and rubsequendy
approves the change.
The Offu:e of the Regional Dh-..::tDt is responsible for dil""ting the opc:rarior.s of the
Regional Offu:e III meet QCR program objec:tivc.. inc:lud.ing """""8=1 of ju staff
and finan<::;aI
The Office implemenu the civil righu s:aIU= iDd
rl:gWatiOIU for which OCR il responsible by cooducting compblinl invc:stigaIioIU iDd
compliance ~; provides legal sl'PPon to Regional stiff; negoti.a.Les and resolves
sensitive civil rights issues w;th bigh Icvd officials; recomin""ds
for
c::n.fora:men!; provides "';Slance to belp reeipienu ~ noncomp1iance; algages in
Early Compblinl Resolutions; and implements a technical assimnce program al the
Stale and local levels to promot:: undemanding of civil rig.'lts legal respor.sibilities.
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The Offu:e also prepares and implements the Regional budge! and the Regional .
portion of the Annnal Operating. Plan and provides input on civil rights issues and
supporting services to other Regional components.
.The Office implements an effec:tive communications program with i:q Federnl, Swe,
local, and private civil rights officials, organizations. and the general public; and
recruits, selects and trains emplorii"..,: TIiiiOffice participates in Eeadquane:rs polley,
procedure. and program, dt:V.~oprn¥C:"' ,... ::; .
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The Regional Offices ..... ir.9ividi!auy'"ijiuiized based upon assigne<l staffing and
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,':'.7 ,t:'..:;,. :.:;
workload. The functioM! ,stat::p1ents... ""
pr=nted below represent variants upon the
possible orgar.izlUion.
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The Regional Din:ctor reports din:<::ly to the Deputy Assistant Secretary. Over.ill
- di=::tion and eoordination may be provided to two'iIi,,',;ons and two staffs:
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Ee=tary and Secondary Education Divilaon;
Postsecondary Education Division;
Program. Review and Management Support Staff'",,,; '.
Civil Rights Attorneys Staff: '
Ovenll direction and coordination may also be provided to one division and
staffs:
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Compliance Divilaon;
Program Review and Management Support Staff; and
Civil Righu Attorneys Staff.
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OCRJRO -
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CURRENT: OllOll92
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In performing its !'!SpOnsioiliti<s. the Eem",,::..,,), and Secondary Education DivUion:
o . Ccinduou eomplaint investigations and eompli:a.nce reviews of p=hool.
. clemenla!)' and =ndary imtirutions. and vocational techr.ical schools.
o Detennin= et>mpli:a.nce =·of l<CipiOl'lts and n"llotlatos VOIWlla!)'
compliance or =mmoruls """'" for enfoz:=ent action. Provides umta.,ce
10 m:ipients as pan of the complaint inve$ligation and complia.,ce rMew
proccs.s.
o Monitors implementation or remedial action plaIU.
o Reprr:=lts the Regional Office in promoting understanding of OCR
responsibilities and compliance programs.
o· Responds to rr:q= for technical umtance on civil rights rr:qui"'emonu to
beneficiaries and recipients of Ileparttnent of Educ:u:ion funds. This is done
tbmugh on-site vUits. public spc:al;lng OI'lgllllemenu. ttalnir.g workshops.
confc:ences and meetings. responding to rr:quesu for materials and
pubUcations. and !'!SpOnding to inquiries.
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o Participall!! annually in the.i~tti;#¥~<ieiting of te",lutical assistu:!=
pnontlcs. to be add=d by OCR III the next fuca! year.
..,.. :",.;:,. ..
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Will! oll!er Regional Office ""mpon,:n!:'•. oi!I.pesand.a:ssisu l<Cipienu 10
resolve issues Identijle,tdurc'ii; compJ>IDi.invC:t;:i~Ons and compUance
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E1emen:aa iIllQ Se;;onda::y Edycation Branches
The number of Elemenla!)' and Se;;ondary Education branches (also applicable to
Postsecondary branches) under; division in each Region is detennined by a
combination of factors such as. but not limited to. the staff all",,~ti!)ll, the .,:
intensity 01 the worJciOid• .nd ,the feaslhilityltnanagcability of ~dling
investigations. reviews. and geogrophic distribution. In performing its
responsibilities. each branch und.... the Division:
o Conducts complaint investigation. and compliance review. of p=hool.
clemenla!)' and secondary institutions. and vocational technical schools.
o R=mmends findings regarding the ecmpli:a.nce status of l<Cipicnrs.
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o
OCR/RO -
Pa,. 2
Negotiates for volunwy ecmpIiance.
CURRENT: 01102192
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o
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R=mmends """'" for enfon:emcnt aaion ",hen appropriate.
a
Delivc:n to::hnical assistance ill c:ocrdir.2liOll with the Tcclmical
, Assistance S:aff•
o
Moniton implementation of =edial a..-ticn plan1.
Each Division 1w a S:aff at • Uxmlinator ""P"nsiblto fat the delivcry ond
eocrdina1ion of tcclmical assistance. Var.aticn will occur from Region to Region,
d<:pending on the workload and the requirements of the Aslams v, Bell decision.
In Region< where there is mare than ane division, Ibe tcclmical assistance
function may reside in one at mare division<.
The POs=nd:uy Edueacion Division ecnd\lC!S the s:une general functions as the
Elomentlry and Second:uy Division except that functions are related to
institutions of post=n<iary edueacion and voanonal rohabilltauon agencies and
providc:n;
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The Po=ndary Education Branches conduct thesarne,; gen~ function< as
the Elementary and Second:uy Educ:ationBI:ljIlCh!'!'''i!\!';;'P'.'.~cf)m~ are '
~ to instiruti~~. of posueevn~" ~.Ll9~?n,~~~;(y~9_9~~~.~~tation
agenees and proVldc:n.
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Cornplianl;!: Divj!jPll
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The Compliance Division combines the functions of the Postsecond:uy Education
Division and the Elementary and S=dary EducatiOn Division. The Division
has a Coordinator responsible for the deliy.:y and coordination of tcclmical '-_.,'", .'"
assiswu:e.
.: ' ..
COlllllliance Branches
The Compli.anee Branches conduct the same genen! functions as the
Elementary and Second:uy Education Branches and the l'oltsecond:uy
Education Branches. The number of branches depends on staffing and
workload.
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" OCRlRO· 1'>;e 3
CURRENT: 01102192
�,
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•
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Under Ibe supc:rvUion of a Dir1:::::tor, the Progrun R<:view :and Management
Support Staff:
o AlIaiyu:s. pn:pa=. and provid"s !he lJ.<gional Director with inf=tion '
:and advi::e can=iog the mee:ing of OCR progrun and op::ra!ions
objective:<. !be nwnll<:r of compl.ianc.: activities oompietod,and adherence
lD OCR oompliance da::isions :and poliQcs.
o Cocnfina1cs the development and implementation of the Annual
Oporaling Plan of the lJ.<gional Director.
o Cooducts lJ.<gion.al d.:ua c:ollt:ct:ions and anaIyu:s :and monilDr> !he
compleJ:ion of compliance actions within established tirru: fr.unes.
o
~
=tiaI m3nagome:nt and admi.nistrative se:vi= reIa!ed lD Ibe
analysis of budget planning. personnel, n:produaion, space and supply
acquisition :and utili::a1ion, m:aintmulce, oomspondence control, safety.
:and travel.
o A =ses and assists in meeting ttaining needs.
'i-: ':: '1,; r/{: ~.. T~'
o Performs <:omplaint intake. including delt:rmination of jUri.sdi~aM,:,~ ...
completeness. Ddamination. of juriSdiCtiOn arus ro'mplftt,.~ess:'~Y~'~{!-!:,:-':"~."""
•
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involve field ac?vines~ ,_Pat:?,SipafC$.. ~ ~ nO~~~H)'.H~~J~~':'i·',i~~;t:':71't
compliance "",,,ow,. .'At .'the'di=on of the R.egio!1lil:D=.or;"w1la!l!S' ,'. ,
. ,\'" ,
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!he Early Warning Complaint Resolution pr<X:CSS and performs
in'Vdtigative and compliance review field activities.
o Provides liaison with Headquarters quality assurance functions including
follow-up and monitoring.
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Civil
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Assists the lJ.<gionai Director ;,;imple'rna,tation of ooUective
bargaining agreement and labor relations.
Ri~blS
... nomen Staff
Under !he direction of the lJ.<gional Din:ctor. the Chief Regional Attorney and
subordiruue legal staff serve as legal counsel on legal and policy issues of high
";sibility and dclicacy and provide legal guidance. advice: and suppon to the
Regional Office. The Civil Rights Attorney. Staff provides final. legal
review and review. for legal sufficiency => and other matten resolved
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OCRJRO - Page 4
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NIEMORANDllM
TO
t,~lITD $lATE...
.
WA.·..m'GTO~. b.C .
SEP 2 2 1995
Rodney McCaw."
Assistant Secretary
for Management
FROMf-z-' Nonna V. Cantu ; .
Assistant Secretary
. for C;vil Right>
flCf'"aDl£'\i or tnLCAflO\
SUBJECT: Office for Civil Right> Headquarters Reorganization Package
Attacherl j, the proposerl reorganization package for the Office for Civil Right> (OCR),
headquarters. Headquarters components. have beer. reorganized in a structure that meets the
priorities of the Seerelary and the National Performance Review. The proposal eliminates
unnecesSoaf)'/duplicaii ...'e administrative and programmatic functions, while enabling a reduced
numoer of headquarters staff to give direct support to the Enforcement Divisions that
perform the core business of the agency, Fifiy«five positions, formerly in headquarters will
be used to form the Washington, D.C. regional office (Metro).
The old S1ruc~ure consisted of lWO multi-layered Services and one Staff. The proposed
s.tructure consists of a Resource Management Component (four learns) and .a Program Legal
Component (three teams), The Human Resources Component contains a CU5!Omer Service
Team that provides a wide range of al..!thoritative informational services. including
ombudsman service to the public; an Information Technology Team that designs. implements
maint.1.ins and monitors informa~ion sys:ems; a Human Resource Team tbat has primary
r.esponslbtHty for OCR's huma.'1 resource m.anagement as well as providing authoritative
"
·advice ane support [0 staff on a wide range of management:and administraIive'issues: and a:::.:,,·' >.
Budget and Ptanning SUP'pon Team that plans, develops, implements·,: an.d coordinates' " , ~ .' ..:\
OCR's fina/Kial management program, including ensuring traq:urre~!./~~~ future_,,:,~,~'!:<'~~:):·?~.~"~:;
ex. pend ilu res support the Objectives of .oCR's Strategic Plan, :,::"":' ~,",:>' ;.
. • ::;"':,::L (:,::~!:
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The Program Legal Teams. in the Program LegaJ Component. support OCR's strategic
priorities by providing support to the Enforcement Divisions thrQugh l~e development of
,~
regulaIions, guidelines. legal standards. an.d policy pertaining .to;5;,i'Yi1 rights compliance; the
. - i'onduct of complaint investigatio!ls and compliance reviews; and th!' provision of program
training and technical assistance.
I believe that this proposaL coupled wi:h the redesigns of the regional offices and senior
___ l!'anagemenl"struc~ure, will enabie this agency to more c:ffe;tively et)force civiJ rights
Ilatfor,wide:'* Please call me or Brian Ganson on 205-5413 if you hav'e'any que-stlons, My
staff will forv.'ard all or the proposed P9sition descriptions for lhe headquarters
reorganization to the Human Resource Group for ciassitlcatiofJ next week.
.
Altachmems
OrganiZational Char"..s. Functional Stalements. Staffing Lists (Existing)
Organizalional Charts. Functional Statements. Staffing Patterns (Proposed)
cc:
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OCR Senior Staff
All AFGE Local Presidents
Joseph V. Colanl\Joni, Director HUr.'lan Resource Group,
.
omce of Management
OCT 1 11995
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Page 2 - All OCR Headquarters Staff
The career ladder for Attorneys is GS·111I211~. Grades in parentheses
represent additional grade levels at which positions can be filled.
There are currently 154 people in OCR HeadquaJ1ers, There are 108 positions
listed in the HeadquaJ1ers staffing panern and 54 positions listed in the Metro
staffing pattern. There are more proposed positions that people currently on
board to ensure that employees have a.range of choices in Headquarters and
•
Metro.
Both reorganization proposals have been submitted to OM for administrative
approval. In the near future. OM will present the proposals to the Union, If you
have questions. please contact me or Nick Dorket.
Attachments
As Slated
co: Sandra '11', Steed
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JARTF.RS
Current St r dcttJ r'~ as of September 22. 1995
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U.S. DEPARTMENT OF EDUCATION
OrFICE rOR CIVIL RIGHTS
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Planning
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•
DEPARTMEt-.. OF EDUCATION
OFFICE FOR CIVIL RIGHTS
HEADQUARTERS
PROPOSED FUNCTIONAL STATEMENT
Immediate Office of the Assistant Secretary
The- Immediate Office of the Assistant Secretary includes a Deputy Assistant
Secretary (DAS) who assists the Assistant Secretary (AS) in the oversight
responsibilities for the Office for Civil Rights (OCR), The Office also includes two
Senior Executive Service (SES) Ehforcement Directors who directly manage four
Enforcement Divisions. The Enforcement Directors report directly to the AS and
DAS. The Office of the Assistant Secretary serves as the principal advisor to the
Secretary of Educ.ation on civil rights matters. sets the prioriti!!s in OCR's Strategi,c
Phm, provides program objectivt!s for OCR's naEional enforcement docket. and
manages OCR's congressional li"ison and public information activities',
Resource Manage:menl Component
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The lmmediate Office of lhe Assistant Secretary is directly supported by a Resource
Management Component (RMC): 'Tile J<:MC supports the core nusiness (civil rights
enforcement) of the agt!ncy In~Ol!gl!; tlye: effective management of OCR"s resources.
including budget. hprnan _rd;oi.irceS~i' tecnnoJogr. and customer service. The
component hea~ coordina~es;."rjth ,\~~~f,Ep_(orCl!rnenl Directors. the Associate
_
Enforcel~ent i?lrt!cmrs.ang ~1)~;'I2I~epto~:O~'lhe Prog:-am Lc:gal Component. and
reports dIreclly,to,the ,A?_~.a.nd.~DA:S,Ui- }'f~<'
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The Component is headed bya, Dir<clorwho also serves as OCR's Executive Officer
- and reports directly 10 the AS through 'ihe· DAS, The function of Principal Operating
Componenl Neg.milHor for EEOJLahor Relations is in the Office of the Director.
The Direcwr's spl;!cial assistant serves as principal i-ieison with the Department's labor
'. relations experts. advises the AS on labor-management'issul;!s. and coordinates OCR
negotiations on staff~rcla-ted matterS in collaborati'on 'with the Human Resources Team
(HRT), The DirectOr's Ofiice in the RMC also has a Special Ass;stant and a Support
Assistant. Th~ four Componl!ot teams are: .
- •• \ :
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Budget and Planning Suppon Teilm;
Human Resource TealTl:
Infonnation Technology Team; and
Cuslome!" Servicl! Team.
Budget and Planning SUp;>ort Team
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The Budget and Planning Support Team (BPST) plans. develops, implcm<Ns. and
coordinates OCR '5 financial' management program, in~ludlng allocation, reallocation,
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Page 2 - Proposed OCR Headquarters Functional Statement
and expenditure of resources to suppon OCR's core business of civil rights
enforcement. BPST conducts program analyses of ongoing expenditures to facilitate
forecasting for oUI-years and to recommend areas for cost savings, "It provides advice
to the AS and DAS on the financial resource requirements for implementi"!! OCR's
Strategic Plan,
Using a team approach, BPST:
•
Pl.ans. coordinates. formulates and executes OCR's Budget
•
Provides in-depth program analyses to support budget requests, fa:::ilitate
budget forecasting. evaluate ongoing expendiHlres~ and identify areas for
cost savings.
•
Prepares supporting ,data (e.g .• briefing materials. testimony, and
justifications) for use. a1 Congressional hearings and for' responding 10'
Congrl!ssiona! inquiri~s on btldget~felated issues.
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Designs and executeS annual and quarterly 'financial operating plans for
all headquarters and regional components.
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Develops budgetary policies. ,fnd;ph,f~6d(ifes .
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Certifies fund availabilit)::: ;n'j)ilts~obl_igations into the Department
., ,accounting system:.I~ajntains +aRP~.oi?.ria,teAiscal records: and reports on
expenditures and obliga~F-;ni',
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maintains:-'a'fid O\'erseCSfSVSI!!ll1S
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Establishes.
of finnocln! controL and
provides gllld"nc~. -tTa~nlng,,,.. and.:J_t!ciH{ic(\1 assistance (0 regions and
headquarters components f:!garding sound fiscal management l1!chniques
and sySlt!I1lS.
Reviews and analyzes all fiscally oriented plans
contr,act- and ADP pl'lns)
to
r~q"ired
of OCR ( e.g.,
ensure! consistency with budgetary
objt!ctivt!s.
•...
Initi,Ht:'S cost saving proposals in headquarters ari(f~l.h\.! resiOl!":; based on
and analysis of component's expenditures.
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Conti Iluall y assesses the! relationship of resOurce usage and future
rJ!quiremen(s as they relate to OCR's enforcement responsihi\ities,
OCR's Strategic Plan and the Department's Strategic Plan, Anticipates
the impact of emerging civil rights issues (e.g., Title IX athletics,
affirmative action) and recommends program and budget initiatives or
modifications to (Iccommodale new issues .
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Page 3 - Proposed OCR Headquarters Functional Statement
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SupportS the core business of the agency (civil righlS enforcement) by
ensuring that budget planning and management efforts arc consistent
with resource implications of ail OCR programs and activities. curre:nt
and fmure, particularly regarding the objectives of OCR's Strategic
Plan,
Human Resource Team
The Human Resource Team (HRT) services all OCR components. providing
authoritative advice and SUppOrl to OCR managers and staff on a wide rang!! of
management and admintstrative issues that support the core business of the agency.
HRT has primary responsibLlity for human resource management including. all
pen;onne! systems: reorganizations. delegations of authority: EEO and lahor relations
(in collaboration witll the Director's Special Assistant): employee
devetopment/nonprogram training activities: 'and timekeeping, HRT serves as OCR's
audit liaison with OIG, GAO, and OIhor Department and Federal Offices in
reviewing. or ~oordlnating thl:! review of. audits and similar reports. Other
responsibililies include procurement. AD? 'systems securily. contracts management Or
coordination, and'traveL HRT serves as OCR's liaison with the Department on the
above management and administrative matters.
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Using a team approach. HRT:
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Providt!s au:horitc.llve'advice)o OCR managers o'!,.gene.ra]'·,personnel
and other human reso'lIrce Issues and on"the;.filll': rang'eiof' administrative
issues: prepares reports required by the ,DepafJn'l'eni -or. internally and
cotl1lllents on proposed administrative :oir2:dige's,·.1rirqced\.tres a-od
r!!~ulatiolls rdav:d 10 these matters (e .'g:~1ffin)laiive :employ'ment,
Section 504 compliance.:, flexipla:e)
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Mamtgc:s OCR's personnel processes, induding performance l1pprah;.als.
awards. sl'il\uards of conduc1. ollIside activities. timekeeping...
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EEO!Affirnlativ!! Enlployment/Reasooi'lble Accomlnodation. and labor I
rdmions. and s!!rvc:s as liaison with OCR re.:glonal offices and
D!!partml!llt;1l spt!cialists on these matterS.
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Develops and is re.:spot1siQl~ for personnel policies.' programs. and
procedures [0 effectively meet current and long~range OCR staffing
. n;:c:ds consiste.:nt with Department and OPM guidance and wi1h OCR's
Strat<gic Plan, Manages OCR's ceiling control and FTE accounting
-~,
•
SYSh!n1.
•
•
Initiates recotnlnendntions for and anl1lyzes all requests for changes to
org<'lnizlttion,,1 structure: develops or reviews OCR position descriptions
and fllllclional Sli\l~ments; coordinotes OCR's Delegations of Authority .
\,
�•
Page 4 - Proposed OCR Headquaners Functional Statement
Serves as principal liaison with the Office of Mana,gement on all
reorganization maners,
•
Facilitates OCR's employee development and nonprogramma!ic training'
activities, including those involving lia.ison and coordin... tion with HMLC
Of those procured by contract. '
•
Serves as a liaison with the Department's labor reialions and EEO soaff;
reviews employee grievances and EEO complaints. analyzes examiners'
findings and devel9Ps proposals on accepting. mod:fying. or n:jt!cting
examiners' recommendations.
•
Serves as OCR's 31,!dil liaison with Office of Inspector General. General
Accounting Office. and other Departm.ent or Fedl!raJ offices in .
fo:!viewing, or ;::oordinating the review of. audits and similar rt::p0r1s,
•
.1.
Conducts analyses and develops, implements, and coordinates
procedures for the efficient management of space, telecommunications.
furniturt. equipment. AD? systems security, supplies.. facilities. safety;
office moves. and travel. as well as handling procurement activities in
thesl! areas for all components.
"
I•
.- .
, ,''f
•
,
i ,"
•
'
Coordinates all OCR cont:acis: stf"\'CS as liaison ,with I~l! Department :.:;-,
and contractors: and provides advice to OCR managers,on:pol;l.:ies arid '.'
pro\,':edures govl!rning pracurel11¢nl and·monitoring. 'l·"",,":i;'+:$'r"V-'.;l~:A~'~~'r:tr .,;:'
.
",
••
,
• ,,'
' ~,'
7'~ ";~:-f
t;:>"~
,(.~
,,' eM "
Identifies probkills and, issues \aff;:cting existing or, ,pnjpos~,~~'<) !;i)j ),; r ;;"~" .:; .
adminis!nuive policies or practices: prepares allalyses;and:issHe:!papersft':~ ,::'
offering recul:lmendations: inay establish study 1~l'IIn5 for',addressing:!.-, ,\'
cross~~Ultln~
.•
'
,', I' ,.,fr';.. ,
tSSU~S.
Information Technology Team
~.'
The lnformation Technology Tetllll (ITT) dt:signs. implements. maintains. and
monitors information systems that collect data on OCR '$ programmatic and
management activilic!s. lIT ensures that dala are collected Oil a timely and accurate
'·basis: and retrieves and formats daC" <n' respollS;'; to recurrent and ad boc management
information needs. On a continuing basis, ITT provides automa~ed data processing
services. guidance. and support (0 all OCR components .• Based on the requirements
of OCR's Strategic Plan: ITT mahs recommendations to AS concerning OCR's long
range technological needs and develops and implements the plan.
Using a team approach, ITT:
•
•
Condllcts analyses of OCR's management information needs and designs
or modifies. tests. and maimains systems and .rr:~cedures to address
those needs .
,
�•
Page 5 - Proposed OCR Headquarters Functional Statement
•
•
Conducts studies on OCR procedures for collecting. storing. n!lrieving.
and analyzing information, recommending ways to reduct! costs and
improve quality: stays abreast of latest technology,
Provides fult range of support services to assist
DIner
OCR components
in the design. development. and operation of data and
telecommunications systems;
•
Develops and manages OCR's Automated Data ProcC'ssing and Office
Automation Plans, including developing and monitoring COnlracts
rdating to technology.
•
Provides training and assistance to other OCR offices on th-:: dfective
use of management information systems and related technology and
equiPIllt!!1t.
•
Performs system audits. making recoillmendations for e,nhancements.
•
Coordinates with appropriate sUl.ff to develop
an9
revise technical
j
gtlidanc;:! manuals for automated systems.
-.
Cu~tomer Service Team
.~
'H' ,""
J' '1" ,":1.'.~
The Customer Servic~ Team (CST) provides a wide range 'oCauthoritativl! .
'·'_"'''f.'''''"P.4,·
information"J services on OCR 's enforcet~1eni program and administrative <'IClivities>~, ,,_~r:'·
C'
.rl-;'·-,e:'·,~,
~:; ,.;" ,
,,",,,~,,' ",'
.,
CST reviews, controls. and tracks correspondence: prepares -or coordinates n::.sporiser\;:Ji·'}t;~i
to correspondence, including Freedom of InformatIon :and: Privacy ,Act n::qllestSJ'~;':'+1:',,~'~'~)~~u:
(coordi nates with suhject Il1rHh!r cxpertslteams on complex, legal and policy issues)~c>'< .1~l)I~j
manages OCR '5 'central mail facility: conducts customer service surveys: responds to
OCR Hotline ,\no TDD calls: op~r:itt!s Rnd maint;tins OCR's Electronic Library.
containing information on OCR's policy. legal :'!ilndards. and findings: and prepares
'. major recurring reports. e,g.: the Year-End Report' for thl! Department and Ihe
Annual Report to Congress.
Using
.......:, .•.., a""
te,tn1
Providt:s ombildsman seryice to the public and all OCR clIs[Qmers by
receiving complaints
OCR ura:ters: jnvestigating tne facts qf each
situation: communicating with all appropriate people to garher and
exchange information; coordinating with OCR and Departtnentat staff to
identify actions that would resolve problems and issues: assisting in
initiating corrective actions: reporting to custOmers on the status of
requeSlS: and providing fonow~lIp to ensure quality customer Service,
•
•
• ,oj
D
approach, CST:
"
on
.
Serve, as a point of contact with the Secretary's Executive·
S~cretariat.
�Page 6 - Proposed OCR Headquarters Functional Statement
•
•
Reviews all incoming correspondence. determines necessary action. and
assigns responsibility and due date to approprialO component: tn.inralns
aUloll1ated tracking system: monitors and reports on the status of a1l
correspondence and assignments.
•
Prepares responses to a variety of incoming correspondence.
coordinating. _as appropriate: with subject maHer experts and/or teams,
•
Responds to FOIA and Privacy Act requests. coordinating
with appropriate components,
•
Operates and maim.ins OCR's Electronic' Library (EL), updating
information p!;':riodically; helps users {staff and {he public) Ohla!n
inform.ulon from the EL: provides legal research st!rvicts for staff
nationwide; maintaIns CD-ROM and hard::opy collect 10115 of information
and research mall!rials for the a,gency_
•
Maol1~es
r~s.ponses
OCR's -central m1\il facility, including facsimile and dectronic
llHtil t~ransm:ssions.
•
,
"
Identifies public infornuHioo needs and devdops appropriate publications
(e,g .. fact sheets.' pamphlets) on general matters related ·to:OCR·s ~~
progmm; tlpd:H!!S ~xi5ting publications: maintains invemorie's and
coordimH":s rcpub:ishing proct:ss: and :;ooroinatt!s distribution' to· regional
sit!!!),
(,::f":- '
•
Dcvt:lops and impkmc=nts systems for the dissemination of policy
,
b ~ ... ;';\J' ;·;'~,f).·'; ,,' j
, ,. •
Maintains official OCR fdes. historical records, and archives: searches
and retrieves frlts as r~qllesled: retires records as appropriate.
•
-
' " ••<. ; ':: ,
1
.,
guidan~t:
..
•
Clnd training and technical assistance lHalerials to other OCR
CUmpOlll:!nts,
Answers OCR HOllin>!. TDD. and general incoming calls. providing full
co\'erage dming business hours. Responds suhstantively to callers:
follu\\'ing~,Hp calls with appropriate materials. -access to the EL. or
"';,·<tH.mgini' com;i;.:{ with appropriate so,ff. Monik.rs, and re:6ponds to
·voi..:email mes5i1g~s. Operates ;md maintains specialized service for
diflic,,1t "allers.
'
•
•
•
I .~
Develop rt!cnrring. annual reports. monthly data reports on Strategic Plan
isslles. lind ad hoc reports requested by OCR senior managers.
Conducts customer service surveys to identify areas; lncluding
corrt!spondeli~e: tdcphone: and medit\tion and investigative services that
need improy\!'mtnl.
- ,.... '
�.
,
•
•
Page 7 • Proposed OCR Headquarters Functional Statement
Program Legal Component
The Immediate ornce of the Assistant Secretary is directly supported by • Prog:am
Legal Component (PLC) , The PLC supports OCR's enforcement p,ogram through
the coordination. development and dissemination of program policy and in (hI;!
provision of legal guidancl;!. The PLC assists the Enforcement Di\'isions in thl!'
conduct of administrndve proceedings. PLC develops or participates in tht"
development and delivery of program training for OCR staff ell§!agcd in compliance
and 'enforcement activities and provides resource develQpmen~. suppor: and
coordination for OCR's technical assistance program to facilitate
compliance.
volnnlnr)'
The Program Legal Component consists of three Program Legal Teams. The
Component nead coordinates with the Enforcement Directors. the Associalt!
Enforcement Directors find the Director of the Resource Management Component:
and reports directly to the AS and DAS,
•
~
;.
The Program Legfil Direc.lOr's immedia:e offi~e is responsible for management of the
"
program legal teams and coordination of program legal activitie's throughout OCR. It
provides research ;-wd statistical support across O~R. to the ~xtenl its resonrces
permit. Additionally. it recommends. impleme:nts. and monitors OCR'svdelr!gations
of civil rights authority with other Federal agencies. To perform these functions •
• sl~ff. of. the: Program LI!g.al .Managl!mern CompOnent includes twO Statisticians. one
Management/Program Analyst, and an ASSistant. The Component teams address:
OCR:strategic priorities in silppon Of,.lil:! office's enforcement efforls, for example·.,
"Seciion 504/ADA: Within School Discrimin~tion: Lau: Descen!!!atlon: M,\!Znel
.j~':<;1;;4t':·, (~'Sc~hools: Ti!le, IX: Teslin,t:!: Vuc<1tional ELine.uton: Harasslllet;t: ParclHal '" ·'I·,,,I.~.l,.··,·,·
'.;{\,'.. ' 'o' ',nj E!:lp~wt!qnt!lH and O!he'f issuc:s.
.' '"
,',
Program Legal Teams
In SllPPOrI of the OCR"stralegie priorities and in conjunction with the Enforcement
Divisions. the three Program LegaJ Tt:al11s develop regulations. guidl.'dines. legal
standards Rnd policies pataining to civll rights complianct!. the conduct of complaint
investigations .and cO!.llpliance reviews. and the provision of program training and
technical assistance'. The'iT1:amsjJrepart! and disseminate materials and infonl1ation
in)\ variety of formats 10 audlt!!1cI!s both within and outside OCR for the purpose of
explaining OCR policy, reglilations: and related le~al conc<pts and case law.'
Using a team approach. each of the three Program Legal Teams:
•
•
Prepan:s or aSSists Enforcement Djvis~ons in preparing Inotions. briefs.
pleadings. and other legal documents on case~related matlers,
•
Conducts or assists Enforcement Divisions in administrative proceedings
f\gainsl rl!..:ipients to correct violalions of the civil rights laws .
�,
..
•
Page 8 - Proposed OCR Headquarters Functional Statement
•
•
AdvisI!5 and assists other Department components on
aspects of Department program activitIes.
•
Deveiops guidance materials and providrts training in liti,galion
techniques in consultation with the Enforcem~nt Divisions.
•
Prepares or assists orher OCR components in prt!paring responses to
rion-routine requests and appeals under the Freedom of Information and
Priv(,I.!.::y AClS.
•
Serves as liaison \0 Ihe Office of the General COllnse! Rno th,
Departli1l!nt of Justict: on case-related matlers.
•
Develops policies. legal standards. guidelines. and n:gufalions putaining
IO civil rights compliance. the conduct of complaint invesligluions, and
civil righh compIiancl! reviews. and the provision of te:t.:hnicnl assistance
in consultation with the Enforcement Divisions.
•
......
Provides support for Federal court litigation. in consultation with the
Enforcement Divisions.
!demitit!s'~ri:!as in which the development of legal standards and policies
is ,needed in"cOIl'Sul"Ultion with the Enforcement Divisions,
.: ~,i ,>.,.' ~,:r',l' '11 ' r
, ",
~l'
l_.~.,:,... ~)..,,,'h,
~
civil rights
. Con9t!cts' re,s~arcl1 ~to'sllpport legal standards and policy development
: constiltalibn':\\,liil;'- lh~ Enforce:IHI!!\( Divisions,
•
.
th~
,.
~.'.,
In
,.
'f'".,
h,''''''~
GOlldilcls''"or: p'a"ntcipates in high priority or pre(~dl!nt sl!Hing ..:ompliance
review invesiig_liions in consuitmioll with the Enforcement Divisions.
•
•
,
•
Develops investigative g;;'(:;:~rke. ma~'i~H\ls.· technical assistance and
'tmining mataials for peR staff engaged in compliance and technical
assistance activities in consultation with the Enforcement Divisions.,
Dc:velops ~nd conducts training for OCR stafr. or coordinates or
participates in training development and delivery in cO,nslIltation with the
E,nforccment Divisions,
.
•
•
...
Revil!ws Department and other agencies' regulations and proposed
b:,gi!ibllion 10 c:osure conformance with civil ri.ghts requirements,
•
•
ASSists other OCR components in the consistent interpretation and
appli.calion of 1~.?aJ slaJld~!.~$. regulations. and OCR policy.
Presents OCR's policies to inter· and
na(ion~1 organilnlions .
inler~departmental
enlities and to
�"
.
•
Page 9 • Proposed OCR Headquarters Functional Statement
•
Develops 1TI!!llloranda of understanding with other governmeni agencies
and Departmental components covering intra- and inter.depanmental
policy and teet-mical assistance coordination.
•
Prepares technical assistance and training materials in consultation ...... ith
the Enforcement Divisions.
a
Maintains on-going liaison to assist other OCR compont!llls in ca:-rying
our th~jr lechnical assistance pro,grams mOSi: t!ffectively,
•
Develops proposals (or enhancing OCR's technical assls((lnce program
consultation with the Enforcement Divisions.
•
Provides technical assistance to individuals and groups rr.!p'rest::nting
ft!cipi.:nts and beneficiaries. both in response [0 reqlk:slS and as a result.
of o\!tr~ach initia!ives. including preparation of technical assis!(lOce
presentation matt!ria! fo:- these audiences in consultation with th~
Enion:t!mt!1l! Divisions.
•
Coordin'il::!s, as approp:iale. and reports on the Memoranda of
Undl!rst<lnding b':'!:"'I'!I'!!l o,CR components and civil righ[s organizations.
"
','
In
':
Enforcement Divisions
.
~"
''''''t'" , ....,.... ,,~,~,........ "'"
OCR has four Enforc~m~nt>bi~i;;,~~i:;:'~~~h"conststing of three regional locations.
Each re QiOniil locationl has', the "s<Iil1': £ene'ral or!'!anizalional Slnlcture 'and conducts the
core husiness i. t!. :"'(ivil rigl)15te"nforc~)n'~rH ·performed by Complaint Review and
Compliance T!!<lms. EaL'il;Enforct!m::!llt" Division 15 managed hy .\ t~{\lll Ih.!! includes
a non~sup::!rvisory Enforcl!m~tll Coordinator (Ee) and thre1! Associat1! Enforcement
Dir1!ctors (AEDs). The Efiforcelll~n1 Division Manaf!emenl Teali\s hav~
responsibility fo:- coordinating the. program operations and r~sotlrce managt:ment of
three region;'l! Silt: lucatiuns. In addition. th1!Y imprement program initiatives and
manage staff and fmancial rl!soun;es at individual offk::!s. The members or the
Enforceme1H Division M.ma!!t:'IHcnt Tcam report directly to on:! of the Enforcement
Directors.
...
Regional Site Locations
This seclion of OCR"s FUllcllunal Statement will b~ submitted \0 th:! Office of
Manae:ement ana the n~w rceiOlml struCtureS afe finalized and OCR standardizes the
titles and terminology uses iu""lnission S!alemems and position descriptions .
•
�OFFICE FOR CNIL R1GIITS
•
HE.ADQUARTERS, Washington, D.C .
PROPOSED STAFFING PATIERN - 10112195
Series-Grade and Job TiUe
(Name)
Type
PD
Appt StaM
ASSISTANT SECRETARY'S OFFICE (14)
I.
Assistant Secretary
Soh C C
2.
ES-301·00
Deputy Assistant Secretary
Soh C C
3,
ES-9J5-00
Enforcement DirectOr
FTP
4,
ES-905-00
Enforcement ,Director
FTP U
5,
G5-301-!5
Exe;::\Jtive Assistant (Policy and Enforcement)
Sch C U
6,
05-301-15
Special Assistant
Sch C U
7,
05-905·14 or 15
Attorney Advisor (Litigation Coordinator)
,
8,
,,
EX-301-04
05-301-14
S?~cial
"
GS-950-719
Paralegal Specialist ,.
OS-301-11
": ·::,~':bH·.i"':·~':~·'
Confidenlial ..AssiS'lant ,:' :s.;r";; ~ '"
10.
"
Assistari[ "':""
.... "
.....
.,
. , -. ..,
.
. .'-'''< .., ~~:t:!~t,.:.~,·,;:,:i,. "':'::-:!t:f:'r.~
C~:1,fictelJ.l! ~1 ;_'A~~is~anl
GS-301-9
.
,,~
Sch C U
St!crt!l3ry (Office Atnomation)
13,
05-318-51617
Secretary (Offtee Automation)
14.
II
OS-318·8 or 9
05·326-51617
Office Autom:Hion Clerk
'"
•
U
'Sch,C U
.
' '1.':
12,
U
FTP
""
\
u~
FTP
'>"";;~':
~
II.
C;;;
U
"
FTP
.
U
FTP
U
FTP
U
,~,
-.
':1
~"
..
"
The AssiSlant career ladder is GS-SI617. 'There are a small number of GS-Ss in headquarters, . If
any of these individuals is interested in movi!1g into one of these positions, OCR will work with .
OM Personnel to develop an appropriate position description.
••
The Attorney career ladder is GS-III!21 13, Orades, in parenthe,es represent additional grade level:
at which positions can be filled. Attomev AdVisors. General Attomeys. and Trial Attorney are
eligible,
•
.
,
•••
The EOSIAnalyst career ladder js GS-719111112, Grades in parentheses represent additional grade
levels at which pOsitions can be filled. ManagemenVProgram Analys!, can apply for EOS pOsition:
and vice~versa.
•
�•
Page 2 - OCR H<2dquaru:rs, Proposed Staffing Pattem - 10112195
Series-Grnde and Job
(Name)
Ti~e
Type
PD
. Appt Status
RESOURCE MANAGEMENT COMPONENT (3)
l.
G5-341-15
Executive Officer
ITP
U
2.
G5-:\43· D
Management/Program Analys!
IT?
U
3.
G5-XXX·516/i
Support! Assistant
IT?
U
ITP
U
BUDGET & PLANNING SUPPORT TEAM (9)
1.
G5·560·14
SIIj>!rvisory Budget Analyst
2.
G5·560·7191111!2( i:l)'"
Budge! A:1alys!
3.
G5·560·719111I12(1:\)'··
Budget Analyst
4.
GS·560-719/l11l2
(T.... m
Budget Analyst'
Leader)
ITP U
..
.
I.
5.
GS~560~7!9111f1:;
Budge\ .Analyst
'I'
6.
G5·34:\·719111112m·)·"
Managcmeo:/Prog:ra11l
7.
G5·343·719111112
Managt:m;!l1t1Progra In
8.
GS-561·7
Blldget Assistam {Oftice Automation)
il
:t
.
.
-".
:
. .. , .., ,
~;,:,,;n,~;:
,
,.
U
FTP
U
-.'
.,-
)
U
'IT?
.-" ,"
-"
t, .
.
ITP
" ,\... .:;,';~.} ,h:i,;;·~_~"::r\~:,:..',;,; ~,:
-~nal)'sL -<' \, ..,,:;' '~p ~'''' ,
,.'
. "
'"
-"'",
ITP U
.,..'..
Analyft" /:"::'!::"
\
"
FTP
U
ITP U
~-<"'"
I
•
9.
GS,XXX-51617"
Supportl Assist.an!
~TP
U
..
•
The Assistant career ladder is GS-Si61i. 'There are a sl11al1 number of GS-8s in h....dquaitefll. If
any of these individuals is inlerest¢ in moving inlo one of these positions. OCR will work with
OM Pe:-50onel LO dev~lop an_appropriate position description.
•• The Attorney car""r ladder is GS-11112113. Grades in parentheses represent additional grade level•
at which positions can be tilled. Attorney Advisors, General Attorneys, and Trial Attorney are
eligible,
•
••• The EOSIAnalyst career ladder is (;S·7191111'2.. Grades in parentheses represent addition.! grnde
levels at which positivns can be filled, Management/Program Analysts can apply for ROS positions
and vice· versa.
�•
Page 3 - OCR Headquar1<:nI, Proposed Staffing Pattern - 10/12195
Series-Gralle and Joll Title
(Name)
Type
PO
Appl Status
HUMAN RF.sOURCE TEAM (12)
1.
G5-343-14
Superv,sory MIP Analys< (fe:.m Leader)
FTP
U
2,
G5-343· 719111/12(13)'"
Management/Program Analyst
PT?
U
3.
GS<'\.:!3·7!9/l1!l2(D}.......
Management/Program Analyst
FTP
U
•
••
GS~ J<l~. 7J9! I I l
i 2 ( 1J)"'....
Ma:1agetllentlProg:1tlll Analyst
FTP
U
5.
GS~343-7/9fJ
Management/Program Analyst
FT?
U
6.
G5·343·719111112
Mar.agel~lentlProgram
Analyst
IT?
U
7.
G5-343-719/11/12
Management/Program Analyst
FTP
U
8.
G5-343-719111112
ManagemenllProg:-am Analyst
FTP
U
9,
G5·301·8!9
Personnl.!l Support
FTP
U
J/l2
•
,
.,
Assistan~
.0.
,
GS-XXX·.\/6/7"
IL
05-XXX·)/6/7
Ic.
,
\
G5-XX:\-.\16/7
•
Tht'! Assistant Caft.:::r ladder is GS-5/617. Then~ are a small number of GS-8s in headquarters. If
any of Ihesl! inthvidmlls b; imert:sh:d in moving into 'one of these posiljons, OCR will work with
OM Personnel to dcvdop an appropriate position ct!scription.
. S Llppor;/ Assi stant
_
,.'
S;lppurt{ Assislan [
FTP ..p
IT?
U
.
••
The Anomey career ladder is 05-11112113. Grade' in parentheses represent additional grade levels
at which positions can be filled. Anorney Advisors, General Attorneys. and Trial Attorney are
eligible.
•
••• The EOS/Analyst career laddl!r I!>
levels al which positions can be:
and vice~versa,
GS~7/91l1112. Grades in·"parentheses represent
1i1J~d> Management/Program Analysts can apply
additional grade
for EOS positions
�•
Page 4 - OCR Headquarte". Proposed Staffing Pattern - 10/12195
Series-Gldde and job Title
Type
PD
Appt Statu,
(Name)
,.---....
INFORMATION TECHNOLOGY TEAM (9)
Supervisory MIP Analyst (Team Leader)
~-
1:
G5-343-14 or IS
2.
GS-343-7191111 12(131 141 IS)···M.nagemenlfProgram Analyst
3.
GS~3J.4-7!9f11/120J)"'''''
COI~)jJuter
4.
GS-334-?/9/11112(13)""'''
Compulet Specialist
IT?
U
S.
G5-334·7/9/11112(13)'"
COl1lpll!er Spoci"lisr
ITP
U
6.
GS-334·7/91l1/12(l3 )...
COn'pln"r SpecialiSi
ITP U
7.
GS-3:'4-7/9/J
li!2(l~)''''<'''
Computer Specialist
8.
GS-334/343-7 /9/111 12( 13)"''' "'COI:)pult:r Specia:/Ma:,.ageiProgram Analyst
ITP U·
9.
GS-XXX-S/617"
ITP U
FTP
U
IT? U
Specialist
,
~:
ITP U
Support'! Asslstam
...
;.,
CUSTOMER SERVlCE TEAM (12)
.1.
..
1
Supt'rvi.sury
.~1/P
Analyst/EOS (Team Leader)
hp··u"·
FTP
U
GS-XXX-7 /9111 Il"( 13)"" Eq",'! Oppor<"I>I,y SpociallstiAnalyst
4.
GS-XXX-7/9/11 / i:;( I :'114 ) "'''''''Eq ual Opportunity SptciaHst! Analyst
FTP
U
GS-XXX-7/9/l )112
FTP
U
Equa: Opportunity Sp:!ciaiist/ Anal),'st
The Assistant can:er ladder is GS·5/6n. Thl!ft! are a small number of GS-8s in headquarters. If
any of these individtlai:s i> interested in movIflg lnlo one of thes~ positions, OCR will work with
OM Personnel to develop an appmpriate position description,
••
•
1<\
The Attorney career ladder is GS-11/12/l3, Grades in parentheses represent additional grade levels
at which poSitions can be filled, Attorney Advisors, General Attorneys, and Trial Attorney are
eligible.
.
.
•••
The BOS/Analyst career ladder is GS-7/91l1/12. Grades In parentheses rep",,50nt addilion.al grade
lei.;els a: whiCh positions call be filled. Management/Program Ana:ysts can apply for aos positions
and vke·versa.
�Page 5 - OCR Headquarte". Proposed Staffing ?anem - 10112195
Series-Grade and Job Title
Type
PD
Appt Slatus
(Name)
IT?
U
Spe<;:ali,tlAnalys'
ITP
U
GS-XXX·719111112
Equal Opportunity Specialist/Anal)'st
ITP
U
8.
GS-XXX-719/l1112
Equal Opportunity SpeciaJ:,t/Analyst
ITP
U
9.
GS-I035-9
Publ:c Affairs Specialist
IT?
U
lO.
GS-XXX-516I71S····
IT?
U
II.
GS-XXX-5/6/7
SupponlAssistam
IT? U
12.
GS-XXX·51617
Suppon/ Assisk1nt
IT?
U
5.
Equal Opponuni,y Specialist! Analyst
6.
GS-XXX-719111112
Equal
7.
Ie
GS·XXX-7/9111112
Oppon~ni'y
. Support! Assistant
'PROGRAM LEGAL MANAGEMENT COMPONENT (5)
~, .~
:'"
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,
,
GS-905-15
Supt!fvlwry AHorner Ad\'isor
IT?
U
G5-1530·: J
Statistician
ITP
U
3.
GS·IO;·D
Social Science Analyst
ITP
U
4.
.I :l .
,."'.,', :
~
GS· 343-719/1 I112( 13)'"
Manag.ement/Program A,:alyst
IT?
U
Support! Assistant .
IT?
U
.L
...
,"-
,.
..~,12.
"
~-
5.
..
GS-X5.:x-5!617
""" ..... The care!;!f ladder fur this position will be
-
'.-
I,
GS~~d617/8.
""
•
The Assistant career ladder is GS·5/617. Thert: are a small nL)!l1ber of GS-8s in headquarters. If
any of these lndividuil.ls is interrslt.'!d in mov~ng into ont! ot thes!! positions, OCR wiH work with
OM. Personnel to devdop an appropriate position description,
••
The Attorney caret!r ladder is GS-t 1/121i3. Grades in parentheses represent additional grade levels
at which positions can be tilled. Attorney Advisors, General Attorneys, and Trial Attorney are
eligible..
•
I~
•••
The EOS/Analyst career l,dd<r is GS·719i1I112. Grades in parentheses represent addi'ion;J'grade
levels at which posllions can bl.'! tilkd, Managel11enlfProgram Anil.lysts can apply for EOS positions
and vice-versa,
�•
Page 6 - OCR Headquarlers, Proposed Staffing Pattern - 10112195
Series-Grade and Job Title
(Name)
Type
PO
Appt . StilUS
PROGRAM LEGAL TEAM I: DESEGREGATION, MAGNET SCHOGLS (16)
Supavisory Auorney Advisor (Team Leader)
G5-905-15
IT?
U
2.
GS-905-11112113(14I1S)" Attorney Advisor
ITP
U
3,
G5-905-111121131(14)"
AtLOrnt.':y Advisor
FTP
U
4,
GS-905-11112113
Anorney Advisor
IT?
U
5,
GS-905-11112113
Aitorn~y
Advisor
IT?
U
6,
G$-905-11112113
AHo:-n~y
Advisor
ITP
U
7,
GS· XX X~ 7!91l1l j 2( 131 14)"''"*EqllaJ Opportunity Specialist!Analyst
ITP
U
,
•
8,
Equal Opporilinily Special;st! Analyst
ITP
U
1
]
GS- XXX-7!9111112( 1:1)'"
. .
GS-XXX-7!9111112
Eqllal Opportunity Spedalist/Analys!
FTP
U
Equal Opporlunity
~p<!cialist/AnnlyS!
ITP
U
, .', . .- ,
GS-XXX-7!9!1I!12
Equlil Op!)\Jr!unily Specialist! Analyst
IT?
U
GS-XXX-71911I!12
Equal Opponunily Specialist/Analys!
FTP
U
Equal.Opportunity Assis:ant
ITP
U
Equal Opportunity Assistant
FTP
U
GS-XXX-719111112
,
10,
.,
iI"-".'-,"
11.
-;"
,-
.
;'
.'. ;:
12.
GS-XXX-516!7'
--
14.
GS-XXX-5111i7
•
The Ass.istant cart!t!f ladder is GS·5/6/7: There are a small number of GS~8s in headquarters. If
any of these individuitls is intereslt:d in IllDving into one o( these positions, OCR will work with
OM Persunnel 10 develop an ap?ropriate position description,
•• The Attorney
at which
•
, ..
...
car~r
position~
ladder is GS·11/12/D. Grades in parentheses represent addilional grade levels
can be tilled, Anomey Advisors. General Auorneys. and Trial Attorney are
eligible,
The roSJAnaJysl care;:r laddef.. is GS·iI9/11/12. Grades in parentheses represent additional grade
levels al which po~ilions can be tilled. Mam·,ge:llt~nt/Program Analysts ca.n apply for EOS positions
and vice~versa.
�•
Page 7 • OCR Headquarit!fS. Proposed Slaffing Pattern - 10112195
Series-GraJle and Job Title
(Name)
Type PD
Appt 5latus
PROGRAM LEGAL TEAM II: SECTION S04/ADA. WITHlN-SCHOOl. DISCRlMlNATION, LAU (14
'--- .!!~. ~::
~
I.
G5-905-15
2.
05-905-) 1/12I1J(J41l5)"" Allorn<y Advisor
3.
GS-905-II!i2Ii3(14)"
AHorney Advisor
4.
GS-905-11/121i3
Anoflh:y Advisor
FrP U
5.
GS-905-11112113
Altom!!), Advisor
FrP U
6.
05·905-1111211)
Attorney Advisor
FrP U
Supervisory Attorney Advisor (Team Leader)
FrP U
GS-XXX: 7/9111112(1J114)"'Equal Opportunity Sp<cialistiAnalyst
FrP U
OS-XXX-719111112(1J)'"
Equal Opportunity SpeCialist/Analyst
FfP
GS-XXX-719/111I:l·" '
.
Equal Opportunity Spcda1isi/Analyst
FrP U
10.
GS-XXX-719/llm'
Equal Opportunity Spl!dalis!/Analysl
FrP U
II.
GS-XXX-7/91l1/12
Equal Opportunity Sp<clalist/ Analyst
FfP
U
GS-XXX-7/9111/11
Equal'" 09ponunily Specl;\list/ Analyst
'.
FfP
U
13.
GS-XXX-7/9111112
. Equal 0pP0rlunity Stx:cLalistJAr.alyst
FfP
U
14.
GS-XXX-51617"
FfP
U
.
, <
;
\
:.
"
Equal 9pportunity Assistant
-"'.' 4- ~
•
..
•
U
b.
The Assistant car.:er ladder is GS·5/617. there are a smal! number of GS-8s in headquarters. If
any of these indtviduals is intereSll!d in moving into one uf these positions. OCR will work with
OM Jler~nnel to develop an appropriatl! position description.
The Attorney career ladder is G5-11112/13. Grades in parentheses represent additional grade level'
at which positions can be filled. Auorney Advisors. General Attorneys. and Trial Attorney ate
eligible .
•• ,,' The HOS/Analyst career ladder is GS·7191! In2. Grades in parentheses represent additional grade
levels at which positions can be rilled. Management/Program Analysts can apply for EOS position
and vice~versa.
�.
,
•
J>a&e 8 - OCR He3dquarters. Proposed Staffing
Patletn -
10112195
Series-Grade and Job TiUe
Type
15,
GS-XXX-S/6/f
Equal Opponunity As.sistant
16.
GS-XXX-SI617
Equa!
Opportuni~y Assis~nt
PD
Appl
(Name)
Starus
FTP . U
FTP
U
PROGRAM LEGAL TEAM Ill: T IX. TESTING. VOC ED. HARASS. PARENTAL EMPOWER (14)
Sl~pervi!iory
Attorney Advisor (Team Leader)
~-,-
.~~
L
2.
G5-905·11112113
Attorney Advisor
FTP U
.G5-905·IIII:YI3
A!torne;y Advisor
FTP U
6,
G5·905-11112113
i,
GS·XXX-II! 12{ 13114 i"~ ,- E:;;,~i Op;;o~~';nl'y'S;,~clnll'ii Anal)'s<
-':'. ":~"" -;},:;,{!:~;".
..
GS-X):X ·1111 2( D) ••• . Equnl OpPofll,ni,y Sp<ci,Ii,t/ Analyst
,"\- " 'C'. ": ",,((1;;"'·.~· " , .
GS·XXX-7/9111!l2
Eq\ial Opportttnity SpccialiSl/Analyst
FTP U
9,
10,
GS-XXX-719/11112
Eql:al Opportunity Sp\:!ciallstfAna!ysl
FTP U
11.
GS-.XXX·719!111l2
Equal OpportunilY Spt:cialisil Analyst
FTP
U
12.
.
Atturney Advisor
5,
,
G5-905-11112/13(14)"
.~
FTP U
4.
'
G5·905·11112113(14/15)·· Attorney Advi,or
3,
,
GS-905-15
GS-XXX-516/7'
Equal Oppomllli!y
FT?
U
8.
'.:"."j7, ,:~ ...
Ano:,nt:y Advisor
. ,
~~~~~"---------~~~~~~~~--~-----'--~-~-'-----------~
•
..
..
FTP
A5~istant
\,
U
FTP U
FTP
U
'
~--'.-'--------«~'.-.'--'----------'-~---------'---~---~~-----~-~~~-~
The Assistant car=r ladtkr is GS-5/617. -Thrrr art: :'I small number of GS-8s in headquaners, If
My of thest! lndlviduaJs is iIHerelited in moving into one of the~~ positions, OCR will work with
OM Personnel to devdop all appropriate po:.itioll dt:scription.
The Anomey career laddl:!r is GS-I 1/12/t:.. Grades in parentheses represent additional grade levels
at which positions am be I1llcd. Attorney Advisors. General Attorneys. and Trial Attorney are
•
I ~
...
e1igiblo.
The EOS/Ana~ystcan:::t::r ladder is GS-7/9l11!l2. Grades it! parentheses represent additional grade
levels at which IA"'Isitiom: can bl! filled, ManagemenilProg:am Analysts can apply for EOS'positions
and vice-versa.
�•
Page 9 - OCR Headquarters, Proposed Staffing Pat1f:rn- 10112195 .
Series-Grade and Job Title
Type
PD
Appt Status
(Name)
13.
GS-XXX-5/617
Equal Oppom:nity Assistant
FTP
U
14.
GS-XXX-5i6!7
Equal Opportunity Assistant
FTP
U
_______ •..
~~4.~
___ ______
~
~~
_____
~~~¥~~_···
.
_________ .. ___ .. __. ____ ..
_~
~
~_~~
___ ____________ _____ ._._______ ._.____
.
~
~~
~~.~.
_____.«••
~~
__
The slaS:'les (I) indicate caret!r iadde:- positions; however, ihe positions may be filled at any of the
indicated g:-ade level::;, Employees who are cur~cnt!y on career ladders will retain their career ladders.
Secretarie::.., Clericals and Assistants (Sllpporl SLafl) will be assigned to unclassified duties (on one of their
three teams of choice) at the slart of:he reorganization, After all position descriptions are dasstfied,
wpport staff will be able 10 compete for carer:r ladde~ Assist3t1i ~o~i:.ions 0:'; the reams of their choice.
,
...
::r,
,.
.
'~.',J"~",,;.
",," ".:'.~;;: I;,":'
',. ;J.;.::,~' i,\;)<·'< ~~','
,- ,.-.; >'
.: "',
'
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-~
"
•
Tht:: Assistant career laddt:r I}. GS-5/6!1. There
(lfE
a small ntlmber of
;
GS~85
'"
in headquarters. If
any of these individlmls is interested lJ) moving into one of these positions, OCR will work with
OM Personnel !O develop an 'appru;Jr!ale posilion description.
••
The Attorney career ladder is OS~ III J 2/1~. Grades in parentheses represent additional grade levels
at which positions can be filled. Anomey AdVISOrs. General Attorneys, and Trial Attorney are
eligible.
•
The 60S/Analyst career la{ld:;;:.i~ 05·7/9/11/12. Grad~s: in parentheses_r~pjesent additional grade
levels al which pOSilil1n~ can.be f:l!eu. Management/Program Analysts can apply for EOS positions
and vice-versa.
�-
•
.
IVllilVlUKAN VUM
TO
Rodney McCowan
F~
SEP 22 1995
Norma V. Cantil
Assistant Secretary
for Management
SUBJECT:
Assistant Secretary
for Civil Rights
Office for Civil Rights Washington, D.C. Regional Office (Metro) ,
Reorganization Package .
Attached is the proposed =rganization pacbge for the Office for Civil Rights' (OCR's)
Washington. D.C. Regional Office (M'etro). Metro's conception (created from 55 positions
formerly in OCR headquarters) and structure (one management comfKment and four
compliance and enforcement teams) is consistent with the Secretary's priorities and the
National Performance Review as it enables more staff to directly perform the core business
of the agency.
I believe that this proposal, coupled with the redesigns of OCR's other regional offices,
headquarters comJX>nents, and senior management structure will enable this agency to morc
effectively enforce civil rights nationwide. Please call me or Brian Ganson on 205-5413 if
you have any questions. My staff will forward all of the proposed MelfO position
.
descriptions to the Human Resource Group for classification next week.
Attachments
Organizational Chans. Functional Statements. Staffing 'Patterns (Proposed)
. , ,.' . "
co:
OCR Senior Staff
All AFGE LocaJ Presidents
" ,
'c... "
"'~,
Joseph V. Colantuoni. Director Human Resour~e.'.Group. '\Office of Management
,
,
-.
"
•
.... -..
DC" I 1995
�A
•
,
.....
..
•
,
U.S. DEPARTMENT OF EDUCATION
OFFICE FOR CIVIL RIGHTS
WASHINGTON REGIONAL OFFICE
(METRO) ,
,
..
Management .
Component '
,
-';
Compliance
and
Enforccnlcnl
Team
j
:
---
: COlUllliance
and
Enforcement
Team
.
II
I
Compliance
and
Enforcement
Team
III
'
,
,
,,
,
,
,
,
,
'
,
Compl ance
and
Enrore cmcnt
Team
Iv
,
,
: '..
. .,. ,....
"
..
':1
•
,
-
,
'
,
..
,
"
,
........'
•
�•
•
U.S. DEPARTMENT. OF EDUCATION
OFFICE FOR CML R1GlITS
WASHlNGTON. D.C. REGIONAL OFFICE (METRO)
PROPOSED FUNCTIONAL STATEMENT
Office of the Associate Enforcement Director
The Office of the Associate Enforcement Director (A ED) is responsible for directing
the operations of the Regional Office to meet OCR program objectives. including
management of its staff and financial resources, The Office implements the civil
rights statutes and regulations for which OCR is responsible by using a variety of
approaches to resolve complaint investigations and compiiance reviews to ensure
equal access to edltCation and to promote educational excellence through vigorous
enforcement of civil rights: providt:s legal Sllpport to f'.·1etro staff: negotiates and
resolves sensitive civil rights issues with· high level officials; recommt!nds cases for
enforcement: "provides assistance to help recipients correct noncompliance; engages in
Early Complaint Resolution: a.nd implements a technical assistance program at the
state and local It!vels to promote understanding of civil rights legal responsibilities.
The Office f\lso prepares and implements Metro's budget and its portion of the
Annual Operating Plan and provides input on civil rights issues and supporting
services to other offices in its own Enforcement Divisions and other Enfofcement
Divisions. Thl! Offil:t! coordinates with the Resource Management Component on
manage111ent and administrative m:lIlt:'rs as appropriate. .
.'-, '.. ;,
"
,
j ",
The Oftie;;: implements an df~cli\'~ communicalions program wLth kt!)' Federal. State,
loca!' an,d'privalt civil rights orrletals. organization~. ·and the general public: and
.;
rt:cru!ts. sdl!ct~ and trains employees. The Officl!'.pnrticipates. with .the. Rrogram ., ~",~:,:.:.; :.:;-' ~
Legal Co!npollt':1U in policy< procedure. and program developmen!. In the Immediate
Office of the AED. then: is a Chid Attorney. Program Manager. Administrative
Officer. Computer Specialist position. and an Assistant Support position.
•
d
•
••
TIle AED coordimHd's With tilt: Enfortemen! Division Management Team
(Enforct!lllent Coor<linator and other AEDs) and rep0rls·directly to an Enforcement
Director. The AED serves as rating official (or the Progrilll1 Manager and Chief
,
Attorney and as ilpproving offici;'!l fOf the Compliance and Enforcement Team
i:.eaders. The AED works wi!:, tjll;! Teald Leaders to identify strategies for improving
the funclionirig. of .he teams. The AEp meets periodically with each of the teams in
carrying oul this rCl>ponsibilily. The AED serves as mting official for immediate
office st.ff.
.
The Prognun Manager. in coltnboration with other Metro managers develops and.
updates rcgion~wide plans and projects. such as the Proactive Enforcement Docket.
the Annu.1 Re~ional Operating Plan. or the Profile. Assessment and Resolution
r~view compliance: pro~n\ln; analyzes. prt!pares. and provides the AED with
information and advice cOl1c~rning meeting OCR's program and op1.r-ations objectives.
the numher of complianc~ ac[ivitir;:s cornpleted. and adherence to OCR compliance
�,
•
Page 2 - Proposed Washinglon Regional Office Functional Statement
, decisions and policies. The Program Manager assists in planning Metro's enforcement
strategy. setting Metro's program priorities. managing resources and participarine in
management and administrative decisions concerning personnel. staff development.
budget. ethics,' conduct and other related mallers. The Program t...1anager is
responsible for planning and de\'eloping high quality training. Quality in1pnwt:ml!nt.
and customer ser"\'ic~ programs .
the Chief Ana::n!!)' makes fin:;! decisions on legal mat-lers (har CannOI h~ f'tsoived
within the teatH. and meets periodically with the anorneys 10 promote discussions on
significant legal and policy tSSU'!5. The Chief Attorney ensures timely disst:mination
and explanation of policy and legal maners. including decisions or iSSU~5 brought to
his attention QY the AUorneys, The Chief AtlOrney has 'primary responsibility for
teai ni ng legal staff.
The ,A.dminislrative Officer monitors the budget and prepares necessary budget
reports: provides essential manl\g:t:m~nt and adminis:rarive services reln'ted !O the
analYSIS of budget planning, personneL reproduction, spac!!' and supply acquisition
and utiliza:ion. maintenance, correspondenct': control. safety. and travel.
\
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,.
,
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, ,,,(~.,,,,,,,,.\ ... ,. ,,; ",' .<.
Compliance and Enforcement Teams
. Each COmp!i<Hlce and Enforcement Team is comprised of the' Team -Leader. two
Attorneys. six Equ<tl Opponlmily Speciaiists and thrcf!.Support Assistant positions.
Receiving leadership and S\lPpOi1 from the AED and immediale office staff. each
Compliance a:!d" Enforcement 'Tt:'IHl rt!solves::,stfnsilivt '':Ind compll!x civil, rights
complaints ~rid compliance reviews. functLoning as a team with full delegated'
authority and responsihility from th'; AED. <Heh Team:
•
•
I"
.- .. "-
Conducts ct?mplainl investigations and compliance reviews 'of preschooJ~
elementary and secondary instil1Jtions~ vocational technical schools.
tnstitutions of postsecondary education. vocational rehabilitation agencies
and proyiders under Title VI of the Civil Rights Act of 1964. Title IX
of the Education Amendments of 1972. Section 504 of the Reh.bilit.tion
Act of 1973. and the Age Discrimination Act of 1975, and conducts
complaint investigations and compliance reviews of ptlblic entities for
.
�.
.
•
Page 3 - Proposed Wasbington Regional Office Functional Statement
wbicb the U.S. Depnrlment of Education serves as the desig~ated
agency under tbe regulations implementing Title 1I of the Americans
with Disabilities Act of 1990.
•
. Uses a variety of approaches to resolve complaints and compliance
reviews to ensure equal access to education and to promote ducattona!
excellence: through vigorous enforcement of civil rights,
•
Provides assistance to recipients as pan of the complaint investigtltion
and compliance review process,
•
•
Monitors implementation o.f remedial action plans.
Recommends cas~.s for ~nfoJ'cernent when vollHitary compliance cannot
Dc achievtd Of when otherwis.e appropriate.
Conducts proactive enforcement activities t~at bring n:;;Ources \0 bear on
behalf of a wt!lI"ddined studellt population facing discrimination;
devl!lop Strong. educationally sound civil rights rern~die5 thaT increase
educational opportunity for Ihose students: and ensure tha: OCR will be
prepared TO move towards enforcement if I'CStlltS art': no! achicved as
anticipated.
• .
•
Ext!rcises primary State rc:sponsihUity in one State to idenlify and foster
State-,wide COntacts wlth edI,L:a!ion and civil rights organizations .. The· '''.
purpose of these Contacts is to obtain relevant information about civil
ril:!hlS isstlcs within the State, and'IO t:dllcate organiz;l.!ions abollt the,·: .. '..'
. ":;t,ci~'il rights laws.
...
'. ," . t >.; •
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I'
,.
•
,
.
Responds Whell assiglll!d to rt!qlltsts for h!chnical assistance on civil
ri§:lm 'rcqulrl!lll:!nts It) bcndiciaril.':s ;)nd recipients of I!epartmem of
Edm:ai!Ol1 funds. This is done: lhrollf!h on·site visits. public speaking
t:'n~m~t:'mt!II(S, training workshop~. conft!rcllCt!s aDd meetings. responding
tu rc'-tucs1.i for lH($tcriais and pl,lolicatiol1S, 'and responding to i'nquiries.
Participates ~lnmwlly in th:::: idcntificalion and setting of proactive
•
l!llfon':~1I1'~:H'
,
•
,
p:iorit;!.is '10 he addressed
hi" GGR
in ';hl.':· next fiscal year.
Provides tl!am input co' afI r;:gional and OCR datahases and reporting
systems.
•
With olher regional site locations, advises and assists recipients to
r~s?lvt: issut!s identifi~d during complaint investigations and compliance
rI!VIt!ws.
•
t'4
•
En,,;res all actions are legally sufficient
'\
.\
�OFFICE FOR CIVIL RlGHTS
REGIONAL OFFICE, Washington, D.C.
•
PROPOSED STAFFING PATIERN - 10112195
Series·Grade and Job Title
(Name)
Type
PD
Appl
Starn,
U
MANAGEMENT COMPONENT (6)
L
05·360/905·15
Associate En(orce,nent D:reC!Of (EOS/Anorney}
ITP
2.
05·905·140,15
Auorn~)'
FTp· U .
05·3601905-14 or 15
Program M?nager
4.
G5-341 1343· 719111
Adlllinis:ratin!" Officer
FTP
U
5.
GS~~43n34· 7/9/11/ I~(
13)""""" AnalystlComputl!r Specialist
FT?
U
6.
GS-XXX·516!7
Sl,lpponl Assistant
FTP
U
Supcrvi\>.ory EOS/Al1orney
FTP
U
ITP
U
ITP
U
FT?
U
..
FTP
U
Equal Opporll;nity S;n:cialis:
•
Equal OpportunilY Sp.:clalis:
FTP
U
IT»
U
AdVisor
".--=--
U,"
. 'FT?
'--.-:-
\
INVESTIOATIVE TEAM I (12)
I.
OS·3601905-14
,
..
,
Anom.:y _Advisor'
'.
3.
~
,
G's· 360~ 7/9/1 II 1~( 13/14 )....""Eqyal O)JIXJrtani:y
5.
, ,
,,'u .. ···,'
S~dalisT
Equal Opporhlnity Spt!cialisl
'
6.
GS·360·7!91111Ic
7.
GS·.'60-7/911111~
'
-,
•
The Assistant cart:er !'Idde:r is GS·SI617-. Tht':fe art': a small number of GS-8s in headquarters, If
any of tht:st: individuals is int~rt::)lt:d in moving imo oot: of these positions. OCR will work with
OM, Personud to devdop an appropria!t: position description.
••
Th~
Anomey carel!r ladder is GS·I ! / 121 D..Grades in parentheses represent additional grade levels
at which positions can be filled. Anomey Advisors. Trial Auo,rneys and General Attorneys arc.
eligibJe,
•
I~
•••
The, .EOS career ladder is GS-7/9JlIII:'!, Grades in part:!nlheses represent additional grade levels at
which posI1ions Ci\n be flllt.(L Analysts can apply for EOS positions and vice-versa.
�-,
•
Page 2 - OCR Washington Regi~naJ Office, Proposed Staffing l'anem - 10112195
•
Series-Grade and Job TWe
Type
PD
AppI Slams
(Name)
8.
GS-360· 7/9111112
Equal
Specialist
FTP
U
9.
GS-360-7/9/llm
Equal Opportunity Speci.liS!
FT?
U
10.
GS-361-5/6/7"
Equal Opponunity AssiSl3.n;
FTP
U
11.
G5-361-5/6/7
Equa! Oppor1unity Assis:ant
FTP
U
12.
GS-361-5/6/7
Equal Opponunity Assistant
FTP
U
Op?ol1~niIY
INVESTIGATIVE TEAM II. (12)
1.
Anorncy Advisor
FT?
U
G5-905-11112/D
AIIOfnc), AdVisor
FTP
U
G5-360-7/9111112(l:1l.14)'''Equal Opportunity Specialist
FTP
U
s.
GS·J60~7l9/11112
FTP
U
6:
05-360-71911 1112 ,,,
,,'
FTP
U
G5-360-7/911 1m
:: . " Equal Opporl1.111ity Spt:cla1isl
FT?
U
8.
GS-3&J-7!9/1It:c
Equal Oppununil),
Spcci~1\:i(
FTP
U
9.
G5-360-7/9/1111"
Equa! Oppor:unity
Sp~d~lis!
FT?
U
10.
G5-361-5/6/7'
Equal Opportunity
A~::.isla!ll
FTP
U
•
, ,
G5-905·III12I1:1I1W'
7.
.
U
4.
?'
FTP
3.
.
Supt!rvisory EOSt Allorney
2.
:
GS- 360/905 ·14
The Assistant career ladder is OS·5/617-_ There aft.: a small number of GS·8s in headquarters. If
any of these individuals is imer~:stC':d in moving into one of tht!:ie positions, OCR will work with
OM Personnel 10 devdop an appro?rial~ posillon description.
.
~
: ::Eql.l3! Oppoftllnily Speci;..lba
;
~
.
~
'~','
. Specia.!ist
Eq~l(ll Opporttlni~\'
.
.
•• The Attorney career !<ldder is GS·11/1211 J. Grad!!s in parentheses represent additional g.rade levels
at which positions can be tilled. AHornc:y Advisors, TrLal Atlomeys and General Attomeys are
eligible.
•
11
••• The EOS
ca.r~t!r laddt!T is GS·7/91l11l2. Grade~ .in parentheses represent additional grade levels at
which positions can be: tilled. Analysts can apply for EOS positions and vice·versa,
�•
Page 3 - OCR Washington Regional Office, Proposed Staffing Pattern - 10112/95
-
Series-Grade and Job Tille
(Name)
Type
PD
Appl
Slatus
II.
G5-361-5/617
Equal Opportunity Assistant
ITP
U
12,
GS-:161-5/617
Equal Opportunity
Assi5~nl
IT?
U
Supervisory EOS/Atlomey
ITP
U
Attorney Advisor
ITP
U
Attorney Advisor
ITP
U
INVESTIGATIVE TEAM III (l2l
I.
2,
GS-3601905-14
'OS-905-llil2/13(14)""
3,
05-905-11112/13
4,
G5-:160-7/91 I11J2( 13/14 )"'Eq",1 Opponuni.y Speci>lisl
ITP
U,
5,
G5-360-7/9/11/12
EqiJal OtJportunity Sp:!ciaEst
ITP
U
6,
GS-36Q-719ilI/12
Eqllai Opporlllnity Specialis!
FTP
U
7,
G$-360-719111112
Equal
ITP
U
Op?ort~lni:y
Specialist
I',s
J
8,
GS,360-7/91111l2
E~ual
Oppurtunity Spl!cialisl
ITP
U
g,
GS-360-7!9JJ 1112
Equ<L! Opportunity Spt!cialis!
IT?
U
•
.
"
:
,
1
10,
G5,361'51617-
Equal Opportunity
As~is!ant
ITP
U
II.
G5'361-51617
Equal OpporlUllilY As~isu\nt
FTP
U
12,
I
1
G5-361-51617
Equ,al OJ'porllll1ity Assisu\lH
Fl'l'
U
•
Investigative Team IV (12)
•
••
•
I~
The ASSistant career ladder is GS~~1/617. -There are a SIH1\l1 nmnber or GS~8s In headquarters, If
any of these individuals is inten:st~d in moving IntO one of these positions, OCR will work with
OM Personnel to develop an appropriate position description.
The Anomey caret!r ladder is GS·I if 12/ D. Grades in paremheses represent additional grade level
at which positions can be filled. Altomey AdVisors. Tria! Attorneys and General Attorneys are
...
eligible,
The EOS career ladder is GS-7/9fII1l2. Grades jr;-·?arentht!~t"~ represent additional grade levels al
which posi:iun5 can ht: :i!led. Analysts can apply for EOS positions and vice-versa .
�•
Page 4 - OCR Washington Regional Office, PropOsed Staffing Pattern· 10112195
Type
(Name)
PD
Appl
Series·Gr.!de and Job Title
Status
L
G5·360190.l·14
Supc:rvisory EOS/ Attorney
IT? U
2.
G5·905·11112113(14)"
'Attorney Advisor
IT?
U
G5·905·11I12113
Auorney Advisor
ITP
U
IT?
U
. 3.
4.
5.
GS·36D·7191IJI12
Equal Otlponunity Specialis[
IT?
U
G5·360·719111112.
Equal Opponuni,y SpcoiaiiSl
FTP
U
GS·36D·719i11112·
Eqllal Opportunity Specialist
IT?
U
9.
.
ITP U
8.
,;
Equal 0pP0:1unily Sp!!cialist
7.'
I~
G5·360·719111112
6.
•
GS·360·719111112(131.!4)"·Equal 9pponunilY Specialist
GS·36D·7!911I1J2
Eqt1al Opponu:lit)' SpeciaJis:
ITP
U
10.
G5·361·51617"
Equal Opportunity Assistant-
ITP U
11.
G5·361 ·5/617
Eq\l;\: :::?p:mllr'lHy Assistant
ITP U
.2.
GS';'61·5/617
Equal OppuTiuni!y Assistam
IT?
..
U
The'slashef (! J ,indicate care:t;:/~latit!t:~ 'p0$;lluns; huwever, the: positions may be filled at any of the
indicated gracJ: It;vds:. Emp!u)'t!es who ,Ire clIrrt!l1lly un C:ln:;:e:r ladders wi!! retain their career ladders.
Secretari~:.; Clericals ami A:>;;.iM~int~ (support :01<\(1) will b.: ;\ssigned 10 I,mclassined duties (uo one of their
three teams of choice) al the sl~ir! uf !ht: r~urgallit..,:jon. A(I~r all positioll descriplioos arc classified,
suppon staff '.I'ill he able 1\1 compe!e for c;.].rccr ladd~T Assis!am positions 0:1 the l~ms of tht:ir choice.
....
.
•
The Assistant cj{~~r ladcJer is GS·5!617: There arl! a small number of GS~8s Hi headquarters, If
any of ih~s1! individuals b intl!rr!!ilcd in moving m1!J one of these positions. OCR will work with
OM Personnel 10 devdop an appropriate position description.
•• The Attorney carlXF
!add~r is GS-I II! 2113. Grades in parentheses represenl additional grade levels
at which positions can be !ilk,,L Allomey Advisors. Trial Attorneys and General Attorneys are
eligible.
.
•
,.
.... "'The EOS career ladder 1:. GS~7/9/11/12. Grades in parentheses represent addi.tional grade levels at
which positions cnn b~ tilled, AnalYSIS can apply for EOS posilions ancrvice-versa .
�U.S. DEPARTMENT OF EDUCATION
OFFICE FOR CIVIL RIGHTS. HEADQUARTERS
•
WashinglOfl, D.C.
CURRENT STAFFING LIST
September 22. 1995
Series~Grade
and Job Title
Type
PD
Appt
(Name)
Statu,
DEPUTY ASSISTANT SECRETARY'S OFFICE
I.
,
..
•
F-S ·030 I-or
Deputy Assistant Secretary
Pit:rc~. Rayinond C.
GM-0905-14
'--
'.,
l
" FT?
C
Allor:,!!), Adl.'isor
Dor\.;... , Lilian L
,
.-
..
FTP
C
�Page 2 ~ OCR Headquanen,
•
Current
Staffing List
Series-Grade and Jot> Title
(Name)
3.
GM-030H4
4.
Type
PD
Appt Status
Special Assistant
Cramolini, Stephen T.
FTP C
GS-0905-13
Attorney Advisor
Rhett, Michelle D.
FT? C
S.
GS-318-08
Secre:ary (Office Automat;on)
Kelly, Deborah A..
FTP C
6.
GS-0326-0S
Office Automation Cie:-k
FTP C
Bryant. Ricardo
EXECUTIVE OPERATIONS 5TAFF
i.
Administrative Officer
Lewis. Cathy H.
2.
Ie
I -
GS-034HS
GM-0343-1>
Program Analyst
Ail:!!, Susan J.
'
J.
4.
.;
FTP C
.
. '.-" ,
"
FTP C
'
Secretary (O:"lice AUiomalion)
Stover, Sand~a_:F..; "",:J. :.:',
G5·0318-07
, \.
":;J;" '
Office'.Aljto'ma!i6~··Crefk '(SIS)
Pitts' 'K'nikkia': C~,~- :,.t: ";:h:;',:,' ;;'\
GW-Q303-0)
h
FTP C
,
PTT
, ..,,.::. .
C
BUDGET & PLANNING MANAGEMENT UNIT
I.
0
Sl:pe:-visory Budgel Analys\
Slayton, LesJer C.
GM·0560-:4
G5·OJ43-D
••
.
Program Analyst
..
3.
G5-056O-13
4.
G5·0560·12
.
-
FTP C
FTP C
,Scheer. Patricia M.
"
Budget Analyst
Coleman. George
Budget Analyst
-"',1
~,
~.
FTP C
Campbell. Carolyn T.
5.
•
I
GS·056O-12
6.
05·0560· 12
FTP C
Budget Analyst
Jackson. Nancy M.
FTP C
BU,o;:!el Analyst
Jordan, Lavern L.
FTP C
�•
Page 3 . OCR Headq"'lrters, Current Staffing US1
Type
(Name)
7,
G5-0561·07
PD
App!
Series-Grade and Job Title
Statu,
Budget Assistant (Office AutOrnation)
' FT?
Robinson, Karen D.
8,
G5-0,~4-06
Management Assistant
Claymn. Lenora M.
C
FT? C
MANAGEMENT ANALYSIS & SUPPORT UNIT
I.
GM-0343-14
.,
G5-0343-13
3,
G5-0343· 13
0
Management Analyst
Dorka, Nichola, F,
FTP
C
Management Analyst
Blumenthal, Diane H.
PTP
C
Management Analysl
Harris, janice M.
4,
:,
5.
6.
7,
05·0:\43-! 2
GS-0343-1"
GS-0343-1:!
G5-0303-08
FTP C
,Management Analys!
Ray, Dollie 1-1,
FTP
Management Analys!
Harris. Cecelia M.
M2.nagemem Analyst
Jordan: Diane
,
"
..
,
' , . - ' "f):
,
C
.,FTP C
;
'T- .""';- ,"'IToP
,
,,:< :/-i::~.-::.· ,"·::'"f;t' "
Personnel Liaison Assist.anl
C
Johns. Robin B.
B.
G5-0344-07
9,
GS-0344·U7
FTP C
Management Assistant
Goodwin, Melvin L. .
FTP C
Manage:tnent Assistant
Thomas, Jeraldine
. •
Secretary (Office Automation)
G5·0318-05
Proctor, ESlelita Y.
,
FTP
C
EXECUTIVE SECRETARIAT
I.
GS.QJ43-I3
Supervisory Management Analyst
Drake, Edmund D.
2.
•
I ,I
G5-0343-12
Management Analyst
Lowder, Frances H.
,
FTP , C
"
10.
\
FTP C
FTP
C
-,
�•
Page ~ - OCR Headquarters, Curren: 5taffing List
Series-Grade and Job Title
(Name)
3.
GS- 1035-09
Type
PD
Appt Status
Public Affairs Spec:ahst
IT?
C
ITP
C
Spencer-Nelson, ,Donna
IT?
C
Mamtgement Assistant
Si:l)tl1$, She.lIey 1.
ITP
C
Management Suppor: Assistan!
Downs. Charles V.
ITP
C
IT?
C
ITP
C
Vaughn, Anne S.
4.
GS-0344-07
Mar.agemem Assistant
Rich, Ellen T.
5.
6.
G5-0303-07
Corres.pondence Assistant
GS-0344-0;
..
7.
GS-0303·05
-
POLlCY ENFORCEMENT & PROGRAM SERVICE
•
,.
..
1
ES-090.\-QO
GM·0905·15
.
S~lper\'isory
Anorney
Bowers. Susan G.
M:in"gem~nrA n::il YSI
Lyles, Ri:.a R.
3.
4.
Director. Policy. Enforcement, & Program
Lim, Jeanette 1.
GS-0318-OS
, 1.
,'.
'. .,
,<'~
,< [
,
.
"
ITP C
Secrelary (Ofnte AUlomation)
ITP
C
5.
S,:cfctary (O:"flce Automation):
Wt!bb, Savannah A.
ITP
C
6.
.
Briggs. Jndy A,
Cler' (SI.y·ln·School)
Booker. Robin A.
FTTC
LITIGATION STAFF
I.
GM-0905·1.1
Trial AHorney
Leeman, David M.
GM·0905·15
Tria! Attorney
DeLacy. Dan R.
•
3.
G5-0905·14
ITP C
FTP C
Trial Attorney
Jacobson, Alan S,
ITP
C
�•
Page 5 - OCR Headquarters, Curren! Staffing List
Serie,-Grade and Job Title
(Name}
4.
GS·0905·14
Trial Attorney
Toliver. Jacques A.
5.
GS-0905-lJ
Trial Anomey
6.
05·0905·13
Gray, Jan D.
Type
PD
Appt
Status
FT? C
FT? C
Trial Attorney
Williams, Linda P.
PIP
FTP C
i.
0$-0905-13
Trial Atlomey
Shaul. Roben F.
8.
GS-OJO:1·07
C
Program Ass:stan! (Office Amoma!ic'l}l)
Monroe. Janice A.
9.
GS-0326-0.1
Off:ce Au!omation Clerk
Wi[iams, Ci'.ssandra
ELEMENTARY & SECOJ\DARY EDUCATION DIVISION
FTP C
FT? C
�•
Page 6 ~ OCR Headquaners, CurrerH .S:afling List
Series-Grade and Job Title
Type
PD
Appt Status
(Name)
6.
GS-0318-06
Sec~etarv
(Offlce Au[omation)
Dyson, Lisa A.
FTP
C
ELEMENTARY & SECONDARY ENFORCEMENT DEVELOPMENT BRANCH B
L
GM-0905-IS
Supervisory Attorney
Hilla:--y. Rosetta
J.
G5-0905-14
GS-0905-D
C
Fitch. Rebecca A.
2.
FT?
IT?
C
A(Wme} Adviso:-
Goldbecker, Sheralyn
FT?
C
A(iOrney Advisor
ELEMENTARY & SECONDARY ENFORCEMENT TECHNICAL ASSISTANCE &
PROGRAM SUPPORT BRANCH
I.
GM-0343-14
I
Supef\'isory Program Analyst
WCI)der, Alice B.
2.
3.
.GS-034.'-!3
GS-Q343- t3
G5-0.143- D
FTP
C
Progr:un Ani:\lysl
Tomic. Liljana L,
FTP
C.
..
FT?
.C'-'?
,.
FT?
C
Proe:ra111 Ar.alvs~
Calir:y. Ursllla~ ~L
Progral~)
"
.,
.:
'.
Analyst
Fc-n!1dL Rosemary V.
5.
;, ,
Prog:-;Hli Analysl
Berkol.l.'la. D3vid W.
'
..
C
FT?
C
FT?
C
Wa;d-Wooten: Sandra
6.
ITP
FTP
C
Program Assistant
Bt\rn~s. Connie: D.
ITP
C
Office Ai!iOt)~(Hjon Clerk
Byrd. April R.
FTP
C
Program Analyst
Bardari, Joseph A,
7.
Program Analyst
K:..ba. Claudette V
8.
. 9.
•
.
-,
10.
GS-0343-12
G5-0J03-05
G$-0326-04
Program Analvst
•""
�Page 7 - OCR HeadquarterS. Currenl St<ffin!', Us<
•
Series-Grade and Job Tide
Type
I J.
G5-0303-04
PO
Appt
(Name)
StatllS
Reader
PTP
C
S\.:pervisory Attorney Advisor
B."le. Sand", G.
Fr?
C
Equal Opponunity Specialist
Appdl. 51ephen M.
Fr?
C
Secretary (Office AU!OIT'.3lion)
Ramben, Erie D,
Frl'
C
Whirak~r.
Airionna S,
POSTSECONDARY EDUCATION POLlCY DIVISION
,
"
0
GM-0905-15
••
GM-Q}60-14
3.
GS-OJ 18-07
POSTSECONDARY EDUCATION POLICY DEVELOPMENT BRANCH
J.
0
. 1• .
; -
I ".
.j
; ;~:;\
• •
,
::., .
"
,
-' .
GM-090.\-!.\
GS-0905-14
G5-090'\-14
FrP
C
Attorney Advisor
Alger. Jon<tlhan R .
Fr?
C
A!:omey Advisor
Trice, E!i:w>.belh U.
t'C' _ •
~
, .
'"
4.
G5-090.\-\:\
\
Supervisory Attorney Advisor
Hanrahan, Ei!een M.
",
- .
,
ITP
C
AnOflh!Y AdVIsor
Gdisscn. Pt:ier T.
(,,-()YUS- Ll
C
ITP
C
Formar:, Samalha H.
),
FrP
FrP
C
Secretary (Office AUlomation)
Jackson, Deborah E.
Fr?
C
Attorn!!] Advisor
Chatman, Lorraine D,
6.
7.
G,-()YUS- L1
"·\9;;~O;'18-('tl
Anoflley Advisor
POSTSECONDARY EDUCATION POLICY TECHNICAL ASSISTMENT & PROGRAM
SUPPORT BRANCH
I.
Program Analyst
Hill. Albert
GS-O_'43-1J
•
FrP
C
Program Analys! (Training)
Starling, ~ary Lou
,.'_."
IT!'
C
....,
�Page 8 - OCR Headquarters, Current ,Staffing Lis:
•
Series-Grade and job Tnle
Type
3,
05-0343-13
PD
ApPl
(Name)
StatuS
Program Analyst
IT?
c:
IT?
c:
Alexander, Jar:ice M.
IT?
C
Progi.3.m Analyst
Rodgers, Jewel E,
IT?
C
Secretary (Offict! Automalion)
Rush, Zelma M.
IT?
(:
FTP
C
IT?
C
FTP
C
IT?
C
ITP
C
ITP
C
Bnker, Ekanor D.
ITP
C
Equal Opportuni,y Speciali"
Hatcher. Raymond L
FTP
C
Secremry (Office AlIIomatiQn)
Randolph. Tracey M .
ITP
C
Robinson, Alice R
4,
OS-0343-12
Program Analyst
Lee, K: C.
5.
05-0343-12
6.
OS-0:<43-12
7.
GS-W 18-06
Program Analyst
PROGRAM OPERATIONS DIVISiON
L
I.
2.
S\iper.'isory AHorney
Foster, Richard L
GS-0905-13
AHorney Adviso:
Moy_ Robert S,
I,, -.
·
, .
.,
,
GM-090S-1S
.,
J.
GS-090S-12
Anorney Advisor
Aller:, Beverly Rice
~'
~
"
"
"
4,
G5-0318-07
Secretary (Oirice Al.IlOnHttiol:)
Thol11pk"ins. Versnia
PROGRAM OPERATIONS BRANCH A
·.
L
GS-0360-13
Equal Opportunity Specialist
McCoy, Sharon H.
, ,
2,
G~:Q3qo-D
,
Equal Opportunity Specialist
Bi'l.k~r.
3.
GS-0360-lJ
4"
;,
•
(
,
G5-0360-12
GS-03 I8-06
Melvin B.
-
.
Equal Opportunity Special is!
�•
•
-
Pa!!e 9 . OCR Headquarters, Cur:en! Staffing List
.
--~-.~---~~------~------~¥~----------------.-~------~~---.---------~----------------------------------------.-¥- ---
PD
Series-Grade and Job Ti,1e
Type
Status
(Name)
App'
.------------------_.---------------------....--------.-"----------~------------------------.-- .. --------- ..
-------
PROGRAM OPERATIONS BRA NCH B
1.
GM·0360-14
..
"
G$-0360-13
3.
GS-036O-:2
4.
I
..
FTP
C
FTP
C
FT?
C
Equal Opportunity Specialist
Dupree-Ramey. Evelyn
FTP
C
Equal Opportunity SpedaJ:sl
Ellio". Mabel R.
FT?
C
FT?
C
FTP
C
Equal Opportunity S?ecialist
, Mullen, Thomas G,
Equal Opportunity Specialist
PaHerson j r,
GS-0360·12
5.
GS-W60- !2
6.
I.
Superv:sory Equal Opportunity Specialist
Wall, Na:haniel C.
GS-0318-05
Wal!e~
Secretary (Office
A'..ltOn~alioll)
Gibson, Sandra M,
7.
GS-0326-Q-I
Offke Au!omation
Silva,
,
Nyvi~,
C!~rk
l.
PLANNING ANALYSIS &. SYSTEMS SERVICE
•
'
GM·O-'43-]S
,.
_
GM -0343·14
-.
'.
3.
GS-03'18-08
4.
SS~0326~06"·., ~:
Supavisliry Program Analyst
York, Anne C.
FTP
C
Wendell. Donald M,
FTP
C
Secretary (Office Automation)
Shaw. Patricia A,
FTP
C
O;\icl:! Alllomation Assistant
Cambell, Dav~d A .
FTP
C
Clerk (S,ay-in-School)
inard, Maureen
PTT
C
Supervisory Management & Program Ar.alyst
Fairley, Paul L.
FT?
C
Stcretarv (Office Automotion)
Patterson, Barbara M. '
FTP
C
Program Analyst.
.
5.
GS·0303-02
c
.
PLANNING & ANALYSIS DIVISION
I.
,~
GM-0343-IS
2.
G5-0318·07
."
•
i .
.
\
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•
,
Page 10 - OCR Headquarters. Curre!1t Staffing list
------------------------~~---".~------.---~-----.-~~-~---------~---------------------------------------------~~--.
Series-Grade and job Title
(Name)
PD
Type
App! Status
,
------------------------------------------~--~~----~-----------------------------------------_ .. _------------------
OPERATIONS PLANNING & EVALUATION BRANCH
I.
Supervisory Program Analys,t
GM-O:<4:<-14
Miller, Benjamen A.
3_
Program Analyst
Scruggs., Max D,
4_
C
FTP
C
FTP
C
FTP
C
Program Analyst
Crocanlo. Suz.anne L
FTP
C
Program Analyst
Sillha. Rita
G5-0343-13
FTP
ManAgement AnalYS1
Uggir.~. :"uJa p,
G5-0:l43- 13
C
Adza, Maria L
,
.-
FTP
FTP
C
FTP
C
Bli::>:.ey. L'IoI.'fI:nce
FTP
C
M1\!i;'\l?t:Jl)1!f)1 Analyst
J;tnic~
PTP
-C
Analyst
Shepard. Beny F.
FTP
C
. Management Anatys:
Thre:adg.ill, Gloria D.
FTP
C
Manag.ement Analys1
LUCtiJ5, Theodore R.
FTP
C
Management Analys!
Washini!lOn, Ella M.
FTP
C
Program Analyst
G5-0343- 13
AI-Qaid. Ah:ned T.
5_
I.
I -,
I
"
6,
6_
7_ -
GS-034:1- 12
Program Analysl
, GS-0343-1 J
GS-0343- 11
GS,0344-U5
Management. Assistant
Lt:~,
Mich.'I;:1 G.
REPORTS & ANALYSIS BRANCH
I.
2_
GM-U34J-14
G5-0:1._'-1.1
-
S\lp~:\'isur}' Man:'lgt':m~nl
Pouker,
3_
4_
5_
6_-
•
II
(;5-0343-1 :t_
GS-0343-13
GS-0343-12
GS-034J-Il
Analyst
'~'.:. M",ni\g.t:!~1t:nl
�•
Page 11 . OCR Headqua:ten, Currl!'nt Staffing List
Type
.
7.
(Name)
PD
Appl
Series-Grade and Job Title
Status
Management Assistar.t
05-0344-08
Baldwin, Connie L
FTP
C
Craig A.
FT?
c:
Secretary (Offi:e AUlomalion)
Palmer, Millie
FTP
C
FTP
C
FTP
C
FTP
C
FTP
C
FTP
C
FTP
C
Smith Jr" Rt1ymond W.
FTP
C
Sec{t:I.<;_t~" (Offlce:.:..\ utOllJa,lion)
Gaskins, Wiliiam p,
FTP
C
ITP
C
ITP
C
lNFORMATION SYSTEMS & SURVEYS DIVISION
S'JpefYlsory Program Analyst
I.
SeYI:')OUr,
2.
05·0318-07
INFORMATION SYSTEM BRA,"CH
L
GS-OJ34· J:l
COlli!>lIlt::r Specialist
MOIJitrie. Gkr.nie J.
Com;:H11!!f Spe:cialis:
2.
Young, Rayford
•
3.
GS-0334-13
Computer Specialist
Hins.on, David R.
.
4.
.
Computer Specia!iSi
Wang, T;ng-Ting
GS-0334-1J
Cl)mp,:h!f S}'stt"l11S
5.
Robt'rI~,
6.
.
GS·0334-12
Sp~cialist
Angela R.
CO:'lpliler Specialist
Mrdccltun, Lyditl D.
7.
8.
GS-OK1-12
G5·0318-05
Management A n....1ySl
."
SURVEYS & STATISTICAL SUPPORT BRANCH
L
GS-15,0-13
Statistician (Social Science)
Davis. Jo Ann
2.
GS-0343-D
Program Analys't
Tuchman, Sharon H.
•
I
•
3.
GS-{)IOI-U
Social Scit:nce Ar.alyst
Kravhz. Jerome H.
ITP C
�•
•
Page 12 . OCR Headquarters, Current St..afting List
Series-Grade and Job Title
4,
G5-0343-13
Type
PD
Appl
(Name)
StaTUs
Program An.1 yst
FT?
C
FT?
C
PO\A:ell. Lucinda H.
FT?
C
Program Analyst
Schi(le~li, Mary C.
FTP
C,
FTP
C
McCabe, Peter A,
5,
G5-0343-1::
Program Analyst
, Berry, Jerelyn J,
6,
7,
8,
GS-0343-12
Program Analyst
G5-0343-12
GS-0343-12
Program Analyst
Edens, Wesley
There are 154 on·board staff in.OCR HeadquaflefS as of S~ptembt;r :!~. 1995.
,
,
,
••
•
I ,
',.-
1
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Clinton Administration History Project
Creator
An entity primarily responsible for making the resource
Cinton Administration History Project
Council of Economic Advisers
Department of Commerce
Central Intelligence Agency
Department of the Interior
Department of Defense
Corporation for National Service
Council on Environmental Quality
Department of Justice
Domestic Policy Council
Department of Education
Department of Energy
Environmental Protection Agency
Federal Emergency Management Agency
General Services Administration
Small Business Administration
Social Security Administration
United States Agency for International Development
National Economic Council
Office of Management & Budget
Office of National Drug Control Policy
Office of Personnel Management
Office of Science & Technology Policy
Office of the Vice President
United States Trade Representative
Date
A point or period of time associated with an event in the lifecycle of the resource
1993-2001
Description
An account of the resource
<p>The Clinton Administration History Project describes in detail the accomplishments of President Clinton's Administration for the period 1993-2001. The records consist of the histories of 32 agencies or departments within the Executive Branch. In general, each organization associated with the Project submitted a narrative history along with supporting documents. These narrative accounts are primarily overviews of the various missions, special projects, and accomplishments of the agencies. The supplementary records include substantive memos, press releases, briefing papers, and publications illustrated with photos and charts.</p>
<p>Agencies:<br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Council+of+Economic+Advisers&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Council of Economic Advisers</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Central+Intelligence+Agency&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Central Intelligence Agency</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Commerce&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Commerce</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+the+Interior&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of the Interior</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Defense&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Defense</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Corporation+for+National+Service&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Corporation for National Service</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Council+on+Environmental+Quality&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Council on Environmental Quality</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Justice&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Justice</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Domestic+Policy+Council&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Domestic Policy Council</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Education&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Education</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Energy&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Energy</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Environmental+Protection+Agency&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Environmental Protection Agency</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Federal+Emergency+Management+Agency&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Federal Emergency Management Agency</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+General+Services+Administration&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the General Services Administration</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Health+and+Human+Services&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Health and Human Services</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Housing+and+Urban+Development&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Housing and Urban Development</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Labor&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Labor</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+National+Economic+Council&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the National Economic Council</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Office+of+Management+and+Budget&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Office of Management and Budget</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Office+of+National+Drug+Control+Policy&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Office of National Drug Control Policy</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Office+of+Personnel+Management&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Office of Personnel Management</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Office+of+Science+and+Technology+Policy&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Office of Science and Technology Policy</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Office+of+the+Vice+President&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Office of the Vice President</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Small+Business+Administration&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Small Business Administration</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Social+Security+Administration&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Social Security Administration</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+State&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of State</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Transportation&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Transportation</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+the+Treasury&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of the Treasury</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+United+States+Agency+for+International+Development&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the United States Agency for International Development</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+United+States+Department+of+Agriculture&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the United States Department of Agriculture</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+United+States+Trade+Representative&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the United States Trade Representative</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Veterans+Affairs&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Veterans Affairs</a></p>
Is Part Of
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<a href="http://clinton.presidentiallibraries.us/items/show/36051">Collection Finding Aid</a>
Provenance
A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource.
Clinton Presidential Records: White House Staff and Office Files
Publisher
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Clinton Presidential Library & Museum
Format
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Adobe Acrobat Document
Extent
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1474 folders in 111 boxes
Text
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Original Format
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Paper
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
[Education - Volume 5] [7]
Creator
An entity primarily responsible for making the resource
History of the Department of Education
Clinton Administration History Project
Date
A point or period of time associated with an event in the lifecycle of the resource
1993-2001
Is Part Of
A related resource in which the described resource is physically or logically included.
Box 20
<a href="http://clintonlibrary.gov/assets/Documents/Finding-Aids/Systematic/Administration-History-finding-aid.pdf">Collection Finding Aid</a>
<a href="http://catalog.archives.gov/id/1227203">National Archives Catalog Description</a>
Provenance
A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource.
Clinton Presidential Records: White House Staff and Office Files
Format
The file format, physical medium, or dimensions of the resource
Adobe Acrobat Document
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Clinton Presidential Library & Museum
Medium
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Reproduction-Reference
Date Created
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6/24/2011
Source
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1227203-education-volume-5-7
1227203
-
https://clinton.presidentiallibraries.us/files/original/f50b56d582171ee319a17722d839adaa.pdf
1918cce410cbc69ab1bba32dc2874610
PDF Text
Text
UNlT£D STATES DEPARTMENT OF EDUCATION
.MEMORANDUM
e·
.TO
Rod McCowan
Assistant Secrewy
for Management
FR~.
r
:
WASHINGTON. OC 20~02._
SEP
.
d7
e 1995
({)/
~~ili':"is~~/~ -----
for Civil Rights
.
~
SUBJECT: Office for Civil Rights Senior Management Restructuring Proposal
Attached is a proposed restructuring package for the Office for Civil Rights (OCR) Senior
Management structure that incluces an organizational chan, a mission and function
statement, a staffing US1, and new position descriptions (unclassified) for the Senior
Managers, The new structure:
•
Makes explicit the ,core business (enforccl~em) of the agency by organizing
twelve regional locations into four Enforcement Divisions~
•
Re~emphasiies the importarlce of direct,
the students, parents and schools:
•
Provides the Assistant Secret¥Y" with an efficient,· stream-lined Senior
Management Group 10 promote the incre;:m~~( involvement of fro'nt-hne units
in decision~making;'
'
•
•
, ..
•
Places the two career
front~line
contact with our customers.
SES rDi~agers' in a~:dJreCt 'relationship with the core
business of the agency~ (; :':1" ~", ';~;;_~:t ";_ ',i '::
'.
, , : . <1';;"':':-~ u: '\6L'';'';, ~j ", :~,:
Enaoles the agency to anticipat.e ',;u1d,' address future resource constraints by
increasing the agency's abi,lity to a1~?catelavailable. enforcement resources~ and
Recognizes and removes the unintended layers of review within the current
organizational structure,
-
This proposal, coupled with the redesigns of the headquarters office and the regional offices.
will make OCR more efficient. more focused on our customers, and win meet the priorities
of the Secretary and the National Performance Review. H you have any questions. please
•......, • ..
....
.call ",e or Brian Ganson at 205·5413.
·AttaJ:hments
As stated
•
. ,.
�.. :
•
U.S. DEPARTMENT OF EDUCATION
OFFICE FOR CIVIL RIGHT:i
SENIOR MANAGEMENT STRUCfURE
PROPOSED FUNCTIONAL STATEMENT
Immediate Office of the Assistant Sec:ret!ry
The Office of the Assistant Secretary incluces a Deputy Assi''''''t Secretary (DAS) "!ho
assists the Assistant Secretary (AS) in the oversight responsibilities for the Office for Civil
Rights (OCR), The Office also includes two Senior Executive Service (SES) Enforcement
Directors who directly manage four Enforcement Divisions. The Enforcement Directors
repon directly to the AS and DAS, The Office of the Assistant Secretary serVes as the
prindpal advisor to the Secretary of Education on civil rights matters. sets the priorities in
OCR's Strategic Plan, provides program objectives for OCR's na~iona1 enforcemem docket.
and manages OCR's congressional liaison and public information activities,
Resource Management Component and Program Legal Component
The Immediate Office of the Assistant Secretary is directly sUPPOr1ed by a Resource
Management Componem and a Program Legal Component. The Resource Management
Component provides support in the management of OCR's resources and includes budget.
human resources, technology. and customer service. The component head coordinates with
the Enforcement Directors and reports directly to the AS and DAS, 'The Prograr.J Legal
Component provides supp?Tt in the development and dissemination of prografT! policy a..1d in
the provision of legal gUidance. The component head coordinates ,with the Enforcement
Directors and reports directly iO the AS and DAS.
."'
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Enforcement Division Management
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OCR has four Enfon::emenrDivislons each consistj:1g,of.thn~e\r'egi~i1alVlcic'ations, :-.Within
each En(orcemem Division, there is a managetnenueam thal:inch.i(fd(a:non~supe'rvjsory
Enforcement Coordinator (EC) and three Associate Enforcemerit Directors' (AEDs). If the
Associate Enforcement Director is selected as Coordinator, both functions win be combined
in one position, The Ee is located at one of the three offices within the Division and ha:;.
primary responsibility for coordinating the program operalions and resource management of ".
three offices. The Associate Enforcement Directors have primary responsibility for
implementing program initiatives and managing staff and financial reSources at individual
offices. The Coordinators and Associate Enforcement Direcwts tepon directly to one of the
Enforcement Directors.
___
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,.'
Individual Offices
•
I '"
Each regional location has the same general team~based structure and is directed by an
Associate Enforcement Director in coordination with the Enforcement Division management
team. The ~ssociate Enforcement Director is responsible for implementing the civil rights
statutes and regulations for which OCR is responsible. Each regional location uses a unified
enforCement strategy consisting of various approaches to resolve complaint investigations
and conduct proactive compliance activities in suppan of the mission of the Department and
the priorities in OCR's Strategic Plan and enforcement docket.
'.'
�;
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U.S. DEPARTMENT OF EDUCATION
OFFICE FOR CIVlL RlGHTS
SENIOR MANAGEMENT STRUCTIJlU;
PROPOSED STAFFING LIST
•
IMMEDIATE OFFICE OF THE ASSISTANT SECRETARY
,
Norma Cantu
Assistant Secretary
Raymond Pierce
Deputy Assistant Se;:TeWY
Enforcement Director
Enforcement Director
Jeanette Lim
Vacant
EX·JOJ·Q4
ES·3OJ·OO
ES·905·00 (Career)
ES-90S·00 (Career)
ENFORCEMENT SERVlCE I
DIVISION A
Vacant ..
Associate Enforcement Director ~ Boston
Associate Enforcement Director New York
Rober: Smallwood
Associate Enforcement Dircc!or
GS-360/905·15
GS·}60·15
G5·;\60·IS
G5·360-15
Enforcement Coordinator
Thomas Hibino
Helen Whitney
~
Philadelphia
ENFORCEMENT SERVlCE I
Vacant .
Vacant
Archie Meyer
Taylor August
Enforcement Coord:nator
Associate E:1forcement Director
~
DIVlSION B
Wash, D,C, .
Associate·Enforcement Director· Atlanta
Associate Enforcement DireClOt
Dallas
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.
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GS·}60/905·15
GS·}60/905-IS
G5·;\60·1'5 .
G5·360·15
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ENFORCEMENT SERVlCE [) - DIVlSION C .
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·)a;~:"M"";: ,>:7-''''':;':'(''''::;
Vacant ...
Linda McGovern
Enforcem'e'nt' Coordinator;
Jim Littlejohn
;,."
Associate Enforcement Dir"",or • Kansas 'City .' G5·360-15
Associate Enforcemem Director· Cleveland
GS~360~15
Vacant
...... ,,'" ";""'",
'.
Associate Enforcement Director ~ Chicago
~':~'J;;;GS';J60!905;.15
.,< ;':~~,t'GS~360~15
-
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ENFORCEMENT SERVlCE
'.
•
Vacant·
Lillian G"tiCIT'!Z
lohn Palomino
Gary Jackson
n-
DIVlS10N D
GS·3601905·15
Enforcement Coordinator
.. Associate Enforcement Director • Denver
G5·360·15
Associate.Enforcement Director ~ San Francisco OS·360-15
Associate Enforcement Director . Seattle
G5·360-15
• The Enforcement Coordinator vacancies may be filled as separate positions or if an
AED is seleeted, the functions of the Enforcement Coordinator will be combined with
those of the AED.
�-..
•
OFFICE FOR CIVIL RJGHTS
SENIOR MANAGEMENT STRUCJ1JRE
The Office for Civil Rights (OCR) Senior Management Structure includes four Enforcement
Divisions each of wh.ich consists of three offices. Each Enforcement Division is directed by
a management team comprised of one non-supervIsory Enforcement Coordi!"lator and three
Associate Enforcement Directors.
The four Enforcement Coordinator positions will be filled from within OCR. In the event
that a current Associate Enforcement Director is selected to be an
the person would have dual responsibilities
~~
Enfor~emen!
Coordir.ator,
enforcement coordination for the Division and
management of an office. Where thls occurs, given the need for additional assistance in .'
managing the office, a second GS-15 pcsltion would be allocated to that site. This position
could be filled as either a GS·360-15 or a oS·905·15.
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�-.
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$ecior General Attorney
(Enforcement Coordinator)
GS-905-15
1.
lNTRODUCTlqN
The incumbent serves as an Enforcement Coordinator (Ee) the U.S. Department of
Education, Office for Civil Rights (OCR). The EC is responsible for coordinating
OCR's compliance and enforcement effo:1S at multiple locations to ensure that they
suppon the mission of the Department and OCR', Strategic Plan. The EC is located
at a civil rights office, OCR operates under the jurisdiction of Title VI of the Civil
Rights Act of 1964, Title IX of the Education Amendments of 1972, Section S04 of
the Rehabilitation act of 1973, the Age Discrimination Act of 1975, Title 1I of the
America.'1s with Disabilities Act of 1990. and their implementing regL:.lations.
,
Il.
MAJOR DlJTIES AND RESPQNSlB!L!1T€S
•
•
Facilitates the development of a Divisioowide enforcement docket and other
proactive compliance: activities thai meet the goals and objectives of the
Assistant Secretary and OCR's Strategic Plan. The Be works directly with
the AS and DAS and their staffs to develop enfor<;:ement ·strategles and
provides the Associate Eoforcement Directors (AEDs) with clearly articulated
guidance On the imp;ementa!ion of the Divlsion>s enfo~cement docket.
•
Provides inpltl for the development of OCR's financial management and -, ..:,':~
resource allocation plan (including starr. travel and training budgets, elc.)"and' "
coordinates with the AEDs 00 the use of resources across the Enforcement
Division.
•
Works in collaboration with the AEDs and other managers and staff to
develop and implement a cohesive p!an (or sile training and other staff
developmental activities across the Division.
•
••
. Coordinates the management of an Enforcement Division that ensures civil
rights compliance b¥ recipients of Federal funes through the conduct of .
complaint InveStigatlOns and proactive compliance activities, The EC unifies
the efforts of multiple sites to ~nsure that the Objectives of OCR' s Strategic
Plan are effectively promoted within the Enforcement Division.
Manages intergovernmental affairs inelu.ding artk:ulating OCR's position on
·important and sensitive OCR cases to other Federal agencies. coordinates. and
promotes cooperation with -other agencies on oint initiatives: interfaces with
other agencies to exchange information; .and acilitates the flow of
communications between the Enforcement Division and the OFfice of the
Assistant Secretary a."ld other appropriate parties.
I'
•
•
Provides profesSional leadership to AEDs and uses the skills of facilitator.
coach. and consensus-builder in order to establish effective and open
relationships with the AEDs, other Division managers, and OCR staff in
matters concerning productivity, quality control, customer service, anrt,
management philosophy .
�..
Page 2 -"Enforcement Coordinator
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Acts as the point person for the Division in mauers that affect OCR on a
national level. Provides input i~to discussions regarding highly sensitive and
precedent-setting issues and assists OCR develop official positions.
Coordinates the effam of the labor-management pannerships from each office
within the Division to promote a unified labor-management approach to
address administrative and programmatic issues. Represents management 'in
complex and sensitive labor relations matters within the Division.
FACTORS
Factor 1 - Knowledge Reouired by the Job
Expert knowledge of all civil rights laws and regulations enforced by OCR. Expert
knowledge of policy and legal issues related to enforcing civil rights statutes. Expert
knowledge of civil rights theories. principles and practices and the roles of the
Federal, state and local governments to plan, evaluate. and advise all parties on
funded educational programs. their requirements, and all related issues. Broad
knowledge of other departmental programs.
Knowledge of management principles, techniques and methods in the areas of
organizational design, administration, budget, labor management, personnel
management and supervision. Expert coordination skills in order to organize the
efforts of a unified enforcement strategy for the Division.
,
Skill in public relations and public presentation in order ta deal successfully with
elected officials, the Public, private managers, and media representatives in order ta
control the flow af information and resolve controversy.
, ..
'
','
:.
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.
'.
Expert knowledge in investigative, analytical, fact-finding, problem-solving ••
consulting. valuative. dispute resolution, mediation, negotiatian, and compliance
techniques.
F::.ctor 2 • SupervisQry Conirals
, "
The EC represents the' Assistant Secretary for Civil Rights in the coordination and
management of a multiple-sile region. Each office is responsible for implementing a
civil rights compliance and enforcement program. The incumbent receives general
progqmJ~d poiic..y. guidance from a Senior Executive S~,!Yic~. (SES,.) position located
in the 'Office of the Assistant Secretary and exercises wide latitude in applying
management and coordination techniques, communicating civil rights policy, and
assisting in the determination of policies and programs. Management and program
decisions. recommendations, and accomplishments are reviewed by the SES only for
overall soundness and effectiveness.
Factor 3 • Guidelines
•
Guidelines include basic laws and executive orders covering civil rights.
nondiscrimination. and equal employment opportunity. Implementing guidelines
include Departmental regulations. procedures.' and policy statements -- guidelines are
subject to continuous interpretation and revisions. If guidelines and policy do not
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�Page 3 - Enforcement Coordinator
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exist, or are tentative or controversial, the EC must cse a high degree of jude-cmeo!
and ingenuity in these areas.
•
Fac:or 4 - !:;prnplex;ty
The work requires the coordination of multiple
office~.
Each office is comprised of
complaint resolution teams that inc!ude investigators and attorneys. The work is .
especially complex because of the controversial and rapidly changing :1ature of civil
rights. Competing interests must be balanced.
Precedent~setting
decisions are made.
The work is subject to legislative. executive, jUdLCial, media and public scf'Jtiny.
Managemenl decisions address ihe fun range of grade levels, internal EEO issues,
a.'ld an environment of uncertain resources,
Factor 5 - S<ppe and Effect
The incumbent plans, develops, and adr.1inisters a Divisional program (consisting of
up to three offices) to enforce Federal civil rights laws among recipients
Federal
or
financial assistance. The objective is [0 promote compliance with civil rights
. regulations (in a no:"!adversarial manner) to eliminate discrimination within
'educational institutions. Efforts have a major impac: on the mission of OCR.
Factor 6 - Personal
\
CO:'liaC!S
Contacts are with top level officials within the offices of the DeiJartment: lOp
officials from educational institutions. incl.llding chancellors, provosts, presidents, and
superintendents; elected and apPolrned officials: media representatives; leaders of
advocacy groups; and complainants. The incumbent must explain complex issues of.
great concern to ail parties.
Factor 7 ~ Pvrngsc"o{ CO~taCts
,.
,
Contacts are frequently urgent and for the purpose of responding to controversial
concerns. Responses must be timely and diplomatic. Contacts are often to secure
remedial plans to resolve identified problems at educational institutions; 10 enuncia!e
Depanmem.al policy; to gain cooperation with high level officials and to respond to
',. the concerns of elected and appointed officials.. Co:n3cts \l!lth OCR headquarters are
to resolve difficult policy, program, management and personnel Lssues,
..
Factor 8 - 1'.l:i.Y.ILcai Demands
--':.'
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" r..hhougtnhe work has no phySical demands. it is extremely stressful because of the
.
controversy and deadlines.
Factor 9 ~ Work Env!ronmen!
The .work is performed in a typical office setting. Frequent travel by car and air is
requIred.
IV.
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UNIQUE rosmoN REQUlREMEIflS
This is a non·superviSQry position which requires a Jaw degree and active bar
membership.
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�Senior Equal Opportunity Specialist
(Enforcement Coordinator)
GS-360-15
•
JNTRODUCTION
The incumbent serves as an Enforcement Coorcinator (EC) the U.S. Department of
Education, Office for Civil Rights (OCR), The EC is responsihle for coo:dinating
OCR's compliance and enforcement efforts at mUltiple locations to ensure that they
support the mission of the Department and OCR's Strategic Plan. The EC is located
at a civil rights office. OCR operates under the jurisdiction of Title Vl of the Civil
Rights Act of !964, Title IX of t.1e Education Amendments of 197::. Section 504 of
the Rehabilitation act of 1973, the Age Discnmination Act of 1975, Title 11 of the
Americans with Disabilities Act of 1990, and their implementing regulations.
11,
MAJOR DUTIES AND RESPONSlBrL!T!ES
•
Coordinates the management of an Enforcement Division that ensures civil
rights complia.."'tce by recipients of Federal funds through the conduct of,
compJalnt'investigations and proactive compliance activities. The EC unifies
the efforts of multiple sites to ensure: that the objectives of OCR's Strategic
Plan are effectl\;ely piOmoted within the Enforcement Division.
Faci1itates the developmenr of a Divisionwide enforcement docket and other
proactive compliance activities that meet the goals and' objectives of the
Assistant Secretary and OCR's Strategic Plan, The Ee works directly with
the AS and DAS and their staffs to develop enforcement strategies and
provides the: Associate Enforcement Directors {AEDs) with clearly articulated
gu:dance on the impl::mentation of the Division's enforcement docket.
.
•
I.
•
Provides input f~r the development of OCR's financial managt;:ment and
'resource allocation plan (including staff, travel and training b~dgets. etc.) and
coordinates with the AEDs on the use of resources across tbe Enforcement
,'!', ,
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Division,
.
tt,'
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Works in coHaboration with the: AEDs and other managers and,_~taff to
develop and implement a coh,e:sive plan for site training and oth~r staff
deve\opmentaJ activities across the Division.
Manages .intergovernmental affairs including articulating OCR's position on
and sensitive OCR cases to other Federal agencies, cLAJrdinates ~,d '
promotes cooperation with other agencies on joint initiatives; interfaces with
orner agencies to exchange "information; and facilitates the flow of
communications 'between the Enforcement Division and the Office of the
Assistant Secretary and other appropriate panies.
~~" .. lmponar.l
•
•
. Provides professional leadership to AEDs and uses the skills of facilitator.
coach, and conseosus~builder in order to establish effective and open
relationships with the AEDs, other Division managers, and OCR staff in
matters concerning productivity. quality control, customer service, and
management philosophy,
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�Page 2 - Enforcement Coordinator
•
•
•
m.
Acts as the point person fo: the Division in matters that affect OCR on a
national level. Provides input into discussions regarding highly sensitive and
precedent~setting issues and assists OCR develop official positions.
Coordinates the effortS of the labor-management partnerships from each office
within the Division to promote a unified Jabor-management app:oach to
address administrative and programmatic issues. Represents managemcm in
complex and sensitive labor relations matters within the Division.
FACfQRS
Factor 1 - Knowledge Required by the lob
Expert knowledge of all civil rights laws and regu:ations enforced by OCR. Expert
knowledge of policy and legal issues related to enforcing civil rights stat'J~es. Expert
knowledge of civil rights theories, principles and practices and the roles of the
Federal, state and local governments to plan, evaluate, and advise all parties on
funded educational programs, their requirements. and ail related issues. Broad
knowledge of other de~a.r1mcntal programs.
•
..
11
Knowledge of man'agement principles, techniques and methods in the areas of
organiz.ational design, administralion, budget, labor management. personnel
ma.'1agement and supervisior.. Exper: coordination skills in order to orgar.ize the
efforts of a unified enforcement strategy for the Division.
.
! ,.
,
,
Skill in pubJic relations and public presentation in order to deal successfuliy with
elected officials, the Public .. private 'managers. and media representatives in order to,
control the flow of informacion and resolve controversy.
.'
Expen knowledge in investigative:' analytical, fact~finding. problem·sol ving" ·,:jr".
consulting, valuative, dispute res-oiution, mediation. negotiation; and compliance '.. '
techniques.
-, .
Factor 2 . SlIQervisorv ContrQ!s
, '
The E-C repreS;nLS the Assistant Secretary for Civil Rights in the coordination and
management of a multipie·site region. Each office is responsible for implementing a
civil rights compliance: and enforcement program. The incumbent receives general
program and .policy guidance from a Senior Executive Service (SES) position located
in the Office onh~ Assisuult 'Secretary and exercises wide latitude in applying
management and coordination techniques. communicating dvi1 rights policy, and
assisting in the determination of pOlicies and programs. Management and program
decisions. recommendations. and accomplishments are reviewed by the SES only for'
overall soundness and effectiveness.
Factor 3 - Guidelines
•
I •
Guidelines include basic laws and ex.ecutive orders covering civil rights,
nondiscrimination. and equal employment opportunity. Implementing guidelines
include Departmental regulations. procedures. and· policy statements ~~ guidelines are
subject to continuous interpretation and revisions. If guidelines and policy do not
�,
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Page 3 - Enforcement Coordinator
•
ex-ist, or are tentative or controversial, the EC must use a high degree of judgement
and ingenuity in these areas,
"
Factor 4 • CQmQ!exjry
The work: requires the coordination of multiple offices. Each office is comprised of
complaint resolution teams that indude investigators and attorneys, The work is
especially complex because of the controversiaJ and rapidly changing nature of civil
rights. Competing interests must be balanced. Precedent-setting decisions are made.
Tne work is subject to legislative. executive. judicial, media and public scrutiny, .
Management decisions address the full range of grade J~\'els, internal EEO issues, .
. and an environment of uncenain resources.
Factor 5 • SCQjlh and Effecl
The incumbent plans, develops, and administers a Divisional program (consisting of
up 10 three offices) to enforce FeeeraJ civil rights laws among recipients of Federal
financial assistance. The objective is to promote compliance with Civil rignts
regulations (in a nonadversarial manner) to eliminate discrimination within
educatio!1al institutions. Efforts have a major impact an ,the mission o(OCR. ,
Factor 6 • Personal' Contam
Contacts are with top I~vel officials within the offices of the Department; 'tOp
officials from educational instlturions, including chancellors, provosts. p:-esidents, and
superintendents; elected and appointed ofiiciaJs: media representatives; leaders of
advocacy groups; and" c<?mplainams, The il1cumbent must explain complex issues af
great concern to allLparties. '. '
'"
Factor 7 ~ Evrnose '~f Contacts·
":~'
.. .
CO:11aCIS' are frequently' u:-gem and for the purpose of responding to 'controversial
concerns. Responses must be timely and di;>lomatic, Contacts are oflen to secure
remedial plans to resolve identified problems at educational institutions: to enunciate
Departmental policy; to gain cooperation with high level officia.ls.and to respond to
Ihe concernS of elected and appoi'.1ted officials~ Contacts ~ith OCR headquarters are
10 resolve difficult policy, progra~. management and personnel issues.
Factor 8 • Physical Demands
-
.
Althougt) the work has no physiCi.;·ljefJ1ands;"'it is e:xtremely stressful because of the
controversy and deadlines.
Factor 9 ~ WQrk Envjronment
The work is performed in a typical office setting. Frequenl lravel by car and air is
required.
IV.
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[4
l!N1QUE !'OSmON Rt'QUJREMENTS
This. is a non-supervisory position,
�•
Supervisory General Atlorncy
(EnfOn:emOllt Coordinator and Associate Enforcement Director)
G5-905-15
I.
INTRODUCTION
The incumbent serves as a Enforcement Coordinator (Ee) and Associate Enforcement
Director (AEDJ in the U.S. Depanment of Education, Office for Civil Rights (OCR).
The EC is responsible for coordinating OCR's compliance and enforcement effons at
multiple locations to ensure that they support the mission of the Department and
OCR's Strategic Plan. In addition, the EC serves as a AED within the Enforcement
Division and is responsible for managing a compliance and enforcement program,
The EC is located at a civil rightS office. OCR operates under the jurisdiction of
Tin. VI of the Civilltights Act of 1964, Title IX of the Education Amendments of
1972, Section 504 of the Rehabilitatlon act of 1973. the Age Discrimination Act of
1975, Title n of the Americans with Disabilities Act -of 1990. and thelf implementing
regulations.
'
n.
MAJOR D!JI1ES AND RESPONSffiQITIES
•
Coordio~tes
the management of an Enforcement Division that ensures civil
rights complia:"Ice by recipients of Federal funds through the conduct of
complaint investigations and proactive compliance activities, The Ee unifies
the effons of multiple offices to ensure'lhal the objectjves of OCR's Strategic
Plan are effectively proniOled'withiri the Enforcement Division.
•
~
",. '_
'.:,.,;~:1.'
':;"':.:::'_
Facilitates the devel(Jpmenr:of· a ·DivisiOhwide enforcement docket and other
proactive compliance·activities thatJmeet the goals and objectives of the '
Assistant Secretary an:p O",CR's StriHegic Plan. The EC works directly with
the AS and DAS"ana their.:.staffs .• to'develop enforcement strategies and
provid~s AEps~ lo:'dth clC¥ly. articulateQ gUldance on the implemeill.a!ion of the
Division's enforcement aockeC- :r-' .
,:
•
•
.....
.:.
:.:,
:-"'~'.-
.
Provides input for the'.developrnent of OCR's financial management and
resource allocation plan (induding staff. traye! and training budgets, etc.) and
coordinates with the AEDs on the use of resources across the Enforcement
Division.
•
•
•
1 ""
Works in collaboration with the AEDs' and other managers and s:.aff to
develop and implement a cohesive plan for tr:,>jning and oth~r ,staff
.;levelopmentaJ activities acrosS the Division. .;.: .. ,-.~
h.·
".
Manages intergovemmentaJ"affairs indu~ing articulating OCR's position on
important and sensitive OCR cases to other Federal agencjes. coordinates and
promotes cooperation with other agencies on. joint initiatives; interfaces with
other agencies to ex.change information: and facilitates the flow of
communications between the Enforcement Division and the Office of lhe
Assistant Secretary and other appropriate parties.
•
Provides professional leadership to AEDs and uses the skins of facilitator.
COach;-'-dild consen5us~builder in order to establish effective and, open
relationships with the AEDs. other Division ma~agers. and OCR staff in
1
�Page 2 - Enforcement Coordinator and Associate
•
E.nforcemen~
Director
matters concerning productivity, quality control. cus.tomer service, and
management philosophy.
.
•
Acts as the point person for the Enforcement Diyiskm in matters that affect
OCR on a national level. Provides input into discussions regarding highly
sensitive and precedent~setting issues and assists OCR develop official
positions.
•
Coordinates the efforts of the labor~management pannerships from each office
within the Division to promote a unified labor-management approach to
address administrative and programmatic issues. Represenls management in
complex and sensitive labor relations matters within the Division.
•
Manages an oFfice's enforcement program including the supervision of an
investigative and legal staff who plan and implement an enforcement docket
that includes complaint investigations and proactive cOr.1pliance activities.
•
Provides subordinate managers and staff witb a clearly aniculaled management
strategy in the·area~ of budget and expenditures, reSource allocation. staff,
development, performance objectives, personnel, ethics. condu:::t and
discipline.
ill. FACIORS
Factor I - KnQwled£e Reouired bv the Job'
Expen kno~ledge of all civil rights, la.:vs;"~nd ;~~~~;~W~~~:.;~·f~rc~ py OCR, Expert
knowledge of policy and legal issues ,Jelaied 'tol'e~f!,r~ing \'Clv:tLfights statutes. Expert
knowledge of civil rights theories, principles:antLpracriceS'aiiit the roles of the
Federal, state' and local govemmentS.to',pl'an·:,'"evaluate: and~advise--'an panies on ' .
Junded educati~nal progra'ms, th'eir reiI"uif(!·m·e'nlf~·an«(alJ'.r~l~ieCJ issues. Broad
knowledge of other depanmemal pro'gra~s:
'.'.~. ,,'
, ,
Knowledge <;If managemem principles, techniques and methods in the areas of
organizational design. administration, budget, \abor management, pe)'.;o~.nel
management and supervision. Expert coordiriation skills in order to organize the
efforts of several offices into a unified Division enforcement strategy.
Skill in public relations and public presentation in order to deal s.uccessfully with
~Ie:::ted ,officials, the Public, private managers, and media representa~ive)·.inJ.order tt'A:
c-ontrol the flow of information and resolve controversy, .
.
"
Expert knowledge in investigative, analytical, fact~finding. problem~solving,
consulting, valuative, .dispute resolution, mediation, negotiation, and complian.ce
techniques.
Factor 2 - SyperviSJlIl Controls
•
I"
�Page 3
*
Enforcement Coordinator and Associate Enforcement Director
The EC represents the Assistant SecretaI)' for Civil Rights in the coordination and
management of a multiple~site region, Each site is res}X>nsible for implementing a
civil rights compliance and enforcement program. The incumbem receives general
program and policy guidance from a Senior EXe<:utive Service (SES) position iDeated
in the Office of the Assistant Secretary and exercises wide latitude in applying
management and coordination techniques. communicating civil rights policy. and
assisting in the determination of policies and programs, Management and program
decisions, recommendations, and accomplishments a.'"e reviewed by the SES onlY for
overall soundness and effectiveness,
Factor 3 - Guidelines
Guidelines include basic laws and executive orders covering civil rights,
nondiscrimination, and equal employment opportunity. Impleme:ning guidelines
.
include Depa.nmental regulations. procedures. and policy statements .- gddejjnes are
subject 10 continuous interpretation and revisions. If guidelines and policy do not
exist. or are tentative or controversial. the EC must use a high degree of judgement
and ingenuity in these areas.
Factor 4
~
Complexity
The work requires 'the coordir.ation of multi?1: offices. Each office is comprised of
~omplaint resoh.:~ion tta.ms that inc;ude investigators and attoroeys. The work is
especiaJly complex because of the controversial and rapidly ch?ngi~g na~ure of civiL
rights. Competing interests must be balanced. Precedent~setti,~g.\decisiQnS. are' made..
The work is subject to legislative, executive, judicial,' media -and public scrutiny.
Management decisions address the full range of grade levels. internal E-EO,issues.
and an environment of uncenain resources" ,,' ~,' \ ....., " 1;' ':':1'" ~\'\I'I".~, " : . ' .'' < '''-.
:,
'Factor ):
.
~
:~
SCQPe and Effec!.·
_ . -.: .;•...~
"'!"': :~1:::~':\:-';""~
M
'.
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.
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admm:Slers ',a -Dlv'slon~Il'progr~m (~onslsung
0-~'.'
The Incumbent plans, develops.' and
of
up to three offices) to enfo'rce Fede::al civil rights laws among recipIents of Federal
financial assistance.. The Objective is [0 promote compliance with civil rights
regulations (in a nonadversarial manner) 10 eliminate discrimination within
educational institutipns. Efrons have a major impact on the mission of OCR.
Factor 6 - Personal Contacis .'
,
•
Contacts are: with top level officials Within the offices of the Department; cop
officials from eduCt!tiunal inst':1utions. including chanceliors. provOStS. presidents, ana'";" ...
superiniendel'llS~ elected and appointed offlciats; media representatives; leaders of
advocacy groups; and complainants. The incumbent must explain complex issues of
great concern to all parties.
Faclor 7 • Puroose of Contacts
•
I 'I
Contacts are frequently urgent and for the purpose of responding to controversial
concerns. Responses must be timely and diplomatic. Contacts are often to secure
remedial plans to resolve identified probJems at educational institutions~ to enunciate
Departmental policy; 10 gain cooperalion with, high level officials and to respond to
�Page 4 • Enforcement Coordinator and AS,sociate Enforcement Director
.
•
the concerns of elected and appointed officials. Contacts with OCR OAS staff are to
resolve difficult policy! program, management and personnel issues.
Factor 8 • Physical Demands
Although the work has no physical demands, it is extremely st:essf:.:l because of the
cont:-oversy and deadlines.
<
,
Factor 9 ~ Work Environment
The work is performed in a typical office setting. Frequent travel by car and
ruT is
required.
IV,
U1'IfQ!JE POSmON REQVIREMENTS
This position requires a law degree and an active bar membership,
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�Supervisory Equal Opportunity Specialist
(Enforcement Coordinator and Associate Enforcement Director)
•
.
I.
GS-360-15
lNIRODUCUON
The incumbent serves as a Enforcement Coordinator (Ee) and Associate Enforcement
Director (AED) in the U.S. Department of Education, Office for Civil Rights (OCR).
The EC is responsible for coordinating OCR's compliance and enforcement effaru at
multiple locations to ensure that they support the mission of the Department and
OCR's Strategic Plan. In addition, the EC serves as a AED within the Enforcement
Division and is responsible for managing a compliance and enforcement program.
The EC is located at a civil rights office. OCR operates under the jurisdiction of
. Title VI
the Civil Rights Act of 1964. Title IX of the Education Amendments of
1972, Section 504 of the Rehabilitation act of 1973. the Age Discrimination Act of ,
1975, Title II of the Americans with Disabilities Act of 1990, and their implementing
regulations.
of
II.
MAJOR DUTlFS AND RESPONSrBrLITlES
•
",
.
",I,
Coordinates the management of an Eniorcement Division that ensures civil
rights compliance by recipients of Federal funds through the conduct of
complaint investigations and proactive compliance activities. The EC unifies
. the efforts of multiple offices to ensure that the objectives of OCR's Strategic
Plan are effectively promoted within the ~nforcement Division.
•
-.
,Facilitates the development of a Divisionwide enforcement docket and other
proactive compliance activities that meet the goals and objectives of the"
Assistant Secretary and OCR's Strategic Plan. The EC works directly with
the AS and DAS and their staffs to develop enforcement strategies and. ,
proyides AEDs with clearly articulated guidance on ·the implementation of the: ," :',
.. ,. , , '
-: 1- :.....: "
Division's enforcement docket.
•
Provides input for the development of OCR's financial management and
,
resource allocation plan (including staff, travel and training budgets, etc.) and
coordinates with the AEDs on the use" of resources across the Enforcement
Division.
..
'.
....".'
•
-',
.,
Works in collaboration with the AEDs and other managers and staff to
. develop and implement a cohesive plan for training and other staff
....~ 'peveJopmental activities across the Division!
I• . '
•
•
!
.~
Manag~s intergovernmerita{ affairs inCluding articulating OCR's position On
important and sensitive OCR cases to other Federal agencies, coordinates and
promotes cooperation with other agencies on joint initiatives; interfaces with
other agencies to exchange information; and facilitates the flow of
communications between the Enforcement Division and the Office of the
Assistant Secretary and other appropriate panies.
•
Provides professional leadership to AEDs and uses the skills of facilitator,
coach, and consensus·builder in order to establish effective and open ~"."
relationships with the AEDs, other Division managers, and OCR staff in
i,
�".
:
Page 2 ~ Enforcement Coordinator and Associate Enforcement Director
•
mallers concemi.ng productivity, quality control. customer service, and
management philosophy.
•
Acts as the point person for the Enforcement Division in matters that a~:ect
OCR on a national Jevel. Provides input into discussions rega:dir.g highly
sensitive and precedent-setting issues and assists OCR develop official
positions.
•
Coordinates the efforts of the labor·management partnerships from each office
within the Division to promote a unified labor~management approach to
address administrative and programmatic issues. Represents management in
complex and sensitive labor relations matters within the Division.
•
Manages an office's enforcement program including the supervision of an
investigative and legal staff who plan and implemen1 an enforcement docket
that includes complaint investigations and proactive compliance activiIie:s_
•
Provides subordinale managers and staff wilh a clearly articulated managemenl
strategy in the areas of budget and expenditures," resource allocation. staff
development, performance objectives, personnel, ethics, conduct and
discipline.
ill,,, FACTQBS
. Factor I - Knowl"".e Recuire<l by the Job
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, .. ' Expert knowle<lge of all civil· rights laws and regul.,ions enforced by OCR ... ·Expert
knowledge of policy and legal issues related to enforcing civil rights statutes. Expert
knowledge of civil rigbts ,theories, principles and practices and the roles oLthe
Federal. state and local governments to plan, e\'a!uate, and advise all panies on
funded educational programs, their requirements. and all related issues .. Broad
knowle<lge of other departmenuJ programs.
KnowJedge of management principles. techniques and methods in the areas of
design, administration. budget. labor management. personnel
management and supervision. Expert coordination skills in Qrder to organize the
efforts of several offices into a unifted Division enforcement strategy.
orgariizat,~9nal
Skill in .T;lublic relations and public presentation in order to ,deal successfully with
elected ,oiTICials. the'4Public'; private managers, and media representatives in order to
control the flow of information ;;nd resolve controversy,
Expert knowledge in jnveSligative. analytical, fact·finding, problem-solving.
cons.ulting, valuative. dispute resolution. mediation, negotiation. and compliance
techniques.
"
Factor 2 - SunervisQry Coolrols
•
, .
�'.:
~
Page 3
•
Enforcement Coordinator and Associate Enforcement Director
The EC represents the Assistant Secretary for Cjvil Rights in the coordination and
management of a multiple~site region. Each site is responsible for implementing a
civil rights compHance and enforcement program, The incumbent receives genercu
program and policy guidance from a Senior Executive Service (SES) po,ition located
10 the Office of the Assistant Secretary and e;r;erc:ises wide latitude in applying
management and coordination techniques, communicating civil rights policy, and
assisting in the determination of policies and programs. Management and propam
decisions:, recommendations, and accomplishments are reviewed by the SES only for
overall soundness and effectiveness.
Factor 3 •
Qui<!elin~~
Guidelines include basic laws a.'1d executive orders covering civil rights,
nondiSCrimination, and equal employment opportunity" Implementing guideline's
include Departmental regL:Ja:ions. procedures, and policy statements .. guidelines are
subject to con~inuous interpretation and revisions, If guidelines and policy do not
exist, or are tentative 0:-- comroversial. the EC must use a high degree of judgement
and ingenuity in these areas.
Factor 4
~
Complexity
The work requires the coordination of multiple offices. Each office is comprised of
complaint resoiution teams that include investigators and attorneys, The work is
especially' complex because of the con:roversial and rapidly changing nafure of civil
rights; Competing interests musr be ba:anced. Precedent~selting decisions are made,
. The work is subject to legislative. executive, judicial, media and public scrutiny.
Managerrien't 'decisions address the full range of grade levels. interr.al EEO issues.
and ar: environment of uncenain~ resources:' ,.,
,
·Factor,..
5
"".
.
.
~
Scope and Effect
,
.' .
The incumbent plans, develops, and administers a Divisional program (consisting of
up to lhree offices) to enforce Federal civil rights laws among recipIents of Federal
financial assistance. The objective is. to promote compliance with civil rights .
regulations (in a nop.;~dversarial manner) to eliminate discrimination within
educational inslitutions:~, Effons have a major impact on the mission of OCR.
,.
Factor 6 • personal Contacts
ComactS are with top.!.eyel offlciai5c·within the offices of the Department; .too
officials from edueationaflns'titutiOlts, ·induding chancellors, provosts, presidi.inis;· and .•
superintendents; elected and app;ointe.d officials; media representatives; leaders of
advocacy groups~ and complainants. The incul!lben! muSt e-"piain complex issues of
great <:Dncern to all parties.
FaclOr 7 • I:u'l'Pse of Con!i!cts
•
-~
.
Contacts are frequently urgent and for the purpose of responding to controversial
concerns. Responses must be timely and diplomatic. ContactS are often to secure
remedial plans to resolve identified prohlems at educational institutions; to enunciate
Departmental policy; to gain coopennian with high level officials and to re'pond to
�Page 4 ~ Enforcement Coordinator and Associate Enforcement Director
•
the concerns of elected and appointed officials, Contacts with OCR OAS s",ff are to
resolve difficult policy. program, rr.anagement and personnel issues,
Factor 8 - Physical Demand,
Although the work has no physical demands, it is extremely stressful because of the,
controversy and deadlines.
Factor 9
~
Work Environment
The work is performed in a Iypical office setting. Frequent travel by ca~ and air is
required.
lV.
UN1QUE rosmON REQUIREMENTS
None.
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Supervi<ory< General Attorney
e.
(Associate Enforcement Director)
OS-905-15
1.
lNTRQRUcnON
The incumbent serves as an Associate Enforcement Director (AED) in the U.S.
Depanment of Education, Office for Civil Rights (OCR)< The AED is responsible
for managing civil rights compliance and enforcement program at: an office that
supporu the mission of the Department and OCR's Strategic Plan. This position is
located within an Enforcement Division, OCR operates under the jurisdiction of
Title VI of the Civil Rights Att of 1964, Title IX of the Education Ar:1endmem, of
t972. Section 504 of the Rehabilitation Act of 1973. the Age Discrimina:io!1 Act of
1975, Title 11 of the Americans wiih Disabilities Act of 1990. and their implementing
regulations.
ll<
'
/rlNOR DlITlES AND RESPONSfBfLl11l;ll
•
Manages the Divisioil's enforcement program which ensures civil rights
compliance by recipientS of Federal funds through the conduct of complaint
investigations and proactive compliance activities.. Makes elv:! rights
compliance determinations and er.sure5 that all OCR case processing
,
procedures are foilowed, Manages" the development Df the Divi~ion
enforcement docket and alJ proactive program plannlr,g in cor:Junction with
the Division management team:
<
•
•
Provides professi9"nal le.ad~rship and guidan:::e to office sta!T in planning,
developing. and cairyin'g'';Olkprogram objectives. CoordJn.tue~ the
development of the Divislon's'enforcemeni: plan, determines the plan
priorities. allocates resources, monitors progress. and manages all aspects of
the Division's effort to ensure that plan objt;c!ives are achieved, as pan of
Division's management team,
,;,.
•
Establishes and maintains relationships with OCR principal officer and staff,
the Depanment. government agencies, private organizations. advocacy
organiz.ations, elected and appointed officiais,_tJ')e Public, Congress and the
1)jedia in order to plan and manage the DivisiQrian>fograrrT, communicate
program objectives and secure program support, Meets with top level
government and private officials 011 extremely complex and difficult
compliance cases and policy matterS to negotiate agreements.
•
~
Provides'subordinate program managers with advice and information on all
aspects of program operations;-such as Presidential initiatives. program
priority issues, inte;pretation 'of>(;ivil 'rights iaw> policy development, major
,compliance actions', new;'compliancc' procedures. case processing ·procedures:.
regional productivity, quality, ~uS:lOmer service, and managemen~ philosophy.
Serves as a nationally recognized authority on civil rights procedures and all
..,
.~.
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applicable laws and regulations<
•
•
Provides subordinale managers ami staff with a clearly articulated management
strategy in the areas of budge: and e;(penditures, resource allocation. staff
development, performance objectives. personnel, ethics. cunduct and
discipline .
\
�Page 2 -- Supervisory General Attorney
•
FACIDRS
ill.
Factor I - Knowledge Reouired bv the Job
Expert knowledge of all civil rights laws and regUlations enforced by OCR. Expert
knowledge of poiicy and legal issues related to enforcing civil rights statutes. Expert
knowledge of civil rights theories, principles and practices and the roles of the
Federal, state and local governments in order to plan. evaluate. and advice all panies
on funded educational progTilms. their requirements. and all related issues. Broad
knowledge of other departmental programs.
Knowledge of management principles. techniques. and methods in the areas of
admin;sl~tiQn, budget, labor management, persor.nel
management and supervision.
organizational design,
Skill in public relations and public presern,ation in order to deal successfully with
elected officials, the Public, private mar.agers. and media represen:..a!ives in order to
control the flow of information and resolve cor:troversy.
'
,
Expert knowledge in legal, investigative, analytical. fact~finding. problem~solving.
consulting,' valuative, dispute resolution. mediation. negotiation, and compliance
techniques.
. ..
Factor 2 - Superviso", Comrols
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.
;
.
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.
The AED represents the Assls:..ar.: Secteiary,~fof.,Civil' Rights in the ma:lagernent of
all civil rights complia."lce and enforcemenl,efforls in)ne Department of Education
programs. The incumbent receives' generarpro'g'ra:~'-'ah«(policy .'guidance from the .
Assistant Secre",'Y (AS), Dep"'Y )\ssis:.iill Secretary '(DAS)" and Enforcement
Director, and .exercises wide la~i.~y,d~ .in, .,appiyingJi'vll, r,ignts Jpolicy and determining,
regional policies and prograins:~ prbgrahi:deCisioi,.s, "reeO"mmendations, and
accomplishments are reviewed b'y'the DI\S on.lYJor,6verall soundness and
effectiveness, The AED coordinates with the En(orcement Coordinator on the
Division's enforcement docket and com'pliance strategy, resources, staff development,
and olher program- and management-re~ated Issues,
..., '....
Guidelines include basic laws and executive orders covering civil rights,
.
and equa! employment opportunity. Implemen'tJ1!tt &uI1eline;;'
include Departmental regLlla~ions. procedures, and poHe)' statements ~- guidelines are .
subject to continuous interpretation 'and revisions. If guidelines and potiey do not
exist. or are tentative or controversial. the AED must use a high degree of judgement
and ingenuity in these areas~
":~nondiscrilT!inatioo.
FaclOr 4 - !:gmlllexity
•
I'
The work requires the management of complaint resolution teams which include
investigators and attorneys. The work is especially complex because of the
controversial and rapidly c~nr.,ging nature of civil rights. Competing interests mL!S!
�Page 3 - Supervisory General Auorney
•
be balanced.
Precedent~setting
decisions are made. The work is
subj~t
to
legislative, executive, judicial. media and public scrotin)', Management decisions
address the full range of grade levels. imemaJ EEO issues. and an environment of
uncertain resources.
'
Factor 5 - Scope and EfW;1
The incumbent plans, develops, and administers a program to enforce Fede:a! civil
rights laws under the jurisdiction of the U.S. Department of Education among
recipients of Federal financial assistance. The objective is to promote compliance
with civil rights regulations (in a nonadversariaJ manner) to eliminate discrimination
within educational institutions. Efforts have a major impact on the mission of OCR,
Factor 6 • Personal Contacts
Cor.:.acu, are with top level officials within the nationaJ and regional offic'es of the
Department; top officials from educationa! institutions, including chancellors.
provosts, presidents, and siJperintendents: elected and appointed officials: media
representatIves; leaders of advocacy groups: and complainants. The incumbent must
explain complex issues of great concern !o aH panies.
Faclor 7 - PU!J19se of CQnwm
Contacts are frequently urgent and for the p'Jrpose of responding.tQ con!ro~ersial
concems. Responses must be timely and diplomalic< Contacts· are o(l~n to secure
remedial plans to resoive identified problems at educational if!stitutions~!.to enunciate
DepartmentaI poliCy; to gain cooperation w}rh -high :~~~::l~ ?f~d.~~, ~.nd" 1,0, r~spond ·10
the concerns of elected ~d appointed offlClalS. €ontacts.,wl~bt·AS.' DAS.a1'}d
Enforcement Director' are:to' r'esolve difficult pOEc;': :programf~m'anagemenl and
'
".,,'
..
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Factor 8 - Physical ~mands
"~:',f ~;";F.. '_:~~;; . .':~-: '
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,
~
Although the work has no physical' de.mands, it is ex:remely. stressful because of,.!he
controversy a,!~ deadlines.
'
Factor 9 - Work Environment
The work is performed in a typical office selling. Frequent travel by car and air. \5 _,,,.
",I ./
require.<!.
"-.."
...'
.
IV,
ll!::!lOUE PQSITION REOJllREMENIS
Law degree and active bar membership.
•
.
.... ..
.'
'.
�,.;
•
Supervisory Equal OpPortuDily Specialist
(Asso::ial<: Enforcement Director)
OS-360-15
I.
lJ','TRODUCUQN
The incumbent serves as an Associate Enforcement Director (AED) in the U.S.
Department of Education, Office for Civil Rights (OCR), The AED is responsible
for managing civil rights compliance and enforcement program lil an office that
supports the mission of the Departmem and OCR's Strategic Plan. This position is
located within an Enforcement Division, OCR operates under the jensdiction of
Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments of
1972. Section 504 of the Rehabilitation Act of 1973. the Age Discrimination Act of
1975, Title 11 of the America.'1s with Disabilities Act of 1990. and their :mplememing
regulations.
Il,
MAJOR DlJ!1ES AND RESPQNSfBl11TIES
•
".
I '1,
•
Manages the Division's enforcement program which ensures civil rights
compliance by recipients of Federa! fundS through the conduct of complaint
invest~gations and proactive compliar:ce <}('Iivities. Makes civil rights
compliance determinations ar.d ensures that all OCR case processing
procedures are followed. Manages the development of the Division
enforcement docket and a!l proactive program planning in conjunction with
the Division management team.
Provides subordinate program managers with advice and informatipo on ~!, L,'"
aspects of program operations. such as Presidential initiatives, prbgrain "".:, ~,.,' "
, priority issues, inte:-pretalion of civil rights law. poliCy developinent. major ~,.,. :~.
compliance actions, [lev;' com]Jliance procedures.lcase processing"procedures; "',r ",10'.
regional produc!ivity, quality, customer 'service, and ma~ageme.~t:philO~'~p'~Y:, ..:.'::
,
.
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Provides professional leadership-"and guidance to office sL3ff-i~planning~/:i;'t~, :,!,:- ,:'.
developing, and carrying oul program objectives. CoorcinateS' t.ll~ /1',:: ,r ~':,~. , .
"
development of the Division's- enforcement plan, determine,fthe 'plan rJ, .,' "
priorities, allocates resources. monitors progress, and manages all aspects of
the Division's effon to ensure that plan objectives are achieved, as parl of
Division's manageme[lt team,
•
Estab~ishes and maintains relationships with OCR principal officer and staff,
the Depanment, government agencies, private organizations. advocacy
organizations. elected and appointed officials, the Public. Congress and the
media in order to phill aJld mano.~!ie the 'Divisional program. communicate
program objectives and secure program support. Meets with top level
government and private officials on extremely complex. and difficult
compliance cases and jXllicy maners 10 negotiate agreements.
•
Serves as a nationally recognized authority on civil rights procedures and all
applicable laws and regulations.
, -,
.'.
.
•
Provides suhordinate managers and staff with a clearly articulated management
•strategy in the areas of budget and expenditures, resource allocation. staff
development. performance objectives, personnel, etiJics, conduct and
discipline,
�.. .
Page 2 -- Associate Enforcement Director
•
ill.
FACTORS
Factor 1 - Knowledge Required by the Job
Expert knowledge of all civil rights laws and regulations enforced by OCR. Expert
knowledge of policy and legal issues related to enforcing civil rights statutes, Expert
. knowledge of civil rights theories. principles and practices and the roles of the
'Federal, S':.ate and local governments in order to plan, evaluale. and advice all panies
on funded educational programs. their requirements, and all related issues. Broad
kn~wledge
of oilier departmental programs.
Knowledge of management principles. techniques and methods in the areas of
organizational design, adminis;ration. budge!. labor managemeni, personnel
ma,,"lagemem and supervision..
Skill in public relations and public presentalion in order to deal successfully with
elected officials, the PuNic, privat.e manage:s, and media representatives- in orde.r to
control the flow (If info:"mation and resolve col1t:"(wersy.
Expert knowledge in ir.vestigative. analytical. fact-finding. problem-solving,
consulting, vaiuative, d:s;JUte resolution, mediation. negotiation. and compliance
techniques.
Factor 2 - Sl:merviso[v
.
\
Con!roi~
.
The AED represents the Assistant Secretary for Civil Rights in the management-of'''"'. 'r~:~:'.4
all civil rights compliance and enforcemenl efforts in the Depanment of Education,: -117... • .''t._ ,
programs. The incumbent receives general program and poiicy guidance from lhe::},?~:' ~:
Assistant Secretary (AS), Depu!y Assistant Secretary {DAS) and Enforcement,'" _,- ~;il"'"7·· ,',
Director-and ex'ercises wide latitude in applying civil rigbts- pOlicy and delermining'!:;;,;;,:~,·";·.:
regional policies and programs. Program decisions. recommendations. and
: " .(~l )~; accomplishments ate reviewed by the DAS only for overall' soundness and
-.' 1',. "':~".,'
effectiveness. The AED coordinates with the Enforcement Coordinator on the
DiviSion's enforcement docket and compliance strategy. resources, staff development.
and other program· and managemenHel;,ted,)ssues.
#
Factor 3
~ O\!idelin~
G~ideiines include basic laws and executivt; orders cDvering civil. rights,
-"., •. -. nO;ldisc.ritnination. and equal employment opportunity. ".lmplementing guidelines
include Departmental regulations. procedures. and policy stalemer.ts -- guidelines are
subject to continuous interpretation and revisions. if guidelines and poliCy do not
exist. or are tentative or controversial, the AED must use a high degree of judgement
and ingenuity in these areas.
Factor 4 - CQwpJ..i!X
The work requires the management of complaint resolution teams which include
•
I'
investigators and attorneys. The work is especially tomplex because of the
controversial and rapidly changing narure of civil rights, Competing inter~i!.rmust
�'. ~
Page 3
•
~~
Associate Enforcement Director
be baJanced. Precedem~setting decisions are made. The work is subject to
legislative, executive, judicial, media and publk scrutiny: Management decisions
address the full range of grade levels, internal EEO issues. and an environment of
uncertain resources.
Factor 5 - SCORe lIlld Effect
The incumbent plans, develops. and administers. a program :0 enforce .Federa! civil
rights laws under the jurisdiction of the U.S. Depanment of Education among
recipients of Federal financial assis~a."1ce. The objective is to promme compliance
with civil rights regulations (in a nonadversarial manner) to' eliminate discrimination
within edL:cational institutions. ~fforts have a major impact on the mission of OCR.
Factor 6 • Personal Contacts
Contacts are with top level officials within the r.ational and regional offices of the
Depanment; top officials from educational institwio:)s,' including chancellors,
provosts. 'presidents. and superintendents: elected and appoln~ed officials: rnedia
representatives; leaders of ~dvocacy grOl':ps; and complainants. The incumbent rfu.:st'
explain complex issues of great concern' to all parties,
Factor 7
~
I
PlJrnose of Contacts
Contacts. are frequently urgem and for the purpose of re:;:ponding to controvers;a(
"
. ,.
CO!1cerns. Responses must be timely ar.d d:plomaiic, Contacts are often to secure
.,'
"
remedial plans to resolve identified problems a: educational institutions: to enunciate
Depanmen:.al policy; to gain cooperation with high level officials and 10 respond to
.the concerns of elected ·and appointed omc~a;s. Cor:.!.acts with AS, DAS, and, ",,:.
Enforct!menl Director are to resolve difficult policy, program. management and
. personnel issues.
.' ' ...
:: • '. f, .
FaClor & - Ehysicat DemandS
•• ' < , . ' ) .
Although the work has no physical demands, it is extremely stressful because of the
and deadlines.
.
co~troversy
,
Factor 9
~
Work E:wjrQnment
The work is performed in a typical offIce setting. Frequent travel by car and air is
req~ired,
~.':..
IV.
J • .,
..
,.~
UNIQUE POSITION REQUIREMENTS
None.
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OCR's
Organization ~~~.
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DIVISIONS
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OFFICE FOR CIVlt RIGHTS
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Office for Civil Rights
U.S. Department of Education
Washington, DC. 2Q;10?-1100
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�t:'NITED STATes DEPARTMENT Of EDUCATION
MEMORANDUM
WASHINCTON, p,c, 20Z02,_ __
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FEB I 3 1998
TO
ALL OCR STAFF
FROM
Raymond C. Pierce
Oeputy Assistant secretary
for Civil Rights
SUB.:-ECT
Rev ised CRJ.1
I am pleased
distribution.
co announce that the
A copy of the ma:1ual
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revised CRM
is attached.
is ready for
Most of the
in
changes are editorlal in na~ure. or involve changes
no~enclature
to reflect our new structure. A few sections were also reorgar.ized
to better group ideas -that are related or logica!ly associated.
As you revi~v,' the revised manual,
pa:.-t.icular the follot.J!ng changes:
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term
Early
Co:nplaint
suggest
Resolution
that
has
bee:'.
you
r,ote
in
changed "to
Resolution Between the part.ies, to more accurately refl€ . ct 'what-
occurs, and t.o be consistent ....'1 th OUf" approach that, permiy:.S! :s'uch "
resolution ac::ivities at any point, not just "early" i'n.the"life 'o'f'
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the complaint (Sectio~ II.C.);
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La:-:guage has been added to Tab D calling for consultation with
plaintiffS about the status of litigation, and coordination with.
the Litigation Coordinat.or, -in cases where allegat.ions f ilea with
us are also covered under a court orde~ to which the United States
"is not. 'a party; end,
(4) 'The discussion on what complainants !':lay do if tney disagree
with OCR's resolu~ion of their complaint (Sect.ion !I.r.l.) has been
.slightly revised.
1 .....ould like to thank aU
improvements to the CRM, and
Cathy Lewis. Gary JaCkson,
Fairley and Lee Bert.hel) for
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(2)
The language in Section II. f .1. "comrnu:-:icat.e Dedliions ~·'t~(;·
Iilterested 'parties" was rnodi!ied to clarify th.;\t··~t:i·re":'6u'r.'::'{or=u¥·':Y:
remains on resolving complaint allegations, if in" the ':process],l.'of J£,.
gathe~ing in!or)':\<3tion. we identify civil :r'ights v'iolations,' ,t.h"!.!)'
will elso be addressed;
(J}
,
':he
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staff,. who provided suggestions for
especially the CRM team (Sue Sowers,
Linda t1CGovern, He len Whit.ney, Paul
their wor~ ,in developing excellent
,
�page 2 -
Revised CRM
recommendations for revisions to the manual.
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If you have questions
aoout specific c~a~ges, or ~he iwplemen~ation ot any CRH provisior.•
please do not hesitate to contact one of the team ;nerr.bers .
Attachnent
cc: Marvir, Farmer
Pres,ide:;t Cou:;cil 252
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!!\'TRODUCTIO:-\
The Oflice
[I)f
Ci\'jJ Rights (OCR} is commiued
10
ensuring equal access to education and
promoting educational excellence through vigorous enforcement of cl\'lI rights. The Case
Resoiution Manual (CRM) provides OCR with the leols to accomplish these objectives promptly
and effectively.
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For complaint resolution our approach is simple. Do we understand the complaint? \\l'}}at is the
'complainant saying is wrong: Does it fall under our jurisdiction? Is it timely? Ifwe don't have
jurisdiction. are there other avenues of assistance [he complainant mjght pursue? Can [he parties
resoJve the mailer between themselves? Has our resolution process led us to conclude that a civil
r!ghts violation has occurred? If so, what is the appropriate remedy? Have we monitored that
remedy 10 ensure full implementation? If resolution cannot be voluntarily achieved. have we
initiated enforcement?
Compliance reviews, \\;hich are agency-initiated, are designed to focus. on systemic educational
practices that are denying equal access, Reviews enable the agency to protect the rights of
thousands of children every )'ear and enable their communities to understand, commit to, and
implement strategies that provide opportunities to learn for all.
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The CRM is nOi a prescriptive document. It offers flexibility. not rigid rules. It establishes
....'generai parameters within which a varlety of resolution approaches can be appropriately uti1ized.
'• . . : : . "~The manual plac'es primary emphasis on effective change, not document production,
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"' :The manual is premised on a strong belief in the merit of teamwork: within each team. within
:rJ:::~-..; I:.r,~~;'.... '\' i.:.tea~h Enforcement Office. within each Division. and between each OCR component. 11 places
is:" • :i,: ,t f:l~ '\;"i!'la~premium on consultation and a willingness to take responsibility. It assumes full engagement
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There are mar:y critical civil rights issues confronting our nation today. Our offk:e has a key role
to play in tiie'f!:deral effort to address those issues. The reso!ution approach set forth in this
manual enables us 10 utilize our resources w(sely and to maximize OUT effectiveness in ensuring
civil rights co:nplia.'1ce,
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TABLE OF COi"TEi"TS
EVALUATE THE COMPLAlNT . , . . . .. . ................... .
A.
Detennine Whether OCR Has Received a Complain! ... " ... " , .... " ,.
B.
C.
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Acknowledge the Complain> .............................. .
D.
E.
Assign a Case Number and Establish a File for Each Complaint .... _ , . ,
Gather Basic Information . . . . . . . . . . . . . . . . . . . . . , . . . . . . . . . . . . ,
Determine if the Institution and Type of Alleged Discrimination
are Within OCR's Authority .. ,., .... , ... , . , . , . " , . , ... ",.
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F.
Determine \\'hether the Complaint is Timely " ... , ...... , ... ,....
3
G.
Determine \Vhether A Waiver Should Be Granted .... " .... " . : . . . . ..
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H.
Circumstances \\'here OCR is not Able to Proceed Further with
Complaint Allegations. , ............. , .......... " . , .. " .. ,.
Notify the Parties Following Complaint Evaluation ...... , , , ..... , .,
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I.
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II.
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ATTEMPT TO RESOLVE THE COMPLAlNT ............ : ... ,....... 7
A
InvcstinCasePlanning .. " .... " . . . . . . . . . " ... " .. : ....... 7
B.
Establish Complaint Reso lution Target Dates ..... ,.,., .... , . ' , . " . S
C. ' Resolution Between the Parties. , ..... , , , ..... , .. , . , .... , .... , 8
D.
Gather Information and Pursue Resolution '.'.,.' .. _ , . , , . , .. , ' . '. 8
E.
Detennine Whether an in\,estlgath'e Report Will Be Helpful, , .. _ , , , . ,. 9
F.
. CommuniCate' Decisions to interested Panies . . . . . . . . . . . . . . . . . . . . . . 9
G.
"';Dth'elop Effective Agreements .. " . , . , . , ....... " , ' . , .. , . " , ., II
H.
'M'onitor All Agreements .,., ...... , ..... , ... , ... , ... ,.,... 1 )
III
MOVE TOE>''FORCEMENT V,'HERE XECESSARY ......... , ........ .
c.
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',::'~~:", '/:~.' :l',Pr"epare<3'LetterofFindings., . .... ,.,., . . . . . . . . . . . , . . . . . . . . . ,
'7:,",,' ".::'; BF':'~i~s~ing'Vi61ation Letters of Findings· ...... "., .. ,,'.,',., .. _,.
C. Initiate Administrative' Proceedings \Vhere Appropriate ., _ . . . . . . . . . .
D.
Refer 10 DO] Where Appropriate , .. ' , . , . , . , , . , . ' ..... , ..... ,
E.
Move 10 Enforcement for Denial of Access ,., . . . . . . . ,' ..... ,."
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Move to Enfori::<,:ment for Failure to lmplement Agreement ... , ...... .
IV.
CARRY OUT COMPLlA!'.!CE REVIEWS lTh'DER THE CRM . , . . . . . . . . . .
TAB A: SPECIAL INTAK£',~ROCEDU::>£S ,.................. ,..........
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Age Discrimination Complaints ., ...... ,." ... ,., ... , ' . ' . . . .
II,
Title VLComplaints Against Proprietary Schools. ' . , .. , . , . , . , . , .. '
Ill.
Title VI and Tille IX Employment Complaints ..... ,., ...... ,...
IV. Title II ADA Complaints (OJher than Emplo>ment) ... , . . . . . . . . . . ..
V.
Disability Employment Complaints, ... , ................ , . . . ..
TAB 13: DATA COLLECTION M'D INFORMATION.GATHERING .... , .......
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Generally, . . . . . . . . . , . . . . . . . . . . . . . . . . . . . . , . . . . . . . . . . "
OCR' 5 ;,\uthonty for Obtaining Infonuation , ... , . , . , ' ... ' . ' ... ,.
Requests for Records ' ...... , . . . . . . . . . . . . , . . . . . . . . ,.,....
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A.
B.
C
IV.
Data Request Letters . , . " . , . , . . . . . . . . . . . . . . .. ,',....
Timeframes for Recipient's Response
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Form of Data Prodded by Recipienl ... , , ... , ... , ' . . .
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D.
Confidentiality. , ' .. , .. , , . , ' .. , . ' . , . , . , ... , , ... , , ,.
Interviews .. , ' , ' . ' .. "
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A,
Generally .. , .. , , ..... , .... ' _ ... , , . , . , , .. , .. , .. ,
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B.
.C,
D,
Notice: , . ',', , ..... , .... , . , . , .... , . ' . . . .. .',., .. ,.
Witness' Right to Representation ., .. , ..... "., ... , .. ,',.
Recipient's Employees , .. " " , " ' "
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E.
.Interviews with Minors (Persons Under IS) or Legally Incompetent
Individuals ..... ,., .............. ,.,.: ... _.'. , , , ..
Records of Interviews ... , ... , ........ , .......... , . ..
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F.
V.
Limitations on Obtaining Infonnation ,., .. " . . . . ...... ,......
A.
Actions Constituilng Denial of Access .. , ' . ' .. , . , ... , , .. "
B. , OCR's Response to Refusals to Provide Data or Access to
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Wnnesses .. " , ........ , ... , ...... ,.,
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TAB C: FREEDOM OF II-.'FOR,\-IATIO:-i ACT AND PRIVACY ACT . , .. , , .. , , ..
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TAB D: RECIPIENTS OPERATING UNDER FEDERAL COURT ORDER, . , ..... , 26
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United States a Party
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United States-.Not a Pany' ... ,"
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TAB E: OCR'S ·'ROLE'i:;lN.."'~ARTICIPATING IN VARlOVS EXPEDITED
'RESOLUTION APPROACHES , .. , ... "." ........ , .......... '
L ": ·OBJECTIVE ;', :;,"'" , . . . :'....... , , . , , . '. ' . , .. ' .. ,' .. , , . , "
li:',,: :'P1JRPOSE.:~;";·;".' .• ,'.• ; .. ', .. ' " ... ,.,' .. , ........ ",.,' ..
Ill.. " VOI:uNTAR\':RESOLUTIO:-iS BET\\'EEN PARTIES (RBP) . , .. , , ..
IV, . FACT Fll-.'DING COI-.'FERENCES , ... , ........ , , , , ..... ' ... ,
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EXPEDITED RESOLUTION BASED ON RECIPIE:-irS
AGREEMENT , , . ,. . .... ,., ..... ', ... ,., .. , .. " .. , ... ,
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OCR CASE RESOLUTION MAl'IUAL
I. EVALUATE THE COMPLAINT
If OCR determines that written Information provided to the Department of Education is a
complainr, OCR will evaluate the complaint.to understand the complainant's allegations, gather.
appropriate information, jnduding jurisdictional information, and decide whether OCR will
proceed'to complaim resolmion or take other appropriate action .
. A. Determine Whether OCR Has Received a Complaint
A complaint is a written statement to the Department of Education (mcluding an electronic
message) all,eging that the rights of one or mOfe persons have been violated and requesting,
directly or by implication. that the Department of Education take action. Some
correspondence that OCR receives, even if it concerns an alleged civU rights vioiation, may
not be a complaint. Immediately upon receipt. OCR will determine whether or not the
corre5pondence is a complaint. (See Tab A.)
The following are not complaims:~ ,.'t:,~;·;"
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1. Ora! allegations.
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Counesy copie~jof COP',~~£~.n~~~,C,~t.o,rt,~;~~;m:plaint filed with others ..
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4. Inquiries that seek advice o,r information but do not seek action or intervention from the
Department.
B. Acknowledge the Complaint
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A brief lener should immediately be sent to each c9mplainant, acknowledging receipt of the
complaint, stating that the complamt will he evaluat~ri, and assuring the complainant that be
or she wHi be contacted within a given time, The enfo~~m'ent ot'fice' will anach to the letter
the document "Information About OCR's Complaint Resolution Procedures, ~
C.
Assign a Case Number and Establish a File for Each Complaint
The case opening date is the date a complaint is received by the correct OCR office, Upon
receipt by the correct OCR Enforcement Office. OCR assigns the incoming complaint a case
number. The office establishes a case file for each complaint.
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In cases of multiple complain[s, the following guidelines should be applied in de.ermining
how many case numbers should be assigned:
1,
The office will assign a separate case number to each recipient named 10 the complaint.
If. during the course of the investigation, OCR determines that other recipients are
involved in the alleged acts of discrimination. the office will open separate complaints
and assign a case number for each such recipient: the case opening date fOf such
complaims is the date OCR detennined the complaint should be opened.
2, Complaints from more than one person against the same recipient that conUlin different
allegations aTe trealed as separate compiaints.
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3, Complaints filed by more than one person that raise substantially identical allegations
against the same recipient may be treated as ooe complaint and assigned one case
number or, if received later. incorporated into an existing complaint. If the complaints
raise individual allegations. the office should assign separate case numbers.
4. New allegations filed by the same person against the same recipient after complaint
resolution has begun are reviewed on a case·by~case basis to determine whether the
allegations should be added to the open complaint or treated as a new complaioL
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o.
Gather Basic Information
OCR will actively work with complainams,and .exatI!ipe. other'~ources of information (e.g.•
survey data or recipient information) to _en~u,re .tha(tne,~ag#!ic~ ,has' sufficient information to
evaluate complaints appropriately. O<::R ~staff:.will_ provide 'appropriate assisumce to
complainants, including persons with d)~bi!j~i~~.,a~~r~~djYT9it~i~ .~ho speak a language orner
than Engl,ish, who ~ay need help in pro\:'idiri~:.~~!~.F.~~,i~~1'~_8~~::n_eeds. The information
needed will usuaUy mclude at least the followmg:'_" ' :. f',"
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1. a signed, written explanation of what has happened:
2. a way to contact the complainant;
3, identification of the person or group injured by the alleged discrimination;
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4. identification of the person or institution alleged to have discriminati:a;" ..
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sufficient infonnation to understand the factual bases for the complainant's belief that
-discrimination has occurred and when that discrimination has occurred .
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If information establishes that OCR has no jurisdiction over the subject maHer or institution
alleged to have discriminated, it is not necessary to inquire fur:her about the factual bases for
the cornplainam's belief that discrimination has occurred.
OCR may contact the complainan: by,telephone to obtain missing necessary information. A
record of contact summarizing the conversation should be placed in the case file. In the
alternative, OCR will inform the complainant in writing of the informatiop needed. If the
necessary infonnation is not provided within 30 calendar days of the date of rhe notification
letter, the complaint will be closed and the complainant so informed.
If the complaint contains sufficient information with respect to at least one allegation, but
lacks sufficient information with respect to other allegations. OCR will attempt to obtain the
missing information. as described above, Allegations not completed within the 30~da}'
timeframe wilt be closed; OCR win initiate complaint resolution only for those allegations
for which sufficient information has been provided,
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When identification of the complainant is necessary to resolve the complaint, OCR ~iI1
require consent in writing before proceeding to complaint resojurion. OCR does nOl need a
specific fonn from the complainant, but does need written confirmation that the -complainant
authorizes OCR to disclose the complainant's name. A complainant filing on behalf of
another person is responsible for securing the written consent fro~ that individual. Where
the person is a minor chUd or incompetem adult, the co.nsem form must he signef,i by the
person' 5 parent or guardian, The written consent should include an' assutance of cooperarion
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with OCR's complaint resolution aClivities,
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The complainant's name'cannot be released until we have·rcceivedi,\vriuen,'consent. If OCR
does not receive' wrinen c'onsent within' 30 .calendar.days;J'he';c·omplainLwili
closed, and
the complainant so Informed:'
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See TAB A for Special Intake procedures, covering such issues as'referral
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transfer to the Equal Employment Opporru'nit)' Conunission (EEOC), referral to the Depanmenr
of Veterans. Affairs. and referral to ihe Depanment of Justice.
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See TAB C for Freedom of Information and Privacy Act Guidelines.
See TAB D for guidance on recipients operating under court order .
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E,
Determine if the Institution ,and Type of Alleged Discrimination are Within OCR's
Authority
OCR only has jurisdiction over institutions that recei.... e federal financial assistance from the
U.S. Department of Education and institutions for which we have deieg.ned authority from
other federal agencies. Also, OCR only has authority over cenain forms of discrimination.
specifically, discrimination based on race, color, national origin. sex. disability, and age.
Our regulations describe the specific type of conduct our laws prohibiL If a complaint is not
flied against an instirution we cover or if the complaint does not state a claim under the laws
OCR enforces, we will not proceed fu~ther with the complaint, The Enforcement Office
should refer the compJaint 10 another agency, if appropriate.
F.
Determine Whether the Complaint is Timely
Generally. OCR wj!l take action only with respect to those complaint allegations that have
been filed within 180 calendar days of the alleged discrimination· (See Tab A Tor special
requirements for evaluating ttmellness under [he Age Act.) The filing date of a complaint
is the earlier of the fonowing:
the postmark of the complaint; or
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the date the complaint is received b): any Depanment of Education office. or for Title II
complaims referred from DOJ, the date [he complaint is received by 001,
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Timely complaints include those where the complainr .alleges a conting~~g discriminatory
policy or practice, Tbe person or team evaluating the complaint shall I11a.ke:th~!:fi~J~I1r:iOirjon,~ :\
of the existence of a continuing djscrimin~lOry ,'ppJicy.or practicejn.cgn~!lt~~tj?F~;,~_~.~f.;I;ga!,;.'
staff ,
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G.
Determine Whether a Waiver ShOUld be Granted
If a complaint is not filed in a timely manner, OCR wiH notify the complainant of the
opporrunity to request a waiver, The Office Director, or designee, may gram a waiver of
the JSO-day filing requirement under any of the following circumstances:
The complainant could not reasonably be expected IO know the act was discriminatory
within the lBO-day period, and the complaint was filed within 60 days after the
complainant became aware of the alleged discrimination,
The complainant was unable to file a complaint because of il1ness or other incapacitating
circumstances during the 180·day period, and the complaint was filed within 60 days
aft~r the period of illness or incapacitation ended.
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OFfice FDIt CIl'IL JtlGHTS CASE: ItESOU/7IOS !wAA'VJr.L
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�The complainant file{} a complaint alleging the same discriminatory conduct within the
180-day period with another federal. state, or local civil rights enforcement agency, and
ftJed a complaint with OCR within 60 days after Ihe other agency has comple[ed its
Investig~tion or notified the complainant that it would take no further action,
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The complainant filed, within the 180~day period. an internal grievance aneging the
same discriminatory conduct that is the subject of the OCR complaint, and the complaint
is filed no later than 60 days after the internal grievance is concluded.
Unique circumstances generated by agency action have adversely affected the
complainant.
If a waiver is not requested or requested but
complainant informed of the decision.
nOi
granted. the case will be dosed and the
H. Circumstances Where OCR is not Able to Proceed Further with Complaint
Allegations
There are a variety of reasons why OCR may decline to proceed further with complaint
allegations, These are described below:
l. The complaint is so weak, attenuated. or insubstantial that jt is without merit, or so
replete with inco~erent statements that the complaint, as a whole. cannot be co~sidered
to he grounded in facL
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2. The complaint is a continuation of,a pattern of p-z:evious!y ftled complaim~ inyoJ~~~g:,t#~',.~f~i t.~",
same or similar allegations against the same.redni~!lt.q:, oth~r
have been found facrually Or legally insubstantial ~(OCR,
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3. The same allegations and issues of the complaint have been addressed in ~ r~ceritly
closed OCR complaint or compliance review .
4,
The c:omplaint has been investigated by another agency and the resolution of the
complaim meets OCR regulatory standards: Le., aU allegations were investigated.
appropriate legal standards were applied. and any remedies secured meet OCR's
standards.
·5. The complaint al1egations are foreclosed by previous decisions by federal courts, the
Secretary, of Education, the Civil Rights Reviewing Authority, or OCR policy
determinations.
6. The complainant decides to withdraw his. or her complainL If the complaint included
class allegations, the office may: (1) close OUt the entire complaint; (2) pursue
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OFFlC£ FOR CIVIL /lJ(;HTS CASt: RnOl.UTIOA' MA""LJIIJ.
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resolutlon of the class allegations; Or (3) use the infonnarion to larget future compliance
re,..iew activity.
7,
OCR obtains information at any time indicating thal the allegations raisec by the
complaint have been resolved, In such a case, OCR will attemp;: to confinn the apparent
resolution. If OCR determines that there are no current allegations approprjate for
further complaint resolution, the complaint should be dosed.
g, Litigation has been filed raising the same allegations. Such cases may be fefiled within
60 days following tennination of the proceeding if there has been no decision on the
merits or settlement of the complaint allegations.
(Dismissal with prejudice is
considered a decision on the merits.)
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9. The same complaint allegations have been filed with another Federal, State, or local
agency, or through a recipient's internal grievance pro~edures, including due process
proceedings. and OCR anticipates that the agency will provide the complainant with a
comparable resolution process. The complainant should be advised that she or he may
refile within 60 days ofthe completion ofthe other agency's action. (Generally, OCR's
considerarion of such a complaint will not ~ a de nm:Q review of ,the case.) Referrals
of complaints by OSERS to individual state "agencies will not be considered an
in:estigation by another state agency.
10. OCR obtains information that the complaint allegation is mom. and'there are no class
allegations.
The information received from a complaint does not provide suffkient,detail to proceed
with complaint resolution." Where appropriate, the Enforcef!lenf Offlqe...may use the
infonnation as the basis·for 'targeting furore compliance review's' of.\&:fu1.ic'afassiStiuice
activities.
12.
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r~e
Enforcement Office determines thal its ability 10 complete the investigation is being
sub;;:antialiy impaired by the complainant's. or injured parry's refusal to cooperate. In
such a case, the complainant or injured pany must be contacted as soon as possible. 1f
this does not resoive the matter. a letter will be sent to the complainant or injured party
e~p~aining why f:he failure to cooperate (including refusal to give permission 10 disclose
iden~it~n~has r.i~·ade ir·impossibJe to investigate further.
The letter must inform the
complainant or injured party that refusal to cooperate within 15 days of the date of the
letter wm result in OCR clOSing the case; and if the required infonnation is not received
within 20 days, the case win be closed.
13. A complaint over which OCR otherwise has jurisdiction may be closed when OCR
transfers or refers the complaint to another agency for inveStjgalion. See Tab A. Special
Intake Procedures .
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�14. The death of the complainant or injured pany makes it impossible to im'cstigale" the
allegations fully. or wben the death of the complainant or injured pany forecloses the
possjbility of reHef because the complaint involved pOiemial r'elief solely fOf the
complainant or injured party.
•
15. A complaint invoking a priority issue, because of its scope. may require a massive
amount of resources, In such instances, the Office Director in consultation with the
Enforcement Director may consider treating such a complaint as a compliance revie\\:,
after considering the "basic information'" described in D. above. If the Enforcement
Office selects this option, it should discuss the decision with the compl~inanL close the
complaint, assIgn a review number. and initiate the review as soon as possible, As pan
of this process, the Enforcement Office should also consider whether any of the
complaint anegations can be resolved immediately. The results of the review will be
shared with the complainant upon completion,
•
16, If the Office Director in consultation with the Enforcement Director determines that a
compliance review is the most effective means of addressing multiple individual
complaints against the same recipient, the Enforcement Office should discuss the
decision with the complainantS. close the individual complaints, assign a review number.
and initiate a review as soon as possible, Any outstanding indi\'idual allegations tbat can
n~~t be promptly resolved should be incorporated infO the review. The results of the
revie~' wiIl be' shared ~i[h the compiainants upon completion .
L
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Notify ,the Parties Following Complaint Evaluation
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.. ,. ~., .,-;" , O.~~ '7.UI notify the complainant and. where appropriate, the recipient whether OCR will
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decides not to proceed to complaint resolution, the letter to the complaina~i (a~d
recipient if appropriate) will state thaI the compJaint is being closed and will explain the
reason for th~. decision. The leuer(s) should be reviewed by Ihe Chief Anorney. or
'designee. and th;:.Office Direc{or. or designee,
)f OCR
2. If the complaint has been resolved during the evaluation process, the complaint
resolution leuer to the complainant (and recipient if appropriate) should contain:
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the basis for the complaint {race, color, national origin. sex. disability, and/or
age);
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a brief statement of the allegations over which OCR has jurisdiction;
a brief statement of OCR's jurisdiction over the complaint; and
OFfiCE FOil en'll.. RJGHTS CASE It£SOI..UTIOl>' MA,Xt'AL
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an explanation of the basis for OCR's determination that the complaInt has been
resolved.
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A copy of any agreement must be auacbed to the resolution letter.
TIle letter should be reviewed by the Chief AHorney, or designee, and the Office
DireCtor. or designee .
. 3. If OCR decides to proceed, the evaluation letters to the complainant and recipient will
contain;
o
()
o
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the basIs for the complaint;
a brief statement of the aJlegations over which OCR has jurisdiction;
a brief SIaterncm of OCR's jurisdiction over the complaint; and
an indication of when the parties will be contacted.
Where a lener is sent to tbe recipient. the document. ~ Infonnation About OCR's
Complaint Procedures" should be attached,
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, OCR's objective JS to complete complaint c\'aluation as promptly as possible, The time
required will vary ~epending upon the nature of the complaint and the amount of
infonnation provided. Our targer_ dare (or completion of complainl evaluation is 30 days
from receipt of the ,complaint. Many complaints will be evaluated in fewer days~ some
may require' additional time.
'.
OCR's objective is ~o re,sqlve.,the complainant's allegations of dis::rimination promptly and
appropriately. OCR may employ a variety of approaches, These include:' resolutions between
the panies, negotiated agreemenrs, and investigation and enforcement Offices are encouraged to
use any of these approaches to resolve allegations from complainants that fall within OCR's
".
jurisdiction.
Any approach. or combination of approaches, ,to resolving a panicular allegation 'may be initiated
at any time after receipt of the complain.tand muJrjple~approaches may be used 10 resolve the
allegations of a complaint. Staff should coilsUUitly consider which tool is most Hkely to promote
complainl resolution.
OCR may consider a complaint resolved when any of the following occur:
1, ,OCR facilitates resolution between the recipient and complainant through Resolution Between
.he Parties (RBP) .
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OFFIce FOR ell'lL IUGHTS CtSE RESOUJT10/\' MA,";VIlL
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2,
OCR negotiates an agreement resolving {he allegations raised by the comp!<Hnant:
3. OCR detennines that there is insufficient evidence [0 suppOrt a finding of a violation"
4. OCR makes a finding. based upon its investigation. and negotiates an agreement with the
recipient.
A, Invest in Case Planning
Complaint resoIUlion should be preceded by planning. It is anticipated thaLplanning ¥.'iIl be
a team approach that includes staff such as the attOrney, investigator. and/or team leader.
Issue teams may be consulted for particularly difficult Or significant cases within priority
issue areas, A written Investigative Plan mayor may not be prepared. as determined by the
complaint resolution team in consultation with the Office Director, or designee,
Whether or not an Investigative Plan is prepared. all case files musl set out, in writing, the
specific allegations to be resolved and fbe expected internal timeframes to' be adhered to by
the complaint resolution team, .
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B. Establish Complaint Resolution Target Dates
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OCR's objective is to resoive·each·case"on,its own merits in an appropriate and timely way .
To accomplish this objective;: the. Office. Director, or designee, in consultation with Jhe
complaint resolution team. will estabiisWtarget'dates for each case that reflect the OCR's
experience in resolving cases of similar, complexity and scope. The initial target dates, any
significant target 'd~t~ changeJ (njQrE·~~:~l1"!.? 'days), and the reasons for those changes should
be documented in the case file. lftne:'office haS-individual cases more than l80 days old. the
.
. .
office will develop a sp~cHic p1ilf!, ,-:'j~_ ~~g~t dales, for resoiving these cases.
C. Resolution Between the Parties
Resolution between the Parties {REP) facilitates the resdution of complaints by providing the
panies involved the opportunity [0 resolve the aHegations prompting the complaint It may
occur at any time during tile complaint resolution process, and may be carried out oy any
staff member, whether or not the staff member has been. or will be, involved in fact finding
related to the complaint allegations.
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If the office determines that RBP is appropriate, and the complainant and the recipient (after
being informed of the information above) are willing to proceed. the office will initiate RBP
to facilitate an agreement ,between the recipient and the complainant.
ln RaP. OCR does not sign. approve, or endorse any agreement reached between the panies;
however I OCR should assist botb panies in understanding pertinent legal standards and
omCE FOR CH'/L RIGHTS CASE RESOLtTIQS MA"'CAl..
9
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possjble remedies, At the conclusion of REP. OCR should obtain a copy of a statement
signed by the complainant that the allegation has been resolved Of a copy of any settlement
agreement that has been signed by the complainant.
Once resolution of any allegation has been obtained. OCR may ~Iose that porrion of the
complaint: other approaches may be utilized to resolve any o~tstanding allegations.
.
.
OCR will nm monitor the agreement but will infonn the parties that if a breach occurs, the
complainant has the right to file another complaint. If a Dew compJaint is filed, OCR will
investigate allegations of discrimination. not aUegations that the agreement has ,been breached.
However, the ISO-day Ifrnit3tion on timeliness of a complaint \\;jll be detennined by the date
of the alleged breach.
O. Gather Information and Pursue Resolution
OCR's primary objective in complaint resolution is to resolve the complainant's.aHegations
of discrimination promptly and appropriately. Investigation will continue untn such time as
the office can determine an appropriate resolution of the complaint allegations under OCR
regulatory standards.. The office is. encouraged to use a variety of fact finding teChniques;
~. joint discussions with the complainant and recipient, shon preliminary data requests
as well as traditional investigative approaches. The general guidelines' for specific
investigatory procedures are set fortlj.a~. Ta~,I?;:in(ormation on participating in ex.pedited
resolution approaches is set fonp at ,!ab E:y i::.':'. j);"!',7;.,... . ...
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1. OCR may enter into discussions wi!~.a: recipie~t l:u ;~~1I:1y.ljme to ,reach an agreement to
~ke- actio~~~.t ~Uy r,~s9tv~s, .t!!.~.'~g~p)~jnf. ~H.~&a,t~.o~s. (i.e.,.is consistent with OCR
cQmphance s~ndards). O.G!{c~jJljS9n~l:ll~1,~'~~hj ~,l}~ .co~plainant to ensure that the ~,
lmerests of the complainant aTe-appropriateIYtconsidered, Written information may be
given to the recipientlcomplairia;n( if' helpfur- "rhe' negOtialJOn process. All agreemems
should be crafted with a view toward effective monitoring, (See Section ILG. on
content of agreements.)
'.
2, If OCR determInes (har the evidence establishes a violation and negotiations are
unsuccessful. OCR wiH issue a violation LOF anu move to enforcement, (See Secrion
III.)
to
The delennination of the appropriate resolution of the complBint mUSt be approved by the
Chief Attorney or designee and the Office Director or designee.
E. Detetmine Whether an Investigative Report Will 8e Helpful
The office should prepare sufficient documentation to SUPPO" its findings and condusions,
In some cases, it will be helpful to prepare an investigative report {IR). An IR is a wrinen
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omc£ FOR CIV1L RIGHTS CAS£ RESOLl/TlO!>' MANUAL
10
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document liat may include the fOllowing: the allegations investigated in a case, the legal
standards applic-aole to those allegations. a summary and analysis of the information
discovered during the investigation. the findings of fact OCR draws from that information.
the conclusions of law OCR reaches based upon those findings, and any recommendations
for further action needed as a result of those conclusions.
If an IR is not prepared, the Enforcement Office should prepare an index of documents in the
file, and a key referencing by tab the evjdence relied upon in making each finding and
conclusion. The determination of which document wiii be prepared will be made by the
Office Director, or designee. in consultation with the invesliga£ive team.
F.
Communicate Decisions to Interested Parties
Enforcement Office staff should communicate with parties (complainants and recipients), as
appropriate, regarding progress in resolving the complaint Parties should hear from OCR
no less than every 60 days regarding the statuS of any complaint not yet resolved. A record
of these communications should be included in the case file.
1.
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Prepare Case R,esolution letters Where the Complaint is Resolved
If the complaint resolution process results in resolution of the complaint, the
Enforcement Office will issue a complaint resolution len;r. " It antkipalcd that these
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letters will be concise. Additional information'about complaint resolution letters and ,
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related documentation is described below.
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a, If resolution is the result of RBP,. • ,' al1egation.'''~and .other' factual infonnation must
the "'·""·'·';";""\"""·~')'.4·"j('·
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be reflecte<bn,.the,cit'se file: A copv:of~an}':lagrcerriem,'between the panies should
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be attached to the resolution letter...':"' ,,~< ,~,:,~:.• ; .. ;,: ':: ,.~, ';.,/,;,.~",
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b. For all other cases, the allegations. any civil rights violations established during the
fact finding, pertinent factual information, and analysis. as appropria[e. must be
reflected in the case file and the resolution lener. The resolution lener--inust include
sufficient information so that those receiving the document can understand 'bow OCR
reached its determination, Specifically. the complainl resolution letter sbould
contain:
.-..... J '.,
o
the basis for tbe complaint (race. color, national origin, sex, disability, andior
age);
o
o
•
a brief statement of the al1egations over wbich OCR has jurisdiction;
a brief statement of OCR's jurisdiction over the complaint; and
11
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o
an explanation of the basis for OCR's dererminallon that the complaint has
been resolved.
The letter rna)' also include a summary of the pertinent legal standard and a brief
statement and a:181ysis of the: ultimate facts. In selecting how much detail to include
in the letter, the team should consider a variety of factors including the scope of the
violation. length of plan implementation, conduct of the recipient. and recipient's Of
complainant's understanding of OCR's actions.
'
c. A copy of any agreement must be attached to the fe-soluuan letter.,
(See F. 2 below for information about LOF's.)
AU resolution letters should be reviewed by the-Chief Attorney, or designee. and signed
by the Office Directof, or designee.
OCR is committed to ensuring thal every complaint is appropriately resolved, If the
complainant has questions or concerns about OCR's resolution determination. be or she
should contact the OCR staff person whose name appears in the complaint resolution
leneL The complainant should be encouraged to address his or her concerns with as
much specificity as possible, focusing on factual or legal questions that would change
the resolution of the case, Should the complainant continue, to, hav~ .questions or
concerns, she or he should be advised to contact the Office Director,: The' Office
Director will verify the appropriateness of the complaint resolution,"" ",""," 1 ~\~~ ':'
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2.
Prepare a Letter
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Fi~djng$ ~~OF~ Wher.e ~ppropriate ~,:,;,,;;,\:,;<:~),,:'rY:,f¥~,~\.
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An LOF can be issued under· the following'circumstances:, ';. " ;:;:':;~'::·':i.'f>:' ',;:~,;' ..
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a. The investigation establishes that there is no legal basis for violation or"the violation
has been resolved, but an LOF would have significant precedemial value for OCR
'.
or the public,
.
The letter should be prepared with appropriate consultation and reviewed by the
.
Chief Anorney and signed by the Office Director.
~.
b. The investigation establishes that there is a violation, negotiation is unsuccessful, and
the office moves to enforcement.
Preparation of the vio1ation LOF is discussed in Section III,
3,
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Notify the Department of Justice {DOJl When Required
OFFICE fOR CIHL iUGIfTS CASE RESOLL710.\' MM"W,).
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If a Title II complaint was referred by the Depanmem of Justice, a copy of the
resolution Jetter must be sem to DOl.
G, Develop Effective Agreements
The agreement is a critical step in the resolution of any case because this is wben we identify
changes that must be made. All agreemen~ should be crafted with a view toward effective
mOJliwring. Any agreement must incorporate the following;
L
Agreements must be in writing and signed by a person with authority to bind the
. recipient, reviewed by the Chief Attorney or designee. and approved by the Office
Director Or designee,
2 An agreement must Include (a) specific acts or steps the reclpiem will take to resolve
the allegations; (b) the timetable for implementing each act or step; and (c) a specific
timetable for submission of documentation,
3. H, as the result of the investigation, OCR has sufficient Information to conclude that
tbere are violations other than those alleged. these should also be addressed in the
agreement,
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A copy of the agreement should be attached to the resolution letter.
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H. Monitor All Agreements
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Monitoring IS critical to, ensure that aU necessary action.is complet~d. OCR m~n.ilOt.s: ~~.,.:'~: ':,:-' ,,~ ,
implementation of all agreements that include actions to. b,e 'taken subse.quem to .the ~te ;o,l!}~ ~!~,';'.'
any agreement. Monlloring mayor may not require an ~n~she visit.
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Monitoring activities should be undertaken as outlined in the agreement. The Office Director.
or designee may agree to modify the schedule or the tenns of the agreement. if necessary,
A memorandum that records the basis for such ~ modification should be placed in the case
file. Any modifications to {he agreement must be appende9 to the priginal agreement.
Ths'recipi.em and the complainant should be notified, in writing, of significant modifications
to the agreement and successful completion of the agreement.
If a recipient bas faiied to satisfactorily complete its agreement, the recipient and the
complainam should be notified promptly in writing of this determination.
If the Enforcement Office' and the recipient are unabie to resoh'e any deficienCies in the
implementation of the agreement, the Enforcement Office should take appropriate action. See
Section litE
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QFnCE FOR CIVIL IUGHTS CAJiE KLSOLtmOX MAA'UAl.
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OFFICE FOR ell'lL RIGHTS CA!if: RESOH'TIOX .4dASUAL
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III. MOVE TO E!\rORCEME1\j WHERE 1\"ECESSARY
If OCR is unable to achieve voluntary compliance. OCR wUl initiate enforcement acrion. 9CR
may: (l} initiate administrative proceedings to suspend. terminate, or refuse to grant or continue
ED financial assistance to the recipiem; or (2) refer the case to DOJ for judicial proceedings to
enforce any rights of the United States under any law of the United Stales. Whenever enforcement
action is anticipated, the Enforcement Office will consull with the Enforcement DirectOrs.
A, Prepare. Letter of Findings
The following information should be included, as appropriate, in the violation Letter of
Findings:
1. A statement of OCR '5 jurisdiclional authority. including recipJem status and the starutory
basis for the investigation,
2. A statement of each issue and the findings of fact for. each. supported'by any necessary
explanation or analysis of the information on which the findings are based.
3. A conclusion for each issue that references the relevant facts, the applicable regularion.
, ,:,1l:nd the appropriate leg-a] standards,
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4. Notice that the LOF is not intended and should not be construed to cover any other issue
regarding the recipient'S compliance,
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of the time limit on OCR's seulemem process and the consequence of fail~re to
'; ',~:'.'ach.ieve a voluntary' settlement.
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6, If a decision is made to defer final approval of any applications by the recipient for
additional Federal financial assistance over what the reCipient is presently receiving, the
letter also -will provide notice of such possible deferraL
The office should consult as appropriate during the preparation of this draft document and
during any negotiations that may occur after issuance of the LOF.
B.
lss~ing Violati~~'"\.etters oi'.'Findings
The draft LOF, and other documentation as appropriate, wlll be shared electronically with
the Enforcement Directors. The Enforcement Directors will consult, as appropriate. witb
staff within OCR and the Depanment. II is anticipated that this consultation process will be
completed within 30 days.' As soon as concurrence is obtained from the Office of [he
Assistant Secretary, the LOF will be issued by the enforcernem office .
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OFf1C£ FOB C"n'ft IfJOHrS CASJ: RLSOLt'TIOS MA}.'lJlJ.
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The draft LOF should be accompanied by Ihe following documents:
1. a litigation memorandum if the case raises new or unresolved legal issues. If a litigarion
memorandum is prepared it should include:
tbe narure of tbe violation
2.
foun~
on each issue:
b. a discussion of the applicable starutes, regulations or case law: and
c, an evaluation of the evidence that supports each
finding~
2. a case summary that includes the cnronology of the case and provides information on
federal financial assistance: and
3. a recommended forum for enforcement.
In some instances, the Enforcement Office may also be asked
to
provide a copy of the case
file,
C. Initia1e Administrative Proceedings Where Appropriate
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If admjnist~ative proc'eedings are initiated, and the recipient has been notified in writing of
OCR's intention 10 iinpose deferral. the notice of imposition of deferral and Notice of
Opportunity will be issued within 30 working days after notification by the Enforcement
Office ,th~t;,negotiaiions have been unsuccessfuL
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If an administrative proceeding is initiated, a team will be established to prosecute the case.
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D" Refer 10 DOJ Where Appropriate
If p05t~LOF negotiations do not rc~uh in an acceptable agreement, the ,Enforcement Office
will notify the Office of the Asslstam~5ecretary and that office will issue a lQ..day letter to
the recipient. The Enforcement Directors will consult with DOJ as appropriate.
The target date for completion of re{<;!T31
Offic.~
DOJ is 30 days afier the office has nOtified the
of the Assistant Secretary that i'jego(iation~ "have' failed.
'to
E. Move to Enforcement for Denial of Access
Where the recipient has denied access to informarion (See Tab B), no LOF is necessary to
proceed to enforcement. However. if deferral is contemplated. the recipiem must be notified
30 days before notice of an impOSition of deferral can be issued, As soon as the Enforcement
Office condudes -L1at the recipient will not voluntarily pro\'ide access. it will notify the
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OFFICE FOR aWL IUGIfTS CASE 1l£SOLL710,\" MAJ.·V~
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recipient of the Enforcement Office's determination and the Eoforc'ement Office's intention
recommend enfQrcement. The Enforcemenr Office will then prepare a draft letter. which
may include notice of OCR's intention to impose deferral, and a brief information
memorandum, These documents should be forwarded to the Enforcement Director', A
Notice of Opponunity for Hearing wtll be issued within 30 days of the decision to move to
enforcement
to
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F, . Move to Enforcement for Failure to Implement Agreement
Where the re=ipienl has failed 10 implement its corrective action agreement. il is not
necessary to prepare an LOF jf findings on the underlying violalion have already been made.
Whenf'ver the Enforcement Office detennines that voluntary compliance cannm be achieved.
it will notify the recipient and prepare a brief information memorandum, including a
summary of the recipient's federal financial assistance. for the Enforcement Director. If
deferral is contemplated, the recipient must be notified 30 days before a notice of an
imposition of deferral can be issued. The documents provided 10 the Enforcement DirectOr
may be supplemented by a detailed description of how the recipient has failed to implement
its agreement. These documents should be shared electronically with the Enforcement
Director, That office will provide information to the Office of the General Counsel, as
appropriate., Procedures set forth in IIl.C. or D" will be followed, as appropriate .
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OFFICE FOIt CIVIL RJGHn CUE l£SOLUTl(JA MA,\'UAl.
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IV, CARRY OUT COMPLIANCE REVIEWS UNDER THE CRM
The investigative procedures identified in the manual for complaint resolution should be utilized
for compliance reviews, as appropriate.
Generally, OCR conducts compliance re\'iew$ within the foHawing timeframes:
A. The "stan date" for a compliance re\'~ew is the -date the on-site begins or. jf there is no
on-site, the date data are first reques[ed from the recipient.
B, The Enforcement Office will establish a target dale for completion of each review when it
Identifies the review site.
C, Generally. an investigation will be conducted for, each compliance review, The investigation
may result in: (1) a letter of findings if there is a \'iolation or violation-corrected: (2) a letter
violation, but precedential \'alue in the determination: (3) a closure
of findings if there is
no
lener if there is no violatlon; or (4) a case resolution lener,
(TABS A. B, C. D. AND E ATIACHED.)
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OFFICE FOB CIVIL IUC1fTS CASE Jt.£SOLUTlO.f\' MANtJAL
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SPECIAL r:-'TAKE PROCEDURES
1. Age Discrimination Complaints
An age discrimination complaint is timely if it is file~ within 180 days of the date the complainant
first had knowledge of the ~Heged discrimination.
A. Employment Complaints
OCR does not have jurisdiction over employment complaints under the Age Discrimination Act.
Employment complaints fUed by persons 40 and older are referred to the appropriate EEOC
office. and the OCR complaint is closed,
Employment complaints filed by persons under 40 are not within the jurisdiction of EEOC and
may be closed with notice to the complainant that there is no jurisdiction under the Act.
If the complaint alleges age discrimination in employment that is within EEOC's jurisdiction
and also contains allegations of diScrimination ;n services within the jurisdiction of OCR. the
complaint is split into two separate cases. Each is given its own case number. "the.age
empJoyment complaint is referred to EEOC with [he OCR age employ~em case being closed•
and OCR proceeds with the age services complaint.
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B. Service Complaints
All complete and trmely (see 34 CFR Sec. 110.31 and llO.32)" complaiilts'comainirit'an
allegation of age discrimination in services, including those also containing allegations under
. Title VJ, Title IX; andlor Section 504. are referred to:
'.
,
Federal Mediation and Conciliation Service
2100 K Street. S.W,
WaShington, DC 20427.
~.
•
Copies of the complaint and letters of acknowledgment to the complainant and recipient, and
a completed FMCS "Request for ADA Mediation Assistance" must be included.
If the complaint is nOl resolved by FMCS within 60 days from the date of filing with OCR.
OCR will resume processing the complaint.
20
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II, Title VI Complaints Against Proprietary Scbools
Authority to process Tille VI complaints against proprietary vocational schools (privately owned,
profit-making enterprises that teach a trade or skill leading to immediate employment) has. with
cenain exceptions, been delegated to the- Department of Veterans Affairs. Such complaints must
be forwarded to;
.
Equal Opportunity Staff
Veterans Assistance Service
Depanment of Veterans Benefits
U.S. Department of Veterans Affairs
810 Vermont Avenue, N,W.
Wasbington, DC 20420.
OCR must refer to the Department of Health and Human Services Title VI complaints filed against
a proprieuuy school operated by a hospit.al
.
The compluinant must be notified of the referral, and the complaint rna)' be dosed.
The following exceptions apply:
•
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OCR remains responsible for enforcement of Title VI where a proprietary vocational school offers
nondegree courses for which credit is given and which. on transfer, would be accepted 'oward a
baccalaureate or higher degree by a degree~granting institution. See.38 CFR § .18a.l{~p!·~;f:\:;·:;·lif.::n:.
"l"",
III, Title VI and Title IX Employment Complaints
Certain Title VI and Title IX employment complaints over which both OCR and EEOC may have
jurisdiction must be "referred" to EEOC within)O days of receipt of the complaints, in accordance
with governmentwide regulations, Also. under those regUlations. all employment complaints over
wh!,Gh OCR: lacks jurisdiction, but over 'Which EEOC may have jurisdiction. must be "transferred ~
to EEOC. The following guidelines apply to the handling of any Title VI or Title IX employment
complaint:
.
Within 10 calendar days of OCR's receipt of the complaint, OCR will notify the recipient and
complalnant of the following:
that OCR bas received the complaint;
•
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OCR remains responsible for enforcement of Title VI where a proprietary vocational' school' ts"-' '!.., "
operated by a college or university. See 38 CFR § 18a.l(a).
.. y_
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(lFFIa: FOR CJWL RIGHTS CASE R,£SDLUTlO...• MAWJAl.
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that OCR will determine within 30 days of receipt of the complaint whether Ihe complaint
will he referred to EEOC; and
that Ot;:R's determination regarding whether the complain! is complete Or timely under
OCR's case processing rules will be deferred until it has been detenntned whether OCR
or EEOC will investigate the complainL
The letter to the recipient must also seI forth-the date, place, and alleged circumstances
of the discriminatory act set forth in the complaint.
Within 30 calendar days after [he receipt of the complaint. OCR win detenhine whether the
complaint will be investigated by OCR or referred to EEOC. and will so notify the compI.ieant and
recipient
Complaims referred to EEOC. Where the entire complaint is referred 10 EEOC, the
complaint will be closed, The letters notifying the complainant and recipient of referral
to EEOC must state that OCR is dosing the complaint. No determination of completeness
or tirrieliness need be made.
:.
e.
'
, CompJaims referred in pan to EEOC. Where OCR retains any portion of the complaint
(e,g., anegations of disc riminalion in services). the original case will be closed upon
referral to EEOC and a new case number assigned to the portion retained by OCR
\
rv. Title rr ADA Complaints (Otber than Employment)
~~~rA~:
::~~ :
,'~~: ~ ,/\ ,>.:;."~:
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OCR has jurisdiction to investigate Title H complaints against reCIpIents, and otQer public
L ~ducational entities and libranes. lf OCR receives an ADA complaInt oyer ~hlCh ,it does not haye
'" ,j
,- jurisdiction, it shouid be referred to the Department of Justice and closed . Th~ ,c9,mplainam sho~l~ -.' .-, . ,;
be notified of the referral.
' . '"
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V.
Disabit.;~y
Employment Complaints
,.
Disability employment complaints should be' closed in tWO circumstances: if OCR has no
juriSdiction under either Title II or Section 504, or if OCR has jurisdiction under Title II bUl nor
under S~s~.on 504. Iftpecomplaint is against an employer with fewer than 15 employees, it sbould
be referred'~to' DOJ" it'the employer has 15 or more employees, the complaint should be referred
to the EEOC.
The handling of complaints over which OCR has jurisdiction under both Title 11 and Sec.ion 504
will vary depending on several factors. If the compiaim is a pattern and practice complaint or an
individual complaint that also has other non-employment issues, it must be retained by OCR. If
the complaint is an individual complaint only. whether filed only with OCR or .with both OCR and
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OFFICE FOR ell'lL RlG1fT5 C4S£ WOLll1l0N MANL'AJ.
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the EEOC. the complaint will be referred to the EEOC unless the complainant indicates a desire
for it to remain with OCR.
Thus, for single issue individuaJ employment disability complaims filed with OCR only or with both
OCR and (he EEOC;
Within 10 calendar days of OCR's receipt of the complaint, OCR will notify -the recipient and
complainant of the following:
that OCR has received the complaint;
[hat OCR will refer the complaint to the EEOC unless we receive a written request, within
20 days that OCR retain it:
that there are differences in the processing of complaints under Section 504 and TitJe II,
and potential remedies may differ;
that OCR's determination regarding whether the complaim is complete or timely under
OCR's case processing rules will be deferred until it has been determined which agency
will investigate the complaint.
If the complainant elecls to have the complaint remain with OCR, within 30 days OCR must make
(he decisions regarding completeness and timeliness .
, . ,
•
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()FFICe FOR CIViL IUGHTS CAst'
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R.ESOU!TIO~'
MANIMJ.
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TABB
DATA COLLECTIOl" AI\'D ll\rOR.\IAT10~ GATHERll\G
I. Generally
Generally, OCR requests documentary evidence from the recipient, develops imerview questions
based upon those data and any other available infonnarion, and conducts interviews with the
complainant, recipient personnel. and others as appropriate, The exact approach taken to
data/information collection ~ill vary from case to case dependmg on !.he issues raised, the extent
to which relevant data are in the control of the recipient or others. and investigative strategies,
~ome general principles that should guide decision making during data collection include:
A, Attempt to obtain independent written documentation to corroborate oral statements.
B, Cfearly label all evidence, both documents and written records of contact, with information
identifying the case being investigated and the circumstances under which the evidence was
obtained <tJL.. where and when an interview was conducted. and who provided a given
do:;urnent).
II. OCR's Autborit)· for OblainiDg InformatioD
•
-: -
-,,'
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OCR has the right to,compl.ete a~cess during a recipient's normal business hours to all information
maintained by the recipient needed to determine compliance status on those issues under
investigation. See 34 CFR § 100.6(c) and 34 CFR § 99.3l(a)(3)(ii). Generally. this includes
access to m:al infonnation from a recjpient's employees. as well as to wriuen or non-written
informatiqn. such as"electronic -'storage media, microfihriing: retdeval systems, and photocopies
maintained by the-recipient. OCR, not the reCipient, decides what information is relevant to a
determination of compiiance.
OCR has no legal authority to require the complainant or any other non~recipients to provide
information, See Section LH.9. regarditlg any case where the complainant's refusal to provide
information interferes with OCR's ahility to investigate the case.
Ill. Requests for Records
A. Oat. Request Letters
A data request iener is a written request to the recipient for infonnation relevant to the
jnvestigation. It can be used to initiate information collection or to request additional
'.
information after the primary Information collection activity has been completed,
•
24
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B.
Time-frames for
Recipient~s
Response
The recipient should generally be given a minimum of 15 ca!endar days from the date of
OCR's request to subrr.it the informaljon requested.
.
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OFFICE FOR cnllt RJGtm C.4S£ !t£SCUI110f>' MANlJU
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C.
Form of Data Pro"ided by Recipient
OCR's Jegal authorities require that a recipient must submit information in any form OCR
stipulates as necessary for our compliance activities. However, other Federal regulations and
policies may restrict OCR's infonnation requests,
For example, unless the request is made in the context of an ongoing complaint or
1.
compliance review investigation (see 5 C.F.R. § 1320.3), OCR may not generally
other standardized data
require a recipient (0 record information on a "fonn"
or
. collection instrument without obtaining prior approval for its use by the Office of
Management and BudgeL OCR may. howe\'cr. suggest suitable formals to be used at
the discretion of the recipient as information collection instruments.
2. Similarly, OCR must consider Federal policies concerning paperwork burdens when
lequesting .a reCipient to do more than provide OCR access to norman), maintained
information. Requests that a recipient manipulate or compile information to meet an
OCR need mUSt be reasonable and take into consideration the burden bejng placed on
the recipient.
3.
•
If a recipient invites OCR to come onwsite and collect the requested information. and
provides OCR with sufficient access to files, records. logs. and appropriate ,indexes for
OCR to extract the needed inform'ation: -!hen '.the recipient has pro\,lded OCR with the '
requisite access.
D. Confidentiality
.
,'" '.~' -:, .~... j: :
OCR.shoul~ have access' to)~"r~c~pfg~{:d·f~~i9s':(~j..~~ri)fthose records identify individuals by
name and the names are not releya~t '·tr[i.h'(~r,,!e~(igah'.m'. To pro!Cct the confidential n~rure
of the records. OCR. for example, 'may permit the' recipient to code names and retain a key
to the code. However, OCR should inform the recipient that if at any time such a procedure
impedes tne timely investigation of the case, OCR will need ascess to the urunodified records.
See also 20 U.S.c. § 1232(6)(B)(1).(3) regarding the applic'ab!e provisions of the Family
Educational Rights and Privacy Act,
IV. Interviews
•
A. Generally
An interview is any conversatlon with anyone during the course of an investigation for tile
purpose of obmining information relevam to the issues in the case.
26
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B.
Sotice
Anyone being imen'iewed by OCR as pan: of an investigation should be given notice oJ the
following items before initiating the subStanlive part of an interview:
1,
o
2.
A general explanation of why the person is being interviewed, including who OCR is,
what law or laws are part of the current investigation, and where appropriaie, a brief
explanation of what is being investigated.
A brief notice regarding the potential uses of the information to be obtained from .them,
and of the Freedom of Information Act. Witnesses who want a more thorough
explanation should be provided a copy of the OCR Notice of Wi~ness Rights,
3. If the witness is an employee of a recipient, notice of his or her right not 10 have anyone
else present during the interview and his or her right to refuse to reveal the content of
an interview_
4. _The witness' right to personal
choice,
•
repre~entation
-
during the interview by a person of their
5. The regulatory provisions concerning prohibition of imimidatingor retaliatory acts by
, '. ,_.,
a recipient
toi:.'sj{· In
6. In most cases, the recipient's counsel will be aliowed
management interviews.
c.
Witness! Right to R~pr~~!ation
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The witness' right to representation does nOt indude.~', g~~~,~I,'i"ight ~o have other persons
present during the interview. Besides the OCR i~ve:St.igator, the,person being interviewed,
and any needed interpreters, the only other person present during any interview should be the
wimess' personaHy designated representative, If the witness, other than a~ ur.rper level
manager, identifies the recipient's counselor a supervisor or manager for the recipient as a
personal representative, the witness should be informed that such a pc:rson may have a conflict
of interest between that person's responsibilities H> the recipient and the person's
responsibilities as a personal representative, The witness should also be infonni>; tha~ jf a .,,'
representative with responsibilitIes to the recipient appears to interfere with OCR's ability to .
interview the witness or obtain requested information. the representative wiH be ~sked to
leave, The witness should then be asked again if the witness wishes to have a personal
representative and whom the witness wishes to have as that representative, If the witness stin
idenljfies the same person as the witness. and OCR has no other reason to believe the
presence of the identified representative will interfere with the gathering of information. OCR
•
orne£; FOil CH'IL IUI.iHTS CASE RESOLUTION MA\'UAL
27
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should proceed with the i!lterview. Invesligators should discuss these considerations with the
witness prior to scheduling the interview,
D. Red pi1:nt' s Employees
Recipients must provide OCR with access to all books, records. accoums, and other so~fces
of information or facilities that OCR finds necessary to determine compliance. This includes
what an employee can supply oraHy as well as any written information he!she may have that
is not maintained elsewhere by the recipient. OCR cannor compel a recipient's employees to
provide infotmat'Jon upon the employee's refusai: however. the recipient is. responsible for
providmg the infonnation by any other possible method,
E. Inte""ie",. witb Minors (PerSllns Under 18) or Legally Incompetenl Individuals
.
.
Generally, parental .or guardian written consent is to be obtained when interviewing' any
person under 18 years of age or otherwise legally incompetent. for example. mentally
impaired. However, parental or guardian consent may nO[ be necessary for students when lhe
questions asked are of a general nature, not related to any specific events in Which the
interviewee was involved. and there are no records kept to identify the student. If a recipient
refuses to allow students under 18 years of age to be interviewed without parental or guardian
consent, even for g~neral infonnation, parental or guardian consem must be obtained,
•
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If parents or guardhms refuse to provide consent for an interview, and OCR determines that
the child's information is critical. OCR may attempt to secure parental t?(gua!di~n ..cp·~s~nt
by inviting the parent or guardian 10 be prese.nt during the interview. If consent is denied.
OCR will nor inlen'iew the child.
. .
F. Records of Interviews
..,t:>. ' . . ; ';•. ', -.-
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A written record of both telephone and in-person inten'iews must be rna-de'to' preserve
information obtained. Whether nOtes are taken or a tape recorder is used during a particular
interview, depends on the investigative technique of the interviev,'er and the reactions of the
interviewee. Tape recording will be done only with the consem of the interviewee.
Regardless of the technique used during the interview" a written record of the interview must
be created.
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The record of the interview to be placed in the case fije must contain the follow,ing
infOlmation:
1.
2.
•
case identification (name and case number);
name and identification of lhe interviewee, interviewer. and any other person present
(include an explanation for the presence of any other persons);
OFnCE FOR crV!L IUGHTS C¥E RESOU'1'!O...• MA.\'UAl.
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3.
date, time. and lociHion of interview (incJuding whether the interview was conducted by
telephone);
4.
a record of whether the interviewee was informed of required notifications:
~nd
5. wrinen record reflecting the questions and responses obtained during the interview (this
need nOl be a verbatim transcript but ~US{ accurately r~flecl the responses of the
witness).
V. Limitations on Obtaining Infonnation
A. Actions Constituting Denial of Access
It IS a clear dental of access to information when a recipient either explicitly or by its overall
conduct;
1.
2.
•
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refuses to permit OCR access to wrinen or unwritten information, such as electronic
storage media, "microfilm, retrieval systems, photocopies, etc., and the recipient's
facilities during the recipient'S normal business hours:
refuses to permit OCR access to employees during recipient's normal business hours;
3.
fails to provide information to which it has access if one of its employees refuses to do
so or to provide access to information maintained exclusiveiy by an employee in his/her- I;' ;">'
official capacity; or
-' ". ,,, ,/
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,
4,
refuses to complete OMB~approved compliance and survey forms relevant to an
,_ , , :,~,~. i· ",)... i'. ~. ;
investigation (e.g., OSieR 532-1 and 532-2 surveY forms).
'
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B. OCR's Response to Refusals to Pro\'ide Data or Access to \Vitnesses
In instances where the recipient states an intent to refuse to provide OCR with requested
infonnation or access to records or wjtnesses. OCR will do the fonowing: .
1.
If the refusal is stated orally, either in person or over the telephone, the investigator
should attempt to ascenain the exact basis for the recipient's refusal. and. where
possible, attempt to explain OCR's authority or provide Other information to address the
recipient'S concerns.
2.
1f the investigator is umble \0 obtain access to the requested information, the
investigator should consult with OCR legal staff (when oD-sile, this shouid be done over
the telephone whenever possible before the investigator leaves the recipient's premises) .
"
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OFFICE FOR CIWl. IU(iHTS ClSe M:5OLfJTlOS MASVAL
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Where appropriate. OCR legal staff should discuss the refusal to provide information
directly with the recipient's representative.
3. Where attempts 10 persuade a recipient
to provide infonna!ion have failed. a letter
should be prepared. in consultation with OCR legal staff, setting forth OCR's authority
to obtain access to the information and addressing as fully as possi~le any panicular
.
concerns expressed by the recipient
4. Whenever the office detennines that voluntary compliance cannot be achieved (generally
not to exceed 90 days from the date of the request), the case should· be referred for
enforcement (See Section lJI).
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OFFIce Fen: CfWL IUGIfTS CASL RESOLUTlm' MA.""t'AL
30
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TAB C
FREEDOM OF INFORMATION ACT AND PRIVACY ACT
The Freedom of lnfonnalion ACI (FOIA), 5 U.S. C, § 552. gives the public a right of access to records
of Federal agencie,. including lhe records and files of the Office for Civil RightS. The FOIA IS
implemented by Depanmenr of Education regulations, 3.4 CFR Pan 5.
The OCR "Guide to the Freedom of Information ACt· (August 1989) provides detailed guidance on the
application of FOIA to OCR activities. The guide establishes procedures for processing FOIA requests
and appeals. covers the assessment of fees, fee waivers, and the relationship between the FOIA and
the Privacy Act·
The Privacy Act of ~974. 5 U.S.c. § 552a. regulates the collec[ion, maintenance. use, and
dissemination of certain personal information in Federal agency files. OCR '5 investigative files have
been exempted from the provisions of the Privacy Act that provide mdividuals with access to records
maintained on themselves. With limited exceptions, third parties may nOl gain access to records aoout
individuals within a system of records without the consent of the subject individuaL
Any requests for copies of documents or other access to infonnation contained in OCR's files should
be referred to the Enforcement Office staff responsibie for handling FOIA and P~ivacy Act requests.
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TABD
RECIPIE!'>'TS OPERATI!\:G UNDER fEDERAL COL'RT ORDER
Enforcement Office legal staff will determine whether any aJlegations made in a complaint afe covered
by a federal eoun order.
'
If allegations are covered by such an order, normal case 'processing procedures will be altered as
follows:
I. United States
B
Party
A, The Office Director will forward to the Depanment of Justice (DOl) a copy of the comp\aim:
and the court order (if readily available),
B. The Enforcement Office will accept the complaint for investigative purposes only and will so
notify the complainant in the letter of acknowledgment.
C.' At the conclusion of its investigation. the Enforcement Office will forward a fep<)n to DOJ
of OCR's findings of facL
•
D.
The Enforcement Office will then close the complaint and notify the complainant that the case
has been referred to DOl,
II. United States Not. Party
",'
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A. :.. As pari of evaluation of the complaint. and at other points as appropriate, the Enforcement
Office will consuh with plaintiffs about the current status of the monitoring of the court order
and with the Utigation Coordinator before proceeding to resolution.
B.
If a violation is is!tlled. the'LOf should notify the complainant and recipient thai if settlement
is not achieved, the case will' be referred [0 DOJ for enforcement. If settlement is nO!
achieved. refer to IlI.D .. page 19.
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OFTICE FOR ell'lL RIGHTS CASE ItESOLt7lD.... M"SVAL
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TABE
OCR'S ROLE Il" PARTICIPATIl"G Il" VARIOUS
EXPEDITED RESOLUTlOl" APPROACHES
I. OBJECTIVE
To facilitate efficient, prompt, effective, and appropriate case resolutions.
II. - PURPOSE
o
o
Provide the pan.ies the opportunity to clarify those facts that are agreed upon and those that
are in dispute, This process can reduce the scope of OCR's investigation" and fact finding.
Where relevam facts are agreed upon, OCR win nol need to conduct an independent
investigation into such facls, If the agreed upon facts are sufficiently comprehensive to
resolve the allegations. no further investigation by OCR will be necessary.
o
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Provide a constructive opporruniry for the complainant to achieve a mutually acceptable
resolution without the necessity for an OCR investigation and detennination regarding the
allegations,
Provide the opporrunity 'for a:.full resolution of all aJlegations ..... ithout the need for an
investigation and,'determmation,'by OCR on the merits of the aliegations, This process
involves a formal commitment by the recipient to take steps that OCR detennines sufficient
to resolve any possible·,violation'."'~·ln,essence. the recipient does not admit a violation but is
wining lO take steps ro ensure its compliance with respect to the possible vlolation(s) rIDsed
bv the allegations:: ,~;:;~. ,:;;f e<'.;>i~:-:.tn· .'
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Ill. VOLUl\TARY RESOLUTIOl"S BETWEEN PARTIES (RBP)
A. OCR'S ROLE
o
o
To infonn the panies of the procedures,,~stablish a constructive tone. and encourage the
parties to work in good faith toward a
acc~piable-·resolutjon.
o
To maintain an impartial approach and ensures the panies realize that OCR will not
insisl on particular terms or any specific resolution.
o
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To serve as facilitator.
To review the allegations and makes sure the parties understand the allegations OCR bas
accepted for potential investigation and, ~s appropriate, facilitating and understanding
of pertinent legal standards and possible remedies.
murually
OFFICE FOil CH'JL RJGHTS CASE IU:SOU'710S MASVAL
33
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o
To facilitate a discussion between the panies regarding possible actio!:s that the panies
may consider in working toward a resolution.
(;
To offer assistance, as appropriate. with regard to reducing any resolution to writing.
If an agreement is reached. the parties are informed that OCR will issue a closure letter
reflecting the voluntary resOlution of the complaint through mediation.
B.· ROLE OF THE PARTICIPA!'>TS
o
To panicipate in the discussions in good faith.
o ,To consider offers or suggestions with an open mind and to work
n mutually acceptable resolution.
o
To implement any
agree~enr
constru-c~ivel)'
toward.
in good faith.
IV. FACT FI!'.1lING CONFERENCES
A. OCR'S ROLE
o
•
To clearly communicate to the parties regarding the allegations under investigation and
the potential benefits of narrowing the questions or fact to those matters in dispute
between the panies. , Also"to'info'nn '''"''I''parti'es : . will evaluate any agreed~upon
the
that OCR
l ' - ""1""
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facts in reaching a decision 'on tbe"Compl<iinkind' that OCR will not deem it necessary
to obtain independent corrobo~atjon~"of fact~ that the parties agree upon.
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.
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those questions of fact that-'should b'e resOlved in order for'OCR to teach a decision on
"
,. I
the allegations raised in-the ,case. '" ~"
,
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,
o
To direct inquiries to the parties that are clear and focused on facts that are essential to
reach a decision on the allegations raised.
~ ...
o
To ensure that each person stipulating to or agreeing to 'facts has personal knowledge.
or has the authority to speak for the reCipient or complainant as to the facts agreed upon, .
.. ...:.
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B.
~.,
....
To accurately record and maintain the facts as agreed upOn by the panies, To' ensure
the panies are informed of the facts. that OCR finds are not in dispute,
ROLE OF COMPLAINAI\T A1\'ll RECIPIEI\T'S REPRESEI\TATlVE
o . To cooperate in responding to OCR's questions regarding facts that are important to the
resolution of the complaint.
•
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o
To provide accurate responses and to make a sincere effort to resolve or minimize any
factual differences that may arise during the fact finding conference.
NOTE:
The process of minimizing unnecessary investigative work by identifying key facts that
are not in dispute has been referred to as a fact flflding conference. As a practical
matter, it may be more convement to conducl separate telephone interviews and ~ollow.
up conversations v.'here travel costs and ,time would make an in-person fact 'finding
conference impractical. Another option could be arranging a teleconference between
OCR, the complainant, and the recipient's representative,
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V. EXPEDITED RESOLUTION BASED ON RECIPIEl\T'S AGREEME!\T
A. ROLE OF OCR
o
o
To make sure the recipient understands the process. including the fact that OCR would
monitor any commitments that are 10 be compieted sUbsequent to the agreed-upon
commitmentS, Further, 10 ensure that the recipient understands thaI jf it does not
impJemenr commitmems as agreed, OCR will reopen the case and conduct an
investigation of the allegations. Also, to ensure that the commitments are set forth
clearly and reduced to \\-r:iting and signed by an authorized representalh'c on behalf of
the recipient.
o
To keep the complainant informed regarding the recipient's interest in resolving the
matter without regard to whether OCR would -find a violation based olf an investigation
(If the al1egations. To take into consideration any information provided by the
complainant regarding the consequences of the alleged discrimination.
o
•
To carefully analyze the allegations and determine what remedy would be required to
resolve them.
To accept only remedies determined to be legan)' sufficient to resolve'tbe allegations.
o
To promptly notify tbe complainant when OCR has detimnined'that the recipient bas
agreed to a commitment that fully resolves the compiai~ant's'aTlegationsJ(tinder OCR's
standards).
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To monitor the agreement thoroughly and to ensure th~'t;the:'conipjain(iiivestigation is
reopened if the recipient fails to carry out the terms~ of2ihe~agfeeme·ni:'.-·~:'"
o
Where the agreement resolves some allegations, bUI nOI aU, to conduct an investigation
of the remaining allegations,
-.
B. RECIPIE;-,,'S ROLE
o
o
To promptly execute a written commitment once the terms have been agreed upon and
acceptance indicated by OCR.
o
•
To cooperate with OCR in promptly responding 10 OCR's position with regard to what
actions would be required to resolve the allegations,
~k",., ~
To faithfully implement the "rm' of the agreement in a timely fashion .
OFFICE FOil eH'/! JUGnTS Cl$E R.tJ;Vi.LTI()S MAJil.!AL
36
�•
•
o
To report 10 OCR with the infonnatioo reqt.!ested and consistent with the ~g'reed upon
timeframes and to cooperate fully in providing any information that OCR deems
necessary 10 enable it to adequately monitor the implementation of the recipient '5
commitments.
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I1>rOR~IA TIO~
ABOUT
OCR'S COMPLAINT RESOLUTIO?\ PROCEDURES
L Complaint E\'aluatioD
OCR begins by evalua(ing complaints, OCR's object,lve in complaint evaluation is to determine
whether or not OCR can proceed to complaim resolution, OCR cannot proceed 10 complaint resolution
under a varielY of circumstances, for instance, where OCR has no jurisdiction; where a complaint is
not timely; where another agency has "already reached a binding decision; or where the person alleged
to be injured de:lines to cooperate in OCR's investigation.
OCR wiH actively work with complainants and examine other sources of infonnarion to ensure that the
agency has sufficient information to evaluate complaints appropriately, OCR staff will provide
appropriate assist.ance to complainants who may ne~d help i~ providing infonnation OCR needs,
]( is expected that complainants will also work actively with OCR to ensure thaI OCR has, the
information needed~ OCR can initiate complaint resolution o'nly for those complaints for which,
sufficient infonnation has been provided,
OCR i!j respon.t;ible for enforcing the following Federal civil rights laws:
..
I':,'
Tide VI of the Civil Rights Act of 1964. which prohibits. discrimination on the basis of race, color,
or national origin;
,
Title IX of the Education Amendments of 1972, which prohibits discrimination on the basis of sex
in educational programs;
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• Section 504 of lhe Rehabilitation Act of 1973. which prohibits discrimination on the basis of
disabilit)',
... The Age Discrimination Act of 1975, which prohibits discrimination on the basis of age; and
.. Tjtle II of the Americans with Disabilities Ac{ of 1990. which prohibits discrimination on the basis
of di;abili~y. '"
Generally, OCR wm take action only with respect to those complaints that have been filed within 180
calendar days of the last act of alleged discrimination, or where the complaint a.lleges a continuing
discriminatory policy or practice. If a complaint is not filed in a timely manner. the complainant may
request a waiver, which may be gramed only under limited circumstances. Age discrimination
e,:omplaints are timely if filed within 180 days of the date the complainant first had Knowledge of the
alleged discrimination .
•
�•
•
II. Complaint Resolution
OCR's primary objective in complaim resolution is to resolve the complainant's allegations of
discrimination promptly and appropriately. OCR has a variet), of tools for resolving complaints.
These include: Resolution Between tbe Parties. agreements for corrective action. and enforcement.
·Any approach. or combination of approaches. may be initiated at any time and multiple approaches
may be used to resolve any complaint.
2
�•
a. Resolution Between the Parties
Resolurion Between the Parties provides the parties involved the opportunity to immediately res.olve
the allegations prompting the complaint If the complainant and the recipient are wiliing to utilize this
approach, OCR will work with the panies to facilitate resolutIon of the complaint., OCR does not sign,
approve. or endorse any agreement reached between the parties: howevcr. OCR will assist both parties
·in understanding pertinellt legal standards and possible r,emroies.
'
OCR does no~ monilor any agreement reached between the panies in RBP. but if the recipiem does not
follow through on the agreement. the complainant mBy file another complaim ~\'ith QCR,
b. Agreements
OCR's investigations continue until such time as OCR can detennine an appropriate resolution of the
complaint allegations under OCR regulatory standards. OCR may use a variety of fact finding
techniques, which may include infonual fact finding such as joint discussions with the complainant and
recipient
Any agreement for corrective action will specify the action, if any. to be taken by the recipient to
resolve each complaint allegation. Implementation of such agreements will be monitored by OCR.
•
c. Otber Ways Complaints Can be Resolved
OCR may also consider a 'complaint resolved when any of the following occur:
..
.
• • if the ' , .
complaint has been investigated by another agency and the resolution of the complaint meets
.
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OCR'stllndards" , .•.
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• if OCR detennines
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is insufficient to suppon a finding of a violation:
• if the complainam withdraws his.or her complaint; and
• if OCR obtainS information indicating that the allegations raised by the complalnt nave already been
resolved.
Ill.
Letters of Findings and Enf~i ..:eroent -
,,<
If OCR determines that the recipient has violated one or more prOVisions of the civil rightS laws, and
the tecipient is unwilling to correct. the violation(s), OCR wlIl promptly issue a violation letter of
findings specifying the factual findings and the legal basis for the violation(s)" OCR will again attempt
to negotiate a corrective action agreement. If OCR is still unable 10 obtain voluntary compliance, OCR
will move immediately to enforcement by either initiating administrative enforcement proceedings or
referring ~he case to the Depanment of Justice, OCR can also move immediately to defer any new or
•
3
�•
additional federal financial assistance to the recipient. and will begin administrative enforcement
proceedings 10 ferminate existing federal assistance"
IV. AdditionallnformatioD For tbe Complainant
a. "Ihat To Do If You Disagree With OCR's Resolution of Your Complaint
OCR is committed to ensuring that every complaint is appropriately resolved. If the complainant has
questions or concerns about OCR's resolution determination, he or she should contact the OCR staff
person whose name appears in the complaint resolution letter. The complainant should be encouraged
to address these concerns with a's much specificity as possible, focusing on factual or legal questions
that would change the resolution of the case, Should the complainant cominue to have questions or
concerns, she or he should be advised IO contact the Office Director. The Office Director will verify
the appropriateness of the complaint resolution.
b. Inform.tion Abouttbe Right To File a Separate Courl Action
The complainant should be aware that a separate coun action may be filed regardless of OCR's
findings. It should be clear that, in resolving compiaints, OCR cannot and does not represent the
complainant in the way that a person's private attorney WOUld, If the complainant wishes to file a court
action, he/she may do so through an attorney.,
The complainant alleging discrimination prohibJted by the Age Discrimination Act of 1975 may file
a civil action in federal coun'only after exhausting administrative remedies. Administrative remedies
are exhausted upon the earlier of either (1) 180 days have elapsed since the complainant filed the
complainl with O;;:R;';and 'OCR "as made no fioding witb regard 10 the complainl, or (2) OCR issues
a findi:tg in'faijor/of;:~~::redpieni: At such time. OCR will promptly notify the complainanr of this
fact and will provide' additiohal infonnation regarding the complainant's right to file a civil action for
injunctive relief ,-.
Complainants and recipients have the right.1O have a representative
procedure,
a1
all stages of the complaint
c. Prohibitions Against Intimidation or Retaliation
A recipient may not intimidate, threaten. coe~~e; o-r 'engag-c· in other discriminatory conduct against
anyone who has either taken action or participated in an action to secure rights protected by the civil
rights statUtes enforced by OCR. If any individual believes that he or she is being harassed or
intimidated by a recipient because of the filing of a complaint or participating in the resolution of it,
a complaint alleging such harassment or intimidation may be filed with OCR.
•
4
'1
�•
d. !m'estigatory Uses of Personal Information
OCR processes complaints and conducts compliance reviews regarding discrimination on the basis of
race, color, national origin, sex, disability. or age al institutions that receive Federal financial
assistance from the Department of Education. The resolution of compiaints may involve the collection
and analysis of personal information, such as student records (including academic standing) and. in
some cases. employment records, No law requires a complainam to give personal information to OCR.
and no sanctions will be imposed on complainants or other individuals who do not cooperate in
providing information requested by OCR in connection with its case resolution process. However, if
OCR is unable to obtain information needed to investigate or to otherwise resolve allegations of
discrimination, it may be necessary for OCR to discontinue its complain! resolution activities,
There are two laws governing persona! information submitted to all Federal agencies, including OCR:
'he Pri"acy Act of 1974 (Pri"acy ACI).·5 U.S.c. § 552•. and the Freedom of Informalion ACI (FOIA).
5 U.S.C. § 552.
THE PRIVACY ACT OF 1974 protects individuals from Ihe misuse of personal information held by
the Federal Government. The law applies to records that are kept and can be located by the
individual's name, social security number. or other personal identifier. It regulates the collection,
maintenance. use. and dissemination of certain personal information in the flies of Federal agencies.
Persons who submil information to OCR should know that the information that OCR collects is
analyzed by authorized personnel with
agenc)'
v,;iil-be used 'only for authorized civil rights
compliance and enforcement activities. ::V-'.. .~), '::';':; );;'<';U' '.-,
.
the
and'
-
However, OCR may need to reveal ce~in i~{o~t!.onJ!-'l-p'er~ons oU1Sid~ the agency in the course of
verifying facts or gatheripg ~~?~~iR't~~- i~[~.~tJ~tp~-.dc:v!~op, a basis for resolving a complaint. Such
deta;ls could include the:physi,ca!:.~qA~i,ii0tI~~.r:_~i!E~pf:.~ ~oropl.a.i!Jt. Also. OCR may be. r~quired to
revea1 certain infonnation to an indlvidu~! '~~~Rjr~R\le~.t~:i.t ,under the provisions of the Freedom of
Information (FOIA) (discussed below)',; OCR will not release information to any other agency or
individual except in the 11 instances defined in Ihe Department's regulalion at 34 C.FR. § 5.b.9(b).•
one of which is release under the FOIA,
-,
Finally, OCR does not reveal the name Or other identifying infonnation about an individual unless j[
is necessary for the completion of an investigation or for enforcement activities against an institution
that violates the laws, or unless such information is required to be ~~~1osed unde~ me FOIA or the
Privacy Act. OCR will keep the identity of compJainams confidential ;,;x~ept to L.e extent necessary
to carry out the purposes of the civil rights laws. or unless disclosure is required under the FOIA. the
Privacy Act or otherwise by law.
•
mE FREEDOM OF INFORMATION ACT give, the public a righl of access 10 records and files of
Federal agencies. including those of OCR. Individuals may obtain items from many categories of
records of the Federal Government, not JUSt materials that apply to them personally. OCR must honor
tequesfs under the FOIA with some exceptions. Generally, OCR is not required to release documents
during the case resolution process or enforcement proceedings if the release could have an adverse
5
�•
•
effect on the ability of OCR to do its job. Also, any Federal agency may refuse a reques1 for records
compiled for law enforcement purposes if their release could constitute an unv.arramed invasion of
privacy of an individual. Also. a request for other records, such as medical records, may be denied
where disclosure would be a clearly unwarranted invasion of privacy .
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Clinton Administration History Project
Creator
An entity primarily responsible for making the resource
Cinton Administration History Project
Council of Economic Advisers
Department of Commerce
Central Intelligence Agency
Department of the Interior
Department of Defense
Corporation for National Service
Council on Environmental Quality
Department of Justice
Domestic Policy Council
Department of Education
Department of Energy
Environmental Protection Agency
Federal Emergency Management Agency
General Services Administration
Small Business Administration
Social Security Administration
United States Agency for International Development
National Economic Council
Office of Management & Budget
Office of National Drug Control Policy
Office of Personnel Management
Office of Science & Technology Policy
Office of the Vice President
United States Trade Representative
Date
A point or period of time associated with an event in the lifecycle of the resource
1993-2001
Description
An account of the resource
<p>The Clinton Administration History Project describes in detail the accomplishments of President Clinton's Administration for the period 1993-2001. The records consist of the histories of 32 agencies or departments within the Executive Branch. In general, each organization associated with the Project submitted a narrative history along with supporting documents. These narrative accounts are primarily overviews of the various missions, special projects, and accomplishments of the agencies. The supplementary records include substantive memos, press releases, briefing papers, and publications illustrated with photos and charts.</p>
<p>Agencies:<br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Council+of+Economic+Advisers&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Council of Economic Advisers</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Central+Intelligence+Agency&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Central Intelligence Agency</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Commerce&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Commerce</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+the+Interior&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of the Interior</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Defense&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Defense</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Corporation+for+National+Service&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Corporation for National Service</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Council+on+Environmental+Quality&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Council on Environmental Quality</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Justice&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Justice</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Domestic+Policy+Council&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Domestic Policy Council</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Education&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Education</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Energy&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Energy</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Environmental+Protection+Agency&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Environmental Protection Agency</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Federal+Emergency+Management+Agency&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Federal Emergency Management Agency</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+General+Services+Administration&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the General Services Administration</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Health+and+Human+Services&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Health and Human Services</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Housing+and+Urban+Development&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Housing and Urban Development</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Labor&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Labor</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+National+Economic+Council&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the National Economic Council</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Office+of+Management+and+Budget&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Office of Management and Budget</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Office+of+National+Drug+Control+Policy&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Office of National Drug Control Policy</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Office+of+Personnel+Management&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Office of Personnel Management</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Office+of+Science+and+Technology+Policy&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Office of Science and Technology Policy</a><br /><a 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UNITED STATES
DEPARTMENT OF EDUCATION
•
NEWS"
FOR RELEASE'
CONTACT: Erica Lepping
March 1, 2000
(202)401,3383
Statement by U.S. Deputy Secretary of Education Frank S. Holleman III
On the Dtpartmcnfs ~1anagement Success
.
Today. the Department's "Inspector General annou:1ced that our audiTOr. Ernst ace Young,
issued four qualified opinions and ace disclaimer of opinion on the Department's five Fiscal
Year 1999 financial statements. Injust a year's time, we have made substantial progress - four
out of five of our financial statements. with a few exceptions, have been found to fairly represent
our operations. OUf goal for next year is improve even further upon this. We are on track to a
sound, comprehensive financiai management system, and I believe this announeement validates
our approach to the Department's financial management,
•
Taxpayers and students have enjoyed significant benefits over the past seven years 3S this
administration has done more than any otber to strengthen the management of federal education
programs. For example. over the last seven years, we bave: reduced the student loan default rate
from 22.4 percent to 8,8 percent; increased collections on defaulted loans from $1 billion to over
$3 billion: and, saved taxpayers over $4 billion through the creation of direct student loans, The
pepartment has a,lso received excellent customer servi{:e ,ra:ings. matcl)~l1g}~e ¥st in, the private
sector, Federal Express or Nordstrom, on our o:ie~stop source for our publiduions and other
information products, ED Pubs, 'Funher, 3S an indication' of Qud:fficlency',. a GAO report
looking at our ten largest programs found that 99 percent of our appropriations go directly 10 \;,e
slates and schools,
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This administra~i~J'I.has bui!! ~ stronger, f!lQ~e ,~{!i~!~Pt 9tP.ax(~!~ri\ 2L~~pcatiDn than the
one we inherited) all during a time \\,'hen our respoflsibilit.i~s ~aq'd budge(h~y-e more than doubled,
Moreover, we operate with only t\\'o-thirds as man'y cmplo'yees' 3S adminis'tered our programs in
,:980, However. we know we have more work 10 do and we'intend to co it 11001< forward this
year to fm1her bUIlding on these accomplishments.
'.
•
�Management Accomplishments at the Department of Education
February 14,2000
•
• Education has only two-thirds as many employees as administered its programs
in 1980, even though its budget has more than doubled.
• Education has trimmed its regulations by one-third, reduced grant application
paperwork, and aggressively implemented waiver authority for legal roadblocks
to state reform.
• The student loan cohort default rate is now a record-low 8.8 percent, after
declining for seven consecutive years. It was 22.4 percent when President
Clinton took office. As a result, taxpayers have saved billions of dollars.
• Collections on defaulted loans have tripled, from $ I billion in fiscal' year 1993 to
over $3 billion in fiscal year 1 9 9 9 ' 1
•
• The Direct Student Loan program, proposed by President Clinton in 1993 and:
implemented in 1994, has saved taxpayers over $4 billion over tl}~last, !lY" Xyars
(compared to the federal cost if direct loans had instead been guaranteed lolln·s).
• The creation of the National Student Loan Data Syste01l)asl1l1())V~5LE~~catior :
to identifY prior defaulters and thereby prevent the disburs~rneq.t;o(as:tTlU9h,as"",
$1 billion in grants and loans to ineligible students.
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• Customer service ratings for ED Pubs, Education's document distribution center,
exceed those of premier corporations like Federal Express and Nordstrom.
•
•
"
• Education has a pauern of working cooperatively with the GAO and IG:
According to former Deputy Secretary Mike Smith, Education has fully
addressed 203 of the 234 GAO and OIG audits that were either unresolved in
1993 or issued since 1993, There are less,than half as many open audits as there,
were SlX years ago.
• American education is improving: New high academic standards are in place in
all 50 states. For the first time ever, the nation's reading scoreS are up in all
three grades tested. Math scores have also improved. And 67 percent of high
school graduates are going straight to college, one-leath more than seven years
ago.
"
�l'e.\'limoI71 oj'Marshull S. Smi!h
1
Linder Secrcwry.· u.'S. Depa/,tment (~r Education
•
Commillce on Government Reform and Oversight
Subcommirree 0/1 Government Management, b?(ormaliol1 and Technology
Chairman Steve Horn
May 13. 1995
The U.S. DepartmentofEducation: Working for
Learning
Thank you for the opportunity to speak with you today on the role of the U.S. Department of Education.
its mission of ensuring equal access to education and promoting educational excellence. and the
transformation it is undergoing 10 carry out its mission and serve the American people more effectively.
The Federal Contribution to Education
Serving the National Interest in Education
The federal government has had a limited but very important role in education for over 130 years. This
role started with federal support for the land grant college system in 1862 and expanded after World War
II through such measures as the GI Bill. the National Defense Education Act, Head Start, and
postsecondary student aid, Federal involvement in education supports AI'!Ierica in sustaining an
informed, involved citizenry and in developing the educated workforce we need to compete in a global
economy, People with more education are more likely to vote; they tend to live more satisfying lives and
to contribute to their communities.
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•
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Likewise the U.S. Department of Education has a limited but verv important role -- a role that'citjzens'~or' '., ' ,
this country recognize and espouse. Indeed, recent polls show the public's strong support for the "';'. ,': '. ',. ~
Department.
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thin~
Depa~~\e~i of~duc.at.io~ is: fU.l)/,~:9,~~:r~~~!'~l~~~:c::.(:::".
• When asked
necessary they
the federal
respondents sUid that the Depanment IS necessary; 70 percent believe It
(NBC/Wall Streef Journal. January 1995).
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ne~essary.;:~·~'1
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• In a poll released just last week, over three-fourths of the public (77 percent) oppose eliminating
the U,S. Department of Education to cut the deficit. Public opposition to eliminating the
Department was indeed higher than opposition to reducing cost of living adjustments in Social
Security. The same percentage (77 percent) reject cuts to student loans and other education
programs to reduce federal spending (TimelCNN, May 1995) (CharI 1).
The U.S. Department of Education addresses five. areas of critical national concern:
,
~'"
.
I. Increasing Access to Postsecondary Education
As college becomes more and more expensive for average Americans, the Department provides 70
percent of all student aid, about $32.5 billion, to give students greater access to postsecondary
education -- the best system in the world. Pell Grants assist 4 million low income students: student
loans help 6.5 million low and middle income students: and Federal Work Study provides aid to
700,000 students each year.
•
I of II
2. Helping States, Communities, and Schools Raise Academic Achievement and Meet the Needs
of their Students
' ,:.-.,
The Department delivers almost $15.4 billion to states and school districts to assist local
9CO/OO I I :55 AM
,
,
•
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ckmemo:'y .:n;d secondary schools in providing a solid education to all childre:1, The Goals 2000:
Educut~~ Aml.:rica Act (cndorsed by every major business, parent. and cducat:ona: orga:1iZ31ion)
5UPP0r.:S community and state efforts to raise student achievement to v'iorld·dass levels. The Title
I pmgnln1 directs about $7 billion to more than 6 miEion ch:ld;-en who anejd our highest poverty
schools, iO strengthen the teaching of basic and advanced skills. These programs represent a
partnership bct\veen the U.S. Department of Education and the states in \-..:hieh we provide
ince:ltivcs for school reform and stales and communities sel their own goals and pians for
Improvl!';g student ,achievement. The Department spends nearly S3 bil!ion 10 help communities
meet the educational and dcveiopmenta[ needs of over 5 millton children and youths with
disabilities. Additional support goes to help teachers improve their skills. build public-private
partnerships to get technology. inlo the classroom. and hdp se-hools become safe and drug free.
3, Fadlituring the Transition from School to \Vork
Tbe School-to~Work Opportunities Act provides seed mO:1ey to help states and locnl communities
prepare youth for good careers and equip them to leafn for a lifetime through partnerships of
schools. businesses. "and community leaders. All states received grants in 1994 to develop
strategies to build School-ta-Work systems that meet the needs ofiheir students and economics,
By the rail of 1995, ovcr halfofthe states will have received one-time fivewyear grams to build
these school-business parmerships" The Department proposes to refocus the Perkins Act on
helping prepare m0re young people for goocjobs out of high school and for further education.
4. A Clearinghouse of Good Idcas and a Catalyst for Improycment
"
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,
A Natioual Vokc for Education
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The U.S. Departmcnt of Education is a voice for excellence and progress. a voice that speaks to
the publlc allarge as well as within the cabinet. The 1983 report A ll,lalion at Risk focused public
au",.:rnion on the cCOlrnlhy of education to America's future as a world leader. All previous
Education Secretaries. both Republican and Democrat, have called for strong academic standards
of the kind that the Goals 2000: Educate America Act now supports at the local and state level.
tv10S1 r€'cemly, through the initiative of Secretary Riley, oyer 120 organizations have come
together in a "Family Education Partnership for Leaming" to support the American family. the
wUl,,,,;atiqn of 3 sp,lid educ.uion, This initiative has been accomplished without creating a single
nc . . . pn)grnm or sPending"additional funds" As an outgrowth of the partnership, the Secretary has
luunch!:d a reading and wriling initiative, the kick~off of which he announced yesterday to
.
encourage parents, other adults~ and older students to read with younger children this sumlnCL
Setting the Record Straight:
American Education Has Improved
In the IS years since the Department was created. it has contributed to positive trends in American
education by directing national attention to the imperative for reform, by supporting state and local
reform efforts, and more recently by focusing our programs on quality concerns, better student
achievement and teaching, While U.S. education ean certainly do better. a.nd in many places education is
not improving fast enough. there have been a lot of success stories since the 1980's, many ass.isted by the
•
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D~partnh.'E{
of Education.
• Students.are taking tougher courses, By 19<)2. the proportion of high school graduates taking
the core curriculum recomil~ended in A Nalion a/ Risk (4 years of English. 3 years of social
studies, 3 years of science, 3 years of math) had increased to 47 percent. up from 13 percent in
1982. The average number of.credits b these courses taken by seniors has also increased (Chan
•
~).
More high school students are taking worthwhile math and science instruction as a resu:t of state,
distriet, a:)d school standard-setting, assessment, and related activity. Raising standards has
increased enrollrr:ents in core courses such as mathematics and science without v(·e:.tkening course
content or d:iving up dropout rates, according to analysiS of experience in various parts of tile
nation and aggregate results. Recent reports indicate that the trend ~s cor.tinuing. The "/elf York
Ttml'x ('\l1ay 9. 1995) reports that tougher graduation requirements in New York City puhlic
schools are spurring thousands more high school sludents to take and pass collegi>preparatory
mathematics and science courseS.
• Participation in the Advanced Placement (AP} Program has inc-reased dramaticaUy"Since
19-82, the number of participants has risen from [40,00010 450.000, and the percentage of
students participating has also increased sharp:}'. Especially im?ressive is the growth in
participation on the part of minority students. hi t 994. 28 percent of AP candidates were mmority
Sl\ld~nls, compared to 13 percent in ]982 {Chart J).
..
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• Achicvement is. up, particularly in math and science. On the National Assessment of
Educational Progress (NAEP). student performance has increased since the 1980's in sdcr.ce and
malh. The trend in reading has generally shown improvement (Chart 4), Results front :lational
longitudinal studies show that the math performance of high school sophomores improved
, ._,., ,; 'between 1980 and J 990, consistent with tougher courstHaking.
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stlldc!lt.p~rformance. for exarTlple in Kentucky, a state that has overha'Jled its~ntire educatiunal
system, 4th, 8th, and 12th graders demons1rated dramatic improvement on 1993~94 assessments'
,;,"Qver previous years' tests in malhcmatics, reading, science, and social studies.
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On the SAT, participation is way up and scores have been rising over the past"dceade.
Participation by members of racial/ethnic minority groups increased from 18 to 31 percent
betv.-een 1982 and 1994. Math scores increased aCrOsS all race/ethnicity groups from J 982 to 19(}4.
~
".
Scores increased by 22 points for Asian American and African American students. Verbal scores
incrcas~~ for all minority groups, including all groups of Hispanic students except Mexican
Americans. ·:::etween 198:2_and 1994. although they decreased Slightly for whi~e students. {Ir.ese
trend n:sul:s.ure unaf:fcc~ed by recent changes made lo the SAT prog~am,}
16~ to 24~year olds declined from 14
percent in·,J.982,to 11 Pfi~,e!1t in 1993. Dropout rates declined between 19~2 and 1993 by 4
pcrcenluge pJints'for w}lites and 5 percentage points for blacks (although dropout rates for
Hispanics remain h:gh) (Chart 5).
" Dropout rates have dedincd. Overall, the dropout rate for
• Postsel;ondary enrollment and attainment have increased to record levels. Over the past
decade, enrollment in postsecondary institutions has grown steadily_ The proportion of people
ages 25 and over \'v'ho have completed four or more years of college increased from 18 percent in
1982 to 22 percent in 1993. The proponion of minor~ty group members {ages 25 and over} who
have completed four or more years of college increased from l2 percent in 1982 to 18 percent in
1993.
•
3: of I!
.
For those who are surprised by these facts, I would further point out that American business and
American workers have regained their status as the most productive in the world, This would not have
been possible without a more educated workforee. Indeed. in this century, educational increases in the
• ,',
9120/00 11 :55 AM
�workforc<! h;:ne accounted I~)r almos~ onc~thlrd oCthe gro\\th in the na:lon'5 vvea!th. V.fe should be PfGud
of our mlli<)O's schools. public and private.
•
NO!lethelcsf:. a great deo.l of work lies ahead, Though we have turned tbe
COTIle!",
many of rhe !'I.1!ion's
schools continue to Ing behind some of [lur cbief economic competitors ~~ this is a substantial cause for
concern. The Department intends to be a supporti\'e partner in helping states and communities accelerate
the pace of school reform and encourage improvement throughout the country.
Moving Toward a Performance-Driven Department
The Dcp::u1mt:nt has hud widespread management weaknesses. A GAO study conducted as late as
September 1992. published in 1993 \-,,·jtb the apt title "Long-Standing Management Problems Hamper
Reforms," documented a hisloricallack of management vision: a critical need to improve basie
management systems: and 'a need for 3 cultural change from a highly centralized agency focused Oli tbe
short-term, with poor imernal communications, Especially troublesome was the Departmenfs lad; of a
fimnal planning pmcess and formal coordinating management structure,
David K..:arns, former Deputy Secretary of the Department and CEO of Xerox, recognized these
problems and began to addrc~s th~m by introducing management techniques of continuous lD1provement
that were successful at Xerox, Under the direction of the current Deputy Secretary, former Governor
Madeleine Kunin, we are turning around our management problems. To accomplish these
improvements, we are listening: to our cuslomers' concerns, focusing on our critical mission through'
s:ratcgic !lianning, and using our sl~d1egic plan to mmsform the way we fl.:nction as a department. We
are well on our way to becoming a performance-driven organization. one that is a leader in
implementing the Government Performance and Results Act (GPRA). To that end. we nre using strategic
planning to help us streamline our programs, operations, and person,!cL
•
Focusing on Our Critical Mission: Our Strategic Plan
'" ~,
Over the past 1WO years, the Department's first-ever strategj'c plan has driven hudget priorities. resourcc
and personnel allocations. and strategies for carrying out reform.
, ,1,.1.
' .• '
The s-:ratcgic plan has established four c.lear priorities ..The firSt three priorities in the plan focus on our
programs'and' ,nitiatives and build upon'nev/legislaticih':':':' Go'als 2000, the Improving America's Schools
Act. School·to~ \Vork, and Dire9t Loans:
1, To help states and eommunitics enable an elementary and secondary students to reach
challenging state and focal academic standards.
.,
') To help states and communities to create a comprehensive School~to~Work Opportunities
~ystem in every state.
3, To ensure access to
hjgh~quality postsecondary
tdueation
ar.{t~tfr;19ng Je~J,lnttlg.,
"
"
.
To accomplish these fJriorities requires.;l fourth priority:
4. To transform the Department into a customer-responsive,
support the three substantive priorities.
high~perr()rmance
organization 10
Our strategic plan. modeled upon GPRA, has set ambitious targets for performance in eil.ch of the four
priority areas, They include:
• Between 1994 and 1998, the proportion of students who meet or exceed proficiency levels in
•
.; of II
reading and math on sudl measures as the National Assessment of Educational Progress will
i:1crease by 10 percentage points.
9120/00 11 :55 AM
�•
.. By 2000 al least 450.000 youth. 50 percent of high schools and. community colleges, and 50.000
e:np!oyers will be participating in SchoolwlowWork Opportunity systems. Participation will
increase graduation rates. increase student achievement. increase the number or students
completing a postsecondary certificate Or deg.ree prog:-dffi, a:ld increase the number of studentB
prepared for and participating in career ladder jobs.
• When fully implcmcnkd. {he Direct Loan program \vill save taxpayers more than $1 hillion a
year.
• By I99!L the Depart!nem wiil have implemented a r..::designcd, in1egrated financial manllget:lcrH
system that substantially reduces costs. automates functions now processed manually. enhances
reporting. capabilities. and impro\"es program delivery"
We are proud that the U.S. Department of Educa:ion is one of the first ag.encies to implement GPRA and
hold itself accountable for results. ~
'Strengthening the Department
'flle purpose of the :our.h priority is to make the Department more effective in helping improve U.S.
education, Pl;.tl~l1g this i:l10 ;)ction has required thai We focus on five major atCas: (1) streamlining our
programs 10 save taxpayers' money: (2) transforming our management to make it more efficient and
etTec;i\'e~ (3) cutting regulations: (4) cutting paperwork; and (5) pwvidbg increased flexibility for states:,
districts. schools, and our other customers"
Streamlining Programs to Save Taxpayers' Money
•
.',.,
Over the past two years. we have c'ut. consolidated, and reshaped programs. This will both save money
and allow us '10 be more ~ffectiye.. \~ie .have proposed saving a lotal of at least $16.7 billion by 2000 by
eliminating programs diat' do' not prodll:ce results or that overlap with other federal functions. reforming
the student loan program, and streamlining other existing progra"ms:
.
.
• Between t 996 a~d' 2000. w~ p~opOse to save $12 billion through accelerating the Direct Loan
, pr?g~ l'-\l~qj~f~~.n~})f~~~' ,~9.~n.'volume ':.'!y 1997~98" This phase-in ?fthe program will enable
all sdiools:and;stl:dent and,parcnt bOrrowers to take advantage of the Dm::ct Loan program's
simplicN~ and 'flexibilit}:' (th-art6)~
.
• We have decrea<;ed the student aid default ralC (Footoo1e: Cohort default rate: The percentage of
student aid borrowers entering repayment status in any given year who default by the end of the
foHov.ing year); we have lowered it fronT a peak of 22 percent to 15 percent. and we intend to
keep driving it down even funher (Chart 7).....
lit
We have increased our student loan collection efforts. principally through the tax refund offset
program -- in 1990, defaulters returned $879 million to tp\'! federal govcrnmen1~ in 1994. we
collected $1.5 billion. The cost to the taxpay1";f(tf defau\:j;d loans has been cut in balf (Cha:1 8).
• In our FY 1995 and 1996 budgets, we have proposed eliminating 59 education programs and
consolid;lting 27 others for a savings 0[$4.6 billion by 2000. During the coming year we will
propose ways to substantially further reduce the number of our programs.
Transforming Our Management
The Department is transforming its management S~ructure and personnel practices to implement the best
manage,men~ practices of business and industry. Specifically:
•
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• Th~ Department is saving an additional $100 million by reducing our personnel from 5,131
in FY
1995 to less lhan 4,700 HE (about 9 percent) by FY ]000
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This reduction is from a staff that had already decreased to significanth'\ess than the
7.700 employed in 1979 by similar offices ",,;ithin the former Department of Health.
Education and Welfare and six other agencies.
l'vloreovcr. our Department is already efficient. We have the smallest ratio of
employees to grant volume in the government: I employee per $6 million. And our
administrative costs arc low: just 2 cents of every Department dollar.
• We afC implementing streamlining plans that CUI supervisory layers. reducing the ratio
supervisors to staff by more than one-half by 1999.
or
• Sometime in the next few months we will announce plans to substantially reduce the number of
. senior management officials and offices.
• We will soon complete pilots that delegate most personnel classification and hiring authority from
the central personnel office to line managers, reducing red tape and laying the groundwork for
shifting these responsibilities to line managers throughout the Department by FY 1996.
• All SES employees now have performance agreements that reflect hO\\' they will contribute to
implementing the strategic plan.
• We have engaged employees in revamping our operations through the "low-hanging apples" tcam,
which addresses cumbersome but easily resolved management prohlems that impede progress.
The team has over 100 recommended to improve efficiency and effectiveness, and most of them
have already been implemented.
• The Department is using technology effectively to connect all employees clcctronica!ly by the end
of 1995. improving communication and Iielping'our staffto-';>"ork even more efficiently.
•
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Cuiti~g. llegulations
The U.S. Department of Education is ,c~peric'1cing,~,rcgu,latory revolution.-as sd forth in our str.ategic
plan. We agree that regulations got out of,harl~ during the'! 980's and early 1990's. but note that many
regulations are mandated by' statu-te'~-',\-v.e,109kJ6~'aro.:io'.\\;0'rI(ing with you to revise these statutes to
'\.v'orked hard to deregulate where we can.
reduce regulatory burden. Faced with' this 'situatiorl':.\'ve'
and we are succeeding. As part ofPre'sidCnt'Cliriton's'regulatory reinvention initiative. under the Vice·
President's leadership, we are well on the v..'ay to meeting our challenging deregulatory goals.
nave
• We have reached out to talk with hundreds of customers anr-.have re\'iewed everY single
":':,'
Department regulation.
• Today we eliminaled 88 of those regulations -- 399 pages in all. That's 30 percent of our total
regulations.
• We have targeted dozens of other regulations for elimination:~~i"~~:'erition, a~d sim'plification, in
consultation with our customers and partners. Our action on them will be announced shortly as
part of tile President's regulatory reform ini.tiative.
Moreover, under our new,"Principles for Regulating," we regulate only when essential to meet program
goals, and then as flexibly and with as little burden on states, schools, and teachers as possible.
• Some of our most significant programs, including Sehool-to-Work and Goals 2000. have been
implemented without issuing a single regularion.
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• Regulations for thdarproving America's Schools Act (iASA), passed in October by the last
Congress, have heen kept to a bare minimum beyond those mandated by Congress. Most lASA
programs have no new regulations; of 49 elementary and secondary programs. 38 will need NO
9/2010011:55 AM
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regulations. 7 will require limited regulatory guidance. and only -+ w!l! need full regulations to
. carry OUI the program. For most. instead ofreguln:ing we're providing dear. practical information
to help slales and districts impleme:ll the new law.
• To protect students and the taxpayers' investment we are largeling our ovcrsighl regtllatiol1s and
ac~i\'ities on ab'Jscs. whc~e full'S are needed. An example of our perfQrmance-onsed approach is:n
the area of student aid. We have to ensu,e that schools hase the means to provide refunds to
student:, who withdraw. \Ve scrapped a burdensome proposed rule thm would have required all
7.300 c·);!eges and univc:-s:ties to set 35ide 2. reserVe fund to cover refunds, and instead require
only the handful of schools w"ith a history of refund problems to provide il letter of credit
Cutting Paperwork
We've lislenc-d
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our customers' COliCen'lS about paperwork burden, nnd made significant strides in
redUcl:1g it.
• fn student rud we have eliminated duplicative fOmls. excessive parental signature requirements:
and hard-copy reports where electronic transmission would work betler for everyone. For
cxamph:. by replacing paper Student Aid Reports with an electronic system. we climjnated -4
million paper forms, In the DirectLoan program, we provide participating schools with
computer software. with a direct on-line connection to the Department to help schools get funds to
students efficiently.
.
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• We encourage- stales 10 submil a single consolidated application for all of their Elementary and
Set:ondary Education Aet programs in tbe fmprovlng America's Schools Act (IASA). not only
eliminating paperwork but also promoting comprehensive planning. \Vc expect tbat almost alL if
not all. states will he submitting consolidated app1ica~,io!ls. ." 'y ..
1
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•
• We havt reduced our reporting requirements for states and districts through statulory changes,
anticipaling tbe President's request {as part of his regulator}' reiflventioi-i'tnitiative} that wherever
possible agencies :educe the frequency of required reports, by 50 percent. In most cases, the
legislation has redu~ed annual reporting to reportihg evefy'~\~o or.e~)er)' fDiee years, and the new
Title I eliminates statutory requirements for annual. pcrfoIm.a.ncc--reMi'ts:anq'state evaluations. The
effect of changcs'like:thcse 'is to let states'; schools.: and,tc-achcr's"cOn~ttnlrate' on program results,
n01 paperwor: - ' .,,~,,~ .... -,',.'
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Grantees told tIS tbat it was too hard and too slow to apply for education grant funds and to get thc funds
once they quald1ed. So we revamped our whole system, Specifically, we eliminated appiicalion
requirements for non-competing continuation a....'Urds. allowing the recipients of 6,000 ;;r;)n1S to submit
just simple annu'a! performance reports. Moreover, we are working to cut the number of grunt awards
made eacb year. which now total almost 10,000, by staggering competitions every other year or
consolidating several priorities under a few competitions.
Providing Increased Flexibility for Our
Customers~·"~
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•
Our new legislation is helping us change the w'ay we do business wiili states, disiricts, schools. coHeges.
and families, 1(. be more flexible and help energize refonn at the state and local leveL Key strategies
inclUde:
.,
• EdwFlcx. a new demonstration authority for up to six states, provides an unprecedented
•
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opportunity to encourage innovation along with performance accountability" The Goals 2000;
Educate America Act authorizes Ed~Flex demonstrations th'al enable officials in the Ed~Flex
states. not the federal government, to decide on waiver requests. Oregon. through n simple review
process~ is the first state to paI1kipa~e. ~'_~
• The lmproving America"s Schools Act (lASA) for the first time has a broad waiver authority for
most of the Department's elementary and secondary edm:ation programs, Waiver requests under
4120100 11 :55 AM
�iASA hf!.ve already ooten submitted to the Secretary. Palm Beat.:h, F:oricn ll:ld the: Metropolitan
District of DecaH.:r Town}:lllp. Indiana are tht! first :\\'0 10c2.:(;$ apPfQ\'cd for n Tille I \vaiver.
•
• The expansion of the schoolv.:ide Opl!On for Title! gives all high~po\'erty schools the opportunity
to blend Title I and other federal funds with state and local resources to upgrade the quality,of
tcaching and learning Jll entire schools and thr()Ug:lOut the entire program. In effect. this is a
pcrformanee·based sch,);)! gra:1t to the point ()f actual delivery of services. the school. Upwards or
10,000 schools eM take advantage of this option.
• The C33rtcr SCh00ls program provides
start~up
funds to encourage parents and teachers to create
nc-w puhlic schools tbat can bring energy and nc\v ideas to public scho"ling,
• The S.chool-to~Work Opportunitit:s Act. along with the AdminIstration's proposals for the
reauthorization of vocational education. provide waiver authority to allow Slales and !o(;aJ
communities to integrate the refo11T'. of vocational education with broader education reforms and
to strengt~cn the COltllcctitW.s between education and training programs.
• Admini:mative funds consolidation aHows states and districts. under the improving America's
Schools Ac~. to combine their administrative funds for Elementarv and Secondary Education Act
programs. giving them the opportunity to set their own priori!ies for administration. technical
assislan,:c"~md evaluation and eliminahng the artificial barriers that have gotten in the way of
administering programs effectively,
.
• In posts... ocondary education. under Title IV institutions can now submit proposals to the
o
Department to participate as "experimental sites" 10 tryout experimental regulatory and
management approacbes. For example, institutions can propose that the Departm(!nt waive
requirements in exchange for perfonnance measures appropriate to the institu,tion and the
objectives of the regulations in question. ~!1any schools have expressed interest in this new
o~portunity.
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We are building partnerships with states, pistr,icts, nnd P.ostsecondary il!5tjt~tio!1s.to pr.()vj~19.substa!ltiuJ
flexibility in e:{change for improved perfomillnce. In vocational an.d adult edu~<llicin."~e flrc:proposing 10
consolidate tht more than 35 separate programs authorized under currenqa~'~jIJto, o!1-h':t~o flexible
state grunt "programs. These propos~ls.:reccntJy introduc,ed in Congress:,V{t?u.I~,gr~a~l}"tt;dilc:c :s:tate ~
administrative ..nd planning requirements and give states flexibilily';.vithin broa'd:frainewo'rkst'in.
•
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exchange for
,m emphasis on measuring llnd'monimring performance.
, , ; , . ' ;". '; \ ,.,
Direct Loans: An Example of Success
.•..
The Direct LNIO program typifies our managcr.:1ent success. For the first time in the Dcpar:mcnt's
history, a loan program has received an unqualified "clean" opinion, the best rating possible, from an
outside aud,iting firm.
The SHldent Loan Reform Act created the Direct Loan program to begin replacing the Federal family
Educa~ion Loan (FFEL) program, an unwieldy and duplicative system tha~ results in poor pcrfDrmancc
for borrowers and schools and wastes federal funds. In less than 11 months, 104 schools have begun
panicipaling in the Direct Loan program. More than 1,400 schools wi!! participate beginning in July
1995,
Contrary to accusations by special imerests intent on maintaining the status quo (Chart 9), the Direct
Loan program:
• Will save S12 biBion by 2000 under the accelerated phase~in proposed in the President's FY 1996
•
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budget.
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• Simptifles loan application procedures, resulting in quicker and more accurate payments to
swdents and eliminating long lines at the financial aid offit;e typical of the FFEL program.
9120/001[::55 AM
�., Rcdw::es costS and improves acc'ount::tbili:}, by eliminating the complicated structure of the FFEL
•
program. with irs thousands of tim.mcial intermediaries (Chart! 0).
• r-,.,Iakes loan process:ng more efficie:11 and provides for the first time the on-line, real-time
ir.fonnat:on needed to bC':tcr manage ll:1d oven;{."C the loan program,
• Maximizes competition through the use of compclitjvely~awarded contrac!s to private vendors.
eliminating the virtual monopolies certain institutions have enjoyed under the FFEL program.
The program's cust0l~lerS
~~
schools and students -- have been extremely enthusiastic in their support of
the new. more emden! progr3.m:
• The prog:-am has succeeded in satisfying the participating institutions: 92 percent of Direct Loan
institutions said they were either very satisfied or somewhat satisfied in a recent survey,
• One scftoul said. "Direct Loans put the students back where they belong ~~ at the center of this
business," Another stated that the Direct Loan program "is beyond a shadow of a doubt the way a
lOJ!l program should have been designed 20 years ago, For those of you who have concerns. so far
the Dcpartmc:l1 of Education has just been super!"
• -A recenl Educution Daily survey of first-year schools lauded the Department for c;uickly
answering questions. addressing problems. and being receptive to suggestions about the program,
• In their j1rst report'of a survey of community college participanls ill the first year of the progmniS.
community college trustees stated that "all responses were positive to :he question about the
Department's management of the program and quality of service rendered,"
•
The Importance of Education
and the U.S. Department of Education
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The Importance of Education
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All of our management refonns have one ultimate pu'rpose -- to'enable us to be more"effccilve'lflt'ji':''"b\''; ,,~{ (, ~"
improving. the quality of education for America's students. 'High quality education pc)Vides major' ",
benefits both for our nation as a whole and for individuals, promoting individual and social weil-being.
People with more education tend to live happier and more productive lives than those with less
education:
• Greater Prosperity.ln 1992, average annual earnings for those with a bachelor's degree were 74
percent higher than for those with a high school diploma. and 155 percent higher than for those
who had nOI graduated from high schooL Similarly, unemployment and poverty rates: are lower for
.college graduates than for high school graduates, and the rates for both groups are much lower
than fo: dropouts. For unemployment, the respective rateS are 3 percent. 6 percent. nod II percent:
for families below the poverty level. they are:::: percent, II percent, and 24 percent. (Census
Bureau, Statistical Brief, August 1994~ Bureau of Labor Statistics. 1991; Census Bureau. Current
Population Reports, P60-1&5. 1992)
•
9: or II
• Less ''''t.:lfare. Only 5 percent of college graduates have ever participated in government
assistance programs (AFDC Supplemental Security Income, food stamps. housing assistance, or
Medicaid). and only 10 percent of high school graduates have, compared to 24 percent ofhigb
school dropouts. Only 1 percent of college graduates and only:3 percent of high school graduates
ha\!C' ever participated in AFDC, compared to 7 percent of dropouts. (Census Bureau, Curren!
, ,,~.<
f'opuialion Reports. P70~31, 19&8)
• Less Crime. Although only aoout 18 percent of the population has neVer finished
high sthoo!. this
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group accounts for 41 percent of state prison inmates and 47 percent of prisont!fs on death row.
(Census Bureau, Currenr Population Reports. P20- 471. 1993: Census Bureau, J990 Census:
Bureau of Justice Statistics. Profile o/Slate Prison Inmates, 1991: Bureau of Justice Statistics,
Capiwl Plmishmenr, 199~) .
• More Civic Participation. Fully 85 percent of college graduates and 75 percent of high school
graduates. but only 50 percent of high school dropouts, are registered to vote. In the 1992
Presidential election. 81 percent of college graduates. 58 percent of high school graduates. and 41
percent ofdropouls voted. With regard to·\'olunteering. 77 percent of college graduates. -15 percent
of high school graduates. and 22 percent of those without a high schoo! diploma do volunteer
work. (Census Bureau. C/lrrent Population Reports. P10-466. 1992; Independent Sector survey.
1992)
Public Support for the Department
The public understands the bcnefits of education and looks to the national government for leadership to
help extend those benefits to all Americans. The American public sees quality education as a local
concern that needs the support of governments, businesses. community members, and parents to
succeed. Acre,ss the country, people tell us that they \','ant the federal government to playa supportive
role by helping students afford college; providing extra help to local communities and states that are
working to improve schools, teaching, and learning; promoting family involvement in learning at home
and at school; and helping create programs that prepare high school students for productive work.
Despite well-publicized claims to the contrary. there has been no "federal takeover" orthe state and local
roles and responsibilities in education. All decisions about what to teach and how to teach it. including
sensitive issues like sex education, religion, evolution. and cultural diversity, arc made at the state,
district. and s(;hoollevei to reOect what is appropriate for local students and communities. Indeed the
Department of Education Organization Act prohibits the Department from exercising any control over
curriculum or instruction. Moreover, all of our legislative initiatives have increased flexibility for states
.and school districts. not decreased it.
-;,
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The
strat~gies
the Department is pursuing respond to the public's needs. Wi.th a strategic plan and
:".,j~:<:-I. •.' 'Ieadership willing to set ambitious performance targets, we are transforming the Departme[~t into a
.
agency. We are cutting out the red-tape and ovcrregulation that.ties·government into kllots',:·,:,··-~S~ . ,.!·
'.:""'\"''''\~ "~L' and frustrates customers. We are working with states and communities· to dcvcJop partnerships that link.- ;.:,.; .. l'\.';"
increased accountability for performance with much greater flexibility. And we will work hard to
continue to earn the public's support for improving education and carrying out our mission "to ensure
equal access to education and promote educational excellence."
!f.~·.t::.·t":·,\".\.-, ,results-drivcn
The Role of the U.S. Department of Edue'ation
Even though the public believes that the federal government has an important role in education and
supports the U.S. Department of Education, the future of the Department is in doubt. Various proposals
have bt(~r. mi~\cd, in:;iuding:a "neutron bomb" approach that would do away with many of our staff but
leave most of the programs, scattering them haphazardly around the government, and a merger that
would envelop the Department in a large, unwieldy bureaucracy. Unless Congress plans to abandon the
130-year-old federal role in education, these programs will just end up being administered by someone
else. somewhere else.
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All of these proposals amount to nothing more than moving boxes around on an organization chart,
without generating any real savings. In fact. there is a strong likelihood that costs would increase. if the
history of the Department's creation, and accompanying reduction in staff, is any guide. When the
Department was formed in 1980, it comprised programs that had been staffed by 7,700 people, yet
within a few years its staff was reduced to approximately 5.000, where it has remained for the p~st
decade. Merger with another Department would add bureaucratic layers and complexity for our' ,.....
customers, while spreading programs around would lead to duplicated overhead costs and a massive
burden on customers searching for assistance and infonnation. The likeliest outcome of any of the
9/20100 11 :55 AM
�•
propo$cd ch::mgt::$ will he dislocation .md d~:)ruptioc of :::;t:rvicc.s 10 stales, school districts. and studeGIS,
along with the loss of a central "a ice for education (Chari 11). [f the federal government remains
committed to providing national leadership in education. the small and effective Department remains the
best meanS of carrying out that role,
To quote Secretary Riley, "It is clear that the future strength of our nation lies in the education of our
citizens and in how well prepared they are to meet the challenges oftbe 21st century. This is not the lime
to \""ttlk away from our children and (their) education,"
Thank you.
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9120100 J 1:55 Ai...1
�Statement of Mike Smith on the loan COl1soiidation process, September i8. 1997
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Page I of7
Speeches and Testimony
"
Statement bv .
.
Marshall S. Smith
Acting Deputy Secretary
U.S. Department of Education
before the
Subcommillee on Postsecondary Educulion, Training, ami Life-Long Learning
rJ..",: House of Reprej,cntafives Commiuee on Education and the Workforce
on
The \ViIliam I), Ford Direct Loan Cunsolidation Program
September 18, 1997
Mr, Chairman and Distinguished Members of the Committee;
Thank you for inviting me to be here today. I am pleased to have the opportunity 10 darify for the
•
committee the problems we and our contractor, Electronic Data SyMcms (EDS), have experienced in
administTalilig,flle ioa:1 consolidation process of tile William D. Ford Direct LO<ln Progrmn and the
steps take~ to adqress th,osc probkms.
I will,not attempt to minimize these problems today, The stories we heard in tc;,;timony this morning
arc the types of cxperienctls lbat have led the Department to its recent actions, On hehatf of the
,!.Se~re!ary;· I would liKe to apologize to David WheIan, Angela Jamison, and others like them for the
;')UItacceplable quality· of service they reeclved. We are vcry aware of these problems and deeply
commined.to solving them,
That is wliy. on August 26,1997, we told EDS 10 temporarily delay the last pbusc of the
consolidation process while it toobimmediate action to correct deficiencies in its current process.
With new controls in place and the apjJ(ova! of Price Waterhouse, the independent quality control
unit on this pro.:cct, EDS began last week to pha.<;e~in production afloan funding and booking, the
final stage orloan consolidation. We also told EDS to temporarily stop accepting new loan
applications effective August 27, 1997 so it can eliminate the backlog of applications that have
accumulated since it took over this cOJ'!.lrnct,last f.-;]l.. '~,
,
Consolidation is tbe process of combining severulloaJ)S into a single loan. Most borrowers
consolidate their loans after [hey complete their education. The origination of a new single loan is not
affected by the problems of consolidation. The direct10an program continues to run smoothly for
juday's students.
We deeply rcgrcl1he inconvenience the temporary delay has caused 10 borrowers from these actions.
but believe that this is ultimately the best way to ensure quality service to all borrowers 'wishing to
<:onsolldale their loans inlo direct student loans,
•
Addressing Borrowers' Concerns
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Stateme!11 or Mike Smith on the loan consolidation process. Scpteulber 18, 1997
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Borrowers arc our top priority: we are committed 10 ensuring !hat no additiona: borrowers are
hanned. To this end, we arc working with EDS to take several important ~teps:
• First, EDS \\lill contact all horrowers who have already consolidated their loans into the direct
loan program 10 confirm their satisfaction \\'ith their consohdatio:l loan and to address any
o'Ctstandillg problems they may bave.
• Second,1or the borro\vers whose applications are currenti), in the system, we have made
forbearfUtcC available upon request. While in forbearance, a borrower may choose n01 to make
payments or to make pa!1ial payments without penalty, although interest continues to accrue jf
it is not paid, In addition, they may be eligible for deferment,
• l11ird, there are some borrowers in the system for whom EDS is currently awaiting
information in order [0 complete the consolidation process, EDS 1S conl1lcting all of these
borrowe:s again in order to facilitate the processing of their applications.
• Fourth) EDS will establish a special hotline to counsel any horrower who ar,ticipOicS that he or
she DW)' default on his or her current obligations yvhile awaiting the completion (If the
eonsolidatior.: re·quest
• Fifth EDS is working collaborativcly with lenders to verify infomlutioll about tbe precise
amount tbat each borrower owes on his or ber loans,
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• Sixth, EDS i.s contae!ij!g,ca~h,nf the ~rrowers who hu..;;; ,,;xpressed interest or applied for a
direct loan cO~1sg1~datio,n:after Augus126, 1997, but whose applicdlion EDS has not accepted
due to the temporary suspension. EDS is counseling tllern about their alternatives to direct loan
c()J1solidatio~ right now, Qne:possipility for these borrowers is to continue making payments
on their Ic;ans until
loan' co'hsolidiition becomes avaIlable, Borro\..'crs nlso have the option
to req~c$(ge(erriiei1,t;9'r:'for,~9:ai:i·nc~. 'A third option for bor~o\ve;:-s would be to consolidute their
FFEI: !Oalls;V;:ith'uiFFEL; lCli'det ,':", .. ''., .
'direct
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Let me now tUn! to how we arc addressing the problems nf consoliduting loans at EDS.
EDS is implementing a pian it developed with t~e'pepartmcnt and Price Wa:erhOL:sc 10 complete the
consolida1ion process for the applications it receiveJ"prior to Ausust 27. The plan includes EDS
accepting new applications no later than December l) and sooner if Price Waterhouse certifies that
EDS has met certain performance criteria.
TodaYt r will describe the actions the Oeparlment·;·.-:)~ tftkt;:n to nd'drcss ti,1C- problems with the loan
consolidation system. I will also discuss steps the Department is taki~g to imp:,ove and modernize its
student aid programs. First, however, I would Jike to put these problems in perspective.
,
The Department's Student Aid l(esponsibilitit.'S
Each YCaI\ the Department prompl1y and efficiently tlelivers"filluncial aid to millions of America's
students. Despile lhe challenges facing the direct Imm consolidation program, the sludcn1 aid system
as a whole is stronger than it has been in years. For example:
•
.. In fiscal 1997., through our contractors, we supported the delivery of more than S36 billioll in
g!"al1ts, loans, and work~study funds to 7 million of America's students, including 56 billion in
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. 1211 199
�Statement of Mike Smith on the loan consolidation prtlcess. September 1ft, 1997
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Pelt Grants. $3 billion in Carnpus~Based aid, $9,5 billion in direct loans. $17 billion in Federal
Family Education Loans (FFEL). An additional $5 billion in consolidated loans was provided
to
500,000 borrowers.
• \Vith II strong charge from Congress in 1992, our initiative to improve the FFEL program has
helped cut the cohort default rate in half, from 22.4 perocnt in J990 to 10.7 percent in 1994, the
last year for which figures are available. Collections on defaulted FFELs have more than
doubled, from $1 billion in fiscal year 1992 to $2.2 billton in fiscal 1996.
• During fiscal 1997, the Department's private-sector contractor processed 9.5 million Free
Applications for federal Student Aid (FAFSAs) and we are now sending out next year's
FAFSA~ earlier tban ever before,
• Thc De,partmcnt has also launched FAFSA on tile \Vcb, a free, ;.;ccure Web sitt that allows
students to submit their F AFSA over the Internet. F AFSA on the Web gathers morc ilcr.:umtc
data because ofautomatlc prompts to rcsolve inconsistent or conflicting entries, It has been
awarded 1he prestigious national "Lyeos Top 5 Percent of the Web" (lv/urd,
• The Natkmal Student Loan Data System (t--.'SLDS) now conmins information on 34 million
past and present financial aid ,recipicnts and is routinely used in pre-screening applicants for
federal aid, From January 1995 through the first half of 1996. NSLDS identif.cd more than
125.000 applicants as prior defaulters, helping to prevcnt as much as $385 million in loans and
PeB grants to ineligible students,
•
• 916 schools have been removed fr~m student ai~ programs over the pa.st four years. including
693 scho(lls from a1J student aid progr~ms ,an~L~r ~ddi,tional 223 from federal loan programs,
for reasons that include high default rates. -3 strong rcecrtifieation requixment. and
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• The Dcpartment cleared lh~ bticktQg:(jf'2;263)u"r:pc.tl.:;,from ovcr 600 schools in the lust I R
months that had been detcfIl!ined lto:b~ jrc)!gihlc--n}[~_s:udqnt, loan pmgnnns. Because
, )rlstitu,til~ns rcl1y)jn,eligible:,wJ1p~~?i}:4r¥Shl,-Wc.:puy~!{}~ of' unresolved appeals hud
substantially hmdered the Dcph:t1n~~~t's ,~n[orccmcnt dfurts.
Since its inception in 1994, the direct loan program has provided u simpler, more automulcd, rmd
more accountable system for borrowers and participating institutions. Injust three years, students'
and schools have witnessed the development of:1n improved level of (':.!istomer scrvIce in financial
delivery,
~Iid
The success of the Department's efforts is reflected by the rapid growth of the prognuu. The number
of schools actively participating in the program has increased from 1a~,in)he first#:y~~r to, roughly
1300 today, and their volume represents approximately onc-third of tht'SJO biHloll market in DC"';
student loans, To give you a point of comparison: nearly ninc years afier the break-up of AT&T. it
had not yet lost onc~third of the market share it had as a monopoly.
The growth is particularly impressive in light of the fact that the future of the program has been
dcba1cd continuously, dissuading some schools from joining the program, The program has
distributed $9.5 billion in new student loans this YC<lf bccau::oi.! (lJ' the excellent service it provides 10
studen:,s and schools,
•
Furthermore. competition from: the direct loan program has forced FPEL lenders and sel'viccrn to
improve their customer service as well. As the Advisory Committee on Student Financia! Assistance
wrote in its August 1996 report, "Competition from the federal direct lending program since its
inception three years ago has improved the FFEL program significantly."
hnp:/I\\'V\'w3!d.go\'/officesiOLCA/msmith.html
1211199
�Statement of Mike Smith on the loan consolidation process, September 18, 1997
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Page4of7
J)ircct Loan CrmsoJidution
Nonetheless, i1 is true that :11e IOal! consolid.HlOO program is fac:ng serious
chall~ngt:s.
Of the
[42,856 borrowers who have applied to b~ve their loans consolidafed thwugl: the direct ]0,,111
prog:um, EDS lu:s consolidnted the loans of53,711 of them, The applications ofM,07H horwwcrs
are still pending and 5,067 borrowers withdreW' their application ('Ir fa:led to submit a promissory note
after repeated n:minders,
Table}, Status «fConsulidation Applicalions Received hy EnS
Applications Received
Applications in Process
142,856
!oi4,078
Applications Withdrawn
CompJctt,;d COllsolldmiflOs
5,067
5),7 t 1
As background, our lir!-it direct loan contractor, Computer Data Systems Inc, (CDSI). initi<tlcd its'loan
consolidation process in March 1995, The CDSI process was personal computer~based and relied
heavily on m~mU31 procedures. \Vhen the CQntr'dCt came up for rcnc\.\'aJ, EDS, a leading private-seClor
linn with an international reputation for managing large computer systems, "was a"warded the
competitive contract hm;cd upon its propo:ml1or u technologically !;ophisttcated, cJjent~hl.!f<cd process
tbat would provide lower cost and a greater capacity for increased volume.
EDS was required to pass a rigorous systems testing process,dcveiL1ped by, the Department and
approved by Pnce Waterhouse. AJtcr all require~ pha~es,of te~ting were successfully completed with
•
approval from Price Waterhouse, the Departnlcnt'aHo\\:ed EDS'lo as!'iume direct loan consolidation
operations on S~ptcmber 16, 1996.
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Despite extensive testing and review, EI?S,'~xIK:~jeQ~,:.9,?yst~ms,rirobJcms in [i&rt bccau~ ofsmnc
processes inc,?rpo!'atD£i into the sy)~e!11.to l'Cd~19{th~_~I~~~I...-t{:~:n)aD·u:ll~i_nltl'Vcr:tlon thm created s(iny::
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Consolidating 5tudcnt loans is like consolidating several mortgages on a home. hundreds of times a
day, Every consolidation may tnvol\'c multipie parties, including the consolidator. the borrower,
credit bureaus: guaranty agencies, and an average of three lenders. Erroneous, incomplete or late
information from any of these parties delays the consolidation. And bec<tus('J~a[l balances are
constantly changing due 10 the accrual nf,inlerest and borrower payments. a lag in the reporting of
two pieces of infonnation can become a rc.al obRtacle to limely and accurate loan consolidation.
Cumpounding these obstacles vvas the sheer "olume orlean consolidation "l7!?l!cations EDS
received. Based upon our experience in tbe first two years of the program anil!cbmparistins~with'
Sallie Mae, the largest private loan consolidator. we anticipated roughly seven thousand
consolidation appiic<ltions per month, In faci! since September 1996, EDS has received roughly
twelve thousand applications per montk This volume made it vcry difficult 'to troublewshout and
finc-tune the system while also processing consolidations,
•
On August 26, 1997 ~ EDS temporarily delayed the final, funding and booking phase of thc
consolidation process while II took immediate action 10 correct dcficicncit;:s in its processes, EDS
also tcmporarily stopped accepting new loan consolidation applications so it could eliminate the
backlog of applications that accumulated sInce it began consolidating loans last fall. EDS cDntinues
to process the applications it has "aiready received a.nd has already resumed the last phase of the
consolidation process for some loans.
Most borrowers with only direct loans nrc not affected by the temporary suspension because (heir
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1211/99
�SUltement of Mike Smith on the loan consolidation process. September 18, 1997
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loans are already included in a single payment. and thus may be seen::ls self-consolidating. Likewise.
horrowers with only FFEL loans could consolidate with a private lender; although the terms of
coesolidatiol1 ll;.ay not be:15 bene/kin!. Borrower;:; vvho temporarily cannot app:y 10 consolidate all
theIr loans include those who have iXHh direct and FFEL loans and FFEL borrowers who are unable
to secure a satisfilctory repayment plan from a FFEL lender.
The Department has faced this problem head-on, As I have previously emphasized,
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are deploying
every available resource to mitigate the effect on borrowers of tile loan consolidation delu;'$, We are
also taking decisive action to remedy the problems at EDS,
We increased our staff working on-site with EDS in Montgomery, Alabam<t The leml1 included
senior Department a'nd Price Waterhouse staff and expert consultants with ex1ensive banking
experience that have been added to the EDS staff. Together, we are developing and implementing
three plans: (I) to improve the dircctloan consolidation process immediatcly and complete the
pending applications; (2) to remedy errors made in previous consolidations, and (3) 10 rCMcngineer.the
process 10 increase capacity and improve timeliness and accuracy over tbe long-term.
First, ',>,'o~king with the DcpaJ1ment. EDS devcloped and implemcnted l:l plan, reviewed by Price
,Waterhouse, to c$labllsh ne\v procedures lO improve the timeliness and accuracy of the loan
consolidation process immediately and complete the pending·applicmions. EDS began implementing
this plan on September 11, New procedures include:
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Rc-aligning staffrcsponsibilities to address process bottlenecks; ,
Increa;;ing the usc of tile National Student Loan Da:a Sv;;lem to verify student information;
Establishing hotlines between EDS and lenders to verify 10l.ln in'i5lrmat.ion;.;;'· "-:
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Devoting •additional stafT 10 obtaining up4o~date infor::natioll to cnsure,a'ccumte .
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• Improving the process for verifying eligibility for income~cotltingcnt repayment with the
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• Upgrading the document iniaging system to reduce errors;' imd, ,,' .;':,. '; ~;'~,~.;- /:,:'~~: ".~
,. Estahlishing standard reporting'proccdures for lcndcis"to rcdlicc't)L:rdC11sonlc'(!,it'a'Clltrv
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EDS is now U~l!)g tbese new procedures to consolidate applications c'ur'rc!.HIy:in the system. In
addition. EDS will be required to commit additional resources lO the project if Price Waterhouse and
the Department ueterminc on October 6 that it has not met its weekly production targets,
EDS is also preparh'.g for an .:mticipait'<i surge ofloan conso!idation applic<ltions after EDS begins ......
processing new ilpplications. EDS has assured us tll<lt the new procedures will allow them to handle
those loans in a timely and accurate manner, In order to rc·sumc: accepting new applications:, EDS will
have to meet six key performance indicators:
• No more than a lWO-'Ycek inventory of certific~ltions (15,000 certifications or fewer);
,. 100 percent accuracy rate on data. entry on promissory noles and cer1:fications;
• Increnscd accuracy rate, acceptable to the Department and Price Waterhouse. on n statistical
sample on promissory note writing;
• All problems with transactions submitted to servicing are resolved within 72 hours;
,. EDS performs to the Department and Price WalcrhQuse~approved p!an for resolving. prior
errors: <Uld
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,. Demonstration to the sati"sfaction of the Department and Price \Vaterhouse that its system can
track status ofall applications, including exceptioh":.,:",
Second, by the end of the month EDS wilJ finish a separate plan to com,:c1 in.accura1e1y consolidated
loans. EDS wit! undergo 100 percent vnlidation for alllo~ns. The pltm will be reviewed by the
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J211199
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, Statement of Mike Smith on the loa:1 consolidation p'roccss, September 1g, t997
Poge 6 of7
Department and Price Waterhouse hefore it is implemented. It is of the utmos1 importance to us to
rectify these errors lind ensure future accuracy,
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Final!):, both cDS and Price Waterhouse have suhlniHcd IOllg-~crm pla:1s 10 f..tHy re-ellginccr the loan
consolidation process, These proposals nrc expected to lead to substantial improvements in the loan
consolidation system's capacity, accuracy, and timeliness. EDS
by April 199~.
\..\'ill
implement a re-designed process
Over the last few yearS, the Department bus undertaken a variety of steps lO modernize iiS student
financial assistance systems and integrate the stove pipe data systems that have developed o\'cr many
years. While the Department has made significant strides in improving and modernizing the
management ilnd delivery of student fi~zmcial assistunce, we dearly have much further 10 go, The
Secretary and 1 are persona!!}' committed 10 dramatically changing the way we do bUSln~s:s to provide
hetter service i.llld ell$ure that we never again face the situation we did this summer witb loan
consolidation,
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To that end. the Department is establishing a Studclil Financial Assistance ~:lodernization Board,
The board will advise the Secrctary un a wide range of student aid manugcment issues. 'nte Deputy
Secretary will chair the board, Its membership will consist of key officials from the Dep:.Jrtntent,
Office of Management and Budget, and National Economic Council and senior federal officials with
expertise in contracting, procurement. a:ld infonnalion technology, .md the Board will draw upon
expertise in the private sector and tbe hlghcr cdut.:ation community.,
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The establishment of the board is a significant step toward further impnwe:nent in the
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management practices. The board will playa major role in reviewing and shaping the Department's
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management and modernization initiatives and will make recommendations regarding ~hanges in
contracting procedures, infon11o.tion technology plans, organizational structure al~d 1hc alignmen~ ~{.\. ,
persOlme[ and funclioI1S, prog~amll1a~jc and ~mi!1is~rati,vc ~i~?plificatjon: ~1d a.,?~:;!~~;;,S t?l,u~:~~t,h\;',:' :t'r '
performance largets and tll11clll1cS u:·ang best I!1dusi~y"p~pc~lccs: and new l1ltorr~,a~l~:l,t~~rl.;~lJf:~Y~:!:'~"~;~J~: .:
We support the fundamental elements ofa Performance Based Organization (PI30) for'tlu;ldcl!vcry of '
student financial aid: a performance-driven organization \\'ilh greater management flc~';;ibility and
greater :.Jccountability for results. J will ask (he Modernization Board to review immediately the
clements and suitability of a 1'130 for the delivery of student financial asslsta!lce. A PBO would have
0. ChiefOpcrating Officer who would report 10 the Secretary. It would be given greater cO:ltrac1ing
and per.sonnd 110xibility than the l)epanment currently enjoys and would be respomnhle for
managing the delivery of student aid against a set of pcrfonnancc measures .
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"'But we aU know thaI it is easier to support the creation of 3. PBO than to create one, Many federal
agencies hs\'l' considered them for years; but not one has been created within in the federal
government to date. We will be looking closely a1 what changes in Inw and regulations are needed to
create a successful PBO and \."ilI be making recommendations to Congress.
Conclusion
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In conclusion. our lOp priorit)' is minimizing the impact on students of the difficulties facing the
direct loan consolidation program. We are doing everything in our power,10 expedite lhc applications
ofborrowcrs who have already upplied for direct loan consolidation aild h/prevcnt them from
suffe:ing from the {Cmpordry suspension of consolidations. At the same lime, we arc committed to
changing the direct loan consolidation process to ensure that future upplicants will be better served, 1
believe the course of action that we are undertaking is sensible, responSIble, and will accomplish ,
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J2!1!99
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Stntement orMike Smith on Ihe loan consolidation procc}:$, September is, 1997
Page 70f7
these goals.
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My colleague and I would be happy to answer any questions you may ha\'e .
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1211/99
�..
DRAFT
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DRAIT
Prepared Testimony of
Deputy S;.",rctary Frank S. Holleman III
U,S. Department of Education
Before tbe
Subcommittee lin On:rsight Dud Investigations
Committee un Educl.ulun llnd tlu' Wurkforce
U.S. HUU5t' uf Representutlves
September 19, :2000
1\'1r. Chainnan and Members of the Subcommittee:
Thank you for inviting me to appear today. [appreciate the opportunity 10 share my views on
the finandal ma:1agcment of the U.S. Department of Education, and provide an update on our
Financial Statement audit for Fiscal Year 2000,
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improve American education, help all children reach high standards, and open the doors to
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Secretary "ti!cy and J arc strong believers in the potential of the Department's programs to
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'college. Over'the !ast year, we have reinvigorated our emphasis on strong management because
;};};~fr:~I~T:: ,-\,:'<: ,,;~'~~ want to be sure that the federal investment in education is used as efficie~tl{a'n~~'eITectiveIY
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as possibk.
Last ,,"'larch. r testified before this Subcommittee that our auditor was able to express an opinion
on four of (fUI~FY- 1999 p,'ancial-stalemcms because we had strengthened our financial
documentation and data integrity. Moreover, we com?leted our work on time despite the need
to prepare five additional financial statements for our Student Financial Assistance pros!ams and
a five~week delay in beginning the process, - I also stated my belief that this audit result
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validated OUf approach to improving the Dcpartrncnt"s financial management. Today, I am
pleased to share the significant progress that has been made :n the las! 6 months,
Obviously, our goa11s to receive an unqualified audit opinion every year, but it is too early in the
audit cycle iO know if our Fiscal Year 2000 statements will be dean, However, the Department
has rr.ade substantial progress in overcoming the obstac:es outlined by Michael Lampley, the
Ernst and Young panner who also testified last March.
As you may recall, the Subcommittee requested that Ernst & Young desc:ibe those obstacles that
prevented
It
from delivering an unqualified opinion on all of our Fiscal Year-1999 financial
staterncnts. I would like to now describe how the Department has tackled those obstadcs.
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The. Department can now automatically produce the Statement of Financing with irs other
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statements.
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recorded
35
such in the accounting system, The Department has now begun
standard general ledger
aCCC<l:nt
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use the
7400 to record prior period adjustments and 15 reflecting
these transaction in the appropriate line in its financial statements.
• The D0partment continues to develop subSidiary reports that will enable it to validate that
governmental and non governmental accounts payable and accrued liabilities transactions
nre properly coded for financial statement presentation purposes.
• The Department was able to provide adequate support for approximately $800 million
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reported in the Federal Family
Educ~tion
Loan Program, net
pos~tion
balance,
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properly reclassified the net position balance to liabilities for loan
gu<ir~nlees
and loan
These adjustments will he
receivables using the prior period adjustment accouol,
reflected in the FY 2000 Financial Statements.
• The Dcpai.mcnl analyz~d. documented, and· reconciled a $700 million difference
between certain budgelary and proprietary accounts for the Federal Family Education
Loan Program. The transactions to resolve the m:onciling difference have been entered
into the accounting system, and will be reflc.cted in the FY 2000 Financial Sta.tements.
• The Department analyzed, documented, and reconciled a $288 million difference
reported in unexpended appropriations, ED and the Treasury Department arc currently
performing a post validation of the reconciliation analysis. Although immaterial. the
"OepartmC:;l continues to research the outstanding variance. Once research is comptete,
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the transactioIfS
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record this reconciliation will be entered into the accounting system
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and will be reflected in the',FY 2000 Financial Statements.
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• We are aggressively examining the business processes that detennine beginning balances
for accounts payable and related 3r.'cruals. We are devising relationship analyses that
allow the Department to
$10 million each year.
maintai~
accurate records to support an ending balance of about
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Another sign of progress is our effort to implement our auditor's internal con1rol report
recommendations.
Decembe:r~
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inspector General Lorraine Lewis noted in her prepared testimony last
the Department had implemented only 28 of the 115 recommendations (including
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duplicates) made in the previous four audits. The FY 1999 audit Included an additional 24
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recommendations -
DRAFT
mostly related to pnor recommendations to correct previously identified
weaknesses. We have now completed action on 80% of the audit recommendations (112 of 139
actions) and have the
~iG's
closure concurrence on 95 actions. Of the remaining 27 open
recommendations, I have made their resolution a top priority. We anticipate
t~at
work on these
items will be completed throughout Fiscal Year 1001. These items should close as we
implement Oracle Financials, and our disaster recovery site becomes fully operational.
Our implementation of these audit recommendations have strengthened our financial
management ,5 important ways.
FIRST, we have improved our reconciliation process. Prompt and accurate reconciliation helps
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us detect and resolve potential errors. Our automated reconciliation tool has pennitted the
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Department to reconcile on average about 94 perc'ent of our monthly accounting system
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transactions with the Treasury' Depai1.merit-:':This; . c~upled with staff research, has permitted the
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Department to match upward
0,(98:0' ~~ t~~ tra~saciions for a given month.
SECOND, we can automatically generate monthly financial stat~inents from our general ledger
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trial balance. During Fiscal Year 2000 the Department provided two sets of interilTl statements
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to Ernst and Young, which allowed them to begin auditing our FY 2000 books in June - two
months ahead of the prior Fiscal Year. This is a solid indicator that we will deliver our audit on
time a second year in a row .
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!HIRD, we have strengthened the
~financial
documen~atior:
of our policies and procedures over our
operations and internal controls. This documentation has been made available to our
staff and auditors
\'13
a web based application. We believe our "Procedures that Work"
application is a government-wide best practice. Moreover, targeted training using these
procedures will continue to be delivered to appropriate staff This in turn win permit the
Department to better comply Wilh statutory
regulations~
for example, the Credit Refonn Act
provisions that require unobligated balances in the liquidating fl.:nd to be returned 10 the Treasury
Department 3tleast once a year.
FOURTH, we are on target with the implementation of a. new general ledger system. I am
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pleased to announce that our independent verification and val,idatibn contractor, Arthur Andersen
has contl~ our October
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milestone success. ,We ~ave also been able to begin phase two and
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three activities earlier than anticipated..
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FIFTH, and finally, as we approach the final implementation phase ofour Grant Administration
and Payments System (GAPS), data integrity concerns voiced by the General A~counting Office
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{GAO) in their review of our Granlback Account, and by Ernst and Y,:ung oui independent
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auditor, can now be fully addressed, Specifically, this system permits the Department [0
maintaln detailed transaction history data at the grant award level, and greatly reduces the need
to make manual accounting adjustments. This is because precise funds management controls
direct lransactions to the correct appropriation. Before GAPS~ the Department had to estimate
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how the pooled award advunccs had been allocated across appropriations, and then reconcile
them once actual claims were made for the specific grant awards.
The Department's usc of grant-award level transaction history:
1. Assures full compliance with the Anti-Deficiency Act, eliminating any concern that funds
might be- drawn in excess of those appropriated and apportioned for any program;
2. Improves agency ability to reconcile cash and other outlays quickly and correctly;
3. Significantly improves agency capability to report outlays to the Office of Management and
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Budget and Congress on an appropriation and program level, as they require;
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4. Improves our agency's capability to monitor recipients'and provide oversight for the
programs delegated to us by Congress; and
5. Increases the partnership between the Department and its recipients through our efforts to
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provide full assistance to recipients in resolving financial and program problems.
We are confident that all four of the recommendations made by the General'Accounting Office
in its review of the Grantback account will be implemented by November 2000. It is my
understanding that the 4 recommendations concerning our cash reporting practices have already
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been closed.
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Secretary Riley and I recognize the importance of financial management. Unfortunately, there is
no shortcut to establishing a sound, comprehensive financial management system. We will
continue to work hard. I believe the FY 2000 audit will demonstrate our continued progress.
I would be happy to answer any questions you may have.
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Educa:ion WllS u!1l!oie to pmvide adequate suppor. fo: ubou: $800 million repo:ted m the September 30,
1999. nc! posilion balance in it5 finlnciai 5I.atemen~s, and the audito:s were unable ~o perfonn o1her audit
procedures 10 satisfy themselves thaI thIs amount was correct.
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Reque..1 insertion immedlately after paragrapb:
According to Education Officials, the Department analyzed, documented, and reconciled
a $700 million difference between certain budgetary and proprietary accounts for the
Federal Family Education Loan Program. The transactions to resolve the reconciling
difference have been entered into the accounting system, and will be reflected in the FY
2000 Financial Statements.
Page S TJ!$timony:
Edn~ution processed many transactions from prior liseal )'earslls fiscal year 1999 transactions and
maJ:ually adjusted its records in un effon to reflect the transru=::ons ir. the proper period; howev~r, the
audaors could not determine if these adjustments for certain costs and obligulions were correct.
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RcqtlCSi Insertion immediatdy after paragrapb:
According to Education Officials) the Deparunent has changed its processes to ensure
.that priQr period adjustments are recorded as such in the accountIng system. The
Department has now begun to use the standard general ledger account 7400 to record
prior period adjustments and is reflecting these transaction in the appropriate line in
its flnancia1 statements.
The auditors were unable to determine whether beginning balances for accounts payable and related
accruals were eCClIfatc.
Rcqut:st insertion immediately nfter paragraph:
According to Education Officials. the Department is aggressively examl,mng the
•
.business processes that determine beginning balances for accounts payable· rmd
..,
r. •. "
~(
�related accruals. We are devising relationsh:p analyses that allow the Department to
•
mainlair. accurate records to support an ending balance
of about
S 10 million cu<;h
year.
Page 5 - (i Testimony:
In addition, the auditors did not issue an opinion (referred to 35 a discbimcr of an opinion) on Ihe
Department's Statement of Financing.. The Statement of Finandng: pr(,vides a reconciliation or
"'translation" from the budget to the linnnciai statements. The statement is intended 10 help those 'Who \vork
w:!h the budget 10 understand the fin:mcinl statements and the cost information they provide. The auditors
slated that the reolson for this disclaimer was that the Department did not perform adequate reconciiiations
and prescnt support for amountS on the S!3.temenl of Financing in a timely manner.
Request insertion immediately after paragraph:
According to Education Officials, the'Department now automatically produces the
Statement of Financing wl1h Ils other statements.
_e.
.~
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Tesdmony Page 8:
In responsz 10 the auditors' fmdings. Education officials loid us that me)' have developed an
implementation plan for the replacement of the genernlledger system. The affidals nmher stated th.a1 _
!2dllcntion had purchased II new general Jedger system and compfe:ed an the planned correctlve ac:ions in
Te$p<IIlSe to the auditors' recommendations. related tv fir.aneia! repor1ing wcaknesses, However, this nCW
"genef;llledger system will"nol be fUlly implemented for fi~>L1 year 2000, and Educaoon.wlll continue to"
work around the system (...Jto produce consolidated financial statements, EducatIOn officials said that the
Department plans to fully implement the n:!w general ledger system'by August 2001 and io eliminate the
currenl general ledger SySlertt by January 2002. To fadlitate the fiscal year 2000 consolidated audit,
Education prepared interim financial Sta1ements as, of June 30, 2000.
Request inseHiQn:
Education will continue to work around tbe system [by interfacing a software application
with its cffirer.t generat.Jedgcl'J,to produce consolidated financial statements,
Testimony Page 10:
•
! 992. Any '.Ulobliga:e<.: ;;:'.lIliln.ces in this account 31 fiscal year end are unavailable for obligations in
subsequent fiscal years ar.d r.lll&i be :t::msfcrred to the general fum!. Funher. Educatlon did not sufficiently
analyze tht: balances reflected an the financial stalemcnts to ensure that the FFELP baJances agree<! wit.'l
relevanl balances in the Department'S budgetary accounts, The auG:ilOfS stated that this situation resulted in
an unexplained difference of about 1700 million between the FFEtP Fund Balance with Treasury account
and related budgetary accounts as. of Septcmber 30, 1999. By n01 properly accounting for and analyzing its
�•
FfELP transactions as required by the Federal Cre<!il Reform Act of 1990, Education could not be assured
Iha! its fln::!!'Icial or budgetary reports were accurate,
Request itucrtlon below paragraph:
According to Education Officials, the Department analyzed, documented, and reconciled
a $700 million difference between certain budgetary and proprietary accounts for the
Federal Family Education Loan Program. The transactions to resolve the reconciling
difference have been entered into the accounting system, and will be reflected in the FY
2000 Financial Statt:ments.
Education returned the $2.7 billion to
l~e
T:casury in February 2000, The Department
also established policies and procedures to ensure compliance wIth the Credit Refonn
Act.
•
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.,
Report froITl the
Subcommi1:1:ee on
Expanding Employmen1:
OpportUlni1:ies for Young
People vvi1:h Disabili1:ies
TO THE
PRESIDENTIAL
TASK FORCE
•
ON EMPLOVMENT
.
OF ADULTS WITH
DISABILITIES
>t.1"
..
Co·Chairs:
Sue !!ufCl1son, CommIssioner
Administration on De\'(:!opmeolal Di~abililic5
Department of Health and Hum;m Services
Curtis Richards, Deput)' As~istant St.-crerar},
Office of !o!pedaJ Ed~lc;Hi<ln and Ikh,lblJitativt' :-crvkcs
. Department of Education
•
�•
t!NITIW STATES DEPiIRTME!;'T OF EDUCATION
OFF1CE OF SPECiAL £DUCA110N AND REHABiUfA11V'£ SERVICES
The Honorable Alexis Herman
Chairwoman, Presidential Task Force on
Employment of Adults witb Disabilities
Th(;; Honorahle Tony Coelho
Vice·Chair, P:-esidential Task Force on
Employment of Adults with Disabilities
200 Constitution Avenue, N,W,. Room S~2312
Washington, D.c' 20210
Dear Chairwoman Herman & VicewChair Coelho:
Under cover oi this memorandum, we lra.'1smit the ~ 999 report to the President from the
•
Comminee on Access to Employment and Lifelong Learning Subcommittee on Expanding
Emp:oyment Oppommities for Young People withDisabiIities, We understand that Ihis report
wilt be made available concurrent with pu~licauon oflh~ full Task Force report in December.
The report contains a summary of current and planned acuvnies and was drafted with the
ass:stance of Subcomminee members. It addres~es·school~;o~work t:ansition <4'1d other strategies
designed to improve young people~s opportuni;~e~ for success in the workforce,
We approve this report as written and submit it to you for publication and public use.
Sincerely,
. i1 au"c -:?;f'z<----,
,ue:; /
[,'
c....r;,..; ;\.J,..h
_
m
.?
Curtis Richards, Depu!y Assistant Secretary
. ' Sue Swenson, Commissioner
./
Office of Special Education and
Admirdstration on Developmental
Rehabilitation Services
Disabilities, US Department of
Health and Human Services
•
�•
Mission and Goals
Background
The Subcommittee un Expanding Employment
OPfJorllmiries for Young People witb Disabi1iti~s,
cfM:;lmircd by Sue SWCflson, Commissioner of the:
Ac1ministr::llion on Devdopmental Disabilities, and
Curti~ Richards, Deput)' Assistanl Secretary of.the
Office of Special Educ:lti<..m and Rehabilitative Scr
Overview
vJ\:c::-., established the follcw,'ing mission and ",'Dais.
)n its first report to President Clinwn ;md Vice Presi
dent Gore, the Task Force recognizeu ihe impor
tance of focusing anentian on the i~!"ll':' (;lCing
young people with disabiljtie:-. One of the recom
mcnd:ltlons in Re-chaning tbe Course,' 17u~ First
The charge of the Subcommittee is to;
Report cifJhe Presidential Task F(m;(~ {In
Employment ofAduu.... wilh Di,mbilities StateS:
1, Ih;vicw and analyze current (lata on the status
of young pcopk, with and without diSlbililics,
tmnsitioning (rom adnkscence to adulthood
and the wurld of work.
2. Identify and promote effective practkes that
assist young pt"Opie with disabiHtics in successful
ly rr.msitioning from ado1cSCC1l{:e to cmplormcm.
3. Rl.."Vlc\\' and analyze CUffC!)t kghilative authorities
and programs that affect young people with diii
ahihttc:i, ami ma.k~ re(;(lrnmt;:odations for the
ahHnm...:nl <J, improw:'menI of Federal progr.lfilS
that enSure- successful li"JI1sition of )'Otll1g people
witb dis:lbilitics to employment.
The gwh. of the Subcommittee arc to:
I, Identify and eliminate Federal policies that are
turrierS 10 employment for young people with
di:".1bilitks.
'111cAdmintstnUinn ::mould work wilh State~,
communities, schoo~ and tithers to :tb..~bt FlUng
people with disabilitlL"S wltb the tuul~ the}" need
to beli..,,\'e in themselves and !O pursue positIVe.
futUres; 10 avoid teen pregnancy, substance abuse
and other risk be-havlors: to fwish hig:h !>dwol
and go on to college or work; to take full :H!v:m
tagc of ~hool-to-work and COnll1Hlllit)' and
natiuoal service opportunities; to eXpcrknCc,
leam from, and bLrild on carly lm~ <jUCCCS~cs; and
to :L"5Ume positive control ami n::-,pol1:>ibility for
their ImHviduallivcti and futures.
. .., ,
With this recommendation, the Task Force called
for an end t;J tht: c;\:pectatlon Ilia! ye! illlOlbcr gen
, ,
crarlon of young: people. with disahilltk!> would, ,
::ltay out of the,worktorcc ~nd bCCiJme tlep~naem' •. ~·;1 ... <:\~ ",<'
on public assiStance' programs. Therefore, the lead
ership of tbeT:ask Force createa the Subcommittee
on £ypallding Employment OPJrorltmitics for
}uung People with DiStlbili/les as a suhcommitt<-'e
i: Make recommendation." that promote effective
I~i:deral
policies and eliminate policies which arc
barriers to employment.
:1.,
5, IJc\'clop
:l.clioo pmn (hat leads to a coordinat
ed and a~I'Disive national !itratcgy to eosure that
, young people with disabilitkS enter tht; work
force at comparahle rates and pa<;l: as their non
diS<lhled jX"as,
.t De\'clop recomme'!)<.btjot1S for influc~dng State
•
and local policy and practice for yGung JXCQp!c
with disabilities and chronic health conditions in
achieving (·mploymem .
iJf the Committee on Ac<:ess to Employmcnl and
U1c1ong Learning.
Definition of Terms
At tbe SllbcommittC!;'!l firH meeting, the hft.'3dth of
issues to be considered seemed daunting. Hdi,rc
:-.haping a specific cbarge, members of the Subcom·
miut.x: believed it necessary t;J begin by ddining the
kt.:' terms that would guide its work: Who is tbe l3r
1.'<-1 ;:mdicnce? What is me;l,nt by transition and
employment? 'The following <.'Qmmon deullitiOn5
were developed:
SuiJ!ommittt'f! on Expfm(iillg Emplnyrnenl OppurlUtlfti('f; jiff Wn:mg I'trtJple u'llb [)i$abiHties
�•
Young People: The focus of the Subcommit
tee's work will be on young people between 14
and 25 years old. However, it is important to
remember that young people begin thinking
about worl: at much earlier ages. It is not
llllcommOIl for elementary and midllie-school
sllldenu. to emulate adult role models and aspire
to their professions. 'nIt! Subcommittee believes
tbat its work will occasionally address issues
related to people younger than high school age.
Transitiofl: For the work of the Subcomminee,
tr:msition is defined as the movement of young
people with disabilities into employment. Activi·
ties promoting this movement must be based on
an individual's self·determined preferences and
interest:.. 'Ihesc activities should include, but not
be limited to, lifelong learning, community cxpe
rience~, and the development of a career path,
health and wdlncss, and other post-school and
adult living objectives. To accomplish thiS, it
may be necessary to consider suppOrts, rclated
services, and other issues including: evaluation;
planning; r..:asonabJe accommodatiuns; access to
adequate health care and insurance coverage;
income supports; vocational training and rehabili
tation; service learning; school-, work-, and com
munity-based experiences (paid and unpaid); and
a!'>sistivc tcchnology.
Employment: For the work of the Subcommit
tee, employment is defined as regular engage
ment in skilled activities for parment.
Policy Issues
The Americans with Disabilities Act of 1990 (ADA)
identifies equality of opportunity, full participation,
independent living and economic self-sufficiency as
key goals for persons with disabilities. Similarly, the
Individuals with Disabilities Education Act (IDEA)
aims to "stimulate the improvement of the vocation
al and life skills of students with disabilities to
enahle,them to he betler prepared for transition to
adult life and services." The reauthorization of the
Hehahilitation Act in 1998 echoed these goals by
incorpor.tting IDEA's definition of transition servic
es and increasing the focus on vocational rehabilita
•~
tion services in the transition process fur young
people with disabilities.
Research focusing on progress toward these goals
has revealed both troubling and encouraging indica
tors relating to tr.tnsition from adolescence 10 adult
hood and the world of work. Data generated
through research, especially longitudinal re~earch,
illustrate both areas of progress and need. 'Ille SuI>
committee reviewed a ~eries of research and policy
studies and conducted a series of "listening se.'.sions"
with stakeholders.
First, the Subcommittee examined tile dmft results
ofa review conducted in 1996 hy the White Hml!'>e
Domestic Policy Council on tramition policy, titled
School-to- Work Transition: Disability Policy R(mieUi.
The Subcommittee .llso revicwed data from the
Departmen.t of Education/Office of SpeCial EJuea
tion Programs' 1993 National J.ongitudtnal Tmnsi
lion Stud)\ d~la ;malyses of heneficiaries from the
Social Security Administr.Ltion, and the Ikpartmen!
of Education's participation r.ltes of students with
disabilities in postsecondary education.
The Subcommittee sponsored and participated in a
series of "listening ses~ions" to solicit inpm from
young people with disabilities, their Euuilies, educa·
tors,service providcrs and others ahout-barriers .
faced by young people with dis~hiliti~s'transition
ing from adolescence to adulthood and work:
These included aTown Hall meeting in Los Angeles
sponsored by the Task Force, a roundtable discus,
sian hosted by the National Council on Disability. a
Youth Policy Forum sponsored,by the Social Securi
ty Administration and the National Institute on Dis
ability and Rehabilitation Research, a luncheon dis
cussion at the National Council on Disability's
Youth Leadership Forum, and a meeting of the
Healthy and Ready to Work Feder.tl Interagency
Work Group. During the course of its work, the
Subcommittee plans to continue its participation in
these types of"\istening sessions" to ensure that a
broad base of input is incorporatcd into the work
of the Task Force.
From these aetivitics, seveiJ.1 palterns emerge which
should be considered for future pOlicy develop
ment. First, the population of young people with
Presidential Task Force on Employment of Adult...- with Disabilities Cummilltt
ltcp"n~
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dis-;!bilitics i~ growing and becoming more diverse .
For example, according to the Ccmms Bureau, there
are 25.1 million Americans between the ages of 15
21 years of 3gc,'12.1 percent of who have a db;abili·
lr or chronic health condition. Among 95 million
people bc:iwt:m the age of 24-14, almost 1S percent
have a di:;abUlIY
;\hm: impor1:lnriy, this populafi(JO is growing: much
more din:rsc, Wilh significant tis!.::. cxpcClt!d in the
numbcn, of African, :"IOItiv;;:, Asian and Hispanic
Americans with disabilities. According to data from
!he Survey of Income and Program Participation
(1 993), an onguing, nationally rcprcscnuHivc panel
survey uf the economic scuus of the non-institution
ali;t-eti, civilian population living in the U.s" the over·
all ••Ht' of disabillty is highe:;t for Native Americans
(:! 1.9%), [olll)wed dosclr b~' Afrk-an Americans
(20.0%), whites (19.7%), Hispanics (l5.3%).and
Asians and Pacific Islanders (9,9%}
For WOmt!11 with dJI>J.bilities, the !>ituation I..'i WO~.
Of the WtaJ population of adult!> with disahilitie5,
. men are twice ,L'i IlkclY,to be employt'd,an: moo:
likely-to work full-time, :tnd,~10 avcrHg.e:, tt:<:t"ive high
er \\~JgL'S-:nK' barrh:r~ faced by all women in the
workplace art: t;ompouoded for womcn, of:ill ages,
witl_1 dlsahililit:~.111e "double discrimination" nfheing
•
,.... -,':~:~.: _~. \~on}.,!n wilD_:i disahility is cvitkm in all aspeCts of
, , .'" emplormem, including rhe: emplo),mcm-rd:ncd pro.
W'Jms provided w individuals with t.lisabilitiC!i.
Second, acccss to health Care, iosur:u)Ce Cuvcrngc,
and income supports prescnt b.urit.rs to emplor
I'rH:m for young people \'-'1tl1 disabilities, While rapid
advances in medical !\c!ence have enabled over 90
percent of chUdtt:n hom with spec::i.al need5 to
!"C".l;.;h adulthood,youth with sped<1tbealth tare ..'
net:ds an" mudl k"!ili likely than their 11~n.{lisabkt .
peen; to fmish h.1gh school, pursue p0S1Sccondary
education, gt"1 jobs, (It live independently, Few COOl'
din:ued !>Crvicc:. have been li\'tiilable to a,s...ilil them
in their dcvdopmen!lll tnmsltiuns from :.chooJ H)
work, home to independent In'ing and pedi.UriC
ba~d L'1ln: 10 adult-ba,<;ed care,
•
Currem Supplemenwl Securiry Income ($$1) and
Medicaid bcne1it systems also create barriers to
employment. Nearly 600,000 young people
between the ages of 18 and 25 currently receive SSJ
benefits. Of th05(:, only 10 percent report some
form of work activity. Each year, 16,000 l&y~'ar·()ld.s
and 56,000 individuals betWeeo 19 ;Uld 25 yca~ of
age art" approved for 551 benefits, In addition, data
from the L".S. Censu~ Ilure:m indlOlte that :ilmn;;t 80
percent of individuals ages 2244 who do nut bave
disabilities have privatI.: insurnnce coverage,lhree
percent have public insurance Olnd 17 percent arc
uninsured. In controlst, in ~hc- same age gwup,
among individuals wieh disabilitic:. almo:.t Sl:l pcr·
cent have private COVCi.lh'e, 22 percent have public
insumncc and almost 20 percent are wlin,o,ured.
Data iniJicalcs thai maoy young people wilh disabili
ti(~s are dependent on Federal income suppon and
public health insllrance hene/its. Pr~)lTl(lting gn::lter
self-5u(ficieflCy among bencfi('iaries cannot be
achieved without eliminating wurk disincentives.
·nle possibility of losing health insurance and (Jther
crud.ll bencfits discourages many from foccking
work. Funher, for tho!\/: who an: emplu)'cd. oppor
tunities to increase \.\~..~es and earnings may bt'
avoided for fear of lOSing these hendit:;. A:. the sys·
lL'Ill currcntlr exit-ts, many potential worker:. remuin
unemp!Qyt"d and dependent, nm tx.:eaul<e of la?ine!l5
or indifferencc-, but because working is ~mpli' not
in tbtir best economic or medk::iI lntCrt;SIS
I
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'"-0
Third. technology is transforming opponunities' fOr
young people with dbabilitics. As;.!:>tivc H:chnQlo
gr. ilistancc- kamin/>:., and the Intcrm:t art: among
the technological in!1O\'2tions tbal an: significantly
transforming the workplace and lifelong learning
opportunities for young people with disahlliill;'~S,
and will continUe to do :>0 at a rJ.pid r.ltc into the
nexl century.
"'i <",1
Fourth, education, vocational rehnhililativn, ant!
workforce development efforts are signaling the
transformation of programs de:.igned to :.c::rvc peer
pic with disabilities. Nowhere i!i chis trend more
noticeable than in poliCies dealing with ),oung peo
ple with dhabilitics. In the education arena, for
example, the trend is wv,'Uro increasing expecta
tions and academic skills, and lncluding ),oullg peo
pk with disabilities in all aspect,,, of gCJlcral educt
£1on rdbnn, as reflected by the Ind!vidullb with
Disabilities EducatiOll Act Amendments of 1997,
~
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Goals 2000. ImprnvlngAfm::rica SdlWl"Act, and the
Sehoul·lv-Work Oppurtunities Act.
Another t."XMlll)lc of the gcncr.tl ~l'stcms (dorm
tfend is demonstrated by the Workforce In\'cMmcnt
Act of 1998 (\l;flA). 'nIt: \VIA hrings a new emphasis
on how ),outh are !!crvcd within the workforce
d,,'vdopmcm !iysu.:m, \X'IA's major :><:rvict.:s for young
I)l;opk indllde: (l) the estthlishmcnl of local youth
counciJ.~;(2) c()mpreht:f1Si\'c 5Cr\'i<:~ based on indi
'\'iduali7£<l asscssrncm;(3) youth connections and
access to tht' Onc·Stop Career G::nler sy:-lcm; and (4)
perfnnnancc accuum.ability. 111<.' Department of
ubor's pubUcation, The Wbrkjhrce investment Act of
1998.' ,1
~~"ion
[or YrJUth, specifically mentions
y()ung pt:opIc with disabilities as a spedfic target
population \Uldcr WIA. Federal policy efforts must
ensure that young people with disabilities are indud·
l,x! in ;11e opp()rtunitk~ (hat WIA present:;
In addition,as a part of'.X'IA, the Rchabllitation Act
, ,.
".
was amt."I1ded With blcrea'icd attention f(:iCuse<l on
transition. 1n addition to adding a defillitiOll for tmfl·
:.ition l>Crvkes, \\!fA' mandates that State voc.uional
ft"habllilacion pl;tn~ include coordin'~tjQn,with.
n:sp()!lsiblc Scale (xluc:llion offLciaJs to !acilitate the
tran.sition of youth ...... ith disabilities from education
to vocational ("("habl!i~ati()n sct\'kcs! ,State plans
must include inh;;r;.gency.ahrceou:nG'th;l't provide
inforrn;tHoll ~b'(;l;t 'tcchruca! as.-<;istance for education
:lgcnr:ie~. persoru;d tr.tining, :Ib>ency fiuancial
respousibilities, outreach, and student idemif'lcatiOrl
policies :Ult! pmcedurcs.
Fifth. !hert: i~ a iremendous need to improve plan
ning -lnd delivery of transition scrvices. While some
individuals with disabilities appear to have better
transition oU(comcs, others do not. According to
the Depanmem of Education. 20 percent of young
adult:;; with dis:lbilititS do nnt graduate from high
school, comrart:d 10 9 percent of r-oung a.duJtS With
no dis.1biIJtJcs. Approximately 23 percent of young
people whhom dum,biHlics have grndmned [rom col·
lege, al> compared to less than 10 percent of young
people with disabmli~ and only 6 percent of young
pcuple with significlnl dis:lbilitics. Youth and young
adults with M'::VtTC emotional disturbances, for e..""am
pie. experience panicularly poor outcomes.
•
'I1)e IDEA Amendments of 1997 funher strength
elH.>d mmsitiol1 programs, For c.xample. the law
cmphasi-zes the nt."Cd for tr.lnsition planning to
begIn earlier (at age 14) and mandates that young
rx..-ople know tl1dr rights and exercise ~jf·de\ermi
nation and choicc in program seleCtion aoc dI.-'~ign,
111i5 is critical a...; finding..; from the Office or Special
EtlllCaiion Progmms' mOOitoring of 'state cduauional
fiystems 8hmv a frequent lack of ll:m~ili(Jll planing
in the flldi\'idualizcd Education Program (lcP)
process, As a resUlt, too many YOUJIA pt:oplc never
receive the (;{Jl.lU!'clin,!t, CIrce! educatiun. Voc(lljunai
training, ;i~istancc in obtaining adult health can.',
and ;it!equ;ite insurance lilid Other sen"ices they
need to make succt.'SSfu! transitions from school to
work, or SChOlll·to<ollct-.>c-to-work.
We ahQ know that as the level of education ri;.c!., so
docs labor fOl'ct participation, and thr:~ r.ttet
incr<:.Js(;; much more sharpl}' for' people with disabi!·
ities than those without disabilities. For exampic,
among people 25-64 yc:trs of age who havc a d(:i
ability, only 16 percent of those with k ..<;s than 12
ye~ of education are working or looking fOf worK.
The mle rises (0 27 3 perteflt for Iho~ \\'ho com·
pletc 12 year:i of schonl, increases again to '10.9 peT'
.cent for thOM: with 13 10 15 years of edueltion, and
reaches 50,6 percent for people with 16 or more
years of l..-'"dllcaHnll. Increasing aca~kmic :ikiU CX\)CC
tatkJOs and expanding lifelong learning oppO!1uni
tie.o; arc critical aspects of future Sllccess (or young
people with diNlbi1i:ics.
or
. ,The transilion needs
}'oung people with lJisabil\-.
.tit."'5 rcquire appropriate serYices according to lfldi·
vidnaIiLt.'(j ot."t:ds, However, data show that coo
sumcN.lriven services are elusive;
Onlr a tj,ird of young people with dlsabillHes
who need joh lr.liniJlg actually receive stich
tmining,
• On!}' a fourth or young people who need life
skills training, tutoring, inlerpreling or petsOlul
counseling receive these sen'lct!s,
• Contact.. with yoc:ttional rehabilitation 4}-,«:ncics,
po"t5ccondary institutions, jon placcment pro
cmploycrs. S<K:ial servl<;e and menul
health agetlCics arc substantially less frequCflt for
students with serious emotional dL<;turha.lices.
~s\
l'reslut'n(bl T:t~ Force Otl El'l)plo)'mt'nt uf Atlult~ with
D~abilitit~
Comntillct RtportS
�••
Department of Education
Within three 10 five years after exiting school
mon: than balf uf all yuung people with emo
tional disturbances are arrested at least once.
Offu:e oj SpeCial Educalivll and
Rehabilitative SeMJiCes (OSENS) and
National ScbooM()~WQrk Office:
'111C abscnce of I)(~cdcd services and the bleak Out·
comes of many young people underscore the need
(.)r df4-'("tive poliCies and pro~rnm5, How to improve
service deliver}' fOf all young people with disabilities
jj, tIH:rcfort: a nlJldamcntaJ policy quc:slion.
Transition 1echtlicai.'lssistance. The National
Tmn::.ition Alliance (NTA) has identifkd lwomh;·
in~ proF:rams anu pr-JCtiCcs irom across thc
country wnich promme the t:r:msition of youth
with disabiHtil:S towards dehl."Cd roS!~hool OUl·
comes. The NTA provide!' technical ,Nist::mCe to
School·()<Work Slate wantccs and dls:o;emina(c!<
information reg;uding transition and !>ChoQJ.\o<
work ilililles nationwide.
Studcms with disabilities wam bener education and'
(mining oprortunitics to help them pn:parc for
employment and independent Ihiog. To kt'Cp pace
with the ever incrca.<,jng technical ~lls required by
the }ob market. more individuals with disabilities are
taking advamagc of postsecondary education than
ever before: In ! 97H, the pcrccntagl! of full·time co]·
Ic&'t: fre:-.hman rq)(!rting di~blliti;:s was 2.6 PCI"<.x:nt;
in 1991, tnis figure more dlafl tripk'tt to S,S percent,
SIi!!, there is much room for improvement.
Office oj Special Education
Programs (OSEP):
Model Dcmonstratiotl. Since 1985, QSEP has
funded over 300 secondary e;;luClliol) model
demOlliSlr- tion and outreach project,~ Ihal
..
~llldying pn;~" and pitfalls hclps us better under·
develop, implement, c\"nlwte, and dis.<;,emmatc
stand the complexities of transition for raung pc()<.
• ..,' new or improved approaches for serving the
r.k wilh uisahiJit!L'5. By learning fOlm these, edu~ar-. ,j•. , ..I.lcc.ds of students in high schools, and empha·
ed choices mar he made to improve transition ~~ ..' l.~Y';" .'. ,s~~ school-bascd learning activities thai arc
.'>Crvicc deli\"ery and to assist aU young people in'·
link:ed to occupational sldlls .standard:. and t.'hat·
attainhlg th~'fI:atjonal goals. The needs of yOung·, "·'.l,,;,:~~- .leJlsfng aeadcmic standards.
I}(:opk: with di:4lbilitk.s tmnsitionlng from adolcs-;, ,.:" . '," /-.,' " .I:.'
.," <::~,C(' (t) .:i9.uJthood are grctt;" IS~rl.l;,(·s .:,!f.~o.~[dioa"'1~~;:~.,:~;.}~rlf:0:·~fJ':'1I'tlati()n. Another of O~~P':-' :.tlstained
"lion.::lixuuntabiuty and access,must be lldttrc~{_[.tO."iL";' r:~'~ ,;tf~ms 1S In the area of 5clf..ctctennination. lhis
"promote positive tr:msitiGn otIlCOmC$, nnd the Fed-.',
effort h:.~ uemonstrated that, with appfopria11.,~
eml go\'cmmt'ot'~ Itadcrship role mwst be asstrtt.-d
gUld::mce, studenL" are dt..trlr (apabk of part/d·
to cnsure that all mt.'ans all.
pating in planning: i'tl1d decisiufl-m:akin!>! regard·
ing their fut~fe:s. Self-determinatiun j~ the ulli·
mate goal 01 education.
If po~t high schoul academjc and employment out
comes are to improve, effcclive transition Strnrcgics
Systems Chan[,'<!, In 1991, OSEP initia;cd a spe·
and activities must occur for aU young people- with
cial gr-.mts program, spedfic,Ur imended to
di$\bili:k!', Only then \\-'111 tht: goals of equal oppor
make available cne.time, c',:c"year grants lO indi
htnlry, (ull partkipatiQP, ifldcpendent living. ade
vidual St:ItCS fo~ the purpOM: of establi:.hing
quate health Cate and insunmcc cm'c:rnt,'t: and eCO
respollsive Stale ~rs{cms that ;Lddress tl1<.: SChO(II
nomic self-sufikicm.:y become a rt."nlilr,
to-work transition needs (If young people with
disabilities, These grants arc imcnd(.--d to assist
Current Activities
States in dcve1opin~ effective strntc!:ies and pro
cedures for implcmeming ncw requirements for
The Su!x"()mmim.-e's initial ta.:;k was to share infor·
transition services included in the H)l~ Amend
mation among Ihe participating agencies in order to
ments of 1997, To (i;nt, each State has receiVed;\
identify innovative program:> and prncticc~, possihle
five·year systems change gr.mt.
duplicatiOn, and gaps. TIl;: lollowing briefly summa·
•
> •••
-
.,
,<,
•
rizes (tlrrcOt agency activiti-c:>:
Sub;;{)mmirt~
on £:,:j;amifrlg EmplQymc'fr 0p/JorlufJitf('s for
Yo~mg
fuJplf' umh Difabilitil's
�Infamw/ion Dissemination OSEP funds the
HEATH RC:"(luf\7C O:ntt.'f, the oatlOmd dearing.
•
the dfectivcflt."SS of tbo!>C serviccli, reduc{' job
l~n("SS io Jndian communitli.:s aod serve tribally
determined goals comlsu::nt wlth the polky of
sclf-.determination. More recently. the 'x'C{ion
121 projCCl$~ (formally known llS Section 13{)
tUlder the Rehabmt..lhm Act of 1973 lL<; :tmmd
cd) have :;<mt;ht 10 reduce the CO!ltinuing high
r.ucs of unemploymeol 00 ~rvatiUl1b Data
from 1996 shows Ihal RSA funtled 32 proj~\.·ts.
In 1999 RSA expt-ctcd to provide 28 additional
gt"al!c awards., "vhicb may lndudc sucotssful con
tinuing, ~ weI! as new !)rojccts.
h(H,!!'>e on POsL';ccondary education for individu
als with disabilities, to assist in the transition
from l>chool to coJk'gc,
Rehabilitation Services
Administration (RSA):
~)J,\·t;:ms
Chanj.1e. Building on le:;:;Oll:; learned
from the OSlWTrans;!ioll System!) Change pmj·
eets, RSA I'('ct;nfly funded $tat<' Systcm~ Change
p:[)jcCl~ i()(;u:-ing Ol~ improved employment out
comes (ur individuab ....ith disabilities, These
projects addrt:$$ llle systemic barriers that per
:-OilS wiih di:mbililks face when M:cking employ
ment, particularly those whQ }">tltt,idpme in
Social Secumy programs, Most of these si.x proj
t."Cts indudt: emphases on youth and young
adults with disabiliIJcs,
R$A also suppons CapaCit)' Building fOrTr.lditiofl
all)' Undcrserved Populations,another progr:tm
to impTIlv~ serviceI'> provided under the l(ch:lbill
[alion Act. This program targets services prOvid
ed to individuals from cultur.d1r diverse back·
grounds. and provitks outreach and technical
a!'o!'istancc to Indian tribes ant.! other entities
working with cultural!}, dj\'ctse groups to
enhance tbeir clpac:!t)' and promote their partici
•
chusctts hlS lO entrepreneurship program for
youth with disabilities tl...ing :l multi-tiered
approach of classroom ifllilnlcrion, mcl1torship.
amJ busioes... community Llcvdopmcnt in order
to a::i.'.;l<;t youth wilh disabilities in tmn$itiou,
• Attention to Dttlersc Needs. RSA has provided
slippon {iJr pcrlJons from divcrse racial and eth
nic groups. as demon~ratet.! by implementation
of the Indian HmploymclU. Trntning and Related
Services Demoostration Act of 1992. 'j1tis was
one of "~toO major programs dcsigned to address
•
lhe hi~h mt('s ()f unemployment for American
Indians with dbahilitics. The initial prngr..tm
dcmoustrateu how Indian tribal governments
could inlegralc (he employment. tr';l1~;ing and
n:latcd servk('S they proVide til order to improve
cb
.
Rehabililal1'un ResearclJ amI Training. N1DRR
supports Reh:lbllitaJion R(!:r;arch and Training
Centers (RRTC) that directly and indirectly ben·
efit transitioning }"Ouog people with disahililks.
Some of these focu." On menta! iUncss. support
(.."(1 emplo),meot, communil~!!livi~g. and •• mploya-,
biliW. "nlC RItTe m the Ijnivt:rsity of Hawaii.lhe
National Center lor the Study of POs[sc('tJOdary
Educalional Supports. fo('us~ specifically on
post.'>e('ondilry cdu('attu/lai supports fOT students
with disabilities:.
~
Q(fice 0/ Poslsecond(U"y Education (OPE):
• JJemcmstr-atum Pn.ljccts. OSERS and OPE h.wc
provided important technical
a~is{allce
10 !'!hape
the new "Demonstmlion Project!) 10- EnSufI': SU.p
l'ft:sidC'./lti2;1 Th~ Foret." on Erl"lplo),menr (,r Adult'> With
DlS:lbililiC'~
Commi!!t't.' R('pon.
�•
dents with Disabilities Receive
3'
builds on thesc successes and also includes the
Gear Up Program, designed LO increase early
a~'arcness and encourage all ~tudt:ms to :lspm:~
towards postsccondat)' educ-,uion,
Quality Higher
Education: This $5 million progrJ.rn focuses on
the d<:vdopmcm of education model» {or stu·
denL<; with disabilitit:s, and at least two awards
will target the needs of students with learning
d:sabilitics specifically; Activities include devel·
oping innovative teaching slrntt.:git..'s (induding
distance kaming and assiSlh'c technology),5)'0
thcsilln,g f("sean;:h, professional developme~t and
training, cl':tluation, and rllsM.." lllination. '1111: over
all purpose of tht."M: demonslr.Hions h !o
incn:al>c postsecondary faculty a'wan:ness and
prcparedneS5l>O that student:; with disahilities
n:ccive ;he acc(lmmod:itions and supports neces
sary for quality educational experienccs,
Oepartment of Labor
l'butb Opportunity Grallls_ The Emplopm:nl
and lraining Administration (l;."TA) will award
COnijiClilive gnults tilldcr the You~h Opportuni·
ry initiative in January 200f)' The Workfon.:c
Investment Act specifics th:lt Youth Oppnrtunity
grants arc to be m.cd to incrca5C the long-term
employment of youth wbo live in empowt'r·
mcrH zoneS. enterprise communities, and hIgh·
pm'crt)' areas. 11H:se projects will -dcvelop high·
quali!y progrnms that help individual YOllth find
bct~<::r iobs and increase their t:(]llc;u;onal .main·
ment and achieve community-wide inc1'Ca~es in
youth tmplo),fficnt r:ltcs and ('ducati<mal attain
ment. Young {Koplc with dbahilitk:. :In; ind.;d·
ell in the urget population to bc ,~erved hy
these gr:lnt5.
.' ",',
,
Attention to Diuers/1 1'>lceds" The population of
•
,,-,
•
young people with disabilities is growing much
morc diver;,e. While significant rises are expect
ed in the numher ofA:-j:m and lfispanicAmcri
cans with disahili:it:s,incrcascd attention will
:also need t{> be given to the needs of African
American andAmcric:1n Indian youth with dis
abilJti(.", High :.chon! counselors, leachcTS,orher
stafr :md communirr membef':) must he prepared
to pro"ide cultur.iLlr appropriate guidance to
thc...e Mudems, as they pro\'ldt' guidanct' :l1ld "
llcee"" [() resourct's that will [(lciJitate s.!ccC'ssfut
tr.lIlsidol1 w postsecondary t'duCatio.ry (o'r;:lil,c:._:.·~':
young people, Support has l'n:itoricaU}' been pro
vkkd to !ilUdcnts from diverse cultural groups,
student... with dl~ahmlies, and disad,,':lE1taged Stu'
dents through spechtl progrnms designed (0 ben
etlt undi.'nCf'\'ed populations, Recent Fedcmllcg
islattu)) rt'(J\'id(',~ ;Idditional :Issistance through
the Hit-:h(T Education Affiendments of 1998
(HEA). 111C intent of HEA is to improve oUlreach
10 students ;tnd sll'(.Tlgthen linkages to employ
mt.:m ;tod !\ecomlary education prDgrnms, HEA
al50 continues to improve eouattional oppOTtu
nilie5 thmug~ thel1UO ProgrAms (Educational
0PporIUom<:5 fbr low-lumme and Disabled
Amerk";ms) ;md the Fund for the Improvement
of 1'0!\tSt'condary Educa!ion (llIPSE) progrMOS.
The FIPSE and TRIO programs (induding
!Jpw:url Bound and Talent Search) have
improved eduOllion:d opponunitie5 for all stu
dents, induding 0Pfl0rtunlticS that foclLo;ed
specifically on students. with disabilities, HF..<\
SlIuw"mriltf'r
t)'f
~ Dem(mslmtiun Projects DO!:s ·15'Di;.<;hJli:v
"
-; '"""""'.'ll'.·,-~,,,, - ~ ,.
Employment Gr.mts spur innova.tion,_<:O:(}~dina-
:~,
tion ruid quality ou:col1,!~\f;;r.,~~~:t:~g.'impl0J" '
mCnl outcomc~ f~r,!n$jY~~J;ft.I,~,,~~,t!;~;iMI,,~i,ljt!~_
Man}' of (hese projcc(l> ;lddlt.."is the l'ict'th. of , '
'.:
.' '-..,"Y'· - ~
·~-c;<~· "~1'!-;~;P"!'
youth an~ yS>UI:~'adu!ts ;":t,h ~t!~t?}~ks,,,~,
-- ·,'T.· ,
'I 'til ,
':~.
.
t
Department of Health .and Human Services
Maternal and Child Healtb Bure-au
(MCHR) of the Health Resources alld
Services Adrni1-;i...traUon (HRSA):
Healtby and Ready ta lfhrk (HR'f'W'J. '1111:
focuses on roung people
with spt:cial ht~rllth need~ and the transidon to
adulthood and (2) promotes wdlne~s and
improved access to appropriate health care. This
includes mm'ing from the pediatric to adult
health care ,system and rcducing health crisis
episodes so youth em optimize their transition
from ~ondarr to pos(-secondnr)' education,
empluymem, and :.clf,-sufflcicncy, l1)rough
HRSA's Speciall~roiec;s of Regional and :--laliona!
Signifi',l.;lt:e funding med..mism.MCHB h;;s
implemented nine demOI\$tratioo projects
HRTW initiative (1)
Expmuling Jimplvymtmt Ofl]XJr1fmitics for wlmg Pevple u'it" /Jisahilities
�•
addrt.·~,sing transitioc for young people with spt:·
cial ht.-...!th eIre needs and fundc..'tl a national <co·
ler to provide u:chnicaJ as.. ;istancc to the projects
<
and to Stale progmms, and to promote imera·
b'(;:oq' partnerships on the Federal level.
TIle projects are reponing outcome information
in Glh.'gnrks curresponding to six mnion:lI MCHB
performance me'.l~rC5 that assess the health and
well-being of children with special health needs,
induding issues such as employment SUHlS.
access 1(> a medical "home' (oot a place, bu! a sys.
tern of service!. that is cnrnmuruty"h:l$cd, cultural
ly COt-:-.pctent, comprchc!lS[Vc and continuotJ~)
and a 5{JUfCC of IH:alth insurance.
Administration on De,}cIQprntmUlI
Djsabilili4?S (ADD):
Data Collection. ADD funds three ongoing data
centers, om' of which provides compamlive
data by State on COStS and Qutcom<.:s a:>.'iodatcd
with the employment of people with develop
mental disahilitic,o;,
•
Employmellt {lnd Temporary Assistana! to
J\'eedy Families, ADO funded a three-year techni
cal assist.lOcc project to improve ;jCCC~S to
250 YQung peopk (atted 15 to 17) per }'t.":lr will he
cxamined :soon after their supplemental :>t.:eu:lrr
Income (SSn disability review proeess L completed.
..
After conducting enhanced as.'>C:;smenls, the partici
pants will be referred lO the Slale Vocational Rella·
biiitatioo agencies. the Department of ulbor emploi"
ment prowums (In particular th(.< school-lO-WOrk
system), DCluflmcm of Health and Human Serviccs
programs, and other agencies for sen'ices and uuer·
vemions, as appropriate, From this three year pilot
project, SSA will cx;unine the impact of an carty and
more proactive approach on the sucCL,,:>sflli lrJJlsi
tion of young peopk from school,:.tnd the 551 roU~,
to work S5.'\ cxl'K:e\s this initi.1liVe to: inform young
people and their families about work irK'emiv"(.~ :me
work; motivate and assist them in tramitioning 10
work; incre:l'ic indcr>cndencc and (kcrt::L1i": oepl:od<
ence on public benefit!( and inform SS:\ operations
and policy dcvdopmt:rH.
President's: Committee on Employment
of People with Disabilities
The President's Committee opemtes four youth- , "
•
.,
, ,
i
focllsed prugr.lms desigl)ed to loSter bOlh, lile career
devcJopmcm and leadership 1ikills of rOlllig' persons
\vith disahiliti~,
,.. ..:t 'i'" _,.. t '",
, ,
,.c.". ••
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I
Seif-1JetaminaUotl. A three-year nationwide
projccl 10 improve self. determination for per:
son:. with dt."Velnpmrntal disabilities has been
funded by ADn
•
~
,
':- ','
l;.)~,:,,',".
ed and ~ descriptive narrative is prepared. in the
ea.rly spring of each year. a listing of all thest: stu
dents is released to employers who either have
pledged to hire these students for paid summer
internships, or who are actively recruiting job
applicants with disabilities for both p:tid sum
mer ilHtr11ships or full-time employment,TIlls
prognlm is designed 10 facilitate contact
between college Slmlenu. with disabilitic5 and
interested employers,
Family Support, ADD funded 22 Smtes (over 54
milUon) to c!ltalJlish Familr Support SYl'tems
~.~ _ ,Char.ge projects to develop a comprehensive sys
tem of fumlly support sen'ices, TIle project::.
foeti!' on helping children achieve mdcpend·
enee, prrxltKttVt!y, inclusion. and imeJ.tf;ltion h)'
ensuring th;n families arc supported in raising
lhdr children with dl:>abiliiie5 at home,
•
JI) 1999, SSA announced a new, three yi..'M pilol prot'
ect,known as theYouID Con!inulng Disabilif1'
Review Initiative," in ,,'bich the particular need,~ of
'~,.',
.
I"
, jrvrkjonu Recruitment PnJ,grain':rEadl'\'ear,.t:;:· ,.,I,,' -.. \1
_;'~l \~,'
,
I' . ~'
. ' -'" -.
:trdmed rc-cruitetS ate-strit,w'?-pp'r{j:Xinl'at~I:Yd40 !,~-';-~
colleges and llliivcrsiti-cs. all across tilt: counlrv•. ,
to interview over 1500 -con~ge st~del~1.5 ~·i~I~·
disabilities. Each student intl.'--rviewed is ('valll:l(
employment under TAI'\lF for people with dt!vt!l·
opmenta! disabil.lties.
Social Security Administration
'
,
High SdxmJ/High Tech (JlS/HT). There are
presently (n'(r 60 IIS/HT progrJ.ms ill :W 5taH~S
aeross Ihe country, HS/Hi is :tn enrichment :lcti....
it)' d~igncd to proviCc--51
1CciaJ eduC"J.lion 51U
dents with experiences, mentors and jY.lid intern
Vrdidcmi1l1 1ask Fotct' on r:.mploJ'menl of Aduh~ with
Di~mlitie.5
Commince
R~ln~
�•
;;hip5ln l,:chnology-rcl:ncd m.:cupminrls,Thmugh
these activities, Students are challenged to
expand (twit ambitions and to seck post-second
ary edrn:atlon as well as careers in tCd1O()iob'Y'
relatcd fields. Local HS/HT programs represcnt a
coaUrion of community o~anizatiom, employers
:mu ~hool systems. all working tob't!ther to pro
vide theSe aCtiVities. HS/HT is a dramatic wa}' to
bn..-Jk down stereotypes and I() offer an eXtracur
ricular uCtiviry that a!Toni.; students alternative,
\\'U)'s to tind their potentiaL
Leadership
Forum,~_
In the summer of
:WOO,25 state·level conferenCe!> for high school
age students with disabilitie,s ,rlre being pJarU1cd
to provide .;ach SUL~C 's participants with career
and kaucr.;hip skills development Pn,rticipating
Slmknt:; an: afforded the nppnnuoity to share
cxpcriencL-s and idea." with other ,)tuUcnts with
ui:o.bihtics ltnd, rherchy, grow In seif·a....."J.tenc~
Hod (ommllnll), spirit The goal of this effort is to
impact thc.!>c StudcnL";' futures as well as prepare
the next generation of disabilit)' kader.;:, The fi\'c,
year gOHI of this annual progmm b to hring this
program to c:Lch of the 50 st:Ues.
'it.JUt/)
•
• National }buth l.eadf:rslJip C(m/erence, Wkh the
support y;f k.~y, federal ageocies. the Presidcnt's
Q)mmitttt holds an annual Natioual COnfrfCucc
in Wasmngton, D. C. 'lll!S four day pnlgmm is led
hy young people with diS;\billtics and offers
them prowamming in the areas of dvil rjght~,
empow(.'1'm.;nt and career planning,
'.
Recommendations
-...:ow
•
'" , 'Subcomniittee
Recommendations
The ~Ilhcommi~!ce, rccommend~ the foUnwing six
actions be addressed by Federal agencies Qr funding
source:;. 'i1lcst' recommcndmions can be imple·
•
mented through hudg\:t .nLlhorHy or by interagency
work groups. The $uocmnmittee will ('ontinue (0
examine poller options :Uld to forffiwate tecom
mendations to nlign ant! improve Federal progr&ms
[or young people with
Issucs,H below).
disabilitie~
(seeHrumre
1. Expand Inlcrlll.hip OfJPortJlnlli(~s, 11'11..' !iub,
committee will wurk to expand cxi~ting Federal
government intern.~hip opportunities for young
pcnplc with ui!>a:'Jilities, !'Ouch as the Wurldbrct'
Recruitment Prugram for P\:ople ,:,>'ith Disabil.i'
!lCS and the High School-High Tech Program,
both run by the President's Committee on
Employment of People with Di:';1bmti(.~. Other
opportunities sbould aLso bc cxp:tndt:d I{Jr
young. pt.'op-Ie with dlsabil!~ic5. "uch as lhe Pre:.i
demial Management Internship Program, While
!louse and other agency fdlowship~ and imcrn·
.ships, and the higll sehou[ :.ummcr intern johs
program. [n addition, we recommend thai pub
lic-prio,.'lte sector partnerships be created to
dt.,,'dQP ne\>,' internship oppurtunllle:- and In
t"Xpand cJ'isling internship 0prx>rtuniti<:s for
young people with disahilitlcl> with ;\11 cmjlhasis
00 leading h::dmo[ogy industricl>,
2. Incrca.'w Parlici/mtifm in P(Jslsecumlm)'
;'.
Education. 11lC Subcommittee is d(.·vdoping tUl .\,'. ;'.'
initiative to stimulate higher partidp:uiun rates . .....
ofyoung adults with disabili!h.:s in post~xz. ,.~ ,'"".:'.. ,.:;!' ""'!
oodary education. This will be done, in'p:m:by ; .... :
cmphasi4ir-g' the need for iifdong 1;:-.\J'riin'g:i{)·r·r!·;.1.'i-""7;,.:..~,
people Witl:' 'disabilities, stimuiaHng g.~~le:'p~ij:t:;'!:.:,]i"'if'" 'i,"~
4\' .;i
Iicipahon ~f vocation,at rchabili!:moo oon:mmers'" ~~
in posl<;eeondarr education,and focusing inieo
sive efforts On young pcopil: who rcct:ivc Sodal
Sceurit)' and Supplemental St'<;urit)' Incomc-(SSI)
dis3bility benefits.
3. Irnpr'(we Social Security Work Incl!rtth'e!i..
TIle Subcommittee recommends that the Social
~ecurity AdminiSlration cXlllure fix:ully hlJlJnd
options. (ot regularly increa')iog the Substantial
GuinfulActivity (SGA) level, with:lli ernpha."is nn
young :Lduhs with thsabilitics :r.msltioning ~1l10
employment. We ;!ho recommend thaI 5SA pur
sue necessary k-gislatj"e and regui:lIorr changes
to inerca..,\.' the ;!gc limit .old the amount Hf the
S51 Student wned Income Excllbion.
-4. JncrcasfJ l.eader...hip IJctl..tZiJpmenl Op{Jor.
tunitie.'f. The Subcommittee Wtll wol'k to
_.
�•
co~~rdjnate
and expand a Fedcr.1.! interagency
NmiooalYomh with Di:;ablHtlt."S l.eadership
1)C"c!opmcnt Program funding priority,
5. lndude l'(udh Gaabi in Ht.!ullhy Pc.'Ople
2010. The Subcommittec recommend.. the
inclllsion of a target goal for Ikalthy People 20lO
;.\eating with young people with disabilities and
transition. _'1cllical prnctic(.'S and health COMe
!-oervlcts omsl he delivered in a. way that cmpow·
er~ yQuog pt:ople to take progreSSively increasing
con~rol (If managing their own health cart,
6. OJOrtiillole Rescurcl1, Demonstralioff and
Training Actiflilics" Thc Subcommittee is
·examilling-slr'JtcgiCl'o to coo.roinatc various
rcSL11rch prolc(..'1S being impkmcntt"d by agen
dt.:s. TI1C$e include the DcpartmL"l11 of Educa
tion':. ~'-"(!nd National LongilUlJlnaITr.lOsitio-n
Survey, tht: Soda! Seeun!}' Adminis.trltion's SUi
vcr of children wit!.} receive 551, and the Depart
ment of Labor's mmtarr a.ptitude study and
y()tltll opportunity 5tudy. 'Inc Subwmmittce
bdk\'cs it important 10 :lSsure that these surveys
:In; asking the appropriate rt:licarch questions in
order to help policymakcrs bCHer understand
{he barriers (aced by youog people with disabili
lici-. The differing goals ~~ strategics for devd
uping these .~ur...q·s will affeet Ibt: dt:gnx: to
which such coordiOlition cat! be achie\'cd. ,~ev
crthe1e,ss, imcf'.Ictions between sponsoring agen
cies'will enhance the effe(.iivcn~'i of the surveys
in an5wt:ring import,utl questions (or young peo
pk with di5abiJities
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Youth Policy Work Group
Recommendation
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Of spC"dnc import to the work of the Subc-ommtt
H:e ,',as input from young pcoph:, For exam pit:, sig
nificant mput wa!i obtaim:d from the annual Sodal
SeclIrit)' AdminiStration :md NlDRR employment
c"onfl;'I'~nCt: in July 1999, "his conference, which
the $ubt:ommitt~t" co-spunsored, focus~d primarily
on issues related to lransilioning ;'Oung people
witb di.~abi1ilics to adult health cart:, employment
~md Indepem.h:llce, Ooe uf the major activhie.s of
the conference was 1:0 <:rcate a Youth Polic)' Work
•
I I IC'' UP' compnsed cxclu.,;vcly of young people wot"
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28
di5aNli:ics, who were ch:lrged with taking the
results of the conference and making policr recom·
mendatjons to the confereoce sponsors.
The:Youth PolkyWork Group Hlbmitttd a proposal
for a ~Voluntar)' Social In....urance lift: Voucher Sys
tcm," a con~umer·commlkd vehicle for accc:-,sing
needed sllppons for maximum independence. Thi!\
inc1u(k"S, but i.;. n01 limited to, education (ekmt"n
tar)" secondary ,mo POs{;>.ccondary), access to adc
qU:tl<: health cure and insurance COvt:rJge, employ·
ment, huusint!, trJosportation, income suppOrt:., :ultl
tcclmoioh'Y and as~isthc devices.
The Voluntary Social Insurance Ufe Voucher System
would he: a progrJm in which young pcople volun
tarily apply :and are siven the opportunity 10 write
thdr own budgt::ts and ungoing ~future plans~ for
their oeeded suppOrts, 111 these plans, indi\,idU3L<"
pOSSIbly with the assL;;l:mcc of others, would look at
(I) wlml supports rhe}' will need annually. and (2)
what support.s the)' could acquire on their {)'.·...' O
which would require no financioll ,,,,,shtam:e, livch as
:1 chx;le of support from friends al1d family, lndh.idu
,
:tIs would submit their proposals for the dollars of
services they would require to be equal to non-dis
abkd peers, 'nle fmal1ci:tl portions <:Olrld include
educational supports, homjing and trnnsportation, ;.:
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vocation:al t:tlilling,and l>IIPl',Ort, access w'ad-equate-I' l\; ~ ':' ';' ~,~
hL":tlth care and iosorance coverage, a!. well as an;"'· ".::: ::~ ••
other supports n,,"(.;cssary to achieve ao lIhim:ne
goal of self suilkiency,
.
...
Once;;. plan is approved, it would be managed by
the person with a disability. If theI'C were any
changl..'S. amendments couid be made through quar'
tLTly reviews, The benefit of this idea is (hat it
would have positive cm.."L'1S on the competilive mar
ket. For example. education would be forced co
improve when indlviduab could take their dollars
and rcceive education at the :n:a!lution of their
Plans could be contail1ed ill a "credil card" in
whi<:h individuals access their money, as wdl :is
look at their long·term life plan budget and narr,l'
tiv(!. The Youth Policy Work Group helievc;; tJHI~
this system could possibly be maintained bV-.i'tor
JXlrate emity, such as Visa or MasterCard, in lieu of
PresldcnlialTiisk Fortt on funpluymcm of....<.lulu wah D!!abi!Jtics Comm1ltce Rqxms
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the cxi!'itint-l social sen-iCe system. The existing sys
tems (c.g., Social Security, VocrttionaJ Rehabilitation.
Public HC:lhh, ~1edicald, Public Assistance, Special
Education) would work together to assist individu
als in identifying rh~ dollar amounts and Stlppol1s
to
('reate successful life plans which are flexible
ilnd change o\-cr time. Additionally, (hc!>c systems
wQtlld pool pmgram-dollar.5 imo a common fund
in whkll then:: was one application. Eligibility fur
difkrent supportS would he hased on medical and
financial needs.
'1l11S proposed model change:; the direction of pro
grams .hat 'take care n(" individ\mls by u:'>inK puhlic
financial supports for a lifetime, Supports would I:x:
onJr tho!>e Ihat were necessary and useful toward
the pcrson's,ultimatt life goals. All individu3.1s
would have (I) give back to this system, posslhly
when reaching a certain age, hy heing eng~g(;d in
mcaninWlIl \Vork activity, whether paid or volun
teer. Since work activity in this modd is mandato
r)'. Ii would opcrate under the assumption thaI all'
people can contribute to their c(lmmunities. When
a per~0I1 acquires pald employment, premiums
would b~~ paid into tbe voucher system,
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•line )bUlh Policr Work group believes that rhis sy,.;.
ttIf1 '-.... nuld support tt;id cncour:tge people to work
,,, . ~;md 'cnntrihule to their communities, as well as
achit:vc valuahlc experience toward cho~n life
goals. Ul1dcr this modd, alt mdivirluals would have
to show productive activity. Life platts and perwnal
activity would need to dlspl:l:y fI commitmenf
toward achi~~jilf~ self·sufficiency. This system is an
im"Cslmcnl in pcoplt' and their futPrC5, not only by
:he sy~!Cm hut by the individuals. involved. Every
ont.! iii vestcd in the ultimate ou~comc: productive.
tax-paying citj}~r~.,. ~ .,
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\Vhile this proposal raises as many questions. as it
;,mswcrs, it reflects tht: frustrations, kars and \'::iluc'"5
of !OCklY'S young people wilh diMbiHtle.... The Sub
committee bdieves it is !>ignii'jcant that ~o much of
the Youth Polky \'(fork Group's proposal focu.ses on
the themes of system callabar.nion and cooroina
tiou,self-dircC:lion, consumer control and choice.
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Furore Issues
lbe Subcommittee ha!> dt."VClvpl..'d a grO\ving h~t of
issues to devote its :attention. and that of the ·,ask
Force. over the no.."1 three years. As a (ul!ow-up 10
this. report, the Subcor.:'n))iU(;c will develop a plan
for addre:-;sing these cmieaJ issues'
Research
~
Coordinate interagency
longitudinal studies,
Il....s carch
agenda, such
a~
£Xamim: ltnd synthesize' Hest PractiCe~" and
study 1he usc of social marketing to design an
a\\'a!"Cncss campaign to publicize and to rcplicLtc
proven prncticc...
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PoliC)'
~elopment
F~xamine
and develop :l ~,\1cmurandum of Gnder
ru;t\\·ecn the Depanment of Educ.l.tion,
Department of Laoor, the Social Se.curilf Adminis
tration, Adminisir'alion 00 Developmental Disabil
ities, the Health RL'SOurces and Ser\1ic~.. Adminis
tration, and the Substance Abuse and Ment:d
l-kallh ScrviccsAdminiSll""J.lion for policy guid·
ance and coordirunion to State and local agt:nciC3
regarding youth transiti{)f\ sen'ices and programs.
slanlling~
, ·r:}.:~·:
lnvcl!ctlgate haw implementation acd monitoring
cffnrts al the Federal level will strengthen
enforcement of existing laws, including; 'nile v of
the Social SecurJty ACl, IDEA. and the Rehabilita
tion Act, and how thcse efforts can assisl States
in 51rcngthening enforccmcnt at the local k"\'cL
Develop a comprehensive initiative focused on
raung pt:oplc in (oster C'<lf(: receiving 5$I hem:,
filS to expand the Fedcr-.lI Indepenocnl !j\'ing
Program, offer economic suppOrt, provide access
to adequate health care and lnsur.lnct: eovel"J.b>e,
and Crt.."<!iC 1I transilionalllvlng program.
Crcatc a fiscally soune gr.mts/hudgct initiatiyc
within the Departments of Health and Hum:tn
Services, EduCltion, ;md Labor, and (he SSA to
increase;:: the delivery of a!)l)blive lechnolos)"
including state o( the art computer equipment,
to tl.lllshion,agc stuUcnL<;.
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• formalize 1ho:: Health}' and RCllcty to Work F!;.'der
allntcr:IgcncyWork Group through.3 Prcside»·
lia! Directive or legislative change, with clear
n:sponsibilltics and authority fur the appropriate
federal 3gt;ncics to work together around the
issue of ~'oung propk with disabilities lransi·
tlOning !O m!ulthood lind independence A
corullary is the recti-TIl Interagency Coordinat
ing COtUlcil for Young Olildrcn with Spcdul
l'\ccd~
thal J;. mandated under the Lkp;lrtment
of Education'::. legislall;;;m,
Conduct a revit"vlf of all Federal ngency goals
undt.~r the Government Perform.lUet: and Results
Act (GPRA),idcmifying those thoU apply to the
needs of young pcvpk with dlsabiHtic!> in transi
(ion and CXJ.minlng where then:: is oYcrlnp,
opportunities for coon.hna{ion, and gaps
J".mge of work-bascd k"aming opportunities for
high !>Chool and collct,>e students V.ilh dbabilitks
dUring: the academic year by enhancing existing
Federal f,'ovt,TIimcnl wor',,-based learning pro
grams, and where necessary, Crt... ting new oppor
tunities for young people with disabiliti~,
Cl'tate 1I "()ct-to--Work" initiativc focused on ;.he
. large numbcrs of young people with disabllitks
wbo are still on SoCial Security :.locior SSI disabil·
It)' beoefits six months :liter completing college.
• Develop and expand
lise of iodi\'idllali~~:d
account!" for young people with disabilities
,wailable through the Health Care Financing
Admil1i$lrntion.
Assure [hat health insurance incorporJ.tes (he
Title V r(;quirement to develop a community sys
lnvcstigatc filically sound mechanisms, through a
demonstration project or legislative change, to
feyuire the,M~terJ1;l1 and Odld llealth Programs
for Children with Spcchll Net'ds to work with
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the schools and the State vocational rehabilita
tion agenc.i;:s, to prepare young people heron:
agt IG so 'dlc}, \~'W have received the scrvlees
they need to,help them be good candidales for
\'Ocational rehabilitation scrvkcs and f<"'al jobs
;s,' i.v~ ,I: .'):' ',:l ·'·"·j'ur rea! '1;~}",With bcm:tits.
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• Develop a mechanism to allow the blending of
Federal funding \vhen it is (or the :>arne purpose,
that funding ~foUows· individuals with disabiti
tk"S and aJlows them tll olJta?n the servlees the),
nl:nJ with kss bureaucn.ltie n:d l,tpe, more con
sumer choice and gn:al(:r satisfa<;:tion.
.'ill
Iniititutionali7.e f{'"ed.~adc[r?m young people
with disabilities into polie];'{I(.!velopmc,i't and
assure their participalion in Federal, Stale and
local po!iqmllking,
Program Development
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SuppOrt and rctnforce the goal expressed in (he
recent!), releast:d Office of Personnel ManilJ,.'C·
ment's rer)OI1.Accessing Opportunity The Pial)
fur Employment .if People with {)isabJlities hI
the l1rdeml (;ooo1"nment. \0 expand the full
tem of services that provides health cart: tllfOUgh
a medical ~h{)me~ (not a place, bl)! :l :'I'slem of
!)crviCe5 lhl! i5 cOmmtllliry-lxtsed, culturally .::om
fX!!t:nt,compn:hen~ivt: and c·or.;linuous),
• Examine and develop initiati""C.~ which ,~trenh'lh·
en tht: critical rule of [;un!!y mC!U!)eJ;, in Ihe trJn
sition of young people with di.'hlbilities. l11is
effort could ai:>o examine the link between fami
II' involvemcnt and .self-determination, dlOkt:
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and consumer control.
• Ikvdop a NmionalYonth Mcntorlng l'mgr'Jm in
partnership with Stale and'!ocd b'O\'{"TIlffient and
privalc scclOr employers.
• Examine how ~dcral progrnn.1S ~r\'ing young
people with disabilities can be enhanced 10
il1cn:nse and integrate academic- and can-er
development skill outcomes critk..1to succes;.f\ll
transition result:;,
Public Awareness, Technic:a1 Assistan(e
and Training
launch :a publiC relations campaign to increase:
student, parcnml and provider expec-ultions or
young people with disabilities.
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In\'(:~tigale
methous for dfectlvely reaching
lllltler:!>Cn'cd populOitions. including th(l~ with
low Hteracr level:;, non·E0f:IL<;h speakers, those
who ~pt;a" l:ngEsh as a second language, and
those without acccl;it> to the Internet.
Conduct a TrarL~iti()n Summit and /lrucarciJ
r-orum for State and local c:ducatur~ (e.g., second
ary, a{luit and post~c()ndar)' education). vocatiOn.
al n;habiliUtion profcssiorul!s, worl:forcc dn'dop
mcot providers, S$A sL'lff, rcse:U"Cht"rs, gr:uHees,
advocates, foung people with disabilities and fum·
ilics to addre..<;s transition ;\Crv!ces policy and
implementation issu4.'ti for the future,
Work with the Department of L.1bm's cOlpln)'
ment :mdTntiningAdmiliisu'nlion to develop a
technical assis;ancc, l1"aining and omreach cam·
paign thaT assures youth with dl~hmtks arc
Prol)t!t1y 5i;rved and participating in DOL's
youth progrnms, indudingJub Corps,Youth
Opportuniti(,."!l, SchooI40..Wotk, Year Round
Youth, and S\lmmcrYom!t;
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i)iN.:ct tht; !)t;p:trum:nl of EduClHiOn In dcvelop
a m(Jdd "Pt·!1'(tn:.d Learning P'lan Guidancc" that
ltS;-ibts all,smdcnts ij).:,cccivinl:\ cducil.llonal serv
ices and tr,tnsjtj(jnil~!drom school to work, or
.'" .!ochuoi tiH:(;lkgt; lO'work r
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liuild, f,;xpaod and cdordinatc self·advocacy
instruction for )'()ulh with disabilities.
Dcvelop training mat<'-'11als and l)rogr"Jms for
$chool:> ;md «()mmunit},..oosed oryani'i.J.tions to
educate young pc<:;ple with disabilitieS nbout
aC<'(m1mOOation.'"
Have accommodations fQllow inrii\iL!O;:'1 f;-um
~hool, po~tse(ondary education and intO work
Emphasize the need to apan(1 career prcpan.-d·
fie~s
and development in demen!ary and middle
assessmtrn through the entire tife span and Inul·
tipit' service delivery systems,
Refine and publicize the Departmem of Labor's
Youth2Work and ~YO! Movement"Web shes and
~ thcm as vehicles to dis!1<.-minate iuform:nlon
on roung people with djsabmtlt;~ in tnm"lti{lO,
Conclusion
Based on the Subcommittee's ;lcth,ities and input
from stakeholders, several themes elnctgr: raising
cxpectatiOns; fam,ily involvement; emplQ),er
involvement; changing demographics; and connt'Ct·
lng and strengthening access to adequate health
care and insurance, education, vocational rchahilita·
lion and workforce de\'eJopmcm, :lOd work inccn'
live rdorm efforts_
It is imperative that specific srt;:ltCgieS he examili(:U
antI implemented to chanb'C expectations !()r yuung
people with dlsabmti~. "Ott: S\lb..: ommiUi:t' will
develop innovative 5u"..tegics to work wlth f;.\Inilk.~
llnd service providers around e!'jx-etutiol1s and to
widely promote a message about in~TCasing cxpeo
tations for ymmg people with dis"bJlitles. Another
thc~e is the crucial m}e of f;unlly mt:mhe!1> In the
successful tr.tnsjtion of young IX:opk wilh dbahiH·
lies, Bafancing the role of famihes with the cmerg·
ing role of young people in dctcrminmg Jmd cho!)",,'
ing their own road to I<.;ositlon and independent
living will be- addres.-.ed.
Employers, both large and sm,1I1, llrt: increaSingly
r:tising concerns that many young people do nOl
have the necessary entry·level skills (academic, voca
tional, and cmploymenl) to be successful on their
first job. Public-private partnerships with a \'aricty
of employers will be initiated in order to expand
and increase the full noge of work-based learning
opportunities for young people with dls"hilitic)).
M:hool }"t<lf!'>;lS well as dunng the <'-'arly year:; of
high :..:hool t"ducation
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Devdop;l disabillty di:lgnostlc lool(!l) that cio
follow the pcn><:m with ;l disability from carly
The Subcommittee IS committed to addressing the
tnoue of changing demographics an<J increasing
diversit)' Qfyoung p.copk with disabilities aod how
current federal programs are meeting the needs of a
1
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dl::tng.ing, and more diverse, population,
will be
cJL'icu.'i~cd
"l'hi~
issue
in gre:ner detail in future repons.
Finally, the SlIhcommlW.:c
cominuc~
to
;lllS(;SS
health, educatioi1, vocational rehabilitation, work
force :H;:th"ilic!>, and work incentive reform efforts.
\'{'c arc looking at hm",. ~trcngthcl1cd en(orcc-ment
{If existing laws, .::oordinatioo of general system
delivery acth'itk'1o, and improved us!: of work incen·
tives ell) improve tmr.slllOu fesulls and ensure that
ymmg people with disabllitit.-s access, participate,
and benefit fn,m these imponanl programs. The
Healthy and R,:;\dr tQ Work; Fcder.lIlntel.lgcncy
WtJO; Group will he cn.dal to thiS ll$$cM;ment and
f'tsulting Federal activities.
11w issues fadng young people with disabilities
whv need
h) tr,tnsltlon into the workplace are
They face multiple barriers - low family
and p'fiH'idcr expectatlons. poor self cstt:ctn, bel.: o-f
educational aod vocational support,>, inadequate
M:rvkc deliver;' cuordination, and health care and
income ~llpp{Jrc disincentives. The Subc()mminec is
rai~ing all of tiH':St is::>ues in 311 informed, l'CM!arch
'" 1'1" hil~c'd iijlpr;);ich to p,'oblem ~olvjng_ It \vill emft II
coherent 'n~tional policy addr{"ssil1g fhe needs of
"' . ~"'1'OtlJlg"lji:-oplc witli.·disabilities that {he Task Force
,:, \' , <':;11)' ud!!I)!'and ,pi"li!n()tc.
jmm~n,'it:,
•
, 'it·;,) ~,!' ii,'. ~"',,,, ::-:, ,~~ ,\~,
f
'. "" We refuse to throw another gellcnuioo of ynung
"{;'~'pcuplc into'a welfare-like dependency system of
public hene-lits. Wc must instill a strong sense of
pefWllal worth ;H)d resp<IflSibilit)', !>Clf-direction
ant,,! independence, persOttaj .$r~m::tivit)' and $<:If·
sufficiency in futun:; gcncr:uio~ of young >Idults
with disabilitie....
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Resources
Amcri<::ln Couw;ij on EduL"lItinn, HEATH Re;.uui'Ce CC'nH:t,
Cul/C'gf' FresbTlltm WIt/) D~'iul>{/{lienl S/(JthlttU/ Pmflh
W:ishington, DC: 19'-)2.
Carnelo, R.. ·Support Sel""\'ice~ Pf(>vidt'd by 5«ondJrr SChools,·
In Wa!:flcr, M.• nw St'clmd4ry' Sr;I)Q(f{ PrtIGrtlltIS (if Sllwtrl1/J
II-Ilh f)lsabllitil!s'A Re/!ort 1m'll (hr Xali<mal l,oHl:llluimal
Study of Speci4J t"<1Ut;U,i(jtl .\'tudl.'1/t,' Menlo Park, CA: SRI
International,I993.
Hebhkr, K_ "OI'~!View of Ille iiii'll Sct1'M)i Expcricl1«--"" _'( Stl.ld~nh
wilh rr~....miht:e,,· 11'1 W;;;gr:e, M. fEd.} J/w .\'l!~·lmd#,,· :.'efIOO!
Frog'llm;;- of SlouierUI uJilh f)l$U/#tf!l1U Menlo Pati.:. {;A:S!!.!
Inlenmw.m, !?,};';U.s. r:>qurt..'f\etll Qf EtlI,K"\It\Qn, Office oJ
&!ucuimul R=:ircll am1lmpfftrcmCnI, :-.'::timu; ,\1,""'1>..'1.1:'1':",( i>f
Voc:ni;'n:1I Ed!.l(,"\Iti<>n Imerim ~p"n !;l ('.!):!grt:v.; !;xcc\dVC'
SufIllmrr, U';W;inglon, OC., !9'J4.
Marckr,"C.,Wnchkr,M"lIad Vlkle$, K,Srn>itetjor lhutb wilh
DisuWlitiq ajU;r S"woaory .khoul " Xpln'iai 1hpir RrpoTIJmm
tiw NtUitmaf lllllgitumm:tf 1'wtmJi,,,, Slud;, "I.'ipt:oai t!duoIUm:
$rud.mu, Menlo P.trii. Cl.: SRf Imen'um:mli. 19<)3.
Ncwmar;. L,w,5(n;i"l;\.clh1li(,}' In \\!:!gnCl".M., ~'m;m L, fL"mko,
R..J;i;<: J:J>.. lhltlcr-1'o;atjin. P. \1~ruer. c., anti CQ);.l\'" }flU/I> j",f1h
Disabffiries: Haw are They t-xlillg~ TIlt" fYf"1it Oimp""hNuil'"
Report f>Vm the ,,'aUr»lal totfgllutlinat $Judy "-J.'>JuxwJ
FJirI(:alir.m StudjjrJU Menlo l~<j.(. CA. SRI Imcrr.:ltirul:£:,I99I.
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Members of the Subcommittee
on Expanding Employment
Opportunities for Young
People with Disabilities
Cu-Ch(tirs:
Comm:s!>iom::r
Adminislration on Dcvdopmental Disabilities,
Jkpanment of Health and Human Sen'ices
Slle SUlCtlSrm,
Curtis Ric/Hints, Deputy Assistant St:Cre1ary
Office of Special Education and Rchab,ilil<.ltiVe
SCf\'tcc:s, Dcpartmenl of Education
AgC'lu::r Mcmbers:
IJt·1J(Jrr11l1l1l( of Education:
Office of Special Education and lkhah!fitativc
Sc(viccs - Rchabilit:uion Services Administt'J.tion
ami Office of Special Education Progrnms; Office
of Postsecondary EducaHon; Office of Bilingual
Education :Ultl Minority LanI,,ruagc A(fair,~; Office
ufAdult and Vvcationai'FAuCltlon
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D(1)ortmClllS .r/Education and lA/bot','
-.
'.~-"'- , ..... ~: - I'i'"
.
Nallol1al Sdlof,l-t(;.~Vork pmcc
IJepartmil1li oj lIeaiflJ aud Humml S,,'rvt."ces:
Office of F;unilr AsSi.~t;I1C~; Matcm~' and Child
I
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}kalth Burt.-,m; Division of Services for Children
with Spedal Ih:alth,f\~eds; Ofikc of Civil Right!':
$UhNliJ'l('C Ahm.e!and ."'knUtI H(:ahh Services
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�March 1, 2000 ~~ Prepared Testimony of Deputy Secretary Fmnk S. Holleman lH. before L Page 1 of 6
Speeches and Testimony
•
Prepared Testimony of
Deputy Secretary Frank S. Holleman III
U.S. Department of Education
Before the
Subcommittee on Oversight and Investigations
Committee on Education and the Workforce
U.S. House of Representatives
March 1. 200li
Mr, Chairman and Members of the Subcommittee:
Thank you for inviting me to appear today, I appreciate the opportunity
to share my views on the financial management of the U,S, Department
of Education,
•
Secretary Riley and I are strong believers in the potential of the
Department's programs to improve American education. help all children
reach high standards;arWj'op~n'il1e doors io college, We emphasize
strong management because.,wewant to be sure that the federal
investment ineducation'is.used,as efficiently and effectively as possible.
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When Secretary f;lil~y ,look 9fficejn 1993, he assumed the reins of an
agency whos'l ,sepio.r,l~a.dersj1ip,h~d long focused on external policy
agendas at the,expense,of,day,tti.day management Over the last seven
years, he has led an"effort to hire skilled managers and technical staff,
improve data quality, and modernize accounting systems and
procedures. Our management improvements have achieved savings that
could fund our administrative budget many tir]1.es over.
For instance, seven years ago 22.4 percent of students entering
repayment defaulted on their loans by the end of the following fiscal year.
We have reduced this cohort default rate evory year. It is now a record
low 8,8 percent, only 40 percent of what it was"at the beginning 'of this
Administration, At the same time, collections on defaulted loans
(including consolidations) have tripled from $1 billion in Fiscal Year (FY)
1993 to over $3 billion in FY.1999,
•
The Direct Student Loan program. proposed by President Clinton in 1993
and implemented in 1994. will save taxpayers an estimated $4 billion
over the life of loans made in the last five years (compared to the federal
cost if direct loans had instead been guaranteed loans), Direct loans are
generaily less expensive for the federal government because there are
no federal subsidies for lenders and interest earned on the loans accrues
'to the U,S, Treasury, instead of to private lenders,
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11121100
�March I! 2000 ~~ Prepared Testimony of Deputy Secretary Frank S, Hol1eman Ill, before L
Page 2 of 6
The Department created the National Student Loan Data System, the
Department's first comprehensive database of student aid recipients,
This new tool has improved program management and informed policy
making, For example, it has allowed us to identify prior defaulters to
schools and thereby help prevent ineligible students from receiving as
much as $1 billion in grants and loans,
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Over the last seven years, the Department has sought to improve
customer service and address longtime management weaknesses, We
have only two-thirds as many employees as administered our programs
in 1980, even though our budget has more than doubled, And since
1993, we have trimmed our regulations by one-third, reduced grant
application paperwork, and aggressively implemented waiver authority
for legal roadblocks to state reform,
In May 1998, we established the Education Publications Center, or ED
Pubs, as a one-stop source for our publications and other information
products, Customer service ratings for ED Pubs exceed those of premier
corporations like Federal Express and Nordstrom,
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We are working on a new Internet-based data collection system to better
, assess the results of our programs and initiatives, We recently
successfully tested the concept with,the' Council orChie! State School
Officers and the states of,Negraska and~Oregon, Under the Integrated
Performance and.Benchmarking:System',(IPBS), each state will maintain
a database of defined ,core data an,d perfo,rrnance indicators, The
Department will haveelect!.09ic,~9~SS~IQ,these'dalabases, minimizing
the reporting burd"n,~1,\~ta!~~,!,a,~,dc!'n~!?!i~g, ,speedier information
collection.
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The Department's Office'for,Civil,Rights is resolving discrimination
complaints more efficiently: thanks to dedicated, well-trained staff; a new,
team-based staffing structure; and investments in iechnology, In FY
1999, OCR resolved 70 percent more complaints thanit had in FY 1990
with 10 percent fewer staff, More than 80 percent of the complaints in FY
1999 were resolved within 180 days of receipt
We successfully met the Y2K challenge, bringing alil~t5'ot our d~ta
systems into Year 2000 compliance well within the Office of
Management and Budget's government-wide deadline of March 31,
1999, We met our goal even though, in August 1998, the Subcommittee
on Government Management. Information, and Technology projected
that we would not complete our work until at least 2030,
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And we have a history of working cooperatively with Congress, the
Generat Accounting Office (GAO), and our Office of the Inspector
General (OIG), 'As a result. there are fewer than half as many open
audits as there were six years ago,
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11121100
�March 1~ 2000 -, Prepared Testimony of Dep-uty Secretary Frank S, HoHeman III, before L
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We have also made a sustained effort to improve the financial
management of our programs. Since 1993, we have sought to Improve
our data quality, modemize and integrate our systems, and improve
financial reporting. In 1998, we completed implementing our new
financial management system, the Education Central Automated
Processing System (EDCAPS). And after devoting substantial resources
to supporting the audit of our FY 1997 financial statements, we received
an unqualified opinion on all three statements.
However, our preparation of the FY 1998 financial statements was'
delayed by the requirement that we prepare two new major financial
statements; our first year using new standard ledger software, Le.FARS;
continuing data quality issues; and our intensive effort to support the
audit of the FY 1997 statements. As a result, we accepted our auditor's
recommendation to suspend work on the FY 1998 statements and
received a disclaimer of opinion on each of them.
Today, ttie Department's Inspector General released our auditor's
opinion on our FY 1999 financial statements. Our auditor, Ernst and
Young, issued four qualified opinions and one disclaimer of opinion on
the Department's five financial statements. The five statements prepared
speCifically for our Student Financial Assistance (SFA) programs also
received four qualified opinions and one disclaimer.
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Obviously, our goal is to receive an unqualified audit opinion every· year. ,. J"';:';' '.;:,~;;:
However, I am heartened by our substanthoil progress since last year:' ".'-- " J... ... "
when our auditor could not express an opinion on any of OUf five·finandal :t ::':'l!:~> "~:{.,
statel)1ents. Our auditor was able to express an opinion.Qn four of;our::I\~~r..:.;.;,~,n;j~;:
financial statements because we have strengthened our,financial ",',-.,7 ."l;-.:r...~:>;it;,,:"j·,
documenlation and data integrity. As a result, I believe this audit result·: ; : ,.'.'f, ,: .
validates our approach to improving the Department's financial
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management.
I am also pleased that the Department and our auditors were able to
complete our worll and release the audit on schedule .. rather than nine
months late, as occurred last year. We completed our work on time
despite the need to prepare five additional financial statements for our
Student Financial Assistance programs and a five-week delay in
beginning the process.
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Another sign of progress is our effort to implement our auditor's
recommendations. As Inspector General Lorraine Lewis noted in her
prepared testimony today, as of last December the Department had
implemented only 28 of the 115 recommendations (including duplicates)
made in the previous four audits. I have made the resolution of these
recommendations a priority. We have now completed action on 40
additional actions and have asked for the OIG's concurrence thai they
are complete. The FY 1999 audit included an additional 24
recommendations .. mostly related to prior recommendations to correct
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�March 1,2000 -.. Prepared Testimony of Deputy Secretary Frank S. Holleman Hf, before t.. Page 4 of6
previously identified weaknesses· and we will address them as
expeditiously as possible.
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Our goal continues to be to receive an unqualified audit opinion every
year, as we did in FY 1997. Nonetheless, I am pleased that we are
showing progress. Over the past 12 months, we have strengthened our
financial management systems in five important ways.
First, we have improved our reconciliation process. Prompt and accurate
reconciliation helps us detect and resolve potential errors.
Our new reconciliation software, Recon Plus from the CheckFree
Corporation, automates the process by which our general ledger is
reconciled with other Department systems· including those supporting
the student loan programs and grant payments· and with the U.S.
Department of the Treasury. Recon Plus permits automated
reconciliation, rather than requiring the manual comparison of records
with'a spreadsheet, and thereby allows us to compare records more
efficiently and in greater detail. We were greatly encouraged that, in an
October test, Recon Plus automatically reconciled over 70 percent of
transactions with Treasury. We hope to increase this match rate to 90
percent by this spring.
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We are now reconciling our accounting reGards with Treasuiy'6astV' "
balances monthly, Last year, we reconciled our records\'v'tth'Jreas'iJry",
quarterly and in previous years only annually. We'are also increasing:the·
frequency with which we reconcile our central'accounting system with" ...
subsidiary records, such as those for the direct and:guaianteed'stuoi!hf' .
loan systems.
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Second, we have automated our processes to make them. more efficient
and effective. With assistance from PricewaterhouseCoopers,
developed and implemented software to automatically close our general
ledger at the end of each fiscal year. This new process enables us to
close our records more accurately and much faster.
we .
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We developed and implemented new software to automatically generate
our financial statements. Last year, our staff relied heavily on
spreadsheets to prepare our financial statements.
Also this year, we established an automated tool to track manual
adjustments to our financial records. It is an accepted practice to correct
errors identified
an audit, such as classifying a transaction on Ihe
wrong line. By automatically recording all such transactions in one place,
we Gan better coordinate them and prevent errors.
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Third, we have strengthened the documentat~on of and support for our
financial data. We developed three subsidiary ledgers to support the
general ledger. The three new ledgers reconcile our grant expenditures,
match grant award available balances to undelivered orders, and align
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Page 5 of 6
our contracts payment system with accounts payable. Previously, the
Department's core financial management systems received only a
summary of this data. These new subsidiary ledgers will track the
additional detail needed to support and validate financial data.
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In addition, we have upgraded the personal computers used by the
Department's accounting staff, enabling them to run more powerful
reporting software. As a result, they can produce financial reports that
are both laster and more thorough,
Fourth, we Improved our processes to ensure the quality of our financial
data, For example, the Department has established software routines,
called standard accounting entries (SAEs), to make regular adjustments
to our financial records. Unfortunately, in some cases these SAEs
introduced errors, This year, we corrected impacted accounts and fixed
our SAEs. In addition, we established procedures to run future SAEs at a
transaction level, rather than an appropriation level, and to coordinate
them across all five financial statements,
Standard government practice requires our financial statements to
distinguish between goods and services purchased from federal
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agencies and other organizations to facilitate the production of the
overall financial statements 01 the U,S. Govemment. Unfortunately, in the
past Departmental records have sometimes misidentified the status of
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financial records properly reflect the appropriate classification of our ' 0,. ", . ',' ..' ;" ':
vendors,
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manually adjust our financial records, These procedures, which include a,,",c'"
supervisory reView, should substantially reduce .the ·misclassification 01 '.. ',',',' ,..,' '"
data, Moreover, we should require lewer adjustments due to a stronger ..
reconciliation process and the new requirement that adjustments be
processed at a transaction level, rather than an appropriation level.
And finally, we are pursuing a new general ledger system, We are
thoroughly reviewing and testing the capabilities of possible systems to
meet our requirements. Our new general ledger system will be in place in
2Q01.
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Our current general ledger system failed to meet our lull performance
expectations, We plan to implement a new accounting system that will be
capable of producing an automated closing of the Departmenrs books at
the end 01 each fiscal year promptly and efficiently, More importantly, we
expect the new system to allow uS to produce and support timely and
accurate financial statements as envisioned by the Federal Financial
Management Improvement Act of 1996.
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secretary Riley and I recognize the importance 01 financial management.
Unfortunately, there is no shortcut to establishing a sound,
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March 1, 2000 -~ Prepared Testimony of Deputy Secretary Frank S, Holleman 1Il, before L
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comprehensive financial management system, We will continue to work
hard, I believe the FY 2000 audit will demonstrate our continued
progress, '
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I would be happy to answer any questions you may have,
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UNITED STATES DEPARTMENT OF EDUCATION
OFfiCE FOR Crvn. rueHTS
THE ASSISTANt SECRtTARY
OCT I 4 r:s3
To:
AU OCR Staff
From;
Nonna V. Can",
Re:
OCR Strategic Plan
I am pleased to sr,are with you the Office for Civil IOght" Strategic Plan, which I have
forwarded to the Deputy Secretary.
The strategic plan is OCR's conL"'act with the Secretary of Education, providing the specific
bases upon which our effoits will be measured, We are commit1ed to creating a more
proactive approach to ensuring equal acces~ to quality education. We are also promising
" substantially less bureaucratic approaches ,to how we get our work done. Your energy •
- :': ";Ijnvo}vement and many, many fine ideas throughout the strategic planning process give me
~ ";', ~'th'e greatest confidence in our ability to achieve these goals..
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should be,able to link our daily work to OCR's goals and obje<:tives. We should also be able'
approaches that are not moving us u)w'a.rds our goals. '
..", . to identify for elimination activities
As an example of this, we have discontinued the Bi-WeekJy Update on National Enforcement
Strategy (NES) COf1)plaints and Compliance Reviews. the Monthly Travel Cost Analysis
System (TeAS), ano':he Weekly Travel. Report. We must continually ask the question, is
this the best way to' aC,hieve our goals:
and
I would like to men,ti,on two major ini~atives already underway. The first is the completion
of a strategic plan foft.iaining~ under'"tht ~ire"4:tion-,.of lim Littlejohn. The second is a
substantial t"e\rision of .our investigative procedures, to be coordinated by Cathy Lewis as she
comes to Washington as the..Detailed Regional Director. I am looldog forward to hearing .
about changes implemented in each of OCR's components.
. We are now working with the Secretary and with the other Offices of the Department to
finalize the Department's Strategic Plan, This should be completed by November ,I, at
. which time each office win receive copies of. the entire plan.
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Priority Areas
DRAFT 10/14/93 11:32
Proactive, priority activities include high priority policy development, targeted
~hnical assistance and high impact compliance reviews.
80 % of proactive resourees will be dedicated to ensuring equal access to high.
quality, high standards uducation, for example:
Admissionsrresting;
Over~representation
of minorities in special education;
Under~represent.ation
of women, girls and minorities in math and science;
Access to programs for LEP students.
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10 % will be·dedicated to racial and sexual harassment;
5%
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gende{ equity in athletics;
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to higher education
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US Department of Education
Office for Civil Rights
Our Mission is to Ensure Equal Access to Education
and to Promote Educational Excellence Throughout the Nation
through Vigorous E1.1forcement of Civil Rights.
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1. Impa,ct:6n,Stmlents' Lives .
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The Office for Civil Rights will. maximize;l~~'ii]lpa:c( ~f available resources on acute and feal problems
of civil rights in education. OCR commits its~lfto provide tangible assistance to the greatest number of
students possible.
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2;/ Empowerment of Students and Parents
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The Office for Civil Rights will empower others to learn to solve their own problems of securing equal
access to quality education. O,zR will focus on systemic education reform that enables communities throughout
the nation to understand, com~it to and implement strategies that provide opportunities to learn for all.
3. Investment in People
The Office for Civil Rights will recruit and retain the highest calibre staff, and will develop the training
and tools they need to become most effective. OCR will provide all environment that values participation,
innovation and change. OCR will model diversity. fairness and "concern for employee well-being.
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OFFICE FOR CIVIL RIGHTS
STRATEGIC PLAN
Qffice Mission
To ElISure Equal Access 10 Education and to Promote EducmioTUlI Excellence ThrougJww the
Nation through Vigorous Enforcenu:1II of Civil Righis,
CU:'10mer Definition
We serve srudenJ popu/a;iorufacing discriminaJion and {he advocates and insritutio,..s promotin.g
systemic solwions 10 civil righJs problems, including olher Offices of Ihe Deparrmelll of
Educmion..
Key Office Goals
Flrst Goal: Impact on Students' Lives
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Objective A: Proactive Targeting
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Second Goal: Empowennent of Students and Parents
Objective A: Clearly Aniculated Policy
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Objective B: Promotion of Models that Work
Objective C: Outreach and Collaboration
Third Goal: Investment in People
Objective A: Motivated and Able Staff
Objective B: Use of Appropriate Technology'
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Objective C: Work Place
FairneSs
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OFFICE FOR CML RIGHTS
STRATEGIC PLAN
Office Mission
To Ensure Equal Access 10 Education aNi 10 Promote Educational Excellence ThroushoU! rhe
,varion through Vigorous E'!Iorcemenl of Civil Rights.
Customer Dennition:
We serve srudenJ populations facing discn'milUUion and [he aavocaus and institutions promOting
systemic SOIUfions to civil rights problems. including orher 'Offices of the DeparrmenJ of
Edu(:mion.
Key Office Goal;;;
FITs! Goal: Impact on Students' Lives
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The Oftice for Civil Rights will maximize the impac( of availabie.'resources on civil rights in
education. OCR will.consider as broad a range oCinput as' practlfabl.c in the setting of its
priorities to ensure that OCR-addresses the rnost.acute,prob~ems,of._di~rimination._ OCR will
provide tangible assistance to the greatest numb~r of:students possi~l.e" ...
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Objective A:
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OCR will move from a reactive system of almost ,,"elusively responding to complaints
to a system of proactively wgeting its resources for maximum impact.
Perfonnance Measures: If OCR is successful, OCR will involve progressively
more of its staff and monies in proactive measures; OCR 'Will address the wid!=ly
accepted real and acute problems in civil rights; and tile gaps between majority
and prote<ted groups will close in tile areas (substantive and geogrnpliiC). in which '~:
OCR is active.
Short Term Strategi..:
(I) OCR will as its top budget priority work to ensure that 40 % of resources an:
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dedicated 10 proactive measures, including priority policy development, high
impact compliance reviews, and targete<! technical assistance (eurren~y It· 12 %
of OCR resources are dedi~ted to proactive measures) .
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(2) A team of regional and headquarters staff will develop a system for priority
ordering of complaints for inves!igation.
(3) OCR will involve beneficiary repreSentatives, advocacy groups and experu
in its targeting efforts, This will include expen review of survey data.
Long Tenn Strategies:
(1) OCR will develop a LAN-based sYSlem for cost based .ccour-ting, in order
to ensure that its resource allocation is mission driven.
Objective B: Strong Remedies for EITecth'e Change
OCR will effect positive change through uniformly stn:)og remedies to civil rights
violations. Remedial ac~ion wili make injured parties whole, lessen the chance of future
violations, and set a clear precedent for other parties. It will be taken at the broadest.
appropriate level. for instance, at the state rather than the local Jevel.
Perfonn.nce Measures: If OCR is successful, OCR reme<:lial plans will
compare favorably with its own past remedies and those achieved by other federal
agencies and private litigants; monitoring of ag:'eements 'will show that-they are
durable in the cases of violations found as wen as instructive for. future action;
and OCR decisions will be. cite<! and followe<:l by 0tr.er"par,ti~t?r;~;cjding
agencu::s.
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Short Tenn Strategies: _ .::< .~.
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teams will facilitate the use of strong reme<:lial models for OCR.',
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(1) OCR will develop Expen Teams in its top priority substantive;~eas:
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(2) OCR will review reme<:lies as pan of its Quality Review prog:-am.
(3) OCR will solicit external appraisals of its reme<:lial pians.
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Long Tenn Strategi",:
(1) OCR wiH develop systems to involve beneflelary representatives in the
development and monitoring of remedial plans.
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the Department of justice and other agencies to
provide more prompt and effective remedial action.
(2) OCR will collaborate
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(3) OCR will develop proposals for reme<:lial powers other than complete de-
funding of recipients.
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Objective C: Efficiency
OCR will eliminate practices and procedures that do not add value or do not contribute
to the fulfillment of OCR's mission. OCR will develop new approaches to maximizing
the impact of existing resources. This will require creativity and innovation from all
OCR components.
Performance Measures: 'If OCR is successful, OCR action will be progressively
faster, and will occur before problems are moot. Progressively fewer OCR
dollars will be spent on investigations that yield ftndiogs of no violation. OCR
wilt make positive changes in progressively more students' lives.
Short Tern> Strategies:
(I) OCR wilrdevelop approaches to eliminate curren! case backlogs.
(2) OCR will substantially revise its Investigative Procedures Manual to provide
for faster, more flexible and less bureaucratic handling' of <:<:>mplainl
investigations.
(3) OCR will
programs.
re~invem
its Magnet School and state Vocational Education review
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(4) OCR will develop new approaches for collaboration with.OSERS,in order to
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provide recipients with a single set of stand,ards and a single ie";i~wr·ior:·.::::
complaints alleging discrimination on the basis,of,disabitity.
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(5) OCR will develop an appropriate basket of performance indicators to measure· ',:'
effective and efficient use of OCR resources. .
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Long Tenn Strategies:
(1) OCR will pursue selective exhaustion of remedy requirements for appropriate
issues and jurisdictions.
(2) OCR will develop internal expertise at the national and regional level for
Quality Management and continual process improvement.
(3) OCR will develop new approaches for collaboration with OSERS in order to
strengthen and certify state complaint procedures when discrimination on the basis
of disability is alleged .
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DRAFT 1~1tM: IUl
3
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The Office for Civil Rights will empower others to learn to solve their own problems of securing
equal access to quality education. OCR will focus on systemic education reform that enables
communities throughout the nation to understand. commit to and implement strategies that
prov'ide opportunities for all to lea.'"n.
Objective A: Clearly Articulated Policy
OCR will clearly articul ..e standards for equal access to education under Title VI.
Title IX. Section 504 and Title n and the. Age Discrimination Act. Policy will be readily
understandable by the public and implementable by educational institutions. OCR will
also advocate within the Depanment of Education to ensure that all employees understaJid
equity issues and their implications for the Depanment's work.
Perfonnanee Measures: If OCR is successful. OCR will adhere to. published
schedule to keep all policy up-tO-date; OCR staff and educatior.al ins<itutions will
know what is expected of them in light of published policy; and beneficiaries and
their advocates will have the tools they need to confront their own problems of
securing equal access to' quality education. OCR will be a visible and consistent
presence in the work of h,e Department. in particular in key legislative and policy
initiatives.
Short Tenn Strategies:
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Second Goal: Empowennent of Students and Parents
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(I) OCR will develop Expert Teams in its top priority substanti~eareas. These
teams will faciIitate"poticy development and dissemi~ation'~'".' ...~' '~.
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(2) OCR will re"invent its process for policy development and dissemination to
make it faster, more responsive a..'ld more inclusive of internal and external input.
(3) OCR will aahere to a published C41endar for policy development in top
priority areas,
(l) OCR will develop' and adhere to a regular C41endar for regulatory review and
.
policy development in each of its jurisdictional areas•
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Objective B: Promotion of Models that Work
OCR will find, describe and promote models thaI work for civil rights compliance. OCR
will concentrate on promoting effective systems and mechanisms that ensure equal access
to education at the state level. Models should provide the earliest and most a=sible
resolution possible of civil rights conflicts.
Performance Measures: If OCR is successful, OCR will advocate models that
are educationally vouched for, transferable to new situations, and systemic and
preventative in nature. A growing number of mechanisms, especially at the state
le'vel, will promote equal access to education and provide speedy and fair
resolution of civil rights grievances.
Short Term Strategies:
(I) OCR will develop Expert· Teams in its top priority subswltive areas. These
teams \\iH facilitate the dissemination of model programs.
(2) OCR will solicit external input for model plans for ensuring equal access to
i
quality education,
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. (3) OCR will develop a system of recognition of exemplary programs for civil
':, rights in education.
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Long Term Strategies:
(1) OCR will collaborate with other components of the Department, in particular .
OERl, to identify and promote model plans for ensuring equal .ccess to quality
education.
(2) OCR dll $eek to ensure that adequate funding is available to investigate and
develop model plans for high sundards in civil rights compliance.
Objective C: Outreach and Collaboration
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OCR will become a partner to local beneficiary and advocacy groups and other entities,
h
. elping them help their communities understand, commit to and implement strategies that
provide opportunities to learn for all through adeqUate information, te<hnical ..peruse
and back-up assistance.
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Performance MeasuJ:'ES: If OCR is successful. OCR information and technical
assistance will be readily available and be dearly understandable by its audience.
A growing number of local solutions that provided speedy and fair resolution of
civil rights grievances will be implemented,
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Sbort Tenn Strategies:
(1) OCR will develop Expen Teams in its lOp priority substantive areas. These
teams wiIJ facilitate the development and maintenance of relations with
appropriate interest groups and institutions.
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(2) OCR will use focus groups to understand the interests .. concerns of
beneficiary and advocacy groups and other entities.
(3) OCR will focus technical assistance on top priority areas and on fora where
both beneficiary and recipient groups can work together.
Long Tenn Strategies:
(1) OCR will collaborate wilh components of the Depmment
and coordi~ated approach to outreach.
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(2) OCR will develop a "train the trainers" program for technical assistance,
Third Goal: Investment in People-
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The Office for Civil Rights will recruit and retain the highest calibre staff, and will develop the
training and,tools they need to. oecome most effective. OCR win provide an environment that
values participation, -innovation. and change. OCR wHi model dive~sity. fairness and concern
for employee well-being.
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Objective A: Motivated and Able Starr
OCR will invest in training that is re:eV2.nt to job mastery and opportunities for staff,
particularly in the substantive ait~".of civil rights. OCR will develop a comprehensive
approach 10 training ror individual.. and OCR as a whole.
Performance Measures: If OCR is successful, OCR will plan, dedieate and
allocate adequate rcsoUfc.'!$~,for, lrail'lin3: OC~ will compare favorably in the
hours and breadth of training for staff delivered annUally with peer federal law
enforcement agencies and private sector civil rights advocates. Training will be
delivered .=rding to plan and most staff wlli rate the training "excellent" in
quality and "very relevant" to their work in OCR .
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Short Term Strategies:
(1) OCR will implement a comprehens;ve strategic plan for training. which will
inciude an annual minimum training requirement for staff and adequate resource
dedication for training,
(2) OCR will collaborate with HMLC to ensure \hat OCR-supponed training
resources are available to all OCR swf.
(3) OCR will establish a recognition system to reward and recognize outstanding
contributions to OCR's mission,
Long Term Strategies:
(1) OCR will collaborate with Department',of iustice and oL,er civil rights
agencies and organizations to provide high quality and effIcient t....aining in civil
rights,
Objective B: Use or Appropriate Technology
OCR will maximize, its ,use"oL appropriate technology. OCR will make its policy,
information and data analysis readily' available for enforcement and promotion of civil
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P~.rfonnal!te,;t\:1e:isurcs.: :If-OCR is successful, OCR staff win have ready access
to-,:9C~.J)()licy.::su'1.ey info"rmation and case processing data via an electr~nic
networ~. ,The public will have appropriate access to J.h.e information for which
it has gr~test,need:,:Electronic communication will be available and used among
swf i"headquarters and between headquarters staff .. d the regions,
o
Short Tenn Strategies:
(1) OCR will achieve a one-t<Hlne swf to computer ratio.
(2) OCR will have. LAN to which h""~9t\c"'1.ers st;!ff "",connected and regional
offices have access.
(3) OCR will make .vailable its policy, findings, and survey data vi. the LAN.
Expert teams will manage spedalire£1 libraries for issue-specific information.
Long Term Strategies:
(1) OCR will connect all regional staff, to the LAN,
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(2)' OCR will move all mainframe based systems to less costly and mOre
accessible LAN-based systems.
(3) OCR will provide public
access
to its electronic information systems.
Objective C: Work Plate Fairness
OCR will create a mode} work place, which includes an integrated and diverse work
force that respects all its staff. OCR will foster communication and cooperation among
its C<lmponents and staff. OCR will sL-ive to provide all staff with. safe, comfortable
. and well equipped work place.
Performance Measures: If OCR is successful, OCR will achieve diversity in
hiring, retention, and promotion of staff. OCR man.gers will regularly meet and
discuss with staff issues of work place satisfaction, and solicit and act on
recommendations. OCR staff will note increases in satisfaction with the
workplace and in productive communication. They win note an increase in
cooperation among OCR components and staff.
W
Short Tenu Strategies:
(I) OCR will develop ari'agency wid,;'lirruy,i:itive action plan that identifies the '
OCR's long term hiring and,'promotion' objectives and the aelion. OCR wiU take
to achieve those objectives;-,' ......
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(2) OCR will develop'a'sysieit;'of'360'oegree evaluation (supervisor,peernnd
staft) to provide all stiff with n1oree"ffeCtiv~lf~o.ck;
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(3) OCR will develop a periOdic survey of
its staff.
Long Term Strategies:
(I) OCR will provide every office with appropriate and adequate space and
furniture,
(2) OCR will develop. system of flexible specialization to take advantage of
specia.! staff interests and abilities.
(3) OCR will develop internal capacity for the quick, fair and amiable resolution
of disputes .
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Clinton Administration History Project
Creator
An entity primarily responsible for making the resource
Cinton Administration History Project
Council of Economic Advisers
Department of Commerce
Central Intelligence Agency
Department of the Interior
Department of Defense
Corporation for National Service
Council on Environmental Quality
Department of Justice
Domestic Policy Council
Department of Education
Department of Energy
Environmental Protection Agency
Federal Emergency Management Agency
General Services Administration
Small Business Administration
Social Security Administration
United States Agency for International Development
National Economic Council
Office of Management & Budget
Office of National Drug Control Policy
Office of Personnel Management
Office of Science & Technology Policy
Office of the Vice President
United States Trade Representative
Date
A point or period of time associated with an event in the lifecycle of the resource
1993-2001
Description
An account of the resource
<p>The Clinton Administration History Project describes in detail the accomplishments of President Clinton's Administration for the period 1993-2001. The records consist of the histories of 32 agencies or departments within the Executive Branch. In general, each organization associated with the Project submitted a narrative history along with supporting documents. These narrative accounts are primarily overviews of the various missions, special projects, and accomplishments of the agencies. The supplementary records include substantive memos, press releases, briefing papers, and publications illustrated with photos and charts.</p>
<p>Agencies:<br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Council+of+Economic+Advisers&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Council of Economic Advisers</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Central+Intelligence+Agency&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Central Intelligence Agency</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Commerce&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Commerce</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+the+Interior&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of the Interior</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Defense&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Defense</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Corporation+for+National+Service&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Corporation for National Service</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Council+on+Environmental+Quality&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Council on Environmental Quality</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Justice&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Justice</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Domestic+Policy+Council&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Domestic Policy Council</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Education&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Education</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Energy&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Energy</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Environmental+Protection+Agency&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Environmental Protection Agency</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Federal+Emergency+Management+Agency&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Federal Emergency Management Agency</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+General+Services+Administration&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the General Services Administration</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Health+and+Human+Services&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Health and Human Services</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Housing+and+Urban+Development&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Housing and Urban Development</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Labor&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Labor</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+National+Economic+Council&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the National Economic Council</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Office+of+Management+and+Budget&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Office of Management and Budget</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Office+of+National+Drug+Control+Policy&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Office of National Drug Control Policy</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Office+of+Personnel+Management&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Office of Personnel Management</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Office+of+Science+and+Technology+Policy&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Office of Science and Technology Policy</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Office+of+the+Vice+President&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Office of the Vice President</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Small+Business+Administration&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Small Business Administration</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Social+Security+Administration&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Social Security Administration</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+State&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of State</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Transportation&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Transportation</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+the+Treasury&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of the Treasury</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+United+States+Agency+for+International+Development&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the United States Agency for International Development</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+United+States+Department+of+Agriculture&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the United States Department of Agriculture</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+United+States+Trade+Representative&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the United States Trade Representative</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Veterans+Affairs&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Veterans Affairs</a></p>
Is Part Of
A related resource in which the described resource is physically or logically included.
<a href="http://clinton.presidentiallibraries.us/items/show/36051">Collection Finding Aid</a>
Provenance
A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource.
Clinton Presidential Records: White House Staff and Office Files
Publisher
An entity responsible for making the resource available
Clinton Presidential Library & Museum
Format
The file format, physical medium, or dimensions of the resource
Adobe Acrobat Document
Extent
The size or duration of the resource.
1474 folders in 111 boxes
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
Paper
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
[Education - Volume 5] [5]
Creator
An entity primarily responsible for making the resource
History of the Department of Education
Clinton Administration History Project
Date
A point or period of time associated with an event in the lifecycle of the resource
1993-2001
Is Part Of
A related resource in which the described resource is physically or logically included.
Box 20
<a href="http://clintonlibrary.gov/assets/Documents/Finding-Aids/Systematic/Administration-History-finding-aid.pdf">Collection Finding Aid</a>
<a href="http://catalog.archives.gov/id/1227203">National Archives Catalog Description</a>
Provenance
A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource.
Clinton Presidential Records: White House Staff and Office Files
Format
The file format, physical medium, or dimensions of the resource
Adobe Acrobat Document
Publisher
An entity responsible for making the resource available
Clinton Presidential Library & Museum
Medium
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Reproduction-Reference
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6/24/2011
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1227203-education-volume-5-5
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SYRATEGIC. PLAN
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�The U.S. National Education Goals
In 199(), the President and the Governors ofthe 50 stales agreed upon a set of
, six national education goals fliat would guide the federal government, stdies.
local communilies, and the private sector as they worked together to improve
Iht: education system in Ihe United Stales.
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In 1994. the Congress passed the Goals 2(}()(): Educate Amedca Act, with
stro!Jg bipartisan sl1ppan and the backing Of almost every mIljor national
parental, educational, and business organization as welt as the nation '$
governors and legislators, Part o[the aCI commits. the federal government to
suppon eight ambitious national goals (the original set plus two new 'ones on
teacher training and parentai'involvement):
By the year 2000:
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1. All children in America will start school ready to learn.
2. Tne high school graduation rate will increase to at leas' 90 percent
3, All students will leave grades four, eight, and twelve having demonstrated
competency in challenging subject matter including English, mathematlcs, science,
foreign languages, civics and government, economics, (he arts, history. and
geography; and every school in America will ensure that all students learn to use. ',.,
their minds well, so that they may be prepared for responsible 'citizenship, further
learning. and productive employment in our nation' s mod~rn ec~nomy, .
4, United States students will be first in the wor!d_ in science -and mathematics
achievement,
5. Every adult American will be literate and will possess the knowledge and skills
necessary to compete in a global economy and exercise the rights and
responsibilities of citiz.enship.
6, Every school in America wi!! be free of drugs. violence, and the unauthorized
presence of firearms and alcohol and will offer a discipUru:d environment
conducive to learning.
, 7. The nation's teaching force will have access to programs for the continued
iffiprovernent of their professional skins and the oiJPorn~nity to acquire the
knowledge afld skills needed to instruct and prepare all American students for the
next century. "
8. Every school wjlJ promote partnerships that will increase parental involvement and
participation in promoting the social, emotional, and academic growth of children .
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The Departmental Education's Mission
To ensure equal access to education and to promotE;. educational excellence
throughout the nation .
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Message on Accomplishing the·
Department's Strategic Plan
The U,S. Department of Educ:l~ion has developed a new mission statement based on the following
principles:
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• To Cn'it.re excellence in education for all American students, standards of academic learning need
to be raised.
• All students must have access 10 high-qua!ifY education.
The D,epanmem does no! provide eduCAtional services direcrly; it supports states, local communities.
and higher education institutions to improve ediJcation nationwide. The Department"s roles include
leadership and financial support for education to agencies, institutions, and individuals in situatiDns
where there is a national in:erest; monitoring and enforcement of civil rights in the area of education;
and support for research and evalcations and dissemination of findings 10 improve the quality of
education. We wQrk in partnership wjth neighborhoods, schools. colleges, educr'!wrs, pa!'ems, business
leaders, Jnd communities and staces across the count!)'.
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To accompiisr. our mission, the Department has developed an ambitious se: of initiatives that support
comprehensive. community-based reforms aimed at safe, wen-disciplined schools and high academic
and occupational achievement. TheSe initiatives emphasize yardsticks against which states and local
communities can measure their progress. They offer catalytic funding, partnerships, and flexibility to
,. ~ . '~ncour~~e stale and local improvement efforts throughout the U"i:cd Sta!e5. They provide financial
.' ,. support to help ensure that needier stude:1ts are ir.cluded in these academic reforms. They streamline
.I, ~),,':.: Hie finanCial aid system for postsecondary education students and make it more accountable.
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, . : .••.L r!:~'~{/iicc~lnpl~Sh our agenda and reform the way we do business, we have prepared a strategic plan ,with
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, -<. '; g'oaI5: 'priorities, strategies, and perfornlllocc indicators plus a set of organizational values to guid~ :
implementation. The strategic plait does not cm'er every imponant activity ill the Departmeuf-lhe
pJan focuses aIlention 011 a few areas piat iltH'e been selected as pn'oritics, primarily as a result of
legislativl! successes and recommendations from the National Perjonnance Review. The plan is not a
static document-it yiilP~ refine_d as the Department develops better indicatOrs of performance and
gathers new feedback da.ta from our ;:ustomers.
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Achievements-Our Education Agenda in Place
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During the 103rd Congress. rhe President proposed and the Congress enac.ed a historic set of new
laws. TI)ese laws are tools for states, communities. ana schools to help our students meet the challenges
of the 11 st century.
• Tht: (Joals 2000: Edutate America Act promoles safe and disciplined schools that use the best
teut;hlng practices and appropriate technology, In these schools. children will Jearn basic and
advanced skills that meet challenging state standards. Goats 2000 provides financial support to
stales and loctll communities to strengthen their schools and CUIS federa! red tape in favor of local
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creativity a.nd initiative.
• The Improving America's Schools Act Drings. additional improvements. providing (1) federal
support for at-risk children to help them achieve the challenging standards in core academic
subjects sel by Slates and communities; (2) greater involvement cf parents .aoo comm;mities in
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learning; (3) improved teaching thruugh better profes.slonal develop-mem; '(4) new asststance to
make schools safer and drug~free; and (5) support for effective changes in schoo! practice and
management, such as using technology to improve teaching and learning and initiating charter
school~"
• The Sduj()l~lo-Work Oppommities Act is helping coritmunities and states put in place high
quality systems of academic and occupational education to give students the opportunity to
graduate with the knowledge, skills, and workplace experience necessary for productive
employment and further education.
• The Student Loan Re/qrm Act streamline;; the college student financiaJ aid system by cut~ing out
inefficiencies and by authorizing di:ect lending and income"contingem payback systems. to ensure
that students have access to high-quality p0S(seconctary education, regardless of thc"ir means" The
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act will save students and til)l:payers billions of dollars in (be next fi,;"e years.
• The rt'untnorization of the Department's Office of Education.'ll Research and Improvement
'creates a system of research institutes that will develop new knowledge on how 10 help all
students reach challenging standards and \VB! make educational research useful a;xi relevant to
teachers, parents. and principals.
rn their firs: year.
these iegl&lative initiatives received stlbstar.t~oJ budgets from Congress-in addition
bipanisan support fOf the basic authQrizing ·legislation. AI the same time, the Department received
Congressional approvaJ to eliminate .a number of other programs identified by the National
Perfonnant:e Review as having low educational impacts. Our leg:slative successes are providing a
framework and sound.strategies for reauthorization of orher key legislation next year,
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Along with the succeSsful~!egblative agc;lda. tho;: Departmenl has launched a new family involvement
partnership fpf !~a~ing. We have formed 3 broad-based parmc:rship led by the National Coalition for
Parent Inv01venlem in;E<iliciuion (NC'PIE) to encuurage and support American famihes as they seek to
prepare their) ¢hildren. =?r '~n information-based. "high-tech" economy, The aUian,ce indudes such
organizati()ns . .a:(tlle:Natio.r!'\!~PTA~ the 1\';):lonal Alli,ance of B}lsin~ss, the U.S. Catholk Conft;;rence,
. and the Boys -anq-Girls Club's of Amerlcu..
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These initiatives herald the start of a new era in education leadership-a more balanced role for the
federal goverrunen! imd ernpQWermeI~t of r.eighborhoods, co::ununtties. schools, colleges, and $t1tes to
improve education for all Alnericans.
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Achievements-Streamlining the Department
and Responding to Our Customers
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In addition to our legislative and program initiatives, we have rr.ade long-needed improvements in our
management and operations:
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• The Deparunent's implementation of the: new Direcr Loan program for student financial aid has
bee-n enthusiastically received by the initial set ofpartkipating instirutions.
• A historic lahar-management partnership now provides the means for all of us ;0 work together
on common goals and initiatives.
• A new core financial management syslem wi Ii be in place by 1998 to put the Department's
payment. grant and COntract, and audit ttacking s.ystems in the m3instrear.:. of business practice .
• The Dcpartmt:nt has implemented an integ:-,Hed strategic plarJ1ing and performance measurement
pr'JCCSs 10 develop this plan and individual office plans aiigned with overali goals and priorities,
Page 4 • Message on AccompJishing the Plan
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• Offices developed initial performance measures for many key programs in (he Department as part
~f t.he fiscal year 1996 budgc~ deveJo~mem process. The budge! and program performance
lOdlCat(>fS were closely coO~dtnaled wuh tht: Depanment's smnegic plan, '
• The D,eparrmen:'s customcr service {earn develop~d a, brochure descnbing the Department's
COIrJmlment 10 Its customers. The brocbure w:.s dlstnbuted to customers, such as chief state
scho~1 officers and school superintendents. and major stakeholders. such as husiness and
community representatives, in addition to all Department staff.
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• The number of days the Office for Civil Rights (OCR) takes to resolve cases is decreasing
dram:nically, In the past year alone, OCR's New York office reduced {he time needed to resolve
comp!aints by 24 percent. OCR now respo~ds to complaints within five days afte~ receipt,
offering a ral!ge of complaint procedures such as mediation, early complaint resolution. and fact.
findin,g conferences,
• tn October 1994, the Department prepared a streamlining pbn tha~ identified seven key priorities
•.to guide simplificiHion and reductions 1n all aspects of our operations. The streaml:nin,g plan is
elm,ely linked \0 the. priorities and goals ofthe Depanment's overall strategic plan, It sets forth
office by office plans for reducing slaff, especially in cate::gories targeted by the National
Performance ReYlew,
• Cf{lss~cutting management teams are addreSSing critical problems to make us the best
organization in government and the p:ivate sectOL For example:
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- The Dt:panmem has streamlined its grant award process by giving grantees much earlier
notification of their status, by distribuJing many grant funds e!cclfonkally, and by eliminating
unnecessary negotiations affecting,6,OOO cominuution grants a year.
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- A speCial manJ.gemenHmio~ team.is.ov~,rhauling the Departmel)-Cs personnel system~
reengineering. th~. pro~ess::.?, f.::r. q!Jing J9~s. promoting st.aff, and sepllf3ting staff. Pilot
innovations are already under w:ni'beiween the Office of Management and four offices,
im;Juding'delegation of c!assifid'tion authority and resting of dassifica~ion system software.
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- Greater an~ mori,c~~~viv,e;~,e:;~(~~hn9\ogy is helpin'g to improve services wirhin the
Departme'~t,".~f9~,~~¥,~p!e3;.~~fu~g, ,i,l}~IJ:ldir:g Internet e-mail. is now available to 65 perc~nt of
aU Dt:part!1'~nt ~~pjoyee~;"LrJ'1 .,"':.:- ',i
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- T~chnQtogy is also being usee to support innovative technical assistance activities for external
customers. For example. the Department has developed on-line computer systems and
discusslon forum$, including the Grants and Contracts Service's jnte~active computer bulletin
board. the NtHional Library of Education's on~ljnc library, and a teacher forum sponsort-"{j by
the Office of the Se~retary,
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• Customers will soon be able to call one toll-free number-!~gOO·USA·LEARN-and reach our
one-stop shopping li:;e for information on all our programs and initiatives, applicatiOns for
g:ants. and publications.
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• .. Low~hanging apples" teams have identified more thaii 60 unnece'ssary and burdensome'
procedures and practices that can be en.siiy fixed or eliminated-like apples on the lowest
branches of the tree that are the ripesl :and easiest plck. Most of these proct:.uures are being
changed or eliminated.
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These ac[ions are helping us transform the Department into a high·perfo:mance, customcf-respor.sive,
. results-oriented organization .
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Key Strategies and a Promise
To date, the Depar:ment's leadership and staffllavc nccompt:shed mJny important reforms, but much
more remair.5 to be done.
• The most critical task now facing us is to implement ou: new J:ld reauthorlzed prog6.l.rTIS in a way
that supports improvcmems in teaching and learning and reduces regulatory bllJ'dens on our
customers.
• We will work with Congress to complete our legislative agenda f(~r key programs, including
improvements In vocational and aduI; educutlon and in t:ducation fot individuals with disabilities.
• We must continue to build strong partnerships with the A:nerican people and the nation's
educatlQIi3J institutions.
• We must work with other government agencies to develop more coherent and effective poHcies in
broad, cross-cutting areas such as inner-city education, early childhood educ,atkm, and-lifelong
!e:lming.
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• Fin.. l1y, the Deparlmen: must cominue to transfonn itself lmo, a high-performance in:aitulion
capable of providing the nece5sa~y leadership and support for this umbitious p:ogram.
This document sets -our Ihe srrategic plan 10 carry out our agenda. By adopting the goals. objectil'es,
and performance indicators in this plan, the Department of Edu'cafion is elltering info a performance
agreement "'ilh the President of{he U"ited Slates and wilh lite Americall people, .The measure of our
success will be the pmgress we make. toward ow: goa.l~;'! ,- :
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, .: . Richard'W: Riley. Secretary oj Edacalioft
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Implementati~n Priority 1:
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Help all students reach chaUenging
" academic standards so that they are
prepared for responsible citizenship,
further learning, and productive' :
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Priority 2:
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Create a comprehensive
school-to-work opportunities
system in every state.
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, Example of an Academic COII/ent Standard
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NeT:>( Standard Numner 12: Geometry ,: ,"':
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, , The Jollo*'ing is drawn from the National C0u::-ciJ ofT(!ac~ers rif Mathemmics - ...~,1.< .
(,VCTM/standarasjor mathematics, At each a/three grade spanS (l~4, 5~. 9~12).,· ..
the standards try to set out dear expectatlo;is fo'r what sn~dem$ .s~oul~ k/Ww about . ',' ~.'£
, -malhema~:~s ~nd be ~h!e l~ ~o with their
knaWle~~e:
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In grades 5~8> the malhematics curriculur:i should include the s!ody of the geomett}' of one, two. and
three dimensions in a variety of sim3tions so [hat studeoiS can, :','
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-: ldenti'fy, describe. compare, and classify geome:ric figures! ' "
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- Visualize and represent geometric figures with special attention to developing spacial sense;
- Explore transfonnueion's of 'geometric figures;
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Represent and solve problems using geometric models;
Understand and apply geometric properties :md re;ationships;
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Develop an,apprccbtion of geomctry as a means of describing the physicaJ world,
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Example of Slate Systeinic 'Re/or'!l< :-:'~1''''~~>'f: }3~;;i.f~1/~"~~
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Kentucky EducatinnReform Act "q990:;,'{ ;,~,,~;,~, ;:'::,;:\:',,:"
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'In 1990, Kentucky'overhauled liS state "education syste'm in respo~~~ tci':th~siatlsiipr~fue c~urt's :i~~~'~::
_ruling thai found the state's public school financing unconstitutional u!,d,the e:~~ife' s);¥~,ni:-/ ?ti:,).:;, ,~,
inequitable. Under ,tbe banner "world·class standards for ';'Yorld~c!ass kids," the 'state' developed a 10-:,
point prorram of education reform
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Through lhe Kent'Jcky Education Reform Act, the state created new as.sessments and set challenging
performance levels; upgraded curriculum and professional development;'
estabiisheu
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perforn:ance accountability system v:!th multiple comp~nems:' Chang~,,~! th: e~ein;n[arr SC?~I:'/:'~};;
,Iev~l included ungraded primary classrooms and family resource centers. The state'also overlmuI6d', ",-,
its ~cti~ol finance ~ys!em. Local school systen:s respo.nded wi~::efO:,~~})Lthei::,.-iw~'~:;,~:· :,':r;I.:~~:~:~,:,ifj~
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Kemucky's comprehensive school n:f~rms are sho'.Ving ~ncour~fli!lg prelim.i!1~'Y r.efu.~~, ~~I}.ms~-y:S ;:~'
4th, 8£h, and 12th graders demonstrated dramatic improvement oit the}9fJ3~94 anniml ~s,e~sm.~~,:t.~
'In all grades lested, the pen:entage_o! students performing at or abo've the' projicient le.., • ,Hl"~::':'7'~~~
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mathematics, reading, science, and social studies increased/rom the previous'year, For eiatnple; jn"\..
'grade 4, the average of the scores across these four subjects plus writing increased from 26 'POtlltS iii ~
1993 33 points in 1994,
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More remains to be done, however, to reach tbe high standards tht:.,state has set for ;t5 studenl.S; '::'<;C:~
While reading scores,increased substantially, just 12 percent of 4th graders were reading at'the'~>r, ":':
profkient level in 1994,
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Page S« Priority 1: Help AU Students Rea<:h
Chall~nGing
Standams
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Priority 1
Help all students reach challenging academic standards so
that they are prepared for responsible citizenship, further
learning, and productive employment.
Th·e key to improving student performance 15 comprehensive and sustained education reform based on
challenging a::ade:nic standarus for every child. 'We r.ave iearned. after decades of trying, that
piccemeafrcforr:) and fads do not work. We have learned that reform requires leadership and support
at aU ievels:
- .Parents, principals .and teachers. community Dlembers. school distri:::ts, higher educ:l:ion
jlls~ituti(lns, the btlsir.ess cotru:mniiY, mates, and the federal government-all have key roles to
play.
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- Greater family and community involvement, knowldgeable teache,s. a demanding. 5uhstar:tive
curriculum, accessible technology, assessment allgned with the standards, and beaer kadership
are all necessary if stude:1.IS a~e to meet more challenging standards .
There is broad agreement that high expectations and challenging s.tandards for academk performance
must replace the low txpcctariwus und watered-down st:tndard$ roo common in our school systems
loday. Funhermore, these siandards need to be sec by states and communities-nol the feder3j,':', :.t:',., .':',
government The U.s. Department uf Education's main roles. are h:ad-..:rship, encouragement, a:ld'·,,- .. , '
support for state and local efforts, nor regulation and control. .. '. .', '
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New il>ltlon:Jl initiatives-including the Gua.ls 2000: Ed:Jcare America Act. the improving America's
Schools,Act, the School-to-Work Opportunities Act, and the National Family Inv()jvem~nt Partnership
for Learning-provide the suppOrt. cncoutagemem, and partnerships for sta:es ::md communitles to
strength~n their schools to me~t Challenging standards and be more effective, The recenl
reauthorization of the Office of Educatior.al Research and Improvement provides signilkan: additio;;al
support, as will upcoming tcauroodZ3!ions, including the Carl D. Perkins VocauQoal and Applied
T~chnolog'y Education Act and tht: Ind:v!duafs with Disabilities Education Act.
Objectives and Strategies
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Objective 1: Build public understanding of the need for challenging academic standnrds, and
promote family innl.J\'cment and broad~hased cOlrullUnity support in helping all students reach
theSe standard.,.
• Communicate to the public the importance of ha\'ing challenging sta.ndards for aU children and the
need to improve teaching and learning.
• Work whh parental. educational. and business organizations and states to engage key partners and
the public in improving schools.
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• Encourage and &uppor~ family. commur.iry, business, and religious organization partnerships to
promote learning at h~me and at senO?L
Priority 1: Help AI! Students Reach Challenging Standards· Page 9
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Objccth'c 2: Hclp create safe, disciplined, healthy, and drug-free enyirorunents for learning. ~• Support state and local efforts to create and ma;ntaJn safe, disciplir:ed, and drug-free schools and
school surr,)undi:1gtl,
• Promote ccmprehensive approaches in which'schools' are linked with community resources to
support aC::I.i..lemic achievement and l'.ealthy and safe child 'development.
• Engage families, community centers, housing developments, cultural and scientific institutions,
religious organizations. and libraries in cfeating out~of-school environf!1ents thui support learning.
Objecrh'e 3: Support the dewi~lopment and adoption by states and local schools of chaUenging
academic standard,>~ occup:.\tional standards! and assessment systems linked tu these standards.
• Help stale and local'reformers develop and implement chailenging standards for academic co:1tect
and performance,
, • Encour.tge the development ofhigh-qunlity, voluntary. national academic and occupational
standards, '
• SharI! information with stales and local schools as tht:y develop and implement valid and reliable
assessments that arc aligned wich challeng:ng smndards and ;!.:-e·desigm:d to improve "rodent
learning.
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Obj(.'C[i\-'c 4: Promote excellent teaching that will enable students to meet challenging state and
local academic standards.
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• S!:engthen professional development efforts of stltcs, schools. colleges, and teacher networks in
order to enable teachers to teach 10 challenging standards.
• Engage tcachers and other educators in examining, using,. and assessing effective teaching and
learning strategies,
• CoordinJte and integrate stare and rtinionallecilnkaJ assistance to improve professional
developmer.t.
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. • Encourage more 'peopte-pani~ularly peopJe of diverse backgrounds-to en~er the teaching
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Objective 5: Change the way the Depatiment works in order to support coordinated
implementation of elementary and secondary. progrtuns,.
• <:r~atl! an effective process fer integrating reviews of Slate pla:1!; and waivers, program monitoring.
and technical lssist;!r1ce ucro$S the Department.
• PromOl~: greater flexibility for stale and local gran! recipients and expanded waiver authority in
exchange for accouofability for results.
• Implement streamlined. customer~oriented processes for managing reform ir.iriatives aCfO&S
tr;;d;~jJn;;1 orga;-;izmiorm: boundaries. For example. {he Office of Elementary and Secondary
Education is revising its mon"itoring procedures to establish cross-cut:ing teams that will handle
integrated monitoring and techn:cal assistance across cJlegoricai program boundaries,
• Collect and analyze information for feedback on the progreSs of rcfom and its impact on student
perfonnance.
• Develcp an¢ disseminate guidance on effective education policies, practices, and processes based on
research and evaluation.
• Develc.p and institute a comprehensive system of tech=:kal assistance centers (che "Super TACs to
offer "one-s~op" access to Information. technical assisrancc . .and training about strategi~s for
ililp~ovemen: contributed by schools and researchers throughout the country .
N
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Page 10 • Priority 1: H~lp All
Stud~nts
Re-ach Challenging Standards
�•
Objedive 6: ~romote federal, state, and local efforts that bring about excellence and equity in
educational opportunities for all students, to enable them to achieve at hlgher level...
• F...)Cus federal resources Zlnd research on helping all children to meet challenging standards through
support for enriching curricula.
well~prepared
tcachers. family involvement in learning. and s;\fe
and drug~free le.lrning environments.
• Work with the U.S. Department of Health and Human Sen'ices and L1C U.S. Department of Labor.
to strengthen the links between Head S!Jrt and schools, bl;;!tween schools and employe~s< and
betwt:en high schools and postsecondary institutions in order to ensure extended and enhanced.
learning opporrunities in schools and cOJTUnUnilies sef\:ed by f¢dcl'a! ooucation programs,
• Promote greater flexibilitY, assistance, and accountability at the school level for improved
perfOInlance. including inleOSlve assistance and other strategies in schools that do not meet
challenging performance standards,
• Enforce title VI (Nondis~ri.minaljon in Federally Assisted Programs} of the Civil Rights Act and
other civiL rights laws-working COllstrucrively with states :md local school districts to achieve .
remedies that promole both equity and excellence.
• Support the creation of charter schoo! initiatives across the cUJnlr)'.
• Work,with parents, educ;:nors, dvll.rights organizations. and Other groups to ensure educational
acc'ess and opponunity for all students.
•
1'",','
Objcctirc 7; I'romute the use or technolott... in education.
• Promote the ~se of technology in' the classroom 10 heir all !ltudcnts achieve to challenging standard... ,
• Promo[e"lhe u:le- of educadonal [echnologies in professional development and prcservice instruction
'in suppoq of high~quality teaching .
• Support expanded access to ec.ucationai !echnology by low-income families, including access
thr.ough !ib.r,~ri.es ,anq community ceruers,
.' SuppOrt (c:.;earch aed evaluation of efr~c{ive uses of I.!!chnology that advance improvements in
. classrooms and schools and promote strengthened connections between home and school.
~ncouhige the development of th~ next genera:ion techn01ogica: learning tools, .
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Performance Indicators for School Improvement
Focused o,,·Challenging Standards
...
. ..
Improved Learning:
• Student achievement nationalijl o:1d in high~povQrty schools wiH show significant
improvement in at least two core subjects.
- Between 1::~4. a~d 19~.g, .the proportion of swden:s who meet or exceed proficiency
h!vels in'reading and Math on such measures as the National Assessment of Educations;
Progress will increase by at least 10 percentage points.
- Students in high·poverty schOols will show improvement comparable to that for the
nation, dramatically reversing the decline in disadvantaged commun!ties in recent years.
- Students targeted by other federal programs, including Native American students, ,limited
English-proficient studen~s. and migra:1t students, will STtOW gains cOMparable to those
lor students overall; students w:th oisabHlr'es wiJJ show gains indicating Tha. they are
achieving to their full potemial.
•
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',. ';...Priorlty 1: Help All Students Reach Challenging Standards:· Page 11
�•
Perf..rmance Indicators for Sch....1 Impr..vement
F..cused .. n Challenging Standards (continued)
Greater Support for learning:
• Swdent drug use, drinking. and violence in schools wiil declire significantly.
- The ::>crcentage of high school studerts who engage in illicit drug use Of drinking will
decline each year starting in 199S-in marked CO"ltrast to trends i:1 the last few years.
- The incidence 01 school violence and s:udent and teacher victimitation will deciine
steadily each year.
• Family involvement in learnir;g will improve In alt types of schools and cOMr:1unities,
- By 199B the proportion of yourg children whose parents rtlad to them,regularly wi!!
incroase s:gniticantly (from 66 percent in 1993).
- Surveys of parents will Indicate that larger percentages say that schools are more open
and responsive to their involvement,
- Surveys of parents in high-poverty schools will show Ir,creased percentages aware of
their impor!ance in their child~en's education and more act:ve!y involved in learning
Beli',ires in the· home an.p at school, including participation in family-school compacts,
Incrcased P3rtlclpation in Improvement:
• The number of schools activelY working to enable students to reacn high standards will
increa~;e each Vea~.
- By $cnool year 1996-97, as many as 20.000 ,ndividua! schools-abat;: one ql.:arter of the
public schools j'ri th"e country-will actIvely participate in locally dev·eloped refofm. For
school year'
the target is 60,000 schools .
- The increasin'{n;:"m'be;of Title I schoolwida programs. charter schoots, and
comprehens1ve'bilingvul education programs wU: indicate growing ir1Jicvative and
i1tegrated ,'approaches to i~prov·€ teaching: and learning, '
,. :--:JSV 1997·98, surveys of prinCipals and teachers wil! indicate (hat at !east 25 perCMt 01
• "\ihEi(s'c'rooJs srtd c:assrooms have aligned curriculum, instruction, professional
development," and assessment to meet challengmg state Of local sta.'ldards, irr"provement
~n ;ll1gn'ng classroom prac!ice with challarging stardards will be recognized by staff in at
least half of all high-poverty sc;'ools,
- 8y 1997-98, 81 least half of all Title I sChoo!wide prograM plans wiH shOw comprehensive
approaches to improving cLlr'ri';::J!um, lnst~uction, and assessment aligned with cnallenging
state and loca! stardards."'
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998:99
• More states w.1! :.lse higl\>quality standards to guide student assessmer.t and curriculum
frameworks,
- By school year 1995-96, at le'dl.t ;:5 .percel:lt of th.a.statcs will have content and
performance standards in place for two or more core subjects; 80 percent of the states
will have rl1em by 1997-98.
- independent evaluations in an anonymous samp,e of states will show tna: their s:andards
afe cornparnble to benchmarks for high star,dards, such as voluntary r:ational,
international, or recognized state standards_
.. ,
- By 1996-97, a: least 25 perCe'll of the states will have aligned assessments and
prOVisions to assess all studems for two core subjects; Dy 1998-99, 50 percent of the
states vvill have thew •
•
Pag& 12 • Priority 1: Help All Students Reach Challenging Stand<lrds
�•
Performance Indicators for School Improvement
Focused on Challenging Standards (continued)
.111 Greater use of technology;n the classfoorr wi!! help students achieve Challenging standards.
- In fa:! 1995 the Department will present to the Preside:lt and to Congress a loog.raoge
.
plan for '.ls:ng technology .n education.
- In each ot the next five years, the number of students who use interactive technologies,
, tule:;ommunicatio11$ networks, 8f1d 'lew tools that acdfcss State star.da/ds wil! increase
sigr,jficantly. Use of technology in high-poverty schools will be comparable to that ,I)
other schools; students ~ith disabWLes will have equ:~able access to appropria:e
technologies.
content
• Challenging state
and Performance standards will lead to improvement in the Quality
and coherence of prolessiona! deve:opmem and to revisiof' of H'!ache" certification.
- Surveys of teachers wi!! show larger percentages engaged in intensive, sustaineo
professional developrvent that is enabling them to teach to crallehgil'g standards.
- Te,lchers in high-poverty schools will pa'ticipa:e h intensive, sustained professional
developmen! at rates compar3::>le to or higher than the fines for teacre~s if1 other schoa:s,
- By 1996-97, 75 percent of the states wi:! review state Iice'1sing!certificat:on standards
for teechers; by ,1996-97 at ieast 50 percent of the states will r.1ake noticeable p:ogress
in aligning a'1d raising Teacher Ijcen~ing sta"lcards consistent with their student academic
standards.
•
Increased Public Participation and,Support fQf'lmprovement;
• PUbik a ..... areness,of the i:-rioortan'ce of chaHenging acaderrk standardS and the need for
parentaf involvement il"\ s-chooi"imp'fOvement will increase signi1icamly .
- Surveys of the·gerieral··p~o!jc,and'of'parerts will show increased awareness amonG
. Americans of the ;im·tyo"rtati"ce"or"'chalienging standards for all children and of the need for
improved tea'ching·~aO"d:jeiiriiing',,:·, .
,'
•
- Surveys of r11Hional:organiza"tions and states will show that increased outreach has
pIOduced'ig~e~aieF\jr'tderst~'n(lin9' and er.gagemem of key partners end al> segrrents ot the
public ·11'1 schoQI'.jrriprov·emcm.
,..'
... ,"
Enhancild Federal Support fot Improvement:
• The Department will 'take eifectfve steps to simplify Of eliminate bureaucratic requirements.
Aoproval processes for plans subminecffdr..the Goa!s 2000 and Elementary and
Secondary Education Act programs will reQuire much less red tape and regulations,
- New waiver authority anr;:;: tlex'biiity w:l~ stimulate increasing numbers of schools to
implement'promising innovations and integrated approaches to respond TO the needs of
children, while suggesting areas for policv chan~e and regulatory st~eamhning at ai'
governance leve!s,
...-: ...... ..,
o~",:
• Res~!arch fndH1gs on promising practices and "what wotks
to people who need and wiH use the info:matior,_
W
will be extensively dIsseminated
•
•
Priority 1: Help All Students Reach Ch.all~;;-iing Standards ~ P3ge 13
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Examples of ScI,ool-lo- Work Sysiems
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highly s!rucrurcifschool~to'~work programs:
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work as weH as for further education. Over the past four' years 85 peic~nt ~of ili~ '~cho·oi-t'o~\i.:J'rk~ ~,::' t
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students h ave entert:\.! co ege upon 'gra uauon,
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• In 9th andlor 10th grade: School-to-work students take the CiryWorks programfexft'mining their .i.
urban community and the Inner workings of local industries: Srudenis;cre~te· .. various··artif3ct.~ s'uch~'
as three¥dimensional maps and models. photogr:iphic essays; ~ideo'tapes: a~d o;';(Ilisto;fes.'·in' ,:'
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humamtles, studems read and dISCUSS texts related to theIr IOve5tJgatlOns and write about thelT .
experiences and idea~. Math and sc:enct: are ful1y integrated ~i:h thltCitYW~r~ p'rogram:,' 'e::: ":.;"'"
• In 10th grade: 1~')e Pathways program glves students opportunities for'classroom'exploration of'
the role of work in four broad career paths (health and human services~' bu;in"e'ss irid ;:: ~l ~ . '..
entrepreneurship, arrs'and ;;;ommu:1~clitlons, and indu's!rial tech:n~!ogY):''-Co~rS~j~y~lye'jot; ":-:'~t
shadowing and preparation of work biographies,. ; 'exhibilions. ' and 'a'carlemic studies. ,,')"
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mternslnps (at PolarOId, Harvard t:r,!vcrs!~y ,r;actlmes Management; a 'Cambndge hospital; 'Of as {
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part of the Careers In EducattOn program) In addition to,rhelr'vocanonal.aoo academlc'programs: .,'
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Rooseveh High School students '7'cre qemg sUfpen_d~t!~v!a,expelle.d!it ~te$lllgher.than those at any:;
other public school [n Porr!and:'--Absentee:'a'nd¥d~p'5ut'r.it~s'wer~(',;~ry-h@i.,MoSf Srudehts·were noit.:;:.
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going on to co\!ege. And employers made-it vc:ry cle:u:-::-graduales ·weren.'t"prepared' .for.work ~ither," ..
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that expanded tbe learning environment for the students, To address " . .., problems, ", ... ;;,: "these b'o ') Roos.evelt :- '\: ,t
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teachers. de~eloped a comprehensive school~(o-work progra~;W .~ 1'::;~.~1';: ~~'-;~:~J>j~~4'~~.!;% ::'1,~ .,~,t;:):,"~
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• In 9th grade: Students do hands~on projects and tcain-oriented dasswork in,core acaae'mic'.; '~"tf~,tP
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classes, They see how adults use what the students are learning in c1ass'''''':'how 'a builder uses' o)fith~'
, fonnu!as, how business people change styles of writing far dlfferen.:~,~l!r.poseS 'imd a\ldienceir: ,TIii ~~'
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students explore six career pathways and select 011:~ to ~~hcentr~(ep!1}!. ~(e,,:,! of the y'ear;'~~~/k'
• In 10th grade: Teachers design assignments in core academic subjects aro-und the six parhways:,In
Engli:>h, Students may 'rcl,Id biogruphies about leaders in .tllei!..~~~ee·r P.~~tll~iY!n~"hj~i~.~Y'." ~h;Y~:X~
mlly research events and developments that shaped rnat field. All_students take.a class speclfi~ to:;';:
their pathway-for example:.'l business student might tak'e'ihtro~uctio~',to,~c?mp,~t~rs?~?f~'£}~~'i~~~'~p
• III 11th grade,' Teach.ers continue ~a integrate ~cademic s~j.tls _~!t,? t~~.ft"~d.~nt·,s ~~[e~~ p~~~~y
Student"l take advanced academic classes and additional pathway c;lasses w prepare for four~yeaf .' '.
college as well as careers, Tr(lde and tourism students might rake a' foreign language; 7'.y f...?J,S~. ~~;;~
manufacturing technol?£y students might take.s.ta~ist~cs: ,'" :'",.-, ."..~ ".!: .:L:' : ~ ,:" ,::\":.' .:..::::~):.;~f.~;f~~;'J.
• In 12th grade: Students continue to take core academic subjects such as civics and economics and ,:
advanced academics, while participating in more structured work experience. Every senior gets' a:',;
par'Hime field expe:-ience for a school quarter, coupled with community
Many will take-'~::,
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Priornty 2
Create a comprehensive school-to-work opportunities system
every state.
In
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To prepl.\f{;·for the technology~oriented. highly competitive economy of the 21st century, OUf r.atton's,
young people wi!1 need a higher level of academic and occupational knowledge and skills. Todaj', to'o
many American youth do not receive the education :he)' need to successfc!ly pursue posL~econdary
education and training or to prepare for a career. Most of Ouf international competitors recognized
some lime ago that economic competitiveness depends primarily on their ablllty to upgrade and
cominually improve the skills of their workforce. Building partnerships between education and
business. they ~.ave developed comprehensive sysrerns thai pro\'ide a smooth transition from school to
the labor market. While other nations are refiniag and imp~oving their school~to-work 'systems, the "
United States is just beginning to build one.
•
President Clinton made (he development of a compr<:hensive school-IO-work system for American
youth (me of the major goa.ls or his administr::tion. With bipartisan support in Congress, the School-to
Work Opportunities Act was signed into l~w on May 4, J994 .. A historic,partnership between tbe
Departments of Educatton and Labor is promOting the"cre:ltiorio(Colnprehcnsive sys'tems i~ every
•
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state.
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Objectives and Strategies'
Objective 1; Provide natio'nalleadership
to ;itates:ruid cdrrimunities':iit'"the-'dcsigu and
... ~
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impicmcnlation of school-to~work systems tnroitghl,techlii~~ _ll:~5islai1(:e, 'research and evaluation.
cOQrdination with other federal initiatives, and outre,u:h tri',i.!l-t'lploYers, educators, workers,
community groups. elected officials, parents, and students.
• Establish mechanisms for implementing and administering the $choo!-to~work initiative jointly with
the Department of Labor. '
-.. "..
• Build a knowledge base through a national prog:am of rigorous research. demonstration. and
evaiuD-lion of beSt pracrices in designlng and implementing schOO!-h)-Work systems, ,.
• Provide national leadership to encourage the active participation of employers, educators, workers.
community 'organiza.tlons, and elected officials to promote the design and implerr'''D~'!lion of high-,
quality $(:hool~to.work syslems ill states and local conununities.
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Objeclive 2: Ell5uri! that all students-including students whl) art! disadvantaged, h ...-ve limited'
English proficiency, ha\'e dropped out of school, or have a disability~have opportunities to
participate in school-to-work opportunities systems that prepare them for college and careers.
• Work closely with scates and communities to "roll oul" school-to-work systems thaI reach all
students.
• Th.ough :lational research :md demonsrrarion activities, promote the development and adoption of
effective school~to-work systems that Serve a diverse range of students,
• Launch a national outreach effort to encourage all parents and studen:s to promote am! participate 1.:1
school-to-work programs.
Priority 2: S~·hO~l-to-Work Opportunities Systnm~. Page 15
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Objective 3: Promote bigh-quaUty learning and teaching that intcgrnte academic and
occupational learning. link secondary nnd post.econdary education. conn~ct school- and work
.
based education. and promote the use of technology.
• Implement national technical assistance and research llnd development strategies to promote
curriculum development, professional development, asses.sment practices, and other me~sures
critical to high-quality school-to-work systems.
• Dcve'lop ;:;:id implement a.comprehensive stra:egy for esing technology in s\,lpporr of schooJ-to~work
reforms.
• Work with leaders in st,atc$, communities, 3!1d ~usinesses to ensure mcaolngfJI employer
participation in desig:ling and Impleme~(ing school-ro~work systems,
Objective 4: Ensure tnat youth in school~to~work !JJ~1:ems h,n;e the opportunity to earn a high
school diplnma .md .. skIlls certificate tied to challenging academic and occup.'ltional standards.
and are prepared for postsecondary education and training and for high-wage jobs with career
ladders.
• Encourage stales and cor.:munities to ad{)pl comprt!hensive skills standards developed ·in cooperation
with indusu)' and the National Skills Standards Board.
'
• Conduct a national evaluation of the Scbool-to~Work Opportunities initiative to determine its effects
- on a range of student performance measures, inchlding academic achic\lement. high school
.
complefion, earning a. skills certif'icatl!, postSecondary attendance and eomp!etion, and employment,
• To continually assess the progress of student.s and programs, build performance measurement
s),stems with states and communities.
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Objective 5: Align school to-work op~rtunities systems with tilt! GQaj,s 2000;" Edu~aie A~erica
Act, fmpro\'ing America's Schools Act, Carl D. Perkins Vocational and,Applied ,TechnOlogy
-'''').-.'' ." ~,,, "'" """.
,
Educatiou Act, Adult Education Act, Indi\'jduals with Disabilities Education'Act, Job Training
Partnership Act, and :clated federn,I'pr~g.rams:,
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• Work with states to mtegra.te educauon'reform strateg~es'developed under Goals 2000 wIth those
developed unce; the School-to-Work Opportunities initia(ive:". '", '~fi -'.f"~~:J\~!·~"''?'t:·;7''i;·:''''
,
• Reauthorize the Perkins Act to SUppOfi the School~{O-Work Opport~hities'irijtJa(ive'ai1d;'tO become an
important agent for improvement in secondary schools a:ld pOstsecondary institutions.
• Eswblbh procedures for approval of waivers. administration. and accounwbililY that are coordinaf!:~
with other federal educauon and (ra.ining imtiatives for youth.
.':
• De\'elop il legislative proposal that links Perkjn~ .and the Job Training and Partnership Act (JTPA) i;)
a coordinated, coherent school~to·work system
in-school and outwof-school youth .
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Page 16· Priority 2: Schoo,,"tcrWork Opportunities Systems
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Performance Indicators for School-to-Work Opportunities Systems
lnCHUised Participation:
• By the end O'f the 1996-97 school year, at least 20,000 studetHs (including disadvantaged
studeflts, students with disabilities, and school oropouu;;"t; 5 percem of'high schools; 10
percent 01 community colleges; at least half of the states; and at least 8,000 employers will
be particIpating in school-Io-work initiatives in diverse geographic areas throug!10Ul the
natiDn, These figu,es will represent signific8m incleases from the baseline 01 2,000 to 3,500
students and 1,000 ellployers estImated to be participating in school-to-work programs in
1994,
• 8y fall 2000 at least 450,000 you:/'I, 50 percan of hig-n sc~oOIS and corrmunhy colleges,
and 50,000 employers will be partiCipating,
Improved Student Performance:
• By fall 2000 a na~iona! evaluation will indicate that Sc;hool-ta-V/ork Opoor~ur!ties systems
have increased high schoo~ graduation rates, increased student achievement, decreased
school dropout rates. increased the numDer of students completing a postsecondary
,certltica:e Of degn:H~ program, a,d increased the number o~ students prepared for and
panicipating in career ladder jobs upon completion of their chosen course of study,
•
,,
Excellent Support and Coordination:
• By fall 1996 state and local plans, requests tor waivers, technical assista,"ice, p'ogram
g.Jida.'ce, and rescarc" and evah,lstion wlll be coordinated with :he Goals 2000: Educa!e > ,'
America Act, Improving America's Schools Act, Cat! O. Perkins Vocational and Applied 'j ,(":f,~,~
Tecnnology Ecucation Act, Individuals wlth DisabilitIes Education Act, and Adult Education
..
Act.
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• States that have received schooHowwork implementation grants and Goais 2000 gIants for ';'. , '
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implej~~n,ta:jon in years 2·5 ~i!l report in a ~·',)~s.to~~:,~U[V'~YA t"at,they a.rf} ~.b:I,~J,:~.~~.,r;'~r:,!,~~~~~.~~\;;~·'i'-;,:lY
these InitIatIves as part of an mtegraied approa~h 10 Improve theIr schools_a~d-e~~ca~~j~ll;",'li~~i,-; "'~~'?!",
youth to chaJlenging standards. .
". ' " . d
• The Department, jointly with the Department- of Labor, develOps, submits, and
approval tor legislation to streamline federal education and job training progroms to promote
a coherMt. 'coordinated t~aihing system for in-school and out-of-schoo! youth,
• A coordinated federal system supooning education and job training for in-school and out-oi·
schoo! youth will De in pLace by 1997,
'r'eceives' ,. ,.,. - ,." -...
.
"
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High Customer Satlsfactiol):
II. Emp!oyers wI!! express a high degree of siitisfactio{) wi:h graduates of school~to~work
·systems end with the Quality of the systems.
• States, communities, B'1d major stakeholder organizations will he satisfied-measured
through a cust?rner survey in early 1996-wlth the federal administration of the initiative
and the timeilness and quality of response to requests for information and assistance.
•
Priority 2: Sehool-t;>-Work Opportunities Systems - Page 17
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Direct Loan Examples: Repayment Options and Commellls on the Program
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'The Direcr Loa.n prognim will allow borrowers to choose 11 repayment schedule that best fits their }-:- ';
circ\Jmstance~f. Under the ~!;[syste"m, a'bo'rrQwer leaving school With' $20,000 in' debt ~who' w~iited to":
~~ke a public s~r,:lce job atSlO,OOO a
wQulAbe fa,c'ed wi~h iu~nthiy- paYn:~~ 'of $i3:i=n:o~e-"<':ri
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Under the Direct Loan program, the same borrower would have the fotl9wing repayment options:':: .
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,,':"" Extended repayment ($155 a month) - repayment over a~out i5 years'. ,', \' ':':: ;';' :: .,'
,_ GradU.ltcd repayment ($1 19 a month) ,_ starting out low and increasing payments laier'; -" ..1' e
under the assumptior. thai the graduate will earn morc after a few years.
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Each option has advOIlfoges and disadvatlfages depending on tlte borrower"s circumstances. f -7',',
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Phyllis Hooyman, director offinancial aid 01 Hope College in'Michi'gan: '''Believe' it or 'riot: this iS'a ... ' ,f'" ,
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Jerry SuJiivaJl: University ole%rado at Boulder: ':Now we are finding that many thing~ that we.diq ,".~ .. t " ,
before in p(Qccssing uio were designed to accommodate how WI:!' related to ,other~ agencies~ ;", ':the"\
big savings. will co~e as we adjusf to not having to do ceriain thingS any more, P~ople often' ask hOW',
many staff do you have to add? Sallie May indicated in their study of la"s{ year [hat we wou,\d ne~d.:'~:.
, dozl!l1s more. I have news for them. We did it with one les$ smff person this year, and we and the ~':;'"
bursar will do 'it with fewer faU and spring start~up staff than ~~;e! be(ore ,nex~ year: ':".: ;:f';, ':l';/;;~;;t~~
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.;; lJarriet L:!"Ruji1s:associaffJ director offinancial aid. Universiry of Idaho:" , " " ' " bigge~t joy of, Direct~:t
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numbers of loans processed: , , ,We are very pleased WIth the pr?gJ?m, and O~f.stud;r:~ ¥ye~>;tr··;:;:
. definitely be,en the beneficiaries of better serviCe.: ,; .' --: :;' ,;:,?:':,' ~'';;';' "'; t;.: .:?~;'r·j-·':'.'~''{J:'~;::;!;.r}'*,~j';f-t,;::i~fu
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,Karen Feeks, fiMncial aid director for tile Uni>;ersiry 0/ Florida: #9ur ,rdli savings will come in;"::'-71';'
reducing the number of players in the process,' We are ac:ively involved -with 200 banks a'nd 35 _;, : ' -\ :
guarantee agencies around the country. With direct lendinfi";' there will he only one entity to ,dc~1. :' ;\-,~~
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Page 18· Priority 3:
~ostsecondar)'
,;
Education and Lifelong learning
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Priority 3
Ensure access to high-quality postsecondary education and
lifelong learning.·
-
In many respects the American postsecondary educarion and research system is among the best in the
world. Enrollment in postsecondaI)' education is high-in i99L 63 percent of high school graduates,
t:nrollcd l:1 postsecondary education-and enrollment has increased steadily in recent years. American
research universittes have been the source for many critical scientific and technological breakthroughs
in [he 20th cemury"
Receni'reforms in federal financing of student aid wit} supp0r! our already strong system and ensure
that any capable student who is imerested in attending postsecondary education can do so,'without
undue fin:tocial burden.
- At the federalleve!. the new Direc{ Loan program for college students is expecfed to produce
important benefits, including simplified administration of student aid, improved information to
. b~:rowers, a~d substantial savings to students and the public.
,'.',
t'7., Between 199? and 1992, student Joan ?e.faul~ rates were cui by one-third and collec,tions ~er~
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doubkd, savmg tll.xp2.yers aimost $2 blUmn m flscai year 1994.
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'--' Economically disadvantaged studenrs continue to have less access than Others to postsecondary
education and lraining. While enrollment in postsecondary edl!cmion in Americ,a 1s h,igh and has
increased .'tt.eadily in recent years, large disparities remaln in the enrollment rates of low~ and
high-income·...t:tdents.
.
- $tudt:nts often fail to complete :heir course of study: Only one·half of high school graduates who
enroll in a four-year college immediately after high school complete their bachelor's degree
within six yalt::. " ,
11: .
- h appears that some institutions are abusir.g students' trust and the instlrutlons' basic resporuibi-.
liiY for (he Glxpayer's dollar. These institutions are providing a substandard level of education
as documented in a number of Congressional hearings, General Accounting Offlce (GAO)
investigative repom;, Inspector Genera! findings, and. in some cases, by very high default rates.
•
- Tbe postsecondary finandng and training system is fragmented. Currently, private business
supported training is not readily available (0 lower-skill employees, and major federal training
programs are spreae. out among at least three agencies-Education, Labor. and Health and
Human Services-wim little or no coordination. The move to a higlHskill. infJjnn3.tion~based
economy will require all Americans to have access to a set of opportunities tv improve their
workforce skills that is more coherent than that which is currently available to most people.
Priority.3! Posts.e-eondary Education and -Liful()ng learning· PallO 19,
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Objectives and Strategies
or
Objective 1: Remove financw,1 barriers b}: providing an appropriate J;ombination grants.
Joans, and \l'ork~study funds to enable students at aU income leyels to finance postsecondary
education.
• Successfully implement the Direct Loan program to reduce the cose of borrowing to students and the
public and to simplify the process of obtaining a student loon,
• .Help borrowers repay loans by providing a variety of options for repayment, including income·
contingem rcr.ayment.
.• Explore addi[i?nal means to reduce the financial barriers to participation in postsecondary educa~ion.
Objective 2; Proviile the neeessary leadership. oversight! and support services to ensure that all
students hat'e access to postseco~dary education programs that develop their academic and
vocational skills.
• Revitalize efforts to improve the quality and integrity of institutions eligible to participate in student
aid programs while reaucing: the regulatory burden placed on high-performing institutions.
• Enhance student educational attainment by providing funds for nonfinancial services,that
di&!.dvantaged slUdents may need in order to take adv,:mtage of further educational opponunities.
'r1le TRIO programs support services such as advanced academic and lab lutoring, remedial
educ;uion, mentoring, and fi:lancial, academic, and career counsding.
• H/;;:p higher educ::nlon institutions to keep improvement of instructional quality at the- top of their
agenda,
•
Objecth-'e'3: Enal?le adults to bave access to a system of lifelong learning in order to ad~'ance
,literat;)' '. ernploy.tlleJ~r,. ~~d personal development.
• Develop lifelong learning .and adult educat:on pOlicies for providing an integ:ated sys.tem of high~ ,
quality I;ducation anc! training opportunities for i:sdlviduals .11 various stages of their lives .
.', e, Improv~ ~:"sed~(J{i . ,
chance'';education and training opportunities by increasing the intensity of
••...•
,'
training. 'expanding the availability of needed support services, and comextualizing iastruction.
• Raist!' standards to imp-rove the quality and rigor of adult education.
'~P.
Objective 4: Pro\'ide Opportllf'':ti_CS and access to postsecondary education by ensuring dviJ rights
for all students.
''',
• Help students, parents, and schools gei the information they need w secure equal access to high~
quality education.
• ln~titutl! a balanced enforoemem approach that includes proactive examinations of broad or acute
incidence... of discrimination anU'ifurtive inve:dgalions responding to specific complaints,
•
PUl,'l:e 20 - Priority 3: Postsecondary Education and Lifetong learning
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·Performance Indicators for Postsecondary
Education and Lifelong Learning
Improved Student Access to and Completion of Postsecondary Education:
• The peB;a:ntages of students enrolling in a fow-year college who graduate within six years
and in a two-year coHege who graduate within :wo years will increase $lgnif!::;an~ly.
• 1';-;e gap in co?!ege participation between high-performing secondary students with high and
low income will decrease signiHcantty.
• The pen::entage of learners who complete adult secondary education programs or the
equivalent and who then enroll in two- or 1our-year college prOgrams will increase
significantly,
• The Department will develop and implement effec:ive systems for informing students abo'..lt
and for handling flexible loan repayment oPtions that result in manageable repayment
burden:; for all bo~rowers.
• The Depar:mtylt will disseminate usef~l inlormation regarding the best ;.Hactices to improve
program quality, encourage broae-ar access to aM sudent success in posrsecondriry
education, and reward successful prograr.1S with increased s'JppOrt.
• 'The Depa."trnent in partnership with the Department of Labor will prepare a lon>;pe,m.
coherent strategy tOt lifelong learning that ratlonalizes the resourceS and reQ:Jire:nents of
programs 11'1 both agenclIJs to promOte broad access to a'rwlge of high-QL:afity. non~
duplicAtive education and training programs.
"'
• Respondents to Office for Civil Rights sU'veys wi!' shovy greater urderstanding of their civil
rights -;0 education,
•
Improved Ouality: ,
.
• Tne Department \'viil 'develop"and imp:ement an effective method for coordinating efforts of
the gaiekeepii!Q ~Jna~: ~the'~~deral government. slates, end accredlti'1Q agencies. As a
result. the~:quality 'of ir,stitutioi-ls 'partiCipating ii) student aid programs will increase and the
regulatory burde'n· placed on'high~performing institutions will be reduced,
• An inst::utlor,aljdata- sys~efn.'thal,will provide information about eligible institutions wilt be
fully operatiOl;efin 1995,"" .
Improved Manegtwient!
• The average error of grant and loan program cost estimates wi!! be no mote ,han 5 percent.
• Data systems to ensure that defaulters a'':; prevented 1rOl7l receiving rew loans or grants will
be established al'ld used.
".
• Systems that accurately track prO~Fam expend';tures and result in Budltable ~!OanClal
statements will be developed and implemented,
Reduced Costs:
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-b.~"• When fully implemented, the Direct L08f'l prog';am will save taxoayers more than $1 billion a
yeor,
II The amount of assessed liabilities cOllected i.om borrowers will increase by 75 percent.
• 60th short-term and long· term measures will be taken to reduce management and paparwo~k
burdens 0,'1 institutions and studer-t\)o
• Between 1994 and 1996, collections from recovered defaultec loans wi!: m:;rease by more
than $100 million-from $413 million to $587 million.
• Student loan defaults. which decreased by' 33 percent from ',990 to 1992. will continue :0
decline signtficantly-by at least 5 percent a year.
•
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Priority 3: Postsecondary Education and Lifctong Le<ltning' Page 21
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Examples of Management Reforms for Priority 4
The Deparrmem has six objectives for manngement reform. 1\<.'0 indicators ,.}wt wt/!
show hew well we rut doing are srude!U loan de/aulf rates and improved access UJ
and use of lechrwwgy.
Decrease in Borrower Default Rates for Srudent Loans
(by ope of institlltion)
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22%
" 20%
10%
•
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0% '
Number of Department' Employees with Computer Connections
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By the. end of 1995, aU Department employees, including rhose in our
regionalo/fices, will have computers and be connected /0 rhe
Department's nenvork. Employees on the nefwork can also send c~mai1
through internet to customers throughout the nation.
Page 22 - Priority 4: Transform.ing: tne Department
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Priority 4
Transform the U.S. Department of Education into a
high-performance organization ..
In recent years. demands placed on the Depanment of Education have increased. 'New resources have
become scarcer, confirming the 'National Performance Review's conclusion in 1993 of the need to "do
more wiih 1t!S~L" In the past, the Departmem has been criticized for a lack
of ,vision,
an absence of
leadership. weak management systems, and low morale. The Department 1& evolving from at! agency
focused on compliance and auditing to it leader in a national movement to enhance the quality of
education in'the United States.
, To respond tc' these challenges, the Department must change its management principles and improve its
operarions. The Department's systems and slaff must grow to meet the changing needs for n.1tionat
leader;'~jp and·efficiCni. responsive,service to th~ education community, parents, and the public,
Objectives and Strategies
•
Objective 1: Manage the'Direct Loan program in an.enterprising and efficient way that gets
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• Provide p;micipating institutiuns with timely an~ acc¥r.tt!!:Jf!forma,til?l} ~nd,t~chnic~l assistance to
. Iement d·
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• Introduce state-of-the-art ~nforma{ion systems with,simplified_orig.ina!jon,and payment transfers.
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Objective 2: Build partnerships '\+ith our customers: and pr6,~ide maximum fle..'Xibility in the
administration of federal programs.
'
,
• Redirect the Depanmenc's regulatory and grants administration practices to reduce unnecessary
administrative bL;rden on recipients of federal funds, enc.oufag:ing them to concentr,!~~ resources on
improving student achievement and performance.
<~.
• Simplify regulations for all of the major federal edUcation programs,
• Provide easy access to information about the Department's programs and aboul strategies to improve
program dfectiveness.
• Gather feedback: from our cusiomers'aoo use,it to improve the quality of our work', "~. <: ','
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Objective 3: Empower our employees.
• Streamline the Departmenr"s personnel process,
• Encourage teamwork.
• Flatten the bureaucracy by reducing organizational hierarchy and increasing supervisors' span of
control.
• Make th!! Department a "learning organization" in which staff at all levels engage in a constant
.
process of self-improvement llnd cultural change.
• Supporc diversity by ensuring fairness irl/:mployment and by respecting and Incorporating human
difft:rences .
• Re~ognizc and reward employees for performance.
•
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Priority 4: Transforming the Department· Page 23 ___....
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Objective 4: [)tl'eJOP a world-class information system for the Department and our CliStoJiu:rs.
• Apply syslcms design !O support the effective integration of technology into office operations,
.
• Make advanced technology ,available to employees,
• Use technology to build Knowledge and cOUilllunicate with the public.
Objective 5: Allocate the Department's resources to achieve strategic plan prioritits •
.• Establish annual budget priorities linked to federal and Department priorities.
.
• increase the effectiveness of discretionary grams.
• Align salary and expenses rtsO\::ces to support the key priorities of the Department's leadership.
Obj(!etive 6: Increase accountability through pcrfonnance measures, improved finandal
management, lmd evaluation,
. .
• Emphasize improved performance rhrough stra.tegic planning:
• Implemem perfonTI;}nce agreements for a.1l employees that reflect relevant priorities and Objectives
in the Deparm:em and office strategic plans.
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• Implement new sttaregies for financial management that provide financial. budgetary, and
performance data to program managers in a 11exible way,
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Performance Indicators for Transforming
the Department of Education
Excellent Management oi thfrDirect Loan Program:
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• Surveys of Institutions and borrowers wjfJ indicate high degree's'of,customecsatisfac,tfon
with all facets,of the D:.rect Loan program,
., " • ~'''''''-1'';;".,:".-, .,... '" '~;'.":" , , ''"
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lmproved Customer Sen/!ce: " ,,' ~.;., '.,
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• By the end at 1995. Cl,lstomer serv\\,,;e standards wlH'be developed for'all'core'servlces the
Department provides,
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• A survey of external customers will indicate a high le~el of s1;tiitaction';\-vith the
Oepnrtment's services and administration of progrAMS and wirh. their ease of access to the
Department,
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• Periodic gtest runs" by evaluators will indicate that De-penmen: 5,aff provide quick and __ ,
reliable inforrrlltiOi1,
• By 1998 the standard response time for controlled corresponcie:1ce wit! be met in 98 pe~cent
o~ e!1 cases,
• Sy i99B our customers' ease 01 access to the Department through the gateway 1·800·USA·
LEARN number will double {as mensured by the times in which service is received as the --..... "
'~'"""
result of one cal!),
Key Systems Redesigned:
• By 1998 the Department will nave implemerted a (edesigned, integrated financial
management system,
• By the beginning 01 1995, key components of the personnel system will be in the process of
being redesigned to simplify and expedite personnel processes; and ~our program oHices wflJ
have been selected for pilots.
.
• By 1996 !he cycle time for the personnel office to Jill a position, once posted, will be
red~jced by 25 percent.
• By 1996 a representative sample of Individual pe'rformar,ce agreements reviewed by joint
management-union teams will show a direct relationship 10 the Department's strategic plan.
• By 1996 a comprehensive training and employee oevelopment strategy wtll be developed.
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Page 24 - Priority 4: Transforming the Department
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Performance Indicators for Transforming
the Department of Education (continued)
• The annual employee survey will show increased sa~is1action wiTh the Department's
commitment to training employees. .
• .The amounts of training budgets unused at year's end or used for otner pu~poses will decline
across the Department by 50 percent yearly through 1998.
Involvement of Employees In Management Reforms:
• An employee survey in 1995 wi!! show that most employees believe that management
supports ana rewards employees for creativity, init'iatlve, and teamwork.
• The number ot teams establisned to carry out major implementation cha:;ges will continue to
increase.
Alignment of Resources with Priorities:
• By 1995 significant sleps will have been jnitia.~ed to redeploy'personne! to support highpriority new i!"itiallves.
• Each year the snnue! budget process
departmental bueget.
WI!!
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continue to link strategic plan prior:ties to the
Wide Use of Pefformance Measurement:
• By 1 H95 pelformance measures will be used to guide policy and p'rogram improvement
efforts for the Department's 15 larges~ programs.
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Enhancement of Labor-Management Partnerships:
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_Widely Available and Easily Accessible Information'Systems:
• By 1996 the one-stop shopping line for information on Depa'rtmem programs (1-aOO-USA-',
, ' ,. ,,' '
, LEARN) will be fulJy operational, covering all programs.
• Monthly town meetings with the Secret8fY, and Deputy Secretary wm continue to·~.xp·a·~d·
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their audience and usage.
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• 8y '1996 public use of The Department's ele,c,tronic information systems {e.g., computer'. ','
bulletin boards and !nternet nodes} wifI,ql,Hldruple:,':',
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• By 1995. 10 piogram offices will have received appropriate hardware and training to "store' " ,
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program office records electronically rather t~an on paper. '
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• By 1998, 50 percent of new ofEclal gtants and contracts files will be maintained
electronically .
• By 1996 labor-management partnerships wilt be impiemented and councils and/or
agreements will"be in place in every M:gaining unit of the Department,
• Annual surveys of union leadership' and management will indi?ate' that ~ach believes the
relationship to be productive and to facilitate employee input.
Streamlined Operations to Complement Reinvention:
• The Department will meat commitments outlined in tM 1994 streamlining plan and will
continue to improve customer service and integrllte functions to achieve efiiciency. In
particuiar, head counts ir. twgeted functiona; areas will, be :educed by the following
percentages from 1993 to 1999:
- Personnel specialists down by 24 percent by 1999,
- Budget spec1alists dow!' by 25 oercent.
- A;cquisition specialists down by 21 percent,
• Organizational layers will be reduced to five layers by 1995 and to three layers by 1997.
• The number of svperv(sors will decrease from more than 700 to "..r2=' by 199B.
• Span of control will increase steadily from the current 1:6 ratio to a 1:10 ratio by 1997, and
a 1:12I'atio:n 1999.
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Priority 4: Transforming the Department - Pa~ 25
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Deputy Secretary Kunin. Judy Huernann, Gussie Kappn::r, David
Longanecker, Tom Payza,'1t, Sharon Robinson, Rod McCowan. Judy WinstOn,
Don Wurtz, Nonna en
Kay Casstevens. Mario Moren(\ Gene Garx::ia.
Franl: Holleman, "IT)' PeLerso , Kay Kahler, Mike Cohen
Tc:
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Mike smilwt!0':
JUdY,Wurtze(Y'
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Gerieral'Ques1icIlS and Answers on Issues Affeciing the Department
February 8, 1995
Date:
J thought .you mig.ht find helpful the questions and answers that were prepared for the
Secretary's ap;>ea.rances before the Appropriations and Economic and Education
Empowe:inent COJ!lJ11ittee:~> While these questioOls and answers are interukd for imernaJ use
only,.they il".dicate the positions that the Secretary took when ne testified last month and may
prove useful as' you p!:'epzre speeches, tesHmonyand other materials.
'Attache~ are, both a set of questiocs and answers On general issues, and, where appropriate, a
set of ta!}'J.ng poirlts oli issues of p,micular relevance to your office.
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Question: \'lhy do we need a Department of Edueation?
Answer:
Education is a national, concern; cfldea! factor in ensuring the competitiveness of Our
national economy and (he vibrancy Of,OUf democratic system,
'
Education is primarily the responsibility of State and local governments, But. because
education is an area of critical national importance, a Department of Education bas an
important role:
o
national voice for education
o
building partnerships in support of critical issues (ex. religious leaders
o
o
o
and others in support of family involvement);
a supportive panner to states, local commUnities, schools, and colleges
in improving education;
a clearinghouse of the bes.t ideas about improving education,
ensuring equity so that no children are left behind.
'Those who suggest making education an office within a larger department are Hl~
advised. Creating an office does not necessarily mean more efficiency or more
respunsiveness to local concerns. When Education ·was in HEW
o
The Office of Education had 7,700 employees. The Department·
currently has one tpird fewer
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The Secretary of HEW. could not devote much attention 'to educ~lion;
o
The lack of attention and large HEW bureaucracy resulted in a lack of
coherence and responsiveness that impeded state and local educators .
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employees~
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. Duiilt?.... Congressionai 'Hearings in 1979 on whether a Department of Education should
be created, Terrel Bell testified that for these reasons creating a Department of
Education would reduce federal control of education and federal red tape.
Ane\.:':;;.)te ,o~ Chii~~ian' schools r'epresentarive who says need Depanment because
"need to know where to g·o." True for everyone with a concern about education,
Since its creation, the Department of Education has given education a national
visibility that it never had before. For example: A Nation at Risk. and development
of Ihe Natlonal Education Goals.
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Question: Why not just give states and communities the resourees to do the job and get
o~t of their way? \Vhy not just use block grants?
Answer:.
If by block grant you mean agreeing on nattonal priorities and objectives, allowing
states and localities to have flexibility over how they achieve those objectives, and
holding them accountable for results, then we suppan that strategy. In fact, Goals
2000: Educate America Act and the School to Work Oppommities Act can be
considered block grants of thjs sort.
.
However, if y~u mean simply giving federal money to'schools without clear goals or
focus or accountability. then we believe this is a poor use of the taxpayer's money.
We cannot I,\fford this type of federal government program. And. taxpayers demand
accountability .
When the purposes of b~ock grants are left unspecified, there is no focus or
accountability., The tendency is to give a little something to everyone an<1 there is
little assurance that they will address' the fundamental problems of our schools
safety, basic skills, better teachers, technology and ensuring access to COllege.
MoreQver. an important federal role is ensuring equity ~~ that students disadvantaged
backgrounds and with special needs are not left behind: This is an appropriate focus
as we strive to reduce crime and welfare .dependency and to ensure that our economy
is internationally competitive.
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, OUf new legislation strikes a balance between the need for much greater tlexibiH:y in
'f: ,~.:' '''l:::how ifederalrresources are used and the need for much greater accountability for better
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' . n!sidts":::- Droad waiver provisions~ wholeMschool approaches; a Department-wide
emphasiS on fewer regulations; chaner schools; investing in teams of teachers, parents
and school and community leaders to find quality solutions.
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Could you describe changes the Department has made in how it deals with regulations
since you
b(~e
Secretary?
To reinforce the new flexibi1i:y granted by our major legislarlve initiatives, ED has
dramatically changed its approach to regulations over lhe past two years.
The Department has developed a set of simple yet pathbreaking criteria for when and how to
regulate. We are applying these common sense criteria to all our progr1ims, The result will
be far fewer, shorter, less prescriptive regulations [han usually are or previously have been
promulgated for a major federal program.
.
'l)lese criteria are as fcHows:
ED "ill regulate only when essential to serve the needs of customers by. '
o
promoting quality and equaUt)'
,rin
or opportunity in education.
o
ED
not regulate where there is no demonstrated problem.
o
Eli will not regulate if the problem can be solved adequately without regulating
(e,g., through local decisions, or through
non~reguiatory
guidance by ED).
. ED will not reguJate jf the entities or situations to be regulated are ·so different from
each othe,r that a uITiform solution would do more harm than good ..
a
ED 'will. not regulate:in;the.face of ambiguity alone unless such ambiguity will create
a real problem if not resolved through a legally ,binding interpretation. (Multiple
possible approaches to"carryirig. out a statutory provision do not in themselves warrant
regulatory clarification,halthough there may be times when'a regulation could promote
greater.;,flcxioiiitY,th'ah the"statUtory provision makes apparent.)
o
,
[f
a regulation is necessary:
o
Regulate no more than the minimurrfc,ttessary
o
Minimize burden and prC!mOle multiple approaches to meeting the requirements of the
law.
,
to 'solve
the id,entified·problem.
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Permit federally~funded activities to be integrated with State and local reform
activlties,
o
Assess the costs and benefits of the regulation and ensure that the benefits justify the
COSts,
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To the extent feasible, establish performance objectives, rather L'utn specify the
manner of compliance that regulated panies must adopt
,
To the extenl feasible, allow flexibility so that institutional forces and incentives
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achieve
~e
desired result .
Applying these criteria:
o
ED did not issue any Goals 2000 reguiations and also developed a four page
application process.
o
ED did not issue any
o
l~SA w~U have sigrrificamlv fewer regulations
school-to~work
regulations.
that did
the prior law.
There will be
NO regula[ions to implement key waiver. professional development, safe and drug
free schools. and innovation provisions of the law. Title 1 will be implemented with
minimal regulations -- most of which are being developed through a statutorily· '
mandated negotiated rule· making process .
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Goals 2000 and the IASA both requires states to use standards for accountability .
purposes. How is this accountability standards different from past.practices? What
would it mean for accountability if standards werc removed from these laws?
o
In the past, accountability has focused primarily on process. Accountability under'
o
Goals 2000 and iASA focuses on results,
Both laws also place far greater emphasis on accountability to those within the state,
district or school, rather than to the federal government.
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Accountability is in terms of student progress toward the state standards based on the
results from state assessments,
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Without standards. there would be no accountability .
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What role does federal funding such as Title I, Goals 2000, the Eisenhower professional
development program, and Title VI (the old Chapter 2) have in enabling states and
"'hool districts to address the educational needs of tbeir students? Do federal funds
enable states and local school districts to address factors they othe~ise would be unable
to undertake?
o
Federal funding to schools, local school distric!s1 and states serves two primary
purposes:
. 1) programs such as Title I proyide funds that are critical for providing services to
students with special educational needs. Title I is the primary source of funds for
special help to those most in need and is a sy'mbol of OUf commitment to providing
educational opportunities to all students.
2) Goals 2000, Eisenhower, Safe and Drug-Free Schools, and Title VI provide
critic?'] tunds to help local and state reform efforts. Goals 2000 provides funds for
the dt:veiopmen! and implementation of reform activities as derennined by the schools
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The strong provisions in Goals 2000, Improving America's Schools, and School-to~
Work for granting waivers and the Ed-Flex demonstration program provide flexibility
to states and locals in implementing federal programs, . ',,:(_ <'f,
- Additional information:
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Over the past two decades, the gap between the academic _achieverneat of Afrkan~
American and white students in reading, -, , -,\,
math:
1 has na~o\":ed, , And' the .
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-. gap between the achievement of children of. parents-,with the.least and- most edu:ation
has narrowed.'
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Without Goals 2000, such fund for refonn would be very scarce because of the fiscal
pressure that schools, districts. and states are under, We know, however,-that funds
,for planning and implementation of reform are critical and are the stimulus
change. The small amounts of money that Goa~s 2000 provides schools and states
allows them to build a consensus on the direction they would like to go and to think'
in more comprehensive ways about how their practices and policies work to ·:mprove
teaching and learning.
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The Eisenhower program provides needed resources to help all teachers develop the
skHls and knowledge necessary to help studentS Jearn to higher standards. The Safe
and Drug-Free Schools program helps schools to make their schools an environment
that is conducive to learning.
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Question:
Can you axpJain more about the new waiver authority you keep
mentioning?
Ans~r:
Under- new law 1 Secretary has broad authority 10 waive statutory and regulatory
provisIons -~ including those of ESEA and the Carl D. Perkins Vocationai and
Applied Technology Education Act (.perkins) -- for the purpose of improving teaching
, and learning.
many
Goals 2000: Educate America Ac~ pennits us to waive
statutory and regulatory
requirements applicable to key department programs (except those regarding
. distribution of funds to state and local education agencies, maintenance of effort and.
other circumScribed areas), Waivers may be granted when the Secretary determines
that a requirement impedes the ability to carry out a Goais 2000 state or local
improvement plan, Can grant wah:ers to states, school districts and schools.
ESEA provides for broad waivers to states, school districts and schools of ESEA
statutory and regulatory requirements, with narrow exceptions siqIilar to those in
Goals 2900. 'There, is especially broad waiver authority for public charter schools -
extending to any ED SL.'lrute or regulatory rC9uirement.
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School to Work Opportunities Act provides for waivers of statutory and regulatory
requirements of JTPA and Perkins as wen as of relevant ESEA programs (except" .
requirements such as distribution of funds to state and loeaJ education agencies"
','",.
eligibility of an individual for participation, requirements relating' to'ixisk'p'urposes':o/F'<
goals of the program).
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Goals 2000 will provide even more flexibility for up to six states with approved Goals
2000 p.ans. Under Goals 2000's rumrecedented EdMFlex demonstration program, the
. Secretary may authorize selected states to have the full power- to waive the ESEA and
Perkins requirements discussed above, without having to seek the Secretary's
approvaL We plan to publish th~ application requirements and selection criteria for
an Ed-Flex competition shonly,
Civil rights requirements and health and safety requirements carmot be waived,
We are moving ahead quickly to implement these importanl new waiver authorities. I
have created a Waiver Action Board that will provide "oneFstop shopping for
education waivers. ~ consistent application of waiver criteria, expeditious waiver
decisions, and informal assistance to potential waiver applicants to facilitate their
waiver requests.
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Question:
Why not give vouchers to parents so they can choose the school tiM best
meets their children' s needs?
Answer: The purpose of any school improvement idea should be
to
invite effective
innovation in more schools. particularly those schools laggin~ behind. The federaj
governrnem shouldn't dictate how local communities organize schools. The federal
government would create the most intrusive federal mandate jf it required vou<:hers.
We support expanded choice within the pubiic school system through chaner schools,
private management of pUblic schools and public school choke. We are supporting
investments in teams of tcachers. srudents, parents and school and community leaders
to develop quality solutions,
Private school voucherS are an eXg!:ru;ive e~perimem that detract from our
fundamental mission in education~M .ensuring that the vaSt number of schools attended
by the vast majority of America's students are upgraded so that many more childreq
have challenging inslruction to reach world~class standards.
USing taxpayer funds
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to
subsidize private schools can:
Increase by billions of dollars the cost to the government even if no public
school students transferred to private schools. because 4. i million children'
currently enrolled in private schools would become eligible [or publicly·funded ......
scholarships. The average per pupil expenditure is about $5,'500. Cqvering,that· '.' "w,"
cost for 4.7 million students to anend private· schools is about $28 billion.· . ~':~ ':'!:":~:;
This would be a tremendous financial burden on Slate and local governments<i"~,\,;'· :: ..
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Create a two~tiered educational system in which private schools ·will bE:able~. "',:'.' ).
to choose their students and could aurae,t the best and the brightest, leaving; .:::'''''''.,
behind the public schools with the most difficulHo-ed~cale srudents.
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Increase reguJation of private schools to make them more accountable to
the pUblic t once they get taxpayers' money -~ effectively eooing their '
imponant independence.'
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, Provide no assurance of higher student performance. The few studies done
show no increase in srudem perfonnance. For example, in the Milwaukee
voucher experiment, the achievement of participating students did not improve
significantly from their previous achievement in public schools.
Private school vouchers also lack widespread popular support. Private school
vouchers have been rejected by, voters in California, Pennsylvania. and Colorado. The
latest GaUup poll shows that less than 24 percent support allowing private school
choice at public expense .
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Question: Do you support the use of for~profit firms, such as Education Alternatives
and Ihe Edison Project, in managing public schools?
Answer:
I judge all educational initiatives according to how well they help children jearn to
high academic levels. I strongly support the creation of a wide array of effective
innovative alternatives in the public schools -- including charter schools, and the
management of public schools by for~profit firms -- as long as these schools are
committed to helping all students reach challenging academic standards and there is
public accountability for student achievement and for how taxpayers' dollars are used,
We should also acknowledge the cont~oversy associated with this issue. Indeed, other
communities can learn from these experiences, and better identify important issues
meriting early and open discussion in deliberations over whether to COntract OUt
management of pUblic schools to for~profit firms. 1n particular. I would encourage
conununities and firms to discuss, in advance of awarding any contract, how [he firm:
• will focus on improved teaching and learning
• ,move resources into the classroom
• be publicly accountable for achi~ving high standards, and how that accountability
will be buiJt Into the legal contract
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• will remain open to all children, regardless of their ability
academic achievement, or disabiiiry,
to
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Public schools managed by private finns such as Education Alternatives, or the
Project, are lotally consistent -- and should remain consistent -- with public
educ~iion in Am~rica .. The growth of these firms representS an attempt to offer more
choices within. rather than abandon~ the public school system, Moreover, these
contracts can -- and. often do .~- contain strong mechanisms for accountabiHry to the
pUblic for educational results .
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pay, level of
It is impoI""Jint for a contraCted school to remain open to all students, an~ to truly
. remain a public school. There are many misconceptions about private management of
p'lbli': schools. including concerns expressed by those who consider this
"pri\~;ltization" ar linked ~o private school vouchers, Contracted schools are neither.
EdJ~n
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Question; "'The Department administers far too many categorical. fragmented programs •
What are you doing to address this?
.
Answer!
'We agree that the Department has too many caregorical programs. We are working to
reduce the number of categorical programs. and the fragmentation that exists in their
implementation.
Goals 2000 and SchOO1-to-Work were the first major step in promoting flexible. non
categorical frameworks to assisr states in helping all children learn to high standards and
make the transition from school to work,
We are moving to reduce number of categorical programs,
'0 in
OJ.lf i995 budget we proposed elimination of 34 for a savings of more'
than $600 million -- Congress eliminated 14 for a savings of $82 million, but
then added 18 new programs at a cost of $200 million. We Dian to do mQre
this year.
o In reauthorization of Perkins and IDEA plan to significantl}'. reduce number
of categqrical programs iliI"?ugh consolidation and elimin~ti0n..
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o New waiver authorirv that allows states and districts to consolidate
programs,
~'. 0 New authority that allows states and districts to submit one consolidated
•. ':'''Dhin for many separate programs and to combine administrative funds,
o The President's recently announced Education, Training and Reemployment
(ETR) initiative wiU consolidate a great number of ED and DOL categorical
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Question: Isn't :\"ESIC a national school board?
Answer: ,
N~. NESIC has no authority to'direct or mandate any standards, curriculum or
assessment.
It was originally proposed by a Congressionally chanered biwpartisan comrniss!on
during the Bush Administration.
It can designate standards vOluntarily submitted by S~tes and others as being world
class.
No slate or national group has to submit standards to NESrC, No ,money is tied 10
submitting standards to NESIC And no money is tied to havir.g certified standards.
Once NESTe certifies standards in an academic subject, no state has to use die
standards, But, states can look to those standards, ,as well as standards of other
states, of odier countries, or other-models, as they go about sening their ov.'ll
standards,
When established, NESIC will consist of a broadly representative, bi-partisan group
of citizens and educators .
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Question: "'hat steps ha'l'e you taken to ensure that Goals 2000 does not interfere with
State and local control of education?
Answer:
Goals 2000: Educate America Act provides seed money to states and iocalities to
assemble and put into action their.own comprehensive plans for improving teaching
and learning based' on. challenging academic standards for all students,
Participation in Goals 2000 is strictly vOluntary.
Goals 2000 conrains no mandates and no federal takeovers, In f~ct. it explkitly
prohibits federal control of curriculum, the program of instruction. and allocation of
resources.
We have stressed state and local flexibility as we have implemented the law.
o no , regulations for Goals 2000
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o state application fann was just 4 pages long
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o for the ,guidance for pee! re~'iewers who wili review G~ats 2000 plans we
have asked for commenrfrom over 600 persons ~~ including all the Governors
and Chief State School Officers ~- to be Cert;lin that our activities will help
Stat~s with their plans. not inhibit them. The feedback has been
overv:helmingJy positive .
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Question: Isn't Goals 2000 the same as the Outcomes Based Education movement that
has been discredited in many states?
Answer:
The «:rm >10utcomes Based Education" means many differeI1:t things to different
peopi;;, To some, it means focusing on results and academic penormance. To
others, it means an inappropriate involvement by schools in areas such. as values that
are better left to families.
Goals 2000 is set into Jaw -- and what it means is clear. Goals 2000 is about
improving academic achievement. And model national standards focus on academic
achjevemeilt and performance in core subject areas -- not on the issues of values, self
esteer:l and interpersonal skills that have been associated with GBE.
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Que!o.iion: Ooesn~t the new education legislation require llopportunity to learn"
standards that focus on inputs and could·lead to national standards. On spending?'
Answer~
Goals 2000 does only two things in this area,
First, it provides for the crealion of several setS of model or exemplary standards at
the I".ationallevel. available for states to use on a voluntary basis. No stale is
required to use these ~tandards in any way as a precondition for receipt of Goals 2000
tiJl1.Qs. or any other federal education funds. such as Title 1,
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Second, it provides that participating states wiH develop their own opportunity ,to
learn strategies or standards that they deem appropria'te to ensure that all students
receive a fair opponunity, But, the law does not require s1ate~ to implement these
standards.
'Opportunity to learn standards have gonen "bad press." The concept is not novel.
Every state in the country already has the equivalent of OTL standards. whether they
are called school quality standards or schoo) accreditation standards or by other
name:s. These address issues like'the quality of teachers, opponunities for parental
involvement, and availability of chaUenging academic courses;',
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Most states base their standards on the best availl.lble research on scbooling practices
that have been shown to increase student academic, achievement. """
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Goals 2000 goes no funher than encouraging states 10 look at these issues in the
content of increased academic standards for students and its own overall approach to
educ;,tion improvement.
Background on Goals 2000 Provision:
Title III requires stareS to establish their own opportunity to learn standards or
strategies. But,
(l) the state, not the federal governmem. determines what facmrs are
appropriate to consider:
(2) the state does not need to set standards, but can use other strategies, such
as providing increased professional development, improved curriculum, bener
testing. greater accountability and more choice--as the stale detennines,for
itself;
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(3) the state cannot be required to implement the standards or strategies it
develops for itself.
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Question:
Many of us in Congress bave beard a great deal about tbe proposed
national standards for American history and world history. "'hat tS the
.situation with respeet to the development of these standards? Will they be
high standards for the study of history?
Answer:
Let me be very deaL Scates and communities across this nation are developing their
own academic standards for what they want children (0 learn. Those are the
standards that count. Voluntary national standards in Civics, science. history and
·orner areas are models for states to llse if they choose to.
.
The natioo's Governors and President Bush, when they established the National
Educ31ion Goats, launched a movement"focused on improving academic standards and
student achJe~ement.
As ont! of the fo!low~up steps to establishing the Goals, then~Secretary Lamar
Alexander and other members of the Administration funded several national standards
projects the areas of science, history. civics and government, English, geography,
the arts and foreign language,
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In 1991, Lynne Cheney. Chair of the National Endowment for the Humanities, in
conjunction with the Department of Education selected the grantee and funded ,the
history standards p~oject.
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. The recently released history standards were produced with participation of a cross
section of historians and teachers:'· H6weverythe release of these doctiments~marks ::'t.'! ;'
the completion of only the first stage of a continuing effort. :~ Wis;my.ilh"ldersta'ndlng,·:, -,
that the members of the National History Standards Project ha\'e scheduled a meeting
with concerned critics of the sllindards to discuss needed changes and improvements
to the standards. This is an important next step in the process of ensuring that these
history standards represent the best scholarship and quality ~
There has been much confusion on this issue. These standards are, and will always
be, voluntary. No law requires states or districts to use them. The Goals 2000 Act
asks that states develop their OWN challengigg stan.dards in core academic areas of
their choosing, So, what is most important, ,is that a dialogue and debate' about
academic achievement take place in each state.
Ultimately, the value Df voluntary national standards will be detennined by their
usefulness 10 communities, states ~nd teachers who choose to draw on them for ideas.
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Question:
\\'bat is the best role for the federal government in getting technology into
tbe classroom? Wbat role should the federal government play in professional
development for teachers in the area of technology? 'What should be done to ensure
that pedagogy cbanges as technology is added to the classroom?
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Answer:
Technology will be a critical tool in helping srudents 'achieve to challenging standards.
The federal government can help schools make, the transition to the Information Agt;
. by:
6 focusing attention on schools' access to technology;
providing information, research, and assistance to educators, especially
teachers;
Q
o promoting partnerships that will link sC;hools with communities and with
high-tech companies,
Doing this through new programs focusing on technology plus new attention to
technology in Goals '2000. Eisenhower Professional. Development and other programs,
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Concern about professional development is weU placed,' We constantly hear froIl!
school districts, teachers, parents. and school ,board members who want help in
technology.
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Our programs will bring knowledge about
people who need it the most ~~ teachets.
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tecfulology:~nd.tts
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National Challenge Grants for Technology in Education ($27 million mFY 95) •. Grants to
stimulate partnerships between techr101ogy developers, telecommunications service providers.
aruk;oucators help schools enter the infonnation age.
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Technical Assistance aod Professional Development"Consortia ($10 million in FY 95) •• Will
provide states and districts with objective advice about technology and training for educators,
The focus is expanding the reach of organizations that know how to build telecommunications
networks. train teachers. and integrate technology i~to the curriculum.
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The Technology for Education Act ($40 million; Title 1II of rASA) includes:
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Summary of Department's Technology Initiatives
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Goals 2000 Technology Planning ($5 million in FY 94. $0 in FY 95)·· Approximately 40
states have received grants to integrate technology use into their reform efforts .
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�Question: Why should OCR even exist'! If it does, why shouldn'l the enforoonent of
ch'iJ rights in education belong in the Department of Justice? Isn't the existence of an
OCR in Education dupHcatin and unduly bureaucratic?
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Answer:
The federal c,ivii rights laws have helped bring about major changes in American
eductttion and improved educational opportunities for millions. Many barriers that
once prevemed minorities. women and disabled individuals from freely choOSing
educational paths and careers have been brought down.
Then~ are
two particular advantages of having OCR in the Department of Education.
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First, it permits a close relationship and constant communication between those
enforcing civil rights and others whose business is the promotion of the, best
education possible for all of our students. This helps 'shape a unified direction
for the promotion of sound educational and civil rights policies and practices.
Second, unlike the frequently adversarial posrure of cases in litigation handled
by DOl, most of the work of OCR in the Department of Education is
nonadversarial. For example, OCR handles over 5000 comp1aints a year.
Over 95 % of these are resolved by agreement, without the need for court or
administrative hearing proceedings. most within the same school year .
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'Hjgh school graduation rates of African Americans has doubled in past 20 years,
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V ndergraduate enrollment rates of African Americans has increased 25 % in last
deoade.
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Since Title IX was enacted in 1972, the number of degrees awarded to women in
medicine rose from 9% to 43%
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The number of children with mental retardation who are institutionalized has
decreased 63 % since enactment of IDEA ~- with tremendous cost savings .
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Question: Your Office ror Civil Rights recently investigate'Uhe St.te of9hio because its
minimum proficiency exam had a disparate impact on minority students. Is your polky
that tests should ha<e equal results by race? How can you say you support high
standards and then'challenge minimum profidenc)c' exams? Doesn't OCR's focus on
Ohio's program to prepare students to pass its exam .implicitly impose mandatory
opportunity~t(rlearn ~tandards, contrary to congressional intent in passing the Goals
2000 law?
Answer:
are difficult issues where it is easy to misunderstand the cotU1ection of the civil rights
Jaws to our educational reform initiatives. let me say at the outset that our responsibilities
in both areas are in. harmony, OUT goa} is to reach for high standards for all children, '! am
pleased that the Ohio case was constructively resolved consistent with this principle,
Thes~
OCR investigated· Ohio based on complaints that its examinadon violated title VI of the Civil
Rights Act. which bars discrimination based on race or national origin, The fact that an
examination bas disparate passing rates by race is not in itself a violation of title VI. Title,
VI does not require equal results by race, and 1 could qQt support such a legal standard,
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OCR's actions in, the Ohio'case are ,consistent with our commitment to high standards. The
case was amtcabJy settled based o'n the: steps Ohio was already committed to take to improve
educational programs for all of its students.
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The civil r'igh~ issue in Ohio was whether the state was using an invalid test that resulted in
tile failure ofa'i.fisproportionate number .of minority students. Part of the criteria for whether
3 t~st'k~a!id"i£:wne·ihi? 'it measures studentS on material in which -they received instruction.
That"was 'the'~~oIe b~si-s:ior OCR inquiring into instructional progra~s; to see if the test was
valid. Neither 'OCR nor' any other pan of the Depamneru would presume to teU Ohio or any
State what its curriculum should be or to impose any opporrunity-to-leam standards.
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Question:
Why is the U.S. Government ad,'ocating in the Kansas City, Missouri,
desegregation case (~Ilissouri '1-', Jenkins) that the State continue to pay for compensatory
education programs and other programs until the achie\'cment test scores of black
students impro\'c to a level comparable tQ that or students in the suburbs?
Answer:
This case currently'is pending before the Supreme Court, Although
me Government is not a
party, it is participating in the case as a friend of the court, Our position simply is that.
student achievement test scores are one of many relevant factors to be considered in
determining whether the remnants o(past discrimination have been eliminated .
. We believe the courts below were correct in ruling that test scores were one releva!It factor
to be weighed. We do not advocate, nor did the courts below rule,. that the test scores of
black students had to rise to any pre-set level before the State could be released from its
obligation to assist with funding for the desegregation of the "school district,
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Although we recognize that the State has spent a great deal of money 'to help remedy the
problems caused by decades of segregation in the Kansas City schools, we also recognize
that the State~funded programs were only in place for three years when the SUite asked to be
released from its funding.obligations, We agree with'the district court that the State should
be required to show court that.the ,effects of its prior discrimination have been eliminated
- "to the etxtent practicable.: ";,(This standard already 'has been established by ~e, Supreme
Court. and we agree with it: We do nOl believe that a simple donar level of expenditures or
a specific time~~rame is' the: pr~pe~ s~nd~d' fOf'compliance.
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Q.
Wby is the Department's Office for Ciril Rights (OCR) continuing to be im'oh'ed
with the state systems of public higher education in tbe Soutbern and Bnrder states
wben we all know th.t black students have been allowed to enroll in state colleges for
years?
A. In 1992 the Supreme Coun decided the Mississippi higher education desegregation case,
U.S. V. Fordiee. The Supreme Coun held that states that previously bad du.1 higher
education systems .. one for whttes and one for blacks - must do more than simply allow
black students to enroll in the formerly white schools. The Court ruled that a variety of
factors must be considered by the courts to determine whether the remnants of the prior ~
jure seg~gared dual system have been eliminated. These factors include admission policies,
program offerings at geographically proximate traditionally black and white colleges, and
faculty integration.
This Department published a Notice in the Federal Register soof! after the Supreme Court
decided the FQrdice case. In the' Notice, we stated' not only that we would adhere closely to
the Supre~e' Court's decision but also that the decision paralleled {he Department's long
standing practice in the area. In lts decision, the Supreme Coun noted with'approval the
1978 publication by OCR of criteria for acceptable plans to' desegregate State systems of
public higher education.
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The Deparunent will examine a wide range of,factorst-,..,on.a,case by case basis -- when
deciding whether a state system of public higher education has eliminated the remnants of
prior segregation,
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Question. In its enforcement of Title IX! does the Department require institutions
have programs that
sponsoring intercollegiate and interscholastic athletics programs
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exactly reflecl Ihe proportions of male and female students enrolled?
to
Answ(~r.
No. The Department's position continues to be that an instirudon wi1l be in
compliance ~'ith the Title IX provision requiring nondiscriminatory participation
opportunities to maJe and female athletes if it meets anyone part of a three-pan test.
a) by providing athletic participation opportunities in numbers that are
substantially proponiona(e to enrollment:
b) by establishing a history and continuing practice of program expansion for
members of the underrepresented sex; or
c) by fully and effectively acconunodating the intereSlS and abilities of the
underrepresented sex.
No one of these three is prererred or used exclus"ively by the Department Or its Office
for Civil Rights (OCR) .
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Question: \\bat is your position on quotas or race~based scholarships?
Answ€:r:
The Department supportS affirmative action based on race or national origin -- but
only in limited circumstances. To be permissible:
(1) it must be specifically authorized by Congress, such as under 3: sman
number of federal assistance statutes (such as the Patricia Roberts Harris
Fellowship Program) which permit the use of race or national origm in
awarding financial aid; or
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(2) it must be necessary as a remedy to overcome the effects of past
. discrimination by the college or by a state or local jurisdiction; or
(3) the coHege must be able to justify the affirmative action as necessary to
promote the college's interest in having a diverse student body, in order to
enrich its academic environment, but such a program CQu!g not unduly restrict
access 10 financial aig for non-minority studen.ts.
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This policy is based on an analysis of court decisions by legal counsel',
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A study of race-~sed schoIarsrups by the General Accounting- Office "released tale in
1993 indicates that affirmative action based on race or nati6'nal origIn is\ise~'hy many
colleges and universities to promote the diversity of their student'bo~ii?s or to remedy
past discrimination. However, consistent with our polky guida~c-e, 'it is used on a
limited scale that does not generally affect the access of non~minority srudents to such
aid.
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Question: How does your policy guidance on race~base~ sc.bolarships differ from the
proposed policy guidance (hat was issued by Lamar Alexander during (he Bush
Administration?
,Answt:r: For the most pan. the pOlicies are in agreement They differ in two primary
respects:
(1) Our final 'policy 'guidance permitted the " award of rmancial aid based on race or
national origin to overcome the effects of past discrimination, without waiting for a
finding of past di~riminatjon W be made bv a court or other body. but onlv if the
college has a :;trong baSIS in evidence of discrirninatipn justifying the use of race·
, targeted financial aid. Tills change was clearly consistent with' Supreme Court
decisions and encourages coUeges to meet voluntarily their obHgations under the civil
.
rights laws.
(2) The Bush Adminis.tration would allo~ consideration of a student's race or national
origin as a plus factor in awarding financial aid in order to help create a diverse
student body, OUf final policy guidance amended the principle regarding diversity to
permit not only the use of race or national origin as a plus facIOr, but also the use of
race or national origin as an eligibility condition for a limited number of st:holarships,
if the college could establish that the condition was necessary to achieve diversity and
the use of the condition was limited so as not to unduly limit the access of non
minority students to financial aid.
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In addItion, whereas the'Bush Administration's proposed· policy had pemtitted
colleges to accept private donations earmarked' for stU'dc'nts of a panicular race or' ': . ", ',,' "',
national origin. our final policy guidance found no'legal support for ,tn!:ating- these,'!':' t -, ',-'",,:-
donations any differently from the college" own' fund,. The' final policy 'gUidelines"""'>' ":".'. ':
also added a-limited exception applicable only to Historically Black Coneges: and,· :'. ':,.
Universities designed to avoid putting these institutions at a competitive disadvantage
wirh orner colleges in participating in private foundation programs funding race~
targeted fmancial aid .
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Question: What is the Department's position on bilingual education and "English first!'
issues? Since the purpose of bilingual education is to provide students \lith a knowledge
of English. shouldn't most funding go towards promoting Englisb competency?
Answt:r: English language competency must be a part of an Department programs'
which serve limited English proficient (LEP) srudents. However. instruction must
~nsure that ch.ildren achieve to high content standards. Programs that emphasize
English language development often do not lead to content mastery. Of course. the
detennination as to instructional methodology to be used with LEP students. is one tiJat
is left to the discretjon of state and local offiCials.
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OUf latest research demonstrates that bilingual education pennits the achievement of
both these goals. Instruction in the native language ,in the content areas {math.
science, social ~tudje5, etc.) 'coupled with English language'insuuctiqll produces
higher academic gains and enhanced family involvement (US Dept of Ed study,
.1991). It allows children to transition into the mainstream English curriculum without
falling academically behind .
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Question: "'hat is your position on the education of illegal inunigrants? Shouldn't the
federal government pay for their education due to their inability to patrol the border
effectively? In particular, what is your vi~w of California's Proposition 187?
Answer: In Plyler v. Doe (1982), the Supreme Court held that schools cannor
exclude K-12.students on the basis of their citizenship or residency status. I believe
that States should comply with the Supreme Coun decisiori.
I understand the strong conCerns relating to iHegal immigration. 1 do not condone
megal immigration. This administration wilJ be vigilant in protecting this nation '5
borders from illegal immigration.
However, the solution to the problem is not 'to punish children of illegal aliens by
denying t~em an education.
As for financial responsibility -- we embrace the same federal/statellocal
"partnership~ philosophy with regard to K·12 immigrant students as 'we do to all of
America' s sruflen~. The Department should and does provide assistance to states and
school districts affected by bnmigrant students through the Emergency Immigrant
Education Program, Title VII, and Title I, to name a few.
As for Proposition 187 -- I am concerned ~at its implementation would result in a
policing environment in schools. diverting both fiscal and human resources from the
vital task of education our children. The envirorunenr would have a ~chiHing~ effect
partnership efforts. with families and the community, to improve our scho(~k .
. on
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You should Dot express an opinion on whether the Vnited States should
intervene in the litigation on Prop. 187m what position it should.take if it does.
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�·StCltcment of Richard W. Riley, U.S. Secretary of Education, before the Subcommittee on..
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Page 1 of 9
Statement of Richard W. Riley, U.S. Secretary
of Education
before the Subcommittee on Human Resources and
Intergovernmental Affairs of the House Committee on
Government Reform and Oversight
March 13, 1995
Introduction
Mr. Chairman, I welcome the opportunity to come before this oversight Committee to· explain the
many reforms that we are undertaking to transform this agency into a Department of Education "for
the new Information Age we are now entering. I would Eke to submit my prepared statement for the
record and make a short summary statement.
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Let me begin by telling you who we serve and what we do. The purpos~ of this Department, the
smallest cabinet agency in the Federal government, is to ensure equal access to education and to
promote educational excellence throughout the nation.
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I believe that in today's global economy, education has to be seen as a national priority. The
knowledge and skills individuals learn in school to a large extent detennine;.th.eir,level of economic
success.
In ,1992, for example, the average.annual!eamings·for those with a bachelor's degree were 74 percent
higher than those with a high school diploma, and 155 percent higher than those who had not
graduated from high school (Chart I).
Turning the Corner: Positive New Trends.
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As the Cqmmittce reviews our efforts, 1 want to place what we do in a larger context by telling you
that it is my strong belief that American education is starting to tum the comer.
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Just over a decade ago, Dr. Terrel Bell, then the U.S. Secretary of Education, released "A Nation At
Risk," the report which sounded the alarm that American education was sliding toward mediocrity.
Today, we are starting to s.ec the positive results for our efforts since then to improve education.
Student perfommnce in science and math is on the rise (Charts f and J) and we have made up much
of the ground we lost in the 1970s and 1980s. The number of high school students taking the core
academic courses has tripled since 1983, and is still rising (Chnr14). Many more students,
particularly minority students, are participating in the' advanced placement process (Chart 5).
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The drop out rate has declined in the last decade, and young people are getting the message that
graduating from hig~ school is only the stepping stone for more learning. There is a new seriousness
and appreciation for the value of education. As a result, community colleges are filling up as never
http://www.ed.gov/Speeches/03-1995/shays.html .
9/20/00
�Sw.tcmcnt of Richard W. RileYt U,S, Secretary of Education, before the Subcommittee on.. Page 2 of9
before. And our great institutions of higher learning continue to produce world class graduates.
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1 win be the first pers.on to teIl you that we still have many problems. Overall achievement is still toci' "
low; violence rCfml:Jns a destructive force in some of our schools; the gap in the perfonnance of poor
children is still too large; and too many col1cge freshmen are in remedial classes.
I am also greatly concerned about the growing trend from state to state to de~emphasize the jewel of
our Nation's education system ~~ our wonderful system of higher education. But overall, we are
tuining the comer and moving in the right direction, The American people are increasingly
determined that our children get a firs1~,class education. They want results,
This is why I am a strong supporter of applying ample doses of American ingenuity and creativity 10
Our educational system. We need to encourage ideas such as charter schools. and public school
choice; be flexible and recognize that students learn in so many different ways; and carefully think
through how we usc time in the school day,
Why We Need to Think Long-Term
Above all, we need to avoid the trap that has so often bcfalh~n American education, the inability to
maintain a sustained drive for excellence, Too often We get distracted by the fad of the moment or
change direction in mid-stream. even as the Amcncan people become more and more convinced that
improving education has to be seen as a national priority.
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In J99$ the link between education and our Nation's future economic competitiveness is absolutely
. "c:le,ar:,Bs-~ween 1992 and the year 2000. for example" 89 percent of the jobs being created will require
s.0r'~ P9s.~sec~ndary training,
d
This may explain why 50 percent of all 16-to-24-year-olds who lack a high school diploma are now
r: !'!: ••J,~!liLj..;,_up~!I~plpycd and over 80 percent" ofpris~:)n inmates were high school dropouts. If we want t~ reduce ' .
. \:, ~i :;>.; ,4~pc~.dcncy, we have to invest in education, and we need to think long-term,
'"
We aren't going to save money in the long run if we start cutting back on education at the Federal
level, and at the.'" State level as well. If schools start producing more dropouts. all we are going to do is
. to produce more people who go on welfare or go down the road to crime and violence,
Crowded Classrooms: 7 Million Additional Children
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I want to point out to"tne Committee tha't the so·called "baby boom echo" is now beginning to hit our
Nation's classrooms in full force. in the next tcn years, ov'er 7 million additional children are going to
get up in the momjng to go to school. Let me cite some projections that should capture your attention
regarding enrollments in elementary and secondary education.
Connecticut will see a 10 percent increase in the number of young people going to school, Maryland
will see a 24 percent increase, and Virginia and New Jersey are both projected to have 20 percent
increases in school enrollments. California can expect a 30 percent increase at the K~ 12 level while
Texas and Florida are projected to have 17 percent increases.
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Here, I want to dig a little deeper and tell you that much of this increase will take place in our
Nation's high schools, California, for example, will have a 44 percent jump in the number of high
http://www.cd.gov/Speeches/03-i995/shays.htmi
9/20/00
�S12tement of Richard W, Riley, U,S, Secretary of Education. before the Subcommittee on .. Page 3 of9
school students it will educate,
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In Maryland and Virginia, high scnool enrollments will rise 35 percent. Florida will see a 36 percent
increase. New Jersey will be up 28 percent Connecticut projections are at 21 percent and Texas can
expect a 25 percent increase,
That's a lot of teenagers, 'n)C vast majority of our young people are growing in a responsible way, but
crime experts are already sounding the alarm that the sheer numbers of young people will Jead to
rising homicides and other youth violence. I get warned when 1see a headline that reads, "Teen
Bloodbath Looms." Ifwc have any sense at all, we need to give all of these young people the hope of
a good, first-duss education based on high academic standards.
The sureSl way J know to create an angry 16~year~old illiterate dropout is to give that young person a
watered down ,:urriculum from first grade on which tells him in no uncertain terms: young student,
you aren't good enough to learn anything hard, so why even try.
We are going to have our hands fuB as a Nation: first in raising standards so these young people can
do col1ege work and gel high- skilled jobs; second, in keeping them out of trouble, a\vay from guns
and drugs; third, making sure we help middle~ and lower-income families finance their children's
college education or some other form of postsecondary education,
I believe the American people have a clear view of the future -- that the reduction of the deficit and
inyesting in education arc two of the mQst important and essential ways we can secure this Nation's
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Education
.. " as a National Prioritv
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If,you,Jook,al our nalion's history·· going aillhe way back 10 Morrill Act in 1862 during the middle
!'." ". -I".\H'~-! 9(th~~<;:ivi1:War - the American people have alv.'ays turned to the Federal government for support jn
:' . ',' ,educa'tion during times of great economic transition .- just like the one we are going through now-
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or tillles of national emergency when our national security was at risk.
In 1917, during !he middle of-World War I, the Congress passed the Smith/Hughes Act to advance
vocational education as the United States fully entered the industrial era,
When millions ufGls came back from World War II, we sent 2.2 million of them to college on the GI
Bill and started to ~J<pand the America,n middle class. Be~ween 1948 and.1973, for example. one fifth
of our Nation's growth in GNP was directly related to access to higher levels of education,
When the Russians woke us up by flying Sputnik over our heads late at night -~ a few of you 'may'
remember that experience -- Congress passed the 1958 National Defense Education Act, which sent
millions of Americans to coUege and educated a genemtion ofscientists who helped us to win the
Cold War.
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In the 19605, this country faced up to its civil rights obligations and started helping disadvantaged
and poor Americans to learn their way out of poverty, Congress passed the Elementary and
Secondary Education Act in 1965, the Higher Education Act in the same year, and created Pell
Grants in 1972, What was the result?
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Well, one result was that the achievement gap between blacks and whites, as measured by reading
and math scores. began to shrink through the
mid~1980$.
and the high school graduation rate for
African Americans doubTed over the past 20 years.
The Federal government provided the means to give millions of Americans a first opportunity to go
to college. Between 1964 and 1993, college enrollment nearly tripled, from 5 million to 14 million,
and the number of bachelor's degrees awarded to black and Hispanic students rose by more than 50
percent.
Today, the Department of Education provides 75 percent ofall poslliecondary student aid, continuing
a national commitment dating back to the 1944 GI BilL Here's another way 10 think about it -- in the
last 20 years, 40 million Americans have used a Federal student loan to finance their postsecondary
edUcation. That's a 'ot or people.
I want to suggest to the Committee that the American middle class is what it is today, in large part,
because the American people have made access to n higher education a national priority.
Approximately 7 million students 'are currently going to college or getting some other fonn of
postsecondary education with our help,
The Department of Education also makes a strong effort 10 help parents prepare their children for
college. We puhlish a "Preparing Your Child for College" resource book and every year 'we' publish a
vcry popular g~id~. ~o"Studcnt Financial Aid.
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The Department translates the American commitment to access, equity and excellence in other ways
. as well. In a
year this Department will:
given
• Help app'iOximately 6 million disadvantaged children reach high standards .
•. Assist States~arid:commun1ties in educating approximately 5 million children with disabilities. '
, ~ Train ovcr"b;;illion teachers.
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• Support tne development of vocational skills and the {ransltion from school to work for about
3,) million students.
• Help 4 mlHion adults to become literate and upgrade their skills.
We also provide easy-to-understand infonnation that parents and schools can use every day, We have
distributed 35 million copies ofour "Parents Guide" on talking to children about drugs. We have just
produced a new video on Attentirm Deficit Disorder that has received national attention.
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The flip~side o(this equation 1S what happens when this country docs not invest in education, or
when some of our young people get disconnected from education. We know that about 44 pCrCent of
all the people 011 welfare rolls are high school dropouts, and that 82 percent of all the people in this
Nation'S prisons and jails are also high school dropouts.
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That should tell us somcthing.lfwe want to end welfare -~ if we wont to keep people from going On
welfare in the first place - and keep them from going down the road to violence and spiritual
numbness, we need to invest in education.
And here ( mean "invest" in the broadest sense: connecting families 10 the learning process; making
surc children know their basics; hclping good teachers become better teachers; and m~ing sure our
schools are safe, disciplined. and drug-free.
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Statement of Richard
W. Riley, U.S.
Secretary of Education, before the Subcommittee on ..
Page 5 of9
If the strength of this country is the self-reliance afour citizens, if we want the "locus of power" to be
t!Ie self-reliant American and not the government, then that self-reliance comes in large part because
they are educated and thinking Americans.
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We know, for a fact, that people at the lowest level of literacy are lcn times more likely to be in
poverty than persons at the highest level of literacy. We also know that the sheer drag of poverty can
have a detrimental effect on even the brightest young person in a high-poverty school.
More importantly, we now know that changing our expectations of what poor and disadvantaged
children can achieve' is central to helping them to learn their way out of poverty. Two decades of
research tells us that all children can learn to challenging standards. In the 1990s equity and
excellence must be seen as one and the same. One cannot happen without the other.
The Department's Goals
Overall, the Department's goals are defined by the eight National EdlicatiQP Goals, first proposed by
the Nation's governors under the leadership ofth~n-Governor _Clinton and Pr~sident Bush an~ most
reccntly adopted by Congress in the Goals 200(J legislation. The goals are intendcd to focus the
Federal government, States, local communities, schools, businesses, and parents as they work
together to improve the education system in the United Stales in such areas as achievement in core
subjects, parental involvement, and school safety.
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To hclp reach these goals, thc,Department has for the first time recently developed and begun
implementing.a·stratcgic:pl.an. Madeleine Kunin, the Deputy Secretary, has taken a strong leadership
role in developing this plari and she is here with me today to answer any specific questions you may
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This strat~g!c;,pla!1.~~fl~ct~..o.!l.r~e(forts to re~tructure the Federal role in education, focus on
perfonnanee"streamliJ.1~. aJ.1_d re~~ce the number of our programs, and improve internal Department
management. Our strategic plan makes us a leader in implementing the Government Perfonnance and
Results Act.
The strategic plan establishes fo~r key prioril'ies. The first three focus on our programs and
initiatives:
I. To help States and communities enab1.p; ~all elementar,y and secondary students to reach
challenging academic standards.
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2. To create a comprehensive school-to-work opportunities system in every Sta.te.
3. To ensure access to high-quality postsecondary education and life-long learning.
In order to accomplish these priorities, we recognized that we had to change the way the
Department does business, leading to the plan's fourth priority:
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4. To transfonn the Department into a customer-responsive, high-perfonnance organization to
support the three substantive priorities.
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The inclusion of perfonnance indicators in the strategic plan holds this Department accountable for.
results. I think we need to be held accountable if we are spending the taxpayers' money. Examples of
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�Statement of Richard W, Riley, V,S. Secretary of Education, before the Subcommittee on ..
Page.60f9
our perfonnancc goals include:
•
• Between J994 and 1998, increasing by 10 percentage points the proportion ofstudents who
meet or exceed proficiency levels in reading and math on such measures as the National
Assessment of Educational Progress.
• By fall 2000, at least 50 percent of high schools and community colleges and 50,000
employers will be participating in comprehensive school-to-work programs,
• By 1996, the "one~slop" help line for information on all Department programs will be fully
operational, providing access in one phone call to the full range of Department's products and
sef'.'!ces.
How We are Radically Transrorming this Department to Save $16 Billion
To hold ourselves accountable we are using our new strategic plan to radically transform the way this
agency does its business. When I got to Washin&rton even the fans in my office didn't work. 'But we
have begun to tum the Department around, and we have taken some credible first steps in reinventing
the Department I am oot wedded to the past and 1 didn't come to Washington to save the job of a
bureaucrat. We shouldn't feel compelled to hold on to 1960s lhiokiog,just because it is the way we
have done business) if lhe programs aren't working; the way they should for the children. Here, I want
to stress thaI just 2 cents of every "education" dollar the Department spends goes to aUministrative
costs, and we arc working hard to reduce these eosts even further.
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We h3VC been aggressive in streamlining our servic~s.. ~duclng regulation, consolidating programs,
tcnninating pmgrams and lowering the student loan default rate -- from 22 percent in 1990 to 15
percent in 1992, which is saving taxpayers $1 !billion,'u:ycar..ln addition, loan collcclions rose from
$1 billion in 1993 to S1.5 billion in 1994(Ch~11 6),' :' , .
We pr,?posed the elimination of34 prog~m~ j~,~ast,year's ~udget and for 1996 we are proposing to
tenninate or phase out funding for 41:, progra:ms; s?ly~ng~9v,er~S700 million.
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All together, we have cnacicd or proposed iegislation'or made policy changes which would save
S16,7 billion belween fiscal year 1995 and fiscal year 2000:
• We would save $12 billion through student loan refonn and diil!ct loans.
• We would eliminate S9 education programs and consolidate 27 others for a savings QfS4.6
billion.
• We will save an additional $100 million by reducing our personnel from 5,131 104,698 FTE.
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A New Flexible Regulatory Philosophy
We have also radically changed our approach to regulations. Broad waiver provisions, whole·school
approaches, fewer regulations, chaneI' schools, and investing in teams of teachers, parents. and
school and community leaders to find high-quality solutions are all elements of our new flexibility.
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Vlc now ask some very basic questions when it comes to regulatory practices ~~ whether to regulate
at aU. and how best to regulate to give our custOmers tbe maximum flexibility they need. This really
is new thinking, You will see at the end of this testimony 3 one page attachment that spells out the
principles of this new flexible regulatory policy (Cha:1 7).
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• Statement of Richard W. Riley, U,S. Secretary of Education, before the Subcommittee on.. Page 7 of9
In my opinion, the GOALS 2000: EDUCATE AMERICA ACT is a model of our new thinking.
There arc no regulations for this new legislation, and the application form is only four pages long.
Equally important, we have not created any new administrative structures to manage Goals 2000.
Goals 2000 is what I like 10 call a "responsible block grant" •• the very type of creative, flexible
legislation that supports local schools districts to achieve refonn in their own way. Goals 2000 helps
States and school districts set their own high standards and design their own programs for reaching
them, In the sewnd year of each grant, 90 percent of all funding flows directly to local school
districts. Yel, Goals 2000 s1ill holds us accountable for results, and we need to be held accountable if
we arc spending the taxpayers money, As of today, 44 states are participating in the program,
(n addition, Goals 2000 allows me to give six stales the power to waive the statutory and regulatory
requirements of the Elem.:mary :!nJ.LS.!;J;.9J1d1!!')' Education Ar.;t and the Perkins Vocational Education
Act without having to seek my approvaL Oregon, for example, has already put this "Ed_Flex" plan
into place.
The School-l0-Work Opportunities Act also represents a'radical departure from traditional Federal
and Stale roles, This regulation-free program provides Federal seed money over a five- year period to
get school-fa-work systems up and running in every State, and then the prognim sunsets:.
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Another example of our new flexible regulatory approach was demonstrated in last year's
reautnori7.ation of the Elementary and Secondary Education Act' (ESEA),~lri totally revamping Title
I~~ at $7 billion the largest program in the ESEA .'~ we prom(}[ed new'approaches that enable staff in
indivldual.schools to decide ,on the best strategies for impr9:Ving,te~ic~i.ng"tand learning,
The new Title I also expands the schoolwide option to 20.000 10:v- incof!lc schools, enabling them to
blend their Federal funds with state and local rcwurces:to upg"rnde:entire ·schools, and not just target
Federal funds on individual'students, ,'. L_ ""j:"~L;,"..:~.:"p,";'~-!~,,,:f;}.--~!.'..t,;!';:r.:' ':.
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We have a new management goal of eliminating 25 percent of grant'regulations for fiscal year 1996
and an additional 25 percent for 1997, \Ve arc rcaching·these new management goals by giving
'" grantees mu{~h earlicr notification of their status, by distributing grant funds electi'"onlf;aHy, and by
climimning unnecessary negotiations affecting 6,000 grant continuations a year.
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So we are making good progress, We plan on minimal regulations for the Title I program, no
regulations for tbe Goals 2000 and School~ to~Work initiatives, and a broad new w~;'ler ,authority.. ,;:
that I fully intend to use.
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In addition, we have gone a step further by beginning a thorough Departmcnt~widc review of all of
our regulations to sort out those that are needed and tbose we can do without.
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Good Management Practice.
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As we cominue our work to redesign this agency. one of my chief goals has been to instill a sense of
good management As a result we are beccming a more efficient operation. Our current ceiling of
about 5,lOO PTE is significant reduction from the 7.700 employed in 1979 by comparable offices
within HEW and six other agencies. We are making progress on a number of fronts.
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Statement of Richard W, Riley, U,S, Secretary of Education, before the Subcommittee on" Page 8 of9
A new core finandal management system is currently being developed 10 put the Department's
payment, grant and contract, and audit tracking systems in the mainstrc:am of business practice. This
system will be fully in place by 1998,
We have used sound and up~lo~datc management practices 10 implement our new direct lending
program, including the competitive selection of private contractors to handle loan processing and
servicing. We have cut the time it takes for a student to get a loan from three weeks to one day, and
we have received strong support from our customers. As you can see from Chart 8, we have reduced
and simplified the student loan process in a dramatic way.
We have combined many separate, and often duplicative. program monitoring activities into a few
coordinated monitoring'teams, and refocused the emphasis of monitoring from compliance to
performance.
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We are integrating our Y11rj'A!S CllU.£;l!.!W.ElLIcseun.:h lahoratorie~ anQJsslllllcal assistance center;; into
a coordinated support system for states and districts.
We have brought this agency into the Information Age. Today, the Department's has become one of
the prime sources of information on the lntcrnet for information about education and technology, As
"PC Computing" magazine has observed! "There may well be more K through 12 information on the
Net than anything else." Each week. for example, t'le Department's onlint' lihnlrr is visited by
15,000 people,
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unncc~ssary,or ~urdel1some day~low
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OUf "Low Hanging AppJes Team has worked hard to identify
day procedures, practices, or conditions in the. Department that could be easily corrected by quick
changes to internal adminislmtivc activities. In the Jasnhree years. over· 500 such changes have been
made.
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For the first time in its historyl the Department has issued Customer Servic<i Standards to help ensure
that our staff provide the services that our customers want and need.-These standards require prompt,
high.quality service; timely and accuraie inforrnation~ easy access to services and infonnation; and a
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pledge to make customer input the driving force for organizational change.
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And. we are strongly committed to the idea that you cannot spend taxpayer money and operate
programs without conducting objectivc and rigorous program evaluations. We have used evaluation
findings extcnliivcly in the past to shape our efforts to improve the quality of the services we prc;!J~e,(
This is why I am concerned that our entire evaluation budget for the Title I program and the School~
to~ Work Opportunities program is now part of the rescission package that the full House will vote on
this week. You cannot really open up the regulatory process unless you have a strong evaluation
system that keep you accountable for results, This rescission jeopardizes our whole effort to focus on
perfonnancc and implement needed reforms,
Staying Focused on the Essentials
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In conclusion, J would like to suggest that our efforts represen.t real change -- significant change ~~
from the way tbis Department has been managed in tbe past. We have been doing business
differently,
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... Statement of R;chard W, Riley, U,S, Secretary of Education, before the Subcommittee 011" Page 9 of 9
I wHl do an i can to work with the Committee and the Congress as a whole to make the Department
of Education more effective. We can always do a better job and I am open to any good, positive
suggestions by Committee members to find real savings. But I want to urge this Committee to
support our efforts to put these reforms in place and make them stick,
The last thing we need is to get side-tracked or caught up in some new organizational chart debate
that will make the American people think we aren't focused on the essentials of raising standards,
improving teaching and learning, and making sure their children are safe in school.
The American people have made education a national priority, and I see no diminishment of public
support for investing in education. We need to be bipartisan and high-minded, to think Jong*1cnn
something that the American people expect of us when it comes to educating tbcir~children. We are
nOt educating our children as Republicans, Democrats, or Independents., but as Americans who
represent the future of our great country.
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I will be happy to answer any questions. Thank you.
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~)atemcnt
by Marshall S. Smith Under Secretary on Management Improvements at the De..
Page 1 of 6
Speeches and TesJimon),
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DEPARTMENT OF EDUCATION
Statement by
Marshall S. Smith
Under Secretary
on
Management Improvements at the Department of Education
April 9, t 997
Good morning Mr. Chairman and Members (lfthe Subcomll1i~1ee:
I am pleased to have this opportunity 10 dISCUSS management issues with the SubcommittL'e~ hccausc
J believe thut
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have a tremendous success story to tell here at the Department of Education. While
We are proud of winning bipartisan Congressional support for much of President Clinton's education
agenda, Secretary Rilcy knew from thnt beginning that the real cballenge lay in making the
management changes needed to successfully implemenllhat agenda. Today J wanl to tell you how we
are meeting that challenge"
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THE DEPARTMENT'S STRATEGIC PLAN
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President CI inlon inherited n Department of Education that had long been criticized for its ....• i
management weaknesses, As the GAO put it in the title of u n.:port.on the Dt'partH1cnt completed" '~'; _:'_
shortly befol'e the President took office, "Long~Stnnding l\{anage,trJc!1{ Problems Hamper Refoijl}s:";L;.,',
The report highlighted a \,vcak commitment to enbctive management 1:)' previous adl11inlstrati()ns,~ the, . ,
lack of a str.:.ttegic planning process, poor quality data from the Department's financial management"
systems, unqualified technical starr, and a focus on snorHerm fixes'mthcr thun long-ternl solutions to
management problems.
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n~anagement \vcakncsses was the
development of the first-ever strategic plan for the Department. The four priorities of this plan have
provided a focus for everything we do at the Department, driving the deployment of human and
financial r<:sourccs behind clear strategies for carrying out refoITTL
One of the first steps in overcoming these longstanding
b'
These priorities include helping States and communities to enable alJ students to teach challenging
academic standards, creating comprehensive school-to-work systems in every State, ensuring access
10 postscL;ondary education and life~long teaming, and transforming the Department into a high~
pcr~ormancc organization.
The fourth priority reflected the simple fact that the agency we inherited W~t~ ill~prcpared io support
the first three priority goals. It was also our way of announcing: in a vcry public and accountable
way, that thing~ were going to change. And in just a few short years., they have changed a great deaL
• S
GOVERl'lMENT PERFORMANCE AND RESULTS AC....
1The Strategic Plan also helped inject discipline into the management process by
requirin~
mensurable
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�SWtement by Marshall S" Smith Under Secretary on :vIanagemem Impruvcr~1eJ1tS at the Dc..
Page 2 of 6
perfonnancc indicators for each priority, a key step toward compliuflcc with the Government
Performance Imd Results Act (GPRA),
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Tbis carly effort on pCrf(JrmitOCC indicators laid the groundwork for devcloping the prog:am
perfOmiaTICC measures that we v'iiIl be submitting with our 1999 budget request. TIle Office of
Management and Budget has now approved perfommllce measures for 17 programs'covcring about'
70 percent of our budget. These measures have been delivered to the staff of the Subcommittee, and
we have held several meetings aimed a1 fulfilling the GPM requirement fOT Congressional
consultation.
We also have been collaborating with other agencies 10 deveiop mt:tmingful performance measures.
The best example of this is our cooperalion with the Department of Labor to develop indicators and
collect data for the School-to-Work Opportunities program. And we are \vorking with the National
Science FoundatiDn to measure the impact of the Eisenhower Professional Development program.
GETTING RESULTS
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The GPR/\ process is a natural for lhc Clinton Administration, which camc to offlce !(.lcuscd on
getting results. The i\ational Perfommoce Review, which was launched by Vice Presidcnt Gore in
1993. brought the business world's customer-focused approach to the Fedeml Government and
demanded im emphasis on resuils to make government 'work better and COSt Jess.
The Department of Education has been tin enthusiastic convert to this approach, .(ll1d I would like to
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briefly share with you some (lfthe ways the Departmci1t has been getting
klwer cost
tP
re~ults
for its cuslomers at
taxpayers.
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, ,~ CUlling the Size o·Government
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, Meeting the President's commitment to reduce the size of the Fedeml government was a special
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, challenge lor us, since the Department had already seen its workforce fall by nearly 40 pcrcent since
:,', ':,'. "1980 even us iL~ hudget and program responsibilities grew drmnatieully, The task was further
r . ',41,. c()'mpJicmc:d hy the need to eJTcctive!y manage major new initiatives Iluch as Goals 2000 and the
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Direct Loun program.
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Ncvertheless, the Department is ahead of schedule in reaching the 12 percent staff reduction called
for by Presicij~ryt Clinton, lhnnks largely to a successful buyout incentive program. The President's
plan called for ",636 FTE reduction by the year 2000 from the J995 level of 5,13 J FTE. By 1998 we
will have cut 571 FTE from the 1995 ceiling level. or 90 percent of our goaL
[n addition to staff cuts, we have reduced the number of programs we ndminister. In 1993. the
NutionaJ Perfu;::rmpcc Rc\'if~V.: identified 34 education programs that were no longer needed, and each
of President Cliliton's"budgets has included substantial numbers of program eliminations, phase-outs.
and con.<;olidallOn5L \Vith the help of this Subcommittee, we have succeeded in etimimlting 64
programs totaling roughly $625 million. New prqgrams have been cteated during this period ~- some
at the requesl of the Administrutkm and some by Congress ~~ but the total number administered by
the Department has still fallen [rum more than 240 to just under 200.
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Reducing Student Loan Default Costs
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The student aid area _M with billions of dollars at risk and a history of costly management failures-
has been a major area of conccrn for the Department. With help from Congr~ss, we moved decisively ".~ ..
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to address the longstanding student loan default problem, We have reduced the default raie from 22
,percent to J0.7 percent. while more than doubling coilections on ddaulted loans from :$].0 billion
$2.2 billion. As a result, the ne: eost of defaults dropped by more thm! three-quarters, from $1,7
to
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~vlarshal1
S. Smith Under Secretary on Management Improvements at the Dc..
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billion in J 992 to $400 million ill 1996.
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This success is due in part to getting lough on schools with high default rates, Since i'lilarch 1996, for
example, the Department removed 144 poslsecondary institutions frOll) p:micipation in the student
loan program!).
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~einl'el1lil1g
the Discretionary Grants Process
A major poinl of customer contact for many Department progmms is the discretionary grants process,
which over time had become excessively bureaucratic and time-consuming for Department staff and
applicants alike. lile targeted this process for one of our major reinvention efforts, and the results
have been dramatic.
The first accomplishment was the elirnination of the application previously n::quired for non
competing continuation awards. a change that helped take two to three llwnths off the time formerly
required to notify grantees of their continuation awards. Next was a review of all the steps associated
with discretiofl,ary grant~making. with the aim. of eliminating duplicati ve ur unl1cces!>ary steps. This
review resulted in the streamlining of the existing discretionary grants process from 487 steps to 217
steps, a rcuuclion 0[270 steps or 55 percent from the previous process.
Finaliy, we redesigned the procc:"s by rca.'isigning the centrally loc·l)ted grants stafr to our program
offices, where they work hand~inMband wlth program staff on teams that arc focused 011 serving our
customers and promoting successful project outcomes, inslend of on complying with administrative
rules and procedures. We are implementing this new process during the current fiscal year,
Cuttillg R,egulatory Burden
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Because we also \\:ant our customers to focus on results -- in the form of higher educational
achievement -- an? not on· compliance with unneeessarlly bureauerat~c rules and regulations, the
. , Department has,Y~'9T~Sd to significantly reduce the regulatory burden on recipients of Federal .
:.;·.•,~educati.on f1ll1d~:~'As part, of President Clinton'S regulatory reinvention inhimive, we have rcache:d qut ,.
• ,J.
to, talk:with,hU1!dr~ds ofeustomers and have rc\.'je~ed every single Department :-eguJalion. Wc.hav'c7~·'
';"'~limim!tcd 923',pages ()frcgulations) or ;lbout 39 percent of our total regulations.
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By the way, our review did not cover programs authorized or reauthorized since President Clinton
took office, because we haye been careful to write regulations only when they are absolutely
necessary. For example, we 'al'~.administcring Goals 2000 and School~to~ Work without issuing II
single regulation, And orthe 49 programs included in tbe lmproving America's Schools Act, only 5
required regulatory guidance,
In addition to reducing lhe a!r.Q~n~ ofrcguJaiio,ns.covering Department programs. we have greatly
expanded \ ...'aivcrs of statutory MO regUlatory requirements: that present ali obstacle to innovative
. reform efforts:. States and schools seeking such \',!alvers may call our \Vaivcr Hot Line at 202-401
7801. To date, thc Secretary hJS approved 155 waivers.
The most far-reaching waiver approach is the ED-FLEX d<:monstration, which allows the Department
to give State-level officials broad authority to approve \vaivcrs of Federal statutory and regulatory
requirements that stand in the way of effective refonn. This pilot project offers such authority for up
to 12 States~ with 9 pru:ticipating so far, including Colorado, Kansas. Maryland, Massachusetts, New
Mexico, Ohio, Oregon, Texns, and Vermont.
Less Pnpenv(Jrk and Red Tape
Another way 10 help States and school districts concentrate on improving student performance is to
http://'A'''''w.ed,gov/Speeches/04~ 1997/dcplmgthtml
I2il 199
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�~talcment by Marshall S. Smith Under Secretary on rVlanagcmcnt Improvements at the De..
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reduc5' the auention they have to pay to the paperwork and red tnpe so often associated with
•
gDvernment programs:
Technology is a big, help here, as electronic data exchange and online comrmu:icarions greatly rCdtlCC
tbe need for paperwork, For example, we are expanding the usc of a compulcr~hascd system 10
provide notice ('of student aid eligibility to postsecondary institutions, a change that ultimulely will
eliminate 4 miHion paper farols that represent an unnecessary burden to students. parents, schools,
and the Department alike.
We also have worked with Congress to simplify and reduce the paperwork involved in applying for
Federal education funds. For example, nearly aU States are now taking advantage the new
provision permitting a singJe consolidated upplicatlon for all Elementary and Secondary Education
/\(;1 programs, 1n addition to reducing paperwork, this change promotes the ct.mprchensrve planning
that is so essential to effective education reform,
or
Reporting requirements also have been reduced. Most of the programs authorized by the lmprovirl:g
America's Schools Act require reporting once every two or three years instead of annually ~
permitting States, schools; and teachers to focus on what really counts: educating srudents, nol
rapcn.vork.
Improving Acce.~'J to /I1formllthm/or Our Customers.
Serving our customers means giving'them the information they need \\'hen thc-y :-Iccd it This has
involved dcveloping and publishing customer service standards and expanding the usc of technology
to improve and simplify eusl<:mcr access lo)nfonnation from the Department.
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For example, the t\lll~free numr:cf.1 "'800·USA~LEARN connects customers to a Tone-stop shopping"
center for inJ'm;mntion about Dr::partmcnt programs and initiatives. Callers ft'J.:eivc materials directly
(lr are referred to the uppr.opriatt;:lofficc with the answers jo their questions. We currently receive
about 5,000 <;uI15 p<:!r. week.ov.cr tJiis.line: A similar number. 1~S00-4FEDA1D, provides up-to-dule
information on pq?tsccol1dary,,_st~d~nl financial aid, wilh 3.8 million calls in 1996, The average wait
time for callers Wlti}is,line"is ju};~; 1hscconds.
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The Department'also has moved aggressively 10 give the public direct access to inlormation on its
programs and activities through the Internet Customers cun find statistics on education. infurm(.ltion
about gnm1 C0111pelitions, advice on applying for grants; and dov.'nloaduble application forms at the
Department 1s site em the World Wide Web,loc!,!!ed at http;ih..'viw.ed,gov. The site has received
several m\'ards, including top ratings from such publications as Governmenl Exccu/i\;e ,In/erne!
World ,and !way , which described our she as "a greal resource for teachers and school
administrators. "
Usage of the web site has grown drnmaticall)~t;~lb.sing
fl\':m a tittle over 300.000 hits in .\1::lfch
1995 to about 5 million bits a month so far this year.
A New Financial Mal1agement System
Technology also has been crucial to our efforts to improve financial management, The GAO, the
Office of Managemem and Budget, and the Department's (nspeclor Genera! ali wamed for years that
inadequate linancial controls and inaccurate data in our existing financial management systems
increased th(: risk of fraud, waste, and mismanagement in Department programs.
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\ 'In ~:~ponse, we havc rebuilt these systems from the ground up. The core of this effort is the
Education Department Central Automated Processing System project, or EDCAPS. This project will
integrate our payments, grants and contracts, and accounting systems into a single administrative and
http://v.'\\'\\'.cd,gov/S pcechesf04-1997!dcptmgthtm!
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financial management system. Once fully implemented in t998, the Department will be able to
process grant applications and conduct husiness with vendors electronically, improve procurement
processes, and produce more timely and accurate financial information for its program managers,
•
program recipients, and the Congress.
Other projects have included expanding and enhancing automation of payments, expenditures
reporting. current account infbrmation, and travel management. These and other imjJmvcl~lcnts have
greatly increased the aVJilnbility of inlormation to Department numagcl's and CliSlomCl'S whiie
substantially reducing the paperwork burden of sound financial management,
Better Aut/it Re,wlutioH
The Department believes that better oversight of Federal program dollars can improve education
programs and student perfommllcc at the State and local levels. One improvemcnl underway is the
Cooperative Audit Resolution and Oversight Initiative, a new Fcderal~Slate pannership aimed at
(.:onductillg audits and resolving audit findings in a cooperative, flexible. and productive fashion. The
Dt.!paltmcnt is currently testing this Initiative In three States .~ Wiih positive revie\vs so far -~ and
hopes to expand, to an additional &. J 0 States in 1998.
Improving Employee Per/ormuucc As,w!ssment
•
We also have developed u new, muhi~input Genera! Perfonnance Appraisal System. which adds input
from peers. subordinates, and customers to the asSeSsment by supervisors traditiunully used to rate
employee performance. Employees are encouraged to evaluate thc1rown perfomwl1ce as. welL and to
compare it wlth the assessments of others, We <l:rc in the firsl )'~ar of implementing the llC\\' sys.tem,
whieh received one of the Vice President's Hammer awards for innovative reinvention cffons, and \ve
helieve it is a key step toward fnc!-!slng Dep,art.ffi'cnJ1empJoyccs on serving their customers.
THE
1998,BUJ)GET!REQUE~T.FOR
MANAGEMENT .
,·.w,:.1,,": r. ~;';':." _
To 90n1111t1c making the changc:s nt:&led~to"p!io~u~'<:;ihe kind ofresuits I have dl.:5cribed for you today,
arc asking for $489 millioll'ln totardiscretioiiiryq:ludgcl autlHlrity for federal administration in
1998, an increasc of$25 million (lVCr th~, 1997 le'vel:
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Thcse funds would be used to improve management of the student financial :lid programs, provide
more effective and helpful progrum monitoring and technic311!~.sis1;:mcc to grantees. enhance
infonnatiol1 technology us-cd to improvc customer sen:icc. upgrrlG,'~ acc(lu01ing and financial
management systems, and 111aintain support for staff training,
The 1998 request includes $3,1 million for the "One Pubs" initiutive l which would provide T'om:~stop
lor customers seeking Department publication:-;. Onc·',!u.bs. iI)voJvc,~ icinvc,nting the W:l)'
tbe Department plans, prints, mails, distributes, and stores its pubJi'c;ltiOJ'S, By';"'eiirninilting dupliwle
contracts and mailing lists now used rOT these purposes, the ovcwll costs for this activity an:: expected
to decrease over time.
~hopping"
The request also includes significant new resources for initiatives proposed by the recently
established Chief Infonnation Office (CIO). including $3 million to begin the modifications needed
to make the Department Year 2000 compliant. Year 2000 modifications involve rcfom)utting the dme
field in approximately 10 perccnt of the ncarly 30 million Jines of code in the Department's
computing sy:.1cms.
•
The second CIO initiative is Enterprise Modeling, which is aimed at creating unije)fJnly defined
operating standards for all current and future data systems. The budget includes $1.2 million Cor this
pmposal, which would reduce data collection and storage costs, help the Department t~lke advantage
ilttp:l/www.ed.gov/Speechesl04-1997/deptmgthtml
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S::latcmcnt by Marshall S, Smith Under Secretary on ManagcmenUmprovemcnls at the Dc"
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of discounls for software licensing agreements, and lower the costs of technical assistance, finally,
$1.2 million \-'>'Quid be used for a Data Vlarehousing project that would reduce data input and access
burdens by collecting data in one location .
The total request for Federal administration, including discretionary and mandatory funds, would
support 4,560 full'lime.equivalent (FTE) employees in 1998, compared to 4,613 FTE in 1997. This
reduction has been Ilchieved by attrition and by retirements resuiting from (he "buyout" program,
Partly as a result of this decline in staff; the Department's ratio of program obligations to employees
is $6 million for each FTE -- the highest ratio of allY Federal agency. We are coping with these slaff
losses through the use or improved technology, the reallocation of staff to high-priority arcas, and
staff training.
of
Ncar:y one~quartcr the Department's FTE and one-fifth of its discretionary b'Jdgcl request for
management is devoted to the Office for Civil Rights, which c:Jforccs tbe Nil:ion's edueatioJH'clatcd
civil rights !::IWS J und the Onice of :he Inspector Geneml. which investigates fraud and abuse in
education programs and helps protect the $4Q billion annual Ft.-dem! investment in pos~sccondary
s'tudent fimmcial aid.
CONCLUSION
of
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I believe the record
this Administmtion in managing the Department of Educution is one to be
proud of. We have worked hard to reduce the size of government. cut hureaucracy and red tape. and
respond to the needs of our many customers working to improve our education l1),stem. The dollars
provided hy this Subcommittee are critical to the continuing success of those efforts. I urge you 10
give careful consideration to our 1998 reques.t for management, and 1 will be happy to aoswer any
questions you may huvc.
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121]199
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What are the Department of Education's most notable Management
Accomplishments?
• Education has only two-thirds as many employees as adminislered its programs
in 1980, even though its budget has more than do~bled.
• Education has trimmed its regulations by one-third, reduced grant application
paperwork, and aggressively implemented waiver 'authority for legal roadblocks
to state reform.
• The student loan cohort default rate is now a record-low 8.8 percent, after
decHning for seven consecutive years, It was 22.4 percent when President
Clinton took office. As a result, taxpayers have saved billions of dollars.
• Collections on defaulted loans have tripled, from $1 billion in fiscal year 1993 to
over $3 billion in fiscal year 1999.
•
• The Direct Student Loan program, proposed by President Clinton in 1993 and
implemented in 1994, has saved taxpayers over $4.billi<;>n over the last fiv"e'years
(compared to the federal cost if direct loans had instead been guaranteed loans).
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• The creation of the National Student Loan.Dita·S"steITi"h'afltIlo\'/e(fEdlication
,
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to identify prior defaulters an<;1 thereby pre'Centth, disl?~rs.em~!i\1:fa~..much as'
$.1 billion in grants and loans-to·ineligible studentsivtr)~i:ir.~t·~;if)t::;\fg:~;~:;}.i;' '
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• Customer service ratings for ED P~bs, Education's document distribution cenler,
exceerl those of premier corporations like Federal Express and Nordstrom, ..
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• 'Education has a pattern of working cooperatively with the GAO and IG.
Education has fully addressed 203 of the 234 GAO and OIG audits that were
either unresolved in 1993 or issued since 1993. There are less than halfth(-8l?e~
audits as there were six years ago.
• American education is improving' New high academic standards are in place in
all 50 states. For the llrst time ever, the nation's reading scores are up in all
three grades tested. :v!ath scores have also improved. And 67 percent of high
school graduates are going straight to college, one-tenth more than seven years
ago:
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Financial Management at the U.S. Department of Education
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I. Do you believe the Department's financial management is stronger overall
than it was seven years ago?
The Depaltment has made a sustained effort to improve the financial management
of its programs. Since 1993, we have sought to improve our data quality,
modenlize and integrate our systems', and improve financial reporting. In 1998, we
completed implementing our new financial management system, the Education
Central Automated Processing System (EDCAPS). And after devoting substantial
resources to supporting the audit of our FY 1997 financial statements, we received
an unqualified opinion on all three statements.
2. Arc the I)epartment's difficulties unique across government?
Unfortunately they are not. Agencies and Department's that have many programs
and complex accounting -requirements. such as guarantee loan programs which rely
on allocation models, are'struggling with Financial Management. Mostly because
requirements they must comply with have evolved rapidly over the last four Y,ears·
and their systems have not been able to keep up with all the changes. For example;
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the form and content of financial statements routinely change each,yc·ar.:and t1\e' '." .
accounting standards Agencies are expected· to comply with·are still ,heir:tg~\\~l'I:;:;~f :,:1': ;
assembled, Moreover, historically Feaeral'Agencies have been"requ(rC'd:to"'(~")';··:;'··.
purchase commercial-off-the-shelf accounting packages that didn't meet core
Federal agency requirements off a mandatory GSA schedule. These environmental
factors coupled with data assembly issues across multiple computer systems have
made it extremely challenging for the 1110re complex Department's to get "clean
opinions:' and J or meet the March I statutory deadline for statements.
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3. Wby did the Department of Education receive a disclaimer on its FY 1998
fimmchll statements?
In ]993. th~..Oeneral Accounting Office wrote, tlBecause its financial management
system does not provide adequate financial controls and cannot produce accurate
and reliable information, ED cannot ensure that its programs are financially sound."
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In response, over the past seven years we have implemented a new financial
management system, strengthened data on outstanding iuan liabilities, revamped
our reconciliation processes, and reduced student loan defaults and increased
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·coHeelions. In FY
199I•.we recei\'ed a clean audit opinion on our financial
statements.
However, the substantial time and resources we devoted to the FY 1997 audit
delayed tbe FY 1998 audit Other difficulties we encountered in FY 1998 included
two additional required financial statements, new standard ledger software, and
continuing reconciliation issues.
To ensure that our FY 1999 audit was not unduly delayed in turn, the Department·
decided to stop work on the FY 1998 audit Because our auditors stopped working
on the FY 1998 financial statements, our auditors were unable to. express an opinion
on them.
4. What was the result of the Department's FY 1999 audit?
The FY 1999 audit report contained four qualified opinions and one disclaimer of
opinion. Although we still have a lot of work to do before receiving unqualified
audits, we believe this result shows substantial progress from the five disclaimers
we received in FY 1998.
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We can'l solve all.of our problems overnight However, we are working hard and'
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believe the FY 1999 audit validates our approach to slrenglheninll lhe Departlll~nl:s'.·;:;·.,:: ".'
financialrnanagefDent.
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5. To what extent does the structure of the guaranteed student loan program.••
under which the Departmenf must rely on financial reporting from private
.
entities·· contribute to the Department's difficulty in collecting sound finanei,,1
duta?
.
Ernst i'nd Young, the audit firm, qualified the 1999 financial slatements primarily
due lv proBlems related reporting out Federal Family Education Loan Program
numbers. Resolution of these problems will greatly enhance the Department's
chances for a clean year 2000 Audit They include,
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supporting the balances in lhe FFELP financing fund equilY account,
reconciling proprietary fund balances for the FFELP Liquidating Account with
corresponding budgetary Accounts, and
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analyzing and sweeping the FFELP Liquidating Account at least once a year.
The Department has made FFELP accounting a top priority and has been working
on diagnosing and remedying the accounting model used. We are confident that
our work will be completed on time. Emst and Young began work all the Fiscal
Year 2000 Audit last week, which gives us a head start ufthr.e months over last
year. This will pennit the Department to more readily respond and remedy new
auditor concerns that arise during the audit.
6. Has Ihe Department made progress addressing the Internal Conlrol
weaknesses identified in its last four financial audits?
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The Department has made great progress in closing additional recommendations
since the March 1,2000 oversight hearing, closing 43 items. As of today, 710f
the 115 audit recommendations referenced are closed. The FY 1999 audit included
an additional 24 recommendations - mostly related to prior recommendations to
correct previously identified weaknesses - which will be addressed as
expeditiously as possible.
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:','::'," 7. Why did the Department purchase a generallt·<Jger accounting system that
','->;,;""F' ,;: ~, did u'ot perform all the necessary functions?
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i.':~I>· ''',.::. '''··The Department purchased the i.e.FARS general ledger system off the then-.
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mandatory General Services Administration (GSA) schedule. None oflhe products
on the GSA schedule included all the capabilities we desired, so we negotiated with
our contractor, Affiliated Computer Systems (ACS). for enhancements 10 meet
future fij',ancial reporting requirements (which had not yet been defined).
.
However, i .e.FARS failed to meet our full expectations. Moreover, in 1998, ACS
stoppeu"'l1"rketing";.e.FARS to federal customers. The Department and ACS
mutually agreed to cease investments in further i.e.FARS enhancements. We
negotia<ed an agreement with ACS under which they would waive licensing fees,
correct certain problems at its expense, and maintain a technical support staff for
the Department through the transition to a new system.
•
We will have a new gerieralledger system, Oracle Financials in place by October
2001. New system features include improved budget execution, data integrity, and
financial reporting .
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8. Docs the Department of Education maintain a "slush fund" with hundreds
of millions of dollars?
Absolutely not. The Department's use of its grantback account has been entirely
appropriate.
]\405t Federal agencies maintain similar accounts, In total, the Treasury maintains
hundreds of such accounts for agencies across Ihe Federal government, including a
,
, number in financial systems used by Congress,
The Department's use ofthese accounts is fully in accordance with the law and
Treasury guidance.
In brief, the account is used for two types of transactions:
, Grantbacks. Grant recipients are required 10 repay funds thatlhey used,
improperly. One-quatter oflhe remitted grants are relurne'd 10 the Treasury
immediately. Because grant recipients are eligible to reapply for Ihe remaining
three·quarters of funds, these funds are maintained in the grantback account until
they can be either returned to the original grant recipient Or to the Treasury .
'
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,... '. ','" ',., oReconci Iiution. Prior to lVlay 1998, customers (such as slates or universities)
• '1 :', ~~.c:."requested advances of federal grant funds in a lump sum without identifying the,' ,:
. programs under which the funds were requested. As a result, the Department
had to dctennine where to allocate funds in its accounting system. In the
meantime, funds ~ere held in this account.
,.
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Our use of this account has substantially decreased due to reconciliation
improvements in our new grants management systems, Today> our customers
request delivery of fl;-·d~,m.1 fundf:.)jy grapt award number, ensuring that our records
immediately retlect recipients' actual use of funds on a program-by-program basis.
We moved funds related to reconciliation activities from rhis account in March
2000 to our long term suspense account. Working wilh assislance from the U.S ..
Treasury Department, the Education Department plans to move these funds back
into regular appropriation accounts by the end of June 2000, The GAO recemly
completed a review of how this account was managed, They found no evidence of
fraud or any violation of law in how the Depattment operated the account.
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9. Did the Department give
a stude~t an $800 million lonn?
No, nQ..Q.oe ever received an $800 million student loan.
An error due to corrupted data in an automated transmission from a guaranty
agency to the Department resulted in several loan balances being recorded
incorrectly. (Guaranty agencies in the guaranteed student loan program are required
to transfer some defaulted loans to the Department.)
We detected this error through our regular. controls, researched and cOITected the
loan balances, and instituted additional automated controls to pl'event any future
reoccurrence of this type of transmission error from being accepted by our systems
We did not pill the borrower for th!:, incorrect amount, allow this elTor to adversely
. impact the borrower, or publish the incorrect amount in our financial statemen!s or
any,other external financial report,
•
10. Why has the Department repeatedly made duplicate payments to its
customers'?,
; , '~"',i'~'"
"
.,.
The Departlilent hai reliable automated controls in place to prevent duplicate
payments [0 OU~ t\!sJ9m~ls.,.~))qsontractors. However; over the past year, we
processed duplicate.paymennransactions on four occasions, in each case due to
human intervention: In each case, aU funds were recovered or ollr customers}
account adjusted to offset the duplicate payment against future payments .
.
To fu(ther enhance existing controls; we are:
• Designing additional, more robust automated controls that will prevent these
types of errors from reoccurring;
• Providing additional training a('.i.\~t'lstructir.!1.1S to i).ur employees;
• Re-examining our records fj'om the past year to verify that no duplicate
payments went undetected; and '
• Implementing proven private-sector financial controls under the
leadership of the Deputy Chief Financial Officer and the Chief Financial
Officer for Student Financial Assistance.
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II. A recent report by the Department's Inspector General found that
borrowers whose guaranteed loans - totaling $77 million - were discharged
due to death or permanent disability latcr .arned income. What is the
Department doing to reduce fraud?
The Department asked our Inspector General to conduct this study and apprec!at,e
its continuing assistance in helping us strengthen our programs,
We took prompt action to implement the report's recommendations to strengthen
the loan discharge process, such as requiring guaranty agencies and the directlo.n
servicer to collect additional information about the diagnosis of oisability or a copy
of.fhe death certificate.
We are also seeking to reinstate loans that were fraudulently discharged. We are
considering changes to strengthen 'this process that require regulatory change as part
of this year's negotiated rulemaking process with the studentaid community.
•
We are tesling data matches wilh'a'consumer credit bureau and the Social Security
Administration to.invesligate instances of financial activity by individuals who
received a student loan discharge ..
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12. For s<:ver~1 ycars,Jhc'~C(J~~tm~'!t's Inspector General has recommended
that you vcrify;the:iric6rile:inforJl.lation reported hy fimmcial aid a ppJicants
with the IRS. Where arc you in'implementing such a data' match?
In 1998, the Administration proposed - and,Congress 'enacted:"'- a provision in the
Higher Education Act providing authority for th;;'Department to establish a data
match with the IRS.
We are working with the IRS and the Office of.J'lul1agem(;:,ltand.l3udget to pursue
this match, This March, we will conduct a test match with the IRS to determine if
the availability of IRS data could promote the integrity orthe student aid programs.
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13. Didn't a recent GAO report conclude thOlt the Department's cohort default
rate is understated 9
The current default rate calculation is achieving its objectives in identifying schools
with very high default rates und removing them from the program. Under this
Administration, the cohort default rate has declined from 12.4 percent to 8.8
flercenL
The GAO recommends thatth. Department change the treatment of loan
deferments and forbearances in a manner that' would increase the calculated default
rate. Although the proposed changes would likely result in fewer eligible schools, it
would 110t necessarily better define "at risk" schools. It would strike a different
balance between the policy objectives of protecting federal assets and preserving
broad access to postsecondary education, but not an objectively be:t"r balance.
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The Department is now conducting negotiated rulemaking with the higher
education community to amend its default rate regulations, We are discussing the
GAO's and Inspector GeneruPs recommendations:with the higher education
community through that process. :" " ,,: ..:. '.' .. .;'!,,:, ... '
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Some others have argued that cohort default rates understate defaults because they
do not include defaults that occur.more,thant)':o"years after a loan enters
repayment. This is true by design: 'coho,rt;default,rates'are an enforcement tool and
we cannot wait the full 25-year repaymenpenn :before acting to protect students
and taxpayers. We have consistently distinguished cohort defaliit rates from
lifetime derault rates, which are roughly twice os high,
7
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Clinton Administration History Project
Creator
An entity primarily responsible for making the resource
Cinton Administration History Project
Council of Economic Advisers
Department of Commerce
Central Intelligence Agency
Department of the Interior
Department of Defense
Corporation for National Service
Council on Environmental Quality
Department of Justice
Domestic Policy Council
Department of Education
Department of Energy
Environmental Protection Agency
Federal Emergency Management Agency
General Services Administration
Small Business Administration
Social Security Administration
United States Agency for International Development
National Economic Council
Office of Management & Budget
Office of National Drug Control Policy
Office of Personnel Management
Office of Science & Technology Policy
Office of the Vice President
United States Trade Representative
Date
A point or period of time associated with an event in the lifecycle of the resource
1993-2001
Description
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<p>The Clinton Administration History Project describes in detail the accomplishments of President Clinton's Administration for the period 1993-2001. The records consist of the histories of 32 agencies or departments within the Executive Branch. In general, each organization associated with the Project submitted a narrative history along with supporting documents. These narrative accounts are primarily overviews of the various missions, special projects, and accomplishments of the agencies. The supplementary records include substantive memos, press releases, briefing papers, and publications illustrated with photos and charts.</p>
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Text
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United States
General Accounting 0f'Ilce
W..hlngton. D.C. 20548
GAO
Human Resources Division
13-241690
May 28, 1993
,
The Honorable Richard W, Riley
The Secrelary of Educalion
Dear Mr, Secretary;
This report on the U.s. Department of Education (£0) is one in a series of
GAO management reviews
of federal departments and agencies. Our
purpose in doing these reviews is to assess the management of each
department or agency and identify actions that can be taken to improve
organizational performance.
" ,
To obtain information for this report, we conducted 151 iIHlepth
interviews, primarily with ED'S senior officials, and reviewed reJevant
reportS and documentation. Among these 'were in~hou.se studies; task force
reports; departmental pen;onneJ statisccs; sod Olliee of Personnel
Management (om), GAO. ED Inspector General. Office of Management and
Budget (OMB), and Federal MlII1!1gers' Flnanclallntegrity Act reports, Our
review was conducted between D~mber 1990 and September 1992 in
accordance with generally accepted government auditing standards: (See
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In this report, ,we include infonnation covered in our briefingS ~itli th~n '
Secrelary of Education Lamar Alexander in July 1991 and his stair in
November 1991 and our letter of Augw,'t 1991 1 identifying problems in ED'S
planning processes and recommending implementation of a strategic
management process. We also include findings from our study of EO'S
-'. infonnation resources management:! and our reports on Ute high-risk area
of the Guaranteed Student Loan Program!
_. A..'i you know, American education is at a crossroads. Student achievement
~ .~, -' b\ matheiliaUcs
science lags behind that of students in other
industrialized nations, some 1.900 students drop out of school each day,
and large numbers of students graduate from schoollJicking the sldlls
sought by employers. The growing belierthat these edu('.ational problems
and
•
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contribute to America's declining economic competitiveness has spWTed
many federal, stare, and local officIals and the business community to
agree that national goals for education are needed, You are well
acquainted with these pollcy issues.
You may be less aware of the Department's impaired organizatlonal
capacity to manage; that Is, fulfill Its mission and carry out its role In the
national education agenda. In our recent transition rePQrt, 4 we outlined the
scope of departmental management problems and the need to strengthen
depa.rt.tncntal management. Here we provide the detailed findings and
. make recommendations.
The Department charged with managlng the federal Investment In
Results in Brief
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education and leading the long-term effort to improve education itself
lacks a clear management vision or how to best marshal its resources to
effectively achieve its mission. Past Education Secretaries have not built
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an organization that could implement rruij<)r policy initiatives. Moreover,
the Department's history Is replete with long-standing management
. problems that periodIcally.erupted, became the focus of congressional and" ',,'
".media attention, and subsequently diverted attention from the policy
. 11 .. ~:: .':.: agendas. One example of this is the financial management of the Federal
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Family Education LoM Program (formerly the Guaranteed StudentLoM:. ,",,' ,.
Program).
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To reverse th.is trend and effect long~term change in the way the
Dopa; truent Is managed, the Secretary must give priority atrention to
changlng~ooth ED'S culture and its management systems, Past Department
leaders have focused on short-tenn solutions and made limited use of
career employees in management problem..,solving. Thus, EO'S currtmt
organizational culture,leaves it poorly positioned to make long·range
change<!~·teCretary Mexand'er recognized the need to lmprove the way £D
Is managed and took initial steps to enhance departmental leadership,
transform agency culture, and improve o~rations, However. GAO is
concerned that this momentum, already dissipating, not be lost.
•
The National Education Goals (see app. II) constitute a long-tenn
approach to closlng the nation's sk:llls and knowledge gaps. But they have
not provided a vision of what the Department itself needs to do to achieve
its mlsslon. With the exception of the objectives set forth to remedY
problems In student flnanctal assistance, the previous Secretary did not
,
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..tablish a management framework with goals and objectives to be
accomplished if ED was to support its agenda. Moreover, this general lack
of management direction was exacerbated by ED"S long-standing practice
of tllling key technical and policy-making positions witl1 managers who,
lacking requisite teclmical qualifications, were iJI-equipped to carry out
their maragerial r..ponsibiliti....
Further, ED·S management structure and systems have inadequately
supported its Jru\ior initiatives, such as student aid or special education
programs. The Department has no systematic processes for planning,
organizing, or monilOring for results and qualit.y'improvem.n~ L.ddng
both clear management goals and a Secretarial focus on management, ED
cannot effectively align its activities to support rruijOf initiativ~ carry out
. its programs, or correct identified problems. In our November 1988
transition repo1'41i we recommended that the Secretary establish a
SecretariaHevel strategic management process to address these
de~ciencies. This has not been done.
.,
.'
systems need attention. To give the Secretary the
tools for managing the Department, information and , financial management
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systems must be repaired, Managers lack the information and resources to
overSee"oPerations; give technical assistance; and ensme financial
intereSts against fraud, wa.';te, and mismanagement., To lead and sustain
th~e efrort.s~, ED also needs a skilled work force. But the Department does
not adequately recruit, train, or manage its human resources to ensure that
workers can accomplish its mission and implement Secretarial initiatives.
ED'S major management
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Background .
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Created in i979,' Ell is one of the youngest and smallest Cabinet-level
departments. Its 5,000 employees fulfill a diverse mlssion: (l) to pro,ide
financial aid for educatio.n and monitor. jts use, (2) to fund and pursue
education-related researdiiUld"infomtiltion dissemination, (3) to ensure
equal acceSs to education and enforce federal statutes prohibiting
discrimination in federally funded programs ""d activities, and (4) to
provide na.tionalleadership in ident.lJYin& and focusing attention on !11l\ior
edueationallssues and problems. (See app. III for a description of ED
offices and funding.) As EO'S fiscal year 1992 appropriation 0($28.8 billion
indicates, the federal role in fInancing U.S. education is: small. The
Department directly funds 5.6 percent of elementary and secondary and
b'J'nansition Smes F..due.alJDll l!!SUes (GA~lS'J'R. Nov. 1988).
'Uqcly drawn from eiements ot the Ikpa:rtmentof Health, Educadoft. and Weltare, ED becatne.
tunctklning department In Jdby 1980.
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12.3 percent of postsecondary expenditures," Historically, however, federal
leadersrup alld policy leverage have been significant, particularly In
securin.g equal access to educational opport~es for aU Americans.
In addition to mission·related activities, ED Secretaries have used their
position to promote such initiatives as effective schools, drug·free schools,
and school choice. Historically, these efforts were not connected to any
na!lanal aducatlon agenda that could give dlrection to federal, state, and
local education activities, The situation clmnged in 1990, when the nation's
governors, in conjunction with the Vlhite House, developed the six
National Education Gaols. This was followed In 1991 by the Bush
administration's long~term strategy, "America 2000t for achieving the
goaIs.'
•
Over the past 12 years, the Department has found fulfilling its mission
increasingly dJJ1lcult. While its .taffhos steadily decreased, its work load
has grown (see fig, 1), ED waS hitliarder by uie reductions-In-force of tha
19S0s than any other Cabinet d;,p,irtmesit. By liscaI year 1991, ED'S use of
full-tlme-equivulent (rn:) employecshad declined 33 ~ from its liscaI
year 1981 level Yet throughout thIs perioo"the Congress gave the,,· ',•. , '.
Department 'responsibility. fo'" 7ri 'lie~,.'federal programs. In addition, the
. " ..., .. ..number of grants and ~:1¥'~,~, ~»,,~~~,,~Y ED grew,and cl~ rights,; :l'. ~ i
complaint'! flied With it reached thetrlgh€ ; !t levels In the Department's" .
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history (see app, lV), ,".: ,. :, ;-t" "
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Exacerbatlng the work load problems was EO'S culture' and negative
self-image. Early leadersrup did not enhance l;e self-image: the I'inlt
Secretary of Education had only a few months in~lMhich to try to organize
the Department before a new administration took office. The next
Secretary made dismantling the Department a formal gnal and did not
request a budget for it In flS<Ol years 1983 and 1984, SUbsequent
d;.'YVting littl~ 'attention to
Secretaries focused on external policy agendas,
departmental management.
~~ yeu 1002 ~byChe ~ ~ ~daesnotincludetbeportionof
rcdenl.l supportpmvlded. indltect1y to these InsUWtlOM 'IhrtIu&h ltudt:ntaidprocratll:l andva.rloustu
expenditw'e& Neuber does it NOeet tI\EllJUPPOlt that ~ inst1M.IOM receive from other
fWeraI agencies. auclI M f1!tIearCh and dtm!lopment. gmntIJ,
•
,-
'EO, A.me.a 2OO:l: AIl Educadon ~. Sourcebook. April 18, 1991.
'An org;Wmt1on'& culture 00ZI51sts of the ba$lc underl,)tina aaautnptkma, belief&, vall.ll!lll, IUtittIdet, and
~ llharedbyits~
;,
I
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Figure 1: EO Staffing Declined While
Program. Inereaaed
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.~----------------~~---------------."
•
ED'S strategic and operational management prob:~ms have been
documented at length by GAO. OMBI EO's Inspector,General, congressional
conunitu:€s, and many internal reports and task forces. However, serious
probl~ms have persisted or recurred, To help ED manage its iru:.:reasing
work load and tackle chronic management prouj~.m'1! 'We subdested in our
1988 transition report that the Se<:retaIy establish·a strategic management
process. This would have enabled the Secretary to set major goals and
priorities, monitor progress against these goals, and provide feedback to
senior agency managers. It also would have alIow~ the Secretary to
systematically correct and improve ED'S management systems.
•
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B-24Hi90
•
Principal Findings
Management VISion
Needed
Without a Secretarial-level process for setting dear goals and priorities
and dealing with Issues requiring long-tenn focus, EO'S ability '" implement
solutions to problems and engage in effective Department-wide planning
and management is impeded_ We observed this In our 1988 report and did
so sgaln in an August 20, 1991, letter'" the Secretary. However, the
Department still hftS not developed and institutionalized such a process.
To be effective, strategic mansgement must be linked to the budget
process; for maximum long-range results, strategic plans must drive
budget requests. Absent a strategiC plan, ED may be unable to assess the
resource levels needed to respond to future changes in program direction.
Traditionally, the Department has operated as a·conglomerate oClUgely
independent entities (s~ app.1II). Calling priorities unclear, managers we
interviewed said they were unaware of what Secretaries prior to Secretary
Alexander had envisioned for Ule Department a.whole. In revi"ewing, ~
past management practices, we wer"e toid by n1imy top'omcials-'incJuding
th~ responsible for management~uit they ~~~~lves w~ere ."out of the
l<?Op-" That i:S. they were nO,t in-volyed·~· Pri.oritY~~(~ttiji&~tt~~i.on~rnakin&
Wormation flow, and resource allocation, While articulation of the
America 2000 strategy provided a much-needed poliCY cOncept that
defined the national education sgenda, it did not offer a ma.nsgement
vision for the Department as a whole. The only major managemen t...._
as
'. -. -
,.
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initiatives-a ma.nagement-by-objectives process,lO' a program
......
accountability initiativ~11 and ajomt OMMD assessment of the student
financial assistance programsl:! -were either required by or included OMS.
Without a top-level visiOn, managerial efforts tend'" be focused on WC·; •• ,.~
needs of the individual units in the organization, not the Department'as a
whole. For example, because ED'S infonnation resources management
planning takes place at the individual unit I.ve~ not Department-wide,
critical decision-making infonnation often is not shared. As a result, when
wnw f1nIt management~ftI plan was submitted to OMS in I'lx2d year llI9CL
uImplerncnted in tilll. w lnitiati\1! nwutai.es that ED conduct. ay1It.emadc: and ~
aumlnatIon of ao:ountabillr;y II)'Sl.eIYtll tor every p:rogam.
•
ttsegun in De<:ember 1990 a a ~io the student10an de1a.ult problem. thlsstudy made
reeorn.mendatiorul w I'.'f.'Ifl'eCt problems in tfIanII.ging th~ I!Wdent Ana.nebd a.'lSistance progmne.. ~
reeotTU'fIendatiOO5, made to the Secretary of ~n and the J'.li.rector of OMS, were ~ 01\
Apnl8.199L
......
�•
planning problems were combined with ED'S inaccurate and incomplete
records, erroneous payments and loans were made to ineligible bOlroWezs,
Absent a top-level vision, infonnation technology efforts tend to
degenerate into loose collections of independent systems specific to a
particular office, ill
Ukewise, the financial management of En's programs suffers from a lack
of a unifying vision and clear priorities. In the pasI, some managers
dlscounted liscaIlnt.egrity as a goal, believing that the Department existed
largely t<l get money out t<lstates and local granUles on time. As • resull,
ED focused too much on the execution of program funding activities and
too little on program accountability. This focus has contribuUld t<l the
mounting problems with student fmancial assistance and other fmancial
management weaknesses,
Leadership Corrunitment to
Management Lacking
'.
In 1991, Secretary Alexander inherited a riiana'gemeni inirisuuctU.re',
weakened by past poUtlcalleadership that had not gi~.r;' piion!;' to .
building and roilintalnlng an organization that coUld implement rTuiiOi:
pOlicy initiatives. Targeted for abolition in the-early)980s; EO had'": r: •" .'
difficulties in atb'actlli high Uality A..~istat1t SeaetartciS:'<I Ei)sit1~e
suffered from
A
,'.
, .'1_' - ,
.!~" ' . ' "
", ... '_n'''m"<'.''·'''':'"~t-.''L "''''-"
management's practice of plaCing unqualified managers m'key tecfuUcal
and poliey-making positions. The high turnOver among nWUigers'3!so has
• . ' , 'l'
". • • '1
been problematic. For example, in the I-year peti~ from'February 1000 to
February 1991 ED had three successive directors in the information
technology area, two of whom said that they were unquallfied for the
position. Only in 1992 did ED hire a permanent director with • background
in information technology. Further, ED'S leadership has had a greater
proportion of political appoint.ees than other departments, contributing to
heavy management turnover. Wjthout consistent, knowledgeable
leadership. information technology problems have languished \l!\feS(l!ved.
~e!ent n~g1eet.
has
rruuor :protiiemHaS{been'·\-:~;~.;\~~:i-
Even when problems surfaced and ED'S staff and senior officials proposed
solutions, in«house technical expertise was often ignored and
implementation of planned solutions was not tracked, This happened, for
instance, when the Department decided to let a long4eIm contract to
improve ED'S fmancial infonnation system. Although ml989 ED staff wrote
•
�B·2-41690
•
a request for proposal that reached the !inaJ stage of bid review, action on
the project was stopped when. new Deputy Under Secretary for
Management was appointed. After a 3-year delay, a new effort was begun
in 1992.
Leadersrup problems also have occurred in the student financial
assistance area, which had three Deputy Assistant Secretaries in the
IS-month period between JanuarY 1991 and July 1992. As of March 1993,
the position '0\'35 vacant. Lacking continuous, quallfied leadership, ED has
yet to successfully implement all of the fundamental managerial reforms
recommended by thejointmm/ED task force l5 in 1991. One such reform
would address student loan de!aults-willch totaled more than $14 billion
as of September 30, 1991-through strong leadership in all senior ,
positionsl as welJ as better systems and controls. In particular, the OMBIBU
task force recommended that the Deputy Assistant Secretary for Student
Financial Assistance be lIan extremely well-qualified person... available !or.-.~' '-:-.:-:
the long-haul" The first appointee had no background in loans or student .:','. ',: ~ I
financla1 a..'iSistance and abruptly resigned after 7 moot.hs. The neXt .:~:~;:' : '~, 'I' M.~.'.:
appointee. while qualified, Jeft ED afier·5 montllS.
• ._'., '1'.;-.' ':'" h",j'~r\t:"
:,.;'.' .
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"
:" '..'., Improving Basic
,\ii'\'i Management Systems
. Imperative
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In developing and implementing cntlcal'policies;'goals, pdonih;;sr·andl·nr,;$,.,ttti~~
programs, ED does not have lllplae'Eft.httStiUctures and,systeinSifn~ed;'~~:tt't,j.,
support ma.nageruu decision-making and accountability. ED alSo liCkS- the· :f,I~~::;~ !
n""essaJ:Y infonnation, tracking capability, and financial controls. :' "',",
,
<So..
,
.
..
In gauging how successfu11y it is enhancing education oversight,IIl ED lacks
or has not used existing key information. For instance, it cannot say
whether and to what degree persons with disabilities receive federally
funded rehabilitation servic.... Untlll992, ED did not use existing
information to identify students who default on loans and then receive
new ones, In ED's Chapter I Program, the $6.7 billion federal program
supporting the educationally dlsadvantaged, ED ol!lc1als have reported that
states do not provide timely infonnation needed to effectively monitor the
program, plan for future expenditures, or Justify annual budget requests.
Similarly. because its financial management system does not provide
adequate financial controls and cannot produce accurate and reliable
•
PaceS
�•
infonnation, ED cannot ensure that its programs are financia.Uy sound. As a
resul~ its programs are subject to increased risk from fraud, waste. and
tnismanagement.l'T ED'S protracted financial management probJems have
been discussed by its Inspector General and OM. as weU as GAO. They
involve such important mattern as guaranteed student loan defAult.s-$2. 7
billion" in fiscal year 1992-and millions of dollars that remain unspent yet
unrecovered from the $Ui billion in discretionary grants and $232 million
in contracts that EO awards each year. For exampJe, as of June SO, 1990,
250 expired discretionary grants that were 3 Qr more years old had
unexpended funds totaling $1 1.2 miHion, ""cording to ED'S Inspector
General. IIi These monies remain uncollected.
The Department has underway several efforts to improve financial
management, but it still faces nuYor challenges in developing a single, fully
integrated financial management system and producing financial reports
that are useful to decis!on~makers, Financial management improvements
must be a continuous process requiring top management support and
commitment The Chief Financial Officers Act ofl990 (P.L. 101-576) giVes ",
EO a framework for improving its overall financial mana.gement.?£I
: :!~.
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become
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such'aspectS'::
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Critical work force problems also have confronted ED as its
' , ' ~"'A~~"i.~,:.
responsibilities have grown and
~'ore'~omplex. B~Use ci~~;,:~~f{;i~~~~~
mcrea.<;ingly constrained staff capacity (~' ~pps: rv and V)t
.:~."
of ED'S mission as program monitoring and oversight are inadequate, For'· 1','; ':'1)]
example, the Department has relied heavily on an honor system in its
fmandaI management activities, It pays over $5 billion annually to lenders
and guaranty agencies on the basis of unaudJted summary billings.
Moreover. the shortage of technically qualified staff has contributed to
management problems in the financial and infonnation areas, The lack of
staff with accounting or financial backgrounds, for example, plays a mL\lor
,
role in the persistence of serious problems in managing student financial
assistance programs.
i)eparummt ot Education figure
i~
unaudited and
w.Ay
be !IS I'Jgh as $2.9 billion,
_'T''''_ ,
)$ED, Office of Inspectcr Genenll, Expired Grants AJIo""M UJ Rl;:malrt Open fOr Year" Audlt Control
No. 11·9(1760. Mar. 1991.
XISee The Chief F'inandaJ Otncelll Act.: A Mandllte rot
(GAOlAr"'Mn:}z HI.4, SCpt. !lIDI}
Pq:e 9
F~raJ F\nancial Ma.rtatement Reform
�B-U161Hl
,
,
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I
i
Throughout th<! 1980s, EO's investment in training lagged far behind growth
~ in training investment in the fede1Jll "government generally. Likewise, EO's
proportion of staff receiving training is less than the federal average.
Also, the amount of time and money individual ED offices spent on training
has varied onidely.21 For example, in fiscal year 1992, the Office of Inspector
General spent $379 per fTE employee on external training, while the Office
of Bilingual Education and Minority Languages Affairs .pent nothing on
outside training. Similarly, employees in the Office of lnspector General
used 37 hoon; per m employee in internal and external training, while
Office of Postsecondary Education employees used only 9 hours of
training per ITE employee. The DepartJnent·wide average was 18 hours per
F"J'E employee. In addition to problems created by lack of training, many
senior managers recounted difficulties related to recruiting staff and slow
processing of f;D'S personnel actions, AlthQugh human resource issues
have been identified in nwnerous studies. work force assessment has not
been systematic. In December 1991, however, efforts were initiated to
improve human resouree management (See app. V.)
Finally, EOIS work force problems are exacerhated by the Department's
demographics. Large percentages (between 40 and 50 percent ~ .some job
series) of employees are eligible to retire. Meanwhile, ED' offiCi3IS .5a1d,' like
oUler agencies, ED is having
at:t.racting and
high..skilled workers, such as tavvyers, in some regional offices. An to
report" notes that nearly half of the Career Intern Class of 1984 had left ED
difficulty
keepmg'ytUoger;
by 1989.
Strategic management
or human resources could substantially aid the
Department in meeting current and future policy and program ,
requirements. By linking hUI!\JUl resource planning" to a strategic
ma.nagement process (see fig, 2), ED could use such human resource
, activfties as'sWflng, rewards, and training and development to support its
goals and objectives. Under such art approach, key managers are actively
involved in plarming for the organization's future, including structuring the
tiThe amm &mOWlt ottndning b hlghtr ~ aome t::a.Irung Is not~
:!:lED, H~ Manu Leaml.ng Center, Strategic 'l"ruInlflg Plim Cor the Depattmento! Education, FY
1992·PY 1995,
•
1'l!Human raouree planning !:sa hrnewotk for declskm-making Md ~t that ~ tru!;
<XllIIMlqUer\CeS glan OrgaruJaUon'A5ItategiC plans and dynamic envi.rtmment on Itt employf!!(lb. Such
planning aims t(I eoslU'!'! lh/lt the ~on h3a efuwgh employees avaibble with the right sldlls
when and whern netlded to respond to change and IItCCOmpllith JGals.
p.,e 10
�•
mix and organization of resources to accomplish goals and meet
challenges posed by changing work force demographics."
8881(:
Elem.ntt- 01.
Stmtagle
_l'Wlgemtnt
p..,....'
Pha... of
Human
RtlQ\Jtte
Pl4lnnlng
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Rbclpi'ClGtll~
_ _ Ptt;.G$$lIow
Agency Cultural
Transformation Needed
•
The Department's major ll)MIagement problems remain unresolved, many
ED managerJ-ttelIeve, in' :.~art because of the agency culture it inherited
from the Department of Health, Education, and Welfare! its parent agency
until 1980, An ED task force observed that this culture is characterized by a
focus on short-tenn solutions, highly cent.ralized decision-making, and
limited communication with and use ofcareer employees by senior
managers in management prob)em~solving. In the past, strategies that
would have allowed the Department to move forward on mana&ement
support issues were developed but not acted upon. This problem exists at
all levels of the organization. For example, several proactive Assistant
GAQIHI1l.Mlti47 Dep&r'tlnHlt otEduWSoa
,
�•
Secretaries tried to implement a strategic planning process in 1989 but
gave up when the Secretary declined to participate.
Furthermore, ED has a negative self-image, ED'S managers spoke of the
Department as a dwnping ground for staff and equipment that other
agencies did not want. Some offices referred to themselves as
"step-c-hildren," "sta.rved'" for such baslC resourCe!; as staff. computers,
training funds, space, and equipment. In addition, the Connal
administration alwmpts in the 19805 to abolish the Department and
recurring reducUons-in~force, have fostered the negative self-image.
••
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Despite these roadblocks, ED managers are receptive to change, In
addition, EO'S recent leadership has taken action to promote positive
change In the agency's culture and managemenL Withln months ofhls 1991
confirmation, Secretary Alexander articulated a policy vision for education
and established a respected ma.nagement team. At Department-wide staff
-, ~... rneetin~ the former Secretary reported to ED staff on agency activities
".
,_ . and progress; and discussed the values and beliefs he would like to see
.-, .,,' '~¢tjmted. Pr:evious managerial efforts that were neglected by lOp
. m.aitagement--such as a human resources task force report2tl ':"""were
•
, ".;
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•
,.,
'';.If;!S~C~ and implementation of their rmdings begun. Similarly, in 1991
,~ "/..;~.. " .~e fO,rmer ~retary, Deputy Secretary, and, other senior executives began
(1, .<,.'>,~,;~!;~:2,::'·~~~ ,directly to staff for answe'rs'tq management problem.<lj such as
"
" ' '"' . " 'ho~ to resolve financial management issues.
The former Secretary also encouraged more participatory management
techniques,26 s!Jch as those experts agree are useful in promoting positive
organizational ctU,,;oge. For lnstance. the Office of Vocational and Adult
Education developed a quality culture Initiative. Similarly. a Total Quality
Management model developed in one unit of the Office of Postsecondary
Education was being exPanded to the whole office. In September 1992. ED
took initial stePS~UJ:btigin Dep:itment~,"'ide quality efforts.
'While these steps and others constitute a promising departure from the
management neglect of the past, they are new and not an established part
of the organizational structure. Thus, with the change in administration
the momentum could be lost. To institutiona1~ refonn of EO'S
•
�•
management lnfiastructure, ED must take several actions to ensure its
ability to support implementation of the national education agenda.
Recommendations
Building on the btitlal steps taken by the Department over the last 2 years
to improve operati-ons. we recommend that the Secretary of Education do
!Jle foUowing:
• Articulate a strategic management vision for ED that demonstrates how its
management infrastrUcture will be developed to support its mi~ion and
such Secretarial poliCY priorities as the National Education Goals.
.. Adopt a strategic management process in the Office of the Secretary for
setting clear goals and priorities, measuring progress towards tllose goals,
and ensuring ac<::ountabllity for attaining them. Once implemented in the
Office of the Secretary, take the necessary actions to implement this
process throughout the Department. Such. a process should also provide a
-..
vehicle for ensuring both Secretarial-level and employee involvement for
solving rillu'or mi.agement problems and for planning and managing
~..
•
Iong.terrrl cM.nge~'" " ~ .f · ·
, .. ,
.".
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• Enhailce irianagemenf leaderShip throughout ED and strenfithen agency
culture by (1) ·iffipJe~~n~ a Department-wide strategic management
P~~t ~(?~J~~b!ifl-:t~g, g~, management pfacticcs:~tru!i ED and
suppOrting' tlieir.adoption where appropriate in other parts of the
Departmcri( (3) rew'W:ding managers for good mSllagement and
leadernltip, and (4) mllng technical and pollcy·making leadership positions
with people with appropriate skills.
• Create for information, fmandai; ~.pd human resources management,
strategic visions and strategic pl~ that are integrated with the
Department's overall strategic management process.
A-g-e-n-c"y~C~o-mm--e·n-ts-----'-;Th;;;::e:-;D;;-e::P::artm=::.::n-:t-:Of~E;;;d:;:U::C:,;;(jo:::n::-::'pr=·~~d~(fwritte~ coiiiin''';'C"n-ts-o-n-.-draft--o-r
this report. Their comments are stunmarized below and reproduced in
appendix VII.
The Secretary generally agreed ,,1th our findings, noting that the report
Win serve as a useful road map as the Department pursues efforts to
•
improve Us culture and management. In addition, although noting that
some changes to build up ED'S management capacity will require several
years, 'the Department has begun to act on our recommendations.
Specifically) the Department is near completion of a strategic plan and
Total Quality Management guidelines that' -will serve as an initial
�•
-~~~--~------::--:--:-----:~---:-:------,:
framework for improving its perfonnance In the critical areas addressed In
our report.
All you latow, the head of a federal agency Is required by 31 U.S.C~ 720 u>
submit a written stateme.nt ofactions taken on our recommendations to
the Senate Committee on Governmental Affaits and the House Committee
on Government OperatiOI1ll not later than 60 days after the date of the
report. A written statement must also be submitted to the Hoi.tse and
Senate Committees on Appropriations with the agenC!1's first request (or
appropriations made more than 60 days after the date of the report.
•
We are providing copies of thls report to interested members of the
Congress, executive branch agenci~ and the public, We also will make
copies ava.i.lable to othem upon request. Our.,work was perfonned under
the direction of Gregory J,, . .
McDoruud;-:5ife'CiOr of Human Services Policy
'f
-"" ••
and Management Issues, who.~can.b~ ~h<id ilt,(202) 512·7225, Other
nu.Yor contributors are listed in aPpendiX vm.. .
,
Lawrence H. Thompson'
Assistant Comptroller General
..
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':!,Ii.,.-;,,:/...
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�Contents
•
1
Letter
Appendix!
Objectives, Scope,
and Methodology
22
Appendix II
National Education
Goals
Appendix III
Department of
Education:
Organization and
.·ograms
AppendixIV
Work Load Increased
While Resources
Declined
23
23
Organization and Functions
,
"
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", 29
ED Resources Decreased in the 1980s
ED Work Load and Responsibilities Increased
'.'
, "'. "_:': ,,"~ >i,t.:> ;,i"-29
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AppendixV
Human Resource
Issues: Training,
" Recruiting, and Work
Force Assessments
Work Force Composition Diverse
Employee Training Neglected
Recruitment Problems Widespread, Timeliness an Issue
Issues Identifiedt but Work Force Assessment Unsystematic
Efforts Unde~ay to Improve Human ResoUl'Ce Management
33
33
33
35
35
37
35
AppendixVI
Tables Supporting
Figures in Text
-
•
Pace HI
-.~
1
�Coo......
•
Appendix VII
Comments From the
Department of
Education
41
Appendix VIII
M::ijor Contributors to
This Report
42
Related GAO Products
.',
Tables
t:'• .
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~
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,'\:1- '~,;:_
•• :,
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.
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Figures
~
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Education General Management Review Report
Other Related Report.s
Table ill.l: Department of Education Offices: Function, Funding,
and StallIng
Table VI.I: Data for FIgure I
Table VI.2: Data for Figure m.2
Table VI.3: Data for Figure IV. I
Table VI.4: Data for Figure 1V,2
. Table VI.5: Data for Figure lV.3
Table VI.6: Data for Figure IVA
Table VI,?: Data for Figure V.I
Table VI.S: Data for Figure V,2
Figure I: ED Staffing Declined While Programs Increased
Figure 2: Linking Str''''gic Management and Human Resource
Planning
Figure lll.1: Department of Education Organization Chart
Figure 1lI.2: Most Spending Managed by Four OIIlces
Figure lV.l: ED'. Reduction of Stafl' Grea",r Than Any Other
Cabinet Department
Figure lV.2: Congress Usually Appropriated More Than
Presidents Requested for Programs but Not for Salaries and
Expenses
Figure {V,3: Number of Discretionary and Formula Grants
1ncreased Over Time
•
hie 17
44
44
44
25
.
"
,
'"
>
"
. 38 ,'. ",
38.
5
11
24
28
29
30
31
�•
Figure IVA: ComplainlS Filed With the Office for Civil Rights
Rose to Highest Level in ED's History While Staff Dropped 23
32
Percent
Figure V,l: ED Investment in Training Lagged Behind Pederal
Government
Figure V.2: Percent of Employees Receiving Training Less Than
Federal Average
'"
•.
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,"
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"
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'j"
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_ ...
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~
Abbreviations
GAO
•
, ED
PrE
OMS
0""
General Accounting Office
Depanunent ot Education
fulJ~time--equivalent
Office of Management and Budget
Office of Personnel Management
34
35
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•
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--
-.
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•
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GADlHIU).9S-47 lklpvtmnt of Ed.ado.
�Appendix I
Objectives, Scope, and Methodology
•
The purpose of this general management review is to identify the key
management issues facing the Department of Education and assess the
extent to which its management systems and processes support its
mission. General management reviews differ in focus and consequent
methodology from our customary work. Typically, our audits and
evaluations are done at the request of the Congress and focus on program
issues. In contrast, we generally initiate management reviews and through
them address such broad, agency-wide issues as strategic planning and
human resource management. Such a review depends on the cooperation
and support of the head of the agency. Getting action on reconunendations
that often call for fundamental changes in how an agency operates
requires a strong commitment fr,om the top.
•
"
Grounde~ in the experience' of successful management consultants, I the
methodology for a general management review assumes that the key
information ~about the way the agency fWlctions---its strengths,
weaknesses, problems, solutions, baniers to change, and culture-resides
ifl'its staff. Some reViews have used questionnaires extensively to tap staff
expertise. Another efficient way is through interviews with agency
officials. For this s~udy, we corroborated and augmented infonnation from
interviews with information from other studies done by GAO, departmental
inspectors general, and others and pertinent departmental and other
documentation.
We interviewed senior officials at ED and examined relevant documents
and reports (such as in-house studies and task force reports), personnel
statistics from t.:i,~ Department and the Office of Personnel Management,
and GAO, ED's Office of Inspector General, OMB, and Federal Managers'
Financial Integrity Act reports. Our 151 semistructured, in-depth
interviews, primarily with ED'S managers, senior executives, and
presidential ap1Ji1ir.tees, inc~lJ.ded questions on various management
topics. Among these were: strategic management, perfonnance
monitoring, communication, infonnation resources, human resources, and
fmancial management. We also asked about the interrelations between the
program offices and central support offices, activities and current status of
cross-cutting task forces, innovative programs or activities, and the
strengths and areas needing improvement within the Department. This
report includes information covered in our briefings with the then
•
'For example,
Pare 20
Ck
GAMlB.I).93-47 Department or EducaUon
�Appt!Ddh I
ObJective., Seope, ud Het1wdol0i7
•
Secrelaly of Education In July 1991 and his stalfln November 1991 and
our leiter of August 1991 identiJYlng problems In ED'S p1srmlng processes
and recommending lniplernentation of a strategic management process.
Our work was conducted at EDtS headquarters in Washington. D,C" and
ED'S Dallas and Chlcago regional offices between December 1990 and
November 1991 In accordance with generally accepted government
.uditiI,g stMdarda. W. updated seleeted data through September 1992.
•
.
,,1 "'~ 1"· ,
"
<-
•
�'m
Sf "=S='
!y>pendlx U
National Education Goals
•
In 1990, the Jlation~s governors, in cOl\lUnction with the White House,
developed six National Education Goals to be met by the year 2000: 1
1. All children in Amerlca will start school ready to learn.
2. The high school graduation rate will increase to at least 90 percent
, 3. Amencan students will leave grades four, eight, and twelve having
demonstrated competency in challenging subject matter, including
English, mathematics, .denee, history, and geography; and every school in
America will ensure that all stude,nts learn to use their minds well. so they
may be prepared for responsible citizenship, further learning, and
productive employment in our modem economy.
4. U.s. students will be first In the world In sdenee and mathematics
achievement.
•
•
5. Every adult American will be literate and will posoess the knowledge
and skills necessaxy to compete in a global economy and exereise the
rights and resPonsibilities Citizenship. .
of
6. Every school'l.n America ';(.m be rice of drugs and violenCe and will offer
a disciplined environment conducive to learning.
�Appendix llJ
Department of Education: Organization and
.Programs
u.s.
The
Department of Education, created in 1979, is the primAry
Cabinet·level federal department that assists the President in pursing his
educational agenda for the nation and in implementing federal education
laws enacted by the Congress.
•
Organization and .
Functions
•
some 5,000 employees. About half work in six program offices. The
others work in several C€ntral management offices (including the Offices
of the Secretary and Deputy Secretary),lhe Office of Inspector General,
and the Office for Civil Rights (see fig. m.1). Each office has a role in
carrying out ED'S diverse functions (see table illJ).
ED has
~"'''''':'c.ry
•• ; 0(: .•,
",:.', "-':. ',,,
r.t: ,t h~';' ~ ,;' .
-"'.' .
"
•
CA,O/UJiD·9341
~putm~nt
ot Eduu.tiOD
�m
ApprndlI
De.JNU"tmeDt of Eduu.t1on: Orpnhatlon and
...........
•
Cri.r
s.,
"
Secro~
!OIGI
of Ed.lcation
...
~
Ed""..",
Sm,
I
"""'of
_B
_m -
I
"""'"
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eor.g,{<nlonal
iiX.CAj
oro-.Ql
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ta,.e
om.. '"
ltgiSl3llo."!nlWl
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om.. '"
,
,
,
,
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-~,
Cri>lf 1'1fl111tl(j~11
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{OOC)
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91i1m1mtary
SC!cortlllly
(OESq
I
.
""" '"
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Po$tt~'Y
,-
OffIce 01
e(lu(l:t1ll')l!l!1\(j
R.habirli'l~
(ClERI)
lOSERS!
Soorco:EO,
•
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_
...
OIlIoto!
•
."
I v :.' Affair'$"' ' .,,,.
vT,·In«YllQ'Irq~ ,
0tIIee cllllhV,"
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0
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,"""
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P\arlling
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om.. of
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�-.~.-~.-~--~-~- ~------
AppemUxID
..........
~putmenl o/Edv.eadoa: ~tiw azul
•
Table 111.1: C>.partment of Education omeu: Function, funding, and Staffing (Fiscal Year 1992)
5Oiiam";n m,;1:ions
Offl~====~~==~__F~U~~~lo~n~~~~~==~==~~~==____-=A~PP~!~D~prlM~~1on~,...._p~r~og~~~r~...~E~m~~~~~~.
..
Posll~econda'Y Education.
Elemer,lary and Secondary
Education
Spacial Education and
Rehal)ii!lativo Services
Voca:ional and Adull
Education
, \ . ' " . 'dvcatiof'lal Research and
.
.' ,TlprOveme;'t1
Bilingual Education and
Minority Languages Affairs
$12.109
programs, including student financial 8ssistanc(t,
institutional development, sluOOn1 seMces, hOuslllO
a'id academic facIlIN~$. COOO4Iralive ooucatkm,
internalional education, and graduate education.
9,189
Provides flna'1Cial assistance to slates, local
education agencies, and Indian·conlro\ ad schools to
improve preschOol, elementary, and secondary
$chool studenl ach'evement.
Supports pfOQrams thai assist in educating children
5,054
with special neEtas, p'OVides raMbliitaliv& services to
youth and adults with disabilities, and SUppMS
(e$oa~ch 10 improv(! the lives 01 individuals wilh
disabilities.
1,4-03
Administers programs that t<elp slates assist adUlts- in
atta.ining tl1e basic skills needed to ¢:blain a high
school clpjom~equilJaJe:-rt and find emp!oy:nern.. ~---~'CC=-~-Col!ec:s. analyzes. a...,d d:sseminates information on
420
the progress and condition of .A.merican education;' .
conducts and funds ~ducalJon researCh; and
adminis:srs programs to promote re/am and
,
Innovation, improve practice, and enhat:lce. libraries J
al"d library education.
'.
Administers funding for postsecondary education
54
1,222
58
287
59
113
;-••._ '."w, __
,,=c-~~,.-=,---,
35' -, - \"-;;'·!·.495~'
Acmlnlsws bilinQual education programs to studen]$
wilt> limiled English proliciency in eiementary and
soconeel)' sChools and conducts researCh and
evaluation ir, bilingual education.
~.~~~~---
Enswes eOJa! access in federal!)' lunded edl.lCetion
Civil RightS
programs by inves:lgating complaints, conducting
compliance reviews. and providing tochnical
assislance 10 help ins:ilulions achieve voluntary
~"":j-J------4t.-~'~_-c-_ _-c:comPliance with civil rights laws.
The Secretary
Provides for the ovorall direction, supervision. and
coordination of ail Department activ:ties and advises
tha President or all federal policies, p~ograms, and
aclivilies related 10 U.S. educatIOn,
Deputy Secretary •
Assists Ine Secretary in the diSCharge of Secretarial
dut:es and responsibilities. The Deputy Secretary
sarves as ACting Secreiary in the absence of the
Secretary,
,
,
,
105
•
,
24
(COfllinued)
•
Paa:e25
�Appeudlxm
l)e,p&rtmellt of Education:
Orcenlution <d
""'''
•
Dollars in millions
Offlc.
Human Resources and
Administration
Function
Oversees departmental administfeHve mailers. and
ApproprlaUane
,
,
Employee,
•
365
5'9
c:r&ets, coordina:es, and 'occmmends pelie'as for
activ'lies 1M! inch."de- eva'uat;ng a"ld assessing the
departmental prograrr_s and tnlemal management
practiCes; managing the Depanme."Il'S discretionary
grant~Makirg,
procurement. and automated data
orocess:ng activ:lies; providing persOl"nel and
Inspector General
.;.
,
.
,
•
',,,
'd •
dral Counsel
,
lra;,"Ilng services 10 departmer\lai olfices: providing
resource management services, including !acilities
ma:1agament. aC:'l'1inistrativa support, and
-'
audiovisual communications; and develop:ng and
managing 1M cepa1mental Aflirma!ive Action
Program.
Conducts and supervises audits, investigations,
inspections, aM other reviews 01 ED's programs and
operations: provides leadership, coordination, and
policy recommendations 10 promote economy,
efficiency, and effectiveness; prevents fraud and
abuse in ED programs and operations: and reviews
proposed and existing legislation and regulations
governing ED's programs.
Provides legal services \0 the Department and its ,
officials that include: interpreting alJ federsllsws
affecting ED's operations; representing ED in
,
administrative and Judicial litigation, and drafting and "
reviewir'lg legislation and regulations for EO; and
advises the Secretary and other oHicisis on policy
initiatives and legal developments,
Policy and Planning
Oversees aU mat!ers related 10 Department program
plans al'1d directs, coordinates, and recomrnends
policy tor activit'es thaI are designedJo: coordinate
plaf''1ing a"ld policy discussions with the OUice or
Managemenl and Budget and Executive Omce of the
President; direct analytica: st1.ldies on tM economic,
socia!, and :'lstitutional i~:;Iact of exisU'lg ard
~roposed education policies and prWde advice on
Ihe formulation 01 departmen1al policies, legislative
proposal, and p'ogram operatio:"ls: ano develop,
coordinala, and ~O'1itor a. plannr'lg system for
supporting t"le Department's long-term program
strategies and financial plans.
100.ergoverr.me.1ta! a1a
Inlera~ncy Ailairs
Serves as liaison betwaer ED and H)e o1.lblic and
provides overa" laade'st<p It)' ;he Deparlmanl in
estabHs'1ing communications with a wide variety of
lruergovemrnenwl.'intefagency, inleroational, and
public advocacy groups,
.'
•
-.
26
"
.
,
,
,
,
65
125
(continUed)
�Appt!IUUx
m
)).epart.me.at otEdOUUoD: Ortm!Mdoll ud
...."'
•
~'"":="==~C7=CC-______~F"=n~c=tI~o~n-.c=c=c~==~~=c=c~~~______~Ap~~~~ri.=t~lon~.;-~~~~'~.~m~',·~Em==P~~~"'~'
Management and
Oversees aU ma1:tors fslated to program poliCy.
BudgG\lChiel Financial OHicer budget and legista!Ne development; manag6menl of
the Department's program budget and administra::i",e
reso,;rces: t,'l8ocie! management, financfa! control,
and accounting; and program analysis".:--::--o----~---------COOrdif\016S af\d directs depalimentallnIQ(a.ction
legislation and
Congressional Affairs
with the Corlgress by working closeiy wlth the
Sec'etary a1')d departmental of'ices 10 oeve!Op and
present ED's legislative programs and coordinating
cDngreSSionallestirnony 'v'f Depattmern officials, This
office also responds 10 congressional inquiries. about
Department programs and policies and notllies
members of the Congress aboot award of grants and
con1racts,
I:
~
250
II
,
'AS QllI$cal year 1991.
!!These! offices do not administer programs.
,
C'fl'IMO offices do not re<;e!vt a separate appl't)Pt!.ltion but share in the e:pprop:iation receivad fof
program admil)jstr&\1()1'I 01 $292 million.
Nme: lrns table does flO! IncludO the e:pproprlatlon oj $90 m~lion fOr the Educational &:caUenc$ "
100iative end 1M $292 millioo lor J,)(OQram &dminis.ifaliOn.
.
Source: EO,
~
~_
..
.,'v";..
",".
'1:"
, Program offices range ~ size from the Office or Postsecondary Education
(over 1,200 employees) '" tile Office of Bilingual Education and l\Iinority
Languages Affairs (48).1\1051 of ED'S work force, 70 percent, is located in
headquarters, while 30 percent work in the 10 regional offices. Top-level
regional :managers report directly to their counterparts in the WBshington
'.
headquarters.
.'
The Department funded more than 200 programs out o[liscal year 1992
appropriations of $28.8 billion. Four offices were responsible for
dispersing: almost all the appropriations: the Offices of Postsecondary
Education ($12.1 billion or 42 percent), Elementary and Sec'Ondaxy
Education ($9,2 billion or 32 percent), Special Education and
Rehabilltative Services ($5.1 billion or 17 pereent), and Vocational and
Adult Education ($1.4 billion or 5 percent) (see fig. Ill.2).
.
•
Page 27
<
,,
.,
~.
�Appelldh. m
Depa.J'1mellt olEdautioDl O$.nhatlon 1IDd.
............
•
Figure 111.2: Mo.t Spending
Managed;--.iiiii~~~~~~~~~~~~~~::~::::m==iiiiiiiiiiiiii
Spacfa! Education and
by Four Offices (Fisca! YEla! 1992)" .
Rehabilitative Sarvic:es
, - - - - - - - - - 5%
Vocational and Adu!t Education
.------4%
AU Olher
--t:---
Lc~_ _ _ _ _ _ _ _ _
Postsecoodary EdJCSlion
E!1;lmen!~.uy
"
and Seccinda'Y
Education
!iii 0"",_
•
Of ~D'S fweal year 1992 appropriations, allocations for salaries and
expenses! account for about 1 percent and four program
areas--Compensatory Education, Pen Grants, Federal Family Education
Loans, and Special Education-about 70 percent.
•
lincludCl salaries.and benefits 6f ED empkI>,~ contracra for srutienl aid dal.& rollet:tioo lind
processing IIlI1 QtOOt df:par'l.mMtaI se~ C04tt\ ~ated With acwuntlng. flnalIdat management.
and payroll; and other administrative ~1\I.IeS tnlCn as ~ utilities, trawl, and mall,
Pqel8
�Appendix IV
Work Load Increased While Resources
.Declined
Through the 1980., ED'. resources decreased whlle its work load grew.
Through reductiorurJn.force and hiring freezes, ED experience<! the
greatest drop in staffing of any Cabinet department, 32 percent from 1982
to 1988. At about the same time, the number:s of programs funded, grants,
, contracts, and loan activities grew.
ED Resources
Decreased in the
1980s
As one would expect, the general decline in ",,'s staffing numbers (shown
in fig. IV. I ) was accompanied by a drop In salaries and expenses. By fiscal
year 1991, salaries and expenses were 22 percent less than the 1981level!l
when adjusted for inflation.
FlgUfe IV.l: EO's Reduction of Slaft Greater Than Any Other Cabinet Department
.,.
"
•
.,.
."
,"
1/
I
I I
I
j"j' I
I
~-
- _.
l\.VIillagll
/
Ctmnoo Jr. F&<:kJral Er1l:J!oymen'l
Note: Between 1982 and 1988, lOderalemploymo.'1l overall decreasad an avorage 014,A percent.
SOurce: OffICe 01 PursonneJ Management (OPM).
•
P~29
GAO/UR&9347 tnputme:nt ot Education
�.
""...... IV
WGJ'k Load wnaaed Whlle BetoW'<U
.,."""
•
At the same timet departmental appropriations ~crea.sed in current
dollars, ED" total appropriations Increased from $14,8 billion to
$28.8 billion, about 95 percent, between fiscal years 1981 and 1992,
Throughout the 1980s, PreSidents' budget requests tended to be less than
what the Congress had appropriated the previous year, Although the
Congress usually appropriated more than Presidents requested for ED
programs between fiscal years 1981 and 1992, it tended to appropriate less
than requested for salaries and expenses (seelig, lV,2),
Figura JV,2: Congr... U$\l811)'
Appropriated More Than Pre61denta
flequested for P'Qgr~m. but Not for
Sa!ar!fl'1 and Expenses
••
.
htunt DlM.r •.nc.~
A~.uCfl.audgel
ReqllHt
..
..
'01
-.
~~~~~~~~~~
;$$1'
1M2
laG3
11144
1N5
1$$1
,.
,* 1NO 1"' tt12
1~1
f1~Y",
--,.,l
-
TOUII EO !)\I(Jije1
-
.,:"
SalaOOs and Expel'lSft
Not,!; Bocause ED did Mt bOQiI'l oporatioo until May !960, no budget WM r8@9s1ed IJt\tI! 1981.
SQW'Co: CongresSional RuseGrcn Service al"ld eo,
ED Work Load and
Responsibilities
.creased
Even as EO's staffing and the amount appropriated for salaries and..
eapenses declined when adjusted for inflation, its work load Increased.
The number of programs funded between 1981 and 1991 grew from an
estimated 150 to about 220, as figure 1 on page 5 shows.
Page-3D
�ApjM!adhn'
Work Load mcrMMd While Jluo~
DeellDd
•
Grants, contracts, and loan activities also grew during the 1980s, The
number of contracts ED awarded increased 103 percent between fiscal
years 1986 and 1992. 'The number of discretionary grants rose 36 percent
and formula grants rose 85 percent between fiscal yean; 1986 and 1992
(see fig. IV.3). 'The number ofloan commitments in the Federal Family
Education Loan Program (known as the Guaranteed Student Loan
Program) increased 109 percent from 2.3 million in fiscal year 1960 1<>
4.8 million loans in fiscal year 1991.
Figure IV.3; Number of Olacrelionary
and Formula Grante Increased ever
Time
•
,-
Nu~ofGtw.
H'"
,.....
.,..
....
,,..
....
"'" .
"'"
,
,,..
,
Dh":rlJllolW'}'
Ol'llnt.
FY,...
FY,'"
Formut. Gr.,q
, .
FY '900
FY 1$$1
FY1W2
Source! EO.
•
In the Omce for eMI Rights, civil rights complaints increased dramatically
. ·o~er the last decade and now exceed any previous level in the
Pace 81
�..
________........",.".,.__ '.....'.',c,................""............._......__ .........."'",'. .__........._ ......."'3_ _.... = ""·_
"""
.
.,
'_
_ .....
._."~.__.~'
.~.
•
=. .
~
AJpelldix IV
Work lmut klcruaed While ltesotU"CU
Oeclln. .
Department's history (see fig.IV.4). AI the same Urne, the Office
experienced a ~percent drop in its use of employees-from 1,099
employees in fiscal year 1981 to 848 in 1992. Because complaints now
require more labor-intensive investigation, the Office for Civil Rights has
been unable to devote the amount of resources it would like for
compliance review investigations and technical assistance. As a result, in
fiscal year 1992 the Office was unable to devote more than 6 percent of Its
regionalstaft' resources to compliance review investigations and 4. percent
to technical assistance activities.
Figure IV.4: Complal"ta Flied With the
Office for Civil Rights Rosa 10 Highest
Leve! In EO'. History While Staff
Dropped 23 Pttrc:ent (Fiscal Years
1981·92)
•
....
-
",
"'"
"'"
"'"
,'500
.000
...
-
'.,
Aflrlual FTE US8Q8
-
R*Outar Conpl8.im "'**plII'
-
,
,
.
.
"Excl\Jd&1 those rellkld due 10 enaclmenl of the eMl Rlghlll Aoolomtlof' Acl Of 1987 and Ih(lS8
ropetltively rallied hy a single complainant·
Source; EO.
•
.
~
,
GAO/HRI)..93-47 DePQ'tmf:ot otEdueaUoa
�~pendixV
Human Resource Issues: Training,
Recruiting, and Work Force Assessments
•
Several of our major findings regarding leadership in the Department of
Education are human resource issues. 'They include the lack of vision and
commitment to management improvement on the part of it..~ leaders, Also
significant is the Department's high proportion of political appointees,
which exacerbates the amount and frequency of turnover, particularly in
teehnical and poUcy-maldng leadernhip positions. In sddltion, EO needs to
address issues in training, recruiting, and work force assessments.
WorkForce
CompOSition Diverse
•
In September 1992. EO employed a diverse work force, in which women
.(61 percent) and minorities (46 percent) were weU represented. Compared
with other Cabinet-level departments,' ED employed a higher percentage of
minorities in fiscal year 1990, had a higher percentage of women than all
but one (Health and Human Seivices), and employed a highe: 'percentage
of persons y.ith targeted disabillties,2 But while ED had the highest
percentage of blacks and women at GS 11-15 levels when compared to 22
of the largest federal agencies in fIScal year 1990, the proportion of blacks
and women decreased at higher grade le~els. For example, black women
were 34 percent of employees at'gnul~ .9-12, 13 percent of employees at
grades 13-15, and 2 percent 'of sernar ex&utives in fLSCal year 1991. In
'
',........"..
contrast, white women were 25 percent of employees' at grades 9-12,
28 percent of employees at grades l~\,15/ ~d 20 'percerit of senior
•• .. ,...
1 -"
""
. executives. SimilarlYI black"n-tc"n ,co~t1tu~ ll:p~n;'en~~at grades 9-12,
8 percent at grades 13-15, and 6 pefc~t,~fthe'se~~r:e){ecutives, while
white men were 23 percent of grades 9-12, 45 perc'ent of grades 13-15, and
63 percent of the senior executiveS~""
..
....
~.-""
are justifiably proud of the overall d1versit3' of the
~
Department's work force. However! the relatively low percentage ~
women and minorities at higher grade levels w1thin ED suggest that j~ like
other agencies, may have retention and discrirni.nation problems in the
future in the absence of corrective action.
.~): 'J'
ED officials
.~'----~----~~====~~==~==~~~
Emplo"ee Training
ED has been unsuccessful in developing and upgrsding the skills ofils
oJ
current work force due to insufficient trai.nlng resources. ED managers and
Neglected
several reports identified serious skill weakn..... in such areas as
accounting, fmance, analysis, writin& and m.anagement. But throughout
'The l)(:part."llwta orDeren~ Md VCWI"M$ AfTlili's are not Incll1(1ed in tJ\itl CO«1pari301l.
•
;'1'l!.!1(eted dillabUities- refet') to~~ne5S, bllndneM, mtMing extr('miUes. partial and complete
pll!~b'S$, convulsive disorders, mentllJ ret.ardation, ment;i.l i1l."leNi, atId di!!tOnk.m of the limbs.&.Tid
spine.
�ApJX!udhV
lJum.u RaoUl't't! lutut.: 1'n.I.nlnI,
JlecnU~.
.m Work pOf'\':e ~ft"
•
the 19805, ED lagged (ar behind the growth In training Investment In the
federal government as a whole (see ug, V.l).
FIgure V.l: EO Investment In Training
Lagged Behind Federal Government
fI.rc.nt Ch.llnlil_ From to&1
'DO
,,.
,
..
'00
DO
...
•
DO
•
.
, -
,~,
~=---------------------------~~~~~~~~,.
--
-
-
FeOOra! Goverflmllt'lt
Source; ED,
••
Likewise, the proportion of ED employees receiving training also was less
than the federal average (see fig. V,2).
•
fop"
�'
Ap~IMIb;V
Hu1IULEI I.e.oane hatil_ Tra.l.nlal,
Recruittn& &Did Work Fora: ..u.e_ut;a
•
.FiglJre V.2: Pereen' of EmploY'fUi!
Receiving Training lese Than Federal
Average (Fiscal Year 1990)
to
so
to
..
.
"
•
..
DED
~
22 LB.'lJ6!II Fflde<aI Agencie~
"
Source: OPM.
Recruitment Problems
Widespread,
Timeliness an Issue
•,
"
Many senior roanagers recounted difficulties related to recruiting ,
employees an4 the slow process of ED personnel actions. They called the
process frustrating because it reduces their competitiveness in hiring
qualified applicants and leaves positions lll1filled for longer than they wish.
An example Qfthe many problems in recruiting qualified people in a timely
fashion was given by one top manager, who said it took him over 9 weeks
to get an eligible list of G&6s. Another noted it took 15 months to fill a
vacancy for a professional staff position, One reason is that ED'S Personnel
Management Service does not advertise positions in places where they are
likely to attract more qualified applicants, managers asserted, For
example l one position required the skills possessed by school district
business managers. Rather than advertising in the professional journal to
which the pool of Qualified applicants subscrlbe, it was only posted in the
standard federal information places. 'This attracted no applicants.
•
Page 35
�Append!.xV
Ruma.n ~uree ln~, Tr&lnlng.
Beerultln(. _d Work Pone .A..eument.
•
Nor was Personnel termed helpful In getting managers through the
nuances of h.irtng. For example, one manager, unfamiliar with writing
position descriptions) said she could not get the assistance she needed
from Personnel. Still other managers said that otten the people on
Personnel's certification list were unqualified. Sometimes a position had to
be advertised several times before a qualified candidate was selected.
,
Nonetheless. some m.ana,gers perceived ED'S PerSonnel Management
Service as helpCul in meeting their needs. Others suggested that Personnel
staff were simply overworked and "move as fast as they can" or perceived
the slowness of the process as attributable to QPMwmandated procedures.
Various studies EO has conducted highlight some of the human resource
issues confronting the Department. For example, the Department's 1990
task for.e report and its strategic training plan said EO is having difficulty
attracting arid keeping younger, high skilled workers.
A 1991, joint oMBIED study on student frnancial assisUUlCe' identified
serious weaknesses in hwnan resource ma.nageme~t, particu11ifly the laCk
of employees with adequate financial, accounting, and analysis skills;
training; and te<::lmicalleadership. In our report on the Omce of Special: :..:' . ,~~" ..-'
Education and Rehabilitative Services, 4 we identified maJor problems in ,7 ,.,
filling vacancies, key positions fIlled on an acting basis, and Ilmited
training and development programs.
A
. \,:'
•
,
In addition, during our review ED manage-rs cited concerns about a range
of human resource management problems with .recruiting, t.rain1ng,
promotion, and a dWindling resource pool These issues, they say. have not
been systematically asses.sed or studied. While some work: has been done
In identifying specific needs of individual offices, and groups of
employees, no Departrnent~wide assessment of work force needs has been
done.
-----------------.---
PapS,
�~ndb:V
HWB&lI kllOW"ee
lMuM: Tn.b:tlft••
lteendtb:lc, and Work F _ A-ume.a.Q
•
I
Efforts Underway to
Improve Human
Resource
Management
,
In December 1991, Department officials Initiated eiforis aimed at
improving EO'S human resource management. ED omcials have begun
projects to address training needs and involve their employees in
improving work processes.
For example, officials developed and piloted pLans for an employee skills
clinic where ED employees can have their sldlLs assessed and obtain
information about internal and external trnlning opportunities to upgrade
their skills. In addition, a consultant will help ED develop a mode1
recruitment program. ED administered a survey to all employees to solicit
their opinions about job conditions, the work environment, recognition
and contributions, and overall effectiveness of the Department. ED's omce
of Vocational and Adult Education has implementedllS<"Star POC'
(Principal Operating Component) initiative as part of its mission. This
initiative is intended to improve morale. communication, and productivity
and to encourage employee involvement, contribution, and teamwork.
<
!
r-'1 i:~,~'\' f~
i
,
< ,
,I
•
.~
p.,e81
�~ndixVl
Tables Supporting Figures in Text
•
Table V1.1: Data for Figure 1
Percentage
dIfference from
1981 level.
Staffing
(FTE)
difference from
150
115
Flseal year
EstImated
number of
programs
•
6,883
•
-18
-22
-27
1981
1982
Pttrcentage
-23
5,660
120
125
135
145
-20
5,369
-17
-3
S,02!\
4,877
4.527
165
10
4,413
'988
lSO
200
208
20
33
4,516
198B
1983
198'
1985
19l16
1987
..
Table VI.2:
•
1990
1991
220·
-10
39
4,425
4.596
47
4,630
1981levela
-29
-34
-36
-34
-36
-33
-33
O.ta tOr Figure 111,2' ,I.' -:
,-.,...
.
"
,.
. .'
Dollars :0 thOusands'
Fiscal year 1992
appropriation
OHlco
Percent ()f
appropriation·
~".~
"I
' }
<
$ 12.109.136
42
Elementary and Secondary Education
9,188,917
32
Spacial Educalion and AehabHita:ive
SelVices
"
J '.
5.053,932
17
1,442,600
5
1,038.298
4
Postsecondary EdUCation
Vocational and Adult Education
An ott:f!r
-
•
~
I
�•
Table V1.3: Data for Figure W.l
Percent ehange In staff for
Deportment
1982-8&
Justice
Treasury
30
23
11
State
Deiense
1
5
Vetaral"\S Affairs
Commerce
TranSPQt13tion
-3
-9'
-11
Agricu!ture
Energy
Interior
Labor
-16
17
-23
Housing and Urban Development
Health and Human Services-
,,,
•
.,ble Vl.of: Data for Figura IV.2'
",~:Oollars in thousands
~;2",,'t'
'-,""
.
,}", ,"
, ,Fiscal year
1981
1982
1983
Request
15,441,482
19,076.624
17,939,011
14.049,769
21,164,824
21.910,l.XX)
1992
19.657,697
20,314,175
22,738,556
24,622,959
24,618.311
29,620,044
1986
1989
1990
1991'
<
.
"
Appropriation '
13,191,889
15,484.949
15,545,314 ,
15,218,094
-32
"
12,353.986
9,950,508
1987
I
~'"'
$14,807,740
. l4,752,370
15,422.286
$15,485,332
198.
1985
1986
•
I
Ed..scation
"
27,503.298
28.632.669
$ateriea and expenses
Percentage
Percentage
difference
Request
Appropriatlon
difference
-4
19
$291.096
308,719
$262,513
-10'
275,462
-11
"I:"
256.505
294,835
290.663
292.382
13
301,450
303.762
277,342
273,512
Z;~.,755
294,070
299,118
17
23
15
:.~
A
12
316,000
314.701
342,124
. 400,700
-3
388.006
45
7
12
-1
1
-1
-1
-5
310.716
-1
312.517
353,016
311,412
-9
7 13
-4
'.'-' ,~
GAOIHRD·93..47 ~Pfl'1.ment or Edu~t1Ml
�AppeatlliVf
Table. Supporttna PliW9 mTut
•
Table Vi.5: Data for Figure IV.3
Number of grants., flseal year
Type 01 grant
1988
7,757
2,689
Discretionary
Formula
1989
8,120
3,988
1990
9,018
4,149
1992
10,559
4,972
1991
10.563
4.238
Table VI.S: Data for Flgur.IV.4
Annual FTE employee
Fiscal year
'98'
941
Table V1.7:
807
L
... '"'" ....... _" .. ',
... ........ ..
,;,.;.........
"
,
,~
1990
,
-"."';.'"
~
,,~
'991
'992
1.974
2,236
808
2,719
789
815
797
3,384
3,809
4,432
848
.
"~
EO
.,
:0
Flaeal yeer
19111
1984
1985
1986
1987
1988
1989
Ta~e
1.934
2,064
2,12!1
19119
o.ta for Figllre V.l
1,640
1,946
907
913
'988
•
receipts
2,889
',099
976
'982
'983
'984
'985
'986
'9117
- -,
ReQI.dal' J;:omplaint
usage
Training
expe:ndituru
$1.089.425
885.469
849.631
752,592
Federal governmenl
Perce.nlago
chenge Irom
1981
Training
expenditure.
PercentagC
chang. from
1981
-,9
$370,963,901
475,993,493
29
-22
550, '00,092
-31
721,194.820.
83&,:,.363.400-,
~.
892,440
~:".le.::'
824,818
1,288,1lS4
•
48
94
'25
-24
1.029,324,721
177
18
972,055,228
'62
Vl.8: Data fOI Figura V.2
Percent receiving training
EO
SuporvisOfS and managers
~
•
Average of 22 largest
foderal agencies:
42
62
Nonsupervisors
10
2.
�Appendix VIII
Major Contributors to This Report
•
Human Resources
Division,
Washington, D.C.
Eleanor I. Johnson, Assistant Director, (202) 512-7209
Shern K. Doughty, Project Manager
Gail Johnson, Senior Evaluator
Linda C. Diggs, Evaluator
Sandra I. Baxter, Senior Evaluator
Donald R. Maeda, Senior Evaluator
Virginia T. Douglas, Repmt Anal,yl;t
WillJamJ. Carter·Woodbridge, Writer-Editor
Ann P. McDennott, Graphics Consultant
Information
Management and
Technology Division,
Washington, D.C.
Douglas D. Nosik, Assistant Director
Paula N. Denman, Senior Evaluator
Matthew D. Ryan, Evaluator
• :ounting and
i'mancial
Management,DiVisjon,,
Washington, D,C,
•
')
..
~
"
_."
' .,
. t .",,'"
•
,':":
.' ..
,;','
_''''<~M'''"'_''
Gloria 1. Jannon ,ASSistant DireCtOr"""
William And~rson.. llI, Senior·Evaluator
•
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_
"
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'~r'~'"
'. '
,
'
�•
•
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,-
,'~
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,
,
,
-I
I
•
......
..... _ . , .
, •. ,
..
�Related GAO Products
•
Education General
Management Review
Report
Department of Education: Management Commitment Needed to Improve
Infonnatlon Resources Management (GAQIIM'I'EC92.17, Apr. 20, 1992).
Other Related Reports
GAO
Management Letter on the Need for a Strategic Planning Process to
the Secret&y of Education (Aug. 20, 1991).
Department of Education: Management of the Office of Special Education
and Rehabilitative SeJVices (GAOIHRD-...2IBR, Nov. 28, 1989).
Transition Series: Education Issues (GAOIOCG-93-18TR, Dec. 1992).
.
(
Transition Series: Education Issues (GAG'OCG..a9-18TR, Nov. 1988).
•
Financial Audit Guaranteed Student Loan Program's Internal Controls and
Structure Need Improvement (GAOJAFMO-93-20, .t.1a.!~-.~6,--1993).
High-Risk Series: Guaranteed Student Loans (GAMIii.;"2, Dec. 1992).
The Chief Financial Officers Act: AMandate for. Federal-Financial
Manag~ment Reform (GAOIAFM~~2..~~:,~,~,,~p~A.~.P:'~!~;:·L'~'" .
Fiscal Year 1990 Financial Audit Attempte(foftlu~ Gu'aranteed Student
Loan Programs (GAO'AFMD-'I-63ML, Apr. 12, 1991).
Stafford Student Loans: Millions of Dollars in Loans Awarded to"iiiGligibJe
Borrowen;(GAOIIMTE"'I-7, Dec. 12, 1990}.
Management of VA: Improved Hwnan Resource Planning Needed to
Achieve Strategic Goals (GAOIHRD-93-10, Mar. 1B, 1993).
~ ....:!
~.
Management of VA:. Implementing Strategic Management Process Would
Improve Service to Veterans (GAOIHRr).OO-I09, Aug. 31,1999).
Organizational Culture: Techniques Companies Use to Perpetuate or
Change Beliefs and Values (GAOINSlAD-92-105, Feb. 27, 1992).
•
(103606)
Meeting the Government's Technology Challenge: Results of a GAO
Symposium (GAOIlMTE~~, Feb. 1990).
GAOIIIRD-93..7 Dc:partmCDt
or EcSueadoD
��..•
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•
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".;\<~--;
Contents
. H....""l...... 19f17
*'
nu..;fH)I
11", SI"""l<t:1
!I~
•
I::nhaneing
Fedeml Effort" to
tb.. at:lU!Sf" ot R..p-l"'."'U",""""
)R1l:Wt of !Iw S<>na(~
~ (" "">(IIlWl(' tu >'''11<" ~. thi:> ~nu;iIt_
=- m")!'
M,~~t
~\I-
" 1-,~-u.xi>uII<'Y.ln"""~I,,,.m pI'<ljJ.!'¢ffi WIl"'; fad,'ltUl<' CQ""'~
National
Education Goals
. :iii.\ VW !ww """ilnl~It:i!km to:. tht Rll"l or 1'<iU<".atw.. thIr 1&l'tI..,;.
,nrl<.>l:k II';; ''''''''1<'> (\) ci.lw><:.. 1Pd.>ra1 err,,,u U!I _ ~ lioU"flIl\
t:"I,'::'01"", Cools, (2) ~u .... 1M « * and JII""""':"'t' \t.I! I*'W1t>l1}' .,f '''~
~;,~~i;t I";mi J.'i"~ ..",, Mid (:I) rur"gth~n d~)\o~rt,owm",j m~""'~'
..
' ...." .
',"
""'" I"''' ,;r oiii htsl",i$~ ;wn<r> ''''
v.. b~~ In """"to'.
,': r,-~wJ, ~t,,;.;,
,,,;,;,;,M~gen,em. 01'1' N~ _"'r\~" reiat.,.t ~
Il<""'''''' ....,."
,,,,4
",_~,"m!"r;"'(J>"1,,\lrn WlII",(G'()\WrtJ1. f1i.<'. W!lZ,
,.'-,- ',-"<,,,,.' .,'_. til""" ..hich~h' 1~;.mSE'fl'"
'Thi'(W, l,ro,hleU
:i~\~'c'_ ~i~.~"l.l\ !l~~ ..,•.1 of til\' "')X'd
tTogram
""''"'
l\bmugement
~
Products
Transition Series
.... "
�'.'
Our >rlIU';AlionaJ sy:;!"IU l~ not kt~p\ng PIlCE'
with the deltt;JJI(i~ of 1'1 d1ruviiuJ; ('{.'ImOnlY·
Internnl!Qmll rompetilion is l.raI\.<:[crnlil1g ttlC'
Mllericall workl'!a~'''\ lI1r.reaslng Ihe M'Imu1(!
f<u hIghly skillM ";OJker~ 3,r:"ross
-------
moom!actllrillg tutd sen;ct' inrlllsl~
Em!}loyl'fS WflfIl elnllluy<:'M wll,) ('an i..;h.o
m
Ilroblem.<l, srnIHll t11 :1jtcnwnl
responsimlitif'S, and wnrk illl<'m1l«.
Y,~t
{he
Ilatim"$ ,;clw"!s \<H' nul ,'<IVC111ifl1~ nmn)'
students to nw~'t tlo('S(· d(~m:I1IIb;.
In the United !:;im\N4l'ul,II., "r.'l1n;ntary anti
~dary
education u; a $22] bim"n
~ti\.l:.' ;>J\tcrprii!K' u( tucru. run\.(>, JUld
federm i';o'fernuH1llls Tlm;vllll"l1" bt~ r,K'f'H
'"
n.~
t'()iltf'X> n(
great<':ha!lengl'S. Only a small pf'rnml1lf,e eJ!
cliscre\v $Cf1i'k~
til(! natirY.I',; $tudCflts. C~Ul v<'r!bnn ta<;1\s
H.>quhing CQI1>l'les l~'as{l\ling tit,,! w"hkm
solving. and I.hL'i.r w.:hw-~ln"l1t iu
.
1I1UJ11Pmatics and sdcfwe l.a.f(~ bt~hinrl thill of
ihcir V''eI'S in otl!M" imi\\$lriallzNI naliQft\,
j!oung
"dllWI,
W~.estimate Utat "tmllt one hi thE¥\: youths
cO(lIplellwnt OU!'
C'l1orlK
w<the
a&ftllG to 24 '>'ill not have the skills n~'~
for e\~n entry· level, sCnliskillt'd, high-wage
l,900 teenagee> drop out
. WNle the rf'flerni
tl~1O
role to
�National Education Goals
resources to pwmote wldesl'read school
rdurt:', ('fforts among slates and localities.
Howl'ver, the Department has long-standing
managt'riai problems that may hamper iIB
taking a strong ]{'adership role in r('fonlling
the [luLion';; educational system. In OUr 19S!l
transition feport, we noted many
.
delid('ndes in tIl{' Department's
nmnagl'lll!'nt, particularly in student
assistance programs; loan defaults COM Ill('
fNil'rai government $3.6 billion in ]{¥.ll. Tht'
Congress has I'llaclo>d changes that could
signHinmtly improve Ihe operation 0[111('51'
programs, but serious problems remain in
overall rlepanmental management, linundal
and manageml'nt information systems. ami
hUmaIl n'SOurce management. If not
:U!,]r('SS('(l, these I'roblt'ms '-ould und,>nnim'
not only student loan ff'fomls but also
[('foml orlhe n.ation·s educational system.
education system
dramatically
component of mu'
is the
lllt'.'! the
Member.;
been particularly
The Department of Education is in:
position to pro,ide leaderShip,
its fillancial contlibution sinali'. F
example, the federal conii-itiilUon-i(
spending on elementary aiid 500'"'
education has never e:'(c~e(fi{
fiscal year 1990
. -'~'-'- -~-
is
But the fl'deral
convey.
The Dcpartinent
!radiliunnlly de\'r.lo'p;td"
•...
P... 7
~.:~'
evtr
�EnJoa.rlnl hd....
S.d".....
E6"",tlG~
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Spf'Cifi<:- nali,um.l '''''''lIs. 11,,' '-on""'sl"m'~ of
fcd"ra1 rrron:; Im"':G-:."t>ll plo~rmns 10 assi~1
specific groups of SI,idenls: 'lisad"all(H~e<:1
studf'nts, Ihos... wilh\lis"bilili"~' and 11m,,!,
'yhosc profjrit'llC), ill Eugli"h i" limiwtl i'\ew
,-,,,Kerns abuul Ih".,jnaiity "r ",hKalion for
all 5lud"lIls, \H""'~",'r, :U" 1",,,,,i"lIing lIlt'
r''''1I5ufll,., r..d"rai I"h' in .'.hwalio".
l'hildrt'll,
It's" sllt'C{'ssful ill
bt'Il{'1l1 fr011l th.'Sc itnpnJ\'~;>.'~il~, :.:
-,
~!aI1Y rhiltlrt'll "
H('~HlilleS5
tfIt':o!28 Lllillio"
for
School
H,'pd in
lc:.uly in !!I!MI, Ill<' 1'1 ""i,h'lIl "I1<1lh" n;tUun's
g()\'.. rn,,,-:; "):I ..,"(II., i'\:I1i<tllal Edu<'1I1HlI\
G"al~ 1,.1' till' ,I'l';'" :o!IM~I, whi"h ha\'l' h..<:tlllll'
II r,~um'wOlk f<>l .',hw"lj"n f<'ff)\1u t'/TOrts.
1'1<~" ~"a15 a,hl ... 'l>~ Ih" "''''oil" "n~lIn' all
'-hil.lr<'n'~ ,,·mlill''S.'' for 1'1'1"101 allli imprtwt"l\
~'-:I$1l of d';lII.'n~ing slIhj,,,'1 ,,,:,ller, p,lSure
"dm"l ,',wi,.lIIn"·nls ..... "IIIt'in' lu h'an,ing,
:Inti "l1hm"'" 111<' Im<>"']'''Ilge ,mol "kill~ Hf
11,0"" '>nh'dllg ,m.1 ""hlll.·til1g in lh.' work
forn'. Modl1g 1I"'ll:Iliol\ toward lllt'!'ling
lhcsf! g"al~ will b., a k.,y t;\.<;k of thL>;
adminiSlI'ation alHi till' COl1l!rr-ss.
., ,. 'c_
I'mhkms.
part:,
Ii""pil!'
,
i$
,- '
':inc;:ea~"ingIY-]loor,
GAQU(;fO·'~_I8'I11.
U""otiooo b._os
,
.";,
TIll' Dellru1llU'nt of
!j\-":~;·i.~',=,"'-~'.~E{lllcaiion fael'S dual dnllienges: eXI'rrising
~~~i~;'/:-~ tea"derShil~
-"" -- ..... ~- .. ~.-, -, oo'imp,uw the I'tali01l's .-du('alioll
II,.~ a. who!{' all\! {"lSUrillg that all
'.~
~
.."
the IUltion m()\'t's lowunl hig\'er
standanis for all dlildren, il fac...-s a growing
,~umhcr ,ir disa(\vantagl'fl chiJdlen \\110, as a
"".,;;,::,.,.<;':I~~\~,~oltar~ hccoming I1wre {Ii,Us!, and
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~eii::~A;-£$5f ;:;: £, :..,<:; ~ ~~~~
r,o,,,;;
A~
~p- III " ""
"C
.~ ~~~ &9 i;" ' ~
e.w:aiiSii~~~
n~~JlHifj t3.g'5jge'£!~;;:
"!':'E J2
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'ti2-;::J
.g~~~" Fflb' i"~~'~
'i~w'~i1
~~8~,~tB'$
1!
":Jl
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II
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f
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�::;).tian~!
;U1<1 fhe
't'h,,~'('if,I~I\i~11 rlnml:uils Rlatctl to the
. i;iltiOlml "'duration eoals; haw ;0 1J$:e major
: f}'..:ieih! <'~tegorit"1l1 poogrrunsin the Mnte:>:t
,"I[h'ro.'id rHOrt11: and IIow to maJ(\mile the
,: t·;;(lcrru.'t.o\;eii;li\t~urs limited re!WU~S to
Pt9I1I,)tr $(~ue aMi k.eal school reform
er(':'rti"
lit IfII):!, Ihl! Nfluonal CQU1ICii ()(I Education"
:;\w,\l:!\\i\ls luu1 Tt'sting issued proposals \0 ..
,~l hIgh 11'ItiOllru standards for five C(Jrt'
';'@jrc~~EngUsh; mathemat(<'ri, science,
:hM';ry, imd p.eography-and to develop!\
$;;~I~m ~f nMiomu aIlSeMlllenl.S using mose
, stwidarch, A variety of groups-fuuded by
: Ih(. 'fJepal'tniem ()r Education, other
go';'c'riilnknt cr\titi0', and foundations-have
begIIYl'\'(i dvwlop theM: natiol1..'ti stnl:ldul'tis
;.
, ";:'
,
""
,~nd 1'1.J:!'" fonHsofasseSSJiWIlts.
~
". ':r,~ triel;l th~ National Ed~J.ti(}1'\ Goals, t'ti~
':' 'Cmigr(,j;s and thi" Dqm.rtluent wi\! need tQ
<~'o~~ i.og'eth~r ('nsu~1:ihat progress
, ,,~i!Oi1iinues In dl~\'elojiing Idg\l $lNtdards fur
,-:' ~'hi:it'!i{i;cl~nis Shouhfknow, The Cong~
, ·Iiud Ille !)f.~ru1.m~1\1 also need in pr~ed
tllm'i~;tiuljy as IWW fort:1t4 'Of :5h.ld('n~
'", ll&;'eSSments ilt.re-dcvelo~~'We are S.t..II:lJllllg
to
'.the fo!c Qf'6.SSessrlOeuls In naMnru scbool
:'rclriITn eriorts, including' the likely cOSiof a
,."
-----_.
Cl-.angll1.g CorMxt
f"t" C;:rt\'gori<:a!
PrograJ11s .
"
�--,----:--c--c---c---c --- - - -
know\etig<" lm.. :e-abollt how d.itdt"1l1I!'Jl.m
<
and:h« roms: cIT('c-U".'(' tc;t('!ll!lg
pmc[it-ocs--hav€ led IQ 3 @,rf'nIN foeU:'<<JTl
higher OlW thinking skill"> runl altvnl1"t'li
ski.lls instruction, rndH~r than an .. mplms~:" Oft
-b3$10;: skills ami renled:atioH.. The Cmlgrt'ss
>
IIDJ the Department need In CotlsirlN
dlITt:tH!ut ways of sening cl1il,lr('11 with
spffiainei!ds-wheth!'T lhe childn"n an~
oi.s::v:l"aotage,11;lt'callse of p()n~t1y, have
dISJilbl1iti('~. or lacK pwlkiency in English. A
kl'y issue is how to ensure that these
stl.loenl.(l, who are the tr4(iltionai targets of
federal categorical programs, also benefit
from broadtll och()Oi refonn effort.$.
Our ongoing WVII< ""in explQre the .;>perafioll"
of categoric(ll programs in til'" context. of
current reform efforts. In olle study under .
way, we ale e)lAmining the an",,,.mlaillhty
sy~tf"ln Cl':lab1i5hed fur thlJ' Chapter 1
categorical plogmm during its lll-SI
lot<!uthonl.'luon in IPSe
be J\~led t<l
sd:woi reform Thr
_",,",_::- z-'" Wilt !'ialH.. <:mlimllllly faced lhe
"
D<!partuiWl 1111 /:ww tv cnable its pro!l.!1lJ;)' to
pJay a role in wht<:!1pn~a;J inno"atiol1. F.fforM
6fvarimu; khuls are U,).~l'! ...."y at fhei:.ate
1.
.'
,
n~·$;I·IHilli &11•••",_ "'....
�----------'
r ..,k•• l
--.-~-.-.-.- ~ r"h.~ .. h'~
'~.' ':.':~'io;'",\'."
f:rf~'"''
""1",,,1 t:dU<~l~".~;~~'~~
in the 111llnberof poor chilrll"ell
grealer demands on School rewurces.
L1991. o\"er \4miltion children lh'ed in
{amBit's \\'lth incomes below the PO\"l'rty
,\ev'el;
increase af 40 perc.mt from 1975.
this growth in child pon1'11.y, any
jlubiiccommitJnellt 10 mo>eting the National
Education Goals will require examining the
disUlbu'lion of resources dl"'oted to
education, IWW institutionalslrateties 10
improve ffiucational 5el"'ices, and ways to
ensure l'flual roILcalional oppo11.unilies.
an
Gi,:en
1
&:1001 tlist/icls Ihal hav(' high I'mportiolls
of 11:001' dliltln'lI will facl' i(n>alt'r ("hallengl's
ill (lfo\iding t'thwaliou:ti senitI'S, I'Sj)t'<.·iaJly
thuS{' tlistricts wilh 1imih"'li mpahilitil'S I"
firmilCI' d,u"" "t·nkes. !wu.'r targt'ting of
c'xislilig fl-d,'m1 n'SOIlfCI'5 10 the \lation's
'i,Ct~liesl ~hnols ,·"ulrll",",\·itil''' partial
. solutk.n. For ('xrunl'ic, WI' {oulld that Iht'
Chilj>tcr i famlllla, which a1locatl'S fl'dl'"u
'fltn'ds'r~r ('(Iucalional SeniCl'll for
djs.;:;·~lvantaged stmh>nls, could be r<,\ist."'II 10
refleCt till" grcatl'f neo:"'II of counlies with high
,c:ollce'nualions of poor children and Ihe
cailability of some {'ountil's 10 fUlld
nel'd~ S('nices. Cur1ently, the Depa.rtment
IitUe systematic data on schools'
phYsical condition and the relative need for
rcs.ources. For example, national data are
redu;{:e..i
'rolleeLS
unavailable
schools wilh
h'vd also faco:> gfeai"e
facili!l('5.
�We are examining various approaches to
I}ro~iding compll'hensiv(' servic't"S, ~uch as
'heaith or child care, ilt the school.
New strategies to Illeellhc llt't'ils of growing
"i1ll111hero of poor and immigram childrf'tl
c"iu,not ignore discrimination issuf's. In SOlllt~
d.istnciS, we [ound that the USI' of ability
grouping has resulted in disprollOrtiOlHllc
nuillber5 of minority studcnL<;' h('ing
assignf.d to 100;"er ability classes for nil
"sutijeCtS. TI1f:"sc assignments are made
v;:riholit'consid('ring students'j}()tentinlly
abiiltie.s in some subj('cts than in
ot~ers. The Department n~ds to iHlJlf(We its
l',1!foIT(,lllent {'frons r('lalt"'d !O
discii!flin~tory al1ility grouping and to n'\'is('
iitle VI regulations to identify prarticrs that
school5 shoUld ll.<;(' in assigning stlld('nts on
the basis of ability.
greater
"
ollloa
forrol1eg!."
undemanding or
fre'luelltly do not
that employ{,r5 need.
that about one in three youths
24 Will not have the skill5 needed
lployers' requirements for
s('mis killed, hjgh·wag,~
dropollts and 3.8 ........ _.....,.. .. .
. "high school compc\(,t~d.?.f:' '-t
,-.~
�DepartID(,nl ofl,ollbm (or SI~ondary ami
pQ$I5t1:'Ondary skill t.ainlnj!. (For (\
(liS{'u!l<;lo!l (If ifi!;ut"S ldatlng UI!lW
U{'ptU'tn\~nt ofl..dx'f, __ tlW transition
5eliP5 report. L<lbm lllo5lws, CiI\.OQCC..s).Wffi,
D+:-c. 1002.) T1~iiua;; uf the problenlS
fadng youth iu tr.\!Isitk>n flOi'll nchuol to
work reqttltfiJ stroot ff'rierall<;'8de($hip ill
many ru-Pa<;' with lUI mnphMis un rombillM
pfi<ln:5 1I1l'KIng lhl' f.dm:Atltm alld i.nbor
Dep!\!tll\ellt~ 1U1!l the Cult~~.
The Carl D. »eIKin-'1 Vo('ationa.!aod Applied
Ti!clmoffigy ~:ducaliQn Act AmffidlllellL~ of
mOO vro"id~ lb(' framf'work if)f Iedfrm
I!trOlts gEared to impro\i\lj( high school
gn.rlu:at('S' «>:;Hpationaland 3Cil.wmk skills
through wl<:atiQnal ffl(lcnth:m.. The
3m!!rulments ('r«:O\Jrage f'XPflllded IL«;{' of
instructi(!Il:U avPl'(laches, suth as linking:
high schon> ;:m.>ftJ\lm~ ....ith ('omillunity and
tt'Chllka! eullegu programs, and tnt~graUng
'$Cml('mu: and vfX:lltiomd instruction &0 that
students ('\\11 b'am fn apr1y at:~df>nuc skill"
in a WCl'k.r1'lll!ffl !'>etling. U.1 ('nsuring Illst thC!
Ilnwrtdm~nts are fully lmll);:;ment€d, 0,..
Dr-j:ra11menL I>hould cvrn:klEt how voc1'!.llorutl
edw:;.\Uon reform can bE an ht(i'"gral Pllr( of
, schoul ref01'!n and nOt be Sfi!n as llsep3Tllte
dfort fon,(mW slud~nts .
., .
"'
,Hiding
<"Iucat!onal sygtem
nm,
,·mpl"y,·n-. ha\'f'
"I' 1'1"i!.'~1I1);;. 1'\)1'
IIn·lhl'jnl> ""
da........,... >l11
��... !
-{ -----.--,~
E.hn<t.ol F.d.,aJ Elf"". '0 lIo"C
" .. 10.01 F.do,"U,," ro ••l.
-,;,
,
. --
•
Reducing
Int.egrity of the Student
of
dat'l ~ystE'm
tu
to help policym;lk"rs and ",ducator>' assess
~'f)("atiOlml t><lucation ",rrorts_ The
(
IJep;tJ1r.lenl should make development and -,
1
iml'l.,mlf'nlnlioll of this ~telli. which the act ~
rt"quir<'(1 to t...• ill 1'101('(' hy ~Iar...h 19m, a
priority.
.
~~Iu{'atiou
Many sllUJ,'ntl<, tiwir 1~lr""I", ami emllloy('l's
are unawar,' or II", poto'ntia] i)f'[lt'/iL" ur
aJl!'maliv(' 31'proach.os In Ih" transition \0
work. B('causc hil'(h srhuu1 cooper:ltin'
('{Jucalion. like vo..:Uional edll,·alion. has a
rej.utalinn (I.~ a .hn"pin!! !!wUlld for
acadeniknlly ..... ,-;'\< sl!1lI(,llt~.l',u,·nts>
:<1 ,,<It'liis. Hmllp;,.,lwl1; unPIl al'uid I1ws(~
In'''f!nlllls. Yd. w.: limn'] high-quality
1'1'<;~"'n's In If> sill'l'o in dghl sl;Ih's. 1'1",
In'llml .':>;1<'111 "I' ltiglHlu:i.lily ]JrogralUs is
,iukiiowl1, l'al'lly h,~"m,"" IIII' Ikl';U1m{'ul
"r
I";.hu"mi"" "" ll'1,~('r ,""II,'Cls infonll;Uiull un
Ilu;I\1, l'n~ ."h;i.lI,'ng" is 10 [ind w;<ys In
('v:i.llml<' .'~ isl jug pmgnulls. disS('u.illal<'
Inrullnallun on promising approacht's, uml.
Ilnuu!,!h 1".:l\lIi<':1I it""islal"'" ur ulll{'I I1wans.
, r;icililall' \lu'ir adnllli(lll"
.
r~pay their 10:lnl'. 11\
gl'neratl'ti aboul
totaling o'"er ~]3
attpnding o\"t~r
"ere pro'ided
adminisler<'O hy 46 slai
. guaranly a!!{'l\des:
"
V.'spile"
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Q
~
~
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'!'g
~-
"
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�,
If{2
program 10 _ __ ._
..
guarnnieed student loan di
struc-Iure-\\;th lE'nders and guanmty
agencies making and servicing loans---could
De simplified and progrnri'._.:::osts reduced.
Under the dcmonstratiOl-l, the Department
becOnlC5 Ihe lender and &hools are
responsible for loan origi\,.ation.
We helieve that a dircct student loan
d"n\onstmtion has merit becanse of Ille
""tential savings i1 could achieve. We
t'stimalc thai switching from guaranteed 10
tlirN-1 sludent loans could save the federal
go\:crnmenl about $1\.8 billion-in preseM
vaJue Irnll5--withinlhe first 5 years of
;niplenwntatiun. Direcllending would
achieve these savings by (1) enabling the
government to partially offset program costs
with borrov..ers' interest papnents, (2)
reducing the cost of subsidizing students'
intereSt charges, and (3) eliminating interest
subsidies 10 commercial Jenders.
We found that schools have mixed ~iews
about their ability to arlrninister a direct loan
program. But they share se\'ere reservations
concerning the Department's ability to
manage the program_ For direetlending to
~~:j
G!.(I.OCG_,,_UTlI Eda<......
un..
�pl'obkms and
um!pnl1illC thp ability of
successfully irllp!ement
needs to be
11"
systems.
mnnagement goals and
on nmnagemellt. the
idpntilied
haw> not built an
"
. took initial
,
�----r
~;,ii\=;'-7--~;;;; 'h-'-.-D-.-p~-m-"-lt'ln:l'!nag{~S h<l.~ in,r~n1"ed
,~"
,--, ,,,,,, Funhc-nnOIB. !he
ne<;-tlNl to [mtMnl"nt
aud to monit(!ll'
For 1l!xUJlIple.
,,00 han
('Ont~-jb1U:~ to jlroillelHs in mfiHmatioll rrna
,I!!;,mciru mrul~l'ml'l>l, prograll' Ul(;nltonn!l.
.:iifli techltinti a%!'llarn:e. TIlt' ahility Ol til('
l)t1)'iu-tmcl1t It> rio it'ljoh is dimil,htll?d by its
It}i.,g:':'I.mdlng prm:1ir(' of nllh1f,I«"y pomlio!l!"
,';'·ith.hl!'i1'JiJ:('~ ,dm luck tl'.:t"dCal
'-1"it\iIl<'lll.io ll s.
"r
Nnvl~'t't'~
is
Uw
vi'lthuut
wi!! be unable to
�'Stud;;;lt Fmapdai AId: F:ducaUDn Can Do
"M,(~
~ SChool$ BdOf\"SWl.leiltS
..j1;;d:i",-eAld (o::':MMOO;:';I:l-"s:, Sept. Z"t, IIml)
. "':::'~</'; ,
C
~.~?-_rl$it!,).n' ~ Sdl.09J to W(Jrk
~,!lII:ali~[l alld.~ite ~~g
(';j;,a~.lW.jl!.105.
Aug. 2,
1ml:1).
UAklnB
Educaliorll'>.<;lles (GAtVOC.G..s9:;,
lOSS) .
~--~
.. -
�•"
./
hwestn,<'!lt (tiAClIlXG.tiin).
,
G(l"<'llUnllnl M~em<!nt Isslle::,
(G~G.Il;i.3TR).
!fI~(lnnl\ti,m M~nagen)1JUl !WI1'e"l:htwlOg,y
~
(llA(l.I)(T:.Q3·STR •
~'rogmH\ f:ntllliltk!llI:>~U~ (::;.•.U AK·H-l<j{I'(II}.
]!"" l'uhlir So.',,;('I! (1)J\J)/On;-1tJ.;;\I).
('.... 0II ...·r.~1I)_
Nalion:d $(>curily I~~IC.:: (CA{mO;I/J<>1'R}.
Hmmdal Scrvitc~ Irldu~!)' k'>Ul's
F1AOI'Dc:.T,-!t~ Hlfk).
��May i6, 1996 -- Statement by Deputy Secretary Kunin on Management Improvements at t:. Page 1 of9
•
Speeches and Testimony
. Statement by
Madeleine M. Kunin
Deputy Secretary
on Management Improvements at the
Department of Education
before the House Subcommittee on.
Labor-HHS-Education Appropriations
:\fay 16, 1996
Good morning Mr', Chainnan and Member's of the Subcommittee:
. Looking back, I believe 1 do not exagg;r~te \\~hcn I say that we)ave transfonned the Department
from a demoralized, fragmented, sometimes unfocused agency that ,was in a technology tirneRwarp, '
into an effective, technology~Hterate organization that understands'its m'ission and is well on the way
to achieving it.
,
--',:::":,.,
,.'.~
",
Not that our job is done. Effective management is a process of continuous improvement and
retooling. And we have much mOre to do, But when we compare where we were three years ago to
where we ar!?' today, the differences are dramatic.
.
The first wake~up call was made to the Secretary and me in the form of a GAO report completed
shortly before our arrival, entitled hLong~Standing Management Problems Hamper Reforms."
•
The problems outlined in [his GAO repon reflected a rudderless and often ineffective agency. They
included a weak commitment to effective management hy previous administrations, the lack ofa
strategic planning process, the dearth of accurate data from the Departmcnt's financial management
systems, poorly qualified slaff in areas requiring technical expertise) and an agency culture that
focused on short~term fixes to problems while ignoring the underlying changes needed to prevent
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�;
May 16, 1996 -~ Statement by Deputy Secrc1ary Kunin on Management Improvements at L
Page 2 of9
problems from recurring,
Secretary Riley and 1 found litt!e to quarrel wIth in this report, which echoed similar,criticism over
the years from Congress, the education community. and the Department1s own Inspector General.
This report became the blueprint for our efforts to tnmsfonn the Department's management Permit
me to describe some of the positive results of this transformation for our many customers,
A MANAGEMENT VISION: THE STRATEGIC PLAN
Our first priority was to develop a Strategic Plan 10 carry out the Department's mission and to help
Staies and communities reach the National Education Goals established by the Nation's Governors
and the Congress.
.
As for any bu~iness, the Strategic Plan provides the clear, long-term focus needed for effective
management. Our Plan was the result ofa lengthy process which hlld Depariment~wide input, and it
is now used in our daily deliberations. For example, when debating tough budget and policy choices,
the Strategic Plan becomes our refere~ce point.
The plan has a further advantage: it is injecting discipline int,o the management process by requiring
mensurable perfonnance indicators. The Strategic Plan ihcludes performance indicators for
. measuring our pr9gres's toward objec1ives and strategies for each of four priorities: (1) helping all
.~~;'?~~'~r1;~,f~;~~~i~;i're~a~.e~~~~e~h:al1Cngingto work. (3) ensuring (2) helping every Statepostsecondary education and
from school academic standards. access to high-quality creat~ a system facilitating
and'(4) transfonning the Department into a high-pcrfomiance ~rganization.
.~'
.
, - ,'.,
,
'ou'rth'priioriiIIY -~ fransforrning.theDepartmctu itself-- reflected both our eomrnitmenUo.making ...... :\:!"" .. ~ ... ,
iilrtni"i"lt ., for its cllst~rr}er~ '..:.:. th~" American r~o~le -- and our b~I:<{t!:~~-~~~:C,~:~: in}iH!,
" : ",;: ;~ /,
,PIIUnlyarCas would ,not'be posslblc'Wl1hout dramatic lmprovements 10 the.agcncy's nr::Z~',·
"~
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,- '''.'"
,
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.,', "j-'''{':!i;'lr;;..
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emphaRis On perfonnance indicators in' our St~tegic Plan reflects the growing"interest in
measuring £t?\'emment programs by their results, both within the Clinton Administration and in (he
Congress. In"'19,9}; Vice President Gore launched the National Perfonnance Review (NPR). which
hrought the hush1ess world's customer- focused approach to the FederalGovernment and takes a
rcsults~oriell1ed ~pproach to make government work better and cost less. In' the same year, Congress
passed the Government Performance and Results Act (GpRA). whieh called on Federal agencies 10
combine strate"g!,~ p,la~nning~iih pertonnance indicators in order 10 move the government toward
performance-based budgeting by the end of the decade .
"'i
..
.I know that members of this Subcommittee have expressed interest in the Department's efforts to
implement GPRA. The GPRA requirements are a substantial challenge) as is reflected in the
timclincs for implementation provided by the legislation. However, 1 believe we are making excellent
progress at the Department of Education. For example, we completed our Stf"d.teglc Plan roughly
three years ahead of the GPRA timetable, which calls for all agencies to have a plan in plaee by
September 30,1997.
•
.
~"
We also arc moving forward on developing pcrfonnance indicators for each of our major programs,
as called for by OPR.I>,. for example, program sta!ffor the $7 billion Title I program are currently
using 28 specific performance jndicators grouped under the five broad goals outlined for the program,
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9120100
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�May 16, 1996 -~ Statement by Deputy. Secretary Kunin on Management lmprovcments at L Page 3 or9
in OUf Strategic Plan. These goals include imp:ovcd student leaming, restructuring curricula around
high Statt;:: standards:. increasing the effectiveness of Federal and State support for local reform
efforts, increasing parent and family invo;\,cment in Title I schools, and improYlng community
support for education,
•
Specific indicators ror Title I include data from the National Assessment o!Edueational Progress,
which will be used to measure academic achievement in high-poverty schools, and 1he proportion of
States that develop and implement assessment toots based on their oi'n high standards.
Similar efforts arc undc['\vay for other Department programs, though not all have moved as far as
Title I: Developing; appropriate, meaningful performance indicators for the wide variety of programs
administered by the Department is difficult) but 1am confident that we will accomplish this task well
ahead of the GPRA deadline.
We are also collaborating with other agencies to develop meaningful performance measures. The best
example of this is Our cooperation with the DepartmcrH of Labor to develop indicators and collect
data for the Sehool-to-Work Opportunities program. And we are working with the National Science
Foundation to measure th~ impact.ofthe Eisenhower Professional Development program.
TRANSFORMING THE DEPARTMENT:
RESULTS
:-. £,~,,-. :~~J'\'!'~' :;J.:it};(·C~·.·
GETTI~G
-~
, ... ::'-;'$)i:fh.c. GAP'tYt>.?rt found that earlier attempts to improve ~anagcrnent had failed for three basic
, .•
' ,"·:,~(l.~~ftf:,T,~~~IvX~.:r.:verc no: supp~rted by the Dcpartm,:nt's senior pOli1i.calleadership, (2) career, ":: :
. ~ .. managers'wef(~ not suffictently mvolvedl and (3) they often occurred m 180la1OO offices and were not
:1' \1'" :~t;':~:~r?O'fme.cIc(j~!9:Dc'p'afimcnt-wide strategies, ,"'+- •• <,"".
, . ."::' ~.~.~ •• ,
r,,..;•..
*. " :11.,' .
it
? ... ~I.,~'"',',,,"J'(H;!.w'}~'.'
,v~·
Y'c'h",
tor"""""
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.
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"'''J.-,~\tfi~?'<[.~~~:~~~,~n~~J~l.rr.?~~ happenin,g u¥uin, .we'~~.ta~liS'lea a new management structure de~i~~,?}~~: :;;I'~i:;': .
~~."~~:f~~Ji~~~!,Ul~pra!l.z.~ De~artmcnt-wld.c lmPT?vemcnt efforts. There arc two key ~Icm.ents ofth.ls m:,':Y:'~~v~-!,t. ~
:" N:~~~~~stt:ucvture" "foe first IS an Executive Management CommIttee, composed pnmanly ofsenIOr pohtlcal .
" appointees; which is charged with setting overall management policy and direction for the
Dep~rtmcnL
'"
The second element is the Reinvention Coordina~jng Council (RCC), composed of senior political
and career offidals as well as Cnion officials, which identifies and carries out Department~wide
strategies for manage~~nt reform, Th~ RCC has been most effective in creating high-level
Department teamS to deve!o~ and im~lerrient cross-cutting quality improvement initiatives,
for example the RCC chartered a Discretionary Grants Reengineering Te;um (OGRT)
look at
ways ofstreamlining the discretionary grantmaking process, which currently involves six program
offices and the Grants and Contracts Service. The DGRT conducted focus groups in the field with
over 100 applicants and grantees to help identify problems and weaknesses in the current system,
The result is a redesigned, decentralized process that will consolidate program and grants staffl cut
the number of steps involved in gnmtmaking by more than half; and shifllhe focus from "getting the
grants out" to promoting successful project outcomes. Implementation oftbis new process is
expected to be completed by the end of fiscal year 1997.
j
•
(0
Another reinvention team developed a new General Performance App-raisal System (GPAS) that
inciudes two major innovations aimed not just at measuring performance, but more importantly, a1
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�May 16. 1996 ~~ Statement by Deputy Secretary Kunin on Management Improvements at t.. Page 4 of 9
•
providing employees with the information they need to improve their performance. The first
innovation is the use ofa variety ofSOurces -- in addition to the supervisor - - to conduct an
evaluation, These sources include co~workers. subordinates, and customers. And second, we have
developed and provided every employee with new software that helps them to coordinate an
evaluation of thei.r own perforinance and to participate in evaluating others.
Another initiative created Low-Hanging Apples teams, which brought career employees together to
develop common sense recommendations which have helped to reduce bureaucracy and save money.
At present, we are hard at work with a Customer Communications team responsible for making the .
Dcpartmelu a world-class clearinghouse for education infonnation. Working through Customer
Service Rcprcscntatives from every office within the Department, this team is developing World
Wide Web sites for most offices, creating a one-stop shopping telephone information system,
streamlining our publications system, reducing publication storage COS1S~ working to cut mall costs,
and making data available in customer~fricndly fonnats.
,What we have achieved through eITorts like these is results. The changes we have made over the past
three years
led to better customer sen'lcc, less bureaucracy,
flexibility for our customers,
and internal improvements that help the Department work better and sa.ve taxpayer dollars,
have
greater
Better Customer Sen'ice
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We have \vorkcd, l)a~ ,t5rreJl1ind;~very Department employee the importance of focusing on the
customer. This_has'_inv'olved devClop.ing and publishing customer service standards and expanding
the use 9fteCI!~~.9,~gtJ?:~~~R.r~::Y~'?,~~·~/,~plify customer access to infonnation from-the Department.
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:',"~!i ,~, ',_~ "cente~J?r ih,rot~~:~~~~?~,%Bhi~rt&~~t~r?g~ms 'and iniljati~<!,s. S~l~~r.~ recci~e materials di.rectly
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. aboutS,OOO calls'per. wccKover,this line: A similar number, 1, 800.4FEDAJD, provides up-to·date
"infonrnliro~"oIqros~~~&"~H~;Y':siudeni financial aid and is cxpected to handle more than three million
calls this year. The'average wait time for callers 10 this line is just 1i seconds.
The Department also has moved aggressively totake advantage of the customer~scrvice possibilities
created by the expansion of the Internet and other online technologies, The Dcpartmentfs site on the
World Wide Web -located at httn:jlw\v\\'.cd,gm~ ~- has received several awards, including top
ratings from such publications as Go'VcrnmenJ.l}:xec'Utive, Iltlernet World, and most recently lway, For
example, lway described our site as "a great rcs&ufdrfQr te~chers and school administrators,"
These technologies anow us to provide the public for the first time with direct access 10 information
on Federal cducation programs, grant competitions. education legislation, research, statistics, and
even downloadable sotl:ware making it possible for users to apply "online" for student financial ald.
•
Usage of the web site has grown dramatically, increasing from month to month, from a little over
300,000 hits in March 1995 to nearly 2 million hits last month, We truly are witnessing an
infonnation revolution. and I am proud to say that the Department of Education is very much a part
of this '~c"olution,
Another 2 million people went online last yeur 10 find answerS to their education questio'ns through
, ,
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�. May 16, 1996 -- Statement by Deputy Secretary Kunin on ~anagemenl Improvements at 1.. Page 5 of9
•
the Educational Resources Information Center (ERIC), ERIC is managed by the Depafiment's
National Library of Education and maintains the world's !argesl and most frequently used education
database. ERIC includes the award~wfnning AskER1C questjon~answering service and Virtual
Ubrary~
(he National Parent 'nfoonation Network, and over 50 subjectfioriented \Vodd ¥,'ide Web
sites and gophers.
AskERIC (located at http://\!ridr.$ul1~it(,:.sy'r.cdu), which last year provided personalized responses to
is,DOO educah)rs, parents, studcnts, and other individuals, was named winner ofthc Second Annual
BeS( of(he Net Awards by GNN, publisher of The Whole Internet Catalog.
Less Bureaucracy and Red Tape
Another part of impro\;ing customer service is using common sense to eliminate unnecessary
bureaucratic procedures ~- cuHlng the "r~d tape" that we all have come to associate with g~vemmcnt.
Technology has helped here as well, particularly in the Department's efforts to greatly reduce the
papcnvork involved in Federal education programs. For example, we are expanding the usc of a
compu1cr~based system to provide notice of student aid eligibility to postsecondary institutions, a
change that ultimately will ehminate 4 minion paper forms that represent an unnecessary burden to'
students. parents, schools. and the Department alike.
We also have worked with Congress to simplify and reduce the paperwork involved in applying for
Federal education funds. For example. nearly. all. States arc·now taking advantage of the new.
,
' provision penuitting a single consolidated (:ippli~ation for all Elementary and Secondary Bducation
. 'Act programs. In addition to ~d.~ii~)fp~~pe'f,\~~o.rkft~is ~hailge promotes the comprehensive planning
that 1S so essential to effective edudition'refQrml~w. ,
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j'.\-fp!·CVIO.uSJy requIred .fqr.no,n,;E"'?,'!lp~!,lrg;,e9!!lm~~~op.:.a\v~rds. ThIS change has he!ped us to take two to
- .. three months off the time f9nncrly t~'quircd to.~otify"grantees of their continuation awards.
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Reporting requirements also have been reduced: Most of the programs authorized by the Improving
America's Schools Act requir~ reporting once every two cr-thrce years it:lstcad of annually ......
permitting States, schools, and teachers to focus on what realiy,counts: educating students, not
paperwork.
Greater Flexibility for Our Customers
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\Vhen the Nation's governors, including then-Governor Bill Clinton, met in 1989 at the first
Education Summit, what they most wanted was flexibility in the lise of Federal education runds, in
exchange for better results in terms of improved student achievement. Since then, we have moved a
long way in dllmglng the Department culture from a focus on regulatory compliance to a focus: on
educational results.
•
We have taken a two- pronged approach to the statutory and regulatory requirements governing
Depafiment progr.am~;. first, we ask iflhey'rc necessary, and ifnot, \ve get rid of them; and second, jf
they are nceded in most cases but under certain circumstances stand in the way of effective teaching
and learning, we'll waive them.
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9120100
�May 16, J 996 -- Statement by Deputy Secretary Kunin on Management Improvements at t.. Page 6 of9
•
As part of President Clinton's regularory reinvention initiative, we have reached out to talk with
hundreds o[customers and have reviewed every single Department regulation, We have eliminated
1 t 8 or those regulations -- 612 pages in all. or about 46 percent of OUf total regulations. As a result of
these efforts. we are considered one of the "stars" ofdcreguJation, if! may say so, by the Office of
Management and Budget.
Programs that have been authorized or reauthorized since President Clinton took office didn't need
this kind of review, because we have been careful from the start to regulate only when absolutely
necessary, For example, we are administering Goals 2000 and School~ lo~ Work without issuing.a
singIe regulation, And of the 49 programs included in the Improving America's Schools Act only 8
will require regulatoJY gujda~ce.
j
When we need to regulate, we are taking a perfonnancc-based approach to target rules only where
they arc needed. In .the student aid area, for example, we have to ensure that schools have the
resources available to make refunds to students who withdra'\"" before completing their course of
study. However, instead ofrcquiring all 7,300 colleges and universities to set aside a reserve fund 10
'cover refunds, we demanded a letter of cH,'Ciit only from the handfu\ofschools with a history of
refund problems.
The Department -- with the help of Congress -- also is offering it.s cuslOlners an escape from the
"onc~sizc-fits- all" rcgulatory approach by greatly expanding the use of waivers of statutory and
"regulatory requirements. If Stales and scbool districts find t~a,t;suc~ r.~qq~rcrnc;n!S.prescnt an obstacle
•
to innovativc refonn efforts, they may seek waivers of the ~q\.!-irem~J;lL~ fn:mlJ~e ~Sccrctary. To assist
States and communities with waiver requests, we have cstal?li~h~d,;.a~~~j\;t:'r, H9,:'qne (202-401 ~
7801). To date, the Secretary has approved about 100 waivers, ".' ., . :.:c,"'"
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Implement a school wide progr~t;! unde,r Tltlc'l ~n,eiy~~r;b.~t~~~;!~_~,§i:~9.?J;~t};;~,~.~_:I!gJble un~cr the
50 percent poverty threshold."
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The most far-re-aching waiver approach is the new ED.FLEX· demonstration, which atlows the
Department to give St<!te-Jcvel officials broad authority to approve waivers of Federal s!"<!.t)l.tory and
regul~tory'requirements that stand in the way ofefTective refonn, This pilot project began ",rith six
States and has just been expanded to 12. with the State of Maryland the first to join the original six:
Oregon. Massachusetts. Kansas, Ohio, Texas, and VennonL The Department is examining how ED
FLEX States are using this new Oexibility through evaluations ofSlare and local implementation of
........
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Federal programs.
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In postsecondary education, the Department is now encouraging institutions to submit proposals to
participate as "experimental sites," a vehicle authorized by the Higher Education Act for trying out
experimental regulatory and managemcnt approaches. Once again, our strategy here is performance~
based: institutions can seck waivers of regulatory and statutory requirements in exchange for
demonstrating results that reflect the objectives of the provisions in question. So far, 144 institutions
have received approval to establish experimental sites.
Internal Management Improvements .".
The GAO report identified serious deficiencies in the Department's basic management systems,
including financial management and human resource management Addressing these deficiencies
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�. May 16, 1996 _. Statement by Deputy Secretary Kunin on Management Improvements at L. Page 7 of 9
was especially critical in view of the necessity of learning to do more with less. Improving service to
our customers while still meeting President Clinton's goal of reducing Federal employment by 12
percent by the year 2000 meant that we had to learn to work smarter. This involves streamlining Qur
organizational structure, improving tbe skills of our employees. expanding the use of technology, and
upgrading our financial management and accounting systems.
•
Common sense tells us that our effectiveness in administering Department programs depends in part
on the success of our efforts to streamline the number of programs \ve administer. The National
Performance Review called for the elimination of programs that duplicate other programs or that
have achieved their purpose l and each of President Clinton's budgets has-.included substantial
numbers of program eliminations, phase~uts. and consolidations.
Over the past three years we succeeded, with the help of this Subcommittee, in eliminuting 64
programs, totaling roughly S625 million, of the more than 200 programs administcred by the
Department. President Clinton has asked Congress to terminate an additional 16 programs in our.
1997 budget request.
These tenuinations will help lhe Department streamline its organization, J am pleased to tell you that
we are ahead of schedulc in reaching the l2 percent staff reduction called for by President Clinton,
thanks largely to a successful buyout incentive program. In addition, we have eliminated layers of
hierarchy and bureaucracy, moved to a team approach, put greateremphas.is on front~linc servi'Ces,
and reduced redundant jobs,
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For example, the ratio of supervisors to employees has changed from,l,:t?,_t~) :8.:. q~l g~~IA~.~c?'· _' .
achieve a ratio of 1: 12, The Department also is.reducing the number,ofgradc:14"and,;15iCJTIployees
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by restricting hiring and promotion at these grades.
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In. addition. ':'() are emphasizing th~ ,U5~ o.~ 7ro.s,s-cutting teams ti? c~~j.~}!:~_~i~~?~n~i~!l,!:~~:: '~""" '
wnhout addmg staff. Our most draft!at!c s.~~~~s eam~d us a Ham~e~..~~~I~~ln;;~.~,~9J)JcEJ9J1:~Ay!1
Rights for the successful restructuring ofa rigid, bureaucratic Ne~.York!eg~ofJa~ office with six
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layers ofrcview into three self~dirccted work teamS, This brought the supervisor-lo-staffratio down
from 1:6 to I: 15 and greatly speeded. up the complaint resolution proc~~. ,. ,.
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Another example is the Office of Elementary and Secondary Education (OESE), whieh recently
completed a reorganization under which each program office provides cross-cutting budget ahd
policy suppurt to regionalscrvicc teams that are responsible for grant administration) technical
as.,;istance, waiver rcquests, integrated program monitoring, and other services to OESE customers.
.
Working smaner ~Iso requires that we improve the skills of our staff, giving them the tools needed to
improve job performance and customer s,ervice, as well as to take on new assignments and improve
productivity as staff resources decline. The GAO report found the Department's investment in
training iagged far behind other Federal agencies: during 1n'e 1980s, and the proportion of our· staff
receiving training was below average as well,
•
To address this problem, we increased our investment in training 19 reacb the private sector standard
of2 percent of salaries) from $ J.5 million in 1992 to $5.4 million in 1996. These new resources are
focused on training in customer service, teamwork, process irllprovement, and computer skJils. The
Department al$o is developing a financial management training program. The first two courses of this
program, which provide an introduct!on to financial management and accounting, arc currently
available to all Department employees.
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9120/00
�May 16, 1996 _. Statement by Deputy Secretary Kunin on Management Improvements at t.. Page 8 of 9
-.
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Giving our staff the tools they need to do the job also has meant expanding the use of technology to
help improve productivity. Three years ago less than half of the Department's employees had
computers; today all employees have computers on their desks. Similarly, when I joined the
Department our local area network, or LAN, ~as used only to connect computers to centrally located
printers. Today we have full e-mail capacity, including Internet mail, to facilitate communication
both within the Department and with our customers. We also are providing full Internet access,
including access to the World Wide Web, to employees who need it. For example, Department stafT
often access legislative documents through Thomas, the Library of Congress's legislative web site.
In addition, technology has been crucial to our efforts to improve financial management. The GAO,
the Office of Management and Budget, and the Department's Inspector General all had found that the
Department's financial management system did not provide adequate financial controls and could not
produce accurate and reliable infonnation. Asa result, the Department's programs were subject to
increased risk from fraud, waste, and mismanagement.
.
In response, we have rebuilt our financial management system from the ground up. The core of this
effort is the Education Department Central Automated Processing System project, or EDCAPS, an
integrated administrative and financial management system. Once fully implemented, EDCAPS will
enable the Department to produce more timely and accurate financial infonnation for our program
and financial managers, as well as for program recipients and the Congress.
Other projects have included expandi,ng and enhancing automation of payments, expenditures.,
" . , . ! j", '_,'
reporting, cun-ent account infonnation, and travel managemeJ}t. These and other improvcm'~!:l}'~,~iv~~.,~!~ . ,~,',;;',~;I(~i;
greatly increased the availability ofinfonnation to Department mana'gers and customers w.l;1ilel':;'\:.'D>f,,~.f.~:;;\'~';';~'P'
substantially reducing the paperwork burden of sound financial management.
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One measure of our success in carrying out necessary internal ,IJ.1anage.ment ~hanges ~a?,..~:.~ri'!~~l~N"";;;.~;~~';:;,:;'ririb;-~:,~,,,
dramatic decline in.~he cost to taxpa~e:s o~ student 'loah'de~a~l!s~~Net defa,ult costs:i~ ,t~C}~J~B,~-~!!l?~'!:~;\1Ml1;l:~V ~t;
programs have dec1med from $1. 7 bllhon In 1992 to SO.5 bllhon m 1995, as a result of-reducing .".' 'J~; , l;'::.'.;.;~~t+ .'
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default rate from 22 percent to 12 percent and increasing collections from Sl.0 billion.to $1.9 billion. '":' ~:' t.,
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This progress reflects our strong emphasis on accountability in managing Dep~rtment programs. I
was especially pleased to read, in a recent New York Times article on the rising risks of Federal loan
programs, that Comptroller General Cha'rlcs Bowsher was quoted as saying that "one bright spot is
the improved oversight of student loans by the Education Department." I would add that last year the
Dire~t Loan program was the first government loan program to receive a "clean" audit under the new,
rep..'.:rting requirements of the Chief Financial Officers' Act.
.
THE 1997 BUDGET REQUEST FOR MANAGEMENT
The 1997 budget request supports the continuation of the efforts that I have described here today to
transfonn the Department of Education into a high-perfonnance, customer-focused organization.
•
To continue making the changes needed to produce results like these, we are as.king for $505.7
million in total discretionary budget authority for Federal administration in 19~?,".This request would
restore funding for salaries and expenses to approximately the 1995 level, and represents just 2
percent of the total discretionary budget for the Department.
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�..
• May 16, 1996 -~ Statement by Deputy Secretary Kunin on Management Improvements at t.. Page 9 of9
•
These, funds would be.used to improve management of the student financial aid programs, provide
. more effective and helpful program monitoring and technical assistance to grantees, enhance
infonnation technology used to improve customer service, upgrade accounting and financial'
management systems, maintain support for staff training, and complete the renovation of the
Department's government-owned headquarters building.
The total request for Federal administration, including discretionary and mimdatory funds, would
support 4,613 full-time·equivalent (FTE) employees in 1997, compared to 4,750 FTE in 1996 and
5,131 FTE in 1995. This reduction has been achieved by attrition and by retirements resulting from
the "buyout" program, which will generate estimated savings in 1997 of over $3 million. Partly as a
result of this decline in staff, the Department's ratio of program obligations to employees is $6
million for each F'f.E -- the highest ratio of any Federal agency. We are coping with these staff losses
through the use of improved technology, the reallocation of staff to high-priority areas, and staff
training.
Nearly one-quarter of the Department's FTE and one-fifth of its discretionary budget request for
management is devoted to the Office for Civil Rights, which enforces the Nation's education- related
civil rights laws, and the Office of the Inspector General, which investigates fraud and abuse in
education programs and helps protect the $40 billion annual Federal investment in postsecondary
student financial aid.
'
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Mr. Chairman, in addition to my' written testimony, I would like to,submit for the record a ,-."
Department organization chart which.was requested by the Subcommittee and,a.'~oeuIJ1e~.t-~!~a~·:~I~.,,~:
summarizes our reinvention efforts over the past three years.
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Thank you for this opportunity to tell the Subcommittee about the dramatic progr~ss ~e have made to
improve management at the Department of Education. We arc clearly well on the way,to,making' thel:;
'Department a first-class, highly efficient organi·zation:.·) will be happy to ariswer"an·y:q~~kildh-~·~yo~~kf;f,:,·'.;'<
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9/20100
�.. May 23,1999 -- Statement by Marshall S. Smith, Deputy Secretary (A), U.S. Department.. Page J ofl5
Statement by
Marshall S. Smith
Deputy Secretary (A)
U.S. Department of Education
•
before the
Subcommittee on Labor, Health
and Human Services, Education,
and Related Agencies
Committee on Appropriations
U.S. House of Representatives
On the
Department of Education's Fiscal Year 2000
Budget Request for Management
March 23, 1999
'.
Mr. Chairman and Members of the Subcommittee:
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Thank you for this opportunity.to share with the
Subcommittee our continued progress in making the
.
. 'Department of Education a high-performance
''organization dedicated io improving'thii'q'ualily'of ..
America's education system. In particular, I want to
update the Subcommittee on Year 2000 computer
issues, the modernization of our sludent aid delivery
systems, the implementation of the Government
Performance and Results Act, and the dramatic
improvement in customer service that has been
made possible through expanded use of the Internet.
In describing our progress in these areas, I will also
address the issues that have been raised by the
General Accounting Office (GAO) and the
Department's Inspector General.
,,' '\," ,.
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Our success in each of these areas was made
possible in part by the support provided by this
Subcommittee. I want to thank you, Mr. Chairman,
as well as other Members of the Subcommittee, for
recognizing the importance of investing in sound
financial and administrative management to reach
our common goal of improving educational
opportunities in America. For fiscal year 2000, we
are asking for $552 million in discretionary
http://www.cd.gDv/Spccches/05-1999/990523.html
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�May 23, 1999 -- Statement by Marshall S. Smith, Deputy Secretary (A), U.S. Department.. Page 2 of 15
management funds, which includes funds for the
Offices of Civil Rights and the Inspector General.'
This is an increase of $33 million over the 1999 level,
mostly for pay raises, other built-in costs, and
investments in technology. I hope you will give
careful consideration to this request, which remains
less than two percent of the Department·s total
discretionary budget.
•
YEAR 2000 COMPLIANCE
Last year's management hearing focused on the
Year 2000 problem, reflecting growing concerns that
the many computer systems that Federal agencies
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rely on to carry out their mis~jons were not Year
2000 compliant. At that hearing, I described the
Department of Education's comprehensive Year
2000 Project Management Plan, which set out a
detailed schedule for assessment. renovation,
validation, and implementation of our computer
systems. The Year 2000 problem was a special
concern for the Department, because' so many of our
systems are critical to the delivery more than, $50
billion annually in Federal financial assistance to
more than 8 million postsecondary students.
of
i
I am pleased with our progress in bringing all 175 of
. the Department's d~ta systems-including our 14 .,.,'..
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mission·critical systemS-into Year 2000 compliance:' '·}.U:":'j'
Each oltha 14 mission-critical systems. including the ,;
11 student aid systems, has undergone independent
verification and validation (IV&V) by'a third party
contractor and is in production. We are pursuing our
IV&V contractor's recommendations for continued
documentation and monitoring procedures and for
testing with external customers and partners. In
addition, all 161 non-critical systems have completed
renuvation: validation and implementation and have
been put into production.
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The Department's Year 2000 progress has been
confirmed by Congressman Steven Horn's
Subcommittee on Government Management,
•
Information, and Technology, which on February 22
gave the Department a grade of "A minus: and by
the Office of Management and Budget, which has
placed the Department in its highest Y2K readiness
tier. The GAO and Inspector General are also
reviewing our systems to help us ensure that they
are Y2K compliant..
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�. May 23, 1999 -- Statement by Marshall S. Smith, Deputy Secretary (A), U.S. Department.. Page 3 of 15
We are proud of this achievem~nt. but we are taking
nothing for granted.when it comes to Year 2000
readiness. With the renovation of our systems now
complete. we are focusing on contingency planning
and continued testing,
•
'The Department has undertaken a thorough
business continuity and contingency planning effort
based on guidelines provided by the GAO,
Contingency planning teams representing key offices
and functions across the Department began work in
September 1998, We drafted our initial contingency
plans for individual systems in early 1998, and have
posted these plans on the Department's web site for
comment by the education community. We expect to
cOmplete detailed contingency plans for all core
business. processes by the end of March; these
plans will also be posted to our web site for further
comment
Our contingency planning effort has included
extensive consultation with the education
community, In addition to soliciting the community's
"
comments on our initial contingency plans, last
month our student aid team met with a focus group
. ,., of college student aid administrators, business
'.. ' •
. ,'., '. " -'.' .... '. ',:,... officers, and student loan industry leaders to obtain
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analyses and preliminary fisk mltlgatoon and
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contingency plans,
•
•
,
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We are continuing to test data eXChanges with other
Fadeial ,gancies and with our many non-Federal
partners, such as postsecondary institutions, The
Department is well into a series of tests with our
sister Federal agencies, and we have developed a
plan fe'-'lxtftn,sive t~sting with postsecondary
institution's and other external data exchange
partners during 1999, This testing has been
scheduled for the spring and summer of this year to
coincide with completion of Year 2000 renovations
by both the Department and its partners, The testing
schedule has been posted to the Department's Year
2000 web site, and we will work closely with the
education community to provide as many lesting
opportunities as necessary,
The Department also is continuing outreach efforts
to encourage and help our partners throughout the
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�May 23, 1999 -- Statement by Marshall S, Smith, Deputy Secretary (A), U,S, Department" Page 4 of 15
education community to'address the Year 2000
issue. In December, for example, the Department
held a live, interactive video teleconference on Year
2000 that was co-hosted by Secretary Riley and
John Koskinen, the Chairman of the President's
Council on Year 2000 Conversion. The
teleconference was broadcast to over 1,400
registered sites across the country, and the
Department has made videos of the teleconference
available .to the education community.
•
Our outreach efforts include ongoing assessments of
the Year 2000 readiness of school districts, the
higher education community, and key service
providers: For example, the Department has worked
with the Council of Great City Schools to assess the
readiness of the Nation's 50 largest school districts,
The Department and the National School Boards
Association are preparing to launch a similar survey
of all school districts nationwide.
Year 2000 readiness assessments of the higher
education community have included surveys of the
1,300 members of the American Association of
Community Colleges, 1,474 direct loan schools, the
36 guaranty agencies, and the Department's 18 debt
collection contractors: We plan to continue our
... ' assessment efforts by surveying ali 7,000.,. ,
,',_ il~::':;,P9sts_e3;?~~ary'lnstitutions at the end'of M,~:ch:"
•
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•
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•
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Our data eXChange testing and outreach efforts
reflect our ongoing commitment to do everything we
can to keep Federal assistance to States, schools,
and students flowing without a hitch when the year
2000 arrives.
STUDENT FINANCIAL ASSISTANCE AND
--"E,- PBO' .'
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I'm proud thai we have surmounted the Year 2000
problem, Over ttie past few years. we have faced
'other pressing, high-visibility challenges in
administering the federal student aid programs. For
example, three years ago, we experienced
disruptions in our processing of student aid '
applications. This year we are processing aid
applications promptly for the third year in a row and
expect one application in four to be ftled
electronically, the most ever. And although the Direct
ConSOlidation Loan program faced serious
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�May 23, 1999 -- Statement by Marshall S. Smith, Deputy Secretary (A), U.S. Department. Page 5 uf 15
management problems 18 months ago, today it is
smoothly processing consolidations well within 60
days with a workload as much as ten times larger
than it was last spring.
•
•
We have stabilized the student aid programs and are
ready to move forward with a comprehensive
strategy to modernize and integrate our systems.
Last fali, Congress helped catalyze this change by
establishing a perfonmance-based organization
(PBO).to administer the student aid programs. The
PBO is designed with greater flexibility in managing
its personnel and procuring goods and services, new
incentives for high performance, and accountability
for results.
Secretary Riley and I were very pleased that Greg
Woods agreed to become the first Chief Operating
Officer of the PBO. We believe Mr. Woods has the
right mix of.experience, including eight years as CEO
of a software company and five years at the
Reinventing Government initiative, to make the PBO
a success.
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The PBO has beenwor!<inglo develop an interim
performance plari and management priorities for the
resl of this fiscaLyear.l(These priorities will include ( 1) ....
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promotlng.custamer,service;(2) integrating the
..
student aid'deliveiy'systerns;'and~(3) strengthening.,;, (, ':": "
oui fin'arida'l managemer1t'system. I would like to say' ..
a word about each of,·theseareas,
..
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First, the PBO is making great strides in improving
customer service. For example, ap"Ii~i't1ons for
student aid submitted via the Internet are not only
. quicker and easier for students to file and the
Department to process, but are also less than one
due If' an
tenth as likely to be returned to the
error. We also use the Internet to accept applications
for loan consolidations and to distribute infonmation
to financial aid professionals.
5l.,qept,
•
The PBO recently formed a Customer Service Task
Force-comprised of senior managers, key staff, and
front-line employees-to identify opportunities to
enhance customer satisfaction. The Task Force
plans to make recommendations in July on ways we
can work more effectively with our partners-including
schools, lenders, guaranty agencies, and others-to
meet student needs and improve operations.
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�May 23, 1999 -- Statement by Marshall S. Smith, Deputy Secretary (A), U.S. Department.. Page 6 of 15
Second, the statute requires the PBO to implement
an open, common, and integrated system for
delivering student aid. A recent GAO report on the
Department's management challenges focused our
need for us to integrate our systems, as well as
strengthen financial management In my view, this
report was generally fair but did not reflect the
quantifiable progress we have made in these two
areas.
•
•
•
In the area of systems integration, we have laid the
groundwork over the past several years. We have
consolidated operations for four data systems into
one data center with common hardware and
software, improving service while saving more than
$30 million over five years. We have also established
a single electronic identifier for each organization
involved in student aid delivery to reduce
administrative burdens and improve data quality.
And through Project EASI (Easy Access for Students
and Institutions), we have collaborated with our
customers and partners to document current
processes and determine how they could be
reengineered to take,advantage 'of new
technologies; ,C':; u:2If U;"~,;;,,\":)~"t~:- 5:;'<
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We are now ready,to'pursue'theriext stage in this
effort. MriWoods'is'overseeing:tI1e'design of a ' ... ,
single sYsteniis"a·'chitectur""for'alJ.the Title IV
'.
systems, buildin!fupon'the'work of Project EASland
our otiter modernization' efforts. By early April, the
PBO will develop a modernization budget and share
it with Congress. By the end of this fisi:1aI:;lear, we
will have a clear picture of where our systems are
today, where they should be within five years, and
the sequence of steps needed to get there. The PBO
will seek the support of the financial aid'""mrnunity ,':
for this modemization blueprint, which will iely on a
modular approach and use existing commerCial
systems whenever appropriate. ,
.
,
.
Finally, we are also making progress improving the
financial management of the student aid programs,
Our efforts to strengthen the student Joan programs
are paying dividends, as evidenced by the clean
opiQion on the Department's fiscal year .1997
. financial statement. We have also aggressively
worked to reduce student loan defaults, with the help
of a strong economy and tools provided by Congress
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�May 23,1999 -- Statement by Marshall S. Smith. Deputy Secretary (A), U.S. Department.. Page 7 of 15
•
in 1992. The fiscal year 1996 default rate-the latest
available-is a record-low 9.6 percent, less than half
the 22.4 percent rate when President Clinton took
office. At the same time, collections on defaulted
loans.have more than doubled. from $1 billion in
fiscal year 1993 to $2.2 billion in fiscal year 199B.
And by improving the quality of data in the National
Student Loan Data' System. we have prevented the
disbursement of as much as $1 billion in grants and
loans to ineligible students.
To build on our progress in this area, the PBO will
invest in high-end financial management software
and systems now in use in the private sector, move
from manual systems to.more automated ones, and
reduce errors and administrative costs for both the
Department and our partners.
DRAWING FROM THE LESSONS OF
EDUCATION REFORM
•
I began with the Year 2000 problem and the student
aid programs because they are among the '"
Department's most visible challenges,' In 'turning now'·
to some of the broader management 'reiiirms'tha-f'wa'·';··: , , ,
are implementing across the Depaftmerii;fwiiilno"'; ".'
highlight the striking connection'beiWee'rrthesen1"\!'~:'/'~::'t. ' "
efforts and the standards-based(refo'fms'"thii't' iir'e);·':::\llF::) ;" :
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secondary schools. We have f9und·t~a!lh~ sa~e"L' ;,....
principles driving effective educatiof\. reform~at the
.
State and local levels also provide a solii!' foundation
for restructuting the Department of Education to
better support those reforms,
.,,',
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For example. States engaged in successful
education reform have set clear goals in the form of
high standards for all students. The obvious parallel
to that process at the Department of Education is the
developmentand implementation of our StrategiC
Plan, which sets forth our goals and objectives.
'
•
Second. States and districts have pursued their
achievement goals by aligning their resources to
support those high standards and by empowering
educators through intense professional development
to lead reform at the local,and schoolleve!. Similarly,
we are pursuing our Strategic Plan objectives by
empowering Department employees through a
combination of training and technology to make the
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�May 23,1999·· Statement by Marshall S. Smith, Deputy Secretary (A), U.S. Department.. Page 8 of 15
changes in how we do business that are required to
reach our Strategic Plan goals. We are investing in
human capital, and we are encouraging all
Department employees to take 'advantage of
computer and Internet-based technologies to better
meet the needs of our customers.
•
,
Third, States are holding schools and principals and
teachers accountable for improving student
achievement. The blend of greater local
empowerment with accountability for results is the
driving concept behind the popular "Ed-Flex"
legislation, as well as a centerpiece of Pre~ident
Clinton's proposal to reauthorize the Elementary and
Secondary Education Act. Greater accountability for
results is also a critical part of our management
improvement efforts within the Department of
Education, including the development of annual
performance plans, individual and organizational
assessments, and a variety of othe'r means.
I would like to briefly describe our work in each of
these areas: defining our management objectives,
aligning our resources and empowering employees::' _';,', ',' ~
:7~:1~
to support reform, and holding ourselves
'iJ" .~!,,'~ ~t~:e~·~~:1'~.~l:'"f':~i,,~, .....:.
accountable for results. .
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GOVERNMENT,PERFORMANCE AND'i:;~';:"';,:r:'i:'~;jii,Jid;:r" .
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RE S Ul.TS"'A CT
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The Department's vision is defined by its Strategic ~~~~ "':}:{"?P':"',"""
Plan and Annual Performance Plans. These plans, •
,
created in response to the Government Performance
and Results Act (GPRA), reflect our strong
commitment to providing high-quality services and
making effective use of taxpayer dollars to improve
our education system.
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Our Fiscal Year 1999 Annual Performance Plan
received high marks from Congress. This year we
worked to build on that success by providing
strengthened performance indicators and expanded
baseline data. The Fiscal Year 2000 Annual Plan
includes 98 indicators for our 22 performance
objectives, as well as baseline performance data for
90 percent of those indicators, or about twice as
much baseline data as last year. Most of th~'cases
where baseline data is unavailable involve new
programs or activities. The 2000 Annual Plan also
includes baseline data for about 85 percent of the 94
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�May 23, 1999·· Statement by Marshall $, Smith, Deputy Secretary (A), U,S, Department.. Page 9 of 15
,
•
•
performance plans for individual or closely.related
programs, Much of this information has been
integrated into our Congressional budget
justifications,
We have also developed belter links between
strategic plan objectives and program performance
plans to address a key concern raised by
Congressional reviewers last year, Each program
performance plan now states the program's
relationship to our overall strategic goals, We have
established incentives to incorporate the strategic
plan objectives into program management by
including the objectives in the individual performance
plans of oui senior officers,
To further improve our plan and guide indicator
development, we have added a section on limitations
of data, as well as draft standards on data quality,
We are working with State agencies to pursue a two
pronged strategy to improve data quality: (1)
, ensuring that current GPRA data collection systems
meet data quality standards, and (2) developing a
new electronic, integrated performance and
benchmarking system to bring Federal education
data systems into the 21 st century,
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We recognize that the development and collection of".'" 'c"""~',;x,·.~,j:,,·"
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reliable performance data on 8epartment programs '. .;,--:'( ~:"ri1kit1;;:\}r,,;?r.~ ~;~',!f;":;:;':':
is taking longer than some woulifllke': 'In'particular, I . " «;":';'\i~>;: ,:",~.",p"",,;, (" "
know that Members of this Subcommittee are eager' " ' <, "'f, ';"0', ~:~"""';'" ' .. '
for information to help them make difficull decisions
about the allocation of scarce Federal resources, We
share this deSire, but I can tell you after spending 30
years working with education research that bad data
are worse than no data, The undertaking mandated
by GPRA is a complex one that cannot be achieved
overnight. We are working very hard to set up
systems for collecting reliable and valid data on
Department and program performance as soon as
possible, and our Annual Plan provides a sound
blueprint toward that goal.
•
...
~,
In the meantime, I believe there is considerable
information available to help the Subcommittee
assess the Department's performance, We are
pleased at the clear successes in meeting goals, "."
including internal management goals such as year
2000 compliance; program goals, such as the recent
released assessment of Title I; and macro goals, like
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�May 23, 1999 -- Statement by Marshall $, Smith, Deputy Secretary (A), U.S. Department.. Pogc 10 of 15
the latest reading scores on the National
Assessment of Educational Progress,
•
INVESTING IN HUMAN CAPITAL AND
TECHNOLOGY
To reach the goals and objectives outlined in our
StrategiC and Annual Plans, the 4,700 employees 01
the Department-the smallest Cabinet-level agency in _
the Federal govemment-must have an impact far in
excess of their numbers, To achieve this impact, we
must carefully consider how we can use our limited
resources to build the skills and morale of our
workforce and use technology to support our
strategic goals,
We are rethinking the way we provide professional
development to our employees to encompass a wide
range of opportunities in addition to traditional
training. For example, a recently launched mobility
assignment program is designed to encourage staff,
who often work for many years on the same
assignment in the same office, to seek out and
accept new challenges in other areas of the
.
Department This new program not only helps satisfy
individual career goals but also brings new
' '
perspectives to our day-to-day work. The.
Department also has launched a mentoring program",,'
and is experimenting with a wide range of
technology-assisted learning techniques,
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Our performance assessment system is based on a
360-degree feedback model widely used in the
private sector to encourage useful input to
employees about their performance, strengths, and
weaknesses, We are also encouraging staff to
collaborate and cooperate across offices and
fw,ctions..To expand effective application of
technology across the Department. for example, we
have created an IT investment review group for
technology governance issues, an Intemetworking
group for building our web presence, and a
technology review group for day-to-day technology
implementation, We also are bringing members of
the Senior Executive Service together more often to
talk about the management challenges facing the
Department. And we recently launched an annual
Skill-building program for senior Department leaders
and managers,
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~
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�May 23, 1999 -- Statement by Marshall S, Smith, Deputy Secretary (A), lj,S, Department.. Page II of 15
•
Building a first-class workforce goes beyond
professional development and networks, It also
includes continuing the progress of the President's
Initiative on Race, strengthening our labor
management partnership, emphasizing the
importance of diversity in our decision-making
processes, and enhancing our workplace to provide
the best possible environment for our employees, In
all of these areas, I believe we have made
substantial progress in the last year.
Effective educators realize that technology'should
not be used for its own sake, but should be focused
On improving student achievement. Likewise, the
Department has marshaled its investments in
technology to support its strategiC goals, particularly
in the area of improving customer service,
There was a dramatic increase in customer contact
with the Department through our web site and major
call centers in 1998, The ED Home Page was
viewed an average of 5 million times each month in
1998-twice as often as in 1997-and reached 9 million
page views in January 1999. Total call volume on
our postsecondary student financial aid information
line (1-800-4FED-AID) gre~ by more than 50
percent in 199B. to over two million, And we are
"receiving about 1,OOO'req'uests'a day-both by phone
and on-line-through the ED Pubs system,
ED Pubs is a terrific example 01 how the Department
is ,.[sing technology to improve customer access to
the iliformation they need, when they need it. The
Education Publications Center,.or ED Pubs, is a
consolidated product distribution center that began
providing one-stop shopping services to Department
custll.Hecs in M%l 1998, The center disseminates
the Department's information prOducts-including
publications, videos, CD_ROMs, posters, bookmarks
and other prOducts-free of charge to teachers,
parents, students, librarians, administrators,
policymakers, researchers, and anyone else with an
interest in education.
.
.
•
ED Pubs also provides an accurate inventory of all
its products on-line, and even more important, helps
us determine the kinds of information our customers
value most. The ED Pubs on-line ordering system
includes extensive search capabilities as well as
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�May 23, 1999 -- Slatement by Marshall S. Smith, Depu1y Sccrewry (A), U.S. Department.. Page 12 of 15
•
links to full·text electronic copies of most
publications.
One measure of Our initial success in using the
Internet to provide useful informalion to our
customers is a 1998 survey by Quality Education
Data. In this survey, teachers named the ED web
site and the ED-sponsored Educational Resources
Information Center (ERIC) web site as their first and
second most frequently visited sites, respectively .
.
•
In addition to increasing direct contacts between the
Department and its customers, we continually look
for ways to improve customer service and implement
programs in flexible, customer-friendly ways. One
recent example of this ongoing effort is an
accelerated discretionary grant award schedule that
promises to deliver awards much earlier In fiscal .
year 1999 than in previous years. The accelerated
schedule will give schools and districts more time to
carefully allocate their resources for the coming
school year. In fiscal year 1998, the Department
awarded 90 perce.nt of all discretionary grants by
August 31. The goal in fiscal year 1999 is to award a
majority.of new grants by May 31 and continuations
by July 31. In addition, the Department developed
and implemented new "expanded authorities"
, . regulations intended to increase flexibility for
'.( , 'ij. ''). 'grantees and· improve customer seryice by~
.. ', ;.:, " ','streamlining administrative requirements, :
--
BLENDING ACCOUNTABILITY AND
. FLEXIBILITY
•
One of the most difficult challenges we face in'our
efforts to put customers first is the need to balance
the flexibility our customers need with the
acccuntability Corig,>1sodemaRlls on'behalf of
American Iaxpayers. A key to meeting this challenge
is our continuing investment in financial management
systems. Our new core financial system, the
Education Central Automated Processing System
(EDCAPS). became operational in fiscal year 1998.
EDCAPS combines payment, grants and contracts,
and accounting functions into one integrated system
that supports a streamlined grant process, facilitates
improved procurement processes, and enables the
Department to conduct business electronically.
In May 1998, the Department implemented the final
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Muy 23. 1999 _. Statement by Marshall S. Smith, Deputy Secretary (A), U.S. Departmcnt..I'agc 13 of 15
•
. phase of the Grants Administration and Payments
System (GAPS), a key component of EDCAPS.
GAPS supports grants management through the
entire life·cycle of each grant by simplifying
reporting, providing Internet access to the system,
allowing modifications to payment requests prior to
receipt of funds, and ensuring access to more timely
, and accurate financial information.
AlSO during 1998, the Department established
policies and procedures that provided for the
monthly reconciliation and reporting of financial data.
This data was made available through EDCAPS for
program and other managers to use in their day-to
day operations for decision-making and funds
control.
•
The Department is committed to improving
performance and accountability through
performance-based contracling. We are now
reviewing every' contract for the maximum use of
effective performance objectives. ensuring that each
contract is stated in terms of results that support the
Department's StrategiC Ptari: In 1996, the
Department identified 66.contracts for conversion 10
performance-basad' serVice contracts.,To date, the
Department has converted 45·of.those existing' ." , ,
contracts. In addilion,:j6'new peiformance-based ..
contra<;ts wer'! awarded, Ihe average annual'cost oL.; '.)
these performanee-baseil'contracts combined is ... , ....'
over $200.mlllion.
Our emphasis on accountability e,xtends to all senior
Department officials and staff. We ate the ones. after
all, who are charged with implementing' our Strategic
and Annual Performance Plans. This is why, as
Acting Deputy Secretary, I have insisted on annual
performance agreements linked to ll1e'lsyrable.~... •
objectives for all senior officers. This is also why we
have implemented a new performance assessment
system for all employees that uses 360·degree .
review to assess performance against standards and.
goals that are revised annually.
A VISION FOR THE FUTURE
•
..' Meeting the enormous challenge facing American
education today requires thinking differently about
how we do our work. The ubiquity of the Internet and
other technological changes provide an
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�May 23, 1999 -- Statement by Marshall S, Smith, Deputy Secretary (A), U,S, Department.. Page 14 of IS
unprecedented opportunity to redefine the role of the
Department of Education in a way that serves our
customer better than ever before, We now have the
capacity for direct, real-time contact with educators,
parents and students; in short, to provide our millions
of customers with the information they need when
they need it. Internally, technology will help us to
•
sirnplify and reengineer our routine business
processes, and the resulting change will allow more
. staff to provide direct service to our customers.
We are using technology to serve customers today
in ways that were barely imaginable 10 years ago.
Thousands of publications and research reports from
the Department are now available on the desktop of
anyone with access to the Internet, and we are
adding new publications every week. Online forums
allow thousands of teachers and others to share
ideas on key education challenges.
•
A growing number of our programs. are using
technology to strengthen their work. For example, a
web site maintained by the 21 st Century Community
Learning Centers program:features :examples of
winning proposals ,.,," ' . year's'·cam'petition. The
fioin'litst
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updates and'also"a searchable 'database of award
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reCIpients, so that schools'adoptlng'a particular
reform modei' maV);6i'tiic(each:cith'er. ~,),.: , "
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These are glimpses of where we are going, what we
are becoming. We are becoming a learning
organization. We are using technology to create.,
constant and nearly instantaneous feedback loop
that teaches us how to serve our customers better,
faster, and more directly. As a result, our customers
spend less time looking for information and mo,'".,',,,·.
time using it to improve the performance of their
schools and students.
,
,",,".'
",
With your help, we will continue this learning process
and create a high-performance agency that
successfully blends flexibility and accountability to
meet the needs of all its customers.
•
I will be h,ppy to take any questions you may have.
-It##
http://www.ed.gov/SpeechesI05-1999/990523.html
11/21100
�May 23, ! 999 •• Statement by Marshall S, Smith, Deputy Secretary (A), U,S. DepartmenL Page! 5 of i 5
•
!- - - - -to SReeches - - -Testimony page J
Re:urn . - - - - a-d - - ..
Eii
ED....-.-'
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Last Updated -- June 14, 1999, (pjk)
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http://www.cd.govISpee<:besl05.!9991990523.htm!
! J!21100
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
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Clinton Administration History Project
Creator
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Cinton Administration History Project
Council of Economic Advisers
Department of Commerce
Central Intelligence Agency
Department of the Interior
Department of Defense
Corporation for National Service
Council on Environmental Quality
Department of Justice
Domestic Policy Council
Department of Education
Department of Energy
Environmental Protection Agency
Federal Emergency Management Agency
General Services Administration
Small Business Administration
Social Security Administration
United States Agency for International Development
National Economic Council
Office of Management & Budget
Office of National Drug Control Policy
Office of Personnel Management
Office of Science & Technology Policy
Office of the Vice President
United States Trade Representative
Date
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1993-2001
Description
An account of the resource
<p>The Clinton Administration History Project describes in detail the accomplishments of President Clinton's Administration for the period 1993-2001. The records consist of the histories of 32 agencies or departments within the Executive Branch. In general, each organization associated with the Project submitted a narrative history along with supporting documents. These narrative accounts are primarily overviews of the various missions, special projects, and accomplishments of the agencies. The supplementary records include substantive memos, press releases, briefing papers, and publications illustrated with photos and charts.</p>
<p>Agencies:<br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Council+of+Economic+Advisers&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Council of Economic Advisers</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Central+Intelligence+Agency&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Central Intelligence Agency</a><br /><a 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c0def51a02bb79446a5106229ef4a755
PDF Text
Text
•
SCHOOL CONSTHUCTION INITIA TlVE
QUESTIONS & ANSWERS
1"eed for the Program; Federal Role
Question: Why is a Federa! school construction program needed? Why is this an appropriate
Federal role?
Answer: School construction has been~ and will remain, primarily a Slate and local
responslhilit}'. The vast mnjority of school fadlity needs will have to be met with non~Fcderal
resources. However, America is facing a school facilities crisis and State and local govenunents
have not been ab:e, on their own. to deal \vith their construction .md renovation needs.
The General Accounting Office has found that one-third of :ho Nation"s schools, serving more
than 14 mitlion students, need extensive repair or renonnion of one or more buildings. About 60
percent of schools have at least one major buildlng feD lure in need of repair. More than half have
at least one unsatisfactory environmental condition, such as poor ventilation, heating, or lighting.
Almost half have inadequate electrical wiring for computers and \)ther technology, And fmally)
jest lO meet growing enrollments, school districts will need to build some 6,000 more schools 9Y
the vear2006.
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We owe'it 10 our children lo do something about these problems. But the purpose of our" '--:"., '
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proposal is not to lake over the responsibility frum States and localities, ll}stead, 'our biILwould •
provide lImited, one-time support in a marmer ,t!m,t .sp'ur~ States, con;rt;l.unit!e~,; a:;it~.~,:h;t!i~;)·;"~;r,
private sector 10 shoulder the burden and provide adequate schon! facilities for 'all children, ~ :';.';
l\"umbcr «fSchools und ChHdren Affected
--.
Questir:tij: How many schools would be built or repaired, and b0:-V many children would be
affected?
\
,Answer: According to the GAO, tbe a\'~rage school reported needing about $2 million lo repair
and upgrade to good overall condition, The average new elementary school costs about $6
million to Cl)nstruct and the average secondary school costs about $15 million. Assuming that
about Qne~quarter of the construction generated under Ihis initiative is new schools a.'ld the rest is
repa~r and upgrading of existing schoots, 2 $5 billion investment that leverages $20 billion in
new construction would pay for approximately ,!!QQ'ncw schools and 7500 maim repair projects,
This would mean that over 4 million 01Udent~ would be learning in safer, hcelthier, more up-ta
date classrooms.
.
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Interest Suhsidy \'s. Direct Support for Construction
Question: Why would the program fund interest subsidies rather than providing di~ect support
for schoo! cons:ruction?
Answer: Givc:n the scope of the school facilities infrastructure problem -- $112 billion, by GAO
estimates, for repairs and replacement alone -- a limited gra!l1 program to cover the fell cost of
sChool construction projects could not begin to Tnake an impact on the problem, By using the
Federal dollars to lever~ge increased Slate and local support. we can generate u much bigger
"bang" for our "buck." -nrrough a traditional direct grant program, $5 billion would buy ~nly $5
"billion in construction,
.
BUI with a $5 bB:ion uppr0primio:l tu subsidize the interest on construction bonds and similar
.iinancing mechanisms, we can "levemge" approximately $20 biHion in construction,
Federal Lc,'craging
Qyestion: How will a $5 hiHion program result in $20 billion in construction?
AnSwer: Under tqe bill, Federal grants would pay for up to one~half the interest cost on ~chool
construction bonds, or an equivalent po:tion the cosUf a different financing mechanism is
used; the remainder of the cost would come from non-Federal sources (State, local. private
sector), Assuming that States and localities will pay for construction using 25-year bO:1ds that
pave a 5 po.!(c.ent interest rate (approximately the current average maturity and interc~t rate for
municipal bondsX then one-halfthe interest cost, calculated on a "net prescnt value" basis: is
,"
equivalent to about, one-quarter'of the total cost of construction. Thus, every dollar of Federal '''::~ ",.
subsidy will "leverage" three dollars in non-Federal support, and ,the $5 billion appropriatiop ~v~l1;; .~ .• ;1 ::., ,','
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support $20 bi!lton in total construction,
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\ViII this Supplant State and Lotlll Effort'!
Question: \\lon!1 this initiative merely pny for whal States and localities would be doing
anyway?
Answer: t-:o, in {lrdcr to enSUre that the Federal program does not merely replace non-Fcdcml'
effort! the bill would prohibit grantees from using the Federal funds 10 supplant State and local
support for school construction. In addition, in order to receive a gram; each State or locality
would have 10 aSSure the Secretary that it will increase by 25 perccntt over a four-year period, the
amount of school cunstruction it undertakes Wilh non-Federal funds, compared to the level of
expenditures for the preceding four~ycar period. These provisions would ensure that the Federal
fundi:1g results in additional construcTion, not construction ~hat wO'JJd have taken place anyway,
Impact on Total Construction Funding
Quegtion: What impact would your initiatlvc have on
OVCf'd)l
cons,ructior. funding nationally?
Answer: Complete, current data on the level of school construction activity nationally arc , .
unavailable, The most recent reliable data, from the Census Bureau, indicate tha\ local hies and
States sfX?nt about $14 billlon on construction in 1992. Other reports indicate that school
c~n~truc~ion has picked up in recent years: the current level may be close to $20 billion, If we
.
assu~le a $20 hillion level. then non~Federal activity \""ithout thc Federal program wou!d be $80
" • !~"bn}i~n ?ver 1~C. rour~year period J 998~2001_ Thus, the additional $20 billion attributabie l() the
.
.
" Federal program would inc:rease national construction funding by 25 percent.
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Encoura~ing
LucaJ Activity
Ouestion: How will this initiative address the problem onoeal taxpayers voting down bond
issues for constru(:tlon?
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Answer: We can'l ~~ and aon't want to -- force local communities to:spend money they. don't
want to spend, bm we can encourage and reward responsible behavior on the part oftoeal
communities that choose 10 increase their efforts 10 upgrade thei"r school facilities. By
. subsidizing increased sfcnd~ng for sr.hoo! cl)nstruction, this procram is strucwrcd 10 eocour3j!c
and reward IhQ~e communities that CbQQf;e; to~increase their efforts to improve school facilities,
Communities that :-efuse to do their fair share to address the problem would not receive these
Federa! funds, .
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Impact on Current Activity
OuesljQn: What effect will this have on existing and pending hond activity? (Le'l will States and
localities defer issuing bonds because they may be able to get a credit subsidy after this bill
passes?)
Answer: The proposal, as it is structured, should not cause any delays in State and I.neal
borrowing or construction activity. Grantees would be permitted to use their Federal grants to.
construction projects they elect to initiate any time beginning July 11> 1996 (the date 011
which the President announced the initiative) and cnding on September 30, 2()() I.
~upport
U~es
of Construction Funds
Ouc::;tlon: \Vhat kind of construction projects would the funds be, used for? W~mld the bUJ give
certain types of ac'tivities a priority?
Answer: The bill is very flexibldn defining the types of C?nstruclion projects that could ~
~upp(irted. Allowable activities would-include: ()) construction needed to ensure the heallh and
. safety of students (e.g" "removal ofenvironmental hazards, improvements in air quality, electrical
systen~s, or plumbing); (2) construction needed to ensure the access- of individuals with
disabilities; (3) construction to make school facilities mOre ene.rgy efficient; (4) construction to
facilitate the use of modem educational technologies; (5) construction of new facilities to
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accommodate erirollnleTIt "growth; and
(6) constructio!l projects to facilitate lhe establishment of charter schools and community
schools.
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The bin docs not set priorities among these types of construction projects. Jnstcad. each State or
local grantee would be required to undertake a survey o(its construction needs and then to use
the Federal subsidy 10 help meet i1S highe:,:~priority needs, It would be inappropriate for the
Federal Government, rather th:m the States and localities! to determine whfl~ are the mOSt urgent
construction projects in individual States and school districts.
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Oue~tion: Would your bill support construction only of schools? \\'hat about school district
central facilities? And what about football stadiums and other fancy athletic facilities?
Answer: Because we believe the national nced is to have adequate school buildings for all
children, the btl! would provide Federal subsidies only for construction projects at schools ~~ not
for central offices or other school district facilities. In addition, the bill would expressly prohibit
the use of F{:deral funds to support construction of athletic stadiums and 01her athletic facilities
uSi,;d'prlmarHy for events for which admission is charged to the genera! public.
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State and Local Fin.toeing Mechanisms
Ouestion: Would the many school districts that do Got use construction bones to fil:ancc school
conSll11ction be uble to participate 1n the progrurn?
Answer:- Yes, the bill would be flexible enough to accommodate the wide \'ariety of financing
mecha..'1isms in use in the States and localities. In addition to school construction bonds,
recipients could use the Federal grant to subsidize general obligation bonds, certificaics of
participation. iease-purchose arrangements, and other dehl~based financial instruments. States
would be permitted 10 use the Feder.tl grant to establish school construction revolving funds.
States and localities could use the Federal nmds to "buy down" their bonds or to suhsidize
financing mechanisms that don't involve debt (such as increases in the pwpcrty or sales tax).
Whichever method recipients use, the maximum Federal subsidy wOlJld be the eq~i\'atent of 50
percent or tht; ir:lcrest cost on bands, ass;.lJning 3 standa;d amortization.
\ViIl the J>rogram Help Poor Communities?
Oucstjou: If the program would subsidize only the equivalen1 of 50 percent of interest costs (or
roughly onc-qu.arter of the tata.! cost of construction), how would it help poor communities that·
cannot afford to'pay the remaindel'.of,the costs'!
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Answer: Tllt: bill would not require'sYchooLdistricts to CC'me up with the 'non~Fedcral share from
their own resources_ Jbey~wQuld ·be.able 'to draw on whatever State. private sector, or local
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funds are available for constnlction~
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Few school districts are totally laCking in resources for construction. Rather, many have failed to
keep up with their construction needs because the State has not funded school construction or
because the taxpayers have vl1ted do\\.'li bond-lssues:-rhe avallabillty of Federal subsidies should
encourage governments nod citizens at allieveis to tak~rnore responsibility for this problem._
Along with the infusion of$5 billion in Federal funds! this would be a major benefit of the .
program.
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In addition, lhc bill would cause-States 10 give;\ priority to the needs of rOOf districts.
,SpecificaliYJ in determining how to use their grant funds, States would give highest priority to
localities with the greatest needs, as demonstrated by inadequat~ educational facilities coupled
with a iow k:vel of local resourcesw available to meet school construction needs, The school
districts that f~n within this priority will inevitably be among the poorest in each St;;lte. This
priority reflects another key principle behind the legislation: driving limited Fedef'J.I funds to the
communilic:; least able to meet 1heir school construction needs with their own resources .
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Questioo: Why is the Administration proposing a two-tiered program, with some of the money
flowing through the States and the rest going out as grants from Washington to the big~~ity
school dis!ricts?
. Answ,,: The GAO data show that the need for assistance with school construction is especially
great in the cities, especially cities with high poverty, The two-tiered approach v.ill ensuTC that
the program addresses the needs of commllnities that have the greatest need for Federal.
assistance.
Allocation of the Funds
OucstiQo: How would the bill divide the money bet\.veen State gral1ts and the direct grants to
urban district:;?
Answer: Of the total amqunt of money available, the Department would distribute, by formula,
35 percent to the 100 school districts that educate the greatest numbers of children from poor
families, The Department would use 'an additional 15 percent for competitive grants to those
same districts_ The remaining 50 percent would be distributed to the States.
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Needs of Urban Districts
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Question: How can you justify giving half ~he money, to only '[ 00 urban districts?
Answer: Data from the General Accounting Office demonstrate that school facilities problems
are heavily concentnltcd in urban distrjcts~ A-1996 GAO report found tlmt 38 percent 'of central
city schools had at least one inadequate building~ compared to 29 percent of schools in suburbs
and large tDwnS and 30 percent of small to\\l1 and rural schools. Th(.."':-t;port also found 67
percent of centra] city schools (compared to 57 percent of suburban!largc~ town schools and 52
percent of small town/rural schoQls) had at least one building feature, such us a roof;plumbing,
or heating and air conditioning, needing repair or replacement
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As the GAO pointed out; urban districts must spend disproportionate sums to meet the special
instructional needs of poor and immigrant students, and thus must often forgo construction
spending, 'W'hat construction dollars are available must often be spent on emergency repairs.
leaving little or nothing for the kind of modernization rcully needed to bring schools lnto the
!l[nfo:ination Age."
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TIle situation in some particular cities illustrates the dire situation that many of them face.
Philadelphia needs more than £764 million in construction in order to bring its 257 schools up to
standard. Los Angeles has Ii rfiaintenance and consiIuction back16g of over $60{) !:li!lion; in that
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city, 245 schools need roof replacement, 152 schools need new fire alarm systems, and 58 need
OIew boilers.
Some of the urban disl:iclS are often among those LEAs most affected by rising enrollments.
The Braward County (Ft. Lauderdale) schools are absorbing an additional 1OlOOO students each
year. The district would have to build a new school every month in order to serve its students
adequately. ElU·ollment in Santa Ana! California, a smaller district (but S1;!! on the list of the top
100) has grown by 67 percent since 1980, with most 'of the growth llttributable to immigrants; the
district has responded by instituting yea:-·rounc schedules in most of its schools and purchasing
534 portabJ~~ classftml)1s, but still Hices a subsl<lutial facility crlsis.
Access uf the HHI Largest l)islricts to State Funds
OuestlOn:
Would the large district,> be able to obtain funds
addition to their direct grants from the De~l!ment?
rrom the State fonnula grants, in
Ar.;swer; Yes, the bill \.\'ould not prohibit the cities from receiving support from both types of
grants. Ho~:\'er, in conducting their surveys and need analyses, the States would take into
consideration the Supp0r11ha1 the cities wo~!d receive directly from the Federal Government.
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\Vhat ahout the Rural Districts?
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Question: How would the program address the needs of rural districts, whicll'frequently have the
most critical construction needs and the smallest economic base from'.which,to meet those needs?
. '~." '!:';';;':~h:~'_~' ~':'_''::.
Answer: The bi!! would require States, in dClennining'how to uscJheir funds~ to pay particular
attention to the school construction needs oftheir.rnra! districts, ·II?- addition. by authorizing
States to usc the Federal funds to subsidize State bones and State revolving funds,. the program
would bc sensitive to the needs of rural communities. Many of those communities are so small
that they cannot issue bonds or other financial instruments on their owo. States, with Fedew.l <
support, would be able to abJe to issue bonds, in amounts large enough to be viable, that meet illc
needs of a number of rural dis.tricts within their borders.
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State Formula
Questjo-r.: What type of fOnTIula will the Department
States?
of Education use to distribute funds 10 the
,Answer: The formula would be modeled after 1ht: ESEA Title] Basic Grants formula. That is,
State shares would be based on;
(!) each State's number of children from families below :he poverty !evcl; and (2) each State's
per-pupil expenditure for education, In order to avoid double-counting. the count of children
from poor families would not i~clude the children in the districts that would t1.'Ceive direct
Federal granl'>,
Formula for Local Grants
Question: Would
yO'.1
use the same formula to distribute funds
10
the 100 largest cities?
Answer: Vie would use a similar mechanism. Each district's share of the money would be the
same as its share of Title I Basic Grant funds in tne roOst recent year.
Criteria for CompctitJYc Grants
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OuestloQ; How will the Depanment select uppllcations for competitive grant"s to ,~h~ 1pO, urban
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districts?
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Answer: The urban districts wOll.M be selected to receive competitive gZ'!{lts 9.IP1!c.,?Il:~i~ <;If: (J)
their need for the funding~ (2) the le\'el of effort they are making in supPOl1 ~f.~~yati9n; and (3)
the commitment,they are willing to make to provide additionai non-Federal resoUfC!!S fo'r school
construction. In other words, the competitions would reward communi.ties~~at are most vt"illing
to use their O\,,/n resources to meet their constructiO;1 needs. In addition, the Secretary would
have the authority to make grants in amounts that reflect the relative sizes of different districts.
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State and Local Administration
Question: Which agency would be responsible for administr<ttion of the program at the Stale and
local levels?
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Answer: This would probably vary by State, because some States handle schoor construc,lion
through the State educational agency, others do i~ through an irldepender~t State bond bank or
. school construction authority, and s..~me may use a different mechanism entirely, The bill would
make the funds available to whatever agency the GovernoT, with the agreement of the chief State
!'chooJ officer, designates as bes~ qualified to adu-:ini'ster the program,
Similarly, a direct grant to a locality would go to the local educational agency (LEA) or to
another public agency irthe LEA identifies ;,:ueh an agency as hener ('qulp'ped to carry out the
program.
. Community Schools
Question: \ViII your program help school districts build schools that meet a variety of
community needs.' such as providing a site for aftt':r~school tUloring, recreation, ;):1d social
services?
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61u~wer:
Yes, the b:ll would allow distrie:ts to use the Federal funds to subsidize construction of~
"community schools" that serve as centers for after-school and summer programs and the "
delivery of cducation~ tutoring, cultural, and recreational services, in addition 10 se~\'~~g st~dents
during the normal school day and year.
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Dm'js-Bacon Act
OjJC;Slion: Would your program drive up school construc:.ion costs\by requiring grant recipients
to pay unrealistically high union \vl'lges 1 as mandated under the DavIsrBaton Ac(? Won't this
result in L1.Xpayers paying more for schools and students getting less?"
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Answer: ~$ is the standard with Federal construction programs, this program would be covered
by'the Davi:;-BacQn Act, which reguir-~s that IrJx)rers and mechanics who work on the
construction projects be paid wages at ratcs not less than the "prevll!Hng wages" as determined by
the Secretary of L~bor.·
The Davis-Bacon requirement ensures that Federal construction prograll1s do not ha\'c the
unintended consequence of depressing construction workers' \\'ages in a iocality. Without this
protection. iocal co'ntractorS might have an i:1centive to lower ,"\lages in order to become the
lowest bidders on federally supported cons:ruction contracts. Comrw.:tors who did not take this
action would be at a competitive disadvantage. pavis-Bacon thus prevents this situation from
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occurnng.
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Recent studies have nol d~monstrated an impact .ofDB\'is~Bacon rules on overall CO!1stru~:jon
costs. Althougb the Act ensures that contractors pay the locally prevailing wage, higher wages
do not neccssari:y result in higher construction costs because thos:: wages may attr<1ct ;norc
skilled and productive workers. ]\or does Davis-Bacon always require contractors to page meet
union wage 8cales. Currently, only 29 percent oftbe Labor Department's Davis-Bacon
"scheduk~" are set at union \\'age levels.
Why a
M~lDdatory
Program?
Ouestion: Why is the Administration proposing to make this program a mandatory Federal
expenditure? Doesn't this lype- of 1.1ction erode the budgetary discipline that occurs through ~he
normal appropriations process?
8nswer: III orde:- for this p,ogra:n 10 its intended impact on State and local activity, it is
tmportant that States and communities know that the money will be available up front. Without
a guarantee of the funding, if imnaal funding is suhject 10 the regular appropriations process,
Staies and communities may be unable to initiate bonds and other financing vehicles, thus
underminin~ the purposes of the program.
Offsets
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Oucslion: Does this progmm have a budget offset? Are you plunnil1g to pa), for it through the
sale of a pOrllon of the television spectrum?
Am;wer: When the President announced lhi5 initiative during the cour;;e of Congressional
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deliberations over the 1997 budget, he WIIS required to identify an offset because the· program had
not been induded in the Administration's hudget submission, At that time (July of 1996), we
identified the sale ofa portion of the VHF television spectrum as the offset.
~Ncw, because the proposal fits within the'President's o\:eri,lJ pia." for eliminating the budget
deDcit~ as enunciated jn the 1998 budget, a specific offset is not needed. Therefore, this proposal
is no, longer tied t() 1he spectrum sales,
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CASE STUDIES
Broward CountylFt, Lauderdale
The Problem
Broward, County is located in Southern Florida and is the fifth largest school district jo t1!e
nation. Its schools suffer from severe overcrowding:
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l\pp:oximately 10,000 new students in school system each year.
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students without pennanent desks
:0 :he past nine years, Broward has built 36 new schools and rebuilt 23 schools, and
continut"s
~{)
have a diff:cult time meeting its demand.
Broward would have to build a Dew school every mo:!tr: to mee, this demand adequately.
With approximately 2,000 portable c!assrooms, the budget director fOT the county public schools
described Broward as "the portable capital of the world." One high school, for example, has 46
portable cIas~rooms in use during this school year.
II. Needs Versus' Available Resources
A recent needs 3:lalysis estimated Broward's capital construction needs at $2.4 billion, $200 million of
which is needed for technology improvements alone. The last bond approved for school c,,'}nst::-Jclion
.was a 1987 bond for $)17 million. MobHi7ing local support for new tax or bond referenda has been
difficult. In September. 1995; a tax referendum to increase i.f;c sales tax by one permy to raise $1' ,'~
billion for school constru'ccion was defeated,
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Ill. The ]'otential Impact of the Partnership to Rebuild Amcrica}s Schools Act " ,'" "'.,"",. ",. .
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Under the President's legflative proposal, approximaleiy $16.4 miHion would be ,,!located to
the COUnly schoo! district, Broward could use these funds 10 subSidize interest costs for a local bond to
--- covera :;ubstantial part of the its school construction costs. This funding couid support nearly $70
miHion in levc:-aged funds to assist in rebuilding a number oflocal schools_
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These n,~w funds would be used primarily to ease overcrowding in schools by fundil)g new
SChOOlS, and rcnov::tions and additions to existing schools that would expand seating capacity.
.,0,.;
Broward also wants to move away from portable classrooms due to the fact that ~- with a life
expectancy of approximately 20 years ~- portables are not a good long.terrn investment compared to a
traditional school sirJc1ure, In addition, portables cannot be v.,'ired for technology the same way as a
traditioMJ classroom.
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Angeles Unified School District
1. The Problem
The Los f\ngeJes Unified School Districi. is one of the largest institutions of anY.kind in the, nation
with an enrollment of ?70,OOO students. The prevalence ofaging school facilities in Los Angcies poses
a number of expmsive problems for the district, 'which es:imates its current defe:ied maintenance costs
at more than $600 ~ilHon, A majority of Los A.ngeles school buildings are more than 40 years old. As
a result, most scnools are no( wired for technology. and most nre not equipped wi!h modern secarity
s;'stems, telecommunications systems, or air conditioning. Many facilities face si:nilar rcpai! needs ·-roof
replacement is needed for 245 schools. repain:ing at more than 600 schools, boiler replacement at mo:'e
than 50 schools, and playground re~pavemer.t at a:most 400 sch()ois. '
A rebo:mding economy and an influx of immigrants is driving steady growth in the Los Angeles
schools. The numbe: of students grew by 18,000 this year, and school officials predict enrollmem will
grow another 15,000 next year.
A State of California mandate to lower class size in the carliest grades consumed the limited
n'umber of vacant classrooms that existed. The need for mo~e classr~ms is illustrated by the fact thafthe
district ~ransport3 about 12)OO{} students a day to more distant scbools because of overcrowding in their
area schooL
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Needs \'crsus A\'aiJable Resources
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"TIle State ofCalifornia school construction program uses DNa mecbarusms to provide funds to local;' . '
districts for new construction and modernization. In the more common approach) the state pays one-half; ':~ .
. .ofthe "allowable" costs as defined by the stale. Othef\vise, the state pays t)1e full bill but ~n a very: :imi1ecf- ,.._.'
number of projects. Additionally, the state offers a sma.ll deferred mai~tenance program in which it
provides matching funds of up to one-haJf of 1 percent of the district's general funds.' in recent years, the .
Los Angeles disLrict has been eligible for about $17 million through this program, but the state has nol
f~OY..funded· it iXI recent budget'),
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District officials in Los Iulge1es report L'rJat a significant impediment to raising funds for
_ Of!struction is ttl;;.requirement imposed the state Constit'Jtion, which requires a twowthirds majority vole
c
for ih:':'plissage'u;:school oo.iJas financed by property tax increases. The last time the Los Angeles Unified
School District passed a bond measure was 1971. {This vole came shortly after the Syimar earthquake
, closed rna'1Y schools and raised serious safcty questions about oth(!fS. The measure received 66.5 percen:
of the vote, but tU1der s~te law, this bond required only a majority vote because it pertained to buildings
deemed structurally ansafe.)
III.
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. The Impact of the Partnership to Rebuild America's Schools Act
A $2.4 bilEon school bond measure on the ballot in November 1996 for SCh001 construction and
modern:zation received 65.5 percent of the vote, just missing the ~wo-:hirds majority needed for passage,
In December 1996; the Board of Education voted to put another $2.4 billion bond measure on the ballot
in April 1997. The President's l:Jitiative could accelerate the development of the long overdue projt!cts
that wouid~.; financed by this bond, or, the event that [he bond fails, couid allo\';! for some worl- 1(; be
done that would otherwise continue to be deferred,
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�The State of Maine
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'The l'roblcm
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Maine is struggling 10 cope with two major factors related
school facilities ~- a booming
e'cooomy driving explosive gr('lVl-1h in the southern pa.'1 of the state, and the continued use of one-room
schools and other Jl,ntiquated bJildlngs - so~e dating 100 years ~~ thwughout the state.
TI)e Bowdoin Community School offers an instructive example, The dozen portable classrooms
now in use exceed tne number of pennanent da..~rooms inside the main structure. A proposed expansion
of the schc:ol has heen shelved since 1,987 because of insufficient state funding to support the project.
Needs \-'ersus A\-'ailahle Resources
ll.
Sup;:tOrt from the st.ale of Maine for local school conslnlction projects is restricted !Q debt service
subsidies, and the level 0: available support is extremely Ii:nited. In fiscal 1998. school districts requested
such subsidies for 83'projeC1s, However, the $65.8 miUiol:1 authorized by the sta:t: is expected to be
cO!1s'Jrned by the four projecls given the highest prlorlty.
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School districts in Maine are genemlly successful in getting voter approval for bond l~easures, but
most districts in the Slate cannot cover the total cost of the bond. The lack of support from the sta~e for
debt service is cited as the leading reason why school distriets fall shon in raising financing, leading to
the def~rn1ent of these so'relY needed projects,
III.
'The J)otentia~ Impact ofthe Partnership to Rebuild America's Schools Act
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The executive director of the Maine Municipal Bond Blink noted that the President:s.5chool
"Construction initiative could help Maine schools in two ways, The stale could choose to use its allocation
all at once to supplement its debt service subsidy program, or it could use that money to establish a
revoh'ing loan fund that would .',.
commit hs. revenues to debt service subsidies,
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�The State of Maryland
I. The Pro.blem
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There are two primary problems fa.cing Maryland school facilities: aging structures and rising
enrollments,
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A review of the list ofCapitall:nprovement requests to the state for the coming year reveals the
extent of aging school facilities. Requests are filled with descriptions of items in need of repair or
replacement. such as roofs as much as 44 years old, HVAC systems that are 25 years old or more, boilers.
and chillers that date to the 19505) and windows and doors in use since the 19605.
Over the last decade, enrollment in Maryland schools has gro\l.'11 by approximately ] 50,000
students. State officials expect enrollment to continue climbing by another 30,000 or so annually over the
next five to ten years. Overa!!. local districts requested approximately $310 million for 459 construction
and renovation projects for FY J998. While a district might request more than one project for a school,
these figures suggest that districts are seeking aSSIStance with construction and renovation projects that
could affect a third of the slate's 1'-280 schools.
JI.
Needs versus Av:tHahh: Resources
The Maryland State Public School Construction Program is designed to help local districts with
costs related to plar.ning and·funding of school construction and renovation projects.
Early in the program, ,the stale covered 100 percent of eligible costs for approved projects.
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I-Iowever: since the :nid- J9805, the slatc has uscd a sliding scaie based on need to detcnnine how much
assistance a district receives.
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.' "" Since the prograln's inception, the amount of funds requested each year by local districts has
exceeded program allocations:: For example) in FY 73, the program funded 72 percent of district requests
~- [he highest proportion,in the program's history, In FY 89, the state supported an all-time 'low of 24
percent ofrequcsts, In the current fiscal year, the state funded 51 percent of requests, totaling $274
million.
Ill.
The Potential Impact of the Partnership to Rebuild Americats Schools Act
State officials see three possibilities for the use of federal funds from the proposed School
Construction Initiative_
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First the funds could subsidize additional Slate general ohligation bonds. Therefore, the amount
ofassista:1cc going to !ocal districts with eligible costs would increase) and more projects would be funded.
The, federal funds could be 1.arget~ at poorer districts with larger projects that have been delayed due 1,0
fiscal conslnlinLs. It should be noted that an increase in the state funds for the Public School Construction
Program might lead more districts to seek state assistance for additional projects. At this time, there are
projects for which iocal districts do not submit requests because the district senses these projects will be
dt:ferred due to stale fisca\ cO!1straims.
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A second option would :J.11ow the state to use a portion of the funds to subsidize a combination of
additional state bonds and county general obligation bonds. Finally, the state cO:lld use all the federal
funds (0 subsidize additional county general obligation bO:1ds,
�I'\ew York City School District
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The Pro blem
New York is experiencing enrolhnent grov.1h 0(20,000 to 23,000 students a yea!. In addition,
more than half (If the over] ,000 school buildings are 50 years old or morc, The district must upgrade
these facilities and accommodate its burgeoning student population.
There a..rc limits to the amount of money the district can raise through general obligation bonds,
and this mechanism is not sufficient to meet the district's needs. There is astute consl.itutionallimit 0n the
a:nount of debt tbe district can issue (as a percentage oltota] assessed property value), and the district is
ru:mil'l:g up against this limit.
'n,e E:<:eul yea: 1997 capita! expenditures budget for the Board 0f Educatioe. is just over S1 hillior.,
out of a t01;11 cit)' capital budget .of just over $4 billion, A proposed 1O-year capital plan has jlL."it been put
forth for $12.6 billion, which includes an amount contingent on receipt of federal funds. One of the main .
emphases of this pl3n is to address the district's overcrowding! using strategies such as new construction,
other ways ofhandJing senting capacity, and converting some schools to a year-round schedule. which
could increase seating capacity by 25 to 33 percent
II.
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The IJotentiallmpact of the'Parlncrs~lip to RebuiJd America's Schools Aet
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New York expects that it could leverage federal funds to address several needs, Among the nost
dire needs is for,additi9naLscats for.e;hiidren, The district's proposed 1O-year plan was increased by about
,$700 million to address seating capacity. needs. The distriet envisions six different avenues for the use of
this money to increase ,syating:capa,clty:, Leasing new facilities, transportables. modular construction,
rehabilitation' of exi~ting facilHies;tq increase size, new construction, and convening schools to a year
round schedule (\>"'hich necessitates putting in air-conditioning),
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Philadelphia Sehool District
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The Problem
The Philadelphia story has two strands. Firsl, the district estimates that it will need about
two~thirds of 3 billion dollars 10 bring its 257 existing buildIng sites up to standard, This includes major
renovations) repairs, improvements) and technOlOgy needs (schools need to be wired for computers, but
60 of PhjJud~lplj,a's schools are over 70 years old,)
Second, to accommodate expected population growth, approximately one-quarter of a billion
dollars in additional funding may be necessary. In the past five years, the public school population has
gro\li!l·9.2 percent, a!ld in the past seven years it has gro\\TI 12.6 percent. The district expects this·grQ\.vth
to continue by I A percent in the next year and by 2,5 pc:-cent L~e following year, In one area, the district
deals with overcrowding through a combination of classrooms under stairwells, walling off the ends of
hallways to create classrooms, and portables.
11.
Needs Versus Available H:cs()urces.
The district knows that its capita! needs in tht next 5 to 10 years seriously exceed its current
budgeted capital capacity. A Long Range Facilities Plan is being developed, and it is expected that the
tOUll need will ultimately be between $1-$1.4 billion,
fIl.
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The Potential Impact of the Pa.rtncrship to Rebuild :A.me-rica's School$ Act.
The district says that federal', funds -could, be extremely helpful by supporting preventive
maintenance projects. With shrinking,operating,budgets. it is preventive maintenance that gets cut from
the budget These projects include minor roof an.d gutter repair, HVAC system cleaning, and yearly boiler
maintenance, These activities'get push,ed,aSj.c!.~forlen~lergcncy projects and educatlonal·needs. Yet today's
",p'reventive mainte::uince prOjeC(is,~om9~ro':\':s'capital;projecL Roofs, boilers, and heating systems wear
out years before their time'·because;'preventive maintenance funds are scarce. The failure of these systems
also causes additionai capital damage, such as 'water and pipe damage. Much of this could be avoided and
long~tc::n capital budgets could be brought down with additional resources for preventive maintenance.
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Santa Ana
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Unifi(~d
Schu()J District
The Problem
Santa Ana is an extremely densely populated arca, In its 24 square miles, there are 350,000
resideJits, and 52,000 students. There is a school approximately every two bi'ocks,
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The primary problem in the district is: school overcrowding, the result of a lack of construction
funding during II period of rapid enro~iment growth. The district has gTO\\1i from 31 thoUSatld student
in J980 to 52,0('0 students in J996,
The schtlol district has converted 22 of 31 elementary schools and four of seven intennediate
schools 10 multi~track, year-round schedules. Although other 5cho'o] dis:ricts in California and around
the country use year-round schooling, it is unusual to bave such a high percentage of' schools on this
trade The district has 534 portable classroon:s on exbdng sites, whicb is the equivalent of24 free
standing elemer.tary schools, Sa:1ta Ana estimates that it now spends $1 million to lerlse portable
classrooms.
A secondary, but also severe problem is maintaining ilJwequipped and deteriorating facilities.
The District prepared a statc~mandated five~ycar plan of deferred maintenance
annually -~ the current version projects a $15 mi!lion need,
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needs~
which is updated
Needs versus A\'llil:lble Resources
Santa Ana Deified has a need for three elementary schooJ!q~lus a n~y.' high schooL EnroHment
grov..'lh has averaged over 1300 students an."luaHy since 1980. ,The need is accentuated by I.he fact that
the State' School Building Program is. "broke" and it is nocclear;whcn there will :be another bond
measure.
Ill.
The Potential Jmpact Oftbe Partnership to Rebuild Ameriea:s Scbools Act
President Clinlqn's initiative would potentially p:-ovjde major beneflts 10 the Santa~A:1~
community. The dis1:ict needs adequate classrooms equipped with up-to-date education teclUlology for
its rapid:y growing student population. If the district r~ceived an estimated six million dollars from the
federal govenunent, it could leverage those funds to pay for additional elementary schools,
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A:lDRESS BY -
PRESIDENT 3/15/97
http://www.w::iteho ... mlj1997-03-15.htmJ.
THE WHITE HOUSE
Office ofthe Press Secretary
Saturday, March 15, 1997
Listen to Address with Real Audio player II Download in .au formal (-3
~1b)
RADIO ADDRESS OF THE VICE PRESIDENT TO THE NAnON
The White House
THE VICE PRESIDENT,' Good morning. This is Vice President Al Gore. President Clinton
asked me to fill in for him this morning as he recovers from yesterday's successful operation
to repair a 10m tendon in his }glee.
The Pre,ident's doing great, he's resting comfortably and he'll be back on his feet -- both of
them ~~,\'er)' soon. He wanted me to thank all of you who have sent your prayers and best
wishes for a speedy recovery.
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Over the past four years, our country has made real progress. The ~'\n1erlcan economy has
produced nearly 12 million new jobs. Family inCOrnCSJiIe going
up;andJ~e
poverty rat~.is .'
going down, and we've had the biggest drop in the welfare ~olls in,our ~,~!ion's:~~s~!-!.ry ...·".· ('
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But we face new challenges in a cOlnpetiiive global eco'n'omy, ·A.:ild}itj~'~:n'b"';thing' tlla(~iir ' ...
most delennine our success or failure -is the quality of the education\ve'give't6 all"ofour:·'· ,
children. That is why President Clinton has made education our nation's number one priority
for the next four years. And in recent days, he and I have traveled the country to stress the
importance ofall i\.nericans working together to make American public education the very
best in the enti~ world.
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Here's our goal: By the year 2000, every eight~year~old can 'read. Every 12~year-old can Jog
onto the Internet. Every 18-year-old can go to college, and every American can keep on
learning for a lifetime. And the President has proposed a. plan of action to reach this goal
and tc? improve American education.
We mus'~ start by focusing on our youngest children, The President's balanced budget plan
will exp'Uld Head Start to one million children. And this week the President and the First
l..ady announced that they will host the fIrst White House Conference on Early Childhood
Development and Learning. We also must open more charter schools that stay open as long
as they meet high standards. And we must make the 13th and 14th years ofschooling as
universal as high schO'?l is today,
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And the cornerstone of this plan is to raise standards so we make sure our children master
the basics, \Ve have challenged every state to adopt high f'!~tionaI academic standards, and
.then by 1999 to lest fourth graders in reading and eighth graders in math so that all of our
children; no matter where they live or what their backgrounds, will have the same chance to .
make th<: most of their lives ang their futures.
.
03/17/97 16:24,5,
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RADIO AD:::JRESS BY T ... PRESIDENT 3/15/91
http;IIi,........vJ.whi~eho ... ml/1997-03-1S.htm;'
Last month, the first n . .,.o states, Michigan and Maryland, announced plans to adopt these
tests. And on Thursday, President Clinton spoke before the North Carolina Legislature
where Governor Jim Hunt announced that North CaroJin.a would become the third state to
adopt these standards.
•
The national government is also taking responsibility for the schools it controls. The
Department of Defense runs a.school system as big as that of the State ofDela\\'are~
educating 115,000 American children at bases here and around the world. This week, the
Department ofDefense schools asked that their students be among the first 10 take the new
tests when they become avaiJahle. Starting in 1999, students in American classrooms from
Wiesb,tden to Qkinawa to Camp Lejeune will learn the same rigorous material and take the
same national test as students throughout the country.
On Thursday, as the President was traveling to North Carolina, I traveled to California and
spoke to that state's legislature about another element of our education crusade; a national
effort to reinvent the way we finance public education, to reorganize our schools in hannony
with the principles of the knowledge economy. This reinventing public education effort will
begin not in \Vashington but in communities across America. Its goal is to enlist everyone
concerned about the education of children, from parents to school administrators to students
themsel\'es, to begin asking some fundamental questions about their pubUc school systems
-~ in pal1.icuiar, how school dollars are spent.
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In an age of tight budgets, we should be spending public funds on teachers and children, not
On unnecessary overhead and bloated bureaucracy. Yet any educational progress we achieve
is at risk ,if our children are asked to learn in a landscape littered with peeling paint and
broken glass. With student popuiations at an all~tjrne high, many of our schoolhouses are
now at an all-time low -- rundov:n, overcrm:\,ded, and stuck with ancient technology or no
technology at all.
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or our sc~ools now nee~ major repair or o~lright replaf.e:n~n,t .:?i,:xty pe~~~,1;n.e,~ ", ',: '. ',' ",
major buIldmg repalrs to fix saggmg roofs or to repair cracked foundations. Forty-slx -.,';'.;,. ',;;;'._
On~-thir~
percent even lack the basic electrical wiring 10 support computers. modems, and modern
communications technology. ",:l. _:. " :". '.' .
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TIlls has beco~e a national problem and it demands nationaJ action, That is why yesterday."""" ~ ".-;:-' ,
the President sent new legislation to the Congress to provide federal as..~istance to help local
commlmities and states rebuild the nation's schools. The Partnership to Rebuild America's
Sch~o]s Act will provide $5 billion over the next four years to help upgrade old <;ehools and
build new schools. This_wiH spur $20 billion in investments for school modernization by
states, localities, and the private sector.
~~"t:1 1.
We urge Congress and communities to step up to this challenge, We simply cannot ask our
tead:.erS to,buHd up children in buHdings that are literally falling down, Our chilc~n
deserve to be held to the highest standards, to learn froin school systems that focus on
teaching and not bureaucracy. inside school buildings that shine as brig~tly as their hopes.
we
On all these fronts,
are working hard (0 pr"J'lL--e our people for the 21s( cenhrry. We will
keep at it, and we ask for your help_ Thanks for listening.
END 10:12 A.M. EST
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�Impact of Inadequate School Facilities on Student l&arning
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A number of
have shown that many school systems. particularly those in urban and high
poverty areas! are plagued by decaying buildings that threaten the health. safety, and learning
opportunities lof students. Good facilities appear to be an important precondition 'for student
learning, pro+ided that other conditions are present that support a strong academic program in the
. school. A growing body of research has linked student achievement and behavior to the physical
building conditions and overcrowding.
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Physical Building Conditions'
Decaying
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eJironmen~1 conditions such'~s pee~'i~g paint. ~rumbling p;as~er, nonfunctioning
toilets. poor lighting, inadequate ventilation, and inoperative heating and cooling systems can
affect the learning as well as the health and the morale of staff and students.
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Impact on student achievement
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A studyiOf the I?istrict of Columbia school system found, after
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such as <I srudent's socioeconomic starus, that students' standardized achievement scores were
lower iIi schools with poor building conditions. Students in.school buildings in poor condition
had achievement that was 6% below schools in fair condition and II % below schools in
excelle~t condition. (Edwards, 1991)
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controlli~g for other varja~les
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0,993) examined the relationship between buil~ing condition and srudent achievement in
small, rural Virginia high schools, Student scores on achievement tests, adjusted for
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socioec~lllomic status. was found to be up to 5 percentile points lower in buildings with,lower
'quality Iratings. Achievemerit also ap'peared to be more directly related tt? cosmetic factors
to Istructural ones. Poorer achievement was associated with specific building condition
f~~tors :such as substandard science facilities, air conditio&ing, locker c~nditions. classroom
furniture. more graffiti. and noisy external environments.'
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Similarly, HineS" (1996) study·of large, urban high schools in Virginia also found a
relatioriship between building condition and student achievement. Indeed, Hines found that
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student achievement was as much as 11 percentile points lower in substandard buildings as
cornpated to ahove-standard buildings.
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A study of North Dakota high schools. 'a state selected in pan because of its relatively
homogeneous. rural population. also found a positive relationship between school condition
(as me:lSured by principals' survey responses) and 'both student 'achievement and student
behavi'or, (Earthman, 1995)
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McGuffey (1982) concluded that heating and air conditioning systems appeared to be very
'important, along with special instructional facilities (i.e,: science laboratories or equipment)
and color and interior painting. in contributing to student achievement. Proper building
maint~nance was also found to be related to better attitudes and fewer disciplinary problems in
one cited study.
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Research indicates that the quality of air inside public school facilities may significantly affect
students' abihty to concentrate. The evidence suggests t.'at YOUl", especially those under ten
years of age, are more vulnerable than adults to the types of contaminants (asbesms, radon.
and formaldehyde) found in some school facilities (Andrews and Neuroth, 1988).
impact on reaching
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Lowe (1988) interviewed State Teachers of die Year to determine which aspects of the
physical environment affected their teaching the most, and these teachers poimed to the
availabiHty and quality of classroom equipment and furnishings. as weB as ambient features
such as r.limarc control and acoustics as the most important environmental factors. In
pankular. the teachers emphasized that the abihty to control classroom temperature ·is crucial
to the effe-ctive performance of both students and reachers.
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A study of working conditions in urban schools concluded that "physical conditions have direct
positive and negative effects on tcacher morale, sense of personal safety. feelings of
effectiveness in the classroom, and on the general learning t:nvironmenL" Building renovations
in one district led teachers to feel "3 renewed sense 9fhope. of commitment, a belief that the
district (~ared about what went on that building." In dilapidated buildings in another district, the
atmosphere was punctuated more by despair and frustration, with teachers reporting that leaking
roofs, burned out lights, and broken toilets were the typical backdrop for teaching and learning."
(Corcoran et .1., 1988)"
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A Cam~gie Foundation (l9~8lrepOrt on urban schools concluded that "the tacit mes'sage nfttle
physical indignities in many urban schools is not lost on students. It bespeaks neglect. and students'
conduct seems simply an extension afthe physica.l e:nvironment that surrounds them." Similarly,
Poplin and Weeres (1992) reponed that, based on an'int<;"osive study of teachers. administrators, and
students in f.our schools, "the depressed phYSical environment of many schools", is believed to
reflect society's lack of priority for these children and their education."
,:
.;';':' - . Overcrowding
Overcrowded schools are a serious problem in many school systems. particularly in the inner
cities. where space for new construction is at Ii premium and funding for such tonstruction is
limited. As a result. students find themselves trying to learn while jammed into spaces never
Intended as classrooms, such as libraries, gymnasiums, laborarones, lunchrooms, and even closets,
Although research on !he relationship between overcrowding and student learning has been limited,
there is some evidence. particularly in high·poveny schools. that overcrowding can have an
adverse impact on learning.
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Corcoran et al. (1988) also found that "where the problems with working conditions are serious
enough to impinge on the work of teachers, they result in higher absenteeism, reduced levels of
effort, ~ower effectiveness in the classroom. low morale, and reduced job satisfaction,' Where' ~'
working conditions are good, they result in enthusl~smj high morale, cooperation, 'and ' . . ~~~:~: .
acceptance of responsibility."
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A study of 9vercrowded schools in New York City found that students in such schools scored
significantly lower on both mathematics and reading exams than did similar students in
underutili7.ed schools. In addition. when asked. students and teachers in overcrowded schoois
agreed that overcrowding negatively affected both classroom activities and instructional
techniques. (Rivera~Batiz and Marti. 1995)
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Corcoran et aL (1988) found that overcrowding and heavy teacher workloads created stresstul
working conditions for teachers and led to higher teacher absenteeism.
Crowded classroom conditions not only make it difficult for srudents to concent=-ate on ::heir
lessons. but inevitably limit the amount of time teachers can spend on innovative teachi:1g methods
such as cooperative learning and group work Dr, indeed on teaching anything beyond the barest
minimum of required material. En addition, because teachers must cons.tantly struggle simply to
maintain order in an overcro\l{ded classroom, the likelihood increases that they will suffer from
burnout earlier than might otherwise be the case.
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SCHOOL CO),;STRlTTI01'< CO]l;SULTATIO),;S
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Locations
Washington DC,· 10/16
US Department of Education, Secretary's Conference Room 6200
600 Independence, SW
1():lo "It:,';,
Sa.;"! Fran<:lsco ~~ 10/21
Hyatt Regency San Fra'1cisco Airport
Burlingame, CA "
New York Ci.y-. 1111
Department of Education Regional Office
75 Park Place, 12m Floor
16-/~:Jd
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Welcoming CommcntsfIntroductions
Gerry Tirozzi or Mozell Thompson
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Exp'anation of the School C{JDstruction Initiuti\'c
Tom Corn'in
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Discussion of the Issues
EnC(lUraging net increases in construction activity
Alternative financial arrangements
Management accountability
Pcrfonnance standards
Recipient of funds
Olhc:r issues?
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Staffidg of meetings
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Timekeeper
FadHtator
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SCHOOL CONSTRUCTION CONSULTATIONS
LIST OF INVITEES
WASHINGTON, DC - OCT 16
Name
! Organi?.ation
Response
l110mas Queenan
Treasurer
; City of Philadelphia
Yes
Allen Abend
No
School Facilities Branch
Maryland Dept of ED
,
Yaie Sler.zler
Maryland Facilities Authority
.
Brad F{lrry
Pennsvlvllnia Construction Chief
,
Clarence Armbrister
Managing Director
Yes
Philadelphia School District
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National PTA
Arnold Fege
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Bruce Hunter
,
Connie Clark
Yes
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AASA (schoo] administrators)
-
Skipp Sanders
Robert .<;AJnovan
Council of Great City Schools
: National School Boards Association
,
i Laude \V estley
.. '.
Yes
Director
Mike Casserly
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Deputy Superintendent
Maryland Dept of ED
Yes
Coalition for Adequate School Housing
Ye~
Asst Superintendent, Facilities -- Wash, DC
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SAN ~'RANCISCO, CA - OCT 21
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Name
Organization
Daniel Gottlieb
Riddell, Williams, Graham & James
Peter Schaalsma
California Debt Advisory Commission
Steve Shea
California Debt Advisory Commission
John StanfOfd
President, Scattle Board of Education
Laura WaHwr
California School Board Association
Thomas Gallegos
Chief Operations Officer
Sacra:r.cnto Unified Schoo! District
: Response
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Bob Hedley/Debbie Moore
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Not in until loriS
Mamie Starr
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Coalition of Adcqualc School HOllsing
Yes
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NEW YORK CITY - NOV 1
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: Name
Organization
: Linda fan
,
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,
,
Principal,
,
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,
Morgan Stanley
Robert Lenna
Response
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Executive Director, Maine Health and
Higher Education Facilities Authority
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: Anthony Slu)rris
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Fotmer Fina:)ce Commissioner and
Deputy nudget Director - NYC
)
\\'aI13ce"Turbcville
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Director of Public Finance
Goldman Sachs
i William' Thompson
President, NYC Board of Education
, Barb<lra Chernow
Deputy' Direc:of o( Adl:l ir:istration
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l"YC Construction Authority
Susan Whetstone
Robert BuxbtlUm
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School Contruction Director,
New Haven Public Schools
New York -City Board of Education,
School Facilities Division
Richard Krissinger
State of Connecticut Education DcpaMment
Beverly Donahue
Chief Finance Officer
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New York City Board of Ed(lCMlon
,
Ri~k
Mills
Leo Klagholz
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, [NEED NAME)
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Lofton P. I1Dlder
NY State Schools Chief
NJ State School ChlCf
NYC
.,
Boar~'ofED
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Deputy Chanc~llor
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Vice President,
lP Morgan
Barbara Basser Blgio
I Vice President:·
, Goldman Sachs
~1arvin
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Marcus
Paine Webber
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UNITED STATES DEPARTMENT OF EDUCATION
WASlI1NGTON. D.C. 20202-_ __
Dear CoUeague:
The U.S. Department of Education, together with the Treasury Department. is in the process
of soliciting input from experts, practitioners, and other interested parties on how to
implement President Clinton's school construction initiative, We are wiiting !o invilc you to
partkipate in a roundtable discussion on Wednesdc.y, OclOher 16, 1996, at the U,S.
Department of Education, 600 Independence Avenue, Room 6200, Washington DC, from
10:30 a.m. to 12:30 p,m .. A list of t~pic..'i LO be discussed at the meeting )s enclosed,
The School Construction Initiative would provide financial support for school distdcts to
repair existing K~12 schools or build nev,1 schools to replace old ones or to accommodate
. increaSed enrollments, The key elements of this initiative will be:
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A reduction in interest costs on new scbool construction and renovation projects of up
to 50%, with a slidmg subsidy scaled according to need;
An emphasis on supporting construction or renovation that would not have otherwise
occurred;
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. A ,two~pronged funding" distribution, under which Slates would receive the bulk of the
funding by formula (fO'r!ftirther distribution to'school districts) while 100-125 large,
", p'igll'::iieecf distiiciS~"would','ieceive direct funding 'from 'the Dep~tment.
We are especially interested in your thoughts and ideas on how to structure the subsidy so
that it best meets the objective of "ju!nfl-starting" new const:-uction and renovation. within
the parameters outlined above,
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Please return the attached (orm via fax by October 11, 199610 confirm YO'Jr attendance, If
you have any questions, please call Tanya Oubre at the. U ,So Department of Educatlon. at
202-205-0687.
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\Ve look forward to meeting with you.
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Assistant Secretary for
Elementa:-y and Secondary Education
U.S. Department of Educaljop'
Mozelle W. Thompson
Principal DepulY Assistant Secretary for
Government Financial Polky
U,S. Department of the Treasury
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U.S. Department of t~e Treasury
U.S. Department of Education
SCHOOL CONSTRUCTION MEETING
OctuhCT 16 in \Vashington, DC
NAME: _ _ _ _ _ _-'-_ _ _ _ _ _ __
TITLE: _ _ _ _ _ _ _ _ _ _ _ _ __
ORGANIZA11ON _ _ _ _ _ _ _ _~_ _ _ _ __
I will _ _ _ _ _ will not _ _-'-__ be able 'to ."cnd the meeting.
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Pleas'c fux this form to:'
Tanya Martin Oubre
Special Assistant
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Office of the Deputy Secretary. ~L ,,:": " ',: :~'-:"" ,- .
U.S. Dcpanment of Educ~'ltj(;n : C' (~ ;. "t"; ',""1', '" ,
FAX: 202·401·4353
'.
E-Mail· tanya_oubre@cd.gov
Phone· 202·205·0687
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TOPICS FOR COr-;SIIlERATION
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How to promote "new" bond issues and encourage projects that result in net increases in
construction activity
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V.fhether or not to structure the program so that funds could be used for alternath'c
financial arrangemcllls that also bring down costs
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What management accountability should be required of state/district? .
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What arc the appropriate perfomance standards and how shocld they be built into the
program?
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What entity in the state andlor locality ~h(Juld tic the recipient of tile fuads (for cxarnplc, 11
slate bond bank, state education authoriiY, communIty development bank)? What are the
advantages and disadvantages of each?
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�UlIo'lTI:D SfATES DEPARTMENT Of EDUCATION
rnES=AAY
March 13, 1997
Honorable Albert Gore t J'r.
President of the Senate
Washington, DC 20510
Pear Mr. President:
Enclosed for consideration 'of the Congress is the Partnership to
Rebuil~ America'. Schools Act of 1997, a bill that wo~ld provide
a one-~ime Federal stimulus to help States and localities brir.g
all public school facilities up to acceptable standards and build
the additional schools needed to serve increasing enrollments.
Also enclosed is a section-by~8ection analysis summarizi~9 the
contents of the bill. I am sending an identical letter to the
Speaker of the House"_
•
Mr. President, a number' of factors have led the Administration to
conclude that the Federal Government must assist the States and
localities in providing the school facilities that our children
will need if they are to achieve to challenging educational
standards. First of a:l. recent General Accounting Office
repor~s have documented the deplorable condition. of, too many of
the Nation's schools. According to the GAo •. one-third,of all
schools, serving more than 14 million students, need extensive
repair or renovation of' one·.:or 'more build~'~g~;:;.:~,:'Stude'nt~~ax:e
attending schools that have antiquated heat~ng, plumbing: and
electrical systems and even fail to meet 'local health and safety
codes. Some schools do not provide full access to individuals
with'disabilities, and ma~y do not have the infrastructure needed
to adopt new educational' technologies. All of these problems ar~~
roost p~evalent in urban districts.
.
In addition to making repairs and renovations to their existing
schodls', many districts will have to build new schools in order _.
to accommodate increasing enrollments. ,In.f?ct, the Department ~
haa projected that States and. localities will need to build 6,000
more schools in order to serve an additional 2.9 million students
,who will enroll in the next decade. 'This need will put further
pressure on already strained school budgets.
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ClearlYf school construction is. and will remain, primarilya·
State and local responsibility, an~ the vast majority of
facilities needs will have to be met with non~Federal resources.
Un£ortunately~"however, for a variety of ' reasons State and local
governments have not been 'making sub~tantial progress even in
clearing the existing backlog of construction needs. The Federal
Government can play a crucial role in addressing this problem by
,providing limited resources, on a one-time basis. in a manner
�4It
Page 2 - Honorable Albert Gore, Jr~
that spurs States, communities, and even the private sector to
bear the burden and provide adequate school facilities for all
children. That is the purpose of the enclosed legislation.
In order to have maximum impact. our bill'would leverage State.
local, and private support for school construction. rather than
paying for 100 percent of the cost of construction projects. The
proposal would provide interest subsidies for school construction
bonds, or other financing mechanisms, to States and major urb~n
school districts. States would, in turn. pass these subsidies
along to localities, use them to reduce ~he servicing costs of
State bonds or other financing vehicles. use them to capitalize
State revcilving,funds for school conBtruction~ or use them for
other. similar purposes. -The maximum amount of Fede;ral 'subSidy
would be the equivalent of 50 percent of the interest cost on
bonds. Through. this mechanism, every dollar of Federal money
would be matched by a minimum of three dollars of State, local.
or private money~
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The Federal Government would not determine the specific
construction proj~cts that would be funded. Rather, States and
localities would use the Federal' sUbsidy for the co_eits,~of '. ~
,
constructiori projects that re~lect their highest.-_need~:·:_s,..\c~Cas: ~...
addressing health and safety problems or problems._wit.li, ai'r" :,~'.; i'~':"
quality. plumbing. heating,-and.lighting;.~removal,of~;, .. M,:' ,~.:: -' .. ~
architectu'ral barriers in ~rde;-' t'a ensure .:acces~ ',_·f_6r",i~9.ivid(raHr··"
with disabilities i projects ~torincrease energy ef;i;c;eric:y; _;. ;~'.. ~.l. :·:· ,
construction to facilit.ate· the "use -of' 'modern educationar~ ::;:;. ,;',~~ :'.'::'" '
technologies; and new constructiciii need.ed 'to _accommOdate~'~::~t.~_;-~ .','" ;
increased enrollments. While t'he_'State and loca~:recipierit'B" '~;'.
would have the flexibility to determine which of these "types 6f
construction activities are·their highest priority: they would
have,' to base their use of the Federal fun~s on a thorough survey'
of State or local school construction needs-·and use t.he funds in
a manner consistent with several other general criteria such'as
at the State level, awarding the subsidy to communities with the
greates~ const.ruction needs and the "least ability to meet those
needS;with their own resources.
t
Under the program, the Department would allocate one-half of a
$5 billion mandatory appropriation to States using the existing
'Title !' basic grants formula. The remainder would flow "
directly to the 100 districts that enroll the greatest numbers of
children living in poverty; those urban districts, according to
the GAO data, have far ~d away the greatest school construction
needs. Of the amount available ,for direct assistance to urban
districts, the Department would allocate seventy percent by
formula. again on a Title I basis and make.the remainder'
available competitively to districts that have particularly
severe needs and are willing to provide the most. support 'for
infrastructure improvements from non~Federal'resources.
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Page) - Honorable Albert Gore. Jr .
Under both the State and local programs, a critical objective
would be to spur additional construction paid for with nor.
Federal dollars. For this reason, the bill would prohibit
recipients from using the Federal funds to supplant State and,
local support for school construction. In addition. each State
,or locality receiving assistance would have to assure the
Department that it will increase, over a four-year period. the
amount of school construction paid for with non-Federal funds
compared to the level'expended during the preceding four-year
period. These provisions would ensure that a one-time Federal
etiTW41uB has an impact far beyond the immediate benefit '
attributable to the Federal expenditures,
Administration of the program would be kept· simple. The
Department would make a single award to each State and locality
receiving direct assistance. We would allow the recipients to
invest the Federal funds in a prudent manner, and use the returns
from that investment to meet bond payments and other costs. All
of the mandatory appropriation would become available in fiscal
year 1998, and all- the payments would be made within a four-year
period.
To Bu_:rize~ our bill reflects the following principles: .' ','
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(1)
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The Federal Government should make available, a
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$5 bil'lion mandatory appropria,tion" to,:~addrfi!ss,. tpe ",fI}aj 9 r
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,national problem of inadequate -scht?9.1, infrastructu~e;.' :~,'"i;:;:;~ '/:..':;:'~,,:, '., '
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(2) _The Federal funds will havff-.tneir greatest impactt'if:':i;~~:.;':/t,' :,,:,1',
they are used to leverage additio~al"State,·local~!7an'd;;:>",:~~:~~:'. -. -.
private effort rather than for, direct support for.'the:-e~tir~?,!:,·h' -, "
cost:. of construction projects;
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(3) Beca~ae the ·largest cities have the most school
construction needs. and often the fewest resources for
meeting those needs they should receive a major share of
.' the funding; and
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(4) States and localities shOUld have the flexibility t~.use
the Federal'subsidy to carry out the construction projects
they deem most important, but they should do so only after
completing a careful survey of their construction needs_
Further, both the States and the Federal Government should
direct the subsidy to the most needy communities.
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one;tit,ne,~::: "':::"
I urge the Congress to take prompt and f,avorable action on this
proposal. Its enactment would spur States and communities
nationwide to bring their school facilities up to the standard
our" children need and deserve.
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The Office of Management and Budget advises that there is no
objection to the submission of this proposal to the Congress and
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Page ( - Honorable Albert Gore. Jr .
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that its adoption would
President.
be in accord with the
prog~am
of the
Yours sincerely.
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Richard W, 'R11ey~
Enclosures
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4/9/98
Modernize Schools for the 21st Century
In order for students to learn and to compete in the global economy, schools must be well.equippcd and they
must be able to accommodate smaller class sizes. To address these and other critical needs, the President's FY
99 Budget proposes Federal tax'credits to pay interest on nearly $22 billion in bonds to build and renovate
public schools. This is more than double the assistance proposed last year, which covered up to half the
interest on an estimated $20 billion in bonds. The new proposal pro"idcs tax credits in lieu of interest
payments for investors in two types of School Modernization Bonds: Qualified School Construction Bonds (a
new proposal) and expansion of the Qualified Zone Academy Bonds (created last year). The Department of
the Treasury estimates that the revenue loss associated with the bonds would be $5 billion over 5 years and
over $11 billion over 10 years.
Qualified School Con:;tructjon Bonds
$19.4 billion in 'lero-interest bonds ($9,7 billion in 1999 and $9.7 billion in 2000) is proposed for construction
and renovation (If public school facilities. The Department of the Treasury would allocate the rights to ofTer
these special15 year bonds to States, territories, and certain school districts that have submitted school
construction plans. to the Secretary of Education.
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Half oCthe bond authority would be allocated to the 100 school districts with the largest number of
, low-income children, in proportion to their share of funds under the Title I Basic Grant formula in the
preeeding year. In addition, up to 25 additional school distric.ts that are in particular need of assistance, such
as districts with a low level of resources for school construction or a high level of enrollment growth, could
.~.~... re:C~ive ~~~~ allocati~~s.
These funds would.b.e s~e.nt in,accordance wi.th the s~hool district's Plan:.~,.... _., ..'_
.- . . ,;:. =::. The other half \\ould be allocated to States and territories to provide to school districts in need of assistance in .
;.~ •• !S ~•..: :.":, ~csor9;mce With cach State's plan. The bond autho.rity would be allocated in proportion to each State's share
;- ;":::'; ~.,: ..... of funds under the Title I Basic Grant fonnula in the preccdmg year, after subtracting the Title I shares of the
;.,~ ':~-'.'~ ··t~·" '1: .. 100-125 school districts (above).
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School Construc.tion Plans: In order to receive a bond allocation, States, territories, and the eligible 100-125
school districts woul4, be required to submit a plan to the Secretary of Education. The plans would (I)
demonstrate that a eo~ph~l}ensive survey has been undertaken of the construction and renovation needs, such
as the need to provide access to students with disabilities, in the jurisdiction 'and (2) describe how the
jurisdiction will ensure till!t the bond funds are used for the purposes intended by this proposal, including the
requirement thaI they will supplement, not supplant, amounts that would have been spent on construction and
renovation in the absem;..: oflJ'te bonds. State pl~ns would also describe how they will ensure that localities
with the greatest need -- as demonstrated by inadequate facilities coupled with a low level of resources to meet
the needs -- would be served.
Qualified Zone Academy Bonds
•
This program, created by the Taxpayer Relief Act of 1997, provides a tax credit to pay interest on bonds. for a
variety of expenses (including building reno\'ation) related to certain public school-business partnerships. The
FY 99 Budget would expand these bonds to co\'er school construction, and would increase and cxtend the
bond authority by $2.4 billion (an additional $1 billion, to $1.4 billion, in 1999, and $1.4 billion in 2000).
This bond authority is allocated to States on the basis of their respective populations of individuals with
incomes below the poverty line.
�•
DRAFT~~
MEMOR...:NDUM
TO:
Bob Shireman, NEC
Through:
Mike Smith_ _ __
Tom Skelly_ _ __
FROM:
Tom Corwin
Director, OUSIDESVA, Department nfEducation
SUBJECT:
Options for School Construction Initiative.
NOV I 9 1991
Background
On March J3, 1997 the Administration submitted to Congress the Partnership to Rebuild
America's Schools Act, the Administration's proposal to provide a one-time stimulus to jump..
start State and local efforts to improve school infrast~cture.
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During the swing of 1997, the proposal received suppor.t from a wide range of interests,
including majof.grol;lps representing education. labor. and businesslconstruc~ion. Some groups
endorsed the"bllJ'subject to certain caveats (e.g., Davis-Bacon requirements for business groups);
ot~.efS .s_~ppprt~d3t~~.thout qualification, 10 Congress, tbe bill picked up over 100 House
. sponsors, induding at least two Republicans. The proposal, however, did not make it tnto the
final .budg~i 'agriementbecause of Republicans' opposition. Subsequent to the budget deal, tIie
, P~e~i.~e.nt pl~dge~ ·to continue 10 fight for Federal ~sistance on school construction.
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Th'~~ 1~?971.T~~ R~iief Act included the Rangel "Educ~tion Zone Academy Bonds" initiative
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Under these provisions, the Federal Government win allocate, in 1998 and in 1999. authority to
issue $400 million in bonds to support the establishment of "academies" in low-income areas,
The bonds will finance schoorrehabilitation and repair (but not construction of new buildings),
as well as purchases of equipment, curriculum development, an~ staff professional development
Financial institutions that purchase the bonds will receive tax credits in amounts equivalent to the
interest that would otherwise be paid; the availability of the tax credits will thus allow schoo)
systems to issue the bonds inter"e:st.fr::e. This,rhl1, R~p. Ra~gel proposed, in the Ways and Means
Committee, an expansion of this au:thority as an alternative to the Coverdell "Education lRAstl
proposal.
On September to, Senators Daschl. and Moseley-Braun, and Rep. Gephardt, introduced the
"Educational Facilities Improvement Act," which embodies many of the same principJes as the
Administration's bill. It would prOVide a one-time mandatory appropriation ofSl.9 pillion,
offset by changes in the tax treatment of foreign tax credits.
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OHIO'JS
QRtipn 1
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Support the Administration's current proposal
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Description: The President's bin would provide a mandatory, one-time appropriation' orss
. billion for grants to States and localities to pay for up to one-half the cost of repayment ofschool
construction bonds. or an equivalent amou:'Jt in cases where an alternative financing mechanism
is used. One~half of the funding would flow directly to the 100 large urban districts that educate
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the greatest numbers of children li\-ing in poverty (and thus have the greatest need for
construction assistance); the other half would flow to States. Of the portion available for direct
grants to urban districts. 70 percent would flow by formula and 30 percent would go
competitiveiy to the districts with the greatest neediest and wmingness to increase their own
school construction effort.
Recipients would be authori~ed to use the funds for new construction, renovation, correcting
urgent health and environmental problems, cner~,.y conservation"making facll:ties accessible to
the disabled;elc., and would enjoy complete flexibility in allocating the funds among those
purposes. However, the State grants would be targeted to the communities with the greatest
school construction needs and the least ability to ,meet those needs witb tbeir own resourc:.es,
The bill would prohibit recipients from using th" Federal funds to supplant State and local
support for school ccinstruction~ In:addition. each State or locality would have to increase, over a
four-year period, t"he'-ariI6urit':oTs"c~~or:Ct3nstruction paid for with non~Federal funds compared to
• " ... "'W, the level expended during the, previous four-year period, The Administration has estimated that,
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through these provisioi!s;'"th~ ~5 hill,ioo'Federal appropriation would leverage $20 billion in new
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. ,.• ' :.constructjon,over:'four~years.,'·:;?::,".L:: ' '1","', . • ,
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The Department would probably fl:1o it relatively easy ?~ck
~he Riet:es ,with the
broad coalition that originally supported the bill ~~ both the outside groups and the
Congressional sponsors.
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Bill embodies the Administrationls objer::tives for the program: jump~startirig school
construction activity; spurring additional S;ite and lac&! effort; targeting funds on the
most needy communities; and leveraging a limited amount of Federal money into a
substantial amount of construction.
By targeting heavily on the large urban districts, the bin was a key component of the
Administration's urban agenda, and was especially popular with the Congressional Black
Caucus and other Members from urban districts,
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Because it targeted so heavily on urban districts, the bill ran into at least partial
opposition from Members whh rural constituencies ~- Sen. Daschle. Sen. Harkin, and
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. up
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especially Rep. Obey. who was preparing his own bill at the time the budget agreement
temporarily took the issue off the table. 1n addition, some of the constituency groups,
such as the Council of Chief State School Officers, were uncomfortable with the urban
fUfa] mix.'
•
This proposal would have to be authorized by the Education and Labor Committee in the
House, but paid for with an offset from another committee (most likely Ways and
f.·1eans).
Without a reconciliation bin as a vehicle, it is difficult to move this type of
"pay-as-you-go!> tradeoff. In addition, the tax committees are more inclined to pay for
!rntiatives that they authorize than for ones in other committees' domains.,
QmjQn 2 -- Go forward with the original proposal
hut with
mjnor modificatiODs
Description: In a recent e-mail. Jonathan Schnur recommends incorporating into the proposal
incentives for reducing class size, such as providing a priority for LEAs and SEAs that would use
their construction fund,S to reduce class size, He also recommends providing a priority for
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recipients that would use the funds to create facilities that house after-school ;)fograms
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Addresses major national'concems;:particulilrly the concern about overcrowded classes.
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Addresses a major p~oblerii:tii~~'is~~ds-~ta"[£As..are facing in red~~ing class sizes: that
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they lack the' Classroo'rh :sp~ce 'to"a9 so, :To some'extent, may also address a problem
faced by schools that' desire'w .establish 'after-school programs: because teachers often
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don't want after-school programs operating out of their classrooms, schools must often
hold those programs in separate spaces,
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Because ofthe widespread interest in these issues, expliciUy adding them to our btu
might build support for the overall proposal (and might make it more popular Utan
competing ideas like vouchers),
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To some extent, albeit not explicitly> the Administration's biU already addresses the two
,concerns, It would authorize construction of new facilities needed to accommodate
growth in school enrollments (the same grov..th that generally leads to overcrowded
classrooms) and it authoriz.es construction projects needed to facilitate establishment of
"community schools" (which provide, among other services, after~school programs),
The new pro}Josals would substitute Federal prescription for locaHlexibility in
detennining the highest-priority construction projects, The current bill would require
both State and direct local recipients to conduct surveys of their school construction
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needs and then to use the funds to meet the highest priorities identified in those surveys,
The two new,prtorities would, in effect, say that projects to reduce class size or create
space for after-school programs would have a higher priority than the needs identified in
the surveys (even projects that, for instance, remediate threa:s to student safety)
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The priorities would also involve the Federal Government more in local decision
making, and pJace it in more of an enforcement role, than is contemplated in the current
bill. The Depanment of Education might have to address, through rebrulations or
guidance, such issues as what constitutes an allowable after-school program (e.g" after·
schoollearn:ng. or just day care), how much,is enough class size reduction, and, since the
construction projects would have a life cycle of30 or more years, how IOl)g a facility
would have to commit 10 maintaining smaller class sizes or operating after~school
programs in order to qualitY for the priority.
To some extent, the new priorities migbt reduce the targeting of resources under the
program.. The current proposal would direct funds to localities with the greatest needs, as
demonstrated by inadequate educational facilities, coapled wit!'! a low level of resources'
available for school construction -- i.e. the neediest communities, Including equal
priorities for class size reduction and aft~r~i~h9P!ptOgrams could deflect funds to other,
much less needy schools.
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The Admiruslration an'd 'the Depai1~e~~1:Ji.~\~e_l~hi~IY ~1ayed out o~*he class size issue"
Most of the research conducted. over. the 'pasi:couple~decades has found that reducing
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class size has minimru,' if'imy:~irripaCtron 'educational outcomes. except when the
studenHcacher ratio falls 10 a v'~ry,srpaJ.lleye1. (.1 S:·or.le;ss). Many people believe that
funds that could be used to redu~e'c1ass'size are het;er spent on curriculum reform,
professional development. and other elements of systemic educational reform. (Anthony
Alvarado of Community School District #2 in New York City made this p-oint very
forcefully in an ED seminar this week.) Including a class size reduction priority in the
hili would place us on the record as favoring reductions, without the research evidence to
support that position.
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The Department is already proposing to support the development ofafterrscboolleaming
programs through a separate after-school learning iniliative< We are more likely to spur
development ofthe kind ofquallty programs we want if we go at it directly. rather than
through a priority in the construction bill.
Qptjon 3 -- Support the Dmhle-G.pbardl Bill
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Description: As noted above; Daschle-Gephardt wQutd:appropriate $L9 billion, compared to $5
billion under the Administration's bill. It would provide one-third of the money to the largest
urban districts, instead of one*half. Other major differences between this bill and the
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Administration's are that: (1) It would require States and localities to obtain a waiver if they wish
to use the funds for any purpose beside~ subsidjzing bond interest; (2) It provides an explicit
sliding sca1e for determining the amount Qflhe Federal subsidy (up to 50 percent of interest
costs) but then allows payment of 80 percent of the cost if recipients receive a hardship waiver;
(3) All direct grants to the urnan districts would be made competitively; (4) the State formula
would be less targeted; (5) State and local surveys would not be required; (6) No requirement for
recipients to increase thelr own effort by 25 percent (although they would have to maintain
effon), (7) States would be required to match the Federal funding; and (8) Direct grants would go
'not only to the J00 districts v.~th the largest numbers of poor children, but to 25 additional
districts selected by the Secretary~
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Bin embodies the same principles as the Administration's and is sponsored by the
Congressional Democratic \eadership,
The two-thirdslone-third split in State vs. direct urban grants is more acceptable to the
more rural Members and to ponions of the constituency. This may,aiso make it possible
to pick up more Republican support. A two~thirds/one-third splil:is:probably dose to
where the original debate would have ended up, anyway, .
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The requlreme:n for doJlar-for-,foliar State inatching,\~o'uid'encoifrage State"s to become
m()re active in supporti~g school construction. :.;\ r~'~'~ ',.'.;~~}:l~~t l:::~·"~~"':: ,.. :'
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An alternative to this option would be to. endorse'Da"scnle,:qephardf"'in principle" (rather
than in total, or going forward with our OV>'fl
strategy'rrught enable the
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Administration to achieve needed improvements in tbe bm hiter on in the process,
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Bill is less flexible than Administration's, and would be more cumbersome'to administer.
Considering waiver requests from many States and districts would be time-consunJ~fl'g:', .
and difficult Administering the entire direct LEA grants portion oftbe program through
competitive grants would atso tax ED resources,
By permitting FederaJ funding to cover up to 80 percel,lt of interest costs, and not
requiring States and localities to increase their own effort, the bill would not achieve
anything neat the amount ofieveraging projected under the Administration bill. We
simply could nOt estimate that a dollar of Federal fundjng would generate four dollars in
c:-onstruction; twO to one would be mqr~f;likely.
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The lack ofa requirement f9f State and local surveys would mean that we would lose a
mechanism for using the State program to build State and local support for construction.
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In additio"n, because States and locals w~uld not be required to measure, in an open
manner, theif construction needs, the allocation of resources by those entities could end
up being more potitical (r"her than need based).
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The Department would have difficulty identifYing 25 additional LEAs to receive direct
grants; there would likely be significant political pressures on ED during this process,
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While the change in the urban/rura: split ,;",ou\d make the proposal more palatable to the
rural interests, .it would be a disappointment to the urban people and would make the
program less of an "urban initiative," In addition. white the nonnai negotiations process
might h.ave resulted in a two-thirdslone-third split anyway, if we start out at two
thirdFJ'one~third we may end up \\,lth a bill that gives even less money to the urban
districts.
QptiQll 4 -- SUPllQr1 pll expansion pftbe Rangel iniliatjye.
Of
anotber tax~side alternative
Description: Under the Education Zones Academy Bonds autbority, the Treasury Department
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.ailocate -$800 million in bonding authority to States in 1998 and 1999. The States , will then,
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.'; those academies). Qualified zone academies are defined as public schools that are designed in
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t~'6i1 b;~. ;:.-~1':::.c:.?~_J?1,unity or (2) have a reasonable expectation of enrolling a student popuhitio~.9(Vfhi~h at
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In order to issue a bond, qualif!ed academies would also have to have commitments from private
businesses to_~ontribut~, to the program of the academy. an amount equal to at least ]0 percent of
the amount oflile bond. Contributions can be in the form ofequipment, technical assistance,
services of employees (such as.through mentorships). internships 'and other opportunities for
students, or other property or services.
_ Academies ~iii:~e4 aole to '~~e 'the"bond proceeds for rehabilitation and repairs (but not new
construction), as well as equipment, curriGulum development, and teacher training.
Eligible purchasers of the bonds are banks, insurance companies, and other financial institutions
"actively engaged in the business oflending money." These purchasers win recelve t~x credits
equivalent to the amount of interest they would otherwise receive from the lender, The
availability of the credits, will t,hus permit the academies to issue the bonds interest free.
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In addition to the Rangel provisions> other Members have introduced legislation that would
address the school construction problem on the tax side. Senator MoseJeyw.Braun's "School
Repair and Construction Act" (S. 1472) would allocate the Federal budget sUrplus (up to $1
billion annually) to States for reaHocation as tax credits, Builders and developers would receive
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tax credits, on a sliding scale, of up to 30 percent of the total cost of construction. The 100 LEAs
'. with the largest numbers afpaar children would be guaranteed their share of the funding. Rep.
Sanchez's "Expand and Rebuild Amenca's Schools Act" (HR 2695) would use the Rangel
framework to-channel support to low-income schools in growing, overcrowded districts and
would support new construction (as well as equipment purchases).
From the perspective of the Treasury Department (which has strong reservation about tax-side
approaches in general), an option, that builds on the Rangel provisions is preferable to other tax
side alternatives because of the major effort that Treasury will already have to make to regulate
and implement Rangel. Although the Moseley:-Braun approach is in most respects "cleaner",
than Rangel, it would require an additional, parallel effort.
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Expanded Rangel bill would build on legislation that has already been accepted by
Congress, might thus be easier to enact. .
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Current Rangel prog~am will be complex and fairly difficult to implement, in exchange
for a very small amount of school infrastructure assistance. Expanding the program
would make the effort more worthwhile.
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Expanded Rangel bill, or another tax-side approach, provides a counter to Cov'erdell,. I
tuilio~ tax credit, or other private school funding proposals that will come through the .. :.: '
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additicin"Republicans may' he friendlier tIJ'tax':,' .':'.
side alternatives than to direct expenditures.
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Rangel-type program is consistent with Administration goal of getting the private sector
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My understanding is that Davis-Bacon requirements do not apply to programs financed
through the tax code, which would make the proposal more saleable to business and
~epubliG.ans,(but, of course"less so to labor and Democrats).
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A tax~side bill would be authorized and paid for by the same committees, eliminating the
procedural hurdles discussed under Option 1
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Cllrrent Rangel program will not do much for school infrastructure, because it will fund
professional development, curriculum, etc. and won't support new construction.
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Substantial revisions would be needed to make it a real construction initiative.
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Treasury may find the Rangel program, difficult to administer. For example, it may be be
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difikult to place dollar vaiue on the tecbnical assistance, mentoring, and other in~kind
contributions from business in order to determine if those contributions meet the
requirement for a !O percent private-sector match. h may also be dimwit to determine if
there is a "reasonable expectation" that an academy will have a 35 percent enrollment of
students eligible for free or reduced~t:'rice·or that the proposed academies meet the
academically related requirement s of the law.
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The Moseley~Braun bill, as introduced, would not generate support for construction
unless there is a budget surplus.
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�THE SECRETARY OF EDUCATION
WASHL\'GTON, D.C. 20202
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. July 2000
Dear Friend ofEducation: _
r am pleased to announce the U.S. Department of Education's first ever Building Bctter Schools
Week, a new initiative to promote safe, healthy and modem schools for America's children.
On August 21,1 will be launching this effort when I reiease the U,S. Department of Education IS
annual Baby Boom Echo Report ~n Las Vegas, Nevada, one ofth'e fastest~gr()wing school
districts in the country, This event marks the fifth year of our, reporting on the Baby Boom Echo.
the tremendous growth in school enrollments that began in 1984 and is expected to continue
through the coming decade. This year's report focuses on the \\idespread nature of this growth,
affecting urban, suburban and rural communities throughout OUI country.
Half of our 80,000 public school. have at least one building feature •• such as the roof, electrical
system, or fire alarm •• that is inadequate. To highlight this need, the U,S, Department of
Education will work with local schools and educators. parents and community leaders in Building
Better Schools Week. During the week of August 21.26, events aeross the country are being.
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encouraged,to ,c;Iraw attention to the need for school modernization. renovation and repair.
• . , . ., .~ccordin-g t::! a, teC~nt report from the National Center for Education Statistics. our schools need
, Ii, ':' :•. $127 bHlio~,in repairs. Eleyen million stud~ts attend schools v.1th at least one inadequate
..,' ':';:"".!- -buHding, arid 3SmiUion students attend schools that need major repairs or rep!acement. A fact
Iii:':'" "",':~'shee(sumh1anring' the key frndings of this report, entitled Condition ofAmerica's Public sChtoo/
;.,) ,Facilities:' }999, accompanies this letter, The full text of the report is available on the
Department's School Construction Web site at <v.'Vv'W.ed.gov/inits/constructioni >,
This Administration i!i 'deeply committed to helping communities respond to the challenges of
modernizing their school~ That is why we have called on C,ongress to pass tvro school
construction proposals: $24,8 billion io School Modernization Bonds and $6.5 billion in Urgent
Renovation Loans and Grants, to modernize and repair thousands of schools nationwide. A
description of these pro$~ms. and the WdY they would work to help modernize our nation's
schools is included with tlUs letter. I .ttso believe that parents, teachers. education leaders and a
broad range of community members must be actively involved in planning and designing schools
to make them centers of communities, To help schools and,communities work together to achieve
this goal, we have published Schools as Centers ofCommuniry: A Cilizen's Guide for Planning
and DeSign, which is available on the U,S, Department of Education's Schoo}'Construction Web
site at wWY/.cd.govJinitslconstruction!ctty-centers,htm!,
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OUt mission is 10 ensure cqua.! access II> education and to promol4 eduoolioM.1 ex::ellencc Ihrcugh(»J.l the Natum.
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Those who work day to day to improve education for our nation's children know about $e needs
facing communities througbout America. However. many people are not av.-are of these urgent
needs. and many communities lack the tools and resources to respond to these needs. Building
Better Schools \Veck provides a new opportunity for us to work together to educate our
communities ilbout both the national need for school modernization and the unique needs facing
many local school districts as tbey accommodate growing numbers ofstudents.
In order to highlight the needs of your local schools, I suggest you do the following:
• Organize various l~bus trips" for community members and the media to visit 3-4 schools
that need to be upgraded or to demonstrate overcro"...ding.
• Organize a scbool forum/town hall meeting with members of the community ~~ parents,
students, PTA members, business'leaders. educators, retired citizens and others ~~ in o.rder 10
sbowcase the need for school construction, renovation and repairs,
• Write:an op-ed article or letter to the editor addressing the need for repairs and
renovations in your local elementary Of bigh school,
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If you decide to participate;. (',have'attached registration forms that you may complete and return so
that we can send you materiaFaS it Oecomes available to assist your efforts. The U.S. Department
ofEducation will provide media.support. pUblications and other assistance as part afthis national
. effort. For more info~atlo~ on,Bu!~4,ing Better Schools Week or U.S. Department of Education
. resources to belp edudne'S'our:eomrminity about'the need for school construction. please contact
Sara Me~d at (202) 401·'8450.or.vlsitQUT,Web site at <www,ed,govlinitsiconstruction/> .
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Please join me and eduCalors acr,oss the nation to make Building Better Schools \Veek a success.
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Yours sincerely,
JJ)~
Richard W. Riley
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The United States Department of Education
BUILDING BETTER SCHOOLS WEEK
August 21 - 26, 2000
Participation Reply Form
ORGANIZATION _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
CONTACTNAME_ _ _ _ _ _
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ADDRESS_~-__------------------~----------------CITY _ _ _ _ _ _ _ _ _ _ _ _ _ _STATE._________ZIP-;-_ _
PHONE # _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _,FAX # _________
~MAILADDRESS
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SUGGESTED SITES • IN.YOURAREA·TO HOLD EVENTS:
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PLEASE COMPLETE U:!SFORM AIm FAX TO:
Sara Mead (202)"'401-0596
. IF YOU HAVE ANY QUESTIONS OR COMMENTS PLEASE COl\!ACT.
Sara Mead at (202) 40]·8450 or p,~mail Sara_Mead2@ed.gov.
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Fifth Annual Baby Boom Echo Report
Kicks Off
Building Better Schools Week
The Baby Boom Echo Report
On August 21", Secretary Riley will release the fifth annual Baby Boom Echo Report. The
report tracks the effects on America's schools of the tremendous increase in the number of
children attending our nation's schools and will project future increases to 2010, As a result,
many of our schools are overcrowded and deteriorating, and the sight of portable classrooms
filling up school playgrounds is increasingly common.
This year's report emphasizes the impact the Baby.Boom Echo is having on urban, suburban
and rural schools in all regions of the country. The report will highlight the enrollment pressures
on schools in 7 of the natton's largest and fastest growing metropolitan areas: Atlanta, GA; Los
Angeles, CA: Chicago, Il: Miami, Fl: the Washington, DC metro are.: Boston, MA and las
Vegas, NV.
. Building Better Schools Week
"What kind of message do we send our students and teachers when we send them into rundown,
oV9fUCwcfed schools? As we enter this new century, 10(s show our children that they are our priority,
Let's build senoo/s 'for them.·
Secretary Riley, RemarkUo Nation"ar
Association, July 4t1l. 2000
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In light, of the enrollment growth described,ln the, I?aby. Boom t;cho report, many communities
thro"ughout the United States-face an.urgel')t.need:for, s;chOoI.modemizatlon, renovation and
repair,to accommodate rising ~nrQtll11en~~.:'!Q ~1'Leffgrt1Q·.~l1)ph~size this growing need,
Secretary Riley l1as:declared the -..
,,- Week of August,21,26,:-2000 as Building Better Schools.Week.
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All Types of Sclioo/if AII}:~ro'ss the Country
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This need is being felt in urban, suburban, and rural schools alike, and by communiUes in all
regions of the country. Following Building Better Schools Week, Secretary Riley wililravel
along,the MississiPPI River on his second annuar "Success Express" BJ~s Tour, On his trip, the
Secretary will visit schools in Louisiana, MissiSSippi, Arkansas, Termessee, Kentucky, Missouri
and IHinois to highlight the issues, including school construction. that face our nation's schools
as sludents relUrn this fall.
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Schools as the Centers of Community , , ,
The U. S. Department of Education encourages educators, parents, advocates and leaders at·
all levels of government to take advantage of this week to educate their communities and
leaders about their school construction, repair and modernization neeas, 8uilding Better
Sc.'1ools Week is also an opportunity to celebrate communities' successes in building and
modernizing schools, It is important to hlghlight the innovative strategjes being taken by
communities across the country to create school buildings that make schools the centers of
community. '
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Join Secretary Riley andlhe·U. S. Qepartment of Educli!fion
For more informa~ion on BUilding Better Sch·dols Week and how you can be in~olved, or on
Department of Education Resources to help educate your community about the need for school
construction, please contact Sara Mead at (202) 401-8450 or visit the Building Better Schools
Week Website at www,ed.gov/inits/construction/.
�Students cannot be expected to reach high sta.,dards in substandard school buildings. After years of
deferred maintenance and groVl1ng enrollments, a significant new investment is needed to prepare our
school facilities for the 21£1 century. Half of our public schools need repairs -- totaling $127 billion,
according to a recent U.S, Departme,nt of Education report, To help communities nation\\1de modernize
their schools, President Clinton has called on Congress to pa'iS his school construction proposals: 525
billion in School ModernizatIon, Bonds and $6.5 billion in Urgent School Renovation Loans and Grants.
,25 BILLION IN SCHOOL MODERNIZATION BONDS. In the U.S. House of Representatives. Reps.
Charles Rangel (D·Ny) and Nancy Johnson (R·CT) introduced bipartisan legislation (H.R. 4094) based on
the President's proposal. In the Senate, Sen. Charles Robb has introduced a similar bilL The Johnson
Rangel America's Better Classro.oms Act now bas ll4 cosponsors - more than baIf the members of
tbe U.S. House of Representatives. 'J1.1e proposal would create $24.8 billion in school construction bonds
that would be interest-free for school districts and would help modernize 6,000 schools nationwide,
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• How School Modernization Bonds Work. Bondholders Would receive federal tax credits rather than
interest payments from school districts, allowing dL>;tncts to borrow interest-free for school
construction. A similar mechanism has been used successfully for QUalified Zone Academy Bonds
(QZABs), Districts could use these IS·year bonds to modernize existing schools as well as build new
ones. The proposal would cost $2.4 billion over five y~al!s. :Th~ bill's innovative financing mechanism
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is a CGst--effective approach to leveraging )ocal'.coristiuction that avoids a new bureaucracy, All
aecisions regarding which schools to build or repair woul'd' be 'left to states and local school districts.
• How Bonds Would B. Alloc.•ted. Of tho; $24.tbiYi~n:rn-schooi oon~tniction bonding authority: $2.4
billion wollldbe allocated to expang .the e~ist\l1g.()ualifiS<!·0>90,ademy Bonds program, $400
million,to··Bureau·oflndian Affairs.schools,'SI3.2'billion.to states:oased on enrollment. and $8.8 billion
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to the 125 school districts "vith the largest number of low-income children.
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LOANS A!'lD GRANTS FOR URGENT REPAIRS, President ClinlOn proposed a $1.3 billion initiative
to make $6,5 billion in grants and interest-free loans for emergency repai!S at·5~OOO schools a year. Sen.
Harkin ,and Rep. Clay have introduced urgent school repair iegislation, '
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• A Five·Year Effort t.o Help 25,000 Scbo.ols. Over five years, the initiative would help 25 t OOO schools
~~ more than ont- fourth of all schools ~~ repair roofs, heating and cooling systems, and electrical wiring.
These repairs can help make schools safer and mOte energy efficient. as we!l,~ i~prove'f!.ccess to
technology.
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• Complements School Modernn:ation Bonds. Urgent School Renovation Loans and Grants would
, C()mpiement the School Modernization'Sonds proposal, including the bipartisan bill Introduced by ,
Reps. lohnson and Rangel that now 'has 224 cosponsors. School Modernization Bonds would fund
major renovation projects and new buildings, while Joans and grants would be available faster and with
a financing structure that is better suited to repair projects,
• Targets Funds to Meet Need. Of the $ i.3 billion in renovation funds:
SI25 million in grants would be provided to other high·need school districts with litlle Of no capacity to
borrow money for emergency rep<ii.r$. The smaller grant program would provide direct funding to the
neediest school districts unable to finance the capital expenditl1fes'associated With school renovation;
$50 million in grant'i would fund repairs and construction at school districts where balf or more of
students live on Indian lands;
The remaining $1.125 billion wot:ld fwd $6.5 billion in intcrest~free, seven-year loans,
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CONDITION OF AMERICA'S PUBLIC SCHOOL FACILITIES: 1999
The repDrt puhlished by the National Center for Education Statistics (NCES) provides national data about the
iition of public schools in 1999 based on a survey conducted using the NCES Fast Response Survey System
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3S). The FRSS resuits based on a nationally representative sample indicate that even though most school
~cilities are in good condition, many are in less than adequate condition, and 3.5 million children attend
schools where at Iealtt one building is nonoperationai or significantiy substandard. The repolt provides
information about the condition of school facilities. school plans for renovations, the age of public schools:. and
Qvercrowdi::lg. Key findings include the following;
• Three-quarters ofschools· reported needin'g to spend money on repairs. renovations, or modernizations to put
the schoo1's buildings or building features into good overall condition,
o Tne total amount needed for this work was estimated to be $127 billion.
\; Among the schools needing to spend money, the average dollar amount needed per school was about
$2.2 million.
• Twenty-four percent of schools reported that at least one type of building was in less than adequate,
condition. Approximately 11 million chHdren were enrolled in about 19,000 schools reporting at least one
type of onsite building in less than adequate condition,
• Fifty percent of schools reported that at least one of nine building features (roofs; framing, floors) and
foundations; exterior walls, finishes, windows, and doors; interior finishes and trim; plumbing; heating,
ventilation and air conditioning; electric power; electrical lighting; and life safety features) at the school was
in less than adequate condition. Schools in central cities and schools \vith the highest concentration of
poverty were most likely to report at least one building feature as less than adequate .. "., "
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Twenty percent of schools rated the condition of their life safety features'(~;g:; fii~).lirm~:ind.sprinkler
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Ventilation was the environmental c,ondjtion'most likely to ve reported'un~~!i~(~cthiy,fOne;,tourth of
, 'schools reported needing air-conditioning. ::Schools in rural areas and. small tov.:ru:,-,!erimore~'likely than
',schools in large towns and urban fiinge'areas t6 report that least:one,of.their\:nviroIirilent3I 'co'nditions
'was' unsatisfactorv
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• Over half of the schools reporting less than adequate conditions of at least one building feature had no plans
for improvement
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• The most accurate indication of school's age is not the actual age of the building, but the functional
which takes into account the history of its maintenance and renovations. The functional age is defined as
the age of the school based on the year of the most recent renovation or the year of construction of the main
instructional buildings ifno renovation has occurred. The average age of pubHe schools in 1999 was 4:)_~ ~,
years, based on years since original construction. The average functional age of schools was 16 years. ,
Schools that were relatively old in terms of functional age were more likely than newer schools to report
inadequate Ot unsatisfactory conditions.
• ' About a quarter. 17,400 schools, were overcrowded (enrollment more than 5 percent above their capacity),
. Large schools were more likely than other schools to be seriously overcrowded, and small schools were
most likely to be seriously underenrolled" Schools V.1th a high minority enrollment (more than 50 percent)
were most likely to be seriously overcrowded, Schools that were classified as overcrowded were more
likely than other schools to report at least one type ofonsite ~ui1ding in less than adequate condition,
Thirty-six percent of schools reported using portable cJassroo'nis; and 20 percent reponed using temporary
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!ildings. ~ost reported using portable and temporary,instructional space as a result of ove~crowding.
This report can be round on the Department or Education's School Construction Website at:
www.'ed.go\'/initsfconstruction/
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BETfER SCHOOL BUILDINGS MAKE BETTER STUDENTS
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"wing body of research +tas linked student achievemeril and behavior to the physical building conditions and
)wding. Good facilities appear to be an important pn~condition for student learnmg, provided (hal other conditions are
..:nt that support a strong academi~ program in the school.
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• Studies of schools in the District of Columbia, rural and mban Virginia, and North Dakota found higher tcS1 scores in
schools in better condilion. Students in poor schoo! buildings scored five to 11 percent lower on standardized tests. One
study found that poorer achievement was associated with specific building features such as subs;andard science facilities,
air conditioning, locker conditions, classroom furniture, more graffiti, am:! nois), external environments (See Edwards.
1992; Ca,hI993; Hine, 1996;and Eanhman, 1996).
• Heating and air conditioning systems. facilities like sci 7nce laboratories and equipment. and color and interior painting
appear to be very important to student achievement. Proper building maintenance is also related 10 better attitudes and
fewer disciplinary problems (McGuffey. 1982).
• Research also indicates that the quality of air inside public school facHitles may significantly affect students' ability to
COncentrate. The evidence suggests that youth. especially those under len years of age, are more vulnerable than adults to
the types of contaminants (asbestos, radon, and formaldehyde) found in some school facilities (Andrews and Neuroth,
1988).
• A Carnegie Foundation (J98S) report on urban schools roncluded, "the tacit message of the physical indignities in many
urban schools is not lost on students. It bespeaks neglect, and students' conduct seems simply an extension of the
physical environment that surrounds them." PQplin and Weeres (J992) reported that. based on an intensive study of
teachers, administrators, and students in four schools. "'the depressed physical environment ofrnany schools, : ':'is' '.",', ,,,'
believed to reflect society's lack of priority for these children and their education."
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ere the problems wilh working conditions are serious enough to impinge on the work of teachers; they result in higher'':
~,jsenteeism,. reduced.l~\'els of effort. lower effe~tiveness .in the '~Ias~{'oo~, low 'm'ora~e, 'and {'educ~~ job _s~t!~f.a~~iol) ..::~?;.,~\
Where workmg conditIOns are good, they result to enthUSiasm. high mora1e.-eoop,cratlon, a~~. a~pPm~~;,9,(~~~~J!~.. IJty. ;t.;
(Corcoran et at, !988).
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• A study of overcrowded schools in New York City found that'students in such schools S(;ored significantly lower on both
mathematics and reading exams than did similar students in underutilized schools. In addition, when asked, students and
teachers in overcrowded schools agreed that overcrowding negatively affected both classroom activities and instructional
techniques (Rivera-Bati:t and Marti. 1995).
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Ig!,;FERENCESj
AndttWS-, James B" and RJch;lfd Neurotb (()(l.Ober 1938). "Envlroomentally Reh'ued Health Hazards in the S<hools." PIl~ presented III the Annual
.Meetin8 of ~ AssoCiation of School Bl,lsiness Officia!:s lnlcmational in Octroi!., Michigan. ED 300929.
...·...C...rnegie foutl1atioo for the Advancement ofTeacning. An imperile<l Generation: Saving Urban Schools. Princel-on. Nev.' Jersey: Author. EO 293940.
Cash. Carol (199J). A Study of Ihc: Rdatiooship Belwtcn Scl;ooI Building Condition IUld Smdc-nt Achievement and Behavior. Unpublished ~orn!
dl$SCrtnlioo. BJad:$burg. VA: Virginill Pol)1tehnic InJtilutc and SlllIe Univcr.iity.
Con;oran, Thomas S., Lisa J. Walker, 3lld J. Lynne White (1988). WMUng in Urban Schools. Washington, DC: InstitulC: for Edutalional Leadership,
f;arthman. Gum (1996). "Review ofRe~en on the Rdationship Between School Buiidings, Stulknt Achievement. and Student Behavior.~ Draft
position paper prepared for the CQurn;:il of Educational Fad!!!)' Pil!1Ulcrs, Intcrnational. &-onsdale. AZ.
Edwards. Maureen M, (1992). Building Conditions. Parentallnlfolvcment and Student Athievemen! in the D.C. Public School SyslI:m. L"npublishtd
Master'S Degree Thesis, Gemgctown University, WlI5hington, D.C. (ED 264 285).
Hines. Eric (19%}, 8uilding. Condition and Student Aehi,wcm¢nt and Scllavior. Unpublished doctoral dissertation Blacksburg. VA: Virginia
Polytechnic lnsllll.l;e and State Uni .. trslty.
Mcn"ffey, Carroll (1982). ~faciiitjes," In Hmen Walberg (ed,),. Improving Educational Standards and Prodl.tl:tivitj' Ilerkeley: MeCut<:Mn Publishing
:00.
..1AI'Y. and Joseph Wecfl;!~ (1992). VoictJi from Ihe Inside; A Report on Schooling fr<lm Insl<le Ihe Classroom. Pan One: Naming the Problem. The
Edu~atll:m in TrnnsfonnatiDn al the ClllIemon! Graduatt SchooL
Ri'·crn.Baliz. Francisco t.., and LiHillfl Mani (l995), A School System &1 Risk: A Study ofthe Consequencts of O~'efcrvwdins: in Ntw York City J\tblie
Sl:hools. New York: lnstimte ror Urnllfl and MinNity Education, Teaehers Celh:ge, Columbia University,
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�Communjties across the country are sl.:uggHng to address critical needs to renovate existing schools and build
new ones. School construction a.'1d modernization are necessary to address urgent safety and facilily needs, to
accommodate rising student enroilments. to help reduce class sizes, to make sure schools are llccessibie to all
students, a'1d to modernize buildings so they are welJ~equipped for the 21 J< century,
AMERICA'S SCHOOL ARE AGING AND NEED REPAIRS
l:l June, 2000, the National Center for Education Statistics (NCES) re!eased 'Condition of Ame:ica's Public
School FaciE~ie5: 1999; providing infomlatio:1 on the condition of school facilities, school plans for renovation,
the age of public schools and overcrowding. The repon indicates that many schools are in less than adequate
condition-and 3.5 million children attend schools where at Jeast one building in n(lnoperatlonal Qr significantly
sub5~andard, In particular:
• Three-quarters of schools need to spend money on repair, rcno\'atlon or modernization 10 bring the
schools bt:ildings and building features to good overall condition:
One quarter of scbools-19,OOO-report at least one building in less than adequate condition. 11
million children are enrolled tn these schools.
Half of schools report at least one building feature in less than adequate condition. Schools in centra!
'~'.
.' ,
. cities and those with high concentrations of poverty were the most likeiy to report at least one less than
~,' { ,
adequate feature,
.. r\
T
.~.
!
, '.,~.: '. _. ~:~:;:,~~e schools rated their Iiie safety features, such ~.fire alarms ~nd :p~~.le: syst~ms, as less t~,a~. ' ..
1.<
1
';r.!~~
One in four schools-26%-have unsatisfactory \'cntilation, and one in five ~a\'e unsatisfactory heating, ,I~, Jr '
,'.~" ~~,: ~'I, " ,:", ,',.'. '," i')~': ;:.~'},
_' The tota1 amount needed for this work is estimated to be $127 bmj~~~ ;~ :!.~\.' ,":'
. " ( ',.> ,':' ·:~~~tl :~;~
About a quarter of schoots-17,40~wcre overcrowded, 36°!1'.l of schools reported ;)sing portable .'.', ", ,n;~~;:/,
classrooms, and 2~% reported using temporary buildings,
,'.~~~ ~:,.
-
~,'I"~ .;': ':"'.>,
:.:~
,._. 1"{} /,
., .," 'd_
. indoor air quality, noise ~onU:Ol'o.r physical security systems.·
,
Echo entitled GrOWing Pair~s: The Challenge ofOvcrcrOlvdcd Schools is Here (0 Stay. Findings bcluded:
• A record'S3 niiilion
tiiildr~~'are enrolled in public and private elcmentar,y J.nd secC':idary schools
today- a net increase of 8 million schoolchildren in :he last 15 ye~.
• UnHketbe 4;baby boom" in the 1950's and 1960's, which was followed'by a ~'baby bust" in the ,1970's,
the number of birtbs and students enrolled in school is not projected to dec~ine. 111stead, after
remaining relatively stable between :WOO and 2010, the number of school~age children is expectee to
increa.",e steadily for the foreseeable future, rising by 6 percent between 2010 and 2020, and reaching 94
minion 1n 2100, about 42 million more children than i:12000.
•
�e
The President's school modernizatio:1 package lnciudes $24,8 bilJio:l in tax~credit bonds over rn'o years to
help communities address the long~tenn needs of aging facilities and increasing enroHments. These bonds
can be used for new construction and extensive renovation projects for up lO 01000 schools.
WHATARE TAx-CR£DITBQNns?
• This tax-credit bond would proyide interest-free financing to help slate and local governments pay fo, .
school construction and renovation. Instead of paying :he interest and the prindpal on school construction
bonds, the average issuer would be responsible only for repaying the princIpaL The federal govenunent
. would provide tax credits lO the bOild hoiders in lieu ofin',erest payments.
TO!' REASONS \\'11\' IA4~CREl}fI BONDS "'ILL BE AURACl'JYE TO Itf\'ESTQRS AND UsEfUL TO
IssllERs
• Tax-credit bonds dci,h'er a more substantial benefit to the issuer than ta:x~excmpt bonds provide.
\VhUe ~axwexempt bonds usually have lower interest rates than taxable bonds, tax credi! bonds \1/ould
typically have no inle;est costs for the issuer.
.. Tax credits could be used hy states and districts that do not issue bonds for school construction and
instead uSe otlH!r forms of debt financing. Tax credits cO'Jld be used to pay interest on all forms of debt
instruments for school construction, such as tax anticipation notes, certificates of participation. revenue
anticipation notes, bank loans) etc,
..• Tax credits allow states ~o determine who can use tbe scho.ol modcrnjzat~on bonds in their states,
Once the hond allocations are ma~e amodg the stales, each state has the discretion to determine how they
. .will be used w~thin the state.
Tax credit:.s"wou.d be valuable to all in\"eslors regardJess oftbeir tax HabUit),. The proposal includes
,
'\ ,.\' :t\\'~:orlions}h!ll make tax credits valuable to organizations. such as non~profits and pension funds th~t d~
',....~ ·1.:~"".. n6~'h~ve.tax li.?!1ility., StripabiHty allows tax credit payments to be stripped from hondsjust as interest
',' ·~j'~~.~p~Y'!TIeI,l.ls C~? he stripped from other fin~ciaJ it.:tstrU~ents. Repurchase agreements cnabl,~ .org~iliiz~t~ons
~
v.:jth no tax liability to receive the cash value'ofthe tax by teJn?orarily selling the bond to, an'other ~
... .1; :organization th'at can take advantage of the tax credits.
.• Th'~ intert-st rale would be a daily rate based on the corporate bond yield. This interest~rate strocture
... ~,' will make school moder:'\iz-:a11on bonds attractive to investors because it is closely aligned with fluctuations
e'
.':
r·
I
;·.... in the corporate debt r.1arket:'"
• . Bond buyers could recognize the tax credits on a quarterly basis. This allows bond holders to adjust
quar".erly estimated taX payments, rather than waiting until the end 0; the year to cash in the tax credits.
ft~_ Tax credits could be cnrr.i~~q over to future taxable years,
• >·sbhooll\l:idernization Bonds could be'\iied t~· finance the purchase of land,
INYESIOHS ACREI': THAT TAX~CR£.DIT BQ;ms \VrLLBE MARKETABLE
In a Bond Buyer article (4/30/99), members of the financial industry complimented Representatlve Rar:gel's
bil! (which is based on the Administration '5 new School Modernization proposal) as follows:
• Rohert E. Foran~ a senior managing director and co~head of the public fina.nce department at Bear, Steams
& CQ., said "they arC trying to be responsive to what the finanCial comntunio' sOJ's {could be} aft efficiellt
borrowing H mechanism, Form believes that allowing tax credits to be stripped from the bonds will result
in "somerhing pery' marketable, " and said, "[ know we could sell the credits for w/w.r is essemially a :ero
coupon taxable muni. I know there is ., demand for those. "
.
David Walton, a partner with Jones Hall in San Fran.cisco) said the proposal-especiaUy credit stripping~
was "vet}' intcresting" because it cO'Jld create demand for the tax-credit bonds.
e·
�School Construction Initiative
•
Distribution of $24, 8 Billion In Bonding Authority
Initial Estimates for H.R. 4094 " ',
Arkansas
Connecticut
Delaware
D.C,
FlOrida
Georgia
rIlhois
Indiana
Iowa
Kansas
Kentucky
Louisiana
Maine
Maryla...d
.
. 'assachusetts
'
:higan
, . ' , .•dnnesota
,
'Mississippi,
,.,:., ~
;.' ,_
Missouri
':
.
Montana
"
Nevada
New Hampshire
New Jersey
New Mexico
New York
t\orth Carolina
North Dakota
Ohio
Oklahoma
Oregon·
.Pennsylvania
Puerto Rico
Rhode Is!and
South Carolina
South Oakota
Tennessee
Texas
Utah
Vermont
•
Notes:
1
''';C::',",
"ashington
,est Virginia
Wisconsin
Wyomi."\g· .
American Samoa
Guam
Northern Marianas
"!"~.:;.'
~,'l-~i·',
"';
-,,'
2
WO;J!d
be In Qualified Zone
Academy Bones, distributed to slates based on
Title I Basic Gran! shares, ana the remaining
$22.4 billion in School Construction Bonds WOUld
be dispersed as follows: ,
• $400 million would be seH~side for Bureau of
Indian Affairs schools,
•
•
$6.8 billion woulc: go to the 125 schoo!
districts wlth the largest number of children ln
poverty based on their Title I Basic Grant
shares.
the remaining $13.2 bl:llon would be
distributed to States, including Puerto Rico,
based on po;:iulation ages 5·17 (outlying
areas, however, receive funds in proportion
to their share of the population in poverty.
"
1.,:.;1', .:92:95,1, .
<:'.' 80,802'
2n,839
235,626
1,044,126
318,751
90,648
284,932 "
56,180
421,577
1,998,390
175,847
42,022
422,902
402,308
123,951
491,648
38,712
15,178
8,926
14,027
as of March 24,
or the total $24.8 billion in !'lending authorl~y
proposed, $2.4 billion
13fiilr" ..
.
-' ....... .
660,175
157,627
2,476,435
486,119
46,596
1,019,826
Based on best available data
2000,
93,409
1,221,868
459,436
196.453
196,866
295,249
473.051
84,355
395,270 '
"
481,264
,- 1006887'
,,,' ,,"378:952 ,,,'
"'::':''<':'!237-,537' ~
" .,:,;.; '452673';,,'
'~,\-~"
.. _",,}t;', ~~ ... ' ... :65.077,., . ,"
• '. ',.
NebraskB
Vi;ginia
TOTAL
n,438
Hawaii
Idaho
13,132
400,000
$24,800,000
BIA
$354,922
53,398
337,448
183,516
3,109,598
296,358
292,085
49,070
88,904
1,188,457
654,051
Alabama
IlJaska
Arizona
Califomla
Colorado
;;U } .:; I
Virgj'1 Islands
Estimated
Allot;atlons (0005)
State
.......
~.
'.'
�ConstruCUon Inltiativ-e:
, DISlripl)\!O:", oi S2~.B 811100 I" SonQ.n\j Aulhorny
InlLaI Eswna!es lor
•
~.,R
4094
Es:1irr..atea
AllOcations: (COOs)
SclX'Cl Construction Bonos
225.827
46.249
SEA Allocatlon
Denver Cour..Y
'
=
az,t.,BS
296,358
SChool Co~!iO('; Soru:!s
SEA A!!ow:tion
Bnoge;x:;Tt
-i65,775
30,461'
<1.5,999
Hartford
New Have'",
26,100
Zl.nB
QZA!lS
Stale TOla'
De;aware
292,085
SC'1OO1 CO~,$lruC11on
Sonds
. SEA Allocation .
1.:.:1,090
~
OZA9S
Stale Total
OiSlno Of Columbia
.:.S.crO
ScnOOI C¢nslructiort Sonds
SEA AUocalion
Dislrict Of CoIu,moia Scttoo) Dislric1
81.0"89
S'ate Total,
.
Lll\
" J'>~
....
... .., '.. ,
88,904
. "·,,i".,,; ..
'
"
~
,
SchOOl ConstruC1ion,8oMS
Flori"a
\". SEA'Al\ociilion' '
. ,,' .',County .
",
'BUIVa7d
235~594
'''~
,
,'. '" 1,'
o
... ,
•
27,lB3
t.'
.." j"'"
"
",
.... ~. :,,\ '!.'~Browa:d County'
,
~.""
' - • ".1',,,
,'". f..; Qad-e COt.!nty .,
'
;?uval. qour::Y:
Es:::am::>:a Cour.~
HilisborOu;t""; County
:'ee County
County
Orange County
Mal'\O'~
p"lm Beacn C<l'Jn!y
Pasco County
Pinellas County
Polk Co;.;nty
VoIusl1l: C¢uruy
CZAeS
85,350
252,1'04
63.637
32,542
I:.2.G22
Ll.427
22,B~'
53,B14
:;"',625
20.2:'!6
SCAS(
~:·4D,B74.,
2!L914
J..l2.5E9
U88,457
•
�COMtructlon Initiative:
Dislrib.alof'< d. $24.8 6i!!io.' In aond~ AutnOOty
Init,.,1 estimates for H.R 4Q9.4
•
I
S~le
ES!!I7'ateCI
AllocahOns l\1~s)
..
$CffiX)i ConSlruc::ioo ~
SEA Allocation
"38,802
Jefferson County
56,781
OZA/lS
~
295,249
SC;'lOOI COI"IS!:"'.x:tion Bood~
195.316
SEA A.llocation
Caddo P:;,Iri$."\
Ea'Sl Baton Rouge Pansh
37.565
40,511
"1,096
Jefferson Pal'lst'l
99,12:9
Orleans. Parish
~
ClABS
473,051
Sl<lle Total
Maine
50.":001 Const".JC110n Bonds
SEA AllocatIOn
OZABS
. Stale T alai
Ma:yland
•
SCh¢O! CoMtl"\Jction Sonds
SEA Alloeation
Saltil1\Ol'e City .
Baltimore County
~
MOnJllome:"Y Cmmty,
pm'.ce Georges CoJnly
35,S48
132,203
31.120
27,194
36.791
":.' .",
'~ •• -.,1
. :..; .,
.,
ClASS
'-2J.1:!
395.210
3,5,090
Boston· , .
j .. ,O?;
Spnngl'ieltj
;1,941
OZABS
• State Tolal ,
5.5...U8
.,
School
457,254
'
CO~.$truC!io,.,
SEA AkOcaton
De"""
Flmt .
, GfaM':~plds ",
QZA5S
Stale Tota!
•
.
80nds ,
534,884
303,1 1 7
39,300
:,27,520
�0.mstrvction
If'.i~jativ~;
Distribution of S24.8 SlIlion In Bording AuthOrity
•
Imial E$tlma~es lor H.R. 40&4
State
!
Estimated
I Aliocations (OOOs)
C:o~struction
SC'lOOI
Bones
SEA_ Allocallon
427,379
Camden
37,876
Jersey
40,572
Nowa"
70,788
29,712
Pate;s.on
OZAES
llW
S:.ate Total
Sc."lOO~
560,175
u,;lstruction Sonds
,SEA A,llocal1on
91,390
45,773
20.!5!
OlAllS
51.. !e Total
New Yon;,
157,627
School Construction Bonds
SEA Allocation
602.,iSS
72.6~5
8uffalo
',487,886
New Yort City"
Rocnester
55.536
3lLB06
Syracuse
OlASS
Slale Total
•
2,476,';35
... "'
,
North Carolil',.
SEA Allocation
'O,ano.1e-MecklenlilJrg -
- '.
State iotal
Nann Da"ota
,
.
-"
SChoo. Cons1ructiOn Bones
SEA AliOc.allon
CZAas
S:ale T:)lal
SChocl COn!it~lor_ Bo'1CS
SEA Allocation
578.79:k_
31,754
Al"'"
CinCinnati
Clevefir.Q
CoIu"",""
DaytOn
"aledo
$2.060
j
10,209
55.0&4
35.012
42,037
!il52
1.0'9,£26
•
'.,'
.'~-
�ConslrJC1ion !~ialive:
Oislnt/Ut'ol1 Of S2,tB Bm,on !n Sol'ldinQ AUlhomy
Irulial Es.tima:es lor !-' R. 4094
•
Estimated
Allocations (COOs l
Stale
Scnoo
,Tennessee
Const~>JC'lJon
Sands
SE..A. AI!:x;atlOn
KnOI( County
Mernpnl$ City
Nasi1vilIf:-Oavi('U;on CovntY
235,077
21,562
85,771
37,964
!J..ZDJ
421,sn
Scm:d Constf'JCton Bonds
SEA AI1oe:JtiQn
972.87.0
Alaine
29,278
Austin
::.1,763
Brownsville
Comus Chtisl!
Dallas
48,077
3< ,067
115,980
Edlnbufg
H!,748
El Paso
63,289
55,057
153,552
31,179
Fort Worth
HOvst'or.
Larena
•
~9.206
Lboock
Mcallen
Pasadena
Pharr.Sa" Juan-Alamo
San Anlonio
21.B32
19,468'
.22,467
.70,790
,., ) 39,739
Ys;fYJi
1,998,390
Slate Teta! '
~
$el'loQl CotIstruC1ion BonOS
SEAAltocation
U'.ah'
SEA Allocation
.," .
"
.,.
"
,.
38.042
~.4ac
SchOOl Construction Sonds
SEA Allocation
Fairlax Cou"otr
NorfOlk City
RlchlTlond Ci:y P..'!:lIII:; Sc."lOIJIS
Vlr91M~
OZABS
Stale TOlal"
•
'155,1oe
~"
<2,1:.'22
SUlt€ Total
,
175,947
TOlal
CZASS
',,',
:. '
.'
_.
Schoof ConstruCliOn Bonos
' ••, Vermont
,~Y!;Oinla
"1 , ':;.~~,r; •
..
' ',
,
~i
,,'~
.'~
C2AllS
Sla~e
•
~
OZABS
BeaCh
.
~~'-
291.294
21.$46
27,752
24.590
20.71$
lU2i
422.902
'.'
I
..
".
�•
•
Eending Scbool RenovatiQll Agreement
The }icnding bipartisan budget agreement on school renovation would provide
$1.2 billl0n for grants to local educational agencies for urgent school renovation.
activities authorized under part B of the Individuals with Disabilities Education Act
(IDEA.), technology activities related to school renovation, and charter schoo! facility
financing, Out of this total, nendy $1, I billion would be distributed to States based on
Title I Local Educational Agency (LEA) grant shares, with a small State minimum of
. one-half of one percent. The remainder would be reserved for Indian districts, the
outlying areas, and chaner schools (see below).
or
Thc Stal::s would distribute 75 percem of their a1!oc£\1lol1
funds to LEAs for urgcni
school rt:pairs, StalES would award these grants on a competitive basis USing the
rollowing criteria: student-age popuiation; need for school repairs; fiscal capacity to
meet repair needs; likelihood that the LEA would propcrly maintain repaired school
facillties: and, for proposals that include charter schools. access of those schools to funds
availahle 10 other public schools.
•
Stales would ensure that high poverty LEAs with 30 percent or greater povcrty or with at
least 10)000 poor children, in the aggregate, would receive an amount proportional to the, .
amounl those LEAs receive under Title L In additlon. States would ensure thaI rural.; ..
LEAs receive, in the aggregate. an amount proportional 10 their share of Title J funds.' ~ :.~'.
.
,, ..
In addition, non-profit private schools with student poverty rates of 40 percent or gre~tef :
would participate in these funds on an equitable basis. These private schools could lise'
these funds to modify school facilities to meet standa'rds under the Americans \,-'ith ~ .;""~ -'.
Disabilities Act and Section 504 oflhe Rehabilitation Act and to'abate and
! .::~
,'" :
asbestos.
remove
"
•
'
States would distribute the remaining 25 percent to LEAs on a competitive basis for,
actl\,jtie~ authorized under Part B of the IDEA, technology activities related to school
renovation. or some combination thereof, at the discretion of the State. The selection
criteria for IDEA grants would be: the need for funds to educate: students with
,disani lities whose cos! of education substantially exceeds that States' average pcrkpupil
c:xpcnditure, the need for additional funds to pay for activities under ,Part B of the IDEA,
the need for assistive technology devices, and the need for additional funds to meet
performance goals under the IDEA. States would select technology gran: recipients
based on the need for funds for technology activities, such as "<'iring, hardware and
sQihvarc, and computer linkages, associated with school renovation.
In ..ddition 10 these State grants, $75 million is reserved for school districts with
50 percent or more oftheir students residing on Indian lands. These funds could be used
ror either school renovation or new school construction. They would be distributed on a
fonnula based on the number of children residing on Indian lands. "'A' ~ew 'Chaner
�.
,
•
•
Schools Facilities Financing Demonstration Program would be created and funded at the
level of $25 million. This program would demonstrate innovative methods of financing
charter school facilities by providing grants to at least three organizations to demonstrate
these methods. In addition, $3.25 million would be reserved for school renovation in
outlying areas.
Activity
School Renovation
IDEA/technology activities
Charter school facility financing
•
Amount of Funds
$901 million
$274 million
$25 million
..
;
'
..
.
,
,... ''.
i
..
..
'.'
. . ;,j .
" '. .. ~ . ,"
1' .
..... ,
•
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Clinton Administration History Project
Creator
An entity primarily responsible for making the resource
Cinton Administration History Project
Council of Economic Advisers
Department of Commerce
Central Intelligence Agency
Department of the Interior
Department of Defense
Corporation for National Service
Council on Environmental Quality
Department of Justice
Domestic Policy Council
Department of Education
Department of Energy
Environmental Protection Agency
Federal Emergency Management Agency
General Services Administration
Small Business Administration
Social Security Administration
United States Agency for International Development
National Economic Council
Office of Management & Budget
Office of National Drug Control Policy
Office of Personnel Management
Office of Science & Technology Policy
Office of the Vice President
United States Trade Representative
Date
A point or period of time associated with an event in the lifecycle of the resource
1993-2001
Description
An account of the resource
<p>The Clinton Administration History Project describes in detail the accomplishments of President Clinton's Administration for the period 1993-2001. The records consist of the histories of 32 agencies or departments within the Executive Branch. In general, each organization associated with the Project submitted a narrative history along with supporting documents. These narrative accounts are primarily overviews of the various missions, special projects, and accomplishments of the agencies. The supplementary records include substantive memos, press releases, briefing papers, and publications illustrated with photos and charts.</p>
<p>Agencies:<br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Council+of+Economic+Advisers&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Council of Economic Advisers</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Central+Intelligence+Agency&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Central Intelligence Agency</a><br /><a 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Text
A History of the
U.S. Department of Education
During the Clinton Admini~tration
1993-2001
Prepared for the Clinton Administration History Project
Washington, DC
2000
VOLUME 5
�.~
Report to Congress
Page I of8
REPORT TO CONGRESS
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1'19"
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TABLE OF CONTENl1S
r;m;u.IIVE SUMMAR'(
BACKGROUND ON THE SOlQOL·TO·WORKOPPORTUNITIES ACT
I
.1'01 cES.ER OM J'H E[R. FIELQ:. EA RLY.I M~RESSIOI',I S..OF,.SCH O,OL:JO· \\:Qi~ K
PAJUJ :TO E SCHOQL::IO· W,QKI5 .EIsA lylll}l'Q 1\ K
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PMU II: IMPLEMENTING THE ACT·· BUILDiNG SGI00L·TO·WORK OPPORTUKITES
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PART [II: MEASURING SCHOOL·TO·WORK: INITIAL FINDINGS
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School,to·work is a success story in progress,
This Report to Congress describes the progress that States and locally based public~pri\'ate
partnerships have made in building schoo'~to~work systems. 11 also surveys early research on how
scP&,ol-to-work has benefited students, schools, employers, and cominunitics. Finnlly. it sumrr.<\rlzes key
prac'tical and philosophical derilents that practitioners have identifie'd [0 help expand and improve
I
school-t~-work.
SchooI·to~work links education reform with workforce development and economic development!
by engaging many stakeholders in designing and implementing a coJmprehcnsive~ integrated system of
education and workforce preparation that reflects local needs. It opqns a variety of post-high' school
opportunities by integrating. academic and occupational curricu!um.:sch()ol~based and work~based
learning, and secondary and post-second;u-y education, School-to-",iork is also closely linked with the
Goals 2000; Educate America Act which provides a framework fo~ State effons to improve student
academic achievement and establishes the }iational Skill Standards:Board that is helping develop a
system of voluntary occupational skill standards.
.
Scho()l~to~work
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expands young people's choices in life by preparing them for high~skill careers,
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�Page 2 of8
Report to Congress
and further training or education, confident that they have the skills to ,succeed. Students have
opportunities to learn academic subjects by seeing knowledge applied in the real worid~ and learn job~
specific skills \,vith stronger academic grounding. SchooJ-to-work also!motivates them to continue
,
learning becaus¢ they see first hand how many good careers require post~sccondary education Or
training.
•
Unlike most earlier education and employmenl and training initiatives, the School·to-Work ,
Opportunities Act did not establish another program with Federal manaatcs to addrcs:> the needs of a
particular 1llrgct population, nor did it require the adoption of certain s~rategies to huild on existing
education and training programs. Instead. it offers a flexible framework for States. and communities 10
design education systems for all students, It is also distinctlvc in not m~ndating a lead agency or type of
grant recipient; under school-to-work, support goes to States for distritlution to local partnerships among
businesses, labor, schools, and others with a stuke in the s:y;;tem, such As parents, local elected and
appointed officials, commW1ity~based organizations, proprietary instit~tlons, higher education, and
private industry councils. Furthermore, school~to~work gralus arc oneAime, five-year competitive grants
to States, and the initiative sunsets in the year 2001,
I'
Sighl Stat'.?s receivcd school-to-work implementa1ion grants in 1994, and 19 additional Stutes
were awarded grants in 1995, Funding -- channeled through the DeparUncnts of Labor and Education -
for States ar.d communities has heen $100 million in FY 1994; $245 milIion in FY95, and $350 million
in FY96
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The benefits of school·to-work ~- for studen15~ employers, schools, and the nation ~~ will take
many years to assess fully: as teen·agers progress from high school intd the workforce, through varying
degrees of intervening education and truining. The vallie of learning whaJ, it is -- ane what i1 takes -- to
be a nUl$C, a machinist, or a software devcioper in a systematic'fashion'as a teen-ager rather than'
haphaza:dl)"as a 25~ or 30-year-old is somt~thing that only will bc reali~ed years later, embedded in dala
on national und corporate OUlput as weE as individuals' living standards and sense of career fulfillment.
School-tn-work also appears to build young people's demand for furthe} education by showing them
how gOO(! r;~treer;; require post-secondary training. In addition, research !suggests that connecting the
workplace aiidJin'~schoollcarnjng benefits employers and students by strengthening student motivation,
improving academic and skills standards, increasing labor nmrket awurcnc:;s, and enhancing
productivity.
Early efforts to measure ~hc scope and effects of school-to-work i,nitiativcs have found that:
I,
.
•
• For the J 1 States with complete data on schools, 210 partnerships! reported that about a half
million st~dcnts, representing 1,800 schools, arc engaged in scho91*to~work systems that offer
cuniculum that integrates academic and vocationallcarningl provides work~based learning
experiences connected 10 classroom activities, and enhances Jink~ges between secondary and post
secondary education;
• These partnerships also reported participation by 135,000 businesses. These employers provided
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�Page::; of8
Repun to Congress
more than 39,000 work~based learning sites and nearly 53,000 slots for students;
•
• [n the second year after the Ac! became law, data from 17 States showed that $1 in other public
and privale funds was spent on school·to-work for every $2 in Federal investment -- in addition to
in-kind support and redirected resources;
i
• Organizationally, States are divided between those that have created special entities with primary
poTicy-muking responsibility Cor school-to~work, and those in wl;lch the board, council, or
commission responsible for school-to-work also oversees other general workforce or human
resource development policies. System leaders are appointed by State Education agencies in 11 of
the 27 Swtes, with the o~hers chosen by the Governor or an inter~gcncy coml11i~sio!i;
I
• Federal funds have gone to 818 local partnerships, through Slate implementation g:ants or dln:ctly
from the I~ederal government. Financial responsibility for local p~rtnership grants is being
,
assumed at the Jocallcycl by entities ranging from school district,s and community colleges 10
private industry councils. Scveral States have not yet a\\'arded funds locany, and sC\'cral others
intend to Inake additional awards; and
• States a,e using their Federal invcstment to create a schot)l~to~\\!ork infras:n:cntrc, and, later, to
support sub-state partnerships! technical assistance, curriculum deVelopment, and other activities.
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"J",' State
sch')(il-to-work directors say that their higgest challenges in,lude poor understanding of key
principles among some stakeholder groups, and difficultv cxating and suswin:ng
;/' ":~i'd "~,: ~;f.l 'co,lluboration among various public and private entities, Nonethelhss, th~y also report that striking
~~ .. '~';:~'2"'~ }' ......... progress hm. heen made in huilding State~lcvel interagency coHabbratinl1, forming loc31,-..
partnerships, and getting employers involved in local partnershjp~ .
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States are at different stages in their system-building, and {ncse findings arc based on States
that wen,: able submit complete data for the lirsl survey in 1996', Consequently, progress on
students und employers was reported and anaiyzcd from 10 States; progress on schools from 11
States, and pfogr~!:s <)n rai:..~6g non- Federal resources from t 7 Stules, Because these data reflect
only a subset of the States anJ local partnerships awarded implem~ntalion funds; current
participation in school~torwork is much greater than what we are reporting,
to
.
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Ongcing research on school~to-work includes';' a set of annual progress!performance
measures,. developed 10 assess participation by employers, schools' nnd students, and results for
students; a nationnl evaluation, with a first report due in Scptembe1r 1998, and other short~term and
long-term research.
'
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Key School-Io-Work System Elelnellts
�• Report to Congress
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Page 4 of8
States and the National School-LO-\Vork Office have identified ~ight core clements that are key to
school-to-work systems. These define school-to-work as a system-building initiative that opens doors
and broadens horizons for all students.. rather than a patchwork of edudalional reforms or ~aining
,
,
programs:
• School-to-work opportunities ~lfe intended for all students;
• School-to-work components exist throughout the school curriculum;
,
• Staff development investments and capacity-building approachJ include aU Jevc;s of professional
$wff associated whb ;;>dlOol-to-work systems;
,
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• School-to-work systems allow students to explore "all aspects of an industl)''';
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• Employers and labor unions play key role in building a schootJio-work system;
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• Learning is organized around career majors, which provide "
for lenrning tied 10 students'
interests and allow for connections between secondary and postM$ccondary schools and workbased IC<l:-ning;
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• S~ates have identified a "roll-out" strategy, and utilii"-c an appropfiatc subwswte structure
system, ex~ansion, ar.d
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• All partners arc responsible for ensuring that their systems yield results that are l11!.!as"Jrnb{c and
drive cominuous improvement efforts.
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School~to-work is on the -road 10 succcss~ and gaining momentum, but it wi!! Jl()t sHcceed
overnight Although systems continue to become stronger, they Jre still! in their early development. The
experience thus far indicates that more must be done to involve empjoybrs and all students, define career
maior:;,. and build brld'i.!'cS to ;'.:;:lhtr trainin{~' and'P:OsH,econdarv education. More student.s, parents,
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employers, and their communities still need to see 'that genuine learning is o(:curring in school·to-work
systcms and that school~to-work brings real world relevance to the K-12 school y~rs, Employers need
to. lake an active voicc in demanding school~to-work systems, and the c~mnections and collaboration
between the worlds of school and work need to be ill1Proved and expanded.
•
Building scbool-to-work systems and rca;izing the many bcnefitS!for studellts, employers, and
society will take time! but the evidence on early implementation of systems is encouraging, Its pHnciples
and goals resonale with employers, parents~ students and educators, and are beginning to lake hold,
Stakeholders are corning together to form viable and vital partnerships,
States huve made significant progress in creating tbeir vision ofa schoo!~to~work system~ as well
as dynamic leadership and organizational structures to manage the systems. Local partnerships, \\'!hich
nre [he COl1lerstonc of school~io-work syslem~buikling. arc growing, Eatly research shows that
l/..,m 1
�Page50rS
• Report 100mgrcss
i
employers arc providing work-based learning opportunities; schools are offering curriculum that
integrates academic and occupational learning. and students are attracied 10 the school-l0-V.'ork
experience. Nearly all States have exemplary or pronlising models within their developing systems that
'serve 2S catalysts and models.
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Now, it I;; necessary to sustain the momentum and keep on the course begun during the pas~ tWo
years. The power to move ahead will be generated as t~c full school-t6-work system is builL It will run
on the energy supplied by States and localities, and grow as ever mo~ parents, teachers, employers,
unions,. and \vorkcrs see the beneiils of scnool-to-work. Above all, the' success of school-to-work
depends on strong support from all partners and the students who part,cipate in it. 1t is their future thai
continuully is b::ing refashioned, and they are the ones who must acquire the K:.'1owledgc and
competencies to meet those changes. They have the most to gain, Ultiinatdy. their future -- and the
future llr our country -- IS at stake.
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Background on the School-to-Work Opportunities
. Act
In the 1970s and carl ... 19805, the United States came to the sobering realization that the nation's
future economic suc~ess in a highly competitive, global marketplace is directly dependent on the
education of our workforce, and that dnt~latjc shifts in technology, modes of production, and eVen
in the nature of\~ork I(selfrequire Americans {o develop ne"v krO\vledge and skills, and to
pn.:pan.: for a new \\·orld-ofwork.
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Today's economy is fundarilChtally different from whot Americans knew between the late 19405
and' J 235 tbe 19705. Today's employers 1l1:d employees, frcHa m1utti:-lationdl compa:lics to ~mall
busincsscs;'arSe al(p'(irtiC;pari~s:and competitors in a single, globtil economy, A constantly
chaJlgi k~owledge base !',. driven by information technologies: and the revolution in
tdccomnmnicatlons -- is profoundly affectir.g American life and work, and our education system
is only b(:ginning to catch up. Management structures also have!changed dramatically, in that they
draw extensively on front-line workers' ~e.xpertise and problem-solving skills, and must respond to
ever new technological innovations, In addition, the knowledge land s~itIs required to realize the
full pwductive potential oftoday's technologies are not merely extensions of those from the pust;
often, they ure wi~hou[ precedent and have 10 be leamed "on~th~-fly,"
ng
·~'-'a·;ic.{y_requil/
More than ever befort, our economy and
a hi£nJr level of, and more diverse,
skills. This places enomlOUS pressure on the nation's young people. Our current secondary
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education system -- both college preparatory and vocatioJ1al-- j~ ill-suited 10 the new economy.
Employers say that too rna:!)' youth don't have the basic reading) \\Titing or analytic skills for
entry-level jobs, and that schools are !'Jot adequately preparing students to mcet"the changed
wQrkplace demands that are critical to American competitiveneSs, Even though more than four out.
offlve tcen-agers complete high school today, compared with onc in two after World Wur II, it is
not only how many finish that counts) but how much they kno\',; and what they can do with i1.
Thus, 1lie fundamental question is: How do we cquip young peo'plc with the right kinds of
l:nowlcdge. skills; and workplace competencies to make the transition from school to work, when
work is becoming dramatica!ly different from what we have kn6wn for generations?
For one) the old divide between head skills and hand skills is iJreaSinglY meaningless. Ai!
Americans, and certainly all young peopte~ need to know how tb learn and experiment, solve
�Page 60fB
Report tD Congress
problems and collaborate, discover patterns and meanings, understand causes and consequences,
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and be adept at adapting. We can no longer have a few tracks hriading to just a few destinations.
\Ve need many runways headed c\'crywhcre.
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America must have high-level academic and technical training: College preparatory students
cannot just learn abstract academic suhjects. They need to see kriowlcdge as it is applled in the
rea1 world. Vocational students must supplemcntjob-spccific skins with academic skills.
OUf high schools must prepare our youth for the three Cs: cOliekc, careers 8:J.d citizenship, The
schoolhouse can'l be insulated from the outside world or the ruture, Each and every school mmt
be a diversified learning laboratory ~~ a 1 arketplace of ideas and skills -- where st~dcnts can
acquire broad knowledge and specific capabilities, and an u!1de~:aanding of the world of work.
Such learning opens a variety ofpost~high school opportunities by integrating academic and
occupational currkulum, school-based and work-based learni!1g~ and secondary and post
secondary education.
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The problems and chalkl:gc::. are systemwide, and require comprchensive, integrated stratcgics~
tailored to- enable employers) teachers, parents; union icndcrs ~mr workers, and dedsion makers a:
alllevds to prepare young people !o successfully bridge the SCh~)ot~lo~work gap,
The School~to- Work Opportunities Act of 1994 provides a nutiona'! f;-amework for building local
systems to ensure that all students can achieve high levels of addemic and technical skills, and
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prepare for further education and careerS.,A basic premise undetIying the Act is that every student
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-- including the college-bound -;- can benefit from learning about careers as well as being better
prepared 10 pursue careers through,leaming,by doing and applyib g nbstract concepts to real-life
situations. Students mus.t ha\'e opportunities. to discover what ca~eers fit their interests and
aptitudes, It is of little use to~bc shown th~ menu :,vithout.being ~lIowed to taste the entrees, This.
kind of learning can reduce the drilling uod'-;flurning through lo\\'-wagejobs so common among
young Americans, Ho\yc~vcr'l~i$ the':l\cl:stipula~cs and this rcpor~ i:!cstrates1 there is no single
roule.
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The Act was the culmination of 15 years of research and cxp(.'rilhcl1tation with how studel1ts learn,
and how classroom teaching can be linked to the workplace. In i001, the \a\.\' '~sunsets," with the
expectation that locally design<.'<i school~to·work systero,s will b~ ·,yell on their way to becoming
the nonn in every State.
To date, 8 modest investment hm; been made to realize the goals, of the Act. !n the 1994 fiscal
year, $1 DO :nHlion \\'as appropriated from the Job Trat,j'~mj Pnrt~er::mp Act,and the Carl D,
Perkins Vocational and Applied Technology Education Act to l~y the groundwork for STW. After
passage of the Act, $245 million was approp!ia~ed in FY95, and:$350 million was appropriated in
FY96,
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The Act is closely linked with the Goals 2000: Educate America Act, which provides a fnuncwork
for State efforts to improve student academic achievement School-to-\Vork (STW) complements
State acadcmi<;wreform efforts by ensuring that both academic arid occupational instruction are
held to high standards. Goals 2000 also establishes the NationallSkili Standards Board (NSSB)
that is responsible for facilitatlng the development and implementation of a nationwide system of
voluntary occupational skill standards. STW systems are encoufaged to use standards at least as
challenging as those endorsed by the NSSB.
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STW llnks education reJom with workforce development and economic dl!velopmenl, by
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Report to Congress
Page 7 or8
engaging a broad range of stakeholders in designing and implenienting a comprehenslvcj
integrated system of education and workforce preparation that r~nccts iocal Jabor market needs.
Welding together these links is essential so that all Americans cbn he employed and employable at
good jobs in the 21st-century economy. In short, it's nm cducatihn that's costly. It's th,e l:.tck of it
The Purpose of the Report
This report to Congress is required by the School~to-Work Opportunities Act (Section 405 of
Public Lav,,' 103-329), which the President signed into law in M4y 1994. ffim:ludes information:
1) concerning the programs receiving assistance under th15 Act; 2) drav,rn from reports from State
and local partnerships, and 3) evaluations requested by the Secr~taries. It covers tbe t\vo years
since the Jaw was .enacted. Subsequent reports will be submitted annually..
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The Scope of the Report
, This report, which has four pans, is based on iilformation from evaluation studies, quarterl;'
'progress :'cports: ned site visiLS to Sl'W grantees. Bec..1usc the A~i is only two years olu a:1d the
lirst ST\1./ systems nre still brand new, we arc still in the vcry eatly stages oflmplcmcnlalion and
data collection. The report covers the Fedeml role and State andhocal efforts.
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AC~ LJ featur~s.
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o Purl j describes tbe vision of the STW Opportunities:
its
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o ParI II provides an overvJe\\, of implementation strategies.!
'0' Part III reviews the progress to date in in.1P!emcntit'g ST~ sj:stems.
o Putt lV discusses w1l;.;t lesso:1s havc enwrged fron1_c~rly .
experience as basic elements of•
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system-building that are Crt.tj,C~l
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Voices from the Field: Early Impressions of
School-to~ Work
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As the follo\\1ng comments illustrate, STW is already affecting the lives or many young,
Americans. their families, and teachers, as wdl as. employers.
Students
This'is my/ourlh year in Craftsmanship 2000. I'm in college right nOw and 1 have (J !Ulure ahead
olme hecause (~rlhis program_ My grades improved drasfically ¥nce high school.
-~ Bell Borens, student/machining apprentice at Hihi, Inc.; Craftsmanship 2000, Tulsa, Oklahoma
help~d
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STW rcal(v
me to gClfocuscd, going 10 the hospiwl and aL,wIlY seeing different jobs, what
the requirements were, the responsibilities, what (:vpe of training: ,vaS required, what type of
school, The ProTech projcr.thas definilely been a very big resource in m.l' hje. This isn't a
program imended 10 just get by; you really hal'/! 10 understand v.~hal you're doing SQ many people
graduating don't know what they wtlm fo he. / feil preuy happy Ihat on Graduation Day J knew
what 1 wanted to be. and I was ahle 10 reach that goal.
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-- Michelle Boyd, student in radiation therapy at the l'vlassachusetts College of Phamulc)', Boston,
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Report to Congress
Page 8 of8
Mass.lchllsetts
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Parents
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Sn-V gives kids a 'beftcr outlook about why (hey ha\'e to learn mu11iplicafiOn !abIes and alher
subjects. 1: 1s imporfam for parents 10 know Ihar if applies 10 collJge-bound kids and kids who
work rlghl after high school, My son /ras realisfic expectations a~oU1 ,he fiHUl'e.
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Carole Bailev, mother of Jwitin. student in the !v1;!v.'aukec Public Schoo! STW initiative
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Employers and Employees
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I see (/ lorge role fiu' employers in STW programs. We need to be ~m integral parI ofa ,\},slcm Ihat
keeps curricula in Wne with lhe workplace, and eases Ihe movemenl of),oung people/rom school
to jobs. Employers and educators have to work together to creare I/he kind ofeducated work/orce
that can carry the nation info the infimnl1tiot1 age. ~~ John L. CJcn~tnin) chuil'lmm, BellSouth The
most important thing Lv that the students undersJund there's a reason oehindwha/ thcyh do/ng,
and thar creates somc exc:ilemenl in them. They much more willing,!)' apply what llrey learn in
school at work, and undersrand how that is used and how imporfarJ! it is/nr their fimrre.
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~~ Karl Gae!1ner, Vice President. H~lti, Inc.
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When' you're learning how to make something work, students pay Jllcmion; because iI'S their own
problems they're learning to sol\'e, .Hentors can ask students what the}; fhink'pnd.how they'd
approach the problem, This crea/e\' workers who (Ire thinkers and doerS, pc/)ple'\1.no can drive
your company and makl! it mo/'e profitable.
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Pan7~rclla, co-owner, C~Ok Specialty Company, MOn(,~~mr:.:: P~~I:'::V"~ia.
Educators
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.• Charles B. Knnpp, President, University of Georgia
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The MUUCn/S gel a chance tv inJegrat(.'. There's a real synergy of/he :/t?(ormarion they're gClfing in
fire classroom and the hands-on. pracfical skills they need in fhe !wJ,pilal. They con sec the value
of/heir dassroom requiremcnfs immediately, because llu:y can ccmy it righl over to the hmpilal
.
Selling,
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Annette COleman, instructor, Massachusetts College of Phannac)\ Boston, !l.1assachusetts
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School-lo-work 1.1' a philosophy to restructure education. All sltidcnts\arc included in school-IO
work so we can beller meet the needs no/jus! o/those who want to go on 10 post-secondary
educalion but any Slluient -~ so that when the), exit the. doors a/high schoollhey can be prepared
to do whatever they choose to do, Whenever you have high expeclarh!ms Jor siudents, (hey reach
for {he stars and sometimes they can el'cn grab ,hem and really do gr~al things,
- Julie Stewun, STW coordinatorl McKeesport High School~ McKee~port. Pennsylvania
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11\/01
�THe CAREER PAEPAAAiION EOIJCATION m;:ronM ACT:
Inlfflffiklg In Amerlca'a ¥ovIh
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EXeCUll\'C- Summary
•
What's New
What is STW?
. States
Resources
CommunIcations
Grants
Evaluation
TA Providers
*~i S~~@@I"~@~W@r~f .'
?cor
d~ito Mop'l
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11.J$: .Cl;lm~J J;Top.':~
REPORT TO CONGRESS
s~::'~:~~::TION OF THE SCHOOL·TO·WORK OPIORTUN'T'ES ACT
,
Do~n Joae Jt}e_
Rep'.J:1.Io_C,ong ~es!)j\!Yo.r.d.~er:fe,ctJor:'TIat)
.
.
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?li.~:!L!!>JU3.e P5'r! .to~CP!J9[e.ss
Executive Summary
•
This Report to Congress on the Implemenwtion of the SchooHo·Work
Opportunities Act of 1994 describes the 'progress that 'States and locally based
pub'lic~private partnerships have made in building School-la-Work (ST\>V)
systems, More students ate participating in, educational activities that can
enhance their career and postsecondary prospects. More ~mployers are .
becoming active partners in providing applied leamit'lg oppor.unities, And more
States and communities are putting ir(place the pol'cies 10 make tb:is initial:ve ~
successful and lasting effort in Imorovirg educatiol"l and the ca;iber of OUf
workforce. In this fourth year of a seven~year irut,atlVe: progress is' measured
,not only by how successful States and localities have been In using STW to
enhance a student's education, but, increasingly. by !he degree to which they
can sustain this initiative beyond the Federal investment"which ce.ases when
the Act sunsets on October 1; 2001,
f ,: . ' ",' ,
by trre U.S. Depar.r:'1ents of Education af\d LaboL the School-to~
Work Opportunities Act gives States seed fl1o'1ey to des:g'n a"d ill1plemert their
own comprehensive STV\I system. States and local;tles are given ,broad latitude
in deSIgning their own systems so long as each includes the Act's three
components: work-based teaming, school-based learning! and connecling
activities. As defined in the ;egislation, STW systems also1integrate academic
and -vocational education, link secondary,8:1d postsecondkry education. provide
learning opper-unities at ihe work site, and fully involve the private sector,
Admjn~stered
.
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School-to-Work prepares students for college and career~ and motivates them
to learn by der101strating :he relevance of what they study and giYi'l9 therr a
sense of avai:able C8:eer choices, In fact. the School-fo-Wor!< Opportunities Act
is a cornetslOlie of an ambitious national initiaiive to enco'u'rage States and local
communities to change how they educate students. It puts community
partnerships at ihe helm of a strategy tor systemic education reform that offers
students the opportuni!y to learn the way experts say they learn best - through
application of rigOto:Js academics. School~lo-Work im~roves learning and offers
commur:ities a means for preparing and educating the Natior's workforce for
the :iext century. Because 'it recognizes lhat businesses need well educated
employees. employers are key partners.
The Status of STW Implementation
Since last year's Report, 10 additional States (California, ,Connecticut,
Louisiana. Minnesota, Missouri, Nevada, New Mexico, Rhode Island. South
. 1/5/01
�Page 20f4
Executive Summary
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Carolina and Texas) have been awarded fwe-year implementation grants,
raising the number of Implementation States to 37. The other 13 States
(Alabama, Mansas, Delaware, Georgia, Illinois, Kansas, Mississippi, Montana,
North Dakota, South Dakota, South Carolina, Virginia, andlWyoming) plus 1he
DIstrict of Columbia, Puerto Rico, and the tenitories have received only
•
development grants (to support plann:ng tor implementation) thus far,
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Urban!Ru~at
Opportunities Grants {UROG) were awarded i,n the past year to an
additional 32 iocal partnerships that foeLs on the needs of youth W:lO live or go
to school :n high~po\'erty areas, bringing the total number of URDGs to 85,
Currently there are alse 29 communities tha! receive direct Local Par:nership
Grants from the Departments of Educatiorl and labor. The'se communities are
located in Sta;es that have not yet received an Implemer.tation Grant or 3:,e in
their first year, of imDlernentatlon funding, 137 communities have received either
UROG or direct local Partnership grants in the past three years. About gOO
local partnerships are funded through State grants
I
In ~he coming year, the DeparbTlent will offer ~echnical assi.stance and suppOt1
to help as many of the remaining 13 Stales, tM District of Columbia, PUerto
Rico and tM Territories that have received development g~nts as are
interested in participating and demonstrating readiness to begin full scale
implementation efforts.
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Progress to Date
,
Notable progress ;n STW can be seen through: observations from slle visits
made to STW implementat cn Slates; the first vear's findings from a llve·year
independent national evaluation,of'STW conductec by Mathernatica Policy
Research Inc.; and a State- designed!Progress Measures process .
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Participation. sny is taking hold j~ 'a majority of States and in more than 1,000
'communities. States'are 'coirimittinifto provide access to STW to every student,
including out.of~school·a'nC(hjgh; risk'youth, and youth witt! disabilities. Early
data indicate that ma'ny students, schools, and employers are taking part in
STW. although these same basellne numbers also reflect early struggles with
. comprehensive participation.': ...,
'. : :'
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According to data reported by States;
.. The nUr"Jber of locat partnerships increased froi'h294 partne~ships in 11
States 1'1 December 1995 to 932 partno:-ships41 States and Puerto Rico
in June 1996,
• Of the 111,500 elementary and secondary schools in the United States,
23 percent offer at least one component of S·r\.'~!,a:> 'of June,,1996. •
.. Of t1e approximately 13 million secondary school stLdents in' the United
Stales, one million participated in one or more school-based 8TW
activity between January and June 1996.
• However, according to first year data being collected for the National
Evatuation by Mathematica, only 2 percent of al!' secondary schoo!
students could be described as having particip?ted in comprehensive
STW activities, i.e., a career major with Integrated curricula. and paid or
unpaid work experience linked to school.
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Site v;sl:-~eports, the National Evalualion and state .-epons:indicate that
employers are increasingly com,Tiitted to School·1~\Nork,. Many are beco'ni'1g
involved in i;)cal STW partnerships and steeri1g comrr:ttees, prov,dlng work
based lea~ring ooportunities, and hosting teachers a'1d counselors;n
internshipS.
115/0 I
�. Exccutlvc Summary
•
Pnge 3 of 4
• Betvveen December 1995 and June 1996, the number of businesses
participating in 8TW partnerships increased by 50 percent from 135,{)OO
'0200,000.
• Businesses have increased their capacity to p~ovide workwbased leal.1b9
opportunities, In December 1995, business offered ~pproxirr.ately 53..000
work·based learning opportunit,es fOr students,'By June 1996, lo:.-;al
pa:tnerships were reporting that employers provided 1",9,000
opportunities.
:
• In 1996, abOul 31 pe'cent oftre students who obtaired paid Jobs
~hrough school indical:ed they spent at least half of their time at the
vrorkpface be':ng trained. By comparison o:1ly 13 percent of those who
fO:'lfld a job on thel( own reported being :rained in the workplace,
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Foundations for STWThe flexibility in the Act has encouraged a wide variety of
approaches to SlW as suggested In the State Profiles atta'ched to this report,
How a Slate or locality implements 8TW appears to depend on Which agency
administers it In States where it is administered by a State' Departrnent of
Education, S'Tw usua!ly is a means for ach:eving education reform, 1:'1 other
States, tne emphasis may be on econoMic aeveio:.>ment workfo'ce
preparation, depend:ng on its operating organization, While these divergenl
strategies reflect local decision~making on how to implement STW, from a
national perspective it is clear that srw must be Incorporated into, rather than
s~n to be in competition with, a State's education reform order to be
successful.,
.
or
in
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States are building solid foundations for their STW systems through
partnerships with other public and private initiatives.' 'As inh~r.oed·by the
legislation, States are leveraging STW funding fro'rifothe'r soun::es and securing
in~klnd support, They are also using SlW as a key scroo! imp·;'ovemenl
strategy, A number of states have e:1acted legislation In supPort of edu·:ational
reformandSTWinitiatNe,'
",~,,;,:;.:,:·~,·,;,,~~·,,,lj; ..:<::7·,O::l:·', - ,
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StEtff Development Siales and local partnershIps recognize tnat staff ' , ,
development is an investment that will leao.ttrlon'g::..term'changes'ln.teaching
and deve!opfng a Mure wo!kforce, Even so.'pre:s8NiCe a~a in-service training
and credentialing of teachers, which are considered critical to-in'creasing
teacher understanding and practice of STW methodologies, are not yet a major
focus.
! . ,....
" Challenges Ahead School·towWork holds tremendous promise for its various
stakeholders, but it demands in retum their strong commitrrent to high
standards and cooperation. Change is not easy and it will :ake time "Jntil
significant n'.llrbers of students have moved throIJgn srw1systems into the -. _. '"
worKforce, A number of arees must be addressed in tr,e c6ming yeats to ensurt.' _."
that STW meets ils full potential,for students and !heir fami'lies, educators,
bUSinesses, and communities, These include:
I
.
1}. Parental understanding of and involvement in Srw. Parents need to be
assured that STW does not limit oppor.uolties but (ather increases students'
awareness and ability to take advantage of postsecondary education and a
broad array of career options,
•
2J- COfJtinued growth of employer patticipation in STW Fewer than one percent
of the nation's employers are involved ;n STW. In order to promote greater
employer partIcipation (particu1arry Wit1 regare to offering vYork-tased learning
scots), there needs to be a better undersla'1dir.g of certafn issJes, including
insurance and liability questions,
115101
.,
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Pagc4of4
, Executive Surnmary
•
3). The tension between quality and quantity. We need to identi)' and develop
many mOre high quality workMbased learning opportunities for students,
I
4). Cont;nued momentum by elf States. It is important for t~e long~term viability
of STW to maintain an ongoing commitment by all key parties, This has not yet
hapoened in all States that have received implementation funding.
.
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5)" Support for S1W after the Federal funding ceases. Pub,lie, institutional and
financial support for STVV musl be cultivated to sustain it after the Federal
grants end,
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6r
Ensure that Dut..o{-school youth are adequately served in S1W systems,
Curren!!y, the Departments of Education and Labor do notlnave data that
capture the partjcipa~on of out..af·school youth j'l STW, However a two¥year
study has been started to examine promising STW systems and program
practices for outMof-school youth. and demonstrat!on projects focusing on
implementing model STW initiatives for Qut-of·school yout~ have been
awarded.
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lhe Departments of Educat.on and Labor have launched a broad Information,
technicaj ass~stance, and research and evaluation effort to: address all of these
challenges, as 'lieU as the concerns and needs of all stakeho;ders.
•
Conclusion Implemental10n of School·to·Work is a lOng-tJrm i'1itiative where
efforts are just begirning 10 seen. At this eariy stage. evidence s:.Jggests that
ST'vV is fundar:Jen:ally cha'1ging how this country views educatior" STV1J may
vary by S:ate and oy commuc'lity, but we are beg:n;Jing)o·see'.innovatiOns.'ir1
how students learn, in how teachers teach. and h'mVemolciyen;'work:with"
schools. as well as how all of these players can work
na"ve a'positive
~. ',,,',. ".
,-'
impactonourchiIQren'sfuture.
together to
...
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;,N
1/5/01
�•
EXECUTIVE SUMMAR!'
1998 REPORT TO CONGRESS
IMPLHfENTATJONOF THE SCHOOL-TO-WORK OPPORTUNJTJESACT
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• The Sc-hool-to~Work Opportunities Act of 1994 established both a framework and an
opportunity. for Stutes and loca: communities to design and imp'cment different strategies to
suppor~ siudents in lhcif mastery of academic and technical skills) and in preparation for
fUrl!1cr education m!d careers.
• In well-conceived and -executed mitiatives. School-to-Work can Jead to higher academic
achievement, better attendance: in school~ reduced drop..oui rates, and better college
preparation. Data from early School~to-Work efforts In Philadelphia and Boston show the
positive unpacl of Scbool~to-Work teaching and learning methodologies on students ,vhen
they leum in an environment where !.he-y apply their knowledge and skills 10 real- world
challenges,
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•
Institutional changes as significant and widespread as those envisioned in the School-to
Work Opportunities Act take place over lime and with much' planning and':collaboration
among many diverse panies. The Departnicnts of Education an~ ~bor. arelple~~ed' t(( report
meaningful progress in the implement~tion. of lh~ Act.
I
..' .... ' ,;,_ ..:....,::'.." ....
• The Departments of Educmion and Lobor have idc!)tified six goals for the' implemcmalioj) of
the School-to-Work Opportunities Ac~ in 1998-2000. The $~X goa!s,guJdi!ig try~,v.'q;,k"ofith;.:
DcpartmC!1iS and the National School-lo~ Work Office are;
l<! >~,; >·tfl~\~~!:, ::, -. ";,,<.,,,,1'" •
''-' ... '.
Goal
Goal
'.~ i.~!.,-~.
J. Award implementation grants to all States.
2. Ensure that tbe Schoo!-to-Work Opportunities Act, is sustainable it) all
States, with a particular emphasis on the first eight implementation
States.
3. lncrease employer involvement and the creation ofintemships and
work-ba~ed Jearning.
4. Support development of career dusters, \\~th care~r~relaled curricula,
standards, and certificates in high~demand occupations.
5. Ensure that School-to-Work supports high acadeniic achievement for
all students.
.
6. bcrease participation of out~of~$Chool youth lhrotigh Job Corps and
other al~ernati\'e learning systcms.
'.
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Goal
•
•
Goal
Goal
Goa)
•
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As or SI..'ptcmber 30, 1998, all Sta~cs and many 10\,;al cornmuryitic5 had demonstrated their
commitment to the design and implementation of School~10~Work systems that meet the
criteria contained in the legislation. All.States have now bec·n:li«'arded multi-year Sthool~to~
Work implementation grants,
Execurive Summary -i998 Repon (0 Congress on implementation ofrhc School~i(j~Work Opportunities Act
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• The most reccnl data from the independent National Eyaluation and the
School~to~ Work
Progress Measures (coHectcd between July 1\. 1996, and Jum{ 3D, 1997) show a growing
infrastructure at the localle\'cl. At that timer more than 1,1OO School-to·Work partnerships
in 44 Stales and Pueno Rico were in place. These partnerships covered 83 percent of the
secondary schools in their geographic areas.
• This infrastructure (which has grown to 50 States and now includes more local partnerships)
is onc of tile most significant achievements to date. This foundation must be in place before
School-to~ Work. It is ahticipated that these numbers
students are able to participate fully
in
will continue to grow as systems evolve, and opportunities expabd,
• The Depnrlmenls have also, in the past year, awarded 24 comnLnities a tOlat or $11 million
in Urban and Rural Opportunity grants. These funds went to 10 local pu:'tnerships in
Empowerment Zones and Enterprise Communities that will link their STW systems with
their economic development plans as wen as 10 14 existing Urban und Rural Oppor1unity
grantees to expand and strengthen their inhiatives.
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• States am taking steps to slistain their SchDol~lo-\Vork sy"tems hy rca!igning resources,
Of the ;irst
cnucting legislation, and p:1Hing in pla<:e state policy andiof statutory code.
eight Sta:i;S !o recei\'e impJctnenlation grants: all have cnactJd some form of legislation,
poljcic~, ~Uld!ol'
codcs,
", :: ":' .. ~ ',;, .
, "','., ::, HI" I ,
• O~her significant elements of Scbooi~to~ Work found in the first eight implemcmati0l1 ,States I'; .,
include: enhanced career development s}stenls providing Istudents with 'more career ' ,
information and opportunities; expanded use of contextual teaching and learning; cxpimdHd
pre~scn'ice and in~scrvice professional developmcnt' for,,_
teachers, '·e9uD~.1.of~~:.~hn""(t,:., ' ..
"',
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"4", '._
administrators; grov.-1h in school-based entefpri~.~ 31)d commuI1ity s~f\'jce, Ic~n~ing~ r'.' ' ._
continued involvement of business, industry, and organized labor;. and )ntegration,. of _-. '1 '
permanent structures in education to support this involvement.
"
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• Other signi ficant elements include: th9 planning and delivery of integrated and aligned
curriculum with linkages to postsecondar)' education andl training; opportunities for
participation of all students; work-based learning connected to students' academic and career
plans; student perfonnance assessments; and relationships \\1th tomplimentary initiati\'es,
•
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• Data from partnerships that participated in both thc 1996 and 1997 surveys show a 71 perccnt
growth in the number of work-based learning opportunities foi students, While these data
pertain to only a sub-sample of partnerships, the evidence docs 'indicate the degree of growth
in and support for the work~based activities of~hese partnership~.
• A challenge for School-to-Work partnerships is to develoJ more intensive workplace
experiences connected to student class work, As \vith all corilponc-nts of School-to-Work,
such opportunities for work-based learning will become more a~itilable, as systems evolve.
•
• 1n data collected in 1996 and 1997, the National Evaluation found that career majors and
curriculum changes. such as the integration of rigorous acad*mic standards with industry
Execuliw Summuf),- 1998 Reporl to Congrcss
011
ImpfrmenraflOn afthe SClrOC1'1o~work Oppurtunities Act
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•
siandards, were less of a priority for most States than were other aspects of School~tow Work,
such as promoting career dcvelopmen: and workplace activities,
,
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• States are demonstrating creative and innovative fltratcgies \0 bring thc School·to-\Vork
expcri-cnct: to those young people who are not in school or who arc struggling to stay in
schooL These include state-wide institutes, grant solicitations 1Olidenti(v WD;'S to hel~cr serve
out-of-schoo! youth, and bring together teams of individuals frory1 entities that serve youth to
develop comprehensive a<.:tion plans around the needs of at-risk ~nd out~of~Rchool youth,
• There is Ii growing acceptance of School-to-Work concepts, jactivities, and pmcticcs in
schools and communities across the country. It is, hO\\1;V~r~ the polential for school
improvement and student achievement that appears most exciting and promising due to
School~to- Work teaching and learning.
• Employ.:rs who arc involved wilh School-to~Work are dearly committed, Postsecondary
institutions ate showin£ interest in applied and contextual learning that are found in quality
School-to-Work experiences, and parents of students who are hceliing and achieving are
supporting STW at the local leveL In a lime 01 widespread demuhd for bener outcomes from
the natiol1's schools, STW is taking root in an environment ili~t is receptive to education
reform slrutegies.
•
The Departments of Education and Labor believe the STW effort with its emphasis on
experiential learning and rigorous standards is a valuable tool ift a cOl'l'iprchensive effort to
improve all~around school and student per.ronnance,
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Challenges that must be addressed for Sl:ho01-10- Work to reach its full potential include: (1)
the need to provide better support for State and local efforts to de,velop:ci:~~r majors', design
curriculum. establish skill standards, and develop certificates linked 'to. careers In high~
demand \)c\~up.J.tions; u!1d (2) the nced to ensure that STW is intcg~ated with education reform
and the push for high academic standards. STW needs to be vie.:ved as an integral approach
for achieving higher academic standards.
,
DC~ar1rne~lts
will assesS the lessons Jeamcd in impfcmentJg. the Act and continue to
• The
provide support to States and communities as they address the many challenges of preparing
our c0'\.!.~I.r,{~'you~;10 be P~OdUCli\'e citizens [n a rapidly changing world,
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ExeCUfive Summary- 1998 Report 10 Congress on hnplcrtll'ntalion oj/he Schoof-(o-WorR Opporlunilies Act
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�17 N'ovember 1998 State Plan Guidance
Page 1 of 5
PROGRAM MEMORANDUM--OVAE--99-2
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November 27,
TO:
FRO~l:
199B'
State Cirectors of vocetional-Ted:.::.ical Education
State Directors of Community, Technical and Junior Colleges
State rech-P~ep Coordinators
Patncia W,
McNeil
.r..ssis:.ant Sec::-etary fo::: Vo:.::aticr.al and ,t,dult Educat':'on
SUBJECT:
G~idance
for FY 1999 State Plan Requirements
This memorandum provides guidance regarding options for the submission of State plans due April 2.
1999, to apply for funds that become available July L 1999, under thc;Carl D. Perkins Vocational and
Technical Education Act (perkins Ill). The guidance, provided in this memorandum, covers Title I
(Assisli;lnce to States), (is well as Title 11 (TechwPrep Education).
.:'
Prior to the passage of new legislation, the Division of Vocational-Technical Education conducted three
workshops focusing on three key themes: education reform, accounta~ililY! and academic and
occupational standards,Ycrsonnel from the vocational education, schoof.to-work, and JTPA'
,
communities attended these workshops. Our intent was to provide States with a fouJlda~ion for preparing
Stme ph:ms.
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Ngw,that·we have new legishnion (PL 105·332), we are offering severa) options for Stales to choose
,,',.. f~oo: ,in meeting the requirements to submit a State plan for Perkins III by April 2, 1999, Due to the
;~ .;:;"l~~L~~ieciuircrnenis:Ofthe Cash Management Improvement Act (CMIA), thd date on which th::: Stal,c tll<1Y '.
:: I~.: ',~ begin ~o obligate funds under the Perkins Act may be delayed if the· Siate does not submit a'plan' uiider
." ";" c'ne of the options dC5>Cribed below by the deadline. An uli[imely submission may jcopardi71:: a State'113s
July 1, ] 999, receipt of funds under the Perkins Act.
,
Regardless of which opiicn the State chooses we expect thal States may build on successful practices
and strategies already in place under Perkins, II. to meet the requirements Perkins (II. For example,
Slates that havt: well established and successful vocational and aeadefnic intcgratio:1 programs may use
this framework to enSure learning in the core academic and yocationa,l and technicai subjects and
provide studems with a $tL,-:~g eF'rerie~lce in,.and understanding of, all aspects of an industry, as required
j
or
in Perkins I11lsectinn 122(e)(5)].
In addition, State plans must meet the requirements to remOve barrje~ to equity in Section 427(b) of the
General Education ProviSIOn Act (GEPA), as well as include assuran!"', required by Perkins III and the
Educatio:1 Dera~ment General Administrative Regulntions (EDGAR:) foms (enclosed). State plnns
must also include a budget request.
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We are offering several options for States to choose froIU in submitting State plans by April 2, 1999.
These options include a transitional plan, a multi-year plan, a unifiedjplan, or a consolidated p!an. We
recommend that tbe application for Tech-Prep funds be submitted as part of the State plan regardless of
the option the State chooses. These options reflect conversations we pad with many of you and with
other groups. Therefore, we are providing the following guidance an~ attachments to facilitate the timely
submission of State plans,
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hUn' /Jv..'\\!W,p.t1. Nw/officesiO VAF
)VocEdlinfoBoal'd/vuui 1124 .h1ml
1/5/01
�27 :t-;ovember 1998 Slatc Plan Guidance
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Page 20f5
1. Transitional Jllan (three options)
,
Section 4 of Perkins III authorizes the Secretary 10 lak" steps to provide for the orderly :ransitioH from
the Carl D. Perkins Vocational and Applied Technology Education Ad (Perkins 11) to Perkins HL There
are three options under the transitional plan that a State can choose frorl1 depending on its readiness to
implement Perkins 111. By April 2) 1999, a Stale could file a one~year ttansitional plan covering the
period July 1. 1999, through September 30, 2000, whether or not it plars ev~ntually 10 file a multi-year
plan as part of a AState Unified Plan@covering vocational education under Section SO I of Workforce
Investment Act of 1998 (\VIA). or a multi~year plan under Section 122{d) of Perkins III for the period
July I, 2000, and beyond,
Although the thtee transitional plans need not c-ontuin the depth of disc,ussion cxpt.:clcd in a full fi\'e~ycar
pl,m) options I and 2 must include the levels of perfonnunce and be sufficiently rigorous for the State
and this Department to reach agreement on the levels of performance for the period July 1, 1999,
through September 30, 2000r for each of the core indicator's of performtince identified in Seetion 113{b)
(2). Option 3 provides a different method of addressing' the pcfforma~de requirements_
Option 1
I
'Cnder the first option, the ()nc~year transitional plan for FY 1999 funding should contain a general.
description in response'to all Items ' identified as "plan content" in Secti~n 122(c) of Perkins llt
,
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Emphasis should be"placcd on'the following key areas:
""
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• activities deslgncp,\o ;nc~t.9r exce<::d the Stale adjusted levels of pcrfomlanc-c-~
Sectionl2;!(c)(IJ; ::":,'"
.
• w;ti\'itie~)9 pr~_yi.~"~~·R,?'~H;r~~~~~ive professional deve!opmj!nf fOlr personnel ~~
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Section 122(c)(2); . ""', . .
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flo mvolvemcnt of parcil!s; t~{lchers, local businesse:; and labor orgamzal1ons In progr.;lms ~.
Section 122(c)(3);· •.
flo aIlocation of funds to all c.iigible recipients ~~
Section 122(c)(4);
• activities for individuals who are memol.'rs of special population~ ~~
Section 122(c)(8);
,
,
_repol~~n(g
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• dala
o(1",s)tUdCnfS::= participation
"I!
ScctIon d cJ ";
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• relation of programs to occupational Op~Jt{i.i!litlcs :.!'
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Section 122(c)(15);
!
• methods for join1 pJannirig and coordination with other Federal programs ~Section 122(c)(16);
flo promotion of nontraditional training and employment preparation ~~
Section 122(c)(17);
• submission of complete, accurate and reliable dala ~~
Section 122(c )(20).
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Option 2
The second option for the onc~year transitional plan is for those Statcs:that cannot meet the April 2,
1999, submission dale because the State cannot fully satisfy the requirdmcnts in S'.alC and federullaw by
1/5101
�27 November 1998 State Plan Guidance
Page 3 of5
{hat date, We \vould expect those States to submit a letter of assurance addressing three areas; l} goals
•
or objectives that the Stale hopes to achieve, 2) process and limelines for developing the transitional
plan in order to comply with the variflus requircmc!1ts of ihe State plan including all of the public
requirements; and 3) fiscal accountability including the- amount of funds to be u~d to carry out State~
level acth·ities1 and the process use 10 distribute program funds within the State. The letter of assurance
also should include a completed assurances sheet tlnd cL"rtifkation page, including the signature of the
authorized Stme representative. After the completion of the state planning process, the State then would
submit its transitional plan addressing !.he items included in t A (Option 1) to this Department by May
15,1999. As stated before, CMIA deadlines apply, however, we will try our best to work with you to
meet yo~!r needs hy releasing the federal funds by July J, 1999.
Option 3
The third option fOT tbe onc~ycar transitional plan is for States to extend their current Perkins 11 plan
with revisions or amcndmcn!.S. As stated allhe regional workshops, amendments mayor may nOl be
substantial. The State decides in the first instance wheth~r :.he change is Asubstantial." however: the
final decision v.'ill be made in the C(H:rsc of reviewing the State plan amendments. In order to qualify
under this option, the State must clearly delineate the reasons why it c·annot apply under the o:iler
available options, If ~l State selects this aritOn, we expect (hat the State will describe how it wl\l rapidly
move towards implementation of Perkins III and how it will address the following requirements: I)
process and timelines for meeting Perkins III programmatic accountabilily pm\'isions: 2) rationale for
amendments or revisions identif):ing current needs and how the State is planning to meet these needs; 3)
collaborative effurts with ot~c.r F!-=9~ral,pr~grams and stakeholders; and 4) fiscal accowttability.
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During the first year of approvC(flr;i'l'siti~nal plans" States should continue tbeir planning process in
orde,r to submi1 ~ fin~l, C5!Tf!p':,t~he~s~y,~ p'l?n ,lhat promotes student achievc!ncnt and career preparation.
Approval of 1hi~ .final pl~n,-wci_u).d 1>4 the basis on which funds would be <!\\'arded for FY 2000 and
bc"ond.
; - f " · r~·· .. ' ':"',L. "-"
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II.
Fi\'e~ Year
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A State choosing this option must enSure that tbe plnn includes all of the required clements of Perkins III
in detail. As indicated earlier, new State plans must meet the requirements of Section 427(b) of GEPA,
as well as include the assurances required by Perkins'1f1 'and EDGAR.
Ill. Unifit'<ll'l.n
Section 501 of WIA encourages States to develop a -~·titJiM'plan (i.;r, at least, two or more of the
followbg programs: 1) workforce investment activities under Title I of WIA; 2) adult education and
literacy under Title II of WI A; 3) secondaI)' vocational education (if the State legislature approves); and,
4) postsecondary vocational education, This plan must include all of the elements required for a separate
5~year plan. If;) State does not include both secondary and postsecondary vocational education in its
Ullified plan, it mmil submit a separate vocational education plan for that part which is not included,
IV.
•
Cons{})jd~tcd
Plan
Section 143d2 of the Elementary and Secondary Education Act (ESEA), as reauthorized by Title 1 orthe
Improving Americaes Schools Act (lASA), allows State education agencies (SEA) to apply for federal
program funds including Perkins
funds through a single, simplified consolidated plan rather than
through separate funding applieations or plans. The approval of a consolidated plan does not alter the
m
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to,wl....ffif'P<:l() V AF IV nr;f.'rl/l nfn RfuVrl/VPHi I 1?4.hl ml
115101
�Page 4 of5
27 November 1998 State Plan Guidance
•
obJiga:ion of an SEA and ill:! grantees 10 continue 10 comply with all programmatic rcquiremcn1s of each
program, An SEA may consolidat~ administrative fl:.nds under specified programs, in addition t approval
of a consolidated State plan does not aU1~lOrize commingling of p:ograrn funds,
Again; the State will be expected to include the levels of performance and be sufficiently rigorous for
the State and this Department to reach agreement on levels of performance fo: the period July 1, i999.
through Septcmber 30, 2000, for each of the core indicators of perfonnance identified in Section i 13(b)
(2),
If your State is interested in this option, please contact thl! Division of Vocational-Technical Education
for further information.
Tech-Prep l::ducatiQn
Section 203((') of Perkins 111 requires States to submit to-the Secietary an application in the manner and
accompanied by the :nformation that the Secretary may require to receive Tech-Prep Educatl<JU funds.
We recommend that the Stale=!) Tech~Prep application be submitted as part ofthc: State plan. We also
recommend thal the Tech-Prep application follow the same specific procedures and requirements for
whlchever option your State chooses for thc State plan.
A.$ mentioned before, "\.ve are offering the same oplions'for, Tech-:-Prcp as for :he Basic Grants. 111crefore,
we arC' providing additional guidance for tbe three options ,under transitional Tech-Prep applications.
•
l Transitional Pl:m (three options) ,
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Under lhe fir.~t. option! the om>year Tccli"Prep~tl<tn~Hi9!.1~1.~pp.Iica~lon must contain a genera!
dcs.tription o~ any changes the State intends ~o"m~K~:J6 'tJj~'lcxistmg State Tceh*Pr.:p plan in order 10
respond to cbanges in Perkins HI's Tech"Prep Educ.ation l~ct;Titlc II.
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For instance, willlhe State make the awards on a competitive basis or on the basis of a formula?
How will the S1ate review applications based on their potentia! to create arl"~rrectivc Tech-Prep
education program? Are applications addressing the seven elements of Section 204(c)? For example,
How will the curriculum he changed to help program participa:lts :'!:',-:ct :academi;; ·standards
q
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deve!oped by the Slate?
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• V.:iJlthe program design be modified to include work~based or v,.'orksitc learning?
• Will the program design be modified to use educational techno~ogy and distance learning?
If
<y"'.
What will the S:atc d(l to give special consideration to applications thaladdress the five elements of
Section 20S(d)? For example:
• providing education and training in areas of sig~ificant workforce shortages?
• demonstrating how the p~n!:ram will help students :neel high academic and employability
competencies?
•
How will the State ensure that applicants address the special ruk: in Section 204(a)(2) regarding
expanded membership in Tech:Prep consortia?
hrtn·/J",,"urw ,.,..-1 "f)\I/nff;('f",d()V.\ F IV n(',Prlil nfn RnnrAiv{llli 1 1)4.. htm 1
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£lag\,.' 5 of 5
27 :-.Jo\'cmbcr 1998 Slate Plan Guidance
How will the State, coHcet data to address tbe reporting requirements in Section 2061
•
The second uption for the onc~ycar transitional
Tcch~Prep
applicutlon is the same as for the Basic
Grants. The State may submit a letter of assurance addressing the three areas indicated in L B(Option 2).
The application would then have to be completed and submitted to this Dcpartm,ent by May 15. 1999.
The third option \\'Duld extend the Perkins II Tech Prep application but address Perkins III
requirements as follows: 1) any changes the Slate intends to make to the existing State Tech Prep
application in order 10 respond to changes in Perkins J1I::::;s Tcrh Prep Education Act, TltIe II: 2)process
and timelines for meeting Perkins HI accountability provisions including addressing the reponing
:equiremcnts in Section 206~ 3:ld 3) fiscal accountability including the amour.!. of funds to be used to
carry out Tecb Prep activities, and the process use 10 distribute Tech Prep funds to consortia witbin the
S~ate, Again, tbe State will dearly delineate the reasons why it cannot meet other available options and
how it will rapidly move to implement Pcr~ins HI.
II, Fin-Ycar State Plan
A State choosing this option must ensure that the Tech-Prep application includes al] of the required
clements ofPcrkins m in dewil (section I1,undt:r BaSIC Grants).
For tbe other two options -- Unified I'lan and Consolidated Plan- the Tech-Prep application will
follow the same specific procedures nod requirements.
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In Tille
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Tech-Prep Education, a new initiative referred to as Eigh schools a1 community coi!c:gcs, is
included (Section 207). When funds are appropriated for iitlS demo'nSlf3tion program, additional
guidance will ~e l~r.o,yl~ed _t? !I}~ S~tes.
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I'leasc feel free to contact Ron Casmldi of my.., " at (202),:WS:9441. or use the electronic mailbox al
staff
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QYTE@iJ)CL(;.d,gq'y~_c!~ v.i9\\: our web site ~lt ' , ~>.' .. ;:; ·;·:':~:":!f; J;';, ~:'j. <,',; .,.- "
httpjl\~<ww,cd.gO\:!onkc<;!,OY AE/V (!cEd{! nt})I~oa,~dll~gjs;~t~!;!; (or any ,~ssi~tance you may need .
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This page-last updated December 18, 1998 (gkp)
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hn.p:!lwl"vv.'.ed,gov/offi ces/OV A ElV ocEdll nfDBoard/vgui 1124.h1ml
1/5/01
�27 November J 998 Implementation Guidance
Page I 00
November 27, 1998
TO,
State Dire~tors of AdulL Eci'..lcation
State Oireccors of Vocational Education
FROB:
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Patdcia W. McNeil
SU8JECT: Impltlmentation of t.he Adult Education and Family Li ::eracy Act
and the Carl D. Perkins Vocational and Technical Education ;'.ct 0: 1998
The recently-enacted Adult Education and Pami;)' Literncy Act (AEFLA) and the Carl D. Perkins
Vocational and Technlcal Education Act of 1998 (Perkins Ilf) offer exciting opportunities to improve
the quality of adult and vocational education as we enter the 2 Jsl century. We are proud to be a partner
with you in this important endeavor.
Implementing these amhitious laws, however, poses some daunting challenges as well, particularly
given the narr()\.\, time frame we have for implementation. The Department of Education intends to work
closely with you over the next several months to provide the flexibility, guidance. and technical
assistance that you need in oroer to master these challenges and maximize the opportunities created by
the new legislation.
The purpose of this memoI1L'ldum I.S 10 describe our overall implementation strategy and to outline the
types of guidance and other informatIon you car. expect to recclve from the Depnl1m'ent in the coming
months.
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The Department's approach to the implementation of AEFLA and Perkins III will be guided by four key
principles;
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• Flexibility We will implemc'nt bOtl1.laws in a manner \\'hich 'maximii:s .Srai<;; a"rd local flexibility"
Regulations will be kept to a minimum.
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• Coll.iboration We will work collaboratlvcly with the Department of labor: the Rehahilitation
Services Administration) and other offices within the Department of Education to promote the"
development of quality education and workforce systems and alignment \vith education reform
efforts.
~.
• Timeliness We will respond to your questions, concerns, and olhcr information needs 85
expeditiously as possible,
• Customer Service Our decisions will reflect the needs and concerns of our customers. We will
look to you and other stakeholders to help us not only identify issues that require guidance,
clarification, or technical assistance, but to collaborate with us in devising the bcst and most
appropriate means of addressing them.
Using Tcchnolog)' to facilitate Communication and Informlltion-Slmring
•
Throughout the impiementation process. we will be taking full advantage of the potentia) new
technology offers {o improve and enhance communication with you and other stakeholders:
• In response to your suggestions, we have created two listservs for the State Directors of Adult
ht1o:lIw\\·w.~d.Qo\'/officesiOVAEIVocEdJlnfoBo.ard/implcmen.hlmJ
115101
�27 November J998 Implementation Guidance
•
Page 2 of3
Education ~md State Directors of Vocational Education, The purpose of the lisrservs is to facilitate
communication and the exchange of ideas among State Directors, as well as with OV AE staff,
They arc inlended to be a resource for you as you develop State plans and implement the tWO
laws, providing you with a swift and simple way to consult with your counterparts in olher States.
• We have created two dedicated c~mai1 addresses that arc reserved exclusively for comments and
qllestions regarding the implementation of AEFLA (dae!@ineLed.go\')and Perkins 111
(dvle@incLcd.gov). OUf goal is to respond h) ail questions as quickly as possible. Once IinaEzed,
our responses to these questions 'Will be shared with you through the Hstservs) as well as made
avallablc on the OVAE website,
• We are expanding the OVAE website to include a wide range ofinformation related to
implementation) including detailed side~hy~sidcs of the legislation and prograrr. and policy
memoranda. Information concerning the implementation of AEFLA can be found at
lluQ;il'W\wL.eQ..gov(QUkesIQV t\E{t\dllUEd/ln(QJl(F~r_dllcgi~btmI_ Information about Perkins III
can be found at hHp:i/ww'0',('d,goX/oriccs!0YAEJV'\l'r:~dOnfol~(lard(cgjs,h1;'1l1, .
• We will b(, encouraging States to submit their State plans electronically 10 the Department
State I)(an Guidance for FY 99
•
To inform your planning. this month we wi !I be providing you with guidance and information regilTding
a number of issues related to the development and submission of State plans for both,programs, This
includes:
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are ,.
for , submission of
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State plans for riscal ycar 1999, During our discu'ssions with you this tall ai.idng [fie DVTE'
regional meetings and the DAEL meeting for State Directors of Adult Education',!!,! Washington,
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many of you emphasized [he difficuh and'limc-consumlng nature of the process of.dc\·c!optng .
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new State plans. Your concerns guided the'design of the FY 99 State plan option's.
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• ESlimales of the Stale formula allocations for the two programs for FY 99.
• Policy guidance concerning the use of carryover funds under the Carl D. Perkins Vocational and
Applied Technology Act and the Adult Education Act, as Amended_
By mid»Dccember, we expect to provide you with more detailed guidance related to thc development
~nd submission of State plans for the two programs. Jftnere are specific issues that you helieve should
be addressed or clarified in this guidance, I encourage you to bring them to the attention of program staff
as soon as possible.
Coordination 'with the
Depar~ment
of Labor and the Rehabilitation Sen-ices Administration
Both the Workforce Investment Act (WiA) and Perkins III emphasize rhe value and importance of
interngency collaboration and coordination at the Federal, State, and local levels. OVAE staff have been
meeting on a regular basis with our counterparts in the Employment and Training Administration of the
Department of Labor and the Rehabilitation Sen.·ices Administration (RSA) to coordinate OUf
implementation of \V1A and Perkins ilL We strongly encourage comparable interagency consultation
and coordination at the State level as well,
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httn:/Iwww.ed.uov/off1ces/OVAE/V(lcEd}Ir.loBoard/iInplemen.html
115/01
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Page3 of3
A centmJ focus orour work has been the development ofjoint policy guidance to address a number of
cross-cu:ting lssu.:s :elatcd to the implcmcnttHion of all of the progran~s authorized under WIA und
Perkins HI. The first product of these efforts will be joinl guidance regarding corresponding provisions
in WIA and Perkins III that address the relationship between these two laws and the School~to~Work
Opportunities Act. We will provide additional joint guidance on the implementalion of the one-stop
delivery system, incentive gram, and unified plan provisions of \VIA
Accountabili~'
The performance accountability systems established in AEFLA and Perkins III are among the most
important programmatic rt:forms made by the 1WO laws" They are (tmong the most -challenging to
implement as welt
We believe that collaboration with you and other stakeholders IS critical to the successful
implc"mentation of these provisions. We cannot dCTclop workable and useful performance measurement
systems withoul your active involvement We know that a fuliy developed system of local, State and
national outcome measures will only evolve over time with careful attention 10 continuous
improvement,
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During the first week of December, the Division of Adult Education and Literacy will b~ convening a
meeting of key stakeholders 10 solicit advice and recommendations regarding the implementation of the
AEFLA accountability provisions, including proposed ddinitions for the core indicators of performance.
Drawing on the ideas and recommendations generated during this forum and through other means, in ,
early January 1999 we ~'ill develop and disscmmate draft proposed definitions that will be shared with
you and olher stakeholders for comment
The Division of Vocational-Technical Edu'cation will use sc\!crai for'tims to 'address {he impiementaiioiY
oftbe accotmwbility provisions of the Act) including discussi~ns at ~hc State Directors and t:-YA.:,~.:. \', .' "'"
meetings in D::c{'mber. rollowed by wo:'ksnops and rcgiqlla) meetings in ; 999, .StatTs ,wil!""r,ecci~t' 0't:{'i-':: -,; ".. , ';
guidance and technical assistance addressing both the de\'elopment of data systems and'the C-:qte'/':~:~"I'indicators of performance in January 1999"
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Regulations
At this time, we do not foresee the need to issue extensive regulations for either AEFLA or Perkins III.
Should we determine that any new regulations arC necessary, proposed rules will be published by the
end of January .
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We look fonvard 10 continuing to work with you on the implementation (If AEFLA and I'erkins III ave:
the next seve-ml months, As always, please do not hesitate to contact us when we may be of assistance to
you,
•
This page lust updated December 4, 1998 (gkp)
http://VI'Ww,cd.j.!l)v/officcsIQVAE/VocEd/lnfoBoardlimplcmen,htm I
1/5/01
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DRAFT J()1301911
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Comparison of Addt Education Act as Amended by the National Literacy Act of 1991
With the Adult Education and Family Literacy Act
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Adult leducation Act as amended
by the National Literacy Act of 1991
Topic
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AuthoflLlHl0ns
Adult F.rlucation and Family Utenu.:y Act
- - - - - - - - ------------------ - - - --
$260 million is authorized to carty out the Adult Education
Act, of whlen:
Such sums are authorized for each of fiscal years 1999
througb 2003 to carry out the ACI, of which:
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1.5% (but not mote than $8 million) shall be reserve'd for
national leadership activities
$15 million is authorized for the National Institute for
Literacy.
•
1.5% (but not more than $8 million) shall be reserve d for
the National tnstilllte for I..iteracy
There is no authorization for incentive grants,
•
1.72% shall be reserved for incentive grants.
There Me separate authorizations for Stale Literacy Resource,
Centers. Workplace Literacy grants. English I jtcracy grants.
Education Program for Commercial Drivers.
Separate authorizations are not provided fur these activit
in any fiscal year in which approprintions exceed $108
million. not mote than $3 minton sha!1 be reserved for
national programs
------
Eligible State Agency
I SCatc educational agency
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Sole entity or t\g~ncy a Slale responsible for adminisl! ring
or supervising policy for adult education and literacy in he
State, consistent with S!qte law
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Topic
State AIJotmenl!'O
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Adult Education Act as .uncnded
by the NaCional Literacy Act oH991
Adu)t Education llnd Family Literacy Act
.Aiinimum Grant
Mminmm Grant
$100,000 initial allotment to Guam, American Samoa.
Northern Matima Islands, U.S. Virgin Islands, {v1i<:ronesia. '
$100.000 tnitial aUolment to Guam. American Samoa,
Northern Mariana Islands. U.S. Virgin Islands, Micronesia,
Marshallls!;:;:ids, and,Pai;<u.
Marsballls!and~
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$250.000 ini:ial allotment 10 Stales and District of Columbia
and Puerto Rk"o.
and Palau .
$250.000 initial aUotmenl to States and District of Columbia
and Puerto Rico.
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Formula'
Rcmainrlcr allotted 10 States. District of Columbiil, Puerto
Remainder aHutted 10 all eligible agencies on the basis of the
ratio of adults nge 16 and older who do not have a high school
diploma or equivalent"und who are not enmllcd in secondary
schooL
Rico, Guam, American Samoa. and Virgin Islands on the
btl<;ls of the ratio ofadulfS age 16 and older who no not have a
high school diploma or equivalent
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Special Rule rOT
Outlyin~ Are.as
Allotments reserved for Mar!ihalllslands, Micronesia and
Palau shall be awarded competitively pursuant to
No comparable provision.
recommendations by the Pacific Region Educationa!
Laboratory to Gu<"!m, America n Samoa, Northern Mariana
Islands. Marshall Tsland<;, Micronesia. or Palau.
No funds may be provided to Marshalllslal1ds. Micronesia.
and Palau in FY 2002 ami subsequent fiscal years.
Secrt!laty may provide not more than 5% of funds reserved
for Marshall Islands, Micronesia. and Palau to the Pacific
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mm
Region Erlucalion
l
OVAE!PA$·KGoet;-}
uoorato~ to pay iffi ~minis"at>ve c"sts
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Topic
Adult Education Act as amended
Adult Education and Family Lilenlcy Act
by the National Ltterac), A'c't 9f 1991
-----------
HQld Harm)ess
No comp."lrable provision.
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In FY 99. no eligible agency may receive less than 90% of its
FY 98 allotment. In succeeding fiscal years, no agency may
receive less than 90% of its allotment for the preceding fiscal
year,
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Srates. DC. Puerto Rico: 'r(~ receive a gratH, SUite agency
must provide!.. non-Federa; contribution in an amount equal
to 25% ofthc~total costs programs carried out with the
Cost·Sharing
granL
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OullyilfX Areas: No cosHharing required,
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Effort
SlaTes. IX, Puerto Rico: To receive a grunt Stale agency
must provide a non-Federal contribution in an amount equal
to 25% ofthe total amount of funds expended ror adult
education and literacy activities in the State.,
OUlz~'jJ1g
Areas; To receive it grant, eligible agency must
providt? a nOI1~Federal contribution in an amount equal to 12%
oflhe total amount of fimds expended for adult education and
literacy activities in the outlying area. Senetary has discreliun
to reduce required match,
- - - - - -..... ~----+--------.
No grant may be made 10 an agency unles; ils non·Federa
expenditures for adult education during the 200 year prior to
the grant year were equallo or greater than its non-Federal
expenditures during, the 3'd year prior to the grant year.
Maintenance of eftort may be cakulated on a pcr student Ot
total expenditure basis.
An agency may not receive the fun amount of its grant unle~.,
its non-Federal expenditures fot adult Wucafion during the 2M
year priQr to the grant year v,,'ere at leas! equal 10 90% of its
,
, non-Federal expenditures during the J,(j year prior 10 the grant
! ye;Jr. Maintenance of effort may be cakulated on a per student'
or lolal expenditure basis. The gmnt amount po.yab!e to an
eligible agency shall be reduced by the percentage by which
its total expenditures 01' its e,xpendlturcs per student were
reduced whichever is less.
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In an)' fiscal year in which approprialions for the Act are tess
Ihan appropriations made duting the preceding fiscal year, the
maintenance of effort required for an eligible agency to
receive the full amount of its gram shall be reduced by the
same percentage by which aI!P.l'?EFintions were reduced.__ _
OVAEiPAS-B.Goet:.
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Topic
";
Mujntenance of
Effort
(cunt'd)
SUllplcment, Not
Supph1nt
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Adult Education Act as amended
by tbe Nationul Lite-ruey Act of 1991 _
.......
Adult Education and Family Literacy Act
··1-1- - - - - - - Secretary may waive maintenance (If effort requirement for
Qne year if the reduction in expendimres.\yas due to
"exceptional or uncontrollable circumstances."
Same a<; previous law.
Funds must be used to supplement and"itot supplant State and
local funds.
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I Same a~ previous law.
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Shlfe Dbtribution
of Funds
10% of allotment shall be reserved by the State agency for
professional development activities
Not more than 12.5% of allotment may be used to carry out
Stale leadership activities, including professional
development
5% of allotment shall be reserved by the Slate agency for
prolessional d'!velopment a-etivitles or special demonstration
projetls. or ~:!th.
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Not less than:'" 1{)% of allotment shall be rcsetvcrl for
correclions edut:ation.
,
Not more Ihan 5% (or $50,{)OO, whiche'-'er is greater) of
allotmunt may be used for State ooministmlive costs.
82.5%.of ::IlIolm(:n1 shall be used 10 .supponlocal programs
and corrections education, Not more than 8.25% of allotment
may be used fot conecliol'ls education.
Not more lharl5% (or $65.000, whichever is greater) of
allotment may be used for Slale administrAtive costs.
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100/0 {If allollnent shall be reserved by the State agency for
professional development activities for:,
Not more than [2.5% of allotment may be used to l;arty out
one or more of the (ollowing activities:
•
Stute Uses of Fnnds
•
persons engaged in or preparing to engage as personnel in
adult educ..l.tion programs
•
·OVAEJPAS.B Goetz·.!
professionaltcachers, volunteers. and administrators, with
a particular emphasis on-
professional development activities to improve the quality
ofinSlr\IClion provided by local-programs, volunteers, or
Shtlt' per;;nrmel. induding instruction Incorporating.
phonemic awareness, systematic phonics, Huency, alld
ff>ading comprehens.ion
�•
•
•
Topic
Adult EtJu('ation Act us amended
by the National Literacy Act of 1991
Adult Education and FamiJJ Literacy Act
-
........
). tratfllflg full-time professional adult educators,
Stare Uses of Funds
(coot'd)
*'
» tnt!nlng lead,ers !o r~ognize ario more effeClivelY
,.
;
serve iIIherate individunls with krunim! dls.,bilities
and individuals with reading ability be~w Slh grade
level
. ,~. .,:"';'
,
, ''',:.
'~~~:
5% of allotment shall be reserved hfth'e: State"agency for
professional development ae{ivttie~ describ'e'd'above or special
demonstration projects, Qt bOIIi.
"1
., ,,"
\
'
,.>,: .- . .. ' •
", -.' 'lC!;
Special projects must invQlve:
•
•
OVA F/f'AS·B. GoeJz-5
I • technical asSistance to local providcrs
minority adult educators, nnd educators of adults with
limited English proficiency
I
,
':4 i";'
methods for educating petsons witti disabilities,'the
homeless, and persons of limited English proficiency),
systems, materials, Of programs whkh may be of national
significance or will be of special value in promoting
eftc(:tive ':rograms; Of !
).
I. support for State or regional networks of literacy resource
centers
•
monitoring and evaluation
•
providing incentives for program coordination and
integration ond perfonnance awards
,- "
"' ,"
,,~
the use ofinnovative methods (lricludlng innovative
technology assISlanr.e, indudiug staff {rtlilling, to local
progrnms
• developing and dissemin(lting curricula, including
curricula incorporating phonemic awareness, systematic
phonics, fluency, and reading comprehension
• other activitIes of Slate wide significance
r
program~ of adult education. including ed~calion for
persons '",iIh disabilities. the homeless. and persons of
limited English proficiency that are part of community
school programs, carried out in cooperation with other
Fcderal/3tate or local programs that have unusual
promi~ in promoling a comprehensive or coordinated
approach to the problems of adults wilh educational
deficieru:ies.
• coordination with exisling !>upport services, such as
transportation, child care, and other assistance designed to
increase rates of enrollment in, and successful completion
of. adult educatJ<m and literacy activities
•
integration oflltcracy instruction and occupationa1 skill
training and promoting linku£cs with employers
�•
•
Topic
Adult Education Act as amended
by the National Literacy Act of 1991
.-,',
•
Adult Education and Famil:r Literac), Act
.
.
State Advisory
Council
The law authorizes States to designate ?f eS.tablis.h a State
Advisory Council on Adult Education and Literacy that is
appointed by the Governor.
No comparable provision.
State PlanDuration and
Date of S~lbmission
The duration of the State plan is four years.
The duration of the State plan is five years.
Plan must be submitted by July 1 prece~ling the beginning of
the first fiscal year for ,,,,hich the plan is-in effect:
Date for submission of State plan is not specified in the Jaw.
,
,
..
<"- ,
State PlanProcedures for
Development
State agency must hold public hearings 10 provide the public.
including groups representing edu~<:t~!o!laI!Y ~i;>'a~vantaged
adults, an opportunity to present th.ei.r.v,ie~y~ ~1)9·.m~e.
.
recommendations. Summary ofrecommendatioris and agency
response must be included with Slate plan ... . .
-.
~
..'
'.
Public hearings are not required by the law (hearings may.
however, be required by State law). State plan must describe
the process that will be used for public participation and
comment with respect to the plan contents.
The law does not authorize a Stale Advisory Council.
If State has established or designated a~ A~visol)' Council,
State agency must utilize the Council.in1 < . . . .
devcJopJng the State
.
,
_ >.
plan. At least 60 days prior to submiss~?~8r plan to s,ecretary,
State agency shall submit proposed plan.to the Council for
review. Council may submit timely objections 't~:pl~n' with the
agency. Agency must respond to "all substantial ~bjc("tions"
in submitting plan to Secretary. Secretary must consider
Council com.rilenls in_rev/ewing the Slale plan.
'.
Alleast 60 d~ys prior 10 submission of plan to Secretary. State
agency shall-submit proposed plan to the following agencies
for review and comment: .
•
•
•
QVAEJPAS-B.Goerz-6
,..
State board for vocational education
State Job Training Coordinating Council
State board for postsecondary education
No comparable requirement.
�•
•
•
- ---
Topic
AduJt £ducatiotl Act as amended
Adult Educati:on and Family Literacy Act
by the ,Na(ional Literacy Ace of 1991
State Plan
Proet.'dures for
Dcyelopmefit
('C{)nt'd)
State agency must respond to commentS (if received in a
timely fashion) and include comments and response in
submitting plan to the Se<:retary. Secretary must {'onsider
comments in revlewing the Stale plan. 1, "
'
Submission or (he plan to the Governor, for review and
','( : .~
comment is not required.
Additional Options
for Submission of
Sta1e Plan"
State agency shall submit pla.n (and any re .... ision~) to the
Governor for review and comment. Governor's comments
must be submitted with the plan.
No comparable provision.
State plan may be s.ubmined as part oJ a comprehensive plan
or application fot Federal as.sistance in lleu of a stei"<lrate State
plan. Conicnts of phm relating to A<lult Education and Family
Literacy Ad musl meet al!o[the requirements ofthe Act.
\
No comparable provision.
.~
,
"'-:,"
"
~,
-~" •.•!:::->,
')
_~L "j,'¥l" •• ,t,' ,
."
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.'."'.''''''
COll.!liduation and
ApprQ\'alofState
Plan b:r Secretary
Peer review of State plans is not reqllirbi:l.~·
~==~~:J
Peer review ufSlale plan!:> is required.
Secretary shall approve plans that meet Ute requirements of
til", Act wilhin 60 days oflheir submlssioh: 1..' I!, •"'.:;' ,I
'-;.'." ,'; ",
...
,
!
,.
,
OVA£/PAS~n,GOf!I;;-7
..F •.
!:
~.
.
!
State plan may be submilted a-; part of a unified plan lmder
section 501 of the Workforce Inveslment Act. Contents of
unified plan relating to Adult E,ducation and Family Lilerctcy
Act must meet all of the requirements Oflh~ Act.
Secretary shall approve plans that arc not inconsistent with lne
requirements of the Act :w'ilhin 90 days of their submission.
�•
•
•
•
- - - - - - - ---
---------------
Topic
Adult Education Act as amended
Adult Education and Family Literacy Ad
by the National Literacy Act of 1991
AccounCabiU1y
Core Indicators
Performance
or
State must develop indicators of program quality to determine
whether proe;rams are effective, in('Juding whether programs
are successfully recruiting, retaining" and improving the
liter;lcy skiils of the individuals served.
Statc must tdenlify core indicators of perlormance that
include, at a minimum, measures of tile following:
Aecountabllit)'
Negotiated Le\'cb of
Performance
No requirement.s with respect to
performance levels.
th~
auairlrncnt of specific
' ,
"
>"";'
-. ';"'>
". l ';;:j.
~':.
•...
,~
",t
!i "."
",'
",
Stale agency reports program pcrformari:;:e da~!l to tlie'.
Secrelarv annuallv.
" ";';\.." ,'. ' ' ' ,
,..
.'"
,
,\.,... ' '
'}
..
:.
OVAE/PAS..R.(;oefI·/f
~',
•
1
Receipt of a secondary school diploma or its reeogni7.ed
eqllivaJcnl
State must ir!entify levels ofperformunce for each of the core
imlkators. Levds of performance shall he expressed in an
objective. quantifiable and measurahte form and show
progress toward continuously improving in performance.
Stale and
S~relary reach agreement on levels of pcriorrnance
for C::lch program year, which are incorporated in State plan,
Agreement shall take into account the levels of pc. formancc
estahlisncd for elher Stales. characteristics of participan15,
~ervices and iostmclion provided, lhe extent to which lhe
levels of pcfformance promote continuous improvement, and
ensure optimal return on the investment of Federal funds,
, _.' ...,i"
,
Placement in, retention in. or completion of
postsecondary education. training, unsubsidi?"cd
employment or career adv::mcemcIlt
•
Slate shall gather and analyze data to dctcl'minc the extent to
which progfams are achieving [he goals set folth in the Slate
plan.
Demonstrated improvements in literacy skilllc\'els in
reading, writing. and speaking the English language.
numeracy, problem solving. English language acquisition,
and other literacy skills
•
,.
•
Smtl! agency shall report annually to the Secretary regarding
ifS progress in meeting the negotiated levels of performance.
�•
I
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•
•
,\•• 1 •
-,:",
;
J
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-------
- Adult Education Ad as amended
•
T,npic
AduU Education and Family Literacy Act
by the National I.iteracy Act of 1991
---
-
•,
Accounta ,mtyNegotiate(' Len'b of
Performa ,ce
(cout'd)
The Secretary shaH make State reports available to the public
and Congress and shall disseminate Stalc-by-St.1te
comparisons of informSlioo.
-
,
--
Accounta ,Hity
Local Pet' formance
Evaluatiol 1
Local recipients of funds shull identify projected goals with
respecllo participant recruitment, relemion, and educational
achievement and how they ,.,.1lI measure and report progress
in meeting ilS. goals,
----
----
Slate agent:y shall repurt annually to Ihe Secretary regarding
its progrt'Ss in uK'eting the negotiated levels of perronnance.
Stale agency required to evaluate 20% of local grant
recipients annually_ Evaluations shall consider:
•
•
•
•
•
nle ptoje<:lcd goals of the recipient as identified in grant
lIpplication
The planning and content of the program
The curriculum. instructional materials. equ.ipmcnt, and
qualifications of nil personnel
>
The success Oflbe recipiem in nl~cting the State's
indicators of program quality,
Other fil!:foTS delennined to an~t program operation
Eyaluatlon results reported to the Secretary and the public.
[
..
th~
,
In awarding grants, State agency required to consider the past
of applicants in providing services (especially
WiUllcspect t('1 recruitment .f1nrl rctenlion of educationally
disadvantaged adults and the learning gains demonstrated hy
such adult,,).
,
effecli\'ene~
;
, ,.
OVAF.li'AS·B_Gaell~9
I
!
Accounta bility
. Sanctions and
.
.
..-,,' ,
-,
...
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i
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Beginning after 1"' progralll year ;',Qvered. by the plan. Statt:
agency required to give cvnsideration in awarding grants to
whether program met or exceeded State perfonnance levels,
especially \vith tCSpt.":Ct 10 adults I..\'ith the lowest levels of
literacy_
I
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•
...
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Topic
Adult Education Act
"
Aecf)Qntability
Sanctions and
Adult Educat;on and F,m;ly W"acy A c t " ,
amendw
-
,
The Set::retary has 110 authority to award incentive grants to a
Stale thai exceeds: its performance levels.
Inceuth'fMi
(cont'd)
OmtC'uts of State
Plan
a~
t? tht" NatiO~}11 LltenH::Y Ace of 1991
'",
In developing plan. State agency must make a thorough
assessment of:
•
The necds of adults. im:ludlng educationally
disadvantaged adults, eligible to be ser\'ed as well as
adu.hs proposed to be served and those served: and
•
grants.
Slate plan must include objective a<;sessment of the needs of
individuals in fhe State fm adult ed~eati(}n and literacy
activities. including individuals most in need or hardest to
servc.
Capability of existing ptograms and institutions to meet
those needs; and
•
State that exceeds agreed-upon performance levels for Adult
f-:ducation. Workforce hwcstmenl Act Title I programs. and
Perkins vocational education programs may receive incentive
State the changes and improvements required in adult
education to fulfill the purposes orlhe Aet. and the
options for implementing these changes and
improvements.
'
State plan must describe:
I lOW s,crvices will be signifIcantly expanded (including
, efforts to reach typrcally underserved groups such as,
edllc1;'Ittonally disadvantaged atlults:hldividuals with
limited English proficiency, individuals with disahilllies)
through coordination wilh other agencies and institutions
.. How educational needs of adult immigrants. the
incarcerJted. individuals with disabilities. chronically
unemployed. homeless, disadvantaged, and minorities
will be addressed
State plan must deseribe how agency will develop program
stralegies for populations that include. at a minimum;
..
OVA£!PAS-RGoct;;·!O
•
Low~income
..
•
..
Individuais with disabilities
Single parents and displaced homemakers:
Individuals widt multiple barriers to educational
enhancement. including individuals with limited English
profidency
students
�•
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Topi-r
•
•
,
Adult Education Act as :im.en'tJcri'
by the NationaJ Literacy Act'of 19~1
Adult Education and FamU)' Literacy Act
-Contents of State
l'bn
(cont'd)
•
Methods for joint plaOf,:ng and coordination,with
,
programdunder Perk;:1:' Vocat!onal Education Act, JTPA,
Rehab. fOEA, Iminigratton Reform and ConlroJ Act,
lIEA, D?rnestic Volunteer Service Act
.
----
Stale plan must describe how activities assisted under the Act
jnte~rated with other adult education, career
development. and employment and training activities in the
Slate
will he
• Curriculum, equip'ment and instruments being usc(i by
inSlE'tH.:tl:j~ pel'SOnnel,8nd how current Ihese elements arc
• How public and private are involved in development and
implementation of plan
• Steps taken to utilize vohmteers, particularly VISTA
Literacy Corps and \'olunleers trained with funds under
the Act, but only to the extenl that sud, volunteers
supplement <lnd do not supplant salaried employees
f - - - - - - - + - - - - - - - - ----
Award of Funds to
Local l'rogrnms
Direct and Equitable
Access
State agency shall provlde direct and equitable access to
financial assistance under the Act to:
State agency shall provide dirt'et and equitabie access to
flnancial assistance under the Act to:
• LEAs
• Publk Qr private nonprofit agencies
• LEAs
•
•
•
•
CUOs
Correctional education ugencies
Postsecondary educational institutions
Institutions which 5e'rVe educationally disadvantaged
adults
"
OVAEIFAS-B.Goet:-ll
• Public or private nonprofit agcncies
-. CAOs of demonstrated eff«:tivcncss
• Institutions of higher education
• Volunteer literacy organizations of demonstrated
effectiveness
• Libraries
• Puhlic housing authorities
• Nonprofit institutions not described above tha! have the
ability to provide tticracy services to adults and families
• Consortia of the entities described above
�•
•
•
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,
.j'
l
Adu!t >:du<atiun Act as om'nded
by the National Literacy Act of 1991
TOllic.
..,
,
,
Award of Funds 10
Local Programs
Dir~ct and Kquitable
.
\
,
, "f;'~·_-· . ,:".
",
(con I'd}
State agency shall Q',e the same grant Of conlract
aMOIlI1ccmcnl and application process for all eligible
providers.
"
.\.!~' i'}"
~
Anntd of Funds to
Local Program.s
For-l)rofit Entities
, Fllnds may be awarded to a consortium thut includes for·
Award of Funds 10
Local Programs
Duration of
Law does lIot specify thc duration of gmms or contracts 10
local provitiers.
I
profit cntity if the entity can make a significant contribtllion to
attaining the hbjectlws t.:fthe Act.
"
.
For-profit entities are not eligible providers,
iJS
.'
Grant.../Contracls
Local Programs
Program Quality
Considerations
•
•
OVAEfPAS·B, (joerz·12
'or I
multiyear basis,
Sta~~ ----
In awarding grants and contracts to l()Cal programs,
-~:;~ must I
coTlsjd~r~-
The pOSI eftect]vcness of applicant!> in providing services
(especially wilh respect to recruitment and retention of
educationally disadvantaged adults and the leaming gains
demonsttated by 5uJ;;h adults)
•
The past effectiveness of applicants in improving the
lileracy skills uf adults and families, and beginning I year
following thc adoption of State perfomHince measures,
the Sllcces!> of the provider in meeting 01' exceeding such
perfonnance standards. especially with respect to adulls
with the 100'1:cst levels Qf literacy
The degrii!c 10 whkh the applicant wili coordinafe and
utilize other Hteraty and sodal services available in the
•
Whether the activities cOQrdinate with other available
resources in til\: c\}mrounity. surh as by establishing
strong links with elementary and secundary schools.
PO$tsC(:ondary institutions, one-stop centers, job training
R(~grams, and social servi(e agencies
~ _ __
,
J
independentl;'~
.
tn awarding grants or contracts to local programs,
agency must consider-
I
memOeIS of a consortium.
7 - l
Law,specifies Ihat grunts and coTllrncts be made on a
'
,
Award of Funtls to
Adu!t Edu,,!ion "nd Family Llteru<;A:-' . -....
,
,
Acc(>s.~
r
commtlnity
'
�•
•
•
TopIC
,
Rcquirenents for
Awarding Grants to
Local Programs
(cont'd)
Adult Edu("ation Art aSllmended
by the National Literacy Act (If 1991
• The commitment urthe applicant to serve individuals in
the community that aJ-e most in necd of literacy services
Adulf Education and Family Literacy Act
.-
· ' · ' " ...1I".••• :,,f
,; 1 ; \
::t
The commitment of the applicant to serve individuals in
tbe community that arc most in need of lileracy servI'Ce$,
including individuals who are low-income or have
minimal literacy skills
.).
•
;1
. \Vhether or not the program is of sufficient inten!'>!ty and
durallon for participants 10 achieve 5ubstantialleaming
gains
',,: I",
,
,
"
Whether or not the program uses instructional pracllcC$
that research has proven 10' be effective in teach~ng
itldividtmls to' n~ad
\Vhcther the actlvities are built O'n a strong, fmmdalion of
res~arch ani! effective educational practice
,
,,
,
,
,/
•
•
•II t·· J'
Ii
• Whether the activiHes effe<:tively employ advances in
tcdmology, as appropriate. including the use of
compllters
•
Whether Ihe activilies provide !eaming in real life
~'ontexts
•
•
I
OVAElPAS·RGoet::·13
Whclher the activities are staffed by well-IE<llued
in.<;tructors. counselors. and administrators
Whether Ih~ actjvi;ies offer flexible schethlles ant!
support services (such as child care nnd tnmspon3lion)
that are neces'>ary to enable inrlividuats, inclUding
Individuals with dlsabililies or uther spccinl needs. tOo
attend and complete programs
.
I
�•
•
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•
--
Topic
Adult Education and Family Literac ~. Aet
Adult Education Act as amended
by the National Literacy Act of 1991
- ---
- - - - ---------- - - - -
- ------------------
-
• Whether the activities maintain a high-qUI
R :quircmcnts for
A Nardiui.: Grllnts to
L Ical Programs
(c lot'd)
ty
infoml{dion management system that has he capacity to
report particlpant outcomes and 10 manito program
perfUntlance ag.ainst State perfol'tnance m; Mures;
,
,
•
,
-.
•.
.. '"
--- -
A ::Iult Sct::ondary
E, lucation
'"
~~~~~--
-
--- -
Funds may only be used to support" serviCes. for individuals
who are age 16 or older, oul of school, 'and"have"poor literacy
skills.
(
.
Law requiresi'State agcocM to make at least ooe competitive,
2-year grani:!o a public hOusing authority for literacy
programs and related activities.
,
OI'AEiPAS·/i Goetz-] 4
Funds may.be used (0 support services to child reo in family
literacy programs, but providcrs m1lst attempt! 'ooblain
support for services to chitdren from other pro: .rams prior to
using funds under the Act for these services.
~
i
--- -
NQ restriction on usc of funds tor high school e quivalency
, programs.
-----~~~-~~~~~----
--
P "bUe Hoos)ng:
G aCrn"l1IY Grants
'fhe degree to which the cligiule provider ill establish
measurable goals fOT partlt::ipant outcornel
.. ,
" , "
Not more than 20% of allotment may be used for high school
equivalency programs.
----
F Imily Liter"!:)'
S 'rvices
5-".~
-
•
-
Whether the local communities have a del onslraled need
for additional English literacy programs
Law does not require that a grunt be made to r blic hO\l~ing
authorities, but includes public bOllsing authOl ies as eligible
service providers that must be provided direct and equitable
access to a5sisUmce,
�•
•
Topic
Corrections
Education
Adult Education Act lIS u"mendcd
by the National Literacy Act of 1991
Not less than 10% of allotment shall bc'userl for cduc:atiQ\'Hil
programs for criminal offcnder~ in wrreclions institUlions and
for other institlltionali7;.cd individlmls, inc1\lding:
•
•
basic education with special emphasis on reading,
writing, vocabulary. and arithmetic ..
special education programs a<; defined by State law
bilirlgllnl Of ESt programs'
secondary school programs
vocalional training programs
•
..
•
Adult Education and Family Literacy Act
Not more than 8,25% of allotment may be used for
educational programs for criminal offenders in correctional
institutions and for olher institucionallzed individuab,
including academic programs for:
corrections education programs, training fcr teacher
•
•
•
•
•
•
•
•
basic education
special education programs as determined by the Stale
agency
ESL programs
secondary school credit programs
lih!(lry development and library 5C:fVke programs
personnel sp«ializing in <.:orrcctiofls education.
pnrticulntly courses 1n spe<:ial education,· basic skills
•
•
•
instruction, and abnormal psychology
,
guidance and counseling
''''.',', .f ,j :
supponivc services. with special emphasis on
coordinating educational services fumishlng services 10
offenders after their release
cooperalive programs with educatiQ'ilai inltiiutions,
CBOs, and lhe private sector dcsigri~'d'io provide·
educlltion and training
No service priority is speci(oed in the law.
,
•
.: t
(
Corret:tionaJinstitutjon delinw as any prison.
reformatory, work funn, detemioll l.;cHter, hnlf\\'ay h(>ll~e of
tomrnunityw~ased rehabilitatIOn CCnh!L
OVAElPAS·llGoel::·' j
Providers of services 10 crimtnal offenders required to giw
priorit)' to serving individuals who are likely to leave the
correctional institution within 5 years of participation.
Same as previous la\.... ,
�•
..
•
•
Topre
Programs Offerrng
Fluiblt1 Scheuult·s
and Support Services
I
I
Adult Education and Family Literacy Act
Adult F...dllcation Act as: amended
by the National Literacy Act of 1991
State agency must describe in it'; plan the specialized efforts it
will support to allraet meaningful participation in adult
education through flexible course scheduies. auxiliary aids
and services. convenient locations, adequate transportation.
meeting child care ne~rls.
•
"
·
t" . .
. ·,·1'.
:-
•
"
State agency'must a.<;sure in State ptan that
it will award at
least one grant to a: provider who offers flexible schedules and
necessary support services (such as child care and
transportal ion) to enable individuals, including individuals
with disabilities, or individuals with other special needs. to ,
participate in adult education and literacy activities. Provider
shall attempt 10 coordinate with support services provided
under other programs: prior to using funds under the Act to
provide support ~rvices .
",1, I'
- - - - - - --------------
Local Allministralin
Costs
.
,
"
------------------------- -
Local provider may use not mOTt' than 5% offunds awarded
by the State agency for planning, administration. personnel
development, and intcragem~y. coordination.
·
Local provider may 1.lse nvt more lhan 5% of funds a\\'ardeo
by the State agency for planning, administration, personnel
developmcfl.l, and interagelKY coonJination,
Provider may negolialc with Stale agency for authorization 10
use additional program funds for these pu~s.es"
Provider
negotiate with State agency fnr llulhorl7.t1tion 10
use additional program funds for these purposes.
- - - - - - --------------
------------------------- -
""",
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;,
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UVAEiPAS·H. Goetz- f 6
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may
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�Page I of II
. One-Swp Memo 14
PROGRAM MEMORANDUM - OV AE - 99-14
•
..i.,.me 1, :999
TO:
State Directors of Adult
FROM:
Patricia !iI.
SUBJECT:
Responsibilities and
the
Educat~on
Mcl~eil
~';orkforce
Opportun~ties
Created by Title 1 of
!ntestment Act 0': 1998
The foundation of the comprehensIve reforms made by Title J of the Workforce Investment Act of 1998
(\VIA) (Public Law 105-220) is the crealion ofa One-Slop service delivery system thal will make it
easier [or individuals in every communi~y to access the ecucation, training., and information resources
they need to PU[!;ut: lifelong leurning and advance {heir careers. Programs assisted l:nder the Adult
Education and Family Literacy Act (AEFLA) arc important components of this new, cuslomcr~ffiend!y
service delivery system.
The One-Stop provisions of WIA offer vocational and adult education and other One-Stop partner
programs exciting opportunities bolh to expand access to their programs and to improve tbe variety of
services they provide" By working together, One-Stop partners will be able 10 achieve colleclively goals
that eaeh partner could not accomplish by working independently,
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On April 15~ 1999. the U.S. Department of Labor issl:ed Interim Fina! Regulations for Title I of"WIA
(64 Federal Register 72, pp. i 8662 - 18764, April J 5, 1999). These ,eguiations may be viewed on the
I.!..epartmCl1t_QfJ~Ji9,OI':SJ,:Yl~)~'cbshG or on the D.o'y_cn]m,cnU:rlntl.ng_OJQc.~2'I:~c.bs:it~,
While these regulations clarify many of the issues related to the design and implementation of the OI.1C.:
Stop d;;;livcry system and the participl.llion of One-Stop partners in the system's,g~\'crnru:c.~ l1!1d .: ,:.'.
operation~ lhese provisions Interact with, and are affected by, the provisions ofthc'authori~in'g statutes of
One·Stop p.'\r1ner programs, Section! 21 (b)(1 )(A)(i) of WIA, f(}r example. requires One.SlOp:p·artner~ 10
make available through the One-Stop system core services "that are applicable 10 such program'or
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activities" and section] 21(b)( 1)(A)(Ji) requires that the participation of mandatory partners in the One
SlOP system be "consistent with..,the requiremer;ts of the Federal law in which the program or activities
are authorized."
The purpose of this non.rcgulatory guidance is to provide additional information concerning tht:
application of Title r of W1A to AEFLA, This infonnation is intended to facilitate your early and
effective participation in the lmpb:mcnlation of the One~Stop servicc dclivcl)' system within your State.
Our goal is to d<.~fine more clearly for you the legal parameters for State and local decision·making,
rather than dictate any particulur implementation approach or system design. You and the other Orlc· ,
Stop partners have considerable flexibiiity to determine how to fulfill the One-Stop requirements of Title
i of WIA in a manner which best addresses State and locru needs,. priorities, and circumstances. This
flexibility is key to the success ufthe implementation ofthe One~Stop delivery system, as well as
AEFLA There is no single, best \va)' to implement the customer-friendly. seamless delivery system
envisioned in WIA. The most effective One-Stop delivery systems will spring from State and local
creativity, innovation, and commitment
The Department wishes to emphasize that the rcspo!1sibilities est?blisned by Title I of WIA are not
secoadary or subsidiary to the responsibilities and requirements established by AEFLA. The
requirements of both Title 1 of WIA and AEFLA must be satisfied. Eligible agencies must design their
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One-Stop Memo 14
Page 2 of J 1
programs and plan for the use of funds in a manner that will enable them to satisfy both sets of
requirements,
\Vhnt entity serves as the One-Stop partner for the Adult Education and
program in each locaJ area?
Famn~'
Literac.y Act
Section 121(b)(I) of WIA and 20 CFR §662,200 and 20 CFR §662220 identify mandalory One-SLOp
partner programs that have certain responsibilities: with respect to the One~Stop delivery system. in each
local workforce investment area designated under section i J6 of W]A.
For programs u:ldcr the Adult Education and Family Literacy Act (AEFLA), the entity responsible for
fulfilling the Onc~Stop participation requirements is the State eligible agency. The eligible agency may
designate one or more eligible providers in each local area to fulfill all or part of these responsibilities
(20 CFR 662,220(b)(I)),
\"hat arc the rcsponl'ihilitics of the cligjhJe agency (or a designated provider) 'with respecf to
participation in the One-Stop system?
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Each eligible agency must:
• Be represented on the Stale Workforce investment Board.
• Be represented or. the Local Workforce Investment Board.
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• Enter into u memorandum of understanding with the Local Workforce Investment Board relating
to the operation of the One~Stop system, including a description of services, how the cost oftl)c _
identified services and operating costs of the system will be.fundcd, and methods for referraJ."···.~
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• Ensure that the core services applicable to AEFLA are made available to participants tbrotigh~rhe .. One~Stop delivery system within each loeal area, either in lieu ofor in addition to making thc~e:'!<{
serviccs uvailable at the site of an assb1cd program.'
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• Ensure that a portion of the funds available under section 231 is used: by providing services or
.through other means, to create and maintain the One-SlOp delivery system and to provide
applicable core services through the One-Stop delivery system.
o!'thc eligible agency in the One~Stop delivery system (including the expenditure of
section 231 funds rdated to that participation) must be consistent with the provisions of AEFLA (sees.
121(b)(I)(A)(ii), 134{d)(I)(b) of WI A].
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partjci~1.~tiorl
The regulations give the eligible agency the flexibility to designate one or more eligibJe providers within
each local area to carry out all or part of these responsibilities relating to participation in the One~Stop
delivery syslcm in a local area.
\Vbat is the eligible agency's n4ationship with the State \Vorkforcc lo\'t!strncnt Board'!
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Section 111 of WIA provides for the establishment of a State Workforce Investment Board (State
Board) that is responsible for assisting the Governor in developing the State's WIA Title 1 plan,
promoting coordination among workforce investment und education programs, and ot~er functions.
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Page3 ofll
The "lead State agency officials with responsibility for" mandatory One~Slop partner programs,
including AEFLA, must be included as members of the St.te Board (sec. J J J (b)(J)(C)(vi)(I). These
officials must be "individuals with optimum policymaking authority" within their agencies (sec. I J J(b)
(2», The appropriate State official will vary according to how adult education and literacy programs are
administered in each State, The State Director of Adult Educarit..)n can playa valuable role in assisting
the State Board in promoting effective coordination between Title I of WI A, AEFLA, and other OneStop partner programs.
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'Vbat lS the: eligible agency's relationship with "alternative entities" used hy States in lieu of the
Stale Wurkforce Investment Board e~tabHshcd undi.·r Title I uf WIA?
Section Ill(e} of WI A sets out the limited circumstances in WhlCh a Governor may choose to designate
an alternative entity to carry out the responsibilities. of the State Board, such as an existing Human
Resource Investment Councilor State Job Training Coordinating CounciL 20 CFR §661.21 O(d) of the
WIA Tille 1 regulations further 'provides that:
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If the membership structure of1he aJtern<l:ti.ve entity is significantly changed after Dcct..'mber
31, 1997, the entity will no longer be eligible to perform the functions of the State Board, In
such case, the Governor must establish a neW State Roard which meets all of the criteria of
WIA sec, 1 I I(b)_ A significant change in the membership structure docs not mean the
filling of a vacancy on the alternative entity, but docs Include any change in the
organi7111ion orthc alternative emity o-r in th~ categories ofcnti1ies represented on the
al1enmlive entity which rcqulrc:ul change to the altc:'l1Jtive e:11ity's cJ~artcr or a similar
document that defines the formal organiz;1lion of the alternative entity,
If un alternative e~tity is d~signatc~ to perfonn the functions of <;l Sl~te Board, the' \VIA Title I State plan
must "explain the manner in which the State wHi ensure an ongoing role for" uny category of member
" that is excluded from membership on the alternative entity (20 CFR §66J .21O(c), This requirement
-:~,.would include (I role in the workforce investment system for the lead State agency official responsible
, for AEFLA or other State agenc)' olficials who are not represented on the State Board.
In the preamble w the regulations, the Dep;;trtme'nt of Labor emphasizes that groups diat have been
omitted from membership on the alternative entity must "have an opportunity for meaningful input fnlo
decisions l1iaae hy the Slate Board" (64 Federal Register 72, p. 18666). The Departmel1t of Education
expects that cli!:!,lblc agencies will be consulted and involved in all decisions by alternative entitks that
might impac1 adult t:ducation and litera.;y ~nd the,c~ordinati{)n of AEFLA with other Onc~Stop partn9r
programs,_",,_
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Is the eUgibJc,agcncy rcpresc'ntcd'on the Local \Vorkforce Investment Board?
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The workforce investment system established by WrA Title I is governed at the locallc"el by the chief
elected official in the local area in partnership with a Local Workforce (nvestment Board (Local Board).
Membership requirements for the Local Board are described in section 117(b)(2) of WI A and 20 CFR
§661.315.
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The Loca! Board must contain at least one member representing each ma:idatory One· Stop partner,
Therefore, al JeaS1 one member of the Local Board must be a representative of the eligible agency or"
section 231 provider iIi the local area thaI has been designated ~y the eligible agency (20 eFR §66 i .3l5
(a)), All members of :he Local Board \vho represent organizations. agencies or other entities must be
"individuals with optimum policy maki:1g authority wit~in the organizations, agencies. or entities." they
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represent (sec. I 17(b)(3) of WIA), The eligtble agency or a designated provider has the flexibility to
determine the individual who is most appropriat~ to fulfill these responsibilities .
Given the overall emphasis of \VIA Title J on the importance of local decjsion~makjng, the Department
encourages e-ligible agencies to designate section 23 J providers to serve as members of Local Boards,
consulting v,,'ith the providers in each local area to determine the local adull education provider who is
best able to reprcsen: the interestS of all providers in the area.
Is the eligible agency represented on "alternative entities" used in )ocal areas in lieu aftn!' local
Workforce Investment Honrds established under Title r of "VIA?
Section 1l7(i) of \VIA sets out the limited circumstances in which a Governor may choose to use an
alternative e:1tity in the local area 10 carry out th!: responsibilities of the Local Board, such as a Private
Industry CounciL 20 eFR §661,330(c) further provide, that:
If the membership structure of an alternative entity is significantly chang('d ilner Dc\:er:1bc~
31, 1997, the entity will no longe: be eligible to perform the functions of the Local Board.
In such case, the chief elected ofticial(s) must establish a new Local Board \vhich meets all
of thecriteria of \VIA sec. I 17(a), (b), and (e) and (h)( I) and (2), A significant change in the
membership structure does not mean the filling of a vacancy on the alternative entity: but
does include.any change in the organization of the alternative emity or in the categories of
entities represented on the alternative entity that requires a change lO the alternative entity's
charter or a similar document that defines the forma! organization of the alternative entity.
I.r an alternative entity is used to perform the functions of a Local Boa::d, the local workforce investment
. ,,' .plan must "explain the manner in which the Locai Board will ensure an ongoing role for" any category
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o(member that i~' excluded from memberShip on the ahemati"e entity (20 CrR §66IJ3Q(b)(2»), This
.._.,requirement would include a role in the local wor~forcc investment system for II representative of the
'J (':~, eJigible agency'or a designated provider or other One-Stop partner programs that arc not rcpresen,ted on
I
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In tbe preamble to the regulations! the Department of Labor en1phasizcs that groups that have been
omitted from mem'bcrsh:p on the Local Board must "have periodic regular meaningful opportunities for
inp!,;t into decisions made bfthc Local Board. n (64 Federa! Register 72, p. 18668), The Department of
Education expects that eligible agencies and designated providers will be consulted and involved in aH
decisions by aiter:11l11ve boards that might impm:t adult education and Ii~eracy and the coordination of
AEFLA wlth other Onc~SIQP partner programs.
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If the eligihle agtmc), designates multiple providers in a local area to assume the agency!s
responsibilities with respeet to One Stop participation, arc aU of these providers required to be.
members of the Local Board?
Ai least one member or the Local Board must be a representative of tile AEFLA program~ either a
representative of the eligible agency or a section 231 provider designated by the eligible agency, (20
CFR §661 J 15(a»), Multiple providers may be seated as Local Board members at the discretion of the
chid' elected official in the local area; but this is not a requirement
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In the event that multiple section 231 providers in the local area have been designated by the eligible
agency and the opportunity to sen.'e on thl! Loca~ Board is not made available to all of these providers.
the Department encourages the eligibJe agency and the providers to agree jointly on a single provider
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who will be responsible for representing their collective interests in the work of the Local Board,
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Can the eligible agenc), or a designated pro\'ider be excluded from membership on a Loca)
\Vorkforce Investment Board because they arc also eligible pruviders of training sen-ices under
Title 1 of \VIA or have been deSignated or certified as a One~Stop operator?
No. Section 117(b){2)(A)(vi) of WIA and 20 efR §66: .315(<<) require that the Local Board include at
least one member representing each One-Stop partner. The statute nnd the regiJations incbde provisions
that address conf1ict~of~inten:st conccttls that may arise if the eligible agency Or a designated provider is
also an eligible provider of training services under WIA Title I or has been designated or certified as a
One.Stop operator (sec. 117(g) of WI A; 20 CFR §667.200(a)(4)(i)).
Docs the responsibility to make "applicable" cQre ,'icrviccs antiJable thrQugh the Onc~Stop system
require an eligible agency or dl'signatt.'d prQvider to prudt..lc any new or additional service." that
the)' otherwise would not have pru\'idcd using AEFLA funds'!
No_ Title I of WIA does not impose an obligation on ,eligible agencies or designated providers to provide
services that are not authori7Xd"by AEFLA or that they would not otherwise have provided using
AEFLA funds. 20 CPR §66.240(a) clarifies that the core services applicable to a Onc·Stnp parlner
program ~re those "that are authorized and provided under the partner's program."
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Section 134(d)(2) of WI A delineates a set of core services that must be provided through the One-Stop
dc-livery system to all adults and dislocated workers by each locaJ area that receives assistance under
Title I of WIA. Seetion 121 (b)( 1)(A)(;) of WIA further requires mandatory One·Stop partners. including
the eligible agency that adrninisters AEFLA. to "make ovailnhlc" any of these core services thaI arc
':appliL:ablc':, 10 their.progr,am through the One-Stop delivery system.
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This Jaqer,provision: docs'not require the eligible agency or a designated provider to provide any new or
additional.services.that they.would not have otherwise provided using funds under section 231, Inste~ld)
section 121 (1i)(I )(A)(i) of W1A requires that, if AEFLA funds are used under section 231 to provide a
Service that IS one of the core services identified in secthm I34(d)(2) of \VIA, that service must be made
available through the One~Stop delivery system. The purpose ofsc<:tion 121{b)(1){A)(i) is to ensure that
. ore serVices provided by Olle~Slop i13rtners are delivered ill a coherent, coordina1ed manner that
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facilitates easy access and eliminates unileccssary duplication.
What core ser\'ices arc "applicable" to AEFLA Ilnu must he made aVliihtbJc by the el~gible agency
(IT designated eligihle providers throJJ~~ ~~~ Oni:M~top ~c,livery system?
The following core services specified in section 134(d)(2) are "applicable" to AULA:
• the provision of performance ilnd cost information with respect to providers that receive assistance
under section 231 of WIA (sec. 134(d)(2)(F); 20 CFR §662.240(b)(6)(iii))
• 'initial assessment of skill levels, aptitudes, abilities, and supportive service needs (sec, 134(d)(2)
(c); 20 CFR §662,240(b)(3))
•
• the provision of accumte informatio:l relating to the availability of supportive services, including
child care and transportation, available in the locaJ area, and referral to such services, as
appropriate (sec, 134(d)(2)(H); 20 CFR §662,240(b)(8)).
�Page 6 of 11
What performance and cost information must section 132 grantees m:lke available through the
One-Stop delivery system?
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The eligible agency should ensure that information regarding the "performance" of programs assisted
under section 231 and tbe co::i1~ if uny I to individuals of enrolling in these programs is made available
through the One-Stop delivery system (\VIA sec, 134(d)(2)(F). The purpose of providing this
inforl:la!icm is to assist potential cHents in identifying an appropriate and effective adult education or
literacy p:,ogram in the local area. To minimize burden on section 23 I providers, perfo::nancc
information could COr.S1St of toe same informalion the provider reports to the eligible agency concerning
the program's success in mee;ing the Stale adjusted leve:s of performance for the core indicators of
performance described in section 2 J 2(b)(2)(A) of W1A, as well as any additional performance indicators
established by the State under section 2 I 2(b)(2)(B) of \VIA,
The eligible agency should work with the Slate Board and the Local Board to determine the most
appropriate formal and means for making this infomiation available through the One.Stop delivery
system.
It is important to note that a Lncal Board may require section 231 providers to provide additional
information regarding program pcrfo:n1ance and cost in ordcr to become eligible to provide trainir.g
services under WIA Title L
\Vhat ~re the- responsibilities of the eligible agency (or a designated provider) with respect to
making available initial assessments of skill levels, aptitu~cs, abilities, and supportlve scn'icc
needs fhrough the One-Stop. dclh'cry system?
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The eligible agency must ensure that an initial assessment of basic skilllcveJs and educational needs for
the purposes of determining eligibihty for, and appropriate placement in, services funded undcr section
231 is availa~le).1}t:o';lgh',~i)e PpS::,,~t.9P, deUyery system in each local area. The eligible agency or a
lli.:sigaatcq:i'~ovi9.~::,~~~\t.!lc:.I1~~,H)qiw to\dct~rmine, in consultation with the Local Board and othcr Onc~
Stop partncrs •.the l1<.I.!Uf,C,and oxtent.ofthe ns!;CSSmeI11, as well as thc particular instrument or strategy
that is I,lsed, Assessments eQuid be corried out through oral interviews, self· identification, instruments
su;;h as the Comprehensive Adult Student Assessment System (CASAS) English~as-a-Second l.anguage
Appraisal or Test of Adult Basic Education (TASE) Locator,! or other means, 11 mayor may not include
more exhaustive assessments that are lypically conoucled following enrollment In a program, depending
upon the how the eligible agency or designated provider chooses to configure and deliver services.
WIA and its implementing regulations ar1jculate_::'_~l1o .wrong dQor" approach to the delivery of
education and workforce development services (64'Fe~de-ral Register 72, p. 18669), Generally; the type
of assessment that is made available at the comprehensive One.Stop center should be comparable to the
type ofasscssmer,t tbat is used by a provider daring initial intake when an individual presents him or
herself at the program site"
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rt is important to note that AEFLA is nOt the only One· Stop partner program in which initial
assessments of bask skills are typically carried out during intake. Comparable assessments may also be
carried out under the WIA Title I programs for youth and adults, the Welfare~lo*Work program, Title 1
of the Rehabilltation Act, the Temporary Assistance to Needy Families (TA!':F) program, Native
American programs authorized by section 166 of WIA, the Migrant and Seasonal Fannworker programs
authorized by section 167, and other Federal programs participating in the One·SlOp delivery system.
One (lfthe benefits of the One~Stop delivery system is that it enables multiple programs to collaborate
on sen'lcc strategies that will address each program's specific needs and pUrPoses.
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However, AEFLA is not the exclusive or presumptive provider of basic skills assessment services at the
comprehensive cemer, Instead, the responsibility of the eligible agency for providing applicable core
services "must be proportionate to the use oCthe services at the comprehensive Onc~Stop center by the
individuals attributable 10 "the prograr:l assisted \\1th seclion 132 funds (20 CFR §662.250(c)). Thus, for
example, the eligible agency would not be respouslble for tbe <:ost of an assessment if the individual
who was assessed was
nOl
considered "attributable" to the AEPLA program under the terms oftbe
MOU. Other related considerations, such as the kvei or intensity of services that are provided to
attrihutahlc individuals, might a:so be considered in app:ying this ;}fbdple ofproportinnali1y. The
method for determi:11ng the eligible agency!s proportionme responsibility must be described in the
MOU,
What arc the responsibilities of the eligible agtncy (or a designated l)roYidcr) with respect to
making a\'ailable through the One-Stop delivery system information rdating to the llvOtilability {If
supportiyc services and referral to such scrYices, as appropriate?
On~ of the core scniccs. identified in section 134(d)(2)(13) of WIA is the "provision of accurate
infomlalion relating 10 the availability of supportive services, in~luding child care and transportation,
availah;e in the local area, u:1d referral 10 such services, as appropriate." While providing information
concerning the availability of suppqrtivc services can faciiitat.c enrollment and contribute to retention,
this infonnation may not be olTered by all providers receiving assistance under section 23 t of \VIA If
this information is provided by one or 'more section 23 J providers within a local area during initial
intake, this infonnation should be made available through the One~Stop delivery system,
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What docs the requircmen1 to !!make ll\'lljJllble:!:.IlPJ1lica~lc ~orc services through the One-Stop
delivery system entail? "'here and to wh:lt,exterHJn,u~t applicable core sen'iccs be made
a\,'ailablc'!
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Each locabn.:a must provide the cOFe se~.Yic9}:SPC~I~q~ij!), ~c~tioD q4(d)(2) of WI A at "at least one
comprehensive physical ccntcr~' iI), th~.\(?~~I.:,!rcq,.,(·?9:~FI~",~.662"] OO(c»). Appiicable co~c services
provided by Onc~Stop partners must be "J1).ad~ available!' at·this comprchen1>ive One-Slop center "to
individuals attributable 10 the partner's program",(20 CFR §662.250(a»,
The regulations provide Onc~Stop partners und the Local Board the flexibility to determine the most
appropriate means of providing applicable core services at the comprchcllsivc Olie~S1op center.
Applicable core services "may be made available by the provisiDn of appropriate technology at the
comprehensive One-Stop center. by co~locating personnel at the <:enterJ cross-training of staff, through
cost.reimbursement or other agreement between service providers at th~ comprehen~i\'"c One-Stop
center" (20 CFR §662,250(b», The maoocr in which applicable core sciVi'ce5\vili be ~nadc available at
the center must be descrihed in the MOU,
For example, initial skill assessments may be provided directly at the comprehensive center through
technology or by the staff of a provider receiving assistance under section 231: or funds or in-kind
services may be provided to the One~SlOp operator or other One-Stop partners located at the center to
enable this >lctivity to be carried OUL
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Must applicable core ser"ices be provided excJusiYciy at the comprehensive One-Stop center,
rather than at the prognm site?
No. At a mil:imum, the service must be mnde available at the comprehensive center. Applicable core
services, such as a'lSessment. may also be provid;:d at the program site or other locations as the eligible
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Page80fll
agency or a designated provider deems appropriate. WIA Title! does not require that the comprehensive
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center be the exclusive service delivery site for applicable core services pro'l,'ided by One~Stop partners.
What other consiocr.ltions must be taken into account in fulfilling the rCliponsibility to provide
applicable core sen-ices through the Onc~Stop delivery system?,
Many of the core services specified in section 134{d)(2) of \VIA are currently provided in local areaS by
the Employment Service as labor exchange services funded under the Wagner. Peyser Act. 20 eFR
§662.250(a) clarifies [hat the minimum responsibility of One-Stop partner programs to provide
applicable core servicc-s is limiled 10 I.:ore services that arc "in addition to the basic labor exchange
services traditionally provided in the local area under the Wagner-Peyser program." Tbe preamble to the
regulations further explains that "[ w]hile a partner would not. for example, be required to duplicate an
assessment provided under the Wagner-Peyser Act the partner would be expected io be respon~ible for
any needed assessment that includes additional clements specifically tailored to participants under tbe
parlner', program" (64 Federal Register 72, p. 18669).
What services in addition to upplicahle core
~cn'ices
must be m:lde available by the eligiblc agency
through the One-Slop dc1ivcry system?
!n addition to providing applicahle core services through the One-Stop delivery syS1CI11~ the eligible
agency must also ensure that "access" is provided through the One-SlOp delivery system 10 other
services and activities that are carried oul \vith funds under section 231 (20 CFR §662.260). The means
by which access [0 these services wili be provided must be described
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the MpU .
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What is the responsibility of the eHgiblc agency for contributing to the costs of creating and
mujntaining the One-Stop system?
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As a required One-SlOp partner, the eligible agency must cnsl!re;that,a portioll,ofthe funds made
available under se(~tion ~J.l: is l!sed, by providing services. o'r, {t"!ri:mgh (nhci)ncans,'to "create and
maintain the One-SlOp ddivery system" (20 em §662.230(b)(l0). TIle funds or services that arc
contributed to creating and maintaining the One-Stop delivery:system ill the local area are negotiated
with the Local Board as pan of the MOU.
Dccisjo!l~making
and negotiation with respect to this contribution must take into account the following
factors:
• Propurlionality. The contribution must be "proportionate to the use of the system,by individuals,
attrjbutabl~ to" the partner's program (20 CFR §662.270). The method of attributing:lnUividuals\o
a par~er program is negotiated as part of the MOU (§662.250(c»), Other related considerations,
such as how the system is used by attributable individuals, including the level or intensity of
services that arc provided to them, might also be considered in applying this principle of
proportionality. Another issue that may be addressed is how the principle of proportiona!ity will
be applied in cases in which individuals enroll or participate in multiple One-Stop partner
programs .
• Limitations on Local Administrative Costs under AEFLA. Contributions to the operating costs of
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the One-Stop delivery system! sucb as the rental COSlS of facilities used by administrative staff, arc
presumptively administrative costs under AEFLA, as defined by section 233(a)(2) of \\,lA. The
amount of federal funds available under section 231 for non instructional purposes is limited 10
5%, but may be negotiated with the State eligible agency to a higher level at tbe request of an
1/1,,10 1
�• One-SLOp Memo 14
Page 9 of II
eligible provider under section 231 (sec. 233(0)) .
•
• Costs ofother Administrative Responsibilities under AEFLA, Section 23 J providers have other
administrative responsibilities under AEFLA and must retain sufficient funds from federal or n(jn~
federal sources to fulfill these responsibilities. ,
• Allowable Costs under AEFLA. Grantees may only contribute toward costs that arc allowahle
COStS under AEFL,A, and Department of Education regulations for Statc~adminisicrcd programs
(34
Par! 76).34
§76.533. for example. prohibits the use of funds "for the acquisition of
real propeny or for construction unless specifical!y permitted by the authorizing statute" for the
cm
cm
program. AEFLA does not authorize tbe
construction.
U5C
of funds for the acquisition of real property or for
The eligible agency or a designated provider and the Local Board may detennine the amount, and
manner, of the contribution within Ihese parumctcrs, Cor.trihutions m'ay be made directly through a
transfer of funds (lr provided on an in-kind basis.
How docs AEFLA's prohibition against supplanting non-Federal funds rclaCc Co the eligible
agcncyls rcspon~ibility to participate in the One-Stop delivery system?
•
Section 241 (a) of WiA requires that funds made available under AEFLA be used to supplement) and not
:-upplant, other State or local public funds expended for adult educntion and literacy activities. This
requirement applies to any expenditure of funds by the eligible agency or a designated provideI related
to its participation in the One~Stop delivery system) including the provision of appllcsble core services
and contributions to operating costs, None of these expel.1ditures may supplam State or local funds that
have previously been used by the grantee, :mother Ofll;~St(lp partner, or other c0l1WOncn1 (if the One~
Stop deli\'ery system fM a similar purpose.
",
,. - .. '
,
::...r';'h:{'·':'_~}·' '··.f'''$',~t:~·
For example. if the eligible agericy.'Or a des;gnated pro\'ider used; fUljds'uhder, At~Fh'A ',to provid-:
services that the agency or provider or anotber One~Stop··partricr nad-pr'{)'vide'd \\.:ith n\6n~FcderaJ funds in
the prior year{s), it would be presumed that supplanting has oc'curred:This presumption is refutable if
the eligible agency or designated provider can demonstrate that the ser\'ices in question would not have
been provided with non-Federal funds had the Federal funds not been available.
,"'hal are some examplc5 of administrative strategies that an eligible agency may take to fulfHl the
One-Stop responsibilities established by Title I of \Vlf\?
''''"'''-,
The Interim Final Regulations for Title I of WIA invest the eligible agency \\'ith the responsibility \b "._,
fulfill the Onc-Stop participation requirements in order 10 gi\'e the eligible agency flexibility to dC\'Isc
the most appropriate and effective means of ensuring that services funded under section 231 are
accessible through th~ Onc-Stop delivery system. The adult education and literacy system is
extraordinarily diverse; strategies that may be effective in one Stale may be less successful in another.
The eligible agency has the flexibility to develop a strategy for fulfilling the One-Stop participation
requirements that best addresses the needs, characteristics! and priorities of the adult cdu(;alioD and
literucy system within its State,
•
One strategy is to delegate alt or most of the dccision-niaking and responsibilities to the !ocalleveJ,
Under this approach, the digib~e agC!1cy would desigrwle all providers receiving assistance undt!f
section 23 I to carry Out the One-Stop panicipa!ion requirements and their associated respo'nsibilities.
Each provider would negotiate the terms of the MOU with the Local Board and provide for applicable
lIH:;!f\ 1
�,
.
- One-SlOp Memo 14
Page 100fll
core services and the costs of creating and maintaining the One-Stop sys~em using funds awarded under
•
section 231. The eligible agency would retain responsihility for oversight and monitoring and could
issue guidelines and model MOUs to facilitate this: process at the local leveL
.
Another approach is to retain all or most of the rcsponslhiEties at the State level, The eligible agency
would choose to negotiate the terms of the MOll with each Local Board, using a single MOU or
multiple MOUs that are tailored to address specific issues within each community. The tenns ufthe
MOV would be specified in the grants or contracts 3\\'3rded to each provider in the local arca served by
the Local Board. To the extcot that the eligible agency detennincs that funds shQu/d be transferred to the
One~Slop operator or another entity to carry out the terms of the MOU, these funds would be alloealoo
from the funds awarded under section 231 to providers within the local area served by the Local Board,
Tbese are only two possible options available to eligible agencies, The One-Stop panicipali(lll
requiremenrs may b\: fuHillcd through a variety of different approaches.
\\'hat are the consequences if the eligihle ugency or a designated provider i... unablc to execute au
.\-10t: with the Lncaf Board?
Although the O!le~Stop participation requirements are sct out in Title I of \VIA! they have the same force
and effect as any requirement established for AEFLA in Title 11 of WIA, The eligible agency has the
same responsibility 10 futfill the \VIA Title lOne-Stop requirements as they do to fulfill requiremenls
established under AEFLA
20 CFI< §662.31 O(b) requires thaI the eligible agency or a designated provider and lhe LocaI.Board,.· ,
"enter into good faith negot:ations" to execute an MOU that meets the requirements ~f:-Titl~,1,C!fWiA':J:': :,,'
The diglblc agency or designated provider must document the negotiations and the efforts they have
undertaken to execute an MOU. In the event that an impasse in negotiations develops, a design~ted :
provider may request assistance from the eligible Jgenc)' in' resolving the impasse, ~ dcs}gnal~dr'"- I::, ~~ 't:
provider must inform the etigihle agency if it h~,s. I~q: ~~cn}\~le to cx.~cute an ~Q,hJ,;;:y},t2;~h~gsa!'~~:d'T~'h'\ "
Board (20 CFR §662.31 O(b)). The eligible llgenc), or a dcsigriil~cd provider may not s?rvc'Q!l.. the,'f;qcf,!1 ':, .
Board ifit has failed to execute an MOU (20 CFR §662.310(c)). Any local arca in which the Local· .
Board has failed to execute an MOU with all required partners is not eligible for WIA' Title I State
incentive grants 3\varded OJ) the basis of local coordination of activities under 20 CFR §665.200{d)(2)
(20 CFR §662.310(c»).
•
\\'hen must an eligible agency begin participating in the Onc~Stop delivery system established h)'
\VIA Title I'?
,
:.,
•
,
Th'e cligihlc agency must begin pa!'tiei~(ing in the One-Stop delivery system on tbe date that the Statc
implements the applicable provisions of its State Workforce Investment Plan under WIA Title I, The Job
Training Partnorship Act (JTPA) is repealed effective July I, 2000 (sec. I 99(c)(2)(B) of WI A) and
States must transition to W]A Title J by no later than this date (Planning Guidance and Instructions for
SubmiSSion of the Strategic Five- Year State Plan for Title I of the Workforce Investment Act. OMB
Control #1205-0398, p. JJ). States planning to implement WIA Title I beginning on July I, 1999 were
required to submit their State Plans to the Department of Labor by Apri! 1, 1999. States planning to
implement \VIA Title I between July 1, 1999 and July 1, 2000 arc pl.:rmitted to submit their Stale Plans
to the Department of Labor at any time, but no later than Aprill, 2000 (PIa:i!:ing Guidance and
Instructions for Submission of the Strategic Five-Year State Plan for Title I of the Workforce Investment
Act, OMB Conlrol # 1205,039&, p. 12).
hnp:IIW>.\'W,ed, gov/officesJOV AEIAduhEd!lnfoBoard~u.dult 1stopJnml
1115/OJ
�. Adul~ Education: Humo.n Invcstrne:ll lmpac 1994-1998
•
Page 1 0[5
ADULT EDUCATION: HUMAN INVESTMENT IMPACT
1994·1998
" Enr,,11m en ( 1: rofiIe::'J~h a r:t
"Selecte~ ~C h~r~~cteri~tics~ot~ersons_Sel')led:~C.hart
"Inv_e.stment:.rable
"Enr91Iment:J:al>le
"Characteristics_of.~ersons_.Ser:v.ed=-rable
"~undin9':.Table
"~articipant.f!.chie.v.ement:;:Benefits~and.o.utcomes~Table
"~roficiency Achie.,.ement" Tables
"Adult.t:li9h.Scho.ol.Diplomas.. and.GED~Creden!ials
"Enr.ollmentby Instructional.LeveC.Jable
•
Issued'~
rable
ENROLLMENT PROFILE
2000
.-
'ThO~sandS
.. ,
:""=="'------------------1
,
'.-"; ".;.
~
':'
':500
!!lABE
I!!IESL
GASE
1000
"
500
o
1993·94
1994·95
1995~96
1996·97
1997~98
..
•
hun J /lA,\VW ,ed .1!O v/o fficeslO VA£19499him 'csthtml
1115101
..
-'.":
"
�Adult Education: I-Iuman lnvcstment impac
1994~1998
Page 2 of;
SELECTED CHARACTERISTICS
OF PERSONS SERVED
•
1996-97
1995-96
1994-95
1993-94
200
•
,
1.'
'.
'.
INVESTMENT
I
.
1400
I
,
I
II
,
I
FEDERAL
,
i.\, "
'.
1200
'•
$1,349,371,584
I
,
... ,,
''''~''
-
looa
600
Thousands
, ,.
..
"
'\ t
600
400
:
-
I
,
STATE/LOCAL ,
$4,703,354,357
.
-~"":.;
ENROLLMENT
ABE
ESL
:
ASE
.. .~I' TOTAL I
" fEAR :I:£NROI.:LMENT' ENROLLMENT ENROLLMENTI ENROLLMENT
1993
1 94 -1
1 1994
: 95 :
1995
1 96
-1
•
-1
11~~6-11
11~S:-11
I
II
I
,
3,153,020
I
1,414,311
I
,
,
,
1,222,461
1,509,065
4,042,1, •
1,555,709
I
1,323,176
!I
1,861,125
1,287,745
I
1,927,210
4,017,272
4,020,500
II
II
IJ
htln:11",\\",' .ed."o \'10 ffi cosiOVAE/94 99hin ves(.h (ml
II
1,116,248
,
,
3,875,452
I
,
1,439,237
1,557,985
I
Ii
I
I
;1
927,150
928,478
I
832,971
805,595
,
,
1115101
it,
.,
�Adult Education: Human Investment lmpac 1994-1998
I
IITOTALI 19,708,416
•
7,090,006
Page 3 of5
1e-!!,008,018
I
4,610,442
I
CHARACTERISTICS OF PERSONS SERVED
~
ilWORKING
. WELFARE •
•
. POOR UNEMPLOYED RECIPIENTS HOMELESS INCARCERATED ~
,~
IU!.J 895,060 I
[1993.l.
1,196,179
425,053
I 115,955 II
279,854~
Ir:::::::
I~I 673,276~
44
469,511
I
• 96
• 1995-'• 1,017,268
1,196,866
•
• 436,212
11~~6-'
1,103,475
383,116
362,349
,~
.'
1,026,395
957,4901
. : IITOTALI14,769,491 II
,•
934,559
II
41,462
I
297,660
IZ,094,67i
36,113
'I
I
280,539
II1 2,163,46'
I
30,3261
290,222
12,179,49(
I
20, 534
312,393
1 2,212,534
1,460,888
11 10 ,641,68
5,649,823·. II 2,076,241 II
1
246,390 II
.•......
1 :" ." .. ,
.~ ...v: ·I~,;~.:j,.';t;,.
. ..,
~.'"
,
..
-
,
.
,
..
,
!
;') J ,
1
"
"
FUNDING
FEDERAL
I
$235,750,000
I
$254,623,584
II
$254,624,000
I
.,_$252;345,000
I
1996 II
TOTAL I
$247,440,000
$1,244,782,584
II
II
STATE/LOCAL
$830,752,614
. $862,767,320
$902,166,597
$955,235,362
$1,001,036,659'
$4,552,008,552'
I
I
I
I
I
I
I
I
'Estimate
•1
11,-==;r==="iF====;FPA;;;R;,;T;;;IC;;I;,;PA;;;N;,;T9iA:.:C::H~IE:;;V~E:;;M~E.;.;N.;..T=;r====lF=~
F
II
II
II
han:llwww.cd.i!ov/offices/OVAE!9499hinvesLhtml
II
I
II
11I5iO I
�.
Adult Education: Human Investment Impac 1994 1998
Page 4 of5
4
I
"
ENTERED:
I EMPLOYMENT
REMC
.
,
FR(
: RECEIVED REGISTERED, RETENTION/JOB
,
"
,,'
GAINED
PUB
U.S.
OTHER
ADVANCEMENT EMPLOYMENT11ASSISl
TO VOTE
: YEAR TRAINING ,CITIZENSHIP
•
, 1993·
,
94
157,985
,
1994
153,228 i
i1 95 -1
1995
11
-1 175,255 •
i 96
,
111~~6'11178,520
1997
1 98 -1 15~,167
•
I
34,169
39,811
i
,
,
,
155,715
89,027
149,377
157,605
,
55,433
'I
30,900
53,53
I
I
,
257,7301
132,316
48,016
274,496
I
,
LITERACY PROFICIENCy 11
!
21
1993:' ,-11,' :,,,1,_'
1
94·
.,
ITOTAll
II
II
130,414
676,855
't:]
'
.
,
1~:93. II
.
'367,926
.'
144,107
I
1~~95. I
I'
1994
1
95 •
138,615
.
-. ,.
1996
1
97 •
270,614
""
260,832
1,182,094
11NumbeiS include only Beginning ESL
students completing that level
21 1996-1998 also includes students
moving to h ighar level
II
IIi
,
157,890
164,341
746,084
ACHIEVED BASIC
SKillS
PROFICIENCy3141
YEAR
'
YEAR
110,533
, 100,951
113,797
m'IACHIEVEO,:BASIC
ENGL:ISH ~,""- .',
1994·
95
1995·
96
'
,1996.=
,97
1997
98
I
44,108
122,942
II
ITOTALII 823,1551
,
,
,
14,286
-
225,257
I~
,
,
,
39,1
33,(
,
,
,
,
I
34,'
II
161,
I~
:.
,
I
183,064
155,477
:
217,623
1~997'1 •
98
197,333
ITOTAll
978,754
I
I
I
31Numbers include only Beginning
ABE sludents completing that level
41 1996.1998 also includes students
moving to higher level
•
hlto:IIv.'ww.cd.lwv/officesJOVAEl9499hinvest.html
1/15101
�..
Adult Ed~lcat101!: Huma!1 Investment
•
Im~c 1994~ 1998
Page 5 of:;
YEAR
ADULT HIGH SCHOOL
DIPLOMAS
AND GED CREDENTIALS
ISSUED
1994·95
1995·96
1996·97
1997·98
342,888
346,195
331,511
308,007
269,233
1,597,834
TOTAL
I
ENROLLMENT
PROGRAM BEGINNING ilNTERMEDIATEi BEGINNINGi
I
••
I .::
I
YEAR
,
,
,
•
.". ,
.,~,
~!"'l'~ ,':.'\~",.:,,'i
• • ••
ABE "' ',,1:;°; ,''''ABEi"T", "•.,.: r "
-iI'....
I INTERMEDIATE!
I
I
•
ESL
i
·705;997· ·1'742;725 II
II 708,314
II 802,938 .•. Ii.\ ,.706,.127"., ,H 834,038 II
II 853,160 li,l 702;549J~",il",906,934 !I
I 667,488 "I ·'655 68B"c··!j1158 258 II
611,001
II 1,275,661 I
II 676,744 I
TOTAL II 3,708,644 I . 3,381,362
II 4,917;616JI
1993·94
1994·95
1995·96
1996·97
1997·98
J
,
.,'
J
-
"---.','
"
'.-",
ESL
II
ADVANCED[~
ESL
'
334,574
·11 ·145,162 ·111,11~
427,714
.!I 177,485 11927,
475,571 . !I 175,480 1928,
499,852
I 203,015 11832,
480,117
I 171,432 IIa05,
2,217,828
I 872,574 114,61!
.:..;
.'
•
httn ://www.ed.j!Ov/o:f:ccs/OVAE/9499jinvest.html
1115101
�Statement by
Richard W. Riley
U, S. Secretary of Education
•
School Construction Press Conference
Washington, D. C.'
Friday, March 14, 1997
Good morning, and thank you all very much for coming.
First, let me say tlial our thoughts this morning are with President
,
'
Clinton, We hope that he will be up and around as soon as possible. The
President has declared a "national crusade" for education; and the'milion
needs his leadership more than ever before.
.
•
".}V;!J:•. i~.....
Today, we are sending a bill,to, the,Congress that can make a big
,,', ,~"
,
•
);",~7:,;,"
.
" '~"'.. I
difference in educltion inAmerica:""
1t:.
.
'
-·;Jlj!J,~~.""":·
_.,~ .. ~_',
~
1
.
!
.,.,
_'
~'JJ .. !"":L:..--,.'•• "",,,,,"'-~:.·t
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'">!,l,::L'~;::'~i·:·.1;~·:,'.s,~,:/·;·~t~:;}:,,;""=-,£-~~:.~,,~~~;:.'.
',',
"j~ ••
;, \
"1'.''''i
. ."
r,·':'.,r.'" .'",
<
The "Partnership fOr'ReDuilqing'l;ijiienc.fs Schools Act" is designed to
':. ',.:::
:,
.
help fix, renovate, and'modernize 'schools across the nation,
~'.~':';
~.:
~
,
We need this legislation for several important reasons.
,
~.
.,
,
�2
•
We are in the midst of a virtual epidemic of old and "sick" school
buildings. Sixty percent of all schools are in need of at least one major
repair, such as roofs, walls, or heat. One-third of all schools need
extensive repairs or total replacement.
What kind of a message do children get when we send them to schools'
that are literally crumbling around their heads? They get the message
that we don't care about them or their education -- and America can't
afford to have our children believe. that.
These problems are magnified by the."baby ooom echo" - the record
. .
"
•
' . ; ' r .. •
•
.
breaking number of students in our public scnools .. In many
w', ' '\, ,'. '".
"
mmmunities, students are spilling out of-classrooms and .school .
, ,.,'
" '...
"
'
."·~J'f:-~"'.'~I"""
buildings, or they're crammed--into.spac~s tha(.~e-~e ~ever inte~ded to be
.
,._' ..' .';',
~l~~.:,t,:·:"_~~=.'·
¥
classrooms.
; ... 1;'
'
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"
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.-,
'.,'
..
,
..
,'I
~
,
Students who are forced to attend unsafe or overcrowded sch,)!)ls
generally have lower academic perfonnance.
,
However, states and school distrricts are hard pressed at this time of
already tight budgets to develop adequate solutions to these problems.
•
�3
•
This is where the national government can and should playa role, in
partnership with states and localities. The President's $5-billion
"Rebuilding America's Schools Act" will create this partnership.
It would would pay for up to half the cost on interest on bonds and other
financing costs for. new school construction, renovation, and
modernization.
There is also a direct allocation to the 100 poorest school districts -- so
that those students most in need will get vital assistance to ensure their
educational opportunities.
•
The money could go for repairs, technology upgrades, .addressing basic
.
' . '
I·- ..
··.+':':f
..
~
..
health problems, enhancing access for people with disabilitie.s,creating
.
,\
,-., I,:.• ~ •. · "'.- .
after-school learning centers;, and ,constructing ··r.'" '.'~'~~h~oT~: iQ~~rr;ejust
ne\~; ..."··,1',"l.j.. _,"" ",'"'''''' ,.
.
'
some of the possibilities.
......
..
This will noi solve the entire problem, but it will jump-start badly needed
:-,
. construction efforts in many places. If we can address this problem,
children.and teachers will be safer, student achievement will rise, and
parents and communities will feel a renewed sense of pride and hope.
I will be happy to take your questions now.
######## .
•
-'.,
..
,'
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Clinton Administration History Project
Creator
An entity primarily responsible for making the resource
Cinton Administration History Project
Council of Economic Advisers
Department of Commerce
Central Intelligence Agency
Department of the Interior
Department of Defense
Corporation for National Service
Council on Environmental Quality
Department of Justice
Domestic Policy Council
Department of Education
Department of Energy
Environmental Protection Agency
Federal Emergency Management Agency
General Services Administration
Small Business Administration
Social Security Administration
United States Agency for International Development
National Economic Council
Office of Management & Budget
Office of National Drug Control Policy
Office of Personnel Management
Office of Science & Technology Policy
Office of the Vice President
United States Trade Representative
Date
A point or period of time associated with an event in the lifecycle of the resource
1993-2001
Description
An account of the resource
<p>The Clinton Administration History Project describes in detail the accomplishments of President Clinton's Administration for the period 1993-2001. The records consist of the histories of 32 agencies or departments within the Executive Branch. In general, each organization associated with the Project submitted a narrative history along with supporting documents. These narrative accounts are primarily overviews of the various missions, special projects, and accomplishments of the agencies. The supplementary records include substantive memos, press releases, briefing papers, and publications illustrated with photos and charts.</p>
<p>Agencies:<br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Council+of+Economic+Advisers&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Council of Economic Advisers</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Central+Intelligence+Agency&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Central Intelligence Agency</a><br /><a 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Clinton Presidential Records: White House Staff and Office Files
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1474 folders in 111 boxes
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[Education - Volume 5] [1]
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History of the Department of Education
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1993-2001
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1227203-education-volume-5-1
1227203
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https://clinton.presidentiallibraries.us/files/original/890dae600d6d6f7061a969424c36ecde.pdf
c1e6ba402e7c885bad53261a7322ca2e
PDF Text
Text
Briefing on the
Office of Vocational and Adult Education
(OVAE)
•
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1. Major Chalienges and Opportu.nities
o
Improving tron.sitions [rom sclwol to work. OVAE can play il major role in improving
transitions from school to work through the reform of secondary and p6su;;econdary
vocational tducation. State efforts to integrate academic and vocationJI education,
creato youth apprenticeships and ~eer ac~~s) and estab!fsh links b~;~een t",ch~
pren p:rograms and busmess should be strengthened. LJ.h~ ,...J,.., ...... It- "'" f .) '"$<..l.t'M-q
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Deue10pment ofnaiional in..d.u:;try~d skill standards, Industry·based skill standards
·benchmarked to world class levels""should be aligned with curriculuml content and
nsseSslOent inst.:-uments, A joint efrort with the Department of Labor to develop
standards in 13 occupational fields needs to be assess~d in terms of h:ow it can be
allgn~d witb assessment and curriculum. 'fbis joint effort will be completed in 1995.
I
o
•
Accountability {or results. Both the Perkins Act and the National LiteJaCy Act have'
increased the performance accountability requirements for States, Since States are just
beginning to implement these requirements, there is an opportu1nity for the
Department to provide national.guidance.on model aceoimtabiJity systJms.
'
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Expanded role of adult education.. ',With/lthe creation of the JOBS and Even Start
progr:!lms1 adult. erlu-c·a~.i~·~ \'Pl~J:~ !l1:~~~::~:~·le. in the success or failure Of/other Federal
programs, Issues of program;ccordi:1ation and,effective delivery of adult education·
semees to highly (hs~d1iipt'~~~d:'P;P~J£ti~ilS must be addressed.
./
.
Effective Programs in Mull Education. .Adult education laeks a solid knowledge base
of-what works. Current Federal efforts in this area··National Center onlAdult Literacy
and the National Institute for Literacy-~need to be~"pm:t of it cornpreh~nsjve strategy
to identify end va.lidate effective programs,
2_ Regulations and GuidclineslDates and Meetings
Regulations
o
National Workplace L:teracy Program. Final notice to be published July 19, 1993:'
Meetings
o
•
National Conference orStnte Directors or Adult Education, July 26·30"San Francisco.
�•
I
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•
R~om
I
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o
National Assessment of Vocational Education. Interim report' due Ja'nuary, 1994.
Final rt~port due July, 1994. <Coniresslooally mandate~,} .
o
National Evalua6:m of Adult Education. Final report due March, 1994
o
Evaluatio:1 or the Teth~Prep Program. Final report due J·..lly, 1994. <Congressionally
mandated)
"
'.
o .
National Study of Sta!-e Performance Standards, Fina! report due
(Congressi-onally mandated.)
I'
Sept,em~er.
1994,
3. Administrative Issues
Personnel
4 EEO cases, (Awaiting action by EEO)
6 requests to hire (Awaiting approval by OHRA)
1 Career SES on detail· Returns in M;o.rch
•
4, Budget StatlLs
Discretionary Fund$
--
I .'
o
Adult Education National Programs. FY 1993 budget: $9 million ($5 million for the
Nations! Instit\:te for Literacy}, Supports a wide"umge of cievclu1hn;m!., evahiation;.
and techni,.1 assistance activities,
,
o
Vocational Education Demonst.ration Programs. FY 1993 budget: $16,7 millio;).
Supports aemonstration progrBr:i$ to promote reforn: in critical areas of vocational
education,
I ".
Critical Budgel Needs '
•
o
Program Monitoring. Punds for cO:1ducting complia.nce reviews and monito-ring
discretionary grants art? viewed by OVAE as insuffICient. In additl~n, insu:ficiem staff
�•
•
•
•
is cited as the major reason for the large number of overdue audit cases, Some
discretionary prograrr.s in OVAE are no~ monitored at all.
, ... '
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.
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•
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•
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Long-Range Plan
1999-2003
Executive Summary
"
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•
,
National Institute on Disability
And Rehabilitation Research
Katherine I), Seelman, Ph.D.
Director
!
Office of Special E:ducation and Rehabilitative Services
National Institute on Dis.1bility and Rehabilitation Rese3rd~
US. Oepat1ment of Education
http:// www...,.;{.gv\,/offires/OSERS/NlDRR
�Th... (e.;t of thk docum~llt i~ 1., the puWic domain. AvthoriuliO<l to reprlx;...ce Ihis
documem in whole or in p<Irt tS gtolnl!~. I\>rmission to teptifll th;~ document i£ oot
nec:~i.3'y, h(,c a citation, if used,!;hovtd be; U.S. Dep.;1U"Ilen\ of Erl(lC.l1.Km,. Offk>l'
of 5peo.l1 Fduca!it.lln~oo l/:eharn!ll.iilr..e SeNi(e$, Nationa! IIl~tilule on ru:..ahi1UJ.·
and Rehabilitatit:m Resealdt, tDng-R.IWge PUn 1999·2003, [xOClltivc~.
W..iliingIOll, OC~ A"Ihm, 2000.
u.s" Dep.artmenl of frl.lnotioro
Contents
.'
INTROOUCTION ............... ,............ ,............
<0 . . . . . . " " . " " . . . . . . . . . . . . . "
• • " " , , , , , , , , ,
1
Richard W. Riley
Seue:ary
NEW PARAD1GMOf D!SAB1LffY ................................., ..... ,....................... 2
omU' uf Sped..1 [dilution ~ R~habilitalM:t Services
THE EMERGING UNIW;RSI: ()f
Jvdlth E. HMlffiil;lUI
Assistant Secretary
O!~AHII,tTY ..................., ...... ,......" ..... " ...... )
RESEARCH AGlNDA fOR NIDRR ...............__.... " ....... " .. "......................... " 4
July 2000
KNOWLEDGI:. DISSEMINAT!ON AND UTILIZATION .... :..... , .................... 11
Tu Order Copies
CQf'tlaCl fO P'lb<i (the
O~rtment'i
Eduution Publicaliof6 Center):
CAPACITY BUILDING fOR RfSfARCH AND TRAlNiNG ............ ""',,........ 11
Mall; ED Pubs
Ph(tflt~ HJ:77·41':l·7827 (1.Ii71.4~U)·PUHS)
Ldlt&ia! f\lb!lf'alill"' Cenler
or 1·6{lO.i$72 ,$)27 (i -aOO·USA·LEARN)
U.S. f>epartmcrn of £dut;alion f-ax:)QI-47f}..t244
P,O.
BID;
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(-«WI: edppub~.inet.cd.~
Web Sile: W\'tW,e;I gmtipulw'cdpub~ him!
Allt'mate formal$,
ENHANCING NIDRR'S MANAGEMENT Of R£SfARCH .... ,,, .. "', .......... ,... 12
CONCLUSION .....'.' ...........................................,""...............,., ............. 14
APPENlll)(
Thit publication I; alliO available in altcfrlat~ fOl'lTlaK, ~uch a~ Bfaille. la,&" prim,
autiiwpe, or d;slcu<:t (torn til<! Educaliun ~'s Af:temate. f<»mili Omter at
:Wl·26l}.-9895 or 101.105>1Hn.
lOflg-R;mg(' PI.m$teerill!l Commiltee M~ ......... ,.. '"'''' ........ ,., .• ,.... 15
,
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�EXECUTIVE SUMMARY
"~rrh!lus 1M Jl('lmtiRl /0 mnvrnllM fo!!.ltC jvr
mi1!Km$
pi prop~ lL'li1! JiMinliii.t$ lind theiT fimuk •
.
-RicJumt W, Riky, US, S«n-tllryG{EdlWdioo
1nlrotiudion
The Natlol1.\llnstitu~ on DisabiUt)' and Rehabililation:Resea<d!·s {NlDRR}
rum
Lmg-&"Sf
presents a five-year agenda 10 advall~'C the vita! worlo. hdng
dtm~ m applif'<i fi!Mbiiitdlion " ........,:<:1\, 'nm. !i.I<lg-ltmg.: rLm fulfills NIDRR'$
obJiglltwn under tht' RdubUitationAct In pmvid", a plan thalldentifies
t'\..'$I1oU'Ch needs and i!t,ts ~ prWdl~ fot thi d~ility fiidd, nWi plan i$
iru('ndeJ IV ""hnet! the «mlpvt>1\S demarn:b of <:on.Nmt'f reJcvollJ'Kllt and
scientific rigor, to present.:m agenda that is ~liftcaUy soUlll.1aM
accuimt.oh!e, and tu oontrit""CI/" m the refinemo..'nl Of til", ltation's ~ and
tvd:moIogy policy. Thi$ u«utivt' SUllWf.I1ry d=ri!:'lS the p~ and....:ope of
the umg-RurJgt' Pit"" which w,,~ puhl.i!.htd in lhe fedmll &giMtron De.::embtor
7,1999 (64 FR M!515-68614).
NtDRR'!> plan servt"$ tht fullowing t'\O:rpo~(,!l:
• to set broad genmtJ directions thai will guide NJDRR's po!icles aM we of
restlOm:e'!H\$ tlW field of dis.abUity p~ tor the 211;t rernu.ry;
• to est.wl'sh objoectins for ft-se..>rrit and di!oSCmjn,Hlon that wi\! improve !hi/!
live; of individl!:1s wtth dlS.abiE<::<-'ii and from which annual research
priorities (Ill! Pc fUfmubred; ;
.. tu de$C:Il~ a system fur or>('rationa~ the pta.n in leln'l$ of annual
priorities, evalu.1tWn oj the implemen\4lioo (1/ the pLm. and update1 oi the
plano3;; IW<-~,.y; and
,
, ..
to dinK:t
ftf'W
emphasis tOe th#mArulgem(>nt and admuU$h'JHion of the rcsoe.at(h
" endeavur.
'- the Lorig,Rilnge PI'III w;u developed ,,"'J Ih the guidance of a d lhtingwlohed
group oj NIiJRR ronslihW'ltl1-irtdividuals With disabtlib.es i!NI tru-ir fo3mily
"'
~""<%"r.'
..
't-'1i~'t; ~
""'~:C:
members and o3d\'oc.I1:'i!:!\, service providen;. l'COOan::hcrs, ecluC"o3U>r!>,
admini$tf/jtOl:'E<, "ltd polley-maker.>. Ultt'pLm dmW$ up<.U:l ruboc heoafings and
planning actMtiesi"onductecl by l\'IDRR. as well as p.1pen; preparro
~~Y1()f the plan by sever,,! .mthorn.
""''''"''\')'
~;"":'.'~
t
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~
�'l:'he plan also-.1ddro!illolrii ii r<lIlg€' of divffW obp:ctives illltmded to meet the
following need~ Pi the rehabilitation rommuruly'
II'
disahility-a new paMigm 04 diubility. TIwpovadigm pro.ides a way ttl
apply ~otifu: res.ean:h to help people with dis.ahilitie!> ~ their goals
iUUI addTe!>S Ihei.t~. This diwbihty paradigm. which underguds
t-,'lDRR's fuP.Jre res.e.'!fl:h 5trlltegy, ma)1'lta~ that dis.lbility 1.$ .. product of an
ir!teta<tion between chara.::w-ristics of;,ID iruli\'idu..1 (e.g~ rom:litions and
impaitme:m.,. fun~1ioflal Ji;latus. or perwn,1.l.rnd ~Ulmk quaU~u"!;) and
<ChI\racteri5tic!> of the natural, Inuit, cultural, and social en~'imnmeflts, Tbe
new paradigm is integfative;,IDd holistic, flX'U5ing on th!." whoW J#:flIOO
functioning in hI1< or he£ I'nVlroru:rwl1l, H>f" paradigm !'\-"COgnize> the
IX)."t!C)I;tua! a..~ of dWbility--the dyrolntc int!."raction between individual
and envirorl>!>('nt. Com'e~ly, lhe old paradigm. wluch thtr new paradigm
repLa....' S. P.=.efItf'd cl.isabillty as thet!.$ull of a deflcit(s) in an indj"jduai that
prevenk!d the iNlh.idua\ from perivFming certain iwt(1iOrul Of activiul':!;.
with .:Iiubih!i~ fot knowledge aftd if,i()m1ation thaI
willtTlabte them to ach'('>."e their aspirations {Of ~lf dIrection, ind~.1'K"1.',
tnc
~,'){ indinduw
iru:lusirn;, and functional co:mpctcru:~;
.. tht< n&..:Is of rohilbitit.. tiuu ........ 'k~ providers rue WfOrnliltiOfl 00 new
Wdmlqucs and iet'hnoiogie:s. that will;mabw tru-o.\ to a$5bt W tile'
rehabilitation of mdivWUJb with di!.4bilities;
..
Ihe rn!t"Oh of re.ea,,;:h,,1'$ to advaOC!." the c*rllNlitics of l>Cienre as w~U M the
body,o( sdmhik I:nowledge,
• !he n~ of wcict y ,ma its teadN'Ship for strateg'i.e5 thill will !adhtAW thtr
potential c(mtributit:lns of all riiizt!ru;; 1Itld
lbenew paradigm ha~ significant implicatiON fur NIDRR's rew.ud; "gend*
during: lhlt nc),;,! decade. £Umples in,~ludt!:
" the rK'Cd to hansif't findin)\~ from basi.:; to "t'plinl r~M('h
" changt!8 in thtr w~y dlsability b
,
~'~!:fioed arnl ~(.""eplmlil!:ffi;
"
SinccCQngn"M cti'aled l\'1DRR ttl 1m. rehabUihltionre.earmen hllve
ilC:hi~!'''", Ilh'IfIY significant O'IJtrolm~ that benefit bruh the individum./\tld
sodety. Fm \lump...., .. t tht- lruilvidualle\"el, the «meerted efforts of US
re:.ean:hers, most oJ whom re<civtd NliJRR supperl. Mve decreased nwdical
cotnplicatioll& fOf indidduals with spinal roM injuries. thus 1<igluru.-.mUy
~umg thtu: Ide &pe<:4<nty. In addition. rehabilitation .m~ring
n~rch hM led to the UM!,;If new maleriah for wht't'khaus and lOot urthotic
;md prl:t>th",rn: devi..,.-.,;, milking thi;, ~nti"l !."<Jllipment mo~ comfortable,
• new apPl"Oadla for ~NSUri,'\g~ ..:ounoog disabi.lity, i.nduding ~f'J>
in the method"i for ronducting ti;>rnograpruc Iotudiesand naliruwt ~
fuucliuna!, and attTactille,
.." dlanges in the wOly ~ is rnarulged.rnd conducted.
to .,.,llld the new definiUoM o-t oorKepbi;
~
~"~,~-""'"
At the .mvmm.lllenlill"1>OCieu! 1M',:l, technology fill!> greally cnhafl{'t."l1
~cromrnodalioru; for people with 'all types OJ disabilities, RI:lie.U"<,:h hill>~'" 10
new applications oi the prinriplL'l> 01 tlnlvf!l'5.1ll design to the buill
environment. inior:m.atl.on i~hnoll>g)~ le).e(omlUunicatilms,. h".m!!pt>rtation.
and tru\!I4I·market omr,Ulne.r prod~
advances. which allow ''''ore
people with dts.'lbihlles to a~ bui.!ding~ teJeco~lwm dtwices, aod
evmpuler technology. illustrate a !Jgn.ificanl duingE' in I~ disablilty
paradigm_a dt.tnb'"t! thdl ~ the focus of dis.lbility to include
I.!Iwi~talla<,'!;nrs,. as well4\> individual i.iCWr$.,
n-
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.........
7~":'K
"-'\'
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...,
.
<:,. C'
NIORR 11M p.~wid~ It·.,den;hip in ~h that has ifltmdQC"ed a filM
~"()IH:eptual frnmdation for OJ:tiilti:ting and interpreting Ihe p!wnQm!."flOO III
.
- '
R~fd;' ai!'O' must iocu$ on IhI> df'velopment and evaluati.>n of
!!nvitVnmental options in the built enviroru'flenl;rna the cmmnun!r.atW:ru.
iil·v"u'ofurient. Addition.1t1y, reseafl:t",$ need 10 addli"$$ mlical COru:'(!t:nS that
, .. .iff~ ~ple with ... wid!." rang!."ot disabilities-. The:!l(l iacton include general
~~ ~ fiSCaJ and e«iliornk policy ist.~ iI$ well a!> :;po..>cifK' poIkie$ M ~mpl,;lymenl,
n
~ ,~:>~!i;:d-~,!~1'y M.:I financing ofhcalth .:AI~. in.::ome SoUpport. transportation,.
I': ~l $enrice:!. leleromml.U'lkations, in!>titutionaliuriot\, tducation,. and long
"".-.",.. - -,
,..termntre:
"" f
The
New Paradigm «l Disahilhy
,
(.h.il<grs in the focus of res.e-an:h. such as wdj\lS o! \he dynamic inbupkty
betw~n an. fndlvidua! and the: tTlvi:ruum.-nt and of the M.lpUng pt'OCC:li.S
by. the~' and the indivi.ilt.ll; and
Enll.'~t8ing
Universe I)f Disability
i;..ll ..."';":,:rhe frequ,;nry and widespread di£persion 0/ disaW!itk:$ among meol!xfrs of
...
;
.' . "':
.
... -". .
r~~ne~.!?
p"p'dation reinfoi\:\l tiw ~-d for dis.abllitr rcse4rch. Accominy, I()
e~tiruates. 4 million .....""'1.'neea help $l.'YIply to live, whi!e 40 million
11"': ••, . ( : r··',.
repon
,
�~.an::h efforts to i.., vesug.lle m~ tlwt IDiiJI<I t.hi: 14bor m,uke"t mon:
anleru.bl<' hJ full employment 1"1 people with diSll.bihues. To ad:i=.'S ttw
!i(jl~ kind of activity lirrulaoon. Di$ilbiUtY al!i(j is distributed differently in the
population accmding IU t:haraclern.tlc. of 4ge, gender, ra;:t' .. nd Il'ihnkity. MId
ooth lhe tl'gitm and size of lh", l(x"alIlY in whim 4 pt'rwn resl~. rm'j,rfY is a
kq fa~1(1f·-.u a contribut~g caliSe and a 1\,'111.111 of di!;abillIY. r..uple with
di.;;.abiliries lend l(J Nwe loweNruU\·a\.""rage educatiun lev"I!..low IIlCOll\t'
levels, and Wgt1l11lempW)'llWl\ T3tt'Sc
einploymenl ~ of prople wilh diSiabil!tie., tM research agenda. a.b;Q
lnmr-pmakS ert'lOUmi<: l'e$earch. r.erviC\' delivery ~"fch;iUtU t><>lity
ccselu'th, M~t Impqrlant, 1M a&~ relates to the cr;n~d in whkh
employment !,)UltUn'I(!$ are derermined.
For fuhl.e rewarm, NIORR has started focusmg on an t'I'Ift'rging iUtivtiwoi
lOt' ~ of MDRR'~ te:Ha«h in,!he al'>fil Q{ employmen\.!reas folk>wl'
diliJlbitity. in whi('h either Itw canditinn.'i a$;;<)l.l"h. d with Jlsabmtk"" !heir
dUlnbulion in the popuJ.. llOn, vr t,...d. ::l!JmelI n...,d ron""1ueACef.anl
.
subslantiitlir different from th"!<t' luthi, traditional ilis>lbility pt:>pulalion. TIlt>
emerging uniVlffSe i$ clwranl'ru:ed by new disabling coru!itiore.; new ctllJr '" .
....
for ul'p.ahmentl>; diffcwlItiAl distrilmtivn will" ... lhe population; i.nll~:>ed
frequency of $(>Ine impainrn.'fll$, illduding those a~'hHed with the aging of
!he- population: and dlffen>nt ~\lenct'Sci disability, particularly tI~
mhrred \0 s<xiaj"'t\('rvironmt'lll"l fa~lnrs, liie-~ i5<>11(1\, al'ld proja1.«i
demand~ for scrvi.cdi and supporl5,
• a~ 1m, Ul1¥'lict of economic pclicy and !abor mu!o:t tTerkh un Ih("
emp!oy::uvrt>t ruokomn of f'I"l'Plr: '[\.it), disabilities;
-
ptogt.m~;
• unpmve the effecti"~of sl~te employn""nl SlCn';(1l ~ysterru.;
•
Research Agenda for NIORR
PI"IT, whi<"h altm 10 ma>.imiut i(t(l\ljJ't'rld~'IK~ and
participahoQ m wiNy by people With disabililles, addTCbl>l-"~ prionrn>.> in flVtr
1TIOl}oc research areas: employment oulcm:nes. health and function. ti!dmology
{o. /K:<;t$& ilf\d fU1l(tioH. ind<'pendenl li\'ing IJ"d Cl."mnunity iJ1legratWn, and
ilil>K!Cialed disability T1i!$('arch areas. TIw plan alw addresse!l prh:lntUlS in three
~!V'ilil"llnt. related "n'as: \..nowled~ dil'.-unation and utiti" .. (iPn, capacity
building, for rehaiHlitatioro r.,,;,\II«h, and fi.-:;ean::h ....lI.nag<-"ffierlc
'~:~"~::~~'
J:wO'th.inb r;( wilrking-<lg>' f'1'<Iple with di1oi!bililiE$ are nut in the taW fmc."
all>,i Ibose wbo are l:mployed continue 10 ram ieM than lhell CtJIlt-agues
without dh.abdities. Reluctance 10 participale in lhe !abor ftm:e oft~'Il stemll
from di~iI~tlve:. inhcrelll in !oOCi1i1 ff(ld ho:alth iru.ura!'\C1f p(.lki~"', from
dis.courag~t. and from lack of phy:>icaJ itCtXSS 10 jobs. 5£'.vcral oth.:r factors
afftoct vmpioyment, induJmg eoonomy and labor torre ls!;ul$; ~
<lpproprialeness and itdajtlJlcy uf the 5trate~and louis for vv,;atimut
relvobilibunn a~t. COJ.U1S('ling, and training; the< (ol>t'ntion of
rommunitr-bllscd rehabililativf1 programs; employer roles itl'ld wrui:pta.:.'tf
f,tJpporL~; and the tt"ru.illl~n from ,;,drool ttl work.
H",,1th all'd FUllctiln'
, ',-'"
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".
10 n\.a.mta~ tiwi. mdeperulence, indiViduals with dl!><lhihlics must be ablr: to
{;'1 ,";f:~~~~ ~ he~lth.md {unctWr\ through health (are. tehabiJita!lul\, and
'''i:-: ~.' ,~y~I.!r,~,!"..~ Heatth ('.Ire f(>r p«lplc with dL-...blhb.t::li eI\t'(\mpass.es
~h '. ~,ac~~ _w5'are fot roulu,," health Pfobk'llh, participation in health prom~hon
.:. ~ wel1nes5l!,:tivitie-s. aru! arres5 W appropriate specialty <::are, indrn1ing
m'''ti(a! n.'h.lbi!itatio[l, "'~uii<.·a! rehablhWtion i$ tm, sl':>tematic apphcatw.n (>f
nwdaliti>es, therapies. aoo trdtnlques to restill'e. improve, or rvp~ impaired
_, hliiw.n .functioning. II ilio includes biomedical engi.nt'<'Mg pnru:ipld .nd
'. ~~ques (0 lmpro~ the functional Ability.,/ ~pw w1!h disabililWs. "
'~,''',;>''7'"
'
'
~IDR.R is emnmittc<J tu sUPPO~Ii!tg t'I.'l>edrch to impnw* Itw overall health
"amI ("nmon 01 people- with disabilities-. 1~ pwpo:.es of NIDRR's tL'Search in
the area (>fhealth care and me.:ikalrchabmlatien are a:;, roU»ws:
,
• idemify and e<ialuateeff«uv(, mo<lels of health ("ate 1m people with)
dhw::billtks;
~ "'f:~;
,. f>
,
I,;!·,'~'l,-
.
•
NIDRH'~ o:mpluyrm:nHelated research JlKenda for !be next fivr: yean. ....,11
addreruo Ihes.! is;;Ue5. The- new mseardl agenda will ""tend beyond P;e"\'i0U5
;"al~ale the<cootrihutlon of employer p1'actkell and wmkpl<lce support!J to
the emp!oymenl outcom<>s ~~f pNlPlc wilh disablliht.'$, and
':" ii:npffl_ schooJ..w..wwk tr.msition ruotCO\lle£.
Thi~ l.mtg-R:mg.!'
,[mpl<lYl!<mt n"lrDIm'S
,
• impnwe the dl~veness of ~mm:n'\>ruiy'N!>ed e!Upklymr:m \o<:',v;('!'
"'"
• ",fu •
.
n: develop models 10 promote health and we!ln(.'!>.$ ior people
<Ii'_ "'~~'>' \' ~,
'" ~;y 1f~.~-<'
'"
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';,:fi., •..;..,.,':
":~, ~z
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-
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With
r;h:!iabillties;
,
to
�•
,!
• Ci<.iiU1\iflt!.he impact oJ chM\g~ in the heahh ("are deli1lt'!)· lI)'SIMn on ~ to
d .....·elop bio,nedical engi,ntttritog ilmo\"atioru to improve fuoction k>r pt.'CPle
wi.th disabilities;
•
t.w::
!
,,;::;
.. promote tM~~and iilpplkltkmcI univen-ill o!e;oign;
• EIo'aj"""le medical rehabHi!.l.tiot\ lnterventiDm that ~ rurK"lion for
individulib with di...abllities,
,
* improve a~ to the bullt (>fwirmlmcnt;
• d.""t1op strategWs Iv help disabled individuah ..."<>id 1>«000dary roruiitioru;
•
al'~)
dclivery oJ Il'«'dit.d ...m.ahUltatjon'\oi;ln:i('C5 to pt'ople with
• expand access 10 ~ml.U'UCati"ru; and inimmation 1e<::hm,logy:
d~biIJti<'1i;
., fflsure the tfansferof ledmologH::al all"Vclopment:> 10 other reoean::h sectors. to
production. and to the m.ulletpl,)~;
"'"
• evaluale tiw health and medical rehabihtation n_b of people whO!ie
implli:rment$"",,attributt..'ti to ot'w!y r«ogru.:ed rawes Of whorse ronditions
""" newly fet\igtlu,»d as dilidhtlities il',g., disalrilitiM> resulting from
lntt:.tpetSOnlil vinlen«' or emergent chronic d~ sum 11'; childhood
<l::itiun.. ",.. chmnk fatigue iWfl1Iffii' Jdkiency 5ynu",'me),
Tl'{'ftm"lllgy for A«~n alld FilIlctiOfl
•"', ld~:ntify busilless m(lmtiw~ for manufacturers .a(w:I (ll$trib\l!ors;
'!;':~d~l:fy thi' best methods oi making 1I!<CImoIogy ilI.-aiIable to people ....ith
· :'d~Uiti("'~;
~~;; ~.:,;.
-,~.
Today, l«hnolugy plays a vital role in 11\" lives I,f miluons of dkoabled and
ulder Amerin\t~. Federal funds Ml.'It lIupportt'd rlt~.m:h. development. and
training in RhabililatioA and hlru:rwdkal en~ring, U~ful product:\; have
lV$ult..".-i from tl1l$ l'L";'Can.'!, and devdoptl:'l<.TlI activity. These innwatiQfl!l
enable people with Slgnifk'anl dlSilbilitie:> t;) ac}mo,vE and maltItaID IJa.lUrm..tm
pbybical function. to liv'l' in their ownhr0J:ne5, to study and learn, foaiWn
gainful (tl'('pioyment.and 10 p1\ltit1pate 10 iUld cillliribult' to !>Odety in
meaningful and resourceful waysIn planninglhe hmhT of rehahiUturon ",-"gine<ermg ~ f',.'lDRfi:.md it1<
constituents in the consumer. z.etVice,~• .and b~ rommunitid
will <:<.mtinu" In idertlify flexib!.., strateg1e'!. to aJdTe$~ (!llWrging issues and
lL'<hnologies, to prQfrn),Ii' widespread US/to( Il'!io;'<ln:h fmdil'\gl>,and ttl
IMI<imi:e the imp<ict ofNlDRR PWb"farru on lhe lives of people bith
dlSabHit;et. R,'S/!.:.txh ill lechnology involves U;SUI!'!> relah.'11 to t~ built
envUvnnw:nt. wormati!)n teclmology and teloconom:nkationl>, consumt-.
prod~ U\d transportation. ~ 1!.'ChnclQ&iol uyl!lenu;ue bllliU:: to
commumty integutiol\. edUG\tmn. tlYlpluyment. health, anu eo:mU(!lic
developmclIl. Additionally, rcsearth in toch.nok.lgy must CO:\tllltle to improv..
the 1\,f1CfiorWlI upacilie!. of indi..idtuls with ~ns.of)', lllobiHly. mlmipul~lij)l\,
iUld cognitive impalrmtmtf.. !he p~ of N1DRR'~ rcs.ear.;:h lJl thr art'.iI of
technology ..re ab ((,llowb:
.. dt-v,dop ~rive Itrduw!ogy that supp<,»1~ p<'Vple with disllbiflties to !unction
and live independently and &tram better empwyuwnt (lulrome1i.;
-.~.-
•
·.~~ure that l"CS<larct. and devclopment a! both the perwoaI.md sysll!m!i levels
j..... -~i ~!'l~:into .t~ml <.:l.Iltural o;l('vantl.' fur di\,.T.r>le ellutk ami goographiC
,.: ,. t', POPUlatiON;
.
""
,,'~~
/<•.;:' ~,..,
•
.
develop rehahlli~tkmtngineerinR llCie'Cu;1', inrluding a thoowtirnl franwwork
.l,. to
advanre empincal resean:h; and
", '.
.
'.
•. r.Jl5C the visIbility of cngineeril1g and redmnlug:lcall\.'lIoeal'th for people with
.' ':.;; ; 'disabllities.1$& mean> ~lf il~ attentWn 1(1 these ~r('h .tro.;as in
.
_0"' ~tation.ll ~(> ilod technology poti..::}'.
·.
~.
lndrprndrnt Uviilg
. ;('
'
('1I1i1
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"
C"mmllilily li1trgrRtirm
NIDRR propOS<.'S the c;:mtinu~'ii development of a knowledge base about the
',',.
.', ,.:
ffi('\lf,ing and applicatK>u o( independl'l'\llivj~ and (ummunity tntegtafion· "':' .>~.
..,,,' .
cnncepts, llU' Ct:lillrepl of inde~nd(,nI living ~ that eiiCh lndivldual... :., -;, ':.
,~: _,
has the right to ex.ero~ Tl\a:(lmal wntrol over his or \wJ' lik. ba5ft1 VI'I the '~', ..';,:
;:' • t ,,::. '"
:;''-;:;:""!:'Oi'P,OrtMity tn ffll.lke choiC<!$ in peUornung everyday M'tilljties. Although
,:,.,,' .; ~;"'r'
.
, . "firu:l~nl living <'tnph~!1l.IIAima1 a!tainable ~cnce, whalevt't
, ' ; ' .' '
: ,the'1!t'Umg. il ~ abo a concept that promott'5 p.micipati('l'\, esp<xially
,c
-. 'pa{tkip,Hioll in community $.mings. FOf this n'a$OI\, l\'lDRR is mk'JV&tirlg
re"..earch agendas incommUNIy integratiun and iltdependenlli"mg 10
eno.mr age ink'fdi~plin.ary thinking /lboullM rornn.nrWit1e>, 10 adii~l'~
successful OUtromd; for prople with dh.ihilities. and to foste>: the
d<.'vt.'lvPIIW"'t m itlnovali~'~ Il\i"IlUX!5 to ami<tv", tllf:'l).C vutromt'l< and to
n\t'a~ure the acrut1/tments.
�!
~.~=
1- ~ dl.!1,'doping l'Ind t....I.I!ualing m.anagement tool> to enable centers fvr
~¥tdepe:;del'l IrVing and other <::ommunlty-tw!lrii program:; to Support
iruwpendenlli\ing.and mmlnltluty mteg:ration.
NlDRR'l!, framework for iormu\.atmg thIs ~alt"h agenda n''W(',ni7e!\ that the
independent living has been used to describe (a) a phiJusnphY-<lf
equity in the right to p.. rticip4tk in society. {b} a moVVlTK.ml-·,,( ~lpl{' with
disabilities who ~tuny lJSt."d ill .;ivil ~ts IIPpro.ach to arlUKln! ClqI.la.1
a<"Cl$&,. and ft:) a ~rvkc prugram-~ whereby more th.m 300 centers for
indef'<'ndt'nl lidng fast.~r VIti en.hanre indo:penden! Jiving [{Of ~w wdh
d.is.1bilities.
Iefm
CJ'munun.ily inl"'r.' .l!tion.ab;.o ha" ronn'P'ual,. mo'~1. ilnd $(!:rvke dclivery
components, Al; a concept. it Im:otpOrill"" iJ",,,:> 0f jJ;'ing In.l {'fl~UI1i.ty
5etting. a:; ....p~oJ to an institution,. and participating in cmnmunhy
activities. Issues of ('onsu.mer dilv<t;(>n and control aT" int,,!/,ul to ('omll'lu!1j!y
integration. A$ ft movement, one of the goals of romrm.mity intl:'grntion has
bt-en to dt'l'l$lltulll.JNl.li:w proplc with Inf'nt.. l WI.udati(m VI menial illnl'SS.
Thiseffort was sU("(Iffl$fu1 irI fOO\'ing m.my indi~'idual~ from large 1nslll\l1ions
into the oomrnu:nJty. At 1M $C'lVke ~ystem leo.'cl,{"Ommunity integration}w;
Ie5ult."i ",th... d('Vdopmem \>r ""I>ilm.i.o:m of a ••In~ <of 'IIffV~ and progr"yru,
to support poe<!pM W1.t.h dbabilitics to Jjv-e in Ihcir own oommuni~, Nlnlc{R
will work k'Wdld the ,,,,, .lioued de.....lopment ttl a kno'\<fledgc b.lJ;e about the
.
meaning and l>ppb(l>\.lon Pi 1:t"''1.... mh·..t !il:lng ,l"if «l1nmunity irll.egration.
-
"A;;(lri~t"d DisabilIty &n..n:.h Nt.u
t"
~4'<f
~ ~ing
empillCal cvidt'l'lre oI the t'necte. ofcO!l;!iulYlL"I' cillltrol on Mlit'.omes
with tXmununity integrl>ti,on "M independ.,.t living;
Ow Utlp.1ct of oovironnlC1lt.l!l factors on Ind!vidual adtievement of
(cmmunity integration;and independent n"w&:
.. de\'elnping .l!tld dWiCminating tnlining on indepe.nd.t:nl tinngand
rommunity integration concepls and rnelho<Jlli()t (I.ll:\SUfrn!I'S, families, service
providen, and lloJv-oclltl!5; and
•
,.~:..~..
.xb- m U,....., as.:;o...~md r.!i;:abiHty r?'Ittauh;Ufil5 a~ 10 treat.. NSlc
•. ~l~ge and to 5.UppOlt bloader l'C:SCliIJ'(h ¥'fu:l<NlVffi'$..
,
Di';~bility Stlttislks. Nfl)RR 1l('l.ieve:I thai data ~hu·tli the mcidence,
.prevalC'l"\Ce. the distribution of dl.s.lbilitiCl\, a,nd Ihe characteristics and
t'\tpl!'ri\''IIC':-> ,l! dlS.lb!.-d people are critical to pli1lllling re5l!'arth and serviOlli,
~~·a.lu.atitlg programs, and fonnulatinS publk poticy. NIDRR na~ 5e\leril
'purp\JW~ in ad"'anclns wnrk In .1JS4biht)' $1.U1",tlcs.. First. NIORR boilil!'Vcll; it it.
impomnt to m~:amize 1M u:wfu.lntss of data .::ummtly ooIk'ch,d in rellJ.b!e
"ut.io:tlAl..:iata li<'~ 5.K::OI\d, NfDRR cru:uurages the <wation.rnd analysis vi
1'C:SCliIrd< databases. including m.cta'aMl~ iocUll4<d 00 po1b!tm5 sudl as
empluyment rales N utilization of n.;.a!!h care ill sod..1,;erv~ lNffi,
,Nll>RR ~ks to undcrsurul the (omfX"5ition of Ii po:.sible t:m>"rging unlvenoe
,of d,sability Ol'.I!led br new di!;,abilitil1s w socioe<XlIlomk variatiuns in Ow
,
• idt'r'lliiyinS and ~\la.llJating ....ommunity supprn:t modt'~ Ihllt prurnOU'
community integTaricn and independenlUving outootne:l fOf individuals with
..U tYP<:!! oj disabilities and from a full Twge W ~lrur.ll1 backgmunds;
pro~'iding
'c,;';''''' '.. '
5o:vtlr:A! important issue iil\'as-di",blltty IWItl$ltrs. dlsability oulcu<n<$
,m...asu'~ dis.ahilit}' studies,. rehabilitation sde:nce, a.nd disability policy
.. r;:w.Arcli;~J:lre integra! w the $~!•.f,,! «wnpkliun of a, <.'Ultlprehef'..sive
.Ja'geOdfl ~'di..",*bility .mrl reh.lbUiution «:uarch.. The objective. of NIDlUl'!i
l'
.1
doing tlW'Jollnwing:
..
•
_
~.
.J
Thtt put~ cfNIDRR's re:"$u.-;h in independent living and «K!lmuruty
in~al:&m if,. tnenable ~,jt' wlthdi5llt>ilities to p.lrtidpi'it' in sodt:ty by
• klt'nl1fying and cvlllui'ting facture- or d(tITtilirtl' vI t;(tfnmunity integration and
independent livine. eIlpt"d.l!Uy tllose aspect.~ that lead to full participation in
wele!y;
',....~'
(
I
,distribution of l!1<isth1g dis.abHltiCl>, Fourth.. Nu:>R.R wants tt> hell' pnwide
;..... '. ~;'i'f41ptll tvthe formulation oill national disability stam.n.:s poiky, u"l~dU'lg tfw
+,,, 1- j~ 'li",,"i!rrtMation of me.l!~'Urus tl:wt mf1ect tbe new par..digm or disability: FinaU}~
':r, NI0RR recognilO'$. the need fur wt\'¥ tu hE- t'OndUdoo in liC«!:SlIIibW fvrmats.
-:~ a'nd fo. dl$abillly dt'mogr.l!phk and s.ta.tistica! data 10 be ...·,ldily aveilable tn a
wJde r.. ngt' of al,\di~'nCe~,
nissbility Outmm... Mr.lIs~$. A;ootlw, N:rential.:ornpC:).(Icot -of Nl DRR's
, ~lon:hagenda is; ev.alu4tio:n. The importance of demo;nu;!faUng out«un\.'S
across service setttugs, rrogra1Tl$, and research ",ff<)rl~ c..m rwl hi! aver
empha5ired. srt'VI\ tL"-OUf(e illocati.!.,n iM;ues and concern!> about v.IIlue$ thai
~.lte at every level of.lliClciety, N1DRR rontinues j~ Ullcn:'l1t l.n ll'Wdical
t'cltabHiution outroll'rilS, an lItell th.lt has ~igni!k:mt experiern:e iI\ measuring
OU!almeS; nwdk«1 grotlf'$Nvedevet<~ and i... tegrated y;uiuw, mtm'>Uftls.
into their ....rv~ ';!"1l!VEry and ~ settings. Many (If lhei;.e mea.sureli,
how(I\'er. h.lv .. nOllx-er> vahd.ated lJ(roS&d!sabibly gnmps. NlDRR w(l.Uid lit..
10 see I1W<\5Ure:;. >Jvvelopcd for hibpitAl1>'dtings. !ev-ised for use iI\ ~....acute
progtalTl.io OC in rnmmunity OOfI:t!1:tS, Additionally. til<' iJ,,;r\!bln~ i~s un
long-term c:are outoomw require;. measIlres th.lt.-.an documenl .;hanf;e> OVI'1
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.,
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,
hrnt, Moreover, Ntl)RR al.-.o will Support UI\"l:'>Ugatiom to lrlemiiy and
devdop evalllJ.lhm methodotvgm and cmtcomcs measun:ment modeb for
CO!l5!,1.(fU(f ~,;mentJ; vf assist~n d",vices. FlnaUy, NfDRR wiU supprni
r~rch tlat inarrpori\iCS ffiellSUre$ of ('llvirorlment and accom.modatirm,
whkh art' crilir.olllO the LU-lti!\ued impll"firnbtlOU oj till.' OW!W f"l'udigmoi
disabi\it)~ And distint'tly related to medical OUlcome nw."1$Ure are-indicators
of the qU.1lity ollif~. A pa.rtiruJ..£ rl<.tilenge ill devr-l<tpiAg these me:a.rures it;
the diiiiru.hy in mmpMing indtvidual pcn:t'fllklOSoi th~ qu.ality of life.
Di$4b{/ily Studit$. NitJRR uses th., knn .f'.sablH;.;,' MlIdic5 sen"''"'''"!' t<> ruler \0
the lillHstk stlldy of the phen~)Hwrwnui dj;.abiht)' through a mliltidl..opHnary
approoch. 1bc; approach emphuizes the perspectlll<.>Sof pe'(lple Wllh
disab,litie~ .::nd regard~ perMmal el<pcr\<!nce as "aluable data. N1DRR believer;
Ih..1disability ~Iudie; isa lwtUIai romplemt:nt 10 tht- new par..digln, /IX1.lSir>g
on the study of th", rumpleJ< relationship bcfw«n various Mp....:ts "f disability
lU'Id l>(>("iety. lhOJs(' dropL.....". iru:luue. amoog: othel'l>, .. rthirectUl"<', l'CO:OOmics,
hk;tory, law, likfilitUJ:1l', polilical sc~, religic>I'I. and uruan phmruni/,.
NIDRR hAi> Ihree bilsk' Putp<~ it)T' $uPJXl"lOg 1II'n'h'Tllf1\ of disability
Fir.lt, disability and rdlabilitation researdl needs .. body.:»
J..nowl....igt: Ibjlt ~ romprelleru;ivf' and huli!>lic, n:fled:ing a Tim8'" of dC;.ability
poaF.>p«thlC$" plus a Jarger cadre of ~er5 and polh:y-mal:.cl"S \Vhu <'Ire
lilmili~r with that knowledge base. Sl'c>llld, disability Jlnd rehabilitation
I'"e$MItdtneed,,>10 d~iop ~alogles IIfId inil..e,.,!"!" the the-orit-$ and
practices of a range of di5cipli.nc!i, The study of disabilily wul e~ tht
rndhooologies and knowl£,,1SO: bMJe of e&("h db.cipline hwolved in the
rlbablHtr 1;tmi!>;!S fl"amew<>rk, thrcroIby cmhallcing the ,;o:iffitl& ~lIdt'<lvru.
lbint. oomi:;tent wjth the go.abw the RehabilltatiollAct. NJI)J{R bcii(1'id it is
tssentiaJ t(> ",Ilect lhe P"lr>;fl<'Ctiveli of m.,1'viduaJs wi!h diS.l.biHfu$ in stud~
(if disability,
!>tuA~,
". ,
This inCreased jnwres1 ~lel1\!l, in p,m, Imro 1M fact th/ll f"K\pl(' with
<!lsabilitin, mUSI if\tetb,.., with!>O l'r>i>ny diffment rompouomts nf puhli<- po::ili(y
syslcl1\!l, many 01 which are OOllfHcting or incunslskmt. Disability pelky
~~h Will e",amir\e natit.mil1 iu.... es that :represent inte~olti ru public
inler~i. Such _.arch
use national dilta sets, where possibJ<" to
d~tmr;lnl['!:he "f!to<ti 01 polky det."i$iOl\f> un propl... with d~ti ..S,
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;,,'l<jIow,l.edge Dissemination and UtiHution
. '. '':3\:')I~.:' ·.1,
. 'f!"\e-eff:t\":tive d~tion;and !Js.t <» disability and n-haNlit.ttion re;euch
~re cntk"I.::.:unpm\oZl1!& ,,( N!£lRR;'.. m;S!Oton. Rese;.,.n.;h finding!> C4n impn1Ve
th.e quality oJ Hieaf poople wilh dtsabilities Mid advance theif full mclua<un
into !>O('iety 1"he!>C berwfil!! are I>:d$.hle ill"Ily if the finding5 all.' "~Ie lind
undetStandilb!e to aU <XINIut1J<."tlties: rest'awh scicnUS!$, prople with :
rlis3bilities. thorir famuW!>, service provi.wrs. policy-maler.<, ooU('. .tors, human
resource d('vel4~, oIdvocale:s.. entilics >'Overed by the ADA, and ')Ihero.
NrORR's chalkrlgcs include reaching dj"\."e1"Se and ~ populations,
prl$Cl1ting reso-.lt('h l"l5ulhi in ui1IflY diffelVnt ilrul accesslt.lo: f(il1nahi, ;one
using cornmunicoIt1(m ted\nology efi{:'(tively, 1hi$ rtquires taki:l'lg irtto IIcmUl\t
the clvtnging enVir'MIl1W1lt fur dis!iemiru>tion and utlliz.alion, which is affected
by tl'rllnolugkal irulOVlltion, the changulg ctio]"gyill ili!.abiIilY, and;on
lndeased o:mpham. on the individu"j'~ Inl~faction with tm, phYllkll1 and
!IOcial mU~·el$e,
.;\"
~
'~J:iitu.re dissem.i.rwtion and utili.l:auon ~~ will build upon bUU"dSfu! ',.'
:;.pa~t strftlegiet>. :';lIch liS archlvl'l>, newsJet!eD. and besi-practi<;:€ report~.
Thc:Je, '
~',
:stTiHegW will capilAlitJ' on the potCtitial of I'lectrtmic media ..tid othet
,">:'
leie£OU\fl"IuniGlljol'll> innovaliofl$ for linked ;md seau:hable Web sites,
,"
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1i~'~ II.Ild eomputcr chan.. To enhance the diwr'miru!li<"m and utiliutWu ,,(
res.carch, !".'1DRR will carry out a numbct nf significant activities. ~ will: '
Intlude e$!iiblibhing a fIiolinna1 inionnatlnn c.mlet, CrlNl1ing dataN~,
RehabilitAtion $dtnu, An t.nlf1Ottanl f~ oJ NIDRR's re$i.'Arcb af,cndll i~ 10
find uppartunilies to C01\l>tnu:t and te.1 a rht<)retica1 tnmwwork for
rehabilitalklll science, Rehabilitati"" snenc.. is Ih\: study of the proc(..~ by
wh.ichdisabilily mel0p5 and the filctor.< that inllUe1lCC thos.! p~, 11k
field oi rehambtilti,)n lw. produ~, ...i $ body of empirical evidl~ rugarding
function and intern~ntio,\I. to improvc furu:tion. Thc rwlll chalhmgt' b to u,;.(>
this evWence to produce iI body of sdcntific and en~ring th~"1)I"y that can
b\> used tn devt:!<JP immVlltjve and Improved ~i'tues of fun<::l:i....1W
teSwatiDIl.
._
lli$ubiliry Policy R,.tean:lI. i'l.lbli( Jmlky h:u m')re signifi<'AI\Ce fOT pt'Oplc
wj.1.b wSlIbmties and their families than for many ~t;; oj tho' populatilm.
:::=.0"""","
de\'C'ioping tru'\SU!rU.rr pllrtncrships, ptovldu'g spectalked ~i,;lan("f' to, ;~ ,;, :.- :1.,:1')",. '...,,,.
gtJlnh~j using elt'(:tronic: medill and lelecQmmunicatron.:; to reach mw::.t 1l',,; , .. :;,1.",;;;;· ,>'. •
information u~fS, targeting
new lIudienCtrt>, lind ellllluating ~tkm ~, c';···'_7".,..,"
mrlhods.
'" :
Caplldty-Building for ReseaK? and Training
NIDRR'$ 0lpacity-buiJd!11¥ is multidiwensitmal31].(! invol.....·s tT/l,i.f\mg those
whoputic:ipate in all asparts Pi the disability I"\'SIe'affh fmld, inch,dmg
scientists, :>ervke providers, "nd consumers. NIORR's prinopaJ statutory
mandl'lte fm training io;; to s""fiprn1.;,d.,anwd inIotruction fur researchers IIl"\d
~rviUl providers. ['Ijl0RR a!:so hils ar'! I:r'Plieci m;uulate, strongttwned in the
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1992 R..h.l!bihtatillfl A<1 a<l'lrlldments, tnUilW UWiIlIT,,:,r.i til apply nt"\>\'
f6(.>aw knowtoo&~ and to US<' assistiyll.'~. To ildvance the di>"ablhty
and rehabilita~iun fV$Catt:h field, I\.'IDRR will ~>;;pand the !<COpe of it!. capacity
bUlld,ng ~'li"'l~ as fullows,
..
raise
th"
m t.late-of-fhe.... rI "Y'!!hodolog:le~ by provid,illSaCV;tJl<"~ training in
disabilily-rtl.,tI'li It'Sf'ilrrh 1m- scientistS, Including those with disilbihljllS and
I
thore (rom minmity background...;
"
NIORR will continllit 10 tm{d in-depth f'1~rarn revi,-,~ fC>t all cenlt'n..:nd
model "y5Jems, W'tth elldl. (.n\!v n"CeivinS /10 formative fteview alter one yNll
of 0lwtliltlon and /I rumma.rive review in il~ III;,! yt'ilt. I'rograrn , .. v;('W'; affPfd
oppom.miti= kr t.:!DRF.· $ !:m::",,J ~vn'tiN""cy to critique it!; (X!Tlten:and to
i't(l1o'\de "al..... bJ.:o input~ These re\'iews haw sucreeded in i~t. attt'lItio"
10 quality and acaruntabilily.
prepare ~udwr$li) (,«nduct d.i.lr.ability sludie:-, 'hal art holistic,
intcrdi:Klf'iwty, and ~ogniuml of Irw NlIur.1l ront.. ~t vi di:.abilit)';
~rlain:;
Coordi],atio .. cfFtdrNt Di$obilily Rf1lf''1trh. NIDRR promotes coordination
and rollat>ur.. tion wiihin the fede.-,.;! government through the lnlerilSt'.-.;y
Cmnmjttreon Disability Re:!o.:an:h {ICDRJ. (ker the ne..1 live yeats, there will
~ an added emphasis on stmngthming the fmmd,ltion fm di$l)hility ~rd1
tlunugh apacily_buikUng,. )mpnWiI~g diSability 1Itatistic:s, enh.:.ncing tool,;
.and mdhoos of di~bibty studies and rehabilililtion j,O'mnn!,:and drawmg
••at.t£1ltlvn tu disability jssllC1\ in Ihr nafitlf>' S l\O:itl\Ce and technuwgy policy_
.
• d"Vt'!llp trw tap.. dty uf Ti"'Se:ilI!cium; to conduct ~t"dil.'5 in lU>\o'o' j;(IttlnglJ. (e.g~
homes, wOTkp14ces, SdU1Ch, ~aliurutl facilities, ;;x;mmunity-b,ued
orgaruutWnr»:
"
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train rehabililatUm prartJriOMrn in 1M a.pplicai4m of ffl:SI.1ard1.g:cneta.ted
lrwwledgt';md new Il'<:hniqlles; and
~ .~-'
M."n~gemt'nt
n...'SE'
t~oJugr; intematiVll<ll
"t)j
of Resear<h
llIe rest'4«:h ende~vOl h¢n<'/l!$ from thoughtfullrulMg<iUl«lt pr~~
"'f't"1Jkally l.. lIored to t.'n."Jafl(e tdeV,iU'\(l, importance. Milffltifit ql4<~it)',
('""r<:iinati!m, participation,. Jw~iviU\)', productivit},< a,nd communlca!I(l(t,' nus
pbn add~ J m<lnbcJ of 1>lTat1'1':leS 10 rdn{or<:t> It..:,. impaCI And $ipicaru:e
of the resc.-.rch prog,ram,
indud.. an emphasis on Centers til ~1l1!l1«"; .
;:oordinatiOIl of ferlcral disability reseatd1 throvgh the mteragem)'
C(tlmnitt~ on fW..alnllty RIt","In:h (JCDR};f'Vajl,l./ltion and f't'rl~
reviews; an enha.m:ed f'L~ te\'h~\", proce.;s; ~\p.md('d ru.o!,:J i!'!£("matioll
Jl!'W1lrcl!.: promotion oj <::1J\1l\00r4lh'e ffl:l,I!",u'ch; 4nd
Centers c/EMetrena 11114 Prognn.. Review, NIDRR is ccmmitttr<J to
,11 disabilitr and rchabllitilb.Qf1
"'" n.·'
~. f!'il('~jzing lhat Center:;,.,f E.. (("U~ rwuh from a. partne.!'iih.ip
b.:1Wa-n NIDRR am! j~ gtattk..s, NIDRR has. wcrlwd wilh gr.ln~ 10 wfln..
,,_=
~\'gg>$t<i'd itt the In~til:ut.>ru M~'s roc"n! revii!w. NIDRR
: illlplt'nu~nred stxndiflg p.-.nels W its field-inirilll('d rotnpetitilm in 1999. This;
approach promhe;. h' provide more n",shlm! feedback to applkants ...nJ ID
T;aUJ.e th~ l\ctJ:pred irovel of fCSieitn:h h,,;ellcnce_ NIDRR will monitor Che new
pn:KC.S dosel}' and will provide feedhack 10 ~11 cunsllh.K"nts on It\(. apparent
stnmgwand we"knes56oi the nrm' pn)('~;:;s, ... ~ well as ~il>d
Illn.:bfu'.lioN,
....) .\-.. 'ithal
lntenwti_al Re~alTh t.mJ Rellilted Activities, NIORR's inlemati(l!Ul
progrlim row long L1cluded capadiY-building Btrategie:;., !<>..:h asanexdw1ge
of experts, lechni..""lI1 fI$.$wtanct', IH(d ronJ'eltTh-"'eSO. As the world b«umes ever
more d global e<:Onomr. however,,,,, lI'l,temationai per.petti'l'e on lechnolot,"Y
iii vila!. !!$(>!"Cially iruonnatiun le-chnolt\gy, ""rvice d,ol.'v...-y.;md pr...d~l('t
,1\W'lddNS. NIORR'", ron~'p,.,1 the trnrrg'r>C IUliVITSt' of di:.tWility rocognize:s
tt...- mltllr;at lingui.;;th:-, t"Conomic,.tnd grogra.phic oromprulents.n! dis.lbility
-,that are exemplified lind ... ddrwSl'\l in '1\Wn'l.ativn~1 rY$('.lrch, ro\U:ati{Ju".md
..,~~ ~>!oi!.tan('t. Tele<..-Cnmnunic.:ltiollS, esp.eclally d15lance Ic~ ;and
',t>!h:":;;-hahiiitatinn, both ~tat~ ...nd iacilH"te. worldwWI! pen;peclll'e~
;.~
• J ••. ,
;::ontinmMJS parlldpatmy planning,
regenerating itt. CL'lllers 01 E«ellenct! concept
.
~;.-.:,,;:
if ~~.- ;,:~!,ea RroitlV Prt!Un, With guidall(e!,J.ken from 11w-11.mg-ivm~ Pum, a.s well
Ir..in oonsunwrs, llimilv mt."mh.,f1>. and "dvocales in th.. U:Ie pf ~
findings. in fNl.l 10 t... (llilat.. participalory ret>t'Jl'(h,
Enhancing NfDRR's
-'
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1hcosc $ta.ndard~ .if\" jil'ot:ped mit> fD\JI categones; excellence in
liIdll'lin~trill'nn, e:M"ClJenre in !l6entifk research, e>;'~lk>'l<.'t in rokv",\J."t' and
prodllctirity, and eXI.YU!!fl(.'t' iJ\(ap<lcity"bWlding. NIDRR will continue to
pnltn<lte lhb nwidd through ilS ptopatn reviews, le:hl\ic 1",",,!statt~" .,Id
..
eduatiorutlactivitiB.
w tryel of rigorous qualitillltve and quantitatn'tC' lli.!5edn::h and ~
develop the <:,apacity of researchers 10 cOflduct '1!!$Cilrcit that
diubmty as a wn\ll>;;n.w.1 phem""emm;
..
O."!'Utr~ of E.x.:e~ trII)(\el thai ddirw4l~ the $Iandanl~ of e>;~,
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Cm";""""$ Pi>r1'irip<llllty PlitIlnin3. NlDRR wiU continue t4 uwalv.c it~
C'OIlSiifUenb-and Its staff in in'plementing anrl...."atU4ling ~ IA1'I,~·lt.mgr 1'lA",
ib w~ll as. ill d.cve!nping future plans. The full i.mptem.>nlatJon of tht plan will
require a roocerted eJfart and "ut"ntio(1 to f\lnding pdOriti!!1>, diswnu,u!fwn,
tr.ming, llnd \.,.!ucalulr!, NIDRR plans 10 ronri.nue An opendlaiogue with
indi\'jduat" with disabilitlt.'S and Ihe"r lamihe:., researciwn, ~fvkt' proVktfP.l,
ptJlky-makers"lllld industry rep~larives tn .liiSt'SS the $~ of this plan
.ond..eJ diwcriull., IW the ful1.L"tl.
Appendix
Steering Committee Members
Clifford Sn>baku I(::h.oir) i~ the dean (.1 lhe Schoo! (If H.,,,llh and Reh.ilhllltatWn
Scienccs:lt the Univtniily Qf Pil1:Sbu1£h. Prior 10 tlu:!; positioo, he was 11 profellsor •
~l.lhe Unh'ffSity (If Virginia fm IS yean.. He i.'J II nationally knuwn re='~f ,1\
.$O'"til'S and mobility and a leader in assislive t ... ct-ono!ogy and rehAbilitation
>
ffi~ng. H.. is. a fOW'lding lru'mber of the Rehabilitation and AS5bhvt'
L
Condusiun
'Tichno1<>gy Ali!\OCi.ltlon IRESNA) and ,;enit;tl a~ ill> pre.ide"j tn 1993-94. He hA~
re;;t'ived p.1tents f\W ~veral inven'w,l.Ic Hru~r hold~./! Ph.D.lr\ eM.'rcise
rhY~iolo!>y.
NlURl('jO ul1Ig,&ingr Pktn presents; a minf»cllen..~lvc l'1tiioe<l1fhagerula.
fOCU8inj/> 00 Jcvfiopl.ng new nwthOO~, lttcllnotob>i~ and approaches lor
~llmtnaling
the etwironmental, cultural. and
~i"l O':'<m'f....
Ru\)(>tt H. Srulnlnks is t1~.t>.ffUtl~ \iI.~ pn'$ldt'nt ami provost of the
University of Muml.'Sotili and ill prof~t I>f edocational psychology. He m.> long
standing mtere~ts in~uclltY.ma1 evalu.nion and ...crounLlbl\ity, ~h"oIAinled
tkrvires, and strau.V planning .md ~'tiucahonall'd1)rm.lle eslab~ The
lnslituw (ill Community lntegration. a univ<m!!ly·:I./'filialed prov.uu on
dl.'\·eloplllf(tl.lIIl dl$abiJiti~, in 11185 to p,"'lIiru- lntenti,.:iplin.try tr.lining..
lhar prevent
peopte with disabilities from full indusion in. itI1 a>~ <){ soeiety, NIDRR
ink'f\\ls (u, thi!.. pl"n to rj:,albmgetlw dl"lbihty Md reb"bill1ation a>mmunity
tv "ddress tho> new pi!.Iadigm of .Juability ami its unpbcahoru kit then Iiv~
and worl<.. So:mitillity to ttw !(!,>virotmWlltal ~umpotlenls of d6;obiUty leads to
MI awareness of ad.angtnS di::ioilhi.llir uni«e£'SC, which I't$uhs from both tie,",'
conditioru. and cliologle:!; and i..,>tl' lhe differenHal Wtribution of di!;aWUhes
aW\JntlMlrioc..:ooomk and culturall>fVups.
c"empjary senI~ and lnronnarnm al1d applied reseill1'th on bti'hlIli tJf ~
with developmental disab~ and their famili~, i'tmininl!,. holds La Ph I). in
<!<h.u:ari0n31 psychology.
Tht'lll"" paradigm l'alb (1)( an empha$l$ Ot'l Mlll!:'reS5lhle oocicty;mil
paninpatiol\ by inwviduail; wilh disabjjjlie>. TIut pl.on presented In lhi...
document also suppm1:l the (unrcpt of l.miwrsai design ilS a way to flllC1.lit.ltoo
.. t~t"!iS and enhaf\Clrm replace \he UIW of many individualized
ac«lmmodatiotb, NIDRR believes \hesoconccpts and approadu."!i will I:'Mble
the diMbi!ity iMJ to C3pitalize ~ 11u- opporhinl t~ ~ed by lIw
mn\'e!'g<1':OCe of tc.;:hnol~.tl breakthroughs and the cmp(WJerm('11t of
JL<ab!l:'d ad\,<lca~es,
RicHdo R. fem.inde.t i$ prer;ident af lierbom H. Leluniiin CoUege. a four·yellf
tibera! am <:cUege of The City Univt.'YSity vf 1\I1l'W York. He has held l1l'lldemic
artd adffilni,;trlltiVt' posltioru;at Matquelti' Ullilli:fSHY and the UnlVCf$ity of
WJ~in-Mi!:wauk<.'I:', and ~r'l!ed u a ~IlO'W 0'1 the American CO\lncil on
Ed\lClltlo:m. His rttIClIKh in~ include edUC'"tiflt'la} equity and the re.:'ttliw.ent,
rt'l<.lnUOn,-aru:i adnll(fte'lJ'nl of minority ~tnd~ faculty. and atildetfU1: !!Iaff in
higher education, Fem.:indez holds 1\ Ph,D, in rom;;IOCO' Ilt.n!;uages from Priroceton
Uni\'~rsity.
'11'm plarl outlin!l:ii new m>'lMgement strlllegH$ to \w.~rsee NlDRR·> ..xlensi~·e,
multitlleflftl rehabilitation ~ clfort. U~ing" fj~year IIgtm.Ja, NIDRR
will pro~ridK II bhu'P(Uli [or adViUltCin& know\edgr: in ffil":1Jc.a1 and
:niliabilitatim wrvice delivery, II$iJ;WI'l! tl!dmulogies,.lOMT!ploymcot. statistical
method~ and survey !e$f'Arrh. disability )tu<iles and :rehahili:.. tion §ckl'lOl,
and approaches Itl independ<-'l'Illiving and rommunity integration. By
crei!ting ~'·"''flues tm IhI!' db.\.emwtiQH and atili;mtioo of J\'~ knowl~>d.!:o>e
and hy cllhaoong ~arcl\ capadty and manlgo'mo'nt talent. NJORK 5tands
as an aglmC)' t.A changO', l'ron'!otlng the ",Iwancement uI indiviclu.a!s wi!h
disabilities.
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:blc. Finnan's. previous pot>itivrudiu:lude pMid~t of !he Uffited Se:n.iun; Health
.~ Coo-peratlvc and ~iur pmf;rallU \..nin"f at !he RoI.J.e-rt WOOd John.'IOfl foundation.
'He-is a widely ~ired expert and coruumer adVO¢llte on many h..\ues
;lffi~ older I-\t'~ ~uch as honw <;:1iI.re, long·leml<.a.:re. health in"'''taru:e And
llnanting b.l.tlt':S, and inlUgt'ne,at~1nlll progTan'lS. Fmnan ha;;- an Ed.D. in
education from Columbia Univ~ity.
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Ihrl~y E. f].ul<: (dece.uedl wu tlu- president of W.;ght SLlle Uruwnity. fl.a.rk
W/IS prew-wusly prollostand e\ocul,ive IIlc~ pre.-lclenllli ROWill" Cunege of New
;tTI.<')' and \'1('(" pi't"!OOem fOf academk affain MId clean Qf \he faculty;lt the State
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eJl<perimenlal p.y<hoiogy and a Ph,D. in ",-i.-autl sciences from the tJnjven;,ty of
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~.);. J, Stukluff i51l ... founder lind p~i'hmt of PllraqUad In;:, Starkroffwas ro
foundet <1I:\Q \'U>cted presidei'll vI the Nation.ai Councilor Independ«tlj Uring
fmO"ll~, Ife w ..s appomted to the pre:>iclent'~ C<JrrllniMlon on ¥/rule HOI.lt.e
Fellnw><hlps by President Ointot< in 1993. Mr_ Smrkloff ill an iritemaUtm.idly
~ed le;ader u\ l~ndeflt IiVillg ami hM. ~vcd a«:1..im from seve!al
h1.l1lWritarian groups.
Samue~ L. Ston'r. M.D., (;Cr\'~d ~s meai:;Jt dl~N (\( the Sp-)!n Rffl~b;I;I;iIohon
Cl'nler. project diret'1:or for the Ik'SeaF..h and Trlllning (<tile->" on Spinal Coni
InJl.uy, and dirn"'tm- of the Nall.(lifl.J,! Spirw.l Cord 1l'lJury S!.. ti~lical <:..nte\'. IA-.
Sto>,-a- III pasl president of the Ameri.:."'an Spinal Cem:! lajut)' Aswcl4ltion.lnJUN'
1m, Itt! ""-<tired asclurinn.an pf lhe ~partmenl {If Rehabilitation Medicine aru:l
WiL<; naJJU.'d rro~ Emenlus. He is a nat........uy ,~iz.ed ~rt in "mingk
managemeot of pen.ons with spinal <oM injury, and ~kin and pulmonary
romplkatir.>n$ivlluwlng !>pinalu'rd injury: Dr. Stover hO:ds a medkal degnot' in
pediatJlQ. i<Urn the ;efia-wn Mildical College,
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COI"pOnliUl fouru.lation of 5tf't'k~ !nc., the wmh.i'l> largest manufacturer uf offICe
furniture.- Po,,( to assuming this poSiUnn,:<;he served II~ c~~..cuti\i'~ diredor 01 th~
foundation, She"l5o has servffi as the director 01 the Grand kapids Center for
lrui.:-pendenl Ln'ing lind ,,~a cHrunll,;,ocial wmk.er. Wollet"s Wil$lI presiMntiAl
appointee to the Natlooai Cmlncil on Disabilitr
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th.! 01\1)' me<l~t1I" ."",!able 10 dOCllff!elll Iht dw.ge over [i1'l1e oftA<:
wlll'F f'OI",li.lI;on ,,·ttl! ,h'i4hiliue~ 1\ Ill<: IIU'IWlI ~UI"'er, The AmcNCIll\
frnhIDlln: Salioo.al ;o.{urUl$, ... lUch ht~ \flctuded 11 qunti\lll iI~1J1 dl!..a.bil.
it} 'EWl' s'""e 191B. FJl1:~tenl from ACE'~ Ur!tosioo Nrc-lky
Alaly"", md k~:uc/1, lID. hdpcd '0 ~eep the dlsabdll~ Q~jOl'! illlbal
5Un't)' on, rtpbr bui>.
Tbc Altwriom Frhhm,m: Niilioull1 NI,rlrl& repum d~a.':ul~~"d
hy ItII: C(1(:>f'f1',ariw IlWUl.tl{>1UJ1 8Ulrurrh Pf'I'srl.llll (CIRPI tfl "~MtklmJ
b:lI'Igilt.l<1iflJlJ ~I<"I)' of Iix' American higt....' eo.lllCalioo ~~mrn. Ei.lahlhlw:<!
iu
the Am".".......u C'<JW\.Ci! (»I
tlu, efRP j, (l(IW Ihc:
Il.llioo' & tllp:M iIIUd IMgeit empmcal ~tudy of hi)!'11I:f MUClllion, mvoJ"'ing
d"ra 00 rome 1,300 lJI'iilmioos. n>-er 7 milliul'l ,~\, and more thrul
JOOj)(() fm:llhy. Tu. m~~imiuo 1m II... of tlw:;e data in researrn ~,M train·
ing, the CUtt' "'U tmn.f~rrn:I to m.: Gtadu.:lle SdJOOt of Educ~ioo aI the
Unjven.ily ot ().\.fumia.. Lo, Ange~ (t..'CLA) in 197). "1M ::nmllal ClRP
freshmwl and fuUuw-Uft Wlve)'s/lft: 11<>* adminisu:rcd by till: tbghe;
EilutaiiOIl Resell.rctt WI'[UIt: al UCLA.. under the:- ,llIl!it1l1in!! SpOill.h.rwstl!P
of !he Americ.1II COUl'l!:!I1)I' Edul'ation,
1he Amlrriran rmomdl (>$I U"caliolt {ACE}, fouOOl:d in 1918,;< the
'w . _
."i\~'"~l"'<
-~,'l- _.
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~"f'I">rI ,,,,,,,'ir... ,»"o,iik"r(lJSSI') h.a~ t;rov." ",,<'1' lfie PW;( decade to ""'7\ .
W
....::i\,}'!i::: ;, •.
t".~~:!ril'{1 and Hi~lu:r Ed..(.ui,m "'I1MI Rff1<$U tur ACE. Wilh guit:!_
~t_§'l!tt~Hf'.XrH Alhi""')' Ik>:mllUld SI;;;!f. she .>eiecl",j the sp.dfw
am 3ddn:»e<l in Ihi~ publicllfion.
.
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n~ ~ 1m"
ri<:lI:md W.I.IT;UU w.;cly by di.a.bilny
'''ppm! HI"-it"¢
~;~!:~~t:U ~'I'dopm~ wfu:crs, H,cAUoo.aIlCbabilthtt"lI1 CQIlIJ>.e
kITS. *,1;ifw:: di'abiliry
<heir 0:1'(ille"
$/,IvOCaln. me ~ts,
~
F.d'""-3~ton.
-t4
ibweli ruo u:!&:tlli ami
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Rhuna C. H:tnrntMl, Oirmor
HEATH ReIDtU'l:e Cerner
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rnaj<»" !Ughe! educatioo reprrSCflta1ive 1)tifanimWll, An indcpcn
fepre""Jt~ Ihe ime""h "r ~Il
delll. ,'r{rl!profil nwdati,ltl.!he C.ill!III:IJ
lIC:t'femi«!.. ~-gnlllling [O$UfIIlWfl$.:H higher edUC4tlQd at ",dlllS
MHO.... I "".1 n:-gi<Jl.1;t1 hi!lher ed~ioo h,.nc;alionl;, Through ib !»(k)!l1IUU
•
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v,
atId a<:twlIles,.md iu p<lii<;y-&enmg h'll"t;':'n~. it ~triye~ 10 eI\\Ij(( high·
'l~alily
ait)'
f01
eduo:a1lun tIOI,!he f\lIItOO'~
campt>!IC~
and t(]ua!
ed'lt'::ll~
QPPOrtu,
all Amtn.:lI!I (ilizens.
Collw;<Jo.and puNicalmll of ~h"..e.:l:UJ. were made pos5lblt by tile
lCl'lll:>ffi Ihc; CCK'I"'l""tM Ap-a'menl betwttO ~ AmerK:lUl Council 00
Ed<.x::atioo 3llt.Ilhe u.s, I1qJWffi"lI¢lli ofF,!"calion, That: C~r;uive
Agreem,,!\! enable~ HEATH 10 publbJ, the trieruual ~$ C(jUQl~ Frr~h •
•n .. n witb Dhabilill-M: A Stati~k:il
Prnm~
(199:!. 1995, a!Id 1998).
Wnh lhal iruf'llUtl, HFA1'/1 r .. rchMrd a ~p;i.:ial nm of ClRP ,j3.la, which
Wlls I~ 00 (Ix' ff'JXIIl~S of Ill(' fm.."mwrn "'00 n"POJ'\~ having.ooe
01
dinbilitres. Couhy Hendenoo, wh.. "',.,111' Ihl" Profile. Im:ru~
e"lCluil'e e'f>erknee aO.J ek~r ci'!inl;ing w!he ta,;i;:. A jonne, ",..~I:t1it for
IImR
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108 STAT. 568
May 4. 1'994
-rH.R 2S~41
. PIJBLIC LAW l03-ZSg-MAY 4, 1994
Public Law 103-239
103d Congress
An Act
Tn ulahlilh a nJltl¢na.l frarntwwk f(lr the develOpment or Sehool.to-Work Opportuni.
titt Jynemt in alJ Slate., and (or other pu~.
Be it en.acted by the Senate ami House of Representatiues of
the Un.ited States ofAmerica in Cortgress assembled,
SECTION 1. SnORT TITLE; TABLE OF CONTE~"TS.
School.!.{>.Work.
Oppcrtunitie$
Att tlf !9!14.
20 USC 6101
''''''
(a) SHORr 'l'm.E.-This Act may be dted as the "School~to
Work Opportunities Act of 1994",
{b) TADLE OF' COh'TEl\i'S.-The table of contents is as follows:
Sec. l. Sho:t. ti~e; taM. of t(ltlttna,
Sec. !'i. Finding1.
~, ~. Pur.looses a.nd l:Onp'f'u!tJool intent.
S«. -t. ThlflnitiOlll..
~, S, Federt.lIldmi:W.t.ratioo.
TITLE l-SCHOOt.-TO-WORK DPPORTh"XITIES BAS1C PROGRAM
COMPO},~"TS
Se.:. HIl. G<tnuaJ progn.m reqwnlimenta.
Sec. 102. Sd:.qo].!.>ued I~g component.
Sec. 103. Work-baaed leaming(Qm,xmcnt.
Sec. H).4, Ct;;nnbCtin£ attivitief oompotlll'nt,
m'1..E II-SCHOOl,..TO.WORK OPPORT...W TIES SYSTEM DE\t:LOPMEJ.,"T
A..'\"D IMPLE}.tENTATION GRA."'"TS TO STATES
SubtitJ~
•
A-SI.aLe D,ve;llprno:tlt Or.tlu
Soc. 201. """"'.
Soc. 202, Auiliol"..l.&tion.
Sec. 203. Appllcatitlr...
See. 2Q.4. ;\yprova.l or .pplication.
Sec. 205, Ute of .moun",
SK. 206. MainL/!!ilntlC llt e!Tllrt.
Sec. 2()7. RepGrta.
S ...btiUt B--Sto~ Impd:mf:n1.&lie.n Granu
2Il. " " - .
212. Allthon.u.tian.
5e<::. 213, Appikation.
So!c. 214, fU!view of .pplie.tian,
Sec. 215. u~ or &.mounlA-.
Sec, 2:16, Allocation l"IiIq\URfMtlt.
Sec. 211. UmiuatiOll WI adlnini5trativc (;O.IIt,a,
Soc. 216. Reporta.
Suhtltl" C-Dev.l(:p~f:nt and Implementation Cran" for &:hool.t.o-Work I'rIlGTaml
(or Indian YautJu
Soc. 221. Auilit!riuticn.
Sec. 222. R&q\l.inmnlu'
Tl1'i.E m-nne:RA:...IMPi.E.M£NTAnOz-.: GRM-rs TO LOCAL
s...
Se.c.
,
"'''.',<~
PARTNERSHU'S
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(0)
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IGS STAT, 569
PUBLIC LAW J03-239-MAY 4, 1994
s.e.e.
302. Auu:¢nutlMl.
5fy:,
306. Reportl.
5K. 303. ,,"pptieatioo.
s.e. 3(14. U.. o( amounu.
Sec. 305. ConIQnulty with ap~ed St..tt pla."l.
&0:. ,)I)i,
H~gh pclveny Mea
derIDed.
TlTl.£ IV_NATIONAl. PROCRA..\tS
sK, 40L ReK.t.rdi.
~mon.tl"1I,tion, and o:.htr Pl"lIjeeu,
Sec. 402, Periol"lruU'lu Dut.ecmu and ~valu.uon.
Sec. 403. '!'raining and t.echnie.al .nin.nee.
Sf,c, 4G4. C.~city building and inf(iTm41.ion a!'ld dilSeminatioo network.
Can,,",u.
400. Fundins.
TInE V-WAlVtR OF STA'tt.J"tORY M'D RtCULATORY REQUll!.£1,fEI\'1'S
SeI:. !lOl. Slatt and local ~nhtv request!: and rtJpon$jbmtie~ for wajVtf'll.
See, 50l!. WaiVH authority..,.r Seeretary of EdUC4~ioo,
Se<.. !>OJ. Wa.iV~T .u!.bont>; of Svttetary of Labor.
s...:, &>4. Combil'llltion or tederal (lind, (0' hl;-h poverty.ch«:ill-,
Sec, WS. Combination IJ! Federal [u...,dt by Sate' for &Cboo).t..:;.<W(rfk ."jvitiu.
&¢. 405. Reportf \.Q
$e(:,
TITLE Vl-GE.''EML PRO\1SIONS
See, fiO!. RecwTemenU,
Sec, 1302, St.rietionB.
St-(, 603, Steu &uthorit)',
Sec. 604. Prohibition on fedenl mandal.u, ci:rectu:m. ami
&e. tiOS. AuihoriUltioJl of appropriation•.
~(llltroi.
TITLE \1I-OTI1EJt PROGRA.MS
•
SubiWe A_R&.al>thoriu.ticm Df JDn TTaining for the Horneh,.. Demoru-tr.tion
Prot:TAm Under tilt Stew.o.n. B. McKwney HomelullC Aui$ta..'1et Act
See. 701.
.Reaut.~t.ri:utlon,
Subtitle
See. 71 L T..en·prep eduealio,.,.
~-Tt'th,rnp,~m.
........~,
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Subtitle C-A:uxa Natil:t! An ani Culture
;", ~
,,' .,.: ~l ".
See. 721. Shl}rt litle,.
'Se<, 722. AluM N.ali~ an and tultun,
SUbti'tle n.;..:J~b·ir.ini~g" .. i ~
t,o Jub Training Partnef'$hlr; Act tG p'ovide allow.nu.
ttI,u. to et1r'..a.in indhiduaJa participating in the Job Corp"
Se1::. 731. Amllndment
child
taTe
(or
T1TLE VIU-T£CH.-";:CAL PROVlS10;{S
Sec, 801. ElTective date.
Sef;. B02.. Sun".,
SEG. 2. FTh'Dl:'-JGS,
Congress finds thnt
(1) three-fourths of high school students in the United
States enter the workforce without baccalnureate degrees, and
mnny do not. possess the aca.demic nnd entt'V~le\'el cccu;:,::!\onal
skills necessary to succeed in the changing Onited States i(lrk'·~
place;
(2) a substantial number of youths in the United S~ates,
especially disad·..antaged students, students of diverse racial,
ethnic, and cultur.ttl backgrounds, and students with disabi:'
lties, do not cornptete high school;
(3) unemployment .ttmong yo-uths in the United States is
inwlerably high, and e.ttmings of high school graduates h.tt...e
. been falling relative to enrnings of indl\'idu.ttls with more edu
cation:
'
(4) the workpJace in the United States is changing in
response to heighlened international C;Ompetition and new tech
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(4)
�•
108 STAT, 570
PUBLIC LAW I03-Z39-MAY 4,.1994
nologies, and such forces, which are ultimately beneficial to
the Nation, are shrinking the demand for and undermining
tbe earning p_ower of unskilled iabor;
I
(s} the United States lacks a comprehensive and coherent
system to help its youths acquire the knowledge, sidlLs, abilities!
and information about and access to the labor market neCessBl}'
to make an effective transition from school to career-.orienteo
I
work or to furiher education and training;
(G) students in tbe United SUItes car. aebie\'c- high academic
and occupational standards. and many learn better and retain
more when the students learn in context, rather than in the
I
abstract~
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(7) while many student. in the United States have part!
time jobs. there is infrequent linkage between(A) such jobs; ond
{B} the [:anmr planning 01" exploration, or the SChool"1
based learning, of &uch students;
HI) the work·based learning approach, which is modeled
a1t.er the time-honored apprenticeship concept. integrates theo{
retiea: instruction with structured on-the-job trairilng, and this
approach, combined with school-based learning. can be veri
effective in engagin; student interest, enhancing skill acquitu!
tian, developin~ positive work attitudes, and preparing youths
for rugh"skll1, high-wage careen;
(9) Federal rcsource$ currently fund s series of categorical,
work-related education and training programs, many of which
serve disadvantaged youths, that are not administered as
coherent whole; and
-. I
(0) in 1992 a.pproximately 3,400,000 "indrviduals in the
United States age 16 through 24 had-not:conipleted high school
and were not cWTently enrolled in school, a number represcnt~
ing approximately 11- percent of. 'alL, individuals in this agt'
group, which indicates that these young persons are particu~
Jarly u.op,.pared fer the de,"~~d~,of,~ 2!" .ceri,~)'Y WOfkIem',
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usc 6102
SEC, 3;, PURPOSES AND CONGRESSlONAL INTENT. .'
" (a) Pun,POS'Es,-'The purpose; "fthis Act ~r~ -' " ,
01 to establish Ii nationa;r frameworh Within which all
'States can crea~ statev.ide Sc_hoolctQ-."Work Opportunities SY~)I
terns tbat~
,
'_ .' ,,', '
(A} are a part of comprehensive education reform;
(B) are integrated with the systems developed under,
the Goals 2000; Educate A.."nerica. Act and the Nntici;al ,
Skill Standards Act of 1994; and
(C} offer opportunities for all 'students to participate
in a perfonnan~based education and training program'
r
that w i l l - '
I
(i) enable the students to ilam portable credentials;
un prepare the students for first jobs in high~"I'-"!
skill, high· wage careers; and
.
(iii) increase their opportunities for further cdu",
cat,ion; . including education in a 4-year college (tTl
uruverslt.y;
(2) to facilitate the creation of a universal, hi~h.quaiit~
school.t,o..work transition system that enablea youths m the
United States to identity and navigate paths to productive'
and progressively more rewarding: roles in the workplace;
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PUBL1C LAW 103-2S9-MAY 4,1994
108 STAT. 571
(3) to utiJize workplaces 8S active learning environments
in the edu1;Ational process by making employers joint partners
with educators in prmiding opportunities for all st.udents to
participate in high-quality, work-based leaming experiences;
(4) ttl we Federal funds under this Act as venture capital,
10 underwrite the initial costs of planning and establishing
statewide Scliool·to·Work OpportUnities systEms that will be
maintained with other Fedoral, SUlte, and local resources;
(51 to· promote the rortnation of local partnerships t.hat
an~ dedicated kI linking the worlds of school and work among
secondary schools and postsecondary educational institutions,
private and public employers. In-hor organizations, government,
communitY-based organizations. parents, students, State edu·
cational agencies, local educational agencies, aod tnining and
human ser....i ce agencies.;
(6) to promote the formatirm of 10(':a1 partnerships hetween
elementary schools lind secondary schools (int:lm:hng midd:e
schools) and local husinesses lt$ an investnHmt in future work
plnce producth<ity and competitiveness;
(1) to help all students attnin high academic nnd occupa~
tional standards;
.
(8) to build on and advance a range of pTomisi:;.g school·
to-work acti..rities, such as· teeh·prep eQllcation, career
acanemies, school~to.apprcntice5hip programs, cooperative
education, youth apprenticeship, school-sponsored enterprises;
business-education compacts, and promising strategies that, " .
assist school dropouts, that can be developed into progiams' '.
funded under this Act,
' .. " .~ ; - ~,::
(9) to improve the knowledge and'skills of-yt'IUih'sd:bv-,·l ,-, ,
integrating academic and occupational learn!rig, integrating'···, ',:.;' '
school-based and w(Yrk~bascd 'learning, and 'bulldin~ 'eiTeetive'" "." ", .•
linkages between secondary and postsecondary educatIon:; '.: 'i ":;;,~ :' ',- ;
no) to encourage the development and ..implementation':.· '
of programs that will require paid high-qua;ity, 'work",based '.
leamingexperiences'. ~ "
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(ll) to motivate all youths, including lov....achieving you~hs. ,',
school dropouts. and 'Youths with disabmties. to stay rin~' or .... ~
return to school or a classroom setting and strive to succeed,
by pro~iding enriched leerning experiences nnd assistance in
obtaining good jobs and continuing t!:eir education in post·
secondary educational institutions.;
,
(12) to expose students to Ii broad Brrny of Caft;Cr opportuni.
ties, and facilitate the selection of caner majors, bnaed on
individual jnterests, goals, strenr--hs, and abilities:
(13-) to inereaS<! op'portunities for minorities, woman, nnd
individuals with disablbties, by enabling indiv)duals to prepare
for careerS that .are not traditional for their NIce, gender, Qr
disability; and
(14) to further the National education Goals set forth in
title I oCthe Goals 2000: Educata America Act,
(bl CONGRESSIONAL IN'TEh'T.-Jt is the intent of Congnss that
the Se::retary of Labor and the Secretary of Education jointly admin
ister this Act in a flexible manner that
0) promotes State and local discrntion in establishing and
implementing statewide School~t.o-Work OpportunIties systems
and School-to·Work Opportunities programs; and
(2) contributes to reinventing government by
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lOS STAT, 572
PUBLIC LAW l03-239-MAY 4, 1994
(A) building on Stare nnd local capacity;
.
(B) eliminating duplication in education and training
programs tor youths by integrating such programs into
1 comprehensive system;
.
~,
(C) maximizing the effective use of resources;
(0) supporting locally established initiatives;
tE) requiring measurable goals for performance; and
(F) offering flexihility in meeting such goala.
2{l
usc &103,
SEC. c,. D:EFTh.TI10SS,
As used in this Act:
(1) ALl.. ASPECTS Of' AN !l\'DUSTRY.-The term. Wall aspects
of an industrY' means all aspects of the indusll)' or industrY
sedor a student is preparing to enter, includmi planning~
rnan2.gernel1t. finances" technical and production skills, underly~
ing princlpies of technology, labor and community issues. hea:th
and safety issues, and environmental issues, feiated to sucn
.
industry or industry sector.
(2} ALL STIJD£I\"r$.-Tbe term "all students" means botH
male and female students from a broed range of backgrou!1ds
and circumstances, ind ..ding disadvantaged students, students
with diverse racial, ethnic. or cultural backgrounds, Americ:ari
lnruans, Alaska Natives, Native Hawaiians. students witll
disabilities, students with limited-English proficiency. migrant
children, school dropouts, end academically talented students:,
(3) APPRoVED S'tATE p1..A,N,-The tenn "npproved State
plan" means 11 stateWide School-tn-Work Opportunlties-system' ',
plan that is submitted by a State under section 213, 'is:detert . '"
mined by the Secretaries to include the program, components
described in sections 102 through 104 and o-thet'Wise" meet~:
the requirements aLthis.Act. and is consistent "'lith.the State ....
impro\'ement plari'for the State, if any; under tne.'Goals"200o-:. ". ; _
EducateAmeriq~Act. . :
'.
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(4) CAREER GUlDANCE M'D COUNSEUNO.-The- t£!rm·"coreer '.
guidance and'couriseling"-·mea:ns'programs-:...:·~<i i':.- ::l~:-_';:;{ -,".;:': "(.j '>...
(A) tliat "Pertain' to the body of subject' matter~ and:" .".
.related techniques and methods organizt:d for the.dc\'elop- ,
ment in incUvidua!s of career awareneSS, career pllirming,
career decisionmaking, placement skills, and ~nowledge
and understandinf of local, State. and national oecupa
tional, educationa:, and labor market 'needs, trends, ana
opportunities;
.
(B) that assist individuals in making and implementing
informed educational and occupational choices:; and
I
(C) that aid students to ,develop career options ""ith
attention to surmounting gender, race; ethnic, disahility,
langu<lge, or' socioewnomic im~diments to career options
and encouraging careers in nontraditional empioyment. I
is) CAREER MAJOR.-The term "career major" means 11
coherent sequence of courses or field of study that prepares
e student for a fin:;tjob and thatI
{A} integrates academic and occupational learning,
integrates school-based and work-based learning, estab
lishes linkages between ser::ondary schools and postsecond
ary educational institutions;
(B) PNfsres the student for employment in a brood
oceupationa cluster or industry sector;
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PUBLIC LAW 103-239-MAY 4, 1994
108 STAT. 573
(C) typically indud€s at least 2 years of secondarY
education and at least 1 or 2 years of postsecondary edu~
cation;
.
{DJ pl"Ovides th~ students, to the extent practicable.
with strong experience in and understanding of all aspects
of the industry the students are planning to enter;
.
(E) results in the award orm a high schoo! dipiomn Of' its equintcnt, such
0&
ma general equivalency diploma; or
an alternative diploma or eertiflcate for
students with disabllities for whom such altJJ:r·
(ll)
oath'S dip}otlUl or certificate is appropriate;
eli} a certificate
(it
diploma recogn.:.zing successfu:.
completion of 1 or 2 yoars of post.s«ondary e:ducatio!1
(if aPEropriat.e}; and
{liD a skill certificate; and
(F) may lead
1.0
further education and training, such
as entry into a registered apprenticeship program, or :nay
lead to admission to a 2· or "-yenr college or university,
(6) COMMUNtTY-BA.S£D ORGA..o..:1ZATIONS.~The ~nn "eommu~
nity-based organizations" has the meaning given such Urm
in Section 4{Sl of the Job Training Partnership Act (29 U,S.C.
'15Q3(511.
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(7) ELEMENTARY SCHOOL.-The term "elementary school"
means a day or residential school ,that provides element.n1j'
education, as determined under State law., .
(8) EMPWYER.-The t..enn "employer" indudes both public
and privat..e employers.
'
{9} GoVERNOR.-The term "'Governor~.'means -the chief
executive of a State,
~ ,. ,..
nO} LoCAL tDUCATtOKAl.. ACENCY.-The term "local edu.
cational agency" means a pubiic boar(;:'of,~<idueation or other
public authority lega.lly constituted withiri:',p., State for either
administrative oontTol or direction of, 'oi tii perform i service
function for. pubHc elementary or seconder)' schoois in 9. city,
county, township, school district, -or other political subdhision
(Jf a State, or such combination of school districts or collnties
as are recognized 10 .9. State as an administrath'e agency for
its public elementary or secondary schools. Such tern'. includes
any other public institution or agency having aaministrath'6
contl'ol and direction of a public elementary or secondary school.
(11) LocAL PARTNERSH;P.-Thci term "1ocal partr:ership"
means a local entity that is responsible. for local School-to
Work OJ}portuniti-es programs and that
(A) consists of employers, representath'es of local edu·
eational agencies and Iotal postsecondary educational
institutions (including representati.... es of area vocational
education 5chools, where applicable), lm;al educators (such
as tearners, counselors, or administrators), representatives
of labor organizations or nonmanagerial employee rep
resentatives, and students; and
(B) may include other entities, such as
memployer or£!anltBtions;
(ii) community:based orJ:;anitauons;
(iii) national trade assOClations working at the local
levels;
Lf(5tt)
(l1J(6J(ltij
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lOS STAT. 574
PUBLIC LAW
I03-239~MAY
4,1994
{iv) Industrial extenslo.n centers;
(VI rehabilitation agencies and organizations;
(vi) reg-hi.tercd llpprentieeship agencies;
(vii) local vocational education entit.ies;
(viii) proprie~ry institutions of higher education
(as defined in section 481(b} of the Highe!' Education
Act of 1965 (20 U.S.C. l08S(b») that continue to meet
the eligibility nnd certification requirements under title
IV ofsuch Act (20 U,S.C. 1070 et seq.!;
(Lx) loeal government agencies;
(x) parent organizations;
(xi) teacher organizations;
(xii) ,-ocational student organizations;
(xiii) private industry couhdls established under
section 102 of the Job'Training PartnerShip Act (29
U.S.C.1512),
I
(xivi federally recognized Indian tribes. Indian
organizations, and Alaska Native villages within toe
):'jeaning of the Alaska Native Claims Se!!lemenl Act
(43 U,S.C, 1601 et seq,); and
(xv) Native Hawaiian entities.
I
(12) POSTSECOh"DAkY EDUCATIONAL Il"STITUT:ON.-The term
;.
"postscoondary educational institution"' means an il'lstttu~ltin
of higher education (as such term is defined in section 481
of the Higher Education Act of 1965 (20 U.S.C. 1088)) which
continues to meet the eligibility and certification requirements
I
under title IV of such Act {20 U.S.C. 1070 et seq,).
(13) R!:.GtSTERED APPRENT1C;eSHIP AGENC'f,-The term "reg·
istered apprentice-ship agency'" means the Bu:eau of Apprentice
ship and Training in the Department of Labor or a State
.fprenticesrip agency rcc:ognized ond approved by the Bureau
() Apprenticeship and Training as the appropriate bodrfor"
State registration or approval of local apprenticeship programs
and agreements for Federal purposes.
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(14) R£mSTERED APPREt.'TICESHIJ> PROGRAM.-TIi(f.:"t.erm
"registered apprenticeship program" means a"progi3m reg·
istered by it registered apprenticeship agency,
" ' , I,
(15) RI.:U.TEO S£RVlcES.-Tb.e term "related scrviees"
includes the t,"Pes of services described in section' 602(17)
the IndividualS with Disabilities Education Act (20 U,S.C.
.!;
'..
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of
1401(17)).
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(16) Rt.'1l,A.L COMMU1\'1n" WITH LOW POPtJ!...,\'fJON DEUSrrY,;
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The t.entl "'rural community wi:.h low population density~ means
'a county, block number area in a non metropolitan county,
or consortium of counties or of such block number areas. that
has a population density of 20 or fewer indi..-iduals per squa're
mile.
I
. . (7) SCHOOL DROPOL'T.-The term "school dropout" means
a youth who is no longer attending any school and who has
not received a secondary school diploma or a certificate from
a program of equivalenc), ror such a diploma.
I
(18) SCHOOL S!TE MEN!'OR,-The term "'school sit.e mcnwr"
means a professional employed at a school who is dcsignated
as the advocate for a particula.r student, and who .....orks ,in
e¢nsultation w1th classroom teachcrs, counselo:rs. related sen'
iC(;$ personnel, and the employer of the student to design anJ
rJ'Jr§lJfJ
(18)
.
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PUBUC LAW lOS-239-MA Y 4, 1994
monitor the progress of the
gram of the Btudent..
School~u>-Work
108 STAT. 575
Opportunities pro
(19l SCHOOL-TO-\.\'OnK OPPORl1JNTI'IES l'ROGRAM.-The term
"School-to·Work Opportunities program" means a program that
meets the requirements of this Act, other than a program
described in section 401(4).
(20) SECONDARY SCHOOL.-The term "5ei:ondnry school"
means
(A) a nonprofit day or residential school that provides
secondary education, as determined under State lnw, except
that it docs not include any education provided beyond
grade 12; and
(B) a Job CQrps center undel." part 13 of title IV of
the Job mining Ptlttncrship Act (29 U,S.C, 1691 ct seq.),
(21) SECRE1'ARIF.:s.~The term "Secretarie"" means the Sec
retary of Education and the Secretary Gf Labor,
.
(22) SKILL CERTIFICATE.-The tenD. "skill certificate" means
a portable, industry·rerognized credential issued by a School~
to-Wo,k Opportunities progrnm under an approved Staw' plan,
that certifies that 8 student has mastered skills at levels that
are at least as chaUenging as skill standards endorsed by
the National Skin Standards Board established under the
Natio::al Skill Standards Act of 1994,' except that until such
skill standards are developed, the term "skill certificate" means
a credential issued under a process described in the approved
State plan .
(23) STAn.-The umn "State" means each of the several
States, the District of Columbia, the Commonwealth of Puerto
Rico, the Commonwealth of the Northern Mariana Islands, ' . N '
American Samoa. Guam, the Virgin lsJands, the F'edera~d •
States of Micronesia, the Republic of the Marshall Islands.
and the Repuhlic of Palau.
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(24) STATE' EDUCATIONAL AOENcy,-Thc term "State edu··, , '.
eational agency'" means the officer or agency primarily· ..·
responsible for the State supervision or public elementary and
secondary schools.
(25) WORKPLACE MEN'roR-The term "'workplace mentor"
means an employee or other inwvidual, app,Tovcd by the
employer at a workplace, who possesses the skills and k.,,)owl·
edge to be mastered by a sludtmt, and who instructs the stu
dent, critiques the performance of the student, challenges the
student te penonn well. and works in c()nsuJtation with dass·
room tE\acher.s and the employer of the student.
.,
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:fEIi..s. FEDE:L\.l:Al)MlNlSTRA'l1()N.
(a) JOINT ADMIN1STRATtON.
.
•
H) IN CENERAL..-Notv..'ithstanding the Department ofEdu·
QUon Organiwtion Act {20 U.S,C, 3401 et seq.}, the General
Education ProvisiOn!! Act (20 U,S,C. l221 at e:cC\;), the Act
entitled "An Act To Create a Department of Labor. approved
March 4, 1913 (29 U.s.C. 551 et seq.), Md section 166 of
the Job Training Partnership Act. (29 U.s,C. 1576), the Secreta.r
ies shall jointly provlde (or, and shan exercise final authority
over, the administration of this Act, and shall have final author
ity t.o jointly issue whatever procedures, guidelines, and regula~
tiems:, In accordance with section 553 of title 5, United States
,
..• ,..
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:w usc 6104,
�•
108 STAT. 576
PUBLIC LAW 103-239-MAY 4, 1994
Code. the: Secretaries consider necessary and appropriate: to
administ.er and enforce the pro\isions of this Act;
(2) SUDMlSSIQN Of pLA..\'.-Not 'ater than 120 days after
the date of enactment of this Ad, the Secretaries shall prepare
8 plan for the joint administration of this Act and submit
such plan to Congress for review and commen.t.
(b) ACCEPTANCE OF G1FTS.-The SeereUtries are authorized,
in carrying out this Act. to accept, purchase, or lease in the name
of the Department of Labor or the Department of Education, and
employ or rnspose of in furtherance of the purposes of this Act,
any money OT property. real, personal. or mixed, tangib!e or intangi
ble, received by Rill devise, bequest, or otherwise.
(c) USE OF VOL~7ARY AND T:NCOMPENSATED SERVlCES.-N"(;t~
withstanding section 1342 of title 31. United States ·Code, the
Secretaries are authorized to accept voluntary and uncompensated
services in furtherance of the pUl"'Jloses of this Act.
,
TITLE I-SCHOOL·TO·WORK OPPORTU·
NITIES BASIC PROGRAM COl:tiPO·
NEJ'."TS
SEC.
un. G~ PROGRA.lU REQtJlREMENTS.
ACt shalt
aehool-hased learning and work-based learn
ing. as proVIded for in sedions 102 and 103, integrate academic
and occupational learning, and establish effective linkages
between secondary and postsecondary education;
.
(2) provide participating students with the opportunity to
complete career majors.;
(3) incorporate the program "components. provided in sec
tions 102 through 104;
.
.
(4) provide participating students. to the extent practicable,
with strong experience. in ,end· -understanding of all aspects
of the industry the students are preparing to enter; and
(5) provide all students' with equal acress to the full range
of such program components (including both school-based and
work·based learning components) and related activities, such
as recruitment, enrollment, and placement activities, except
that nothing in UU. Act shat! be construed to provide any
indivitlual with an entitlement to .llef"\--1l!eS under t01& Act.
,.
A Scbool-to-Work Opportunities program under thi,.
0)
e.
20 USC ti112.
inte~ate
SEC, 102. SCHOOl,...BASED LEARNlNG COMPONENT.
The school~batJed learning component of ,a School.to.Wotk
Oppcrtwtities program $hall inClude
_ (1) career awarenees and career exploration and counseling
{beginni~rr at. the earliest possible age, but not wier than the
7th grad~! ul-order th" help 'students who may be interested
to identify, and seled ar rec()nsider. their intetests, goals. and
career majors, including those -options that may not be tradi
tional for their gender, race, or ethnicity;
(2;) initie.1 seleelion by- interested students of a career major
not later than the beginmng of the 1Hii grade;
(3) a program of stud" designed to meet the same academic
content standards: the state has established for all students,
including, where applicable, .standaFds: established under the
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PUBLIC LAW l03-239-MAY 4, 1994
108 STAT. 577
Goals 2:000; Educate Ameriea Aet, and to m.eet the requirementa
necessary to prepare· a student for postsecondary educatiOl'l
and the requirement! necessary fOT 8. student to eam,a skill
certificate;
(4) a progrnm of instruction and eum:::ulu:n that integrates
academic and vocationa.llearnin~ Hncludint applied methodolo~
gies and te(tm~teaching strategtes), and mcorporstes instruc
tion, to the extent practicable, in all aspect! of an industry,
appropriately tied ttl the career major ora participant; "
(5) regularly scheduled iwaJuations involving ongoing con~
su.ltation and J::robJem solving with students a.nd school drop~
outs to identify th'eir academic strengths' and weaknesses,
atademie progress, workpIece lmowledge, goals. lind the need
(or additional l~arning opportunities to master core academic
and vocational skills; and
" (6) procedures. to facilitate the entry of students pl'lrticipat
ing in a School-to·Work Opportunities program into additiousl
training or postsecondary education prngrams, BS w.eU as t.o
facilitate the transfer of the students between education and
training programs.
SEC-1M. WORK.BASED LEARNING COMPO!'<"E'..''T.
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SEC. HW. CONNECTING ACTIVITII:S COMPO!'<"ENT,
•
2iI USC 6113.
{n) :MA_"'ffiATORY AcrrvITItS,-The work-based iearr.ing COmpo
_nent of a School·w..Work Opportunities program sha:l include
. (1) work e~perience;
. .
(2) a planned program of job training and work experiences
(including training related, to preemplovment and employment
skins to be mastered at progressively 'higher' levels) that are
coordinated with learning in the school-based learning compo
nent described in section 102 and are' relevant to the career
majors of students Bnd lead to the award 'of skill: certificates;
(3)workplacementoring;
:' ,''''.
'.
(4) instruction in f?l:neral workplace competencies, including
instruction and aetlVlties related to developin!\ poSitive work
attitudes, and employability and participative skills; and
(5) broad instruction, to the extent p.actlcable, in all
aspects oftba industry.
(b) PERMISSlnUl AC:i'!\'1TItS,-Such component may include
such activities as paid· work experience, job shadowing, school·
sponsored enterprises, or on-tho·job training.
20 USC li1l4
The connecting ak'~.!..itiJ!s comprment of a School-to·Work
Opportunities program shaH inciude-';'-"
'.
(l) metching students with the work-based learning
opportWlities of employers;
.
(2) providing. with respect to each student, a school site
mentor to act as a liaiso.n among the student and the employer.
school, teacher, school administrator, and parent of the student.
and, if nppropriate. other community pnrtners;
(3) provioing teehnieal assistance and sen'lces to employers.
in-cluding small- and medium-sized businesses, and other par
ties in
(A) designing school-based Jearning ~mponents
described in section 102, work-based learning components
described in section 103, and counseling and case mana.ge
ment services; and
loJ(<fj
/otf(!J.AJ
�•
108 STAT. 578
Pl:BLlC LAW 103-239-MAY 4,1994
.
I
.(B) training teachers, workplace mentors., school site
menton, and oounselors;
I
I
(4) providing assistance to schools and employers to
integrate school,based and work-based learning and integra'te
I
flca.demic and occ:upationallearning lnw the program:
(5) encouraging the active participation of employers, in
coopcralJon v.ith loeal education officials. in the implementation
of local activities described in sedion 102, section lOS, (If tli"ia
.~tion;
I
i
{fJXA} providing 81lBistanec to participantS who have com·
pleted the progTam in finding an APpropriat.e job, continuing
their education, or entering into an additional training program;
and (B) ,,_c,_ th e partlc:pants WI·th·
..
I
Wl.Il.. LUg
other eommwuty Sl<mCes
tilat may 00 necessary to aSSure f1 successful transition from
school tn work;
I·
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(7) collecting and analyzing information regarding: post·
program outcomes -of participants in the.l Schoo!·t<rWork
Opportunities prOgTam, t.o the extent practicable, on the basis
of socioccon-ontic status, rnte, pender, ethnicity, culture, and
disability, and on the basis o. whether tJle Iparticipants are
students with limited-English proficiency. school dropouts, dis
advantaged students, or academically talented students: and
(8) linking youth development activitie-s' under this A'ct
with eroplo~'er and industry strategies for upgradinc the skills
of their WorKers.
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TITLE U-SCH00L-TO-WORK OPPORTU
NITIESSYSTEM,: DEVELOPlVIENT .AND
IMPLEMENTATiON
GRANTS
TO
.........,''- , .'
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STATES .'.:;~'
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Subtitle A:~5itate··:bevelopmillit Grants";
,
.. ".",. ". ,. w I ·
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20 USC IHZl.
S£!:. itn. p1JR.p{)sE.
',' , ~ - "
The purpose of this subtitle is to assist StAtes in planning
and develnping Clnnprehensive statewide School·tn-Work Opportuni·
ties systems.
'~'''.... :
.20 USC lH21 ,
SEC.202..A1.ITBORIZATION,
.
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(a) GRM"TS TO STATES.(l) lK (a:.""ERAL.-On' the application of the Governor on
behalf of a State in accordance with section 203, the Secretaries
may provide a dcvelopment grantJ.o the State in ~uch amounts
as the SOCTeteries determine to be·JtlfceassrV ";6 enable such
State to complete planning and development ot'a comprehensive
statewide School·to-WQrk Opportunities system:
(2) AMOUNT.-'fhe amount of a develoyment grant under
this section may not exceed Sl,OOO,OOO for 'any fiscal year.
(3) COMPL1..rlON.~The Secretaries may provide such grant
.
to complete development of II. $tat-ewide I School·to·Work
Opportunities 5ySte\fl$ initiated with funds received under Hie
Job Tnrlniog Partnership Act (29 U.S,C. 1501 et seq.) or toe "
I
•
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PUBLIC LAW I03-239-MAY
~, i 994
108 STAT, 579
Carl D, Perkins Vocational and Applied Technology Ed~cation
Act. (20 U.S.C. 2301 ct seq,},
I
(h) GRA.vt'S TO TERRITOR1ES.-In proViding grants under this
section w the Commonwealth of the ~orthern Mariana' Islands,
American Samoa, Guam, the Virgin Islands, the Federated States
of Micronesia, the Republic of the Marshall Islands. or the RepubliC"
(If Palau, the Secretaries shaH uu amoWlt.& reserved \.U'l:derleection
005(bXl),
SEC. 2OS, APPlJCA110N.
2(1
(8) IN GENERAL.-The Sec~tarieg may not provide a devebp
m.ent grant under section 202 to a State unless t.he Governor
of the State. on bt.half of the State, submits to the Secretaries
an application, at such time, in such form, and containing such
information as the Secretaries may reasonably require.
"
(b) CON1El'o.'TS.-Such application shall include-
(1) a timetable and an estima.te of the amount oi:funding
needed to complete the planning and develop~ent necessary
to implement a. comprehensive staurwide School~tc'Wotk
OpportunitIes system for all students;
,
{2) a description (lfhow~
,
(A) the Governor;
Wi the State educational agency;
_
(C) the- State agency officials responsible for economic
devel<>pment:
.
"!··~:"':'_.:';<·I/··
~.
(D} the State agency omci!l;ls,tesponsib~e,fori emplov.
USC 612'3,
i
•
men(b
~mci;ii,-'~;e~~~;n~b!;;I:~f~ ':i~b
the State agency. '.
training;
•. >- ,,~ . . , -0
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(F} the State agency-.~omeja!s":,-·responsible for post.
secondary education;
_ ,,' _,.'_;, I. - , .
. -(G) the State agency omcia;s,res~nsible for,v'ocational
education;
'" ~-''''-''~''.-:;'' ~~"'T:"""~'~I~V"' "."
(H) the State agency officials responsiblei for Voclltionlill
r nhabilit8tiun;
~: c,' y' ";'!'~.
'., ,I _
(l) the- individual assigned bv the State und-er section
llHb)(l) of the Cn:r! D. Perkins Vocational and Applied
TechnoJogy Education Act (20 U.S.C. 232HbXl}); i
(J) o-ther appropriate officials, including the St.,nt£.- ..
human resQurce investment cou. .cil eSLablished in aeco-rd· "
.
ance with t.itle VU of the Job Training Partnership Act
(29 U.S,C. 1792 et seq.). if the State has established such
a C-OUIlcil: and
..:
(K) representatives ufthe private sector,
will collaborate in the planning and development. o-f;the state- ... ~
wide SCho-ol·t,o..Wo-rk Opportunities 8ys~;
i
',' ,',,--,
(3) a description o-f the manner in, which the Slate has
obtained and will e<mtinue to obtain the active and Ic:ontinued
participation, in the planning and development of the statewide'
Sdu)ol~to.Work Opportunities system, of emplorers and other
interested lorties. such as lO'¢ttlly elected offictals, Isecondary
schoo-ls an p;;lsiatloondary edueational institutions (or related
agencies), business assoc1ations, industrial extension eenU!rI-,
employees, labor organi:eationa or associations of sucn orga,niza.
tiona, teachers, related aervices pCNlfinnel, studentS, parents,
oommunity·hased organizations, rehabilit.ation agencies and
orglilniutions, Indian tribes, registered apprenticeship agencies,
, ,
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108 STAT_ 580
PUBLIC 1..>\ W IOa-239-MAY 4, 1994
vocational edueational agencies. v()t:ational stddent organi%a."1
tions, and human &el'Vice agencies;
(4) 8. d~scription of the manner in which the Stat.e will
coordinate planning activities with "any local &chG<ll~to-work pro-II
grams, including programs funded under title rn) if any;
(5) a d.esignation of 8 fiscal agent to receive and be aceount~.
able for fund!; provided from a grant under section 202~ and
(6) a description of how the State will provide oppartun.lties'
fOT students from low·income families. low.achievinfi! students!
students with limitEd-English proficiency, students Wlth disabilf
Hies, students living in rural communities with:low population
densities. school dropouts, and academically talented students:
to participate in School·to-Work Opportunities programs,
(e) COORDINATION WITH GoAlS 2000: Em':CATE AMEruCA AC7"!
A State seeking aBsist.ance under both this subtitle' and the Goals
2000: Educate America Act may,
I
0) submit a single app!ication containing plans that meet
the requirements of such subtitle and such Act Md ensure
that the p'laDB are coarcinated and not duplicative; or
I
(2) If such S:-.ate has slreadv submitted Iits applicatian
far funds unde.· the Goals 2000: Educate America Act. submit
its application Wlile. this'subtitle as M amendment to the
Goili 2000: Educate America Act application if such amend!
ment meeUi the requirements afthia subtitle Ana: is coordinated
with and not duplicative of the Goals 2000; Ea:ucate America
Act application.
Ii
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SEC.~APPRO\'ALOF APPUCATlON.
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The Secreta.-ies may approve an application submitted Jhy" a
State under section 203 anly if the State dem(,n~stratCs'
suelL
application that the activities propOsed til be unoertaKen by 'tiie; ,
State to develap a statev.ide School~te.W{!Tk'OpporturiitH:li·sySterit
are consistent with ,the State Improvement _plan' for the Slate',
if any. under the Goals 2000: Edue.9:~ America Act;'J ~:v: ,'. ~ .L:~
SEC. 2OS. \.lSE Of A.\tOUNTS.
~-" '. i
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".,'"'
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The Secretaries may not prtp.,de a development grant under •
a:ectian 202 to 8 State unless the ,S:.ate"ngrees,Hhat- the iStaur
"''"ill Use all amounts received from such grant' for"acthities to
develop B statewide School-to·Work Opportunities ,sysiem, which
iri:
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JIm'y include--
..,'
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in identif)ing or establishing an appropriate State struc
ture to administer the statewide School·to·Work Oppartunities
system;
.
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(2) identifying secondary and postsecondarY school.t.().work
programs in existence on or a1\.er the date of the enactment
of this Act that might be incorporated into such system~
I
(3) identifying or establishing brond·based partners.hips
among employers, labor, education, government, and other
community-based organizations and parent organizations to
participate in the design, development, and administration
School-to.Work Opportunities pragrams:
I
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(4) developing a marketing pian to build consensus and
support for such programs;
I '
(5) promoting the active involvement of business (including
small· and medium·sized businesses) in planning, developing,
. and implementing local School·to-Wark Opportunities pro
grams, and in estabHshing partnerships between business l1n'd
of
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1.7716(,5)
�•
!OS STAT..58!
PUBlJCLAW IOS-239-MAY 4, !994
elementary sehools nnd ~ndary sehools (including middle
schools);
I
(6) identifying ways that loeal school·tc~work progra:ms in
existence on c.t after the date of the enactment ofl this Act.
could be coordinated with the statewide School-to-Work
·Oppanur.mes system;
,
(7) supporting local planning and development iactivities
to provide- guidance, training and technical assislanee for teach·
ers, employers, mentors, counselors, administrators:, and others
in the development of School-to-Work Opportunities programs;
(8) identifying or establishing mechanisms for providing
tt'aining and technical assistance tQ enhance the development
ofthe sLntewide School.to-Work Opporhmitias system;1
(9)
•
d~'eioping
a training Bnd technical support system
for teachers, employers. mentors, eoanselors, related scr.-iees
, personnel. and others that includes spec!aiized training and
technical support for the counseling and training of women,
l'!1inorities. and individuals with disabilities for high·skH1. highwage careers in nontraditional employment;
I·
nO) initiating pilot progrnm! for testing key components
of the program design Gf prograIn$ under the state..ide School~
to-Work Opportunities system;
.
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(11) developing a State process for issuing skill certificates
that is. to the extent feosible, consistent with the skill 'standards
"
certification systems endorsed under the NatiDnal SKill Stand.",~,·~
ardsAet of 1994;
,
".
:" """.-,;':-'<.":~;~
(l2) de~jgning challenging ew;ncuJa, in coop~rat~o~:~~~~:, '~,;I;
. ,,.:i.~r.:::
reprftSentatlVcs of local partnershlps, that take'tnw account'
l
the diverse learning needrC'ai1d "abiHties of 'the student',p<>pu·l;:, .;".~ -, ~
latioo served by the statewide 'SChOD1·to~Work OpportUnities
'
eystcln;
"'"
, . J'-~""b~J~h1'''~' .....
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(13) developing a ·sys~m. ~or labor markl!'~ ~1£!,lYsJ,~,;ap~.H l~! ~"f:' \~;J~!:':'
strategic pianning'for local targeting' of !ndustry·sectors.orr"." :-" :"'~ ....
broad occupational clusters that can provide stuqen.t:S"i:~'':i.th ~,~, " ~
placements in high-skm workplaces;
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(14} analyzing the post·high school employment expe'riences '
of recent high school graduaoos and school dropouts; I
(15) preparing the plan doscribed in section 213~d);
OS) working \\1th localities to develop stratag:es to recntit
and retain 811 students in programs under this ACt through
collaborations with community-based oqrIlPi:totions, where
appropriate, and other entities ....1 th expertise in working with
such 6tud@ts;
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(17) coordinating recruitment of out·of~s:.::hool, (lit-risk, and
disadvantaged youths with those organizations and instit\ltions
that ha\'e a suecessfuJ history of working with su'ch youths;
Ilr~is
and (18) providing technical assistance to rura1
in plan·
ning. developing, and implementing local Sch401·t¢-Work
Opportunities programs that meet the needs of rural commu
nities with low population densities.
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SEC.lW!t. MAlNTENWCE OF EFFORT.
<a) IN GENERAL.-A State may receive n development grant
\l.nder section 202 for a fisc:al yCM only if the Slate provides assur
ances, satisfactory to the Secretaries, that
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USC 6l26.
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108 STAT, 582
PUBLIC LAW I03-239-MAY 4, 1994
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O} tht;! amount of State funds expended per student by
the State fOT school-to-work activities of th~ I type described
in title] fer the preceding fiscal year was n,?t less than 9Q
~Tcent of the amount BO expended 'faT the second prC!ceding
fis~ year; or
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(2) the aggregate amount of State funds expended by the
State for such a.ctivities far the preceding fiscsJ year was not
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less than 90 perce!}! of the amoW\t so expended for the second
preceding fiscal year.
(b) WAlVER-
(1) D£TERMIXATION.-'rhe Secre:.aries may jointly waive
the requirements des.cribed in subsection (n) for a State that
requests such a waiver if the Secretaries determine that suen
a waiver would be equitable due: 1<>I
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. (A) exceptional or uncontroHable circumstances sudi
as a natural disaster, Qr
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(S) a precipitous decline in the financial resources
of the Stato,
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(2) R:e:QUEST,-To be eligible to receive such a waiver, a
State shall submit a request at such time, in 'such fonn, and
containing such information as the Secretaries :r.ay require!
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usc £127,
SEC, 2{11, REPORTS,
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The Secretaries may not provide Ii devclepment grant under
section 202 to n State unless the State egrees that the Stau;
will submit to thn Secretaries such reports as the Secretaries rna)'
reasonably reqwre, relating to the uSe of amounts r~m such grand
except thar the Secretaries may not require more than 1 such
report d\.l.r'.ng any $·m<mth period,
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Subtitle B-State Implementation Grants
20 USC 6141.
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The purpose of this subtitle is" to flasslst States in the ";': ,"':',"1, .~~ ,~ " ,
SEC, 211. PURPOS'£.
implementation of comprehensive
Opporturuties systems.
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on behalf of a State in accordance with section 213,lthe Secretaries"
may provide at! implementation grant w the State in such amountS·
as the Secretaries determin-e to be necessary tn enable su::h State'
to implement a comprchCl1s:ve statewide School·to·Work Opporl:uni~
ties system,
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(b) GrV"N'J'S TO TERRlTOR1ES.-In providing grants under this
section to the Commonwealth, of the Northern Mruiana Islands!
America.. Samoa, Guam. the Virgin Islands, the Federated States
of Micronesia, the Republic of the Marshall1s1ands, 'o-r the Re;>ubHc
of Palau, the Secretaries shall use amounts reserved under section
,
statewide' Schoo],w-\York' :'?, :" ".
r ;'or ~ . .~ .. :,;",
SEC 21"AL'THORlZATlON'
• .'o.~, :i::d,'¥;-" '. ' "
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'(a)-GlW'.'TS TO S1'A~.-On' the' appii~ati~n 'of the: Go~,,'c;;;~r,
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(c) Pt:ruoo OF GRAl\'T,-The provision of pnyinents under a
grant under subsection (a) shall not exceed 5 fiscal years and
shall be subject to the annual approval of the Secretaries and
subject to the availability of appropriations for the fiscal yenr
involved to make the payments.
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Cd) l.J.MlTATlON.-A State shall be etigible to receive only 1
implementation grant ur-der subsection (8).
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PUBLIC LAW l03-239-MAY 4, 1994
Sl~C,
In.. APPLICATION.
(a) IN G£NERA.1..
~ect
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as STAT. 583
Z~
(1) S~"BMISSlON fiV GOVEf>..NOR ON BEHALf
I
usc 5143.
or STATE,-$ub·
to parapaph (2}, the Secretaries: may not provide an
ImplementatIOn tp"ant under section 212 10 a State unless the
Governor of the State, on behalf of the Sts!.e, submits to thf:
Secretaries an application, at such time, in $uch form, and
ccntaining such information as the Secretaries may reasonably
require,
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(2) RE\1tW M"D CO:>tMEl\"T BY CERTAIN n\'Dt'viDUA.l..S Ah."D
ENTfTIf.S.-lf, after a reasonable etTort, the Go\'ernor is unable
in accordance with subsection (d){4) to obtain the Sllilport of
the individuals and entities described in subparag-::aphs (A)
through (J) of subsection (bX4) fOT the StaUl plan oescribed
In subseetion (dl, then the Governor shall.
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(A) pt(lvide such individuals and entities with copies
of such application;
!
(B) allow such individuals and em.it.ies to s~brnit .tG
the QQvernor, not later than the end of the 30-day period
heif.nning on the date on which the Governor prO\"ides
such individuals and cntitif!s with copies of such a'ppHcation
under subparagraph (A), comments on those portions of
the plan that address matters that, under State 0:- other
applicable law, are under the jU:1s~ction of l\uch j:1dh;d·
uals or entities; and
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(C) include any such comments in the application in
accordance with subsection (bXS).
{b) COr.."'I'£},I'S,-Such application shall include
(1) a plan for a comprehensivi:, statewide School·to.Work.,,,,
Opportunities eystem that meets the reqoiTcments OflSUbSeCtiOn
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(d);
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(2) a description of the manner in which the State ...nIl
allocate f:tnds made a~'an!ib!e through sueh a gran,t' t?-')Ocal
partnershlps under sectlon 21S(b)(7);
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(3) a request. if the State decides to submit sudi a request,
for 1 or more waivers of certain sttitutory or regulawrY require
ments, as provided for under title V;
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(4) a description of the manner in which-,,.
(A) t.he Gn-vemor:
(B) the State educational agency;
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(C) the State agency officials responsible for economic
development;
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(D) the State agency officials responsible far employ.
ment;
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(E) the State agency officla:s responsible for job
training;
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(F} the State agency officials responsible for post.·
secondary education;
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(0) the State agency officials responsible for 'Vocational
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education;
(H) the State agency officials responsible for vocational
rehabilitation;
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m the individual
assigned for the State under section
1l1(bXU of the Carl D. Perkins Vocational 'and Applied
Technology Education Act (20 U.s.C. 2321(b)(1);
(J) other appropriate officials, inCluding the State
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human resource investment cou!1cil established in accord<
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P1.JBLlC LAW lQ3-239-MA Y 4. 1994 1
108 STAT. 584
I
anee with title VI! of the Job Training Partnership Act
(29 L~"S.C. 1792 et seq.). if the State has established such
a council; and
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(K) representatives of the private Sector; j
collaborated in the development of the application;l
(5) the comments submitted to the Governor under sub
section (&)(2), where applicable; and
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(6) such other information Q the Sccret.aries' msy require"
. {c} COOP.DiNATlON Wrru GoALS 2000~ EDUCATE AMERICA AC'f.
A State seeking tulsistanee under both L!J.is subtitle and the Goals
2000; Educate America Act oo8y!
(1) submit to single application containing plans that meet
the requiremel'ltb of such subtitle and such Act and ensure
that the plans ere coordinated and not. duplicative'; or
UrbAn and rural
ar€ ' a.i.
(2) if such State has already submitted its application
for funds u..'1der the Goats 2000: EductJ.t.e AmeriCa Act, submit
i\.6 applkation under this subtitle as an ameridmen! to the
Goals 2000: Educate America Act applicatien if such amend
ment meets the requirements of this subtitle and is coordinated
Yr1th and n(tt duplicative of the Goals 2000: Educat.e America
Act application.
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(d) STAn PLA..~,-A State pian referred to in subsection (bKl)1
she.11-
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designate the geographical areas, ineiuding urban and
rural areas. to be served by towl partnerships that receiv";
grants under section 215(bl, which gcographic!areas ahaU, to
the extent feasible, reflect local labor market areas;
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(2) describe the manner in which the State will stimulate
and support local School~to·Work Opportunitic$ programs and
the manner in which the statewide School-t,o.Work Opporluni~
ties system will be expanded over time to cover all geographic.
a..reas in the State, including urban and rural areas;
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, (3) descrioo, the procedure by whicll the individuals: and.,
entities described in· subsection (b}{4) win collaborate in tli'e
implementation ",of the School-to·Work Opjl?rtunities. system;' ,-:
.(4) demonstrate the support of indiVlduiols and entitie!
described in subparagraphs {A} through (J) of"suhsection (bX4)
fQT' the plan. except in the case wheT'S the Go;"ernor is unable
to obtain the support of such individuals and entities as pro..
vided in subsection (&)(2);
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(5) describe the manner in which the StAte has obtainod
., and ""ill continue to obtain the active and cOntinued involv'(;
ment, in the statewide School-to-Work Opportunities system.
of employe" and other interested parties such!as locally elected
officials, 'secondary schools. and postsecondarv educational
institutions (OT' related agencies), business asSociations, indus
......,' 4trial ~i.enslon-'·centeu, employees, tabor 'organizations lor
associati.ons of such organizations, teechers,! related services '
personnel, stlldcnts. parents, community·ba~ organizations.
registered
rehabilitation agencies and organizationa,
apprentice:ship agencies, local vocational eduCational agendes.
vocational student organizations, State or regional cooperative
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education associations. and human service agencies;
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(6) describe the manner in whlch the statewide SchOQ1.
to-Work Opportunities system will coordirulw with or integiat.e
local 8(:hooJ~to-work programs in existence
or after the dare:
on
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of the enactment of this Act, including programs financed from
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JI}(fX'+j(K)
(fix')
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lOS STAT. 585
PUBLIC LAW l03-239-MAY 4. 1994/
State. ano private sources, with funds available from such
related Federal programs as programs underI
(A) the AduH Education Act (20 U,S.C. 1201 et seq,);
(B) the Carl D, Perkins Vocntional and Applied Techw
nolol): Education Act t20 U,S.C. 2301 et sC.fIJ; i
(C) the Elementary and Secondary EduFtion Act of
1965 (20 U.S,C, 2701 et seq,);
(D) the Higher Education Act of 1965 (20 U.S.C, 1001
et. seq.);
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(E) part F of title IV of the Social Security Act (42
U.S.C. 681 et "q.):
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{F) the Goals 2000: Edueaw America Act;
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(G) the National Skills Standarc.s Act of 1994;
{H, the Individuals with Disabilities Education Act
(20 U.S,C. 1400.t seq.):
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OJ the Job Training Partnership Act (29 U,S.C. 1501
et seq.);
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(J) the Act of August Hi. 1937 (commonly known as
the "National Apprenticeship Ad"; 50 Stat: 664, 'chapter
663: 29 U.S.C. 50 et $.q.l:
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(K) the Rehabilitation Act. of 19i3 (29,1;.8,C, 70: et
seq.); and
{Ll the National and Community Ser."ice Act of 1990
(42 U.S.C. 12501 at ,eq.);
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. (7) deser-be the strategy of the State for providing t.raining
for teacherS. employers, mentors, counselors, rela:!ed services'
personnel, and others. including epedalized training and tech.'
'nical support for the counseling and training of ~'omen. minoriJ
ties, and indh-'1duals with disabilities for high-skill, high-wage
careers in noniraditi;:;n.al c"mployment, 'and' proHde assurances
of coordination. with similar training and technical support
under other pro,,-islons of law; _ -'.~ i'.:. !
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(S) describe how tha State ,v.-i11 adopt, develop, or assist.
local partnerships t() ado-pt or develop rr.odel curricula and
innovauye lnstructional met.hodologies, tc De used in the
secondary, and where possible, the elementary grades, t.hat
integrate academic and vocational learning and promote career
aware!'less, and tha.t are consistent v.'ith aca'demic and skm
standards e~tal;lishedpursuant to' the: Goa:s 2000: Educate
America Act (Hit: the Natlcinil1 Skill Standards Act of 1994;
(9) describe how the State will expand ana improve career
. and academic counseling in the elementary and secondary
grades. which may include linkages to career c(luma,ling and
labor market information sen'ices outside of the school system;
(10) desCl' l~~c..the strawfrf' of th.., State for integrating Bea·
deroic and yocat1oiuiI eoucatio'o: - ' ,
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(11) describe t.he resoUTC(!S, inc;uding private sector
resources, the State intends w employ in maintaining the state.
wide School·to·Work Opportunities syst.em when funds under
this Act nre no longer available;
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(12) describE- the extent to which ~he statewide School
to-Work 0,p:portunities system will include p'rogr-sms that
require paId high-quality, work-based learning experiences. and
the s~eps t.he State will take to generate such paid eXferiences;
US) describe the mar.!lier in which the IState wIll ensure
effective and meaningful opportunities for all students in ,'the
State to participate b School-to·Work Opportunities programs;
will
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108 STAT. 586
PUBLIC LAW 103-239-1Lo\.Y 4. 1994
(14) describe the goals of the State and the methods the
·.....i ll usc, ,such as awareness and outreach',' to ensure
opportunities for young women to participate in School·to·Work
Opportunities prograr:ls in a marmer that leads to employment
in high-performance, high-paying jobs, including nontraditional
employment. and goals to ens\L."'e an environment free from
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racial and sexual harassment;
Ill')} describe how the Staw 'Win ensure opportunities for
low achie"'ing students, students with disabilities, 'school,drop.
outs, and academically talented students to participate in
School·w.Work Opportun!Ues programs;
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OS} descrihe the process of the State for assessing the
skills and knowledge required in career majors, and the process
for awardL'lg skill certificates that is, to the extent feasible,
consistent with the skills standards certification systems
endorsed under the National Skil! Standards Act 0(11994;
(17) d~scrioo the manner in which the State will e::1sure
that studeno;s participating in the programs are jpro\'ided, to
the greatest extent possible, v.ith flexibility to develop new
.career goals over time and to change career majors;'
(lS) describe the manner in which the State wili, to the
extent (easin:e, eontinue programs funded under tit:e III in
the staoo\\;de School·to·Work Opportunities system;
(19) describe how the State w111 serve students (rom rural
cOlllmuni!.ies vdth low pop'alation densities:
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(20) describe how local'School·lo·\Vork Opportunities
p-arns, indl,lci,ing those funded .under title m, ifl any, wil be
mtegrated into the statewide'School-to-Work Opportunities
Sta~
Fr.
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~ (21) describe :the ,periormance standards that the State
intends to meet in 'establishing and carrying out thf; 'state,,'ide
.. School~to-Work Opportunities. system. including how such
standards re~at.e to those, performance standards established
under other rela!.ed.proSl'ams;
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" (22l'designate_a' fiscal.agent to receive and be accountable
, [rH; funds 'provided frorrfa grant ur.der seetiOt'l 212; 'ana '. ',.
- ,,' (23) describe the procedures to faciHtate the; entry of stu
dentS partici?ating in,a School-la-Work Opportunities program
into .additional training {)t ,postsecondary education programs,
as well as to (acilitate the transfer of the students hetween
edt>eation ar:d training progra:::s.
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20 USC (;).44.
SEC, 2:14. REVIEW OF APPlJCATIOS. -
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(a) CONSIDERATIONS.-ln evaluating applications submit.ted
under section 213. the Secretaries shall':'"
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(I) r::VE! priority to applications that describe the highest
levels 0 concurrence bv the individuals and entilies described
in section 213{b}(4) with thc Stat.e·t'4I\nJo~ the s4'itewide School
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to-Work Opportunities system;"
(2) give priority 'to tlpplic.ntioM that require paid, high~
quality work·basea learning experiences
integral part
, of such svstem; and
(3) take into consideration the quality of the application,
including the repUcabllity, .ustainabiiitv, end: innovation of
School-t.o-Wotk Opportunities programs desc'ribed in the
applir-ation,
(b) M>PROVAL CRrttRlA.-The Set1'etarie$~
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dN(b)
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PUBLICLAWI03-239-MAY4,1994
IOSSTAT,587
(1) shaH approve only those applications submitted under
section 213 that demonstrate the highest levels of collaboration
by the individuals and entities described in section 213~b)(4)
in the development ;:md implementation of the stateWlce School
to-Work system;
:
(2) shall approve an applkation submitted urider &eetion
213 only if the State provides the assurances described in
section 206(a) (relating to maintenance of effort) in' accordance
with such section, except tha.t this requirement may be waived·
in accordance with settlon 20SCb); and
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(3) may approve an application submitted under section
213 only lithe State demonstrates in the npplication'
(A) that other Federal, Stale, and local re'sources will
be 'used to implement the proposed Stau: plan;
(B) the extent to which such plan would limit adminis~
trative costs and increasc Amounts spent on' delivery of
services to students c-nrolled in programs under this Act;
(C) that the State, where appropriate, ~in ensure-the
establishment of n partnership in at least 1 urban and
1 rural area in the State: and
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(D) that the Slate plan contained in such application
is consisten~ with the State improvement plan for the State,
if any, under the GOals 2000: Educate America :t>.et.
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(e)ACtl0NS;:":-::
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(1) IN Ckm;RAl:.;~ln reviewing each
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applicatiJn submitted
under 'se-etion 2:13.. the, Secretaries shal! deU!rni!ne whether
the appHca~ion:an~;*e·.P!~-lY ~es~rihed in such application meet
the appu;:oyaJ, c£l~na.m ~;!,~~~c!l~m (b)..
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(2) Acrro~s Af'7Elt AN"tRMATfi'E DETERMINAll0N.-If 'the
determination:iIndcr~paro~tf..apK (1) is affirniative, 'the Secretar·
ies may taKe for,mc"re',of,tne'fojl6~ing act.ions:.!
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. t·,(A)';_p;ro~de:Ji~: ,i,inpH~~n~at~on g.rant under seCtion
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. 212 to the State submlttmg-the applicatlOn. I
, (B) Appro\'e :the 'request of the State. if any, for a
waiver in accor-dance ....i tn the procedures set' forth in title
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{S} ACTION AF'1"£R NONAFF1R.'I[ATIV£ OtT£:RMiNAT!O!>i',-tf th-e
determination under paragraph {Ij ilr not affirmative. tbe Sec
ret.aries shall inform the State of t.he-*pportunity to apply
for development funds under subtitle A, in aeeordance \\'ith
such subtitle.
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(d) USE OF FU1I.'DS
ron RliME:W or APPLICATIO~S,~The Secretar~
ies may use amounts reserved UtJder section 60S(bX4) (or the re\-iew
applic:a:50ns submitted under section 213;--~~" 1," -"1
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or
SEC. 21.5. USE OF AMOUNTS.
.
20 USC 6:450.
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(a) IN GENERAL-The Secretaries mlly not provide an
implementation grant under section 212 to a State unless the
State agrees that the Stete will use all amounts jreeeh'ed from
such grant to implement the statewide School·to·Wnrk Opportuni~
ties system in ac'cordance with this &«tion.
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(b) SUBGRA.vrs TO LocAl.. PAltTXERSHIPS.
(1) AtITHOlUTY,. , '
(A) IN GENEftAL,-Except as provided in subparagTaph
(El, th-e State shall provide subgrants- u> )ocal partner5h~ps,
according w criteria .established by the State. for the pur-
dN{?IJJ
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lOS STAT. 5S8
PUBUC LAW l03-239-MAY 4, 1994
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pose of carrying out. School·to-Work Op}»rtunities pro
gram,.
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(B) PROHIBrrJON.-'I'he State 'shaH not provide
Rubgr&nts to local partnerships that have re<:eived
implementation grants under title III, except that this.
, prohibition sheJl not apply with respect to local partneT~
ships that are located in high poverty arens, 'as such term
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is def";ned in section 307.
,
(2) Ai'puCA":1ol'.-A local partnership tnst seeks 8
s.ubgrant to carry out a local School-to.Work Opportunities
program, including a program initiated under section 302, shall
submit an application to the State thatI
(A) describes how the program wm include the program
components described in sections 102, 103, iand 104 and
otherwise meet the requi~ments of this Act; i
(B} sets forth measurable program goals and outcomes;
(C) desc.ribes the local strategies and :timetables of
the local partnerShip to provide Dpportuniti~s for an stu
den~ in the area served to participate iri a School~to.
Work Opportunities program;
(D) describes the e~tent to which the I program will
require pwd high'Quality, work-based learning experiences.
and the Steps the local partnerships will ta~e to generate
sucil paid experiences;
,
(El descnbes the process that will be used to ensure
employer involvement in the development and implement.a~
tien of the local Sehool-t<r-Werk",Opportunitles program;
(F) provides assurances. that, to the extent prectieable.
opportunities provided 'to 'students" 'to .'participate in fl
Sehool·to-Work Opportunities
will t>;e in industries
and occupations offering high~Ski!~':high·v.'ttge employment
opportll."1ities;· -, _,~:::';;~' ,"f..'.'",,"'f"'.l,. ">",,,,,!,,,, ~
~G) provides' iuc?:,o~he,r,"!I;Ifor;ma)icin;as the' State may
Nqmre; and '"
"",•. ~,.•. ~.1":!": ,I}, (H) is' illib'initUicknt"su'tih"".ti';"et'ind.-jn 'Il\lch form as
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. the SLate ma'" T..huire:-"\~; o.e,~ .. '\i; r~i;'-if',:' . ,
.,,'¥., .....
,_.,_
. {S) D1SAPPROVAL QF'-APrLlCA1'lmv...;..!f the State determines
that a.n application $Ubmltte(i'"bY ,a'locafpartnership does not
meet the criteria under paragraph '(2), or that the Application1
iii incomplete or otherw;se unsatisfactory, the State shaH-i
(A) notifY the local partnership of the rea!'Ons for the
ftlliute to approve the application; and
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(B) permit the local partnership to resubmit a corrected
or amended application.
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(4) Al.LOWABL.'£ Acnvrl"res.-A local partnership shaU
expend funds provided through suhgrants utlder:this subsection
only for activities undertaken to carry out localiSchool.to-Work
Opportunities. programs, and such activities may inctud::, for
each such program.
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(A) recruiting and providin$ assistance to employers,
including small- and medium-SIze busineSses. to provide
the work·based learning components descnbed in section
1.;
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(B) eat.abliahing consortia of employers to auppnrt the
School.to-Work Opportunities program end provide access
to jobs related to the ~r maJors of stude~ts;
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. 108 STAT, 589
PUllUC LAW 103-239-MAY 4, 1994
(C) supporting or establishing intermediaries (selected
from among the members of the local partnership) to'peT~
form the activities described in section 104 andlta provide
assistance to students or school dro.pou1.$ in obtaining job!
and further education and tra.inint,
I
(0) designing or adapting scbool curricula that can
be U$cd ro int.egrate academic, vocational, and occupational
learning. school-based and work·based learning. and
secondary and !"omerondary ·edu.cation for all students
in the Ilrea served;
I
(E} providing training to work-based and achool·based
staff on new ~cultl., student assessments, student guid
ance, nnd feedback to the school regarding student
performance;
. :
(F) establishin~, in l:Ichools participating in the School.
to-Work Opportumtim~ program, a grac'.l3tion .'assistance
program to assist at-risk &tudents. ]ow·achicving sludents,
and student& with dJubHillf!S. in graduating from high
Bchool, enrolling in postsecondary education or training,
and finding or advancing in jobs~
!
(0) providing career exploration and awareness servo
iees, counseling and mentonng sen!iees, college awareness
and preparation services, and other services {beginning
,
a.t the earliest possible age but not later than the ,7th.. ...'
grade) to prepare students for the transition from sch'ool, :., : ..
•
to work;
':
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providing supplementary and' support:: setvices,::,;::: ,'-:
including child cart! and transportation, when'!n.iCh'sen;cesi"'·\"-, ..'.<
are neees~~ry for participation m,aJo~J ,Scho?l·.~.vfor!, .. "'i' ':'
OpporturutIesprcgTam;
.: , '" 1·'I,~'(f:',:,:J'-;;.~~~":,:;!r,, h-; ."
(1) conducting or obtatning an il'i~depth 'analysinif the ',.':>; ,I,
local1abor market A:ld the generic and"spedfjc·skilLrieeas\i:'t;~; :::~I;' ,:'"
of employers to identify high.Jemirnd,,:,hig:h~~ag:e~:c.areeis·': 'f· :'::'. ".
.
(H)
w tatJ)e~~t.egrating school-based ~d ~ork~'~~~r~t::;i~~;;'3~;:: ,t\~
into job training programs that are, for school dropOuts·,
and that are in existence on or af\.cr the date oOhe enact
.
ment ofthis Act,
(K) establishing or expanding school-to-apprenticeship
programs in cooperation ~ith registered apprenticeship
agencies and apprenticeship sponsors;
(L) assietin~ participating employers, including smali·
Bnd medium .-tnze businc$Iles, to identify and train
workplace mentors and to develop work·based learning
components;
1
(M) promoting the fonnation or partnership!,! between
elementary schools and secondary schools {including middle
sthools} and local businesses as an investment! in future
workpla~ productivity and competitiveness;
,
(N) designing local strategies to provide adequate plan
ning time and staff development activities ror! teachers,
school coumJelora. re~awd -serviee4 personnel. and school
Bite mentors. including opportunities outside thelclassroom
that are at the worksite;
(0) enhancing linkages between after-school l wet!kend.
and summer jobs. career exploration, and "Mol-based
Jea.rning; and
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108 STAT 590
PUBLIC LAW I03-Z39-MAY 4.
199~
or
.
. {P) obtaining the assistance,
organizations and
institutions that have a history of 5uceess
working with
school dropouts and at-risk and disadvantaged youths in
recruiting such school dropouts and youths' to. participate
in the local Schoo)·to-Work Opportunities p'tbgTam.
(5) LocAL PART!\"Efl.SHlP COMPACT,-The StaUr may not pro
vide a 5ubwant under paragraph (l) to a local partnership
unless the partnership agrees that the local pArtnership will
estabiish a process by which the res?onsibilit:es and expecta
tions 0: stude:.ts, parents, employers, and schools are clearly
established and agr~d upon at the point of entrj of the student,
into a career major program of studv.
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in
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(6) A;:n,!:mSTRJ,,7JVE coSTs.-The local partnership may not
use mOTe than 10 percent of amounts received from a sl:bgrant'
u..,aer paragraph (1) for any f;scal year for adminlstrative costs'
aS$ocia!.ed with activities in carrying out, but; not im:luding,1
activities under paragraphs (4) and (5) for such fiscal year,!
I
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(7) Al..LOCATIOf{ R.EQUlRI:~J£h'1'S,(A) FIRST i"E.AR.-In the 1st fiscal year for which a
SUIt<! receives amcunts from B grant under section 212)
the St.ate shall use not less than 70 percent such amountS
tQ provide subgrants ttl local partnerships under paragraph
of
I
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{B} S:r:co,,"'D YEAR.-In the 2d fiscal year for which
a State receives amounts from a grant under section !U2;
the State shaH use not less than 80 percent such amounts·. ,~,.' _.,
to pro\-ide subgrants to local partnershIps under'paragraph' ,~
.....; r·.
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(1),
(e)
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fiscal year for which a State receives amounts;·fiom-'·-;li1'·"'l.,··' ,',
grant under sectitm"212. 'and 'in each . . succeeding;year'; ".''':" ',<'
the S:-a:te sha!! use not less than 90 percent of such
to pro~i.de s':lbg,.,ants'~ local parneTS~!p.~~ un~e'r- 'pArait!p.h, .;. ~\~, '.(. ,.0, .
amounts ,'.'':'' '"
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(c) AD~IT10t-:.u: STATt ~'cfrVmi:s ..!!.l~ ·canYint:'~~t!:f~'et~~t~·:~:;<5·\
wide ~chool.to.W,crk Opport,unities system, the ',~;atel, ;n~y.:.~l.~":" ;'t:'
.
(1) recrult a!':ld prov'lde assjs~ance to employers'.to 'prov:.de'· .• '
I ,..,', -, 1,. ,
work·based learning for all students;
(Z) conduct outreach acth-ities to promote and' support
collaboration, in SchooJ·to·\Votk Opportunities ,programs, b)-'
businesses, labor organizations, and other organizations;
I
(3) provide training for wathen, emplo'yc:l'S, workplace
ment¢rs, se:hool liite me!':ltors, counselors, related sl;l"\'lces
personnel. and other parties;
I
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(o1) provide labor market information to local partnerships
that is useful in det.ennining 'which hlghwsklU. high-wage
I
occupations are: in demand;
(5) design or adapt model curricula that can be used to
inte-grate academic, vocational. and occupational learning,
school·based and work·based learning, and secondary and post·
secondarY education, for all students in the State;
(5J design or adapt model work·based learning programs
and identify best practlceJJ for such programs:; i
(7) conduct outreach activities and provide technical assist·
ance to other States that are developing or implemenlit1g
Sc:hool-to-Work Opportunities systems;
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THIRD )'EAR i..:'::D SUCCEEDING ,YEA:n.s.-ln·;the-·3,r~--";,';~'·"r.~
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PUBLIC LAW I03-239-MAY 4, 1994
(8) reorganize and streamline 9ChODI~to·work programs in
the State to facilitate the development of a eompre~ensive
statev.ide School·u.rWork Opportunities system;,
I
(9) identify ways that local echool·to-work programs in
existence on or ~r the date. of the enactment of this Act
CQuid be integrated with the statewide School·fa·Work
Opportunities system;
I
(0) design career awareness and exploration activities
(beginning at the earliest possible age, but not later than the
7th grade), sUl!h as job shadowing, job site visits, schoo! visits
I
by individuals in various oecupntions. and mentoring;
•
108 STAT. 591
(ll) design and implement ,school-sponsored work experi.
ences, such tU schO(ll~5ponsored enterprises and C(lmmunity
development-projects;
I
(12) promote the formation of partnerships between
elnmentary schools and secondary schoo:s (induci.ng; middle
schools) and lor:al businesses as an investment in future work~
plaC(! productivity and competitiveness;
i
(13) obtain the assistance of organizations and insti::utions
that have a history £If success in working ....i th school dropouts
and at·risk ana disadvantaged youths in recruiting such school
dropouts and youths to participate in the statev.,del School·
to·Work Opportunities system;
,
(14) conduct outreach to all students in a maniler that
most appropriately meets their n~eds and the needs :of their
communities; and
(15) provide career exploration and awareneSS services,
counseling and mentoring services, col:ege ,awareness and
preparation ser.':ices, and other services (beginning at the earli·
est possible a.ge, but not later than, the~nh grade) tol prepare
students for tbe transition from school'tv,work. ':.
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SI:C. 216, ALLOCATION REQUlRE.\tENT.
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SEC. 2,17. LIMITATION ON ADMIl'<1~m'E COSTS.
A StaUi' that re-teives an implementation grant under satHon
212 may not use more than 10 percent of the amoun!Slreceived
through the grant for any fiscal year for administrative eosts associ
ated with implement.ing the staUlwide School·t.o--Work Opportl,l..'lities
system for such fiscal year,
SEC. 2U. REPORTS.
The Secretaries may not pro\-ide an implementation grant.
under section 212 to a State unless the State agrees rthat the
Stat.e will submit to the Secr-etaries such reports as the Secretaries
may reasonably require, relating to the use of amounts from such
grant, except that the Secretaries mlly not require more than 1
such report during any 3-month period .
"
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The Secretaries shall estabHsh the:minimum! and. maximum :, ~ J. "~'~~:;~~r:~x~~~n.";;,:: ~.!,,' '7
amounts available for an impiementatio:i1 gr~'nt 'lil}de:r 'sec;icn 212, ,'~- "'~;'··"";:f:~r;-, ..,.';
and shall determine the a.ctual amount granted to' any State under,
'}~:,;,; ,:j\CiLI!-;<,:-: ;
sm;h section, based on such criteria as the scope 8;1d quality of
the plan describfrd in sect jon 213(d) and the number of projected
pn:rtici:panlS in programs carried out through the system.
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!OSSTAT,592
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PUBLIC LAW l03-239-MAY 4,1994
I
Subtitle C-Development and Implementa.
tion Grants for School·to·Work Program's
for Indian Youths
'
20
usc 6151.
SEC, 221. AUTHORIZATION,
(a) L"'O: GEJ\'1.:RAJ...-F'rom amounts reserved under section
60S(bX2), the Secretaries shaH pTO-Ade grants to establish and
carry out Scnool.t<rWork OppcrtunitiE"s programs for Indian youtlis
that involve Bureau funded schuo15 (as defined in section 1139(3)
of the Education Amendments of 1978 C2S U.S.C. 2019(3))).
!
(bl ADDfT:O~AL At.TTI10RmES.-The Secretaries may carry out
subsection (Il} through such mea!'.!'; as the Secretaries find appro>
priate. including(1) the transfer of funds to the
~e
20
usc 6:£2.
i
Secreta~
I
of the Interior;
I 'I
and (2)
provision of financial asslst.ance tc Indian tribJs
and Indian organitations,
SEC, 222. REQlJIR.EMENTS.
In provlwng grants. und~r section 221, the Secretaries shaH
require recipients of such grants to eomply with requirements simi·
lar to those requirements imposed on States 'under subtitles A
and B ohms title..
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Urben and TUral
att:U.
CruJdtt!1l a.nd
you~h.
20 U5C£lll.
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TITLE Ill-FEDERAL IMPLEl\1EJI.'TATION
GRANTS TO LOCAL PARTNERS~n!,S
.
SEC. SOl. PURPOSES,
.'.
The purposes of this title are
,
(1) to authorize the Secretaries to provide' com~tith'e
grants directly to local partnerships in order tolpro\'ide .unding
for communities that have built It sound planning ar.d develop.
ment base for School·io·\Vork Opportunities programs and ere
ready 14 ~gin implementing a local School·to-Work Opportuni
ties program; and
I
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(2) to authorize the Secretaries to provide competitive
grants to local partnerships to implement I School.tet-Work
Opportunities programs in high pove'rty areaS of urban and
rural communities to provide support for a comprehensive range
{If edueatior., training, and support services for!youths residing
. in such areas.
iec:30:i:AL7110RlUTlON.
:
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(1) IN GEJo-:'F.AL.-Subject to paragraph (2), the Secretaries
(8) GRJ..."ITS 7Q LocAL PARTh't:RSH1PS.-
mey provide implementation grants, in' accordance witn
competitive criteria established by the Secre:.a'ries, directly ui
local pa.rtnerships in States in such amounts as' the Secretaries
determine w be necessary to enable such partne'rshlps to imPle'I'
ment Sehool·w-Work Opportunities programs.
un RESTRlCT'ONS.-A local partnership
(A) shall be eligible to receive only 1 grant under
this suhsection; and
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PUBLIC LAW l03-239-MAY 4.1994
i
108 STAT, 593
(B) shall not he eligible to receive a. gTant under this
subsection if such partnership is located in a Suite that
(\) has been provided an implementation grant
under section 212; and·
,I
(ii) has ~ived amounts from such gTRnt for any
fiscal year afLer the lst rtscal year under such pnt.
(b) GRA.""'TS TO LocAL PARTh'ERSHIPS IN HIGH POVERTY;Aru::AS.
(1) IN GEl\"ER.Al..-Subject to paragraphs (2) and (3), the
Secretaries shall, from amounts reserved under section
605{b){3). provide grants to local partnerships that are located
in high poverty areas in StAtes in such amounts as theiSecretar·
iea determine to be necessary to enable such partnerships to'
implement School-to.Work Opportunities programsl in such
areas,
(2) RESTRICTIW,'.-A local parltHtrship shall he eligible to
receive only 1 grant under this subsection:
.
!
(3) PRIORITY.-In providing grants under paragraph {ll,
the Secretaries shall give priority to luea!. partnerships that
have a demonstrated effectiveness in the delivery of co'mprehen·
sive vocational preparation 'progra~s with successful rau;s tn
job placement through cooperative activities among local edu
cational agencies, local businesses, labor organizations, and
other organizations.
I
(c) PERIOD OF GR..!\1.'T,-The provision of payments under a
grant under subsection (a) or (0) shalt not exceed 5 fiscal )'t:8.rs
and shall be subject to the annual approval or the Secretaries
llnd subject to the availability of appropriations for the fiscal year
irivolved to make the payments.
I
SEC. SOJ. APPUCATlON.
:
2l)
usc 6173.
(a) Ix GEt-."ERAL.-A local partnership that desires to receive
D Federal implementation grant under section 302 shall submit
1m application to the Secretaries' at such time and in such form
us the Secretaries may require. The local partnership shall submit
the application to the State fOor review and comment before submit·
ting the applicatiOon to the Secretaries,
(bj T1ME LIMIT FOR STATE RE\-TEW AND COMMEI'o'T.
(1) IN GENEl'\.AL.-The State shall provide for
I
review and
comment on the applieation W1der subsection fa) no~ later than
sa days afl.er the date on which the State receives tne a;>pliea~
tion from the loeal partnership.
I.
(2) SlJBM1SSION wtn!OU'l' STATE REVIEW M'D CO?i.MI:~'T,
If the State does Mt provide re ...i ew and comment Within the
3Q..day time period specified in paragraph (1), the loc8J partner
... :amp may sl~bmit the application to the Secretaries without
fiisfobt.ainin}: such review and comment,
I
{e) Cor."T£t.."l"S.-The application described in subsection (a) shall
include a plan for local Si::hool~to-Work Opportunities Iprograms
lhat
(l) describes the mallller in which the local partnership
win meet the requirements of this Act.
I
(2) includes the comments of the State ot'! the plan. tf
80 Y
'(31 COntams tnlorrn.a.tlOn th· conSlistent .....'1 t h e lruorma·
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tion required to be submitted as part of a State plan in accord·'
anee with paragraphs (5) through (17) and para~a.ph (23)
ofseetion 213(d);
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lOS STAT. 594
PUBUC LAW l03-Z39-MAY 4.1994
(4) designates I: flSc1l1 agent Lo receive and be accountable
fot' funds under this section; and
(5) provides such other information as the Secretaries mav
require.
I
.
{d) USE OF FL1}."DS fOR R£\'t£w OF APPLlCATJOz..'S.-The Secretar
ies may UR amounts reserved under section 605{b)(4) fo'r the review
Qf applications suhmitt.ed under subsection {a},
:
20 USC 6:74.
SEC. 304, USE OF AMOtJ::I.7S,
The Secretaries may not provlde an implementation grant
under section 302 to a local partnership unless the :partnership
ngrees that it ""'ill use all amounts from such STant to eaTry out
activities to impiemetu. a School-to· Work Opp,0rtunities progI'am,
including the 8cti..."'itles described in section 215.b)(4). :
:W USCG:;;'.
SEC. 805. COl\TORMITY WITH APPROVED STATE PLAN,
The Secretaries shall not provide a grant llnder :section 302
to a local partnersrup in 8 State that hes an approved Sta~ plan
unless the Secretaries de~rmine, after censu!taWon 'A1th the State,
that the pIaI'. submitted by the partnership is in accordance with
such approved State plan.
.
20 USC 611(1,
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SEC. 306. REPORTS.
.
The Secretaries may not provide an implementation grant
under section 302 to a local ~nrtnership uniess the Ipar.tnership
agrees that the local partnersnip will submit to the Secretaries
such reports as the Secretaries may reasonably require, relating
to the use of amounts from such grant, except that the Secretaries
may not.requ.i~ more than 1 such report during any 3·month
period.
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20 USC Inn
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SOC 307. men POVERTI AREA DEFINED.
For purposes of trus title, the term "'high poverty Mea" means
an urban census tract, a contiguous grOllp of urban census tracts.
a block nUmber area in a nonmetropolitan county. 'contiguous
group of block number areas in 8. nonmetrofY,>1iten county, Or an'
Indian r-esen-ation (as defined in s~ction 403(9) of the Indian Child
Protection and Family Violence Prevention Act (25 U,S,C. 3202(9))),
v.'ith a.poverty rate of 20 percent or more among individuals who
have not attained the age. of 22, as determined by Ithe Bureau
of the Census.
a
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TITLE IV-NATIONAL PROGRAl\IS
. .,
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SEC. 401. RESEARCH, DENO:s'STRATION• .M'D {)1"}{ER PlIDJ'ECTS.
(a) L-..; G£lI,"ERAL.-The Secretaries shall conduct t~seareh and
development projects and establi:sh a progrnm of experimental and
demonstration projects, to further the purposes o.fthis Act.
(b) AD~r;:iO!'-'AL USE .f'lf Fw."!ls.~The Secretaries may pro,ride
assistance foi: p'rbirams ....o r services authorized under any other
provision of this Act that are most appropriately ndministered at
the national level nnd that will operate in. or beneflt~ more than
I
1 State.
Grant$:.
SEC. 402. PERFORli1A."4CE OL'TCOMES A.W £,\'ALUATiON.
Contracta,
2ii USC 6:92.
(a) IN GSt.'ERAL-The Secretaries, in collaboration with the
States, shall by grant, contract, or othelWise, establish a system
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PUBLIC LAW I03-Z39-MA Y 4. 1994
108 STAT. 595
of performance measures for assessing State and local programs
regarding-'
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(1) progress in the development and implementation of
State pla.ns described in section 213(d) that include the basic
program components descrlbOO in sections 102, 103, and 104
and oth(!rwlSe meet the requirements ohide I;
:
(2) participation in School.to.Work Opportunities programs
by employers, schools, students. and school dropouts, mcludlng
infonnation on the gmtdet. tact, ethnidtv, socioeconomic back
ground. Hmited~English proficiency, and disability of all particI
pants and whether the participants are B.cademica,Hy talented
students;
:
,
(3) progress in developing tmd implementing strategies for
addT'f;lssmg the needs ufstudents nnd school dropoutS;
(4) progress in meeting the goals of the State to ensure
opportunities for young women to participate in ScnOQ1,to~Work
Opportunities programs, irtclllding participation in nootradi~
tional emplo}'ment throu~h such programs;
I
CS} outcomes for participating students and school dropouts,
by gender, race, ethnicitv, socioeconomic background, lirntted·
English proficiency. ana disability or the participants, and
whether the participants. are academically talented students.
including information on(A) academic learning gains;
(B) staying in school and attaining
(i) a'high schoo\,diploma, or a general equivalency
diploma, '01' an aJU:!mati\'e diploma or certificate for
those students with disabilities far whom such alt.c:r~
native diploma or certificate is appropriate;
" (ii) a skill certificate; and
. (iii) a postsecondary degree;
,
(C) attainment of strong experience in and Understand
,,' ing of all aspects of the industry the students ,are preparing
_f to e'nt'er;'
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.1~' . (0). placement 'and retention in further education or
. training, particularly in the car~r major of the student;
and
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(E) job placement, retention, and -eamlngs, particularly
,
in the career major of the student; and
(6) the extent to which the program bas met ..he needs
of employers.
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(h) EVALUATION,~Not later than September 30, 1998, the Sec
retaries shall complete a national evaluation of SChool-to· Work
Opportunities programs funded under this Act by grants; contractS,
or otherwise. that ",·m traek and assess the progress of implementa~
tion of Slate and local progt8,ms and their eifae:tiveness based
on measures such as those meait<$eJi'.described in subsection (a).
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(c) REPORTS TO THE SECR£TARIES,-
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(1) IN GEr..'LRA.!..-Each State shall prepare end submit
to the Secretaries periodic reports, at such inteM,'als at< the
Secretaries ma), datennine, containing informatior. regarding
the matters described in -paragraphs (1) thrOUghl<6} of sub
section (al.
(2) FEDERAL- PROCRA..,s,-Each State shall prepare and
.
aubmit report& to the Secretaries, at such intef"\·tl:ls as the
Secretaries may det.ennine. containing information on the
extent to which Federal programs that are in existence on
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108 STAT. 596
20 USC6Hli.l.
PUBLIC LAW l03-239-MAY 4, 1994 .
the date of submission of the report and th~t e.~ implemented
at the State or local level may oe duplicative, outdated, overly
restrictive, Or otherwise counterproductive to the development
of comprehensive statewide School-to·Wotk Opportunities S)'S"I'
terns.
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S:ec. """ 'l"RAl.h'ING A.f>ID TECm.1CAl. ASSISTANCE.
i
(al Pt."RPOSE,-The Secretaries shall work in cboperation with
the States, the individuals assigned under section 11l(bXl) of the
Carl D, Perkins Vocatio..,al Bnd AppHed Technology: Education Act
.
(20 U.S.C. 2321{bXl)), employers and their associations. aeconda!'):
schools and postsecondary educationa.l institutions, student and.
teacher organiUltions, tabor organizations. and community-based
organizations. to increase their capacity to develop and implement
effectIve School·to.Work Opportun;ties programs.
:
(b) AtJTHORlZED Acrrv:TIES,-The Secretaries: shaH provide,
through grant.s, contracts, or othe::w;se:
I
nl training, technical assistance, and other activities that
willI
'(A} enhance the ski!ls, knowledge, and expertise of
the personnel involved in planning and irnpl,ement:'ng State
and local School·to-Wcrk Opportunities programs, smh
training of the personnel to assist stu::lents; and
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(B) improve the quality of sem~s provided w individ
uals served under this Act; ,
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(2; .assistance to .States and local partnerships involved
in carrying out School~tfr.Work Opportunities programs in order
to intelP"ate. re5ci";m:es~available under this Acti with resources
available, uridef~'other:' Federal, State, and lOCal authorities;
(3; assistanc'e to States and such local partn'erships, inc1ud;
ing,loca: partnerships in ~ral ..comrnunities.w:ith: low populatiOll .
densities or in ,urban 'areas: to recruit employers. to provide
the work-based Jearnii{g' component, described in section 103!
of School~f.ci;.W~rk\0pporlimities programs; and I
; : 1 ~.
,,: (4), assisUtnce"w, States. and local partnerships involved
. in' ,carr;.~ng O,llt, ',Si:h'!iol-to-Work Op?Drtunlti~~ programs to
. des)gn and lrr;pJement school-sponsored enterpn~es,
I
as
•
I
20 USC 619,4
SEC,
4{)4,
CAPAClTI' BUILDING A.....TI Th'FOIDlAl'JON AND DISSEMINA.
.
TION l'o"ETWORK."
.
I
:
The Secretaries, acting through such !:lechanisms as the CapacJ
it)' Building and Infonnation and Disssminatron Network estah!
Hahed under section 453(b) of the Job Training ~lIrtnersh~p Ad
(29 U,S,C. 1733(b)), the Educational Resources Information Center
Clearinghouses referred to in the Educational Research, Davelo?1
ment, Dissemination, and Improvement Act of 1994, and the
National Network for Curriculum COC'l'"oiination in IVocational and
Technical Education under section 402(c}"(.."r the Clfi:l· D: PerkinS
Voeational .and Applied Technology Education Act (20 U.S.C}
2402(:)), shali~
(1) conect Bnd disseminate infonnation
(A) on successful School-to·Work Opportunities pro
gTarns and innovative seh-ool- and work-oased curricula!
(B) on research and evaluation conducted concerning
school.to-work activities;
I
I
(C) that will assist States and local partnerships in
undertaking labor market analysis, Sur".'eys,1 Or other nctivi!
ties rela~ to economic deve:opment;
I
•
I
�•
'.
PUBLIC LAW I03-239-MAY 4, 1994
108 STAT, 597
(DJ on skill certificates. skill sltlndards, and related
assessment technologies; and
(El on methods for recruiting 9.tld bui:ding1the capacity
of employers to provide work-based learning opportunities;
and
.
I
(2) faeHitate eor.ru:nunic.ation and the exchange of informa
tion and ideas among States and loc.al partnerships carrying
out School.to.Work Opportunitiea programs.
I
SEC• .oS. REPORTS TO CONGRESS.
2()
USC 6195.
(a) IN GENERAL.-Not later than 24 months nfter the date
(}f the enactment of this Act., and every 12 months thereafter,
the Secretaries shall prepare and submit a report to the Congrus
on aU activities carried Gut pursuant f..O this Act.
I
(b) COl'-'TEl'-."TS.-The Secretaries shall. at a minimum, include
in each such reportI
(1) infonnation concerning the programs that receive usist
ance under this Act;
. I
(2) a summary of the information contained in the State
and local partnership reports submitted under titles' Il and
III and section 402{c); and
1
(3) information regarding the ftndings and actions taken
ns a result of any evaluation .eonduct.e~ b~.. ~h: Iser:retaries,
SEC• .oo.. FUNDING.
•
~
,,_',
.,~.:; ... ,
~ ,~
20;';5<.:: 5196.
The Secretaries shan use fun&!: reserved under secti6h 605(bX 4)
to carry out activities under this titl~\,: ., .~~:~
.
,"-
-,
··r\'.?,')1
........... -.::,
TITLE V-WAIVER OF STATUTORYA."'ID
REGULATORY ,~~~~~W~."
,._",
~""_".
_
'''" . . . . . . . . ~ •• ,
"
,",w
".",.
SEC, 501. STATE A.."'D LOCAL PARTh"ERSRlP'R.EQUESTs'A.."JD RESPON· 20 'lISC &2!J
SlBILJTIES FOR WAIV"ERS ; -, -" )., ,.::,.,~, ••,' ,,',-, <-;r.,"!1 ",'
,
,
(a)
'." .,; ""/." ""." ·~'(:'~t~lr·,"'"
STATE REQUEST FOR WAIVER.~A"Siite·"maY,~sub'mit
to the
Secretaries a request for a
of'l or: ,more' reqUirements of
the provisions of law referred to in '~ections' 502 ilnd 503, or of
the regulations issu.ed under such prm,sions, in order w c.arrv
out the statewide School·to·Work Opportunities system l estab:izhe.d
by sm:h State under subtitle B of title II. The State inay submi~"
the request 8$ 8 part of the application described in Iseetion 213
(or as an amendment to the application at any time after submission'
of the application), Such request may include a request for different
waivers ......i th respect to different areas ",-{thin the State. 1
"
."
,,:
waiver'
(b) LoCAL. PARTN£RSHIP REQUEST FOR \\tANER,.....". .
(1) IN GENERAL.-A local partne-rnhip thet seeks a waiver""'" "",
of such a requirement shaH submit .an application for such
waiver to the State, and the State shall determine whether
to Ilubmit a request for a waiver to the Secretaries, es provided
in subsection (0).
(2) TiME LIMIT.
(A) IN GENERAL-The State shall make a deterrnina~
tion to submit or not submit the request for a waiver
under paragraph OJ cot later than 30 days afutr the date
on which the State- receives the eppUcation ftom the local.
partnership.
(BJ DlfU:CT SUBMISSJON.
•
'(to 'f,.(f( ll)
!t.J((j>j(2(!3j
�•
, 108 STAT, 598
PUBLIC LAW lO3-239-MAY 4, 1994
duel
m IN GE},'ERAL.-If the Stat.:
not make a
determination to submit or not submit the :request
within the 30-dav time period specifiea in subpara
graph tAl, the local partnership may submit the
application to the Secretaries,
{ii) REQUIREM:r:r-.'T$,-In submitting such an
application, the local partnership shall obtain the
agreement of the State involved to c:)1np!y with the
requirements of settion 502(a.)(l)(C) or 503<a)(lXC), as
appropriate, and comply with the other: requirements
of section 502 or 503, tiS appropriate. and' of subsections
(el and (d), that would otherwise apply to a Sute
submitting a request for a waiver. In reviewing such
an application, the Secretaries shall comply with the
•
requirements of such section and such subsections that
wO',jld otherwise apply to the Secretaries with respect
to review of such a requesL
'1
(c} WA,,"VER CRITERlA.-Any such n"quest by the State sha!!
l!1eet the criteria contain,,:! in section 502 or 50S and shall specify
the provisions cr. Tflguiations referred to in such 'sections with
respect to which the State seeks a waiver.
i
(d) S:JPJ>OR'f BY APf'ROPRlATE STATE AGENCJES.-In requesting
such a waiver, the State shall provide e..idente' of..support~for
the waiver rec;:uest by the State agencies or officials vdth'junsaiciion
over the prm'isions or regulations that would,be,waived:," :' , ,ol"
2) USC 62:2
I
",
i
I
i
SEC.(:W=:=R~~o~ SE~~~:;:~~~~:;~~~~;.~~;':~ :-~:'.::~., <,,~.'
'.
:"', ,:'
,'·,-1':
.', '."
(1) IN GEl'o'ERAI..-Except as pro\'1dedlmlsubseeh::m;(c).Qhe,
Secretary of Education may wajve any requirement. under any
!
provision of. law referred to in subsection·(b)/or;,oCanY7,~g'ula~·', " ,J
tion issu~d 'under such.',pro':isioni,fQr,,)i State ,U;,~t.": r.~qU}~~ts.,: ';
such a wtuye~ and has an apPr<?v,ed S,tateplan;-::-'.':.":' ',;'-,',',,','
:
{A) 1f, and only to the' extent~ that;'" the! Secretary of
Education determines that such requirement :impedes the
ability of the State or a loc'al partnership
carry out
the purposes of this Act;
(B) if the State provides the Secretary of Education
with documentation of the necessity for the w'aiver, Inclnd"
ing information concerning-'
:
(i) the specific requirement that wql be waived;
(ii} the Jipecific positive outcomes expected from
the waiver and why those outcomes cannot be achieved
while complying with the requirement;
(iii) the process that will he used to monitor the
progress o:the State or local partnership implement
mg the waiver: and
'
(tv) such other information as the iSecretary of
Education may require;
:
,
(C) if the State waives, or agrees to waive, similar
roquiremf!nts of State law; and
(D) if the State.
m has provided an local partnershifs that can')'
out programs under this Ad, and loca.: educational
ag<mcies participating in such a locai, partnership, in
the State ....ith notice and an opponumty'to comment
on the proposal of the State to seek a waiver;
Ito
I
.....
~
-,
.....'.' .-,- .
in
I
•
~(c?)(lJ@ld
a;2-@JfJLDXtJ
�•
PUBLIC LAW l03-239-MAY 4, 1994
lOS STAT, 599
(ii) provides, to the extent feasible, to students,
parents, advocacy and civil rightlit groups, I and labor
and business organizations an OPPOl'ttmity to comment
on the proposal of the State t() seek a waiver, and
(iii) has submitted the comments of the' local part,..
ne:-ships and local educational agencies to the Sec«
retary of Education.
_
I
(2) APPROVAl. OR DISAPPMvAI....--The Secretary f)tEducation
shall promptly approve or disapprove any requestl submitted
pUt'suant to paragraph (l) and shall issue 8 decision that sha.ll
(A} include the rea.sons for approving or diSapproving
the request, including a response to comments
the pro-
posal; and
I
an in the case of a decision to approve the request,
be disseminated by the State ~king the Iwaiver Ul
interested parties, "including educators. parents, students,
advocacy and civii rights orga.n.il.ations, labor and business
o'ganiUltions, and the public:.
(3) APPROVAl, CRJ1'ElUA.-ln approving a request under
paragraph {2}. the Secretary of Education shall cOnsider the
amount of State resources that will be used to impJement
the approved State plan.
I
(4) TERM.-Each waiver approved pursuant to this sub
section shall be for a ~riod not to exceed 5 years, except
that the Secretary of Education may extend such period if
the Secretary of Education determines that the waiver has
"
been effective in enabling tht!' State 01" local partnership to,,'~', f,
. "
"
" \< "
;\....
earrycut ibepurposescfthl Sru;~.
"'''''~. ('i •• ': ,:.,:,,",~
(b) INCLUDED PaOGlv.,MS.-'l'he provisions subject to, the waiver,' '. : .• "
authQrity of this section are: .....:r.j,{':::" \,0":,;,,,',:;"
.::~ ~ t '
O). chapter 1 of title I of the Ele~~ntaFY ;u:~ :~~.n~ary:;-'r" ... '; ~>
Education Ad of 1965 (2~ U.s.e.. 270l et seq.),-:mduwng,;thet';.~"'~; ;,b."
Even Start programs.carned out under part,B of such\chapte'r 0"':--', .'
{20 U.S.C. 2741·et seq);. ",. '0'", :~ ',,,:.:!> ~':.p;'<'":~\:~lr;..,.,;-,;,,,~>)i,",~?
(2) part:A of.'-chapter .2. of title I of-,th~:, ~!(nii.entiiy}lind;, ,::.;
Secondary 'Education' Act-of 1965 {20 U.s.C:::2921:"et ,seq;); ::: .,
(3) part A of title n· or thc· Elementary, ang'-SeCUli"daiy''''-:' ' f
Education Act of1965 (20 U.S.C. 2981 eLseq.);" !;f; " . , ' : ' ' ' ' ,
•
(4) part D of title IV of the Elementary and ,Secondary
Education Act of 1965 (20 U.S,C. 3121 et seqJ;
:
(5) title V of the Elementary and Secondary ;Education
Act ofl965 (20 U.s.C. 3171 et seq.); and
(6) the Car! D. Perkins Vocat.i.onal and Applied Technology
Education Act (20 U.S.C. 2301 et seq.).
:
(c) WA!V£RS NOT AUTHORIZED.-The Secretary of IEducation
may not waive any requirement of any provision refemd to in
subsection (b), or of any regulation issued under such i provision,
relating toI
(1) the basic purposes or goals of such provision; I
(2) maintenance of effort;
(3) comparability of services;
I
(4) the equitable participation of students att.endi:ng private
i
schools;
(5) student and parental participation and involvement~
(6) the distribution of funds to State or local educational
llgencies;
i
on
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,
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,
,
,
,
•
6O),(g)OI(}Xtt)
(eJ(Goo)
�•
PUBLIC LAW 103-Z39-MAY 4, 1994
lOS STAT. 600
1
(7) the eligibility of an individual for participation in a
program under such provision;
I
(8) public health 01' safety, lebor standards. civil rights,
OCtupational wety and heahh. or environmental protection;
or
(S}
prohibitiOn!! or restrictions relating to
t~e construction
of buildings or facilities,
I
{d) TERMINATION OF' Wm"tRS,-The Secretary, of Education
shaH periodically review the performance of any State; local partner.
ship, or local educational agency, Cor which th-e Secretary of Edu
cation bas granted a waiver under this section and shall tenninate
the waiVf!t under this section if the Secretary of Education deterw
mines that the performance of the State, local partnership, or
local educational agency that is atrecUld by the waiver has been
inadequate to justify a continuation of the waiver! or the State
fails to waive similar requirements of State law as required or
agreed to in aCCQrdance with subsection taXl){C),
2(; USC £::13.
SEC, &ro. WAlVERAUT'HORrn" OF SECRETARY OF LABOR.
I
(aHVAJVER AUTHORlT'Y.(1) IN CtNEfW..-Ex-cept as
•
provided in subsection (b). the
Secretary of Labor may waive any requirement under any
provision of the Job 'ITaining Partnership Act (29 U.S.C. 1501
et seq.), or of any regulation issued under such provision,
,<'
t .
for a State that requests s1,:.ch a waiver and has an approved:,' ""~ :,.;
State plan:
f
': '
• ~'.
,
, . . !
(Al if, and only to the .extent that, the Secretary _
of,'
:... .
Labor determines that such requirement impedes the ebil-, :; ,' .. ':',:, ,., __
ity (If the Su;.te or:.n 10:&.1 ~a.rtners~i.~ w'IC8f'>' out ~~. <:. ~ :.: •.•.• .'
purpose~ofthisAct. . .
. ' . " , ',' :t';' ', ... <1";',:,."; ,,'~"'.
(B) if the State pro·.:Hies the -Secretary. of L~bor .w:.~h .:'-, '.:.%~" ,~~:,: •... :.
?ocumen!4tiop of ~e. nec~essjty. for the wa~v~r, .1.1!9,.¥_di!1~ ,,:J!1,'~f~C:(":'~":';'i:h' ,i
mformatlOnconcerrung,"""" ~~ ,: ....,',(
.':~"
.r:-;,;,:!. ::,I.~'l-;;rR~ll).,';t.\'.'!· !;'~_''''
(i) the s~ific requirement' that 'w;ill be 'w.B:ived; ::-:! ,"'._.... 'j. ~. '.
(ii) the specific positive out.ccmel> ~xpecu.d '.from '.' ;!.".; c~ .;";, ....
the waiver and why those outcomes cannot be achle\'ed
while oomplying with the requirement; I
the process that
be usen to monitor the
progress "fthe State or local parlnershiplin hnplement·
iog the waiver; and
,
{jv} such other information rul the Secretary of
I
Labor may require;
.
(C) if the State: waives, (II" agrees to waive, similar
requirements of State taw; and
(D) if the State
(i) has' provided all local partnersh~ps that carry
out programs under this Act in the State with notice
and an 'cpportunity to ccmment on Uie proposal of
(lin
wm
I
I
the State to seek n waiver;
{it) provides, to the extent feasible,
U) students,
parents, advoea.cy and civil rights groUps, and labor
and business organizations an opportunity w comment
waiver; and
on the proposal of the State to aook
(iii) hns submitted the comments of the local part
nerships to the Secretary of Labor.
a
•
.G:J;)cc{.7)
X;P(tlJ(/ )
-
I
�•
108 STAT, 601
PUBLIC LAW l03-239-1\I'A Y 4, 1994
•
(2) APPROVAL OR mSAPPRQVAL.-The Secretary of Labor
shall promptly approve or di$.approve any request 8ubmitte:d
pursuant lc pnragraph (1) and shall issue a decision that s£:.all
(A) include the reasons for approving or disapproving
the request, illdudlng a response to eommenta 'on the pro
poeal; and
.
{B) in the ease of a decision to approve the request,
be disseminated by the State seeking the: wai,,;er to
interested partiea, including educators, parents, students,
advocacy and civil rights organizations, bihar and business
organiwtlon9, and the public..
I '
(3) APPROVAL CR.r'TF;RIA.-In approving a request under
paragraph (2), the Secretary ofLabot shn.li-consider the Amount
of State resources that will be used to implement the approved
State plan,
.
I
(4) TER.\{.-Ea~h walVflr approved pun;uant to this sub.
section shaH be for a period not to exceed 5 years, excapt '
that the Secretary of Labor may extend such penod if the
Secretary of Labor determines that the waiver he been effec
tive in enabling the State or local partnership to' carry' out
I
the pliJ"pOses of this Art.
(b) Wm'ERS NOT AUTlloRlZED.-The Secretary of Labor may
not waive any requirement under any pt'l)vUion of the Job Training
Partnership Act (29 U.S.C. 1501 et seq.), or of any ireguIation
'
issued under such provision, relating to:
{l) the basic purposes or goala of such provision; i
(2) maintenance of effort;
(3) the distributiop offund.$;
. I
.., ...
(4) the eligibility of an individual for participation in 9.
... "
program under- such provision;
"
I
(5) public health or- wety. laoor standards, civil rights.
occupational wety and bnalth. or enVirenment.al prot.ect.ion;
or
;. ".I,.<I';t",~:\:,.,
'I
.
,',
".~,~~h ::. ¥~J'¢"~', ... :-.~ .. '''.'
(6) prohibitions or restrictions relating to,the co, nstrucHop ,), . _""'~', ~ ... ~ ... (~,
r';'.~~.'~'" ttl,t ~ •
.~
,~",vr:
..
•
I
(~)b~~I~A~~~ct3;ie~AIV£RS._The ~r:~:r LBbor
,
.•
,
.
fmC.
.so.c.
(eo}
COMBINATION OF FEDERAL
SCHOOLS,
:FUNDs
roR mGH! PO\I'ERT\'
IN GEJI,'ERAJ...
(l) PURPOSES,-The PUI'pI)SeS of this section
are-
(A) to integrate activities under this Act with school
to-work activities carried out under other Acts; and
(B) to maximi%e the effective u.se of resources. j
(2) CoMBINATION Of' nJ1o,'DS.-To ee.rry out such purposes.
a local partnership Lhat ~ives assiatance under title Il or
III may carry out schoolwide sehoot·f.Q-work activities in schools
that meet the requirements of subparagraphs (A} and (B) or
I
.
•
' i 'J".;"':::~/"~.":"':.;
aball
periodically review the performance of any State or local partnersrup
for which the Secreta:ry of Laoor has granted a waiver Under this
3ection and shall terminate the waiver under this sed.iop if the
Secretary oi Labor determines that. the performance of Ithi: State
or local partnetship affected by the waiver' has beeti inadequate
to jWiltify a continuation of the waiver. or the State fans. to waive
!limilar requirements of State law as required or agreed to in
IlCCo-rdance with subsection (aXIXC),
,
'
"
.':
2U
usc 6214,
�•
108 STAT, 602
PUBLIC LAW l03-239-MAY 4, 1994
~ct
section 263(g)(1) of the Job Training Partnership
(29 U.S.C.
1643(gXl) (A) and
with funds obtained by combining
(A) Federal funds under this Act; and
I
other Federal funds made available from among
programs underI
m the provlsiona or law listed in paragraphs (2)
throus:h Ul} ofsection 502{b); and
I
(u} the Job TraWng Pa.--tnership Act. (29 U.S.C.
1501 .. seq,),
,t
(b) USE OF Ftrl'..'DS.-A local partnership may Use the Federal
funds combined under subsection (a) under the requirements of
this Act, except that the provisions reiating to the maiU!:TS specified
in paragraphs 0) through (6) and paragraphs (S} and (9) of section
am
on
502«(:), and paragraphs (1) through (3) and paragraphs (5) nnd
of section 503(b" that relate w the program through which
the funds descrl~d in subsection (a)(2}(B) were made available,
shall remain in effect- \'lith respect to the use of such funds.
. ((n
(c) ADDmONAL L'itOft."tATION IN APPLlCATIOS.-A'jlocal partner
'~.,~.' '..
':'1 "_'t,,··:
,"
,~.~..
"I'·.
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.'
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"
.. 11/" if} ~,~ ~.'.'j ';\ "; __\.- 2<l
";!;1••;: ,'!,'"',, ,(t .~;j"
: :-1.
,"
"
"
ship s.eeking W cGmbine funds under subsection (a) shaH include
in the application of the local partnership under title II or 111
(1) a description of the funds the local partnership- proposcs
I
to combine under the requirements of this Act;
(2) the act.ivities to be carried out -n.'i.th such funds;
(3) t.he. specifi::: outcomes expe:::ted of participants in
I
school,"ide school·t,o..w()rk activities; and
(4) such other information 8S the State, or Secretaries,
as the case may be. may require.
I
(d) PROVlSJON OF h.TORMAT10N.-The local partnership shall,
to the extent feasible. provide information on the proposed combina
tion of Federal funds under subsection (a) to educators. parents,
students. advocacy and ch·;! rights organizations, labor and business
organizations. and the public.
I
.,
-.
I·
.,
USC 6215.
SEC. MJ5. CO.MBlNATJON OF FEDERAL FUNDS
SCHOOL-TO-WORK ACTIVITIES.
BY
'ISTATES
FOR' .
" ". :1' ;'::,
.(al IN GE!'."ERAL.-
.'.. "'.
"
.
(A) to integrate activities under this ACt with State
school·to-work activities earned out under other Acts; and
(B) to maximi:te the effr:ctlve use ofresouri::es.
(2) CO}'IDINATION OF Ff.)1>."Ds.-To carry out sl:ch purposes, .
a State that hi'Ul an approved State plan may carrY. out activities
necessary to develop and impiement 8 st.at.e\o\1de School-to
Work Opportunities system with funds obtained byeomblning
(A) Federal funds under this Act; and
t
•
(B) other Federal funds that a~ made JlvJlilable
(1) PuR.PoSE$,-The purposes of this section are-
• under-
I
(i) section lOZ{aX3) of the Carl D. Perkins Voea
tiona1 Education and Applied Technology Education
Act (20 tJ,S,C. 2312{a)(3});
:
(il) ~tion 202(cXIXC) or section 262(c)(1){C) (If
tbe Job Training Partnership Act 'I (29 U.S.C.
1602(,X1XClor 1642(eX1XC));
(iii) section 202{cnXB} of the JQb Training Pnrt~
nersrup Act that would Qtherwin·be available f(}r the
PllI'poses described in section ZOZ(cX3}
such Act;
or
•
lor
I
5ocf(!JPK..A1
5oS(a~J~J~ttj
,,
,,
m
",
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•
108 STAT, 603 .
PUBLIC LAW 103-239-MAY 4. 1994
(iv) section 262(cXl)(B) of the Job Training Part.
nership Act that would otherwise be available for the
; purposes described in seetion 262(cX3) of Isuch Act.
(b) USE or Fm.'Ds,-A State may use, under the requirements
of this Act. Federal funds that are made available to Ithc State
and combined under subsection (aJ to carry out 6chool·to-work
aethities, except that the prQVisious relating to the matterS specified
in section 502(c), and section 503{b}, that reta!.e to
the
program
through which the funds described in subsection (a}(2)(B) were
made available. shall remain in effect with respect to the use
of such funds.
1
(e) ADDrTIO~AL I~TOP.M.ATlON IN APPLlCATION.-A State seeking
j,(l
combine funds under 9ubset:!tion (a) shall include in the applica
tion described in section 213i
(l) a description of the funds the State proposes to combine
under the requirements of this Act;
(2) the activities to be e.nrried tlut with such funds:
(3) the sped5e outromttS expet:t.ed of participants in school·
Urwork activities;
I
(41 formal evidence of support for the request by the State
agenclos or officials v..ith jurisdiction over the funds that would
be combined; and
;
(5) such other inf.armation as the Secretaries may require.
(d) EX"I'£NSION.-The authtlrity of 8 State to combine funds
under this section shall riot exceed 5 years, except that the Secret.ar·
lU may extend such period if the Secret.aries determine that an
extension of 'such authority would further the purpcses of this
I
o
Act,
•
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{e} LIMITATION.-Nothing in this section shall be donstr.led
'0 to relieve a State of an obligation to conduct the activitieslreqwred
under section 201(b) of the Carl D. Perkins Vocational Educ.o.ti(ln
._ ~d ~pp!ied Technology Education Act.
"
\
, " ; .... TITLE VI-GENERAL PROVISIO.NS
,
.
SJ;C. 601. REQU1R.EME!'ITR
i
The following requirementlll shall apply to programs under this
Act;
I
(l) PROIHBlTION ON D1SPLAC&'\fEl--'T.-!'-iO s:-udent participat
ing in sue}, a program shall displace -any currently employed
worker (inciuding a partial displarement, t;uc.~ as a redu-ctlon
in the hours of nonovertime work. wages, Gr employment
benefits).
I
(2) PROHTBITION ON lM'p)JRMEt-.'T OF CON"i'1l.ACTS.-No such
program shall impair existing contracts for services or eollecti'.'e
bargainingbgTf:emcnt.s, .... ~d no· such program that would he
inconsisU!nt 'with. the tenns of a collective bargaining agreement
shall be undertaken without the v.7'ltten cnncurrence of the
labor organization and employer concerned,
I
(3) PRoHIBmON ON REPLACEMENT.-No student participat
ing in such 8 program shall be employed or fill ajob- !
(A) when an)' other indh-idual is on tempora.ry layoff,
with the cleat possibility of recall, from the snmelor any
substantially equivalent job with the partici;;8ting
employer-; or
•
20 USC G231.
�•
lOS STAT. 604
PUBLIC LAW 103-239-MAY 4.19~4
I
an when the employer has terminated the employment
of any regular employee or otherwise reduce'd t.he workforce
of the employer with the intention of fining the vacancY.
so created with the student. I
I
(4) WORKPJ..J.CES.--Stude:nts participating in such programs
shall be provided with adequate and safe equipment and safe
and healthful workplaces in conformity with 'aU heal!.h and
safety requi~ments of Federal, State, a... d locallliw.
.
I
(5) EFl"ECT ON OTHER LAws.-Nothing inl this Act shall
be- construed to modif, OT affect any Federal or State law
prohibiting discriminalJon on the baBis of race,l religion, color!
ethnidty. national origin, gender, age, or disability, or to modify:
or affect any right to enforcement of this Act :that mav exist
under othei Federal laws, except as expressly pnwiaed by'
thi. Ad.
I
I
(6) PRORIBmON CONCERNINC WI\G£s.-Funds ap}.'!ropriated
ll."'1cier authority of this Act shan not be expended for wages
of students or workplace m.entors partlcipntin'g in such Pro-II
granls.
I
(7) OTHER REQtJIREMEh"tS.-'l'he Secretaries shall establish
such other requirements alJ the Secretariea may determine
to be appropriate, in order to ensure that participants in Pro-:
grams under this Act are afforded adequate. IsuplH,,\'ision b)j
skilled adult workers, or to othorwise further the pUrpoSeS
of this Act.
ZO USC 6232,'
SEC.
002. SA."iCTIONS.
(a) TERMINATION OR SUSPENSIO!'.' OF AsS1STANCE,
(1) IN G£!\'ERAt..-The Secretaries may terminate or- sus-,
•
pend any financial assistance under this Act. lin whole or in
part. or not.,rnake .payments under a grant awarded undei;
this Act, if'the Secretaries determine that a recipient hl'Ul
failed to meet any requirements of this Act. induaing
j , ;,
".'
\ (A}.reportirlg requirements under section 402(c); "
. ',,' . -. ,,(B) regulations under this A<:t;.or
I~'
"
(C) requirements of an approved Stew plan.
(2} NOnCE A...D OPPOR':"I...'NITY FOR flEAJUNO,-If the Sec-!
.'
retaries wrminat..e or sU!ipend such financial assistance. ()t do
not make such payments under paragraph (l), wUh resp(lct'
to a recipient. then the Secretaries shaH prOVide-'-I'
' (A) prompt notict! to such recipient; and
(8) the opportunitv....for a hearing to such recipient
not later than 30 days af'l.er the date on wnich such notice'
I
I
is provided.
(b) NOh'DSLECATION,-The Secretaries shan not delegate any,
of the fWlctions or authorit.y specified in this, Becl~on, other than
to an .officer whose appDintmi:''l~·t~.requirei\·to he. made by and
with the advice and consent of the Senale,
.'
I
I·'
20 USC 5233.
SEC. 00l. STATE AtmlOnrn'.
Nothing in this Act shall he construed to negate or supersede
the legal authority, under State law or other appHcable law, of
any State agency, State entity. or State public offiCIal over programs
that are-- under the jurisdiction of the agency, entity, or official.'
Nothing in this Act shall be construed to interfere with the authority;
of such a~ency. entity, or official to enter inta a 'contract under
any provislon oflaw.
•
-
�•
PUBLIC LAW 103-239-MAY 4,1994
.
SEC.
60(,
I
108 STAT. 605
'
PttOHIBITlON ON FEDERAL MA."4:lATES, DUl.£CI10N, ........D
I
I
2'(t
usc 6231.
CONTROL
Nothing in this Act shaH be construed to authorize an officer
or emrloyee of the Federal Government to mandate, direct, or·
contro a Slate's, local e:ducationaJ agene(s. or school's curriculum,
program of instruction, or allocation I) State or local resources
0.1' mnndau Ii State or any suhdh1sion thereof to spend any funds
or i.1ll:.:ur any costs not paid for under this Act.
..
I
SEC. &:.\S. Atl'fHORIZATION OF APPROPIUATlONS,
(8) IN G~.-There are authorized to be appropriated to
the ~retarie8 to carry out this Act $300,000,000 for fiscall.ear
1995 and such sums as may be necessary for cath.lof the .l.scal
'
years 1996 through 1999.
(b) RES£:RVATlONs.-From amounts appropriated' under sub
section (a) for
fiscal year, the SecretariesI
.
(1) shah reserve not mote than VII of 1 percent of such
amounts for such fiseal year to provide grants under sections
202 and 212 to the jurisdictions described in' section .202(0);
(2) shaH reserve not more than Y2 of 1 perCent of such
amounts for sut'h fist'at year to provide grants under subtitle
C of title II to establish and carry out School·t6-Work
Op~rtunities programs for Indian youths that invoh"e Bureau
funded schools (as defined in section 1139(3) of tHe Educatlon
I
Amendments of1978 (25 U.S.C. 2019{3))};
(3) shall reserve lO-perccnt or such amounts for such fiscal
year tQ pro..ide grants under, section 302(b) to local partnerships
located in high poverty, areas;,which . reserved funds may be
used in conjunction'with funds available under the Youth Fair
Chance Program"set~forth .in...part, H~of, title. 1\\ af· the Job
Training Partnership Act (29,tj.S.C: 1782 et S2QJ; and
(4)(A) shaiLrese-rve~2.5;-percent of such amaunts for sut'h
.
I'
.'
fiscal year to ca~ out secdonA04: and ~ ,
(B) shall,reserve~not.,'more·,than an additional 5 percent'
of such am"ounts for such'fiseal-year to carry out ot.ner activities
Widc!' title ,IV, and activities:u.nder sections 214(di and 303(d).
(e) AVA1LABILITY of,Fmms.-:''Funds appropriated for any fiscal
year for programs authorized under this Act shall remain available
until expended.
,~!
~_
i
anr
•
j ,..:.
~
...
TITLE VII-OTHER PROGRAMS
Subtitle A-Reauthorization of JoJTraining for the Homeless Demon:;.tration -.
.Pro- ..
gram Under the Stewart B: McKinney
Homeless Assistance Act
't""~l
SEC. 701, REAU'!'HORlZATION.
(a) IN GENF.RAL,--Section 739(a) of the Stewart B. McKinney
Homeless Assistance Act {42 U.S.C. 11449(a)} is amended by strik·
ing "the following amounts:'" and all that follows an'd inserting
"SUM sums ag may be necessary for each of t.he fiseallyears 1994
and 1995.".
.
•
l!:bmT'~~'",
�•
, lOB STAT, 606
PUBLlC LAW lOS-239-MAY 4, 1994!
(b.) COl-o'FORMING AMENDMEN'r.-$cction 741 of the Stewart B.
McKinney Homeless As8istance Act (42 U.S.C, 11450) is amended
by strikirig "1993" and inserting "1995", ,
.
I
Subtitle B-Tech-Prep Prograpls
i
,
SEC. 111. TECH·PREP EDUCATION.
(8) Cm.l'ENTS OF' PROGRAM.~ction 344(b){2) of the Tecll·
Prep Education Act (20 U.S.C. 2394b(bX2») it amended' by inserting
I
"or 4- years" before "of sec'ondaty school".
(b} SPECIAL CONSIDERATION; PRIORm".-Section 345(dX2) of the
Tech-Prep Education Act (20 U,S,C. 2394e(dX2» is lamended to
read as follows:
"(2) are developed in consultation with business, industry.
laoor unions. and institutions of higher education that award
baecalaureare degrees; and",
,
,
I
Subtitle C-Alaska Native Art and Culture
I
SEC, 721. snORT 'n'I'LE.
This title may be cited
Ana Development Act".
8.5
the "Alaska Native Culture lind
.
SEC. 7U AlASKA NATIVE ART AND"CULTIJRE~,: ~:, ••
•
i. ~
Part B of title XV of the'; Higher" :E:thiastinn,' Amendments
1986 {20 U,S.C, 4441 et seq,,; is amended..:...'..."'';'' t~,.• ~.
(l) in the part heading, to res'd:tiS follows': .', "
, ••."
10:",1\(.'
'~c,,:
:;'~_'
I
t>f
,:" ,", "
"PART B-N..;:rrVE HAWAru..,'~;S'Ah'"D·Al:AsKA NATIVES",
2{) t:SC 444 L
and
" , " ; ' ·'''~:··;:';'''·i./;:l''',,''';."'·:'''' "
:'
,',1 ,.)u.; ll!!:':"t'<', ':"l i", ""
(2) in section '1521, to read'as'folloW8:(!~H,(:l,:~: :;": ,.
f J
(!;"".' ,r>'\72"~-!";':"''''/m't ...,."
,!
'
"'SEC. UH!l. PROGRAM FOR NATlVE'IlAWAllAN AND AlASKA NATIVE
I
.
CtJLTL'REANn~:rS~~~~..;:
"Ca) IN G&N'tJtAl,.,':"""The Ser:retary
the lnterit>r is authorized
to make grants for the purpose of supporting prograw for Native
Hawaiian or Alaska Native culture and a:rul development to any
private, nonprofit organitation or institution which- ' ~, "
"'(l)primaril.y serves and represents Native' Hawaiians Or
Alaska Natives, and
i '
"(2) haa been recogni.zed by the Governor of the State
of Hawaii or the Governt>r of the State ofAla&Q, IlS a.ppropriate.
for the purpose of making such organization or,' insbtution
eligible to receive such grants.
',,:"' ..:, r. ~
"(b} PuRPosE OJ" GRAN1'S.-Granis made under subaection' (8)
shall. to the extent deemed possible by the Seeret.aj-y and the
recipient of the grant. be u.eed,
"(1) to provide scholarly study of, and instruetlon in, Native
Hawaiian or Alas:ka Native art and culture.
i
"(2) to establish programs which culminate in the awarding
of degrees in the various. fields of Native Hawaiian or Alasks.
Native art and culture, or
'"(3) to establish. centet8 and programs with nepeci to
Native Hawaiian or AlaskA Native art and culture tnat are
of
I
•
.
,,,"'
'
1o({f>J
7~z..
�•
,.
similar in purpose to the centera and programs described in
subsections {b} and (c) of sedion 1510.
i
J
I
•
108 STAT. 607
PUBUC LAW 103-239-MAY 4, 1994
i
"it:) ~L\.~AGE.MENT OF GRANTS.~
"(l) Any organization or institution which
is the rocipient
of a grant made under 5ubsection (a) shall establish slgoveming
board to manage and control the program with respect to which
such grant ia made,
"(2) For any grants made with respect to Native Hawaiian
art and culture, the members of, the governing bO,fu"d which
18 required to be established under paragraph (1) shall
"(A) be Native Hawaiians or individuals widely recog
nized in the field ot Native Hawaiian art and culture,
au;) include It representative of the Office oflHawniinn
Affairs or the State "fHawaii,
"(C) include the president of the University ~f Hawaii,
"CD} include the president of the Bishop Museum, .And
"(E) serve for a fuc.ed term ofoffice.
I
,,(3) For any grants made with respect to Alaska Native
art and culture.. the members of the governing baird which
is required to be established under paragraph (1) shalli
"(AI include Alaska Natives and indh'iduals v.-irlely .
recognized in the field of Alaska Native art and culture,'
"(D) reprruwnt the Eskimo, Indian and°A!eut:cu!tures
of Alaska and
" ' ',-' _L' . ',~,;,.;;:
"{Cl serve fora fixed term.".. ;1, '; l:~ r:~'",t,,: :"";:-,''';:.;'';''' ,.
I
.il'; .",' '( "
Subtitle
.
D---;Job'Tr~iHi~:;':~;l~';~i;~~····
__
"':~'_
.",.... , .. ,
~_~.:
•• ~.!l.;';,...~,.:
';>"
SEC. 731. AJI-!E1't,'DMEz.rr ro JOB TRA1N1NG PARTh"ERSHIP'ACT TO PRO, 1. ,.
VIDE ALLOWANCES FOR CHILD cili·;cOSrs'.,TO~CERTAtN. i _ .
Dt'DMDU..u.s PARTICIPATL'lG i.~·THE Jd~ C.9Fg'S::" ;I:~'~' .'
Section 429 of the Job Training Partnership Act' (29 U.S.C.
1699) is amended by adding at the end the following new subsection:
"(e) In addition to child care assistance provided under section
"We}. the- Secretary shall provide enrollees who otherwise could
not participate in the Job Corps with allowances u; payl for child
care costs, such as food. clothing, nnd health care for the child.
JJlowances under this subsection may only be pro,"-iden during
the first 2 months of an enrollee'a participation in the; program
and shall be in an amount that does not exceed the maximum
amount that may be provided by the State pursuant :.0 section
402(gXIXC) of the SoCial S.curity Act (42 U.S.C. 602(g)(lXC)).".
•
..
i
TITLE VIII-TECID;"ICAL PROVISIONS
SEC, 801. EFF'EC'Il\"E DATE.
I
,
2{l
uSC G10t
This Act shaH take efl'Cl.:t on the date of enactmen,t of this
Act.
•
1J(
erJ(
�·'
108 STAT, 608
:w usc £251.
PUBLIC LAW 1\l.3-2S9-MAY 4,1994
I·
SEC. 802. SUNSET.
The authority provided by this Act shall terminate on October
1,2001.
Approved May 4, 1994.
"
'.
"
LEGISLATIVE HISTORY-H.R 2BS4IS. 136:/,
HOUSE REPORTS: Nos. lfI3~:U.5 tComm. <m EdO.!cIltiGn and t...ab¢r) and lOS~4S(J
{Camm. of Confereneel
I
SENATE REPORTS; N{). lQ3..179 accompanying S, ]361 (Cornm. on l..abor anti Human
I
Resources).
CONGRE$SlONAL RECORD:
Vol. is!! {lP93t: No... 15. oor..sldered lind ~ HOOse
Vol. 140 O~94.j., feb" 7, S. 13tH eoruoidered in 5cnate; H.R. 2884, amended,
pa»ed in lieu.
I
Apr_ 20. House ngTeed to C"onren:m:e n:port.
a
Apr. 21. Senau NlJ'l'!'l!(I to ~onrerencp report.
WEEKLY COMPlLATJON or PRESIi1tJ.,-rJAL DOCUME:r-.7S, Vol. 30
May 4,
Pfe$jd~r.tUlI
Te!:'\nrklllnt:
5ta~:nt.
a
•
n994~
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Clinton Administration History Project
Creator
An entity primarily responsible for making the resource
Cinton Administration History Project
Council of Economic Advisers
Department of Commerce
Central Intelligence Agency
Department of the Interior
Department of Defense
Corporation for National Service
Council on Environmental Quality
Department of Justice
Domestic Policy Council
Department of Education
Department of Energy
Environmental Protection Agency
Federal Emergency Management Agency
General Services Administration
Small Business Administration
Social Security Administration
United States Agency for International Development
National Economic Council
Office of Management & Budget
Office of National Drug Control Policy
Office of Personnel Management
Office of Science & Technology Policy
Office of the Vice President
United States Trade Representative
Date
A point or period of time associated with an event in the lifecycle of the resource
1993-2001
Description
An account of the resource
<p>The Clinton Administration History Project describes in detail the accomplishments of President Clinton's Administration for the period 1993-2001. The records consist of the histories of 32 agencies or departments within the Executive Branch. In general, each organization associated with the Project submitted a narrative history along with supporting documents. These narrative accounts are primarily overviews of the various missions, special projects, and accomplishments of the agencies. The supplementary records include substantive memos, press releases, briefing papers, and publications illustrated with photos and charts.</p>
<p>Agencies:<br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Council+of+Economic+Advisers&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Council of Economic Advisers</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Central+Intelligence+Agency&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Central Intelligence Agency</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Commerce&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Commerce</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+the+Interior&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of the Interior</a><br /><a 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Text
Disa~ility
Statistics
,
I
•
Abstract
•
July 2000 I Number 22
Disability and the Digital Divide
by H, Stephen Kaye
A
mericans with disabilities
less than half as likely
tifC
ilS their nou-dis1l3ied coun
!CrpM1S 10 own ;; comp:.:ter, and
they are aboul
onc~qu<lrter it'>
like
ly In use the Internet. These are the
.;:ondusion.;; of a m,w reportl on
computer ownership and Internet
•
us..: among p(;ople wilh disabill*
ties. based on Dr;:tcmber 199& data
from the Current Population
Survey.
II
nationally representative
increase the
I
jndepen~
dence of people with
disabiJitie~. To a popu~
lati01: that is often phys~
leaHy as well as
sociai~
Figure 1:
Computer ownership and Internet use,
•
by disability status
,
ly isolated, :hey can
offer access to infor·
mahon, social interac
tion, cultural actIVities,
employment opportu
60
nities, and consumer
40
goods. Screen readers
sample of U.S. households, For
the purpose of this analysis, dis~
.:lbility is defined in tenns of a lim~
can provide blind peo- c
pte with instant access
to vast quantities of ...
itation in the ability to work.
online
Those respondents reported to
without having to wait
for Brame or audiotape;
voice recognition can
enable people with
limited manual dexter
ity to write letters,
manage their finances,
h:wc a "health problem or disabil
ity which prc\'cnts them (rom
working or which limits the
amount or kind of work they can
do" are counted as having a dis
ability. The statistics presented in
this abslract uppJy tu the popula.
tion 15 years of age or older,
Computer technology and the
have the tremendous
lnte~ne,
poter.t~al to
broaden the lives and
j
information,
or perform work-related
tasks But, as the data in
20
10
Has computer in
househola
[ II
Ihis abstract de!:1on
strate, very few people
with disabilities are abJe to take
advantage of these possibilities.
As shown in Figure I, just
•
under one-quarter (23.9 percent)
of people wi:h (hsabiii:ies have
access to a computer at home,
compared to jl.<.lil over r.alf (5L7
percent) of their non-disabled
countcrparls, The gap io Internet
use is even more striking: Only
With dllr.abilily
I
USes !nlema1
I
lID
fNO disability
I
.I
one-tenth ·9 .9 percent)
(
or people
with disabilities FOIUleC! to th~
Jnlcmet, compared to almost four·
•
tenths (38.1 percent) of tho:;:;
without disubililiat
Elderly people! with disahilk
tic:!. art! particulatiy unlikely 10
make use of thesb H,:chnologics.
Among p::n:on~ 65 ytaTS of age
or older, only bne-knth (10,6
�DI~ilbi::ty S\ktiS1lt~ Atl~u IlJt
•
percent) of those with disabilities
have computers at home, com·
pared (0 one-quarter (25.3 per
cent) of those wi!haUI disabilities.
And only a tiny fraction (2.2 per·
cent) of elderly people with di;;
ahilnics use the !mernet, a rate
disabilities have much lower rates
of computer ownership and
Internet use than their n-on-dis
abled peers {Fig'J.re 2),
Only one~eighth (12.1 percent)
of people with disabilities who
have not graduated from high
ahout one-quarter that of the non
school own computers, TIlls flgure
disabled clderl)' population (8,9
percent)_
compares with one~third (34,5 per
cent) of non-high-school-gradu
ates Hnd one-half (49.0 percenl) of
high school graduateS without djs~
abilities. almost half (46.5 per·
cent) of college graduates with diS
abilities, and three-quarters {73A
percent) of college gradl.:3leS wilh·
QUI disnbillties_
Ooly 2.4 percent of people
with disabilities who lack high
school diplomas use the Internet.
Thosc wilhout disabiiities are
almost 10 times as likely to con
nect to the Internel (22.5 percent).
Pcople with disabilities who have
college degrees have still higher
rates of Internet use (30.2 per~
cent); but even this figure is less
than half that for college gradu-
Among the
non~elderJy
(aged
15-64), the gaps in access to
these technologies are less dra
matic but still jHOliOunced: 32,6
percent of those with disabilities
have computers and 15.1 percent
u"c the Internet, compared to 55.6
percent and 42.3 percent, respec~
lively, of their counterparts with
out di)ubiliiics.
Educational attainment
The more edUCation a person
has. the more likely he or she is to
own computer equipment and to
use il 10 connect to the Internet.
H.w regardless of the level of edu
cational atlaimnent. people witb
.J
;, 2:2 i lilly 7ClOO
I
ntes withom disabilities, almo~t
two-thirds (63,9 p~/rcent) of whom
are Internet user;;;.
Family income
People with 1lUd without dis
abilities who have low incomes
are m:;ch less like}}' te have access
to computer technology than are
those with g.e'a:er financial
n:sourccs (Figure 13}. But regard.
less of Income, people with dis
abihties own cOItiputers signili·
cantlv less onen t~an do their non·
disabled cQumerparts: half tiS
.
often for
incomes under
(11.0 percent
tind two~thirds
wnh family .
more
vs.
Within both
usc of the
nincanlly by
Ortly 4,9
disabilities who
incomes uSc
pared to almost
um (}
,
I
with family
per 'year
22.2 perccnt),
often for :,i;osc
$20,000 or
perccnt),
groups,
also vanes Slg
i ' "atu"
of people With
. low family
Internet. com
times as high
,
• '",
'I"
I'
Figure 2:
Computer and Internet use, by disability status
and educational attainment. ages 15 and over
-----
Uses Internet --j---.-;
gn!dJate
•
r-----::::----,
iii With disability tID No disabiiJ!y
,').
'
'. 1 " I'"~ •
/~
.
�•
a proportion (19.0
Figure 3:
Computer and Internet use, by disability status
and family income, ages 1~ and (lvar
of (he
non-disabled
people with
Among
or higb
of IhQse
45.1 ?crccn!
In.;:orr.es, 16.6
with disabi:i:ies '
of those ':;:~;:11et~disabiJitlG$
70
Has computer
connect tQ the
Uses lniemet
50
Race and
50
Figure 4
hous.;}wld
statistics on
ownership
and Internet
broken down
1!
0-
into racial and
40
W
~
per:-.on in whose .
if' O\\.'H:!d or rt"ll:('!(:;
20
hole co;'.tuins one
bors ","h a d;oahilil'y,.
as a household
10
Within each
0
Less thun
$20.000
•
$20,000 or
Less than
$20.000
more
.. With disability
"
GJ
group, the
o[coinrlu"" owner·
ship is much !<.!ss \
$20,000 or
more
Jisability prt1senl
J;JC disability
0,,·
white households,
,
,.
t
I!
than when there' .
not~
Among
with dis
Figure 4:
Household computer ownership and Internet access,
by racelethnicity and disability status of household members
.' .,1,
Has Computer
Has Internet access
I
Afric:a'1
White
•
Ametican
Asiart/
Pacific
Islander
Hispanic
""llite
r=------:::---
II With disabl!"y gj No disability
Alrjcan
Ar;terican
A$iiin!
Pac,fic
Islander
Hispal'fc
�·
,
•
I
D!SIUlitity Sthlistit~ Ab~trilCt #22 I July 1000
abilities arc about haJf as likely to
own computers as are thm:e with
(lut (26.S VI;. 50.2 percent). Amor.g
African Arnencan hou.~ehQlds,
only une-;enth (107 percent) of
tiwse with disabilities have com~
puters, compared to one-quarter
(26.3 percent) of households hav
ing 00 members with disabilities.
Some 37.S percent of }\sian and
Pacific Islandcr households with
disabilities have computers, com
p:lred to 56.9 percent of those
•
computer (107 VS. 26.8 percent)
or to have u<.:eess :0 the Internci
'
'
1
(4 •8 VS. 13 .~ percen:,. ~ Jt IS wort I1
noting that the rates for white
households with disabilities (26.H
percent of which have computers
lmd 13,3 percent of which have
access to the Internet) are rough
ly equal \0 those of African
American households without dis·
abilities (26.3 and 11.4 percent,
, I) Th
d· b·I'
d
respccttve y . us., Isa I lty an
rllce can be seen to be equally :<ig
nificant factors in determining the
household's. likelihood of expo.
without di5abilities. And among
Latino hougehold~, 19,0 percent of
tho:,;; with disabilities have com
sure to compu~r tee I1110 Iogy.
pUlers, versus 32.7 percent of
those with no disability.
There are also large gaps in Notes
I Kaye. H.S. (2000). Compula and IrHemet
interne! accehS within the radal Usc Among People wilh Oi5<lbilillCS
categories.) Across the board, Disahiliry Swtistics Report (13). WMhinglon
households having members with DC: US" Depanmem OfEdUCllUIlll. Naliomd
disabilities are roughly half as [n$litllte on Dtsabi.li:y and Rchabiltilition
Research,.
likely to be connected to the : Because oftht: Small.lImple size ofNa\ive
Internet as Ihose with no members AmericAns wilh disab-ilities, data on cornp!)!'
cr ovmership nnd Internet use among 1his
with disabilities (for white house
holds, 13.3 .\'s.. 30.7 per<:ent; for pttTlulation arc statistically unreliable and
huve 11(11
hlm.:k households, 4.8 VS. IIA JlCr~ ) Amo.1!lbeen prescnted in this abstract.
LatinOll, the dl!feren~e in Internet
cenl: for Asian!Pacific Islander axellS rates ~weefl tr.ose with and witr.ou!
hou.~cli(jlJs; 19.7
35.9 percent). disab:Jities is no1 statistically significant.
, Am'ohg tnose households with .. Among households with disabilities, dif·
disabilities, African American ferences ber\\-'ffi> whites and AsianlPacifk
Isiandel':S and berwt:en people of HilipanK
households are much less likely and !'IOn-Hispank origin an 001 statistie..1l1y
than while households to have a ngnifiC3!lt
\'s.
U.S. DEPARTMEI'T OF EDUCATION
WASHlN'JTO!'>l. tJC 202a2
OfFlCtAL BUStNESS
1'(NALlY
•
re,n
I'R'VAT!: USIo, !JIW
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,
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cndofllem¢(t! by the U.s. DC';Janmen: of
inler;deo or should be
\
Education is-
inferred.
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ca:km is avai:aole a: '1:1\: n~p4nme!lI'~
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E"mail: david.keer@ed.'gov
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frA:vidunh who
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{FIRS) at j·000·877·8339 helwet:PS a.m.
I
,
and 8 p.m. Eastera Time, Monday
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,
PC"-lig<: &. fies rl:e
U.S Dep.anm:r.l,).f E\I\I<;;\I.;,,:.
f'crrr,~l No,:O. p
�•
Computer and Internet Use
Among People with Disabilities
by
H. Stephen Kaye. PhD.
Disability Statistics Center
tnslitute for Health and Aging
University of California
San Francisco, California
•
.
.'
, ,-J, '. ,,'.'
" ,:
,
.~,
.
';
March,2000
"
":". :', "-', ~ ,
("
,'>, ' :
;
";;
'-.'"
~
~ '.1\
~
•
,,~.
,
National Institute on Disability and Rehabilaauon Research
U.S, Department of Education
•
�ii
•
Disability Statistics Report 13
Acknowledgments
TIle author is grateful to the fcHowing individuals for their contributions (0 this report Mitch II~aPJaO(e,
for guldance on th..: analysis methods: Jack McNeil and Alexandra Enders, flJf helpful feedback:: Oavid
Keel', project officer, and the staff of NIDRR: and \lIt'ill Leber, graphic designer.
Dlsclaimer
'nlis report WilS prepared under ED Grant 1fH133B980045. The views cxpre~scd herein Ufe thq!>e of the
partiCipllnts. No offidal endorsement by {he U,S. Department of Education is intended or should be
inferred.
Availability
I
1l1dlVlduab. with dis~bmtles may obtain this. document in an alternate format (for example: Braille, large
print, audiotape, or computer diskette) on request.
,
individuals whu usc a telt-coll;mullicutlons device for the deaf (TOD) may toll the Fedef<li Information
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To ui>!aln add itional printed caple!'. of
N1DRR:
•
thi~ pobHtlltion. pLease contact the Disability StatistiJ Center or
Disability Stutistir_~ C(~nter
.• ,,,
Ulliwrsily uf California, San F(ilm:isro
Box 0646, Laurel'Hcights, ".
3:B3 California Slre(::t .' . ',',
Sill! Francisco, CA 94143·0646
hup:/Iwww.dscutsfcdo :
E-mail: dlslalS@itsa.uC$Ledu
U.S, Department of Educalion
OSERS/NIDRR
Switzer Building. Room 3431
Washington. D.C. 20202
http'llwww,ed gov/uf!kcs/OSERS/NlDRH
E·mail: davidJ,eer@'ed.gov
(415) 502-52H)
(202) 205·5633
David Keer
Suggested Citation
Kaye. H.S. (2000), Computer and Imerne! U:<.e Among People with Disabllhies, DiSabIlity StatistiCS Report
{l3}. W,,','ngloo DC: U.5 D'p,nm,nl of Edo"'ion, ~,,'oo,' In"iwle on D'"biIiIY Bod Rehab,ili""on
IkY.~.:tr(!l
•
�Computer and Internet Use Among People With Disabilities
•
CONTENTS
j:-JTRODUCTION ,.,,, ......... ., ............... " , ..... .
..I
DA:rASOURCEANOMlITHODS .....
13
I
..............5
ANALYSIS RESULTS ".".,.,.,"
Age and Gender ., .. ,',."...
..,.,., .. , . . ,.,
Employmen( Status '.'..........
..,,,.'.
£ducational Attainment, , .. ., .. _.. , , , .. _ .
. . , , , .. '
Family Income , , . , , .... , . ' ........ .
RilccandEthnidty : ,. ,., .. ,." ....... ,.".,
Re<1som. for Internet U~e
, , , . , . , ..
. .. 11
,13
REFER ENCES .......... ..
•
.I..
.1.8
........... .io
I
I
, , .lJ
CO:'-lCLUSIONS
•
.............
1.5
I.•
.1..-_' ,','
.
,.',
�Disability Statistics Report 13
•
•
,.
"
.'
,
,
•
�Computer and Interne! Use Among People With Dlsabiiities
•
INTRODUCTION
Compu!!!!' technology and thc: Internet have a
tremendous potential to broaden the lives and
intfe<lse fhl! Intiepl.:tldenrc of people with dis<lbili+
ties, Those who hil\'{' difficulty leaving their homes
car; now l::Jg In and ordt~r groceries, shop for applJ·
ann::>. resean;h health questions, participate irl
ufllim: d:scuM;ions, tu!ch up Wilh friends. or make
new ones. Blind people, who used to \vait months
or ye,l~ fm the information they needed to be made
availabh! in Rraillc or on audiotape, can now access
the very !mm{' news swrles, magaljne nriicles, gov
ernment reports. llnd informal)!)H on corlSUHlct
pHldut'!s at the very same time it be(Qmc~ available
10 the s!ghfed populallon. People who have dim·
rul1y holding') pen or tlsing a keyboard can me ttlt:
lalesl speech recognidQf\ soflwart! to wrile leiters.
JXlY (hd. bm~,. or perform work-related tasks,
These new lechnologies hold great promise,
but as thIS rcpof! makes abundantly dear, (he
•
•
f:omputer revolt.:.tion has left the vast majorlt)" of
people with disablHtie:-. behind, Only 6mH1uaner
•
of people With disabilities own computers, and
only one-tenth ever make usc of Hie lmerm:L
Elderly people with disatlill!ies, .mdl!l.ose WIth
low inCDmes or low edu("ational aHainmenL are
even lc~ like!\' (Q lake advamaoc of these new
"
,
technologies. Africilfl Americuns with di;iabiliUe:;.
also have an especially low rate of cohlpute~ and
IntenlCt use.
Extensive media coverage was devoted to a
retent analysis (National TelecomrnW!:ications and
luform<.!tion Administfiltiotl, )999) rlocunll)n1ing
huge :'adal and e!/tni<: gaps in a(:ccS:' deCironk
tl'Chnojogies in the United State". The present
H·P0r{. using data from the !>i:lme sllrycy, demon"
strates (hat gaps in colllpu;er and Internet use
based OJl disability SlaWs are just as IJrgc as those
based on race and ethnidty.
.
I
1o
..
...
�2
•
•
•
Disability Statislics Report 13
�3
Computer and Internet Use Among People V,f,th Disabilities
•
•
DATA SOURCE AND METHODS
The Curn·m Population Survey (CPS) Is a
nmionally repl esemative survey of approxImately
50.000 U_S. households each month. Conducted by
the Ce.nsu~ Bt!r~ilt! for the Bureau of Labor
Slati5tics, the b<I5ic CPS questionnaire focu!>es on
employment ~tatus and household income. The
sample consists uf eight pune!s. with a fleW panel
brought into rotation eVery month, Hou!lcholds in
each panel ar(, interviewed eight times-for four
mOlHhs in a row, and (O(·n. <lft~r an eight·month
breilk, during the Silme fom calendar Illonth& of
the following YCcL
Supp!ememary 4llestionnaires llre ofwn Indud'
cd along wilh tbe lJaslc monthly survey. 1111:: pfe~-ent
analysis is bac;cd on data from two such supple
ments: Ihe 1998 Computer and lnU,:rnet Use
Supplement. conducted In December of ,hilt year.
and th~ 1999 Annual DemographIc Survey, con
dUCh:d three monlhslater. If) March,
The CO::iputcr and lnternet Use Supplement
contaIned qucs.tJom on household computer own
ers.hip and ln1e~nel access, as well as questions
On speCific uses of the Internet by each house
hold member. It was conducted for' the
National Tekcommun.lcatlons and Information
Administratiol'l {NTtA} as a meallS of surveying
the d(~grec of penetration of computer technology
ill the ;general population, NTtA's analysis found
signilkanl gaps in access to computers lind the
ln1emct, based on f",ct-ors such as family income.
r.aCt! and cthnlci!y .l;lnd educational attainment.
Disability i:. flOt mt~ntioned In NTIA's report.
becdHse tlw supplmne!l! wa$ not des!glH~d lu mea
$we nmlputcr and lnwrne! use <lmong people Wlth
disabilities_ No questiul\s on disabHlty status were
l'IsKed in (he supplement nor doos the bask month
ly :;'Ulvey proviJe any useful way of identifying a
general sample of the population with diSabilities" 1
Unlike !.he monthly!>urvey, however, the Mareh
den IOgraphic supplement does include a $ingle,
I 11 would bt> fKlMlble. hn\'Vl!ver. 10 Uli(' the tnru\lhly Sl1t'\'ey 10
analyze (he population ul)..1bi!' to work b«:;iU!C of ho!.1l.1h. but
thi515 an overly fcslrktlve rMlnldon ot disabHllY.
•
2 It 15 forlul\ous Ihal Ih~ Wf'\'lly Wi" (onduct~d in Den·mber, so
lI""l t:"~n' Wi;!S iI partial tlVt'rllJP with the March d~moErlIphk
su?plern<'nj.
p'Qvl(lu~ ~upplem(!nt on cumput!!r and
internet "$e• .cmlducled In Otlobcr 11l97. Imd no] palld$ that
'f:\."
o"erlapped "'1Ih M,l'Ch liro1 or 1!t!liI.
broad question on work dls<lbilily. Respondent~ llfe
asked whether anl.'one In the hou!>ehbld has "a
health problem or ~HSOtbility WblCh prf!~ent5 them
from wurking or which limits the kind o} amount of
Work (hey can do, - The qUe!.tion proVld~s a reason
able way of identifying a sample of per~ons at leaSI
15 year" of age who arc limited in their Hbil1ty to
~vork. Work disability is a narrower and!mQfi~ prob
lem:J\ic deHnition of dl~biHly than aC!i~ily limita
tion or fum:tionallimillilion; it 15 also of somewhat
dubious validity for people without wofk hi5turies,
and for those elderly people who refired ff(m' work
long ago.
Because of the longiludlna~ nature c,r rlu! CPS, it
is possible to link data from lhe two abOVC-lllen
tio'ned supplemenwl surveys, Of rhe eight panels
lruervicwed in December 1998, tWO W~IC te-inter
viewed ,he follOWing March,l Thus. fot- one'quar
ter of the sample, minus missing rel>pbn:;t~s, it is
possible to obtvin lhe work dhmbi:ity S{a11tlS of those
,
persons who:>e computer und lnrernet w.age was
separately measured,
The two panels for which both surveys
were administered numhvr 30,128 r::cords, OUt
of a tmal of 122.935 records for Ithe emire
Computer/Internet supplement. tn 91.5 percell! of
,
these C<lS!;:> it is possihle to merge data froID the
two st..:.ppLements: the lemllining SA PI)n:elll (2522
records) have been dropped for lack of work dis
leason [or
ability dilla, Simple non'n:spollse is
missing dala_ Ano\her is ilia! the CPS i~ a ;\lfvey of
housebolds rather {hun of familjl;ls, and nil allempl
is made to recontact f,lmlHes who mov'cd belWee:l
interviews, The new n:sitlem~ of lhe hoJu~elto)d are
imerviewed inslClld, which leaves Dl> wilh no
,
information on lhe disability statUl> of the persons
of inlerest.
The merged sample used in this analysis num
bers 21.606 records, or 22.5 percent
the full
Computer/Internet Supplement sample. Sume
2.196 records rnpresctl! pCl1>ons idclltiflJd ill> having
work disabllltle&. The redu('cd sample lncks the sta
•
tis-tltal power for a htghly detailed analYSiS of the
compu(cr and Imernel use habits of pl~ople with
di~abHitie:;., but it is adequale to pmv~de compar
buns of computer ownership and Internet u~e
amung b:,oad s~>b·populU!illns \-vith dnt! Wlthout
work dlsabll!ties.
.
For (he purposes of evaluating compU1er and
I
I
one
I
lof
I
�4
•
D,'sobility Statistics Report 13
Interne1 usc among variou$c racial and ethnic
groups, this report imitates the NilA study in
using <he household as the unit of analysis. 1he
household's rad?J and ethnic classification is that
orihe fir.;l fcspondenllisted in the survey fOster
getLcrally the person in whose name the home is
owned O( rented" Unlike the Nl'lA analysis, how
ever, (hiS n,p(irt p~f*,eIVL"S the survey's disUnctlon
ut:twecn the r;JciaJ classl:'lcaOotl and the irlentll1ca
lion uf Hisp<mic (;rigin. In other words, n house
holder idcllti(ylng heTs..,lf a..'> bJack (in respol)~ 10
liu! question ab()u( rare} and of Hispanlc origin (in
H::"POIISC to a separate question on clhnicity) wauld
have her household listed under the racial catego
ry African American as well as the ethnic category
Hispanic.
For some 2!.8 peRent of households. or HJ.48U of
Ill!.' 4R070 hou:.eholds intcn.'lcwed in the Computer
and lntemet Supplement the Demographic
Supplement mlllains records for all household
members. Only these households, for whit-II tom·
plde work dhabillty information I!? available, have
been rCfain(.'(i in thiS .. rrnly~"h.
Survey lion-response has been ObsefVCd to
vary with age, sex. and radal background. TIle
3. The stratum an'd primary $illT.pUng tl."'llt (MIa fit'COlS5<lry for
dlll'n e~tjr:)iltltol; of s:lllK:ldrd errors am nm provided In the CPS
•
pwbabiHty of a family cbanging residL, <lming
the three-month lag between intervibws is also
likely 10 vary wi~h these charaCleristic:.! tn order to
reduce bl~s~ doc to missing data (a~ well as to
acwunt for the missing pUllels), indiviqual records
in Ihe merged sample have been re·weJgnted M) as
to obtain the same' population eStimalt: as the full
snmplc in 60 age-sex-race ceils (15 uge b'lm, 2 ~cxcs.
ami 2 rates-black vs, other!.
In Ihe nnalysis. ol'hQusehQlds, the rc-wdghlillg
(based on Ihe o;Jglnlll hl)usehuld weight) U5'';S Ihe
age, sex, and nice of the first respond(ill! lislNI ill
the survey ro~!er, For this. analysis, 40 dge"'-llX'HKB
,
cells are UM!d far posHmar!fitation, with the IIUn!
hcr of age bins reduced to 10 so that lhcif(]w hOUSe
holds heao{!d by persons under 2i1 years af age am
all relegated W a single age hin.
Because the estir!:lntes in !hl$ report an! ba:o.;ld
011 a sample of the population, thcy air:. subjeCt 10
sampling error. Estimates of sampling'crr<m. have
been calculated using formulas pro\,j~ed by the
Bureau of the Census (Bureau of the Cen::.m,
1999) l In (he data t(lbles, estimates w'ith low 5ta·
,
tisticai reliabilitv (standard error greater thall 30
pCITcnt of the c;tlmate) are flagged wilh <Ill aster
isk All comparisons men(joned in (hie te>a h:we
been tested for statistical slgnlfjcancc, land, t:rlles$
lJ5 percent
otherwis!! st,ltcd, arc ;"ignllkan{ at
confidente level or greater (p<.05j .
I
I
Ute
�5
Computer and Intemet lise Among People Witll Disabilities
•
ANALYSIS RESULTS
Of the 20.!! million Americans aged IS and over
whh wurk dIsabilities (see above for definition), 5.0
million have <:ompuH:rs at home (fable A). w!'
than half of Ihis group. 2.4 million people, have
lICCI.:"\ (0 lhe inlernel vii! their home computer.
whether or not they choose to take advantage of it.
Some 1.5 million actulIl!y use the Internet at home:
2.1 million people with disabilities make USc of the
Imernet either at home or on some other computer,
As ShOWll in Figure L people with disabilities
!\!'f.' less than half us likely (15 their floc-disabled
('{)U:lIerparts (1) have afees:,> to a {:ompu!er at home
{G3.9 vs. 5l.7 pErcent) The gap in Internet acceS5 iSo
evon more striking' Almost three times ;:;s many
rwople \\'Jthout disabilities have thc ability to con
ncc! to (he lnlernet;:;1 home as those with disabiH·
tics-31.l ve-15m 11.4 perccllt
WllclhN I'trough a home compuler or one at
work, al t.chool, or in a library', people with disabil·
•
,
,
illes are far less likely than those without disabiIilk'S
to make use of the Intemei Only onc·tenth \9.9 per
cem) of peovle with dl>abilities rom1lect to I.he
Inlemet compared to aimosl foul-lenlhs (3tU per
cellI; of tbose whhoUI dj$abillti;~~. Willen thO;!v do
use the Internet, it is Jii\cly tu be done hom; (7,2
percent use the Internet at home, compared to 25.9
perren! of those without dhabilities). Ifnerne! usc
,away from home is much less commoh for rhQ!'e
Wilh disabiiitics, in part because mo.SI Reaplc with
work disabilities ;:;re not eC1ployed: Drily 3.9 per
(en! 0: those w;!h dbabi:ities use lhe l!it'C:"lle! {),II.
side of the hUHle, (on:pared to 2e,G pert~nt of tbeir
non-disabled ('Ounlerparts.
.
at,
Age and Gender
AlthQug~, th!! dlsuhihty pvpulation, is heavily
skewed toward :he older ages, and olCier people
Table A. CotrqIUIet ~ and Intcmct usc, by disaliily stiI1tIS and
age!,fOU'P. ages 15 and ovet'.
No disabilitv
WOlk disabilitt
nJrnbe!
Number
0""")
PN!tons a\led 15 and above
)00"
219
;:A
96,2ui
59,1}]
72JOO
51.7
31-1
3B.l
1.512
J.J
20.6
1000
,,'
2,(na
921
,
~"o
"'as Il1lmnel access al home
'uses l:l!emel
: PerliGnS aged 65 and above
J'
49.126
39.050
12.579
Persons aged 1S-64
1000
164,92B
4.1.0&
1.991
32Jj
15.8
15.1
55.0
33.9
423
1000
23,973
1000
1M
5,055
25,3
12.3
1.896
a,..
Has lororoot access at hOme
,
,
'"
100 •
'J .,
2.2
2jj44
2.134
~ C<.mea:~~, 199$~aIk1kWne1\h;;!~Mtllm
""'"' """"""'"
lDdlertnte mla:e~ betwetrl popda::ons WI!,'! aoo w:ll!ou1 WlJI~ d~lty ~ $t(I\IStlul'1
•
si!jlll!:c~rr.
a\ Ille 95% ro!lfI(\¢llte If!1IeI 0' bener.
'E~\IU'!j'I!e
ha.lrw. SID!i!H'cai rellabH!ty {standard e'fOr
25.9
91,618
55,903
69.702
877
i H3s Cffl'IlJIUl&'
Uses lrJemct
18U54
4,9B3
_n
•
"
100.0
2.:nF
Has. ~ in hOuselmkl
Has illlerom access a! l'ICIr,e
Uses !nleme!
al hOme
1-1<35 C{)lllj.lute!"· '.
11_,
"
20.871
eA,eM~
30 p!Ucenl 01 cstimme).
,.,
�Disat:1I1ity Statistics Report 13
6
•
arc less likely to use new
technologies. the above·
mentioned gaps are not
Figure 1. CompUlef ownership and Internet use,
by disabilily stalus.
60
'.I!;cuunled for by di{fer
enceS in age. As Figure 2
50,--
s.hows, Significant dif
ferenccs rcmain in rates
40,--
of cmnputer ownership.
Inlernet access. and
3Oi---
Internet use for both the
mm·elderly (ag~s 15-64:
and elderly (65 and
above) populations.
Only one-third (32.6
percent) of non-elderly
per!>ons with work dis
nbi!iti~s have competers
in Iheir homes. com·
pelred lu r!lOrt' than half
(55.6 percent) of tllO!>f'
wl!hou! disabilities. Once ag<lin, only "bout half of
iholie computer-owners with dlsllhillllCS cun acce!>s
(he 11l!emel-15.S percent of Ihe rlisabillly popela
tlon. compared to 33.9 percenl of the non-disabled,
And the ratio of Internet use is nearly 3 10 1: 42.3
petcem of p!;ople without disabilities. use tile
Internet. compared to only J5.l percent of tna!>.:
with disabilitiL'S.
Among the elderly, only ooe-quartet (2'5,3 per
cent) of those without disabllities have computers.
but a still smaller fraction-only omHcnth, or 10.6
percerlt-of those with disilbllitJc~ have thein,
lrHerncc access is available for about half of com
peter ownms in each gn;Hlp (12.~ pcrccnt of nOll-
J
•
.
-,
•
I
disab!ed and 4,7 fWI'(Cltt oftl\O~e with
Although actual ~1.5C of lhe Interne! is 1
the clderly. it is far hight!!' for those j ]1
itles (8:9 percenc) than for Ih(j~e with
For the population us a whole,
in computer ownership nnd Internet
E
Internet. Among the populution
abilities, there arc no .
I
del' gaps (Table B). Tile gnfJ>
-----+.. . ,----. ELDER:LY
'0
20
10
0
HilS computer
•
15.1
' gap
half !5!.6 percent) of men and just und<" h.,,, (48
"
0 30
"
"
31.;
I
percent) of women have access to a '~ml'U("
home; one-Ihlrd (33,3 pcrcentJ of
under a third (30.5 percent) of wornen
6()
NON-ELDERLY
j'
cally significant but surpri:.ingly
Figure 2. Computer ownerShip and lnternelilse.
by age group and disability stalus.
50
'
10.6
gen·
\vlth
�Computer and Internat Use Among People With DisabHities
•
7
Figure 3, Computer and Inleme! use, by disability
and empJoymem stall1S, ages 18-64.
eo
70
HAS COMPUTER
-+- USES INTERNET
60
E 50
0
~
40
30
20
10
0
,1 " ,
•
Table 6. CompAer ~ and lniernet use,' by dsabiry swm, gender, cmploymet1 staIUs, eOOcatiooal
•
. ".
~ ~ family inromI;!, ages 15 and over.
,
:
'"
.
,"
"
Wilh well't disabilil1
'
. "."
No work disabililI
, ',-TDlal,.·1 '. Computedn
USes Internet
, " . population. " .household:.:. j.'
'" , ' Nurnber';-..;'Numbcr "1;~ .' 'Numbet
" {llXXls} ..," InlOOs) , '". . ~OOOs)
O""'~
"ale
Fcmal(!
'
"
.
. '
iota'
po;xJ!atitm
Numl!e:
"
11_1
N_
CO'llputW" irl
Ilou;;rtu.lld
I'''''''',
"
',Wl
?,3!lJ
,.,
1.056
no
2,€OO
?30
1.020
',0
92,105
97,849
49,04{}
49:,221
$3,2
11.289
10m
~2,6 1
2,608
28.9
""
970
26:4
10.8
i24.001
29.445
10,$47
13.786
56.9
46.8
'"
127
'19
2"
5[;.3
Employmem statu'> (ages 18-64 omy)
C"'I'OyeO
Not employed
3.351
9,024
Educ.aliunal aUlIinment
NDI 111ft. sChool grad
High """ 9md
CoJege 9100
femiy intmne
less. \haf11lO,00Cl
S1O,OCOor more
7,46;
11,418
3.105
"".
51"
1ll
46.S
""
41H>
8.614
8,512
3,403
~1JJ
,
,
,',
""!".,
{1lXX)s)
I "
,
J6,94Z
J5358
1
.,,1
36,1
&4 1)21
44,0
8:914
.}O,3
a!457
,
11"5
311
,
n52e
12,949
ti94
11.3
100,779
53,161
604
301
43,655
ltO!)l
,,.
35951
,
21"$$,
'"
•.,
28,557
22.2
61.2
1\Ul
132,4$1
6,326
111,042
).n9
,
1SJi
59,9"IU
.~.2
1,411
"
34'
~90
S(llnte:Ctnelt F'qJul;!bOIl SUMlY, 1998 CorI'IpUer and h1'.emet IMSuwcmer.l ~OO 1999Amllill Oemo!Jap."lt S~r>e!U.
tCHlereorc >11 'aw:; Oel""een OOusel)(}l(ls. Wl!h and WlI~lI\ wolt d,s.(!b,I~)·i:; ~!atI"bCalrl s:g'lll:ealf.: 311hC 95% (ollll!knte :C\le: Il~ tlCller,
'E~timil1e hiI~ low:>tal sl:calle5atli~ly (slandil/d orr()l e)(l;Mds 3C percent 01 esl.male),
•
I
USl3 !f!!e!nc1
619
�Disability Statistics Report 13
8
•
and wlthoul disabllHies remain large and signIf'j·
cani for bmh sexc,'>. however, For example, 24.9
perren! of men with dlsahilities own computers,
compared to ~3.2 p(:W!n: withouc 23 Q perccm of
WOTnt:rr with disabiati~~ own computers. versu~
50J pefCent wlthno!.
ly 10 have the skills, not (0 mention the financial.
,
Employment Status
disabilities who have not
school own computers. This I .
one-third (34.5 percent) of
i
ates without disilbilitics. almost
of >college graduates with disabilities,
resources. necessary to buy and 1l$C wmputcr tech·
nology Sul regardless of the IC\'cl of ~ducalionaJ
allainment, people with diS<lbililiL~ ~a"e much
lo';.ve:' rales of computer
' I
u~c
Hum their tlOfH:iis?bled pttf5
Only one-elghlh 02.7
POI' working-age <Jduits, having ajob can make
fimmdally fea,,]ule to buy a computer; often,
OfHhe-job access w computers and {he internet is
jj
<tl~o
prOVided. along with training in how to use
th1Jm, h is not surprising, therefQre, that people
I'
quarters (7JA percent) ofwn',g'B",d,,*es
disabiHties
with and without work disablHlies are more likely
Ewn more striking is, the facI that
hnve computels llnd us.e the Internet If they are
cent of people with dis..bi!ilie:;.
employed th'lIl if they are not (Figure 3 and
,,>;:twol diplomas use the Iutcrlwl. .
Table B).
dis.<Joiliries are <!:mos! 10 times a~ Hkely (0
B'l! even when they do have jobs, people with
(22.5 perceot), and
i
i
di~abm'ies are slgnlfkantly less likely to gain
college degrees life still mOfe likely
u(ceS!. !O these new te[hnologies: Among
But even this !n~1 group has I
employed people with work ClsabiiHles, 42:.6 perhood of Internet use as college r
rent haY,} rulllpuh:fS :md 26.1 percent use the
disabilities, nlmost two·lhird,~
lnwrne!. tompared to 56.9 and 44,0 percent oftheif.-. whom are Intcrnet mers,
lloJ)·disabled counterparts. All around.. rai~ are, .',,'_ .•' ,,'. ,
::-ignlficantly lower among those without jobs: Only' •• faJ'!lHy Income .
!lln'(:-\enths (28.9 percent; of those wlth disabilities ,'" ,+ .," ,~. "
hnve computers. and only about one'l<mth (10.8
, , , Half.150.3'pertlllll) of people
perrent) use lhc lntemci,
.', ':' . - ~~il!l!~$-hay'c,f,\mlly incorHi.'S of under
, ,';,\, ":~'f!','" ye<!r,:For,dd:. group, buying a
Educational Attainment
";,.•'"tt.t~:t"·'''',.iyg .. (he.mDnthly fees of all
. 'C:~jl "providenmay seem like a frivoloDS
People who arc well educated are'fllf more Ilk-e': :"~~rclatiDn' to (he bnsic necessities of life.
10
•
Figure 4, Computer Md Internet use, by disability 5ti1lU:
and educalionaJ attainment. ages 15 and over,
ao
10
60
E
50
B 40
;;
<L
30
20
10
0
•
HAS COMPUTER
-j--
USES INTERNET
of
�9
Computer and internet Use Amo'1g DeopJe With Disabilities
•
Figure S. Computer and Inlernet use, by disability slatus
and family income. ages 1S .and over.
80,-------------,------·················--,
70
HAS COMDuTE'.R --+-- USESINTER:-JEi
6Or·················---
50 !------.-
40
30!-----1
20
10
+--
t-r:;c-
0r-~~
$i{).OOO Of more
I[] Wcr~ diSilbiiriy
•
40.0
.
"
~
.
..
T~ C. HoosehokJ compoter and tntcmet access, by race, ethl'lil2y, and lisabity ~ 01 ~ehoil metnbers.
'>
~
Household tla\
II'10t~e\
'
20
AI hoos.thold$
Whit!!
Alncafl Anlilril:a1
NatM! American
111
HI~pa.'IIt
r.;on·Hisparit
"
'"
"
US1
16.452
12.1
1,905
3,a:!3
Aslan/Pacf< 1st
47,6
2.H4
133
13,!33
141
•••
9.879
"
sa
19.
2"
1116
2,03!!
195
19J -(
•••
iZA
$C.2 ...• 22,454
25,3
;,;30
."
3!lJ
2J'00
143
flitS
1,(145
,
6,986
79,517
2,282
1,01£1
3RB91
23,155
Sow!e: Ctxrell Papulalm SWey. 1998 CompwY iWllltemel Use ~emaIl!l1999J.lI..naJ )cr'llX;fllP/V: 5ul!pjemm
NllIe: Ahlll:sehilld ~ (l;tssf:ctl as Ila~ ~ woo. d)$tl~~ ~ alfj 1THlfTlI)e! Ilils a woo. d:5ilbity. RiiC<l and e~JCtI, mc lhOSe rJ 1he fJ51: pef:;t.'fl
I"h.. ,n ttl!" £1lI\I!y 10,,(1, gene:;;!:y I'll! pt",OO II wI1cse: fhlfOC me home 1f.1l'.'.'!'Ied cr reltCd, f-l1ll.5e~,d> 01 :ll!;;m:li<: CI~1Cty am alSO indude<J
~
Ult llppmp!i~!e !d~i<llllltejJQI ,c),
I !);nellln~e III m.tes heJweeo I1t.I:!lMl1alds WIlt! ~nd ....lIhoo\ '<r.l~ I;i!~Dibl'!:t stahstu:afly ~Icarll!\!.he: 95% oonhdUt'ce !evel Oi tJeIlw.
Rate It. ;,tgrIltlcamry dilletcm hom that 01 wMes (fOt raCta' gloupsj 01 non·H!slllmics lIar Hlsp"r)lcs) ,,; lhe !)5~ CQ!ll,dence le~el O!!leo
¥
• E$timale has low sl~tI5t1'allcl,ablhly ($I/ll1!llird e!lQF elCWOS 30 petcenl 01 estlma\e),
•
24,772
access
�Disabi/lty Statistics Report 13
10
•
people with and witbout disabililics own comput
ers and use the Internet al rates much lower than
those of their mure lln<!ncially comforwble coun
[erpartt> (Figure 5),
In both income categories, people With disabil
ities MC significantly less likely tu owo computers:
half as likely ;or the: low-income group (11.0 per
Cent I/S. 222 fterccnt), and IWQ-tttirds as likely for
the higher·incomu group WW V$, &1.2 percent),
Use of the Internet is onc'qU<lrlcf as Itkely among
the low-income griJllp (4.9 percent for tho$e with
disabilities vs. 19,0 p<:rccllt for those without) and
just uvtr one-third as likely for the higher-income
group {Hi.6 ()(!fnmt VS. 45.2 percent).
Race and Ethnicily
•
Table C and Figure 6 plesen! Statblin. on /louse·
hold computer ownership and huernct access, bro
ken down into racial and ellmlc Ultegorleb (see Dnt:l
. Sourre and Methods for details on radal and ethnic
da5slfjcatiuo). Households are dassmed as having
'Nork disabilities If one or more members of the
househo;d h,lVC" work disahilllj'.
Within cach racial and ethnic group, Ihe rate of
co:nputer ownership is much lower when there is a
disabilicy present in the household than when there
is not. 4 Among v.rh!le households. thos.<! w1th db:·
abilities afl, about half <1" l!kdy to own computers
as a!'c thos!: without (26,8 V$, 50,2 percent). Among
African American households, on"lyolI'r,'ell,h (10.7
percent) of tho5C with disabilities
computers.
compared [0 one-quarter :26.3
of house
holds having no members With
i i
Some
house·
31.8 pt:rrcnt of Asian and Pacific
holds with disabilities have
! ,compared
to 56.9 perrent of tbose wllhout
. i i , And
among Hispanit. households, 19.0
of those
32 7 pet·
wi{h disabilities have computer~,
<::enl of thol:oC: with no dl;mbilil),
'Il1ere <ore al~ large gaps in
access
within the racial categorjes"~ ACW!$I
boord,
houst!-holds having members with
disabilities
are roughly half as likely to be
(0 the
(f(lt
Internet as Ihose without disabled
white households. 13.3 \'5 30.7
; for black
households. 4,8 \'s. 11.4 percent; rOt A',i,nIP,dnc
Island!!T households, 19.7 V5, 35.9. peneinl).
Among those households
.j
members
with work dlsabilitles, most of the
. in
rates ::'etweeli racial and ethnic gnm,,,,
fislically significant, But one
is
slgnificant, and it hears
Among
households with work
Afncan
d,rf""",,·,
,
'
Inwfnel access lifE no1 S(ittlSlkally
shownlnfl!;Uudi.
'., ,.
", ",:" 1,"",
5 Among vwple of Hlspanie orlgm, trw d,n'ni~ in lmerfhOl ".
....cc£!> rau.!s I> 1"11 ,lh!\$11("ally S'~ltiJ1(,jrrt.,
>,~:,
,,'
'.,'
.,# , '
.
"
t: ,,'
.,
~__f:~~U:':'~6~'~H~O:":'C:h:O~ld:'~o~m~p~",~,~,~OW~"~'~'>~h~~~'~"~d~'~n'~~~n,:e:"~~~~~_'~~:"::~:~:l::'
"
and disability status of household
HAS INTERNET ACI:ES:S
50
~ 40
I
'!
w
3
o
;;; 30
§ 20
u
&10
a;
•
14.6
�11
Computer and Internel Use Among People With Disabilities
•
Table O. Reasons lOt umg !he I.rIlemet by disaWy status.
aget;15andtWer.
WOfl: disabili!l
"""'"
J~~l
: AI! lntet~ use"
: Electr:.mi(: m<l~
Se<lrch lor intO.
News. weatoor, sports
Courses. scoooiwoo
JotHelaled .asks
srr,p, P3'J bill$. etc.
$e;lfCf: 1« ;oos
0,,,,,
"'
..,
"
201S
100,0
\1000sl
72,300
1.193
1.30t.
&71
54.335
75.2
5l,8
46,4ii6
51,)
810
39.0
32,529
45.0
"" '"
'"
25,458
JUSi!
35,2
12,006
22.5
;5J
'"
13.075
:ft:
"
262
)5l
llil
110
15.9
240
16,255
·,CC.C
43.1
Sooro.:: Cwrem Populillioo StiNt!y. 1998 CO!l1pU.C< Jruj jrne,m UW
~andlmA~~?plm:S~
•
American hou:.<!holds. are much Jess likely Chan
white hou.wholds to have a computer (10,7 'liS. 2tJ..S
percl'tlt) or h;l'.'c access to the Internel (4.8 \'5.13.3
percem),
It is als() worth noting tllat the raws for white
hou5ehold~ w;tli disabiliHcs (26,S percent of which
have compulcrs and 13.3 percent of which have
access to tIm :nternct) an: roughly 'l'qu,d to those of
African American households without dl$abilltieS
(2:113 and 11A percent, resp€ttjvfllyl, Thus, in com·
panng these pnpulations, disabililY and race can be
seen \0 be equaHy significant facton. io determin
ing the hm;sehoJd's iikeJihood of expusure to com
puter lcdmolugy.
Reasons for Internet Use
. By far the rnost common reasons that people
\\'ilh disabilities cite for using the Internet are seod-
•
lng and receiving electronlc mail (IA ,
million pco- .
pte. or 67.1 percent of the 2,1 million hiFernet users)
and searching for information (L3 million, or ?2,8:,:"
percent; set! Table D), These are also the two top" ,
ranked, te,tsons for Internet use UIl~Ollg people
with-out disahHitlt:s,
1"
.'"''
,. "",""
Four·tenths (39,0 percent) of Intcrn£t:, users, '1,
with dlsa.biUlles read the news onlillf. d)eck ,tli,e , :
weather forecast, 'Of obtain sporls ~tores, Three- ,
temhs (29.3 percent) take courses o~erl the tnu:rn~:1. "
or u:.c online H!SOU«es to help wlIh schoolwork.
One-quarter {2G.2 percent! of Imcfllet users with
di5abiHtlcs Ufo!! the lnternet for jOb.relkted tasks, "
significantly lower figure thiln the 4311 p.!!'t'cfl1 uf
lnll;:!rnm users Wilhoul disabj[ltic~, \\'ho are more
likely 10 have jObit One-sixth {17,O perccm} use the
Interne{ for snopping. paying bills, or olher corn,
mercial activities. and 15.9 percent useiil to look for
employment opportunitiM.
I· ._.
•
..
.
�•
12
Disability Statistics Repo,! 13
•
:'.
,
'
i
•
, •.
�•
Computer and Internet Use Among People With Disabilities
•
CONCLUSIONS
People with disabili(jes arc perhdP~ the '-inglc
segment of sodety with the mos( 10 gain from the
flCW technologies of tht: electronic age. Yet they
have among the lowest rates of use of these tech
nologies. As a result. the potential benefits of com
puters and the Interne1 to the disability communi
ty are a long way from being reaHzed,
The probl'!m is largely one of t1ccess. MarlY
people with disabilities are poor and can Wile
<lfford a tum,)u\cr capable of navigi.ltlng the
lnlcfHet llw l'.,pecidJizt:u .~(Jf:ware Ihey might need
in order to adapt
it to their net.>cis. and the monthly
charges lmpQ!.ed for <lCCt'.!SS to the Internet, Many
people whIt dlsabilitie!>, whether e!derly or nol,
lack an awareness of (he potential bellefib of this
H'cimology, an undenmmdlng that, fIJI' tl;;:;mselvcs
especially, a computer and an internet conne<:tilJn
cOllld become not., toy. hut an important 1001 with
•
;'
'.
13
which 10 gain greater independent'e and social
lnlegration.
.
The advent of lower-co!'l computing-includ
ing the free computers that come with aln exttmded
subscription 10 an Internet service prO\tjder-may
heJp to make this ledmology mmel available,
Simpler user interfaces. whlch would encourage
use by people whQ are less. comforwble with ,he
wclmoiogy, might abo help people wil!l!disabilhies
to overcome any resistance thj~y :nighl have 10
,
exploring the TrllerJll,C Bu: iI se,;ms dI~Hr thac in
Of.der to clarify the benefits that this !eCh1IloJogYC:HI
offer to the population with dtsablLHlcs\ 3 (()!Ieert·
cd program of education will be ncc?cd, along
wjth training aud supporl in {he use uf (hc i.ard·
W3:'C and :\oflw3n~, ocl'i!W :;ignjfl('llll! flrogrC\\ Is
made ill closing the t:tlOrmoU') gaps in icchnoJ0gy
access that have bern idfmtified in this teport
REFERENCES
"
'I '.,
Hurmm of the Census (1999), Soun:c ,md Acc~lra('y Stater:1em for the Decem bel j998 CPS MltwdMu Fili:
for lnte:net ~'nd Computet Use In (he U,S. AyaiJabJe online ar:
b.np: I/www.b ls.ccll~us.gov/cps!ccmputeI/19981 ssrcacc. hit\).
National Tdt~cHmrnunications and Inform.. tion Administration (1999). fal!!ng Through the Net Defilling
the Digifa; Divide, WashingtoJl, DC: U,S Department ofCmnmerce, National
Telm:OInmunif'lltions and Information Administration. Avallable online at
hup:fl w ww ,mia.doc:.govlntiahan,1:idigitaldividdindex.hllnl,
•
�".•..:::, Wcb Content Acct.!ssibility Guidelines 1.0
Page 1 of31
•
Web Content Accessibility Guidelines 1.0
W3C Recommendation 5-May-1999
This version:
h\iP.:llwww,w;l,orgfTRI1 999IWAI·WEBCONTENT-1 g,~90505
(pl~i.r:Uext. p.!ljiltScriQj, PDF, g1:iP tar file ofJ:lTML, zip.!:"chive of HTMl)
Latest version:
http://www.w3.orgfTRiW.II.1;:WEBCO t:JTENT
Previous version:
http://\fI\W{,w3,orgfTRl1!l)lJ)iW,II.I·W.EB,COt:Jri;NJ0 19990324
Editors:
'
Wendy Chisholm, Ir:~ce R&D Center, University of Wisconsin Madison
Gregg Vanderheiden, Trace R&D Center, University of Wisconsin ••
Madison
.
Ian Jacobs, W3C
r
•
COQyJjghl © 1999 W3C (MIT, INRIA, Keio), All Rights Reserved, W3C lia~ili!Y,
trademark, doc~menl use and sOllwa", licensing rules apply,
-------------'r~'---------------------
Abstract
These guidelines explain how to make Web contentaccessible to people with
disabilities. The guidelines are intended for all ,web.c.QQterlLct.eY.PlQlI.er (page
authors and site designers) and for developers of authoring,too/s. The primary
goal of these guidelines is to promote accessibility, However, following them will
also make Web content more available to a/l users, whatever user ag~nt they are
using (e,g., desktop browser, voice browser, mobile phone, autv,nobil,e·bamd
personai computer, etc,) or constraints they may be operating under (e,g" noisy
surroundings, under· or over·itiuminated rooms, in a hands·free environment,
etc,), Following these guidelines will also help people find informationlon the Web
mare quiCkly. These guidelines do not discourage content developers from using
images, video, etc" but rather explain how to make multimedia conteht more
accessible to a wide audience,
I
•
This is a reference document for accessibility principles and design ideas, Some
of the 'strategies discussed in this document address certain Web
internationalization and mobile access concerns, However, this document focuses
on accessibility and does not fully address the related concerns of other W3C
Activities, Please consult the W3J::_Mobile.!'-cces,sj\ctivity.home,pag£i and the
I
http://www,w3,org/TRlI999IWAI· WEBCONTENT-199905051
119/0 I
�P.ilge 2 of31
Web Content Acce:.,sibility Guidelines 1.0
W3Clnternationali~~tionActivity, home_page
•
for more information.
This document is meant to be stable and therefore does not provide specific
information about browser support for different technologies as that information
changes rapidly. Instead, the Web)\ccessibilityJnitiativ.e (WAI) Web Site provides
f
such information (refer to (WAI-UA-SUPPORTJ).
This document includes an appendix that organizes all of the checispoints by topic
and priority. The checkpoints in the appendix link to their definitions ih the current
document. The topics identified in the appendix include images, multilnedia,
tables, frames, forms, and scripts. The appendix is available as eithe( a tabular
summary of checkpoints or as a Simple list of checkpoints.
•
A sepa'ate document, entilled "Techniques for Web Content Accessibility
Guideli,18s 1,0" (CrJ;_CHNIQI"JJ;SJ), explains how to implement the ch~Ckpoints
defined in the current document. The Techniques Document discusses each
checkpoint in more detail and provides' examples using the HypertextlMarkup
Language (HTML), Cascading Style Sheets (CSS), Synchronized Multimedia
Integration Language (SMIL), and the Mathematical Markup Languag\; (MathML),
The Techniques Document also includes techniques for document validation and
testing, and an index of HTML elements and attributes (and which techniques use
them). The Techniques Document has been designed to track changes in
technology and is expected to be updated more frequently than the current
document Note. Not all browsers or multimedia tools may support the features
described in the guidelines. In particular, new features of HTMl4,0 o'r CSS 1 or
CSS 2 may not,be·supported,
.' "
! .' ."
, , , '-
.;'
,
"Web Content Accessibility Guidelines 1,0" is part of a series of accessibility
guidelines published by the Web,.t;ccessib[ityJnitiativ.e. The series al~o includes
User Agent Accessibility Guidelines ([\f\I",I,U.SEi'(",GENT]) and Authoring Tool
Accessibility Guidelines ([W.t;I,I'.UJOOLSJ),
Status of this document
This document has been reviewed by W3C Members and other interested parties
and has been endorsed by the Director as a W3C Recommendation,11t is a stable
document and may be used as reference material or cited as a normative
reference from another docun"",t•. W3~'s role in making the Reconjmendation is
to draw attention to the specification and to promote its widespread deployment
This enhances the functionality and universalily of the Web
The English version of this specifLcation is the only normative versio~. However,
for Iranslations in other languages see htlpJIwww.w3.or9ilNiI-!(GLM.AI:
WEBCONTENT-TRANSLATIONS,
T
The list of known errors in this document is available at
•
I
http:/Av.w:w.Vl3,orgW"'I/S::>lI'IV"'I:WEBC9~IENT:EBBil-T"'. Please report errors in
this document 10 VI'li:l"cag:9ditQr@w3.org,
http://,ww.w3.orgfTRl1999IWAI-WEBCONTENT-19990505!
!J9!QJ
�Web Content Acce5sibility Guidelines 1,0
Page30f31
A lisl of current W3C Recommendations and other technical documents can be
found at http://VM'''!.w3.orgrrf'(.
•
This document has been produced as part of the W3C We..b AQce§.sibiljtyJnilia.tive.
The goal of Ihe We!;> Content GUidelLn.es Working Group is discussed In the
Working~G(QuP..9ha.rt"'r.
Table of Contents
Abstract
Status of this document
1. Introduction
2. Themes~of Accessible Oesign
Ensuring.G>[aceful~Transformalion
2.2.Making.C.ontenl.Under:sta.n.dable~and.Navigable
2.1
.3.J:l.oW the .Guidelines.are_Organized
3J. Docu.mentconventic,"s
4, Priorities
~" Conformance
6.. Web~C.o.Dtent !\ccessibllityJ3uidelines
)... l:ro.vide~equivalent.alternatlvesJo.audjlory.and.visual.content.
" . 2 .•D.QD1Lely.on.coior•.alone.
. ' ·3,.U'l.e:mar.kuP.and .style.. sheets.and .do so. properly .
.: /;·;;4:.ClaJif{nptui~llanguage.usage
5. Create tables that transform.gracefully.
. . _, 6 Ensure that pages featuring new technologies transform gracefully
~:~I r:;$~,~,yx~ty~~r~~9~ntrol_ottime:se':1sitiv~"content ?hanges·1
• )':'~#•• ':~:" ..E;t1SULe~d$t;tct;acces.S!b'\'ty_oJ _emb.edd,ed ~user mteifaces
': :~~ ~:9:::P~s,!g·QJo:r::..(;h;tVjCe.:indep,endeoce.. '
~ ..•, .1.0:.UsEiJnterim.so!UJions•
.1.1 ..Use .W.S.CJechnologies.and.guidelines.
•
," :
12 .. pr.o.vide_col)te~t.and_orientatjon .information.
.1,3, PrQvide_cleatna)(igstjon. meCl1a[lisr1!s.
)"..• EnsufeJ~at.dc;cu[lents.afe~clear~and~?i[lRte.
""ppendi.x.8.~=.ya!idati.on
""ppeD.dix~~. - Glossary
Acknowl",dgnnents
8eferences
/
",:
-. ,..
.
..
The appendix list .of checkpoints is available as either a tabular summary of
ch~e.c.kRO!nIS or as a simpleJistoCchec~p.o.io.ls.
1. Introduction
•
For those unfamiliar with accessibility issues pertaining to Web page design,
consider that many users may be operating in c.ontexts very different from your
own:
hltp:ilv.'\vw.w3.,)fgfrRlI999/W Al~ WEBCONTENT-199905051
r
1/9101
�.,
Web Content Accessibility Guidelines 1.0
Pagc4of31
• They may no! be able to see, hear, move, or may not be able to:process
some types of information easily or at aiL
• They may have difficulty reading or comprehending text
• They may not have or be able to use a keyboard or mouse
• They may have a text-only screen, a small screen, or a slow Internet
connection.
• They may not speak or understand fluently the language in which the
dl)CUment is written,
I
• They may be in a situation where their eyes, ears, or hands are busy or
interfered with (e,g" driving to work, working In a loud envlronm~nt, etc,),
• They may have an early version of a browser, a different browser entirely, a
voice browser, or a different operating system,
•
I
Content developers must consider these different situations during page design,
While there are several snuations to conSider, each accessible design choice
generally benefits several disability groups at once and the Web community as a
whole, For example, by using iityJe_shj3_e!~ to control font styles and eliminating the
FONT element, HTMl authors will have more control over their pages, make
those pages more accessible to people with low vision, and by sharing the style
sheets, will often shorten page download times for all users,
I
The guidelines discus,s,acce~sibility issues and provide accessible d~sign
solutions, They address,:typicalscenarios (similar to the font style example) that
may pose problems;fo·\.~,~.ers,"(ith: certain disabilities, For example, t~e first
gl,Jjc!eJ.i~ne explains!how cohtEmt developers can make images accessible. Some
users may not ba,abl,eto,sa~,images, others may usa taxt-based bro~sers that do
not support images;,while:others may have turned off support for images (e,g.,
due to a slo,w,lntern~(<i9n~e';tiqn), The guidelines do not suggest avoiding images
as a way to,impro"eX,i~c"sslbilitY: Instead, they explain that providing' a text
equivale,nt of the. iinag~, will niake it accessible,
•
I
How does a text equivalent make the image accessible? Both words in "text
equivalent" are important
"
• Text content can be presented to the user as synthesized speech, braille,
and visually-displayed text, Each of these three mechanisms u$es a different
sense - ears for synthesized spe~oh"tactile t?r braille, and eyes for visually
displayed text - making the information accessible to groups representing a
variety of sensory and olher disabilities.
• In order to be useful, the text must convey the same function or purpose as
the image, For example, consider a text equivalent for a photographic image
of the Earth as seen from outer space. If the purpose of the image is mostly
that of decoration, then the text "Photograph of the Earth as stien from outer
space" might fulfill the necessary function, If the purpose of th.! photograph
is to illustrate specific information about world geography, thenlthe text
equivalent should convey that information, If the photograph has been
designed to tell the user to select the image (e,g" by clicking or it) for
information about the earth, equivalent text would be "Information about the
Earth", Thus, If the text conveys the same function or purpose for the user
I
•
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119/0 I
�W:.!b Coment Accessibility Guidelines 1,0
•
Page 5 of31
with a disability as the image does for other users, then it can be considered
a text equivalent.
Note that, in addition to benefitting users with disabilities, text equival"nts can help
all users find pages more quickly, since search robots can use the text when
indexing the pages,
While Web content developers must provide text equivalents for images and other
multimedia content. it is the responsibility of use(agents (e.g., browsers and
assislive technologies such as screen readers, braille displays, etc.) tb present the
information to the user.
I
Non-texl equivalents of text (e.g., icons, pre-recorded speech, or a video of a
person translating the text imo sign language) can make documents accessible to
people who may have difficulty accessing written lext, including manylindividuals
with cognitive disabilities, learning disabilities, and deafness. Non-text equivalents
of text can also be helpful to non-readers.. An auditory descriplion is an example of
a non-text equivalent of visual information. An auditory description of ~ multimedia
presentation's visual track benefits people who cannot see Ihe visuat information
I
2, Themes of Accessible Design ..
The guidelines address two generalt[1e')1e§: .en.suri~g graceful transformation, and
making content understandable ard;D.a,yig~b!~::;:'· ..
, ,'~, ·>,t~ ....~.<- t ~ntc".· ,.
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2.1 Ensuring Graceful Trari§f<2~h.1~t[Q!j'~,~: "'i' ,"
•
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By following Ihese guid\i'l!n~s; ~o~le~.tid~v~J9·P!,,[ll<~!m,create pages t~at transform.
gracefully. Pages thattran~f9rrl)_,g~ac.eNJlYi!i'.m~im'l<;pessible despite i'ny of the
.
constraints described in the int(9.dyttici.",;:.~~cI,uding:physical, sensory, ~nd cog~itive
disabilities, work constraints, and technological barriers. Here are some keys to
designing pages that transform gracefully:
• Separate structure from presentation (refer to the difference between
cQntent,_sl[ucluLe,_8J]d,R(l3selltatiol]).
.
• Provide lext (inctuding text.equiva/ents). Text can be rendered in ways that
are available to almost all browsing devices and acceSsible to alfnost all
users.
';,' l , A-~'
'
I
• Create documents that work even if the user cannot see and/or hear.
l
Provide information that serves the same purpose or function as audio or
video in ways suited to alternate sensory channels as wefl. This tloes not
mean creating a prerecorded audio version of an entire SITe to rriake it
accessible to users who are blind. Users who are blind can use screen
[ea®Itechnology to render all text information in a page.
• Create documents that do not rely on one type of hardware. Pages should
be usable by people without mice, with small screens, low resolution
screens, black and white screens, no sC,reens i with only voice
text output,
etc.
I
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The theme of graceful transformation is addressed primarily by guidelines 1 to 11.
2.2 Making Content Understandable and Navigable
Content developers should make content understandable and navigable. This
includes not only making the language clear and simple, but also proViding
understandable mechanisms for navigating within and between page~, Providing
navigation tools and orientation information in pages will maximize acCeSSibility
and usability, Not all users can make use of visual clues such as image maps,
proportional scroll bars, side-hy-side frames, or graphics Ihat guide sighted users
of graphical desktop browsers, Users also lose conlextual information;when they
can only view a portion of a page, either because they are accessing the page one
word at a time (speech synthesis or b[ai/ie.dispJay), or one section at time (small
display, or a magnified display). Without orientation information, users may not be
able to understand very large tables, lists, menus, etc,
a
The theme ot making content understandable and navigable is addressed
pnmarily in guidelines 12 to 14.
3, How the Guidelines are Organized
•
This document includes fourteen guidelines, 6r:ge~·Ei.r~Fprjnciples of accessible
'.
design. Each guideline includes:
' ,;;~" " " ,.;, "'. .
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• The guideline number. .
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• The statement of the guideline. -. "'\:21 ':A.'~' "j:}~;; . (I ' .
• Guidellnenavigation·links,~T~ree Iln,ksj~l!oWcnl1\yiga~?~;lO, the ner guideline
(right,arrow. icon), the prevlou~guld.~lne!(le(tJ,~(fi?:r!,il'p,n),.or the current
guideline's position In the table of,cqnte,n~sj~p',arrow icon).
• The rationale behind the guideline and some'gfoups of users who benetit
I
•
!~~t I;t checkpoint definitio~s.
,. .
.
I.
The checkpoint definitions In each guideline explain how the guideline applies in
tYPI;a~;;n;;a~~;;;:;;~:;;:::~:~, Each checkpoint definition i~re~
,/
• The priority of the checkpoint. Priority 1 checkpOints are highlighted through
th,= use of style sheets,·
.
.
• Optional informative notes, clarifying examples, and cross references to
related guidelines or checkpoints.
• A link to a section of the Techniques Document ([TECIjNIQUESJ) where
implementations and examples of the checkpoint are discussed'i
I
I· '
•
Each checkpoint is intended to'be specific enough so that someone reviewing a
page or site may verify that the checkpoint has been satisfied,
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3.1 Document conventions
•
The following editorial conventions are used throughout this document:
. • Element names are in uppercase letters.
• Attribute names are quoted in lowercase letters.
• Links to definitions are highlighted through the use of style sheets.
4. Priorities
Each checkpoint has a priOrity level assigned by the Working Group based on the
checkpoint's impact on accessibility.
[Priority 1]
A Web content developer must satisfy this checkpoint Otherwi~e, one or
more groups will find it impossible to access information In the document
Satisfying this checkpoint is a basic requirement for some group's to be able
to use Web documents.
[Priority 2]
•
A Web content developer should satisfy this checkpoint Otherwise, one or
more groups will find it difficull to access information in the docu'ment
Satisfying this checkpOint will remove significant 'barrie;,i .fo:acce'ssing Web
-.'
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documents.
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,
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[Priority 3J
, , ' '...
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A Web content developer may address this checkpoint. Qt.herwi~e, one or
more groups will find it somewhat difficult to access information In the
document. Satisfying,this checkpoinLwill.impiove,a9c"Ss';to,.W'i~, documents .
• ,J.~ ._:~ ',~! ~, " ,
"'.
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Some checkpoints specify a priority level that may change·~n9:er."certain
(indicated) conditions.'
.
., C·" ' " ,'. . •
5, Conformance
This seclion defines three levels of conformance to this document·
• Conformance Level "A"; all Priority 1 checkpoints are satisfied;·
• Conformance Level "Double-A"; all Priority 1 and 2 checkpoinis are
satisfied;
• Conformance Level "Triple-A": all Priority 1, 2, and 3 checkpoints are
satisHed;
,
I
Note. Conformance levels are spelled out in text so they may be understood when
rendered to speech.
•
Claims of conformance to this document must use one of the following two forms.
Form 1; Specify:
hup:!i\\"w.w3 .orglTRl I9991WAI-WEBCONTENT, 199905051
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�Web Content AccEssibility Guidetlnes 1.0
•
• The guidelines Iftle: "Web Content Accessibility Guidelines 1.0"
• The guidelines URI: http://www.w3.orgITR/1999/wAI-WEBCONTENT
19990505
• The conformance level satisfied: "A", "Oouble-A", or "Triple-A".
• The scope covered by the claim (e.g., page. site, or defined portion of a
slte.).
I
Example of Form 1:
This page conforms to W3C's "Web Content Accessibility GuidEllines
1.0", available at http://www.w3.orgITR/1999/wAI-WEBCONTENT
19990505, level DOUble-A.
Form 2: Include. on each page claiming conformance, one of three iC9ns provided
by W3C and link the icon to the appropriate W3C explanation of the claim.
Information about the icons and how to insert them in pages is availaBle at
[WCAG-ICPNS].
6. Web Content Accessibility Guidelines
:----:--------------r--~----
•
...,
,
•
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•Guideline 1. Provide equivalent alternatives to auditory a~d yi~y:~1 ':'/', :
, content.
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Provide co~tent that, when pres~~~e_d~t?t~~' tis!l,r, ~_O~V~y~.:f~·~';~ftLiHxffh:;;~~[~~
same function or purpose as audlto~ .~r visual content:, ::',: ~,;q~;j~~ f,[:~.i:.,
'7," .
..
Although some peopte cannot use images, movies, sounds, applets. 'eti:, directly,
they may still use pages that include equivalent information to the visJal or
auditory content The equivalent information must serve the same purPose as the
visual or auditory content. Thus, a text equivalent for an image of an upward arrow
that links to a table of contents could be "Go to table of contents". In s'ome cases,
an equivalent should also describe the appearance of visual content (e.g .. for
complex charts, billboards, Or diagrams) or the sound of auditory content (e.g., for
audio samples used in education).
I
This guideline emphasizes the importance of providing lexCequi~aJent.s of non-text
content (images, pre-recorded audio, video). The power of text equivalents lies in
their capacity to be rendered in ways that are accessible to people from various
disability groups using a variety of technologies. Text can be readily o~tput to
speech synthesizers and Q[l'J.U/e _c!i'!play§, and can be presented visually (in a
variety of sizes) on computer displays and paper. Synthesized speech; is cri!ical for
individuals who are blind and for many people with the reading difficulties that
often accompany cognitive disabilities, learning disabilities, and deafness. Braille
is essential for individuals who are both deaf and blind, as well as ma~y
individuals whose only sensory disability is blindness. Text displayed visually
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Page 9 of31
benefits users who are deaf as well as the majority of Web users.
•
Providing non-text equivalents (e.g., pictures, videos, and pre-recorded audio) of
text is also beneficial to some users, especially nonreaders or people Iwho have
difficulty reading. In movies or visual presentations, visual action such as body
language or other visual cues may not be accompanied by enough aJdio
information to convey the same information. Unless verbal descriptio~s of this
visual information are provided, people who cannot see (or look at) the visual
content will not be able to perceive it
Checkpoints:
1.1 Provide a text equivalent for every non-text element (e.g., vi., "a«",
"Iongdesc", or in element content). This includes: images, graphical
representations of text (including symbols). image map regions,
animations (e.g., animated GIFs), applets and programmatic objects.
ascii art, frames, scripts. images used as list bullets, spacers, gr4phical
buttons, sounds (played with or without user interaction), stand-alone
audio files, audio tracks of video, and video. [Priority 1J
For example, in HTML:
• Use "all" for Ihe IMG, INPUT, and APPLET elements, or
provide a texl equivalent in the content of the OBJECi and
APPLET elements.
• For complex conlent (e.g., a chart) where the "all" text does
not provide a complete text equivalent. provide an additional
description using, for example, "Iongdesc" with IMG or
FRAME. a link inside
OBJECT element. or a description
link.
• For image maps, either use the "alt",attribute,with AREA, or,
'. , . ' . ,
use the MAP element with A elements.(a~d other text) as
content.
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Refer also to checkpoint 9.1 and checkpo',nt 13.10.
'- "
Techniques for cDll.ckRoint 1.1
1.2 Provide redundant text links for each aclive region of a server-side
image map. [Priority 1J
.' Refer also tochec.kRoint 1.5 and checkRoint ~...1.
Technigues for checkRoinl1~
1.3 U.!ltil..user..ag,wts can automatically read aloud the text equiv!'lent of
a visual track, provide an auditory description of the important information
of the visuallrack of a multimedia presentalion. [Priority 1J
Synchronize the audito!Y..cJescrlptfOn with the audio track af' per
checkpolQl..:L:!. Refer to cDeckRoint 1.1 for information about
textual equivalents for visual information.
Tec.hnlqu..'1.§ for.cll"ckpojnJ...l.~
1.4 For any time-based multimedia presentation (e.g., a movie or
.,.~
animation). synchronize equivalent alternatives (e.g., captions 01 auditory
.
descriptions of the visual track) with the presentation. [Priority 1J
Iectmiques forc_heckp.oiDU.4
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1.5 Unlil user agents render text equivalents for client·side image map
links, provide redundant text links for each active region of a clier\t·side
image map. [Priority 3]
Refer also to checkpoinU.2 and checkpoint,9.1.
'1:echniQuesJpLCheckpoinjJ .5
•
- - - - - - - - - - _ . - - " , ' . ...
! G,uideline 2. Don't rely on color alone.
'
!'_'--'--'-"
-
_---
......._ - - -
Ensure that text and graphics are understandable when viewed without
color.
If color alone is used to convey information, people who cannot differentiate
between certain colors and users with devices thaI have non·color or hon·visual
displays will nol receive the information. When foreground and backgiound colors
are too close to the same hue, they may not provide sufficient contrast when
viewed using monochrome displays Or by people with different types of color
deficils.
.'
Checkpoints:
...
'.
..
.
2.1 Ensure that all information conveyed with color is also available
without color, for example from context or markup. [Priority 1]
'1:e,c)) nLq u,es.lor,Checkp,oint. 2..1 .
2.2 Ensure that foreground and background color combinations' provide .
sufficient contrast when vie~ed by someone having color d~~gi~~j9r, when,
viewed on a black and wnile screen. [Priority 2 for images,"p,iioiity 3'f6r". '
l.
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text].
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.,
:GUid(;!Jine 3. Use markup and style sheets and do so properly.
_ •• ~
I
Mark up tiocumenlS with the proper structural elements. Control
presentation with style sheets rather than with presentation elements and
attributes.
•
Using markup improperly .. not according to specification" hinders accessibility.
Misusing markup for a presentation effect (e.g" using a table for layoJt or a
header to change the font size) makes it difficult for users with specialized
software to understand the organization of the page or to navigate through it.
Furthermore, using presentation markup rather than structural markup' to convey
structure (e.g., constructing what looks like a lable of data with an HTML PRE
element) makes it difficult to render a page intelligibly to other device~ (refer to the
description of differem;!1betweeJ],cQ.'!tenI.5tlY(;!WI1,.!lndp",sel]t~!j<;m).
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Web C{lntent Accessibility GuideEncs 1,0
Content developers may be tempted to use (or misuse) constructs that achieve a
desired formatting effect on older browsers. They must be aware thatlthese
practices cause accessibility problems and must consider whether the formatting
effect is so criticat as to warrant making the document inaccessible some users,
•
toi
At the other extreme. content developers must not sacrifice appropriate markup
because a certain browser or assistive technology does not process ii ccrrectly.
For example. it is appropriate to use the TABLE element in HTML to mark up
II!lQI,I(flr.iaformaliQf) even though some older screen readers may not handle side·
by·side text correctly (refer to checkpoinU 0.3). Using TABLE correctly and
creating lables that transform gracefully (refer to guideline.S) makes it possible for
software to render tables other than as two-dimensional grids.
Checkpoints:
3.1 When an appropriate markup language exists. use markup rather
than images to convey information. [Priority 2]
For example. use MathML to mark up mathematical equations. and
slylesh"ets to formal text and controllayoul. Also. avoid using
images to represent text·- use text and style sheets instead. Refer
also to 9l!i.<J.elinejl and guid~line 11..
T ecbLlique§..for ch,.,qj;poinO"l
3.2 Create documents that validate to published formal grammars.
[Priority 2]
For example. include a document type declaralion at the beginning
( ,.
of a document that refers to a published DTD (e.g .. the slrict HTML
4.0 DTD).
' .... ~
Techniques for checkpoinl3.2
,. , ",;:'
3.3 Use style sheets to control layout and presentation. [Priority~]
.
For example. use the CSS 'font' property instead of the HTML
FONT element to controt font styles.
lechniquJ'!.sJoLc(1e.ckp.oint ,3.3
3.4 Use r"la!ive rather than absolute units in markup language attribute
values and style sheet property values. [Priority 2]
For example. in CSS. use 'em' or percentage lengths rather than 'pt'
or 'cm', which are absolute units. If absolute unns are used! validate
tha:·!h~ r!,nder,~d c.ontent is usable (refer to the s§,ction (lD
,
;.:alidajion).
Techniques for checkpoint 3.4
3.5 Use header elements to convey document slructure and use them
according to specification. [Priority 2]
For example. in HTML. use H2 to indicate a subsection of 81. Do
not use headers for font effects.
Techn!g~es fq.r..c.i.leckR.9int 3.~
3.6 Mark up lists and list items properly. [Priority 21
For example, in HTMt.:. nest OL. UL. and DL lists properly .
. Techniques for checkpoint 3,6
3.7 Mark up quotations. Do not use quotation markup for formatting
effects such as indenlation. [Priority 2]
I
•
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For example, in HTMl, use the Q and 8l0CKQUOTE elements to
markup short and longer quotations, respectively.
TechniquesJor checkpoint.3.7
~uideline
4. Clarify natural language usagc-e_
Use markup that facilitates pronunciation or interpretation of abbreviated or
foreign text.
When ·oontent developers marl< up natural language changes in a document,
speect> synthesizers and braille devices can automatically switch to the new
language, making the document more accessible to multilingual userS. Content
developers should Identify the predominant natural language of a d06ument's .
,
content (through markup or HTIP headers). Content developers should also
providE~ expansions of abbreviations and acronyms.
,.
In addition to helping assistlve technologies, natural language marku~ allows
search engines to find key words and identify documents in a desired language.
Natural language markup also improves readability of the Web for al1lpeople,
including those With learning disabilities, cognitive disabilities, or peaRle who are
deaL
When abbreviations and nalurallanguage changes are not identified, they may be
indecipherable~when' machine-spoken or brailled~
. .'.
4.1 Clearly j'dentifychanges in the natural language of a document's text
and any lext equivalents (e.g.,captions). IPriority 1]
For example, in HTMI.use the "lang" attribute. In XML, use
"xml:lang".
""
Techniques. for ..checkpoinC4..1
4.2 Specify the expansion of each abbreviation or acronym in a
dccument where it first occurs. [Priority 3] ,
..
For example, in HTML, u[~ lhe"title".attrlbute of the AB8R and
ACRONYM elements. Providing the expansion in the main body of
the document also helps document usability.
Jechnique.s.foCCheckpojnt,42
4.:lldentlfy the primary natural language of a document. [Priority 3)
For example, In HTMl set the "lang" attribute on the HTMl
element. In XML, use "xml:lang". Server operators should 60nflgure
servers to take advantage of HTIP content negotiation
mechanisms ([RFC2Q§..8], section 14.13) so that clients ca~
automatically retrieve documents of the preferred language.
Iej,hniques f9J..!;heckQoint 4.3
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•
, Guideline 5.Creaie tables that transform gracefully.
Ensure that tables have necessary markup to be transformed by accessible
browsers and other user agents.
Tables should be used to mark up truly labula[infonnation ("data tables"). Content
developers should avoid uSing them to lay oui pages ("layout tables"); Tables for
any use also present special problems to users of !,cree{lcea(1.f!Ls (refer to
C.b;>c~P9jnt.1.(3).
Some @eL?gelJJsaliow users to navigate among table cells and ac~ss header
and other table cell information. Unless marked-up prope~y, these tables will not
provide user agents with the appropriate information, (Rafer also to,9rideline 3,)
The following checkpoints will directly benefit people who access a table through
auditory means (e,g , a screen reader or an automobile-based perso~al computer)
or who view only a portion of the page at a time (e,g" users with blindness or low
vision using speech output or a braille dispifJjC or other users of devic'es with small
", , '
displays. etc,).
•
Checkpoints:
.
,
"
,
).
5.1 For data' tables:'identify row'and column' headers, IPriority 1]
,
~,
,
"J
For example, in HTML, use TD to idenllfy data cells and TH to
'd t'f"',i" ",'•.'."
I en! y h' e~v,ers,n_\.f:l':': "',. ~ .
.
I"cbhiques"foJ.cbe".~pointJ;.J
5.2 For data tables' that have,two or more logical levels of row or column
headers. use markup to associate data cells and header cells, [p,riority 1J
For example, In HTML, use THEAD, TfOOT, and TBODY to group
rows, COL and COLGR.oUP to group colomns, and the "aXIS",
>lscope". and "headers" attributes. to describe more complex'
relationships among data.
Te,chnigues for checkRoint 5,2
5.3 Do not use tables for layout unless the laoi":",,,ke. so:ise when
linearized . .otherwise. if the table does not make sense, provide an
alternative equivalent (which may be a Ijnearizedyersion), [Prioriiy 21
Note. .oEc'UI,s.ecagenls support style sheet positioning, tables
should not be used for layout Refer alsO to checkRoint 3,3!
TechQi,gues fqLch~lmoint 5,3
.
5.4 If a table is used for layout, do not use any structural markul1 for the
purpose of visual formatting, (Priority 2]
,
For example. in HTML do not use the TH element to cause the
cor.tent of a (non-table header) cell to be displayed centered and in
bold.
TechniquesJor checkpoint_5_~
5.5 Provide summaries for tables, [Priority 3]
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For example, in HTML, use the "summary" attribute of the TABLE
element
TechniquesJorcheckpoint 5.5
5.6 Provide abbreviations for header labels. [Priority 31
For example, in HTML, use the "abbr" attribute on the TH element.
Te.c.hniques.for.ch;;ckp.oint.5.6
•
I
,
,
,
rGuideline 6. Ensure that pages featuring new technologids
transform gracefully.
"--_.,--
._-_..... .
-
--,----------~--
Ensure that pages are accessible even when newer technotogies are not
supported or are turned off.
.
Although content developers are encouraged to use new technologies that solve
problems raised by existing technologies, they should know how to m?ke their
pages still work with older browsers and people who choose to turn off features.
Checkpoints:
•
6.1 Organize documents so they may be read without style sheets. For
example, when an HTML document is rendered without associated style
sheets. it must still be.po~si~leJor~~~drth!, .d,9~ument. [Priority 11
When. content IS organIZed " !.. ' .., wlll.be ,rendered in a
. _ ... , ,. logically"l! ", ,
meaningful order when;style:sheets are .turned off or no! supported.
,.
.
. ' .'....... '" ,.';, ..
.
I ech n'que.s,foLch""j$p.ojrr!,6",1,'.. "., , ,~ ,
.
6.2 Ensure that eqllivalent~. f?~~YQam!c.con~ent are updated when the
dynarnic content changes. [Priority 1J
Tecnniques.!or CheCKpOint 6.2
6.3 Ensure that pages are usable when scripts, applet;" O[ other
programmatic obiects are turned off or not supported. If this is not
possible, provide equivalent tnformation on an alternative accessible
page. [Priority 11
For example, ensure that links that trigger scripts ":0.r.k<V;'!>e~ s~ripts
are turned off or not supported (e.g., do not use "java'SCripl:'j asthe
link target). If it is not possible to make the page usable wittiou!
.
scripts, provide a text equivalent with the NOSCRIPT eleme'nt, or
use a server·side script instead of a client·side script, or pr~vide an
alternative accessible page as per cht;l.ckpginLlJA. 8e1e,_a150J9
9Yl9.eline...1.
TechniQu.es for.checJsRQintjp
6.4 For scripts and applets. ensure that event handlers are input device·
independent. [Priorjty;?)
Refer to the definition of device indeRe.nQ!lnce.
I"chnigu.es for checkQoint 6.4
6.5 Ensure that d~namic content is accessible or provide an alternative
'.~.
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presentation or page. [Priority 2J
For example, in HTML, use NOFRAMES at the end of each
frameset. For some applications, server-side scripts may
more
I
accessible than client-side scripts.
TechniquesJor.checkpoint.6,5
:
•
be
I ____.
Refer .also to checkpoint) 1 A.
!
Guideline 7. Ensure user control of time-sensitive content changes.
I
"
"J
Ensure that moving, blinking, scrolling, or auto-updating objects or pages
.
may be paused or stopped.
Some people with cognitive 'or visual disabilities are unable to read moving text
quickly enough or at all Movement can also cause such a distraction that the resl
of the page becomes unreadable for people with cognitive disabilities I Screen
readers are unable to read moving lext. People wilh physical disabiliti1.s might not
be able to move quickly or accurately enough 10 interact with moving objects.
•
Note. All of the following checkpoints involve some content developer! '.
responsibility unti/useragents provide adequate feature control mechanisms.
,-"f
._
... : " "-".",....
!'---•• ·y··~<'j·, ,:., ---~~F":
Checkpoints:
<
1'
-
'
•• .;
'.
.,
,
"."'t".
;-, 2.;1 ~"'0 .,~ • .,:
',~ ,!.'!;'.,,':'1\·" ,;""""-~',_~_ . .
",~,~"'4·~~~_ ~.'~
7,1 Unii(uSe(.ag,ents allow users to cont,,?1 flicK~rl~g;t,~V9id'9ausing the
">''''';''''''&t'!'~''-''''''"'r ~-"'-j"
'
screen t 0 fl Ieker. [P'·ty , I , · ' "J" -""";';" ",J, " ".",~- •.' ,\;1." .",,'.:.
non 1]'
.. ~l""-,':
," r....
N,ote. People ,with photosensi~ive:epjl.ep.s91¢~n ha,ve seizure;>
tnggered by fllckenng or flashing'.'" the ,4 to~?9 flashes per second
(Hertz) range with a peak sensitivity'''t 20 flashes per secon'd as
well as quick changes from dark to light (like strobe lights).
Iechniques,foccheckpoint}.J
7.2Unti(us,,(agellts allow users to control blinking. avoid causing
content to blink (i.e., change presentation at a regular rate, such as
turning on and off). [Priority 2]
Iechniques.for.checkpoinl:J..2
7.3 Until use(agents allow users to freeze moving content. avoid
movement in pages, [Priority 2]
When a page includes moving content, provide a mechanism within
a script or applet to allow users to freeze motion or updates,l Using
style sheets with scripting to create movement allows users io turn
off or override the effect more easily, i'\efer also to guideline' 8,
Ie,chniq~es .lor checkpoint,7.3
7.4 Until user agents provide the ability to stop the refresh. do notlcreate
periodically auto-refreshing pages .. [Priority 2J
For example, in HTML. don't cause pages to auto-refresh with
"HTTP-EQUIV=refresh" until user agents allow users to turn off the
feature,
'8 . .
'I '
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Web Content Accessibility Guidelines 1,0
Techniques for checkpoint ?~
7,5 Until usee agents provide the ability' to stop auto·redirect, do not use
markup to redirect pages automatically. Instead, configure the s~rver to
.
perform redirects. [Priority 21
I eehn[quesJor.checkpoint ] ..5
•
Note. The BLINK and MARQUEE elements are not defined in any W3C HTML
specification and should not be used. RefeL~ls..QJo.g~j~eline.JJ.
i
Guideline 8. Ensure direct accessibility of embedded use)
interfaces.
---- ...... .
,-------
Ensure that the user interface follows principles of accessible design:
device·independent access to functionality, keyboard operability', self·
wieiDY,··
I
When an embedded object has its "own interface", the interface -- like the
interface to the browser itself -- must be accessible. If the interface ofIthe
embedded object cannot be made accessible. an alternative accessible solution .
must be provided.
•
Note. For information about accessible interfaces. please consult the·tJ~er.Age,riL.: •.
Accessibility Guidelines ([WAI·USE;RAOENIJl and the Authoring.Tpql, ,,;,. ,.~ ','
Accessibility Guidelines ([WAI·AUTO_Q~]).
"' , ' ,,, ,..:.~ ~.~ , '.;;;:. '1' • '
,;.;, '>""'~~'
...
','.~'" '.,1.
,
.
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CheckpOint:
,
,..-.
".,-
~. ;' .,",
','.;
P':;i>?-ri"j
' .
*
~
,;.;'.(G.f~<~t!d:;;·
,
:,:,,,,",,',
. ':' ~:"~'~~j.\·1 y,'h:"".>! i: ~',.. ",
.., ~ '"i .•••
.'<. ; , , '
r.:
":':',
"',~"~'-
B.1 Make programmatic elements such as scripts and apple!'; dire~ily' . ',' •
accessible or compatible with assistive technologies [Priority 1 if
functionality is i[!l{;1orlant and not presented elsewhere. otherwise
Priority 2.]
Rer"Ij!J~o_tQ.9uideline-'l.
..".;:,
T e.chnigues for checkRoint 8.1
,----_
....
1
~~~~~~~~~~-
~~-
........... _·-1
Guideline 9. Design for device-independence,
;
,
Use features that enable activation of page elements via a varie!): of input
devices.
•
Dev:ce·ing..eP!lnQg,m access means that the user may intB.ract with th~ user agent
or document with a preferred input (or output) device •• mouse. keybo,ard, voice,
head wand, or other. If, for exampte, a form control can only be activated with a
mouse or other pointing device, someone who is using the page with6ut sight, with
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Web Content Accessibility Guidelines 1,0
•
voice input, or with a keyboard or who is using some other non-pointing input
device will not be able to use the form,
Note. Providing text equivalents for image maps or images used as links makes it
possible for users to interact with them without a pointing device, Refbr also to
guideline J,
Genemlly, pages that allow keyboard interaction are also accessible through
speech input or a command line interface.
Checkpoints:
9.1 Provide client-side image maps instead of server-side image maps
except where the regions cannol be defined with an available geometric
shape. [Priority 1]
Refer also to chel'lsfloint1j. check20intL;1. and CheCl!poTt:L5,
.
TechniguesfQLcl1.eckp.oint R 1
9.2 Ensure that any element that has its own interrace can be operated In
a device-independent manner, [Priority 2[
Refer to the definition of device independence.
Refer also to guideline 8.
Techniques for checkp9int.92
9.3 For scripts. specify logical event handlers rather than device
dependent event handlers. [Priority 2]
Techni.ques(of.checkp9iot9.3
. '. "
•
9.4 Create a logical tab order through links, form controls. and objects. ' • t· So" ~ ,'.,
[Priority 3]
. , ,.
.
.
".~.:,
!,
.
For example, in HTML. specify tab order via the "tabindex" attribute" " ,,"d',',·.' '.".'
or ensure a logical page design: .' ,"
"'.
. i" {. ',.;:{;. :i:;:~<'k"; .':
T echnigu~§J9r checkRotr1JJt4
... ",'.
.- <, '~"~""t;;::S~\';)" .'.
u
~
9.5 Provide keyboard shortcuts to important links (including those in
,~":~
c/jef7l~jgfJjmfJgfLtn?tJ§l). form controls, and groups of form controls. ~<'
[Priority 3[
For example. in HTML. specify shortcuts via the "accesskey"
attribute.
T echniml.ell.. for checkpoint 9.5
I
•
I' ".",
."',
<:., ,;
.·",c·,,'
:., ...
I
" ··1 Guideline 10. Use interim solution~~
~-------------
Use interim accessibility solutions so that assistive technologies and older
browsers will operate correctly.
•
For example, older browsers do not allow users to navigate to empty edit boxes,
Older screen readers read lists of consecutive links as one link:·T-hese active
elements are therefore difficult or impossible to access. Also. changirtg the current
1
Window or popping 'up new windows can be very disorienting to users who cannot
see that this has happened.
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Web Content Accessihility Guidelines 1.0
Note. The following checkpoints apply unliCuser.agents (including as~istive
technologies) address these issues. These checkpoints are classified as "interim" •
meaning that the Web Content Guidelines Working Group considers ithem to be
valid and necessary to Web accessibility as of the publication of this document
However, the Working Group does not expect these checkpoints to b'e necessary
in the future. once Web technologies have incorporated anticipated features or
capabilities"
•
Checkpoints;
po
10.1 !.illtil'y'ser 1!ggntll allow users to turn off spawned windows,
not
cause pop-ups or other windows to appear and do not change the
.
current window without informing the user. [Priority 2]
For example, in HTML, avoid using a frame whose target is a new
window.
Techni.qu.es for checkpoint 10.1
10.21)ntll user agell[. support explicit associations between labels and
form controls: for all form controls with implicitly associated label~,
ensure that the label is properly pOSitioned. [Priority 2]
The label must immediately precede its control on the sam~ line
(allowing more than one control/label per line) Of be in the line
preceding the control (with only one label and one control per line).
RefeLa.lso to checkllQ!!1..!...1;1.4.
T echni.q~es for checkpoint 10.2
10.3 Vnlil user agents (including assistive technologies) render ~ide-by
side text correctly, provide a linear text alternative (on the current page
some other) for all tables that layout text in parallel. word-wrapped
.
columns [Priority 3]
Note. Please consult the definition of lin'lll.riz'ld..1.able. This
checkpoint benefits people with user.agents (such as som~ screen
readery) that are unable to handle blocks of text presented side-by
side: the checkpoint should not discourage content developers from
using tables to represent tabuJw:Jnforrr/lliiQQ.
I
I.".'<b.nig\l~s for checkpoint 10.~
10.4 IJ.Iltil uSer i'liJ!i'nts handle empty controls c.errectly, include d.efault,
place-holding characters in edit boxes and text areas. [Priority 3]
·~'F.or example, tn HTML, do this forTEXTAREA and INPUT'I
.
Te.chnigues for chegspoint 10-'\
10.5 Until user..~gJ~nts (including assistive technologies) render ~djacent
links distinctly, include non-link, printable characters (surrounded by
spaces) between adjacent links. [Priority 3]
Te.chnigues for checkpoint 1Q,§
I.
I
or
.
.
"
~~~~~~~~~~~~~~~---+----
.'~.'
.'
..-.- .
•Guideline 11. Use W3C technologies and guidelines.
•
-
1i~:r1?I1 ~
Use W3C technologies (according to specification) and follow accessibility
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Page 19 of31
guidelines. Where it is not possible to use a W3C technology, or1doing so
re$u~ts in material that does not transform gracefully, provide an alternative
version of the content that is accessible.
I
The current guidelines recommend W3C technologies (e.g., HTML, CSS, etc.) for
several reasons:
• W3C technologies include "'built-in"' accessibility features.
• W3C specifications undergo early review to ensure that accessibility issues
are considered during the design phase.
• W3C specmcations are developed in an open. industry consensus process.
I
Many non-W3C formats (e.g., PDF, Shockwave, etc.) require VieWinglwith either
plug-ins or stand-alone applications. Often, these formats cannot be yiewed or
navigated with standard user agents (including assisti~e technologies). Avoiding
non-W3C and non-standard features (proprietary elements, attributes, properties,
and exlensions) will tend to make pages more accessible to more people using a
wider variety of hardware and software, When Inaccessible technologies
(proprietary or not) must be used, equivalent accessible pages must be provided .
.
I
.
Even when W3C technologies are used, they must be used in accordance with
accessibility guidelines. When using new technologies, ensure that tl"iey transform
gracefully (R~leLaJs9Jr;,-gulde!ine§.).
I
"
..J .--:,
"';'~'
.
::"'\1" (; i; •
"
: ·'4'
,
•
Note, Converting documents (from PDF, PostScript. RTF, etc.) to W3C markup
languages (HTML, XML) does not always create an accessible document. .
Therefore. validate each page for accessibility and usability after the conversion'
p~ocess (refer to the sectio~_on.yalidation). If a page does not readilylconvert, .
either revise the page until Its 'ongmal representation converts appropnately or
provide an HTML or plain tex! version.
'. .
,..
Checkpoints;
111.1 Use W3C technologies when they are available and appropriate for
a task and use the latest versions when supported. [Priority 2J
. Refer to the list of references for information about where to find
the latest W3C specifications and [WAloUA,S.UP.PORTJ fori
-•.;, .;nformalion about user agent support for W3C technologies.
I
Iechniques.foLChec~P9lntJ_U
11.2 Avoid deprecated features of W3C technologies. [Priority 2]
For example, in HTML, don't use the deprecated FONT element;
use style sheets instead (e . 9., the 'font' property in CSS) .
Iechniqu"s.fpr.che"l<R..oinU.1~2
11.3 Provide information so that users may receive documents a9cording
to their preferences (e.g . , language, content type, etc.) [Priority 3J
Note. Use content negotiation where possible.
T echn iguesjQr. 9heckp.olf)tj.L~
11.4 If, afleLt)es.Leffo~rt.s, you cannot create an aCce!?§ibfe page. provide
a link to an alternative page that uses W3C technologies, is acce:ssible,
has eguivalent information (or functionality), and is updated as often as
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119101
�Wl!b Contenl Accessibility Guidelines 1,0
Page 20 of 3 J
the Inaccessible (original) page. [Priority 1J
Techniques (or checkpoint 11.4
•
Note. Conlent developers should only resort to alternative pages wh~n other
solutions fail because alternative pages are generally updated less often than
"primary" pages. An out·of·date page may be as frustrating as one th'at is
inaccessible since, in both cases, the information presented on the ofiginal page is
unavailable. Automatically generating alternative pages may lead to more frequent
updates, but content developers must still be careful to ensure thai generated
pages always make sense, and that users are able to navigate a sitelby following
links on primary pages, alternative pages, or both. Before resorting to an
alternative page, reconsider the design of the original page; making ii accessible
is likely to improve it for all users,
~_,_ "" ..
. Guideline 12. Provide context and orientation information.
Provide context and orientation information to help users understand
com pie. pages or elements.
I
•
, Grouping elements and providing contextual information about the relationships
between elements can be useful for all users. Complex relationships Ibetween
parts of a page may be difficult for people with cognitive disabilities and people
,with visual disabilities to interpret
,
.,' ".,
.
,,
~,
CheckpOints:
. ,', .. 12,1 Title each frame to facilitale frame identification and navigation.
.
[Priority 1J
For example. in HTML use the "title" attribute on FRAME elements,
T echnigues for ch.el'I<p-oint 12.1
12,2 Describe tile Rurpose of frames and how frames relate to· each
other if it is not obviOus by frame titles alone. [Priority 2J
For example, in HTML, use "Iongdesc," or a g§is9rillJion /Lnk.
Tec.bl1igue_s.19LGh~.I<point 12.2
I
12.3 Divide large'bl,oc~s~ of in(?rmalion into more manageable groups
where natural and appropriate. [Priority 2J
For example, in HTML, use OPTGROUP to group OPTION
elements inside a SELECT; group form controls with FIELDSET
and LEGEND; use nested lists where appropriate; use headings to
structure documents, etc. Refer also to 9u.ideline 3.
Technlgues for cl1eckpoint 12.3
12,4 Associate labels explicitly with their controls. [Priority 2J
For example. inHTML use LABEL and its "fo," attribute.
J.echniquesJor. che,ckp_oinU~A
I
I
I
I
•
,
.... ..
,Guideline 13. Provide clear navigation mechanisms,
.,.
--"---
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.'""
~-
--.-----".-.~~-----"---------~--~-
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'
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•
Pag,e2lof31
Provide clear and consistent navigation mechanisms -- orlentati!>"
information, navigation bars, a site map, etc. -- to increase the likelihood that
a person will find what they are looking for at a site.
Clear and consistent navigation mechanisms are important to people' with
cognitive disabilities or blindness, and benefit all users.
Checkpoints;
13.1 Clearly identify the target of each link. jPriority 2J
Link text should be meaningful enough to make sense when read
out of context - either on its own or as part of a sequence bf links.
llnk text should also be terse.
.
For example, in HTMl, write "Information about version 4.3" instead
of "click here". In addition to clear link text, content develoRers may
further clarify the target of a link with an informative link title (e.g., In
HTML, the "title" attribute):
Techniques for che,<:.l\Roint 13.1
13.2 Provide metadata to add semantic information to pages and sites,
[Priority 2 J .
For example, use RDF ([RDFll to indicate the document's author,
the type of content; etc.
Note, Some·I:iTMl"usec.agents can build navigation tools from
document relations described by the HTMl LINK element and "rei"
.or "rev: attributes:(e.g., rel="next", rel="previous", rel="inde'x". etc.).
'ReJel.als,O)o .ch,eckpoi.QU.3. 5 .
. :IechQjques;fQr~checkPoin!J32
.
13.3 Provide information about the general layout of a site (e.g., a site
map or table of contents). [Priority 2J
.
In describing site layout, highlight and explain available accessibility
features.
Tec~niques_for"chec~pointJ:i:3
13.4 Use navigation mechanisms in a consistent manner. [Priority 2J
I!lcbniques for checlmointj 3.4
13.5 Provide navigation bars to h:gtllioht and "ive.access to the
" , ' '.
navigation mechanism. [Priority 3J ',' ~,
Technig~es for ch!!£kR.QinL13.5
13.6 Group related links, identify the group (for user agents), anc!, until
uSi1Ulgenfs do so, provide a way to bypass the group. (Priority 3J
Technigue.lllorcheclsR.oinU:L(;l
.
13.7 If search functions are provided, enable different types of searches
for different skill levels and preferences. [Priority 3J
Techniqu.,,~for checkRoint
13.8 Place distinguishing information at the beginning of headings,
pmagraphs, lists, etc. [Priority 3J
Note, This is commonly referred to as "front-loading" and is
especially helpful for people accessing information with selia:
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'
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Page 22 of31
devices such as speech synthesizers,
Techniques for checkpoinU 3,8
,
13,9 Provide information about document collections (Le" documents
compriSing multiple pages} [Priority 3]
For example, in HTML specify document collections with the LINK
element and the "rei" and "rev" attributes, Another way to create a
collection is by building an archive (e,g" with zip, tar and gtip,
stuffit, etc,) of the multiple pages,
Note, The performance improvement gained by offline processing
can make browsing much less expensive for people with disabilities
who may be browsing slowly,
\
Technigues f"r checkRPIOU3,9
13,10 Provide a means to skip over multi·line ASCII art, [Priority 3]
Refer to checjsrloint ,tJ and the example of ascii aJ:tjn the_9Ig,ssart,
:r:!,~hniguesior <ehJl,ckR.91nt 13,.jQ
•
I
I
I
".
,~*
- - .., - . - - - - - - - - -. .
--.-.,~--.--
------.-.
-, _ ••.. - -
t----
Guideline 14, Ensure that documents are clear and simple,
Ensure that documents are clear and simple so they may be more easily
understood.
"
•
, ."
t r '."
• -", ..
Consistent page layou!' reyogrizAo.l'I' gr~phics, and easy to understa~d language
benefit all users, In particular, th'eynelppeople with cognitive disabilities or who
hav.e difficulty reading: (However: ensufihhat images have text equivalents for
.,,-':1, ....
I
people who are blind, have low vision; or for any user who cannot or has chosen
•
not,to
''''
,-'
~ 'j
'-,~
vie~ graphics. 8.~!§C¥.I.~·~),?;~~~:,~·~:!~·!:})
I',
"1· w"",,··,),·,,·
.
Using clear and sim'ple language')lromotes effective communication, tceass to
written information can be difficult for people who have cognitive or learning
disabilities, Using clear and simple language also.benefits people whose first
language differs from your own, including those peo!,!e who communitate
primarily in sign .Ianguage"
:
.
~'r'
I
Checkpoints:
•
14,1 Use the clearest and simplest language appropriate for a site's
content [Priority 1]
:r:e,chJ)jq""sJor,chec~PO int J ;l ,J
14,2 Supplement lext with graphic or auditory presentations where they
will facilitate comprehension of the page, [Priority 31
Refer. also. to .guideline,J '
T."l'hniquJ'l.s. fof.checkpoint J;.2
14,3 Create a style of presentation that is consistent across pages.
[Priority 3j ,
ec1:mLques for cMcllpoinll~L~
:r
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Appendix A -- Validation
•
Validate accessibility with automatic tools and human review. Automated
methods are generally rapid and convenient but cannot identify ~II
accessibility issues. Human review can help ensure clarity of larlguage and
ease of navigation.
Begin using validation methods at the earliest stages of development Accessibility
issues identified early are easier to correct and avoid.
Following are some important validation methods, discussed in more detail in the
s_~_ctiQn_qn"yaHg.@tiQrUnJh~.Tec~lJiques_Qocument,
•
1. Use an automated accessibility tool and browser validation tool Please note
l
that software lools do not address all accessibility issues, such as the
meaningfulness of link text, the applicability of a text equivalent: etc.
2. Validate syntax (e.g .. HTMl, XMl, etc.).
3. Validate style sheets (e.g., CSS).
4. Use a text-only browser or emulatoL
5.. Use mulliple graphic browsers. with:
o sounds and graphics loaded,
o graphics not loaded,
o sounds nolloaded,
o no mouse
',' ",:~·~·r·>;'~'·-<' ~~:"- :';.. . ~',
~< .. ~,,;;.,·~,.,,~<,,_.,~,,'l·
,
_', ";';,',i.;... j{'.,.t;:t'i;.,!- '.' ,'"
c frames, scripts, style sheets, and'Japplets not loaoed
"
;; .
..... .." ... •• ,." ',,,',">;,,',',--1"" ;',
6. Use several browsers. old and neWJ\:~·,::·''::-; ... ;':·, ";-..:; :~' .. ,
7. Use a self-voicing browser, 'cl screen:'re1iaerrm~9'fi'ifi'~tion software, a small
."', ,,~ :"d,·:';Yl~!,~,~,,·!~':~)',;}:::'':~-:t,,}:,'I,',
'display, etc, ~ .
oC.', , ' __ ' " . "
<'; . ; , ,-'
8, lise spell and grammar checkers.:!). perso.n readi~g a page wnn a speech
synthesizer may not be able t6 decipher tne·;sYillhesizer's besl guess for a
word wilh a spelling error. Eliminating grammar problems increases
comprehension.
.
9. Review Ihe document for clarity and simplicity. Readabilily slalfotics, such as
those generated by some word processors may be useful indicators of clarity
and simplicily. Belter slill. ask an experienced (human) editor tt! review
.
written conlenl for clarity. Editors can also improve the usabi91ylof
documenls by Identifying potentially sensitive cultural issues th"t ihight at:',e'
due to language or icon usage. .
10. Invite people with disabilities to review documents. Expert and novice users
wilh disabililies will provide valuable feedback about accessibility or usability
problems and their severity.
r.'~"
I
.
I
I
Appendix B. -- Glossary
•
Accessible
Content is accessible when il may be used by someone with a disability.
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Web Content Accessibility Guidelines 1.0
•
Applet
II program inserted into a Web page.
Assistive technology
Software or hardware that has been specifically designed to assistpeople
with disabilities in carrying out daily activities. Assistive technology includes
wheelchairs, reading machines, devices for grasping, etc. In the area of Web
Accessibility, common software-based assistive technologies iriclude screen
readers, screen magnifiers, speech synthesizers, and voice inp'ut software
that operate in conjunction with graphical desktop browsers (among other
ILSt;[J;gef!is). Hardware assistive technologies include alternative keyboards
and pointing devices,
ASCI/art
ASCII art refers to texl characters and symbols Ihat are combined to create
an image. For example ";-)" is the smiley emoticon. The following is an ascii
figure showing the relationship between flash frequency and ph'otoconvulsive
response In patients with eyes open and closed [skip ove(ascii figure or
consult a cj~~c!iRtion .etcha.rt):
'
, -------------•
100
90
80
70
60
50
40
30
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10
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Authoring tool
I,
~ l ' ,'~_ . • ; , , : . ;'"
T ~.,',
',I
' '; -;;, '; '-I ;.I'!,
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," • •'
. '.
,"";
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.
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HTML edilors, document conversion tools, tools that generate ~eb contenl
from databases are all authoring lools. Refer 10 the "Authoring Tool
Accessibility Guidelines" ([\I)/8bo,Ur:O~QLS1) for information aboLt dev~:oping
accessible tools.
Backward compatible
Design Ihat continues to work with earlier versions of a language, prooram,
etc,
-'.; • "'.,
Braille
Braille uses six raised dots in different patterns to represent letters and
numbers to be read by people who are blind with their fingertips', The word
"Accessible" in braille follows:
"
.....•• ....•
• •
• •
•
• ••
•
•
A braille display, commonly referred to as a "dynamic braille display,"
raises or lowers dot patterns on command from an electronic d~vice, usually
a computer. The resull is a line of braille that can change from rhoment to
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Web Content Accessibility Guidelines 1.0
•
moment. Current dynamic braille displays range in size from one cell (six or
eight dots) to an eighty-call line, most having between twelve ahd twenty
cells per line.
Content developer
Someone who authors Web pages or designs Web sites.
Deprecated
A deprecated element or attribute is one that has been outdated by newer
constructs. Deprecated elements may become obsolete in future versions of
HTML The .index of HTML elements and i'lttributes in the Tech~igw,.s
I)jlCument indicates which elements and attributes are depreealted in HTMl
4.0.
.
Authors should avoid using deprecated elements and attributes'. User agents
should continue to support for reasons of backward compatibility.
Devjc~~ independent
Users must be able to interact with a user agent (and the docu'!'ent it
renders) using the supported input and output devices of their choice and
according to their needs. Input devices may include pointing de~ices,
keyboards. brailte devices, head wands, microphones, and oth~rs. Output
devices may include monitors, speech synthesizers" and brailleldevices.
Ptease note that "device-independent support" does not mean that user
agents must support every input or output device. User agents should offer
redundant input and output mechanisms for those devices that are
supported. For example, if a user agent supports keyboard andlmouse input,
users should be able to interact with all features using either the keyboard or
the mouse.
.; '.
' .. ,.', " ',7 ""(
~l'"
Document Content, Structure, and Presentation
¥"..
i,._ .'. '.: •
The content of a document refers to what it says to the user through riatural
language, images, sounds, !l10vies, animation.s,. <;>tc.Th.estr~£tu,re'i)J.. ~.
document is how it is organized. logically (e.g., by.chapt~r..lIIi!h ~ri~.:..';';:·:··' .
introduction and table of contents, etc.). An elerrent (e:g.;p',:?ljR9./,!G, "
SlOCKQUOTE in HTML) that specifies document structure is called a
structural element. The presentation of a document is how ih'; document is
rendered (e.g" as print. as a two:dimensional graphical presentation. as an
text-only presentation, as synthesized speech, as braille, etc.) An element
that specifies document presentation (e.g" S, FONT. CENTER) is called'.
presen1ation element,
Consider a document header, for example. The content of the header is
what the header says (e.g., "Sailboats"). In HTML, the header i'! a structural
element marked up with, for example, an H2 element. Finally, t~e
presentation of the header might be a bold block text in the margin, a
centered line of text, a title spoken with a certain voice style (like an aural
font). etc.
Dynamic HTML (DHTML)
DHTML is the marketing term applied to a mixture of standards Including
HTML, style sheets, the Document Object Model jDOM1j and s';ripting.
However, there is no W3C specification that formally defines DHTML. Most
guidelines may be applicabte to applications "bing DHTML, however the
following guidelines focus on issues related to scripting and styt~ sheets:
gulo.l)line_t gui!!e.!lne.~, guideline 6, gul<teline..1, and guid,,]n6_9.
I
•
•
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Web Content Accessibility Guidelines 1,0
Element
This document uses the term "element" both in the strict SGMU sense (an
element is a syntactic construct) and more generally 10 mean altype of
content (such as video or sound) or a logical construct (such as a header or
list). The second sense emphasizes that a gUideline inspired
HTML could
easily apply to another markup language.
Note that some (SGML) elements have content that is rendered (e.9 .. the P,
L1. or TABLE elements in HTML). some are replaced by extern~1 content
(e.g., IMG), and some affect processing (e.9 .. STYLE and SCR)PT cause
information to be processed by a style sheet or script engine). An element
that causes text characters to be part of the document is called a text
•
by
r
element.
Equivalent
•
Content is "equivalent" to other content when both fulfill essentially the same
function or purpose upon presentation to the user. In the conteh of this
document, the equivalent musl fulfill essentially the same function for the
person wrth a disability (at least insofar as is feaSible, given thelnature of the
disability and Ihe state of technology), as the primary content does for the
person without any disability. For example, the text 'The Full Moon" might
convey the same information as an image of a full moon when presented to
users. Note that equivalent information focuses on fulfilling the same
function. If the image is part of a link and understanding the im'age IS crucial
to guessing the link target, an equivalent must also give users an idea.of the __ __
link target. Providing equivalent information for inaccessible coritent is one of , ...
the primary ways authors can make their documents accessible to people'
with disabilities.
As part of fulfilling the same function of content an equivalent may involve a,., . .,_
•
_
,_,
-. ,,!w
>, . • .
description of that content (I.e., what the content looks like or 'sounds like).;,;,-~ , .
,
,","
<.
•
",
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For example, in order for users to understand the information conveyed'by,a:.' ."
complex chart, authors should describe'the visual information i~, tile chafi..:io• .;; ,'", '
1'" . , ,,'
.
Since text content can be presented to the user as synthes~zed i~~·ee~h~·.-: ~: "',
braille, and visually-displayecj text, these guidelines require text equivalents
for graphic and audio information. Text equivalents must
wriiten so thai
they convey all essential content. Non-text equivalents (e.g.. an auditory
description of a visual presentation, a video of a person telling ~ story using
sign language as an equivalent for a written storY, elc.) also improve
accessibility for people who cannot access visual information or; written text.
including many individuals with blindness, cognitive disabilities, learning
disabilities, and deafness.
Equivalent information may be provided in a number of ways, in,eluding
through attributes (e.g., a text value for the "all" attribute in HTML and .
SMIL), as part of element content (e,g .. Ihe OBJECT in HTML), 'as part of
the document's prose, or via a linked document (e.g .. deSignated by the
"Iongdesc" attribute in HTMl or a description link). Depending on the
complexity of the equivalent, it may be necessary to combine tebhniques
(e.g.. use "a It" for an abbreviated equivalent. useful to familiar r,!,aders, in
addaion to "Iongdesc" for a link to more complete infor[11'l1ion, u~eful to firsl
time readers). The details of how and when 10 provide equivalent information
are part of the Techniques Document (ITE.C/:iNIQJJES]).
A text transcript is a text equivalent of audio information thai inCludes
I'
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)/9/01
�Web Content Accessibility Guidelines 1,0
•
Page 27 of31
spoken words and nonNspoken sounds such as sound effects. A caption is a
text transcript for the audio track of a video presentation that is!synchronized
with the video and audio tracks. Captions are generally rendered visually by
being superimposed over the video, which benefits people who are deaf and
hard-of-hearing, and anyone who cannot hear the audio (e.g., ,~en in a
crowded room). A col/aled rexl transcript combines (COllateS)! captions with
text descriptions of video information (descriptions of the actions, body
language, graphics, and scene changes of the video track). These text
equivalents make presentations accessible to people who are deaf-blind and
to people who cannot play movies, animations. etc. It also makes the
.
!
information available to search engines.
One example of a non-text equivalent is an auditory description of the key
visual elements of a presentation. The description is either a prerecorded
human voice or a synthesized voice (recorded or generated on Ithe fiy). The
auditory description is synchronized with the audio track of the presentation,
usually during natural pauses in the audio track. Auditory descriptions
include information about actions, body language, graphics, and scene
changes.
Image
A graphical presentation.
Image map
An image that has been divided into regions with associated actions
Clicking on an active region causes an action to occur.
I
When a user clicks on an active region of a client-side image m.ap, the user
agent calculates in which region the click occurred and follows the link
associated with that region. Clicking on an active region of a selver-side
image map causes the coordinates of the click tO'be sent'to'a server, which' ~<:' i I " ,'\1 ,\.
then performs some action.
.' ,:
~
':i. \. .
Content developers can make client-side image f!1ap~, ~ccessib{e by. :'i>~S:l,'i'\ .,t .'t;,~:,~;
providing device-independent access to the same links associated with the 1 :,'.:. '" ";;,,,;
image map's regions. Client~side image maps allow-the user agent to
.'.'. ;£,'
provide immediate feedback as to whether or not the user's pointer is over
'
an active region.
Importanl
.
Information in a document is important if understanding Ihat information is
crucial to understanding the document
Lineariz,ed table
" .. ,
klable 'rendering process where the contents of the cells become a series of
,
paragraphs (e.g., down the page) one after another The paragraphs Will
occur in the same order as the cells are defined in the document source
, .
Cells should make sense when read in order and should Include structural
",16.m"nts (that create paragraphs, headers, lists, etc.) so the page makes
sense after linearization.
,
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Link text
The rendered text content of a link.
•
Natural Language
Spoken, written, or signed human languages such as FrenCh, Japane';"!',
American Sign language, and braille. The natural language of c'ontent may
be indicated with the "lang" attribute in HTMl ([tHMl10j, sectlohe.1) and
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�Web Coment Accessibility Guidelines 1,0
Page 28 of31
the "xml:lang" attribute in XML ([XML). section 2.12).
Navigation Mechanism
A navigation mechanism is any means by which a user can navigate a page
or site. Some typical mechanisms include:
navigation bars
A navigation bar is a collection of links to the most important parts of a
document or site,
site maps'
A site map provides a global view of the organization of a page Or site.
tables of contents
A table of contents generally lists (and links to) the most important
sections of a document
Personal Digital Assistant (PDA)
A PDA is a small, portable computing device, Most PDAs are used to track
personal data such as calendars, contacts, and electronic maillA PDA is
generally a handheld device with a small screen that allows inp(,tlrom
various sources,
Screen magnifier
A software program that magnifies a portion of the screen, so t~at it can be
more easily viewed. Screen magnifiers are used primarily by individuals with
low vision.
•
Screen reader
. A software program that reads the contents of the screen aloud to a user.
Screen readers are used primarily by individuals who are blind. Screen
.
:.';'1 ,'",',,: ",.. Styler:~~:~ can usually only readtext that isprinted,
. ,. . •. '" ,;,.
not painted, to the
sc:~n:..
.'
A style sheet is a set of statements that specify presentation of a document.
':"';o':">~:"f. ,,;,,~. ' ..' Style sheets may have three different origins: they may be writt~n by c()~tent.
,"". :,;:'".;,' ,.:"': ~,;'., .
providers, created by users, or built into user agents. tn CSS (lG,S.S.2)),tne;· ':'"
'. :,: . , .
interaction of content provider, user, and user agent style sheets is called . ,
the cascade.
Presentation markup is markup that achieves a stylistic (rather1than
structuring) effect such as the B or t elements in HTML. Note that the
STRONG and EM elements are not considered presentation ma'rkup since
,
they conveY'infonmation that is independent of a particular font style.
Tabular information
When tab!?, are used to represent logical relationships among data -- text,
numbers, images, etc"~"lhat information is called "tabular inform~tion" and
the tables are called "data tables". The relationships expressed by a table
may be rendered visually (usually on a two-dimensional gnd), au'rallY (often
preceding cells with header information), or in other formats.
Until user agents '"
In most of the checkpoints, content developers are asked to ensure the
accessibility of their pages and sites, However, there are accessibitity needs
that woutd be more appropriately met by Y.s§!r.J19?nls (including ~S!li$l!v"
lephnologi",s). As of the publication of this document, not all usel agents or
assistive technologies provide the accessibility control users reqyire (e.g.,
some user agents may not allow users to turn off blinking content, or some
•
screen readers may not handle tables wetl). CheckpOints that contain the
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�\Veb Conlent Accessibility Guidelines 1,0
•
Page 29 of31
phrase "until user agents, ." require content developers to provide additional
support for accessibility until most user agents readily available to their
audience include the necessary accessibility features.
Note, The W3C WAI Web site (refer to [\!IJAI,UA:~UPPORT]) provides
information about user agent support for accessibility features, IContent
developers are encouraged to consult this page regularly for u~dated
information.
I,
User agent
Software to access Web content, including desktop graphical browsers, text
browsers, voice browsers, mobile phones, multimedia players, plug.ins, and
some software assistlve technologies used in conjunction with browsers
such as screen readers, screen magnifiers, and voice recognition software,
Acknowledgments
Web Content Guidelines Working Group Co·Chairs:
Ch u.c.l$.Lelourneau, Staning Access Services
<:?legg'y'an.derhei(iIi),Q, Trace Research and Development
'
W3C Team contacts:
Judy Brewer and Daniel.Dardailier
We wish to thank tile following people who have contributed their time and
valuable comments to shaping these guidelines:
".
Harvey Bingham, Kevin Carey, Chetz Colwell, Neal Ewers, Geoff Freed, AI
Gilman, Larry Goldberg, Jon Gunderson, Eric Hansen, Phill Jenkins,
" , '.' ie, " Leonard Kasday. George Kerscher, Marja·Riitta Koivunen, Josh Krieger,
, '\,' Sea,1t l:uebking, William Loughborougli, Murray Maloney, Charl~s
,.';,:,·':I~S,c"'\''' McCathieN 7vile, MegaZone (Uvin9~ton Enterprises), Masafumi, Nakane, , .,
,,,;, ", ,i,r.• ' :'.• Mark,Novak, Charles Oppermann, Mike Paciello, David Pawson, Michael
_.
,P;eper:Greg Rosmaita, Uam Quinn,.Dave Raggett, TV, Ramah, Robert
Savellis, Julta Trev;ranus, Steve Tyler, Jaap van Lelieveld, and Jason White
I
•
','
The original draft ofthi~,document is based on "The Unified Web Sit~ Accessibility
Guidelines" ([LJ.\!\I.l?AG]).compiled by the Trace R&D Cenler at the University of
Wisconsin, That document includes a list of additional contributors,
References
......:......
',' t
,
For the latest version of any W3C specification please consult the list of W3C
TechnicaJBeports,
[CSS1]
"css, level 1 Recommendation", B. Bos, H, Wium Ue, eds"
171December
1996, revised 11 January 1999, The CSS1 Recommendation is:
•
h!!Rliwww,w3.Qrg/TR/1999IREC·CSS1-11i~90111.
I
r
The latest version of CSS1 is available at: h\!lr/lwww.w3corg[LR/RJ;C·.C.S~.1.
[CSS2]
"CSS, level 2 Recommendation", B, Bas, H, Wium Ue, C, Lilley! and I
Jacobs, eds., 12 May 1998. The CSS2 Recommendation is:
hllp:/lwww.w3,org/fRlI999IWAl-WEBCONTENT-19990505 1
11910 I
�Page300f31
Web Content Accessibility Guidelines 1.0
http://www.w3.orgfTR/19.9.8/REC·C.SS2·1.99805.12.
The latest version of CSS2 is available at: httR:lIwww.w3.orgfTR/REC·CSS2
[DOM1]
.
"Document Object Model (DOM) Level 1 Specification".V. ApP,arae, S.
Byrne, M. Champion, S. Isaacs, I. Jacobs, A. Le Hors, G. Nicol., J. Robie, R.
Sutor. C. Wilson, and L. Wood, eds., 1 October 1998. The DOM Level 1
Recommendation is: http://www.w3.orgITBl1.99Jl/REC.DOM,Level.1.
1.9981.00.1.
The latest version of DOM Levell is available at:
I
•
http://www.w3.orgITR/REC~R.QM:Level:1.
[HTMl40]
"HTML 4.0 Recommendation", D. Raggett, A. Le Hors, and I. Jacobs, eds ..
17 December 1997, revised 24 April 1998. The HTML 4.0 RecOmmendation
is: http://www.w3.orgLTR(1.998/RI;C·htmI40·19980424.
The latest version of HTML 4.0 is available at: Il!Jp:l/www•
.w.3.J)IQLTBlJ3EC:
html40.
[HTMl32]
"HTML 3.2 Recommendation", D. Raggett, ed., 14 January 1997. The latest
version of HTML 3.2 is available at: http://www.w3.QIgLTR/REcllhtm!~~.
[MATHMl]
.
"Mathematical Markup Language", P. Ion and R. Miner, eds., 7 flpri11998.
The MathML 1.0 Recommendation is: httpJiWWW.w3.orgfTR/1998/REG·
I
I
I
MathML·J99~8.o:l07..
The lalesl version of MathML 1.0 is available at: httP:I{WWW.Y't3.0\rgfJ13REC~
•
MathML.
. ,r,
[PNG]
c.","."
.
. "I'NG (Portable Network·.Graphics) Specificalion", T. Boutell, ed .. T. Lane,
contributing .ed., I,Octob¢iJ996. Tne lalest version of PNG 1.0 is:
http)(~ ..",3.()rgiJ:R/I3[C'I'.ng..
, ,.. ~:." . '.
[ROF]
~ t"- ,.~':,',,;:: ;,!;'; He:::,',
I
"Resource:Description Framewofk(RDF) Model and Syntax Specification",
O. Lassila, R. Swick, eds .. 22 February 1999. The RDF Recommendation is:
h1!p:.!L\:VWY<I~1IV3 ..QIgITR/1999/REC·rdf·synlax.1999Q,222.
The latest version of RDF 1.0 is a'/~ilable at: htlP:!!)Nww.1iV.3,9_rgfJJ3IRl;c.rdJ'
syntax
.
[RFC2068]
"HTTP Version 1.1", R. Fielding, J. Gettys, J. Mogul, H. Frystyk Nielsen, and
T. Beiners·Lee, January 1997. ~_,
..
[SMtL]
'.' , . '
"SynchrOnized Mummedia Integration Language (SMIL) 1.0 Specification", P.
Hoschka, ed., 15 June 1998. The SMIL 1.0 Recommendation is:~
.
I
r
http://www.,,,,,~.orga:Bl199BIKEC:smiH9~980.615
I
!~~ latest version of SMIL 1.0 is available at: htlP:/~,""'3.0!glirl R/REC·
•
[TECHNIQUES]
"Techniques for Web Content Accessibility Guidelines 1.0", W. Chisholm, G .
. ~ _ V,mderheiden, I. Jacobs, eds. This document explains how to implement the
checkpOints defined in "Web Content Accessibility Guidelines 1.0". The
latest draft of the techniques is available at: http://.www.w3,orgfTRIWAI·
WEBCONTENT·TECHS/
http://\,,,'W.w3.oTgffRlJ999/WAI·WEBCONTENT·19990505/
J/9/0J
�Page 31 of3l
Web Content Aceessibility Guidelines 1.0
[WAI-AUTOOLSI
"Authoring Tool Accessibility Guidelines", J. Treviranu •• J. Ricnards. I.
Jacobs, C. McCathieNevile, eds. The latest Working Draft of tHese
guidelines for designing accessible authoring tools is available at
http://;I@I'!.. w.3..org0:FYYl/61,6UJ.09LS/
[WAI-UA-SUPPORT]
This page documents known support by user agents (including assistive
technologies) of some accessibility features listed in this docui1)ent. The
[WAI:ui:~~:~~le at: hItP~1L'?!WW.w3.org(YVAJlRe'iQ.VrcesI\NAJ:1-5)JPPort
•
"User Agent Accessibility Guidelines", J. Gunderson and I. Jacobs, eds. The
latest Working Draft of these guidelines for designing accessible user agents
is available at: b.ttfl:llwww.w3.orgITRI\NAH,!§~NTI
[WCAG-ICONSl
Information about conformance icons for this document and how to use
them is available athttp://wwww30rgNV.t.II\N.CAG1-Canforma ..
lce.html
[UWSAGI
"The Unified Web Site Accessibility Guidelines", G. Vanderheid.an. W.
Chisholm, ads. The Unified Web Site Guidelines were compiled by the Trace
R&D Center at the University of Wisconsin under funding froni the National
Institute on Disability and Rehabilitation Research (NIDRR), U.S. Oep\. of
Education This document is available at:
http://wwvJ,traceceDter.orgldocslhtml..9uldelineslversion8~htm
~M~
•
~"'::~'~'
.
.
"Extensible Markup Language.(XML).1.0.", T. Bray, J. Paoli, C.fy1. Sperberg
McQueen, eds., 10 February 1998. TheXML 1.0 Recommendation is:
·b!tp~"v~ww.w3~Q[gn:R/19981RE8-xml-19g8021Q ... ' . .
.
The latest version. of )(ML.1 :O'is;availablea!: b!tp:!lww:w.w3.orgiITRlRE:C:xml
I.
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1/910 I
�•
Question: ""hat is the Department's position on bilingual education and <{English first"
issues? Since the purpose of bilingual education is to pro\'jde students with ~ knowledge
of English, shouldn't most funding go towards promoting English competency?
Answer: English language competency must be a part of all Department !programs
which ser.'e limited English proficient (LEP) students, However. inst:'Uction must
ensure that children achieve to high content standards, Programs that emphasize
English language development often do not lead to content mastery. Of ~ourse, the
determination as to instructional methodology to be used with LEP students is one that
is left to the discretion of state and focal officials.
, Our latest research demonstrates that bilimrual educalion permits the acrJevement of
bolli these goals. Instruction in the native-language in the content areas (inath,
. science, sociaJ srudies, etc.) coupled with English language instruction prixiuces
higher academic gains and enhanced family involvement (US Dept of Ed ~rudy,
1991), It allows children to transition into the mainstream English currjc~lum without
falling academically behind.
,',
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Question: What is your position on the education of illegal immigrants? Shouldn't the
federal g01'crnment pay for their education due to their inability to patrol the border
effectively? In particular, what is your view of California'5 Proposition 1811
Answer: In Plyler v. Doe (1982), the Supreme CQurt held that schools cannot
exclude K~] 2 studen~s on the basis of their citizenship or residency slarus! I believe
that states should comply with the Supreme Coun: decision,
I understand the strong concerns relaring to illegal immigration. I do not condone
illegal immigration. This administration ~i11 be vigilant in prorecting IhiJ nation's
borders from illegal immigration.
However. the solution to the problem is not to punish children of illegal aliens by
~yi~~D~~alion.
.
As for financial responsibility ,*. we embrace the same federallstatellocal
"partnership" philosophy with regard to K·12 immigrant students as we do to all of
,
America's srudems. The Department should and does provide assistance to states and
school districts affected by immigrant students through the Emergency hn'migrant
·.1
Education Program, Title VII, and Title J, 10 name a few..
•
As for Proposition 187 -- I am concerned that its implementation would" result in a
policing environment in schools; diverting both fiscal- and 'J'mman' resburce:s from the
vital task of education OUI chiidren. The environment wouJd have a "chHllng" effect
on any partnership efforts, with families and the"comrnuIlliy,' to~ impr6ve.r~ut' schools.
'. ",'
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. .r:,l',Vt\'
'
~Ol'E:
You should not express an opinion on ~hJther th~' :U~ited'~tiltes should
intervene in the litigation on Prop, 187 or what position it should take if it does..
•
�Ii
,
DEPARTMENT OF EDueATJON (ED)
i.
FY99JOO Annuall'erformanc:e Report Summary
i.j
.
1I
,
,
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NOTE TO THE READER
I,
The White House Initiative chose to address the Department of Education 's FY99!OO Report
submission differently than other agencies' summaries. Given its unique missiJn to ensure
i ,
equal access 10 and promote excellence in education, we have: included the De~a:tmen! of
Education's submIssion to the W:":;:!c House Initiative in its entirety in Appendik A Ir:cluding
the e:1tire :-CpOrl ofrers the reader an oPP0!iUnity to evaluate the Department of'Education"s
efforts and hold it accoun:able in fUifiiling its mission,
pi
•
ACTJON PLAN ACHtEVEMENTS
In FY98, the Department of Education (ED) committed to contmuing efforts to increase the
educational attainment ofLattnos, While the ED did not identify specific measurable goals and
.objectives to be achieved in FY99, ED provided a thorough review ~n how it h~s supported
Latinos in education over the past several years in its FY99/00 Annual Perfonn~nce Rep{Jft.
ED's report reflects a closer alj~ent of the key issues and strategies that win :aUow the
Department to better assess itS impact on increasing the education attainment of Latino students.
ED's FY99100 Report also reflects a more concerted effort on its part to work VJith the White '
House Initiative and the Office of Management and Budget in relaying 'its 'l~i~:¥~~ip rot~ ·i~~',t~;.
providing resources to meet the education needs of all students, i~dud}l}g ~t:i,l?~s::':7 :"t.:-~~~~:.:';"1t, '.
"
",
,
I
"
,
•
PROGRAMS AND ACTIVITIES
TIle Department of Education worked to implement the Hispanic Education Action· Plan .
(HEAP) and to redirect investments and program~levet changes designed to improve the
educational achievement ofL:atino$, Its implementation strategies include se!ting program
objectives, creating strategies: to reach the objectives, and applying performanc~ indicators to
measure 'progress, ED also made steps to institutionallze activities that improv~ both the extent
and quality of Latino participation in federal eductttion programs.
,
,
Programs currently covered by HEAP include:
·~Tit)e
I Grants to LocaJ Educational Agencies
. ,~21 st Century Community Learning Centers
~~Bilinguai Education
M-Migran: Education
~-Hjgh School Equivalency Program
·~College Assistance Migrant Program
,,·GEAR UP
··TRJO
~~Ad\Jlt Education
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16
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--Developing Hispanic-Serving Institutions
Anicric,ns. il
dllle,'ion,i
As ED expands its commitment to better serve the educational needs of Hispanic
will develop additional programs that have potential for significantly impacting the
achievement of Hispanics.
•
COl'iTRIBtJT10NS TO HISI'ANIC SERVING INSTITUTIO!'1S (HSIs)
Total awards to HSIs for: Research and Development, Program Evaluation, TrainOii~n;g;;',~:;~ii,::i,
Equipment, Fellowships, Recruitment and IPAs, Student and Tuition Assistance, S
A dministrati velRescarch, Infrastructure
..d
to
of Higher Education
The Depanrnent of Education's Developing HSI Program makes five-year de"eJ,opln~lnt grants
to help support for the following:
I
I
.1..
I
--Scientific or laboratory equipment for educational purposes;
--Renovation of instructional facilities;
...
--Faculty development;
--Management improvements (including purchase of equipment);
--Development and improvement of academic programs;
--Joint use of facilities, academic tutoring, counseling programs, and student SUI)~ort
services,
!
,
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i
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Hispanic Activities
--
'.: 4
,.
The program also makes a limited number of one-year planning grants.
•
EMPLOYMENT OF HISPANICS
. FY98
FY99
Career Employees
1520f3,630
174 of 4,356
% Hispanic
4.1
4.0
Non-Career Employees
I1of146
13 of 146
% Hispanic
7.5
8.9
• •'
$
17
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"
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...
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�•
•
FuTURE'. If\o'VESTME.NTS
Under the Hispanic Education Action Plan, ED will con:inue to increase its invcstnent ir.
programs. and ",ctivities that expand educational opportunities for Hispanic sfuderhs, The
following tables summarize key investr:1ents and the plans for using those in\'estten~ to
:mtJfove educational opportunities ncd outcomes for Hispanic Americans.
FYOO
$7.9 billion
Titl,1
(+$209m)
I
.
.
--.---~-
..---
.
-----~-
._--
I
F\'OI Request
S8.4 billionl
[+54 16m)
i
I
: Obje<:tivc: Strengthen effectiveness QfTiUe I in helping Hispanic students reach high
! standards.
: Indicator: By 2002; 32 states will report disaggregated achievement data showing an
, increase in the percentage of students in high-poverty schools-including Hispahic
students-meeting the proficient and advanced ieveis on state reading and rr.a:h
asses.'iments. '
Strategies:
• Strengthen enforcement of Title I provisions requiring states to hold Local
Education Agencies (LEAs) and schoQ1s accountable for academic perfonnance of
; _ Hispanic and Limited English Proficient (UP) students,
,
I•
Issue guidance and provide techniel'li assistance on indusion of Hispanic LEP
,
studen~ in assess;ment systems and testing of LEP students in their native Idnguage,
i.
State i ntegrated review process will give priority to assessment policies and services
toLEP students.
• Disseminate best practices for meeting educational needs of Hispanic and LEP
sruden is to LEAs and sChooi's; particularly in areas with rapidly growing'Hispanic
enrollments.
I
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•
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I
1.)151 Cent ury Community
: ."" Learn ing Centers
, .' j
F\'99
5200 million
(+S 16Om)
---.--~-
,
..---
FYOO
$453 million
[+$2SJrn)
I
FYOI Request
i
,
$1 biliion
,
(+$S47m)
,
I
Objective Jncrease participation of LEP students in the FYOO competition to 25-30
pen::ent.
.. ,
~
c~mletition
IndH'ator: Thd';roporiion ofLEP students served will increase with each
through FYOJ.
Strategies
• Give priority to applicants serving communities at risk of educational failure,
particularly those with high drop-out rates and high concentrations of LEP ~tudenls.
• Work v.'ith National Association for Bilingual Education to design and coor~inate
more than 50 outreach and technical assistance workshops targeted to com~unities
with large Hispanic populations.
_
• Recruit reviewers with strong understanding of how to meel ed<lcational neecs of
Hispanic youth.
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BilinguaJ
Education
FY99
; $224 million
(+S25m)
,
"
FYOIR~
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,YOO
;
5248 m'lIion
$296 mi!lion
(+$24m)
(+$48m)
ET1~uisticaIIY
Objective: -- Help
diverse chHdref'. leam English and achieve to the sam]
high standards required of all children.
Indicator: LEP students parti'cipating in Title VII for at least 3 years \vill perform
comparably to non~LEP students 00 state assessments.
Strategies:
•
Identify a::1\i highlight promiSing practices :n {';'oordinatiorl with the Natinnal
Clearinghouse on Bilingual Education and the National Association for Bilingual
Education.
•
•
.. ,
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•
Migrant
EdUClttion Pr,?gram
,
(MEP)
,
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grarh
proposals from JHEs and other organizations serving arens with large unf!1ct need
for hilingual and ESL ir.structors, as well as areas experiencing new and rapid
growth in LEP populations.
,
,
,
•
•
•
·
·
,.
Increase outreach to parents and teachers, including a guide on the inclusion of.LEP
students in standards~based re~onn efforts. Solicit Professional Development
I
.
.
,
FY99
$355 miilion
(+S49m)
•
.
FYOO
FYOI Req.es
$355 million
$380 million
(+$25m)
,
Objective: Improve academic achievement and school completion of migrant childrel.
·Jndie-ator: [flcreasing percentages of migram students will meet or exceed the basic of
proficienl1eveis on sUite assessments.
,
Strategies:
,
Ensure inclusion of migrant children in state assessment systems through guidance
and t«:hnical assistance on meeting Title 1 requirements.
· • Encourage integratio!l of migrant education program funds and services within
comprehensive s.;hool reforms. bc1uding Title I school~wide programs and the
Comprehensive SChO~l Refonn Demonstration program.
• Provide incentives for summer·tenn and inter-session programs. and for multi-state
consortia that will work to ensu:c ecucation continuity for migrant students.
' . Work to i:nprO'1"e pl.~:ra-:n ~(){lrclir:ation, in~luding innovative uses ofted'J101ogy
and Octqber 2000 pilot of consolidated database to assisi in migrant student record
transfer.
.'
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High Sehoul
Equh'alcncy Program
(HE!')
noD
~I~u.t
$9 million
(+$I.4m)
$15 million
(+$6rr.)
$20 million
SSm)
...
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(t
Lhom
i Objective! Help migrant and seasonal f:umworkcr students-a majority or
are
Hisp~nic-obtain 3 General Education Deve/opr:lent (GED) certificate.
Indicator: The percentage ofHEP participants-including Hispanics-who complete
I
the program arid receive a GED will remain high or inc~easc.
SI rategics:
• Expand technicai assistance 10 current and new HEP grantees.
,j
f---::--,---"-'
College Ass.istanre
l\ligTllDt Prugram
(CAMP)
r--::-.:F.:;Y.:9.:9_ _j--:-.:;F\;..:.,'O.:O,-_-<--"F.:;Y.:;O~ Request
$4 minion
$7 million
$10' million
(+SJ.9m)
(+S3m)
I
(t,3m)
1 - - - - " - - - - ' - - - '---'--~. ...'-.-'-__. ...1-.----'+-----'j
ate
! Objective:
Help migrant and seasonal fannworkers-a majority of whom
, Hispanic-wmplete their first year of college and continue in postsecondary; education.
Indicator: The percentage of CAMP participants who complete the program and
continue in postsecondary education will increase.
Strategies:
:.
,
~"
.
.,
Increase technical assistance to improve services to Hispanics. in part through
•
outreach to increase the number of HSIs operating CAMP projects.
....
•
~"-',,.
.Monitor new projects and provide assistance where needed,
,,:,.' "
'
" "."," "-TRIO
'"
'~'~!.t'; Progrl'lnls
,
FY99
$600 million
FYOO
$645 million
(+$70m).
FYOI Reque't ,
$72~ minion
(+$45m)
(+S80m)
.~ i Ob~~cti~e: Improve access to and quality ofTR.IO programs for Hispanic aJd LEP
students.
Indicator: 1bc proportion ofunder~serve-d groups-includbg Hispanic and
LEP
students--particitfatini; In TRlO programs will increase.
,
Strategies:
• Improve data coliection to better track participation and outcomes of Hispanics in
TRIO programs, .
.
I
• Targt::t technicai-....sbtance w{'~,kshops, to geographic areas with large numbers of
Hispanics.
" .
,
I
• Improve dissemination of promising practices for reaching underserved populations,
includbg Hispanics, recent immigrants, LEP students, and individuals with
disabilities.
1
• Develop par.nersnips with Hispanic advocaey groups to help iderll)fy proposal
reviewers knowledge-able about Hispanic educ3tion issues.
20
'---i-,- - - - - - -
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•
.
r--
I
OC\'CIOfliltg~~~r
,
Hispanir~Scrvjng
,....-_ Ins:it~tlons(nS~~
J
$28 mi!lion
- (+$16m)
i
~YOl RcqucH
FYOO
$42.2 million
$62.5 miliioA
(+S20.3m)/
(+Sl~Jm)
I
techn!ca~
assislsncc needed to helP/
HSIs expand Ihm capaCity to eff~ctl"cly serve Hispamc and low-mcome stude::ts
Indicator; The number of HSIs recelVlng five~year development grants will Increase
C3cn year.
Strategics:
, Objecti"e: To provide the finrmcml support and
I
• ProVltie techmcal aSSIstance and outreach 10 expand the grantee appllcant pool and
improve the quality (Jfapplications, includmg mor.thly meetings with the Hisp::n{ic
Association of Colleges 3!'ld Universities,
FY99~FYOO
------
GEAR UP
___.1
~
$120_~ion
$200~il1jon
i
I
;'YOI Request
.
I
_$325 mlI:i_oe~
I.
Objective: Maximize participation of Hispanic youth in av.'Urded projects,
Indicator: The number of awards to HSIs or partnerships Involving HSIs will increase
eaeh y,?ar ~hrough PYO I.
Str-atcgl('$!
I.
. , . . . ,.
• . Track and evaluate pal1icip~tibn ~f Hispanic and LEP s1Udent~ in funded projects.
• Expand outreach to Hj~pani~ 'co~triunities and HSIs through targeted mailings ,
.
workshops:s;;ch as·the, February 2000 workshop in Edinburgh, Texas coordinated
'
'-,. "
.
with the :-4ational Council ror q."lmmunity Education and Partnerships,
.
...
.~ Partner with Hispanic,-, ...... .. and community-based organizations to
?dy~~.~y.groups
identify grant proPosal reviewers knowledgeable about Hlspamc communities and
education issues,
,-; '.
..
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.
,
~'
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1----1
-
Adult Education
I
FY99
I
1ii85mi!lio"U-<
.-Li+$24 I
m)
FYOO
$470 million
i- FY01 R~'tlleSf
I
I
$556 mllilo n
l
I-O-bJ-·.-c-tjVC-:~-~ejp LE~-:dUltS, including Hispa-n-';c-,,-b-e-come literate in English and ~~~
develop the knowledge and skills necessary iQ-s.tCeeed in th,: 'global.economy and
exercise the righ~ and responsibilities of citizenshIp.
Indicator: in 2000~OI, 40 percent of adults in beginning English for Speakers of Other
Languages programs will complete and achieve basic literacy,
Strategies:
• Increase access to high-quality adult education programs by disseminating best
pra..:tices from current study ofp:omising English-as~a·second~languagc prol;..iams.
I
• Supporting innovation in adult education through a new demonstraTion focused on
teaching literacy in the- t:ontext of cillzenship education.
I
L
I
21
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Clinton Administration History Project
Creator
An entity primarily responsible for making the resource
Cinton Administration History Project
Council of Economic Advisers
Department of Commerce
Central Intelligence Agency
Department of the Interior
Department of Defense
Corporation for National Service
Council on Environmental Quality
Department of Justice
Domestic Policy Council
Department of Education
Department of Energy
Environmental Protection Agency
Federal Emergency Management Agency
General Services Administration
Small Business Administration
Social Security Administration
United States Agency for International Development
National Economic Council
Office of Management & Budget
Office of National Drug Control Policy
Office of Personnel Management
Office of Science & Technology Policy
Office of the Vice President
United States Trade Representative
Date
A point or period of time associated with an event in the lifecycle of the resource
1993-2001
Description
An account of the resource
<p>The Clinton Administration History Project describes in detail the accomplishments of President Clinton's Administration for the period 1993-2001. The records consist of the histories of 32 agencies or departments within the Executive Branch. In general, each organization associated with the Project submitted a narrative history along with supporting documents. These narrative accounts are primarily overviews of the various missions, special projects, and accomplishments of the agencies. The supplementary records include substantive memos, press releases, briefing papers, and publications illustrated with photos and charts.</p>
<p>Agencies:<br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Council+of+Economic+Advisers&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Council of Economic Advisers</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Central+Intelligence+Agency&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Central Intelligence Agency</a><br /><a 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History of the Department of Education
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1993-2001
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1227203
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Improvement Grant
Applications in 2000
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Clinton Administration History Project
Creator
An entity primarily responsible for making the resource
Cinton Administration History Project
Council of Economic Advisers
Department of Commerce
Central Intelligence Agency
Department of the Interior
Department of Defense
Corporation for National Service
Council on Environmental Quality
Department of Justice
Domestic Policy Council
Department of Education
Department of Energy
Environmental Protection Agency
Federal Emergency Management Agency
General Services Administration
Small Business Administration
Social Security Administration
United States Agency for International Development
National Economic Council
Office of Management & Budget
Office of National Drug Control Policy
Office of Personnel Management
Office of Science & Technology Policy
Office of the Vice President
United States Trade Representative
Date
A point or period of time associated with an event in the lifecycle of the resource
1993-2001
Description
An account of the resource
<p>The Clinton Administration History Project describes in detail the accomplishments of President Clinton's Administration for the period 1993-2001. The records consist of the histories of 32 agencies or departments within the Executive Branch. In general, each organization associated with the Project submitted a narrative history along with supporting documents. These narrative accounts are primarily overviews of the various missions, special projects, and accomplishments of the agencies. The supplementary records include substantive memos, press releases, briefing papers, and publications illustrated with photos and charts.</p>
<p>Agencies:<br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Council+of+Economic+Advisers&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Council of Economic Advisers</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Central+Intelligence+Agency&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Central Intelligence Agency</a><br /><a 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href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+United+States+Trade+Representative&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the United States Trade Representative</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Veterans+Affairs&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Veterans Affairs</a></p>
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1474 folders in 111 boxes
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[Education - Volume 4] [6]
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History of the Department of Education
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1993-2001
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https://clinton.presidentiallibraries.us/files/original/076d24653de76b79dcbbd52f6c334391.pdf
0d8f8a3789a0c1d5f34fe5cc24137481
PDF Text
Text
•
Remarks of
w. Riley
U. S, Secretary of Education
Richa~d
Na.tional Conference on Minority Teacher Recruitme!Ct
Arli~gton, Virgini.a
Tuesday, Jam:ary 23,
~996
T::ank you, Sharo;'! Robi:lson, for that kind introduct.ion, and thar.k
you all f~r squeezing me lotO your conference schedu:e today.
I know ::hat your time :. s tig:-,t anQ. that you are all wo.!'king very
hard.
But if it!s any consolation.
workers in the
Itlash·~ngton
aren't the only hard
yOll
area :::oday.
For at this very rromen':,
just a :ew mi:es from here, President Clinton is putting the
flr.ish':ng touches on his State of the vnion address, which he
will deliver tonight,
•
I cannet tell you exactly ....' hat the President v:ill say tonight.
But I would not be surprised if you hear :-:ir:l ta:.ck abo~t the
critical importance of educaticn to the _ ture of cur nation.
You ~ni.ght even hear how impo.::tant teachers a:::e to the very life
of this great nation. He will talk.·of the,~ajor challenges that
face Amer~ca, And t.he subject of th':s confere;;ce relates to
perhaps cur ,g:::eatest cha::'lenge: the ~dJlcatron of our children -
all of our children .
•
~.'~:
••
;,oj
'
•
•
,~.'
We are in the,Midst of a great;debate:""i:1 America, e debate that
w:"ll ,aff~c~~,;E.~~.~:work of .eac:t-.,af1~ J;vE::5Y; on.e·~,£",us ':n this rOO:n.
The debate, l'!?~;jb,~~we~n the "l;?aqers'~r,~,,$t;he' C0!1.9rtilSs, W;-.(; seek 1:0
make the laigest and most 'painful c~ts i~ ed~catio~ in cur
nat:"on's hist::::ry and President C-lL'1ton, who believes that better
educatlon is "Job One" for America.
And it is HJob One H for
each and everyone of us.
f
He helped make teacher educa\:ion one of the Amerlca's eight
National Education Goals, and now he is f1g:-:ting against
cr.ippling cuts in teacher professional development programs and
for high academic standards. He is also fighting to...rna:...e sd':ools,
safe and drug-free; to help s::reng~hen basic skills it! low-irlcome"
schools through Tit.le 1; ~o put cornp'..!~ers into every c!assroofl'.;
to expand Head Start; to make sure child:::-en eat a ::utritious
school l~nch; and ::0 widen access to higher edllcation by
expar:ding t!-'.e Fell Grant p!:Qgram for poor and y/oykl::g students_
•
In all of these ways, the President 15 so·eking. to provide
ec:.;cational opport;Jnity for all, to help YO'Jog :people and others
to become teachers if ::hey hear the call, and to give teachers
tho toois that they need to get the job done. We even moder0ized
the student :oan p:-ogram 'fo give studc:1:::s an optic;) to pay back
college loans based on inccme -- giving prospec::ive t.eachers
better ways to fina:1ce their college education.
�•
2
T::'is effort comes at a cri:ical ::ime. Stude:"<t enroll:nent in our
public schools 1-5 abo... t to explpde -- the !lumber will soon reach
a record 55 millio:":..
A;:d a very big part of that tidal wave of
young peop2.e wi:l include :rr.migrants and children o£ color.
at the same time, we need many more teachers from diverse
backgrounds,
Yet
That is why I am so hear:ened to see all of you today, working
together to :neet this critical' need.
of
commit~ed
educato~s
and leaders,
You .represent a ,,,,,ide range
\o'Je have ou::- conference co
sponsors -- the National Alliance of Black School SducB':ors! Phi
Celta Kappa, and Recruiting Ne',.;' Teachers.
I am also delighted to
see so nany stote cfficials. lo.cal project leaders f1~Ol.\ schools
and colleges, and representatives of many important national
initiatives. And I an so pleased to see representatives of the
Ford E'o-undat,:cn 'and the DeWitt Wa' ace-Reader's Digest
Foundation .. These fou:1dations are showing tremendous leadership
in helping the natiof'. to recog:;ize the need for diversity in t:he
ranks of our nation1s teachers.
For our part, we in the U.S. Jepar:'ment of E:ducation recognize
that our i!':volvenent i;"l this critical area has. not been as strong
as it shouid have been. Our partic':patio:1 in ,thIs conference is
ou::: way of saying we 1 re going to do mo:;:-e and <;;e want to reac~ ou':.
to everyone wttI-. i.:hor.1 we' can \-Jork.
. ',.'
•
T::is conference is a 'A'cnder:ul opportu':1i ty Sor" all 'of ':u~ to join
hands" If we are to mak~,::!eal.proqres? ~fl·:.'~he:·r$!cr;uit.~~~t and
retent:o;') of :eachers, ~_{.-~c.olor, we J,m.~t ~ul19; ,~.~rong,: "';iir""~.;
partnerships. This conference puts as well on. the road, 'to
building those partnerships and giving us something we have never
had -- a COr:1."Ilon ogenda :or actior,.
We should begin au!:" work with
is
sirr,ple 5tate.l.lent of fact that: ":thij
AMerican people can agree with.
America needs more .high-quality
teac:-.ers c1: ever:y color and eth"ic:i::'y -- . . . hite, Afr':'can-p.rr,erican,
Hispanic, Asian-A.'!Uerican, and Native ~l1erican.
A;;d 31:' our
::.eachers must be prepared to teach inc1:'easingly diverse stv:dent;~_~
populatior::s.
l.~ ~
Ny'senior advisor on tea.;:hing, Terry.Cozier , who will ffioce::ate a
panel in the next ~our, talks about this from personal
experience. Terry was born in Viet.narr., but came to the United
States a~ en early age and is as American as apple pie. When she
'was a beginning teacher, there were a number of Viet~amese
children !n her SChool. Whenever a~y of t~ese stude~ts gOt into
trot:cble! the other teachers would bring them to her -- even
though '~'erry cou'::'d no::: speak a word of Viet:'.amese. The other
teachers believed Terry could bette'l"~lde:ltify with :he children .
As Ter::-y tells tf:e story, "the child:::en became ';ny' students,
:::ot lour' students."
•
�•
3
So we must go beyond the misguided thinking that ffilnority
teachers should be assigned minority students, But if we are to
be ::esponsive to the special demands -- and oppo:::-tunities -- of
pluralism, we must deve':"op a diverse teac::'ing fo::ce. We ::eed ::0
provide our chlldren with role :nodels -- our young people need to
see themselves in the face of the teacher in the physics lab, in
the ar~ class, and in,the student newspaper advisor. And
teachers frorr. dl f
rent backgrounds can share their different
experiences and p'oints of view with colleagues, enrlching the
entire profession. That is why America needs greater diversity
In teaching, and why it merits special attention and effort.
When 1 was governor 0: South Carolina, o:..:.r state established the
Sou-:.h Ca1:olina Center for Teacher Rec!.'uitrr,ent. Cur p~ograrr"s
became a model for many ot:her- states. To foc'..:.s specifically cn
recruitment of teachers with color, we created a special group
knowYl as :::":.9: ?.::oTeam a~d Teac:r::er Cadet Program.
We showed that
we:l-desig::ed progratt,s can. get :::esults, but you have to start
ea~ly -- maybe even middle,school -- ai:d cont:nue until
graduation.
Bi,;'t. daun::ing challenges face us, Almost'one-third of all
students in American public sctools today are members of minority
groups, and that number rises to ove~ 50 pe.:::cer.t in ou.:: inner.
ci ties.
Yet only 13 percent of our teachers are mernbers of
minority groups, dYld over 40 percent- of all schools in th,e .0. S.
have no persbn of color at all O~ .their· faculty. The gap is a .
vade one, and will cont::"nue to gX-Qw.~ So '~e must accelerat~_ our,.,,,,~
efforts. What, specifically, ca;;":~~·~do? Inlow.me ,;::0. of~.~r1 a_fe',,:'
suggestions.
•
First, rec!'u: :;r:1ent should begul as ea.:::ly as possible--preferably,
long be:ore high school, Research shows that 80 percent of all
teachers were trie first members of thei.:: fa:nilies to go to
college. They became teachers because they had a speCial belief
in the value of educatlo~, Since students of color are more
like:y to be t~pse fam~ly ploneers, they present an important
,pool of potent 1 recruits, .n.nd they ...J ill :reql:s;-;tly dec::"de
whether or not to go to college as'early as eighth grade. That
is the time to reach out to them with a positive message about a
career :n teach:ng. let's not wait for an engraved invitation.
Second, vIe must remember that many minority students and teachers
face difficult barriers. They may be the sole financial or
emotional support of their families. They may be called home at
a moment's notice. 'They may feel isolated from the rest of the
teaching comrnuni <:y, 'They requlZ'e -- a::d deserve -- special
support.
.' ,
•
It is Eot enough to get people interested in teaching, or even
enro':'l,::d in a preparatior, program. We f7tUst support them -t.hrough
inductior. and make su~e they have p.::ofess:onal developme~:
-.
�-
,
•
4
opportunities.
If we nake programs .responsive to real-life
situations, 'we can avoid :;le swinging door syndY:ome. There will
always be some good teachers of color who will decide to
careers or accept job o:fers from the wealthiest schoc':
districts.
'I'here's nothi:;g wrong with t:.hat.
switc~
But let's make s..;re
that if E~ey do. it's not because they felt abandoned and left
wit~. no othel: choice.
~
Third, we :leed ::0 recognize tha: there are many opportunities to
recruit pe::>ple of co:'or at many different stages of "life, Le::.' 5
thi::k about parap.:-ofessionals, retired rr.ilit31:'Y people, !lud
career cha;J.gers, women re-entering ttl9 work force after ralsing
children, and ethers. If we are not sensitive to the special
needs of these groups," this potentlall.y fruit!ul pool can be
lost. Again, the key here is flexibili:y.
But in these cases -- and in all caSES -- teac:-:er education :T!'Vst
be rigorous. We must ir:sis'C upon diversity and excelle::ce.
~xcel1ence
that dces not l:lclude the rich ::.apestry of our society
is not enough.
But diversity achieved at the cost of lo,;.;er
standards is self-defeat.'....ng. ':ihen .:.!: corr;es to educatio;;, we nust
have high standards for everyone -- students, pa~ents, teachers,
admi:1istra::ors. members of the commur:ity -- even politicians;
•
There's another reason why teacher preparation must be
c;;cllengir:~J. "
believe that it is t:ne,:hic<Jl tq allovi an
individual to go through a prog=am, on.ly to fl.nd that he or she
is unable to pass the' censi::g exam required, i(l many s:ates,., . We - '. ' ,
,;
owe it ::0 p'eople :'0 challenge them every step ::of the vJay,
'
"_'
,
.;
But as irr.porta::c as all these strategies ;nay be, tr,ere a:-e
broader issues I would like to address -- issues that make :'t
~
~ven nore important for
,,_ color.
1.15
to recruit and
retai~
teachers cf
First, diversity in teaching helps to $hatter tr.e notion that
education is only for a few, and that minority youngste~s who
'"-' s,ee ed:'cati.ot; as a stepping st:one to' success are p.:..ayi;;g a fool's
'''geme. "Teachers of' color help send a ver.y different message -
that a good education can be the road to s'..:ccess for everyone,
And throt:g:: tr.eir achievements, these teachers "help fight. the
tyr.anny of low expectations -- the pernicious voices that w~isper
i:-:.to yeung ears, "Yo'J can't do :c:::, don't even try." Some
families buy lnto this nonsense. vJe must make sure that they ar~
part of the effort to raise ey.pectatio~s, Ot~erwisel they w:ll
effec::ively slam t:-,e door shut on any effort to encourage
children ~o become teachers.
•
And Number Two, diversity in teaching will help minoritie's"'to
3.chieve £;;1:. pa::::icips-cion in American society ir: a c::r.itically
important and g=ow:tng industry -- edvcation. The I:"zormstion F.ge
is here, and education will playa more central role in our
.
�•
5
society than ever before, All people of color must be first
class citizens in this new age. Exclusion 0: minorities fro::u use
of new tech:lologies is hig;:-tech seg.!:egation.
We must make
certain tha"t our minorl ty children an;:1 t.eachers do not ride the
back of the bus on the Information Superhighway.
These thoughts came to me this past Saturday in Houston, Texas,
where 1 atte~ded the funeral of former U. S. Representative
3arbara Jordan -- the "nice lady with the big voice, II as one
child was quoted to have said.
At that service, we heard the story of how it was a middle school
teacher .."ho told Ba.:bara that she had "t'-:e bUL:.ns to make a
cilffe::::e::.ce. <, And that made all the difference in her life, and
put her on the right path to be a great Congresswoman/
constltutional lawyer and teacher,
'
And we heard from Dr. Thomas F.::eeman, the univer.sity debate
teacher who was so influential 10 Barbara slife.
It was this
g..:::eat ,7>,frican-Ame.:-icar. tea:::::her who exclted 3arba:!::':3. to :he power
of wo::ds.
And Barbara le£: Dr. Freeman's :::lassroorr. and became
one of t:"e most eloquent and powe!"ful voices for equality and
1
~
•
,
So let us recruit thousands of teachers who can show our children
:hat they jave the brains to make all the difference. And let us
rec!"uit: thousands of teachers liKe Barbara Jordan' 5 m_idd~e sch;;ol
", teacher r and thousands of Tholi1as Freemans who can make the voices
"
c,
of;:freedom ring throughout the land. This can be OUr great
'," ."....
legacy,
I sannot think of a bet'Ce::- one.
,t,
:r •• ,
j·Jstice in our ti:ne.
•
"~-"
thank you all so very much .
•
�",February 16, 1999 -- New Challenges, A New Resolve: Moving American Education Inti.. Page I of 16
Remarks as prepared for delivery by
U.S. Secretary of Education Richard W. Riley
•
New Challenges, A New Resolve:
Moving American Education Into the 21 st
Century
The Sixth Annual State of American Education Speech
Long Beach, California
February 16, 1999
[Updating Teacl,cr ljr:811SW8 [1M COinRenSAti0n 1
[ Steps to Address /~CGOlInlnhjlity and Teacller Ollality.l
I Webcast of tI,e Secr8tnry's SReech 1
T hank you Javier. Ch~ncellor Reed, President Maxson,
Superintendent Eastin, Secretary Hart -- who' is representing
Governor Davis -- members of Congress, distinguished faculty,
ladies and·gentlemen -- and most of all -- the many, many future
teachers in the audience. It is my great pleasure to come to Cal
'State-Long Beach to give my sixth annual report on the state of
. ".'.' American Education .
•
'.
"
.•.~.,: ,. Chancellor Reed has made teacher education his "top priority"
,
. "~and there is nothing in my'opinion that is more important to the
future of public education. So I welcome this opportunity to join
the Cal State familY,and the many other university and education
leaders from across this Golden State.
-...
We are joined by thousands of other citizens at over 250 down
·Iink sites across the country from Atlanta, Georgia to Yakima,
Washington and my two alma maters as well, Furman University
and the UniV8r"ity at-South Carolina. This speech is also being
simulcast on the Internet.
•
This is an exciting time for American education and a time of great
change and that is why I have come to California. The people of
this great state have once again made education their passion.
You have set out to rebuild and reclaim the glory of your broad
system of public education. I believe that you are up to the
challenge. For it is clear to me that the people of California
believe, as I do, that education is our future.
As we look to the future, let's remind ourselves first about the
advance of American education in the 20 th century. We've had our
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or 16
peaks and our valleys and let me tell you about a few of them.
I grew up in the South and I can tell you that nothing good came
from the segregation of our nation's schools. I lived in the same
town as Jesse Jackson -- Greenville; South Carolina. We both
played football for different high schools that were only blocks
apart. Yet segregation prevented our schools from ever playing
against each other. That was wrong -- and it was just as wrong to
deny millions of children with disabilities even a breath of an
education.
Another valley in the past -- for decades, we accepted the premise
that poor children went to poor schools because that was the way
of the world. We were content to give these young children a
watered~down curriculum, We were passive in the face of a great
moral failing.
But we've had our victories too, We have given millions of
Americans the education so long denied them: immigrants,
minorities, the oisabled and women too. We opened the doors to
college wider and we now have a higher education system that is
the envy of the world. That's the sum of our history and it is an
enormous achievement~
,
•
."
..
A New "Realism mixed with Hope"
>, ; •
Now we look to the 21 st century. a time of new challenges and a
time for-new·resolve. Last month, I had the privilege 10 attend a
niillennium lectur~ at the White House tharwasgiven by the noled
religious historian Martin Marty. I was mosllaken by Doclor
Marty's assertion that we should look to Ihe future with what the
great theologian Reinhold Niebuhr called a "realism" that "is mixed
with hope." This is an opt way to look at America's future which is
inextricably tied to the future of American education.
,
So let me report to you today on Ihe state of American education.
Across America there is .a.,new realism mixed with hope: a
willingness to take an honeslaccounting of'our situation; a clear
understanding of the changes we are experiencing and the
challenges ahead; and a new resolve to overcome these
challenges 10 give all of our children real hope for the coming
times -- to get serious about providing a quality education to every
American.
•
Today, there are powerful dynamics reshaping American
education. You can1 get ready for the future if you don't See the
future coming at you. So let me describe some of the dynamics
that are transforming American education,
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We have more young people in our nation's schools than ever
before, all 53 million of them, I am here today to speak,on behalf
of this millennium generation, the largest in America's history, All
you baby-boomers - get ready to make room,
This "millennium" generation is entitled to its day in the sun, The
21 st century will be very much their century and it will be an
American Century if we educate them well. How we educate their
minds and shape their values now will go a long way to defining
the destiny of this nation for decades to come,
Olle in five of America's children now lives in poverty and the
diversity of our school age population is rapidly changing, Our
increasing diversity can be a great strength if we make change
happen for everybody - all races and all Gullures,
By 2010, families with school age children will only account for a
quarter of our entire population, the lowest level in U,S, history,
Arne'rica is aging and family structures are changing, This means
that we will have to work much harder to help people see that
education really is a community-wide partnership,
•
Here is another powerful dynamic, The knowledge gap is rapidly
increasing the earnings gap, College educated Americans now
make 76% mere than American~ who simply have a high school
diploma, Getting some college ,,"xperience really must become our
new educationaL ~~n~hr:DfI~k"'J
,I"'"
• :"11I;'J,11.-;"· r~,,~'\:"~~\C::':'IAt:-:
•
"
How we learn,islcaanging:.ai}d,t!"chnoiogy is very much at the
heart of this transfo,'!'§ltion,,1 assure you, if our children make us
look silly now when.!t comes to using the VCR, just consider what
they are going to do with the Internet in the years to come,
All of these dynamics will define Ame;'i~~'" education well into the
next American century, They require us to be realistic - yet
hopeful -- and have the tenacity and resolve to meet these
challenges together,
< ,
i"
Where We Are T;day in America .. Education
So where are we today in American education? Here is my candid
accounting, New academic standards are being put in place in 48
states and two states have raised standards at the local level.
•
Our task now is to get those standards into the classroom, This
will require an enormous effort to raise the qualily of our nation's
teaching force, and that is the main tOP'C of my address to you,
We have powerful new brain research that challenges us to help
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American Education Inll., Page 4 of 16
parents in the earliest months when the minds of our children just
seem to be sparking. Our early childhood efforts. however, are still
very much a patchwork 01 programs defined by high turnover, little
training and minimal compensation forthe staff.
We have a new national focus on reading and we are hopeful that
we have ended the reading wars. A landmark study by the
National Academy of Science has laid out a balanced plan to
improve reading. And, last week, we released new data that tells
us that our nation's reading scores are up for the first time in all
three grades levels -- 4th , 8th and 12th That's progress. But 38%
of our 4th graders are struggling to learn this very first basic.
OUf achievement scores are up for math and science. New
. standards have helped. Yet, we have an increasing shortage of
quality math and science teachers. And our nation's math and.
science curriculum does not come close to matching world
standards in our middle and high schools.
We have a stubborn achievement gap between the well-off and
the poor. This is a hard. cold reality; too many of our schools are
failing some of our children and some of them shouldn't be called
. .
schools at all. We need to turn niis 'aroui,dCi /n' " .
•
Yet, at the same time, ACT and'SATsc'ores~'renow at their
highest level in two decades. And 65% of all high school seniors
are going straight on to rollege:··that's,gcioct-Many olthese same
students, however, find themselves inremedial'classes in their
first year of college.' ,,', ls-a:n
,
"
,>
•
It>:::":lEtiji2i:-;-Pie~~~!'ttl:{
"J:r~., ,,,. ',"
"I,"''':'':, '.. :·,r~'
The American high school experience simply has to become more
rigorous. Only 54% of our nation's high schools provide their
students with the opportunity to take Advanced Placement
..
courses. Why not 100%?
.~
In my opinion, this nation is coming up very short in teaching our
'children foreign languages. I believe that every Americap..'Ohild
should be fluent in at least two languages. Surely we can give our
children the added advantage of being better prepared for the
global world of the 21 st century.
•
Many of us are working hard to help elevate the teaching
profession. But not enough is being done to prepare the next
generation of America's principals. This is a looming problem.
Even the best olteachers can be helped by a principal who is a
. strong leader.
. ,.'
;.
Another fact of great concern: our nation's school buildings are
over-crowded or simply wearing out. The American people know
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that and so do 1. The President is going back to the Congress for
the third year in a row to get you the help you need to modernize
your schools. Congress needs to get it done.
Access to college is one of the great achievements of American
education. Increases in Pell Granls and college work-study and
the creation of the Hope and Lifetime Learning tax credits will give
many more Americans the ability to get a higher education. We
estimate that 5 million Americans will use the Hope tax credit for
the first time this year when they fill out their income taxes.
But our system of higher education is not there yet when it comes
to preparing the next generation of America's teachers. Our
nation's colleges of education are still very much the forgotten
stepi;hildren.
This brief, candid accounting suggests that we have made
progress but that we stilt have our work cut out for us. This new
realism, however, is a sharp and healthy break from the past. The
new expectations we have set for ourselves represent a
fundamental change in the direction of American education.
•
No child shoutd be left behind. No child should·be:allowed to drift'
through school. No child should have an unqualified teacher. And
no American should be denied Iheopportu_nity t".go,ento.c"lIege
because they.can,notafford it. ..... '0 .... "c .. " ...... , ,.cci•.. , ." .
,
.
.
.
••, . ' of:
'
:-.~ t""~_,.··E' . l -,r.'·
.(."'!,,,. "t,•.. d
What we. seek is a democracy of,excelle,nce:!or',al! of,o.ur,y'oung ,
people as we move inlothe'21 st c"nturY. Tne pace' Of change is
too slow for me. I remain impatient. Tile changes we 'are making
certainly have not touched the lives of enough o(oursludents,
So we need a new resolve to meet the many challenges before ....
us, a,nd I ask all Americans to begin by putting aside the tired,
politics of division. This last year of politics has exhausted
America's patience, and now we need to move on to the big
issues that really matter.
'.
.
;
let's put civilily back into the process and recognize where the
American people are coming from. They want practical solutions
and concrete answers, They understand that education is
everybody's business, When ideologues assert that the only way
to improve public education is 10 destroy it. nothing is gained.
Absolutely nothing.
•
I've talked to you about some of our history, the powerful
dynamics we face, and given 'you an accounting of where we are
today. Let me suggest to you what we can do together with a new
sense of hope and commitment: a "realism mixed with hope."
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The Early Years of Childhood and the Basics of
•
Education
c
Our hope for the future surely begins by keeping a strong focus on
the early years of childhood and schooling where we have the
most potential to make the greatest gains. This is why so much
effort is now being made around early childhood initiatives,
improving reading and reducing class size.
I've told you about the new brain research. tt's a wonderful. new
window of opportunity to advance learning. When excited parents
leave a hospital with' a newborn baby, they need to know what
practical steps they can take to spark their child's brain
development.
To their credit, state leaders including Delaine Eastin are moving
forward vigorously to create effective universal pre·k programs .
. There is still. however. much to be done. I urge local and state
leaders to help give child care providers much more extended
training when it comes to early language and reading
development.
•
As I reported to you earlier, our nation's reading scores are finally ..··• ;,.-... ;
moving up. This is good news. A great deal of effort has been"'· . ',',".' :
made to get this nation focused inon making sure every child:can ~ '.,": .c·,'·,:.
read well by the end of the third grade. This has been.apersonal ........ ".
crusade for me. But we still have a very long way to go.· ... ,: ':"f. ' ... ;.,;;
•
- .... ,.....
""
'.' (" \f"-"" ~ f· . , . ,'.;r:..-:"
..,1.:.... f.:,··,...~,:".,''t~"",'J.~·.; ." .OJ J
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I believe, for example, thatevery,elementary·school,sIi6uld.have·:ti~SVf.+:;"'.·,
the reading specialists they need to make a difference. Govemor"," 'c"', " ..
Gray DaVIS here in California is right on the money in putting .~ .'
, '.
reading at the head of his education agenda.
,.
And I commend the Las Angeles Times for its special AReading
by 9" initiative, which makes reading improvement both a school
and a home activity. I challenge every media outlet to follow this
good example because education really is "everybody's
business," Letls keep America reading.
President Clinton and Vice President Gore are working hard to
reduce class size, to help children with disabilities who have
serious reading difficulties, and help the many adult immigrants
who.want to learn English. They are also working just as hard to
expand after·school and summer programs.
•
But all of our public efforts pale beside the power of every parenl
and keep on
to make a difference. If America's families will
reading to their children - at least 30 minutes a day·· they will
literally revolutionize American education.
reM,
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To do that. we have to help parents slow down their lives. In our
haste to do all things all the time. we sometimes forget the most
essential- giving our children that deep, abiding sense of trust,
guidance and security that tells them that they are truly loved,
cared about and respected. I beHeve that with a passion.
As our children master the basics, we have to make sure that they
go to schools that are safe and disciplined. Here in long Beach,
you have set a national example for school uniforms, but there is
much more that needs to be done. last year was a terrible time of
random killings in our nation's schools. This school year has
started somewhat more quietly. But we must always remain
vigilant.
We have sen! out 200,000 copies of our "Early Warning Guide"
with its strong emphasis on prevention and it has been very well
received. Now, we need to turn Ihese good ideas into practice 10
reduce drugs and violence.
Increasing Accountability and ACllievemenl
"~
•
.•
:.,.
·
·., .
"
Giving our children hope for the future begins then with the early
years of schooling and keeping them oul of harm's way. Creating
a democracy of excellence for the 21 st century requires a new
level of accountability so we can raise achievement for all of our
young people.
., .. " ..,. ' ..
.
1 ,
.
". "
'
. ..
,.
The American people have made education a'national priorily . It is
their agenda and it must be ours. It follows thenlha! they are ..:' ..." .
going to be a lot more attentive 10 the progress we are making.
The attention may initially be uncomfortable, but we as education
leaders should welcome it
. ''-'''.
,~.j'J "_. !
. "....." ,,~, I'
",
Now change can be unsettling. The unexpected rigor of new and
demanding tesls can be a shock, bul the shock of initial failure is
often the starting point for long·term success if people will only
slay Ihe course. Real improvement in educalion does not happen
overnjght
'
It is sustained progress that brings about real success. States like
North Carolina, Maryland, Texas, and Kenlucky are already
seeing test scores rise because of their commilment to high
slandards, vigorous assessments and increased accountability .
•
As I have said, the states are doing the very hard work of creating
new standards of achievement. Goals 2000 funds have helped
. states with this effort and we have made progress. Now each" .
state is challenged to move standards from the statehouse to the
classroom and make Ihem part of every teacher's daily lesson
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plan .
•
We have to give teachers and principals the resources they need
and free up their creativity to achieve results and reach high
standards. We must make sweeping efforts to make teaching a
first-class profession, And, then, we must hold schools
accountable for results,
This is why President Clinton will send to Congress a significant
revision of the Elementary and Secondary Education Act This
revision is based on a comprehensive three-part strategy: 1)
targeting increased investments to disadvantaged children, with
particular attention to the early years of schooling: 2) improving
teacher qualily; and 3) promoting real accountability for results,
Ending the practice of social promotion is an important part of this
strategy. In its most basic form, the President's call to end social
promolion is a demand not to close our eyes when a child is
desperately struggling, A policy of retention is not the answer
either. let's develop a policy of providing the necessary support to
prepare our children to pass,
..•
' , ' j • •-,
~ ... -
, \.'.\
-
.
I.
'!.';:"
':
"
And if a school is failing its students, we ought to react like our
house is on fire, The new realism that I've talked about requires a
"no excusesu attitude, and a willingness to take action .
..
, .
, ,•.....
.;;tri . .,....".:;"
z
......."
, "
.'
We know a good deal more now about how to turn~around low
performing schools: from giving teachers more time for, training
and cOllabo~ation;.to redesigning the curriculum; Jo,remAying.,a
principal who doesn't provide leadership; to issuing school report
cards that measure real achievement over time; to enforcing
effective discipline policies,
,
I want to strengthen our public schools, not weaken them, I say
that because some hold the mistaken belief that the only way to
improve public education is to take money out of public schools
for private school vouchers, My friends, that is a mistake,
The truth of the matter is this - the choice of academic subjects
has much more to do with the prospects of a young person going
on 10 college than whether or not that person goes to public,
private or parochial school. I am a strong supporter, of quality
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There are other ways that we can raise achievement as well. The
American high school experience has to become much more
credible, This is why I support challenging high school exit exams,
Now"you just can't spring exit exams on young people who
hav';;n't been prepared for them, That's not fair, You need to give
students and schools adequate preparation time, But setting the
bar higher is the right way to go,
•
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private and parochial education; they add important elements to
American education. But vouchers will take public tax dollars out
of public schools and make our nation's private and parochial
schools less private and less parochial.
•
I encourage the many n'ew efforts to expand public school choice.
Charter schools tliat are publicly accountable, schools-within
schools, school-to-work opportunities, theme and option schools
for SCience, technology, the arts, and many other areas of study
are all new ways to give parents and students mOre choices. I can
tell you that going to school in America can be exciting.
Now, we need to wort< harder to get the message out about
getting ready for college much earlier. Here are. some statistics
that explain it all, Almost 100% of parents want their children to go
to college. Yet 7 out of 10 parents say they don't have enough
information about how to pay for college and how to prepare their
children academically.
This is why I am pleased to announce that next fall, hundreds of
co~lege and unive'rsity presidents will join me in what we are
calling "national college week." 'We will go to schools all over
America to get the word out that many more young people can go
to college if they start planning earlier for it.
.4,'
,
.
;.
That's the strength of mentoring programs like the Berketey
Pledge at the University of California or Project GRAD in Houslon,
'"".,':..
Texas. We have developed'an exciting new program called
" :,.,
,,,', GEAR-UP to build new links between our public schools and our ',,, ... '.'"
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great system of higher education. 'We are well past the time when
our institutions of higher education can remain aloof from the task
of helping to rebuild America's public education system.
",'
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The Long Beach Community Partnership is a wonderful example
of all the parts of American education fitting together. I am so
proud of Bob Maxson, Superintendent Carl Cohn, and Mayor
Beverly~C)'Neili and _~therswho have pulled together to form this
exciting p'"rinership~ Seamless education really is the wave of the
future.
.
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Reinvigorating the Teaching Pr,?fession
Now, I want to talk to you about America's teachers - America's
future. All of the things that I have talked about so far -- from early
childhood -- to improving reading --to preparing young people for
college - will not happen unless we make teaching a first class
profession,
General John Stanford, the late school superintendent of Seattle,
who gave that city so much hope, had a wonderful motto that .
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explains it all. "The victory." he said, "is in the classroom."
America's teachers are some of the hardest working Americans I
know.
•
I am so very proud of them. Yet all too often, we take their hard
work for granted. We can'j afford to do that anymore. We need to
hire more than 2 million teachers in Ihe next ten years to meet the
demands of the baby-boom echo and the fact that close 10 a
million veteran teachers are on_the verge of retiring. This is an
enormous transition,
These next few years are, in my opinion, critical for the future of
American education, We must make some far-reaching decisions
about how to elevate this profession. Here a story is in order. I
have on my staff a former national teacher of the year.
Her name is Mary Beth Blegen. and she was chosen as the best
teacher in America in 1996: After 30 years of teaching, Mary Beth
made only $36,000. Nevertheless, Mary Beth passed her. love of
teaching on to her daughter who also became a teacher. One
year later, however, her daughter left the classroom and saw her
salary more than d9,ubled This story is going to become much
more'Common unless we act now,
•
We can no longer fiddle around the edges of how we recruit,
.... prepare, retain and reward Amenca's leachers,' This is why I call
'.,
,',
on Governors and state legislatures to rise to the challenge and
. take a comprehensive look at the needs'of this vital profession:
. 'Vve needa' sea change in public thinking about the value of
. teaching.
I ask state leaders to recognize the full dimension of the problem.
Too many potentiai'te~chers are turned away because of the
cumbersome process that requires them to jump through hoops
and lots of them. Too many veteran teachers tell me that the
process of maintaining their license adds lillie value to their
professional expertiM.. And too many of Our best teachers are
leaving the profession because of' low pay, poor working
conditions and weak school leadership.
•
As a result, a growing number of school districts are throwing a
warm body into a classroom, closing the door, and hoping for the
.best This is not the way to reach for high standards. And there
are many schools, especially in our high poverty areas, that are
now using teacher aides as full-time teachers; thaYs not fair to the
students nor to the aides.
And then there is a unique American phenomena that really
mak~s no sense -- the practice of assigning teachers to teach "out
of field, n Foreign education ministers who visit me are just
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slumped when I try 10 explain Ihis practice, Their Iranslators
simply have no words 10 describe ii,
We've gal work to do, And we can begin by putting a sharp focus
on the critical shortage of high quality math and science teachers,
This is why I am pleased to announce that John Glenn will chair a
National Commission on Mathematics and Science Teaching for
the 21 st Century, I talked to John yesterday, and I can tell you that
he is excited about accepting his next mission for his country, Isn't
he a great Americanl
Recruiting America's Future Teachors
To recruit teacliers. we must first overcome this paradox: in every
poll. Americans tell us that being a teacher is one .of the most
important and valued jobs in this land, So often: however, these
same Americans discourage their children from entering the
profession because of low salaries,
•
"
Low salaries are a very real problem, I ask public officials to
recognize - sooner rather than later •. that we aren1 going to be
able to get good'teachers on the cheap any more, That's just
going to be a faCto! Iii.; in the 21 st century,
,
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...
And I ask parents to'encourage the dreams of their children who
want to becom.neacheritln'my book, DecOming a teacner is just
about the mosi'p'atiioti2'thing'you can do as an American,
.
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~at~I~;;c~n·'~,e~~f97.-.iie ~~:'n create rig~rous alterhativ¥e' paths to
give many more 'Amen cans the opportunity to become a teacher.
The President's proposal to expand "Troops to Teachers" for
retired military and other mLd·ca,eer professionals will help to
"',
accomplish this goal.
We should also be building career ladders fDr those qualified
teacher aides who are in our classrooms now who want to
become teachers.
'..........'
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We can also do a much better job of matching future teachers to
job opportunities, A young woman in Pennsylvania who wants to
teach in Florida shouldn't have to spend an hour on the phone
waiting for someone to talk to her. This is why my Department will
set up a National Job Bank and Clearinghouse for Teacher
Recruitment this year,
•
I have also asked the Entertainment Coalition for Education to use
their creativity and imagination to help us launch a major public
recruitment campaign for teachers across Amenca, I believe they
will be shooting their first ad during "Oscar" week,
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Preparing Teachers for the Modern Classroom
To prepare the next generation of teachers, we must turn to the
presjdents of our great colleges and universities for new
leadership. Our colleges of education can no longer be the sleepy
backwaters that many of them have been. There must be greater
collaboration from all parts of the university community, including
the arts and sciences,
Bob Maxson, your very fine President here at Cal State-Long
Beach, may have put it best when he said that it "takes a whole
university to prepare a teacher." The Cal State system is setting a
national standard for thinking ahead, I am particularly intrigued by
the decision of Cal-State Long Beach to offer a "warranty" on
every one of its graduates.
,
But there is still much more work to be done. This is why I am
announcing today a National Conference on Teacher Quality for
university presidents, teachers and other education leaders This
conference will seek to develop a road map for the future to help
states and communities meet their need for well-qualified
teachers.
"
•
Our colleges of education silni:>l/mLsi b'€ supported in reaching
for a new level of rigor. I urge colleges,of,education to move
swiftly to create ma~y mo~e.stlnical-,!~p~ciences for their students.
Future teachers ,nee(H~·Il~.leArUi~~J19:N;to teach alongside
master teachers.
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A new emphasis on p'iep,~ring,teache'r,s by using a clinical model
may also require univeisities to take a look at their own current
incentive structure for promotion and pay. Can there be a better
balance between research and the practice of teaching and
~
service to educators in the K-12 system?
Retaining and Rewarding Teachers
-.... ,~
I
;
,
State and local education leaders have a key role in'elevating the
teaching profession.
•
Firs!. I call on states to end the practice of issuing emergency
permits or licenses over the next five years. Now, some say that
this can't be done given the overwhelming number of young
people in our schools, They simply must have teachers. qualified
or unqualified, But this view is based on making no changes in the
current system, And that is what I am urging policymakers to do.
Change the system!
We realty do need to take a comprehensive look at established
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rules about the portability of pensions, credentials and years in .
service. The currenl maze of disconnected state laws has become
a significant drawback to keeping good teachers in the profession
in our increasingly mobile society.
•
The issue of how we test teachers must also be addressed.
The failure of so many prospective teachers to pass such a state
test in Massachusetts has brought this issue to the forefront of .
public discussion. There are many questions, \t\Ihat do these tests
really measure? How well do they predict teacher effectiveness?
How does one state test compare to another? This is why I have
asked the National Academy of Sciences to launch a benchmark
national study of teacher testing.
I also encourage many more Slates to follow California's lead in
creating a broad system of support for first time teachers. We 9,ve
new teachers the toughest assignments and leave them to "sink
or swim:' Then we wonder why we lose more than 20% of them in
. their first 3 years and close to 50% in our urban areas. This brain
drain has to stop.
•
As state and local leaders consider new strategies to improve ".
teaching, I ask them to avoid the "enher/or",mimtality'that is
dominating the current debate on te~ching:, Ohe si(j€l.argue,s that
the current licensure. and compen~ation,.sy.stem Meps.t!,le,nted.
people out afthe profession, does not.e'lstjrej,quaJitY7':and·
provides few incentives for teaC;:hers to iirfirC(~'e' their< p'~actice,
Others contend that teachers need proper training.and rigorous
standards for entering the profe~$io~L~:/~:"i' ;'i~'~" ~ ':"':;~, d,.', ,
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My fnends, both sides are right. We needte lower our voices, get
practical and think in a new way. .
.....
This is very much a state and local issue, But I have been thinking
a tot about this matter. So let me try to start a national dialogue
about this very important aspect of the teaching profession, I ask ....
you to consider the following suggestion to start this conversation.
There are three parts to this proposal;
•
First, a new teacher would be granted an initial license for up to 3
years aner passing a written exam of content and teaching
knowledge and an assessment of teaching performance. During
this "trial period," schools woutd offer new teachers annual
contracts and be able to 'counset out' those individuals who really
should not be in the profession.
Second, I suggest the creation of a professional license, The
standards for this new license, developed at Ihe state level, would
be higher than those for an "initial" license, and would involve
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•
peer review by a panel of teachers and a supervisor.
Peer review is very important, but it must be done right Veteran
teachers will tell you that the people who are hardest on a teacher
who doesn't cut it are fellow teachers. And that's what
professionalism means, Teachers, themselves, must take an
active role in improving their profession.
If a teacher has worked hard to earn a professional license. he or
she deserves to be rewarded. Raising standards for teachers
must be accompanied by raiSing salaries as well. It's a balanced
equation.
The conditions for renewal of this professional license should be
determined by each state. This suggests that teachers need to
keep their knowledge and skills up-to-date. Here. it is so very
important to recognize that professional development as we know
IT simply has to change. And those of us who are policy leaders
musllisten to what teachers are telling us.
••
last month. we released a first time report on Teacher Quality and
teachers are telling us in no uncertain terms that the current
practice of "one shot workshops" really has to go: Teachers are" "
asking us for more depth, more planning time, and greater <,,";", " ..
opportunities to learn from each other. And they want·help·in":,'''';:.:·:;· , '
addressing the realities of the modem classroom: student,,,·, ··X"~ ". ~ , ' .
diversity. students with disabilities, technology and.new,hig·Ii.+:>.;·.,'·,:·
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The third part of my proposal would be·a voluntary advanced . .' .
license such as the advanced certification that now exists through
the National Board for Professional Teaching Standards. Some
states are moving to support and compensate teachers who pass
these rigorous standards. California is one of 13 "leading edge" .
states and I encourage every state to follow this example.
All teachers should be encouraged to continue to learn and grow.
That's why I ask districts to take a serious look at a new and
developing concept called knowledge and skills-based .pay.
•
This three-part model of an initial, a professional, and a voluntary.
advanced license seeks to strengthen teaching by linking it more
closely to high standards. I ask you to consider it and join me in a
national conversaliOn to make teaching the first class profeSSion
that It deserves to be. This is an example of realism mixed with
hope .
The many future teachers who are here with us today are as vital
to the strength of this nation as the patriotic men and women of
our Armed Services. I want to thank every one of you for your
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New Challenges, A New Resolve: Moving American Education hL Page 15 of 16
dedication and commitment.And I thank every classroom teacher
in America who is making a difference in a child's life. The most
important thing we need to say to teachers is a "thank you for a
job well done."
.
Sparking Creativity and Innovation
Now
a few thoughts about the future. Let's stretch our minds and
ask ourselves how we can make American education more
engaging.
I believe the schools we design in the future should be built as
centers of community. Americans of all ages are going to want to
be learning all the time. The idea that a school building is open
more than 12 to 14 hours a day is nol as far fetched as it may
seem - and surely the power of technology is a starting point to
make that happen.
I've spoken to you about the need for every young person in
America to speak at least two languages. Doesn't that make so
much sense in this new global world? LeI's move beyond the
American habit of stumbling along. phrase book in hand, when we
visit a foreign country.
.
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Last month, with the support of First Lady Hillary Rodham Clinton,;. :.:" •.'~.
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and with the help of NASA. Ihe National. Endowment olthe Arts, .. ,.•.• "" ..' . l .
the Jet Propulsion Lab at CaiTech and the J. Paul Getty Trust, we. '·I_,\',·J·' ..
launched the "Mars Millennium Project."·
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This project is a fusion of the arts. science and technology and it .......'. '"
will ask thousands of young people to imagine and help us creale
.
the first American colony on Mars. We need to develop hundreds '..
of projects like the "Mars Millennium Project" to make learning
exciting and challenging.
(;,~.
We live in a world that is so much more visual and our young
people see the world around them bursting with ideas. We need to
foster their creativity and give them that sense of excitement that
comes with a true search for knowledge. The arts are not a frill but
an assential in this Information Age.
•
Tha imagination of our young people is so often captured by
music. dance, Ihe touch of a poet's words. the sweep of a
pain!e~s brush. or new images crealed on a computer. There is a
fusion coming, for example, between Ihe arts and the computer.
We need to be ready for it.
We are, my friends, at the edge of a new time. The 21 at century is
just hovering, like the sun coming up on a new day. It will be an
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Education Century, of that I am sure. If we give our young people
- America's "millennium generation" •• the education they
deserve, just think of the opportunities. You have to be excited.
•
I am optimistic. Vllith a realism that is mixed with hope, we can
achieve the democracy of excellence we seek. Let us build those
new connections that bind uS together. And let uS always
remember that the "victory is the classroom" with America's
teachers .... America's future.
Thank you .
.-.
[.updating Teacher Licensur;:: i'inrl CO'!llien:--alion J
I ~J§:RS to Address .A.ccountabilitZ.£H'ld T~acher Ouality 1
[ V\kmChS\ of Ina BeCfCl;];'LS2Qeech
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June 23, 1993
TO:
Terry D., Mary Anne, Alan
FROM:
Kirk
L~
We've been wondering for months now:
HOW,CQuld ED create a forum for discussing policy ideas with teachers? How could
ED create a forum for communilies [0 share theIr ideas?
To !''Ucceed, both forums would have to
meet the fonowing criteria. They would have to be:
•
•
.'
up & running quickly -- by the end of September.
able to grow from 100 users (each) to 500 users during the first six months,
crmnecred to
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informati~n
resources beyond the confines of this single
ED~
designed forum.
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i'clatively inexpensive for ED and for teachers.
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designed as a pilot, so that we can learn wherher they're worth additional
resources required for si.:ale up, and what modifications nrc needed in a scaled
up electronic forum,
Here's a strategy that me'tts those criteria, ED could:
bulletin board on INET,
•
•
work with me 30 states that have computer networks for teachers ~- and
universities -- to arrange for each teacher of the year (plus the other teacher
from that state) to have aCcess to Internet.
'
•
•
create
f1;Crult communities by announcing the •community forum" in the newsletter
& on thi! satellite town meeting. Also, we could work with leading
communities - Omaha and some Wai-Mart communities. for instance ~~ to
make sure they participate.
•
set aside a staff person to moderate the conference. Provide traIning for that
person, plus teChnical support and a clerical support staff person.
it
--.
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•
I
Memo to Melanne ;:(er;rer
Nov, 19,1996
From Bill Taylor 'put
Re: the Clintor. legacy and education
Greetings from sunny Cnlifon'tia and
for helping us
10 li~e
congra~ulations
to you ,your bosses and all your colleagues
to fight another day,
With all the talk ubout the Clinton legacy and the role that education may occupy in that legacy,"1
can't resist putting in my two cents. So here is a rough cut of what I would recommend.
J assume it is not necessary to~make the case that educatio'l1 should be a priority COncern during,
the second tcnll. Clinton has dem9nstrated that he cares about education; he has devoted a good
portion of his career to advancing the cause of educational reform and he is extremely
knowledgeabk and skilled in toe area. Moreover, he has succeeded in engaging the attention of
. the American people on education issues and in elevating public education on their list of.
concerns, (I never thougbt ! would see the day when the Department of Education would become
. a political asset rather than a liability, although fm l)ot sure what it has done to deserve this '
enhanced status,) So there is every reason t,o beljeve that people will be responsive to initiatives
that promise to upgrnde the quallty,ofeduc~tioD fqr their childr-~n and even other people!s
children, ....
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T
.: ~", $f:,\l.p~dert~en, a .;:.entr~t r~ ?f~the,~(ft?'n,,~~?,pl~, p~'f~r tne Presl?cnt to use the butly pUlpit for a
. :.,c;otlcerted and sustained camJ:q.ign, ro ~~!~~9.st talented1'OlWf,f1!!,Ql2.ie in ~o
'.
consider teaching as a career. '[/laced, the cainpmgn should Ito! betriiilted fo'young people but
,
- should als'Oenc'ourageJJC5iile wjlO have had successful careers and are seeking a new challenge
to obtaill (he necessary preparafion to become public schoo,{ ~eache,.s.
•
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There is nci q'uestion that such an effort is needed, The eroding skins of teachers over recent years
- - is the Achi1ies heel of the education reform movement (in which I consider mysdfan eager
participant.) It is fine for us to demand that high ~tandards b!! set for aU students and that teachers
be held accountable for helping students meet those standardS':"but if teaclt":rs themselves lack the
ability, these exhortations will produce little. And there is liu(c question that in this depaftmcnt ,
things are had and getting worse, There has always been a disjuncture between the high regard
Americans say they hold for teachers a,nd the low tangible rewards that taxpayers have been
willing to provide, For years the obvious consequences of the dichotomy were avoided by the
availability of a talent pool of very ahle women and minorities made available by the
discrimln~tion against them in other professions. Now discrimination has abated enough for
those talented women and minorities to move into other occupations, And survey after survey
shows that by conventional rr.easures college srudents majoring in education are among the least' .
able students, This hiforrt1ution is buttressed by the results of teacher competency exams and by
other empirical and anecdotal data that is often dismaying.
�•
What I am suggesting is that the President (and only the President) can be the catalyst for the
kind of institutional change needed to make educational refonn efforts successfuL There is every
. reason to believe that in making a persuasive appeal based on the challenges and rewards ofthe
teaching profession, the President wIll strike a responsive chord. We ali know lots of talented
people~Myoung and older-· dismayed by the lack of sodal utility of the work they are engaged in
and loobug for new challenges. Of course, the President's approach will need to be based on
something beyond an appeal to altruistic instincts. It should be backed by a few modest but
impoltant inhiativcs to increase the tangible rewards of teaching.
Such initiatives might include a c,ollcge loan forgiveness program dUll would eW ~ts
who commit lO"(caching in hig.!:.po\;er~an;rqjJJ;h..2i2lJ, The commitment would have
to"bi'ireal one-~ service for a minimum p'~riod of s~x. 5 years. And the President could also
make creative use oCthe provisions oft~Ti~~al that encoJ£Ege the use orhot!!
fede:.!!lJE].JiJJ.n.u'-'1J1d localiE!.~d teacners for demoflstr.t:ting exc~'(ellce _~'!.!Y!!JpJ....nl
stude.,:~U£tlLceIJy.igh,~YM!Jiards- (I believe such an approach can be taken wIthout taking on the'
loamier issue of merit pay). There may be other such initiatives that would provide tangible
" incentives for talented people to go into teaching, The aim should be to avoid costly new federal
programs and to find ways ~o ieverage change at the state and locallcvcls.
In putting for.van! this proposal I d~mean JO deprecate other suggest~ons that have been
made. The idea of mobilizing onemillion vQlun~'tutors1to heip every child read by the 3rd
grade is a good one but, like Te~chTdr·A·menca:1fis PIPperl):' thought of as a piece of, or an
adjunCfTo, an overall effort to upgrade teaching; \V!1~~'rn~t,W~dpcattonahesearch comes down to
. n the simplest terms is me proposition that poor and minority children have the best chance of
i
thriving in an educ~l,jonal environment whic,h p'r~';~~~~;th~nl: with .the suslq!!L€/!jJ,jtcntio
'of a
skilled and carillg'ildlilt. Tutoring.program's q;£ft'help;'(tht'6'rin'g'::a,ncf mcntonng might be an
stronge'fcomhfnatioh)": 'but the tutors'may :hick,'thfp'repru=atiorr-ryce~ed:io- be effective teachers
'.r"'''''and they . may not be around that long.
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even
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Nor do I wish to neglect other fundamental needs in 'public educa 'on:-ln-January, 1997, the
Department of Education is scheduled to release the final repo f Pr()spect:/)Jr~ort prepared
by Abt Associates pursuant to a Congressional mandate to .
evaluate'Tlt e l-:--IfTS'txpected that lhe
.
fina: report will underline and support a fundamental t;:onclusion contained in the interim report~~
that the worSl educaliona(e'lJ'.irollmcm one can provide for a poor child is one ofcancentrated
P'!.~$1JY and tliat p~~r:~c.~E!~~:..;!:anc: oJ achi~vi~¥.!!.~uCf1!f."!!-qlA~cc~s,in .
sc7toqis that arl!.p.:5QQmmanilf-l!1.,dJ!l.e class. Th:s IS not Just another piece ofresearch. It tS the
largest s"urve}; since the Coleman report in the 1960s, a longitUdinal study done over several years
and involving hundreds of thousands of students and teachers. Interestingly, it reaches
conclusions very similar to the Coleman report-- that along with the quality of teaching the
socioeconomic character of the student body is the most important variable 1n determining
studen"t OU1C0f12~ of t~~~rorts to break up large ~?nce.~t.rations of poverty
by usinltPu!?.ll£. schoo~t;: to enable l.o.!..~n~?me students to attenQ..inlcidl~ class s~s in
suO-uros as well at&"rtl~es. As you know, we have had some success with this in my
St.LoulsTitigarii.'in ·a.i-td we are working hard to preserve the remedy. I recognize, however, that
attempting to legislate this kind of choice at the natlonallevel would be hard political sledding.
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It seems to me that there are several political plusses to launching a campaign to attract more
talented people. to. teaching. One is that it can be implemented'by' rhe'Pn!sideni witnout 'gettihg"
into'a big struggle with Congress. To the extent that legislation is needed to back up the
initiative. if the initial effort strikes a responsive chord, Congress would be hard put to refuse to
back it up with a loan forgiveness.,.p.rogram or other supportive measures. Moreover, there would
be some in Congress Jite-Jirr;~who could be enlisted with other mdonalleaders in the
presidential effort. Second, a campaign of the kind l have described may be the best way to
def~qg against the coming drive in Congress for ~[e school vouchers. I think that once
voucher proponents gertneir act tO~Dettcrthan they have in tile"past we are likely to face a
reaJ challenge. A t~ch~tiniti;yjve would enable the Presigent to say we are engaging in a
major effort to im~~~lic schoo; cducati.on for ail children. This is noi the time to allow
ourselves to be distracted by measures that would benefit only a few and weaken the public
schools."( By the way, 1also think there may be areas wnere publi£:.private scnQQl.tQQjlerjltion ..;t<
might he u~rtaken withQillJt>!~tming either the public schools or the First
Amendment. but {nat is a subject for a different mcmo.)Finaliy, this kind ofini1iative holds the
promise of energizing the whole movement for public school reform. To the extent that it
succeeds, the President wiil not he remembered simply for passing legislation, but for moving
H
people and helping to shape institutions .
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�UNITED STATES DEPARTMENT OF EDUCATION
OF'FlCE OF THE SECRETARY
April 4, 1994
Dear Goals 2000 Forum Teacher:
At long last--the report from the Goals 2000 Teacher Forum! The
Department has sent copies to governors, chief state school
officers, and members of Congress. Please share the copies we
have sent you with other appropriate people in your state. You
may want to coordinate with your forum partner(s) so that you
don't target the same individuals. If you need additional
copies please let me know.. I am also enclosing a copy of the
·letter we sent to the governors and chiefs in .case you want to
follow up or use similar language in your cover letters.
I
I am happy to report that the GOALS 2000:
Educate America Act
~fter ~.,
.....
cloture vote ending a filibuster,
I have enclosed a' copy 'of', the:' 1\:
statement the President made at the bill-signing ceremony ori' ,), .,,~,,~ ,',
March 31: Because we had to meet ,an April 1 deadline';', ~the:";'~,~1' ''';';:'::;:·':'V:.'
President signed the bill while".oq~'y:~ca,tion in San Diego." ... We ':.
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hope to have an offi,?ial White Ho~s7' ceremony once Co,~gre!?s,~,~':, ...._~\:'
returns from the spn,ng recess: .i"" i
'",', '''\'t~..:~1~'~I<,.~,.H~.j:; ..,.~
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The Department is hosting a GOALS '·2000 'orientation' conferenc'e\ May .'
25-27 to begin to build a new Federal-State-community part'ned:'ship
for education reform.
Your Governor and Chief State School
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Officer have been askea to select ,a team 'to attend the
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conference.
I am enclosing a copy of the letter of invitation.
You may ,want to follow up with your Governor and Chief to ensure
that a teacher from your state is included in this team.
passed the Senate at 1:17 a.m. on Saturday, March 26
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It is wonderful to have such good .news to report.
Despite more
cold weather here last week, the cherry blossoms are in bloom so
the news is good on all fronts.
Thank you fo~ your continuing
suppor::.
Sincer~ly,
~{~-l-L
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Terry Doz+
Special A visor to the
Secretary on Teaching
Enclosures
400 MARYLAND"AVE.• S.W. WASHIJ>lOTON. D,C. 20202
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Dear
.'
In November 1993, .the O.-S. Department of Education invited a
119 exceptional teachers to Washington for.the first
annual Goals 2000 Teacher ·Forum. These teachers -- from both
public and private schools -- repres'ented every state, as well as
group·o~
the District of Columbia, some of. the territories and Department
of Defense schools.
The Fo'rum was 'designed to enable the
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Department'to establish· a -dialogue with teachers and to lay a
foundation to help practitioners become active partners in
education ~eform on the,federal, state, and local level?_
We are pleased to provide you a copy of the report from the
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Goals 2000 Teact:;er For,um that captures the passionate voices of
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these outstanding teachers 'as they discussed the changes and
support they believe are 'needed to enable all students to meet
high levels of academic achievement. It is our hope that the
.conversation that began at the Forum wi'll launCh many similar
conversations between teachers and policymakers at all levels
within au:!' education system.
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If the United States is to achieve the National- Education Goals, '.
it will be essential, for all of ,us involved in education policy- .
making to tap the knowledge, experience and insight that teachers
-.~. have gained as classroom practitioners.
With this in mind, we
~'hope yeu will read this document carefully and initiate your o'wn
,dia'logue with ,teachers. ,It is truly important that we honor w!1,at
teachers know and listen to what they say. By recognizing the
expertise of teachers fn your state and giving them an .
...,.'; ppportl.!.!!ity, to be engaged in and contrib~te to the policymaking
·process. you'will be furthering the pursuit of excellence in
education and ,the achievement of the National Education Goals',
Sincerely I ,
Terry Dozier
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Richard W. Riley
Special Advisor on Teaching
Secre::.ary
�/lav'~ kA<cJY
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NOTES FROM CONVERSATION WITH
~OB
PALAICH -
5/10/93
Each" state (Chiefs/Governors) was asked to nominate nine people.
They selected three schools at each level- Elem/MS/HS in the
.
state that were recognized for outstanding teachi.ng. Teachers at
that school voted on tns teacher to represent them. Teachers
then filled out a detailed application form in which they had to
respond to certain questions. 50 teachers were ultimately
selected'to ensure diversi:y of urbaL/~~ra:/suburba~ and grade
levels. W:~ole process took 2-3 rnon~hs to select teachers.
Had three large group sessions,
Speakers were Marc Tucker,
Governor Tom Kean, - a."1d me."
Had lets of small~group teacher talks.
addr,essed certain issues.
8-l0
teac~ers w~o
Tried in the afternoon of the :i~st day to get teachers from
schools to talk about what they would change. Turned out
to be frustrating. 'There'was not enough time for a real
substant.ive discussion .
·s~milar
. Second day of the foruli', focused on:
going in the states?
. <.'Set
·.
What can we do?
How do we
,.;. • '::',f<{-'Bob suggests
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that we co'..:.ld make foru.m teachers available to work
with schools who are restructuring. Have a' real teacher- to- .
'". ~teacher assistance program. Perhaps could run this out of our
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~· ,:~i~,?,' ;',.""\,;fl=gl.ona 1 1 as .
...~:" ,~l":. ",
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: ..' :~,!. .. "';."~ Co'uld or-ovide two leveLs of support.
";' .. ,: ,~What's available?
-Actual assistance
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Cost for:the two-day ferum with 50 teachers was $150,000 for the
whole year"""s efforts. Includes not only forum but also
publications.
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NOTES FROM CONVERSATION WITH JON'QUAM -
5/~0/93
Jon will send me break down on STOYs. Includes school size,
teaching area, level, etc. He will also include ethnic mix for
ne.
What about using S70Ys and Principals of the Year?
,
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?hrough STOY organizations we might buy some leverage to get
things done on a sta=e level.
Georgia· had first STOY conference. War.t to use teachers to make,
things happen in the state. Funded by BellSouth. STOYs are
members; finalists are affliate members; district TOYs also
incbded.
~lorida
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State Department through
,
~heir
Florida
Educatio~
Fouuda::ion b.ring all -district TOYs together for a year.
as SC. Have no way to keep them in the system
year of recognition is over.
proble~
Same
o~ce
their
South Dakota also utilizes TOYs.
Jon will share with me agenda that Burger Kina grot:.p worked
in' which'~eachers had glitz but also substance in working
togeth'er" :to.- try -to make some things happen.
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'.. ·:'Jon. feels .. that we will have nO problem with diversi~y if we
11, ''"' with just,~STOYsl especially if we ese the last two years to
. ,', ,:,,-.ft-. i , . ,This" would relieve t:.s of the prabler:! of selection. He
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go
do
also
"felt th€!"polltical 'problems of NBA and AFT would be alleviated'
Since, they.help select the TOY and are sponsors of the program,
they should support idea. Problem in the past was that ECS was
viewed as too political. TOY program not so. Well respected.
Also many-other ~pq~sors of the
leverage back in the states.
Could
Ufi~e
progra~
would help buy use some
Christa McAuliffe Teache!:'s if needed additional
teachers.
What about mOys gO,ing back to 1980?
If we invited last two years TOYs would be 110.
maybe will get 90 who can come .
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Cut of that
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NOTES FROM CONVERSATION WITH DARLENE PIERCE - 5/10/93
Select teachers by asking
the~
to respond to questionaire.
-How do you see replicating this in your state?
-Whom would yOll identify as a mentor/f~nding source?
~How might this benefit teachers in your state?
You have two focuses:
-Substantive
'. P.R. Stamp of approval
In
197a~1979
Mary Berry brought in TCYs.
At end of: two days make plan to go back
regions to 'plan for this,
Check on that program.
~o
States.
Split. up by
Need to have regional people at forum.
John Cooke - Nov. 15-16
65th birthday.
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Disney Teachers_ announced on Mickey's
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NOTES ON MEETING WITH KEN MELLEY - 6/15/93
Had a very successful meeting wit:: Ke:': Melley. Got off to a
shakey star:: when he asked me why I had chosen to start off with
a Thomas Kean quote. He had a bias against Kean because of past
dealings. Kean so~etines said things he loved, but o=ten did
not. Kean is a strong supporter of private school choice.
But af~er I explained ny connection with the Teacher Renaissance
Working Party, things went smoc~hly.
Ke~
had
ma~y
good suggestio:':s for me.
I r;eed to meet: with Barbara Jean Yentzer (he called he B,J.l and
They.are ::.he ones who are '.Jp~to-date in all of the
Ga:r:y Watts.
reform projects NEA is invOlved in. He also mentioned DOnna
Rhodes of the National Foundation.for the Improvement 'of
Education as an excellent persa:: to speak to. The Foundation
receives money from private cooperations to fund innovative
projects. It is housed in NEA,
7he NEA Learning Labs are also projects I
sho~ld
look
i~to.
The most int.eresting tr.ing "he ta:"ked about is a partnership that
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NEA has
en~ered
into wlth
tne
Learni~g
Ctannel.
It is called
"Teacher T.V." Every SundaY:nlght·at 6:00 p.m. they have a half
hour program for t!=ach~Fs ,.~bou,t~ t+?aching "., It has the poteatia:"
to be a wonderful staff development program. They go out to
re:orm sites and film+<:eachers,~,'ta:king about their effcrts, etc.
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Learning Chan:1el want~-~EA me:nbe:::"s to begin demanding that local
cable station ge~ hooked up to the Learning Cp~nnel. Barbie
Helstead-Worell heads up the Learuing ..9hannel/NEA Partnership .
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·As far as associaticn meeti:::gs that would have the greatest
outreach ::0 teachers, he mentioned that their national convention
meets eve:::"' a !:otal of 8 days. 1'he early days are devoted to
:'nstructional programs, the co::cludin9~d~ys are devo~ed to
electing ::heir representatives and endor:;illg' POI'ltical
candidates.
However, he suggested that S:ate Conventions might be a real
leverage poi~t. especially in states that require that teachers
attend the convention if they get paid fo~ the day.
He mentioned
tha~ ~ew Jersey and Iowa were twO scates where attenda~ce is
o::ten 50,000+.
Computer network that NEA is about to announce co members sounds
l":ke a potent""ial source for us to tap for i:rur,ediace feedba::::::k fraIT:
teachers. America On Linel NEA On Line. Members will pay $5 a
mo;:th fo:;:,' bei:1g on line. They will be able to "talk to" one
another and to access informa.tion. NEA is thinking about putting
the White House Bulle~in O~ line for ~embe~s as well as something
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cal:ed Report Card which is a comp:ling and conciensing of
ar:.icles dealing with ed1.lca:ion each week.
Ken recommended Teacher Interns for the Regional Labs.
What a
wonderful way to force the labs'to get involved in projects that
will help teachers.
Recommenced that if we had to go to Nove:tiber for the Teacher
Forum should do it during American Education week. Great idea!
I did share with him the Goals 2000 Teacher Forum informaCion,
including the selection process for the teacher participants. He
had no problems with that. He will said he didn't t·hink the:.::e
would be any problem with NEA endorsing the Forum. St:ggested I
include the National PTA in my adviso~ committee.
NEA people will be gone t:.ntil July 7 involved with the~r
convention i1:! San Fra~ci'sco( but ~f I needed to :ax them
inforreatior. about the selection guidelines for the second
teacher, that would be no
One down, one to gO!
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proble~.
So far so good.
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NOTES FROM MEETING WITH BELLA ROSENBERG - JUNE 23, , •• 3
The meeting went well~ Bella is the type of person who tells it
like it is, but she is reasonable and very bri9ht~ We had a very
900d discussion beginning with my attendance at the National
Board of Professional Teaching Standards Forum. I did not know
that it was Al Shanker's idea which he mentioned in a National
Press Club speech in which the Carnegie people were present.
Because I supported the idea and because I keyed in on some
tension between those who think all teachers should be able to be
board certified,and those who think it ,is only for the very
accomplished teacher, I think I was off to a good start. By the
way, Bella alluded to the fact that, the tension was the result of
NEA not being ready to accept that -not all teachers are the same.
They still are fighting distinctions, especially if it is tied to
different pay~ Interesting.
She gave me several suggestions~ First, QUest is not a pro9ram,
it is a conference that takes place every other year. It stands
for Quality Education standards in Teaching. On the off years
they have their political conference, but Quest is the one that
focuses on professional practice.
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A better source for reform efforts of AFT,Would'be'ERD,·tbe
Educational. Research and Dissemination' progr'am.. "'They "are in 100
sites. They also have' a very innovative math program called
Thinking Mathematics.
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She told me that AFT people prefer. to be,'ca-l'1ed "unfons# sO that I
should not use the term association in my document oecause that
makes some of them bristle.
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To talk about Quest I should contact Eugenia
Marcia Berger - 879-4460 .
~imbell
- 879-4463
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Bella also recommended that we develop strategies to talk with
ordinary teachers. So much.of what I wrote up was for
outstanding teachers and those actively involved in reform. --""
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She also recommended that we use a programmatic focus to our
input sessions. For example, how can we rna~e Chapter 1 more
effective.
Beth Bader should be contacted by OBERS to talk about teachers
feelings/frustrations about inclusion.
SU9gested I get advice on· how to do focus groups from Peter
~
Rart~
Suggested ED needs to g~t teacherd~involved in bow we sbould
steer higher ed to shape teacher ed programs. This would be a
very meaningful and much needed service the feds CQuld perform..
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Don't just focus on reform.
Look at ongoing programs.
For the forum she recommended the aqenda shou1d deal with
somethin9' concrete/real that we are really grappling with~ For
example, we know Ch. 1 must change dramatically, but what shape
should it take. How are we going to implement Goals 2000, etc.
Finally, roy real victory. When we got to the Teacher Forum. She
keyed in on the political problem of the selection of
'i~ediately
teachers.
When I told her the plan we had. She thought a moment
and then she said, "I like that!" BOy ~as I happy.
8el1a offered to be a sounding board for anything I needed to run
past her before it goes out to teachers or others. She said she
would tell me the real political problems, not necessarily that
'she condoned the behavior t 'etc.
I appreciated her candor and I
think she will be a real help to l1',e .
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NOTES FROM CONVERSATION WITH JON QOAM - JUNE 28, 1993
Jon had several goed suggestions for me. First he felt it'was
important to include AACTE in the list of organizations that we
contact~
Teacher, trainers are otten leading the cbarqe in
states. After aIlE that's who I went to.
He felt that the discussions right now with the organizations
should merely be one of information. We should keep them
informed about what we are doing. Perhaps they could give us a.
mailing list of state level people who we should keep informed
and who could help teachers back home.
Keeping the Chiefs and other informed all along 'the way is the
best thing we can do at this point. Their support and
endorse~ent will be really meaning;ess he felt#
,.
We 'can tell them we are modelinq at the federal level how they
can work with teachers in their statos. Need to be sure in our
language that we qive credit to those states that'are already,
doing somethinq with teacbers like South Carolina, Georgia, and,
Florida. Need to say something along 'the lines that we will hope
the Goals 2000 Teacher Forum will help further the efforts" that
are already being undertaken in some states.
We should CC all state coordinators of TOY proqram. They might, .
bo natural allies in the teacher's efforts to get something'~~ ~ "":~}' r","
going.
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As far as the agenda for the forum, goos.' -'I,I~ we.lre
about reform, we better damn well model it .. tI,
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qoi~,g to_.ta:pc~.;.rl "_:'1'1:'':'(;'
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In his conference with teachers and principals, they used one
large ballroom. ' People were seated in rounds 6f eight. They
were grouped regionally. Did not use talking heads.
,Speakers were told that they were teachers~ Brought in two team
teachers who were told they had 90 minutes to teach a qroup of
out~;;tanc'ling t'eachers and principals.
They insisted on
interactive discussions. Told the Ifteache'rs" they were to model
the best you know about teaching. Limit talking to group to
about 20 minutes.
suggested display area for teaohers to exhibit. Many of these
teachers are involved in innovative programs like the South
Carolina Teacher Forum, Golden Apple Academies/Business
Partnerships in Florida, etc. Give them an opportunity to share
this material with other teachers_
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New Hampshire and New York---Teacher Forum is now Tea;;;.her's
Speaker's Bureau~
In all states except Alaska and Minnesota, the TOY program is
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handled through the Department of Education which is seen as non
partisan. In Alaska and Minnesota it is contracted out to the
Education Association with less than satisfactory results.
How can these organizations aupport the. teachers wben they qo
back when they haven't over seen a teacher's forum? That's why
Jon feels the 'best thing we can do is just keep them informed.
Perhaps he is right.
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CONVERSATION WITH VIRGINIA ROACH OF NASBE . 7/7/93
Had c.. very good discussion with Virg::.nia. She was ~",-e::y intr:gue:,j
w::..th ou~ w:-..ole !:cr:.:m .idea since NASBE is trving to hold foc'J.s
. groups wi~h teachers. S:te 'felt :'t was the first group speci-fically
formed
to
try
to connect
<:eachers and policy makers- --a
professional society for teachers that. focuses en irepacti:::g policy,
Like many others, she especially liked the idea of li!1king teachers
d~re8tly
t8 po:icy makers without going through the filter of the
unions,
The closer you get to the c-lass=-oolit
people are. They tell it like it is.
COliC:: I;:;ach '-:.::ing they say.
t
~ore
brutally honest the
Have not bee:: co::ditioned to
NASBE has actually had fororr,s at annual ;::onference in which they
have invited teacher to sit down with board me..tlbers.
NJI.sBE has
found these very ,beneficial.
In fact, Virg-=-nia felt NASBE would be very interested in he:'..p:"ng
teachers to se:: up :cr~:ns back harr,e.
Offerred to have each
executive director i:;. thei::: orga:::iza::::'or;. designate a liaison to the
teache-rs who would help them set :..:.p sorr.eth:"ng back home,
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In October KASBR has their annual conference. Was :rr:ore thaY! happy
to shace with merrbers our pla::s and elicit their support.
,,:,~
VircrLni'B, recornmenned we videotape' the conversations with teacher','
and""ed'it them. This could be shown at annual co::ferences and wculd
'hel'';): teacher show what they want to do at the state 1 eve: ,
o/.~
:; "l1~' ;1"/.;·~>~ ~ : /"1>: j ~'.. ;, ,"
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Suggested we provide sorr,;:; speci::ic yet general things to teachers
before they come such as:
-How tave yo;; been impacted by federally initiated
pasc?
ref~:::rr,s
-].. :: t:te
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-How ace current s::.ate iniatives i:npact:ng yeu?
~What
can't?
would you...~.~,i.)J;;:e to .., char,;;!,e in your classrooIT"
b;.::; feel you.
ED needs to. provide speci~ic description of why we want tO,have
forUrt1s.
Need to stress that for1..U'!1 is to be positive.
It's an
oppo~t::.:nity
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for professionals to give feedback tc :.te
sys~em.
In goi~g back to the Etate, we need to provide the teachers so~e
structure, Exactly what do we expect the~ :0 do? Why do we war.t
them to meet? Wo'10 should be invo:ved? How often should they meet?
Suggested chac state boards could pro:.Jide suppo::t.
They are
interested in doing this.
Virginia suggested I check
O'J.t
the publication Together We
.C~n.
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ED needs to make it clear that :'ea~her Forum is just one piece of
our teacher development agenda. Should tie it t.o NBPTS, OERI, etc.
As teachers hopefully start making their own professional
d,eveloprnent plans, teacher forum could be linked to this.
Virginia offered to have a letter frov.! KIiSEE go out to merrbers
endo~sing the forum.
Asking them to support it. Send let:ers to
chai!"s and then ask for a liaison for this. Would give t.he naITte to
the tea=~ersw·~need one ~onth lead time.
Should be a letter froF.! the Secretary to the Executive Director
asking his help.
Then NASBE would send along that letter with a
cover letter to state bQ.3.rds, '.
Virginia saw this as·a win/win ·situation for NASBE---High
visibility and they would prove that they are 30t teacher bashers.
I need Co get back to Virgi::ia on tirr.eli::.e.
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CONVERSATION WITH LOU RHODES OF AASA • 7/8/93
I did not have a good fBeli:1g aboat this meeting. Lou juSt kept
he did not really understand what ~hese ~eachers were going
to do when tr.ey got back home. My description of what happe~ed iJ
South Caroli::a did :10~ satisfy him. He offered litt
help beyond
sayi~g
simply giving us :;he name and addresses of their cheir affliates in
each state.
He rrade:he quesc.:on what I'm doing.
in chinking :;hat
wha~
: did
i~
Maybe I am ,being totally naive
SC can be duplicated.
I really had
a hard time saying what I wanted thelT'. to do. 'Yo a certain extent
I don t t think it's appropriate for me to ::.:::y to s::ape what happens
in each state.
For each state it will be different.
But I still
feel uneasy about the ""hole .t'hing and Lou's doubts,
He also kept implying if·...,e :-ea:'ly wanted to be systemic, we needed
to have all the players involved in the forwr,. 3:...:.:: if fo~ 110 other
,.:ceaso::: than symbolism,
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I want to keep it a teacher's '::cr'J.m.
Lou felt it was a shan'.€ we were focusing on teachers, not teaching.
Felt that part of the problem in education, is that people are
totally disconnected and don't really unde:-:stand hew they. all are
workin£ on teaching, In fact suggested a pa~el wit~ the naticna:
TOY, national superintendent',· of the year, and tt:e na::iona:'
principal of the year who would discuss the role of principal as
.
teacher, superintendent .as teacher, etc .
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Felt that it was critical· for us to give the teachers a visio~ of
how districts I can, . .work '.i"n-,.whTch."all educators are partners.
N.t.!st
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give them something
t",j 'I!:::;;:~J\.
toward upon their return.
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Doesn't help to just go back home and say listen to me; give me
power. ?hae doesn'e work. Therefore, we peed to equip them with
a vision.
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'Suggested vertical teams tha:: are bei.ng used in Iowa called
Continuous Instructional Improvement Tea.ms. Ttey ::neet on school
time~ ~ -6 ho~rs each month to work together to solve problems.
Very
powerful. They dpn't get into issues o-.c-:vho,makcs dec~sions. Deal
with solving problems.
Lou
suggested
that
the
teachers
contact
AASA
executive
di:::ector/president in each state before they go to the forurr.. Good
strategy. Tell them they are going and would like to share with
them the res',;lts of the forum; progress that comes out of t.he
forum.
I asked Lou to send out in newsletter info that. we are hosting a
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forum.
Lou suggested we get a list of former TOYs going back 5-10 years so
that forum participants would be able to contact them beforeha!1d
and le:: them. know about forum.
Might want to sh.are su~ey
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questions with them.
These people would also be an automatic
kindred spirit who rdght: be elicited 1::0 help teachers.
I need to get Jon Quam to give
fr,B
this info.
Over and over Lou stressed that teachers must go back heme and
recognize that they work in a system! I like the booklet: he sent
me on systems literacy. tt might be nice to have them read that
before th€y come.
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CONVERSATION JIM REx - 7/14/93
I tried to get Jim to
re~reate
how we set up
t~e
first
:oru~.
Some of his recollections co~tradic~ed with Jehn Norton's and my
memories but.r hope t~is will help sert th~cu9h the process.
Jim r-..ad gotten some money to' ca:::ry ou'.: some projects that would
e~hance and ~mprove the BIA,
Had a great deal of f:exibility co
use that money. Teacher forum idea was perfect---annual forum for
teachers which attempts to affect policy issues.
lnvited policymakers to listen# not make speeches.
very clear.
Made t,b!s
Really stressed that to the people he invited,
He
invited the Governor, Chair of Education Committee in both the
House and the' Senate,
Sent letters to the Superintendent, principal, and teacher asking
for release from "the classroom. Offered to pay IT,i2-eagel meals
/'::"'odg':'ng. There was an u:1spaken agreerr,e:::t :t..at Wir.:txop wou:'d
pay for the subs~it~tes if a district questioned this. but it was
not offerred.
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Like model that affliates with higher ed institution so ~hat it
gets out of the political area of the Governor's Office and the
(However ,'·.support . for it must: be
State Department of Education.
remain constant, 'even when the dean leaves,· etc :'. ~ T. Dozier)
Add leadership of unions to panel that teacher" s make
presentation to.
Great idea. Jim and.i'discussed che
frustration we faced as active "nion :people"'that::che unions did
not deal with the professional issues;- I~ ?his 'could ',force therr, to
beoin to l~ste~ :0 their Own merrbershio on a level :~at goes
beyond contract issues.
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NOTES ON CONVERSATION WITH JIM VIVIAN OF THE YALE/NEW HAVEN
TEACHING INSTITUTE - 7/15/93
H&d a wonderful ·co:.:versation with Jim Vivia:1, except he was so
soft~spokert ~ really had to strain to hear him.
I've always beer.
amazed at the people who lack passion when they talk about their
l'i£e s work 1 But, it was obvious that what is happening at Yale is
exciting and a madel for ot~e~ s~ch collaborative efforts.
I
The key to making it work, though, is paying people for their time
and talents. Professors are paid for teaching the instit~tes, just
as they would be for other courses in the sum:":ler.
The teacher
fellows get. a $1000.00 stipend and college credit.
whole
enterprise
if we
professors
ask
community service concept.
to do
RIt demeans the
it purely out of
Need to value their work.
I)
Basically a two-co:..:rse load ,:S considered full~time in the surruner.
Therefore, the inetit:..:.:es co'c.nt as 'one course or a half load.
From the beginning an effort was made :0 rrake the institute an
group. Only tenured professors of high sta:::.1S within Arts
and Science are invited to conduct ::he seminars.
In addition,
these seminars focus on producing a product that wi~l be used ~n
schools. So these are not typical lecture courses. The profs,rrust
rethink their conte:lt and figure out: how best to ::each i.t ,to high
school st.udents. This had led them to really grow.
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In answer to my question of 'how the profs had changeq.,:,-!_imi..f,el,t.
they had improved their research-· tr;s i:tstitut.es ,q:;!=en J_9!Ce,Q" ~hem
to stt:dy areas they would ~ot~ ordina.ri:'y do", :,i", ;nJ'~9~i~J9~'. ,,-,it
helped them to think about the real application'~of-' ,t:.neir. ,re~,earch;
However, there is not an emphasis on switching roles like in a PuS.
The ideas behind the institute is that each group (profs and
teachers) have strengths and they bring these strengths together in
a 'cornrnon effor':.---to iI':1.p!:"ove education in public schools.
Jim said they would be willing to look into placing lesson plans
and curriculum units developed in the institutes in ~SKEric. I am
just so frustrated that great ideas don't seeal to find a way to get
into teachers hands.
Yale is so committed to t.he Institute that they a~e see,>{~ng
penral:en:: endowmen::. for the effort.. This is very significa::t as it
is seen as clearly part. of the mission of the university now.
goverr:u:nent create incentives for
This would allow building
institutional capacity. What ~appens now is that stipulations are
placed on funds sO that they can't be used irt endowrnents_ They
must be spent totally each year a!1d this leag.s.. to a situation where
a good project is constantly seeking funding ins':.eac of improving
its efforts. This rrakes perfect sense to me.
Jim
l:ecom.1lended
::he
federal
allowing funds to be used as endowments.
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Ji:n felt strongly that to in.stitutionalize change,
there :nust be
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inst.itution cost~sharing. The institution can' t ju~t the, outside
funding to c·ontinue the project.
Must engage ~n maJor cost
sharing.
Yale contributes $550,000 to institute and New Haven
public schools contributes $25,000.
Signals a :::eal commitment.
This inve$tme~t on the part of Yale does not include indirect costs
like sec~eta=ial help, -space, equipment, etc.
Jim
poin~ed
out
a~ excelle~t poi~t.
Federal government must model
systemic approach in all agencies. For example, NSF, NEB, ED, and
others all have professional development programs f each with
different requirements. This fragmented effort sends mixed signals
and more importantly, leads to reduction of effort. Schools cannot
combine funds to have a really significant impact.
wan:.~d us to support full funding of 'I"'itle V,
I incicated out
problen witb Title V and probably went too far in basical:'y telling
him there was very
ttle chance that we would s'J.pport it.
I
probably should have jus~ kept my mouth shut. ·1 later indicated
that thece .may be sow.€! hope if Title V were rewritten.
JiM
About ioo schools follow the New Haven/Yale model, but Jim did not
know how many have lasted.
Yale':"s really not interested in
fra!1chising the model because he does:1' t feel it reall y can be
fra::chised.
Part of what. makes it work .is that teachers have
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shaped ':"c.
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I want Yale/New Haven Teachers Institute as one of our models for
the Teacher Forum. I found it interesting' that Yale does not' al:~:)'.... "
any other. dist:rict: to participate fn the Institute, des.pi~e· tI:~'::
fact that :they have had p:::,essu::::,e to -de se. -. '.New"Haven teachers·,see i l,>.r-j'
this as a real benefit of working in the district. '65% ~'of',:tlie \.':.L~' ';',,;'
teachers who have gone throught the i~stitute have remained in the ,.:.
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distr:'ct. Originally Yale worried' that: the institute would· be a"
springboard to leaving the district, but that: hasn't happened,
perhaps because they have refused to expand the institute to other
districts.
is going to get back to me with' some principles for
professional development based on the experience of the Yale/New
Jim
Ha1!en Teachers Institute."
He also mentioned a
journal that is
being 'developed that will be about the collaborative development of
teachers and curriculurn~~-may call it On Common GRound. Will be
the firs:: time teachers and higher ad folks would be interacting on
a :::-egular basis.
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NOTES ON CONVERSATION WITH DARLENE PIERCE· SEPTEMBER 7, ~993
Darlene called ane rea:::::ed to the new- draft agenda.
good s'J.ggestions and conti:1'..:.es to be my cC:1science.
She had
,so~e
She expressed concern that Sessions A and B were shaping up to he
too much of the bureaucracy talking. All four of those major
topics cnrr-f with them a g=eat deal cf baggage in ;:he minds of
teachers. she thought our emphasis was to give teachers a vision
of what they can do to effect refo~.
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I explained to her t:-:'at in each of :l::.ese sessions we remain true
to :~e fo:lowing criteria:
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(1) Must be teacher led or p~ovice tea=hers with a strong
teacher leadership role
(2) Muse focus on i~nroving teaching and learning
(3) Must be 'an exarr,pie '::hat is not- so u'nique that teacr:.ers feel
it cannot happen in their state/area
(4) Sessions must be interactive and focus on how teachers were
and can be involved in the effort (Look at the process that
was used to involVe tea<;hers)
{S) Mus;: show how this effor:. is or can be conne(;ted with the
standards setting process that is taking place i~ the
country (Gaynor, is th.is really what we want? I w:::o::e this
down from our planning committee meeting but I'm not
convinced that this is wise. I think criteria #2 addresses
this in a way that does not require us to get into the
controversy of national s::andards. What: ' s your sense? l
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We want to make st.:.re that the presenters not only "te~l.,what is·
going on in each of tbese areas, but talk about the .process by
which teachers became involved and assumed a leadership role. I
think this is critical to re:naining tL'\.:e to our attempt: to
provide teachers with a vision of what can happen back home~~-how
teachers can become parcne=s in reform efforts.
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Darlene seemed a :'ittle more at ease wi\:h my explanation, bat her
admonit:ion is a good one. FrOffi the very beginiing; the people
here have been pushing me to tell teachers what's going on in
refo:Clil. f)!:forut aro\,:nd the cou:1try~ ~ ~give ther:t an indoctrination
in::o the maj or effcrts. While teachers need to be aware of what:
is going on, I must constantly try to balance that with providing
·teachers the opportunity to be heard as "instructional experts"
and showing them a vision of how teachers can become true
partners and leaders in reform---especially reform that will lead
to the dramatic improvement of teachi3g and learning. I canr.c~
allow this to be simply an attempt to get teacr.ers on the
bandwagon of supporting ~aticnal standards or any other
administrative initiat~ve. We will only achieve our goals when
we trust teachers~
Darlene felt we had watered down the union issue. She understood
the reasons for it, b\lr: felt . . .e should lay the issue on the
table. It's importa~t to acknowledge the power and role cf
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u.nions. lie cannot deny it a:1d it must be dealt with i: we are
going to really change the role of teachers. However, given who
the panelists are, she felt everyone present WO:.lld understand ::.he
real topic,
::'m torn here, but can live with this compromise
given the strong feelings :hat exist in our
corr~ittee.
Session C was fine but agai!1 we r.eed to constantly remind
ourselves that we are calking about not just a descri.ption of
what is happening in each of :hese examples, but how the char.ges
got i~ place--~the process.
In dealing with the sta.r:ements that teachers will make to po::'icy
makers we :::eed to do two th:'ngs:·
(l) Clearly identify
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the policymakers are.
policymakers imply people en the hill.
Washington
While it would be
:1ic;e to have them listen to what the teachers have to' say,
in this case I think we ~ust say that it is federal
policyw~kers.
(This leads me to realize thak we must have.
the Secretary and some other key people present to liste4 to
this. )
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(2) , Make it clear to teachers how their statements will be used .
.It may be sufficient to simply say chat we will include this
in our document that comes out of the forum that will be
shared ie.cernally within the Departrr,ent and with other
ecucation po:icymakers.
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. ',., _ All good advice from roy :riend who constantly pushes me and makes
'oe' feE!l guil ty. She demands that ! be different, that T Inot. "
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succt:~ to :he bureaucracy, tha:: I not betray teacher,s. ,'T
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sometimes feel a very heavy burden, one that I'm not sure r can
:.\.~.;,.
carry.
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NOTES ON CONVERSATION WITH BOB PALAICH - SEPTEMBER 7,
Had a wonde:::-ful
c6~versat
ion wi th Bob.
~993
He is going to think
through a number of things for me and get back in wr':ting by
Friday, but he shared sone initial thoughts,
.As I expected, there was no atte~t to follow·up and analyze the
reasons for the success or fai':'ure of the ECS forurr.s. Eis sense,
however I
in talking with the teachers and others is that S1..:.ccess
depended on a nunber of thir:gs:
(l} Some teachers
~ever
to approach a large
felt comfortable ar.d/or never knew how
b~reaucracy.
Though ECS provided some
guidance as to who to talk to, ':'t appeared that it"really
depe~ded on how well positioned a teacher was co begin with
(before they attended the for'..lm) as to how able they were to
do something back home.
This does not bode well for those teachers who have not been
used by their states.
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He also felt that the teachers who were successful were
those who. knew. how people fit into the broader state system~
-the' teachers who had a good sense of state structure. both
union and policy structure .
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2 ) Success was also.,dependent _to, a large extent on those states
in which the 'governors were actively involved in the work of
ECS.,.','!'hose goy~rr:ors were more likely to offer to host a
,'''te,:tcners.'lr; eOJ"u..'tL ,', (However,. in my case, I did :::0:: wait: for
: :, " lan' 'invitation,.
However. clear:y Gov. Riley supported t.his
idea .')
(3) Those forums that really made a difference were those that
found an institul;;.iorlal home- ~ -like Souch Carolina"
(Not
really t.hose insti.tuted by t.he governors.)
In fact, in
hindsight, ECS really had not thought through-the real power
of teacher forums. Did not see it as an institucion serving
teachers in the state. Had only wanted to start a
conversation, 9u:::fact:f-sc:me ,:,s:f:ues I ' , provide a process by
which states could get teachers engaged in reform dialogue"
Hadn't really planned on a follow-up. Never thought
serio-..:sly e:::ough about establishing an in::rastr-.lcture that:
would support teachers. Bob is going to think about and get
back to ~e about what is an appropriate level of support for
these ::eacr:e::::s.
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(4) Single perso~"format tha: ECS used was really not ~ealistic.
Need;:c to build a support:. structure, ~eeded to find an
organization that helped to package, think through forums .
It will, be critical for our teachers to begi!1 to build a
support structure 'back horne, Unions may be chat support
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structure'. The danger, cf course, is that it will be
pe::'ceived to be a ur,ion activ:.ty. '
prob~em
This is a
fo~am.
for the SC
We have
:0
drop our
teachers after the firs: year. Need to find money to host
anm;.al meeting of alumni- ~ -need to keep building the base.
(S) Clearly needed people wbo speak the same language.
commc~
vocabulary.
Need a
This is a what we discovered in SC.-
7he
forum realized early on that part of its task was to get its
members up to speed on what was going on in ter.ns of reform
in the state and nation.
Bob recomrr.ended several cases to me of teacher initiated
for1.utls/reform efforts:
(1)
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Seattle- Started teacher forums ,from the.union side. Roger
Erskine from the Seattle Education Association started by
picking 20 teache~s from the district who were considered
outstanding. Began by ir:.viti::.g them to have a conversation
with hi~. Provided materials for them to read. They
started bringing materials themselves. Exchange was really
bac:-c and forth, Has beg'J.n to create a whole !lew
relationship between: 't:he union and teachers centered around
professional issue's "and has also established a new
re:ationship.between the school board a~d un~ons.
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This is a:::. 'interestir;.g';rnodel because it is dene wi:::hin the
union and ':\,ises', cherr.<~as·fa vehicle to begin a professional
dialogue wi:thr.':t·eache·rs·.,~:-
.
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(2) Pat Anderson;:<~ ,Sullivan High School in Chicago
(312) 534~
2000.
Pat is a teacher.
She 'and her prinCipal Bob Brazil
(whom Bob Pa2.aich described as "bizarre tt ) have really led a
Scho~l effort to become parc~of ~he Coalition of Esse~tial
Schools.
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(3) Chuck Bowen
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Broadmore Junior High School (309) 347-700B
Chuck was the alternate from Illinois for the National
Teac~ers I
Forum.
He has receritj,.yl·becon.,:...~ ,a principal b'..tt
could easily identify teachers who have led bottom ..:p
reform,
Bob also suggested we call national networks like che Coalition
of Essential Schocls, NEA'S and AFT's reforrr..prcgrams to identify
teachers who are leaders,
The other focus we may want is to look at places where people
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have taken site-based management and run with the ball. It
should he easy to find teachers there. Possible sites would be:
~ Mia.'TIi
-Rocheste~, NY
-Denver?
-Chicago
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-Philadelohia (Michelle Fine and Jan Surr:nerfield at the school
district office in ?hiladelphia woul'd be good contact people.)
As far as the issue of scancards goes in our agenda, Bob
suggested we address standards from the perspective of: "How do
we agree at a school level of what sta~dards ~ean? How do we
shape this movement that is taking place on the 'natioaal and
state level so that it has meaning for liS. II
Professional Development is also something that Bob thought could
be addressed from the standards perspective. NCTM is really
struggling with what it mea:1S to teach to a standards based
c'..:rriculum. :Sow do we ?repare teachers to do it? nOw de we wo=k
~oge~her
to make this
happe~?
Bob suggested that we balance our "talking to teache~s« by
surveying them about 3-4 things that. they are concerned about in
education or 3~4 barriers to school reform.
II think we need to
stick to our focus of improving teaching and learning.) If we
car: I t do a survey i:1 time perhaps we should do a pho::e survey
with lO~15 teachers to pick up some key issues that the teachers
want addressed at the for~. We cO'Jld :::he:: react to. :::Jose and
set up panel discussio!1s around c:.hose issues. It' s ~:.:npo=tant
that these teachers feel t!"-.at. we;are.",li'steni!1g to them a::d trying
to respond, not just indoctrinating .them.
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Perhaps a nice compromise ,would be to have three interesting
sessions on what is going .ori::.national'ly and three sessions about
what teachers say is importai;lt~~and ,we,. need to address.
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AS' fa'r as' really support:.ng ';:he- '~eachers back hone. We must nake
sure that we p'!':ovide ·teachers wlth':a~ different se:: of tools than
what is going on nacionally or even on the federal level. The
t,roth is they must know the reform environment in which they
live. This is· where the regional labs can 'play a valuable role
in ident:i.fying for the teachers the politicar-'environment in
which they must operate. Bob warned me, however, that I must
make this an explicit charge to the regional labs so that they
understand that part of their role is to lay the political
groundwol:k for the teachers of what is happea:~.".l~ .in tr:ieir '-sta tes"
Help teachers a~swer the question of whether they should try to
work at the state or local level. Identify the key players who
must be engaged. Determine if teacher forums can take place
outside elf the unions, etc_
The teachers are going to neEd some coaching. ECS could be of
some help in doing ::his. It is much easier t.o have a mission to
go out a~d meet w~th t~e Governor (as was the case in the ECS
Teacher Forum) but not so easy to say go o~t and make a
di£ference becaus£!.we know you can, This second goal is much
more important but much more difficult. It requires ::hat we map
out the zpace in which we operate, evaluate strategies in areas
that teachers often don't have experience in, and make things
happen. The tru-th is that teachers will have »to case the joint
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and see what's possible."
~hey
will need help in
doi~g
so.
It's obviously mue:' easier to get peop~e to a meetina and s:-art a
conversation {which is what ECS did) than to sustain support.
I
Bob is going to think about what we can do to sustain that
support:.
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NOTES ON CONVERSATlON WITH BELLA ROSENBERG • SEPTEMBER 10, 1993
Gaynor~~
Talked ivith Bella Rosenberg of AFT today about the ECS Gu.ide for
setting up fon..:ns. She had some very strong feelings about it
and I think for the :nost part she is right on target.
Her overall reaction is
~hat
it is very oydinary.
The section on
how to actually structure for'J:ms and set there up IT.ight be useful
but there was not.hing particularly ,
exciting abo'.!'.: it,
She got, the sense that: if these :eachers were not able to have a
meeting with a person :ike a governor, ECS did not think it was
worthwhile. The truth is ECS envisioned the teacher forums in
t;ha~
way as !' ve already indicated in my notes frotT'. Bob.
The
fact ~s that forums among teachers can be the most powerful
vehicles. That. i:r.. essence is the model that has evolved in SO'.lth
Carolina and fro:n the internal cpnversac ions among teachers,
policyrnakers have begun to take note. Bella felt we should realy
er.ccurage this.
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She rea2.1y l.oathed the section on possible topics for fo:::-u:ns as
just edl~catior:ese gcobly goc. I think she's right. The mOS,t
important thins is to allow the. teachers to. establish the, topics.
but she did suggest that we ·structure t.his ,document -as"we have.
the forum, around Goals 3 and 4. We .need ,tq;be,encourag~.!1g
teachers 'to begin professional conversations, around, the:.~changes
that need to take place for us to meet goals three- ar:.d··four. r
. think w..:i.l!Y of :.he issues you and I have discussed about )10W we
make sense of standards and the very diffe~er.~ types of student
needs chat are out there is one area '.:hat nany of ,these
n conversations n should center around.
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Bella also tho'J.ght that Or! p, 29 where: the document discusses
follow-up it was cri::ical here to let the teachers know that they
must contact.and involve established education groups {in
particular the unions). The teachers need to realize that. those
groups rr,ust be included in any plans made,
..:.~, '! .,
sug~res::ed talk:'ng ':0 Mi1.brey McLaughlin who knows a lot abo"J,t
teacher networks. I:l a sense, o~r teacher forum in 'SC is a
network and thac's what I would :ike to see come out of all of
this. I want whatever is established to be on·going_
'She
•
From my conversation with Bella, it seems like Gaynor we need to
really rework this docurne~t e~tirely to suit our needs, So much
of it is outdated and deals with a cnnr.ept of a forum that is too
limited for our purposes, Have you had a chance to look at it?
Can yeu take a'stab at reworking this document in the
weeks?
Wauld the first of October be a reasonable
~ext
dead~ine
few
to
."
�•
have something we can review together?
Let me know what you think.
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Septerr.ber 7,
19~D
NOTE TO GAINOR MCCOWN
Re: Writers
I have spoken to
o
th~ee:
Anne Lewis ~-- is an education 'reporter and has written
these types of repc~ts and monographs as a result of
~eetings,
Her rate,is
$40~
per day and believes it can be
She lives in the
done from approximately $3,000 to $3,500.
area so no travel expenses
~ill
be required.
Anne has an excellent reputation and
recommended.
o
co~es
highly
I have worked with her and she is very good.,
Bruce Boston
is a professional writer who has been used
by various commissions and the Rand Corporation to write up
".
reeeting sumnaries and reports.
he is
.,
:<'.; •.,
sending·~e
He is also highly
o
,.' .-
-,
His rate is $500 per day and
his estimated costs for
reco~mended .
doi~g
this project.
Linda chain Ke~ney --- is a professional writer and
"
.
ed.ucation reporter who has written nU!nerous reports and
/, " ~ ',:
studies in, education. She has written $u:nmaries of meeting; ;f;b;iJi:"•.
like the Teacher Forum and written. reports for such
~,
organizations as the National Alliance of Eusiness. Her
"
.
rate is $250 per day but she·lives in Florida and would
require travel expenses to attend the meeting. :( have
I
worked with her and she is very good.
All three are available
�•
Roe: First Craft of a Su!:'vey that: 'liou.ld Be Usee
of :he fO::::'.l.ffi.
The following pages,
stayting '....ith the page
t~
Measure: QutCo:1es
enti~le~,
"Natio::.al
Teacher Forum: Evaluation Plan," through the page entitled,
l'Addendum A," are for you to review before tomorrow's Committee
Meeti~g.
The fi~st page is an outl~ne of the overall evaluation
plan t:tat will be used to tr.easure the D...:tComes of the f'orum. The
following pages con~ain a first: draft, of a pre~rorum survey. Each
it~m co~~esponds tc an outcom~.
Addendum A substitutes for section
IV of tte pre-FOr\lm sUr",rey ar.d would be used with the ::::est of ::::'e
su:;:;vey as a pcst~Forui.l survey to be administ..ered right af:e:- ::!--.e
Forum. See you at ::he meeting!
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September 2.
19:33
TO
tl?rry Do::ier
fRO:--;
SUBJECT
Goals 2000 Teacher Forllm
~ork8tlopS
themes sllggest~d for Sessions A and Bare
The pllrposeS. and therefore outcome. I"of t~e
workshops sholild be to :~) inform ~articipants of Federal
I t}link the
~ollr
approp~j;lte.
policies and act!\"ities relati\'e to the ~orkshop topic, (2) li,'e
participll!lt5 ~n o\'erview of activities at the national. State and
local 1e\'e15 relative to tIle topic (paper?', and e31 present a
--model" for participAnt disella.ion.
all workshops follows.
This \,:orkshop might
•
'a
0'
An
exam~le
of the
fQ~mat
for
includ~
presentation on the provisior.s of the Department,:' s
legislative proposals for Goals 2000, Educate America Act and
other I)rogra~s (ESEA and OERI rea~thorizations) that rela~e to
~eacj}i"ng standa::-::s, i-l.:1d examples of' current acti\'ities (!?~ the
FIRST Program's s~pport of curricul\lm committees),
"(?resent"er-- OERI staff person)
.
,
.
..
o
a brief 'summary of .natlonal {other than Feder"all, State
and local activities in the development and implemen:ation of
teacllilll standards.
(Pres.tlter - someone from eSSO?]
o
description (md·'.discussion with participants of a Stat-e
or locnl "model" wi th emphasis on ho-.,.; the standards ~,..ere
developed
l
who was inv9!.yed.
the, role of teachers in the
development of the 'stand'-;;u:ch", pi.'tfa11s and :successes.
(Presenterls) - represenLstive of developers of the modell
.Professiopal Dev.lopmenl
•
. " ...
I think Joycels proposal t!lnt we use teacher research or ~eacher
led inqlliry for ~he content of this workshop is excellent. In my
format, teacher research WOll!d serve as the "model" for
discussion .
�.,'
•
St'BJEC:'- :
r'relll'":J!l,"I.r:- :hot:-ghts on
not0bo...:-k
~he
contents of thE
pn:-~~r'lm
Here are a f.~ laeas abOltt the leneral contents of the noteboo~
for Joree'. and the group's reaction.
Ke did not disCllSB the
size of thii' notebock but t.here shou':"d ·be room for participant.s to
add to it during the forum and after.
Sugles~ed pre-forum
cOntents inc-lnde:
1.
'Forum Agenda
2. Lise of
Participants (names, schools, States I
For~lm
3. Teachers Guide
4.
•
.
List of names cf. principal ED officials and their areas
of responsibility
3.
Copy,or
su~m.ry
of
E~'s
Goals 2000: Educate America
proposal
.' , , '
6,· !Abstracts "of ;.teacher forum models to be discussed in
:'Sess l·on -C-· ·,:'L:,.
/, List of or~anizations that can support teachers' efforts
lif not sent pre.iously)
8.
T~o
or three
profesil~?al
articles.
including "Systems
Li teracy"
.;: will search for articles to propese to the g~oup after next
....: eek., 'If anyone has suggestions, they are welcomed .
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To: National Teachers Forum, Novenber '93
From: Joan Krejci
Re;
Proposed Concurrent Sessions
A. Educational Partnershlps: Strategies for Long·Term Change In Our Schools
Objt~ctives
·~to
increase teachers' awareness of collaboration as a strategy for effecting
refonn: specifically, three types of partners in collahortiv. school r.form; thr••
typ•• of reform focus; and thr•• type. of funding sources (fed.ral, state, privat.).
--to share in.!'ormation on the elements neceSsary for successful collaboration
and pot.ntial b"''l'iers or pitfalls.
The session will consist of a panel. mocerated by someone able to take a
broad vi.w of collaboration. (Example: Daniel W. Merenda, presid.nt and CEO,
National Association of Partners in Education) Participants ';\'Ould receive a brief
overview, in writing, of each of the programs represented on the panel. Panelists'
remarks will center on a) the r.fonn goal. of the partnership; b) how the
collaborative arrangement was established; c) factors involved in successful
collaboration; and d) obstacles to be overcome. The first half· hour would be taken
up with these remarks, with the remaining,45 minutes for interaction 'With
participants, incorporating a~Mion}"!:ex'Wnpl~s andinsighte from participants, and
concluding with guidelines for establishing collaborative partnerships.
•
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r~o:;c .":?- :,,'
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Panelists
1) partnering with the private sector (Examples: Texaco'. program funding
teachers to teach other teachers to' incorporate new technology into classroom
methodology; Paru!J!Onic Foundation'••chool progralll!,l).
2) involving parents/communities (Exampl ..: N.';·York City's Community
Schools and Neighborhood.b....d Initiative with Department of Social
Services...better example would be one in which teachers more prominent! New
York Compact for Learning mod.l district would focUll on..'!overnance, leadership
. , J.,...
<!to._
".
and policy·making on a local I.vel).
.
3) joining with InstitutionB of Higher Education (Examples, th. Professional
Development School model below OR a ouceessM project from the F.l.R.S.T.
colJaborative K·l6 ''Essential Curriculum" competition).
NOTE, This ....ion could aJeo focus on private ...tor collaboration only, witb •
panel including such individuals as Sofie Sa, executive director, Panasonic
Foundation; C. Venn..... Spinner, project manager, Frederick Dougl .... Early
Childhood Developm.nt and Fantily Support Center; representation from Chamber
•
of Commerce, etc.
�•
B. Professional Development Schoo!Jl: Partnering with Higher
Educatio~
Objectives
--to introduce the professional development sl:hool model: its general
approach (as compared to mOTe traditional professional development or teacher
preparation), its usual feat~res. an~ the extect of the current practice.
--to encourage participants to envision 8. professional development school in
their locale 'which enable8 teachers to guide school reform and addresses the needs
they perceive.
--to understand the advantage of viewing pre~service and in-service traini1lg
as one lo:og continuwu it:. meeting the America 2000 goals.
•
The session would introduce the principles for the design of professional
development schools, as outlined in TOMORROW'. SCHOOLS, the report of the
Holmes Group (handing out that report's five-page executive summary). These are
1) teach for understanding sq that students learn for a lifetime; 2) organize the
school and its cl... rooms as a' community of learning; 3) hold these ambItious
learning goals for everybody'. children; 4) teach adults ... well as childt'en; 5)
make reflection and inquiry a central ieature'of the-school; 6) invent a new
" .. ~ '., ,'; ;1,,::1.-.
organizational sturcture for the school,
Rather than a panel of individuals from differe,nt pd8,~a, mini case,study approach
to one succes.ful model would take lhefir.t,h.lfh"ur; 'Cr:vim bring a sununary of
an eXB.mple~wthe West Genesee!Syra.euse t!.nivemty'·Teaehlng Center-to the nen
meeting, but others may know of districts 'di,ihg '"in:tilAr' things elo••r to D,C.)
The emphasis would b. on the joint planning and policy-malting as well as the new
organizational'structures usually created forpde, Participants wo"J<!-, then be given
short exercise in which they imagine the creation of a pd. in their district. These
irn8~ would then serve for the basis of further discussion l in the last 20 minutes
of the difficulties and advantages of such a model
j
One presenter could conceivably facilitate the entire session.
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UNlTED STATES DEPARTMENT OF EDUCATION
OFF1CE
or LEGlSLATlON A.~D CONCRESSlONAL hFYAlRS
November 2, 1993
Honorable Neil Abercrombie
House of Representatives
Washington, DC
20515
Dear Congressman Abercrombie!
I would like to bring to your attention
th~ee
important
conferences the Department of Education is sponsoring in
Washington in,the next few weeks:
the GOALS 2000 Teacher Forum
(November 18-19), the seventh Annual Drug Free School and
communities Conferenoe (Decenber 1-3), and the Magnet
School\Title IV Desegregation Conference (December
,
,.~
8-1~) ..
I'"
.,,-,,{,.~
,
The GOALS 2000 Teacher Forum is the first annu'al' con"fed~nce~ of
•
its kind and has been planned to coincide with America'Education
Week. participants will include 119 outstanding',te'achers .:.- at
least two from each State. as ...w ,ell,.as others" from,.. ,the, V ..S ........."P., ,t._
terr~t~ries and privateEnclose,d tS"tJ+.!!~i~9(:;;'-:-,: .J \;,',
part,lClpants from each State in case you are l.nterested, 'in,
contacting thos-e from
Al thougtil"p~r<t~(c-:i'p~t:i.dfi~f~l.~ ,;' ,
limited to those on the: li'st-;and- Depart:nent~.'of-frci!als·;::--w(f platr to
cirCUlate the results of the forum in
specia1:;repor.t~ following
the event. We hope this initiative, as part of ,~he. Department's
broader effort to reinvent government and make it more
respo~sive, will demonstrate our goal to make teachers partners
in the federal$ state, and local education reform effort. - All of
us, includ':ng the Secretary, believe substantive and successful
school. reform must be engineered in close consultation with these
teachers who work on the front lines of education.'
sc.:hools"
-'your ':area. '
a
•
The next conference~ the Seventh Annual Drug Free School and
Communities Conference, will be held DeceR',ber 1-3 at the
Washington Renaissance Hotel. and is open to all interested
participants~
Since 1986, when Congress passed the Drug-Free
Schools and Com~unities Act, $3.6 billion in federal funding has
been provided to the nation's' Governors as well as state and
local education agencies to facilitate efforts at curbing drug
and alcohol problems among our youth. The upcoming conference
will provide participants an opportunity to learn about the most
currer.t research available and successfu.),.. strategies for dealing
with these problems. You may refer inquiries about the
conference to (301) 565-~048.
�,[10/03/00]
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[ElemCnhlf)' School Principals A\vard Ceremony], [Washlngl<Hl, DC]
Page 1 of J
Speeches and Testimony
Contact: Roberta Heine (202) 40 J~
3026
Remarks as prepared for delivery by
U.S. Secretary of Education Richard W, Riley
National Association of Elementary
School Principals
National Distinguished Principals Awards Ceremony
Washington, D,C,
October 6, 2000
Thank you, Rich Barbacene.
••
Tonight, we are honoring the outstanding work of i~dividual
principals and highlighting the importance of good school.. ": ,. •' ... "...
leadership. I am proud that the U.S. Department of Education .
r , ,.
..~" ~<
continues to be a cosponsor of the National Distinguished, '
Principals Program. And I am grateful to OUf corporate parlner; Me" ,., .' •.
Variable Annuity Life Insura'nce\C6mp~'r1Y"
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I also want to take a m'oment to~acknowledge wtiatlsee:·a's:~fvery. ,~f::j1~:! I~r
positive addition to the pro'g'ra'm tlij!(yea~r: the decisioii:tcUnclude,-'I">'·t:! ,,::~,:.
those who serve in middle schools,
. ' .. ' .,... ".,," " " :'."". '. .'
NAESP is well represented at the Department of Education.
Carole Kennedy, a former NAESP president is my current
principal-in-residence and adviser on school leadership. Her.
advice for this speech was simple: "Tell a story about your
grandchildren."
V\>ltM 11 "ta:ented" grandchildren, I have a personal stake in the
future of education. And tonight, before an audience of National
Distinguished Principals, I am optimistic about the education of my
grandchildren and their generation because of everything you are
doing to provide a quality education for every child.
•
,
.,"!
In order to reach that goal, we will need to change the way we
think about school leadership. Being a principal is more
demanding and more challenging than ever befule, I know that
each of you works hard to meet these challenges. which include a
more diverse student population, higher learning standards fo' all
students, and increased pressure to hold schools accountable for'
h:tp:!Iwww.ed.goviSpeeches/IO-2()OO/OOIOO6.html
1117100
�, [10/03100] -- [Elementary School Principals Award Ceremony], [Washington, DC]
Page 2 of3
student achievement.
•
But there are not enough of you to go around, Too many sChools
struggle to recruit and retain good school leaders, You became
principals to work with teachers, to improve instruction, to raise
student achievement, and to lead schools that are accountable for
results. Unfortunately, too many principals don't have time to do
anything but their administrative tasks,
So if we are going to address the shortage of principals, we need
to redefine your role and allow you to have a greater impact. I am
convinced that if being a principal meant being fully engaged in
improving teaching and learning, then we would be one step
closer to easing the shortage, A principal who attended our
summit in Juty described the problem this way: "Those close
enough to be interested in the job are also close enough to be
discouraged by it." By the way, I hope you all will attend the
Department's Principal Summit next year.
I am heartened that the issue of school leadership is beginning \0
attract attention, And the reason for the attention is clear: Other
schoot reform efforts-reducing class size, focusing on early
reading. providing teaming opportunities for younger children, ano
expanding after-school and summer school programs for
students-will never be fully successful without effective school
leadership,
. '-,
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We need you, as National Distinguished Principals, to be leaders
'", '''_
not only in your schools and communities; ~i..J(~lso at the natior1i3f :,,:~'~·~.].'<r :,~r.y
i!,',
level. We need you to support nationwlde·effofts'to improve'our' _~'~:-l:'-t~(l:.'
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schools and to attract and hold on to good principals, Let me t e l l
you about three ways that you can expand your role.
First, don't be shy or modest about spreading the word about the
successes at your schools, You received this award because you
are doing good things, You will have an even greater impact if you
assist other schools in emulating your success,
Second, I urge you to consider applying for advanced certification.
NAESP is working with the associations for secondary school
principats and school administrators to create the American Board
for Leadership in Education, or ABLE The Board will establish
advanced certification for experienced school teaders who meet
high and rigorous standards, lMlen ABLE is up and running, I
hope you will be among the first to become certified,
•
My third and final challenge to you is to pay attention to the'"-"
current negotiations over the federal education budget. You can
help us make sure that it includes funds:
hl tp://\\ww.cd .gov/Speeches!l O<WOOiOO; 006.hlml
1117100
�.~[ 1O/03!OOl-~
[Elementary School Principals Award Ceremony], [\Vashinglon, DC]
Page 3 of)
c for 100,000 new teachers to reduce class size in the
early grades,
•
o for recruiting and better preparing teachers,
o for mentoring of disadvantaged middle school
students,
o for covering more of IDEA expenses, and
o for expanding after-school and summer school
opportunities.
Also, you can help us make sure the education budget reflects the
crjtjca~ importance of good school leadership. We have requested
$40 million for a new initiative, the School Leadership Institutes.
The initiative would create some 20 state or regional centers that
could train as many as 10,000 current or prospective school
administrators.
tf Congress will include funding for this crucial project in the
budget. and if the School Leadership Institutes work as well as I
think they will, we can begin to consider forming a National
Academy for School Leadership. We might call it a West Point for
principals and superinte~dents.
,.
We need to address the shortage of principals. and we need to
invest in better training and professional development'" for school ,
'I ",
leaders. A National Academy for School Leadership could help:us
meet both of these objectives.
,
_.
"
I know that I have urged you to take on even more responsibility,.·
and I know that;s a'lot to ask. So for the rest of tonight. I hope you
wrll allow yourselves to enjoy your award. Congratulations to each
of you on being named a National Distinguished Principal. Thank
you for your service to your students. your community. and our
,entire nation. Thank you very much.
',' ...
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I R6tUln:'0 Speeches..and
Testimony page;
EI E~
Last Updated - [10105100] (!i.ll!J
•
hnp:!I\.,.'VlW.cd,gov!Spceches! 1O~ 2000/00! 006.html
I t/7/00
:
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�To provide leadership to
,
achieve full integration and
participation in society of
.
people with disabilities by
.... '.~>,:. ;·'¢.nsuring
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equ:a/ opportunity .
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and access to and excellence
'. ,
in edu.cati()n, employment,
',",
...
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,
and community living.
�To Increase OSERS' Organizational Capacity
To Promote Successful Outcomes For
Individuals With Disabilities
OBJECTIVE 1.1 TO IMPROVE COMMUNICATION.
The focus of this objecti".'c is on increasing the visibility of OSERS'
national leadership ~- our vision, goals and priorities., and expectations
for nati~nal outcomes. Activities shQuld increase awareness through
effective marketing and public relations.
OBJECTIVE 1.2 TO IMPROVE DISSEMINATION AND UTILIZATION.
This includes promoting the development and utilization of
knowlt.-dge, information and effl"Ctive practices thrOUgh research
syntheses, marketing, te<:hnology utilization, and technical assistance.
. '.
, '
k,OBJECTlVE1.3 TO BUILD STAFF CAPACITY.
-,
This includes focusing on staff development, increasing workfolX.-e
.
I '). i j,d~versity, i,mproving hiring practiceS, and effectively using technology
': ;: "in the workpmce.
r "..
"
This incluc~.s establishing a systematic OSERS·wide process for
coordinated planning and budget development and development of an
OSERS Management Informalion System (MIS).
.,. ,
OBJECTIVE 1.5 TO ANALYZE THE IMPLICATIONS FOR DISABILITY
PUBL IC POLICY OF TRENDS IN EDUCATION,
EMPLOYMENT, AND THE ECONOMY.
This includes developing the capacity to: predict demographic,
economic, health care, lahor market and other trends; collect and
analyze disability data; and develop public policy strategies to
improve outcomes for individuals with disabilities.
�To Integrate Disability Issues and Ensure
Participation ofIndividuals with Disabilities at
the National, State, and Local Level
OBJECTIVE 2.1 TO ENSURE DISABILITY ISSUES ARE
,
INCORPORATED IN NATIONAL PUBLIC POLICY.
'
This includes education, employment, and science and technology
policy; and requires intra and interagency collaboration and
partnersbips.
OBJECTIVE 2.2 TO INCLUDE INDIVIDUALS WITH DISABILITIES IN
PROGRAMS AND SERVICES.
This jncludes integrating persOns with disabilities in services and
programs reblting io education (including state. wide assessment'i),
training~ emp.loy~t, imd',community living at all levels, including
.: i~t.~~~t~q~fl~· " ;,
OBJECTIVE 2:3":rO ENSURE'MEASURES RELATED TO DISABILITY
'<
"
•- ,
i_tPOPULATlONSARE INCLUDED IN ALL
::/~1fqt'APPROPRIATE DATA COLLECTION EFFORTS AND
,
,,,
,:.ASSESSMENTS.
This would require that measure."I related to disability populations are
included in data collection.and assessments efforts such 3S the
national Ccnsus~ NHIS, Labo:c'Statistics, NAEP, WHO, etc.
j
OBJECTIVE 2.4 TO DEVELOP LEADEF.§HIP CAPAC!TY OF DISABLED
INDIVIDUALS.
',' ,
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Efforls to develop leadership capacity would focus on enabling
individuals with disabiUUes from dh'crse linguistic and cultural
backgrounds to provide leadership in public policy at all levels.
�•
Improve Employment Outcomes for
Individuals with Disabilities
OBJECTIVE 3.1 TO REMOVE BARRIERS TO EMPLOYMENT.
This will require collaboration with appropriate agencies to address
di.,incentiv,:s inherent in h~~.th care policy, income support policy
and tranSportation policy as well as improving implementation of civil
rightS policy. Special emphasis should be placed on aclive
collabo~tiori with tbe President;s Task Force on Employment of
Adults with Disabilities.
OBJECTIVE 3.2 TO INCREASE ACCESS THROUGH TECHNOLOGY.
Thi.~ in<;:~udes increas~g ac;cessto appropriate-~ectmology
at the
individual and systems levels with a focus
uIDversal design,
development of as~istive'
and the enhancement of
on
technoJogies,
assistive ie'chhoiogy:~~~iCe'deli~erv svstems."'
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OBJECTIVE 3.3 TO FACILITATE'TRANSITIONS FROM EDUCATION TO
'WORK• ,,;tv+n,., ,.::.•'...... , ~l'"t"".. :f"~·· ~ ,-" .. ~~.~. , ."
-~
.•.•.
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This includes deveJopiri'g!efft.>etivc·edueatio"nal and training strategies,
serv~c~; a~d'suppo,.r1~'~I;~:~O",~;trY ,~~~,postsecondary levels to.
facilitate the .ra.~s.~~L~nf~~:~!.!>"t<~~..1!~tional settings to~ as appropriate,
postsecondary education vocational'rehabilitation, and employment.
OBJECTIVE 3.4 TO PROMOTE SCHOOL COMPLETION"
This includes increasing the number and percentage of students witb
disabilities exiting school and postsecondary education who graduate
with a diploma or certificate, and decreasing the:ilUmber an~i
.
percentage of students w~o drop out of school.
,,,.'"
�
Dublin Core
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Title
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Clinton Administration History Project
Creator
An entity primarily responsible for making the resource
Cinton Administration History Project
Council of Economic Advisers
Department of Commerce
Central Intelligence Agency
Department of the Interior
Department of Defense
Corporation for National Service
Council on Environmental Quality
Department of Justice
Domestic Policy Council
Department of Education
Department of Energy
Environmental Protection Agency
Federal Emergency Management Agency
General Services Administration
Small Business Administration
Social Security Administration
United States Agency for International Development
National Economic Council
Office of Management & Budget
Office of National Drug Control Policy
Office of Personnel Management
Office of Science & Technology Policy
Office of the Vice President
United States Trade Representative
Date
A point or period of time associated with an event in the lifecycle of the resource
1993-2001
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An account of the resource
<p>The Clinton Administration History Project describes in detail the accomplishments of President Clinton's Administration for the period 1993-2001. The records consist of the histories of 32 agencies or departments within the Executive Branch. In general, each organization associated with the Project submitted a narrative history along with supporting documents. These narrative accounts are primarily overviews of the various missions, special projects, and accomplishments of the agencies. The supplementary records include substantive memos, press releases, briefing papers, and publications illustrated with photos and charts.</p>
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Text
Sct':":ct3.ry Rilcy's Fourth Annual State of American
•
Educati~)I1
Address *~ 02118/97
Page I of II
Speeches and Testim,my
Richard W. Rilev
•
U.S. Secretary of Education·
Fourth Annual State of American
Education Address
Putting Standards of Excellence into Action
The Carter Center, Atlanta, Georgia
Fehruary 18, 1997
'P~esidcnt and Mrs. Carter, Scnator Cleland, Governor and Mrs. Miller, ladies and gentlemen: I am
•
pleased to be hen: in Atlanta 10 give my fourth f!nnlilll slate of American education speech. I hegin by
extending my thanks to President Carter for his kindness in introducing me, and for his fore sigh! in
creating the U.S. Department of Education .
J
M~ny
ye.ars ago.,when,Pr~si<1en~t Cartcr.<;rcaled the Department there,was some heated criticism" It was
not needed, critics<;c-harged, ancf,through the years they never gave up. And, yet today. can anyone rcalty
say that adv;i~cing·'gdlic<:!tio_n sho'ul~ nol be (Hlr nation's nUl11ber one pri\)rily?
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I tell you, Mr: P~c.sident"when r go into a Cabinet meeting. I take all the children and college students of
America with me. 'mere I sec to it rhat they are represented, that their educatlon is atw<lYs an issue 10 he
dealt \vith, Mr, President, on behalfof all these young people, I \\'ant to thank you for creating /I scat in
the I1rcsidenfs Cabinet dedicated to advanr;ing American education.
.
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Four yeurs ago. I began this tradition by giving my first spee<:h at Georgetown University, President
, Clinton's almu mater. Each year since meo, I have tried lo capture some feutufC of American education
that deserves our attention.
All of these speeches, and the one I intend to give today I arc rooted in my bclieftlmt wc need 10 stop
dumbing down (l~r children, and reach up and seI higher expectations. We need to unleash all the brain
power stored in the heads t)f America's young people, and make excellence happen. OUf children are
smaner than we think. We must give them mQre responsibility as young children and then expect more
of them as th<..'Y grow and develop.
•
If evcr there was a lime to push American education to a higher h::vel t it is now, The sparks arc all
around us, and many of them have been created by President Clinton, and by so many of you here tooay
and tllose of you joining us from awund tlle CQuntry a1 tbe many downlink siles. Keep up your good
work, you are making things happen.
Everywhere I go I feel it -- thc excitement and the dctemlination of the American people to expect more
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, Sc.:reiary Riley's Fourth Annual Slate of American Education Address-- 02118197
•
from our schools ;md more from their children. This preoccupation with cduc<ltion is as old as America
itself. Even before they ",'rote the Constitution, our Founding Fathers set aside land for the common
school. Now, at the edge of the 21!it century, the high expectations of the American people can only be
achieved if v·,'e strive for national standards of excellence, and commit ourselves to decisive reform on
every front.
This is the purpose of my speech today: to suggest to you how we can put standards of excellence into
action 10 improve American eductltion. And 10 tell you that \ve must n01 drift Dor lose time.
) have a very personal stake in this effort. Last year, when I gave this speech in Suint Louls~ 1 had the
pleasure of announcing the. birth of my seventh grdndchild -- Anna Maureen Riley. Well, my children
seem to be on a regular scHcduie, Today, f announce the birth of my eighth grandchild, Maryann
G(trdiner Riley, just three weeks ago.
cduc~tion of Anna and Maryann and their six cousins. I intend to read
\vonderfu! children's books to both ofthcm ~- books like The Wedncsdqv Surprise .by Eve Bunting,
1 have a Jot invested in the
The Progress of the South in Setting High Expectations
As we move toward the 2Is! century, nothing should be lUore importam 10 us as a nation than the
a.ctions we take IIOW to help our young people prepare for the future. This is one oflhe principal reasons
why I chose 10 come 10 AtlUIi1ti to give this speech.
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Gcorgia is an example to the: nation, From-yot!f'crnphasis on early childhood ~~ to tougher requirements
for high school graduation -- to Hope Scholarships for college -- Georgia is a state on the move. I
cqmmend you. Governor .Milly~"ro~ your,lead"~~ship, Georgia has opened the doors o( college to aU of
its citizens and given young people a'rcasoo;to buckle down and get smart.
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U~ten to whal'a Georgia Sti;lc'fiCshm'an 1~ld' Ni~:c News just two weeks ago: Without the Hope
Scholarship, I wouldn't oc-going-t~rcollcg~ because my parents can't afford it."
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And one high school freshman said: "1 started thinking about the Hope Scholarship \\-'nen I was in the
6th grade. and I started concentrating on my grades "nd l~ow I wanted to keep them up."
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Thl'se arc powerful statements. They express hopt: and something more ~~ when we give young people
something to respond 10, they make the connection. They change their expectations and study habits in a
fundamental way. Tbis is exactly what President Clinton $f;',,~~S to achie-:e in cr~ating a national Hope
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Scholarship initiative.
Yet we arc told by some Washington pundits that this is unwise -- too COSilY they say. -- and not needed.
A few even go on to suggest that to(' many Americans want to go to college, Well, J know this
President.}Ie isn't about to put Ii ceiling on the dream of any Amerieati who wants 10 work hard to get
an education. Every American shOUld have that cbance.
"
•
Here in the South, we were once stuck in the rut of low expectations, Not any more, We have come a
long \-vay in the last 20 years. Many more children are in kindergarten and prognims for four-ycar-olds.
Almost 60 perccntOf high school graduates are now taking the lough academic courses that prepare
them for colleg,"". This is a fouf-fold increase since the mid-RO's:
College nttendance in the South is close to reaching the national level -- another new milcstone. And the
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•
Page 3 of II
Southeast. like much of the c()untt)'. is rcspondillg to record breaking enrollments by hiring many more
new teachers,
Much of the credit for this progress must go to educators like Mark Musick and the leadership of the
Southern Regional Education Board for slaying the course to raise standards.
The Changing Context of American Education
This is good progress hut we cannot be satisfied. Knowledge is exploding all around us. We live in a
new gOlden age of discovery, Astronomers probe the unfolding majesty of the universe, even as
scientists race to map the genetic makeup of humanity. Yet we struggle 10 put the old industrial model of
education behind us.
And. nevcr before have our nation'S classrooms been so crowded, From Los Angeles to Gwinnett·
County here in Georgia to fort Lauderdale) Florida ~w the portable classroom is a common sight in
school yards.,
The entire context of American education is changing, We need teachers skilled in using computers as a
powerful leaching tool. and many morc teachers wellwversed in teaching English as a second language,
Our tcachers need to teach to s higher level of achievement. and be prepared to teach all of America's
children ¥~ the gifted and talented, our many new immigrants. the col1ege-bound achiever, and the
dis;lbled ehild who is learning so much more because he or she is now included.
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•
We have much tD do. Achievement !'cores are not movil]g'"up f~t enough. Truancy and drop--out rates
arc still too high. The equity gap in school financirig'rcllul:ins's' nagging problem in too many states, The
jewel or American education is our system of.highe..r education ~~J'et, too many families strugglc:= to pay
tuition, and too many nigh school gr-..ldu"atcs are':goio'g' u/collcgc h~t nol graduating.
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Today, more than ever befon..\ education is the engine that drives our economy. Education is now the
great "fault linc" that determines who is part of the American Dream. 1l1e,!!arnings gap between the
CdUC~ltcd ~uld the less educated is growing, and it will continue to grow unl~~';",ve educate all of our
young people to high standards. An average education just isn't good enough anymore.
Automobile plants seck new hires who have some college education. Americats new entrep,reneurs and
small husiness owners arc just about desperate to fifid employees who are mO!;'1&ted, crCk:ive ana-wel1~
educated. The military recruits only high school graduates who seore in the upper half of their class in
verbal and math skills. Anq our great institutions of higher learning want freshmen who don't need
remedial help.
And here I shall be as strong as 1can be. There can be no equality in this nation without a renewed
commitment to excellence. Educating every child 10 use his or hcr God-given talent is the pre~condition
for ful! equality, One Ciinnot happen without the other.
•
My friends, \\e have the attention of ~he American people. Our country is prosperous and at peace. We
have tbe unique opportunity to do what is hest for our children, This should be our great patriotic cause
w
our national mission ~~ giving an of our children a world-class education by putting, standards of
excellence into (lction.
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The President's Call to Action
'111is is why President Clinto11 1 in his State of the Union speechl gave us a bold vision of what American
.education can become. From helping our children to master the oosics -- to better teaching and
modernizing our schools -- to helping families pay for college through increased Pel! Grants and Hope
Scholarships -- the President has made excellence in education our national mission.
The President's 1(I-point "Can to Action" is a hold approach that is national in scope -- yet local in
action because thtlt's the American way, This is leadership at its best. I am pleased thai tiic Congress has
joined President Clinton in a bi-partisan commitment to make sure that politics stops "at the schoolhouse
duoL" As f have saifbefore, we don't educate out children as Democrats or Republicans. We educate
them as Americans.
This is what the American people want and expect of us, I urge Congress to pass the President's
edllcation agenda and to'recognize the important contributions. that it C~tn make this year to advancing
American education.
This yeur, the Congress will have to re-authorize many major pieces orlcgislalion: Voc-cd. Adul!~cd,
VOI>rehub and the IDEA bill that insures the education of 5.4 minion disabJed children. And J am
pleased by the open dialogue I have had with the higher education c(lmmunity as we prepare' to re
authorize the Higher Education Act.
•
But we have much more to do, We are rushing headl<mg toward the 21 st century, yet too many of our
young people arc falling by the wayside, I want to be >'cry clcur.,l(s ':1()~ cQough tu nave high
expectations or S{:t challcnging standards, We must-put sta!1dar~s Qf ~xc.e11.~n~c .into ~cti()n, This is my
agenda.
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Our young people must master the basics once and for all. Our schools need to rethink and shakc¥up our
current approach to drug prevention, Fixing {uiJil]g ,~P~~1~.li1U~{'i?<;5~t;,~,~~tn~~t..ord~r of husiness, not
our last Our children need to be part of the fnforrnationlAge~~oner rathcf'th,in later -- to get connected
to !.lie world oftcchnoJogy as i1 unfolds around them,
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We must make sweeping changes in how we prepare Americu's teachers, Public schoot<n;ori hight!r
education must develop a fundamentally new relationship ¥- a new partnership to prepare )'o"ung people
for collcge~level work, And, \ve need a smart tax policy for the 21st century to support life-long learning
for, all
Amcricam~,
First we must master the basics once and for alL Forty perCetlt of our chi1dren are nor
a~ well at"
they should by the end of the third grude. And this nation 1S below the international average when it
comes to 8th grade math.
rcadink'
That's just not good enough in my book. All of our research teIJs us dm! reading well by the 4th grade
and havinu good math skills ~~ including algebra and some geometry -- by the Rth grade arc critical
turning points in the education of our young people.
This is why the President has called for challenging, voluntary national tests in fourth-grade reading and
eighth-grade math. We have a President \vho has'eni! courage to fight for our children's education,
respecting the stntc and locnl roJe but challenging our schools and communities to get on with it.
•
Reading is reading. Math is math, For these basics,lct's not cloud our children's future \\'ith silly
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arguments about federal government intrusion. These proposed lests are an opportunity not a
requirement; a national c1u!llengc not a national curriculum,
The President and] arc firmly opposed to any foml of national curriculum, And we have done all we can
to cul red tape and cut people !oose. In (he last four years, we have elimlrmtcd about half of aI! federal
regulations for elementary and secondary education, while never losing sight of our constitutional
obligations.
1 encoumge every state and school district to accept the challenge by the President to participate in these
voluntary national1csls, Yes, there may be a high failure rate, in the beginning. But in time, we will have
a high success rate as well -- if all Americans see themselves us part of the solution.
The PreSiptIil'S elTOr1 to support the \."ork of one million volunteer tutors through the America Reads
. ellul/ellgc is a clt:ar message that tbe solutions must come from the American people. This is why I am
pleased to announce that a broad spectrum of religious denominations here in' Atlanta ,viII spearhead a
drive iO support the Prcsidentls reading challenge.
Led by the Georgia Baptis1 Li1cmey Mission, the Atlanta Board ofRabbis~ the African Methodist
Episcopal Church and the United Methodist Church. Atfnnta'$ faith communities are going to make sure
every ehild in Atlanta is reading u book. And> in the weeks ahend, I will work with religious leaders
from across the country to rally tens of thousands of volunteers to this national effort.
lrrcadillg wen is the first basic, we also know that math is the gateway to leaming mp.ny more advanced
skills. In the last decade, we have made substantial progress in improving math and 'science\!ou61tion.
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But we need to notch up our standards evcn higher. Only 20 percent of our youl1)i:';pt,:'o,i!c uk'taking .
algebra by the end of the 8th grade. In the rest ortbe advanced world, the vast mttio~ity-~·; ~f noVall ~~'
sludenLQ have studied algebra by the end of the l'jghth grade. J believe our studcn'{s should'do;thc ·sume .
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The next point I want to emphasize and this is critical ~- achievemcnt can only occur jf we have schools
that are safe and drug-free. An unsafe school is a failing school. Children cannot learn if they are
.surrounded by drugs and violence. Today ~ we arc confronted by the fact that eighth-gr'Jde drug usc is up
for the fifth year in a row,
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Here I want to speak directly to baby~boomers who are now parents. Some of you have tried it all, and
. \. now you know bcttcf~- don't !'cnd your chHdren a mixed message when it comes to drugs, alcohol and
smoking.
A child in second or third grade is perfectly capable of getting the message that drugs, alcohol and
smoking are bad for them, Children are starting to make bad choices by the fifth and sixth grade, and by
middle school too many of our young people are taking risks and cxperin1cnting with drugs,
And to the children of America ~- don" kill off your brain cells ~~ don't mess up your lives ~~ when there
is so much hope and possibility around you .
•
To give our young people (hat hope> our schools must do a better job of making our classrooms drug
frcc. There is an enormous variation in the effectiveness of our drug prevention programs, and this
concerns me for good reason. We have 10 years of rising enrollments .ahead of us, We must place a
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much stronger focus on creating stable~ comprehensive drug preventioll programs with determined
leadership.
•
We know a lot about what works when it comes to drug prevention, programs iike Project Ale:1 und Life
Skills. We also kno....,: that these pro\'(;n models are not being used us much as they spould. Too often OUf
schools -- with the best of intentions -- arc flying by the scat of their pants when it comes to drug
prevention. Lsing proven, tesK-d, research-based drug prevention programs must become a top priority.
1 ask every schoo! board, superintendent, principal and PTA 10 mount a vigorous review this year of
eXisting drug prevention programs to see iflhey can pass musler, General Barry McCaffrey is the
President's effectivc leader in the fight against drugs -- he and 1 will work with you. For my part, I
promise the same vigorous review of our federal Safe and Drug Free Schools Program.
As always, we remain faithful to the core idea that our schools are where we teach our young people
basic American valuC5, Our commitment to this core idea has taken many forms: protccting the religious
liberty of students by issuing histuric guidelines, supporting strong character education efforts, and
placing a very strong emphasis on family involvement.
For too long, parents have been the missing link in our efforts to improve our schools. Experts talk to
cxperls, and conference alter conference is held about new models of education reform, [ urge a
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diffcren1 appronch: Start with parents, The moral child and the achieving student are just about always
connected to an involved parent
Parents y.ho sel high expectations, even a parent with a limited formal education, is a powerful force for: :;,
cxceHcnce. Ultimately, the' character of American education is going 10 be defined by the character und .
commitment of involved parents and otbcr taring adults.
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First Order of Business: Fix Failing Schools
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My next po)n1 is that we cannot and must not tolemte failing schools. To ml.!"ct the new cxpectations'of~"I~' '.:.,
the American people, we must confront the allMtooMcommon problem of schools that arc low-achieving
and even dangerous, in America today, there are schools that should no1 be culled schools <11 alL These
schools have done just ;;thout everything they could to kill the sense of wonder in their students, And
then we wondel' \vhy truancy increases and young people drop ou1.
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Our Willingness to abide these schools goes to the heart of my COllcem about low expectations, Too
often, w..· fall into the tmp of thinking that the children who ate s:uck in failing schools are the problem.
We atcept the casy way out. the false assumption that they cannot learn because they ;;tre the wrong
color, from the wrong side of the tracks, or because they speak the wrong language,
Yet, we all knm..,' from first-hand experience that there are good public schools; good parochial scbools
and private sehor:is in every iJmer city tn this country that are islands of excellence. Dick Elmore. a
Harvard researcher in the field of education, has often made this point to mc in every elly that he has
visited, he has found three of the hest schools in the country and three schools that arc just about the
sorriest.
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[ think Dick ha'1 it about righl and that is what troubles me. We need 10 stop mak;n"g excuses and get on
with the business of fixing our schools. Ifa school is bad and can't be changed. reconstitute it or c1os.c it
down. If a principal is slow to get the message, find strength in a new leader. Ifteachcrs arc burned out,
couasd them t(l improve or leave the profession. 1f laws needs 10 be changed, get on with it.
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, This is not an impossibk task, The eff(.rts orRick Mills and Rudy Crew in New York, Paul Vallas in
Chicago, Gerry H.)usc in Memphis; Bill Rojas in San Francisco arc aU examples of pUlting aside the
"business as usual" attitude.
Now, fundamental change is hard. Some of you may read the cartoon Dilbert Dilbert is sort of a
befuddled technocrat of the 1990's. My wife Tunky and [ were visiting the zoo one day when we saw a
teenager with a Dilbc:t T-shirt that read: "Change is good -- you go first."
Well. those of us \.\'ho believe in excellence for all children need to take the risk of going first. When
people tell me that public sch(lols can'l excel, 1 tell them that they haven't worked hard enough to get the
job done.
I also tell them not to be fo'o1ed by those who want lO use public tax dollars for vouchers to help a few
students get out of a troubled school. If a boat is sinking because of a hole, you fix tbe bole right away.
You don't let it keep sinking and then throw out a lifeline ~ that a,fcw can sUfvive.
The strength of our diverse democracy is the direct result of our belief in H quality public education for
aiL This is why I will not yield to those who want to abandon public schools. We need to build up public
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education, not tear it down.
Do we need many more models of how we can fix troubled schools'? Yes, of course we do and
fortunately, help is rC:ldily availahle. Dedicated educators like James Comer, Henry Levin, E.D. Hirsch,
Deborah Maier, Ted Sizer, Marc Tucker and Gcne Bottoms are doing the hard work of creating new
models of excellence, The models arc each unique in their own. wa;. But they all have one common
denominutor -~ they all set high standards.
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The ~ew ;\n)criC<lll Schools Development Corporation is another powerful'example of how change can ,:;.,<" "'<I',.
take place. It has developed seven different, well-conceived models of how to fix a failing school. Local··': ,l. •
parents and school lcaders choose the right model that filS their commuhity: That's public schoorchoice·' ;;.. .
at its best A community may want to choose its own approach to fixing a faiHng school -- or choose any: .:,;'"' ,': ;:'.~
of these modcls of excellence -- or start a charter school. ' .
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here in Atlanta is making that ..::Jforl
right.now. He is reconsliluting low-achieving schools and starting then) on the road 10 cxcellenc.c -- the
A.T. ,Walden Middle School is one of them.
SUi make the effc,rt. that ir-;:the point. Superintendent Ben CanadJ
And here I want to strcss an important factor. There is federal funding available (hrough our Title 1
pro&:~n,\ $1oals2,OOO, UJ'!d our new Chaner School program that can be used io fix a fi:liling school or
launch a new one. There are over 100 ;;chools now working with Robert SlaVIn nnd the New American.
Schools Development Corporation that are using federal funds to achieve excellence, 1 urgc school
officinls to follow the example of these schools. Don't use the lack of funding as.an excuse to. aHow
failure to continue.
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Connecting to the Information Age
•
The next issue on my action agenda deals with a very important subject; technology in education. We
simply can't lca\,j~ any child behind in this Information Age. This spring the Fcdeml Comml1flicalions
Commission (FCC) is scheduled to pass the E-rale or education rate, Final approval by the FCC will cut
access charges to the Intemet 1n half for the vast majority of our schools. Use of the Internet for our
poorest schools win be almost free" This is a very big decision fOf American education, and it needs to
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The Internf..1 is the blackboard of lhe future and Our young, people' get into it. Today, 65 percent of our
schools arc linked to the Internet, but only 14 percent of our classrooms are connected, This is why the
E~rnte is so important, and why it has the strong support of the President) Vlce~Presidcnt Gore and
educators all across this country.
This proposal should not he held up by any unnecessary delays. Let's not put our children's future On
hold. I urge the FCC, state regulators and telecommunications leaders 10 step up for our children and
make the E~rate a reality this year.
A Teaching Force for the 21st Century
i'low,l want to wi\;: to you about teaching. t urge sustained attention to the task of preparing America'!,
future teachers, Improving American education happens classroom by classroom, There is no other way
to get it done, And as ;1 nation. we have a great task in front of us, In the neX! 10 years, we need to hire
two million teachers to replace a gencmtion of teachers who are about to retire; and to keep up with
rising enrollments.
But we are nol as prepared as \vc should be for this enorrnnus undertaking and therc ure several reasons
why. \Ve do not, for example, do a very good job of re<:ruiting people to this demanding profession, and
we nave really failed to do justice to the,task of recruiting talented minority candidates and males.
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',Another'reason: our colleges of education and dcpanments ofeducation are too often treated like
. forgotten stepchildren in our system of higher education, And when eager nc\"" teachers entcr the
11\ cla~s!9om for the first time, we give them, little, if any, help. As a result of this !ongstundiJlg "sink, or
•
swjm'~ approach, we arc losing 30 percent of our new te.achers in the first three years. In addition, 25
percent of our nation's current teachers arc now teaching out ofthdr field.
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~iem the tide of crowded classrooms. We will. never have "A students if we can only give ourselves a
"C" as a nation when it comes to preparing tomorrow's tcachers. We cannot lower our 51undards ~~ as we
have in the past -- to,meet the growing demand for new teachers.
Now IS the time 10 get it righl-- to step back and rethink how" y,,"e recruit, prepare, and support America's
teachers. This is why the recent report of the National Commission on Teaching and America's Future
chaired hy Govemo!' }!m Hunt is,a Naluable road map to changing the status: quo.
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New teachers ~~ like new lawyers and new doctors ~~ should have to prove that they are qualified to meet
high standards m:fore getting a license, This would mean that prospective teachers are able to pass a
rigorous, perfbrmance~bascd assessment Dfwhat they know and what they are able 10 do. And, once a
nc,"v teacher is in a classroom he or she should be linked to master teachers ,during their first few years of
leaching
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Those who prepttre America's teachers must rise to the demand for better teaching, and expect to be held
accountable for the success ofthcir students in achieving certification. Stronger public accountability
will help, both in identifying where strengths and weaknesses lie and where special attention needs to be
focused.
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I encourage college and university leaders to strengthen links between youI' schools of liberal arts and
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schools, of education. See this as an important part of your mission. Greater attention needs to be paid to
the content of what future teachers need to know in their subject area. Rigorous prc-med and pre-.
engineering science courses are the accepted norm. The same cannot be said for the courses being taken
by students who look forward to careers in teaching.
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Teaching is a demanding profession, and it will be even more demanding in the ftiture. That is why the
, President and I strongly support the National Board for Professional Teaching Standards and its goal of
certifying over J 00,000 master teachers in the next decade. J challenge every school in the nation to
have at leas~'one board-certified ~eachef on your faculty.
We can't adopt a hit-or-miss approach to improving teacher quality. We have to keep at it year in and
year out. This is why I will issue a biennial report on teacher quality beginning next year. Just as we
expect a great deal from OUf students, we have an obligation to expect a great deal of ourselves in
supporting America's teathers. David Haselkorn -- the head of Recruiting New Teachers, Inc. -- may
have said it best: "Teaching is the profession that makes 'all other professions possible."
A New Partnership Between Public Schools and Higher
Education
This leads me to my next proposal. Fo(too long public education in America and higher education have
gone their separate w'ays, each dedicated to its own vision of excellence and learning. This 19th-century
model is outdated .
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We need·a'new m,jdel"appropriate for the 21 st century, an ongoing dialogue at every level of education
to raise expectations'and 'achieve high standards .. ,' " ,,>.'.
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Many. you'i1i{people~:fO'~ e';anlple, arc defining their expectations about whether to go to college as early':'
,as,eightl1, g'rade>I-J9w, d~'\vc;,capture the attention of a twelve-- or thirteen-year-old and get them on the '
path 'tl1at :prepares' ihein for college-level work? Surely this is a shared interest.
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And, we must spread thc word that there are many ways to achieve excellence: Advanced Placement,
School-to-Work, International Bacc'ala!!,rcate, and Tech-Prep, Our colleges and universitics should not
always be in the remedial education business.
This is why I will hold a national [orum this spring, bringing together the nation's best teachers, public
education leaders, and members of th('-t~.~gher cducJ~ion community. This forum will explore how we .
can recruit the nc)t generation of tcachers and do a bctter job of preparing teachers for the challcnges of
the classroom,
Making Expectations a Reality: Financing a College Education
Where do I think that all of this focus on standards and new expectations will lead our nation? It will
lead more of our young people to aspire to learn more, and to carry their education furt~er. That means
acccss to collcge -~ my final point -- whether it is a community college, a state college or a private
,",'" institution of learning.
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The President and I are deeply committed to ensuring access to higher education for every student who
works hard to make the grade. This commitment has taken many forms: the creation of a streamlined
direct lcnding program -- the biggest increase in Pell Grants since its inception, as well as Pell Grants for
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more students -- and a growing College Work-Study pmgmm wlth a new emphasis on community
service.
This commitment is also Wl1Y the President is following Gemgul's lead in pmposirg his own Hope
Scholarship program. Georgia's Hope Scholarship pays tuition and fees for qualified Georgia high
school graduates who attend a college or university i!1 the state, This is a big idea,
The result: 97 pCIX:ent of the freshman class at tbe University of Georgia attend on a Hope Scholarship.
All Americans -- 'Nhether they live in Atlanta, Houston Or Seattle _w should have a similar chance 10,curn
a college education.
Under the President's plan working and n1iddlc income students of all ages can receive- a tax credit of up
to $1,500 for the first two years of college. That amount covers tuition at the typical community college.
Tbis plan will go a long way to making the firSl1wo years of college universally available. Vnivcrsal
anotber big idea.
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In addition, middJe~income Americans have the option to deduct up 10 $10,000 from their income, in
determining their laxes, for college tuition throughout their lifetime. This benefit is available to meet
college or training expenses at any time.
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h'ow,·somc have raid the President's plan is not needed. I disagree, When it comes to trying to afford the
costs of college. mnny n!iddle-income famjlies arc in practicallcrms, barely holding on ~~ and many do
nOl even consider collcge an ?p1ion .. - l' "
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Let me suggest why Hope is 'i!ccdoo:'For'"f~ilie~ with incomes 0[$22,000 to $67,000, the percentagc'of
. stude'nts who earll"a oachClOi-'s':oegree'by"'age)4 nBs'held'steady at 'around 20 percent since 1980. But for
families with incomes above $67)QOO~ tlie percentage of students who earn a bachelor's degree has shot
"up during that S<1nle periOd :~'Jf6!l1:·less~t~a·if·50· to about 86 percent.
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That gap is unacecp'table.:M6~h''Of Rh-)'t'rjc~'s working and middle class has been shut out. \Vc need
close tbat gap, and fWldamcntaUy change the expectations of many Amcricans who have never even
to
considered ,co~lege a.possibility.
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All Americans -- pour, working and middle income - dC$erve the opportunity to go to college. Our
economy will continue to prosper in this lnformation Age only if mOre Americans can afford to go to
college, n01 fewer.
I point 10 history for an instructive lesson. For most of the lndustrlal Age, we used the tax code to
encoumge business w invest in plant and equipment. For the Information Age, we should provide tax
inc.entives that encourage our people to invest in themselves by getting a college education.
The Hope Scholarship, the tuition tax deduction, and penalty-free IRA withdrawals -- when considered
as part of an ovem!l studenHlid plan -~ represent smart tax policies for the 21 st century.
•
Conclusion: A Nation on the Move
1 c:1d now where I bcgan by asking YOIl to recognize the new possibilities, the new excitc:nent and the
rising expectatioU3 of the American people. The American people are tuned into education, The sparks
arc an around us. And we have a President in the White House -- in Bill Clinton ~~ who cares deeply
about education. If ever there was a time to come together for the good of our children it is now.
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America is on the move) and every school, college and university can be a bastion of hope, creativity
and learning. For education is much more than getting a degree or learning a new skill, There is joy 10
learning. and the free.dom
the intellect that brings with it new discovery and new thinking.
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l110mas Jefferson_ America's first great educator, told us many years ago: "Ira nation expects to be
ignorant and free, in a state of ci\'ilization, it expects what never was and never will be." Good
citizer.ship, then, has it roots in education, And, as my laie father often told me, there is no greater honor
in America than that ofheing called a "good citizen,"
We are, my friends, at the door to a new time. And;in this new era~ we will not build with bricks and
mortar. We will build with minds -- with the power of knowledge •• and with the talent of every well.
educated American who is eager to participate in our free enterprise system and strengthen our
democracy,
The year is 1997 -- the issue is cduciltion -- the question is:
can.
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we Inecl the challenge? I believe we ~
Thank you,
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Speeches and Testimony
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Remarks Prepared for
Richard W. Riley
l'.S. Secretarv of .Education
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National Forum: Attracting and
Preparing Teachers for the 21st Century
April 17, 1 ~~7
Thank you Terry fo"r your gracious introduction and for giving me ,mOlhcr opportunity to show oIT my
pictures. I take great delight in my grandchildren, and 1 always learn something from each and every one
of them,
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I want to welcome aU of you to this national forum -- those of you who are attending here in Washington
-- und all of you who urc li~tcning in at over 120 down links site;:; aU across America. We have over lifty
of the best tCDchers in Amcrica attending this forum as well as collcge and \lI1iversity Presidents aud
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Deans from 24 states,
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We also have over J ,000 teachers, college educl!tors and students joini1}g ~,s trq~· ~\;ery P¥lI1 of the
country. We an: joined by teachers anJ students at Cal State ~~Sacmnicnto,'teac~cr;; at Mission View
Elementary in Tut:son~ Arizona, and I mn told that there is a very l~rge gatheri!)l,fllt Qhio St~te
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We arc down linked 10 Indiana University in Bloomington, we have listeners at the University of South
Florida. -and we are connected to educators attending the national mathematics conference in
Minncapolis~
Minnesota,
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I'm plc-ase that all of you arc joining us ~~ for this really is a national dialogue of great importance to the
future of our country. How we teach our children defines in many ways the future of America in this
new lnfonnation Age .
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'n,is is also an exciting time of challenge because we arc confronted by many new dynamics, Our
nation's classrooms have never been more crowded. From Los Angeles to Atlanta to Miami! Florida-
the portable classroom is [\ \;Qrnmon sight in school yards.
The entire context of American cducrnion is changing. We need teachers skilled in using computers as a
powerful teaching tool) and many more teachers wen-versed in teaching English as a second language ..
Our teachers need to teach to a higher level of achievement, and be prepared to teach
of America's
children the gifted and the talented, our many new immigrants, the college hound achiever, and the
disabled child who is lenrning so much more because he G:'5~le is now included .
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Yet, we struggle 10 put the old industrial mode! of education behind us. The jewel of American
education is our system of higher education yet too often our colleges of education arc treated like
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forgotten step-dlildren. And for too long public edu<:ution in. Ameri<:a and higher education have gone
their separate ways, each dedicated to its own vision of excellence and learning.
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I believe that this 19th.century model is outdated. We need a new model appropriate for the 21 Sl
century) an ongoing dialogue at evel), level of education to raise expectations and achieve high "
s.tandard:;., This is Qne of the chief purposes of this notional forum ~~ to break down the disconnections -
to gel good pcoplt: at eyer)' levd of education talking to one I.Hlother.
We mus.t also recognize thalloo often in the past \\.'hen \\'C have been confronted with the demand for
many teachers we have traded quality for quantity and paid the price by accepting mediocrity in our
schools. ( also believe that we must a make a concerted effort 10 attract Americans from all walks of life
to this demanding profession.
To my way of thinking one of the best ways to make teaching attractive is to make it a real profession
with high quality preparation programs that are rigorous and relevant to today's classrooms, And we
need to do a beuerjob at promoting teaching as a way of life 10 young people who arc now growing up,
Let's remember, young people are s:arting to make choices: as early as 9th grade,
I\s Terry noted in her remarks now is the time to get it right -- to step back and rethink how we attract,
prepare. and support America's teachers. We have little hope ofmising standards and giving our young
people the skills they need unless we have better prepared tcachers in the classroom. Teachers \\'ho are
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well trained and prepared for 'the realities of toduy 's classroom,
This is why r want to share with you the results of a questionnaire we asked the teachers of the year \~ho "
.are with uS tonight to fill ouL The Council for Basic Education took charge of this project for us and the
results are quite instructive,
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We asked nUf state teachers \)flhc ye;u 10 ;:mSVlcr eleven qllCf;tior.s or. teacher prcpat11~i{)nw!th,?,~special,
lOcus (In the new teachers they have mentored or are ment~ring,now, Here is what they, ti')ld us:" '. " ,,;, ;' ,
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The first thing they lold us is that the new teachers they are mcntoriog know the content of their
subjetlS. They also told us that these first years teachers have good mechanics ~~ they Know how to give
tests, they are well prepared \-""hen it t:omes.to planning daily lessons, to direct classroom activities and
monitoring student progress, This is all very positive,
But the teachers also voiced some common t:onccrns, They were overwhelming in their vicw that new
teachers are unprepared to manage classroom discipline. The teachers also expressed very strong
'.\;onccrns that new teachers an; nut prepared to use techn()iogy and they have SOJ1"JC difficulty engaging
parents in the learning process,
The teacher also seem to suggest that new teachers are not being prepared enough to teach young people
from many diffen:nl ethnic and linguistic backgrounds. The same view hold truc when it comes to
teaching young people with physical and learning disabilities,
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The teachers also noted that new teachers really are not given adequate time for studcnt lcaching - and
all too ollen new "teachers are on their own during the first two years of teaching. We-haven't created a
process that give future teachers a true sense of the American classroom heJe.. in 1997 •• and then we
leave them to fend for themselves,
A few more concluding thoughts, Our little poH told us that new teachers a~e not as sure as they should
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be when it comes 1:0 connecting their teaching pra<:tices to content standards or in using performance
hased assessment.
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At the same time~ the majority oftbe teachers tell us that university faculty value their assessment of the
student teachers they are mentoring. Yet, they also suggest a disconnect as well·~ there is a real need for
more practicing teachers to be teaching in university programs.
Now this IS a very small poll but it is a poll of some very smart Americans. And r suspecC that much of
\;Vhat these teachers are telling us rings true with muny of you in the audience, These teachers have given
us something to think about.
Teaching is a demanding profession, and it witl be even more demanding in" the future" This is why I
want to encourage every teacher in America to think about following in the footsteps of Sharon Draper
~ our new nationaltcacher of the year --who chose to become board certified.
Presiden1 Clinton and 1 strongly support the National Board for Professional Teaching Standards and its
goal of certifying over j 00,000 master teachers in the. next decade. I challenge every school in the nation
to have at least one board-certified 1Cache~ on your faculty,
And'l want to thank all ofrou who are doing the hard work oftbinking through what we mllst do
prcpare our tC(lch(:rs for the 21 st century. My wife Tunky and I were visiting the zoo one day when we
saw a tccnugcr with a Dilbcrt T-shirt that read: "Ch3nge is good -- you go first.!l
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WeU, some of you ure going first -- you're breaking new ground -- and tha.t's hard work -- a heavy load.
But we need to get on with it -- to be v.'iIling to rethink what we are doing when it is appropriate -- to gel
into the classroom more ~- and let go of old habits and ways of thinking in light of changing
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circu\TIstanees.
This is my charge to all of you ;..- u!>e this dialogue not as an end, but tiS a beginning -- becol11.c serious' ;-:',';: ,'-,
and committed advocates for change, Do the hard work of upgrading teacher preparation and
certification in your state,
The American people" are ttmed into education. The sparks are all around us. And we have a President in
the·White House ,- in Bill Clinton ~- who cares deeply ahout education. If ever there W.lS a time 10 come
together to improve teaching ,it is now.
America is on the move, and every sc:11001, college and university can be a bastion of hope, creativity
al\c·J,~l',mjng. F;;:tr education is much more than getting a degree or learning a new skilL There is: joy to
learning, and the freedom of the intellect that brings with it new dIscovery and new thinking.
I end now with a quote from un old friend of mine from South Carolina, the writer Pat Conroy. This
quote is fron) his novel the Prince ofTides.
And in this passage the main character of the book Tom, a teacher, is asked why he chose to "sell
himself mOrel when he was so talented and could have done anything in his life,
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Tom's reply goes like this, "111cre's no word in the language thatl tcvere more than.'1cw;~er,,: None.
My heart sings," he says, "when a kid refers to as his teacher and it always has, I've honored myself and
the entire family of man by becoming a teacher."
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1 believe that there are a great many Americans listening tonight who feel the same. I thank~you for your
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commitment to the teaching profession .
Thank you,
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~pL'\..'Ch ...'s ami T<:stimplI\:J.1%I:tI ~ tDJAttrac.ting and'Preparing Teachers for the
21 $I CcnturyJ
La,I', Updated •• April 21. 1997,
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DEPARTMENT OF EDUCATION
Smtement by
Richard W, Riley, Secretary
on
the Reauthorizati.on of the Higher Education Act
before the
Senate Committee on labor and Human Resources
February 27. 1997
~1t.
Chainnan and Members of the Committee:
1 am pleased to appear before you to discuss the Administration's postsecondary-education
strategy. and the reauthorization of the Higher Education Act of 1965 (HEA) in particular. Our
dialogue about Federal education policy contes
at a time wben, more than ever before in our
history, education is the fault line between those who will prosper in the new ect)nomy and those
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who v:";l1 be len,behind, We know tha: most of today's good jobs require more skills and training
than a Eigh school diploma affords. Effective and accessible postsecondary 'education is critic.'1liy
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important botb for individuals and for the strength of America's economy and democracy, That is
wby President Clinton made excellence in education our national mission in his State of the Union
address, and
why he has issu~d t.;..hold "Call to Action for American Education in the 21 st
Century." 1 have with me copies ofthis education action agenda to share with you.
In the next decade, demand for postsecondary education will expand significantly, due to
increasing numbers of high schoQI graduates and to increasing desire and need for life-long
education and
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re~tmining
opportunities. A growing population of disadvantaged students will need
financial and other forms of support. These demographic cbanges will occur against the backdrop
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provide studt:nts who are enrolled at least half~time and have no prior drug-related felony
convictions with a maximum S1,500
tax
credit for tuition and required fees for their first year of
postsecondary education. and another $1,500
fOf
the second year if they stay diug~free and earn at
least a B minus average. This credit would put $18.6 billion in the hands ofstudents and th,eif
parents over thi! next five years. It would help 4.2 million students in 1998 alone, allowing them to
pay the fuH cost oftuitioli at a typical community CQUege and encouraging them to work hard ll;nd
achieve excellence. 1n 1998.8.1 million other students would have availabJe to them a $$,000 tax
deduction for higher education expenses. The deduction would increase to $1 ~.OOO beginning in
1999, Families would save $17.6 billion' over the next five years with this deduction. Ehgibility
for both of these tax proposals, because they are designed to help
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middle~lncome
families pay for
college: would hi phased out for families with incomes between $80,000 llnd $100,000, and for
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individuals with incomes between
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sso,oeo and $70,000.
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We :nus1 al:io do·;nore to encourage families to save for their children's education.' That is
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why we have proposed greater ,flexibility in using Individual Retirement Accounts so that funds'
saved
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these accour.ts
withdrawal
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be used for
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education expenses, free from early
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penalties. In addition, we have proposed an expansion in eligibility for tax-
deductible IRA contributions with phase-outs for
high~income
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ranges similar to those used for the
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HOPE Scholarship tax credit and the deduction. This expansion would double the previolls
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eligible Income levels, families who save through an expanded IRA. and then use the savings for
higher education, could deduct up to $10,000 of their withdrawals a year, making savings for
college virtually tax free. t am a\o\'afe that there are similar proposals in the Senate, so 1 look
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forward to working with you on this idea.
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income studen:.s to earn bachelor's degrees within five years, and one of the main reasons ~hat
students drop out of college is lack of money. By putting more resources in the hands of students
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families, we can help to increase degree attainment In addition, many adult workers could be
expected to retun: to scpool on a parHime basis in order to improve their job skills and
credentials,
One often overlooked benefit ofl:sing tax incentives to provide educational assistance is
their predictability. Students are more likely to purstie and cOr.1plete postsecondary education
when they are aware eady in their schooling of predictable and
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2.
spedfic line Item
refe~ence
consis~ent
financial aid. Taxpayers
to the HOPE tax credit and the dedL:ction on their tax forms
year after year will be welJ aware of-these sources of college finuncing. As a result, we expect to
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see incre3.Se5 in the participation and completion rates of low- and middle-income families .
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Thus, the tax proposals \'~..:iILhe,ip ..yorkingf(unilies'who are struggling to pay for coliege.
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They will improve both acc~s. anti,.coIleg~,co,fJ1pletion among mjddle~income students. They w111
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reward savings and help reduce .the nee~. to borrow, And they will encourage adult workers to
pursue
re~training
and life-long !e.lming. We know, however. that the tax code may not be the best
vehicle for helping the r.eediest students> who often do not have sjgnificant tax lia.bilities. That is
wby ~e have dedicated ourselves to doing all we can to increase the availability of need~based
grants, as well.
Fiscal Yeat" 1998 Budget Prl)IU)sals
Our fiscal year 199& budget prop'osals are an integra! part of our cOr.lmitment to accessible
and effective higher education for
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Our budget request would make an unprecedented
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$47 billion In student fmancial aid avadable to some eight million students in fiscal year 1998,
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would help students finance their education and gain valuable work skills. In addition, the
President has' challenged the higher education community to use one-haIr of the Work~Study
increase for community service. As part of the «America Reads" ChaUenge, I waived the
institutional
m~ttching
requirement for those schools that use Work-Study funds to tutor young
children in re:u!ing, Over 70 institutions have already accepted the President's challenge, We
cannot miss this opportunitY to give financially needy college students the valuabl~ experience of
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memoring and tutoring children, while ensuring that 110 child gets left behind. cnabie to read,
the start of his or her schooling.,
We propose seveml smaller bodget it¢F.!s :n3.t are :mportant to us because of the high
achievement and effective Jeaming that they encourage and reward. The Presidential Honors
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Scholarships program would award one-year, $1,000 scholarships to the top five percent of
graduating students in every high school in the nation.
~For
the first time. we are requesting
funding for the Advtl.:1ced Placement Fee pfOgrnn:t~t which addslto)our- e:Tort to raise academic
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expec:arlons by partnering with the StJ.tes to he!p,low~;nc~me students pay for Advanced
Placement tests. In addition, in order to take advantage of our programs, students often need
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financial forms of support That is why we cC:rltinue our strong commitment to the TRIO
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programs. Everything we know about ensuring access to postsecondary education tells us that we
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must reach children early so that they ,regard education after high school as a possibility for them,
Highel" Education Ad Reauthorization
, This brings [:Ie to the third component of our higher educi.ttion strategy, the reautbo~ization
oftbe Higher Education Act. As I mentioned e:ldier, we believe that the current HEA provides a
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strong foundation of support for higher education, Irs programs work well and have opened the
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encoul4ged tha1
we seem to be moving in the same direction and Jook forward to working with you
as we continue this important endeayor. Let me share with you now the four principles that guide
the development of our reauthorization proposal, as well as the directions in which we are headed
in some specific arens,
The first principle is acCess ~~ opportunity with responsibility. We must continue
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efforts to ensure that aU students, including disabled and economically disadvantaged students, '
have access to higher education. At the same time, we must help families a.nd students take
responsibility for ttlcir own educ:l!!on. Postsecondary institutions, too. have the respor.sibiJity to
protect the vahle of their students' access by providing high-qoo!ity programs, supporting students,
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restfaini~g
tuition increases, and being fiscally responsible in their managem~nt of federal funds,
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And States mU'5t take responsibility for investing in the education of their studenFs)o spite of tight
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state budgets and limited resources. We are considering several ch:t.nges to th~ HEA that will
enhance acces:;.
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Of course, Pell Grants are critical to ensuring access, and, we wilt do our best to guarantee
that the HEA provides a str'ong Pell Grant progra-m' for years to come. We will complement our
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increased funding for the program this yenr by authorizing future maximum awards that are
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ambitious but also paid for within our balanced budget proposat In addition. ~owevef, we believe~·.,J ."
that students and families should be encouraged to take responsibility for their educational
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opportunities, We are concerned that there is a perception that students and families are penalized
for s.wing for their future postseconcary education expenses under the current need analysis
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system" Vle believe that the Federal government sbou!~ sio all that it car.!"o encourage savings, ar.d
we will include a proposal th:lt reflects this belief
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Our second reauthorization principle is the support of effective education, higb standards,
and high achievement. Federal programs should continue to promote lnd enhance outstanding
educational opportunities and encourage students to take advllntage of those opportunities to the
best of their abilities. We should a:so encourage the effective use of new techno:ogies to meet the
changing needs of students by providing access to high quality postsecondary education. '
As the President emphasized tn his "Call to Action." the professio03.1 development of
teachers is of critica.: importance. Teaching is a key variable in students' learning: without
effective teaching, the highest standards in the world will not ensure that Qur children are well
educated. We must give te;)chers the educ:!tion and support that they :teed to teach to higher
standards. We face major challenges in this undertaking, given that over the next decade, we will,
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need an additional two million te"jchers to keep up with student population growth and the
increasing div(:rsIty of our n'ation's students.
Whereas Title V currently authorizes a myriad ofdiscormected programs, we plan to propos'e··'
targeted progmms that can f!1ake a difference in a few priori\! areus. I am planning to hold a
national forum in
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mid~April
to discuss our nation's best ideas for a strong Title v, The forum will
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COnvene some of our nation's best teachers, public education leaders, and members of the higher
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education community to explore ways to strengthen all phases of professlona.l development, with a
particular focus on recruiting the next generation of teachers. preparing them well, and supporting
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them in their firSt few critical ye3.rs. As a na.tion we simply are not doing e'nough in these three
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areas. We cannot afford to wait another moment to go to work to ensure that we have a talented
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and dedicated teacher in every classroom in the nation.
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are necessary to complete this project successfully_ Students deserve a friendly system of acquiring
information about, apptying for, and receiving financial aid, Lack of sufficient information and
difficulty in applying can be significant barriers to access to postsecondary education. Schools, in
turn; would have more resources to spend on education if the administrative burdens ofrke
delivery system were reduced through simphfication and greater use of technology, In cooperation
with postsecondary education institutions, we are examining ways that the REA could encourage a,
streamlined delivery system fo;" student financial aid.
We also can improve mJnag'ement of the Title IV progf<lmS and reduce bU'rden by
continuing to ir.lprove the Department's system of oversight of institutions that pa:ticipate in these
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programs. We wiT! continue to strive to\vard a proper balance between reducing burdens on
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schools and protecting students and Federal funds. To strike this balance. we expect to propose a
performance~based.
tailored approach to statute and regulation ir.stead of the current "one size fits ..
all" approach. In recognizing ihe diversity of American institutions ofhigber education;a ~~;
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gatekeeping and oversight system based on institutions' trnck records will reduce burden where' i'
appropriate, provide incentives for institutions:o be fiscally and administratively responsible, and
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target Federal oversight resources on high-risk ins:itutions.
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And our fourth principle is that we mus;.improve outreach to potential students and ensure
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strong links among elementary and secondary education, postsecondary educ>'Hion, and
employment.. As the President emphasized in his "Call to Action," this principle is key 10 our goal
of making col :ege more accessible and more affordable for Americans. Too many young people
lose their v>ay between high school and the world of work. We must reach out to potential
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students as part of our effort to change the way that young people and their fumilies participate in
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De\'cloping the Title V Proposal: Logic Mixed With Luck
Deve/oping a legislative proposal should involve C! rational, systematic approach based
on research, cxtf!nsivc outrwch with the field and thoughtful debate. However, the must
logical process Ciln be disrupted by eventj' totally unrelated fa lite legis/alive process. in
lhe case ofTille V ofthe Higher EducaTion Act, fwo such evcn¥s intervened. One nearly
sabotaged Ihe whole process while fhe other helped to ensure its success,
With no prior legislative experience and little background in higher education, 1
approached my role as chair of the Title V Task Force - charged with developing the
Clinton Administration's proposal for reauthorization -- with great humility, 1 openly
admitted rny inexperience and recognized :11)'" shortcoming;." However: as a twenty~ycar
clnssroom veteran and a former Na1ional Teacher of1he Yearl j brough1 great practical'
experience in teaching to the process and a deep commitment to improving the
profession. As Secretary Riley's Special Advisor on Teaching, I also had the
respo'nsihility for leading the Department's initiative 10 ensure a ialented, dedicated, and
well-prepared teacher in every classroom. Clearly, the demographic reality facing the
teaching profession - the need to hire more than 2.2 mJllion teachers in the next decade,
over half of whom would be first time teachers -- provided the Administration with a
historic opportunilY to dramatically change the way teachers are recruited, prepared, and
, supported in America, Therefore l I was determined to approach the task of developing
our Title V proposal as thoughtfully and thoroughly as possible, It was an opportunity
we could not afford to squander.
"To know what you know is knowlt'dge.
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To know what you don:t know, th~lt is true knowledge'.';'
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--Confuciu:;o, rhe Analects
L()oking back on the process. [ realize that my greatest strength was in not
kIiowing what we should do, I was, therefore, ;.mlainted by the fallacy of thinking I knew
t
. he rigl:t pl)licy answers, a D:lw that plagues the policy world in Washington, D.C, and
elsewhere, Because everyone knew J was no:. <l:l expert, 1 could freely seek advice and
ask quc$!wns that others might avoid for fear of admitting {heir ignorance,
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Because the Office of Postsecondary Education (OPE) did n01 have staff members
with a substantive background in teacher development} I began by creating a cross
Deparuncntalleam of individuals with backgrounds and interest in teacher development
or the legislative process, The team included individuals who had been assigned by their
principal offices and others who volunteered because of personal interest in the issue.
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Starting in January 1997, we .agreed to meet every Tuesday for two hours, We
started with a careful look at the current Title V and concluded that we had to develop a
proposal that would be coherent and conceptual]y defensible. We could not afford to
recreate the current hodgepodge of small, disconnected programs, To ensure that we
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understood as thoroughly as possible the policy problems that our new proposal would
address, we spent the first half ofmosI meetings listening to presentations by outside
experts or our own members, We invited representatives from the Interstate Nc\.\'
Teacher and Assessment Consortium, the National Council of Accreditation for Teacher
Education, the Council ofB\l.Sic Education, lhe National Board for Professional Teaching
Standards) and
Recruitir~g
New Teachers, inc., among others. We listened 10 Depar1.n1ent
staff describe the current Eisenhower Professional Development Program, the Minority
Teacher R(:cruitmcn1 Program, and the Eisenhower National Program, Some of our
grantees desc.ribed to us their experiences in trying 10 improve teacher education. We
also sought the advice of Department stnff who had been pat1 of past efforts to improve
teacher quality, such as the Teacher Corps Program of the 1960's ~nd 1970's. We even
reached Ooul to other federal agencies to determlne lessons learned from their efforts.
Most nQtably~ we invited the National Science Foundation to talk with us about their
Collaboratives for Excellence and Teacher Preparation, Finally, we talked witb the
foundation world to determine what they were learning from their investments in teacher
develOopment.
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To ensure that we made steady pwgress in developing our proposal, we devoted
the sccond balf of each meeting to dis!.!lIssieg :hc implications of the presentation we had
just 11ca;d and trying to reacb cor:s!')nsus ~lj) decisions that wou1d move the process
forward.
Between the task force's regular meetings, smal1 groups did research on other
- government efforts such as loan forgiveness for teachers and the National Health Service
CQrps designed to help rural :.;o"mmunities gel qualified doctors. In addition, r conducted
,more than 40 •hours of personal and telephone interviews with leading researchers sueh as
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Linda Darling-Hammond, John Goodlad, Michael Fulian, Lee Shulman, and Gary Sykes.
Nqtcs from these interviews were typed, distributed, and discussed at our meetings.
While I had had preliminary meetings with some of the professional organizations
. such as the American A.:;so.cia!ion of Colleges of Teacher Education, by March we felt it
\\'us time tc, bring leaders ofj)rofcssionul organizations represen:ing both higher
education and K-12 together to presc.:r.t their views on Title V. It soon b..:cumc ch.::ar that
rcaching any kind of cOnSenS~S b(;.tWt:W:l these two commcnities would be difficult. The
long bistory ofrese!'ltITIentb~tweel1 the two groups spilled out in tbis first meeting.
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The K-12 community believcd that higher education was not responsi\'e to their
needs and {'oncerns. Many felt that teacher equcators were not in touch with the realities
of the classroom and treated K-12 educators with a condensing attitude. These feelings
had been reinforced \.\'hen the higher education community organized a working group to
develop a proposaJ for Title V, While the higher education proposal did call for K-] 6
pannerships to prepare future teachers, at! of the money would clearly go to higher
education institutions, and none of the K-12 organizations except the Council of Chicf
Stare School Oflicers had been involved in developing the proposal.
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Tlw groups also disagreed about the focus of Title V. The K-12 groups wanted to
use Title V as another vehicle to address the massive needs of in-service education (i.e,!
professional devc!opment for the
curren~
teaching force), a more important priority for
their constituents, With limited resources available; the higher education groups wanted
. to [O<:lIS Title V on pre~serVlce education (Le., training for future tt;acbcrs). They argued
that the fedc:-al government already spent $335 million on in-service education througb
the Eisc:1bowcr Professional Develop:TJcnt Program. They believed Congress would
reject a TiLle V that appeared to duplicate the plJrposcs of the Eisennowe:- Program.
It ;;00n became dear that mcmtk:rs of the higher education task force had come
prepared 10 stack the deck at this first outreach meeting. 'l11e higher education
community had developed its own proposal which involved sending formula grunts to
.sta~e education agencies (SEAs) to fund K·16 purtnerships .. While readily admitting that
their proposal was not the slrongest possible nor what was needed tv significantly
improve teacher education, they argued It Was the only viable approach to Title V given
the polilkal realities of il Rcpublican.led Congress. The Republicans had a pt:llchant for
by-passing the fedcml governmcm and giving money directly to t;le states. O:1C higher
education representative after another argued vehemently that the approach taken by the
higher educntion proposal was the only viable one to ensure funding for Title V. They
appeared lO have chorcographec their statement$., creating a situation in which the K-12
rcpresenlativcs had few opportunities to speak unless they interrupted peopk
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The ml!cting quickly dissolved into a cat and dog fight, medlated by the
Department. Despite its adversarial nature, however, we ;eft the mcetil'tg wi:h some clear
dircctior1. First, K.12:t:'ducutors must be equnl partners in whatever proposal we put
lobbyists were nN org.:mized arollnd a particular approach~ they
~ouJd clca;·t;<'fightally,'proposal,that gave all tlie mom:y to the higher education
community.. ,,' ,"
forwun),' WhileJhe
K~ 12
Second, :he case for focusing Title V on pre·servicc education \VM compelling.
The nation was faced with preparing_record numbers of new teachers. ,In addition~
members of Congress were a!ready inw'stiga!ing what they believed was serious
duplication among the Department's programs. Fbal1y, developing a proposal for the
Higher Education Act seemed to argue for a pre~scrvice focus, Effurts to improve in
service education could be addressed thtough the Elementary and Secondary Education
Act that was scheduled for reatilhorizatio'n ihe follot.'ing year.
Despite the clear differences between the higher education and K·12 groups, there
did seem 10 be one point of ag:--eement between them. Both sides wanted to avoid a
disastrous Christmas tree approach to Title V, Everyone understood we could not go
forward with numerous, small, discom'lected programs and hope to get any substantial
funding.
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The Department also began to reach out to members of Congress. We wanted lo
benefit from their early thinking about Title V. Therefore, I metjointJy with staff from
lhe omees. or Senator James M. Jeffords (R·VL) and Senalor Edward M. Kennedv (D·
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Mass.); and separately with stafffwrn the offices of Congressmen William Goodiing (R~
Pa,) and William L Clay (D-Mo.). They pressed me hard on the specifics of what we
planned to propose. While J did. nOl have suc':1 details at Ihis point, it quickly became
dear to me that the Depa.rtment of Education had the greater knowledge base in these
discussions, We had care:ul!y gathered information that Hill staff had neither tht: lime
nor, in some cases r the interest in gathering. ) came out of those Erst meetings with the
realization that the Administration's job was to develop a proposal that Congress would
tear apart. My role; then, must be to lead tIS thrOtlgh a process that would result in a
proposal that could be defended as thoroughly as possible.
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The Department made one final erlbrt to seek input for Title V. In April we
hosted a >.rational Forum on Attracting and Preparing Teachers for the 2 J S1 Century, The
Forum brought together the slate teachers of the y'car and deans, presidents, and provosts
of teacher preparation institutions for candid discussions about how best to attract and
prepare teachcrs~
As a result of all these efforts, by April the Title V Task Force was ready to begin
drafting its propos~L Three critical needs had emerged through ull of au; ot:.trcach efforts:.
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First, ~l.S a nalion we needed to identify and rigoro~sly evaluate best practices in teacher.
education, Second, when cXl;mplary te.lchcr eci'Jcat;on pmctices were identified, they
needed to he spread to other institutions;.othcrwise, good programs would remain islands
of.excellence with little impact on the grcnt majority of prospective teachers, Third,
because quality teacher preparation demands strong collJbomtion with elementary and
sec-ondary schools, School districts and teacher preparation institutions needed to create
real partnerships in order to prepare. teachers effectively for the re~li:ies Dftoday's
classroom!!'
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Our general approuclrwould be 10 propose fedenll funding for what we decided to
call Lighthouse Partnerships. These partllerships would acceierate the change process by
linking higher educution institutions from around the COU:1lry with each other, and with
K-12 schools, to share best practices nnd learn from each other's work, Because each
institution involved in the program would be at a different stage in its restructuring
efforts, the institutions \-"Quld have r:1Uch 10 share. In addition, thc partnerships would
likely represeot a variety of approaches to teacher educalion and could transcend state
and regional bound::Jries. What was needed at this point v,<;:s.1o ,bring a'f.roup of education
deans and university presidents to the Department to help us"flesb out tile dctai'ls of our
proposal.
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By late April we were feeling good about our progress, While we still did not
know h,w.' Our proposal wou:d address the role of stales, we were unanimously opposed
to the approach taken by the higher education community, We felt that giving states
money 10 fund K- t 6 partnerships would lead to the dribbling out of federal dollars to
everyone, with no guarantee of qu.ality or rca; change, We felt the stales' role was more
appropriately lev!',rilged to change the system by doing such things as strengthening
requirements for the initial licc:1sing of teachers and developing policies that would
support te--acher quality. Rather than including such measures in OUf proposal, we were
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beginning to think tha~ this work could be funded through existing federal programs, such
as the Fund for Innovation in Education.
How to address the mJ'don'5 teacher rccru:tmerlt challenge was far from settled.
however. While loan forgiveness was ex'trem.e1y popular among Democrats and
Republicans, we could find nO evidence that it actually increased the pool of teacher
candidates nor kept those who did become te:.lchers in communi:ics with the greatest
need. Our ideas for recruitment fluctuated wildly with individual task force members
lobbying for their pet ideas III the absence of strong c\'idence that anyone approach held
g:catcr promise Ulan another.
While rccntitmcnt remained a prohlem, our task force felt us if things were falJing
into place. Our hard work was paying off. Suddenly, however, we found ourselves faced
with a threat to our work from a totally unexpected quarter, In April the President
announced that he would host a Summit on Voluntecrism and asked Colin Powe!! to lead
the Summit, which '.\'Quld l11volve all tht: living PrcsidcnUL Gi\'en the enormous media
attention the Summit would generate, the White House wanted 10 unveil some major
initiatives, One of our fonner tusk force members, who was no\v working at the White
House, put forward for White House consideration a teacher recruitment proposal he had
floated earlier with our Title V Task Force. It involved giving scholarships to talented
individuals \\'ho agr..::ed to become tt:uchcrs.
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There was great interest i:1 his teacher recruitmcnqiroposal at the White Housc.
l::ducation was the Presidell1'S top priority, and the notion's'schools faced the enormous
chnllenge of hiring' more than 2 million tcachcrS'llLthe next decade, There 'was talk of
funding the. proposal at more than $~OO nullio!l.. , Normally;"aedication of these sums of
money to teacher recruitment would have thrilled 'our· task force, ,The foclIs on teachers a1
even', wouid provide' invaluable' n~tiol1aJ ':mention to a critical
challeng~ facing America.
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importan~
However, other racturs were at work. The President had heen \.y:xking in a
bipartisan nlshion with Congress to secure a ba!anced budget agreement. The President
was on record as saying that uti new Administration proposals would be made within the
come:.:t of a balanced budget. If we devoled $400 millioti to tcaching 5,cholarships. no
funds woutd remain to support the Lighthouse Partnerships to improve te:ll:,ner ,educati0fi.
The teacher recruitment propDsaJ '..vould be our Title V proposal. Unveiling teacher .
recruitment proposal at the Summit was troubling for another reason. The Summit was to
highlight the imp0rlance ofvolulltecrism. Therefore, the pubtic would equate teaching,
at leas! subconsciously, 'with voluntcerism.
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We faccd a tC!iib1e dilemma, If w;.> Cought lhe WhiTe House proposal, we might
lose an opportunity to bring i::lcredible attention and funding to teacher recruitment.
However, if we supported the proposal, there would be no resources left to devote to
improving teacher education. "A!LoC our careful work would bave been in vair.. What
should we do?
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Classroom Activitv: Work in groups of two or more. Prcptue the pros ilnd cons of
supporting or opposing the White House plan to u:mounce a $400 million teacher
recfurlment initiative at the Volunteer Summit In a debate format, try to persuade your
classmates to either support or oppose a White House announcement
A Rep"ic'\'(; and
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Litt[e Luck
In the end, the White House chose not to pursue the teacher recruitment proposaL
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Instead the president unveiled a plan to cnable students to defer the jn1'crest on their '.
college loans whiJc they perfonned public service. The expe(ie~ce)' however, taught me a
valuable !esson.
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In Junc, r received an e-mail from a member of the Whlte House staff. The
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President was scheduled to speak at the NAACP conference in Philadelphia on July 17\
and the White House was seeking something he might a~no1nce::at-!his,~6nference_,
There was mounting publie p;~ssurc for the Pre$id~~lt"t~:-!11:~k~'~"-~~~~I~~'i:~,p'~oPosal
or
during the N.Mep speech, On June 13 at the University California at San l?iego;
amid great fanfare. the President had launched "One America: The President's Initiative
on Race" 1:1 order to improve race rclutkms in America. The initiative~s advisory board .
had been plagued with controversy becuuse of infighting among t:1C Commission
. members and a rising criticism that the Pn:sidcnt's ra~e initiative was aU talk and no
action.
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While we still had some details 10 work out) our Title V proposal was in very
good shupe, We had settled on a two-pronged approach, Our Lighthouse Partnership
proposa~
was designed to :n~prove teacher t;;:ducation, and we were close to finishing our
proposa~ to address teacher recruitment After much disc.ussion and indecision about how
to tackle n:cruitment our task force had leamed of a teacher recruitment program funded
by the DeWitt Wallace-Reader's Digest Foundation. The Foup.dation's Patli\\'aYs to
Teaching Program had been successful in recruiting and retaining teachers in high·
. poverty communities by investing in the preparation of individuals already living in tbe
community.
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Therefore, the Title V Task Force proposed 10 address' teacher recruitment
through competitive grants to partnerships ,between high-poverty scbool districts and
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institutions ofhighcr education. The partnerships would identify the kinds of teachers
needed in the district and a potential pool of candidates, and then design a program that
met the needs of the targeted Individuais. rOT example, the partnership might determine
that math, 'science, or minority teachers were needed, Depending on the location of the
district, the partnership rflight target reti:ed military personnel, paraprofessionalsJ Of
bright high school seniors in their recruilment efforts. Tcucher candidates would receive
scholarships~ high~quality pre::mratlon, and support services in exchange for teaching at
least: three years in the partnership district. Individuals who failed to complete the
teaching obligation would be required to pay back a portion of their scholarships.
I saw our opportunity. The rest of the Higher Education Act was mired in
conflicts between the Departr.lcm :.l:ld the OfIic~ of Management and Budget (OMB)! llnd
the Administration \VUs being criticized for its tardiness in sending the proposed
legislation:o Congress. The President's personal announcement of the Title V p!'oposal
llt the NAACP conference would enahle us to break through the rroblcn:.s \\'ith OMI3 and
get at least one COI'ICrcte proposal to Congress.
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In addition, if we could sell the White House on announcing our Title V proposal
at the NAACP conference, we could generate a great denl of press coverage because of
the heightened interest in this particular speech. We could build momentum for the next
stage of the legislative process - selling the proposal to Congress, education lobbyists;
and higher education and K-12 educators. There surely would bc other competing ideas
ror the July 17 speech. \Vhat should our approach be wilh the Willte House? How could
we best prescnt our 'fiSC that teacher recruitment and preparation was the perfect message
for the NAACP conrcrcllcc'?
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Discusslon Topics:
I. What themes within the Title V proposal would resonate with tbe NAACP audience?
2. How might the Title V and the race initiative message
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be: linked?
3. What practical, policy, and political arguments might be made 10 convince the \Vhile
House to announce the Title V proposaJ at the NAACP coaferellcc?
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Compromise nnd Viclo'1'
I immediately responded to the White House e-mail and informed the author thm
we were almost finished with our Tide V proposaL There was g:-cut interest, but no
commitment. We continued our campaign to he included in the speech, arguing that
education is the key to ending racial prejudice {lnd inequities, and good teachers are at the
core of a quality education, In add:tiQll, the focus on high~poverty communities in our
teacher recruitl1lcr::t piece was tailor made for the ;--;AACP audience. Announcing our
Title V proposal would allow :he President 10 uddrcss his top priority - education - and
reaffirm the face initiative.
We began intensive meetings' with the staff from the White House Domestic
Polky Council and 9M B, They scrutmized every detail of the proposaL, insisting that
changes be made. We fough\ some of the ch~tnges successfully and othcrs wc lost Tbe
most signilieant change to which we agreed dealt with :he focus of our Lighthouse
Partnerships. Although we h,ld not origin3Ey intended to focus the partnerships on high
poveny communities, the White House insisted we do so. White House staff contended
that the most difficult problem to address in teacher education was how to prepare
teachers to teach successfutly in high-poverty sch~6Is. I could not argue v;~th that
assessment
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Anotber reason for tmgcting high-poverty communities was unspoken, but
understood. The President's NAACP speech needed to address in some substantive way',
specific actions he planned to take to address the goals of the race initiative because no
concrete proposal had yet been put forth by the White House. Criticism was mounting as
people waited to hear what the President would do heyond calling for a dialogue on race.
Therefore, targeting the Lighthouse Partnerships to serve high~povcr1y communities
cornmunil;~s that are overwhelming n:inority - served both a policy and political
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purpose,
Although we had not resolved all the outstanding issues that hud arisen during the
intensive negotiations with the Domestic Policy Council and OMS, we had enough detail
that a presidcntial announccment would be credible" Two days before the NAACP
conference. we finally got word from the White I-!ouse that the President would
per~.?nany ,announce the Title V pro[h.,sal, something. that is rarely cone .
I did not realize how importunt the Presidential announcernenl was at the lime, but
I soon learned its value. At the last minute the Department of-Justice questioned some of
our language about minority teacher recruitment The presidential announcement forced
Justice to resolve the problem quickly so that Senator Kennedy could introduce our
legislative proposal before Congress adjourned on July 31, Unlike the rest of the Higher
Education Act that was mired in conflicts with OMS for months, OMB quickly cleared.
Title V. Again, there were positive and negative results. On onc hand, J was
disappointed that we were only able to get OMB to fund Title V at $67 million.~PF.ause
of the balanced budget agreements. On the other hand, it was the only new initiative that
was protected in the routine budget negotiations t.hat take place between federal agencies
and OMB each year before the Preside~t submits his budget to Congress.
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]f our Title V Task Force had not betn rcady and 1 had not respohded quickly 10
the White House e~mail, our proposal would not have gained such a high profile. lois
lime, the desire to announce something at an eVent had worked in our favor. Because the
President was on record personall)' calling for its passage, OUf negotiating positi,on was
strong, 1 could now rocus on selling our Titk: V proposal 10 mcn:bcrs of Congress and
the education establishment J\ow I had the power of the presidency behind me.
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Selling the Title V Proposal: Lessons in Sllbotagc
The legislalive process brings oul bOlh the best and the worsl in peop/c. To be
. successful, one must srarrjrom a sound, well-researched position, have developed
excellen! diplomatic skills, and be willing 10 compromise. However, the process a/so
brings oUf a competitive spiritlhal can {cod (0 division and deception. Deliberate and
inadvertent acts ofsabotage plagued attempts /0 sell the ClinlOn Administration's Tille V
proposal.
.
The most difficult people with whom I dealt in trying to sell the Clinton
Administration's Title V proposal were the lobbyists for the higher education
professional organizations. These individuals had formed a task force to develop a united
proposal that they could bring to Members of Congress as the "higher education
proposal." Early in the Department's deliberations, representatives from the higher
education task force tried to sell us on the legislative proposal that they had developed
through a consensus·building process. The process had been particularly arduous
because of the diversity, large numbers, and uneven quality of the institutions that
prepare teachers.
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Wilife the higher education task force had many connicti~g "masters" to serve,
there were also some,very strong areas of agreement among its members. Their members
agreed that the higher education proposal should focus on improving pre-service
education. The nation was facing a teacher shortage at the same time that states were
raising standards for K-12 students. Therefore, there would'be growing pressure on
.: colleges'and universities to produce more and better teachers. A pre-service focus would
. also.nl0st directly benefit the higher education institutions represented by the task force
':J. ,- ';members: The decision to focus the higher education proposal morc narrowly also grew
out of reality. With no unifying purpose or structure, the current Title V had not
generated adequate political support for funding. Although authorized at more than $400
million, only one small program, the $2.2 million Minority Teacher Recruitment
Program, was cuncHtly funded_ Therefore, the piggest priority of the higher education
lobbyists was to develop'a proposnlthal would be politically viable in a Republican·led
Congress and narrowly focused ,so that it could he both authorized and funded:
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Because Repuh1.~caf!s gener~\1.y ten~ to support policies that send money directly
to the states to spend as they see fit, 'the higher education task force proposed to send
money to the states based on a formula similar to those used in other federal programs.
The states would then decide which institutions should receive funding to create
partnerships with K-12 districts for the purpose of improving teacher education programs.
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The higher education case for focusing Title V on pre-service education was
compelling. The nation was faced with the need to prepare record numbers of new
teachers, and the federal government had not invested in teacher preparation in any
significant way for almost 30 years. In addition, Members of Congress were already
investigating what they considered unnecessary duplication among Department
programs, The fact that we were developing a proposal for the Higher Education Act
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also seemed to imply support for a pre-sen·jee focus. While the need to improve in
service education was also great. those issues could be addressed through the EJemcr.tary
and Secondary Educatiun Act tim: was .scheduled for reauthorization the following year.
H.owever, the higher education proposal had some serious flaws, The
Administration h:1d no·reason to beHeve that sending money throllgh the states to fund
K~
16 partnerships would lead to impro\'ements in teacher education, Past experience, and
evaluations or similar appruaches indica:cd that slales lend 10 ddbble 11'.c money OUI to
everyone, While this was a desirable oW,come for many in the higher education
community (and understandably an approach upon which the higher education task force
could reach consensus), the Adm~nistratiol~ did not fed :hat it \vouJd truly meet the needs
of the country. Our research showed that to effect real change and improvement in
teacher education, funding must be concentrated, sustained, and inves1ed in panncrsl]ips
that had the most j1romisc of being successful. Quality. rather than quantity, had to be the
,guiding principle.
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Fo~ this rcason, the !\dminlslratioll, '>\'hile suppurting a focus on prc~5crvice
ooucattolt, proposed to establish a competitive grant program that would identify best
praclit;cs in teacher education. These "Lighthouse Partnerships" would receive
sub::tamial funding over a five~ycar period to i!xpand LInd evaluate their work and engage
other K ~ 16 pa~g~r~hips ~'ho were,at various stages of restructuring their programs. This
type ofnetworking.9f 1\-; 6 pal1nerships committed to improving teacher education could
provide hoth S~I'pppr;-[or: ir;::titlltlon:: 'Jndcnaking the hard work of change and learni:1g
opportunities for all pnnm~rs.
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On JuJy'17, -)99,7; President Clin:on r:.nnounced the Title V pro~')sul during a
speech. at !he,a,lUlut!!!Nf..A,CP Cpnfercnce. His personal involvement generated a great
deal of politicaL.energy behind the proposal and on July 31, our proposnl was introduced
by Senator Ted Kennedy (D-MA), the ranking minority member on the Senate Education
,
Committee,
t
At Ihe same time, despite i~~~rl:;ive lobbyi))g~ the higher education proposal had
only been introduced by two Members,of Congress ~~ Senator Bill Frist (R-TN) and
Congres:swoJ11an Carolyn McCarthy (D-NY) - both serving their f,r.sl1erm in office. To
those unfamiliar with the ways in wh~c~ legislative proposals make their way through the
system. this bipartisan support looked"~fomlsing tor the· higher education proposal.
_
Howcve" because neither member had any sCi:1iorily, this bipartisan s',lppon was
illusionary, Congressman William Goodling (R-PA), the chair of the House Commiuee
on Education and the Workforce had shown no interest in the higher education proposal.
In fact, he h"d treated it with disdain and threatened to fight ar.ything that gave money to
schools of education,
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Our cffons to forge a hipartisan bill in the House had gotten nowhere due to
Congressman Goodling's reJuctance to deal with TItle V, This was, in part, due to his
general disdain for schools of education) bUi -\11so because the House Republicans were
severely divided on whether or not the federal government should be involved in teacher
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preparation. Many Qfthe Republican "traditionahsts" felt that tcachcreducation was
sti'ictly <l state issue and did not favor any fedcra: rolc. Other Republicans SaW schools of
education as the problem, and therefore) they could not be part of the solution to
improving teacher quality, In the view of these Republicans, any federal do!lars that
found their way to colleges of education would be a travesty, StilJ other Republicans
favored a more limited federal role jn which the federal governmcr.l tr.ight !iUpport efforts
to strengthen the academic preparation of teachers. These Republicans wanted 10 ensure
that
prosj'lec~ive
teachers had an l.\cndemic major, not a degree in education.
{jnder :lonna! circumstances, when the majority party is not united, the minority
party can seize the opportunity to promote its vision and effecti\'ely sh.ape the final
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legislative language, This could have worked well in favor of the Administration's
proposal, however, the House Democrats were also divided. Their divisions were less
about whether or not the federal government had a role in teacher preparation, but more
about what that role should be. De.spite the l.ack of evidence thai loan forgiveness was an
effective way to recruit teachers, it was being heavily promoted by Congressman Dale
KiJdee (DwM1). ranking minority member of the House Committee on Education and the
Workforce. Congressman George Miller (D~CA) \vas promoting a very strict
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aceQun~ubility measure that would cut off fcdcjJ.1 student financial aiL! dollars to
institutions whose teacher prcpartltlOn programs were identified as Jow-performing. This
punitive approach 10 improving teacher education made many other Democrats
uncomfortable, Some Democrats were also bothered by the term "best practkes" and the
compctilh'c nature oflhe Aclministratwn's.,·'Ughthouse Partnerships," fearing that thelr
constituents would not reccive funding. Still others, who represented more affiuent
communities, did not llkc our emphasis on funding partnerships 1hat served high-poverty
schools. Despite the disarraj' of Housc'Democrats, we continucd to work WIth them in
hopes that we codd uditeitllem'tx.:1Ji6d itre,';>ised' proposal that would incorporate the
essential elements ofthe'f\dininistratiotFs 'original vision,
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While we did not have bipartisun support for our P:-Op0S13j in the House, on the
Senate side, we were more optimistic, We were ac!~y~ly working with Senator James
Jeffords' (R~VT) S(ljJTtO usc the Kennedy sponsored bili as the basis uptln which 10 craft
a biparlisan Title V, As chairman of the Education Committee, Senator Jeffords would
playa powerful role In controlling what the final bill would look like. In general~ Senator
Jeffords seemed comfortable with our approach, though. he ....'anted .to see a role for states
in (he kgislatio:1,
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While these negotiations were tuking place in Washington, I began our efforts to
sell Title V 10 groups around the country with the hope that they would write letters of
support that would persuade additionnl Members of Congress to support our proposal.
My lessons in sabotage began almost immediately,
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They started when I learned ofa concerted effort to mischaractcrize our proposal.
Early in l,iU~ internal discussions we hud used the term "llagship" as a code word for
programs that exemplified "best practices"" We quickly decided 10 drop the term,
however, because in most state:; the term "flagship" refers to the major research
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institution in the state. In fact, we wanted to invest in those institutions that prepare the
bulk of teachers in America, and these were not, in most cases, the major research
institutions. When OO.C of the deans with whom we conferred carne up with the tenn
"Iighthollse" we thought we had founc un ideal substitute. Lighthow:;e would convey that
we wanted to identify and support promising programs and spread their good work. The
Lighthouse Partnerships would be beacons that could light the way for others who
wanted to restructure their teacher preparation programs. However. no mntter how many
times WI: insisted that our goal would be to i:west in those i:lstilutlons tlml prepare a
significant number of teachers for the state or region, the higher education lobbyists kept
telling their members that we only wanted to fund the "elite" institutions.
I hegan hearing tales from some of the deans with whom we had c\)nl'i.::rred carlier
in the process. One stood up a~ a meetin.g with her peers to de rend the Administration's
proposal, only to be asked ir she had seen the list of l4 institutions that we had identified
as lighthouses: Because she had not seen the list, she immediately sat down. "The !ruth
wns that we had produced no such list As a history teacher. images of Senator Joseph
McCarthy's infamous (and non-existent) lists flashed across my mmd,
At about the same time, 1found out that the American Association ofCotleges of
Teacher Education (AACTE), had sent leuers to deans of education in major u;oban areus
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explaining that our proposal would n01 support their efforts since we intended to fund
only elite institl.Jtions. These deans h:ld convinced th'eir presidents to write members of
Congress to tell tbem that the money bad t01ga ,through 'the stutes, When Mike Casserly,
head of the Council ofOrea1 City Schools:'expluil'icd'to the urban deans why he liked the
Administration '5 approach and dlslikcd:llie'liighJ;,cducalion proposal, lh..:y were shocked
to leam what <lgoing thmugh the statcs",meanLI',;ln',mo'st ctlses, when moncy is funneled
through the states, the urban areas ricvcr~ gcfth'eii.Jair 'shim! offunding. 'i:-his is one
rcason the federal role in educntion' cv6Ived'in:tlie ,firs(plac6. States ...vere not serving the
needs or their high-poverty communities.'
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The urban deans did not realize they could form a Lighlho~lse Partnership. In
facl, that's exactly what we hoped to stimulate - institutions with simi"lar chalienges
working together to improve their teacher education programs. Some of the institutions
would be further along in their efforts than others - some would be "lead" institutions -
but all could learn from and support one another.
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As I made phone coils to deans in stateS ",hose members served on the education
committee, it quickly become dear that the higher education lohbyists had already gotten
to them, I started to hear the same questions and the same phrases in response to my
defense of our approach. "It has to go through the states" became the mantra that
followed everyone of my questioru; to :.he deans.
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It also became clear to me that the way we had originally structured our
Lighthouse Partnerships, while great in theory, would not work in practice. The higher
education community's aversion to indicating that some institutions are better than
others, made it untenable. We had to stop ta;king nbout "best practices" and "lead"
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institutions, although both terms were accurate descriptions. Some teacher preparation
programs were exemplary and some institutions ~ leaders in this arena by vinue of
having begun the hard work o(restructuring their teacher preparation program long
before others. However1 we repeatedly we were told that no one would want to be
viewed
,IS
a "partner." And if the truth were kno\Vll, most of the institutions that truly
were leaders in teacher education would prefer 10 get money to continue their good work
without having the responsibility of working in partnership '-'lith others.
The~eforc, we began to reshape our language so as to better convey the concept of
a partnership among institutions that would s~rengihen and support a:l memhers. N(J one
institution would be strong in every area of teacher preparation, so the ideal "Lighthouse
Pnrtnershipl' would bring together institutions with different strengths and at different
stages of tbeir restructuring efforts to support and learn from one another.
In J:inuary, I was invited 10 give the Judith Lanier Lecture at the annual meetIng
of the Holmes Pannership" Originally called the Ho!mes Group, representing some oflhe
nation"s top research institutions, their mission was to reaffirm an institutional
commitment to teacher education and to improve teacher education in America. They
advocated the development of a "teaching hospital" model of preparation that would
bring together exemplary practice with cutting edge research, similar 10 the training of
physicians at medical universities.
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Arter acct:sations of elitism, the Holmes Grot:'p had,fycc:ined,'il:-:.'mission and
memberslJip to il1c!ude K-,12 partners and colleges arid universities that were not viewed
a~ leading lcsearch ins1ilutions, 'A !though the riamc;h3G bcC:n ~hanged,to ,the Holmcs '.
I)artncrship, the focus remaineq one of irnproving teacher.edudnion through a strong
partnership between higher ana K~ J 2 cducmion:fI11C'l·jcililles' Paro"liei'sliip. was a perfect
audience to which I could pitch the Administration 's·.Titl~· Y~pi-oposal:': .'
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In addition to giving the Lanier Lecture.] had been invited, along with several
Members of Congress, to make a pte-conference presentation to the Holmes Partnr;rship
Board of Directors to describe our Title V proposals. My hope was that the Board of"
Directors might vote to support the Administration's Title V proposaL With the changes
we had made in our language, and the obvious alignment between the goals of our Title
V and the work of the Holmes Partnership, I fell that we had a good chance to gel tb~.
endorsement of this very influential group of higher education and K-12 leaders.
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Though given limited time on the jifogram, 1 made my prescma:ion (md that
evening went to the opening dinner. As I began 10 eat my salad; the head of the Nationa!
Staff Development Council, Dennis Sparks, leaned over and said to me, "The President
had a very bad day today." Because J had been on the road, J had not heard any news in
24 hours. I didn't know "-,,hat he meant but assumed it had to do with some international
incident, most likely in Bosnia. When 1 as~cd him to explain; J learned for the first time
that the President had been accused of having an affair with a 21-year~old White House
intern named Monica Lewinsky and l)~illg about the relationship under oath. While the
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Pres.ident had adamantly denied the charges, it seemed that his answers were less than
convincing and people were predicting that he would have to resign.
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What I did not know until the next day was how badly the President's action had
damaged my efTons on behalfofTirle V. After my presentation to the Board of
Directors, they had met in closed session. 1n discussing the various Title V proposals that
had been presented to them, the Adminstratlon's proposal had been dismissed by the head'
of a higher education organization with the following words: "You can forget the
Administration's pmposaL It's dead_ Everything hus changed in the last 24 hours."
J, .Why would a President's personal behavior affect his legislative agenda?
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2. To what precedents might the higher education official have rcfcrr'cd in deClaring the
death of the Administration's Title V proposal?
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3. Research what happens to a president's political agenda d~ring pcri~'d'~ cifsctu':;-d_a!s.:-- ',' '
What faclors seem 10 determine whether or not the scandal hos'an In1~att'on~his:{t;' ~':..;",
dfectiveness in getting lcgis!atio'n lhroJ h the Congress? ; A!~;-;'l,l~:.\;:~.::~~J;::f~~~ ~;',:i~,j~,,·, ,
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4. [fyou wl:rc in· my position, what would you do next?
When 1'relurned to the Department, I found my colleagues totally demoralized. The
Prcsidt:nt had been prepari:ig a State of the Union address that was going to focus
overwhelming on education, Many cfus had planned to watch it together and pop
champagne corks as- soon as it was over. It was to be our moment in the sun, but the
Lewinsky scandal had changed everything. The original Stal~ of the Union speech was
abandoned, and in its. place, the President had to deliver the speech of his life .. one that
made him look presidentiaL Education was nOt an issue that defined American
presidents.
ll1Cse were dark days, While most of us did not know what or who to believe as the
accusations and the denials became l}1ore strident, we were all embarrassed by the nature
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of the accusations that seemed to grO\..... more lurid by the day. People would not speak,
nor even look at one another as they passed i:1the hal L Most'iJf the people J worked with
had worked tirelessly for the Clinton campaign aed emotions were running high, ranging
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from total denial to bitterness and feelings of betrayal. The Department felt like a
morgue.
It appeared that the higher education official was right, Everything seemed to come
to a grinding halt. However, a week after the Lewinsky story broke, the First Lady
appeared on the Today Show and aelivered the most convincing, compelling defense of
her husband. While the scandal did not disappear, people seemed less certain [hat tbe
accusations were true. In addition, Secretary Riley met with all of his slaff and told us
that we had very important work to do _. that we did not have time to dwell on the events
unfolding in the mcdia, and thal we must redouble OUf efforts on behalf of children.
With these words of encouragement, the mood changed in the Dej)artmenL We were
determined to continue to push our agenda and that meant thut I would return 10 trying to
sell our Title V proposnl1o those within and oUtside of Washington, D.C.
An opportunity arose i:1 February with the annual meeting of the American
Association ofCoHegc.$ ofTcucher Edw:ation {AACTE) The memhclj'hip of the
AACTE cnnsisted of deans of wllegcs of educatioc. While j knew that the: leadership of
AACT12 in W~lshington supported the higher education proposal, I decided to take our
message dirc~tly to the de:ans and agreed to do a session at the AACTE's confercnce.
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Penny Earlv, the chief!obbyist for the AACTE, was . set the context for the session
by providing a bricfhislory of the federal government's investment in teacher education.
I would then describe the Administration's Title V proposal and a Member of Congress
would provide a different perspective. Penny was to moderate the question and answer
period that immediately followed our two presentations.
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As soon as I walked into the room, I realized I had been-set up, Penny, who \\'35 10
remain neutral, had selected Andy Goldberg J legislative assistant for Congresswoman
Carolyn McCarthy (D-NY) to he my counterpart. Congresswoman McCarthy had
introduced the higher education proposal. My lessons in sabotage continued,
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1. Why would Congress\\'oman McCarthy have Introduced the higher education
proposal? What aspects of the Administration's proposal might she have disagreed
\vlth?
2, Why would Penny Early have chosen Andy Goldberg to present the higher education
proposal rather than someone from the office of Senator Frist (R-TN)?
3, What problems did Andy's selection present for me as I tried to explain the strengths
of uur proposal versus the weaknesses of the higher education proposal?
My ~ess()ns in sobolage would continue and my teachers would corne from many
different groups and from across the political spectrum, However, in ·the end, we were
successful. On October 8, the President signed the 1998 Higher Education Act
Amendments that included the basic structure of our Title V proposal, and in the end, \vas
far stronger than the one we had originally proposed. During the legislative process, Title
V was moved up in the bill and became know as Title ll. the Teacher Quality
Enhancement Grant
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'. The months and months of negotiations, while frustrating, had uncovered thatwhile
our original proposal had been great in theory, it also had important weaknesses. One of
the most significant WClJKnCSSes had been our orig:nal emphasis on identifying those
institutions that had exemplary teacher preparation programs and partnering them with
institutioris that were not as strong, This approach underestimated the strong aversion the
higher education e0r.1mUni1y had to stating that some institutions are better :han others,
To better ensure acceptance of our proposal, we were forced to dc~emphasize the concept
of one institution being a lemler in the Lighthouse Partnership, Instead) we began to
stress. the learning thnt would take pbcc amOl'.g all the partners. Another weQkness of our
original proposal W(1$ the ahsl:ncc o[ a role for the state, despite the fact that stales sel
li.':ucQcr licensing standards and :tiC uhimi.llely responsible fo~ the quality of their teaching
force: The struggle to find a proper state :olc, led to lhc creation of a state g:-ant program
focused on helping states strengthen their Icacher licensing standards, hold colleges and
universities accountable for the quality of their teacher education programs, and develop
st(::~,:,!'icie ,effort:. to recruil and retaln high quality teachers.
So dcspite'the hurd lessons J took Dway fforn the deliberate and inadvertent acts of
sabotage r had 10 endure. the greatest lesson I took away from the whole experience is
that our democrmic proccss works,
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�.... : Annual Back to Scliool Address National Press Club -- Remarks as prepared for delivery Page 1 of 10
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Remarks as prepared for delivery by
U.S. Secretary of Education Richard W. Riley
Annual Back to School Address National
Press Club
Washington, D.C.,
September 15, 1998
The Challenge for America: A High
Quality Teacher in Every Classroom
,{,{e,ilca,s) of the Secretary's speech.
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GOOd afternoon. At the beginning of every school year, I h~ve
the good fortune to come to the National Press Club to give my
"Back to School" address. I have been traveling from Georgia to
the Pacific Northwest as part of my annual back to school push,
and I can tell you that America's schools are overflowing with
children. It is an.exciting time for·children and parents; but in too'
many cases our.~chools are overcrowded, wearing out and in
desperate ne.ed.of modernization.
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As I noted in our annual report on the "baby-boom echo" which we
released last week, we are once again breaking the national
._. enrollment record. There are currently 52.7 million young people
lrl school and more on the way. And in the next ten years we will
need to recruit 2.2 million teachers to teach them.
_.-This is whY,I.beli~ve that the education of our children should be
this nation's number one national priority in this time of peace and
. prosperity. I also believe that this is the patriotic thing to do as
well.
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Like many of you I had the opportunity to see the movie, "Saving
Private Ryan." It is a wonderful movie that acknowledges the
sacrifice of a generation of Americans who did their duty in World
War II. Tom Hanks plays Captain Miller, an English teacher, who
does what he has to do, even at the risk of his own life. I believe
that the new patriots of our time will be those Americans, young
and old, who go into teaching to educate this generation of
children.
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And I will tell you this -- as I travel around the country, parents tell
me again and again that they have very clear priorities about what
we should be doing here in Washington. They want safe schools,
our help in building new schools and modernizing old ones,
smaller classes, and the assurance that there is a good teacher in
every classroom. This is the nation's business and we need to get
on with it.
If Congress is serious about getting dollars to the classrooms, I
urge them to enact our legislation to modernize our schools and
reduce class size by hiring 100,000 new teachers. Rearranging
existing programs, which seems to be the intent of the Congress,
does nothing to address the real challenges facing schools today.
In addition, Congress should fully fund the President's initiatives in
the Appropriations bill that they are now considering.
The focus of my speech is on what we must do to prepare the.
next generation of teachers and this is why I am releasing a report
today entitled, "Promi.sJQ9.praclice9" which highlights new ways
that we can improve teacher quality. This publication was
developed following a national search for models of excellence
that address the needs al every stage of a teachers career.
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. In preparing my remarks I have had the good advice at three
members of my staff -- two former National Teachers of the Year
-- Terry Dozier and Mary Beth Blegen -- as well as that of Paul
Schwarz, the former principal of a nationally recognized high
schoo'l -- Central Park East in New York City. Like all good
. teachers Terry, Mary 8eth and Paul have clear opinions about
how we can improve American education. In other words, they do
nOl mince words. So I won't either.
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Missing the Mark in Recruiting New Teachers
I am concerned that we are missing the mark when it comes to
preparing theii..'~t generation of teachers. We do not seem to
recognize the magnitude of the task ahead. In the next ten years,
we need to recruit 2.2 million teachers. One-half to two-thirds of .
these teachers wi:1 be first time teachers.
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We have more than a million veteran teachers on the verge of
retiring. The first chart attached to my speech makes this point
very vividly. By my reckoning, we are about five years away from
a very dramatic change in our teaching force .
The vast majority of these experienced teachers who are about to
retire are women. This, in fact, may be the last generation of
women who went ioto teaching because there were limited
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opportunities in other fields. In 1998, women have many more
career options -- and that is a very good thing for our nation.
These new opportunities for women will require us, then, to work
much, much harder to recruit and train a new generation of
teachers.
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Many people ask me whether we have a teacher shortage, My
answer is yes. We face a shortage of high quality teachers. We
are already seeing spot shortages developing in specific fields of
expertise .. math, science, special education and bilingual
education, The recent news that New York City recruited math
teachers from Austria highlights this growing dynamic.
School districts usually find a way to put somebody in front of
every classroom, and that is the problem. Too many school
districts are sacrificing quality for quantity'to meet the immediate
demand of putting a warm body in front of a classroom. This is a
mistake. Even now, too many school districts are issuing
emergency licenses.
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Many of these emergency teachers are dedicated and want to do
their best. But I have heard about and read too many horror
stories about provisional teachers who are teaching by the seat of
their pants with no preparation and no guidance,
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The COml1l9 wave'of'ftitirements has e'nohnous'implicatlons in our
continuing effortJq,f.~jse, standards, to develop sU~gessful
. recruitment strategie!;;' and prepare new teaChers'. We also need
to recognize that :the"ieaching profession is dramatically changing
-- the use of computers, teaching in teams, and the recognition
that children learn in many different ways -- are just three of the
many factors reshaping this rjemanding profession,
Three other dynamics also require our attention: the increasing
diversity of our classrooms and the lack of diversity of our
teaching force; the increasing number of special education
children and Limited English Praiiclellt (LEn'chiidren in the
regular classroom and teachers who lack the training to teach
them; and the need for many more incentives to keep veteran
teachers up-to- date and in the classroom.
What is Wrong with the System
•
I believe we also need to take a hard look at the very structure of
our current teaching system and get on with the task of
modernizing it as well. We cannot allow an outdated teaching
system to frustrate and even destroy the hopes and dreams of too
many teachers.
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The task is multi-dimensional. For example, too many teacher
education programs are focused on theory and not enough on
clinical experience.
Also, the current certification process is a cumbersome obstacle
course that has little to do with excellence and much more to do
with filling out paperwork.
And once a new teacher enters the classroom we allow a
perverse "sink or swim" approach to define the first years in
teaching. New teachers are usually assigned the most difficult
classes in addition to all the extra-curricular activities that no one
else wants to supervise. Then we wonder why we lose 22% of
new teachers in the first three years -- and ciose to 50% in our
urban areas.
•
This churning process and over-reliance on emergency teachers
just doesn't cut it in my opinion. Imagine the outcry if a quarter of
all new doctors left the profession after their first three years. This
is why I encourage local school districts to develop some type of
long-term induction or mentoring program to help new teachers
stay in Ihe profession. ..".,
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Creating a 'National Partnership
HaVe:~~id '~~h'y:ti7m~~ b~fore. is
Education, as'j
a state
responsibility:a,local'function.. iind.',,:national priority. We cannot.
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address Ihe task~t, t!an~ti~ a piecemeal fashion. We need a .
nationwide partnership 'among:K-:12 leaders, our higher education
community, and politicaiieaaers at all levels.
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Now a great deal of effort has gone into impmYing and supporting
the teaching profession in the last decade. The National.
Commission on Teaching led by Governor Jim Hunt of North
Carolina and Linda Darling Hammond has provided an excellent
"road map" to improve the teaching professiCii·.l; This is
to the.
good. But now we need 10 make things happen and go to a new
level of intensity.
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And I assure you -- we will place a very s!rong emphasis on
teacher quality when we ask the Congress to reauthorize the
Elementary and Secondary Education Act next year. The
bipartisan leaders of the Congressional education committee
understand that need, and we will be working with them to shape
that legislation.
http://www.cd.gov/Speeches/98091:i.html
Improving Recruitment
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There are other steps we can take now to encourage more
Americans to enter the teaching profession.
The Clinton Administration strongly supports the Feinstein-Boxer
Amendment to the Higher Education Act that will provide Pell
Grants for a fifth year to those college students who want to
become teachers and need another year to meet state fifth year
requirements. This is particularly important to the state of
California which has the daunting task of recruiting 250,000
teachers in the next decade.
I am pleased that strong support is developing in the Congress for
improvements in teacher education and standards. The
Administration wil: continue to press the Congress to pass our
proposal to recruit nearly 35,000 teachers over the next five years
for underserved areas. As members meet today to advance this
higher education legislation, I urge them to support our
recruitment proposals.
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This important piece of legislation will almost certainly include
valuable new teacher loan forgiveness provisions that have been
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championed by Senator Kennedy. ..
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I also urge Congress to fund the President's initiative to train new
teachers in technology.
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I support the creation .of sorrie,type.'of, national,jdbbank to match
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teachers with districts with a growing 'shortage • of .quality teachers.
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There are wide regional variations the need for teachers. We
can do a lot to heip get teachers in 'different parts at the country
matched with school districts in other regions that are fadng
growing shortages.
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At the same time, the increasing mobility of Americans is going to
require states and school districts to take a serious look aLtha
portability of teacher credentials, their years in service. and '.' ,.. -.
pensions, We do not need artificial shortages developing because
states have not brought their policies up-tO-date.
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Our federal efforts to enlist millions of Americans to go into
teaching can have an impact. Our best hope, however, is the
strong encouragement of parents and grandparents whose lives
have been touched by good teachers. I get distressed when I hear
stories about parent~ discouraging their children from going into
teaching. Teaching is about serving your country and being
patriotic.
I also challenge the myth that teaching is only for those
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cut it in other professions. Anyone who has ever spent an hour in
a classroom full of demanding second graders or had the
challenge of motivating a group of teenagers knows how difficult
the job can be.
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America's teachers are some of the most idealistic and patriotic
Americans in this country. I am extremely proud of them. So many
of them have entered teaching because they want to change the
world and many ofthem do.
What are our other challenges?
Challenges to America's Higher Education Community
•
I challenge the leaders of America's great colleges and
universities to make teacher education a much higher day-la-day
priority. Teaching teachers has to be the mission of the entire
university. Our nation's colleges of education can no longer be
quiet backwaters that get a mere mention in the annual report to
university trustees. College administrators who complain about
the high cost of remedial classes would do well to pay more
attention 10 how they prepare teachers, Here several suggestions
come to mind.'
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First, colleges of education should give basic skills le.sts to . .'
students entering teacher eduCation programs prior to their: • '
acceptance and at the same time hold themse}v",s,m,gre:,:
accountable
their. graduates. This is.,why:h~M.o[.s.WtV:~ ft!~~~r:~
for accountability by Senator Blngaman·and.l".epr~.se.~tatrv,ei.. .
George Miller.
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Second, stronger links must be developed between our colleges
of arts and sciences and colleges of education. Future teachers
should major in the subject'they want to teach, and that type of
course work takes place in the colleges of arts and sciences.
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Third, I urge teacher prep programs to put a much stronger focus
on giving future teachers rigorous grounding in developing the
skills they need to teach. It is harder than you think. Knowing your
content is not enough. There is a skill and a craft to it aiL and that
is especially true when it comes to teaching reading, This is why I
believe that every teacher who is seeking a certificate in
elementary education should have solid preparation in reading.
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One of the major aspects of the re.<!.9Jng bill now up in the
Congress is strong support for increased professional
development for reading. I support this effort and ask the
Congress to pass this needed legislation. We will never raise
standards if we just stay with the status quo when it comes to
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improving literacy.
Fourth, colleges of education need to recognize that our special
education and LEP populations are growing and deserve much
more of their attention as they prepare teachers.
Finally, I urge colleges and universities to develop much stronger
links with local schools. The EI Paso school district, which we
feature in our report "er.omisingi:ra<;tj;::gs: has dramatically
improved its test scores by working hand-in-hand with the
University of Texas in EI Paso to improve teacher education.
Challenges to State Government and Local School.
Districts
State governments and local school districts have a powerful role
to play in reshaping the teaching profession.
This is why I challenge every state to create a demanding but
flexible certifrcation process. Becoming a teacher should not be an
endurance test that requires future teachers to overcome a
bureaucratic maze of hoops and paperwork.
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I believe a much stronger focus should be placed on assessing.
II,
the knowledge and skills of future)eachers however they g?t: ."', ,", ".
them. This is why I support rigorous alternative pathways to.:, .. , . ,"
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teaching which can be so ~~Ipful !!1 rec.ruiting f!1jd,-car'e~r;~~! ~:_, ~.~:t;~';~~ I::'{Y'-:" .,'
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I challenge every state to eliminate the practice of granting
emergency licenses within the next frve years. You cannot set
standards and then immediately discard them when the need for
another warm body arises. New York State has taken the lead in
doing away with emergency licenses and other states should
follow this good example.
At the same time, we cannot challenge high poverty schools to
raise their standards and then shortchange them by doing nothing
to help them recruit the best teachers. This is why we are pushing
the Congress to pass our strong teacher recruitment initiative. At
the same time, our nation's urban areas have to do their part as
wetl. Outdated hiring practices sometimes seem to be the reason
that they are losing good candidates for teaching positions to
suburban school districts,
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State and loca! school districts must also end the practice of
teaching "out of field." (Over 30% of all math teachers, for
example, are now teaching out of field.) 1 believe that every
teacher, at a minimum, should have a minor in the subject that
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they teach.
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I cannot even begin to tell you how baffled foreign education
ministers are who visit me when 1exp!ain our unusual habit of
allowing teachers to teach "out of field."
Incentives for Veteran Teachers
As we seek to raise standards for our students. we need to work
much harder at giving veteran teachers the opportunity to keep on
learning. Current professional development courses with their
emphasis on workshops that pul a premium on "seat time" really
need to become a thing of the past.
We are developing more and mora evidence that school districts
that invest in quality professional development lor their teachers
see positive results in the classroom. The good work of Tony
Alvarado in District 2 in New York City. who made sure learning
new skills was an everyday experienc'e for his teachers is a
wonderful national model.
We need other incentives as well. The current system of providing
salary increases for credits earned seems flawed. There is often
no connection between the credits earned by a teacher and what
he or she actually teaches in ttie classroom. And •.there is little
incentive to encourage teachers to gain more knowledge or
improve specific skills for their classrooms .. Excellence, in a word.. . :
is not rewarded.
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Only 14 states, for example. currently provide salary supplements
to those teachers who set out to become master teachers through
the National Board Certification process. As a result many 01 the
best teachers leave the classroom to get a bigger paycheck as a
school administrator.
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teachers leave the classroom
schOOl administrator.
to get a bigger paycheck as a
This is why I ask states and local school districts to take a good
look at a new and developing concept called "knowledge and sklll
based pay." Put simply, teachers are paid extra for new skills and
knowledge they acquire. Teachers under this syslem get
rewarded lor specific Skills and knowledge that hetp a school
reach its own established goals.
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Now, a word about teacher salaries. As I have said many times
before, we cannot expect to get good teachers on the cheap.
Mary 8eth Blegen, the national teacher of the year in 1996, was
being·paid a $36,000 salary with 30 years of experience -:-
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fraction of what she deserved - and what other professionals
expect after years in service. _
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If we are going to entice more Americans to enter teaching we
need to offer them fair and competitive salaries. And, if we are
going to ask teachers to meet new and demanding standards we
also need to pay them for their effort
States like Connecticut and North Carolina have had the good
sense to raise standards for teachers and raise saiaries at the
same time. The resuits in the classroom are promising. I believe
every state would be wise to follow their good example.
, If we'really 'wantto recruit and retain good teachers we need to let
them'teach in first class school buildings. What kind of message
do we send our children and our teachers when we ask them to
go toa run down school building just a mile down the road from
an immaculate prison? President Clinton has proposed a very
strong school construction initiative, Congress needs to get off the
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dime and pass it
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In this speech, I have challenged many different groups to come
forward and join a national partnership for excellence in teaChing.
It seems appropriate to end my remarks by taking a moment to
talk to America's teachers. You are the heart and soul of the.
renaissance of American education. As I travel throughout the ,:
cOllntry, ;' have the opportunity to meet many of you, Each time I
am struck by how important, yet how difficult, your job is;" .. , ,,', ,,'
As teachers, you are being asked to know more and do more than
ever before. Please continue your good work and go out of your
way to recruit new teachers. Let others know the joy you get from
.leaching. Help the struggling teacher to improve •• and help to
counsel out of the profession those who cannot And make the
effort to measure yourselves against the best
-·-,1 'lOa now,with a.quote from an old friend of mine from South
Carolina, the writer Pat Conroy. This quote is from his novel
Prince of Tides. In this passage, Tom, a teacher who is the
main character of the book is asked why he chose to ·sell himself
short" when he was so talented and could have done anything in
his life.
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Tom's reply goes iike this, " There's n'o word in the language that I
revere more than "teacher." None, "My heart sings" he says,
"when a kid refers to me as his teacher and it always has, I've
honored myself and the entire family of man by becoming a
teacher,"
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With that I thank aU teachers on behalf of the American people .
Thank you.
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Summary of HEA Title V Task Force Meeting
April 10, 1997
Presentation by Dr. Terry Woodin from tbe Nationat Scier.ce Foundation
Dr, Woodin briefed us on NSF's projects re:a:ing to the reform of undergraduate teache~ preparation in
math anc' science. NSF has two programs that focus on teacher preparation. (Teacher preparation reform
is encouraged through other programs as well, but in these other programs the efforts are less systemIC
and focused within a discipline,)
The Alliance fo: Minority Participation program seeks to improve the diversity of the research force by
encouraging minorities to receive PhDs in scier,ce and engineenng. The program recently expanded its
focus to :eacher preparation as welt
The Collaboratives f:::" Excellence in Teacher Prepararon, for wh;:h Tery W. is responsible. is NSF's
rr.ajor thrust in teacher preparation, NSF has devoted $18 mil:10'110 teacher preparabon; $12·",4 million of
that fund:ng goes to the Coilabcrat:ves. Collaoorative projects receive $5 mi"lion, S-year grarts. There are
cur~ent:y 13 collatJorat"ves {which Include a to:al of 110 irsUtutions). and there will be 16 co,laboratives'in
June. Ihe projects are mut:i-institutional and within each lnstilution, multl-departmental. They If>clude arts
and science faculty workjng with the education facu:ty so that both faculties fee! responsible for teacher
preparation and s;) that both will treat students preparing to became ~ay',ers as Important students. The
collaboratives also tie in 'school systems by including teacher mentors, administrators, and support for
novice teachers, Some projects inc!ude entire states. •
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There are two challenging issues in fe/orming teacher preparation, The first certification Issues, wh:Ch are
drivers for o:her reform efforts. NSF recently co spc.'1sored a meetinG with Chief State Sdloof Officers
and,tre National Research CounCil as well as schOOlS of education ard arts and science faculty to d:scuss
what new ma:h'afid science s:andarns 'TIean for state cerjficatior slandards and what changes are
needed. {T:19 report from this meet:ng may be found at http://www.nap,edu.) Another challenge is
assessment and evaluatior:, Wh'at Kind~ of lnforrr-.3tion can we put in the hands of arts and science faculty
so that they see their efforts in teacher preparation as wort.1while? That kinds of indicators and measures
do we have to prove that the projects have been successful enterprises? How does one keep the
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momentum going, given the realities of working across disparate systems?
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Terry D. asked how the program is structured in legislation:. Terry W. outlined the grant process, including
pre-proposals reviewed by teams of three, and full proposals, Tom clarified that the statutory frameworks
of NSF and ED ale very different. NSF has an organic act, and then a National Science Board that
provioes direction a:1c policy. Most of the programs are not jn statute; they are flexible arid discretionary.
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Terry D. asked what lessons NSF has learned and what cr,anges they'd make Terry W. said f.iat she
wouldn't redesign the program annou:"!cement ~. jJSi the way she managed ~he program. She would have
brought in,t'le evaluators of the program from the beginning. She aiso WQu:d do more c:1-site monitoring •
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•nCluding talking to students and faculty.
Arth'.;r asked how projects were able to' bring about the partnerships. Terry W. said thai the Principal
Investigators in the leadership teams are key. It takes a cer:ain type of person and a good listener to
make it work.
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Tom said that NSF is 4 yea:s into trte program and asked how It is going, give.., that undergraduate
teache~ p~para~ion is oten thoug'lt to be ar intractable problem aboJt which the federal government cat!
do little. Terry W. answered that It's a gooo idea to keep prograMS to improve teacher preparation
separate from prograrr:s for teacher e'lhancement, since tne fOIT'1er gets swallowed by ~re latter. She
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said tl13t when the admlnistratiol" of an :nstltution of higher.educa.tiO!1 gets i~volved, that's when real
reform nappens and a difference is made; facu:!}' are unders:andabiy skeptical of reform effo,is until they
see its visiole sig:1S such as pay that's based :;1 involvement ir refc~m activ1ies. It takes a yea; or two to
'1'iake sure tha: the tenJre comF,iUees ~ollow tre W,y:js o~ the IHE admi'listrations.
Tom asked whether NSF's focus on only r:18t,., and science ,"las been an impedimer:t to conprehensive
reform \Nillthe PiOjects' ac:ivilies have 8'1 effect on the preparation of English teachers, as wei:? Terry
W, answered that the projects wen't tel! us that, but that overall reform does seem to be happening in
some places. Barbara asked how much rea! cooperation is emerging between arts and sciences and
colleges of education. Terry W. said tha.t the leve: Of cooperation is highly variable among projec1s, and
someVmes within projec~s as deans change,
Alida asked whetl1e~ the inst.tutions in the co!labora~jves are public colleges, Terry W. ,replied tha: some of
them are; in Monta~a's p~oiec~, for example, aU of the 4~year cclleges pa,iicipate, as well as ail 7 of the
tribal colleges in tile state.
Terry 0, asked whether the money is awarded to the lead university. Terry Vol, said yes but that money
flow varies greatly among different projects_ Subgrants go to other institutions. The money f1~ in some
projects is highly centralized and the university reviews each applying institution; others meet together on
more equal footJng.
Frances mentioned the importance of onMsite monitoring. NSF doesn't really do on-site monitoring. Once
a year, "visiting committees" made up of experts in the field give NSF advice and conduct a few site visits.
In the third year. the projects do a report. NSF said that if t~ey had more funding. they would use it for
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Title V meeting
. First. bagels and orange juice to celeorate Alicia Cora Hoffman's recent wedding!!!
Vision paper
The vision paper was sent out to the for...:m participants, but we can still make changes. Everyone, please
read it carefully and suggest what cnanges you th,nl<. should be made.
I
Dena Stoner's prcposaU Flagships
Terry D. said that e-vefyone to whom she's talked (including Mike Smith) about 1;,e flagship idea has been
very Interested, Perhaps there are Sorr,€ things we could marry with it from the NSF presentation, We '
need to think abou: how to acr,ieve cOrabC'8t on arld partrlership and to ensure !hat the K·12 communi:y
comes to the table with power 8;'1d resc~tces, How car we get support from a bread constituency? The
K~12 community wants to be represented in owr Title V p'oposal; Dena's idea has appeal for this reason.
Frances said that she loves Dena's proposaL Alicf3 said, however, that the problem is that she stiil
proposes short·term programs. NSF funds their programs for five years; change will taKe a !ong~term
investment One~ to !'1I0~ year grant prograIT''s will not char.ge teacher preparation. We can already co !he
kjnds of things that Dena ~alls for. Clare ::Iarifled t'1at Dena is talkL'1g about two~year planning grants
followed by S·year program grants (and poss:ble rerewal) so it is ir, fact more iong~term. Alicia then said
that we should focus on institutions of hIgher education if we want to change the ways teachers are
prepared: howeve" we do not want to alie-nate CEDaR and the K~12 community. which lobbies on the Hill.
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Vicki said that Congress recently asked, regarding the,Minority'Teache~ Recruitment program, wha: other
education f(;nds the institut(ons received. Congress is looking across the bOard at these issues. However,
Tom cautioned not to get 100 excIted about :hat ques;ior,,:which prObably came from the Appropriations
Committee.
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Pat said that she'S net sure how Dena propose's,that the fW1ds"flcw to the K·12 schoois, giving :hem a .
partnership role, by using one grant Terry responded that,this is unclear; Dena is struggling with haw to
Involve K-12 sChools as partn-ers and how to operationalize the partnership, Unda Quinn's school
received Goals 2000 funds in order to "go shopping" for a university with which to partner, but this i$n't an.
opt:on in many rural places. Pat asked wrether Dena propcses to gIVe money tC',90th K-12 schools and
univers;t;es and hope that theY'get together. Clare responded that. under :'>efla's"p1an, there are two
phases. Planning grants are awarded separately to K~ 12 schools and universities, so that ~he K-12
schools have indePe'1den~ funes, In the ImplsJ11entation phase, the two partners decide by creating a
budget who will do what, and apply as a partnership for funds. !n this way, the K·12 schools are flot
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Terry asked how we can make sure that the tNO get together. Audrey said that lr the Teacher Corps
("'Iodel, they are !mced to partner by the guidelines; the partners had to apply with a single application and
to submit a partnership agreement in their proposal. However, the funds eyentually were given ~o the IHE,
It was very ef.ective that the partnership requirement was written In the law". The Teacher Corps program
was successful at geHir.g col:eges of educaf,(ln to work with schools; however, it was difficult \0 get the
arts and sciences to buy in. That WaS the biggest problem. Many partnerships. already exist. Just abol.lt
all colleges of education have a plan to work wi:h school distric;s. We need to work on a strong arts and
sciences piece. Barbara agreed that tlie connection to the arts and sciences is ~he weak link. There are
good examples o-ui tr:e:-e {Good!ad) . .,....
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Pat suggested using tie Baldrige Aware approach to kientify the flagships, insle~d of a grant competition.
Terry asked how Baldrige would differ from a grant. Pat replied that the process useq to identify the
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models would be different because in a grant competition we can't do the site visits that would be
necessary to identify the best models. Tom said, however, that we can do site visits in grant competitions.
It's having the time and money to do them that's the issue.
Terry asked whether the group agrees that we want to figure out a way to grant K·12 schools clout in the
partnerships. Without that, the K-12 folks, who know best what teachers need, have no real voice. Pat
mentioned the option of a budget set-aside for the K-12 schools, or a 50-50 split of funds. Tom said that
he doesn't know how many of those decisions need to be made now. Terry said that there seems to be a
consensus that we want the K-12 schools to be partners with resources with which to come to the table.
Tom added that this is different from our original notion; this new idea is closer to the Professional
Development School model. Jon Schnur said that this shows us that the details do matter. Dena's
implementation grants would include funds for both K-12 and IHEs, a truly equal 50/50 split.
Alicia asked whether we advocate a regional-based program, including model-institutions from different
regions -- or whether we prefer a free·for-all program in which we can't influence regional diversitY.I We
could have 5 or 10 regions, in that way giving opportunity to different parts of the country. In addition, if,
these are long-term grants, most institutions never even get a chance to apply.
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Terry said, regarding selection of flagships, that Mike Smith favored granting funds to those institutions
that really produce teachers, not to schools like Harvard and Stanford. Flagships should have excellent
teacher preparation, not necessarily excellent policy centers. Clare said that flagships should be both
good schools and those that will make a difference by producing teachers. Vicki asked about a good
school like, for example, Seattle University; what if it wanted to be a flagship? It perhaps doesn't produce
many teachers now, but maybe it could in three years or so. Pat said that when they do:,they can apply.
Frances said that the bottom line is that flagships must indicate quality. Tom suggested that a flagship
could be a smaller institution as long as it is truly a teacher preparation institution: .. ·.;,;t~'t·'.:
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Terry said that we'll have to define flagships and that they would have to,work with otherS:lShe'steered the
conversation back to the K-12 link.
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Alicia said that there is nothing'stopping the flagships from,entering intQ·partnefships<with.K~12 schools,
Jon responded that that is very different from giving money directly.to,the schools.,S,:!e asked, doesn't
giving funds separately to K-12 schools and institutions presume that they won'! stay together in a
partnership? Aren't we encouraging them NOT to work together by' separating the funds? We should
structure the program so that they will work together. We simply wouldn't fund one if it weren't a tru~.
partnership.
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Richard added another option: make sure that the criteria for selection clarify the need for teachers in K-12
schools to be involved in planning what they need from the university. Sue said that the idea is that
master teachers will be in the university also, providing instruction to future teachers. Clare said that. f~m
her background in K-12 education, she has reservations about the partnerships b~cause from the K-12 .
perspective, U-.e partnership is always described by the university. Parity is not common, The university
views partnerships with K-12 schools differently than K-12 schools see these partnerships.
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Sue agreed that this is an issue, but said that we are talking about grants to 5 or 10 model institutions.
They will have to show us true partnerships. Richard added that if the selection process includes sile
visits, we can talk to the partners to see whether the partnership is indeed real. Peggy said that we do
similar thing now, in School-to-Work. Terry agreed with Sue that there is a difference between a broad
program and 5-10 grants. She has strong feelings about ensuring parity for K-12 schools in a broad
program; however, with a small program, site visits will ~.:,~~rmine the strength of the partnerships.
Frances said that, as a teacher, she never felt an equal partnership with universities. Clare asked whether
this is a funding issue. Frances suggested giving the money 10 K·12 schools, and letting them tell
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universities what they need. Audrey replied that this will not change colleges of education, and suggested
instead co- proposal managers (or principal investigators). Frances asked why it wouldn't effect change.
Alicia answered that the Eisenhower program already gives funds to the K·12 level; it can include
pre-service, but the program just doesn't reform the schools of education. Barbara said that we should
award grants to those institutions that already show evidence of equal partnership.
Terry said that we have consensus that this evidence of parity needs to be there. Tom added that we
need a strong message about parity in the legislation. Sue said that some of the funds could be controlled
by the K-12 school; we just don't need to give two grants. Jon clarified that Dena's proposal agreed that
some of the funds must go to the K-12 level. Vicki said that her program, Minority Teacher Recruitment,
just funded a school district for the first time, and that that was a wake-up call for the universities. She
liked Audrey's idea of having co- principle investigators. Terry said that the funds do not have to be split
50/50, as long as the partnerships are jointly administered. Sue reminded us that we are, after all, trying
·to cha~ge the institution of higher education.
Terry said that it seems we're in agreement; we just need to look at the details. We'll need a strong
statement in the legislation about partnerships, to ensure that clinical settings get the money that they
need to do what they want to do. Under the flagship idea, there will already. be a strong partnership; we're
not creating one. Maybe we could satisfy Dena's people with this idea. We need to market our proposal,
and highlight that we've heard th~ K-12 concerns and are concerned as well. Tom said that we could add
that our proposal isn't that different from their ideas.
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Jon warned us that there will be considerable pressure, within the Department and in Congress, to expand
the number of IHEs that can receive grants. This expansion would make it much more difficult to·address~
the K-12 concerns. Sue added that it would also be difficult to deliver the amount of money that's· needed
to more than 5-10 institutions. Alicia agreed; the need for change requires a large, long~term·investment ..
not a spreading out of funds. Sue then cautioned that wanting a long-term impact seems to argue also for
spreading out the funds, so that we can impact many schools. Terry said that we should·fjnd'out·how'· .:.':: ';'L.'·.
many institutions received how much money in the Flexner scenario.
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Terry prefaced her next remark by saying that·she·may:be.naive and idealist. ·andJtiat Susan·Frost saidr'~~'
that oui idea would get only 10 votes in Congress -- but that if we decide that the flagship idea is. the most·
effective approach, then expanding the number of institutions for political popularity is',wrong. :We can't
compromise before we even make our proposal. Tom said that another thing to keep in mind is that the
burden at OMS and in Congress is on those who want more money.
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Audrey mentioned the need to build into the institutions a process that will continue at the end of the
grants so that the reform continues. This should be written in the legislation. Alicia added that we could
fund the grantees for additional years if they are doing a good job. Audrey reiterated the need for the
institutions to be able to continue the efforts, without our grant support. Terry said that we can build
matching fund:; into the program from the beginning.
Sue asked how much will it cost to do what we want to do. If we know this, then when people press us to
expand the program, we can show them how hard it would be, given the investment that is needed for
each institution. Terry suggested that. since Mike Smith has given us funding in order to bring in experts
who can help us with the details of our proposal, they could help us estimate the cost. Pat warned that it
is possible to :Jive too much money, because this undermines the institution's possibility of continuing the
reforms.
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Barbara askej about what we hope will be the outcome of the flagships -- institutions spreading good
pieces of jt; we do envision
ideas? Connections to state reform efforts? Alicia said that there are
institutions working on a region a! basis with each flagship, and they would have to work with states and
deal with stat: certification issues. Terry said that we will require the production of "deJiverables" -- case
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studies that C3;) be ;Jsed cy o:hers who don't have the resources io develop curriculum mOdels. Th:s is
another end result others looking to flagships when re-designing their programs. And finally, as the
Flexner approach did far medical sC1ools, ~agsh:ps will ultirrately generate an agreed upon curriculum for
teacher preparation. We lust can't necessari!y say it in those words publicly,
Terry noted that we also face pressure from the White House. The President has decided to do a
commencer4en~ address a1 a college of ed'Jcation and will probably want to announce what we ace doing
in Title V. She asked the group whether we have reached enough agreement about our broad framework
that it's now time to bring in an O1Jtside consultant to help with Ihe details, Frances replied that, before we
can do a budget, we need a clear idea of our proposal; we ~ave 'norc won< to do. Sue said that we
should bn'1g in a K-12 person to help us figure Ola the costs of what we enviskin..
Jar: clarl!ied his earlier remark cy say:ng that he ;s not suggesting that we water down our idea: r.e ]U5t
wants us to be ready for tre l)ressu~es tr,at we'fI face from other groups and Congress. If we can develop
a preliminary budget that's in the ballpark, it will be very clear why w~ can't expand our idea to 100
institutions. Perhaps we cou:d have a discussion y/t'l Tery Peterson and Mike Smith to work on a
strategy for protecting our focus on a small nU'TIber 0' institutions Alida saId that we can also point out
that it, as in NSF's program) other institutions receive money as well. and'matching funds are required, in
a few years we wi;1 have reached more than just a few institutions.
Tom Risado (?) from OMS made a surprise appearance at the meeting. He said that OMB will be looxing
at our Title V proposal to see how it relates :0 o~r,e~ ED programs and how it will be different from what
other federal agencies are doing, Is there overlap across :he tede~al government (for example. between
EO and NSF)?
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Tom Corwin responded that NSF is probably the only agency with a program focusing on reform of
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teacher preparation. We wiLl need :0 articulate clearly how our proposal is different ftom what t'1ey are
dOing and how we can do it better. The NSF Col;aboratives are not flagships; tlie grants are just,$1 million ;'/.. >/":""'.,~
a yesr.
Terry said that Oena's proposal emphasizes urban centers and preparing teachers to teach in'the'most ;'::i;j~ j l1: :::~: i<"..:
chaHenging environments. Do we want to make this a top priority?· Barbara responded that th:s would ,h;;' tr':-. )".7<,.~. , ••
rrean L"iat we'd be reac.'1!ng just urban jl1stituti:)t1s and excluding others. Sue added that perhaps it could
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be a focus (thought not an exclUSive one) - after aU, what is the value of the program if it doesn't provide
nelp in the tougnest situatIOns? Audrey commented that we neeo to include at least one rural instltution,
Vicki suggested either urban or rural schools, with a cer-air percentage of minority students, but Tom said
:hat ,stating a set percentage is nol a good idea. Alicia said that we'll also be reaching satellite instituttOns,
wnich can inClude urban sChools. Tern reminded us that just because an institution is urban does not
mean that it is !)repat-ng its s~ude'ts to teach in that urban community; Nancy Z:niphe(s irstilut.Xin (Ohio
,~ ~tate), f0r example, had not been doing that. and IS now redesigning its miSSion. Jon said that he likes the
urban focus - although this idea is a "non-starter" with SOrie Congressmen such as Chairman Jeffords,
who is from Vermont.
Terry asked a question about the overall TiUe V proposal: Are we still plann,ng to propose a broad
authorIty in addi:ion to the flagship idea? Alida said that there are problems with d~ing this becavse we
already have a general aL!lhority, Ten"'j replied, and others agreed, that Tom did a good job of showing
why ours would be different We need someplace to put our other Title V ideas- support fer !NTASC, for
example.
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Jon asMd for c:.ariflCation on the group's thoughts on professional development :or administrators. We
agreed tha: we do want this focus in the flagship idea and in the broader autnor;ty,.
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Next steps
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The group agreed to go forward with the options paper, maintaining all 3 options {after Tom updates it
based on our latest meetings}. The group consensus on Minority Teacher Recruitment is that we continue
to support it with an increase in funding. Terry will set up a meeting with Mike Smith, Terry Peterson,
maybe Mike Cohen, David longanecker, Maureen McLaughlin, Ray Cortinez, Kay Casstevens and Gerry .
Tirozzi to present our ideas.
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Policy
Th<: Minority Teacher Rccrui~mcnt I'rugram:
Options~ Pragmatic Concerns and Politicnl Realities
The legislafive process is/Wed with dflemma.l', Throughout the process, decisions are
made/or policy, pragmatic, and political reasons. During Ihe reauthorizotion ofthe
Higher Education Act, (he decision of'whallO do with the Minority Teacher RecruilmenJ
, Program illustrates just how complicated Ihe~;e,decisions can ba'ome.
The growing diversity of Amerlca=s student population has led to an
unprecedented demand for teachers of color, Minority students comprise 30% o.f the K~
12 student population whiie oniy 13% of teachers are mjnorities, More than 40% of all
schools do not have even one tcacher of color. The gap between the make up of the
student population and the teaching force is growing. At a time when Americ3""-s
teaching force is becoming incre:tsingly white and f(,!malc, th'c Rtudcnt popL:.jmion is:
projected to be 37% minority by 2003,
Given these dramatic slatjstics~ there \vas never IUIY doubt that the teacher
recrultmcnt piece of the Adminislralion::s proposal for Title V of the Higher Education
Act would address the'need for more teacherS of color in American classrooms.
However, \vhile recruiting, preparing, and retaining morc minority teachers was clearly a
priority> it was not the only recruitment challenge facing the nmion. In addition to
~ sh9rtages of minority reachers) there were nationwide shortages of math, science, special
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revealed thal over the next ten years, communities throughout the nation would face
severe teacher shortages of all kinds, American schools would need to hire more than 2.2
• : ::b,,'h 'l-'-::\+d\: '~:millioIUeacher5 due to increased student ctu'ollments and massive retirements of a '~.'
i, , veteran teaching force,
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Schools that face shortages of qualified teachers often are forced hire less
qualified individu<1t~. The impact oCthis reality on high-poverty schools is clear. As the
attached graph shows, the very students v;,ho need the best prepared teachers because of
the challenges that poverty brtngs to the classroom often have teachers who are the least
qualified, As the Administration worked w create its teacher recruitment proposal~ it
sought to address"tl;y i!lequitic;..that cx!.sled between high poverty and low poverty ~llOOI
districts when it comes to qualified teachers of all kinds. How to address these inequities.
however, was unclear.
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The most popular policy option among Democrats and Republicans was loan
forgiveness for individuals who agree to teach in high-poverty !'chools" The problem
with this option, bO'Wever, was thut the Government Accounting Agency (GAO),
responsible for reporting to Congress on the effectiveness of federal programs, had found
no cvidence that this approach actually increased the number of individuals entering
teaching nor kept those that did become teachers in communltics with the highest need,
According to GAO reports, loan forgiveness simply provided money to individuals who
had already decided to become teachers, many of whom were white and ll)iddle class"
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Once cducaled~ these individuals tended 10 return to their subt:rbar.. communitLes rather
than complete their service requirement in high-need schools,
Another approach explored was that taken by the medical profession in the
1970~s. ]n the National Healtb Service Corps, individuals had their education paid for in
exchange for setting up their medical practice in fcmDle rural arcas. This approach also
was not successful because: after a brief stint in the rural communities, most newly
trained doctors chose to return 10 more urfiuen: urban and suburban areas,
The DeWitt Wallacc~Reader=s Digest Foundation o1Tered another approach 10
recruiting and retaining qualified teachers in communities with the highest need, The
Foundation hypotncsizt!d that high~povcrty c-ommunitie-s needed to Agrow their own;:;
teachers. In other words, they needed {'O iii vest in i:1dividuals already living in the
community who would remain there once their training was complete. Since 1987
DeWitt Wallacc-Rcader::::s Dig~st had invested more thUll $10 m;!lion in their Patnways
to Teaching Program. Early evaluations of the program were promising. Unlike loan
forgivenes:;, which seemed (0 provide financial assistance to individuals already
committed to becoming teachers, the Pathways to Teaching Program had reached
individuals who would not have otherwise entered the pl'Ofessioll_ For example, many of
the Pathways programs focused on helping paraprofessionals become fully certified 10
teach. Through the Pathways Program, paraprofessionals who had been working as aides
in sc11001s for J0- I5 )-;ears completed tht necessary training to become teachers. Even
more imp~es;~ivc was.th1.! fact that large percenlages of these individuals~ once trained.
stayed.i.n the communities and were evaluated as above average ieachers.
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Given the 'Administration=s desire to address the teacher workforce inequities
.."-;., ·~·that exjstcd'bctwcc'li\hjgh~povcrty. and low-poverty school districts and the impressl ve
'evidence that a Agrciw your own: approach was most effective in recruiting and retaining
qualified teachers in high~po\'erty areas, the Title V Task Force proposed to address
teacher re-:::ruitmcm througb competitive grants to partnerships between highnpovcrty
school districts and Institutions 0-( hl.[;.her education, The partnerships would identify the
kinds of teachers needed in the district and a potential pool of candidates, and then desigll
a program that met the needs of the targeted individuals" For example, the partnership
might determine that math. science, or minority teachers were needed, Depending on the
location of the district, the partnc6i1}~ '.:light tat{':et retired military personnel,
paraprofessionals, or brighl high schools seniors In their recruitment effDrts. Teacher
candidates would ;'cccive scholarships, high·qu:llity preparation. and support services in
exchange for teaching at least three years in the partnership district
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Because 92% of large urban pubJi.c schools reported an immcciitnc demand for
m.orc minority teachers, the THle V Task Force felt certain that allowing the recruitment
partnerships to identify the kinds of teachers needed in high-poverty areas would result in
many partnerships focusing on reCruiting minority teachers. Therefore, we believed this
approach would help address the need for g:catcr diversity in America::::s teaching force.
However, the Title V Task Force stiH faced a dilemma about the Minority Teacher
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Rccn,:;:itment Progr2.m, the only program in Title V that was currently funded. Should it
be maintained or should it be eliminated and folded into the larger recruitment proposal?
From a policy perspective the choice secliled clear. The Title V Task Force had
made the decisio!1 to craft a proposal that would be coherent and conceptually defensible,
The goal WaS to <lvoid U:e pitfall of the current Title y, which authorized numerous, small
programs and pet p:-ojects, but failed 10 generate funding support. Although authorized at
more than $400 million, only the ;"'1ino>ity Teacher Recruitment Program at $2.2 million
was funded in 1997. Continui3g the Mi!10rity Teacher Rec!1litmcnt Program as part of
the Administration=s proposal would open the door to what could become a flood of
small~ disconm;:cted programs, Lack of coherence in Title V would greatly diminish our
chances of passir.g ar~c fur:.ding k1.D.Y programs that would address in a significa>jt way tbe
nation;s need to recruit and p:cpare over a million teachers in the next decade,
There \vere basic legal questions as weL Recent court decisions called into
ques[Jon whether focusing a pwgram on minority teacher !"Ccruitment was legally
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defensible. En H02wood v. Texa\i (1997), tbe 5 Circuit Court of Appeals found
consideration of race and ethnid:y Afar the purpose of achieving a diverse student body
[not to be of] compelling intc:est under the Fourteenth Amendment:
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Fur these reasons', the TitletV:'fask Force favo:ed eliminating the Minority
Teacher RecrJitment-Prograrn and' folding it into the larger teacher recruitmen! proposal.
Pragmatic and political cQnsiOera1ions, :however; made the favored option problemat:c.
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As the only TitleV program that had been conslsten:ly funded by Congress, the
Minority Ti::acher Rccruitrhent J>rogramtclcarly-bad st:pport. Lobbyists-for Historically
Black Colleges ar.d~I;Jniversities:(HBCWs):and Hispar-ic-servi:lg institutions would
certainly fight to retain a prograc1:thal directly helped 10 support their institutions,
however under funded it was, Elirr:inating funding for the Minority Teacher Recruiuncnt
Program in the budget might incur the wrath of i.he Black Caucus~ an important group for
the Admir.istration. The Department of Educati6!l l~::ders held a deep concern that
:isking a fight among our allies over a mere $22 million was not wise. \Ve could tie
ourselves up, iosir:g :he momentum that had followed the Presidential an::lOuncemenl of
the Administratlon=s Title V proposal. A tighr over the future of the Minority Teacher
Recruitment Program might risk Democratic: suppi))-'(fOf- the Ad!!>tinistration::::s entire
proposaL In addition, the President had launched I:is race initiative on June J 3. J 997 at a
speech at the University of Cali fomi a at San Diego. Eliminating the IVlillority Teacher
Recruitmen: Program might' be viewed as a retreat from this highly p~blicized effort to
bring attention to racial ir.equities and 10 improve race relations in America.
1be Republicans had a vcry different perspective on teacher recruitment. The
RepUblican leadership of both the House and the Se!1ate did not beEeve America was
facing a teacher shortage. House Chairman William Goodling of Pennsy!vania
represemt:d a state that produces more teachers than it needs and Senate Chairman James
Jeffords of Vermont -was not hearing dire reports of an impending teacher shortage in his
state. OveraJJ~ the Republican positior. was one which argued Jhat we did not need to
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recruit more people into lcaching. They pointed out that there were many qualified people
with teaching degrees in America 'Nho were not currently teaching. Therefore, the
solution wa:; not 10 recruit and prepare more teachers. The solution was to get qualified
people already in our communities into our classrooms and to attract Asrnarter people;:
into teaching. In particular, they wanted to unlock the education establishmcnt;:;;;$
stranglehold on teacher licensure and certification to enable talented people w,itb
acndernic. not education, degrees to become teachers.
BecZluse :here was no Republican support for anv proposal that addressed tcacher
recruitment, eliminating the Minority Teacher Recruitment Program did not pose a
problem for Republicans b fact, one ofthcir priorities in the reauthorization of the
Hightt tducmion Act was to eliminate or cO!l50Iida:c programs, As the majority pany,
the Republican position needed to be carefully i:onsidered by the Administration. No
Title V propo~al could pass without their support.
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With such conflicting policy, pmgmatic, and political considerations, no decision
would be without risk, As leader of the Title V Task Force, I had repeatedly urged my
colleagues to resist compromising Our policy position before we submitted the
Administration=s proposal to Congress. J recognized that the democratic process
required compromise, but I believed that we should go forward with the strongest
proposal possible. Compromise should begin from,a.position ofinlellcctua! strength.
Therefore, making decisions based on pragmatic or political considerations too early in
the process seemed self~defealing, ,On thc,'othcr1 h3nd, successfully maneuvering through
the legislative process required cafeful.att~l!~ion to.the.realitics of politics. If \.ve did not
~onsider the political reatities f,om the, very bcgi.nning, our Ti:le V protJosal \,.,ould be
declared Adcad on arrivaL=::. :', ';'; ~v,.':r '\Vw>J~; (',,;t;r-i;n,;:).,,\!,~; .
. . ~J..'.i'i.};;·""lert:tth~t,~·':; nt:i~::'fJ' '1.~.,
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Whnl, then, should the Adminis:n>;:joll ,do ,with U1C Minority Teache.r Rccmitment
Program?
1, Why is the recruitment of mi,lOrity (cachers important?
,2. What information and factors jcstified :he need for a minority teacher
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recruitment progranl?
1 What information and factors argued against retaining a separa1e Minority
Teacher Recruitment Program?
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4, Which factors seemed most compelling?
5. \VhiCh option carried a gxate:' p(llili<.:al risk? Why?
6, ' With six year terms, should senators be expected to tuke a larger vjew than
members of the House whose twu year terms make them more vllinerable to
the views of the constituents? (n this case, why do you think Senator 1cffords
and Representative Goodling took the same approach to the issue ofminorily
tl.':achcr recruitment?
7. What other options might be considtred?
8. On what basis should the Administration make its decision on what
the ~inority Teacher Recruitment Program?
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do wIth
9, What other information might be needed before making the final decision?
Extra Credit: DownloJd from the lnternet thc'J'resident's speech of June 13, 1997
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at the University of California at San Diego and press coverage of his race
initiative. Assume the role of one of the members of the race loitimivc's advisory
hoant Write ~ Jetter to the Secretary of Education, to,'c(}~1\'i;~c'c hJm':to continue
the Minority Teacher Recruitment Program.
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Draft
3128197
TRANSFORMING THE VISION,
INTO A LEGISLATiVE STRATEGY
T1e Title V tea;il t:as developed a v1.sion for improvement of teaching that spans the con:L'1liUm of
educator professional ceveicpment, frC:r1 jnit;a~ recrJitment through preservice preparation, licensl,.'re,
induction, and continuing education throl..g7iou: every educator's careaL The next step is to translate that
vision into a proposal for the reauthorization 0; Title V. Il\'ha: fc:low is af' analys!s of how we can develop
that proposal,
The team's ioil,-s, recommendation Is ira! the new T~le V focus
maio!y 120 the "front end" of professiQnal
d£ue:!QQcoect tftat is, on the recruitment, i:1itlal preparation, !icensure, and il1duction of K·12 educators.
The reason for this recorr:mendaticn is lhat the Oepa:-tment already has a major ·'in-service" program,
Eisenhower Professional Development. Althougn Eisenhower cannot 00 everything - it is underfunded,
and it focuses mainly on strengthening teaching ;0. the core academic subjects (particularly r.1aL';emat;cs
and science), not on general improvement of 1M profess[on •• the teaM believes that a Tit.e V proposal'
tha: also covers continuing professional development would be perceIved, in Cor.gress and elsewhere, as
overlapping with the Eiserhower program, The Department WOUld, justifiably, have difficulty generating
appropriations for two. overlapping programs. Moreover the team strongly believes that major needs ir,
educator recruitment, preparaton, licensure. and ir:j-Jc!ion are not being adequately addressed through
existing (primarily non-Federal efforts) and that :imited Federal res:'r..lf(:es, if carefully t.argeted, can make a
difference i~ those areas.
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The team has iden:ified three potentia! mechanisms for funding improvements in the "front end": (1) a
State formula grant program; {2) a portf,?;io of categorical discretionary orogramsrand (3) a smailer '
number of programs (betv.'een one and tnree) tallered :0. meet 10. address highest*priority, needs'in a
manner that, the team' believes, can have the greatesl impact For reasons set'forth!below, the team
believes that the third of these options'is most promising.
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Option l' Propose a formyla grant program
The team ;s aware that some members of ~re ecucation community wI!! advocate creation of a State
formula grar,t·program untier Title V. Such 2 progra1"!1 would allow each State to develop improved
front-end systems suitable to the State's own needs and priorities. It migrt also be politically attractive, as
it would be tess likely, than a discretionary program, to appear to involve the Department i:1 State 8'1d loca!
decision·Makir.g.
However, the team believes that witt'! limited funcir,g !,;.nder
Title V, the Federal Government can achieve the most impaCl if i: targets furds on a limited (\umber of
promising approaches. (See discussion of these approaches in tt':e discussion of Option 3,) Trw" type of
targeting would be difficult under a formula' program; more likely, any focus on rea; refo;m ar.d
lmprovement wouid be difft.Jsed.
In additlofL we note that the Eisenhower State Grants program, although 1t is focused on inservice
Instruction, does authorize suppon for preserv'ce activities, particularly through the portion of the program
that funds competitive grants to institutions of ~igl;er education, Altr.ough it appears that Sta!es use very
JflUe Eisenhower funding on preservice concerns, creation of a second formula grant authority would, as in
the earier discussion, raise tl1e dupllcatlon issue; and probably make it difficult to ge'1erate adequate
appropriations for e:ther Eise,rower or the new program. Thus,- wi:' appear to disagree, with those
members of the commurJty W'lO suopc1 a fC~fTlula grant, about the likelihood of obtaining funding for a
formula versus a competitive progiam.
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A final prabler.'! with the formula option is mar it would take considerable resources, probably severa!
hund{ec m.lJion d:ll,ars annual:y, to make it viable, and we unsure that, ir a tight budget environment,
adequate resourc.es would be available.
Potior 2' PrOPQse several categorical discretiQnary prO;J~ams
Other members of the communIty be:!eve tra: Title V should include fa~r!y large "lUmber of discretionary
programs dealing with distinct areas of need and priority - much like the current Title V. VVhi:e there may
be little subsw:'!tlve ciffetence I:;etween, on the or,e hand, authoriz.ation of a group of categorical programs
and, 00 the othel, an authorization of a few broader programs encompassing a range of allowable
activities, the continued Congressiorai conce~n aool;t the pletnora or Federal education ;:;rogtams {the
myths about the 760 programs, the 32 riteracy programs, etc.) makes it appear unwise to propose the
creatiOn of severa! different programs. Indeed, Congressional and Administration Concem about t~e
number of p~ogmms in the Department has resulted in the defundin9 of several Title V,au:horitles in the
las! few years. Moreover, creation and funding of multiple programs would lir:1it the Cepartme"lt's flex!b;li~y
to res1JC!ld to r,ew needs and pr;o~ities.
Optioo
3~se betwe'en QIre acd !tree aut)oOties
focused 00 higheS:.prjority oae~s.
The team is pro!)osing it-.ree individual programs. The HEA steering ccmmitlee may decide, however, to
put fon.vard fewer than three authorities. In that case, any of the three proposals, or any combination of
the three, wO:.Jld be acceptable.
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A description of lhe three proposals follows.
Optfoo 38: A broad discretionary program focusing QO p,omisiog ap.moaches to imQrove:ne.n1.Qf. ,.. '
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t1e front end of teacber o(S;oaration.
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Under a Fund for Excellence in -:'"each:ng (but a better name is neode.;:"); the Depar.ment WOuld fund
activities likely to have a national impact on the development of ~a capable and committed
if":' :. .;':t~ " :
every ciassroom." Within that broad author:ty, we w::':Jld hig:1fght Ule fo:lowing types of activit~e$ as
particularly wortry of support:
teacher
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EUr"ldiOg of national reform proiects focused 00 the imDroYfm)ent of teacher recruitment
or loductjon, For instance, t!"',e interState New Teacher
AsseSS:l1ent and Support Consortium (INTASC), a program of the Council of Chief State
School Officers, is developing model core standards for licensing beginning teachers.
INTASC is designing its standards to be comO;3tible with the standards for experienced
teachers developed by the National Board for Profess:cnaJ Teaching Star.dards (NBPTS).
Yet. unlike the relatively well supported NSPTS, lNTASC is something of a shoestring,
operation, and its work is coming along mudl more slowly ShorHerm Federal support
co\.llc speed the work of the cOr"}sortium and help motivate States 10 adopt its stancards.
w~rat;Qn.,.!jcensl,;re,
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Modol recrJitment and preparatioc p(ogramlii, Wnile the Federa! Govemmert cannot. by
itself, solve the problem of a pending teacher shortage (and there is {~ason to believe that
the normal operation ofthe labor market may solve muetl of the problem;, targeted effor:s
cou:d help identify and validate approaChes that may be followed by States, school
districts, or lI-fEs. Severa! types of acti~itles suggest themselyes,
- The Department could support mode; programs tha~ enabie educaljoc
paraprofessionals to obtain toil certification, The team finds this approach to recruitment
and preparation attractive because: (1) the paraptofessiona, workforce is heavily
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minority, sc prograr:s aimed at parap;cfessionals will 'lelp allev:ate the
linder-representation of minorities in teaching; (2) mi;'lority paraprofessionals are
concemrated i" cities, and are unlikely to leave urban districts once they are cer.jfjed. so
their certification helps resolve !r.e prOblem of teacher shortages ir the cities; ano (3) if
paraprofessionals continue working during their training, the cost per pe~son of training
them may be relatively low, so a program aimed at cer'Jfyfng paraprofessionals may
benefit from cos; efftclencies.
•• The Department could SLpport the develcpr>e'1t of model 3QQroaches to scboo!
admiojst::ato( lrainL'lq. Research has ~mown conclusively that :t',e quality of school
leadership exhibited by principals and other administrators has major impact on
teaching and leaming in :r.e classroom" In additio'1" like teaching, s~hool adl'71inistr.Jtion
faces the problem of an aging labor force, and the need 10 recruit ana train new talent in
tre coming years, Yet the existing array of professional development activities in the
C'Cpartrnent and other agencies does little to address the qua'ity of adrni~istratlofl"
Because there are relatively few principals (compared to teachers), l'le Department may).,-€
able, with limited funds, to have a more immedia:e impac~ on the (ecruitlr.enl, preparation,
and induction of administrators"
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- The Department couid support !he development and refinement of promising
innovations like professional development schqols fPOSs). PDSs, an idea firs! put
forward by tre ~Holmes Grocp~ on the reform of teacher education, empfo), a "teaching
hospital" ·type app;oach tha~ li~k$ teachers colleges with eleme1tary and secondary
schools, gives prospective teachers a much more clinical educatIon than is common in
more traditional teacher ed programs, ensures tha: teacher coilege faculty have
continuing, intensive involvememt with K-12 schools, and allows schools to benefl: from
the research conducted by 1he IHEs.
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The Department actuady put forward support for the development of PDSs as its key Title
. V initiative for the last HEA reauthorization 11991-92). The
was not acee·pted bv
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Corg~ess (except for the perfunctory :ncluslo:1 of a PDS auth6ri~y Vilthl1 a broader forrrll.lla
program thaI has never be€n funded), and PDSs have evolved withOut federal support,
with somewhat m:xed res:.lIts The Department could play an importan: role in the
expansion and improvement of professic:lal development SChOols by suppor:ing the
adoption and evatua:ion of different POS models, bringing together faculty from different
FDSs to share informatior'L..[need SOMe help here -- not sure what we would de that isn't
already being done]. ..f(J1~7· I< -, 'I.. .{)c)~~,J:.,. t~· .~ lj')'"-.-c;--'-o
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that cornbjce. in a cQmQr.e.terrsiye maflML reforms 10 recrujt®ot
~araIiOO: licensure and jnductlon, Improvement In the front end of teacher preparation
wil! be most successful if States address the issues comprehensively, rather than if! a
piecefl"1eal manner. Several States have received mcdest support. th;ough L'le National
Institute 00 Educational Governance, Finance, Policy making, and Management, to
implement the recommendatior.s of the National Comrrission on Teaching and A'Tlerica's
FutJre, but much more could be done. The Department cou!d fund efforts thalleve.(age
much larger amounts of State and other dollars, encourage more States to adopt reforms,
and cause the reforms to take root more quickly tna~ would be the case w;t:lout Federal
involvement.
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S"Qrne Concerns wit1 OOtiQ1 3.4.
While the te;rn believes that a broad disc:etionary program would be an effective mecnan!sm for
improving teacher preparation, there are issues and concerns that are likely to be raised durlrg the
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legislative precess.
First, a fund for excellence in teacnjng could become a receptacle into which Congress dumps pork
barrel·type p;ojects (as has ~requer,!ly happened with the Fund for the improvement of Education), never
letting the prog;arn become :he flexible, refonr.·oriented vehicle that we intend, One way to address this
prcble:n f'light be to create a pol,cy board to se~ priorities for the fund, as is the case with F1PSE.
However, this approach would entail more ac'mlnlstra'tive overhead, and even FIPSE has not been
immune from the pork barrel problem.
Second, opponents of a proposal to create a new fund could claim that it would duplicate FIE a!1d the
Eisenhower National Programs, oer-...ause both are authorized to support improvemems in professional
development (The Eisenhower authority even inc:udes language on ~development of :nnovatNe models
for recrJitment, inductIon, retention, and recruitmenr of new teachers.) We believe, however, thaI the
case can be made for creation of a Single authority focused specificaHy on the range of ~f(ont end'
professional development issues, and that neither FtE or Eisenhower National will ever be able to make
much of an imP.8ct on those :ss:.:€s.
Third, our recornmendatlon 10 go forward with a single. broad authority under Tille V raises the issue of
whai to do about the Minority Teacher RecrJilment program, the only TItle V program that is currently
funded. Mincfty Teacher Recruitment, with an appropriation of only a li;tle over $2 million, deals with
frcn:-e.,d issues {including the upgrading of pa~aprofessionals)_ A case eQuid be rnaC:c ei:her for folding
:he program into cur proposed broader authority or continuing it as a separate ac:ivity. VVha:ever happens
~ith this.progran;, the tearn strongly believes that reCfuitmen! and. participation of m:nor:t:es {as well as
indivrduals wit.~ disabllities) ShOuld be a strong cCfmponent of the ef1tire range of activities carded out
under the reauthorized Titfe V.
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Option 38: A discretionarY grogram providing major support {or the..d.eYelopment of "ftagsblg"
leacher eqUC$!tion programs.
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Under ~1i$ proposal the Department would_make major awards - for instance, $5 million annlJally,:- to: '
. . app;,oxlmately 10 IHEs with outstanding teacher ~rajnjf'g prograrr.s that can be looked on
nation-aI .
models. Tre institutions, places Ihat a:ready enbody many of the reforms we believe are essential, WOJld
use the Federal resources to further nurtl.:re their prograrrs and to provide JeadershJp and gu'dar.ce to the
rest of the fie:d. 'We would designate :;ne flagshio institution in each region.
as
This strategy would be"'patterned after the response to t."le "Flexner report," early in the century, whIch
transfqrmed American medical education. Key elements would indude:
The orants would go to the IHE, nat to its teachers college or education department,
beca\;.:e lhe activiti'~'s carried out would affect the institulion as a whole; each institution
wou:d strengthen t'1e relationship between its teacher education and arts 8. sciences
components.
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Tile recipietlt IHE ,"'OU d es:ablisr a mentoring relatonship w'th ar· additjonallC or so
"satellite' nsn~tjons witrjr, its reg;an, sharing 11formation, providhg guicance. and
perhaps making subgrants to strer.gthen the prograrr,$ in t.'1e other insti;utions.
The institutions would operationaiize key components of the PDS model: a heavily clinlcat
preservice education, strong working relationships with the K~ 12 system, elc.. and would
have programs in place, or well under development, that really prepare teachers to teach
all students to high standards.
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Tbe teacher train;ng prog~am in each institution would make a strong effort to recruit
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minorities and disabled individuals, reflecting the demographic makeup of the region,
' . VlJith the Federal funds. each institution WOJld engaae in a continuing i'rocess of
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s'IalJation (against its own perfor:-nance goals). adjustment, and
practices to One another and to the field.
d:ssemjr.a~lon
Applicants would also be judged on their success irl graduating and placing
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Additional attribu~es that we could'iook fer
of best
$tud~nts.
jn funding these institutions incluce:
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The existence (or a plan to commence) strong programs for paraprofessionals or for the
pleparatbn of school adminjs~rators.
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Strong use of technology in :he program, and preparation of leachers to use technology.
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Involvement of the institution in reform of State licensure systems.
While the ,team is gene(ally enthusiastic about this option, we do raise the following issues: '
1. Wth so many teacher education programs in existence, it may be difficult (operaflonaHy and
poh<;jca;ly) to ~es!gr)3te only tS:'1 as f.agships and provide them vith very large awards.
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2. There is so'nie:risk that once the program is created, It may be difficult to avoid funding the
same institutions in perpetuity, even if it would be desirable to shift the funds to other IHEs or if the
.' original ra~ionale for- the'program no longer exists ... ,__
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. Qption 3C' A program of scholarships targeted to:li.\ude;)ts attending setaols or c;;:JlegeA,.
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Under this optjon; U)e'Oepartment would maKe grants to schOols or colleges of educatio;) undertaking
serious reforms o~ their programs, The IHEs would p."ovide scholarships of up to $5,000 to students in
their 3rd, 4th, and, in five~year pr::grams, 5th years of undergraduate teacher educaJcl1 - or;o students
entering mid-ca:E:er and other tlOn-traaitioeal programs. Some fJr.ds cot:ld t;llso be used ;0 support the
preparation of prlm::ipals and other school administrators. Selection of recipients would fOcus on merit as
well as Sluden.t ftmmcial need.
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Of the money grantee to each lHE, 90 p,?!cen! woulc be,used for scMo'atships; 'nstitutions COuld retain :re
remainder to support u~rading and {efoni:~ng of Ihe ctizrncu:um,8nd to work With LEAs on the induction of
new teachers,
lssues am! ConCerns Witt OptiOG 3C
Members j)f the learn believe this type of program, If adequately funded, could provide an
inducement for ed scnoo-ls'to undertake significant reforms and for talented undergrad;.Jates, and older
students, to enter the profession. It may have an impact on attracting minorities, individuals with
disab;!ities, ar:d·ot'1er nontraditional candidates into the profession, By providing funds for student
assistanCE!, along with a modest amo~nt f:::r institutional refor:n, such a program may give IHE'S a very
strong incentive to adopt the reforms proposed by the National Commission, tne Hc~mes Gro!.:p, and
others. If funded at $100 million, and assuming ;hat lHEs dO,not use any of the studen~ scholarship funds
for indi:-ect costs. the program could provide more than 18,000 scholarships annually.
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Nevertheless, the
team
believes that the following issues merit consideration:
"1, Past Federal efforts to stimulate labor markets by subsidizing the preparation of entering
professionals have generally achieved only mixed results. Those type of programs are probably
most effe:::tive in occupations where high costs (a particularly expensive and lengthy preparation)
constitute a major barrier to entry. In other areas, like teaching, the programs have been
inefficient because, for the most part, they have paid for students to obtain an education they
would have obtained anyway.
2. A scholarship program that does not provide financial assistance until the third or fourth year of
college is likely.to be particularly unsuccessful at stimulating new entries. This occurred with the
(now unfllnded) Douglas Scholarships program: most recipients were junior and seniors in
schools of education who had started their preservice education without any promise of receiving
a Douglas Scholarship. Few were attracted to becoming teachers by the presence of the
program.
3. A proposal to launch a fairly major new scholarship program for future teachers wo'uld have to
be considered within the overall context of Administration proposals to expand existing sources of
financial aid (particularly Pell Grants) and start new ones through the tax system. A scholarship
program that does not kick in until the junior year may dovetail with the Hope Scholarships, which
would terminate after the sophomore year, but may not have much of an effect on student
persistence since the first two years of college, according to the research, are the ones that
students have difficulty completing successfully.
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4. Members of the team believe,that any new program that subsidizes preparation of new
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teachers not just see~.to increase. the 'numbers of teachers but generate high-quality graduates.
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However, the teacher ed programs undertaking reforms will not necessarily be those that already
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have high-quality programs, ·and.,th~Y may not be the ones attracting the best students.
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5. Analysts who have loO.k~d:~t.~in;6rlt~hea~her development efforts have sometimes been
critical of those that'targ'e'{s'tude'~'tsl"airea'dy in college. The problem is that too few members of
certain minority groups.cur~ent!y successfully aoo.complete college. A program that provides a
financial incentive to attract current minority undergraduates to teaching may end up drawing
them away from professions where they are even less well represented. This line of reasoning
favors teacher preparation programs that seek trl.il1.cfmse th.r overa~ pool of minority college
students, such as those that initially reach out to1ilg'firs~rl'ool stUdeCnts.
6. Finally, more thinking needs to be done on the threshold requirements for institutional
participation in the program For example, what types of reforms would they have to be undergoing
in order to obtain grants? What annual progress w~~lp :v..e, want t.';l's·ee on those reforms in order
for the grants to continue? Would we make a partnership with elementary 'schools (the PDS
. model) a mandated component of the reforms? What kind of activities would we expect the IHEs
to undertake with the 10 percent they would reserve for reform activities? How much real reform
could they be expected to achieve?
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Broad Agency Announcement (BAA) -- A Partnership for Excellence and Accountability
in Teaching. U. S. Department of Education, Application and Control Center, GSA
Bldg., Rm. 3633, 7th and D Streets, Sw., Washington D.C. 20202-4725. Contract
Officer: Helen Chang, 202-708-9740.
I. INTRODUCTION: The United States Department of Education (EO) requests .
proposals for fl.. Partnership for Excellence and Accountability in Teaching. The
Partnership shall: coordinate national efforts to support and sustain long-term
improvements in teaching preparation, development, and accountability; conduct
technj~al assjstance and dissemination activities; and, carry out applied research on the
.incentives and impediments forpositive change in teaching and its contexts.
II. BACKGROUND INFORMATION: ED will contemplate awarding one fixed-price
contract. EO expects to award up to $4.000,000 in the first year; up to $4,000,000 for a
second option year; and up to $5,000,000 for each of three additional option years.
Option years are at ED's discretion and subject to the availability of funds.
Teaching is professional work. It is ncn-routine, cli~nt-foc'Jsed, highly interactive, and
not subject to standardization. It is a demanding profession that calls for high levels of
. skill in a number of interrelated areas. In today's and tomorrow's schools and
classrooms, teachers must seek out, understand and apply instructional approaches'
that take advantage of new theoretical· insights;. master subject matter content at new
levels; be adept at accessing. and.usirig;technology to enhance student learning and
better manage classrooms; be aware 6f tne particular perspectives and strengths every
student brings to learning; and, hayiiihe skills i5"deal with more challeng'ing academic
standards. new assessm~.nt, p'ro~,epY~~~.,}~rQ.,Q:~:y'J1e~j~j~n~r:naklng responsibili!i~s ..
Individuals with .the capabilities .to'meeUliese;i:;halienges must be recruited:prepared,
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licensed, inducted, professionaIlYc.developed, certified at an advanced level, 'and .
retained in the profession at all ie';els~~'Pre-K' through 12th grade -- if aI/ students are to
receive a quality education, including students at risk of educational failure and other
students with speci,al needs,
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Unfortunately, as stated in a report by the National Commission on Teaching and
America's Future, What matters most: Teaching for America's future (September,
1996); too many teachsr preparation and professional dev('!;:lpment programs are
unresponsive to the new challenges teachers will face, lack soJnd theo)eticaf '
underpinnings for what is offered and how it is offered, provide inadequate internships
and support for beginning teachers, fail to promote continuous improvement among
experienced teachers, and treat the various stages and demands of a teachers
professional life as distinct and separate. The results are that new and experienced
teachers feel under-prepared to meet the challenges of a more diverse student
population within the context of needed educatIon reform and an unacceptably large
proportion of teachers leave the profession within the first three years of their careers .
Clearly, these circumstances call for a new approach to the development and support
of the teaching farce -- one that results in reform on par with that advocated for this
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nation's schools, What is required, therefore, is not merely improved programs but the
creation of a professional development system that: both responds to changes in the
schools and promotes school reform; that is systematically selective in its recruitment
for the profession; Ihat keeps teachers at ailleve!s abreast of the most useful and
current developments in their fields; that is firmly grounded on theories of teachers as
adult learners and knowledge users; that supports on,going innovative research on '
professional development; Ihat aligns desired teacher skills and knowledge with leacher
licensing, advanced certification, and assessment; that both treals teachers as
professionals and holds them accountable: and, that supports and sustains the
interconnections along the continuum of professional development.
III, PURPOSE: The U,S, Department of Education solicits proposals for a Partnership
for Excellence and Accountability in Teaching to respond to the conditions reported by
the National Commission on Teaching and America's Future, The Partnership shall
bring together elementary/secondary and postsecondary educational institutions, state
and local education entities, professional associations and other stakeholders whose
influence is crucial to the success of teacher professional development and support for
improving teaching effectiveness. The Partnership shall consist of a variety of member
entities distributed across the nation and shaillaunch a focused, coordinated,
comprehensive national effort to support and sustain long,term improvements in
teaching and learning, The effort shall consider the'entir,ispectrLimof teacher
professional development and tie knowledge-to,application-to'dissemination while
continuing to "push the envelope" of professionaldelielopmerii research,
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IV, SUBMISSION REQUIREMENTS: ED will-\ise'a two,step submission process to
evaluate proposals'submitted in responseto;this,?~iiouncem?~t:: F9i the first step,
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offerors must subinit'anabstract of apfOposal~ EO:wllI'evabate'ali abstracts agaInst
the eva!uation criteria below. To be consjdered,"ab~trads"must-iriclude letters of
commitment from Ihe proposed Partnership members:' For ttie second step, ED will
invite full technical, past performance, and cosl proposals from the top,ranked abstracts
submitted in response 10 this BAA In the invitation, ED will specify proposa(format and
the representations and certifications requi,ed unde, the Federal Acquisitions
Regulations, the Education Department Acquisition Regulations and other ED clauses
to be included in the contract that will result from the BAA, There will be no RFP or
othei solicitation regarding this requirement An invitation to submit a propo":!:,i,does nr.,!
assure subsequent award, No award will be made under this BAA without a full
, technical and cost proposal. The cost proposal must provide sufficient detail to allow
assessment of costs and the offeror's capacily to perform the work proposed,
To be considered, abstracts of proposals shall be received by ..•• p,m, EST, H . . . . . . ,
1997 at the Application and Control Center address stated above, All abstracts should
indude the identifier PR/AWARD#: •• 97 .... on the envelope and On the first page,
The abstract should provide an overview of the project and associated costs, It shall be
prepared on 8,5 X 11 inch plain paper and shall be printed on one side of each page
only, It should be in no less than 12-point type, with one inch margins on all sides, and
double spaced, The abstract shal: include: (1) a description ofthework the offeror ,
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proposes to perform; (2) a summary table or chart specifying each proposed task and
subtask by project year and the level of commitment proposed for each Partnership
staff member; (3) projected costs for each year of the Partnership; and, (4) any other
information the proposer wishes to have considered. Additionally, an appendix shall be
attached to the abstract containing letters of commitment from all proposed partnership
members. The abstract, including the description of the proposed work, the staffing
table or chart, projected annual costs, and any other information shall not exceed 15
pages. The appendix containing letters of commitment is not included.in this limitation,
but shall contain only letters of commitment. Any cover letter, cover, fly leaf, etc. and all
other attachments (save letters of commitment from proposed Partnership members) .
are subject to the 15. page limit. Any pages beyond the 15th page of the abstract
and any item in the appendix other than letters of commitment will be returned to
you unread by reviewers. Offeror~ shall submit an original and 5 copie~ of the entire
submission.
V. TECHNICAL DESCRIPTION: Abstracts shall clearly state the purpose and
objectives of the Partnership, specify and provide the rationale for it's makeup,
procedure's, and activities, briefly describe anticipated products and their schedule,
include a listinu of the proposed Partnership members and their roles, and provide
evidence of offeror's capacity to carry out the work -- including a summary table or chart
specifying each proposed staff member's commitment to each p·roposed·task and
.subtask by project year.
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The abstract sllould indicate how the Partnership will:
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( 1. Help develoR\i~d enforce" rigorous standards for teacher,preparation'i;iriiiial t·".' :
..... licensing ,'contl n"Uin9deveiiip;;'ent;'arid advanced certificatio'rithaf"'iiLe'n'alii;';;~II' ,.
teachers to bring every American-child -- including at-risk stuaents'"and o"the'r students
with special needs -- up to world-class standards in core academic areas;
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2. Help colleges and schools work with states to redesign teacher education so that
new teachers are adequately prepared so-thatallteachers -- including teachers of
at-risk students and other students with special needs -- have access to continuous
high-quality learning opportunities;'
3. Help states and districts pursue aggressive policies to put qualified teachers in every
classroom;
4. Help districts, states, unions, and professional associations cooperate and make
teaching a true profession with a career continuum that places teaching at the top and
rewards teachers for their knowledge and skills;
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5. Help education agencies and schools restructure schools to become genuine
learning organizations for both students and teach3is - organizations that respect
learning, honor teaching, and teach for understanding; and
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6, Collect, analyze, and use data on the incentives and impediments to the
recommendations of the National Commission On Teaching and America's Future and
on the evaluation of the results or Impacts of teacher preparation, induction, and
professional development programs,
7, Include a steering committee, executive committee, advisory group or some other
entjty responsible for: ovef$ight of the entire project. recommendations of any
mid-stream adjustments that migh: be required, and resolution of a~y problems that
mighl arise, This group/committee/elc, shall be represenlative of the various
perspectives and concerns of the Partnership, yet smafl enough to work efficiently.
In add ilion, the offeror should:
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A. Specify the enlilies 10 be included in the Partnership, such as: institution(s) of
higher education with nationally accredited teacher preparation program(s); K-12
schools; state and local education entities; national teachers' unions; and other national
organizations and networks whose influence is crucial to the success of teach~r
preparation, professional development. effectiveness and accountability, such as
groups representing state educational leadership, school reform, standards for student
achievement, standards for the accreditation of teacher preparation programs,
standards and assessments for the licensing o/beginning teachers, and standards and,' ":e'~",
assessments for certifying accomplished teaching; and, others, as appropriate; to carry'" ",I,
out a number of activities that lead to effective,and efficient strategies to prepare, induct,':,: ,;, '
and provide career-long professional development and,support for K-12 teachers; " ,
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B. Specify plans for a major nation-wide dissemination efforl that jncjudes·'l3c~jv,en!~;Ii~,;":;.ii:"~;:ij~:2>·
o.n-site dissemination and a variety of communication,media such'asicofnlput~r,: ~v~i\J)t;,G::b.til1~'':1
techr.alogies, the InternetNiVVW, networks, conferences/meetings/exhibits,',satellite ,;).c',f
technologies, published reports/articles, television/cable, radio and print; and" '"
C, Specify the anticipated products of each year's effort, E~ch product or deliverable
must be submitted to the Contracting Officers Technical Representative (COTR) in
draft for expert review and revised on the basis of this review before submission in final
form.
VI. AWARD PROCESS: The expected award date is ..........., 1997, ED reserves
the right to select for award any or none of the proposals received, and to require an
offeror to revise its proposal. Except when it is determined in accordance with FAR
17.206(b) not to be in the Government's best interest, the Government will evaluate
offers for award purpose by adding the total price of all option years to the total price of
the base year. For this announcement technical quality is mora important than cost or
price, The Contracting Officer will determine whether the difference in technical merit is
worth the difference in cost Technical quality will be evaluated in a peer review panel,
based on the criteria specified below,
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VII, TECHNICAL EVALUATION CRITERIA: The following criteria apply to both
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abstracts and full technical proposals requested under this announcement. No other
technical criteria will be used to evaluate the abstracts or the invited full technical
proposals.
Offeror's demonstrated understanding of the nature of A Partnership for
Excellence and Accountability in Teaching, the multitude of factors surrounding
the creation and maintenance of such a partnership, and the critical need for
such reform for teachers of students at risk of educational failure and other
students with special needs. Maximum points: 2Q.
Scope and quality of the work plan. Maximum points: 20.
3.
4.
The quality of the proposed composition and management of the Partnership.
Maximum points: 15.
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Scope and quality of proposed dissemination plan and proposed products.
Maximum points: 20.
The quality and time commitments of proposed personnel, extent to which
personnel have appropriate training and experience for conducting the proposed
work. Maximum points: 15.
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Facilities and equipment adequate to conduct the work proposed. Maximum
points: 10."
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EI)UCATION
'Y2\lOl eOOCATION BUDGET
··~i D€tembe"r .18;'2000
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Reducing C~ass Size, Third instal!!Tlent in reducing class
sizes in grades 1·.3 to a nationwide aVefa~e of 18 to 9ive
children more personal attention and get em on the right
5134,\'00
5225,000
+$91,000
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Accelerates State and local efforts to improve the lowes! performing
Title ,I schools through actions ranging from intensjve teacher If(lining to
required implementation of proven reforms to schoollakeovers. Would
provi~e help to 4,500 schools, an increase of 1,800 over last year.
1845,614
+$392,237
Would provide before- and after·school and summer programs in safe,
drug-free environments for approximately 650,000 additional school-age
children in 3,100 new centers as well as life-long learning Iof adUlts.
Approximately 6.700 centers would be SlJpporlt.>d in FY2001,
+$323,000
Approximately 8,000 new highly qualified teaclJers would be hired, in
addltion to supporting 29,000 teachers already hired. This islhe lhird
Installment in the Administration's COfTlffiilment 10 helping schoo1
oistricts hire and train 100,000 new teachers over 7 years to reduce
class sizes In the early grades to 18 students per class,
Would provide new~rants to approximately 2,500 sdloots and cootinu(t
support for 1,000 S ools already llsing funds to calf)' out researd1·
based school reform models.
f
. 5453,37)
11,300,000
•
51,623,000
track.
ComQrehensive School Reform DernonslratiOrls: Helps
schools develop or adapt, and implement, comprehensive
school reform programs thai are based on reliable resear~h
and effective practices_ (Includes Title I and FIE funds)
1220,000
1260,000
+$40,000
Research, Develo0!!enl and OisseminaUon. Helps build a
knowledge base for improving educatiOnal practico.
$168,567
1185,567
+$17,000
I
$45,000
1125,000
+180,000
I ould help h~hrough sudl strategies as schools·withln·sthoo/S and
W
schools undergo refomls and create smaller !eatning
communities
Woold double lhe Department's support for two intetageocy initiatives
aimed At improvin9 pre-K through grade 12 student achievement in
reading, math, an science and improving learning for languageminority students.
career academies. The- amount requesteo would help approximately
600 additional high sclloofs to create srnalle;, sa.fet. and ffiQfe mtimate
learning enwonments for 600,000 s!udenls.
Charter SchQOI~. Slimulaies comprehensive educatlon
relorm and pub Ie school choice by supportir'lg the p!SnnillRe
and development, and initial implemeritation of public dis r
schools.
1145,000
119(1,Q(){)
+$45,000
Would support planning and imp!ementaUon of as many as l,lOO new
charter schools towards the Administration's gOal of creating 3,000
charter schools by 2002.
Special Education. Helps Stales provide high,quality early
intervention. special educalioo and related services 10
chjldren with disabilities aged biMllvough 21 years.
$5,1)36,196
17,439,948 '
+$1,403,152
Would increase the Fodera! conlributioo for 6A mirlOn cMdren willi
disabilities to 15 percent of APPE..the highest if! the his!ory of the
program· and would help offset the cost of inflation for ptovidiog early
inlerventitm services to 193,000 infanls and toddlers.
Extra Hel!,! in the Basics {Title I LEA Grants}, Helps
disadvantaged students learn the baSics and achieve to hign
standards.
$1,007,397
18,376,72L'
+$569,324
Would provide funds to help nearly 12.9 million eOOcationslly
disadvantaged chiidien boosl their basic skills, master clJailenglng
wuiculum, and meel high Slandards, and to help improve the overall
academic program in the; schools. This incrnase wouki provroe extra
help to more than 850,000 disadvantaged students in readiog and math.
Would support awards 10 LJ Slai~ to hetp hfgtJ.need sd100rs improve
CLOSING ACHIEVEMENT GAPS
,
Reading Excellence t£t Helps child,en learn to reoo well
I$2$(1,000
I$286,000
.,
"
~.
I +$26,000
I
�'Seloct~,Disc,
,
~a4' Education Programs
FY 2000
Appropriation
' l I . '
. . . ~,j
,
."' "
.,
~
!@!{lI),education. Supplements !he efforts oi Slate and local
educaliOOal agal'ides, and Indian lribes, to improve
educational opporlunlties for indian chHdren,
$62,000
~.
~.~
$92,765
+$30,765
,.,-, . ,
. I,if;-;':,!.'
,IL.! "f~P-' it! ':
.. - ',;' -'..
•.
: .,~ ", -'
-I~ ::~d,
' •.
"
\
extended learning lime, professional development, and family Ider.at:y
activities, The increase will. help an additional 100,000 children become
successful readers. bringing the lolal number to 1.1 million lor 2001 .
,~ _" cdr
.
~ Impact of Reso-urees
.' FY2001; ( "lcrease from
.
\ '
Appropriation
,./ FY2000
;:
1 _
,$5~OO(f'C;r,
':" !'. '."
. • -n;......:,.!,. N.N<
••
.
"0"
H
"
+S5,000
Ie
·NEW .
,·".PROGRAM
'f. ,
:EG:1.¥ilj·f'~ .{'F~;,:,·;
',~;""",'~~-'
1"; •
V
'~~~;...'
'*:r:;:!;~ ""- ',.
$10,000
...~;
• >,,,\1
,
Would increase the per-pupil average from $134 10 $200 10 give local
districts mereased funds to expafld existing programs, initiate new
programs, or provide other services to address the needs of their In(iian
studenls,
A new program that would recruit and Irain 200 -new Ind!an p!'lncipals
and schoof admlnistralors to work in Native American communities bv
IUnding program costs at mbal coileges and other postsccond;;uy •
institutions and supporting in-service training for principals and
administrators already employed in Indian schools.
fndian Education - American lndian Teacher C<lI'PSL
Supports Ihe training of Indian learl!ers 10 take posdions in
SChools {hat serve concentrations of Indian chitdren.
$'0,000
schools!lec:orne safel
$50~,\lOO
$644,250
+144,250
Would provide $439 million for State grants; $117 million :or Safe
Schoo!SIHealthy Sludenls gr-an!s!o support some 35 new projects and
continue 77 projects to develop comprehensive, rommunity·wide
strategies lor treating safe and drug-free schools and promoting healthy
ChlldilooO development: $78 minion for olher naUanal leadership
activilies induding S50 million. to continue the Coordinator initiative in
more than 600 middle schools; and $. Hi million for Project SERV 10
provide emergcncy assistance to schools affected by serious violence
or olher traumatic crises.
\335,000
\485,000
+1150,000
Neaftyl5,OOO school districts would get $150 million in additional
federal help to reduce the number of uncertified teachers and teachers
who are not trained in the subjects they are teaching,
Eisenhower National ActMlies. Provide support:or activities
to recruj~ train and improve teacher quality.
$38,300
582,300
+\44,000
Would support important new initiatives 10 train carty childhood
educators and 10 help recruit talented mid-caroor professionals and
ooIlege .graduates inlo teaching.
. ear.)Jer Trai.ning in T1nQ!ooV. Helps train new teachers lo
T
175,000
5125,000
+$;,o,O(}O
,
"
•
,
Would tram 1,000 Indian teachers over a five.year period 10 take
posilions in schools that serve concentrations of Indian ct!lldren.
IMPROVING TEACHER qUALITY
Eisenhovrer State Grants for Teacher Professional
DeveloPment ProVIdes tomiufa grants to Slates and scttool
districts to help teach@s improve Ihelf skills in core academc
subjects.
IJd~~JQpmenl Helps school distric!s
lstrucbonal programs to help ChlIdren
About 110,000 additional future teachers would be trained in how to
effectively use modern !cc,100!0gy In their classrooms,
use teci1fluiogy in lhe assroom,
171,500
$100,000
$98,000
..$28,500
$98,000
Would fund an additional 131 professional development grants 10
i/1StllUOOnS of higher educalioo 10 address the critical need for teachers
prepared to seNe hmiterl English proi'icienl slUdenls, These projects
would produce a Iota! of 18.000 teachers a year who are prepared to
sernr Il.-niled English ptOficie~t students.
Maintains support for 28 grants to help 'eouit new teaOO{HS [01' f\igh·
poverty urban and ruml areas, strnnglhen 30 partnerships between
schools and universities 10 ~ lhe feachers the oost preparation
possible, and help 30 Slales improve the quality of thelf teachin~ force
through reform activilles sucl1 as teacher licensing and certificatIOn.
,
$1,209,000
+$ 1.200,OO(}
NEW PROGRAM
I buildingprovide schoms new grants to help them makewilh addilionat
Would
urgently needed
and renOvations, Would help schools
repa~s
funds for serving disabled children and for making new ioves/men!s in
technology. Would alSO provide credit enhancement 10 help Charter
�TcchnOlOOy Literacy Challenge Fund, Helps provide
studenls and teachers wi!.t1 computers:, educational soitware,
lelecooununications, and lechnology training,
$450,000
$425,000
,
+$25,000
Woufd assist approximately 3,400 rngh-poverty districts to Implove !he
capacity of teachers ill low-perlorming schools to use technOlOgy
effetlively in their dassrooms to lmprove student achievement Schools
and districts would use the funds to, among olhet things, provide
training activities for teachers to ensure that they are piepaled 10
integrate teclmology effectively into CtJrrictl~jm and to increase student
access 10 advanced tecllnologi€S,
+$32,450
Would expand access to technology-based resoorre5 fO( 1ow-1nOOfiie
families by bringing technology to public housing. community centers,
hbraries. and other commtJrnty fadlities. The requesled increase would
expand tile program to an additional 96 tow-income communities, and
conlinua funding for 57 projects funded in previous yearK
"
,
t, ~.:/: _./
.. 'ff! .:
i
'S64;95()'"'' I' ,
$32,500
',,, .:,
"C ........ n!!'Hl ..... riU \.,...Imrl..c.
II"'"
.;
... ·1'."~;~ .",.•..
\"VI..I..t;;\:ft;;
GEAR UP. Gives disadvantaged students and their familieS
pathways to college ilirough partnerships of middle and
schOOls, COlleges and uniitersrucs and lhrough stale
adminislered programs.
1200,000
I . I""
'
L;:'J,
i.
000'•
'" ••"
"
i;1,
r,
<
I';,,'::
,
:r " ..
'
;":'::'"
]~;~..
h~'."'~ <V
TRIO Programs. ProvIdes education outreach and student
support services designed to help disadvantaged indMduals
enter and complete college.
1645,000
'" 1/30',000,.5
"
I"
•
I
..
t I"' 000
::hi,
~,
J:
u
.., .' .
,
"
,'.,
,".'
Wooid heip an addioonaI490,QOO tow..jnoorne students obtain the
ctilical skills and encouragement they need (0 inaease their academic
achievement and successfully prepare for and plU'SlJe a college
education. Academic and support seNices, irlcluding menlOring,
tutming, wunseling, and corlege visits. would be provided 10
approxfmately 1.2 milien klw·moome sludents.
;'+$55,000
Would help 765,OOO"dlsadvanlaged studenls. 40,000 more than in
FY2000, prepare for and persist in poslsecondary education. Would
proVioo academic arld career ooltosering. admissions and financial aid
information and Moring servk:es to 385,000 mkldle and high school
studenls; encourage 222,000 disadvantaged postsecondary stud€nts 10
complete oolIege and pursue graduate studies; and encourage over
158,000 adults 10 go back to school and pursue poslseconda/y
education,
"
~:'
,
Work-StudY, Helpl> undergraduate and graduate studenis
pay for colfege through, part-time work assistance.
122,000
+$7,000
Woufd fvnd an estimated 13 additiooal discretionary grants to Slates 10
support actM~es designed to Increase !he avai'abllity of advanced
placement classes in high-poverty schools.
$7,639,717
+$1,116,2133
Ma;<;Grarll
$3,300
$8,766,000
Max Grant
13,750
Would help approximately 3.9 million financially needy students allend
college - 105,000 more than las! year;- and would increase Ihe
maximum 9ranl award by $450 from $3,300 to $3,150.
lii91,000
+$iiO,OOO
Would provide need-based aid to enable 1.2 million low income
undergraduates, 104,000 more than in 2000, to pursue a baccalaurea!e
degree.
1934,000
StOll,OOO
+$77,000
Would provide over $1.2 billion in aid available, all increa.<;e of $93
million over FY2000, to maintain the opportunity for a 10(01 of 1mirnoo
students to work their way through college,
$40,DOO
P€.'1 Grants. Provides grant assistance 10 low'income
undergraduate s\iJrlenl$.
$15,000
S631,OOOl
Advanced Placeffi§£ljJ[l~ti.'{~§: Provides grants 10 Slates
to enahle them to expand !he pool {)f students to enroll In
advanced placement (AP) oourses, 10 cover part« all of,,~e
f.P test fees of Iow-inoome students, and 10 prepare
leachers to leach AP to interesled studenlS in the 9$ and
H}:t\ grades.
$55,000
+$15.000
Would sUPPOl1 the Federal share of need.tJased aid to the States for
135,000 students, 15,000 more than in FY2000.
$23,269
$30,000
+$6,731
Would support an additional 40 new projects to ennanCC' asynchronous
learning opportunilies for individuals. stich as the disabled, dislocated
Max Gr<mt
+$450
based pos!secondary
~whEK~ r~!jf\.l:!J§jljp~"_ Provides grants
/Y, quallty and acrounlabililyof
�'-'uy Education Programs
/ .
postsecondary educational and earecr·OrlciriledlifeJong
!earning fO!" underserveo populations through asynchronous
distance -education.
'3electet4Dlser
~ FY2000
Appropriation
51,055,650
programs
have WI access to Ihase programs,
•
FY2001 . (',creasefrom~'
Impact of Resources
t '\
Appropriation\~-_
FY2000
.
workers, those making the transition from wellare to~. and others
who do 110t have easy access to traditional campus-based
postsecondary education.
11,100,000 '
~'-·~~lt~:~
Increases funds for State Grants for the improvement and expansion of
vocational·technical education programs.
.,
Tec.h-Preo Educallon. provides gfilnl:s 10 States, whlc11
!loo,OOO
$111.000
provide subgrants to consortia of local educational agencies
and postsecondary insUluUons, 10 develop links between
secoodary and postsecoodary institutions. integrate
academic and vocalioo31 e<iucaaoo, and better PfC})afC
students 10- make the translnon from high school to co!Iege
and from college to careeffl.
~q!h.~LooJn~~y~Cf.ll1tlQ!!ed
+$44,350
Institutions lHEA Title III)
55,000
edlJCa.~on and prepare students for nigh-tech careers, The $5 million
inCUlase will suppon a flew demonstratiOn of secondary SChool
programs located 011 communii}' cotlege campuses,
.-,-" ,:.
,
,
.. ."?,
v_ .,..
'...-
~
16,000
I
•
,
,115,000
'
.$9,000
24 mm'e instiltllions to strengthen TCCUs through academic pmgfMl
developfncnt aod improved admifiistrau'Ie management.
.,l:-w:
S~3~,~, ,
~"1 .... ,,
-,
<
"
+$50,250
~-~.J;,
l'
. r." '
"
";':
';iw·,,;.: .. · ,
f,";
.
Would support the Administralion's commilment 10 improving
postseconda.ry opporturnties for Hispanic student by helping to expMd
and enhance the academic offerings, program equity, and institulional
slability 01 an additional 62 inslilulions !hat award a large percentage of
undergraduate degrees 10 Hispanics,
,IW,OOO
Would !?foVlde lunding for 342 felbws for Ihe 2002-2003 academic year,
incluomg 9£ new felows. at a stipend levet of 518,000. The FY?OOQ
appI'opriation pwvided $10 mlIHon fo, Javils FeRowships for academlc
year 2000-200i and $10 million for academic year 2001-2002.
142,250
Provides' merit-based fenowships to "
the arts, humanities, and social
:-:'
$20,QOO
,
$10,000
$31,000
131,000
$450,000
5540,000
cy ::;:ale ijrafltS. Provides -adult
as a second language, and other
"
Would support the Adminislralioo's strong commitment to ensuring
access to high quality post5ecoodary educa'Joo by increasing funds to
each e1igfble insutulioo to str~ngthen HBCUs and HBGls tilrouglJ
academic program de~lopment and improved adminislralive
management
$63,500',,,, ,," +126,250
Helps strengthen
)(1$.
Would support the Administration's strong commitment 10 ensuring
access to high quahly postsecondary education by providing fumls for
$. :,
Si79,750
funding fnr s:aro !c.-mulu grants that support seuHldary
postsecoMary consortia that integrate academic and vocational
Malnl~:ns
'.- ..,,~:~ '~-.:
Would support 436 new awards for a total of 1,014 fellows al a stipend
level of $18,000,
+$90,000
Would help an additional 486.000 adults become literate. strengthen
\heir basic skiils, and obtain good jobs. Thisiotal includes $70 million in
funds to continue !he English lileracy and civics educab·oo initiative that
would provide additional resollrC€5 to Stales "nd locatities significantly
alfected by immigration and with large limlled English proficient
populations.
Tutal FY2001 Budget Increase for U.S_ Department Qf l~du'Cation Discretionary Programs:
S6.5 HiHiun
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Clinton Administration History Project
Creator
An entity primarily responsible for making the resource
Cinton Administration History Project
Council of Economic Advisers
Department of Commerce
Central Intelligence Agency
Department of the Interior
Department of Defense
Corporation for National Service
Council on Environmental Quality
Department of Justice
Domestic Policy Council
Department of Education
Department of Energy
Environmental Protection Agency
Federal Emergency Management Agency
General Services Administration
Small Business Administration
Social Security Administration
United States Agency for International Development
National Economic Council
Office of Management & Budget
Office of National Drug Control Policy
Office of Personnel Management
Office of Science & Technology Policy
Office of the Vice President
United States Trade Representative
Date
A point or period of time associated with an event in the lifecycle of the resource
1993-2001
Description
An account of the resource
<p>The Clinton Administration History Project describes in detail the accomplishments of President Clinton's Administration for the period 1993-2001. The records consist of the histories of 32 agencies or departments within the Executive Branch. In general, each organization associated with the Project submitted a narrative history along with supporting documents. These narrative accounts are primarily overviews of the various missions, special projects, and accomplishments of the agencies. The supplementary records include substantive memos, press releases, briefing papers, and publications illustrated with photos and charts.</p>
<p>Agencies:<br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Council+of+Economic+Advisers&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Council of Economic Advisers</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Central+Intelligence+Agency&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Central Intelligence Agency</a><br /><a 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href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Defense&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Defense</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Corporation+for+National+Service&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Corporation for National Service</a><br /><a 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href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Energy&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Energy</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Environmental+Protection+Agency&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Environmental Protection Agency</a><br /><a 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Text
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, Office for Civil Rights
Fiscal Year 1999
Annual Report
to Congress
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u.s. Department of Education
Office for Civil Rights
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Federal civil rights laws provide protection for our students against the denial
of access to educational opportunities on the basis of race, coior, national
origin, sex, ag~ and disability. in enforcing these nondiscrimina~on
guarantees, the Office for Civil Rights' (OCR) mission ~ aligned with the
De~ent of Education's mission- promoting educatio~a1 eXcellence
throughout the nation.
At the outset of this Administration, OCR set a nev.r national age"nda designed
to ensure meaningful access to a high quality. high standards education for all
students. We have not wavered from the conviction that equal educational
opportunity can and must go hand·in·hand v..m educational excellence.
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This Annual Report summarizes accomplishments dUring fiscal year 1999" including a wide array.of
strategies that were used to implement fair, effident, and effective enforcement of the civil rights
laws. These strat~jes range from a redesigned case process that focuses on resolution, achieving
effective changel and attaining civil rights compliance through greater reliance on coUaboration with
schools and partners. This Report also describes some of the results achieved by empowering
students and parents to solve their own problems in securing equal access to quality education,
Among other benefits. this partnershIp helps ensure that the positive actions taken by educational
institutions continue even after OCR co~pletes its monitoring activities.
in
In pro~oting equity and excellen~e education;'OCR has been dedicated to marrying efficiency
with effectiveness, Our dedication to this endeavor ~as recently noted in findings released by the
U.S, General Accounting Office (GAO) on March 23. 1999, confirmjng significant improvements
resulting from OCR's case resolution process. GAO's study reported that, over a four~year period,
OCR succeeded in reducing the average, time to resolve complaints and the inventory of unresolved
complaints. These Improvements occurred despite an increasing number and complexity' in the
complaint wotkJoad and a concurrent decline in OCR's resources.
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During fISCal year 1999. OCR was able to mak~'a real difference in the Jives of students. This Report
provides examples from the millions of students whose edutationallives
Improved es a res),!lt
of our work It is critical that we build on these accomplishments. Together, we must augment our
efforts in bringing access to high quality education '.all student5-:'..E~ W~ can ~.,'o ,this challenge. we
to
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will be able to seize the enormous opportunities of the nev..' millennium.
were
Respectfully submitted,
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Norma V.
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Carini
1999 Annual Report to, Congress
Office for Civil Rights
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�Message From the Assistant Secretary ............................................... i
Our Goal Is Equal Access To Quality Education ............................... 1
The Office for Civil Rights Ensures Equity and Excellence ................ 3
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How OCR Does Its Work ....................••.............•.•••••........•...••••........ 4
'OCR Does More. More Efficiently ....
H.H ........
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7
................
How OCR Measures Its Work ..............•••..........•..••......................... 8
~.
OCR Develops Strategies That Work ............................ :.'........ : ........... 9
OCR Makes A Difference in the Lives of Students •.•....•.................. 13
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Managing ResourcesI?r Positive Imp<;lct o!'~~,w'te.nt~....:.:,.·~..,:....... :.. 18
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Looking Toward the Future ......................... ~.'.:: ... ~u.:~ ........................ 20
Notes ............. . .....
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Appendix ..............
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During the past year, the Department
marked wo !;peciai events: the Supreme
Court's I3ndmark Brown v, Board of
Education decision. which declared
separate, but equal schools to be
unconstitutional, and the twenty-fifth
anniversary of the passage of Section 504
of the Rehabilitation Act of 1973, which
prohibited disability discrimination,
Together, these historic events have helped
bring about profound changes in American
education lmd improve the educational ," ;!.'.:
opportunities of millions of students Both .
have contributed to bringing the fonnerly
excluded into the mainstream of American
opportunity to get a quality education that,
will prepare them for a productive and
challenging life,
The future of our children will depend, in
large part, on the quality 01 education they
.receive, A quaUy education for all is the
only way this country can remain;strong: _, ,
and full of possibility, The inability or lack
of resolve 10 provide access to hlgl]., ,
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we enter t.~e nev.r millennium, the need
to con!l;,ue to build on these important
accomplishments is critical, Barriers to
equal educational opportumty continue to
thwart our progress in guaranteeing that
each individual can develop his or her
talents to the fulies!. This will require that
educational opportunity comes to embrace:
equal access to high quality education for
all,
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In this new infonnation age driven by
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science and technology and an increastngly
competitive global economy, the goal must
be to ensure that all students have the
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1999 Annual Report to Congress
Office feor Civil Rights
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T.'1e consequences for our nation are as
critical as the consequences fo!' individuals.
Almost 90 percent of the new jobs being
created today require mOre than a high
schoo! level of Hteracy and ma~h skills,2 By
2010,65 percent of all jobs will require
technology skills.' High·skill jobs are now
growing at nearly t,;'ree times the
~te
of
other jobs,
if we are to accomplish our natio!1al goals.
excellence and equity in education wiU
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standards education'threatens this nation's
ability to corr.pete in the world economy,
as weli as ensure our security and quality of
life. Rfteen years ago a worker with a
coilege degree made 38 percent more,.on
average, than a worker w,th a h:gh school
degree, Today. that gap is 73 percent.'
have to go
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hand·in~hand_
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We are a nation
filled with potentia!, and we can seize the
great opportunities of the twenty·first
century by making it possible for a!l
children to acquire the skills and knowledge
to realize their 01.<1" potential and dreams,
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1999 Annuej Report to Congress
Office for Civil Rights
Pag<2
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The Office for Civil Rights (OCR) in the
U.S. Department of EduC<\lion (ED) is a
law enforcement agency charged with
enforcing federal civil rights laws that
prohibit discrimination on the basis of
race, color, natIonal origin, seX1 disability,
and age by recipients of federal finanCial
assistance. These laws are:
.,. Tide VI of the Civil Rights Act of
1964 (prohibiting discrimination
, based on race, color, and national
origin);
'f>o Title IX of the Education
Amendments of 1972 (prohibiting
sex discrimination within
edu"cational institutions)~
.,. Seclion 504 of the Rehabilitation
Act of 1973 (proh,biting disability
discrimination) :
'" Age Discrimination Act of 1975
(prohibiting age discrirr.mation);
·and
.... TIde II of the Americans with
'. Disabilities Act of 1990 (prohibiting
. isability discrimination by public
d
entities, whether or not they receive .
federal financial assistance).
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Th~civil' rights la~~ represent a national
commitment to end discrimination in
education programs. Since most
educational institutions receive some type
of federal financial assistance, these laws
6;JPly throughout the nation.
Coverage of these civil rights laws extends
to:
'" nearly 15,000 school districts;
.,. more than 3,600 coUeges and
universities; and
.". about 5,000 proprietary
organizations, such as training
schools for ttuck drivers and
cosmetologists and thousands or
librar.e5, museums, vocational
rehabilitation agencies, and
correctional facilities.
Consequently. these civil rights laws protect
large numbers of students attending, or
applying to actend, oar educational
institutions. In certain s:tJations, the laws
also protect persons who are employed or
seeking employment a~ educational
institutions. Overall, thest:daws protect:
.". nearly 532 million students
attending elementary and
secondary schools; and
.... nearly 14.9 million students
attending colleges and universities.
These laws. and OCR's mission are in
hannony with the mission of the U.5.
Department of Education ~~ ensuring equal'
access to educ..;fion and Rfomoting
educational ex~~lie;;ce throughout toe
nation.
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1999 Annua! RcPOl110 Congre!\.$
Olfic~ for Civil Rights
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@ganizational Structure
Most of OCR', activities are conducted by
j!s
12 enforcement offices throughout the'
country.
Th,~se
enforcement offices are
o,ganized into 4 divisions IEastern,
Western, Midwestern and Soumem)
working on OCR's core work .- preventing,
identifying, ending, and remedying
discrimination against America's students.
The headquarters office, located in
Washington, D.C., provides overall
leadership, policy development and
coordination.
.
OCRs primary objective in complaint
resolution is to resolve the complainant's
allegations of discrimination promptly, fairly
and appropriately, In FY 1999, OCR used
a variely of techniques to resolve 5,369
complaints, These range from facilitating
voluntary resolutions beween parties to
OCR negotiating agreements with
recipients for voluntz~!).j compliance, If
mese methods fail, OCR uses enforcement
by requiring remedies for civil rights
violations that a."€ not voluntarily corrected
or lihgation in the event that negotiations.
fail. This flexible approach allows OCR to'
... provide timely and effective
intervention at tf.te beginning of the
complaint process;
~ focus on achieving effective change;
and
~ make studentsJ parents and school
offidals central to the resolution of
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complaints.
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lGtR Hesolves
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~omplaints
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One important way OCR carries out its
responsibIlities is by resolving complaints.
Persons who believ>!Jhere has been a
vlolat:c.n,of. t~e d·...Urjg1'its~ laws enlorced by
OCR may file complaints with the
app~opriate enforcement ofHce (See
Appendix A). The person or organization
filing the complaint may be a victim of the
alleged discrimination or may complain on
behalf of another person or group. The
complaint process proviqes a forum for
resolution of alleged discrimination against
individuals protected by the civil rights
laws.
•
1999 Annual Report 10 Congress
Office for Civil RigillS
t)
lGtR Conducts Compliance Reviews
Not all lUegal discrimination can be stopped
or remedied by responding to complaints
that arrive from the public. Agency"
initiated cases, typically called "compliance
reviews," p'errnit OCR to target resources
on compliance problems that are
particularly acute, national in scope, or
newly emerging,
Targeted compliance reviews maximize the
impact of OCR's resources and balance the
enforcement program. Experience indicates
that carefully targeted compliance reviews
are likely to benefit large numbers of
students through policy or program
Page 4
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�changes that am designed to secum equal
educational opportunity.
OCR initiated 76 compllance reviews in Pt'
1999 and brought 93 reviews to successful
resoh..ltion, some of which had been started
in previous years, Compliance' reviews are
selected based on varjous SO"..lfCes of
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information, inch.lding survey data as well
as information provided by parents,
education groups, media, community
organizations and the public. For example,
in FY 1999, OCR conducted compliance
'reviews on the following issues:
<.p.. ensuring that nondiscriminatory
practices are followed in the:
placement of minority students in
special t!ducation and access to
gifted and lalented programs;
",. ensuring that English language
learners are afforded -access to
English language instruction. as well
as content courSes aiid'other
educational ,-, ,,,,.,,
benefits;
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..p.. ensuring that eiementary and
secondary stUd~h1S' with· disabilities
, receive:a freri approPriate pub!ic
education:': .~' •. ~- -:-~-,
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"'" ef'.suring t.~at students are not
subject '0 a racially hostile
environment;
~ ensuring nondiscriminatory shtde~nt
disciplinary policies and practices;
and
o.p. ensuring equal opportunity for-r;'1rue,
and female students to participate"in
al>-tletic: programs.
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helping recipients comply with the laws and
helping beneficiaries understand their
rights. OCR recognizes that our efforts
alone are insuffic;ient to eliminate
discrimination in education. Students,
j)arents, and educators must have the
knowledge and skills to prevent
discrimination from initially oecuning.
,
@;R's Provides Policy Guidance and
Technical Assistance
The aim of OCR's policy guidance arid
assistance activities is to educate
about civil rights principles and prevent
violations of civil rights laws. This indudes
~ ~·t2chnical
1999 Annual. Report to Congress
Office for Civil Rights
OCR provides guidance and assistance to '
enable institutions to come into compliance
during the complaint reSolution process or
during a compliance review. Written and
oral gilidance :5 also provided in response
tens thousands of inquiries received
annuaUy. In addition, OCR engages in a
broad range of proactive outreach activities
such as on~site consultations, conference
sponsorship and partidpation, training
classes, workshops, and communir:/
meetings. SpeciflcaUy, in FY 1999, OCR's
efforts to provide guicance,and ass:stance
induded the foUowing:
to
of
.: "". In January 1999, OCRjoindy
..
sPonsored, with the.National ".
Association of Attorneys General, a
guide inlended help sc,1001
offidals deal more effectively wit"
instances of harassment and
violence in elementary and
secondary schools. The new guide
provides practical advice on how to
deal with persistent episodes of
student harassment and hate~
motivated threats and violence. For
'0
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easy access by school districts, this
guide is now posled on OCR's
website.
which will be published in fmal
lonn in FY 2000, OCR consJlted
with teachers, educational
adrr:inistrators, policymakers,
business representatives, advocacy
organizations and test publishers to
obtain advice on the scope,
framing, and kinds of resources that
should be included in the guide,
... In March 1999, OCR participated in
a national charter schools
confe·rence, sponsored by the
Department of Education, and
explained the federal civil righls
requirements to charter school
officials and individua1s interested in
establishing charter schools,
"P-
cilt60w to' Contact Us
OCR also has a resource gujde~in
draft fo'm- designed to provide
educatclrS and policymakers with
infonnation about the legal and
psychometric principles t'.t should
guide their planning and
implementation of poliCieS relating
to the \)S€ of tests for high stakes,' .
purposes, In drafting the gUide,' '".
Many OCR offices have customer service
teams that respond to questions from our '
partners, stakeholders and members of the
,public, (see Appendix AI OCR also serves
the public tl,rough its web page at
httpj/www,ed,gov/offkesiOCRand its toll
free telephone line 11-800-421-3481 Lthat
.is staffed d~ring business hours, eastern
standard time,
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1999 f..nnual Report to Congress
Of:l<:e for Civil Hights
Pagc6
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During FY 1999, OCR received 6,628
d:scrimination complaints a:Ueg:ng a wide
range of civil rights concerns affecUng
access to equal educational opportunities,
The number of complaints received
exceeded any previous year in the agency's
histO!)l. Fifty-one ;:>ercent of complaints
rece:ved were filed" against elementary and
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harassment, school discipline, assignment
practkes, and services to EngEsh ia:lguage
leamers, Complaints based on sex
discrimination comprised 14 percent of all
complaints received and included issues
such as access to inte:-scholastic and
intercollegiate athletics and sexual
harassment. Age discrimination accounts
for 6 percent In addition, OCR receives
and appropriately transfers many
complaints outside of its 5t.Mory
,espons:bilities,
secondary education institutions, 43
percent were filed against postsecondary
education institutions, and 6 percent were
filed .gainst vo::ational rehabilitation and
ot.r:er types of institutions.
As in previous years, the majority of the FY
1999 complaints (57 percent) alleged
discrimination on the basis of disability.
These complabts raise issues regarding
access, referral, evaluation, and placement
, • 1"' ..
of students with disabilities, as well as
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treatment and services made available to. -,",\' .. ,.... ,"'.
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them. Race and national origin complaints
AltHough OCR is receiving more
accounted for 25 percent of the total'and; I';::;"", : ~-Tf,'Cori)plairits,'effidency has remained an
covered such issues as access to quallfY~l\~L.::: :;~e ;unCCimpr~mlsed goaL During FY 1999, 80
percent of complaints were resolved within
education, abilily grouping, minorily over' ':,
representation in spedal educatkm, rada!
180 day'S of receipt, despite the record
complaint.caseload. A Marcl123, 1999,
report on OCI1'$ case resolution p:ocess
~",-
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,,,~,
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issued by the q~neral Accounting"'Offke
(GAO) highlighted OCR's improved case
resolution process. The GAO attributed
the imprOVf!mBn~ to OCR's ch3nge to
'. <""
a more flexibie case resolution process
t.~at focuses on resolving complaints
as soon as possible. The GAO also
attributed improvement to OCR's
~
replacement of a hierarchical structure
for investigating complaints with case
resolution teams of attorneysj
,
investigators, and s'Jpport staff that
have the authority to reach resolution
". of most complaints.
1999 Annual Rq:>ort to Congress
Office for Civil Rights
Pegc 7
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students positively affected was
approximately 5,900,000; in FY 1999,
the number rose to a;rproximately
6,500,000,
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In order to use its resources most
efficiently, OCR has identified and tracked
rour rr.easures that indlcate whether or not
we have been timely and effective in
•
opporyu~ltY,fo~.~~dents.
removing barriers to equal acceSs to
educationalopporh.I'nity.'
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3. Partnerships with parents.
Educating parents about civil rights
makes them effective local advocates
for srJdents, OCR fadlitates
collaborative relationsh!ps hetween
parents and schools to achieve
ongoing civil rights compliance without
OCR's continuing involvement. In FY
1999, the lirst year that OCR collected
data on ;>arental partnerships, 18
pintnershipS were formed that resulted
in il1creasin'[j'access to educational
."
1. The number of school districts - , '
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,and institution"s;o{ higher"' .
education thafCh~rige' their
polices. procedures, or practices
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to comply with federal civil rights
laws as a result of OCR'.
intetVention.
In FY 1998, OCR's baseline year lor
collecting Lei, data, more than 1,300
recipients of federal financial assi!:tance
made such changes, InFY 1999, the
number grew to more than 11500.
2. The numher of students positively
affected by OCR's activities (i,e"
complaints, compliance reViews,
technical assistance and partnerships) .
.
OCR is committed to giving timely
relief to students who are being denied
equa! access to educational' ''; .
opportunity. Through decades of
experience, we know that about 20
percent of our complaints are so
complex that they cannot b,t;'esolved . ~,' "
within that time-frame. OCR has
committed to resolving at least 80
percent of our complaints in 180 days,
In FY 1994, a year in which we had
more- staff and fewer complaints, the
rate was 77 percent; in FY 1999, the
rate was 80 percent.
. " ""
In FY 1998, OCR's baseline year for
collecting t~is data, the number of
1999 Annual Hcport to Congress
Office for Civit Rights
Page 8
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OCR co~t:nued to pursue a balanced
enforcement agenda in FY 1999, focusing
on collaboration with state and local
educational authorities, emphasizing
prevention of discrimination, and seeking
partners in expanding access to quality
education. By working collaborafively, we
save taxpayer dollars while remainlng
focused on protecting the rights of students
and ensuring their access to high standards
and educational excellence:
.1
were subject to the same formal
investigative measures, Staff were
encumbered by the procedures and
prescribed steps tha, had to be
implemented in every case, irrespective of
their relative value or necessity to the
particular matier at hand. Com:>laint
investigations often were burdensome to
schools and colleges. The process, with ils
reliance on sequential tasks, document
production, and multiple layers of review,
also resulted in long delays before
complainants and school officials were able
to obtain final resoluf.ons. In 1993, OCR
was still committing 90 perce:1.t of its
resources to comi'laint process;ng, despite
the dismissal of the court order in June
1990. Focused on the prpcess,of' .
complaint resolutio~, ,QC~~w~,u~a~le to
significantly address critical Chlil rights issues
that were not raised in.compJaints:,'+, .. ,
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In 1993, 09Rd<ici~~dio !<\n9Amerjtally re
engineer its appreac!: tq ,proceSsing :'
discriminatlon complaints. In December
1993, a new Case Resolution Manual was
issued, which places primary emphasis on
.,
achieving effective change l rather than on ...
document production. The Manual
:
streamlines the complaint process with the
objective of resolving a complainant's
__
allegations of discrimination promptly and c.,. '. . ..
appropriately. It emphasizes mediation,
negotiation, and o~er early case closure
initiatives in resolving complaints. Using
this revised approach, OCR is resolving
more complaints wil': fewer staff. It also
allows OCR to dedicate 40 percent of ils
resources to targeted proactive activities
(such as compliance reviews, monitoring
a11(J teChnical assistance) that complement
the action enforcement agenda. Activities
.,..~
~omoting a More Collaborative
Process
For many years. OCR's approach to
complaints fo(;used prima.'ily on process.
This stemmed, in large part, from a 1977
court order and subseq'Jent court orders
•
that imposed specif!ed time frames and
requirements for OCR's processing of
complaints. To help meet the court's time
frames, OCR established a step-by-step
investigative process with extensive
docu.mentation requirements. There was
nO distinction between the types of
complaints OCR received; all complaints
1999 AnnuID
Report to Co:lgres5
Office for Civil Rights
Pege 9
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are chosen that will achieve access to high
quality and high standards ooucation for
the greatest number of students possible.
OCR places great reliance on collaborating
with stakeholders to achieve optimal
resulls. Because of this, OCR has been
highly effective in obtaining voluntary
resolution agreements to address civil rights
concerns without having to resort to the
ultimate sanction of enforcement.
Furthermore, educationally sound practices
are at the core of ftese resolution
agreemoots. The 5,369 complaints resolved
in FY 1999 is among the highest number
recorded in the agency-'s history.
For example, during FY 1999, OCR
coilaborated with a state system of higher
educa:1on to remove the last vestiges of
racial seg:egation and increase access to
. higher education for minority students,
One of the significant initiatives resulting
from this collaborative app:"oach was the
state's commitment to improve educationai·
opportunities, which induded investing $35
miUion to enhance the facilities and
infrastructure of its historically black
,
.
university ,
-.
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O<her examples of coilaboration' during FY
1999 involved two statewide Title VI
agreements developed regarding minority
.c. ·sJudepts' access to and partiCipation In
gifted 'programs. The agreements require
substantive changes to existing eligibility
criteria including the use of multiple criteria
and multiple assessl11€:1t measures and
instruments.
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~rtnerships
OCR recognizes that federal, state, and
local education agencies, as well as parents
1999 Annual Report to Congress
Office for Ova Rights
and othe: interested parties, share a
comman goal of equal opportunity and
access to high quality education, OCR
combines its expertise throiJgh educational
partnerShips to prevent civil rights problems
and stop illegal discrimination. .
Partnerships also are proving helpfJI in .
..,.
arriving at effective solutions 1 including' ., '..: ~' ~':
educationaUy sound remedies that fncreMe' .;~' r'.
opportunities for all students.. ~or:~~r1!pj'~"~~I:~ --.: _ .
our Seattle office developed an athletic
:~qyj~ int~~et web site wittn~e ~~i?'~<?f: .\.'i~;!~·;;>'~.~! -t.:_,,-. '
VJasnmgton s Depamnent Qf,Education ,,,," .. ".~ ;;,,;,
and a 'state Interscholastic activiti~ >:' 1 ", ';.'
association, The web Site allows school
districts to go online to conduct Title IX
athletics evaluations. The site provides ail
the relevant infonnation needed for a
comprehensive evaluation, including
content and links on legal and policy
requirements, worksheets for conducting
the evaluation of program components,
and links to other resources. The Seattle
Office is now developing, with the same
state agency, another web site for
addreSSing harassment in the schools. This
web site will indude all available laws,
regulations 3f!d policies on the subject as
weI! as links to important self~evaluation
,esource :naterials. Tile web site will be
primarily designed for use by parents,
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�students and school districts and is
expected to become a model for other state
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education agencies.
In addition, OCR also worked with a
n'Hnber of special education stakeholders,
induding a state's department of education,
to revise a state statute in order to ensure
compliane<; with several federal civil rights
laws. Before the law's revision, the state
had one of the highest rates of restrictive
special education placement in the nation.
Changes in the state's funding formula now
encourage placement of students with
disabilities 1n :ess restrictive educational
settings.
~mpOWering Parents
One of OCH's strategic goals is to empower
students and parents to solve their own
problems of securing equal access to
quality education, For example, working
with several parent centers and
organizar.ons, OCH conducted training
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forums for mino!ity and limited English~
proficient parents in the nation's largest
school system. The parents were given
. information about their rights and
resPonsibilities in securing appropriate
special education services for their children.
The infom'lation provided enabled parents
t02'dvocate more effectively on behalf of
...
" theihhiloren,';"
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Qjssue Networks
OCR has also encouraged parental
involvement in agreements resulting from
complaints and compliance reviews.
Parental involvement is essential to
achieving lasting change by ensuring that
positive actions implemented by education
insntuttons conth1ue once OCR is no longer
involved.
,
1999 Annual Report 10 Congress
OHice for Civil Rights
OCR has established internal networks
around specific civil rights compliance
issues to provide a fo"Jm for building'
knO'VJJedge and expertise around each issue
area, The current networks are: minorities
and special education, English lang-Jage
learners, gifted and talented education and
ability grouping, ractal
harassrr.enl/discipiine, Title IX athletics,
testing, disability and desegregation.
The issue- netvJorks serve as a bridge
b<lt.veen OCR staff working on the same
issues and encountering the same questions
across the country. They also serve to share
best educaUonai practices, refine our case
resolution tools and approaches, ensure
consistency in applying legal standards and
share knowledge throughout the agency.
These neJ:v.:orks assist in our efforts to
increase studentS' aeee'ss to quality
education.
~nitOring
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OCH realizes that Our most well-crafted
resolution agreements will do little good
unless we monitor their implementation to
ensure that change has occurred and
students, in fact, are receiving educationru
benefits. OCR is now giving increased
attention to monitoring resolution
agreements, The Eastern division offices
(See Appendix A) developed and are now
implementing a new proactive monitOring
strategy, It focuses not only on whether the
recipients has taken the specific steps
required in its agreement, but also on
whether those steps have achieved goals
established fonhe compliance actlvitY'a~d
improved students' access to high quality
Page 11
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education, Most fundamentally, It has
It
has meant the applk:atlon of greater rigor
to the way we plan and carry out our
monitoring activities, It has meant the use
of specific monitoring strategles and
techniques that are designed as a means of
ensu~ing long-lasting positive change for
students,
meant bcrea!if!d attention to monitoring,
During FY 1999, OCR monitored 2,083
complaint rerolution agreements,
compared with 1,811 in FY 1994,
Ukewise, there h:1s been a dra:natic rise in
test, along Wit' the district's regular
battery of tests, 74 percent of students
in the educable mentally disabled
program will now be e:lgible for
placement in another less~restrictive
education setting.
mor.itoring compliance review ag!'eements
,,807 during FY 1999, compared with 235
in FY 1994,
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A fe'"v exarnp!es illustrate how students
benefit as schools and colleges meet their
,
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commitments:
',' .!~::'
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Havmg access to the chemistry
laboratory allowed a'student who uses'
a whecic;,air to complete her course
work in chemistry and to major in
electrical :1gJnee:'ing.
€
<
• A student in a northeastem school
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'conflrmingthatithadmadelts
". PI ;''::!I<:chemistry laboratory access~ble,
'<,).,,-1:.:.. :....
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FY 1999, OCR stopped
rnomtonng a rnl' d '
western co II' illft er
ege
district, wiw,j;as a multinle chemical
sensiti~ity, i~proved his"'atlend'ance and
grades dramat:cally after the district
resolved a complaint by altering its use
of pesticides, paints, and other
chemicals, The mothe' informed OCR
thaI her son received an "early dec:siod'
admittance to the college of his choice.
• OCR completed monitOring a
southwestern school district on the
issue of racial harassment. in
implementing its comprehensive
com:nitrnents; the district reduced the
number of racial incidents by 89
percent over a three-year Period .. A '
compliance review, on the issue of
intercollegiate athletics, was closed
after monitoring showed that the
university had added about 100
athletic part:cipatlon opportunities for
women ana increased athletic fmandal
assistance to female athletes by
$235,000, This was accomplished by
r - adding three varsity spor..s for women
without eliminating any sports for men.
'."
• The most recent monjtori:lg response
traITJ a southern schoo! district showed
that by using a no~'verbal intelligence
1999 Annual Riiport to Congress
Office for Civil Rights
P~ge
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OCR's impact cannot be measured in
numbers alone, but it is also important to
understand L'1e positive changes that are
made in the iiveS of students across the
nation. The examples below provide a brier
overview of tile real life of OCR efforts.
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aoyS' and Girls' Sports Teams: A
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True Win-Win Example
When OCR', New York enforcement office
began investigating a complaint alleging
sex discrimination in athletics, it learned
that only one-third 01 female high sChool
students were me!1)\>ers of interscholastic
athletic teams, In addition, only 38 percent
of teams were girls', teams. As a result of
OCR's work; 'the city's Board of Education
, acidea more'tnan300 girls' teams, bringing
the totaC 'nlJmber 'of female high school
"tearii"s 10'1.030 orAS,percent of all teams.
'. hAs~ a:reSuit of OCR's i~tervention, the Board
also increased the number of haysi teams
by 46, bringing their total number to 1,246.
11 is too soOn to tell the exact number of
girls who joined these addilional leams last
fall, bul we expect thai the number of girls
now involved in high school sports wnJ ri~.
This slory is an example of hOVJ.QCR's
act;vities res'Jlt in more opportunities for
both boys and girls,
'
~t on the Bus: A Lesson in'
Sexual Harassment
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When a student sexually harassed another
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company management, the parents
believed that their concerns were
disregan:led. The girl's parents then
brought the iss'"e 10 the school district, but
thought the school staff did not take
appropriate action. At that pOint, Lie girl's
father called OCR and requested our
intervention, Although, :he parents were
:eJuctant to
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driver however took no action. When she
and her parents met with the bas
elementary school student while on their
school bus, Ihe child reported tie
harassment to her bus driver. The bus
1999 A'1nua! Report to Congress
Off:ca for Civil Rights
file a compla~:lt because they'
did not want their daughter 10 have 10
endure a formal investigation, OCR spoke
with the school officials. After speaking to
sc~ool officia!s, Ihe OCR staff was invited
to address the responsibilities of teachers,
administrators and bus drivers regarding
sexual harassment notification, The
transportation company sent all of ils
school bus drivers to this training,
regardless of the school district they
served. OCR's contributions reduced the
chances of a reoccurring incident on
another bus or in a different district
@:R Enters Agreement with the
Commonwealth of Pennsylvania
Many African American students enter
'higher education in Pennsylvania at the
community college, rather than university,
level. Therefore, an important focus of
OCR's partnership with Pennsylvania to
remove vestiges of segregation was the
agreement under which students may
enter any of the its universities with two
full years credit toward a bachelor's
degree after completing r..vo years work at
a community college. Another major
thrust of the partnership is the $36.5
Page 13
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I mi!lion bbsion into one of the state's
p"blic historically blacK colleges,
teach in alternative language programs. In
1999,41 teaching staff were working
toward this goal through the new tuition
reimbursement program.
Other campuses throughout Pennsylvania
have also been affected by this
partnership, At Penn State, such areas as
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community policing, disC'.lssion forums,
and academic ass:s1ance are being
designed to make the campus more
welcoming to f\mcan American and other
minor;ty student~L Temple Unj'Jersity and
the University of Pittsb~rgh, along with
Penn State University, are stepp:ng up
recruitment and support programs for their
African American students, In all, 33
I
colleges and universities were affected by
OCR's partnership with the
Commonwealth, and more than 12,000
African American students now enrolled.
,
e;t6'dequate
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English-Language Learners
Concerns
_\
A mother of two chud«n enrolied in spedal
: "
A parent,filed'" cbmbiaint iWith"6cR"~"
. :1: ';.'.:i :r (':',~''':\:, f,. 3,~:;'!
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@:R Provides Support for Mother'.
..
T~;C-h~'~~~l'~~ei;~~or
,.:
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education prograrns'filed a complaint with
OCR allegic,g that the S!Bte's Department
. against a sch~bi"(iiUrict thSt;l1~~/thou'sands
of Education was providing inadequate
of English I~ng(jag;rle~'rners:'\.vh~n OCR
began its inv';stlgafion,' staff found that
there were only 16 teachers and four
. paraprofessionals trained into serve these ~"
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students, OCR's inten..'ention resulted in
services to both of her children, The mother
also alleged that school officials wrongfully
disciplined one of her children and failed to
provide him with appropriate education
'
services. Upon investigation, OCR found
the school district hiring 90 additional
capable teachers and 81 para.
professionals. Because the teachers and
that neither child's Individualized Education
Plan (IEP) had been properly implemented
-_.', by the state's .Department of Education,
teaching assistants were new hires and
".' 'which agn:ied:tcr redress ~ts inaction and
their status may have been jeopardized by
compensate for the services missed, OCR
possible layoffs,OCR worl<ed with the
investigators also compared tone child's
school distrIct and its teachers' union to
disdpHnary punishment to that given to
amend their procedures so that alternative
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others who had misbehaved, and
;>rogram staffing levels would remain
adequate even in the case 0: layoffs. In
addition, OCR and the school district
coliaboratively developed a tuition
reImbursement program to encourage
teachers to earn .;>ecialized certification to
detennined that the Board indeed had
retaliated against the child. Education
officials agreed to expunge the student's
record of disciplinary incidents for the year,
1999 Annual Report to Congress
Office for Civil Rights
' and agreed to treat studen:s equitably in
the fut\lfe,
Page 14
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in special education programs that did not
offer an alternative language program.
In addition, OCR found that official. had
~etaliated against the students' mother,
induding making comments critical of her
10 other parents. The state Department of
Education sent her a letter of apology,
,
advised its sta!! of the inappropriateness of
:their actions and-.-most importantly,
because OCR found that many families
Ifeared retaliation-notified the community,
!inducting ;>arents and studen:., t\;a: staff
would not retaliate against them:
OCR'. intervention resulted in significant
changes, including training on the
-requirements of an alternative la'l,guage
program, to dozens of teac.hers and
administrators. In response, the school
district made immediate and positive
changes. Specialized teachers in English-as:
a-.econd-Ianguage were hired and child
assessment teams were deployed at each
school to review each student's assessment,
placement and education needs. OCR has
continued to monitor and review schools
t'1roughout the District and has ke;>t in
communication with its administrators. Last
August, a reworked plan was approved that
provides additional selVices to students
whose firsllanguage is not English.
'" .
'e;i pjcture is Worth a Thousand
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Words
A junior high school student with
filed a complainl wilh OCR
!saying that his photograph, as well as
I those of other di~,bled students, was
I segregated in the school's yearbook. The'
. . I yearbook placed the pictures of disabled u". ,. .Ii
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I students in a d[ffer~Xlt !cx::atiq.n. fro.T,t~~ ,~~ '"t '". -_'" ~~rent Treatment of ~can
I photos of other students. OCR contacted" '" , ". American and Hispanic Students
the disrrict, which agreed tq in~egr~t~;~tt;J;:·::,~~tl~-;;': ·~_<,t).
.
: photos of students with <lis~bili,ti~s)Jiirg~~ i'!lj~';:~~'formerad:ninistratorlodged a complaint
: wlIIl other student photos. ':' ..'C.""< i'.;':':'.':· 'allegmg t~at a dlScnct high school channels
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African American and Hispanic students
who are identified as potenfial dropouts
~ nglish Language Learners Get
into GED and·evening high school
programs. The complainant also alleged
Much Needed Assistance From
that the school'. academic honors program
School District
was disproportionately white. Investigators
OCR siaff learned that in a westem school
from OCR we,'z.. abje to verify all of these
allegations.
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district that had 1,272 English language
learners out of l:i,OOO studenls, most of the
district's English language learners were
As a result of OCR's activities, the school
instructed by teachers who were only
cistrict agreed that it would evaluat. its
minimally qualified or who were teacher
admission standards for the honors
program. In addition, the school district
assistants. More Hlan hall of the students
agreed to work towards alleviating the
received no alternative: language program.
opportunity for any ·racial or ethnic bias in
In addition, students were being evaluated
referring Students to GED and evening
wi:h instruments that required knowledge
of English- and, not surprisingly, many
programs.
were inappropriately classified and placad
I disabilities
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1999 Annual Report to Congress
Office for Civil Rights
Page 15
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�~ubling Minority Students in
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appropriate disciplinary policies, and
.
requiring its staff to participate in workshops
on race, color and national origin
discrimination, OCR wiU monitor the school's
disdplinary actions to ensure that its
Gifted and Talented Programs
In a southwestern state, OCR staff noted
that a low proportion of Native American
and Hispanic elementary and high school
students were in programs for gifted and
. talented students, In one parncular school
[ district with a predominantly Hispanic
student body, the school demonstrated that
minority students could qualify for gifted
programs when teachers use a variety of
.' methods in addition to standardized LQ,
tests as the criteria for eligibiiity.,OCR
collaborated with the school district to
broaden itS admissions criteria from only
using a standardized IQ score to using
. multiple criteria, As a result, L1. proportion
of Hispanic students in gifted and talented
programs doubled, In 2000, OCR will
continue working with the school, the state
and Iooal OfflCials to develop a
demonstration project for school districts
throughout the state,
commitments are met
I
~hoOI District Receives Federa,l
Refugee Funding
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A former teacher med a complaint with OCR
against a school district, saying that it under~
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served English-language leamers, The
changes the district made, with OCR',
assistance, included: appropriate identification
and assessment of English language learners,
placing them in appropriate programs, and
monitoring them to make sure their transition
to other programs was successful. These
change, ~rompted a federal agency that
supports· refugee relocation-to give the school
distri~t a_~dilj~,!al!undi!)g'!or'its languageassistance prograr:l:
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In a school district in the South, a principal
disciplined six African American high sch'ooL
students by tying them togemer and parading
mem around the school grounds,
OCR investigators determined iliat me
students were punished differen~y and
inappropriately on the basis of their race.
School district administrators agreed to
remedy the principal's WTong-cioing against
the students by giving mem psychological
heip and cOimseling, as weU as reprimanding
the principal in a letter placed in her
personnel file, In addition, OCR addressed
me incident school,wide, by having the
school district develop and publish
1999 Annual Rtlport to Congress
Office for CiviJ Rights
~rking to Keep Special
Education for Those With Special
Needs
. ,OCR completed monitoring a western
school district that had been placing a
disproportionate number of African
Page 16
�.,
American students in special education
classes, OCR';; resolu:lon agreement with
the district provided for development of a
pre~referral int€!Vention process to assist
students experiencing difficulties in a
regular classroom setting. The agreement
with OCR also revised referral proc~dures
for special education evaluation to ensure
consideration of the impact of education
and medical history as well as
environmental, cu!r..ual and economic
ractors, Since entering the agreement with
OCR, the number of African American
students classified as learning disabled
(WI decreased from 221 to 161. A5 a
result of OCR's intervention I the dlstrict
reports that 89% of the Aftican American
students classified as LD and 46% of those
classified as mentally disabled are now
being educated in a regular setting.
Overall, 80% of students with disabilities
now recelve their educational sel'Vices '
:hrough fuli-day ;nelusion in the regular
classroom with supplementary aids and
selVices. The District" continues to engage
in a strong staff training eHorts and
ongoing self-evaluation to identify any
remaining areas of concern.
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1999 Annual Report to Congress
Office for CMl Rights
Page 17
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than the previous year. Howeve~, it did
OCR is committed to achieving equal
access to a high quality education for all
stJdents. But our ability to have a positive
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enable OCR to complete the hiring
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process begun in FY 1998 and to continue
staff training. By the end of the fiscal year,
OCR had expanded to 737 full-time
equivalent staff hours,
jmpac~ on students' lives is directly ~e!ated
to maintaining a competent: well~trained,
. technologically proficienl workforce, Our
work is labor~inten5jve, and
i
80 percent of OCR's budget approximately
is used to pay
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staffing expenses. In fiscal year J 999,
OCR received $66,000,000 from
Congress, which was $2,000,000 less than
requested, approximately 7 percen1 more
The decade of the 1990's brought OCR
an increase in wo:kJoad and case
compiexity, along with decreaSing
resources, Managing more with less
became a necessity. To meet this
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$66,000,000
737
6,628u
5,369
76
93
',61,500,000
$61,500,000
"685
4,847
4.753
102
$60,000,000
$54,900,000
681
5.296
4,981
152
140
1996
$62,784,000
$55.277.000
745· . ' 4,828
4,886
146
173
1995
$61,457,000
$58,236,000
788
4.981
5,559
%
178
, 1994" $$6.570.000
$56,570,000
821
5,302
5,751
144
90
1993
$61,400,000
$56,402,000
854
5,090
4,484
IOJ
1992
$56,000.000
$53.625,000
848
4,432
4,180
77
50
1991
$49,900.000
S48,4llol,000
797
3,809
3,497
41
22
1990
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Congressional
$45,178,000
$44.572.000
815
3,384
3,130
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30
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.FY 1990 Zor,d Pi 1995 Approptilltion after uqucstration; fY 1997 AppropriEltion atler recision
... 1.614 filed by an indlvldual c.ompla:nzmt
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100
1997
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$6$,000,000
1998
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Appropriation'"
1999
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Presidential
Request
FY
1999 Ar.nua! Report to Congress
OiftC\? for Civ;1 nights
Poge JS
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challenge, OCR reduced its headquarters
staff and put additional staff in the field,
instituted more ~exibie case resolution
procedures, replaced an out·ol·date
mainframe da'ta collection system with a
In FY 1999, OCR received more
complaints than in any previous year in its
,history. While complaint receipts have
risen this decade in genera!, the increase
in the number of FY 1999 compiaints is
I
personal computer based system,
due largely to a single complainant who
I
provided staff with on-Hne access to cdica!
filed more than 1,600 complaints against
postsecondary institutions nationwide,
While this is an unusual occurrence, it
illustrates One of the challenges OCR faces
in building a balanced civil rights
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case resolution resources through an
electronic libr(lry, and established in:ernal
ne~orks for key subject matier issues.
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enforcement program-the fact that we
cannot control the number or type of
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corr.plalnts received.
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1999 A. mual Report 10 Congress
Office for CMl Righ~
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Pag< 19
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conduct reviews in school districts and
states. maximizes OCR's abilily to
positively affect the lives of students,
Having enough staff to educate parents
about their civil rights and to nurture
partnerships between parents and schools
ensures that students cominue to have
equal access to educational opportunity
long after OCR's involvement ends.
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Both dficienq.' and effectiveness are
critical to our work-effidency because a
student who is de:1ied equal access to
educational opportunity needs quick relief
-effectiveness because it is essential that
-educational excellence and equity are .
combined the resolution of civil rights
-issues.
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.expertise that can p:event discrimination, " '-"
OCR needs the resources to fully
irr.plemenl its prograrr.s. Wi:hout
adequate staff and sufficJent technology,
OCR will be unable to effect:vely assist the
educational system in meeting the needs
of.students in the twenty-first century.
While OCR Is proud o(iiS\llist,
•.
effectiveness and efficiencies, we are
proude: still of au! increasing ability to
provide servlces that enable stakeholders
ro address the complex civil rights issues at
hand. We know, however, that the need is
g!"eater t,1an what is :eflected in complaints
simply because the populations of
students :nost affected by educational
inequities are often least-aware of their
civil rights. Having enough staff to not,
only resolve complaints, bl:i also to
OCR delivers services to customers that
help prevent, well as resolve; ,
discriminatory educationru practices by
using well-trained staff to bring
,
educationally sound, legally 'ppropriate,
and workable solutions tO,bear on
comple.x clvil rights issues. By using
technology effectively, OCR puts
information directly ~n the hands of
stUdents, ,parents, and recipients of federal
funds so that they can resolve civil righ~
issues locally.
as
OCR has gained the reputation as a
federal agency wil!ing to listen to
educators. collaborate with customers. and
iink stakeholders with similar interests to
resolve complex equit;.; issues, In the 21 ~
century, we must continue to effectively
meet the needs of a more diverse and
technologlcallyad~anced' society to ensure
qualily education for all students,
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1999 A'1nual Rcpo:1 :0 Cor;gres5
Office for Civil Rights
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: Department 0; Education Draft Strategic Plan· June 26,1997.
, President William J. Clinton· 'Radio Address to the Nation - August 16, 1997.
3
Congressional Record· October 20,1999· page H1D511
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1999 Annual Report to Congress
Office for Qvil Rights
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Page 21
�Appendix A
Office for Civil Rights
U.S. Department of Education
http://www,ed_gov!officas/Q(:R
Cu:tomer Service #: 1-800-421':'5481
MIDWESTERN DJV1SiON
EASTERN DfVJSION
Thoma$ Hiblno, Director
Linda McGovern, ::Jireacr
Connecticut, MC!'~, Massachusetts,
New Hampshire, Rhode is/and, Vermont
Office for Civil rugh::., Boston OffiCi!:
U.S. Department ci Education
J. W McCofJi',l!ck Post Office- lind Courthou$C
Ifiinois. Indiana, MmncsOla, Wiscor;sin
Boom 7f)i
BoslOT., MA. 021094557 (617) 223·9662
FAX [617) 223.%69: TO::> (617) 223-9695
Helen Whiiney, Director
New Jcrstry, New York, Puertc Rico, VirgIn IslOfJCs
OffiCe fo, Civil Rights, New York Office
U.S. Dcpartmc::')\ of Educ<'Ilion
i5 Park Place, 14th Floor
New York, f;,'Y 10007.2146 !2!2) 637·6466
FAX (212) 264.3803; TOD (212} 637,0478
Wendell. Fox, Dire.:!ot
Dc1Gw~re,
Maryiond. Kentw:ky, Pennsyiwnlo,
West Virgl'nla
Office for Civil Rights, Philaoelphia OWtt
U-S
~rtmcn:
of EciUca!iOl'h _,
, The Wan~l1iaker 'au'lldhg
. .
100 Penn SquZlrn East. Suile 515
Phill'lcel;:>hia, PA 19107 '(215) 656-8541
FAX (215)656-8605; TDD (215)656.s604
O:fice for wvil I'\ights. Chicago OffiCi!
U,s. De;tal1ment of EduCbtion
111 Nonh Car.al Slree:, S:.:H€ 1053
ChicagO. fL 60606·7204 (3121 8$6·8434
Ff\X (312) 353-4388: TDD (312') 353·2540
HlUTY Orris, Director.
MichJgor:, Ohio
OffiCE for Civil Rights, Qe>.'{lland o:TicE
US, Depar:m<!nt of Edt.:calicn
600 Superior Avenue Easi
Bank One Center, Room 750
C(!vciand, 0;; 44114-2611 :216) 522·4970
FAX 1216)522·2573; TDD (216)522·'944
Angela Benndt, Drrector
ioW!1., KonstlS, Missouri, Nebraska,
NMh Dakot(1, South Dakota
Office for Civil Rigr:Js, Kansas City Oflk(!
U.S, DcpMme:n! of Education
10220 North Executive Hills BoulevlI....d
81h Root
Kan~s City, MO {}4153-1367 (816)B80-4200
FAX (816) 891.()544; TDD!816) 691·05S2
,
WESTERN DIViSION
lillian Gutierrez, OiJector
Gary Walker. Dire:i::to~ ,
Arizona, Colorado, Montano, New Mexico,
Alubama, Florida, Georgia, South Carolina,
Tennessee
Office for Civil ~ig!1ts, Atlanta Office
Offic(! for Civil Righls, Dlmver Ofrlct!
U,S Dcpartffi(!n~ of Educalloo
U.S. Department of Educa:ion
61 Forsyth Street, SW" Suite 19T70
A!lanta, GA 30303 (404) 562-6350
FAX:4(4) 562·6455; 10D 1404)562·6454
Federal Bui!dir.g, Suite 310
1244 Speer Boulevard
Denver, CO 80204-3582 t303) 844-5695
FAX (303) $44.4303; 7:)D (3031 $44-3417
Tbylor August, D'.rector
Arlronsas, Lol,.lisiafl(l, MiS$ls$ippi, Oklahoma,
Texas
Office fOt Civil RighI$., Dallas Office
U$ O€partmenl of EdI,.lCl!tico
1999 Stye.n Strecl. Sulie 2600
Dallas, TX 75201 (214) S80-2459
FAX (214)880·3082; TOO (214)880·2456
Ailee Wender, DitWot
.North Caro/mo, Virginia, Wc:shingron, D.C.
Difice for Civil Rightli. District of Cotumbi.o OffiCE
U,S. Department of Educali::>n
1100 PennsylVAnia AVE, NW , Room 316
P.O. Box 14620
Washington, D.C 20044-4620
(202)208·2545; FAX 12C2)208-m7
TDD (202) 208-7741
Uroh, Wyotrllng
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Stefan Rostm2wcig, Dire"c1or
Cali/ornle
O!fjc£ for Civif Rights, San Francisco Offici!
U.S, Department of Eductor.on .
Old Federal Building
50 Uniteci Nations Plaza, Roo:n 239
San FrtJr1cisco, CA 94102-4102 (4;S} 556-4275
FAA {415} 43i·7783 TDD (415) 437·7786
Gary Jackson, Direclor
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Alaska, Hawaii, Idaho. Nel)oda. Orcaon,
Washington, Pacific Region
Office for Civil fUght5, S~ttJe OffiCi!
U,S. Depal1rnent of Ed'Jca,iqn ,
915 S€cond Avenue, Room 3310
Sealtie, WA 98174-1099 ;2(6) 220·7900
FAX (206) 220·78$7
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...'
CR PUBLICATIONS
. Education and Title VI
English
Sparrish
Hhitorically Black Colleges & Universiti€s and Higher Educatiorl Desegri!gatiof'l
Mf19nct Schools: P:o?1oiing £que! Opportunity and Quality Ecil,;cation
P:;)vlsion of an Equ~l Education Oppommity to Umlled,Englisb Proficknl Students
Engllih
<
Spanish
Sludenl Assign~ent !f'l Elementary & Secondary Schools & Title VI
CI,~rifjca:ion of btefCollctl:l'I:e Ath:ctics Polie.... Guidance: The Three-Pan Tesl
Equa: Opportunit-y in Intercollegiate AthlEtics
Sexual Harassment It's No! Academic
, Slucumt Assignment in Elementary and Secondary Schools & Title IX
Teenage Pregnane;; and Parenthood Issues
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Tille IX and Sex D:s.:rimioation
Tille IX; 25 Years of Progress
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Tille IX Grievance Procedures: An l:nl'ClduC1ory'ManuaL .
i)u~lmry Aids and Servlces lor Postsecondaty Students wit"t Disabilities
Clarification of School 9istricts' Respons!.b!lil~,?,s 10 Ev~,!ale: ~hildren with
<At <
.. ,;."-""" ,' ...."'. '#"'''!''''
'.", t entio;:: DeC < D<ISOrd en
llClt
...L:",,:.!:,!,~'S" ~H,,".~,> '.. ;
Discipline of Students With Handicaps in Elemenlary end Secondary Schools
Free Approp:iatc Publi<: Education'lor-St;]d~nts wllh Dis3bitities
?,,;'lceme:lt of School C!'lildron wib ADS,
Rights of IncEviduals Wid> Handicaps Linder Federal Law
English
....
Spanish
Student Place:nent in Elementary & Secondary Schools and Section 504 and Title II
Civil Righ:s of Students wlth Hidde:l Disab:lities
Annual Repon to Congress (Yea.-s 93,94,95, 96, 97, 9Sl
Application of Federal Civi! R;ghl~ La'.'...s 10 Puolic Charter Schools
Guldence Counselor's Role: in Ensuring Equa! Educational Opportunity
How 10 File a Discrimina.tion Complaint with the Office for Civil Rights
Engiish
Spanish
Vietnamese.
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Cantonese
Hmong
Impact of the Civil Rights
Laws
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Nondiscrimination in Employment Practices in Ed..c('l:ion
No:ice of NondisCrirr.ination
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Offic,~ for Civil Rights: Ensuring Equal Access to Ql.;aUty Education
Voce-Ilona! Education & Civil Righ:s
What Schools Can Do to Improve Math & Science Achievement ~ Minority
& femal¢ Sludcn\3
Age f)lscdmination Acl of 1975
Award of Sludenl Financial Assistance
Deaf Studenls Education Services; Policy Guidance: Notices
GuideEncs for Vocational Education Programs
Inlercollegiale Athletics Policy lnlerpratation
Title VI Civil Rights Act of 1964
Title IX Education Amendrr.ents of 1972
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Rltc:nllncid«n!S and Harassme:'l! Investigative GUidance
Section 504 Rchabilitatior: Ad of 1973
Scxl:al Harassment Guidance; Harassment 0; Students h'y School ETTtployecs,
Other St!Jdents, Of Third Parties; Notice
Ti;lc II of I:'c Americans with Disabilltil?s Ac: of 1990
ADA Self·Evef,Il'l.lion Guide for Public Ele:Tlenta!)i~~d';S:;~~rid~ ;,:;::::
Schoo!~ (.e~aE;bi;'i h;:Ough"GPO
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r" ..'" ,-",.'.':. ''''''''.'':-,~~- ,:.;";. . :.. '~ ,.-",~''''.''. '
Uniform fcd"ra~ Acc~sibmty Standard ,UFAS) 'I '< l. ,-', ''t<'\:-L'''~J .,~.: ~ .~\
'C.'
,"" '.. ,,;,,(~,,',.,:,:j:'·;~;r,;L rJ\"~:!, '.
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~"_~",,:,-,. ,;:.• ~~ '1':1
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MIDWESTERN DIVISION RETROSPECTIVE
Introduction
The Midv.·esiem Division is responsible for civil :ights compHance in twelve SUltes;
1ilinnis. Inrnana, Iowa, Kansas, Michjgan, Minnesota, Missouri, l"\'cbraska, ~orth Dakota,
Ohio, South Dako!a. and Wisconsin. The Divisklo has three offices. located in
Ck~\'eland. Chicago, ~T1d Kama'> City, which work closely together. The structure
ensures high quality c),lstomer service to school districts, coHeges and unlVerSilics, and
members of the public in each state served by the Division while utiHzing resources in
the most effiCIent manner possible.
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Since the division stru~1Ure became fullyoperutionaJ in 1997, the Miowestem DiVIsion's"
greatest Jccomplishmcn~ has been the development and implert:J~~~~ip" "ci(ari.;.~~",,, ~ ,-~<-!.,~':, '"
enforcement plan that emphasizes common themes, including outreach tc!~.!i~<;!k~h91~,~~~', 1.,~"
innov:!tive proactive enforcement slrategies, Jlttention to emerging issues an~ , .-,
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popUlations. parental involvement. ~tnd self~e\'alua~ion. The goals o(the Division phm
were TO; a) increase our accountabiIity for results; b} ensure that our pro<lctive civil rights
activities result in a high quality education for all affected students; c) Supportlhe
DepllTtmem'S Education initiatives; and d).use Division staff resources effectively by
targeting the most severe ci vi] rights prob!ems and usmg appropriate strategies to address
them.
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The DiviSIon Slructure enabled staff in the l!lree offices to work together to develop a
comprehensive training plan for new employees as well as management training for learn
leaders. Division k!udership mee~ings have focused on coordinating activities, addressing
workload issues, and allocating resources more effectively to achieve QCR's strategic
goals as a cohesive unit Monthly attorney confe:-ence calls have enabled staff within the
three ofllces 10 discuss important legal issues and ensure consistency. In an effort to
'ensure work of the highest qUlIHty. the Division aJso conducted a study of the " .'
effecliveness of various proactive enforcement techniques as well as a quulity ass~iahce'
assessment of the wo:,k of each team'\"'jthin the Division.
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By tapping the strengths in each o;fice, the Division was able to accomp~ish more with
less. In this five.·year period. the D1 vision initiated 170 proactive reviews and resolved
5,519 compluints, In FY 1999, the year OCR began calculating the impact of its work on
students. the Division"s compliance activities pOSitively benefited 560,087 students, The
Division's impact on students increused by 58% in FY'2000, when 957,481 students were
positively affected by the Division's activities. The Division was also successful in
meeting its goal of resolving 80% of all complaints resolved during FY 2000 within 180
days after receipt
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Overview of Major Accomplishments
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Since the majority of the Division's complaints concern disability discriminatio'n, its
proactive enforcement activities have focused on Title VI and Title IX issues. Among
the Title \'1 issues addressed were minority students and special education (MJNSPED),
access of minority students to gifted and tale'nted education (GATE) and other high track
courses, provision of services for English language learners (ELL), racial harassment and
discipline. Title rx issues addressed included intercollegiate athletics and sexual
harassment. The Division's major accomplishments in several specific program arcas are
described below.
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Minorities and Special Education (MINSPED) - The Division initiated reviews on this
issue because parents, teachers, community groups and other stakeholders had reported
that in many school districts the 'percentage of minority students in special education
programs was significantly higher than the percentage of such students in the district's
student enrollment. The data the Division obtained from state officials confirmed that
this was true. The Division also obtained information indicating that some school
districts were referring students for specia'i education evaluation and placement using
inconsistent procedures. During the last five years, the D'ivision conducted 42 proactive
activities on this issue. The Division consulted with District staff and experts in the field
to identify best practices that would ensure that all students are afforded equal.
opportunity to benefit from a high standards, high quality education. As a result of this ....
initiative, districts have developed systematic means to screen students and to offer
teachers training on intervention strategies aimed at engaging students in regular'~""''''''-~-'' ~~.
education and more accurately identifying those students appropriate for special
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education referral.
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As part of its emphasis on continuous quality improvement and self-evaluation,'in.'" ~ ;'
FY1999 the Division suspended its review activity on this issue to initiate a special
project aimed at assessing the results of our work. The Division sought to determine
whether its MINSPED reviews had resulted in positive change for students and whether
we could use our resources even more effectively by revising or modifying the approach
to this issue. As part of this effort, ,we engaged in a dialogue with districts with whom we
had already resolved MINSPED reviews. These districts reaffinned that the changes they
had made to their programs as a result of OCR's involvement were positive and improved
the education experience of all students. The Division learned that many of these
Districts had begun programs to improve reading instruction in the primary grades.
Division staff consulted with researchers studying minority students in special education
and the role of reading skills in special education referral. The Division prepared a report
of its findings which was shared within OCR as well as with other Department of
Education officials, including the Director of the "America Reads" program.
Based upon the results of its study. the Division initiated two additional reviews in FY
2000 to pilot th.e new approach which looks more closely at the link between reading
performance and referral rates for special education. Work in this area will continue in
FY 2001.
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Access to Gifted and Talent.ed Education (GATE) and High Track Course,· Based
on infannation furnished by stakeholders, the Division identified minority students' .
access LO Gifted and Talented Education (GATE) as itO emerging issue, Data obtained
from 'stale officials confirmed in many school districts thal the percentage of minority
students in such programs was significantly lower lhan their percentage in the district
enrollment. The Division 3150' obtained infannation suggesting tha: some districts were
selecting students for these programs using inconsistent criteria and procedures. Since
OCR had limited experience in addressing this emerging issue, the Division convened tl
national symposium entitled "Equity in Gifted and Talented Education" held in Chicago,
Illi:lOis in ]\.Tovember, 1996, The goal was ID provide a forum for all OCR offices to learn
aboUi critical concepls in this area, and to ask questions thin would sharpen the focus of
OCR's revi(:ws. Symposium speakers included recognized experts in the area from
se".'eral uni\:crsitics, school district officials, and representatives from other components
within the Depanment At the conclusion of the symposium, Djvision staff were
prepared to launch the GATE ir:itlulive,
While the Division initially focused on c]emcnl:lry and middle school programs, it
expanded the initiative in FY 1997 to look at minOrity students' 3ceess to upper level
courses because we had obtained evidence that many of the Same patterns were oecuning
. at the high school le\'.eL The Division conducted 36 proactive reviews on this issue
during the five-year period.
As a result of this initiative, aU students in the targeted districts are n~w afforded equaJ
opportunity to benefit from 2: high standards, high quality education. The districts have
assessed their criteria for .a~mission to GA TE programs and upper, tr~~k coqrses to ensure
lheir relevance ~md to identify 'alternative fuctors and have p:ovidcd .training for their
staffs. M'uny districts have adopted criteria and procedures that are considered to be best
practices, and several districts have consulted with recognized experts in revising their
programs to ensarc their criteria are cducationa:1y sound and non-discriminatory.
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.Pro"ision of Sen' ices for English Language Learners (ELL) ~ While it was generally
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recognized that urban school districts throughout the Midwest hud diverse student.
popul'ations that inch;dcii large numbers of students who were not proficient in the
~ . . . ,r;..nglish langungc,Jew suburban and rural districts were prepared for the influx of school
age-Eilglish taiiguage learners into their communities that began in the 1990s, During the
last five years, s'Jbu·rtiun and rural communities and schools in 'the Midwest began to
~perience first.hand the challenges posed by the trrmsfonnation of the American
demograpbic landscape. For cxamp\e, one small Midwestern school district expe;ienced
a 225 % growth in its ElL population in only one school year. In response to the
coricems of stukeholders who helped the Division identify school districts struggling to
meet the needs of their burgeoning ELL populatio:1, the Divlsion ,assigned a major'
portiOn of its proactIve resources to this issue. The Division engaged stare and local
education officials, parents, and comm'Jnity members in working together to provide .
effective programs for ELL students. Over tbe last five years, the Division conducted 89
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proactive activities thai effcc-ted positive changes in the lives 0: thOUS3!1ds of ELL
students and their parents.
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An impor:ant element In many of these reviews was the Division's effort to promote
parental involvement TIle Division sponsored several workshops for local education
agencies at which expe~s in family involvement provided guidance on various means of
working in partnership with parents o:11heif t;hildren's educm!on, Many of the districts
reported to OCR tha: they used ideas gleaned from rhese informal working sessions and
were more successful in reaching out to ELL parents, As a resurt, some of the districts
formed Parent Action Committees and most acknowledged an increased involvement of
. ELL parcllls in theiT children's education."
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As part of its contio'Jing emphasis on self-evuluatlon, in FY 1999 the Division formed a
tcam to e'!uluate the impact of its work in this area. Wo:king with selected districts that
OCR had earlier reviewed and th<lt had begU:110 evaluate the effectiveness of their
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iangl.!uge ai1sistance programs, the DIvision teain sought to better :nform ilself about
appropriate meaSures of program success and to identify the least burdensome means of
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organizing and collecting information that documents program effectiveness.
Preliminary results of the Division stUdy done in partnership with t.",'o school districts
were presented at the OBEMLA Instit'Jte held in Sun Antonio. Te,xas in February 1999.
. ,The ser:.1inar er.titled "Measuring Success - Evaluating Programs for LEP Students"
provided participants an opportunlty to learn <.Ibout data colleclion and program
. ~ ___ "~.~ il~pro\'e~ent for account~bj.l~ty from the Slllte, school district, and educurional'consultant
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.Racial Harussmcnt and Disciplin'c ~ The exiSlence of u school climate of racial
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quality education. In response to stakeholders concerns about increasing racial tension jn
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harassrYlent or discriminatory discipline can greatly impede a student's accesS to high
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milny schools experiencing demographic change, the Division developed a
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compreher.si \'e approach to addressing harassment and violence issues, The Division
initiated 36 proa:;ivc reviews on this issue.
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,Some of these proactive ;lctivities focused
harassment against African American
and/or Hispanic students in elementary and secondary education institutions: others .
focls,cd on discip(i,n:::'(if Afr~an American students in elementary and secondary school
.districts. The Di\'jsion:also de\tloped un initiative focusing on racial harassment and
discip:ine issues affecting A.merican Indian students 1n the northern tier of Michjgan,
Minnesota, North Dakota, South Dakota, and Wisconsin. This initiative required
Division staff to make contacts and build trust within a community tr.al has had little
conlact with OCR. The activity has resulted in the ;;Igreement of school d:stricts serving
American Indian students to take actions to address issues of harassment and ensure fair
lre:ltmcnt with respect to di~cipline as well as greater parental involvement As a result
of these activities, OCR has been invited 10 aSS1SI other school dislricts and American
Indian parents through :cchnical assistance presentations .
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Higher Education Dcsegrcg~tlion - The Division resolved the desegregation
investigation :elating;:o Cemral State university (CSU), Ohio's only public historicaiJy
black university. in February 1998 and continues 10 mO!litor actions undertaken by the
State of Ohio to strengthen CSU and make it an equal and comparable member of Ohio's
higher education system attractive to students of atI races. As a result of the Di\'ision1s
investigation, CSU, which had faced serious financial deficlts, an aging infrastructure.
and a declining student enrollment,ls now a stronger, more vigorous and attractive
, institution.
Customer Service Tt'CbnicaJ Assistante'e Initiative - Earl v in this fi ve-year period, the
Div:sion recognized that many local school officials, com~unity members, and parents
need~d more direct help from OCR in so!ving problems that impede access to high
quality education, In addition 10 its proactivc enforcement re\'iews, the Division decided
to invest additional resources tn its tcchnical ussistance ou~reach program to meet these
stakeholders needs and strengthen i1S commitment 10 high ql.la:ity customer service. The
first phas:e of lhis initiatlve aimed ill empowering others to develop erfeCtive har,!£smcn.t
prevention prognuTIs in elementary and secondary education institutions, The Division
held confCl'e!lCeS and workshops dcsig:1c.d to promote understanding of the complex
,issues confronled by schoo! districts attempting to address hara5s':ncnt and violence and
presented at SHttcwide conferences focused on this theme. These :lctivities provided
useful infonnation about effective prevention strategies and in some cases featured
educators'with fj:-si~hand experience abou1 dealing with rcallife harassincnt cases. In
ad.dition,. many or i9~~~\vorkshops provided panicipants an opportunity to examine thcir
,own anti-harassme~t pol(cies and procedures for clurity, effectiveness, and !egnl
su:fkiencv.
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The'second phase oUhis .initiative focused on buildjng Rartnerships among parents,
ptudents, school di~trjcts and the community 10 empower them to identify and address
civil rights problems related to the pro\'ision of appropriate services for students with
disabilities. The Division held a series of focus b'TOUP meetings in Wisconsin to identify
the kinds of infonnation needeU bv the stakeholders to serve s:udents with disabilities
appropriately and the districts and individu:.:ls mos~ in need of clarification about Section
504 obligations. These open forums with our customers were helpful in shaping a
resource docume:tt that explains in plain language the Section 504 requirements and
dispels the existing confusion th~l.::~.II;r~,!1Jly e;;}E:~s nmong stakeholders in Wisconsin. It is
anticipated that the resOLIrce documen't wiil 'be~made u,;ailable on the Wisconsin
Department of Edu.cution's website in FY 2001.
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Conclusion
Although the Midwestern Division is proud of ~1S accomplishments in the last five years,
it recognizes that much remains to be done, Many of the :tcti\'ities outlined in this report
are part of phased in projects which are continuing into FY 2001. These are described in
the Division's FY 1999 through 2001 Enforcement Docket.
�Appendix # 1
.1993': 2000 Summary of OCR Policy and In\'cstig;ltjyC Guidance
Age Discrimination Act Regulation: OCR issued rcgulation:>}or the Age Discrimination
Act of 1975 on July 27, 1993. TI,is was the first regulation published by OCR since
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1980.
Race-Targeted Scholarships: On February 23, 1994, Secretary Riley issued a Notice of
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Finn.1 Polky Guidance in the
Fed~ral
Regi.<;ter discussing the application of Title VI and
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its regulation to student financial
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. that is :nyardcd, at least in pari, 011 the basis of rnee
or national origin. "In a lcticr'·to'~oHcgc and university presidents dated March 4: 1993,
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Secretary Riley stated'that race;..largel~d scholarships "can be a useful tool for providing
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cdw:;:llti0f!~! opportunity an~ f9f <:nhancing.a
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the benefit of nil' stude-fits.": The statement emphasized the legaUty of most of these
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diverse educntional environlllcnt for
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scholarships.
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OCR Ca:;c Resolution Manual: In December 1993, OCR fundamentally re-cnglnecfcd its
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approaeh to processing discrimination complaints with the issuance of the Case
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Resolution Manual. Under these new procedures, primHry emphasis is placed on
achieving change, rather than on document production. The manual streamlines the
complaint process with the objective of resolving a complainant's allegations (if
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, dtscrin",ir,ation promptly and appropriately. It emphasizes mediation, negotiation, and
�other early case clo;t:rc :>.tmtegit:s in resolving complaints, Using tbis revised approach.
OCR resolved more complaints with fewer staff The new procedures also allow OCR to
dedicate 40 per cent of its resources to targeted proactive activities tco,mpliance reviews.
monitoring, technicil! assistance, priority policy development and 01her activities] that
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complement the enforcement agenda.
Racial Harassment: On March 10, 1994. the Department publifihed investigative guidance
on the procedures OCR \\'111 follow and the legal standard OCR will apply when
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investigating allegations invoh'ing mcial incidents and harassment agains.t swdents at all
levels of cduc.(1tion. The guidance n.:cognizcs that harassment on the basis
(}f
rae~, t;o:or~
or national origin denies students the right !o an education free of d~serimjnation and
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violates Title VI oftbc Civil Rights.Act
of 1964. '"
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Higher Education Dcscg·rdgation:.,on 'Januar)t ,31'. 'I ~~4~,OQR published a Notice in the
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Federal Register 011 the application oflhe C.S: Supreme Court' s decision in United Stales
y, Fordie.;. The Supreme Court enunciated standards ror determining whether a Slate has
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met it.s obligation to dismantle a prior de jure segregated system of higher education
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under the Fourteenth Amendment 10 the U.S. Constitution and Title VL The Notice
makes it clear that the standards enunciated by the U.s. Suprenu: Court 111 for;.Ece "\-vill Se
Uf>cd by OCR in determining whether states have met their obligations to affi:11l:Jtiveiy
dismantle all vestiges of their rrior segregated systems.
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Protecting Students from Ha:-J.ssmcnl and Hate Crime: OCR jOintly sponsored, with the
National Association of Attorneys General, a guide intended to help school officials deal
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more effectively wi:!: instances of harassment and violence in elementarv 3:1d seco:idarv
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schools, The guide'provides practical advice on how 10 deaJ with persistent episodes of
student harassment und hate-motivated threats and violence.
Magnet Schools Assis:ancc Pf(lgram: OCR is charged "Yith carrying our civil right
provisions in T~tlc V. Part A of the Elcmcntu:y and Sel.:ondnry Education Act [the
Magnet Scbools Assistance Prvgram (MSAP)1, and providing technical assistance to
Federal awurd recipients and beneficiaries, the public, and other organizations to
o~win
voluntar)' (;ompliallcc with civil rights laws, MSAP~s gonl is to n;;sist schools in reducing,
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eliminating, or prcv<':l1ting racial isolation. OCR.works witb,~hc
Secondary Education.to certify that
alllv1St\P'applicanl~'will
otm:e ofElementnry and·
meet nr:lldiscrimination
assurances, MSAI~ funding is intended to rcdu.,:c;,~liminalc::afld prev<fnl minority group
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isolation in elementary and secondary magnet schools.", ',4 '_,r': , :,
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Vocutional Education Methods of Administration [MOAJ: OCR must ccrtii)' that ca,ch
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state has met its MOA commitments, For 14 ye,ars. OCR required burdensome annual
reports from eaeh' of the states and other entities on how they monitored their own
programs and those of their sub~rccipicms to cmmre compliance with Fedenll civil rights
laws~ including those enforced by OCR. In 1994, OCR gave two~!hirds ()ftbc states an
option of not submitting an MOA report:: {)CR conducted a national conference for the
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states MOA coordinators to provide them with up t~ date information on high priority
ciyll rights issues and to discuss options for redesigning the Ivl0A process, The new
approaches emphasizes hringing siale officials together to learn from eacn uthe:.
Americans With Disabilities Act Guide: Written in stmightfof\",urd. plain English,
Compliance With the Americans with Disabilities ACl: A Sc1f... Evaluiltion Guide for
Public Elementary and Secondary Schools was pub)jsht;~d in FY 1995
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help schools
evuluate their compliance with the Americans with Disabilities ~Cl of 1990 (ADA). The
guide reviews the requirements. of the ADA and offers suggestions and self-evaluation
work shl.'Cts to assess compiiancc. The guide was made available to each ufthe nation';;;
approximately 15,000 school districts .
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Minorities nud Special Educalion: On July 7, 1995. n rnlicy memorandum set forth the
legal issues surrounding the disproportionate represeritation,ormip'6r~ty ;;;tud:.msc!n\··.~·
sjlcciul cdu.::ation. The guidnnce is lIsed by OCR stafr in investigations and byextemd
stakeholders. Work also commenced on compiling strmegies and modcl$lhat hold
promise in preventing uod remedying illegally discriminatory practices in assignment of
students m special educa1ion
clU5SCS.
Working with Project Forum. a Pi!ft of the National
,>
Association of State Directors of Special Education, a rcsource guide
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usc with schools and school districts in devising rcsolutions to problems In this area.
OCR ElectronIc Library currently resides on the ED LAN and was launched in 1995
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creating. casy access to OCR regulations, policies, and"i:n~lortant casc~fc\ated documcnts
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hy OCR staff. Future improvclnents wiiI inClude some Ionn of public access through
OCR's web site.
"The Three Part Test" in Athletics Clarification: On January 16! 1996) OCR provided
clarification of the requirements of Title fX as it applies to "The Three Pari
provision of equal opportunity in intercollegiate athletics.
Bll~cd
Tese' in the
on settled principle:., the
clarification resulted fWID di~cussions with interested partics over a '\\:0 year period and
from consideration ofncarly 300 comments. The most notable statement in the
clarificatIon is llwt institutions of higher learning are not required (If encouraged to cut
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men '5 sports to c(lmply with Title IX. The final clarification was sent
pH colleges a,nd universities thm have intercollegiate athletics programs, as wdl as over
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the presidents of
4,500 other interested parties.
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Alhletic Scholarships: On July 23. 199X, OClUssucchl Dear Colleague 16:ter cla~i !)Iir)g<:~:: : ~"::'" :: ' .
the coverage of Title IX and its regulations ns they apply to both academic and athletic·
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programs and discusses specifically the 19791mcrcollegiatc Alhlctics Policy
Interpretation of the "substanlially proportionate" provision of Title IX as it relates to the
fund,lng of athletic scholarsbips for men ';;; and women's intercollegiate athletics
rrogmms.
Sexual Harassmcn~: On March 13) 1997, OCR published in the Federal Register Sexual
Harassment Guidance: Harassment of Students by School Employees, Other Studen:s, or
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Third Partics. The guidance pro\'ides educational institutions with the $';-a,'!dards used~by
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OCR, and that institutions 5fhould use, to investigate and resolve cases involving claims
Df sexual harassment of students engaged in by schoo! employees, other studellis (peers),
,or third parties. Since the issuance of the 1997 guidance, the Supreme Court issued
several important decisions in sexual harassment cases including two decisions
specifically uddn.:ssing sexual harassment of students: Gebscr v. Lugo Vista Inde-pendent
School District (Gcbscr), 524 U.S, 274 (:.998) and Davis v. t.,,1onroe County Board of
f'c<iucalion (Dal';s), 526 U,S, 629 (1969), In a Augu;! 1998 leuer 10 school
~upcrintcnd(;nts
and a January 1999 letter to col1cgc ,and university presidents, the
Secretary of Education infoDllcd school officials that t!lC' Gcbser decision did n"o( change
schools' obligl1ttons to take reasonable steps to prevent and t;:Iiminate sexual hanssmcnt
as a condition (if their receipt of Federal funding. On No\'clll:ber 2, 2000, OCR published
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harassment guid.::mce !n lighi of the Supreme Courl cases relnting to sexual harassment in
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Notice in the Fede:-al Register requesting comment on proposed revisions to the sexual
schooJ~: Although the substance of the 1997 guidance in the most important rc:;pecls was
reaffirmed in the Court's opinions in Gcbser and Davis, OCR determined that in certain
areas the \997 guidance could be strengthened by further clarilicatjon and explanation of
the regulatory basis for the gllidanc-c. Revised finul sexual h,m;ssment gclidanec is
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expected to he published in carll' January 2001.
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Services to English Language Learners: On '.\"ovcmbcr 30, 1999, OCR issued a Ouide for
School Districts to use in developing, programs for English Language Learners .
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Resource C0'!lparability: On December 1999! OCR issued investigative guidance
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cnlitled" Titie V] Initial Jnvcstig'ltivc Gu:dancc; Equal Access to Educational R(,:sources
Within Sch(lol Districts.
Charter Schools Questions and Answers: On May 31, 2000 1 OCR issued Applying Civil
Rights laws to Charter Schools: Questions and 0nswers. The Questions and Answers
provide important information on how public charter schools may be developed and
operated consistent with
~ederal
nondiscrimination laws. The publlcation answers a
broad range of federal civil rights-related questions that charter seha,)} developers and
operators have raised particularly those relating to provision orservices to studenlS with
:iT! l*".,·.. ~:~ " ' '. , {,ctter to institutions about the legal and educational responsibilities that lnstiunions have
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to prevent nnd appn>pri<ttcJy respond to disahilily harassment and suggc:dons of
mca,,;UfCS th~tt
school officials should take to address this problem.
Regulation Amendments. in light of Cureton - On November 13, 2000 .. 0CR published in
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the F..:dcrul Register amendments to the reglllmions governing nondiscrimination on the
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basis of race, color, national origin, sex, handicap, and age to conform with statutory
amcndmol1ls mace by the Civil Rights RC.stOfUtit;.n Act of 1987 (CRRA; .
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Mitigating Measures In Disability Cases; On September 29, 2000, OCR issued guidance
to OCR swff clltitl::d "Sutton lnvcstigalive Guic!ancc: Consideration of Mitigating
MeaSUfC$ in OCR Disability Cases. This document provides an analysis of the Supreme
Court's decisions in Sutton \', United Air Lines. Inc, and other cases: which held that the
determination of whether an indi\'iduaJ has a disability under the ADA must take into'
account the !::.iTcCL*>, both positive and negative. of any "mitigating mcnsurcs" (such as
eyeglasses or ~lwdicatioll) used by that inciividuui,
The Usc arrests 3S Pun of High-Stukes Decision-Making for Students: A Resource
Guide fDr Educators and Policy-1'v1akcrs Isslled December 15,2000: OCR developed, for
tbe first time in the agcn<:y's history, a statement oflegal principles to guide OCR's work
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in the area of tc~ting and assessment. Informed by input from multiple internal and
external stakcholdcrs:>lhe published tc;;ting resource guide provides practical guidance
. -." .. related to tcst mca!'urcmcnt principles and appIic3blc fedemllawl' that guide the u"c of
tests as pUl1
or dt.:c;slon~making that has high-stakes consequcncc$ ihr studc:1ts.
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Elementary and S.:condary School Cor::lpliance Report: OCR is currently cQ:1ducting n
universal.survcy orall public school districts in the country, the first such survey in 25
years. During thc intcrvening years, OCR has randomly sampled approximately onethird ofthc Nntion's school districts every two years, resulting in some school districls
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having not been surveyed In several surVey cycles. Data from ~hc E&S s~Jrvcy are
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requested and used extensively by OCR, other componcms of the Department, other
Federal <lgendes. civil rights stakeholder g[{lUp5~ educational institutions. and researchers
for a variety of'purpose;.;, such as identifying trends and LI.rgeting civil rights prohlems.
OCR's survey data arc recognized for their reliability, and in most instnnccs. OCR is the
only sourCt for these data. In 1996, OCR began a redesign. of its Elementary and
Sccnndury School Civil Rights Compliance Report to make it more useful ,md accessible
to
oel:< slaff as well as user groups at the local. state, and natiunal leveL
these
Cfi()ftS,
As a rcsllit of
survey data is il\'rlilabJc to users in record time compared to reporting in
prior years, Moreover, the survey rep0l1ing process maximizes the llSC of technology by
offering rcporting,options in several electronic
format~.
A strategy
has been developed
for 3-stage implementation of Web-based of reporting by school districts for future
survey reports in out yl.!nr~ depending on funding availability, The,::aratcgy would mm'e,·
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from'reporting through the \\leb irom those districts that choose
I1wl1datory Web.::base(jlreportillg,foFbOih districts and schools,
dCi'endin~ron
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do so to
funding
availability. Bused all consultations with stakeholdcl"$, the 1000 Civil Rights Compliance
Rcpnrt include::: new or revised questions on emerging issues such as teacher
-'.
certification, high stakes 1csting~ dIscipline. services to English Language learners.
Proceedings of the Millennium CO:1fcfe-ncc ~publica1iotl pendingJ: in cooperation with the
National Academy of Sciences and with ,severa! other Departmental oflices. OCR held []
"i\l1ilknnium COllfcrcnce') un September 21, 2000, at the National Science Foundation.
The C(iliference drcv; as its primary audience State and local educators and policy makers,
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v.!>}th a total of 325 attendees from around lhe country. The Conference provided
educalO~5 and policymakcrs with information about '\"hat works" to rai:;;c educational
achievement fOf u!l students while closing the achievement gap between minority and
non-minority students. The >!utional Academy QfSciences
wilt puhlish conference
proct.:edings, including papers frol11 presenters, which will provide strutegics for raising
educational standards and closing the achievement gap.
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NOTES
Meeting with First Lady Hillary Clinton,
secretary Riley and Deputy Secretary Designate Kunin
I
January 28, 1993
White House
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People in Attendancg: Ms~ Hillary Clinton, Mr. Richard W. Riley,
Madeline Kunin, Ms~ Carol Rasco, Ms. Melanne Verveer, Dr. Bill
Golston, Dr~ Mike smith, and Dr. Terry Peterson
Ms~
.overyiew:
(1) The group discussed the items summarized in "Talking Points
(copy attached) and key personnel considerations. Time did
not allow for a full discussion of the Early Childhood item.
fl
(2) After some discussion of options and concerns, it was
generally agreed that Secretary Riley and I?eputy. Secretary
Designate Kunin should proceed with a sequence of education
reform packages in Congress.
(a) Lead with a fast track ItEducation for :America'/s Future
Act of 1993," a new, improved version of 52 considered by
Congress in 1992. Considerations:' ~ ',' : -;:' ".J"
(l) Review ,carefully
original ~dS2 '.
eliminate
inappropriate
parts
Alexander's concerns).
.
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and
review
;"provi_~ion~
(e.g.,
(2) Be innovative on delivery standards
don't get
locked into old accreditation approach.
Look f.'It
ways and incentives to reduce administration ,costs ...:'
in states and' districts, .. gridlock in urban areas.
Allow for ublic school choice and charter schools,
p
strong support for local school leaders who lead
change,
and
allow
for
flexibility
ann,,,,
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,
accountability.
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(b)
I
(c)
Revamp
the
Elementary
(Chapter
thinking
1
Redesign
fi~dings
OERI
and
'Secondary
Education
Act
other programs). to reflect new
on how to 'improve the education 'of the
di.sadvantaged.
Take into account ideas in Hornbeck's
report', but be mindful of dissenting opinion espoused in
report ...- "don/t just overlay Kentucky on the nation. H
and
'the
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parents.
so
that
research
and
are useful to educators,
dissemination of
policy makers and
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(3)
The financial plight of the various higher education financial
programs was discussed.
(a) It was strongly felt that the $2 billion deficit in the
Pell Grant system needs to be widely publicized.
{b} We' need to secure an appropriation of $515 million to
prevent additional erosion of the amounts of the Pell
·Grants to
.
students~
.(4) Agreed on importance of including education in key task force.
health, early childhood, welfare reform, apprenticeships.
,
(5) Bill Golston was designated as our contact person on education
for Domestic Policy in the White House.
e.9~
(6} Need to develop an action plan that has. a
multi-audience
appeal:.
(a) Parents and
Learning."
families
to
develop
an
"Ethic
of
(b) Students -- be supportive and expand such initiatives as
"Save the Black Child Crusade" started by the Children l s '
Defense Fund ..
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other resources to help solve problems"·,;;';' " ~ ..,
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retired citizens, community service, etc.,
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(a) Should create an Office (high up in Department) on Teaching or
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(7) Need to incorporate
~
~
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and Learning staffed,"with :Terri1 ·Dozier ·.tb~
teachers I refine ,teaching .. ,-,~':':'
",',' ~'"
,,~ ..'
!.. a::~_<;
Teaching
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help'~·~·":,·,,·y·
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TALKING POINTS
"
A;
Critical to fast-:track "new, improve.d" 52 Reform Act. Could
be in reconciliation package but, if not, we need to Ufast
track"
it~
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PUts in legislation the National Goals and high
standards (academic and'"occupational) for all students.
*
Sets in motion initiatives that will encourage states
and local school districts to develop systemic
education renewal packages.
.
,*
Has the potential to add an urban/rural initiative
quickly.
•
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B.
This will provide the framework and structure for much
of our future agenda in education including the
reauthorl%ation of ESEA.
Apprenticeship program.
Reauthorization of ESEA
Perhaps should not be part of reconciliation package
*
because of major changes needed.
".
We will need' a lot .of
public debate; on the other hand, we don1t want to lose
chance to make major changes . . . -:' -._,;·'h:::·.··,
': ;:I~r.:-: i?-:
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Major changes envisioned:
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52 provides framework and the ESEA (not just
Chapter 1, but also other programs such as
Eisenhower ··science education) can provide the
programmatic tools to help improve schools that
enroll large numbers of poor and disadvantaged
children.
.
ESEA (Chapter 1, Bilingual, .!ndian Education)
provides opportunities for all poor kids to meet
the same standards; "helps level playing field. II·
ESEA also provides for teacher retraining and for
curriculum development in support of all kids
achieving the standards&
Direc~ Student
*
. We will
Loan I National Community Service
......
'
attempt to have a direct loan program on board
by 1997.
It· is complicated. In addition, the Pell
Grants to College Students is running a $2 billion
deficit for which we must either find an additional
appropriation or cut the level of student grant this
coming cOllege year.
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We are beginning to make connections with OMB and
working with our Acting Assistant Secretary for Post
Secondary Education and we are looking at top people
for the permanent Assistant Secretary position who are
familiar with loan programs and cutting edge thinking
1n higher education.
*
D.
If the community service initiative is going to have
any connection with colleges and/or loan payback, it is
critical that our people be involved with the folks in
the White House working on these issues. Presently, we
are not in the loop.
Early childhood development
*
*
Education has a lot to offer overail but also has a
unique role .to play in:
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parent education;
,
*
coordinating early childhood programs with
schools; Chapter 1 funds early childhood proqramsj
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We must be part of any decisions on a major early
childhood package or initiative.
•
helping very young children with handicapping
conditions.
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E.
Need her assistance I guidance and support .both for a'
comprehensive early childhood package that may include
HeadStart, health, nutrition, and education ,land , as we
revise-our early childhood thrust in edu~ation.
Our interest in apprenticeships.
•
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Working with same group·of consultants who are working
with Labor (e.g., Hillary Pennington).
_7~lked
,
,
to Bob Reich.
Our top statf close ,to Reich's top people.
..
Putting together j oint task for'oe ~
*
Need assistance, guidance and support from her and the
White Hotise~
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F.
Management
•
Student loan defaults and misuse ($800,000 per day)
problem being investigated~
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UNITED STATES DEPARTME;';T OF EDUCATION
THE SJ:CRfTARY
Remarks of
Rich", W. Riley'
U,S. Secretary of Ed.ucation
Education Issues 8.'or. The Amer;can Public· 1994
GeorgeWashington Un;,,,sity. Washington. DC
Thursday. October 13. 1994
Good afternoon and thank you. President Trachtenberg, ! have come here today to speak to you about 1Be
choices that the American people must make in the upcoming eleetion regarding the improVimen1 of American
education.
"
The election cycle is now upon tiS and voters who are looking fOf anSW~f$ are beginning the ardUDtiS task of
sifting thrllugh the many campaign ads to find common sense and good solutions.
•
This isn't very easy, So many of the ads SlU!:m to be drumming on tbe negative. It's a sorry way 10 laok at the
'. world and then we wonder why the Am.rican peopl. g.t to feoling low. like they just .ught to go out and kick the
dog for no good reason at aK.
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"You'look at the pautical ads and all you see are aUack ads; di!il doo;s slamming and ~rens wailing. You listen to ....
the radio talk shows ana America .. a nation with real problems hut so much goodness 10 It .. is just about always
written off as a na~ion near a sudden state af'conapse.
<
Now, our country has its pr~blems ar.~ I won't make light of th~1Jl Sut if the only way to get a rise out of the
American people is to get caught up in this cynical, negative, pontieai dog-eat·dog attitude" well. in my I>pinion.
we aren't going to g£t where'~a need to go ~s a country. There isn't going to be much left ~o cur ideals .
.1
I believe that'we need to challenge the Awetican j)l::l.tple instead of beating them down. let's quit drumming the,
negative. We Americans can lose our focus and ge1 hoodwinked by the sltck commercial, but by and large we are
a thinking people with i good nose for what is important and wbal!$. nat.
So 1want to urge aU the candidates to be a-little more high minded .. 10 stop packaging people's fears and
frustrations into 30-second sound bites. And 1urge all af us who are in the business of educa1ion. public service,
and politiCS to go out and challenge the American people wjt~ practical, positive solutions.
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lei's also rememner tbat our children and young peo~e are not lear'ning as Democrats or Repubncans. They are
learning as the Americans who are the haure of the Country. Parents are desperately worried about their
:The Secretary may depar: from Jrepared remarks.
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children's safety, about academic standards. and about how to pay for their children's college education:
So 1he vitaf issues that concern you, your parems and the faculty of this university are very close to home ,- even
if they seem far, tar ~way from the campaign agenDi of campaign consultants.
Now, education is n01 a hot issue when it tOrMS to 30-second attack commercials, And that may be a blessing,
Education is complicated, progress takes lime. and there are no simple.solutions,
If a candidate, Democrat Of Republican, tells you that the solution to our education problems is simply more money
for teachers Of that the only way HI get anything donI:! is to support private school vouchers using taxpayer
dullar, ··1 win beth' firsllu lell you Ih.llhey are bOlh wrong.
There is no panacea when it comes to improving American education. Improving American education is hard,
,Ieady work. ,um,lhing that is done day by day, sludenl by 'Iud,nt.leacher by teacher, family by family,
community by tammunity.
There is no, one silver bulle,t~sC!JHti~~:.: b~ it throwing mcre money at the problem or chipping away at our unique
heritage of free pu-blic "education ':.: a'tieritage that has done so much goed for generation after generation irrthfs
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Country.
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Public educatio'n h"asaiy}'ay{beeri:atid-~rem-ai,;s--to 'this day, the open doo,
to' American success and good
citizenship" the A~kfi2a:~'''YJay'ioa;chi~'-v~fn~nt aod freedom for all people,., and Imean all the people.
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"'{;;iLi,;',);
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-;--to-~-",:!t;·:: "~'..,
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Many of you here are graduates af public schools:, and white there may have been days when you thou~hf you
would never survive it{e'experi~riie~'ynu all seem til be turning out all right to me. As j have said many times
before •. senne of our public schools are excellent, some need to get better. and some schnob should not be
schools at all. Privare and parochial schools are alio a very important part of our American fabric of education.
--
But public education is afways on the front line. Pub"c scholl-Is all over America are 'dealing with violence and drug
use, famUy breakup, racial tension, the continuing need tor AIDS awareness, an~ the mflux of new immi~rants,
They are also producing hundreds of thousands: of gl;:,.h,lat~s Yfho al'i].~akjng the grade at some of the jinest
colleges and universities in America. including this one.
.
So perhaps tha first and most fundamental Question that the American publit should be asking this fall is whether
or not each and every candidate fllr public office .. Republican, Oemocrat or Independent - will reaffirm h~s or her
commitment 10 the basic American traditian of free quality public education.
wm they roll up lheir sleeves and work with us to make public education belter across the board?
Our crltics say
publ(t education is hopelessly broken, They are wrong. I believe that tbey have simply been swept away by the
latest magic bullet ot the moment,
•
Now, Ibelieve Ameritan edutation cannot stand still. OUf schools need HI teach the skills to, tile 21s1 century
using the best "technology. They need to show flex:ibility and be open to goo~ ideas like public school ch(ljc~. and
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SUPP{!rt parents who believe that character education is important to their children's future.
They may also test new crmc:epts such as charter schools and privatization of some services $0 long as they are
focused on high standards and public accountability, and don't kefp out students who may need the most help of
all,
Above an, our schools need. to recognize that there is a longing for the restoration of standards. a return to
excellence at every level of American education. 1am, tor example, one at the strongest proponents of more time
in the school day for the basic cere academic curriculum. The national average is now just over 40 percent ot the
day, and that just iSI1'1 good enough, A,nd then w~ wonder why sales clerks can't make change and why colleges
spend millions of dollars every year teaching remedial classes.
So we need to be a lot more tough·minded about how the school day fs used ., we need. to think creatively aboU1
. using new technology., ami we need to end the practice .. once and for all .. of permitting young people- to just
drift throu9b school just to move tbem through the system,
I At the same time. every thud
e,
I
,
and young persu(l in tms country is going to have to learn skills that we didn't even
anticipate 10 Of 15 years ago. They must be computer;titerate, understand how to use the Internet and·· with
skill and confidence·· be able to get on'line to the'lIlfo'fma'tion Highway.
'. .
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When Iwas appointed Secretary of Education .by,President Cunton, Itold people that
ne.d.d to stop studying
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e'.lery problem to death an~ mDVe'fiom being'~A:Natjcin at Risk" to "A Nation on the Move."
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I said then that
needed to 9,t b.y~ndth.,status quo,'of.accepting mediocrity for som. student.·· be !hey
gifted and talented or behind in'reading':, and: 'art~ersame'time, we needed tn avoid getting caught up witn every
new fad of the moment ·-like new math in' the'1960's and 1970's. For too many years, education has been
driven by the latest quick Ux and ft has-never done us any goot!. We n~ed,ttl recognize that making our schools
better has ttl be done in a meaningful and c{U'lsistenr way. Klds needs i~ '~rn how to read and write well to
reach the high standard•• and they need to b.
First things first
"f..
So ~ believe it is so important to layout for tile American people ~ clear ~ummation of what bas been achieved to
date and to define what Itbink are the essential Que'stions that we need to"ask ourselves' as we approactl Election
Day.
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So what has been accomplished?
I can tell
that in the past 20 months, nine education-related bills were sent to the Congress by President
Clinton and eight have been signed into law. And next week, President Clinton wiD sign number nine .. the $12.7·
blm~n
'{OU
Elementary and Secondary Education Act .- making it nine for nine, .
The list is impressive. but It is much more than just a list. It is a Cllbefl!nt package that fjts all the pieces
together ··toa1 tells thil parilnts of a fouf,year·ald just starting schoalui thil nan·traditictnal student going back 10
school at JB that we have an educational system'toat can help: people learn what they need to learn at each slage
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of their ufe. This is what we mean when we talk ahoul trealing a wily for Amer~tat1s to be lifelong learners.
Let me des:cribe very quickly these nine initiatives:
111
121
Analional service program fot 20,000 young"Americans that can help you pay for college, which is
already larger than a Peace Corps at its peak,
14)
Aredireetian of Dur research arm based on a National Academv of Sciences Report.
15)
Anew commitment I, high standerds and ""lienee with passage of the GOALS 2000 A't This
extraordinary act is tenlflfed on state academic standards of excellence, which gives aU communities the
,up port 10 help them reach their standards.
(6)
.1
The first real funding for taking technology into schools and reshaping Ihe classroom of the future.
f3l
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.New fundinG for and the strengthening .f Head Slart
The Safe and Drug-Free Schoofs Act. and new money in tbe crime biU to support safe after·school
programs. We want the guns out ilf our schools. We. simply are~'t'going to toierafe a 14,year,cld out to
prove his manhood by putting oHler students in harm's way.. !,;,t;::",:"'"
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The ",en!h bill is the r"'th.r",ti.n .f,the.Elemenlary.andSec.ndary.Edutalion Act, wh~h Ialre,dy,
,
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mentioned - an act that places a Ilreat'deal:cf new erripba'sls an giYing'teacbers better training .. and
, " , "." " '" , "., -,
opportunities for real professional development.
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One of the most exciting things we have done is ttl' pass a'Schoo!·to;Wo!'k initiative thai connects what
young people are reaming to the worfd of work,' We want to jump start young people in.o thinking about
their careers, into entering very demanding apprenticeships, into getting a focu,,_o,~ re~1 afe.
Jina!ly, we rec'ognize that the burden of paying for a gaod c~llege education can be overwhelming.
, Colleye tuition has been on the rise and, at the same time, people ne13d to get their education. But how
do we pay fcr it1 We have created a new direct,lending program that wig give m'l't~~ more of you the
opportunity to pay back what you can afford whtn you first get oui of college.
',,; "'"
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You won't get StIcked with a very large payment schedule the minute you tak.e off your cap and gown,
Now, being responsible to' yaurselves and your grandChildren means you shouldn't take 30 years to pay it
off. either, But the direct·lendmg program is now operating in 100 colleges ,. and next year will be
op,rating in "or 1,000. Iwill ,I,. tell y•• that we will '.ntin", to support raising th' I,vel.f the Pen
Grant prDgram, even as we remain tough on defaulters.' '
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Our legislative success hasGeen unusual. ~T~e President led this effort from the start He is a President who
seems to' have education in his blood. But what is unique is that in the midst of Sl) much po5ticat gridlock, a
, strong, bipartisan center for IlJogress and improvement in education has emerged in the Congress: And it bas he!d
,
,
firm.
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This Congress repeatedly dealt with some of the most impar1ant but contentious so'cial issues .. sex education,
rights of privacy, student testing, and volun1ary scboo! praver .. and in each and every case this "solid center" of
Republicans and Democrats kept its focus 00 the essentials -. tesetting and learning.
. AI11bis is to the good. And Ibelieve it is so important to cunsider what is at stake in passing this broad It'!gislative
patkage and how it will sit with the American people. We hear a lot of talk, unfortunately negative, about the
political agenda of this country, So this is a good time to talk about education in the broader publit: context
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far I-believe that passing all this goad legislation won't amount to a hill (If beans unless we gEt people thinking
differently'abcut how we educate the young people of 1hls Nation and how we share that resJlonsibility, So, I
want til raisa three essential points.
Firsl, the issue of basic eivmty and selting an uample.1 believe there is an enormous deslre on tile part of the
Americ.an people to have new rules at punlic engagement when it -comes to how we relate to each other. But we
seem, at the moment. to be increasingly stuck in the old polities of fear and narrowness.
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What tmubles me the most about the current sour mood of American politics is that in its tssence ·-1his dog,eat·
dog attitude·, tells us that there are no rules of civic rightness" no rules of civic,discourse.,:The,values·that are
increasingly defining the "public estate" are just anout the direct opposite of the values.we w6nt our children to .
learn. We adults have lowered our own stalldanis. listen, in contrast. to these words from ~ pledge that young
people take every day at school in'lndependence/Missouri. ,....- I :,' ":,~ 1!,,:..ry.~Vl}!--';; ~Q-d'!;t":rllf:"j>\<,;"" " . ".'
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Iheard Ihi' pledye reciled for Ihefirsl,!im.lasIJriday.! lhe,Whiie,Hou.. 81"; Ribbon Seho.reer,mony by Pal
Henley, the wllllderful principal of Cler-mont Community School: '."; >~ i: ;'.I{"f:::;; t:9~t·:, t ,"'0;,-;1)' ,.'
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',~' ,'-.,:•. ~-t'"1,}i';:,"'L~~ .",;!t,:..;",
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Iam the one and only persO!1 who has the power to decide what i win be and do. I willacce-p:t the
consequences for my decisions. Iam in charge of mv learning and behavior. I will respect the right~_~f
others and win be a credit to myself. my family, mv school, and my community.
....;
I believe that the rising de~and for character education in our schools·· a desire which crosses the entire political
spectrum .• reflects the American people's sure awareness that we need 10 reaffirm slime basic Ameritan valup,:s
and create snme new rules of pobtic engagement. 'And Iagre-e with them.
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So what does this mean for those of us who are part of the public dialogue about the future of American
eDucation? It seems to me essentially this: we really do need to get beyond the idea that everything in America is
the politics of special interests. We need to lower our voices and make sure our sthoills, as Ihave said befo,re, do
not become an ideological Of pontic a] battleground,
Iknow, .for example, lha' there are many eonservativs·minded Americans wflo flave legitimate questions about the
Goal, 2000 Acl. They are concerned Ihal G"I, 2000 will fed:r.rue Ameri<,n educaticn_
.
1may strongly disagrse with their beilef, but Irespect the sincerity of those who hold it. To date. 40 s.tates and
territories have already submitted their appli.cations to participate in the Goals 2000 Act We are off to a strong
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st.rl. Next year, Goals 2000 will commit 90 percent of .11 of its lunding directly to the loc.llmL We don't need
the federal government sending you a Fedb telling you how to manage YDur schools.
But Iwant these skeptical parents, these contamed Americans .. many (If them re6gious·minrlerl .. to know that I
will always extend myself ttl hear their paint of view. As I travet around the country, Iam meetiflg with parents,
religious leaders, educators, business leaders, and others trying to build bridges. I may not be ahle to persuade
I
them of the rightn~ss ormy side, but I wiD always gil more than half way to meet them. They need to be 81 the
tabl•.
I urge these skeptical parents, by the same token, to pu" back from making public $thools a political football and
give the process: 11 fair ehancE!_ And IencQurage them to actively p.articipate in the sctmol improvement process.
Only by participating: in the process will they come 10 understand that 'high standards ate rlfsigned to make sure
that parents, teachers. and principais stay in control ot the 'process.
.
Second, YIolence, Our s.Qciety is being crippled by violence. When people ask: me why I am passionate about
education, Itell them that avast majority of the people in America's prisons are high school dropouts .- minds and
lives that are wasted, I believe that education has been and remains the way ou1 of this lifestyre,.
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Iam particularly trouOl.d by the ide. that so many young boys in fourth .nd fifth grade, ife giving up:onlifii.' The "
American hi:uorian, John Hope Franklin. has written extensively ab'out this searing problem:'jt' is "IU) small'" f' ;>;.\.
wonder" he writes, "that the numbe~ of black males lri~peiial InStitutions is greater then' ttie~numbercf blafl males I~-' •
in higher education," What a sad and tragic s'atement. Or. frankfln was speaking about the'spe"clfic prablim af,' :'{Y .
yaung Afric~HI·A.merican males, but tlus is not ju'st 'theii Iliobl~~ alone~\' ~, '. ;'5.' :~••:"',1.;' ;;'h~f;:':l r, ?;I;lYrl ~'i,.l\\lI;: :-~,>;tt~,
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This is why the President did not give up en the crime bill which includes support for safe after·senaal pr<lgiams','f'
and why lOis Administratlan is carnmilted til nigh academic standards for all students. Abaut the fastest way r
know to create an unthinking,. angry 19·year·oJd dropoiJt who is spiritually flumb and heading dawn the road to
violence is to give that young person a watered·dawn curritulum from fi~$t grade on.
This is why we have just announced a major new in:i1iative mcaniunction with Howard UniverSity here in the
District and Johfls Hopkins University to begin a five·year, $27.7·mmion effort to det!f1lline jusfhow we can help
to put an end to the cycle of student failure among: at·risk youth. So for me, impro'ljn~ education is n01 just an
exercise in how we raise test scores. The issue is how do we create, in our time, a positive moral climate that
ends the violence. which leads me til my third point '
Yaung people - and not just at-risk young people·· are searching for authentic adult connections. Just recently, a
very thoughtful college president, Richard Hersh, wrote an article in the "My Turn" coll.lmn of Newsweek.
He didn't mince words. He said that more and mGre young people T' his $tud~nts and mostly middle-class students
.. are growiny up without direction or any sense of persona! sense (J.f responsitHflty. Why? Because they have
"expl!Tienced few authentic connections with adults in their lifetime. ~
It is a rather stunning statement .. "few authentic connections with adults in 'their lifetime,~ He went on to write
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that we have crealed a"culture of neglect" rather than a ~cuhure of responsibility"" for our young people and in
doing so w~ have absolved our young people of "any notion of obligation Of responsibility," I suspect that there is
a great deal of truth to his assenian,
Toe many adults tire becoming disconnected from our children and we ritled to recGgnize that the respDnslbility of
p.arenthood is being taken t(lolightly by too many people, and young people are suffering.
To my mind, it is important to say uJl front that our schools can't fix what parents won't do. And, our schools
c8,n"1 solve problems that a community ignores or allows to fester. OUf schools can and often are at the center of
the solution, and Ihave ~en many of them first hand, but thev cannot be left alone to handle community Crisis
after community r.risis.
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We ha~e to stay c.onnected.to our children and give up the. notion that the television is the good babysitter. Our
children shouldn't be growing LIP in a vaeuum without values. This is. why I am mak.ing such a strong effort ia
reconnect families to the learnIng process and encouraging an of us to think through how Wi! find new ways to
"help parents and other adults to get back. inta the lives of their children.
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For it is my very strong belief that the familv is where expec'fatians and attitudes about learning are formed,
nurtured and set To create a "culture of responsibility," we have to start with the family, be it the traditional
family, the singla parent. the eating grandparent or the stepparent who witringly steps in.
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And. jf we are going'to give lne caming generation the be$t education poss~le, ~~, ~~~d.to ~et our ~i.ght~ h!g~; .:t:~:lt :"::w.~·· dt.
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We need to commit ourselves to high standards, make our schools ' " ' order " , '
havens'of " and d(scipfine. recognize • , ... '" , •• , •• ",," 'Ii<'
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teachers are al the hea~1 of our effort to reacn for excenence, recormeFt ~~~J~miIY, to Ie~r;ting. and fin~ne~':'~"\l~:.~" :'l:;~" '::'
concrete way~ to help aU of you finance your college and tither postsecriri~arYl'educalion. That, in a nutshen, ha~
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been and remains our education agenda.
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. As the election comes doser, Iurge Americans not 111 get to caugh1 up in the steady drumbeat of the negative.
~ Recognize that easy solutions are often false solutions and don't scw,e anything. So if we want. to get beyoryd the
sound bites and the negatives we need to start asking p06ticalleaders tbe questions that are Of! the mind of the
American people.
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'" They just aren't talkiog about tile real issues in educalian, As a parent, grandparent, and U.S, Secretary of
Etlucation, Ihave 10 critical questinns that you should demand answers 10, This is lhe essence of our
democracy and Iurge' you 10 take'vour citizenship seriously,
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Many of you will be tne teachers tbat will have the responsibility of teaching the coming generation of children.
Iurge you to uay committed to your ideal of teaching. That's, tile type of service that is so necessary if we want
10 have a real chance to educate America.
Thank you.
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CNlTED STATES DEPARnIE:fT OF EDt:CATION
THE Sf:CRET..:..RY
Critical Ques~ions ror the American People
to Ask Their Future Leaders
1.
What can we do to stop the violence in our schools and bring discipline back into our
classrooms?
2.
'What can we do to provide all children with a quality education tha.t prePares them f9f
responsible citizenship, further learning and productive employment?
3.
What can we do to help parents and teachers become true partners in children's learning
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not adversaries ~~ and make family. invo,l:-:ement in education a basic community value?
Whal can we do 10 end the tyranny of low expectations? We know thai high standard"
lough courses, and hard work lead 10 real achievemenl and better discjpline for almOSI
all slUdents.
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What can we do to prepare and keep good teachers, good principals and qiiaJity higher
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education faculty when"there'y{ilI be six million more stu<k;n~ W
-~ur.:ate, ~ the next. '. ''';«:.
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What can we do to bring people logether -- parents, business people, educators and every
citizen .. to build the quality public education system thai will keep America greal?
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8.
Wha: .. c>n.we dQ 10 prepare the 75 percenl of all srudents who won't get a four-year
college degree for high-skill, high-wage careers?
9.
What can we do to deal honestly with the issue of race and income and their relationship
to education? After progress was made in the 1970, and 1980. in closing the gap, we
now have a shari> dC(:line in the number of African-Americans attending college.
10.
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What can we do 10 ensure thai every srudent..rich and poor--,mjoys the educational
benefits that computers and other new technologies offer?
What can we do to avoid educational fads and quick fix solutions and keep focused on
what we need to do to achieve serious and sustained improvement in our schools?
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10113/94
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December 19, 1994
Dear Colleague:
1he U.S. Department oj Education is seeking your advice and support in a matter we believe is
crucial to successful education reform. As locel. Slate andfederal partners strive 10 accomplish Our
Nationol Education Goals, it has become increasiflgly clear that high..quolity professional development.
strategies for teachers and other eduuuors are imperative. ProjessioruU developmenJ is essential to
developing the talents ofeducators, and 10 help them acquire cpa use rhe additional knowledge and
skills necessary to leach an increasingly diverse student population.
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After reViewing the best available research and practice related /0 professional developmem, and
consuiting with a wide range of education constiruents, the Depanmem of Education has compiled a
sel of principles imended to be useful in thinking about designing. impJemelJling and ~uating
\· professional development efforts, We would appreciau your comments on the principles in terms 0/
theii value. -appropriateness, comprehensiveness and clarity. Based on thou suggestions received by
1
february 1, {he pn'nciples will be revised and dissemilUUed as an aid to educarion practitioners and
po/iqrna.kers nadotidJiy, The Departmefll intends to ex.amine and, as needed. revise irs legislative
, 'f i~n.itiat~ves:prog;Cziruru:uic emphases, and gram and procurement srraugies related 10 pro/essi()lUll.
;:deVilopmentla''hijiea 1M principles.
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::~~.,.:.:::~~~,:~~:~i~~it~ Y~~:'to:;emj"jnformaJion aiJaUt eiemplary prhf~'sJloM1 development initiatives tluU
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~iitcofporatt 1M pnnciples.
Please send no more rhan
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fWQ~page descriptions oj each eJ!on, describing
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(he purpOses, participants. processes. and results, as well as the address arui telephone number Of a
camaC!, We will syntHeSize the responses and send you a copy ofthe SYfllhesis.
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Please address YOkr comments·and.qny descriptions you wish to incluife'lo Valerie ROCkefeller, U.S.
Department oj Education", Room 6236, 6fX) Independence Avenue", SW, Washington. D,C, 20202
0500.
.
Thank you ill adwlIlce for your l\.'$J."!OIl}i~~. We ,.!!'USl (ht~~ rhe process will be of as
as it will be to US.
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much
vaiue to you
'Sincerely yours.
yrff:j1!:fi:v~~
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DepUlY Secretary
Enclosure
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RiclUJrd w.'
Secretary
R~ley ~
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DRAFT MISSION STATEMENT AND PRINCIPLES of
PROFESSIONAL DEVELOPMENT
O.s. Department of ~ducation - Professional Development Team
October 31, 1994
There is an emerging consensus across the nation that
high~quality professional development is essential to
successful ~ducation refQrro . . Professional de~eloprnent
is.the bridge between where educators are now and where
they will need to be to meet the-new challenges of
guiding all students in achieving higher standards of
learning.
flHigh-quality professional development" as envisioned
here refers to rigorous and relevant strategies 'and
organizational supports that ensure the career-long
development of teachers and other'educators whose
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.;oropetence, expectations "and actions influence the
teaching and learning environment. These" strategies
should be collaboratively designed, implemented,
coordinated and evaluated by schools, higher education
institutions and other appropriate entities and should
-focus' on Hmpro'ving ~teaching and learning. The
. 5trategiesl'~should include concern' for imprOVing and
.. integ"ra~in9;-.the recruitment, selection, preparation,
initial licenSing, induction,. ongoing development and
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""support", and tadvanced .cert~fl.Catlon of educators.
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i ,!J~i.gt}.",:q1,l,.~l!~y,] p,r,?fe,ssional development- ,also promotes
I "J~~}~.~,:r:!ii.n9 :,C9lMlunities" inclusi va ,o~ everyone wh~ has an
..,i:npact, on students and their learnl.ng. Those Wl thin
c;u"t.slde s'c'hools need to work together to bring to
bear the ideas, commitment, and other resources that
will be necessary no.address important and complex
educational'issues irt-·a variety of settings.
High-quality professi~nal development takes a growth
rather than a deficit approach and regards educators
and other members of the school community as resources
. nd
a
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rather than problem~""':---,_~ ~quit?.:.ble ·a~cess for all
educators to such professional development
opportunities is i~perative.
It is OUr firm belief that high quality profe'ssional
developm'ent strate,9ies 'must incorporate ALL of the
principles· stated below,' Inadequately addressing any
of the· principles> cr'eates a weak link, in the
connections that must be ~ade to realize fully the
potential of individuals, school communities and
ins'titutions, to i:nprove and excel .
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The mission of professional development is to prepare and support
educators
help all students achieve high standards of learning
and
to
develop~ent.
Protessional Development:
focuses on teachers as central to school reform, yet
includes all members of. the school community;
... respects
and nurtures the ).nteltectual capacity of teachers
and others in the school
~~mmunity;
reflects best available research and practice in te.6ching,
learning, and leadershipi
is planned principally by those who will participate in that
deve:lopmentj
... enables teachers to develop expertise in
and other essential elements
teaching
~n
content, pedagogy,
to high standards;
enhances leadership capacl ty, among teachers t principals, and
~\':"."·;~n ':I-,,!'-~\ ,
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requires ample tim'e:~an'd":o£h~'r' ~:'fe'sources that enable
educators to dev~lop tpei,r. il1dividual ,capaci ~y, and to learn
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and war k togeth eri'-·...·l~"-,... r ,"-:: ;...••~. .. ~ . . .
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commi
"promotes
tme'i{t.tt:cN'cont.fnu6us"1~i'riquiry· and i:riri>:r<?~ement
embedded in the' (iai'ly/;l'ife~, oiiJ'sctl'ools; .,
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is driven by a coherent: lOong-term plan·, that incorporates
professional development as essential among a broad set of
strategies to ir.tprove teaching and rearning i
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... is
evaluated on the basis-of its impact'on teacher
effectiveness, student learning, leadership! and the school
co~~unity; and this asseS5~~nt guides SUbsequent
professional
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efforts.
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THE GOALS 2000 TEACHER FORUMS:
BUILDING TEACHERS' LEADERSHIP CAPACITY
1 woulrllike to update you on how teacners' involvement is helping the Department examine
its mission and activities, and how the Goals 2000 Teacher Forums ru:tve worked to build
teachers' leadership capadtv for key roles in education reform. The Forums have been very
successful in meetmg the dual purposes of informing ED staff about the teachers' perspective
on "a wide variety of education issues, and in assisting teachers in becoming partners in. rZlLqCr
than objects of, rcfoon initiatives at the local, state, and .national levels.
The 1995 Forum is being broadcast for the first time across the nation ,as a telecol1ference,
givin~ everyone who impacts students and their learning the opportunity to p,artlcipate via
satellite technology. Another exciting change is that Goals 2000 State Plannmg Teams are
being invited :0 nominate a teacher representative to accompany the State Teacher of the,
Year, heightening the potential for actlon upon the teachers return home.
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One way of gauging the concrete results of the Goals 2000 Teacher Forums is to look at the:
. role Forum teachers are playing in education reform in their own communities. From serving
us spokespersons, to working with policvmakers and organizing· their 0\\11 forums, former
partlcipan!.s are making a real difference for their students and cO~1munities, For example:
1.
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Twelve states have held their own teacher forums. and teachers in ten other stares are
planning forums.
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. Forum teachers helped to initiate a dialogue between Secretary RiIey and religious
leaders and educators which in turn led to a "Joint Statement of Common Purpose"
signed las! December by the Secretary and representatives ,of 33 religious
organizations, representm~ 75"1" of all Americans of faith. Several teachers also bave
tfave!ed with Secretary Rtley and other Department officials to meet with religious
leader::.
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Norman Conrad. of Uniontown. Kansas, is using interactive television to discuss Goals
:2000 and other Department initiatives with teachers throughout Kansas.
4«
South D:1kma Forum te3chers have been involved with Goals 2000 at all levels,
including:~::ililOJUnicaiing with Governor Janklow; speaking at the South Dakota state
hearing on Goals 2000; and testifying about the impact on rural communities of the
-Information Superhighway at a national congressional hearing.
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develop ami teach a pre· and iI'l~service course addressing leachers, change, and the
National Educat~On Goals.
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~he following Rages is an ahbreviated sampling of activities that collectively demonstrate
.the Impact of the (iQats 2000 Teacher Forums on the work of the Department and on
teachers' leadership capacity .
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The Umversity of Northern Colorado m Greeley is working with Marjorie West to
plan the first state forum, focusing on the process of change. Forum participants will
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Finding Innovative Sources of Support
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Goals 2000 state grants are fundmg annual forums ir. New Mexico and Pen.'1Sylvania.
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The Sout~ Dakota Teacher Forum was financed solely by the business commu!1it)"
. giving teachers total control over. the design and oatcome of,the forum.
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After attending ihe 1994 forum. the Dean of Education at Evergreen CoHege offered
her facility and invited colleagues to participate in the 1995 Washington State Teacher
Forum, claiming that deans "MUST hear the teachers too," Each teacher participant
.
will bring along a partner tea~her and a local policymaker as well.
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Follo'Ning up or, the 1994 state forum) Nancy Royal is working \vith the Georgia
PartilershIp for Excellence ir. Education to organize local forums around the state to
"get more da.<;sroom teachers informed of and directly involved in reform efforts."
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One of the Depanment's regional education labs, the SouthEastern Regiona: Vision for
Educatie'n (SERVE), has provided $ !DOO to each of the six states it serves as seed
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money to assist Forum teachers in setting up state [o:urns.
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The North Caroli:1(l Depa"1n1ent of Education'provided ali District Teachers of the
Ycar with laptop computers, allowing [hem to network more easily .
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'" IMPACTING Tm: WORK OF THE U.S. DEPARTMENT OF' EDUCATION
For~in"l~achcrs,
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especially those partidpatin. in the Deparunent's on-line Teacher LiSlserv,
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:: ···have had a,s~gnificant'impact on the work oryhe Department.
. '
Teachers helped to shape the principies of high-quality professional development,
which ""rill ~ujde all future professional development legislative initiatives,
,.. ' progranimatlc emphases, and grant and procurement strategies.
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Teachers participated with the De~artment and technology-minded educators across the
country in an on· line discussion of issues related to the national education technology
pJan.
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Participants in the Teacher Listserv contributed to Secretary Riley's State of American
Education Address a.."1d congressional teStimony on the role of the federal goverr..ment
in education, The Secretary quoted Donna Fisher in his I~aching K~8 arode cailipg
for the D(!p~~r.t"~.e:~! to S0!ve as "America's be~t teacher."
T~achcrs
Riley.
shared their perspective on the school prayer controversy with Secretary
,
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Teachers acted as the impetus behind a Department study on how teachers, in other
nations use their time.
Teachers shared grassroots concerns, issues, and questions related to Goals :WOO via
regional telephone conferences.
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ur;ITED STATES DEPARTMENT OF EDUCATIOr;
crr;CE OF THE SE-CRETARY
.
February I, 1994
Ms. Ellen A. Thompson
2 wolcott Street, ~5
Colchester, Vermont 05446
Dear Ms. Thompson:
I want to bring you up-to-date on what" is happening at the
Department, especially as it relates to issues ~e discussed
at the Goals 2000 Teacher Forum.
First, the GOALS 2000:
Educate America Act has not yet come to
the Senate floor, but we expect that it will·be debated shortly.
Several of you who are on the Scholastic Network have indicated
that you are hearing criticism of GOALS 2000. This is the result
of a few high.ly organized and vocal groups that are flooding
Congress with letters and calls attacking the bill by trying to
paint GOALS 2000"-a5 Outcome Based Education. I am sending you
an issues ,pi,ece" that we have written to try to correct the
misinfo~a~io~ ~~a~ these groups are circulating .
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The secr'et'i\'ry:'w1Yf,-'glve"the first annual'·~state of Education"
address, on ~ February, 15. It is scheduled, to b'e' covered by C-Span
a~d ,Ct-fN.,,· That 'same.~,~v:eming he will hoS:.t 'our 'monthly Satellite
Town'Meetii:Hi-: The .-.fopic of this month's meeting will be
"opportunity to Learn" and will address strategies for helping
disadvantaged students achieve high standards. I a~ enclosing
a calendar of future topics, several of which I thought WQuld
be of particular interest .to you, and a description of how your
, community can participate in these Satellite ttown Meet.ings.
Each of you should already be receiving our Goals 2000 community
Newsletter. If you are not} please let me know.
working on 'U)e~ AdmiwLstration's proposal for the
on of the Individuals with Disabilities Education
(IDEA). We must try to strike a delicate balance--protecting
rights of students with disabilities while at the same time
Itr'vlno to do what is best for all children and schools. I would
hear your views on the current IDEA law and its irr.pact on
1~;;:~:S~:~C'~:
Is it working? What are its strengths? What
we
Ir
to reexamine? Any specific recommendations you would like
offer ,would be greatly appreciated. Just drop me a note.
I am
do
for a Goals 2000 Teacher Ferum newsletter are well under
We hope to get the first edition out by February 10. The
rew'i1,'ti,er will keep everyone updated on what people are doing
follow up to the forum and will provide tips for using the
~c'nc'l"si'ic Network.
Most of our' Forum teachers have been called
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400 MARYLAND A\'L S W. WASH:NC'TON. D.C. ZllZ02
�Page 2 - Ms. Ellen A. Thompson
by Scholastic and we are welcoming new teachers "on line l ' every
day,
Finally', I am enclosing the lyrics to Joe Washington's moving
rendition of "The Greatest Love of All" and'a recent newsletter
published by the South Carolina Center for Teacher Recruitment.
The newsletter focuses on local teacher forums.
Given the number
of states that are actively exploring efforts to set up forums,
I thought it might be a valuable resource for you.
Please stay in touch and let me know what you have been doing.
I know there is a great deal of activity going on at the state
and local levels. Please feel free to contact me with any
questions or concerns you may have.
Sincer'ely f
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t:::! C"N!':,
,Tarry Oozi~
Special AaYisor to the
Secretary on Teaching
'!'""."':..-:::r<;::,.ft ',.
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LET'S SET THE RECORD STRAIGHT! .
GOALS 2000 /\"']) OUTCOME-BASED EDUCATIOl': THEY'RE l'OT THE SAMI.
MYTH:
REALITY:
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GOALS 2000 promotes outcome-base<l education (OBE) and "shift> a school's
focus from how much students know to how well ttley're 'socialized, , ..
GOALS 2COO focuses on academic pe:formarice and res\,;!ts. It supports the
. development of high standards that define what students should know and be able
to do in cote acact';:m:c subjects sl.1ch as English, math, the arts, science, history,
civics, and geography, GOALS 2QQQ does nQt endQrse.non~academit Qutcome?U
GOALS 2{)(x) focuses only on ar.-ademic resUlts,
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GOALS 2000 "weans children from their parents' values."
REALITY:
Nothing could be fuft.'er from the truth. GOALS 2000 does not in any way
encTo?ch on the right of parents to guide theicchitdren in the development of
personal values. Indeed', GOALS '2000 ,includes specific plans for encouraging
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parents to playa' mu~h~ grea.t~r -rok.in their children's education. Greater
parental involvement is a:l 'indispenSable pan of the educational irr.provements
that GOALS '200f},envisions.'-: .. "t' .tl':,' .; ~ .. '
MYTH:
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MYTH:
GOALS 2000"holdsiSm.rt"children'back:"· . ,
REALITY:
;Y., r,' He:.; ~;~ r'~. ,
:'hr :,... '
GOALS 2000 wililiriL~te(iuCation;il achievement of ruJ students. Every child
will be expected to meet higher standards. Students who learn
their lessons quickly can go on to more advanced .concepts that will
better prepare them for the next lesson. Students who n-eed more help will get
it. The bottom line js-~students 'who have not been achieving will achieve; those
students who have been achieving will ach:eve even more.
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MYTII:
REALITY:
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American Federation of Teachers President Alberi' ~hanker opposes' GOALS .
2000.
Shanker is one of the most enthusiastic supporters of the bill. GOALS 2000 has
bipartisan suppon in Co-ngress and has been endorsed by all major business and
labor groups as well as a broad range of education organizations.
MYTH:
Parents oppose GOALS 2000.
REALITY:
GOALS 2000 has been enthusiastically endOrSed by the National Parent Teacher
Association,
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l>fYTH:
REALITY:
GOALS 2000 has two results: "cheated children and angry parents:
Our chilc!re:1 are being cheated out of their fut'Jre right now becal.:se of low
low standards, watered-down curricula, and schools t:-Iat fail to
educate. GOALS 2000 calls for high expectations and high academic standards
for all, enriched curric'Jia. ,better teacher training, and improved instructional
materials and technologies.. We know from successful school improvement
efforts of the 1980s that these elements produce higher student achievement.
expec~rions.
Parents are angry now qecausr. they know their children aren~t getting the
education they deserve. A 1992 Harris poll showed that 64% of respondents
of
believe that schOOlS are doing an unsatisfactory job
teaching students to read,
write, a.1d reason. Parents have been in the forefront of demanding better
education. GOALS 2000 gives parents clear standards by which to meas:Jre the
quality of their children's school.
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GOALS 2000 is "consciously
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REALITY:
J',fYTH:
REALITY:
The establishment of the National Education S!andards and Improvement Council
was recommended by a bipartisan task force that included Roger POI1er, Bill
Goodling, Che'ter Finn, and Orrin Hatch.
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NESIC will !!l!! set eduoation policy for America. Under GOALS 2000. ",ere
will be no national curriculum; there ~ill be no national testing .._J~~ucalion ."dll
continue to be a state and local function; there will continue to be"staie.by-sta:te,
community-by-community diversity in how stu'dents are taught and what ·books
and materials illey will use. NESIC will provide "world-class" benchmarks by
which s41tes can compare their own academic standards on a vQlynt.a.r;x basis.
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Under GOALS 2000, "schools aIe prodded or forced" to adopt nationa;
standards.
REALITY:
GOALS 2000 comains. specific assurances that states will not be r"'lu,red to
receive national certification of their standards as a condition of receivlr,g fur.Cs
for other education programs such as Chapter 1.
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Under GOALS 2000, child"," will take tests "with open-cnde<! questions like
'Three things I don't like about my parents are .. .'''
. REALITY; GOALS 2000 encourages the development of student assessments that measure
learning of challenging academic material. What is actually tested will remain
a State and local responsibility.
lIfYTIi:
An amendment to GOALS 2000 allowing federal tax funded vouchers for private'
schools represents a comprehensive approach' to ooucation rcfoon,
REALITY: Targeting public funds to private schools will only make the challenges we face
in public education mOfe difficult to accomplish. This "quick-fix. silver~bullet"
approach simply won't work. If we've learned anything about improving our
schools, it is that only ~pmDreb'Dliv, Change of the entire system works. That
means high standards, better cunicula and teacher training, improved'
opportunities to learn; and parental and
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community involvemenr.
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RESPONSE: There are no fe(jeral ma.odates in GOALS'2000,'::ParUcijiation is voluntary and
no state will be' penalized for no; 'pa.",k~~ting.:- We, are trying to reduce the
number of .cumbersome federal' manda('1S~~an<t ,:GOAICS'2000 would give the
Secretary" of,Education the autnority:'to 'waive:fe'd.e~ regiilations which stanG in
the way of local reform efforts,
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GOALS 2000 reaffirms local control by supporting a grassroots, ':boltom-up'
approach to reform. Under the bill, the federal government wouid" provide
support for states, school districts, and individual schools to deveiop and
implement their own reform plans. And state participation in GOALS 2000
would be'on a voluntary basis.
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UNITED STATES DEPARTMENT OF EDUCATION
OfFICE OF i:"iTERCOVERNM&NTAL AND lNT£RACENCY AFFAIRS
January 31, 1994
Dear GOALS 2000 Forum Teacher:
First. please anow me to extend my sincere thanks for everything you do. In addition to the
awesome responsibilities of t~ching our children and preparing them for the future. your
dedication to school- reform and interest in GOALS 2000: Educafe America is very much
appreciated.
Each month, the Department sponsors the "GOALS 2()()() Saleilife Town Meeting," a live.
interactive video teleconference for communities working to achieve the National Education
Goals. Produced in partnership wHh the U,S, Chamber of Commerce, the Town Meeting
presents a panel of national ex.perts. community leaders, and educators who can offer insights
and practical "how-to" advice for schools and communities. This forum provides .an-, _.,
opportunity for participants -~ real people in communities .. to directly ask questions of U.S.
Education Secretary Dick Riley and Deputy Secretary Madeleine Kunin, '(A faCt' stiee,t'on:.t~e
Town Meeting and schedule of future meetings is enclosed.)
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We hope you wiRget involved with the Town:,Mee~jng.fn your commL(nlfy.;:4T,~~t~:;,_~:;~, ","~',"'.. "
teleconference provides a perfect opportunity, ~to;~r.ing 'prople together""and::di;~}i¥~!~~ile~~,~f.:' .',~' :'
critical importance to oUr s..:.hools and our -children. 'Attached is a "how~io" 'iu~(!e~'oh'·I;.,. :"
participating in thp. Satellhe Town Meeting. I hope you will jOifl us; if yciu,have any
questions. please call 1-800-USA-LEARN_
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I appreciate your interest and support in this un:que er.deavor. By providing quality
information, model p-rograms~ and stimulating conversation, we hope, with your help, to
provoke thoughtful discussions in local communities across the COimtry about how everyone
,can work together to help our children learn.
Sincerely,
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Mary Anne Schmitt
Senior ,Director
GOALS 2000
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�UNITED STATES DEPARTMENT OF EDUCATION
OFFICE. OF INTERGOVERNMENTAL AND INTERAGENCY AFFAIRS
'[he GOALS 2000 Satellite Town Meeting
On the third Tuesday of each month, U,So Secretary of Education Richard W. Riley
basts a live, interactive video teleconference for communities working to improve their
schools and to reach the six National Education Goals. Viewers in community meetings
at downlink sites or watching at home on local public access TV around the country can
participate in the discussion via 800- telephone number.
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Sponsored by the U.S. Department of Education ,and the U.S. Chamber of
Commerce, the Satellite Town Meeting ismoderated by Secretary Riley at th~
Chamber's television facility, National experts, community leaders and educators
are the in-studio guests·for an informal discussion, where they offer insights and
practical, 'how-to' advice for communities,
Viewers call in with questions for the Secretary and his guests, or with examples, .""
of effective programs in their own communities.
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To llike part in the Satellite Town Meeting, local educators. business and
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community leaders, parents and others convene at' school facilities, commWl;ti·, ;":,,,,:. "
colleges, cnambers of commerce, businesses - wherever· there is a satellite'diSh.';,';;:s(" . "
In many areas of the country, the Satellite Tow!! Meeting is available Iive'1~n:&"~"~!.:~.:2:f.'.;'
local cable television access stations.
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Major national cable outlets, including America's Disability Channel and Mind
Exteilsion University, have carried the Satellite Town Meeting, as do a numbe~
of state educational television systems.
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~ecent ,Satellite Town Meetings have focused on oiTateg;es for preparing young
cliildren Ior school, eliminating youth violence, aru:l developing school·!o-work
partnerships to prepare students for high-skill, high-wage jobs. Secretary Riley's
guests have included educators and community Iel'.ders from across the country,
as well as President Clinton, Att.orney General Janet Reno, and other cabinet
officials.
To learn more about the Goals 2000 Satellite Town Meeting, call l-SOO-USA-LEARN,
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400 M.A:F!YLAND AVE .. s.w,
WI\Smr:GTON. D.C. 20202
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GOALS 2000: EDUCATE AMERICA
SATELLITE TOWN MEETING SCHEDULE
1993
STM#1
March 9
STM#2 .
April 13
STM#3
May 18
Qrganizing Your Community
STM#4
June 22
Ready To Learn
STM#5
July 20
Safe, Discipllned,
STM#6
September 21
Reaching H:gh Standards
STM#7
'October 19
New Technology: Transforming Education
Involving Colleges. Universities,
, and Community Colieges
Transition From School to Work
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-::~i' !'
. November 16
Drug~Free
Schools
Transforming Kentucky's. Schools:
Systemic Reform
-"
A Profile of
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STM U9
January 18
February
STM #10.
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March 15
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The Arts ,in Education
How schools and communities can
disadvantaged students to succeed in school
Preparing
World~Class
help
Teachers.
Helping U,S, Students To Be First in World in Math
and Science
STM#13
Time and Learning: New Ideas for Inside and Outside
School
STMlt14
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May 17
June 21
Increasing Parent involvement in Education
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GOALS 2000 SATELLITE TOWN MEETING
IDEAS FOR PARTICIPATING IN YOUR COMMUNITY
1.
C.II HlOO=USA-LEARN
Find out if there is an existing downlink site in your community. Often l,:{Immunlties
that participate will register with the 1~8QO..USA~LEARN Information Resource
Center so their name appears in the "Scroll of participating oommunities that appears
at the end of the broadcast.
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Ask to be added to the mailing list for Smellite Town Meeting materials ,. each month
you will receive a "Partidpant's Guide" to inform you about the topic and the satellite
coordinates for the upcoming meeting.
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If there
is nn exl-',Hn1! downlink site • .lOIN IN: .
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Any commuoity group will wdcomc new people with intt;:resting ideas and opinions"
It then is not an Cxj ..1im: ",He. CREATE YOUR Q\VN!
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Creating a downlink: site is an easy, as making'a couple of phone calls to key people
inviting them to join you to watch the teleconference, How to start:
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nlere are many sites in any community thut have satemt~ dishes and are willing to
donate th·~ir.~pace for this kind of activity, Some 'ideas:
- Public Sch"ool System
- Local Cabh: Access Stmions
- Libraries and Community Centers
- Universi!~~~. culleges, technical schools, and/or communil)' colleges
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Local businesser"and htlels'
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- HQspitals
- City Hajj and Local Law Enforcement Centers
- Individuals who have 3: backyard sate!llte dish
~ Restaurants that carry sports events
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The U,S, Departmen: of Education has formed partnerships with severa! n<ltlonal
orgar.izarions whose aniliates are more than willing to downlink the town meeti:tg and
ev"!n help organize a meetingl (n your community eaU and ask for help:
- Wal-Marts and Sam's Clubs
- Chamber of Commerce
". :?ubHc Broadt;asting System (PBS) membe! staTion
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Qreunize
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There are many kinds of meetings organized around the GOALS 2000 Satellite Town
Meeting. Some ideas from participating communities:
- Small groups mee! to join the teleconference and then discuss the issue as it affects
their schools.
- Formal meetings' are scheduled before and after the town meeting to make ·decisions
about how the issue can be addreSSed in their communities.
- Panels -of local experts are invited to speak anout the issue after the national meeting
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local cable aCCe!l$ stations.
- Tape the teleoonference and WatCn it with a g:,oup during a regularly scheduled
event or meeting, like a school board meeting.
5.
Every community is different, but in any case you want to include, a broad cross~
, section of the community to join in watching the program and discussing the issues.
Meeting size ranges from 2 to 250; he inclusive and far-reaching in your i~vitation
list.
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The topic of each town meeting can provide the opportuni:y to iovi!e people to your
.meeting w~o might no! regularly be included, For exampk tor the town meeting
about '. Arti"~hd Education" hundreds of communities invit~ representatives from the
" ",ms,community. who.!>.ad never hefore anend~d a meeting,
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Invite people 10 join in
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sometimes this is broadcast
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Particip3te'in "'he 'GQALS,,2000 Satellite Town Mcttine;
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loi~'U.S. S~c'iet;ry" of Education Dick Riley
Call into the teleconference and'ask a question.
and Deputy Secretary Madeleine Kunin
and a panel of national and community experu the third' Tuesday of every month at
8:30 ETo
Spread the word
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Call your loea! cable/community access station; 9ften they are looking for ,quality
educational programming and will broadcast the procram throughout your community.
By call1ng 1-800~USA~LEARN they call borrow a broadcast quality 314" tape,
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The U.S. Department of Education can send you a sample press release to send to
local media organizations to publicize your meetings and education issues.
If you miss the broadcast, call l·S00-USA-LEARN and you can borrow a VHS
videotape of the program, The material is not copyrighted and may he used at your
discretion,
THANKS FOR YOUR INTEREST IN THE GOALS 2000 SATELLITE TOWN MEETING!
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UNITED STATES DEPARTMENT OF EDUCATION,
nm HCRttARY
January 1994
Dear Friends!
"I hope that you can join our next Goals 2000 Satellite Town
Meeting.on Tuesday, February 15, when we will discuss how schools
and c~mrnunities can. help disadva~taged and at-risk students to
succeed in school.
Together we will explore ways that urban, suburban, and rural
communities can better prepare low-income and low~achleving
students to meet challenging academic standards and receive a
world-class education~ We will talk about ways to ensure that
all our students have the opportunity to develop the. knowledge E •
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skills, and habits of mInd: 'they need to lead better, more
produc;tive, lives.
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, This 'issue is of enor'il}ous;\,i.mp.l?rta:n~e :,,1:;.0, the. future -of, our
children and our nat'ion. Fleas'e be sure to join us on
February 15 for an informative, thoughtful conversation.
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NOTE FOR COMMUNITY
LEADERS...
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On February 15th, the Goals 2000 Satellite Town Meeting will focus on
. how communities and SChools can help disadvantaged and at~risk students
to succeed in school. Along with Seeretary of Education Dick Riley and
Deputy Secretary Madeleine Kunin, a panel of education, community, and
business leaders win talk about successful approaches and model
programs that are providing the high-q"uality teachers, challenging
curriculum and materials, and othe, kinds of support that disadvantaged
students need to meet, high academiC'standarrls.
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We plan to talk about what urbani rural, and suburban communities can
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to help' disao,';iIu:age<l sJu~e:~,s~to",kh~eve high:standards; how offering
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GOAlS 2000
SATELLITE TOWN
MEETING
FEBRUARY 15, 1994
8:30 - 10:00 P.M.
(EDT)
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disadvantaged stu"den'ts;chaIlenging,"(instead of watered-down) subject
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matter ~ "h~lp It~~~,~U~cf~; .h~·I.~ ~e. ~an better prepare teachers to
work with at-iisk'arid:diSadva.,Ulge,Vstudents; how new teehnologies can
help; health issues and" models,for deHvering integrated services to
students and their famifies; and how services to disadvantaged students
might be better coordinated,
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February's topic prese'nts your cOmmunity with an opportunity to invite
represenUltives of groups and organizations serving the disadvantaged to
take part in the Satellite Town Meeting, if thcl'.,:tF~n'"t alreojy paxt of
your community coalition. You might invite peOple from public '
agencies, including the local department of public health or department of
parks and recreation, as welJ as from private and voluntary agencies. such
as Big Sisters and Big Brothers or the Junior League,
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Enclosed you will lind a letter from SeereUJry Riley and a sample newS
release, as·wen as your panicipant!s guide containing satellite information
for the_I:ebruary 15 Satellite Town Meeting." If your community plans to
take part, please calil-goo·USA LEARN by Thursday, February 10, ,md
we'll make sure Ihat your community'S name appears on the scroll
broadcast at the end of the program,
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PARTICIPANT'S GUIDE FOR
THE FEBRUARY SATELLITE TOWN MEETING
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SUBJECT:'
"How schools and communities can help disadv.antaged and at-riok
students to succeed in school. ..
WHEN:
Tuesday. February 15. 1994. from 8:30 - 10:00 p.m. fESTI'
TO PARTICIPATE:
locate a downlink site in your community where you can hold your
meeting. Then cali '-800-USA-LEARN OR 202-401-0039 between 8:30
a.m. and 5:00 p.rn .. Monday through Friday. and tell us your community
will be participating in the Satellite Town Meeting. If YOu call before
Thuq;day, February 10th, we will place your community's name on a
community participant list featured during the program .
. Satellite Coordinates:
C-8and: .
Galaxy 7
Orbital location 910West
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TransponderlChannel 18'.
Downlink frequency 4060 l\II.hz
Ky-Band: "
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Vertical Polarization ",t •• ,-'- ~;';;'I .•',~':;:-t. :.'j .,.. ,~~ "To ",,;
.
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Audio Subcarrler 6.2 Bi.6.8, , ...... ,;, .' .
.~ ,_,~'" ".:.'~:"~"."",,:~.t\·"t; ;'~.\','
~"-,~''i, ' ~r!:"~; '-",lo,"-;, '" r,'"'''' ,
" :<,'11; ';\"r'" ""'~(>e'" .'j .:"' ,:' '" .
SBS • 6
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"It\,
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Orbitallocation95.~We;rt.' •.::.:,:'.'. ,',
TransponderlChanneJ"5 ":" ........
Downlink frequency 11 823 Mhz
Horizontal polarization
Audio Subcarrler 6.2 8< 6.B
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We will begin broadcasting a test sign.I at 8:00 p.m, lEST). IDue to varying
daytime' program schedules, we are unable to tell you whether you are P!'\;r~rJy
tuned Into the Town Meeting'before the test signal goeo up.)
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:.:,:.:' Upcomingmaeting dates: March 15, 1994
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April 19, 1994
May 17,1994
June 21, 1994
{over)
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SUGGESTED DOWNLINK SITES:
To arrange for a downlink site: you may want to contact the following organizations or
individuals in your community to see if th~y have downlink facilities available;
o local businesses and hotels
o Public school system
o Cable television operator
o Libraries and community centers
o Universities, colleges, technical schools, or community cotleges
o Phone company
o ,Hospitals
o Firehouse's
o City Hall and Local Law Enlorcement Center.
o Individuals who have a backyard satellite dish
o Johnson Controls !See branch manager .• seating is Iimitedl
o Wal·Mart and Sam's Clubs (See store manager .. seating is limited)
You also may want to consult with your local television stations including the
PBS member station. They may be able to suggest additional . resourees. -.
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PHONE OpeIONS:
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If you cannot find an appropriate downlink·facility'or'the"nightcof.the.Town <.~ "
Meeting you have-trouble downli.nking; American Teleco~{~r~~~I~9:·~~~·;o'.!fere-d to
make the Town Meeting available on their audio netwqrK ~q ,~~\~!:·y~q4:.R~!li<hel!r.t.he
Town Meeting. Beginning at 8,30 p.m. ·EST, you will be,ab!f\oia;;ces!'-the, .'
Town Meeting via a phone calL The number to 'access 'the:":t:o'1("lr'T .M~~ting,is
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(119) 444·0802. You will be billed at regular long distance rates for the tim. you
are on the line. For a group meeting, you 'should locate a speaker phone.' !You
will not need.to access the call prior to 8:30 p.m. EST. Between 8:00 and 8:30
p.m., you will hear light jazz music and a message noting when the Town
.
Meetiilg ·.villb~gin.)
FOR MORE INFORMATION:
Call1·800-I)SA·LfAFiI~ ·:m:'i02-401.0039 from 8:30 un. to 5:00 p.m. If-ST).
Monday
throug~
r.rit1ay.
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FORTECIiNicAl ASSIS r,'\;<;!l;::l,;;.L
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t~o;' ta('!hnic5l:sssjs~!3Ince du;ing or
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can 2O:!-463·5912.
3((8r tnd
Satellite TO'~::'.l Meeting. ~13ase
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UchniOill ~xp""'l avllilt:blc .:,! a,lI tl~~s during ih. :naeting vIiII help
"",,ure • tJ ouble"lr~~ dJ>wnliM.
Having
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UNITED STAlES
taJEPARTMENT OF EDUCATION
··ADVISOlty*·
··ADVISORY·.
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SATELLITE TOW!! Kl!E'rlIlG TO paeos 011 PROGRAIIS
FOR" DISADVlIII'rAGED STUDENTS
.
.At 8,30 p.m. (EST) TUesday, February 15,
will join communities across the United states in the GOALS .000
Satellite
Town . Meeting,
the' monthly,
interactive' video
teleconference for communities working .to reach the six National:
:Education Goa.ls..
. .,
u.s. Education Secretary Richard Riley, and Deputy Secretary
Madeleine Kunin will co-host the meeting, which vill focus this
month on how to help disadvantaged and a~-risk students to succeed
in _ 1 . , '
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Riley and Kunin will welcome I! panel of 'education, community, and:.. . ,t ~ ... ! • ,_
business leaders from around the country. ~ ~.rhe, ,dis,cu!?~.iO'.l.~,~A};~'''';:f!. IN?,t.. 1I
focus on' successful approaches and' model, programs that:-·I-).a.!,~r'·r.·~ ,. .'~
providing disadvantaged students with ~he high,-quality' teache'rs~' r~·,::~·(·;;·q}
challenging curriculum and materials ," :and'lothe.r· kinds of s"4p,pOz:-~tl~?~:'Y(..~~.
they need to meet high academic standardsl;~", ::'"
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Sponsored by the U.S. Department of Eduoation and the U.S.
of Coamerce, the satellite Town Meeting features discussions with
the in-stUtUO panelists as well as-questions or suggestions oJfere,d
by viewers using a toll-free 1-800 number.
Local c,omm4~ity groups, are making plans to participate in the
February lS.town meeting. For local information, contact:
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'For infolma'::ion on t.he GOALS 2000 Satellite Town Meeting. the
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public can'call (BOO)'USA-LEARN or'C.O.) 401-0039 between 8:30 a.m.
and 5:00 p.m'. EST Monday through Friday. News reporters needing
more information should call John MCGrath at the U.s. Department of
Education, (~02) 401-1309.
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TO BE A TEACHER
I believe a teacher holds the future
We're the ones who give our heart away
We're the' ones who possess all the beauty inside
We are the ones who slri ve to be the best we can
When our children falter
We reach down and lend a hand
Everybody's searching for a hero
Our profession has many among us here
We have the ability to succeed'
'tie know the place to go when time to fall down on our knees
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I decided long ago
That I was gonna be a teacher'
If I fail, If I succeed
... At [east I did as I believe
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,Nomaner what the pay you see
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, '!I""."'-'''l'iThey can) pay ·for what's inside of me
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r':~~'~s~~j~t"*To be a teacher
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Just to touch one
"n
life is one of the greatest joys of all
Just to,be a teacher
Is the best job I know
'Cause when you're a teacher
You spread love wherever you go
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(Repeat first and second verse)
I believe a teacher holds the future
(Repeat)
I decided long ago
(Repeat)
No matter what the pay you see
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(Repeat)
Because 1'm so glad
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(Repeat)
Just to be a teacher
And if by .chance you go astray
Fall down on your knees and pray
Ask the Lord to guide you way
Each and every day
c copyright, 1986
Joe Iva Washington, Jr.
, .
•
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Clinton Administration History Project
Creator
An entity primarily responsible for making the resource
Cinton Administration History Project
Council of Economic Advisers
Department of Commerce
Central Intelligence Agency
Department of the Interior
Department of Defense
Corporation for National Service
Council on Environmental Quality
Department of Justice
Domestic Policy Council
Department of Education
Department of Energy
Environmental Protection Agency
Federal Emergency Management Agency
General Services Administration
Small Business Administration
Social Security Administration
United States Agency for International Development
National Economic Council
Office of Management & Budget
Office of National Drug Control Policy
Office of Personnel Management
Office of Science & Technology Policy
Office of the Vice President
United States Trade Representative
Date
A point or period of time associated with an event in the lifecycle of the resource
1993-2001
Description
An account of the resource
<p>The Clinton Administration History Project describes in detail the accomplishments of President Clinton's Administration for the period 1993-2001. The records consist of the histories of 32 agencies or departments within the Executive Branch. In general, each organization associated with the Project submitted a narrative history along with supporting documents. These narrative accounts are primarily overviews of the various missions, special projects, and accomplishments of the agencies. The supplementary records include substantive memos, press releases, briefing papers, and publications illustrated with photos and charts.</p>
<p>Agencies:<br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Council+of+Economic+Advisers&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Council of Economic Advisers</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Central+Intelligence+Agency&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Central Intelligence Agency</a><br /><a 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href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+United+States+Trade+Representative&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the United States Trade Representative</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Veterans+Affairs&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Veterans Affairs</a></p>
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Clinton Presidential Records: White House Staff and Office Files
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1474 folders in 111 boxes
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[Education - Volume 4] [3]
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History of the Department of Education
Clinton Administration History Project
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1993-2001
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Clinton Presidential Records: White House Staff and Office Files
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1227203-education-volume-4-3
1227203
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https://clinton.presidentiallibraries.us/files/original/1e4500e5401422b868abe46259c1716d.pdf
d6202f98bc7889a8626943bcd09c5853
PDF Text
Text
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UNITED STATES DEPARTMENT OF EDUCATION
•
t;:rvn. RlGH'TS
OF'Tlct fOR
-
.
.
A.PR 20 1995
The Honorable Richard W. Riley
secretary of Education
Washing~on, D.C.
20202
Dear Secretary Riley:
Pursuant to Section 20J(b){1) of the Department of Education Organizati
Act {DEOA), the Assistalft Secretary for civfl Righ!:s is required to sue
an annual report to the Secretary of Education, the President, and the
Congress summarizing the'compliance and enforcement activities of the
,
Office for Civil Ri9hts and identifying significant ciyil rights
or compliance problems.
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significant accomplishl%lents:~in,,::ci'vi'l·>·!r·ignts enforcement:. in .edu,ca.tion.
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No~a V. Ca.ntu
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Assistant Secretary
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tnclosure
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UNITED STATES DEPARTMENT OF EDUCATION
•
APR 20 1995
The President
The White: HOUSE!:
Washinqton, D.C.
De'ar
Hr ~
·20$00
President:
,
Pursuant to Section 203(b){1} of
Act (DEOA)
1
Department of Education Orqanizati
the Assistant Secretary for. civil Rights is required to sul:;
an annual report
Congress
~~e
~o
su~~arizing
the secretary of Educati.on,' ,the -president, and the
the compliance and enforcement activities ot the
Office for Civil Rights and identifying significant civil rights
or compliance problems.
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In accordance with the requirements of the" DEOA I • I" am respect:ully
:1,1:,:;:
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7ransmitting ,t1?-~ ~i!!~~l. Y~a.r 1994 A.nn~~J'~ Repo_r~ ...t.~ Con9r~ss. which cove
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acc,~mp'.li~~ents. ~n ciy:~l .. , righ~?"J!~f~orc.ement
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in education.
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RespeC't~~·l'l:J.Y·lr"''':-~'l.·.' .
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Norma V. Cantu'
.
Assistant Secretary
tor Civil Rights
Enclosure
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UNITED STATES DEPARTMENT OF EDUCATION
•
Of'TICE TOR Crvn. R.!QHTS
'-~
nnt ASSlS'tANT SECR£TA,RY
APR 20 1995
The Honorable Albert Gore# Jr.
President of ,the Senate
Washington, D.C. 20510
Dear Mr. President:
.Pursuant to section 203(b) (1) of the Department of Education Organizati
Act {DEOAl, the Assistant Secretary for Civil Rights is required to sub
an 4nnual report to the Secretary of Education I the president, and the
congres.s su1'II.. .' Ilarizinq the compliance ~nd enforcement acti"vi tie's ot the
Office for Civil Rights and identifying significant civil rights
Or
compliance problems.
In, accordance with the requirements of ,the DEOA, I ~l!l:.-r,~~~~?;.:~,Ul~Y
i.e
traJ'lsmittinq'the Fiscal Year _1994 Annual Report
_t~.congr_~~~.1_1:whictt
~,~;,
S 19ni f icant accomplishments in· ,civi 1 rights. enforcement
:'.:',1;:~;'
,.'
c;ove
,_'~n~.*?,~ucation.
Sincerely.
Nona V ~ .Cantu
.,
".
Assistant Secretary
Cor Civil Rights
.
£nclosure
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UNITED STATES DEPARTMENT OF EDUCATION .
•
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TOR
crvn.. lUCHT'S
THE ASSISTANT S£CRrrAJtr
APR 20 i995
The Honorable Newt Gingrich
Speaker of the Ilouse
of Representatives
Washington, D.C.
20515'
Deer Mr. Speaker:
Pursuant to Section 203(b) ell of t.he Oepart.ment of Education Organizati
Ac~
(DEOA), the Assistant Secretary fer Civil Rights is required to sub
an annual report to the Secretary of Education, the Presicent, and the
Congress summarizing the coepliance and enforcement' activit'ies of the
Offi=e for Civil Rights and identifying siqnificant civil rights
or compliance problems.
In accordance with the requirements of the DEOA I I am
significant accomplishment.s in civil
.
, , "
rig~.ts
,r ;.;~'l:t:.:::;t;, ';: t:,-:
enforcement ~,~;. ~d~~~ t.ion.; '-: '
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Sincerely •
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Nonna V. Canto.
Assistant Secretary
tor Civil Rights
,
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•
US DEPARTMENT OF EJ;lUCATION
. omCE FOR CIVlL RlGHTS
FISCAL YEAR 1995 Al'INUAL REPORT TO COi'lGRESS
TABLE OF CONiENTS
Introduction: OCR Is Changing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
.I
OCR Resolves Complaints of IIIeg.1 Diseri:nination .............. , . . . . . . . . .. 2'
;
..
OCR Initiates Investigations in Serious Cases of Illegal Discriminatio.n, _: ' ',' . ,',' " ........:.44~"
- .. . ' ,
-~
.
'
~
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'
OCR Empowers Others to Prevent Illegal Discri.'1lination .... : ' ............. ' ...':~~-:-~
OCR Continues to Improve How It Do::!: ItS Work
-. ~,Appendix A: Saffing and Budget
Appendix B: PuBlications
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. .. . . . . . . . . . , . . . . . - . .. . . . . ... ... ... . .
8
10
11'
Appendix C: Office Addn:sses and Telephone Numbers ....... : . , . . . . . . . . .. 13
•
,,
�no.'TRODUCT!ON: OCR IS CHANGING
•
The Office for Civil Rights enforces the laws that prevent discrimin.ation on the basis of race,
n.ational origin, sex, disability and age in America', schools, colleges and universities. OCR
.ensures that remedies to discrimination that has occurred are strong and educationally sound,
Through edUC3tion and outreach. OCR prevents illegal discrimin.ation from occurring in the
fll'St place.
•
•
OCR works with communities and their schools. Information from Jocal educators and civil
rights advocates informs OCR's development of its proactive agenda. Investigations may
. require
on~$ite
visits to interview witnesses and gather evidence. In a case of illegal
discrimination, parent monitoring groups 3:'ld the involveme'nt of iocal.edUFation resources
will enhance the strength of a remedial plan: Administrative hearings for eases that cannot
be resolved through negotiation with school officials typically take plac'C in the jurisdiction,
where the schoo) is located. In all cases, strong communication with local educators and
civil rights advocates reduces the adversarial nature of OCR's law enforcement actiVities, and
promotes preventive approaches [0 aVOiding illegal discrimination.
.
In 1993. this AdminiSL.-ation inherited a reactive approach to civil rights enforcement. More
th.an 420 complaints of discrimination from the public had been unresolvet! for more than a
. year. The US General Accounting Office and witnesses before Congress year after year '
criticized OCR for its failure to protect students from egregious cases of discrimination.
Credibility among parentS and advocates, as well among school. college ar,d universiry
officials who had to work ;.'lith the agen:y. was low, Because L~e vast majority.of the
agency's r~ources were spent reacting to complaints that arrived in the,momir.g mail.
'glaring instances of long·standing discrioinalion went unredressed,
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By 1995.-0CR had built a proacti . . e civil rights Jaw enforcement program that could credibly
claim to protect Ainerica's mos! VUlnerable sr<Jdems from illegal discrimina:ior.. Resolution
of 178 agency·init:ated actions in FY 1995 aione (up from 82 resolutions in F:Y 1993)
resulted in equal access 10 education for thousands of additional students facing illegal
'discrimination. This proactive agenda in no way compromised OCR's co;nmittnent to the
promiJt a'ld,appropriare resolution of each complaint of discrimination from L.~e pUblic. OCR
resolved more than 5.500 complaints from the public in FY 1995, more than ever before. on
average within 120 days, more promptly than ever before, At the same time, OCR's staff
redlJCtion from 8$4 Full Time Equivalent (FIE) in FY 1993 to 788 in FY.1995 evidenced
the ageu(;)',:s ~ommitcent to" efficiency.
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Most of OCR's critical activities take piacc 1."1 its enforcement offices, As a f¢suit of
changes of the past few yem, 87% of OCR staff in FY 1996 work outside of W.,hingtoo
(or in the newly-established District of Columbia enforc:ment office), and virtually all ...
decisions affecting OCR'$ cases and thcir resOlution are made in the field, In Washington. a
small Office of the Assistant Secretary provides overall leadership and coordination of OCR',
four enforcement divisions. A progra:nflegal gruup supports the work of the enforcement
divisions, and provides important policy i:oordirunion and legal advice with other part$. of the
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�Department and government. A resoun:e group provides centralized services for the
enforcement divisions and the: public in the areas of ciistomer service, information
technology, budget ;tnd p<rsoMei. OCR thereby achieves the maximum concentration of
effort 0. its critical work of identifying, Slopping and remedying illegal discrimination
against America's students.
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OCR RESOLVES COMPLAINTS OF ILLEGAL DlSCRIMlNA TION
When a member of til: public complains to OCR of discrimination. OCR gets t.o work:.
Because of improve;ne:nts in how OCR does its job. OCR staned work on virtually all
complaints in FY 1995 within ten days. OCR knows that problems that are addressed
immediately can often be resolved mere amicably and l!ss intrusively. Thus, OCR staff arc
on the telephone or on site as qui:;kly as possible. working with parents and schools
identify and remedy problems. .of megal discrimination. In cases where agency intervention·
is not appropriate. Of where th~ facts provide an insufficient basis to tied tljar there is iIlegill
discrimination, OCR can also end It:S involvement more quickly.
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OCR's new attitude and new approaches cominue to produce results. OCR resolved S.5S9
complaints of illegal discrimination in FY 1995, up from 4,480 in FY 1993. In almoSt 1,800
cases, schools, colleges and universities took corrective action that resolved any underlying
problem of illegal discrimination. The public. on average, waited 119 days for OCR's
resolution of a complaint in FY 1995, down from 131 days in FY 1993.
Fifty-four percent of aU complaints received by OCR l\lIeged dis::rimination based on
disability. 'OCR enforces Section 504 of t.1e·Rehabiliration Act of 1973, which prohibits
""·"':·discrimination on ~e'basis'of dis~bili(y, 29 U.S.C. 79~ (implementing regulation at 34
C.F.R, Pan 104), .nd.Titie Il of the Americans wi.h Disabilities Act of 1990, 42 U,S.C. ;,:'
. , 12131 (implementing regulation at 28 C.F.R·. Pan 35), which prohibits discritr.;natio. on the .
•: basis of'disability.
Parents of 11. Native AmeriC.3n high school srudent with a disability (Dandy~Walker
hydrocephalus) in the Kb.m'~tp~Triniry Unified Scho!Jl District (California), flf.' example.
excluded f.fom the regUlar school program because of his
complained that their .son
disability. The ~Hstrict was sending non-certified teachers to his home. OCR determined that
the student shOUld. not have been excluded from attending school. and that his education ~d
been severely affected. B~'!.l~e~9.f the t'I..,':te:nded.time the student had been ina:¥pi~priately
was:
kept from attending s:hool, and because the student was ali'cady a sophomore. the district
agreed to remedy its past inaction by forming a trust to fund the stUdent's fuNre e~luations •.
transitional services, and his enrollment in a postsecondary program. 'megal dlscrirninition
was ended, and a strong, educationally sound remedy put in place.
At the postsecondary level. a complaint was filed against Salem State College
(Massachusetts) al1eging a violation of Section 504 and Title n of the Americ.ars with
Disabilities Att (ADA) of 1990. The complainant charged the College discriminated against.
rum by not making necessary academic adjustments, The complainant has a language-based
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�learning disability IIlat affectS his p=ing of "",I and writl<:n infonnation. His requem
for several adjustments. including untimed teSting. note takers,' and access'to lecture notes
prior to attending classes. were denied. Following OCR's intervention. Salem State repaid
Sl,020 toward the C<lmpl.inam's tuition loan. Salem .Iso is implementing new pree,dum so
thal .rodents requesting academic adj=ents are assisted promptly. As a result of becoming
educated on this issue, Salem is now voluntarily assisting Massachusew' other public'
colleges to develop methods for promptly and appropriately delennining appropriate
adjustments for ,rodents with disabilities.
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Twenty percent of complaints re:eivcd in FY 1995 'alleged illegal discrimination on the basis
of race or natioaal origin. OCR enfo«es Title ,1 of the Civil Rights Ac. of 1964. which
prohibits discrimination on the basis of race, color, or national origin. 42 U,S,C. 2000d S!
seg. (implementing regulation" 34 C.F.R. PartS 100 and 101).
One srudent at Purdue Universicy (Indiana), for eAamplc, complained to OCR that his ability'
to panicipate in the university's educational program had been threatened by racial
harassment. Under Title VI of Lie Civil Rights Act of 1964 (Tide
an educational
instiru.tion may be held responsible for racial harassment if the harassment is sufficiently
severe or pervasive to creale a hostile environment and the institution f.aiLs to respond.
adequately. After working with OCR. the UniverSity agreed to the need to develop
procedures for enforcing its anti~harassment policy, The Uni'versity decided to establish a
"'DiversiTeam- consisting of faculty. st'Jdents and staff who were specially traine;d to offer
workshops for all recognized srJdent organizations, fraternities, sororities. cooperative .
, houses and resideflCe tel!~_d~D,ng.~e 1994~95 academic year. The University's actions'
ensure that the app'rO~i.t:l~telY;:36:000 s\Udems on its main campus, 3qd the 33,000 students'
on ~LS !egi?~l ~mpus~s.':ar~_,~~*._,tO ~enefit (~om lIS educatiomiLprognims 'regardless of their
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Seven percent' Of.:~~Jl~i~i~·~f~~~ijkd·:'i~ FY 1995 aUeged illegal' discrimination on the basis
of sex. OCR enfo'n:~es ririe IX'of the Educa:ion Amendments of 1972. which prohibits
,discrimination on, the, basis of sex in educational programs, 20 U.S.C. 1681 st~·
(implementing reguia.irin at 34 C.F.R. Part l06).
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OCR investigated a eomplaint filed against th~ ChicagO' Public Schools. District No. 299
(llIinois), for example. and found t.~at few Cemale students at t.lle elementary level
participated on the district's interscholastic elementary teams., The district was not making ".,
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sufficient efforts to provide athletic opporrurutii:s!for femtue ·arhletes at that level. In
addition, OCR found the district was not meeting Lie interests of female high school athletes.
In response to OCR's fmdings. th~ dismet is now providing a post~season sonbaU
tournament and a volleyball camp for girls. and has agreed to establish interscholastic
voUeybalJ competition for girls at the elementary level. In subsequent years. the district has
also agreed to establish additional teams and sports until girls' interests and abilities in '
athletic competition are fully met.
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OCR's remaining complaints wen: fIled on'multiple diserimination bases, on age
4iserlmination or on other discrimination bases. 0C1t also enforces the Age Discrimination
Act of 1975. which pt<)hibirS discrimination on the basis of age, 42 U.S,C. 610ll:! WI.
(implementing n:gulation at 34 C.F.R. Pan 110).
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OCR lNlTIATES INVESTIGATIONS IN SERlOUS CASES OF ILLEGAL
DffiCRThflNATION
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No! all illegal discrimination can be stopped or remedied by responding to complaints that
,arrive from the public. Agency-initiated c.a.s~. rypically caned compliance reviews, permit
OCR to target resources on comp,lian:::.e problerns L.la: appear particularly acute or natiocal in
scope, Targeted compliance reviews maxim12e the impact of OCR's limited resources and
balance our enforcement program. Selection of reviews is based on various sources of
info:mauon. including survey data and inforrr.ation provided by complainants, education
groups, media and the public. In FY 1995. OCR resolved 178 age:1cy~initiated actions,
compared to 90 in FY J994 and 82 in FY 1993.
The racially discriminatory ovcrinclusion of minority srude:1ts in special education classes is
of growing concern to parents. educators and OCR. In Montgomery County (Alabama), for
example, statistics and anecdotal information suggested that the school distritt
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disproportionately assigned minority students to classes for educ.able menrally retarded
(EMR) students, While the~d!s&ict ha.q_iiS.~.criterion'for placement in EMR that a stud~nt
must score lower than 7~ o~ ~p IQ\)e:'st~ j:i~R;i ~nvestigatlon uncovered a pattern of illacing
African American studentS wirn,'IQ;~c'ores' at)ove"tnat cutoff in £.\1R classes. The
inappropriate placement 'df ~tu(j~r.ii·ln -EMR'/~'an r~t:r!qy~ ~;rt) from the core,academic"
curriculum. and ma)"J~d'tOJ9~~~:neve}s,o(achiev'emenr:decreased likelihood of "
postsecondary advancement' afld:more,limitec employment opponunities. OCR has required
the district to re~-¢;vjl.l~ate eac~:~'t~~~$,io\1\to~.pl~o~s·an African American smde:nt in EMR and to
make appropriate 'place~~n.~;R#~~~~l;ly~on;educatioml needs. Afriean American students
will be given any re~edjal~a:ssi~tanc~e) n~£ded to bring them back into full participation in
regular education. and to fuU oppo.mmit)' [or academic achievement.
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A number of OCR~initiated cases target the. needs of sruden:ts who need to learn English in
order to achieve 'access to educational programs and opporrunities in the larger society. OCR
found that some .limited English proficient(LEP) students (:particularly Southeast Asian
students) in the-Lawrenc.e Public Schools (Massachuse:uh ,f/?r_cxamNe, were not being
served, that others were not adequately served, and [he teaching staff was not adequately
trained. Many LEP studenu were placed in special education programs segregated from
other school programs. The in~grade retention and drop--out rates of'LE.? students were
unusually high. Several linguistically identiHable schools were overcrowded and inferior to
other schools. For example, one school with a 96 percent Hispanic enrollment bid no
library. limited recreation areas: and oven:rowded classrooms, The schoo! was rodent·
infested .
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As. a result of OCR's intervention. the district agreed to meet the needs of LEP students a.:lei
to provide st>.ff tnining to ensUre teachers are qualifie-d in second Janguage teaching··
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methods. uwrenoe also agreed to provide transitional bilingual education or English as a
Seeond Language to all LEI' srudents and provide inIerpreters so that parents can mon: fully
understand and mlIke decisions conce:ning the educational needs of their children. The
distriCt is committed to p:oper refernd, evaluation and placement-of students who may need
specia! education. Schaol facilities and resources will no !oager he influenced by t'le racial
or ethnic composition of a school's srudent enrollment. These actions arc expected to
improv~ educational oppo~nities for more t.i.an 3.400 LEP studentS.
Other
OCR~initiated
cases urget the overin::!usion of LEP students in special education. In
L~e Union Free School District of the Tarrytowns (New York). for example, a
disproportionate number of,Hispanic students were placed hi special education. OCR
reviewed whether the dtstric~'s special education progra:n. including the pre~refe:rral.
referral. evaluation. and placemenr of students, violated Title VI or' Section 504. The
evidence indicated t.'1.at the district enrolled a large number of new immigran~ students. many
wiib Httle or no.prior educational' ex.perience. School staff acknowledged difficulty in
evaluating these studentS. especially in distinguishing educational deprivation and English
language proficiency from learning disabilities. OCR found tl-.at evaluations were not
conducted timely because Union Free employed only one bilingual psychologist. The district
was using an invaHd screening ir.s:roment. Hispanic students also were placed in self-·
contained special education classes for longer periods 'o{.~ime~than their,non-Hispanic
c!assmates. The district is now remedying each o't'th~:t'jd=ritified,violations, These actions
, are expected to increase educational opporru'nities .fodh( nlore' than 700 Hispanic students in
the Union Free district, including the 134 :Hudbilts':curr~nby"rec-eiving special edu:a:ion ., .,:
services.
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OCR also targe_ted megaI 'racial 'h~ras'sri~i~n!;:{a's::d"effried~iirid~r;:Ti~le. VI)' i>1 some schools and
universities: The ~resolution:of-sucli'ta!se's; 6fi'tnll'ilg'hfig:his"the" ~alue of strong working
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relatiot'.ships between OCR and schools.:' In' Edm6hds~County' (Washington). for example~
OCR planned to investigate allegations of severe 'facial harassment at one high s,chool. Early
in the investigative process. a Jonger~term cooperativ~ venture developc.J.fo~ solving racial
and ethnic tensions
the entire school district. Edmonds County now hata plan in place
that has strict rules for punishing harassment. Howevt~. Edmonds also established, on 11.
voluntary basis, a curriculum Wt will address in!crgroup relations, inte:cu.lrural
communication. 'stereotyping, and peer mediation, Teachers will be tnir:~~. in,teaehinPc'~' ,
t~lerance and srudent leaden will <onduet equity workshops. The partnership ba.i"allowCd
Edmonds and OCR to save substantia,' tjrne and resources as well as help teachers, parents
and students create a safe and disciplined environment for learning.
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OCR in FY 1995 maintained a docket of agency~initiated Title IX cases, An intercollegiate
athletics review -was undenaken at Georgetown University (Washington, D.C.), for example.
because of possible substantial disparities in athletic opportunities being providtd to male and
femaie srudel1ts. As a result of OCR's work, the university has hire!:! a women's soccer
coach, increased publicity se:vices for women's tearr.s, and adjusted assigrur.ett and
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compensation of C02ches. The University will survey athletic interests and abilities and add
women's teams if the need is indicated, Georgerown bas made commitments to eli.."ltinate
substantial disparities regarding equipment and supplies. support services and recruionenl of
women athletes, Such eases help to underline that schools and universities will. for the lllOst
part,' work with OCR to remedy illegal discrimination, Georgetown has expressed
appn:ciation for OCR's analysis. and has already ta'en steps to increase opportunity for
Wome!l athletes in the upcoming year.
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OCR has ongoing obligations to ens".Jre Lie desegregation of fOrr.:lerly raciaHy segregated
systems of higher education, In FY 1995. OCR developed a 'pannershiplsllkeholder'
approach as a more positive and effective approach to affording equal access to higher
educationaI opponunities for African Americans in states with histories of segregation in
higher education systems. In keeping wjth the Supreme Court's 1992 Ford/ce" decision. OCR
is assessing the compliance Status of several states. Florida and Pennsylvania are working
with OCR to address not only the desegregation compliance standards unde: the Supreme
Coun's decision but also the issues of access to educational excdlence':'~ concerns that track
the interest of t.ie Department in increasing access to high~quaIity education for aU students:.
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While in the vast majority of cases OCR can come to agreement with schools, colleges and
universities on the su:ps necessary to S'top and remedy illegal discrimlr:ation. this is
unfonunately nO[ always the case. In on:: case. Southwestern Virginia Training Center. a
state~operated facility for the developmer.rally disahled. providcd nocac~corr.modation ·for
employees with"physical disabilitics who were fuUy abl~ to:p.erform",th'e~~~5,emial fur.ctions of
their jobs. The case was inidated as the result of a complaint· froin 'a'ltesidc.mial aide at the
faciHty who was fired because of this policy. The Center fimiHy agreed', 'after administrative
enfort:ement proceedings were initiated; to amend its' 'discriminatory polief: ',However, the .
Center refused to reimburse the employee for lost wages' and:benetits:: ',As ,;1' result, an
acministrative e¢orc:~men; "hearing' was conduct~d:1:.0n\J,u,ni:3·O~i1~9~~;1 aqi A,dp:linistrative
Law Judge (AU) issued an'Initial decision'fi~ding 'ih!' Ceriter:in'.~ioh)iibit'<of'Section 504.
The All also isS'Jed a proposed order to tenninate:' Fe&rai~funds 'to~ the Center. Th'e case is
now on appeal before the Department's Civil Rights Reviewing Authority,
OCR .41S0 initiated cases in the 'areas of mega! discrimination in program admissions: unci;:r·
representiiion ~f women. girls ,.and mInorities in math a:1d science and orher high track
courses due to legally impermissible reasons; and illegal segregation.
OCR EMl'OWERSPTHERS TO PREVENT ILLEGAL DISCRIMlNATlON.
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OCR's 788 FTE staff in FY 1995 resolved more than 5,700 complaint-driven and agency,
initiated cases~, This number, however. is smaU in relation to the nation's tens of thousands
of schools and thousands of postsecondary institutions, OCR therefore recogniu:s that its
efforts alo~ are insufficient to Stop illegal discrimination in education. StudentS, parents and
educators must have the knowledge and skills to- prevent illegal discrimination from occurring
in the first place. OCR pursues a number of approach:s to the empowennent of othen •
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�One major projo:t in IT 1995 was the pUblication of a guide to help school, conduct an
evaluation of their compliance with the Americans wilh Disabilities Act of 1990 (ADA).
Written in sualghtforwa:d, non-legalistic language, the guide ['t!viev..'S requirements of the
ADA and nffers suggestions and work ,heeLl to as,ess compliance. lniti.l feedba.k. suggeSt.
that the guide does in fact help school districts in complying with the requirem= of the
ADA. The guide was made available free of charge to each of the nation', 14,880 school
disuiets.
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A document was issued on July 7, 1995 that seLl forth the legal issu::s surrounding
disproportionate representation of minority students in special edU::3.1ion, a persistent problem
in the nation's schools. The guidance is being iJ~d by OCR s~fr in investigations, and has
gained a larger audience outside the a.gency. Work also CQrrunenced on compiling Strategies
and models t.hat hold promise preventing and remedying illegally discriminatory PDtctices
in assignment to special education classes. OCR worked with Project Forum. a pan of the
National Association of $t2.te Directors of Special Educalion, to develop a resource guide for
!egior.s to use wit..1- local schools and schoo! dist:icts in deVising res~lution agreements on
this compliance issue.
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The Department of Education confirmed in September 1995 that the guidance on race~
targeted student financial aid (issued in February 1994) had not changed as a result of the
United States Supreme Court's decision in Adarand Corutruc/ors v, Pen.a, .115 S.Cc 209.".,., .
(1995), As a result. the Office for Civil Rights continues to implement. th.i~j ~~~a~~~~in. c~se.:
investig~tiors and to provide teChnical .assis:.ance to insti~[ions thar see~.,:o'~. ~v.~19P: qr,,,-;,:;:,::t,;~
. implement financial aid programs pursuant [0 the policy and federal· coufFdecisions:'; . ~ ..'
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An Electronic Library containir.g' OCR' regulations. p'olicies and imp'?rta~nLc!s~.~r:;!~t~~ ... -":::0;.- !
docu:nents was launched during the year:."T~i~~s)·~te~. whl~h ,:"i\l:t:eki,~E~q.fLW..F.:) .::.y!?e.. ~~;~~::::
Area Network. permits easy access to' 1}lese ·m~r~;ia.l~ bY.,OCR stafe; ,F~~re)lJlPf.o'{e,men~,," ,:
will include public access ti1rough the' Depariiil:nt's Worh:LWide \yeb.sit~.- ~';.;.' :;'. ,"",,',;,,,_ . ;
OCR works with the ~partmem's Offict: of El:mentary and Secondary Educatron fo ensure
that school districts' plans for funding under the Department of Education'S Magnet Schools
Assistance Progl~:n (MSAP) do not foster discrimination. OCR responded to approximately
300 requests for tec.Wcal assistance from school districts and consortia preparing MSAP
applications and cenified the ;;;ivU rights assurances of 171 applicants for MSAP funding in
IT 1995.
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'Pursuant to vocational education regulations, aU states monilor their programs, and those of
their subrecipienr.s. to ensure compliance with Federal civil rights laws, OCR is responsible
for ensuring that each St.lte has met its commitments, To eliminate burdensome reporting
requiremerus and provid~ greater flexibility to !jtates, OCR reinvented its evaluation .
requirements. A large ~ of OCR"s new approach involved bringing state officials together
to Jearn from each other. States: now spend more lime learning about and implementing
lx,tler practices, and less time produc.ing paper.
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The aim of OCR's efforts is in aU cases to prevent ViOlatiOns of the civil rights laws.
Te:hnic.al assistance is provided t.wugh roch activitieS as on-site consultations, conference
participation, tnining classes, workshops and meetings, as wen as through writton
information and tens of thousands of telephone consultations annually. OCR thus empowers
studentS, parents and educators to secure the equal access to educational opporrunity required
by law,
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OCR CONTINUES TO IMPROVE HOW IT DOES ITS WORK
The Office for Civil Rights in the last lhre( yean has fundamentally redesigned itS approacb
to civil rights enforcement. For complaints from the pubUc. the emphasis is now on prompt
and appropriate resolution. of any underlying civil rignts problems, rather t.ha~ on the
productiori of documents summariz.ing agency findings:, Mindful of its obligation to end
illegal discrimination whether or not the agency has received
individual complaint, OCR
has built an enforcement program that proactively uncovers, stops and remedies egre'gious '
cases of illegal discrimination. OCR's program of empowering others also iook significant
strides forward in FY 1995.
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OCR has extended its consultation efforts through its conversations with school staff and
interested community groups to pinpoint problems and establish partnerships to resolve civil,
rights issues, Many of OCR's offices have also developed customer sen'ice teams to be:~', ,:.--:
more responsive to our panners":ind stakeholders, 11-..roughout OCR, labor management';;; ,~"~ ", '::,
partnerships have been fully implemenred,
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Information SYStem that eliminated costly mainframe prograg1S, .:This,enhanced~sy~te~!~:t&.~.giS'~
, :reduces staff time r.teeded,to keep track of OCR's cas~s :and, streamlines reporting:, wtiilef;!0':::,I:-r\':;
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saving money,
OCR's core organizational unit is now w~e Case Resolution Team, Groups of attorneys. .
investigators and support staff in OCR's 12 enforcement offices work on the same team to
promptly a,nd appropriately resolVe'ca,ses of illegal discrimination. Containing all the skills
and resources necessary. the teams have authority to reach fmal determinations in all but a
small minority of OCR cases, This it'..novative approach, which earned OCR a 1994 Vice
Presidential Heroes o'r Reinvention CHammer") Award. was implemented th....oughout OCR.
in FY 1995... . . . .
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In the coming year. OCR will complete its reorganization into four enforcement divisions.
each containing three of OCR's enforcement offices. including a new enforcement office
based in Washington. DC. OCR will maintain appropriate centralization, While operating
with lower travel budgets and benefitting from increased local involvement and strOng
working relationships that accrue from its on~the~ground presence in multiple locations.
When fuUy implemented. the division management team will conduct enforcement activities.
planning. training. and administration across office lines. This approach was in large
measure made possible by OCR inithlting its investment in appropriate information
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After extensive redesign efforts. OCR implemented'an update to'its PC-based Case ';", >oc<:,,~,.::~,·
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teclmology, and by OCR's use of team approaches at the management.as wen as tho staff
level.
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.As OCR's number of staff decreases under government-wide downsizing. we know that OCR
must continue to do much more to stop and remedy iUegal discrimination. Fewer staff c.an
appropriately resoJve a greater number of civil rights cases. if they have the tools at hand to
do so. OCR will need to invest more heavily in technQ!ogy and ou:sid.: expert n:ppon in
order to maintain iu core capacity to identify. ~nvestigate and remedy complex. cases of
. dis:::rimir.ation; promptly and appropriately resolve complaints of discri.":liriation from the
public; and provide the education. outreach and technical assisunec needed (0 prevent
discrimination from OCCUrr1.'1g and recurring in America's Schools, colleges and universities.
OCR's upgradmg of its technology infrastructure will aiso enable OCR to provide an
appropriate level of service to' our customers and the ready access to information that win
enable parents and students to 'playa more active role in securing equal access to quality
education.
OCR's post·rescission funding level in FY 1995 was S58.236,OOO. Under the FY 1996
continuing resolutions, OCR has been funded at a level of only S53.951.OOO, putting at
serious risk the agency's improvements:' Adequate investment is required to pr~vide funding
for OCR's staff and non.personnel needs including COSts of prosecuting casts. development
of strong, educationally sound remedies. staff improvement, legal research, publications and
ol.Hreach,' and the national civil rights sUlveys postponed in FY 1996 because of its funding
level under the continuing resolutIons. The President has proposed a budge! for OCR In
FY 1997 of 560,000,000, This is leSHnan i dollar per year for each of A.."Tlerica's students.
An end to illegal discrimination in the narion's schools deserves no les~. :
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7l~.(/C~
,-,
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Norma V:< Canni
Assistant Socrewy for Civil Rights
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APPE."'DIX A
STAFFING & BUDGET
OCR', authorized 'taff ceiling for FY 1995 was 833 fuiHime eq~ivaient (PTE)
positions (made up of full~time pen:nanent and oc."ler~than-full-ti.''Tle permanent Staff),
OCR was unable to staff up to its fTE ceiling due to the doBar amount appropriated.
The appropriation a(u:r segueSler was S58,:l36,OOO for FY 1995. The following table
provides budget and staffing information on OCR for the past sever. fiscal yca~"
BlI'DGET AND STAflING INFORJI.fATlON
I"(U;~t'$
Ajtlpr""to.l'em
A#tl)'r S«<"uttr
Budrtl: fSlfftl.tt
C<mrft'n>o.t.tl
Ihai,et
f'fEJ,l:vtl
to Cott;rw
•
> '
"
ApptOj»'.t';(tfI
S..pplf!!'lIlf!UJ
!'J'a9
"1"0
'U,:\<4l,OOO
"'S,lni,OOO
"'O.B"'S)~OO
45,1111,000
~ 1,635.000
....,$12.000
1'9f
1992
!99l
1!I,4
"7.900,000
$6,000.000
6l,.c)O,OOO
411,-'10.,371
48....0(,)71
53,000.000
n,S1O,OOO
.£1,-'151,000
'&,PO,OOO
5Un,OOO
SJ,6i5,OOO
56,"02,000
56,510,000
56,.$$1,000
se,;Js.ooo
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'"
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n.
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'"
...
'"
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1m
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APPENDIX B
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PUBLlCATJO~S
Contact any OCR office (see Appendix C (at listing) to obtain any of these publications.
Gentral
•
OCR's Annual Reports to Congres" Fiscal Years 1990 through 1995
ED Fact>; Information About the OCR
Notice of Nondiscrimination
How to File A Discrimination Complaint
Feder~1 Regulations, Vocational Education Program Guidelines (March 21, 1979)
Vocational Education and Civil Rights
.
The Guidance Counselor's Role in Ensuring Equal Edu;cational Opportunity
.
Nondiscrimination in Employment Practices in Education
What Schools Can Do to Improve Math and Science Achievement by Minority and
Female Students- ... :'.
.
.
Title VI of the·Civii Rights Acl of 1964 aill. VI)
,
.
. . ...
. ,,
Title VI Regulatjo~s,-&(l~!:~I·R~gi;ter. May 9, 1980
,
Educa~iori.and Tii'le,YI:(.vaiiable in English and Spanish)
.,:.......... ''1'
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Studen't Assig'nm~nt' in Elementary and Secondary Schools and Title VI 0agnet Schools:
Promoting Equal Opportunity and Quality Education
l:iistotically Black C9f1eges &. UJ'."I!yersities and Higher Education Desegregation
The Provision oi an Equ'al Education 'Opportunity to Limited-English Proficient Students
Iitl. IX of Ih~ Education Amendment, of 1972 (Titl. 1l!J
,'~...
4
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Title IX Regulations, Foderal Regi,te':'May 9, 1980
Federal Regulations} PoHcy Interpretation on Title IX Intercollegiate Athletics
(December 1979)
Clarmcation of Intercollegiate Athletics Policy Guidance; The Three·Part Test
Uanuary 16, 1996) (includes Dear Colleague Leller, January 16, 1996)
Title IX Grievance Procedures: An Introductory Manual
•
Title IX and Sex Discrimination (available in English ond5p.nish)
11
�.
TItle IX Athletics Manual (Regulations, Policy Interpretations & OCR Fact SheeO
•
.
,
Equal Opportunity in Intercollegiate Athletics: Requirements Under Title IX of the
Education Amendments of 1972·
Student Assignment in Elementary & Secondary Schools and Title.lX
Sexual Harassment: It's Not Academic
•
Teenage Pregnancy and Parenthood Issues Under Title IX
Section 504 of the Reh.biHtati.Q.D Act of 1973 (Section 504)
Section 504 Regulations, federal Regisler. May 9,1980 (includes Deoember 1990
Amendment)
: Auxifiary ~ids &' Services !or Postsecondary Students with Handicaps
Discipline of Student~ with Handicaps in Elemen!ary and Secondary Scho?!s
Free Appropr~ate ?ubliS Education {or Students with Handicaps
Placement of School Children 'with AIDS
Student Placement in Elementary and Secondary Schools a~d Section 504
Civil Rights of Students with Hidden Disabilities Under Section 504
.
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Rights of Ind.ividuals with HanciicapsUnder Federal law (available in English and
Spanis.h)"
"'" .'~-:> ::'~":: .'_';~:!~~ '.
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8 ge
D' , . t'Ion"Act ·0 f' 972" , ,"';"
ISCrlmlna
/'j
p_,:,~,<)
...
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'>_."
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. Age Discrimination' RegulaticiAs;:. F~ld~ral' Register, July 27, i 9,93
:,' ::,f,p,-'.
:~.:j:;~;~ ".,~::".:
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Americans with Disabiii!iC;, Act
Comptiance with. the Americans with ,Disabilities ACt: A Sel(vEvaluaiion Guide for Public
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Elementary .nd Secondary Schools
US Department of Justice pamphlet on AmeriCan, with Disabilities Act
•
12
�Af'rfNOIX C
OFfta ADDRESSES" 'fEU-PHONE NUMBERS
us
•
Oqull"trnmf
of f~c:ation
Offj'le- {o{ o.i:I Rilhu
330 C 5tteer. SW Suite 5000
W"j:hin.,ton, OC 202D2~11ao
(02) 20$.5<413
•
Rqion t
,RIleJiQn VI
Arbn~s, Louisu,n.l. Miu;uippi.
"OkLd'tOma.. T«us
Office hlr CIVil R;!h:l, R.e!icn VI
COnnecticut. M.lin~ M.luolchuktu,
New H;unpfhirt. Rhode h~ru:t Vermol1t
Offl!:t'. for' C;...iI Ri,hlt, !teliion I
'
US. Otp.trtmeru of Educ;uicn
U..:5. Oepartmtnt ()i Ed"o,tion
1200 Main Tower Suildinl
Suite 22M. 06-5010
O~JI;u, TX 75202.999B
{i!141 76i.J9S9; TOO (2141 767·)639
,.W. McC()mWIc.k POSI Office;lnd COI,IMOU$t'.
Room 222.01.0061
BOston. NIA 0.2109-4557
C6i1) 22)·9667; TOO {61n 22)·969$
Recion II
Retion VII
New Jersey. Ne..... ,York, ,"uertn R.ico, VirZiI'! hl.tftch
Offict (Dr Civil Ri,hlt, Rtgion II
U.S. Oepolrone1l1 of EdUOltion
75 P,lIi PlilC!!, 141h floor
Ne..... York, NY 102:78.()Oa2
(212') 637-60166; TOO (212) 6.17-63))
low... K.'&ru..u, Kentucky, Mincuri, Nebrul",
Qffl(e for Civil !ti,hu. Region Vtl
~polnml!!nl of £duc;J\;Oo
10210 North hecutive HIII1 Boul~v,lrd
U.s.
8th Floor, 07--6010
K.1I'l$.lS City, MO 6.;153·})67
(616) B80w4202; TOO (516) 891-l)Sal
Re&itm III
$:~,ion
Del.aw.ut, DislriCl of Columbia, M.lIryb;nd.
Pennsylv.lni.t, V'1T;i:ni.a, West VirSi1liol
Office for Civil Righu. Recion !If
U,S. Deparuneni offduCAtion
3535 Marke:t Slfe~
VJ1f
, Arilona.Color.ldo,Monbn.ll, N~w Mexico,
" i:, .' NiJ"rth O.llko~ South D<lkou. UI.th, Wyomin:
. - ( " " Office for Civil RiJ.lhu, Res,on VUI
·~u:S: OePit1ment of Edu::;.ttion
""
Room 6300, OJ·2DIO ."
~~ '~ ,•. ~.....;. .::~L~.:.:'''''.::. Jed.er.t! Building, Suite: :no, 08.7010
,Phil.delph-i", PA l!H04--3326
-,,~--,~~,
'1244 Spur Boulev.lrd
aU) S9~787; TOO (2tSI596"?7?4
'.'." '.",~.j.
' • • ,~,:ve:r, cq,e0204.3S82
,
:
" ••• ,1""
'*~"".if,"'~!.::l!::~j:~~ ·,QO);S44·SM5; TOO' (lOJ} 844·)417
~,'
- .~-.. -'" - ,
Relion IV
.
.~,':. "
.J
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Atab.lma. florida. Ce~a, North
•
' ~ ",':,'. '~,,:.. . ·iteC:lON IX
urotin., South C\roliM., T<nI\e:iJ~t" "; ::;J;'1" ~!'I ..l·'.. ,":\' '7,~" ; C..!iiorni.ll
...
Office for CIVil Rilnu. R~&ion IV
OffiCI! for Civil R.ightS, Region tX
Oepolnm~;H
U.s, C)ep.:ir.ment of Edutoluon
uS.
PO$t otrOCt 80x 2048, 04-)tllO
101 wrie:tu Towcr...Sui(e 2000
A1W,UI. CA J010t·2Do(!
t<4Q<41lJl.2954; TOO t4041l)hn)6
Old fl!ou;Jj auHdin<;'
50 Ul'liled Nillions Plua, Room 2)9, 09-&010
$<ln FtOIncisco, CA 9<4hn~102
\'I:,lSI 556-7700; TOO (415) 0()7·1786
Rqion V
Rt1tol'l X
lflinoh)nd"aaN.. MichiJ~n. Minl'ltJOtIi,
Ohio¥ WueoJUin
OKlCf/ lot CMI Ri,hu. R.eston V
U.s. Dtpolil'tlN!nt 01 EduCillion
...0 1 south State StrnI
Room 7OOC. 0$-4010
Chia,o,
n. 60605--1202
012) 8H-J4$6; TOO 01l115)·1l40
•
oJ Educ.:iliot'l
.
'.";,' 4 "
<I-<
Aa~k.a. ~W.llil, Jd.llho, Nl!nd&, Otqon.
Am~ri, .. n S.mo.ll, Guam,
Tr~st Territory of the '.c.ifK 15h1rads
Wuhil'lcttm.
OffiCI! fOf CNil R1shts, Regk>n X
U.S. Ot:p.alltntnl of Edu"lion
91$ $eCOflc Avenue, Room 3310, 11).9010
St'.oIttl.t, WI<. 981'.... 1(199
(206) 220.7t1aO; TOO (206) :210-7907
13
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UNITED STATES DEPARTMENT OF EDUCATION
•
OFn~ 'OR C!VIL RIGHTS
•
The President
The White House
Washington. D.C.
Dear Mr. President:
Pursuant to Seotion 203(b)(l) of the Dep.runcnt of Education Organization Act (DEOAl.
the AsSistant Secretary for Civil RightS is requi:-ed to submit an an.'1ua: report to the
Secretary of Education. the President. am!- the Congres~ summarizing the compliance and
enforcement activities of the Office for Civil Rights arid identifying' sig:1if:cant civil rights
or compliance problems,'
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In accordance with t.lte req~~remcnts of the DEOA'~ra'iif'rcspe~tfunY·'transminir.g the Fiscal
Year 1995 Annual Re'POrt to Congress, which,covers-significanCaccQmplisrunenrs in civil
.
.
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.",~ .. ,-.;'.....".~,,...,.t.::.~, .•. "
nghts enforcement In e::1ucatlon.
,". " " ,._. ,';',"' -.<
•
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RespectfuIty.
77~ t/, l.::;:.•,:zt/"
Norma V. Cantil
Assistant SecretaI)' for Civil Rights
Enclosure
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�UNITED STATES DEPARTMENT OF EDUCATION
oma FOR CIVU. JUCHTS
•
APR
2 1996· •
The Hononble Albert Gon:, Jr.
President of the Senate
Washington, D.C. 20510
Dear Mr> President:
Pursuant to Section 203(b)(l) of the Department of Education Organi211lion Act (DEOA),
the Assistant Secretary for Civil Rights is required to submit an aMLlal report to the
Secretary of Education. the President. and the Cong:ess summarizing the compliance and
enforcement activities of the qffice for Civil Rights and identifying significant civil ~ght5
or compliance problems.
In accordance .wIth thf! requirements of the DEOA, I am respectftLllY 'tr~rumjn!nk:the Fiscal
which covers significant accomplishments. in civil
Year 1995 Annual Report to Congress; "
,
.
."",1."",.-.-,
rights enforcement in educati,?n.. ,
....
- .
~," ~'.>;:':'4·~r'~':~:.':'i:::,r~.~; ," .
,.,.:·~t '~,;,'
~
~il'lcerely,
, .
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Norma V. Canol
Assistant Secretary for Civil Righl'i
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Enclosure
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�UNITED STATES DEPARTMENT OF EDUCATION
omc.t 'OR
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=
IiIG!I't$
The Honorable Newt Gingrich
Speaker of the House of Representatives
Washington, D.C. 20515
Dear Mr. Speaker:
Pursuant to Section 203(b)(1) of the Departmen, of Education Organi",'ion Act (DEOA),
the Assistant Secretary for Civil RightS is required (0 submit an annual repor.: to tbt:
SecretaI)' of Education, the President, and th: Congress summariz.ing t.le compliance and
enforcement activities of the Office for Civil Rights and identifying significant civil rights
or compliance problems.
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Si~::ere!y ,
Nonn. V. CantU
Assistalll Secre)ar)' for Civil Rights
Enclosure
,'
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,'tn"
In accordance with the requ:rements of the DEOA. I am respectfully .transmitting the Fiscal.....
Year 1995 Annual RepOrt to Congress. which covers significant accomplishi:"Jents:iri-civiV ',ii
r "'gh'" enforcement in education.
...,.
t '-> .... r~· ... l'''-' -\-'''r'~
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�UNlTED STATES DEPARTMENT OF EDUCATION
orna 10R c:rvu. rueHl'S
•
APR 2 1996
The Honorable Richard W. Riley
SecretaI)' of Education
Washington. D.C. 20202
Dear S~cretary Riley:
Pursuant to Section 203(b)(1) of the Department of Education Organization Act (DEOA). the
Assistant Secretary for Civil R.ighu is required (0 submit an annual report to the SecfC'tary of
Education. the President, and the Congress summarizing the compliance and enforcement
activities of die Office: for Civil Rights' and identifying significant civil rights or compliance
problems.
'.
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In accordance. with the requin:ments of the: DEOA, 1 am respectfully transmitting the Fisc.3.I
Year 1995 ArulUaI Repon to Congress, which co"':r5 sigrnfi:ant' accomplis'h."Ilcnrs in d\'u .
rights enforcement in education.
. ,
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,
:.\!
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Sincerely •
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Norma V. CantU
Assistant Secre"ry for Civil Rights
Enclosure
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Annual Report
to
.Congress
-
Fiscal Year 1996
u.s. Department
of Education
.Office for Civil Rights
-.
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'Establishing equal opportuni ty ;s more than ever the k<:y
to America's social and economic well-being. It also is
n""esW)' if America i. to fulfill its basic promise - to allow
all people to =liz. their individual talonts and capacities
to the fullest.'
•
,
j
Norma V. Cant',
Assistant SeCret.,'Y
for CivillUghtS
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Bcsponsjbilitj.. ~fthe Office r"r Civa Bi:hIli
The Office for CIVil Rights (OCR), in the U.S. Department ofEducation, is • law enforcement
agency: It is charged with enforcing the federal civil rights laws !hat prolu'bit discrimination on the
basis of race, color, ~onaI origin, sex, disability, and age in programs and activities that receive
federal financial assistance. These laws are:
o
. Title VI of the Civil Rights Act of 1964 (prohibiting race, color, and national o~£in
discrimination)
o
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Age Discrimination 'Act of 1975 (prohibiting age discrimination)
o
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Section 504 ofthe Rehsbilitation Act of 1913 (prohibiting disability discrimination)
o
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Title IX of the Education Amendments of 1972 (proluciting sex discrimination)
Title n of the Americans with Disabilities Act of 1990 (prohibiting dissbility discrimination by
public entities. including public school districts, public coUeges and universities, public
vocational schools, and public libraries, whether o-r not they receive federal financial
assistance)
The civil rights laws represent a national commitment" to end discrimination in educational programs.
The Jaws are in harmony with the nUssion of the.Department 'of Education - ensuring equal ~ to*
education and p,romoting educational exceIll!m;c; throughout the nation.
,.
Most of OCR's activities are conducted by enforcement offices throughout the country. The .officc of
the Assistant Secretary for Civil Rights provides overall leadership and coordination.
Ihe·Law5 Appjy.trt Educational Instituti<!ns
The civil rights laws enforced by OCR Cover programs !I11d activities that benefit from rederal
financial assistance. Bcc:ause most educational institutions receive some type of federal financial
assistance, these laws have broad application throughout the nation. Coverage of these civil rights
'-·Jav.'s extends to: '
, , ,.
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o
almost 15,000 school districts
(1
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more than 3,600 colleges and universities
about 10,000 proprietJuy organizations
o
, thousands oflibraries. museums. vocational rehabilitation agencies, and correctin!'ai facilities
�)
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The LaW! Apply to Stud_nb and Employ...
The civil rights laws protoct large numbers of students attending, or applying to attend, our
educailonal institutions. The laws protect:
.
about Sl. 7 million students attending elementary and secondary scbools
about 14.4 million students att'ending OUf coneges and universities
•
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The laws also protect. in certain situations persons who are employed, or seeking employment., at
educational institutions.
j
We have changed the nature of our relationships with those outside OCR by establishing construedve
working relationships to achieve shared objectives of these civil rights laws. Here are just a few
examples of collaborative approaches between OCR
.
and others that have resulted in positive outcomes for r;===============-=;
"1ft ba.... lcamcd ~ _ u~. il;" th.I1 a
students facing discrimination:
ch.npla~~~~iom..,ilMuL
a
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The State of Tennessee has asked OCR',
Atlanta Office to assist in implementing a
. . recently enacted state statute that applies Title
Y! requirements to all state .gencies. OCR
, will train state staff and help develop a
compliance program.
We ...,.
larnat IIwIllriou:l d\anp l:vma £n;,m "";tNn. It CII;ioI"/IIeI: . . ;
J"'>OPle In,, ~ OOIt'III!l.Il!be ~ -.nd alp.... ia
~"'f and 1lwaIpd\l1 _1I'n"Ui!.i .... wM na, othc:t. An:!
it __ ~&ll~IAOU'Ii";:p,,erormw-t~ •
true" ~ fot th..nt;t. ~
. ,_.
Sanwyd~\W\. Jt.ktwd~:
o
Partnerships arc being encouraged 10 increase parental involvement and participation. A
number of Colorado School districts are using parent groups to monitor voluntary action
plans and to obtain recommendations for improVing access to quality education. OCR's
Chicago Office held a workshop entitled 'Language Minority Parents as Partners in
Education" that focused on 16 Indiana school districts. .
.
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Ai the request of the Los Angeles 'PubUc
"':. 0."
Schools. OCR's San Francisco Office is
p"',!ding technical consultation to assist the
·di.'llriet in ",,"..u.S its 1NlSI.,- plan for serving
295,000 limited English proficient students.
.
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"W, fth!hal. yow ~,..jlb..., Oft \be _ _ olIN:
raoMim INIy m\bodilld \bE ~ of'ToWII.' _ YOIt
~t;,aI.cmwpb...tot~~1bd_
....:rr.DI;&p.vd hm. ~ 1JC'l"Y, la_4idrici.
)'W bIo ... idtllA impn:IIaUuo or", .~"I!.idl: "'dy......
rIMId u. ...... vltht,.."l. ft~"
~o(SpetW~
Worlcing togoth.,- with States and other stakeholders,
OCR .chieves positive change for students facing
discrimination.
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2
~ v~ CmIn-! StMol [)Uu\cI. New 'lark
Odobct 2.ltK
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pen;ons who believe ther. has been • violation cfth. civil rights Laws enforced by OCR may file
discrimination complaints with the office. The complaint process provides a forum for resolution of
aUeged discrimination against individuals.protected by the civil rights laws.
During FY 1996. OCR ~ 4.828 disaimination complaints aUegillg a wide range of civil rights
eoncern. aJreeting 0 = to equal educational opportunities. Of the total. OCR received 868
TItle VI complaints aUegillg r.=, color or national origin discrimination. Campi';',,,, alleged a
variety of discriminatory ~tuations. including issues related: to:
o
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discriminatory student housing practices on college campuses
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discriminatory academic grading p~ctices
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Three hundred twenty-one complaintS V;ere received alleging sex discrimination in violation ofTItle
IX. Issues raised by these complaints included:
•
denial ocequal opportunity in interscholastic or intercollegiate athletics
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discriminatory _eDt of pregnant students
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diserimina:,':Y *,¥ssio'l praetiC!" in postsecondary inetitutions
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discriminatory administration ofstudent health insurance plans
Disability discrimination complain" received pursuant to Section 504 and Title n totaled 2.533.
They also presented a variety ofiliscrirninatory $inlations including:
•
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. discrimination occasioned by inaccessible school facilities and pro,grams
l
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failun: to provide appropriate regular or special education services
o
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failure to provide services to students with disabilities in appropriate integrated settings
. consistent with their educational needs
o
discrimination in suspension and expulsion of students with disabilities
I)
o
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denial of appropriate acadcrrUc adjustments and modifications'
failure to provide auxiliary aids for students with impaired sensory, manual. or speaking skills
Every day the Office for Civil Rights provides guidance and resolves cases that touch the lives of
America's students. The office w~rks to, achieve positive solutions that will make a rea1 difference in
providing educational opportunities that would otherwise be improperly denied or limited.
•
For example, OCR is developing for the first time in the agency's history a stalement oflegal
principles to guide OCR's work in the area of
testing and assessment, and instituted an
ongoing relationship with the National Academy
~F~ u.: flnt pborx e&lf I fdtcoNod¢nt itbe OCR. ltIYfOAiplorl II
_14 ~ an w IlOVld to Mlvemy ~lcrn. ~ ~m.dly_ I~
of Science. to further develop the agency's
lIdl_jcr. but it _ ~ my - . ¥of» Iu.t cmocion.J
pn>bla:nr.. .. tNt ~ it 'I,>tf')' impcrtuIl W1m _ ~ WIll.
. expbrtise and, ability to address problems of
timt ~ ~!hk ~m'!:tAd the JIlt it n:solwd: riP: «I time..
discrimination related to various testing'
I CUI't uy =ot.op
bcrWI _
md prcf_i_ _
\<)
~'. pf.lctices. Among its most,signifiCant case
....."""".
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. resolutions in 1996, oCR successfully resolved
the al1egati0n5'9(a complaint against the
Educational Testing Service and the College
Entrance EXanU1llInori Board. As a result, beginning with the October 1997 administration of the
PSAT, a test of written English (a multiple choice test that measures writing skills) will be added to
the test. The revised test wiD ~cfe 'accurately
,
reflect the true potential of the students competing .
"'W_.IMl~~lN:f~eI~
for National Merit Scholarships.
my,.,aa aM I
krywvl
help _ _
~
~trncI:I:110
wm ...,.
N 1.......0:. ~ the $I4fC' to ~ my &pI.... 1
thank)'W iDfrrf ~ fDl")"'III"bclp _ WIt2alt.n otyour
Qlppart I _14 Dell ~ wdh 1.IM bofIun cordt tbat
__
In almost 60 percent ofthe 199/.,c..es detd!iuned'
appropriate for OCR intervention and resolution,' '., .
. OCR facilitated a resolution that resulted in
changes on behalf of students protected by'the civil
rights laws. 11' 1,452 ..... involving many times
more students, OCR helped students acrueve equal access to edueational opportunity by putting an
end to discriminAtory pra<:ticcs.
I:.:.id!.IOmc.~
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�HlI1I' ocR R...lyC$ Compla;ntil
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OCR's primary objectivo in complwi" resolution is to resolve the complainant's allegations of
diKrilTlination promptly and appropriately. OCR used • variety of techniques to resolve 4,886
complaints in FY 1996. These include early complaint resolution (where OCR facilitates voluntary
resolution discussion between the parties), agreements for corrective action (which affords the
subjects of the complaints the opportunity to voluntarily address the concerns rWsed in the,
complaint). and enforcement (which involves requin.ng remedies where investigations result in
findings of civil rights violations which are not voluntarily corrected). Any approach, or combination
ofapproaches., may be initialed at any time and multiple approaches may be used to resolve any
complwnt. This flexible appro""h allows OCR to: .
"0
provide timely and effective intervention at the beginning of the com"laint process
o
focus on acruMng effective cbange
o
make students. parents and school officials centraj to the resolution of complaints
OCR Conducts Compliance Reviews
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Not all illegal discrimination can be Stopped or remedied. by responding to complaints that arrive
, •
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'1)"'''' "",
,
from the public. AgencY-initiated 'casci, typically called· compliance reviews,' permit OCR to targe!
resources on comp:lia:n~:ptobt~nttthat ~e~panicularly acute. or national in scope. or which arc
newly emermnO' :~':~J"~.r::;r,:tL·:m r'!J;~t,~: ;," ,';_.,'.' ,- ,- . . "
..
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Targeted complian'ce 'te'VieWs' niaXimize tnc'impact of OCR's resources:and balance the enforcement
.
:",A
. ....,.. t·r;.'" r'...........
.
program, ComptianCe~reVieWs assUre that 'vulnerable groups, such as Jrnuted-EngIish speaking
individuals, have their,c;W'ri8hii·p~ot;'cted. Experience indicates that carefully targeted compliance
reviews are likely to benefit larse numbers of students through policy or prognm changes that are
designed to secure: the promise ofequal opport:..mity - unlike complaints where remedies may bene.5t
only the complaining party. OCR initiated 146 re~~ws m-FY 1996 - the most undertaken within the
~.~I,..~.",t
last eight years - and brought 173 reviews to successful resolution.
'
Selection ofrevicws is based on various sources ,j,q~:?.!!'!atjo(1:,.::~~udi.ng survey data and
infonnation provided by parents, education groups, media. r.ol1)lll~nity llTganizations and the public.
OCR conduc:u compliance reviews on such issues as:
.
o
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ensuring nondiscriminatory practices are followed in the placement of minority students in
special education and low track courses
ensuring that access to Engtish language instruction'as wen as content courses. and other
educational benefits an: afforded to limited-English proficient students
•
ensuring srudent assessment practices are nondiscriminatory
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providing nondiscriminatory
classes
=
to gifted and talented and other high ability prognuns and
and local education agencies, as weD as parents and other
interested parties, share. common goal of providing equal opportunity and access to high quality
education. OCR combines its expertise v.ith these partners and stakeholders to come up v.ith
effective solutions, inC1uding ,educationally sound remedies that increase educational opportunities
for all students
OCR rCcognizcs that federn1.
stU..
OCR emphasizes the berlefits ofpteyention over after-the-fact reactive solutions. Here are just a few
',examples o~recent efforts:
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OCR provided a clarification oftbe
",.u.'~i!tOCR~~ ThctI1t0l
requirements ofTitle IX as it applies to
fQ{b IhAt MVI! thr bowlcd(g. ~
provision ofequal opportunity in intercollegiate
AaiJu.nl AlhIttk w
. athletic•. Based on settled legal' principles, the
~",,"Oniwnily
clarification resulted from discussions with
interested parties over a two-year period and
from' consideration of nearly 300 wrinen comments. The final clarification was sent: to the
:presidents o(ali,coU,eges ~~ universities thaI have inter<;ol!egiate athletics programs, as well
as over 4,500odierj;'tef~~panies.
_.', ~f",_-. <:~:,:{~,_;, W,'~"· ~,'
" ", -..••. ,'i,. _';:"1: .• ' ,
a
,
OCR's PhiIa4!1p.W~P.f!i.~ fXin9u~ed a national conference on minorities and special
education., C~nf~.~,p.!¥ti9~P~ts looked'in depth at issues involving the testing of minority
students.and the effcct.tbat:"cultural -
'
, differerice{~~hav~:d~~~i~r'~ting' ,
~..
.., ,
.......... ,
..
,"y
resu}:s~ ~a~~»~f4_:~~~ijo~ .T!fcITat
practJctS;'iliu! at ways to prevent
misidentifiCation of minority students. The
Mayor of Philadelphia issued a
. -:_
proclamation in honor ofOCR!s work in
this area.
.
a
,,"\;
1i'""'=::::;====='-====="I1
"1tI-r WI)'I. w.., lOX _
tbt!~ HlI.I'l.mmnIj Ou~ as.
{ltpnM.dcs1 in IW"'mavcNn:llplwz threW
iO'IIpliCllli... <1Itbt ~ rrpluiClni., &n4 case t-."
'~. _
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OCR pUblisbCd for comment draft guidaiie&'regarding'th"'ppF","on of-r.'ileIX to instances
of peer'!l:@lll~.m:;!. harassment that occurs during school activities at on ""hool
grounds by one student against another. The guidance provides educational institutions with
information on the standards used by OCR to investigate and resolve cases involving claims
that peer sexual harassment bas created a hostile environment.
In aU of our work, OCR engag.. stakeholders and comes to the table to provide common sense
guidance to real-world proble"".
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OCR's.Iccbnical Assistanct Helps People Bod Institutions
The aim orOCR', teclmical assistance is to prevent violations of the civil righulaws. This is
accomplished by helping recipients comply with the law, and helping beneficiaries understand their
rights. In vieW of the millions of students protected by the civil rights laws, OCR recognizes that its
efforts alone are insufficient to stop illegal discrimination in education. Students, parents, and
educators must have the knowledge: and slcills to prevent illegal discrimination from occurring in the
first place.
OCR provides assistance to enable institutions to come in~o compliance during the complaint
resolution process or during a compliance review. In addition, OCR abo engages in a broad range of
proactive outreach through such activities as ensite consultations. conference sponsorship and
participation. training classes, workshops, and community meetings. Written and telephone guidance
is also provided in response to t,ens of thousands of inquiries received annually, OCR continually
compiles strategies and programs that hold promise in addressing civil rights concerns, Also, many
OCR offices have developed customer service teams to be more responsive to our partners and
stakeholders and members of the public. OCR has established a home page, which i, located at
http://www.ed.govloilices!ocr.
Impact or lb. Civil RiEbl, Law.
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Enforcement of the federal civil right' I.wshas:help~d bring.•bOut profound changes in American
education as it has improved the educational opponUniiies:or'mitiions of students, Many barriers
that once prevented individuals from,freely.c)1~~~i.ng:ihe'..~9uCati~na1,opportunitles l1.J~d careers they .
would like to pursue have been removed. For,example"we are Ylitnessing Ii growing participation of .
minority students in Advanced Placement.(AP} C'ta:Sse's~:rMany ,'SChool systems are now making it
possibl~ for students who are' not )'et:p~~fici~~t !~. En8Ii~~:i?:p'~i,cip·ate effectively in their .',. ~ - ._
educational programs.' Many more students.,~th7disabiljties'a.re now able, with the provision of
""'''J''''
supplementary' aids and ~ces. to participate in regular. education classes, Female and male
students are taking algebra, geometry, calculus, biology and chell)istry in about the
same proportion. There also has been a dramatic increase in the number,ofwomen ent~ring
traditionally male-<lominated professional fields.
..
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The civil rights laws have opened the doors to our schools and classrooms. OUI auditoriums, athletic:
fields and arenas. In response. people from the many diverse backgrounu., t~.t repri,'.nt t~~.
America are coming through the doors, on the \\-'ay to becoming our furure leaders in business,
government, science. arts, and education.
Cont8(tjue OCR
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Anyone who would like more information about the laws enforced by the Offie<. for Civil Rlghts,
how a person can file I complaint.. or how OCR may provide technical assistance. may contact one of
OCR's enforcement offices. The addresses and telephone numbers of the enforcement offices are
listed on the last page.
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OCR has demonstrated its ongoing commitment to innovation and improvement ofits civil rights
enforcement efforts. Here .... just • few examples of OCR', improvements:
o
In furth.crance ofits reinvention initiatives, OCR has moved from a system ofrequired
investigative procedures to one of flexible'
resolution approaches.. OCR has made
students, patents~ and school officials more
central to'the resolution of their own
complaints. Likewise, our office structures
have been flattened by shifting to a team
model that reduces layers of review and
increases the level of responsibility assumed
by staffdirectly involved in cases, resulting
"1 ~~ IOCR'll-phll~IAI.l_ bdptl]t.i.t. ••
pw;itioor_y. ((')C1l'11 ~...w ~twiC!:w,..,tQ.oltt.
ill
x..-and~""'~" bd;INl and ~_yot
old -r of ~ ~ rni'OWL We"- fumj ~
~.t\b""""~':'fOCR')_~li:a:·~'"
£r.:.h airfmno Jix f....... ~.
Dr_Oak~
~Chi~Sl&ie~~.t-
in better service to our custornen.
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OCR in 19% began a redesign of its Elementary and Secondary School Civil Rights Survey
to make it mare useful and accessible to OCR staff as well as'us.r. groups at the local, state,
and national level. A private research organization;' in collaboration'with users and other
stakeholders. is d~eIoping recommendations on·usmg~~c'chii. .ologY.~~ 'receive, process. and
edit survey information, !he study also is exploring,c?st,~tEc;ien~"~ys,to,e~le survey data
to be in the hands or OCR staff and other users ima mor~,~p,edifed'mimm:(,'
.,
, , ~ ...n."I,j'),i
,
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, , "... .ffl". '·H"r.k,.... ~r.,. .. h-"-"~'·· .•
\I.:{.~-1,.)t,.',;~;\jJ1'1.\\'·
Together with Slllte agencies and other stakehojdei1i:i0clt'diwel';ped'~Memorandum of
Procedures ~o· provide guidance in monitoring,yoea:~j6naJ;~du5a.tion,programs, A streamlined
process will aUow states to devote more resources to ensuring compliance and dramaticaUy
less effort on administrative reporting requirements.
'..
OCR's operational improvement efforts have received special recognition, Three OCR offices
New York. Kansas City, and Cleveland - have received the Vice President', Heroes ofReinvention
(Hammer) Award. in rceognition of OCR', significant contributions to the streamlieing and
improvement of government. The.wm!s resulted from OCR', work in resolving discririilim'·)!I,
,
compia.int~ developing partnet'Ships With stakeholders, and improving customer service.
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CHALLENGES
Although OCR is justifiably proud ofits achievements, we would be remiss if we failed to emphasize
. the many chalJengO$ OCR faces.
FlfSt is the reality of discrimination. Despite the progress of the past decades, and despite federal.
stale and local efforts to eradicate barriers to equal educational opporturuty, rcal and flagrant
examples ofintentionaI discrimination remind us that not f'.Nf:.ry member of the education community
can be counted on to act in good faith. In dramatically more cases., adequate education and
. assistance have not reached those who may be ignonlllt of the civil rights jaws and the terrible
consequences for students and the country alike when equal access to educational opportun.ity is,
denled.
Second is the increasing gap between the work of the Office and the resources available to carry out
(lur vital mIssion, Each decade: since 1964 has brought additional rcsponsibUities to the Office for
Civil Rights, More recent budget pressures at the federal. state and local level make it perhaps more
difficult for schools, colleges and universities to con&ont the problems of equal educational
'opporturuty. So while OCR loses staff - its most vital resource - its: worldoa~ continues to grow.
This is shown on the table below.
u.s. DEPARTMENT OF EDUCATION,.,...·,·· .. ",'...
OFFICE FOR CIVIL RIGHTS,., ,.,:.,."",-".; "i,.,·..' ..'
;.,'-, ...
(FY 1990 - FY 1997)· . ".' ,.'.' ;.·.0".. , ., "i·, ,.,' ,.. - .
,
,J .,-,.
,. .
~.-.'+"''''>r;,J.''.
8"
HI91
$49,900.000
$.48,404,QOO
1120
797
3,809
3.497
1992
$56.DOO,ooo
$53.625.000
855
846
,",.432
".180
77
1993
se1,400,000
$51<,402,000
858
65-4
5,090
4.4B4
101
• 851
9.21
5,302
5,151
''''
788
4,981
5.559
'145
4,828
,",,888
tS6,57Q.QOO,
1994
1995
158,236,000
1996
S62,71W,000
S5,;m,ooo
763
1997
•
$61,"57,000
$60.000,000
''",900.000
n•
9
50
90
178
146
173
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OCR's budget has dropped from a high ofS58,236,000 in FY 1995 to S55.277,ooo in FY 1996 and
only $54,900,000 in FY 1997.
,
,Adequate investment is required to provide funding for OCR', stall' and non-personnel needs, These
include costs of prosecuting cases, development ofstrong, educationally sound remedies, stall'
improvement, legal research, publications and outreach, and the national civil righu; surveys
postponed in FY 1996 because oflack offunding level under the continuing resolutions, The
President has proposed a budget for OCR in FY 1998 ofS6I,500,OOO, This is less Loan. dollar per
year for each of America's students. An end to illegal discrim.1.nation in the nation's schools and
coUeges deserves no less,
-I bcUe\Ie the most emportant thins you can do is to have hlsh cxpee'.atians
fOT ~ - to ~ them beli~ t,hto;y un learn, U) tell tbem tbcy'l1' ,suing
10 hne to learn re..a:ny difficult. chatlmging things. to as.sd:s wht::!htt they're
learning oc not. and to hold them t.CCOUll~le a$ \4'('11 ." to n:ward I.bcm. ,.
Once you have high s1andards and high o:peclAliOlU. then: is an unlimited
number of things that un be done..
Pn::s.ide:nl C1intoc
N4tional EdutatiOfl Summit
M~h27.l996
,',I!
,
'
' during my,.,
lifetime., J ww my daughter's d..ughl.(:f' .,;:! bcr peers to be: able to" ,
:sdcct a"5CI.C hasc:d on their abilities and their willingnesz to wotX.
Doo't dary them the: Ulinp I ~ 0(, don'! dc;ty Ihem (be
,
,·VJhile I rode in the bad: seal
opponunilies !h.at are and should be their birth right.'
Joan Martin. par=! and SuUer Associate
Director of Athletics. Monmouth Uui'VC:fSit)'
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U.S. Depanment of Education
Office for Civil Rights
Midwenmn .Db-bon
EWDm Division
eonn.cticut. Maine, ~etts.
1Iinob. indiana. MicHoan, Minnesota. Ohio.
New Hemp.shiT., Rhod. l$IMd. Vermont
Officr: for Civil Rights, lioston Office
WislXMUin
OtftC.e for Civil ~hts, Chicago Offi~
U.S. Department of Education
U.S. Oepartmerlt of Education
111 North Canal Street. Suite' 053
J. W. McCormack. Post Office and
Courthouse
AoOfl'l 222. 01-0061
Boston, MA 02109-4557 {6171223·9662
fAX'!511j223·96S9; TOO {S17) 22:3·9695
N.w JfIJ'Sey. New Yoril. Pul)t1o Rlt:.O.
Vllgin Islands
Office tor Ciyil Rig.hts, New Yorl: Office
U.S. Departmeot of Education
75 Park. P1ace. 14th Flocr
'Np.w York, NY 10007·2:146 (212) 637.0..65
FAX112121 264.3803: TOO (2121 637-0478
o.Jowato. Maryland: Kentucky, Pannsylv.m..
Wan Virpln18
Ofnee for Civil Righu. Philadelphia Office
U.S. Oepartment of Education
3535 Mar'Ut Street. Room 6300, 03·2010
Philadelphia. PA 19104·3326 f2151596·6787
FAX'{215. 59Sw4862;iOD 12151595-6794
Chicago, II.. S0606·'i204 t312188$·8434
FAX. (3UI 353..¢8aa; TOO (312) 353·2540
Mtd'Mgan. Ohio
Office for Civil RiQhts, ClevellJnd Office
U.S. Dep.nment af EducatiOn
600 Superior Avenue East
Bank One Center, Room 750
ClevelaM, OH 44114-2611 (215) 522--4970
FAX' !215j 52.2-25'13; TOO i21S) 522-4944
Iowa. Kansas, Missouri.. Notwuko, North Dakota,
.s.xrth Dakola
OHice for Civil Rights, Kansas CitY Office
U.S, Department of Education
'0220 North Executiv. Hills Boulevard
. ,, '
8th ADQ!, 07·6010
.
Kan$3S City, tAO' 64153·1367 UJ, 6)880-4202
~
FAX' !8161'891.(1644; TOO (a16) 891.0582
Smah.m plyldm
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A1.lIbama. florida. Geotgia, South Catcmna,
Tonn,ss'.
.
Office for Civil Rights, Atllmt. Offje~
U.S. Department of Education
61 Fotmh Street. S.W.• Suite 19T70
Atlanta, GA 30303 (404) 562-6350
FAX' (4041 562·6455; TUO ~404) 331,",,761
M..".u. l.ouislana. Mfnis:dppl. "Oklohoma,
T....
Office for Civil RiQhU. oana; OWtee'
lb$, ,Department of &fucatio" •
1100 Main T~ Builcfll"lQ.
Suite 2260. 06·5010
a.llnt. TX 75202·9998 (214) 767-3959
FAX' (214) 767wS509, !DO (214) 767-3639
North C.oUna. V"lfgina.. Weshlngton. DC
Office for Civil RiQhts, Oimiet of Cclumbifl
CaMomle
,
Office fer Civi: FtiQ'hts, San Francisco Office
U.S, Department of Education
Old Federal Building
50 United: Nations Plaza. Room 239
San Franciscf), CA 94102-4"02 j41S) 437·7700
FAX' (41SI437-778l TOD 1415) 437·7786
Al4ska, Hawaii, Id~o, N.vada. OregOA.
Washington. Amtrie.M Samoa. Gu,*"",
Offj;:e
Trust T.mtcwy of h Pacific Wands
Offtce for ChtM Rights. Seattle OWee
U.S. t>eportmcnt of EdueatiQn
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U.S. Deportment of Education
330 C Strut S.W., Room 5014
915 Second Avenue, Rcom 3310, 10-9010
WashinQton. D.C. 20202 (2021 260·9225
FAX' (202) 2BO·1250
Selin!~,
,
WA 98174-1099 {20S) ',20·7880
fAXI (206) 220·7887; TOO (206! 220·7907
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AI1lnual Report
to
Congress
Fiscal Year 1997
U.S. Department of Education
Office for Civil Rights
"Federal statutes, regulations and policies promise that students
wiil not be denied access to education on the basis of race, color,
nation:li origin, ethnicity, gen~er, age or disability. Each year we
draw closer to making that promise a reality as we forge
partnerships to enforce the civil rights laws."
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Norma V. Cantu
Assistant Secretary
for Civil Rights
�Education has always been the heart of opportunity in this country. And it is the
embodiment of everything we must do to prepare for the 21 st century, Nothing
win do more to open the doors of opportunity to every American and prepare
them for unhnagined new work and careers:. Nothing will do more to instill a
sense of responsibility in every American as they work to make the mDS~ of their
education.•4.nd nothing will do morf to build a strong, united community of all
Americans "- for if we all have the tools to suceeed, we can move fOl'\\'ard together.
as one America..
President Clinton· Radio Address to Nation
May 17, 1997
•
I. RESPONSIBILITIES OF THE OFFICE FOR CIVIL RIGHTS
TI,e U.S. Department of Education's Office for Civil Rights (OCR) is a law enforcement
agency_ It derives its authority from the Department of Education Organization Act, 20 U.S,C,
§340I, c! seq" and enforces the federal civil rights laws prohibiting discrimination in programs
and activities receiving federal financial assistance from the Department of Edncation, In limited
c_ases, the OCR also performs this responsibility for 18 other federal agc:\cles that have delegated
civil rights compliance responsibilities to the OCR.
·The·Law ':':' 7" , ~
." .;:; .. "' i~'a<"· ' .~,'','"
•• 1.,
,,'~
",
'I ", "
f~,
.....~" ."_', '
. '", :i· ,:':·.The laws:enforced by the OCR are:
I. Title VI of the Ci\;l Rights Act of 1964 (Title VI), which prohibits
discrimination on the basis ofrace~ color, and national ongin;
2. Title IX of the Educati~r Amendments of 1972 (Title IX), which prohibits
discrimination on the basis of sex;
3. Section 504 orthe RehObihtation Act of ! 973 (Section 504), which prohib,ts
discrimination on the basis of disability;
4, Age Discriminatio~ A;.;tot 1?75, Viiich pr~hib.its age discriminalion; and
5. Title 1I oftbe Americans with Disabilities Act of 1990 (Title 1I), which· '
prohibits discrimination on the basis of disability by public entities, whether or
not they receive federal financial assistance,
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These civil rights laws cover the actions of federally funded educational programs and
activities and have broad application because C'lost educational institutions receive some type of
federal financial ussistance. Therefore, the OCR's enforcement authority extends to:
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almost 15,000 school districts;
more than 3,600 colleges and unil/e.-shies;
approximately 5,000 propnetary organizations; a.,d
thQusands ofH,braries, vocational rehabmtation agencies, and correctional facilities,
Moreover, these laws represent America '5 commitment to end discrimination in
educationnl programs, This commitment is reflected in the Department of Education's mIssion-
ensuring equal access to education and promoting educational excellence throughout the nation,
Within the Department of Education, the OCR works to ensure that all federally-funded
educational institutions are meeting the civil rights requirements established by law and
regulation, Ftirthermore, the OCR is committed to the balanced enforcement of these laws to
e:1sure equal opportunity for all students and employees in these educational institutions,
The OCR's Work
Most of the OCR's activi~ies are conducted by its 12 enforcement offices. located
throughout the country, The Office orthe Assistant Secretary for Civil Rights provides overall
Jeadership:and'coordloation. The OCR's work includes respO:1ding to complaints from the
public and ensuring' compl)ance with the civil rights laws through agency~initjated reviews. The
OCR also',provides infonnation,and other services to help federaHy funded educational
institutions comply. with-the civil rights laws. a,.'"'ld to help their students and employees understand
their rights,:ullder t~e laws." ,
•
.. , .. Duri~'g~fisc31,yearJ,.1997, the OCR focused on the following issues: disability
discrimination; discrimination against minorities in special education and remedial courses.~
discriminatio~ against minorities in math and science and other advanced placement courses;
.access to programs for lir.1ited English proficient students; racial and sexual harassment;
discrimination in the misuse oftests~a:r.d assessments; discrimination in higher education
admissions nnd the appropriate USe ofaffirmative action; equity in athletics; and higher education
and elementary and secondary school desegregation.
The Gove:rnrnent Perfonnance--,~nd Results ).,;;t of 1993 asks federal a2encies to focus on
the resu.lts of their progra:ns: 1=ocusin&'o~ a~countabillty arid results is not n;w to this agency.
The OCR's performance indicators, developed in response to the Act, are derived from its
Strategic Pl:m. These perfOlTIlanCe indicators define results for the OCR as increasing the
number of students having access to high qu.ality education, increasing the number of students
affected by our efforts. increasing the number ofsuccessful partnerships wjth educalofSl and
increasing the involvement of parents and students as part of our compliance efforts.
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II. THE LAWS PROTECT STUDENTS AND EMPLOYEES
The civil rights laws protect more than 52.2 million students attending elementary and
secondary schools and more than 14 million 'students attending our colleges and universities.
The laws also protect students appJyi:1g to attend America '5 postsecondary educatio>la!
institutions. During fiscal year 1997, the OCR received 5,296 complaints alleging a wide range
·ofcivil rights violations and resolved 4,981 complaints) some of which were received during'
previous fiscal years. l
I
People who are employed, or are seeking employment. at federally funded ,educational
institutions an; also generally protected under the statutes enforced by the OCR. The OCR's
authority in this area, however~ is limited. Under Title VI. the OCR has jurisdiction only where
the purpose of the federal aid is to prmide for employment or where discrimination in
emplo~ment may have a discriminatory impact on students. Under Title IX. the OCR generally
refers complaints solely alleging employment discrimination against an individual to the Equal
Emplo:/lUent Opportunity Commission (EEOC). Under Tit!e IT ,md Section 504, the OCR also
often refers complaints solely_alleging employment discrimination against an individual- on the
basis of disability to the EEOC, The OCR has no jurisdiction over complaints of employment
discrimination on the bas-is of age. The OCR received 582 new complaiTlts of employment
. discrimination in fiscal year 1997 and resolved 569 employment discrimination complaints
during fiscal year 1997, some ofv..'hich were carried over from previous fiscal years.
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Complaint Receipts
and Reso!utions
Fiscal Year 1990
Fiscal Year 1997
Ii)
rED
R~c.lpu:
R ••olutlon.
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1953 of the 5,296 complaints received contained multiple legal bases of discrimination, As a
result, the number of complaints identified by subject in the remaining text will total more than the 5,296
sepamte complaints received by the OCR, Also. in this report. "resolved" means a complaint was
asses.«ed and one of the follo\1ling occurred: the complaint was found inappropriate for tbe OCR action;
the complaint was found appropriate for the OCR action and civil rights concerns were addressed; the
complaint was found appropriate "ror the OCR action and there were no civil rights violations,
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�IV. THE OCR CONDUCTS COMPLIANCE REVIEWS
Ko~ all discrimination can be addressed simply by responding to complaints from the
public. Therefore, the OCR also reviews the practices of educational institutions to ensure they
are complying with the civil rights laws, 34 c'F,R, § I 007(.), These .goocy-initiated cases are
called "compliance reviews."
Compliance reviews ma.ximize the impact of the OCR's resources and baJance its
c;1forcement program. Carefully designed compJiance reviews can benefit large numbers of
students, through policy or program ch:ulges.
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De~lsions to conduct reviews are based on a variety of information, including information
provided by parents, ed'Jcation groups, media, community organizations, and the general publk.
We confirm solid leads with objective data from various sources. including the OCR's
Elemclliary and Secondary School Civil Rights Compliance Reilort (E & S Report), The E & S
Report survey is conducted every two years with a representative sample of approximal~ly one
third of America's public school districts, Since 1968; the E & S Report has been the
cornerstone for the Depanment's civil riglns records keeping system for the nation's public
. schools.
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The OCR initiated 152 compliance reviews in fi~ci!l ):eru..'1997;.the most undertaken
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dunngthlsdecade.
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V. THE OCR PROVIDESTECHNICAL"ASSISTANCE
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The OCR alone carmal stop discrimination In- education:-Students\ parents. and educators
need the lmow]edge and skills to prevent discrimination' from oecumng in the first place.
Therefore, in addition to responding to compl.aints and conducting 'compliance reviews, the OCR
provides infonnation and other se:vices to help federally funded educational institutions.{omply
with the ('.ivil rights laws and to help their students and employees understand their rights ~nder
the laws, This help is known as <'technical assistance,"
The OCR provides teclmica! assistance through onsile consultations)
conferenc!;~· .• , ~
sponsorship aTld participation, training classes, community meetings and the internet. written
and telephone guidance is also given in response to tens of thousands of inquiries received
annually from parents, students, educators, as well a's from the federal, state and local'
governrr,ents.
TIle OCR's customer service team. is the agency's first organizational unit dedicated
entirely to customer service. The team acts as a single POlot of contact for external inquiries and
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complaints, provides the public with information on civil rights matters and the OCR's cases,
and provides a central point ofcontact for customer complaints. All of the OCR offices have
customer service teams to help respond to these inquiries, Approximately 500 parents and
educators call these teams for information and assistance every week.
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VI. THE OCR'S WORK BENEFITS ALL AMERICANS
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".[TI)C OCR] was able: to immediately comprehend the
situation and glve me intelligent, dear and precise
directions of the various o?:ions to consider. Your
effectiveness gives great credit ':.0 our gcvcrnmcnt."
Parent of law student
Februal)' 21, 1997
The civil rights laws have opened the doors to our classrooms and have leveled the
playing fields. The OCR's enforcement of these laws helps ensure equal educational
oppo~rtunities for minions of students. As a result! all students are given the c~af!.ce to become
our future leaders jn business. government, science. arts, education and other fields.
I The chart below shows the type and amour.t of cases the OCR received during fiscal year
1997.
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Complaint Receip!s by Category
FIscal Year 1997
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Dlublilty • (21311)
0,15%
Age. ill)
,.e%
Muttlpl.IOth.r - I'U]
RIC.tNIHonll Origin. (1 ,02:1)
'_'i .
18,0%
'iU%
......., .
SU·!4~11
'.~
1.1% ..
Total FY 1997 Complaint Recel;Jts are 5.296. Multiple/(r.her represents
complaints containing multiple Jega! bases in the claim of discrimination,
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TITLE VI
Introdllctlon
Title VI prohibits discrimination, on the basis of race, color and national origin. in
federally funded programs and activities. 42 U,S,c. §2000(d), at seq. Yet, this type of
discrimination still exists in our federally funded educational inslhutions and the OCR unites
,\vlth smden!s, parents and educators to fight it daily,
The OCR receives a large number of cOr.1p!aints involving Title VI issues. During fiscal
year 1997, the public filed] ,42 I complaints alleging Title VI violations in the following areas:
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racial har;;ssment~
discipline practices;
student 'assignment policies;
school segregation;
ability grouping practices; and
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academic :;;rad:ng practices.
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. The OCR also pursues many compliance reviews if': tbis area, Dl'ring lisea] year 1997, it
initiated 138 Title VI compliance reviews, These issues included access of students with limited
proficiency in English 10 alternative language services, assessment of these students for s;>eciaJ .
educatio:lal s(;rvices, under representation of minorities in gifted and talented programs and oyer,
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repres'entation of minorities in special education.
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During fiscal year 1997, much of the OCR'5 Title VI work focused on five areas:,', .... " > ~
discriminatory placement and tracking practices, testing. issues relating to students \',!jth limited
English proficlency and affirmative action.
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Discrimirutl(1)' placement (ma traCking practices
in one ·state. the OCR found widespread misdassification of mmority children in special
eduqation p~ograrns, which limited their educat.iona} opportunities, The treatme!1t of minorities
in -'spedal'cducation programs is an important issue because minorities are often wrongly placed
in these prognllns, resulting in within school segregation. \Vorking \\'ith the OCR, the- slate
developed and agreed to a plan requiring each school district to ensure race neutral practices in
regular and speciaJ education, There have a:ready been changes including re-classification of or
less restrictive placements for some black and white studen:s, and the development and
implementution or procedures to ensure students are :-eferred for special education only when
necessary and nppropriate.
In another state, the OCR found African-American studen!s were excludeo. from upper
level courses although they were more qualified than some enrolled white students,
Additionally. Hispanic students with average intelligence scores were inappropriately identified
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as cognitively disabled and assigned to speciai education, without any educational justification.
In the resolution of the case) the schooi district agreed to establish a monitoring committee of,
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teachers, administrntof's, parents, and community members; change the criteria for higher level
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cou:,ses; create pre.referral support teams to work with students before referring them to special
education: and revamp language assistance programs.
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As a further example, the OCR entered into a.:1 agreement with.a school district
concerning the high number of African-American students being identified as learning disabled
and mentally disabled. In September 1996, 35% of the students in the district were African~
American, hut 232 of the 442 students classified as me:11aHy disabled or learning disabled (52%)
were African~America:i. Dun:1g the 1997~98 scbool year, that number dropped to 205 students, a
12% decrease. The cbange is :argely the resalt of improved methods of helping students who are
experiencing difficulty in the regular tlassroom, s1afftraining, and a more educationally sound
and rigorous scr..1t!ny of studc:Its who are being considered for special education.
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As a final example, one complaint alleged discrimination against minority students
;,ecacse access 10 infonnation about a board of education's schools and programs was
systemically denied to minority parents, .This information included information about ..
regis!ration procedures, variances, and gifted programs, The board agreed io create a procedure
fo~ provic!lng infomlation to all parenls. Mo'reover, informatIon of the range and detail now
provided, due to the OCR's efforts, 'was not previously available to an)' parents. ~cc9rdingly,
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the OCR'5 resolution improves the information available for all parents of the 1.1 minion
.~".' ."', students ill board schools .
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Testing
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In the area of testing, 'the OCR had one of its most significant case resolutions in 1997.
~':~r1::" ':J"':" . The OCR resolved a cornplai:lI rega:dir.g the use of~ statewide proficiency test: The civil rights
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laws require equai opportunities- in educational ~esting and assessment used for high stake
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decisions. High stakes tests are defined as those having an impact on the educa.tional
oppo~unities of students -- through placement. promotion or graduation decisions, for instance.
The c6m~lai:1t alleged minority students were discriminated against because they could not pass
the stale lest ar.d. t~erefore, did not receive their high school-dipJ.omas: The OCR did not
challenge the state's decision to have the test determine graduation. Instead, the OCR worked in·
partnership with the state to ensure all public school students have an equal opportunity to access
curriculuf:!;:';fld instr..,ction llecessary to pass the tests, regardless of race or national origin.
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Students ,,"itl; limited English proficiency
In the area of students with limited English proficiency, the OCR still finds many schools
are nol providing necessary services to these st'Jdents, The U. S. Supreme Court has held thal
school districts are required to ensure iliat students wbo are unable to speak and understand
English can participate meaningfully jn their school district's education programs. Lack of
English language proficiency often results in a student's repeated failure in the classroom. faUing
hehind in grade, inappropriate placement in special education, and dropping out of school.
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Without special help in jea."'1ling English, most of these students will not receive the equal access
-necessaty for academic, social and economic success in this country,
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�To meet the challenges facing sanes local communities, educators, and parents in serving
limited English proficient students. the OCR helps school districts understand and meet their
obl1galion 10 prov~de effecti\'e services 10 these students. The school district selects the
educational program for serving limited Englis'h proficIent students and the OCR helps to ensure
adequate implementation and evaluation of the chos~ method,
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For example. in 1995, the OCR and a state department of education began working ir.
partnership with a large schoo: district to develop plans for providing language services to some
35,000 students who were ~OI p~ficjent in English, Prior 10 implementing these plans, the
district had not provided basic services to such students. The students were neither learning
English language skills nor other subjects, such as math and science, There were .also serious
shortages in qualified staff and other resources, which are now being rectified. Since 1996, the
-drop out ratt for language minority students in the district has decreased by morc than 40%. Thjs
15 largely due to the district implementing remedial pla:Js after the investigatioa by the state
· department of education and the OCR.
Affirmative action
In the a.. ·'Ca of affirmative action, the ·OCR upholds two funda.ment~1 Title VI standards in
higher educhtion. First, colleges and universities must eradicate discrimination and its effects.
Second. unless limiteilby federal court decision or controlllng state law, colleges and universities
may consider race or national origin as one factor among many where necessary to achieve the
· educational benefits: of diversity. among qualified individuals.
The OCR's enforcement of Title VI helps open doors for all students to receive a strong
• '" ,,'. , ,,<" · e.quc,a:ion that prepares them to be productive citizens in the 21st Century, American highe:
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,~edl,lc<ltion is enriched when all students attend schools offering the educational excellence _cre,a:,ed
':. by·campus. diversity,
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Through outreach and investigations, the OCR uses its authority to ensure compliance
with Tit!e VI. The OCR also equips colJcgcs with l:}e legal and educational infonnation they
.need to ensure th;,t admissions and financial aid are impiemcn1cd in a manner consistent \vith
Titk. V I . "
Moreover, the OCR is committed 10 the even~handed appHcation ofTjtJe VJ to ensure
equal oPPol1unit,Y f.'!fpll s1udent~ ..T~9l}gh investigations, the OCR makes certain quotas and
oiher unlawful i)refert:nce.fare eftminatea so that educational benefits, like ad:nissions
opportunities or scholarships. are available to all qualified students, free of unlawful
discrimination, For example, an Asjan American s~udent 's parents complained about a statewide
financial aid program available only to students from under rej)resented'minority groups, which
did not include Asian Americans. The OCR resolved the case by obtaining the state's agreement
10 convert the aid program from one targeted exclusively for under represented raciaJ and ethnic
groups to . a program requiring that race or national origin be used as one factor among other
educational factors and to cO:lsider race only where necessary to achieve the educational be:1cfits
of campus diversity for all students in a. narrowly tailored '"\fay. The mended program wjlJ help
the state's public colleges and universities realize the educational benefits of diversity in a lawful
manner by support~ng qualified students with needed fin8.:."lclaZ assistance.
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Racial harassment
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in addition to addressing testing, language minori1Y and affinnative action issues, the
OCR also dealt with 442 complaints of racial harassmenl in fiscal year 1997. In one state, the
OCR resolved a case v,,'here an African American high scbool stude:1{ was subjected to raeial
taunts by white fe;]ow members of the school's basketbaillcam. School district officials did not
respond tlppropriately to his complaints, and the coach kicked him 0:1 the team for :-aising {he
issue ">"hh the school dlstricl administration. In the OCR'5 resolution of the case, the school'
district agreed to adopt a revised policy prohibiting racial harassme::u, and to train staff. It also
committed to notify all students, parents and staff that it does not ;.olerate retaliation against
persons for asserting their civil rights.
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In another case, a middle school principal bound and gagged two Latino boys as (I
disciplinary measure and paradee one of them around the cafeteria in that condItion. The
complai:1ams alleged the treatment was part of a broader pattern of discrimination against Latino
students in disciplinary matters, D~e to the OCR's efforts, the district committed to reassign the
principal to an administrative position a"ld to train the principal and other personnel in proper
disciplinary pmctices, cross-c~ltura} comn~·Jnicatjon. teaching and interacting witb language
minority studl'ntS. The district also committed to bette:- disciplinary record keeping; to dismbu~e
smde:1t disciplinary policies in English and Spanish to all students and pare~ts; and to hire a
Special Assistant to the Superinlen,dent for Multi·cuhural Education Development.
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TITLE IX
Introducti,,,,
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...fx: ;:hich 'p;ohiblts sex discrimination in federally funded educational programs,
')-'''-'., ._-,.
.~ " Title
inc1u~ing'~thletics, 20 U.S.c'·§1681.
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er seq., turned 25 years oid during fiscal year 1997. To
celebrate the anniversary, :he OCR was an i:1tegrru part ofthc planning oftbe commemora;ion
ceren;:ony, held at the White House on June 17, 199~. During the ceremony the President
announced his plan for strengthenipg Tille IX enforcement and the OCR presented its new
pamphlet, "TITLE IX: 25 Yoor' ofr,.ogress,"
Since its passage in 1972, Title IX has had a profound impact on helping to change
attitudes, assumptions and behavior and, consequently, our understanding about how sexual
stereotypes can limit educational op·pc.>tml1ties, S.;jll, this type of discrimination is far from over
and the OCR works diligently to enforce this law on behalfof all students:
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During fiscal year 1997. the OCR received 700 complaints alleging discrimination under
Title IX, which is an increase of nea:ly 17% ave:- the nUr.1ber of Title IX complaints received
during fiscal year 1996. Addl1ionally, the OCR initiated two Title IX compliance reviews and
continued work on 50 open reviews carried over f:urn previous years. Issues raised by the
complaints related to equal opportunity in interscholastic or intercollegiate athletics and sexual
harassment.
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FisCilI Year t 997 ease EXiII11ples
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Equity in athletics
During fiscal year 1997, the issue of equity in athletics generated great public interest~
.particu!arly because of the 25th anniversary ofTitle lX, One example of a case in this area
involves a school district in whfch'the OCR foundthst boys' athletic teams received priority use
. of beHer gyms at optirr.al practice times~ girls' teams did not par.iclpa:e in as many competi~ions
as boys' teams, and practice sessions for gi:"1s' teams were "not as long as "vere those of boys'
teams, Due to the OCR's efforts, the school district signed an agreement under which girls' and
boys' teams win rotate practices in preferred gyms! girls' teams will compete in the saIne number
of competitions as the boys' teams J and practice sessions for the girls' teams will be equivalent to
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[he boys' sessions.
In another case) the OCR reSolved a complainl which alJeged a university discrimInated
against women in its intercollegiate athletic program 'wi_th respect to the effective acco'mmodation
of student inte:-ests and abilities l the awarding (If athletic financial assistance, the opportunity to
receive coaching and the assignment and compensation of coaches, travel and per diem
allowance. the provision of locker rooms. practice and competitive facilities, the scheduling of
games a~d pr<l,;tice times, the provision of :nedical and training services, the provision of
, housing and dining services, pubHdty. and the recruitment of student athletes. The university
entered into a netliement agreemen: with the OCR in which the university voluntarily committed
promptly to enSl.ue equal treatment of its female intercollegiate athletes with respect to each of
the issues rais(~d .by. the complaint. Among the highlights of the agreement were the university's
commitment 10 in(:'r~s;;·'tii'{:"tK{mber oCwomen participating in intercollegiate athletics by a
minimum of ! I% by th!;. 199.i.~.98 '~cagemi~ 'year and to take any additionai actions 10 ensure the
effective accommodatioJ{ofsludenf it'iteieSls' and abilities. The university also agreed to increase
significantly the 'a~")'lint:ora;nl~tic flnan6ia! assistance awarded to female athletes during the
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[996-97 and 1997-98 academic yearS.
Sexual hdrqssmenr
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In addition ~o addressing equal opportunity in athletics, Title IX also prohibits sex
discri:nination, including sexual harassment. Sexual harassment of students is a real and serious
problem and cail: affect any student, regardless ofse!.t.race, or age. .It also occurs at ali levelsl
from elementaT)f·st.:hools to-colleges and universities. }~re~entinglnd~remedying sexual
harassment in schools is essential to ensuring nondiscriminatory, safe environments in which
students can j(:arn.
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The OCR strongly urges school personnel to consider the age and maturity of students
when responding to allegations of sexual harassment. Age is reievant in determining whether
sexual harassment occurred in the first instance, as well as in detennining the appropriate
response by the school. For exampJe f as stated in the OCR's Sexual Harassment Guidance, 62
Fed. Reg. 12034 (1997), a kiss on the cheek by a first grader does not constitute sexual
harassment Age is also a factor to be considered by school personnel when determining what
type of education or training to provide to students and staff in order to prevent sexual
harassment
.
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During fiscal yea:' 1997, the OCR received 209 new sexual harassment cases and
continued work on 88 cases carried over from prior years. In one case. a middle-school girl was
subjected 10 repeated inappropriate physical contacts by a schoolmate. In response to a
complaint, the OCR found the school district failed to take appropriate action 10 address her
reportee incidents of sexual harassment. Due to the OCR's efforts, the school district revised its
•
harassment investigation procedures, trained its staff, and conducted sexual harassment training
for all ants 1,500 students on the sexual harassment guidelines and policies.
1n anmher case, three high school students we:e sexually ha.~sed while at a!1'ovemight
high school camp. The harassment occurred during hazing of freshmen by upperclassmen. The
hazing contained unmist.lkable sexual elements, including makJng the boys and girls simulate
sex acts and mimic prostitutes, Many of the events were witnessed by adult, sc~ool district
sanctioned cfwperons and were well known, by stude::us and school officials~ to ha.ve occcrred
during previc,us camps. There even appeared to be a level of official sanction for the activities,
The school district had neither a Title IX grievance procedure nor a sexual harassment policy for
students, Due to the OCR ',s efforts, the school district a.greed to pay for,psychoJogical
counseling fc:es for the student victims, to provide training to ail staff members, pareni
volunteers and chaperons, and
students; and to develop and publish a prompt and equitable
Title IX sex discrimination gricvance procedure.
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Testing
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In another case, a testing advocacy, group filed a compiaint alleging the College Entrance
Examination Board (College Board) and Educational Testing Service (ETS) (both federally
funded) discriminated against studenis,unaer.consideration,by. the Na,tional Merit Scholarship
Co~oration (NMSC) for NatJgnal Merit:Scholarshi'ps by;deve1oping, administering and co~
sponsoring Ihe Preliminary Scholastic' AS'se'sSmcnt;1)!stsiN'atlonal Merit Scholarsh:p Qualifying
Tests (PSATINMSQT). The PSATINMSQT,'.which'ii:ihe exclusive means by which $ludents
are identified as commended scholars'or semi':finalists and creates the pool from which Nationa!
Merit Scholars are identified, had a statistically significant adverse impact on the basis of sex.
The OCR's October 1996 resolution of this case expanded the PSATINMSQT to include a test of
written English, which thc College Board, ETS" and NMSC ha{:e derennined is a bett(,;f
assessment tool for all 1,2 million PSAT/N~SQT takers each year.
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�SECTION 504lTitle II
IntrodQ~d(Jn
Section 504 prohibits discriminatior. on the basis ofdisability in federally funded
programs and activities. 29 U.S.c, §794. Title II prohibits discrimination on the basis of
disability by public entities! whether or not they receive federal Iina!,cia! assistance. 42 U.S.C.
§12!32, During fiscal year 1997, the OCR received 4,063 complaints of disability
discrimination under these laws, initiated several new cor.1plia.'1ce reviews and continued 26 open
reviews. The majority of complaints alleged discrimination in one or more of the following
areas;
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provision of accessible school facilities and programs;
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provision of appropria~e regular or special education services;
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provision ofservices 10 students with disabilities in the least restrictive settings consistent
with their educational needs;
provision of appropriate academic adjustments and modifications; and
provision of auxiliary aids for students with in:pai:-ed sensory) manual. or speaking skills.
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Fisal Year I flfI7 Cue EX3I11p1es
One dIsability case the OCR addressed during fiscal year 1997.invo:ved a school
district's refusal to continue serving, in its after school day. care program', a·second grade boy
with pown's Sj-l1drome and visual and hearing impainnents. To'pa:rticipate in the ;;rogra;n, the
student needed an aide, The OCR found the district ~;io"f~ted'SeCtion '504 anc' Tille Ifbecause the
student me1 tile essential eligibility requirements for ~ne daY',care proWmn, and the district's
policy had the effect of excluding disabled students. :Jhe(OCR:delermincii'.lhat providing an aide
. did not fundamentally alter the program nor- did it
an'uridue'bJhieri: 'The districlagreed to
correct the violation and allow the student in the program.' : 'f' .. " ";','"
create'
In another case, a school district, enrolling approximately 6.000 students i~'Ll9 school
buildings, was found in violation of the law because its buildings and programs were'l"ilaccessible
to students with disabilities. The schools lacked accessible entrances, bathrooms and interior
routes t,o all parts of the building. In some cases. this meant a student in u wheelchair could not
go to the cafeteria or Ij~rary. Afier the district signed an agreement to make certain ~:::~ools
accessible, the OCR learned the disu';ct did not do so, although it reported othcrndsc. l'Ii spite of u'
the OCR's repealed attempts to get the district to honor its commitments, the district refused to
implement its agreement with the O~R. With littie other choice, the OCR notified the districi of
its intention to hold a hearing to tenninate funding, whereupon the district finally agreed to
implement the corrective actions. With only a few minor exceptions, the district has completed
its obligations! which now permits disabled students to have fu!l access to the district '5 programs
and activities.
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[TI'Iank you for) the OCR "proving that our Government cares and
for protecting my daughter's civil righu."
Parent of high school sludent
October 3, 1997
AGE DISCRIMINATION ACT OF 1975
The Age Discrimination Act of 1975 prohibits discrimination on the basis of age in
programs or llctivities receivbg federal funding. The OCR received 203 age discrim1r.ation
complaints in fiscal year 1997. The most frequently cited issue was "academic dismissal." The
OCR resolved 210 age compiaints during fiscal year 1997. some of which were receh;ed
in
previous fiscal years.
PREVENTION
. The OCR emphasizes the benefits of prevention over·after-the· fact solutions .. As pan of
its prevention efforts, the OCR develops and maintains working relationships to achic\'c
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compliance with the civil rights laws.
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.In the area of Title VI, for example, the OCR collaborated witli a 'state d~p'artm-ent of
education find a national association of educators in a number 'ofprcijeets,'2Ild ·?¢'t'ivi_,!~s 'designed to
ensure cqual1!ducational opportunities 10 thousands of limited English proficient students enrolled in
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the state's school districts, The OCR helped the state oevelop its "Hanobook'of-Planning for
Limited English Proficient Student'Su-ccess" arid its draft procedurar gUiae'iines,':"Special Education
and Second Language Learner~:' 'Meeting' the Challenges, Real~z.i~·g),~~'9PRfh~n.Iii~~~~:~T;o{fui-ther
this collaborative effort, the OCR participated with the 'state arid,the'-as~iation- lira series of
presentations regarding effective educational services for limited-Englisn'protici.!Ilt students,
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]0 response to a Congressionai invitation and in conjunction with its review ofa school.;:,•.
district's services to language minority limited· English proficient students, the OCR staff
attended a congressional tov.-'O hall meeting focusing on related housing concerns. Presentations
were made by representatives of federal, state and local government agencies. The OCR staff
were available to address attendees' education civil rights concerns.
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In March 1997, the OCR published, in the Federal Register, guidance on Title IX and
sexual haras!:ment of students. Among other things, the guidance tells educational institutions
how to prevent sexual harassment, address sexual harassment allegations, and minimize harm to
students if. despite their best efforts, sexual harassment s1ill occurs, The OCR also published it
pamphlet for parents a."1d students, so they will recognjze sexual ha.-dssment if it occu~ and will
understand how they can stop i~,
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�The OCR als'o provided nationwide technical assistance regarding sex discrimination in
intercollegiate athletics, The OCR participated in tWO seminars, sponsored by the National
Collegiate Athletic Association, on the athletics provision of Title lX, In these presentations, the
OCR addressed a national ga~hering ofcollege and university administrators on this topic of
pa.rticular relevance during 1997, the 25th anniversary of the passage ofTilie IX.
A.s a final example, -the OCR participated in several na!ionwide confere:tces on disabihty
issues during fiscal year 1997, In one such cO:1feren(:e, held by a national association of
administrators, the OCR disc'Jssed major components, djstinctions and areas in which Section
504 and mEA overlap, At thc conference, the OCR served on a panel, along with
representatlves {rom' a state's attorney general's office and school district, which responded to
questions from a 160~member audience comprised of advocates, school adminlslratofS, attorneys.
sp~ial education professionals and other interested person~.
VII. CONTINUED STREAMLINING TO BETTER SERVE STUDENTS,
,
EDUCATORS AND PARENTS
The OCR is committe<Uo improving iJs civil rights enforcement efforts. A recipient of
three Vice Presidential "Hammer Awards," the OCR is proud of its efforts to streamline its
processes and to devote more of its resources to its core business~..e1iminating-djscrimination. in
education.
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For example, during the past four years the OCR created national "communities:o'[w\'.' :'.'" ,: ..
interest" in whi(~h infonnation regarding new or innqvative approaches to.problems.of,""",.
,discrimination can be routinely shared, The OCR also established infonnatiOlllsysit~\n:S'that ir~(;'~'\~,::'
directly responsive to'customer needs and preferences;-established a national dockeCofCases to- ~7:j; ~ '.
;, b.etter track the more complex cases, provided co~sfJltant services nationally; alldlfac{lifi't.~~di~~)~~~: Y;;.,:
communications across federal and slate agencies on 'tbis range of issues, .Mosr'rlotabiy:-the:· , \ I':.
; OCR has worked closely with the Department of Justice regarding its role in federaflitigatio'o
. affecting education, Addressing issues such as sexual harassmen~, affirmatlve action, and
desegregation standards, the ,OCR bas provided significant educational and legal support to the
Administration's efforts to ensure that the promise of the anti..discrimjnation laws becomes a
reality for all students.
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One of the OCR's recent imprQvernents was the creation of me District of Columbia
enforcement office, which is responsible i'or' addressing civil rights concerns in North Carolina,
Virginia. and' the District of Columbia. The office was created from existing staff and became
fully operational on October I, ]996. The District of Columbia office is just one more example
of the OCR'5 corrunitmenl to making the most efflcient and effective use of its resources,
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Or.c example of this office's significant case resolutions involved a school district of
approximately 6,000 students, The complaint alleged racial discrimination in the provision of
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sen'lees to gifted and talented students. The dislriccagreed to revise procedures for the
admission ofstuder..ts into gifted and talented prograr.1s, and 10 conduct outreach in communities
of children who had not been served. The new procedures will provide greater opportunities for
participation. nor just for minority students, but for all students.
The office also obtamed an agreement from a school district to overhaul its responses to
sex discrimina:ion a:id sexual harassment, Training is being provided for students, faculty, and
even the board of ecuca!ion. The original complaint was filed at a schoo! of approximately 300
students, bm the positive impact wit) be felt throughout the entire district
Described in 1997 by the U.S. Commissio!l on Civil Rights as generally "operating a
highly developed .civil rights implementation, compliance, and enforcement program that should
. serve 3S a model for other civil rights agencies," the OCR win continue to fulfill its mission of
ensuring equal opportunity and access 10 educational excellence for all students.
~[The OCR was e ix:reme!y effective :n providing the District with an
excdlem in-sCfvice regardIng the important issues or developing a plan to
est<tblish an dfective racial non,clscrirninatior: polley in thc :Jistrict..Jt ls
p'an;cu!arly noteworthy to point out th~ professionalism and carlng nature
of the indh'iduals who represented your federal agency so
efftctive!y,..Moreo\,er, the OCR team assisted the District in efforts to
resolve- three complaints through the mediation process ...Through the
efrorts of this team, the DiStrict was able to make Significant striaes .
toward the issl!c of protcct)!,g the rights of all childH;n_i'1_o.!-!fJ~i~~rl,C,t
n.:btive to l~latters of discrimination."
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VIII. CHALLENGES
The OCR is justifiably proud of its achie\'ements, espec:ially in light of its recent austere
budget years. In fiscal year 1997, the OCR s~affwas at an all-time low this decade due to budget
constraints. In fact, during fiscal years 1994 arrough 1997, the OCR was severely understaffed
due to insufficient funding. Thus, the OCR's achievements are particularly impressive. With a
nationwide staff of under 700 (including just 110 attorneys), the OCR resolved 5,121 ·cases.
whicn includes both complaints and compliance reviews, during fiscal year 199i, Fortunately.
lhe OCR received a fiscal year 1998 appropriation of $61 ,500,000, fully funding the OCR for the
first time this decade. Funding at this level will allow the OCR to hire to its, ceiling of724 FTE,
. and to fulfill its commitment to ensure equal access to a qua1i~x education for all student:.:
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�U.S. DEPARTMENT OF EDUCATION
OFFICE FOR CIVIL RIGHTS
(FY 1990 - FY 1997)
1990
$44,572,000
815
3,384
3,130
32
30
1991
$49,900,000
$48,404,000
797
3,809
3,497
41
22
1992
$56,000,000
$53,625,000
848
4,432
4,180
77
50
1993
$61,400,000
$56,402,000
854
5,090
4,484
101
82
1994
$56,570,000
$56,570,000
821
5,302
5,751
144
90
1995
$61,457,000
$58,236,000
788
4,981
5,559
96
178
1996
$62,784,000
$55,277,000
745
4,828
4,886
146
173
1997
$60,000,000
$54,900,000
681
5,296
4,981
152
140
1998
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$45,178,000
$61,500,000
$61,500.000
1995
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Still, the OCR's civil rights enforcement continues to present new challe'nges. The' OCR
must continue to establish partnerships within the educatiomiI community and better educate the
public about the civil rights laws. The OCR must also help the public understand that anti
discriniinatiofj principles and educational excellence go hand-in-hand and find new ways to
identify and tac:::~le problems that are, if mare,.subtle, no less severe than those of the 1950's and
1960's.
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Despi~
the progre~s,ofthe past decades, and despite federal, state and local efforts to
eradicate barrie-;s LO t!qual educational oppc"tunity, real r,nd flagrant examples of discrimination
remind us that discrimination still exists in the Uriited States. In many cases, infonnation has not
reached those who may be unaware of the civil rights laws and the terrible consequences for
students and the country alike when equal access to educational opportunity is denied.
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Adequate investment is required to provide funding for the OCR's needs. These include
costs of: developing strong, educationally sound remedies; staff training; prosecuting cases;
legal research; publications; outreach, and conducting the national civil rights surveys. The
President has proposed a budget for the OCR in fiscal year 1999 of$68,000,000. This is
.approximately a dollar per year for each of America's students .
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Office for Civil Rights
U.S. Department of Education
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!;ldtpt!nd~nc:e AV<:fUlC, SW
http://-..vv,'W.ed.gov!officc.,R
J -800-421. 81
~zsh;11gt.()l1' DC 20202~11 00
Cu~tOmer Service #:
---t~~;~a ,v",7C'Ca::.::t"ii~~----URC:a::ym=o::n::;dC1P;;;i~e~,"::e-'-------AI"-:t:cC""'oi':lc::m"a::o,-------'K'7eI"ly:-:'S"a::u"n::d;::c",,"--"
D~pury Assistant S«rtrary
(202) 205·9556
AssiSlallt SaTetar;
(202) 205.5557
I
,SuSAn Bowers.
r
Cathy H. Lewis
($(II/),r 6ifnrccmcllt Officer)
EtHtc!!1I & Southern Dil'isiNl
($ellior
EnjOfumm/ Officer)
A1idwc$tem & Westen! Dlvisi(!n
2J
205·8217 EASTERN
D1VI:I:~ 205·8217
ChJqof Staff
(202) 205·5557
(202) 205,5557
Jeanette Lim
Paul Fairlev
R~f!Mrrr Managnlle111 Gmup
Pmgrflm uglll Group
J)ircct(lr
(202) 205·8635
Direrta r
(202) 205·5415
MIDWESTgR1\ DIVISION
ConneCtiOlt, M:t.ine, Mass:ichusetts. New Hampshire,
Rhode Island. Vennont
Offiet" for Civil Rights. Bos:on Office
U.S. Depanment of Education
I: \\', McCormack p()st Office and Courthouse
Romr 222, 01-0061
Boston, MA 02109-45;'7 (617i223·9662
FAX#{6! 7) 223·9669, TDO (617) 223-9695
I
New jersey, New York, PuertO Rico, Virgin lslands
OffIce for Civil iUghu, New York Office
U.S. Department of Eduution
"
75 Park Place, 14th FltM
New Yori<;, KY tO007·2146 (212) 637·6466
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lXpu!}' AssimHlt Sttrtlary
J11~X.~:~:.~?,.~~:3g03~ 1'.~_O (212) 637-1}47B
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nc!awllrc, Maryland, I(eI\tllc"-l', Pennsylv;mia,
\\'est Virginia . '.
, O(fice.fcir Civj; Rlghts; Philadelphia Office
'- U.S: Oepaj\mc'm'of"f:ducahon
.The W;'inamak~r BUildmg
JOO Penn Sq\1:\re East. Suite 515
Philadelphia. PA 19107 (2J5) 656-8541
Illinois. Indiana, Michigan, Minnesota, Ohio, Wisconsin
Office for CIvil Rights, Chicago Office
'
U.S. Department of Education
II I No:th Cani! Street. Suite l053
Chicago. It... 60606--7204 (312) 886-8434
FAX# (3!2} 353·4883; TOD (3!2) 353·2540
Michigan, Ohio
Office for Civil Rights, Cleveland Office
U.S. Depanmem of Education
600 SuperiOT Avenue East
Bank One Center, Room 750
Clevd;;nd, OH 44114·2611 (216) 5.22·4970
FAX.#- (2l6) 522·2513; TOO (.2l6) 522·4944
low;), Kansas., Missouri, Nebraska, North Dakota,
South Dakota
Office for Civil fUghts, Kans.as Cit)' OffICe
V.S. Department of Ed,..c:.tion
10220 North Executive Hills Boulevard
8th Floor, 07·6010
Kansas aw, MO 64153-1367 (816)880.4200
FAX# (816) 89).{)644, TDD (816) 891.0)82
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DIV[$lOr-;t...
U~ah,Wyoming
Alabama, FlOrida. Georgi.a, South Carolina, Tennessee
Office ror CIvil Rights, Atlanta Office: .
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U.S. Department of Education
61 Forsyth Street, S.W., SUIte 19T70 -~ ' ! 1 ' ,
::;.'
Atlama~ GA 30303 (404) 562·6350
FAXH (404) 562·6455: 'rOD (4{l4) 331·4761
Arit:Qna, Colorado, Montana, New Mexico,
Office for Civil Rights, Denver Office
U.S. Department of Education
Federal Building, Suite 310. 01:i-7010
·1,244 Speer Boulevard
Denver, CO 80204-3582 (303) 844-5695
FAX" (303) 84<·4303, TDD (303) 814,3417
Arkllt15a5, louisiana, Mississippi, Oklahoma, Texas
O:fkc for Civil RtghtJi, (iaHas Office
U_S. :>epartment of wucation
1999 3:)'<ln Street
Suite 2260. 06·5010
Da!las, TX 75201 (2J4} 880·2459
FAX# (214) 880-3082'. 'rDD (214) 880·2456
California
Office fo: Civil R.ig}~ts, San F:andsco Office
U.S. Department of duGltio;l.
€
Old Federal Sullding
50 United Nadons PlaZll, Room 239
San Francisco, C\ 94102-4102 (4l5) 437·7700
fAX# (415) 431·7783; TOO (4:5) 437·77B6
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:-':-orth Carolina, Virginia, Washington, DC
Office ior CiV1) R:gh~s, District of Columbia Office
~.S, Department of Eduution
lIO Pennsylvania Ave, NW, Suile 316
Post Office Box l4620
\~'ashjn.l::ton, D,C. 20044·4620 {202,208·2545
FAX# (202} 208·7797; TDD (202j 208·77-41
Alaska. Hawuii, Idaho, Nevada, Oregon, \Vashington, '
American Samoa, Guam, and the Northern Mariana Is!ands
Office for Civil Righu, Seattk Oiffee
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U.S. D<:pilrtment of Education
915 Scconc AV(':mle, Room 33 ;0, 10·90 [0
Sea,tie, WA' 98174-1099 (206) 220·1900
FAX# (206) 220·7887; TDD (2Gb) 220·79{)7
��MESSAGE FROM THE ASSISTANT SECRETARY
In fiscal year 1998, the Office for Civil Righ:. continued ils civil righ:'
enforcement program ir, a coJ;aborat:ve style. OUf even~handed approach lS
people.intensive, For example! we build relationships with school districts, colleges
and community groups to resolve cases amicably, and to ensure that remedies are
fully impiemented, These efforts require a highly trained staff who are both
dedjcated and motivated.
At the beginning of the civil rights movement,of the 19605 and during the
early days of this agency, we focused on school districts and colleges that were
operating flagrar.tly discriminatory educatlo:1 systems. Contemporary equity iss~es
are more complex and subtle. Ir: addition to these complicated issues, we also
mus! harmonize enforcement wit!1 high standards in education. We must guarantee
equal access not only to basic, high-quality education, but'afso to programs f~r
gifted and talented students. We seek both parity and excellence: for without both,
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there can be no true equity"
Our job i,s}ar frpm, 9~er: F?r~ eXj'}mple, 100 few black men are entering and
graduating fror:O foH~ge:,T;~~;!i~edJ of many English~leamlng students are not
being met. Women,athletes are;not receiving an equitable share of scholarships.
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The hlgh~sChBoFdi6p6Urr~telfJf·Catiho 'students is higher than it ever has been.
,,~:,,<~:' Disableal'stUd~~'ts~,~ar'~,l?P/:of~e~laf~i;a;trye'niost basic services they ~eed to learn.
, " .-, In short ' . <;'"~',",'.''''~"'''''''''''''''''')!'''N.'~''''l!f '~" • - '
our wbrkf6'aa;is-iiS:neavy~s\~ver,
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~;y ::"'",",;,;,',''.''~~ ,;" In~fiseal-,yea'rJ1998;"out workiposi:ively changed,the livef6f a~greater
":>'I·t,:.\'~.,."
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number of sty}:l~~t;;~'~~1:'m,~~~Je:r,~~ have done before, Our ~ntinued goal IS to serve
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more childre'n and.aduit'learners through our partnerships with educators, and
parent and community groups.
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We ask you to jOin us in the commitment,to guarante-e equal access to high
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Nonna V. CantU
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TABLEOFCONiENiS ::":i:
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MESSAGE FROM THE ASSISTANT SECRETARY
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GUARANTEEING EQUAL ACCESS TO HIGH·STANDARDS
EDUCATION
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RESPONSIBILITIES OF THE OFFICE FOR CIVIL RIGHTS
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HOW THE OCR DOES ITS WORK
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The OCR Investigate; Complaints
The OCR Conducts Compliance Reviews
The OCR Gives Technical Assistance
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HOW THE OCR MEASURES ITS WORK
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Appropriation and Workl!?~Sl;;W;J9"O;;.1~91l ;
A RIGHT.SIZED OCR
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INTO THE NEXT CENTURY
24
APPENDICES:
OCR Publications
OCR Offices
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No Arncriam child deserws
to:gct a second~class
education.
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President William J. Clinton
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The greatest social legacy of the twentieth century is the movement toward
equal rights for all Americans. Within this civil rights challenge, a paramount issue
has always been one of educational access: how can we, as a nation, achieve
equal access to high-quallty educatior. for,all people, :10 matter what their race,
color, national origin, sex, disability Or age?
Throug:" federal and state action, the work of education,
comr.1Unity and religious groups, and the singular effo:1 of those strong Jndivlduals
who wouid not give UiJ the struggle for equa!i~, tremendous strides have been
made in the last half of this century, The actions of a wide range of people helped
thousands of young people to reach their potentiaL As we move toward the next
millenium, we remain concerned about the civil rights based on a person's race,
color, national origin, sex, disability or age.
The civil rights issues in education appeared clear-cut at one time in the
recent past: some children were selVed by weli·maintained school buildings with
staie",f·the·art science labs, while others were assigned to dilapidated '
schoolhouses that served up dccades~old,secondhand textbooks, The pipeline to a
first·rate education was wide open for :nany children 'but virtualiy closed to others,
Although many of these gross ineq~i!ieS\a,Ve, 6e'en:~r~di~at~d, other disparities
remain - some,easily visible; many rnore.~less·so. These more complex issues
such as how· schools '
should give aE Chjld~~if~ifua'l atc'kSs":o the most t;Hallenging
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coursework possible - are those thanhe·iQffi~¢ff¢X)'Ciy'iJ.'~ight~ ,(PCR) cUfTer.tly is
working'to add~ss.
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The civil rights issues relevant to,American students and their dassrooms
are dynamic and ever-changing, and si{~hose 'of ~s V:;uh federal responsibility for
correcting education inequities still have work to do Who, at the be.ginning of the
struggle for civil righls, would havB foreseen thaI by the end of the cenh;.ry the
majority of student and parent civil rights complaints would focus on student
disabilities? Who wouid have antid~ated that large numbers of racial minority
students would be p:aced inapp!"oprlately in special education classes. or denied fair.
access to gifted and talented progr:mls? Or that there would be the ne~'2IMr federal'
guidance to be issued on sexual harassment in the classroom? Or that :here would
be a great number of children - born in more than 150 forelgn countries - entering
.American schools as English-Ia:1guage learners? These are some of the current
issues with which the OCR grapples every day, and Ihey are the topics that require
a specialized federal work force: statisticians, linguists and psychometricians as well
as investigators and attorneys.
As we move into the twenty-first century, our national concern remains
centered on quality of educaticr.: how well are Our stude.nts performing? All our
students ultimately must be equipped to fuliill the new technological needs of the
nation's manufacturIng and seIVtce industriesl as well as: to fulfill their own potential
In those and other areas of endeavor. After all, Our country's standing res:s 0:1
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issues too c;ucial and too ex1ensive to be served b:;'l only a small proportion of the
.population. In order to maintain our narional p'lace in th~ c0ry'.petitive global
marketplace, every ,b;me:ican must have equal access to the highest~quality
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education possible.
The OCR wi!l playa critical role in helping the nation reach its competitive
goal by guaranteeing equal access to high-standards in education. All students
must be prepared to meet the new challenges of the next century. There should be
no discriminatory barriers that stand in their way; the pipeline to high-quality
schooling must be wide enough for everyone's passage. Tne OCR is dedicated to
breaking do\.\tTl any civil rights obstructions that block or narrow the path to
national educational excellence. At the sa:n€ time, the age!1cy will work with school
and college offida1s 1 community groups, and students and parents, to build and
reinforce those systems and methods that support full access to high-standards
education. The OCR's work will assist every' student - regardless of race, sex or
_disablli!y - to achieve the best work possible in the nation1s schools and colleges.
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The mosi importan~ thing we
Oln'do 10 strengthen our
coun'!ry for the lwenty-firs(
ccniury is to give our poople
lhe best education syslem 10
lhe tworld,
Pr!sidenl William J. Clinton
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The Ideals behind this and
Crther dvil rights Inglslation
~re O)'k.'>S we all.$houJd
strive
for - building a
s?=icty that ce:cbratcs t'1e
qjlferences and ~bilittes of
aD of lis cibens.
Secrctary of EdUC<llion
\
Rlchard W. RilLY
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The OCR is the agency within the UnHed States Departmen: of Education
(ED) that regulates and e:1forces civil rights Jaws against dlsciimination in programs
and activities receiving federal financial assistance. In limited cases, the OCR
carries out this role for the 18 other federal agendes !haf have delegated their civil
rights compliance activities to the agency, The OCR's aathority is derived frorr, the
Department of Education Organization Act, 20 U,S,c, 3401, et seq,
The OCR enforces five laws that prohibit discrimination on the bases of .
race. COiOf, national origin, sex) dlsabiiity and age. They are:
, Title VI of the Civil Rights Act of 1964 (Title VI;, which prohib;:S
race, color and national origin discrimination;
, Title IX of the Ecucation .t....nend:nen:s of 1972 (Title IX), which
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prohibits sex discrimination;
, Section 504 of the Rehabiiitation Act of 1973 (Section 504), which
prohibits disability discrimination;
~ Age Discrimination Act of 1975, which prohibits age discrimination;
and
, Title II of the Americans with Disabilities Act of 1990 (Title II). which, ':
prohibits disability discrimination by any public entity.
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These wldespread civil rights Ja~.r~a-,clj virtually !he, ~!1!ir~,,~~?p.~'l~r..""I,' ; . ,~.:,,~
education i:1 this nation, as nearly all education institutions in the mition ~:from:::" ',: .,l.:"
elementary through graduate or pr~f~ssior:al.sc~ools - re::eiv~ :fiq~f~~l~{i[la*'~.i~,C~;f-:~~J\~'1
assistance. The OCR's broad cove:age extends to activities, practices\and.'policies ,!r.:,
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, nearly 15,000 public school districts;
.. more than 3.600 colleges and universities;
.. approximately 5,000 proprieta:y organizations, such as training
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schools for truck drivers and cosmetolOgists; and
.. thousands of public libraries, museums and vocational rehabilitation
agencies .
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A staggering number of students and others are affected by the OCR's work.
Our statutory responsibilities cpver these people:
.. 52.2 million stude:1ts attending elementary and secondary schools;
.. 14 million students attending colleges and universities, as well as the
millions of applicants to these: colleges and universit1e!?;
~ tens of thousands of students attendiJ1g proprietary schools;
.. thousands of students in vocational rehabilita:ion agencies; and
.. millions of people using libraries ~nd musey"~~
, The focas of the agency is on the provision of equal access to programs and
services to students and 10 studen1 applicants, Although people seeking
empioyment in education, or those already employed by schools and colleges, are
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generally protected under the OCR's statutes, the agency's authority over
employment cases is limited. We refer the great majority of the employment case:st')
in education to the Equal Employment Opport"nity Commission,
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The OCR also carries out Civil rights provisions for the Magnet Schools
Assistance ;:>rogram (TItle V, Part A of the Elementary and Secondary Educatio~
Act), In the last fiscal year, for example, we reviewed magnet school applications
and prOVided civil rights assistance to these applicant schools,
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OCR hOES JTS
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The Office of the Assistant Secretary for Civil Rights, located in Washington,
D.C., ;:>rovides overal! leaderShip, support and coordination to the 12 enforcement
offices throughout the country. The headquarters office also issues policy
clarifications to help educators meet their civil rights obligations when new issues
emerge or when legislation and court decisions take place. In fiscal year 1998. new
policy was disseminated on a number of issues.
'
• Secretary Riley, with the OCR's input, issued a Dear Colleague letter
to chief state scnool officers and district s'J?erin~endents reminding ~hem of
their obligations regarding sexual harassment. The letter served to foUow u;> the
United States Supreme Court ruling in Gebser v. Logo Vista independent
School District.
• The OCR issued two letters clarifying the application of Title IX to
athletic scholarShip awards for intercoliegiate athletic programs.
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Th'ere are nol ....."Cids 10
express my appreciation
for
'.our efforts: I don't know
;
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henJhave'worked~ltti" .
iSs~e's"~here.there wen~ scr
manyeomp!ex
'ste~ needed
. 'to:~i!, take:n·and. where they,:
':"wer!!s.cclfi!:ientiy ,'.' ,. >.
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'.co;n;lle«:;d,. Thank}'OU for
thiS.· "", '
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The OCR carries out its civil rights compliance responsibilities through a
, number of activities, including complaint investigations, compliance revl€WS and·
technical assistance.. A large share of the agency·'s work is devoted to investigating
.
civil rights compiaints filed by students, parents and others. Although it is difficult to
predict what complaints will be filed, the OCR monitorS current trends through
. analysis of its complaint data. The OCR also conducts agency-initiated compliance
reviews on issues deem-ed critical within education and civil rights fields, To assist
others in understanding and complying with the nation's dvil rights laws, the
agency also provides cost-effective assistailce in the form of worksho~,'
conferences, and publica!ions and other outreach services, to help schools and
colleges, and their students and employees.
<
Letter from Parent to
OCR Investigator
''''.~'~'' Investigates Complaints
Any person may file a complaint with the OCR if he or she believes
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;onoO(me has s~ffered discrimination due to race, color, national origin, sex,
disabIiH:!,C( Z'ge ina federally funded education prosr(\~J!l pr adiv'Lty. The person
who flles the complaint does not have to be the one who experienced
discrimination; for example, parents often liIe complaints on behalf of their
elementary or secondary school chiidren ..In fact, anyone may file a complaint on
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behalf of any other person or group of people.
The goal of the OCR is to resolve the complaint allegations promptly, fairly
and appropriately. The agency has found that the best way to resolve problems is a
collaborative approach among students, parents, community groups, state
education agencies, and schools and colleges. We realize that these different
stakeholders have a common interest in ensuring a high quality education for .11
students l and we also recognize our need to co:1sider their unique perspectives. In
addition, the involvement of these citizens - no matter how diverse their interests
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may appea: to be - results in thelr mutual ownership of the prpbiem's resolution.
We remain convinced that the best and most effective solutions to allegations of
discrimination come from these collaborative approaches.
The OCR is creative in its use of techniques to resolve complaints. For
example, the agency may help move the student or parent and the school or
college toward an agreement on how to resolve the complaint. In another
technique 1 the OCR may negotiate a~ agreement resolving the allegations raised by
,the student or parent. Of course, the OCR may also determine that there is oof
enough evidence to support a finding of a civil rights violation, 'In other situations,
the agency may issue a finding based on its investigation and negotiate an
agreement v,,.ith the school or college" OCR allows these methods, or any
combination of Ll-tem, to be used at any time to reach resolution.
These methods are effective because the).!:
• provide timely intervention at the beginning of the comp1ai':lt
process;
.. focus on achieving positive change; and
• put the concerns of students, parents and school administrators at the
center of the issue.
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Through l:.'1ese non~adversarial approaches, the OCR resolves civil rights
. " ':vio4ition5'~ The agency tries every logical means to end disputes by working with
" " "studentsandparents, and with schools and college officials, Rarely does the OCR
,r\
,·J~:"1, need to move to formal enforcement; however, it will take thls step when aU other'
.;, ;d~';,tft'<~lt,erI},~tiy~ fail.
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,t~ ·!,>')}i';}r:l;~:·\~:;;J;t..:th"'e' OCR' Conducts Compliance Reviews
:P:,::~"r::!;:1~11" To combat discrimination effectively, the OCR reviews the policies
". -t1and practices of education institutions to ensure their compliance with law, It
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cannot rely solely on,complaints filed by students and others as these complaints
~. may focus, in any one""Year, on education issues that are not fully representative of
the most acute civil rights -problems. Therefore, the agency initiates compJiance
reviews to balance its enforcement program by looking at areas and issu~ that may
',~ be under-represente..'i.py compla:r-ts. Also. the agency designs its comp!iance
'. reviews Co benefit the greatest numb~rs of students, These reviews make the best
use of the agency's resources, as weD as balance its enforcement program.
During fiscal year 1998, the OCR initiated 102 reviews and it completed
100 reviews, some of which were started in earlier years, The reviews initiated
focused on:
.. discriminanon against minorities in special education and remedial
courses;
.. discrimination against minorities in gifted and talented and other
advanced pJacemen~ courses;
.., access to p:ograms for,English.language~learning students;
.. racial harassment;
.. discrimination on the basis of sex in athletics; and
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�.. desegrega!ion in higher education, and in elementary and secondary
school systems.
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The OCR uses the best information available to select issues and schools for
review. Educ~tion al1d dvtl fights groups, community organizations, parents and
the media all contribute a variety of knowledge used in the agency's decision·
making. The OCR backs ihis. up with statistical data from such sources as the
Elementary and Secondary School Civil Rights Com;:>lia~ce Report, which it
administers. Since 1968, l1.is survey has been the chief sour<;e of data collection on
the status of civil rights in the nation's schools. One~third of the natio:1's sch'aol
disrricts afe included in Its biennial representative sample,
~~:he OCR Gives Technical A ••istance
t!.,..~ .'
is conference should no1
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~ewcd as a one-tunc
pL 11 shoukl: be the
.
beginning of elong·ovetd'Jil
proCess to bring !ogctt:ef
the federal, siate lind loa!
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structures with voJunltlry
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parent agencies and other
stakltholders.
Perl"! grouP
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repre;enlati~
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1M conference provided me
with ftO update 'on the current
lla: As they related to
.
ing langu<lgc.mino:ity
uclcnt.s, All sessions were .
v!!l;,iiniormarive. Thank you. '
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.state lUCAtion bgency oiflCil'!ll
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Putting an end to discrimination includes ;:>reventing it before it starts. It
·j'I;j>is for this reason that the OCR provides information and other support
services -known as technical assis(ance - to schools and col1eges. as well as
to community, student and parent groups, The aid that the OCR "gives to education
institutions helps them'comply with federal civii rights requirements, while the
assistance given to students and'others informs them of their rights un'der law
regarding equal aC~~$s !o hlg:'·quality education.
One exi,'!f'~~*~ qf. fu~ ,!iinely assistance given by the OCR to school districts
and staie education (lepartments is the work of the OCR's San Francisco office.
Callforni~'s "Pr~p"~s~ijQh'~~i.~~Kich passed in June 1998, requires school districts to
redesign"tne:r eO(lCiHion programs for the state's 1,4 million Engllsh-Janguage
·+"'1"~·'·'··~·<
1~ame,rs')~f::f~)r~.!h~,~1a~¥9~~~~,~new s.choQJ year, districts ~1';l:d,to develop new
curriculum;:obtain~·~ew te-aching material, revamp student and teacher assignments,
"and educat{neachers'and parents about new state requirements. The OCR assisted
Callforn'ia districts by working with the state eduCation department to offer a series
o(workshops focusing on federal, law in the context of the new state law. The
'wo~r\shops began in September and ·if:c. being given at school dJstrkts a:id county
offices 6f education.
, " ' .
Technical assistance is given by the OCR's headquarters and 12
enforcement offices through a varjety of methods .that include on-site consultations,
conferences, training, community meeiE:\gs" and puolishea'mat~H lai:;; A cust::>mer "
service team in the agency's headquarters office ~n Washington,.D.C., serves as the
first point of contact for students, parents, educators and community members who
need a question answered, who want a copy of one of the OCR publications, or'
who have a Freedom of Information Act request. In addition to the headquarters
team, each of the 12 enforcement offices indudes a staff member serving as a
liaison'to the customer service team,
In addition, the agency serves the public through its web page at the
address http://l.W1W.ed.gov/offices/ocr. The agency also operates an 800
telephone line [1-800-421-3481J that is staffed during business hours, eastern
time. Calls and letters requesting assistance come !rorn other federal agencies, state
agencies. locaJ school districts, community groups, and parents and students.
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Nearly 5,000 hotllne phone inquiries were answered by ',he customer service team
in the last fiscal year and just about all these questions were answe:ed through this
single point·of-contact The tean-: also r~spof)ds to ar. increasing volume of e·maiL
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The OCR's aim is to accomplish ils functions as efficiently as possible. To
achieve this goa! in fiscal year 1998/ we worked with a broad cross~section of
people to define tne positive changes we want to achieve. We concluded that tlhe
most meaningful way to demonstrate the OCR's high performance is by its impact
on five major areas.
•
• Access: We often use the word ':pipeline'l to indicate access to high~
quality edueatior., which is • right of every child in the nation. Unfortunately,
for some children the pipeline is narrow and they do not get through due to
their race, limited,English-language abiliry, disability or sex. The OCR works to
widen this pipeline so L'1.a1 access to h!gh-ql.faHty education increases each year,
• Number of students allected: Depending on the civil rights issue
under resotution, the number of students may be counted as those directly
affected by OCR's work (lor example, the nurr.ber of English-learning students)
and as those who comprise the student body (for example, a school district that
issues a new sexual harassment student handbook affects its entire student
population).
" Increased compliance: This number reflects the policies, procedures
or practiCes that were amended 10. comply. wiUl·fedeial civil rights- laws within
Our jurisdiction. Each school distri.ct or cQUege,that ,agrees to make a correction
as a result of intervention by the OCR'counts 'as a comp:iance change, as do
changes coming about through technical assistance,' '.t.
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.. Effident resolution of complaints: This measure is to resolve 80
'perCimr of complaints within-.180~difys of tli~irreCi;ipi. .by the OCR.
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".. Successful partnerships::Th'e" procesfof.worklng with educators and
with community, parent and stud~n(9ro~i)s' i~ as:lmportant as resolving the
issue, Through our co!laborative efforts, we can educate school people and
. ot.1--ters about the importance of equal access to high-standards.learnIng, and we
can help them internalize these goals, A partnership is cou!1ted tIs 5liccessful
. each time we reach out to parents and students and work together as'
colleagues - rather than as adversaries - to achieve strong civil rights
~.
compliance.
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OCR',
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" In ftscal year 1998, Congress appropriated $61.5 million to OCR The
appropriation was a much-needed increase for the agency, reflectlng a
12·percentage·point rise above the prior year, For the OCR. the 1990s had been a
period of austerity. For example, in fiscal year 1997, the OCR staff level was at its
aU~time low, following severa! years of severe under-staffing due to insufficient
funding. In that year, the office only had 700 staff nationwide, including jus! 101
attorneys in Ihe enforcement offices. Caseload level at that point was 1:67.
At the beginning of fiscal year 1998, the OCR had a staff level of 661
people on board, which was the fewest number of staff at any time since the 1980
creation of ED. In fiscal year 1998, the Congress recognized this shortfall by fully
funding Lie agency for the fl"t time in a decade. AI the year's end, the ratio of
attorneys in the enforcement offices to complaint caseload was 1:47.
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FY
Presidential
Request
1998
$61.500.000
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Congressional
$51,500.000',
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685.
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100
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• $54,900,000
681'
$62,784,000
$55,277,000
745
4828
4886
146
173
1995
$61,457.. 000
$58,236,000
788
4981
5559
96
178 ".~
1994
$56,570,000
$56.570,000
821
5302
5751
144
90
1993
$61.400,000
$5~;'402,OOO
854
5090
4484
101
82--..[ . _. '
1992
$56.000,000
$53,625.000
848
4432
4180
77
50
1991
$49.900,000
$48,404.000
797
3809
3497
4)
22
1990
$45,178,000
$44,572,000
815
3384
3130
32
30
1997
1996
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$60,000,000
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"FY 1990 and PI 1995 Appropriation after sequestrtltion; FY 1997 Appropriation after recision
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With the full fiscal year 1998 approp:ialion, the OCR is now better
equipped to cany oul its mission: .A.s a result of Ihe fiscal year 1998 budget
increase, the agency hired 91 new employees, with e greater number 0: attomeys
a:1d investigators hired th~n any other job category. The majority of these new staff
are located in the 12 enforcement offices throughout the country. TrainIng and
development for skill enhancement of this new staff - as well as compensatory
training of experienced staff that had been delayed due to insufficient funds - took
place immediately after hiring and wHl continue through the next several fiscal
years. We are deeply committed to our investment in staff. In addition, we have
moved from traditional enfo;cement toward the collaborative resolution processes
of media:ion and negotiation, and we must make sure staff skills are
commensurate with their new duties.
Civit rights enforcement is a labor-intensive effort, The greatest part of the
appropriation for the OCR is used to pay salary and bene;;ts, In fact, 78 percent of
the OCR's budget request goes for those staffing expenses. Therefore, anytime the
OCR does not receive full funding, staffing levels might have to be proportionately
reduced. When we must limit our staff number due to fiscal constraints, staff must
first devote their energies to investigating arid resolving the many thousands of
individual comp:aints received each year"
But when Ihe OCR is given full funding, s!aff can conduct compliance
reViews and provide information assistance, as well as resolving complaints .. By ,", c~,) ~ ;;
choosing to give assistance to larger schoo! districts even to :1tire states. and ~y ,
€
conducting reviev.'S on issues that affect the greatest number of students, we can ,~ . '!f ,
maximize educational access for the gr~atest number of students .. , ,) '~"7'~;'- ,-,- ~.~~ ":". "
.
In the last fiscal year, our work directly affec~ed nearly SIX million':li~~,e'~~, ;'J . ,.;' .
We widened the pipeline to provide gre~t~r access to high·qual'iy ed!l<!!!lq~ ..' " ,;:',: ,;.
increased the number of students and potential students affecte~.byAufwOF~'/;~:;:" . ;{:"~
raised civil rights compliance levels nationWide, maintained our 'case-processing,
time, and successfully worked with educators, parents and students, a,nd
community groups throughout the country.
AI) our newly hired staff becomes fully trained and more experienced we_
look forward to increasing our activities and our efficiencies. However, without full
'funding in fiscal year 2000 and the years beyond, the OCR will be forced to
severely cut back on informatio"!l assistance as well as enforcement activities.
Although we look fOlWard to making a significant difference to a great number of'" ."
students in fiscal year 1999, we do not want to return to a pOSition where we
cannot address the civil rights concerns of student and parents, or of schools and
colleges, by havl!1g to curtail our work in that or subseq:.lent years.
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The OCR received 4,847 complaints from students, parents and others in
ftseal yea, 1998. Tnese complaints represented a wide range of civil rights issues
and were med again,! institutions at all levels of education, Sixty-eight percent of
t~e complaints in fiscaJ year 1998 were flied against clementa!).! or secondary
schools, 25 percent against colleges and universities, and 7 percent against such
other agencies as vocational rehabilitation, proprietary schools, and libraries.
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I : (Due-to-complaio=:.=;;mC'ed:r=on==m=or=e=t:;:h::an==on=e='basis, the total number of
..
complaint receIpts by basis is greater than the number received.)
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For the past decade, the most common basis for a civil rights complaint in
liducation has been disqimination.on the basis of a disability, As shown in the
figure, the majority of complaints received by the OCR in the last fiscal year are
disability complaints (Section 504 and Title il); these complaints comprise about
60 percent of the total. Following behind are those filed on the baSis of race, color
or national origin (Title VI); these complaints comprise 25 percent of the total.
Complaints aUeging sex discrimination (Title IX) constitute 11 percent of the total
and complaints alleging age discrimination make up 4 percent of the total. If a
typical complaint could be identified solely from this data, it would be one filed
against an elementary or secondary school by a student or parent charging
discrimination on the basis of disability to a program, service- or activity: -,
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In the last fiscal year, eight percent of complaints (405 complaints) were
filed on more than one discrimination basis. The most prevalent multiple-basis
,
complaint was med on the two issues of disability and racelnational origin
discrimination. The second most common m'J.lriple-basis complalnt was filed on
the grounds of race/national origin and sex discrimination, and the third most
prevalent multiple-basis complaint was filed on disability and sex discrimination,
In fiscal year 1998, 4,753 cOO1piaints were resolved, including some that
had been filed'in a prior year, There are a number of ways a complaint can be
resolved: by addressing civil rights viola!ions, or by findlng that no civil rights
violations occurred, or that there was insufficient evidence to find that a violation
occurred, or by finding the complaint inappropriate (or the OCR's action, often due
to lack of statutory Jurisdiction, During fiscal year 1998, the OCR worl<ed
successfully with school districts and colleges to resolve complaints in a manner
that effectively resulled in positive change for students.
Complaint Receipts and Resolutions
,
Rscal Year 1990 - Fiscal Year 1998
1000
.II
4000
2000
Resdutioos
!}itl ReC2it=ts
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0000
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H6w THE OCR skviSs1UDoos: . : II) , ,
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ANDTH~~ SCHOOLS, , ' , ; , ' :,:,
ddressing Discrimination On The Basis OJ Disability
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The OCR enforces Section 504, prohibiting disability discrimination in
Efederally funded programs and activities, and Title II, prohibiting disability
discrimination by all public entities, Fully 60 percent 01 all 'complaints med with the
OCR in fiscal year 1998 were filed by studen;; and their parents who aUeged
discrimination on the basis of disability, Along with investigating these 2,949
disability complaints, OCR also initiated 6 new compliance reviews covering both
disability and race/national origin issues, and 1 review on the issues of disabllity,
race/national oogl:1 and sex.
The bulk of the OCR's investigations in the past year focused on the
provision of:
.. accessible schoo! facilities and programs;
" appropriate regular or special education services;
fo
services to students with disabilities in the least restrictive settings
consistent ~lth their educational needs;
.. appropriate academic adjustments and modifications; and
.. auxiliary aids for students with impaired sensory, manual or
speaking skills,
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Here are some of the srories_oithe o.CR's work in fiscal year 1998 that
. represent the struggle to provide equal'access to an appropriate education program,':,"
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forstudents with disabilities,
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No Playgrounds Available To Children With Disabilities
Young e:hildren who ar? mobility impaired VJere unable to play outdoors
with their dassma£'~fs because the~~ could not use the school's playground
equipment or even' enter the play area. A£ter working with the OCR to 'resolve a
parent's complaint, the school district agreed to provide a range of accessible play
facilities €quival~nt tq ~ose r~o.0ded to students who are not mobility impair€d~
and to make sure that routes to play 'equipment and sand areas a:-e available to all
students,
•
School Discounted Student's Disability
Because I.Q, Was So High
Anfth-grade student with Aperger's Syndrome - a form of autism often
accompanied by a high 1.Q. - was denied a free and appropriate education
because his school district did not believe it had a legal obligation to serve him due
to his high intelligence, As a result of Ihe OCR's actions, the district provided the
student with the education, services and aids he requires based on his needs. This
case also served to alert the OCR to potential future problems in this school district.
As a result of the agency's work, the district agreed to identify and locate every
14
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qualified student with a disabiHty who was not receiving a public education, and
inforn: them and their parents of the district's obligations 'J:1der Section 504,
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~.
The pufPO$C of this lett"r
is'to send :.'O~ the
e~ facsimile of my
50r.'$ g;a.chJ~tion
arlOooncement and to
~nk the employees of
yOur department who so
ur\sclfu;hly nssisled me
my.son last year.
Jimmy's fulure i~ mu:::h
brlghter oocnUSI,! of the
line
help and support we
. Hearjng~impaired Parents Needed lnterpreter For School Events
Pare;1ts who were hear:ng impaired were having a difficult time
participating in their kindergarten daughter's schooling because they received
inadequate and inaccurate information from an interpreter hired by the school
district. Civil rights laws in education covering disabilities ensure access to
education information nOI just for stude:1ts with disabilities but also for students'
parents or guardians who may be disabled. With OCR's asSistance, the parents and
their district resolved their d~fferences and agreed to a strategy for improVing
cOr:1munication for the next 12 years of the child's education.
received from ... your
dcPa:1lncn:.
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Letter from parent
Program For Children With Mental Health Problems
Refused Boy With Diabetes
A camp that asKed a local. school district for referrals to enroll children with'
.
men,al health problems refused to admit a child who also had diabetes. The camp
cited possible health risks despite assurances from the child's physician and his
grandmother :hat his r.ealth was well~:nanaged and posed no risk as long as camp
employees were no:ilied of his diabetes. The OCR mediated to allow the child to
enter the camp program. It also niade the school district aware of its legal
obligations to students when it worked with other organizations. In addition, the
OCR alerted its sister organization, the Office for Civil Rights in the United States
Department of Health and Human Services, so that :his agency with direct
jurisdldio'n 'over the camp could provide technical assIstance to camp
administrators,'
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Chorter SchoQls Must Comply With Vi;"bility Laws
A disabled klndergarten student who was enrolled in a charter school during
its first year of operation was having behavioral problems related to his disability,
Few special services were given h;rn and, at the beginning of his .second year, the
charter school notified the parents of a decision to hoid an expulsion hearing for
As I mk back :0 where 1was:
their child, The parents withdrew th'eir son from the school and filed a complaint
one year ago, J must thank
with the OCR, which determined that the charter school had violaled anti
you for your help, Irs hecauS(!
discrimination laws by failing to ::rrr:\!jq.e.,supplgment~!}J aids and a conhnuum of
of trW work you do that I will
be a~xtto graduaiil.
special education services to the child, The cha'rter school agreed to readmit the
Lette~ from mobility-impaired boy and reimburse his family for the remedial tutoring. therapy and child care
that resulted from his exclusion. The student is now in third grade a:1d is making
university studenl
good progress at the schooL The OCR continues to monitor the charter school's
provision' of special education services to students.
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�Proprietary School Made Disabled Student
Take Additional Tests
An cider student who had lost one hand and a leg was requireci by his
business col:ege to demonstrate his typing skills and his abi]i'r-.v to :nove arou:1d the
dassroom before the school would admit him to its keyboarding class, although it
made no other students demonstrate skllls Or agility. The school's additional
requirement for the student on the basis of his disability is prohibited by civil rights
laws. As a result of the OCR's intervention, the business college amended its
policies and practices, admit:ed the s:udent to the program and purchased a
tutorial program appropriate for use by a person without two hands.
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110 Community Colleges Lacked Services
For Students With Visual Impairments
In a. state that serves nearly one million students through the largest
communit.>' cotlege system in the nation, students with vIs'Jal impairments were
being denied access to print materials and computer·based informatio:1, Their
chance to attain degrees w~s significantly impaired by an.inabiHiy to receive
publica:ions and other informatio:1 in a format they could use. The OCR worked
with administrators of all 110 colleges to: develop a strategy Loat purchased
adaptive hardware cost.effeC:ively; provide advanced adaptive technology training
for specialisl.s; create disabllity-access guidelirH?S for' distance teaming and Web
pages; establish a system~'wide translation center; create a central registry of tape
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and Braille materials; and"move responsibility for accessible libraries to library
perso:mel rather than stunent se'rvlces personneL Through these actio:1S, thousands 1.
of alreadY'"enrolled visuaUy lm'palred studehts Significantly increased their ease of
access and ability'to cbmplete coliege requirements. Future students with visual
impairmentS, too, will enjoy equal access tp necessary educational information.
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OCR's Boston offi(c
tCcdYed Iio phone !;;bli !rom
a mother who, fivE >-,(!l':!f5
earliC!, had med a
eomplaint aga;!a~ the
S;1cdall!dlltatiC>O ;Jfogr<l:r1
her
in
son~' school. district
The phren! wanled to :hank
OCR t.ncc again and let thE
InVf!SUgalor know thal one
son was an assistant
,
.
manager of II Tctatl slore
and tr:<! ot,:m was :n hiS
third >l'caT of college,
p:cpII;i7:g 10 become a
special education le...:::her.
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University Failed to Lighten Course Load For DIsabled Student
A freshman coliege student feli into a coma, When he recovered. he had
lost some of his cognitive skills and short-1erl'H·memory, Altogether, he was out of
school for 18 months. When he returned, his physician recommended that he
e::roll in no more than three courses a semester. The university refused to lower its
foar-co'Jrse requb;::ment for more than one semester because its poliC';; was to
allow only eight semesters total to complete uirch?rsra,duate~tequirerne:lts,
University officials defended their position by stating they had been flexible in
allowing the student one part·time semester and that rigorous standards were a
hoUmark of the top-ranked schooL !Ifter :he OCR saw that the university had not
considered the severity of the student's disabi!i!'y and that giving him additional
time would not jeopardize its competitive ranking, offiCials agreed to change their
policy for this student and all future students with disabilities whose conditions
:nake them incapable of successful full-time emoliment.
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�And more
.
• A 13-year-old student with multiple disabilities learned he couldn't
go on field trips with his classmates because his school would not arrange
accessible transportation for him. The OCR negotiated with his school district to
ensure proper transportation and an aide whenever there was a fieJd trip
involving his class,
• A nine-year-old girl with clinical childhood depression needed an
individualized education program. As a result of the OCR's efforts, the rural
school dislnct initiated staff training addressing the needs of young children
With emotional problems that will assist teachers working with future student<;
with similar issues,
• A student's lather could not attend his daughter's athletic events
because they were held at facilities where his wheelchair could not be
accommodated, which is a violation of civil rights laws. He needed the OCR to
infoom the school district of :heir obligations.
• A high school senior with bi-polar disorder and other medical issues
earned a high school diploma but was told that she could not take part in the
graduation ceremony with her twin sister and classmates because her last
semeiler was spent in a special program. The OCR received her complaint only
four days before graduation but qUickly responded with intensive effort so that
the senior could take part in the ceremony with her classmates.
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!ht:!~ ~ryglish·langu1'lge·
ie3mlng: children sald Ihol
L'wir Children's Eng;iSh.
lileraCy skills inernased, IU
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their school
o:chieVemenL Orw studlmt
rospohded, "'The English-as
a-s,ccf.md.language class is
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Title VI prohibits di~crimlnatkin,on the..basis of race, color and
national'onginin federally funded,prog'r'm1s,.and·aclivities: It is tbe longest-standing
law over which the OCR has jurisdiction', and was passed in 1964. Complaints
based on TiJle VI discrimination comp"rise the second largest group of complaints
filed by students, parents and others. The 1,246 complaints, or one-quarter of
the total filed in fiscal year 1998, alleged Title VI violation h,these areas, and
others:
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• ability-grouping practices, induding placement in special education
programs and programs for the gifted and talented;
". access to alternative-language services by English-il:.ii-=8U;1ge-lear.:;ers; .
.. racial harassment;
.. school assignment policies;
~ school segregation;
• disdpl1ne practices; and
'" academic grading practices.
as
It.best class for mil becaUse
ca.., realize that my E..,glish .
is getting bCt1ill and better
evc!y\dl'lY.~
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dd,cesslng Discrimination On',The Basis Of,Roce, Color and
(Na,tio;"aIOrlgln
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OCR inWlstigaled a
conplaln! regard:.ng the lack
of oPportunity for English
l1'lngullge-i¢arning'students
and 'morJtored changes pul
in place by the school distrie!
for ~e pas: five !>''tw" In
response to a district
administered survey, 100
percimt of the pfm:mts of
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A significant number of oompli.nce reviews are conducted by the OCR in
the Title VI area; in fiscal year 1998, 85 reviews focused on race/national origin
iss~es solely, while 6 we;e on race/national origin and disability issues, 4 were
on race!nat!onal origin and sex discrimination, and 1 combined the issues of
race/nauonal origin, sex and disability. These reviews included the areas of over~
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�re;:>resen!atiol1 of minority students in s?eclal education proQrams and under~
representation in gjfted and talented programs; access to alternative language . "1
services by students who are EngHshwlanguage learners; and segregation of
English-language*leaming students.
Here are some of these studer.ts' stories:
Untrained Staff Assigned To English-Language Leamers
The United States Supreme Court has held that school districts are required
to ensure: that students who are unable to speak and understand English can
par.icipate meaningfully in their schoo: district's educatio!1 programs. OCR's
guidance, based on well~settled law, :equires districts to adopt, implement and
eval~ate a sound program grour:ded in recognized edus:ation theory or on a
legitimate experimental strategy.
The OCR does not require districts to adopt any particular program of
insbuction. Regardless of the type: of program offered, school districts must make
sure they provide EngJjsh~language~learners with a meaningful opportunity to
participate in the regular curriculum. For example" the OCR lear:1ed that in ten
school districts located in the same state, the majority of 11,800 English-Ianguage
learning students were not receiving Instruction from teachers who were properly
trained in language acquisition skills. In fact, OCR leamed that these students were
being instructed by para-professionals who did no! possess even basic teaching
credentials,
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To correct the problems found in theset~~.school<:lism<;ts,th~,chool .
distric:s worked with OCR to ensure that all English-language-learning srudents
were taught by certified and trained teachers under: a sound ptogram based on
recognized language~acquisitjo:1 theory. ,:' ~,~r,: ::,~.:;, ,0.r,.',1'·;-:'(:,.
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Minority School Lacked.Q"a./!fle.d!-ibr"ri!,n
,
'lou and the leadership of
OCR can be very proud of
the wOn. of all these
p.ro!~ona!s in representing
OCRs rationale:or giving
priority anention 10 issues
re[illeG to mlnorities, Eng;lS."t~
languAge leamel'$ and special
education.
1
Letler from the dlr"dor of a
on!(!t~m:e sponso(ed by The
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'rbart"Special Education
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Leaders....ip Collilborative
This school district had eight elementary schools. All except one employed a
full-time qualified librarian to assist srudents. The only elementary school in the
district lacking a librarian was also the only school with a predominantly rri.inprity
enrollment. The minority school had to make do wiH: a volunteer who workeo' in
the IibralY part-time and, when she wasn't present, classroom teachers had to;
retrieve materials from the library (or students, After a R,arent filed a comptaint, ~he
school district worked with the OCR and hired a certified librarian for the _',
elementary school, assuring students at this school of"setvices comparable to those
provided at the other predominantly non~minority elementary schools,
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Identifying Gifted Minority Students
In many school districts, minority studen:5 are under~represen:ed in
programs for gifted and talented students, The issue in five school distriC'-.s was
whether the pipeline to programs for gifted students had been narrowed, illegally
denying access to m~:1ority students..ln all the districts, a resolution agreement
spedfied that students would have equal access to these programs through
improved policies and practices that include better notice) broader screening
strategies designed to locate ~on-traditional gifted students, and the use of a
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�broader variety of evaluation and eligibility criteria, 1:1 addition, one or these
districts - with only two percent of its gifted students being minority students
started up a pilot program to identify gifted sr..!dents, The pilot was a success from
all perspectives: the dlsrrict was pleased at the additlonal number of minority
srudents it expected to identify for gifted programs, and the youngsters were
, excited by being given challe"ges they had not been given in the past to show their
w;iting skills, Ca,T'y out research and periorm laborator:J experiments,
,Lotino Students Were Segregated
The OCR established that a school district unjustifiably segregated Latino
students rrom otner students during both academic B:1d non~academic classes.
Latino stt;dents were even separated from others for lunch and assemblies, The
reason for their segregatlon was solely their national origin: the distrkf did not
measure their English~language skills before grouping them with other Latino
students. The district had other problems, as well. In these children's academic
program, the quaUt'J of schooling varied from one grade to the next and lacked an
overall educational fra:nework, By the time the students reached high school, they
had a Significantly higher drop-out rate and a lower college admission rate than
students who were n'ot Latino. Through aSSistance from the OCR and its ties to the
state department of education and the Mld-At:antic EquitY Cen~er, the district,
designed a comprehensive program to end segregation and Imp]ement effective
programs for English,language,learning students of all national origins, Both the
district a:-:d the corr:mur.ity have praised the OCR for our me'thi)d;oi ies~iving this'
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issue and for the continuing assistance provided.
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State Used One Criterion For Black Stu-den'iS; -'~:'
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Another For White StudentS'·~) ~'." :::~~~j~ ~,!l},',,:, ': :,,·~:t
ap~lion fm :hn qualiIV
One state administered 'standardized '~ests to d~ter;rii~e'::i;hlth' lci~·:'} ", '.;
.essmtance, guidhnce and
achIeving srudents should be placed in classes fof' the educat'ic5rlally mell!al1y ,
l~ad,:r.shjp thaI has been
p<"~Ced by you and yom
ret.,ded and v.'hich should be placed in classes for the leaming·disabled, In
staff j'n maoagmg OUf
genez-al, educators believe it is more favorable and less restrictive for students to
complaint against the {slat.c}:
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. be pieced in classes for learning disorders than in classes for educationally
. IAssociated Directors or mentally retarded students, Despite the similar scores of African American and
BihnFaj EduCation of !-slate) white students, the African Am.erican students were nearly all grouped in
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'~ ,educaticnally mentally retarded dasses, while white students were grouped. in
classes for students with learning disabilities. The OCR worked with the state
depar'.menl of education and local s~hool districts to develop valid and fair
methods of detennining program placement that were administered reliably and
eqcitabJy to students of a1: races.
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TE'.iS'lener is \0 express .. , our
v
sL-.drc. gratitude and
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AddreS{iing Racial Harassment
A parent of a high school student complained tha, her son and another
African American student were being racially harasseq by other students, These
students 'J.sed racial slurs and epithets about these tv..'o students anc about her. The
district is 97 percent while, The district's student handbook did not refer to any
disciplinary sanctions for students who comr;;it actions racial discrimination,
of
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�including racial harassment and name-calling. [0 addition, the complainant said . '
that the school did not discipline the studenis involved nor did It adequately
,
address her concerns. As a result of the OCR's intervention, the school district
agreed to modify- its racial harassment policy and establish a community forum to
address this issue and others. The district will also take steps to learn how to recruit
minority teachers successfully by working with the area Desegregatlon Assistance
Center.
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Enhancement of Historically Black University
One historically black unlversl:y thaI is part 01 a slale's higher education
system had been, for a period 01 decades, underfunded compared to other
universities in the state, Working with the OCR, the state agreed to construct and
renovate university buildings. The state also enhanced a number of popular
acaderr.ic programs with the expectation that the strengthened programs will assist
the university in attracting both minority and non-mInority students. During the
OCR-state partnership, Time magazjne named this historically black university its
coilege of t.1.e year.
And more ...
• A school district agreed to establish a disciplinary committee
'including students, parer:ts and community members as \Nell as teachers and
.. _
school officials - responsible for revieWing regulatiOns and policies after a
disixoportionately high number of African' American students were discip~fned,'e" :
Data on diSciplinary actions also wi:! be col!ected and anaJyr.ed) with the air:n of "
identifying and addressing patterns of concern,
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. ' • A school distlict with a large immigrant Korean population agre'ed'to';'
provide information in Korean to parentS who 'hav~ ilmiled-EngIisn skllJs:'iri" '7h l'" ,; r·
accordance with civil rights laws, so they cOuld be informed and fnv~{ve~:j~:.': ,~,,~,;.}
their children's education.
• Racial epithets scrawled on school walls were not removed, resulting
in a protest by the district's African American students) who I/,'cre arrested by
pollee for inciting a rioL In this case, the state education department and the
United States Department of Justice, as well as the OCR, investigated, The
district took action to ensure better understanding between. races, well as
maklng changes in curriculum and hiring practices, and adding 'a ment6ling
program for African American students.
t
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:ddresrsir.g Discrimination On The Basis Of Sex
•
Title IX prohibiis sex discrimination in federally funded education
programs. Since its passage 26 years ago, girls and women have made
inarediible progress in ar.aining college and graduate degrees, as well as in entering
non~traditional fields. . ....
In fiscal year 1998, 545 complaints, or 11 percent, were filed on the
•
grounds of sex discrimination. Issues covered in these complaints included:
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pregnancy and parenting;
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Interscholastic or intercollegiate athletic services;
sexual harassment; and
assignment to gifted and talented programs.
Three compliance reviews were conduded solely on sex discrimination
issues, four combined L1e issues of race/national origin and sex, and one: was O!1
the issues of race/national origin, disability and sex. The areas covered by these
reviews were equal opportunity in interscholastic or intercollegiate athletics,' and
sexual harassment
Because -of you:: ex;xrrtise,
di:igem:e and follovv-lhroulJ1,
ar.1of the$4! iTitle IX alhlcticsl
issUCS have been rcs~
,and the c.'1ildrcn are nov:
be{ng educale:l conrot:l.
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Letter from citium on s(lveral
state athlctic associations
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Pregnant Students Were Isolated
A complaint carne in to OCR about a school district that required pregnant
slUdems to take all their academic classes at an off-campus site, as well as
mandating their attendance a~ a parenting program. The OCR round ,that the,
district in violation of Title IX, assigned all pregnant girls to a p:ogram exclusively
for pregnant students that limited their participation in some education and all
extracurricular activities. Through the efforts of the OCR, the district agreed fa
give pregnant students equal access to regular education services and
extracurricular activities, and to open the parenting program to any interested
student.
Rehabilitation Center Must Address Sexual Harassment
A disabled middle-school student was being sexually harassed by a disabled
boy who verbally assaulted her and made lewd physical gestures at the . ,
flzhabilitation center where the school district had placed her. -The district admitted
that it had not 'informed its contract center of the district's sexual hamissl:1ent policy,
nor did the~district determine the extent to which the mate's behavi~r ~as
symptomatic of his disability. Nor did it investigate the girl's mothers complaints, .
and its actions were insufficient in ending the harassment. With the OCR, the
". district worked out an agreement that stipulated revision and dissemination of the
~\.Oxuat harassment policy 10 all partjes Indudlng contractors, training of all staff
including contractors, compensatory services and a plan to keep the student and
her n9rasser separated.
.......!
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,.AOTc :Progrom Discriminated Against 'Female Cadets
A female cadet in a United States Army/District Cadet Junior ROTC
progr~m that was administered by a local school district VJas denied promotion to
t.'1e battalion commander rank due to her sex, suffered discriminatory remarks by
her ROTC instrudor and was threatened by his assistant. The student filed a
complaint based on sex discrimination with OCR because of its jUrisdiction over
the district's programs and activllies. As a result, the district enhanced its
nondiscrimination policy and sensitized the ROTC instructors to their obligations
under Title [X, focusing on sex discrimination and sexual harassment. After the
agreement was implemented, the giri's panm!s called their local OCR office and
informed the staff of their daughter's prorr.otion to ba:talion commander. the first
lime a girl had held this position in the history of t'le school's ROTC program,
21
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School Offered Home Instruction Rather Than Stop Harassment
One nin:h..grade girl was subjectec to unbearable sexual harassment by a
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group of female students. When her school would not address the harassment
desplte repeated parental appeals, the girl received home~bollnd instruction, which
further isolated her, in both her academic. and sodal lives. The OCR made dear
the school's obligation to provide a :ion~threatening environment in which aU
students could learn and, as a resu:t: the girl returned to school and was promoted
to the tenth grade, Besides stopping the harassing action, the school took measU!'es
to prevent si;nilar incide:1Ls from occurring i.r. the future.
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Community Coitege Expands Women's Athletic Opportunities
And Helps Men, Too
To bring its in1ercollegiate a1h:etics program into compliance with Title IX,
OnE! communivJ college expanded opportunities for women by proposing to add
athletic teams. By doing this, the college was meeting the requirements of the
OCR's three~part test on interco!iegiate athletics. which stales that a college
provides nondiscriminatory opporrunities for men and women if it meets anyone
part of this test The three parts are:
.. providing athle1ic opportunities in numbers substantially
proportionate to enrollmer,{ by sex;
.. 'establishing a history and continuing practlce of prOgram
, . ~ '., expansion for members of the under~represented sex - which, in the case' of
this college l was women; and
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,. fulJy and effectively accom:nodating the interests and abillties of
,
the under-represented sex.
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About two· thirds of colleges chose to comply with Title IX by
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deciding to fully and effectively accommodate the interest and abilities of the
under~represented sex and this story is a good example of a college using this
method. Durinl,;,its discussions with the OCR, the coliege saw that by adding golf,
sWimming and teniiis teams for women, it could also add men's tearns in tnef>p
same sports for"lirt!e additional cost. AI1hough not aU colleges are abJe to add men's
teams as this one did, never would the OCR mandate a conege to drop a team for
men to comply wil" Titl. IX, .......
With assistance from the OCR. the college
".' '" .,
determined the interest and ability of women students and, as a result: has nemly
doubled participation opportunities for women as _wen as increasing opportunities
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for men.
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State-Of-The-Art Field For Boys; Inadequate Field For Girls
A brand-new high school included a state·of-the·art baseba!1 facility for
boys, including dugouts, generous seating, lOCKers, a storage room and PA system.
In addition, the field was large enough for both the junior and senior players to
practice and play. In contrast, the girl~ were told there was no softbatl field fo!"
the:n: instead, the school had made 'arrangements with a lOcaJ church to share
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their field. This field had no seating,' locker room, dugout, storage room or PA
system, and the field Use!: was not comparable in quality or size to the one
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�provided to boys. After OCR's intervention, the school district not only built a
comparable softball facility for 9irls but it also reviewed facilities for girls at other
'
schools to detennine any needed upgrades.
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Q'uarter.-Millio!' In Womenls Scholarships
A complaint mec by a national advocacy group agair.st a university alleged
that it discriminated against women athletes in awarding scholarships. Title IX
provides that when a college or university awards athletic scholarships, these
scholarship awards must be granted to "members of each sex in proportion to the
number of students of each sex participating in .,. intercollegiate athletics," In this
case, the OCR's investigation concluded that the university was not awarding
substantially equal amounts of scholarship dollars ~o the men's and women's
programs, and it initiated settlement discussions. Worklng voluntarlly with the
OCR, the universi1}i will ensure that both the male and female athletic programs
rec€tve an equitable share of scholarship monies. As an immediate remedy to the
-identified disparity, the women's athle!ic program will receive an ineease of about
$269,000 over the next two years.
And more ".
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A pregnant student was denied the right to participate in an
automobile~pajnting
class because her teacher claimed the chemicals would
pose risk to her unborn child. H1?'r physician's statement that she was not at riSK
as long as she wore the same protective clothing as the other students \.Vas
disregarded and her instructor continued to verbally abuse her for hcr behavior.
The OCR requested that the school reinstate her to the class and the district
sent the instructor to sensitivitY training,clZ!-sses.
• . A district. with the help of the OCR, agreed to enroll a student in a
neighbor:ng district as she- had requested because she had been sexually
harassed rather than make her continue to face her fOrr.ier harassers.
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We. have to h,/we high hopes
for aE 01 our children. And
:We have in maKe: Ihcm
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know that they can have
high hopes for thEmselves, A
gr~al nalion that as,,;feJIlO
cV('n greater things in a new
cenf'J1'Y in " new millcnnjurr,
Canoot afford to ICllW< a
Stngte child behind .
jPr¢sldenl WSi1'lm J. Clinton
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The OCR is better equipped to handle the compiex education challenges
raised by the civil r~ghts issues of this cecade than it was during Its austere years.
We have invested heavily in ensuring the best training and development for both
our new staff members 8;)0 our more experienced'workers. Still, the OCR staff
r.1ust keep current in the ever~changing fields of technolog'y. We also must stay up·
to-date in the area of appropriate dispute resolution. For example, in working with
school distr~cts, t~e agency's investigative staff,need to extend their techniques
beyond traditional ones to include the newer appropriate dispute resolution
metho'ds of facilitation and negotiation,
In addition, the OCR staff must learn 10 Identify clearly the Impact of ils
work on students, on student access, on compliance activities and on partnerships
wIth groups inside and outside the federal arena, Staff wlll also need to kee'p
careful measurements of complaints to ensure their timely resclutloil. In the next
fiscal year, we want to bring about change T':iore efficiently for the greatest number
. of students - many' of whom experience substandard schooling through
circumstances of birth and geography.
With the full funding enjoyed by the OCKduring the last fiscal year, we
have been able to move away from putting nearly. a'I1'our,,'resources inlo
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investjgating individual complaints, With thls,ye9r's~?~(f: :J..!e, Can now plan bro~ctt
activities, including conducting compliance:!eyjg~~. ~n4 pr~vi~ing t,?chnicaJ
assistance on the areas that would do the most good for,the1 greatest number of
people, We have moved from an exdusivel!/reactive: mode that was necessary
during our staff shortfall,
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OCR has strengthened its time· honored goal.of bringing equity to all.
students, In fiscal year 1998, we have made positive changes in the educational
experiences of nearly six million students. Each of the efforts we make toward
improving the lives of approximately 5,9 mjJ\ion students - whether it ~af.m9ving
an African American child into the gifted and talented courses appropriate for her,
or making sure that visually impaired students studying in 110 state colleges would
be able to use material from the library collection - has resulted in a federal
expendlture, on the average, of only $1 per student na:ionwide, We p!edg~ tv .
continue our wo:-k so that t!1e OCR benefits the greatest number of people and
lmpacts the most severe discrimination problems - and does it in the mos~ efficient
way possible.
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�CR PUBLICATIONS
Please call 1-800-421-3481 if you would like one or more copies of these publications.
Education and Title VI
English
Spanish
Historically Black Colleges & Universities and Higher Education De5~gregation
Magnet Schools: Promoting Equal Opportunity and Quality'Education
Provision of an Equal Education Opportunity to Umited-English Proficient Students
English
Spanish
Student Assignment in Elementary &. Secondary Scho~ls & Title VI
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Clarification of Intercollegiate Athletics Policy GUidance: The Three-Part Tes!
Equal Opportunity in Intercollegiate Athletics
Sexual Harassment: It's Not Academic
Student Assignment in Elementary and Secondary Schools & Title IX
Teenage Pregnancy and Parenthood Issues
Title IX and Sex Discrimination
Title IX: 25 Years of Progress
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Title IX Grievance Procedures: An Introductory Manual
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Auxiliary Aids and Services for Po~isef0.n,9<;ry Students ,~~th Disa?ilitie:~, :'1t-~'7"' ...:,~~,,;:
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Clarification of School Districts' Responsibilities to Evaluate: Children ," ,. '.
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Attention Deficit Disorders
Discipline of Students With Handicaps in Elementary and Secondary Schools: ~,- ..';> .
Free Appropriate Public Education for Students with Disabilities
Placement of School Children with AlDS
Rights of Individuals With Handicaps Under Federal Law
English
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Spanish
Student Placement in Elementary & Secondary Schools and Section 504 and Title II
Civil Rights of Students with Hidden Disabilities
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Annual Report to Congress (Years 93, 94, 95, 96, 97)
Application of Federal Civil Rights Laws to Public Charter Schools
Guidance Counselor's Role in Ensuring Equal Educational Opportunity
How to File a Discrimination Complaint with the Office for Civil Rights
English
Spanish
Vietnamese
Cantonese
Hmong
Impact of the Civil Rights Laws
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~ondiscrlmjnatjon
in Employment Practices in
Ed~catjo:1
Notice of Nondiscriminl)tion
Office for Civi: Rights: Ensufing £qua: Access to Qua!irj Eciu:aticm
Vocational Education & Cl>4! Rights
Vl"ht;t Schools Can Do :0 improve Mafu & Science A::hiever.Hmt by Minority
& Fema!e Students
Age DiscriminatIon Act of 1975
A",~rd
of Student Flnanobl Assistance
Deef Students Educatio:"l Services; Policy Gtlidancc; No:ices
Guidelines lor Voca:ionaJ Education Programs
!n~erco:lcgjalc Athletics PoliC'} it1hnprotation
n:le-VI CivE Rights Act of 1964
Tille IX Education Amcnd:nen:s of 1972
Radal !ncident.S and narassmflOt investigative Gu!da.'1ce
SeCtion 504 Rehabilitation Act of 1973
Sexual Hurassmer.t GUidance: Harassment of Students by Schoo! E:llp!oyees,
Other Students, 0:- Third Parties; Notice
Title II 0: the :\rnericans with DiSbbiUies Act of 1990
ADA Self-Evaluation Guice for Public E!cmer.tery ad Secondary
Schools (availab!<l :hrough
GPO:
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Uniform federbl Accessibility Standard {UFASI,'"
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�Utti~e
for Civil Rights
ittrnellt of Education
.
http://W\A!W,ed.gov!officcsIQCR
Cl.!stomer ~rvlce #: :·800·421-3481
EASTERN DlVI$JON
l::tIDWESTERN DIVISION
C()nJlecticut, Maine, MQ$sachusetts,
New HampshIre, Rhode.1s1and, Vermont
lllioois, Indiona, Minnesota, Wl$c()nsln
Office tor Ovil Rights, Chicag!l Office
U$ Depanmel11 of Educa:ion
III North Cana! Stre!!:, Suile lOSS
Chicago,IL 60606-7204 (S:2) SS6-S434
FAX ~312135J.4888: TOO ;312) 353-2540
Office for Civil Rights, Boston Offic(!
U.s. Departmen: Ot Education
J, W, McCorrnaeK PoS: Office and Courthouse
Room 222,01-0061
&S,M, MA 02109·4557 (617} 223-9662
FA.X (6171223.9669, TIlD 16171223·%95
MichlgQn, OhIo
Omce for Civil Rights. C1e"Je~nd Office
U.S. Dcpnrtment of Education
600 SIJ;>ilrior Avenue East
Bank One Cenler, Room 750
ai!~nd, OK 44114-2611 (216) 522-4970
FAX (216) 522.2573, TOD :216) 522-4944
Nc.w Jersey, lYe-tv ¥o,.k, Puerto Ill<:o, Virgin
islands
Office for CM! Rights. New Yark Office
U.S. Depanmet1\ of EduU\tion
75 Park PlbCtl, l*h Floor
New Yc~k, NY 10007-2146 (212) 637·6466
FAX:212) 2643S03; 'DD (212) 637-0478
Delawtue, Mory&md, KentuckV. Penm'ylvrudo,
\Vest VIrginia
Office for Civil Rights, Philadelphia Office
U.S. Department of EdulZjion
~ Wanamaker BUilding
IOWQ. Kcm$os. Mbumrl, Nebraska,
North Dakota, South Dakota
Office:o:- CIVil Rights, Kansas City Office
U.S. o.wz.rtment of EdUCAtion
10220 Nonh Exe<:utiv.: Kills BoulcWllrl
8th Floor, Oi.6010
t\a!'\$lt$ City, MO 64153·1367 (816)sso.4200
100 Penn SqUl:U(l
FAX (8161891.0644; TIlD 1816) 891·0S82
wi. Sui!1! 515
Philadt!':phia. PA 19107 (215) 656·8541 '
FAX i215; 656.8605; TDD (215) 656·$604
WESTERN PlVlSION
... , . ,.
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Arizona, C%rooQ. Mont~ma.- New Mexlco,
Wyomlag
SOUTHERN DIV(SI0N
.u,ah,
OffiCIi 10:- Civil Rights, Denver Office
U.S.' Departrr.imt of Ed..:ation
F2de:rru Building, Suite: 310. os. 7010
AJllooma, Florfda. GeQrgfa, South Carolina,
Tennessee
Ofnc¢ lor Ovil Rights, Atlanta om~
12::4 Speer Boulevard
"U.S, Depa11ment of Education
Denvel, CO 80204-3582 1303) 8445695
FAX 1303; 844-4303; TDD 13C31844.3417
61 Forsyth Slrec1, SW., Suite 19170,
t\lIMta, GA 30303 (404) 562·6350
FAX (404) 562.6455, TDD (t.t}4} 562-6454
A.';·<mHlS,
1~d,;
Loul~!"Ina.
.
CalifornIa
Off~ fiX CM1 R!ghts. San francisco Offjc¢
U5. Dt<tlt>rlmen1 of EC.u:etion
Old Feder!)[ Buiiding
50 United Na/ions Pl1'lUl, Room 239
Son Frencisro, CA 94102-4102 {4IS} 5564275
MI$sb;sfppf, Oklahoma,
,
OfE;;(1 lor Civil Rlghls, !)aU(1S Office
U.S. Departmenl of Education
1999 Bryan Sfr~t, Suite 2600,06.5010·
Dal!as, TX 75201 (214188Q...Z459
FA): 1214) 880·3082; TIlD 12141 88()'2'56
fAX
{41S1437~7783
TOO {41S} 437·7786
Alaska, HaWaiI. ldtthQ, Nevada, Oregon,
Washington. Pocf/k: Region
Office for Civil Rights. SeD\'lk Office
U.S. Depanrrnmt of Education
915 Second A\X\lnuc, Room 3310
ScaJtI£, WA 98174-1099 (2oo) 220·7900
fAX 12061 22()'7SS7; TIlD (206) 22()'7907
Ncu,th C(lrolinu. VirginIa, WashIngton, D.C.
Offl;(! for Civil rugh:!, District of ColurnbU:I Office
U.S. Department of Education
11:)0 Penns¢vnnill. A,,'e, N W , Room 316
P,O. Box. 146Z0
WMhi:191on, D,C, 20044--4620
(2m!) 208..2545; fAX 1202) 2()8..7797
TIlD 1202)2()s'7741
27
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Clinton Administration History Project
Creator
An entity primarily responsible for making the resource
Cinton Administration History Project
Council of Economic Advisers
Department of Commerce
Central Intelligence Agency
Department of the Interior
Department of Defense
Corporation for National Service
Council on Environmental Quality
Department of Justice
Domestic Policy Council
Department of Education
Department of Energy
Environmental Protection Agency
Federal Emergency Management Agency
General Services Administration
Small Business Administration
Social Security Administration
United States Agency for International Development
National Economic Council
Office of Management & Budget
Office of National Drug Control Policy
Office of Personnel Management
Office of Science & Technology Policy
Office of the Vice President
United States Trade Representative
Date
A point or period of time associated with an event in the lifecycle of the resource
1993-2001
Description
An account of the resource
<p>The Clinton Administration History Project describes in detail the accomplishments of President Clinton's Administration for the period 1993-2001. The records consist of the histories of 32 agencies or departments within the Executive Branch. In general, each organization associated with the Project submitted a narrative history along with supporting documents. These narrative accounts are primarily overviews of the various missions, special projects, and accomplishments of the agencies. The supplementary records include substantive memos, press releases, briefing papers, and publications illustrated with photos and charts.</p>
<p>Agencies:<br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Council+of+Economic+Advisers&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Council of Economic Advisers</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Central+Intelligence+Agency&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Central Intelligence Agency</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Commerce&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Commerce</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+the+Interior&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of the Interior</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Defense&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Defense</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Corporation+for+National+Service&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Corporation for National Service</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Council+on+Environmental+Quality&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Council on Environmental Quality</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Justice&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Justice</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Domestic+Policy+Council&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Domestic Policy Council</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Education&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Education</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Energy&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Energy</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Environmental+Protection+Agency&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Environmental Protection Agency</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Federal+Emergency+Management+Agency&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Federal Emergency Management Agency</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+General+Services+Administration&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the General Services Administration</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Health+and+Human+Services&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Health and Human Services</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Housing+and+Urban+Development&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Housing and Urban Development</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Labor&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Labor</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+National+Economic+Council&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the National Economic Council</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Office+of+Management+and+Budget&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Office of Management and Budget</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Office+of+National+Drug+Control+Policy&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Office of National Drug Control Policy</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Office+of+Personnel+Management&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Office of Personnel Management</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Office+of+Science+and+Technology+Policy&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Office of Science and Technology Policy</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Office+of+the+Vice+President&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Office of the Vice President</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Small+Business+Administration&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Small Business Administration</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Social+Security+Administration&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Social Security Administration</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+State&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of State</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Transportation&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Transportation</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+the+Treasury&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of the Treasury</a><br /><a 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Text
A History of the
U.S. Department of Education
During the Clinton Administration
1993-2001
Prepared for the Clinton Administration History Project
,
Washington, DC
2000
VOLUME 4
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U as. Department of
Education
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Strategic Plan, 200l·2005
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Introduction
No nallon can be strong or great without providing for the growth and development of its
next generation, This strategic plan representS the five-year vision beginning in Fall 2.0.00. for
the Department of Educarion to fulfill,its national education res.ponsibilities. This \'ision is
built upon a decade of increasing national recognition ofthe' importance of education and the
need for a kade:ship role for the U,S. ~epartmtnt of Education in achieving naliena!
educatior. goals.
Since education is a state and local function in the United St.;m;s. the primary Federal ,ole in
education has been to encourage and support state, local. institutional and privaH: effons to
ensure that nU students receive a world~c!ass education. Our nation has made many
improvements in educational quality and access in recent years. This strategic plan
documentS tne next steps the Deparnnent of Education needs to take ai the Federallevc:l (0
· continue to prepare our students educationally to be productive workers in a demanding
workplace and productive citizens in an increasingly interconnected sociery,
The Department of Education 's miSSion is to ensure equal access :0 education and :0 promote
.,' educational exceilence for all students throughout the ~ation, We have a special obligation'
to ensure thaI aU students have the opporrunicy to meet the challenging standards of
educational excellence. This commitment often requires that we focus our resources and
· activities on srudents who are most at risk of educational failure, The Depar<.ment of
Education helps to ensure :hat students from aU backgrounds-regardless of race, natIOnal
). 'origin. eolor. di$abiliry~ age, or gender~have the opportunity to achieve excellenc~.under the
Amenean educational system. Where this plan states that "all" students are the focu'~ of a
,particular national objective or Strategy, it means just that.
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.' ;0 achieve dfectivt' education refo."m that meets the needs of aU students, many par.n,ers must be
· involved; students: parents; educ:arionalleadeTS: at the school. district. and state levels: community
m-embers, btUines'Ses. and religious grOups: and govemmenl at all levels. The U.S. Depamnenl of
Education~ will continue to focus its support and activities to strengthen these core components of
the U.S. educa!jon system.
Key roles of the Department to carry out our mission. as follows:
- Leadership to address critical issues in American educalion.
- Grants tl.N:,juc;ation agencies and institutions to suppan state and local rdonn; strengthen
teaehing and learning; s:rengm-:n schools and institutions; and prepare studt'nts for
citi't~nship, employment, and lifelong learning.
- Student grants and loans to help pay for the costs ofpostseeondary education.
Grants for literacy. employment, and selfMsuffi.ciency training for adults_
Monitoring and enforcem-ent of civil rights 10 ensure nondiscrimination by reCIpients of
Federal education funds.
Suppon fa." statisties, research, development, evaluation, and dissemination of information
to improve educational-quality and ~ffectivenc:ss_
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4.- Applying Knowledge of£ffettivt Instructional Practices
Effect.ive instruction framed around research-driver. practices will move our srudents toward
,the goal offending well and mdependently by the third grade and mastering citailengmg
mathemalics by the eighth grade. Reading is the foundation of all other skills essentIal for
.learning, yc!,'based on the ! 998 National Assessment of Educational Progress, only 62
percent of fouT'th~graders read at the basic level or highcL Although there has been some
recent progress, two-thirds of (ounh-graders tn high poverry schools were unable to reach the
basic levet, compared with a quaner of fourth-graders in wealthier schools. The 1998
National Assessment of Educational Progress indicates that the gap is narrowing in
mathemllIlC$. However. the mathematical performance of U.S, 'srudents 15 weaker in Ihe
middle gTades and upper pades than observed in other industrialized countries.
, Clearl)'. moTt must b~ done to improve the teaching and'learning of reading and mathematics
In ou~ Nation's schools, Fortunately, we know a lot about what works in teaching readi:ng
and mathtmatlcs, The National Research Council report Preventi~g Reaa'ing Difficulties in ..
Young Children laid out a series of research findings for effective ~eadtng instruction using a
'balanced approach that provides studentS with opponunities to develop phonemic .awareness
and comprehension skills, to ·practice with writing skins,' and to participate in varied reading
iictlvlties (National Reading Panel). Upcoming Research Council reports for mathemluici and
the Eagl!l-~(O~Learn report on early childhood ~ducation should spell out in considerable
, detail the body of research supporting effective instructional prac::tlces in each ,u'ea',
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The Department of Education has launched a numbc: of program changes and new·programs
that are designed to help support effective instruction of re~din{and matnemati-cs. A key
requirement for Title i schO'O'l~wide programs is to' use school·widc reform st:-ategie,s t~at are
based On effective means of improving ac::hievernent The Reading Excelience Act (REA)
requires that reading instrJ.~~~on be based on scientifically baserl:~adjng research: The
Cornpreh~nslve School Reform Demonstration (CSRD) progra~requires that schools adopt
comprehensive school reforms using strategies based on reliable rescan:h and effective
'prac:ices.ln Its first year, the Class Size Reduc!ion Program redu~ed llverage'class sizc for
1,7 million students from 23 to 1& students in the targeted grades," This program responds to
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the growipg body of research showing that students anending small classes in the early
grades make more rapid educational progress than students in larger classes and that these
gains persist in later grades.
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Implications jor tlte Future:
•. The Depamnent should place a greater emphasis on the wide dissemination of
information on partlcul~rly effective and promising approaches. Such infonnation
should be made available through a variety of means to reach different audiences,
inclucing through extensive professional development opportunities using Web~basc:d
technologies,
• The Depanrnent of Education needs to incorporate fiI!dings of the early childhood and
mathematics research reports into its program focus and outreach activities.
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"U.S. D:pnrtrnenl ofEducarion. The Clan-Sile Reduction Program: Boosting Student Achicvement lfI
Scnools ,.{(':1'O;. . (he Narlon, A Fim·Year Report, (Washington, DC: SqllcO'lber 2(00), p. 2.
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The Depamnent of Education should review sehool-wide models for their effectiveness
and consistency with the research, '
S. Improving the Recruitment., PreparatioD Ind Reteotion of High-Quality Teachers.
There is universal agreement that every child deserves a caring. competenr and qualified
teacher. Resean;:h shows that the quality of teaching 10 out Nahan's classrooms is the most
important in~school factor for improving student achievement. Today, however. we face
several challenges to meeting standards ofhigh~qua1ity teaching. Over the next 10 years, au:
r.atlon '5 schools will n~d more than 2 million teachers. most of whom win be first-time
tuchers. All teachers, more than ever befon:. must be able to educate an increasmgly eiYc:-se
student populatior., and they must be able to educate studentS to meet high academic cont~nl
standards. In addition, teachers need supportive environments within school-with strong
schoolleadcrshlp from principals and administrators-to ensure that their classrooms become
learning communities where all teachers and srudents work 10 their highest potential.
Through th~ Teacher Quality Enhaneanent Gnmts programs. the Depattment of Education
,supports the recruitment of hjgh~quality teachers, fundamen~l improvements in
postsecondary teacher education programs, and comprehensive reforms in state licensing
requirements for new teachers. The Preparing Tomorrow's Teachers to Use Technology
program promotes Tefonns in teacher preparation to ensure tha~ future teachers can
effectively Integrate'technology into their ciassroom practice. Federal funds for on~going
professional development come from several Department ofEducarion programs, inchiding
the Eisenhower :rr~fc:ssio~a(q~yi:lhpment program, Tide 1. spcciul.educutlon, and vocational
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The Deparmlent ~iEducation should continue to support new K·16 partnerships:
leaching and"iearning will improve only when inslitutions of higher education are
connected to K~ 12 schools so that teachers' initia1 preparation and on~going development
arc grounded in practical experience and atigned with student content and performance'
standards.
• The Deputmenl of Education should encourage the continued recruitment and retention
Ofhtgh~qualiry teachers including supporting strategies for increasing teacher pay.
reducing red tape for teaehers, and ereating"'ln 1 ethnical;y diverse teaching force.
• The Depamnent'ofEducation should ensun:: that teachers are trained to effectively
integrate technology into their instructional practice so that all students can succeed in a
technologically ad'\.'aneed society.
• The Department of Education should encourage innovative approaches to recruiting.
preparing and supporting prineipals. sehool administrators and other school leaders to
strengthen in·school working conditions for teachers.
• The Department of Education should develop improved ItIethods of measuring leather
quality-including assessments of classroom performance-to ensure !hat all teachers are
~~«:ting standards of high quality.
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Annual Report
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IT 1993 ANNUAL REPORT TO CONGRESS'
TABLE OF CO"''TENTS
FORE\llORD . . . . . . . . . . . . . . . . , . . . . . . • . . . . . . . • . . . . . . . . . . . •. "
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CHAPTER I COMPLAINT AND ENFORCEMENT ACTlVITlES ....... , . . . . .. I
OCR Policy Guidmce on Age and Race Discrimination .. ,..... I
Complaint Investigations ...•... ' . . . . . . . . . . . , .. , . . .. 1
Impact of Complaint Inyt!stigations on'
Elementary and Secondary Students' Lives ........•.. 3
. Impact of Complaint Investigations on
Postsecondary Students' Lives ..•. , . , ..... \' ... ,. 5
Compliance Reviews " . . . . . . . . . . . . . , .... ,., ....... -6
Other Compliance: Activities. ' .... , , .. , , " , ... , . . . . . . .. 7
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Magnet Sohools Assislan,e Program , . . . . . . . . . . . . . . 7
Vocatior...al Education .. ," . . . . . . . . . . , , , , . , •... , 7
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Higher Education Desegregation ,....... , . , . , ...... r,S:
Technical Assistance . . . . , . ' , . , .. , ... , . . . . ' . .. 8
New Publications . , ,
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Setting Priorities . , . , , ' . , . ' .... , ... , . ' , .... ' .. "
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Cue, and Policy ... , . , . , . . . . . . . . . • . . • •. 10
Managemem Refonn " . ' ..•. , . . . . . . . , . . . . . • , .••. II '
APPENDIX A SlalUtory Responsibilities and Federal Relationships
APPENDIX B. Staffing and Bu<lget
APPENDIX C Publications
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APPENDIX D Regional' Office Addresse, and Telephone Numb<:..
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FOREWORD
. 1993 ANNUAl REPORT TO CONGRESS
This is an exciting ti~ for all of u.s engaged in. rh~ ~ducatj(}n of Amen'ca's childrtn. Tnt
lOJrd Congrtss, with strong biponisan'suppon. enacud th~ Prtsidt:rtr's comprehensive
educaJion agenda. Th4! bilb it passed promou highu academic nantiards, safer schools,
marl family inw)/YOntnt. bf!tur uacha training and ,om.mJJniry~based school improvemenr
l!jJons, Ir has been nearly thru decades Sihct lhe ruuion has seen lhis pus~ for tducalion
Tejorm.
In enacting the legislative initialives, the Congress. acceded 10 lhe public's concern :!u:u
America 'J children be ready for the 21 Sf anwry and the global economic era that is already
upon us. This would mean that all children are prepared jar lht flt\1.-', emaging high~tech,
hjgh~knawltdgt tC()fU)my.
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The tna;:tmenl of lh( [tgilk; Jr. deals a lost blow at (hI! low
apectatioflS and watered do¥\,'n c:urn"cula rMc 100 often., in the past, were held our jor a
rr:inoriry sluticm, or a /emo.le .uudenr, or a sruderu with a disabifif)'. or a language minority
student Dr a student from an uonomicaUy disadvantaged backgrouiu!. We now will rightfo/Iy
insist on high e.xpeCttllionJ. high srantiards and 0 high ql,foliry curriculum jor all students as
the), prepare co truer higher education or rake their place in the work force.
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Like Iht educarion rejonn legislalion. the federal civil n'ghts laws were intended [0 eliminate'
barriers 10 educational opponuniries ~. and to uplace barriers wirhJIghls oJ access. Tht .
challenge now is to join tducarion reform eJfons with the re;llSt/i~t~';'n; of an effective civil .
righlS program so" they are working hand·in·hand with lhe mission of this Deparrment - equal
access 10 educolirma! excelLence.
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COMl'LAINT AND ENFORCEMENT ACTIVITiEs
CIiAPTER I
This report describes OCR', policy guidance efforts. complaint investigations and
emOlUment activities coDducled during Fiscal Year J993, from OctOber I, 1992 through
September 30. 1993.
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OCR Polity Guidanct on Age llJIIiRaa Discriminlllion
Age Discrimination
OCR is responsible for
enfort-~ent
as it relates: to discri.:nination on the basis of age in
Federally funded education programs or activities, OCR issued regulations for the Age
Discrimination ACI of 1975 on July 27. 1993. This was the firS! regulalion published by
OCR since 1980. In FY 1993. OCR received 245 com;ilaints !hat alleged disc:iminalion on
the basis of age. Of these, 159 were resolved in OCR while 48 were referred 10 the Federal
Mediation and Conciliation Service for resolution through mediation, Additional complaints
were rcfem:d [0 the approprjatc Feilera; agency. The r:: ,lice also sponsored outreach
activities and conducte:d compliance reviews on age discrimination issues,
Race-Targeted Scholarship'
Secretary of Education Richard W. Rlley issued a statement to college and university.
Stat in£. thai race-targeted scholarships ~can be a valuable'tool
for providing equal educa~jonal·opporruni!y and for enhancing a diverse educational
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envitonrnent for the benefit of all.srudcnlS. ~ The s:.a!ement emphasized both the ,kgality of
'trios{,of these sch~l.a.rships and restored the relationship between OCR and hig:h~;' ed~Cation
lnStj[utiOflS.
presid.::nts on March 4, 1993.
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Acting fOT the Department of Education, the V.S, De:panmenl of Justice filed an amicus
cur i.e brief on 1,;ly17, 1993. in the U.S. DiSIric< Court of Maryland. The brief urged !he
coun 10 declare the Benjamin Banneker Scholarship program. a merit~based scholarship
exclusively for black SlUdents at the Uni\'ersity of Maryland's College Park campus, a legal
desegregatiOn m,?uure:.
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Complaint Receipts
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In FY 1993. OCR devoted a significant ponion of resources to investigating complaintS.
OCR received 5.090 compiainl$ alleging discrimination on the basis of race, national origin.
sex. disability or age by a recipienl of Federal financial assistance. OCR', primary goal was
to resolve those complaints in a timely maMer. while ensuring worough investigations. This
has become more difficult over the last fi~e :::ars because complaints have risen by 89 •
percent while staff reSources have noe
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Pan of the reason for·this dramatic increase is the March 1988 passage of the Civil Rigbts
Restoration Act (CRRA). The CRRA restored OCR's institution-wide jurisdiction rather
than limiting jurisdiction (0 few programs that directly receive Federal aid. The impact of
CRRA means far fewer complaints are closed due to lack of jurisdiction. Thus. OCR
received both a greater number of complaints in FY 1993 and bad jurisdiction over a greater
proportion of them than prior to the passage of CRRA.
Approximately 56 percent of all complaints filed with OCR alleged discrimination based On
disability. Race and natioo.ll origIn complaints accounted for 18 percent of complaints.
Nine percent of complaints alleged sex discrimination. The remaining 17 percent of the
complaints were filed on multiple discrimination bases, on age disc:rL-'nination or on other
discrimination bases.
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Complaint Resolution
OCR resolved 4,480 complaints jn FY 1993. 'Seventeen percent were: closed because then:
was no jurisdiction for OCR to investigate the complaint. About one-quarter of the
c~mp!aint.S. 1.149. or 26 percent, ',,"'ae resolved wirh ... rrecttvc: action where the recipient
,changed its policies or praCtices. or chan,gcd the situation thaI was the basis of a complaint.
AbDUl 948 complaintS. or 21 percem. werc found 10 have no s.ubstantive bas.ts and did not
require correctiv:e:action-:: 1,61'3 complaims, or 36 percent, were delermin~d to he
inappropriate for OCR imervention. either because the complaint was more appropriately
resolved in another~fdrumr<wherc there was pending Federal court litigation, for example), or
because .oCR could~nor, otherwise ,proceed with .the case (because !.he complaim was
undme'IY. (or cxample).~ .~.~. '.
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As with closures. pending complaints aJ{ecl OCR's. 1.l{orkload. Many more complaint
receipts were pending at the end of FY 1993 than in FY 1992. There wert': 2.429 complaints
pending at the: end of FY 1993,~-wltich repr<:5t:med an incn:as= of 33 percem from the 1,624
complaints pending at the:: end of FY 1992.
OCR resolved a significant number of complaints through Early Complaint Resolution
(ECR). ECR is"a voluntary proce~!Jr,. ",:'hict: OCR bring$ the: panies together to try 10 help
senle differences between the complainanl lnd the reCipient. Over the past five years. OCR
resolved about 10 percent of iLS closures using ECR. "
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FY 1993 saw the continued groWth of complaints recoiv~d by OCR. Evtn with this increase.
OCR staff Te$)lved these complaints well within established time frames. Howcver. ~
complaint statistics do oot teU the complete' Story. Many of the cases OCR resolved made an
impact on individuals' lives .
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Imp""t 0/ CQmpl4int /J...stigtllions on Elementary antI Stcont/my Studi1l1s' Li.ts
Many of the issues raised in complaints filed against some of the Nation's 16,000 school
districts that receive Fed=! funds concerned the basic right of acces, to equal education by
individuals as weU as groups. The real-life $Iories told below are drawn from complaints in
which OCR secured voluntary correclive action from school districts to resolve civil rights
violations.
Complaints alleging discrimination on the basis of dis.bility can be filed under Section 504 of
the Rehabilitation Act of 1973 and Tit!e II of the Americans with Disabilities Act of 1990. .
They accounted for more complaints filed than on any other basis. In FY 1993. 65 pen:ent
of elementary and secondary'level cot:lpiainLS alleged discrimination due to a st'Jdenl's
disabling condition.
OCR resolved a number of complaints in FY 1993 involving some of the most fundamental'
rights of children with disabilities to tquJl edu-;atbMl ,.•~porrunity, In one case, the district
assigned all students classified as educable mentally retarded, trainabJe mentally retarded. and·
learning disabled to one classroom in the bJsement or one school building. There was no
distinction made regardin!phe> agc,orahe. indh.iidual educational needs of these srudenrs.
Parents also were asked to .purchase '!iupplies anc materiab made available to students without
disabilities at no cost.;-::Fol!owing'OCR's investigation, the district will educate students with
disabilities with other s.rudents,[o,the,maximum,exlent.possibie. Where students with
disabilities cannOt be'educ'aled ;in'the::reg.ular educational environment with the use of
supplementary aids ~nd\serv-,ces;, the ,dislricl will place them in a comparable e~ucation.al
setting and furnish"appropriile:'Cdlk'aiicina!,suPfllles and materials.
In anomer school distric[~ there were no physically accessib1e elementary or middie school
buildings. Prior to a complaint filed with OCR, the district was loid by a consulting
architect that it would cost S765.ooo 10 make
C'jw::a!ioj~zrprograrn accessible to persons
with disabilities. While conducting a complaint inve:.stigation. OCR explained alternatives for
making the district's ed~cational program acc:es~ible, The district incorporated this
information in underuking chan~es, i'tadin! to compliance with the law at a COSt of only
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Disability Compl.ints Filed b)' • Single Complainant
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In FY 1993. a single complainant filed hundreds or complaints alleging that srudents with
disabilities lack access to education programs in public and parochial schools. Most of these
complaints were tiled aiainst schools in the northeast United States, in OCR's Regions i and
Ill. These complaints added sir;nific:amly to both the Nation's total complaint receipts and [0
the receiplS of the tWO regions that were affected. Region In's complaints, for example.
increased ~j 83 percent in FY 1993 due to this ,ingle complainant.
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To investigate effectively these complaints with no significant extra'tisou",,,,,, the twO
",gions took into =ount the S)'S1<mic problem that Ullderlay the complaints, In Region Ill,
for example, complaints 'gainst many Plillade!phia parochial schools we", merged so the
Regioneould wor\: with Philadelphia's single parochial s::hool district. This .:rion
eliminated the IlCed 10 work with administrators of each parochial schoo!. In Region 1, OCR
officials met with the Chief Stale School Officers of the ""'" to address the numerous,
program accessibility problems, In Vermont, for e=ple, OCR explored the approaches
and available options to achieve program access with the Commissioner of Education.
Limited English Proficient Students
Discrimination based on English language proficiency violates Title VI of the Civil Rights
A=t of 1964, but lack of language assistance programs and access to educational opportunities
continue to be persistent barriers to s:rudents with lilnited English proficiency. About 16
percent of all FY 1993 elementary and secondary level complaints were filed on the basis of .
race or national origin. , A typical complaint flied. on national origin grounds was against
Washington's Pasco School District. The complaint alleged there were 2,600 students of
liIn~ted English language proficiency (LEP) who were t, .• given the educational services they
needed to panicipale effectively in sChool. OCR found that the district had not adequately
identified all of its LEP srudents, that 'it dij not have enough qualified staff for itS LEP
programs, that the LEP srudenci who had')eft·tnc progra.7ts· were not 'properly monitored and
mat the evaluation of its program ~as;iruuffici~nH·~\-~ :..
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,As a result of OCR's investigation~"the -Pas:o-district agreed to correct the violations.' In the
sealement OCR negotiated with- r.n-l-disiricYrO-G:R:;-wm'monitor the altemative language
sen"ices provided (0 individual; £E~ :s'rudEntS' fof' thc:next' three years. No! onlY"are\me
"~~isiric:t 's current -2.60() LEpisruoe'rill'1l1e'l~ie'd';6y::ih'is':;agreement but furure LEP srudents also
will gain, In fact: advocacy organiz.a!i~ns are using OCR's actions as a model for other
school districtS that wish to 'address':possitik defH:iencies in their own programs.
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Racial Harassment
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Other Tide: VI complaints were filed solely on raCe discrimination, In the predominantly
white suburban School District #1 13, in Highland Park. Illinois. harassment against ,black
StUdentS was severe and pervasive. creatin!! a hostile environmt::iLI The·S",~vc.n bHlek 'high
school sruderus were subjected to racial stereolypes. SiUTS and racial conmct~~despite the
disLrict's written policy covering di.u::rimination issues. including racial and ethnic
harassment. OCR negotiated a -senlemcm agreement that implememed the district's non~
discrimination policy. The district agreed 10 give in·service training ror all staff on their
responsibility to enforce non--diserimination paHdes, Staff also received guidance an how to
report racial ineioents among studentS. Students received orientation on interracial
.
understanding and culrural diversity, and we~ educated about the dislricfs non-
discrimination policy. They were also given information on filing racial harassment
grie\'an~es and were iHformed that racial harassment and discrimination would not be
1Oler:ued by school staff or the administratior.
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Discrimination based on sex viola..s Title IX of the' Education Amendmeots of 1972. In
FY 1993, .bout seven pe=nt of all complainlS alleged sex discrimination io elemental)' and
secondaIy scl!ools,and OCR received its flnt complaints of sexuaI·harassment of girls io
elemenwy scl!ool. The first complaint investigated by OCR about se""," harassment of
young girls ..... flied against Eden Prairie Independent School District #242, Millllesota.
Some of the srudents sexually harassed wen: as young as six years old and were in fU'St
grade. OCR found sexual harassment against these girls and om;rs Hi be severe and
pervasive, including sexual slurs and acrual or threatened physical contact,
As a result of OCR's investigation, the district agreed to several remedies. beginning with
guidelines for implementing itS policy on sexual harassment and procedures for reporting.
documenting and investigating these complainu. Staff received training in sexual han5Sment
issues and procedures for recognizing and evaluating incidents of sexual harassment. The·
district also applied the investigative and reponing measures to all reports of student-ro-
srudent sexual harassment as clarified in its policy. The district's cuni::utum.for.srudenu
now addresses the issue: or sexual harassment. '
In addition fO investigating complainu of s::xual harassment, OCR provides technical
assistance. OCR's regiorutl office in California'assisted:three~school districts-Modesto City
Schools. Saota Paula Unified School District "a~·d.Sant~ -Rosa,:'Elementary School District--in
reco&nizing that a district must recognize an~:hakg st~ps~to:'rem~dy the hostile environment
, , ' ..
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About 27 percent.of all OCR .complaints were ,filed; ac:ainsi the. Nation's colleges ar.d
universities in j:'y'1993. This proponi~n ~"{.p;'stset"O';dary s~h>ool complaints has not
changed over the past five ye~rs.
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Disability Complaints
As with elemental)' and secondary school cemp·taints. L~e greatest number of complaints
againSt collegcs'and universities. 38 percent. were filed on .the basis of diS4i:;'~ljry ~tatus;.:.:..;:
One: complaint alleged discrimination against students with disabilities at City College of San
Francisco. citing lack of physiCi'11 accessibility as the issue. When OCR~ investigattd. it
found the entin: campus inaccessible to people: with disabilities. For eumple. srudentS with
impaired mobility were assigned to c:)assraoms that presented physical barriers to them.
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At. • result of OCR's investigation. City College of San Francisco .greed to complete
extensive suucrura1 modifications throughout the campus and to adopt notices. 'policies and
procedures to ensure that'all progr.mr..·and activil.ir:s arc readily accessible. Because of
OCR's effons, this College win become one that anracts students with disabilities rather tban
being viewed as inhospitable due 10 substantial physical barriers.
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Minority Participation in Programs
The second highest number of complaints med against colleges and univenities, or 22
percent, was on the basis of raee and national origin discrimillation,
One compl.iIl! in Connecticut was filed .gainst the State Board of Gover.lO" for Higher
Education. The Board is responsible for governing Connecticut's public education system.
Asian-Americans and Native American Indians were being excluded from the state's
Minority Advance Program, whkh bad been founded to increase mmoriry representation for
sntdents. faculry and staff in higher education within the state. The state had included only
bJacks in the prognu:n. OCR found the exclusion of Asian-American and Native American
students to be improper and he!ped the Board develop a voluntary compliance plan thaI will
allow aU racial minorities to benefit from the program.
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Fourteen percent of complaints against colleges and universities alleged sex discrimination.
One co:nplaint resolved in FY 1993 involved a profess:. at the State University of New
York (SUNY) at Buffalo, This male professor sexually harassed female srudents, After
OCR '5 intervention. SUNY diSCiplined L'le profes50: and expanded its srudent'survey to
include responses on possible sexual haraSSr.1enL
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Compliance Reviews
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Compliance reviews arc: an impo'tutwpan of OCR's 0\'erah'.2i'..iq·igh'iS:c:nforcem~nt ,.
responsibilities, Compliance reviews permit OCR to taigef"re.sourc:e's~6n'compli.ance
problems that appear to be serious or national in scope. In' addition. OCR can use
knowledge of which issues are prioritles to focu~ iimiled discretionary resources and to bring
a ba.lance between complaint and compliance review issues,
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Selection of review sites is based on various sources of information. whi::h include: survey
-data: and infonnalion prov~de:d by complainants. interest, groups. media and the public •
During FY 1993. 101 compliance reviews were begun, This number represents a 31
percent increase in reviews over the prior year. 1n FY 1993. OCR closed 82 complia.nce .
reviews. the $eCond hi.@'hest nun:ber of reviews resolve:d in the past five years ..
Compliance Review Resolutions
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OCR issues Leners of Findings (LOF) r«ipients no.ifying them of delerminations on
issues OCR inveStigates in the COUISe of compliance reviews. When violatiol"l$ are found,
OCR tries to negotiate corrective action berore issuihfan LOE lhhe negotiations are
successful. a violation-corrected LOF is isscd, If the negotiations are unsuccessful. a·
violation LQF is issued. If no violation is found. a no·violation LOF may be issued.
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In OCR's compliance review. resolved in FY 1993, civil rights violations' requiring
corrective action were fou.nd in 66 percell!'of cases. OCR was able to negotiat:: corrective
action in most of the illsta.rlCes and, as a result, very rew cases proceeded towards
enforr::ement action.
Olher Camp/ian« Activili"
In addition to complaint investigations and compliance reviews. other compliance activities
arc conducted by OCR.
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Magnet Schools Assistance Program
OCR works with the O~ftce of Elemenury and Secondary Education to cenif)' that applicants
of the Magnet Schools Assistance Program (MSAP} \N'ilI meet nondiscrimination assurances.
MSAP funding is inten4ed to reduce. elimina!1! and.prevenf minority isolation. in elementary
and secondary magnet schools. In FY 1993. OCR reviewed 'the nondiscrim:natioil assurances
from iSl school districtS I'iu! applied for MSAP granl". ',r continuation grams.
Vocational Education
AU states develop Methods of Administration (MOA) plans that describe how Ihe)'"wiW '.' \ '"
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monitor their own programs and lhose of their subn::ipi='nts to ensure comphance WIth· ' .. '.
Federal civil rights la,ws. including those enforced by OCR. OCR is responsible.for." ,,',' I. . ,:~ ,
cenifying that each state has mel its MOA commitments.
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For 13 years. annual repom were submined~to;·'6cR by each of "the sciI6)'l.;iidjotn~i:~ntliies:tl;~'
We found [his process inefficie:1t and ineffectiye:. In'the spirit of the Reinveritin£'. :::'k"': -..• <,'
Government iniliative, we e:umined the purpose and intent of the MOA process:
aim
was 10 strengthen the civil ri~hts roots of MOAs through providing greater nexibility to
The
Stati:5, through making efficient use of Federal resources, cuning burde:nsorne reporting
requirements and holding states accountable for the achievement of substantive civil rights
goals .
. As part or the redesign process. OCR gave lwo·thirds or [he States an option of nm
, submitting an MOA report in 1993. We also surveyed the stales and civil rights and
vocational education organ~tions for suggestions on how OCR can suppon the StaleS'
activities. The result will be both a streamlined MOA process and a neW pannership with
States to achieve nondiscrimination in vocational education .
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Administrative Litigation
Southwestern V.,.gi.nia Training Center
A eomplain! was flied by • residential aide at the Sou!bwesu:rn Virginia Training Center. a
State operated training facility for developmentally disabled individuals. The aide was fired
due to a work-related disability after the Ceoter adopted a non-accommodation policy. After
exu:nsive effortS at voluntary compliance. the Center was given a Notice of Opportunity for
Hearing. Due to the egregious naN'" of the violation. OCR has deferred final approval of
the Cemer's applicatiOns for ~w financial assistance or increases in financial assistance, .
The hearing is scheduled to be held in 1994.
California ,Department of Corrections
OCR received a complaint from a vocatio"nal education imtNe.tor at the statc's Soledad
Training Center who was fired aner the Center learned that he had dyslexia. This action
violated Secti~,~ 504.: However. the Center-would not voluntarily comply with ~cderal
n~n~discrimjnatory requirements. A No.ice of OPPOi"tv..cy for Hearing was issue.d in
January 1993. but shortly after. the Stale entered a comprehensive senlemenl agreement. The:'
ad.minisuative proceeding was stayed penc;ng full implemenunion of the s.ettlement
agree;ment.
Higher Education Desegregation
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OCR monitors higher education desegregation plans in those states that previously operated: .
dual systems 'of bigher education, There are six stales: that OCR has not made '3 final, "_!'::~~:
determination aS'lo whether they have corrected Tille VI. violaiions. -,These states areir';~"~k';'q:
Florida. Kenrucky~ Maryland. Penruyh-ania, Texu. and Virginia,_
:"-:~::--.~
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The U,S. Supreme Court issued its decision in Avers \', Fordice on June 26. 1992. The
decisj?n enunciated standards for de[crmjnin~ whether former racially segre~aled public
-. higher education sysl.ems have eliminated \,esti,gi:s of racial discrimination, Ii held that race
neutral policies alone: are nOt suffiCient 10 demonstrate-'a state has effectively discharged its
affirmative obligation to dismantle a dr jur( system of hig.her education.
-"':., 'lnis dec1~ivn 'j; 'dirb.:tlY relevant to the Department's higher education activities. The
Fordiee decision held that before a State has discharged its affinnative duty 10 eliminate the
vestiges of its dt jllr~ system. it must examine a ·wide range of factors to determine whether
(a} State has perpetuated its fonnerly dt jurr se:grcgation in any facet of itS instirutionai
system, ..
TechniC21 Assistance
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The aim of OCR's tedmica! assistance ITA) effor..s 1S to prevent violations of tht!?clviJ right5-.,,·
law5. Technical assistance is provided throu;h such activities as on~she consultations •
conference panicipation., training classes. workshops and meetings, as wen as through
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written information and telephone consultations. Although TA is oft:nl'rovided during a
complaint investigation or a compliance review. OCR also conducts • broad program of
proactive TA outreaCh.
In FY 1993. in addition to tens of thousands of informal requests for information. OCR
responded to 2.498 requests for TA. This total represerus a 23 percent increase in TA
deliveries over FY 1992.
Mas: requests for TA (54 pereent) came from such individlL1l beneficiaries as srudents or
parents. Recipient instirutjons made about one~third of these requ/!Sts. with colleges and
universities accounting for 16 percent of the tOtal. There were 28 percent mon: requests in
FY 1993 !han in th< previous year. As in the past. most of these requests (71 pcreent) were
about disabiliry discrimination issues.
Tec:hnJcaJ as'sistance is delivered to a variety of organizations and thei~ people:, For example,
one region initiated a major outreach the Illinois Stale Board of Education on Title of
the' ADA. Another region conducted workshops on raciaJ harassment with Eastern Michigan
Ur,iYer.;ity and Western Michigan University. In a ,",'c·,: ..m region, a school district's
bilingual staff was provided with TA on their obligations toward national origin minority
srudents with Hmiu::d English proficiency, In a different region, parents received written
information and telephone responses 10 their questions on their children and Section 504 and
. Title II of the ADA.
to
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New Publications
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"The Provision of An Equ~1 Education Opporrunity to Limited EngliSh Profident.S~dents"
,,;y,:as sent with a c?ver letter signed by the Secretary 10 380 state and local !cifftciiils 'and '"
organiz.ations havmg an interest in LEP issues,
poster titled. ~Campus Dj"ersily--Stt People in the: Right Light/ was
Ihe leaders of all POst~condary ~choQls in the coumry. Regional offices are:
also providing the'posters to. imerested recipients.
In addition.
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LOOKING FORWARD
CHAPTERn
.oCR has begun to set its course for 1994 and beyond, In 1993. the new Assist.anl S=taty
beld an unprecedented IlllIllber of town meetings. focus groups and other forums to bring to
ligbt the concans. hopes and ideas of OCR staff and of the education community, In each
region; OCR suffare 'Iisu:nicg to their local communities, Thi.s outreach will provide the
foundation for the clear amculation of OCR', agenda. the direction for OCR', enforcemeOl
activities and staff resources.
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Setting PritJritits .
will
In a world ~f competing demands and lirniu:d resell"'es. only a focused effort
allow
OCR to continue effective resolution of civil rights problems. OCR intends to develop a
more: strategic approach to civil rights enforcement. Growing our of its outreach efforts. a
number of th!mes are already clear.
OCR must direct itself lowards impact on srudc:ms' lives. OCR will maxiIpize the impact of
available resources on civil rights in education. OCR "'. ;1 consider as broad a range: of input
as practicable in the setting of its priorities to ensure !ha[ OCR addresses the most acute
problems of discrimination. OCR. will prcvide tangible assistance to me grearest number of
, s,rudenlS possible. . .,
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OCR must work in pannership with ,rudents and parents. OCR will help o:hers to learn to
solve their problems of securing equal access to quality education, OCR will focus on .. '
.... 'sys'temic e~ucation' reform that enables communities throughou[ me nation to understand, ,
'... commit to and in)plemem strategies thaI pro~ige opportunities for all to learn.
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Finally:- OCR must invest in people. OCR will recruit and retain L.1!! highes: calibre staff;'l~
and ~il1 develop .the training and tools they 'need to become most effective. OCR wUl need
10 provide an environmem that values panicipalion, innovation and change. OCR win need
to model diversity, fairness and [..on:em, for, employee well.being.
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Civil Rigbls Cam and Policy
In 1993. nearly-go pert'erlt oJ OCR resources were spenl in a complaint mode. This
approach did not adequate!'y 'address'~jte variefior civil rights problems faced by vulnerable
groups in the U.S, unable or afraid to. complain, For example, LEP students. were largely·
unserved by the OCR compl.int process,
In 1994. OCR will revisit fundamentally its approach to complain, processing. Our goal is
to provide more timely and more effective inl!rvemion at the beginning of the complaint
process. OCR anticipates that srudents. parents and educators will become more central to
the. resolution of their own complaints.
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OCR will also renew its compliance; review ,;;rogram. Working wherever possible in ~
pannership wIth state and foeal educational institutions. OCR will seek to address civil rights
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problems early and proactively. This wiil require OCR's drrljc.ation to collaboration within
the Department of Education and througbou! the education tODllIIunity. To ensure: that
Federal funds do IlOf. support discrimination, bowever, OCR is prepared to take enforcement
action when volUlltl1Iy compliance cannot be obtained.
OCR must also facilitate discussion on 3 wide range of policy problems that bave been
largely ignored over the past dec:ade. Desegregation, nee targeted scholarships. racial and
sexual h.a.rasS:meDt. I::r'eanDem of disabled students and other issues require the collective
atll!ntion of policy makers inside and outside of the Depa.n:ment.
Management Rtform
Hardly a year bas gone by without a public report critical of OCR's opontious. Carrying
out Its civil rights responsibilities will require OCR to address fundamentally its methods of
dojng business.
The National Performance Review (NPR) provides the blueprint for a government that works
better and costs Ie... OCR intends to apply the NPR', .. rinciples of staff empowennent,
delayering and customer orientation to its management initiatives. These activities win
necessitate a greater degree of iab9r/managtment pannership than ever before.
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APPENDlXA
Statutory Responsibilities and Federal Relationships
The Office for Civil Rights (OCR) in the U.S, D<panmeru of Education (ED) is • law
enforcement agency, Its primary ~nsibjJjty is to ensure that recipients of Federal
fmancial assisTance do nOl discrimiruu. agairisl srudents, faculty, or other individuals
on the basis of race, color. national origin. sex, disabiliry. or age.
OCR is responsible for eoforcing the following Federal civil rights,laws:'
• Title VI of the Civil Rignts Act of 1964, which prohibits discriminalion on the
basis of race, color. or national origin. 42 U,S,C. 2000d SI ~. (implementing
regulation at 34 C,F,R, Parts 100 and 101);
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• Title IX of the Education Amendments or'1972. which prohibits discrimination o~
the basis of sex in educational programs; 20 U,S.c. 1681 el g,g. (implemenling
regulation at 34 C,F,R, Pan 106);
• Section 504 of.the Re~abili[ation Act of 19i3. whi::h prohibits discrimination on
the basis of pbysical andmen!.'!1 disability, 29 U,S,C. 794 (implememing
regularion 3t.)4 C.F,R, Pan 104);
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The Age
the
• of age, 42Discrimination' Ac! of 1975. whjch prohibits discrimination onPan basis
U:S:C:,6101'", i;,g,.(implementing regulation at 34 C.F,R,
110);
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Tilli'I1 or t.he A~eric:aff5 ~:Ith:bisabjjities Act of 1990, which prohibits
discrimination on the' ba~is of disability.
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Under the first four stanlies. OCR has juris.:l~ction o~er programs and activities that
receive Federal finar.::ial assistance. For educatio:lal iru;irutions. the Civil Rights
Restoration Act of 1987 defines' jurisdiclio'n over prog.rams and activities .as authority
over aU :he operations or a recipient. Under the' Americans with Disabilities Act
(ADA).·OCR has jurisdiction over public eler.:·::nta~ and ~~.:ondary education
systems. public institutions of higher education. ·~Oc.liioi~",!:educa[icin,programs and
public libraries.
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OCR also has been delegaled civil rights en'force'mem authority by eleven other
Executive Branch dt::p.arunents and agencies. including a delegation agreement that
OCR entered with the Depanment of In,erior in FY 1992,
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The civil rights laws enforced by OCR extend to a wide range of recipients of federal
funds'.TRecipientS covered by thest laws xnclude 111 state education and rehabilitation
agencies and their sUbn:c:ipie.ms. as w:tl as the education and rehabilitation agcI\Cics
of the District of Columbia. Pueno Rito. the Virgin Islands, American Samoa,
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Guam, Wake Island, the Canal Zon<, and the territories and possessions of the United
States. These recipients also include nearly every. school district and postsecondary
institution; thousands of proprietary schools, libraries, museums, and corre<:tional
facilities; and other institutions that receive Federal rmancial assistance from ED.
In canying out its civil rights enfon:ement ~nsibilities, OCR works with other
Federal agencies,includ~"g the Deparnneot of JllSIice (D01), the Equ.1 Employment
Oppormnity Comm,ssion (EEOC). and the Ftderai Mediauon and Concili.t'on
Service (FMCS).
Under Executive Order 12250. D01 is responsible for coordinating Federal
Government agencies' enforce~ent of TiLle VI, Title IX. Section 504, and other
Federal laws £hal prohibit discrimination on the basis of race, color, national origin.
sex. disability. or religion in programs and activities receiving Federal financial
assistance. Primary enforcement responsibility remai...1s with the individuaI agencies,
while leadership and coordination r{;sponsib~iIry. in areas other than employment, is
vested in DOl. Pursuant to Executive Order 12250, other ,Federal ag!ncies have
delegated authority to OCR ~o conduct ch'l; rig!".. ·. compliance activities in 'educadonal
insricutions on their behalf.
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EEOC bas primary coordinating ,au:thoriry,"\.mde~_~XeCUl!Ve Order !2067 for
complaints of employment discrimination,,· OCR generally refers to EEOC those Title
VI and Title IX complaints that allege d~Sciimination'solely in employment and that
are not systemic or class~based in nanire: Section'S04: employment complaintS. as
well as systemic and class.based .."emplCiymeru.complaihts._under :ritl: VI and Title IX.
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are: generally retained for processing by"OCR~ '. ;,.
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,'cases, ~lleging age discrimination.
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When
complaints of discrimination in emplo)'mc:nt'o"n the basis of age a:-e flied with OCR.
they art: transferred to EEOC for investigation and resolution because OCR has no
jurisdiction over these cases under the Age Discrimination f~CL
~.
OCR shares responsibility with FMCS for processing age discrimination complaint!
that do no! involve employme::nt. OCR screens complaints alleging age discrimination
lo.determine wbether il has jurisdiction. If juriSdiction is estal?lished, the C"/)mplaint is·
forwarded to FMCS for YolunLa!,),'rcsohHion. If FMCS is unsucce~ful;-'or~'tjther:"
party does not agree to medi?tiQn by Ff!r:1CS. OCR ~nvcstigate5 the complaint in the
same manner as complaintS .alleging: other types of discrimination.
•
;
.
DOl has primary authority fo, compl.inrs under the ADA. Under Title II of the
Americans with Disabilities Act. DOl has delegated jurisdiotion to ED/OCR for'
investigating compl.inrs alleging discrimination on the basis of disability that are filed
against public: elementary. 5¢condary. and postsecondary institUtions as wen as puhHc
libraries .
�..
•
•
OCR works w;w ED', Office of Special Education and Rehabilitative Scrviees to
coordinate the enfo=ment of cetUin provisions of !he Individuals with Disabilities
Education Act with Se:tion 504. OCR also works wiw ED's Office of Elementary
.and Secondary Education to impJemeru we civil rights provisions of Title ill of !he
Elementary and Secondary Education Act of 1965, as amended, i.e .. the Magnet
SchOOls Assistance Program.
.
..
.. '<: ':
;""~'·."·i:;-';:·.:. ~
.
,
• ;:~ ;.; ;:: r, ,'/:'::~:'.~' :(:~. ~':.:-:
'"
".!! ';::. ;,,;, , :.~'.::;:.,.
"
.
.
~,,!,'~'r,;;':-!~'-'" 1:'; . • • '
, ,.
,"
.....
".
.....
,",.,,''''
'.
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•
-- .... ...
~
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.
�APPENDIXB
e
STAFFING &I. BUDGET.
OCR's authorized Slaff ceiling for FY 1993 was 867 full-time equivalent (fTE)
positions (made up of full-time permanent and other-than-full-time pemanent staff).
However. in accordance with Executive Order 12839. which mandated reductions in
the federal civilian work force, OCR's ceiling was reduced to 858 FTE. Tweruy-rwo
percent of the staff were located in headquarters and 7& percent were in the leo
regional offices.
OCR had a total funding level of S56,402.OOO for FY 1993. The following table
provides budget and staffing information on OCR for the past five fiscaJ years.
BUDGET MiD STAFFING Il'<TORMA TION
.......
~""tjon
f-rtinwtt
"
10
Contrn'
.
"W'tJCM"I.,tI'
:9119
Ie
-4U·n,OOO
-IQ.a.. ~.ooo
1990
1991
.45,118.000
.. ~. n't 000
<19,900,000
i{"ro:l:,OOO
oI,,_-I¢.I,JJI
)991
&1.<10('1.(100
,,.,
5i 000,000
;(, a)~.ooo
.,
"f1",~
ttf 5~~f'fIt,,1
""
"1.635.1i1)(;
.&.1.$71,000 •• " ,
.';
.&,41>5,000
5).62:),000 ;',', ,'" ',.", .es~,
5&,402.000
' " .' - .' ~<asa
."
-", '.
,.
";
•
.
.".' _:'"
;'.' ' " ,
�.,;
.-.,.
,
.
APPENDIX C
•
PUBLICATIONS
Contaa your regional civil rights office (see Appendix D for listing) to obtain any
of the publications listed below,
!:irneral
OCR's 1992 Annual Repon to Congress
OCR's 1991 Annual Report to Congress
OCR's 1990 Annual Report to Congress
ED Faru: Information about the OCR
Notice of Nondiscrimination
How to File A Discrimination Complaint
Federal Regulations. Vocallonal Education Program Guidelines
(March 21,1979)
.
'Vocational Education and Civil Righls
The Cufdance Counselor's Role if! Ensuring Equal Educational
Opponunlty
Nondiscrimination in Employment i'ra.ctices in Education
.. ' ."
What Schools Can 00 to'improve Math and Science Achievement by "",
Minority and female Students
•
,~ .~,:
.j
. ."
Title VI of the Civil Rights Act of 19&4 (Title VI)
Tille VI Regu!alions, Fe-defaT Ret;is1e'r'~ May 9, 1980
Educalion and Tifle VI (Available 'i~' English and Spanish) .
Studen! Assignment in Elementary .<Ind Secondary Schools and Title.vl
Mignet Schools: Promoting Equal· Opportunity and Quality Educarfon
Historically Black College$ and Untver$lties and Higher Education
Desegregalion
The Provision of an Equal Educalion Opportunity to limited English '
Proficient Students
......"_
•
z
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,Titl. IX iiI !he Edul:l!lipn Amrnrlmrnts of 1972 (!ill. IX)
. Title IX Regulations, 'federal Regi,ter, May 9, 1980
Federal Regul"uions. Policy Interpretation on Title IX Intercoflegiate
Athletics, December 1979
Title IX Grievance Procedures: An Introductory Manual
Title IX and Sex Discrimination (Available in English and Spanish)
Title IX Athletics Manual (Includes Regulations, Policy Interpretations, &
OCR Fact Sheet)
Equal Opponunily in Intercol!egrate Alhletics: Requi~e~ents Under Tjtle rx
of the Education Amendments of 1972
�,
•
SlUdent Assignment in fiemenlllry & Secondary Schools and Title IX
Sexual Harassment: II's Not Academic
'
Teenage Pregnancy and Parenthood Issues Under Title IX
Section 504 of the Rehabilitation Ad of 1973 (Section 504)
Section 504 Regulations, federal Register. May 9, 1980 (Includes
December 1990 Amendment)
Auxiliary Aids and Services for Postsecondary Students with Handicaps
Discipline of Students With Handicaps in Elementary and Secondary
Schools
Free Appropriate Public Education (or Students with Handicaps
Placement of School Children with AID5
Student Pla.cement in Elementary and Secondary Schools,and Sed ion S04
Civil Rights of Students. with Hidden Disabilities Under Section 504
Rights of Individuals with Handicaps Under Federal law IAvailable in
English and Spanish)
Age Qiscrimination Act of 1275
Federal
"
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.',
"
.
Regulation~<
Age Discrimination
Act of 1975
Federal Regulations. Department of Education, Age Dis,crimination Ad,
Federal Regi,ter, July 27, 1993
Americans with Disabilities Asj
"
;""h '.
Depanmen1 of Justice pamphlet on Americal!s ~~iI~ J?isabililies Act
'.-
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'7 '..''. .
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[
ArPEN01X D
.J
OCR R:ECIONAL omCES
Reston I
Connmkut. Maine.
Irs-ion Vf
Mau.A~
Arbnas, louislam.. MiSltslippi.
OI<w.....,T....
Office tOT Civil Righu, ReBton VI
U.s, ~t of Education
Nrw H.J~ Rhoft lrJ.and. Vmnont
Offir.:! for Civil Rights, Ream" I
U.s. D~nt ot EduQtio(l
J. w. Mt::C.onmd: POs\ OffICI iI\d C;:::n.l11hol.l~t'
Room 222.01..0001
80SlOn, MA o';!109...tSS7
(61 7.1 :12}'9662; rDO (61
1200 Molin l' owt'f Building
Suitt' 2260, !)6.5010
O..II.u, TX
n 2.2)·9695
"5202~,gge
UHl 767'3936. TOO UHI 767·)639
Rqion VtI
ReJiQn 1/
Ntw ~f'$fr, New York. "~rto !tico.
V~ll\ !sundt
Office for Civil Rishts. kqion II
Otf.(~
U.s. Dep;lrttntf'll of tth~Colllitm
26 Fcdlll'ul Plua, ))td floor
Room 33-130, 01-1010
t...ew Yorl, NY 10278-0082
(2121264-4633; TDO 1212) 164-9464
U $, Dt'p.nmen! of Eduotion
10220 NoM ht'CUtivt' Hills 301J1~vd
6th Floor ~7.60 10 •
•
K.mm <-lty, MO (.4t53·lJ67
«)16) 891-3026; TOO 181 &1374-6461
10....1, K.l.naJ. Kentucky, Missouri,.
Ndlr~
Retion 111
OtLaw..~, Disttit;t of Columba. Maryl.lnd,
•
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Rq:ion Viti
V.5.' D6Iilttmt'nl of Edu~lion
.353$ Marlett S~tl
. Room 6300. O}·lOtO
'Philaot'lphu, PA 1910.·).326
HU\5) 596-6787; TOO (lIS) S9~794
1244
llImoK,
-- -
~"' J ,
Ind~
•• "
IUCtON IX
c..litorti~
Offji:~ for Civi! Righ!$, IX
U.s_ DepOll1m~nl of Edual,,,n
Old h:d~fil! 8l.1ildin&
$0 Uniled N~iion~ PI.tn... Room 2)9.09~Dl0
SOin f(lnciSe!). CA 9-4102";102
,41 S! 55&-7000. TOO \41$1 55(,.6806
us.
JiiQl
AtiUIu.. H.wMi,. Id",ho. Nev,lu:iJ., Or~,on.
W.uhinJ1-On, II.trn:ric.an Svnc.a, Cuam. Trusf ierritory
01 fM PuiflC 'bLInds
'
Off"f' lor Crvil Righu. Rt'gion X
eM! liJ"u. lteliOl"l v
D~enl
of [ducalion
South SWt' 511ftl
U.S.
Room 100C. O}-;(OlO
~p.artmenl
of Eduation
91 $ St'eonC "¥t'nfJe
Room 3310,10-9010
ChicaJo: It 60605--1202
0121 e86-)o!ISo; TOO P121 3Sl-2S,«)
S~.nl~.
WI., 98174.1099
t206) 220.7880; TOO (206) 220.7907
•
RoeZion X
,
Michican. Minnnou.
Ohio, WtSCOntin
Offitto lor
5p~er aou~vilrd
Oen.. er, CO 802~3582
;"
'. '." . '
(30)1844-5695; TOO DOl) 8';4.34,: ?~ _-
. Ih::ion lV
,
Alaboll'ftl.. Florid.., Geollu. Norch
Ul'Olil'lol. South urol$, Tennentt
QfflCt for Clvil RiahU, Rqion IV
U.s. Clt~nrf,!!nl of Educ..u~
P01t OffIce 9oJ.';~46, 04-)010
to! W""ulena Towt'r-$uile 2000
"tl.tn.Q., CA l030 1·2044
140-41 )ll·29~; iOO" 140-4) ))1-7210
Rqiotl V
RighU, Re:gi(ln VI!
"'rU'ON., Lc»orlido, Mont.ln.1., New
Mui(o. North 0011..011., South. O.kOil.,
Ut,dt, Wyomin&
OP.lt~ fot Civil Rl&hU, Region VII!
u.5: OeDilrtrM'nt of £duc;altOtl
fl'cier~1 Building. Suite 310, OS-7010 -." ' .
Penn~rlv..ni.t·. VirJini.t. Wt:$\ VifJinu
,Qfflet tor Civil Rishu. R~ion III
..
rOl' CIVil
i
�. .,. e·
e ,
.
i
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e
..
OF.FleE FOR ClvrL RIGHTS
Goal: To ensure etlui! access tu education for all students through the vigorous enfo"rccmcut of ciyil rights.
Relatimlship of l'ro~nun to VoluUll! 1. l}t'psrtIUt'nt~\\"idc Objectiycs:: This l)fogrUm contributes to Goals t (l3uihl a solid foundation for learning for :'Ill children); 2
(Reform the U.s. education system to help n;.ake it the best in the world.); and 3 (Ensure access fm all to a high-quality postsec(lfldary education and Iifelot1g Jeaming./.
FY 200ll-$71,200.000
.
FY 200 1--$76,9QQ,QQQ(F,t;q~ll;;:.h;u ow.1gd)
.
s I: Tn
~
• Uta!
199M:
" 1000:
DOOl:
FY 20M:
•
,
,_
_J~t:~s. or p':nH:tke~_ ~1!_~I!.!1]g'!:L~ith·_
1
______J"urgets and Perfomlaoce Data
Perfurmance' Tar (ls
1.378
naseline'/ear
1,563
: Incrcase 0\''01- 1,173"
l,llJS
. ,
I
_
-----;-
lIu:rr-ase '-;~ier 1,563*
~
. .
Meeting the targc15 JS (ontmgrnt on wmklo::ld and fundmg.
-b~ ..•~I'mol
'
A, ual hrfurmau(:(
~
dL. __
I ttY" rights laws will i
: The nutubt'r of recipients of .. <:... ~
1.1
: Statu~~
-----
Tatgel met.
and litl'lte «iuea1tonal agent'iE'I>
Datal
'..".----,C""'~'7-"~
-- SOUfte': Annual data from OCR ~-Casc
) Information System. 1999.
FI'('<[lIrncy: Anmm!1y.
A'f.;xl cqlh;wllm! updatE'_ 2001.
.' [Hila 10 hI! repQlrl'tf.- 20HZ
El'p!anAtion: In FY 1998, 1,J7R tcclpi-cnts
Ilf IIIPluoxima!ely 1,013 s-choo!
I disjricis, 22 SEAs (with 2,9}6 school dj~tf;l.:tS).
2J} postseo;:ondflry institutions, and tW(I $lale
$)1i1emS (If
edI.H:alion-changoo policies.
I practices. lmd ptocrourcs to comply \"l!h Federal
ch'il rights law.
(;on~islmg
I
hi~he.
In FY 1999, 1.56} recipients-consisting of
approximately 1,152 school di~tlkl!l. fiVl~ SI;A~
(with 6,670 school districts), 403 postsecondary
institutiolls, and two state 5y~tems of higher
ctlucation (WLlh 139 p~~ec';lOdlllY
ValitJ'Afinn ProrroufC>: EO f}ata Quality
Aucstation I'rOCCS-5 ami ED SIaru:iaTd5 fur
cy:a:I!l.;l.JII)IL~[QiI1!m Pq(QI-'llil-'l~1;:Jpj:!it'a1.lIDl,
Limitati(ln~
(If Hata and Planned
OCR chose \0
Il1Ipro"t'ment~: Umilo(i(HlS;
mt."nsurt." wmpliallte allhe ]JOint of ("a<;r.
resolntlon rathcr than at thc cnd of moniloling,
111 duing sO, OCR recognizes that the extent nf
influence of Ihe agreement 10 effect ch;mge is
inSlililtiollsJ--changed policies. practlers, and
being measured, HIther than Ille aclual
procedum to comply with Federal civil rights
acromplished change. While this indicator
laws,
places equal value on all recipients. it is
important 10 note that changH 10 policie,~,
III FY 2000, 2.035 ft'<ipiml~onsisting ('f
procedures, and pratlic6 ullhe slale or di,tricl
apprm(imately I, 1M $choot districts, nme SEAs
(with 14,100 scbool di!>lrlcls}, 852 p051S«OT1daIY . wide level hu'l.'c a more sysle!n1C impocllbnn
~ those made at a school-ba~l"tlltvt't I'lmwM
iMtitutions, and two smte systems ufhighet
oolJcation (wilh 43 pm;tsreoodary institutions}- , 1r.1provei'h'f1Js: Expluutory work completed on a
new case manllgemrnl system tbl1l win replace
changed policies, prnctiec~, and procedures to
CIS with a more uscr friendly and less labor
curnply ""illh Federal d'l."iI tights laws.
intrnsive system. When adequate hmding: for
the- project is 5«ure-u. !he new systcn) wllI have
the capacity to link CIS data tll specifk case
files, which will impnwc the \'slidity of the dala,
In addition, OCR will ITKI'\'f.' CIS 10 s platform
that is cwnpalible wilh the Depertmrnt's
OFFICE FOR CIVIL RIGIITS
DRAFT
PA(;£O~3
�•
J!.I.t:!~~ator
"tar....
•
"
,,;.
,
1.2 Number or students affected: -"-he-esii mated number of stu~~J!9Jij~i~~JL!1..(f~_~t~~IJ)}: Vt:;It's wvrk will
....................
FY
FY
FY
FY
f FY
. ,>.;,.
Targets and l't::tfolltlatlcc Data
J>t'rff)rmanc('
I
,
S,90(),OOO
------j
6 57! 725
7,7,-695,025
i
,
Incn:aj :;;-~\,er~,'9"O*O'.ooWO"·c---i Explanation: This indicator expand~ orllhe
results of lndiclllOf 1.1. [t demonstrates the
•
Freqll(;IIg':
I
:Mecting the turgl;:~; i~: cDl1tir.:Bt:'::t un wUlk!c:!c';ltld fun
i;.....
Anllunlly.
Dala 10 be reponed,- 2002
, ; i, illlpw\'ed access to equal educational
1---------------1' o-PPofluniry
j
b
c.
•
~,
Id~
when-redpicnts change policies,
,<,
.',,'
~,
.
;
1
Pr.lcticCll, and pmcedures 10 eliminale or prevent
l;dvjl light" pwhlem$,
[,": ,;..
,';
..
, ~ - ! OCR CQun~s student impact al the point Oft:3se
:':'! :reSlJlutirm'rather Ih~ln at the end of fl1onito'ring
"). -;) f btiaum:: case resotution is the point in case
i pnJ(cssing that pfQvi<J~s the moll! rrli.abl(',
i available, and contemporanc<)Us informallon fur
'
VaJidathHI Procedure: ED Data QUHlity
I Attestation
gy~luatjng
PfOCcS~ and ED Slandnnl~ for
Program Perf9rtt1l!\}cdn9i~4!Qr,';_
Llm!t;\t1olls ornata and Phmnl'd
Impr(JHmt'nu' /.imilmir>lls: Student I."nrollmenl
data used by OCR 10 calculute ~tudent 1I1tpact i~
the rnos! current data 3v<lilllhle to lhe recipient
PianllPd fmprow'IIumls' Explorm.l-ory work
completed on new ..ast wanagctuttlt :system Ihal
will repln.:_c CIS 'With a usrr·frkrnlli(,f and Ics~
witbin th!," budget ()felti, In doing so,
labor-intensive system. When 'lIdequale fi.mumg
""H'< ;OCR recov,nues tbe extent UrmOUet1Ce ofthe
'j',\ "ugic'cmcnt IQ ~ffec( change t$ being measured,
for the PHI)!:;;' is ~t:cu(ed, tht: new ~y~It:Hl will
have the eapOidty!O link CIS d1ila to spee_lfic
:y,,;, ;,Ialhcl' than the aCli.l1d m;:cQn1plishoxl dl.an:ge,
ca,e file~, whkh will improve lbe validity Qflhe
i peR i~ carerui IlJ count only the ~tude:nts who
ualt!. Itl mkliliun, OCR '\'rllmo'O',.; CiS 10 a
, ar~ expet:ted to thrcctly expenem:e change
thr{)1Jgh the implementation t)f a rrsolution
plnlformlhnt is compatible with the
Departlm'nt'-:; IT env!'rommml.
agreement. In some lfUltanCe:s, the nllmbers ate
smail, 'such as Ihe resolutIOn of a tPfltd and
takltltd clise or Q!W th3l Irf\iohes only EmgJish
language learners l'he resolntioo (If a disability
l:ornplaint uflen affects: one student,
Aitemativeiy. the p.umhen CJU be lalge, such:M
with !he resolution of a sexual haras.s~ot case
Ihal hwolYes Imming alt slaff and siudents un the
I imple~nlatton !!t'!.!1.t;,'YJ:21iey~.______.L_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _-'
-'.- i-makmg meaningrul program ftlNwgrme:nt
d['d~iQn~
,.
f
.,
PAm-: 0-4
,
Next c(llfeclion update: 200 L
I number ()f students pusitively affecloo by
•
..
-----1
Source: Annual dala from OCR's Case
Jnfomlation System. 1999,
]ncrea~~;-~~;-;'-6,571,725.------T
i
.'
_ __________r;;2Y_~c:~~_~'!!9J·2~~a Quality
Perro rmance Targ.e,"'--_ _, Status: Target mel.
Easeline year
B
~~!l1al
1998:
1999:
20(10:
2001;
..
2002;'
Assessme~~_()f1'"~ogress
!
nrrC:l~~~:_mn__________
!
nm__
OFFlCE FOR CtYlt I{IGUTS
DRAFT
�•
•
•
OBJECTIVE 2 To TEAClt PARENTS AND STUDENTS HOW TO RESOLVI! PROllt.EMS OF SECuruXO EQUAL ACCESS 10 B1GlJ-QCllC""L"lcrY,;;:F.,;D,'JC,,:_=AC'O'O~",-._ _ _ _ _ _ _ _ _ _ _ _,
Indicator 2.1 Successful p:::utnershlp's: The llumber I.l!JI!l~t:.~!~!lihlp~~~jll!J?:llrents: tbal I~!(~~~I~" dv!l. rh~~~~ S'omp:I~~I_rl1;~_ ~'JI~ JI!~r,e.",<.~,___-,,,,-:--,,,-,,-____
~
Targels and Perfonnance Data
Assessment of Proglcss
I
Suurces and Data Q_l!~!!!:Y -----1
"tar
FY 1999:
ltV 2000:
FY 2001:
--;;\'-"2002:•
Attual
P~rl'urm.llm:e
IS
38
Perrormance Targl.'h
Baseline xc.1r
lnrreaS(' oyer I!:I~
Increase 0"0 #"
I
1
r-
I 5mU"{f'l Annual data fmm OCR's Case
Status: Haselil\C' estublished.
I
1
'I
Explauadool to. p!)rrnUil partnership is
established when OCR, as a fe';tjll of a case
• -.
Ini;u:~~ -~~~;:F); 2oof;~ r~!)Julron.<tr Olhcr aetwily, fit£Jlita!es
.1
Meeting Ihe targets is. cOnlingoll (lh w(lrkload, and fundmg." ,
ill
(olJ~!xmttJon .be!W.e~ ~axents and schools to
,r' .j .acimna;,: nllgomg (1\'11 fights t:omphan<(' wl1hout
.
!. OCR's continued involvement.
1
rnf(lrtNltian SY~i"m_ 1999.
l'rcql'C'ICY." Annually_
N...t1 roIl«'fi()lf ~pdlJte: 2001.
nata to bl'rrported: 2002
Vatidlltion l"rocedort>: ED Data Quality
Alleruatinn Process and ED St:!Q~M:Q§_fl)f
rivaluating l'wgram Pt:rfompflce indka!ofS.
l-imitaUnM nf Oat. lind Planned
Imp(1)H~mmts; i,4J1t!If)livlf$;
,
I
" , i. "
Ii .
I
,
I
~
., ".,' l,... ,';j
.\
.. ".
.' -.'~'
Ph)Nn#d if'lpro'V!menlJ .
I management systemles.s WIll replace C[S wllh tm
that
utcr·(riemlllCf and
systero.
,
"',' 'i'
-;
.;,
r"_,,
1
~ itwuh"ctltenl
i Explomtnry work cornplrlrd (II'! I'!r~v ('a~e
!c:~
,:~
I
"
.,'.
,
.".
OCR's
;;:onservative approach to mea,\uring: patent
pannerships gcnerated by OCR's acli\;tles
. feSUltlf in an umit'fCount of ~rntial benefits to
1studenls. We counl :II p."lrenl p3r1ncnhip 1'.11<'..
OCR, u a result uf 11 ca;!e resolution or other
activity, farililates II cullaboration between
parcnls and m:hooh tlJ achieve Hng!lin~ civil
! righlS compliam:e without OCR'5 continued
I,·
t,- ,':'
,
,,'
,
lalxlr~il\lcnsl\'(.'
\\;ncn adequate futldinJt (or thc project i~
securrd, the new !>ystcm Will have the c,lpadty to
link CIS daHl to specifie <ase riles, which will
impro1lc the validity o[tile data In Rddition,
OCR will roove CIS to a plat(onn that is
comp;ttibte with the Deptutmct\('s information
__________l-'I<,,~·h~"",~I~l)gt environment
,,
'
OFFICE FOR CJ\'IL H.IGIITS
.
DRAFT
PAGE
O~5
�•
•
•
OSJECTrvE 3: To OBTAIN kE.'>UI.TS OV tHE EfFIClENTMANAG£MF.Nf OF CIVIL RlOlITS COMJ>LlANC!i. AC1WITIES.
Indicatot :.\.1 Resolution of complaints: Elgbt\"
U~~
[~~y,,,
u) 997;
1998;
I
lm~~---I2000:,
!
_~~~
81%
---------80".4
78%
t "~~200t.
. ""2002:
Queen!
of the complaints Ilrc resolHd witbin J80 days o:r~r~'='<='~i~~I='==h:;:::;::~~~~~~~~S~[ft)~===
Talget<t 3Iltti>Ct:r;;;;;;;nce'Dala
~~~mr
Asst:~_m~~l!~~ff'roiic\.'1;A'I.. tP"r"mm,
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SWA
BlJ%
80%
80'i.
-----1
Explanation: A key factot t'Mlribming to
OCR'~ ~uccess in r.r0mpl complaint rf'wll,l\io," is
! the abtllty to cstabhsh a largel date fm resoivll1g
""~~~~ each case (HI itl' O\"I'n merit in ,IfI 3ppropilule and
timely "\Vay. tllf(lrmc:d by e~perirnce in 'C;\~e
T"eo;:olu(j(:m and given adequate fundin!!, OCR
determined that approximately 80 percent of its
cases could be rcsol\· ...-d in 180 dayS. or less.
Twenty percent of OCR '5 cases are sn larr-e in
$cope a.""1d compk)lity thallhe lime needed 10
u:sdve Ihese cases eneeds I SO'dayS'. These
dreumstam:c$ ilH: not e;q:>ecl~ 10 change in Ihe
foreseeable f"IUre. Coosequently. OCR does not
anliclpate changing
it~
perfotmanl:(' targels.
"!"hI;' actual perf.:nmance in FY 2000. 78 %, IS an
, 'anomaly and nul indit:ative of. h<:nd. Timety I and effecti',<e altcntlull in f"y 2000 10 an
inereasing number of eases pendinp; liver 180
uays rcsulted in siKoificamly mOTe ease~
resolved than prior fiscal years and ~ Significant
decrease in the inventory of pending case~ m·er
~_ _ _~_ _ ~~.. i ISO
I
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Sources aud_ ~~l!~~Quality
is••'''' Annual
[rom OCR', C~::----
I
d,,,
fnf;)tTlmtion System and analpis of col'llplaint
workluad, 1999.
F'(,({IIf'my: Armullily.
I NCJI CO/{N'llOfl IrpdalR: "2001 . .
i /)II/a Ifl hif rrporlNI· 2{f02
!
Vatidalion "tocedute: ED Data Quality
AUestatklll Prucess and ED Standards for
[ivatuutjng Prosmnn I'crfonlJunce JndlCalou.
Limitlltlons of nata and Plann~d
Improvemrnts: Plannrd Inip1TJl'i"mffliS"
ExphnuWf)' worn eomple!ed OJn new case
managen'K'nls}'Slcm thai will replace CIS with II
mme D'Sier foendl)' and less Iabor-inlenslYe
l>)'Mcm. When adequate fl.mdil1g for the project
is sc<:moo, lhc new sySlcm wiH have the l:apaellY
to !ink Cl$ data. 10 sped ric ease files, which will
ImlnOlle the validity of the data, In addililJn,
OCR will mo;'c CIS to a platform that is
compalible with 1he Dcpatlment'$ inrormation
technology environment
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KM'STRATEGJE."i
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.;;. Muimbp the Impact uf ,\-I."aibble Rlt\ilUfi:'PS: Til ID>lnzge:m iocre;'lsing ·wOtkload a.nd address cor:'Plcx civil nght~ I%-ues, the Offke for Civil Rights {OCR) ronlinues kl orow: from
a reactive emnplaint-drh"en system 10 irnplemC1lt 3 balanced enforef:fl:lenl prOgHllft by respOnding plomptly to cwuplaiols ami U")i{ll~ling actlVilit's lhtlilargd rCWOH:e& for ma:tim~Hl1
impocl. A Governmenl ACi:flunlmg Office (GAO} stuny dated l:eblUary 23, 1999, acknl:fwlwgoo liignificznt impTovcments in OCR's oJ)fiu(iofl~ hv!wecn FY 1993 and FY J9'17 in [he
Ilmt tQ prm:-:ss t'omplainl.'l.lhe rlUmhcr (If ('omplainls proces;.cd annually, 1md Inc u\:e-rage oo.cklog,yf unproctJlsrd <'"(lmploints at year end, 'nIt: GAO fondndrxf' "OCR has il1lpl'J\'cd
i~ complaint Tesolutinrl tm.«$1 ttl :two major ways, replacing 1\ pooct:s<; ihM foct!sed ~n inv~sliga.lirlg:-r:ompll\ints with n more fleXfblc ~Yi'ilem thaI focu~e,~ on resnlving cOl11plainls M
soon i1$ fl(Issible '" allo\'-lingi-r:otllplllints k) he re~ol\'ed at any p01ll1 in the process land improving 'performancel by umlertukf mg] St'!\'eral infoml3tion and nlTInllllnicatiun ('frorts."
.:. Omrrat'h and Sharine Good Prankes: To exp:md customer service, OCR 'pi6,',t'(Jct' c'i~il:righis:relaled information, tcdmical expertise, and assistance lu a bmaU lange of '
.
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stakeholde.H engaged in ct>lIaoorative dfm1~ to cnsure equal educational opportunity, ~
.:. StronK Itemedies ror ~:rr('('th'e Ch1lOge: To ensure thai in"e$ligati~c ~t..,tegies and resolution apptu;)chcs are well inforlllf"(l, OCR develops ca.,c resollliion Ilj!feements that l:nv~'mc fur
the 9(_live participation of p:lIt'nls and students.
:
; .:. Inve,ltntnl in Peoplt: To mainlain a tedmit::ally proficient an!. highly trained slaff. OCR Uil-t'S perfunnance measures. individual developmwi pillns, and mul!iVle Iraimng delisery
1
opliolUllO develop sian· and build internal cap;:.':ity.,
.
P,ompl .,d K~p,"'h< $",1", OCR', o,~,.1
,nd ""fonnoo"
"w'id, only one bOO)' of
'.f"""""on
'0 'h' "'=smw' of OCR',
work, There au: many other facets 10 the eV<':-JatH»1 ofOeR's work thaI Me no! readily quantiliabJe, such as the ptofessiol1alism and ft..'!iIJOn5ivcnl!$!. of OCR 5IaO to increase customer
sat~5!~.I~:m "':~!~':-:...9~I~f): and deH\'t:f}' of ,..,.ict$, information, 11M prooucts.
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OI'FJCf: FOR en'IL RI(;I1TS
'fUm"fi,'I,
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I KEY S':;:-ltATEG1F..5 (CO;"lTIi'iIJEO)
New or Strrnglh£W SUll!rgjt't§
.•:. Touls to FaciUtate ru.'iilh~ CbanJ!1:' II)' Stakebolder!: (I) OCR PO~led on the OelVUD lnlrmel website a gUide for School Districts to U~ in'l!cveluping programs for English
Langu3$.c Leallle!s; (2) OCR partnt'rro \\jlb the National AsS(ldllti(ll"l ofAttorneys GenerailU publish a guide for S<"bools, ProtlXting Students [f(Jm Harassment and Hale (:nme. The
.:.
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guide was posted;m the ED Internet \\leb sile and dissernil'l1lted to oyer :20,000 school t\JfI!.'ril1tendent~ and ~!ate attorneys general; (3) OCR collaborated with a ~tal(' educstional 3:gl'11CY
and a Siale inlersciJoial!lic alhletic agency to -den:lop II Web &ile 10 mabie school distncts thtflugnout the Slate tn conduct sCl(-cvllluati(ms of their athletic programs. This Web site \\ as
added 10 a promment a11l11:11(: ctjulty liite(m thc Web mn~asjng the availabili:YQfthe sdf-cvaluation tools OCR assistt:;:I in J{;vdQping; (4YXR iS~led Dcaf Colleague leCter to school
!;Uperinlem:l~nts and prl:siJenls of colleges and universilies on disability hJlrm;smcnt (5) OCR disseminated Questil)!\s and An~\\Ier5 01\ ci"jl rights related issues pertaining tn chimer
scllools; (6} OCR improved qut"Stions on the bimnial survey of school districts to indude emerging civil right<; iS$lIes; (7) The Families and Schools As Partn~rs fact sheet was Cleated
and disseminated in cooperallun with the NJtimml Coohtion fOf Patent Involvement in Education, an a~sudallon with lImy member parent organizations around the country, to infonn
p;l.ren!s on t.~~ir basic ri!;htSllJld how 10 ·...... fk ·,".·ith children lind l~l. :;chQob for educational improv;:nK"nt
"
Stt.ll.Hgles for Sjllt~"'id~ Cullatmrafiun'll ro Achic\'c l'o~ith·e Educational Result~: (I) OCR wQfkcd coll<lbori'tively with ~tatt'wide highn education systems that may havc vestiges
'Of diljUr<J srgregotKm to take action to en:rure Recess to posl$e<Mdary education and l(l enhance facilities and programs of His lori cally Black Colleges and UniVcTsitiea: (2) OCR
collaborati..-ms wilh state eUlJcati~mal agende:5 resulted in statewide reoolutions on jmportan! a.ccess issucs including sen'iccs to English·language learners and access 10 gifted and
lalcfltoo programs_
Sound £duutional kesults and Customer Sel"\'Ic~: (1) OCR is continuing to evalui'll' 10 what drgr('(' OCR i1grl'cmenls in designalro Issues. such as services 10 English-language
learners, are producing gtmd etluc<lli·onal ~sults. As OCR identifies practices that nre working well for dwtricts, OCR will share them'with. nlheT recipients; (7.) An OCR project
cvaluatmg the eIT~cliYent;S~ of H:solution agu:ements in mil10mics and special education C3ses disclosed additional educ31ionally effectivl:" ~tralcgle~ thaI are being usctl; (J) OCR
cl'lablished a new strategy for monitoring, with additional artentiol1 paid 10 active and frrquenl engagfm~nl with recipients 3ml ather stakel1olders, 10 cn~ut('.lhal OCR's ~gtecmcnl~ me
effective in achieving change.
Edu~a.t!onal Rtform and t:quilr: OCR conlinues to be a leader in DepartrrlenlJI effort~ 10 ensure that issues of equity arc- appropriately addressed in the contexl IJr eh::menlary 3nd
secondary staltdards·based refomls. OCR'5 wmk with external stakeholders in this area is. iliuSIT!!ted by (l) OCR's Ollgoing work with the National Academy of S-c:ieaee~' Boa,d on
Tesling 3nrl AsseS5rtllml; (2) OCR's primary oversight responsibility for Board oa Te51ing A~5menl's Forum on f:duclIJionat Excellence and Testing r:.qllity (designed to pro\"ide
userul forums and ruaurces lu cdutaliulJal and policy stakeholders regarding ed~tjomd lesting issues), (3) OCR's publinnioo of a lCW\II"1:e g.uide for edrn:ators and pohcymakern that
comprehensivrly addresses testing !Inri nondiscrimination issues; (4) OCR's co-sponsorship whh the Natinna! Academy orSdfnce"~ and oIhl'T ED offices of Ihe Millennium Conference
on raising educational athic\,elTlI::n! for ulIl1\Jrity sludents for Ft:deral, Siale, and local educators and policy make:s: and (5) OCR '5 ollge-ing wmk with the TREE..> workglOllp ru ensure
"
thai all SIUdtnlS rtcdve tht rtsoun::tS 10 achieve tducational exeenencr.
.
.:. Stafr f)evl'lorment 10 nulld Capadty: OG<. is building sl!tff ewrru::ily 10 use rrw:thod.~ thai emphasire hMening tn edue:ltors and educational experts, ;:o1!ai>maling with recipients 10
resolve ci\'il rights issues, linking sfakl'hnlden wilh similar interests, providing legJl1y ~mffident model" rUI ci~'il rigbt:> eOHlpliance that 31\.' educalional1y sound, al'H-rp-nlViding studrnts
ami parents 'with inii;!TTUJtluH abvut thell civil Tights,
.:. "J"I'I'IIIIOlogy:. OCR'S Te~hllnl(igy Advisory Board c()(lldinates enterprise-wide planning on te-cnnology Iu ensure Ihilt te,hnnlogy flmding decisions are in!egra!1y re[aled In proglam
objectives. hojrels urnkr way include the Internrt rt'design. the creation of an mlranet ctllllrtlunity of prachee-. development of a (:a~€ Man3gement infurmalion system. ami a:n
integmted data co.llection 5ys-fCm, The focus ~)f Internet redesign i~ tn benet meet the informtllioo resource needs of studenls, parents, recipients. and ollie; slakdwldcfS_
r
ll{~~~-"~~;S-I~~OG~~;l COURlu,,,,\"[r_~
OfHf.R·-i;;.I'f."ILU.
WI Hl
Acm ITJf:S·
'i
Civil rights information 111 postsecondary eductilll:m is £quirt:d tbrough a cOQpCrat1Ylt agreell1enf \\ lth the Nalumal Center for Educalioll StatiStiCS m lIS Inlegralcd POSfsecondary
Educallon Data System A pitut p!'U)l'ct ~Iwl'en OCR arld the O(fi~ of SpetH'll EduC'alion Programs IS le-stll1g: the fca<;lbd1ty (If collcctmg. data related to srud.t:ntS- wl!h dl!;ablhlles mto a
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smgle. consolidated datil collt:ctlunlllstlunlt111
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.:. OCR worlo:!;. with the lJeparlmetll of Jusm:e, Department ()f Beallh and Humun Services; the Uqual Employmenl Opportunity Comrmssion. and othet Federal agenCIes to ensure
consistency. a5- apprupriate, in legal inleqm::talions on issues of common mt(:r~$I. ,OCR and Nh« ED eompunenls (Office of lne General C01lTlsci. Office of Elemenlary :md Secornlary
Edue3thm, Ofru:e orUdingual r:dueatllJn and Mmunty Langllagcs Arrllu£. Office of Special Edm:alion and Rehabi!ilalivc Service:>, Office of Vocational and Adult EdUcaliOT!, O!ficc '-If
Pmtse-t:ondalY Edu~alioll, Offiee n{ Educational Reswch .!ll1d ImpH:wemint: etc) i"1,.'otk together on i~~\les (If edtlC.all0l1;l.! equity and program rC<luthorinllion actIVities· WhtTe
.Workmg closely with otner Departmental componenls on issues of;:ommon inlerest
appropriate, OESE and OSERS issuc policy guidJnce jnintly ....ith ~R in
.;.
~~!~_~~~~_llses resources <~~""~~---~-----_'::''';'2::±.,:lJ-...:.:.:..-'"
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Orf1cr. F~jR CIVIL RIGHTS
PAGE
O~7
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r-CII-~;~LE.~G-Es:::T:O:A;-:C:"C':E\:':IN:·G:.~r~R:O:G:":RA-::':';G~(:":>::"------------------C-----:-------------------------,
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Puwiding inrreaiit!g I(sources 10 T{'~porullfl gro;'\'ing customer c:\:p"(,I(ltions in :1 web enablcd wolld.
Attrncting and maintaining Hl]enled s!aff wilh high ofd~ kr.nl and technical skills
Managing an inouniog wOfklo~d and add'lt::s'S!;g civil rights issues that TIlise inm:asingly cQlnpl~x crlur:al!onaJ issues in !he conlcxt of liml1eU ITE and financial R',>oun;cs,
Ensue ing inlle~liga\h'e strategies. tt'SOJulion approaches, tt'mi ltchnir:al assistance tools ~udl as. dISC ITl{ldcls arc well i,nfomn.'d .md support clU\:lllional eJ[cellem:e.
Serving: IMl'Uage minority fllurnt$ in Fedrrnlly conducted eductttiotl and training progratru as fl."quired by Exe;::utivc Order 1J 160.
OCR
linancial controls in
to an tG rectlmmtndalioo and conlinues to cl(amine alllinancial
ttl ensure that there are no material weaknesses.
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INI>1C,\TOR CUANG£."
From FY 1999 AnDual Plan (twO) years o k l ) ,
.t
Adjusted
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F'I' 1999 indicator 2.1 was mot:iliied tv focus
!,
{
~ilic3l1y
o"n parUKrships with
."
FY 1999 Indicator 1.1. Access to qu;l)ity educiltion, was dropped
parenl~_
Drop~
.:.
Fmm FY 2000 Annual Plan (iast yt'ar's)
bdfu51cd-None.
·:
l
t::!uwJ;!N
"New
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None.
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fot FY 1999, the descripliorn of Objcctives i and 2 wete modified to mote specitially n·nect OCR's critical programrrmlic p€lformance goals.
For FY 1999, Objetth·e.3 was added to trli!aSurc management efficiencies IIUI( have signilicanl impact un rt'SuHs.
.,,:,' __~!_f:\,
1999. !~e data sources ((IT lndlc.ators (.1, 1.2, and L1 were furtber clarified.
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United StAtes
General A(:connting: om(e
Wubinq:on, D,C. 20S45
He~th.£duCLtion.and
lhwuUJ Ser"l-iCf!':§ Division
8-281748
March 23. 1999
The Honorable NatI1a.n Deal
House of Representatives
. Subject: Denartment Or Education: Resolying DiscriminaIion Complaints Has
lmofoved Wltb Ntw Processing System
.
Dear Mr. Ileal;
~
~~~~·.~;~~~~E~,of:Ed:UcatiOn.s OlIice in education programs erne""'" federal clviJ
discrimination for elviJ Rights (OCR) and activities
liru!ndal assistance from the Departmeru: At the end of fiscal
~
~~~~~~~~:!~EnearlYfrom the year Wore. Recognizing the
of 34 percent 2,400 unresolved discJ:iminalion.
lIS approacll to complaint processing. OCR initiated l1U1,jor
in which It processed and resolved complainlS in early fiscal
us to
on these changes and their
you asked us to describe
its COJTIplaint resolution 'Process since fiscal
"j~~~Ili9ithj;;;e,timdeliness and efficiency in resolving compIaints between
~
1997.
obtlllned information for the period between fiscal
t'roin mtterYi",.. with oflicinls at OCR headquarters and
and fro!n OCR databases. In addition, we reviewed reports
o. Civil Rights and the OlIiee oflnspector General in the
on OCR's complaint processin& We also interviewed
of these organizations. Our review ,was conducted betwWl June 1998
1999 in occordance with genera.lly """epted government auditing
tl~tit;-::.GA<JO/HEEIS-'!I9-411!
Education's Discri.mination Complaint Proceu
�-~ '.~.
g.·2B1748
In sum.rruu:y, since fis...."al year 1993, OCR has improved its complaint resolution
process in tv.·o major "Ways. I-irst, it replaced a process that focused on
i:1VCStigatl.ng complaints y,ith a more flexible system that focuses on resolving
c:ompJaints as soon as possible, which. allows complaints to be- mutually resolved
at any point..in the process. OCR has also replaced its hierarchical StructUre for
investigating complaints with cnse resoiution teams-which include attorneys.
investigators! and'supportstaff-ha"ing the: authority to reach final. determination
for most comp1ain~ Second. OCR has undertaken several infonnation and
communication efforts to (1) replace a main!:rame-based disc.rimination case
information system with a personal computer~based sys:«!ro directly ~essible by
field office staff, {2) provide on-line access to critical case resolution resources
through an electronic llbrary, and (3) establish Internal networks for key subject
rn.atte:r issues..
!luring fiscal years 1993 through 1997, OCIl improved the average time to resolve
of unresolved complaints..- For enmple. the.
ta resolve a complaint was reduced from 152 days to 98 days, wMIe
backlog of unprocessed complaints dropped by 35 peroenidurlng
These improvements oecurred while the annual number of complaints
by 0CIl increased slightly (from 5,093 to 5,296) and OCR's staffing
20 percent (from 854 to 681full-tirne eqWvaIent stafI).
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'.~ ~omplain~ and reduced:its inventory
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f.oern! civil righlS laws prohibiting disc.rimination in programs and
federal financial assistance from th~ Department of Education.
from the Department of Education Organ.ization Act. The
. discrimination on the basis of race. color. national origin.
MostofOCll's activities are conducted by its sUffin I2
country. The AssistantSecrelaly for Civillllghts
coordinatiOtl
~~~ts e\i disaunination and conducts reviews to ensure
rights la_ It also provides technical assistance-that is,
~!~:~~:~::: laws and to help thelr students ""d
civil rights educational institutions that receiVE:
~
rights under the laws.
'..
complaint may be filed by anyone who Ix!lieve.s that an
institution receiving f.oern! financial assiSl3l1ce has diSCriminated
the basis of race, color, national origin, sex, handicap, or age..
.
filing the complaint n~ not. be ~ victim of the alleged
:~t=~~~iE1HS-9!1-4~1R
Edneation's Di8erimin.atiOD Comp-laint Process
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S,2S174$
discrimirlation but may complain on behalf of another person or group. IOCR's
discri1nination complaint workload data for fiscal year 1997 show that OCR
received 5,296 complaints alleging a range of civil rights violations and resolved
4,981 complaints, some of whlch were received during previous years. Almost 54
percent of complaints filed alleged. discrimination due to disability. more than 19
percent alleged race or national origin discrimina1:ion, about 8 percent alleged sex
discrimina1:ion, 1 percent alleged age discrimina1:ion, and the remaining 18 percent
of complaints filed alleged discrimina1:ion dting either multiple causes or other
\)'pes of discrimination.
they
withthey
Compliance reviews evaluate the practices of educational i.n.stitutions'to ensure
are complying
civil tights laws. They differ from complaint ,
Investigations in that
are lnitiat<d by OCR and usually cover broader issues
and affect larger numbers of individuals than complaint investigations. OCR
(:ompleted 140 compliance reviews in fiscal year 1997,
••
OCR provides technical assistailce to parel,"; Students, and educalOrs, as well as
federal, state, and local governments through orr-site consultations, conferences.
-
to In addition, guidance is given, in
§'~~~~~i~~~;~:~~:~e:s~an%d:~the InterneLtens of thousands 9f inquiries OCR
~nse
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li~~~~5~'~'~'~~~it:~~;;~·;;~~~wereem~melY rigid
court order and subsequent coun
. Within specitied time frames.' To
established a step-by-step complaint
-Court fOr th~ Oistdct of Colwnbia m ~
In 19'ro when tM NAACP ~
suit.ag.ninst th~ U.s. ~ru of Unhh.
The ~t,.,::tm'li:nly stt'dents 'amflWAg public
failed to d'!ft>ret: t:itlt: VI of tm ChiJ R1I:.hts Act of
stau::s.: The p~ lIl'(Ued that OCR refused to UuWUt"
~
ofblghuedueanon, sw~
district:J found in actual Qr.prnumptil.~
d.istric:t court issued ('Il'der granting ~ ·p!.a.i:lti1b
Later that yeat', the V.s. Court of Appeals for tht D1stnct of
eM di.mict eou,rt's order, with modifieat1ons. 'lbrough a series of court orders
an
19"13 and 1977, the court guided OCR's lmple!nentation,
acdvitI.es toward mol"!' stri.n8ent enforcement procedures. The
OCR, within a certain spedt1ed time period, begin enforcement
school districts and $We $)'Stems of h1gher educ:aaon fOWld m actual.
-
Education's Di.sc:rimina.tion Complaint Process
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8.281748
resolution process With extensive documentation requirements. Each step of the
procedure was also subjected to multiple ruenr<::hical I'e'\'iews. According to an
OCR officiaJ, complalnt in....e stigations that were not terminated by a mutual
resolution between the parties early in the process had to be carried through to
their conclusion. On June 26, 1990, the U.S. Court of A.,peals for the District of
Columbia remove<l all relal.ed court·lmposed obligations from OCR,' effectively
freeing OCR of its rigid requirements.
. OCR CHANGES IN COMPl.AlNT PROCESSING
•
Following numetX)us meetings with the education community and OCR staff, the
Assistant Secretary for Civil Rights dlrecred a study of OCR's approac.h to
complaint processing, foCusing on its timeliness and effectivene::ss, Two major
.......... changes initiated after 1iscal year 1993 profoundly modifie<llhe way in which OCR
processes complaints.. F'irst, rather than investigating complaints, the process was
.._._- -- - --'--'revised to focus on resolving them, allowing complaints to be processed as soon
as pooOble. Second, its
WlIS
replaced with case
a team I•.,,,"~•
. the ",,!hartly to reach final
initiated several
In
1993, which it cr.mts
year
believe that: the
its complaint
::~~~~~~~6~its senior management·
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handling complaints shifted from'focusing on
Its Complaint
December 1, 1993,' documtnts the ne'\if
Procedures Manual OCR i:raine<l all its
resolution process.
u> focusing on """'lving complaints.
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of disc:rtmination and what it would
a settlement between the parties. Since
have
in this manner, CRM also
plai.nJ:i1fs
!it
of actton against the
F.duea:tkm under ti.Vil rigltts statutes
~ Act.
oded the litigation~ 2u.year history•
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allows complai.!lts that involve multiple allegations to be unbundled SO each
allegation can be handled usL"lg the most appropriate type 'of resoktion
procedure,
According to Department olllcials, OCR formed a standing committee to evaluate
suggested char.ges to CRM. A number of suggestions were made alter CR.\! was
first issuedt arid it was revised in February 199.1, Although the number of
suggestions has declined somewhat since then, CRM has been ",vised several
times. most re<:endy in February 1998.
Case Resolution Teams Introdyced
OCR also instituted case resolution teams in all of its regions to handle
complaints. OCR piloted the team approach in October 1993 in OCR's region II'
receiving the Vice President's Heroes of Reinvention ("Hammer) Award in 1994
.. "-: - ~,- fot lliii"pUot...:and unplemented reso!ution te:ams throughout OCR in fiscaJ year
1995.
. '. !"':" ., '~:;.·h;~;i[.,.,<"i:'. >',
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offices"as'tO liowcase resolution
n, ,
by a teani Ie3der 8nd
coIi'sists of
sitppOrtstaff. 'These tearrufhive taken~on'n1ost' '
and, ac<:Ording to'~·rninirriiii.d'paper-ShuJllin g
~
W0rkiIi8 with'bOth <lie 'pilQbiiid'iicCriiifrOlgroup,
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for compl:Wit ri>:5Olutiori\vas ieduced from
129 days With the new teamS. a 24-pt"l'Cent
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Edneatioa's Disaimination Complaint Process
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• Direct access to case files: In December 1993, OCR .almou-l1ced that staff would
be provid~ direct access to case files through a personal computeI~based
case information system. The new system-adopted because OCR determined
that its old mainframe-based computet sysrem could not practicably be
modified to accommodate- the new CR.\! processd-CollectS essentiaJ
complaint case data and provides hsic management infonnation. By
providing OCR managers, attorneys, and investigators direct aecess to
information regarding the status of all dvil rights Cases, the system allows
OCR to more eff'edively track and process complaints and compliance
reviews.
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• Electronic library established: OCR's ele<:1ronic library assists stall'research
by providing corotenient on-line access to ~t documents related to civil
rights and education, such as OCR and other federal sWUU!S and regulations,
...___ . _policy.documents, and selected case resolution letters. OCR's electronic
library was fust made avaiI3bJe to headquarters stall' in 1993; by the beginning
of 1996, it was available to all regiQnol ollIces. The D<!partment of EducatiOn _
make the ~<X:a!.and Wide area networks electronically ~Ie.", all
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bridges between
N_orked stari" •
coaching and
objectives is to refine case resolution
and efficiency of OCR's complaint·
for each issue area network to ensure
was maintained for the issue area.
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~~~~~~and~~l997' OCR showed improvement in three principal
the time to process a complaint, the number of
.
and the average bacldog of unprocessed
. These improvements occurred while the annu.a1 number
~~~;~~~~~~OC~R,~in~creased: slightly-rising from 5,093 in fiscal year
]j
while OCR's overall staffing level declined,
~~~~~~"i'~. ~."Ednc~-~
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ation's Discrimina.tiOD Complaint Process
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due to budget consttaints, from 854 full-time equivalent l:.t;U'f' in 1993 to OS1 in
1997-a 2fl..p~rcent reduction.
OCR reduced the average time required In resolve complaints between fiscol year
1994 and fiscol year 1997, (Data were not available for fiscal year 1993,) In fis<al
year 1994, the average nwnber of days to resolve complaints was 152:; by fiscal
year 1997, it was 98. As table 1 shows, the :avenge number of days increased by 1
day in fiscal year 1995 before declining shatply in fiscal year.; 1995 and 1997, An
OCR official said the 1-<lay increase in fiscal year 1993 may hay. been caused by ,
OCR's resolution of a nwnber of complaints that had been under investigation for
"much 1 _ than nomtal period time,
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Table 1: Ayerdg€ Number of Days for OCR to
1994 Dlrotigh 1997
Resolve Complaints ill Fiscal Years
§;~991'Penod, the number of complaints
in fiscal year 1993 to over 5,700 in fiscal
table 2.) Overall, during
by OCR rose by 11 pereent.
made an analysis to determine why
resolved.
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eo.mplaint was found appl"Opriate for OCR acnon and civil
orb complaint was foundfollowing ()Ceurred; the complaint was
appropriate far the cx;:~, ~ and
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B-281148
Table 2: Number ofeomo1aints OCR Receiyed, Resolyed, and Had OYtsta."Iding in
Flscal Years 199$ 'Ill.i:Il!lllli 1001
,Fiscal'
yoar
,
Complaints
Complaints
receivect
: out8tA'ading at
,
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start ofye.ar
Complaints
Complaints
""",lved outsta.ruling at
yeue~d
,
1993
1717 I
,
5,093
4,484
1994
2,386
5,273 '
5,735
2,3SS
1,924
,
1995
1,924
4,981 ,
5,594
I
1,311
1996
1,311
4,831
4,898 I
1,244
1997
1,244
5,296
4,981
1,559
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at year end declined from 2,386 in' .,
, <
1996 and incre....ed :(559 in fiscal Y"'" . :,. ,
1997 period, outstanding complaints
4 years, and overall for the period, OCR
to
on a draft of this letter agreed with
in resoiviI1g discrimination complaints. It
contributed to these
restructuring and the
have contributed to the '
focused spedJical!yon
attempt ID evaI_ the impact olth.
,
several te<:hnlcal
written
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Discrimination Complaint Process
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We are sending copies of this letter to the Secretary of Education and other
interested congresmonal offices. We will also provide copies to othe-rs on reque>L
II you have any questions, please feel free to contact me or Joseph J. Eglin, Jr.,
AssistaI1t Directcr. at (202) 512-7014. Charles 1>1. Novak also contributed to this
letter,
S~cerely your.;,
Carlotta C. Joyner
Director. Education and
Employment Iosues"
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,!R:Echi<&ti,,,,,,.l>lo<rimiDation Complaint .I'roce5o
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APPF.:SDtX
COMMENTS fROM tm: DEPAJlIMENI OF EDllCATION
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APPENDD::
APPENDIX
he. .. !\ t;h« =:ycl",. tn. ~::.t)' l.n Nt.. "'... 1..,;11;
To _>.<1 :h...... lU::IQr disc;:........,... ;>,.;') u..
!\lt~ •• XlI. p.u.u 1:<1 etliI9l.u_", til. y... r~ ..:lit
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nYnk
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tlWo r"'C!><Jru UOfI ot tI>oJ l..II9~:ntJl that _ _ 1M'"'
.. n OCJI';II c~.int: "'."l>lllt.l.1IJA rx-..o.
"'ppr.ci.1O~
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T'he: ftnrt eo". of uch GAO report and testimOllY is tru.
Additional NpieS a:re $2 each. Orders shOuld be teut to the
toUowio.g adl'lreM, accompanieti by • cIteek or money order
made out to Ute: Superintendent or l>ocn.menta, when
'
D~. VISA and MasterC.vd: o:edit t.n:t. a;re accepted, a.Iao.
Orden for 100 or more eopiea to be mailed to. single iUSdreu
are ~ted 21) pereeJrt..
0nI<n by JII&lli
"""en!
Aeco....tt.og om..
P.O. Box 37Oi5t1
U.s.
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DC 2OI!1S' ._----
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-'i-"~'7-'
Boom. 1100
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700 4th 8t. NW (comer at 4tl1 and G Sa NW)
a·- .-- ..
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Annual Report"
to
Congress,
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u.s. Department of Education
Office for Civil Rights .
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FY 1994 A."1'<'UAL REPORT TO CONGRESS
TABLE OF CONTENTS
FOREWORD ......... '................•.......•... : . . . . . • . .. "
CHAPTER I COMPLAINT AND ENFORCEMENT ACTIVTTIES •.......•....•.
PoliCY Guidance on Discrimination" . . . . . . . . " . , ..... , . "
1
Complaint Investigalions . . , ......' .. '... , ... , . " , ... "
2
Compliance: Reviews ... ,.' .. , . " . . . . . . . . . . . . . . . . . . 6
Technical Assistance . . . . . . . . . . " ...... ,............ 8
Other Compliance Activities. , ...
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Magnet Schools Assistance: Progra'm ·l,,::'.;.'~,:,'f.,,:_,·,:,.':: ::', • "
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Administntivc: Enforcement Actions .'.;.::.,., ... , 10
CHAPTER II MANAGEMENT REFORM ......... , .. , . , , , ........... '-,2
APPENDIX A St.nllory R.esponsibili!ie> .nd Fed"",) Relationships
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APPENDIX B Staffing and Bud,..
APPENDIX C Publications
APPENDIX D Regional
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FOREWORD
1994 ANNUAL REPORT TO CONGRESS
Discriminarion agair,sl students is an ugly r~aliry. Racial .segregafion. facial and sauai
hara.ssm<1I1, d<nial of educmion to SIudtl1JS with limit<d English pro/icitncy, warehousing of
uverdy disabled studen.ts. and othtr tess pernicious bw eqUtllly damaging practices
WIjortunauly continUt.
In more than half of Ihe cases deurrnintd approprime for OCR iml'rvcnrion and reso/uIion.
OCR uquirts a ucipiem 0/ federal edu.cation funds to mti.k.t! changes ro stop or prevl'ru
discrimination against srudelUs. In FY 1994. in ovu 1,400 cases involving marry limes mon:
sludtnts, OCR help<d sludel1Js Gchit", equal GCetss /0 educational opporrWlity by purring an
~nd to discrimilU110ry practices. .
'
OCR isjundamenlally a lew
enforcem~nt
agency. ,OCR's tffecrive operation rtquires on·sitt
im.'tSligarions at arry oj the nation's 16. ()()() schoo! dism'as or 3.5op colleges and univenities;
substantial dJ11a analysis: and, 10 uphold Int law and while being fair 10 both reCipients and
COIT'.picJin011lS. a highty Iraintd invtsligaJory and ltga! staff. '
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In an ~ra of decreasing .s~aff rtsources ~nd int;rtasi~~, cast loads. qCR )!, ~~~{C!pj{lg ttlJf ;.:r~I,'
approachts 10 tht rtsolution oj (omplamls oj discn'mmation, OCR's lea.dersnrp arW, ~
,
innoyation ar{ Q\'Oiding cast bactlogging, preurdng OCR's ability to as~~st)}tJth,redpjtnd ... ,. ,
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and ('ompiainanu through uchnicai"a.ssislana. and combining OCR:j tnf~rf:eifi~~(~~:;:,:!:~~"T';'.
obligations with coopf!rarilJt approachts to Tht dt'vdop.,mtnf of strong. ,~d}'cp:iC!!wJlj ltiun!l
umtditJ 10 Sf!rious civil n'ghIs probJtrru.
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This rtpOr1 Jho'WS that Wt art on couru to tnforu tht imponant non~iscrimination laws tht!
Congrf!ss has f!lJactf!d. A commilmt!nt 10 Iht goals of thi! civil righlJ complianci program
~qUQI at'UJS, tducational t::utlltnu. and high stan.dard.r education lor all Jlwit!nts .... is an
im;tsrmtnt that must M mtJdt if wt' Ort to JUuU America '1 futurt.
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CHAPTER I
COMPLAIl1iT AND ENFORCEMENT ACTIVITIEs
This report describes OCR's policy guidaoce efforu, complaint investigations and
enforcement activities:l:onducied during Fiscal Year 1994. from October l. 1993 through
Sep<omber 30. 1994.
Polir:)' GuidanCt on Discrimination
Racial Harassment
,
On Maroh 10. 1994. <he Deparcmem puolished investigative guidance on <he procedures and
analysis that OCR staff win follow when inveStigating allegations involving racial incidents
and ilarassmcnl against students at aJi Jevels of education. The guidance recognizes that
h.3.rassment on the basis of race. color. or national origin denies srudents the right [0 an
education free of discrimination and violates Title VI of the Civil Rights Act of 1964, By
publishing <his guidance and explaining <he legal s:andardsinvolved. OCR hopes to rai,.
awareness among staff and students of educational instirutions regarding their rights and
rc:sponsibililies with regard to this form of discrimination.
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Rae.. Targeted Financial Aid
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The Department published final policy guidance in the Feder.!l Regist<' on February 23.
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1994. ·clarifying·the ext!!:nt· to which colleges can use: race-targeted firumcial'aid to' p'rov,id-e;'~,~"'·r-:>
equal educational opponunity and a divcrs.e educational envir'orunent 'for all students '~~ ..·i:'i.~'. ,'...
consistent with Tille VI. The policy guidance: sets 'ronh 'principles describing ~e,:' ':"';';,~:~j::)~'::~~
circumstances in which consider.uion of race or national" origin in the"award or firianci~1 a~(r~1:!
is permissible under Tille VI and relevam case law.
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Higher Education Desegregation
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On J.nuary 31. 1994. UCR published. no,ice in <he Federal Register on <he application of
the U.S. Supreme Court decision i.n Umud Slaus \', Fordkt, The Supreme: Coun
enunciated standards (or detcrmirun,g. whether a SLiltC has met its oblig:;uion to dismantle a
prio'.i:ldc jUft segregat!'!d system of higher education under the Fourteenth Amendment to the
U,S, Constirution and Tide VI. The "",ice make, it clear <ha' the standard. enunciated by the
U.S, Supreme Coon will be: used by OCR in 4etennining whether states have mel their
obH,ations lO affirmatively disnwttle all mnnanl5 of their prior ~gregated systems,
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Complaint invtStigatitJns
Complaint Receipts
'In FY 1994, OCR devoted a signifieanl portion of ruourt:es to inveStigating complaints,
OCR received 5,302 complaints alleging dis<rimination on the basi, of race, national origin,
sex, disability or age by. recipient of Federal financial assistance, OCR's primary goal was
to_ professionally and appropriately resolve those complaints in a timely manner. This has
bei:ome increasingly difficult as complaints hayt incre.ased while staff resources have: nolo ,
Approximately 52 pert:em of all complainu filed with OCR alleged'discrimir.a,ion based on
disabiliry. Race and national origin compla.ints accounll:d fO'r 22 percent of,complaints.
Eight percent of-complaints a11eged SC~ discrimination. The remaini.,g 18 percent of the
complaints were filed an multiple discrimination bases. on age discrimi:u.tion or on other
discrimination bases.
Complaint Resolution
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OCR resolved 5.752 complaints in FY 1W4, In 1.465 ca,es, or 25 pe",en" OCR facilitated
or n:quirr:d corrective; action v.;hereby a tc'Cipicm of federal funds changed itS policies or
praclic=s. or changed {he situation.thal was the basis of the complaint to remedy
discrimination. 1.301 complaints. or 13 percent. were found to have no substantive basls
'and did not require corrective: action. ';.986 cornplaims. or 52 percent, wen: determined to
be inappropriafe for ~OCR action. either. bt:caus.c the complaint was more· appropriately ,"' - ,~.
resol\'ed in another fOTUm (I.,l.{here there ....·IL" P'!nding. federal COurt litigation, for example). or
because OCR cO!Jld not otherwise ,procC't'\! wilh the case (because the<con:plain~ was>'"
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unlim:ly. fore,ample).
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Complaint Workload
Fev.'ei·co[!'plaimswere pending .. the end or FY .1994 than in FY 1993, Thero were,! .926 '
complaints pendingar the erid of FY 1W.I. D<:'pi,< OCR's growing case load. (his
represented a decrease of:!l ~rt:ent from the ~A~9 comp!aims pending at th~ end of FY
1993,
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OCR n:solvcd a growing number' of c:omptamu b)' facilitating: agreements between the
complainant and the recipic"" In FY !W4 OCR resolved about 20 pon:en! of its case$ by
\,olu=;' agn::emen! among lh<: p;trties,
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FY 1994 saw the continued ,ro\li1h of cQmplaints received by OCR. Even with this increase.
OCR staff resolved these complaints wdl \l.. ithin rstablish~d time frames.. However. 'the~
complaint statistics do not tell !he cQmph:u: story. The next section describes the: impact of
, some: of these c.ucs on the lives of at.:nui sludcnLS.
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Impact or Complaint Investigations on Elementary and Secondary Students' Lives
The issues raised in complaints filed against some of me nation's 16.000 school districts that
receive Federal fundu:oncemed the basic right of access to equal education by individuals as
well as groups. The real-life stories told below are drawn from complaints in which OCR
secured corrective action from s:hooI disL~.:t5 to resolve civiL rightS violations.
Disability Complaints
Complaints alleging disctiminarjon on the basis of disabiliry can be filed u:'lder Section S04 of
the Rehabiliution Act of 1973 and Title II of the Americans with Disabilities Act of 1990.
In FY !994. 62 percent of elemcm.ary and secondary level complaints a.!leged discrimination
. due [0 a student's disabling condition. 'OCR resolved a number of comp;ain~ in FY 1994
involving some of the most fundamental rights of c:bildren with disabHities to equal
educational opporrunities.
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In one casc. tlle Chicago Public Schools (!lIine:s) categorically placed children with severe
cognitive disabilities in private schools. OCR (ound deplorable conditions in some of }he
private schools. including instances where: restraintS, were used on srudent's wit.'loul
. aut.horiz.adon and practices that denied srudents privacy during activities of personal hygiene.
Some of,t,he'schoois lack,ed basic equipment and supplies and individualized education
programs were not being implemented. Since stancards and procedures for approving these
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private schools rested witti the stilte. OCR also conducted a companion investigation of the
'I" :,.', T> .;:'> .~_ 1, 111ino~s .,?tatc.Soard. of Education. (lSBEI. -. OCR found ·ISBE's less stringent criteria· governing -,:
..• " qualificatiOns for staff and administrators in'pri\'aie schoo!s and their stafflstudent-ratios· .
i:';" ,. ,J.~:"?,' I, resutted~in the· denial of an appropriatc.cduc3lion 10 the students eruolled in such ra~ili~es~-,:~~ "",:
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, 80th Chicago and the ISBE adopted agreements thai now require equivalent employee
qualification standards and teacher/student r.l!ios in public and private schoots serving
students with disabilities. Procedures an: heine: ::stablished 10 ensure thai srudents with
disabilities receive ru:r:~ssaf)' services. ~4:Uipm;i1L and supplies. PCR is continuing its work
to ensure .that these agreements ·arc, implemented. "
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Deniar of access to educational prognlms to limit'!t!' En~ti5h proficient srudents violates
Title VI of tlle Civil Rights Act of 19<14. hut lack of language .ssistance programs and access
to educational opportunities continue to k pc:rsist-ent barriers to srudents wllh limited English
prorlCiency. OCR found that limited English proficient (LEP) students at an elemenul)'
school in Ne., York City we", physically isolated. The New York City Board of Eduqllion
ag:~ to relocate the special langua~t cJanes to ensure that me program is no longer
sep.rated (rom the rest of tlle school. Also. LEP srudents are now placed with ndher ,rudentS
in aU nonac:ademic subjects., sw::h as art. music, and physical education, .Such adjustmentS
will muil!l~u the oppornmit)' for these srudentS to 'transition OUt of LEP programs and into
the rc:gular classroom. '
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Student Assignment
School districts must assign Sllldents to scllools without regan! to their race or national
origin. OCR dell:mliaed that the Alief Independent School District (Texas) :roated racially
identifiable elementary schools by gerrymandering anendanc. zones and building new schools
in areas projected with high minority enrollments, The racial identity of schools was
reinforced by assigrting larg. numbers of minority faculty and staff to predominantly
minority schools. Also, when overcrowding occurred. white students were transferred to
mobile classrooms at other predominantly white schools rather than being: sent to schools
with substantial numbers of minority srudents. In light of these findings. Alief submined a
plan for reducing neial, isolation at its 19 clementa.ry schools. The plan uses a number of
[C~:chn.iques that promote school desegregation and quality education, including school pairing.
Te,;,ised attendance ~nes and magnet" school programs.
Racial Harassment
Other Title VI complaints were filed because of nu::e discrimination, In one such instance,
the complainants alleg<d that lhe Greenbrier County Public Schools (West Virginia) subjected'
black srudenLS to a racially hostile environment al a junior high schooL Srudents at the
school were pas~ing'oul Ku Klux Klan literature. and at least one white srudent was
physically thre.te,n~d,f.oi being friends with black srud;nts_. The district agreed to adopt and
publish grievance proc::dlfres.for resolving: compiaints alleging discrimination based Oil raCe
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and issue a policy condemning nidal discrimination and harassrnem in any activities.
¢re~,~b~,iercals~;:rPR~~s~:.~~,m:~c!y'e~.~~',~,.as~is~·!l~e ln, d~l,lvering ~rainlng on ra~,
relations. , : ,;:":,', 'f;:;:;~'f.'.~.:
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Discrimination' b~,fon~ sex violates Tille IX of the Education Amendments of 1972.' in one
such case, OCR successfully resolved a complain! which alleged iliat the Albion School
District CMichi&an) failed to take "JpJ;lfopriale action 10. address incidents of sexual harassment
involyin~ female ttis:h school studentS:· In one irut.lnc~, a 'female srudent was subjected to
repeated vulgar comments over ~ ~ year period from numerous students. The srudent
dc:\'clop:d ulcers and stomach problems hcc4:use of the harassment she received. Other
students also ..-ere svbjcacd to 5CXu:;t1y ,utfensivs:condU.::l~ The diso:ict knew or should have
Known of !be .......lIy bO$1il. environment of srud<nHo-sn.dent harassment. yet failed to take
effecth'c com::ctivc action, OCR obtained ~gfC'Cment from the district 10 develop disciplinary
guidelines and wist administrators in dctcm'lining disciplinary actions 10 address sexual
h.af2.Ssment in all programs and activities. OCR's investigation received state-wide medii
coveDgc. AS.t result. several Michi~an school systems asked OCR (or technical assistance
10 address sexual ha.ra.ssment problems. proactively,
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Impact of Complaint Investigations on Postse<:ondary Students' Lives
About 27 percent of all OCR complaints were filed against the nation's colleges and
universities in FY l~, This proponion of postsecondary school complaints has nol
changed materially over the pasl six years,
Program Accessibility
The greatest number of complaints against cOlleg:s and urtiversities. 46 percent. were filed
on the basis 'of disability St3fl:lS. One complaint was filed with OCR alleging that the main
campus of the University of Oklahoma (Norman. Oklahoma) had· failed to make ceruin of its
buildings accessible '10 and usable by persons with disabilities. These buildings. included the
University's main library and offices administering student affairs. financial suppOrt. and
career planning.
University"agreed [0 install automated doors at building entrances and
r~locate critical programs and services to accessible building sites. Also. the Universiry will
make staff available to provide libr.!.ry and computer lab assistance upon request by 'students
with disabilities. A similar agreement was reached with Nonhwestern Oklahoma ~tate
University and extended to designating accessible parking spaces. alteration of ramps,
drinking fountains and bathrooms. and installation of elevators and new alarm systems. As a
resuh. these colleges will become atlracti\'e to srudents wilh disabilities rather than being
inhospitable due to substantial physi·sa,l,harriers .. ' '"
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The second highest number, of complaints,Ji.led against colleg~s and universities. or 33
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' ...." percent. was on the basis of race an(friatio~I' o~igin discrimination.
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VI requires that" di~ipii~ Poli~ies 'bo: applied in an even-handed manner to all srudents,
regardless of race or national,;orig'~n:"":AI\VeS( Texas A&M Universiry. in an incident of
disorderly conduct. the University' called in the police on a black student. resulting in his
arrest and incarcer.!.tion. where 'white students under 'similar circums[ance~. were referred to
an internal disciplinary process. OCR's intervcntion rc:~'l!ed in West Texas A&M offering
reinstatement and agreeing to n:imhuf"!ioe the: !irudc:nl for the tuition. fees and costs of books
for the courses he could not complete:. ~C\L" procedures will c:nsurc: thai srudents are fairly
their nce: or IUti(JI'l.ai orii;:~::. ,.
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disciplined without regard
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Twenty·onc: percent of complaints against colle~C:!i .nd universities alleged sex
discrimination. A complaint against the: Uni ...ersity of California. Santa Cruz. alleged severe
and pervasive incidents of sexual harassment. assault and rape o'n campus and that the
University had not responded adequately under Titlc IX. The continuing inadequacy and
unreliability of the University systems and prqcedures for handling sexual harassment
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complaints. ar.:Hn panicular the inadequacies of the University response to a group of 1993
complaints of harassment, sexual assa"ul! and rape . .3l1owed a discriminatory environment to
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exist for female srudents on campus. The University enter«! into • ,volunWy resolution
plan. The agreement grams personal and academic relier to student victims,
CompliDnct Rtvinn
Compliance Reviews Initiated
Compliance reviews are an important part of OCR's overaU civil rights enforcement
responsibilities. Compliance reviews permit OCR to wget resources on compliance
'problems that appear to be serious or nationa1 in scope., In addition. OCR can focus limiled
discretionary resources to .balance its enforcement program. Selection of review' sites is
based on various sources of information. which include survey data and information prOVIded
by compJain.an~. educ.a'tion groups: media and the public:.
During FY 1994, 153 compliance reviews were begun. This number represents a.51 percent
i.ncrease in reviews over the prior year. In FY 1994, OCR resolved 90 complianc;e reviews,
the highest number of reviews resolved in th'e past six years.
Imp.ct of Compliance Reviews on Students' Lives
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Cornpliance reviews conducted during FY 1994
educational equity issues,
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a number of high priority
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Langu'~g'e fuinoilty stude'rits 'illu's:(~~~&~~~~~~~~'~~nifY to 'panidpate effectively in
educational programs offered by ~h~1 ;~ys~~p1s" W~en these students cannot speak: and
~p~ogram to help them develop English
understand English, a school dis[ri~( rn~si P!,ovide a
language and other academic competence.
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In the Fannin~Ion Public Schools (Michigan), OCR found !hat "Iii",limited English proficient
'students were not rcceivin~ ser\'ke~ hccause of staffing: limitations. Most unserv~.
~LEP)
students experienced academic difftculty. AI on<: high "'hoo!. unserved students had grade
point averages between 1.0 at'd 1,9 (on a 4.0 scale) and tcst SCO~$ ranging f!o~ the 1st to
16tb percentiie', . Most of the students who were served received Jai:piage ins~uction'fiO~
paraprofessionat5. None of the LEP elementary students received services from a biiingual
or ESL cenified ItaCher. Students
spoke no English received only 60 minutes of
""rvices per week at one school. althou~h Farmington acKnowledged tl)<Se students needed
250..600 minutes of weekly instruc:tion. The district had objective criteria (or exiting students
from alternative language services. However, school officials had to diseontinue services to
LEP students hefore they met the criteria in order to make room for other students wilh
j!reater needs, As. result of heinl! dropped. many students were failing one or mOre
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subjects. Farmington also bad no system for monitoring progress of current or former LEP
students and had not cond~ctcd an evaluation
ensure its alternative language program is
effective in removing language barriers.
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Fannington is now making effons to ensure adequate staffIng of its alternat'ive language'
program. This includes assisting paraprofessionals who are worldng towards certification in
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or bilingual education.
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Overrepresentation of Minority Students in Special Education Classes
OCR recognizes that special education programs are bell<fici.l to cruldrtn who need sucn
service:s. However. can: is needed 10 ensure that children are not inappropriately plaCed in
the.. programs. In the AltonComrnunity Uni, School DistriCt #11 (Illinois). the 'Mouneed
policy was to use regular education intervention st.""ategies and assess their success before
rc:fening students for special education e\'aluarion, There were no dist:icl~wide standards.
hDwever. for identifying stUdents who required regular education interventions or who
needed to be referred for speci.aJ education evaluation, As a consequence, some teachers
based referral decisions on srudent behavior or how they fc:h parents woutd respond to
referral decisions. Studerus with. similar scores on the reading. lang\Ja~e, and mathematics
sections of the California Achievement Test also were treated differently. Halhhe teachers
interviewed during OCR's c:ompHance review \l,-'anted training. A major finding concerned
the aval1abUity of regular education intervention opporrunlties ~- resource teache:n;, staff and
peer tutoring, before and after schoot homework: and enrichment programs. and strucrured
parent involvement. The schools wiL~ these oppornmhies referred few black srudents for
special education evaluation. In fact, the school wi!-h;ihc;;larg~si:in.ierventjon program did
riot refer any students (minorifY or non·minority).
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After OCR's review. Alton ,made a numher'of;revisions·so;all srudents will r.ave the
opponunlty to benefit from the regular cducatiot(pro~ra'm' t>C:fore', ~tfertal is 'considered,
Each school will ,~ow~have,' ~rinen 'srudem' plans~j~d!y}nfr:eguJ~~;id~.catiOn interventions
and the effectivcne:ss.o(thesc plans will· he;c\:aluaU;d1 \Gllidelin~s:'are'being prepared (or
referTing studenlS for "e.vahlalioru when regular; cd~patjon. ;O!/::rV~ijtf9rl.s prove unsuccessful.
Under iLS senlement agreement. Alton also will' increase n:gular intervention opporrunities.
Alton is now piloting its revised referral system al 'three sch.ools that enroll m.~re than 1200
soodents. After the: system is refined. based on the pilot it will be extended 10 a~i,schools~
including ,,",Ondiry schools... the SLan of the 1995·96 schOol year.
Giftod and Talented ProgJ anu
School districts must provide equaJ opportunity rOt all students to participate in educational
programs. including gjfted and talented programs, The practices and procedures used in
nominaling. screening and placing: stUdents in gifted and talented programs must not have the
eHeet of denying minori,y students equal aCCeSS.
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The Demon Independent School Disrriet (Texas) opera,es • gifted and Lalenled program
known as EXPO. At the time of OCR's compliance review, there were no black srudents
enrolled in @'ifll!d pro~rams .t two elementary schools: no black student had ever been
enrolled a1 one of the elementary schools'." HispaniC participation was. also panicularly low .
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OCR'. review concluded that ~~. underrepre.entation of black and Hispanic sTUdents was due
10 the failure of ruchers and parents to nomir..:. these .",derus. Most minority parerus were
unawat'C !hcy could nominate their children for EXPO. Also, there was evidence that
minority parents WC'!'::nO[ receiving sufficient information about the program and .ome of the
information may have been confusing.
Denton adopted a plan to increase t..'le referral and placement of minoo!), students in EXPO.
A communiry outreach program was established to educate the COmr.lunity and solicit
nominations and referrals of minority studentS, The district also will aim for wider
dissemination of information aboUI EXPO by advenising in local and minority~(ocused .
newspapers and radio stations and seeking assistance from civic organi.u.tions, Training wiU
be conducted each ·year for school administfa[ors. counselors and teachers with particular
reference to. the: needs of srudenu who may be overlooked in the regutar gifted and talented
screening process, Several of Denton's neighboring school districts have conucted OCR as a
result of this comptian:e r=vi~w to obtain assistance regarding increasing the participation of
qualified minority students in their own gifted and talented prog~ms,
Athletic Programs
Cotleges and universities are; required to provide equal athletic opporrunities ~q :;nate and
female sruden~, This requirement includes providing an equal oPP8~::~ry~t?"p~rt~cipa,u: .md
equivalent benefits and services for men"s 'and women's athlelie' programs. ,:: ' ~: ~
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At Orange Coast- College (Californi.)." ."'omen comprised ,!50 percen, ~f;;e ~~lIment but
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arreffo{i~to' attermine the rea'sons
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for the ~ow .participation or,,'1'0~e9J~,,:.'; ,. l!1:~;Col~t:g.ia.t,C: k~~~~ti~J~.r9g~ai!1:'~ '~';"::'ij'~~l:"w ' , ,
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OCR found dlspantu:s in opportunl1lCs and -treatment,or aL~letes Ul a m::mber, or program
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areas, The combined disparities rcsiihed in a denial of equal"oppo'rruni'Y'(or'women athletes.
For example. the women's CTl:W leam was provitled shells designed for mtn thai Were too
hea~'Y to use in practice or in compc:litiof\.S, T'hc:rc: was no locker room at the: boat house ~"
available to w0ll!cn when men .aM \4'omcn ,rev,' teams competed ~n .weekends, The
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women', so(tbalJ faciliry'. used b}:'thc: (o(ltb.-.JlIlcam, had dangerous divots resulting in'
injuries co female athlclCS. Not one ""orn.an m:clved an athletic scholarship,
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will be:: award:t:d 10 women alhlc:les based in proponion to t.heir alhJetie
participation. Orange Coast has ~tred ~ women's facilities and is working to improve
the softball ru:ld. The women's crew leam will be provided two gender-appropriate racing
shcUs and ~ guidelines win be put in pix," promoting women's sports, including posterS.
flyers. and maim. These and other ch..in!!c~ will result in equal opporrunity for male and
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The aim of OCR's techni~I a..uisu.nc.c: effons is to prevent violations of the ciVif"rightS laws.
Technical asslstance is provided lhroug.h such activities as on·site consultations, conference
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participation. training classes. workshops and meetings, as well as through ,,'linen
information and telepbone consultations. Although technical assistance is of'.on provided
during a complaint investigation or a compliance review, OCR also conducts a broad
program of proactivc_uochnical assistanCe outrcich.
Technical ass,stance is delivered '" • variety of organizations and their people. For «ample.
OCR's Region IV conducted day-long wor<shops specifically designed to t",in in-school
administrators on a variety of Title VI and Title IX compliance issues. The workshops wen:
by the respective Stall!: Deparnn::nts of Education and the Southern
Desegregation Center. OCR's Region VI conducted parental outreach workshops 0:'1 the
co~sponsored
issue of overrepr::s:::ntation of minorities in special education. Delta Slate Univeniry
requested technical assistance in the area of provision of academic adjustments and auxiliary
aids to postsecondary students with disabilities. An OCR attorney advisor from OCR's
Region X met with Latino parenLS of limited English proficient and non-English proficient
(LEPINEP) srudents. The workshop was conducted in Spanish and all of the participants
were provided information on equal ed!Jcation.al opportunities for language minority students (
and the responsibilities of ,
school officials in communicating with parents.
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,In ou)er examples of technical assistance. OCR responded [Q several requests for assistance
from parents ~ith children .with disabilities. In one case, a student with cerebral palsy was
told s~e could not go on a S(:hool-sponsored (rip ro Toronto because the distric~ ,~as,' ~. ":-,~.,/
unwilling to assist the student with her special needs. In a second case, a schoof district'was
unwilling to arrange for a nurn so that a srudent. who requires medication admi.nistered
u:ro~gh a feeding ~be. could go On a fldd tr!R.~~~~ .he!" ~Ia,s~, ~fler. ?c;.~: ~~~.~:~~f.~~ s,,~~~~;1 '. ~'_
offiCials about the nghr of aU srudents 10 pan!C!pale:: m·cxtr.\CUCTlcu!ar a:t!vlt!es, 'both dlStncts,!t;
made ~e ~ecessary accommodations and L~!=' s.~~Fntf,w~re able: .lO j,?~n__ t~ei:r.:c.!'~,.~~hf!~fr;.~~r·.f,~~~_~~
the field mps, In another case. a parenc of a kuiderg-ancn srudent WIth -hemophlha.·contacted ~:f.
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OCR after a .school bus driver e~p~sscd concc~ a?o~l,Uansponing he:- son:: ~f~~~;O<;~)·~:~~
assistance. the .schoot district provided training about hemophilia to lh:: bus drivef:'and tWO-': '.
substirute drivers. OCR received statements of appreciation from school omc~ais -for helping
to reS!?lve these matters and avoidinS' expensive and, time-consuming investi,ga:Lons.
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In additit.tl \0 comp~'lim investigations. Ind compliance reviews. other c.ompHanc.e activities
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Magnet Schools Assistan"" Prog. am
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OCR works with the Office of Elementary and Secondary Education to certify that applicants
of the Magnet Schools Assisunce Program (MSAP) will meet nondiscrimination assuranees.
MSAP funding is intended to reduce. eliminate- and prevent minority isolation in elementary
and scc·ondary magnet schools. In FY 1994. OCR reviewed the nondrs:rimination assurant::e~ ..
from 57 school districts that applied for> continuation of their MSAP grants. As a result of
these reviews. OCR was able to cenify the continued eligibility of these recipients,
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Vocational Ed.ClItion
All States develop Methods of Adtt:inistration (MOA) plans that describe how they will
monitor their own programs and those of their sub-recipients to ensure compliance with
Federal civil rights laws. including those enforeed by OCR, OCR is responsible for
certifying that each State has met its MOA commitments,
For 14 yem. OCR required burdensome annual reports from eaeh of the ,cues and other
emilies. OCR found this process mefficient and ineffective:. In the Sptrit of Reinventing
Government. OCR sm:ngthened the civil rights roots of MOA!. provided grear., flexibility
to states. used Federal te,sourt:tS
ruOrt:
efficiently. and cut' burdensome reponing
requirements.
As
pan of the redesign pnX:css. OCR gave rwo;.thirds of the states an option of not
.submirting an MOA, ~rt in 1994. OCR conducted a national conference for the statts'
MOA coordinators to provide ·them with up to date infonnation on high priority civil rights
issues and to discus options for redesigning the MOA process. The redesigned MOA process
wiIJ promote mort effective panocrihips with the states in achieving nondiscrimination in
vocational education.
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'Admlnistrativ< Enforcement Action and Referals to 001
Illinois State Board of EduC3tion
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In ifcompiaint investigation. OCR determined that incarcerated stude'tits with disabilities we~ -~'"
being denied special education services in me Cook County Jai! ~S~oC!t: ,~hich is opel'ilted ~y. :':"~
, the: Chic:ago Public Schools. After OCR's attempts at securing 'c(o~pliance, through a . 'I -t:."::\t~
settlement agreement failed. the Dt::partment of Justice (DOl) intervened· in Donn~1I C. v. ", ".
Illinoi; SIar~ Board oJ Education. a private lawsuit inVOlving similar issues. The parties arc :
currently discussing a consent decrtt.
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L.h'ingston Parish Lou.isi2na School Board
This case involved the failure of the school board to have a system of procedural safeguards
in.41re .\0 idemlfy.. (:...alua,~..~ plxe children with disabilities in accordance with ~
requimru:nts·of Section S04 til' me' RetubmUtion Act of 1973. Before an administrative
enforcement hearing could be held. t.hc- school district agn:ed to a ",ttlement which included
aU necessary corrective action. iocludlng lhe rt:imbursemenI for the private placement of the
compla.lnanfs son. an e-va.luation of the complainant's son for special education and related
services by qualirled porsonnel .gr=l 10 by the p....nts and the school district. and the
:adoption by the ",hoo] district of notice procedures of due process rights.
Soutbwmern Virginia Training 'Center
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This ca.s.e involved the po1icy of the Ir.lining center. a Stale oper.ated facility for the
developmentaIly disabled. of providing no accommodation for employees with physical
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disabilities 'who are fully able 10 perform the essential functions of their job., The case was
initiated as the n:sult of a complainl from a n:sidential aide al the facility who was fir<:<!
because of this policy. OCR determined that the aide bad performed successfully for a
number of years in ber. position, She was n:leased because of a physical condition which
resulted in her being unable to lift in etc... of 20 pounds,
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After extensive effons at volunwy compliance, the Center finally agrr:ed. after
administrative enforcement proceedings were initiated, to amend its discriminatory policy.
However. the Center refused to reirob\lT'Se the employee for lost wages and benefits, As a
result, an administrative enforcement hearing'was conducted in Jun:. 1994. A decision is
e'pected during FY 1995,
San Juan School District
The Department of Justice filed a complaint, in L'1e case of Sinjani v. Board of Educmion of
San Ju.a.r. School District. This matter originated as an OCR compHance: review conducted in
1991. The district was (ound in violation of Title VI for not baving proc:durt:s in place for
identifying and assessing LEP Native American srudents. There was nO overall approac.h 10
educate LEP students and ensure they have an opportunity to learn EngHsh. Native
American srudents also were placed in special education dasses withouf assurances that
plac~men[ was not based on their En~Hsh languaJje ability. *J1lc: district entered into a
;.., corrective action plan. However .. after recei... ing $Cveral monitoring reports under the plan it
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became clear that the district was no! fulfilling Its comrniunents. In February 1994. OCR
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~'f',~'."1"'.""' ,~f;rr.ed the ~anc:r 10 the I?cparunenl of Ju~[ice.. which the~ i~tervened as a party in the
, ,''':-.:: '\ ....~.\: ... ·:,.. :::-"pr~va.[e laWSUIt. The case 15 currently J'>C,ndmg In Federal dlSlnct coun,
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CHAPTER II
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MANAGEMEI'o'T REFOR,"I
OCR bas set its course for 1995 and beyond. As. result of the Assistant Secre:ary'S lown
meetings, focus grOlljl< and other forums. the concerns. hopes and ideas of the education
communiI)' have been brought to light. In each region. OCR staff listen to their local
communities. Our continued oU!Teach will provide the direction for OCR', enforcemern
activities and Staff resou~es.
Setting Prieriti..
OCR's commitment is to effectively facilitate
rights problems. OCR' S sl"!legy is clear.
StTO:1g.
educationally sound remedies to civil
.
OCR must direct itself toward impact on students' lives. OCR will maximize til,: impact of
available resources on civil rights in education. OCR will consider as broad a range of input,
as practicable: in the setting of its priorities 10 ensure that OCR addresses the most acute
problert;ls of discrimination. OCR will" provide Llngible assistance to the grea~t number of
srudents possible.
OCR must work in partnership with srudentS. parents and educators. OCR will help others
to learn to sol'Ve).heir,proble-rns of securing equal aCCeSs [0 qualifY education. OCR 'Yill
, focus.on syslemic,educatjon reform that enable's communities throughout the nation 10 '
understand. commino and implement stnw::gies rnal provide opporrunities for all to learn.
Ie
Finany~,~OCR musHnvest in, people. OCR will recruit and retain the highest calibre staff.
,and; wHLdevelop the training and tools they nct:::i to cccome mOSt effective, OCR wilT
:,.prri~ide.an ~~vjronment that values panicipatlon, innovation atld change. OCR will model
'diverS'ity :-faimess~~nd concern (or employee well-being.
,
,
.
,
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.A Focus on t;Dmphlint Rtso/ution
OCR has. with extensive interri4l and extem.al consultat'ion..JundamentaIly r:~engineered its
approach (0 res~nding to individU31 complaints of discrimination, These changes move
OCR (rom a system or required invc:sti~..uivc procedures to one of nedble resolution .
approaches. This customi.u::d..!t'Proach 10 each c!=lmp1alnant's concerns is embodied in
OCR's new Complaint Resolution'Manuat· All regional <",ployees lui,e received complaint
~solution training based on the new approach. Preliminary data show substantial
improvement in case resolution timeliness. and. anecdotally. in customer satisfaction. Under
the: new approach. OCR resolves more: complaints of discrimination with fewer staff. OCR's
facilitation of voluntary resolution fli-reements acceptable 10 both the complainant and the
recipient bas doubled.
e
. ...;~,
Equally notable. an OCR team produced the new Complain, Resolut;on Manual in 14 days.
From first mect~ng. to actual implc:menution"took only 60 days.
12
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A Focus on Ttdmou,gy
When OCR's mainfnme-based case tracking system proved too inflexible for the new
complaint resolutionjltOCOSS, • !.<am of us<rs and progrun:ners created a PC-based case
information system from the ground up-in about a month. Users and developers continue to
work together to perfect the system and ensure tha, needed data is provided quicldy and
effidendy to, line staff. managers and external users.
Two additional technology initiatives we~ swu:d in FY 1994. The first will finally network
and provide electronic communication among aU of'OCR's regional offices. Tht: secone will
provide: on-line access to critical case resolution n::sourtc:s through an OCR Ele:tronic
Library.
.
A Focus on New Ways 01 Doing
B~rintSS
OCR is redeploying staff to improve productiviry. OCR is delivering a stronger" civil right.s
enforcement program. focusing energy on im:rnal and external customer servi,ce, reducing
fonnal layers of review. and moving me: rr..aximum n~mber of staff to program activities.
.. ...
"
OCR has eliminated b~rr:aucralic practices and procedures that impeded fulfillment of itS
mission. In October 1993 .. employees in Region II began a unique and highly sucomfitl
program 10 improve the'~egion:s,oPeration and service to Office for Civil Rights customers.
The structure in RegionU:had<beeii .,Iong-standing OCR example of overly rigid and
cumbersome sy·stt:ms. operaling in a classical hierar::bial 5U1.icrure, The Region piloted case
. resolution teams';·w{'.,ak£ on";mo~t "programmatic, respo;u·ibilities. eliminating paper~ihuffling
and multiple Jayers' of:il:view .;'1' ~ '. :~' ..
..
"
~
,
, .;,rt,J't'::';iJ.jt:;:A .·rr~n"":.·'
OCR,accomplislle,(imajor change's'thTougb its' new approach, OCR ;subHshed criteria for
measuring success in terms of efficiency. quahlY of work. products and improved morale.
Working with a pilot group and a control group. data were collected showing major
improvements in aU of these areas, ~or eum}lie, [he average number of days for complaint
resolution under the old burt'aucr.lric Strucrurc 'was 169 days, The ;:cw teams reduced the
avenge num"bcr of days to resolve a complaint \0 129. a 24 percent· improvement .
These innovative approaches. be.run in Rq:ior.,.,JJ and rcplir-..u ed 'in other pans of the
organinrion. earned OCR the Vice P"resKlent's t:iC'~rO::s or Reinve~ii\';fl·{"Ha.m.r(,~r") Award.
OCR i. justifiably proud or thi' awart!. All the same. OCR will continue to seek out
opportUnities to more cfficicntJy and effectiVely develop strong. educationally sound remedies
for students facin, dis6imi~tJon .
•
13
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APPENDIX A
Statutory ResponsibllitifS and federal Relationships
'- ::
The Office for Civil Rights (OCR) in <he U.S. Depanment of Education (ED) i, a law
enforcement agency. Its primary ~ponsibility is to ensure <hat recipients of Fede",1
financial assistance: do OOt discriminate against srudents, faculty, or other individuals
on the basis of race, color. national origin. sex, disability. or age.
OCR is responsible for enforcing the following F=denJ civil rights Jaws:
• Tide VI of the Civil Rights Act of 1964. which prohibits disc:iminalion on the
basis of race, COIOf. or national origin, 42 U.S.C. 20Cl0d £[ ~. {bnplc:menting'
regulation at 34 C.F.R. Pam 100 and 101);
• Title IX of the Education Amcndmems of t972. which prohibits discrimInation on
. <he basis of sex in educa,ional progrnms. 20 U.S.C. 16BI e' illj. (implemen,ing
regul.tion at 34
C.F.R. Pan 106);
..
• Section 504 of the Rehabilitation Act of 1973. which prohibits d:scrimination on
<he basi, of physical and menLiI diSability. 29 U.S.C. 794 (implementing
34f'C:F:fC:'Pa;t~It.h:.' .
..
regulation at .
." . -,.
'
"
,.
The Age
"
Discrimiriation-~Act~of
1975. which prohibits discrimination on the basis
of age. 42 U..s;S;~~.'9Xei'jl:i!~M~pkmen'ing regulation at 34 C.F.:R. Partl 10);:
and
: ,"'" . '{ .. '" "."". ," . .",
{ >.,' .,,;,'.,,:~:~.: "",' "-"
.
.,'
.-'
• Tille: II of th~"Am'c"ficaru v,'ith Dis.:abilities Act of 1990. which prohibits
discrimination ah'\he"b~'isjor (d·i"S;ibililv.
....
,~
.~,
.
Under the flrsl four ~um.nC:5. OCR h.a~ jurisdicdo!,!_over programs and activities that
receive Federal Clnancial assistaoc.:, F:~r cduc.atioli.:!.l institutions. the Civil Rights
Restoration Act of 1981 defif't1:5 f!n~~ms and activities receiving Federal assistance
as encompassing aU the openliof1.(" of a it'Cipient of such assistant:e, Under the
Americans wilh Disabmties Act (ADA!. OCR ~~ iurisdiction over public elementary .
and seCondary education systcnu. puhir: i,l.S:iru,jo~j·o:1' hlgher~'education. vocational
education programs and pu~h~ Iih"m...
OCR also has been dele~llted ciyij ti:::hts c:nforcemenl authority by cleven other
Executive Bra~h deparunenl5 and ~gcncies,
•
The civil rights law, enforeed by OCR extend to a wide mnge of recipients of Federal
funds. Recipients covered t'I~. these laws include all state edul:ation and rehabilitation
3gcncics.and their subn:c:ipients. JS weB as the: education and rehabilitation agenc:ies
of the Disiricl'of Columbia. Puerto Rico. the Virgin islands, American Samoa., .
Guam. Wakc Island. ~ Canal Zone. and the territories and possessions of the United
r
.
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•
.'
,."
States. These recipien:s also i""lude nearly every school district and postsecondary
institution; thousands of proprietary schools. Iibmies. museums. and correctional
, . facilities; and or.her irutirutions that ~c:ceive Federal ftnancia1 asStSCUlCt: f~om ED,
'-
In eanying OUI its civil rights enfon::ement responsibilities. OCR works willi other
Federal .gendes. including the Department of lustice (DOI), the Equal Employment
Opportunity Commission (EEOC), and the Federal Mediation and Conciliation
Service (FMCS).
.
Under ~eeutive Order 12250. 001 is responsible: for coordinating Federal
Governmenf ag::ncies' cn(orcemem or Title VI. Title IX. Se:::ion 504, and oilier
Federal laws that prohibil dis.criminJtion on tJic basis of race, color. national origin.
sex, disability. or religion in programs and activities receiving Federal financial
assistance. Primary enforcement responsibility remains wit." the individual agencies.
while leadership and coordir.a:ion responsibilIty, in areas other than empioyment. is
vested in DOL Pursuant 10 EXei:!..ltive Order 12250, other Federal aeem::ies have
deiegated authority to OCR to conduct civil rights compliance aCllvjties in' ed~c3tional
institutions on L;eir behalf.
"
EEOC has primary coordin.atin~ authoriry under Executive Order 12067 for
complaints of employmeni discrimination, OCR generally refm to EEOC those Title
VI and Title IX complaints thaI allege discrim:nitiori~solely in' employment and that
are not systemic or class-based in namr'e. ';;.~ciio'n 5~.emf'loymenr,comptaints. as
wen as systemic and class-based employment-complaints: under Tirie V[ and Title IX.
are gene'raUy retained for processin~ b\"'0CR'~~~ c::<"'" :;\0"" ,~. ,,!:,
:
. ;~ '" "~,' ..
,
\"
,
'"
.
,
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EEOC also has jurisdiction in employ~e~l:c~~S '~Ileging lie di~rimin.ation, When
complaints of discrimination in cmp1oY'ment 00; the,:basis of~age are tiled with OCR.
they arc transferred to EEOC for invcstig.a'tion.'an'd·esoh.ition because OCR has no
juriSdiction over these cases under the Age Dis'crimination Act.
OCR shares rt:spo,nsibili!y with FMCS ror proc::ssing
that do not involve: employntrnl. OCR
~reero.
a8L'!.discrimin.ati!~n
com;liaints
complaints all:ginf!, age discrimination
10 dete:nnine whether il Ius Judsdklion. If jurisdiction is established. the complaint is
forv.rarded to FMCS for volunt.arv resolution. If FMCS is unsuccessful. or either.
pany does not a~r= to medi.1ttO~ by FMCS, OCR invesl~~4teS the ;;';;;pio1iUl in tl;e
same man:ncr as co~plainl5 ill~~in8: other types of discrimination.
DOl !us prinnary authoriey for compl.ints under the ADA. Under Title II of the
Americans with Disabilities Act. DOJ has dclegaled jurisdiction to ED/OCR for
inve5ttgating complaints OlJ1eging discrimination an the basis of disability that are filed
against public elemc:nLary. secondary. Oloo postsecondary institutions as well as public
libraries,
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OCR works with ED', Office of Special Education and Rehabilitative Service, to
coordinate the enforcement of certain provisions of th= Individuals with Disabilities
Education Act with Section 504, OCR also works with ED's Office of Elemeru.ary
and Secoodary-.Educatioo to implement tho civil rights provisions of the Magnet
Schools Assistance Prognm,
.
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'~';;:'.1"i~lY:t:!:.,. t,"\.;
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APPENDIX B
•
STAfFlNG & Bu'DGET
OCR's authorized staff ceiling for FY 1994 was 851 full-time equivalent (FTE)
positions (made up of full·time perm.anent and other·tl!an-full,time permanem staff),
Twenty-one percent of the staff were'lcicated in beadquanm and 79 per.en' were in
. the ton regional offices,
OCR had a !otalfunding level of S56.570.000 for FY 1994. The following table
provides budget and staffing inforrnlnion on OCR (or the past six fiscal years.
BL'DGET Al;'D STAFFING !l\rORMATION
.......
~. .wticwl
"ft" s~
hlr !iuppl':rrtf.'J\l.II
(stimat.
toConr_
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"
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"1,'41,000
.&O~HX(l
4"'00,000
H,OOOOOO
53.6"U.000
~!;:JiXI
$6.402.000
}6,)7Q,OOO
~':;:''O
l~'I'1f1
,q,4,04.J]l
;6.000,000
61,400,000
C.."tnaOor...I
aloldr~ FTE
<OI1,flnOOO'
" 1,1 :"l to:')
"4 ,6Q 'jJ)(XI
.
S6.S70,0C()
..un,ooo
~J12.000
000
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1156',-
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APPENDI)( C
•
, PUBLICATIONS
'"
Contact your regional civil rights office (see Appendix D for Iistiogl to obtain any
of the publications listed below,
General
..
OCR's
OCR',
OCR's
OCR's
1993
1992
1991
1990
Annual
Annual
Annual
Annual
Report to Congress
Repon
Congress
Report to Congress
Report to Congress
'0
ED Facts: Information about the OCR
Notice of Nondiscrimination
. How to file A Discrimination Complaint
•.
I, )',
,~.~.;:
,',
! .... :;;::
,
~;;'<":
.',
~
Federal Regulations. Vocational Education Program Guidelines
(March 21,1979)
Vocational Education and Civil Rights
The Cuidance Counselor's Role in Ensuring Equal Educa,ional
Opp0rlunity
Nondiscrimination in Employment Practices in Education
What Schools Can Do 10 Improve Math and Science Achievement by,
Minority and Female Students
:,:-'
,
"~'';':;:';'':
.:
... ...~ ~;A'
......";",,''';: '.','
.",
Title Viol the Civil Rights Act of 19&4 mil. VI)
~
9,
,,
., ,
Title vi Regulation;, fed".1 Regi;ter, May
i ~80
Education and Tille VI (Available In English and Spanish)
Student Assignment in Elemen,ary and Secondary School, and Title VI
Magnet Schools: Promo,ing Equal OppOt1unity and QualitYEducation
Historically Black Colleges and Universities and Higher Education
Desegreg.tion
The Provision of an Equal Education Opponunity to Limited English
_ Proficient Students
"'-'..
',.
.; .
;.
,',"
Till. IX 01 tbe Education Amendment. of 1972 mtle IXl
•
Title IX Regulations, f<:d.r.1 Register, May 9, 1980
Federal Regulations. Policy In'erpre,.'ion on Title IX In,ereoliegi.t.
Athletics, December 1979
Title IX Grieva.nce Procedures: An lntroductory Manual
Title IX .and Sex Discrimination (Available in English and Spanish)
Ti,l. IX .Athle'ics Manual [Includes Regul.'ions, Policy Interpretati?,~s, &
OCR Fact Sheet)
,
,
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,
,
.
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•
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Equal Opportunity in Intercollegiate Athletics: Requirements Under Title IX
of the Education Amendments aLI 972
Student Assignment in Elementary & Secondary Schools and Title IX
Sexual:Harassment: It's Not Academic'
Teenage Pregnancy and Parenthood Issues Under Title IX
•
~ection 504 of the Rehabilitation Ad of 1973 (SeCion 504)
Section 504 Regulations. Fed.ral Regist.r, May 9, 1980 (Includes
December 1990 Amendment)
Auxiliary Aids and Services for Postsecondary Students wilh Handicaps
Discipline of Studenu With Handicaps in Elementary and, Secondary
Schools
Free Appropriate Public Education (or Students with Handicaps
Placemenl of School Children 'with AIDS .
Student Placement in Elementary and Secondary Schools and Sed ion 504
Civil Rights of Students with Hidden Disabilities Under Sedi.on 504
Rights of Individual, with Handicaps Under Federal Law (Available in
English and Spanish)
Ag~
:.
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"
"
,
,
"
Federal Regulations, Age Discrimination Ad of 1975
Federal Regulations, Depal1ment o( Education •. Age Discrimination Act.
fede.al Regjsttr. luly 27, t993
.
.., .
" .;.~;" ;,i.' ':',
"
.4,·,
,
,
"',':'r'" 1 ~ ..
"\'
Discrimination Act (If 1275
',1
•
Amrrir;.tns with Oisabilittf:1' Ad
.. "
,
,'.
"
Depanmenl of Justice pamphlet on Americans with Disabliities Ad
'
•
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.' ':
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,.;
.
.
,
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•
..
APPENDIX D
OCt aECION"'! OfHCfS
aqion I
IqMwi VI
ArLtn,.u. l.ovdYra. Mi$Jlst~pii
Okl.Jh~ lu.u
COtInectic:ut, Moline. M,nSolchuwtu.
~ H.unpshj~ Rhode- l.und. V~~t
Office lot ewil RiB"'!:!;, Rqiorl
U.s. OcDam'Tlfm! of fduation
Offic! for Civ1! RigftU. Rq,ion VI
j
'Of EdUC~1l0n
1200 Molin lowe\' 8vllding
5vl!(' 2260, O'6.-50to
O.aILu. TX 15202.91J98
121""161.)959, TDO '(::'141 n'·J639
U.s. O('P.tlU'l'lent
J.W. MCCDrmKk P0': Office ~nd COUt'ttlQ\lk
Room 222. 01.(\061
BOSlDn. MA 02109...111557
16:7) 221·96067; TDO 1~171 223+9695
'J:"rion II
Ne-..... I"n"y. ""tow-Yori!.,
I'UC'''Q
Re"Jion VII
10...... , KJinl"u.
RicD,
Vi",!n hl.tndli
OH'u:e fo' C;"';I R'I"U. Rt'I,on It
U.S. Ol!tl~"mC'n1 of [duC.lIflon
26 fr<h:'r.lll I'IU4. ).)rd Floor
U.s, Dt'P.al1m!lln!
of Edunn,on
10ha 1"110111'1 EneullVf' I-4j!t~ 8oI,l1t'V~n!'
Room 33·1),0.02·1010
..... ~ "or\..,..y
ISlh Floor. 01-60l0
K.....m Cll"r', MO 6.15J·1361
r!lblll'H..!I026; 100 (.!lIb) 3)'4-6461
'Q~7a.oo81
121112b+31.&0; TOO
au)
KtnIUC~l'. ~;uouri,
Ntbruu
OffiCt'rOf CNil Rilhl1, Rq,o.. VU
If,.&.-~.I,~
RqOon VIII
lQ:iort tu
Otw...... ~. Dit.trict ot Col~i.l,
Mot,.,.1.tnd
Prnns"I._w, vtr,:.,1.t. WC"SJ Vqln('>'
Oli>(f' tOt e",.1 ...,:hI), llf'!oor:'IlII
t.. .)" ~"mtnl of £duc~1OI'\
Ari,rlH\ol. Color.ad~. Mont.uw. N~ ...
.t.tuico, r..orth O.kou, Soulh O.ak,ca.
U\olh, W,~l
QKo{f' for CIVil R'3hU, /legion VII!
HnM.lI'\.~~I~
Pt,,,l.tdf'lpl\;". PA: lCJIG-I-lllb
\.,,~ 'Dt1unMe1'Il of (dUUhOf\
Jf"d("f41 av.id.n" Su<t~ 310, Q&,1I110
l1.t.J, \p("t'f BO<Ill"V.an:f
j.!tj'I;~tK.1a1.
Ol""'I<.."r, CO 80204JS&2 '
R(IIOffl tdOG. Ol·lOlO
_.,
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.
,
100 12151 S'1&-61t;.f
jJOl18.1 ... ~o'S; TOO UOlI8,u.l.:11
~
_('110ft.",
AWN"""". norld.4. ~rii.l. North
C.u~irw, South C",chn,l, l " " , , " , , "
On",,,
tCl" (.HI _ ..ht\.
R(CION IX
Ulifomi.a
1l..,1C,ln IV
.(}\'!.I(I" tor
t..!> O,·p",u'tl"'l"t\! ul tduc.lIO(ll"l
PO-I 0tI<'f' 80' ID-ol8. ().l.}O 10
101 -'\,p..-n... JQWro""'.-Wo1f' 1000
4cl.4ny. C" )0)01·100111
• ..u').I, ))
I.,l'*'''. ,100 1"0-41
;0 !..I.... It'd ~ .. hon~ PI.v~mV9,09""'010
.,,!
"
au.
Ohio, WKCOfttoirt
OHocl'
'Of ( ... "
_cftb. Itt"loQl'l "
L' \ ~"",,"i Of (du(..&t~
40 I ~...,m !,Ul" ~
/l0fill"l'\
O't"""UO
(ho{"1I0. It bOtIO;'1201
:-00(.
UUl Uf,.}"i6, tOO 1ll.1.
•
C",.I ~Istm, Ill;
~"ml"fll
""" h<l!'l(l~Q, CA ;;.1102"'101
•.11») \)0.1000, roo
51 5$&.480&
HI·~.H6
..... V
Ut~ ............. Mich...... Mil ...
~
(If (d\l('.atw.o
Old 'f'df't.1 6urldu'lS
L:
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\'.u~inJtQfl. Af'I'MI'f".n Wf'/'lCt.l. CIUft'I. Trvll Tt:rrkOr"f
or ttw ~.t(:ir" bLlnch
Of1>(1" I"" Civ,) R'Ihu., Rf1;'''''' X
L: ,!. ~I"f\f'tll or (6v(.a1.":)(I.
'91:' >r<Qnd Avt"fluf'
,tf'l~
loom J)10, 1()'901D
'W-.tI'l\t<. WA tAl ,.....'099
i.106122c.:,UO; roo 120hIHl..f..4"
I
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Clinton Administration History Project
Creator
An entity primarily responsible for making the resource
Cinton Administration History Project
Council of Economic Advisers
Department of Commerce
Central Intelligence Agency
Department of the Interior
Department of Defense
Corporation for National Service
Council on Environmental Quality
Department of Justice
Domestic Policy Council
Department of Education
Department of Energy
Environmental Protection Agency
Federal Emergency Management Agency
General Services Administration
Small Business Administration
Social Security Administration
United States Agency for International Development
National Economic Council
Office of Management & Budget
Office of National Drug Control Policy
Office of Personnel Management
Office of Science & Technology Policy
Office of the Vice President
United States Trade Representative
Date
A point or period of time associated with an event in the lifecycle of the resource
1993-2001
Description
An account of the resource
<p>The Clinton Administration History Project describes in detail the accomplishments of President Clinton's Administration for the period 1993-2001. The records consist of the histories of 32 agencies or departments within the Executive Branch. In general, each organization associated with the Project submitted a narrative history along with supporting documents. These narrative accounts are primarily overviews of the various missions, special projects, and accomplishments of the agencies. The supplementary records include substantive memos, press releases, briefing papers, and publications illustrated with photos and charts.</p>
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1227203-education-volume-4-1
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https://clinton.presidentiallibraries.us/files/original/b240f3ef2e6f8e51e617f00c6e43cf43.pdf
dd70b0684af17655fb5f2c48a5132733
PDF Text
Text
"
UNITED STATES DEPARTMENT OF EDUCATION
APR 29 1993
Presidcul Clinton is DOW It2lding twO complementary pioceI of legisLuion 10 Coogresl on national
selYice and SIUdcIu loan rdonn. Many of you have been bearing misleading n:pcrU of theoe
proposals. pul out by "'lan;zariOllll with • majtr finllJCill1lab: in !he _
quo. I wriIe 10 you
today 10 clarify !he 1IUden. loan portion of thia bill.
Our primllry objective in revamping !he otudeII1loan 1)'It.em i.; 10 serve IlUdenIS hcner. A Dew
=miined 1 ) ' _ will simplify !he a.dm;nisntive wb of educational institulion.s, mW: !he
ryst.em euiu 10 ~ provide IlUdenIS with ~ choice in repayment pbw and lower
costs 10 taxpayers and ....dcuts:
Make no mlstak:e about four c:c.tral principles of our proposal:
'.', ,
"" ,.';'", ."', ,.'
• No school will be Itquiied 10 origitw.e loans if it doe.s nO! want 10.
• The Depanment of Education will pay I fee for loan originalion. ~,." ," ' ,
• AI:ces.s ,,,,tudent loan capital will coonnue 10 be 1/1 enlitlemen'/ ";'"
• 'I'lIen: will be DO pp$ in
to capital for any e1ipble IlUdenI or porenl. ""
,
President Clinton is deeply cnmmined 10 iilt:re.tsing educatiOllill oppontmity by providing YOWlg
people wi!h !he chance to serve their country II1d their commWliIies. In notum for !heir
commitment. be intends 10 help !hem meet !he costs of a coUege educatioo or job training. The
Natiolial Setvic:c Program will provide educational benefits in "'tum for nilional selYice performed
before, duting arid after coUege. The Departmenl of EduCation will implcmenu direct SIlldcul
loan program !hal will provide all ....de.ts wilh a nange of flexible repayme.t optiOIl.S, including
income contingenlrcpaymcnL U.der!hi.; program, studcu15 wbo cbOOle 10 lake low-paying
community service jobs. wbc!her part of !he nalional setvic:c prognm or not. will be able 10 repay
their loans as • small perc:cntage of !heir incottie so that !hey will DO! be overburdened by debL
-=
The major saviogs from direct lending deri.... from using Federal borrowing for SlUdcul Joans
null., !han private capital guaranteed by !he ~ ,overnment ... d elimi.ating !he profits in the
,
system, The cost estimaleS include. signifJC8llt allowanc:c for administrative costs 10 !he
Department of Education and educational instillltioni, Eligible schools will originate loans if they
chose to do sO, and !hey will receive a small.!.. from Ihe DepatllllCD. of Education to help cover
costs, Nonetheless. I understand that nOlevery' WstiwtiotJ'will be ,'bl, to origj.."tlO loans, and some
will no, want to. In these cues. an alternative originator will be available at no COSI 10 the
institution. We an: conf1llen1 that • Dew .YSIeIn will prove euiu to use, more efficient for
institutions and students, and much less costly Ihao !he c"'""'tstudent 1_ SIlUCtw:e.
Please lake !he lime 10 read the enclosed background QJlt::rlal which a.ddressca many of!he ,
speciJic issues raised by the oppOllenu of direct lending. If I can be of flInbet assistanCe. please
contai:t !he Depiutmenl at (SOO)USA·u:ARN.
We,l,c'!'lc forward to your suppon of !hi.; plan 10 serve $1lIdents, families,
schools bener,
and
Sn
lY
Y~UIS,5-'
'
,~j.'
Richard W, Riley ,
,-
'
�Direct Lend:ing
ApriI,l99J
Major Reasons For Direct lending
of 7.sao Iendcn. 46 ~ o.z=c;ie.s,. IIId
_
IICf\'icen IDd IICICIlCIdlry ....mil is emr-prtlDC, Iwd Ij)
monililr. ami euinbmomc 10 boml....::n IDd scbools. Each of these'
IeIldetlIIDd ageuo:ic$ bas ill OW'II fomu IDd procc<iuIa.llddins aU'l
wori: foc bOilowas IDd sc:booh. Under diIoc:t Imdial. 1be process
would be JII'IIly Jimplified amilt!elmliJJed becuai: IIIDdoaus could
'Imllge Cor III of 1beir Fedcn.l 6...ncjaJ will....., Ihroclh 1beir
schools. They would ha'lle ooly ODe applica!ioo form 10 liIl 001, IIId
1bey would no longer be.confused Ibout who bolcb 1beir loan DOtes or
··.WbiOici'tti'.cua''", . u. The school in !11m, woaI4i1o lcxt&er have
, ."_~"~' .._'.~ ~
.
. ':IO'woi!< wilhin !hi: current complicaled web of banb 1Dd,...,..,l<C
., '~FJiiainfplC. schools would no longer f.acecuh flow delay.
, ,,',>,J". •. , ....."",'
••,,', •. '_,••
'. . . .. , ;.,,!I~~l!l ~.9.': ~r.e agency ipptonh. EducaIiCllll insIimtions
, .. : . :,,~" ""av(o.W~.,~~:\l!."""'!JC". OI~NlOp sboppipg for IIIldems. wlili;b
c..."'~', O"~~I$:. scbool.lO.otrer beu.er IDd more eomprebcnsive ..!Vice.
.,' .
<.'..
.
The
~
curreuI I)'SICID
_'~
~,._"
.''-opot • .
'.~
••
'
•
. '. ;,.,
.
~
:.:'.',' .,;.;;;, '<Wi:. ",. :1',:tLt!! !,:;.
CD51; Savi"f" 1:<> 5t:wIeni '. '::Borrowers will cOOtiDu.: 10 ha"".o<:CeSS 10 as muehlOlll capiLillas they
e""""""",
ha"" had in the pasL DiIect loan capital will not be IimiICd by
congressional appropriali~: This program will be III entitlement for
srudenlS, jusllikc the guarantoed stlldentloan program, Funds will
flow promptly.to sChools, sOl~lyon the b&sis ofborrowercligibility and
needs, Once !he system is fully implcmenlCd, a portion of the general
.. cost savings C!om dircctlenu'n& will be ,;;Wcd on to borrowers in the
form of. reduction in the interest taLe on their loans,
Fl<odtM ~ OpI:iDn"
All swdenU wbo borrow money for!Cbool will have .vIllable a range
offlexible repaymemoptions 10 suil1beirfinanc:iaJ o=ds. Underthese
options.
student who chooses 10 1Al:e • low-plyiDl communiI)'
, sctVice job, or any low·plyinsjob. will not be overburdc:Dedwith debL
any
Smdents who choose !he i.ncome contigent repayment plan will repay
their loans as a smaI1 jlU'CMlage of their income. Other stude.nts will
. be abl.1O choose. find, graduated, or cxlellded repayment plao that
fits their needs. Eventua1l y. we plao 10 make repaymenteven easier by
the use of payroll withbolding through the IU system. Students in
!
�,
~.
..
•
•
community torriee jobs fimded by tbe Ndcaal rcrvioe prog!2I1! will
. receiv. an edacabooal be:aofit of up 10 $6.500 for e.....ry "'"' of service
that tbey perlocm, up to two yean. They em . . UUs be:aofit 10 payoff
loan debt or 10 pay lllirian.
The cxpec:1l::d ..viDes from diz=t leu., - corimlted at roughly 54
billion from FY 1994 to 1998 - will p!lIIIy fl:lduce tbe com of siudenl
loans to ~... The CoopariootW Btd;et Offic:e. tbe 0e0cnI
Aoc:ormtiq 0I'5c:>:. and tbe. Oepai_ ofEduca!ioa acree!hat diz=t
lendinl c:ouldll\'C S I billion exlllore p""",",'II'beI:I fuliyimplcmOlIl"d.
S-... oftbe~'lrdaIively IowCQllt:lcapi1al.tbe lUplyer's
C<lSlofprovidin,b>_subsidieitc I:IornnoreIswould be ""bstantially
. reduced - by abouIlO =tS p"" dollar loaned.
Respons.. to Concerna Railed
About Direct landing
.
'.
Despite !be many.-ons 10 mem: lOdiz=tlendin" 10m. opposition .
from !hose who have
remij;;s, nu. ~on' ba.s llIlUlally _
profitedmoSt~~~!~IOIIlprogr'llll. Someoftbese
coneems.re:Vali,,;,uq:';;;'JUiVe,de.signod our propo$ll5lO address
;
, tbem;, otber ~ ate'nor,',',
... .
.• '>,;., '_" ij,~t;}:~~~::~12c,:~- t:.:;:,;,~,-:;,
, ~.
"',
Admlnl.trotIve Capacl\:)' at Many ofYriUliiV¥i,..nf'thal it,will be complicated IIlId ~"" ror
EducatIQnalln&11tutlone
icbooli'tii"~&it';;;)dil\:Ct·IIiiioing, This issimply-ooi trile,
At:eota;,ig 1Oll!i,lndipandentAdvisotyCommitt= on Student Fman,
cia! AssUti;;;";i'dle 'bUrden on IIIOSI irutilllliol'ls will be radically
reduced because schools will ClIIiy have 10 tlelI with """ centra!
applic;uiz,n. one disbutsemenl ~rii 1':)"Ie!n.lII>d eh:ctronic com,
municatioowith one servicer. The new lCti\'ity that diz=t lending
require. is origination, While DO school will be ""lJlired 10 originatt
loans. !hose scbooh that choose 10 originate must pciform two new
. ' f1inctionS~ 1') ensureibaaiudenlS sign the illOini.lsory~OIe to "'pay the
. loan and mail it 10 !be servic:cr, and 2) afu:rmaking !be loan, reconcile
with the lICI:VU:er that all the mODe)' and documeatation is accounted
for. The DepattmOlltofEducauon will pro\'ide IOftwaro 10 ICCOrilplish
belli of these wb. The software, .. well as training 10 use i~ will be
lvailable to institutions free of charge.
MOSI schools alteady have the
tcebnoloBY and expericoce needed to
participate in diz=t lending .. loan originators. If your institution
originates loans in the Perlcins Loan program. it !w the capacity to
originate loans for direcllending. Toensore thatinstitutions do nol face
z
�.•
,
any additlcmal casu. !be DepInmeDl of &lACon will pay tbem I
small fee to bcIp CO\'Ct !be t.1OIU of oripwion. Those schools lbat
<:atIIIOt or 110 DOt wish 10 ori,wuc Ioms will DOt be obIiplOd to 110 so.
Thi~ will Jl&Y IIIl1l1!mlliw cn,i1WOt1C pcziliW thl£ lui.:
fot Ibe.se IICbools FunberItIorc. educalioool imtillllioas will 1101 be
~1Cd to Jt:I'Vicc or enllect!be Ioms (=PI (crt !be roarme tnclcing
of SlUdenl _
whicb schools Iileady 110). The IlcpInment will
COI1InICI wid! • Dum..... 01 ...,..,; • ..;.... to perform a:MQna and
colb::lioo 01 dinx:l1oms.
...... mln~~~
tM~_crfU....•
~.
'Ilien: is DO quoatioolbat!be ~ must mcnflla its monitor·
ing and review fancti...s, but "'" IIIIISt 110 10 mprdJl:&a 0( wbcIber the
_
JII'OIIIIII _tinucs or we IIIOft to ditea lcndin, Loan
llervieinl will be cIooe by a smalIlIIIIIl..... of con::fulIy acb::ced 1Ild
closely mtitl~ COIlII'IICtllI$ The dinx:lleDdiDa S)'IICIIl would bave
rewer IIdJniniItBlive panlcipInll and liIus would be euiet for !be
Deponment to mtitltor. W. bave made siptifioanl ptOp'CII in lIOme
....... includin& improved malllpeot and COIXlpulCr S)'Stml1. The
Dep.u\mcIlt" delivery of direct loon fluids will include !DIllY of !be .
well-1CSlCd. ..~ and inc:rcuiDcJy _led wand fin.ncial
. systems !lOW 1IICd for p.,ll~lDd ,CIII'llplll-b.uecll'edoral Audcnt
lid program.<, To """"'" hl&l;QU:ility qbe .oeparttll"l11 is wod:inc OIl
redesigning program iDle&:riry~lDd~iiiolut.x;nc efforts to focus OIl
pcziorniance 0!IlC0me' _Thls~yi;.u"lei,dtil"iiic:rwed.lCCOIIIIIlbillty and
• ');'
I
,'
;.
efrlCicDcy.
'" -; .;. '.
"
,,'
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.Ll~4;,~· t(NJ ~ti~';~\it:a"{:'~-:;t'Jt '.. ~~ ~.~,
..
.
.
SlIM,,!! ~to During tM Both'dunng 1Dd·~.iIiC'tiWilili. tO~iiildem·loans. maiIlWning the
Tran6itlon
availability o(1oans ltiSniilcni$'WilIbe'~ nuinber one prioritY. For a
long time. lenders bi.Ve m&t&ined lhe_ quo by using lhreau of
pulling out and dlsrupting !be flow of loons to srudeDIS. The Depal!.
lIIenl is aware of !be ""-. . .8.. in moving'" I nc,.;'y= and ..e an:
working to """"" I smoolil tranSition. The legislation will provide the
Depanment with authority to move quicldy if capital shonages occur.
'.' " ..
-.
"
.
I)
.
\
3
�•
PUBLIC LA vi' IOS-66-AUG, 10. 1993 •
Public Law 103-66
I03d Congress
An Act
Aug. 10.. 1!l93
~t
......oiution
Be it enacted by tM Senak aTJd HoU$l! of Reprt'l!elftatives of
in Congress Mumbled,
8S
~
the "OmnibLlS
Budg~t
'.Il'1'STAT_ 313
TABLE OF CON'J'F.N't'l'l.-The table (If mnt.ents of t.ba title
ollowa:
I. Short tille ud
whlll.,r (Oftt.tnc...
SubtitJleo A-Coaunodlty
~
See. nOlo
Se<c.. U\Yl,
Sec, )loa.
See. HOof, Ri,
OJno.ibw Budget' 1M United States ofATnI!nr;o.
Reo;»tteiliation
Ad of 1993.
SECTION 1. SHORT TITLE.
This Act may be cited
Ac:t of 1993",
{b}
is a
See. 1
To pl'llvide Cor ....conciliation punuant to lI«tion ? or theon the budget r~ filKAll year 1994.
-(1i.R. 2zt;,4]
PUBLIC LAW 103-66--AUG, 10. 1993
~,1106.
k. 111)6.
$ft<,. 1107.
Seoc, 11011.
s.e.. 1109.
IteconcilinUan
D
T,
81
~"""'",
P(IIlnut
BDn.yp
S&c, Ull. Wool.n.:t
-
$ft<,. 1110,
SEC. z. TABLE OF CONTJ::.NTS.
The table of contents is as follows:
pre~nt
TITLE I_AGRICULTURE AND RELATED PROVlSJONS
TITLE II_ARMED SERVlCES PROVISIONS
~ f'*dud,hm
&;e, l302. Market promotion
See. 1301.
TITLE UI-BANKING AND HOUSiNG PROVISIONS
TITLE tv--5TUOENT LOANS AND ERISA PROVl$tONS
$01:, 1401. Mmiulon. mt:raMe, a\r1 n!C:TMtiOD r_.
See. 1402. En~nt...l OlI;InMl'....i. .Oh uru.ae ~ provam .meMmeI1....
See. 1403. '/!dew _p iwI~.
TITI.Jo: V-TRANSPOI'tTA't10N' AND PUBIJC WORKS PROVISJONS
TITLE VI-COMMt,lNICATIQNS UCF.NSlNG AND SPECTRUM ALLOCATION
Pl(OVlSJONS
•
.
~
.
cl FFB loaJa.
\btltJ& C-~w.1 'I'rade
"
odity Programs
Subtitle A-Co
TITLE Vll-NUCLF..AR RSOULATOlty COMMISSION PRqVlSIONS
SEC. 1101. UPt.AN'O CQ'M'ON rQO(l
TITLE VIU-rATENT AND TRADEMARK OFFICE PROYxSIONS
{a} IN GF.NERAL.-Sect.ion 103B f the Agricultural kt of 1949
(7 U.S.C. 1444-2):iJJ &mended
(l) in the section heading, by t.riking '"tON" and inserting
TITLE IX__MERCHANT ~ PRQVlSIONS
1'tTLE X-NATURAL RESOUllCES PRovtSIQN$
Tfl'L,£ Xl-ctVtL SERVICE AND fQST OrrlCE PROVISIONS
'"11HtT'"·
•
ei) in subsections (eXt), (bXl). eXl)(A). (cXIXBXii). and
(o),t" bv ,striking "1995", eac.h place
appears and inserting
TI"I'1..E XII-VETERANS' AFFAUlS PROVISIONS
"Jw7':
(3) in Bubparngrapm (B)()). (DXi).
Xi), and (FXi) of sub
section (aX6). by striking '"1996" each lace it appean and
inserting "'1998"';
AND TIMBER SALE PROVlSIONS
~
.,"
~
(.() in luba.ec:tion (cXl)(D)
Tl'1'LE XlV-BUDGET PROCF.'SS PROVl~l~~si~ ~
(A) in the 5ubparft~ph heading,
_ h' :'
~
t~
PROORAM" and inserting 50185 PROGRAM "
(B) by l.neerting after "'8 percent" both
!90llAMS
the follOwing: "'ror eaclt of the 1991 thrc
,
," ~.: ;;:
t
:~:':;; l
.' ,,, ~
"".
and 15 percent for each of the 1994 throl
SEC. 1001. SHORT
TAUt..&OJlCONTEN1'S.
r~~
~~"~.,,
{exeept all provided in clause (vXu)),"; and
{C} in clause (v)
(a),'~?H9JtT ~"-TI::
n'lny be cited ng~th!!CI".AgriC1.~}t\~n'tl~'~ ,!, ':!
Reoonethatlnn Aeto! 1993 •
i"~#:'\I;';' f*t '.. -."~' !:
{i) by striking -"{v) PREvENTED PLANTIN~f" and
,!' :.~,,~,
- . • • ,.", t,·
inaerting the following:
T'. k .. ,.. ,%.t
.-~.
,1.
"{v} PREvEm"ED PLl.Nl1NG AND KEntJClID
1.DS.
:.~. ~'r" ' - ' < i'-;~ " w ' ·
.1' -" f
!,;
"(I) 1991 THROUGH 1993 cROPS.......:.ln
1
of each of the 1991 through 1993 crops of
"";,,"(.t:":
"
,-::~;.'
. ,;. d!',·e:-· '. ' ... .'.It •
cott.m, if"; and
>'; •••• 7'
i ..~- ,<
(in by adding' at the end the following
~~'-;,.,~ ',~ '~: .. '!"
subclause:
,',
. ,
~>\IiJ
"'(In 1994 THROUGH 1997 CRops.-In the ea:
, TITl.E Xln-REVENUE, HEALTH CARE. HUMAN RESOURCES. INCOME SE
CU1UT'Y, CUS'roMS A.ND 'l'RADE pnOVISIONS; rooD STAMP PROGRAM,
!,
Agricultural
~tio!l;
Act uflW3,
g.
'1 USC ! 1:it! IWle
p;
.
.-
i
',r
'"
"""'3$ \)
*
N
:#
. ",'" {"
~
,.
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f
•
"
Qf each
Ii9---mo_<nlj~)
Q[ the
1994 through 1997 crops -of tiplun
�e
./
I:! USc 1709
/
PUBLIC LAW 103-66-AUG, 10, 1993
PUBLIC LAW IOji-66-AUG, .10, 1993
107 STAT, 340
now.
,e
:
!
ve the actuarial lIoundness of the Mutual Mortgage
Insurance Fu
nder the N$:.ional HOlUlill$" Act, the Secretary
of Housing und
Development shaH inCrease the ratE at
which the Secretary ea
the'single premium payment collected
at the time of insurance II
age that is an obligation of
such. Fund (with respect to th'c
in effect on the dete of the
enactment of this Act). In est.abli&Ju
ch increased rate. the
Secretary 8balJ C(lruJider any current audi
dingo and re&e1"Ve
analyses and information regarding the expecte
rage duration
of mottpgcs that are obligations of such Fund and
consider
any 6thfJr infonnation that the Secretary determines to
ro-
Part D of title IV (20 U.S.C. 1087a) is amended to read as •
foiluws:
"'SEC. 4&1. PROOtt.\M AtlTHORITY.
or _WItt.
Stt"I..nt Loan PT\1om!ona
~~,
pt't>gI1IIfn,
m
'ttll: HIGHER EDUCAT10N Aer
..Q.t'2. G""TIlnty ~IIQ' reN~.
40.3. Tl!nJUI of lBaIU.
Au~m.l\t o( loaM.
T~nninlll.i(ln of /iiUIlranty ~ncy ~_bo;
,
0,19(;6
.'
.,
"'''''I>mptWn Qf (UAI'IInty
ageney funetiQlu by the Seeretary.
Sec. 4046. Conaol!dat.1on lOAM.
Sec.. 41M-7. Con.olidetion oiprognulUL
.
.
Subtitle B-Addilioaal Savi.tqp from tJa Studem Loan ~
Sec. .. un. Red'llt'tiotl of borrower InWrelt AUt.
See.. "102. Reduttitm 11\ lof.n (_ paid by atwkn....
t:; :!:: ~.:~from lImlk",
s.ee::
. r;'
4106. Eliminatiim d tu; nempt floor,
i
Sec.. ·4100. kfodttt'tmn in lnt..-.-. nft< f<>f ('MI.",nrn.ti.n'l' lAAM; N'Nt#
t
Sec. 41M. ~_fMlMd&dmiru.u.tI... ","*.&,._.
':'..
~
Sec.. 41011. Rmt
See.. .(1OS. Phal.-.4~
. ·;·.l~~r~ ..
5«. 4116. ~-'. . .Wt..bte shan<
:' t'f~"':;:: - •• 1
:~'.'
.. " . l>
>
See. 4tll. ~mthe~~p&ytQIUlt.
., .~ ,. . . . .
See. 411:1. Supplement.! pnd&inM _i~
~. s.:t", p'
."r
r.........:
Sl>btith C-Coat fu:rinc by S\#t(lIJ
Sec,
mI. CoR~bySt....,
k
~L Staodanh!fuJ'ft'!)lq)hMlthptu.~.
Soblitle J.)-.(jnmp HiWth PlI:ua
.
I
: n":
man,...
,,<
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,
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it,' t"" :~ f
.,;:). rJ,;"cl;<;;J.
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2tJ USC 1(1814.
There 8.l'1)i hereby marle Ilvailable, in accordance with the provi·
sions of this pnrt. such sums as may be necessary to make ICant!
to all eligible atudent(4 (und the eligible parents of such students)
in attendance at participating 'institutions or higher education
selected by the Secretary, to l!nablQ such students to PUTSUI) I.heir
courses of study at such institutions during the period beginning
July 1, 1994. Such loans shall be Illude by participating institutiana,
or consortia thereof, that have BgTeelIlQnts with the Secretary to
originate loans. or by alternative originators designated by the
Secretary to make loan.a for studellU! in attendance at participating
institutions (and their parenl$),
"(Wt. PreHrriugioAn a - .
4G«.
4045.
if
PROGRAM
CIlM"t'J:R I-fWt:AA1. Dnux,-r Sn.lnJ:NT l.oAN PRooRAW
Sec.
&.t.
Sec.
Sec.
See.
"
!i
II
"
BE(;, 'IIlil, FEDERAL DmECTSTUDENT LOAN PROGRAM..
·PART D-FEDERAL DIRECT STUDENT LOAN
CHo\J'TEIt 2--CoNl'oIumlG A.W~
i'I
~,
PROGRAM
TJT'I...E IV-STUDENT LOAN AND ERISA PROVISIONS
Soc. "021. Federal dl.nd Itwkmt l(lllu
~
.~
<,
CHAPTER I-FEDERAL DIRECT STOOENI' LOAN
The table of oontenl$ for thie tlw! ia as follows:
A-~
1993,
(a) SnORT TlTLF..-This subtitle may be cited as- the "Student 20 usc 1001
Loan Reftlnn A~t of 1993",
nnte.
(h) RF.J/'&RENCES.-Refenmcea in !hie subtitle IWd subtitles B
ud C to "the Act'" are references to the Higher F.ducauon Act.
or 1965 (20 U.s.C. 1001 et seq,),
SEC. 4001, TABLKOFCO~
tru.btitlt
Student I....... ·
fWfonn Aet of
SEC. 4011. SHORT TITLE; REFERENCES.
TITLE IV-STUDENT LOAN AND ERISA
PROVISIONS
See. .011. Short ut1t:
Ii
107 STAT, 341
Subtitle A-Direct Student Loan
Provisions
s~
Sec. 4001. TUkI
e
"'SEn, 462. FUNDS ron ORIGINATION OYDJRE<.'T STUDENT LOANS.
"{a) IN GEN£RAL.-The Secretary shall provide. on the b.a:sia
Dr the need and the .eligibility of students at each participating
institution. and parents: of such studenta, for sUI;:h loans, runds
for student and parent loans under this part
"(l) directly w u institution of higher edueation that has
an BgTmlment with the Seeretary under section 454,(a) to partici
pate in the direct student loon pl"Ogl"atns under Ull$ part and
that alse has an agreement with the &erntary under Beetion
454(b) to originate loana under thiM part; or
"t2i through an alternative originator designated by the
Secretary to students (ud parents of students} att.enditlg
institutions of higher education that nave an agreement with
• ,,' thi: Secretal1 under seeliGIl 454(a) but that 00 not have an
:.
agreement wlth the Seeretary under Rctil>n 454(b).
• ~
,~..
.r, ;,"
",
II
~
l!I)
USC 108'Ib,
~,
I
"(b) Fh"EB FOR ORIGINATION SERVlCES.
"(1) FEES roR lNSTm.rrtONS.--The Seeretary shan pay fees
to institutions or higher education (or a oon$Ornum of 8uch
.', .'<. institutius) WJth Bgn)Ctnenta under &eruon 454(b}, in an
" ::., amount established by the Setretary, to aslist in meeUng the
: ~; cOsta oflosn origination. Such feea
.
".
~:
•-
I'
II
I'
~
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107 ~-rAT, 342
,"
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'&.
.,~
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u·'"
... ~ k"-'
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A
.' aU
,,7
institution of higher education shall have a right to participate
in the programs authorizl~ by this part.. to originate loons. or
to perfonn any program flIDCtion under this part.. Nothing in this
subsection shall be construed $0 ag· to limit t:he entitlement nf
an eligible student attending a participating institution (or the
eligihle parent of such student) to bOrrow under this part..
"(d) DELIVERY OF LoAN l''tl'NDS,-Loan funds shall be paid and
delivered to an institution by the Secmta:ry prim' to the beginning
of the payment period -established by the Sei:reta?' in !1 manner
that is consistent. with payment and dflivery of baiu; gTtulW under
subpart 1 ofpart A ofthiB title,
"'(1) Ari'LICATtON,-}<~ach institution of higher education
desiring to participate in the direcllJtudent loan program Wlder
this purt shaH submit an application satisfactory to the Se¢.
rctary containing such information 8nd assurances 8.8 the Sec
retary may require.
"(2) SELECTlON PROCEDURE.-The Secretary shaH select
institutions for participation in the direct .student loan program
under this part, and shan enter into agreerrumts 'Nlth Rueh
inatitutions Wlder section 454(a). from among those iustitutioM
that submit the applications described in paragraph (1). and
mlmt such other eligibility requirements as the Secretary shail
prescribe, by. to the ex.tent possible
"tAXi) rategorizing 5uch institutions Recording to
anticipated loun vnlumll, length nf academic program, am~
tro1 of the institution, highest degree offered, size ill student
enrollment, ~ographie location, IUtnuai loan volume, and
default E:)ipenem:c; amI
'
"{li} beginning in academic year 1995-1996 selecting
instltutione that ttl'!! reasonably representative of uch of
the categuries dt'.$cribed pUl'Kuant to clause (0; and
"(B) if the Secretary determines it necessary to carry
out the purposes of this part, selecting additional institu
tiona.
.
1/(1) GENERAL AUTHORITY. 'rhe Secretary shull enter into
a~eement.s pursuant to scction 454(a) with institutions of
lllgher educntion to participate in the direct student loan pro
gmm Ilnd('.r t.his part, and agre.!lUenta pursuant to section
454(b) with institutions of higher educa:tion. or conAortia
thereof. to originate loana in such prognun. fl.'lr acndemi~ yean
beginning on or after Jllly 1. 1994. Altar11ativl} origination
services, through which an entity other than the parti~i ting
institution at which the student is in attendance on nates
the loan, shall be provided by the Secretary, UmJll
1, or
morn £Ontracl:a under sectinn 456th) or surll other m(,llUl!;l J.ts
the Secretary may provide, for students attending participating'
institutions that do not originate direct student loans ,undL'T,
this part. Such agreements for the aendcmie year 1994-1995
shall, to the extent feasible, be ente:ned into not later than,
January 1, 1994.
"
"(2) TRANSITION PROVISIoNs.-In o-rder to Imsure an rurpedi. ~
'~tious but orderly transition from the lonn programs under:
'part B of this title to the direct student loan program under ~
thilJ part, the Secretary shall, in the exercise (If the Secretary'a 1
discretion, determine the Dumber af institutions' with which j
the Secretary ahall enter into agreements under,,·8';'b$~.sJionB.,
. ~ ;", t%:r"::,, .," 'I' .
•
t
~
~
l,)j' ,:;:.
~
1:1
107 STAT, 343
'I
,
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0
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11
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.,
II
1
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~
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I
"(b) Sh:I.F£TlON ClU'fERlA.
"SEC. 468. SEI.E(,"TJON OF IN'S'lTrtTI'IONS FOR PARTICIPATION AND
ORIGINATION.
"(a) l'IiASF,;·IN OyPROGRAM.
;~(
•
"
"(e) No ENTITLEMBN'f To PARTfCJPATE OR ORIGlNATE.-No
C..,n~n,,:t:!l.
PUBLIC LAW !oS-So-AUG, 10, 1993
(al and (b) of section 454 for any academic year, ex(:ept that
the Secretary Rhall exercise such discretion 80 as to achie"lle
the following gotlls;
.
"
"(A) for academic ymu ]994-1995, loans mnde under
this part shall represent 5 percent of tho new student
kmn volume for such year;
I/(E) [or academic year 1995--1996. loans made under
this part shall reprel;ent 40 percent of the new student
loan vnlume Cor such rear;
"{C) for acadeIDlc years 1996-1997 and 1997-1998.
loans made under this part shan represent 50 percent
nf the new student loan volume for such years; and
u(D) for the academic year that begim. in fiscal year
1998, loans made under this part shall repm.sent 60 percent
cfthe new student JOWl vQJume fur such year.
"(3) ExC&rnoN.-The Secretary mny exceed the peroen~
~ described in subparagraphs (C) or (D) of paragraph (:it)
It the SecreLttry detel1llinu that e higher percentoge is war~
ranted by the number of institutions of higher edueation that
dea:ire to participate in the program under till..q part and t.hat
meet the eligibibty requirements for such pa.rticipation.
1/(4) NEW IflVDENT LOAN vOLUME.-For the plu'pOlle of this
subsection, the term <new student loan volume' muns the
estimatod sum of aU loans (olher than corulolidatl(ln toans)
thnt wjJl be made, ins.ured or guaranteed under this pnrt and
purl B in the year for which the detenninatio" 18 made. The
$ec:rtltary shull base the estimate described in the ptllceding
ssntenee on the most rwent program data available.
,
"(2) FEES. FOR At.TERNA'l'lVE QRIGINA1'OR..,.-'J'he Secretary
usc JIlSk
1r
1
shall pay fOOl! for loan origination lIervlOOe- to alternative-origi- ~
nntora of 10an8 mAde under'Ulls part in an amount e"tahlished
by the- Secretary in w:alrdtll\.C(1' with the terms of the contract'
described in sectinn 456(b} betwrum the Secretary and 'each
such alternative originator,
,-' . .
20
.,
'
,;'
ehaU 00 ptilid by the Secretary based o~)
the
loans made under this part to 8 particular borrower in'
tbe same academic: year;
."
,"(B) shall be 8ubj~, to a elidintscu.le that decremle8
the pe-t ~rrower amo<;t:lt of Jlu:-:h ,"»e5 as the number of
borroWilnllD;;relUrea; ar..d
- -,
.
"(O)(i) for academb year 1994-;-1995, shaH not excm~d
Ii program-wide aVilraie of $10 per burrOWer for all the
loans mRoo under this part to sueh borrower in the same
academic yt~ar; IUtd
"'{ii) for succeeding academic years, shan not ex... eed
such average fee 88 th..;,;'Seeretary shaH esLo.btish pursuant
to regulatiollS.,
"(A)
'
. . " -'
PUBLIC LAW 103-66-AUG. 10, 1993: t1c',''''
,'
't..,;:: " •
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,
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"(c) SELJiXlTlON CRITEIUA FOR ORlGINATlON.
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"(1) IN GENBRAL.-The Secretary may enter into a 8upph...
mental agreement with an institution (or a consortium of auch
institution!'!) that
"(A) haa an 8.gl'!!emsnt under subam:tion 454(a);
,
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107 STAT, 344
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PUBLIC LAW lO:;-GG-AUG,
PUBLIC LAW l03-66-AUG. 10. 1993:: '{~. ~
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.~SEC. 454. AGfW..t;MF"]'''TS WITIIIR>T1TIJTJONS.
"(B) desires to originate loans under this part;. and,!
"(C) meets the criteria described in paragraph (2). t:~··
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'STAT, 345
"{a} PARTICIPATION AGRF.F.MENTS.-An agnwmcnt with any
'·instilution of higher education fot p<1rticip3l.lon in the direet studHnl
"(2, "rRANsmON S£I..EC'f1()N CRlTERIA,-FOl" academic-year t
loon program uttocr this part shal1~-·
1994-1995. the Secretary may approve an instiil.ltion'{to origi·
.. "(1) provide for the establishment and maintenance lIf a
nate loans only if aueh institution
~-::::'
;
direct st.udent loan program at the inNtitulion undet which
"(A) made loana under part E of this title 'in academic
the institution wiU
year 1993-1994 and did not nceed the applicable m3.x.i .
"'(A} identify eligible students who seek student finan
"
mum default rate under section 462(g) for the most'recent
cial assistance at such institution in accurd;mce with .sec
tion 484;
fiscaJ year for which data are available;
'.
"(B) is not en the reimhUl"$Cmenl tlyai.em of payment
"fBl estlmtlW the need of c-ilch suc:h student as requinm
by part fo' Qf this title for an academic year, except. thnt,
for Ilny of the programft under subpart 1 or 3 of ' part
any loan obtained by a student under this parL with the
A. plln C. Or part E of this tiUe;
.8ame tern.s as loans made under section 428H (except
"'(C) L'l not overdue on prognun i)r financial reports
as otherwIse provided in this part), or a lonn obtained
or audits required under }fils title; . .'
by a parent under this part with the same tenns as J(Jans
"(D) i. not subUeet f.l) an enierge:'~cy action, or a limita·
mlldc under section 428U (!~xcept as otherwise prnvided
tion, suopenaiot\. 01 temination under section 428(b)(1)(T).
in this part), or ob!.nilled under any State sponsored or
432{hl. or 4a7{c);
;
.
private loan program, may be used to offset the expected
"(E) in the opinion of t.he SecNltary, has not had $ignin·
family contribution of the student for that year;
cant defitieneies identified by n State pootllecondary review
M{C) provide a lItn.tement that certifies the eligibility
entity under subpart 1 of part. H ofthiJ title;
of any studvnt to receive a loan under this part that is
"(F) in tM opinion.!! :the Secretary, has not had severe
not in excess of ~he llIlnual nr aggregate limit applicable
performance deficiencies for any of the prog'J'1lllUI under
to such loan, I~)((!ept that the institution may, in exreptional
this title, irn;;iuding rru:ch dcficleneic8 demonlllt.rnt.ed by
drl,":l,lmstancC8 identified by the Secretary, refuse to I,":ertify
audits or progratn tevie~Ylil submitted ut conducted"during
a statt;\ment that pcrmiu> a student to receive a loan under
the 5 calendar yean immediately preceding the~'dnte"of
this part, or ·ccrtify a loan amount tbat is less than the
ppplication;
:' _it
student's detcrminution of need (as detennined under part
"(G) provides 1m IiUJIIUrnncn that -IIuch institution has
f' of this Wit!), if the n:(l80n for such action is documented
no delinquent outstanding debta to the Federal Govern- .
and providcd in written form to such student;
ment, unless such debts a.re being repaid under or in
. ~(() Sel forth a schmlule for disbursement of the pro
accordance with a repayment atl'angement oatisfuctory to
<!Ceds of the loan in inJ;(..rIliments, consistent with the
the jo'ederal Government, or the Secretary in the Secretary's
:requirements of$cction 428G; and
discretion detenninea that the existence or amount of such
"(f~) provide timely and uccurf\t.c inform:alion
debts has not been finally determined by the rogniunt
"(i) concerning thl! $tntus of stud€nt borrowen; (and
Federal ngeney; and
students on whose behalf parcnLo; OOlT()w under this
part) while lIuch students are in attendance at the
"'(H) meets such uther criteria DR the Secretary may
mstitutioll and concerning any new inform-lll.iun of
establish to protect the financial interest 'of the United
which the instituliQu becolUtis aware for lIu['n studeni..8
States nnd to promote the purposes ofthis part..
(or their parents) n(\(lr $l,l..,h borrowers leave the
"(3) RE01JL..\TIONS GOVERNING APPROVAl. AF'1"F.R 'TRANSt·
institution, to tbl~ Setretury for the ser:idl!g and
TtoN.-For academic year 1995-1996 and subsequent academic
colleeling of loans made under thi1;J part; and
yeam, the Secretary shall promulgate and publish in the Fed~
"(ii) if the institution does not have an ngreement.
ersl Register regulationB governing the Ilpprovlll of institutions I'
with the Secretary under subse¢lion <b). ronceming
to originate loana under this part in acconluncc with aeetion
student eligibility and need. UJ! detllrmined under Kub~
457{aX2).
i
,
paragraphs (A) and (fit to t.he Sec:relary Ill> nP.M",n
"(d; ELIGIBLE INSITI'UTIONs.-The Sccrctmy may not .seled an.
for the alternetive originntien of Ianni'! 00 eligible stu
institution of higher education for partieipatioIl under thie scction
dents and parents ill aCCtlrdance with this part;
unle88 lIuch institution is an eligible institution undet Ba:tion 43.,(.11).
"(2) provide ussurantl.lS that the institution will comply
"(e) CONSORTlA.-Subject to such requirements as the Sechtary
with requirements established by the Secretary relating to stu
may prescribe. eligible institutions of higher education (u:!". nul.cr·
dent loan infonnation with respect to loans mnde under this.
mined ,under subsection (d) with agreements under section '454(11)
part;
may apply to the Secrt!iary as consortia to originate loans' under
"(3) provide that th;e institution accepts respansibility and
this part for studenta in att.endlloce Ilt such institutions. i Bach
fiJ1&.nciu! liabilily tltcmrning from its failure to perform its fune·
MUch inll.tilution shllll be required to meet. the requirellientu' uf
tiona pursuant to thE' agreement,
subsection (e) with respect to loan origination.
'. "(4) prOVide that studenta at the institnti<>n nnd their pur
t:!tis (with rtlllpect to such students) will tx: eligible to partici.
!.
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20 USC 108M,
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•
PURl.IC LAW 1G3-66-AUG. 10, 1993
.
.
pate in the p"lJrrumS under part B of this title ttt thn diru:::retion
of the Seeretary for the period during which sm:h institution
participates in the direct student loan program Lunder this
part, e"rept thnt a student 01' parrent roay not receive lo.,'M
under both OIls part and part H for the same Period of enroll
~
ment;
.;
•
"(5) provide for the implementation of iii quality. ussurana
system, as establishetl by the Secretary and developoo'in.con.
BulLalion with institutions of higher eduClltion~~tO 'ensure' that
the i!'stitution IS C?ml!Jying with program n:q~!.M~<:n~ •.!too
meelmg program ObJedl\'P_'l;
.•
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"(6) provide that the institution Will not charge any' fees
of any kind. however described, to student or parent borrowen
for origination activities or the proVision of &»3 informnti{Jt!
necessary for a student or parent to receive' a;\loan' urider
this £Rr1., ot any benefits a9StK:H1U,d with such lo;m; u·n&·y"",,·
(7} indude such other provisions n:a: the Secretary deter.
mim13 are necessary to ptiltect Ule interests of Jhe. j United.
States Rnd to promote the purpmmfi of thin parL
", ,
"(b) OruGINATION.-An agreement with 4'1Y institution of hight:
edueation, or t;Qnsorna thereof;, fur the oriwnati~Ht of loana under
this pari shall{
•
'\1) supplement lhe6'greement e,'.tered into in accordance
with 8ubac<::tion (a);
";
",(2) include provisions established by tha Secretary that
are similur to the participation agreement provlsionlJ described
in paragraphs (1 )(E)(ii)1 (2), (3), (4), (5), (6), nnd (7) of subsection
(a). lUll modified to re ate. to the origination of inans by thll
institution or oonsortium;~;.
'
"'(3) provide that. the iiustituti{)n or consortium will originatt
lonns to eligiblo students'and parents in areordanee with Uti!
part; a n d .
' • "
",(4) provide that the note or evidence of obligation' on
tho loan $h .. 11 be the property ofthe S~cr~t..ary.
~
"(e) Wrrlll.)liAwAL AND TERMINATION PROCEDURES.-The $cO'
relary Shlill m;tnblish prQt;edures by which institutions or cons(}rtia
may withdraw or be tcnninated from the p;-ogram Wldet this part.
,
20 USC lO8'1e.
"SEC. 466, TERMS AND CONDITIONS OF LOANS.
'"'(a) IN GENERAL.
"(1)
PARAl.!..f:L
TERMS,
CONDITIONS,
BENEFITS,
AA'D
AMOUNTS,-Unless otherwise specified in this part, loonl! made
to oorrowera undet this part shall have the same terms, conrt;,
tions, nnd benefitB, and he available in the same amount!:
as 10ane mada to borrowers under sections 42B, 428B, and
428H of this title.
""2} D}:J;U.lNATl()N OF J.QANs,-Loans made to ootT(lmn
under this ptlrt that, eJ:ccpt na otherwise specified in wit
part. have the same terms, conditions. and benefits as loartl
made to borrowers undcl'
"(A) ~<:tion 428 shaH be known as 'Federnl Dlted
Stafford Loana'~
j
"(B) section 428B shall be known as '}<~edernl Direct
PLUS LnanS't and
"{C) aect.lon 428H shan be known as <Federal Dired
UmJubsidized Stafford Loans',
"(b) IN1':EREST RATE.
,
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PUBLIC LAW L03-6G-AUG. 10, 1993
•
107 STAT. 347
Federnl Direct Star.
ford Imm.s and Fedeml Direct Unsubshliroo Stafford Loans
for which the first disbursement is u~ude on (It aIWr July
I, 1994, the applicable rate of intcnmt shall, during any 12~
month period beginning on JUly 1 And ending: on June 30,
be determined on the preceding June 1 and: be equal tA>
,;
..tA) the bond equivalent rate of 9I·day Treasury bills
,auctioned at the final auction held prior to such June
.: .... : 1; pius
~ .'
"(B) 3.1 percent,
excer,t that such rate shall not exceed 8.25 perttnL
··.{2) IN SCHOOL AND GRACE N;ruOD RUL&S.-{A) Notwith
standing the provisions of paNlgrnph (1), hut subject to parn~
graph {3}, with respect to any l<'ederal Direct Stafford Loan
or l"edcral D.ireet Unsuhsidized Stailord Loan for whit:h the
first disbursement is made on or after July 1, 1995, the
oppliC<lblc rate of interest for interest which acerut~s"(i) prior to the beginning of the repayment period
orthc Joan; or
:
"(Ii) during the period in which pnfldpal need not
he paid (whether or not such principal is in fact paid)
by rf!B$Qn of a ,'revision described in section 42BCbX1XM)
or 427(a)(2)(Cj,
shall not cxceed the raw determined under -subparngrllph (B).
"(H) «'or the p\lrpose of subparagrnph (A), thf~ rate dUUlr
mined under this subpllrnl.'Taph shall, during uny 12-month
period beginning all .Jutr 1 and ending On June 30, be deter
mined nn the preceding June 1 nnd be equal to-1«1) thc bond equivalent rate of 91-day Treasury bills
auctiorUld nt the final auction prior to such JlUIe 1; plus
"(ii) 2,5 percent,
.
excer.l that such rate shall not exceed 8.25 percent,
(a) OUT-n;AR RULE.-Notwithstanding paragraphs (1) and
(2), for Federul Direct St<:IiTol'd Loans nnd Fede-raJ Direct
Unaubsidized Stafforq Loans mtlde on or after July ], 1998
the applicable rate ofintere.5t shall, during any 12-month peri;;;}
beginning on July 1 nnd ending on JWIe 30, be determined
on the preceding June 1 and be eCWN to
'"(A) thc bond equivnlent rate of the security with a
comparable maturity as establi;:;hed bl the Secretary; plus
"(ll) LO percent,
exceFt that such rate shaH not exceed &.25 p!;;TtcnL
(4) RATES FOR Pl)f>t.us.-{A) F.,r Federal Direct PLUS
Loans (or which the first disbursement is made on or after
Juty I, 1994, the applicable rate of intP.or<C11t @haH. during uny
12 lnunlh period beginning on July 1 and ending on June
30, be determined on the preteding June 1 and be equal Ur
"'(i) the oond equivalent rat~ of 52-week Treasury biUs
auctioned at final auetien held prior to s\leh JW1e 1; plUB
"(ii) 3.1 peJXent.,.
except that such rate shall not exceed 9 percent.
"(H) For Federal Direct PLUS lQltns made on or after July
1. 1998, the at'plicabJe rate of intl:-rest shuH. during any 12w
month period beginning: on July 1 and ending on Jilne 30,
be de~rmined on the pret:eding June 1 and be equal to"(i) the bond equivnlent rate of the geCUrit;r with a
comparable maturity as established by Ute Se<:retary; piWl
"(l) RATES FOR FDSL A."I0 mUSt...- ·-F'or
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107 STAT. 348
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PUBLIC LAW l03-GO-Alm. 10, 1993
•
''OJ) 2. t percent,
exceet that such ralA:! shan not e;(cood 9 percent.
(5) PtTBLICATION.-The St!cretary shall dete-nnine the
applicable rates of interest under this s\lbsedion after consulta·
tion with the Scctct.o.ry of the Trensury and shall publish such
rate in the Federal Register o:s 8.(lon a~ practicable after the
date of determination,
.,:, "(c) LoAN FF.£.-The Seeretnry shan charge the borrower of
a ~oan made under this part nn origina.tion fce of 4·if· percent
of the principnlnnlount of lonn.
. -, .
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"(d) RJi:i'AYMENT PV.NS,-'
'.
,";
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"(1) DESIGN AND SELEC"flON,-Conaist.ent with::': rnteria' .
eelabiishe<l by the Secretary, the Secretary shall orrer~a oor'~
rower Of fl lonn made under this part a varicty of· plans 'for
repayment of euch lmm. including principal and inLereBt on '
the lmm. The OOl'1'Ower shall 00 entitled to aceclernootWithOt1f
peualty, repaymcl1t (len the borrower's loans unooi-'ithis 'part:1 !
The borrowermaychoo.'U~
,.1'-. W,IF:" I ' 't'!
'1AJ a standard repayment plan, with,i'fixed arU1UIlfi
repayment amount paid over a fixed period of time, amsist· ,
ent with subsectiun (8)(1) ufthis section;' " ,.-.,,'- '; . ,,'f,1
"(B) an extended repayment plan, with a:fixCd 'uruiiial' j
repayment amuunt paid (wer an extended penod','qCtime," ;
except that. the bom.:lwer shan annuall~ repayafp}niirliim
amount delm:mined by the Secretary m accord:mce with
section 428(b)(lXL),
,'.'f", ;,"
te) a. gradl.1l1wd repayment plan, wlth annual repny
ment amounts established at 2 or more graduated.levels
and paid over n fixed or exLended Ii~riod of time, exc(ipl
that t.he bol'towcr's sc~lldu.led pl1yrrumta shall
be 10$$
than 50 percent, nor ,;~lOn~ than 1.1iO pereent, of whllt ti1(1
am'n'tized payment on the amount owed would' be if ~he
lonn were repaid under the standard ropayment plan: and
"(0) an income cdilting(mt repayment plan, wi.th vnry·
ing annual repayment amounl9 based on the income of
the borrower, paid over an extended period of time prQ·· .
scribed by the Secrew.ry, not to exceed 25 years, except '
that the plan descri~d in this subparagraph shall no~ i
be available to the oorrowet of a FederaL Direct 'PLUS fl
loan.
~.
"(2) SELECTION BY SEGREl'Any.-If a burrower ,of a loan
made under this part docs not seled, a repayiiwnt pla.n
described in parugraph (1), lhe Secretary may ptovide the oor
rower with a repayment plan des.ttibed .in subptHllgraph (A),
(B). or(C; ofpaqt.graph 0)"
"(3) CIt.\."lGES IN SELECTIOX5.-TIU! oon:"O"';(:: of n. loan made
under thi! part may .change the borrower'1I selection of a ropuy
mcmt plan under paragraph (1), or the &x:rotnry's selection
of U pilln fur the borrower under paragraph (2), as the CJlS1!
may be, under such terms and conditions uS may be established
by the Secrotary.
"{4} AVtERNATtvE REPAYMENT PLANa-The Secretary may
provide:. on II C<t3e by case ba.'iis. nn nJtetmltive repayment
plan to a borrower of a loan made under this part who de!¥Y
on$traU!l$ t.o the snlisfnctlon of the Seuctary t.hat the tenus!
ami conditions of the repnyment plo.ns o.vailable under psro· :
graph (1) are not o.dequate t.o accommodate the borrower. ".
.
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PUBLIC LAW 103-G6--AUG. 10,
199:,
•
107 STAT. 349
Ilxceptional ein:urnstanC(1S. In designing such alternative rcpny~
ment plnns, the Secretary sball eosun!: that such plans dn
net eXC(1cd the cost. to the Fooetnl Government. as determined
on tiul baSil! of the preMnt vRlue of future payments hy sueh
oorrowers, of loans made W!ling the plana av,nilabl", under pan~·
graph O}.
"(5) RKPAYMENT Ai--rF.R DEFAULT.-'The Seaetary may
reqttire any borrower who haa defaulted on a luan mnde under
thig part to-,
"CA} pay all rean<ntnble collection costs associnted with
such Joan; and
tB) repay the loan pursuant to an income contingent
!
repayment phm.
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• "{e} INCOME CoNTtNGf:NT HEl'AYMENT.
i.,
t l } INf'OlI.M.A1'lON AND PllOCEUURE3.-The
Seeretary may
obtain such infunnatillD as is remmnnbly necessary regarding
tho income of a oolTOw8r (and the borrower's spouse, if
. applic.able) of 8. loan nluoo un.der this part that is, ;)r may
", be, repaid pnrswmL to income contingent repayment. for the
~urpose of determining the annual repayment obligation of
the. borrower. Returns and retwn infurmation (ns defined in
",.sL>i:Lion 61Q3 £If the lnlcrnal It.cvcnue Code of 1986) may he
"obtained under the pl"ilCeding sentence only w the extent
:: authorized by section 61O:I{IX13) of such Code. The $ecretllry
sh<lU establish procedures for determining the borrower's repay
ment obligation an that loan fot such year, nnd such other
procedures as are necessary tn implement efTe<:tively income
amtingent repayment.
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; "(2) REPAYMENT BASErJ ON WJUS"TEU GROSS INCOME.-A
repayment schedule for a loan made undnr llli~ part and repAid
pursuant w income contingent repayment shnll be based on
the adju..<;t.ed gross ip.come (liS dnfined in sedinn 62 of t.he
Inlcrnfll Revenue Code £If 1986) of the !lorrower or, if the
borrower is married and filen il Fj~crol income lax return
jointly with the borrower's speusc, on the adjusted gross in.come
of the borrower Gnd the borrower's IIpnuse.
"(3) ADDITIONAL DOCUMF...NTS.---A lmrrower who chooses, or
ia. required, to repay a lonn made under this part pursuant
to im:tlme contingeut repayment, and for whom adjusted gross
income is unavailable or does l10t ree..<iOuuhly ref'ied the
borrower's current income, shall provide to the Secretary other
tiocumentotj...n of income satisfactory to the Secretary, which
documentation the Secretary may use to detennine an appro·
priate repayment schedule.
"(1) REPA'lMF'.JI.'T Sl"'HF..DU!.ES.-Income contingent repay~
..
lIuml Hcherililelt sheU bu established. by regWlI.tiMS promulgated
by the Secretary and 8baH require payments that Vllry in
mlation to the npprnpriate portion of the annual income of
the borrower (and the borrower's spoUSe, if applicable) as deter
mined by the Secretary.
\'5) C~LCULAT10N Of' BALANCE DUE.-'I'he balanco due nn
a )O$\n made under this puet that is repaid pursuant to income
contingent repayment shaH ~ual the unpaid principal amount,
(lJ tha JMn, any It~led inlc:n:st, and an}, fees, such _ late
chnrgcll, ~$seESed on such Inan. The Secretary may promulgn.lc
regulllti(lU$ limiting the amount of interest that may be CDpitnl~
iZed Orl such loan, and the timing of any such capilalil".ation.
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107 STAT. 350
PUHLlC LAW 103-66-AUG. 10, 19!):!
"(6) NOTIFICATION TO BORRO\VERS.-The Secretary shan
•
est..oblil!llt procoourell under which n borrower of a 10ao made
ul}der this part who chootll\s or ie required to repay such ban
pursuant to income oouLingent repayment ia notified of the
terms Ilnd conditions of "such plan, including notification of
such bOITOWl'I"(A) thut the [nlemal Revenllil Service will disclose
to the Secretary tax return information os authorized under
section 6103(lX13} of the Inlernal Revenue Code 0(1986;
and
",
"(B) that if 8 borrower considen; that 3petls1 cir
cUtnHtAncc8, such 8S a 10&fi of employment by the borrower
01' the borrower'g sp!)W«!, warrant an adjustment in the
borrower'a loan repayment us detenmned using the
information described in subparagraph (A). or lhe alter·
native documentation described in paragraph (3), the bor~
rower may oontact the Secretary, who shan delcrmine
whether auch adjustment is Ilpproprinle, in acrordance with
criteria eMtahlished by the Secretary.
'
"(t) DEF1?RMF.I'/T,-
•
"(1) EFFECT ON rRlNClPhL AND INTERESr.-A.oorrower.of'
n loan made under this part who m{ffi;l3 the Hequirementa'.
described in J).IlrAt:"'4ph (2) shall be eligible for a 'defennent, ~
,during which periodic inetallments of prindpal 'needtnot_oo.
paid. and interest- ,
~ '=', ",::-::v.:'/r 'f
"(A) ahall not accr"Ue. 11\ the ease ofn- .,,,' :,,:,t.Ml,'
r
-Xi) Ft.'iieral Direct St.atTord Loan; or "~",;V!' '. "
"(ii) a Federal Direct Consolidation '\ l'<,lunc:,thnt't
consoJidaood only Federal Direct Stafford, Lonns, .(lr
n combination of such loans and FederAl Staffwd Leans·
for whkh the student borrower recejV(!!d an;;..interest l'
subsidy tinder section 428; or
,.,:; .1.'1-:;;; _
~t;;,!"
"(ll) shnll accrue and be capitalized or ,'p8idlbi~,the.{·
borrower in the ease of a Federal /)ircct PLUS . Loan",
u Federai Direct Unaubsidized Stafford Losn>or atFmrorai
, . Direct ConsoHdl.l.ti!m Loan not described in subpru'!lgfiiph
(A:i0i).
' ) , , .
"(2) EUGlBILJT'i.-A borrower of s 10,;n made undor this
i'
part shall be eligible for S' defennent during any period- '
.
"(A) during which tht. borrower-, "
"m ie e.o.rryin~:·Bt. least' onu-half the normal full
time work load f:!~ t.he COUl'8() of study that the
borrower is pursuillg, es determined by the eligible
ir,stitution (as ouch tErm is defined in 8etti{)n 436(a}).
the lMJITOwer is attending; or
"(m 1,$ pu.!'$mn2 a course of sludy pUl'AUhnt to
a graduate fellow~l:i, progra.m approved by the Sec· .
retBry, or pttn,\lw-Pt to a rehabilitation trpinlng pro-.
gram for individuals with disabilities approved by the
Settetary"
.•
Clt(:Cpt thnl no oorrowur shaD be eligible folr tl dcfcnncnt
under this ouhparagrerh..t or a loan made under this parl
(other than a Federa UlNCt PLUS Lonn or a' .Federal
Direct Consolidation Loan), white serving in a'''' riwdiC{l.l
inl.1!mship or r<midency program;
.
.
,,(B) not in elt(:(UUi of:i years during which tile borrower
ie seeking and unable to find full-time employment;
PUBLiC LAW !();l-66-AUG. 10, 1993
•
1{)1 STAT. 351
..(C) not in e~S8 or 3 y.cars dnring which the $ccnltary
determines. in sCC(Jroa.nce with TegWstione p1"escribed
under St.'Clion 435{o). tha.t the borrowl~r hll" experien~d
(IT will experience an cconomic hardship.
"(g) FEDERAL DIR£ct CONSOLIDATION LoANS.-A borrower of
s loan made under this part may consulidate such loan with the
loans describ&d in Election 428C{s)(4) only under such tenus and
oopditions .as the Secretary shan establish pUl'1lusnt to twction
457(a)(1) or reguJati9JIs promulgniOO nnder this part. lAMS madi!
under this subsection shall be known 8S 'Federal Direct Consolida
tioJl Loans',
,h) BORROWER DEF'ENSES.-Natwithstanding any other provieion of StatP.' or Federnl law, the Secretary shall specify in regulations (except a8 6uthoriud under section 457(a)(1)) which nets
OT ouuUiliona of un institution of higher edueatibn a OOlTOw~r may
assert as a defense to I'Epnymcrtt of a loan made under U~ia part,
except that in no evenl mllY a borrower recover from the Secretary,
in any action arising from or relating to a loon made UJ1der this
part, I1n Itmow.t in excess (if the amount such botTOwer has repaid
on such Jonn.
"(1) LoAN APpIJCATION ANl) PROMlSSORY NO'1'1!:.-The common
financl<ll reporting. furm required in seetion 483(a)(1) shall CI':In~
stitute the- application fOor lonns made under this part (other than
a Fedeml Direct P14US loan). The SettcLn:ry shall develop, print,
and'distribute t.o participating institutions It standard promislmry
note and loan disclosure fOTm.
';' ,\j) LOJ..... DISBURSEMEN1'.- .
.
"r,. "(1) IN GENERAL.-Proceeds of loans to studenbl under this
. ,": part ahall be applied to the student's Ilccount for tuition and
::-fees, and, in Ule ease -of institutionally owned hOll}ling, to room
.... ..; and board. I..oan proceeds that Hemain after the application
, ,:.: of ,the previOUS scnwnc:e shnll be delivered to the borrower
. ,,'··hy·check 01" other means that ia paynhll! to and requires the
;. - cndnrsement or other certification by such borrower.
,
"(2) PAYMENT Ff:llIons.-'J'he &.-cretary shall establish peri
ods. for the payments described in paragraph (1) in a mannar
consi."li.ent with payment of basic grontn Wider Itubpart 1 of
part A ofthia title.
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"(k) }<)SCAL CONTROL AND FUND AC:COUN1'AllILtTY.
"U) IN (;~NERAI,",-(A) An inatitution shall maintain finan
cial rcwrds in a manner C(Jnaistel\t with reoords mainla'ined
for other programJ!l under this title.
"(B) Except as otherwiS<! l"equired by regulations of the
Secretary, or in s notice under section 457(8)[1), an institution
may maintain loan funds under this part in the same account
as other }o'ederal student. finaneiel assistance.
"(2) PAYMENTS AND REFUNDs.-Payment& and refunds shall
be realncilcd in a manner cOi\$istcnt with the manlli'l' aet
farth fot' the suhrni$$ion of a payment summary report required
of inatitutions participatin~ in the progntm under subpart. 1
of part A, except that nothing in this paragraph shall prevent.
such Tt'C()nciliations on a monthly basis.
"(3) TRANSACTION HISTORf&.'S.-AJI transaction hi"Lories
under this parl shull be maintained usi!4{ the same system
designated by the Secrlltary for Ute provlSlt'lO of basic grants
l)nder subpart 1 of part A of thi.!! tille,
.
,
�•
107 STAT. :t52
2n USC 1(lS1f.
•
PUBLIC LAW 10.1-06-AUO. 10, 1!)!),1
. "SEC. 45&. CONTRACTS.
"(a) Cot-.'TRACTS FUR SuPPLIES ANn SERVlC&'s,
"U) IN GENERAI~- The Secretary shall, to the extent prill:'
tic:able-, award contracts for origination. servicing, and coileetion
described in subsection {b}. In awarding Bueh contracts, the
Secretary shaU ensure thnt Bueh Servictill and Bupplic.'l nre
provided at competitive prices.
.
"(2) ENTITIES.-TIm enUties with which th~~ Secretary may
enter into oonlruci;s shall include only entilic8 which the. &c.
retary det.cnnincs are qualified to provido such serviceg. and
Gupplies nnd will comply with the procndllTcs, appliCable to
the award of such contracts. In the cal;ill of awarding contracts
for the ori!rnatlon. servicing, and eolli3ction of Joani" under
!.his part, trw Secretary shall enter into conLracts"oi?-ly with
entitnl}} thtJt have extensive ond relevant eKporicnce ,,:ud clem
tmstmted eITectiveness. The entities with which the Secretary
may enter into such contracts sholl include, where practicoble,
a~ndes with agreements with the s.~retary under flectioN
428{h) and (Ct, ir such ag.mdce moot 1htl' qualifications as deter
mined by the Secretary under 1his Std:n«.>ction and'if those
agencies hnve such experience and demonstrated eITm~i.ivenesB,
In awarding contracts to such State agencies, Hill Secretary
shall, to the extent prp.cticable and consitfhmt with the'pUTJ}()ses
of this P8r~ give special consideration to State a.gellcies with
n history 01 high quality performa.nce to ~rform services for
institution·s orhighereilueation within their St..nte,,'.
"(3) RULE OF OONSl'RUL"1'ION.-Nothing in this section shun
00 c,onstruea as a lim.itation of the nuthorityt'of,filny"Stnte
p.gel}ey to enter into an agree:nent .f~r the'. ~u~~<I:,of: this
Iit>ctIQn lU! a member of a consortium of State agt,nCica:"';' ~<;:,' ~tI1"
~SEC.
d:"; ..::/:ii !.. <;~~
"SEC. 4$7, REGULATORY ACTrVlTlEs,
~"
vublk;ltwn.
GRAM:- "(1) NOTICE IN LIEU dF'UEGutATfONS f'OR FIRST .YEM OF
,I
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f'nOOnAM.-'J'he Secretary s.hall publish jn the r'ederru Register
whatever standard$" criteria, and procedures. consistent with
the provisions of this part"the Secretary, in consultation with I
meml.x-n of the higher education community, dett:innines are I
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PARTICIPATING INSTInmONS.
I,
the Secretary shall publish in
lnatitutions of higher education
year of the dired 101ln program
458. Fl}NDH FOR ADMTNlST'RATIVE EXl'ENSF.5.
IN GENERAL.-Eneh fiscal year, there shaH be available
to the Secretary of Education from funds available pursuant to
section 422(g) and from funds not otherwise approprintml, fund~
w,be obligtlt.ed for administ.rative casU! under th)s part, including
the 'wats of the transition from the Inan programs und-er part
B·to:.the dired student lonn programs under this part {including
the ,costs of annuaUy assessing the progn'Im under this part and
the progress of the tt'ans:itir.m} and transition $UPi'urt {meluding
administroJi\'e' costs! for the eXi*nses of guaranty agencies in servic~
ing-outstanding loans in their porlfoHtl5 and ill guaranteeing new
loans.· not to exceed (fl'OI'I1. such funds not utherwise appropriated)
$260,000,000 in fiscal yeal' ]994, $:-145,000,000 in fiscal year 1995,
$550,000,000 in fisl:nl yuar 1996, $['195,000,000 in fis('.nl year 1997,
and $750,000,000 in lisenl year ]998. Ir in any fisl!81 year the
Secretary detl!rmines t.hat additiQnaJ funds for I1drninistrative
expemrea are needed as a result of gll(:h transition or t.he expansiun
of the direct student IOEnl programs under this part, Lhe Secretary
ill" authorized to use fnnds availa.blt; under this section for- a sub$i!.
quent' flliClll year for sucl1 expenses;,' except that the total expendi·
tures bv the SecretarY {frtJrrt such funds not otherwise approprl»l~il)
shall not cxeeed $2,500,000,000 in fim:al yeurn 1994 through 1998.
The Secreto:ry is also authorized to: carry oveI' fund!! available
under- this seetilln U, a subsequent fiscal year,
"'(b) AVAIl..ABllJTY,-Funds made uvailable- under subsection (a).
shall remain available until expended.
"(c) BUDCET JUSTJFICATION.~,·Nu rands ma.y be expended under
this sCl;tion unless the Secrctary includes in the Depart.ment. of
Education's. annual budget justification to Congress a detailed
description of the specific activiti1!!!1 fur which the funds made fwnil
able by this section have been used in the prior and current year3
(if appiicablfl), the activitie:l and costs planned (or the budt;et year,
and ":he projection of activities and costs for each remaining year
"(8)
"(8) NOTICE IN LIEU OF ReOULATIONS FOR FIRST YEAn OF PRo
FI'd.,.ml
107 STAT. :1-5::l
,I
under thia part.
"(1) the alternative origination of loans to studentS nil.end.,
ing institutions of higher educntion with agreementS"tb"'l?aitici.
pate in the program under this part (or their p.fiientS);"lf'8Uch
institutions do not have agreements with the Secrfllni·y.~un'dcr
sectiun 454(b)'
. f. :' '·1,<";";/"""
"(2) the .s~rvidng and eollcction of loans made unAe~~this!
part'
::. ·;+;.:'f. ,;..~,~
1.(3) tho establishment and npcration of 1 I',lT ;n{~'-rnr'daui
systems for the muintenanco of records on :nil loamL mUGe
undorthiafjarf.;
." "'1''
, "(4) services to assist in the orderly transition from the
loan proFums under part n to tht:! direet,itudent lrmn program
under this part; and
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"(5} such other n$pecV:'~;',f· the dir~t student loan program
as the SI!crctary dett:irm'ines are necessary to ensure the
sucCillsstul operation of the jtl'ogram.
20 USC 108711:.
•
reusonable and necessary to the successful implementation of
the first yeaT of the dir~l r;tmient loan progrnm authorized
by thls fart. Section 431 of the General Education Provisions
Ad shal not apply to: the publication of such standards, eritetia,
and prGe(.duf'eS,
"(2} NFNOTIATP.U nUt,.£MAJaNo,-Begirming with uC'udcmlc
year 1995-1996. all standard.,>, criteria, pn:){;I~durml, und regula
tions implementing this part as amended by the Sluu(.'1lt Loan
Reform Act of 1993 shull, to the extent prMticable, be aubject
to negotiated rulemaking, including all such standards, criteria,
ptoeedures, and regulations promUlgated from the date of enact
ment of such Act.
"{b} CLOSH'lO nATE Fon APPLICATIONS "FnOM INSTITIJT10NS.-
The Secretary shull establish a dale not lnwr than Oct.ober 1,
1993, as the closing date for receiving applications from institutions
of higher education desiring 1.0 particip{li.c in the first year of
the direct loan progrnm under thlS Jrnrt.
"tc) Pum,.ICA1l0N or l.J$1' OF
Nol later than January 1, 1994,
the Federal Hagister a liaL of the
ildecled fa participate in the first
"'(b) CONTltACTs FOR ORlGlNATION, S.I!:HVIC1NG, AND ,DATA,: Svs
TEMs.~~'l"he Secretary may enler into contracts for-
·PUBUC LAW lO:H;{i-AUG. 10, HH};J
I
20 USC 108111.
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107 STAT. 354
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PUBLIC LAW l03-(j()-AUG.l0.
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'for which administmtive expenses under thbr sp.r.tion ore made
available,
"(d) NOTIf'ICATJON,-Jn the event the Secretary finds it nec
essary to use the autlmrity provided t.o the Sm.:retary under sub
section (a) to draw funds for administ.rative expenses from ill future
year's fWlds, [w fund.~ may be expended under this IU!dion unless
the Secretary immediately nutifictl the Committees on Appropria
tions of the &nate and of the House of Representatives, and Hie
Labor and Human JW5IJUl'C(1S Committee of the Sennte tlnd the
Education and Labor Committee of the House of Rcprctlentatives,
of such action and explain the reeS(lUS for such action....
.
CHAPTER 2--CONFOnMfNG AMENDI\!E1';o"1'S TO TIlE
HIGHER EDUCATION ACt OF 1965
sec. .Of!. PR£SERVlNG LOAN ACCESS.
(a) ADVANCES TO GUARANTY AGENCIES FOR LENDER-Ql'-I..,AST.
RESORT SEQVlCES,-
•
f
of the Ad (2Q U.S.C. '.!
l078fj)} i~ 4Ulcud,,-d by Btriklng ptu,"llgraph (3) and' ins~u"'llug
the followmg:
. " ,'.' .
(l) AMENDMEN'l'_~tion 428(j)
"'(3) ADVANCES TO GUARANTY ACENClES FOR LENDER-QF·:
LAST-RESORT SERVICES DURING TRANSITION 10 OlRf.CT'U:NI).
INC,-(A) In order to ensure tlte availability of loan capital
during the transitlon from the lo"edernl Family Edueation"J..oan·
Program under this part 1.0 the l"ederal Dire<:t Studenl Loan
Program under part D of thi~ tille, the Secretary is authorized
to provide n guaranty agency with additional advance funds
in aCCOrdllnCe with section 422(cX7), with such restriction"s on
tlte use of .such fu.rtds 8.111 an~ dclm:-minm:l appropriate by the
St.'cretllry, in order to ensure that. lhe guaranty agcncy will
:11ake lonns as the lender-<Jf·last-tesorl. Sueh agcncy eh~ll make
:::uch loans in accordance with thill lIub~tion and th('nequirn
nlt~ntB of the Secretary_
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"(Bl Notwithstanding any other provision in this part, a
guaranty agency serving as a lender-of-lasl.·resort under·;this".l
paragraph shllll be paid a fee. established by the'Secrctnry,'{
for n:a$.kmg such Joans in lieu. or inl..ereat "~Tld a.pceilll :f!;llo~~nc:<!
.
SubSidies, and shall be rcqUlrcd 1.0 as:;lgn such loans to' the" ~
Secretary on demand. Upon such asaig"l~f1"Ient, lhe~'portiun. of;;'.. 1
the advance represented by the loamI 1l1\!!lgnud !!hall be:oonstd·:"" i
ered repaid by such guar4lnty agency.",
, ... !.<;~;;. ;:1';. :';; ~
(2) CONFORMlNG AMENDMENTS._
(A) AnvANCES TO GUAMNTEE
r
.' '':.It ·t"",f.!.~!!!:!"if"
Ar:RNCIEs,~ection';~;
I
or the, A~t (20, U_?C. 1072(eX7)) is am~nd.~'~bi,~·~', ,
5trik.ir:g nl. hc;;:nn~ng W'lth let:l g-.mrnnty ngnncy" th:rou~h "
the period 41nd ingeriing "to B guaranty ageneY-::I-' ',a\~.;i:ii ~';; ~.' !
"(A) in aocordance with SectiM 428(H. hi order u'I'
,
42~{~)(7)
ensure th4lt the guaranty agency shall lnake lonns'· as,the;'
lender-of-Jast-resnrt during the tmnsitloo from lhe'Froeral:'
Family education Loan Program under this part· to the
Federal Direct Student Loan Program under part ,D of
this title; or
:j
"W) if the Secretary js see-king to terminate the guar*
nnty ltgeney"s agreemen!,. or assum.ir~ the guaranty agen~"
cis functions. in accordance with section 428(c)(lOXF)(v).
in order to assist the agency in meeting its irnmll!diul.c
,
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PUBLIC LA W 1O:l-6G-AUG. 10, WfJ3
•
107 STAT. 355
CBsh needs, el1.'1ure the uninterrupl..ed paym.mt of cll).i.ms.
or ensure thaL the guaranty agency shalt make l{lans as
described in subparagraph (A);",
(1) ltUl..ES ANn OPERATING PROCEDURES.--Seetion
4280X2) of the Aet (20 U.S.C. 1078(jX2}) is nm!!ndj;d~
(i) in subparagrnph (A), by inserting beFore the
semicolon at the end the following:, "and ensure a
resportse within GO days a/Wr the student's originol
oomplete application is filed under this subsection";
(it) by redesigaating subparagraphs (B) through
{D) as suhparagraph" (C) through tEl, reKpcctively;
and
{iii} by inserting nfi.er subpsragraph W the fallow·
ing new subparugruph:
'
",(B) consistent with sl.andArds esUtblished by the Sec.
retary, students applying for Joans under this subsectien
shaH nol be subject to additional eli~ibilily rnquirementa
or requests far additional inronnatlOn beyond whitt is
required under this title in order to receive 11 loan under
this part from an -eligihlH l,under, nor he required Lo reC£!ivu
more than tW[1 rejedions from eligible lenders in order
to obtain a. loan' under this subseetion;'",
(b) LENDER REFERRAL SERVIC.lt:.S.-Bedion 428(e) of the Act.
(20 U.S.C. 1078(e») is amended
(1) in paragtnph ( l }
(A) by amending the paragraph heading to read M
follows: "IN GENI-:ItAL: AGRE£.!It£N1'S WITH CUARAl"<'TY AGEN.
CIES,-";
(B) by inserting the subpara.gTaph designation "(A)"
immediately before ''The Secretary";
(0) by striking "in any Slaw" llnd irlllCrling "with which
the Secretary hilS an agreement under flub-paragraph (B}";
and
CD) by adding at the end lhe (allowing new subpara·
gTIlph:
~(BXi) The Secretary may enter into IIgreemlmts with guar
anty agencies that med llla.ndllIru. established by the 8ceretary
to provide lender rererral services in geogmphic nrea6 upecifioo
by the Secretary. Such guaranty agenciea shall be paid in
.a.c:cordance with paragraph (3) for such services.
.'.' .,.
"(ij) The Secrct.u.ry shall publish in the Federal RegililleY fl'dt'ml
whatever standards, criteria, and procedures, consistent with """"~,
pufiticAti<:m.
the pmvision.'I Qf this part. and part D of this title. the Secretary
: ",dou!rminp.,> nrc reasonable and necessary to provide lender
. , referral servieca under this suhBection and ensure loon access
" ",:to student and parent oorrowers during the trn.JUlition from
."" .the leAn progn.ulls under this part La the dir(>{"t student IMn
programs under part n of this title. Section 431 "fthe Gencral
" Education Provisions Ad shall not app1t to the puhlieation
of lJuch standards, criteria, and procedures. ;
•
(2j in paragraph (2}fA) in the mlttter preceding subparagraph fA), hy strik
ing "in a State" and inserting "with which the Sce:wtary
has nn agrecmcnt under paragraph {lXB)";
(B) hy amending subparngroph (A) to read as fuUowa:
"tA)(il sueh atudent is either a resident of, or is
accepted for enrollment in, or is attending, an eligible
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HIT STAT. 356
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PUBLIC LAW 103cfi6-AUG. 10, 1993
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)llstif.\1tion located in n ,geographic area for which tile See
•
ret.nry (l) dnl.ennines that loons are flot availabJe lo 1111
ellfrihle students, nod (1I) has entereu Illto nn ngreem~nt
with a gunflint.)' ngency under paragraph (lXB) to p'rovide
lender referral services; and~;
(3) in paragraph (3), by striking "The" and inserting "From
funds available for coste of lrtmsilion undl~r $Cellon 458 or
the Ad. the"; and
(4) by striking paragraph (5).
(e} LsNUER-Of'-LAsT·Hp,soRT FUNCTIOl'.'S OF STUDENT LoAN
MARKI:TiNG I\SSOCLATION.--Suhsediun {q} of section 439 of the Att
(20 U,S,C. 1087-2{q}) is amended to read as follows!
"'{q) LEI'WER-oF·LAs'r·RIi!SORT.
, '"(1) ACT!ON AT ~U£ST OF S£CnE'fARy.-(A) Whenever Lhe
S~retary detenniI~es that eligib1c borrowers ore seeking and
aro unable to obtain loann uncil!!' this purt, the Associat.ion
or )\:$ designated agent shall. not later thtll~ 90 days nner
the date of enactment of the Student Loan Reform Act Dr
1993, begin making lonns t.o tluch eligible OOITowers in accord
ance with t.his subsm::t.ion at the lTquest of the Secretary, 'The
Secretary may rcque:Jt that the Association make loans to
OOl'T'Owera witilin a geographic area or for the oonelit. or stude,ntB·
attending institutions of higher erlucation tbnt. certify, in accord
anee with standards established by the Secretary, that,their
studentlJ an seeking and unable to obtain 10811S.
t"_
'XB) Leans uuldc pursuant to this subsection shall be. insur.
able by the Secretary undlll' section 429 with a certificate
of rom{lrehensive insurance coverage provided fot under section
429(bXI) or by n guu;rnnty agency under paragraph,(2XA) of'
this subsection.
' ~ ;;.
"(2) ISSUANCE ANIl COVERAGE OF LOANS,-{M Vthenever
the Secretary, alter consultation with, and with tho agreement·
of, reptesentat.ivtls of the guarant.y agency in a State. or an
eligible lender in a State dcacribed in Bection 435{dXIXD),;
determines that a Buru.lantial portion of eligihle borrowel'1l in
such State (lr within nn area. (If such State are seeking and
are unahie to obtain loans under this pnrt, the A.qociauon
. or'iL8 designated agent shall begin making such lonns to borrow·
f era in such StaUl or within an tlrCtl of such Sttltc in tl~ordrmce
? with this subsection at the r<lquest orthe SecretD.ry, : ~ "" .
"(8) Lotlns made pursuant to this subsection shall be insur
able by the agency identified in subparagraph (A),hat-ing.lln:
agrru!ment pursuant. to section 428{b). For lonns' inSUred ,by,
such a,gency, the agency Nhl!U fI:nvide the.A!:s'o~i~tie~;,~\Iith'~
a certificate or comprehenSive msurance eov-eragc,·:lf"the
Association and the agency have mutually agrecd.ui>oii,u'lncans
to·d1ltt.ennine that the ogency bns not already,.gu'aranteed a
loan under this part to a student whi;;h would cnusiu:Csum.e-'
quent loan made by the As.ociaUun to be in violuiion~of
provision under this part.,
. .~, _~~·.i: ~,,"..o;.
.'{:~) TERMINATION OF LENDlNG.-The M"Iociation ur,its dea·
ignaLed agent shall cease making l-oans under thi~' fiuna'actlor!'
at such time as the Secretary rlt!U!rmineB that the conditimis.'
which cl1used the implemantation of this subsedion have·'eaaeed
to exist,",
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PUBL1C LAW lOa-66-AUG. 10, 1993
SEC. ~2.. GUARAN'lY AGENCY R&SEUVES.
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101 STAT.
~~57
Section 422 of the Act (20 U.S.C. 1072) ;s amended by adding
at the (lnr! the following new :rmbsection:
~(g) Pm:SI::flVATION AND RECOVERY Or' GUARANTY Am::NC'(
RF..sER\fEB.
"(1) AUTHORITY TO HEUWER tVNOs.-Notwithstanrling any
ot.ht!r provision of law, the reecrve funds ef the guaranty agen·
clUB, and nny assets purchased with such reserve funds, regard
l¢SJJ of who holds or eonirolB the reserves or smote, shall be
ronsideroo to be the properly of th(\: United States to be used
in the operat.ion uf the progrnm fiuthori:r;ed by this part or
the program authorized by part D of this title. However, the
&x::rettlry may not require the return of all rf':serve fundt! of
a putranty agency to the Secretary unless the Secretary deter
mmes that finch return is in the oost interest of the operation
or the prugram lIuthorized by this part. or the program Buthor.
il,(ld by part n of this title, o~ to ensure the propel' main~nanoo
of such agenerB funds or B$8etA or the orderly ternnnati(!n
of the guaranty agency'!! operations Bud the liquidation of ita
.8S11CotJ!l, The reacrvcs shail be maintained by each guaranty
agency 00 pay program expenses nnd eonti~nt. liabilities. M
authorized by the Secretary, except that
"fA) the Secretary fIluy direct a guaranty agency to
return to the Secretnry Il portion of its reserve fund which
the Suretary determines is unnecessary to pay the pr0
gram expenses and -t'ontingent liabililielJ of the guaranty
agency;
"(B) the Secretary may direct. the guaranty agency
to require the retutn, to the guarant.y agency or to the
Secretary. of any reserve funds or nSSll18 held Dy, or under
the eontrnll~r. anY.Gther entity. which the Seeret..aty deter~
mines are necessary to pay the program expenses and
contingent liabilities of tilt: guaranty agency. or which are
requil1l!d fot' the orderly ternlinution of the guaranty
agency's oj1Crations and the liquidation of its assets.
"{C) the Secretary may direct a guaranty aggney. or
such agency's officers or directors, t.o cease any adivitiea
involving expenditure, use or transfer of tile guaranty
agency's teacrve funds or asseta which the Secretary deter
mines h: 11 rniRBpplication, misu.'!I(!, or improper expenditure
of such funds ar asseLB: and
"(D) any such dnl.m-mination under subparagraph (A) Regulations.
or (B) IIhn;\I be based on standards pnlscribed hy regulations
that are developed through negotiated rulemaking and that
include procedures fhr ndministrathtc due proc~,
.. "(2) Ti:nMINATION ?Rij"vlS10N,5 IN WN'rKACTS,-<M To
.' ensure that th~ funds and asset!!: of the guaranty agency are
. prallerved, any 1;X'lnt.rncl with res~t to the admmiatl'1ltiun of
., a_gusranty agency's reserVe funds. or the adminiat.ration of
any afW}tJJ; JHlTChased or acquired with the reserv.e funda of
the guaranty agency, thllt IS enlered into Qr extended by the
guaranty agency. or IIny olher patty on behalf or or "{jth the
«mcurnmce of the gul1T!1nty IIgen;;y, after the date of enactment
af this subsm:Uon shall pro\"ide that the contract is terminable
.by. the Secrotary upon 30 days notice to the contracting parties
if .the Seeretnry determines that such cuntract includes an
impermissible transfer of the reStlrve funds or assets, or is
,
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358
PUBLJC LAW 103 6G-AlIG, 10, 1993 :
'
otherwise inC{)nsistcni.- with tho tenm or purposes of this
tlQn.
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PUllI.IC LAW l03-G6-AUG, 10, 1993
B~·
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107 STAT. 350
sEC. 464S. TERMINATION OF (HJARAN'fY AGENCY ACREE!ttEm'S;
/o.SSUMI'TION OF GUARAN"r'Y AGENCY FUNCTIONS PV TilE
"(B} The Sm::reUt!7:'.;nay direct e.~guaranly agency Lo suspend.
SECRETARY.
or cease activities under any contract entered into by or On'
behalf of such ngeocy"afl.er January 1. 1993, if lhe Secretary
determines t.hn.t the misuse or improper expenditure of SUtb
guaranty agency's funds or usets or ,meh conttad provide!
unnectl88flry or improper benefits to fluch agency's officcra Of:
directoNl.
zo usc uns.
Section 428{cXIO) of the Act is amended
(1) in Bubpnragr.aph (C), by insorting "', M appropriate,"
after "the $ccretary shall requin,";
(2) in sUbpllragraph (D)
(A) by inserting the clause designation "{it before
"Each";
(B) by striking "Each" and inserting "Jf tho Secretary
is not seeking to- terminate the guSI'outy agellcy's agree
ment under subparagraph (E). or assuming the guaranty
agency's fltuctiuns under subparagraph (F), a";
(C) by .adding at the end the following new clause:
"(it) If the Secretary is seeking to terminate the gttnranty
agency'a agreement under subparagraph (El. OJ'" assuluing the
guaranty .geney's functions under 6\lbp.ragroph (F), .a man.ge
ment pian described in subparagraph (C) shall include the
means by which tho Secretary and the guaranty agency shall
work together to ensure the orderly termil\$tion of the oper
atiuns, and liquidaLion of the asseia, of the guanmty agency.",
{3) in subparagraph (F-).'
(A) in clause (il). by striking "or" after the semiwlon;
(B) in dause (iu), by &triking the period and inserting
a &emico!nn; and
.
(C) by adding at the end the following new clauses:
"(iv) the Secretag detenninos that such action la De<:
essary to prutect the Federal fiseal interest;
""{v) the Secretary dCUlnnincs that sueb aelion is noc
c.ssary to ensure the continued availability of lonns to stu
denl or pnrent borrowers; or
"(vi) the Secretary determiMs that such acLion is nec
essary to ensure an orderly transition frum the loan pro
grams under this part to the direct student luan programs
under part D of thHI title,";
(4J in subpsTagraph (F)
(A) in the mntt~r preceding clause (1), by striking
"~pt as provided in subparagraph (0), ir and inserting
"If';
{B) by amending clause (v) to rcud as follows:
"(v) provide the guaranty agency with additiOflnl
advance funds in acoordnnce with sectmn 42Z(eX7), with
s~1ch restrictic-ns on the use of stich runds as is w!lermined
appr-opriate by the Secretary, in order to
"U} meet the immediate cash needs uf the guaranty
agency;
,
. "(1) ensure the uninterrupted payment of claims;
t-
"(3) PEUAf:fIES.-Yiola.tlon of any direction issued by the:
Secretary under this subsection may be subject ta the penaltieg!
dCtlcribOO in section 490'nrthis Act
' .' .
'
'14) AVAIt..AlnLlTY OF HrNDS.-Any funds tha.t are ndurntd
or otherwise recovered by the Seeretury pursuant to thiu sub
section shalt be available fot expenditure for experwe!l punmtlnl
til oocuon 458 of this Act,".
1
sgc. 4043. TF.RhtS OF LOANS.
(II) AMENDMENT,-Seetion 428 of the Act (00 U,S-C. 1078) U
.
amended-
I
,
:
(1) in subsection (bXIXDJ. by striking' "be subject to" .•
through the snmirolon and inserting "be subject to income i
contingent repayment in accordance with aubsection (m);"; and I'
(2) in R\lbaecUon (m)
(A) by amending pantW*lph
el}
to read as fonowa:
~
"(1) AUTHORITY OP SECRETARY TO REQtJIRE.-~The Secretary
ahaj! require lit least 10 porcent of the borrowers who ha¥e
defaulted on loans made under thi9 part that are assigned
to the ~en::t.nry undar subsection (c)(8) to repay those lQ{ln$!
under an inC(lme contingent. repayment plan, the termN and;
conditions of which shall be establi$hed by the Secretary and;
the same as, or similar te, an income contingent reparnent
plan e3t!tbTished for pnrpoon
part D of this ,titJe. ; and
(B) by striking paragraphs (2), (3), and (4) and insert ,
ing the following new paragraph:
" .,
or
,,{2} l..oANS FOR WInCH INCOME (;()NTJNGIi:NT "REPAYMENT
MAY Be REQUIRED.-A loan made under this 1part 'may be
requi:'ed to be repaid under this subsedion if the',note or
other evidence of the loan bas been assigned to the" Secretary
putsU8nt to $ubaection (c)(8), ~.
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.
. (b) EFFECTIVE DATE,-The amendments made by, ~is /!IccUon
shal!taket:lfTectonJulyl, 1994.
.« ,
20 USC Ilm
not,,_
,
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SEC• .f&«. A... SIGNMEN')' OF LOANS.
...
Section 428(c)(8) of HUl Ad {20 U.S.C. H;'l8(c)(S}} ia'amended
<j
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(1) ill the fimt 6Cnt.ence, by inserting the sUbParagraph
'. '
designation "(At before '"'If the";
(2) by striking the ll'ecl)Tld and third sentences; and
(3) by adding at the end the following new subparagraph:
"eE) An orderlY t.ransition from the Federal Family Edu
cation Lmm Program under this part to the' Federal Direct
Student Loan Program under part D uf l.hia_title:;'shilll be
det!med to be in the Federal fiscal in~rest.,a!"id::a{guorant1
agency shun promptly assign loana to the,' &eretary : W1der
thill paragraph upon the Secretary's requeat.", . ~"",:;'(l~" \ ..: . ' .J.
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4.
ensure that the guaranty
" ~(lIl) the lendet*o(·!ast-resort, inagency win make
loans as
accurdance with
subsection
,
,
,
....
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(C) in clause (vi)
(i) by atriking "'and to avoid" and inserting "to
" ..,~
avoid";
Hi) by striking the period nnd inserting a comma
and "and to ensure an orderly transition from the
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PUBLIC LA W lOa-GG-A HG. 10, 19fr:f ..... . ~i ,"l ; : : ~
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loan programs under this part to the diiCcl.·,student
loan programs undln part D of this title:"; aild"'.'. ..
(iii) by r!!deslb'nating such dause &.6 <;;Iilttsu
and
...... ","..'", .
to) by .inserting after dause tv} the (ol!l!wing new
,
_ .. clause;
"(vi) lIse a.ll funds and assets of HIe guamnty ugcney
to assist 'in the adivitiQs undcrt.aY,~m in accardallcc with
this subparagraph alFI take npprcmnate action to require
the I'etunl, to the (f.\arnnty al~,)cy 0'1' the Sccrclury, or
any funds or asseLs ~,';'v:idcd by tHe guaranty agency, under
107 STAT. ::1.60
c(!ntrnct or ('itherwis..:, to any person N' QTgnnization; or";
(5) by striking subpamgraph (0);
,
(6) by redesignating subparagraphs (H>, (l). and (J) as
subparagrophs (I), (.J), and UQ, l'e1'lpe<:t1vely;
,
(1) by inserting afte:- subparagraph (F) the following new
SUbparagraphs:
. ~
"(G) Notwithstandiflg any other pruvision of f'cd~r41 or
State Jaw, if the St..'1::relBry haa tcrnnoat.ed or is seeking Lo
terminate a guaranty age>lcy'a agreem()nt urnil!r subparagraph
(El, or haa aSSUl1lt.."d s' guaranty agency's funcliorts' under
subparagraph (F)". . _
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"(0 no State court may illl(ue all}, order affecting'thEt i
Sccrctnry'a acliunll with respect- to such guaranty ogency. I'
"(Ii) sny oontract with TC1'Ipett tt> the Mminist.rati(ltI
of a guaranty ag;~ncy'8 reserve funds, or the administration
of allY assets purchased Ill' Jlt:quirnd with the reserve funds
of the guaranty agency. that is entered Inw or extended
by the guaranty agency, or any other prarty on hcltalf
of or with the concurrence of the guaranty agency, af'tcr
th-c dale of enactment -of this subparagraph shall provide
that the contr?d.. is terminaUc by the Sccl'f!tary upon ao
days notice to the contracting p3rtics if the Secretary
dct.Hnnincs that such contract includes an impermissible
transfer of the reserve funds, or assetlJ, or is otherwi:.re
inconsistent with the tennlJ Or purpo~s: of this section;
and
""Hi) no proviJ.lion of State law shuH apply to the actions
of the Secrnltuy in terminating the operations of a guaranty
agency.
"(H) Notwithstanding any other provision of law, the Sec
retary's liability for tiny ontstanding iinbilltielJ of a guaranty
agency (other thun outstanding student loan guarnntees under
this part), the functions uf ",hieh t.he Secretary has assumed,
shan not exeood the rail' mArket va!ut: of the rn,,'::IVt<lj of the
guIITllnty a~~mci, minus any n-eccssnry liquidiltion::or other
admilli~lrubveC(JsLs.";nnd
, --., "". '
(8) in subparagraph (K) (as reclm;ignnted by, paragraph
(5»), by striking all beginning wilh "system, together" through
the period gnd inserHtlg "system and the P"'fiT'()$S ofthe transi
lion from the loon programs under this part to the direct
Qtudent loan pl'Ogt'luns onder }!D.rt D of this title,~. "
SEC,.jI(US. CONSOLIDATION LOANS.
fa) COST SAVIN!',,';!; F'ROH CONSQl.IDAT10N LoANS.-seCllon 428C
oitheAct{20 U,S.C. 1078-3) is amended
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PUllLIC LAW 1G3-SIJ-·AUG, 10, 1993
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107 STAT. 361
(1) in auru!li~ctinn (a) by amending paragrapb {3XA} to read
; as followa;
-.,
"(3) DEFINITION OF ELlCIflLE nORROWERS.--{A) For the pur
. poSH or this section, the term 'eligibl-e borrower' means a hor
rower whu, al the time of t1pplicatinn for a consolidation loan
is in repayment status. or ill. a grace perit:td prP-ceding repay
ment, or is a delinquent or defaulted borrower who will reenter
repayment through loan consolidation ....;
(2);n subsection (b}_
(A) in p1ll'agrnph ( 1 } - - '
.
OJ in subparagraph (AXii), bl inserting "with
incomtHlWlsitive repayment tnl'l!Ul am!r "obtain a
consolidation loan";
(ii) by redesignating subparngraph (E) 11." subpaTa'
grnph (F); and:
(iii) by inserting after subparagraph (D) the follow
ing new subpnmgroph:
"(E) that the lender shall olT~r an income-sensitive ittttulnti<:m:l<.
repayment schedule. established by the lender in accord
ance with the rtlY,Ulations promUlgated hy the Secretary,
to the hiU'rower of IIny consolidation 108n made by the
lender on or nft.er July 1. 1994; e.nd";
(8) in paragraph (4,). by amending subparagraph (C}
to relld o.a follows:
"'{C)(iJ provides that periodic installments of principal
need not be paid, but interest shall accrue and he paid
in accordance with dause Hi). during any period for which
the borrow(;r would be eligible for a deremU under section
428(bXIXM), and that any sllch period shan no~ be included
in determining the repayment schedule pursuant to sub
section (c)(2) of this section; and
"(ill grovides that interest shall accrue and 1m pnid
m by the SI!Crl!tary, in the case of a consolidation
loan that consolidated only FI,.>deral Stafford Lunn!! for
which the student. OOfTl}Wll-r recei~d an interest sub
sidy ulldur 1WcHon 42B~ or
"{Il) by the oorrowe" or capitalized, in the case
of a _conselidalion lth"ln other than a loan described
in subclause (I);"'; and
(C) by adding at the end the following new paragrnvh:
«(5) DIRECT LOANS.-1n the event that a borrower is unable
to obta.in a c:oMolidation IoUIl from a lender with an ugroement
under subsedion (a)(l), or is unable to obtain u oonsolidlltion
loan with income-s'1nsitiva rep.:lymcfit term!> tl.cceptabie to the
borrower from such 0. lend(1t', the Secretary shaH offer any
such borrower who npplie!! for it, n direct eonsolidution loo.n.
Such direct consolidation loon shall, as requested by the bor
rower. be repaid eilher pnrtlunnt to income contil)~nt repay
ment under part D of this t.itle or pursuant to any other
repayment provision under this sectiun. The Secretary shall
not offer suddoans it, in the Secretary's judgment. the Depart
ment of Education does not have the necessary <lrigination
and :8Crvicing arrange-ments in place for such loans."; and
(3) in suhsedi.on {d,
(A) In paragraph (1). by amending subparagraphs (l3)
and (C) to rend as follows:
�107 STAT, 362
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PUBLIC LAW 103-6G-AUG. 10, 1993
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"{Bl A consolidation loan mode before July 1, 1994>sl;nn~H}",:~:'L
benr iotera..t at an annual rate on the unpaid principal baltinc'~;)~~;,'~ '<::-":P
of the Joan that is equal to the grenterof·'~;-.f~;~ >:: I
"(i) the weighted average of the interest rates on thc-,~ "'" ~ :
ioans consolidated, l'Qunded to the nl<arcst whole pen:ent; ;\~'•• ' ;>
or '"". ' "
"(ii) 9 perO!nl.
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"(C) A consolidat.i{ln loan made on or after July 1, 1994,< ."
•
s-hall bear interest at an Ilr,tnual mte on the u!lpaid prit~ipa.~",!.;'.,..;'·, "I'
balance of the loan that III l~ual to the wClr,ht.ed Il\'~~rnge~,{~_r~.
or,the interest ratRa on the 108ns consolidated, rounded up~!,r~t;it;:-' ,,~
to the nearest whole percent,";
"'~, -,' . I
{B) in p(lntgrnph (2)~< ,..,
,
(i) in subparagraph (A)'. .
(1) in the matter preceding clause m, by strik
ing "income sensitive rep$yment sehe.:iulea. Su~h
repayment term.. " Md inserting "'in«me·sensitive
~
repayment. schedules. established b~ the lender
in accordance with lt~ regulcUo~.:J of thc &c
rewry, Except (llj ~d by such ineome-sen-
sitive repayment sched.ules, or by the terms of
repayment purlfunnt to income ccntingeni repay
ment otTered hy the Secretary under subsection
(bX5), 8uch repayment. terms";
,
(II) by rmlesignat:,~g clausu {n, (iI), (iij), (iv),
:nnd (v) as clauses {ii), (iil), (iv), (v), and (vi), respec
.
tivelY; and
nm by inserting before dauee (ii) (as redesig
nated by .subclause (1m the following new daUM:
"(D is less than $7,500. then such consolidation loan "
shan be repaid ilYnot more thtln 10 year1i,"';
. (ii) by .tnking subparngtnph (B); end
(iii) by redesignating subparagraph (Cl as subpara.
~aph (B); ond
(C) in pnragraph (3XB), by inserting "exccpt as
required by the terms of repayment pursuant to iooome
CQntingent repayment offered by the Secretary under subw
section (b)(S), before "the lender". '
(h) ('.,OHORT DEFAuur RATE CoNFORMING AMENOMENTS.
(1) AMENDMENTS TO DEHNtrlON.-$eetion 435(m)(l) of
the
Ad (20 U.S,C. 1085) is amended-'
. {A} in subparagraph (~), by ..insa:rtlng "(or 0:' the pi)t~
twn of a loon made under &ectu:m 4280 that HI used to·
repaY any such loons)" immooiately after "on auch loans";
(il) in subparagraph to}, by inserting 4:or on the por
tion of 6 "loan made tinder ileeti<m 428e that is u."I«Xi to
repay any such loons}" immediately after "on such toons";
and
_.
(0) in subparagraph (0)-
0) by inserting "(or the portion of a 101m made
under scction 428C that is used tu repay a loao made
under such se(tion)" a~r "se;::tion 42SA" the first place·
it appenro~ and
,,' •
Hi) by imerting "'(or a Imm made under section"",
428C a portion of WAlth is used 1.0 repay a loan made~;
undf".l' ffueh secti.on}'" aner "seclion 42BA" the 8llCOnu .
place it appeanJ.
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PUBLIC LAW lU3-G6-AUG, 10, 199:l
•
107 STAT, 363
(2) CONFORMING AMF.NDMEN1'.--Section 428C(aXaXHXii) of
the Act (20 U.S.C. l07S-3(l.I)(3XBXiiH is amended by .triking
the second sentence.
(c} En'£CTIVE DATFh-The amendments made by this section 26 USC 1018-3
shall take eif(!Ct on July 1. 1994, except that the amendments n"le,
made by 8ubeection (aX2XB) shall take effect upon enactment.
,'
SEC. 4(10(7. CONSOLIDATION OF' PROCRAMS.
(a) ill GF.NE:.RAL--&dion 428M Df the Acl ew U.S.C. 1078
9) is ilmeuded. (1) in the matter preceding paragraph (1) of subsection
(b), by inserting "Onelttding graduate and professional students
as defined in regulations promulglltcd by the Secretary)" after
,
00 usc 11nS-1S.
"
i"
Regulatwn$.,
.
"484'"·
(2) by amending subsection (d) kl raad as follow!!!!
"(d} LoAN LlMITS,
"'(1) IN GENERAL.-Except. as provided in parugraphs (2)
ar.d (3), the annn,,1 nnd aggregate limits for loons under this
ru~tion shall be the same ae those established under scctilln
42S(bXll, !c5$ any amount rkcivoo by such student purunanl
to the subaidlte<i loan program established under se;::tion 428.
"'(2) ANNUAl. LIMIT'S FOk INDEPlj;NDENT, GRADUATE, AND
PROFtSSrONAL $TUDENTS.-The O1liximum annual amount of"
toans under this.section,M independent student (or n studl!Qt
whose parents are unable to borrow under section 428B or
the Federal Direct PLUS Loan Program) ma:! oorrnw in any
academic year or ita -equivalent or in any perio of 7 consecutive
months, whichever ia longer, shaH be the aillount detcnnined
under paragraph (1), plus-·
.
. "(A) 111 the ease of such Ii student attending an eligible
institution who has not completed suCh student's first 2
.years ofundetgraduate study_
"'(i) $4,000. if such student is enrolled in a program
whose }en~h is at least line academic y~ar in length
(as determined under EJection 481);
"(ii) $2.500. if such student is enrolled in a ptogTam
whose length is Illss than one 6Cademic year, but at.
least %'of 8uch nn academic ~ar; and
"(iii) $1,500. if such student is enrolled in a pro
gram whOM l-ength is less than ¥..I, J)ut at least h.
of such an academic year;
"
"(B) in the Ctlsc·of such a $.tudent attA.!nding an eligible
institution who has completed the first 2 years of under~
gradi.la.~ study but Whll has no~ completed the remainder
ofa program ofundergrnduate study
,
""(if $5.000" lrsuch student is enrolled in a. program
whose Ient;th is at Jeast tine academic year in length
(tta dutermmed under section 481)-..
"'{ii) $3,325. ifauch student is enrolled in a program
wAooe letlgt.h is leas thnn onlJ academic year, but at
lout % of ouch an academie year, and
.
"(iii) $1,675, if ouch student i$ enrolled in a Pl"Q_
gram whose length is Icss lhan %, but at lens~ Va.
of such an academic year; and
"(C) in the case of such 8 studenl wJlo is a gradull.t.e
or pruf.;:sswnal ~tudent 8.ttenditlg an eligible imltituLiQn.
$10,000,
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107 STAT. SG4
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PUOLIC LAW 103-66-AUC, 10,1993
"(3) AGGROOATE LIMITS FOR JNDEPf:NDEN1', GRAD{)A1'f;, AND
FROFBSSIONAL STUDEN"I'S"~Th(l mux.imum nf,gregnte umount of
louna under this secHon a. student described in paragrllph (2)
,'may borrow shall be the &mount described in puragraph (1).
<"djust.ed 10 ren~t. the incrensed armual limits described in
paragraph (2), 8S prescribed by the Secn"luuy by reguluHcHI.";
and
(3) in subsection (el. by adding tli the end the fonowing ,
newparagraph,,:
.
t.· .;1.~;-'~"'.
'"(5) AMORTIZA110N.-l'he amount of the perimW::;pavrnent J
and the repayment schedule for any loan made ~p'ur5uant to~'
&hi.. flection shan be established by assuming nn.inteNsf ruLe
eqlle.1 to the applicable rate of interest at the tim"e'tne' repay~
ment of the principal amount of the loan commences:;:At the·
option of the lender, the nute OJ" other 'written evidenco
the loan may require that., "-. ,•. ,. "
,
"fA) the amount of the periodic paymenf., will'. be
adjusted annually; or
'. " ". '}~;;':.: ~
ilU the periOd of repayment of prineipal w,ilI't>e'length~ •
cned or shortened, .
'" '" ~ F" ,; ,
'
in order 'to reflect Ilojustmel'lts in inten>..st rates occurring as
a consequence of section 427A(c)(4).
~I •
'
"'(6) REPAYMFJiT Pt::Rl0D.-Fot purposes of calculating the
Hi-year rernyment period under aection 42S{b)(lXD>.· such
period shal commence at the time the first unym.mt of principal '
UI due from the borrower....
;
/
(b) REI'EA1..______ ction 42BA of!the Act is re,?ealed.
~
(e) TElWS, CONDITIONS Ar.;;) l1ENEFITS.l....Notwitlistanding the
amendments made by this aect::m, with respect to loons provided
under sections 428A and 42SB ,of the Act (ns such sectiuns existed
on the date precedjl\g the date uf entlctmel'll of this Ad) the term',
conditions and bt!llefits applicable to such 1<ntna under such sections
shall continue to apply t.o such loans after the date of enactment
of th'is Act.
~. :.
"
(d) Ern;CTlVE DATE.-Except as otherwise PTlWidcd herein,
the amendmenls made by this'· aection shall tnke effect on July
1, 100'4.
.
or
2JJ uSc J07R-1.
2() usc 107IH,
nol<!,
2{l
usc I1J/8-8
MI.,
Student Loan Programs
r_rn1
""'
pu&!X:titlon,
BEC•• '()1, RED
ON OF UOIDWWER INTEREST RA1."ES.
Section 427A Q
e Aei (2:0 U.S.C, lona) is amonded
in .Ubsoc~l (e)(4), by adding at the end the folluwing
'" "'"....v .. , ..r.'"I'''
"3,1'" for "3.25"; and
"(ii) the interest rate shall not ex
percent.
(2) h'y' redesignating subsections (f), (g),
(h)
.sections (t), (j), and (k} respectively;
(3) by adding after subee('.tion (e) the following
sections:
"'{f) INTERE:ST RATES FOR NEW WANS AFn~R JULY 1,
PUBLIC LAW
l03-{;o~AUG,
10, H193
•
107 STAT, ;165
"(1) IN" GENERAL.-Notwithsiamling subsections (a), (b). {d),
d (e) of thill section, WiUl respm:t to any Joun made, insured,
or aranwed ander this part (other than!t IMn made pursuant
to ~tion 428B or 428C) for which the fif"$t. dinhunroment
ie m e on or aller July 1, 1994, t.h~j npplicable rate of interest
shall. uring any 12-mGnlh period beginning on July 1 and
ending n June 30, be determined on the preceding June 1
and be:
aI to
" ) the oond equivalent rate of 91,day Treasury blUe
audio d tit the final auction held prior to such June
1; plus
,
"(B)
cx(:cl?,t that au
.;.
(2) Cot:!
T':TlON,-Tha Seerelary shan determine the
applicable rare 0 mterest under paragraph in aller consulta
.••• lion with the Seer ary of the Tn~w;ury and shall publish such
rate in the Feelera Regis.ter as soon 'as practicable after the
".; dateofdeterminatio
'Xgi IN SCHOOL AND G CE PERIOD RUl.F..S._
•• ' "'(1) GENERAL HUI•.-Nolwithstanding the ·provisions of
subsection 0), but Huh' t to aubsection (h), with nm~t to
any loan under section
8 or 428H of this part for which
the first diaburaemcnt ie
de Gn Or' after July 1, 1995, the
applicable rate of interest fo 'ntercst which accrues
"(A) prior to the be 'nning of the repayment period
of the twm; or
,,(B) during the perio in which prind~nt need not
be paid (whether or f10t III h principal is In fsct paid)
by n:uson or a provision desc 'bed in section 428(b){lXM)
or 427(a)(2XC),
shall not exceed the rate detenni
under puragraph (2).
"(2) RATE DE'J'ERMlNATION.-· POl' P p08e~ of paragraph (1),
the rate determined under this para ph shall, during any
12·month period beginning on July 1 nd ending on June
30, be det.ermim.od on the preceding Jun 1 and b& equal to
~(A) the bond eqwvalent rate of
.day TreuBury bills
nuctioned tit the final Iluction priur to uch June 1; pluB
"'(B} 2.5 percent,
except that such rate shan f10t exceed 8.25 perc t_
'\3) CoNSUl,TATlON,-The Seeretary shan elennine the
spplicable rote of interest under this. subsection
r oonsults.
tien with the Secrotary of the Treasury and shall ublish such
rate in the Federal IWgistcr as soon as practicab after the
date of determination.
"'(h) INT£nRST RATES FOR NEW LoANS A.:F-n;R JULY
I998.
"'{O IN UENERAl..--Notwithstanding eubseetiona (u), (b). (d),
(e), u), and (g) of this seetion, with respect. to liny loon
de,
insured. ar guaranteed under this. part (other' than
lrum
made pUTIluant ~ Sedions 42SB and 42SC) for which the NJt
disburs!!ment is,made on or after July 1, IOO'S, the appH
e
rate of interest Bhall, during any 12'fllonth period ooginm
on July 1 and ending on June 30, be determined on the prece
ing June 1 nnd be equal L0
lA) the bond ClJuivnlent rate of the eceuritiea with
a mmpnrehle matunty as established by the Secretary;
plus
"(B) LO parcent,
�•
UNITED STATES DEPARTMENT OF EDUCATION
WILLIAM D. FORD FEDERAL DIRECT LOAN PROGRAM
INDIVIDUAL EDUCATION ACCOUNT
BACKGROUND INFORMATION
Mat Is the IndMdual Educalion Account?
• 0.., August 10. 1993, President Clinton signed tho Student-Loan Reform Act. which authoril-od
the im!:llemontation 01 the WilHam D. Ford F~deral Direct Loan Program .
• Already,
mor~
.
than 300,000 students have received these new student loans, also known as
Individual Education Accounts,
• The Indi..,idual Edu:.::ation' Account represents a restructuring of the Federal student loan program,
-providing slreamlinad procedures for students., parents and schools: and saving the American
taxpayer $4,3 billion over a S·year period. lhis is the biggest major change in the financial aid
program since 1973. whan the Ptfll Grant Program began,
•
• The program eliminates al! of the middlemen in'the e'xisung loan system. Loans a~e made
directly b'Y the Federat government to students through thttit schools tather than throuoh a maze of
lenders, guaranty agencies a'nd secondary markets as i~ cummtfy the case.
~
• Itni program provides a mechanism to.move quickly and easily to an electronic exchange of
information Jeading to greater effldencies and &nhanc~d program int.ority. .
,
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.' There 'are four types of·lndiYiduaf;Educatio(rAcc·ou'i,,:s~.-Direct Stafford Loans, Direct'
Unsubsidlz&d Loan$, Direct PLUS!Loans'~ifor parents) and Direct Consolidation Loans. AnnufJlly, the
interest tate is recompJted for <in,.'-direer loans.:Th'e rate is variable, not'to exceed S.25 percent for
st~dent loans and 9 percent for parent ~ans.
'
.
• For 1994-95, the interest rate on srudent Direct Loans is 7:·'}i:a:rcent; for parent leans it is 8.38
percent. ~f)an fees ar~ 4 percent, excep,t there is no fee for Direct Consolidation Loans. ,
• 'The law rbquired an implementation phase-in: 5 percent of the total loan volume in 1994-S5, 40
percem in 1 99&-~6, 50 percent in 1996-97 end 1997-98, and 6Q.. ~9.~!'t in 1.J:98-S9... {The
~
percent~9M ~ fi;r$t twO '1811'$ are limitations; fot 1996·97 aru.i beyond. the percentages are
"'oaLs,1
•
'..•'~
,~
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.fJ::"
104 scnooI...~ pattk:~~~ in the 1994-95 academic Y$3t, TO' date. the Federal governmem
•
has originated
schools.
T~ha
m:on.
than .1,2 biUiOn in student loans to more than 300,000 students at these
maku the Federal government one of the largest lenders in the: country.
• .The loan program his been successfully impiemented by the pa.rticipating schools with virtually
no increase: in staff.
.
•
• Schools are still tiel"g selected tor the 1995-96 academic year, 'It is expected that approximately
1500 scimols will participate, accounting for over $ i 1 billion in new student loan volume.
• Th.S new program addresses the problems of loan defaults by providing better customer service
4()O MAR\'l..Al'fO A\,T.., S,W.
WASHINC'tCN. O.c. '20:101-.(13)
::l021"01-1~1'!'I
•
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and oHerinQ'mor,.e flexible and reasonable loan repayment options.
•
-,
The Department oL'Education has used Direct Leans as its own Areinvention lab. ~ The student
aid communitY has bean actively involved in all phases of development of software, systems,
'proc'E.!sses. forms, materials, and forma! customer- servic.e components,
What Are A Borrower's RepaymenJ Option,?
• Under the Indivi9ual Education Account •. student borrowers have a variety of flexible repayment
options available to them; Standard, Extended, Graduated, and Incof!le Contingent. In addition, aU
student borrowers have the option to prepay their loan without penalty at any time .
• ' The SHmdard Repayment Plan re'QuJtes a borrower to. pay the same amount each month {not less
than S501 and repay the loan over 10 years. For many borrowers, especially those with smattdetH
levels, thiS provides a satisfactory mechanism for :epaying their !oa~'s,
• The Extended Repayment Plan r~qulres' the borrower to make equal monthly payments (less than
wou~d be required under the Standard P!ani tor a period of time between 12 and 30 years,
dependinQ on the amount borrowed. Borrowers who complete their educaTions with very high
•
student loan debts ($100,000 or more is tYpical for medical students. tor example) will be able to
extend the cedod of time available tor them to repay their. loans. .
-,-
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"
;.~
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'f'"
• The Graduated Repayment Plan allows the'borrower~to-make·lower payments initially and the
payments wlll increase every TWO years, The'·paymerrts·cari1neve-r-be less than 50 percent nor more
than 1 SO percent of what they would be under, the Standard plan, The repayment 'period is
betw&f:In 12 'al"Jd -30 years, depending on" the amounfborrowed:'The Graduated Repavment Plan is
available for students who may have a high dehdir;.iel:bUt'v,ttio:'are' 10 jobs where the salary -earned
in the earlier·yoars is re!atively low and will j~~reas&:as t~me:go~s o'n.
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• Under the Income c:;.ootingent Repayriuint Plan;the"monthly"repayment amount wlU vary with the:
borrower's income and the amount of the dabt.·- Bo<rrowa'r$ may choose to accept lower-paying'
public service jobs: The plan also win allow borrowers to adjcst their .payments to their. income
while the'll ~Ife launching a new business or working less to focus on family ;ellponsibllitles or other
"..
fndivldual situations.
• Borrowers are free to change tnei(repsyment plan to best suit their needs as: their financial and
personal situations change, However. they should recogni-Z6 mat totafpaymerm. under thes.e las.t
th~ee: plans a~~aty to be Oiea-tar than under the Standard Repaymen~ Plan, ..... ~, ~..
t.', "
,
.~' ' " .
.. ,
These repayment options will enable borrowers to manage their debt more effectively. thereby
significantly redueing thtIlneidenc& 'of loan default. Recent studies of student loan defaulters
, Indicate that the vast majority of students default because they ;lfe unable to repay their 10ar.s on a
reasonabl(t sched"le 01 pavman:s. These new loan repayment options allow potenl,1a) defaulters to
select a repayment plan..that meets their own personal and financ1<:11 needs.
•
, . Borrowers wiil be able to Qet counseling and iissistance in determining the'best option for them
through the Direct loan ServiCing Center,
•
be'
.
• Servlcino Center staff also wll!
able to assist borrowers in applying for deferments and
forbearance if they ate temporarily unabla to make payments on their loans due to unemploY,ment,
�•
.,
e~onomic hardship or other factors that make it impossible for norma! paymi!nts to be made,
•
Can Borrowers ConsolidlJte Their Old IDall!i To Take Advaruage of Direct IDan Repayment.
Optitms?
• Sorrowers
who have loans und5f the, FFELP may consolidate these Federal loans through a Direct
Consolidation loan if they are unable to negotiaH~ satisfactory, Income-sensitive reoaymem'terms
with their current loan servicers, The borrower determines whether or nOf he or she ls satisfied
with the repayment terms offered by th'e \ean servicei. The toll free number tor loan consolidation
information 1s 1-800·455·5889. For all other Information on student financial aid, call ,. BOO·
'FEMIO.
.
"
.. Borrowers who have Diract loans and other Federal student iOans (such as FFELP, Perkins, and
those administered bv the Public Health Service) may consolidate all of their loar.s into a sin~le
Individua! Education Account. leavil"lg the borrower wj~h only one, affofdabl~ payment to make each
month.
• 'Defaulted bOrfQwers may also consolidate thelr loans and benefit from the Income Contingent
Repayment Pfan.
•
• Direct Conso!idation Loans are subject to the same terms and conditions .as~ ie'gular Direct Loans;
the- int~rest rate for student loans is variable and cannot exceed 8.2S -percent~and tria interest rate
for parent !oans cannot exceed 9" percent. There are .')0 fees charg~d>:';~:' ::~:, ",.;,~» 'r '
•
• 8orrowe~s may consolidate any or aU,of their st'.Jdent loans and';aie~aDle lb:take' iibva;;-t~~e
range 01 repayment options available-under Oirect Loans. '", ":7{;: ,;;d\:,;:A_t:''':'j:o{{,~$J'': " '
.
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• There is no minimum ot m"axio;um'lclan amount that can:be
Consolldinion Loan.
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consolidate'd thro'~gh "a Dfrect
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TIll! WKIU HOUsB
-
OFFICB OF TBB PRESS SECRBTARY
october 21, 1994
REKARXS BY PRl!SIDENT CLINTON IN PRl!sS CONFERENCE
INDIVIDUAL BDUCATION ACCOUNT PROGRAM
THE PRESIDENT:
Good a.fternoon.
Ladies and
q.ntlemen,*~
when I becam. Pr••idant, I .did so with a commitment to help more
Amerie~ns seek a higher education, because it was important for our
people and important tor our long-term economy•.
A big part ot the probl. . ot qettinq more Americans into
college and having them stay there has been the broken federal
college loan proqram4 It/s too expensive; it did not provide
,
eligibility for too many middle-class people; and there vere too many .
people who' didn't qo to colleqe or, having gone to colleg8, dropped
.
out, .because they never thought they could meet their repaY1D-ent : '" "
options. Thera were others who were frustrated beca.use they thought ';
they couldn't 'take l\ job they might want because they' s:j.mply· wo\l:td!i,'t
'rn enough money to. meet their repayment obligations.
·:.:"'t,~,,:·:
,"<;' ,.'
Today; 1: want to talk about what we have done to fix..
. '.
•
_.J.at, system. We alreAdy give Americana 'lookinq forward, to·'.~e;i:i:·,'.'·'.~"~·:·;.:~ "",,
retirem.ent the chance to save in what we 'called an' IndividuaI/'~:~'_~" .;'~,... " <".
Retirement Account. NOW, we otter' people at 'the 'beginn"ing,~fof!'_th'eir~\L: ,~,'
careers the chance to pay for col1eqe~' fri" ~hat"'we call·-;r'ndiYfd~alI~:·'·'-·"""'''''.'t.h'''''Education ACCQunts. Here's how it works..
.' ',' -: 'I. ):,,?,:,\~:,',,-, ) 1
The Individual Education Account enables you to -borrow'.'
money for, college and then to determine how best to pay it~back in
the way tha.t best fits each indivic.'lals' needs as their work life
changes., Thero will 'be four ways to l-e.pay the accounts, and people
will be able to switch back and forth among ·payment· options at any
time and at no cost, depending on what's,best for them.
Under one option, you can simply pay a fixed amount back
0... your loan over. 10 years.
'1
TWo othor:,c:'p~ionr.s: wi'll p6rlDit people
wi th very high d.ebt. to spread their re.paYl'ents over a longer period
of time. And a•. r pro.ioed during our campaiqn. people will be able
to pay back their debts as a percentage of their incomes·for th& life
of the loan.
This incQme contingent repayment,' or pay-as-you~can
.
option ~ill give people the chance to start a business, do community
service, work as teachers, police officers or in other public
service-oriented employment, and make payments in smaller a~ounts in
the early years if their wages are' lower.
.
Our plan eliminates the middle man in the~~tudent loan
rocess, 'Who used to impose enormous and inef,ficient transactions
-ts and, in so doing, to save $4.3, billion for u.s. taxpayers,and
•
billion _for students in lower lean'fees. It means that more
~cople will be able to borrow in a simple, fair, and affordable way~
Over the next few years, as part ~f our larger sc~ool
reform t named for Congressman Bill Ford, who's 'retiring this year,
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-.
�~ry American will' be 'eligible for an Individual Education ACCount .
:eady, :300 r OOO students have taken out these neili college loans.' By
ext year, 40 percent of all of our col:leges, some 1,500 of them,.
• . will be enrolled. In.January, we'll announce a phased-in plan to
alloW millions 'of people who have already borrowed for their
educations, to conaofidate loans into an individual education account
and get ~he benefits of these new repayment options.
As more and more mitldle-income Americana will discover,
this .is a very' good deal, which is a very important part of America's
long-term strategy for economic health.
._.
. Unfortunately, there are thoBe vho don't support this _
approach and want to take us back to-the days when working families
couldn't afford to sent their children to college. - Every Single one
of o~r political opponents voted against the college loan reform
plan. Most of them have now siqned a contract telling us what they
'would do if they controlled Conqress. They would give a $200 billion
tax cut to the wealthiest Americans~ They would expl~de the deficit.
and, to help pay-for their promises J they have made a specific pledge
to cut th~ student loan programs for three million American student
borrowers every year. Well our' contract is with the future. I
don't want to go back, and I don't believe the American people will
support this approach.
"
Ten days aqo I got a letter that shows how important
this issue is. A 16-year-old boy named Artur Orkisz, who immigrated
'.
hare from pqland just four years aqo, attends Elk Grove,School in Des
Plains, Illinois -- here's'W'hat ha wrote JD8 about"his dre.am of going,'.
I
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.", ,~ .. / ~.-: ~. , .
to college.
"Since I came to the United state~ iny dre,an has been tol, • ~-' ,',;':
•
.tend a school like Harvard or Stanford. - I rank number one. in my
., ,.;la~s, bUt I know for a tact lily parents- ai:~. n'ot~qo'inq' to, b~, abl~\t_o;>,-\",;.",~: ' '.
pay my tuition if I should get accepted to a-,good university* ;I~,d:~:-:./ ,,;,1.. ,
h - _"v!",!;'"',
•
, 11ke to ·kn·1 f students not as. r i ' ~ "'11 qet ,t"'~",':,~,>,;~",:,.-'::;~,... :·";;:·'M2>.1' ,'/,", ,
ow"
ch as, ot!l!'!,~!:i::;w~,
oppor~unity to fulfill the Amer~can Dream ,and;, qraduate from ~~.g;:~~,:t;~!I:::):'':'· ;'",;,;
university."
. , , : , ' .:G-'._; .... ,.';~"','
Well, Artur , i~ you're listeninq, I got your message and
the Individual Education Account will help you get your wish •
., .
•
�L'"ITED STATES DEPARBIENT OF EDt:CATlOr;
•
William D. Ford Federal Direct Loan Program
Individual Education Accounts
.The Individual Education Account will make the American dream, of an
affordable coliege educa'tion a reality for many more young people and their families
who thought it ,"vas beyond their financial reach,
In the last fifty years. ever since the <31 8i1f, millions of Americans who never
would have ,gone tq college have been given an opportunity to get an advanced
educa~jon. The creation of the Individual Education Account follows in this tradition
of ensuring that every gene'ration of Americans get~ the help it needs for a fJrst~rate
postsecondary education.
.
The rising cost of an education in the last decade has led many more'Americans
to borrow In order to go to college. But many borrowers feel "saddled" with the large
"fixed monthly repayment requirement in the first months and years after they
graduate.
It
....
,'
The newly-created Individual Education Account. pan of the William D. Ford
Federal Di~ect Loan Program p(op~sed by President Cllo,ion and p'assed by Congress;: ;':, :.~<.
offers flexibility· and security, streamlines the loan process, saves taxpayers rrioney,1_,:;,.:, ,
and gives borro~eis more control over their career ,:ho.j~~s'-;:~·n~::~t'.s ta:nily~fiie,nd!y,;~;~-)~" }.:.
,
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A '~;t'tt'r''''''',..\i-;-~_.
'",
,J~si like a home mortgage;the program gives borrowers if variety of repayment
_.
options designed to fit the individual's financial situation. For example. if students ""
,,:;.~ant to pursue a public service career or start a b'usiness; the:lndividual Education
, A'~count can h~lp them manage their payments to make these career.r:h6ices possible." ..
I. BENEFITS OF THE INDIVIDUAL EDUCA TION ACCOUNT: .
"1. C'·IOICE 'AND FLEXIBILITY FOR BORROWERS: The·lridi·,icual· Ed~catio"
Account allows borrowe,rs th~ choice and flexibility they need to repay their
loans in the way that best fits their c,areer paths a-nd individual needs, The
Individual Education Account allows students options to pay.back their Direct
,Loans in one of four ways - and to switch pfans throughout their work. life as
their finan.cial situation~ change. The four repayment options are as follows:
•
•
Pay·As-You-Can Plan: Under this plan, a borrower'.S monthly
payment is based on his or her annual income and loan amount. Since
rhe repayment is iirfixed percemage, repayments rise when income~goes .
-100
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up and decli;:,e when income decreases.
Borrowers ca'('l still choose the
•
Standard Repayment Plan:
STandard fixed payments over ten years.
•
Extended RepaymentPlan: Under this p!an, borrowers can extend
their repayments over 12~30 years depending on loan amounts.
•
Graduated Repayment Plan:
Under this plan; borrowers have
lower monthly payments initially, with payments increasing every :~o
years over a: period of 12-30 years.
2.
NEW PAY·AS·YOU-CAN PLAN: During the campaign, :ne President
promised to create; a new option to pay back loans either through communiry
service or as a perc'entage of a borrower's income,_ Arner/corps fulfills onewhalf
of mis com'mitmem: the Individuai Education Account fulfill,s the orner l"\alL
The Pay-;As- YouwCan Plan -- or income~contingent repayment plan .~ aF.ows
. borrowers to take'risks and start their own ·busine,ss, accept jower~paying
community service jobs', or take time off to care for a child o( sick relative. If
a borrower does not repay the loan within 25 years. ~he remaming bal8lice
would be forgiven,
3.
AFFORDABILITY: The Individual Education Account is part of the
WllHam 0:' Ford Federal Direct Loan Program, passed in the PresidEint's·.'. 1
economic plan. This program lowered fees and interest rates for .all borroyve!s
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both with an IndIVIdual Education Account and in the tradltlonal s1Udent,loan
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programs. Indeed, loan fees have been lowered from as high as 8 'pe;cen~ ~o
4 percent. saving sttJdems' more than $2 billion, The' interest rate of the
Individual Education Account varies depending on marke,t interest rates,
Currently.... the rate for student borrowers is 7.43 percent. : It'can go U;"I or
down. but can.not pe hjg~er than 8.25 percent. It 15 estimated that millions 01'
former students currently haYe stuOent loans with interest rates higher than
7.43 percent or 8.25 percent. These borrowers will have the opportu:lity to
corwert"i;l. cr.lI1solid~te their loans into Individual Education Accounts.
4. MORE DIRECT AND SIMPLE BORROWING: Borrowers obtain loans directly
through schools and deal with only one servicer. The current'con~using t;!'"!d
cor.~ly system of ban,ksJ guaranty agencies, secondary markets and loan
servfcers frequent,ty leaves students adrift in a bewilderfng sea of red' tape,
Wl-:::h an Individual Education Account. the borrower receives the roan directly
through hi's or her school and makes one payment to one servicer for all of his
or her student loans.' And, the borrower receives only one monthly statement .
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NA npNAL
OPPORTUNITIES:
If.
EFFORT
TO
ENCOURAGE
POSTSECONDARY.
Stqdy after study documents that v',e ability to seek a postsecondary educatfon
15 critical to the lifetime earnings and opportunities of Americans. Yet, toO few young
people do not fully understand their existing opportunities ~- no less the new
opportunities off~red by the William D, Ford Federal D'irect Loan 'Program and the new
Individual Education Accounts, As a .result, Secretary Richard Riley and Deputy
Secretary ¥adeleine Kunin wtlliead an effort to promote new postsecondary -education
opportunities. These efforts will include a 1 ~800 number; newspaper and televls~on
. campaigns addressed at young people; and mailings to guidance and financial aid
counselors at high schools and postsecondary institutions regar?ing financing
opportunities.
III. HOW DO PEOPLE GET INDIVIDUAL EDUCATION ACCOUNTS?
•
There ate two ways borrowers will be able to get an Indilliduat Education
Account, First, they can get a new loan from one, of the schools p~rticipating in'the
William D.Ford Federal Direct Loan Program, This year, 104 colleges and schools are
participating)n the progra"m. and more than 300.000 stuqents are receiving these"
loans totalling $1.2 billion, Next year, approximately 1,500 colleges and schools will
"participato in the Direct Loan Program. amounting'to about 40 percent of new student
'''. Ipan.v.oh-!ffie. Over the next' five ·ye"ars:"·t:Nery college and school and over 20 milfion
'. Americans will have the opportunity to pay back their student loans through an
Individual.EducatiOn' Account.
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The second way' that borrowers can get an Individual Education Account is by
converting or cons·oHdating·their exlsting student loans that a're in repayment ~nto the
new program. The Preslrt,ent has asked the Secretary of Education to work with
Congress to' devise a plan b~"'danuary 31, 1995 that will ensure that consolldation·'
Oppo(tuniti,es are offered in a way.that is eHicient; manageable, and prudent.
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Contact: Kathryn Kahler, 401·3026.
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�. 9!2i94 Student Loan Defaults Declining, Riley Says
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",O~ ~~T.~hS~~
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September 2, 1994
Pagelo~2
Contact:
Stephanie
(202)
Ba~
401~2:nl
or
Jane Glickman
(202) 401-1307
STUDENT LOAN DEFAULTS DECLINING,
'RILEY SAYS
The costs associated with defaulted st~dcr.lloans have declined for the third straight year, reducing
taxpayers' burden by millions of doliars, U.S. Secretary of Education Richard W. Riley annou;"ced
today,
National default rates also have dropped substantially, from 22.4 perce~l:l in fiscal year 1990 to 15.0 .
perce:Jt it. 1992, he said. The FY 1992 default rates are the most current data available and represent a
snapshot in timl~ of borrowers scheduled to begin loan payments in F:'Y 1992 ttnd whO' defaulted in
either that year or the followir.g year.
In releasing default rates for eac.h of the 8,504 schools that participate in federal student aid programs,
Riley said, "After years of rising defaults, it's going the other way. \Ve can see substantial progress
through the cooperative,efforts of Congress, schools.and the Education Depa.'1lnent, Yet, r.1ore
progress needs 10 be made." . ,: " ;) , ,
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The U.S. Treasury will pay" out arrest:rr:ated'$2 ,billion to cover defaulted student loan costs in the
current fiscal year (FY;1994): De:auICcosls'hil an all-time hlgii'of $3,6 billior. FY 1991, bUl have
dropped steadily each· year since. \:."
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A' substa..,~ial iridease in'colleCtions this year should help reduce costs further, Riley said. In FY
1994, the deparlment will collect morc'than $500 million on both old and newly defaulted loans. a
189 percent increase over'last year's collec:ions ($173,miliion). As a result, the net default costs will
be an estitruucd $1.41 billion this yenr.
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Increased collections are attributed to more effective collection methods, reflected by indicators such
as a four-fold increase in the amount of money coHected from federal incom"e lax refunds withheld.
This year:, the dtpart."1lent also began collections on many of the 1,minion accounts assumed from the
now-defunct Hlgher Education Assistance Foundation....CiitAF), orf::e the iargest guarantor of stud~nt
loans.
Ril~y
attrihuted lhe decline in defaults to a number of fa:lors, including tougher oversight aXld the
department's default reduction initiatives. For example, schools are required to discourage defaults
through efforts such as providing borrowers with financial counseling. Penalties (or default also are
lougher.
The departrrie!}t has starutory authority to take sanctions againsi schools with high defa:.llt rates;
schools have··-the right to appeal. The Higher Education Amendmenls of 1992 (FL. 102-325) mandate
that schools with default rates of 25 percent or greater for three consecutive years face Joss of
eligibility in the Federal Family Education Loan Programs. This year, 447 schools are affected by this
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htt? :/led.govIPre,,;ReJeasesJ09- 19941def.ul t ,h tml
1211100
�, ,.9/2194 Student Loan DeflJults Declining, Riley Sa'ys
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provision. Historically Black Colleges and Universities are exempt from sanctions until July 1998.
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In addition, under department regulalio:i1s, a total of 376 schools with FY 1992 default rates greater
than 45 percentj or greater than 40 percent without a reduction of at least 5 percentage points from the
previous year, may have thei eligibility to participate in all federal student aid programs, including the
Federal Pell Grant Prog.."O.m, restricted or tenninated.
Riley said President eHmen's direct loan initiative wHl make it easier for borrowers to avoid default
thro:.lgh a range of flexible repayment options, including one based on income. More than 100
schools now offer direct loans, and more than 1,000 additional schools have been accepted Into the
program for the next academic year,
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Defaulters also face serious sanctions. In addition to federal income tax refund offset, ,they become
ineligibie for further federal student aid (both loans and grants), risk being denied credit ca"'ds or
other loans. and may have their wages garnished.
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- [1 Oi02!OO] -- [Student Loan Default Rale], [Washinglon, D.CJ
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Speeches and Testimony
Contact: Jane Glickman (202)
401-1307
Stephanie Babyak (202) 40 l~
l311
Statement by
U.S. Secretary of Education Richard W.
Riley
On the Student Loan Default
Rate
Washington, D.C.
October 2, 2000
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TOday, 1 have great news for education and great
news for America's taxpayers. I am happy to report
that for the eighth consecutive year, the'student loan
cohort default rale has declined, and it is now at its
lowest point ever.
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The nationililoan default ratl; 'was'6:9 peicent'for .
fiscal year 1998, down from 8.8 peken! in'the .
. previous fiscal year. This ne\,/default'fatelrepres"nts
the most current data available. Ifrepresentsthe
cohort of borrowers whose first loan'repaYfT\ents
came due on or after October 1. 1997, and who
defaulted before October 1, 1999.
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Eight years ago, the default rate hit a peak of 22.4
percent. Every year this administration has held
office, the default rate has declined and in this final
year of our tenure, the default rate has hit an all-time
low. That means that over these eight years, we cut
the default rate by,more than two-thirds, and that's
, really something 10 celebrate.
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And that's not all. American taxpayers have saved
$7 billion as a result of the decline In the default rate,
another $7 billion as a result of our default collection
efforts, and an additional $4 billion from reductions in
interest rates andfaes on direct loans, That adds up
to $18 billion in savings for taxpayers,
I want to point out that amendments to the Higher
hltp:llwww.ed.govISpecchesil 0-20001001 002,hlml
1II21iOO
�- [10102100J --(Student Loan Default Rate], [Washington, D.C.]
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Education Act of 1998 changed the way we
determine when a borrower is in default. Previously,
a borrower who went more than 180 days without a
payment was in default. Now, a borrower who goes
more than 270 days without a payment is in default.
This accounts for about half of the reduction in the
default rate. But even if we used the old definition,
the default rate would still be at its lowest point ever.
The record low default rate means that the
overwhelming majority of students are meeting their
responsibilities to repay their loans. And the U. S.
Department of Education is meeting its responsibility
to be vigilant in our stewardship of the taxpayers'
money. We are serious aboulhelping Americans go
to college, and we are serious about protecting every
precious taxpayer dollar.
A number of factors account for the decline in the
default rate:
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o The U. S. Department of Education has
helped borrowers to devise workable ..... ..
plans so thatthey can maketh~i( " ~.::., ; .....' '•.
payments and avoid detault.
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o The 'economy is healthy and the· .
unemploymet:lt rate is at a"3Q,::year 19W'''I~n;<::' ". '
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That.T!lean~ more pe?pl~ a~t~gJtW}9::,~, til': :;,f
,~,bl~.t.?_,pay b~.ck ,th~IH<?~~~:-l£;!{,;:u'f ;;:,if; ,,~.~t ...' , ,
o We have not been shy aboIJt.IJslng,the.
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powerful tools authonzed by Congress.to, ..• ,
collect on defaulls and remove schools:'
from the program that are not'willing to
fulfill their responsibilities. In fiscal year
1998, we recovered $4 billion on
defaulted loans, compared with only $1
billion in fiscal year 1992. And during the
Clinton-Gore administration, we have
removed over 1,300 schools from the
loan programs--850 because of high
default rates and 500 due to loss of
accreditation or other violations. In fiscal
year 1998, only 11 schools were subject
to sanctions as a result of high default
rates. I guess some folks have gotten our
message about being serious.
o Our partners in the stunent loan
programs--colleges, trade schools,
lenders, and guarantors--have also been
vigilant in their collections and outreach
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[10102100]-- [Student Loan Default Rate], [Washington, D,C,]
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efforts to ensure that borrowers
understand and meet their obligation.
o The Clinton-Gore administration's
initiatives to make college more
affordable have helped to limit the
amount of debt that students have after
they graduate and have helped families
pay for college, These initiatives include
Hope and Lifetime Learning tax credits,
more work-study slots, and, if our budget
request is met or exceeded by Congress,
more than a 50 percent increase in Pell
Grants, bringing them to a record high
level. Together, these initiatives have
helped to lower the delault rate while
increasing educational opportunities.
o Since 1993, we have cut student loan
origination fees in half and reduced the
interest rates on all student loans, And for
students in the direct loan program, we
have cut origination fees further. The
administration has taunched a number of
other incentives to lower the cost of
, ,
borrowing and help students prevent
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default. These include lower interest
rates for direct loan borrowers who repay,
through electronic debit· accounts; , :," .. ;';""",'?;";. ,
rebates fordlfect loan borrowers who,,' ". "_':""C.,
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make their loan payments on time;'and att~~. I· '1', _I '
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discounted interest rate to students who .'''::"!h!'~ :~~): . "
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consolidate their loans with the direct ':,
lending program and repay on time,"
Many lenders in the Family Federal
Education Loan Program also offer
incentives for on-time payments,
o Finally, we have given borrowers more
repayment options, such as the income
contingent repayment plan, which makes
it easier for borrowers to meet their
responsibilities,
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These are all important improvements, and they are
part of the real progress that we are seeing in
American education.
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SAT math scores have hit a 30-year high, More
Americans are going to college than ever before.
The highest percentage ever of low-income high
school graduates are going to college, There is a
surge in college"9oiog among African-Americans,
http://www .ed,govISpcechesll 0-2000/00 I 002,hlml
11121100
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[lOI02100]--[Sludent Loan Default Rate], [Washingtnn, D.C.]
and more than one-fourth of all students in higher
education represent racial and ethnic minorities .
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In addition, in 1999 we had the highest percentage
of 25-29 year-aids with at least some college, the
highest percentage of citizens. having completed a
bachelor's degree or higher. and the highest
percentage of students enrolling in college directly
after high school.
The American people have made educationlheir
number one priority. Now it is Congress's tum. I call
upon the Congress to pass a budget that will fully
fund the president's request for GEAR UP to ensure
that more young people plan for college, that will
reduce class size, hire new teachers, relieve
overcrowding in·our schools ..expand after·school
opportunities, and help working families pay for
college.
This is an historic moment. We must not lose it.
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peeclles and Testimony page]
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Thursday,
February 10, 2000
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Part III
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Department of
Education ,.'.-/
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Office of Elementary and Secondary
Education--Advao<:eed l)lacement
Incentive Program; Notice lovittng
Applkations for New Awards for, Fiscal
-----,----~~-
Year (:Fy) 2000; Notice
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6872
Federal Registet/VoL 65, No. 28/Thursday, february to. 200DJNotices
OEPARTME~T OF EDUCATION
1~1s; and (cl the ,'!\'l.Iilability
p!UC<3rrt.etll COU~e$ in
>efving high-poverty i1.f\1fl$
plllCCIDcUi
Allocati(ln of Funds .
of advunced
The Department intends 10 ai10cele
schoob
ijpproxim~lely $4 millloo orlhe funus
(hOhlina!1cr referred 1(1 liS ' sccli(1O
IlVllnubl(1 under this program \C Statm
Offic~ of Elementary and Secondary
810(d)(1) a-tUvitius"} eXilmp!es of
EducatlOl'l-Advtinced Plac~ment
for the purpose of paying advancod
section 810!dJ(H activities may incl.uda. placemenl test fees Oil beba!f of eligible
lni;entive Program; Notice Inviting
.ow·iIlCO:T:C individuals_ The
Applications for N'lW Awards for Fiscal hut am no! lkd:ed 10. projecls that
provlde siuduat access 10 udvunced
Year{FV) 2000
Dcparlm()nt inte:lds 10 allocl'le
piscer-lUnt courses online, aod
approximotely $1 J million to Stales Ia
Purpose- of Program: The Ad\'ancod
profassional development institUIt!s
support sm:tlmt 810(d)(lj ectlvili(l$. In
PiaCelmml Incelllh;c Prngrm:l providlls
d!!siglled Ie; propare toachers;o leach
dntermining granloward amuunts, :he
gran!H 10 States, Im:ludir.g cOfl}wrtia of
advanced placemer.t courses_ An SEA
DHpa:11mml will cOH;iider. iIIno:Jg other
Stales. 10 enable 6em to
ad"anccc
may upply fot fund$ Ulldet this program Ihings, the number of chIldren in the
pJacemllr.! lest frnl5 all be mjf of eligible
bolh to {I$$isl it in mucting the
State eligible to be counted under
j(lw-incume ir.dividl.:ab
to
f!hjHlror:mnt lhk~ nn elig!bl() ;()w-income .m:t:on 11204(C; of thl: E!emnutarv and
m:d"rlak(1 activities :::esiglmd 10 incrca!\i] studen: in lh.) Slate tm required ttl pay
Secondary Educulwn Act oJ 1~165, in
tbe participation of low-income
mum than e nominal fee 10 take
rclatioo the number of such chddten
sludllnlil in acit<;mcud placllmenl Ci'>urses advanced plucurr.ent lests in ;:oro
in all Stales.
and (fl,~~ll, for FY :WO{), WI! encoumgo
s\lhj!)cts and for section filO{d)(l)
applit:anu 10 cnsign projocts that moot
Seieclillrt Criteri4l
a:::!!vities..
the im'i!ational prio:i1y in the
The SHcrelar\' USe!I Ihe selection
PRIORiTiES suction of this apfl"licatlon
Priorities
criteri-a published:n 34 CPR 75,209 and
lIotiC!!
) ,.
"') 0
75,Z1O 111 eva:U&le the ~ectlo!l d the
E.'igibla AppJicrmts: Statu udLCBtional
!fI /t"SOlUlc Priflrr/Y· - lC CpHrtmBllt
j.pplicalhir. :hat pwp:;ses 10 use grant
agencies (SEAs) ill any Stalll, including
is C$1ab!ishbg an absolulr: priority for
funes 10 s.uppofl SOl;tion 810(d)( 1)
the Di51ricl of [obmbia. the
prop{)sal~ to lIse gran! funds to pay
('Mmnwnwcalth (01 PJerto Rico, Ihll
advtln::eo pJ<lcUme!lll!:,,1 fees- Oil behalf acth'hies. The appliCtltitm puckage ,
i:--JCh)(lu$ ~l!t! SELECTlON CR!TERIA and
Virgm Islands, Guam, Am<wican Samoa, . of ciig.ibie !ow-;ncomo indjvidllflhL We
;hc pOilllS assigmJ(l to \lad, crittlr;~l\,
the Norlhem Mariena lslands. the
have cho~cn Illls priority from till:!
Repubiic of the Marshal! IsiJ:;nds.lhe .
a!lo..... a!Jle uctiviUes specified in the
Applit:ahle Regulations and Statute
FedurHtod Sl!t111s of jVlicro!lll.oia, flm: lhe
pn:grllm stJlu\e (see 34 CPR
The Education Dilpartment G(mera!
Republic ofPaJall.
75.105(b)12::v} nnd section fI;O!tl) of
AdminisLmtiH! Rq;lllalio;Js [EUGAR! in
D(;OtiJiflC for TruMmiltai of
Title VHf, ParI B of ihe Higher
34 eFR Pllrts 75, 77, 79, 80, 81, 82. 8S,
,4,ppfictJlions; Mllch 27, 2000,
Ecucution Amendments of19f.111 (20
8&, and !19. Title Vlll. Part B uf the
, ;\ q.m:Wna fO!"!illt!rgcw:n;m~nto!
U S.C. 1 070a-)1, nole)).
Hig:-Wf E.hlC>l::on Amendments of 1 ()("Hl '
l1evi!lw: April :W, 2000.
To [m?lcment :hls pricrity. the
(1991i Amcndme!ll~l, 20 US.C_ Hl7O-a.:. ' ;. ,~.Appl!cotions Avajlable: Fnbruary 10,
OepM1menl inlends 10 fund. al some
It, nole.
. :
.~; ~"zooq!",~~...: -.\ f ' .
level...ll applicaliolls (1) mee-Hng the
The following definitions and other" •
~, ,".r.: .•/;£s~lmul(Jd A ,'uil(Jh)rJ F1Wdw
millin:tlfl) I{EQU!REMEl'.'TS FOR
provisions llre tilkm: f~om the AdvllncoJ <
515,00(},000.
Al'PROVAL OF APP:.JCAT10NS.
Placemenl Incen:ive Program
"£stiriwled Runp: of Alffird~': $50,000
described in the application package:
aUlhodzingstatu\u. in Title Vm, Part B
to S1 ,200,UOO pur yes~,
ulld (2) pmpwllng \0 use granl funcs for
orlhe 1MB Amendmcnls, Thov are
Elltilfh1!cd Avefflt.,¥J Si7.fJ of il;;~mih~
IJw purpose «fpaying part m a I "f the
f*)pea;(,ri in this al1pliclltiU:1 notkll fOf
$3Z5;9°O per yfml".
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mst of advancod placement lest fnas 011
the convun;em:e of lhc applicanL
1::5.111,10100 Number of AW,:rd~ 40.
•..... behalf of eligible low4im:ome
Oefinifion!>
NOI:~, rh6se IUIt!l[lat~; 11m pr.olectlOns for
:[ldividuals in the Slate, Fur
!hegmctanrcufpohmlmlllf1pltGlllltS.Tl,,-,
,
J. t'
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As t:sml in :hi5 soction:
Dop"rtmunt is Mil hound hy a)ly esfimah~ in app lca HHl~ 1;1 prr:poHo ,0 use gmr.
{;)) The term advoilced placement test
Ihi$lIOIke.
funds 10 pay acvancml pl,H:emout test
includlls only an acvanced placement.
Pro:s.CI P . ri' U t 36
th
foos and to support section 811};d)(1!
f~
eao, po
mon s.
._. aclillitH:s.thel"leCli(jpoftneapplicution lesl approved by Ihe Secretary of
Al1awublu Activlti($
"'p:opesj(;lj t,j"ul-lc·gr;\lll·fJ.t\lb f(lf $DctlOW 'Education fur the purposes of this
program,
MOld)!l) tlctivl1ies will be oVBhH~ted
Stalus receiving grants under tllis
::O;(l\e; Tn Gale, the Sucrmliry has approved
program muy U5e the graIl! f\!nd~ to pay based on lnt! SELECTION CRITERtA
advanced plll:Cemenl test$ edminislmed by
describecln the application pockag.e
purt or nil oflho ';;'51 of <ldvllncecl
The Cl[!)!lU Hoard u:nl TntemQ\ionul
{see 34 CPR 75,105(cI!3)j.
placmnmu lesl foc$- jor Iow·incol\1e
nil~Ullallr~alo Org!miSanOl"I\~ pll!~ of the
individuals who (t) are t!urollerl in nn
lu} lnvitulioJlQ! Prioritv. The
granl apr~ka!IQII !!f()I;ess. applicllntt. may
advonced plilcornent class: and (2) plan
Pl1partment is Pllliiculnrly intnres!ed in
requeSt appnwal c-f leSl$ rro.TJ! oIh,.It .
nppilca!iolls from consortia, ~r groups,
lu H,le on ad"allLed placement Icst In
(ldl:,"':~nlla! entiti~~ Ihal pmvide compamhlo
ai.di:ion. SEAs in Stnte-s ill wbicl~ 110
of States 10 undertake section 81D:d:'{J)· JlfOJ}""llmf oj fi80f[JlJ~ m:ademic m.1tws am!
je~tillg through whic."- $UI-denlli may earn
activities, The consortium may be
eligible Jaw-income individual is
college c!udil.
fIlquhtii to pay more than 0 nocinnl fce comprised of SEAs from allY
(bj The term {ml'-Income individual
Ie lake adl!&llcud Flacemm\.t les:s in COl tl mmni:1alion of States, UndlJr 34 efR
has I!H~ moaning siven the tum; in
subjocts may use gT<lnl h:nds for
75105(c):1). the Department dOllS not
sectioa 402-.1\:8)(:.0 of the Higher
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�Sept. 15, 1998 -- The Challenge for America: A High Quality Teacher in Every Classrool. .. Page! of 10
e
Remarks as prepared for delivery by
U.S. Secretary of Education Richard 'Ij. Riley
Annual Back to School Address National
Press Club
Washington, D.C.,
September 15,1998
The Challenge for America: A High
Quality Teacher in Every Classroom
Webcast of the Secretary's speech.
e,..
Good afternoon. At the beginning 6f every school year, I have
the good fortune to come to the National Press Club to give my .
"Back to School" address. I have been traveling from Georgia to
the Pacific Northwest as part of my annual back to school push.
and I can .tell you that America's schools are overflowing with
children. It is an exciting time for children and parents; but in too
, many ~as~s ~!lJ($i::ho9!s are overcrowded, wearing out and in ~
desperate need of,modernization.
. ',,'
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As I noted in our annual report on the "baby·boom echo" which we
released last week, we are once again breaking the national
enrollment record. There are currently 52.7 million young people
in school and more on the way. And'in the next ten years we will
need to recruit 2.2 million teachers!o teach them.
This is why I believe that the education of our children should be
this nation's number one-natlonatrujority in this·time of peace and
prosperity. I also believe that this is li1e patriotrc thing to do as
well.
.
.
e
Like many of you I had the opportunity to see the movie, "Saving
Private Ryan." It;s a wonderiul movie that acknowledges the
sacrifice of a generation of Americans who did thelf duty in World
War II. Tom Hanks plays Captain Miller. an English teacher, who
does what he has to do, even at the risk of his own life. I believe
that the new patriots of our time will be those Americans, young
and old, who go into teaching to educate this generation of
children.
.
And I will tell you this - as I travel around the country, parents tell
I14iO I
�Sept. 15) ) 998 ~- The Cha!icnge for America: A High Quality Teacher in EverS' ClassrooL Page 2 of J 0
•
me again and again that they have very clear priorities about what
we should be doing here in Washington. They want safe schools,
our help in building new schools and modernizing old ones,
smaller classes. and the assurance that there is a good teacher in
every classroom. This is the nation's business and we need to get
on with it.
If Congress is serious about getting dollars to the classrooms, I
urge them to enact our legislation to modernize our schools and
reduce class size by hiring 100,000 new teachers. Rearranging
existing programs, which seems to be the intent of the Congress,
does nothing to address the real challenges facing schools today.
In addition, Congress should fully fund the President's Initiatives In
the Appropriations bill that they are now considering.
The focus of my speech is on what we must do to prepare the
next generation of teachers and this is why I am releasing a report
today entitled, "Promising .Practices" which highlights new ways
thaI we can improve teacher quality. This publication was
developed following a nalional search for models of excellence
that address the needs at every stage of a teacher's career.
•
In preparing my remarks I'have had·flie"good advice of three
members of my staff.-- two fprmei'NationalTeachers of the Year
- Terry Dozier and Mary'
Blegen',c!'a's'well as thaI of Paul
Schwarz. the former'principal of a'nationally recognized high
school .. Central ParK East'in'New York'CitY. Like ali'good
teachers Terry, Mary fle!~ and'Paultiave'Clear opinions about
how we can improve American education. In other words, they do
not mince words. So Ywon't;either::r··J.~.;
Belt,
Missing the Mark in Recruiting New..Teachers
-.
I am concerned that we are missing the marl< when it comes to
preparing the next generation of teachers. We do not seem to
recognize the magnitude of the task ahead. In the next ten years,
we need to recruit 2.2 million teachers. One-half tu'lwo,thlrds 'Qf
these teachers will be first time teachers.
We have mOre than a million veteran teachers on the verge of
retiring. The first chart attached to my speech makes this point
very vividly By my reckoning, we are about five years away from
a very dramatic change in our teaching force.
•
The vast majority of these experienced teachers who are about to
retire are wOlllen. This, in fact, may be the last generation of
women who went into teaching because there were limited
opportunities in other fields. In 1998, women have many more
career options .. and that is a very good thing for our nation.
These new opportunities for women will require us, then, to work
1/4/01
�Sept 15, 199&~· The Challenge for America: A High Quality Teacher in Every ClasswOl. .. Page: 3 of 10
•
much, much harder to recruit and train a new generation of,
teachers .
Many people ask me whether we have a teacher shortage. My .
answer is yes. We face a shortage of high quality teachers. We
are already seeing spot shortages developing in specific fields of
expertise •• m~th, science, special education and bilingual
education, The recent news that New York City recruited math
teachers from Austria highlights this growing dynamic.
School districts usually find a way to put somebody in front of
every classroom, and that is the problem. Too many school
districts are sacrificing quality for quantity to meet the immediate
demand of putting a warm body in front of a classroom. This is a
mistake. Even now, too many school districts are issuing
emergency licenses.
Many of these emergency teachers are dedicated and want to do
their best. But I have heard about and read too many horror
stories about provisional teac11ers who are teaching by the seat of
their pants with no preparation and no guidance,
•
The coming wave of retirements has enormous implications in our
continuing effort to raise standards: io devel6p ,,'u'ccesstul
. recruitment strategies, and prep'IfE;new teacners''-We'aiso need
to recognize thal'theteaching profession;i~ldramatically'!,hanging'
.. the use of computers, teaching in1teams;;an'dth,i re'c09r.ition
that children learnin'manY'different ways 'i~·ailnustihreeofthe
many f,ielors reshaping this;demanding:profession:"-c'v 1': . ' . '
,
'
.
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.
Three other dynamics also require our attention: the increasing
diversity of our classrooms and the lack of diversity of our
.
teaching force; the increasing number of special education
children and Limited English Proficient (LEP) children in the
regular classroom and teachers who lack the training to teach
them; and the need for.many more incentives to keep veteran
teachers up-to- date and in the classroom.
What is Wrong with the System,
•
I believe we also need to take a hard look at the very structure of
our current teaching systern and get on with the task of
modernizing it as well. We cannot allow an outdated teaching
system to frustrate and even destroy the hopes and dreams of too
many teachers .
The task is multi-d.mensional. For example, too many teacher
education programs are focused on theory and not enough on
Clinical experience.
I
�Sep'- 15, 1998,- The Challenge for America: A High Quality Teacher in Every ClassroOJ... Page 4 of 10
Also, the current certification process is a cumbersome obstacle
course that has little to do with excellence and much more to do
with filling out paperwork,
And once a new teacher enters the classroom we allow a
perverse "sink or swim" approach to define the first years in
teaChing, New teachers are usually assigned the most difficult
classes in addition to all the extra,curricular activities that no one
else wants to supervise. Then we wonder why we lose 22% of
new teachers in the first three years" and close to 50% in our
urban areas.
This churning process and over-reliance on emergency teachers
Just doesn't cut it in my opinion, tmagine the outcry if a quarter of
all new doctors left the profession after their first three years. This
is why I encourage local schoel districts to develop some type of
long-term induction or mentoring program to help new teachers
stay in the profession,
Creating a National Partnership
•
Education, as I have said many times before, is a slate
•
responsibility, a local function and a national priority, We cannor·~,:>;'.
address the task at hand in a piecemeal fashion" We need :in:
i,,:
nalionwide partnership among K-12 leaders, our. higher education -,I -'-',<.
community~ and political "leaders at all levels~' "n "Il' ;.i \}..,;~~;;:}:: ,1" :~5:1 ~,~;"~,, .. '.
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Now a great deal of effort has gone into imp'r6vin'g-andi'sli'p'poiti~!{h"'r,,''\' ,
the teaching professio'n in'the las(,decade, The'National""';';:'.;:,;",,"''', , ,
Commission on Teaching led by Governor Jim Hunt of North"'·, " .
Carolina and Linda Darling Hammond has provided 'an 'excellent
"road map" to improve the leaching profession, This is all to the
good, But now we need to make things happen and go to a new
level of intensity,
And I assure you .. we will place a very strong emphasis on
teacher quality when we ask the Congress to reauthorize the
Elementary and Secondary Education Act next year. The
bipartisan le,adars of the Congressional education committee
understand that need, and we will be working with them to shape
that legislation,
Improving Recruitment
•
There are other steps we can take now to encourage more
Americans to enter the leaching profession,,"
The Clinton Administration strongly supports the Feinstein-Boxer
Amendment to the Higher Education Act that will provide Pell
'
...
,
�"
Sept. 15, 1998
**
The Challenge for America: A High Quality Teacher in Every ClassrooL Page S"of 10
Grants for a fifth year to,those college students who want to
become teachers and need another year to meet state fifth year
requirements, This is particularly important to the state of
California which has the daunting task of recruiting 250,000
teachers in the next decade,
•
I am pleased that strong support is developing in the Congress for
improvements in teacher education and standards, The
Administration will continue to press the Congress to pass our
proposal to recruit nearly 35,000 teachers over the next five years
for underserved areas, As members meet today to advance this
higher education legislation, I urge them to support our
recruitment proposals,
This important piece of legislation will almost certainly include
valuable new teacher loan lorgive~ess provisions that have been
, championed by Senator Kennedy,
I also urge Congress to fund the President's initiative to train new
teachers in technology.
I support the creation of some type of national job bank to match
teachers with districts with a growing snortage 01 qualrty teachers, ',';'",
There are wide regional variations in the need for teachers, We "; ",J',.:; .',
can do a lot to help get teachers in different parts of the country,,·; ~,;,' ,;> " . '" .
matched with school districts in other regio~s.that are ,facing,'
',:;i: ' .. :', ;';':
growing shortages.
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At the same time, the increasing mobility:ofAmericans is:going to>;.;,< ~);,:;<, :,: '"
require states and school districts to take a serious look at the';:"::!", :"
portability of teacher credentials, their years in service, and
"
pensions. We do not need artificial shortages developing because
states have not brought their policies up-tO-date,
Our federal efforts to enlist millions of Americans to go into
teaching can have an impact, Our best hope, however, is the
strong encouragement of parents and grandparents whose lives
have been touched by good teachers, I get distressed when I hear
stories about parents discouraging their children from going into
teaching, Teaching is about serving your country and being
patriotic;,
I also challenge the myth that teaching is only for those who can't
cut ~ in other prolessions, Anyone who has ever spent an hour in
a classroom full 01 demanding second graders or had the
challenge of motivating a group of teenagers knows hcv! difficult
the job can be,
•
America's teachers are some of the most idealistic and,patriotic
Americans in this country, I am extremely proud of them, So many
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�SepL 15. 1998 -- The Challenge for America: A High Quality Teacher in Eve!)' Classrool... Page 6 of 10
of them have entered teaching because they want to change the
world and many of them do. .
•
What are our other challenges?
Challenges to America's Higher Education Community
I challenge the leaders of America's great colleges and
.
.
universities to make teacher education a much higher day-to-day
priority. Teaching teachers has to be the mission of the entire
university. Our nation's colleges of education can no longer be
quiet backwaters that get a mere mention in the annual report to.
university trustees. College administrators who complain about
the high cost of remedial classes would do well to pay more
attention to how they prepare teachers. Here several suggestions
come to mind.
First, colleges oleducation should give basic skills tests to
students entering teacher education programs prior to their
acceptance and at the same lime hold themselves more
accountable for their graduates. This is why I endorse the thrust
for accountability by Senator Bingaman and Representative
George Miller.
.."
:
t·
Second, stronger links must be developed between our colleges
of arts and sciences and colleges of education. Futun:i"teachers"' ,
should major in the subject they want to teach, and that type of
course work takes place In the colleges of arts and sciences.
,.
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Third, I urge teacher prep programs to put a much stronger focus
on giving future teachers rigorous grounding in developing the
skills they need to teach. It is harder than you think. Know;ng your
content is not enough. There ;s a skill and a craft to it all, and that
is especially true when it comes to teaching reading. This IS why I
believe that every teacher who is seeking a certific·ate in
elementary education should have solid preparation in reading.
.
'
One of the major aspects of the reading bill now up in the
Congressis strong support for increased professional
development for reading. I support this effort and ask the
Congress to pass this needed legislation. We will.never raise
standards if we jus! stay with the status quo when it comes to
improving literacy.
•
Fourth, colleges of education need to recognize that our special
education and LEP populations are growing and deselVe much
more of their attention as they prepare teachers.
Finally, I urge colleges and universities to develop much stronger
1/4/01
�Sepe 15, 1998 ~- The Challenge for America: A High Quality Teacher in Every CI.ssroo",. Page 7 of 10
links with local schools. The EI Paso school district, which we
feature in our report "Promis1~gf'ractices." has dramatically
improved its test scores by working hand-in-hand with the
University of Texas in EI Paso to improve teacher education.
•
Challenges to State Government and Local School
. Districts
State governments and local school districts have a powerful role
to play in reshaping the teaching profession.
This is why I challenge every state to create a demanding but
flexible certification process. Becoming a teacher should not be an
endurance test that requires future teachers to overcome a
bureaucratic maze of hoops and paperwork.
I believe a much stronger focus should be placed on assessing
the knowledge and skills of future teachers however they got
them. This is why I support rigorous alternative pathways to
teaching which can be so helpful in recruiting mid-career
professionals to the teaching profession.
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I challenge every slate to eliminate the practice of granting
emergency licenses within the next five years. You cannot set
standards and then immediately discard them when the need for
another warm body arises. New York State has laken the lead in .•.
,. doing away with emergency licenses and other states should
. follow this good example:"
,- ''/'•.
At the same time, we cannot challenge high poverty schools to
raise their standards and then shortchange them by doing nothing
to help them recruit the best teachers. This is why we are pushing
the CO:1gress to pass our strong teacher recruitment initiative. At
the same time, our nation's urban areas have to do their part as
well. Outdated hiring practices sometimes seem to be the reason
that they are losing good candidates for teaching positions to
subui6'~ntschool tllstricts.
State and local school districts must also end the practice of
teaching "out of f,eld." (Over 30% of all math teachers. for
exampte. are now teaching out of field.) I betieve that every
teacher. at a minimum, should have a minor in the subject that
they teach.
•
I cannot even begin to tell you how baffled foreign education
ministers are who visit me when I explain our unusual habit of
. allowing teachers to teach "out of field."
Incentives for Veteran Teachers
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�Sept 15. }998 .. ~ The Challenge for America: A High Quality Teacher in Every ClassroOJ."" Page g of I()
As we seek to raise standards for our students, we need to work
much harder at giving veteran teachers the opportunity to keep on
teaming. Current professional development courses with their
emphasis on workshops that put a premium on "seat time" really
need to become a thing of the past
•
We are developing more and more evidence that school districts
that invest in quality professional development for their teachers
see positive results in the classroom. The good work of Tony
Alvarado in District 2 in New York City, who made sure learning
new skills was an everyday experience for his teachers is a
wonderful national model,
We need other incentives as well, The current system of providing
salary increases (or credits earned seems flawed. There is often
no connection between the credils earned by a teacher and what
he or she actually teaches in the classroom. And, there IS litlle
incentive to encourage teachers to gain more knowledge or
improve speCific skills for their classrooms. Excellence, in a word,
is not rewarded,
••••
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Only 14 states, f«r example, currently provide salary supplements
to those teachers who set out to become master teachers through
, the National Board Certification process. As a result many of the
, best teachers leave the classroom 10 get a bigger paych'eck as a
school ~dminislrator.
,teachers le.ave the classroom to get.!! bigger paycheck as a
administrator.
"
~'~"school
This is why I ask states and local school districts to take a good
look at a new and developing concept called "knowledge and skill
based pay." Put sirnply, teachers are paid extra for new skills and
knowledge they acquire. Teachers under this system get
rewarded for specific skills and knowledge that help a school
reach its own established goals.
.
Now, a word about teacher salaries. As I have said many times
before, we cannot expect to get good teachers on the cheap.
Mary Beth Blegen, the national teacher of the year in 1996,'was
being paid a $36,000 salary with 30 years of expelience -- a
fraction of what she deserved -" and what other professionals
expect after years in service.
•
If we are going to entice more Americans to enter teaching we
need to offer them fair and competitive salaries. And, if we are
going to ask teachers to meet new and demanding standards we .
also need to pay them for their effort
States like Connecticut and North Carolina have had the good
114/0 I
�Sept 15, 1998 ~- The Challenge for America: A High Quality Teacher in Every etaS.STOOL" Page 9 of 10
sense to raise standards for teachers and raise salaries at the
same hme. The results in the classroom are promising. I believe
every state would be wise to follow their good example.
•
If we really want 10 recruit and retain good teachers we need 10 let
them teach in first class school buildings. What kind of message
do we send our children and our teachers when we ask Ihem to
. go to a run down school building just a mile down the road from
an immaculate prison? President Clinton has proposed a very
strong school construction inttialive. Congress needs to get off the
dime and pass it
In this speech, I have challenged many different groups to come
forward and join a national partnership for excellence in teaching.
It seems appropriate to end my remarks by taking a moment to
talk to America's teachers. You are the heart and soul of the
renaissance of Amencan education. As I travel throughout the
country, I have the opportunity to meet many of you. Each time I
am struck by how important, yet how difficult, your job is.
As teachers, you are being asked to know more and do more than
•
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,.
"
):
ever before. Please continue your good work and go out of your
way to recruit n~w teachers. Let others know the joy you get from
teaching. Help the st,uggling teacher to improve -- and help to
counsel out of the profession those who cannot And make the
effort to measure:yo.urselves ~gainst the best.
I endnq,!.wi!h a,9uO!eJcom,an old friend.of minefwrl] South
Carolina; thewriter.i',at.Conroy. This quote is from his novel
Prince of Tides. In this passage, Tom, a teacher who is the main
character of the book is asked why he chose to "sell himself short"
when he was so talented and could have done anything in his life.
-.
Tom's reply goes like this, " There's no word in the tanguage that I
revere more than 'leacher," None. "My heart sings" he says,
"when a kid refers to me as his teacher and it always has, I've
honored myself and the entire family f)f man hy becoming a
teacher."
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With that I thank all teachers on behalf of the American people.
Thank you.
•
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�Sept. J5, J998 -- The Challenge for America: A High Quality Teacher in Every Classrn,,,: Page J0 of J0
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Br:efing on _H~Qffjce. for Civil Bights t--tLipr is::;ues
for Secretary Richard W. Riley
January 23, 1993"
Introduction - The Office for Civil Rights (OCR) is a law enforcement agency charged v,1th
protecting the rights of students to an equal educational opportunity without regard to race,
color. national origin. sex, age Or disabl1hy. In enforcing the laws, OCR investigates
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discrimi,nmion compiainls; conducts self-initiated compHance reviews; and provides technical
assistance (TA) to help schools and colleges voluntarily comply with the laws and to inform
people of their rights. OCR cOnllflues to face major challenges in carrying oul il~ important
mission .
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A.
J\1:ijot' Chnll~)H!es ilnd OpP0l1tlllitics
Challen:;:;cs
1. Conmlaint RN'ciIlIS . Disc:il)iln3tioli compialnts has increase.d 125 percent since
1987, Last year, 4,432 were filed, the highest in OCR's history, and the caseload
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shows no signs of abating. We project over 5,500 comphiints by 1994. fIW:.t- ~,...."'" I.', _J..,;~""lp,y "
2. glld:::.e! ~ There has been a lack of ad~quate fiscal and staff resources to keep up n ... '\li ...,......
\vilh the complaint workload. OCR's slarr cei:ing remained a1 820 from 1987-1991.
. This resllhed in few substantive OCR-initiated compiiance reviews and a marked
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decli:1e in TA.
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B. Qpfl(}f1nni1ies
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I. NbTIONAl, ENFORCElIlENT STRATIiG)'c, To' effec!iI:ely~u,ti1ize its ever
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decrt~asing discretionary resources, OCR,has app!i.ed:~1ral.egi.ciP,!<!-~n!ng to identify·
priorily lsslJes, Thus, self-iriltiatt..d compliance revie~'s and TA foc't.ls on the NES
iss:Jes. The selection of the NES issues pr.ovid~;?tn imp~f~nJ.qp.p'of..tlJni.lY for the
Secretary and the Assistant Secretary to further:t!~eir C:ducatj9na,~ jgqaJs and priorities.
2. Educating Limi1t~d English Proficient Sh!drnt,':r:-_,QCR issued an
Enforcement POlicy Update in September 1991' and the clar:fication allowed OCR to
conduct 28 compliance reviews in 1991 and 1992, and 28 new reviews are planned in
1993. This would aCCOtl111 for 30 perc~nt of all 1993 compliance reviews ...... A model
prcst"ntation was developed for TA activity; a pamphlel was issued last week ~nd is
being rep:'irncd in Span:sh. We are conducting one joir.! complIance review with
Justice and are considering others. Possibility for continuing joint efforts is high.
3. Vocalional Edncutton ~ OCR has established a firm basis for a cooper'"dt'i>,:~ I '.
working reiationship for furthering vocational education with each state through~ .
agreements, Methods of Administration (MOA).We need to determine whether minority,
and women a~d the qualified disabled are a~Je to achieve admittance to technical and
industrial education program and to apprenticeshiv, tmill-ins.: P~ssi~ility for joint efforts
. wilh Labor Department is high. £u..\ P,.~I c<;;.....;t Ci "K~":""'~l"~ ~.., -M" t:0b • ..
.' 4. Radiil Harassment and Connict Resolution· Wi!! discuss further under pending
guidance. Opportuaity exists to clarify polky on this important lssue and to provide
leadership in the natior. on this growing problem.
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5, Sexual Hal·ns...:;melll - We are seelllg heightened public concern over the
extensiveness of this problem. One example is a well publicized complaint against
the Eden Prairie Schools (Minn,). The complainant made a recent guest appearance
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on the SaJy Jessy Raphael'Ul.lk show. Compliance Sl2.:;dards are being drafted for
E&S; updated policy is being drafted for PS. Opportunityexis.s for issuing these
documents. ~ rtl.~...;..3[~.:......t ..,..., oJ:L-~
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6, ~ender Equity· Title ~X has helped briryg profound cha;1ges in American
education and improved educatior.al opportunities for millions of female students.
Yel, gender equity issues remain. OCR will be offerio£ extensive TA :0 address
underrepresentation of and improve the interest and achievement of female students in
math and science.. In Intercollegiate Athletlcs, the NCAA has convened a Task
Force, on which OCR is an advisory member, to address the question of what :s a
fal: measurement of gender equity. z.o"';'L f....-.( ~ ~ ""f,£.~ /£ vy",J,.. ~I r~1..""
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Maiof Pendine R('jiubtliQUS and Policy G\lidan{'~
A. Aee Resmlation ~ Final regulation transmitted to O.t..1B on December 17, 1992. ED is
trying 10 resolve OMB's concerns; ED aiso was seeking exceptio;') to existing moratorium
on Federal regulations since regulation does nol impede economic growth. This:s now'
moot since Pres;dent Clinton has. rescinding !he order. OCR contiwJcs to enforce Age
Discrimination Act undt[ the 1979 governll1cntwide regt;iatio!l.
B. Rfirc.-I~as{~d Schotarshiu? - At issue is whetl1i.~r ED should publish policy on ·student
financial aid designated exclusiveJy for members of a pani9ul,ar raci.ai or ~~hnicgr<?up,
'Propused policy guidance. issued ori December to, J99}, is viewed by high'er(education
community as restrictive. Citizen's'Comm:ssion (In:Civil' Rights is:urglng :the ·President'to,,·
reverse the propqsed policy and return to the former siwation. "Congress.'has' cOJriraiskioned
{j GAO Report on the general wpic."-· ' ; , " , '
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C. AhHitv Grollpine ~ OCR de";'eJoped 'Policv guida.1ce becat:£se"ofiihetlarge>n'umbebrif ,'" ,
racially identifia,ble classes in school district~ ;alionwide. 11le 'issue"js;sensjtive~beCauSe of
the debate within the educational community whether ability grouping an educa:ionalIy
sound st:<llegy. OCR is reviewing co:npleted compliance reviews to respond to concerns
raised by other ED corr.poncnts when reviewing the draft policy,
D. Racifll HaHls,-.;ment - Issuance of final guidance was delayed to allow us to review the
1992 Supreme COllrt decision in R.A. V, v, Cjtv of St Paul and the effect of First
Amendment considerations on the draft policy. OCR's draft guidance is not directed at
COOleot of speech, OCR currently is negotiatir,g with Centinela Valley Sehool District (In
So. Central LA.), which we found to have subjected students and employees to a racially
. hostile enviro!:mem in contravention of TitleVL Continuation ofTA promises to help
prevent incidents at all school levels. Recently, an anti·radal harassment poster was sent to
the 100 largest school districts and a similar poster will be sent to colleges. We have
instituted a -rapid response system to intef"l.'ene where major incidents ate reported in the
press and are :mplementing a new MOU wilh DOl to coordinate yolunt.1I); resolution of
racial Incidents. A TA do:.-:umenr is now avaiiable to help schools learn of effective
programs a.jd strategies 10 address racial and ethnic conflict and a monograph reporting on
a Roundtable OCR hOSled for experts in conflict manageme'nt and prejudice reduction was
published on Tuesday, January 19. Opportunity eXIsts to clarify policy.
E. Standards of Reriew - Higher Education Desegregation ~ Supreme Court decision in
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June ]992 articulated standards for stales required to desegregate their higher education
"systems. Decision \\'"lJ] impact on fOlfr S1l!.:es that OCR is now evaluating -- KentuCky,
Maryland, Pennsylvania, and Texas.
III.
A.
Mitior Le:;'11 Acti$H1s; High lnleresl OCR Cases; Granl C"cles
coun
Actions
1. fodhercsky v. KirwllO - The issue is whether ED sbould participate as ·an amicus
in this case; which concerns whelher the University of Maryland can establish
Banncker Scholarships restricted to African American st'udents as a valid
desegregation measure.
"2. W:lshinj.!tQu Legal FOllndntljlll v. Alexllnder ~ Appella:1ts sought declaratory
judgment 1hat Title VI prohibits recipients from awarding or administering race
exclus:ve scholarships and an injl.ln::!ion rcq'Jiring ED to es~abJish a nationwide
program to enforce a prohibition against such scholarships. D;strict COtlft dismissed
case and appellants filed appeal. Oral argument was held on December 11, 1992,
befoft: U.S. CO!l:":
Appeals for lhe Districi of Columbia.
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Administralive Actions
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I. Chklli:O P~lblic Schools· Chicago has failed io meel terms of a stay and a'
settlement :0 en:'lurc disa':lled students are evaluated, properly p:ace and re~c\'ahJ~te~ .., ., .. :
The number oi unserved students is large and a major proportion are min9t:!tY ,\._' ", '; .::;_.,
shldents. The stay on the administrative prqc~tX!.i!lgs for fur:d It:rmil}ai~oQ,,~~s~~r<~en~~,.',,~'''':':.;~::.' ".J
lined. We must decide whether to conlinw:: p'roc-e~din'g to fund terminal~~11 .<.t~,d, ,~'. ::," :~.':.;
imposing a deferral on new funds to Chicago" .
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Hif,:,h '"lerCSI OCR Cases
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1. i~7 (New Ym'k ClIvi The issue i~-\... heth~r classroom f~r ~,:,;u;fjsk:'~"sii;(fciti§~:·':',·'r.",
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containing only minor!ly boys is legaL Case is complicated and pending O\~er
and likely to generate press attention when LOF issued.
2. Egu:11 Oppm11'IIity in Postseconrinrv Admissions ~'The;e are 14 pending cases
involving affirma:ive action admissions programs or admissions of Asian Americans.
LOF's were issued in compliance review oi Harvard, UCLA (Graduate), and UC at
.Berkeley Schooi of
(Boall Hall).
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D:' Grnnt Cydcs n~:1a1:net SchO(")ts ~ OCR must certify that an applicant has an approved
desegregation plat1 containing an acceptable magnet school compOnent and i~ likely to carry
out the nondiscr:mination assurances submitlec in its applications. OCR expects 10 review
130 applicant school districts, which OESE wlH forward around March 1,
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IV.
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,Admini(.,1ri11ivt~
and Personnel
CQm:t~rns
A. SES - (lCR has the ~ proportion of employees in the OM and SES series; OCR
has aboHt 20 percent of Ed employees bu has only 3 percent of SES positions (3 SES
positions); allocation of,SES POSillOr1S to OCR is inequitable when ':::vmpared with other
ED components,
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v.
A,
1993
Bud~
- $56.4 million and 867 positions (current FIE
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858)
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B. 1294 ED !lud""1 Reg ..
-$66.7 million and 902 posi'ions (35 additional positions).
Proposes an OCR field office in Los AngeJes - high number of complaints in Sou~hern
California - 70 percent of-California':; minority students reside in southern California -
'desirability of a Federal civil rights presence
B. ErO Complainls - While abcllH 20 percent of ED's total staff, OCR accounts for'40
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percent of the EEO cases.. .
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l~EMORANDUM
January 15 . 1993
TO:
FROM,
David S. 'Illtel
RE:
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Governor Richard
through MarQaret Mcltenna
Office for Civil Rights
Ril~1
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The briefinq book prepated by the Transition staff
identifies the *hot button- civil tights issues that you will
face during your first few months in office. This memorandum
focuses O~ lon~er range civil rights issues that will require
,your a~tention and the attention of the Assis~ant Secretary for
Civil Rights.
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~he ~emorandum
is divided into three sections:
, "policy"i,ssues; internal OCR manaQementi and inter-governmental
._p.<_"r~l~j;;,o_r:s" ~
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PQLIC)~
ISSUES
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A,
Higher Education
amLK-~2
Desegregation
As fl result of last June's Supreme Court decision' in
U,S. v. lordlc~, OCR will have to review the desegregation
status of the hi:J.!ier education ~ystems Of. Texas , Maryland,
pennsylvania and Xentucky. other soutbern states may also have
to be reviewed. These reviews will· raise e%trernely difficult
and politically' sensitive questions l including the future of
historically black colleges and universities. The Department
of Education has....·ts :lUeo fie.' policies interpreting Fordice or
indicating how it'will be appli~d.
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At the same time. bUhdreds of school districts
throughout the 'COl,lntry continue to operate under desegregation
plans ne90t~ated by OCR in the 1970's. ~st school districts,
however. co net know whether they remain subject to such plans
or what their obligations are under th~M. and OCR has provided
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A high priority for OCR should De tbe development of
legally and educationally sound policies to govern the
continued desegregatlon process at both the K-12 and higher
education levels,
'l'hes,e POlicies should
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be developed jointly with the Justice Oepartment
which has four Fordiee cases of its own as well
as hundreds of school districts under court order;
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be developed in close consultation
range of civil rights and education
~ith
a broad
orqanlzations. In this rcgardl the Secretary
should consider invoking the Alternative Pispute
Resolution Act which authorizes the use of
mediation in the development of federal policies
and regulations;
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require that K-12 and higher education
desegregation plans improve educational
o~po:rtunitie's for :ninority studentst as well as
promote desegregation. '!ncluding educational
pr¢Qtams in desegre;ation plans is well supported
in the case l~w and will enable OCR's
d&segregation efforts to be linked to the
.. Administration' 5 scr.ool reform agenda:; and
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';i~. the case of FQt:(Us::e, e~plore the possibility
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of'"providing financial assistance to help the
'states comply. 'the Emergency School A.id Act made
such funds available in the 1970's to
.desegregating school systems,..and. the argument
for'post-FQrdice higher education funding is just
as 'powerful today.
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Rf.H;e.... Sensitive PrDgrams
School districts; colleges"and universities oper'ate a
variety of race-sensitive pl'~;,rarns that present difficult
constitutional and Title VI issues. Minority scholarships are
just one example~ there are also affirmative action plans,
faculty desegregation pro9rarns, mag~et SChools and
majority-minority trans:fer--o::oqrams~ _. Recent: Supreme Court
decisions have altered the l~'gal' stal~da-rds· applicable to such
programs, but OCR has provided educational institutions with
~~solutelY no guiQanee.
OCR shoul~ proceeO ex?e~itiously to
lssue such guieance which shoule be aevalopa~ joir.tly with the
austice Departttent and in close cooperation with civil rights
and education organizations, possibly through the procedures of
the Alternative Dispute Resolution Act.
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c.
Other Policy Issues
Many other Title VI, as well as Title IX and Section
504 issues, apparently remain unresolve:3 by OCR. This is
unfortunate because clear policy guidance is critical to the
effectiveness of the. civil rights statutes enforced by OCR
since they depend heavily on voluntary compliance. The
Secretary should direct OCR to produce an inventory of
unreso·lved policy issues and a schedule for resolving them in
order of priority. This entire process should be undertaken in
broad consultation with civil tights groups, education
organizations· and other relevant federal agencies.
II.
A.
OCR MANAGEMENT ISSUES
Complaint 'Processing
1.
Timetrames
After the Adams litigation was dismissed in
the late 1980's, OCR apparently abandoned the use of
timeframes, This is ridiculous; whether the Adams tirneframes
were the correct ones
-rio"t.... ft' make"s' no sense to. run a
complaint processing agenc·y w·ithout timeframes, The secretary
should oirect OCR to develo'p ·.them·· expeditiously. Once'
developed~ they should 'be mc:mi"tored by the Assistant Secretary
for Management; the :Secretary.:·needs·' to' be sure that those· who
believe they have been dis·crIminated against get an exp.editious
resolution of their complaints: and, that school districts',··:
colleges and universities ·are .:not: subjected to endless' "·and
unnecessari ly expensi ve.. in"v"est"i'gat-ions. "Justice delayed is
Justice denied, .... and this applies to both the complainant and
the education· institu·tion.
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2.
Other Complaint
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Other aspects of OCR.' S complaint processing
require careful review to be sure they are cost-effective. For
example: is OCR limiting complaint· investigations to the issue
raised by the complainant and lIvoiainQ'·'~,~p.aI1a.ing,.'complaint
investigations into compliance reviews (lie..e. 'sub-1r B. b21ow)?
Is OCR trying to resolve complaints informally by mediation
before initiating investigations?
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B.
Compliance
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Revie~s
Compliance reviews give OCR the biggest bang for its
buck; compliance reviews ate ~uch more likely tban complaint
investigations to uncover violations of civil =i~hts laws. For
that reason, the Secretary should review OCR's proce~ures for
se:ecting compliance' reviews to he sure they are targeting the
most critical equity issues in education. aow, for example~ is
OCR deciding which issues to review ar.d which institutions to
investigafe? Ar.e compliance reviews foeusi:l.9 on issues not
raised in complaint investigations? Are its decisions
supported by caretul research, anc is it consulting civil
rights and education institutions?
At the elementary and secondary levell the Secretary
should determine whethet the school districts' survey is
conducted frequently enou9h, and wbether its sampling
techniques are'aaequate. Does the survey ask the ri9ht
questions, and is OCR e£fectively·usinq its results to target
issues and identify' institutions to be review'ed7 Should other
surveys be conducted?
c.
Other Management lssu~s that Relate to Botll
Complajnt PrQcessinc end CQmpliance Reviews
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Is it a:ppropriatef,lfor"OCR ,;to resolve
complaint and compliance review .matters ,.:af.ter',r·,the' investigation
but before the Letter of Findings is'i'ssl.4$<l?':·Thi·s practice,
which was apparently' adopted "in ~.the~1980 ~,s~.;is"controver~ial. '.
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Does OCR have: I:adequate ~'guali ty ,control
prooedurea in place? Is it hirir.g~the~ri9ht people; and is it
training them effectively?· _.Doe~..:i~:r.ay.e'.procedures to ensure
t:hat the r.esults' of complaint inves:'igations !and compliance
reviews are consistent with legal 'standards?
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3.
he OCR doing everything it can'to~bring
abOut vol~ntary complianoe with the civil rights laws ~~
enforces? Is it. for example] provi~ing ceehnical assistance
to recipients of Department funds and does it conduct any
public information activities?
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How is" OCR reporting its effective~uss~ag
an agency? Traditionally. it measures its success b? how many
complaints and compliance reviews it conducts~ The agency,
however. would be more effective an~ its political support
enhanced if it went beyond these process measures and re?orted
its effectiveness in terms of its accomplishments for victims
of ~iscri~ination_ The Secretary Should direct it to develop
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internal dat6 collection sys~ems that enable it to report I for
the number of han~icapped children it helped. the
extent to which it improved athletic opportunities for girls
example~
and women, the number of rr,inority children removed from
segregated settings, etc.
,A.
~partment
of Educat!on
OCR should not be viewed as the only agency within the
Department that is responsible for ens~rin9 that recipients of
Pepartment funds comp~y with the civil rights laws. Every
Assisttlnt Secretary should be responsible "for, ensuring civil
rights complia~ce~ and the Assistant secretary for Civil Riqhts
ShOUld bn respcnsible for workin;, with the othet Assistant
Secretaries to develop proce~ures to correct civil rights
proble:ns duritis! the' grant-making stage. It is easier and less
controversial to correct a civil rights deficiency before a
grant is made than to terminate funds later.
B.
Ot.he.Llede:al Goyernment Agencies
The Civil RiQhts Division of the Juscice -Department
has government-wide Ti tie VI coordinating:·,r'esponsi-hflfty.·
Other agencies also 'have civil rights compl'iance"j p'ro,grams',' and
several. such as lUiS, HUD, Transportation and' L!nbor',,- furia.· ~
pro9rams that, if properly 'c'oOtCiinated' withl}edudat-i'on<~ :.~"''''''''''' '
institutions, can help facilitate civil rit;Jhts1 comp,l'iance. ' The
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Secretary should work. with the sec.:reta:ti'esf of~,these··.. ,o,ther, .J.; ,'~
departments to ensure ;that'.all relevant':'clvi'l~lrightst',pro~rams
are effectively coordinated.
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State Agencies
All sta~es have civil rights compliance programs, bu~·
most are ineffective. OCR should worA wi't:h the states to hel'tl'
strengthen their civil rights programs ana develop incentives~
to encourage them to do so~ Enlistin9 the' aid of the states
:wil1 greatly enhance the effectiveness Of federal civil rights
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laws because OCR does not and never will' have the resources it -~, .. "
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. needs to resolve every complaint of discr!mination. A'lso,
resolving civil rights problems at th& state leval can
.sometimes be more effective and less controversial than at the
federal level.
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MEMORANDUM
TO:
Governor Riley
FROM:
Gordon M.
DATE:
January 17,
RE:
Comment about the Education Department - Qmce of Civil RigOls (OCR)
by Cindy Brown, former Director of the Office in the Carler Administration
Amb'Ch~
19r
Att.<:hed is a very thoughtful and important set of observations about the OCR by
Cindy Brown. Cindy has worked with CCSSO for seven years. She was the second Director
of OCR, succeeding David Tatel during the Carter Administration.
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I recommend you review Cindy's comments in relation to your plans for the Office
and, especially, for your determination on the Assistant Secretary for that, om~e ..
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Billy Webster
.Terry Peterson
Attachment
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COCNCIL OF CHIEF STATE SCHOOL OFFICERS
TO:
FROM:
Secretary-Designate Richard Riley
Cynthia G. Bro'Yo'l1
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Director. Resource Center on Educa~ional Equity
Council of Chief State School Officers
RE:
DATE:
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Mission and Operatio~ of the Office for Civil
the u.s~ Departme~t of Educa~ion
Righ~s
in
January 14, 1993 ,
As yO'..J know, the precursor of today"s Office fo:::- Civil
Rights (OCR) was created in 1965 to initiate enforcement of Title
VI of the Civil Rights Act of 1964. Its prim?-ry work ..throughout
the 1960's was to promote southern desegregat'i'Oil·-as,:re@ired by
law.
By the end of the 19705,
its missio'Iy<tia(:f"'expanded:':~f'o the
er:.for?e~ent. of ,laws ~ode17~.. ~~J,te:;- ..,!,i;:~_~, :~~.-:~~fl~~_~i:?ii~~J.·('·~,~,.,.
dl.scrl.m].nat~on
an the b,asl.s of gender,
dl.s~l:.p.:ll~Y·, '·.~.n,d.,,?i.g_e. ,as
'Well as additional targets ,of discrimination',:'cin;;,the' .~hasr:i::of
race, colo= ( and nationa:i ,~rigin .. ' .'.~~t~;:::~,,;~,;~,,:,,:: ;;,~.~i/~':::::I~;~"'~~~c,~':~ ••••
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OCR has a proud history and its actions.pa~e ,resul~ed in
substantially ir,proved education for America's students froin
preschool through the postsecondary level~ But i~s =ecent
history is shameful~ Lack of poli4,:;ical \r,I'ill to enfo!.'ce c~vil ",
rights laws over ,the past 12 years is 'the most visible probletl. ' '"'.
However, OCR I S operational shortcomings also severely undernine /
its abili~y to carry out its primary law enforcement mission and
to lead in developing an appropriate federal equi~y agenda for
the next century., These short90mings have roots preceding the "'--'''':1';
Reagan Administration. And many long time civil rights
advocates, like myself, must take SOme responsibility for shaping
OCR in a way that has little relevance to the equity challenges
faced today by too many of Aroerica 1 s young people.
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Below is a brief listing and discussion of OCR problem areas
and a beginning list of procedural and substantive
,recommendations for resolving them. As you will see, I believe
OCR needs a major overhaul that must be undertaken at a time of
increased pressure for ~Jick action on,numerous equity grievances"
that have built up over many yea=s of national ina~tention. 7his
is a daunting challenge.
Prt'lJ.lj(-ft! Rill HOr.<IC. C.JH"n'i~ $~i"""ri""~lkklli "o' r"r.;;,' hN'U<""'Tj • Prl',;dl'!ll f-:lrcl ;"L.-\~' ;). 7r.1OftGA'" ~~\\ :,jn,c'" Svr.'r'''c,)(,,'!l! 0' 1'.>1>11(' lit'IU!1 ';I~l '
"itt I'r~';(!r~: \\ EII.r-:i:.'l HOGEr,S, C~(lr~;" ~~l1tOrof~,1(k111 "I ;',-:"",1, ' n;tt'rlur,~ ~OBE.R7 E. iJ/,RTMA"'. Mi"t;1I1i (,,'m\1''',.m,r (,1 E.(!v,'.,!i,~, • JCf):n·' .-\.
fIlLL~:\C:S, W,"~);n~I(lll Sur--:r;I~I~:~!~PI Hi F~1>Ii(' II1'~t~nj'~l' flEn" CASTO'<. 1"1,.;,',. C"'TTm",j,,,,~, ,,) £t',,,·,'I'(l'l· \\';U.lA,\j L U':I'l.l:Y, h",:, 1)0",."" pI
&:Ll';lIino • HEN" Y R, \;l,k0Cl\m, W",) \'ir;'·;01~ S"IICrII!I('mkm (II Sch"~:h' EUGEKE T. l'A5LO\'. :--,;,.\-,,J., S"r~l\JlUmc.J,:nl ull'"r..ic 11I>l;U,li"l1
r:\l'tull'"'Ii;r~(,lur GORD()~ M. ,>,:>.HlAC!1
�•
Furthermore, as you well know, there is growing consensus
about the national need to address vigorouslY the well
documented, severe, complex, and often seemingly intractable
inequit:ies in student outcomes. OCR should playa major role in
the Department's strategy to address inequity, at 'a minimum
helping to "level the playing field" so .that extra federal and
state resources can be truly supplemental for those youngsters
with extra educational needs. Finally, OCR should assist in the
discussion of equity in all new federal education initiatives,
e.g. the development of 'tdelivery standards" and measurement .
tools.
I would welcome the opportunity to discuss these matters in
more detail with you and your staff.
OCR Operational Problems
1)
Becaus-e of its extraordinarily heavy focus on complaint
investigations, OCR efforts are directed primarily to
middle-income rather than low-income victims of
discrimination.
Most of OCR's enforcement activities are in response to
written complaints of discrimination. The majority of
complaints concern individual victims, aryd the ~ajoritY~~r
allege discrimination on the basis of disabi~i:ty .., ,~!.1.9st;. 'I"'
compla'int writers are middle-income people" wi ~~:-', ~,~,":;".:" ~ :;:':"~ .:
knowledge of their rights and their children's' right"s;, t!' '
with sufficient education:',tc? ,compose' ~ lett:.er';:i.:wi:t:-h:-:·.~~i,f' ?":,,_.
English-speaking and wri tAng ability,. and ,wi thoil?ni?~gh" ."o_.:.'~:
security to risk psych9~~gi~{3-l pressure or:':'possibi.yi~'J'i:,:.(!;:.~, "
overt retaliation.
:';,;'.. 1-':;-' '"": •
!~~ '::J;4'~;' it '.'-!."::.t,:,~:;!;~ ,:'
•
,0,
•• ",I '-.
2)
•• :;_ • '
OCR virtually ignores, i. e. does not inves~igate~;"; ..-" ~, ',; ,'.'.
instances of discrimination that harm large classes'or
groups of children. Such discrimination has been well
documented in the popular media and by researchers.
Jonathan Kozol's Savage Inequalities is only the most
publicized of numerous reports on education inequities.
3)
4)
•
OCR is structurally obsolete, in th~t it virtually
excludes a state. role, rather than fo~ing aeep (not
paper)'· state partnerships in the achievement of federal
equity goals.
OCR does not provide adequate legal policy guidance to
the Department grantees charged with obeying the laws
OCR enforces. What little guidance OCR provides is
never timely. Guidance is desperately needed, for
example, about both postsecondary and elementary and
secondary education desegregation requirements under
current ·law.
o,T";>
2
�...
.
.."
-----~
•
5)
...,.,.
OCR 'fails to engage in regular internal study, policy
renewal, research and
s~aff develop~ent
about national
educational goals strategies and new unde~standin9s
about the nature of student learning and sc~ool (and
-other institutional) crganization~ Deep understand:ng
of these issues is central to,the national ~ffort to
achieve high educational outcomes for all students -
the crUx of equity. OCR historically has had little,
if any, voice in the identification and development of
federal education goals , objectives, and'implementation
1
I
strategies.
6)
7)
, ,
......,
t~
.
OCR concentrates on narrow litigation strategies,
rather than multi-strategy approaches that: use various
kinds of technical assistance methods or dispute
resolu~ion techniques to encourage voluntary civil
rights compliance.
8)
,,,.-10
Despite the constant change in legal rulings and
research knowledge directly related to equity issues,
OCR has no regular training program for its own
eKployees, le~ alone other employees of the Department
or its grantees, all of whom would gain from training
about civil rights responsibilities. '
OCR is charged with responsibilities that overlap with
",
and'duplicate other federal agencies inside and outside .': c::, ,'.,
.. ' ,';'..':
of ~he Department of Education.
......... , t '. >" •.1" .;".
.' r .....' _;~~:;::"'"
'this is especially co:cunon with regard',to allegations "O:f '--""·.i;-:·_;:'
discrimination against disabled school-,. chi1.dren(
. . . . ·,;;,.;-.{f"lt~;;L;~-_. ~
pr.ohibi ted under both Section 50'4,,,;of'- the" }{ehabilitation ".:;?,,~ J v;~d- - I~
•
Act of 1973 and the Individuals with Disabilit.ies
,.,'
Educat.ion Act (IDEA). There are also duplication
'...:
issues concerning complaints of employment
discrimination .
~.
~,
.
"0."
k , ..
.,
OCR
Imn'rovement Steps
If the Depart~ent of Ed~cat~on is to lead in the national
e..'ffort t.o Jprovide an equitable education resulting in high
'"
I
.'
..
.
•
pe.•.: formant.:e outcomes for all studen~s, the role of OCR 1n
contributing to this goal must be totally ·reconcept~alized. A
new policy co~text and administrative fra~ework is needed in the
federal ~ffort to enforce civil rights laws.
~
You and the new Assistant Secretary for civil Rights should
lead the reconceptualization initiative~
It.should be undertaken
through a formal and extensive public discussion among
•
representatives of organizations concerned with protection for
victims of discrimination, inst~tutions obligated to comply with
civil rights laws, experts f::::-Olil 1a"" and educational research'/" and
3
�,
.~
."
•
other interested parties. Though it will make this effort more
difficult, the reconceptualization and change process for OCR
will have to occur simultaneously with efforts to reinvigorate
its current mission.
Below are my initial additional
in' OCR.
1)
2)
. ..
_.",
. . 3)
recommendation~
for change
OCR needs to systematically identify and examine, with
the help of outside experts,· the most severe and
extensive examples of education inequities in this
country, determine its authority to address them
(applying new, creative approaches, if necessary),
establish priorities among them, and initiate an
appropriate enforcement program .
. OCR must establish a fir'st-rate legal policy guidance
system, technical assistance program, and staff
training operation. The design of the enhanced
technical assistance' program should be'undertaken in
conjunction with a department-wide examination and
integrated application of equity-related technical
assistance programs.
OCR should establish, on an experimental basis
initially, a voluntary federal-state partnership in
civil rights enforcement. Elements of this partnership
should include:
'"
',..
formal agreements to engage in compliance and
enforcement. activities, including resolution lot.
complaints referred by OCR, that are voluht"ary',"
'individually tailored, legally binding, and'
mutually renewable every few years;
....
· financial and other incentives that build upon
and encourage new state equity programs;
.~~
· strong accountability and quality control
measures that assure the civil rights of all
indi yiduals and groups are fully protected; and
: ;'1
~.
,r
•
• establishment of an OCR state relations unit to
work with its regional offices in negotiating,
implementing, monitoring, and evaluating the OCR
state agency agreements.
4)
•
Through appropriate regulatory action, you should
require the Office of Special Education and
Rehabilitation Services to accept referrals from OCR of
section 504 complaints that are also complaints under
IDEA .
4
�..
'
•
OCR sho'J.ld concentrate its own investigative activities
5)
on areas of serious inequity and cases that are vert
.complex r very expensive to investigate, and/or involve
co~plex legal iS5~es. It should substantially increase
the number of OCR-initiated
discrimina~ion
~nve5tigatiDns
of
against groups of children and other
individ:..:.als.
= must
nation
~at
end with a word about help for poor people. We are a
values jus~ice and ~ai~ess. Basic fairness requires
that all people
subjec~ ~o
illegal discrimination have their
problems addressed through established enforcerner.t" processes.
Middle-income as well as low-income people suffer discrimination.
But basic fairness also requires that enforcement of anti
discrimination requirements not favor one group .... - such as the
more knowledgeable, better educated, and fluent English-speaking
-- over-another. The current OCR operation shows such favoritism
and is least helpful ,to those with the most serious problems.
This lllust
•
change.
.'
"
'. ~;J' :'4
. ., .' '. ~
~::,.':{
.
'.
-,
..
•
•
5
...
'"
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Clinton Administration History Project
Creator
An entity primarily responsible for making the resource
Cinton Administration History Project
Council of Economic Advisers
Department of Commerce
Central Intelligence Agency
Department of the Interior
Department of Defense
Corporation for National Service
Council on Environmental Quality
Department of Justice
Domestic Policy Council
Department of Education
Department of Energy
Environmental Protection Agency
Federal Emergency Management Agency
General Services Administration
Small Business Administration
Social Security Administration
United States Agency for International Development
National Economic Council
Office of Management & Budget
Office of National Drug Control Policy
Office of Personnel Management
Office of Science & Technology Policy
Office of the Vice President
United States Trade Representative
Date
A point or period of time associated with an event in the lifecycle of the resource
1993-2001
Description
An account of the resource
<p>The Clinton Administration History Project describes in detail the accomplishments of President Clinton's Administration for the period 1993-2001. The records consist of the histories of 32 agencies or departments within the Executive Branch. In general, each organization associated with the Project submitted a narrative history along with supporting documents. These narrative accounts are primarily overviews of the various missions, special projects, and accomplishments of the agencies. The supplementary records include substantive memos, press releases, briefing papers, and publications illustrated with photos and charts.</p>
<p>Agencies:<br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Council+of+Economic+Advisers&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Council of Economic Advisers</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Central+Intelligence+Agency&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Central Intelligence Agency</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Commerce&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Commerce</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+the+Interior&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of the Interior</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Defense&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Defense</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Corporation+for+National+Service&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Corporation for National Service</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Council+on+Environmental+Quality&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Council on Environmental Quality</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Justice&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Justice</a><br /><a 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<a href="http://clinton.presidentiallibraries.us/items/show/36051">Collection Finding Aid</a>
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Clinton Presidential Records: White House Staff and Office Files
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1474 folders in 111 boxes
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[Education - Volume 3] [7]
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History of the Department of Education
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Text
•
. ESEA Roauthorization Q&As for M<..ting with Hill Starr·
(NOT FOR J)]STRIBUTlON)
1) \ViIJ the Department conso'idate existing [SEA programs or simplify pf'ograms?
• \\-'e are currently in the process of examining all ESEA progran1s h? determine their
effectiveness and their contribution 10 the mission of ESEA .: helping all children
reach high academic standards. OUf proposal wiH eliminate many of the small
programs and try to incorporate the goals of the small programs in~o other Titles,
where appropriate. We will work to consolidate andlor simplify where it makes sense
and fits with our vision - all children learning to high standards and closing the gap.
2) Can
)'OU
give an example of some of the small programs y~u arc eliminating?
• We have not received sign-of( from the Secretary on eliminating any programs at this
point.
2) \Ve hnc beard _he Secretary talk about '"rc..o;;fHmsible block grants,'" - do you ,
plan to put forth any "responsible block grants'"?
•
•
When the Secretary talks about responsible block' gr;Ults:; h~ re'iIli;, is talking about
simplifying programs where it makes good educationai
And, by a "block
grant," he does D0:1 mean ~noney out t? states with no'mission and'no accountability.
One example of a possibility that gives states flexibili1Y arid accountability. but
continues to send,a strong message about the need "[cir: work'ami reform 'in the area is
Teacher Quality, Currently, many of our ESEA Tilles 'include professional
'development as either an ailowable activity or re'q~iremen;':' Title I,' Title II. ~itle
HI, Title VII - we are examining what it might look like to provide funding for
professional development that would be available across Titles a~d programs, ~_.
sense.
•
•
,
,
.,.
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p--
a
• So again - the Secretary is interested in pushing us to think about how to get Stutes;
school districts, and schools to think about our various programs in ways that support
comprehensive reform. If consolidating some of our programs or set-asides withh,:.,.
Thies will help move forward an agenda of comprehensive reform than we will
.
support it.
3) Are you going to reauthoril..e Goals 2000 as a
no longer support it?
•
stand~alonc;
roU it into ESEA. or
• The President and the Secretary are commhted to supporting States as they complete
their work on the develupment of content and performance struldards. And, mOre
importantly, we want to make sure that we support States and Districts in their work
of getting standards into the classroom - making sure that teachers have the training
and tools they need to teach children to high standards and ensuring that schools
�..
,
•
receive
on~goipg support 10 reform and :evise !.heir curriculum to align vdth State
Standards.
• We are exploring several options for continu!ng s.tandards work - keeping a state~
based grant for standards - the follow-up grant to Goals 2000 - or doing this work
through a larger grant focused on teacher quality_ Either way - the Administration
will push for supporting States and Districts in the dc\'eJopmem of Standards and in
the hard work of getting standards into the classroom. Work on Standards will
continue to be central to our ESEA mission.
2) You stated that your four main themes are Equity, Teacher Qualit)', School
Em-ironments Conducive (0 Learning, and Choice & Innovation? How does this
look in legislaCion? "iill there be major new programs or will you highlight
these themes
the existing framework?
111ere wi!] he both - we are working on improving our existing pro{;;rums,
understanding where there are gaps and putting forward new ideas to support our
ongoing effort Under each theme. there will be provisions 10 support that theme,
For examplc, Equity encompasses Title 1, Migrant Education, lndian Education.
Homeless, etc.
. , ,
•
•
wlt~ln
• Major ncw pieces wm include a much greater emphasis on Teacher QUll!ity, more
opportunities for Public School Choice. and Early Childhood. '
:
...
"
• The changes that were made in 1994 were viewed by the field as the Jargest changes
in ESEA siJ)ce its inception in 1965. At the time, we wanted to put forth a tcn-ycar
authorization because \\'C knew that major change and reform taKes time, This
reauthorization is not staying with the "status quo," instead it is continuing and
building on the hardwwork at1d major changes that the Administration and the
Democrats put forth in 1994,
'.
2) One of the messnges that we are certainly getting from the \\'hite House is a real
hanl·Hned message of accountability - cutting off funding nfter a certain period
of time if schools do not sbu,,: results? Will ~'OU be proposing this type of bard~
lined accountability? And, how docs it fit with the accountability provisions
already in Tille I?
•
•
Accountability is a critical component of standards-based reform. but it cannot
eome without support for States, Districts, and ~chools to meet challenging
standards.
.
• We are working on improving the accountability.-system in Title I to meet the
following objec!ives:
'., '-
,
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<,
•
Objectives of an accountability s~'s1em under Title I:
The system includes ALL students and holds them all to the same set of challenging
slandards.
Title I schools nre held accountahle through the same system ~s other schools.
The system provides meaningful information to schools, parents and students about
student achievement.
The informatiDn generated by the system is used to impro\'e teaching and learning,
The system promotes conlinu~us improvement.
The system promotes a sense of responsibility among State staff, district personnel,
principals, teachers, and students.
The system includes rewards and interventions for'scbools based on student
pCrfOmlaflCe.
to
J) It sounds as though you still ha"f quite a bit of work (0 do finalize your
proposal. \\'hat type of ussuranCl'S can you give us that this bill will get up to the
Hill in carly 1999'!
•
opporf~nity to work' with you to set the agenda. While we have much to do, we have
also accomplished mueh and we are already in the process of writing specs on many
•
, '.
•
We know and respect that we have n. tight timeline and do not want to lose the
ofour programs. We win continue to push llnd sec carly 1999 as a real deadline.
.
�-,
•
Reautltorization Briefing ofSenate Sttif/ers
Monday, January 25.1999
Questions
• 'What is the Department's schedule for presenting its proposal? Is the Department meeting
with groups before receiving feedback from the Senate representatives? .
• How, if at nil, would the Department encoumge and support efforts under the National Board
fOf.Professional Teaching Standards at the locaJ and statc levels?
• \\'oat is the Department's plan for addressing out of field teachers? How will the
Department's initiative work? More importantly, how will the effort to remove out of field
. teachers affect ruml schools {given that the staffer believed most out of field teacher
placements are in rural schools)?
•
•
Vv'hat kind of assistance would the Department provide to school districts in providing
interim placements and other services to accolT'.modate special needs student populations?
How will the Department respond to the needs that a district may identify itself as having
(i.e, transportation needs)? \-Vhat is the Department's overall message to school districts
regarding how to deal with the costs associated \vith providing services such as interim
placements?
• Does any part of the legislation address ways 10 ensure that schools have access to funds for
school libraries. SInce Title VJ~ which is being considered for consolidation, is currently the
only place where school libraries are mentioned?
•
•
~
\\'hat are the criteria for need that the Department is planning to use for awarding funds
unlier the Safe and Drug Free Schools program?
~-'
•
•
'
How 'Win teacher recruitment be addressed? Is it restricted or limited to Title II?
" •.•• ' t ,
""
,
What h2$ lhr: Department heard from the different groups regarding Ed~Flex and initiatives,
suc~ as endi~g social promotion, that may be construed as the federal government telling the
locals what to'do?
•
,.
Senate Staffers Briefing. MOIL, 1125199 (page I)
�'
•
.
Comments
• Regarding the consolidation of'the Goals 2000 program, n staffer expressed :hat it would be
good for the Department to consider two key issues: (l) the political ane policy contexts of
the consolidation strategy (using "such sums as necessary" language needs to reflect that the
initiative, represents 3P. impro,'ed effort and ir:.creased commitment) and (2) the Department's
r~soning behind the three programs 11 has chosen to focus 0:1 (and why ir:itiatives such as
Class Size Reduction are not among thes;c programs)
.
• Regarding the Choice initiative, a statTer explained that it is not true that magnet schools
guide grmvth in schoo! districts, Rather, ~f the Department is talking ubout "good public
schools" then it should not necessarily be promoting clmners since there is evidence that
some charters are really bad. Charter schools, therefo're, may not be the best model for
choice. Additionally, by promoting charter schools, the Department makes it difficult for
Senate .supporters. The Ed Flex jJrogram also makes it difficult to ensure accountability,
panicularly a.'11ong charter schools.
• The Department shou.!d not feel as though it is defending a federal role since federal
programs COnil:1Ue to do more 10 ensure equity than ci~.her state or iocalities, es})eCially in
view of evidence which indicates that states and locals are not distributing the funds they
'. receive. equally.
.•
",'
Regarding the coordination of services (in the context of Safe and Drug Free Schools), a
staffer expressed concern thai the presentation did not make any reference to thc.Title I team,
, . The $~affer urged the Department to give extensive consideration to how ser.'icesw,iU be
·coordinated and \....hm would be the role ofHHS and mental health agencies in linking
sen'ices for st'Jdents.
• The Departi.Q~nt was advised to consider interfacing \\';th OSERS in focusing on students
with disabiJity and tho:>.: in, high-risk areas, especially in the how charter and magnet schools
arc: working tel accommodate students with special needs. AdditionaJly. teacher professional
development programs need to include ways :'0 address accommodations fQr the needs of
these stude'lit:, Disciplir::; matters raise additional concerns for special needs students that
must be addressed. Final!/..a:1Y asper:~. of the legislation that focus on special needs
populations must also include LEP and Bilingual children,
•
• The Department was encouraged to carefuUy consider \\'hich 'programs would use
, competitive versus formula grants. A concern was expressed that competitive grants tend to
place school districts with limited Or poor grant ,..,.riting ability at il grave disadvantage, such
that certain districts (i.e" Hartford Connecticut in partnership with Harvard UniverSity) are
always successful in getting funds. Although it was believed that a combination of targeted
and formula grants would be most helpful for schoo! districts,
• A staffer lndic,ated that in view of efforts 10 consolidate federal programs, the Department
Senate Staffers Briefing. Mon" 1125199 (page: 2)
. ,
�•
•
•
needs to be clear on what is the focus and vision of the legislation, how the legislation
preserves existing prograrr.s, and what the program would look like in the fl..'ture.
One staffer expressed that the Department needs to give careful cO!1sideration to"howit w:U
address the accountability issue. The accountability bottom line could be viewed as how the'
Department be able to ask the locals IIDid you do your job?'"
• ,The Department needs to al\vuys focus its programs on targeting for the neediest and poorest
children.
• Staffe: expressed that ~he consolidation ofThle VI did not'nppear to pose a problem since the
issu~s addressed by this program apPeared elsewhere in the legislation.
• ' The suggestion was made that the Department uses the principals of Goals 2000 and a focus
on'continuous improvement as the key clements of its legislative language. Additionally. the
Department should consider addressing how services will provided to secondary schools and
\~ys to bring the high schools onboard,
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Senate Staffers Briefmg ~ Mon., 1125!99 (pag.e 3)
�'.
•
Reauthorization Briefing ofHouse Staffers
Tuesday. January 26.1999
Questions
• \\''hat is the Derartment p1anning as part of ;t5 current initiative to set aside funds for
administrators and principals for leadership training? What is tbe difference hetween the
Department's proposal and what states and local school districts are currently doing under the
LEAD program? Is the proposed initiative something new, separate or different from
existing programs?,
• '\\'hat is the bottom line of the Department's investment of $2 million for <;orrcctive
actions/interventions under its.accoun1ability proposal? JS the Department considering
options ~uch as closing non-performing schools as part of the proposed corrective actions?
• Is the Department considering adjusting any language in the ~uITent authority. regarding
corrective action for accountability? Since the legislation currently reserves harsher
corrective actions for use with final assessments, the Department may not want to change
these provisions.
•
•
Would !he Department provide the names of the GAO reP9rt(s) cited in the
other segments of the presentation?
overvle\~f and
• Does the Department have a list of the schools andlor districts that have been identified as
needing correction? ·Ifso, the Department has been asked to provide this information to the
staffers,
• Is anyon(~ giving th'ought to how the Supre~e Court decision regarding f,!opulation sampling
for the upcoming censuS.going to be nddresseu:under the Title J formula?'}!Qw does
'.
sampling factor into the Department's allocation for Tide J'?
• Recognlt'.ing tbat teacher quality was emphasized in both .Goals 2000 and !pe lASA, what can
we/the Department do to put teeth into/strengthei.i'\!tfo.teacher iua!ity initiati~'e'Y
-'>,
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•
House Staffers Briefing ~~Tues" 1126/99 (pnge 1)
�....
"
•
C(lmment~ from Stuffers
There were two polar positions regarding how the Department is presenting the choice initiative,
Position (l)
• One staffer raised strong opposition to the Departr.1ent's p!'cscntation, ir.sisting that the
Department has slated and continues to aSSert that choict: is a major theme of the
reauthoril..ation. In the context of the President's State of the Union sp(""'ech, Democratic
support, and public sentiment, the staffer urged that the Department is presenting a very
defensive message for the House. He acknowledged that while the sam addressed charters
and magnets in the son;, they were framed as innovative models; 10 do otherwise supports
the.Rcpuhlican's ideal/position. lv1oreover, the Department's presentation of choice pits
schools against each other, The Democrats, and the public) support good schools, teacher
quality, etc. The issue of choice is critical and the reason the Department is getting strong
reactions when presenting its choice proposal is because the Department's position is not
aligned \vith the Democratic concept.
• Another
~taffer
agreed that the Department does appear to be promoting chOice as a major
theme of the rcuuthorization apd, as such, would encounter strong Democratic opposition.
•
Position (2)
•
One staffer disagreed with,the aforementioned
•
• •
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comments~
•. ,
stating that the emphasis on choice
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1S not COn'lu:g stnctly fromthc Department, but rather thc"Democrats also 'hi!ve ldentrfied .
choice as One of their strategies and the Department' is: orily·tf)~ing'to·putisubsUU;ce into the
proposaL 'The staffer also opined that if the Democrats had advanced lhe choice issue more
openly, the public would have supported it.
'-.
• Another staffer asserted that not addressing choice would c!0de, support among minority .•~
voters and inner city resldents:, adding that the two ideas are noi"mutually exclusive, Many'
Democrats wilJ support the administration's position of keeping the issue at the forefront of
the reauthorization discussions,
•. "'., ,.,
• One staffe.r expressed concern that the Departi'l,1ent's presentation did not mention how
.
initiatives address students with disabilities and urged that the Department work with OSERS
10 addres.s how reauthorization would meets the needs of this student population.
•
• Regarding Ed-Flex and "'Rivers, the Department was asked to work closely vdth the House
on these matters, especially In the context of Title L The ~ia:ffcr noted that a key issue with
the Ed-Flex and waiver program is that it appears; and reports may corroborate, that the
Department is granting \\'fiivers in n manner that ailows schools tha~ were previously
ineligible 10 be eligible for and participate in Title I. If true, this would be a course of action
that would set a dangerous precedent.
'
House Staffers Briefin~·· Tues., li26/99,{p::ge 2)
...
�•
Department Responses
Regarding public scbool choice
• Judith emphasized that the Department is currently exan:tining the choice proposal and
interpretations of the Department's position and would like to mett with the House at a later
time to discuss the subject in greater detail to gain the full benefit of their input and address
and resolve their conc-e:ns. In addition she asserted that, in response to feedback from the
j
House and after careful review, .the Department decided w f:1ime choice as a strategy ~~ not a
theme for reauthorization. Ann O'~eaf)' stressed that the choice' proposal reflects only one of
the Department's strategies among a myriad of options.
Regarding the teacher quality and professional development initiatives
• Judith pointed out thal the Department's current focus is on principais and teachers in high
poverty schools who may lack the knowledge and skills necessary to move the reform agenda
fon,\'ard. She asserted that the Department has not as of yet convinced the country that
professional development is ongoing and continuous and needs to help the tea~hing
community to articulate this. TIle issue is one of both policy and implementation.
•
Regarding the waiver for Title I
• Mary Jean a-;sured the staffers that reports of the Department's granting waivers to ineligible
school districts to receive funds und;r Title J is: not <:,-ccur~te and she would pr<?vide
infonnation on the waivers that have been granted.
.
.
,:'"'l'.:.
Regarding issues not addressed
• The Department would be available to meet with staffers at a later time to address other
reauthorization initiatives and any additional details that were not covered Irrt~ay's
presentations,
'.
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House SU'Iffen; Briefing -Tues., l/26/99 (page 4)
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•
""1'- •__ •
M&B/CFO BRIEFING FOR SECRETARY RILEY
r
•
II
Immediate Priorities
D~.yeloping th~ ..
M~jor
Department'S FX 1994 budget proposa1.
Pending Activities
• He_authorization Qf Elementary and secondary Education
programs: Authorization for the Elementary and secondary
Education AC,t, as well as other elementary ~nd secondary
education statutes, expire at the end of FY 1993. While
Congress
~ay
not complete reauthorization until next year, the
House wants to complete its bill by Mayor 0une,'so we need to
move quickly if we want to have substantive input into the
process. The Department has developed a set Qf proposals that
largely reflect the judgment of its senior career staff, and
11&8 s'taff have l!tade substantial progress in preparing
legislative specifications. To move forward, we need to
establish the objectives of the new Secretary, and to, work
with OMS on a fast-track clearance process..
.
,
• Reauthorizing the Office of Educational Research and
Improvement: Authority for OERr's research activities expired
at the end of FY 1992 , and authority for its statistics and
assessment activities will e~pire at the end of FY 1993~
Research activities continue because Congress appropriated
funds for that'purpose, and statistics and' assessment can be
extended through FY 1994 under GEPA. congress refused to
.
consider an earlier Department reauthori~a~ion bill, a,~d. .!-~,~.:~t,',,;~ t:
Department strongly opposed a House bill that would have ''/.':'' :', ,:,~
limited secretarial authority over OERI I S activities. The 'new·, "
Administration must decide when to 17esubmit a reauthorization
proposal t and whether to combine an OERI proposal with the
elementary and secondary reauthorization. NAEP legislation
must be enacted by mid-February if State-level assessments are
to be conducted in 1994'.
•
<,
• HEA Technical Amendments: The higher education community is
encour~ging Congress to enact technical amendments to last
year's reauthorization of the HEA, and the Department needs to
develop its own package ~f amendments as soon as possible.
•
• HEA Regulatory Negotiation: The Higher Education Amendments
of 1992 require "negotiated rulemaking". prior to publication
of proposed regulations for GSL, most student aid progr~msl
and the institutional eligibility process. In deference to
the incoming Administration, ED negotiators avoided ltIakinq
policy commitments at the initial public negotiating sessions
held January 4-8. Concluding sessions are scheduled for
February 1-5. There are number of major issues that·l'equire
the Secretary's guidance regarding the Departrnent*s position,
and delaying the final sessions would allow adequate time for
the secretary to consider these issues.
�•
page 2 -- II&BjCFO Briefill9
III
Upcoming
Conqressiona~
Hearings
• January 26: The House ARpropriations Subcommittee for
. Interior and Related Agencies will hold a hearing on the
FY 1994 budget for lndian Education. The hearing will address
the Bush current. services budget as well as various issues
related to Indian Ed.ucation programs',. The Acting Assistant
Secretaries for OESE and II&B/CFO will testify.
• Februarv 16: The HQuse Labor-HHS~kducati9n Agpropriations
SubcQlT'.mittee has scheduled an Jill overview br-iefing that will
include a statistical overview of education, Inspector General
issues, and an historical review of education program .funding.
The purpose is to provide new Members with background
information on education issues and Department activities.
•
(approximately): The House ..~gpropriations
will conduct hearings on the pepartment's FY 1994
budget request~ These dates assume the Clinton budget will be
transmitted to Congress in mid-March;, and depend on the
availability of the secretary. The first witness will be the
S.ecretary, foll9'wed by the assistant secretaries for each
program area.
March~.~5
S~bcommittee
•
1994 budget.
In. the1past, the Secretary has
witness requested for this hearing~
'. .,
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No Scheduled, Date:· The, Senate Labor-HHS-ED Appropriations,'
Subcommittee has yet to schedule a hearing on the. D~partreentts
9~,~!l~.~p~,.'?l}ly
• No Scheduled Date:
Both House and Senate bU-:lget and
autho~izing co~~ittees may hold hearings on the Department's
1994 budget, but none are currently sched~led. These hearings
u6unlly involve only the secretary.
IV
Administrative Issues'
• f.g....1.J
Grant Pawent Schedule: The Pell G,rant pa:Yllient schedule
for i\l~ademH:: yea'r 1993-$4 is required by law to be distributed
to postsecondary institutions by February 1, 1993. OPE has
prepared the schedule but is delaying distribution to allow
time for incoming Clinton officials to review the situation.
This review should take place in time to meet the .February 1
deadline .
I
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4It
Page 3 - M&B/CFO Briefing
v
status of FY 1993 Budget
• status of Salaries and Expenses (S&El budg,t: Last October
each office received a ~993 S&E allocation to cover full-time
equivalent (PTE) employment and operating expenses. The
Department's S&E appropriations for FY 1993 Were considerably
less than the levels-requested by President Bush.
• Hiring Waiver Process:
EO has used a
hiring waiver process to
ensure that offices live within their FTE ceilings~ Approval
from both M&B/CFO and OKRA is required to authorize hiring.
Continuing'this process is probably the most practioal way to
prese~ve the Secretary's options for future hiring and use of
limited S&E funds.
,
• Discretionary funds available for Secretarial priorities:
,
separate analysis is being prepared on this~
VI
III
.e . .
c
.
·
.
Financial Management Issues
Performance Measures: 'A Department-wide Monitoring and
'Performance Measures Team is working to develop outcome
measures for a.pilot project involving five programs. The
goal is to expand performance measurement activities to all
programs ~l'
. ,", ...
:'
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-. -.
e
A
,
�•
Summary of ProgrOlm Terminations
Question: Can you tell me how many programs the Department currently
manages and how many programs the Department has terminated in the past
several years?
. Answer: The Department currently manages 171 programs in FY 1999. The FY
2000 budget includes 10 new initiatives, offset by the termination of seven .
programs for a net increase of 3, or a total of 174.
From FY 1994 through FY 1999, the Department has terminated 68 programs
totaling $642 million. In the FY 2000 budget. the Administration proposes to
terminate an additional seven programs totaling $503 million.
Total
Number of
Terminations
Program Terminations in
Program J erminations io
Program Terminations in
Program Terminations in
.' "
Program Terrnj~aJLo~.s._in
Program Terminations in
Program Terminations in
•
1994 Appropriations
1995 Appropriations
1995 Rescissions
1996 Omnibus Appropriations
1997 Omnibus Appropriations
1998 Appropriations
1999 Appropriations ,.
Total
Program Terminations in 2000 President's Budget
11 Reflects Conference aditiO on appropriations bills .
.
'
',,,
•
::..
"',
- -"
5
4
14
25
21
0
a
11
Prior Year's
Appropriation
$10,693
81.925
358.506
. 173,291
0
'0
4
17, ~55,.
68
641,570 .
7
$503,587
.. '
�•
Wish Lis\; .wbat If There Were NQ Cap§
QuesliQQ: What would yo~ request for education if there were no discretionary
caps?
Answer:
• The President insists on fixing Social SecurilY before we usa the surplus for
anything el,se_
• Ho"wever, If we fixed Social Security and Medicare, and the caps were
efiminated, we could effective!)' use additional resour~es for education.
• If not for the caps" I would consider increases in:,
-
•
,
-
Special Educa~on services to students, as long
but not just revenue sharing _
-
Pell Grants for low-income students - ,
-,
Class size to expedite hiring of Ihe 100,000 additional teachers;
Investments In'teacherqu-a!ity and development
,
,
,
•
6
as there is accountability,
�•
•
Eesponse to pomenjci
Questioo: What do you think of Senator Domenici's proposal to increase
spending on elementary and s~condary education by 40% or $40 billion over 5
years?
AnsWer:
• I'm for anythlng that would add education resources to serve a national
educ:ation purpose as long as there is accountability for results.
'. I WOIJI~ prefer that the fu~ds be targeted on those most in need, including
economically disadvantaged, disabled, and limited English speaking students.
• I would welcome the Senators support for education funding. but I haven't
heard all the details of his plan Of-how the increase would be funded within'
the caps.
•
• In 1999, the Department will spend $21.4 billion on elementary and
secondary education. If continued for 5 years, that would be $107 billion. A
40% increase spread out over 5·years. vyou!dbe abOui $40 billion.
•
"
.
Throwing money at the pmbled, is noHii'es'olution. I'd like to have billions to
throw, but I'd like to do it in a way thatwould·achieve results.
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.. , ' , -, Five years is a long time!JFive budgets'ag'o: '
- Our discretionary budget for 2000 is 50 percent targer than the 1996
appropriation ($23,0 billion vs $34.7 billion).
- In 1996. elementary/secondary funding was $14.7 billion. We are
proposing about 52% more in FY 2000 (S22,3h.Ulion).
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, Class Si~e Matching Requirement
QuestiQ!): Why are you proposing that local districts provide a match for their FY
2000 Class Size Reduction funds (particularty when that was not a part of the'FY
1999 budge! agreement)?
Answer:
• We are not attaching any new conditions to the amount of Class Size funds
districts will receive in FY 1999, A match would be required only on funds a
, district received in excess , of its FY 1999 allocation.
'
• We know that poorer districts lack the resowces to provide a match. That is
why we are not 'asking districts with the highest concentrations of poor
children to provide a m,atch,
• Research has shown that reducing class size. particularly in the early
elementary grades, can have a significant impact on student achievement,
but the FederaJ government cannot,near the entire burden of reducing class
sizes nationally, Requiring a match from local districts would ensure that
•
class~size reduction is a joint Federal, State, and'iocal',jnitiative.
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• The President has set as a goal the hiring of 100,000 additional teacher over
7 years to reduce class size so that all children'can'achieve to high
standards, The match would allow for the [;iring of 1.900 of the 8,000
addilional teachers that we estimatedistrii;ts':would,hire'with Ihese funds,
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ED REFORM
21" Century Community Leaming Centers
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21st Century Community Learning Centers
Question:' Why are you proposing a significant expansion of the 21" Century
Community Learning Centers program? Will the program work any differently in
2001?
Answer:
•
Our request of $1 billion for 21st Century Learning Centers includes a $547
million increase that more than doubles the 2000 appropriation, Tne request
would supporl about 10,000 center,. serving 2,5 million students,
• ,Under the proposal, The Deparlment schools iden1ified for "corrective action" or
"improvement" under Tille I would receive priority for grants, but they would still
, have to compete for funds and demonstrate that they have well thought out
plans to provide their students with high-quality extended learning opportunities,
•
The amount requested is sufficient fundinq to provide every student in a tailing
50'1001 the opportunity 10 receive extended learning services, whi:e also allowing
the program to continue to serve a wide range of students,
....
Research has found that effective schools use extended learning time in reading "
and mathematics to improve student achievement While the amount of
.,
extended learning time provided in Tirle I schools has increased since the 1994 T
ESEA reauthorization, still only 11 percent of students in .Title'! schOOls were':4:'·'m··,r.
served by extended learning time programs during the school year. Summer , '
programs served only 19 percer.1 of Tjtl~,J<students. .
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During the reauthorization process, the Department intends.!o work with ',' '
Co,ogress to obtain enactment of a bill that makes changes along the following
lines:
-- converting the authorityto a formula grant program once it.raaches an
appropriate funding level (except that the Department would continue to,
administer the direct grants made prior to the conversion): '
-- requiring Slates to distribute funds within the State through competitive
subgrants, giving priority to applications from LEAS tha: are in Title I
"corre'ctive action" or «school improvement" status; and
•• requiring grantees to pay 50 percent of the cost of any project'
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Educational Technology
Question: What is the Department's bedget policy for technology,programs?
Answer: The Department's technology programs are supporting the integration of
technology into elementary, secondary, and postsecondary education, as well as
Inservice and preservice teacher professional development
• The Technology Literacy_Challenge Fund (+$25 million to $450 million) provides
States with funding to make grants to districts to help them ir.1plement local
technology plans, The Department's ESEA reauthorization proposal would more
explicitly target funds to high'poverty districts to increase the capacity of teachers
in those districts to use technology elleclively in their classrooms.
• The new Next Generation Technology tnnovation program (,$26.8 million to $170
million) will develop new applications of educationallechnologies and
telecommunications for teaching and learning. The amount requested will fund all
exisling grants under the Iwo antecedent programs, Technology Innovation
Challenge Grants and Star Schools. Under the new program, funds will be used
for competitions in three areas: Advanced Technology Application awards,
research and development initiatives Ihat advance state-ol,the'art educational
technology applications; the Mississippi Delta Initiative, a targeted demonstration
project to provide training to middle school teachers; and Ch"llenqinq Coursework
On-Line awards, which will support the development of high quality, web-based
courses.
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Preparing Tomorrow's Teachers to Use Technology (-<:F5millio[l to +150 million), '.
will award grants to consortia of States, colleges of education, LEAs, and other "',
entities to oreDare all teachers to use technology effecti~"ly in the classroom,
.. ,
• CQf!lmunity-Based Technology Centers (+$67,5 million to $100 million) will
support 400 model technology centers, including 280 new centers, ;n low,income
urban and rural communities.
"
• Leeming Anytime Il,oywhere Partmenrships (+$23.3 million to $30 million)
supp'orts distance learning projects using technology and other inne'Jlltions to
exoand postsecondary education and lifetong learning opportunities,
• The Telecommunications Demonstration program (,$3.5 million to $5 million)
provides support for mathematics professional development activities. The
Department believes that $5 million - the same level as in 1999 - will be sufficient
to provide continued support for on-going mathematics activities and to begin
planning for activities in other subject areas .
•
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Other programs: Regional Technology in Education Consortia (level funding, 10
million Ready to Learn Digital Television (level funding, $16 million); Technology
Leadership Activities (level funding, $2 million).
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Recognition and Reward
Question: 'What are you planning to do under the new Recognition and Reward
program?
Answer:
• The Department is requesting $50 million for the new Recognition and Reward
,program. The Department would use those funds to reward States that have
made Significant progress in increasjDq student achievement
•
A State would be eligible for an award if it can demonstrate that it made
significant statewide achl?vement.gains and narrowed the achievement gap.
between high- and low-penorming students in mathematics between 1996 and
20ll0; as measured by NAEP.
• In2001, theDepartmimt anticipates making awards to 10 States.
tunds would be
step toward implementing
• The FY 2001Ihe Department'sthe first reauthorization proposal, ofthe vision,
embeded in
ESEA
providing
financial incentives to States to fully implement the types of standards-based
accounlability systems that have proven eflective in improving student
achievement"
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By requiring that States (1) demonstrate increases in student.achievement in the
core academic subjects over an extended period oj lime. and (2) simultaneously
narrow the achievement gap between high- and 10w-performingsJudents; the,
Administration's proposal deliberately sels a high standard for States to achieve
to before receiving an award.
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Small, Safe and Successful.High Schools
Question: Why is ,he Department proposing such a large expansion of the Smaller
Learning Communltll's program?
'
Answer:
• Th" Small, Safe and Successful High Schools program wo,lId continue and
expand on the activities first funded under the Smaller Leaming Communities,
program in FY 2000 to help high schools to create smaller learning,
environments.
• Th" $120 million request would help approximately 700 high schools to create'
smaller, safer, and, more intimate learning communilies throu'gh such strategies
as schools~within~schools or career academies.
•
•
Research shows that students are best served when they attend high schools of
between 600 and 900 students, Currently, 4,500 high schools, 40 percent of all
'high schools, have enrollments of more tha~ 1,000 students, These schools
serve more than 70 percent of the Natio~'s high school students,
•
Also;when students are part of a smaller learning community they are more
successful academically and socially. Smaller schoots promote stronger bonds
, ,.", ' "", bet.ieen teachers and students and a saJ", and improved school climate. '
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Increase'for Community Technology Centers
Ouestion: How will the Department use the $67.5 millien increase fer the Community
Technology Centers?
AnSiver.
to
significantly expand this
• The requested increase would allow the Department
initiative, begun in .1999, Ie establish model community technology centers in lew
income urb_2:D and rmal communities. These centers provide access to
technelegy,as well as other services, lor disadvantaged students and adults who.
do not have access to computers at home ..
• . The requested increase would a[low the Department 10 expand the p:ogram to an
addilional280 low-income communities, and centinue funding lor 120 projects
funded in previous years.
_.
• Community-Based Technology Centers will enable residents 01 low-income
co.mmunities to. take courses on line,. access on-line job data bases, take
computer-based adult literacy classes, and, In general, enjoy the full benefits of
educationaLand training technology.
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No.!'!eguesl for Goals 2000 And School-To·Work
Question; No funds are included in the 2001 budget for the Goals 2000 and School
to-Work Opportunities programs. Why?
Answer:
• The Department's fiscal year 2000 appropriations act repealed the Goals 2000:
Educate America Act effective September 30, 2000. States and school districts
could continue Goals 2000 activities under the Administration's reauthorization
proposal for Title II Teaching to High Standards State Grants. Goals 2000 has
been important in promo:rng State and local reform efforts and helping all States
establish high standards in the core academic subjects.
• The School-to-Work Opportunities Act "sunsets· on October 1, 2001. Afler
Federal support winds down, Stales would be able 10 continue their school-1o
work activities with funding from other Federal programs, such as Vocational
Education and the Workforce Investment Act, 'and with State and local dollars .
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40 Percent CosUn IDEA
Question: How much would it cost to provide 40 percent of average per pupil
expenditure for special education under the Grants to States program?
Answer:
• '. It would cost about $15.3 billion in FY 2000 to provide 40 percent of the
average per pupil expenditure or lil billion more than the amQuot provid~Q in
1illll!. This level would provide about 34 percent of the excess cost of ,
providing special education to children with disabilities.
!IQj,ercent of the national average pee pupil expenditure times the number of
Qbildren servedjs the maximum amQuntlhat m~y be provided to Slates under
the Gmnts to Stales orogram, .
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•
~tes have primary e~sppnsibililY for educaliog all children. including childre~
lliillHlisal:!ilu;es: ID.E.aauthorizesDayments 10 State.lo assist them in
carrying aut their resoQosibiliiies. The rights and proteclions provided by the
IDEA are fundamental civil rights.
-
J.1p to $2.2 billion of the $11 billion eQuid be used to reduce local soendiQg for
JlPf):cial educatio~. Under the 1997 amendments to the IDEA, once the
appropriation for the program exceeds $4J billion. schoot districts may use
up to 20 percent of any increase in. funding to offset local special education
expenditures.
IIle legjslati~e history surrounding the enaQ(!llIL1ll of Public Law 94-142 io
1975 indicates that members regarded the 4Q percent as a goal. not a
PLomise or commitment. and membex;; acknowledged tbat the aulhodzed
;,IQOI!nts were natli!sely )0 be~PQrcprialed,
.~
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• Increases proposed by the AdministratiQn in the area of elementary and
secondary education will increase and improve services for children, including
children with disabjltlies. These include: the Class Size RedC!r.tion !~itiativ3,
School Construction, 21" Century Community Learning Centers': and Title"l.
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Special' Education increases include: $50 million for the Dew Primary
education Intervention program to help address the needs of children with
disabilities early in life when they can be mosl effective in improving results,
.1 Q million for State Improv~ment Grants to help States reform and improve
their educational, early intervention, and transitional services systems, and
$4 millkmfo[ Parent Informatiml.CenterS to help parents understand what
they can do to improve th~ir children's education •
9
�Why Nothing Has Hallllened in Education
•
Questioo: Some have argued that despite substantial investments in edu'cation,
we seem to have little to show in the way of results. What is your opinion?
Answer:
I would disagree. We have a lot of specific data that shows measurable
improvement by Ameri~an students in recent years.
• Reading SCQres have improved. significantly at all three grades tested in a
reGent national reading assessment. This is a "first" for the National
Assessment of Educational Progress (NAEP). According to the 1998 NAEP
reading "report card: since 1994 average scores have increased for students
In grades 4. 8, and 12 -- with lower perlorming 4" graders and most iniddle
school students making the most Significant progress.
•
• NAEP has also sh'own significant increases in the percentages of 4" grade
math students scoring at both the basic and proficient achievement levels-
particularly among students in high-poverty schools. In addition. the National
Education Goals Panel reported Ihat between 1990 and 1996,27 States
significantly increased the percentage of 8m graders scoring·.at either the
Proficient or the Advanced level on the NAEP mathtes!>" .~:: ., .
Several Slates have·made remarkable progress in',Nery snort: period of time.
Texas. tor exampleilricreased the percentage·of Its 4~ grade students
scoring at the Proficient or Advanced levels on the NAEP ma:h test from 15
percent in 1992 to 25 percent in 1996. Norih:Carollria 'm·ore·than doubled the
percentage of its 8" graders reaching the same' standard in math
achlevemeni, from 9 percent in 1990 to 20 percent in 1996.
~
States like these that are most successful in improving student achievement.
have pursued education pOlicies that aligned standards. curricula, and
assessments. and that held schools accountable for student academic
'".
performance.
• The recenl Third International Mathematics and Science Study (TIMSS) for
4~' grade,s showed that America's 4'" graders are perlorming above the
national average in math and science. In facl, our 41h graders ranked second
in the world in science in the TIMSS lests, jusl behind Korea.
•
We afe making great strides, and we've built a solid foundation in our national
effort to estabtish standards of excellence in education .
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Test Score progress
1998 NAEP
• Reading scores have improved significantly at all three grades (418/12)
• Significant increases in percentages of 4In grade math students scoring at
llllsic and prQficieot acbievemellt levels--particularly in high-poverty schools
SAT/ACT
• Average national SAT and ACT scores for 1998 are the oighest ill2Q years .
• SAT scores of black students have increased b~ Ibe greatest oercentage of
any group-from 686 to 747--over the past twenty years
• SAT scores of Mexican-origin students went from 781 te 803 (same period)
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SAT scores of Puerto Rican students went from 765 to 790 (same period) ." :.
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• Contrary to normal test patterns, improvement in the scores of these minority
students has been accompanied by ~ifjcant increases in the number of -: ';
mjoQJjj~ stud.enlS..w..l:m..Mve taken the SAT
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INTERNATIONAL
•
41h
graders are ranked second in the wQrld in science (behind Korea)
• Nine year-olds scored l1lllX)ud in the world in reading
...
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(~ehind
Finland)
BLACKJWHITE
'. The black/white test gap on the math NAEP test has shrun~ from 40
2I over a twenty year period (1973-1996)
QQinl~
to
• The black/white test gap on the reading NAEP test has shrunk from 52 oojnts
.JQ..3Q over a twenty year period (1971-1990)
•
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!&u>f FIE Funds - SchQols as Centel}i of Commynity
Question: Please tell me more about the $10 million Schools as Centers of
Community initiative.
Answer: Based on recommendations from the National Symposium on School
Design held last October, the Department plans to make competitive grants to
loca' sebocl districts to assist them in Ihe olanniog and desi9[lQf new school
buildio,l. that would meet a number of objectives:
'
1) enhance teaching and learning and accornmodate the needs of all
learners;
2) serve as the center of the community;
3) invclve all stakeholders; ,
4) orovide for health, safety, and security;
5) make effective use of all available resources; and
6) allow for flexibility and adaptability to cha~ging needs,
•
• This project, which is to be part of the multi-billion dollar, government-wide
Livable Commantties initiative, seeks to encourage broader' citizec
~enl in deYelQtling a school system master Dian or an indiyidual
~oQI site soace and design 1lJan,
,
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• The competitive grants program would provide funds for up to one year and, • '.',
require a local community match.
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• Irwofving teachers, parents. students, museums, and other community groups); . '., .. .', ':
in the process of planning and design of new schools brings a fresh wave 6fn :',: ", .. ,..
.Qreativity to the olanning process: and often provides the impe.tus for cost, ;":,rr :;, "
sharing. saying., and maximum use of tbe school facility by the entire
community,
.~' ~ { .
• The Department would make approximately 200 to 225 grants in the first
year, with grants averaging $50,000 - $75,000,
•
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~IL2f Increase for ~Granjs to States
•
Questioo: Why haven't you included an increase for Special Education Grants to
States? Shouldn't we fund IDEA instead of lots of new programs? And, wha~ about the
Federal Govemment's commitment to pay for 40 percent of the ,costs?
Answer.
• Our request includes $4,3 bflljQrlfudD£P. Grants!Q States, Since FY 1996, funding
for the program has increased by almost $2 bmion, or 85 percent.
• _
Our special education budget has a $116 million increase for early irltervention and
parental involvement:
- $50 million for Primary Education Intervention (ages 5-9) fo:- children with reading 0;
beha'l"ioral problems.
- $20 mimon for Infants and Families (ages 0-2),
- $28 minion for preschool (ages 3~5),
• Our request would maintain the Federal contributio:1 at 10 ;Jercert of th\l.!ixcess
~ of serving over 6,2 million chiidren wlth disabilities.
•
Providing 40 percent of the AVerage Per Pupil Expenditu"e, as 3:Jlhorized by IDEA.
would require an $11 b;!lron ii1crease (to a $15.3 bIllion total).
• Stat~$ have primary responsib:Fty for ~he educajion of an children, The protections
embedded in IDEA are fundamentally civil rights that gU3ra,mee children with
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dlsabllities access to equal educational oppor.unity, IDEA helps Statel? carrY O'Jt
their ,esponsibH!Ues. .
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• Funding increases proposed in the area of elementary and seconda'ry education wil!
improve opportunities for children with disabilities, especially those in poor Schools.
These include:
"
+$200 million (17 percent) for Class Size Reductioo.
+$26 million (10 percent) for America Reads.
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+$320 million (4' percent) for mi. i 01 ESEA.
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_.. +$2& billio:} in bonding auU10rity for Sc.':lQQI Constructioo.
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• ,More than 70 percent of all ch:!dren with disabilities spend more th8:1 40 percent of
, their time in the regular classroom,
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95 Perkllllt to the Clas§room
Questioo: How much of the Federal funding for elementary and secondary
programs is used for administration? What is your posltlon on legislative
proposals to require that 95 percent of funds fiow to the cl,assroom?
Answer:
• Overall. only a very small p!;rcentage of Federal &;lucation funding goes fQr
federal and State administrative costs, At the Federal level. we use. for
administration. the equivalent of only about 112 of one percent of the
appropriation far elementary and seco~dary programs, 'And only about 4
percent of funds from Slate formula programs (2 percent under ESEA
programs) is retained at the State level. for administratio~ or other purposes,
Thus. more than 95 percent of the money fiows to local educational agenCies
where it is used to serve students and teachers.
• We have more limited data on costs within school districts, but those data
also suggest that administrative costs are very low, Eor Title I, the largest,
elementary and secondary prQgram, aOQroximately 90 percent of the funding
goes for instruction-related ,~such as teacher salaries. computers.
instructional materials, and professional development.
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The Oflpartment has made legislative proposa!s to reduce the amount of
funding that can be spent on administration. and wi(l continue to do so. Our
Elementary and Secondary Education Act reauthorization bill will include"'.",,,
measures for further reducing administrative costs and making more money
available for services directly benefiting students and teachers .
•
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SeMol ConstrucliQn
Question: What is the President's School ConstrJction Initiative? Is it in the
budget? How wi!: il be funded?
ilnswer: The Administration is proposing to offer school construction funding by
(1) expanding an existing bond program and (2) creating a new bond program.
• "Qualifier! Zone ilcademy 60nds" (QZABs) -- Under current law, through an
authority created by the Taxpayer Relief Act of 1997, the Federal Government
is subsidizing the issuance of $800 million in nQ-interest bonds through the
use of tax credits. Of the $800 million, $400 million is available in both
.
calendar years 1998 and 1999. Funds raised from the issuance of these
bonds may be used for scbOQI repairs, 'lQuipment. curriculum deyelopment:
l!Dd..llrQfesskmal develooment (but not new construction).
We are proposing to subsidize th~ issuance of new QZASs in 2QOO and 2001.
We propose to subsidize $1 billion in bonds in 2000 and $1.4 billion in 2001.
We are also proposing to expand the use of these funds to include neW
constructioo.
•
•
S.chool Coost(Uction Bond... Our similar new proposal would subsidize the
issuance of $22 billion in 2000 and 2001 available entirely for the purposes of
SQhool construG!lQn and reoairs. As under the QZABs program, bond holders
wciuld receive tax credit in lieu of interest. States and school districts would
. "only need topay.the pnncipal on the loan, because the bond holders would
I. factor in the substantial tax-credit they would receive from the Federal
.
Government when purchasing the bond. In addition to the $22 billion, the
Federal Government would subsidize $400 million in bonds for Bureau of
Indian Affairs schools,
a
• Sudget Imoact -- Taken together, the two bond programs would cost the
Federal Government $146 million in' FY 2000 and $3,7 billion RVer 5 years
(with more after that, as the bonds continue to be repaid). These tax
expenditures would not !J"~M of the !1>€'partment of Education's budget.
• Jie.eJj -- Funds are needed for both new construction and to repair existing
school buildings. :
New construction. Many SChools are already overcrowded and the National
Center for Education Statistics projects that elementary and secondary
enrollment will swell from 52.2 million in .1997 to 54.4 million by the year 2006,
•
Repairing existing schools. In 1996, GAQ estimated it would cost $112 billion
to bring existing schools into good overall condition. NCES estimates that
schools are 42 years old on average.
14
�•
GEAR UP
QYI:l.tiQO: You are requesting a 100 percent increase for Gaining Early
Awareness and Readiness for Undergraduates Programs (GEAR UP). Why are
you proposing such a large increase?
.
Answer: GEAR UP is a national effort to give more low-income students in
elementary and secondary schools the skills, encouragement. and academic
preparation needed to successfully pursue postsecondary education.
• Our t~4D million reauest for GEARUP, an increase 01$120 milliQO ever
1999, would create a strong impact at the· national level by providing funds to
all of the 53 eliQible States JIlld.. to almost 1.QQQ of the 6,000 middle grade
~!lli that have half of their students Jiving in poverty,
'
• ~.cnilliQn for State graals would support 28 continuation awa'rds and furid
approximately 25 new awardS to States, serving a total of almost 16Q,000
disadvantageds)udents,
.
.
•
•
$15B,3 mijljQ!1jor Partnership grants would allow some of the continuation
partnerships to expand services to an additiona! grade level of students in
high-poverty schools and.would fund approximately 270 new Partnership
grants, serving a'total of'alrnost 22.1.,000 disadvantaged students.
~\5;: .~':'\: ::i7,!.r:. llr': -., ~.-:, l ' ~ " ' ' ' "
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• Qi'>Gretionary grants·are'awarged'wmpetitively to States OJ Partnerships
comprised of'colieges"high-pOvertY'elemenlary and secondary schools, and
•
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community-bas'edrorganizations!""
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• Both Partnership grants and State grants are required to provide
l,Qwprehensive menlQring, tutoring, "Qlm~e!iog, outreach, and supportive
services. iocludiug information to studentS.:::ng their,families about the
benefits 0( postsecondary education and the availability ofFederal financial
assistance to attend college.
• State grants are required to award CQlj;;"ij,;'l.'.cl:JQ!ar«hhoil to participating
students. Partnership grants are encouraged to provide scholarships but are
not required to do so .
•
15
�•
Class Size Redyction Initiative: FY 2000 Reguest
Question: What is the Department's request for Class Size Reduction in FY
2000? Are you proposing any c~anges to the program?
'
Aos.~er:
• The Department is requesting $1 A billion for the Class Size Reduction
initiative in FY 2000, a $200 million increase,
• For FY 2000, the Department is proposing that local districts provide a
35 perr:ent match on any funds they receive above their FY 1999 allocations,
Districts with at least 50 percent of their students from low-income homes
would be exempt from the match, Otherwise, the program would continue
under the same terms and conditions sel forth in the 1999 appropriations bill.
• The amount requested and the matching funds would allow districts to hire
over 38,000 highly-qualified teachers, or approximately 8,000 more than in
FY 1999, ,
".
•
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,
�•
.7.1)0 Federal Education Pro!jcam§
Qyestion: Over two years ago,Hep. Hoekslra's subcommittee found Ihallhere
are 760 Federal programs dealing wilh educalion. Despite this large number of
Federal educalion programs, we all know Ihal educational achievement has
stagnated over the past 20 years. And now President Clinton wants!o create
even more educa!ion programs. How can you justify this?
Answer: Despite all the talk about the 760 Federal education programs, this
number has little meri!, in my view, in any discussion about the effectiveness of
the Feder~11 role in education.
• The vast majority of the 760 figure are research, training, or other service
programs created for specific purposes such as boating safety, health
manpower, or narcotics' and dangerous drug training that have nothing to do .
with improving our Nation's ~verall education system. Examples include:
•
Colorado River Basin Salinity Control Program (Agriculture)
Appalachian Loan Access Roads (ARC)
Aquaculture Program (Commerce)
University Coal Research (Energy)
'. . .
Cancer Biology Research (HHS)
'.,' ,. ~.,.' .
Cell Biology and Biophysics Research (HHS): . : .,., .,"
Donations/Loans of Obsolete DOD PropertY.(DOD); •. v .• '
Military Construction, National Guard (009):, ;""
Government Publication Sales and;9is!~~u.!ig,n:«3P'9)~,:"",
.
NIEHS Hazardous Waste Worker Health(.~rd,~.~fmy .rr~ining (HHS)
.
National Register of Historic Places (Interi9r) '.
Law Enforcement Assistance: FBI Advanced Police Training (Justice)
Local Veterans Employment Represeniative Program (Labor)
Books for the Blind and PhySically Handicapped (Library of Conyress)
Financial Assistance for Nuclear Regulatory Commission Local Pub!'ic
Documents Rooms (NRC)
.".>...."
• Within the Department of Education, we now have about 175 pro~,am~,."od I.
would be the first to admit that even !hat is probably too many.
...... . . .. .
• Virtually every budget submitted by President Clinton has included significant
numbers of recommended program eliminations and consolidations, and we
have succeeded in eliminating more than 60 programs over the past six
years.
•
• The President's new initiatives respond io significant unmet needs within our
education syslem in critical areao like literacy, accounlability, school
construction, and helping families pay college cosls.
17
�•
Class Size Reduction: _California Wajyer Reque§l
Question: The Department has received a request from California to waive the
requirement that all districts lower class size in graces 1·3 to 18. When will the
Department have a definitive answer for the State?
Answer
• We have received the waiver request from California; however, before we can
reach any decision on the request, the State must provide local districts and
the general public with the opportunity to comment on it.
• Once California has considered those comments, we look forward to working
with the State to find a quick and satisfactory resolution.
• We expect to issue guidelines on ,Class Size thiS week.
• We will try for as much Oexibi1ity as possible .
•
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18
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Iille I Funds
to
Wealthy Districts
QuestiQn; Changes in the 1994 reauthorization were supposed to signmcantly
improve thee targeting of Tille I funds tQ the distric~s with high nU,mbers of poor
children. Even so, Title I funds still flow to many wealthy districts with relatively
few poor children, Why?
Answer: The 1994 reauthorization improved targeting by eliminating Hie I funds
for distcil<l~ i:iiIb 2 percent or less Door cbildreo and basing allocations an payert¥
data that. beginning .in 1997, are to be uadated once every two years rather than
once a decade.
• These Changes have had some impact, but other Title I provisions delay their
full effects. For example:
-
The 100 percent "hold harmless" in the 1998 and 1999 appropriations
acts, which guaranteed that LEAs received not less than their previous
year's Title I allocation, prevented the new poverty data from shifting funds
to districts that experienced increases in poverty.
•
Most Title I funds continue to be allocated through the Title I Basic Gr.nts
formula, which spreads funds thinly across· ali districts with both high and
low poverty schools. Weak targeting leaves the poorest districts with. , .
insufficient funds to serve all of their high,poverty,schools and tow, .•' .. " .. ,.
achieving children.
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The President proposed spending $756 million on targeted grants,to(09~S~ ::"" '.].,:,
funds on the poorest districts.
. E·
•
19
�•
•
Follow the Child and rille I Funds
Q~estion: Under Title I, needy students lose the benefit of Title I if they transfer
to a school that is not eligible for Titie I funds. Wouldn't it make more sense to
have the TWe I funds follow the child?
Answer:
• To effectively help millions of children, Title I focuses on the school as the unit
of intervention, especially schools wah high QPOcllotcaliQo. pf low-income
children. Title I is needed in high-poverty schools because the concentration
of poor students in those schools brings down the achievement of all
students,
.
• If a child leaves a high-poverty school to attend a low-poverty school, his
chances of improved student achievement increase, even without Title!
services.
•
•
.'
,
,"
If Title I funds followed the child the program WoUld be difficult to administec
and services would be disrupted to millions of students to accommodate a
few. l'.Iso, the stigma of being singled out tor services in a new school might
outweigh the benefit of those services.
NOTE: The poor student population in California has increased recently, but the
California share of Title I funds has not grown as fast bec?use' of "liold harmless,"
provisions, The Administration opposed the use of such hold harmless
provisions.
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Ap!lI~lng the Title I Hold Harmless to Other Programs
•
QU!i$!iQo; Should the Title I "hold harmless" also apply to other programs that
base their allocations on TrtJe I?
Answer:
• Because of language in the appropriations acts. the Title I formulas currently
include hold hamless provisions to ensure that each LEA receives 100
percent 01 !he amount it received in the prior year .
• Hold harmless provisions detract from targeting because, by guaranteeing
each State and LEA an amount equal to its previous yea~s Title I allocation.
the new poverty data are prevented from shifting funding to distr'cts with
recent increases in poverty,
• Because the Title I hold harmless amounts have been incorporated in Title I
formulas in recent years. they already apply to other programs that base their
allocations on Title I shares,
•
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Examples of other programs using Title I formula:
- Class Size
- Reading
Technology
Construction
- Safe and Drug-Free Schools and Communi!ies
- Eisenhower Professional Development
- Education for Homeless Children 'and Youth
.
., .
.
• If li,e)iolrl harmless amounts did not apply to the other programs. targeting to
poor children would improve slightly in those programs.
• The Administration opposes hold harmless provisions that prevent use of the
mO$t·r~v~jt'da1:t ... ·
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21
�•
e.sing on Alloc.tions on Academic Need Instead of Povedy
Question: Title I funds are allocated to LEAs and schools based on their number
of poor children, but the purpose of Title I is to help children meet high standards.
Wouldn't it make more sense to base alloca!ions on children'S academic need?
Answer:
• Un!iI1994, Title I used to base allocations on academic need,
• Within districts, schools now receive Title I allocations based on the number
of poor children.
• Prior to 1994, LEAs distributed funds based on the number of children who
were "educationally deprived" (Le., scoring poorly on tests).
• Congress changed the law in 1994 after researchers pointed out that the old
distrbution acted as a disincentive to raising student achievement (If a
student's lest scores went up, it might lose Title I funds,)
• Within schools, children are selected for Tille I services based on their relative
academic need, unless the school is o;:>erating schoolwide program to serve
all children in the school.
a
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22
�•
•
Bilingual Education: Eft.gUveness
Question: Are Federal Bilingual projects effective?
Answer:
• The projects we fund are effective in leaching English to limited English
proficient students and in assisting them to make progress In other classes.
• According to a recent sample of 1998 biennial evaluation reports, 91 percent
of projects showed that at least three-quarters of participating students made
gains in:oral English proficiency and 82 percent of projects showed that at
leasl three-quarters of participating students made gains in written English
pioficiency.
.
• In language arts, reading and math, 61 percent of projects showed that al
least three-quarters of students made gains in those subjects.
•
Q!.!e~!ion:
How does the Department plan to fix them?
•• ;'i ..'.', '
Answer: As part of the reaulhorization of the Elemenlary and Secondary
Educalion Act;the;Department plans to propose amendments that will strenglhen
accountability requirements for Title VII projects and place additional emphasis
. on English languag~ acquisition within.three years.
'
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•
23
�•
Eif.t/l-,Year Pell Grant E!igibilit~
Questipo What is the implementation status of the HEA provision that expands
Pell·Grant eligibility for students enrolled in non-graduate degree. post- .
baccalaureate teacher certification programs?
Answer
• This new provision is included under Title IV of the reauthorized Higher
Education Act and, as required by statu Ie, is currently under discussion as
part of ongoing negotiated rulemaking making sessions with the Higher
Education community. Final regulations are expected by November I, 1999
to be effective for the 2000-2001 award year.
• We are working wilh the Higher Education. community to see if this provision
can be implemented on acase-by-case basis for the 1999-2000 award year
or sooner.
• Pell Grants were only available to undergraduate students until the Higher
Education Amendments of -,998,
.
.
•
• Individuals pursuing a post_baccalaureate.teaching license or crede~tial will
now be eligible for Pell:G:~~t~':i't':"*n:~; ~~rt
_,f,
'.
•
24
�"
•
Wicker
Bm Allowing Stales 10 Provide for Unifocm Treatment in Discipli,:e.
Question: I recently introduced a bill that would allow States to provide for
uniform treatment of children with and without disabilities in the area of diSCipline,
I am responding to complaints that many people have about the ability of SChools
to provide for safe and orderly classrooms under the current IDEA statute,
including the harmful effects of differential treatment for students involved in the
same incirlent of misconduct Mr. Secretary, would you support equitable
treatment of disabled and nondlsabled students in the area of discipline?
Answer:
• We absolutely agree that schools
environments for all qur students.
•
mus~
provide for safe and orderly
• However, your proposal would appear to jeopardize vital protections provided
by IDEA to children with disabilities. it would allow seMols to Dunish children
with disabilities without conducting a mahir.'~statiQn determination to determine
the relationship belween the student's disability and the behavior-a violation
lill!:iJ; Qaild'u;ivil [ighls,
',"
•
It would also permit the cessation of education":s~erVices -to children who have
been suspended ar expelled:' We~believe that continuing services to children
whQ have been removed from schaol fordiscioline problems arfresseolial to
eosurine that these children complete:schaal successfully, .
.
-.
,
• We believe that the recenJly ame~ded IDEA. along with the regulations we
are issuing. provide for eovironments conduciV2.tO learning, while protecting
the rights of disabled children to a free appropriate public edu~.ation.
'.
• We believe that the IDEA, as amended, and implemented by the regulations
we have issued, provides scbool officials will11tJe lools they oeed:
Schools have the authority to do multiple suspensions of ci1)u'\1 (} days ",,'
a time and services need not be provided for the first 10 days'."
,
-
Schools have the authority to remove a student for misconduct involving
weapons or drugs for up to 45 days and to ask a hearing officer to extend
the removal if the child's retum would result in a substantial risk of injury to
others,
-
Schools can ask a hearing officer to remove a child for up to 45 days (with
extensions) if maintaini,"g the child in the original classroom would result
in a substantial risk of injury,
-
Schools can apply the same disciplinary actions applied to nondisabled
children if the child's behavior is not caused by the c~,ild's disability,
.
•
25
�•
IOEA -- Oiscipline
Question: One of the chief concerns abot.:1 the new regulations you are putting out has'
to do with the issue of "discipline." Can yot: tell us your views or. this important issue.
AnSWfiir: Let me start oy giving you a
"clear~
picture about what we are,talking about
• We have dose to 53 million children in our schools and about 5 'h million are
children with disabilities.
• 300,000 children with disabilities wlll be suspended at least once,during the school
year, That's a suspension rate that is similar to non~disabled children
(3,078,604 -1994 dala) and just a fraction of the tOlal number of young people in our
schools.
• 45,000 of these you!'!g people wfl! receive a suspension of more than 10 days,
• Only 15,000 will receive a suspension for a serious,offense like violence. ,We
take e'lery suspension seriously and especially those that deal with a serious
offense.
.
•
Let's remember. however, that 95% of the young people with disabilities are
successfuily gOing to school every day and almost 99% Of these children are n'Jt
involved in the most serious of discipline issues,
only
Sometimes when I hear people go on about s'pecial"educatio'n'they
see the
few children who we realty have'to'worry'about an'(norget~about all'th(fother' "
young p(~ople. We need to see the whore picture. ,Our effort~Jo,9i5te chlldren .
with disabilities a q~,ality.e~!-!c~tic~m·is one ~f,t~ejg~.~~t'~~C£!;3~~A;t£ri€}".!!,,9f'
American education.
.
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,
Now a comment on the regs. They will, first of all, incorporate thif1997 amendment
giving school personnel unilateral authority to remove a child who has brought a weapon
to school for up to 45 days,
• You .vll! also see that we made a concerted effort to find a solid middle ground
between the concerns of educators regarding the ability to discipline a Child and the
concerns of parents who want their chHdren to get an educatlon.
• I suspect that neither side will be particularly happy with lhis middle g,ound which
suggests to me that we are about where we need to be.
• We have listened to school administrators and given them more flexibility, At the
same time, we seek to protect the rights of the students and we have put a strong
focus on early identification of problem behavior,
•
• I befieve that jf we do a jot more early prevention work we will have fewer problems
and that is why we are proposing $116.miUton for add:tional prevention efforts, ,
'.$:~~
26
.
�•
Billease of IDEA Regulations
Question: When are the regulations coming out lor IDEA?
• We intend to meet our deadline of getting these regulations Qut by March 5th.
• We will immediately put them up on the Web and then gel them printed in Ihe
Federal Register. The latter may take a few more days.
• We plan an extensive outreach effort 10 make sure thai everyone understands
how to use Ihese regulations wisely. Judy Heumann will start the process today
when she holds the firsl of two national teleconferences.
• The Department will sponsor 6 regional workshops in April.
•
•
The Department has also recently funded 4 "IDEA Partnership Projects" to
give many more people the expertise they need to understand how to . . •..
implement IDEA. These partnerships will make extensive outreach efforts to'
school administrators, service providers, parents and teachers and families and .
advocates.
.
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• These 4 IDEA Partnership Projects will be year around efforts:" " ""1,·'C'. ',: '1'
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27
,,'-
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�CONGRESS PASSES RECORD $42 BlLLlON EDUCATION BUDGET
•
UNITED STATES
DEPARTMENT OF EDUCA "n~1
FOR RELEASE:
De~ember 21,2000
Puge 1 of2
NEWS
Contact:
Roberta Heine or Alexander
WoW
(202) 401-3026
CONGRESS PASSES RECORD 542 BILLION EJ)UCATJON IlUl)GET
Secretary Rile), cails 181'ercel1t increase a "/undmatk r:
u.s. Secretary of Educatjon Richard W, Riley today hailed the: record $42J billion appropriations bill
passed by Congress as "a landmark in the nation's commitment 10 the education of our children."
The package includes $6.5 billion in new funding 10 reduce class size, provide emergency repairs for.
run-down schools, increase after-school opportunities, improve teacher quulity. heIp tum around low~
performing schools, strengthen support for children with disabilities., and expand access to and funding
for college,
"The 1g percent increase over last ycar is the largest one-year increase in education funding in the
Department's history," Riley said, "This increased investment in education is a tribute to the strong'
leadership of President Clinton and Vice President Gore, to the hard work ofa bipartisan coalition in. ::" ,)
Congress who have produced thi;.; bold legislation, and to the desires and interests of the American .."'<i ;'. '. "
people, \\'hu huve made educntion a nm~onal priority."
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The Secretary added, "This was a vcry good next step, but additionaffunds will still' be needed 'over;thc; 5, ; '~7""~~~
next l{:w years t(i achieve full implementation of legi5lation designed to strengthen slucic-nt achievement)
indudill£ smaller c1asscs~ teacher quality, school renovation, and afler~school programs,"
Riley said he was especially disappointed that the school renovation program was not funded to the
Administration!s :cqucst and suggested that passage of the Johnsou*Rangel School Modcrnil.ation Bond
Bill, which had 230 bipartisan co~sponsors in the Congress that just adjourned I should be enacted early
in the new Congress.
Among the highlights orthe FY2001 Appropriations bill:
Reducing Class Sile with the third installment toward training and hiring 100.000 new teachers
over seven years to reduce class sizes in early grades to 18 students per class: $1.6 billion ~ a 25
percent increase - which will mean approximately 8,000 heW highly qualified teachers in the
nati0n's schools,
'
•
Upgrade Teacher Skills and Quality with Eisenhower Professional Development Slate Grants
\\·jth nearly 15,000 school districts receiving $485 million - a 45 percent increase ~ to help reduce
the number of uncertified teachers and teachl;rs who arc not trained in the subjects they arc
tcaching.
Jmpro\'c Rcading and Math by increasing Tille I Grants to local education agencies which help
disndvantagcd slt:dents learn the hasics and achieve high standards: $8:6 billion - an 8,3 percent
I12/0 J
�..
CONGRESS PASSES RECORD $42 BILLION EDUCATION BUDGET
Page 2 of2
increa:'lc. The biB also Includes the full Administration request - $286 million - for the Reading
Excellence Act.
•
Urgent School Renovation Grants would pro\'idc support for emergency repairs, such as repair
of roofs, plumbing and electrical systems, and meeting' fjre and safety codes, and includes funding
for special education services or 1Cc!J.nology~relatcd construction activities and support for a new
charter school facility linancing pilot: this nc\v progrtlm was funded for $1.2 billion.
21st Century After-School Programs offer 650,000 additional school-age children in ),100 new
family centeno a safe, drug~free environnlent to learn dunng lifter-school and summertime hours
\,"hile helping strengthen academic achicvement: $845 million - an increase of 87 percent. These
centers, appr{)ximmely 6,700 centers in 2001~ wO~lld also om;r lifelong learning opportunitie:; for
adults.
Strengthen Accountahility by accelerating state a~d local efforts to improve the lowest
performing Title 1 schools with rcfomls ranging from intensive teacher training to required
implementation of proven reforms to school takeovers: $225 million.
Comp-rchcnsJ\'{' School Reform helps schools develop or adapt comprehensive schoo! reform
. modcls that arc based on reliabie research and effective practices: $260 mil!ion - an 18 percent
Increase,
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Special Education Grants to Statl's to assist them in providing a rree appropriute public
education to more than 6.3 million children with disabilities nationally: $6,3 billion - a 27 percent
Increase.
, .,
Pcll Grants provide grimt assis\uncc to help 100v~incomc undergraduate stude:1ts attend college:
$8.8 billion ~ an increuse of 15 pcrccnl - coupled with a $450 increase in the maximum Pel! Granl
to $3,750. Supplemcntal Educational Opportunity Grants pr~vide grant assis·tance to lo\\,-in{;otrlc'
t:ndergrac'Jate students: $69J million ~ a 9.5 percent increase,
Federal \Vork-Study helps undergraduate and graduate students pay fOl' college tnrDugh
time _':York tlssistance: $1 billion - an 8 percent increase.
part~
GEAR UJ> and TRIO prepare low~income middle and high school students for college throug~ a
variety of apprnachcs: ,295 million for GEAR UP and $730 million for TRIO,
"""'";.,
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•
NOTE TO EIlITORS: State·bY-Slate and national budget tables can be found on the Education
Department's Web site at hHP/6.\-}yy.',c_d.gov(omccs/DJ';~S~blldg('LhunL
###
EP'9
•
hon-!h..V 1.VW et1, (!ov/Prc,,".;Rcleases!12 ~2000! 1221 OOa.hllnl
1/2/01
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Clinton Administration History Project
Creator
An entity primarily responsible for making the resource
Cinton Administration History Project
Council of Economic Advisers
Department of Commerce
Central Intelligence Agency
Department of the Interior
Department of Defense
Corporation for National Service
Council on Environmental Quality
Department of Justice
Domestic Policy Council
Department of Education
Department of Energy
Environmental Protection Agency
Federal Emergency Management Agency
General Services Administration
Small Business Administration
Social Security Administration
United States Agency for International Development
National Economic Council
Office of Management & Budget
Office of National Drug Control Policy
Office of Personnel Management
Office of Science & Technology Policy
Office of the Vice President
United States Trade Representative
Date
A point or period of time associated with an event in the lifecycle of the resource
1993-2001
Description
An account of the resource
<p>The Clinton Administration History Project describes in detail the accomplishments of President Clinton's Administration for the period 1993-2001. The records consist of the histories of 32 agencies or departments within the Executive Branch. In general, each organization associated with the Project submitted a narrative history along with supporting documents. These narrative accounts are primarily overviews of the various missions, special projects, and accomplishments of the agencies. The supplementary records include substantive memos, press releases, briefing papers, and publications illustrated with photos and charts.</p>
<p>Agencies:<br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Council+of+Economic+Advisers&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Council of Economic Advisers</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Central+Intelligence+Agency&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Central Intelligence Agency</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Commerce&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Commerce</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+the+Interior&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of the Interior</a><br /><a 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Text
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____~_______
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ORA FT -ORA F T - D RAFT -DR A FT - 0 RA FT - D RAFT -DR AFT
REAUTHORIZATION MEETING
November I, 1998 II :00 am - 3:00 pm
Attendees: S, Berka. S, Cook t T, Convin, T DOzler, S, Fleming, J. Johnson, C. Jovicich, T,
Kelley, M Moran, A. O'Leary. V. Pliska, M. Smith, D. Stevenson, G. Tirozzi, S. Wilhelm, .
,
I. TEACHER QUALITY - Key 01'<U5510n Issues
, Component A Implementing Standards in the Classroom
Component B: Grants to'Support- Model Teacher Quality Effotrts
Component C, National ACtivities
.
'
Implementing Standards in the Classroom/Accountability provisions.
• Major accountability provisions would include report cards on teacher quality,
development 9f performance indicators, and development of systems to reward good
~eacher~ and remove poor .teachers.
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Supporting model teacher quality efforts
,
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• Push non-traditional professional development~ 'd~ui t1!roygn fast respo!1s~ '·.!:·:..:L:}~~;.'
• There needs to be opportunities for cross planning;
.... ,. ~. -;;'-'~ .~~ ,-''- ' .~, : G -- ~:< .
• Pushing schoolwide programs, school. base decision making, rather than indivjd~al ~" ·,A.
teacber development (i.c" college course work. conference expense reimbursement,
po,
etc.)
.
n Proposal emphasizes working with an authentic team, and mentoring teachers
• . From the Apex Study we've learned that teacher quality activites are more effective
-.
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•
.
when implemented in the context of the natural environment of the school,
Eigh! priority en)phasls will be on low perform1ng schools.
"~undillg
•
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• -Few states currently have performance indicators to measure teacher quality,'
• Currcn,t legislation'in Eisenhower program docs rea'ding and math conflict?
• We need to focus on student needs
Issues'
• Having a set-aside for professional development in Tide i would be targeted.
• We need to walk the line between reality and leadership.
• In order to put any programs together ~ we need a coalition - (ie., Chje~s, National
School Boards, ,etc.
.
"
• Portions of the proposal wm not need a lot of money, For example, the simple step of
having a teacher observe another teacher would take very little money.
• We need to think of the content of Title 1, set-aside, Lessons learnrr.i from last
,reauthorization, There will probably be. more support for [his approach .
Alternati\'e Certification Issues
'
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-,
•
•
•
•
This is a real source of vigor for many schools
No professionaJ. certificates, no emergency certificate
Our goal if; well-trained teachers, and goal practicing teachers. Colleges are going to
fight alternative certification. We need to distinguish between emergency
certification and alternative certification,
General Framework: Two larger options:,(l) Consolidate Goals 2000, Title VI, (2) Keep Title
II
• We need to be cautioned that Title VI may become a big block grant Hard realities
on the Hill makes it difficult to combine programs.
•
•
•
•
.,
Teacher quality is more sellable on Hill,
We're not abandoning gorus. we are moving into next phase.
This age~da needs to continue ~ perhaps focus and teacher quality and standards,
We could fold Goals, Title n. and Title VI into teacher quality,
Ifwc could fi6,¥re out way ~f getting proposal out there using current programs,
[
DECISIONS/ACTION ITEMS - Teacher QualilY
Pr:~pare
'.
and disseminate Jots of models and examples. We can implement models
, immediately, and develop a public voice as to what constitutes good thinking. How do we
,.;"J~",.,
get good information out to teachers? (I,e" George Miller, proposed out offield
.
.,
' " amendment, passed committee. yet home school lobbyists influence the defeat of
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'.
amendment.)
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,'",....., ''''''\< Give distflcts examples of ways of implementing out-of-field. (l.e., ~cjence, performance
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licencing.)
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...;;;f>;.. ;'d, 1.
Do serious negotiating over ~he neXt three weeks with CCSSO. NSBA, etc, and bring
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these groups into the pJan. (Le t 5% of funds used in Title VJ for improvement. We
haven't asked for money in Title V1, but it is funded anyway.
W'l.oeedJ.Qjocus and sell 'the yision. The selling point of Goals 2000 and Title VI is
flexibiiity . ., How do,we get major education groups on board? We need to get out the
vision.ofconsolidating Goals 2000, Title III and Title Vt The right question is what
vision do we want to get out there? \Ve need a story to tell as to how this money will
wortJogether L However. the States still need some money to keep there standards
gOing.'·ctc "'Then..~u:;ed to'be a spareate set-aside for states (i,e. Title V); the States no
longer have that.
, We need to move to the second, generational question on teacher quality; (1) Quality
.
.
, ;'
[each.", (2) Professional Develpment, (3) Standards, (4) State Reform, (5) Title Vl
There must be some Tide VI flexibil1ty. Title VI could focus on technolgoy and teacher
development. Title Vl is also flexible. How do we know if we have a good teacher when
we have it1 Proposal for the teacher quality formula &'Tant to states does talk about
charachteristics of effective teaching.
Over next ten years we need 2 million new teachers, ",,'hat if there was a National Teacher " .. ~._
Certification Board? It could be state based~ and should have the same cut~off score,
Praxis test now issued by several states have different cut~off scores in different states ~
•
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Page
•
.,.
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leading to extensvie inconsistencies in measuring teacher quality.
Include clarifying definitions in legislation re emergency certifications, etc .
We have to talk with some of the educaton groups re placing the different programs
together. We need to do it in such a way as to get agreement.
11. PRINCIPAL LEADERSHIP - Kry Discussion Issues
Intent and Scope
• 2 programs are envisioned: (1) funding of states, and (2) funding a national .
competition.
• breadth of role i.e., shared responsibility.
• Perhaps the intent could be based with other school based programs - i.e., CSRD.
• Get literature from OER) re school principal leadership
• Mutual support is important. High school principals, in particular, need instruction,
support, and networking.
• Networking and collaboration, sharing solutions are important for principals.
• lfset~asides are established it will diminish funds for the intended programs.
• This needs to be additional money, or someown wiJllose a job or be replaced ..
• Many principals are not aware of new studies, such as important reports on brain
research, NAS study on reading, etc ..
• We want to send a national message that principal need to know updated issues on
c'urriculum and' instruction.
.
• \\~e're ac!uaI~y:understating the problems faced by principals: they're on call 24-hours
,~ a w~ek', sey~n days a week; very high turnover rates; there is much difficulty recruiting
.:' ','; .:pr.~~~j~alsfor.ur~~ri 'areas, individuals experience increasingly high stress levels, etc.
•
DECISIONS/ACTION ITEMS - Principal Leadership
1
C1aril)- funding options.
,c,
Who do you want to 'deliver services? \\'ho are the right institutions, Work throught
strateb')' and coordinate with teacher quality and pirincipalleadership.
Review OERl's I3 models for Vi''1~ifla! leader,-c>h!p. . .
Get information out re teacher quality 'and principal quality in numerous publications
i.I! .. NEA newsletters. Get Secretary to talk about both principal quality and teacher
qualtiy. Get information out into major education publications - i.e., Education
leadership, Phi Delta Kappa, etc.
Can have teacher quality linked with principal awards. It would be good to have principal
leadership money for school systems - priority/targeting (i.e., TCLF, Title II go to
alternative schools because they receive Title I funding.)
•
Ill. STANDARDS, ASSESSMENTS, AND ACCOUNTABILITY
Key Discussion Issues
31
�'.
~
L ________________
•
Page
• Standards, assessments, and acCountability is one of the most important part of the
whole law.
• Role of external partners, trend have been made
• Do ?Ie promote continuous improvement, or do we focus on low performing schools?
• Low performing schools ~ how do you attract teachers?
• School improvement ~ Title I proviSions on Correction Actions do not have w be in
pla;~e until States have in place final assessments,
• 17 .states have final assessments, but the Depanment has not been informed. This was
reported to CCSSO
m
1
..
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o
•
DECISIO]'(SiACTlON ITE:vJS -Standards,
Assessments~ and A~('ount~!>.~_~i.,ty,--_ _ _ _-,
NAS study on reading should be put in final legislation. S1andards and assessments all is
reading, LEP, and national test
We need to come up with cost estimates. The idea of state teams is not a bad idea, but we
need money, We're probably not going to get a separate Hne item in statute"
We need to look at where we are tn supporting state capacity. We need to work it out
Strategically and get by-in' with"chiefs, 'school boards, etc, 95% money 10 classrooms.
. , .,' ',',;1'
Additional hllndouts:
1.
2.
.. '
DisJ.r.i9t Response't·o.Stal~:AccoutHapilily SY5tems~ by Margaret Goertz.
Accommodation and'ConflictfTne:lmplementalign QfChicago's Probation and
Reconstitution· pOlic.ies:l; bY.-Kcnneih oK' Wong,
. , . ,"
"
-\
"
IV. 'TECHNICAL ASSISTANCE
Key Discussion Issues
Effrctivencss or current ED technicnl assistance effo'i"ts
.• We don't have good evah.:-ation information:
• 3 options: SEA capacity
• We need to look at purpose and focus. '.~ ..
'.'
:"
."". .
..
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Purposes of ED technical assistance
Obey~Porter was not in paper, and cannot stand alone; Obey Porter model is currently
one of the strongest technical assistance models.
2. We can now reach aJI95,OOO schools through technology.
3. Everythil1g we're trying to do in the Department ED staff will need to increase their
roles of technical assistance providers, (I.e., frontlback office. We could recognize
this role as part of our missiOl1 ,)
4. !7nt.t evaluations ~ i e,. Obey Porter. Fonnative evaluation as technical assistanc-e. We
should be able to Hlp into other technical assistance providers, I.e. SEAs - we're
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Thinking through what we can contribute
• We need to consider benchmarking, thinking nationally. and more broadly
• [nfclrmation has to put the direction to places, people, etc.
• Ultimately someone has 10 build capacity in classroom.
• from officelback office -- OERI, PES as backroom producers ofinfor:mation for ED
technical assistance,
• Tht: ED web site is one of the best in government and extensively used.
• We need to expand such things as video conferencing - Le" OVAE and PES have
good.modcls. AJso, Chiefs have indicated that is what they have to be.
• It would be bod to get some updated informatin together and think about 3 years out
into the future, V\fe need to build the future into some of the current t.hinking.
Futuristic thinking could significantly change our current provisions of labs,
comprehensive centers, etc,
• We should be able to respond accurately, appropriately, and immediately to questions.
• What is the goal? \\'e have a consolidated system with in a fragmented system We
currently cannot articulate a relat.ionshiop amon~ labs, comprehensive centers, etc,
You answer the phone, no matter who calls!
'" Senator Jeffords Hearings are coming ~p: ,'.'
• November 17
* December 11 Literacy
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Next steps for technical assistance:
1. We. should rethink and redefine delivery system,
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2. Define how the Depanment is changing its technicllt assist,i,ice characht~r - especially
with the new emphasis under Obey~Po!ter.
3" Extend providers role
4. Research is the basic model of technical assistance.
Bring lead writers together table about technical assitance. Cb~:'::k' with Kii'/{.al:dVal "-'
We need to get things right.
Unifit'tl approach ~ We want to tell a story ~ something to give people:
1. Slay the course on standards and assessments
2. Provide incentives.
3. Focus on students most in need.
4. ,Address second wave of reform from the state house to the school house with an
emphaSiS on professional development,
:5. Develop up-to~dne information to support refonn and integration with the dasroom .
The more we can retain our priorities, the better.
We need to be prepared for upcoming research studies and reports coming out
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questioning the effectiveness ofTitle I.
We're focusing Title I on teacher quality and accountabilitly.
We're continuing serious reform on State standards and focus on what we've learned"
i.e" choice, teacher quality,
What are we going to do about Goals?
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Technology for Education - Summary Paper
INTRODUCT:.JN
Te::hr1Ology - meaning comjJ!.!lers and inte:net access - is a powerfulleaming 1001 when used well as
pan of the dnily business (If teaching and learning, Tech.*lOlo&'1' is nearly cbiquitous outsiDe schools and
familiarity with it is hecomi:1g essential to good employment in the cOnlexl of schooling, using
Iccimolo£y \\ d; means not only famiJial"lI)'. but making a signific.an1 contribution to improved student
achieven:em on Stale content and performa::ce standards. Our goal for the Nation is to help develop the
best and highesl !eve: of use fortechno!ogy in schools and see tlutl level of use be<:ome common
:hrnughout elementary and' seco7'idary education. The four pillars for educational technology support this
goal.
Hc\' ever. J~hic\'ing the goals of the four plHars is beyond the scope of federal funding, Thus, we must
encourogf Stra1egic usc of Federal reSOL'TCeS to leverage B:>d stimulate other funding, to suhst3;!tially
inc;ease o,:r knowledge about new and effective uses of technology. and to milke sure thaI ad\'ancing the
tI~e of lechnology in schQols does not cor..tribme lO further d:vlsions in society,
Tethnology is panic:.la:-:y po,,"erful in reducing the carders be\\ycen rich and poor students, but (.nly if
access 10 let,hnolog? • used well - is readily avaiiablc:. Our particular goal for this reauthorizatlol. anrl
the fU!lding we provide. then, is to:
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Accelerate Ihe ce\'t']opmen: of 1,mo\'ativc strategies, tools, and appli::-ations :eading to gains in
.student pt'rf<'ml<tnce ;.gainst c::'alie:lging Stzte COnlen~ a::d perf{)~ance standards, and
.. Ensure lht" spreac of eC"C3tional technology to those schools where its power as a learning tool and
equalizer is mOSt needed -the same schools targeted by Tlile t's schOOl-wide projects .3:1d.lhe
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Schoob ana Libraries Corporat:on 80 pe,cenllevci of SUbSidy.
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Sp:.:cifll:ally. \\'e a:-t proposing to:
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Retain :('{:hnology as a separate ttlle since mn,vhere- else in ESEA is technology ~xplic.i!:
. Technology has beer. a catalysi for change, particularly with respect to ac:oieYing high sta:;dards.
improy!;;g leaching, motivating disadvantaged learners. and reaching high need communities, To
net iCLlve ;:$ :3 separale aUlho!"ily now would be to send 'the wrong signa!.
Belter cC),Jrdlns:te Fe-deml educational techno:ogy efforts;
Strengthen the target:ng pro"isions in the Technology Literacy Challenge Fund to continue to reduce
the disparity between technology-rich and technology-poor districts while also, providing States with
grcaler dis::relion to designate the type ofrccipients and priont)' for rerr.aining fundmg to develop
beltc-r'sct\'ice:; '0 henefi1 spdents in high poverty schools;
Co::sulidate the cur.e"t educational ~echno!i)gy discretionary authorities -- Star Schools, the
Techno!ogy Inno\'2:tion Chailenge Grants (TleG), lfo= Regional Technology in Education Consortia
(RTECs). and the FY '99 programs under the leadcrs:-np authori:y into a single discre~ionary
autho:ity and to do so :r: such away as to discourage setasidcs a::-.d earmarks;
Encourat;e a grea1er investmen1 in human ,eSOurces, TecPJlo!ogy ~ining for teaches mus: c{lminue
lC be high priority since less than half of current of teachers (only 43%} have enough skills to use a
vartety of applica:ions in their teaching;
To repeal udunded authorities and the Telecommunications Demonstration ProJect for Ma:thcmatics.
(We r.a\'e nol recommended disposition of the Ready.to-Lealii. Television authority,)
As pan of :he OERJ reauthO:lzation. 10 authorize research targeted to educatior.al techno~ogy ane
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learning. especially applied research on how adults a':1d children learn using technology.
BACKGROUND/PCRPOSE
Since 1995, we have made significant progress tQwards meeting the four goals espe::laHy, even
prlor 10 the advent of the E-rate, the plllar goal for classroom connectivity. But research,
although ir.consistent, suggests that progress, even with connectivity, may be leaving some
districts. schools and students behind. Among the four goals, two (the first, concerning
professional development and support and the last, concerning software and in~egrating
"technology ieto tbe cli:-TIculum) have received less emphasis in the effort to establish the
presence c-f tCI:hnology in schools and require fresh commitment and focus.
it is important to remember while considering these options that the Federal investment,
excJudi:lg the E~rate. is rellltively small in all but the most expansive of the op~ions c.onsidered
below. Cons('qucntly leadershipi leverage, links among program elements, and focused funding
are essential to maximizing effectiveness.
To accor:Jplis!; o'Jr goal- to see the best uses of technology for education become common place
~~ the cdlJca~kmallechriolo£y programs administered by the Department. should have as their
overall pl,!rpose to support innQyation and other activities leading to gains in student
perfor~anc" against challenging State content and performallce standards and to help
,'(.'duel: inequities in tbe distribution and effective use of educationa)"tecbno)ogy .
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This purllOse wi1! be achieved by a combination ofse\'eraJ strategies:
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1) expand and integrate technOl?sy use in i.eaching and leaming~ especiaEy i!l c!:ssr~~,fn~}f.".
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schools v.'jtl~ the,£Tea:est neeti;
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2) demonstra1e and disseminate effective models of technology usage;
3) develop belter, :nore effective applications in critical need areas; and
,;;) build Ihe capacity ofSlaies and low-income districts to use technology well and 10 dc\;e!op
cost~effectlv;;
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stra:egies.
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i, THRESHOLD QUESTION: iNFRASTRUCTURE: Should there continue to b.
, authority to provide fC!l~,s for equiP'"!cnt,.software 1 and telecommunications?
Recommended Option
While aCcess (to lelec,OniffiUnicatlons at least) has expanded in schools and classrooms,
classroom access and ha:dware in poorer schools lags behind the national picture.
The admini;tratiol1's commitment to the Technology Literacy Challenge Fund, whlch has been
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prir::lary federal sour:e for funding for equipment. software, telecommunications, and
lechnoJogy.. related professional development. has been repeatedly expressed as $2 billion over
five years. Fisca: year 1999 is the third of five years; in three years, $1,05 billlo!} has been
appropriated for the TLCF. ACCQrding to the current ich~duk:. fiscal years 2000 and 200! would
~~ke plil&' under the reau1horized statute.
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The Depanmem' s discretionary educationai technology programs have also supported extensh'e
hardwaTc- inve!>'TP.ents. In the case oflhe TICG, some believe thai innovative ap;J:oaches
developed by recipients could not be carried oat without expensive equipment and that very few
schools, pan:culariy poor schoots, could replicate their accomplishments without special
funding.
We recommend thai as we continue to support funding for equipment, software, and
telecommunications, we also strengthen the targeting provisions so that funds are directed 10
d;s~ricts and schools where dispar.lies are the greatest and further inves:mcnts continue to be
needed, and that '\\'e limit the amount of discretionary funds used for equipment to focus on
professional oeyelopmem and on-going support. Although lle E~Rate will help pay for on~golng
telccommunicatio:is cost and inside wiring for the poorest schools, it is only 15% of the total "
cost.
We l;)eJicye that CIJlTC!1i si<Histics and research and the lack of specific targeting provisions
indicate this need to shift the focus of Federal educational technology progr·ams to ensure that
a:ccss is made available 10 students in 10\1,'~income areas; to ame;iorate differences arising from
differences in home access; to bring a focus on uses 0; technology for higher~order thinking to
low-income schools; and to bring innovation ~ to low-income schools.
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2. TARGETlNG: How can greater equiry in educational tecbn()J()g~' best be achieved?
How would funds be distributed? Han' would the program be targeted?
Rc.:-ommL'ndtd Options
Currelll targeting pro\'lsions in TLCF, TICG, Star Schools, R~TEC s are relatively weak. In.
looking at targeting we considered both targeti>1g rcc:~pients of awards and the strategies and
purposes of awarcs. Both the proposed State fomlula program and consolidated discretioilary
program would do both in some measure, but the emphasis would be different. The State
form'Jla gran~ program (TLCF) would target a substantial pan of the funds to lowwincorne
" Ji':1rlcts <:lid schools; the p:oposec! discretionary grant program would make devc!o;nnent and
pf{widing access 10 innovation for low-income schools a.id districts a priority.
A. Explicitly target TLCF program funds to districts and schools with the largest number or
'-p::{cr,ntrl.ge of,-:hildren in poyen)' aP(!.l::Iemonstrates the greatest need for technology, Unlike the
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curren! authtwhy, the new statute would inelude a definition ofh:gh poverty, The revised statute
would r:1aintain the current language that grants are of sufficient size and duration to have a
substantial impact on student learning. Requirements for State and local technology plans would
be retained, with the added provision that pJa.'1S be renewed at least every three years.
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Funds would continue to be distributed to States in proportion to each State's share of funds
un':,:,: Part A of Title I of the ESEA. The 5 percenf limit on a State resen'e for administrative
funds would be retained, States would award funds competitively wi.thin, the State, and each,
State would be required to distribute 65 percent of funds to the distric'ts in the top quartiie"[6:
stude;lts eligible for Title L Funds w(luld.,benefit scbools within districts in the top quartile that
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are imple:1Jenling SchOOJ,wide projects.
S:ates would hav'e greater than current discretion over remaining f..mds (30 percent), b'Jt the
p:.lrpose would be to :'enefil the same types of districts and schools. Funds would remain
:argc:ed to j;nprovin5 classroom instruction, but States would be free to~ design subg:ant
competitions and designate subgrantee types other than LEAs in order,to develop model
programs, practices, and products aimed at meeting State educationai technology and iearning
goals in the ~argeted lmd similar districts and schools.
B. Target the dis-crcllonary grant prot,'Tam to :,eq:..irc thai ellgible reciplems, beneficiaries of
services. or the site for 3:1 activity be defined fot a particular competition so that appropriate
attc!:tion is given 10 tmderserved communities.
3. RESEARCH: How should research on edueational 1.Cchnology be supported
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Rt"commendcd Oplion
OERl's current resei1rch authority does not specify research imo educationa.; technology as a part
of-the purpose of any oflhe Institutes. We recommend that a more explicit authority for research
i.P10 the- use of technology forteaching and learning be pa~ of the reauthonzat:on of the
Educa!ior,al Research and Imp:-ovement Act, Co:tseqt.:emJy,. no new resea\'"ch authority would be
needed t;nder the ESEA, Howcver~,the following are non-legislative recor.1mendations to be .
cCllsider.:d:
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Creme an imeragency and DepnrrmCIlHi.'ide research agenda for educational
technology In doing so, it is critical to consider research al:-eady being done by other
agcn;;::ies, Consider as a mode; the proposed Interagency Research lnitiati\'e (proposed
but nOl f~nded in the FY 99 budget). Th:s program would have conducted
comprehensive research, coordinated by multtple agencies, to study how children
Jeam- re?ding a:1d mathematics 'at \'a:ious ages, and how t:chnologv contribu:es ;0 the
learning process, through a series of grams. The'De;:oartment has begun to collaborate
wit.h NSF and NJCHD on developing an interagency research agenda.
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Emph~si::ejn:quell1:~~!eraCtion Wilh SWte and local educarors throughout the
• Make findings accessible fo educators and developers. Emphasize ongoing work Wilh
reachers on ~ research. This should be emphasiz.ed withb a research authority in
OERl Reauthorization, as well as through a discretionary authority providing for
dissemination and technical assistance,
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4, NATJOA'AL PROGk-4JUS: Ho\-y can we support the development and
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Recommended Option
The Depanmer.t has ail imponant national role in promoting high-quality, effective uses of
educational technology, \\'e recommend authorizing a single discretionary grant program tha;
combines the ~;trongest features from the current programs (~echno!ogy bnovation Cha!lenge
Grants, Star Schools, and R-TECs), These p!"ograms have very similar goals and authorities,
By combini;)g these programs into a sing!e discfc:ionary program it would allov;.' for the
foll(l\\'l!~g aCI:\'i:ies;
'. InnOValiy(: Applications: Stimulate the develoi1ment ofcreative new applications of
tcchno;ogy to propose and lest bold appro~ches to answer nagging education and govema.*1ce
cuestions and educational problems and focuses on promising applications in criticallea:::ting
areas such as math. reading English as a second language and science.
• Scaling Up Effectl\'e Practices: Provide services to ensure effective impler.1er.tntions of
educ<l!iona: teclmo:ogy become p:-evalent, and specific innovatior.s of promise are rolled out
and acapted on :1 large scale, with particular attention to benefiting those most disadvantaged.
• Access 10 Cor.tent: Provide high*quality info:mation an9 services through distance
lCC:111010gy for mu:tiplc audiences withjr: the education community, with particdar attention
to bene:i~ing those who oiher.v~se tack access to such content.
• Link to other high l~c_hnology development. such as Next Generation Internet and lr.temet 2.
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In' u:! of"tfie~c i1ctkilies, the~e would be an empha:sls on mclti~state involvement, rigorous
c\'aluation;'a'nd dissemination ofmodels, The new authority would incorporate the flexibility,
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peer reyiCW,'3!1d e;:aiuation provislo:1s thaI are found in the current Star Schools authority. Its
, primary purp~se ,,>,ould be to improve student learning (against State content standards:)
,:; througit'high·qtlillity and effccUve uses or'educational technology. In keeping with the, ,
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overall purposes of ESEA, an underlying framework of all such competitlons would be a strong
focus on be:iCl"iting ulldersc:,\'ed communities.
Eligible entities under t~i~ authority would not be iimited 'to LEAs. The authority should provide
tl)e flexibility to award gral{(s to States, 'IHEs, non~p:ofit organizations, a:r.:1 other business and
fOI"~proiite!:tities, uS long as'these applicants can demonstrate: (l) partneiShip\\'ith LEAs as
defined :;)1" the purpose of targeting State fonnula grant funds~ and (2) that the project will
direcily bcn-efit those LE.A.~~
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5. BUILDII\'G CAPACITY: How can we scale up effective practices beyond
isolated examples'! How can we ensure tbat professional d~\'eJ()pment and
assistance in planning, implementing and evaluating projects is useful and
accessible? How can we increase tbe capaci(y of targeted scbools to use this
assistance well?
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Recommended Option .
Require a selaslde for educational ,1echnology in consolidated authority: Embed professional
deveiopmco! fo; educational tech~iogy in a cross-cutting teacher quality authority, A
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mandat0D-' setaside for professional de\'elopment for lechnology would be triggered in the
proposed teacher quahly authority if a district targeted under [he State formula technology
al:,:hori~y used Stme fomu.:la te;ch.;~lOlogy fundi:1g (the 65 percen:) for equipment, somvare, Qr
telecom;nunications. The selaside would be waivable if a district receiving S~ate formula
technology funds for equipment, software, or telecommunications {;ould demons~a[e that
sufficient professional development in the classroom use of educational technology was provided
from other sources. Professional development regarding educational technology would continue
:0 be sl.:ppor:ec. under the recommended technology consolidated discretionary grant program
and,under that par:: of the State grant program (the 30 percent) over which States would have
i!lcreased d(screl:on,
To s~prlement these activities, substantial funding under the proposed consolidated discretionary
grant prograll1 \\ould also be devoted to activities aimed at scaling up s'Jc.ccssful practices, Such
activities CQuid include, building be:tcr links,bct\,.,een rcsea:"ch and practice; promoting mul:i~ ,
s:ate 3:1d other p~lrtnersh:p actlvlties, particularly networks between Slale and local tedinology'
coo~dinator5 and technical assistance providers; and working with all Jevels'of schoo!
administration to impiement models of effective practices, with a strong focus on activities to
bel~efjl schools low~incOl~1<::.communitics. This component oflhe discretionary program"
would work close!y with the consolidated professional de\'elopment program to ensure that
schools' technology needs a;1! m'et,.in a manner to be determined." (See National Programs for a
descriplion of this -p~r1 ofthe'prqposal.)
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The approacbes to buil.ding capa,city we have considered include a continuum of services that
include profc5sionai deveIopm'entand. t'echnicaJ assistance for aJ1.major stakeholders involved in
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K+12 education.' Again b'enefiis are to focus on impacting the same districts and schools as the
State Grant program descril)~d 1n the discussion of targeting earlier in this paper.
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The cunent TLCF and TICG authority exp,licil1y penuits the use of funds for professional
de\'elopmem, both in projects (3134(~» and''',s a means of integrating technology into the "'"
curriculum •.me as a fac~or in !ong-ternt pJannipg for technology (3134(4)), Local educational
tc~r.nology plan provisions for the TLCf (3135) require districts to ensure ongoing, sustained
professional development for teacheis and other education personnel; district plans are to include
a list of sour:;es oflraining< There is, howevel~-n:j explici1.mention of preservice professionaL" ..
devel('~mlent in educational technology. Awards may be made only to local educational
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(j'Jthor:zed. their purpose is "to.pro\'ide services for the teachers and students in a local
educational agency... ".
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Current policy calls for a substantial part of the De?artment's funding for educational technology
to g010 pr0fessional development. States are being encouraged to use at least 30 percent ($127.5
mi.1.Jion) of their TLCF allocations for professional developme'!lt. In sum, of the $698 million
appropriated for, educational technology for 1999: aeout $233 mlliion, or about 33 percent, is to
be used fo:- jJfofess:onal development. including $75 million for preservice. These funds
represent a suhstantia! investment that We must ensure is well used.
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Within the TIO] prog!am it is difficult to identify how much is used for professional
de\'elopmer.t, although.the 1998 competilio!1 set 3" prionly for professiqnal ~evelopmenL We
believe that it p:ays a relatively small part in the early stages of projects and later becomes a
more prominent activity" Within the Star Schools program, professional development and direct
SUppOr1 for teachers in the context of their classroom has been growing over the years. \\lbile the
statute requires :ha125 percent of the funds be devoted to instructional activities, the last analysis
done showed thaI 40 percent was used for instructional programming anc the trend has been to
greater spending in this area, Some 60 perceni ofRTEC serYices are deemed professional and
';eadcrship dc\'e:opmen:~and 25 percent technic~1 ~assislance. 'Over 40 percent of their products
s'Jppor1 prof~ssional developmenl activities, 25 percent tech:1ical ~sis1ance, and the remainder
, general disseminatio:1,
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Title II of the HigherEducation Ac1 pennits the use of funds for teacher preparation in the use of
educationUllfchnO!ogy, 'and the 1999 appropriation provides a total of S75 million for these
Juthorities (thhi is in addhlo:l to !he-S75 million pro'vided for prese;vlce and educational
technology), Ttlc Department does not curremly plan to dcvoie HEA funds to educational
technology. bUI glven the HEA authority, seeking additional al,lthority for preservice education
ccu:d be perceived as duplicative,
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In considering the necessary factors t9 q~ildjng c!lpacity, we also considered the role technology
itself couid play in·delivering s,e;n:i,g~\ 8fld .i~I,~l:lppqrting new work paradigms in scbools. Two
conside:-utions emerge: the merii~",>and PPP.9Uu~.i,ties t~at should not be missed and should be
expanded. and also the lack ofklJq\~'!~9g'e tP:4§lte, particularly'in the J.11ost disadvantaged
communities, abou1 :;to~,,~o. ~s~J~,e~ !,!y_~i,~~,~J~)~Rtll)plogy effectively for multiple purposes, It is
, . , iuiportant 10 r(':ncmb~e~ :qwt:~\'~il~, ti.cli.;·i6Jpgyii.I$~lf,can occasionally aCl as a chan&e agent, '
usually it musi be accompanied,b); qther;orgfUliZationaJ cha.1ge efforts that utilize direct
im;oh-emem with those use:-s affected.by.the technology (Markus 1988 & 1997; Thatch 1995;
Manson 1973),
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O~he; ieautho:ization reams are considering options for pro;~'sional deveiopment and technical
assistance. The options recommended below may need to be'reco:1sidered in the context of those
g:,oups' recommendations,
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TO:
FROM:
DATE:
Mike Smith
Linda Roberts
December 21,1998
Proposals for ESEA Educational Technology
RE:
As a follow-up 10 our meeting on December 17, we have prepared the following:
(1) Proposal # 1: Maintaining Educational Technology as a Separate Authority;
(2) Proposal #2: Integration of Technology into the Supporting School Reform document; and
(3) Consolidated Discretionary Grant Auihority.
After condllcting an analysis of our options, I helieve that Proposal #1 offers the greatest success
for us to meet our educational technology goals in the short-term and move toward long-term
integrated school reform. We have also prepared a revised version Supporting School Reform
with technology integ~ted throughout (Proposal #2).
integrated approach will· only be
possible if technology is sufficiently addressed as an integra! part of any refonn legislation.
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As discussions move forward and decisions are made, we':would like to be fully included in the,
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rROrOSAL#I:
Educational Technology Remains a Separate Authority
Achieving the Educational Technology Goals: The President's Technology Literacy Challenge
estabHshed four 'national goals for educational technology (connectivity, hardware, professional
development, software).· Although we have made significant progress on these goals, especially
in the area of connectivity, we are far from fully achieving all of these goals. If we prematurely
move toward integration, the Administration's commitment to pre pari!1g our students for the 21 st ..
century is pOlentially 10S1. In ord~r to continue to promote accountability and make measurable
Jlrogress on meeting these goals, we need to maintain national leade:ship.
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Tbe Nation's Progress on the Four Goals
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Connecting all dlBSTooms
to l.~e tntemel
Equipping all classrooms
with modem computers
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~early
8-0[;1l of all K·
J2 schools
275 of :nsrrtlclionaf
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c1assro(}m;;
• KCES, Oc;oher 1997
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Preparing all teachers to
inicgrate thes!;!
new technologies Into the
curriculum
• One out of five
teachers regularly 1)se
advanced
telecommunications
for instructional
purposes .
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• Only 43% of teachers
have enough skills 10 ~
useavarietyor":"" .,'
applications In the
teaching .: \ I ,. ,
eff~i\'ely
13 students per multimedia computer
oyernU
17 students per multi~
media computer in the
classroom
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Developing engaging
software and conten! to
help all students meet high
.
s:andards
• No sufIkiem data
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Bridging the Digital Divide: Mai:1taining a separate.~ut~ority ,*mj~r:apl.~ ~h~.Adminjstration to
continue to provide leadership in eradicating the digital divide.:." ~j1e.our progress on reaching
poor and minority communities has continued, the divide between our wealthy and white
students is growing at an inequitable pace. ft is very possihle that a consolidated reform proposal
would result in technology being fost to other issues at the school level i.e. discipHne.:'~afe!y, We
\\'ant to ensure that all children have access to a 2j~cenlury educntion,
Cl<lssroom Inh:rnci Access:
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Gro~ing
Digitlll Divide
,
1995
1996
1997
9%
18%
J7%
High Minority
·3%
5%
13%
Digital Divide
6%
13%
24%
9%
18%
36%
7%
14%
11%
220/.,
Low Minority
Low Poverty
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High Pove!.}
Digital Diyide
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3%
- 6%
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Budgetary Success for TLCF: \Ve are moving into a period of stringent budget constraints and
budge1 caps. "We are now in the out years." Tying technology to other programs places these
programs at a higher risk for cuts I.e. if Goals 2000 faces cutS, educational technology will likely
face similar cuts. For a variety of reasons> the Technology Literacy Challenge Fund is popular
and has fared well in the budget since its launch in 1995.
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I Budget CompprI$on orGnals 2Uf)ij ul'ld tile TerhuQ)(!gy Ulcrllty Cbl\!lengc Fund
I
urmllm arc in ll'u,)(lsand,
: FY
: '94
• G2K
TLCF
• '95
Requested
I Actual
Difference
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1420.000
NIA
S105,000
N/A
75%-
l G2K
$700,000
• TLCf
S371,000
NtA
47%
N/A
G2K
$693.000
$340,000
51%'
TLCF
NlA
NlA
, '96
'97
G2K
'TLCF
'98
G2K
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·
·
TLCF
'99
G2K
TLCF
i $476,000
•
i $250,000
·
· S60;,000
·
,
S425,000
, 5476.000
: 5475,000
5476,000
$200,000
5466,000
5425,000
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·
·5461,000
$425,000
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·
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·
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·
·
·
23%
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ll%
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Educational Technology Needs to,Rc~a~n ~,P~~t:ity:. ,Educational 1£ch_~9,I~gy,,~~pp~~~:~*-y,e~,
continued to he strong advocates faT educational.technology. Early indi~alid~s ~re ~r.<;tt:~hey,a~ ,,'.
1ikely to invem their efforts if educational technology remains independent and/ocused, They
are looking for a clear message from the Administration that educational technology is still a
priority nationally and therefore; one that stale and local cdu,cators maintain .
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Integration May Slow Down Jlrogress on Technology Implementation: There is no strong
evidence that technology is being effectively integrated into professional development pr9grams.
One example is that Title I funds which. can be used to integrate technology throughout the
curriculum h~is not taken place. There is a legitimate concern that a broad authority will not
ensure that educational technology t especially professional devc:opmen1, will not take place.
Reform is a Good Long~tcrm Strategy: The goal of integration is a good long~tenn strategy;
however. it \\ould be premature to expect thm all schools are ready to take this step, Through
'non-legislative action, we elm work with states over the next several years to integrate an of their ,
educational. Legislatively, it would be prematurely to force schools that have limited .
infrastructure t() integrate all their programs. \V..e...need to ensure thaCwe maintain the momentum
for educational technology.
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PROPOSAL #2: Integration of Technology into 1heSupportillg School Re/orm document
Supporting School Rcfonn:
Getting High Standards into All oJour 1'iati~m's 21" Cell/uF)' Classrooms
"We cannot chal/eng!.' high powmy schools EO rai,\'c l/teir sfandards and lhen t:nortchal1ge them hy doing
nothing
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help fhem. "
. - Secretary Riley, September 1998
O\'-cr the past tea-years. States and Disl~icts have focused their rcfam efforts on defining and improving
standards to ralr.e student achievement for ALL students. With the passage of the I~pro\:ing America's
Schools Act und the Goals 2000: Educate America Act in 1994, States were required to accc!erate the
pace of staildanls-bascd reform. To date. all but two StoIcS have developed content standards in reading
and math and over 20 States have developed performance st3Jldards in the same subjects, By the school
year 2000-200 I, Stales are required to 'have standards in' place with aligned assessments and a process for
disaggregacing student data to get a more precise picture of whe~e students are in their learning and what
we, as educators, need to do to improve leaching and learning for all students,
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To dale. States navc spent the bulk of their time and resources on developing standards and have spent
less time focusing olllhe imponance professional learning to get standards into the classroom and the
allocation of effort 0: resources tliat are needed to provide for this ongoing need-(Florio and Knapp;
1998). States and Districts need support and assistance to implement standards in order to improve the'
quality of teaching and learning. Implementation must focus on finaliz.ing assessments aligned 10 the '> '
State's rigorous standards; deVeloping curriculum n:igncd to Ibc standards; providing professional _ t.,.~
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development around'the new curriculum; using student pcrfonnance'dalf' to i!l'prove te!1,chi~g' an4,X\':i;i:~:.\;:;: '",',:,::~"r·,:~'.:.'<
learning; and, allowing time for 'professional cOl1vcrsations about student work and hew it is atjgri:~d' ,\\:i~: ! ;:' " "'-,~~'
standards (Coht;n and BOlli),
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or
. A,\ a resull ofTLCF provisiolls oil Stares h(1l'(; submiflcd technology plans. CJ/rrcntly, about halfthe
StarcJ dre alN:.ady revising their plam so lhis is an opportune rime to s1t1rl enc(iuraging !hem to inlcgralc .
1t.fchnology 10 rheir schon{ rejbrm effims,
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State"~ and schools have also begun to inveII Mal'fly-in cducaiional teclmofogy in the belief that
• " techi:"jogy can qUickly expand the capucilies of schools aiid teaChers. ,Much of/his effort is only loosely
connected to educaJi01~ reform, dr:~'Pite evidence rhullecimologyJs hes: used 10 supporl ciassmom
reform (MconJ\ eJ ai, 19(7). SlaJes and dis/ricrs are al!io beginning to use technology to collect and
array achicve'''Ctlf data (Texas), provide prOfessional development (Ohio), and make resources
(including complete curricula) available to students (Virtual High School). Beginning and experienced
teuchers cUe Kllowledge ofhow 10 irnprovc their teaching using technology second only /0 knowledge of
con/en! and performtmce standards as (J need, HQ)vever, only four Stares have included technology
perjormcmc(! standards as parI a/their Icocher ccrrijicarion'rcquirements.
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. Reform PTOposal- Standards to the Classroom.
Provide Sl.7 billion to, States and districts by consolidating Goals 2000, Tirle VJ, Title II and the
Technology Literacy Challenge Fund into fme standards-based reform grant that would support the next
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generation of the standards movement - driving standards iniQ the classroom. ED Flex could be
authorized through this rcfonn piece to give States ullir:ta:e flexibility in getting standards into the
classroom.
States would have a single set of purposes for this grant and would be required to submit a consolidated
plan, Stutes {Iud districts would be required to show progress on a SCI of performance indicators, For
example:
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• Report Cards at Slate, district. and school-level
• Plan to increase the number of students reading a1 grade-level
• Progress on TLCF's four goals
State Ref(II'm £Jforts: St.1tes would be awarded the funding from t~1e $1.7 billion gram by formula and
would retain 10% at the State level to:
• continue the development and implementation of ;>erformance standards and aligned assessments,
including the use oflcchnology 10 calfee! daJa and make re.wils available.'
• develop a dernand·drivcn support infrastructure thai uses technology effectively to assure that districts
and sehouls have acccss 10 technical ossistancc and infonnation on effective practices to help
students reach challenging academic standmds (e.g, regional technical ilSsistance centers; LEA
consortia, partnerships with institutions of higher education, etc.);
• __ develop and/or support networks Inal usc techn%KY l+'(!:/I in linking teachers, principals, schools, and
districts to each other nnd to other educational resources to develop and share information about
cmr1cu!um, assessment, :md instructional p•..lclice; and
• use technology 10 provide services EO se}wul,\' and g(1Cncrs(.wch m l1erwork.~ ilnd weh sites providing
currlcuhml offerings and lesson plans that nIctt Siau: academic conlen! and performance standards)
and develop new ways frir technology tQ suppar: reform Swu!wide wirh SpcCiJll attention to lltub,'ling
1()I1'~performing SChOf!ls. ,
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Teacher QU:llity: In ordcr 10 improve teacher quality, Stutes would be rcq~ir'ed to u~c 50% of the
funding to award competitive grants to LEAs to improve and refonn teaching aligiled with student
standards. Funds must be used to:
• ~ :mplenlcnt 5tronger teacher accountability measures (indu'ding performance·based assessments, peer
. r~'iew and assis;ance systems, knowledge and skills-based pay structures, recognition of exemplary
teachers, mid-career ccrtificalions. including expert usc ojfrN..:hn"ology in instrucllon) throughout a
teacher's C3leer to ensure that good teacherS are being rewarded and supported, aad that poor
,....t!!.Ilchers are given the tools they need 10 improve or be removed from the classroom;
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• "ujip~rt -on-golll!;, intensive professiona: development that is fneuse<!: at the schoQI-level and nllo,",s teachers
time to col!a~or4(e and 10 learn more aOOIJI how to improve stIJOenl work, including requirements that
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projesSilJ!1a{ development inlegrming rechnology into ins/ructian be intense and sustained);
~mpro\le recruitment ofhigh-quaJity teachers :h:oIJgh support for alternative certificutton and merit-based
scholarships to college students willin!,; to teach in high-need a:eas;
provide teachers with extra sUPpOrt and guidance in their first three years of teaching;
eliminate the use of teacher uides as instrm;tors in Title Iscn.oois;
provide support and professional develop-men! for principals in their role as instructional leaden; mcluding in
Ihe usc ofteclmology /0 use achievement info~mafimr effectivciy"
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States would be aiso required to set-aside 10% of their funds 10 award competitive grants to institutions
of higher ec.ucalion or alternative certification programs partnered with school districts to trair., recruit"
and retain high quality tcachers and cnsure Ihal beginning reachers are able Jo teach effectivc(y using
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fechnology.
(sec attached teacher quality proposal)
Nole: Technology will need to be fully integrated fmo the Teacher Qualit), Proposal.
thing Tec/Jn(Jlt·cy to Support Schoul Reform: States w(Juld he required 10 .~etasidc 30% of the f~s to
suppar! approaches to using lcchnolugyfor reform thai move standards into Ihe classroom.
• nw purpose! would be to focus efforf using reclmology on schools Jurlhcst behind in achievement,
with concentrarictlls of low-income students, and thar are altempting schoo/wide rejiJrffl through
schoolwide projects. (UJYJ;cting should be consistent with res! ofschoo! reftmn proposal 10
conC(mfrmc effort)
• Funds w{Juld be awarded competitively to a subset of districts with schools implementing
school wide projects,
• 40 /(J 50 percent ofrhefwlds could he used for eqUlpment or leJecommunicalions,' Stale would.
dc'ermfm~ priori,,),. applicants Ydndd he required to dcrnomtrafc oOlh nead and prior usc: ofE-Rate
subsidies. Based on current dalCl. the (j\'f!Yridfng need is 1() bring modern computers and networking
capahilities to the classroom. The £-RtJlc is not covering these costJ',
LEAs would need 10 dCm()nMrate
how thc project would complement Iheir ovcrall sysu:mic plan to
imp!cl/1cnl standards ill {heir classrtJOfm;, Professional dc>velopment aClivilic.x would meellh£! quality
requirC:{JIenil described in the :.econd Teacher Quality buller ahove,
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UNITED STATES DEPARTMENT OF EDUCATION
OFFICE OF THE UNDE.R SECRETARY
FEe 2 6 1999
MEMORANDUM
Val Pliska
Sandra Cook
Carol Cichowski
Judith Johnson
Mike Smith
Mike Cohen
Pat Gore .
Ann O'Leary
TO:
Rich Rasa'
Phil Roseufelt
Jon Weintraub
Jeanette Lim
Greg Mar~h
Jay Noell
Peirce Hammond
Susan Wilhelm·
Jack Kristy
Delia Pompa
Sue Betka
Linda Roberts
FROM:
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T~n: Corwi~ r:h~ C
SUBJECT:
Specifications for Education Technology Programs
Attached for your review are iegislative speCifications for reau1orization of Education
Technology programs (Title III of the Elementary and Secondary Education Act)
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The specs wouM reauthorize; and improve the targeting of, the Technology Learning Challenge
Fund; consolidate and reauthorize" discretionary technology programs, reauthorize the Regional
Technology Education Centers; and update the overall findings and purpose.
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Please send your comments to Jim Butler of my statf(FOB6, Room 5Clll) by next Thursday,
March 4. 1 apologize for the shon tum~around time.
Attachment
cc:
Chuck Lovett
Deborah Spitz
Cheryl Garnette
Catherine Mozer
Mary Moran
Leslie Mustain, OMB
Tanya Martin. DPC
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. Draft Title III Legislative Specifications
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Scctjon~By~Section Spe~ifications
Based On Slmcture Of Current Law
Title Name
Current Law: Technology For Education
Proposed Amendment: Retain the current name, if technology programs continue to have their
own title.
Section 31 0 I Short Title
Current Law: Currently, ESEA Title 1I~ is ciled as the "Technology For Education' Act of 1994."
Proposed An1endmem: Rename the short title as the "Technology For Educlltion Act of 1999."
Section 3111 Findings
Current La\!{: The current law lists 15 findings: that justify a Federal Tole in assisting schools and
districts to integrate technology into their classrooms,
Proposed Amendment:
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• Delete current'(l) and rewrite along the following !lnes: "Technology has the potential to
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assist and. support_I, impr~~l?ment of teaching and learning in schools and other settings and
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to prod~~~~~;;~ft~~,r;:~~~;;t~~t:~:sJC!r~<!-!l students to achieve to challenging standards.
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• In (3) dcl* (;\l through (D).: Re\wite first paragraph to say: "The use of technology in
education thro~ghout:the United States has been inhibited by the limited availability of .
appropriate technolog)'~enhanced curriculum, instruction, professionaJ development. and
administrative support resources and ser\';c~s in the educational marketplace;"
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• Delet!~ current (8) and replace with something along the lines of "Federal support is
partitularly important in providing access to computers and the Internet to students and
teachers in high-poverty ~chools,"
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• ReVl'rite number OJ) along the lines of "the Department will continue to playa vital
leadership and coordinating role in developing the national vision and strategy to infuse
technology throughout all educationa1 programs."
• Deh:te (13), which discusses interoperability. (nteroperability is no longer a major issue.
• Delete (15). This finding has been incorporated.into (I) .
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Insert new finding (maybe after (10)) that "Girls of all ethnicities consistently rate
themselves significantly lower than boys on compu1er abHity and are less likely to enroll in
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02126199
�Draft Title III Legislative Specifications
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advanced computer and graphics courses, Therefore, Federal leadership should pay attention
to the needs of girls and women related to tec!:mologicalliteracy,"
Section 3112 Purpose
Current Law: The current law lists 12 purposes for the Technology Act.
Proposed Amendment: Rewrite this along the following lines: Tlo ensure that all students are
prepared to achieve 10 challenging State o!1d local standards t it,}s the purpose of this title is to
support efforts by State and local educlltional agencies 10 achieve the four goals of the National
Technology Literacy Challenge. These g.oals a:e that:
• "All teachers in the Nation win have the training and sUptJort they need to help
5tud~nts learn using computers and the information superhighway;
• All teachers and students will have modern multimedia computers in their
classrooms;
• Every classroom will be connected to the information superhighway; and
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Effective software and·on~line learning rcsou:-ccs will be an integral part of every
school 's curriculum.:~'
": Section:) I 13· Definitions
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Current Law: Includes 11 definitions-. " :'..
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ProJb-')sed Amendment Delete this'section;'dCfinition sections will be included in the various
parts as necessary.
Section 31)4 Funding
Current Law: The law currently authorizes "such sums as may be necessary'" to carry out
subparts I, 2, and 3 of which:
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-- $3 million is for subpart 1 (National Programs for Technology in Education) if the
amount appropriau!d is less than $75 million or $5 mlliion if the appropriation is $75
million or more;
-- $10 million is to carry out subpart 3 (Regional Technical Support and Professional
Development); and
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,- The remair.'b of the appropriation is to be used for subpart 2 (State and Local'
Programs for School Technology Resources),
The law includes a separate authorization for subpart 4 (product Development).
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02126199
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Draft Title III Legislative Specifications
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The statute requires ~hat, in yearS in which the amount appropriated is less tban $75 million, the
amount available for subpart 2 is 10 be lised for h"ational Challenge Grants. In years in which the
appropriation is $75 minion or greater, the funds are to be used for grants to State educational
agencies. except for the arnOU::lt necessary to meet continuing obligations for National Challenge
Grants,
Proposed Amendment Delete this section. Separate authorizations would be created for each
part,
Section 3115 Limitation on Costs
Current Low: Limits the amount recipients of grants may use' for administrative expenses to
5 percent
Proposed Amendment: Delete this section. Distinct liml.tations on administrative costs would be
created in the parts where it is appropriate,
Section 3121 National
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Long~R~nge
Technology Pian
'Current Law: Requires the Department to develop and publi~h, not later than 12 months after the
dale of enaCfment (if the 1994 law, a nlltlo·nallohg~range iechn61og)' pIon. It includes 8 items
that are; to be included in' the plan,
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Proposed' Amendment: Delete this
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secti~n> whic-his:~~J';6~'t~~'i'd~t~:
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, . lo~ert Proposed Po:'! A'",'·Fcdeial keadershin
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Section 3122
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F~deri!1 Leade'~hin
CUITe!111~<;rw: Authorizes the Secretary to carry out activities to promote the effetltve use qf
technology in classrooms.
Proposed Amencment:
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• 'In (a), which lists the entities which the Secretary must consult in carrying out
leadership activities, delete the United States National Commis.sion on Libraries and
Information Sciences and replace \\'ith the White House Office of Science and
Technology Policy,
• In (b)(l) delete everything from "in accordance" through the end of the sentence,
This deletes a reference to plans. submitted under Goals 2000.
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Delete current (c)(1) , which authorizes providing technical assistance to technical
assistance providers. Repface'with language allowing the Department to conduct,
long-term studies on the effectiveness of educational technology,
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02126199
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Draft Title In Legislative Specifications
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Delete language in (0)(2), which authorizes development grants to technical
assistance providers. Replace with language authorizing the Department to convene
expert panels to identify uses of educational technology that hold the greatest promise
~or improving teaching and learning."
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• Delete (c)(4), which authorizes research on "jnteroperability;" interoperability is no
longer a major issue fot schools.
• Delete (c)(12), which authorizes a biennial assessment and report on the uses of
technology in elementary and secondary schools; the Department is conducting
assessments and evaluations of educational technology under other authorities.
• Retain all ofect), which <luthorizes the Department to require a match from grant
recipients under this part.
Section 3J23 Study, Eva1uation. and Reoort ofE\!.nding Alternatives
Current Law: Requires the Department to produce a study, not later than 12 months after the
enactment of the bill, on alternative models available to schools for financing educational
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Proposed Amendment: Delete section. which is now out of date.
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Proposed Authorization of Armropriation:c;·Section .-.': :;. ~',7;,:~{"
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Proposed Amenc:nent For the p~rposes carrying out this' p~~:t~~re"are authorized to be such
sums as may be necessary for fiscal years 200; through 2005, ' .' " "."'., '
of
Insert Proposed Part B- Technologv Literacv Chalier.ge Fund
Proposed Amendment: Insert a section containing a purpose specific to the State formula grant
program. The purpose would be: To increase the capacity of bigh~poverty. io\v-perfonning - ....~<.j ~
schools to provide students with access to educational technology and to assist teachers in those,
'schools to integrate educational technology effectively into instruction to improve teaching and
learning.
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Section 3131 Allotment and _Reallotment
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Current Law: This section specifies the fannula through which State grant funds are to be
allocated among the States. The formula allocates funds to the States on the basis of amounts
receiv~ by each State under Title I for the previous fiscal year, except that nQ State may receive
less than one-halCofl percent of the tOtal funding. In addition, this section describes the process
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02126199
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�Draft Title III Legistative Specifications
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to be used to rcalloca~e any funds should the Secretary determine that a. State does not require its
full allocation,
Proposed Amendment: Amend the current provisions to state specifically that BJA and the
Omlying Areas receive one-half of 1 percent of the amounts appropriated., BIA was defined as
afl SEA in the definition section of the statute; the deletion of that section requires the addition of
BIA In this section, Current law doesn't specifY the amount for the Outlying Areas: the
Department has had to obtain appropriations language to avoid giving each of the Outlying Areas
the full one-half of I percent.
Section 31
n School Technologv Resource Grants
Current Law: Authorizes the Secretary to award g.rants to States that have approved technology
plans under section 3133. Requires States 10 award funds competitively to local districts and to
ensure that grants are "of sufficient duration, and ofsufficient size, scope. and quality. to carry
out the purposes of this part effectively." This section also requires States to identify and
provide technical assistance 10 local educationalllgencies with the highest number or percentage
ofchildren in poverty and that demonstrate the greatest need for technical assistance in
developing a program application.
Proposed Amendment:
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• Rename section "Technology Literacy Challenge Fund," which is. the name the
Department has lIsed for this program,
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Under 3132(a)(2):
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• Specify that each State must use at least 95 percent of its allocation for local" .
subgrams 10 "eligible local applicants" (see below for definjtion)~ \~ith the rest
ilvailable for State administrative costs and technical assistance,
• Provide States with the authority (0 use up to 1 percent of their ailocations to provide "
grants to eligible districts to help them to develop local technology plans, This
1 percent would come out of the 95 percent required to be used for local grants, The
evatua~ion of the TLCF pj'v~rflm founD that many districts needed additional financial
sutJport to develop their technology plans.
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• Specif11 that awards may be made only to eligible local applicants. or partnerships
containing at least one eligible local applicant, for use by those applicants or
partnerships to improve the capacity of teachers in high~poverty, low-perfonning
schools served by the eligible appHcant to use technology effectively in their
classrooms 10 improve studenl1earning. ,This targets program funds to distri~ts with
the greatest n~ for educational technology and the fewest resources to meet those
needs.
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•
RequiTe States to give a priority to partnerships that contain an eligible l0'2al
educational agency and one or more of the following: a local educational agency that
can demo~strate that teachers in schools served by the agency a..re ~sing technology
effi;ctively in their classrooms; an institution of higher education; a non~profit
organization; a private business; or a museum, library, or other public or private non~
profit cultural institution. This provision would provide an incentive for an eligible
district to form a partnership with an entity or entities that possess the capacity to
assist schools in the eligible district 10 use technology more effectively.
In 3132(b) change (2), which requires Stutes to provide technical assistance to high-poverty
districts, to:
•
Require States 10 provide (from the 5 percent available for State administration and
technical assistance) eligible local educational agencies \vith assistance in: developing
applications; fonning partnerships for purposes of applying for aZ1 award; and
establishing perfonnance indicators and methods for measuring program outcomes
against :he indicators. The current statute requires States provide lcchnical
to
assistance to high-poverty districts that demonstrate the greatest need for assistance in
developing an application. The proposed pro\'ision'wouJd expand the technical
assistance to incluce help in fOm1lng partnerships and developing accountability
meaSUre in addition to assistance in developing an application.
•
."
Proposed Definitions Section
,
Eligible Local Applicant: (I) a local educational agency that (0) is among the LEAs ,,;th the.','
highest numbers or percentages in the State of children from households living in poverty; and
(b) demonstrates the greatest need among districts in the State for educational technolngy and r,)V'
serves at least one lO\\'-performiug school; or (2) a partnership that includes at least one such
district.
"
•
Low.Performing School: (I) a school ;denlified by the local educational agency for school
improvement under section 1116(c) of the ESEA; or (2) a school in which the great majority of
students fail to" meet State performance standards based on assessments the agency is using under
Part A- ofTitle 1 or comparably rigorous State or local assessments.
"
Section 3) 33 Stat~..AppHcation
Current La'w: States are required to submit a stmewide educational technology pIan that
"outlines long-term strategies for financing technology education in the State" and meets other
criteria determined by the Secretary to enable States to provide assistance to local educational
agencies with the highest numbers or percentages of children in poverty and demonstrate the
greatest need for technology. TIle statute lists I{) activities as examples of the type of activities
that LEAs can carry out pursuant to the plan.
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Proposed Amendment:
• Require States to submit a new or updated statewide plan to receive fiscal year 2001
funds. Remove "the Goa1s 2000; Educate America Act" and replace with «other
Titles in t..'1is act."
• Delete 3133(2), which requires States to meet criteria the Secreta!)· might set to
ensUre that districts v.rith the greatest concentrations of poverty and demonstrated
need for technology receive program funds. In additio:), the section iists 10 possible
local uses of funds. This section is no longer necessary as the p:oposed statute'
specifically limits eligible appHcants to districts with high concentration of poor
children and the greatest need for technology. The uses of funds described are
duplicative of those included in the local use::>"of funds section.
• Include language requiring each State 10 describe, in its plan, its criteria for
identifying (under section 3132) a local educational agency as high-poverty and
having the greatest need for technology and the justification for those criteria.
• Include language requiring each State to describe how it will ensure equitable
distribution of grants across districts of varying size and urbanicity.
•
Include language requiring each State 10 set specific Sta~e goals for technology; to
establish baselines fOT each of the goals: and to set timclincs for achieving the goals.
include a requirement that the State's goals must relate to the 4 national technology
goals.
'
• l:1cludc language requiring each State to describe how it will ensure that the grants to. . . ',:: .. ~.)
districts are of sufficient size~ scope, and quality to meet purposcs'ofthis part
' ~
effectively_
•
,., ...,! Include language requiring each State to describe how it will provide technical
"'~
assistance to eligible applicants and its capacity for providing sllch assistance.
Section 3134 Local Uses of Funds
Curre~tr..;j\il: 'Allo\;;',3 LEAS to use program funds for th~"Jollowing ?Gtivities:
(1) Developing, adapting, or expanding existing and new applications of technology to
_support the school ,efom1 effort;
(2) Funding projects of sufficient size and scope to improve student learning and, as
appropriate, support professional development, and provide administrative support;
•
,(3) Acquiring connectivity linkages. resources. and services, including the acquisition of
hardware and soft\vare, for usc by teachers, students, and school library media
. ,*,""~
personnel in the classroom or in school library media centers, in order to improve
student learning by supporting the instructional piOgram offered by such agency to
7
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�Draft Title III Legislative Specifications
•
ensure that students in schools will have meaningful access on a regular basis to such
lif'J\ages. resources, and services;
, (4) Pro\'iding ongoing professional development in the integration of quality eduCational
technologies into school curriculum and long~lCrm planning for implementing
,educational technologies;
(5) Acquiring connectivity with wide area networks for purposes_of accessing
information and educational programming sources, particularly with institutions of
higher education and public libraries; and
(6) Providing educational services for adults and families,
Proposed Amendment:
• In the first sentence, after "for~', amend along the following lines, "activities such as",
The current statute seems to require grantees to fund alt 6 listed activiti.es.
• fnsertlar.guage tbe amount that any grantee may use for administrative expenses 10
no more than 5 percent of its award.
•
:< ;:-..1
,", ,
;.~
I
0;
;':~,j
lnsen language along the following lines: "Any activities supported with funds
received under this part must benefit schools identifit.'Xf by the agency as high*poverty
and Jo\v-performing. Activities funded under this pari may also benefit other schools,
but the focus of those activities must be on improving the capacity ofteachers in
higb-poverty, low-performi,ng scbools 10 usc technology, effectively in their' \ :;;'"
,·classrooms. This would target funds on tbe schools with the greatest need for·· .,,~ ,' ..
educational technology.
• Delete (~). which authorizes funds to be used for acquiring connectivity with wide
area netwoi!:s. This section is duplicative of(3).
Section 3135 Loca! Applications
Current Law: Require~.L:2As des:.lng assistance 10 submit an 3pplicat~~n to' the SEA atsuch
time, in such manner, and containing such infonnation as the SEA may reasonably requ:re.
Requires that, at a minimum, the application include:
•
A strategic, long-range ( three~ io five~yea:) plan that includes:
.
-~
•
A description of the technologies to be acquired, including specific provisions for
interoperability among the components of such technologies;
~~ An explanation of how the technologies will he integrated into the curriculum to
enhance teaching. '\f!aming, and student achievement;
.
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•
~egislative
Specifications
~~
An explanation o:how programs will be developed in coHaboration vvith existing
aduh literacy services;
- A description of how the LEA will ensure ongoing, sustained professional
development for educators, administrato:-s, and schoo! library 'media personnel to
further the use of technology in the classr?om
-- A 1ist of the sources of ongoing training and technical assistance available;
-- A description of the supporting resources, such as services, software, and print
resourccs~ which will be acquired 10 ensure successful implementation of the pian;
-- The timetable for implementing the plan;
-- The projected cost of the technologies to be acquired 10 implement the plan; and
-- A description Dfhow the LEA will coordinate the technology provided with
program funds with that purchased from other funding sources,
Proposed Amendment:
•
•
Insert new (ll(A) requiring districts to describe how they will ensure that funds
received under this part arc used to increase the capacity of teachers in high·poverty.
low.performinlPchools to imeg-rate educational technology effectively into ."
instruction. This requires djst:ic~ to describe how they will use Federal funds to
meet the purposes of this part.
"
• Reletter (I)(Al as (1 )(B), Delete the language after "acquired" and insert language
along the lines of"how the technologies wi11 ,be integrated into the curriculum, and
the support services llJat the district would provide 10. schools,"
• Delete the language in eU,rrent (I)(c) and replace with language requiring an LEA to
identify its goals for educational technology) and to establish timelines, benchInarks,
find indicators of success against the goals, This requirement will help to hold
grantees accountable forlhdr 'Jse of~""7ederal funds.
• Delete (l)(e), which requires a description of the supporting resources. This
requirement is being incorporated above.
• Insert a new (1 )(H) requiring, ifapplicable, a description of lhe partnership and the
governance structure of the partnership.
•
o ReYoTite (2) along the following lines: "A description of how the local educational
agency included parents l puhlic libraries, business leaders, ilnd community leaders In
~he development of the local tech:lOlogy plan,"
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�Draft Title III Legislative Specifications
•
•
Delete (d), which a1l0\\'5 districts to ronn pannerships 10 apply fo: program funds.
The pro\'isions of this paragraph are being incorporated in other places in this part.
•
in (e) delete the reference to the Goals 2000: Educate America Act
Proposed Maintenance of Effort Section
Proposed Amendment: Insert language aIons the tines of: UA loca!'educational agency may
receive funds under this part only if the agency submits to, or has On file with, the State
educational agency an asscrance tbat the agency will spend at least as much funding from nOl1~
federal sources as the agency spent in tbe prcvio'Js year for the combination 9f educational
Jechnology and training for educators to use technology effectively in their classrooms." This
provision is meant to ensure that local districts maintain the same level of commitment to
providing educational technology to schools as they did prior to receiving program funds.
Prono,sed Authorization of Appropriations-Section
Proposed Amendment: For the purposes of carrying out this part, there are authorized to be
appropriated and such sums as may be necessary for fiscnl year 200 I and for each of the four
succeeding fiscal years,
••
,
"
"
.,
....
,
"
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�Draft Title III Legislative Specifications
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lnsert Proposed Part C - Next Generation Technolol!\' Innoyation Challencc Grants
(This would be inserted as Title IJI, Part C It IS meant to replace the current sections 3136 and
3137 (Technology Ir.novation Challenge Grants) and the curren! P.. B (Star Schools).)
"
Proposed Janguae:e - The purpose of this part is to expand our knowledge base about the use of
educational technology to improve student learning, by supporting projects that address
questions of national significance, and that develop models ofinnovative and effective uses of
educational technology for wldc~scale adopt£on by Slates and LEAs.
fumlanation
The above language describes the purpose of this program.
Grants Authorized
Proposed language - The Secretary is authorized to award grams, contracts, and cooperative
agreements on a cornp.etitive basis, to consortia of public and private entities.
(a) The Secretary may'detennine preferences for paI1icular applicants at the time of competition.
•
(b) Av,:ards may be made for up to five years .
Explanation - This language is designed to allow flexibility in·the:type of av.'afds'and their
duration, We want to have the option to award three-year development grants, \vith an'option for
a fourth and fifth year for promising projects:, (Do.\\'cineed specific language for this?) We want
to keep eligibility for these awards as broad as possible, ,but also maintain the ability to prioritize
certain categories ofapplicants at the time oflhe competition.
Prooosed Janguage: The fiscal agent of the consortia must be a J~ld educational agency \\ith a
hjgh percent.:1.ge ofhigh~po\'erty students and low student achievemoJt scores. Consortia
members may include local educutional agencies, State educatior.al agencies. institutions of
higher education, businesses, academk content experts, software designers, museums, libraries,
and other appropriate entities.
'~
"
Exnlanation: This would esSentially maintain the language in section 3136{a)(J), but with an
additional emphasis on poor-perfonning schools. We should consider if we want 10 target more
specifically than this.
.
Application Requirements
Proposed language ~ Applications mustinclude a detailed evaluation plan! to be approved by the
Secretary. that provides for external evaluation and includes 3 description of the project's goals,
measures of progress, ari,iciuestions to be answered.
~'"",
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Projects will be; requi:ed to document not only outcomes, but also the process ofdevelopmentl so
that LEAs and SEAs can benefit from their experiences.
.
i;:xjjia:1atiol1- This language is designed to give greater emphasis 10 evaluation for the projects
funded under this program. It would give us the flexibility to work with projects 10 improve their
evaluation plans.
Uses of Funds .
Proposed language - Awards shall develop, adapt, or expand existing and new ap;Jlications of
educational technologies and telecommuniC<ltions to support school reform efforts, including
wireless and web~based telecommunications, hand~held !echnology, and the development of
software and other applications, Funds awa:ded shall he used for activities designed to carry out
Ihe purpoee.of this part, such as
1) Teacher quality: provide prcservlcc and inservice professional development in the integration
of quality educational technologies into course curriculum.
.
2) ProducVc,ontent development: develop high-quality, standards-based content software and
instructional pr.ogramming.
•
3) Access to technology for underserved populations~.~.~~ telecommunications and other
technologies to make programs accessible to low-income students, students with disabilities,
students in remote areas, students with Hm~t~d-~~gli~!l prof!_~jcp.cy,; etc .. ;·
'"'
...
'~~H
,.'
""<,,,"t;.
4) Parent educa~iol) nn~' community accc?S,~nq'.'(~\;·9!,~~mC~,~';J·P;~;;i~~~epucati9nal services for
adults and families, particularly parent educa~i(m:p!l2g~.a~s 'Yhich'reinforce a student's
course of study ,and actively involve parents.i!1 the !ea,mit)£ process;
'.
5) Equipment/connectivity: acquisition of connectivity Enkages, resources. and services.
including the acquisition of hardware and software, as needed to accomplls·h·I.b~ goals of the
project
6) Collaboralion with other Department technology programs, particularly the regional
"', ~ technology in education consortia and the Stllte formula grnnt program,
"":., J.
Ex:gJanatlQ!J - TIlis Jan,guage specifies how.funds may be used,
Priorities
Prooosed language -The Secretary may establish priorities consistent with the objectives of this
part, including the following:
•
]) Projects developing innovatlve' models of effective uses of educational technology)ncluding
the development of software and online resources,
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�Draft Title III Legislative Specifications
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2) Projects that build the capacity of S!ates, LEAs, and schools to use existing educational
technology resources.
. 3) Projects providing multi-State services and resources. by a consortia of. SEAs, LEAs, and
other pubJic"and private entities,
4) Projects developing innov:ttive models for improving teacherS) ability to integrate technology
effectively into course curriculum, through sustained professional development in both
preservice and inservice education.
5) ProjectS developing innovative models that serve tradi;,ionally underserved populations,
Including lmv-income students, students with disabilities, students with limited English
proficienc)', etc.
6) Projects that demonstrate that members of the consortia or other appropriate entities will
comributt': substantial financial and other resources to achieve the goals of the project.
Expianation -- The language above is designed to give the Department the flexibility to determine
specific priorities in each competition, and !O minimize rulemaking by setting out a list of
optional priorities that can be used each year.
'
•
. ,
Evaluation Activities
.
,
'
.;,~ '::'" "
If!> '"
Proposed language - The Secretary shall develop procedures for'State aad local'evaluations of
the programs under this part. (section·3137(a}) l11e Secretary may reserve up to:5 percent of
funds ava.:lable under this part for the ,fctivities' described in this:section:~:~t·'::.~'P; t:~I'll{'.:'':<' _, .
Funds may be used to conduct independent evaluations of the a'ctivities.'assisted under this part
and of educational technology in general, including assistance to grantees and dissemination of
findings, as well as other activities that contribute to the development of models and their
".
implementa~jon.
.
".
The Secretary may award, on a competitive basis, grll!1ts or contracts to conduct the activities
described in this section.
.
Explanation - This language will allow the Department to fund, up to 5 percent of available
funds. One or more grants or con.:racts for external evaluation of all of the projects funded under
this program, in addition to broader analyses of the impact of educatio.nal technology. The
recipient or recipients would coordinate and assist the data collection and evaluation activities
for each project. Leadership and dissemination activities related to the projects funded by this
program ale also included .
•
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�Draft TiUe III Legislative Specifications
•
Authorization of Appropriations
Prooosed language - There are authorized to be appropriated to carry Out this part, such ~ums for
fiscal year 2001, a.'1d for each of the four succeeding fiscal years.,
'
Explanation - The authorization for 2001 cannot be determined umit decisions have been made
on the 2001 budget. This section needs to be added because the current law has the
Authorization,of Appropriations section at the beginning ofTitle III.
DRAFT - February 26,1999
•
.\
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li·\':'~:2·~~;~"f~:;":' >!';.'" " .
. ...
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02126199
�Draft Title III Legislative Specifications
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ill:;ert Propo5ed Part D -~ Regional Technology in Education Consortia
(Current sectlo:1 3141'1
Grants Authorized-section 3141(a)(1)
Cu:rent Law: Section 314j(a)(1) provides the authority to make grants to consortia of regional
entities, ,,'ith a priority for the Eisenhower Consonia, the regional labs, the comprehensive
centers, and other regional entities designated by the Secretary. Erich region of the U.S. shall be
served by a consortium,
ProMsed amendment: After "gmnts, add "or contracts", Delete "through the Office of
Educational Technology". Del~te last .sentence.
Explanation: The authority to make contracts insteac of grants will provide greater flexibility for
the Department in defining the work of the RTECs. We arc deleting the priority for awards to go
to current Department technical assistance provid~rs,
Requirements-section 3141 (a)(2)
.
Current Law: Each consortium must (A) be composed of SEAs, institutions of higher education.
nonprofit organizations, or a combination of these entities; (B) develop a regional program that
addresses professional developmen!, technical assistance, and information resource
dissemination, with specia! emphasis on meeting the needs of the region~ (C) foster regional
cooperation ;md resource sharing.
" " ,
'. " ',.' :,'
••
'" "r·'
Prooosed arr-.endment: Add language that makes the gene?-al technical assistance requirements",~; :itr~, 'I" i
from Title XJJI applicable to this program.
,'; .' I " . : ,
..
Explanation: The requirements for alltcchnical assistance programs will be fQund in section
13003 ofth!~ reauthorized Title XIII. These requirements should be incorporated by reference, or
.- explicitly, into this section so that they uppl~ fully 10 this program.
Functlons~seclion
""-.. , i
:'.
3141 Cbl
TechnicaT Assi:':!!lnf.-e-section 314) (b)(l)
Current Law: Each consortia shall engage in the foHewing activities, to the extent practicable: (a)
collaborate with SE.A.s and LEAs to develop strategies to assIst disadvantaged scbools; (h)
provide infbnnation on types and features,of educational hardware and software and make
recommendations that support fue National Goals and the needs of the school; (c) participate in
the tailoring of software and other materials to meet State standards; and (d) provide technical
assistance to facilitate the use of electronic dissemi~ation networks by SEAs 1 LEAs, and schools.
•
;~~'
Proposed amendment: In (B), delete "in coordination with information a\'ailahle frOla'lhe
Secretary"; delete "evaluate and make recommendations on equipment and software that support
the National Educatio,n Goals and are suited for a school's particular needs".
15
02126199
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Draft Titie III Legislative Specifications
•
In
(C)~
,
change "to participate in the tailoring of' 10 "assistance :n applying advanced
technologies/'
Explanation: These changes are minimall in order to clarify and make the language more
accurate!y reflect the work oftne RTECs,
Professional Dcvelopmcn!-;;ection 314 J(b)(2)
Current Law: Each consortia shall engage in the following activities~ to the extent practicable: (a)
develop .and imple:ne~: technoJogyMspecific professio:lal development; (D) develop training
resources; (c) establish a repository of profes5~onal development and technical assistance
resources; (d) identify and link technical assistance providers to State and local agencies~ (e)
ensure that training and TA meet the needs of educators, parents, and students served by the
region; (f) ",,;is! IHE's to develop and implement preservice training programs; (g) assist LEAs
and schools in working with community mer:Jbe:-s and parents to develop support for technology
progra.n:s and projects.. '
.
Proposed Amendment: In (A)(i), add "and other expens" after "library personnel".
Dele!e (4)(ii)(II).
' . . ' In (A)(H)(IV!, c~ange ':video conferences and scmin~rs v·. .hich" to "the use of advanced
. 1eJecommumcattons to'
"
,
, "'. ',' ......,.,., -:-,..
,
. '.
'."
· . ".
.
~:-
'.
;'-. :- .,.,
.· ' ..
-' .
-.:
Delete (A)(ii)(V).
:; .
.
'." ...
Delete (B) ond (C).
)n (F), after "preservice training programs", add "that incorporate the effective use (l-f advanced
technolngy iryto teacher preparation courses."
"."
In (G), change "develop support from)) to "'increase the inv'olvement an'd support of'
Explana!iQQ: These edits are intended 10 simplify the professional development activities
authorized: 'S'pecificaI'iy;the reference to adult literacy ha;;·bt;en delett.d! because the RTEes
have only minimally engaged in activities in this area. Other edits are made to update the
Janguage to more accurately reflect the work of the RTECs,
Infonnation and Resource Dissemination-:::-~Stction 3141 (b)(3)
•
Current Law: Each consortia shall engage in the following actIvities, to the extent practicable: (a)
assist State and local education agencies in the identification and procurement of financial~
technological, and human resources needed to implement technology plans; (b) provide outreach
and work with !;E.A.s and LEAs to assist in the development and validation of technology
. ,'., ..
education resources; (c) coordinate activities and estab!ish partnerships v.ith organizations and
16
0://26199
�Draft Title 111 Legislative Specifications
•
institutions of higher education that represent the interests of the region pertaining to educational
technology.
Proposed Amendment:
Add H(A) maintain or participate in a nationally accessible repository of information about
effective uses of educational technology. including" professional de\ie\op:nent, and disseminate
resources nationwide,"
Move (b)(3)(C) to (b)(4).
Explanation: We are adding a provision to authorize the RTECs 10 coHeet and disseminate
information. Section (3)(C) is moved to the next section because it describes coordination and
not dissemination.
Coordination-section 3J4l(b)(4)
Current Law: Each consortia shall work collabofillively and coordinate services with appropriate
regional and other entities assisted by the qepartment
I
,
•
~;{<
.. f
Proposed Amendment:
Move (3)(C) to this section, which deals with coordination,
'hJr"
",,",,"
.
.
. E.xpJanation: see above,
'\",;". "
. ..
. ..
.
New section
Targeted Assistf!flCe for Department Technology Programs
Proposed amendmer-~:,~dd: "Each consortium shall collaborate with other Department
technology programs. pa,ticularly the State form.ia grant program (fitle mesoc. 3132), and the
discretionary grant program (sec. -.J, to provide specific assistance that supports the needs of the
programs, particularly in the provision of high~quality teacher professional development~ and to
provide feedback to e~re that these.Department programs are meeting the needs of the field.
".: '"
-., ~
'.
'
. '''......
.... ...
Explanation: ,This language is meant to require that the RTECs work coUaoorativeJy with the
other Title III programs, to provide assistance and guidance as needed,
~
'
New sectiot)-Authonzation of Appropriations
Proposed lUl]guage - There are authorized to be appropriated to carry out this part, ,such sums for
fiscal year 2001, and fOT each of the four succeedint; fiscal years:
•
Explanation - The current Title JILhas the Authorization of Appropriations at t.~e beginning of
the Title, We want each prO'gram to' have its own Authorization of Appropriations so that the
funding level of one program is not tied to the others,
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02126199
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Draft Title 111 legislative Specifications
•
Current F::?U A, Suboart 4
Product Development
Current Law: Authorizes support for t.'-1e development of curriculum~based leaming resources
and long-term comprehensive instructional programming.
Propose Amendment: Delete this section. This section has never received funding,
Current Pan B - Star Schools
Current Luw; Provides support
fOT
programs that provide content fC?f students and professional
development activities for teachers: through distance learning technology.
Proposed Amendment: The purposes of this program would be induded in the new discretionary
grant program. As a result ofrecent advances ill distance learning technology, lhe purposes of
this program and the current Technology Innovulion Challenge Grants are able fa be combined
inl0 a single discrclionar}' granl aUlhoriry to develop innovative applications oftechnDlogy 10
if!lproW! leaching and learning.
Insert Proposed Part E
u
Readv to Learn Televis_!QfJ (Current Part C)
ReauthoriZe as ,i~" ~j}~ ~the following amendment:
•
~
"
Section 3308 Authorization of Appropriations
'"'.
Prooosed Hmendment: Delete "$30,000,000 for fiscal year 1995, and such sums as may be
.nccessarY'ro!,l-:-iin'd"inscit"~'such sums as may be necessary for fiscafyear 200] and"
Explanation: the amount of funding to be requested will be d~1ermjned after budget decisions for
fiscal year 2000 have been made,
Jnsert Proposed Part F
n
Teiecommunications DemonStr3!ipn Project for MathematicS:'
(Current Tille 1lI, Part Dj
Reauthorize as is, with the followin~fiu~~e;idment: ,",' .
Section 3403 - Authorization of AnprQpriations
Proposed amendment: Delete '''$5,000,000 for fiscal year 1995, and such sums as may be
necessary for.... and insert '!such sums as may be necessary for fiscal year 2001 and"
Explanation: the amount of funding to be requested v,m be dete:mined after budget dec:sions for
•
fiscal year 2000 have been made,
'
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".
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02126199
�Draft Title III Legislative Specifications
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Cun'ent Part E - Elementarv Mathematics and Science Equipment Program
Current Law: Provides support for the purchase equipment and materials to improve
mathematics and science education.
Proposed Amendment: Delete this part. This parI has never receivcdfunding..
•
--
..
.. ....
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,~~,
':,..
....• :.
.,,~
':
. .; .!
.-.
...
"
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02/26/99
�•
Educational Technology
Ct:RRENT LA W
Title lit Part A, subpart I - Nalional Plan
and Federal Leadersbip
Provides for development of,a National
, Plan for educational Technology and a
! broad authority to fund Jeadership
PROPOSED
Retained with minor changes
, Focus on interagency cooperation.
activities.
FY '99 request - $87 million ($85 million
for programs; $2 million leadership)
Retained with changes to targeting
Tille Ill, Part A, subpart 2 - School
Provides State allocations p:oportl0nate 10
• Technology Resource Grants (TLCf)
: Provides State allocations proportionate to : Title T; competitive below the State leve1;
i Title I; competitive below the Stare level to : 50 percent of awards must go to district
i LEAs; assistance goes to PN1[ and neediest with high percentage of SVlP schools;
LEAs as define<! by St.,es,
remaining funds also targeted. (to be
FY '99 request· $475 million
developed), Professional development no
longer include<! in uses of funds. (10 be
•
further specified in PD paper)
Title III, Part A, subpart 2 (3137)
Consolidated with Star Schools into u
NUlional Challenge Grants ([leG) : singlediscretionary program with strong'
Discretionary gnmts, Shares statutory uses.' evaluation and dissemination requirements,
· of funds with TLCF, requires consnrtia,
Uses of funds (to be developed)
involvement ofJow~income schools. shared . :. '. ~::' "
,
funding.
"r·.t~-::,.,,' r,;'" .. ' ':; I,·:,;>i. "'\
• FY '99 request - $106 millIon
Title Ill, Part A, subpart 3 - Regional. ," t ,Considered as part of general ESEA
Technical Support and Professional
: teclu'1ical aSsistance proposals. (To be
, developed)
"
Development (RTECs) ~
I
Six regional technical assistance entities
provide a variety of services. In~ludes
work with districts, States, and community
orgs.
FY '99 request· $JO million
Unfunded authority
Title Ill, Part A, subpart 4 - Product
Development
Discretionary gran3 and loans to conscirtia
, to develop programs or systems of
~ educational "technology_
i FY 99 request· none
•
'.~'.. : • J
~-
,
repeal
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Title III, P,m B • Star Schouls
Discretionary grant);. Supports multistate
consonia that primarily use broadcast
sateHhe TV 10 deliver distance learning to
schools that would not other\<vise have
access, Also provides professional
development via distance learning,
Computer netv.'Orks can be used.
FY '99 request· $34 million
Title Ill, Part C • Ready.tn.Learn
Tch:wision
Provides an award to the Corporation for
: Public Bn.ladcasting to develop children's
~ educational television programming .
• FY 99 request· $7 million
: Title Ill, Part D ~ Telecommunications
Consolidated willi TlCO into a single
discretionary program with .strong
evaluation and dissemination requirements.
Uses of funds (to be developed)
Autborize under CPB? (undecided)
Autho:izc under CPS? (undecided)
Demonstration Project for Mathematics -
•
Provides an award to the Public
Broadcasting System to prodl.!ce
"Mathlinc," a television broadcast for
teachers,
FY '99 request· $2 million
Title III, Part E -,Elementary mathematics
and Science Equipment ~rogram
State formula grant program, with one~time
awards to LEAs for elementar), school
scientific equipment and resourceS,
: FY'99 request - none
~=~~~-
1017198
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. . . . . . . . . . . . . . ..
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,Unfunded authority .~-Ircpeal
.:;"1·"~·.1:
:,:
~ ,I-"-'~. '.,
Professional development - t-o be included
'.
in teacher capacity proposal, whh tI ~riggcr
that would require of use.of teacher :
capacity funds for professional .
development at a proportionate level when
Federal funds were used for educaii(;nal
technology.
>.
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Tecbnology for Education
The paper that foHows provides research, discussion, pros and cons, non-legislative
options, and options considered a.,d rejected for each of the questions below, The paper
covers the whole of the current Title m of ESEA and represents contributions from
OESE, OERl, OET, and the Budget Service.
.
Specifically, we are proposing: to continue a separate authority for educational
technology; to strengthen the targeting provisions in the TLCF but also provide States
with "greater discretion over part of the f\lnding; to consoiidate Star Schools, the rICa,
the RTECs. and the FY '99 programs under the leadership· authority into a single
,
disc.retion~ry aut_hority; and Lo repeal unful?ded authorities. We have not recommended·
disposition ofReady-to-Leam and tb~ Telecommunications Demonslration Project for
Mathematics.
Throughout, we intend a stronger focus On high ~eed areas, direct benefits to students,
sustained professional development a.'1.d capacity-building maximize the effect of
technology, a balance between Federal and State discretion over funding, and
dcveloptpent ofwell-tested innovation to integrate technology into teac~ing and learning,
to
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A summary of the paper's recommendations follows .
PURPOSE
,
."
. ' " • • , ....
,;'
.•.••.,;'.".J •. ".",_.".,., •• ,.
.'
A. \Vhat should the purpose of the Tef.:hnology for Education progrnm be?
.,
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';. '" :;.f. "':'f~
Recommended ODtjQD
'. , .•
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To acco~lplish our goal, the c~ucational technology Prog:aT:?-s;ll?rninistere~ by the
Department should,have as their overall purpose to support innovation imd other
activities leading to gains in student performance against cbaiJenging State content
and perfon.Jl.ance stand~rds and to help rcdi:f.:c inequities in the distribution an~
effecth'e use of educational technoEogy.
This purpose \\,ill be achieved by a combination of severa! s~ategies:
1) expand and integrate technology use in teaching and learning. especially in
classrooms in sehoo!~ with the greatest need;
2) demonstrate· and disse.minate effective models, of technology usage;
3) develop better. more effective applications in critical need areas; and
4} build the capacity of States and I{)w~income districts to use technology well,
These strategies will require coordination, and will include
interag~ney collaboration on
research~ dissemination~ technical assistance, and national leadership efforts, as wen as
•
retention ofllie authority to coordinate these efforts. with the Office of Educational
"" ,.
Technology. The grant~making authority in the CUJTent Leadership authority, however,
would be consolidated under a single discretionary authority.
�•
I)
THRESHOLD QUESTION, INFRASTRUCTURE
B. Should there continue to be authority to provide funds for equipment, software,
and telecommunications?
RccommcndaIion
We recommend that as we continue to support funding for equipment, software, and
telccornmunicati~ns. we also strengthen the targeting provisions so that funds are directed
to districts and schools where disparities are the greatest and further investments continue
,10 be nceded,
For tbe consolidated discretionary authority (dis~llssed under section E) we
recommend that funding for equipment be limited although not prohibited, Some
funding for equipment, software, and access may be necessary to allow some districts that
are less wen equipped to participate in the development of models and other activities
underthi:; authority, However, the put;'lose of the discretionary authority would not be to
provide infrastructure but to develop, demonstrate. and evaluate good practice. Some
Jimit (e,g,; 15 percent) that could be waived in special circumstances would be set to
prevent recipients from using funds primarily to equip schools.
•
TARGETING
C. How can greater equity in educational technology best be achieve,d'! How
would funds be distributed? How would the program be targeted?
.,,'
Recommended Option
.'
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.,.' ••.• '
:.' " ,; ;,! ,~:
• I .. ' " , . '
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".,:
Authorize a State formula grant progr:am. simitar in ~ize to the cun:ent ~,L~f: ,but l!t0r~
explicitly target program funds to distriCl~ ?I1d schools with the large'st number or
percentage ofchildren in poverty and demonstrate the greatest need fo~. t;:chnology.
Unlike the,current authority, the new statute would include a definition of high poverty
and greatest need for technoiogy. The revised statute would maintain the current
language- that grants be of sufficient size and duration to have a :;ubstantial impact on
studenUeaming. Requirements {or State and local technology plans would be retained,
with the added provision tti~t plans be renewed every three years. '
Funds would continue to be distributed to States in proportion to c:",c:~ State's share of
funds under Part A ofTitl. I of the ESEA, The 5 percent limit on a State reserve for
administrative funds would be retained. States' would award funds competitively ~ithin
the State, and each Stale would be required to distribute 65 percent of funds to Ihe
districts in the ~op quartile for students eligible for Tide 1. Funds would benefit schools
within such districts. that are eligible for schoolwide projects.
•
States would have greater than current discretion over remaining funds (30 percent),
but the purpose would be to benefit Ihe same types of district~ ,and schools, Funds would
remain targeted to improving classroom instruction, but States would be free to design
subgrant competitions and designate subgrantee types other than LEAs in order to
develop model programs, practices, and products aimed at meeting State educational
2
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teclmoJogy and learning goals in the targeted and similar districts and schools.
Authorize a broad discretionary grant program tbat requires activities to benefit
underserved communities, This would require that eligible recipients. beneficiaries of
services. or the site for an activity be defined for a particular competition so that
appropriate attention is given 10 underserved communities. (See discussion under
Sections E and F)
RESEARCH
D. How sbould research on educational technology be supported and
jn tcgrated?
Recommended Option
OERJ's current research authority does not specify research into educational teclmology
as a part (lfthe purpose of any of the Institutes. We recommend that a more explicit
authority for resea.""Ch into the use of technology for teaching and lca.rning would be part
of tbe reauthorization of tbe Educational Research and Improvcmc'nt Act.
Consequently, no new research authority would be needed under the ESEA
A. INNOVATION
B. How can we support tbe development of models of effective and innovative
._e
practices?
Recommended Option
We recommend authorizin'g a discretionary grant program thllt is, similar to the current·: . ~ '_ ... "t" , ,~'
Teclmology Innovation Challenge Grants program"but with ,greater :emphasis on mu1ti~ ",' :,\~,.-:,(, .,.
state invoJvement, rigorous evaluation, and dtsseminatlon of models, and that
,~ . "~ ,,":', 'I.' t
incorporates the flexibHlty.leadership, and evaluation provisions of the current Star
Schools authority, This program would support the two overall purposes of the
education,al technology programs: equity in access and use of technology; ru,d nationally
improved student achievement. These purposes will be achieved through the
development of technology applications that are proven effective and can be replicated by
school~ throughout the Nation,
"
.
In keeping with the overail purposes of ESEA, an underlying framework of all such
competitions would be a strong focus on benefiting underserved conununhies. Eligible .
entities under this authority would p-ot be limited to LEAs, The Department should
maintain the flexihility to award grants to States, IHEs, non~profit organizations, and
other business and for~profit entities! as long as these applicants can demonstrate:
(l) partIlership with LEAs as defined in the targeting provision; and (2) that the project
will dirc'Ctly benefit those LEAs.
•
-"A. SCALING UP
B. How <:uo we scale up effective practices beyond pockets of excellence? How
can we ensure that information, assistance in planning, implementing and
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evaluating p:rojects, and professional development concerning effective and
innovative practices is useful and accessible?
Recommended Option
Require u setaside for et;lucationaJ technology in consolidated authority: Embed
, professional development for educational technology in a cross-cutting teacher quality
autbority, with a required setaside for technology that would be triggered if a district
used funding under the technology authority for equipment, software, or
telecommunications. Make tbe setaside waivable if a district receiving funds for
equipment, software. or l.elecommunicatjons can demonstrate that there is sufficient
attention elsewhere to professional development in the classroom use of educational
tochnology. Professional development would e-ontinue to be supported under the
recommended discretiona.ry grant program and under that part of the State gralll program
over which States would have increased discretion.
',.".",
"
Require that substantial funding under the proposed consolidated discretionary
grant program (50 percent or more) be devoted to activities aim~d at scaling up
successful practices. Such activities could include building better links between research
and practice and among interested groups; mulri~state and other partnership activities; and
a strung focus on activities to benefit schools in low-income communities. (See E.
Innovation for a description of this part of the proposaL)
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Technology for Education
PURPOSE
B. "'hat should the purpose of the Technology for Education program be?
1. Introduction
In.1995 the President established the Technology Literacy Challenge and set out four
specific pillars to support teaching and learning with technology:
.'
1. All te:achers in the Nation will have the training and support they need to help all
students learn through computers and through the "information superhighway";
2. All teachers and students will have modem multimedia computers in their
classrooms;
3. Every classroom will be cc;mnected to the information superhighway; and
4. Effective and engaging sofiv..'are and online learning -resources will be an integral part
.oT every school curriculum.
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-We propose to stay the course with the four pillars, and would make them an explicit " .'
'objective of any new technology authority.
. .~
Since 1995, we have made very significant progress towards meeting these goals
especially, even prior to the advent of the E-rate, the pillar - goal- for classroom
connectivity. Bu~f a~.!J1e summaries of studies around specific issues provided below
illustrate, our progress, even with connectivity, has left some districts, schools and
students behind. Among the four goals, two (the first, concerning professional
development and support and the last, concerning software and integrating technology
into the curriculum)"i.'.a'/e receiv::,j less emphasis in the effort to establish the presence of
technology in schools and require fresh commitment and focus.
It is important to remember while considering these options that the Federal investment,
excluding the E-rate, is relatively small in all but the most expansive of1he options
considered below. Consequently leadership, leverage, links among program elements,
and focused funding are essential to maximizing effectiveness.
•
5. Research Review
a. Equity: Technology has the,potential to act as a great equalizer to abate the persistent
differences between the education of poor children and their more wealthy peers. The
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interaction that computers and telecommunications can provide with the world outside
the school and the irrunediate community students live in can open the world to all, and
do so with greanichness and diversity, But for this to happen, students across different
income levels must have roughly the same access to technology and Quality Qfteacbers,
or what promises to be a great equalizer could instead exacerbate differences,
Each year since 1994, the National Center for Educational Statistics (NCES) has
surveyed schools to determine their level of access. to educationat techno~ogy. The
studies show that classroom access to telecommunications is growIng at a very fast pace
but that poorer schools lag in getting classrooms connected. In the 1997 report on
telecommunications access, there j5 a distinct break in the percent of classrooms with
internet access between schools with 71 percent or more free and reduced lunch students
(14 percent with access) and schools with 31 to 71 percent free and reduced price lunch
students (27 percent with access), Furthermore, NCES' projections to 2000 show that
classrooms in poorer areas are likely to take longer to reach the same levels of
connectivit}' as wealtJ1Y districts.
•
Acc?rding to Quality Education Data (QED)1 as reported in Computers in Classrooms, (3
Policy lnformation Report from the Educational Testing Service (ETS), 1997), schools
with Jess than 25 percent minority enrollment have a student-to-computer ratio of about
10 to 1; schools with 90 percent or more minority enrollment have a ratio of 17.4 to ).
The ratio of students:'to--computers also goes up as the number of Title I students
incr~~. ETS concl~des that students with the grea~est need get the le<ist access,
Looking at multimedia computers, schools with more"than 90 percent minority student
-enrollment have' abo.ut:30 students per modem computer compared to-about 22 to 1 for
schools with between-2S:and 49 percent minority student enrollment Many observers
believe that funding for technology from Title I has prevented an even greatcr differential
between communities.
In a 1989·9] study. Henry Becker ff!'"Ind inequities based on race, gender, tracking,
urbanicity. and subject area. In a prcvious study, Becker found that students in lower
tracks were often limited to drill and practice work on computers. Little more recent data
on how computers are used in instructlon with different groups of students exists,
although Becker has a new study unlk~r",vay,
.< ..
A study reported in Science in April 1998 (first published on the lntemel, at
",,'w2000.ogsm.vanderbilteduipaperJist.html, April 199&) used analysis of a Nielsen
•
survey to describe differences in African American and white access to persona}
computc;rs and the Internet One conclusion of the study is that for respondents with
incomes over $40,000 there is little difference in access between African Americans and
whites. A second conclusion is that, in the case of students, household income does not
fully explain race differences in home c~mputer ownership. Extending this1 the authors
state that "white students lacking a computer at home, but not African Anlerican students,
appear to be fmding some alternate means ofaccessing the InterneL" For students with
home aecess to a computer. the race~based difference goes away. The autbors also
6
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condude that access to the Intemet at school is a.bout equal for both groups of students
bu~
leave open possible differences in the technological capacity of the schools. The
authors state that "... white students. whethe: or not they have a home computer, are much
more likely than their African ,A.merican counterparts to use the Web at places other than
home. work or school."
A report of 1991 Current Population Survey data published by the National
Telecommunications and Information Administration (NTIA) in summer 1998 (Falling
TIirough the Net ll: New !)ata on the Digital Divide; Falling Through the Net 1 was
published in 1994) describes telephone (telephones are necessary for the most common
fOnTIS of internet access), PC ownership, and on-line acCess by geographic area, race, and
income, Their profiles ofthe least connected are:
4
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Rural Poor ~ Those living at the lowest income levels in rural areas are among the least
comlected. Rural households earning less than $5,000 per year have the lowest
telephone penetration rates (74.4%), followed by central cities (75.2%) and urban areas
(76.8~i.). By contrast. central city poor were the least connected in 1994. Rural
households earning between $5,000-$10_000 have the lowest PC-ownership rates
(7.9%) and on-line access rates (2.3%), followed by urban areas (10.5%; 4.4%) and
central cities (11 %; 4.6%). _.. _;,H'
• Rural and Central City Minoritiesi.-;.'~Other non*Hispanlc" househol4s1 including
Native Americans, Asian Americans, and Eskimos, are least llkely to have telephone
senrice in rural areas (82.8%);:particularly at \0\\1 incomes (64.3%), Black and
Hispanic households also:have;l~w;telepho.ne rates in rut"al areas (83.2% and 85%).
especially at low, incomes.(7J.6·and~72:2%).· As in 1994, Blacks in mral areas have the
lowest PC-ownership rates (14:9%)followed by Blacks and Hispanics in central cities
(17.1 % and 16.2%. respectively), On~line access is also the lowest for Black
households in rural areas (5.5%) and central cities (5.8%), followed by Hispanic
households in centra] cities (7.0%) and rural art~.{7.3%),
,
• Young Households -- Young households (helow age 25) also appear to be particularly
burdened. Young, rural, low-income households have telephone penetration rates of
only 55.4%, and'only .15,5% of these households'h:x; HkeJy to ~rwn a PC" S~mnarly>
young households with children are also less likeJy to have phones or pes: those in
central cities have the lowest rates (73.4% for phones, 13,3%.for pes), fcHowed by
urnan (76% for phones, 14.5% for PCs) and ruralloeal.s (79.6% for phones, 21.2% for
PCs).
•
• Female-headed Households - Single-parent, female households also lag signifieantly
behind the national average, They trail the telephone rate for married couples with
chUdren by ten percentage points (86.3% versus 96%), They are also significa1l11y 'ess
likely than dual-paren1 households to bave a PC (25% versus 51.2%) or to have on-line
access (9.2% versus 29.4%). Femalewheaded households in central cities are
parucularly unlikely to own pes or have on~line access (20.2%, 6.4%), compared to
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dual-parent households (52%~ 27 J% ) or even male-headed househoids (28%, 11,2%)
in the same areas.
Clearly, rural and central city minorities, low-income people and young and single-parent
households have the least access and are least able to provide home access for their
children.
, These data on the digital divide highlight important quantitative differences in access to.
phones, computers and connectivity. It is also typical that providers
telecommunications'services target innDvations in services primarily to commt::nltics that
are most likely to adopt them at an additional cost. Consequently the most visionary and
innovative uses of technology generally take place first among the most privileged and
best educated communities.
of
b. Support for Content Standards and Education RefQnn: Technology, used in regular
teaching and learning, demands teachers to ask mOre real work of their students. students
to work together in learning tasks, and teachers to plan lessons well so that time spent
with technology is productive and targeted to real accomplishment. Technology, in short;
is another way to approach schoo! reform.
•
Cuban and Kirkpatrick recently published a critical review of the research on educational
technology in Tcchnos that distinguished:berWeen Cominiter~Aided Instruction (CAl),
Computc.,..Managed Instruction (CMI) and Computer·Enhanced Instruction (CEI). They
find that the research on CAl and C~·fI\has.been ·shown:to improve student scores, In
their observations on CEI, they note,thlit·!!teachers,becori!e .cntical elements/' and that, "
"classroom technologies are' severcly)1imited:in~erfe~tivCrie.s's· ifnot set within a general
reform context" (italics added). Rescarch:done by.S~ International in the early 90's
(noted by Cuban under Usingle studies, elementary and secondary: positive" and "eEl
Models") indicates a strong correlation beh\'een classroom~level school reform activities
(such as collaborative learning, heterogeneous grouping of studems;-<\f1"d other forms of
interactive learning using computers) and the use of telecommunications and computers
,
,
in classrooms: The SRI study also contains an infonnative discussion of the relationship
between te~hnology and educational reform in the classroom.
4.
e'
States have begun to connect technOlogy and content standards in various ways. For
example, Virginia has built standards for student technology literacy into their content
standards; New Jersey includes stalldards for student technology literacy as one of five
cross~cutting work~related standards.
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The International Society for Technology in Education (ISTE) has developed national
technology standards for students, building on their development of technology standards
for teachers (adopted by many States) and teacher preparation programs (adopted by
NeATE), The standards however~ are specific to technology and are nat embedded in
particular academic content areas.
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A relatively new development in the extensive experience with distance education in the
US, both \\~th K-12 education under Star Schools and higher education, is the advent of
the 4'Virtual High School," the use ofthe Internet 10 offer distributed courses in
specialized or advanced topics to secondary students located in schools in severa) States.
In addition. at least one State (Ohio) is exploring the electronic collection of teacher· .
developed lesson plans that would be linked to and support State content standards for
middle school students; work that would be organized as elements of a curriculum
designed 10 meet the StateOs proficiency standards. The Agency for Instructiomit
Technology (AlT, publisher of Technos) has developed a grade 4·9 curriculum that to
meet content and student perfonnance standards they claim can be aligned with those of
virtually all the States. The Milken Family Foundation collects and makes available
lesson pJans from their lviilken Ed'Jcators,
•
Additionally, a new report indicates that technology, when used to promote higher-order
thinking skills instead of "drill and practice," can raise student achievement. The report
from the Educatlo:ml Testing Service, based on NAEP data, found that teacher training
plays a critical role in using technology to improve student learning, For eighth-graders,
the study found that professional development for teachers in using computers to teach
higher-order tninking skills was positively related to academlc achievement in
mathematics. In contrast. the use of computers to leach lower-order thinking skills was
negatively related to academic achievement In the, fourth grade, the study found
professional development and using computersJor;learriing.games were positively related
to academic achievement.
l, .. ~.,- . • •
States have used technology for data coilection'and:dissemination~for,somejime. But at
least one State (Maryland) has begun to look it'ho\\',.to'jiio\,jde schools'with more
. immediate access to performance data through. tcchrioJogy.(t·t".~, ,:':; '\,'.,
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c, Using TeclmQIQ&y IQ Cbange Ieaching And Lea;njng: By providing teachers with
nc\\, tools for teaching, technology can change the way teachers teach and studeI1.t,t'.ieam.
According to Technology Counts '98. released in September i 998, "education re(onners
generally agree that teachers should spend less time lecturing their students and more
time engaging them in active learning activities." For example, technology can be used
to facilitate higher-order thinking<::kills, allow studC:lts to learn at individuai'rates;;a;'id,
engage students as active learners rather than passive listeners. Technology can also be
used to improve learning opportunities for students with disabilities, And computerbased assessments can provide teachers with critical information about individual student
, learning stvles.
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Telecommunications teclmologies add new Challenges. complexities, opportunities and
potential solutions for meeting the primary goal ofheiping all students achieve to high
standards, The gnw:th of lelecommunirations networks enables new kinds of links and
associations among educators~ students and the pUhlic. The goa) is that the technology
become transparent and suPPort networks of those engaged in education improvement
and refonn, The fed,eral government can have a significant role in supporting programs
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that bridge technical requirements and promote wider communications.
Education visionaries talk about the future in terms of educa:ing ~'anyonet anytime,
anywhere" and providing "just in time" assistance and support. The recent advances in
fast globaJ telecommunications are capable of supporting powerful distributed education
environments. The manner in which we deliver technical assistance to other service
providers (e.g., states, intennediate service units), share infonnation and learn from each
other (e.g" linkages between researchers and practitioners) is already being affected.
6. Discussion
Techno!ogy - meaning computers and telecomm~nications for purposes of this
discussion- is a powerfulleaming tool when"used well as part of the daily business of
teaching and learning. Tec1mology in one fonn or anotlier is ncarly ubiquitous in
Commerce and i,ndustry and faIniliarity with it is becoming essential to good employment
•
as well as full civic panicipation. ln the context of schools, using technology well means
not only familiarity, but realizlng the potentia! to make a significant contribution to
improved student achievement on State content and perfonnance standards. \Ve have a
long way to go - technology in schools is relatively undeveloped and teachers are only
beginning to use it wen, Our gO,al for the Nation is'thus not only to help developJhe'hest
and highest level of use for technology in schools. but also to see that level of use become
common throughout elementary and secondary education,
,. :~,?," t ,~".::..: ::,I'~' ... ;' '
The four pillars for educational technology support this goal, but achieving the fOUT',.:
pjllars is beyond the scope of Federal funding,- To meet this'challcnge;,\ve mU5tu'M:.J."':);'; ~~~4 '_.
encourage strategic use of Federal resources to leverage other fi.mding.~sub5tari.tfally,t;;¢~·h'"
increase knowledge about new uses of technology. and ensuie'that intiodu~jng. .'::" l ' "
technoiogy in schools does not contribute to further divisions in society,' w1Ule
techno~ogy is particularly powerful in reducing the barriers between rich and poor
students, it is successful only if access to it is readily available and used in educationally
significant ways,
Our pat1icular goal for this reauthorization and the funding we provide, then, is to
accelerate the innovation and spread of educationa1 trchnology f"r those schools and
communities where its power as a learning tool and equalizer is most needed - the same
schools targeted by Title 1's school-wide projects and .the Schools and Libraries
Corporation 80 percent level of subsidy_
7. Recommended Option
•
To accomplish our goal, the educational technology programs administered by the
Department should have as their overall purpose to support innovation and other
activities 'leading to gains in student performance against chaJlenging State content
and performance standards and to help reduce inequities in the distribution and
effectiyc us.e of educational technology.
!O
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This purpose IAtill be achieved by a combination ofseve:-al strategies:
8) expand and integrate technology use in teaching and learning, especially in
classrooms in schools with the greatest need;
9) demonstrate and disseminate effective models
ort~chnology
usage;
10) develop better; more effective applications in critical need areas; and
11) build the capacity of States and low~income districts to use technology well,
These strategies will require coordinalion, and wiIl include interagency collaboration on
research~ dissemination, t~chnical assistance, and national leadership efforts; as well as
retention of the authority to coordinate these efforts with the Office of Educational
Technology. The grant-making authority in the current Leadership authori'!y, however, " "
would be consolidat¢ under a singie discretionary authority,
Pros:
The purpose and related strategies cut across different types of technology programs
(State formula, discretionary, research, etc.), other Department education initiatives a.,d
elementary and secondary education initiatives in other federal agencies, The focus on
State content and perfonnance standards is consistent with other ESEA and Dcparunent~
.,
wide objectives,
~ .... _ ~ :,:,'~":_.
•
"'''','
The prog.""all1·s purpose, like the four national pillars, is broad enough to encompass State
and local goals and efforts. which makes ~ssible greater indirect effect through'support J :..,'.',.>
for those efforts. .
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Stronger targeting, support for innovation. and aHention to professional development,and:: ".'
capacity building are consistent with other ESEA efforts,
Cons:
.,
With limited resources it may be more realistic to focus our efforts on more limited and
directly achievable goals, For example, we could define a subset of the national goals
(such as providing professional developmem in 50 percent of'lvw-income f:~hools) and
target an funding to that objective.
Much of the activity necessary to move fonvard with the proposed purpose is beyond the
Department's direct influence and funding.
•
,"':.J' :',: .
Achieving such a broad purpose through a :-.Iational agenda for educational technology
relies heavily on coordjnated planning and effort across the Federal government. Such an
effort is very difficult to achieve without a specific mandate for federal ,policy leadership
and associated funding,
12. Other Opti~ns Considered and Rejected
II
<)' ,;.: , '
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The options that follow are n01 so much choices that have been rejected (since all would
be included in Ollr recommended options) but instead aspects of the need for educational
techno;ogy that could serve as alternatives to the recorr:mended purpose.
a, Focus primarily on achieving equity,
Equity is the \ong~standing rationale for most substantial ESEA programs. The research
shows that inequities in the distribution and use of technology in classrooms persist.
However, a Federal program 10 achieve equity by providfng funds for equipment and
targeted professional development. for example, like the E-rate, would be very expensive
and could create a long~lenn Federal obHgatior:, and thus would be unlikely to survive the
authorization process. Options concerning program size and targeting are discussed
below,
h. Focus primarily on research 2nd development
Beuer research and evaluation information is the need most commonly expressed by State
coordinators and .others. Innovation is the focus for a substantial part of our current
funding. The PCAST report in particular has called for a greatly expanded Federal
0,1.,..;
;~
investment in research and development. However, an investment primarily in research
and development wou1d limit funding for providing and using technology welt in
classrooms and could be: perceived as reducing 'the immediate c;lassr.oom effect _Options
. concerning treatment of research, development and innovation in a broad authority arc
discussed below. .
"",,..' '\)!'L
,;' "
c. Focus primarily on professional development.
Many policymakers fear that teachers' Jack of knowledge about the appropriate use of
. ~ ..~ .... technology in classrooms could lead to the waste ofa substantial part ofth~ investment
being made in equipment and connectivity, Recent analysis ofNAEP dala shows a
. correlation between even limited professional development and positive classroom
effects. However, professional development (or "training') in the use of computers is
~'tN'IEkely ly itself.to lead to appropriate classroom use, More integrated prof-=~iof!a!
;.
..
development that teaches the use of technology as an insuuctionaltooi in pursuit of
curriculum goals is difficult to distinguish from professional·development that teaches the
use of other 1001s and techniques for the same purpose. Professional development in the
use of technology in classrooms is singularly important, but, as a primary purpose, does
not distinguish technology funding from other funding for professional development that
could easily include the use of technology, Options concerning professional development
as part ofa broad authority are discussed below.
•
12
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THRESHOLD QUESTION: INFRASTRUCTURE
B. ShouJd there continue to be authorit)' to provide funds for equipment, sofrn'3rc;
and telecommunications?
1. Introduction
In preparing to make the recommendations in this paper) the reauthorization working
groups firSt considered a threshold question: should the Department continue to provide.
funding for equipment, software, and telecommunications? Were a decision made not to
~nd these activities, there is little reason for a separate technology authority; all other
activities currently supported by 'the current Slate fo~uja grant prof,'l'an1 (e.g,
professional development) could be funded under other authorities, We have
recommended'that research be u'ndertaker. u:1der a new OERJ research authority.
Technical assistance could be provided under a broader authority for that purpose.
1nnovation could be supported by retaining an education technology discretionary
authority, or under a more general authority like FIE or by other agencies.
How~er, as reflected in the studies referenced below, while acce~s (to
telecommunications at least) is generally improving across the board. classroom access
,and hardware in poorer schools specifically lag well behind,
•
'2. Research Re,'iew
~
The most recent data on student·to-<:omputer ratios and telecommunications access is
.u4.\:Aw~\'.:~~J:<·I.J",·J Market Data RetTiev?} (MDRYs 1998 data, as published in Technology Counts"Although
4":; ;')", t.tf;.v;'~t::r,' ',the method used (census survey) and response rate (38 percent) make reliance on the data.
',' ;~': !)"C<~:.':
questionable. the data show remarkable progress in the student to computer ratio (13 .
students'to a multimedia computer overall; i 7 to 1 in classrooms) and classroom access
to the Internet (44 percent), MDR's data also indicate less progress being made in poorcr
(50 percent" Q,fstudents quality for free iunch) schoojs (80 percent schoo) access
'..
compared to 89 percent in aU other schools).
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.'",
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•
Telecommunications survey for 1997 shows a similar but bleaker picture. As
schools have"·hik.:n.;r per<.1"';nages of poor students, access to telecommunications is
reduced. In schools \"'lth 71 percent or more free and reduced-price lunch, 63 percent
have access to the internet compared to a national average of7& percent; in schools with
less'than 11 percent free and reduced-price lunch, 88 percent have access to the Internet.
For classroom acces~ there is a distinct break in the percent ofclassrooms with internet
access hetvleen schools with 71 pexent or more free and reduced lunch students (14
percent with acc~ss) and schools with 31 to 71 percent free and reduced price lunch
students (27 percent with access). Funhermore, NCES' projections to 2000 show that
classrooms in poorer areas are likely to take longer to reach the same levels of
connectivity as wealthy districts, MDR's 1998 report (as provided in Technology Counts
'98) does not provide data for classroom connectivity disaggregated for poorer districts.
13
.~,
�•
Some studies, including the Digital Divide report from the Commerce Department and
the Neilson survey reported by Vanderbllt University researchers on the Internet, indicate
that school access to technology is not strongly differentiated by poverty, based on
reports from students and households surveyed, Both studies argue, howeverl that access
outside of schools is strongly differentiated according to income, and, in ~he Vanderbilt
study, by race. Lack of access outside of school has a strong effect on the ease with
u'hieh shldents adopt and use technology in schoo~s.
Since the passage ofIASA, States' investment in educational technolob'Y has increased,
although there is great variation in the level and consistency of support 101998,
according to Technology Counts, all but eight States provided funding for educational
technology; -of these, 22 targeted funds in some manner to lower-income districts.
1. Discussion
The administration's commitment to the TeChnology Literacy Challenge Fund, which has
been the primary federal source for funding for equipment, software, teiecommunications,
and technology-related professional development, has been repeatedly expressed as 52
bjllion over five years. Fiscal year 1999 is the third offive years; in three years $1.05
billion has been.appropnated for the TLCF. According to the current schedule, fiscal
years 2000 and 2001 would take place under the reauthorized statute.
j
•
,,'
States have used funds under the TLCF for a wide variety of uses, with considerable
, ,Vanation among'States. State educational technology plans are required, and States hold
.,,;,'1:" cO'mpetitions-among districts forTLCF funding. States have considerable latitude in
: :1, ,;. '~establistiirig pno'rities for TLCF competitions! and most have used funds to support one
" or ailod.er aspect of their State technology plan. Some have limite<! the use ofTLCF
funding to professional development and others have required that a percentage of funds
(usually 30 percent) be u~ed for professional development. But there is little doubt that
much ofthe funding has bee.~used to purchase needed equipment. software, and access.
The Department's discre~ionary educational technology programs have also supported
extensive hardware investments. In the case of the TICG. some believe that innovative
~'approaches developed by r~c;pi~l1t$ coultrnot be carried out without expensive equipment
and that very few schools. particularly poor schools, could replicate their
accomplishments without special funding.
•
The Star Schools program has historicaily supported two fOTIns ofinrrasrructure that,
especi:tlly in the early years of the program were costly: support for downlinks at
. schools, such as satellite dishes and similar equipment, and support for providers of
distance education (the primary recipients of the grant) to enable services through means,
such as satellite uplinks, telephone bridges; and studio equipment that (at least in the
earlier days of the program) were not commonly available, Star Schools grants have
pro!:,1fcssively larger matching requirements: 25 % first t\\'O years1 40% 3r<i and 4111 year,
and 50% the 5" year. Furthermore, "not less than 25 percent of the (federal) funds ...
14
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shan be used for the cost ofinstructional programming.". in any fiscal year",
2. Recommended OptioJl
We recommend that as we contin.ue to support funding for equipmenl;'softv.are, and
telecommunications, we also strengthen the targeting provisions so that .funds are directed
10 districts and schools where disparities are the greatest and further tnvestments continue:
to be needed, and that we limit the lise of discretionary funds for equipment.
In the next section where,we take up targeting, we recommend that a substantial part of
the State grant program be targeted to the top quartile ofTille r districts. and to schools
j
eligible for scboolwide projects within them because these districts a.'1d schools are likely
to be the neediest
For the consolidated iliscretionary autbority (discussed under section E) we recommend
that funding for equipment be limi'ed although no' prohibited.
'
•
Some funding for equipment, software, and access may be necessary to allow some
districts that are less wen equiped to participate in the development ofrnodels and ether
at:tivitier. under this authority:! However, the purpose of the discretionary authority would
not be to provide infrastructure but to develop, demonstrate. and evaluate good practice,
Some limit (e.g., 15 percent) that could be waived in special circumstances would be set
to prevent recipeients from using fimds primarily to equip schools ..
Pros: Reduces focus on- fui1ding~for equipment and'pennits 6~eater investment jn
professionafdev'elop"itient1and"other:activitie's supporting innovation and effective
instructional uses,~ ..' :;-h'~~l" .-' ,k
By controlling the use of funds for equipm~nt. begins to shift the
SGpport and equlpment replacement to S~ate a;.vi local sources.
long~tenn
costs of
By targeting funding for equipment to low-income communities and focusing on
innovations using existing infrastructure provides a clear rationale:... equity and
. '
inlJo';ation - for Federal support.
'.'
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Cons: Strong targeting provisions may be perceived as. reduced s.upport for State
priorities and strategies as. promulgated in State Educational Technology plans.
Data supporting distribution of need for equipment is relatively weak; some States have
argued that the brreatest equipment needs are in middle-income schools.
•
Eff"!ctive use in targeted schools is dependent on a concentration of effort from other
sources.
5.
IS
Non~legislati\'e
options:
�•
• Encourage stronger targeting and more support for professional development under
the TLCF (see non-legislative options in the next section),
• Set priorities for funding under the TICO and Star Schools program to reduce the
level of funding for equipment and encourage greater jnvest~ent in professional
development (see also the non-legislative recommendations under section E),
2. Otber Options Considered and Rejected
a. Provide funding for hardware, softl"are, and telecommunications as part of a
construction and infrastructure development authority .
. Pro: Links construction and technology so that infrastructure needs (electrical, wiring)
for technology are direc~ly linked to technology infrastructure plans.
Cons: Separates funding for equipment from funding for professional development in its
use,
Treats equipment as a one~time capital cost, without bui1t~in technical support and regulnr
,:, :' ',~,:.'l' :It "
replacement .".
'
•
h. Consolidate educational tecnno)ogy funding int6 a teacher and school capacitybuilding authority. , ... ,. '- '""·;-I'~""'~' ~'~1. .... ~,;'!'~,; ~ .....", ." , ... '
"
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Pro: Mttkes technology ari.iiltcgral:pait o~.a' high~capacity workplace for teachers and
students.
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Focuses attention on professional development and technology as a key component in
increasing teacher capacity.
Builds in common provisions for planning, professional f!evelopment, concentrating
resources, possible peer revjew, .
Cons: Developi'f,.en~ of edUc,:ltionaHechnology as a focus [0; ~lI(;rt'is redl1ced.
Funding for equipment, sofuvare, and telecommunications would not be separately
authorized .
•
16
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TARGETING
C. How can greater equity in educational technology best be achieved? How
would funds be distributed? How wo"uld tbe program be targeted'!
1. Discussion
In looking at targeting we considered both targeting recipients of awa..'l.is and the
'strategies and purposes of awards, Both the proposed State formula program and
consoIid;:lted discretionary program would do both ;n some rneasure~ but the emphasis
would be different The State fonnula gram program would target a substantial part of
the funds to iow~jncome districts and schools; the discretIOnary grant program would
make development and providing access to innovation for low-income schools aad
districts a priority.
The Department currently funds a technology State fonnula grant program, the
Technology Literacy Challenge Fund (TLCF). The TLCF helps States put into practice
the strategies contained in their State technology plans, Funds from the TLeF assist
States in developing the infrastructure needed to integrate technology into classrooms,
The Depart!11cnt is encouraging all States to use 30 percent of their fiscal year 1999 funds
•
to provide professional development to hetp teachers to effectively integrate technology
into their cuniculum. For fiscal year 1999,$425.:million has:beenapproprialcd for the
,
','
",
TLCF. .
'." ", .. '
Prior to rcceivh,g,first year funds.frqm,!l!e'TLpf,;,S.tatc:s,r;er~, req~ired to develop a
statewjde educational technology pJan, and'have.such,pian:approvcd by the Deparunent.
Each plan included the State's long-tenn strategies:for financing educational teChnology
within the State, described how ot~er public and private agencies would participate in
implementing and supporting the State plan, and outlined the technical ~sjstance that
will be provided to the local educa~ional agencies within the State that Jlosisss the largest
number or percentage of children in poveny and that demonstrate the greate~ need for
technology,
Each State rece:v~ I! share of]'LCFJunds in proportion to its share of fund$·ur'tdcr Parr'·,
A ofTitle I of the ESEA, except that no State receives less than one-half of I percen, of
the aniount available. Appropriations language limits funds reserved for the Outlying
Areas to one-halfof 1 percent. States must award at least 95 percent oftheir allocations
competitively ,to local school districts.
•
Current targeting provisions are relatively weak. The legislation says that States must
identify iocal educational agencies with the highest concentrations of poor children and
the greatest need for technologyJ'l1"d provide them with technical assistance. The statute
also requires States to "provide assistance to local educational agencies" with high
poverty and the greatest need for technology, in Hs guidance, the Department has
intelJlretcd "assistance" to also mean that States should make an effort to target funds to
17
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the identified districts. There is some evidence that not all States are targeting their
technology funds to district, with high poverty and the greatest need, A database of first
year recipients will soon allow us to compare CCD poverty data (free lunch) and other
\'ariables and compare recipients to State totals. We a~read)' know that four Slates
(Kentuc-ky. Alabama, Louisiana, and Tennessee) made TLCF awards to virtually every
district within the Stale. About half of the States target their own funds for educational
. technology. Technology Counts reported a survey of Stale funding for educational
technology, Of the 43 States that provided school districts with State technology funds
in 1998, 2] target those funds to the poor districts within the State
The current educational technology discretionary p:ograrns also have relatively weak
1argeling provisions:
The authority for the T!CG (section 3136) stipu!ates that "consortia shall include at least
one local educational agency with a high percentage ar number of chi!dren living below
the poverty line... ," and sets a priority for projects "designed to serve areas with a high
number or percentage of disadvantaged students or the greatest need for educational
technology,"
The authority for Star Schools (Part B ofTitle lH) specifies two
•
~ltcrnativecligibility'
criteria: a public agency or corporation that "shall represent theiinte~ests·.of elementary
and secondary schools that are eligible to participate in tht.:.pro&'Tam under.:p'~ A of title
I," or "a partnership". that includes,., at least ope (o~ eit~.er): 3: iSlCjli ~duc!:!tional flgency
that serves a significant number ofelementary and secondary schools that ar~ eligible for
assistance under part A ortitle,1 or." is operated or fl.!.n,de~IoJJ~~4i~f!',i1J:i,il~~e!lJ?~\~~e"
Department ofIntcnof.:.:;,,:, .. './;,.,\, . ,
' !~I;,\:~;1:;'j',d...~~9'$i;!;i\ Q~:::nj~r':'i:.:;::,,';, : .
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The RTEC authority (Subpar< 3 of Part A ofTile III) does not stipulate any targeting
except t(l indicate that the RTEC, as part of one of four functions, shull collaborate with
SEAs or LEAs requesting it, "particularly in the development of strategies for assisting' "_
those schools with the highest numbers or percentage of disadvantaged students with
little or no access to technology in the classroom", The rest of the legi.slative language
remains conspicuously silent about equity and targeting,
.,. ..,
As a practical matter, it is probably accurate to assert that many TICa projects only
marginally benefit most disadvantaged communities, and the implementation under many
projects might be difficult to adapt elsewhere without substantial funding, There are
nonetheless many nCG projects where the benefits go primarily to undersetved
~-
populations.
•
While it is arguable that the targeting and eligibility provisions in Star Schools are
weaker than in the TICG, much orth. Star SC!)Qols effort has been directed to serving
disadvantaged and isolated populations. Because much ofthe programming is broadcast
broadly, other schools benefit as well,
!8
�•
The RTECs proposed different ways and differing commitments to serving low~income
schools in their original applications. In February ,1998, OERI engaged in a Midpoint
Assessment nfthe program and of each project. All projects are now strengthening their
focus on de\~e1oping strategies, products and services that ultimately (directly or
indirectly) benefit underserved communities.
2. Recommended Option
Authorize a Stale formula grant program, similar in size to the current TLCF, but more
explicitly target program funds to districts and schools with the largest number or
percentage of children in poverty and demonstrate the greatest need for technology.
Unlike the current authority, tbe new statute would include a 'definition ofhigb poverty
and greatest need for technology. The revised statute would maintain the CutTe!'lt
language that grants he ofsufficient size and duration to have a substantia) impact on
student learning. Requirements for State and local technology plans would be retained,
with the added provision that plans be renewed every three years.
•
Funds \\'ould continue to be distributed to States in proportion to each State's share of
funds under Part A of Title I of the ESEA. .,The 5 percent limit on a State reserve for', ,.",,,
administrative funds would be retained, Stales would award funds competitively.wilhin'/?-' "
the Siah:, and each State would be required to distribute 65 percent offunds to the ~,: 'i: ~' ..:',
districts in the top quartile for students eligible for Title 1. Funds ,wQuld.benefit.schools.,,....
within such districts that' are eligible for schoolwide projects.
" . ' ."~ ':,,", ,
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States would have greater than currenl discretion over remaining,funds,(30 percent); but
the purpose would be to benefit the same types of districts and schools: Funds would,
remain targeted to improving classroom instruction) but States would be free 10 design
subgrant competitions and designate subgrantee types other than LEAs in order to
develop model programs, practices, and products aimed at meeting State educational
technology and learning goals in the targeted and similar districts and schools.
~.
Authorize a broad discretionary grant program that requires activities to benefit
underserved communities. This would requirw·t~ateligible.r:ecipients, be:teficiaries of
services, or the sJte for an activity be defined for a particular competition so that
appropriate attention is given to underserved communities. (See discussion under
Sections E and F)
Pros: Would ta!'get funds 10 the neediest schools and districts. Would provide
States with funds and the discretion to develop professional development and
other activities designed to use technologyJo support State learning goals in poor
communities.
3.
•
Provides the Department with a flexible discretionary progra.'11 that would focus
on innovation, pW\'iding access to content. and scaling up effective uses of
19
,,~
•• ~.-...t; :,'1;{;;"\"~;'."~~i:(d';;'t~·:."\J.,
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t(:chnology in poor communities.
b. Cons: Would limh State discretion in awarding most funds. Some schoots that
receive earmarked funds may not be prepa:ed to make effective use of them.
State capacity to use discretion well varies substantially,
Discretionary program would support both innovation and benefits for schools in
poor communities, which could be perceived as conflicting purposes,
3. Non-legislative options;
a.
Improved targeting:
• Using infonnatjon about the first year's awards as a guide. ide::1tify States where
targding was consequential and where it is not and provide technical assistaI!.ce to
Slates to improve outcomes, .
'
• Undertake a new initiative, through the RTECs and other technical assistance entities,
to target assistance to the big chies in implementing their educational technology
plans.
•
• . Initiate a consortium of States with large numbers of rural low-income schools to. ,;,~."', i ,._~
provide targeted technical assistance in developing and implementing educational:. ,''''' ....
technology plans.
','
'
• Encourage existing Tl CG projects to expand their work, with low-income schools: 1,'; :- ':': :~:;-,~' ".:t;: ,
through midMpoint assessments and other means,
\. ,,]: ,.,' ,><,',
.......
• For new funding for pro-fessio,nal deve~opment in educational technology. fund
pre~;ervice institutions that prepare large numbers oftl;(lchCfS a!1d teachers that serve'
in 10w~jncome communities; focus on both technology and preparing teachers to work
with diverse students.
.... b. ,. Rome and community access:
• Provide Stales and local school districts with models for assistance to low-income
households~
such as Indiana's Buddy Sy~tem. or Unior1 City. New Jersey's Columbus
Middle School.
•
• Undertake a task order through PES or OERI to evaluate the cost and effectiveness of
vatious methods of providing home access to poor students, such as carry-home laptops,
on-loan compute!'$, apple c-mates or similar products, and school-based provision of
email and scho?l-mediated Ir1temet access.
. " ..
• As part of funding for new community access program, examine the effe~ts of such
20
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llccef;S on school performance.
•
Increase support for technical assistance through R'fECs to community based
organizations in the powision ofaccess to computers and the lntemet for low-income
studt:nts. Increase support for and coordination with programs in other agencies that
support access to computers outside schools, such as the programs under the Library
ServIces and Technology Act and the TL..... P program operated by the Department of
Commerce.
4. Other options considered and rejected
•. Funds for all high.poverty schools: A program designed to provide $1 00,000 per
year to all schools nationally with at least 50 i'crcem of their children eligible for a free-
or r::duced-price lunch subsidy:
.
Pros: The program would provide additional funds for technology 10 the neediest
schools. Funds would be Hnked to the E-Rate and school v.ride programs,
, '"
,
..•
Cons:: School-level poverty rales can fluctuate from year to year. Program is
prohibitivelY,expensive, Strong targeting provisions are unlikelY to survive
reauthorization process. Estimated first year cost is $2.3 billion,
.
h. Guaranteed funding for high~pm:crty districts: A prObYfarri'aesigned,fO pro\ride
high~poverty districts with the same proportion of State technology fun~5 as they receive,
under Part A of Title L
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Pros: The program would guarantee funding to high~poverty districts- that
frequently do not have the resources to be successful in obtaining competitive
grants.
Cons: For many districts, the amount guaranteed would be too small to have
substantial impact. Funds could go to districts unprepared to make effective use
nfth-:rn, ".
Award all funds directly to higb~poverty districts througb national competition:
A program designed to award fi.t.'1ds competitively to districts that have large numbers or
percentages ofchildren·from households living below the poverty line and demonstrate
the greatest need for technology.
t.
•
Pros: Targets funds to the high-poverty, high.need districts. Funds are tied to a
district technology plan.
•
Impact of program IS limited to a relatively small number of districts. A
competitive grant program of this size would be difficult for the Department it:;.
C~ns:
21
'f"-' .
�•
" conduct CoordInation with States would be reduced,
d. Change the formula allocating funds to States: Currently. each State receives a
share ofrunds proportionate to it share of funds under Part A of Title I. Allocation could
be based on each State's share of Concentration or Targeted grants, which is? ar.e?
des;gned to target funds to schools and districts with the greatest concent:ations of poor
children. Eliminate the small State minimum to provide more equltab;e per pupil funding
among the States,
Pros: Changing the fonnula would more effectively target program funds to
States ~~th higher concentrations ofpoor chi1dren:. Eliminating the small State·
minimum would provide more equitable per child allocations across States.
Cons: It is very difficult politically 10 change program allocation fannulas, The'
elimination of the small State l1!inimum has a greater relative impact On the small
States than the large States, Politically difficult as all ,States havc·2 senators.
. .".
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22
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RESEARCH
B. How should research on educational technology be supported and
integrated?
1. Discussion
The 1997 report ufthe President's Committee of Advisors On Science and Technology
(peAST) issued a strong recommendation f!that the federal government dramatically
increase its investment in research aimed at discovering what actually works, not only
with respect to the application of educational technology. but in the field ofelementary
and secondary education in generaL" The report recommended spending at least $1,5
billion on education research, particularly on educational technology. The CEO Forum, a
group ofcorporate and education leaders. endorsed improved rollection of data on
schools; use or technology in a report released in October 1997. The Department's and
others' attempts to identity measures of progress with regard to ¢ucational technology
has revealed great inconsistencies in the way data is collected from one community or
State to another, with the result that llule consistently reliable national data is avaiiabie.
•
rn examining options for research, development, and implementation, we set out three
. goals for such an-effort:
,
.
• ,Build State and local capacity to improve teaching and 'learning through technology.
• Improve State and local decisionmaking by building a better knowledge base.
',.,,,,_, v.IntegrateJtcchnology into other education objectives.
Detemlining the extent to which technology is actually being used in schoois and the
effectivt:ness of educational technology in raising student achievement is complicated by
two inherent problems: (!) l~e dHIiculty in isolating the effects oftechnology~ and
(2) technology and the ways it'ir..used are changing more rapidly than dala car. be
gathered.
Quality must be a primary concern of any research program. The PCAST report points
out that while numerous studieS';)f~ducativ~1al·teclmoJogy have found positive effects on
student learning and motivation, questions have been raised about the validity of these
studies. The report calls for a tiwell~designed,prograrn of rigorous, carefully controlled,
. independently replicated research conducted over a reasonable period of time, "
•
Furthermore, the PCAST report and others have criticized the fractured nature of many
teclmology studies, in part because we have not yet determined what we want technology'
to accomplish. A recent article by Larry Cuban and Heather Kirkpatrick of Stanford
University (Technos 1 Summer 1998) defines three distinct purposes for technology in
schools: ensuring computer titerac)" restructuring classrooms to improve teaching and
learning, and improving course content and skills development. These competing
23
�e
purposes result in studies whjch fail to provide clear conc1usions, and are not COF.1pa.able
to similar stUdies. The peAST report questions whether current studies are in fact
measuring the higher-order thinking and problem-solving skHls we wish to facilitate, and
which are perhaps best facilitated by technology. In researching the impact of tech.'101ogy
in the classroom, it is critical that we reconsider our defmhion of student achievement
By limiting our measures of achievement to test scores, we ignore the capacity of
technology to fundame:1tally alter the way students learn,
The~e
are currently few strong studies ofclassroom effectiveness, However, the ETS
study released this month demonstrates that technology, when used to teach higher·order
thinking skills and supported by teacher training. has a positIve impact on student .
achievement in mathematics, based on 'N"AEP data. In the article cited above) Cuban and
Kirkpabick note that m::tcomes of evaluations of educational technology are highly
dependent On the quality of implementation of the instructional design and the knowledge
and skil1s of the teacher.
In addition, there is a lack ofsolid data on the amount of technology that is already in
schools and the way it is ;1SOO, Two of the main sources for State eala are Quality
e.
Education Data (QED) and Market Dala Retrieval (MDR), commercial marketing firms
that coIleet information on:equcational technology and sell it to technology
ma~ufactureTS. ,Many.experts,believe the data coilected by the firms is flawed.
2. Recommended Option
OERl's currel).t reSea(9hl3uthority ,dges not specify research into educational technology
as a ~ar! of,the,p.urpose,of any 'of the Institutes. We recommend that a more explicit
authority for n;searckintq the use of technology for teaching and learning be part of the
reauthorization of the Educational Research and Improvement Act Conseguently, no
new research authority would be needed under the ESEA, However, the follov.ing are
recommendations to be considered. in the OER.I reauthorization:,
" Create an interagency and Department-wide research agenda for educational
technology. In doing so, it is critical to consider,research already heing done
by other agencies: NSF, NlCHD~' e~~. 'It;tegra.1:. research
technology into
other critical education objectives. Consider as a model the proposed
Interagency Research Initiative (proposed but not funded in the FY 99
budget). This program would have conducted comprehensive research,
coordinated by multiple agencies. to study how children learn reading and
mathematics at various ages, and how technology contributes to the learning
process, through a series of grants.
on
•
. -,.. • Emphasize frequent interaction with State and local educators throughout the
research process. Research should he closely tied to the efforts and " "'
experiences of the field, Educators should be consulted during all stage,s, ITom
24
�•
defining an agenda to disseminating the findings.
• Make findings accessible to educators. Emphasize ongoing work with
reachers on u.illlg research. This should be emphasized within a research
authority, as well as through a discretionary authority providing fOT
dissemination and technical assistance. See Section F for further discussion.
In addition, a discretionary authority should be provided under ESEA that would support
the development of models (including, to the extent possible, research-based models) of
innovative and effective uses of educational technology. This program is detailed in the
following section. This authority would provide for rigorous evaluation, dissemination
and technical assistance so that the innovations may be scaled up and used by schools
throughout the country.
3.
•
Pros
By keeping technology research within the scope of the OERI reauthorization, the
Department's research authorities are kept clo~er to ~ common authority. This pennits
research regarding technology to be considered as part of an overall research agenda for
the Nation, and potentially links research,on educational technology with other related
.:: ~ '.' ',;' .;i·"
research efforts.
...... ,•.,<.. .
b. Cons
~,
.'
I
. I,: "
Authorizing technology research 'as"pareof a1broaderIesearch authority may not ..
sufficiently emphasize,the'need:fo~'.a coordinated:research agend~ for educational
technology. This requires.making'choices'between research on technology and research
focused on other aspects of education. This would require working within the Institute
structure (presuming it is reauthorized), which could prove less conducive to targ~ted
res~arch in technology than a dedicated authority.
. '_
3. Non-legislative options
.
• EXllll1inp. the resC'-arch that is currently being done by othel"Jg:!ncies,
needs, and coordinate efforts.
..
~'aerrnine
urunet
or
• Use Office Educational Technology to engage collaboration across agencies,
government, and experts in the field.
•
• Develop Department-wide research agenda for educational technology, with input
fron1"alJ Princip.al Offices and major Department initiatives, including OERl's expert
panel on technnlngy programs.
• Work with Institutes to integrate technology research into current research agenda.
25
�•
4. Other Options Considered and Rejected
a. De\'elop an ESEA proposal for a research authority requiring national, interagency
research in the area of educational technology. TI)is authority would focus on producing
reliable research findings and making those findings effective in practice.
Pros: Utilize reauthorization to emphasize need for technology research; this would
provide a consistent mechanism for funding researchi would be consistent with FeAST
report; and could be tailored to meet specific needs.
Cons: Establishing new research authority could be perceived as undem1ining existing
research authority and would increase the number of technology programs where existing
authorities ,arguably would suffice,
b. Provide a-scI-aside in formula grant program for State/local rese.arch.
•
Pros: A sei?aside within a larger program may be more likely to receive funding. States
would focus research in areas relevant to their issues such as:conten!-and perfonnance
standards. and a State level research authority would 'encourage the use of research-based
practice with other funding,
, ..
.•. ".
Cons: there would be reduced national control of agenda orq'ua1ity; no comparability, and
may not be useful at the national level: i State capaCity,·to·coi)iauct and:use research varies
substantially, The peAST report identifiesreseliiCh'as"an,important,federal role,
M
¥".,~
, '.'
,~, ",,"" '~ht.~~, .
"' •• !".}'i;;.J. ,,_ ',,,
"
',"
'~.
c. Design research authority as a discretionary grant program, to work with State
formula grant program. Such a program would support grants and contracts through a
corr.petltive proces!)' ror local research in a variety of areas, This option is basel~,on the _
interag{!ncy research initiative proposed in the FY 1999 budget, and would preclude a
discretionary grant program (like the TICO) focusing on model development.
Pros: Competitive re~"Cf\rc'" awardf,-e!1courage quality research. A large~scale" '': .
competition would support research in a number of areas, specific to State and local
needs. This program would facilitate coordination with other agencies.
"h
Cons: Single discretionary program may nor serve the needs met by TICG or similar
pro&lfarn; e.g. to enable LEAs to develop and implement models, and to disseminate
results. Would primarily involve research community. might be ineffective in reaching
educators and policymakers,
•
•
26
lNNOVATION
;'p'
< •
�•
B. RO"t" can we support tbe development of models of effective and innovative
practices?
1. Discussion
"While a research authority will not be developed under ESEA, another important
consideration is how to stimulate innovation in practice and support the development of
models of etTective practice, We know that there is a great need for such models, and .
also for strategies to make them easily replicable for schools and LEAs.
As we look at findings and knowledge from various sources, some general conclusions
can be made:
• Teachers and other educators in the field are dema!1ding models of best practice that
they can adapt or at least get inspiration from;
,
• Teachers and other edu~tors very rarely implement a model in its entirety; rather,
they adapt the model to. their particular context and teaching style;
Technology can be used to tackle certain nagging problems in unfque ways. ,Concepts
ofte-ehnology-supported solutions can be developed based on other areas ofresearch
(such as on what we know abuut organizational change; what we know, about·learning ' ..
by constructing knowledge, what we know about distributc{lcollaboratiol'!s,in' ;
general. what we know about adult learning, and what we know about language
acquisition);
• If innovation is to benefit people beyond those directly lnvolve~ in Jhe,i~novation
projc:ct, a hy-product of fundamental importance is lhe,c1ear;doc~J?len~tion:of,the1 f.
innovation. Such docwnentation" must not only inelude·a'.descriptionjoft~e,N·~·';f,;( ,
innovation and its practice, but also -and often morc importan!ly':;'- a'clear description
of the process the innovation team when through to implement it; as well as guida!lce
about adapting the innovation to other contexts.
•
•
"
All three discretionary programs currently authorized under Title Hi have engaged in the
development of new innovative models, to varying degrees,
One of the current authorizations fOl"a.'l1. enucation:Jl technology discretionary grants
program (the Technology lrmovation Challenge Grants) supports competitive grants (0
consortia, includjng "at least one local educational agency with a high percentage or
number ofchildren living below the poverty line" .." The program focuses On funding
programs that m:e developing innovative applications of educational technology that can
serve as models for other schools, The authority requires that projects serve high-need
areas; directly benefit students; ensure o:lgoing, sustained professional development; and
ensure efTecth:e and sustainable use oftecbnologies,
•
In addition. the current authority requires that "members of the consortia or other
appropriate entities will contribute substantial financial and other resources." ," This has
21
.
.:
�•
resulted in leveraging offunds at a rate of3.5 dollars for every Federal dollar. However,
there is concern that this requiremenl may preclude some highwpovetty districts from
applying for a grant
In awarding grants, the Secretary is required to give priorhy to projects that ·'a.:-e desig:Jed
10 serve areas with a rugh number or percentage.of disadvantaged st.udents ...."
However, the law do~s nol stipulate what constitutes a. high percentage or number of
children living below the poverty line and the Department has nor specified any
percentage or number In its award process.
The Challenge Grants program has supported innovative projects dealing with a ...vide
range ofobjectives) content areas, and populations. The projects are complex and
d:vcrse, The program was designed as a demonstration program. with some emphasis on
replicabillty of the models developed. Evaluation strategies have been uneven, though
guidance is now being given to all projects about exactly what is expected in this area.
Furthennore, only now are sop1e projects mature enough to start sharing their lessons
learned as they enter a fourth year of operation. More emphasis must be placed on
ensuring that models developed are evaluated and disseminated in a way that w:il] be
useful to other schools. These are elements that must be 5~rongly considered in designing
a new program. At the same time. the objectives of.the current authority are the same for'~:; ,:,. ~ : '
both the OIallenge Grants and the TLCF. In practice, because of the differenl funding ..';.' .. :
mechanisms, these programs serve two very different functions,. A new authority should '}l.';c, .
make these different objectives explicit, while making them complementary and .
',', ~ ': ':i >y li::. ,-:,};,l\.. "',
consistent with the Department's overall techno.logy objectives.
•
'.
".
•
".
' - , ,'" ~ '~
. . , __ "
,..,~,..J"
,_
. ....
'.
..~ .. ;,~ ..., '!"'~';"'~f! .... "!!'/~ ,'~'
,,"
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·,.~,·""~;! •• '-<.,(.1....N..,..,';,Jd.,f
A second discretionary grant program, the' Star Schools program;was,first.fundedjiri;-1988;:-:-,.;th'·" •
as an initiative of Senator Kennedy (he continues to have an interest), and is.simHar, and ", ",or,
in some ways more flexible than, the Challenge Grant authority_ The program has as its
major purpose the provision ofdistance education, .and pemits doing so through the use
of compLiter networks. Partnerships and matching ftlnds are required, and awards for
large, five-year, multistate projects have been the nonn in recent years, However, the
program's stringent partnership requirements and history of support for satellite broadcast
distance learning projects has resulted in relatively low numbers of applicants over the
years, The option selected below when developed in tktaiLmay adQPt.some provisjons
from the Star Schools program. We do not recommend authorizing two educational
technology discretionary authorities.
The RTEC program provides services to a wide variety ,of beneficiaries that includes
teachers and students, technology coordinators, curriculum developers, staff from
intcnnediate service units, state agency and local agency decision~makers, higher
education faculty and deans; as wen as providers of adult literacy services. The RTECs
have found that while these constituents want good models ofpractir.:e, they also want
and need to adapt them. The process for implementing a model is often as significant to
eventual success than the content of the practice itself. In developing s.ervice strategies
for these clients. the RTECs have developed many innovative technology-supported ways
28
�•
to model practices and deliver services.
2. Recommended Option
We recommend authorizing a discretionary 'gram program that 1S similar to the current
Technology Innovation Challenge G:-anlS program, but with greater emphasis on multi
state involvement, rigorous evaluation, and dissemination ofmodeis, and that
incorporates the flexibility, ieaderShip, and evaluation provisions of the current Star
M
Schools authority. This program would support the two overall purposes of the
educatjonal tech.'1ology programs: equity in access and use oftechno)ogy; and nationally
improved stude:ll achievement. These purposes will be achieved throu~ the
dcvelop~ent of technology applications that are proven effective U11d can be replicated by
schools throughout the Nation,
In keeping y:ith the overall purposes of ESEA, an underlymg framework of all ,such
competitions would be a strong focus on benefiting underserved communities. Eligible
entities under this authority would not be limited to LEAs, The Department should
maintain the flexibility to award grants to States, lHEs, non~profit organizations, and
other business and for-profit entities. as long as these applicants can demonstrate:
(1) partnership with LEAs as defi"ed in the targeting provision; and (2) that the project
will directly benefit those LEAs.
Specifically, a discretionary authority at the national level is necessary. to achieve several
important goals:
., .
"
.,",
'"
'.
'.:""
,'.
:llf1'~,$t
1) Develop innovative, high-quality models a/practice, targetingfederalfunds tofoeus':;.. ·::~r ..~.:;l:·,:>, ;:'.,~)r
on particular questions thaI impact all Stales and LEAs.
. ..:..:;'>•.•• ~. ;~.:,.;"
-.
*"
•
•
In defining uses of funds. the authority should remain bwad but provide for specific
strategies to ensure that models are linked to State content standarLs and can be replicated
nationwide. Applicants should be required 10 demonstra;te the impact of their projects,
the level ofinnovation, and the potential for replication. Uses of funds should include
professional development (both preservice and inservice), multi~State activities, and
projec2:; focused on particular types of classrooms (e,g., low-income;'\,:lral, special.·
populations, core subject areas).
At the same time, it is important that projects funded under this authority implement
reforms that will be useful to most schools and LEAs. For example, projects that receive
a farge amount of funding to develop cutting-edge, highly specialized activities will not
develop models that can be easily adapted by other schools. lnstead, projects shouid
focus on innovative and effective models using accessible techno~ogies and easily
replicable processes.
~ ,...... '
The development of innovative models might consist ofaboct 30 percent of funding
under a consolidated discretionary authority, Other funding would support activities
29
'
�•
related to content development and access, assessment of effectiveness, and services,
primarily to disadvantaged schools,
fOT
the implementation of promising practices,
2) Bring together multi-Statc partnerships qfpublic
broad-scale devciopment and reforms.
an.a private entities, to support
One of the primary reasons to authorize a national level discretiona.,,}, program, in
addition to State fOl1uula funding, is to promote collaboration across States a...,d support
nationwide reform efforts, Multi-state partnerships are effective in consolidating funds
and enhancing each others' efforts, A good example is the Star Schools program, where
partnerships resulted in the development of quality dislai1ce learning programming and
the capacity to broadcast those programs to many students who might benefit from them.
Such coliaboratIon is critical in all areas of education refonn, but it is even more relevant
for technology, because learning via technology is not limited to geographic b9undaries,
This program wHl emphasize, in part} connecting students and educators across these
boundaries in order to enhance teaching and learning. Multi-state partnerships also allow
for funding to be consolidated and targeted [or particular efforts, rather than dispersing
the funds and supporting duplicative projects in every state.
" '...' _
'.'
"... t; .
.
1",'
3j Emphasize high-quality evaluation ofdemonstration projects. so thal projec{~.1hat
demonstrate positive impacts call be used throughout the nallon.
"
Accountability will be a major emphasis of this authority_ Projects must be requiredJo
conduct rigOtOUS external evaluations to demonstrate the effectiveness of the mode) .
.';'l.,q~'jh.r,~\"· ~J;..ll~~Y)f; .:deveJoped, and to inform other educators who might adopt [he modeL Such evaluation is
'.t~;l!~~:i:~,;:"i~ .~,,~~'" necessary in order to develop and document an innovation, the process of its:; ",C c.:,Il£:'
f~,,;·.."". ; .-"~:
. development. implementation and groy,.1.h, and the manner in which it ·can be tailored to
meet others' needs. The authority should allow for the option to require some kind of
midpoint assessment; either a preliminary evaluation report, or a peer review assessment
at some pojr~t in the grant period. This would infonn the project staff as well as the.
program office"and ensure that evaluation is conducted from the begi~ning of the project
; .: _,'
~~:.
period.
4) Linkjtiflt!ir.g fO rnu/>.'i-State and national efforts in research, technical assista1!e3,~qn"d..
dissemination,
•
This program will enhance the links between research, technical assistance, and
dissemination, by develoj)ing innovative models tha~ put current research into practice
and make these findings more accessible for educators across the nation, Technical
assistance would support project development and.assessment of impact, and would work
with schools throughout the country to implement these and other models. For more on
technical assistance and dissemination, and linking these programs) see the fonowing
section.
a. Pros
30
�•
Competitive grants have stimulated local partnerships and leveraged large amount? of
funding. TICG program has been highly competitive, which allows Department to fund
high-quality projects and demonstrates community need and interest. Greater focus on
model development and scalability will enhance effects of curren't program and continue
national development of innovation. A common focus on low-income schools should
insure that positive iimovations are used by recipients in the State grant
progr~.
b. Cons
Scalability has been a barrier under the current authority because funded projects are
diverse and compJex. The focus of the current program has been more on development of
innovative applications, and less on how to make those applications meaningful to other
schools.
3. Non-legislative options:
•
•
Encou~age the new (1998) TICG recipients and their State partners to connect to
groups of States and related RTECs to jointly develop model professional
, development and' evaluation efforts for use by school districts.
.' Fund the development of models for professional development in educational
technology in mathematics and science in cooperation with NSF under an absolute
... priority' un-der the Eisenhower National Program. States would be asked to commit to,
, ,
. ~: ~ t. 'r\'..:,t..,"._,~, adopting the models under the Eisenhower State'Grants Program.
. ," ',,,"{JI,,I'1,•. ""'~·.'I· ~
"""" :~, ..\ ". "\,:.! '. ': I.j\'·, ..
:...,
I, I '" .
.
.
. '.
.
U~e the experience of the TICG program and the results from the first (1995) awards
as a source for "lessons Learned".
4. Other Options Con~-':1ered and Rejected
.... . -
•
a. Menlor-district (or mentor-school) program. Authorize a multiple-year
discretionary grant program designed to pair recipients with well developed educational
technology plans and pro-grams with1lOfential recipients with less well-developed plans .
Over the term of an award recipients would need to qualify for mentor status to continue
(maybe with mentor status as a condition for year three or four funding). If authorized as
a State setaside, States would be required to set criteria for mentor status.
Pros: Has the potential to provide direct assistance to schools in integrating technology.
LEAs may have greatest capacity to assist other LEAs because they have relevant'
experience and a better understanding of the barriers. Some elements of this concept
should be considered as part ofa new authority.
Cons: Unclear whether this would work on a national level; can LEAs effectively
31
..,.
, '
'"
�•
"mentor" other LEAs?
of responsibility.
Distr;~!s
may elect to forgo additional funding to avoid new kind
b. Targeted partnership program. Authorize a targeted piarming assistance and trial
development program with strong partnership requirements (like Challenge grants or Star
Schools). Competitive award of such a project could become one ·way to trigger a higher
State allocation.
Pros: Linking competitive awards to State allocations will discourage Congressional
earmarks for specific projects, because States would then be ineligible for the increased
allocation.
Cons: Not cl~~ that this would aCluaHy discourage directives; might actuaUy increase
the funding amounts for those directives, Also; will sound duplicative to Congress (i.e.,
becaus(~ states receive competitive funding, they then receiYe increased funding through
the Stale program),
•
,.
,"
4
,t "
'"
•
32
','
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SCALING UP
B, How can we scale up effective practices be~'()nd isolated examples? How can
we ensure tbat assistance in planning, implementing and evaluating projects
and professional development concerning effective and innovative practices
is useful and accessible'!
1. Introduction
Educational technology, used well, is demanding of teacher's knowledge and skills. In
many cases the capacity of schools and teachers to use technOlogy well is least well .
developed in the places where it is needed most
Furth<.'ffilore, while there are many instances of effective implementation Qftech1101ogy to
support teaching and 1ea:ning, these are usually confined to a single district, school•.or
even teacher. State coordinators and others working in the field fcel considerable
urgen(~y in making such successes more common.
•
The approaches 10 building capacity we have considered include both professional
development and technical assistance. We believe that' we should target both to the samc
districts and schools as the State Grant program described in the discussion of targeting
. .. ll, "
earlier in this paper.
"'w','
v·". '
£[Qfessional development: About 2 mimon·teachers are expected to be hired over the
next ten years (school year 1997~98 to,·2007:-08). Just over 3 million teachers are t"
currently (1997) employed,ipfojecte<Mo jncr~se to 3.3 mUlion by 2007 (from the Digest
ofEducational Statistics, 1997). OveraH;,K~ 12 school enrollment is projected to rise 4.1
percent nationally over the next ten )'ears, from about 52,2 minion to about 54,3 million
(from the Digesl ofEducational Slatislies, 1997).
A report from'the Office ofTechnology Assessment, Teachers and Technology: Making
the COllneclion (April 1995) and the laterreport of the President's Committee of
Advisors on Science and Technology (PCAST. March 1997) both emphasize that
professlonu! :1evelopmcJ"t for teachers must go beyond acq",i~jtion of~omputer skills to
the use of technology to improve student achievement in the academic content areas.
These same two reports note that less' than 15 percent of technology budgets are inves!ed
in teacbers, despite recommendations that 30 percent be spent on professional
development. Implicit in these recommendations is the recognition t,hat the most effective
uses ofeducational technology ate highly dependent on the knowledge and skills of
teachers.
•
.
'.
As noted earlier, Cuban and Kirkpatrick note that for what they define as computer~
enhanced instruction (CEI), teachers are central and required to playa much larger role
than for computer-managed instruction (CMl) or computer-aided instruction (CAl).
33
�•
NeATE has adopted ISTE's standards for technology for new teachers, and many
colle!gcs of teacher education are proViding prospective teachers with instruction in the
classroom use of educational technology. Nonetheless, State coordinators and others
have voiced concern that most beginning teachers are not well prepared to use
educational technology in classroom inSL'1.lction.
Iechnical assjstance background findings to be added.
2. Discussiun
Professional development
Tn looking at professional development (meaning the full continuum from preservice to
inservice), We considered the following four principles:
•
• Effective classroom use of educationa. technology requires well~infonned and highly
proficient teachers,
• Professional development in the use ofeducational te<:hnology should be in!cgrated
with other efforts to improve instmclion,
• Improvement of professlona1 devc}Qpment, both preservice and inservice, should a1so
have as an objective the long~tenn systemic improvement of the providers.
• For teachers (whether prospective or experienced) to use technology well, they must
,have ongoing support and continued aceess to inf~ll}nation on using it to improve
tea~hi.ng and learning.
c,',v •
.
.,
"
The current TLCF and TICG autho~ty. explicitly pcnnits,1heluse of funds fo:- professional
development; both in projects (3134(2»,~c:.as,a means of integrating technology into the,
curriculum and as a factor in long-tonn plaiming,for,lcchnology (3134(4}), Local
educational technology plan provisions for the TLCF (3135) require districts to ensure
ongoing, sustained professional development for teachers and other education personnel;
district plans are to inc:ude a list of sources of training. There is, howt't:l!r, no explicit
mention of preservice professional development in educational technology. Awards may
be made only to local educational agencies, and although consortia Including institutions.
ofhighl.'T education are explicitly authorized, their purpose is "to provide services for, the
teachers and students in·.!·~ocftl educa!ional·agency ... ".
<:' "
...
Current policy calls for a substantial parfof~e Department's funding for educational
technOlogy to go to professional deVelopment. States are being encouraged to use at least
30 percent ($127.5 minion) of their TLCF allocations for professional development. In
sum, oflhe $698 million appropriated for educat;Qnal technology for 1999, about $233
milHan, or about 33 percent, is to be used for professional development, including $75
million for preseTvice.
•
Within the TICG program it is difficult to identify how much is used for professional
development, although the 1998 competition set a priority for professional development.
34
�•
\Ve believe that it p!ays a re;atlvely small part in the early stages of projects and later
becomes a ni.ore prominent activity. Within the Star Schools program, professional
development and direct support for teachers in the context of their classroom has been
growing over the years. vVhile the statute requires that 2SI}-~ of the funds be devoted to ..
instructional activities, the last analysis done showed that 40";6 was used for instructional
programming and the trend has been to greater spending in this area.
The Senate version of Title II of the Higher Education Act permits the use of funds for
eclue.tional technology, and the Senate mark for 1999 would provide a total ofS75
million for the three programs autborized. The Department does not cur;ently plan
devote these funds to educationa: technology, but given the HEA authority, seeking
additional authority for prescfvice education would be duplicative"
An important component of professional development is the dissemination ofmooels and
apptk:ations that have proven effective in other classrooms, as weU as current research
findings. It is critical that teachers have-access to these tools and have the trainirtg 10 use
them, Under the current authority, this task has been perfonned by the Regional
Technology in Educalion Consortia (the RTECs).
•
Technical assistance
. __ ',:·:'::'."·~';;4 (,i -,'. :;" "
Technical assistance beyond professional dc~e1opment is ~ significant- factor in increasing
the capacity of districts and schools to use technology,:weH., ,The technicaLassistance
reauthorization team is.usir~Ka definitiol} used by SRI in the evalu~tion of the
Math/Science Consortia program. Under that definition, tcchf!ical assistance includes:
planning assistanc'e, ~e\:el.opment assistance, caJl'aci~y..b_unqing 9"fl~jients,:faciHtation of
collaborations and nc:t:v-'o~king"brokcring and re.f~3:J~~,p~p,fq~si9l!al'.dcyelopmeI1t,
training, communication, community outreach, disseminatjo.n~'product,developmcnt, and
(the usc 01) technology and telecommunications.
...
.
Other reauthorization teams-are considering options for professional qeveloprnent and:,"~,
technical assistance. The options recommended below will need to considered in the .'
context o(those groups~ reconunendations.
be
3.. Recommended Option
•
-. <;.
•
'
Require n setaside for educational tecbnology in consoHdated authority: Embed
professional development for educational technology in a cross~cutting teacher quality
authority, \",ith a req:..lired selaside for technology that wou}d be triggered if a district
used funding under the technQlogy authority for equipment, software. or
telecommunications. Make the setaside waivable if a district receiving funds for
equipment, software, or telecommunications can demonstrate that there is sufficient
attention elsewhere to professional development in the classroom use of educational
technology_ Professional development would conti:me to be supported under the
recommended discretionary grant program and under that prut of the State grant program
over which States w9u1d have increased discretion.
35
�•
Require that substantial funding under the proposed consolidated discretionary grant
program (50 percent or more) be devoted to activities aimed at scaEng up successful
practices..Such activities could include building better links between research and
prac.tice a.'1d a:nong interested groups; multi-state and other partnership activities; and a
strong focus on activities to benefit schools in low~income communities. (See E.
Innovation for a description of this part of the proposal.)
a. Pros
This option would integrate technology with the support and planning for quali1y
teaching. Funding for educational technology equipment and the associated professional
development would be st:ongly hnked.
Discretionary funding would pennit support for innovation :n profcssiona! development
for educational technology and for scaling up and building support for such efforts.
b. Cons
•
Unless funding for professional development in technology is explicitly authorized, it '. '
may be lost in a broad authority. Entry-level training in equipment and software usee '-; " .
would not be specified,
. ",'. U'~
',' .. f
.
Funding for professional development under the proposed consolidated discre:ionary' . ",,;.'
program and under the State developme::1t,program could requireli~crcased;Sta~e an&:.;::;5;.-.:'".
"
11 . ~<'''''''',' ,':
loc.. coord,'nat,'on ."Orl,
H'
- ", " "'.I .. ,.,:".h"'-,·'l·.'.j".1!"."}"'.~"
• ,{.{\", ';';I~"-':;" .~ ... ".~.,\.\;",:\.
",'"
"f,~
',:i:,:
't,",.
";J:
3. l'"on-Iegislative options:
• Encourage Slates to set priorities for i::lvestments in educalionallcchnology
professional development as part of district TLCF competilions,
"
•
Encourage States to partner with TICG'proft;:ssionai tieveiopment award recipients.
• ' Encourage States to integrate educational technology in applications for awards under
Title II of HEA,
• Encourage States to hold joint TLCFfGoBls 2000 competitions for the establishment
of professional development schools specializing in professional development in
educational technology.
•
•
Focus grantee effort under the IlCG on documenting implementation and replication
efforts.
36
�•
4. Otber OptiQns CQDsidered and Rejected
a. Technology authority State setaside: Provide a set aside, analogous to that in the
current Title 11, for State Agencies for Higher Education awards to non-profits and
institutions of higher education charged with both improving the preparation of
prospective teachers to use ed'Jcational technology and the use of educational technology
in instruction by teachers already in service.
b. FJexibJe State leyel technology authority setaside: Require that a specific amount
or percentage ofthe State allocation for edu'cational technology be used for the preservice
erlucatlon of teachers in the classroom use of educational technology through
competitive award by the State but leave fu:--'Jie:- requirements and selection of,
j
recipients to the State.
'
c. Tecbnolog}' or consolidated authority subgran1 requirement: Require districts
receiving ED educational technology awards to set aside a significant portion of funds.
(30 percent) for professional development, and further require that at least lQ percent of
the total be used in cooperation with an institution of higher education that prepares new
teachers, in order to directly connect the preparation ofteachers.to the needs of schools.
',.
Alternatively, authorize professional development schools that devote a significant level ~ ,"
of resources to the use of educational technology in classrooms,.
'
•
:
'
d. Authorize SEAs working with content specialists ~m in.stit!lli,9n5 of higher ed~93ti(h!:'~~~~'·':~'J'~ :'~~~, ~ ,
and teachers to develop lesson plans and curriculum unjt~\isirig educationitJ iecnnol'ogy:'-: :,,~:~I~:., '1 :" ':'~
"'~."
'" .;:-I"'I"'\';"\""N""
and online resources to meet State content and student performance standards, • ''', "" ~ ". ~,".' .~'.""
.
,
"I' •
.'
,
Make the plans a.'1d units available on State web sites as a resource for teachers.
"
"
'~
,~
'".
e. Reserve a proportion of the amount apprOpriated for competition among States to
improve their preservic:e preparation ofteachers in the use of eGucationallechnology to
improve instruction.
f ...<:ontinue support for the existing discretionary educational technology programs,
differentiating their purposes.
•
37
' ...'
_. ,
�Author:
•
Ellen Conaway at WDCJ02
nate;
9/B/98 10:32 AM
Priori ty: Normal
TO: Judith·Johnson at WOCJ03, Gerald Tirozzi at WDCJ01, Jim Kohlmcos at WDCJ01.
Rich RAna at Wdcoig(U, Sylvia Wright, Francisco Garcia at WDCJ03,
William Kincaid at WDCJ01: Catbe~ine Jovicich at WDCJ03, Terry Dozier at w;,)CB02,
phil Rosenfelt at WDC£04, Rafael Ramirez at
~~CC01,
Patricia Gore. Sue Betka at WDCR02,
Tholt'.as Corwin at I<.1)CT02, r<:arilYrl Hall. at W:.x:J01, Catherine Schagh at WDCJ01,
Audrey Smith, Joyce Murphy at W:')CJ"03, ':'homas Pagan at w::ICJC1, Ar.n O'!..eary at h'dcbO-4,
David Beaulieu at ~"DCJ01,
France~ Shadburn
Subject, addendult. to It',inutes
~~ry
Jean LeTendre at WDCJ01, Elois Scott at WDCJ01,
As an addition ~o the minutes from 9/3, please add the following,
generated by Rich Rasa.
RS:
Tax Credit for Professional Development for K-12 Teachers:
This 'would be a direct credit lI3"ains';; federal tax d',le up to a certain
threshold which could· be ::.ied to an ave::::age cost. (e.g., $5,000)
inc\;rred for ;::-12 professional development. This would
seem to fit if i';; is true chat ma~y teachers actually fund their o~
prOfessional developtr.ent costs _. in effect -- tee tax credit would
reimburse them dollar-for-dollar for these costs and at the same time
encourage them co take substantive trainin~ each year. Also, the
credit \•.-culd be for all K-12 teachers, thereby prqmoting skills
improvement for teachers at all schools, not just high poverty
schools. This would also seem to free up other funds at the state and
local or could be matched through a similar credit ~n state and local
taxes. Also, since improving teachers' credentials and their ability
to teach in the classroom is a 3igh priority for the pu~lic. most
~axpayers would probab!y suppor~ sucr. a tax credi~.
Just an idea
hope it is helpful. ':'hanks for helpir:g, _'oJ? ~hink o".1tside the :;o.xj
apprcp:r~ately
•
•
�•
ISSUES RELATED TO STATE COMPETITION PROGRAMS
,
From experience with Goals 2000 and the Technology Literacy Challenge Fund, I have
identified a few issues that need kept in mind as we consider whether 10 operate aU or a
portion of Part II as fonnuJa to state, competitive stale to district program.
to
j, There
is pressure on states to s;'lread money around, more in some states that'in
'others. It is very difficult to get states to reaIly concentrate funds,
2, State priorities are not always consistent with Ours or with those in the statute.
GovernorS and Chiefs often see Federal dollars they control as a fund to support their
jdeas. For instance, CA one year sent. Goals money to all distric,;ts for profes,sional'
development in. reading for grade 1~3 teachers, \Vhile not of itself bad, i1 is not the
comprehensive reform that Goals 2000 is to foster. ,Alabama and other states have
u'sed Goals 2000 funds almost exclusively for technology that, while tied to
, comprehensive reforrr. on paper. does not ensure that. at district and school level, it is:
being attended to.
'
,
•
."'"
'\
3. States tend to give one or, at best, two year grants, res:~;iing in ~se of funds for short
range activities or purchases rather than long range rcfonn. Part of this is to spread
funds around overtime (everyone gelS it eventualiy) and pan is due to uncertainty
over contirlUcd,Feder"al support:
~~::' ~:':'"''
u.
,
'. -,
•
•
"
•
'J'
-.
.
"".';','. ',.
'".,::
".,'
~,.t:_ '~~-";',
c..'
"
,'.'
4. Whether or.,nora ~istrict is funded may d.epynd ,more onJhe abmty of grant \\'riter
than quality of an' implemented program. (this is true of our competitive grants as
well).
5. ' Large cities believe that states shortchange them. The Council of Great Cjti~~,
Schools firml\' believes this, and there is some evidence for tbe belief in certain states.
.
.
We bad to get PA and WI to ralse their maximum grant av,.-ards ill the technology fund
. since the ceiling effectively punjshed those ~o large districts, lA!e had a similar
circumstance in CA that the state corrected before in put the policy into placc•. Jie'_v
Y('rk, had a' gt:,eat dea] of difficulty £ctting out its Technology funds oul becau~e the'
am'ount it effectively set aside for NY city was opposed by members ~fthe state '
legislature because they thought it was too muc:h. '
•
6, In some states competition may not make sense, Maryland has 24 districts, all good
size, and gets enough funds to support all of them. Nebraska has 500 districts, mostly
small" Competition may make sense herel since there is not enough money to
around. Wyoming has 19 smatl districts and I don~t quite k.n.ow where it fits.. J am
not certain that it makes sent to treat all of these states. in the same manner.
More on this later.
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Clinton Administration History Project
Creator
An entity primarily responsible for making the resource
Cinton Administration History Project
Council of Economic Advisers
Department of Commerce
Central Intelligence Agency
Department of the Interior
Department of Defense
Corporation for National Service
Council on Environmental Quality
Department of Justice
Domestic Policy Council
Department of Education
Department of Energy
Environmental Protection Agency
Federal Emergency Management Agency
General Services Administration
Small Business Administration
Social Security Administration
United States Agency for International Development
National Economic Council
Office of Management & Budget
Office of National Drug Control Policy
Office of Personnel Management
Office of Science & Technology Policy
Office of the Vice President
United States Trade Representative
Date
A point or period of time associated with an event in the lifecycle of the resource
1993-2001
Description
An account of the resource
<p>The Clinton Administration History Project describes in detail the accomplishments of President Clinton's Administration for the period 1993-2001. The records consist of the histories of 32 agencies or departments within the Executive Branch. In general, each organization associated with the Project submitted a narrative history along with supporting documents. These narrative accounts are primarily overviews of the various missions, special projects, and accomplishments of the agencies. The supplementary records include substantive memos, press releases, briefing papers, and publications illustrated with photos and charts.</p>
<p>Agencies:<br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Council+of+Economic+Advisers&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Council of Economic Advisers</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Central+Intelligence+Agency&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Central Intelligence Agency</a><br /><a 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lFI:;g,~ .-
-. 12("!if
•
Strengtbening Title 1 Accountability Requirements
Background
~equirements
•
in Current Law
States are required to establish content and stu~ent performance standards and
asSessments aligned to the standards by 2000~Ol school year. States can nave "interi.n:l"
asses'sments in place while
•
the~ develop
final assessments aligned to new, higher
=dards.
States must define adequate yearly progress (A \1') (i.e.. increase in ;><:rcentage of
srudents meeting state performance standards) for Title 1 schooJs and local school
districts, States have discretion in determining A '(P, but it must be defined in a manner
that would result in continuous and substantial progress toward meeting state standards
"",ithin a rea.'IDnabJe time frame.
•
States designate distinguished schools and school districts that exceed AyP targets for
three years, and may provide them with rewards.
•
•
•
Schools that do not meet AYP targets for 2 consecutive years are designated as "in need
of improvement" and must develop fl school improvement plan. Similarly, districts that·
do not meet AyP targets for 2 consecutiv:e years are also designated as ilin need 9f
improvement" and must develop an improvement plan. Schools and districts that are in
need of improvement receive technical assistance from the 'school district or state..
If a school or district does not meet AYP targets on the 's~t.e's, fi~at assessment for three
consecutive years,' then corrective action must be taken. Corrective actions are ",
determined by the state or local school district; and may include' a variety of steps,
ranging from withholding funds to authorizing students to transfer to other schooJs, to
decreasing autonomy. to school reconsti'tuti,?~j; .~ /': 'n,'::: :,:,;~:.~( ~:\
i> ;
State Implementation Status
In many respects, state implementation of the above: requirements has been disappointing.
•
No states have officially reported to ED that final assessments are in place; though 1&
have r.eported they have r;;ported to other national organizations that such assessments are
in place; because the timeJine for triggering corrective actions kicks in when final
assessments are jn place~ states may have an incentive for delaying official notification to
,
ill.
_.
.
•
'.J • .,
About half the states have state accountability laws that provide for intervention in iow "
•
performing schools; however. it appears that in most states the Title 1 requirements
operate independent of state accountability requirements, and 'with less "bire,
Many states have failed to address significant requirements in defining adequate yearly
•
progress on interim assessments; these failures have either seriously weakened the .
concept of A yP or limited the incentive for schools to invest in improving the
achievement oflow achieving and/or disadvantaged students.
Current law envisions that states would establish - and Congress would fund
•
interVention·teams to work with schools in need ~f improvemenL However, Congress has
not provided the program improvement funds (requested at $10 • million per year) and
II'
•
�•
there is considerable variation among states in their capacity for significant intervention,
Recommendations for Strengthenine Title .LAccounta~njtv· Provisions
We are n:commending a number of changes to current law that would provide far a more .
"muscular" and, we believe. more effective accatmtability system, In particular, we recommend:
•
Require immediare identification ofand intervention in low performing schools, States
would be required to use existing assessments rather than final assessments as the basis of
identifying low perfonning schools, A State would identify no more than 5% of its
s:hools as low performing, and make the identification public. Low performing schools
would be the worS1 in the state -- those with the lowest absolute levels of achievement
and which have made little or no improvement O,'cr the previous 3 years.
•
Creare'Q sizeable &iucarion Excellence and Accounrability Fund to provide states and
local school districts wirh the capacity to reward high performing schools and effectively
intervene in low performing schools. Instead of requesting $10 ~ $20 million for state
program improvement efforts, create a substantial ($200 million +) Education Excellence
and Accountability FWld to suppon required interventions. The intent here is to create a
large enough pool of funds so that Stateshnve adequate resources to really make a
difference in a manageable number of the towe,st performing schools in the state. The
fund would be used to support:
•
External assessments of the needs of low performing' sChoQts, As p'rovided for
tmder current law,' States or local school districts would create external teams. of
educators to conduct serious, data·based assess~entS<Qflow performing schools.
. ' . ' '-," . .
'"
,
. -.".,"',
......'" ',',,", . , .
and Identlfy pnonty areas for needed lmproyemen~, These teams would
"
detennine the cauSes of low performance (~.g,~ low: ex'pecta~io~f~u:q an outdated
curriculum, PoorlY trained teachers. u.nsafe·condltions"etc.) and recommend .
." :
necessary interventions .
• . ImolementatiQn of needed'improvements, The Fund would, give states the
resources to immediately address weaknesses in each school, ;su~h as purchasing
up-to-date textbooks or technok.gy, retraining teachers. reduCing dass size;- ",~
providing school safety officers, etC'. If it wishes. a State could increase this fund
by withholding .'small percentage (7) of fUJlds from other programs (e,g"
Eisenhower Professional Development, Reading Excellence Act) to fund efforts in ,
low perfooning schools consistem with the purposes ofeach program.
~·";.1 • 'f
Extended learning lime for all studentS jn the school. Because virtually all
•
students in a low performing school \Yill be at least a year or two behind in '
achlevement, the intervention strategy should provide them \\-ith extra help (after
school, Saturday school and summer school programs) to enable them to catch up
academically,
Rewards to high tll'rforming schoots, in the form of discretionary funds,
•
•
,.~
~.,.j.,
. .
•
•
Continue 10 req~ire a progressively more~~f!.'!.f!re range afinterventions - but implement
lhem much/aster. Current law provides for a range ofinterventlQn5, starting with the
development and implementation of an improvement pl~ by the school. If there has not
•
�",
•
been satisfactory progress after an additioniu .3 years, then the state or school district must
intervene more forcefully. through steps such as reconstituting the school staff. letting
students the choice of anending other public schools, or closing the scbool dOVl<n. Since
this new prot?Osal is targeted on the very lowest performing schools and could involve the
commiunent of significant resources to the school) the initial intervention should be more
prescriptive than simply requiring a plan from the school. and should proceed to the more
dramatic steps (such as reconstitution) within 2-3 yearn rather than 3~5 years',
"
•
Require annual School Report Cards, All districts receiving Title 1 funds should produce
an annual school report' card, made available to parents and the public, that reports on
student achievemen~ class size, teacher professional qualifications and school safety and
discipline.
'
Unresoh'ed bsues
These arc: some issues that have surfaced in earlier discussions or backgrol.Jl1d papers l but have
not been fully addressed:
1. Witholding portion of Title I ninds from low oerfonning schools. In order to eapt.rre the
attention oflowpetforming schools and thelr states and districts, and to demonstrate a
seriousn(:ss of purpose, we considered witholding a portion (5%- ~ O%?71) ofJit!~ .1 ,ft:nd~!1"<?m ~
schools identified as low performing, until the school takes the steps detennined as'necessary by,: ' " " ,
the outside assessment team. '
. '. -. "
,
•
2, Rewards fOf high performing schools. We did not discuss in any de~il hOWJi:fproyide _";;)" ~:,
rewards to high perfonning schools. My recomniendation would be to 'defihe:high perfonning~i,;{}':'f\
schools as those Ti'tIe 1 schools that have m~de sigruficant achievement gains) both o~ av~~ge
and for specific disadvantaged subwpulations (so that they close the gap between minority,and
majority). Beyo~d that; we ought to leave States Vv;th a good deal of room to determine bow best
to do this.
3, Including LEP students in Title I accountability. ED'has proWsed more clearly specify the
inclusion of LEP students in'statewide standards and assessments. In addition. we should hold
schools and districts accountable for helping LEP students beoom~ proficient in core subect areas
and in English in 3 years. Schools should be required to conduct an' annual assr.:'ssment of
English proficiency and provide extra help to students who need it, especially students who do
not reach the J-year goal..
4, Role of me National Tests, ED has raised the possibiiity·of requiring implementation of
national tests as a condition of participating in Title 1. No one has pushed this hard, but we
should give it ser,ious consideration before dropping it
•
5. Ending socia} promotion. The President wants to require Title 'l~sChooJs to end social
promotions. We should figure out how to do this,
�..
•
rart I: Equity
Threshold Questions and Purpose
September 14. 1998
The Pan I section of the new legislation will contain the major categorical programs that
support equily. By grouping these program.s together we hope to promote greater
coheri;:nce among the programs and Ie make the provisions clearer and more comis!cnI.
We propose the foUQ\.ving Structure for Part 1:
Purpose
Authorization
Application,
,
Cross-cuning pro\"isions -- (e,g. standards: assessments, accountability: parental
invoivement)
Title I •• Par: A
~igra.m
NegJected and Delinquent
Homeless
Even Start
Indian Education
English Language Acquisition
Impact Aid
•
.
This paper proposes a purpose section for Part L It then raises three questions thm we
need resolved in order to more fully deveiop our'supporting options papers:
' .,
"
-
.",..
. ,
"
,.:;">'::;':"',~
--",- 1. How much of an emphasis should Part J programs phice' onihe conlbuum of' (~·;~~;:~:~,\~;:t~,~;·<l'~~· ';:n:;; "]""
. education, preMschool through grade 12'1 Our recommendation is :hut we allow Parl'l ~ , i" ' : '
'
programs to serve the continuum of ed'Jcation - preMK through high sC:'1ool.GL) JW\lt ,ktpf.. .
~...J"1 """1> T. KtJ: () -: f{...,. ,"'" '"'7 c/"/;}f,.,,,.J, ~"I s ../"'-' ~L
2, Should we develop options for professional d~~'elopment in our proposals or should
we rely on the work of the Pun II Team? Our recvrr.mendarion is that Pan! have
either the same language as Part 11, or even that \\'e encourage districts to transfer
funds under Part I.tbat would be used for teacher quality into the same pot of money
~./ as Part 11. We think that the Part II team should work throug~ Ihes,l!! issues, @
'3. Should we develop options to reduce the number of paraprofessionals supported by
Part I p~gram funds? OUT recommendation is that we serious~~SOllsider such an
option and that. it be developed as pan of the Pan II proposal. ~
J
/,0"'"' ,~ff'V"f"ft~~cf:c~{;{"NJ~
.
-r- dtY1Af "",/rn.,j,''''::C'n'J-
4. Should there be a stronger emphasis on extended learning-time programs in Part 1
Equity programs? V/e believe that a stronger emphasis should be developed.
1" - f'1",:,,"5,
~)h()uld
.'JJJD k'_f,~
:,1', ct,."",::;h,,,,: 'a fJ"'f'/.,{j-
. ,
Impact Ald be consIdered an' EqUity') Program in the ESEA re::ll.;thgnzatlOo
proposal? We recommend that it be ir.cluded j
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",wlj '?C,.(4j ~ Iir.' Ilwid d{",,,/M~'
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We a~:sume that we wHi build issues related
10
English Language Learners into all
or Our
proposals. A separate paper on LEP issues will support our efforts.
We propose Lf.tllt the Core Team and the Deputy Secretary dis.cuss a series orPan I related
papers with detailed optiOns in the order of the following chaIt.
Supporting papers and schedule
-
Paper
,
,
,
Slr::ngthening
school wide programs
Improving ramO), and
community
involvement
Wendy Jo };ew
David Cleary
Building smff capa{:ity , Part 11
tlnd quality
Options to improve
i Catherine
' ;ovicicb
: standards &.
: assessments
, Options to strengthen
Catherine
JO'licich
: accounrobility
.
,
,
Homdess
, Neglected and
,
, Delinquent
,
EJl:,ly Childhood
Even S';art
English Language
Acql.lisl1icn
.Migrant Education
: Indian Education
~': Tiuc,t t'al1 A
: QUlst3.nding: issues
: Impact Aid
~,-
'",.,
\.J
mill,),
.....
;
,
,
.
•
.
,..
.1
, 9115
: threshold
Develop recocnmendatlons for
current language chan!,:;cs
_
,
I
,
,
1 Jim English
I Sheila Cooper
Wendy Jo New
Marilyn Hi.'Itl
Complele options wi pros &. c.ons
Finish proposals wi pres & cons, •
! questions
: 0/8 ~" :inal
I
9/25
I ?!29
,
,
,
,
· 9129
9129
1011
I 10/1
:
. 9/29
,
.
10/6
,:j:~,':'JOi6
opticns Vol pros &. cons
f
lOnl
, 10/2 )
,
•
•
•
· 1018
· 1018 .
,
'
•
I 10/5
,
,
,
,
,
,
,
,
9i15
i Depending {) II the resolution of "lhor
October
1015
October
COMPLETE
COMPLETE
Closs-cuning issues develop techniclll
proposals.
COMPLETE
,! cj...iil~<I """,,~,.....x.
(Of.('GZ)
'
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, JOi!5
,
,
i Readv
~---
(}:r'v·d"",~, dt·"M cL,
! threshold
.
,
Cor.;ple~e
i
, 9/15
9125
,
,
Lynson Bobo
Pat McKee
Delia Pompa
questions
10/6 --linn:
I
•
Cons""l! with experts,
Consult wilb learn
,
. Deveiop proposals,
• Consult with exper-.s.
• Consult with team
• Develop prop{!~!s,
Roben. Alexander Complete op:ions and proposals
Develop lSSCe!i and proposals
Sandy Brown
- 1V<Ju~ Y'~ -1<".I"*' ;I-
,
DevelDp proposals and pros and
cons and C{'ISU .
Discussion
: Drlte
I 9117
Finish p:"oslcom ofoew_program
proposals
"'
y
" Paper
: Complete
9114
Complete prOS and cons
p~",-t..,;
- Ce
•
Next Steps
Lead
; t'
�•
I. PURPOSE
asstL'nptions:
• The major purpose of these equity programs is to ensure that studentS in high povert;:'
schools have educational opportunities that are high quality and provide them
equitable opportunities and access to succeed.
• We will k."1DW that we have been successful when you can nO longer predict student
performance b.ased on the socioeconomic status of students in a schooL
Ol:f
Recommendation: Maintain section J001 with
statement of need:
' .
SOIDt'
revisions and an updated
(a) Statement of Policy.
(1) In general-- The Congress declares it to ':Je the policy of the United States that a high~
quality education for all individuals and a fair and equal opportunity to obtain that
education afC a societal good, are a mo:;nl imperative, and impro\'e the life of every
individual, bec,ause the quality of our individual lives ultimately depends on the quality of
the Jives of Diners.
(b) Recognition of~tcd- The Congress recognizes that-
,
•
.:~\~:';";I'~l~. ;;<.:_ ''..
(I) although the achievement gap between disadvantaged children and other children has
been reduced by half over the past two decades, a sizable gap remains. and ma..,)'
segments of our society'lack the opportunity to become well educated; .
• ,,J2)."the most urge!1t need for educational improvement!s in schools with high, . ,::' "_"
concentrations of children from low-income families and achieving the National \"' ..
Education Goals -v,.-m, not be possitlle without substantial improvement in such schools;.
(3) education~l, needs are particularly great for low*achie\,ing children in our Natio:1'g
highcst-poverty,scnools, children with limited ErlgEsh proficiency, children ut~ mi!?:r~:1t
workers, children with disabilities, Indian children, children who are neglected or .
delinquent, and young children and their parents who are in need of higlt quality ear~v
childhood edl,fcution aud fat.ni1y~literacy services;
"".l'~
Q
'
(4) while Title I and other programs funded under this Act contribute 10 narrowing the
achievement gap between children in high-poverty and lowwpoverty schools, such
programs need to become even more effective in improving schools in order to enable aU
children to achieve high standards; and
•
(5) in order for all students to master challenging standards in core <lcademic subjects as
described in the third National Education Goal described in section 102(3) of the Goals
2000: Educate America Act, students and schools will need to maximize the time spent
on leaching and learning the core academic subjects. {Will need to reference Ifelt' goals
3
�•
(?)/
Purpose (frum Title I purpose sectiun):
(d) Statement of Purpose - The purpose of this btle is to enable schools to provide
opportunities for children served 10 acquire lhe knowledge and skills contained in the
challenging State content standards and to meet the challenging State performance
standards developed for all children. This purpose shall be accomplished by~w
(1) en:;uring high standards fo: all children and aligning the efforts 0: States, local
educational agencies, and schools 10 help children served under this title to reach such'
standards;
(2) providing children an enriched and accelerated educational program; including, when
appropriate, the use of the arts, through schoolwide programs or through additional
services that increase the amount and quality of instructlOlwl time so that children served
under this title receive at least the c1assroorn in$truction that other children receive;
(3) promoting schoohvide reform' and ensuring access of children (f;'om Ine earliest
,gradeI') to effective researclI·based instructional strategies and challenging academic
content that includes imenslvc_complex thinking and problem~soi\,jng experiences;
•
(4) sifinificantIy upgrading the quality of instruction by providing staff in participating
schools with substantial opportunities for professionlll development;
.
'(."-'
.. , ..
(5) coordlnati'ng s~;"i~e.s under a:l parts of this title with each other, with other
.e4~9.?ljpn~1 ,servi,c.e~,:~nd, to the extent feasihle, with health and soc~al service programs
funded from other·sources;
, (6) aifurdiflg parents ensuril1g/amilies and communities have meaningful opportunities
to palticipate in the educatiofl•._?ftheir children at home and at schooj;
(7) distributing resou:ces, in amounts sufficient to make a difference, to areas and schools
wher!! needs are greatest;
(8) improving accountability, as'\'.-e;! r.s l~adling and learning, by using State assessment
systems designed to measure how well children served under this title are achic\'ing
challenging State student perfonnance sta.,dards expected of all children; und
(9) providing greater decision milking authority and flexibility 10 schools and teachers in
exchange for greater responsibility for student perfonnance. /may need modifkation
perhaps refer to greater selmol and district responsibility jor studen' performance}
•
4
�•
II. THRESHOLD QUESTIONS
1. Emphasis througbout continuum of education: Title I Part A Indian Education,
j
and Migrant Education currenlly include provisions that aHow grantees to spend their
funds on preschool education, dementary school educalion. and secondary schools.
Discretion is left to the school or district Or'! how 10 allocate resources, We do not
have updated figures on how much Title i money districts currenti), spend in each of
the areas along the continuum of pre-K through graduation. We do recognize,
however. that most of the statutory language focuses on elementary school programs
and ,ve think (based on 1994 figures) that the bulk of Tille J Part A funds go to the
early gr~es (27% ofpre-K - grade 2 and 27% to grades 4-6).
How much ofan emphasis should Part I prog:arns piace on the continuum of
education, pre~schoollhrough grade 12? We ask this as a threshold question because
it impacts the manner in which we develop options"
Olltiuns:
•
lao Focus on the entire continuum of presehool- graduation. Allow districts and
schools to have flexibility in how they aHocate their resources. Strengthen language in
the statute to reflect findings about early literacy development as reported in the NAS
reading study, This wpuld include ,lhe insertion of more explicit la.~guage in the swtute
-illat encourages sdioiii~ li6' 'consid2'r;'the preschool grades as part of the~r domain since
they are the foundation 'fo~' schoo(t1';adiness. It would also include more explicit
language about.secof!darY.,s<:~ooling imd the speeiall,1ceds that must be addressed in those
.
'.
... -
';'~'
.
·: ... ;..t·.. ~'~;~';~;'~ ?,::-\_:~~,~
.'"
p;o: Thi;'~pti~~~'p~orri~t~i'"~'ore holistic thinking at the distric: and schoollcvels.
District and-school reform plans should view education as a series of stepping
stones that are interconnected and build upon one anolher. This apprQach
acknowiedges that early childhood etlu~~ation is essential for school readiness,and
that supports must continue throughout ~ student's school career so that they
graduate from high school prepared to enter postsecondary education or the
workforce.
""....,.
'..l . , '
'<'
Pro: This option supports local innovation and decision making rather than
mandating priorities from the F'ederallevel. .
Coo: Part I funds are limited ane cannot serve ail educational needs, If they are
spread too thinly across the educational spectrum we risk not having an impact Oll
the education of disadvantaged students, 11 is curre:1tly difficult to track how
funds are spent and this makes it difficult to be held accountable for the impact of
this program .
•
5
..
�•
J b. Conccntratc'Titlc I Part A (and Indian Education and Migrant Education?) on
preschool and the elementary grades.
Pro: Title I dollars cannot meet all of t.he needs of every high poverty schooL
ll1is would allow Title I :0 focus only on the early grades and emphasize reading
more,
Pro: Reading by the foul1h grade has proven to be ;;}'gatev,'3Y grade for fmufe
achievement. Focusing Title I on the early grades better focuses on th!s essential
skill.
Con: This changes little in Title I programs. Most dollars urc, already targeted to
elememo.ry schools.
Con: There are reading and math needs in middle and high schools that cannOl be
ignored. This discourages district efforts to connect educa.tional programs across
Ihe continuum of a $tudent's school career.
Recommendation: Option 1a, tbe fun continuum of education.
•
2. T(>,;)cher quality: The impact ofPan. I progr~~s"~'ill depend to a large ;xtent on the
quality of tile instructional staff in' those.programs., ;;hou!d we develop options for
proff:ssionaJ development in our propoSals'or'sho'uld'we rely on the work ufine Part II
Team? How can Pari J biiild on
If(ir..!alitfieachir.g)!o ensure tbat students w~o arc
beneficiaries of Part I programs are' sciv'eci'b)~ high q~ality staff and that they have the
necessary instructional supports to reach'high stan~ards7
Pan
".!. "', ' "; ,"
'''.
Ootions:
2a. Mirror' professional development provisions
dctermin':~.,~n
Part 2.
Pro: This provides greater focus and ir.'lpact for our teacher qualily investments.
Pro: Greater consistency increases the likelihooc that states and districts will
move away from categorical and "stovepipe" operation O'f'tJTogJ:ams, .....
2b. Allow funds from Part [ to go into a single pot of monL')" 'with Part 2 to support
tca{:ner quality.
Pm: same as above. Additionully, this ties categorical programs to oycr2.11
refonns in teacher quality.
•
Caveat: We need to be sure that the staff of Pari I schoofs are targeted in teacher
quality initia!lves .
6
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Con: There is a risk that teacher quality programs will he developed without the
involvement of staff dealing with Part r beneficiaries. Such a disconnect would
not serve these programs.
Con: Accountabmty for the use orPart I funds may become difficu:t to track if
those funds are merged wlth Part 11,
Rcc()mrncnd~tion: )Jan
n should cx:pl()rc both of these options,
In theory We
support both.
3. Par.. professionnls: A key component of quality te;\ching is having qualified
instructional staff in Part J programs. Currcnt1y~ Title I, Indian Education. Mi~fant
Education, and Bilingual Education programs all allow funds to be used to hire
paraprofessional staff.
Our recommendation is thul1he PartH Tcany explore op'~jons
t!?_~hminate
9ne idea is 10 prohibit the u~~f
paraprofessionals for inslructionill purposes i:i Title I schools after a specified period
of time. AHow (l percentage ofTTile 1 nomas to b~ used. during the transition period to.
g~rofessiQna]s in Part I programs.
•
help paraprofessionals C'arn degrees and
te~ching qet1~fkates,
Currently,
approximately 39% of Title I bstructiqn~1 staff are' p;;uuprofessionals. Ensuring thzt
Title I schools have highly qualified instructions,) staff is'essential for helping Title r
beneficiaries rench higb srandri'ras, T~i5·issue· carhe.ll1) -throughout focus groups and
outreach sessions and seems to genernte!,\,'ides'p;ead sypport:
.
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Such an option allows districts to transltiol). i.o hiring 'qualiDed instructional staff
Strict requirements ensure that hiring poliCies and practices will change, Helping
paraprofessionals become certified helps keep commit:ed people in th::: ckIssroom and
may increases the number of minority teachers in Tille J schools. f;.yfh an option aho
support$ the achievement of more challenging content and student perfGrmance
~1andards, since students will need to hm'e teachers who thorough.ly understand die
content and instructional techniques necessary for all studcms 10 reach chal;enging
standards.
An issue tl1at needs to be explored under this proposal is that it could be vcry
~xpensi\'e, Opposition by districts ihat use Title I as a biring program sbouJd be
expected. This exacerbates a teacher shortage in the shott ter.n while
paraprofessionals are moved out of cla.5srooms.
,
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Re('.ommendationi Have the POlrt Team develop a proposal. Part 1 will help, but
this should be considered in the context of promoting over",lJ tc.~cber qualit)' .
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4. Extended Learning Programs: Should there be a stronger emphasIs on extended
leamlng-time programs in Pan J Equity programs? Extended lear:'ling time programs are
permitted and specifically encouraged in Title 1 Pa.'1 A, Indian Ed. and Mig~nt Ed
programs hUl We heJieve that the use of extended learning-time p:-ograms as a strategy for
improving student achievement is not being as widely used as it could be.
The benefits to particIpating in extended learning time p-rograms include better grades and
higher academic achie\'cment, increased interest and ability in reading, improved school
attendance and reduced dropout rates, reduced retention in grade and placement in special
educmion, higher aspirations for the future induding intention to complete high school
and to go on to college.
4a. Award priority points for 21st Century Community Learning Center grant
appli<:lltions to schools 'who arc already providing extended learning-time programs.
Pro: Creates an incentive for schools to provide extended learning programs.
li ro :" Introduces a research~based program strategy into extended learning
programs.
•
Pro: increases coordination
maximizing resou:ces.
0: federal, State, and locahcsources as a strategy for
.
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Pro: Promotes-the development of community pannerships.
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Pro: improves accoumabil:ty requirements for schools wjth;ex1t!ndc~ :~eaming~
time programs
. Con: Not all grant applicants have equal access to 21 steeLe gmut funding .
.. .
-ib. Require each Part f program to usc a (crtain percentage ofthcir funds to
implc~cnt extended Jcarning~time programs.
Pro: Requilc:) s.-:-hool sy!-"~ems to invest funds in a research-proven strategy to
improve student achievement.
Pro: Increases student access to extended leaming-:ime programs.
Pro: Promotes the coordination of federal, State, and local resources,
•
Pro: Requires schools to redesign tnstructional p:ogram 10 link \>,,'ith extended
learning-time activIties .
s
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Pro: A specified percentage of funds would enable a baseline level of service to
be provided.
Con: Reduces flexibility of schools to design their educaiion program,
Con: Requires schools to redesigr. their ins:ructional program to incorporate
extended~lC'an1ir.g.time activities.
4c. Require Schooiwide Programs to include
schottlwide plan.
c,.{(~ndcd
Pro: Provides grenter access to services for
populations.
learning time in their
~ignmt
and other highly mobile
Pro: Promotes cJ..:tcnded learning time programs as a school lr:iprovcmem strategy
integral io improving the school education program.
Con: Reduces Hexibility for making decisions aboul the school education
_program.
4d. Require
•
~hat
schools designated as "in need ofimprovcment" in dude extended
learning-time programs as a component Qfthcir school impro,'cment plan.
-! " "
Pro; Promotes extended learning time programs as integral to making
.~.
i:nprovements in the·school education program.
'. '.'
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.;: ::'. "d';;; ; , '
Pro: Provides low-achicvi;)g students with an enhanced cdu~a:ionai program.>
Con: May dilute acndcmic services provided durinG the regular school doy
because of limited resources.
-.
Con: Reduces flexibility for decision-making around school improvement
strategies.
-.
4e. Require that school districts with schools in need of improvement usc a portion
of th{~ir Part I funds to provide extended Jc:..r:nirg"";timc ~,rograms for the children in
those schools.
Pro: Does not take away resources from the school's instr.lctional services.
Pro: Takes children from "faiiing" schools to prov.ide better sen'ices.
•
Pro.: Promotes dislrict~wide buy~in to .extended learning~time progrums as a
strategy for improving school ll:1d student performance .
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Pru: Promotes improvements :n district policies related to extended lcnTning-:ime
as a school improvemer::t strategy,
.
Pro: Promotes federal, State, and local coordination and collaboration.
Con: Difficulty of designing a program at the di5~rict level that would support
each school's academic program
Con: Reduces district flexibility for developing and implementing school
improvement strategies,
Con; School districts must seek additional support from federal. State: and local
partners.
5. I mp3:ct Aid: Should Impact Aid be considered an "Equitj'" Prognim in lhe ESEA
reauthorization proposal?
Pro: Impact .aid provides equity in local revenue to a spedal class of LEAs
those enroiling federally connected children.
,
Pro: Many federally connected children supported through Impact Aid are also
target populations served through other OESE programs-Indian children and
Jow-rent housing children (and many military dependent children nre also low·
•
income).
,
Pro: Partial!'), in response to a presentation by Susan~Frost at an Impact l\id .~. ' ... ~ , . ,,\.'.. :,
Association conference•. we have been using the bully pulpit for the last two years
to encourage LEAs to consider how they use their Impact Aid with other Federal
.equity program funds 10 improve educational outcomes for the children they
serve,
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Pro: A primaI')' issue for Impact Aid is how to increase parent and tribal
consultation to improve educational outcomes for Indian children-an equity
issue,
Pro: Excluding [mpact Aid from the conceptual framework of the reauthorization
makes it the "orphan" program an<;l continues to send the unwelcome message to
Impact Aid recipient school dis~ricts that this program is :10t important to the
~dministration and thus they and their students are notlmponanL
Con: Impact Aid is viewed as a revenue source for school
build~ngs
as opposed
to a program for children.
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Rccommendatioti! lndude Impact Aid in Part I urthe new lcgisbltion .
10
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Aut.hor:
Date:
Ar.n
O'Leary at Wdch04
11/14/98
04: 25 PM
priority: No~al
TO: Wendy New aC WDCJ02
~ ~: S~san Wilhelm at W=CJ03, Judith ~ohnscn at ~nC~03
bject: Re: schoolwide paper
Wendy Jo
Tha:lk you for passing t.his a:'or.9. I have read ~t and am ~o ... pass~ng
i:: on to (·-:ike te- read. r ·...il1 get back :::0 you shortly with his
comments.
Xi'
co~ent.s:
! think i~ is a very good paper that ra~ses :::he right issues.
! still
have so":ne question about ehe capac1ty of State.s and .external providers}
ability/capacity to iJrcvic..e the type of technical assistar.ce and
suppo~t chat schoolwides r.eed, but! think thiG issue should be
addressed in our technical assistance paper, ! know you will be in
Denver ....hen· we meet with the t:a. group, but I will raise t;~is issue,
Acoupl~
of other brief comments:
(1) In the recent Wong/Meyer article on schoolwides, they cited
research t:.hat over SOl of schoolwides take le:;Le tban 6 months to plan,
Would it be possible/desirable to provide eligible schoolwides With;
funding f~r planning to conduct the needs assessment and develop the 0 ~
plan for a comprehensive research-based design· witn continuous
~
r,..-...
:~ j ,::~ro::::o::so cited that schools that received information from
I"",
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... : tV
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States and Districts on eligibility and initial informCltion about
more likely to demonstrate characteristics of successful
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schoolwides.! think it would be helpful to specifically require
States to prov~de initial information to ALL eligible schoolwides.
.~~
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(3) One question that I had was whetber the option to create a
ComprehensivQ" School Re!:ortTI ChaEense Fund would rep::'ace and build
upon CSRD or would be in addition to CSRD .
I
.(4 i
On the issue of w:"1ether $choolwide$ are effectively serving
special populations, e.g. LEP students, you mencion that you are
consulting wT~fl;!oaEMLA"and OSERS. This issue is one that seems to be
co~irig up cor.sistent::.y· as we ~alk to folks and in articles that ! have
read. It also see~s that with the political focus on how we serve ~EP
students that this issue wi~l be a hot one. Is someone from
OBEMLA/OSERS {and OERli assigned to this issue? . Although, I know the
resear::-t:. is very lirr.!.ted, ! think: it would be helpful for us to read
abo~t/see ~odels of schoolwides tr~t are effectively serv~na specia:
populations. Do we ~ve such examples? And. ~f so, can ,we draw upon
them to inform this issue?
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. l.mplementation, .... ere more likely to begin a... schoclwide program and
:h'~'W;';07',w~re
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for all of your hard work, I will get back to you soon with
.col'l'lmenta. In the meant;.i~, let me know ii·there is anything I
to help,
L-, . . .}-'
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SCHOOLWIDE PROGRAMS AS A STRATEGY FOR REFORM
Title I schools \Vith at least 500/(1 poverty are eligibJe to conduct schoolwide programs, as
authorized in section 1114 of Title I. Schooh.~ide programs are Intended to address the
educational needs of children Hving in impoverished communities by supporting compreher.sive
strategies for imi'roving the whoie school so every student, including the lowest achieving
students, achieves high le~'els of academic proficiency.
The J994 reauthorization ofESEA gave schools serving low-income students greater flexibility
to systematically assess the whole school's educational needs and desIgn school'Wide solutions,
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This increase i:l flexibility was justified based on earHer findings that Chapter 1 \-vas
operating as an add~on program that worked on the margins; that as a suppiementary
program, Chapter 1 had little effect on the regular program of instruction; that Chapter
1did not contribute to high~quaJjty instnlction; and that Chapter 1 was not tied to state
and local refonn'efforts, [See IASA Prospectus, p, Title 1·4 and 5]
This flexibility has also resulted in a remarkable growth in schoolv.ide programs. In
1994·95, 5,050 Title I schools operated school"ide programs (projects) [Chapter I ,
participation report), By 1991·98 the toW grew close to approximatelyl6,ODD of all Title
I schools [Follow·up School survey (draft)). [Note: Some work i. currently underway to
get more"a~curate numbers for operating and eiigible schoolv.ides.J
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Finally) s{~h90lwide programs,may combine _most Federal education program resources wi~ s~ate
a."1d local resources to upgrade the effectiveness of the entire school program. Schools are not
.~r~q~~e4,t; ig~I?-tify children as eligible for particular services or track the combined federal
• resoi.ITces.ttfpaiticu.lar children or services. Rather, they may use the combined resources to
, impro\:.e "~e"~SChoo'I's educational progra.:n while meeting the intent and purposes of the programs
for which funds are allocated.
O\'t~ralt ~ssumptions and tiiJ'Cl\.tions:
,
Scboolwide program.s for high poverty schools are viewed as tbe option tbat win
best allow for comprehensive school reform and better educate child~en attending
such scbools, particu; ... ·,dy~the tarf.~ted populations for wbom Federal funds are
allocated: We support the notion of challenging standards for all children. "'(e
support comprehensive school reform. How cau the legislation strengthen
scboolwide programs as It tool for reform? Is tbere some leYer tbat can be
incorporated in the legisJation to encourage best (be,tter) practice?
,
The current legislation on schoolwide programs incorporated '\\"i1a.I was learned about effective
school practice and from the evaluation On past schoolwide projects, The schoolwide'
components and plan reflect these lessons and are attached for reference, [See section 1114 of
- 1
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Title I]
Recent researc~ supports an emphasis on schoohvide programs by demonstrating that the goal of
academic sUCCeSS for all students requires special support that comes when resources. practices,
and procedures are coordinated across entire schooL Common characteristics of effective
schoolwide programs include: [all cited from Vol. I of the S\VP Idea Book, pp. 9-11]
an
•
Comprehensive planning. which reflects the priorities of the schoo) community and is
informed by data regarding student needs and achieyement (SWP Idea Book. Vol.I).
•
Attention 10 specific curriculum improvement in all academic subjects. which is coupled
'with comprehensive plarming efforts and suppon for instructional staff (Fashola and
Slavin. 1998 and Herman and Stringfield. 1997-CRESPAR. Johns HoplQns Urnv.; and
Wang, Haertel and Walberg, 1997, Mid-Atlantic Laboratory for Student Success, Temple
University)!
•
.A conunitrnem to seeing that all students"achieve at their fullest potential (Charles Dana
Center/Joe Johnson, 1997), and
•
Accountability and a process for continuous improvement (SWP Idea Book, VoL i),
-"
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The fuB potential for schoolwide programs-to incorporate comprehensive strategies designed to
'I L
support all studenis in reaching high standards has not been fully realized. [93% of principals
.y
repo~ using Title I funds to improve,the entire,educational program in a.school vet we do nQt yet 7'\ .;;
have evidence that they, arej'm'ple'ffientl~ithe 'strategies for school refonn,· and 8)% use fiU'ids to"'"
';
prOVlae professio~~,de~~lop~ent~School"'lde programs also lI:se I·hIe I fiindsTor more
t"""
traditional str8.~egies;~in,~I;fdittg:"ser:ving,targeted children in a pun~ut setting--51 %; serve
targeted children in !l-':ip~Rla£!~ ,~tting-81{)/(} (same % as TAS); use Title 1 funds to support
extcnded time leaniing--49%. (Draft tabulations, Follow-up Sw-vey of Schools--school year
A _
1997-98)
. .
1 .......
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I Issue: Should school"ide program eligibiliiY be availed only to schools above. certain
poverty thteshold, or should all Title I schools be eligible?
Under Chapter 11 schools that had at l';'.s,t.]?,ro pov!,!1Y w~re allowed to conduct
schoolv.lde projeCts., By tb,e end of the Chapter 1 authorization, approximately 8,000 schools
were operating schoohvi_de projects. Under the current law, the poverty threshold for eligibility
was lowered to 60% for the 1995~95 school year and to 50% for subsequent years. According to
our latest informatioD, there are approximatdy 22,000 Title I schools now eligible to conduct
school'hlde programs with approximately 16,OOOOrThose that have chosen oflerate them.
Statu~
to
In 1997-98, 80% of the highest poverty schools (w175 or >% children eligible for free/reduced
lunch) and 66% of schools (wISO-74.9% of childreo eligible for free/reduced lunch) operated
•
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2
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school wide programs.
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[Although Core Group agreed wit.h this recommendation, it stiU warrants a conversation 'With
Mike and Mary Jean at the table,]
Pro: Schoolwide programs were intended for very high poverty ,chool, v.ith the rationale that
the higher the concentIation of poverty, the higher the likelihood of. high degree of educational
deprivation. Therefore. it seems: to make less sense to target funds and separate services on a
very large population of students rather than improving the entire educational program in a
school for the entire population, including low~achievi:lg s~dents.
Pro: Concentratinl2
aking existing schooh-vide programs success~1 can have a positiv;! ....,
influ
er ipe I and noo-Title 1 schools by interesting them to become part of a' ' /
L
comprehensive refon:n effort.
~
'Thet~
progr~sl.j. .-1--t
Pro:
is not enough evidence to demonstrate that the number of school wide
.
currently. operating a..o-e having the intended impact-increased student achievement for our
} ~'". .
--i f'. C .....1..
needlest population.
".
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Pro:
S~
The existing capacity to provide meaningful assistance and suppOrt to schools c~ntly'
'f.-ri
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operating schoohvide programs. i.~ i~d~ua~:;.o> ·r:: ",
Con: 35%\is~ere~.~y~.~~:;[~~:fff§;_:I~1~ (~;neraJ eligibility'p~ses' so some could
argue that it SIlouICI1)e considered.so~fdr,schoolv.ide programs~ as well,
.
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' ....
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COO: Schooiwide programs p'rovide the·mostflexible opportunity for schools to use Federal
"
"'"
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education funds wi,th stat,e ~~Jt?:9~ ~~~q~s,.~o~co~prehensively reform a school.
~",;r..-',"
,
Con: By moving to a schooJv.-ide approach, more schools will do comprehensive needs
assessments and deveiop programs that address those neecl~, ,Presumably. special strategies
would have to hi: iMntified for students with the greatest needS: Allowing funds to be used in
schoolwide programs gives schools the greatest flexibility to target their funds in ways that make
most sense for addressing the needs of the school.
....... '.
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2 Issue: Are there \,,'a:'s,in whi..~h the legislation can be improvbJ oy builiiing on'some of the
promising aspects of the Comprehensive School Reform Demon'stration (CSRD) Program
legis[ation?
'
,
the
Stitus: lbe CSRD program is authorized by Public Law 105·78, the FY 199& Department of
Education Appropriations Act. The purpose of the program is to provide financial incentives for
schools that need to substantially improve student achievement, particularly Title I schools, to
implement comprehensive school refonn programs that are based on reliable research and
•
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effective practices. CSRD programs are intended to stimulate schoolw'ide change covering
virtually Illl asp~ of school operations, rather than a piecemeal. fragmented approach to
refonn, Likewise, schooh...ide program legislation is also intended for Title J high poverty
schools t<J comprehensively upgrade the effectiveness of the entire schoof program to raise the
achievement ofeach student, particularly low achieving students, to reach the challenging
standards. CSRD legislation builds on the schoolwide program concept cWTemly authorized in
ESEA, In fact, most of the components included in school\\ide program legislation and CSRD
are very similar. The following recommendation builds on both pieces of legislation to provide
an approach that will better produce the intended impact of schoolwide programs.
RECOM~1ENDAT10N;
Along with the other recommendations in this paper, this
recominendation focuses on central themes of schoolwide programs and presents key elements to
comprise the body of the schoolwide program legislation,
~
Ccotral Themes
of the Scho~lwide Pr()pGul
L Clarifying that schoolVl<ide programs are for overall comprehensive' refonn, particularly for
improving the achievement of our lowest-achieving students in high poverty schools. This
proposal emphasizes the peed for the schoolv...jde plan to CQver the whole school operation, not
tf1-.
just a particular grade, subject. or teacher, The plan would be the guiding document the school
would usc in articulating its vision for short-term and long-term operutioll.
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2. Upgrading the quality of schoolwide programs through emphasizing data-based decision
making, research~based p'rograms.with e~idenc.e of ~ffec~\r~nes's~ ensuring that schoolwide plans
will improve the core academic program for'the 'en.tire sencwjkongoing extemal assistance for
every school, evaluation as tool for
'improy~em(tn~ and-peer review and approval.
;'-,. '-.
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3, More clearly focusing the SEA role as ori~ of pro\'iding't~hnical assistance i~ data~based
tJ?:;1 ~ .
needs assessment and program evaluation, dissemination of information on research~based t}; )\~,,(....
approaches to. improving teaching and learning, and approval ofSChOOlwid".:rogram plans. ~~~~""
a
continuous
<",
•
4. Strengthening the district role ofassf,ting schools to adopt research-based strategies that
match the". needs of the school, allocating district resources to suppo~ schoolwide: programs; and
working with schools to ensure continuous improvement..
.~.,.
~, .
~ ~(5. Ensuring thal.schoolwide program;,!,iIi receiveongoing support and assi;;';'~~ from·~;em.d
sources B..1.d networks, .rather than relying as heavily on the SEA school support team structure.
. .
Key Elements of Scboolwide Proposal
·
.
7
~~i'l~. .
PIAN: Plan Requirements - 3 Pans (Needs Assessment;komprehensive Research-Based
design; Continuous improvement)
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Within two years of the passage of the legislation, these requirements must be met by all
schoolwide programs) including new schoolwide programs and tIlOse cWTently operating*;
LCom:grehensive DatawBased Needs Assessment: A schoo! v.ill conduct a comprehensive da'ill
based needs assessment reflectiye of the entire school' s ~mpact on student achievement,
including factors such as:
• Academic performance of students in relation to the state standards, including the needs of
special populations in the school such as children ,,"ith limited English profici.ency and
children \J.ith disabilities; "
/
\
\" First graders' readingskills~asse"edthroughadiagnosti
, '--"
• Attendance; Dropout rate; Mobility of student populat· ; )-)
.r
" Staff quality and training related to student needs;
. ,)- .,/
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.....
• . Classroom and schOOl management.
Y
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" School climate; Environment; Safety and disc; me; ~ "
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" Class size;
,.,
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" Financial and other resources; ,
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" Technology;
j ,.
• Parent and community involvement and char teristics,¥'y?
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ll, om rehensive Research-Based Dest
Witl1 A'
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ed Com nents
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• The plan must have a camprehensh'e desig~ based on th~ re~ults"or.th.; school's
comprehensive needs assessment, to improve teaching-and lea!ningtlirJu~out the school
including; but not limited to, ~Uri:icuh.in( ifJstru_C:t)9¥r~~i€~!!t~~~; :cl~~!09P!'njariagem~nt.
continuous professional development, parental ~,,:o!,,;~iri~,!i~·!~C1W,9,~o1iy. ~dlsphool
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,. The elements of the program must be aligned int~ ~ sCho~9h~ide 'rHonn"plan designed to
enable ea<:h student in the school - including studentS from low~income families. students
with limited English proficiency, and students "ith disabilities -- to meet challeng;os State
content and student performance stan{lNds,
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• The pian must:
I,
2,
3,
Ik
" The design for each plan shall include:
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Ulilize effective, research:.b~'!d~ meth';lds and strategies"') based on data~bi;.ed'"
needs assessment, aligned \\ith challenging state standards,
Strengthen the core academic program in the school, and may include high quality
extended [canning opportunities beyond the regular school day or year,
Address the transition of students to and from the gradespan the schoolwide
program serveS,
�Effeclive, ,I"esearch·based methods and strategies,' The plan must describe how the schoolwide
program employs methods for student learning, teaching, and school management that are based
on reliabl(: research and effective practices and are 'appropriate for the grade span served,
•
insmlcfion by highl)' qualified professional staff: The plan must demonstrate that the school will
employ professional ,taffthat are maS! qualified to teach the skills and subjects required for all
students, particuJarJy low-achieving students, to meet the state's standards.
.
-ProfeSSional deyelopmenl: The pla.'1 must describe the high-quality and continuous staff
development and training, including leadership training for the principal, Such professi9nal
development ,,1ll be aligned with the needs of the school determined through the needs
assessment.
Schoo! support: The plan provides evidence that the school wide program has the infonned
support of the principal, schoo) faculty, and other administrators,
Parent and community involvement: The plan must describe the mearungful involvement of aJ I
groups of parents and the local community in the planning and implernenUition of the schooh,ide
program activities, ISuggestion to tnilke the language in law consistent in this and the school
support Ctlmptment above-meaningful inv~ v. informedl.
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Ongoing external assistance: The plan must describe how the schootit:l. the de.v~lomnent and .
implementation of i,ts plan, wil~ ~t~lize o~soing hi~~_q~lity.e~t~~~~~~:~.A~~~~!~~q~·fj?~ ~
educators or educatJonal organIzations Wl1l1 expenence m'school\\l,~e u;npro~'e~e~~,·~tuci!,.!l!ay
include tmiversities.
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Use ojre:,ources: The plan must describe how all significant resour~es .a~'~l~~l~ t9 Jh~ schO{}l
(local, State, Federal, and private, if applicable) will be used to supPort and sustain'!lie school's
comprehensive improvement effort.
,
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COntirnloUS lmprovement:
The plan must include measurablc,goa1s and benchmarks that include timelines against which
progress \;,,11 be measured in the annual review under (1116) in order to continually improve the
program design:and its implementation. (Law might include eXmt1pieS of what these would be.)
IV, Peer Review and Approval
Each schoolwide plan must be peer reviewed by a (advisory) panel of persons who are external
to the school including persons independent of the LEA or SEA but may include persons from
the LEA or SEA, and who are knowledgeable about school reform and successful schoolwide
programs. including strategies for working with low-achieving students a.'1d the different types
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ofstudent. to be served by the program. It is expeeted thaI the peer review would be distinctly
separate from the ongoing technical assistance that a school should receive (see components).
SchooI\\1de prograrn plans for schools identified as in need of improve;ment must be approved by
the SEA ("ee Stale Role),
STATE ROLE: T« prepare schools for becoming effective schoolv.ide programs, the state ",ill:
'~~""~ '"'~-~ d--oJ~~
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Assist schools \\1th conducting and using a data~based needs assessment,
Dissemi~ate information and research on effective practices. and improving high~poverty and
low-performing schools,
•
For those schools thaI have been identified as in need a/improvement, approve schoolwide
plans; taking into account feedback from the peer review and after schools have had an
opportWlity to make any necessary adjustments suggested by the peer review, [States have
claimed that v.ithout specific authority to approve schoolv.ide plans, they are not easily able to
require schools to upgrade their plans and programs when necessary. Funhennore, States are
required 11) ensure proper and efficient administration ofTitle I funds, With such a flexible
strategy, States must ensure that a schoolv.dde prograin 's purpose is realized, Finally, a more
formal Stale role v.ill help to build a stronger, linked sysrem-ofschools, districts, and states-of .'"
support f(lr schoolwide programs. However, State capacity is not adequate in many states to carry ,
out an effective approval process for all schoolwide plans. Furthennore, presumably. schools. 1", .•• ~'
'thaI are making adequate yearly progress and thaI have gone through the process of devel~ping'~
pl!lfl in consultation lA'ith the LEA, and have gone through ,8. peer review process ~l! mo~~.li·~eIY~':"': :' .:, IF,
have a promising schoolwide program ifimp1emented as designed. Therefore, th~s propo.~~:~,t?~-". '1./:'
limiis state approval to those schools identified for improvement
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Provide sustained intervention for schootv,rj.de programs ritost in need of improvement consistent'
~lth the accowltability section in the law.
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f)lSTRICT ROLE:
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The schoolv.ide program plan must be developed\!:: consultati0;0-ith the LEA.
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To prepare ·school. for becoming effeclive school"ide programs, for all schoolw,d",eligib!t~
schools, 'he district shall:
Provide information and research on effective strategies for strengthening entire schools
(inc1ud4'lg rigorous cW'riculum and instructional and organizational practices);
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Assist schools \\1th matching research·based school reform strategies with the specific
identified needs of the school (based on school and srudent achievement and other data),
3.'1d with state standards and district goals and objectives;
,
Assist schools in identifYing and securing appropriate, hlgh..quaJity external assistance;
Support schools in allocating and using financial, personnel, and other resources available
to the school'V.ide program school that will enabJe the school to successfully impleme:nt
the schoolwide plan.
.
Assist schools in carrying out ongoir:tg evaluation and continuous improvement of
schoolwide plans for raising student achievement.
[LEA CONSOLIDATED PLAN This is presented here to be read with this proposal yet will be
placed in an appropriate legislative section and title.
In its consolidated plan. the district must describe how it \\111 serve as a support to schools in the
development of school im.provement plans, including how it will:
,
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Assist schools.with conducting and using a data-based needs assessment
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Disseminate information and research on effective practices and improving high.-poverty
and low-perfonning schools.
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Assist schools \-"'lth matching instructional strategies \\1th identified needs. ,: .
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Assist schools withl.tSing evaluation as a tool for continuous impr<?~'ement.
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AJlocate federal program resources, including and in addition to Title L]
{lVOTE: PER OCTOBER 8 CORE TEAM MEETING
Ovltall tlpproQchlvision is acceptable. 1W'()re speciFre items to he discussed in more depth are: ~.,
Should Ihere be a distinction,in law between already existing (abeu/16,OOO) v. new (a
potential ojabout 6.000+or - more schoolwides in terms 01how much ofthis ";ould apply to
tlt!'..~.; :
.1
How can the law be st.ructured to more deliberately addres~ the notion 01 uongoing
improvement" v. the perception that schools have 10 continually «overhaul" Iheir school
operations? We have proposed a 101 offront end stuffhut perhaps need'to focus mere on what
happens once schoo/wide are operating.
We refer to research-based effective practices. A potential problem could arise when t.he
various re.searchjindings conflict.
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Peer rel'iew--!-How to address the capaCity (possible cast) prohlems that might arise?
Structured to be a body o/peop/e that at least includes some outsiders. What if a school board
wants 10 be that /)oti..l'? OK? Big authority/role issue.}
2a Issue: Wbat incentives aod assistance will be provided to scboohdde program schools to
fully address the new~ more rigorous requirements proposed for scboolwides.?
INCElvTIVES AND START-UP ASSISTANCE
Proposal: As a companion to the new schoolwide requirements, establish a Co'roprehensive
Scbool Reform Challenge Fund that will assist up to 10,000 schools over 5 years to initiate
research-based <:omprehensive refonn efforts. The fund will playa role very similar to that
currently played by the CSRD demonstration - providing an extra incentive and start-up
assistance to schools that need to raise achievement and that commit to implementing genuinely
high-quaJity. comprehensive schoolv.ide reform programs based on evidence of effectiveness,
Rationale: This paper proposes changes in the requirements for all schoolvlide programs that
reflect the more rigorous requirements ofCSRD, Further incentives and support should be '
provided, however: ,
Based on ,,-,eedotal reports from Stales and local school officials, the $50,000+ per
school award (per year, for up to three years) in the existing CSRD legislation appears to
.; be serving as a s.urprisingly potent inducement for many districts and schools to take a '
'J:!' "I' ,,::t:c':j c;,.' t.
freSh, methodical look at research-based, comprehensive school refonn - and at what' . .
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".' they are doing with the resources they already receive. In fact, some states are finding the
- ~ ,-, .-. "approach "so useful that they are dc\'eioping state school improvement programs or'';'/ "
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awarding Goals 2000 funds using the CSRD crileria. Relative 10 the existing level of
lJ. ~/'
Federal investment in schoolwide programs, the leveraging impact of this additional
,/"1i$50,000+ per year is a bargain, and. given its success to date, should be continued in
,~~' ?---S(lme fash.i6n~t1) the reaut.~orizatiDn. '
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Many schools will accept the new, more rigorouS schoolwide requirements simply in
order to retain (or obtain, for the first time) enhanced flexibility j,n use of funds at the
b1Jilding levei:tH'Jwever, t:nany other' schools will need an eXU'a.i.to fully embrace the
more stririgent provisions, The Comprehensive School Reform Challenge FWld would
hold OUt the promise of extra help for those that 'need it and develop the most rigoro~
proposals for ~mprovement
•
•
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RAit.-.l'D research indicates that, while the costs ofdesigns vary considerably, ;"asswning
effective resource allocation, the addition ofS50,OOO in Obey~Porter funds will allow
most Tide I schools to impiement comprehensive reform without,needing additional
resourees:~ Consistent with other objectives, we should continue to provide supplemental
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funding to assist schools v.ith start-up costs,
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Given the Department's overall emphasis on encouraging comprehensive reform based
on evidence ofeffectiveness, it is important to include a funding initiative that devotes
substantial
~sources
to this strategy.
Method of Djstribution; Selection Criteria
As v.ith CSRD, Comprehensive School Refonn Challenge funds would be provided to states on
a formula basis) with subgrants awarded by the State, in a competitive process. Awards would
go to districts on behalf of specific schools proposing to implement specific comprehensive
reform programs.
A critical feature afthis initIative is that funds would be provided compr"itively. tather than to
all schoolwide programs. This feature is necessary in order to motivate schools and their districts
to do a rigorous job in developing their reform-proposal for strengthening the entire school and
for using other resources available to the school. "The funds shouJd not be viewed as an
entitlement, or as a part of the base funding available to the school.
Finalists would be recommended based on ~e peer review process to be established by the State
for all.schoolwide programs) with final selections made in a process to be determined by the
SEA.
, ,
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made 'based on the quality and coherence of the ~hool's reform proposal! as
related,to the ?lew 'criteriitfoi ali' scnool\vide programs; together
, Selections would be
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Evidence of the district's commitment to provide ongoing support for comprehensive
reform.
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The ~~ool's need (oJ reform (focusing on stUdent achievement in core subjects under the
State's assessmenthiccountability system),
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Preference for schools that propose to work together to implement the same Dr similar
reform efforts.
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, "-Amount ,,{Funding, Allowable Uses
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Schools (or consortia of very small schools) would receive a minimum of $50,000 per year, up to
a total of $1 00,000 per year, renewable for up to three years if the school is making substantial
progress in implementing its reform effort, based on implementation benchmarks described in
the school's reform plan and agreed to by the State,
Schools would be allowed to use funds for the initial implementation 'of a comprehensive refonn
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program, including refonn programs thai the school has begun to implement within the academic
year that the award is made. The state and district may not reduce their commitment of funds to
support the school's reform effort as a result of the school's award,
Structure; Eligibility arid Distribution of Awards:
The main part of the program (paJ1 A) would be authorized under Title I, with eligihility limited
to schools that are eligible to be school"ide programs under Title I, and that have been approved
by the SUIte to operate as schoolwides, (Schools below 50% poverty that are operating as
school"ide programs under a waiver art: not eligible for Part A, but would he eligible for part B),
A parallel authority (part B) would be established under the reauthorization proposal's new
reform and innovation authority or teacher quality authority. The funds under part B would be
open to other Title i eligible and non~ Title I schools, in order 10 encourage districts to s\1pport
entire~schooJ reform for schools that need it across entire districts. The basic requirements and
selection process and criteria would be the same.
As "ith current provisions for CSRD, LEAs (or consortia of LEAs) could apply on behalfof
indJvidual schools or consortia ofschools. For a consortia involving multiple very small schools,
the 150,000 minimwn would apply to the consortiwn so long as it serves no more than 500
students,
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Additional features
{Option ~~ lbe Comprehensive School,Re'rorm Cballtmge Fund could include a national
leadership section, pr6viding funding for such things as the development state and local
netv.orks ?J'otu1d comp'r~~n~iX~i~chq9~~r~-ff'rrn~ arid funding for ongoing re~,arth and
development to address ,th~ Q~!!,d fo~ ..mole :and better mo~els serve the needs of all grade levels
and student populations. Tnis couid be praced in Title I or in the research and innovation portion
ofthep,:"posal,]
_
or
Ch~licngt
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lOpt.ion - The Comprehensive St!hool Reform
Fund could also include a: national
competition for [10-20] scbuol districts "ith substantial numbers/percentages aflow-achieving /
students that want to assist their entire district. or large clusters of schools within the district. to
implement research~bascd school reform programs...This competition would acknowledge and
moci~l 'me distr.,!!t leadership role in helping move cO;;'vrehensive'kforrrl beyond "victory
gardens" to more systemic improvements in local school systems, "This could go in the Title I or
research and irmovation portion of the proposal1
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3 Issue: Should persistently low-performing targeted assistance Tille I schools that are eligible
to conduct schoolwide PT9grarns be required to use the approach in Recommendation 21
II
II
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[J¥il/ cQlltinue 10 be discussed in Ihe context of general Title I accountability./
Pro: This would require low-performing schools to undergo a comprehensive needs
assessment and get appropriate technical assistance to redesign the school by incorporating
strategies that \I>;ll better educate the students.
Con: Requiring this effort without adequate buy-in from the staffand community and
commitment to implement the schoolwide plan will not necessarily improve the school. Without
. this, it could, in fact, even result in Title I having a worse impact on l-ow-acrueving students,
,
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4 Is:me: How should the ESEA legislation put more emphasis on encouraging LEA personnel
and/or schoolwide programs to combine most of the Federal education program resources
administered by ED with their local and State resources for the purpose of more effectively
educating all students through a comprehensive design?
•
Status: TIle underlying rationale for combining resources ih schooh-vide programs has been that ..
it gives schooJs !':lore fle"xibility to operate coherent educational programs and also reduces
Federal reporting burden by removing requirements that' apply to individual Federal programs.
A!thoug~ some schoolwides have ,combined Federai resources to some extent and there is some
indication that more are considering it (based on verbal comm~nts made by State and district
coordinators). the majority of school wide programs are primarily relying on federal Title I, Part
A resources, Not only does the law provide the,a:rthorio/ cf)mbiniq.g most federal education
funds \\ith state and local resources, but we have issued regulations, a FederaJ Register ~otice,
lengthy O(,nregulaiory guidance that is easy to read and contains some examples. Crosscutting
ESEA Guidance: Companion Document (all ofthis is orithe Internet), are issuing School"ide
Idea Books, and have had many'conferences throughout, the country that included scboolwide
.,,-,
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programs as a topic, etc. Furthermore; th~:!n~ivi9~~ ~ithJ~isabilities Education Act
Amendments of 1997 (IDEA,97);spe.c\fi,c:(Il)~a~,!!i!,.~,d.1I)~, U5e.of a proportionate amount ,of,
IDEA funds for school",de programs:":; ':',', ,i. ,'I t ,'-, :,'"
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Despite these efforts, a survey of school wide programs serving migrant children found that only
about one-third combined Migr;mt Education Program funds with ,!ther federal, state, and local
resources. School~ that combined MEP funds in their school'Wide pro~'"fams were much more
likely to address the needs of migrant students specifically in their schoolwide program plans,
Key reasons identified by schools for not combining MEP funds in their schoolwide programs
include:
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The amount of MEP money available to schools was too Sf:Oall to make much of a
dUTerence in the overall educational program of the SChool;
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MEP funds were sp~nt at the district level and were not available to individual
school;
Migrant program staff and school administrators were concerned about maintaining
MI)st
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accountability for MEP funds; and
•
M~grant
program, district and school staff were hesitant to eliminate all categorical
"separate'! services for students in need because they were concerned that their needs
might be overlooked, [Meeting the Needs of Migrant Students in School wide Programs,
draft.)
The above identified issues are not necessarily unique to the Migrant program. The same finding
could be true for Titles II, IV, and Vi. Later this Fall, we "ill bave data to infonn us of this.
. \~ 11- i) OK'. Iv-- J.y~ r~{'J~.... l-Cl'.?, /'""'I~- ~+~
Obstacles to reform:
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Combining resources in schoolwide.programs continues to be perceived as a Title I program
. feature, rather than as a gene'nu mechanism for using Federal funds more effectively. /
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Perception/fear that spe<:ial needs of speclfic populations will not be addressed within 0l{
schoolwide programs. ~ t..J.,.)V ~ V'!::." ~ ~ ;;.,v~";
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Perception that needs of students with few or no Federal program funds need not be included in
comprehensive schooh...ide planning.
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Lack ofa consistent message from ED to the field.
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Fear of audits even though the audit compliance supplement is\'ery clear about what auditors
will look at with respect to sch'oolwide programs.1 "I~'~V'" !)F:r;E··;~t,;',:::::;' ": ,. '"'
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Independent auditors{and, otherwise) not using:the·.~i:idi!' cS;~Elian~:~upplement.
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State and local laws, regulations, and policies that
programs.
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imped~ implementation
of school""'1de
The flexibility argument for combinil)g funds is sometimes outweighed by other aspu:ts; i.e.,
perception that amountS of Fed.eral funds to combine are too small.
-.
State and/or district accounting systems that have not been updated to accommodate schoolwide ,
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programs
,
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Lack ofleadership in some states and districts to support scl!oolwide programs,
Perceptic,n that schoolv,.ide programs serve a useful purpose as only an administrative
convenience.
RECOMMENDATIONS:
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Maintain current legislation with the suggested refinements. Additionally, give schoolwide
programs more visibility in ESEA legislation by including c'ompiementary provisions (beyond a
cite) n!ferencing school wide progra.'TlS in other progranr.legislation besides Title I (e.g., stating
that the different program funds may be combined with local and state resources for the
school....i de program effort), Include in the purpose statement of the legisla\f6n a strong
statement !lUpporting school wide programs.
Pro: The legislation is sound--based on research and past schoolwide project practice-
and in terms of provisions, this would better balance the entire legislation to
comprehensively support comprehensive reform.
,
Pro: From initial findings. implementation-not legislation-appears to warrant
additional effort.
Pro: " Efficiency of scale is reaiized when many pots of money are used collectively for'
an overall program and purpose.
Pro: The placement of authority to conduct schoolwide program.s wiU make clear that
0ey are a strategy option for Title I schools.
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Con: Because most Qfthe legislative provisions are plaCed in TitJe I, the programs are
viewed only as Title r~funded programs,
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Con: Without altering more of the legislation, the risk is high that,Pfogres's will remain
status quo,
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C(ln: Depending on one's role at an SEA or LEA (or ED), th~'entiie law is n.ot
necessarily read and understood which is necessary when complementary
provisions are placed tltroughout the law.
-.
5 Issue:, Should there be an accountability requirement for schoohvide programs separate from
the State's accountability system !inked with standards and assessments?
Status: l';nder Chapter I, section 10 lS(e) requiH.~ r.chool\\-;'ie project schools to meet a specific
accountability requirement at the end of a three~ year period in order to continue as schoolwide
projects for another threewyear period.
I.:nder Title I, section I II 4(c) states, 'A schoolv.ide progran:' Wlder thissection shall be subject
to the school improvement provisions of section I) 16," Therefore, schoolwide programs are ~
currently subjeet to the same accountability requirements that apply to Title I targeted assistance
schools, not to a separate schooJWide program requirement. The current ~aw removed the
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separate schoolWide accountability provision anticipating that schools in need of improvement
wouJd recEive sufficient support to design and implement a program that would best meet the
needs of the children. Therefore, rather than having a low-performing schoolwide program
revert to a targeted assistance strategy, States and districts (and other outside technical assistance
providerS) are,to help low-performing school wide program schools 10 improve their schoolwide
design.
•
50G of principaJs in schoolv.ide programs reported that they utilize assessments to a
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great extent that are used for school accountability and continuous improvement. This
compares ,-"ith 38% of principals in targeted assistance schools. [Follow-up school
Survey]
.
Obstades to reform:
Slate systems of support, required under section Ill?, have not been sufficiently established to
carry out their rale--to provide information and assistance to school'wide programs_and to assist
them in providing an opportunity to all students to meet the state's student performance
standards.
States that have fully established systems of support do not bave the c.apadry--funds, time,
,
people-- to provide full assistance to all schoolwide programs. I ~ e, ~r',~,
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Many schoohvide programs are poorly designed and have little promise of producing improvCd
student achievemenL In theory, school support teams will have helped the school design a
uschoolwide" plan. In reality. this is norahvays possible and there is no direct pJan~·.approyiu
authority In the legislation.
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State and local laws, regulations, and policies that are more restrictive than the-flexibilitid: ,
provided to schoolwlde programs through federaJ legislation have impeded schobls~jabilitY to'"
fully implement scnoohvide programs,
R~;CO~L\lENDATION:
Maintain the general applicability of the Title I accountability requirements for schoolwide
••
Pro: This will support the standards, assessmenl, and accmmtability approach
established in the law while helping to ensure a schoolwide program plan is
designed to,better assist the lowest achieving students,
PI'O; This supports a single standards, assessment, and accountability system
established by the State for all schools, including those that operate schoolv.ide
programs.
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15
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Con: Without specified targeted support for particular targeted populations, it ahas not
been simple to demonstrate schoolwide programs are having a positive impact on
the intended beneficiaries.
6 Issue: How CM the legislation be improved to bener ensure that schoolwide programs more,. /
specIfically address the needs of special populations--e.g .. LEP and special education students?
Note: By the rime this law is enacted) states are to have fmal assessment.systems in place.
Therefore, dis.8ur£:fttion of llchie\'ement data by ....arious targeted gToups of children \\;11
(should) be available since it will be a requiremenL1[In 1997-98, 68% of principals in
schoolwide programs reported that their schools' reading results are disaggregated by
race/ethnicity; 54% reported that they are disaggregated by poverty; 57% reported disaggregation
by LEP SU,tus; and 53% reported disaggregation by disabling condition. [Follow-up Survey]] and .
build in an improved process for ens.uring quality schoolv..ide program plans.
Title I serves approximately 1.2 million (94-95 data) LEP children, most of wbom are Hispanic.
The second largest LEP group being served through Title I are AsiansIPacific Is!anders. LEP
srudents represented almost 113 of Title J participants and the number is rising.
".
.
,
,-Information on services provided to LEP students (as well as others) in schoolwide programs is
limited because disaggregation requirements have not yet kicked in. However, preliminary
infoimation from some advocacy groups indicates that services to LEP students in schootwide
programs are not necessarily meeting their needs.
:.
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Legislative Options: .We are discussing with OBEMLA and OSEP if legislative language is
' ' .' . ~ '\ :'"
necessary ofifthls is a technical assistance issue.
7 Issue: Should a maintenance of effort requirement be included for schoolwide programs?
... Status: Currently, there is no schoolwide program school maintenance ofeffort requirement
Ui'ider Chapter t, there was a 100% maintenance of effort requirement that applied to :f.'hoolwide
project schools. This require~ent was included to ensure that from year to year~ schoolwide
projects received at least 100% of the funds they received in !he previous year for providing free
?ubli9 education t.o c~1dren. There have been reports (yet no evidence) that districts are shifting
some locaUSt8te fund's from schoolwide program schools to other schools because the·Cistricts ."
believe the schoolwide schools are getting enough federal resources and flexibility and other
schools are not
RECOM!>:IE:IDATlO!ll:
Do not include a maintenance of effort requirement for schoolwide programs.
•
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Pro:
ED does not have evidence that school wide program schools are being provided less
resources than nonschoolwide schools.
Pro: The comparability and supplement, not supplant provisions in Title I are designed to
address this issues.
Pro: A maintenance of effort requirement for schoolwide programs would not necessarily
ensure that schoolv.'ide program schools are provided the same level of resources as other
schools from year to year if the school got too few resoUrces the prior year compared to
other schools.
.Con: Although no evidence has been provided to us. some State Title J Coordinators have
'indicated that a maintenance of eITon needed.
is
8 Issue: Should Title I targ"cting provisions be revised to allow LEAs to. allocate more funds to
~choolwide
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Status: Under Chapter I, LEAs allocated Ti~e J funds to schools based on the number and
needs of C"ducationally deprived children. This provision resulted in schoolwides receiving more
funds than targeted assistllnce schools because all educationally deprived children in the
.
school wide schools were counted. Currently, LEAs allocate Title J funds to all Title J schools on
.. the basis of the number of poor children in the schooL As a result, the funding formula treats
targeted assistance schools and schoolwiqe program schools the same. Thls formUla may
"', disadvantage schoolwide programs. however. that need more funds to implement schoohvide
'. reforms.
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• , ~.I· " '.>,
program schools if warranted by the needs assessment and s.choolwide plan?
~,
Legislative Option:
Allow LEAs to allocate more funds to schoolv.ide program schools ifwairanted by the needs
assessment and schoolwide plan.
"."
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Pro: In order for schoolwide programs to be effective, they must have sufficient funding.
Because they' are refonning the whole school, they need more than targeted assistance programs,
Con; Titi!,;, :.ru)fle shoj".~o not be considered as :.he only funding source of the schoolwide
program. The schoolwide program must be wining to commit other state and local reSOlU'ces as
well in order to truly upgrade the school's program for all ofits students.
IDec~ion was made to keep targeting as is and have this allowable through waiver.J
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SCHOOLWIDE PROGRAMS AS ASTRATEGY FOR REFORM
·Title 1 schools with at. :east 50% poverty are eEgih!e to conduct schoo!wide programs, as
authorized in section I! 14 of Title L Schoolwide programs are intended"lo address the
educational needs of children IJvlng in impoverished communities by supporting comprehensive
strategies for improving the whole school 50 every student, including the lowest achieving
studems, achieves 11igh levels of academic proficiency,
The 1994 reauthorization of ESEA gave schools serving low-income students greater flexibility
to systematica!1y assess the whole school's ecucationai needs llnd design schoolwide solutions,
•
•
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This increa;:e in nexib:lity was justified based on earlier findings that Chapter 1 was
operating as an add-on program that worked on the margins; that as a supplementary
program, Chapter 1 had !it~le effect on the regular program of ins:ruction; that Chapter
1did not contribute to high.quality Instruction; and that Chapter I was not tied [0 state
ane local reronn effort", [See lAS A Prospectus, p, Title 1·4 and 5]
This flexibility has also resulted in.a remarkable growth in :.choolwide programs. In
•
1994·95,5,050 Title I schools oper.'ed school wide programs (projects) [Chapter I
participation repon], By 1997-98 the total grew dose to approKimatciy 16,000 of all Title
I schools [Follow. up School survey (dralll].
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Finally. schoolwide programs may combine most Federal education program resources with"state
and local H:sources lO"upgrade the effectiveness of the entire school program. Schools are not
required to ide:nifY'chll,dren ~s eligible for. particular services or track the combined federal
reSOurces h) partic~lar childrcil'or s'e/·ViCC5. Rat!ier, they may use the'combined resources to
improve the school.~s:edyc~l!onal pr9grarn while meeting the intent and purPoses of the prog;-ams
for which' funds n;elailoc-atedJ~:\t:· ~:\t 1 • •
, .;.
·Overall assumptions and
questions~
Schoolwide programs for high povh~~ sehools are viewed as the option that will
best ullo,w for compre.hensive school reform and better educate cbildren attending
sUi:h schools, parHcularly the targeted popuhttions for whom Federal funds are
allocuted. 'We support the notio.n of challenging standards for all,children. We
support comprehensive school rdoi'i;;:! }.to:w cap,:.the·'eg~slation·st·rengthen
schQQh\'ide programs as a too) for reform? Is there some lever that can be
incorporated in the legislation to encourage best (beUer) practice?
The cur:ent leg;slatlon on schoolwide programs incorporated what was learned ab~ut effective
school pmc:ice and from the evaluation on past schoolwide projects. Thc: schoolwide
components and plan reflect these lessons and are attached for reference, [See section I} 14 of
Title II
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Recent research supports an emphasis on g",noolwide programs by demo::1s:rating that the goal of
academic success for all studen~s req'Jires special support tltat comes when resources, practices,
and procedures are coordinated'across an e:1tire sehooL Common characteristics of effective
schoolwicle prog:ams i:1clude: [.a:1 dted'from Vol. ! of the S\VP Jdea Book, pp. 9·11]
•
•
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COITlprehensive planning, which :eflects the priorities of the school community and is
info!T.1ed b;':da:a regarding stue:.:n! needs and achievement (S\\']> Idea Book, VoL I).
AUe!"lltion to specific curriculuG1 improvement in all academic subjects, which is coupled
with comprehensive planning efforts and support for instructional staff(Fashola and
,
Slavin, 1998 and Hennan and Stringfield, 1997·CRESPAR, lohns Hopkins Univ,; and
\Vang, Haenel and Walberg, 1997, Mid~Atl:mtic Laborntory for Student Success, Temple
University),
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A commitment to seeing that all st'Jdents acr.ieve at their fullest potential (Charles Da.na
Ce:ncrfJoc Johnson, ,1997), and
•
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Ac::ountability and a process for continuo!";s improvement (S\VP Idea Book. VoL 1).
The fun potential for schoolwide progr.~in~ to incorpor!!-!c comprehensive strategJes designed to
support al; studer.:s in reaching high standards has not been fully realized. (93% of principals
report using Title J funds lo improve toe entire'educationa! program in a school yet we do not vet
have e'\'idcnce thm they are imple'mcnting the 'strategies for schoo! reform, and 83% use funds
. ;>rQ)'ide professional 'development:"Schoolwide progr;J:Tls also use'Titte ]'funds for more'
lradi:io:1ul strategIes. inch:'cipg'::§~iv~r.g;ta~g'et~~ children in"a pull.out setting~-51 %; serve
targeted children in an~;n':'c'Jh~~"setJlng':~8: %'(same % as TAS); use Title I fut:tds to support
.
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extended tiIroe learnjng-'::49o/o'Y(Draft'taou!;Jtions Follow-up Survey ofSchoo!s--school year
1997·98)
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, For Legislati~!l
"I:-;TRODUCTION TO'SCHOOL WJI)E
PROGR;\~I
SECTION:
•••
1.
2.
,
J,
4,
•
There is a strong vision that focu!les on the academic success of every student and is
articulated in' every aspect of the school'S planning, organization, and use ofresources.
The school uses data reflecting the needs of its students and the needs of the school's
other stakeholders to drive its decislons,
,
,
,
Challenging standards that all children are expected to meet are articulated clearly and
,supported tr..rough aligned curric'ulum, staff development, and technology,
$,aff learn from mistakes, without reprisal, and use that knowledge to experiment with
2
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different strategies that have a high probability of improving student performance.
Staff are committed to ensuring the academic su,,-cess ofevery student They make no
excuses for low perfoFnlance, but reflect upon their own effons [0 find opportunities [0
imprQve.
6.
A structure is established that supports improved teaching,
7.
School persOImel Create an environment in which parents want to become involved in
school activities.
8,
The school elicits input and assistance from everyone who may come in contact with a
student, including regular and special teachers, aides, librarians, clerical staff, bes driv:;rs.
cafeteria workers, parents, and community leaders.
9.
The climate of the schoo; simulates a "family," where students are valued individually
and (OHecli\'e;y in a safe, violence:free environment .
School staff collaborate- together to resolve issues in an open, honest, and trusting
. 10.
env:ronment.
.11,
The school uses information about the performance of its students to continually improve
'lc~lching and learning and attain even higher goals.
[Will be refined and shor:enedl
5_
PURPOSE: The purpose of schoolwide programs is to enable high·poverty schools to use
Tille I funds, in combination with Olher Federal, Sta!e, and local funds, to upgrade the entire
edUC31io:1:li program in the school to create a learning environment thil! embodies: the conditions
immd in successfuL schools.
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1 Issu\': Sho!lld scho~lwide program eligibility-oe a\;ailed only to schools abo\'e a certain
pover.y threshold, or should all Title I schools be elH~;jble?' , .
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RECOMM ENDA1'101': Maintain (forn~;V):tili:,
sC,hooli-ide eligibility threshQld at _
50% poverty. '
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,ufyerit
fa one-pager will list pros and cons of going 50% v. 35%;
2lssue: Are there ways in which the legislation ca.'1 be improved by~building on some of the
promising a3pecis of the Comprehensive School RefOlm Demonstration' {-CSRD) Program
legiSlation?
RECOJ\ll\l ENDATION: AJong with the oilier recommendations in this paper. this
recommendation iocuses on central themes ofschoolwide programs and'~'ie:;entS k~;' elements to
comprise the'body of the schoolwide program legislation.
Key Elements of Scboolwide Proposal
PLAN: PIM Requirements - 3 Parts (Data-driven Needs Assessment; Comprehensive Research
Based design~ Continuous improvement)
•
3
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Wlth!:1 two years of the passage of the legislation, these requirements must be met by all
schoolwide programs, includi!1g new schoolwide programs and thoc;e curren!l), operating"';
LComnrehenslve Da[a~driyen Needs Assessment: A school will conduct a comprehen~ive dat<lw
drive!] needs assessment that must be reflective of:
• Ac~cemk performance of students in relation to the state standards, including the needs of
special pop'Jlatior.s :n the school sach as children with limited English proficlency and
children with disabi;ities; and
• Firs! graders' readlng skills as assessed through a diagnostic evaluation.
• ivlobiHty of population
• Attendance
• Dropout fate
• Drcg US{: and viole:1ce
.,~
The needs ·assessment may also review factors such as:
• Class size
•
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Staff quality
Classroom and school management
Technol'Js,y
Parent and commu:1ity involvemen:"
AvailabilIty of resources
IL C01llprehensive, Research-Based Desif!n With Aligned corA~p~'nei:'tS'" :'~o·:
,
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• The plan must have'3 comprehensive design, based on .tl.t~.'t~~u't~ o~ t.h~ sc]1oors
comprehensive daui~dri~'en needs assessment, to' iMpr~\:e 't~'acn!rig';and'lea~i~g throughout
the scho;)i induding, but not !im~ted to, currlcuh.im, in'~truction~-assessmentt classroom
man:lgemem, -conti!1UOUS professional deve!opment;paretual involvement, technology and
sC.heel management,
".
.. The elements Qflhe program must be aligned mto a schoolwide refonn plan designed'(iJ
enable e,lch student in the school ~~ including students from low~in~ome farnilles, stud<,;ots
with limited English proficiency, and students with dlsabilities -- 10 meet challenging State
coment and st:Jdent pe;fonnar.ce standards.
','
• The plan
I.
3.
•
4
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must~
Use effective, research~based, methods and strategies, based on data~driven' needs
assessme:11, aligned with challenging state sta.ndards.
Strengthen the -core academic prop:ram in the school, anc may include high quality
extended learning opportunities beyond the regular school day or year.
Address the transition of studc:1~s t~ and from the gradespan the school wide
4
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program se:ves .
•
The-des:gn for each plu:1 shall include:
•
Effective. researcil·bascd mClilods and strategies: The plan must describe how the schoolwlde
program employs methods for studer.t learning, teaching, and school management that are based
0:1 n:hab:c research and' effective practices and are appropriate for the grade Sp::""1 served,
Instruction by highly qllalified professiollolsralf: The plan must demonstrate thai the school wiiI
er.1ploy professior:al slaffthat are most qualified to teach the skills and subjects required for all
students, p<lt~iculatly low~achie\'ing students, to meet the state's standards, The plan will also
describe how the school w:l1, by two years from the effective dale of the tegislatiOl\ employ o:1ly
certi lied teachers to provide the entire d;rec! ins!ructionaJ program t? all students in the school.
ProjessiOfl(.JI' developmem: The plan must describe the high~quality and continuous staff
ceveJopr.1er:t and trainir.g, indurling leadership training for the-principal. Such professional
development will be aligned with the :leeds of the school detennined through the needs
assessmcT1L
. School support: The plan provides eviden.::c that the schoolwide program has the informed
support of the principal, school faculty, a.nd other administrators.
•
Parenr and comlllwtity involl'emem: The plan must describe :he meaningful involvement ofal .
groups of parents and the :ocal community in the p:annir.g and irnpiernentarion of the schoolwide
program activities. The pJan must also describe how the school dissemina.tcs·the,plap to alh· ~
parents attending the school, including parents of ne\'" students,
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OngOing e:nernal assis;allce: The plan must describe how the school, If! the aey~Iopmeni and
imple:11enlation of its plan, will utilize 'ongoing high-quality externa: ~UpPRrt.1ind· ~ssistance from;
educators or educational organizations with experience in and knOWledge 'abou·t research and
practice on teaChing and learning and schoolwide improvement, which may include institutions.
of higher education, regional educattonallaboratories or research centers. and outside C{)flsultant
groups.
Use o/resources: The plan must describe how all significant reSOurces available ~o the school
(local, Sta~e. Federal, and private, if app~icable) will be used to support and sustain the school's
comprehensive improvement effort
III. Continuous Improvement:
The p;an mcst include measurable goals and bendunarks that include limelines against which
progress will be measured in the annual review under (1116) in order to continually improve the
. program design and its implementation.
•
5
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rv, State A'J;)toval and Peer Revlew
For s>:hools that have been identifie~ as in need of improvement:
L'
Each schoolwide plan must be peer reviewed by a (advisory) panel of persons who are
external to the school including persons indepc:1dent of the LEA or SEA but may include persons
from tIle LEA or SEA, and who are knowledgeable about school reform and successful
schoolv,;ide programs, induding strategies for working ,with low-achieving students and the
dif:e,enl types of studc:its to be served by the program, It is expected that the peer re\'iew would
be dis.linclly separate from !he ongoing ~ech:1ical assistance that a 'SCh00i shoUld (e~(,;~ve,
2.
Schoolwide prog:-arn plans must be approved by the SEA, The SEA wlll review
schoolwide program plans for approva:, taking into account feedback fro:n the peer
re\'iew and after schools have had an opportUr.liy to make any necessary adJus:"'1cnts
suggested by the peer review,
S1:-~
TlJ ROLE: To prepare schools for becoming effective schoohvide programs, ~he state will:
Disseminate to all Title 1 schools inConnation cxplaning schoolwide programs,
•
Ass:s, schools w1th conducting and usjng a data·dnven needs assessment
to
Dis!;cminate current' and new school.v.'ide program-iChools information 'mid reseiircn~ori'':f ~-:;,k; __ '
effective" practices and improving high-poverty ana low-perfonning sc~ools.
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For schoolwide program schools identified as in need o[impwvement. establishj):rocedu1~s fo!,
the peer rC\'iew process ane carry oat a schoolwlde program plan approval process, The SEA
may include aJ: schooh,'jde programs in this 2~step process.
Provide sU$;aincd intervention for schoo!wicie programs most in need oCimprovement consistent
with the accouniabiiity section in the law,
DISTRICT ROI.£:
The schoohvide program plan must be developed with the LEA
To prepare schools for becomir.g effective schooiwide programs, for all schoolwide eligible
schools, the distric: shaH:
Provide inforrnatior. and research on effective strategies for strengthening entire schools
(induding rigorous curriculum a:1d instructional and orga:1izationa! practices);
•
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Assist schools with matching research-based school reform strategies' with the specilit:
identified needs of the school (based on school and, student achievement a!1d other data).
and with state standards and district goals and objectives;
.
Ass};;: schools in identifying and s,ecuring appropriate, high~qua1ity external ~s:stance:
Support 'schools in allocating and using financial, personnel, and other resources available
. to the schoolwide program school that will enable the schooJ to successfully implement.
the schoolwide plan,
.
.
Assis! schools in carrying out ongoiif~ eva\oat'ioiH1Jld continuous improvement of
schoolwide plans for raising student achievement
2a Issue: 'Vbat incentives and assistance 'will be pro\,lde~ to s<:hoolwide program schools
fully add~ess the. new, r.nore rigorous "requirements proposed for schoolwides. 7:
to'
RECO.:\tM £~DA TI07': As a companion to the new schQotwide requirements, establish a
Comprehensive Schoof Reform CbaIJenge Fund thal will assist up to 10,000 schools over 5
yea:s to initia~.e rcsearch~bilsec comp:ehensive refonn efforts. The fund would be the successor
to the existing Comprehensive School Reform Demonstration Program (CSRD). Like CSRD, .
"
. th"e Fand will provide an extra incentiyc and start~up assistance to schools that need'to raise
,"', ': ~ 'a.t::lievement and that commit to (implementing genuinely high-quality, comprehensive .
•
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::':<")"i'~:i: • iG;Rationale: This paper proposes changes in the requirements for all schoolwide programs that
'1, 'retleci the more rigorous requirements of CSRD. Further incentives and support should "b~
,,;t • ;:.-.\ .
prov:ded, however:
.
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Base(; on anecdo'tal xports from States and local schopl offidals't the $50,000+ per
sehool a\\"ard"(per year, for up to·three years) in the existing CSRD legislation appears 10
be serving as a surprisingly potent inducement for many dlstricts and schools to take a .
fresh, methodical'look a1 research~based, comprehensive schoo! reform - .and at what
they are doing with th~ resources·they alreadv receive, In fact, some states are finding the
approacil\'o"useful tl"f1l.t they"are developing state school improvement programs or
".
awarding"Goals 2000 funds using the CSRD criteria, Relative to the eXIsting level of
Federal investment in schoolwide programs, the leveraging impact of this additlonal
$50,000+ per year is a bargain, and; given 'its' success to date, should be conrinued"iri
some fashion 10 the reauthorization.
Many sc~ools will accept the new, more rigorous schoolwide requirements simply in "
order to retain (or obtain, for the first time) enhanced flexibility in use of funds at the
7
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building level, However, many other schools will !leed an extra. to fuIly~ernbrace the
mort stringent provisions. The Comprehensive School Refonn Challenge Fund would
hold out the promise of extra help for those that need it and develop the most rigorous .~
prop(lsals for improvement
•
R.A.ND reseil:1:h indicates that, while the costs of designs vary considerabJyj "assuming
effecth'e resource allocation, the addition 0[$50,000 in Obey-Porter funds will aIJow
most Title J schools to implement comprehensive reform without needing additional
resources:' Consistent with other objecth:es~ we shouJd continue to provide suppiemcntal
funding to assist schools wilh start~up costs,
•
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Given the Department's Qve:nlfem-phasis '6t.:;ouraging comprehensive t'~fonn based
on evidence of effectiveness, it is important to ~nclude a funding initiative that devotes
subslan~iaJ resources to this strategy,
.
Method ofD!suibution: Selection Criteria
As with CSRD, Comprehensive School Reform Challenge funds would be provided to states on
a formula basis. wi:h 5ubgranls awarded by the State, a competitive process. Awaras ,"vould
go to districts on behalf of specific schools proposing to implement specific comp·rehensive
rdom) programs. .
in
A critical f::atur~'ollhis initiative is that funds would be provided competitiveJy, rather l~a.n to .
. .~!I s,chooly:i?e rrograJ.TIs:, This feature is necessary in order,to motivate schools and their districts
.'to do (l rigorous job-in developing their reform proposal for strenglhening the entire school and
fo!" using.other reSOl,;;;-ces available to the school. The funds should not be viewed as an
:. enlill~:TIe'nt, 6~,~,a pari,of the base fut-ding available to the school.
, , , "', , ,. ' " ' '
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Competitive awards would be made by the State following a peer review process, Selections .
would be made based on the quality and coherence of the school's reform proposal, as related to
the new criteria for all schoo;.vide programs, together with:
'-..,
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The school's need for reform. (focusing on student achievement in core subjects under the
state's assessment/accountability system).
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Evidence of the districCs 'commitment to pro~vide ongoing support for comprehensive
reform.
•
Preference for schools that propose to work together to impiement the same or sir.:)ilar
reform efforts.
Amou~lQf Fundin!2.
•
Allowable Uses
�•
Schools {or consortia of very small schools) would receive a minimum of$50,000 per year, up to
a total of S 100,000 per )'ear, renewable for up to three years if the school is making substantial
progress in i::npiementing its refoDl1 effort, based en implementation benchmarks described in
the school's refonn plan and agreed:o by the Stale. '
, . Schools would be allowed to use funds for the initial implementation ofa comprehensive refonn
program, including refom programs that the school has begun to implement within the academic
year th;u the aW3:d is made. The state a.,d district may not reduce their commitment of funds to
support the !>chool's reform effort as a result of the school's award.
Slrucl'.lre; Eligibnitv and Distribution of Awards:
Although eligibility would differ somewhat, as under the existing CSRD program, there would
be \\\'0 distinct pots of f'Jnding.
Pari A of:he program wou;d be authorized unde: Title I, with eligibility limited to sthoo:s :hat
are eligible to be schoolwide programs under Title I, and that hav.c been approved by the state to.
operate as schoolwides. {Schools below 50% poverty that are operating as schoolwice programs
under a wai~'er are nOl eligible for Part A. but would be eligible for par. B).
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Part B orthe progr~m w9u!c he,~~~~bJjshed under the reauthorization proposal's new refomi and
innovatio:'l authority or teacher quality aut3ority. The funds underpart B WOUld. be open to other
Title [ eligible and nqn· Title ~ ,?chqols, in.order 10 encourage a wjder range of schools to
undertake entire~schocil·refoI7n.. ..,
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The basic requirements.and selection RfOCr.SS and criteria would be the same for both Part A and
PartB.·
......."" .. ". " ... ""
.:':::~~;::;"'" "~'",' ,¥ £s:S{p.. i-':.
I~ote:
OLeA bas'raised concerns about structuring eligibility for this program differently
from thc structure under Ohey-Porter - i..e.~ concern abollt limiting Part A to schoof"'ides)
rather than Title I eUgibh'; schools, 'We shou~d ~iscuss furtherl .. ·
As with current provisions for CSRD, LEAs (or consortia of LEAs) would apply on behalf of
ir.dividual schools or consortia of schools, For a consortia involving multiple very small schools,
the 550,000 mi:1imum would apply to !he consoni.1Am so long as· it seryes nO more than 500
studenls,..
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Additional Support for Comprehensive School Reforrr.
The Comprebensive Scb()ol Reform Challenge Fund will include a national leadership section,
providing funding for such activities as ongoing research and development to address the need
.for more and better entire~!!chool models 10 serve the needs of all grade levels and student .
popularions, for broadly disseminating infonnation on key concepts and research with respect to
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research·based, comprehensive school refonn, and provide support for state and local networks
a:ound comprehen:>ive school reform. ~ationalleadership funds could be placed in Tit!e 1 or in
the research and iMO\'3tion portion of the reauthorization proposaL
The Comprehensive Schoor Reform CbaUenge Fund would also inciude a national
competition for 10·20 school districts or consortia of school districts with substantial
numbersJpercentages of low~achieving students that want to_assist their entire district, or large
clusters of schools within the.district, 10 imple:nent research~ba'sed school ref6nn programs. This
competition would provide models of (he district leadership role in helping move comprehensl\'e
refonn beyond "victory gardens" to more systemic improvements in local school systems. Funds
could be used both for district level activities, such as holding forums on data~based needs
analysis and ~esearc!t~bllscd school refoTIn models or developing district slaff capacity to support
bcilding level improvement efforts in selected models. Funds couid also be used to support
building level initial implementation of comprehensive improvements. Selection criteria wouid
ineluce dis~rict need for reform and quality of the district's proposal, including evidence of the
depth and scope (lfthe disl:1Ct's commitment to use available resources 10 expand and sus:ain
research~ba$ed, comprehensive school rerom within the district The Secretary wou:d ensure
that selections include urban and rural school districts and a geographic representation within the
C.S. Authority could be placed in the Ti~le ] or :esearch and innovation portion of the p~oposn!.
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Co:nprehe;lsive School Refo;)}! Dernonstration·Projlr'am
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Autho~~y
and E\.'aluation
The legislation will authorize the completibn of all p:eviousJy funded programs unde:" the
CO:l:1preher:sive School Refonn Dp;lODSir~tion Program, 3:"1d the extension of the national'
evalU31t0!1 of CSRD for an additional 'two years. ',.',
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RECO~IMEi'DA nON:
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General:lncentive Authority in Part A o[Title I
As a more general incentive auth'ority,-States would, reserve .5% of the Title r, Part A allocation
to be used \lS incer.!ives for those schoolwide program schools that have demonstrated sus:ained
improvement resulting from the implementation of the school~"lrle program plan, The State
would establish procedures for, distributing such incentives. [Q: '::rnould this apply to TAS as
wel1?-seer.:)s fairer if the reservation comes from a State's Of LEA's whole allocation.]
3lssue: How should the ESEA legislation put more emphasis 0!l.encouragin~'LEA personnel
andlor schoolwide programs'to combine most of the Federal educa'tio"n program reSOUrces
administered by ED \vi.h their local and State resources for the purpose of more effectively
educating all students through a comprehensive design?
RECOMMEi'DA TlONS:
Maintain CUlTem legislation with the suggested refinements, AdditionaIly, give schoolwide
programs more visibility in ESEA legislation by including complementary provisions (beyond a'
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ci:e) re:crcncing schoolwide programs in otherprograrr: iegis!a:ion besides Title 1 (e.g" stating
thi'll [he di ffe:-cnt program f'Jnds may be combined with iocal and state resources for the
schoolwide program effort), Include in the purpose statement of the legislation a strong
statement supporting schoolwide programs.
4 Issue: Should there be an accountability requiremen't for schoolwide programs separate from
the State's. accountability system lirked: with standards ar:c assessments?
·RECOMMEl'iDA TlOl'i:
. ,
Maintain the general applicability of the Title r accountability requirements for schoolwide
pro§;rams.
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5 Jssue: How can the legislation be improved to beller ensure that schoolwlde programs more
speciHcall)' address the ~ecds ofspecial populatjons~~e.g" LEP and special education students?
•
Note: By thl~ time this Jaw is enacted, states are to have final assessment systems in place.
Therefore, disaggregation of achievement data by various :argeted groups of children will
(should) be available since it will be a requirement] [In 1997·98,68% of principals in
schoolwide p:-ograms :-eported that their schools' read,i:ig results are 'disaggregated by
race/ethniciiY; 54% reponed that they are dis:tggregatecfby po~\'erty; 57% reported disaggregation
by LEP status; and 53% reported disaggregation'. by disabling condition: [Follow-up Survey]] and
build in 3:1 improved process for ensuring qualitv schoohvide program plans,
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Title"I serves app:-oximately 1,2 million (94~95 .~.~ta) ~EP 9hildr~n, most ofwhorr. are His;'lanH:,
The stcwnd largest "'"" group being served,through.T-itk'4" ... '_•••.•. _. _ •.•
__ LEP
.
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,_ ......_.... ,. I are ~Si.;;~lsrpacific Islanders. LEP
students represented almost 1/3 of Title I partiCipants and the number is rising.
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Infom1ation on se!Vices provided to LEP students (as well as others) in schoolwlde programs is
limited beca<lse disaggregation requiremenl.s have not yet kicked in, Howe:.!c::r:, preliminary
l:1formation from some 3d~'ocacy groups indicates that services to LEP s:udents~ir. schoohvide
programs are not necessarily meeting their needs,
Legisl:1th'e Options: We are detenning whether legislative language is nece$S;~ry or if this, is a
technical assistance issue.
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..6 Issue: Should a~ maintenance of effort requirement be included for schoo~wide programs?
RECO~!MEl'iDATIO:;:
Do .not inchlde a maintenance of effort requirement [or schoolwide programs.
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i Issue: Should Title r targettrig prov)sions be revised to allow LEAs to allocate more funds
scboolwide program schools if warranted by the needs assessment a'nd schooh-vide plan? '
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RECOi\ll\lENDATfOr\: Keep targeting as is and have this allo\vab!e through waiver.
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childrea in a par'icipaiing school, :"'eada;'", Orea of, such
t. "
'!', ,
agency;
('{cI'1 not 1()..
Cill eltglble SChool OUcudfJIU't!
area or eligible school l}uU has a
dren (1'(lm low.inconu.' fqmilies if-higher perrel/taN!' of chit.
~fC)(j)
SI!r"~
"OJ t/t.l' scllOol IrtFetJ;
",pnts n/"llection 112QArd; the comparability requih'_'
~(JJ)
the IIC/WC! .is receiving supplemf'fllal funds
from "'10" Stale or lOcal ""arres that ore spenl accord.
inC to the requirelhFlJts of
1 J 14 or IllS; and
. "(Ill) thr funds €.XPChdf'(f
from Such other SOUrces
eqlwl litise:U:eed Ihe antouhl that Would be •orovided
under Or /)art.
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'(2) SPECIAL .ULE.-Nalwithslaading parograph fI}(C), Ihe
namher of childrea ottendi"" pri""le elementary and 'eroad"ry
sehaols ",100 are '" "'«ioe seroices. oad Ihe assi"aa,,, SUch chil.
dnu, are 10 ""ioe uad" Ihis "ort, shul{ he delern"",d Wilhoal
rellard to whether Ihe pUblic school altendonce area ia which
Such childhen I'(>side
I.Inder paragraph (1).
''YcJ ALLOCATION$._ is
aS~'iBted
'1
"0) IN 0£"'8RAl.. _.1 lacal edUCational ageacy .holl allocole
faads receioed aader Ihi, parI 10 eligible scheol afl. .donce
al'as ar eligible schOOls. id'otir"" ander SUb,.cli.a (a) or (6).
ia raak order, .0 Ihe basis Of Iheor School.
tamilies in eac!: area total aomher of child"a from
100i."in~me
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"(2) SPEelAL IlULE._{A! Ex"Pt a, plaoided in .'.6para.
graph IIJ), the per Papil aOIOUnt of fu'lds allOCated to each
ace
school attehda
ar", or ..hOof a'ldcr pa"'Craph (I) sha/l be
at leosl 125 percent of Ihe per PUpil amouat of fUnds a 10<01
ednrational ageacy 'l'ceioed for thaI year nad" the ""amy cri.
teria d"etibed by the larall'du'atio'la' f'f<e.<'Y In Ib, plan sab.'
mifled onder sectioa 1112,
11001 thl8 paragraph sho/l oat:
apply to a Incal eduCUlinaal ageacy thaI only ..ro., schools ia'
which Ihe PC"""'ag. of such child",. is 35 percea!'ar g"'aler,
"(IJ) A lOCal educatioaal ageacy may redore Iheamaa""of'
foad. alloca'ed u"d" sabporagraph 1.1) lilt a school att'rid"",,,
area Or ""10",,1 by Ihe amaua, Of any suppleraenlal Slo'" a"d
10<01 (Uads eXPCnded i" thai srhool attendaare area or srhOoI
1115, '
(or programs thaI meel Ihe requirem"". of seelian 11U or
m~pt
children.:
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"(B) A 5-:11001 partidpatmg in a schoo/wide program shall
'hi.,
"(A) where appropriolr, eligible 1"""el"8 childr,,; wi",
d" "''' allend participalinK s,hool." including pro,ritll"I!'
oonColio,,"liy related sUPpor' seroi,es
ehildrea i'li8I,,,,.
lers;
, ..".... ':
'!lJ) child"a in local insli'ltlio ns far aegl,"",<1.,. deli" ..
'In"u children; and
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"IC) Where apPropriale. nrgl""", and delb,qaeahrh,I.' . , ....
dren i" ."mmUaily day school programs.
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'SEC. Ill•. SCHOW. WIDE PHOGRAMs.
'u
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"Ia) Use 0 .. PUNas FOk SCHool.WIDE Pl?OnRAt.{". '.c.
.. :... :...
/imds under this pari. in combination tuah otlter Federnl. Stale,
rmd lucal {umls. ttl order to uflgrade the rntire eduootional pro<
gram in a school described in subparagroph (AJ or {8.J if. {or
Ihe initial y.~«r of the schoo/wide I'rtWr:OIn, the school meets ei.
ther ol the /tillowing critcriu:
"{Aj For lh.. sc.'l(){,l yeor J9P5-J!19f'_
"(i) the school 1.'e'rves an ('"Ugible school attenti(wce
orea in which not less Ihnn 60 percent of the children
'an! from Il.w"income families; or
"fit) not If'sS than 1;0 percent of the children en
r(!llj~i in tilf' school are from such families.
"(B) For lhe school year 1996-1997 and subsequent
yeafs
"(i) the school ser~s an eUgible schoul altendonce
area in which rwi less Ihon 50 percent of the rhildren
are from low·iJ"lwme firmilies; or
"(ii) not les.'; than .SO ~rcent {If the children en
rolled in the school arf! from such families.
"(2) STATE ASSlJRANCKS.-fAJ A local edul:ati.mal uge.ncy
may start new schvolwide programs under this section (mly
after the State tducatl'onal agency provides written informalion
to each local educational agency in the State that demonstrates
thaI such State agency has established the statewide 5ystem of
support and imprlluement required by subsections (cj(l) and (e)
of section 1/17.
10m) A school that deSIres to initiate a schoolwide program
under thi$·~dion prior to the establishtnent of the s(atewidf!
system of support and Improvement reqflired in BubsediolUl
(cXlJ and (e) of$i!clion 1117 shall demorn>trate to the local edu
cational agency thaI Buch school has receimm high quality tech·
nicol aSlJisJance and support from other providers of assistance
such as f'ofl1prehenslt'f! technical assistance centers, regioMI
liJboratori'es. institutions' pf higher education, educational Sf!"ru
. af/.e;tt:i.es. or other local" consortia,
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(3) /J)ENT1F'JCATI0N ....;;.(A) No school parttcl(!(lturg rn tl
schoo/wide program shall be rEquired ta identify particular
children urtder this part as eligible 'to 'participate in Q'
schoo/wide program or to"pruui(ie supplemental services to such
~
'rsJ IfESER".rION._A lacal ,dom'ianai ag"IICY shall reo
ser", surh Ii<ads as are aeCessary uMer
part 10 pmo,'".
seroices comparable
(.,uled under Ihis part In1.""Prooided 'a childrea in seh",ls
mue_
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"(J) ·IN GKNERAL.-A local t!(lfu:ntiorwl agCl1C:y may tAse
.
e {unds aLai/able to carry Qut this section only to tlupplem.,nt
the amount of funds {hal wou.ld. in the obsl!nre o{ funds under
this part, be made available {rom rum-Federal sources for the
schmu, includinG fu.nds needed to provide serVtces that are re
qlltred by law lor children with disabilities and children with
limited English proficiency.
"(4) Si'ECIAI. HUU::.. - (AJ Exce/lt a." provided in subsectian
(h). fhe Secretary may. thrOflgh publication of a notire in the
Fedf!ral Register. exempt schoo/wide programs under this Bee
lion from statutory or regulatory prvvisiQns of any otber no,.·
competitive, formula grallt program administeTPd by the Sec.
retory. ar (HlY discretionary grant program administced by the
~>"~".-'--' /".1..... fl.".., r"......."I" " .. ,di.'u'rplionnN prallt program'
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(xc-upOtiQnul skHt$, pt"N(lrud (iJUl-nce edUl."Olin , j<t1.J
~t{';':"
under till' lndit)idunls wilh Dil$cl>ilitil's EtfuMfi.t>n"'Afl}:M1i/:.up,
porI scJu}()/wide: prugrrum;.
if
ihe infent and Ptf'rpoSl~S nr.111ch ,',"~,,~, ,.,
ytller programs lll'e lflt!t,
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"lB.) A school that dU/(JSCS to use it/Ads from $Iteh (It her pro·
grams sholl not l>t: h,ril!v..d of rhc ftquirtl'menis reftltillg to
;'ealth, $(I/rty. dvil rights, /fender ('f/lli/y, $/!ldcnl fJ.nd plU'eltraj
;mr;idptllit)U and iTw(>/l'effh!l!t, sUiJict!s :0 priucte sdw{l{ chil·
tirol. mainte/U1nce af 4{Qrt•. c<!M{Ulr-ability of $Ilr/JW:S. w~e$ at
f'Nleroi funds tv twppjnmmi, nut supp:cnt nOff·Fl!drrlll f41lfJ.S,
or tlu: distributhm (If fwu/!"iq State al local edu.oollQUa/ agen·
des that apply 10 th~ rt'ceipf.:>{ /l4nds (rom such programs. • '
'Y5) P80n:;SSJONAL 1IBV.EW1'MliNT,-Each school r('c.ttuin.g
funds 1l1llUr this part (or any fiscal year shall dPi'O{1' suffICient
1'('srmrc:es /1) effectively rlt1'ry mil ihl' actitlih'es tl~ribrd ilt sub, ,
fJet'tiQII. (bXl){V) in accoroflFi;:J with section (1119 lor such fiscal
)'PUI', except that 0. school mft)' ~ntf''' into a t'tm$ rlium tt.irh on'
other sch(1<,1 to carry 0111 rm...:n (lcthlitielt
.
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"(11) COMl'ONENTS OF A SCHOULW11J£ PJfOGRAM.. '\
''(1) IN O£/YF.8AL--A schoo/wide pmgrom IthrJ1/ indude the
pl.",""'" ""'''', ."d i."oUO""' ".d>ing ",,,h
t1t
\1l1s which
ffl(ty
include Ilpptilld IfCt1tfl
U(l.ctt-ing stnJ.Ugil'S; prepllre s!udt'ltt:J
.
"(cd senJ-ke$ 10
g' and H!Um
fi.~r
the trollsi·
schoof co work, including the (ormafion
of pa"n.,shiP' be""''''' ,l..,,«n/a/')', miMI', .ad
secondary .schools a.nd lvral busint'ssell. <ina thr. fn·
sed
:~tlr. fNfft
uf school.ba.sed Ilnd uiOrk,fxt
[¢arnin/<l;
uitabl
"'(dd) illcorporatwn of gtlnder.tfl
€
nteth<
ttF;tfLtio
fl
en" and proctices; and
ads
the .school will determine if sl.lch
~ds hllveore ("(Insistent ulifh. and nni design1d Ii) im
"(vii) been met; and
p''''''"'' ,he S .... and
imp"""""" plans, ;{ a.Y.
approved un,",' ti,l, 1Il of ,he ()oa" 200'" Ed",a"
"(lU addreu
ht)w
/<><.,
.America """,,,,,
"(e) I... Act. '
,,,,,_1
by
highly
.".UIl.a
p""""onal .,off·
In .cc. ."" with ,,,'iua 1119 "ad ,ub",'ioo
rd d,w/ap""n/ (or
(oKS), " ...
d .i.u"
"(f))
,,,,ch," ••
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following CQmponents:
and, ",h.t< ap1'"",rinl<, p"pil .,,,.'c.,
»••1, pOren",
"(Ai A ('ont.prehen$iv€ the ,ent;re
Me4s (lSStuu;!Mnl uf
rd
p"ncipais, and a'h" "off ,. enabr. ell child'" in ,'''
school {ho! is ooSl'd en iriformo.tio'l (>11 th~ performance of
school ,. _" 'h' 8,.,,', ".,d,n' [>t,r.r",."'" .,un,h •.
cniJdnm in relation to the State CfJf/.tNtt standards and the
"IE) S"."g'es to in".... part»"" ,",01",,""'" ,uch
State s{m{ent pU{QrmOflCi! stfmuurds described ~'lj $t'c(ion
n
e
111Ub)fl).
ill (umilY Pia""
. "(F) liJUt)rY se.f'Vlt ,. 1'r<"hoof chUdre in ,t.< tran
."i.,ing
"(8) SchMlwidf' ,..,form s/ratrgies tha( ,ition frum
,.ildhaod
,uch •• Head SI.r<,
'YO provide opportunities for all childrert In mei!t
E",," St.d, . ' • Slu«,eu" ",.<sch ool progr..>,
local ,le
Jht! StQt~$ pl'o{tcien( and adv(Jnt-ed levels of studf!flt
per{orm.l.lIlre desf!f>ibed in section 1111(b)(1)(D);
I'MAlary achQl)! programs.
<i(0) M«l$ur"e fo inchtdt te.ocJUtrff in the decisiOns f'£'
eibed
s
'YW ant basl'd on ftffectitw I1H!(HtS of irnpnwing the
ga.-.li"l/ the u'" of .",ssm.alS d.oc n
in
f)chipvemMi of children;
I! 12th}!1J in order ,. pr••id. info"."'io on, and to im
"(iii) use e!ffN:uve inslructwflal sif"Otegies, whh:h
pe. " t •• [>t,r.n"nn,,' or indiVidu,,)
aad
"",r
f.,
,.,1,
p"",.....
'0
,."w,
may inc-lutfe the inteera.tinn ,-,f
,'O.u""
1-lro~''1lm.
'h'
ilnd t1Nl u
nU instr,f;:_tWlto1
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demic lea.rning (including applied IC(U"rUrrg and t(!flm
"(lJ.J Adio"'" ,0 ,,,,.re ,ha' "od.n" who
teo(hing Slrf11Pgirs). thut-
di/fic.fly ma,,,ring any of ,h. ".nda.-.l, «qai"d by "C
'"OJ increase the omou'U (tad quali('t of l.eMn·
nc
tinn J J 1Hb) du,ing 'he <our" of ,h. sehool yeae .hall be
ing lime, 3uxh us pT01lidi»lf t1n ~.xtendc-d Sr:iWD/
pI'Vuid,d with
, .,,,,.ly .dditional •• si.ta ., which
dive
y'!<u (lnd berare- and after-school r:ll'ld summer flnl
"W
to
Iho:t students' di{ficuHw;.
gromtl und l)pprl1'tunitws. and help provide ,on .m indu:de--'
shall
rlched arid uccf'l(>mtrd cttui<:ul«in; and ,,,-,,, ,
uf' iden'ified on a tim'ly 1><>'" und
p,,,,M. ,u{fi e
dent inforTllation on whirh to base
Ilssistanct!;
"fI/) Include' strateni.., tOI' nii'(!(ing '~J/e'i'('(I(l"
"Iii' !<.l
extent t1ie school determines' (l'f1sibl
cutionq.t needs (If his/ori:c{tliy ulICierscrt>ea j)(Jplt-.
loti(ms, including gids Ilnd women;
. "".,~
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us"'" (unds
,hi. pnrl, W.o<iic 'raini"g (oe
t)()(:tI.tif}flQi.
.fr.
mt'tl$t.m~$
>
"(tuM!) en/dress {he IU't:</s (If aU ('hihlrei-~;)fl lI!j~
se-hool, bill pllrtlcultuly tlte fI('(:ds
('/,ildret1 ';~,l1(l flff"
ot
members of the: target }1OjH1i<lltOff rtf auy pmgraill (hd~
is indudrd in the srhpofwifle prngram. which muy indude--·.
"(oa) tj)w}.~eJing, pupil sUfjiecfj, Gnd mentHring
service.;;;
"(bb) college una CaNer OWOr-toIUS$ Gnu prrpa
rati<m, su('h as college and runer guidunf'e, com
J-H'l'ht'1)sivf' Ctlrt't'1' development, f>(,C11no(;'7~':L .. ~r;,m",;..... ".- ~
" :" '
.11""'"''''
~(lSUn,
th~
u'd.,
!~(lchtrs in hou
1
1'0 identify
'0
1!fj~til)f!
>
sil~h diffiwlti~S and to fIl'c
nfS
vide assisto)'u:!! to indwiauol1 strlde ; (lnd
"(iii) {o' .ny stud,n' whO ha' ao' met ,n,h $lund·
• .-.1"
ronf""'"'''''' al ",hoth lim' 'he
trtJch~r (Hid parilnts shull discuss
"(1) what the school will do to help thlt stuaf!;nt
te"th"'''''''''
mett"rIn what the. porll!nts can do to -htlp the I:\-t ...•
stith sianaaras; _ - L
"--.-
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2.~
as.'li$'a~cl!
"([/1) additi.ofla/
whirh may 0.
(wailable to,
.
in flu> COl1trl W fiil SIt.u/en! at Ihe Sc/UJoi Or e!set;,hf!"
y
'np
"(2) PLAN -{A) Any eligible school thol de.ires
ope",,,
pion f'"
sueh 0 prvgram /hol Was in <>is/,or, be"'rr u" dol, of "Ia,1
m,,", af Ih, Improving America', Schools Act Of /9941. in C'm.
sulloliaa with /h, local ,ducaiwool ageacy aod ils scho,,1 ,'up.
POrt leam or olher Icch.,,,,,1 as.•i"aoe, prouider uod" '''0.
seelinns (c)( /) nod (e) of"C/ioo / / / 7, n
1'100 fm
"forming Ihe 10101 bUlr"elion,,1 P"'1Jram iO.(h. $ChOoI Ihal_
graph (I).
"(i) incorporates Ihe compo""Ols described io Imra.
o schDolwide wa,:.am .'holl (irs( deuc/op (or am'nd
shull detocJup a new plan during the first ~ar of nssist
oncf;' unde.r such Act to reflect the provisionH of this sec
film;
(0
A
0
fJ
I
comp~h""i".
,
'Vii) descnbes how Ihe "hOO/ will Use r'.<aorres ood"
/ flents;
Ihis purt and from other SOUrres 10 implement Ihose COlnpa.
'mi; iac/udes a Ii.t of Stote o.d 1"""1 edueatia'al
agrncy PN>gratn,s and oJ/u!t" Federal P"'fJgralrU) under sub_
gram; (a}(4) thai will he i',h"l,d in the SchOO/wide "",.
seetion
"liu; desCribe. how (h. 5<hool will P"'aide iadieidual
.'ud,,., asse"m'nt ".,ults, inclUding aa inter""latia. of
those se
"sull., 10 Ih, ",cr"". of a child who participales in
the o:s
i
,J
s..'1tnent required by sef..'tir1ll. 1111(b}(3);
_~.
"(e) P"'"ides for the roll"'ioa of dOlo 00 Ihe a<hi,,,,.
meat aad. assessment results of ",ude"t. disaggrCliated by
"eader, major ethaic or racial groups, limiled English 1''''.
fieiehey slatos, migmat .todeal., and by childrea with <ii.,.
ahililies as compared 10 other students, aad by e'anami.
cally disadaantaged studtat, as rompared to stodeal, who
\
I
"(i) detlelopM during a On/!.year Pl!ri<Jd. unless:;;.:
h$$i,$tflncflf~prO/.'itl.
'W Ihc local educali."., ageacy, after cai,sider:ag
a secondary s(·hool. studellts [rom such
i
"(iii) in effect for the dunJtion of the schrml''l)prlrticipa·
tilUl under thiS 1m!"! ami reviewed and nwi!wd, as net:
essary, by the schvol;
"au) available to the local educational agellcy, parents,
and the public. and the information contained in sm:h plan
J shall be iran.'!lated, If) {he extellt feasibl~. into any language
that 0 significant percentage of th, parents of participating
children in. the school speak as their primary language,
and
"(u) where appropriate. developed in {"oomination with
programs und~r tIll.' School-to- Work Opportunities Act of
1994, the Carl D. Perk",s Vocational and Apphed 1'ech
rwJogy joAJucation Act. and the National anti Community
Service Ad of 1990_
,
"(d ACcnUl'JTARIU1'Y.-A schoo/wide program UTlder lhis section
shall be sub.ied to the school improvement provisions of section
t 115, TARGETED A$SiSTANCE SCHOaLS.
"(a) IN GENERAL._ln ail schools selected to receive funds ;;;der
:wclion 1113(c) that are ineligible for a schoolwitle progrom under
St'i:liDft 1114, or that c:hofJ.'1e not 10 ojl€rate
such a se/lOo/wide pro
grunt. a lacal educ(ftionni ag(!(lcy muy use fimdlr received under Ihis
pari only (or progrums that provide service$ to digtb/e children
under Sl1bSt><-tiOll fb) identified (lS hailing the gn!Utest'nud {or S/Jf!
fl(b} EI.IOJIH.j.: CIIIt.I)R£N
,
'.
... -
~
miaes that less lime is aPeded to develop a,id impl•.
'.:"
"(IJ) the sehool is o-peratil1g a schOO/wide program
on the dqy preceding the date of enactment fJf the 1mproving Americas Schools Act of 1!!94. in ... 1,;_,.
su,.h "rA,..,.,1 __ "
,'"
"i J} EUG/ilf.J.: POPUI..llTJON.-{A) The eligible popu{ntiOiI {or
.'U!ruicef!. Iwder this purl (5-,
'"(iJ childn~1I not "id!'r Ihou age 21 IlOIlO ffn~ Nttitled to
a {fee pllbli(' Nillt"(llilllt through grade 12,' lIml
"(ii) {"hildn~n wlw are not ....el af fl grm}t! In..,l where the
local rdWYl/imutl ag!:ncy prot'iues a fn.'f' puMic "riuc(lliofl,
yet (In: of fin aft" 1,1 which ::l!ich chile/un {'flfl Ik.'ffe/it from
ar: or!Jollizcti in"lnu:timwl program prol.lidl:d ill n s(."hool (lr
alhfT Nlu('u(lfIf1 u l .~'!ifi'lR.
.
''(in "'rum
1h.e rf'commendation of the lechniclll
t1rs under SU1Mectio/ts (e) (mu (e) of SPI.'Iio.,. 1/17, (feteI'.
menl fhe schOO/wide Program; or
[0
school;
cial assistnncf!.
"(aiil provides (or the public "parting of disaggre".,'<j
dalo only When sut:h reporting is BfatiNtically SGund.
"(B) Plaos deUCla""l·be"'re a Slatr has Moplcd slimdahl,
emd a Sci -/ assessm.,u, Ihal meet the eeitPri. in.Jia'ogroph,
(J) aad ql of section /1/1(6) shall be ba",d an a" a'<clY'is of.
.".ilabl. w,ta aa Ih, ochipneta'nt .f stnd,nts i. th.",/lOo/ and.
. elf-eli,,,, iustructional nnd school imprauemen! pracliir;;: J ..
("(e) Thecamph'hpUBiVe pl.a shall be_
.:" .'.,.
i
I
plan relatt!1:l
JIlti.
0,.
vf
'i
and !nail/ji/lla!s who will carry 0111 suth plan,
,:'!T(I(!ci
incl!H~i'lg icat:~~rs, l~riltr:ip(Jls, other staff, and. whPf'~ all
"ropnate. PUIn:tA'rj)Il·t:~ pt!rtwm:rl. and pnrefl(R, anti. If the
~s~:c,
"ivi) RePks to Prod.," Sfatistieally 'OUnd r""lls for
each category far which a""ssm.,,, reSUlts are
disagg"'lIaled
tnreallS; and through the
. Of """sampling Or other
•
·
"
"(ii} dplH!loped with the involvement of the rofflUUUlity
bi'
I:
al¥! not ('CQJiomically di$OdVanlaged;
·
•
.
<
,!
tl,.~ ll(>p/!/otio/J fief«,ribcd in suhparagraph (A),
rligih/(' chill/TIm ore chil:ln'll Idollified by the sduw/us {tlilill/4.
nr mos.t uf r,'sk of failinR. to filet'! the Stafl~'s clwll.mging slfl
dent pi'rl{Jrlnancl~ slundunls Oft the busis of mu/lipil~, I':dllcution
Cllly rrlatt·d. obJective 'crileri(J established by the 'ocol e.(lu
{"ationa/ Clg<:ncy ami s'~r,plel1leliled by the school. except that
childret, /ronl presch<,io Ihr(Jfjgh grode lwo .'lhall be selected
!i;t)lely on the basis of such crileria os teacher judgm~nt, in/.er.
.
• '." _'~"_".",.,,II~, ........,......... ;_.~ .....n" .......,.
�•
PUBLIC LAW 105-277-0CT. 21, 1998
112 STAT. 2681
'Public Law 105-277
l05th Congress
An Act
Milldng omnibus consQlidated and emergency appropriations fur the ilKSl
end.mg Septetnher SO, 1999, and for other purpose•.
Oct.. 21, 1998
IH,R. 4328;
ymtr
Be it enacted by the Senate and House of Representatives of
the United StateR of America in Congress assembled,
. Omnih\:8
CcnsolidiitOO and
DMSION A-OMNIBUS CONSOLIDATED APPROPRIATIONS'
That the following sums are appropriated, out of any monet
in the Troasury not otherwise appropriated. for the several· deparv
ro,mts, agencies, corporations and other organizatiol'j.ul units of the
Government tor the fiscal year . and for . purposes, namely:
1999, . other . , .
.'
•
.
e, Rural Devel()pment, Food and Drug Administration, and
Agencies Appropriations Act, 1999, provided us follows,
to be e ctive as if it had been enncted into law as the regular
approprio . us Act:
'
A."'4 ACT Mnking proprintions fiJr Agriculture. Ruml Development, Food und Dl"ug
Administration, d Rernw.d AlJ..m-ciclI progrnm~ f()r the fiSCAl year ending &ptero.
, bu 30, 1'99, And
nth(lt purpot;:tiS'
TITLE I
AGRI
'LTURllli PROGRAMS
PRODUCTiON"
OFFICE Or'
For neeessnry expenses of the 0
e of the Secretary of Agri~
culture,," and not to exceed $75.000 for e lO,Ymerit under 5 U.S,C.
3109, ~2,836.000: Provided, That not to xceed $11,000 of this
nmrmnt, along with any unobligated hal
es of representation,
funds in the" Foreign Agricultural Service, s 11 be available for
. official reception and representation expenses, t otherwise pro
'vided for, as dctermin~d by the Secrotary: PrOTJ'
further, That
none of the funds appropriated or oth('..rwise rna
available by
this Act may be used to pay-the salaries and expenses f personnel
of the Department of Agriculture to carry out section 3(c)(lXC)
of Public Law 104-127: Provided further, That none of
funds
made available by this Act may be uaed \.0 enforce section 793(dl
of Public Law 104-127.
•
Eme~ucy
Suppllrrmmtm
Apjlt¢priatitml!
A;;t.l999,
":-.Ish!: This is I t:ypl'!llit prlr:t (If .,,~ <>rip..,.] h....,d !!nro:lm"nt ru. Ilgn<>d by tim }>rotcidlltlt "n
.
Od"bct 21, 1991L 'The WIt If printed without o:~,
Agriculture,
Rornl
Development,
Food and Drug
Admiuistrntinn,
a.nd Related
AgEnciH
Appropnatwns ~
An, 1999,
�•
112 STAT. 2681-337
PL"BLIC LAW lO5-277-0CT. 21, 1998
2) otherwise achieve the purpose of providing relief to
0 are injured as a result of an official action of
perso
a tribal gove
t.
SEC, 705. AUTHORlZATIO
ROPRlATIONS.
There are authorized to be a
riatcd to the Department
of the Interior such sums as may be n
rv to carry out this
title.
nterior
This Aet may. be cited as , the "Department 0
,
»
----'..........
(0 For programs, projects or activities in the Departments
of Labor, Health and Human Services, and Education, and Related
Agencies Appropriations Act, 1999. prQvided as follows, to be effec
tive as if it had been enacted into law as the regular appropriations
Act:
Depnrtnwnts of
Labor, Health
Md Human
AN ACT Making approprintioIlS for the Dcparlmenta ill Labor, Health ami Human
S~rVices. and E:d\lcution, and Rclated Agencies for the fiaMI year ending Sepum.
her 30, 1999, nnd for other purposes.
SelYi~,l'Ifld
Education, and
Related Agcnciel
Appmpoitthms
Act, 1999.
~~'"
•
EMPLOYMENT AND TRAINING ADMtNISTRATION
TItAINING AND EMPLOYMENT SEnVlCES
Appropriations
Act, 1m.
tINCLUDING MSClssrONl
~:
.
For neccs ry expenses of the Job Training Partnership Act.
as amended, in uding the 'purchase and hire of passenger,-motor
, , ':.
vehicles, the con ucti(m, alteration. and repair of buildings~and
other facilities, an he purchase of real property for training oon·
."
ters as authorized by c Job Training Partnership Act; the Stewart . :r;;,.~'-:f~.~:~.
B. McKinney Homeles Assistance Act; the Women in Ap~rentjec; . " I " . _~.
ship and Xontraditional ccupations Act; the National SkiH.Stand
..
aros Act of 1994; .section 66{j)' of the Workforce Investment Act
of 1998; nnd the School~to· Tork Opportunities Act; $5,272,324,000
plus reimbursements, oCw 'ch $3,740,287,000 IS available for
obUgation for the period Jul 1. 1999 through June 30. 2000;
of which $1,250,965,000 is nvai hle for obligation fOT the period
00. including $250,000,000 for
April 1, 1999 through June 3D.
activities authorized by section 12 Xl) of the Workforce Invest~
ment Act; of which $152,072,000 is
allahle for the period July
1, 1999 through June 30, 2002, includi $1,500,000 under Author~
ity of part B of title III of the Job Tra ing Partnership Act for
use bv The Organizing Commi.ttee for Th
001 Special Olympics
ployment opporluni:
World Winter Games in Alaska to promote
ties for individuals with mental disabilities,
d $150,572,000 for
necessary expenses of construction, rehabHitati ,and acquisition
of Job Corps eenwts; and of which $125,000,000 all be available
carrying out
from July 1, 1999 through September 30, 2000,
vUled. That
activities of the Sehool~fA)~Work Opportunities Mt:
funds made 1l'l3iiable under this heading to carry
t the Job
Training Partnership Act may be used for transitio to, and
implementation of, the provisions of the Workforce lnves ent Act
'ng
of 1998: Provided further, That $57,815,000 shan 00 for
out section 401 of the Job Training Partnership Act, $71,51 ,000
shall be for carrying out sccti(m 402 of such Act., $7,300,000 shall
be for carrying out section 441 of such Act, $9,000,000 shull be
w
•
�•
112 STAT. 2681-391
souse 23S1
IlOt~.
PUBLIC LAW lO5-277-OCT. 21, 1998
i~~th~,~,?~:l~u~.
COMMISSION ExPENDl'MJREl:L-Section 717
'striking out "shall be paid" and inserting
~;;;;;;"~;:~,;excced $l,OOQ,OOO, and shall be paid",
U
~~~C:-2~~~)
":.
OF DIVORCED SroUSES. (3) lu GEN
Railroad Retirement Act of 1974 (45
senicnce of paragraph (1), hy inserting "(other
in the circumstances described in paragraph
benefits shall be paid"; and
end the followmg:
the last sentence of paragraph {l),
who-
otherwise
under this section
£f that divorced v.'ife
the lump sum pa:yment.
percent of each benefit
enact.ment of this
Board may
determines
the beneficiary. .
•
46 USC 231e
rwtll,
42 USC 1396a
nol.c.
error receivc:d benefits
of a lump sum payment
to repay to the Board
Wlthhold up to -10
the date of the
reimbursement. The
the extent the Board
financial hardship for
.•
(b) APPLICATION OF ~:;;"~~;:;;!;i.~~ amendment made by
this section shaH apply ?'
before
the date of enactment
payable
on or after the date- of the
SEC. 710, For
linee under title
appropria.ted to carry out
Ilny subsequent fisc'ial~J~~:~~:?~;~~vl~~~~,
eligible individuals u
the
TITLE VIll-READINC EXCELLENCE ACT
SUBTITLE I-READING MOD LITERACY GRANTS
SEC. {til. AMENDMENT TO ESEA FOR READING A...'W LITERACY GRA..'"ITS.
(8) IN GENERAL.-Titli) II of the Elementary and &condary
Education Act of 1965 (2Q V.S.C. 6601 et seq,) is amended
(l) by redesignating parts C and D as parts D Bnd E,
respectively; and
(2) by inserting after part. B the foiJowing::
"PART C-READING AND LITERACY GRANTS'
20 USC 0061.
•
"SEC. 2251. PURPOSES.
''The purposes of this vart are as follows:
"(1) 1'0 provide children with the readiness skins they
need to learn wread once they enter school,
"(2) To teach ever)' child to read in the child's carly child
hood years
�...,. 'I
•
PUBLIC LAW I05-277-OCT. 21, 1998
112 STAT. 2681-392
"(A) as soon as the child is ready to read; or
"(B) as soon as possible, once the child enters schoo},
but not later than 3d grade.
"(3) To improve the reading skills of students, and the
instructional practices for current teachers (nnd, as a.ppropria.te,
other instructional stan) who teach reading, through the use
of findings from scientifically based r(mding research, including
findings relating to phonemic awareness, systematic phonics,
fluency, Ilnd reading comprehension.
"(4) To expand the number of high.quality family literacy
programs,
"(5) To provide early literacy intervention to children who
are experiencing reading difficulties in order to reduce the
number or ehildrcn who arc incorrectly identified as a ehild
with a disability and inappropriately referred w speciaJ edu~
cation.
"Sf;C. 2252. DEFINITIONS.
"For purposes of this part:
, "'U)
•
EUGIBLE PROFESSIONAL DEVELOPMENT PROVTDER,-The
tenn 'eligible professional development provider' means 1;\ pro
vider of professi(mal development in rending instruction to
teachers that is based on scientifically based readinf;t: research,
"(2) FAMI1.Y LITERACY SERVIcEs.-The term 'famtly literacy
services' menn!'! services provided to participants on a volunt..'lry
basis that are of sufficient intensity in terms of hours, and
of sufficient duration. to make sustainuble changes in a family,
and that integrate all of the following activities: ' .. ,," ~, ';1,1"'~~;
"(A) Interactive literacy activities between parents and '.
their children.
. t ".',. .
"(B) Training for parents regarding how ufbe,the'pri·"·
mary teacher for their children and full partners' in·: the :
education of their children.
., , I.
"(C) Parent literacy t.raining that leads to economic
8elf~suffitiency.
•
"{D) An age-appropriate education w prepare children
for success in school and life experiences,
"(3) INSTRUCTIONAL STAFF,-Thc term 'Instructional staIr
"{A) means individuals who have responsibility for
teaching children to read; and
"{B) includes principals, teachers, supervisors of
instruction, librarians. library school media specialists,
.: teachers of academic subjects other than rending, and other
" individuals who have responsibility for IUlsisting children
to learn to read.
'
,
'''(4} READING.-The term 'reading' means 8 complex system
of deriving m(laning from print that rf."quires all of die following:
''(A) The skills and knowledge to understand how pho
nemes, or speech sounds, are connected to print.
"(B) The ability to decode unfamiliar words,
"{C) The ability to Tend fluently.
"(D) Sufficient background information and vocabulary
to foster reading comprehension,
"\E) The development of appropriate active strategies
to construct meaning from print.
"(F) The deveiopment.and maintenance of a motivation
to read.
"
,
",',
t '.
..,
.t::: r :-.
~~M' ":~
:,'J.~$,}::;'
.!.,
'.•, I"i"
:-
.,' ,:,;jJ:;~;~
>,\ ,,'1 ~~,i;V~'n:.:!
.! ...~' r: ..... ,,~"" • ~
.
" ", '~:"'''~''''~'i'
,
,
,',
::~.
:,\,;""
.
.
'';:' :'7,
�.1'
•
112 STAT. 2681-393
PUBLIC LAW lO5-277-OCT. 21, 1998 '
"'(5) SCIENTIFlCALLY BASED READING RESEARCH.-The term
'scientifically based reading research'
"(A) means the application of rigorous, systematic. and
objective procedures to obtain valid knowledge relevant
to rending development, reading instruction, and reading
difficultie9; and
"'{B) shan include research that
"'W employs· systematic, empirical methods Utat
draw on observaWon or experiment;
"(ii) involves rigorous data analyses that are ade·
quate to test the stated hypotheses and justify the
general conclusions drawn;
"(iii) rolies on measurements or observational
methods that provide valid data across evaluators and
observers and across multiple measurements and
observations; and
"(iv) has been accepted by u peer-reviewed journal
Qr approved by a panel of independent experts through
n romparably rigorous, objective, and scientific review.
20 USC 6661b.
'"!5'"£C. 2253. READING AND LITERACY GRANTS TO S'rA'J'£ EOOCATIONAL
AGENCIES,
#(a) PROORAM AtrrHORIZEO.
"(1) IN GENERAL.-Subject to the provisions of this part,
the Secretary shaH award grants to State educational agencies
to carry out the rending and literacy activities J.lUthonred under
this scction and sections 2254 through 2256,
"(2) L1MITATIONS.• -, ",
"(A) SINGLE GRANT PER STATE,-A State educutional ~
agency may not receive more than one grant under. para
graph (l). .
~ '" !.~., "f:- .
"(B) 3·)'EAR TERi\L-A State educational agenCy. thatJ:':
receives a grant under paragra.ph (l) may expend the funds
provided unde.r the grant only during I.he a·year period
beginning on the dute on which the grant is made,
.....
)-': {r,M;t-:
.,. ~"I""_"
l'
..
,";,'
.'
-,
".
<
-
-.
•
1b) APPUCATION.
"(1) IN GENERAL.-A State educational agency that.. desires
to receive 8 grant under this part shall submit an application
to the Sceretary at such time and in such form as the Secretary
may require. The application shall contain the information
described in paragraph (2).
"(2) CONTENTS.-An application under this subsection shall
oon' ;jin the f(lUowing:
.
"{A} An assurance that the Governor of the State,
in oonsultation wi.th the State eduational agency, has
established 8 reading and literacy partnership described
in subsection (d), and n ooseription of how such
partnership
"(i) assisted in the development of the State plan;
"{in will be involved in advising on the selection
of subgrantees under sections 2255 and 2256; and
"(iii) win assist in the oversight and evaluation
of such subgrantees,
"(B) A description of the following:
"n} How the State educational agency will ensure
that professional development aetivities related to
reading instruetion and provided under this part are
�.,.
.,,.
•
PUBLIC LAW lO5-277-0CT. 21, 1998
"(I)
112 STAT. 2681-394
coordinated with other state and local
level funds and used effectively t() improve instruc
tional practices for reading; and
"{II) based on scientifically based reading
research.
,
"(m How the activiti()s assisted under this part
will address th<l needs of teachers and other instruc
Ll0nai staff, and will effectively teach students to read,
in schools reeeiving assistance under section 2255 and
2256.
"{im The extent to wnich the activities will prepare
teachers in An the :major components uf reading
in,struction (including phon~mic awareness, systematic
phonies. fluency. and reading comprehension).
"(jv) How the State educational agency will use
technology to enhance reading and literacy professional
development activities for teachers, as appropriate.
"'(v) How parents can participate in literacy-related
activities: assIsted under this part to enhante their
•
children's reading.
"{vi} How subgrants made by the State·educational
agency under sections 2255 Bnd 2256 will meet the
requirements of this part, including how the State
educational agency will ensore that subgrantees will
use practices hased on scientifically based reading
.•,'
.:
";!'
: <
t
. " :!. '~:," .',.
" .1
•
research,
"(viO How the State t::ducational agency will, to
the extent prar:ticable, make grantS to subgrantces
in beth rural and nrban areas.
''{viii) The process that the State used to establish
the reading Bnd literacy partnership ,described in sub·
section (d),
. ' ,
"(C) An assurance that each local educational ngency
to which the State educational aj5:cncy makes a subgrant
"(I) will provide profesSlonaJ development fOT the
classroom t.'!acher and other appropriate instructional
staff on the 'ten ching of reading besed on-scientifically
based reading research;
''\ii) will provide family liternc;y services based on
programs such as the Even Start fnmHy literecy model
authorized under part B of title 1, to enable parents
to be their e~'Jd'll first and most important teacher;
"(iii) wiU ca'!rY out pro~rams tb assist those kinder~
gatten students who are not ready for the transiticm
to first grade, particularly students experiencing dif
ficult.y with reading skills; and
"(Iv) will use supervised individuals (including
tutors), who have been appropriately trained using
scientifically based reading research, to provide addi
tional support, before school, after school, on weekends,
during noninstructional periods of the school day. or
during the summer, for children preparing to enter
kindergarten and students in kindergarten through
~ade 3 whQ aTe experiencing difficulty reading.
(D) An assurance that instruction in reading will be
provided to children with reading difficulties who-
4
,
•
,
�•
112 STAT. 2681-395
PUBLIC LAW 105-Z77--OCT. 21, 1998
"(i) aTC at risk of being referred to special education
based on these difficulties; or
"(ii) have been evaluated under section 614 of the
Individuals with Disabilities Education Act but, in
accordance with section 614(bX5} of such Act, have
nQt been identified as being a chUrl with ,a disability
(as defined in section 602 ofilie such Act).
"(E) A des<:ription of .how the State educational"
agency
•
'to will build on, and promote coordination among,
literacy programs in the State (including federally
funded programs such as t.he Adult Education and
Family Literacy Act and the Individuals with Disabil
ities Education Act), in order to increase the effective
ness of the programs in improving reading for adults
and children and to avoid duplication of the efforts
of the programs: " "
"hi) will promnte reading and library programs
that ~rovidc access to engaging reading material;
'(iii) will make local educational ageneies described
in sections 2255(a)(1) and 2256(a)(1) aware of the avail
obUity of subgrants under sections 2255 and 2256;
and
"(iv) will assess and evaluate, on a regular basis,
loeal educational agency activities assisted under this
part, with respect to whether they have been effedive
10 achieving the purposes of this part.
"(F) A description of the evaluation instrument the
Stute educational agcncy will usc for purposes of the assess
me"nts and ·evaluations under subparagraph (E)(iv).
."
.,'. .
."
U{e) APPROVAL OF A?PLlCA'l'IONS.- • •
"(1) IN GENERAl..-The Seeret'a:ri·shall approve an applica
tion of a State educational agency under this section oo1y
"(A) if such application, meets the requirement of this
settion; nnd
"(B) after taking into account the extent to which the
application furthers the purposes of this pari and the over~
all ql.iatity oftbe application.
"(2) PEEn: REVlEW.~
"(A) ~N GENERAL.-The
•
Secretary, in consultation with
the National Institute for Literacy, shall convene a panel
to {JVaiuute applications under this section. At a minimum.
the panel shall includ£t
-""\iJ ~reprcse·!Jtatives. of the National Institute- for
Literacy, the National Rc'search Council of the National
Academy of Sciences, and the National Institute of
Child Health and Human Development;
"(ij) 3 individuals selected by the Secretary;
"(iii) 3 individuals selected by the National
Institute for LiteTitcy;
"(iv) 3 individuals selected by the National
Research Council of the National Academy of Sciencc.a;
and
.
"(v} 3 individuals selected by the National Institute
of Child HMlth and Human Development.
1B} ExPERTS.-The panel shall include experts who
are competent, by virtue of their training, expertise, or
�•
PUBLIC LAW 105-277-0CT, 21, 1998
112 STAT, 2681-396
experience, to evaluate applications under this section, and
experts who provide professional development to teachers
of rending to children and adults, and experts who provide
professional develQpment to othor instructional staff, based
on scientifically based .reading research.
"(C) PRIORtTY.-Thc panel shall recommend granl
applications from State educational agencies under this
section to the Seeretary for funding or for disapproval.
In making such reeommendlltions, the panel shall give
priority to applications from State educational agencies
whose States have modified. are mooif.yinK, or provide an
assurance: that not later than, 18 months after receiving
a grant under this section the State educational agencies
w.ill increase the training and the methods of teaching
reading required for certification as an elementary school
teacher to reflect scientifically based reading research,
except that nothing in this Act. shan be cGnstrued to estab
lish a national system oftcacher certification.
"(D) MINIMUM OftAJ\"Y' AMOUNTS.
"(j) SrATEs.-Each State educational
•
agency
selected to receive a grant under this section shall
receive an amount for the grant period that is not
less than $500,000,
.
,
"(ii) OtJTLYING AREAS.-The Virgin Islands, Guam.
American Samoa, and the Commonwealth of the North.
ern Mariana Islands selected to receive a grant under
t.his section shall receive an amount for the grant
period' that is not less than $100,000.
.
"(E) LIMITATtON.-The Republic l)f the Marshall
lalands, tlie Foo<J'ratcd States of Micronesia, and t.he Repub
lic of Pa.l.a:u: shall not be eligible' to receive a grant under ,':'
this pa.rt. ': 1.
" "
••.
"{dj READiNG ANI) LrTERACY P AR'1'!\EUSHIPS.
•
''(1) REQUIRED PARTICn'ANTS.-In order for a State edu~
cational agency to :receive a grant under this secti.on, t.he Gnv~
ernor of the State, in consultation \\-':ith the State educational
agency, shall establish a reading an.::·.hteracy partnership
CQnslsting of at least the following pnrticipaH:a:
"(A) The GCNernor of the State.
"(B) The chief State schoel officer.
"(C) The chairman Rnd the ranking member of each
committee of the State· iegislature that is responsible for
education policy.
-"'.'.' .; .,
\",' - ~-.
"(D) A representative, selected jointly by the Governor
and the chief State schoo! officer, of at least· O)1C local
educational agenc), thai is eligible to receive a subgrant
under seetion 2255.
.
"(E} A :representative, selected jointly by the Governor
and the chief State schoot officer, of a community~based
organization wOl'king with children to improve their read~
ing skills, particularly a community-based organizatinn
using tutors and scientifically based reading research.
"(F) State directors of appropriate Federal or State
programs wit.h a strong reading component.
"(G) A parent of a public or private school student
or a parent who educates their child or children in their
�•
112 STAT. 2681-397
PUBLIC LAW 105-277-0CT. 21, 1998
home, selected jointly by the Governor and the chief State
school officer,
"(H) A teacher who successfully teaches reading and·
an instructional staff member, selected jointly by the Gov·
ernar and the chief State school officer.
''{J) A family litera.cy service provider selected jointly
by the Governor and the chief State school officer.
.
',{2} O:P'1'tONAL PARTIC[PAN'Ts.-A reading and literacy part
nership may include additional participants, who shall be
selected jointly by the Governor and the chief State school
officer, and who may include a representative of
"(A) 'an institution of hl~het -education operating a
program of teacher preparation based on scientifically,
based reading feSf!arth in the State;
.
''(B) a local educational agency'
"(C) a private nonprofit or for-profit eligible profes·
siom~1 dc<.'elO;pmenllrovidet providing instruction based
on scicntifically base reading research;
"(Dl an adult education provider;
"CE) a volunteer organization that is involved in. read·
ing p)"{)grams; or
"(F) a school libr~ry or a public library that offers
reading or literacy programs fer children or families.
"(3) PREEXISTtNCf PARTNERSHIP.-If. before the date of the
enactmen~ of the IU!a~in~'_E~~)}e!1te ,Act, a.St;aw es~blishw
a oonsorttUID. Pflrtnershlp; or'any other SImilar bOdy, that
includes the 'GoVenloi":and' Hie chief State school officer and
has, as a central p'art ~of its missioh, the promotion of literacy
for children", in" their early ·cqildhood', years' through the 3d
grade and family liUfracy set:Vlcos, but that does not satisfy
the requirements: tif jnlragra'ph,'(1), .the State may elect tc
treat that con~iortiuin;:lpartnership,: or body as ·the reading.
and litcnlcy."part:nership fOT the State notwithstandin~ such
paragraph, and it snall,be considered a reading and hteracy
partnership 'for purposes' of the other provisions of this part.
•
2{J
esc 6661t.
20 USC 666111.
"SEC. 2254. USE OF AMOUNTS BY STATE EDUCATlO:SAL' AGENCIES.
"A State educational agency that receives ~.grant under sect.ion
2253-'
"(1) shall use not more than 5 percent oft'he funds made
available under the grant for the administrative costs. of cariy~
iug out this part (excluding section 2256), of which not more
than 2 percent may be used to carry out section 2259; and
"(2) shall use not more than ]5 pcrcent,,'lf.the funds made.
avai1!lbl~ under the grant to solicit applicatiJhti fOT, tlw'.rrd,
and oversee the performance of, not less than one subgrant
pursuant to section 2256.
"SEC. 2m. LOCAL READJNG L~PROVE..l\1ENT sunGRA..vrs.
"(a)
1~.GENEIl.AL.-
"(l) SunGRANTS.-A State educational agency that receives
•
a grant under section 2253 shall make subgrants, on a competi~
ttve basis, tc local ooucntiono.l agencies that either
"(A) have at least one school that is identified for
school improvement under section 1116(c) in the geographic
area served by the agency;
", *'iB} have t.he lnrgest, or second largest, number of
children who are oo~nted under section 1124(c). in
�•
PUBLIC LAW lO5-277-0CT. 21, 1998
112 STAT.
2681~q98
comparison to all other locaJ educational agencies in the
State; or
"(e) have the highest, or second highest, school~age
child poverty rate, in comparison to all other local edu
cational agencies in the State.
For purposes of subparagraph (C), the "term 'school-age child
poverty rate' mf'..ans the number of children counted under
section 1124(c) who are living within the geographic boundaries
of the local educational agency, exprossed as a percentage of
the total number of children aged 5-17 years living within
the geographic boundaries of the local educational agency_
"(2) SUBGRAl'IT AMol1N1'.-A subgrant under this section
shall consist of an amount sufficient to enable the subgrBnt
recipient to operate II program for a 2-ycnr period and may
not be revoked or terminated on the grounds that a school
ceases, during the grant period, to meet the requirements of
subparagraph (A), (B), Qr (C) of paragraph {l),
-"(b) APPLICATIONS.-A local educational agency that desires
to receive a subgrant under this section shall submit an application
to the State. educational agency at such time, in snch manner,
and including such information as the agency may require. The
appJication
"(1) shull describe how the loeal educational agency will
work with schools selected by the agency to receive assistance'
under subsection (dXl)"
'I' •• :
'.';' - :, ~.:,.
"(Al to select one or more programs of readin'g fnstruc-', ,~ ~'.. I
t1cm, developed using scienUfical1y based reading roscaT<;h.
,:~:'
to improve reading instruction by all academic ',teacners ~ .',
for all children in each- of the schools ,selected, by."the<)h ;r;" ,
ahge!lcy under sudch subsection and, where !!pp!QP'~a~,~f9.~';':~:""~·.~~' ,
t Clrparentsian
' 'i '-;f<' ,,','.• , .... ~! ~i,t'·W
"(B~ to enter i,nto an agreement ~i~q·:~':p~r~9A;9i'"en~titY~. ~).;\ ""~
respomnble f<lr the development of each,prognm .selected :.' ~ ,;,.;.,
under subparagraph (A), or a person 'witl{'e'xpenencc
:~;:~"J~~'
expertise about the program and its impleincntaticin:·urider,~·. ;'" .
which the person or entity agrees to work"with 'the local
.
educational agency and the schools in connection with such
implementation and improvement efforts;
.
"'(2} shan include .an assurance that the loca) educational
agency
'IA) will carr)' out professional development for the
classroom teacher and other instructional staff on the
tea.ching of rending based on scientifically based reading
research;
w(B) will provide family tite-racy services based on pro·
grams such as the Even Start family literacy model author
ized under part B of title I, to enable parents to be their
child's first and most important teacher;
"(C) win carry Qut programs to assist those kinder
garten students who are not ready for the transition to
first grade, particularly students experiencing difficulty
with reading skills; and
"(0) will use supervised individuals (including tutors).
who have boon appropriately trained u51nl1 scientifically
based rending research, to provide additional support,
before school, after school, on weekends, during noninstruc·
tional periods of the -school day; or during the summer,
',j}
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'or
•
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.
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"
�•
112 STAT.
2681~399
PUBLIC LAW 105-277-OCT. 21. 1998
for children preparing to enter kindergarten· and students
in kindergarten through grade 3 who are experiencing dif~
ficulty reading;
"(3) aha1l describe how the applicant win ensure that funds
available under this part, and funds available for ,rending
instruction for kindergarten through grade 6 from other appro
priate sources, Ilre effectively coordinated, and, where appl'(}<
pliate, integrated with funds under this Act in Grder to improve
existing a.ctivities in the areas of reading instruction. profe8~
sinnal development, program improvement, parentui involve.
ment, technical assistance, and other activities that can belp
meet the pUTfoses of this part;
"(4) shal describe, if appropriate, how parents, tutors, and
earl)' childhood education providers will be assisted by, and
participate in, Hteracy~related activities receiving financia.l /lSw
sistancc under this part to enhance children's reading fluency;
"(5) shall descrloc how the local educational agcncy
"(A) provides instruction in reading to children with
reading d.fficulties who
''(i) are at risk of being referred to speeial education
base<i on these difficulties; or
..(it) have beM evaluated under section 614
the
Individuals with Disabilities Education Act but,. in
accordance with scetion 614(b){5) of such Act, have
not been identified as bdng a child. with 8 disabilitY
(as defined:in section 602 ofthe such Act); lU?!t;i/.,:",. . "
"(B} will promote reading and library ,programs:tbat ~'.
£rovide acceSs to engaging reading mnterial;,and i ,. ,!{. :-,/ '. ,
'(6) shan. include an assurance thatkthe JoeaLeducational.) .
agency wiU make available, upon request and in
¥~dei:st8nd:;: " .'
able and uruform format. to any parent of a student attending t
any school seJected to receive aSSlstance,un'der/subsection:(dXl};,.l j •
in the geographic area 'served by the loonl educationat:agcn~y';,~ ~,
information regarding the professional qualifi~atioris:ofthe:stu-~ ~,
dent's dassroom teacher to provide instruction' ia reading,:~6 {,,'.;, '
"(c) SPECIAL RVLE.-To the extent feasible, a lociil educational .,
agency that desires to receive a grant under this'seetion shall
fonn a partnership with one or more community~based organiza~
tions of demonstrated efTe~tiveness- in early childhood literacy, and
reading readiness, reading instruction. and reading achievement
for both adults and children, such as a Hend Start program, family
litera<:y program, public library, or adult education program, ta
carry out the functinns described in paragraphs (l) through (S)
Qf subseetion (b), In evaluating subgrant applications under this
section, a State cducntional a~ency shall consider whether the
arpHcant has satisfied the reqUIrement in the preceding sentence.
1 Dot, the applicant must prm-ide information on why it would
not have been feasible for the applicant to have done so,
<
m
an
.
'
.'
"(d) USE OF FuNDS,
"(1) IN GENERAL.-SubjecL
•
to paragraph (2), a local edu
cationaJ agency that receives a subgrant under this section
shan use amounts from the $ubgrant to carry out activities
to advance reform of reading instruction in any schoo! that
{A) is described in subseetion (a)U){A), (B) has tile largest,
or second largest, number of children who are count.ed under
sectIon 112-4(c), in comparison to all other schools in the local
educational agency, or {C) has the -highest, or second highest,
w
�•
PUBLIC LAW 105-277-OCT. 21, 1998
112 STAT. 2681-400
school~age child poverty rate (as defined in the second sentence
of subsection (aXl)). in comparison to
other schools in the
local educational agency. Such aetivities shan include the fQI~
lowing:
"(A) Securing technical and other assistance from
"(i) a program of rea.ding instruetion based on sci~
entifically based reading research;
"(ii) a person or entity with experience or expertise
a.bout allch program and its imp}ementation, who has
agreed to work with the recipient in connection with
an
its im~lementation; or
•
...
.
,
•
'.
"(Iii) a program providing family literacy sen"lces.
"(B) Providing professional development nctivitica to
teachers and othcr instructional staff (including training
of tutors), using scientificaUy based reading research and
purchasing of curricular Ilnd other supporting materials,
"(C) Promoting rending and library programs that pro
vide access to engaging reading material.
"(D) Providing, on a voluntary basis, training to par~
cnts of children enrolled in a school selected to receive
assistance under suooecuon (dXl) on how to help their
children with school work, particularly in the development
of reading skins: Such training ~ay be provided dlrectly
by the subgrant reeipient, or through a grant or contract
with another person, Such training sheH be consistent with
reading reforms taking place in the school setting. No
parent shull be required to participate in such training,
"{E) Carrying out family literacy services based on
programs such as the Even Start family literacy model .
authorized under part B of title I, to-enable- parents to
be their child's first and most important teacher: .
"(F) Providing instruction for' 'pare'nts "of' children
enrolled in a school selected to receive!assistarice;undei
subsection (d)(l), nnd others who volunteer to be reading.'
tutors for such chHdrcn, in the instructional practices based
on scientifically based reading research used by the
applicant,
"(0) Programs to assist those ltindergarten students
• enrolled in a school selcct.cd to receive assistance under
subsection (d)(l) wbo are not ready for the transition to
first grade, particUlarly stndents experiencing dimeulty
with reading skills.
"(H) Providing additional support for children prepar~
ing to enter kindergarten and students in kindergarten
through grade 3 who are enrolled in Ii school selected
to receive assistance under subsection (d){l), who are
experiencing difficulty reading, before schOOl, after Bchool
on weekends. during noninstructional periods of the school
day, or during the summer, using supervised individuals
(including tutors), who have been appropriately trained
using scientifically based reading research.
"(I) Providing instruction in reading to children Wlth
rending difficulties who
"(1) are at risk ofheing referred to special education
based on these difficulties;·or
"(it) have been evaluated under !';Iedion 614 of the
Individuals with Disabilities Education Act but, in
" , <', ,~,;~;
",.".
, §l,:'::o/";{ t:Y;~_:.
. ,:!. ,{\Ii':
'",
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•
112 STAT. 2681-401
PUBLIC LAW 1O&--277-0CT. 21, 1998
ae<:ordance with section 614{b}(5) of such Act, have
not been identified as being a child with a disability
(as defined in section 602 of the such Act).
"(J) Providing coordination of rending, Hbrary, and lit
erucy programs within the loca! educational agency to avoid
duplication and increase the effectiveness of' reading,
library. and literacy activities.
"(2) LIMt't'ATION ON ADMINISTRATIVE EXPENSES.-A recipient
of a subgrant under this section may use not more than 5
percent of the subgrant funds for administrative costs,
"(e) TRAINING NONRECIPIENTS.-A recipient of a aubgrant under
this section may train. on a fee·for*service basis, personnel from
schools. flr local educational agencies, that are not a beneficiary
ot, or reeeivinFj, such a subgrant, in the instructional practices
based on scientifically based reading research used by t.he recipient.
Sueh a nonracipient sehool or agency may use funds received under
tltJt!' I of this Act. and otber appropriate Federal funds used for
reading instruction, to pay for such training, to the extent consistent
with the law under which such funds were received.
"'SEC, Z26G. TUTORlALASSISTANCE SUBGRA..Vl'S.
"{a} IN GEN'ERAL,
.' .
'.
"(1) SUBGRANTS.-Except as prol.1ded 1n paragraph (4), a
State educational agency that receives a grant under section
2253 shan make at least one subgrant on a competitive barris
to.
"(A) local educational agencies that have at least one
school in the geographic area served by the agency that
,
.."{i) is located in an area designated as an empower7 •
meut zone under parl I of subchapter U .of chapter '"
1 of the Internal Revenue Code of 1986; or .
"{H) is located in an area designated~ruLan enter~ .
prise community under part I of subchapter.'U (If chap~ .
tet 1 of the Internal Revenue Code of 1986;
"(B) local educational agencies that have at least one
school that is identified for school improvement under scc~
tion 1116(c) in the geographic area served by the agency;
"(C) local educational agencies with the largest. or
second largest, number of children who are counted under
section 1124(c), in comparisGn to aU other local educational
agencies in the State; o.r
"(0) local educational agencies with the highest, or
second highest, school*age child poverty raie, in comparison
. to.all other local educational agencies in the State.
For purposes of subparagraph CD), the term 'school-age child
poverty rate' means the' number of children counted under
section 1124{c) who are living within the geographic boundaries
of the local educational agency, expressed as a percenta~e of
the total number of children aged 5-17 years living WIthin
the gnograpruc boundaries of the lo.cal educational agency.
,,,
..-',
~--:
"!
State edu~
cational agency shan provide no.tice to all local educational
agencies within the State regarding the availability uC the
subgrants under this section.
•
,.::
'" ";1 :;
.'" " .... ,;,~j.:
"'(2} NOTIFICATIOX.
"(A) To LOCAL :£DUCATIONAL AGENCIES.-A
"(B) To PROVIDER.<; AND PARE]\"TS,-Not later than 30
days after the dat.c on which the State educational agency
I
;\':::~;'~v
. ,: ", ':/1, ",~ht.
j
"
.
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•
PUBLIC LAW 105-277-0CT. 21, 1998
112 STAT. 2681-402
provides notice under subparagraph (A), each local edu~
cational agency described in parsgTaph (1) shall, as a condi
tion on the agency's rceeipt of funds made available under
tide I of this A-ct, pn:rvide public notice to potential provid~
ers of tutorial assistance operating in the jurisdiction of
the agency, and parents residing in such jurisdiction,
regarding the availability or the subgrants under this sec
tlon.
"(3) APPLIcATrON.-A local educational agency t.hat desires
to receive a subgmnt under this section shaH submit an applica
tion to the State educational agency at such time. in such
manner, and including such infotInation as the a:gency may
require. The applicaticm shall include an assurance that the
local educational agency will"use the subgrant funds to carry
out the duties described in subsection (b) for children enrolled
in any school selected by the agency that (A) is described
in paragraph (l)(A), (B) is described in paragraph (I)(B), {C)
has the largest., or second largest, number of children who
are counted under section 1124i'.c}, in comparison to
other
schools in the loeal educational agency, or (D) has the highest.
or second highest, school-age child poverty rate {as defined
in the secund sentence of paragraph (l)}, in comparison to
an other schools in the local educational agency.
"'(4) EXCEPTION.-If no local educational agency within the
State submits im application to receive a subgiant under this
section within the 8-mClnth period beginning on the date on
which the State educational agency provided notice to the local
educational agencies regarding the availability of the subgrants,
th(} State educationa1 ogency may use funds otherwise reserved
, under 2254(2) for the purpose of providing local rending
improvement subgrants under section 2255 if the State edu
eational agency certifies,to the Secretary that the requirements
of paragraph (2) have been met and each local (}ducational
agency in the State described in subparagraph {B} of such
paragraph has demonstrated to the State educational agency
that no provider of tutorial assistH1lCC described in such
subpan:!:Tflph requested the local educational agency to sub
mit under :j:aragraph (3) an application for a tutorial assistance
subgtanL
an
"(b) USE OF FUNnS.
•
"(1) IN GEKERAL.-A local educational agency that receives
a subgrant under'this section shalt carry out, using the funds
provided "4,1..... ·1e,,· t.he su1,:grant., each of the duties described in
paragraph (2).
"(2) DUTlES.-The duties described in this paragraph are
the provision of tutorial assistance in reading, before school,
after school, on weekends, or during the summer. to children
who have difficulty reading, using instructiona1 practices based
on scientifically based rceding research, through the fGnowing:
"(A) The creation and implementation of objective cri~
tena to determine in a uniform manner the eligibility of
tutorial assistance providers and tutorial assistance ptO~
grams desiring to provide tutorial assistance under the
subgrant. Such criteria: shall include the following:
"(i) A record of effectiveness with respect to reading
readiness. reading inst.ruction for children in
. ,..
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"
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112 STAT. 2681-403
.. '.
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PUBLIC LAW l05-277-OCT. 21, 1998
kindergarten througb 3d grade, and early childhood
literacy, as appropriate.
"(ii) Location in a geographic area convenient to
the school or schools attended by the ehildren who
will be receiving tutorial assistance.
"{iii) Tbe ability to provide tutoring in reading
to children who have diffieulty reading, using instroc·
tional practices based on scientificaIJy based reading
research and ccusistent with the reading instructional
methods and CQntent used by the school the child
attends.
''(B) The provision, to parents of a child eligible to
receive tutorial assistance pursuant to this section, -of mu]~
tiple choices among tutorial assistance providers and tuto·
rial assistance programs detennined to be eligible under
the criteria described in subparagra.ph (A), Such choices
shall include a.school~ba8ed program and at ieast oue tuto·
rial assistance program operated by a provider pursuant
to a contract with the local educational agency.
"(C) The development of procedures
<OW for the provision of information to paTMis of
an eligible child regarding such parents' choices for
tutorial assistance for the child;
"(ii) for considering children for tutorial assistance
who are identified under subpara.graph (D) and for
whom no parent has selected a tutorial assistance pro
vider or tutorial assistance program that give such
parents additional opportunities to select a tutorial
~,
assistance .provideT or· tutorial· a.ssistance program
reft!rrcd to in suhparagrapb (B}; and
"(iii) that pennit a local educational agency to
';'
recommend a tutorial assistance provider or tutorial
assistance program it':! 'a case where a parent asks
for assistance in the making of such selection.
"(D) The dovelopment of a selection process fOT provid·
ing tutorial assistance in accordance with this paragraph
that limits the provision of assistance to children identified.
by·the schoo} the child attends, as huving difficult.y reading,
incluc.J.TJ.g difficulty mastering phonemic awareness, system
atic phonics. fluency, and reading comprehension,
"(1<.;) The development of procedures for scle<:ting chil·
dren to receive tutnrial assistance. to be used in cases
where insufficient f-q.nds are available to provide assist.ance
with~"'.esnect to nU' children identified by a school under
subpar·~ttaph (D}.'"'thilt- ..
(i) give priorit.y to
•
children who nre determined.
through State or local reading assessments, to be most
in need of tutorial assistance; and
"(ii) give prinrity. in cases where chHdren are
determined, through State or local reading assess
ments, to be equally in need of tutoria.l assistance,
based on a random selection prineiplc,
"(F) The develo'pment of a rnethodolotD: by which pay~
ment.s are made directly to tutorie.l asslstance providers
who arc identified and selected pursuant to this section
and selected for funding. Such methodology shall include
the making of a contract. consistent with State and local
�•
PUBLIC LAW 105-277-0CT. 21, 1998
112 STAT. 2681-404
law, between the provider and the local educational agency_
Such contract shall satisfy the following requirements:
"{i) ]t shaH contain specific goals and timetables
with respect to the performance of the tutorial assist
ance provider.
,
"(ii) It shall require the tutorial assistance provider
to report to the local educational agency on the provid
er's performance in meetmg such goals and timetables.
"(Iil) It shall specify the measurement techniques
that will be used to' evaluate the performance of the
provider.
,
"'(iV] It shan require 'the provider to meet an
applicable Federal. State, and local health. safety. and
civil rights laws.
\:v) 1t shaH ensure that the tutorial assistance
provided under the contract is consistent with reading
,
.
.•.
~
,."
..
Instruction and content used by the local. educational
ugency,
"(vi) It shall contain an agreement by the provider
that information regarding the identity of any child
eligible for, or enrolled in the program, will not be
publicly disclosed without the permission of a parent
of the child,
"(vii) It shall include the terms of an agreement
between the 'provider and the local educational agency
with respect to the provider's purchase and mainte
nance of adequate general liability inSurance.
"(viii) It shall contain provisions with respect to
.. the making of payments'to, the provider-.by, the, local",
,cducational a g e n c y . "
,
""(G) The devolopment of procedures u'nder'which t.he
loesl edubitional agency carrying out. this paragraph-!.. ,>. ','
-:r.;; .' . 'it) will ensure ovt!rsight of the quality and
.~ effectiveness of the tutorial assistance pro'\-'ided by each
tutorial assistance provider that is selected for funding;
"{ii) will provide for the tennination of contracts
with ineffective and unsuccessful tutorial assistanoo
providers {as determinr,.~t by the local educational
ngency based upon the pci':fnrmllnce of the provider
with respect to the goals Dud timetables contained
in the conlrnct between the 'agency and the provider
under subpiU'agraph (F));
"{iii) will provide to each parent of a child identified
under subparagraph (D) ~!:'~f~qu~,st;; suSt.;. !_nfo~ation
for the- purpose of selectmg <f tuwnal 8tiSlstanoo pro~
vider for the child, in a comprehensible format.
information with respect to the qnality and effective
ness of the tutorial assistance referred to in dause
(i);
•
"(iv) win ensure that each school identifying' a
child under subparagraph (D) win provide upon
request, to tl. parent of the child, assistance in selectmg,
from among the tutorial assistance pro-viders who are
identified pursuant to subparagraph (B) the provider
who is best able ttl meet the needs of the child;
"(v) will ensure that parents of a child receiving
tutoriel assistance pursuant to this section are
�•
112 STAT. 2681-405
PUBLIC LAW 105-271-OCT. 21, 1998
informed of thoir child's progress in the tutorial pro
gram; and
#{vi) will ensure that it does not disclos.e the name
of any child who may be eligible for tutorial assistance
pursuant to this section, the name of any patent of
such a child, or any otber persollslly identifiable
,information about such a parent or child, w any tut,o.
rial assistance provider (excluding the agency itsclf),
without the prior written consent of sueh parent.
20 USC 6661(.
"SEC. 2257. NATIONAL EVALUATION.
"From funda reserved under section 2260{b)(1» the Sceretury.
through grants or contracts, shaH conduct a national asscssment
. of the programs under this part. In developing the criteria for
the assessment, the Secretary shall receive recommendations from
the peer review panel convened under sectiGo 2253(cX2).
"SEC. 2258.IN}'ORMATION DlS5EML"'iATION.
"(a) IN GENERAL.-From funds reserved under section
2260(b)(2), the Notional Institute for Literacy shall disseminate
infonnation Gn scientifically based reading research and information
on subgrantee projects under section 2255 or 2256 that have proven
effective. At a minimum. the institute shall disseminate such
information to an reeipients of Federal financial assistance under
titles I and VII of this:Aet; the Head Start Aet,· the Individuals
with Disabilities'E.ducation,Act, and the Adult Education and Fam
ily Litoracy Ae('" .' ,,:.". ~ " ;
"(b) COORDfNATlON;.~~Iri~CarrYing out this section, the Nati.onal
Institute for Literacy.!..:..' "
,-.' •
"(lh,halJi'.use. (to' the--extent 'practicable, information net
works rlev'e.oJ)(,3'arid'mainfuincd through other public and pri
vate .p,er~.o~~.; ~~~~l~~i.ng~-.th~ Se~r~tary. the National C!:!1tcr f~i.
FamIIY·Blteracy:ano the-Readhne-Program;
,,' ,.
"(2}i' snalhwoik'Jin .';'conju'nction with any panel convened
by the Na.t-ional' Institute ~of Child Hea.lth and Human Develop
ment and'tne':Secretary Hnd any panel convened by the Office
of Educational ReseaN:h and Improvemont to nssess the current
status of reaearch·based knowledge on reading development,
including the effectiveness of va, ~;:ms approaches to teaching
mildren to read, with respect to de'~rmming the criteria by
which the National Institute for Literacy judges scientifically
based reading research and the design' of strategies to dirtsemi~
nate such information; and
"(3) may assist any State educational agency JJelected to
receive a grant under section 22lhi7-:Iln.:i .that ''L~uesLn such
assistance-,
.
.
"(A) in detennining whether applications submitted
under section 2253 meet the requirements of this title
relating to scientifically based reading research; and
"(B) in the development of subgrnnt application forms.
•
20 USC fiOOlh.
"'SEC, 2259. STATE EVALUATJON&, PERFORMANCE REPORTS.
"{al STATE EVALUATIONS.
•
"(1) IN GENERAL.-Each State educational agency that
receives a grant. under section 2253 shall evaluat.e the success
of the agenets subgrantees in meeting the purposes of thiB
part, At a mmimum, the evaluation shall measure the extent
to whieh students who are the intended beneficiaries of the
�I"
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PUBLIC LAW lO5-277-(lCT< 21, 1998
112 STAT< 2681-406
subgranta made by the agency have improved their reading
~k
<
"(2) CO"''TRAC'l'.-A State educational agency shaH carry
out the evaluation under this subsection by entering into a
contract with an entity that conducts scientifically based read
ing research, undet which contract the entity will perform
the evaluation.
.
"(3) SUBMISSION.-A State educational agency shall submit
the findings from the evaluation undar this subsection to the
Secretary. The Secretary shall submit a summary of the find
ings from the evaJuations under this subsection and the
national assessment conducted under section 2257 to the appro
priate committees of the Congress, including the Committee
on Education and the Workforce of. the House of Representa
tives and the Committee on Labor and Human Resources of
the Senate.
"(b) PERFORMANCE REPORTS,~A State educational agency that
receives a grant under, seetion 2253 shall submit perfonnance
reports to the Secretary pursuant to a schedule to be determined
by the Seeretary. but not more frequently than aunnaU)'. Such
reports shaH include
"(l) with rcspt..c t to subgrants under section 2255, the pro
gram ot pt!>grams of ro~dlng instruction, bas~d on scientifically
based rcndmg research, scJeeteO by subgrantees; ,,~~ ,_ _ ._,
"(2) the results of use 0-( the' evaluation: referred to in
section 2253(b)(2){E)(iv); and
",:1'"
" : " ':' '.";;
"(3) a description of the subgrantees receiVing,funds.,under
this part.
-- . ,. -. N","
-,\
<,
"SEC, 2200. AU:rnORIZATlONS. OF AP'pwiP~~,~~~~f;~~'~,~RY~TiONS
FROMAPPROPRIATlO!'l'S;SUNSET/'J ,;,'l:,';.:,~:: ',"" ,
,"(0) AUTHQRIZ....TtQNS.-
'20USC'666ii:
','} 'I,:d':'::""'i;' ,1J;Hr:,t,.--:;!' ~-:::.. '
-:' V,~\' r~.'.f,(,,/,;·,;· l\,::y!••1.;:,-:-:·I.'i \~"
are
"(1) IT 1999.-There
':auHlonzeo ~tu:;be~,'8ppropriated
to carry out this part and seetion:'t~92(~);:$?§.9,OOO,000 for
fiscal year 1999.
..., .~ " ~ '-.'.:"''; ;".' ,
"(2) IT 2000.-There are authonicd to be" appropriated
to carry out this part and section 1202(;:.) $260.000,000 for
fiscal year 2000.
._,
"(b) RESERVATloNs,-From each of the amounts appropriated .~
under subsection (a) for a fiscal year, the Secretary
«(1) shall resc-rvc- 1.5 percent to carry out section 2257(a};
"(2} shall reserve $5,000,000 to carry out section 2258;
and
"'(3) shall reserve $10,000,000 to carry out sectiou 1202(c):-~~ ... f
"(c) SUNSET.-Notwithstanding section 422(a) of the General
Edul:ation Provisions Act, this part is not subject to extension
"
und(!r such section.".
(b) CONFORMI!'<C AMENDMENTS,
•
(1) AUTHORIZATION OF APPROPRIATIQNS.-Section 2003 of
the Elementary and Secondary Education Act of 1965 (20 U,S,C,
6603} is amended
(A) in subsection (a), by striking "title," and inserting
""title (other than part OJ:'; and
(B) in subsection (bX3). by striking "part C" and insert
ing#parlD",
(2) PRIORITY FOn PROFESSIONAl. DEVELOPMEJ\"'T IN MATHE
M.>\TICS AND SClENCE.-...:section 2206 of the Elementary and
"
.,- .
�•
112 STAT. 2681-407
PUBLIC LAW 105-277-OCT. 21, 1998
Sewndary Education Act of 1965 (20 U.s.C. 6646) is amended
bv inserting "(other than part C)" after "for this title" each
plaoo such term appears.
(3) REpOR'nNG AND ACCOUNTABILIT'i,-Sedion 2401 of the
Elementary and Secondary Education Act of 1965 {20 U.s.C.
6701} is amended by striking "under this. part" each place
such term appears and inserting "under this title {other than
part
(4) DEFINlTIONS.-Section 2402 of the Elementary and
Secondary Education M Act of 1965 (20 U.S.C. 6701) is amend·
ed by striking "this part·..···!· and inserting "this title (other
than part C)-".
(5) GENERAL DEl''tNITIONS..-Section 14101(0){C) of the
Elementary and Secondary Educntlau Act of 1965 (20. U.s.C..
8801(10)(C)) is amended by striking "part e" and insorting
"parin",
cr.
2(l
usc 6702,
(6)
PARTtCIPATION
bY
PRIVATE SCHOOL CHILDREN
AND
TEACHERS.-Section 14503(b)(l)(B} of'the Elementary and
Secondary Education Act of 1965 {20 U,S.C. 8893(b)(1XB» is
amended by striking "pari. Cft and inserting "part D".
SIJBTITLE ll-AMENDMENTS TO EVEN START FAMILY
LITERACY PROGRAMS
.
••
SEC. 201. RESERVATION FOR GRANTS.
':~!':""'.
,.'; .
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Section 1202(c) of the Elementary _and. Secondary., Education
Act of 1965 (20 U,S,C, 6362(c)) is amended· to· read as follows:
"(c) REsfmyft:TION FOR G~NTS;I'" '~\i~'iht'", ~,. ..",:. ?.';.d' ','"
-.,'
..,
"(1) GRA.~TS AUTHORIZED....:....From·funds reser:ved',under sec
tion 2260(b)(3), the Secretary'shnll"award,gr'ants,"on 'il compoti
, Live basis, ,to States ,to enable"stich' Slates t.O·'-plan~_and imple
ment statewide· family IitcracY."initiat.ives:it'o.!coori:linate and,
where appropriate, integrate existing FederaI;:Stat'e, and local
, literacy l"eSOut~S consistent with the ·purposes of this part.
Such C()ordination and intcgration:shall include funda availabJe
under the Adult Education and Family Literacy Act, the Head
Start Ac~ this part, part A of this title, and part A of i-~~le
£V of the t)ocial Security Act.
- -',......
"(2) CO~SORTIA."(A) ESTABUSHMENT.-To rceeive a grant under this
subsection, a State shaH establish a consortium of Stnte~
level programs under the following laws:
"(i) This title {other than part D)'
"(ii) The Head Start Act-.
"'(iii) The Adult Education and Family Literacy
.'
Ac~
•
"(iv) All other State-funded preschool programs
and programs providing literacy services to adult.$.
<t(B) PlA-"::.-T-o receive a grant under this subsection,
the consortium established by a State shall create a plan
to -use n portion of the State'~ resources, derived from
the programs referred to in subparagraph (Nt to strengthen
and expand family literacy services in such State.
. "(C) COORDI;';ATION WITH PAR1' C OF Tm,E n,-The
consortium shall coordinate its activitiel:l with the activities
of the reading and literacy partnership for the State
�:~ ,
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PUBLIC LAW I05-277-0CT. 21,1998
112 STAT. 2681-408
established under section 2253(d), if the State educaticmai
agency receives a grant under section 2253.
"(3) READ[NG INSTRUCTION.-Statewide family literacy ini~
tiatives implemented under this subsection shall base reading
instruction on scientifically baaoo reading research (as such
term is defined in section 2252).
"(4) TECHNICAL ASStSTANCE.-The Secretary shall provide,
directly or through a grant or contract 'With an orgauiz..ati{)n
with experience in the development and operation of successful
family literacy services, technical assistance to States receiving
a grant under this subsection.
"(5) MATCHING REQUJREMEN'l'.-The Secretary shall not
make a grant to a State under this subsection unless the
State agrees that, with respect to the costs to be incurred
by the eligible consortium in carrying out the activities for
which the grant was aWllrded, the State wiB make available
non-Federal contributions in an amount equal to not less than
the Federal funds provided under the grant.".
SEC, 202. DEFL""lITIONS,
•
Section 1202{e) of the Elementary and Seeonda.ry Education
Act of 1965 (20 U.s.C. 6362(e)) is amended
(Ij by redesignating paragraphs (3) and (4) as paragrapns
(4) and (5). respectivelv; and
, " ..
(2) by insertin~ aflCr paragraph (2) the foHo'Wing:
'*{3} the tenn famHy iiteracy services' means services pro-
\;ded to participants on n voluntary basis that are of suffiClent ", ',;, ' '., .f ~ ,~"" .. ' .
intensity in tenns of hOUTS and of sufficient duration, to make'. '
~'" ';. •
sustainable changes in a family, and that integrate all of the
following activities: "
., . . '"" "'"
' . :":-\-::t,:',h)l :".~~:::.{:,}"
"(A) InteractIVe hteracy actl'nbes be-tween parents and
',,' ..'~":i.'1:.
L,"
•
th' hUd
.
'. " " . '''f,"'
el~,&S} n.~ining for parents re'ga:-r'ding:hov{to be the:pri;t'I,:';: }~:~~::~~:\~;':: )·~.:ft:~::,
maty teacher for their children and full partners in' the '.''' :::';,~~:~'{~ .. <h,.?\',.: ~{:"
education t)fthcir children.
.',.j
""'\::'~j< .",,~ " " ......
""(C) Parent Uteracy training that leads to economic
,.' "", 'nc' , " : ,",,',
self-sufficiency.
"(D) An age-aprropriate education to prepare children
"
for success in schoo and ~fe experiences,
M
':.
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SEC. !!O3. EVALCATlON,
,
"
Section 1209 m the Elementary and Secondary Education Act
of 1965 (20 U.S.C. 6369) is amended
(1) in paragraph (1). by striking "and"nt the end;
(2) in paragraph (2), by striking the pedod at the end
and inserting ';; and"; and
(3) by adding at the end the following:
"(3) to provide States and eligible entities receiving a
subgrant under this part, directly or through a grant or contract
with an organization with mcpericnce in the development and
operation of successful family literacy s-ervlccs, technieal assist.
anoo to ensure local evaluations undertaken under section
1205(10}' provide accurate infonnation on the effectiveness of
programs assisted under this part....
SEC. 204. ISDICATORS OF PROGRAM QUALITY.
•
(11) IN GENERAL"-The Elemen.tary and Secondary Education
Act. of 1965 is amended
':"<,
�•
112 STAT. 2681-409
:20 usc 6370.
20 USC 6369&.
P1J13LIC LAW lOs-.277-0CT. 21, 1998
(1) by redesignating section 1210 as section 1212; and
(2) by inserting after section 1209 ~he following:
"SEC,
uno, INDICATORS OF PROGItA.'1: QUALITY,
"p~ach
State receiving funds under this parl shall develQP,based
on the best available research and evaluatiun data, indicators of
program quality fot programs: assisted under this part Sueh indic:a~
•
·:.V·
"
•
tors shall be used to monitor, evaluate, and improve such pr~am5
within the State. Such indicators shall include the following:
.
"(1) With respect to eligible ,participants in a program
who are adults
"(A) achievement in the areas (}f reading, writing.
English lan~age acquisition, problem solving, and
numeracy;
.
"(B) receipt of a high sehool diploma or a general
equivalency diploma;
"(C) entry into a postsecondary school, job retraining
program, or employment or career advancement, including
the military; and
'.
"'CD) such other indicators as the State may develop.
"(2) With respect to eligible participants in a program
whO' nre chiIdren
"(A) improvement in ability to read on grade level
"
or reading readiness;
"(B) schaal attendance;
.:',<' , ,.' "
"(C) grade retention and promotion; and
"'CD) such other indicators as the State may develop,",
(b) STATE LEVEL ACTfVITl,ES.-Section ,1203(a} of the
.~ .
Elementary and Se<:ondary Education Act of 1965 (20 U.S.C,
".
j.,. ,,')
6363(a)} is amended- .
.
.
'.' ,~:<'~!v ';. 1>', • ~
"
\,,,'
, .•~ 7.l· ~. ,,. <',
0) in paragraph (1), by striking !'and"'at the'end; ~
"~." .. , ",.. ~.; .:- .,. (.," .t?-!'j
(2) in paragraph (2). by strikinif.tne, Period: at the 'end .,,:, ."":. 'I"'lh')'.'~ '::,' 1f<.,
aod inserting"'; and"; n n d '
.-;:,' ..,;.... ;:, ::.::\';" ;' "'
(3) by adding at the end the fonowing:
".:
"'(3) carrying out section 1210,",
{c} AWARD OF, SUBGRM."TS,-Paragraphs (3) and (4) of section
1208{b) of the Elementary and Secondary Education Act of 1965
(20 U.S,C. 6368) are amended to rea.d as [DHows:
M(3) CONTINUING ELIOlBllJTY.-In awarding subg..ant funds
to continue a program under this part' for the second, third.
or fourth year, the State educational agency shall evaluate
the[rogram based on the indicia tors of program quality devel,
ope by the State under section 1210. Such evaluation shaH
take place after the conclusion of the stnrt1.lP period. jf any.
"(4) INSUFFICIENT PROGRESS.-The State educational
agency may refuse to award subgrant funda if such agency
finds that the eiigihie entity has not sufficiently improved the
performance of the prDgrnm, a.s evnlu.o.t.ed based on the indica~
tors of program quaHty developed by the State under section
1210, after
"(A) providing technical assistance to the eligible
entity; and,
"'{B) affording tht! eligible entity notice and an oppor
tunity for a hearing.",
�•
PUBLIC LAW lO5-277-0CT. 21, 1998
112 STAT. 2681-410
SEC. 2U5, RESEARCH.
:f'he Elementary and Secondary Education Act of 1965, as
amended by section 204 or this Act, is further amended by inserting
after section 1210 the following:
2{1 USC
"SEC. 1211. RESEARCH.
&36Sb_
"(n) IN GENERAL.-The Secretary shall carry out, through grant
, or contract., research into the components of successful family lit~
eracy services, to use
"(1) to improve the quality of existing programs assisted
under this part or other family litcracy programs carried out
under this Act or the Adult Education ond Family Literacy
Act; and
"(2) to develop models fot new programs to be canied
out under thi.s Act or the Adult Education and Family Literacy
Act.
. "(b) DISSEMINA710K.-The National Institute for LiLera{;y shaH
disseminate, pursuant to sm.:tion 2258, the results of the research
described in subsection (n) to States and recipients of subgrants
under this part.",
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.'" ". '-. '.' ':!'
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,!.. ~ -,' '; ','
~I~""~
.\, f-.l"'~··;
j,M!:..~;.;rfJ;.ht:>
.. "
SUBTITLE III-REPEALS
SEC. :101. REPEAL OF CERTAIN UNFUNDED EDUCATION PROGRAMS.
(1I) COMMUNITY SCltOOL PARTNERSHIPs.-The Community
School Partnership Act (contained in part B of title V of the Improv
ing America's Schools Act of 1994 (20 U.s.C. 1070 note) is repealed,
(b) EDUCATIONAL RESEARCH,. DEVELOPMENT, DISSEMINATION, "
ANlJ l\fPROYEMEJ",. ACT OF 1994.-Secti(ln 9410) of the Educational
Research, Development, Dissemination. and Improvement Act of
1994 (20 U.S.C. 6041ti)l iSTepealed.
'" :
(c) ELEMENTARY AND SECONDARY EDUCATION ACT OF 1965'7 ):'1~
The following provlslons are repealed:
(1)
INNOVATIVE
ELEMENTARY
SCHOOL
TRAN8Tt'WN
P!!OJEc'I'S.-Section 1503 o(the Elementary and Secondary Edu
cntion .-'\ct of 1965 (20 U.S,C. 6493).
'" ~
.•!,
(2) DE LUCO TERRITORIAL EDVCATION IMPROVEMENT PRO
GItAM.-Part II of title X of the Elementary and Secondary
Education Act of 1965 (20 U.s.C. 8221 et seq.),
.
(3) ExTlmDED TIME FOR LEARNrNG AND LONGER SCHOOl.
YEAR.-Part L of title X of the Elementary and Secondary
Education Act of1965 (20 U.S.C. 8351).
.-....,:... ,(4) T.jrmrl'ORlAL ASSISTA...>-.;CE.-Purt M of title X of the
;' Elementary and Secondary Education Act of 1965 (20 U.S.C.
8371).
(d) FA..,\HLY AND COMMUNITY ENDEAVOR SCHOOLS.-The Family
and Community EndeavQr Schools Act (42 U.S,C. 13792) is repealed.
(c; GoA.LS 2000; EDUCATE MIERICA ACT.-Subsecticms (b) and
(dXl) of secti(}n 601 of the Goals 2000: Educate America: Act (20
U.S.C. 5951) are repealed,
•
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112 STAT. 2681-439
PUBLIC LAW 105-277-OCT. 21, 1998
This Act. may be ciiOO as the "Departments (If Labor, Healtb
and Human Services, and Education. and Related Agencies ApprQ
pria.tions Act., 1999",
nsportation nnd ~lated Agencies Appropriations Act, 1999, pro-.
vi d as follows, to be, effective HS if it had been e.nncted into:
law s the regular appropriations Act:
Dep<:u1..menlof
Tr.ttosportatior.
lind fullntcd
Aj:'cncit1l •
AN A
MAking nppropriatiDns f~r the Department cl'Trano;portati()n nruI related
ugeno for the fisc,,1 year cndlng September 30, 1999, and tor other putpO&tl#
TITLE I
Appmpri/ition.
At:., 1999.
EPARTMENT OF TRANSPORTATION
OFFICE OF THE SECRETARY
For necessary
re!.at)', $1,624.000.
penses of the Immediate Office of tho Sec
teE OF THE DEPUTY SECRETARY
For necessary expen
Secretary, $585,000.
of the Immediate Office of the Deputy
OFFICE OF
., For necessary expenses
$8,750,000,
GENERAL CoUNSEL
0
he Office of the General
OFFIC£I: OF THE ASSISTANT
For necessary expenses of the 0
for Policy, $2,808,000.
"...'
Counse~.
ECRETARY FOR POLICY
":
ee of the Assistant Secretary
OFFICE OF THE AsSISTANT SECRET
INTERNATIONAl, AFF
For necessary expenses of the Office of e Assistant Secretary
for Aviation and International Affairs, $7,6 ,300: Provtded, That
notwithstandipg any other provision of law, t re may be credited
... ~<; i,his apP!!,priation up to $1,000,000 in fun
received in user
fws.
OFF'ICIt Of' THE AssISTANT SECRETARY FOR BUDGET
ND PROGRAMS
}I'or necessary expenses of the Office of the Assi nt Secretary
to exceed
for Budget and Progra.ms, $6,349,{}{)0, including n
$40.000 for allocation within the Department for offici re<eption
and representation expenses as the Secretary may deterrn e.
OFFICE OF TIlE ASSI~"J'ANT SECRETARY FOR Go'VERNMEN'l'AL
•
AIRS
For necessary expenses of the Office of the As",;stant Secretary
for G(}vernmental Affairs, $1,940,600,
�'
...
•
112 STAT. 2681-919
PUBLIC LAW iOl>-277-OCT. 21, 1998
Notwithstandin ule 3 of the Budget SC(lrekeeping Guidelines
set forth in the Jomt~ . lanatory Statement of the Committee
of Conference accompanying
ference Report No, 105-217, legia~
lation in section 103 of Dh'isio
and in di..isions C through
J of this Act that would have been
timated by the Office of
Management and Budget as changing dl
apending or receipts
under sectlon 252 of the Balanced Budget an "er eney Deficit
aT than an
ControJ Act of 19B5 wen: it included in an Act
appropriation Act shall be treated as direct spending
ceipts
legislation, as appropriate" under seethm 252 of the Ba
his Act rna)'
cited as the "Omnibus Consolidated and
geney Supplemental Appropriations Act, 1999....
Emer~
Approved October 21. 1998.
•
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LEG1SLATIVE HlSTORY-H.R. 4328 (S. 230'1):
HOUSE REPORTS: No. 105-648 {Comm. 1m Appropriations) and 1(}5-325 tCnmm,
of Conference).
SENATE REPORTS: 1\'0. 105-249 al'lOOrnpnnying R 2307 {CornnL on Appmpria.
tinny).
CONGRESSIONAL RECORD, Vol. 144 (l99fU:
July 29', considered and passed Hous~.
July 30, cansidcred and passed Senate, I'Imended, in lie\! rn S. 2307.
Od. 2:D, HouAe agreed to conference ropurt,
Oct;. 2:1~ SenAte agreed to Cl)I)forence report.
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�JAN,. 14. 1995
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5:06AM
Worlting Draft: Ration.l. for a n,truetured Go.1s 2000IESEA--August 26, 1998
INTRODUCIIQ!';j
There are fOllr major approaches to L'llnking about how Goal. 2000 and the ESEA might be
restructured:
(1) Goals 2000 and ESEA !IS they are currently structured changing the focus of Goals
,
2000 to implementing standards in the classroom;
,
(2) in!egrllting Goals 2000 intd the ESEA and consolidating program. in four broad
categories.... equity, quality teaching, school environments conducive to ~eaming, and
excellence a!'ld innovation for's'tandards~based·refonn; . .'
(3) Make aU ESEA and Goals ~OOO funds available through three programs targeted at
the eJeI:lentary, middle and high school levels; il11d
(4) Make Title lone block grant, put eveI}1hing els. in. second block grant,
This paper focuses on Approach 2,
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SUMMARY OF APPROACH 2
Part I -- Equity: Servi... toth. moSt educationolly disadvantaged studeau- (1) Should
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there be an equity piece where Title J, Ifitle Vn; and Title IX are blended together or (2) should
"he funding that is provided und_Hitles'!, VIl;imd IX would contirn.te 10 flow!O slates,districts,
aJJ.Ci'schools as separate progfams?" "
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rort 2- Quallty le••bing - A more lignificant overhaul, v,11h perhaps greater flexibility at
State and 10eallev.ls, should be considered for programs "esigned to build capacity for high
quality teaching by eombinbg several programs--Title, II, m;-Jud xm of 'ESEA, as well as
Goals 2000..unde:r one new authority,
Part 3 -- School En,ironm•• t, Cond\,crve t. Lenr..ing
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rart 4 - Excellence ""d Inn.vntion ;- The federal role in education, as in other areas of
natinnaJ interest, should encomp'" ~nsibility for providing leadership and knowle<!ge in
response to existing challenges and new opportunities that fru:e our nation's schools, This pan
combining funds from a number of current smail, categorical progtalllS into one or more pans to
SUppolt the Secretary', initiatives lllld 6ther initiatives to develop nei" knowledge and tools that
can be used by States, districts ond schools to inform the use of funds under Part I,
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Unassigned progra;ns: Impact Aid, Education for Homeless Youth, l!:lmigrant Education
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�NO.3S0
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P,3/13
Worklllg Drnft: Rationale for. restrud"",d Goals 20001ESEA-August 26,1998
Accountability: Concept is to have a'single accountability requirement that cuts =05> Parts 1
IlIld 2 (perhaps building on ",nat is already in '.he current Title I program,) This section vf.ll be
infonned by the work of the accountability ?ape;,
BACKGROIlNll;
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0"" ofthe underlybg concept of Goals 2000 a.~d ESEA asamtllded in 1994 is for
Fede!t.u educ.ation programs wcirk together with, rather than separate from, one another
and to support State and local school reform efforts,
•
To facilitate this::
1) Goals 2000 supponed the development ofthe standards infrastructure;
2} All ESEA prog:-ams are tied to ,ralld$rd, 10. ,upport of SIlUlc!ards-based reform;
3) Consolidated applice,tion and pl!:nrJng
and consolidating
administrative funds are authorized;
4) School ",de ptogrntti authority .lloVo'S funds from multiple Federal education
programs to upgrade the entire educational program of. school without having to
confonn with ,pecifie statutory or regulatory requiremen1S of eaeh separate
progrmn as'/Qng as lbe
and PUfJJoscs'ofthO$e programs'are being met.
pro'""",
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WHAT WE ""'OW,' ....,....
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'What we know' regarding schoo1 reform:
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Goals has been successful in supporting state and local efforts to ,put in pl,:c~ the
framework for standards·based ~efom1 (content and perfonrumce stal.lda.""Cls, work on new
assessments). In .1997 Public'Agende survey, 98 poreent ofK-12 teachers • .,d 82
perce.o.t of parents reported thet sheil StAtes or school districts have set guidelines for what
students are eXl'ected to know ilhd be able to do (Quality Counts. 1998, P. 7"), ,
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Public co=ent indicate, Illht t»c current emphasi, on Stslldards-basod refann with
aligned ..s.ssmonts and aeeowitability far results shauld be continued. The framework
is sound and shauld not be abandoned nar seriously altered. (Informational Forums) .
One. the fromewark is in place,high i:np:ementatian states are fOCUSing their efforts on
building capacity at the district ane school level to implement ",foIm (CPRE)
Districts need greater suppon aEgLir.g standards with ccrricula and assessment; schools
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�"JAN.14.1995
•
NO,360
5:07AM
WDrking Draft: Rational. for a restnictured G.1Ib 2000IESEA-August 26, 1998
need support implementing standards; and teachers need CU!l'ieulum and insTructional
sttlltegies aligned V,1th their State's standards. (lnformatioOBl FO'1lms)
,
When StaleS make Goals 2000 gr"'ts available to districts on a ll!lIlual basis amy it is
used TO buy tlung, as opposed to imple:nenting !'dorms,
The Special Stra:'",gie, report found till" where reform is implcmented, it i, funded with
Title I dollm b.""use districts and ,chool, expect those funds to be avaliable over the
long !enn.
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Special Strategies also reports that outside assistance is a critical factor in those cases
where reforms are successful implenlented.
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There is a great need for tools to implet:1ent mom (i:lformation ebo~t research-based
approaches,) (Informational Forums)
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There a need for more research in determining effective practices and. in making research
more useful 10 1ellcl!ers and oilier practioners (Informational Formnsl·
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What we know about the impact of current statutory prM'isions to pro!Do~e a more:
••her.,1! u,e of ESEA funds:
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STates embraeed consolidated planning (all but one State submitted "conSolidated plan),
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There is currently !lOI • unifonn syste.'1l for (coherent approach to distributing funds that
support capacity development 10 schools For example, Eiseohower 'funds are diQibuted
by fo::mula to districts and teebnology funds are provided eompetitively at the State level.
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Fe.db.cl, from the consolidated planning process and Departmenflntegraled ReViews
indicate that these effons have resulted in State program ed.mivistrators taking -with one
another....often for the fust time'ever. However, whiIe animpcrtaIlt first step. tven with
consolidated planning, programs llIe being carried out in traditional ways lUld there.
appears to belittle consultation oc:side ofthe planning process. Additionally,
administrators of sl"alief discretionary grant programs (e.g. Homelossand Migmrt)
expressed concern about the risk ofoverlooking the need; of special popuhtions. (Living
in Interesting Time)
Sometimes indi>1dnal program pors axe ''''' small to bave significant impact al the school
level (Eisenhower),
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Programs that deal with capacity building ,hould or. ~implifi.d and tied together more
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�1\'0.360
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P.5/13
Working Drnft: Rationale for a restructured Goul, 2000IESE.<\:-Angu~ 26,1998
eoherently. (Inform.ticr..! Forums)
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State administrators nfFedeIlli'demeotllI)'iseoondary prognun reported that lASA ruu!
Goals 2000 provided increased fle.xibiHty as a result of coordination and collaboration
;vith other Federally-funded pr9gr"-1lS; increased opportunities to approve a ;vider nmge
oflooaJ prognun designes; and;,ooling of State S1affand other resources. (Living in
Jnt:!l.stL~g Tinies, finaJ draft). '
'\\-'hnt we know about the quality of the instructional stnWSupport {or consolidating
programs around the quality ofinstTudionnl staff
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The need to address teacher quality was the single most often raised issu~s in the
informational forum.: This is OJ.o topic of major public concern due to the results Dfthe
, Massachusetts teacher exam. ,,-,d the inability of some <listricts to find q\ll\!ity teachers.
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Smelie, show that teachers andl',iu"ipals have not been adequately prepared for the
changes in practice needed by the new edueAtion r.fum efforts (CPRE),
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Often, schoollealkrship ,is inadequate to achieve successful whole school refoim:' one·\"
critical instructional role of principal, must be thet ot"le.det" of leader,and "design.....
ofprofcs'ionai learning experiences (Loucks-Horsley•. 1998; Sparks;I998)~"'~" ,.." ,',
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The U,S. losesabout 1!4of all new teachers during the fltst I - 3 years of teaching.
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Many teachers lack depth in co~te~!_~ey teach, mastery of content :pedagogy; 'and .I'~ ~.
sufficient under'tanding about 1lle diverse' students they tencb,particularlyin',thos<: inT' " - - .
hlgh poverty schools (Shulman, 1987; Darling-Hammond. 1997;Villegu)" ':' '" ,,' " .
The attrition rate of new teac!le,., in high poverty school, is moch greater than in other
population "","", Yet schools InOSt impoverished and challenging continue to be the
schools where new teachers are-assigned. pro-vided heavy loads and few resources to meet.
the challenges ofstudents with the greatesrneed (National Commission, 1996; NCBS '
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data).
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Twenry-live percent of classes schools with 50 percent or more poor children oro
taught by teacher lacking. major in the field. (Education Trust, Good Teaching Matter,.
1998)
CohenfHitl research on the impact of certain types of professional cevelopment on
student achievement.
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Working Draft: Rational. for a re,tructured Goals 20001ESEA-AuglIllt 26, 1998
\\-'hut we know about schools: conducive to lenrning
(To b. added)
PROS and CONS
Pro
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Retains historical focus ofESEA on eq"ity ar.d focus of both ESEA and Goal, on
;rnmdards-bssed reform,
Responds to researcb and public co:nment indicating iliat local level capacity building
must b. arldrcsscd if standa."<Is ere to be i:nplementcd in the classroom
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Responds to public comment on the need to
shn~li.'1
programs,
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lndividual focus on professiolllll development, technology 'arid school reform may be lost';"":;~,;::)' ;C,:'
in a consolidated approach.
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There is a danger of having program consolidation and losing the accoWltabiUty piece.
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Much ofthe field in invested in the c=ent program stnlcture,
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P,7/13
NO.36e
5:08AM
DISCUSSIQN DOCUMEl'o'T - August 26. 1928
I
DRAFT PROPOSAL FOR ru;sTRUCTlIRlNG GOALS 2000 AND ESEA
Federal&/e; The Federal role is to "psure eque!.ccess to ed"".tion oed promote educational
excellence throughout the nation. Specifically the Federal role is to ensure, through continued
support fa, standards-based reform, access of special populatioDJ! to high qualiJ;' education, to
support State and local sthoo! effons to create and sustain high quality public schools
accountable for student learning, and to identify and disseminate information (including technicn!
assistance) on best practicefresearch based approaches to improving student achievement.
Federul dollars should be targeted to areas of greatest need in amounts that make a difference ""d
should be ~tional to State and local funds already ditected to these efforts.
Baclilfl1lJail.; The President's lisen! year 1999 budget request sought $ _ for activities in Goals
2000, ESEA and related programs, and related PteSidential initi.tives. The description below
sho\1lS one configuration of how these funds could be made available to build 'on !he progress
made sinJ:e 1994 to support further implementation of stalJdards-based reform. Total funding for
each Part is the total of tho.e current or propoaed budget aut'writies in tho FY 1999 b~dg.t
associated wit:! the goals of each part.
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I erD BE DlS.CUSSED AT A LATER POOOl.
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made in Part 1?
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This part retalns Titles I (including Even Start, Migrant Education, oed the
Neglected and DeliIlljuent program), Title vn, and Indian Education
programs with c.""'ges to strengthen their effectiveness.
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Purpose:
Provide funding to States. districts, a:ld .ohools to improve the .overall
instructional program and support pa:ental involvement to enable students
attending high pbverty schools to meet the same high standards expected
...
" 'of all sttdell'ts..'· '
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. Mechanism:
Retain existing Title I (including Even Start, MigrlUlt, ""d N & D), TItle
vn, and Indian Education program structures with changes to strengthen
progrBlll effectiveness such as strengthening the use ofdata driven
researched based approeches in scbool",ide. an4 early childhooq programs.
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The status of the other specinl programs (Alaskan :'<.tive, Native
H''''''iian) to be determined all a case by case basis.
�\ JAii.14.199S
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NCi,3f,0
5:~
DISCUSSION DOCUMENT -Accountability:
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(A foundation of Gools 2000 and ESEA is the requlrement for ~ to
develop. 'yste", that includes ch.allenging standards for aJ children, and a
system that holds schools and districts accour.:able for educatini; all
students in a manner In which st.dents meed the ...andards. A key
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question for the:reaumorization is l'Does t..ie accountability s)~ these
statues promote adequately motivate changes in schools to ensure that all .
sr>denl, reach Challenging State Stlllldsrds?" A separate paper i,
addressing this including the issue of whether Federal doUats should he
more explicitly 1ied to improvements in student performance as an
incentive for school hnprovement. That pllPe! \\ill inform this: tiocument.
The options below represent concepts to promote further thinking.) No":
For the purpose. ofrhe formal oUlllned In lhis document, the
accountabiJiryprovisions need to recognize tr.at Title VI ant! Indianfimds
to nol go throuiJ: Stales.
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Option: AccountlJbility linked to states proy;4ing dlsaggregated eat. to
show that target~ set for student achievement in the application have heen
.met with (1) rewards for :neeting benchmarks; and (2) • 2-level
ac..eountabiUty syste:n.~M accountability level A....interventions for schools
_that are identified os needing help, and l!CcOuntahility levelll-- sanctions
for schools th.t consistenlly fail to meet the hencbmark. .
,.:.
RewardlIncent;ve • TiOa I only): Additional Title 1 funding oyer the FY .
2000 level would go into a pot to be available either to re'tWrd states or
.sChools or distritts exceeding (7) biennial targets for improving student
achievement derhons~ated v.,~th disagregated targets for increasing student
achievement. Each year there is a new eompetition for the bonus money,
Only tll6kStates with .ceo:mtability systems in place (including
assessment' systems w;th capacity to disnggregate could participate in the
re'Ward progta.m.
(Level A) -. Sttengthen existing Title I requirement that schools in
need ofitnp:oven;ent by requlring sebools to spend. portion of
their fed<iral f:mds fo: outside technical assistance in ,evising their
pla:\ (eitlier frOIn school support ream or other pro,~der). Plan
weald also need to have. distriet·levcl peer :eview.
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DISCUSSION DOCUMENT -- August 26. 1998 .
(Level B) - Require Title I funds to be used for specific puxpos.s
,[ achievement continues to not improve such as extended day or
blJJl1lller school programs operated bY the district or selecting a
whole school reform model from • list approved by the State.
Tola! Funding;
$8.6 billion (all fundL~g levels based on the Administration's FY 99
bndget roquest)
Funding sources;
Title I includi!l£ Even S!llrt, Mig"",,, and N & D, Titl. vn Bilingual
Education GranlS.lndian Education. Native Hawaiians. Alaskan Natives,
Part D -- High Quality Teaclting to Implement SWldard, in the Classroom
ThYeshold q~estion: Should the focus ofIhes. funds be solely on teacher quality or districl
reform? This paper OSS'/.lmes teacher quality as the focus. District
Reform is covered in Part IV,
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This paris provides 2 pOlS of money-- one pat to ensure teachers III.
.equippiidv,;th the knowledge and skill to support disttie! ,efonn. and the
,.<cond for cIa" size teduction. The first pot of money would tepl.ce
existmg programs for professional development, technology. and school
refar:n. and technical assistance.
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Purpose-Teacher .
Quality;
Provide Federal support to States. districts llI'.d ,ehools facilita1l: the
implementation of Slandruds in the classroom by improving the quality of
t<ac!rlng through suppoiHot :
Ongoing pro~.ssio"al developroent (for schools and district
personne! inch:;iing admini~tors and patents focus on improve
'eaching:llld l.an:ing Hed !o','late standards including the
.appJicatioM of t<chnology). At 1he school level these funds could
b. combined v.;th funds designated for professional development
from other sources a:ld he allocated a single pot.
R=uiting and maining new teachers in high poverty scbools;
Helping teachers integrate technology into t11e classroom;
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Technical assisjene. from outside experts", help instructional staff
to identify and implement research-based approaches to Improving
�.. JAN.::'4.199S
•
t.;o.360
5:10AM
P,13/13
DISCUSSION DOCUMENT-- August 26,1228
4
student aehieven>e~t thro·.!gbout the entire school;.
Use of funds would be limi!ed to those specified in !he legislation,
Note: 1'he7'fJ are district and other Suprrls necessary to strengthen and rustain quality teaching
..such as the need/or developing new ~riculum aligned with standards at the dirtrict qn:d.
schoDl/evel? How does this type of aeltvit)! get incorporated into this part?,
Mechanism-
Teacher QUality
Threshold question:
Shouldfimds b. distributed by formula or campefitively 01 th. State level?
lffimds ate awaraed competitively, shouldsi,. afgrant vary with largest
grantl going rlistrlcts wilh lorgest number afpcor children? This paper
assumesfonds are di#ribwed by formula through States 10 districts with a
pot o/fonds reservedJor competitive awards at the State level,
to
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formula-driven (Using Title r
- % of fund, would bewould have supplemental fundsformula) to States
.
and to districts. ' States
iliat would be
awarded cOmpetitively to districts agreeing to implementing reform at an
accele;ated pnc~, ... SIlI\<) plan/application describes how State l\ltd Federal
funds Would be used toge~;er to address foUr ar.....
:,~.. ~.~::.:;. ~::,'.~ :;:~".:;
Alternative A" Foods in • single pot for all four purposes, State has the
nexibilitY to
rhe coropetitive funds to. single area such lIS
professional ~evhlopment wht:n State funds are addressing the need in
other areas.
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Altel1lative B -- There is ,epa,'.te fJlldJog for each of the four purposes
Which could be combined at the option of the State-osee accountability
be:low,
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Alternative C - There is a ,:ngle pot of funds, • certain pereenllige of
whie." has to b. spent b each area. The rernaining funds can be spent in
any are..
Accountability (A): (As v.ith Part I, iliis section w:U be informed by the work of the
acc01!!ltability paper, The following are concepts to promote discussion
only,)
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AI\l!ln.a1ive A -- States write comprehensive plan with oontinuing
benchmarks for improved achievement (e.g. closing the gap be\Weenhigh
�tiO.36e!
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? 11/13
DISCUSSION DQCIJMENT -- Allgust 26, 1998
5
and low perforrhlng students, increasing the percentage of students
meeting each of1he slate', profioiency levels) and describes how the St.le
will know when tbe benchmarks have been {':let States that do uot meet
their be,eluna:rio; hay.fuelr g'!lIlts reduced by ] 0 percent and other States
can compete fot iliose funds. (How many years ofperformance would the
determination oflwving meet the benchmark be based upon?)
Alterr.ative B -~ States ,..'rite comprehensive plan v,itb continumg
.
benchmru:ks fotinereased student achievement and bow the SlIIle will
know ifthe benbbmarks huve been met States can combine funds among
categories. Ifbbch."!1ll!ks are oat met, the flexibility 10 combine funds
among categ:ori~ no longer exists.
Alternative B·l-- Can an alternative be developed thot has Slates
demonstrate saircrhing "Up front as a condition of increasedJlcxibilfty
Other questions:
•
How can the co;,cept oj)<!ho/e schoal reform be s"engthemd in this pan?
.
SI,o.l<1 discretionary fim4s ba targeted toschoolwi<1nchools?
Is there a State role in this part, and-ifso'whitt should it be?
.
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Clas, size
Reduction:
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Insert Admir.istratior:.- class:sil~e reduction proposal here
Total Fmid!ng:
Part I • Teach<r~qua!ity
Funding Source:
Part I . Eisenhower, Goal, 2000,'TCLF, Technology Iml0vatio" Granl"
RTACS, Teach~r T:-aining in Technology, Title VI, SDFSCA Stale
,
grants, CRACs~ :Eisenhower Regional Center~ Class size reduction,
Amcrica Reads,iOoals 2000 Par"'t Assis!Ju)oe Centers '" '
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Part 2" Class Sil!e Reduction
$1.8 billion
S.1.1 million
rRrt m- School Environment (to be developed)
TIlls part 'provid~s funds ~c cr:m:e safe school enviromnents in a broader
authority 1h'I!,,~laces the cwren! SDFSCA.
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Pmpose:
To provide funds to increase the capacity of districts and schools to create
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DISCUSSION DOCUMENT -- AugUst 26, 1998
6
environments conducive to learning focusing on the overall issue of school
safety
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Mechanism;
To be determined,
To be determined,
Total Funding;
$526,000 mimon
Funding So=:
SDFSCA
.Part IY·· Excellence and Innovation (need new title)
SUlllI!Jllf)';
This part provi<\e, one or more pots of money to support '(he Secretary's
initietives and other initiatives to develop new knowledge and tool. that
be infonn die us. of funds in Parts I and'!! by'locaj'di.!ticts and . '
schools It rCl'l:\ce' nIl program' not covered .bove except Impact Aie!,
hruitigrant Educmion, and Education ror Homeless Children' and youth.
=
Purpose;
To provide a fle;cible authority for Federal iiUtiatiYe, in.llp'port ofthe
larger porposes of the ESEA as described in Parts I and II. These fundS
would support a~tivities related to the Seerctaiy!s sevellpriorities and .
could include A~L"iistration initintiveireither as free..standing pieces with
separate line items or .uch initiatives could be the actual text of the part
- All ,t'JdenlS read independently by the end of tblrd gni4."
...; All students master challenging'matilematics including
the founeations of algebra and geometry by the end a{8th
giade
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··All students prepared for and',ble afford~"'llege
-AU states and school. will have cbaIlenging ond clear
. standards of achievement and acco1lDtabUity for all children
M.d effoctive strategies for reacllia.g t.1.ose standards
··['here wiE be • Wonted, dedicatee Il!ld well·prepared
teacher in every classroom.
. -All students ",ill be teoboalogically literate, ,
-Eve!)' school will be -ns, safe, drug·free, and
diSciplined,
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-Public school choice
•• Support far the development of camptehens;v. school
�L
JAN.14.199S
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5:11AM
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DISC:USSIO~ DOCUMENT
P.13/13
7
-- August 26, 1998
refor.n models
- EducatiollJl) Oppommity Zones
- Secondary Scbool Reionn
Mechanism:
Discr.tiona.'j' grants to sa".•• LEA,. consortia cfLEAs. a.'lli olher.
Accountability:
To be determined
Total Funding:
S1.139 billion
Funding Source:
Goals 2000 lotcim£tional Education Exchange, Title I evalu:mon. CSRD"
Transition demonstrations, Eisenhower Federal IWtivities, tecbnology
community-based Centers, STAR .chools, tecbnology leadership grants,
Read-Ul-loam TV, Tccr."oJogy malh demo project, SDFSCA national
programs and coordinator initiatives, t!lIIgnet scbnols, ,VEEA, Title \Ill
foreign~language assistance, Indian Education national activitie3.~·FIE':" ';-;:;~::.)
Gifted and taleqled, public cbm:ter schools, arts in cducation;-RlF;-Choc", --"
Education, 2lstCenrury Learning Centers, National WritingPioj""t',-~",,,,,, "~
•
"
Major Issu.:
How the role oJa maidr demonstratio,y(!valuationlfesearch!aurhdrfty in;",;:' ~ ,
~- .... T >'I,., -.' ' "
&..'1....
• . . ..
.. ....., 1"'-: ;. - ~'-".,,, :
....••
•• ' ...
£S' N ,e/.r. /0 (JERI? ' , .< . .
.~ ,,' .......~L,!....,::'"... :::<"~~·""·;.;;.".",.J..11' ,.
\· ... ,.. ~ .. i,..<~-_r, ++,""I~ ...... ,....,-. t','
, . . :.;;'~
.' 1.,~
4
-
•
.,',
.•
"
'.~"
' .. ~"2'":':'
,~,,~.
-""J
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Total Funding:
$876, 000 million
Note: The OESE team is worklUg on .ignificant changes and improvements in the current
Impact Aid Program. Possible changes also are being identified for !he Homeless program,
•
~",
',,':':':".~"- ;':L~,
Impact Ai.
Immigrant &i'Jcation
Education for Homeless Children snd Youth
-,
,:'
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Clinton Administration History Project
Creator
An entity primarily responsible for making the resource
Cinton Administration History Project
Council of Economic Advisers
Department of Commerce
Central Intelligence Agency
Department of the Interior
Department of Defense
Corporation for National Service
Council on Environmental Quality
Department of Justice
Domestic Policy Council
Department of Education
Department of Energy
Environmental Protection Agency
Federal Emergency Management Agency
General Services Administration
Small Business Administration
Social Security Administration
United States Agency for International Development
National Economic Council
Office of Management & Budget
Office of National Drug Control Policy
Office of Personnel Management
Office of Science & Technology Policy
Office of the Vice President
United States Trade Representative
Date
A point or period of time associated with an event in the lifecycle of the resource
1993-2001
Description
An account of the resource
<p>The Clinton Administration History Project describes in detail the accomplishments of President Clinton's Administration for the period 1993-2001. The records consist of the histories of 32 agencies or departments within the Executive Branch. In general, each organization associated with the Project submitted a narrative history along with supporting documents. These narrative accounts are primarily overviews of the various missions, special projects, and accomplishments of the agencies. The supplementary records include substantive memos, press releases, briefing papers, and publications illustrated with photos and charts.</p>
<p>Agencies:<br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Council+of+Economic+Advisers&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Council of Economic Advisers</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Central+Intelligence+Agency&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Central Intelligence Agency</a><br /><a 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Clinton Presidential Records: White House Staff and Office Files
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1474 folders in 111 boxes
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[Education - Volume 3] [4]
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History of the Department of Education
Clinton Administration History Project
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1993-2001
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Box 19
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Clinton Presidential Records: White House Staff and Office Files
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1227203-education-volume-3-4
1227203
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https://clinton.presidentiallibraries.us/files/original/e6fedefd6ba6d7a9d79dae06f67ba8cd.pdf
587d2624f3c6badc21277589f2ea8abf
PDF Text
Text
Author~
Dat.e;
•
7homas Fagan at WDCJOl
5/14/.9a.3 :0 ... PM
priority: Normal
TO: Susan Wilhelm at 1>i'DCJ:i3, ~ary Jea" LeTendre, w:.lliam Kincaid, Arthur Cole,
Judich JOhnlJon at WDCJ03., Po1Ltr:.cia Gore. at WDCJ02
Subj ect: A.*1cthe~ though;;:. on res';thcrization
I have another idea about reauthorization of Goals 2000 (and part of
ESEA ~hat 1 thirJc we might wish to explore. ! t stems partie:ly from
two questions we have been unable to answer satisfactorily,
1.
How
aO!!S
.the comprehensiye re:for.n
i~
Goals :;000 and Obey-Porter
relate to lIchoolwide programs?
2. How can we make schoolwide programs ba more comprehensive and not
extensions of targeted assistance to all kids,
What about foldlng Goals 2000, Obey-porter, and Title V:
in~o
Title I,
':'he new Faroe A of Title I would have tW:J main sections ~ schoclwide
reform and ~argeted assistance, Ra,=her chan d:.oosir.g he,tween the two
approaches, schools would do both - sorr,e fu.'1ds would be used to reform
the regular school program, a:igned ~o standards and using research
based models, Other funds would be used for special activities for low
performing children - preschoo:, su~er school, ext~nded day,
primarily, ':'his would marry the t.wo apprOaches together, moving the
extra services cc~or.ent cut of the reform section. r think would lead
to more true school wide efforts.
•
Advantages;
....
,
all the dellilr$ on high{relativelyl povert.y schools
most in need of reform
F'OCUSSHS
t~.ose
, ,:,
2. Directly cor..nect:$ the standards!assess:nent of Title I to reform." .:
Tit.le 1 is t.he driver an}'Way.
J.
Can expand tHe Obey Porcer approach dramatically.
4.
Add.s
about $1 Billion to Title !
consistent with the carget:::i::1g provisions in Obey-porter and Goals
{though not with Title VI whic~ is not targettedl
5.
I"" would' like. to. have the werk group think about '::'::'is a$ an ,aiternative
to the cOh50lidation I preposed to M~ke Smith. He wants options and
also thinks we need to do something co. stimulate change in Title I at
local level Con$is~ent wi~h the changes we made to the program i~
1994.
What about it?
Tom
•
'I
','.,
�•
The Heart of ESEA
DRAIT M.y II, 1998
Core Purposes
The core purposes of the Elementary and Secondary Education Act are to support
education reform efforts that:
• close the achievement gap between high poverty and low poverty schools;
• continually raise the general achievement levels ofall students; and
•
u1ti~alely
create highly a trained, internationally competitive workforce.
• The ESEA is fundamentally aimed at helping all students achieve at high levels of
academic peiformance. It plays an important role in providing leadership to the
nation for helping all students reach high standards, The ESE."': has a core purpose of
creating greater equity among schools and students and in continually raising the
expectations for students in the public system: AU students shouJd have the
opportunity to be active, productive members of our society, and, as such. must leave
school prepared to participate in an internationally competitive workforce.
•
,
Key strategies to achieve the purposes
The ESEA is driven by several core strategies to reach the purposes outlined above:
"
,'.
~
.
• Promote systems that are driven by high standards for all students.
Develop accountability systems that use dsla to drive school improvement efforts and
hold students, teachers, schools~ districts, and states accountable for student
achievement.
Develop the capacity ofteachers and administrators to help all students reach high
standards,
'-,
Create envirorunents that arc conducive to learning.
Target resources to the areas of greatest need.
Provide early literacy learning opportunities so that all students'enter school ready to
"-.,.,· leam v/ith a foundation of literacy skills that will enable them to learn to read.
•
'.'
.
,
Attributes of ESEA program.
All ESEA program authorities should:
•
• be tied to helping students reach high standards;
be based on best practice;
be resean:h-based;
provide for appropriate and consistent Stale and local flexibility;
.' ..
use. wherever- possible, common provisions for similar strategies;
permit integration ofstrategies across programs;
take a common approach to key areas such as higher state content standards. assessments,
-
�•
•
and accountabmty~
provide for common targeting provisions and couple targeting of funds and program
coordination.
e,
"
,
•
... -- .
�Educational ExceHcnce for All Children Act of 1999
•
Pagelof12
The Educational Excellence ,{<If All Children ACI of 1999
Educational Excellence for
All Children Act of 1999
Established in 1965 as part of President Lyndon B. Johnson's War on Poverty, the Elementary and
Secondary Education Act (ESEA) opened a new era of federal support for educatio:1, particularly for
studen:s who would gain the most from it: children in our high-poverty communities and at risk of
educational failure.
Today. the ESEA ;mthorizes the federal government's single largest investment in ciementary and
s:.:condary education, Through the Education Excellcm:.e [or All Children Act of 1999, the President and
Congress will reaffirm ;)nd strengthen the federal government's role in promoting academic excellence
und equal educational opportunity ror every American ~hild"
•
This reauthorization of ESEA comes at a crhica: time for the United States, At the tum of the century
and the dawn of the lnfonnation Age, our country is the most productive in the worJd~ yet we do not
provide all of OUf children with an education equal to the best in the world. Students are making
progress overall in improving achievement in both reading and math, However, on international
comparisons of ~;tudcl1t achievement in mathematics and science, American students in the early grades
score well relative, to their peers in other nations, but by the end of high school they rank near the
'bottom. As technology continues 10 advance and global competition con:inl,les to increase in the years
ahead, such disparities in educational performance wiil he an increasingly serio\ls threat to the economic
wcll·being of individual American citizens and of the nation a:-t a whole.
,.
';"':"rhe children in our poorest communities are at greatest risk of being left behind in an ecunomy driven
by expanded infonnation~ increased knowledge, and higher skills" Gaps in student achievement
between high~po\'erty .oDd low-poverty students and between minority students and their peers - havc
persist",--d and in some "fl~es widened in recent years, Overcrowded classes, cruF.Jbling school buildings:
unqualified teachers a.'~ all too common in high-poverty schools, where, paradoxically. students
have the most pressing educational needs.
~nd
Through the 1994 reauthorization of ES,EA - titled the Improving America's Schools Act (lASA)
and the Goals 2000: EduC'bllJ ;\merica.'t'\ct, Congress and the Clinton Adminislration took a number of
historic steps {{)waro addressing these concerns and preparing aU of America's students to meet high
academic standards. With fcderalleadership and support 48 states, Puerto Rico. and the District of
Columbia have now completed the development of state content standards for all children, and the other
two slates have promoted challenging standards at the locallcveL 1n supporting the developmcnt of the
same challellging standards for all children in all public schools, the reforms advanced by the IASA and
Goals 2000 fUlIdamentally transformed the Federal role in education, which had for too long accepted
lower expectations for low~income students in h.igh~poverty schools.
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While many states and distrie-ts are still in the early stages ofimp:cmentir.g high standards, there is a
growing body ofevidence that sustained standards~based reform is a powerful vehicle for improving
!!1udent achievement. Recent research has shown, for example, that classroom instruction linked to high
standards can produce significant gains in student performance in both reading and mathematics. 1,2
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Educlltionai Excellence for AI! Children ~ct of 1999
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The goal of the Educational Excellence for All Children Actof 1999 is to continue and build upon this
progress by supporting the efforts of states, school districts, and individual schools to make high
standards a reality in American classrooms. Toward that end, the Act \vill support flexibility for states
and schools to allow them to implemenl programs in ways that meet their particular needs and promote
local innovation. It will also hold states, districts, and schools accountable for the quality of the
educalion lhcy provide and n)r student performance. Specifically, the Educaiional Excellence Act will:
• Make a firm commitment to high standards in every classroom;
• Improve teacher and principal quality to ensure
high~quality
instruction for all children;
• Strengthen flexibility coupled with accountability for results; and
• Ensure suf\!, healthy, disciplined, and dmg-free school envrronments where all children fcel
connected, motivated, and chaHcnged to learn, and where parents are welcomed and involved"
Improvement Since the 1994 Reform~
101994, the IASA and tbe Goals 2000 Act estahlished the clear expectation that all children can and
should reach high standards. Five principles guided the 1994 reforms:
1, High standards for all childrc:1, with aligned educational elemen~ such as curricula and
assessments working' as a 'c'oherent svstem to help all students reach those standards:
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3. F!cxibiJit',)' to stimulate local school-based and district initiative, coupled with responsibility for
student' performun~~.
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4. Stronger links omong schools~ parents. and ct1truuunitic",; and
5, R;;wurc{>s torgcled io where needs arc g'rc<'.:est and in amounts sumcient to make u difference.
The 1wo laws were b'Jih around the standards-base-d approach to refonn: using federal resources to
encourage and assist Slates in developing and implementing chaJlenging state standards for an children
and in using those standards to improve learning it.trGu!jh a c(~l1e,rcl1ta.m..1 aligned system of curricula and
assessments.
The 19941aw5 compicmentcd and helped to, accelerate reforms in states and school districts. School
districts in states that had begun slandarrls~based reforms early - such as Kentucky, Maf);land, and
Oregon - found new federal suppon 10 help them use challenging stHndards to improve teaching and
Ie.urning. 3 In states nnd districts where standards arc used as a tool for classroom instntction, student
achievement has shown significant gains in both reading and math4.5
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For stales tllU~ had not yet begun slandards·bascd reform, the 1994 laws were a catalyst to change
curriculum, leaching practices, and assessments 10 support more rigorous and challcr.ging instruction.
According to the G~neral Accounting Office (GAO), state officials believe that Go~ds 2000 is helping
states'meet their own education ref~rm goals,6
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Educationa! Excellence for All Children Act of 1999
•
Page 3 uf 12
Goals 2000 and the ESEA are spurring standards-b~!sed reform in ioeal schools and c,ommunitics, More
than 80 percent of poor school districts, and almost half of all districts nationwide, rci'ported that THle ! is
"driving standards-based reform in the district as a whole,',7 The GAO recently found that slates report
that Goals 2000 has also been a significant facior in promoting their education reform efforts. 8 In part
because of these laws, standards-based reform is taking hold nationwidc<
It is clear that where states continue work on standards~based reform over a period of time, students
ha,'e benefited. This evidence provides a compelling case for the federal government·s continued
support for state standards-based reforms coupled with strengthened accountability.
• Educ:.alion Week recently reported that states \vhieh have built n::fonns aro;Jnd standards and
assessments·- including Colorado and Connecticut - were the only states to post statIstically
significant gains over their NAEP reading scores in both 1992 and 1994.9
• North Can:>lina and Texas made greater gains in math and reading on the National Assessment of
Educational Progress (NAEP) than any other stnte hct ..veen J992 and 1996 and Texas has shown
significant signs of closing the achievement gap between white students and Hispanic and black
stu~ents. A recent study by Rand researchers concluded that the most plausible explanation fOf
gains in teGt scores in these states are their aligned systems of standards, curriculum, and
assessments, and 1heir efforts to hold schools acco1.mtablc for thc improvement of all students, 10
•
• Three-year trends reported by 51atcs'and~districls sho'\.v pr'ogrcss in the percentage of students in
the highest~poverty schools'meeting-state sta'ridards for proficiency in mathematics and reading. 11
the 1994 lows sign'; ficantli exparidcd~·lh'c'nexihimy'or.l't<l{es' onc school districts to implement locully
developed and driven education refonns. 1 lncrcasc'd flexibility in 1994, for cxmnple, has allowed stales
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to submit a single, consolidate'd'aiiplld~tion;~.": instead o(scparatc applications - for thc majority of
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ESEA programs, helpmg reduce paperwork by 85 percent \\'Iule encouragmg a comprehensn'c approach
to planning. The 1994 laws also allow the Education Department to waive statutory and regulatory
requirements that block innovative reform upon the request of:ttatcs, districts, and schools. The
Department of Educatlon received 648 reques.ts for waivers. p.::ughly 85 percent of these waivers were
either approved or \.\'ithdrawn because applicants lcarned they haii·stlfficicnt flexibtlity under the law to
proceed without a waiver.)3
Both the lASA Hnd Goals 2000 also recognized the integral rolp.)j:lat families and communities play in
helping all students achieve 10 high standards by encouraging incTc'a~c6 parc~('al' involvement Today,
those partnerships are continuing to grow, not only through state-level leadership, but also throu£h
grass'roots efforts to coordinate communit}' resources and support efforts to improve our schools. The
increased momentum behind charter schools signals new thinking, organization~ and instructional
approaches. Similurly~ new partnerships for after-schoollcarning, il1npvative professional development
opportunities, and nuw ways of using technology arc expanding traditional notions of schooling. Tht:
vision of good schools is fast becoming a vision of community schools, a vision that extends beyond the
school \.,:alls and into virtual communities and engaging learning environments,
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Guiding Principles for ESEA 1999
As the U.S Department of Education began work on the 1999 reauthorization, we examined the
effectiveness of our efforts over the past five years by reviewing progress on the perfom13nce indicators
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�Page 4 of 12
Educational ExcelJence for Ail Children Act of J 999
•
deve!opcd under the Government Progress and Results Act; analyzing congressionally mandated
cvaluatior::s of Title I and other federal education prog;ams result:ng from the 1994 laws; and conducting
natiol1\\~dc convcr~ation$ - built afOl.:nd the 1994 themes - with hundreds of teachers, princ£paJs;
parents, co:nmunity aCli"vists, stale and local poHcymakers, :csearchers, ane other education experts,
Through these discussions, a clear focus emerged on promoting academic equity and excellence through
four principles: (1) high standards in every classroom, (2) improving teacher an': principal quality, O}
strengthening accountability, and (4) ensuring that all children can learn in environments that are safe,'
disciplined and drug~frec and where their parents feel welcome and involved.
High Standards in Every Classroom
States have made substantial progress in developir:g state content standards. However, standards~based
reform is a trer:Jendous challenge that requires a continued commitment of substantial time, effort, anc
resources. Much w-ork remains to be done,
[-or example, only 21 slates and Puerto Rico bave developed student performance standards - that spell
out what children should be able to do - in a1 ieas: matbemaiies and reading or language arts. OelY s;x
statcs have policies that link or align teacher professional devclopment with S:atc content standards l
although 1: Slates are developing slich policies,14' And according to a 1997 review of ~tate plans. only 4
states provided evidence that their standards were bcnchrnarked ag<!inst the :-Iational :\sses~mcnt of
Educational Progress (NAEP) or other external assessments,;~:, ,"'\
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The Educational Exr;ellence for All ChHdren Act of 1999, ouf'pro?o.~'iiJto reauthorize the ESEA,
continues supoort for state efforts l:() help all children reach high academic standards by:
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• R;;,.lsing"g,lJdcflLnei-forxna,nce lhn;JUgh rigofQ,l).s' a2ad:~111iC,siilri,~arqfL 'Our proposal would retain the
current Title! "icclldrcnient that states 'es~abHsn\:~o!j~~~ s,i~'n"(Il1rds, '?tudent performance standards:'
and nssessments aligned to high academic s~and~rds: b)' the, 2000-0 1 school year. Under the
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Tcaching to High Standards initiat.ive in Tide II; states \vo'tild receive a sct~aside to continue the
development and implementation of standards with a speciHc focus on bringing standards into the
dassrQ{}m through improved professional development. The initiative vmuld n1so help states and
districts a;ign instruction, curriculum, assessments, and professional development to challenging
academic $landards. '
• HWJ:ng,mg.1es uScutanqi!Lds to .imRrQve classroom h::;!Wing.., Only 36 percent of teachers
feel "very weJi prepared" to teach to high standards,lt' Our Teaching to High Standards
-initiativ'e would help give teachers the tools and training they need to help students reach
high standards .
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• Strength~!1 th~!lchiog,.of reaqing ami, con:il1pe efforts to rt;~uce eLMS sizg" Our proposal
\\ould help implement the recommendations from the NatiofloJ Academy of Sciences'
s:udy. Preventing Reading Difficulties in Young Children, by:
1. Continuing the Class~Size Reduction initiative - which seeks to reduce the national
average class size 10 l8 students per reguiar classroom in the first through thi;d
grades - to give an students the individunl attention they need, to learn to read wen
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Educational Excc!:encc
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1'0;
A!; Children Ac,t of 1999
PageS of 12
and independently by the end of the third gr~de,
2. Focusing on professional development, extended learning time, and family literacy
through the Reading Excellence Act
.1 Helping children start school ready to learn by increasing the intensity and quality of
family literacy services provided under the Even Slart Family Literdcy program. It
would also provide grants for professional development for carly childhood educators
to help young children develop critical language and literacy skills through new
brant::;.
• Make maili and science a must, The ESEA would continue to have a special emphasis on
improving mathematics and science instruction by dcdicatingthc first 5300 million of1i1c
Teaching to High Standards grants under Title II to be spent on improving professional
development opportunities for teachers of mathematics nnd sciencc" The poor pcrfonnancc: of U,S,
students on the Third International Mathematics and Science Study (TIMSS) and tbe evidence that
high student achievement depends greatly on high-quality teaching make it imperative to continue
this special emphasis.
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Our ESEA proposal also calls for the reauthorization of the Eisenho'\ver National Clearinghouse
for Mathematics and Science Education and tbe Eisenhower Regional Mathematics and Science
Education Consortia. The Clearinghouse helps improve access 10 K~ ~ 2 mathemalics and science
resources for teachers, students, parents, and other interested par'ties, The 10 consonia offer
informtltiDn and technical assistance io help stutcs and school districts ,~mprove math and science
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• 1.n:u2lemcnuontinuous imnrovcment and lIccountabilitLhused on cha:lc[Jg.infL."lanciardih 'Statcs
would hold all school districts accountable and"sdioo!'distric'{f{voi.tl&l1bH:'schoo!s accountable
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;or continuous and substi1~tlal pro'gress In Increasmg the percc\1tage of students meeting State
perfomlance standards, Wilh particular attention to improvin'g ili6' p'erformance of traditionally
lo\,.,'~achiC'ving students.
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• SUllport technolQ~s~J901 to help- raise achie\'elnc;m~jn cver~SSfQOn1 'Ibe\,;clmoiogy
for Education initiative in Title III would (l) help prepare new teachers to aClivcly"cngage
students in learning challenging content; (2) support high~poveny school districts' efforts to help
tcuchers lise technology - including simulations, "hands~on modeling," and exploration in vinual
environments - to better teach students to challenging state standards; (3) use such tob;~,.tts! . .,
distance learning and web-based instruction to bring cnaHenging. subject matter into .:tll
classrooms; and (4) provide national leadership by encouraging innovative technology
applicatIons and disseminating information about them,
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• HeJR-educatQI~~recejveJligh:guaHJY tech_pical as.$istan~e focused on imglelT!cnting chaUery.gllg
~ndarQjh States and districts need tools and resources to help all schools ensure lhauheir
students are meeting challenging state standards. Throughout the hill~ our ESEA proposal would
provide support for technical assislance. with a concentrated effort in Tide 11 10 support a
comprehensive, rnarket~driven system of tech~i;.;al assistance and information dissemination_ Such
a system wouid be responsive to the demands of customers, encourage locallevcmging of
resources, and identify high~quality support. h also establishes an interactive, tcchnology~based
network of federal, state, .and local information and resources to promote promisJng instructional
strategies and improve teaching and'learning.
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Page 6 of 12
Educational Excellc!1cc for All Children Act of 1999
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• ProVide high-g!!alitv seryiccs to stuucnls witb limitc.9 Engl!~l!roficicncy:..{LEP.t{O bc!JUhcl11
ID(£iter. challcngIDgli.tanda,Lds anqJ.carn E.nglish. Under both Titles 1 and VII~ teachers would be
given professional development opportunities to better serve LEP students. School districts and
schools would ulso be held u<:countable for ensuring that all LEP students make progress toward
mastering challenging standards and developing English proficiency.
• Promote equity, excellcn~e, ancLnublic;. school choice oR!iof)s for ~Jl studt;:nts. 'No one school or
program can meet the unique needs of every student. Public school choice provides students \\'ith
the flexibility to choose among public school:.; and programs that differ with respect 10 educational
settings, pedagogy. and academic emphasis. Title V would support programs that can enhance
options' for students and parents, including the ~1agnet Schools Program, the Public Charter
Schools Program r and a new authority that would fund innovative options for public school
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• PrO\:ide stlldentS wltI:lQnpoJ1~~~JearningJime. Extended leamillS time programs
can improve student achievement when they are coordinated with challenging curricula and
thoughtful instruction. I? Our proposal would continue the Administrntion's strong commitment to
the 21 51 Century Community Learning Centers progmm. which provides grants to publie schools
to offer !!!xtended learning Hlne opportUnilies fa; students and community members. Tilk I would
also encourage the use of extended time,
(mproved Teacher and Principal Quality
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Quali1!ed teachers are the most critical iJ1~schooJ ra~tor in improving stu'dent ~chiev~x;l~nL u(\~i~' know
that recruiting high~quality teachers, providing teachers with support in their-first thre.c Yf;3fS,'l;}nd,.
ensurin~ that teachers receive ongoing high-quality pl'\.ifessional develop,01<:I1! lc~ds}9 if!lpfo\'~,c1!lel1ts in
the qualitv of teachers and their ability to engage' students, manage classrooms, ,m1d t/!8ch:challenging . ,
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content We also know that when teachers receive support from strong principals"theschool"leaming
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Yet too many teachers still do not receive on gOing high~quality profeSSional development to help them
improve and build on their teaching skills, many teachers leave the profession in their first three years,
ru1d far too many teachers are teaching in a field in 'whkh they have not been trained. Siudenls in high
poverty schools are more likely than o;,hers 10 bc taught some part of the day by teac~er aides with
" limited education and training2Q and they are more likely to be taught by a teacher teaching out of
" field. 2l We must redouble our efforts to ensure that all children in America have a talented, dedicated,
and well~prepared teacher 10 help them reach high standards.
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The Educational Excellence for All Children Act of 1999 will take- several important steps 10 ensure that
all children are taught by highly qualified teachers. It would:
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tt~lP. le~~cach
to high...~andards. The liew Teaching to High Standards initiative, Title II
Part A, would help educators apply high standards to improve learning in American classrooms,
in part by SUjlportlng new teachers during lheir first three years in the classroom and ensuring that
all teachers are proficient in academic knowledge and teachil1-g skills_ Because of the particular
imporhmcc of teacher training opportuni:ics in mathematics and science, Teachi!tg to High
Standards grants would focus first on improving professional development il! those discipiines.
�Page '1 of 12
Educational Excellence for All Children Act of J999
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p-'mfesslonaLdcve!ORmeflLto become effeS'.tis~
instr1.!~tiona!
Jeagers.. The Teaching to High
standards initiative would authori?-c suppo;1 for new and continuing principal development and
leadership.
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Rccruilan~tLelail1 high-g~lit;Lt~achers. In recognition of national nc.ed to recruit 2.2 million,
teachers over the next decade, the Teaching, to High Standards initiative and the new Transition to
Teaching proposal under Title II would fund projects to recruit and n:£tain high-quality teachers
and principals in high~l1ced areas.
OUf Transition to Teaching proposal would continue and expand upon the successful Troops to
Teachers initiative by rcc!'uiting and supporting mid-career professionals us teachers, particularly
in high·povcrty school districts and high~need subject areas.
• gen~'.\' oqu:ommitmenLto cns'Yre higb:~quality teach!;J$ .t!U2)Jr hjghgst:j.2oveny-schoo!& Our
proposal would requi:-e that all new teachers, paid·through Title IJunds or in ·ritle I schools
operating a schoohvide program, be fully certified and that all newlY hired sccond3ry school
teachers b0 certified in the subject in which they teach. By July 1,2002, our proposal \\'ould also
limillcncher aides without at least iWO years of college lO non-instructional duties and aides :-vith
lW~ or more years of college to instnJctional support and tutoring under th"e sup~rvisi{)n of a,
certified teacher. Finally, our proposal would help create a stimulating) career:iong lcarning .
environment for teachers by requiring school districts to set aside 5 percent of Title I-funds for
b::acher professional development in the first two years and 10 percent .thereafter.
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• End the n·ractiee oehtring emergency certified teachers .and asking teachers to tGach c!~s~es out of
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their sub3~ct exnertise. Our proposa!l.vould help en;;ure tbat classroom teachers are qualn1ed by t·;! '-.
requiring new teachers to demonstrate both subject-matter knowledge and teaching expertise as,·. -.. " t·,
part oflhl: slate certification process, It would also require stales to ensure that, within four years;.' ..,: . -,'
at leas! 95 percent ofthcir teachers are: (I) fully certified; (2} ~\'ork~ng,toward full ce~tLryc~.tjOE! ;.::;,~),~,d.::1:;~"
through ar: al;cmntivc roule that wiH lead them to full certification within three yearS; or·(3),'ar~~X'~~'·.;rt~i..;;
fully certified in another state and working toward meeting stale-specific requirements. FlnuJly, it,'
would require states to ensure that at least 95 percent of secondary schoo! teachers. have academic
training or demonstrated competence in the subject area in,whic.h they teach.
• Pro\'i<!~~nllQrt for
tpacher~"1\Z~ffe.cti\'eb~ ..use .adyan~edJcchn()!Qg)linJhcir cbtssrooll1s. Woile
access to hardwa;e, software~ and connectivity has increased dramatically over the last few years,
con,iderable work needs to be done to ensure that technology is used efTe.ctivety to teach to high
st<tJldards: Preparing Tomorrow's Teachers to Use Technology supports consortia of public and
private entities to train new teachers to use technology to create engaging learning environments
that prepare all 'students to achieve to challenging state and local standards. The proposal will 3h~o
strengthen the Technology Literacy Challenge Fund's role in supporting high~qua1iiY profcssional
developmcnt.
•
• Help~~D.surc th{it nil te'<l~h~12Jlre wel{.1!:illill:~9lLili!.Q.ents v.:i!hJimi1J:d English prqficict19:
(LI;f) through teacher education programs for new and prospective teachers and through
prof{;:ssional deVelopment for current tcachers,
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Strengthened Accountability for School and Student Performance
Title XI of our ESEA proposal is the Education Accountability Act: A paciage of accountability
measures to hold schools, dlstrlcts, teachers, and students to high standards and ensure that school
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Page 8 of 12
Educational Excellence for All.Children Act of 1999
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distriGts and states provide students with a high-quality education. These accountability measures \voulrl
~ppJ)' to all states and di~tricts that receive ESEA funding,
The }994 laws and the recentt)' passed Educ"alion Flexibility Partnership Act of 1999 gave stales and
district.. increaSed flexibility to coordinate, modify, and combine program activities in exchange for
greater accountability for their schools' and students' performance. States, districts, and Fehnols have
begun 10 take advantage of the increased Ocxibility in tl)C legislation in their efforts 10 create learning
enviromnents that help all students reach challenging academic standard~L Eighty.:.rour percent of
districts said tha( t;ven If they were given still greater flexibility to administer the federal progrdIDs, they
would not change the services they providc,22 However, effective accountability mechanisms are still
incomplelC - <.;r.do no: eVC:1 exist - in many prQgrams,
TIle Education Accountability Act will strengthen and expand existing accountability provisions. It will:
• Surmort st'1tes in dc\'elop;ing Qne dgQrous ag:ounlahilitY.A)§!Qm for all di$tricts and all schools.
Our proposal \\'olIld encouragc states to develop one rigorous accountability system that holds all
schools, including Title I schools, accountable for making continuous and substantial gains in
student performance. States will bave the flexibility to use either a model outlined in the sllltutc or
an alternative that is at leasl as rigorous and effective. States without a single statewide
accountability system would be required 10 develop one for their ~fille i schools.
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proposal \\ould require states 10 continue to publicly identify and provide assistance to the lo\\'cst~
performing districts, and require districts iO continue to identifY and provide assiSltlnce to the
lowest-performing schools that have not improved over the previous three years.
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If there is no satisf~lc1ory improvement in student pcrf..)nnance within two years/districts would'
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be required to implement str"ong· corrective actions that dramatically alte: the stTuciure of schools .., t ,.l!,:·;i:·::tt<:
and the instructional strategies to belp students in the school or schoo!{listricL' .~.
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• URdate.l:hc re;cent!y cnac.ted E~ucati.on Fh;xibiliJy Partnersvin A¥t of 1.999. which pcnnits states to
wi.'t1ve. selected requirements of ESEA programs. To ensure that expanded flexibility is
.
accompanied by strong accountability, states would be required to meet the requirements oftllc
Education Accountability Act j·n ESEA and the Title r requirements regarding content and
performance standards, assessments, and accountability.
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• lJ)crca~e accpuntaniHJXJQ..Run;nts ~l'14 the public lhro1lgh ~chool r.~R0rt cards, As (l condition of
receiving ESEA funds! our proposal would require states and scnool districts to produce and
distribute annual report cards for each school, school district, and state. The report cards will
include information on student achievement, teacher qualifications. class size, school safety;'
attendance. graduation rates, and academic performance by demographic group.
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• Ass.is! all.studgnts ij'l mct:tt!1g ch.alleqging...itatc ~}},mdar\is. Our proposal would hold states and
school districts accountable for helping all students progress through high school and graduate
having mastered the challenging material needed for them to meet high standards. Slates will be
required to put policies in place that require school districts: to (!) implement r<.:scarch~basecl""·""
prevention and early intervention strategies to identify and support students who might need
additional help meeting ch.allenging standards; (2) provide an students with qualified teachers
who use proven instructional practices tied to challenging state standards; and, (3) provide'.
c<;ntinuing. intensive and comprc~ellsive educational interventions to students who are not
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Educational Excellence for All Chlldren Act of 1999
PJge 9 of 12
meeting standards on a timely basis,
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,. Devt;loRJirst-ratt; studenLp-fogress a!lA.nrornoljorLI~olici.es to c;nd the prac1i~s o(sos;ial J.)Iomo.tiol1
Iutd tru~itiQJ1QLgrad.c rClcn.tioll., Wi:h such educational supports us smat! class sizes and quality
teachers ill place to help studenls meet high standards, our proposal would require states to
implement pohcies to end practices of socia; promotion and grade retention within four years.
States would hold school districts accountable for ensuring that all srudents meet challenging
standards at key transition points or graduating from high school. States would define key
transition points (e.g., fourth grade and eighth grade), bUI would be required to include high
school grac1uaiion as onc of the transition points, States ,\vollld be held accountuble for ensuring
that assessments used for purposes of promotion are aligned with the slate" s standards; use
mUltiple measures, including 1eacher evaluations; offer rr,ultiple opportunities for students to
demonstrate that they can meet the standards; are valid and reliable for the purposes for which.
they are being used; and provide reaswub!e accommodations for students with disabilities and
limited English proficiency.
Support Safe, Healthy, and Disciplined Learning Environments
To advance learning, schools must create supportive environments that encourage positive personal
gro\\1h.and academic development. The Af\ou<d--BJ;j1ort QrLSchQo[._SafgJy-12.28 cO:1cludca that schools
nation<JlIy arc generally safe places and that students in school today are not significantly more likely 10
be victiluized than in previous years. Ho'W"Cver, reccnt tragic Incidents of school violence throughout the
country sugges11hat much remains to be done to ensure that every child is provided with a safe, healthy,
• . , a~d.disciplined le~injng environment.
~
.
MaQY students are feeling less connected to other people llnd less motivated to learn. High seh,oo!::',
.
. ' '.1 fHirticuiarly il: urban ana suburban areas, are increasingly larger places where students feef increasingly
'r~,:?"l'~;;;f~aHenatedlfrom,adults and their peers, Rcscar~h sho'ws lhat when students feel connected to s,chqo! arid 10
" ~ t;t'!ri: ~ /'Ttncir parents;'they are less likely than other adolescentS to suffer from emotional distress, ha,;e'sulcidal
tho'ughts and behaviors, use violence, and smoke cigarettes, drink alcohol, or smoke marijuan~,23' _'
,
..
1
FinaH}', more and morc ~hildren are leading unhealthy Hfestyles - exercising less, growing increasingly
overweight, and setting tl1e' ~.;tage for a lifetime of poor physical fitness and nutrition habits. Obesity,
inacti\'ity, and poor health habits cost billions of dollars and take hundreds of thousands of lives each
year.
The·Educational Excellencc;,{o,' i\1! Ch:;dren Act of 1999 will:
• Strengthen the Saf~and I2.rug-Frc~ Sqhools !!.nd COj}imuT)ities Act by emphasizing high-quality
research-based programs; 'targeting funds to communities experiencing high levels of violence,
drug use, or both; helping districts respond to violent crises through School Emergency Response
to Violence; and promoting safety by requiring mental health aSSessment of any student who
brings a gun to schooL
a
•
•
~;:;Ri'!nd £Qmpreh.ensiv.5!.ru:evc.otlGlu:fforts. Continul! to ~'-lppO!1 the Safe Schools! Healthy
Students initiative through program activities sponsored by the Safe and Drug Free Schools and
Communities Act. Comprehcnslve programs that address the complex needs or students arc more
likely 10 result in the creation of safe, disciplined, and drug~free learning environments.
I
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�'. Educational Excellence for All Children Act of 1999
Page lOofl2
school districts may use up to 5 percent of the ESEA funds they receive to provide elementary and
secondar;.' school students and tbeir families with better access to the social, health, and education
services necessary for students 10 succeed in school.
•
• lnc!uqe a PJ:Q[!osalja refol'm America's high schools, There are far too many high schools where
s~udcnts are nameless and faceless to adul~s - onc student among rna:1)' being shuffled through it
large institution that is trying to provide the basics, hut unable to go l;cyond. This new i.niliath'c
would provide resources to help transform 5.000 high schools into places where students receive
individualized ~tUention, are motivated to learnJhrough alfcrmltive teaching approaches, and
receive information to help them reach their long-term goals. Our proposal would encourage
effective practices such as smaller schools; schools within schools, Advanced Placement courses.
and mentoring and counseling services for students as [hey make the tranSition fro,rn high school
to careerS or poslseeo!1dar:y education.
• Re_quirc §_y.~rY..liQ.hool district ?lnd school to havuound giscipJine policics. Our proposal would
require stales to hold school districts a!1d schools accountable for huving discipline policies that
focus on prevention, are consistent and fair,·and are developed with ·the participation of the school
community. States would also be required to enSllre that schools have a plan to help students who
arc expelled or suspended continue to meet the challenging stale standards,
•
,
"
•
I:r.omo~!!Jiliysjcal
fitness and lifelong heplthyJl!tbits through demonstration projects. Exemplary
pbysical education programs can promote life iong healthy habits, provide opportunities for
,students to connect to ~h~ol~ and become an important component of after-school programs. 24
"
Conclusion'
'I,~
) . " , ..
'-~;'"
.
In. 1994"C,O~lgf£~i.:..~~ tB-tlr.!.C,~!p~fi~ \Y'orked together to ,raise standards for all children and to provide a
qua,H,ty l:~lIyali?~~J2.'t:!.Ii~!!J)(,).~(lcJ!i~Ve t,hosc standards. We \.. .ould no longer tolerate lower expectations
and \\'atcred-do\\:n·c·~'rr~ci.tlllt)l ~or poor and disadvantaged students.
.
'.'
.
'. ,"
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'
.
Five years !at~r) there is evidence that the new federal support for standards-based reform accelerated
improvements already underway in many ;;tates, while helping spark rcfonns in others. Student
achievement ha'l risen, particularly in states ae-the forefront of standards-based reform,
This year, we must build upon the accomplisiunents of f 994. We must l!lke tbe next step by helping
schools and teachers bring high standards intQ.,every classroom and help every child achieve; improving
the quality of our teachers and principals; streiJgthehing a'lcoimtabiiity systems for student performance,
and ensuring that all schools are safe, healthy, and drug~free.
Notes
1
Grissmcr, D. & Flanagan, A (1998). Exploring rapid achievement gains in North Carolina and Texas,
DC: National Education Goals Panel.
•
W~s~ington.
:2 Cohen, D,) Hill ].1, (1998), Instructional policy and classroom pcrforma:1cc: The mathc:naiics reform
j
in California. Philadelphia, PA: Consortium for Policy Research in Education,
l/fl.H'l I
�-.
•
Educational Excellence for All Children Act of 1999
Page 1l of 12
3 Hannaway) J & Kimball; K (1997). Reports on reform from the field: District and state survey results,
Woshington, DC: The- Urban Institute .
4 Grissmcr~ D. & Flanagan, A. (1998). Exploring rapid achievement gains in l\orth Carolina and Texas,
Washington, DC: National Education Goals Panel.
5 Cohen, D., HiJI~ H. (1998). Instructional policy and classroom performance: The mathematics reform
in California',Philadelphia) PA: Consortium for Policy Rc~earch in Education,
6 U,S, General A,;cQunting Office. (1998). Goals 2000: Flexible funding supports state and local
education refnm), Washington, DC: Author.
7 U.S, Department of Education, Office of the Under Secretary Planning nnd Evaluation Service, (J 999),
Promising result:;, continuing challenges; The final repon of the national assessment ofTitle I:
Washington, DC: Author.
'
8 V.S.
Depanmcnt of Education, Office of Elementary and Secondary Education. (1998). Goal, 2000:
Refonning education to improve slUdent achievement Washington. DC: Author,
9 Hnff, D. & Kennedy-Manr,a, K. (1999). States Commilled to Standards Reform Reap NAEI' Gains.
Washington, D.C.: Educat~on ~eck.
•
,.
10 Grissmer. D. & Flanagan, 'A. (19'98). E~p'ioring rapid achievement gains in North Carolina and Texas,
Washington, DC: National Educa~i.on,qi?als.. ~an~l.
.
.,
.
, .. "
..
~,'·.t·.·"
.
:.:! The McKenzie Group,\(in 'press);;Student;a'chievcmcnt and accountaBility systems in urban districts,
,.:-.
.'
.',
.
",',:JJ;;"l;'~'i!
".,~
:,\",~ ...::.
,J."\ ~ ".; ',-!'
•
"... '_,~,:,,:\f;
"',''i'i',
.
,
.
U,S. General Accoun~iI1g'Ofr;~~:,(i998)', Goah 2000: Flexible funding supports state and local
education reform. Washington, DC; Author,
12
13 U,S. Department of Education. (1998), Waivers: Flcxibilit;,t to Achieve High Standards Report to
Congress on Waivers Granted Under the Elementary and Secondary Education Act Washington, DC:
Author.
-
.
U.S. Department of Education, (J 998). Federal educaliOl~'itg{sl:ition ~ha'ded"in !994:.An evaluation
of implementution and impact. Washington, DC: Author.
'
14
U.S, Department of Education. (1998), Federal education legislation enacted in 1994: An evaluation
of implementation and ~mpact Washington, DC: Author.
lS
U.S. Department of Education, National Center for Education Statistics, (1999), Teacher quality: A
report on the pn:paration and qualifications of public schoolteachers. \Vashington. DC: Author,
16
•
\7 U.s. Departn!em of Education. (1995). Extending learning time for disadvantaged students: An idea
book, Volume I, summary of promising practices. Washington, DC: Author. P. i.
, ..
,, _______ .l __ •• l_i:'i:"._
f
,....
h
�Educationa; Excellence for All Children Aut of 1999
•
Page 12 of 11
is Ferguson, R, (i~91). Paying for public education: New evidence on how and why money matters .
Harvard Journal on Legislation, 28.2(Stffilmer): 465-498; Ferguson, R & Ladd, H. (1996), How and why
money matters: An analysis of Alabama schools. Holdbg schools accountable: Performance based
retbrm in Education. \Vasbngton, DC: Brookings In;;titution Press,
: 9 Hallinger, P" &. Heck, R', (1998), Can leadership enhance school effectiveness. Paper presented at the
.' 3rd Annual Seminar of the Economic and Social Resea:-ch Council: Redefining School Management.
Milton Keynes. England.
20 U S. Department ofEducation.(1999). Unpublished tabulations from the FOllow-Up Survey on
Education Reform.
.
21 Haycock, K. (1998). Good t~aGhing matters.. a lot. Thi.:1king K-16, 3(2, Summer); 7-9.
22 iia."1naway, J. & ~v1cKay, S. (1998). Local impleIT.entation stl!dy, district survey ;esults 1: Flexibility
and aCGounta~iIi1y. Washington, DC: Urban Institute. Pp. 14.64. 13 Resnick. M'1 Bearman, p" Blum,
R", Bauman, K., Harris, K, Jones, J., Tabor, l, Beuhrlng, T,~ Sieving, R., Shew, M., Ireland, M., ' .
Bearinger, L" & Cd!)', 1. (1997). Protecting Adolescents From. Harm: Findings From the National
Longitudinal Study on Adolescent Health. The Journal of the American Medical Association, 27ft 823,
832.
2/l Centers for Disease Control and Prevention, ·C.S, D~pa;t;;'~nt of Health and Human Services,
Morbidity and Mortality Weekly Report, "Guidelines 1()r,Si::hoo1 and Community Programs to Promote
Lifelong Physical<Activity Among ."., """"""\--1;',., ':l:':~/tl" ., ..
•
-###
This page iaM modified June 2, t999 (fJ}1!)
•
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AGENDA
Reauthorization of Goals 2000 and .ESEA
..•
Tuesday, August 18, 1998.11 :00 am
.
1...
BACKGRQUND
A.
Issue Papers
• Topics ror cros~-cutting issues papers were chosen based on the assumption
that the 1999 reauthorization will further promote, develop and help to achieve
the vision developed in 1994 -- high standards for all children, a focus on
•
teaching and learning, flexibility and accountability, parent and community
involvement, and resources targeted io.th".. highe~t.p~yel1ycommunities .
.
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'{I"'~l"
Cross-cutting papers include:'
~,
_.
...".'" ~":"'''j",,,''-'-' >
, ")'" - "'"' ',
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"'t."·".·.r~!,',:
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Public School Choice·
Standards, Assessment and Accountability
Professional Development
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Technology
Parent Involvement
Technical Assistance
Early Childhood
Targeting and formula issues
•
Goals 2000 and its role in supporting schooi reform as part of ESEA
1
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Program specific papers, e,g, Title I, are also being developed .
B:
Public Engagement
In addition to soliciting public comment through a Federal Register notice,
five invitational forums and four regional meetings were held, Three of the
,
.
invitational forums focused on general issues, In addition one forum
focused specifically on Title I, and another focused on (Joals 2000 and
standards-based reform. Regional meetings were held in Los Angeles,
Chicago, Boston, and Atlanta, Several major themes were repeated
throughout the public meetings:
•
'. Continue support for standards-based reform
~
Strengthen accountability ,for student performance
• Continue focus on equi,ty --programs targeted Of! helping. ~p.~.cil1c
.. ;1''''
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groups of.children should be continued
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Improve teacher quality
•
Need for capacity building at Stitte, district and school levels
•
Need for more extensive and higher quality technical assistance
(including stronger connection to research in OERI)
,,
• Strong support for Title 1 schoolwide program authority
• Early childhood
• Flexibility
• Simplify Programs
•
•
.
Parent involvement
2
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c.
Major Education Groups
We have met at least once with most oflbe major K-J2 education groups.
They are still developing positions on the reauthorization of Goals 2000 and
the ESEA. However, at this point we know the following:
• The Council of Chief State School Officers is developing a consolidation
proposal;
• The American Association of School Administrators has a consolidation
proposal;
• The Council of Great City Schools has said there is a need for few~r
•
education programs;
~. The Science and Math teachers continue to be strong advocates.for the
. ..,
math/science priority in Eisenhower;
D.
Responses to the Federal Register Notice
,
C~
!/
I"'(rf)
ALif'.:.J
. The topics that elicited the most responses were Comprehensive State and
.W~_
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,
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-··Joeal school reform, professional development, strategies for improving
achievement, accountability and flexibility, 'and targeting
resources/equalization.
•
E.
Context
3
�•
•
• Expect Republican control of Congress to continue.
".
• Major Republican issues likely to be focus on vouchers (which may be
packaged as tool to increase parent involvement), block grants, dollars to
the classroom
• Reauthorization expected to be extremely political
• The Supreme Court may rule that vouchers are constitutional
( ""i\f ~)
• The President will probably want to incorporate current initiatives into
the reauthorization proposal
(o.e.-.. ~ , £.crz.) ~ I~)
• Continuing public impatience with the pace of school reform and a
continuing decline of public confidence in the ability of schools to
educate Ollr neediest children. This is even more pronounced in our
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, . '. .",',
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'minority communities .
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II.
DlSCUSSION ITEMS
Issues that we need to consider as we move fo!Ward in developing options:
--.
r-- Given the agenda mapped out in the Crossroad Report, as well as the
p;o\J'Jsals for'block';l''lWts and .:,'OoUars to the Classroom" currently being
Item
.
discussed in the Congress, what type of assumptions should we make in:
• Developing a thoughtful program consolidation proposal andlor simplification
proposal that will be supported by the education community and that can be
•
differentiated from the proposals being put forth in the Congress (e.g, focusing
4
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•
Title I 011 improving the teaching and learning of reading in elementary
schools, or consolidating Titles II, VI, and Goals 2000 as a.capacity building
piece);
• Identifying the themes of such a consolida:ion /simplification proposal
• Standards
• Equity
• Reading and math
• Teacher quality/capacity building
• Comprehensive School Reform
• Public School Choi0e
• . Support for )Jigh performing schools
..
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Extended learning time
• If you had to pick themes for the next reauthorization to be included in the
State of the Union soeech what 'would they be?
.... "
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• Integrating the Secretary's priorities into the reauthorization legislation (e.g.
reading, m~tl;; (echnoIC-gy)> .
• Integrating the President's initiatives into reauthorization (e.g. class size
reduction, school construction, Educational Opportunity Zones, National Test)?
•
Do you see problems in continuing any of the President's current initiatives?
5
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(present thinking is that they need to be integrated and Mike Cohen is saying the
same thing).
•
Item II-What type of message should the Department put forth now in terms of
our commitments in reauthorization? For example, we have been saying that the
Department is conunitted to the concepts of the 1994 reauthorization such as
standards, accountability, equity, and flexibility.
Can we say the Department is committed to:
• Sustaining the standards-based reform agenda started in 1994
• Continuing the Federal government's historical support for equity for
•
educationally disadvantaged children through programs such as Title I
• Having a quality teacher in every classroom
• Examirung ,va);s in which the Department can help States, districts and schools
acquire the tools they need to support implementation of high standards in the
classroom
• . Promoting safe envirorunents conducive tc·learning
• Doing something significant in early childhood programs and
• Pursuing accountability ~?as1Jres with ·c(JJ;sequenceo and rewards
Are the~e other messages we should be sending out at this point?
•
6
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Back-up Sheet
Proposed Program Creations,
Repeal, and Consolidations
7.
7 Proposed New Programs
1. Early Childhood Professional
Development
2. Transition to Teaching
3. Community Technology
Centers
4. Preparing Tomorrow's
Teachers to Use Technology
5. Project SERV
6. High School Reform
7. Strengthening Technical
Assistance Capacity
~
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Fyndeg
, Repeal
erogr~ms
eroposedfor
1. Title I Capital EXpenses" ,:C.'
'2. Even Start Womenls ,Prison-, ".
Program
'" "',' " '
,
3. Title I Neglecied,:ahd~,; ... ",'~, '"
Delinquent Local Agency
Programs ',\.',' \ .'.,' ";""
4. FIE National Student and
Parent Mock Elections
5. Ellender Fellowships
61 !.!ofullded Progr~ms Pro~osed
ror Rel2!!~1
•
5. Elementary Mathematics and
Science Equipment Program
6. Hate Crimes Prevention
1. Title! State School
Impmvement Grants
2. Eisenhower National Teaching
Project
3. Eisenhower Professional
Development Demonslrat1on
Project
4. Educational Technology
• >""
Product Development
D~opout
Prevention
Demonstrations
8. Elementary School Foreign
Language Incentive Program
9. Impact Aid Additional
, Payments for LEAs with High
Concentrations of Children
with Severe Disabilities
10:lmpact Aid Payments for
Sudden and Substantial
Increases in Attendance of
Military Dependents
11.1ndian Education Fellowships
12.lndian Education Gifted and
Talented
13.1ndlan Education Grants to
Tribes for Education
Administrative Planning and
,
Development
.
14.Special Programs Relating to
Adult Education for Indians
15.FIE Elementary School
Counseling Demonstration
16. FIE Promoting Scholar Athlete
Competitions
17. FIE Smaller Learning
Communities
, ..18. FIE Model Projects
h. Cultural Partnerships for AtRisk Youth
20.lnstruction in Civics,
__ ~overnm9nt, ,~md the Law
2'i'.tJrball E~ucatibn
Demonstration Grants
22. Rural Education
Demonstration Grants
23. Rural Education Higher
Education Grants
24. School Facilities Infrastructure
Development
25. National Diffusion Network
26. Minority-Focused Civics
Education
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27. Partnerships in Education for
Mathematics, Science, and
Engineering
6. Curriculum Developmentl
Teacher Training and
Recruitment
7. Community-Based Education
3 PrQgmm§ Propo§2g !9[
Learning Centers·
Consolidation into "Teaching t2
High Standargs"
3 Alaska Native Egucation
e,Qgrams Proposed for
1. Goals 2000 State and Local
Programs
2. Eisenhower Professional
Development State Grants
Consolidation into 1
3. Innovative Education Program
Strategies
Devel~pment.
2. Home Based Education for
Preschool Program
3. Student Enrichment Programs
1. Technology.lnnovatlon
Challenge Grants
2. Star Schools
1. Program Development and
Implementation Grants
2. Program Enhancement Grants
7 Education for Nativ.e.Hawaiians
PrQ.grams eroposed for
QQOI>!llida!ioo into 1
•
Curriculum
Teacher Training and
Recruitment-Program
2 EducaUlloal !l!chnQIQIlY
E!:rulIams ConsQlidated inlO "Next
Generation Tl'chnQlogy .
Innovation Awards
•
'1. Educational Planning,
1. Nativ" Hawaiian Education
Council and Island Councils
2. Family-Based Education .
Centers
3. Higher Education Program
4. Gifted and Talented Program
5. Special Education Program
,
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TITLE I REAllTHORlZATlON ISSUES
Schoolwide
$choolwide paper (Includes CSRD issues that relate 10 schoo!wides)
Targeted Assistance (no ~(:paratt paper antieinatedl
Parallel changes will be made consistent with the decisions made in the
scboolwide paper regarding the use ofrcseirrched~based!effccti\'e practice"
inCluding the NAS research. This part'ofthe law also to be modified to reflect the
decision made on extended time and early assessmen; for diagnostic purposes.
Note: We expect that Chairman Goodling will be asked to deJe!c the requirement
:n current law that targeted assis!ance prograr:is are accountable for both reading
in math. The argument wiIJ be that small schools that only recci\,c suffiCient
funds for one teacher and that teacher is a reading teacher should not also be held
accou;\table for math achievement scores.
"
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Pro"fc!isional O'('\,e!opmentl
ParuJ)roft.'ssionals: '
.,
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, . ]i,'
,·:.;1"'~·it"~I' c·.~
"'-',
Paraprofessionals (including career la<!d,e[s) arid proPoSed 'W percent 10 percent
; (~,,'~. ~~t asideJo'r.PfQfe5s~~ri,a!At;x~J.9pm~!lt ad~ressed in Teacher
:, '. 'r' 'Quidity paper, '''( Note-;'>:1iiJ¥~'rpfOfe~~i.onal deve1opment'
'. ,
b
'. ~.
h( • t. '
provIsIons to e
-,
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made consistent with decisions made regardIng uses of funds in overall TQ
piece.)
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Standards, ::,"ssessment and AccountabiJity
In the Standards, Assessment, and Accountability paper
Tal'gt>tingifini.lnee Issti'es:
Formula,' Background paper on for:rnula is completed, Needs'decision memo to
Mike Smith 10 determine if this whether this is an issue around which options
should be developed.
.
•
"Comparability: Needs to be done, Mike Smith would like us to exa:nine the
Title I comparability requirements and bow they might be
used 10 • ,.:.
promote equali7..ations across districts (Background on equalization is in draft
. targetinB paper prepared by targeting team last summer).
,
.-.
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..Distrihution offunds by poverty: MJL would like an options developed around
the issue of whether the statute continues to require that funds be
distributed to schools on the basis of poverty,
*LEA minimum grant size - Should a minimum grant size be established to
ensure LEAs receive sufficient funds to ope:-ate a program.
Other issues - LEA discretion in distributing funds-no wide variance, should the
75 percent threshoId be lowered
Note:' Wendy Jo is working on the last two points;
Neglected and Delinquent
~eparat~
paper/completed
*Extcnd{'d Dav
•
Need~ io be written.'
·Parent In\'.Ql\'rmcnt (Option not covered in parent involvement paner)
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Needs to be written. Recommend that Title I parent in\lolvement proVisions be
expanded to require lraining?lrifonnation ? for parerits'~l£uiihi:'fiildln~'s 'bfbrain
I"
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""11'<'''''''''''
'research and NAS reading stu'oy'on what they carl do 'at home'lo'help'their"
chHdren.
-
Eatlx Childhood/pr..schon!
-,
Being addressed in earJy childhood paper.
*;Ead\' Childhood Assessment
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Options for how diagnostic assessments could be_ done before grades 3 to ensure
children in need of service are receiving them.
.
Sen'ices f9T Eligible Children attending Private Schools
Separate paper (been presented to CORE team, under revision)
•
*T e-ehnical amendments
Construc;tion-not necessarily just a Title 1 issue
'.! •
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Options for Title I 3cco'untability
Draft
November 5,1998
.
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Objectives of an accountability system undu Title I:
• The s),stem includes ALL students and holds them all to the same set ofchaHenging
standards,
• Title I schools are held accountnbje tHrough the same system as other schools.
• The system provides meaningful information to schools, parents and students about
student achievement.
• The information generated by the system is used 10 improve tcaching and learning.
• The system promotes continuous improvement
• The :;ys!em promotes a sense of responsibility among State staff, district i'ersonnel,
principals, teachers. and students,
• ,The system includes rewards and interventions for schools based on student
performance.
The Current Title I Sfatute: .
•
•
States determine. based on their final assessment system. what constitutes adequate
yearly progress (AYPJ of any LEA and school served by Title L AYP must be
defined in a manner that results in continuous and substantial improvements toward
'.
state standards and that is sumciently rigorous to achieve that goal within an·
appropriate timeframe. Dist:-icts may add measures such US dropout, retention, a~d
attendance rates to tbeir definitions.'
. " '. ;," _.:
• States an? dis?iClS designate distinguishe1 s~pf?~s_and districl.S,tha~
,
, '
j
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~~.\t~~~~~e?t(-~f:~.:~:t:-:,'~"'·-'
the State sAy P targcts for three consecutIve years. These schools serve -as:mo~~.l~:·~i.:j,~- ,. 1.'
and the State may choose to offer rewards.
~
• If a school does not mcet its A YP targetS for 1wo consecuth.'e yeats it is: designated a
school in need of improvement It must then develop or revise a school plan to
improve perfonnance and submit that plan for district approvaL h must also spend at
least 10% of its Title I funds on professional development (unless it can prove that it
is doing so otherwise) and it will receive technical assistance from the LEA.
• The SEA is required to publish assessment data for each district If a LEA does not
meet its AYP targets for two years, it is designated t1S in need of improvement. It
must Llcn revise its local plan and it is eligible to receive technical assistance and
support from State Support Teams.
• )f a sc~ool (or LEA) does not meet its AYP targets for three consecutive years based
on the State's final a<:;sessment then corrective actions must be taken. These can
include a·variet~l of measures ranging from withholding funds, to authorizing students
ttl transfer schools, 10 decreasing school autonomy, to schoo-i reconstitution.
�r.
,
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State Status.
Accounwbility systems are in many dif:crem stages across the country. States 3.--e not
required [0 have their final assessments and accountability syslems in place until the
2000~Ol
school year. They have been strongly encouraged r
however~
to implement their
systems (:arlier. States are required 10 implement transitional assessment, and many have
developed definitions of adequa1e yearly progress against their transitional assessments.
There at'~ a fe,,:,' "facts)) and preliminary findings that we do know:
• 19 States have self~rcJXirted to the CCSSO that they have their final assessments in
place; none have reported this information to the Department.
• Many transitional definitions of AYP do not rigorously address the nOllon oruaU
students" reaching high Slate standards. For example:
Many definitions are not based on a timeline for having all students reach
State standards, nOr have they set targets for expedited gro\\'th in low
performing districts and schools.
~1any definitions are based on very low performance torgets.
Some States, such 35 Alabama, ha\.'c set an absolute standard or a cut score on
, a State assessment and do not recognize continuous progress in their
accountability system,
Some States are using only a composite score on State assessments for
accountability, and this may mask differences in achievement across subjects.
Few States examine disnggregotcd student data w[thin~their'a'ccountability
systems. This could result in neglecting the performance of groups of
students.
' ,. ,'" .:;;; .:; '. .' '.
Some (1cc~untabi1i!y systems as currently defined may' caconrage schools' to
focus attention or. students who are close to meeting Sta~e standards so that
scores will go up; ratbcr than focusing on the lowest perfonTIing students
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(Chun & Goerlz, 1998).
Some States, sLlch as Tennesscc. are adjusting assessment scores to reflect the
SES of the school. farsing concerns that some schools are held to lower·
standards,
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"-':.. ' Toe Ia'~ erl'\'isloned a system of State St:pport Teams to provide technical assistance
to low perfo.rm'ing sdiools, However, Congress has never apptopriated funds for the
Stute Suppon Teams. States have used their administrative funds under Title I to set
up State Support structures, bUl1hey have hud varying degrees of impact Ten States
do not cven have State Support Teams because of a variety of circumstances such as
loss of a key staff person or restructuring of technical assistance efforts. Most States
have set up either SEA learns or teams of outside experts to help schools, but their
ability to address the needs of schools is severely limited by a tack of funds.
•
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States have been identifying distinguished schools and in some State~, such as New
York, the system has been reported to be Ii good motivator for school improvement.
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23 States have passed !.heir own State accountability laws that include provisions for
··academic bankruptcy;' and some kind of major State intervention such as State
takeover of schools or school reconstitution, The impact of these laws is difficult to
determine at this time because they are just going into effect Ii docs appear
anecdotally, however that Title 1 provisions are considered only as an afterthought in .
the development of these systems.
j
Options to improve Title 1 accountability:
A: Maintain the current Title [accountability system with Some improvements to 1)
further define what constitutes adequnte yearly progress, and 2) strengthen rewards
and intcrycntions.
AYP imprm'ements:
•••
• Require A YP definjtions 10 include improvements for low perfonning students.
• Require SUites to 5e[ a reasonable tirneHne for bringing all students up to State
" . standards and establish A YP goals that reflect the gains necessary each ),ear in order
for all students to meet State standards within the titneEne.
• Clarify that A YP does not refer to a. single number, but to tln array of indicators of
student achievement against State standards. tncidentallndicators such as retention,
llttc:ldancc, graduation shouid not be weighted so as to overpower indicators of
student performance .
Improvements in rewards and interventions:
• Require the State to ·set aside' funds (or create a new lin~ item) to support rewards and .
. '
, 'interventions based on the accountability system.
.\ Provide competitive preference for CSRD, REA, and TLCF grants 10 schools and"
districts identified as in need of improvement.
• Target FedC:1l1 technical assistance 10 schools and distriClS in need of improvement.
.
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Pros";' ",,~ .
• Strengtheni!)g definitions of A YP should encourage schools to pay attention to
their lowest performing students; and it counteracts an incentive to focus on
the middle students who are closest to meeting standards and will boost school
perlli;n:af:;c;,~ r<:t;'"~gs. .:.:
• This system should encourage schools to use data to improve their programs:
• The rationale behind A YP would be clearer to districts and schools.
• This should increase the sense of urgency for accelerating student
achievement gains.
• This requirement will help ensure that States use mUltiple indicators in their
assessment systems, rather than relying solely ot! a norm~referenced test.
•
Cons:
• This is a more prescriptive requirement and could be viewed as greater federal
intrusion.
• Adding requirements to the law is not necessarily a greater motivator, It may
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cause places 10 set low targets j usl to compJy with Federal requirements. ,
There is no consensus about what constitutes' a "reasonable" timeline.
Many States are only using no:m~referenced tests and it wifl be impossible to
have all students reach a norm on such tests,
This makes public reporting complicated and may be difftcuh to understand.
Slates and experts do not yet know how to weight multiple indicators within a
single system.
This may contradict v.'ith other State approaches that require performance in
other ways,
B; M()di~1' Title I accountability to require intensive inten'cntions (and possibly
sanctions) in the lowest performing s('hools and rewards for continuous pr'ogrcss.
" States identify the lowest performing (bot:om 5%) sch('lois based on State assessment
data, school attendance. and dropout rate infocnalion.
.
Provide Slate Support Teams and other technical assistance to these schools.
Lowest performing schools receive priority in gram comt)etitions - CSRD,
REA, TLCF (?)
• Chronically low perfomling schools have their Title I funds frozen while they:
Conduct a thorough needs assessment and develop a plan 10 address those
needs.
Submit the plan 10 a peer review for feedback and approval.
Submit {he plan 10 the SEA for approvaL
Secure advice and assistance from an outside expert(s) for ongoing support of
_ ;"'::;I\:I"~
'. ,their school ,improvement efforts,
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.' ";.. ··Rewards arc pro\·jded based on showing adequate yearly progress.
Adequate yearly progress is revised based on Option A above.
•
Pros:
• Intervention and" SUj~port would be more dearly targeted to 10\\" perfo-nning
schools.
• lnis system is easier to understand.
• 'Ole system woui~ still promole 9Qntinuous improvement while also
intensifying efforts~,{) ~m.prove:2ke ~;vorst scL:;)ois.
•
Cons:
• States will need funds to support intensive interventions in the lowest
performing schools and it is not clear that Congress will fund these efforts.
• Slates may not have !.he capacity to tum around the lowest performing.
schools.
• Some schools could conceivably stay on the list oflowest perfonning schools
for a long time even if they make improvements, which risks demoralizing
and stigmatizing them.
• Some groups will protest the notion of singling out schools as the <lworstl'
when their problems may stem from poverty and other factors out of their
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controL
• It is not clear whether temporarily withholding funds from chronically low
performing schools and requiring a new plan wiI! result in improvements,
Optiun C: Create an incentive fund for States that are committed to accountability,
States compete for these furids to support their intervention and rewards programs.
• Maintnin the current Title ~ approach with improyemcnts described in Option A.
• StDtcs compete for incentive funds if they have developed quality interventions' and
incentive programs to st:pport improved student learning,
Pros:
• This still promotes the notion of continuous improvements.
• Only States that are truly committed to making fcfonus will be funded,
• There should be greater quality control over the use of funds for i~t7rventions
and rewards under a competitive program,
Cons:
•
• Many States that arguably need additional support may not v.in a competitive
cIlYironment. '
• This may create an excuse for States to not fully implement the Title 1
requirements if they do not receive extra funding,
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SU~lMARY
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Standards, Assessnl(,llt. and Accountabilily
[SEA Title I and Conls 2000 Rcauthoriz.ation Issues
October 9, 1998
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PAGE OF ISSUES ANI) LEGISLATIVE
O\'crall Recommendation: Tie a:l ESEA
p~ograms·to
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R£CO~lMENDATIONS
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expected gains in s!udent achievement
.
against challenging State co:1tent and swden! perfonnar.ce standards. Reference language on
standards, assessment, and accountability systems throeghout the bilL
hsue A: lmpnn'ing the quaiitYl rigor and alignment ofstandards and assessments.
RecommendatiOlls;
• Maiatain current reqUIrements.
Grants \0 S:ate collaboratives,
/ .....
• Authorize the implementation of a volul:tary national test.
Issue B: Research
B;;'QI)JmendatlQn:
• Creale <J set aside or lme item 10 support rescal ::h. evaluation, and te~hnica; assistance il~
Slil:'lCards, assessments; and accpuntabili,ly, sys,l.crl1s....)~ ~ tJ"""""
•
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Issue C: Impro\'ing the inclusion oftET' stuiJcn.ls,in assessments.
, .
Recommendations:
" . " . '"
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• MaintiJin curren! languag~, bUt.!]lO~e c1eal!y spe,ci fy requirements for including and
accommodating at.Jeast Spanish speaking Sllldents in statewide standards and assessments if
.thaI is their language of instruction.
1r
Hold schools and districts that serve LEP students accountable for showing progress' a:nong LEP
_.
swde!1ts in the dcvelopmen: of English la:iguagc skIlls in ad(Flion to the COre subject areas.
• 'Create a sel aside forresearc!: in these issues, "1..; ,L.J..,~ ',~;tl .!1J
"'t,
Issue 1)1:
Stre~gthel1ing
State accountability.
Recornrncnda!i.Q11£
• Require public reporting
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of slatewid~assessment data .and a plan for closing achievement
gaps.
Jssue D2: Stn.'ngthening definilions of AYP.
RecommendatlQns;
Y
• Require definitiotl~,to include i!llpro\'e!'.H~'\'.ts among low performing students.!
• Require definitions to include a il!TICIL1c ro' ,;I: s;ucents to reach State standards. "
•
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Require definitions to include mUltiple indicators of progress .
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Title J and Goals 2000 Reauthorization Issues
A foundation of Goals 2000 3:1d ESEA
.S SU~:pCI!1
for State efforts to develop a system thaI
includes: challenging standards for all srudent5!,alig;1ed assessments for measuripg how well
schools and districts are educaling students scftltat they reach the standards; and a system 10 hold
schools and districts accountabie for ecucati:1g all students in a manner 10 which students meet
1;11.3 standares. Goals 2000 prov:des foundation rYIoney to Slales to plan and develop these
systems. Title I includes specific requirements to ensure that Title I participants afe he~d to high
stancards, not a separate, lower set of standards. The intended system is one in which:
• Each student is held to high standa!"ds of academic achie"vement
• Slales establish dear, cnallenging content sW:1dards in at leas! r<:adi:lg and math thai describe
what studer.ts should know and be "bie 10 do..
• Slates establish dear. challenging stude;)! perfo:mance standards that are aligr.ed with the
comenl standards and explici:ly describe ibrce levels of proficiency cn the content standards
• Sta:es develop and administer statewide systems of asscssnlcnt thaI rneas'Jre studenl progres
loward meeting the standards. These assessments must be aligned with the S:a:c's stan dar
be '.'alid and reliable, include all s:Udents, indude multiple measures for evaluating progre
•
·and be able to proyide disaggregaled information on student performance.
Slates have a system tied to their statewide ;.issessmClllS lhat holds schools and dislnc:s
accountable for contlnuoiJs improvement in !he performance oCall students. Schools and
districts that are low performing are ide:1liiicd and pro;.~ided .tes~ical assis!ance and
interventions to imp;Qve.
,
OVERALL ASSUMI'T10N: The n~\\' lcgisla!io:i wiiLr.J~iniajp;' th{~u::.ent f~C1!5 on building
and improving aligned systems of stancards. assessment, and accountabiliiY and promoting the
standards-based reform efforts that were begun ~Inder Goals 2000 and Title 1 in 1994, We w[lJ
mamtain and strc:lglhen the focus on ge:!mg siancards+ased refonn inle the classroom.
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We recognize, however. tha! in pu:suing this approach there are several potential obstacles. 'For
example, the development of new standards, assessment, and accountability systems lakes time
\\ and sl,gnificant financia: jnv~stments, :olitical pressure to accelerate ~iOgn:ss ~s incre~sing,_:nd
there IS a need for baseline Gala colleCtlon, Also, States that have not mvestcd In p:.tbhc " " .•~! -I
engage:nent activities may scffer from a lack of poli:ical support when reforms get fully
') ' / . implemented. Finally, we expect that Congress wiU demand evidence ofrcsults and we have
limited information at this point especially since we arc only halfway through the timelines in the
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State systems of standards, assessments. and arrountabitity.
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OV£llALL'RECOMMENDATJO:": Tie all ESEA programs
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'0 expected gains in student
".
•
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achieveme" against challenging S
language on standards,
(~~t~~dardS
assessmentt~J~d
Refe:ence
accoumanilll)' sysiems throughoui the bi:1.
Issue A •• lmprQring Quality: States are developing con lent and performance standards
and aligned ltsscssmcnts! but the quality, rigor, and alignment of standards and
assessments varies greatly from State 10 Statc. Should new legislation promote re"je'ws of
quality, rigor, and alignment?
.
The deve~OplT1cr:l and iml11ementation of challcr.ging standards, aligned assessmenlS, and
rigorcus accol::ltability systems is an :!eralive process, Even though States are expected to have
final aligned assessment and accoU1::abiiity systems in place by the 2000-01 school year, we
recognize that significant \\'ork wi:! need [0 be dor,e to ensure that all States have high qua:ity
systems, Not only is knowledge contirHlally emerging from the field that can be applied 10
\\
improve systems, but Stale political and eaucalional conlexlS often change, which also leads to
'changes in SWIC standards, aS5essm~nt. a!.d accountability s),stems.
Given that the field conl!J1lJcs to develop, that there is liule consensus on a sing>; best approach
to standards, (.ssessment, and accountability, and that research is still emerging, we recognize
thaI Federal i(',gislulion should not become too prescriptive, ESEA should support State cffo;.s to
improve their systems through tecimical assistance, leadership, and suppon for Stale-based
improvemenl activities.
•
Legislative options to support improvements in quality in st;mdards-bascd assessment
systcms: (not mutually exclusive)
"..
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L l\"iairitain ('urrent Icgis,fa'rivc requirements for standards, as.sc:ssments, and .
.
acco'ulltahility with SOl1)C adjus\ll1e,;;s as de't~imii)ed throughout the othedss'u~s ·discuss.ed 'i;' "
thi~ paper. Couple legislauve requi! cmClliS \'.'ith more aggressive technical' a'ssista~ce and .
peerre\'iews orSt.. !!! eyidence ofstandalds and aiigned assessmems.
•
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Pros:
•
This allows States to continue down the path of sta:ldards-based refonn and make
impro':ements to their systerns.· Dran:atlcally changing requiremcnts could be met with
extreme resistance and dera~1 standards-based reform efforts,
SoEd research~based evidence does not point 10 a ane-size~fi1s~all approach 10 standards,
assessment. and accou'ntabiHty. The current requirements aHaw flexibility in State
3?proachcs.
The limcjines:n currer.! legisJa:ion do not rec:;.uire a final syste:n unli: 2000-01; a change in
requirements just as these final systems go into place would slow down refo::n efforts and
risks delay!:!!; implementation of assessment and accauntab:liiY systems for a significant
period 0 r time.
CODS:
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The quality ofS:a:e implementallon of the current legislative requiremenls varies.
•
SOni.e Slates are changing vcr)' little. but r.afl gel by cue 10 tbe flexibility if: :hc law.
2. Provide grants to State collabQratiycs to review the quality, rigor, aod alignment of
standards l'Ind assessmem sYStems. Such a collabo::-ative would be.;charged with developing
cri:eria fo:- dete:mining the riga: and qua:ity of standards and peer reviewing the work of
other S:ales in the collaborative,
Pros:
-V . .
Would build consensus among Suues regarding what constitutes quality and rigOL
Current reviews of content s:<!odards do nOt have consistent criteria. There are currently
-::-? \
nO reviews orlhe quality, rigor. and aligmYlent of cOntent and perfonnance standards and
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assessments,
\;,.1
\Vhile some Sta~es are al:cady participa:bg in a similar effort by the CCSSO State
.,,!
ti'
Collaborative on Assessing Studer'll Standards (SCASS) this group has been very
techr.ical and Ihe cost orjoini:1g has been prohi~j[ive for many Slates, Funding grants
~
might reacb more States and '"'QuId involve r.lore policy makers rather th~n technicians.
Would dc-politicize criteria since Ihey would be developed and used voluntarily by Statcs.
. '.
Would creaie an :nccnlive to lmprovc the quality and rigor of sta.fJ.dards and
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• assessments< some COnse1'15U$ mighi help sust:ain and stabilize State effons to
Developing
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implement challenging slancords ane assessments.
•
Cons:
.,
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This stl:} might noi reach
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Usmg funds for State-based efforts Il"lIghl be CrltlClzed for not gomg duectly to classrooms:'L;": .t j '·'fj2;..,;;'" ,
Sl~He collaborative effons often become cU111bersome and don't always lead to concrete·.' ,. : ,J~" :.
products.
..'
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Establish a Hne item in the legislation to fund an outside entity to review and evaluate
States' slanda:ds a.:ld assessment sys:ems'fo;" quality, ngor. and alignment
Pros:
•.:..
Ttiis would promote the development of a r.3lional consensus.
An oUl.side entity could provide independe:11 judgen1enL
Cons:
•
This is similar to a proposal in Goals 2000 to fund NESIC. Congress amended Goals
2000 to ensure that sllch a boa;d was never created.
A single reviewing entity may be under too much scrutiny to ever be able to'col.lplete such a
task.
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4. Specifknlly au Ihorizc the implementation of a \,oluntary national test .that cou:d be used
a bench:11ad, for measuring tbe rigor o:Slalc standards. {N0TE: We re:.:ommend thaI a
n&tJ011al lest not be part ofTi:le I, but instead be included in an innovation section of the
legislutio:l or in the OERJ rC3u~~jorization,}
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Pros:
•
Congress has argued that the Depanment is npt acthorizel'to implement the VJ\IT.
This ends {!lat argument.
A national test provides a national benchmark while not impeding ne~ibiJiiY for Slate. '
standards 3:1d assessments,
, .•
p~rticip2.te
•
Stales wodd
on a volu:1tary basis.
,
•
There is a crying need for Stales 10 have somelhing against which to benchmark their
standards in order to justify, mainlain~ and ifl1prove their State standards and assessment
sys:ems.
This would allow national comparisons.
Would begin to develop national consensus.
•
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Cons:
This is highly political am! could siall other work on [he leg~slation.
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LEGISLATIVE RECOMMENDATIONS: We strongly recommend optio"s I. 2, and 4
maintaining the current requirements while also funding State efforts to improve the rigor of their
syslems and fending a voluntary natio:lal test. These options will best suppon. State siand.ards
based reJo.-m activities. Grants and the Vt,T provide incentives for States that arc committed to
these refonns to improve quality,
NON-LEGISLATIVE RECOMM£:XDATIONS:
.
We-also recommend that the Standards Team pursue the following
soon a.s possib:e:
non~legis!ative
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stra.tegies as
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Intensify te'chniclll assistance wo:k with S\3les on their'standards, assessment and
accountability systems through:
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,'~ JGuidance on how ED will reV leW evidence of final State assessments
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(A policy statement on the use of assessments to Improve instructlOn.and the use ornom- ') V- I,
C referenced tests wlthin such a system"
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Increased outreach by peer consultant teams
Compliance and prugrammatJc Iechnical <assistance activities under TItle I 13,lorOO to
States th~l are havmg'trouble deveJopul£ {helr performance standards and final
assessments.
Work with OERI on i research agenda to develop criteria for States 10 use in juaging1he
quality aflheir standards.
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Work with OERl
a research agenda tku cXl1Inines the effectiveness of differe!1l
app:oacbes ,0 asscssmcn, and acco:l:11abi:ily systems.
Develop an intensive p.ublic engagement effor: \0 increaje understanding and suppOi't for
sl3nd:lrds and assessment systems. "y- - ......
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Compile and disseminate concrete examples of quality performance standar~s with examples
of $!ucem work.
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bsue B: Suppor(ing ongoing
and accountability.
e"31uation~
.
and technical assistance on standards) assessment
The s\.!{';{:eS$ ofSlale implementation ofcha,:lengieg slandan!s will :ely to a large ex lent or. the
qualily ~f the standards and asseSsments tha! States pm inlQ place and the manru::r in which they
arc implemented. There are ma:1Y issues ~ha! need additional research, especially in such critical
areas as the inclusion of all students in Sum: assessments and the design and implementation of
'accountability systems that res*.:lt in meaningful if~)prOVcmen:s in scf'.ools, ln addition, a
signi[lcam technical assistance efror1 is necessary if we afe going to help States access and
IJni:dcmem the bes! knO\\";ccge 3va:!abk. Since knowlceg'c is emerging as States pUl new
s);slems inlO place. much of the technical assistance can come ftom bringing State§ together in
cons\,'.)ctivc w;:ys to help each other and through fonmHive evaluations that produce models 10
share with States.'· ....-.:--
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The ';, Evaluation Service u cd to have la!1guage in its authorization that allowed both a
•
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,. ,'. r' ~'l~mative evaluation. of Tit II> and ongoing. f~rrnaii\'e evaluations arid technical assistance, In
:"."'" .1?9~~~J~:1g~ .minated. so our ef~OI1.S 10 date have resulted in piecj~g togct.he: funds
largeJy due to a Jack
. . 7<~ }f~Qm all)':,~c;u:-ces possible. They have been 11111lled. . ofsla!f capacity and
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'~:'fu:lding fer the 1Ccn.ilical assistaJlce necessary, There:s currently no budget thaI we know of that
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. is specifically devoted to supporting the fom1ali"e evaluation needs that have emerged from
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State effons :f) date and the technical aSSiSla:1CC needs in these areas,
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~CCOl\1MENDATION:...Requesi a set aside ;0; fOtlllative evaluation, djss~mination Of~hat /
works. and te::.hnical assist,H"lce in the area of standards. assessment. and accountahility.
Feder~l:y suhsidize research ~o provide assistance to Slate assesSment developers and policy
makers about the best practk;es in th~ a~eas of slandards, assessme:H, and acco\JntabililY·
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• Specific211y designate studies ofLEP issues such as how to increase the validity of new and ~
establisht:d tests - at numerous points throughout tbe d.evelopment, administralion, scoring , ~
and repol1ing phases of Jarge scale testing - for LEP student' populations ..
• Continue o:ld expand technical assistance work 10' develop materials such as the LEP 1oolkit. .,J ~
• Support research on expec:eo gains and benchmarking for LEP students.
.:----
.. Support formatIve evaluatIons of Staie reform efforts as they unfold.
)1 "7
.. Suppor! research that exa:nines State inl:latives thai have demor.strated effectiveness in
. \) \
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mcrcasing achievement of dISadvantaged children.
~ ,~
.. Support lcch!1ical aSSlSlance efforts ;1131 tmng SI3les together to develop aild sha.re st~ategi(~--
,
�•
for reducing achievement gaps.
SUppO!1 technical assistance and research into assessment and accountability issues such &5 the
appropriate use of cohon analysis, mUltiple n:casures, combir.ing measures, implementation
of adequate yearly progress, bCl:chmarking meas~m:s of adequate yearly progress, uSIng
disaggregnled data. alignment of standards and assessments, and assessment ,litera.cy for
teache;s and administrators,
•
Support studies on effective accountability systems,
\
.?;
Issue C: Jmpro\'ing the inclusion of LEll students in statewide assessments
LEP sludenls master challenging Siale siandards.
!O
enstl re that
~ \"-/4he inter.: of the current Title I la~guage is to include LEP students in assessmeI'!ts to ensure, tlia~
/"tI" ;~ey are induded
f\r./
~.~
school rdonn efforts and to ensure that they reach the same chaJienging ..
'standards as all stodents. It is i:nponalH ,0 include LEP students in assess.ment and
accountab:lity systems for two reasons: 1) to enSUiC thaI p;ograms are helping these students
develop skills I:) English; a.nd 2) to e:)sure lila: LEP students are also developing conte;}!
k;iowledge in other subjects,
tn
The Tille 1 stal.ute r_cquires ail students to be incl~ded in state\vide assessments with reasonable
accommodations or adaptations for students willl disabilities. Limi:ed EngEsh profk:ient
students are to' DI:,a'sseSsc::L"10 1he extent practicable," in ihe language and form most likely to
yield knowledge ,about what they know and can do .
.'"
'
,',
.' . .
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.F.egulations;.Sec:)OOA (a)(1) "Each Slates shall develop or adopt a set ofhigh~quali!y
,yearJ:;':'s'sess:Tiem:;"t;:Assessmenls under this section .must meet the following
"
~
regmremerns: .
(7) Provide for
(iii)(A)
~nclusjon
of Emited~El1g;ish pmflciem students who sball be assessed, to the
extent practicable, in the !anguag!,; and [ol1n most likely to yield accurate and reliable
infonnation on what lnose students know and can do to determine the students' mastery
of skills in subjects otner than E!1glish.
(B) To meet this requirement, the Stale
(l)
Shall make every eflb;~,·;:) use ordevcloplinguistically accessible assessment
"
I,
• •
, measures; and
May request assistance from the Secretary if those measures are needed,"
(! )
Current aSSessments do not maximize accessibility for all student popuialions. In particular.
States are not fully including LEP students in assessments as required under TiHe r of the ESEA
and currenl accountability provisions. Fo~ example:
..
cesso's s'.:mmary of State level' assessment data found that 43 States allow
exemptions for LEP students. Oftbese Slates, 16 exempt for time iI: US: 10 exempt for
tim~ in ESL: 4 exempt for fonnal assessment in EngHsh; 5 exempt for informal
�-,
•
asseS.5r.1~nt !!1
EngliSh; and ,3 exempt for olher reasons .
•
Only 14 S\a!c~>do no! allow exemptions:n aH Rss::ssmen: componer.ts (CCSSQ,
1998).
•
The number ofsia:es which pennit accommodations was 38; however. :2 of the 38
did no! permit accommodations on all assessment components, Only 5 or the States that
allowed accommodations pennitled native language respO:1se,
•
11 States used alternate assessr.:lcn!s fOi LEP stLdents for ';"hom regular assessments,
even with accommodations, were not appropriate.
There arc ma:1Y reasons why it has been difficu!l for Slates to fuHy include LEP students in their
assessments. '~he population of LEP s1udents is growing. Furthermore, a growing number of
languages in schools makes it difficult to address the needs of all students. Pro\'iding services to
LEP s:udems and tracking their progress is funher complicated by thc fact that LEP studems are
not necessarily :iterate in their home ),at~guage. For those who ll!'e li:erate in their native
"!anguage, there is a dearth of native language assessments to draw upon,
Funhermo~e,
•
:t is costly to develop comp-a:"able assessments for LEP students and sucb
developmcnl requires a great deal of :echnical eXpcl1ise. Information on developing comparable
measures is also limited. Some Sia:es have prO!:1otcd fell i:lclusion policies,. but inc:Judi:tg LEP
SWdcnls in the same statewide. ass,essn~e~1 a5 a!lsl,-:~ents may not be \'alid - for example,
California and Kentucky "fuBy inclt,:9<;': LEP slUdenls t;!1der policies thai require those students
10 participate :n St~,te le~ts eve,n 'if ti;~y ;C3~nO! read them .
',"""
:~~",'''.'
,
,
,Legislative opl1ons tu Pr.'?n:9,t~ inqusi~!~:: nol mutually cl.dusivc:
.'
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•
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,
,
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L ~o change. Maih:ain 't11el£'~:;r'e)nd~,;guage lllal requires States to includ:: all swdents and. to
the extent practicable; test them in their nat! ve la:1guage.
Pros:
•
The problem is not with the legis!alive larig'uag!. but wi~h,Slates' capacity 10 carry out
the language.
•
This compromise language recognizes the comp:exi1:y of Ihese issues and allows
flexibility for different Stale approaches,and f~r; ~!:?\\'ledgf, ~l!1erging from the field.
•
The ccrrenl language promotes [he principle 01 fu'Ji inclusion in standards and
assessments.
•
Cons:
•
The current lang~age is \'ag~e and may allow States 10 escape responsibility for
including LEP students i:1 their standards and assessment systems by using the "to the
exten~ practicable" language as a loopbole if enforcement is no! strict.
•
h has been difficull to define
lhe extent pr<lcticable" and therefore encourage and
enRI;*ce it.
"to
•
�.-,
•?
Many Slates seem to be, exempting lEP studc:lls ~espile this language.
•
Silminatc the language HIO the cxtcnl pr:l.{'ticable," Instead require native language
assessments or co:npar:lb!e assessments ~English witb accommodations} in content areas
other than English for students identified as LEP 3:1d for whom the State does not waive from
ad~inls:ral.ion of assessments_
•
Pros:
•
This option elimina:es a '"loophclc" that allows States to not assesS LEP studen:s.
There is a g;owing population of LEP students and this ensures that they are assessed.
•
COliS:
•
•
There are fe~ commercially avai!able tests for low incidence LEP popUlations.
This will he very cos!!y to develop and ill:plement.
Maintain current language, but explicilly require that States offer at reast Spanish
assessments fot students whose language is other than English, if Spanish is the
language of instruction.
Pros:
•
TI,e large majority ofLEP stlldcl:1S alC Spanish speakers."
There are already numerous commc~cial!y a\'~ilable 3..:>sessrr.er:ts in Spanish. Also. P~CriO
Rico has developed standarcs and ziJ:gn'cd ass'eism"ents in their content areas in Spanish.
•
Cons:
.
'r
"",
" . ' '.
. :Ot~cr language groups mig"h! pr·O(~s.i;~ :.;~:.''', "i.';,.
Commercially available tcS!S~ even, i/{Spanish'(cidl,?: necessa:ily align with every State's
•
standards.
. '.'
•
Administration of multiple '~ssessments will be costly.
Few students will have Spanish language instru:::tion ill: day, so..i: may be diflicuh to
'determine which assessment they should take.
",
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•
This may open up arguments that Title I participation should be limitec·to a specific
num':::le:- of yea~s (similar 10 the goal cf bilingual education for only 3 years),
. ,
.
."
Hold sctwols and distritls that serve LEP students accountable for shOWing progress
among LEI' students in the development of English language skills in addition to the
core subjed areas.
•
Pros:
•
This promotes acco'Jntabilily (or ensur1ag thai LEP students are progressing.
Curre:1tly mos! districts and schools test English skills for placement purposes, but do not
use these meaSures :0; accountability purposes .
10
'.
�•
•
This provides a measure for ensuring Inal Slalcs provide appropriate;:, effective
programs for LEP sludents.
Cons:
•
•
This adds another reql!.irCmenl to districts and schools - the adoption.
implementation, and reponing of another asseSSment.
Districts and schools might nol have a good mechar.ism for measuring EngEsh
language skilk
t;
Request a set aside for research and developm'n! in staodarcts, asseSSments and
accountability specifical:;' designated for sludYlcg LEP issues. Federally subsidize rcsea:ch
•
· 10 provide assistance to State assessmenl developers and policy makers about how to increase
the "alldH)' of new a:ld established lests -- a: numerous pomt~ throughout :he development,
~ ...
administration, scanng and reportIng phases of large scale testing ~~ for LEP student
~
p
populal~ons
.
~
~.
Pro;
•
The research set aside will allow Siales to pool resources, and foster support and
cO:1l:11ill1iCt:: from all those ~~1arged with assuring thal all children n:cet s:atc wmdards,
•
Con:
•
.~.
'"'"
.
S:alCS cu;:-entlv do not have the resourceS,lO do > ' , " . - " . ,,-'~ ....
this wQrk~
•
<
LEGISLATIVE RECO~'1!\1Er-;TATlOj\'S: Options 3, 4;'31;d 5 - ad? ~ requirerne~{ to offer ~I~
assessments a1: le~t in Spal!,ish; hold districts :u:~tS,~~~6If}.~c:o)Jnt<;bl.cTor demonstrating
~
progress ae10ng LEP st)Jdents in mastering EI!gh~\I,a,Bg~?,s~.,~~,iH~,~ ~J\d suppOrt research and
,:
technical assistance on tbese issues, There is cO:1siderab;e research and demonstrated methods
available for including Spanisb speakers In assessments an(flhis should be recognized in the
legislation, However, more research is still necessary to explore all of the lncluslon issues,
NON LEGISLA TlVE R£COM~IENDATION:
. The Department should continue and expand :IS technical assis:ance work to develop 'the LEP
toolkit. and specifically address technical assistance on developing the following:
• guidelir:.ef., specifications and specific stZlrlda;-dized procedures Stalt.:3·;~nrl schooj;.'~~CI\ use to '7:' .~
implement aSsessme:1t accommodations lhal wdl enable LEP studer.ts to show what they
know in all academic content areas;
• a core 0'( instructional procedures and supporting materials 10 l!se in TA to States. and'
dislric:s~
•
• a standard defimtion and measures of sludenls' academic English language proficiency
suitable for use in large-scale assessment programs; and
., a standard definition and measure of slUdents' reading proficiency in Spanish;
• a def:nition ofLEP that ~il11ead to ~qn.slslenl c:flcri3 across States for 'identifying LEP
students rmd detennil11ng iLglbility ror services and oetemiining which students need
11
�••
•
accommodations or altemalive assessmcr::ts. This definition shot:ld build on the definition in
Tille VII. (The definilion of LEP cuntntl" Vin ies fro:n Stale:o State. In some SUHes
children are classlfied as LEP based upon iheir surnames. For c).a;npJe, the CCSSO cited in
.the Recommendations for Improving the Assessmellts and Monitoring :;jSrudc!Jfs with
Limited English Proficiency. pubJishec in 1992. that .he problem has always been thai there
is no uniforr.1 defi:lition ofLEP within' States Or r:ationally; therefore who is eligible fer
..
services vanes widely.)
Issue D: Strengthening State accounlahility systems.
Under ESEA and Goa:s 2000, the Federal role in accountability has been 10 support S:ate effO!1S
to develop and implement accountability systems thai hold schools and districts accountable [or
the performance ofaB slUdents. including Title I and speciaJ needs students, and that identifY·
'schools in need of improvement (Sec Apper:dix A for an abbreviated descri;:nion of
;eq'Jiremcn!s.) Traditior.ally Tille r measurcd perfo:'mance ofindividua! students over time, but
the shift in 1994 to accountability for schools and districts 10 show improvemen:s mirrored what
was already happening in Slates (Elmore, Abe!ma:tn & Fuhrman, 1996).
:n order to increase accountabililY for the pcdonmmce of all students. Title I ;equires that
s1a:ewidc assessmenl data be d!sagg,ega!cd. The Slate defines meaSures ror adeqllll.ie yea,ly
progress (A YP) that are e;...pec:ec of districts and schools. Sud: measures arc primarily based on
the State assessmenL Failure 10 show A YP for lwO or more years results in'being'ideoiified ~s in
need of improvement. State and local support systems are then supposed to mte:'"venc iQ suppon
such schools_
-- - -
-IF'
(o~'~i g~~~~~"~'~~·f~~ms.'~
,f
J./
J ~
Accountability has been an 15S\,,;c'dlscussed ;nd debated in our
Three
\~reas have received particular focus, 1) who or \VhlCh cnlllies are held accoUl:nable; 2)'what
\\.-fnteria are ~sed to hold them accountable, a:1d 3) what aSslStance. rewards: and consequences
~ k in o~c.e perfomrance is idenufied The) e is a great deal of debate about the details wlthlo
ach of these areas This is co:npo1Jnced by !;1e fael that cur-ern research does not p:-?vlde clear
answers as to which approaches w,ll lead to meaningful changes in schools
1< ) 1
j /
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We recom,mend that the legislation nUllntain Ihe current approach of holding sthools and
){J districts accountable for demonstrating continual annual pmgrcss toward 3('hkyip,g.State..."' ,
\~
\.standards. States will have just put these refonns inlo place ir. the 2000-01 school year and
-~}., evising the entire system at its infancy would derail effons 10 move towards accountability
\
based upon student achievement Also. we have lillIe evidence about whether other approaches
are better. Several areas within the current accountability Slructure could be s!rengtnened,
\.
however, while maintaining the c'Jrrem approach. Similarly, variations of this approach could be
:.
more systcmati:ally tes1ed so that improvements can be made i!'l the fu:ure.
We recommend examining issues of:
•
12
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gap;'--~
,10
• Slrcngti1cmng accouolability for States to close the achievement
• Tighlening language regarding definitions. of adequate yearly progress {A YP}; -
•
•
1111p;'ovlng I:nefl/cruions, rewards, 2nd sanC[i0:15 (Note. this will be
Deepening research and dcvelopmcnJ C ,io:e' see Issue B}.
vy-
cove~ed
.
~~
y..r
in ar.o:her paper);
.
~
Ai ihc Q:..::set, we would like:o acknowledge that the .approach in this paper does not directly
adc;ess certain areas of accountability. Strengthening accountability for students (e.g. high
s\akes lests), leachers, and principals
afC
not areas for which we recorr:mend ne...v requirements
i/'
the legislation. Although these are important activities. they are more appropriately addressed
vr'"
through Siale and local f)olicies. \Ve recommend Ina! we provide models, examples, and
1research 10 StInes and districts on these issues, But developing requirements would be (00
/prescriptive in areas around which there is linle COJ1senst.:s, This point of vie'>\' was scpported by,
all of the ex pens \':11h whom we have consu;ted 10 dale (Porler, Corcoran. Fuhrman, O,'Day,
Baker, BlatL").
'" I.1·'
,1- I
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Issue O!: Strengthening S.talc accountability
•
..
.
Currcmly Stalt,S arc held accoul1iabie for tbe process of puning systems into place. This occu:--$
through federal monitoring and tc:chr.ical zssislan:::e. Rewa.rds and consc.,!uences arc nOt applied'
10SI'~
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",.":.-:,;,:,,. ..... , , " "
Bv the 2000-01 5::hool year.. Slates must :1ave in place final assessments with• data' on "<''''",·'r-''',:',"(""".
studcnL :'".",
.
~,"
,.
pcrforrnar.ce that can be disaggrcgated, The imenl of proviGing statewide disaggregated'rcsuhs. ' .. j""
of student achievement was to ensure that all groups of students are making progress and' bein"g, ' '.",
served throughout the State. Often this d,na is most meaningful at the State level because smaller
dis!:icts cannot provide disaggregated data that is statistically sound, .The current law requires ..
State assessment data to be disaggregated "by gender. by each major racial and e[hni{: group. by
English proficiency status, by migrant status, by studenls with disabilities as com?ared 10
nondisabled st~dents, and by economically disad"3:ltaged students as compared lo students who
a,-:/oot economically disadvantaged,"
When final assessments are in place, States COJld be held accountable for using the info:mation
provided by Slate assessment systems to take action te close the achievement gap among g:oups
or students statewide,
Res~a:ch
indicates that public reporting of student achievement data as welJ as the threat of
sanclions motivates changes in behavior a1 the district and school levels (Elmore, Abehnan,
Fuhrm.an, 1996; SREB, 1997), The accmmlability provisions in Ti:le I mirror this fmding. The
•
law describes the purpose of the schoo: reporting procedures as ;q)fOCeSS for 'co'5:inued
13
�..
•
Improvement that provides schools with lhe information 10 continually refine their program .
Curren~,y the b'.v requires reporting for schoo:s find rcponing on ind:vidual s:udent5, bUI State
reports are not specified.
Options for increasing State aceountahiHty:
1. No Change. Lea'\.'e the system the same,
•
Pros:
•
Allows States to pursue their 0\\';1 appyoaches.
• Responsibility for defining accountabi)ity systems is_still at the State level.
COilS:
•
P:ovides weak incentives for State action.
~equire
.
States to publkly report assessment results and the gaps :among groups of
students, and a Stale phm for closing that gt'lp. Provide technical assistance to States that
need help redirecting Ihe;~ rcsOl;~ces and expertise to address these issues. (Note: Such a
repor. could also mciude repo~,
in
, celll achievement by geographical region within the
.•.
. State.)
,.
Pros:
.
• Calls public a11e:1tlon to Slates' role i:1 reducing disparities in sludent achievcrr.ent, in
. addition to placing :;espo'nsibili;); on low~perfomling (and oHen unde::-fmidec) districts.
• Provides a trigger for getting outside as!iistance :or developing a phm to close tbe
j"
achteVer:1cnt gap:
" v.• "
• Encourages the use of d2lZ for decision making at the State leveE .' .'
• Publicly releas:ng a plan for clo~ing a::hievemcnt gaps might cnco!;;age States 10 look
comprehensively across local, State, and federal resources.
•
p'
,.
Con~
•
Fedenl
j)rogr2:TlS
have very li:!!:: leverage over the use of State resources.
~ ~R~~;Ii~e St1>,:.es to'publicly report illfOl'ffiati?n; but require those with 3D acbievement
I
gap to develop a plan for dosing that gnp and direct Federal resources to that plan.
Pro:
• Sa'1le as above but offers a little more ieverage because a Federal approval
~fsuch
a plan
allows greater ir.fluence,
•
Con:
•
Enforcement of the gap-closing requirement could be problematic. given reluctance' 10
withhe,ld funding,
~ ,.'
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It is not clear exactly how States would be req'Jlred
~o direct their federal funds .
Create a recognition program for Slates that reduce the achievement gap,
Pro:
•
InexpC!flsive way 10 pro\'ide incentives to reduce disparities in achievement
•
This is a positive incentive that State should greet favorably,"
Con:
"
• Could be seen as federal intrusion - compar:ng and evaluating States,
• Defining the criteria that would be used to rle;ermine recognition will be complicated
and dWicuh.
•
•
1: may be d,£ficult to co:npare SlateS with dramatically different degrees of diversity
within their slud,cnt populations. (Of course, recognition could be based upon reducing
the gap between high and low po\'cny schools.)
Determining how to weight different fonns of achievement gaps for national
comparisons will be problematic.
~ Create a line item for offering rewards to States tha' make progress io closing the
achic\,cmerit gap,
••
,
t
'.-.1,
'
Pros:
• 'Provides a pOSill\,C incenti,'c that is more mOliv3tional
Cons:
.•
"
"
r
- ";;l~;: ~;,' ':. tl >11,
•
Same
3S
option 4.
• This v\'ould give States more funds at preciseJy the time they arc less likely to need therr;.'
LEGISLATIVE RECOMMENDATIONS: We «commend Option 2 - public reporting of
statewide assessm~nt results. Public infom131ion may have the impact of influencing policy at
the Slate level to pro\i;Je support for groups of students who are not perfonning wefL Public
pressure and'scrutiny.ofState pi3:1S to dose the gap should encourage more comprehensive
plans.
~';'.;"
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NO!"'~LEGJSLATIV:t.:
,.
,
...
{.~
~
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REC0!\1I\1ENDATiON: We recommend that the
its technical assist.:loce support to State efforts to reduce achievement gaps.
Departme~l
increase
• Support research into State initiatives Ina! have demonstrated effectiveness in increasing
achievement of disadvantaged children.
SupPor11echnical assistance that promOteS Siate collaboration on strategies to reduce
achievement gaps.
Provide technical assistance on the development of u:1derstandable Stale repon cards.
•
15
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,
Issue D2: SlrengttJcnitlg definiticns of adN.jlJal« yearly progress (AVr).
1
The current requirements in Tilic I for Stales 10 establish definitions for adequate yeady progress
(A YP) for schools that are based p:ima:-i!y Qn the sliilewide aSsessment. The pu;pose of
requiring schools to meet AYP goals is so [hal all students will move toward lhe State standards
and so thal ali groups of children win get ~he :attention r.ecessary:o re~ch the standards.
}' t~
However, many State definitions for AYP unde; T:i:c I do nOl rigorously address the notion of
",11 Slcdents" lcachiog high State standards< For c>amplc',).t-L_ \i.;< ---- '
~<
J\:
y/
11
• M:ll1Y SW1e defmi:ions fer .A. YP , no r ,
"
cC:llS reach State \ l,,..tJ ' ;
standards. Thirty Sta:c~ve problel!~5 stc!;)ming from setting low targets,;cuiJ::g a low gDal
for the rcrcenlage of students rCaC]11;1g a $(;.11\: s:anean:l, or esta51ishmg very long time
\ I ?
jieriocs for before students would meet State s:ancan:!& (Le. beyond the expected years of
.-;:::
schooling), This problem is compounded In SlateS that do not ir.clude multiple measures in
their assessment syslc:ns because scores from j single leSt do nm provide a complele pict;.nc
of stud en I pcrfonnance ant: often the single measure is a nonn~referenced test which by
design will nOl result in aIr students reaching a noml on the test. StateS'often sel these low
\
targets because they reflect State 3c(oumabi!ity la\\'s and because they fear that goals thai are
.
too hig:l v,:ilt derail standaHh;.baserl re(onn effor1s.
I
/7
I
•
•
Many Slale defLnitions of AYP do nOI mclude J lime!ine for having all students reach S~a!e I'~}
standards. nor have (hey identified ;;;':'£ClS for'expedited growlh. A timeline is imponam for
setting a meani~gf~l ~neasure5 for AYP thal1end 10 having ali students reach State slandards. ~ir
Timclincs',ihat qo exis.t.range from 5 10 20 years (Shcnck and Carlson analysis, 1998).
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SOH:!! Stat(;$, such as Alabama, have sel an absolute standard or a cut score on a Stale
assessmenl ana do not recognize continuous progress in their accountability system. This
may meal': that low pcrfo:n1l'ng scho'o:s do not get acknowledged for £ains that they make aEc
they couId remain in school in:p;,C'ycllicnl f:Jf very ;engthy periods, It also means that higher
perforrr:it.,t; schools are nol enco~raged \0 continue to improve,
ac~oun13bility,
Some States. are using only a composlle score on Slate assessmen:s for
Thi!
masks d;ff~n:p~es in ac!:,i~\'erlle;:!;acrl)ss s!lL1~ct$" For instance, if readir.g and math sca,es
arc combined as in Illinois. a school can have high math scores thai hide reading problems.
"-'17l
• Few States examine disaggregated student data within their accoumability systems, This
could result in neglecting the perfonn3f1ce of groups of swdents, For instance, accounlability
systems as curren:ly defined may encourage schools to focus 3ltentlun on students who are
close to meeting S~a!e standards so that scores will go up; rather than focusing on the lowest
}v ')
performing stl.:dents {Chun & Goertz. 1998}, Texas is the only State system that reqUires/, S ~
reporting of student progress for each group of students and rewards schools thai make
progress it! moving low pcrfomllllg students 10 !'Hgber levels. I: has been able to show Ihat
'
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•
A.
�-.",
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•
the perfonnance gap between groups of students is beginning to narrow.
• Some States are implementing value-adder accountability systems to recognize the
performance gains made by schoois with different socioeconomic backgrounds. They argue
that such a system encourages continuous improvement among high and Jow perfonniryg
schools, whereas systems of absolute standards do not encourage continuous improvement
(Clotfel!er & Ladd, 1996; Meyer, 1996). However, if such a system is no! carefully
or sc~ool$ to Jow~r stan~ar~s. For instance,
designed it can r~sul!. in holding 51
Tennessee descnbes Its system
vaJue-a
0, but 11 translates mto adjusting St3/,:"
assessment scores based on a factor to reOect socioeconomic status.
/ .l!
Legislative options:
'
JVUire A YP definitions to include improvements for low performing students .
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.y
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11;; ensures
1 schools pay allention to their lowest performing students; it
co lera
incentive 10 focus on the middle students who are closest to meeting
standards and will boost schoo! perfonnance ratings.
•
Thi;; encourages schools to use data to improve their programs.
Thi~; SUPP0r1S the iradltional purposes ofTitlc I - to provide supplementary services
•
for students who need them most.
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Cons:
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This is' a morc:prescriptivc requircmcnt and could be viewed as greater federal
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intruslOn. '1i,·."·:- i,V: :'.~;::'l)<~ ';;' _, ,
Adding·;e~~;~~~lents·to,:the la\.\' is not necessarily a greater motivator. It may cause
•
places to set,low'targetsjust to comply with Federal requirements,
This may contradict with other State approaches that require performance in other
•
ways, such as Texas which requires progress among disaggregatcd groups of students and
other places that are t,;;..:amining value.added_models.
Require AYP definitions to include improvements in all disaggregated groups_
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Pros:
•
This ensures that schools pay attention to all groups of students.
• This encourages schools to use data to improve their programs.
• This can help schools ensure that they provide opportunities for all groups to have the
curriculum and supports necessary to master lhe standards. If schools go through the process
of ensuring that all students have the opportunity to master the standards, then civil rights
challenges of disparate impact will be dl111il~ished.
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Con~:.
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Pros:
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10
This shifts the focus from the lowesl performing students (regardless of background)
specific groups of students. It could be divisive. -:-he disaggregated groups ofs!uden!s.
will be captured in a system that reqUlres gains among the lowest perfonning students.
•
This is a more prescriptive requirement and could be viewed as greater federal
intrusion.
•
Adding requirements to the law is not necessarily a greater motivator. It may cause
places to set low targets just to comply with Federal requirements.
•
This may contradict with olher Stale approaches.
Require States to set a reasonable timctine for bringing all students up to State ~tandards
then establish A YP goals reflecl the gains necessary each year in order for all students to
meet State standards within the timeline.
Pros:
•
This helps ensure that States are serious about getting all students to master State
standards.
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Districts would clearly understand the rationale behind definitions of A ¥P.
•
This increases the sense of urgency for accelerating student achievement gains.
• This requirement will help ensure that States use multiple indicators in their assessment
systems, rather than relying solely on a n01111~ieferenc~9 test.
•
Cons:
• There is no consensus about \\'hat constitutes a "reasonable" timeiin-e.
Many States are only using noml~'referenced tcsts and it will be impossible to have all
..
studcllts reach a nonn on ~t.ich ~~~'is~' ,. ' . .':.~ '. " .
Clarify that AYP does'~'ot~f~rJ~L'tb:'t:r~i;~~I~,'~~in!bcr but to an array of indicators of
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student aChievcment against Stat~ st.~lldai·ds. Incidental indicators such as retention,'
attendance, graduation should not be \\Ieighted so as to overpower indicators of student
pe~fonnance.
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Pros:
•
This enriches the approach to demonstrating annual progress in schools by offering a
more complete picture of student performance.
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Cons:
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This makes public reporting complicated and may be difficult to understand.
States and experts do not yet know how to weight multiple indicators within a single system.
LEGISLATIVE RECOMMENDATIONS: We reeommend that A yP definitions be revised to
include improvements for low performing students, include a timeline for all students to reach
the State standards, and jn~lude multiple indicators. (Options 1, 3 and 4.)
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Strengthening Title I Accountability Requirements
Draft 12112198
BACKGROUl\O
Requirements in Current Law
The current law is based on the premise that eHective accountnbi:ity :;y:;terns are based primarily
on student results on assessments that ate aligned to high standards. Accountability systems
measure schoo! progress and pro\'id~ a mixture of rewards, interventions, and consequences to
support improved performance.
• States are required to establish content and student perfonnance standards by 1997~9g.
• States are required to develop assessmcn'...S aligned to the standards by 2000~O I school year.
Such assessment') are to include multiple measures, be valid i):1d reliable for the purposes
used, and provide disaggrcgated resuhs on student performance, States can have interim
•
assessments in place while they develop final assessments aligned to new, higher standards,
• States must define adequate yearly progress (A YP) (i.e., increase in percentage of students
meeting state performance standards) for Title I schools and local school districts, States
have discretion in determining A YP, but it must be defined in a r.ianner that would result in
continuous and substantia! progress toward meeting state standards within a reasonable time
frame.
• States designate distinguished schools and school districts that exceed AYP targets for three
years) and may provide them with rewards.
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• Schools that do not meet AYI' targets for 2 ~onsecuti,:'~:xears; ~fc designated as "in need of
improvement" and must de\'6lop a school improv.e!ne,nt 'pJan. Similarly. districts that do not
meet AYP targets for 2 consecutive years arc also designated as "in need of improvement"
and must develop an'improvement pla~o:·Sch~.6ls·-'5!t(d},~triS~lthat'are in need of
improvement receive tc.chnlcal assistance ffof:n the schoqJ district-or state.
• If a school or district does not meet AYP targets on the state 1 s final assessment for three
consecutive years. then corrective action must be taken. Corrccth'e actiop,,~ are detennined by
the state or local school district, and may include a variety of stcps~ ranging.f{~~m withholding
funds to authorizing students to transfer to other schools, to decreasing autonomy, to school
reconstitution.
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Sta1e Implemencadon Status
1..: ~
In many respects, state implementation of the above requirements has been disappointing,
• No states have officially reported to ED that final assessments are in place, though 18 have
reported they have reported 10 other national organizations that such assessments are in place;
becul,;sc the timeline for triggering corrective actions kicks in when final asSessments are in
place, states may have an incentive for delaying official notifkarion to ED, Also. Stales may
still be working out technical issues associated with using multiple measures, disaggregating
data. and defining AYP that could result in their hesitation to deem their assessments as finat
.• About halfthe states have stale 3c.t:''JuntabiJity !aws that provide for intervention in low
performing schools; however, it appears that in most states the Title 1 requirements operate
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independent of state accountability requirements - a11east during this transitional
accountability period before the final Title I requirements go into effect.
• Many states have failed to address significant requiremen~s i:i defining AYP on interim
assessments, However, [hose States that have defined their student perfonnance standards
(and arc presumably further along in completing their final assessment and accountability
system) have much bener measures for AYP. Lessons from the interim system indicate that
Stutes have trouble building incentives into their accountability systems to ensure that all
students are held to high standards and that schools make significant enough aruma1
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improvements 10 lead to all students reaching State standards within a reasonable timeframe,
• Current law envisions that states would establish iand Congress would fund) intervention
t~ms to '.A'ork with schools in need of improvement. However. Congress has not prO\'ided
the program improvement funds (requested at S]O ~ million per year) and there is
considerable variation among states in their capacity for significant in~ervention.
RECOMMENDATIONS
Principles for accountability in the [SEA reauthorization
• The systelp promotes the achic\'cment of challenging content and performance standards.
• The system is as simple and easy to understand as possible.
• The system can go into effect immediately upon enactment of the law.
• The ESEA measures are in line with State accountability systems. ', .. ' ":"
• The sy'stem includes rewards, supports, and consequences for student performance.
• .The system generates publicly reportcd,infonmuion about stuqentperf9rmaryce in the SUltc,
school districts, and schook
' ': ,>;;\¥. ~ ..'~; .. ;. ~ :
• The system encourages diagnosli<>checks and prcvcntive.jntcr.'entlons:to·help all'students
master challenging state standards.
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Recommcn.d.~tions
for
Strenl!th~ning
Title 1 Accountability
1~I"Ovisions
We nre rcyommending a number of changes to current law that would promote more immedi,~e
and elTective accountabihty systems. In particular, we recommend; .
'.. . .
• Require immediate identification ofand infervention in low pelforming schools. States
would be required to immediately jdentify dis~riclS and schools in need of improvement anfL'h
provide lnten'entions and supports to the schools that are detcrminr:d to have the greatest
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needs. Priority for interventions and supports should be given to the districts and schools
with th'e lo\vest absolute levels of student perfomlance that have made little or no
improvement over the prevIous three years. (NOTE: even current transitional assessment and
accout;ltability systems will have generated this information by the time the,law is passed,)
•
Su'ch districts and schools must conduct a thorough assessment of their needs and develop a
plan to address those needs in consultation with experts from outside of the district/school.
These districts and schools would be able to acccr,:>'suppon from the State intervention fund
and WOUld have competitive preference for discretionary programs that directly serve issues
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addressed in their needs assessment and school improvement p;ans.
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Provide !lCCCS$ to sizeable Excellence and Accountability funds once a State system maers the
crileria jor accoumabilily under ESEAlTitle /, States must develop and adopt systems that
hold distrlct5 and schools accountable for student performance ugainst challenging State
content and perfonnance standards in at least rcadingllanguage arts and mathematics. ·States
wouid submit for Fec-eral review evideilce that their systems are rigorous~ include all
students, and offer lncent:ve$ for improvement.
To ensure qualitv and rigor. States must submit cxidence that their systems:
Arc tied to State content and performance standards in reading and math;
Arc predominamly based on students rcaching Stale sta!ldards as measured through t'1e
Stnte assessment system;
Include multiple measures within the State assessment system (~.g, ira nonn-referenced
test is adopted, then other measures to assess student progress to\\'ard State standards
must be incorporated into the overatl assessment system);
Include multiple indicators (e.g, student achievement. school retention and dropout rates,
school attendance rates);
Hold districts and schools accountable for achievement in both reading and mathematics
(in other words, -0 St3te cannot base accountability solely on II composite score of reading
and math because deficiencies in one subject may be masked by strong performance in .
the otner subject) - NOTE: should we reollJ' require this? Many slate syslems, (e.g, IL" " ' ,,
,"'"
Kl') use composite ,~c()rcs and Juel,
being illli"e witll stale systems.
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specifil!- requirrmenl gOf!S aga~,!s!t£,I~r.p.r~!n~,! f!f." :.'.~
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Are based upon rigorous targets for school performance that lead, to all ", , " " , .,,",.: t' '''', , ,'I:,
students·reaching.>,
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State standards within a reasonable timef~~e;,
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To ensure the inclusion of all-students. Statc§ must submit evidence that their systems:
Measure the achievement of all students who have beer. in U,S, schools for at le:ist three.
years;
Provide public reports on student performance, including disaggregated data at the State,
district, and ,school levels for all groups for 'which such data is statisticaUy significant
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Incentives. fn:r school improvement must include:
"'.,. .
Recognition and rewards for schools and districts that showing improvements for two
consecutive years;
Identitication of and interventions in 'schools and districts in need of improvement;
Identification of and corrective actions in schools and districts that have not improved
.\vithin t\\'O years of interventions.
Possible issue: Should we specify that States that use local assessments as the basis for their
State asscssment system must develop criteria fOT reviewing local_~~.~essments to ensure that
they measure student pcrfonnance against challenging State standards'?
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Possible issue: Many states are implementing accreditation systems for state accountability,
These systems 'are more inpu~ oriented than student perfonmmce oriented, Would our
requirements be waived in order to be aligned with State s),stems!
• Creme an Education E.xcellence and Accountability Fund tv provide states and local schoo}
di.wricts with the capacity 10 reward high performing schools and effectively intervene in low
pc,:forming schools, Currently. States may reserve up to.5% of their Title I allocations
(totaling $38 million across thc Slates) for school impro\'~ment activities such as State
Support Teams. We recommend a more substantial Education Excellence and Accquntability
Fund to support required interventions. By reserving 2.5% of the State Title I allocations for
school improvement activities. States across the nation would have $190 million to fund
interventions and rewards ~ ranging from $22.3 milli~n in California to $412,000 in
Wyoming.
The intent is to create a large enough pool of funds for States 10 have adequate resources to
really make a difference in a manageable number of the lowest performing schools in the
state. In order to ensure that in~crventi(lns are significant enough to make a difference, States
would be required to prioritize the number of districts ~nd schools that would be eligible for
interventions and justify that such prioritization will lead to interventions that a:e' significant
enough 1(1 improve student achievement The fund would be use~ to support:
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External consultation for the develojlment of schQ.g.l impiovement'rilan's in low'" - I
perfQrming schools. States or local school districts would create external teams of . , .' '.
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educators to conduct serious, data~based assessments'of low perr6rming schools ana : ·'i.:,~,'~.;;t"",:>{~j:'·~:·:i'
identify priority areas for needed i~)provejnents. These f~ams would dctcnninc the
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causes of 10v. performance (e.g.~ low expeclations and an outdated curriculum, poorly
trained teachers, unsafe conditions, etc.) and recommend necessary interventions.
NOTE: SI'DUld the needs lIssessmelfl and plan be del·e/oped in c(Jtr5ullalio!! with
external experts or by them? Tlte above language is wltat KYjust passedfor liS 1998
revisions to accountability.
!mpIementat£on of:ieeded improvements. The Fund would give states the resources to
i01JvediatcJy addrc"ss weaknesses in each schooL such as purchasing up-to-date.!exthooks
or technology, retraining teachers, reducing class siz;e, providing school safety dlficers,
etc, Ifit wishes, a State eouid increase 1h~s fund by withholding a small percentage (7) of
funds from other programs (e.g., Eisenhower Professional De\'e~opmenl. Reading
Excellence Act) to fund efforts in low performing schools consistent with the purPoses of
each program.
Extended learning time for all students in the schooL Because virtually all students in a
low performing school wi1l be at least a year or two behbd in achievement, the
interwntion strategy should provide them with extra help (after-school, Saturday school
and summer school programs) to enabJe them to catch up academically.
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,Rewards to high perfonning schools. Rewards must be based on districts and/or schools
4
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demonstrating progress on State assessments for at least two consecutive years among
disaggregllted student groups. Rewards may include; publlc recognition, monetary
rewards to be used for schoo! improvement. or discretionary funds to support schools that
. apply to serve as State models and support other schools that need improvement.
• Conrinut! 10 require a progressively more severe range of inter.vemions ~- buE implement them
much fasler. Current law provides for a range of intervention~, starting with the development
and ,implementation of an improvement plan by tbe school. If there has not been satisfactory
progress after an additional 2 years, then the state or school dls~rict must intervene more
forcefully, through steps such as reconstituting the school staff, letting students the choice of
unending other public schools, or c10sillg ~hc school do\\'J). This proposal would simply
require that provisions for corrective action go into effect immediately upon passage of the
new Jaw. In other words, schools and districts that have identified as in need of imp:overnent
for the third consecutive year would receive corrective action - even irthe assessment ana
.accountability system is using transitionalmcasures,
• Require annual School Report Cards.
All districts receiving Title I funds should produce an
annual school repon ~rd. made available 10 parents and the public, that reports on student
achievement disaggrcgated for statistically significant populations, other non~academic
bdtcators such as attendance llnd dropout rates, class size, teacher professional qualification?>
parental involvement. and school safety and discipline. NOTE: SJlO.uld all a/these/actors
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be required or left to Stote discretion? Some States do this already, otllers have more
simplified systems. KtUhylHuglt...; do )'Oll have (!,>,'cmplars' oj report cards?
'
.....".. ,i.... y'j·!,!·f] .• ' Proride additional supports for sJudents af risk ofnot achieving S(~(e standards. Efforts to
,,:.. ; " . " . 'identify imd support students who are at risk of failing to achieve State standards"must be
supported under Title 1. States and/or districts must trai!1 teachers in the use of ongoing
assessments that can help them identify student needs and provide appropriate interventions.
Dislric/s must aiso offer annual English proficiency exams for LEP students to determine
their mastery of English language skills. appropriate interventions. and inclusion poliaes-,
regarding their participation in English versions of State assessments. Title I funds at the
State, district, and school level must support activities such as:
- Prof::,s~ional. develnpment' for using ongoing assessment to identify student needs aq.d
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pro\'ide~appropriate interventions;
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The assessment of early !lteracy skills and appropriate interventions for students who
need them;
Extended learning opportunities such as after school programs, Saturday .academies, and
summer programs. with priority given to students at risk of not meeting State standards;
Extended learning supports for English language learners who need it to master English
or the core content areas, especially students who do n01 reach the 3~yellT goaL
NOTE: Is Ilris too muclr to require?
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RESEARCH HIGHLIGHTS - a work in progress ...
Assessment "ariabilif)'
• Assessment data from one year to the next covering different cohorts of students may not
accurately reflect school contributions to learning for accountability purposes. A study that
examined improvement in school performance found no obvious patterns in on-year
differences among successive cohorts of fourth graders. In particular, the schools with the
biggest gains from one fourth-grade cohort to the next are not the same schools in ,,,,hich
students made the best longitudinal gains between third and fourth grade. (Longitudinal
Evaluation of School Change and Performance: Some Preliminary Findings, Drafl12/98)
Rewards and Interventions
Research is fairly limited on strategies that include more aggressive sanctions and rewards for
student performance. However, we have leamed a few lessons from early implementation:
• More recent studies of school rec'onstitution and probation policies in Chicago seem to point
to the importance of teacher buy-in of outside consultants.in order for their refonn
recommendations to be accepted and implemented.
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Research indicates that public reporting of student achievement data, as well as the threat of
sanctions motivates changes in behavior at the district and school Je\'els (Elmore, Ablelman,
Fuhrman, 1996; SREB, 1997). Teachers in Kentucky reported that they were motivated by
the threat-of sari~tions more than by the hopes for rewards (SREB, 1997).
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,Successful,schools in the Title I Special Strategies had access to advice and consultation from .
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Options for Title I accountahility
Draft
December 2, 1998
Objccti\'CS of an accountability system under Goals 2000 and [SEA:
• The system includes ALL students and holds them all to the same set of challenging
standards.
• TIle federal statu1e focuses on district- and school-level accountability,
• Title- I schools are held accountable through the same system as other schools.
• The system provides meaningful information to l'ichools, parents and students about
student achievement.
• The information generated by the system is used to improve teaching and learning,
• The s),st:;m p:omotes continuous improvement.
.
• TIle system promOtes a Sense of responsibility among State staff, district personnel,
principals, teachers, and students.
• The: system includes rewards and interventlons for schools and districts based on
stud(mt performance.
The Current Title J Statute (and guidance):
:Kate: We focus on the Title f statute because it complements the Ooals 2000 statute and
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is more explicit.
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• States determine; hased on their final assessment system, what constitutes adequate
yearly progress (AYP) of any LEA and school served by Ti:le l. AYP must be
defined in a manner that results. in continuous and substanliarJmprovements'tO\var'd
state standards and that is sufficiently rigorous to achieve that goal within an
appwprintc timeframe. Districts may add measures' such as "dropout. reteruior1, arid .,
attendance rotes to their definitions.
• . States and districts designate distinguished schools and districts that have exceeded
the State'S AYP targets for three consecutiv~ years. These schools serve as models
and the State may choose to offer rewards.
• )f it school does not meet its AYP targets for two consecutive years it is designated a
school in need of improvement It must then develop or revise a school plan to
improve performance and submit that plan for district approval. It must also spend at
le~~t 10% of its Title I funds on professional deyelopment (unless it can prove that it
is doing se.'otherwise) aryd it v.'iII receive technical assistance from the LEA,
• The SEA is required to publish assessment data for eacn district If a LEA does not
meet its AYP targets for' two years, it is designated ~ jn need of improvement, It·
must then revise its local plan and it is eligible to receive technical assistance and
supp"'t from State Support Teams.
.
• If a school (or LEA) does not meet its AYP targets for three consecutive yeatS based
on the State's final assessment, then corrective actions must be taken, These can
include a variety of measures ranging from whhholding funds. to :li.l1horizing students
10 transfer schools, to decreasing school autonomy, to school rcconstitu~i~l],
.
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State Status·
Accountability systems are in many different stages across the country. States are not
required to have their finaJ assessments and accountability systems in place until the
2000~O! school year. They have been strongly encouraged, however. 10 impiement their
systems caJ;"Jier. States are required to implement transitional assessment, and many have
developed definitions of adequate yearly progress against their transitional assessments,
_There ure a few "facts" and prelimbary findings that we do- know:
• 18 States have self· reported 10 the CCSSO that they have their final assessments in
place; none have reported this infonnation to the Department.
• Many transitional definitions of AYP do not riGorously address the notion of "all
stud¢nts'~ reaching high State standards. For example:
Many definitior.s are not based on a timeiinc for having ail studelUs reach
.State standards. nor have they set target.. for expedited growth io low
perfonning districts and schools.
Many definitions are based 00 vcry low performance targets,
Some' States, such as Alabama, have set an absolute standard or a cut score on
a State assessment .and do not recognize continuous pr9gress in their
accountability system.
'Some States arc using only a composite score on State assessments for
accountability, and this may mask differences in achievement across subjects.
Few States examine disaggregated student data within their 'accountability
systems. This could result in neglecting the performance of groups of
. students.
.:,' ,"
Some accountability systems as currently defined may encourage schools to
focus attention on students who are close to meeting State standards so that
SCOTeS 'will go up; rather than focusing On the lowest performing students
(Chun & Goertz, 1998).
Some States, such r:~ Tennessee, are ndjusting assessment scores to reflect the
SES of the school, ra"lstng concerns that some schools are held 10 lower
sla.'1dards.
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• ''Dtspite \\'e1tk transitional definitions of A YP, the current definitions are
improvements over the expc'Ctcd }>JCE gahi~ under the old Chupter 1. Over half of the
States had their consolidated plan npproval withheld while the Department negotiated
more rigorous interim accountabiJity measures.
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• The law envis!oned a system of State Support Teams to provide technical assistance
to low performing schools. However, Congress has never appropriated funds for the '
State Support Teams. Stotes have used their administrative funds under Title I to set
up State Support structures, but they have had varying degrees of impact Ten States
do not even have State Support Teams because ofa variety of circumstances such as
loss of a key staff person or restructuring of technical assistance efforts. Most States
have set up either SEA learns or teams of outside experts 10 help schools. but their
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ability to address the needs of schools is severely limited by a lack of funds.
• States have been identifying distinguished schools and in some States, such as New
York, the system has been reported to be a good motivator for school improvement.
•
23 States have passed their own State accountability laws that inClude provisions for
"academic bankruptcy" and some kind of major State intervention such as State
takeover of schools or school reconstitution. The impact of these laws is difficult to
determine at this lime because they are just going into effect. It does appear
anee-dota!!y, however, that Title I provisions are considered only as an afterthought in
the development of these systems.
Options to improve Title I accountability:
A: Maintain the current Title I accountability system with some improvements to 1)
further define what constitutes adequate yearly progress, and 2) strengthen rewards
and inhTvcntions.
•
A YP im'provements:
• .Require A YP definitions to include improvements for low performing students.
• Require States to set a reasonable timeiine for bringing all students up to State
standards and establish A YP. goals that reflect the gains necessary each year in order
'for all students to meet State standards within the timcline.
• Clarify that A YP does not refer to a single number, but to an array of indicator~ of .
student achievement against State standards. Incidental indicators such as retention,
":-"" ": atte.ndance, graduation' should not be weighted so as to overpower indicators of
student performance.
Improvements in rewards and interventions:
• Require the State to set aside funds (or create a new line item) to support rewards and
interventions'based on the accountab:lity ..
system.
,
• Provide competitive preference for CSRlJ, REA, and TLCF grants to schools and
districts identified as in need of improvement.
• Target Federal technical assistance to schools and districts in need of improvement.
Pros:
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• Strengthening definitions of A YP should encourage schools to pay attention to
their lowest perfonning students; and it counteracts an incentive to focus on
the middle students who are closest to meeting standards and wiII boost schopl
performance ratings.
• This system should encourage schools to use data to improve their programs ..
• The rationale behind A YP would be clearer to districts and schools.
• This should increase the sense of urgency for accelerating student
achievement gains.
• This requirement will help ensure that States use multiple indicators in their
assessment systems, rather than reiying solely on a norm-referenced test.
�•
Cons:
This is a more prescriptive requirement and could be viewed as greater (ederaJ
intrusion.
II
Adding requirements to thc.Jaw is not necessarily a greater moti\'ator. It may
cause places 10 set low targets just to comply with Federal requirements.
• There is no consensus about what constitutes a "reasonable" tirneline.
• Many States are only using norm-referenced tests and it will be impossible to
have all students reach a norin on such tests.
.. This makes public reporting complicated and may be difficult to understand.
.. States and experts do not yet know how to weight multiple indicators within a
single system.
.. This may contradict. with other State approaches that require perfomlance in
other ways.
II
B: Modify Title 1 accountability (and/or'broa,dcr ESEA, accountability) to require
intensjn interventions (and possibly sanctions) in the lowest performing schools and
rewards for continuous progress.
.
•
•
State~: identify tl~c lowest pcrformi'ng (bottom 5%) schools based on State asse'ssment
data in readingllanguage arts and malh, school attendance, and dropout rate
information,' . '
Provide 'S~ate Support Teams and other technical assistance to these schools,
Lowest' performing schools receive priority in,grant competitions - CSRD,
.,
REA; TLCF(?).
.
-
• !"","
.
.
. " ..
• Chronic'ally low' performing schools have their Title I (and other federal?) funds (or a
portion of funds) frozen while they: ,
Conduct a thorough needs assessment and develop a plan to address those
needs.
Submit an integrated ~]an for turning around'th~,school to a peer review panel
for feedback and approval.
Submit the plan to the SEA for approval.
Secure advice and assistance from an outside expert(s) for ongoing support of
their school improv~~cnl!efforts. b,
\,
• . " ..
','
• .Rewards are provided based on showing adequate yearly progress.
Adequate yearly progress is revised based on Option A above.
Pros:
•
• Intervention and support would be more clearly targeted to low performing
schools,
• This system is easier to understand,
• The system would still promote continuous improvement while also
intensifying efforts to improve the worst schools.
• This system should constantly ratchet up the expectations of schools. In other
words, as the lowest performing schools turn around increasingly higher
�..
•
performing schools will get assistance.
Cons:
• States will need funds to support intensive interventions in the lowest
performing schools and it is not clear that Congress will fund these efforts.
• Stat~s may not have the capacity to tum around the lowest performing'
schools.
• S'omc schools could conceivably stay on the list cifiowest performing schools
for a long time,even if they make improvements, which risks demoralizing
and stigmatizing them.
• So".1c groups will protest the notion of singling out,schools as the "worst"·
when their p.roblems may stem from poverty and other factors out of their
. control.
• It'is not clear \,\'hether temporarily v.'ithholding funds from chronically low
performing schools and requiring a new plan will result in improvements.
Option C: Create an incentive fund for States that are committed to a.ccountahility.
States compct~ for these funds to support their intervention and rewards programs.
•
• Maintain the currerit Title I approach with improvements descri1:Jed in Option A.
• Stales compete for'incentive 'fund's if they have developed quality interventions and
incentive programs to support improycd student learning .
. • I "l
Pro ..
s.,
.,
'~,
,",
. ('\.' ,-'I
':,'
.
,
'1'
""
;"", ,
• This still promotd)h'e riotion of continuous impro\'ements, ,
• Only Stat,~s~th~(a~e truly' co~~ittcd to making reforms will be funded,
• There .should he greater quality control over the use of funds for interventions
and rewards under a competitive program,
"', "
Cons:"
• Many States that arguably need additional support may not win a competitive, :
environment.
• This may create an excu~e for States t(J'l}pl] fully im;Jlement the Title I
requirements.i~they do not receive extra funding.,
'-.,'
I
an
Option D: Modif)' Option C to create
incentive fund for States that arc
committed to accou~tahility. States are all eligible for funds, hut only receive them
after demonstrating they have comprehensive inten'ention and rewards programs,
"
•
.
.
• r-.~aintain the current Title I approach with improvements described in Option A.
• Create an open account that States apply, for once they have quality proposals
devduped regarding comprehensive intervention and incentive programs to support
improved student learning: ---'
�•
Pros:
• Same as above.
• Not making this a competitive approach, allows States to develop thoughtful
proposals and get buy-in before a discretionary deadline.
•
Cons:
• Same as above.
• An open account will be difficult to manage and the Department will be under
intense pressure to fund all states regardless of the quality of their proposals.
"
•
"
..
'
", ,c _'
.
'
. ., .
"," \ i
-;.J ',' .
•
- , ..
•
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Clinton Administration History Project
Creator
An entity primarily responsible for making the resource
Cinton Administration History Project
Council of Economic Advisers
Department of Commerce
Central Intelligence Agency
Department of the Interior
Department of Defense
Corporation for National Service
Council on Environmental Quality
Department of Justice
Domestic Policy Council
Department of Education
Department of Energy
Environmental Protection Agency
Federal Emergency Management Agency
General Services Administration
Small Business Administration
Social Security Administration
United States Agency for International Development
National Economic Council
Office of Management & Budget
Office of National Drug Control Policy
Office of Personnel Management
Office of Science & Technology Policy
Office of the Vice President
United States Trade Representative
Date
A point or period of time associated with an event in the lifecycle of the resource
1993-2001
Description
An account of the resource
<p>The Clinton Administration History Project describes in detail the accomplishments of President Clinton's Administration for the period 1993-2001. The records consist of the histories of 32 agencies or departments within the Executive Branch. In general, each organization associated with the Project submitted a narrative history along with supporting documents. These narrative accounts are primarily overviews of the various missions, special projects, and accomplishments of the agencies. The supplementary records include substantive memos, press releases, briefing papers, and publications illustrated with photos and charts.</p>
<p>Agencies:<br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Council+of+Economic+Advisers&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Council of Economic Advisers</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Central+Intelligence+Agency&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Central Intelligence Agency</a><br /><a 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Clinton Presidential Records: White House Staff and Office Files
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1474 folders in 111 boxes
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[Education - Volume 3] [3]
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History of the Department of Education
Clinton Administration History Project
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1993-2001
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Clinton Presidential Records: White House Staff and Office Files
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1227203-education-volume-3-3
1227203
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https://clinton.presidentiallibraries.us/files/original/01f2169091b4063244132e2687213dcb.pdf
745d6ec06e7f9d8eae21f01eb526282d
PDF Text
Text
•
I
I
Question: How do the accopntabl~ity provisions in your Title J proposal diffe:- from current
Jaw? What difference would, they make?
•
I
'
For the most part, the Adminlsaration's propQsal would strengthen the existin~ but nm vet
full\' implemcnlcd approkch to accQuDlnuility in Title t \"hieh rests on standards-based
,
.
.
assessments of student performoDce.
,
!
• New mCHsurc;; \vQuld give par.ents, distriC!tJ, fwd SlateS the infQnnatjQ!1 and resourceS to
~osure Ihat nQ Title I schOol languishes in [allure.
• OUT proposal would encJurage Slates 10 develop ooc r1!:Q(OHS, statewide accountabilj'tv
system [or aU schoQls, including Title 1 schools, 10 elimin(l{c the multiple and oftcn confm:ir:g
Title I and Stale aecoun~bHity systems currently operating in more than half the States. The
bill would give States flckibiHty to usc either of two accountability models: the one outlined
in the stalute, which wouid require schools to make substantial gains In o\'erall student"
pcrfonnance and in the ptrfornlance of the lowestwperforming students. or an alternative that
is a1 least a$ rigorous and effective.
I.
'.
\'\Vr, );vQuld strengthen Stat~ andlQcal capacity 10 improve low-performing scbQQ1~ by
:tt,~,!', :',~f'~ ,\~, ;j:~! rl",~c~ui.ri~g St<1res l~ reserve 2.5 percenl (in~rea$i~g to 3,5 per~enq)YJ093) C:(.:~,~,~~ li;t]e},
, . ' l.",· , .'"
/1. !'"
,,'. a!!ocatmns for'thl.s purpo!e. At least 70 percent of lhese fends would go to dlstncts to turn
~." :1·:'. I'~.f.:>' ... ;': f:'around low-pcrfonnin~ s~hools,. with a priority on dis.tri?ts with chro:-ical:y fl!iling schoo,ls
__ ", \, ..t ....
\t. ',:
~;I~'~-:~1~\':<:<t.,,,.:~.~'that need the strongest mtcrvcnllOns. Fewer than half 01 the schools ldentlft,ed for
, ': r,
I·, .h-
I
improvement in
1997~9& tcccived additional professio~al dcv~lopmcnt or aSSis~~_~~~: ___
• 1(:;chooI5 fail to irnQ[QveLithin three ):cars oCbeing identified as in need of imprm;;pcnt.
our lJroPQSal,WQulcl ,cguirc distrkl~lQ take CQIICCliiLC actioo, including one or more of the
follo~\'ing: (I) implement~ng a new, research-based curriculum, (2) redc~igning or
reconstituting {he school, iinc1udi!1g rCMopcning it as a charter schoo~, (3) closing the school;
and (4) in conjunction with any other above actions, allow students in schools that are subject
to corn;::(;tivi:-- <1~tbtl to trB~~sfc. tc other public schoois,
I
• . IitltiaGcQunwbility wo.ulQ1~ enhanced by tbe scbOQl. distriCt. zmd Stale report Cards
reQUired under the Education AC~Qul1tabililv Act in Title XI. The report cards would give all
,parents the information tHey need to evaluate the qualily oCthe schools their children attend!
including data on student fachievement broken out by ethnic and racial subgroups, limited
English proficiency studehls, and students wi1h disabilities.
$trcn~then
acck,ntabilitv [or the progress QfJimjtcd English proficient sn!dems in
Jcamin& English by requ111ng schools to test LEP students who have attended schools in the
US. for three consecutiv9 years in English on the St~te's reading or language arts ,
• Wt:JSQuld
assessment. In addition, States would s~ill be req'Jired to assess students in the content areas
in the ~anguage and form lnost likely 10 yield accurate information.
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TITLE I PARAI'ROFESSJONALS
Ouestion: What changes a~e you proposing with regard to the use of paraprofessionals in the
Title] program? What is your rationale for those changes? What effects willlhey have? Would
requirements to eliminate thh use of paraprofessionals in providing instruction mean tha.t
p;(}grams like Success for Ail, which usc paraprofessionals, could no lor.ger be supponed
by
Title I"
Answer:
• Paranrc,fcssiomds cQmjnue>IQ be widelY used in Title I schoQls to nwv;dc instn~cti(ln; despite
the facl tha: very few paraprofessio;):als have ~he cd'Jcational background necessary to teach
students..
• 1r. the 1997·98 schoo! ye~r, 84 percent Qfnrinciva!s
in high-DQveny schools reported using
~,
a:1d almost <Ill 0: Ulosc aides (98 pcrcc:1t} were either tcaching or hclpl:1g teach
s,udcnts, Threc~fourths 6fparaprofesslonals (76 percent) spcnt at least some time teaching
without a teacher present.1
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redu:;e Of eliminate the us¢ o[pawprQ[cssion;ds in jnstnlcliQmd (oles.
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t(,.'1OW. ¥It tcac tr qua .ty IS cntlca to ctcrmmmg stu cnl success. we must great y
• The Adm'ini'stnttion's bill l'ould reQuire all pari.lprofessiorials to hold at k:gst a high scbQQI
:"" diplQma Qreguiv~J~qt;,_':r,': "';~';~<"-.~r .. ~ ""
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• ln addition, only parapmfessionals with at leas; two venrs QfcQJJe~~.. could assist teachers by
D[Q\'jdln~ instructlQn·arhclp,such·.a~:i·l!tOring, assisting with cJassr~)(lm ma:1agemcnt, or
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pro\'iding gu.idali~,ir: a'<?19~l?~!~~t }a~oratOry. Aides with le~s than two yeurs of college
would be limited \0 parent' liaison or other non-instructional roles.
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• At tbe same time, ~Quld encourage Daral!iQ[Q~siQ.illll£Jo become certified teachers by
supporting State and local ~fforts to build career ladders :eading to certification.
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• Success for All and other instructional stmtegles supported by Title 1 could continue to rely
. on paraprofcssionals for tutoring and othcr aclIY;!jcr, s~ '{mf.Jts"thos~ paraprofessionals have
completed utleast two years of college,
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TITlE I "FOLLOW·THE·CHILD" PROI'OSALS
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QuestiQn: Woule your pronosai require Title J funding to "follow-tile-cbild?" lfn?t, why not?
Answer:
• No, the AdminjstratiQn'~ proposal d~2..lli2Uoclllde;a "fQJlow-:tbe-Child" provision in Title 1.
• In the face ofa limited
n~mbe( of high. quality public and private schools, voucher proposals
con
like "Collaw-the child')
do UIllnQfC than promise SUCCCliS for a few students at the expense
of [allure for entire schQ61s.
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Like all vQ'Jci1cr proposals, Title J \'Quchers WQu!d SiDhoG monev away fmm public scbool.s
that face the cnonnous fihancial burdens of educllting concentrations of severely
disadvantaged students. iVouchers also would likely dilule the impact of Title I funding,
reversing recent gains in;!argcting f:mds to the highest poverty schools with the greatc:;1
needs,
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• ,In response to rcs~lirch showing a strong li:1k between cO:lccnl.ration of poverty and academic
faiiure, Title I was restruttured in 199410 emphasize the need to improve tbe entjre program
nLsc.hoQI;;; enroHim~ h~D&[mmbcrs of PC'Q[.sHidcnts; rather than serving individual poor kids
apart f:'om their peers, With its focus on individuals, follow·thc-cbild is diametrica!1y
appos'cd to this rescarc-h-based -approach,:whicb -concentrates Federal funds to transfonn
entIre schools.. . -. . ""J., ·f'-"'~i:7:'-')',::~ >, ,!",*_!, " ...
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• Tille I \'ou!;bcrs would Crcate inS:lghili1v;illid~di~TUpliQn in Title J schoQls at just the time ,
thollsands of Tille 1schQ'bis','afc7uiidc-itaking ilic:cojy{prchcnsive, research-based, schoolwlde
reforms that show die grciatest promise_of narro\.o.'ing the achievement gap between
disadvantaged kids and lhei~ mo:--e adv"aniaged peers. The uncertainty of annual school
funding Icvels under ayducher program could mak,e the·long-tenn p!anning and hiring
needed for effective comprehensive reforms all out imposb;~Je,
~JM_-<.~~inistratiQn's
. • Vouchers ltlJgenn·ine e(fdns. greatly strengthened
re-authQrizatioo
bill, to ensure accQuntabilitv for the effective use ofFecter.!l education funds to imp:-ove
student achievcrncnt
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(ROFESSIONAL DEVELOPMENT
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QUc.l'ljQn: How many scpar~le professional development programs or set-asides arc included io
your bill? If there are more alan a couple, what is your rationale for including that many, and
how do they ali filtogcther?
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Answer:
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• 'Although the Administration is proposing severaJ professional development programs under
the Educational Excc!!endc for All Cbildre:l Act, the major p!"ofcsslon~l development
prognu":l that we are proposing is ~achin~ 10 !-lib:h Standards (Tille 11), which would pro\'ide
funds to States and sehoo{ districts for professional development for tcachers of children in
grades K through 12. Thi~ initiative would replace State reform programs under Tille III of
Goals 2000, ESEA Tille II (Eisenhower Professional Devc!opr.1cnt), and ESEA Title VI
(Innovative Education Prowam Stralegies).
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• Teaching to High Standards wot:1d provide professipnal dcvcJQ;lUICn~ducg{Qrs 10 help
tU&:1lJ briui::. h.igh Handurds..luJill:: d;;;SS[QO;D fur all students. The program would provide
teachers with sustained and intensive high-quality professional dcvclopme:11 in the core
academic conlent areas, including a $300 millio;} annual set-aside for p:-ofcssl(!nal
development in mathcmat:ts and science. This. pf{),fes~!pnHJA~,:;.e;opll1ent would be aligned
with State and local contentI and student pcrf6m1an"'ce standaros. ,.
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• Teaching to High Stand.<I;rds would fQcu~ federal flmdjnl,; more th;:bt1x on (l1e tvpe Qf
prdcssiQH5Il dcvclo(\meat Ibn n;;u;:archers demQrWr:ltc
tcachers rCoon )$ most
beneficiaL The proposal, w?uJd dir~c~ll.}t:~~;i9[.#~~Wp.~,~',\?~~[g,~ff:)ft~ to strengthen
instruction in core ap~demil content ~r~~ffi. !;1Jh·£.r·:l~!~,l\ji,9,~~reJft1_~r:al stiu~cgics for
improving classroom ;JTactice. The proposa! wO~lJd a.iso~'pro.Jnote ~he usc of professional
ccvclopmcnt activities thal ~re sastained over time~ ra1ner than those that are condensed into
a s~ngle workshop, and activities thal incorporate active collaboration among teachers, r<!ther
than passive lectures il:1d diJconnccted practice in isolated classrooms. ;'.~.,
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Teachers Qf)'Qunger cbBdreb also need
professionai develQpme;nt to improve
classroom instnlctlol1_
meet this need. the Administration is proposing the Early
Childhood Professional Development ,Initiative (also Hi Title 11) tQ enhrmc{,:.T.he Ffuture' _:t,
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academic success of young sbildrcn, especially those living in poverty. Currently, there are
no concentrated Federal funds to mee~ tbis need.
To
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• To provide additional
for children in high-PQyen y schools, the Helping
Disacv.nlaged Children Medl High Standards (Title I) proposal would suppo!'! high-quality
instruction by requiring Tltle!l districts: to: (1) set aside 5 percent of program funds in fiscal
years 2001 -and 2002 and 10 percent of funds in subsequent years for professional
development, (2) ensure tht1t hew Title 1 teachers are certified in the field in which they are
teaching; and (3) raise the mihim".!r:1 qua!iflcations for pa:aprofcssJonals workir:g in Title I
programs. This would allow ~itle 1 schools 10 tailor professional development to meet the
',.mique needs and instructional approacbes of each schooL
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• Thachers oflimitcd Em.tlish vbnCient
need special stiills.and knowledt;c to provide
high·QUa1ity instl~ction for this Hudcnj populatioo. School districts nalionally have had a
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great deal trouble finding qualified bilingual education and ESL teachers. Therefore, our
bi!! would continue the c~rrent Title VII professional development program.
The Elementary Scbool Fb..cign Language Progra;r. \vould provide funds
• c\cmemao' schoQ! teachets become QuaHfied to teach a forei!,;o lan&;uage, to 1lS;;JJ1~
Research indicates
that the optimum tlme to ~egin learning a second klOguage is in dementary school; however,
fewer than oncAhird of elementary schools in the United States offer foreign language
instruction,
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TEACHER QUALITY ANI) RECRUITMENT'
Q!!.!:'stiQO: What, if anythIng, woald your bil! do to help school d:str:cts recnlit the 2 minion new
teacbers they wi!; need to hire over the nexl decade?
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• Despite the fact that ever); year the N'ation's colleges and ul!lversities produce many more
teachers than arc hired an9 that oyer 2 million individuals who possess education degrees are
currcndy engaged in actiYities other than leaching. many school districts experience
difficulty recruiting and hiring enough fully-qualified teachers. The reasons include ~~.
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and POOIij'lY coordinated State Ecensing p:'Ocedufcs am! local hiring
practices; ,
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Bureaucratic personnel practi::es thnt result in hiri:1g decisions being dclaycc until as lute
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• SalJrics and \'/orking conditions that d:scourage many individuals from entering teaching
and causc expericnced Ileachcrs to leave the profession;
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• A lack of support for n~w teachers that could help reduce the attrition rate and the
number of new teachers that school districts must hire everv vear; and
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Compens~tion systen~s
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lhat do n01 reward teacherS for imprm'ing [heir kn<?wle~gc and "
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• To he:p atJdrcss these prob!cn:s, the Admini!'trmjou is PfQmlSing..scvcral proiixarr.S in:the ';~... '
Educatlo:ml Excellence for\AIJ Children Act i}Jat WQuid nrovjd£..funds to improve, teacher '
recruitrnclH PCdcljces" Titld II progral~ls :hat would support these efforts include the
following;
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• ' The Teaching to High Standards program would provide States with additional .
resources to support iht development, at the school district,and school~building level, o[
llnnroved systems for rbcruiling, ss:\ectius. aDd hjring ncw..~mrs, as well as to create
a sta!l;wide netwo:-k to provide potential teachers with access to information on job
openings, npquired qUarfications, and on-hne applications. ,
• Tbe T caching to High Standards program would a!so support the efforts of school
districts to develop incOOlives to CnCQUDl~C. teachers and other Qualifled individuals to ,
Q.);wlin proficiency In cOutel)! knOWledGe in kQr~ agtdcmic subject areas identified by the
school district as having a shortage of qnalific~ teachers, Because rcsea:-ch shows that
many schools have difficu:ty rct<!inil1g teache:-s during their first three years on the job,
pan of the program 3156 foc'Jses 0:1 induclion programs [or ilC:W teachers that provide
them with the support ahd mcntoring they necd to succeed in the classroom,
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The Transition to Teaching prognirn would build on the highly successful work of the
Dcparlmcnl of Defensc't Troops 10 Teachers program. This "rogram WQuJd.broaden tbe
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focus of Troops to IQachers to recruit. plilCe. find sur:mQrl a wide range of t~
g\[ter-chaogjng profissjQID}ls liS !Cachers, cspec.ia1Jy in high*povel1y school districts and
hjgh~need
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subject areas.
Title II would also
aJh~rize
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~ank
the creation of a nationwide Job
for teaching
positions; support e!T~rts to increase the portability of 1eachcr crcdentiills 1 pensions, and
credited years ofexpqriencc among States and school districts; and support the
developm.ent und implementation of rullional
Of
regional
Dfp:;nU!1S
to recruit hij;hlyw
mJ£lificd indkiduals 10 beCOmk lcuchcrs. lbroUCD altcmaili:!UQutcs 1'1 c~rtificatiQn....in
high-povel1Y sGhD.ol districts.
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reduce class size.
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Title VI of the ESEA, the Class-Size Red~ initiative wQuld allow school districts 10 use
program funds to recruit, Hire, and train certified regular and special education teachers to
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our ESEA proposal compliment
and build upon the Teacher Quality Enhancement Grants pro~ram authorized under the
Higher EduclltiQo Act of 1265, cnacted last year, The Stutc grant program is designed to help
States :mprove the quality pfthcir teaching force through proIHoting rdonn activities such us
teacher licensing ,lJld certification, teacher prcpnration and professional devc~opment, and
recruiting teachers for higti~nced ;;;chools, The RecrUitment grant program stlppons cITons to
reduce shortages of qualifi~d te,;Jchers in high-need school distr.cts, Th~s program supports
high-quality teache: preparlttion programs that work to meet locaHy identified needs, identify'
pools of potential teachers ~'ho address the shortages, and recruit indi\'iduals from these
pools.
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SAFE AND DRUG-FREE SCHOOLS
Oue~ti(in: Evaluations sceJ to indicate tha: the Safe and DrugMF~ec Schools program has been
.
ineffective, How does vour bill address this problem?
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Answer: Our reauthOrizatiJ proposal for Safe and DrugwFree Schools would improve the
program by:
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• • Emphasizing the imPQollhce
Qfbjgb~gualltv. research-based progmms. Under our proposal,
States would award subg~an:s comjJctitivcly to school districts and other applicants, based in
significanl pan 00 the quality of their plan. Programs would need to be, based on research,
address locally identified peeds and goals. and be assessed regularly for progress. We would
also increase SUppOr1 for $tatc activities to help applicants creme Zl.:1d implcmcm effective,
,accountable programs.
•
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ds) , '~n
. in contrast to the current law, under which
SDFSC funds arc allocate~ by formula to all school districts in amounts too small to have a
significant impact in most 'districts; our proposal would require States to focus program funds
,
on distr1('ts that have significant dmg 2nd c!ime problems a:ld comprehensive, rcscarch~based
plans to f.olvc them,
•
Sl;'tegtheniug program acCQuotabijjl)" State and local recipients of SDFS funds would be .
required to adopl oU1c'omew~ased perfonmmce l:1dicators and report regularly on,their
progress. Conti,Duation of,local grant~ ~ould depc:ld on achievement of satisfactory progress
toward meeting pcrformade targets. In addition school districts would be required to create
and disseminate to the public an annual "tcpon card"'on schoo! crime and disorder.
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schQQl~wide
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SQi¥liQDS that focus on build.lug safe. disciplined. and dru&-fr~e
learning mvironments. We, would require schoo! districts to develop (l comprehenSive "Safe
• Emphasjze
Schools Plan" to ensure that essential program components are in place and that schoo!
cff":;"1f:~are coordinated withlreJatcd community-based activities. The plans would include
fair ao«(effccliV'e discipline policies, safe passage to schools, rcscarch~based d~g and
violence prevention policies', and aftcr~school programs.'
CQQrdin(\illmJl¢t~ecn_S.to.te
• lmpr\,",:iog,
educatjonal aQcllcies and GQvernors' Dro,Wams. State
and loc~iI educational
prognlms and .activities funded by the SDFS Governors'
!)rogram would be more C10S~ly coordinated and focus all resources on the creation of safe,
orderiy, and drug~free learning environments that support student achievement.
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BILINGUAL EIlUCA nON
Question: The Secretary bas said lhat the Admlnis;ra',ion 's goal is to have all limited English
proficient child:-en become ~rofident in English within three years, WO'Jld your bi!} hold
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schools to that standard? !
Answer:
• l11c bill bcludes strong I1,1casurcs to ensure that schools are held accou;ltable for limited
English proficient (LEP) f!udents glinin~ proficiency in English in three years.
• Our
Till~ I proposal woulh require that, after LEP students have been cnr~lled in school for
, three consecutive yeaTs, sthool districts measure their progicSS in reading and or language
arts using State asscssmcdts written in English. School dIstricts will usc the results of this
English lar.guage testing hold ~chools accountable for the achievement of LEP students,
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Schoo: districts receiving Title V]J BiliOl.:~wl EGucatiQU grants would annually assess the
English ;anguage proficiency of participating LEP students, If a pwgram, after three years,
is not making contin':.lous d!1d substantial progress In enabling children to lcam English and
achH:ve to challenging sU!~dards, the school district operating the program wouJd submit an
improveIT!,cnt plan to the Secretary, If the Secretary la:e; dctennines that the district is not
making substantial pfOgrcs~ in implemcntiG£ the plan, he wot:ld tcnninate th~ grant.
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IIIGH SCHOOL REFORM
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Question: Why is the Adn:~n;stratior: p;"oposing J new high school reform program? How will
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the program operate?
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Answer: We are proposing
.
ti,5 initiative for several reasons, including the following:
• High schoQls are extrcm~ly important because of their role IT: p:eparing an CdUCS.lCd citizenry
and 3 skilled and adapta:,!e '.\'orkforcc.
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• The dropout ratc, NAEP and T1MSS res'Jlts, and other data indicate that
are fai ling to meet the t,;bu!l~'nges they face.
map~
high scbOQls
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• As the violence at Columbine High School demonstrated, many bh;:b .school :<.tude:11S teel
disCQolll'ctcd from 5~hQo.1laDd from adults. These students can be prone to emotional
di::;trc~s, use drugs and a1cc1hoi, and may engage in violence. These phenomena n'lay be
particularly present in the rery large high scbools that many studcnls ;](tend.
• Thc school refQrm mQ"embm bUS largely focused 93 e.lc;nCllli.Ll"V, ~CbQQls. For instance, most
. of the prl~ects carried oul under the Comprehensive School Reform Dcmonstrations program
have been at the eleinentar)' levcL "'"'
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• High schools do n:ccive some ESEA funds, particularly under Title 1, but it doesn't seem to
be enough. We would like\o provide some funding fOr schools to brine lQ,t;ctbcr 011 their .
other rc.sQ~ - Federal, Stille, and local'- ir. pursuit of serious, standurds-based educational
reforms. - " .
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The initiative 'I.,..ould \\'ork in the following manner:
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• Local edU{:ational agencies ~ould compete for three· year grants,
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• The Department would award grants on the basis of apfllicat'jol1 quaiity and need. To the
eXiei,; possible, iji l~ijS' Dlllcllr grants would assisl higb· ,cbopls lba, Pllrti,ipi!;e in Ti;le l.
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• High schools participating In the progrJi"i'I;,VI'ould imi-"lemeni refomls aligned with their Qwn
needs. Refomis"would be de~igned to provide all students in the school with challenging
courscwork. to motivate all students to lca:-:1, to hel? them achicvc their educational and
career goals, and makc schoo) a place where slUdcn'ts receive individual attention and
support.:
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• The Secretary would be authorized to make incentive awards to palticipating schools {hat,
nfter three years in the program, demonstrate higher student achievement gains than
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comparab;c schools,
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• The Department would carefully c\'alua;c the :croons carried out under the program, and
recognize and disseminate inf9rmation on high schools that demonstrate oUlstanding results.
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TEClI!\'ICAL ASSISTA~CE
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Qu~'li!ln:
A numbor of edulation groups have been highly critical of the technical assistance
activities funded under the ESEA. How docs your bill address those criticisms, and what
changes ate you proposing? t
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Al.tSl,'er: OUf biB addresses !ritlcisms, such as the following, about th:! lCchnical assistance
activities currcrdy funded un~cr tbe ESEA:
• .curre;)l ESEA t£~hnical a~sistan;;e and cissem.in.Gtion c:Ioos [lTC insufiicientlv :'csPQDsive tQ
the needs of Slates. local educational aeencies. and Indian tribes for help in identifying their
par:-icular needs for technical assistance and developing and implementing their own
integrated systems for usiAg the various sources of funding for technical assistance activities
under-the ESEA (as well ~s other State and local resources) to improve teaching and learning
nnd to implement more ef~cctivcly the programs authorized by the ESEA.
• SlaLc_,:md district sta[[Qilcn Urn IQ ntheJ.. mQre acccssiblk>o£mJJccS for help in lmp!cmcutiuti
pn,'J:t1lW!1\
,. Il~ntcrncl nnd Qiher~UJelecQmmlinica!iQ~chOQIQgy (ire an important.
but us vel undeniscd. means ofprovidjng·infoanntiQfj' vnd assistance in a cosl-effective \Yav,
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Our bill addresses tilcse,critil;isms by:." .. , ,M_
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Cre4l1~;Jg
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Q(high-~ualityJcchuiCAJ
Assistance providers to SUppO:1 school
improvement and give States'and schoo; districts flexibility 10 determine and meet their
uu iQ1CgnlICd's):stcm
technical assistance needs.
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• Empowering customers by k!.irectingJ:esQHrccs from the CQmpr.chcl)sive Regional
Assjstanc<u:.&.uiers 10 StateS and high~need districts 1,) aJl.Qw them to identify their needs.
select t.f;£bnka! as!,jstakce_.si~Lyjces, and huild their capa~jlv for scbool improvement.
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• Retainfng technical assistanCe centers in three key areas (mati: and science, technology, and
parental involven,1ent), and creating tWO,new center~ hl.;,~'.i4r~s the .?pecia!'IJecds of limited
English proficient: migrator)', indian, and Alaska Native students.
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• SUJlPQrtiD~ JQ,~aJ decjS!QD-m'aking by providing infommtion (0 States and districts to improve
their own technical ossistance systems and select high-quality technical rlssisw.nce services
and provid!!rs,
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Ex.,aoOing ~he YSC Qftcchno!oU'v and clecironj!;.uel\vQrks 10 dissemimHe information,
assistance. and promising U1structionaJ strategies. In addition, all of the Department's
technical ass~$lance provlde~s would be required to use electronic dissemination networks
and Wodd Wide Wcb~basedjresources, as weB as other technologies, to expand their reach
and improve service delivery,
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COALS 2000
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Question: Why isn't the Administration proposing 10 reauthorize the Goals :2000 program'! Has
the program been a failure? I
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Goals 2000 has oot been failure; rather, it has been an imponant factor in promoting State
and local refom1 efforts, :
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• I:l its ! 998 repor: on Goals 2000, GAO found that "Goals 2000 appears to be accomplishing
what the Congress in1end~d - providing an additional flexible source to P:-On1otc coordinated
lmpwvcn:cnts- to Sfate and local education systems,"
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\Jv'itb the 5CPPOl!- ofFcdcrJl programs such as Goals 2000, aU 50 States, the
of
.Columbia, and Puerto Ric6 ha\'e made great progr;css in establishing high academic standards
in the core academic sUbjebs.
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• The Stotes that have demobstrated the most recent S'JCCC$S in improving student
are those States that have developed chnl1cnging cor.!enl and stt.:dCJ1! performance standa:-ds,
and aligned curricula and assessments with tbose standards.'
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• TheTeaching to High Standards proposal.included.in the-Administration's reauthorization
proposal would bulkl on an(! expand these efforts and support States and local districts as
they strive lO implement stAndards-based rdorm in evcry:classroom. The Department's
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proposal to consolidate the ,Goals·'2000;:Eisenitower.-3!atc"Gmnts, and Title VI programs
.would stfcnglhcn the fo'cus,of:Statcs and·. local districts on·providing the types of professional
development activities that have bcen,proven effeclivc'in providing teachers with the
knowledge ;::md skills ncccs~ary to prepare nil students to achieve to challenging standards,
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• The Administration's :-cauthorization proposal would also assist S'int;," and local districts in
continuiog to advance tbe i~plemcntatjpn ofstandords-basl:d rCfQml by sl.:pporting the
continued devc:lopmcnt of cballenging cOntcr:.t and student performance standards and the
alignn1ent of curricula and ~ssessmcnts with tho!'c standards.
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Cb\SS SIZE REDUCTION INITIATIVE
Question: Why is the Admihistration continuing to push a
o;}e-Size~f:ls-all class~size ~cduction
proposal, when research sho~'s tbat the pJ;pil~teacher ratio doesn't make u difference in
cC;JclnionaJ outcomes?
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Answer:
• Class size ~ make a di{fercnce,
Ri~prQl1$
fgsc<J,n:b bas demQns~tbe imnQrtaoc-e Qf
1l;,duccd c1gss size, particuf3riy in the early elementary grades, and shown that students W30
receive instruction in small classes make more rapid educational progress than their
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countc:-pans . Iargcr c.asscs.
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• The achievement gains doCamcnted in the research have been particularly significant for
]QweN!chjcvicg> minQrjl~I.l pOQr. and ~nner-cj!}' cbildren.
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• OUf bill :s flexible, nO! "onc size fits all." School districts can use;! portion of ~hcir funds
for professional developmJnt and other capacity-building activIties. Local districts. that have
met the !<Irget level of 18 students per class in grades 1 through.3 can use their funds to'
f'Jl1her reduce class size in those grades. to reduce class size in additional grades, or to
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improvctcacilcrqllality.
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districts wei come Federal support 10 help then: reducc c!a:;s
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size in the early eJemcnta'Yfgrades.
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TARGETING
Quc~ti(ln; in what waySt if ~ny, would your bill improve lhe largeting of resources under
ESEA? W,)uld that target,ing ;Jush most of the money to the big dties and other poor
communitius, leaving little for working class and middle class communities?
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Answer: Across most majorjfOmlUla programs) the bill would prov:de for bcaer targeting of
resources on communities that face the greatest d:al~enges in educating c:,iidrcn to high
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standards and have the rewest locaJ resources for meeting their needs. For instance:
• Under Iitle:J Grants!Q Lt?! Educational Agencies, whIle the bi"! would not change the
current formulas, it would require that at least 20 percent of the funding go out u!ldcr the
"Targewe Grants" fonnul~. This allocation mc<.:hanism, which Congress has not funded in
the past, wO:.Jld do It bcttc~j()b than the current formuias at directing a major ponioo of the
funding Lo the neediest school districts,
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• Under the ncw Icacbinc 10 Hi~h Standards program, half of the money zvailable for local
educational agcn::ics would go out by !ormulu or:: the hnsls of cO:.Jnts of children living in
poveny. The other halfwbl:ld be competitive, \\'llh States making competitive gtat.ts
primarily to LEAs with tb~ gret.1tesl needs. These targeting provisions are much stronger
than the pro\'isions in the t~ree programs that this new initiative wouid !'ep!ac~ ... ,.
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Currently, the TechnQIQ~y.Litej'acy Cbpllenge Eund includes ve.ry:"'~a~ targt;ring ~~ovisions,
(States are required to target technical .assistance on high~povcrty LEAs;··but there' is··no .
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requirement that they large [ grant fun'ds '0:1 'those LEAS,) Our bi1l\voiUo penni: Slates to
:11ake cOlnpctitivc grants o~ly to. LEAs !lmt have high poverty n\.~~_s'or.,lo~,:perl~rmi!1g
schoo!s or 10 partnerships tp:J.t include at least one" high-n~cd ~~~:." ' ",~: • :' :.' :~.: ~ :~ ,"
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Under current law, Sw.!e educ3tional agencies must provide '30 pc~ccn1 of i';e:r Safe 'and
Druf;~E[ec ScboQjs aHocatibns 10 LEAs that have the grcaiest need for funds; the remaining
70 percent goes out under an enrollmcnt~bascd fonnula, Our reauthorization proposal would
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target a!lthe LEA funds on;school districtS w!th::l need for assistanc!!, as documented by high
rates of drug use or violence or other foetors,
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Communities tha! do not have the highest rates of poverty (or, otherwise! do not demonstrate the
highestlevcls ofncco for funding) would also contir.ue to particIpate in ESEA prog:-ams, In .
some prog:-ams they might continue to receive the majority of funds, But the Adr.'linistration, in
general, believes tln:1 tbe current programs arc not suf:lciently targeted and that the
reauthorizalion sbould do a bctt~r job in this area.
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ACCOUNTABILITY
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Question: \liouJd the "Education Accountability Act" be an unfunded mandate? Even ifjt
doesn't me(~t the technical definitio:1 ofan unfunded mandate, \vou!dn't compliance be very
costly for States and localities? In general, what is your response to the criticism that the
proposal would result in a significant increase in federal intrusion lnto policies that sbould best
be: left to States and local school boards?
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Amwer:
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• The Education AccountabililY Act would require States, as a condition ofrcceivi-r.g ESEA
funds, 10 have :n effect ,Scveral "usjc policies it.at are central tQ t:1C notion of cdu~~tiQnal
l!C.coU1Ht:bijity and to helping all studCnlS- achieve to high standards: school report curds,
qualified leachers, ending kociaJ promotion and retemion, and sound discipline policies.
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• Because compliance \l,'oul~ be tied to the receipt of Federal funds, the Act \\'ould 110t be an
unfunded mandate.
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We arc proposing the Act bccau'sc we know that certain policies muS! be in place lithe
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educatiQIJ;.)! improvements that tvcrvonc \\'ants t(tsee arc to be attained .. Children will not
leanflO high standards unless they arc taught by weB qualified 'teachers. EducationaLrcforrns ..
will not succeed unle"ss seh901s are safe and orderly, Coming up with a pian ror L'!)su;ing'that
these poli::-ies are in place s~cms something reasonable to- request in exchangcJor ~i!?n"~fi.c~~t ~ ,"..
Federal aid.
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Some people are concemcd!that urban distriCts a~d Qt6eCl'£~s ihat.hin'c h;~ c:bn~~rl'I'ra:j~r;;";~'\'
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Qfgl-m;k ':tudents wL11 have;tbe greatest cil fficulty mect!ng the ncw rcqulrcm~!Ils:, ~ut. t~£~~. u,'
are also to the dIstricts Ihal stand \0 bencH! lhc nlQSi from the requIrements beC311ScJhey are
most likely 10 employ uncertified le;:lchers and they have the greatest numbers 'of students
who need additionai support in order to reacb high standards. The Accour.w.bility Act should
, spur States and others to provide these high-need districts the additior:.al resources and
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suppOl1S they need 10 enable; all children to achieve 10 cha.llenging standards,
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\Ve agree that these requirerbents may seem ambitious, but to those who say they're too
ambitious. we ask: ~'hat is t6e aitcrnaiivc? If the alternative is to continue holding some
students to low expectations ',and pJacir.g them in classes wilh unquaUied teachers, we don't·
think 1hat is acceptable.
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COMPLJAN(1:lc WITH ACCOU;>.'TABILITY REQUlREMEl'ITS
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Qucstiun: According to sonle repofts, the Depart.mem has done a
pOD!" job
of enforcing the
requiremcrHs already on the books (for instance in Title J). With this in mind, how will you
enSure compliance with the ripw accountability requirements? What win happen to States that do
not comply, or do the most minimum extent possible?
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The U S, Department .QfEducatiQD has ;;trong!v sunnortcd the slandards. a(\~essment.llnd
accountability provisions tluU.VI'ere built iDlO Tille I in 1994, These reqmrements are
fundamental for achievement of lbe refom1s necessary 10 raise the perfonmmce of all
students, especially stl..dents in bigh-poverty schools that arc the focus ofTitlc I services,
Department activit:cs - in~~udJng providir:g technical assistance, developing new materials
and products. ar.d monitoring Stale compliance with the law - have focused 0:) 'translating
these requirements into meaningful changes in schools.
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• Tbe requirements in curreclt law do col go into full effect umilt!Jc 2000·0 I :>:booi )'car,
Criticisms of the DepaJ1ment's imp;emCn!<Hion of these provisiQr;s ignore the fact that the
stmi.ltc gi vc States several years to phasc in the requirements.
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• The Dcpartn)cn1 toQk tou&h stands even on transitjona) accQuntabi\ijv...syslems bv hQldin~ up
anpmval Q(coosolidmed apolit;otlims for Federal fundsjo about lJalf of the Slates lIntil
accountabilitv rne:a;;ures wcrc,Strengthened, These States received a condi{ionnl approval and"b"
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• Our ;)fQllc.,:}aUlJ.d!ds 00 e"&cnt wurk and docs not recommend A'brand new ai1proach. Ip,·:::.:.· . . '-:'" .. ;">f'
strengthens current acc-ountllbHity by making corrcctive actions stronger and adding funds to'.'
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--'~.~ The 12~panmenl has taken a\co!JahQnltive nppmach 10 wQrkim:..with Smlc:' to improve their
5\'~lems. We respect the :USI that States arc governed by Ii variety ofStnlc·spcciIic education
laws and systems, Also, k119wledge cor.tinues to emerge from tbe field regarding sta:ldards,
assessments, and accountability. The Department's monitoring (If Title I implementation has
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meeting the requirements, arid working with States to use Federal reSources as suppOrt for
their State~specific approach1cs to dosing the achievement gap, Title f has been i:l "modej and
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an instigator" for standards~~ased refonn ar.d efforts to track student progress and improve
schools in high poverty districts. (McKenzie Group, 1999)
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• OUf proposal sets_Qut severnl'SleusJ.o ensure thaI ac\;ountabiiity requirements are fully
impiemented, Accountubility systems would be subject to peer review, and the Department
would work with States ~o improve their systems. )f a State stili does not comply wiili th~
requirements after one year, it would be subject to the loss of Federal administrativ~ f'l.:nds.
We expect Ihat public prcssutc would also moun~ to ir:lpicmcnt these syslcms .
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SOCIAL PROMOTION
Question: \Vhat would the E;c1Jcatior. Accountability 1\Cl require in the area of social
promotion? '\~{iIl adoption, afja "No social promo:ion" ~olicy :esult in an increase i~ the number
of chtldren bemg re~amed In grade? If yo!.: answer that Jl won L because schools wlll respo::Jd by
providing mo~e summcr"progra:TIS and other supports, how wil~ your bj~l enst.:::-e thut this
happens?
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As a condition ofrecc)ving ESEA funds, each State would be required to have 'in effect a
plan for: (I) ensl.!ring thatlstudents progress ~hrough school on a timely basis, having
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mastered the challenging mater:al needed for them to reach high standards of performance;
and (2) ending the praclicc:s of 50c:al promotion' and retention. The pOlicies called fo:- in tbs
plan would be required 10 take effect within f0:.1r years.
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• These plans would include; among other provisions, policies for pro\'iding students whQ do
not dcm,onstrate mastery ofchallenging' State academic standards with ~Qntinuiw:. iotensjj'e,
and a!.!c~ala)rQpriatc imep,cmions.im;luding extended inStUlCliQnJlOd leamioll tilU~. Other
provisions would ensure th~t the assessments States and LEAs use to identify students who
are not maKing progress arc vahd, reliable; and accurtlte, and include multiple measures, no
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... Because the Stale plans wO\fld deal with both
~nding social promotion and ending retention
(defined in the bill as "the unsound educational practice of requiring students who have not
demonstrated mastery of ch~ilenging State academic standards to remain in the sUl1!c grade1
~ Dot believe the oolicJ would kad to increased studffilE!~. To tne.contrary, our
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proposal should result in less retention.
• Ihe Adminls:nniQu has prpJosed major funding jnltil!liycs - such as the Reading Excellence
Act, Class·_~zc Reduction. and 21 st Ccr.tuiy Communi:} Learning Cemcrs - that will he;p
schools teach aJl children 10 ~ligh standards and provide extra help to those who don't
initially' meet the standards. IBut we don't look at ending social promotion and retention as
entirely a Federal responsibility. The Education Accountability Act ,-"in spur States and
school di:;;r.ct~ to do tp.'~ir part. in ending damaging educational practices_
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FLEXIBILITY
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Question: 1n what ways, :f y, would your bill increase State and 10;31 flexibiHiY
administrative burden, comp~red with current law?
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3nd·r~duce
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• The cuneo! ESEA is aJCQady Quile flexible. Changes proposed by the Administration and
adopted by Congress- in 1994 - such as lowering the- poverty threshold for schoolwidc .
programs, a!lowing waive1rs, and authorizing conwlidated applications and cor.solidation of
adm:nistr;)live funds - ha\~e greatly increased State and local f1cxib:lity in acministcring
ESEA p:ograms. In fact, ~hc programs arc sufficiently Oexible that a large number of school
di::.tticts have applied for v,'aivcrs only to learn that the flexibility in the law made tbeir.
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waiver requests unnecessary,
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• Tbe new Ed-Flex rApar:S;o'jl \\IiU pennil eyen greater f!exibililv. All States will nQw be able
to apply 10 grant waivers of FcderaJ requirements, so long as they a~ 'on tmck in the
devc!Qpmcnt ofTitlc ! stan'dards and assessments, have the authorit\' to waive their own
(State) requirements, and agree to be held accountable for raising st~denl achievement.
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ESEA,biILwOl1kLafid'sQmc additional flexibilitv 111cchanjsms. For one thing, it would
authori:te the Secretary to p'ro\'ide a State with added flexibi;ity jf the State can demons-traie
that it'has ~cIlicvcd significhnt, Statewide achievement gains on the National Assessment of
Educational progress and t~at it is closing the achievement gap between high- and low
peffonning students, - Sccona,-:hc bill would authorize waivers of additional ESEA .
'~"h,;: pfogr:lms:. In, addition. it w6uld make it easier fo: school dIstricts to combine funds, from
....'",. various ESEA programs, m1orderto carry out coordinated services actiVities.
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"SUI'ERFLEX"
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Question: Does your bill inc'jude the "Supcrl1ex" concept that a number of groups and experts
are promoting? If not, what i~ your position on this concept?
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• The Heritage Foundation's "Supcrficx" proposal would gIve States broad eligibitity 10 waive
Federal requirements, in exchange for a commitment to achieving better results. It goes
beyond ED~Flex in that it {"rould p!;nnil waivers jhal allow funds to be used for activitics that
dQ not reflect the underJyiul; pUmQFC;:; of the Federal nrograms; in other words, State.:; nnd
LEAs could commingle f'f()g:"l1m funds and usc them as general aid. A Slate that did not, in
return, sr,hieve bener s!udc{nt outcomes woule lose its Superf:cx Status or receive some other
penalty.
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Whi1~ the- Administration'~ biil does nOl include Surc:rfle~ provisjons, we.lO:.:!, are: imeresteg
in ~iying Slal~S andLEAs additional flcxibiE1Y coupled ""ilh strpng accountability fQf
r.tlUlls. For instance, the A'dr:)inislralion endorsed expansion oCED·Flex to all 50 States.
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And the President's Edllcatio:l Accountabi:ity Act (incorporated in Tide XI of our ESEA
bill) would authorize the SJcrctary to rewa~d States lhat have demonstrated achievement
gains and arc naIToY,:lng thd. g~p belween'higtJ-llnd Jow~pcr[onning students. One of the
3'JttJorized rewards would·t)c additional11cxlbi!ity in administering ESEA programs, and this
flexibility could eXlcnd'~cybnd ,what is penni!:ed under ED-.Flex.
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The nr.i.n.kipal dj[crcl)cC5:bc.tween Supertlcx and our approach 10 flexibility arc:
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-- The Adlliinistfati'on;s:bil!{woUld pemlit States 10 receive greater flexibility in rew3:,d for
significa:!t Statewide gains in student achievement. By comparison, Superflex would
p!"ovide th~ ncxib:llty up [rJnt, in hopes thnt achievement gains occur later. This is an
important distinction becaus~, under Superfiex, the Federal program requirements - with
their focus on national priori,lics and the~liC,~s of special popUlations - could be set aside for
5cveraJ years even if the'Sulte is not making progress on student achievement. Durir.g that
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time, all the benefits of the programs would be lost.
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The Adminis~ration IS bill t 'unlike Supcrf!ii\'3' ?.'<?uld g~;e
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added flexibilhy only if
they are both demoustrotinii, Statewlde achievement gains and narrowing the achievement
~. This is also important because, If the only criterion were ovcrall gains, a State could
receive flexibility even if it ~cre faili:1g to make progress in :-aising the achievement of
disadvantaged children. Beca1:se the focus of Title 1 and other ESEA programs is on those
children,' it wowuld make litt!cise:1se 10 reward States tha! are not doing a good job at
edUc.1ting them.
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" DOLLARS TO THE CLASSROOM
~roPQrtitm
Question: Researchers h.\,e1round that a significant
of ESEA funds nevcr reach the
classroom. Do you agree witp th:s charge, and how does your bill address the issue?
Answer;
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Uader ESEA ;Jrograms, a 'veo' small pcrcenta:;,c Q[rundial! goes for FedQ;-a: and Stale
adminjslrativc: COSts. The 'Federal cost of administering the programs is equivalent 10 less
than II, of one percent of t~c appropriation (arid none of this money comcs from program
funds - j~ is provided !hro0gh a separate appropriation), Oniy about 2 percent of chc funds
are retained at the Stale leycl, for administration or otber purposes, The charge Iha~ n!ost
mone), n..::ver gets out of \'jashington l or never rcaches tbe classroom, is simply not true.
• Lu(:al~!e\'cl data arc'more iimited, hut they also show that administrati\'e costs arc.lov.' and
that the greal majonty of r~:1ds reach "fhe classroom" or other intended purposes (such as .
teacher professional dcvcldpment). In..Iitle I. for example. approximatelv 90 percent of the
funding goes for i~tiob-relaled costs, Sl,;,ch as teacher saluries, computers, instruciional
materials. and professional development.
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Reports by the Heritagf! .t:ound~tion,?l.'~ spme other groups have purported to show that
much higher percentages offun'ds clo.not,rcachschool districts ilnd schoolK These studies
counted funds that, by suitu\e, are'in'tende{to 'go 10 colleges and universities, community
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organizations l or other non..:LEA entities' us"not reaching "the classroom" '-- but those funds
do reach their intend~d·recipien:is.a·n'djt;e:~~t siphoned off for adminif'tration and o·verhcad.
Other studies have nssumhd th'j{State:f
from allocations to LEAs, the maximum
, amount permitted by, I~~.-:;:~{;l~i'~~ ,~~i~a} da~,a·\bo.w. that they reserve less" " .
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oyer 90 D~rccot) directlY 10 LEAs and other local service providers, while permitting SUites
10 rc:;etvc u small portion o~funds to carry out aceou::tl1bIlity requirements and i:npicmenl
Statewide refonns. Under T:ille I~ the bill would continuc'to allow States 10 retain 1 percent
for adm.i::1isiration. In addition, they would reserve 2,5 percent (rising to 3,5 percent in FY
2003) for accountability acti\'ities such as lurning around low-performing schools; however,
State wcuid allocate at least i70 percent of this reserve '-<'.!.l-E.:\s that h~"\\'e scpoois undergoing
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NUMBER OF PROGRAMS
Qite:;tion: Some rCiJOrts have found that the Federal Govc:-nment operates more then 760
cdt.:cation p:ograms, WOLild lYOUT bill c:lr:1inate any currenl programs? Are you proposing to
create ar;y new ones? !f so, cxp]ain why) since there already seem to be so many?
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Answer:
• Tl;e repQrts cJaim:n,g the exiS1Cncs; o(more thall 760 Federal educatioo pCPgrams have been
:llQIQU~hly discredited [(Ie. m;arlv tWQ years. Tl:e lists included unauthorized and unfunded
progmms as well as thosciuUlt involve specialized t7Jining ar.d do not pro\'idc a single dollar
to aur c1-.::menlary aJ~d seeo:ldary scbools,
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• Some examples of"cclucation programs" cited in the rcpons include research programs like
University Coal Research ~;)d CUilccr Bio!ugy Rc.~carch. training p:ograms Eke FBI.,
Advanced Policc Trainm.!::;iand Hazardous Waste Worker Health and Safety Training, and
programf, of uncertain reJa~ion to education like National Guard :\1ijitary Construction and
the National Register of Hislorlc'PI2ces.
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• This Administration h<ls taken the lead, going back 10 the original Nutiona! Perfo:-mance
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Review in 1993, in idcr.tifying unneccss~ry or dupEcatJvc. r~ograms <.!nd'proposing their
elimination. Each o(Qur hUQ.gct and rcauthmizUlio;) propos'als h;.ls included signjfjc<lm
IllQ.gf.am consolidations and e1imipations. ,Forcxan}pl.~;' .tl~c)pEA; Vocational Education,
and Aduh Education bins. t~at passed in I997,af1q I ~98 ~~n.sQl!duted a significant number of
program .auth0r!tics (reduci:ng ahem 69 ~u~dc~/~niI:"'.m~u"i1ocd,p[egrams, in S1.:1cctec. areas,
down to 12), as proposed by the ACr!1inist=-ali?p;~;~,;)'~:,:
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• F~om FY ,1994 through FY [1999\ Cong~<:ss ha~ ~grecd to the termination of!lcarly 70
Department of Ed'Jca~jon programs totaling sonie $642 million. The 2000 budget request
proposes 10 eliminate 5 additional programs totaling $503 million.'
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ESEA reamhorjzaljQU JrnpQSal
eliminate 32 programs
;lQQks
{5 funded and 27 unfunded;'whiJe cQnsQJidaIjn~ 17 others 1111Q iusl 5 authorities,
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• 'While eliminating or consolidating 49 programs, \ve are proposing 7 new'P\'1t~rafl's,
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• In general, we propose new brograrns to address significant unmct needs in o~r education
system. Recent examples of/such needs include smaller class sizes; before~ and afteN,choo!
care, and school violence. \
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50 Percent of the Paperwork for 7 Percent of the Funds
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Question: Proponents of expanding Ihe ED-FLEX program often claim that the Federal
government demands 50 percent of all the paperwork that teachers and principals have
10 file but provides only 7 percent of the funding for elementary and secondary
education, Is this claim accurate?
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B!!~PQnse:
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• No, it is not This c!aimds ~actual!y inaccurate and also ignores significant reductions
in Federal paperwork burdens in recent years,
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• The original 1990 Ohio klUdY-'-<ln which the 50 percent claim is based-actually
attributed only 20 percent of paperwork requirements to the Federal government,
and thai figure would be' considerably lower today.
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• The 1990 study by an agency of the Ohio Legislature identi'ied a .total of 330 forms
that districts and schools might have to complete, The study attributed 173 of these
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forms to Federal programS-hence the 50 percent figure,
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• However, only 41 percent of the 173-about71 forms-were designated as '-'
mandatory, or required of all districts, .The others were related to voluntary
participation in programs;like Safe and Drug-Free, Schools or .Competitive grant
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programs.
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• That means only about a,fifth (71 01330) of the forrnsidentified in-the Ohio study
were actually required of 'all districts by the Feileral',gove'inin~nt,! nof 50 percent.
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• In a sample of 19 forms required for two programs ,(ESEA Chapter 2 and Adult Basic
Education), 11 were related to performance measurement and financial
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accountability.
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• The Ohio study also noted that the State department of education "sometimes
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requires more detail on Federal program reports than the Federal agency requires,"
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• ESEA paperwork reqUirements, which accounted for 68 of the 173 Federal forms
identified in the Ohio study, were greatly reduced in the 1994 ESEA reauthorization,
For example, Slates now submit a Single, consolidated application for all ESEA
programs just once during :each authorization cycle, and many reports are required
every other year instead ofrnnUallY,
• We also should keep in mind that the national average of 7 percent masks far :arger
Federal contributions to specific districts and student populations. The Ohio study
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observed that programs like Title I and IDS; "provide services to relatively small
groups of children who require relatively expensive services for which funding is not
available from other sources.
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State BJrden in AdminjsteringEederal Programs
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Qyestion: According t6 the House Republicans' "Crossroads" report. the State
of Florida needs 297 State employees to administer Federal education programs.
What is your opinion on' this issue, and do you believe that ESEA programs
create an enormous administrative burden for States?
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Answer:
• The impression we gain from talking to State officials is that the programs
funded by the Department of Education. particularly those under ESEA, are
not difficult or costly io administer. Therefore. it is hard to have much
confidence in the numbers included in the Crossroads report for Florida.
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• For ()xample, we obtained data from the State educationai agencies in New
York and Texas, two: States that are even bigger than Florida and have more
Federal dollars to administer. New York informed us that they employ about
122 full-time equivalent (FTE) staff to administer Federal programs, including
not just ED authorilie's but atso the USDA child nutrition programs. Texas
gave us a very Simila! number: their State educational agency employs 139.
;TEs to work on Fed~ral programs - a~d for Texas this is not the number",.c:'~
. needed to adm:nlste( the programs, It s the total number employed· .. , "1 " . .
(including staff hired With funds that Texas reserves, at its. di~creti,<n;.J,?'
provide services to school districts but no! really to administer programs).
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If New York needs 122 staff to.run Federal prr;>grams an.d,if .T~~·~~·;~.mi:>l?ys. '.' .~.
139, why would Floneja reqUire ~97? ,The Texas and f:leV>( ·York:\i9u,res'"..:",.. ;: . '.
clearly raise question~ about the Flonda number, and we woiid~r how it. was
calculated. For instance, it may represent the total number of staff who,
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spend even 1 percent' of their time dealing with Federal programs {instead of
an FTE count); if so. this would present a very misieading picture 01 the
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Federal bLJrden.
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Jdmini;te~ing
The staff assigned to
ESEA and Goats 2000 programs
represents a small portion of the total number of staff that States employ for
all Federal programs. For instance, New York assigns 44 FTEs to administer
ESEA and Goals, and Texas employs 68 to work on those programs. As we
get further into the rea~thorization, it is important to remember that States
reserve only a little mole than 1 percent of their ESEA funds for
admini!:tration. and hire a small number of staff with those funds.
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• Having said all that, I should also reiterate that the Administration has taken
many sleps to help reduce Ihe administrative burden on States and provide
them with greater flexibility in implementing our prorr.• ms. We have
proposed legislative amendments to reduce administrative reqUirements,
. granted States waivers and Ed-Flex status, permitted consolidations of
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funding streams, and reduced our elementary and secondary education
regulations by two-thims. Our ESEA reauthorization bill would allow States
thai are. makmg reaj educational progress to obtain additional flexibility.
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618199
Judith
Attached are the materials prepared in response to your request for additional Os and
As and .other information
key ESEA reauthorization issues. They are on
comparability (prepared by Kay Rlgli:1g), competitive VS. formula grants (Pat Gore and
Val Pliska), accountabilityvs. flexibility (Susan Wilhelm), treatment of rural LEAs (Susan,
again), and public school ,
'choice programs Ll-Jat work (Sylvia Wright),
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Not aU of the pieces are in the regular and A format; some are more narra!tve in style
. and, thU3, provide more d~tai! on the issues, I thought that this was appropriate. given
your desire for a deeper unders:anding on SOMe of the issue areas: But if yo!'; would like
aiw refo.rmartlng or further\' work, p:ease Jet me know,
Tom
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�30056
Federa1 Regisler~!VoL 63, No. lOS/Tuesday, june 2. 1998fNotlces
Title 1. the largest ofthu ESE-It
Search, which is availAble fr~ at the
previous sites. If you hove questions
programs, Is die primary vehicle for·
about using the pdf, call the U.s:'
pttlViding assistance to schools 10 raise
Government Printing Office loil free at ."' - the academic performance of poor And
1-8S8-:-2!}J-649B.
low-achieving students. especlaily in
"GENe'!': Office of EIsman......' and
I also rna)' .. these
' view
hi'
'th h' h
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Anyone
lie on S servmg llm8S W) • IS
Secondary EdW::~tion, Department of
d
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concenlrated poverty,
Education.
ocuments In lex: copy on.y on an
The 1994 reauthodUltion responded
electroniC bulleUn boar~ {If th~ , " , ,to dala fr<>m the Department~$
ACTIoN: Notice or request tor public
comment on the reauthorization of
qepartment. Telepho:e , {20l} 219-151 J' "Prospects" longitudinal study ..... hich .
elementary and second a:')' education
or, toll iroo, 1-800-222-4922. The
cl ded thet the former Chllpter 1
documents am located under' Opti1:;n G- :; con u.
.
d
1
programs,
P"l 'Anno ncements B 11 tins d '," (now T~tle 1) was nO! struClure to case
'SUMMARY: The SeCmI~rf or, Education
~s, Rei U
, u e
an
the adllwemenl gap betwCiln students
-~
th
I S ' aases."
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attending high" and la,,!,~povarty
invites written comments regarulng a
Addl.tlonaHy, in the fu.ure, thl$ ,
schools, To addross this need. the Hi9<\
reauthoriutioo af programs under the
document;es well at! other docum(tpt~
reauthorization restructured the
Elomenlary end Sflcondary Education
cimcemin! tha re~ulhoriZllti~n of th-e,.
program to, ameng other thins$. :
A~ of1965 reSEAl. the <rlJals 2000:
ES£A;wiJ be .avellnble un the ~or~d',
encourage high-poverty schoob;:to'mnve
Educate Amance. Act, and Subtitla B of
vyidCl Web at the tollowing !lite: hrtp:l~, _, away from ''''''''''Uout'' pTnO.........S to' ,
Title VU of the St~at1 B. McKinney
d
I ill eslOESE!
ht 1
1'''
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Htm1eless Assistance Act (Educntion far wwwl·e:SovO:le ..,. ?S~e. }!l. ::',.'..~, ,"sc?0olwide" approaches for ~mprovmg
'·
d Y th)
Notil': rho official v/lf1jion of thb tI{l(llll).~n\· ~ti"' schools. To facilitate tblli change.
Home Iess Chll untn an
ou .
IS: the d~nt pvl>lisbed in !h•. ~fli""al
' . the HHM reau'.horiutioo linked Titlu 1 ..
DATES: CommtlnU must be recnived by
Regil;lu.
;~. " . . ' '. to "ther ESEA program' and State and
the Department Gft CIt burore July 17.,
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199ft, Ccmmfmts ItUly alsO be submitted
SUPPLEMENTARY INFORMATION: ni~ ,',
oca
~o
nn e orts
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. - "'. partoemup Wlth Goals 2{1OO $0 wat
at regional meetings to ho held on July '~retEU)' l$lIOOking pub Ic ccm~e~t on' Federal and Stille programs could work
&-15. 11't081Soo dales, tlm'es aod
t~.e reoUloorlUltlon'of tho Elt:~~tary 'to ether to provide aU cltiidnm,
.
loCations ot regionel meetings under the and Secondary Educali~ Act; T'l.~~ ~: w~atever their backswunds and
SUPPLEMENTARY INf:ORMATION S0C1ion or
IUJd I~ of the Coals 20~. EduClt~ .. , :, _ whfltover schools they.attend. with the
this notice.)
AmonCli Act. and $uh!ltle B or'rltle YD. '. opportunity to achltwe the sama hlRh
. ADORESSES: WriWm comm&nts should
o.flhe Stewart B. McKinney I:Iomeless. "_ slandards expectoo or all children. The
be addrossad to Judith Johnson, Deputy
~istance .t>d A complete hst or.~a. ~, 1994 ru!luthorizstion.lso nwised the
-\S$lStlHlt Socreta:y, OC!ico of .,
p~ograms cuIT;:mlly tI~thorized .un.dar '.' other £SEA programuo that they too
lmenlal)' and Sectlndary Education,
t~::S& S{~~utes IS provIded at the end of
sUpport State and local school rofonn.
S. Departmant of Education. 000
th.ls not.left, ~ost ?f these program~ WON For \lxample, the Eisenliowor
lndependew::e Avenue, SW. (Portals
last reauthoru:ed to 1994. At that tIme . P«lfessio:J.ll! Deve!opment prognm was
Building, Room 4000), Washhtg\on. DC E.?E!'- prggram$ were ru~damf;lJ.ltally.
. chailgod to support i:npro~d
"
2.0202--6132. E-mail rospoosos may btl:
rnstructure"~ to S;tpport, In p~ershlp
instructional practices 11] other core
, senl to: Frnncc:s_Sbndburn@Cd,gov.
~,th Goels 2.000, cO,mproh[m~~y~)il~t8
subjects in addition to math and
" FOil: FuRTHER I~TlON CONTACT:'" .", 4I!d local e!£orts to Improve te,~tng . ,.",c. scienci!. A:k.ey oomponent of the (Inti",
Frances Sh"!Jdbum. U,S, Department of
~d leaming Bnd raise, I!:co:demlc ,:
. reviSfld ESEA provides States ond 10000J
Education. 600 Independence Avenue,
&~nda.tds, Tho 8uth_onutlon for most?! " schools with gruatly inCrot1~m;d flexibility
SW. (Portals Building; Room 4.000)
thttstt prog~~$. e:xpll'eS September 30" " 1n return for being held u.ccount&~Je for
improving studenl Bchievamenl. '
, Washington. DC 202C!.2-~100,
: . 1999.
To:1ephone: (202) 101.0.0113. lndlviduals "'N~edfat 'RooutiJoriUlrion
The President', fiJlC6.1 year 1m .
who use a tel&COnununications device
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budget expands on Gools WOO and lilt:,
for tha deaf (mo) may cell the Federal
The Elementary and Second&:if ,',".:'. ESEA by requesting funds to help build
Inftlrmation Relay Service (FIRS) a:t 1
Educa\lon Act of 1965, the cornerstone: the CIIpacity or school districts and
80Q-811-H3JS between 5 a:,fl'.. and 5
of Ferleral aid to elementary and .. """ schools to: h) deliver high-quality
,
p,m.. £:'utem time. Mopd.y through
seCondo.ry schools, embodies' the
' InstructiOn by reducing class size in the ....
Friday,
.
Fe'dllral Government's commitment tG
earlY' gradeS: (2) expend the pace and
Individuals with disabilities may
providing funds for the ed\lcution of.
scope of reform in 35 high-poverty '~, .
obtain tb,s document in an ailemale
children Hving in high- poverty ' , '
urban and rural ~hool district~ with
format {e.g. Braille,large priflt,
~inmunities, Collective!y. its programs . significant harriers ttl high achicvemcnl
. audiolep6. or computer disKetta) on
provide funds to States. districts., und ,'. that'h.ve already begun 10 show
schools to improVe teaching ami
req\,l~t to the C:OfllPct person listed in
progress in impl~mentil'lg standardsthe prucedlng pangraph.
Imiming to help alt children, especially
'
based reform: {3} increal'ttllhe number of
.
ilt·risk children. moet cheHengln, State
school-based before· and phe:r-school
Electronic A<:c~s to This Oocument '
standards.. Funding for ESE!.. and
extended-dey programs; (4) build and
, Anyone may view this document, as
related programs currently represen-:s an renovnte public s,chools through !he
well as other Department of Education
animal.$.1 Z billion lnveslment in OUt
provisioo of lax credits to pay inlerest
tlvcuments published in the Federa)
Naiioo's' future. The support these
on nearly 522 billion in bonds; and (5)
Regisil!T, in text or portab)(!- documem
p~8rams provide for Stote and l~l~,
provide aup?Ort for sc!iools,
formal (pdf) on thtl: World Wide Web ai
school improver.lent efforts makes them communities, ond famWes to work
either of the following sites:
key vehlcies ior carrying outlh..
'together in improving a:nd explmding,
"tp:/locCo,ed,govlfedrc!j,otm
Department's mission: "To Ensure Equal opportunities for children to develop .
,tp:l/www,ed.gov/new;..nlml
. AcceS510 Education end Promote
strong literacy skins.
1'0 u~e the pdf, you musl have the
Educational Excellence Throughoul the
When Goals 2000 Wll5 established and
Adobe Acrobat Reader Progr('lO'l with
Nfllion...'
the 8S£,. was last reauthorized, the
AnEPARTMENT, OF EOUCATION'
__
~uthorlurtkm of Elementary and
condary Education Programs
:n:
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�30057
Federal Register/Vol. 63: No lOSfTuesday, June 2, 199alNotictls
Congress recognizod that Stales reqUi.rcd www,od.gov/pubsJStmtPinlDrcanbe
dissemination. In addition to tec:'nical
time to im?';ment t~oughtfuHy high
roqueswd by calling 1-800~USAassistll.r::ce provided through the ESEf~,
standards aligned wtth challenging
LEARN. The Seeretary invites public
the Department of Education funds
assessments as paM of their ongoing'
comments ofrthe issues identified in
regional educatioDallnborntorills to'
school rufonns. As a result Title I
.!.his notice and recommendations for
ClIl'Tj' 01.1: applied research,
requires Slates to dove lop or adopt
purfonnancfl indicators.
development, dl.sw:n~nation. Bnd othor
chaUenging content stanclarris and,
'
lcchni<:nlsssistanctl activities by
wo:klng with States, dis~ictJl;, and
siudent performance standards. at least
Jssues/or Public Comment ,
. in mathematics.aud rooding nnd
schools in thllir regiolll>. The
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The'Secretatv seeks comments nnd
auggesllo:u; :-agarding reauthorization of Departmont also it: required to cs\nbilnh'
langufl86 arts. by Fh!l. 1997, and
Goals'lOOn, E..SEA. and rc"la.~ed
' expert pllnels to re"jew educaHollal
nSS6S$1nents aligned with stnndards by
, p~grams and to re£;ommend to the
programs. The SecretlU')' IS ul;terestad
the school ya/lJ" 2.OO{)-2001. Slates.
districts:and scbools aro steadily
bDth in commantuegnrding clumges
Secrotary those programs that should 00'
'
designated as exemplary or.pminising
making progmss IO\llard implementing
that 'may he needed. liS welt as
,·for dissemination.
"
standards-gasoo refDrm. Hnwever, 'there comments on. aspects o~the programs
Clearly. mOT(! time will ~ necdoo for
are still pro".isions {}f the law thaI have ~ tha~ l.r': worldng weil and should be
not yet been !\illy impiemented-for
I rnaUliamed, ~ no~ed above, the last
Stntas and districts to irnplemltnl fully
',example. .aHgntld a~$essments thllt are
ESEA reauthonunon fundamentally
• cohenml set of reforms mflltcting en
part of aa:;QuntabHity systems do not
restructured 'Bll~SEA.programs $0 that
aligned $yatem of stlUldards, assessment. '
tiH'lY, together WIth Goels 2000, would "instruction. professiomtl development. .
bave to 00 place until school yO/u
20Q{)-200t,.Similarly. ~any SrettlS bave ~upport-,State ~~ l~al efforts to,
'
, and .account<tbllity. and for principnls
requested ind received waivers as they. ' improve,our, Netion 9 schools tlu'ough " al'ld te&ch6l'$ to fully implement reforms
; comprahallSlve, sttmdnrd$~Mud rylform io the dusroom, Na'ittrtheloGs, thare iSi ' '
contitiuG to dcvelo;, their student
. perlo:rrnanrie standll.rds.'ReauthorlzaJion I ,of leachiJ:tg and lemming. The pro~s 'alroady soma IIvidence of the impect of
provides the opportunity to consider '1' authorized by these statutes support
",Stalll end local effruts, supported by ._
,what changes., if any. tlrenocessary to'
StlHe ~rrort$ to,de\lelop nandarrl.s ' . Fedcr.al education progi'l'.ltcs; tn help all
strangthen.tho affectivGl'less of Federal [,.oescnbin g what stud~nts s?ou1~ kno:v
elementary and-:wcondnry fJudants' ,
ItlementlU')' and secondary education
ettain high stnndards:. Brutes thal htwa
nnd be ab~e ~o do. at ~Y pOIpU In ~elr
!;cbooling, an~ dlstnct and ,:~ool
hed llSSessmentsJinked 10 standards for
progmms: to impro'Jtl teaching and
etlo..--u to put m pla::e eduClHloIl!ll
.
_ learning for aU lltudents e&pecinlly
more than two yean are sllowing, ,
th
d
f faili
,programs that prnVlde each student Wlth progress, in ihu ecbiey~"iOOti(ohll of
. osS stu e~ts reos1 at
0
ng Hl , tha opportunity 10 moot those standards, 'their students. in«lu'dtng'those !n'bigh
pO\lerty schools." Foi wmplo~'T(!Xns
ftl(H!t SlBte s.andards:.
, . Sin«\' thn 1995-96 scb-ool yen, when
. Tbe Sncre;aTY inten~ l~ submifthe'. \ L';e In;st ttlauthori~Hon'lool: effoct,
reports thnt ilin ~rcentn&e of Tit:e I'
'<Department s rcauthOl1zatlM proposal 'Slates bllve made progress in
,"
.." students passing Illl po.l'\$ Df tha Texas'
, for Goals 2000 and ESEA aJ'.d r~lllled
:mplemcnting stlln:!artls,based reform,
Asscssment' of Student hcnie:'t~menl hil5
programs to the Congress earl)' m 1999. Currently, forty-seven States including
int:::rtmScd from 31 ,6 pe'ramt in the I
in conjunctit:m with the Presidenl'¢
,Washingtm, D.C. Illld 'Puerto Rico"
. ,199+-95 school year '62.1' p6Icent in
fiscnl)'tIM 2000 ~udget .1mi.uesL. ,
ruport that they have adopted
'
the 1996-iJ7, sChool yviti: Nntion'al
'.Pr:opowd per!omuul~, m~)cators o.lsa
cbaUcngiIl8 c-ontnnt s1andanlt in nt least AS5essm'cnt ofEduclItion'el ~s's '1 •
:,wlll be doveloped tu,proVlde !oodbe~, _I reading and mtlthemntics as: .mquimd by (NAEP) Seorm; hi math'. the first subject .
on progrnm progtCs:> m accoroance-wtth ESEA Title L All the romllirung Staws.-
MOO implcmenl standards-based,
except Gu_lso havi) State content
comp~henslve reforms, nre improving
the Government Porfonrumce J)l1d
Results Aci'(GPRA}, GPRA requires all ) standard$1hal they arc either reV\S,lng or generally for,tb& Nstion.and appt9Ciably
<lSil'ncies. to deVelop <lgcncy~wida
aNt 10 the process of fonnelly adopting.
in $om(l St~es. Fot example, data from
strategic plans, and to identify an~
AlthOUgb tha development of COlltcnt the 1996 NAEP long-term trend
. collect Information an performance
standMds is the fitst ste-p. there is still
assessment show math scores {{If 9 year
indicators for all prognun$, The,
{llds.ns.Ing steadily since 1992.
' e long way to go 10 incorporate Stale
particulMly in hi&h~povot1y schools'
stAndards fully into caily classroom
Depanmlmt's strategic plan or&anizes
actjvities, Stales end districts ganeraHy
{schools with iR least 15 p€:lI'Cl)nt of the
perIrntnenCB measurement around k9Y
p'olicy objectives and the progr{uns thsl· are now moving to thn next phases of
students on subsidized lunch}, The
advmce these ob1<tctiv(:$; standards
standards-basad refonn-devaleping
pen:.:entage of 4th-grade students in
dnvtllopmenl (throu!}>t Goals zoooli
high-poverty schools who ate nchieving
student performance standerds nn4
helfing al-risk populations to nchieve ~o assessments that measure student
at or above ilie basic level in math on
<;ha.ienging standards ~itle land other progress toward mooting .the standerds, 'NAEP,hns i:lcroasod in almost 'evj}l)'
programs that serve at·nsk populetions); and tncreasing the capacIty of teachers.
Stete,since 1992. 10 some States.
supportIng local capacity-buHding
schools, end districts to implement
achievement in high-poverty ocbooh
'(professional devclopment end
chlUlgcs 10 help all studJ:nts meet,
meets or flxCI!eds lhe nallon1l1 eVfltnge of
Il.lclmoiogy) 10 enhance instruction
chnlln,nging Stale standards. Capadtll:s
64 percent of studcnts scoring at or
aligned with standards nnd improve the, needed fOf cffective teaching cnd
ahovl.llhe basic level.
The Socretllty believes that the early
climate br learning (SnfCllnd Drul.l"FJ1Ic' lentnlng includo Insny faclal'S, 5uch as
Sc.hools and Communities): and
teachor knowledge and skills. studfllli
evidence from States and distriCts that
nave made tho most progr~$S in
stimulating flexibility. p«rformance
metivation and readiness \0 \tltlm, and
accountability. and innovation {chartaI'
quality curriculum mll.terinl:s for
"',implementing standnrds-based reform
dam.oI>~t..' ates that lhe focus in Goals .
schools, Ed·Flex), The U.S. Departmetl!
t(lllchers and students.
of Education Stratngic Plan. 1996-2002,
200(} and the ESEA on $l.;.pporting Slate'
One aspect of capacity bending Is
how school reform efforts at the State,
and local school reform nfforts 1$ sound
includIng current potformance
and shodd he continu~ in the next
dis.trict, and schoollevnls elm oost 00
indicators. is availAble on the '
Department's Web site sl hllp:!!
I)\formed by high-quality rC$CIlM /Lnd
reauthorization, The SeCtelary also
in
risk
to
I
I
"
to
�30058
Federal Register/IVa\. 63, No, lDS/Tuesday, June 2. 19S5fNoliccs
,
tw::eves thai the prior;ties governing the
support of Slate nnd iOC1l.1 efforts to
flchiwer11c:l! of nil ..tt:.denls, especially
"1 renUlnor1zatio.n liTe also sOl,lnd and
rtlform public schools by $UPportinS thu educationally disl!{iv<l~laged ch:ldrcn?
df!vc!opment of challenging State
;ld be continued. These priorities
Z, In nddHlc:n to funding tcdmical
•
standards and now assesmnonts to
as,~i$tnnce through l'. variety of ESE.'\
.
ill h,igh standards f:n a]; children
::,
••••ft the i!lemenls of edu<:ation lllign~d
,??asure whelhOf children are achieving and Goals :WOO lluHLOri:ies, the U,S, '
so that cvery:hing is working together 10 , thClSI: shl.l1oards. The 1994 ESEA,
Department of Education also funds
· help all students teach those sHmdards;
reauthorization built on the Goals 2000
regional edHcaUonallnhofalories 10
assist in the implementation of
Izl s focus on teaching lind learnlng; (3)
fnimework, fundamentally roshapins
• flexihilit.l' 10 stimulate lucal s:::hDo:·
. education reform, Are there ,~~~g6;.lo
ESEA progrmr.& so thny would befter
support romprei;ellsive StaHl and local
the fedoral statutes that would enable
wsed and district ini:lalives, COUplild
with responsibility for student
eI~orts 10 improve teaching and learning, federally supported techiiiCII! ass.istance
efforts to support State and district, ar.d
especial'y in schools wrving ,
performance; (-4j links among schooh:,
ec~nomlcallJ' disadvantaged
scbool reform more effllclivcly?
'
, paron~ and communities; and (5)
. 3. ATe there changes to the Federal
cof:lmunl.~ies, Tho changes mede in
resources targ€IBd to whore needs aro
1994 !ncluded: [1: roq'Jiring the same
statutes Ihat would encourage grea~et'
greatest and in amounts 5uffici\)u1 to
challenging Stale content and student
public school choict: tiS part of Slate and
· make a difference. :
The Socretary'sccks commenL" on the petlorrnanctl standards for a:: students;
local s.chool reform? For example, _tho ,
effectiveness of current programs in
. {Z} linking Fodernl progrnm
.
Deparunel11 ofEdllcntion enct:mrages' , '
suppllrUng Slate and'local efforts til
accountability roquirements ~(} student's expansion of cIlDi<:c within the public
improvo t~ching end le..ming to help'
acitiovemenl of challengIng Stale
school system wi~h $uch nHerttntivtls as
aU children. espociaUy at-r!$!; children,
stap.dards; i31 suppor.ir.g professh?lHll
charter sclJools, magnet $cl!ools. 'nnd ,
meet challen'ging State $tr:mdards. The
develepment tied 10 those standards; {'I] . syslem.wide strategics -thllt moke every
questions in this notice are orga.'liu:d .
'pt~viding greater poxibili:y in exchange public scHool a 5chDol'of .choice. Arc
undor three cros:;,.cutting entegories.
cil!'lnges nieded in the law to strengthem
for grootcr accountability far studtml
TbeSl~ categories are: (ll Federal S'.l'2port pel:f0rmance: (5) promoting scho()l~level
thes-e a1ternll~ivtls?, Are chl.lngl:S needad
for Slate 61ld local $Chool rerorm .
In the Fooernl !IIW to incoTpOrate the ..
'decisionwmaking to bolster local'
i i"
(l tit z1
rd ed
knowlerlge'gainedllboutsch{)olrefonn
induding questjo~5 addreSSing
n t.umve:· 6 au 0ii ng ,onso I ~t
'from l~e establishrr.enlnnd op!l:otion of
impllll'!lenting standards in the
applications and'plans to reduce.
clnssroom through professional
pa~erwork burdens so lila! eduenlors
' charter and' magnet schools?,'
'
c.ll'vclopment. technology to support
can' focus more time, energy, and .
.
4, Tho ESEA eurrontly contains.
teaching and learning. lind targeting
resources on bellar ooucaHnr. childreo:
prov~~l,(ms ~ddrossing the partic.ipati.oJ? ,,::- ~. "
• ( l '
h '
h'
ot pnvate sChool students and teachers" -,.' ,j;',
resoW'ces; (2) s,Lr.ntegjos fc,r addross~tlg
1m.,.. 1 providing. aut orily or t C:
that tI!ti' applicabl1) across m'any' £SEA' .', ,,~:'
!he needs. of children mo:;l at risk of.
Secretary to waive FHdnral rules and
'ing to meot State stllnd:mis; lind (Sl
rosi::lations, aSlweded, 10 lmpro\e
progrems. Are there chnnges to,Federal' :::'.:" ';',
litetlltos that wOIJld improve the -'..
.:101 environments conducive for
student achievement Tbe
:. '..1 : ,•
, . wdrning including questions addressl~g Comprobonsive Schoo) Ruforml' ,) ,;., \" • ,cffedlVenel>S of these prr:Vlsirmp .• " .'" ;" ;;'S .
•, Safe and Drug·Free Schools end
Du~onstnltlon pt:og'l1l1n wesndde«(ln ,SuppcrrlJor SIal<: c1u1 UicoJ,SchOo}', ...:' ::~/:•. ,
Communities; parental ir.volvement,
1997, pririiarHy /(Ia Pll!i o(!iye l~! , :.... " Ref9tm.1mpJeme.!lti~g ~:o.(ldard~ ~r: .tf~ ... ~: ';; ;
oxtended learning opportunities before
ESEA. to enooure~e moro exte-nslVC' ''. "' " Classroom
" , . ,'''t':::' 'Vll:.",':'~ 1~,A:~
..
. '
-"4 "."
and ofter school. and school facilities, in
imp,\ementatlon 0 teooarcl;-haSHd'·
:
lmproved teaching ~d ·lea'nri~g'is~;P;l"l':;~t:~:.
addition 10 considerution of ilia cross
central to the affort to h~lp'e,l(~b ~i.l,t.i: ~:.~':" '\:
cutting issues, individual progmms. will apfo?oachos ,10 comprchcns;ve .oc:h<;?~f1)
a~iO\'e to high State standards, BecAuSe
· also be reviewed as part of the '
Support jar Slote und Local Scncoj,
professional development helps all
reauthorization. Commenls on issues
wachct$., school leaders, and other'
othc'r than those raisod in Uiis notice or!) Reform;' General Questions
1'
,
personnel teach 10 and support high
-"
welcome.
,.
l',Are thoro clJanges in Federal
standards: professional dovelopment is
.....
•
"0 Within each of the following cross
stllh,ttos that would maka Coals 2000,
an authorized Il.cHvity in Goals zooo and
cutting categories, the SecNltary is
ES~: and related progrn~s more
.' , almost every ES£A program, The ESE.A
especially int€ r ested i.n: (1) suggestions
effeqtlVp. too1:s for supportmg'
.'
also aulhontes t major program, the
on ways to strengthen the ability of .
'Comprehenslvo Stnteand school district Dwight D, Eisenhower Professionat
Goals 2000 and ESEA pro.!:!WI1s 10 help
scho,olrofotm? For example, given the
Devolopment program, spedfically to
----,:, i ' !!}.I ~HQlen, i.nC!u~lng.sl:udenlS wHh .
progress that Stales: di.stdcts, and
.
support nationalam~ State professional
Hmiloo'Englisb' proficiency, migrant
schOOlS hevo made In Implementing
c!:evalopment in tha msjorcontant areH$.
children, economi.cally di~dvantagoo
stnndards.-based reforms, are chnnges
Research indiCnles that professicmaJ
children including economkaUy
dcvebpmenl mus.: be st:.stained,
need,ud 10 Gouls 2000 to make it betler
disadvanteged minority students,
aligned with 'Cl.1l'ront implementation
inlens.iva, and of high qualilY,to have a
children with diSllhilities, imd other
effor1s?'Arc Ihero dUlngcs that would
lasting impact, and must address
educationally disadvnntag'~ c:tHdnm
enable Gonls 2000, ESEA, lind relat-ed
teacher preparation as well as ongoing
meet challenging State ~;judent
'
training tor teachers in the classroom.
programs to support mOf1) I!ffectively
performence standards; and (Zl
Stett' nnd schoo! district Hlforls to '
Research also indicates thaI professionaL
comments direcloo at how the activity
improve the cs?<lcity of teac~el'!i,'
development is most effeclive when it
being rliscUs:sod can be carrillil out ill
schools. and distri.;:lS to integrat.e
includes networks, study groups,
the most flexible manner possible while
stendards into thn classroom? Aro thoro
teacher research. and other strategies
improving accountability for re:rults,
changes that wO\Ild m~ke it easier for
\btU enabJe !r.a;.;h~~ to meet regularly to.
Support for State And Local School . Slate~, dlstr1cts, schoo.s, lind teachers to wive problems, consider new ideas,
form
.
get l~formation on new research, dh
anllLyUl sludtinl work, or renm::t on
speCific subject maltN lssu£s. The U,S,
ine Goals :.:;000: Educate America Act rns()1l~c~-based -ero-grams, and o,n "
profrf,mg pnlctlces for tmprovw,g HIt)
Department of Education lind the
provides .he framework (or Fedoral
'
e
.r
';
,,~,~,.,_I~<:'~
or-
"
e
I
,
I
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�. Federal.
'Regist~r /Vol.
I
63. No. lOS fTuesd?y. June 2, 1'9981 Notices
30059
National Science Fou!ldatloo fH.lVepractices using tt.-chn5>logy are Be-nerally 10 areas of greatest need. For eumple.
Title I funds must h€ used firs! in all
lunched a joint enact t9 develop II
recognized as prov~dl!'g st:on8 support
dnse of llpproptia~e ttmc.'lanisms to
' for the kinds of improvemenlll'$Ought by schools with poverty rates above 75
percent, and It)w·povtlriy schools way
:aise student achi!wctrmnl in
i education reformers :3rougli new
mathematics and scitnce, These
: llpptoaches to tesching and learning.
not receive higher pet-pupil aUocetions
than high-poverty schools.
...
mechanisms include llUpport for
While teacher's level of bowh:dge
In additIOn 10 the Issue o:how
networks IIm<!ng \ullchl.lfs, schools,
about technoloSJ i5 mpidlynxpaodipg.
, Fadatal funds are targeted, s..!nce 1971
paronls. cDlleges, students. professional
technology also ill, changing rapidly.
Stale co:Jt'\s DfllI€ bend school funding
scientists. malhemati::ians. eng!noors.
Quns~ions about now technology and
systems to be intxtuHa~le and
Ilnd others.
' h o w best to use it in teaching and .
5. Are Inurn dumges 10 Federal
jlearntng ~m crea:tl a:: ongoing PIled for unco~;;titljlionaJ in 17 Slates. and a
1997 Genern) f'.ccounung Office {GAO)
statutes that w!)uld focus lind coordinate "updated mformation In schools. act{!ss
ithe Nation, and the qualily and quantity report found thAI "On aV(irfl~, wealthy
professional devebpm'cm msources
across Goals 2000 find ES£A programs
JOC assistance made availo.hle to ·sc,"lools.
districts had abOUl 24 p<txunt more 10tnl
to ensure that all teachers end '
jJI be an important faClor in how
funding per weighted pupil,ilian poor
educational pernoonel hava sufficient
wqukkly a:J.d Well the bunafHs of
districts." S:Ul':lle dispariuos also exist
knowloo8e and skills to teach all
'technology aIV realized. Furthermore, I)S IICI'OO$ Slates: with average pur-pupil
children, including children mQS~ at risk 'opportunities for using lecl:.ndlogy at
funding ranging from a high ofS9.700
'school IIJtd'home lncwIIsc; it is
·to a low'of S3,656 in 1994-95. Because
of-failing, to cballenging Siote
standards?
'
,
"
imperahvc thlllall schools and
'
Fedeml fundiJlg is n'1f.1ro ta.--getad to at- "
6. A ret:ent National Acodemy of.
students-=-nnt just those that can afford
risk students. both in terms of services
Sciences study 5I.n~CS Ihat H allllludents it-huvllll.ccess to these new resources
and tOlai dollars, than'Stlltl) funding: it
to becoma successful reeden,
that tuchnology reduces !uther thBn
Is an important source of funding for '
children must be able to disOOv!lf the
increases dispurities in the education of. closing the gap hetyo'llen higb- e:nd low
nature of the alphabetic system,
'poor children and their, betler-off peers. poverty schook .
9. Ate there ehimges to tha Fedaral
understand how sounds are represontud In addition, the expertise of the laachar
" alphabetically,' gain meaning from' print, and the inlegtation of leclmoiogy Into
sllltutes that would improve the ..
the curriculum are essential to
distribution o! ESEA and ttllated
;','. and'proctiCe readins skills to achIeve
_.<' flunm:y. in order to gain these skills.
improving student performance.
prosrnm funds communit!tiS and
,UXp05UJ"e 10 language ann literacy must·
f Under the CU1'T01l1 authorization.
schools wl].ere th'llY lirt) most needed?
10. Current distribution formulas for
~oncentrnted Federal supparl fat
',begin in the pre-schna} ye;trs. prlma.ry
grades must fOl:US on reading
technology.is provided under five mllin some- £SEA prowams may f'(l$uh in
,'"
allocations so small that school distiic::s
instruction; leal;;hefS must participate in programs it.al induda a mix of State
mlly have dlffieuhy mounting effective,
" •. ".
ongoing sustained professional
form\lla and discretionary grants.
.
C:dlnprclHinslv(l programs. Ate changes.'; ." '. ~,'.:'
,development; ,elemo:ttflll schools mus.~ ..JI.\.lthoriUltion 1<; '.158 funds f\.lr
in Federal SHtlutCS'tlUOOed 10 address" :',
,';
, havlI enriched reading programs;'.',
t~hnology also is embedded in other
.. . - {\:. ,••;.:;,),;
".ki':: . .: ._lItudcrits who do not hnve profidency in 'la~ programs, $och as TItla 1 and eoals this situ:ntion!' '
,11; Should the Federn.l Government. . . .' ' ,:; ,:~
EpgU$b sbould be -exposed to reading in . :tooo.
pIny Il rol~ in promoMg greater equity'
0,: ',' "".,
their natlva langtlage while acquiring
I,8. Are intlt'C changes to the Federal
in the dist:ib..J tion of school funding
".
proficiency in sp<»-en Hnglisb; and early siatutes that wO\lJd better support the
across and within States. If so, whllt
intervention is Critical. How -can U16 use use of technology to advance State and
should that rola ba And ate there
, ~ of rosear'ch·blUled knowh.ldglJ and of
lOCal school rofunn efforts oesigned to
resCllrch·bns~,! approaches to improving h'elp all children acquire the knowledge" .changes to Federal statutes that would
b& necessary to carry oul tho role?
student achievement l:w:.. encoUl'llged
containcd in State content st4ndards1 .
!.hroug~ teacher prepl;trntion and'
For example. are there changes that
,n. Strategies for Addressing' tilt: Needs
ongoing"trnining7
would improve $cceu for students in
of Child"u', Mast at Risk of Failiog To
7.. Are there changes to fe~eral
high·pov6r1Y schools to high-quality .
Mett State Shmdards
statutes th-zt would strengthc-n '.,
aCademic content through technology!
Goals 2000 end the revised ESEA and
~onnection$ b;;;t~eti:n instii"i:itions of'
Are thero changes that would increa~
hisher cduclltlon and schools for highthe ability <;f teachen to use technology related progrems are desigtltld to
quaiit,~rt\~es~ional ,;'.e\"ulopment to
as tin instructional resource? Should the "
support SLata and local efforts to
improva America's school.. fot all
focus "tie on development and
increase the capacity of leachers end
children, particuillriy schools serVing' .
principals 10 irnplemen~ standards.,
demonstrotion of high.quality
basod rorom?
iristructional e pplicatlons of technology disadvantaged children. The re-sources
these slslutes provide aro su pplemental
Support' for SlCM und Lrx:o! School
fcit schools. or should II continue to
I'
h
be development of the infrnslructure for 10 funds snd $OfVices provided through
Refarm: U$ing Tee n%ID' To Support
s!uccnts and· schools in high,pov(lr';y
Stote and local rc:.cuTCcs. Wh:le the
Teaching ond Leornjng
area$?
federal Governmenl contribmes' only
educalors ftC~OSS the wumry have
'
six pl!ra:~t of Amtdcao eleman:sl)' and
bagun to use technology in their
Support /Ol SUIte and Local School
secondary schoo; doll(l.rs nalionaEy.
dl)ssrooms on a regular basiS, and many Reform: TorgelUl8 l!csol.1rees/
Federal funds are substantial m, t"!}Jlny
are convinced that taclmology elln 1m
f:qtuJlizotion
S~ala!i end school dis::icts nne rcpresont
very {)ff~ctive In improving leaching lind
ACademic performance tends to be
a significant $ource Dr funding: for
learning. There is suong evidence that.
l('l~(!r in scheols surving 1.1e highest
services fot aI-risk chil4r.~n. According
percentages nf children who live i.n
to II january 1998 GAO roport. Fod<lrat
used prope:ly, computers and rolatad
telecommunications lechnologles·
P~\'crty. and the obstacles to mising
funding. is more l!!.rgated 10 aI-risk
provide oaw opportunllic$ ,0 sludents
acaderr'.lC performnr_ce are conslderub!(!. students, botb \n"lcrms of servicns and
thaI cnn improve their motivlltion lind· T~e currenl1aw conlains multiple
total dollars, then SI!!.le rundlng ThO$e
achievement. The best i::str"ct:onn)
provisions to direct financial resou:-ces
additional funds aft: critical for high-
r.. .
are
so
to
...
an
I
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�30060
I
oov-ert)' schools, Gunerany, ocacor.lic
$UPportS the need ror early inlervenllo::l
'-:hlevement tcnd~ to be iow in schools 'unc the imp-ortan-::e of pre'$Chool and
plUcnt cducation. How can Federa!
.rving man, diildren who :lve in
prOgrams encClinn!2.e gnllltur application
poverty. uitd tho obstacles to raising
performance in these schools arc
of this knowl!Jdse? .
'
,
challenging, .
"
"
Over the past 33 years the Congres$
Ill. School Envinmments Condu(;lvc to
hilS amended and {,xpanded ESEA
lLenmi:ng
,
multiplfl times. creating programs to
! For students to !(Iatll unrl compete in
,the global economy, Knools must be .
help children ~ho spl;aK li~t!e E.nglish,
migranl children, neglE1Cled and,
.
modem and,well-aquipped, and provide
delinquent children. Native Amo-rlcllJll
'an clwlronment conducive to learning,
Alaskan Native children, and other '
A school envJ.ronmnr.1 conducivn to
children most IiH'isk of failing to meet
learning is saftl and drug·free,
chel:onging State sll.l..'1.dards, The ESEA
encourages aJ;llve pllrenlnlano
,. community,il'lvQlvement, end often
also supportS progrlUl1S that promote
educational equitv for women and g~r1s. include-s elrtended l-eaming
Enabling aU children, (lspacially at:" ." <"pponunlties durin8 non'·trndltional'
risk children, to meet dJlllle:ng;ng Stale
SChooJ hours (bero~ and afler school,
~
stundard.. requires the.: Slate and local
weekends nnd summer $(l$sions).
Studenl~ ~ot Jeani and t,tm"che:s' ,
school reform efforts HIke into account
the needs of a diverse" ;;.tudent
crumot leaCh If S:!udents are dlsr-uptwe '
population, A1> States. dlruicts. and.
threatened with viol-cnce. At tha
schools progress towerd full
time,
indicales that
implementation of educational rt'form, " students who report positive schoo} "
they nood sp-ecifi~ tnrgQted strategies to
e'xperiflfices are' significantly lc-ss likoly
provide aU students with oquaJ access to lQ usn drugs than their peers wp.o haVe
rigorOlls academic standards,
'
negative e"pflri~nces in school. ':
1ReSl:IlltCh also indicates thaI when'
inS\r-lction, imd l:'lligned assessments
IDat mcilsuro higheroQmer thinking
schools make a concerted effort to enlist
skills imd understAnding,_
'
,the help of motbers and Cathers in
,
• The Secretllry'sooks not only to'
fostoring children'$ leaming, studant .
('l',ahhain tl;t~ connection begun in the
achievement nses. Whon femmes are
991 ESE.A ttllIutliorizatlon belWtren
involved in' their chlldl'lln's eciuclltioll. ,
•
children etL"l'\' higher grades tlnd receive
~ " '-"<"r'ederaJ i'lleiljenlt1t)' an"d s{lcondary
.', ,,_programs with their ,focus on aHis).:'
higher .$Cores on tests. attend school
Staie and local school
..,'
. • ~'students,
more regularlY;cOmplete more
,t.,' 'refOrm e:ffo-ri::i:but to sttenRtberi it
,homework, demoru.trule more positive
_'.;;-"':'., ;~ft~z:;Ar6 th~t!:i: dUlJlgas to'Fcderal
attitudes and l}ehaviol"$"grnduete from
.- 'statutes that would make Coals 2000:
high school at highll1 tates, and eie mOr(!
ES£A:'aud rolated programs more
likely !O enrol~ in higher" education' than
students with less family
offectlve tbols'Coruse by States.
'iovolvemenl in their $Chooling, ,
districts, and schooLs in ~losing the
..:
echievemllnl gap bet.wt:en stene,n!!! most
Recent survey data indicate that
ot risk of foiling to meot clwlleng(i.:.3
' 'ptlnmts wongly support school·besod
Stale standards and oUter students? fro "after-scbool PfOgramS that includu, ..
there changes to tho Federal statute that expanded learning i'lpportunitles and '
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enrichment and ruCf1!etlonal activities.
would improve th!:l rote, gf
After..SGhool"progrrum; can al$(.}
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acoountability m6l1su~ in both raising
student achievemcnl and provi:li1"lg
contrinute to school safety hy providing
more State and local flexibility" Fq' ,w:
sU}lt'Ni$Od p~t1LlTIS for young poople
example. should Title I improv!:lmanr.·
to attcn'G aftar'the ~ular school day,
provislons be changed or strengtbened?
Goals 2000 and the ESEA 'S\lpport a
13, Students rnO$\ at thk of failing to
varyety of approaches to helping
meet Slate standards need the highe~
iamHies become active partner.; in their
q\ialHy instruction provided by the most children '£ educs.tion, including Even
knowloogeuble teachers, yot half of lhe
Start family literacy progrnms, Goals
2:)0'0' ouren! centers. lind schoolwparent
instructional slcH in Title f .are '
paraproression!1ls, mo~ of whom have
compacts under Tille 1. The Sale end
Oru'g-FfOO Schools and Communitles
only high school diplomas. Are there
Acr(ESEA, Title IV), first enacted In
changes to Fedfl~nl statute that would'
strengthen quelHicu\!ons for Ti:lt: lund
:986, has been Ihe Federal
Title VlI {Bilingual Education) Slnff who Cov'emmanl's maier effo-rt in the erea of
drug education and prevention. It '
instruct etudents mO$t 81·risk of failing
10 meel chtlUenging State standards?
promotes comprehensive drug and
14, A growmg bOdy of f<!search onlhe violimCAl prevention strategies for
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development of the b~lIin and lts
making schools end neighborhoods safe
iinpltcations for learning during certail". nnd 'rlr\iS !Tee" The 21St Century
critiCill perio<l$ of child development
Community Learning C-enters program
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or are
same
an;;
are
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'researcb'
funds comm>Jolty learning ccnter$ thai
:m:lutle after-school programs.
Equally important to the nr:tivities
goin~ et:. in a school is the physical
conc:ition of :he schoo1lluilding hsal{.
A 1995 Sludy by the GAO found sarious
end widesoread problems in school
facilities across the country. These'
problems TlI.ngtld'frorn overcrowdmg
and ~:ructurnl failures:o inadoquate
elacUlcal aad'phuJ".bing systems"
FU,rther, the GAO found thl:.t many
States and 100000J school c.isll'icts WIl1C
unable or unpropared 1-0 meet the cosls
of improvinglhcso facilities.
'
15, Are the~ changes to the Safe and'
Drug-Free SchoDls and Communities '
Act t.i.st would encourage the"
implomentution ofrnom nff(lctive,
reS(larch·based drug and violence
prevention prognuns?·, -"
16, Aro there changes to Federal
statutes thllt would strengthen thv
abllily of Federnlcducittlon progmr.;s to'
assist families in their efforts to ha ., :
active partners in their childrein -'
education? For example, could the'
current Tide I requiremenffor school- .
parent "COmpacti\.(which describes the
shared TCspoP.$lb-iHty of schools,
parents, and shldents fot improved
sludenl nc~ievcmunll be improved?
17. In ad:iition to helping 10cl1l
communities finance the construc'ion
and renovatioo of school' facilities, whal
additional bnrriers: 10 the modemixati(Jlt
of swools need to ~e'address'ed?~
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Regi-onal Meetmgs
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Parl1ci:r'ants ~e we!come,-to address
these an other ISSUes re)etmg to the'
reauthorizatiOn -of th$ ESEA, either by
8hend!ng tho regirmalmootings or
S',J,brr.fttin! writtan comments:'
lndividua s'dnslring 00 present'
comments at the mootings 6Nt
cncouragoo to do so, It is likely that
eoch pa:ticipant r.hoos,ing tn rn~ke II
statement will be limited tQ jour' ,
minules, Speakers mlly also submit
wriUen comm1!"nti. Individuals
intares.led in malting oral statemenls
will be abla to sign up. to make a
slaleme:lt beginning at twelve huon on
Ihe tillY ilfthe meeting a: the
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- Department's- regionelmeeting on-site
registration table on a firsl-COr.le. first·
scfVBd hasls, If nc tirr.e slots remain.
theo the Department will reserve a
limhed amount of additional time at the
end of en'ch regional meeling to
Il.CCommoda!e lhesa individuals, The
amount of time available will depB:ld
upon the number of individuals who
request reservations. In addition.
wrilter) comments wi!! 00 accepted find
must be re<;eived on or before July 17,
1998.
�Federal Rugislcr 1 VoL 63, No. 10$ I'r",esdny, June 2, :g.96 1 Notices
I
~he date" and locution of the four
regurding hlS or het p~CpO$aI5. and to
include, if pos!1.ible. the data
"'ltglOnal meetings appear below. The
~upa:1mant of £::luC<ltion has reserved a. ; ruquirernents, procedures, and uctual
llmited numbs,r of rooms ~t i;1Bch 'of the
legislalivtl languugtl, that the commenler
fol!o~ing,hote,s all): specIe: government \ proposes for the improvument r:r
per dIem room rele (Boston sPark PJal:1I rudosign of programs.
HOle I does not na~e <1 sjXlcial'
. RichtlTd W. JUley.
.
government pe: .hem room rate). To
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.:=<.,.,.Iary-ll,'''''d u , a} fL
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reserve! heSIl rules, be CV:1ain to inbrm
!he hotellhal you an' o:ullnding :he
EXisting Progranls and ~iuted
reauthorizatioo heatings with thc
ProvisiOl'uI Under the Scope ofthe
Oopartmllnt 01 E<!ucation.
E5EA/Goals lOOO Reomtherization
The meeting sites nrc nGcossiblo 10
, Goals 2000: Educate America Act
individuals with disabilities, An
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mdlvlouil} with a disablhty who will
'Title III-Slatc and Local Education
fHMld an !HlxiHary aid or SUrvlCll to
Systemic lm?rovement
partidpatll in the m.<ing le.g..
Title IV-Parental Assistance
interpreting service, assistive IiSlenillS
THlf) V-National Skill Standards Bo&rd
davice, or materials in an alternate
'Tille VI'-:'tnlernationaJ Education
formal) should nOlify the contact person
F'rOgrum'
listed in this nOlice lit teast two weeks
Title Vilt-Minoritv·Focused Civics'
bafore th'u schedultxi mllebng date. . '
EOill::alion
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Although the Department wHl attempt'. Title X-MiScelhmeoU$
, to moot a roqu&st rocaived af:er that
Saction lOll-Schoo] Praya;
dale,the roqU(f~t(id au.xiliary aid o r '
Section 101S-Contraceptive Devices
service may not 00 avail4blc because of
Section l019-Assessment
insufficient time to arrange il.
Section 10ZCl-PubHc Schools
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......tes. tmes, an o.-uc.atWn$ 0 eglOnll
Meetings
,Elementary and Secondary Education
1.. July S, 1998, 1:30":'5:30 p:m&,
~ct af 1955
Inte!.Q:!ntinental Los J\rigel~s,' ~.51'!;'.: ": " ;ritle I-Helping Disadvonlaged
South Oli\'0 Stroot. Los. Angelcs," l' ~ . ,.. ,Children Moot H!gh Standards
~Hfomj",: 1":'2,3-6'17-3300 and aSK fot"'i' Part A-Improving Basic Programs
·reserv",lions. Room re.ervations must be
Operated by LEAs
m£lde by JUlie 17, ,~ ':!~ .. "',', ~~; .:;"::' "
Part B~Evell Start Fam!!y Uterllcy
. 2.. July 10, ~9~8, q~,5":39 p.ft!:,A-:-~it~, ",: • Prog~ms.
.
Radisson Hotel &. Si!Jte~,_~~!J,F;a$' I.l~r?n·. _Part ~EducatHm of Migralof)' . .
',Street. Chicago: Illinoi.s;,1\~F!:-78?;;-' :~",:'f Childnm
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2900, and' ask for rese!~eti~~f~~om':."'"'' ,! Part D-Preventio~ and Intervention
reservations must be mo:dehy June lj}, : 1 Programs for ClnJdren find Youth
3.luly 13. 199B. 1:30-5:30 p.m., Park
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Who Are Neglected_ Delinquent. or
PiaU! Hotel, 64 Arlinglon Street, Boston,
. At-Risk of Dropping Oul
Part E-Fedoral Evnlulltinns,
Mnssachusettl;, 1-611 ";Z5-Z000. and
«sk for 're$('!rvations, Room r'\'!$8t\'ations
C",;nnnst!"n1\Clns, and TraruiiHon'
must be made by june zz.
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4. July 15, 1998. 1:3~S:30 p.m.,
! Part F-Gencral Provisions
Tnrrace Cardun Hotel, 3405 Lenox Road. Title: U-Dwight D. Eisenhower
N.E., htllllita, Coorgia, 1-404-261-9250,
Profassionnl Develo'pment Program
and ask for reservutkms. Room
Pun A-Federal Activltius
reservations must be mode by Jun!! 24.
Part fr··-!ltal'! lIod Loc_"} Activities
FORMAT FOR COMMENT: This request for
1Part C-f"ror·c·isi';m&: iJi;lvclop;...~nnt
comments is desrgned to ellcil the Views . i Demonstration P:ojcct
of In!!!rested parties all. how thg
Title IU-Technology for Education
Department's elementary and secQndo.ry
Fart A-Tec~mology for Education of
educalion programs can he s\!uctured to
All St:Jcicnts
.
' SubpHrt I-National Programs fo~
moot the ohf!.lctives of the
reauthorization 85 stnt-cd in this notice,
Technology in EducatiOn
The Sr.oe;ary reque~ts thlll each
Subpart 2-Stata and Local Programs
rosponCOnl identify hit. 0: her raie:n
for School Tuch:Jolo8Y Resources
educallon and the pllTspoctive !rcm
I Subpart 3-Regional Technical
which he Of sbe vir.ws tbe educlIionai
Support and Professional
, Davelopment
_ sys,\em-either as a mpresenlative'of an
tI:..sociation, agency, or school,(public or
Subpart ..-Product Devl110pment
Part B-Star Scbools Pmg~am
private), or as an indh'idua\leachnr.
s:udenJ. parent. or private dJizcn.
,Part C-Ready-to-Learn Tc~evlsirm
The Secretary urges i:8cb commvnler
I Part D-Telocommunicatlons.
to identify the s.pecific question being
Oemonstralil>r. Pr1)ject for
responded to by 11umb!,r, 10 be spllcHic
Mal~t!malic5
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part E-Elemolltafy Mnt!mmaHcs und
Science £q\.:ipmflnt Pr(lgram
TiHe lV-Safe and Drug-Free Schools
and. Communities.
Pill'! A-Stule Cl'll.J)\s for Drug and
Violonce P~flVlmtlon Programs
Subptu11-SI1IIfl Grants for Drug Gnd
Violence Prevention Programs
, Suhpart 2-f'atiQo<lj Programs
Title V-Promo:ing Equiiy
Pnrt A-Mngne:t Schools Ass!sl.anCfl
Pa.!'t B-Women 's EduC£\tionAt Equity
Part C-Assistnnce to Address Schoo!
Dropout Problems
Title VI-Inno\'utive Education Progra.m
Strategies '
Title Vn-Bilingual Educaliun, .
, Language Enha;lCetnent, and:
Language Acquisitioo'Progt8.ms
Pert A-ailingual Education
. Subpllrt l-Bilingual Education
, Capacity and Demons:ratinn Grants
S'J.bpart Z-Rosearch, Evaluation, and
Dissemination
.
Subpart 3--l?roiessiona! DeYclopment,
Fnrt B-Foreign Language As.sistance
Prognim
Pert C-Emergtmcy Immigrant
EdUCation Program
Part O-Administrntion
Titlo Vm-lmpact Aid
Titlc [X-Indian. Native Hawaiian, and
Alnska Native Education
Part A-Indian Educatino
Subpart l-Formula Grants to tEAs
Subpart 2-Speciat Programs and
Projects to Improvo Edotational
. Oppoftllnltills fo~ Indian Children
Subpart 3-Spaclal Programs Relating
to Adult EduClltion for lndians
Subpart 4-National Rusul.ltch
Activities
Subpati !i-Federal Administration
Subpart 6-DafiniUtms
Part B-.--Nativo Hllwaiil.l!1$
Pert G-Alaska NlltiVf) Education .
Title X-ProSf8ms of NatiQnd
SI,gnificenclI
. Part A-Fund fur ilie Improvoment of
EduClItlon
Part B-Cifted Illid Taiented Children
Pert C-Publlc Charter Schools
Part D-hrls in Education
Subpart l-Arll:. in Education
Subpati 2-Cuitural Pannershlps for
At-Risk Children and Youth
Part E-bexpensive Book
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Dist~ibulioo Ptog:am
Part F-Civic Education
Part G-AHlln I. Ellender F'e;:owship
Program
Part H-ImLugo Territorial Education
Improyement Program
Par: I-21st Century Community
teaming COnlers
Part J-Urban and Rura! Education
Assistance
Part K-Nationa' Writing Project
Part L-The Ex:andod Time for
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Federal RegiSlLvol. fil, No. 105!Tucsday. june 2, 19981Nofices
LC(lming lind Longer Schoo: Yen!'
'art M-ierritorial Assistance
.•iu XI~n:iinllled Services
Title XII-Sc.'lOo1 Facilities
Infrastructure Improvement Act
Titla XIU-SuppOl1 and Assis:anctl
Programs to lrnprm'c Education'
Part A-Comprehtmsive Rugiona!'
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Mo.them"uhcs. and
Scl~nce Edut:ation
and Applications
Part o..:-Waivan;:
Part E-Uniform Provisions
Consortia' ."
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I Pan D-TccMolosy·Ba$(ld Technical
! Assistance
Pa.; F--Gun PoSsession
;Tille X1V-Genetal Provisions:
I
AS$l.$tal"lcc Cen\"(It$
Part B-NtlUQnnl Diffusion Network
Part G-Eiser:h0wtlr Regional
?~
G-Evalulltioas
Part A-Definitions
Tillo Vll. Sublitle B. SttlwQ,l'l B.
Part B-Flexibility in L,e Use of
MGK:nney Homf)ln$s !'ssi.j;lance Act
Administrative and other Funds
{pR Doc.. '96-, 4546 Flied 6-1-98; 5:<1:5 am)
Pan C-Coordinlltion ofProgro.ffis;
Consolidated Siele and Local plalls . 1I1ll:-l~ COD'!< ~!..,..
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Notes from Reauthorization meeting on December 15
(Judith Johnson, Kristin Bunce, Tom Corwin, Sandra Cook, Bayta White,
Laurence Peters)
Next'SteRS:
,
Finalize The Organizational Structure
,
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Set-up a reauthorizatidn calendar
Tom Corwin to send 'oJer the papers prepared by his office that compared
administration proposals against House and Senate compromises
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Sandra agreed to send' over the House and Senate reports that described their
, intent
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Compare each report to conference agreement
PES will complete and send to us the timetable for completing evaluation stUdies
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Set-up meetings with
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,x Mike Smith - approval for the,plan;'7', ' ,
x Mike Cohen - What role will.the,DPC play and whendo they want to weigh in"
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x Delia Pompa- Id_e~ti!y'st(idie~,ltheY;ha.ve· commissioned; define the
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partnerships.
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x Kent McGuire, Pierce Hammond:and'Ricky Takai - Identify their respective
roles and the relationship of:OERI auth'orization to Goals 2000 and ESEA,
Invite IG (Tom Bloom)
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a~d OMB to the discussion se~sb'1s
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Reach agreement on th~ strategy for bringing Goals into the deliberation
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(The text on the following pages represent a summary of the 'conversat.on that took
place,)
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Notes from Reauthorization meeting on December 15.
(Judith Johnson, Bayla White, Tom Corwin, Sandra Cook, Kristin Bunce, Laurence
Peters)
CONVERSATION
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Judith started the meeting by stating that the next steps in the reauthorization process'
are:.
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1,
2.
3,
4.
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establish workgroups
identify outreach activities
identify experts/consultants
draft legislatio~, specs
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General comments made by Sandra and Tom:
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Start with a vision, an overall set of principles that form the core (most important thing to
do first). This is needed'to set a context. Accomplish this by the end of January.
,
(Bayla would be a good person for this project.) This should answer the question
Mike Smith raised, "What are Headline?"
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There are many people who have to have input into the proce~s. OMB needs to be
involved, This is a very long process,' 1 1'1 have'to go tiirougli OMB and the White
You " . ; -'i" {' . --, '.
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House. OMBshould be involved when 'Y~ !,re. IYriting,p'olicy papers along with the
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Wh · H '
Ite ouse
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Specs may have "to"go through the same
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c1e~;?n~,e"R'o,cess;;S' the actual legislation,
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Set really hard timeframes and figure that everything:will take two times as long as you
think. .
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We are still a few months ~way from creating working groups.
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Need to think about technology and how we use it.
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Mike Cohen should be
reftect.
involv~d.
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Ask him what the org anizational principles should
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At some point (not for quite a 'while) you do sit down with the key people, but we need
to be much further along i~ our thinking.
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Might want to look at the Houle and Senate(?) reports as the bills moved' out to the
authorizing committees.
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How wi!! Goals 2000 frt in? It will proceed as part of ESEA, but what it is, is unclear.
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Need to weigh In with Mike Cohen and the chiefs.
One of David Hawkins' PhlD. students was doing hisiher dissertation on the history of
Title I -- ask Mary Jeanlforthls.
.
Get OBEMLA and OERI in\now.·
.
The data piece is really Important.
Keep things going. set· up a calendar.
We should be pretty far alo~g (ready to do specs) by Labor Day, have decisions. Then
we can draft the legislation, Jack Kristy's staff.
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IG must be involved by statute. Invite Tom Bloom to attend the meetings. We need to
know what they will be pfoducing and when.
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Get budget document from Tom's office.
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Vision Statement,~
What are we trying to say?
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Look at the seven priorlties
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daper.
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At some point, we really need to have a serious talk about the 5 organizational
'princlples and what they don't cover. Are there some other ones that we need to
articulate?
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Outreach Process: !
Federal Register Put vision statement in Federal Register (It helps us Dfl!
our thought~ in order) Budget can help us the Federal Register
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Services. They can take the first cut on it and can pay to have the
comments synthesized.
Regional MeeliJgs: A huge commitment of time. You contract local
people. Youlcontact local people or you will not attract state leaders.
The whole world should get their ten minutes (we want to minimize the
people who say they weren't inv~ed).
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Website. Put the whole thing on the web site.
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Civil Rights Organizations
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Whal should we do wilh Ihese? .. about these?
Tom said they have 10 be part oflhe forum for groups, Send Ihe Federal '
Register holiee to these groups for comment in addition 10 any other
gro,ups, b,ut you ask all groups Ihe same queslions,
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Retreat (112 day in January)
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How would we frame this conversation so it is constructive?
OBEMLA and OERI must be involved,
Next Steps:
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(We need 10 fill these in.) \
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MEETING WITH HOUSE DEMOCRATS
MAY 13, 1999
It's good to be among friends. I appreciate the opportunity to
discuss. our proposal to reauthorize the Elementary and
Seco~dary Ed~cation Act. We call it, the Educational
Excellence forlAII Children Actor 1999.
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Many of you were here in 1994, when we controlled Congress
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and dramatically revamped how we thought about education.
You should belproud of your work in passing the Improving
America's Schools Act and Goals 2000, and the improvements
in education tHat those laws spurred throughout the country.
The 1994.1aws brought about two fundamental changes in
education. First, it raised expectations for children from high
poverty areas, asking them to meet high standards like all·
other children.
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Second, the laws created a new fedenil role in education. For: .
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the first time, federal, state, and local officials were all
working off th~ same page. More importantly, the laws
promoted partlnerships.with parents, teachers andstudents.
We all workedl together in agreement that we could no longer
tolerate lower expectations and watered-down curriculum for
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poor and disadvantaged students.
.
Those laws weL built on the premise that all children. can
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learn. States and schools would set challenging standards for
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all students. ~hese high academic standards would form the
foundation of ~ set ~f coherent and aligned reforms of
curricula, asseksments, and teacher training to rais~ all'
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students' achievement.
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Our partners ~ave risen to the challenge. Five years later,
there is evidence that the new federal support for standards
based reform ~ccelerated reforms already underway in many
states, while hellPin g spark reforms in others..
In a recent GAO report, state officials described Goals 2000 as
,
"a significant f~ctor in promoting their education reform
efforts" anda "catalyst" for change. Another assessment
found that Titlll of the ESEA is "driving standards-based
reform" in marly districts.
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Today, 48 state~, Puerto Rico, and the District of Columbia
have dCYCIOped!ofstate academic standards for all children.
The other two states have l)rOmoted challenging standards at
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.. the locallcyel. This is what we have accomplished together.
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In 1999, we must build U(JOIi the accomplishments of 1994,
including the p+gress we made through Goals.2000, ..We must
take the next step by helping teachers and schools teach.!o
high standards in every classroom.
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This isn't easy. rVe'reasking many teachers and schools to"·
. change the way they've been doing ,business for years. But
uSlii;;: challc;,ging·standards to develop curricula, ass"ssments,
teacher professional develol)ment, and systems of
accountability is a proven approach to increase learning .
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High expectations coupled with standards-based reform
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works. North Carolina and Texas put high standards into
place and held !schools accountable for student achievement,
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and they showed greater gains than any other state on the "
National Asses~ment of Educational Progress between 1992
and 1996.
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To take standards further, we must also strengthen
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accountability 1'0 ensure that everyone is doing their part to
help all childre~ learn.
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That's why we s'trongly support an end to social promotion
and traditional ~etention'practices, even though some of our
friends disagree\with us. Ifwe tolerate children slipping
through the cracks - being passed from grade to grade
without adequatk preparation for life or simply retaining
students in the shne grade without extra help - we are not
, , meeting our prolnise to all of our cliildren to help them meet
:,,' high'expectations. (Should this go here or ullder the Educatioll'"
'Accountability AJt?)
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The 1994 laws "iJlit educators nationwide on the right track.,
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Now we must continue the momentum that we Democrats put
in place.
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To increase educational excellence and equity, the Educational
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Excellence Act would:
• Put high standLds into every classroom;
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• Provide small class sizes and help every child read well;
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• Strengthen teacher and principal quality;
• Emphasize LcountabilitY for schools and student ",
performancb, including turning around failing schools, and
toughen accbuntability in federal education programs;
saf~,
• Support
, healthy and disciplined learning
environments that belfer connect students, teachers,
families, and' communities; and
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• Modernize schools fonlte 21" Century by putting useful
technology id, the classrooms, making schools smaller and
more personalized, and increasing opportunities to learn
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(oreign langu~ges.
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I'd like to '::"";'bviefly'-' highlight the most impo~tant """"
provisionsinthJ:.1'lITitles of,ollr ESEA proposal. Much more
detail will be'adilable next week.', ':"
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Title I is the.pri91ary source of aid to increase the achievement
of our most disa~\'antaged students, providing over $8 billion
each year on beh'alr of overA 1 million children,
NinetY-nine perebnt of Title I dollars go to the local level to
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SlIpport instruction. "
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The impact of standards-based reform is beginning to be seen
in 'reading and m~thscorcs in Title {schools. However, th~re
remains a signifi~ant and .disturbing achievement gap between
students in high- ~nd low-povertv areas.
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The Educational Excellence Act would, first, continue the
commitment to sthndards-bascd reform through Title J.
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Second, it woulld strengthen accountability by encouraging
States to use olJe system to hold all scbools accountable for
student achievement and by helping low-performing schools
and districts tulrn around.
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Third, it would emphasize high-quality teaching by requiring
new teachers to be certified and limiting the instructional
duties of tcachelrs' aides without at least two years of college.
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FOllrtb, it would strengthen schoolwide efforts to improve
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schools where 50 percent of the students receive free or
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reduced-price I~nch, and continue,the Comprehensive School
Reform Demon~tration Il)'ogram.
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Finally, ollr Titl~ 'I ,proposal,includes a continued commitment
to the Even'Sta¥family;,lit¥rllCY, Migrant,Education, and
Neglected and Dclinqucnt~children programs. It also adds the
'Reading Excellel\ceAct ';;',a:lIcw part ()fTitic I, which helps
improve the;tea'~hing:and' ICllrning of reading to young
children in high1poverty sclwols.
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A recent Oepa~tment survey found that 37 percent of teachers
did not feel adequately prepared to teach to high standards in
their classroonis. Our TCllCh to High Standards initiative
which will be P~rt A of Title II - represents the next·
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generation of Goals 2000. It is our effort to .ensure that every
classroom in AAlerica has a quality teacher and cvery child is
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taught to high s·tandards. This ncw initiative will take the
place of Goals 2000, Eisenhower, and Title VI and will focus
on giving teach4rs the l)rCparation, instructional materials,
and classroom tools they need to teach all students to high
standards.
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Teach to High Standards funds will be distributed by formula
to the states. St~tcs will distribute half of their fund~ to school
districts based ulpon their populatio,!land poverty levels. The
oth<:r hall'wi!l b? distributed thr'~ug!l:,compctitivc grants for
high-quality, in'l0\'ativc; program~,ohpFofessional . ,.... ,
development and standarU~ilI!)pt~memation.
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States will be able to usc,lO'licrcent;of the funds to
continue work o~ developing ~~d implementing
standards, and plroviding technical assistanfd.l.l. districts
in thefr efforts tJ align instruction, curriculum, and
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assessments to the State standards.
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This initiative will support intensive, sustained, and
collaborative prolfessional development that research and
. teachers say impfoves teaching the.most. It will also recognize
the national impJrtance of improving math and science
instruction by all~cating the first $300 million of the
appropriation l.o\Jrofessional development in those areas.
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The initiative
also address the urgent need to reduce
teacher altritioh by prioritizing professional
development p~oposals that support new teachers during
their first three years in the classroom;
Part B of Title II, Transition to Teaching; Troops to Teachers,
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will help recruit, prepare, and support mid-career
professionals
including retiring members of the military
service - become teachers in high-need areas.
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Title II will also\helP children enter school ready to learn by
increasing and itnproving training of early childhood ..'.
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educators to help them build key language and congnative
skills.
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Finally, Title 1/, Part D, will rc-vafup!our:tcchl\ical' assistance
by providing-our, customers with,resourccs40.idcntify their
needs' 1
sclecftcc~nical assist:lIlcC'Scr.viCcS·:arid'build'their·
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capacity for school improvcmcntL.lv:e ,\,;iII.hot:rccauthorize the
comprehensive t~chnical assistancc-ccntcrsj' but "'ill instead
focus our efforts 'on providing States and districts with the
ability to purcha~e the technical assistance they need. " '"
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The effective use of education technology can help all students
develop higher-o~d~r thinking skills, techilOlogicallitcracy;, "
and achieve to high standards. Title III of onr proposal will
narrow the "digit'al divide" by targeting funds to high-need
school districts a~d, through the Technology Literacy
Challenge Fund, Improve tcacher professional development in
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using technology well.
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It would also consolidate the resources of the Technology
Innovation Chkllenge Grants and the Star Schools program to
develop innovaitivc technology models.
The Safe and Drug-Free Schools and Communities Act is a
ver-y importantlprogram, although we wish it wasn't ,
necessary. Current law spreads Safe and Drug-Free funds too
thin to have mdeh impact in high-need communities, we would
distribute the frinds through competitive grants to conccntrate
our resources "I\hCre they will do the lIIosl good.
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Our Safe Schools proposal would also authorize Project SERV
- School EmerbencyResponse 10 Violence - to help
communities reSpond to crises such as thc tcrrible tragedy in
Littleton, Coloddo, only three weeks ago .. ,
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The Educational ExccllcnccAct promotes'cquityVexccllcrice;" " ,
and public schoJI choice., It includes lIIagti~f'Scli~oIi"'~Ii(j'J.6 "
charter schools Jiid' promotes new sch'ool,cllijiCc;O'ptiOns'~'1 ~',
such as work-sit~ schools lind partnerships'betwccn,jsecoridary
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schools and colleges - through the new OPTIONS authority.
Class.Siz~
We've included lor
Reduction Initiative in Title VI
of our proposal. 'Smaller class sizes in early grades help
students learn to!rcad, the foum:!ation':lfalIlearning, and
promote continu~d academic success. '
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Title VII, Bilingull Education, emphasizes the importance of
helping students ~vith limited English proficiency learn
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English and mcetlthe same challenging academic standards.
Our proposal would also im prove I"'!lcher training programs
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to help teachers teach these students.
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Ou~ proposal Jontinucs and simplifies our Impact Aid
program and ~ur education programs for American Indians,
Native Hawaiians, and Alaska Natives.
Title X includJ a number of programs of national .'
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significance. lId like to mention tbree in particular.
• . 21" Century Community Learning Centers offer extended
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learning oppprtunities for students and adults. Our
Ilroposal would empbasize after-school and summer
programmin~, create a local match to build capacity, and
target funds on high-need areas.
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• Title X WOUld, also increase the number of -:- and improve·
the quality of1- elementary school foreign language .. '. .'.j; .' .••..•.
. programs, by) building links with:m iddle and bigh· schools:, ",\,:",:,.,..., . '.
and focusing them on developing llucncy, rather.t~.an.:,~~r,;,\;>j·,Md"
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f,·lml·I,·ar,·ty.
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• Finally, Title X would establish a national grant
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competition t6 help 5,000 high schools implement research
based reform~, The Secondary School Reform initiative
would help tr~nsform high schools into places where all
students are known b)' one adult, feJ;l.moti,"~.jted to learn,
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and are challenged academicallv.
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Our last Title, jTitlc XI, includes the President's Education
AI:countabilitYI Act, The Act would emphasis the shared
responsibility we all have to ensure that all children learn by:
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.• I mpronng\ h·cr qua \'It)' byen d'109 t he practices 0 f
emergency cfrtification and out-or-field teaching.
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• Ending social promotion to help all students achicye high
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• I ncreasing t~e usc of schooll'eport cards to increase public
accountability; and,
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• Requiring schools to implement sound discipline policies.
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That was a quic~ summary of our ESEA proposal. I'd be
interested to hear your comments and answer,your.questions".:\ '"":''''.'';.''
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6/2199
COMPARABILITY
What is the backgrQund of the Title I comparability requirement?
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The Tille I comparability oflservices provision was enacted in 1970 to ensure that TitJe I
schools received their fair share of non-Federal resources. It required an LEA to use State and
local funds to provjde·ser'vic~s in Title I schools [hat, taken as a whole, wen~'at least
comparabk to services being provided in non~Title I schools. The basic stannory requirement
remains essentially the same) today, However. examining the history of the comparability
provisiol: reveals a grddual ~edu:,::jon in prescriptiveness. For example, regulations
implementing the 1970 statute required an LEA to meet five tests of comparability within 5 %
tolerance: pupils/certified te~cher; pupils!certified insuuctional staff (other than teachers);
pupils per noncertified instrlctional staff; instructional salaries/pupil; and other instructional
costs/pupiL Subsequem reg~latlons redaced these :esls to three, and then two:
pupilslinstructional staff; and, instructional salaries/pupil. 1:1 198;, Congress added a statutory
provision that deemed an LEA to be comparable if i[ filed an assurance that it had: a
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districtwjde sal::iry SChedule; , . policy to ensure equJvalence among schools in teachers,
administrators. and "other staff; and a policy to ensure equivalence among schools in the
proviSion materiais and instructional supplies. Nonreguhnory guidance indicated that an
' , .;." . , LEA-could also meet the corrtparabiHty requirement if it met either of the two prior regulatory
tests, Moreover, the guidan~e suggested that.a 10% tolerance was acceptable. Regulations
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imple~enting the 1988'stanitbry amendmer.ts codified this nonregulatory guidance. Currently,
'., ~ _'~', :...:', the starute specifically precluaes an LEA from including staff salary differentials in calculating
;", '/;- ,·,J.~~~:'·\comparabiJity; there are no rbgulatiOns.
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bilially, an LEA had to subrriit data demonstrating comparability to its SEA, befo:e it could
receive Tide I funas~' ,Later rtgulations also required each SEA to file a comparabiJity report
\vith the Department. ,in 1981. all comparability reports were elin:inated, Although no~
requiring reportS! the 1988 arhendmems made clear that an LEA had to maintain annual
records demonstrating its compliance with comparability. Since 1994, comparability re;;ords
must only be maintimrtl ~icnhlal~:,':
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Is the Department aware
requirements?
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Of!com~Iiance problems with the current comparability
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Currently, most districts comply with the comparabillly requirement by ensuring equivalence
in pupUlteacber rarios or in jnstrUctionaI staff salaries/pupiL To the best of ou: knowledge.
compliance with these measur~s is not a problem. A recent IRT [0 California, in reviewing
comparability in four LEAs, did discover one LEA thai had a noncomparable school and three
LEAs in which iliere was no dvidence thai comparability had been calculated. Most lRTs,
however, have not found comparability problems.
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Two 1993 studies also did tt f:nd significant problems with comparability. To inform the las<
reauthorization, tile General Accouming Office (GAO) examined comparability in eight LEAs
(including Detroit and Dade County) in four states and found all districtS were in compliance
on the me,,\Sure the districts ,C:l0se: studems/instrJctional staff. GAO also examined available
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data on 17"other measures that fel: into three categories: (1) ratios of students to specific types
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of staff; (2) proxies for teacher quality~ and (3) supplies, eqt.;.ipment. and orner expenditures.
These data indicated in many cases that Title I s::hools had lawer student/teacher ratios than
non-Tille f schools but wereloflen wor~e off on Other meaS'.lres such as teacher salaries and
experience. (However, the lowest average teacher experien:c in Title I schools was 10 years.)
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A stUGY by the Department's' Planaing and Eyaluation Service (PES) concluded LfJ.at the sample
LEAs had. for the most pard achieved within-district comparability on most measurable'
aspects their educational p:rogF<1111S: i.e., cost per srJdenr; number of staff; average class
. size; teaching exp~rience and, degree level of tcachers; and availabi:ity of instructional '
materials and equipment. (The srudy examined 95 elementary schools and 25 high schools in
30' districts during 19>-)1-92.) Where differences in these measures existed, they generally
favored the high-poverty schools.
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Preliminary results from PESj'current Study of Education Resources and Federal Funding also
found thaI slafilsrudenl raliosacrually, favor high-poverty schools slightly.
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If compliance with the current Title I comparability requirements is not a problem, why
is the Department proposing",clianges in:reauthorization?
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The current measures~dfc6~p.arability'generally address quantity: quantity of staff per srudeors
or 'amount of funds spent on s;~ff per student, Although these measures are important, they
may not be sufficient to ensure L.~at'resources are comparable in terms of quality between Title
1and non-Tille I schools.
The Dep'anmellt's Office for Civil Rights (OCR) has ~een examining imradiitricI resource
comparability in reviews under~ Title Vl of the Civil Rights Act and has raised qualitative
concerns, For example, OCR ~iIed references indicating that, in New York City~
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• Provisional certification rat~s are higher on average in high-poverty schools
• Districts with very high perbentages of low-income black and latino children have almost
110 courses that would prepire students for specialized high'school entrance exams
• In the 25 high schools with the lowest graduation rates, fewer than 4 % of their students
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take and pass Regents level exams,
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Accordingly OCR has been dJeloPing investigative guidance for
imradistrict
resource to!'D;Jarability reviews.1 That guidance looks at a number of factors within four
general dimensions: staff resources, educational programming, rechnology. and facilities.
OCR's work forr.1ed the basis fcir the Administration's proposed changes.
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How would the AdministrLon's proposal strengthen Title I comparability?
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The Administration's propo~al would strengL.~en comparability by requiring districts receiving
Title I PJn(\s to establish policies, no later than July 1,2002, to en,u,e tl,at Title I schools are
comparabJe to non-Title 1 schools various qualitatiVe factors. Por example, Title I schools
would be expected to have thchers who are as well qualified, in rems of experience and
education, as teachers in nori.TitJe I schools, Similarly, srudems In Title 1 schools would be
expected to have equal acces~ to a high·qualjry curriculum, including gif<ed and talented
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classes, Advanced Placement courses, and courses that address the State's content sc.ancarcs, as
srudents in non-Title I schoots. Ti~le I schoolS would also be'cxpected to be in comparable
condition, in terms of safety., repair, and accessibiliry to reclmo!ogy. While providing districts
considerable flexibility in devising their comparability policies. the Administration's proposal
would go far tOward ensuring that the comparability provision results in cou::.parabJe quality as
well as quantity of.r~socrces'l
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COMPETITIVE GRA!>T STRUCTURE
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.rom a lOm\U
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competitive grant structure. What:is the ratio:lale for this proposal?
Answer:
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10 a competltlvc grant sl:-ucturc; (1) to pro\':'defu d
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to districts (or other grantees) that fan demonstrate a neec for services; (2) to ~upport high
quahty acti\'ities; 'and (3) to provide g:ants that are of adequate size to address identifie¢ needs
ond support high quality activities.!
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r';1am
t~ mOYlUg
Formula grants, on the other haed,
fu:1ds out in
to provide alleaS\ a smali amount of
fund;ng l.O the largest possible n'Umbc: of grantees. Unfortuilately, this amount may be far too
small to suppO:1 effective prQg~am~,-tlarticularly in small distric'.s-and the amount provided is
'detennined WilhoU( regard to whether ihe grantees' needs ure large or small,
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The proposed Sgfe aodDrng-Fr'ee Schools and Commun~lies Act (SQfSCA) competitive
grant structure will enable stateS 10 tar~et fu;)ds 10 disi-rictllJriili.a dcmotlSJnHed r,eed [Qr
assistance and based on the highest Quality QfproPQs&;d pro&rZmmillg. By moving pri:nnrily
to com;Jetitivc grants, States can award funds to districts base,d on.~bj~ctive cr:tena such as
high rates of substance use by y?uth or high rates ofvictim,iz~tioq. of youth by violence and
crime. States could fund high·quaJity. resea:-ch-based approaches that address the identified
needs. Currently 70% of the SDFSCA funds designated for districts a'rc' distribUlcd on a
form'Jla basis, while the remainih g 30c are target;d to relatively'few-districts in a state ,
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which have the greatest need forlprogram funds. ~eca.u,s~ qJ !~~ J?,:::r1~,1a: ~i.~~rjbution u:id
funding level of the program, presently 59% of dis!ric~s rt;~~.i.Yc grants, one.s~ thafl 510,000.
'. The ave:-age gra:11 for districtS refciving fOITnuia flllicis' i1' app~oxin;irtCJY ~6 per'student,
except in the 10% oftargetec distric-ts with the greateSl rieed
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• Clluent}\" Title VI fuOQ$ are distb~uted bv formula to states and districts ,across ilic.n.illio.n
and wIesel\' resembles general aid for :;;;boo\s.' Title VI gives states and local Cistricts '-.
extensive flexibility to fund a bro'ad range of initiatives that support schoo! imp:-ove:ncn: 3:1d
education refonn. A recent Study of Educational Resou:-ces and Federal FU::1dir.g (SERFf') ,
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conducted for rhe Depn.nment fotind that Title VI futds are most often d;str;butec to "!IJ
schools ir. a district with little targeting of funds to scho'ols based on need (e.g., high-po\'.:.:riy
or low-performance). The study ~ilso found that decisions about the uses of funds are most
likely to be influenced by shon-tehu local priorities, rather than by long~ter.n distr:ct plans,
state priorities, or data on student 'performance, This use of Title V] funds-which differs
greaCy from the use of Goals 2000 funds-may be attributabie both to the extremely flexible
nature of the program as wen as its fo:mu!a fU:1ding str'Jcture.
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• States 11kc
current Goals ;;000 ICQU1Detitiye grant
and botlu!nie and IQt;;1a1
OfOCl;lls reportedJhat it allQws.them to fJexib.ty focus federal funds On supporting education
rerQan plans. In a 1998 GAO reP4rt of:he Goals 2000 prog:am, Slale officials reported that
the program's fur:ding Structt:.re a!~ows states ~o use their stste-rc:ai:1ed fundi:1g according to
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self~dctennined priorities as well as structure tbcir'subgrant programs to mesh with their
states' education reform! plans. Severa! slate officials stated that they do :1ot want more
prot!ram flexibility, such as block grams that could be used for many purposes in addition to
edu~atior: refc/T.1, ("Go~ls 2000: Flex:ble Emding SU;;pofts.State and Local Education '
Reform," GAO, November 1998, pp. 1 4 - 1 5 ) . .
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• The EiscnhQwQf p[Qgral. which funds bo.th formula anC
cQmDetjtiv~'grants.
has seen
different results with these tWQ funding st(m~gie$. The professional development'provided
through corr.?etitive gra~ts to instihltions of higher education may be of higher caliber and,
more useful to teachers than'the.: provided through formula grants to schoo! districts
according to n recent evaluation (lfthe program. The competitive grants exhibit outcomes
comparable 10 those shoJ..n by exemplary professior,tal development programs. 'They are
more Ekely to be intensi~c ane employ practices associated with successful professional
development than tho~e funded through fomula grants..
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I rCQui:e~ $oecjfk large!i:J1;! PLQrisis2l1s to assure . big-b'-need
The competitive grant structure
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djstriCjs access,available fu:1ds. High poverty and rural, isolated school districts often have
!imited resources and expertise to develop highly competitive p~oposa!s. Yet these a;e the
districts that generally ha\~e a great need for the programs. For these reasons, safeguards
scch as funding priorities ~r.d technical uss;stance should be buildnto the competitive grant
structure to aSSure thai theke p:-ograms reach the intended target groups and provide high
quality programs. . .
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ACCOUNTABILITY VS. FLEXIBILITY
~fthe 1994 ESEA reauth~!'"izatjon was flexibility in exchange
'Qutstiooj A key princJle
for accountability for student ad:levement. Doesn1t this proposal tilt the balance away
, fr9ffi flexibility with the hew set-asides that are being proposed and the emphasis on
accountability?
I
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An~w~a::
• Tbe Administra1ioo'slproposal continues the princjple of greater flexibilitY in
~xcbange for greater accQuDlabiljtv begun in ! 924,
I
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Ii retains the neXibiEt~' in c'urrent law, such as the pro~'i~ions lowe~ing the poverty
~hreshold
for school wide programs and the authorization for consolidated
applications.
.
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It adds gr<;atcr flexibility by incorporating the new Ed-Flex expa:lsion, 'adding to the
"list of programs under;which provisions can be waived; and authorizing the Secretary .
to grant additional flexibility to States that achieve higher sriJ.dent outcomes along
with a reduction in the achievement gap between highw and low-achieving students.,
•
At th~ same time, (he om would strengthe:i1 the focus on accountability for ensuring
that atl children acbiev~ to high standards .
.
I
•
a:co~ntability prO~iSions 'com~ined
I
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1
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set~asjdes
• The
with the
strengthen the capa.citt?f
schools to help all children achieve to high standards. SHiles and districts have ,': : ,
flexibility on bow they Sp!:Dd umds witbin the set asides as well as in de:veiQping-ar:d .,::, ,.- "
implementing their accOuntability ;)Qlides.
-,
l
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RVRAL SCHOOL DISTRICTS
Question; How will rural areaS fare under the Depa:1mCrn'5 reauthor:Zatlon proposal?
Amn-vec.
• Rural areas should d6 well under the Education Excellence for All Children Act
• The Title I aliocation\ronnUb Yiilllld continue 10 take imo acc@nidistricts":itb lilrye
percenragti of poor f;bildren, Thes~ricts are most freQuentb' meal.
·
\
• Under Teach to High St2ndards {Title (II), rural a:cas CQk!ld bC:JcDt frQ;n
[cQulremcn!S that Struts have stra~e\!ies for cDsuri:Jg that school districts with the
~Iesi need have a reasooable QPPQr:t1l0tty to compete, Similar provisions iii other
titles, including Title 111 (Technology) and Title IV (Safe aed Drug~Free Schools) will
also give prio:i!y to ru:ral dist:"lcts that have high poverty rates and are fucing the;
greatest cr.allcngc$ in ~eac.h!ng all studer.:s to hig:1 standards.
.
I
_'., • .R.w:al Areas compete sJccess(uUy in cQmpctirjpos. More tban half of Ihe centers . .
funded under 21 S Century Community Leaming Centers p:ogral11 are loca~ed in n.:.ral
!
areas,
.
!
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•
MEMORM'DUM
April 13, 1998
TO:
.
ESEA Rcauthoridtion CORE Group
JOhnS~}()
,
FROM:
Judith
RE:
The Status of Standards·Based Reform and
'~I{
,
SlL'11l11.ry of State
Slatus Re: Standards
Attached are the materials that were discussed in our meeting On April "6 that we said would
be forthcoming for your infoAnation. .
'
Should you have additional
•
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~'-
JJ:fds
.":
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,
~. J ,,~,~::::iK-:r~~:
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~quests or questions, please let us koow,
�==
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I '
The Status of Standards-Based Reform
specffi~
Once the preS:dent and hation'S" governors agreed to set
results oriented goals
'at the Education Summit lin 1989, the logic of standards-based reform was inescapable,
How, after all, could the nation ensure that all students would demonstrate competencv
in challenging subject matter without specifying in some fashion what was to be
'
learned? It seemed equally obvious tha: assessments aligned wrth the standards would
be needed'to determine whetner and how well students had lea",ed the challenging
SUbject matter, And, schools needed to develop the capacities to help students attain
these standards, Three tiasic understandings supported standards-based reform:
I
"
All students can ieken,
The achievement gap between groups of students could only be closed by
students,
raising the bar for
•
all
The old model of Iqoking at school performance by measuring inputs must be
replaced with a resulls orientation,
.
I
The same concerns for educational equity and quality that had launched
standards-based reform ai the national level was' already at work in many States, In
1987, California incorporaied its standards into the State's comprehensive "curriculum
frameworks,~ Maryland, Wisconsin, and South Carolina, among others also developed
content.standards, Overali between 1989 and 1992, over 40 States began to set
standards and revise theiricurricUla in the core academic subjects, The reaut~orization
ofTitlel naturally flowed from growing understanding of standards-based reform at
'
both the,national and State level
•
,~'ile:nw~y believed that ~etting stan~ards was going to be the most difficult aspect,
implementing standards-based reform at the school level has proven to be a far more
intensive process, Standards-based reform requires the implementation of three
parallel
•
•
•
set~ of strategies:
1-""
'
Setting content and perfo,manee standards and measuring results through
aligned assessments,
'
Developing a results orientation that is focused on accountability and closing the
achievement gap. ! __ ,'
,
Building the capacity of S(;hO.oIS to 81:s",re'that students reach high standards,
Setting Challenging contln! and performance standards and measuring results
through aligned assessm\'nts
implementatio~
, The foundation of standardl-based reform is the development and
of
content and performance standards and aligned assessments to measure student
resuits, Once communities:establish what It is that students must know and be able to
dO they can align the rest of their education supports to ensure that all students can
reach challenging standards,
Therefore, the Improving America's Schools Act included specific requirements for the,
•
�.a,
•
development 01 standalds and aligned assessments. Under Title I, States must have
had challenging content and student performance standards, with three levels of
proficiency, in reading ~nd math in place for ali students by the beginning of the
1997-98 school year. Aligned assessments that have multiple measures and
accommodations for sp'ecial needs students must be in place by the 2000-2001 school
year.
The nation has made tremendous progress toward building the foundation for
standards-based relom1s, but it stili has a long way to go both in terms of building the
foundation and in terms)of making standards meaningful in classroom activities. Ten
years ago, few States had clear, explicit standards for student performance. Today ali
States are actively engaged in discussions of what it is they want all students to know
and be able to do. Standards have become a focal point for education reform efforts
across the Nation and they have received increasing attention from teachers and
parents. In a 1997 Public Agenda survey, 98% of k-12 teachers and 82% of parents
reported that their States or school districts have set guidelines for what students are
,
.
expected to know and be able to do. (Quality Counts, 1998, p. 72)
I
•
. . :
Most States have now adopted challenging content standards. Forty four States plus
DC and Puerto Rico hav'e reported that they have adopted challenging content
standards in reading in rhath as required by Title I. All of the remaining States - except
for Iowa -- have State siandards:but are'either revising them or in the process 01
formally adoptiiig·t~eni.,iT~e::¢C·~SOreported that 26 States had adopted standards in
four acaclemic area,;I5Y1996; up' from 16 in 1994. (State Baselines for Goals 2000 .
Implementation, AprJ.l) 99,4.and. States'. Status on Standards, June 1996). Standards
are part of a process o(contJnu'-6us"jniprov"ement which States seem to be taking
seriously based on .AFT .,'" ., "'."",. ,. 39 States developed or revised their standards in
.'reports that
, ."' ,,,"' .... , .... the last year. :(Miikiri1j.'Stai,.ifiirds"Miitter, 1997, p. 13). Outside groups are now
evaluating the qu~liiY:6(iiie'ie..,i'ta'ndards in terms of their rigor, clarity, and specificity.
They have found 'mixed results to date, but the majority of the States received A and B
grades for rigor by the Council lor Basic Education (Quality Counts, 1998, p. SO), and
the AFT reported that 1{States improv.ed-th',,;r standards in 1997 over '1 996 (AFT,
VVhat Matters Most, 1997).
r~fomn.
•
Content standards are im1portant, but they are not sufficient for education
Student performance standards operationaJjz~,,: &t..-:.:1darc:3 for use in classrooms and
assessments by articulating how good is good enough to demonstrate mastery of
,
.
content standards. Progress on the development.of State performance standards has
been slower. We have learned that the development of performance standards is an
integral part of developing a.ssessments, so many State efforts have taken more time
than originally envisioned) To date, 'only 18 States have reported that they have
challenging performance standards with three levels of proficiency in place. The 'other
States are making progress, but probably will not have performance standards for
another year while their assessments are under development. Many more States have
. general aescriptors that will guide assessments and proficiency levels, but the actual
levels of proficiency will not be specified until assessments are pilot tested in 1995-99.
�[:~
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...
Aligned assessments remain one ofthe most challenging areas of State activity, The
development of valid, reHable assessments aligned to standardS requires rethinking the
way that we design tests and use them to inform instruction, No State has yet
announced that it has a final assessment fn place that satisfies all 0: the Title I
requirements. Twenty States, however, have indicated that their current assessments
are aligned to their standardS and will become final. (Allen Shenck's analysis, March
1998), States are stili struggling with issues such as disaggregating student data,
including all students in ~ssessments to Ihe extent practicable, and designing multiple
,
measures to assess student progress,
'
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,
Developing a results or~entation that is focused on accountability and closing the
achievement gap'.
,\
.
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As States and Cistrictsstruggle with the deveiopment of their assessments aligned with
standards, they are also ~ow confronting the chailenge of both defining and developing
systems of accountability for student learning results, Meant as a response to a public
desire to both know how Well their schools are achieving and have leverages for "
supporting their Improvem'ent, approaches to accountability are many and varied,
pr~dlcate6
•
ofpe~ormance,
on existence of accurale portrayals
and is
Accountability is
traditionally tied to Single Roint i~ time achievement data, ..(Forty-five States have,
statewide assessments, abouthalf;;re align'edto'their stand"rds,),
'.
." I -:,' :..tl(·.~·,,:;::·c~·;,,~ .:.
,.
However, for accountabifit)i to effectii!ely s'erve'lh'e'multiple needs of standards-based
school reform-to' support impfoved~currjc'ulum-,arid!in-structiQn, jnform the public, and
influence policy--it will need to:Delcon6eiv~d as 'asystematic method to assure to
those, inside and out~i~e.'~~t!i.:',~9,Y,9~ii9.~al,w,~~t~~thit sch,ools are moving t? deSired
directions-commonly Inciuaed1elemenls'are.goals; indicators of-progress toward
meeting those goals, analy~is o(d~ta,~riip6rtingprocedures, and consequences or
sanctions" (NCES, July 199,7, 97), However, while States have been increasingly
attentive to accountability, few have implemented it from .the broader position.
There is :ittle evidence of d'lta use at the State levei'(LMngi,v InteresUng Times, 49),
and though
29 Stales authorize the use of sanctions against under-perfonning schools (The
Progress of Education Reform: 1996,12) and 23 have ac,!demic bankruptcy or '
intervention policies ranging!from citations and audits t<>,{h.";\a:isf!)rrin~rof students,
public notification, and dissolution of districts or schools (ECS, Policy Brief, Anderson
and Lewis, 'Academic Bankroptcy" March, 1997), few have defined plans of support,
so~e
trend toward States providing financial rewards for
In addition, while there is
improved stude!1~ achievement, there is little evidence of their ablllty to motivate
teachers and administrators toward change,
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BUilfling the capacity of schools to ensure that students reach high standards
The best systems of stabdardS, 3ssessments, and accountability will mean littie if high
teachers are not in schools. helping children meet challenging standards. Earlv studies
of standards:based refolm noted that developing the organizational capacity
schools-·and the individJal capacity of teachers-to carry out new, challenging kinds of
instruction was the most:significant issue confronting reform; but was being given the'
least attention. The Significance of this finding is intensified when it is coupled with an
assessment of the status\ of OUf currenUeaching force, The Natl.onal Commission on
Teaching and America's Future reports that mo:e than 12t}'c of all new "teachers~ enter
the workforce without
training ;i:lt all, and anotheL 15% enter reaching positions ' .
Without meeting State sta'ndards. In addition, many 'current teachers are undef~
qualified. Fewer than 750/, of all teaohers have sl"died child development, learning,
and teaching methods: have degrees in their-subject area, and have passed State ,
licensing requirements. Nearly one-fourth (23%) of all secondary teachers do not have
even a college minor in th:eir main teaching field. 7fhls:is true for more than 30% of
mathematics teachers. The National Education Gcals Panel nofed that the trend in
hiring under qualified teachers andlor misassigning qualifled teachers appears to be .
worsening.· The U.S, has experienced a decline in the percentage of secondary school
teachers who hold an und~rgraduate or graduate degree in their main teaching
'_ .
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assignment (from 66% in 1991 to 63% in 1994).: .
, L ~ .• ,-. r.·
,
-." ... ~.,~::,: ... ,:*'<~'
Efforts to improve instrucUon tend to involve.two;approaches: .
of . .
any
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"j ' : ; , . - " .
-\,'.",~-::-•• ~',.",""'\".
-
Alignment of standards for K-12students;'stancia,ds for'accrediting teacher
preparation progran1s, standards fqr;inltiaHic~nstirer:'standards for professional
development,. and standards fora9':"~~~'l~i~~rlifjpi')iPn~of'master teachers.
~ ",;"}~i';T':~~1;f..:.1/'!'\r~!A' f,~ -,
High quality professiona, developmer.!for:educators:that begins in pre-service .'
programs, supports beginning teachers in challengirig conditions, is continuous
and embedded in the daily life of schools,.and is driven by a c,,~erent long·term.
plan related to stand~rds, (National, Commission on Teaching ari'i::'.America's
Future, 1996; and "Pplicies and'Programs for Professional Development of
Teachers: A 50 State Profile," 1 9 9 6 . ) ·
.
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tJ
,',' -
capac~ty
r:ceJ1.s.'~r:e
address these
issues and tie
nn9
Policymakers have begun
professional development activities to reform. -(Cite stats) While theseections, if
sustained, will enhance our future teaching force, more attention must be-given to
short-term s1rategJes to improve O;Jf existing workforce:. ,
.
.'
.:,:~.:
Conclusion
•
Clearly standards-based refqrm is taking hold across. the nation. However, since many.
elements of the reform are stFI u!)q~r development, student results are difficult to' ,
demonstrate. But progress is ~vident on all accounts. Several questions should be
considered in future actions: \
'..
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•
QUESTIONS
Standards and Assessments:
What are the implications for actually implementing standards if they are
,constantly under revision?
•
Will performance standards that are cut scores, retherthan descriptions of
student work, be useful for guiding classrooms?
•
What assistance can be provided for the development of assessments?
What are the most effective ways for ensuring that standards get i~to
classrooms?
.
,
Accountability
,
How is performance measured? At what levels (classroom, district,State, etc.)?
Which students are included?
•
How is data used? Does it inform curriculum and instruction?
•.
How are teachers and administrators prepared to use performance data?
WhatiWha are the foci of accountability measures; who is being held accountable
and for what?
,
•
Are students accountable for meeting the standards'7.via Promotion
graduation requirements? What:measuresare.used:(f!iuliiille; .
measures'--classroom or large-scale assessment, based,on what criteria)?
Are at! students included?
. ,.. -;·:·r:r;r:'~);:f.!~:;:;~':::f,~·:~; ,'(;:'r'~'" '. - ," "
•
Are teachers accountable for the performance;of,their"studen!s? if so,
what measures·shoutd"be used? , .1. .::"·f"i;~l~!i;'~1i'~~~i~~~;b<:"-;;,,,·:.:,:~,~<'i "/"
, .
"·' ...,..~'.r"·'-l-::t'·fl'·-",~
•
Are administrators accountabie for scho,!1 improye.r:<:>"nt?iWhat measures
are used to assess their success (student $~pre.s,.schoo!' i!TIprovement
pian benchmarks, etc,)?
.
What are the consequences of performance?
.
•
•
Are sanctions, rewards, andlor supports applied based on performance'!"
•
Are they student, school, or district f o c u s e d ? '
•
How are performanceresu~s shared? What results are shared? How are they
disaggregated? To whom are results disseminated?
•
or'
~.
Professional Development:
Should development of leadership skills-for principals and teachers-be given
priority in the effort to improve the cap~city of schools?
•
•
•
.. ,.
-~".
If<hat should be the role of technology in supplementing teacher knowledge and
motivating students?
,"
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SUMMARY OF 'STATE STATUS RE: STANDARDS
.
April 13, 1998
States were supposed to have content and perfonnance standards in reading and math in place by
the beginning of the 1997-98 school year, Only J8 states fully met the Title I requirement for
content and performance standards this Fall, We gave states that had not completed this process
the ,?ption of a temporary waiver until the end of May 1998.
Content Standards:
Our current estimates indicate that tbe states without content standards l,),.1Jl have them by May,
except Iowa.
Performance Standards:
OW' estimates of state progress in developing perfonnance standards in compliance with Title i
are (note: DC and Puerto Rico were considered states for this purpose):
•
•
18 states have approved performance standards.
•
13 states have indicated that they need waivers welHnto 1998-9'9 because their
"':'.: ~,'
performance standards are being definea as assessments are developed... , .~ ..l::" ,:' : i
5 :o;tates need a waiver extension well into 1998·99 because they are at oeginning's'tages ,','
",.. " , I , " : " "
,
" , . , . , . . . . 1 'C'
ofd eve Iopment.
. ,
.' "", ;': If';'" , ,;. ,
._',' ..
..
8 ,tates should be .ble to complete their Stahdards by this Fall. (AK; Al.:; OC;'FL.,'NJ:'i\"" .
""1'-:""": ", ,'.
. ""'f",'''::'-:''';;:'''''~'''''"!!'''' ,',
NV, UT> W\!)
• " ••':."._ .... :~:,., ••" ' ,
, ' • •/ : ,:::·.~~~.. ':,:>:::l,l;·~.-~i.~~;J.', ,
7 states may be ready for peer review by the end of May, (MI, MN:MStMT;ND: PA,' ..," ,
•
•
•
•
"
W1)
" .
,':
"
~.tl'£',>,:l~::'.'i.,
'!'.
Iowa doeS not intend to establish state standards or a state assessment
"'.'.
•
;
.
�~
. .. .
Performance standards
•
has perf,
has
content
stds wI
standards levels
AL
AK
AZ
.,.
":,",. ,:;-'
,;\:,!.;:
•
VA
WA
WV
WI
WY
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
..
X.," "
.
X
~"
X
NY'
NC
ND
VT
X
X
X
Ni;,~
OK
OR
PA
PR
RI
SC
SD
TN
TX
UT
X
X
X
ME
MD
MA
MI
MN
MS
MO
MT
NE
NV
NH
. NJ
UH~
1999
IX
LA
,
1999
X
X
X
X
X
X
X
KY
In,':·;,
March 23, 1998
beginning devpg wI
stage assmts -
expect
expect
perf, stds perf, stds.
Fall 98
5/98
X
X
X
X
AR
CA
CO
CT
DE
DC
FL
GA
HI
ID
IL
IN
IA
KS
,'.
Status Table
"
X
X
X
X
X
X
X
., X ,.
X
X
X
X
X
X
X
X
X
IX'"
X
X
X
X
, '
.
X
X
.
X
..
X
'·X
X
X
"',~
'
,
,'·<'l,e/. :~- ",
.',
, •• ' ,;:I
X
,
.
,
X
X
X
X
X
X
X
X
X
X
X
X
X
X
.
~',. - .
,','\\ ':~. ~;. ,,'r., ':,' ;' .
.'.'
X
X
, :'1: -
'.'
.'
....
.~
�•
MEMORANDUM
January 6. 1998
TO:
Mike Smith
FROM:
Gerald Tirozzi'
JudRh Johnson
Subject: The ESEA Reauthorization
In conjunction with the senior leadership of OESE. we have begun the process of
mapping out in general terms the strategies for the reauthorization of ESEA and Goals
2000. This memo outlines our early thinking concerning the critical steps that should
guide our planning.
•
The process we propose to follow this year is largely based on the approach followed
during the last ieauthorization. Attached please find a Proposed Calendar for ESEA
Reauthorization (Attachment A). a memo and chart on the ESEA Reauthorization Work
Groups. (Atta~hmentB)'our Responses to Questions From November 21 Meeting
(Attachment C)\'and !ic"set:of 'Guiding Questions and Group Specific Questions we have
begun circulating' in"illaft fomfto'OESE staff to initiate"the work of the groups
.
"
'~'. ",,,,';";';"1-1 .. 1,,,,>
. ,
• <;
(Attachment·D),'·· .,., ,...•.•,.. '.. .
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,t ~i':<' ,:"".L: "I'
We started from a set of assumptions about the current legislation that are worth
making explicit. Our view is that wit~ the legislation only two and a half years Old. and
with early indicators showing some pC/sitive results, it would be unwise to propose major
changes in the underiying philosophy and approach. However. we do believe that there
maybe provisions in the legislation that need to be rethought as well as provisions that
could be strengthened or better targf!!ed. For ex?.mpl.",. we need to vastly improve
access to technical assistance and prufessional'1levelopment. - ')
As you are aware the proposal to consider the Goals 2000: Educate America Act
legislation and the ESEA together has significant implications for OERI and NCES and
we would want to start discussions with Assistant Secretary designee. Kent McGuire. at
the earliest possible opportunity.
•
With guidance provided by the program directors, we have identified the following eight
':<ey questions that should frame our initial conversations, It is our belief that answers to
these key questions will guide our responses to other issues. We would like to know
/
�c: :..' -::':::.::::::: :'" :':, :::::. :::'_.. :::::::::::::'
•
'":::::.: ::':'::::
how closely these questions mirror your own thinking and concerns .
(For discussion·Core Groups and Work Groups)
i. The 1994 reauthorized Elementary and Secondary Education Act identified five
major guiding principles for our work.1 Do we have convincing evidence that these
principles are now affecting the type of change we want to see in Title 1 schools and
classrooms? What have we learned that might inform any aspect of ESEA?
.-~----~- tilh ..J
...b ,l-;
.
2, Assuming that the five principles of ESEA are the. correct ones, are we satisfied that
the programs we have in place are all necessary or can some programs be
consolidated, terminated or otherwise modified to better achieve results? .
3. How will the ESEA reauthorization relate to the administration's (and Congress's)
other education initiatives··specifically, America Reads, the Urban;Rural Initiative, and
the Obey·Porter provisions? To what extent can we paCKage these initiatives into a
coherent message about the federal role in school reform and improvement?
•
4. What should be our strategy with the Safe and Drug Free Schools program given
recent evaluations and the efforts to.move some 9f'the funding for the program into
.' , . i,,', ,." -,' '"
c":",, "
HHS ?
.
,"
5. Clearly professional.development·and,the provision of technical assistance to
high·poverty schools will·be'ofkey·concern:in this reauthorization. The reauthorization
" of ESEA together with Goals'2000;p'iQvides'us'With a new opportunity to think •through a
!r··
more coherent approacMo Uiisiquestion:'Do you have suggestions for strategIes that
are more crosscutting and more likely to'produce sustainable results?
,>
. . . •• ••,
.. • ••••
6. Given the fact that few program evaluations will.\Je ready by the time we will develop
our legislative proposals, what options do we have to'otrengtnen the justifications for
our legislative proposals?
7. How can we address the issues of providing incr~,,§ed flexibility without .
unintentionally perhaps turning the program into a virtoai'block !liaiit? What is the
. impact on the students with the greatest need? Have we, for example,
under·emphasized the need for accountability for results while over·emphasizing
flexibility and freedom from regulation? If so, how can the balance be shifted back
towards greater accountability?
•
B. How do we begin to apply the new research on the brain so that we can better apply
this knowledge to ESEA programs and in so doing also make better connections with
Head Start, ar.j-other federally sponsored early interventions strategies?
piige2
i
�:*
,:
•
...
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,
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==:",=::::.:: ::::::: : : ::: ::::::::-.. :=-.::
We feel helpful input on these questions, in addition to others you may pose, can be
provided through the forums we have scheduled, specifically, with the experts
sponsored by the PEW foundation. an OESE relreal, and perhaps a Senior Leadership
meeting 01' retreat. We anticipate that this early thinking Will assist the way we draft the
Federal Register notice at the end of this month that formally announces that the
reauthorization process has begun.
1Five Directions for ESEA, (from the Department of Education's Improving
America's Schools Act publication of 1993\.
1. High standards for all children--with the elements of education aligned, so that
everything is working together to help ali. students reach those standards.
2. A focus on teaching and learning.
3. Flexibility to stimulate local school-based and district initiative, coupled with
. responsibility for student performanCe.
•
4. Links among schools, parents, and communities.""" :.
5. Resources targeted to where needs are greate~i and in amounts sufficient to make
a difference,
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Attachment A
PROPOSED CALENDAR FOR THE REAUTHORIZATION OF ESEA
,.
•
•
ACTION
Meeting with experts
(Sponsored by PEW)
OESE Retreat
First meeting of ESEA
Work Group to begin to
· draft vision statement and
key questions for Federal
Register announcement
Draft of Vision
StatementlFederal
Register Announcement
Circulated for Comment
First Meeting of Core
· Group..to approve draft
vision statement! Federal
Register announcement
Federal Register
Statement announced.
Significant pre·publication
mailing to education ,
groups n!ltionwidei
Launch of Reauthorization
Website,
Analysis of demographio
and trend summaries
• Summary of Eduoation
• Groups comment
• Summary of public
: comment
• Major Concept Papers
recommended and
approved by Work and
Core Group
commissioned.
LEAD OFFICE
ODS/OESE
..
• DEADLINE
January 1998 (?)
OESE/G2K M'ng!. Team
OESE
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
January 1998
January 1998
.
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January 29, 1998
OESEIODS
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Feliruary 1998
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TBA
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IOESE
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April 1998
•
OESE
April 1998
ESEA Work Group/Core
Group
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April.June 1998
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: Regional MeetingsfFocus
• Groups
Development of Options
Decision Memoranda to
: Secretary
r::1
: Draft Seecifications l Y'
Final Specifications for
: OMB
.
.. "
I FY 2000 budget
.
: submission reflecting
• Department's proposals
..
Bill language drafted
Final negotiations with
: OMB
: Hill and Group
: Briefings/Outreach
.
I
• Fine Tuning
Transmittal to Congress
•
' April-June 1998
ESEA Workgroup
: Core Group/ ESEA work
' group
• ogC/Budget
i OESE/OGC
_
...
August 1998
Augusl1gga
, OESEIBudget
•
, September 1998
,
,
,
June-August 1998
July-August 1998
,
i .
IOGC/ODS
• OESEIOOS
October 1998
October-November 1998 .
•
,
August-November 199a
OESE/OCLAlODS
i
i OESEIOCLAlOGC
' OGC/OLCNOOS
November,January 1999,
January 1999
•
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THE: ROLE AND FUNCTIONING OF ESEA WORKGROUPS
We envision two major groups who will be responsible for driving the worK The first is a
Work Group that will be formed from OESE staff, the ather relevant program offices.
including OERI and OBEMLA as well as support offices such as PES, OGC, Budget,
and OIG's office. The second group will be drawn from principals from those offices as
well as the Deputy Secretary and will be referred to as the Core Group. The
Secretary's seven priority teams, referred to as Initiative Groups will be called upon to
assist in helping us to think across program boundMes. The Work Group will also
charter a number of special issue subgroups that can help us think through some
speCIfic cross cutting issues such as technology and professional development.
For organizational purposes, we have outlined the work in terms of three roughly
chronological phases.
Piles" One: Preparing for Public Outreach and Engagement
We are ready to circulate a set of draft questions for the Policy Work Group and the
Initiative Teams (see Atlachment OJ. Responses to these questions will help inform a'
Vision Statement ( a broad statement of beliefs and principles) which will become the
........ .
basis for the Federal Register announcement The vision statement and Federal
'y.
Register announcement will be similar in· style and scope to the one that initiated the
last Reauthorization.
. ,...•;..
•
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The ESEA workgroup will draft the vision statement and key guestions/federal regis~··'r"·· ,.
noun cement in January and will be seeking CORE GROUP approval in late·January:·" .... ,
They WI I be assisted in t eir work by a meeting of educational experts brought together· ... .
by PEW as well as an OESE retreat to which the core group will be invited.
Once the viSion statementlfederal register announcement is approved in January, we
will solicit comment from major education groups, POC heads and Initiative teams.
.. ...
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Phase Two: Data Assessment and Iden/ification of Issues
",,:--;-- "
,
Following the development of the Vision Statement and the Federal Register
announcement, the ESEA Work Group will meet in February to develop responses to
some of the key questions raised. At this time the group will also identify subject areas
for concept papers. To the extent possible their further work will be based upon:
•
•
IRT team reviews and other data reported from the field,
•
Reports and analyses that PES has already completed or on
are available;
wh:~h
draft reports·
�•
•
Comments from the letters received as a result of the Federal Register
announcement; ..
•
Issues raised by members of the Core Team; and
•
Issues raised by Program Offices,
The Workgroup will also charge a Data and Evaluation Subgroup of evaluation and
data experts (drawn from OERI. NCES and PES) to continue to develop a list of issues
and concerns that will inform Reauthorization planning and identify useful new studies
(for example demographic analyses). reports and syntheses, An Outreach Support
Subgroup will also be chartered during this pertod. The responsibilities of this group
will be to:
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Establish "Reauthorization Web Site" which will accommodate key documents
and accommodate email correspondence;
•
Orllanize Regional Meetings and Focus Groups utilizing the Comprehensive
Centers as a major, vehicle for accomplishing this work; and
•
Summarize public comment received from the website. the Federal Register and'
internal sources.
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The Work Group will determine its own schedule of option papers to the Core Group,
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with the goal of completing work on major issues by July. Optjon p~pers will typically,', • ,.. ', ;,"c,'c,,:{
identify program components, a background statement concerning what we know abouf,,~.~';:·,,;;c;;;
the issue, the feedback we have received about the topic. and some potential options
. ,; .;i
concerning the issue's resolution. These concept papers will provide background and
ralipnale for recommendations emerging from the policy work group and will be given
wide' circulation, The Core Group will review these papers and suggest their own
. thoughts and ideas concerning the recommendation proposed and any new work that
needs to be done,
Ph;;;;;'Tfiree:
Dii~elopmen! o(Op/iOf]S and Legislative Specifications
When a consensus is reached among the Cone Group concerning the identification of '
specific legislative issues,. formal option memos will be developed by the Policy Work
Group for the Core Team, A certain number of these options will be pretested among a
number of focus groups, These focus groups will allow us to get another informed view
of the consequences of certain decisions··for teachers. principals, school administrators
and policy makers, These groups will allow us to develop sharper rationales for oui final
legislative recommendation.
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During this period we will attempt to engage Congress in our legislative proposals as
well as some of the key groups, The precise details as to how we engage them and
whallevel of understanding and support we want to seek from them, will be determined
through discussion with OLCA, Susan Frost, and others,
Accordingly, we will draft the FY 2000 OMS Submission reflecting the Department's
proposals and be ready to transmit the legislation to Congress in January, 1999,
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Attachment C
RESPONSES TO QUESTIONS RAISED FROM 11121 MEETING
1. What is our overall strategy for the reauthorization of ESEA and related statutes
(e.g., the McKinney Act)?
We will begin a year long set of internal and external activities in January 1998, (based
on the last reauthorization) culminating in the production of a bill to Congress in
January or.March 1999 (See Schedule -Attachment A). We will need as part of that
process to identify smaller related statutes that either need to be reautnorizec;l at the ..'
same time as ESEA or where it makes sense to ask for related amendments. In
'"
addition we need to identify those statutes within ESEA that are not forward funded and
may otherwise expire if the reauthorization takes two years to complete. Additionally
we need to identify what other legislation the administration wants the Congress to
consider during the course of the next year to see to what extent there are themes and .
issues that may relate to our legislative proposals. With the cooperation of OCLA, OGC
and OUS staff we hope. to complete this work by the end of February.
2. What is our strategy for reauthorization of Goals 2000 (which expires a
than ESEA)?
.
year earlier
•
We plan to request'a one year extension for Goals 2000 and reauthorize the program at
the same time as ESEA. However, we need to think' carefully about our Congressional
strategy as we do so since the Congress may not want t6 grant that one year extension
.. 'or,in the alternative seek to terminate the prograln; despite our seeking funding for it in ....
(FY99) budget. We plan to work with Tom Corwin and OCLA to address
.' ..... 'this
these issues and present our recommendations to you at the end of this month.
yeaf's
3. When do we want to submi(a bill to Congress?
We have an option to submit a bill in March 1999 or January 1999. There are some
clear advantages and disadvantages to taking either course of action. By waiting to
March we buy more time for ol![Selves and.,can extend the time we afford for digesting
expert opinion and public comment. Critic~1 policy decisions can also be delayed until
after we know the results of the November midterm elections arid the leadership of the
new Congress. However, sending up a budget in February without a bill sends
confUSing signals. We think it is preferable to have the bill ready for introduction in
January so it can he given a low number and be awarded priority.
•
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4. In order to meet that deadline, what intennediate deadlines should we meet-e.g.,
presentation of an oulline or options memo to the Secratary, development of
specifications, submission of a bill for OMB clearance?
�•
.-' .
These inlennediale deadlines are sel out on the Proposed Reauthorization Calendar
(Attachment A),
5, How should we organize ourselves to produce a reauthorization bill? l<'lIJat are
OESE's cU/rent plans for reauthorization?
A basic organizational matrix is set out on the attached chart (see Attachment B),
Similar to the last reauthorization we see Ihe need for two main groups--a WORK
GROUP--composed of OESE program offices and other key POCs which administer,
evaluate or support OESE programs, such as OERI, PES, OUS, OGC in addition to the
-.
OIG's office,
This WORK GROUP will identify several subgroups that will represent the major
program units within ESEA--Title 1, Even Start, Professional Developmentfltc,
A CORE GROUP with principals of the key program and support units represented on
the WORK GROUP will meet to discuss option memos and make recommendations to
the Secretary,
The seven priority or initiative teams will serVe as resources groups to the WORK
GROUP. Their main task will be to help provoke discussion concerning cross cutting
•
issues.
,
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Other external groups, willibeibroughhn from time to time to brief either the WORK
GROUP or the C0RE'GR0UF?:d'hese,extemai groups could be,representatives of
advocacy based'organiZ'atiofisi'academic researchers, practitioners etc.
Our current plans (as reflected in OESE's Strategic Plan) are consistent with the
proposed timetable and activities. For example, we have already identified the
members of the above groups and will be asseT,',bling a detailed OESE calendar that
will reflect the way we will be using OESE meetings, IRT forums and conferences to
gain addHional input and analysiS,
We plan to complete the detailed calendar by"f.",bruary, ~,d 4.,
6, \.'/hat public outreach activities should we undertake?
--Should we issue a Federal Register notice requesting comments on Ihe major issues?
Yes, We believe a Federal Register announcement modeled on the one produced in
February of 1992 represents a good way to begin our public engagement.
•
--Shoulda'8 hold regional meetings /0 lake public comment? If so, when?
�,C:.~:..::::': :::::':'.. ::: :::::::::::.:: :::: •.::- ::::::" "
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We plan a full schedule of regional meetings to gain public comment. We plan also to
hold some other smaller focus group meetings in which key groups can explore some
critical questions in more depth than is usually afforded in more open public meetings.
We will use the services of QIIA and the SRRs to plan these activities.
-Other outreach activities, such
as requesting suggestions from Congress?
We plan to develop a ESEA Reauthorization WEBPAGE, linked to the Department's
home page. On the page will be included key reauthorization documents, including, the
Federal Register Notice, the legislation, key studies, notice of public hearings etc. We
will also offer a capacity for the public to send us emailed comments.
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Attachment D
GUIDING QUESTIONS FOR ALL INITIATIVE GROUPS
1. The 1994 reauthorized Elementary and Secondary Education Act identified five
guiding principles for our work. 1 As you think about the relationship between (your)
programs and the purposeslprinciples set out in the legislation. is there still a good fit?
Are there some new or continuing iss'"es you fep.1 need to be included? If so. what are
they?
'
2. Identify the current problems that can, should; or must be fixed before the
I~.
reauthorization conversations begin?
3. Can you identify what promising program practices or accomplishments have
emerged since 1994?
4. Of the work underway in your priority area, what work (e.9 studies, reports. protocols)
will be completed this Spring (1998) or this summer that can inform our reauthorization
effort?
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Priority Teams
1. What have we learned from TIMMS that might inform any aspect of ESEA?
2. What have we learned about best practices in states and districts that have raised
their math achievement levels? How might these insights translate into policy
recommendations concerning ESEA?
3. In what ways hasthe broader focus of the Eisenhower program affected either the'
quality or the amount 01 ine professional development offered to math teachers? What
is the evidence?
Teaching
1. What is the potential impact of OERl's new Center on Teaching (Partnership for
Excellence and Accountability in Teaching) on the way we approach professional
development issues in Title 1?
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2. Have we maximized the potential value of telecommunications technology in the
continuing professional development of teachers in ESEA programs? If not what
legislative recommendations can we make?
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3. What have been the strengths and weaknesses oHhe' ~"ewJ!=isenhovier program?
4. How can we tie the programs in ESEA to the principles of professional development
articulated by Terry Dozier's work?
5. What recommendations can you offer with respect to connecting the professional
development activities described under Title V of the Higher Education Act with the
provisions of ESEA?
"
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Strong Schools
1. What are the potential policy implications of the President's recent request to collect
more complete data on school violence? How might we use this data to further program
goals?
•
2. What can we do to close the gap between what we know works and continuing high
levels of violence and drug use? What are the p~::cy implications for Reauthorization?
,.
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3. How might we address the problems of school violence and drugs within a broader
context of school restructuring that includes curricular and organizational changes?
4. Are charter schools meeting the needs of all siudents? What has been their impact
on the .way we deliver services under ESEA?
5. What can we do to strengthen charter schools and support the President's goal of
3,000 charter schools by 2002?
,
Standards
,1. In light.of the information collected from the survey work (conducted by various
organizatieris) what are we learning concerning the impact of ESEA programs in those
states and districts lhat have made the most progress on standards-based reform as
opposed to those that have made the least? What are the implications for
Reauthori~ation of this data?
•
2, We are hearing that states and districts will require a considerable amount of support
to develop their new assessment systems required by IASA. What are the challenges
we can expect to address prior to the Reauthorization? What legislative changes might
be necessary particularly since some of the assessments are not due to be in place
until after the current Reauthorization has technically expired?
3. What support can we provide to help translate standards into changes in'classroom
practice?
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Reading
1. How will the new America Reads program affect the way we address reading in
ESEA?
2. What have we teamed about the teaching of reading since the 1994 Reauthorization
that needs 10 be applied now or as a policy recommendation in the upcoming
Reauthorization?
3. What evidence do we have that 1994 legislation is achieving results for Title 1
students?
. 4. What might be the potential impact of ObeyiPorter?
Technology'
1. What key changes will we need to take into account between 1994 and 1999 in
terms of the quality and availability of technology?
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2. How might we build a more integrated approach to the infusion of technology into all
aspects of ESEA 7
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3. Are funds going to the targeted poverty populations?
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Issue Groups (We plan to give these questions to specially commissioned groups)
1,Why is the perception in'Congress that your program is "not working"-what are your
recommendations
10 how we mighl change Ihose perceptions?
•
as
2, Why have some school districts failed to heed the message regarding flexibility of
funds or continue the view those provisions negatively (i.e" schoolwides dilute the
focus on needy students)?
3, What have been the key demographic change between 1994 and 1999 that we
should take into consideration in the upcoming reauthorization?
4"What can we infer from the experiences of some of the stales and districts that are
showing improved results as opposed to results from those states and districts that
have been fiat or worse? What are the implications of this analysis lor the
reauthorization?
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DRAFT
*** -February 5,1998. *** DRAFT ***
Summary of the First Retreat on the Reauthorization of ESEA
January 27,1998
At the OESE Senior Leadership retreat we discussed an organizational strucrnre for raising and
resolving issues related to
reauthorization ofESEA. A Core Group made up of Assistant
the
Secretaries and other senior leadership in the Department wiU make decisions related to
reauthorization and provide general guidance to a staff-level Work Group. The.Work Group,
chaired by Susan Wilhelm and made up of staff from all involved offices, will frame poHcy
issues and options for reauthorization, Program specific issues and optioris v.':ill be mainly be
generated at the Program Office level, but ViiH be brought to the Work Group to.ensure that
policies are consistent and cross-cutting issues are addressed.
At tJle retreat. f.enior leadership raised. many issues that the Work Group for reauthorization
should address. After much discussion, we reached consensus on the initial questions that the
Work Group should address, keeping in mind that many additional questions. from a variety of
sources, will surface and be considered, The initial charge to Work Group is to draft a Federal
Register notice, Issues for the Work Group to consider nrc outlined below.
Issues To Be Considered By The \Vork Group
,:
questions should be considered throughout all deliberations:
. a) How do we close the current achievement gap?
.-b) How do we encourage policies that fQster comprehensive refonns that CU~ across program
practices and policies?
c) How do we ensure tl:.~t our programs improve classroom practices?
Some other key considerat.i1ms foHow:
<~ "W,..Jhr~_over.arching
1~
Wbat do we know so far about the effecti,'cness of the implementation of tbe 1994
reau"thorization of ESEA1. \\-'hat evidence d~ we have that each
the five guiding principles
of the Act is being imp]e;;~lltbd? Wh~t
principle?
of
resUlts can we show re6ar~ing ~e i~pact of each
As a result of this work. we should ultimately be able to teU a story about the lASA
implementation, Ideally, we will be able to show that education looks different today as a result
of each principle. Any data on results in terms of student achievement would be especially
useful,
2. ~hould we a~~....~ny principles to guide the next reautborization? {e.g. creating school
environments conducive to learning, or building capacity to implement standards-based reforms)
Should we "tinker" with the current principles?
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*** DRAFT *** February 5, 1998 *** DRAFT ***
3. Should we incorporate Cnals 2000 Into the ESEA .reauthorization proposal, and if so,
how?
4. How do W~ create a reform umbrella with croS5~utting outcomes?
We discussed ideas s~ch as regrouping programs around outcomes expected and/or common
themes. We also discussed. however. the importance of examining the role of special
populations within each of those themes, We also d~scussed the merits of narrov..ing the number
of programs. The Work Group should explore whether there are programs that can he collapsed
as well as ways that we might cowHer Gorton4ype block grant proposals.
5. How can we improve th~ technical assistance supported by tbe Department? (This may
have to be a separate work group that v.'ill include people from across the Department)
We need to address questions such as how to tailor our technical assistance: how to derme
technical assistance, and what or who sbou1d provide technical assistance.
•
6. How can we strengtben professional development programs througb the reauthoriZation
process? HO:N do we conneet'our professional development initiatives (e.g. class SIze, bilingual,
technology, etc.)? \\-'hat do we want in professional development? What is our overall goal?
How do we connect approaches to professional development to changes in classroom practice? '
How do we strengthen school leadership? ' ,
, 7. H()w'sh()~tild:~e,addrCss,the issue of strengthening accountability for student results?
How do V;'e'.iricrease, accountability for student learning instead of focusing solely on compliance
with the law,}~\Vhat are the responsibilities of the different players within the education system?
,
8. How should we approach equ!~ issues?
Equity should be examined broadly_ :::;.be Work Group' should continually ~ille how
proposals affect special populations. Similarly, how can ESEA address aChievc"ment gaps and
dropout issues? How s~ould accountability for equity be framed? The Work Group should
examine all options. One idea that ~ presented was that when schools defme their indicators
ofsuccess, one should not be able to dl'stdig"uish the SES of students based on .:~rformanc(',. .'
Another apprc1ach is to focus on targeting resources.
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9Y How can 'ft't strengthen linkages between our programs and other programs?
- i\t"
We would like the Work Group to examine strengthening linkages among programs during
implementation as well as ways that linkages could be \llTCngthened legislatively.
I~ S~
�UNITED STATES DEPARTMENT OF EDUCATION
OfFICE
9"" r:~EMEiiTARY
A.1'IID SE.CONDARY' EDOCATION
THE ASSISTANT SECRETARY
Jely 7, 1997 .
MEMORA.'.DUM
To:
Mike Smith
FROM:
Gerry Tirozzi
SUBJECT:
Regarding the Reauthorization of Goals 1000
Background
As you are aware, Titles In and IV of the Goals 2000: Educate America Act, as well. as the'
•
:Ruthoriza!ion for appropriations for the Goals panel and for assessme:it and evalu'ation graats in
Title II, expire in FY J998, The automatic ODe year extension for prcgrar.Js that is provided for in
the General Education Provlsio.1S·'Act win allow the prog:ams to receive appropriations for fiscal
1999, Since Title 1II Of Goals is'forivlirded funded, fiscal year 1999 funds will used during the
1999,2000 school year; funds for Title·N(parer.tal Assistance Ceoters) and the Goals panel "
.
would be used during the 1998.99 school year, "", ' .
..
It is time to considei:.vtiafsteps1:ifanyltbe·riepartment shou1d take in regard to Goals 2000: We
need to conSider tiriiiHg/cOnt(hitl~·and.process ..
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Timing
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There are three main options.
Qption one Seek a one year
e;q~n$iQn
ofGQals 2000 as part of the ] 999 budget regyest.
-.
PROS:
..
Would more dearly progracma6calty link Goals to ESEA allow development of a more
complete package of assistance.
..
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'Would avoid. consideration by Congress of Goals 200 alone, which would probably be
contentious.
This could result i!l. a more cohesive approach to reform by combining Goals with other
refcr", based legislatioll, such as Titles III and VI ofESEA, and anY'choice prog:<UllS we
.seek, such as Cbarter Schools,
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Acting now for eXlenslor. (rather than waiting unt;] 2000) leaves us time to consider how
to proceed if the exte:lsion is not granted.
CONS:
..
This delays considerauon of Goals until the 0:;\1 Congress, which might be more dificult
to deal wLth on this program. '
•
May confound consideration ofother parts of ESEA,' espedally Title f, on issues related
to accountability. by bringing the issue of state and local control into the forefront
•
A request for extension will p:obabl1 resc:t b CO:1gressional amendments ~ We CQuld, in
essence, be trying to reauthorize the legislation two years in a ~ow.'
,
•
Extension of the legislation in its present form· as support for reform planning ~ may not
make sense, States have pl<L"ls and need help in implementing some particularly cifficult
compon~ts
'Of them.
QptiQO two Send a revised reform bil1 to CQDQreSS i~r'enactl1Jent net..1 vear,
PROS:
,.
•
Avoids the cons to extension discussed above,
•
Provides a forum for debate on reform itself> :\, ". "
•
t\.l.lows for redirection ofthe-prograrii'D.o\\,' ':we'can!clear out some baggage.
CON;
•
.
,.
,:.:".~i_;~;i_,'f.~lr.c:ij<p;:t1T,;-~~lr~",~ ~ r ~
.. ,,'"
It will be difficult to eiiacra's:a:'st'ano'aIcne'rneasure-'alid wilt be a target for all kinds of
arnendrnenrs.
_ ' C,,;' ~. ,'. ._ " .
Option three. Defer anv action OQW and 'have the reauthorization 12r:!QQ!;tti accompany the
FY 2QQQ b\ldget r e q p , , ! ' - .
PROS:
•
We could present as part ofESEA at that time, though ESEA would 'till have its
. -:~ •.
extension year in which. to operate. ,
",-'
':;'
... .'
•
•
•
It gives us more time to consider content ~ we do:l't.have a lot of data on Goals 2000
effects at this time.
It avoids the double consideration inherent in option one.
CONS:
It leaves no option'if<30ngress doesn't act on the reauthorization request ~ there would be,
•
2
�•
no basis for appropriations and funding would cease .
•
It pushes consideration to the next Congress .
RECOMlviEhfDA110N: An initial discussion of the issue among judith Johnson, Jennifer Davis.
Tom Fagan and Ca~herine Jovicich concluded tha: we should to send a reauthoriUltion relioest to
accompany ,he FYl999 budget.
..
.
Content
In considering how to proceed with ~ny reauthorization. now or in the following year, it may be
helpful to briefly discuss what we have learned since the legislation \\'as onginaU~' cO:'1celved.
•
Legislation simHar w Goals 2QOO was onginally proposed by the Bush Admirtistrario!"j bu~ failed
to be enacted. primarily over inclusion of a voucher provision. As anotber pan of its effort to .'
spur reform, that administration, following the lead ofthe National Council for Mathematics.
entered into contracts with several discipline based orga.:izations to develop national standards in
several academic areas. The assumption behind th!s effort was that these new national sta:loards,
like those developed for math, \\'Ould be the basis for state standards in the various disciplines.
Goals 2000, as originally proposed and as finally passed, ,:oul~ a::si~t sta~~~,i~ Qevel,oping their
own standards, using the national models as guides, and assessments,aligned to those standards.
The standards, while not uniform across the .state~ would have Some"~o~~n~lnr,derived frO!l1
the national sta.'1dards, and, along Vvith the assessments, . would,begin ....,.,
to iook~uniform across each
","
state,
:'~:",,,.,t'"~
.
"'!
f
,.-,.,;:~,;:::".,,,
""~"
'1' .... .,;;i'{j--: If,·''·'f'':'~-''-·' '::'
Thi,s is not how it has pwed ouL Many of the natioDal,s.t~9.lf9§:Sf'1t?~}9:~~,'~4\i?r~able :when
viewed as a bas:s for instruction. Th~e are more standards thah'~ po.ssib~y.be· ,taught to in
schools; the various disciplines have stated their standards different ways; some areas, such as
history and English/language arts, nave been frauSh' with contention; and, most important, the
issue of local control ofcurriculum has made if diffiwlt for natioual Ftandards to be accep(~d,,::nd
for state standards and assessments to be uniform throughout the state: Therefore) we need to'
seriously rethink the Goals legislation to bring it more in line with where we are, keeping in ml>ld
that the legislation shou1d seek to address the real diffen;:Dces in education cb.ildren receive
differences that cut across economic rather than state lines.~ The edi.;.~.at;,on ch.ilr.:en in·weaJ(t)'~,
suburbs receive is :similar across states, as is that afforded chiJdren in our poorest areas.
in
Therefore rather than seeding up a biII that amends the current legislation, we propose one that is
more focussed on the areas ofcomprehensive reform tha:. are pro~ing most difi)cult to implement.
There are currently several s.ources of such infort::iation, including;
•
•
The District and School Servey Da!a;
3
�•
•
Resu!ts of peer review of state plans;
•
Information gathe:ed by the State Collaborative (housed in CCSSO);
•
Information gathered by CPRE; and
•
Infor:nation provided by the states, especially those in the forefro:11 of re:QrrR
'While a mort detailed look at these (as well as other) sources is needed, it now. appears that the
areas of most concern now are;
,
Performance standards and assessments. . Everyone is having a tough time with this, from
developing valid and reliable peribnnance assessments, th~ cost of those assessments,
accommodations for LEP children and those w.ith disabil:ties. misunderstanding by the public, etc.
There is confusion between content and performance standards. In addition, we need to cocsider
this issue in relation to the proposed national tests in reading and mat{H!matics. We also need to·
con~ider what role, if any. Achieve can play in tbis area.
Professional development. A recurring Issue in discussion with state and local
•
offic~al
and with
teachers is the difficulty of providing enough quality professio-nal development 'to move standarcs
to instruction.,
. . .,
Bring reform to scale. This is related to both oftbe items above, especiaHy to professional. '''~:.
development. but also involves the inert:a of the system; t.he complexity of the system; apcLthe" •.,.' ..' "
cort...lUsion about standards based reform in the first place. The district and school survey resUlts'
,
illustrate this - schools report that they are carrying out sta..;dards-based reform and;i,t did .got.'. ,-." ,
involve much change. It lS also about a certain lack of urgency, especially about impro'vlng.pyrl':.;'~.: ; ',:'
.,,'
. 'r".
most troubled schools and qistricts.
Accountability., Many states are relying solely on school and district report cards L.~at are less
than easy to understand; the local control issue makes strong'state action dimcult in many states;
strong state actions taken have not had a dramatic effect of stude:lt ad:.ievement; choice issues
cloud the picture; benchmarking js not generaHy !lnderstood or practiced; accC1untability becomes,
.a· paperwork-exercise.
'.
.. . ,
. ..,,, .
Public understanding, This overlays the whole effort - it is directly related to the local issue~
there is simply a la.ck oftruSL Is leads to demands for nOffil referenced assessme:r:.s rather than.
those tied to the standards; standards are viewed as a move away from basic education, rather
.
'
. than seeing the old basics as a standard.
..
Evaluation. How do we know if the reforms are working at national, state, local, and school
levels.
. 4
�,
,
"
•
Putting it all toget/rer. States and local communities are having the same prob!em that we are
having in the department Goals 2000 is often used as just another program, suppo::ing a discre:e
set of services which may have beer. included in art overall plan> but the rerr.a:nder of the pla.'1
does not get attended ro. The best exampie of this is the pressure on Goals to use the money for
technology,
One of the m.ajor o~jeciior.s to going rorv:ard with a reform piece oflegislat:on outs:de of ESEA
is that several of the programs in ESEA are also pieces of reform and should be connected. One
afthe major ones is Title III, educational technology. A major reaso.n for placing the technology
fund in the Goals 2000 office ;5 the prern:se that techrlO!ogy is a key component of reform and
that, witho'Jt instructional reform, technology is just a lot of machinery and wires, Unlike most of
the formula grant programs in ESEA, Title II! is current year funded, which means its last year of
fund availability to states and local communities coincides with that of Goals, In addition, the '
Title III legislation, used 10 support the Fund. is no! consistent with the four advities cO:1tained,
in tbe national technology pian the fhrid is to heip implement. 'v..'e propose adding technology to
this reform bill. This has been discussed briefly \\1th Linda Roberts and she expressed interest in
taking this approach, focussing technology more on improving instruction.
'
Process
Assutr.ing that we'wish to, try to develop a bill this year. we should do the foll:J\ving:
",
up a learn to' lead the effort.
The team should represent those persons in the Department
who know the most and:will be most affected by the bilL
. ..
., ", .~y
1, Set
"", '.'.'r'-;
~ 'J:~
1;-" 1:t"
, '"
'
..
'
2. Have the team jmmediately.establish a process to gat!Jer input. (rQ~ st~te,s, local ~mrnunities,., " ~;:., T;.r.,.
,
business, and other interested parties, Vole \.\~ll need strong,support for anything we send for:-V1ar9::\,..,.: ..;·~.~~c~
3 Gather alJ the rla~a there is en the progress of reform and evaluation of its effectiveness,
•.(neluding ,hat on use of technology as pan of 'hat reform. This will be difficult, given the lack of
st~dies
on Goals 2000 and the preliminary cature of the evaluation of technology, However, we
. \vill need the information on Goals 2000 even we decide to only seek an extension..
i'l.: 'Detennine areas for commission of papers that can add to our knowledge.
"',-1,":,
'-,
5. Frame an outline ofwhat we wish to do using the data we have gathered, connections to
ESEJ\ the National tests, the Reading initiative, etc, This needs some guida.:lce from you.
6. Have the team construct a plan, with timelines) lmd try Hke heck to follow it The bill will have
to be ready to go to the hill before hearings 00 (he appropriation, I would think.
Please let me know how you wish to proceed,
•
5
,"
..
�•
Reauthorization workg7oup
TO:
FROM: Tom Fag.."
RE:
Request for developme,nl of option for reauthorization of Goals 2000 and other
programs.
At a meeting Monday afternoon of the reauthorization core group. Mike Smith agreed to go
.forwar~ with exploration of an option to consolidate several programs dealing with whole school
reform into a singh: authority. THIS IS NOT A DECISION TO PROCEED IN THIS MANNER.
BUT TO EXI'LORE IT AS AN OPTION.
,
TIle programs to be- considered are Goals 2000, Titles It III(Technology Fund), VI, and the
Comprehens,ive School Refonn Demonstration (Obey Port~r) funded under Title 1 and the Fund
.for the
!mprovemen~
of Education. The {otal current appropriation for the$e programs is .:tbout
$1.8 billion.
We need to put together a description of what a piece of legislation combining these progra:ns
\.\'ould look like, while al~1) determining if it makes sense to do so. 'We don't need'draf1
legislation or even rough legislative specifications, Just a paper that describes what the
legislation v.:,ouJd contain and what it would hope to accomplis.h, It might have sections
describing the various sections included in most state formula l~gislatjon • How states get
money, how funds would be distributed to states. what entities would be eligjble to get funds
from stutes, how states would allocate money (Mike favors discretionary grants. but formula
should be looked into), how some form ofaccountability,couJd be constructed (this is why Mike
favors discretionary). reponing rcqui'remen1.S) length of awards, state plan requirements (as part
of a comprehensive pJ3.!J'!)
In detennining if it make,:; sense to do this, think about implications for inclUSIon ofEi;en!'l)wer
whc!J our scores in math and':>cience are poor, and::he inclusion o~lechnoJog)' which is a high
,priority for the administration - is there a way to keep focus on these areas?
C<?nsider the following fac~N~ a<; welL Obey-Porter is school based. Goals 2000 has a Siai.~, .
district and school approach as does Eisenhower, while Title VI is more district based. What
should we be after?
The Goals 2000 report t(l Congress includes some specific areas of refoml that need more
attention, How can the proposal get at those areas?
Obey~Porter
•
is research driven school based refonr., and really talks about model adoption.
Shouid that focus be included in tbe proposal ~1 Th.ink so), If so, how?
The main thrust is on smndards driven reform, with alignment of the instruction,a) system to
�•
those standards and asseSSments to measure progress of schools in getting ali children to meet the
standards. This is to further that e:Tor1., not replace it. Will a major change in our legislative
approach disrupt current state efforts?
While Goals 2000 is legislatively co;)cc:ned with comprehensive refom, as are Title]
schoolv.ide programs, a1 local level they are sometimes viewed {and used) as funding sources
for projects that may add to the instructional program) but don't really change it. \\'hatever we
do with Goals. we need to do something to make it more of a change agent. How
we do
that?
can
1 think this is more than enollghfor you to chew on. Please let me know if I can help. You may
want Heidi Ramirez to brief you on the report to Congress and an earlier compilation 011 the state
of school refonn. She also has several source documents thai might help you thbk this through.
•
!
'.' "
•
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Clinton Administration History Project
Creator
An entity primarily responsible for making the resource
Cinton Administration History Project
Council of Economic Advisers
Department of Commerce
Central Intelligence Agency
Department of the Interior
Department of Defense
Corporation for National Service
Council on Environmental Quality
Department of Justice
Domestic Policy Council
Department of Education
Department of Energy
Environmental Protection Agency
Federal Emergency Management Agency
General Services Administration
Small Business Administration
Social Security Administration
United States Agency for International Development
National Economic Council
Office of Management & Budget
Office of National Drug Control Policy
Office of Personnel Management
Office of Science & Technology Policy
Office of the Vice President
United States Trade Representative
Date
A point or period of time associated with an event in the lifecycle of the resource
1993-2001
Description
An account of the resource
<p>The Clinton Administration History Project describes in detail the accomplishments of President Clinton's Administration for the period 1993-2001. The records consist of the histories of 32 agencies or departments within the Executive Branch. In general, each organization associated with the Project submitted a narrative history along with supporting documents. These narrative accounts are primarily overviews of the various missions, special projects, and accomplishments of the agencies. The supplementary records include substantive memos, press releases, briefing papers, and publications illustrated with photos and charts.</p>
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History of the Department of Education
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1993-2001
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9a39d9220d6bfc20556bcec2bbce36a8
PDF Text
Text
A History of the
U.S. Department of Education
During the Clinton Administration
1993-200]
Prepared for the Clinton Administration History Project
Washington, DC
2000
VOLUME3
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Reauthorization Work Plan
Title 1, Part A
Leader:
Mary Jean leTendre
Principal \Vriter(s): Catherine Jovicich
Wend)' Jo New
>Kay Rigling
EA1ern~1
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Groups:
Council of Chjef State School Officers
National Association of Federal Education. Program Administrators
Association of Title I Directors ;
International Reading Association
National Counell of Teachers of English
National Council of-Teachers of Mathematics
1':ational Coalition of Title I/Chapter 1 ~ents
National Parent Teachers Association
NEAIAFT
CRESPAR
American Association of School Administrators
National Association of Elementary/Secondary School Principals
Council of Great City Scbools
.
U.S. Carbolic Conference
Council of American Private Education
ASPIRA
National School Boards Association
National Association of State Boards of Education
National Councll of State Legislators
Education Trust
Center on Law in Education
>tational Governors' Association
National Law Center
Urban League
National Association for the Education of Young Children
Rural Education Association
La Raza
National Black Child Development Association
National AIli,mee of Black School Educators .
Mexican American Legal Defense Education Fund
National Coalition on the Homeless
National Center for Family Literacy
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Department of Health and Human Services
Nationa! Science Foundation '
Independent Review Panel
National Institute for Child Health and Develop:nent
National Institute for Literacy
Internal Groups:
OSERS, OER!, OBEMLA, OVAE, Budget Services, Planning and
Evaluation Services, Office of the General Coun~il, Office of Civil
Right>, Office oftbe Inspector General, Office oftbe Chief Financial
Officer, Office of the Deputy Secretary, Office of Compensatory
Education Programs
E~1ernal
Experts:
Jack Jennings
Bea Birman
Sharon lohnson
Andy Porter
MikeCasserly
Margaret Wang
Jefr Simmering
Evelyn Moore
Arnold Fege
Adrienne Bailey
Ed Reidy
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David Hornbeck
Eva Baker
lynKagan
Bob Slavin
Andy Hartman
Sharon Darling
Richard Elmore
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Mike Timpane
Rich Mills
Dorothy Rich
Siephanie Robinson
Strategies:
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Invite individuals and groups to the pC invitational forums and regiOnal meetings.
Establish several Internet address lists to elicit responses 10 key questions on e-maiL
Attend meetings of key organizations to discuss relevant reauthorization issues.
Hold a few individual meetings in ED with key organizations and e.'Xperts.
Incorporate relevant information gleaned from response to Federal Register notice.
�•
Questions:
In addition to the questions posed in the Federal Register notice, the followlf!g
questions may be used to frame input from key g:oups and experts in the field:
Questions used by Judith Johnson in focus groups
The Federal role is to promote quality and equity in K-12 educaridn by supporting the
implementation of standards-based reform.
I. Is this role being carried OUi effectively through current ESEA programs?
2,. is there a bette,f way to'carry out this role?
3. What should be done to carry oUIlhe Federal role most effectively?
4, tVhal evidence of success could you offer 10 demonstrate thaI the ESEA is'tvorking across
the nation ~- in your Slate or community?
Possible general Title I questions
1. \<Wlar changes made in./he last Title I reauthoriz.ation have hac{ a particularly positive
effect ?
•
2. What, if mI)!, changes have been problematic?
3. "Wl1y h~l!I.: the provision(s) in qu.estion twO been problematic? Is the problem the Fed,.era/
SlalUte or is it Stare andlor local statute or policy?
4. What new changes would milke improve the qualiry of Title I programs so that they help to
close achievement gap?
S. Shauld Title I be a discretionary instead Of a formula grant program with grants awarded
to those LEAs or schools that can demonstraJe lheir commitment and capacity to deliver quality
instructional programs?
.
Possible specific Title I questions:
1. Do Titl,'! ( Iargering provisions adequately target the resources to the need.iest schools and
the neediest cli1ldren? If nOI, how can we improve targeting provisions?
2. How can the law promote full implementation Of schoolwide programs? .
3. How can schoo/wide programs be designed/or greater success in accomplishing whole
school reform~
4. How can we strengthen statulO'ry provisions to foster higher standards, aligned assessment, .
and greater accountability?
5. How can we strengthen early childhood provisions, transition provisions, and linkages with
Head Stan? HO"Iv can we/oster the use affamily literacy models in Title I?
6. How can rhe linkages berween ntle II and Title I professional developmem be
streng/hened?
7. How can the legislation impact the quality of preservice teacher education, and continuing
educ(JJion at the college anti university· levels ?
8. Should rlze legislation require career ladder professional d(!llelopmem for a/l Title I .
.
paraprofessionals? lWJ:a1 else can the legislation include [0 ersure that our most
disadWtmaged chiJdren have access 10 the highes! quality instruction?
9. How can we Strengthen parent involvement and encourage poremingl parent education?
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10, Do Stales have sufficient resources to provide the suppon that is needed 10 help low
peiforming schools?
If not,
how can the law be strengthened to improve State capacity?
11. How can the legislation better support local capacity for schoolwide reform?
i 2. 1s there a way to strengthen the legis/alion to ensure that States have rhe needed authoriry
to ensure that the statute is being implemented at the school level ?
J3. When a Title I school is nor able to demonsirme adequate yearly progress should the IOlal
LEA allocation be reduced i7y the amount Offunds thai would have been given 10 the
non-peiforming schools?
Preliminary Data Sources:
1.
Responses
to
Federal Register notice
2.
Data rrom State performance reports (school year 1995-%, school year 1996,97-
coming in now--and school year 1997-98 to be submitted Fall of 1998),
4,
5.
PES studies including analysis of.ac:hievement trends' in high poverty districts.
lnfonnation gathered as part of daily program administration.
6.
•
Comments from list serve, Internet address lists, and meetings.
3.
OESE integrated reviews and deparunemwide program coordination reviews.
Examples of Specilic Meeting Opportnnities:
.
.
June 8 -- Mt:eting,with Doug Powell of Purdue University, expert in parenting education
June 14 ~~ Meeting with cesso ~~ Large scale assessment conference
June 15 ~~ Meeting at the National Institute for Literacy - Andy Hartman and staff
June 15 -- Meeti~g 'With the National Law Center'on Homelessness and Poverty
June (TA) -- Meeting with Council of Great City Schools
July 1-2 --CSRDISchoolwide Summer Institute
July 30 -- Association of Title I State Coordinators meeting in SaoDiego, CA
Timeline for program specifk,-.,ptioJ~S paper": """
Outline:
Draft :
•
June 30, 1998
July 31,1998,_.
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REAUTHORIZATION WORK GROUP TEAM.
MIGR~T
LEADER:
Francisco Garcia
PRIl"CIPAL WRlTER(S):
James English and Jeffrey Wilde
INTER!'!AL GROUPS:
OME staff;nput will be solicited in one or two special meetings
BS (Lonna Jones) and OGC (Richard Melhnanj input will also be solicited through discussion.
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National Association ofState DireCtors ofM:grant Education (NASDME) ~- which already met
for the year;
:' ..::: -: i :;, •.. :. L'c-:; 'i~i ,,;~
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lnterstate Migran~ ~1.!c~ti.o1'!:?c:·~cil (rMEC) ~~ next meeting will be in early September;
A focus group of eight regional representatives of the State Migrant Directors ~~ next meeting
tentative scheduled for late June;
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OME's MEP Formula Workgroup (consisting of Feceral, State and local sta!1) -- last meeting
was September 1997. next meeting tentatively scheduled for early September 1998,
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OTHER METHODS YOU ARE CONSIDERING FOR L'SE TO SUBSTANTIATE THE
EXISTENCE AND IMPORTANCE OF THE ISSUE:
None,
•
DATA SOURCES:
NASD:v1E has promised to give us
awritten summary of the reaut1orization forums they held at
�•
March at their national meeting in Louisville, IMEC has told us to consider the issues raised by
their pember States in an 8122/97 hearing before the Hot:se Subcommittee on Early Childhood,
Youth and Families. Westat's soon-to-be~completed Migrant Schoolwide study will also be
considered..Material from the ongoing MEP Fonnula \Vork Group ~i1l also be used ~o develop
options related to targeting of services. Any MEP-re1ated comments that come in as a result of
the Federal Register notice. the J<1:Jc forums and the July outreach meetings will also be
considered.
HOW YOU WILL USE THE NOTES FROM CONFERENCES, OUTREACH FORUMS:
As it is received. material will be reyiewed for MEP·relevant topics and options,
TIME LINES,
Issues finalized -- June 30.
Isl Draft Option Paper -- July 31.
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I Art Cole
I LEADER
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CHARTER SCHOOLS
WRITER
Cathy Grimes-Mi:ler
: John Fiegel
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EXTERNAL I Between now and the end of July input will be obtained pr:marily
t!rough document reviews ,and participatlon in OESE~spof'.sored
GROUPS
focus groups and regio,pal meetings. Later input may be obta:ned
through site visits, .i.1cetings atl:d conferences.
Participants: charter school operators, charterbg agencies, Center for
Education Refonn. Education Commission for the'States, Council for
,
, the Great City Schools, AFT, and others.
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J:-iTER.,'\fAL· Input through meetings and document reviews,
GROlJl'S
Participants: Charter Schools Team, SIP charter school staff, SIP
: Leadership Team, PES staff, OGC, Budget Office, OERJ staff,
•
: COMMENT
•EXTERNAL
!EXPERTS
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FIRST
!DRAFT
,
,
I
Register Notice comments. P¥licipation in OESE focus gr~!lps ~d
regional meetings.
,_... "_
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Between now and the end-of July, input primarily through -; >-;' - •
participation in OESE focus groups, regional meetings. Some,input
ma.y be obtained during special presentations to reauthorization work
, group and during some site visits.
,
TlMEL[]\,"E
•
SECOND
: DRAFT
•
Between:tOwand the end of July, input primarily through Federal
FIELD'
; Pa."ticipants include: Tracy Bailey, Paul Krapfel, Joe Nathan, lude
, Hollins and others,
Internal and external g-r<.;up inpu! would be obtained on issues papers
between June 10 and June 24. Input on options papers would be
obtair.ed between June 30 and July 24. See attached scbedule.
fssues PaRg]: Preliminary draft to be compieted June 5 and I . draft
by June 12.
Ontions Pa2eTS: Preliminary draft to be completed by JUIle 30 and 1~t
draft by July 24. See attacbed schedule.
Issues Papers: Second draft by June 30.
QPJjoos Papers: Second draft by July 31, See attached schedule
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The Office of Indian Education
Rcauthorizatjon Worksheet
May 28,199&
LEADER:
David BeauIieu
PRINCIPAL WRITER:
Sheila Cooper
William Demmert
EXTERNAL GROUPS:
•
National Indian Education Association
. Na:ionallndia.-, Schools Boards Association
Na:ional Advisory Council on Indian education
Regional and State rndi~ Education Associations
Association of Community Tribal Schools
American Indian Tribal Governments
INTERNAL GROUPS:
,.'
BIAlOESE Terun
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OlE Re·Authorization Committee
OlE Research Committee
E~TERNAL
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EXPERTS:
WiHiam Demmert
R:ck St, Gerrr.aine
John Tippieon;e
Karen Swisher
John Cheek
Jo Anne Sebastian Morris
Robin Butterfield
. Yvonne Novak
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Indian Educa:ion Ad Hoc Re~ AUt.~OTiz3.tion Committee
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TI~1ELlNE:
Meetings
June
:th Meetir:g of Ad Hoc group in Bellingham Washington'
June 21<22 NAC:E Meeting in TW1n Cities
July 21 Meeling of Ad Hoc group in Washington DC
August 8-9 Meeting of Ad Hoc Group in Washington DC
TIMELlNE:
Drat: Options Paper
Pre:iminary Framework June 10th
•
First Draft Options Paper July 25 ili
Final DmftOptions paper August 3"
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REAUTHORIZATION '''ORK PLAN FOR TITLE IV. SA]?!': AND DRUG·FREE
SCHOOLS PROGRAM
Leader:
Willia.'TI Modzeleski
Principal Writer(s): Kayne McCarthy
Lavo:la Grow
• Lany Cohen
*:..1ari Colvin
Esternal Groups:
·An:erican Association ofSchool Acminis:rators
America.'1 Council on Drug Education
American Federat!on ofTeachers
. CASA
Center for Substance Abuse Prevention
Center for Disease Control and,Preveation
Community Anti-Drug Coalition of A.."l1erica
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Comprehensive Technkal Assistance Cente;rs
Council of Chief State School Officers
Council of Great City Schools
Families in Action
Join Together
National Association oCElementary School ,Principals,
~ational Association ofSchool Boards of Educatlon
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National Association of School Psychologists . ;
National Association of Secondary School Prir.cipals
National Education Association
National Institute or. Alcohol Abuse and Alcoholism
National Institute on Drug Abuse
National Nct\Vork ofSDFS Coordinators
National School Boards Association
Office of Juvenile Justice and Delinquency Prevention
Office of National Drug Control Policy
Partoefship for a Drug-Free America
U.S. Department of Health and Human Services
US, Department of ~:ustice
External Experts: Gilbert Botvin
•
Richard Clayton
Del Ellior.
Denise Gottf:edson
William Hansen
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David Hawkins
Lloyd Johnston
Deborah Prothrow Stith
Internal Groups:
Budget Services; P:;anning and Evaluation Services; Office of the General
COl1ndl; Office oftne 1r.speclOr Genera:; Office of the Deputy Secretary; Office of the
Secreta:ry; Strong, Safe, Drug-Free and DiscipEned School Commit:e. ( includes OESE,
OSERS, OERl, OCR, OPE, NCES, OGe, PES, OBEMLA)
Prelimina.""Y Data Sources:
Gun-Free Schools Report
Higher Education data (e.g., Core Survey)
Information gathered as part of daily program administration
:\1onhorirtg the Future report
OESE lRT review and department wide prog:am coordinations reviews
O}"TICP's Pulse Check: National Trends in Drug Abuse
School-Based Drug Prevention Programs: A Longitudinal Study In
Selected Schools Districts
Secretary ofEducation!s Report on the Safe and Drug.Free
Schools Program
State Report on Administration ofSDFSCA State Grant Program
Student's Reports ofSchool Crime: 1989 and 1995
The Violence and Discipline Problems in the U.S. Public Schools:
1996-97 report da:ed March,) 998
'.' '
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Youth rusk Behavior surVey"·
TimeHne:
. O'.l!line;
Draft:
,
June 30, 1998
July 31, 1998
• Proposed pending approval from OGC ,md Budget Office
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Reauthorization S~hedule
, .
A. Issues Papers (all)
End Date
Preliminary issues identified by leader and key writer
Meeting with internal group to further define key issues
lune 10
First draft of issue papers
lune 12
First draft review by internal and external groups (the .
Latter via written correspondence)
lune 24
Leader and key 'Writer review notes from outreach mtgs
June 26
Second draft of issues papers
•
lune 5
JundO
B. Options Papers (all)
Leader and key writer review outreach mtg notes
June 26
",:... "
Leader and key writer develop first draft of options
Paper
June 30
"First draft review by internal a.,d external groups (the
Lutter via w~nen cotres~ondence)
Second draft of options paper
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July 24
July 31
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•EISENHOWER
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LEADE£
WRITER
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An Cole
Liz Eisner
Audrey Smi!.'1
i E)''TERNAL
GROUPS
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Between now and the end ofJuly input win be obtamed primarily
through dOCUlnent reviews a.'1d participation in OESE~sponsored
focus groups and regional meetings. Later innput may also be
obtained through meetings a11d conferences, (ED-sponso;ed
conference of coordinators to be held this sum''ller.)
Participants: State coordinators, State Higher Education Executive
! OfficerslEisenhower Network, I'ational Council for Teachers o~.
, Mathematics, NSF and others.
INTERNAL
GROUPS
••
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Input through meetings a..'ld document reVIews. Also input may be
obtained from reauthorization subgroup,
Participants: Professional Development Team, Reauthorization
, subgroup, SIP Eisenhower Team, EDINSF Workgroup, OERl, SIP
i Leadership Team, PES staff, OGC, Budget Office,
~;-"'F"IE"'L""'D:---~.~B"'e::'twC;'ee:=n"'nc,.:ow and the end ofJuly, input primarily drrough Federal
•COMNIEJ-..lT i Regi,ter Notice comments, participation in OESE focu! g(OUPS and
:
: regional meetings. ,Meeting of Eisenhower coordinators also
, scheduled.
I
EXIERJ~AL i Between now' and the end of July. input primarily through
EXPFRTS
participation in OE~E focus groups, regional meetings. Some input
also has been obtained during special presentations to reauthorization
,
,
su bgroup,
I
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;participants include: Michael Aldaco, Vlitfred Easter, presenters to
subgroup and others,
~,"'T"'IME"'' 'L'INE",,,,--J-.Tln=t"em'=ali'an'-=idC:e~xtern::;_::aJi-g-r-ou-p~in-p-:utC:,,""'oC:u-;ld-"--be- obtained on issues papers
i FIRST
,DRAFT
•
: SECOND
•DRAFT
between June] 0 and June 24. Input on options papers would be
obtained between June 30 and July 24. See attached schedule.
Issues Papers: Preliminary draft to be completed June 5 and 1 . draft
by June 12.
Options Papers; Prelirnlnary draft to be completed by June 30 and is!
draft by July 24. See attached scbedule.
; Issues Papers: Second draft by June 30,
I Options Papers; Second draft..bY July 3i, See attached schedule
I
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Reauthorization Schedule
•
A. Issues Papers (all)
End Date
Preliminary issues identified by leader and key ih'riter
June 5
Meeting \vith internal group to further define key issues
June 10
First draft of issue papers
June 12
First draft review by internal and external groups (the.
Laner via "vritten corresponde::lce)
June 24
Leader and key "'Titer review notes from outreach mtgs
It!ne 26
Second draft ofissues papers
June 30
I.
B. Options Papers (all)
I
Leaae:r and key writer review outreach tr.tg notes .
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hper
June 26
.,.,
June 30
First draft review by intemal and external groups (the
Latter via vl!'itten carrespOnd0}1ce)
Second draft of options paper
•
July 24
July 31
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COMPREHEl\SIVE CENTERS
LEADER
An Cole
,
Susan Sanchez
Edith Harvey
WRlTER
EXTEIU-lAL
GROUPS
,
,
I Between now and the end of July input \vill be obtained p:imarily
:hrough document reviews and participation in OESE~sponsored
, focus groups and regional meetings. Later input may be obtained
through. center meetings and conferences.
.
Pa..-ticipants: comprehensive center directors, selected customers:
INTERl\AL
GROUPS
•
FIELD
COlvlMENT
Input through meetings and document reviews.
Participants: regional team members (the 15',), OESE program
directors, OBEMLA managers, PES staff, OGC. Budget Office,
Co·oroieCl coordinators SIP Lcadershin Te.am
Between now and the end of July. input primarHy through Federal
Register Notice comments, participation in OESE focus groups'and
.regional meeti!:l.£s.
EXfERl\AL Between now and the end ofJuly, input primarily through
, , . " '" ."'..
participation in OESE focus groups, regional meetings, Also some
EXPERTS
input may be obtained during special preSentations to reauthorization.
! ':. ,~:',':; ..,." ,,-~
work group,
,
',',
0,' .,,. . . . .
'
Participants include: Beverly Farr, Belinda Briscoe. Peul Martinez
•TIMELINE
FIRST
DRAFT
SECOND
DRAFT
•
,',e n.hee'
.
,
,
: Intenlll and external group mput would be o c,:amed on Issues papers
...
~ between June 10 and June 24. Input on options papers wouJd be
-.
• obtained between lune 30 and Jul 24. See attached schedule.
, Iss.!.~~;"J:~: Preliminary draft to be completed June 5 and I draft
•
.,'
J,.'
oy lU:le 12.
.
Options Papers: Preliminary draft to be completed by June 30 and 1~1
d",ft bv July 24. See attached schedule.
Issues PaRers: Second draft by June 30.
Options Papers: Second draft by Jury 31, Si!e attached schedule
�,
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•
,Reauthorization S,hedule
A. Issues Papers (all)
End Dale
Preliminary lssues identified by leader and key \\-Titer
Meeting with internal group to further define key issues
June 10
First draft of issue papers
June 12
First c:aft review by internal and eX1emal groups (the
Latter via \\TItten correspondence)
June 24
Leader and key writer review notes from outreach mtgs
June 26
Second draft of issues papers
•
June 5
June 30
R Options Papers (all)
,
, ..
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Leader and key writer review·outreach'mtg notes
,
, ." ' ••'•••' • '" ••,J
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Leader, and key writer de'ielop firsf dhift of options
"
Paper
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First draft review by internal and external groups,(the
Latter via \\ntten correspondence)
.....
Second d~ft of options paper
•
June 26
June 30
July 24
July 31
,,
�•
LEADER
"VRITER
,
,
i
Art Coie
.
: DaVid Cleary
: Steve Brockhouse
: EXTERNAL Between now and tile end of July input will be obtained primarily
, through document revie\\'S and partic:pation in OESE~sponsored
i GROUPS
; focus groups and regional meetings, Later input may be obtained
through regional and national F.Jcetings a.."ld conferences sponsored by
outside organizatioas.
, Participants; Mag:1ct Schools of America, Nat'l Corruninee for
, Schoo: Desegregation, Cour.cH for the Great City Schools, Dept of
! Justice, Citizens Commission for Civil Rights, Equity Assistance
Centers and others.
]}"'YERNAL
GROUPS
•
Inpct through meetings and dO,c~.ent reviews.
. Participants: Equjty.~d Choic~'Discretionary Grant Team, OCR
, staff, OGC, SIP LeadershipTeam, PES s~, Budget Office,
i SIP Leadership Team... ,,; :~.. .
.
.
•EXTERNAL i Between now and the' end of July, input prioarily through
: participation in OESE focus groups, regional meetings. Also some
i EXPERTS
.; input may be obtained during special prese;:t~tions to reauthorization
.....,
,
work g.,"'Oup.
,
Wrigh~,
•
Participants include: Charles Cassidy, Charles Willie, Julie
Halbert, Jeff Simrr.ering, Tom Johr.son, W",.fJ' Ellen Eli. and ollie".
i-'i'n"'ME;:-:;;"L'."'IN"lE'r-t"'In:ct::em=.rlan=rdexternal g::-oup input would be obi~ncd 'on iss'~es papers
between June 10 and June 24. Input on options pa;'lers would be
:
obtained between June 30 and July 24. See attached schedule.
, Issues Paoers: Prelimina.J' draft to be ccmpleted June 5 and 1 draft
FIRST
, by June 12.
'DRAFT
! Options Papers: Preliminary dra.ft to be completed by June 30 and 1st
; draft by July 24. See attached schedule.
Issues Papers: Second draft by June 30.
SECOND
Ortions Papers: Second draft by July 31. See attached schedule
DRAFT
I
_ - - - L_ _ _ __
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Reauthorization
S~heduJe
A. Issues Papers (all)
End Date'
PrelimlIl:ar:Y issue~ identified by leader'and key Writer
Meeting with internal group to further define key issu,es
June 10
First draft ofissue pa;>ers
June 12
First draft z-eview by internai and external groups (the
Latter via v.ritten correspondence)
June 24
Leader and, key writer review notes from outreach mtgs
June 26
Second dr,ft ofissues papers
•
June 5
June30
B. Options Papers (aU)
,;;;:.J;; ,
,
Leader and -key ¥tnter review outrc;a~h:m~gj1~!e~~.~::"~· >~,;,.~~:;J~e 26
"'-'
. .
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Leader and h~y writer
deveI9P
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first slrl!-fp?f 9P~ions'~
.
'Paper
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First draft re\'lew by internal. and exte:-r.al
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g~oups
'
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(the
July 24
Second draft of options paper
•
Latter via written correspondence)
July 31
�•
DRAFT
Attachment A
PROPOSED CALENOAR FOR THE REAUTHORIZATION OF ESEA
LATEW/NTER
AcnON
LEAD OFFICE,
QESElG2K M'ngt. Team
OllSE RETREAT
First meeting ofESEA Work GI'{)UP 10 begin
OESE
to draft vision statement and key questions for
Federal Register annOuncement
Ana!ysis of demographic and uelle summaries
Work GlfJUplPES
EARLY SPRiNG
Draft of Vision; StatementlFederai Register
Announcement Circulated for Comment
first Meeting of Core Group· to ap;:»,ovc draft
vision statement/Federal Register
announcement
•
OESEIODS
OESE
Federal Regisler SUl1emcnr announced;
Launch of Reauthorization Website
Meeting with experts
OESEIODS
Analysis of demographic and trend
summa:~es
Data and Evaltlation Subgroup ... " .
H
, "• •
~~ •
-,
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ESEA\V~t~Zcir6Gp/CoikOr~~~> ~ .
,.
,,".'
,
Major Concept Papers commissioned :-. \ ' ,
'
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.
,
LATESPRlNG
".
Summary of public comment
OESE
Major Concept Papers commissioned
£SEA Work Group/Core Group
Regional
Meeting~ocus
Groups .
SUMMER thru If/INTER
Regional MeeriogsIFocus GtOUps
OliA
Decision Mernorenda to Secretary
Core GtClUplESEA Work Group'
Bill language drafted
OGClODS
Transmittal to Congress
OOClOLCAiODS
Februa;'')' 9. 1998
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WORKGROt;P
.
February 9,199&
work group
~,.,
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CORE GROUP· proposed
De;JUty Secretary
OESEAS
OESEDAS
OERl AS
PES Director
OGC
Goals 2000
SDFS
SIP
Budget
OSERS AS
OBEMLADir
OVAEAS
OLeAMS
( Coosultants:
':.
' Oe-r
"'ll;"
Mike Smnh
Gerry Tirozzi
Judith Johnson
Ricky Takai
Alan Ginsburg
Phil Rosenfelt
Tom Fagan
Bill Modzeleski
Art Cole
Tom Corwin
Judy Heumann
Delia Pompa
Tris!! McNeil
. Scott Fle~ing
Bayla White
).., -.,J...-
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february 2.1998
�"
.1
Goals 2000 State!Local Reform
LEAOER
PRINCIPAL
RITER
Pal Gore
'J(""f>-It<
I
EXTERNAL
GI!OU~---- - - - - - - - - - - - - - - - - - - 1
CCSSO, Council of Great C,:y Schools, NaIL Center en Ed and the
Economy, NGA, NASBE, ECS, NOP
:'
"'iNTERNAL GP.S - .. --i-.c~""-.".=-"._-~~-==~
' PES, OOC, Budge! Services, OERJ, OCR, OSERS, OBEMLA, OESE
'-~~~c~~~~~~~--l
r
,
1
1
.,i,
I
-, FIELD CqMMENTS
Large Scale'Assessmen(Conference" Surnmer Institute for
Comprehensive Reform, four regional meetings, Goals 2000 State
..
coorctinators.~ Chiefs Summer Institute, infonnation in Report to
" .', ':.j"! .. ,{:,: (,
' ':J"
, Congress '
.~, :: 'I'
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.
~. '"'"EXTER.I>\AL I!:XPERTS
~,rr,v.""arr---e"'n"S{mmons. Susan Furhman, Andy Po~er, Marc Tucker, Kenji
Hakuta, Flo McKenzie, Gene Garcia, Rick Mills, Stephanie Robinson,
M3.t Gondal. Torn Payzant, Dick Elmore, Ray Conines, Gordan
AmDach, Tony Alvarado, Shirley YialS91m
T'MEL··'N~'E.--------r-------------~·---------------~-------------,.
I
FIRST DRAFT
.'
'.
I)"ne,30 (WIOUT OPTIONS)
! SECOND DRAitT
luly 30
•
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'fi>t.wo'l"""l'.::r ~",...J,.; '''t" -..<-ib ~,..J-'-<h-~"
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Technology Literacy Challenge Fund
•
; Tom Fagan
PRINCIPAL
; Contributors: Jim Buiter(BS), La\lJ1l Johns(OUS), Chervl Gamette(OERl)
.
Chuck LlweU
;
;
,
.
EXT£R:~At
!
,
CROUPS
CCSSO, Milken Foudation, CGCS. CEO Forum, ISTE, SLC, State
. Technology Coordinators
/y.m,.J CJ
,
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!
L"HERNALGPS
;'~1 ""'~u - },..twwf, ,- fo'Y<L-J,:...:wJ
'
" PES, BS, OGC, OER), OSERS, OESE, OUS (Linda Roberts)
(
;
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FJELD COMMENTS
,
,
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EXPERTS
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EXTERNAL
;
;
. ~Cand MHken meetings (June); four regional meetings, stnte
". . roinators, first each award anaiysis
;
,
,
;
;
</
,
•
,
~
.~
•,
.
." i"PES expert panel members, selected state coordinators Andrew Trotter, Cheryl
Lemke
.
., .,
~
T1MELlNE
-.
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FIRST DRAFT
I
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June 30 (w/otlt op!io:ls) issues
,
i SECOND DRAFT
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July 30
I
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Goals 2000: Parental Assis:ance Progra:n
•
I LEADER
!
Tom Fagan
,
:}'RINCIJ'AL WRITER
!
I Pat Gorel Daisy Greenfield
! EXTERNAL GliQues
.....,I---.-.----------,--------i
..
I HIPPY, PAT, PTA, NCPlE
L_.~~+'--,--
: INTERNAL GHOIJPS
___
~Ii<'P"E"'S"",Or;:GrcC",'B"u::;d:::ge~t"Se::::,,"'·jC'ceC-,"O"'ERI"',"'O"'SE"'R'"S""."'O"'E"'S'FE,-----i
Partnership for Family Involvemeat in Education (Temy
I Peterson)
..
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I FIELD 'COMMENTS
]
' ..
: P;j.C Project Directors, State Title I oms, Coors of OSERS
: Parent Info Centers
I .
L.>Wn;;-;rii'T----t--'.~---.----------.---.....,
i FI~ DRAFT
,.)
I
June 30 (Issues Paper)
•
S£CONO·Dli.:V"(--·- -,~------------
•
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-/?t ,... ..m, o~ p~ t,.,vJI.y~ ~:i--
¥
�·'
. Impact Aid Reau!horizati~n,
Leader:
Cathy Schagh
Principal Writer:
Marilyn Hall
External Groups:
National Association ofFederally Impacted Schools (N.4FIS) a."d
subgroups ofN.4FIS •. Section 8002 Group, National Indian Impacted Schools
Association (l\'IISA), BAR>', etc.
Formal and informal discussions at'upcoming meetings with these groups:
, NIISA regional conference June 16.171 infonnal meeting with Section
8002 represe:ltatives June 10. ongoing regular rI?~etings wit~ NAFIS
Executive Director John Forkenbrock, N/\FIS rcg:onal conferences later
this summer, NAFIS national conference in early October. These
discussions wi!1 be used to solicit recommendations and float new ideas
that may be incorporated in the Administration's blpact Aid proposaL .
internal Groups:
We are.conducting a series of meetings w!th iIlte:-ested staff to brainstorm
and discuss options - May 13 - June 9. These meetings will be followed by additional
meetings with representatives from OGC. Budget Servic~. and possibly OLeA. to further'
refine options.
Field Comments:
No current pla.'ls to solicit further comments. Depending on the direction
that the proposal lakes as discussions progress, it may be useful to share selected options
with the field. However, the Administration's proposal~ f~'r Imp'act Aid tYPically draw a
negative response from NAFIS,
.~ ." ~ 1~:~-" ", "
.: .
Extemal Experts:
Dr. Rlchard Sa~mon, Virginia Polyteci:mic Institute, is provirlir.:g ongoing
technical assistance with school finance issues.
Timeline:
Outreach -- June 1 onwa..--d
Internal meetings -~ May' 13 ~ June 30
First Draft Options Paper -- June 30
Second Draft Option, Paper .. July 15
'Legis.Jative Speci,ficatioru:; -- August 7
�.. .
AGENDA
Meeting on Organizing the ESEA Reauthorization Process
November 21, 1997
Questions for the Meeting
1 ·What is our overall strategy for the reauthorization of ESE A and related statutes (e,g., the
McKinney Act)?
'"
2. What is our strategy for reauthorization of Goals 2000 {which expires one year earlier than
ESEA),
-:-. )/f'...J ,./.
rUIII""""~;' &Vo ~~k CII~h;!/
3. When do we wa:)t to submit a bill to Congress?
'IYJA..A...
'99?
.
'r.. .
4. In order to meet that deadline, what intermediate deadlines should we meet ~ e.s-.
presentation ofan outline or options memo to the SecretaI)'. development of specifications,
submission of a bill for 01>.18 clearance? (See, for' example, schedule developed in November
1991 for the last reauthorization·~ Attachment A)
- ¥.It_
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5. How shoukl we organize ourselves to produce a reauthorization bdt?
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What are OESE's current plans for reauthorization? (See page from OESE Strategic:
"
.',' "" ".",.'
Goals (Attachment B))
-::r:...~ /l1i'~f!. ~' ...-h:J ~ ~,'IA"...ll"1'" t»i;;':IJ'(il'~;~;';,f~
6. What public outreac~ activites shoul,d we undertake?
.
~14• .,;"'c ';:.i-" ,
,,,,,,-C, ..._ ..
-10
II'
-- Should we issue a Federal Register notice requesting comments on the major issues?
(See 1992 notice .. Attachment C)
. .
- Shcluld we hold regional hearings to take public comment? rf so, when?
-- Other outreach activities, such as requesting suggestions from Congress?
�, '
•
Attachment A
Please note -all llw/follows is drnfi and subject 10 change.
THE: ROLE AND FUNCTION OF ESEA REAUTHORIZATION GROUPS
We envision two major grocps who will be responsible for conducting our work The first is a
Work Group fanned from OESE staff. and other relevant program offices, including OERJ and
, OBEMLA, as well as support offices such as PES, OGe, Budget, and OIG's office, The second
group will be drawn from principals of those offices a5:v.'ell as tile Deputy Secreta..'"Y, and will be
referred to BS the Core Group. The Secretary's seven priority tearns, referred to as Initiative
The
Groups, ¥r-ill be cailed upon to assist in helping us to think across program 'boll."ldaries.
\Vork Group win also charter a nu..rnber of Special Issue Subgroups that can help us think
through some specific cross cutting issues such as technology, technical assistance and
professional development
,
For organizational purposes~ we have outlined the work in tenns of three roughly chronological
phases, We envision that these phases will be overlapping rather than discrete and bounded.
Pl:J.gse One,' Erevaring [or Public. Qulreach lInd En'la~ement
•
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NOTE: We !Jove a major strategy decisilJn to malie with regard tv !Jow much public visibility
we want for the reauthorization effort.. We have t!Je option ofproceeding quietly and
underplaying tlte process ofgathering puhlic input as we prcpafi'ourlegislative proposais"or ' -';", '1' ,;
•
making a decision to call national attention to our process. The choice we make concerning' '. .. ,
II,ese two opilo;ns will clearly inj1Ul!hCe /'fm.' we seek to irlvolve the t:;ongress. ~hou!tf, K)el~q~{; '{ ~:"
explicit efforts to solicit tire views of all or some members 'Of Congress througlwuJ the process,':: ~ ',' '" .~:,~ .
or consult with them only sporadically?
", "', '""I' "~,
",,>_
The \Vork Group'wHl draft a Federal Register notice suggesting a number of key questions 111at
many of us are grappling v.,th -.-the relationship of flexibility and accountability, the need to
reduce the number of programs while being responsive to the need to preserve the interests of
special and vulnerable student populations, the need to bring coherence to a host ofsomewhat
fragm~.oled professional development programs etc, The group win also tackle the issue
questions outlined in a separal~ anachment (Anaciunent D)to this memo.
The Wurk Group will also organize a number of Regional Meetings (to be announced in the
Federal Register) as well as an ESEA' Reauthorization Webpage (containing key documents)
connected to the Department' s Home Page with an ability to re(:eive electronic mail.
•
2
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In regards to ir.teres~ groups, a subgroup will identify all major education conferenqes and forums
that potentially offer us all opport'Jni:y to. discuss reauthorization related IssueS, The \Vork
Group will prepare a plan as to hen..\, they seek to use these forums and how they will convey
summaries of discussions held back 10 the Core Group,
Upon the advice of OCLA, periodic meetings will be set up with key members and staff of the
relevant committees 10 discuss our reauthorization plans as well as tbe fu:ure of the Goals 2000
program.
fhQS£ TWIt: Data Assessment and identificatjon OrQp/jQI1:r
Work Group Subgroups will slill)1Tlarize the comments from the 60 day Fe.deral Register
notice, prepare option papers and Summari7.e studies in a format useful to the Core Group and
Seruor Officers. Summaries of.the Regional meetings and other input will also be swnmarized on
a regular basis,
Together with the data from the first round of public engaget;nent and a .synopsis of evaluation
results for each of the major programs and demographic and trend data,. the Core Group v.~ll
circulate a list oflegislative options. In consultation with the Core Group a number of those
Jegislative options win be written up as full reports that win include literature reviews.
•••
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Goals 2000 options are outlined in ~ separate attachment
".
. .Phase Vtrce,' Deve[oTJment a/Options gnd Legislative, Slw:ifiwions
::'-\,,,,,,.1. '..J~.
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-::. .'-.- ~ :- "B"ased on a review of the Work Group's products, the Core Gro-up can accept; reject or ask
,
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that other options be developed. \Vhen a consensus is reached among the Core Group
concerning the identification of specific legislative issues 1 formal option memos 'NiH be
developed·by the Work Group for the Core Group.
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Based on <liscussions with the Deputy and the Secretary, OGe will be asked to draft legisiative
specifications and bill language. These dO<:Uments will be cirCulated throughout the Department,
arid the DP,e:/ ~,th a seCn_{Jn-:by·section analysis,
During this period, depending on the choices available to us, -we win attempt to engage CongreSs
in our legislatIve proposals as wen as some of the key groups. The precise details as to how we
engage them and what level of understa.lding and support we want to seek from tbem,
be
determined through discussion ",th OLCA and others.
witl
Accordingly, we will draft the FY 2000 OMB Submission reflecting the Department's proposals
and be ready to transmit the legislation to Congress in January 1999.
•
3
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RESPO::-lSES TO Q;)ESTIONS RL;ISED FROM 11m MEETING
J, What is our overall Sfrategy for the reauthorization ofESEA and ro/mad stalUuis (e,g., .
the McKinney Act)?
We \\111 begin a year long set of internal and external activities in Jam;ary' 1998, (based
on the Ia.'{t reauthorization) culminating in the production of a bill to Congress in January
or March 1999. We win need as part of that process to identify small~r related statutes
that either need to be reauthorized at the same time as ESEA or where it makes sense to
ask for rdated 3.l'liendrnents. In addition we need to identify those statutes within ESEA
that are not fotv.'a:d funded and may otherwise expire if the reauthorization takes two
years to complete. Additionally we ne.ed to identify'what other legislation the' .
-.
administration wants the Congress to consider dur:ng the course of the next year to see to
what extent there are themes and issues that may relate to our legislative proposals. With
the cooperation ofOCLA, aGe and OUS staff we hope to complete this work by the end
of February,
'
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2, What is our strategy for reauthorization o/Goals 2000 (which expires a year earlier
thanESEA)?
•
We plan to request a one year extension for Goals 2000 and reauthorize the program at
the same time as £SEA. However, we need to think carefully about our Congressional
,strategy as we do so since the Congress may not want to grant that one year extension or
" 1,)"
, in the alternative seek to terminate the program. despite our seeking funding for it in this
, ':d:1;;,;.',:, " 'yeru:",,\fY?,9) budget. We plan to work "ith-Tom Corwin and OCLA to address these
"., ". issues and p'resent our recommendations to you at the end of this month.
"
3. When do we want to submit a bill to Congress?
We have an option t~' sl.i:"·mit a bill in March 1999 or January 1999. There are some clear
advantages and disadvaf!tages to taking either course ofaction. By waiting until March
we can extend the time we afford for public comment and digesting expert opinion.
Critical policy deci5iq~ can also be. 4clayed until after we know the results o(the.
.
November midterm eleclio'iis and th;:; leadership of the new Congress, Howev"er, sending
up a budget in February VrithQut a 'bill sends confusing signals. We think it is preferable
to have the bHl ready for introduction in January so it can be given a low number and be
awarded appropriate priority consideration.
4. In order to meet/hat deadline, whal intermediale deadlines should we meel--e.g.,
presenla!ion ofan oUlli,,!-e or options memo. to the Secretary, delleJopmenJ of '
specifications, submission 0/ a bill/or OMB clearance?
•
, If""
These intermediate deadlines are set out on the Proposed
Reauthorizat~on
Calendar.
.
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5, How should i;Ve" organi:e ourselves /0 produce a reauthorization bill? H'7lal are
. 'OESE':t'current plans for reauthorizalion?
A bask organizational matrix is set 'out on the anached chart (see' Auachment B). Similar
to the last Feauthorization we see the need for two main groups-~a WORK GROUP~~
composed of OESE program offices and other key poes wh,ich administer, evaluate or
support OESE programs, such as OERl, PES, OUS, OGC in addition to :he OIG's office,
.
'
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This W9RK GROUp·wiU identify several subgroups that will represent the major
pr~gram units within ESEA--Title 1, Even Start,' Professional Development, etc.
A CORE GROVP with principals of the key program a.'1d ~upport units represented on
~hc WOJU( GROUP will meet to discuss option r:1cm9s and make recommendations to
the Secretary.
The se~en priorit),' or initiative teams will serve as resource groups to the WORK
GROUP: Their main task will be to help provoke discussion concerning cross-cutting
issues. ",
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Other external groups will be brought in from time to time to brief either the WORK
GROUP or the CORE GROUP. These external groups could be representatives of
advocacy-based organizations,. academic researchers. practitioners, etc,
Our cwrent plans (as reflected in OESE'i Strategic Plan) are consistent with the proposed
timetable, and activities::For'ex'ampie, we have already identified the members ofthe
above_g~Q~~~ a:n'&wilCb'e\assembling a'detailed OESE calendar that wil} reflect the way
'we: win be using OESE meetings, IRT forums and conferences to gain additional input
and analysis.
We plan to complete the detailed calcn,dar by Febnwy,
,6, What public-outreach activities should we undertake?
~~Shou[d we
issue a Federal Register l!,!!ice .requesting CDmmenlS on the'major issues?
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Yes. ,We believe a Federal Register announcement modeled on the one produced in
february of 1992 represents a go'od way to-begin our public engagement.
~-Shou[d we hpld regionql meetings to rake public comment?
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If so,
when?
'iNe plan a full schedule of regional meetings to gain public comment. We plan also to
h'old s6me other "smaller fOcuS group meetings in which key groups can explore some
. >critical questio:1S in more depth than is usually afforded in more open public meeting~,
We will ~se the services ofOlIA and the SRR's to plan these activities.
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--Other outreach activifies, such as requesting suggestiol".s from Congress?
We plan to develop an ESEA Reauthorization WEB PAGE, linked to the DC;:Jartment's
home page. On the page will be included key reauthorization doc.uments, induding, the
Federal Register Notice, the legislation, key studies, notice of public hea."'ings, etc. We
will also offer a capacity for the public to send us cr.1ailed contrnents,
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Over the next weeks OESE staff v.'ill continue to identifY and develop implementation strategies
jn~ended
to guide
'the- work"of preparing fora succ-eFsfurfeauthonzaiio.re'ffOrt- _~="U~~:",~
7
••,::;:,;
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. In a document titlcd~~OESE Strategic Goals for FY 98 -there i~ a specific goal that focuses or:
reauthorization t Goal 2. It reads--!mplernent a process and develop work teams to pre~are for the
reauthorization ESEA and Goals 2000. (Attach:nentA.)
In addition to the Assistant Secretary's office wide goals each program office developed a set of
compatible program specific goals to support the overall strategy. ( Artachrnen: B ) The
strategies were developed to gather infonnation O:l the nature t!nd character of current initiatives
developed at the stale: and local level in response to the 1994 act. Program'office staff will focus
on analyz.in!~ repans; evaluating studies, and preparing issue papers for consideration by the
planning group ..
Ess~ntiany.
we plan to start by asking a series of quesdo:1s:
1) What evidence do we have that the inteni~ spirit, and content of iASA have been translated
into a set of organizing principles that frame ~d guide instructional progi-ams in ways that lead
to the improvement of achievement for those students who; traditionally. have been served least
well?
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2) Based on the evidence we collect, what do we want to propose in the new legislation?
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At this point we see the work needed to ~nsW:sr, Jn~~~lql:l.~~tjopsf~~i.i,!g in~o four categories,
,r. '
1. Establish \VQrk Groups
There will probably be several work groups, and their efforts will neeri....to be coordinated.
We know the Department ""'ill convene a cross~POC core group. We anticipate convening
several groups i:gcluding expert practitioners, cross-program staff, policy an.alysts and
researchers, and representatives from the Comprehensive Technical Assistance Centers, (This is
•
not a final list.)
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" Activities \\!ill probably include examining efforts to implement the new strategies
contained in the current legislation: reviewing what has been learned about consolidated
planning, and developing a conceptua: fra.71ework to g).;ide our work.
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2. Undertake Data Collection and Analysis
There are two es~ential databases for program cvahm.:io:l studies, the work uildertakcn by
PES and the independent work conducted by a number of external sources. Some preliminary
'data is already available) which can be used to improve the technical ass~star.ce \ve make
available to st1l!es (ntid~course corrections), as well as guide the tasks undertaken by the '.vork
grot;ps .
. 3. Outreach
\Ve need:o develop a pla.'1 to inv:te comment from a diverse array of citizens, business
leaders. politicnlleaders) and civil rights groups. We are gCi;lg to need to go to Congress
prepared 10 understand. debate, and trn:1slate the Concerns a~d ",>visl:es of the communities we
serve. We need to dernonsuate that we have done our hon:ework. We \\,cill need r.. great deal of
guidance for this activity and invite suggestions from everyone.
We know that we need to reach out and hear from a variety of people. We envision
begi;'Ining with at least the following groups:
Teacher unions, national professiollal asSOCiations like AASA, School· Boards
and PTAs, civil rights groups like the National I.,.eadership . C,onference for Civil Rights l
etrillic advocacy groups) student advocacy groups, and'non:-public 5<.;h091 advocacy
groups. In addition, we have heard and v11J] cOGtimle to he~ from
Independent Panel
and Title I Advocacy Groups, We feel compelled to brir.g,alLthc.p!ay~rs, including
potential opponents~ to the table in order to min;rr:lze"t~e cha0~s fQr ~ri~ of','exclusion
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4. Options and Issue Papers
will
The work groups
be asked to prepare andlor contract for issue papers that foc;us on
the findings from both outreach activities and evaluation studies.. The papers s1)oulo serve as..,
background for poEcy analysis and the decisions we make about the ilature and content of
legis!ative speciticatio:1.S.
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DR....A1l111J97, 12:41 PM
Ar..tachment A
OESE STRAniX.OALS
c:go,zoc
GOAj,-;;T;;;\\;;-:'O;:-T~~ImpJenu.mt a
process and
dC\'elop work
teams to prepare
fur t1u~
,
reauthorization of
ESEA and Goals
2000,
,
STRATI,GIES.
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"
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UENCHMAHKS & TmmCiNES]
Develop Ii sttlHcgy for assembling work t.r.ams that involve siaff within
OESE and ED in the planning slages (e.g. OESE work group,
Department-wide teams, oulrench to external groups).
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Action pbms will becomplc\ed by Novembt:r 30,1997.
I
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By 12197 identify working groups aod convene OESE
[
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De\'~lop n philurophkal grotitldinglconccptual framework for
reauthorization 10 guide the work of the tealn'L
• Ily 1198 scht';titlie tile convel)ing of all wurking grQups \
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C:reale a workplun that includes. specific timelines.
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Schedule regular meeting with ODS, OS, OLeA ami the While House
regarding our stralegy, processes and policies lor f('l1ulhori:mtion.
•
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Determine spedOe evaluation needs:
--Evahlate the impact of cunenl iniciatlvesiprogmms.
--Use lRTs, forums. focus groups,' conferences and other data
collection methods to gather additional information un Ihe
imp!e.me,ntation efforts,
--Identify C:X3Inl)\es of succesl>e.~ and best pr,H';llccs thi~ year,
--fJetcmtine'data collection strategy in collaboration with PES.
--Connect data collection/evalulltion 10 GPRA performance
indicalors.
--Review the history Ihnt lead to the 199>1 reauthorization to identify
unresolved issues that need to be considcutd in this planning phase.
-.Desi}!;fl and conduct forums comprised of practitioner sand
researchers to identify both issue·s and prQmising practices. "
--Collaborate with PES in designing studies that coliect essential
information and idenlify promising j)r<'l:cliccs. _
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External groups comprised of practitioners and
researchers will convene to discuss issues and
promiSing practices in {hn cnntext of realllhorization
and begin discussions by 1/16198.
Start developing nnd implementing :m oulreach Slrategy to external
groups nod org:t.ni7.ations -- start aClivijics io \998.
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Commission papers am' review literature in artier to
con$tmcl a conceptual fnllnework for the commiuees
(on-guing).
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• Collect. analyze, :tnd convey the wiiik
review panel to the action comm]!!ee. .
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ofl1oe independent
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• Conduct dep:lJlmental focus. glOllpS to oUlain
perspectives, identify issues beginning 611198 (on
going).
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SI,lIus of cIJrrent evaluatioll stndit",s will be reviewed
quarterly' beginning 9f28/97 llnd new studies
commissioned as needs emerge.
• The lesuits of the antllyses and discussions will be used
10 detennlne gaps. next steps and Ihe second phase of
the action plan by 5198.
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Jnlcnm repOIts 10 cOmmillec. In!.".mbers will be issurd
oj-monthly.
• . Issues paper related to reanlhori~alion wil! be pfl~pared
by Summer 1998.
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Attachmenl B
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PROGRAM SPECIFIC GOALS
THAT SUPPORT
(lESE'S SECOND STRATEGIC GOAL
L-..._ _ _ _ _ _ _-".:.:==....._ _
I
Goals 2000
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D;:velcp policy on reauthorization of Goa!s 2000 with a vie",,:toward reauthorization of
ESEA.
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Selected
SLm~egi~s:
,1. Collect and review wha! is now known about the progress of comprehensive reform with
special attenlion to e~forts su~ported by .Goals 2000.
:2.
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Establish an ED wide working group to review the .nfonnarion. add to it, and recommend
legislative and policy changes for Goals 2000 (and for Other programs) that are needed.
'3.. Establlsh an outside group of experts to provide additional informat:on to the working group's
recommendations a.,d serve (0 connect the Department to the research community, States and
majo~ entities engaged in st;mdards based reform.
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Compensatory Education Program
Goal~ Coordinate with other ED offices to ensure that infonnation is collected on impiementtltioa
"-. "·d key Title 1 provisions and the McKinney Homeless Program
Selected Strategies:
I. PH){de States w:~h
2.
on~si~e
technical experts (peers).
Develop papers On performance s~and3Ids and disaggregation o(te.<;! data.
3< DisseminiHe standards, assessment and accountability ,l;uidance,
4, Devel<!p comprehensive report of State standards, assessmen~ and accountability
measurements,
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�A1Ulchmenl B
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,LI______________________~~~il~·g~r~an~I~Ed~u~ca~li~o~n____________________~
Qrull: Determ!:ne whether migrant children are meeting State standards.
Selected Strategies:
1. Put in
p~<tce
data elements to trock IT'.igra.':It student inclusion in Slate standards and
thei~
performance 00 State assessments.
2,' Work with other Departmental prognun5 to enable existing studies to obtain data about mobile
children and the effectiveness of services 10 thent
3. Develop agenc.l of studies needed on migrant children.,
Goal: OME customers take advantage of technology to improve teaching and learning and to
enhance education continuity for migmnt students.
Selecleq Stmtegles;
1. Co·INs! annual winter dat.a conference 'hI NCES focused on issues relatec 10 records transfer
& uses of technology,
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2, In collaboration with NeES, have 8 sites (States or groups of Stares) connected to an
electronic student locator to permit ~hool personnel to identify and contact the last schoo]
uHcnded by a newly enrolling rr.igrant !>tudenL
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3. , ,...1o;.ilOf OME technology grantees perfonnance and ulilization of available technical
assisumce reSources. _
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Qmtl: Develop and disseminate high quality p:ooucts 10 customers and maintain timely exchange
of infonn,,~ion wilh customers.
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Selected Slntiecies;
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1, Wort with OP~ and OL to enac\ the President's legislative proposal for reallthorization of
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HGP and CAMP. " I ,
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2. Devclop closer work:ng relationships with TR10 prograrns in OPE, including dissemina:ion of
information about how migrant children can access TRIO projecls and services"
3. Emphasize activities that enhance the transi:ion to postsecondary education at meetings of
State Directors & other migrant educators,
Goal:
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Promote coordination among education and programs and $Crvices ro meet the unique
needs of migrant students .
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Attachment B
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Goal:
Promote coordination among agencies providing services to mi£T'.llli children and fn.miiies
to maximize resources available to help migr.mt chlldre:: succeed in $chooL
Q9.ru: Support activities and services to migrant secondary schoo! youth to prep;tre tbem for
transition and success in postSecondary education,
Sare and Drug-Free Schools
00<1\:
Improve the ovei'all quality of drug and violence prevention programs, serving students in
elementary. middle, secondary schools, as ,well as colleges,
Selec!ed Strategies;
. I. Implemenl "', of principles of effectiveness.
2. In preparation for ren.uthorization. begin process of assessing changes needed in SDFS Act.
3, Develop discretionary grant program related to replicating "exemplary drug and violence
programs,"
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Goal:
Respond in a timely m:Jr.ner 10 emerging priorities of the Administration related 10 erell,ing
sufe, disciplined, 'and drug·f;ee schools.
2. Participate in intra-agency and inte;-agency task forces, I'l".!eetings, con:missions, etc. designed
to :Iddres$ behavior or health needs of children, safe schoois, drug prevention, or crime and
violence prevention,
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ESEA Reauthorization Forum
Jun. 3, 1998
1(1-
Facilitators: Jack Jennings; Center on Education Policy
Chris Cross, Council for Basic Education
Forum Par1icipants
Gordon M. Ambach, CCSSO
Suite 700 One Massachusetts Avenue, N.W.
Washington, DC 20001
FAX: 20240&-8076
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Diane August
August and Associates
4500 Wetherill Road
Bethesda, MD 20816 .
FAX: 301-229·5087· .
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Michael Casserly
CouncilofGreatpty:Schools
1301 Pennsylvaniat',venue,N.W., Suite 702
Washington, D.C. 26004""""<"?<f''''' .
FAX: 202-393-2400
Denis Doyle
110 Summerfield Road
Chevy Chase, Maryland 20815
FAX: 301-907-4959
Ernest Fleishman
Scholastic, Inc.
555 Broadway.
New York, New York 10012
FAX: 212-343-6807
Gene Garcia, Dean
School of Education
1501 TO.I-nan Hall #1670
University of California At Berkeley
Berkeley. California 94720-1670
FAX: 510·643-8904
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Milton Goldberg, Executive Vice President
The National Alliance of Business
1201 New York Avenue. N.W., Suite 700
Washington, D.C. 20005
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FAX: 202·289·1303
Kenji Hakula
School of Education
Stanford University
Stanford, CA 94305
fAX: 415·723·7578
Gene 1. r..'1aeroff
Teachers College, Columbia University
525 W. 120 Street, Box 127
Columbia. New York 10027
FAX:212·678·8240
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Shirley Malcolm, AAAS
1200 New York Avenue, NW
Washington, D.C. 20036
FAX: 202·371·9849
Hans Meeder
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H onzons onsu.tm~. e~\1~e~rr4 .. ~"~n\J.'. ,'>:, ~",
6713 GrovelcighDrive , . "F......f .....
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Columbia, Maryland 21046· .'.'
FAX: 301-596-0206
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Robert (Bob) Slavin
Ju03 N. Charles Street, Suite 200
Baltimore, MD 21218
FAX: 410·516·8890
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Donald M. Stewart
The College Board
45 Columbus Avenue
New York, New York 10023·6992
FAX: 212·713·8282
Marc Tucker, NCEE
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70011 th Street, N.W.
Washington, D.C. 20001
FAX: 202·783·3672
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Federal Officials To Attend
Gerald TiroZzl. Assistant Secretaf)'t OESE
ludith Johnson Deputy Assistant SecretaI)'> OESE
Jim Kohlmoos, Deputy Assistant Se<:reta.)', OESE
Tom Fagan, Program Director, Goals 2000, OESE "
Mary JeanrLeTendre, Program Director, Compensatory Education, OESE
Susan Wilhelm, Compensatory Education, OESE
Pat Gore, Goals 2000, OESE
Sue Be<ka, OERI
Ray Ramirez, OBEMLA
Ann O'Leary, Office of Deputy Secretary
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MINUTES
ESEA Reauthorization Meeting
J.ne 2, 1998 10:00·11 :QOam
I. Outreach Activities
Judith-began with a discussion on the upcorn;ng invitational ESEA reauthorization forums:
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The first is to be held on June 3.
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Judith explained that the participants will represent a range of perspectives on educational
policy.
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In response to a question, Judith expiained that invitees were selected through
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Two formal nOle takers will be present at all meetings ~d the information gathered from
the scssiohs will be used to inform the tearns of writers.
A Questions & Answers fact sheet is ~eing developed to hand out a1 the mee!ings. Any
queslions that need to be included should be sent to Pat
It was suggested that the sheet include a description regarding how invitees were selected
to at1end the forums.
Since only a limited number of Department of Education representatives will be at each
meeting, attendance of program officers will be rotated at the mee1ings. Judith explained
that a strategy v.ill be put in place to ensure that the 'various Programs are represemed at
the outreach mee!ings. Tom Corwin recomrnended sending Ed stnffto the meetings with
assigned tasks, such as note taking,
recommendations.
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Pat then discussed [he other outreach ~ctivities:
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A chart was handed oul that detailed the upcoming outreach"attivities.
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Two of the meetings (6/3, 6119) ~ill.be focused on the broader issues surrounding
reauthorization while the 6/22 will focus on Goals 2000 and the 6/30 meeting v>ill focus
on Title L
Outrt:ach ,viII also occur at the many professional conferences, in some instances there
will be Department participation while at other meetings copics of the Federal Register
and a feedback fonn will be available.
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Pat noted that reprints of the Federal Register were being made. Program'Directors are to~_
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.co.ntact ;~e From Office for copies.
Judith annoUnced that a rural educators conference was being held in July in Upstate New
Yo!"k and requested a volunteer to' come forward to represent OESE (Art Cole
volunteered).
I. General Framework of Focus Groups
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The intent is to build a discussion from the first question in the federal register.' 'This
question is intended to launch the conversation 'ru::c;'generate a paper on the federal role in
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education.
Judith explained that the goal of the meeting is to reach consensus on t~e first two
questions posted in the federal register. All participants received the questions in their
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invitation ietter.
Art raised the issue Dfhow the initial question launching the meeting ''.'ill be framed. He
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prefers to see the discussion opened up by asking a broad question about the role of the
federal government in education, rather than focus on specifics (i.e. standards)
Pat gave an overview of the regional meetings:
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Tom Fagan n<?ted that we may receive some opposition at the meetings, Judith explained'
that the strategy to handle potential opposition is to not respond to most of what is
expressed at the meeting, but continue the discussion by moving on to the next speaker.
Pat said that there would be quick turnaround in compiling the notes from the various
meetings. At the small invitational forums a synthesis paper will be produced while the
regional meetings will be recorded and the major themes documented, A goal of this
process is to keep the information ilo'Wing to 1h~ \\7iters 10 assist them in their tasks.
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The meetings will include an invitational luncheon of20~25 people. In an attempt to be
inclusive. invitees are nominated by professional associatio!1s.
Bill Modzeleski stated that he believes that the conferences must include individuals from
the inca! sch091 district where the meetings are to be held,
Tom Fagan disagreed, believing that the meetings should be regionally represented. Tom
Corwin agreed with this assertion.
!II. Outreach to Professional Assoeiations
Anne O'Leary is to schedule a meeting with Learning First Alliance so that they can
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comment on reauthorization Issues.
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The Federal Register wiIJ be scnt to major professional associations.
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Michelle Doyle is charged with making an effort to iocJude private schools in the',
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discussion.
IV. Fedenl Register
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The Federal Register will be up on the web site by the end of this week,
Them was some discussion about how to make the infonn.ltion as widely accessible as
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possible .
LaVtTcnce will g~t insuuctions to individuals on hyper linking,
Judith noted that certain questions in the Federal Register may lend themselves to a
partkutar regional outreach meeting and asked everyone to make suggestions as to which
questions are appropriate for tpc varioq"s. tr!eetings.
V. Timing Issues
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Judith explained that the greatest roadblock to 'meeting the time frame for reauthorilAtlon
is the time constraint itself,
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There was discussion about releasing all v.TIters from their other projects in order to help
them meet the July 30 deadline. It was noted that the ability to leave other projects \\~1l
vary from writer to "",'riter.
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Several program directors expressed concern with trus idea, expirurong that their staff are
involved in severa] key projects, They were confident that the ViTitcrs CQuid handle their
other tasks while still making the writing deadline.
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Bill Modzeleski believes that in order to meet this deadline Gerry will have to be wilIing
[0 stand up to the \Vhite House and the Front Office in' order to put a hold on other
pre:;sing work.
Judith mentioned that several interns would be working in the office this su:nmer \vho
could pOssibly assist with the writing..
The discussion was concluded with Art stating that any roadblocks faced by ''''Titers
should be brought to the attention of Judith by the program directors. Judith responded
by stating that they would do all they could to intervene in order to make this process run
smoothly.
VI. ESEA Reauthorization Paper Format
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Judith handed out a paper detailing the proposed format for issues papers.
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The Qverall frame\vork for.the paper is that it should start as an issues paper and become
an opinion paper.
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The papers should include a range of options (from broad to narrow) so that during the
decision making process that range of options can be we:ghed.
A discussion ensued on the proposed [onnat of the paper: .
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Katherine noted that the sections describing the issues raised by the questions and the
justification section could be combined during the writing process. Judith concurred.
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There are four levels Ofirr.plicutions for this paper that must be considered:
J. Legislative Changes
2. Program Implementation
3. Technical Assistance
4. Other programs impacted
,
By recognizing these implications, the papers .can also be use"d effectively for program
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m~magement.
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It was noted that there was no guidance on the length of the papers, which is :mportanr
since it will affect the timing issue.
Val suggested limiting the length ofth~ papers by giving. a range of JO~20 pag.es,
Stipulating the length even more narrov.'ly'v.,'as not recommended since the various'
components of the paper will be different lengths in their finaJ form,
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Judith apologized to ~A.rt about cutting off the discussion on equity that arose at the
pI .."V)OUS meeting and asked Art to add \\'hA.t he thinks is needed to the vision paper to
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address the equity issue.
Gerry recoIT1I!1ended that the paper inciude a concise executive summary. Tom Fagan .
argued, however, that the core arguments supporting the options are not likely to be read
in the body of the paper if there is an exeCutive summary. This i~sue "vas left unresolved,
Judith underscored the importance of validating the Issues with research.
The meeting dosed '\\ith Judith recommending lhal the program directors take Il,e draft
founat back to, their writing teams in order to solicit their feedback and conunents. Those
comments need to be conveyed to Judith.
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February 19. 199B
Work Group Meeting Minutes
Meeting Summary:
Suasan Wilhelm opened the meeting.
Asked Catherine to lead an open discussion for developing a format for Decision
making, (Ground Rules,)
Ground Rules for the ESEA Work Group
Work Group Members will:
Create opportunities to openly share ideas,
Take individual responsibility to catch up on missed meetings,
Speak one at a time,
listen to each other with respect,
, Begin and end meetings on time,
, Take turns surnmarizing decisions at each meeting,
Communicate our ongoing work and considerations back to Our offices for
ongoing input. '.
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I'd suggest adding:
Notify Susan Wilhelm if we are not able to attend a meeling,
Shore information in an open and timely manner..
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Program directors met last week and charged the group with the development
of the website, A decision was ~ade to convene three working groups,
Data C;rquJLCreate a concise summary ofthe data we have about.the impact of
federal education programs on State and local efforts to implement school
reform, Report due in 3 weeks,
Lead person: Joanne Bogart
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-Oata Collection Subgroup:
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Kristin Bunce, OESE,
David Cleary, Budget Service
Sheila Cooper, OlE
Bernard GarCia, OlE
Elayne McCarthy, SDFS
Ted Parker, lAP
Laurence Peters, EZiEC
Jeffrey Wilde, OME
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OERI to be determined
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Group to look at status of Standards Based Reform This group will be
responsible for )lnalyzing the research in this area. Next the group will create
a summary clearly showing the status of the refonn effort at the state and .
local levels. Rebort due In 2 weeks
Co-leaders will be selected from Goals 2000 office and OERI.
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Systemic Reform Subgroup:
Catherin~ Jovicich, OESE
Heidi Ramirez. G2K
Ray Ramirez, OBEMLA
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Group to design the Fede.,al Register notice and the Website (the task is
obvious). Report due in 3 weeks.
Lead person: Susan Wilhelm
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Federal Register Notice Subgroup:
LEAD: Susan Wilhelm. CEP
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Sue Betk~, OERI
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Larry Cohen, Budget Service
Jim Engli~h, OME
Marilyn H~II, lAP
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Chuck Loyett, G2K
Wendy J'l New, CEP
Sylvia Wright, SIP
Decision: All membel will bring cross cutting issues to the atlention of Susan
Wilhelm.
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Presentation by Val ~lisko: Status report on student performance and whether
federal programs were more strategic. supportive, and better cordinated.
Handout was p!ovided and can be obtained from Frances Shadburn.
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Presentation by Joanne Bogart: Analysis and Highlights from Reports on Reform
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from the field: District and State Survey Results· Evaluation of Federal
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Efforts to Assist in School Reform - Final Report. Copy available from
Frances ShadbGrn.
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Presentation by JoaAne Bogart: Living in Interesting times: Early state
Implementationlof New Federal Laws. Copy available from Frances
Shadbum.
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Handouts from Susan
tlhelm:
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• Public Policy and School Reform (CPRE);
• Elementary and Sdcondary Education: Evaluation Studies and Projects Ongoing
and Proposed;
• Timefine for Data Colleclion and Reporting of Ongoing and Planned Key
ElementarylSerfondary Education Program Evaluations
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Next Meeting wili"be in loJ weeks after everyone has a copy 01 what each subgroup
developed.
Each Group leader will be responsible lor conveneing their teams and developing the
report,
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AASA Reform proposal
Program l'riiltipals
I.
Rep(:llJn~trltlft&, - Participating schools wiU respond to public coneem by
teaching basic and ...ential .kills as well as good citizenship.
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2. Tan:etini - Only school' .erving students with the greatest Mtd can
puticipate. e.g" a¥hoob .serving concentrations onow income llmdents and
rural isolated Schools.
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3.
CDnc<ntridi"gR~'fes - 0 .. hundOO
4.
Flaibilitr.~ .. Pflrticipc,ting .schools C4fl usc fiJnc:b, to .supplement existing
percent of lite fund•. will go 10
school districU with at least 90 percent going to the classroom.
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services in anyiw.ay that is consistent with the research that show!. the desire to
improve achievement and citizenship.
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5. Baud on Rigorous R.serucn - Participating school districts ilnd schools
will be required to use interventions based on the rigorous reseawh and
yielding high stUdent results in numerous 'elting,.
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6. Enthu,uttttic Endorsement ofPartic,inatiu lrerhen and A rlministraton
. ~ A condition of participation in this program is an enthusiastic vcte by secret
ballot ofteachets, administrators and classified staff to implement the program
plan in the .chdol.
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7. CarC(UUv'PlaDIICd. lmitlementl!d tiM Epalunted - Participating sehool
districts and scnools will have 8 one-year planning period consistbg ofan
ongoing reVrewlof plans and assist'anc!! from a research organizations: with
experience in assisting schools in planning 'and implementing resCl.rcn based
interventions.
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8, ContilluoufJImpt'Ovement &sed on t:Jt! Highest EJucqti(ituil Swltdtudt
.. Participating school districts and schools mus' make data driven adjustments
through SIa.tf development and site-based decisions. They would I ,e required
to:
(a) ~dopt state cpntcnt and performance stant!!rd~ jneludtlJ.~ s~te:"';de or
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nationAlly recoil')iltd lests:
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(b) benchmark test scores. disciplinary rates, instructional resources and .
teacher quality f~und in the higbest scori!1S schools nationally in r:.ading. math
and science;
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(c) provide performance information on benchniarks and state standards both
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regularly and upon request to parents, teachers and others;
(d) develop and Jpply a series of sanctions for school dilrtriets, tchoola,
admiiUstrators and teachers where students do not meet the expected standards
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of achievement
~,,«':'
Jd citizenship"
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~, degw l.asily Undm(emi Acceunrtlff (nr Spending" Partidpating school
districts and schools would be required to provide an accountillll for .pending
by budge! category and program area for the district and each school site, An
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example ofa good. software packet 18 the U.S. Chamber of Cotn:nerce
educational lOOOunting program called Insite,
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10, A Sa," ana Stable Fu/!ding plUe - Stahle long-term fundinllievel. must
be .autind by using Nnd~ from the mandatory side of the federal budget based
on the'total sum ofthe originating appropriations, total national 'llUdent
papul.~on and an index of public school costs,
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JJ, A fm/ictablr Funrfj/lg Dow - Long-term planning and commitment of
loea! funds requires a predictable funding flow to school districts through a
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federally developed formula.
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12, ,g,ual Qpportunlty ('If Studtlllf in Qualifying PriV(lI~ $cltGel! - The
proposal provides services for stUdents. in private and parochial ,Q;:hooJ, IWrving
concentrations ofstUdents with the greatest need in a manner similar to other
federal ~du¢atlon pt'og~' in BSEA.
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�NEWS HELlH1ASE
!AMEP.ICAN ASSOCIATION OF SCHOOL ADMINISTAATOP.S
(703) ","',()700
, For further information. contact:
Gary Man.. 703·87S-0731 or
Bruce HUbler, 703-875-0738
21, 1998
For immediate release
JanUlll)'
MSt!. ~S THA1: FEDERAL rulSPS liE TARGETED TO SCHOOLS SEIlVING
CONCE RATIONS OF LOW·INCOME STUDENTS
ARLtNG~ON, VA--The associltion representing the nation's school ,uperinlendOnIS wants me U.S.
Congress to rethink the way iI a~dresses the needs efthese children whegenerally "ccupy the lowest
rung Mthe achievement ladder.
~ Ameri""" Association nfS,hool Adminis"...tors (AASA) ef Arlington. V•.. in a brcak with
ilS traditional approach to federJI spending, says Congress should target funds from Washington 10
~hoots 5efVing concentrated nulbers of low-income students as well as rural. isolated schools.
1ne association has longibeen an advocate of federal spending for cnildr(!n pla<:ed at risk of
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school failure because offactorslassotiated with poverty at home and in their.tomrrunities_ But·
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AASA no longer be"ieve~ that federal funds should go to schools.... ' "
baSed'simpI}':on a formula, much as
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currently <>Ccurs with programs for children with speci.1 needs ar economic hardships.
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"What we're saying is tilt the COUntry needs a fedemrp·rdgt~tthac:direc1S'n.mds to
...r
poverty sc~oob where
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high~"
ndults employed there are willing.tc(be ~~t?:nccountAbl"c:fqr ddiverint) n "
hibh-quaH~y education:' says Pa'ul D. Hou!iton, -executive di"rector ot' X"p:SA: ',. ,
"~e public is skeptical olf pUblic schools and their demands lor more mone:i:' says Houston,
"We need to dCmOnSH<lte to the JUblic that schools'receiving extra federal funds are capable ~f·~Ying"
the raxpaYl!rs back by producing l better educated group of students,'~
AcCountability is nt the bJart of the AASA initiative. In the proposal drcul<!ting on C3~ltol ,
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Hill, rural; isolated schools and sthools enrolling concentrated numbers of poor children wHi be
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eligible to "receive SI.OOO per child in federal funds. But before they can receive the funds. 80 percent
of the
fae~lty in the schooL along! with the school principal and [he district supenoc(:ndenr. must agree
that they will provide n learning ~nvironment that ensures i.1cre.ased achievl!rncnt arllong the::;!!
.
~<nerally low-p<rlonning childre~.
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R(ght now too many peoJle, including too
<lft.': ut!stinl!d to fall funhef and fuker behind their
m~'y educators. believe student! Jiv:ng in poverty
more a<l~anmged
c!assmates.~ sayS Houston.
"We
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don't a9cept that reasoning. W. have seen models ofelementary school excell.';" thai wcrk. W.
ought to see them in • 101 mote schools than we do. And we will with a proglan that pUIS extra fcdenll
dollars into ""hools willing ~ adopt these models."
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Under the AASA proposal. school personnel would have to vote to adopt one ofthe succcosful
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olernentary·S<:hool model. 11entifisd by the U.S. DcP"fljncut ofEducotionbofo.c becoming eligibl. &or
ttu: new federal furu:Ls, No extra federal doltars would go to sehoolll whose lC4chen 01' adminimator:l
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SAid they were unwilling or incapable of atwuming responsibility for increasing lrtudent achievement.
~'School sUPerintenJnts would like an oppotlllnity' to ~ fuo.!C within their diSlricts willing
to
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.tan". up and deliver a quality. . . ",'poor cbildr....: says .Houston. "At the same tim...
sdueation
vol.
or
faculty /llld principal who
no-confidence in themselves the children in their ""hools ollllht to be
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identifi~. A 'no' vote would certainly pinpoint those schools where additional fedornl spending might
await s.me necessary
pe=nh.1 chlll1ges."
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The association's prelident, Karl V. Hertz ofThiensville, Wis,. said thollew proposal is bold,
but overdue. "When this couhlIy talks about the failure of public soh;"'l., we're generally poinlin3 the
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finger at the ""hools with thelgrearesr eoncentnllion of poor kids." Hertz ..ys. ,,' ." .. ':'. "::.::, "...
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"All too often these ~ar children attend the oldest school•• are taught br·th•. most ; .., ... :"
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ine.porionced and least qua!itiad teadtern, and receive the fewest computers an•. the oldost teXtbooks.
Public education is in the figJ, of its life ""d' we'", nal going to win back tr.c publi,,'. ;uPPori until reo
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examining OUI attitude tow"'; these schools:' Our proposalv.ilI be • step·iMh. light direetiolL,allStl:ad
of earmarking federnl funds fbr schools unwilling to improve. we'll reward ~rily those ~lling to step
up to the challenge ofedueatihg children others hav. written off." .
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J3ruce Hunter, AASA'S senior associate executive director fot govemmeJlw relations, said he:
figures me new initiative
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cou~ cost as much as $5 billion if the schools that: enrnn~ ~l5 million poor
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, . GhildrCn were to quAlify. T ¢ ~hicve t.hAt level of ~pending under the .timet limit' within the bAlanced
say~ his association reconuncnds consolidating
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some $~all cduc..atiot\' proSrJs and tarseting the resulting furuu directly to s¢h(,oi distnc'l.$ whose
budget agreement.. Hunter
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hiah.poverry schools qualify for the assistance.
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The AASA p~oPOSal
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~w our. of a discussion among its Federnl PoliCy and Legislation
Commitlee chaired by Cheryl H. Wilhoyte. ,uperintenden~ Madison, Wi•.
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REAUTIIORIZATION OUTREACH ACTIVITIES
CROSS·CUTTING ISSUES
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I. Regularly Scheduled Conferences
DATE!
LOCATION
: CONFERENCE
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Large conferences ofn3tional and
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AUDIENCE
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'rtlEMEIlSSUE
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ED STAFF
INVOLVED
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May. Sept 1998
regional organizations
(SctecliQn!; to be made)
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Natiunal At:ademy on the
Alignment of SlandaHls rutd
Teacher Development for Student
Learning
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cesS{) Large Scale Assessment .
Conference
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June 14-11, 1998
Colorado
Sprinlt~.
.
Development
eo
Audrey Smith
Joyce Murphy
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S!anih;rds.,
Hugh Walkup
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Professional
June 5·~> 1995
Washins,on,
D.C.
Slate/local
assessment
directors
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Joanne Bogart
asse.s.srnelllS &
aeeot;ntl'Q~t.ity_
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ACTION STEPSI
COMI'LliTION DATE
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Obt:t!in list of conferences fmm
OIlA
Usc criteria 10 select and
recommend cOllferencc:'l
Core Group finalizes. seleclit;lll
Coordinate with OIIA to
handle logislics and invite
participants
Record and compile comments
Coordinate with P.D.
reauthorization subgroup
PES will use WF",~l'AT .
contmct 10 nrgalli7t! meeting
__ dllFing.c()nference;
CCSSO will provide mailing
labels; fur invit'ltil;HI
Record and compile comments
(WESTAT)
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I(SEA REAUTIlOlUZATION OUTREACII ACTIVITIES
CROSS;CUTrING ISSUES
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1. Regularly Scheduled Conrerences (Cont.)
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CCSSO Stale Collaborative on
Assessments and ,Student StamJards
JUlie 18-19'11998
ColomJo , J:
(SCASS) Comprehensive
Spring.~.
(;9
----------- -
State .& local Title I,
Go¥!s 2000 ~
assessment dIrectors
Grace Ross
Hugh Walkup
Joanne Bogart (?)
Focus on Ed.
.
Standards,
assessments &
accountability
Linda Roberts (7)
Tom Fagan
Shu ana Battiste
Kelly Green
Cheryl Garnette
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. Record and compile
COfnilleuts (in conjuQ(:lion
withCCSSO)
Assessmenl Design Study group
Nt!. Educational Cumputing Conf.
June 22-2fi. 1998
(NECC)
San Diego, CA
( ReauthorlZiltioll
Session JI:t;lC 23)
Milken Foundation Annual Conf
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,
JUne 25.26, 1998
Santa Monica.
CA
-(ReaUlI';-ydzatioo
BY INVrfA'flON
(2 sessions with 30-40
people per session)
StateJlocal ed. tech.
coordinators
'nCG proj. dir.
School Administraton
Teachers
Blts incssfl ndllstry
TLCF Coordinators
Stat,:p. TcdmQ!tlgy Reps
,
Tech. questions in
FR Notice, but
not limited
Focus on Ed.
Tom Fagan
Tech. Questions
Kelly Green
in.ER NOlice,-bul- -Shul!na'l1atlisle--'
not limiled
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Coordinate with Goals
staff(OERJ to cess-is!)
ED staff to record and
c(lmf~i1e cQrnrnents
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Coordinate with Goals
staff
-.-nD"stiff to record and
compile comments
session ':;.me 24)
IASA Summer Institute on
Comprehensive School Refnrm ~nd
, Schodlwide Programs
1uly j.2, 1998
WDC
(Renuth:-rl7~tio!'l
School AdminislTatorS.
FR Qs re: State
and Local Reform
Judith JQbnson
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Coordinate wilh CSRD
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Title j Coor and other
Assign ED staff 10 rtccrd
and compile comments
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Coordinate with P.D,
reauthorization subgroup
session July 2)
ConL of Eisenhower PrQfesSIonal
Development Coordinators:
July
16~18.
woe
1998
Title
n Coordinators
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Session, July 16)
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Professional
pevelopment
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Audrey Smith
Joyce Murphy
Judith Johnson
Kelly
Green
~;;'lff
Kelly
_Green_
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II-A. Oiscussion Forums
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DATE!
LOCATION
AUDIENCE
rHEMEIlSSUE
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June J. 19, and Ut 1998
BY INVITATION
00·20 people per group)
Education Researchers
A Q3 in
\11
Wash;ng'.n,
DJ,
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'June ;w.,..i998
Washinglon, DC
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Deputy Secrelary
~Diruty
BY INVITATiON·
Title I Commission Alumni
Re~arehers
Practitioners
Program Director.;
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Compile list and determine
' Frances
selectiurt process
Shadhum
Finalize- dales and meeting
format
Il'Ivite parlicipants
Secure meeting space and
finalize all logistics
Record arid compile comments
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As:;t SeclOESE
T
rille I, Part A
Deputy Assl SeclOESE
ChI' Direclor
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Repre."cntativel> fr~,in' twO
Cnmprehensive Cr.:illen and one
local school distriic
(administrators, principal, and
teacher)
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Ass! SedOESF.
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April 30, 1998
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ACTION STEPSI
COMPLETION DATE_ ..
PERSON
.Asst, S1!c.relary/OE~m
Practitioners
Teehnical Assistance I>roviders
Hustlles$. [{epresenlative.~
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ED STAFF
INVOI.VED
,
r::~;1;'lot,i~ei,~ ~ t, ;
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Polky Allaly!"otslExperts
£_vI"~'~
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ESEA REAUTHOJUZATION OUTREACH ACTIVITIES
CROSS·CUTTING ISSUES
f' (ofessional deve;opment
Joyce Murphy
Audrey Sm ilh .
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Request nominations for
Pat Gore
invitees
Cornptle list and determine
$t!;leclion process
Invile pa~icipanls (leiter and
telephone calls)
Secure meeting space and
finalize all iogistics
Record and compjle.commenl<;.
Coordinate wilh P.D.
rcauthol i;ruliofl subgroup
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To be determined
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Joyce Murphy
Professional development
needs of teachers in hlgh
poverty schools.
Ntl. Assoc. Of mack Educators;
Cotlll(;tl ofGrclIl ClIy Schools;
:IIlU others.
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Auurey Smith
Coordinate \vith P.i).
reautnorintion subgrQup
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I~xtel"nal
Expert Consultations
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Man:h, ! 99&
Susan LOI.H:::ks-Ho~ly
Researcher
I ProfessionRi~e~~icipment
Reauthmization (PDR) group
Reauthorization Work Group
(RWG)
I
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Craig Gerald and Ron
RWG
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PDR group
RWG
OESF.JED staff
Maj' 20, 19')8
PDR group
Dennis Sparks. ExecUlive
Directo(, National SIan'
RWG
Development Council
UE1)b/J :D sluff
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Senum'U .md S· page paper presented
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Seminar
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~Developcnt)-
_OESElED-staff
April27. 1998
Jean Miller, CCSSO
Director QftNTASC
-"' - . ;
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.ls5ues in Urban Education
(inc Pmressio:n':I_ _ _ _
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PI.>RgroHp
.Wt;>lk
ED Week Publications
t- , .
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Mardi. 1998
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New 'reacher Quality and
State Assessment Standards
Semlnar
- + - - - - - - 1
- - - -
Se:mmt'lf
How ESEA legislatiun can
SUppol1 effective
pmfessional development
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July, 199&
Michael Knapp
Davitl Florio
Researchers
FOR group
RWG
OESEJED staff
TIle Form ami Role of
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Professional Development
Seminar and 25-page paper to be
presented
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in newly reauthori7.ed ESEA
Programs
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r:S£A REAUTHORJZATiON OUTrmACiI ACTIVJTUCS
CRoss·eUTIING ISSUES
HI. Outreacll tu National Association Leadership
..
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AUDIENCE
LOCATION
,.
- - ---
THEME/ISSUE
--------
ED STAFF
INVOLVED
A11 QS in FR Notice
Social Advocacy OrganirAtions
Depnty Set:n:t31')'
Asst SeciOESE
Deputy Asst.
SecretaryJOESE
Reauthorization Con:
,
!~u$illess Roundtable'
Higher Education Associations
-' ,
National Research Associations
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Group
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,
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LEAD
l'ERSON
Compile l1st of Association
roundtable meetings
Convene meetings itl
cOI\junction with Asrociatlun
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�
Dublin Core
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Clinton Administration History Project
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<p>The Clinton Administration History Project describes in detail the accomplishments of President Clinton's Administration for the period 1993-2001. The records consist of the histories of 32 agencies or departments within the Executive Branch. In general, each organization associated with the Project submitted a narrative history along with supporting documents. These narrative accounts are primarily overviews of the various missions, special projects, and accomplishments of the agencies. The supplementary records include substantive memos, press releases, briefing papers, and publications illustrated with photos and charts.</p>
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https://clinton.presidentiallibraries.us/files/original/388b959d8fef503b1eb197e54a49e455.pdf
cc103bce7821482fad33f5a546322ea4
PDF Text
Text
Thursday, January 8,1998" Remarks of Richard W, Riley, U. S, Secretary of Educntion, ", Page 1 of6'
Speeches and Testimony
Remarks of Richard W, Riley
U. S. Secretary of Education
"The State of Mathematics Education:
Building a Strong Foundation for the 21st Century"
Conference of American Mathematical Soci.t)· and
Mathematical Association of America
Thursday, January 8,1998'
GoDd morning, ladies and ge~tlcmen. rt is a pleasure to be here. I want to especially thank Gail Burrill
for agreeing to switch her time slot with me, and john E\ving, Sam Rankin, Laura Todd and others who
ha\'c helped make this logistical change possible.
.
1 have to say that it is somewhat intimidating speaking to such an intellectually impressive group. When
I saw that I was speaking among poWCth,1USC lectures with titles like "Klecae nlgcbra. with h.:sts" and
"Non-linear wavelet image processing" I got a little worried that perhaps I should,add some words like
halgorilhm," "derivatiws" or "integrals" to the title of my speech.
This is just as bad as one of the first spet'ches 1 gavc as Secretary of Education. I was squeezed between
two very well knO\\'n PhOs -- Bm Cosby and Dr. RUlh~ the sex therapist.
Now, I'm sure there's a connection between Dr. Ruth and what I want to talk about today. Maybe it's
that, in this information agc, mathematics is sexy,
Suffice it to say that when! saw the kinds of topics being discussed at this conference, I knew that this
would be an audience that would be particularly receptive to a discussion about thc need to reach for
higb standards of learning in mathematics as an ever more important part of preparing our students to
compete <:Ind succeed in an increasingly complex global economy,
Quite simply, a quality mathematics educatkm must be an integral part of today's learning experience. In
Qrder 10 succeed in our infonnation based society; students must have a solid understanding of the basics
~- reading, science, history, the arts -~ and. smack at tbe center of this base of essential knowledge-
must be fl1alhcmatics. As William James wrote, "The union of the mathematician with the poet, fervor
with measure, passion with correctness, this surely is thc ideaL"
It should come as no surprise then, that almost 90 percent of new jobs require- more than a high school
level ofliteracy and math skills. An entry level automobile worker, for instance; according to an
industr)'~wide standard. needs to be ablc to apply formulas from algebra and physics 10 properly wire the
electrical circuits of a car. Indeed. almost every job today increasingly demands a combination of
theoretical knowledge and skills that require learning throughout a Hfctime.
hu :!"",w.ed. ov/SpeechesfO 1·199819801 08Jllml
1/5101
�Thursday, January 8, 1998
~~
Remarks of Rkhard W, Riiey, U. S. Secretary of Education, .... Page 2 of6
That is why it is so important that \VC make sure that all students mnsier the traditional basics of
arithmetic: carlyon -- as wet! as the more challenging courses that will prepare them to take physics.
statistics and calculus in much larger numbers in high school and college.
A re<;cnt U.S, Department of Education report demonstrates that a challenging mathematics education
can build real opportunities for students who might nOl othenvisc have them,
'
,
,
It found l for example. that young people who have taken gateway courses like algebra I and geometry
go on to coJlege at much higher rates than those who do not -- 83 % 10 36%. The difference is
particularly S1ark for low-income students:. These students are almost three times as likely ~- 71 percent
versus 27 pen;ent -- to attend college.
In fact. taking the tough courses. including thallenging, mathematics, is n more important factor in
detemlining college a1tendanc~ than is either a student's family background or income, This is the kind
of direct link on which we need to build.
This undeniable and critical increase in the value of challenging mathematics for both individual
opportunities and our society's long-term economic growth leads me to an isslie aoou! which I am very
troubled ~- and that is the increasing polarization and fighting about how mathematics is taught and what
mathematics should be Hlught
I will talk in more detail shortly about these so~callcd "math wars'l in California and elsewhere. But let
me say right now that this is a very disturbing trend, and it is Ycr), wrong for anyone addressing
education to b,! attacking another in ways that are neither construetive nor productive.
Ii is perfectly appropriate to disagree on teaching methodologies and curricultll11 content. But \vhat we
need is a civil and constructive discourse.l am hopeful that we can have a "cease-fire" in this war ~- and
instead harness the energies employed on these battles for a crusade for excellence in mathematics for
every American student.
..
Onc way to begin such a crusade is to stan with the facts, Building on these faels, we can begin to
spread the "gospel" of challenging mathematics not just to students, but to parents~ teachers. Hnd
business and community leaders who: like yourselves, cart and shQuld play n critical role in building a
culture of learning.
ww
To begin with~ we need to focus on raising the standards of teaching and learning in our K~ 12 schools.
placing particular emphasis on improving the quality of mathematics education during these years, The
payoff here affects a1l1eveJs of society and we can not afford to give it short shrift.
Let me say that while our students aren1i yet perfonning at the level we want, they are in fact doing
better th;m many Americans think. Mathematics scores from the National Assessment of Education
Progress (NAEP)y the nation's report card, increased significantly from 1990 to 1996 at aU levels tested,
In addition, over the past t\\'o decades, more students are taking Advanced Placement mathematics
courses., SAT and ACT mathematics scores are up, and more high school graduates arc taking more
years of mathematics -~ in 1994.51 percent ofstudents completed thrce years compared 10 only 13
percent in 1982.
•
There is also some positive news when you compare our students with those of other nations. Herc i I am
speaking about the recent Third International Mathematics and Science Study (T)MSS)~ the mosl, .
extensive international comparison ofeducation ever undertaken. TJMSS compared the cnlted SH1~es
hnp:lh","w.cd.gov/SpecchesIO1-199819801OS.html
1/5101
�Thursday~
January 8, 1998
MM
Remarks of Richard W. Riley, U. S. Secretary of Education, ... Page 3 of 6
\\~th
up to 40 other nations in curriculum, teaching, and studl!'nt performance at thc fourth, eighth, and
twelfth grJ:dc Ic\'cts~ and provides us with some real opportunities to reflect on and improve our own
practices,
The good news is that U.S. fourtb graders scored above the international avcrage in mathematics and
science MM in fact. they are neaT the very top in achievement in science and can compete with thc beSt in
the world.
T1MSS also revealed some areas where we need to improve and concentrate our efforts. Most troubling
was the drop off experienced by our nation's eighth graders. The United States was the only country in
TIMSS whose students dropped from above average pcrfomulncc in mathematics at the fourth grade to
below average performance in mathematics at the eighth grade.
This is disappc>inting. But J believe the evidence of this "math gap" and the careful analysis TIMSS
provides about why it has occurred gives us not only a wake~up calI, but also a road map for
improvement.
While the curriculum in our classrooms continues to focus on basic arithmetic in thc years after fourth
grade - fractions. decimals. and whole number operations ~cJassrooms in Japan and Gennany have
shifted thcil'cmphasis to more advanced concepts ~~ including algebra, geometry, and probability,
Unionurnuely. in too many cases our eighth grade curriculum looks like the curriculum of 7th grades
elsewhere,
'
Why 1s our competitive position dropping in the middle gmdcs? It's surely not hecause our kids can't
master challenging material. And ies not because most don't know the basic skills of arithmetic. In fact,
NAEP trend data" released in August of this year. shows that rul!y 79 percent ofeighth graders "can add.
subtract, multiply, and divide using whole numbers. and solve one-step problems," up from 65 percent
in 1978.
These students arc ready to move ahead 10 more challenging concepts. Ofcourse, we should do
whnteverit takes to increase that i9 percent mastery of basic arithmetic concepts by the middle school
years. Students should get the extra help Ihey need, whether it is in after·sehooltutoring or some other
way. But. at tht:'same time, we need to f'aise our standards higher and ensure that all students arc
learning more challenging concepts in addition 10 the traditional basics.
That is one reason why we encourage the dcyeJopment ofa voluntary nationallcst in eighth grade
mathemalics. This test, which is based on NAEP! but which will provide individual student results, will
help give aU tt;achers. parents, and students the knowledge to evaluate achievement and develop
challenging course work ~- at worldMclass levels of perfonnam:e in the basics as well as at more
advanced levels ofstudy.
States that have devcloped challenging standards of learning, aligned their assessments to those
standards. and provided substantjal professional development for teachers, have demonstrated
improvement in student achievemcnt
In ~orth Carolina, for example. studcnts improved dramatically after d~velopmcnt of challenging
standards learning and a statcv;'ide assessment system aligncd to those standards. After beginning the
or
decade near the hottom of the state NAEP mathematics rankings, North Carolina posted the greatest
achicvement £uill of any state in the nation.
sl I·
9 1
If-(U\1
�Thursday, January 8, 1998 -- Remarks of Richard W, Riley, U. S, Secretary of Education, .. : Page 4 of 6
,
Indeed, how we engage larger numbers of students in challenging mathematics course:; is an area worthy
ofdiscussion for scholars like yourselves. Whether high st;hool slud..:nts should take cakulu$ classes or
foclis on statistics ~~ how to best integrate technology into the mathematics curricultml -- these arc issues
of real importance -- as opposed to p~)titical1y insPJred debatlt:s that will serve to sidetrack us from real
improvemenl.
Each of you (:an play all important role in achieving this by being a constructive voice in encouraging
the development of high state and local standards 1n mathematics.
And you can work with middle and high schools and other partners to help ensure thM students get a
rigorous college preparatory curriculum, particularly in mathematics, so they nre prepared for college
level \\"Ork and careers with a future.
This leads me back 10 the need to bring an end to the shortsighted, politicized, and harmful bickering
over the teaching and learning of mathematics. I will tell you thut if we continue down this road of
infighting. we will only negate the gains we have already made -- and the rcallos.ers will be the students
of America.
We are suffering here from an "either~or" mentality. As any good K~ 12 teacher will tell you, to get a
student enthused about learning. you need a mix of information and styles of providir:g that information,
You need to provide traditional basics, along whh morc Challenging concepts, as \vell as the ability to
probJem solve, and to apply concepts in real world settings.
Di1Terent children lenrn in different ways and at different speeds. A good teacher will do whatever be or
she can to reach thut child and inspire him or her to learn.
That said! I belicve that Ihere is a "middle ground" between these two differing vic\vs of how to leach
mathematics, In fact, if you take a close look at two opposing articles in the "The Amcrican
Mathemutieal Monthly/' by Professors Wu and Kilpatrick" and look beyond the rhetoric of this debate: I
think you wiIi sec a good deal of common ground.
I
As Professor Wu asks, "who does not want to impcoye education?" Indeed, all Americans should be ahle
to agree on much about mathematics. We all want our students to master the trnditional basics -- to be
able to add, subtract, multiply and dh'idc, and be accuratc and comfortable with simple mental and
pencil and paper computatton.
We all want our students to have the opportunity to master challenging mathematics _. which for K-l2
arithmetic and lligebra, geomclry., probability I statistics, data analysis, trigonometry;
and calculus,
,
stud~nts inc1l1~es
We also want our students to master the basics of a new infonnation age -- problem solving,
communicating mathematical concepts and applying mathematics in real-world settings as part of this
challenging mathematics.
There arc, ofcourse, examples of questionable practices and teaching methods on both·sides. of this
debate. As Professor Kilpatrick pointed out, "Change in educa1ion is notoriously complex, difficult and
unpredictable. Reform movements in mathematics t.'ducation turn out neither as advocates hope nor as
detractors fear. But thesc movements~can energize those teachers who want. as Ed Begle onee put it, to
teach better mathematics and to teach mathematics better. 1O
htt :!/www.ed. ov/Speeches/OI·1998/980108,html
1/5/01
�Thursday, January 8, !998 -- Remarks of Richard IV. Riley, U. S. Secretary of Education, .... Page 5 of 6
That is wl-.y we nccd your help to educate Americans on how important mathematics is in building a
strong future for every American. All of you understand this and tak\.': it for granted. 1 would suggest.
however, that this group is not a reflection of average America,
Perhaps a bener description would be how the humorist Garrison Kellar described the childrc11 in his
ficlional hometown, Lake Wobegon ~~ I'a place where all the kids arc above average." Well, \\'c need this
above average community to focus on getting this very important message out to a society that hi less
mathematically oriented.
~~ on what reatly hclps kids learn ~~
not on what the process for learning is called, I hope each of 1'011 will take the responsibility to bring an
end to these battles. to begin to break down stereotypes, and make the importance of mathematics for
our nation clear so that all teachers teach better mathematics and teach mathematics beuer,
it is time we focused on the students and the interest of our nation
This leads me to the final area J believe we need to foctls on and in which all of you can play an
especially important role -- and that is making sure that there is a talented, dedicated, rind prepared
teacher in evclY classroom. Every teacher should know not only the importance ofu·subject like
mathematics, hut also should have the training nnd the cOfnmitmcnt to teach it well and to understand
,
how to blend differing approaches.
Onj), in this 'way will we produce a gtl1cmtion that can learn the fundamentals and apply challenging
mathematical concepts to the problems of the 21 st century,
There are many wonderful teachers across the nation who give of themsclves and who in!\pire sWdcnts.
Unfortunately. we are sliII faning short. \Ve can do better, particularly in subjects like mathematics 1
which can require a special degree of skill ar.d expertise.
Presently, 28 pt:rcent Qfhlgh school mathematics teachers do not hav~ a major or minor in _mathematics.
The average K~8 teacher takes three or fewer mathematics or mathematics education courses in college.
Furthennore, fewer than one half of 8th grade mathematics tcachers have ever taken a course in the
tcaching of mathcmatics at this leveL Equally distressing, the teacher qualifications arc even lower in
low income and minority schools.
We must do better. Recent studies have shown that student achievement is most influenced by teacher
expertise, accounting for as much as 40 percent or1he measured variance in students' mathematics
achievemcnt. According to NAEP, at grade eight) the teachers in the tQP-pcrfonning third of schools
were almost 50 pereent more likely to have majored in mathematics or mathematics education than the
teachers in the bQHom~pcrforming third of schools.
It is time \\'e took a good look at the way we train our teachers and the continuing support we give them.
You have a direct impact on the future of the mathematics teachers this nation's schools turn ouL
According to the most recent CBMS [COIiference Board ofMalhem(lfical Societies] survey figures
available, at leas! 20 percent of mathematics majors compleled high school teacher certification
requirements. So the tellchers of tomorrow are sitting in your classes to_day.
So i urge alLofyou to wke a leading role in meeting this challenge -~ and I offer several suggestions to
achieve this. First, I hope you will make 11 a priority to prepare KM 121eachers. Work with your colleges'
Schools of Education to improve the matbematical preparation of our teachers by ensuring that courses
focus on rigorous mathematical content that is tied to the content that K~12 teachers will teach,
http://\\~vw.ed.gov/Specches/O 1-199819801OS.hlm!
11510/
�Thursday, January 8, 1998 -- Remarks of Richard W. Riley, U. S. Secretary of Education, .... Pagc 6 of 6
/
Second, it is time for you take a critical look at the curriculum and teaching methods used in
undergraduat{" mathematics courses. It is only natural that a teacher will teach as he or she was taught.
By improving this instruction we can simultaneously provide good examples and build for the future.
Third, we need to create more partnerships among your higher education institutions, teachers, and the
many museums, technology centers, businesses, and other community institutions that are sources of
learning. In this way we can take advantage of the other learning resources that arc out there and help.
students see new ways that mathematics and other learning is applicable to daily life.
I'm pleased to note that some of this has already begun. The U.S. Department of Education is funding an
effort by the MAA, the AMS, the National Council of Teachers of Mathematics, as well as other CBMS
learned societies to develop over the next several years voluntary standards and a framework for the
mathematical preparation of teachers ofmalhemalics and for their induction into the profession. I hope
you will work with them to expand this effort.
We need to have faith in our teachers who, when given the proper resources and training will teach to
the highest standards. We need to have faith in our students who, when taught well at challenging levels,
will be able to learn to the highest standards. And we need to have faith in the American public that
given the facts about a subject as important as mathematics -- they will in turn put their creativity,
discipline, energy and hard work to build a stronger futurc.for America's st~ldents.
Make no mistake about it. There is a disconnect about mathematics in this country. A recent' Harris poll
revealed that while more than 90 percent of parents expect their children to go to college and ahriost 90
percent of kids want to go to college; fully half of those kids want to drop mathematics as soon as they
can. It is time to impress upon a nation eager for learning and achievement the importance of advanced
study in this field.
As the statistics I have related to you today make clear ~- "Mathematics Equals Opportunity." There
could be no more crueialmessage to send to the parents and students of America as we prepare for the
coming century.
-###
[ Rcturn to Speeches and Testimony
lEii ~ LE0 .th~l~Sr.'!g,J
.Last Updilled -- .IanllGlY 8, 1998, (Pjk)
htto:/Iwww.ed.uov/Soeeches/01-1998/980108.htm1
1/5/01
�"
Announcement of National Commission on Mathematics and Science Teaching for the 21~... Page 1 of3
Speeches and Testimony·
Contact: Julie Green (202) 401-3026
Remarks as prepared for delivery by
U.S. Secretary of Education Richard W. Riley
Announcement of National Commission
Mathematics and Science Teaching
for the 21st Century
Washington, DC;
July 20, 1999 '
Good morning, It is a pleasure to be here today with such a
distinguished group to announce this National Commission on
Mathematics and Science Teaching forthe 21st Century,
I am especially delighted to be able to announce this Commission
on the day that we commemorate the historic achievement that
challenged our nation to reach new heights in math and science
the landing of Apollo 11 on the moon, And, we look forward to
, celebrating the next chapter in our history of space success, with
the launch of the shuttle Columbia, captained by the first female
shuttle commander, Eileen Collins,
Like the name Columbia, the name of this Commission has a
great deal of meaning, The very fact that it is a national
commission, for instance. is evidence of the strong bipartisan
understanding that there is an urgent need for higher student
achievement in math and science and an understanding that
greater achievement hinges. in large part, on the qualifications
and support we give our teachers.
If we do not focus as a nation on preparing excellent teachers and
providing them with quality initial preparation, professional
development, and supportive working conditions - then we will fall
sho.rt of our goals for students, These are issues critical national
importance - even national security,
,
Quite simply, if we do not work to ensure that we have the
intellectual power that has helped us become the world leader we
are today, we can be 'sure that we will not have the capacityta be
'
the leader of tomorrow,
hu ://w\\'W.ed, ov!S eches/07·1999/990nO,html
11510 I
�Announcement of National Commission on Mathematics and Science Teaching for the 21:... Page 2 01'3
That is why I am so pleased that Astronaut and Senator John
Glenn has agreed to take on the leadership of this Commission as
his next mission for his country, John Glenn understands as well
as anyone - through personal experience as well as professional
leadership - the importance of giving every one of our students an
excellent math and science education,
This leads me to the second part of the Commission's title
"Mathematics and Science Teaching:' We know more clearly than
ever today the critical role that taking challenging mathematics
and science classes can have in the development of a young
person's mind, From the earliest years of learning through high
school, math and science classes are doorways to higher
knowledge and future success,
A student who is not taught the potential, meaning, and magic of
mathematics and science is a student who is denied the
opportunity of broader learning and exploration, whose dreams
can go unfulfilled, and whose future is limited.
But to learn and 10 appreciate these crilical subjects, a student
needs the wise guidance, strong hand, and nurturing qualities of a
well-prepared and committed teacher.
The need for qualily teachers is especially important at this time,
Over the next 10 years - as a result of the baby-boom echo (the
record surge in school-age population), and a record number of
teacher retirements - the United States will be faCing a severe
leacher shortage, We will need 2,2 million additional teachers,
And nearly a quarter of a million of those will need to be math and
science teachers.
This demand represents both a great challenge - and a great
opportunity, It is an opportunity for us to bring qualified and
committed people into the teaching profession, It is an opportunity
to prepare the next generation of leaders and thinkers wilh a~
strong foundation in math and science, And it is an opportunity to
lay the groundwork for a successful new century,
This leads me to the final portion of the Commission's title - the
words "for the 21 st century," Over the next several months, I can
assure you we will hear many times over about the promises and
possibilities oflhe 21st century, as well as its potential perils and
pitfalls,
But, in thinking about the end of Ihis century and the beginning of
the next, r think it is important to recognize that the dawn of the
21st.century itself does not represent a specific deadline or point
of departure - as dramatic as any individual date change may be,
http://www,ed.govISpcechcsl07-19991990720,hlml
115101
�Announcement of National Commission on Mathematics and Science Teaching for the 21 !u" Page 3 of 3
Instead, we must think about the century that is almost upon us as
a new opportunity; a chanc<:, to build and. prepare for the future.
Nothing will happen overnight or by magic. It will require planning
and foresight
Nowhere will this kind of forward-thinking and long-term
investment reap greater benefrts than in education - particularly in
fields like math and science, which are so crucial to our individual
and national success. Knowledge in these fields is not just for
luture scientists and mathematicians. It is a critical base for a wide
variety of careers and for learning generally.
Thirty years ago we landed a man on the moon and brought him
back. Thirty years.from now;.we may land a person on Mars and
bring her back.
.
.
As an aside, I should also note that we have the exciting Mars
Millennium Project this coming school year to foster such
creativity and discovery.
But to achieve this monumental goal in space - as well as many
others right here on earth - will require us to focus on
strengthening how and what we teach the next generation. It will
require all students - boys and girls, young and old, rich and poor,
those living in urban, suburban, and rural areas -to be challenged
in school, to learn how to think, to love learning, and to foster
creativity.
.
Today is the time to set the stage for advancements lor the next
30 years. I look forward to the work and the reports of this
Commission as we endeavor to ensure that every American
student has the opportunity and desire to explore the exciting
worlds of malh and science.
I know of no better way to demonstrate this link between our
nation's successes in the past, the present, and·theluture than to
present 10 you the Chairman of this National Commission on
Mathematics and Science Teaching for the 21st Century, a true
American hero and national leader, Senator John Glenn.
-###
This page /(1SI mcdijicdJul)' ')/, 1999 (cJb:jl;)
hnp://\\'\\w.ed.g{)viSpeechesI07-1999/990720.hunl
1/5/01
�Announcem~nl
of National Commission on Mathematics and Science Teaching fo!' the 21 ~... Page 1 on
Speechf3s and Testimony
Contact: Julie Green (202) 401-3025
Remarks as prepared for delivery by
U.S. Secretary of Education Richard W. Riley
Announcement of National Commission
Mathematics and Science Teaching
for the 21st Century
Washingtoni DC .
July 20, 1999
Good morning. It is a pleasure to be here today with such a
distinguished group to announce this National Commission on
Mathematics and Science Teaching for the 21st Century.
I am especially delighted to be able to announce this Commission
on the day that we commemorate the histone achievement that
challenged our nation to reach new heights in math and.science
the landing of Apollo 11 on the moon, And, we look forward to
celebrating the next chapter in our history of space success, \,lIth
the launch of the shuttle Columbia, captained by Ihe first female
shuttle commander. Eileen Collins.
Like the name Columbia. the name of this Commission has a
great deal of meaning, The very fact that it is a national
commission, for instance. is evidence of the strong bipartisan
understanding that there is an urgent need for higher student
achievement in math and science and an understanding that
greater achievement hinges, in large part, on the qualifications
and support we give our leachers,
If we do not focus as a nation on preparing excellent teachers and
providing them with quality initial preparalion, professional
development, and supportive working conditions • then we will fall
short of our goals for students. These are issues critical national
importance· even national security.
-
Quite simply, if we do not work to ensure that we have the
intellectual power that has helped us become the world leader we
are today, we,can be sure that we will not have the capacity,to be
the leader of tomorrow,
ht1 :llwv.w,ed, ovlS
echesI07·19991990nO,html
115/01
�.'
Announcement of National Commission on Mathematics and Science Teaching for the 21 !... Page 2 ~f 3
r
That is why I am so pleased that Astronaut and Senator John
Glenn has agreed to take on the leadership of this Commission as
his next mission for his country. John Glenn understands as well
as anyone· through personal experience as well as profess:ional
leadership - the importance of giving every one of our students an
excellent math and science education.
This leads me to the second part of the Commission's title
"Mathematics and Science Teaching." We know more clearly than
ever today the critical role that taking challenging mathematics
and science classes can have in the development of a young
person's mind .. From the earliest years of learning through high
school, math and science classes are doorways to higher
knowledge and future success.
A student who is not taught the potential, meaning, and magic of .
mathematics and science is a student who is denied the
opportunity of broader learning and exploration, whose dreams
can go unfulfilled, and whose future is limited.
But to learn and to appreciate these critical subjects, a student
needs the wise guidance, strong hand, and nurturing qualities of a
well-prepared and committed teacher.
The need for quality teachers is especially important at this time.
Over the next 10 years - as a result of the baby-boom echo (the
record surge in school-age population), and a record number of
teacher retirements - the United States will be facing a severe
teacher shortage. We will need 2.2 million additional teachers.
And nearly a quarter of a million of those will need to be math and
science teachers.
This demand represents both a great challenge - and a great
opportunity. It is an opportunity for us to bring qualified and
committed people into the teaching profession. It is an opportunity
to prepare the next generation of leaders and thinkers with a
strong foundation in math and science. And it is an opportunity to
lay the groundwork for a successful new century.
This leads me to the final portion of the Commission's title - the
words "for the 21st century." Over the next several months, I can
assure you we will hear many times over about the promises and
possibilities of the 21st century, as well as its potential perils and
pitfalls,
But, in thinking about the end of this century and the beginning of
the next, I think it is important to recognize that the dawn of the
21st century itself does not represent a specific deadline or point
of departure - as dramatic as any individual date change may be.
http://,,,,,v.ed. ov/Speeches/07-1999 99 720.hlml
1/5/01
�·.
Announcement of Nalional Commission on Mathematics and Scicntc Teaching for the 2h., Page 3 of3
r
f
Instead. we must think about the century that is almost upon us as
a new opportunity; a chance to build and prepare for the future.
Nothing will happen overnight or by magic. It will require planning'
and foresight.
Nowhere will this kind of forward-thinking and long-term
investment reap greater benefits than in education - particularly in
fields like math and science, which are so crucial to our individual
and national success. Knowledge in these fields is not just for
future scientists and mathematicians. It is a critical base for a wide
variety of careers and for learning generally.
Thirty years ago we landed a man on the moon and brought him
back. Thirty years from now, we may land a person on Mars a.nd
bring her back.
.
As an aside, I should also note that we have the exciting Mars
Millennium Project this coming school year to foster such
creativity and discovery.
But to achieve this monumental goal in space - as well as many
others right here on earth - will require us to focus on
strengthening how and what we teach the next generation. It will
require all students - boys and girls, young and old, rich and poor,
those living in urban, suburban. and rural areas - to be challenged
in school. to learn how to think, to love learning, and to foster
creativity.
Today is the time to set the stage for advancements for the next
30 years. I look forward to the work and the reports of this
Commission as we endeavor to ensure thai every American
sludent has the opportunity and desire 10 explore Ihe exciting
worlds of math and science.
I know of no better way to demonstrate this link between our
nation's successes in the past, the present, and the future than to
present to you the Chairman of this National Commission on
Mathematics and Science Teaching for the 21s1 Century, a true
American hero and national leader. Senator John Glenn .
.###
hun://w\\w.ed.eov/Snceches/07 ·1999/990720.html
11510 I
�21st CENTURY CO;VIMUNITY LEARNING CENTERS
A 5-YEAR PLAN'
PURPOSE: The purpose of21st Century Community Learning
Centers is to provide quality extended- learning opportunities for
children in safe and disciplined school-based, before- and afier
school programs through building coilaborations with schools,
community based Qrganizations, universities, and employe:s to
develop and implement quality programs that will be sustained
beyond the life of the federal funding cycle.
GOALS: The goals of the program have evolved over time since the
program was first authorized in 1994 as part of the Improving
America's Schools Act (the most recent expansion orth. Elementary
and Secondary Education Act of 1965). As articulated by the
Charles Stewart Matt Foundation and the U.S. Department of
Education, goals for the program over the next five years include:
Integrating learning into school-based or schoo(-lin~ed
after-school programs for a balanced learning,
enrichment, and recreational program
Expanding access to quality extended-learning
programs
Ensuring program availability among Jow-income and
hard-ta-reach populations
Developing innovative, effective models and providing
networks to be shared with the field
In order to accomplish these goals, activities for funding have been proposed on
which we can benchmark progress over the next five years.
1 'the improving America's Schools Act. of which 21st Century Community Learning Centers is a part
(Tille V, part 1) is up for reauthorization in 1999. For purposes Of this plan, n five-year authorizalion is
assumed sp3tmiog 1999 until 2004.
�·'
I
GOAL 1: Integrate learning into after-school programs
This goal win be monitored by an advisory council that
of the strategic projects outlined below.
,,'ill review the work of each
STRATEGY 1: EstabHsh a technical assistance infrastructure and:
ne-n'Vork in aU 50 states that -can sustain the trail1ing~ tcchnkal
assistance, and evaluation 'needs of after~school providers that focus
on extending learning•
. 11.1 Build the- capacity of at least 60 eXisting training centers
and networks in all 50 states to serve as a technical assistance
provider fOT the training, information t and evaluation needs of
local grantees. Designating at least one technical assistance entity
in every state wm facilitate training ,and technical assislance on
extending learning in anel'~school programs at the local level for
educators, agency leaders and community-based organizations.
represematives from postsecondary institutions, and parents.
These technical assistance entities, in addition 1:0 providing
training, information, and hands~on assistance on implementing
extended-learning programs in schools, before~ and after-school,
and subject area support training, wiII provide expertise on how to
combine federal. state. local, and private funding sources to
leverage and sustain projects, How to involve families wilt also be
an integral part of the training, Finally, tenters will provide
technical assistance to local projects employing the continuous
improvement project rnanegement g~lide developed in 41.3, Funds
would be allocated to state entities on the basis of the school
population in the state and number of 21st Century Community
Learning Centers in a state, However, this technical assistance
would be available to the entire after~schoot, provider field, not
just 2lst Century Community Learning Center grantees or projects
only located in schools, Title! slate school support teams will be
linked into these efforts.
MOTT Proposed Funding: S15 minion over 5 years
11.2 Develop and maintain a national training nchvork using
technology. First, a Website would be created that focuses on
various aspects of the program (i.e" quality program outcomes,
evaluation, staffing. facilities, behavior problems, collaboration
�issl.!CS, ideas fo:, nge~ appropriate actLvities. homevvork help, etc.),
A search engine could be created for finding all the appropriate and
available activities that already exist on the Web and make it
accessible via the 21 st Century Community Learning Center
Website. These community leaming centers that do this CQuld, in
rum, become demonstration sites for future 21 S1 Century
Community Learning Centers. [n addition. an email tistserv would
link grantees and keep them up to date on new events and help
sites share their 0\\'0 problems and successes \vith one another, A
"parent postcard" section coutd be developed So that after-schoo!
staff can ""Tite to parents and let them knO\V how the after~schJ)ol
program builds on or enhances their child IS learning in the regular
school day. Finally. the email and internet connections could
actually become!r. after-school activity where children and youth
hlve access to making conne'tions (pen-pats} ,....it:. ol:her children
in Qther community learning centers and acth"ities. These
activities will be available to ali after~school providers. whether or
not a 21st Century Community Learning Center grantee. a school¥
based program, or a.com:nunity-based program, Title I state
school support teams will be linked into these efforts.
MOTT Proposed Funding: 51.3 million over 5 years
11.3 Establish 4. regional) annual 2·dny technical assistance
summer institute for grantees. This annual event would bring
together two grantees from each of the 2! Sl Century Community
Learning Centers projects, only. to come togtther and share ideas
from across the country. work together on issues that are
problematic, bridge the gap between rural and urban communities,
and provide an opportunity to celebrate the Successes. Grantees,
\vho have netv,;orked via technology. could solidify their
relationships among their colleagues, In addition. it would provide
the opportunity for the U.s, Depanme"t of Education and the Mott
Foundation to meet the practitioners. Funds would be used for
trainers, materials, and publicity, Advisory committees for each of
the four goals \\'Quld tag on a one~day meeting to: one of the
regional conferences to share information and progress tov/ard
meeting the goal. Each conference is expected to cost about
S300,OOO with approximately 2000 participants at each meeting,
MOTT Proposed Funding: S6 million over 5 years
�11..4 Establish a nehvork of60 best practice schools to host
visiting schools. Every state or major region \vould have at least
one best practice site that Other p:-ograms could go to visit or caU
upon for guidance. Best practice schools must have a specific
content area focus, such as technology applications, programs in
the arts. music, and drama, basic skills activities~~for example,
reading, math. or science, a getting ready for college agenda. or
emphasis on community service. Sites will be selected on the basis
of these extended~leaming programs. as well as their focus on
collaboration, involving parents, and keeping kids safe and drug
free. Additional funds could go to the demonstration sites as a
reward for ajob \veU-done. Small grants to these schools would
aHow them to perform this fu.nction, In so doing, they would gain
national attention and be rewarded for their effon:. After~schoo!
programs other than 21 st Century Community Leaming Centers
would be eligible to participate in this activity, Each of the 60
schools would be given $8,000 a year over 5 yenrs or $40, OOQ,
The remaining $600,000 would be used over the 5 year period to
provide technical assistance to the best practice schools in
responding to fotlow~up questions and assistance requested by
visitors'to the best practice schools.
MOTT Proposed Funding: 53 million oyer 5 YC!lrs
11.5 PrQ"ide fedcraZ assistance and referr!lls through the U.S.
Department of Education's comprehensive technical assistance
centers !lod the regional labs. All the Department of Education's
technical assistance providers will be made aware of the after
school network that ha.s been fun.ded by the Mott foundation and
will refer their clients to the various activities, as appropriate.
ED Proposed Funding: No additional funds
�11.6 'Provide information to parents on best practices'
nationwide through a formal outreach mechanism. Joining
together with other interested parties. a formal outreach strategy
and awareness campaign on the need for quality after-school
programming \viH be initiated '\\'ith a private public relations firm,
S500,000 would be allocated the first year to begin the media
campatgn.
lVI0TT Proposed Funding: 51 minion over 5 years
TOTAL MOTT PROPOSED FUNDING GOAL 1:
S26.3 Million
TOTAL ED PROPOSED FUNDING GOAL 1:.
:-tone ).oianncd.
!
�GOAL 2: Expand access to quality, extended-learning programs
This goat will be monitored bY!Hl ad\dsory council that will review the work of the
strategic projects outlined below.
STRATEGY 1: Provide information and evidence of success to assist
in Congressional dec,ision making to expand the program by 500
-percent..
21.1 \Vork with Congress to pass new legislation. The
Department of Education will work \vith members of Congress and
other interested ne1\\"'Orks to pass the President's budget and
legislative proposal for 21 st Century Community Learning
Centers.
ED Proposed Funding: No Additional Funds
STRATEGY 2: Triple the number of children participating: in
quality after-school programs so that a large percentage of latch-key
children win be sernd by the program.
22.1 Award 5200 million a year in grants for 21st Century·
Community Learning Centers as appropriated by Congress.
The Department of Education, through a competitive grants
process, wiH award at least S200 million a year to local grantees,
once Congress passes an increased budget for the program,
Grantees will be expected to match the funds, dollar for dollar, thus
making a billion dollar program worth $2 billion over 5 years, An
annual review of the grant making process will be conducted.
ED Proposed Funding; 51 billion over 5 years
STRATEGY 3: Double the number .fsehQols that provide quality
after-school programs.
23.1 Develop a
Jong~terrn
and sustaining collaborative
�r
arrangement
be~'ec:n
ED and tbe Molt Foundation. In order
for quality activities to be complementary to the 21 st Century
. Community Learning Center program, a close, formal relationship
will r.oed to be established between the U.S. Department of
.
Education and the Mott Foundation. In this effort, a Jetter orintent
from the Mott Foundation to the Department \vouid be drafted.
ED Proposed Funding: No Additional Funds
23.2 Eyaluate program impact by surveying thase requesting
applications, those attending 11 technical assistance
workshopst and those applYing for the grants. Already, there is
great :nterest in 21st Century Community Leaming Centers. This
interest is expected to escalate dramatically o\'er the next 5 years.
One means for measuring ini<!rest is by surveying those parties
inquiring about the program, potential applicants attending the
technical assistance work shops, and applicams. A random sample
from these three groups will be selected and followed over the five
years of the grant program.
MOTT Prop.sed Funding: 5925,000 over 5 yenrs
23.3 Develop loca) capacity .and provide seed money for
communities to raise the required local match through
working ·w!th local foundations. Many communities have
developed community foundations. By providing a smali grant to
communities, they tould focus on collaborative skill building and
local foundation deve!opment to build capacity for raising the
required local match in the 21st Century COr.imunity i:eaming
Centers program,
MOlT Proposed_ Funding: 54 million over 5 years
23.4 Hire personnel to admInister and monitor grants. To
ensure that ar. after·school discretionary grant program funded by
the Department is successful, the Department will need to provide
sufficient staff to conduct the 'awards competition and monitor the
implerr.entation of the program, This is especially true in !ight of
the fact that a program in the S200 million range could result in
�thousands of grants being 3\Varded. Indeed, these dO'lIars would
make grants to fund about 3800 centers. The Department currently
operates a few discretionary grant programs of similar size,
OBEMLA awards approximately $200 million in discretionary
grants. These funds result in aoout SOO grants. A stnff of 25-30
work full~time to award the grants and to' monitor them,
ED Proposed Funding: To Be Determined
23.5 Run grants competition. To run the current $40 million
competition 1S costing the Department 5400,000 in terms of
reading and ranking applications through panels being held in 5
cities. A larger competition will cost more mO'ney.
ED Proposed Funding: To Be Determined
23.6 Plan and Tun technical asslstance work.'dtops ("bidders'
conferencesl'). Outreach about the avaUability of 2 1st Century
Community Leaming Center Funds and what tonstitutes quality
was furthered greatly by offering 11 free-lo~th('~pubUc technical
assistance workshops. These workshops constitute a n:ajor
grassroots outreach mechanism as experts meet with interested
individuals in each of the Department of Education's ten regions.
Future workshops will 'be revised on the basis of annual
evaluations. The cost of eleven technical assistance workshops for
the FY98 competition has cost the National Community Education
Association about $325,000. Conferences may be larger in the
future because of increased dema11d. However, with more time to
schedule and plan the workshops, which elicits cost savings, the
costs should go down to about $250,000 11 year,·
MOIT P,roposed Funding: S1.25 million over 5 yun
TOTAL MOTT PROPOSED FUNDING GOAL 2:
S6.175 Million
TOTAL ED PROPOSED FUNDING GOAL 2:
At least SI billion
�GOAL 3: Ensure program availability among low-income and hard-to
reach populations
This goal will be munitored by:in advisory council that wHl review the work of the
str:uegic projects outlined belo'w.
STR"TEGY I: Provide leadership to all puhlic schools so that they
understand that providing arter-school learning programs is their
core respcmsibHity.
31.1 Deyelop and air a PBS satellite program on quality aftcr
school programs with local community outreach. In order to
bener reach h;;!rd-to~reach populations. a public televi:::.ion station
strategy wiI! be developed that indtldes Hlping a two-hour program
for television vie..ving. Topks will include best practice examples
ofextended day programs, the connection between academic
learning during the regular school day and the extended~le3rning
program, and examples of parents and schools collaborating
effectively in after-school programs (e.g., parent volunteers, parent
. universities, etc.).'
.
MOTT Proposed Funding: S180.000 o,'cr 5 years
"
"
31.2 Proyide additional fonds to make grants to "outliers"-
those applications that have potentia! and with technical
,assistance could run good programs. These funds would be used
to fund about 30 proposed projects from applicants that do not
make the initial cut but include innovative ideas in their application
that have the potential to do business '!outside of the box." A one
year mini*grant would b:: awarded to these applicants to build their
local capacity to compete so they afe equipped for selection as a
grantee in the next year's competition. Applicants that promote
extended learning, collaboration, and parent involvement would be
given priority, With funding and targeted technical assistance,
these programs could flouris~. Title I schools \viH be a priority far
this activity.
MOTT Proposed Funding; S6 million over 5 years
�31.3 Provide II fund for special access projects (e.g., grant
writing 'workshops through CBOs, trllin~thc-traincr models,
etc. and materials). Many of the schools that need extended
iearning programs do not have the expertise in grant writing. do
not understand how to reach out to the community and coHaoorate
or involve parents, do not know how to integrate content into an
afier-school program, or lack other skills that could bring attention
to their need. Five low-Income commynities. perhaps the same
communities included in the President's after-school federa!
collaboration directive, would be identified and supported for thi_s
infrastructure devc!opment activity. For these potential
applicants, workshops and technical assistance on sharpening their
skills woutd be e:\:tremely beneficial.
MOTT Proposed Funding: S500,000
OH!r
5 years
31.4 Establish:1 peer-to~peer project of2 principals, 2
teachers, Z community leaders, 2 agency heads, and 2
community foundation heads, These expel1 peers will talk to
their counterparts in poor communities to help them establish
quality after~school programs. Communities would be selected on
the basis of individuals found in Ihe 21st Century Community
Learning Center database as having expressed interest but being
unable ~o get federal funding. let:ers will be sem to these
communities letting them know that this service is available to
them.
MOTT Proposed F.u_nding: 52,5 mUlion onr 5 years
31.5 Speak at major education and community conferences.
As part of the regular networking and outreach strategy of both the
Mon Foundation, and the Dtpartment of Education. a consistent
message on 21st Century Community Learning Centers a:ld the
benefi:..s of extended learning, collaboration, and involving parents
in after-school activities wil! be woven into conference
presentations. Grantees will also be part of this speakers' bureau
•
for 21st Century Community Learning Centers, Conferences
already identified for presentations include conferences for: the
Improving' America's Schools Act, Council of Chief State School
Officers, National Associations of Elementary and Secondary
�•
Sc!1ool Principals, National PTA, National Governors Association,
Tide I State Coordinators, National Urban League, Council of
Mayors, League of Cities, teacher unions, American Association of
Retired People. National Alliance of School . >.ge Child Care
Providers.
M01l & ED Proposed Funding: No additional funds
31.6 Survey ofprincip!1!s' and superintendents~ uttitudes
toward after school programs. As part of a \\'hole school
administrator strategy. surveys to coHect baseline data On attitudes
to\vard extended learning programs in school buildings would be
coUected, A second data .collection .H the end of the five year 21:!
Century Community Learning Centers funding cycle would then
mC.:ISlire changes in attitudes and gro'Wth in their skills regarding
after~schoot lea.rning programs over the duration ofche funding,
MOTT Prop9sed Funding: $500,000 for 2 collections
31.7 Develop and mail materials to principals on the
importance of extended learning programs with f01l0\\'·on
training through established principal associations. Annual
mailings to principals on the importance of ex;ended~leaming
progr.ams accompanied with annual training at rhe major principal
association meetings would raise consciousness of 21st Century
Community Learning Centers) specifically, and on after~school
programs, generally. Five topical sessions at the state level would
also be offered by the state centers.
MOTT Proposed Funding: 5500,000 over 5 years
�31.8 Policy seminars for district leaders (superintendents and
school board members) and state decision makers on ho\\' to
start and implement extended-learning programs, including
topics sucn as collective bargaining and annual maiJings.
Follo\\ing through on the same strategy used with the principals,
above, annual maiIings and training opportunities woutd be made
available to major district~level and state-!evel decision makers as
add-cn:.s to annual meetings.
MOTT Proposed Funding: S1 million over 5 years
,
,
31.9 Develop and mail materials to community, civic, and
youth organizations on the importance of extended-learning
programs with foHow-on tr:lining through established
community based organiz:ltions. Annual mailings to community
based organizations on the importance of extended-learning
prog:-ams accompanied with annual training at major CEO
meetings would raise consciousness of 21 st Century Community
Learning Centers, specifically, and on after-school programs,
generally. Five topical sessio:1s at the state level would also be
offered by the state centers.
MOTT Proposed Funding: S500,OOO over 5 years
31.10 Monitor patterns of applicants and awardecs for 21st
Century Community Learning 'Centers for rt'prescntation of
low-income communities and hard-to~reach populations. An
analysis of applicants and grantees would be undertaken to
determine pattems ofa..vards (e,g" grants to poor versus rich
districts, rural versus urban, etc.) and technicai assistan:ce suPtl0rt,
MOTT Proposed Funding: S250;000 o\'eT 5 years
TOTAL MOTT PROPOSED FUNDING GOAL 3:
511.93 million
TOTAL ED PROPOSED FU:-IDlNG GOAL 3:
None planned
;
�•
GOAL 4: Develop innovative models to be shared with the field
This goal will be monitored by an advisory council that will review the work of the
strategic projects outlined below.
STRATEGY 1: Provide wel1 documented research evidence on the
effectiveness of extended learning programs. in particular the types of
models that seem most effective.
41.1 Identify a sam pie of best practices and undertake a
comprehensive e\'a~uation of the projects. From the first 400
centers funded in 1998, and from other nominated projects, a
sumple of no more than 20 extended learning models win be
selected fot an inte:isive evaluation on what practices and
models work best in tvhnt circumstance, whe:-c, and with '.vhat
populations. Projects will be selected on the basis of subject
,.",
area enrithment linking '!,vith the regular school day,
collaborations with other community organizations, nnd
engaging families in the program. Because o:its intensive
nature, this '!,,,ill be an expensive undertaking. This evaluation
will be coordinated with the evaluation planned by the
Department of Education for 21st Century Community
Learning Centers (\\ith a $200 million budget, evaluation funds
from the Department wi!! run S1 mtltion a year for 5. years-
see below).
PlOTT Proposed Funding: S10 million over 5 years
41.2 Undertake tbe mandated evaluation urthe 2Ist
Century Community Learning Center Program. The U.s.
Department of Education will evaluate the 2 JSt Century
Community Learning Program, Eva!uat~on activities for the
1998 program win examine start-up activities of the projects.
As the program grows, a more in-depth examination of
activities and program performance can take place,
ED Proposed Funding: 55 minion over 5 years
�"
41.3 Provide guidance on continuous improvement to
grantees and monitor Jo~al progress, The Department wili
design a project management continuous improvement
guidebook already pitoted with other ED-sponsored projects.
Sent to each of the 21 st Century Community Learning Center
grantees, this guidebook will help them chart progress and
make revisions in their planned programrning (,lVer the life of
their grant.
ED Proposed Funding:' 550,000 over 5 years
TOTAL MOTT PROPOSED FUNDING GOAL 4:
SIO million
TOTAL ED PROPQSED FUNDING GOAL 4:
'55.05 miUton
TOTAL MOTT FUl\'DING: 554,405,000 over 5 years
AT LEAST 51 BILLION over 5 years
TOTAL ED FUNDING:
,
,
4
�· ...
,
.'
..
/
I
Providing Quality Afterschool Learning
Opportunities for America's Families
U.S. Department of Education
September 2000
�.
'.
'.'
"
.
•
r-----------------------------------------~I
Richnrd W.
Rile~'
u.s. Secretary of Education
Michael Cohen
Assistant Secn.'ta.ry for Elcmcmary ,md Secondary Education
Terry K.I~ererson
Counsdor (0 the Secretary
Adriana de Kanter
Special Advisor-on Afterschool Iss'tles
"
Joseph Conaty
. Director. New Projects Unit
Robert Stonehill
Director. 21" Century Comniunil y Leaming Centers Pro,gram
September 2000
The texi of this report is in the public domain. feel free to phOiocopy Qr reprint To order
copies of this repon write:
ED rub,
Editorial Publications
u.s. Dt.'Partme!l( of Education
P.O. Box 1398
Jessup. MD 20794~1398
Fax: 301-470~1244: send email requests to: tdnuhs@inet-td.gov; orc3111011
433·7827 (J·S77-4·ED·PUBS),
fre~:
1·877·
Adriana de Kanter, Rebecca Williams, Gillian Cohen and Rohert S!ollehill at the U.S,
Depanrnent of Educnlion wrote Ihis repon. D.lIa and Inbles were preptm:d by tv1nihcmnlica
Policy Research for the n<}.lion:l1 cvnluntion of the 21': Century CommuUliy Learning Centers
program,
,
.
�.
,,
.~
E.\'pectaM¢o
, 21 st Century Community Learning Centers
Providing Quality Afterschool
Learning Opportunities for America's Families
Each ofYOll, at your 2lS{ Celllury Commrmity Learning Centers, is bringing the magic of
enriched learning opportunities to children and famili£~s ill YOllr community. I'OIl have
demoustrated that you are "tire best oftlte best."
- Statement by Richard W. Riley. U.S. Secretary of Educatioll
to the gralltees at the 2l~' Century Community Learning Cenlers SUIIlllwr Illstitute 2000
Each weekday afternoon in America, the ringing of the bell signals not just the end of the
school day, bur the beginning of a time whl!n at least 8 million of our children are left alone and
unsupervised. For working parents. ensuring appropriaH.' supervision for their children during
the afternoon can bl! an extremely difficult challenge. As a result. so-called "latch-key"
youngsters can be found in our uman, suburban and mral communities where working parents.
for a variety of reasons, are unable 10 arrange or afford a beller alternative. Instead of bl!ing a
time ror growth and opportunity for these children. the hOllrs immediately following the school
day are their most dangerous. for these arc the hours when children arc most likely to commit or
be the victim of crime. For many olhers. the afternoon hours are simply a period of idle and
wasted time. when opportunities to be menlOred and academic311y challenged are squandered.
The 21 S\ Century Community Learning Center program. authorized under Title X. Part I,
of the Elementary and Secondary Education Act, is a key component of the Clinton-Gore
administration's commitment to help families and communities keep their children safe and
smart. The 21 SI Century Community Learning Centers. supported by grants from the U.S.
Department of Education, enable school districts to fund public schools as community education
centers keeping children safe in the after-school hours. They also provide students with access to
homework centers and tutors and to· cultural enrichment, recreational. and nutritional
opportunities. In addition. lire-long learning activities are avai lable for community members in a
local school sc·tting. Moreover. thcse programs providc America's parents and grandparents with
something they value above almost everything else: confidence that while they arc out earning a
living, their children are well cared for and learning. For America's children. these programs
help broaden their horizons, challenge their imaginations, and find the hero within.
Throughout the Clinton-Gore administration. the U.S. Department of Education has
worked to make our children's afternoons a timc when they can soar beyond expectations. The
dcpartmcnt has funded ovcr 3.600 schools in more than 900 communities to hecome community
learning centers. The hours that children spend althese centers are filled with academic
challenges and enriching activities. supervised by responsible adults. This vision of lhe,21 ~I
�·.
~-
Century Community Learning Centers program has heen reaffirmed by numerous evaluations of
high-quality afterschool programs, and no';\' by the results of the current grantees' annual
performance reports. I. The grantees' experiences contirm that investing in aftersehool activities
makes a significant difference in the lives of Amcrica's children, families and communities.
Addressing the Needs of Children and Fam!1ies
According to the rep0l1 Working/or Children (lnd Families: Safe (llId Sm(lrt Afrerscho()l
Programs. published in April 2000 by the Departments of Education and Justice, 69 percent of
all married-couple families with children ages 6-17 have both parents working outside the home.
In 71 percent of single-mother families and 85 percent of single-father families with children
ages 6-17. the custodial parent is working. The gap between parents' work schedules and their
children's school schedules can amount to 20 to 25 hours per week.
Statistics.provided by the General Accounting Office (GAO). Ihe Nationallnstitute,on
Out-of-School Time, and other surveys show that the lack of affordable. accessible afterschool
opportunities for school-age children means that an estimated 8 million -- and up to as many as
1.5 million -- "latchkey children" on any given day go home to an empty house after schoo!.:!
Forty-four percent of third graders spend at least a portion of their out-of-school time
unsupervised, and about 35 percent of 12-year-olds arc regularly left alolll! whik their parents
.
are at work.
Finally. studies by thc FBI and youth·advocacy groups have found that the peak hours for
juvenile crime and victimization are from 2 p.m. to g p.m. -- hours when youth are Illost often
without supervision. Yet we know that students who spend one to four hours per week in
extracurricular activities are half as likely 10 use drugs and one-third less likely to become teen
parents.
In over 900 communities across the nation, children
now have a positive alternative to unsupervised,
unstructured and uninspiring afternoons - 21"
Century Community Learning Centers.
Working to Provide More Afterschool Programs
According to 1999 and 2000 public polling data from the MottlJCPen~ey afterschool
survey, more than 8 out of 10 voters have agreed that access to afterschool programming in the
community is important. and that this access must bl! available to all children. Yet. over the last
three years. nearly two-thirds of voters have reported that it is difficult to find programs in the
nation and in the community. Less than 4 out of 10 voters say their community actually
provides afterschool programs. This number has rcmained consistent over the last three years.
Submilted in April 2000
:"1iller. Beth (June 2000). V,ldarf' of rhe Natio/lal Chihl Can' Sun·e.'· of 1990. r\ationallnstitU1e on OUl·Of·School
Time; Seppanen. P., Kaplan de Vries, D., & Seligson, M. (1993). Natio/lal Study of Bl'fore- (lnd Afrt'''·Sclwo/
/,/'O~,.am.l". Washington, DC: Omce of Policy and Pl6nning; U.s. Department of Education.
I
2
Page 2
�. '.
In some urban areas, the current supply of aftcrschool programs for school-age children
3
Wi 20 pacelli of the demand.
In rural arcas, experts assert that the availability
of school-age care could cover only about one-third of the population of children with employcd
parents.-l As a result. millions of parents WOITY each day about where the children will go. and
will meet liS firr/e
what they will be doing.
.
The Clinton-Gore Administration. through the 21 ~t Century Community Learning
Centers. is working to meet some of this demand. Nevertheless. in the last gran! competition
administered by the U.S. Department of Education, there was surficient funding for only 310 of
the 2.253 applications. More than 1.000 high-quality applications were unfunded. With morc
fiscal support, morc afterschool programs could be awarded 21 ~I Century Community Learning
Center grants.
Of the $1.34 billion in
funding requested by schools across
the nation to start afterschool
programming this year. only S 185.7
million was available for this fiscal
year. with an additional $267 million
committed to continue programs in
communities which had previously
received grants.
Supply and Demand for Afterschool
Funding
51.600
Tolal Funding
R.qu"li'd In FY 2000
5'.400
~
•
e
51.200
::: 51.000
:S saoo
•
o
•
o
,
•
5600
'"
."
5400
111 N.w Funding Avallabl.
A total of S I billion has b~en
5200
"
_
101 FY 2000
requested by tht: Clinton-Gore
~~~=':;'O=====::::::::=-~Comp'~lIon
l
Administration from Congress for
un
lUI
un
2000
this initiative in fiscal year 200 I. If
V,ar
Congress passes this appropriation
level. 2.5 million children will be
served through the 21 ~I Century Community Learning Centers. This increase ill flflUlill~ could
potentially eliminate as much as (l quarrer of [he nation's "latch-key" problem for American
families.
"
To ellsure that all school districts can prepare high-quality applications, the U.S.
Department of Education has worked for the past three years with the Charles Stewart Mott
Foundation. the National Center for Community Education, the National Community Education
Association. the National Association for Bilingual Education and other regional and local
organizations to provide numerous technical assistance opportunities for communities interested
in applying. Workshop attendance over the past two yeilrs has been remarkable. Some 13.000
representatives from families. schools, community and civic organizations. local governments,
foundations, f;:lith-based organizations, and businesses caml.! together to find out what quality.
extended learning is, how to collaborate. and what are some models of best practice. For this
year's competition, at leilst one workshop was provided in every state.
~ United States General Accounting Office (1997. May). Wt'{{tltt' Reform: Implicariflll.~ ofIncreased \l'ork
Pllrlicipll1ionJfll' Child Cllre. GAOIHEHS·97-75. Washington. DC: Author.
The David and Lucile P:lck::trd Foundmion (1999). When school is out. Tlrt' Fllmre of Childrell. 9(2). Los Altos,
CA: Author.
4
Page 3
�The investment in assisting local cOllllllunities to plan uftcrschool and cOllllllunity
education programs'seems to be working. Because of the extensive training provided to
potential applicants. the quality of 21 SI CenlUry Community Learning Centers applications has
significantly improved owr the past three years. The average standardized score has gone from
(in 1998) to 75 (in 1999) to almost 80 (in 2000). This year. over 1.300 applications (of the
2.253 received) earned an average raling of 75 or above.
n
Making a Difference for America's Communities
Principals, parents. community members, and stale and local decision·makers want
afterschool programs because they know they keep children safe and assist them academically.
Children who regularly attend high-quality programs have better peer relations and emotional
adjustment, better grades and conduct in school, more academic and enrichment opportunities.
spend less time watching TV. and have lower incidences of drug·use, violence. and pregnancy.s
Achievement data from the 21,Il Century Community Learning Centers programs are not
due until October ::WOO. However, in April 2000. grantees - through their annual progress
reports and other sources - shared the following examples of how their programs arc benefiting
the children in their communities:
*
*
*
*
*
*
The behavior of students who regularly participate in Montgomery. Alabama's three Slar
Search aftcrschool programs is improving. even though discipline problems have increased
among other students. Overall. there has been a 25 percem reduction in violencc.
AI H!lock Middle School in the Salem·Keizer School District in Oregon. the 21 ,( Century
Community Learning Centers grant has allowt:d for a great expansion of programs that has
led to a substantial drop in the use of drugs. alcohol, and tobacco among students in the past
year.
Highland Park. Michigan reported a 40 percent drop in juvenilt: crime in the neighborhood
surrounding thc 21 st Century Community Learning Centers afterschool program.
In Plainview, Arkansas, Ihe 21M Century Community Learning Centers program implemented
an abstinence program that resulted in no pregnancies in their high school graduating class
for the first time in years. In 1998. there were six tecn pregnancies, in 1999 there were only
three. and in 2000. there were I/O pregnallcies at the high school.
In rural McCormick, South Carolina, 120 students would have been retained in grade without
the aftcrschool program.
Brooklyn. New York's Cypress Hills center reported that 72 percent of program participants
improved their grades by 5 points on a lOO·point scale in one or more of their classes.
~ Workin8for Children ulld Families: SufI! uml Smart Aftenchoo/ Proxrtlms (2000). Washington. DC: U.S.
Departments of Education'and
Ju~tjcc.
Page 4
�* ttbsentec d.iYSin dropped from 568 days to showed ::mothcr theschoolwas from 148At10one school.
Participants Chauanoogu.
:Hlendance.
135: at
drop
23.
Tennesse~.
*
*
improv~d
Preliminary findings from the 21 \1 Century Community Learning Cenrer program in Palm
Reach County, Aorid.'!., indicate thm students participating in the program have increased
reading and math scores, as well as inlerpersonal selr~management.
In Bayfield, Wisconsin. 71h through 10th graders no longer hang out nl:ur thl: grocery and
liquor store in the Viking Mini-Mall - instead they hang out at school after school. They
finish their homework. have a snack. work on a special project or ploy organized games with
an adult learning assistant.
Recent evaluations of olher afterschool programs all found improved school attendance,
and documented improved reading and/or math scores or re-designation from the status of
"limited Engf.ish proficient." For exztInple:
,
V' The RAND Corporation, when evaluating aftcr.>chool programs $uppm1cd by Foundations.
Inc. in the Philadelphia area. found Ihat fourth-graders in the program oUlpelformed comparison
. slUdents in reading. language arts. and m.ult. fI
V Columhia University, which evaluatcd the Boys and Girls' Clubs of AnlCrica'$ notional
educationnl enh:mcement program Prrljecl Learn. found that participants increased their grade
average and showed improved schoof attendance and study skills.'?
V The University of Cincinnati. when evaluating the Ohio Hunger Task Force's urban
afterschool initiative. found fourth-graders exceeded the statewide percentage of students
meeting proficiency standards in math. writing, reading. citizenship, and science. s
... The Univ<:rsity of California at Los Angeles (UCLA) has been evaluating the LA'5 BEST
afterschool program for more than 10 years, Higher levels of p:trtidpatton In LA's BEST led 10
better school attendance, which in tum related to higher academic achievement on standardized
tests of mmhcmotics. reading. and language arts, In addition, Iimiled·English-profidcnt students
who participated in the LA's BEST program were more likely to be redeSignated as English
proficient than their non-participaling peers.1i
Serving Chi1dren Where They Are
51
By locating 21 Century Community Learning Centers within public schools, we can see
that students receive educational enrichment and academic assistance directly linked to their
classroom needs: Principals have long seen a need for extended learning programs. hi.a 1989
Hamilton. L.S. and Klein. S.P, (1998). Achiet'cmcnt Te:il Score Gaills Amrms Pm'liclluJIIIS. ilt ,lte FO/JIulati<ms
Enri:dmlt:'l'lr Program. Santa Monic:.. CA: RAND Corporation.
1 Schinke, S. (1999j. Em/llarion of Boys lind Gir!,~' Cfllb of America '.I' Edu((lfimw[ EllfulIlcemellt Program.
Atlanta. GA: Author.
to Partners JOl,.'C:lning in Our Community of Kids and Ohio Hunger Task Force (t 999). UrI)(/l/ Sdmollui;iarin!
Scluml-Ajif Care Pmjeo; J!j8/}·yt} Schoo} Yeur era/ualioll Report. Ctllumbus, OH: AUlhors..
\I Huang, D.,Gliboons. B..Kim, K.S .• nnd Lee, C. {~1oy 2(00). Tht! /lIIl'dCI (~frlte LA '.I' BEST After SdlOol Program
t.
ScJJO.,f~Alie
Oil Subxeqllttllf Swderu Aririe}·t'tIIt'tI! ;md l'erfimlwnce. Los Angeles, CA: UCLA.
Page 5
�Harris poll,-H4 percent of school principals agreed that there is a need for before- and afterschool
programs. In December 1999. the National Association of Elementary School Principals updated
an earlier publication for their membership on quality standards for afterschool programs entitled
AJier-SchooJ Programs & The K-8 Pril1cipaJ. In it. they recognize that "an extraordinary
opportunity CXiSt5 for principals to bring their schools and communities together to plan and
support arter..school programs.,,10
The 21 51 Century Community Learning Centers arc located in public elementary schools.
middle schools. and high schools. In addition, host schools can serve a range of student grades.
The table below provides infonnation on the grade levels served in 21.1 Century Community
Learning Centers host schools.
.
st
Grade Levels Sen'ed by 21' Century Programs
Elementary
Elementary and 1\1 iddle
Middle
44%
9%
31%
Middle and High School
..IJfo
High School
7%
All grades
7%
These 21 S\ Century Community Learning Centers will serve about 615.000 children and
youth and 215,000 adults during the 2000-200 I school year. All programs serve children, but
over 40 percent have reported about how they also serve adults.
Rural St. Mary's County, Maryland's 21 Sl Century program serves about 100 at-risk
students daily. as well aduhs. The program's strong adult literacy component focuses
on GED preparation. computer training, counseling and career development. The St.
Mary's program has been locally showcased for its development of community
partnerships and use of volunteers to manage the centers. The program publishes a
quarterly newsletter that features community collaborations and program sllccess
stories.
During the 2000·2001 school year, there arc 903 grants operating in local school districts,
with community partners, to implement public school-based 21 ~l Century Community Learning
Centers. These grants arc in every slate, the District of Columbia, Puerto Rico, the Virgin
Islands. and the Federated States of Micronesia. The 21 ~\ Century Community Learning Centers
grants provide high·quality academic enrichment and expanded youth services in 3,610 inner
city and mral schools. School district grantees operating the programs often manage three to
four school-based centers. The typical overall number of students served by a school district's
grant is 696. and an average of 248 ad~hs is served by each grantee as well.
II) National Association of Elementary Schoo11'rincipals (1999). Ajtersc/wol Proxmms and rill.' K-X Principal.
Alexandria. VA: Author.
Page 6
�A typical schoQIMbased 21 ~t Century Community Learning Center SCl\'CS some 156 children.
A'f.- n.:\:enlly as 10 years ago, evaluations of afterschQol programs showed as few :15 50 children
panicipming in public school programs. and e\'en fewer in nonMschool"bas~d progr<llns 11 . This
contm<;rs sharply with the large number of children partidputing in most 21 31 Century
Community l.J.!aming Centers, and sirong!}' suggests that the high-quality range of ser.-kes that
nre oftered, combined with the s.choolMbased setting. is. en~cli\'c in encouraging program
participation.
Particil>ation in 21 ,l Century J)rograms
A\'eroge Number
Served
Students Served in a Local School
District
696
Students Scr\'cd at <i Local School
156
Adulls Served ill
District
248
it
Local School
Tire Central Moille 2/11 Cemury Cammunity teaming Cemers proju'f had a t'er:r
successful secO!ul year. Ow;r 1.000 <if theJim!" participating schools' 2.700 srudenH
regularly (fllgtlKed ilt the It'ide Wlriet)' o/pm}itfmlS and sen'ices offered.
!n n MOH FoundarionfJCPcnney survey of registered voters conducted in June 2000. the
public indic3h:d tholt arterschool progrnms should be housed in schools and that schools and
communify organizations should share, ralher than compete for, fe<;:ourccs. Thai philosophy
gUides'the way !he 21 ,j Century CornmunilY Learning Centers program is operated loday.
Public schools. working witif cmmmmu), partners, are the best place for aftersclwol programs,
Not only are tltey ccm'tmient and reach tire most children, but they are at the center ofthe
community and in (J great position to oJler lligIJ~quali1y learning opportunities in a safe place.
uU.S. Secretary
al Education, Richard W. Rile~'
Serving Those, Most in Ne,e51
The 21 s1 Century Community Learning Centers serve populations in rural and inncr.city
locales, as about 55 percent of the 21 \1 Cenlury projc<:ts can be considered rural and 45 percent
are innerdty, As: recently as the 1993-1994 schoo! year. 70 percent of all public elementary and
combil1cd (e.g., K-12j schools did not have a before· or afterschool program. This picture was
even bleaker in ruml areas. where 82 pcrecnl of public schools did not have such prograrHs,!2
s.:ppancn. ef. at 1993.
ror Education SI:l1istics (1996, SeplCnlb\!r). SchOO/ii Sen'ilff( Famifs Nef!d~: Ettr:lulet.1·iAry
Pmxmm,~ in Public mltl Prii"att Sdwo/s, Washington, DC: Author.
H
!: Nalional Center
- _.
,"'.
Page 7
�Schools with 21>11 Century Community Learning Ccnt~rs' grunts also serve more minority
students and are far more likely 10 serve high-powrt)' students than the average school.
Race, Ethnicity, and Poverty Level of Students in 21 \\ Century
Community Learning Centers
Asian.
Hllwaiian,
Pacific
Islander or
21s1 C..:lltury Community
leaming Centers (schools)
African
America;)
Hispanic or
Native
White
L~Hino
America
High
Poverty
43%
26%
24%
6%
66%
Esmern/da, a ;r;(udem in Ille low·income school dis/riel ofUI Quinta. California,
imprm'ed her te(lditlg Jerel from 2.75 If) 5.80 rhroup,/t tIJe Compuler Curriculum
Carj1(JraIifJfl program that provides readiuf{ sojrl1'tll'e, SIIe spellllll'O !tours (I day. jOllr
days IJ week. inlier school's campuler lab. Wllh:h W(IS fimd(!(J by II 21 'f Cell fill)'
Community uaminK Celller,'i gran!.
"
/11 f/uIIlJville, t1Jabanw, 98 percctlf o/slIIdems at Lincoln Eleuu!Ilwry School receil'e
free lunch. The CtIIllP Success proKram prm'ides low-income sWt/ems apporumitics 10
plJrticipllle ill aG.lil'itics tltey may be wwble to (lCCeS:f ,mdl ~t;'f file Kih'mlis Club. ';·H,
art classes, clwmisrry camp. tire
Cl;es,~
Extending Time to Be Safe
and Smart
There is strong suppon for
Club, sparts teams, and Bay and Girl Scout:.".
Hours of Operation During the
School Year
afterschool from the public safety
community, F.)rexamplc. nearly 9 in
10 police chiefs said expanding
aflcrschool programs win "greatly
reduce youth crime and violence."
Nine out of LO chiefs also agreed that
"if America docs not make greater
investments in nftcr-school and
educationul child care programs to help
children and youth now, we wili pay far
more later jn crime. \vclfarc. and other
costs:,13
D Figbt Crime: Inlte!:1 in Kids (November ]999), Po" (~r Police Cille.t,i'. condllClcd hy George :>'1.ason Uniwrsity
D, M:.'lslrof,J;.i and Seon Keeler. Washington. D.C.: Au!hor.
profcsson;;.~tcp~eu
,.
Page 8
�,
,
•
,
"
O:ntc'f$ provide a safe place for students to go after regular school hours cnd, These figures
describe how much additional time is pro\'iJed:
*
*
*
A lOtal of 78 percent of centers operate- on a daily or semi-daily basis, and another 22 percent
non~dai ty syslem.
of cenlers provide only "special events" or operate on a
S
Onc·th,rd cf2l ! Century Communi!)' Learning Centers nrc open 20 or more hours per week.
and 61 percent of centers are open at least i5 or more hours each week.
More than one-quarter of grantees. keep their learning centers open on school holidays and ln~
service days during the school year.
Providing Qualify Afterschool Learning Opportunities
For ,<;llIliellts wh(} enrolled in the Jeffersm; COWlI)' Sehool Dis/riel After Schoof
pro~ram ill Fayeue. Mi,o;sollrj, 50 percell( of [hose who were oltce below (l\'crage are
now averaKe sflldents. 10 percent are tumor roll stitdems. and 8 percent have become
principal scholars.
A June 2000 Mott FoundationlJCPenney artt!rschool survey asked voters whal they wanted
in an afterschool program. Americans said th.H in addition to helping working families. the most
important outcomes of an afterschool program arc 10 provide opportunities to letlm ilnd master
new skills, and improve academic achievement. in addition. thl!Y identified afterschool
programs as a place to build socia.l skills and \vhere homework can be done.
Afterschool programming sponsored by 21 st Century Community Learning Centl!rs'grants
gives students more time to learn, improve (heir academics. and engagt: in other educationul
at:tivitics Qutside of the structured school day. The vost majority of ccnter:; provide activities
focused on boos ling achit:vement
in core subject areas, as well as
Activities Reported By 21 st Century
offering enrichment activities.
And to make sure Ih.!
Dcnvities offered arc of the
highest possible quality. ali 21 u
Century Community Learning
Centers grantees arc trained on
quality elements of an afterschool
program. induding how best to
provide academic enrichment,
every fall and spring, The
National Center for Community
Education, funded by a grnnt
from lhe Charles StewaI1 Molt
Foundation, ha..'\ been providing
this {raining.
Community Learning Centers,
1999·2000
r,chl'lo!oi/Y
$ol:lal Studl.,
,
,.
"
"
,on
Page 9
�·
.'
Overall. almost all of the centers provide activities meant to bolster students' grasps of
reading. math and science. Additionally. 72 percent of centers offer students accc.ss to art and
music enrichment. 64 percenl offer social studies support activities. 70 percent engage in
technology-related activities. and 76 percent offer other types of enrichment activities.
Keeping Learning Alive in the Summer
Today, 25 percent of all
school districts and 55 percent of
those in high-poverty urban areas
require summer school for
struggling students. Not only does
summer school help prevent loss of
academic ground over vacation
months, but it also helps close the
achievement gap between
disadvantaged students and those
1F~~~~~~~~~~~~~~~~~~""'l1
Hours of Operation During the
Summer
25 or more
hol.l'. p.r
wuk
."
with more privileged educational
opportunities at home. A study
done by the University of Missouri
showed that in more than 85
percent of summer-school
evaluations of students who
attended summer classes, attendees
outperformed those students who did not have this opportunity. 14
151018 hour.
per wuk
'"
H%
Summer schools serve a variety of purposes for students, teachers. families. and
communities. They provide chances for remediation for students with learning deficits,
repetition of failed courses for secondary school students. services for students with disabilities,
supplemental help for disadvantaged students. enrichment opportunities for students with special
talents, and a way for teachers to fUJ1her their career development and increase their income.
/11 rural MOIumgalia Coullfy Public Schouls. West Virginia, parents say the center
helps their childnm Ket their/wlIlen/ork done and convellielltly oJJers enrichment
opportunities right ill their OWl' c011/1I/1/I1ity. Classroom teachers "m'e commented 011
the alluium ofdisc:ussi01' alld excitement tlrat carries O\'er into tlreir classes during tire
day. Title / tead,er.f were ,flllpr;sed at !row little ground was lost for their swdents last
summer as they were able 10 pick up where they had left of! the previous year after
participating in tire summer program,
Funding From Ihe 21$1 Century CommunilY Learning Centers program allows more urban
and rural schools (0 sIan summer school programs, Two-thirds of gran Ices operated a summer
program of 25 or more hours per week, in addition to their school-year program last year.
I~ Cooper, H., Charlton, K.. Valentine, J. (1998). Makillg the Most ofSlimmer School: A Meta-Analytic and
Narrative Review. University of Missouri-Columbia,
Page 10
�,
.
Communicating with Teachers and Principals
Research clearly shows that qualifY aflerschonl programs coordinate their acrivities with
those offered during the regular school day. Communkuting with the principal and the teachers
in the regular school program regarding subjects like recruitment stffilcgies, program goals and
student progress is essenlia) fO establishing a successful aftcrschool program, The.2 i 51 Century
Community Learning Centers grantees understand the impol1afice of these day-to-day linkages
with the regular school day program, as shown in the collaborative activitles they arc
undertaking,
Percent of
GnmCccs
Types of Linkages to
School Day Program
Recruit/Refer Students
95%
Works at Program
93%
Provide Feedback 011 StudCIlIS
93%
Sct Goals and Obj>.'Ctivcs
92%
Share Instnlctiooal Practices
90%
CommuoictHe School~Day
Curricula to Cellter Staff
,
89%
Creating Collaborating Communities
, In Kenosha. Wiscousin, the 2 J~r Celilury Community Leamilll? Centers became invo/ved v:ith the
: Lincoin Neighborhood Commllliity Ceiller and collaborated with numy other communil}'
orglmizatiuns to provide fillllilie,\' witilllfull-rallKC oj services.
..: . nit University of Wisconsin H.xTel/siol! Selvice offered (I teen pref;lIonl:y prevention program,
.;. Tile Spanish Cemer lIlld Ille VI/iced Migrant 0PPOrfLl1Iilies Services offel"ed a cultural
awareness class.
•:.. The Kenos;uI Uhml')' stopped llreir bookmobile in fr01/l oflite centers each week.
{- The Ameri('an Red Cross certified Ihe swdems ill babysilling.
•:. Tire UI/il'ersiry of Wisconsin·Parkside offered weekly .t>l'immitlg lessons itl tlleir paol,
leadership classes. s/udellf interns. admisshms If) college plays, peel' mediation, and
nefgltbori1P(i(f assistance. specifically safery (lnd improremell/.
,.. The Girl Scout emmeil wrote a gram so Ihey couJd stan lroops ill bUlb 2 J1I Ce1/lury schoo/so
.;. A jWlliJy drug and alcohol pJ'~Jgram was offered ill cooperatioll wirh abotll 10 c01J!IIlUlJiry
aftencies,
Collaboration helps. build a common sense of communilY with mutual goals and vision.
Collaboration is a cornerstone of the 21 ~I Century Community Learning Centers program, Rural
and inncN,;ity public schools - in collaboration with other public and non-profit agencics. faith~
based organi:r..1Iions. local businesses. postsecondary inslitutions, scientific and cultural
organizations, and other community entities - bl!neiit from the U,S, I)¢partm~nt of Education
funding for nfterschool programs. All centers must work with community partners and faculty of
,
,
Page 11
�,
.
.
,
'.
'the'regular school program to achieve a vanety of goals.
Some 90 percent of 21 q Century Communily Lcaming Centers granlccs report partnering
with community-based org:mizarions. Roughly onc-third of grantees report partncring with
fahh~basi,. d
organizations. Gmntees say thar they involve partners in service delivery. An
informal survey of grantees suggests that aboul two-thirds of the grantees have entered into
contracts with community-based organizations to provide program services. Grantees estimate
rhal: these contracts average to about 25 percent of total gram funding.
On average, 21!1 Century Community Learning Centers work with six community
partners ttl provide services, share tcchniques for conducting actlvities. sef goais and objectives.
proVIde volunteer staffing. give feedback on students, make paid staff available. and r.1ise funds
(in order of most common to least common shared activity), Activities undertaken by
community partners in 21!l Century Community Learning Centers can be found in the table
below:
Types of Activities Undertaktm
hy Community Collaborators
Percent of Granters
Provide Sen'kcs/Gnoo;;
Stltlre T~chniques
8W,"C
.
77%
Set Goals and Objectives
.... ,_ ,e
f 1:<'1'
PfQvid~
72%
Volunteer Stnfting
Pnwide Feedback ,)U Sludents
70%
Provide Paid Staffing
6S%
Ihise Funds
39%
Creating a lInique Partnership to Support Afferschool Programs
In large prul. the unprecedented growth and
quality of the 21 \t Century Community Learning Centers
program can be traced to a philosophy of collaboration.
The program is implemented nationally through a unique
pub1ic~private partnership between the U.S, Dep,:utment
of Education and the Charles Stewart Mott Foundation of
Flint. Michigan. Conceived following the 1997 White
Hoose Child Care Conference. the partnership today
accounts for more thun $550 million in direct services,
training. technical assistance. best practices identjfication,
evaluation, and access/equily and public will activities.
This is far above what would hnvc been nvailablc by
relying exclosively on federal funds.
Frank!y. this hislOric parllJership
fJerweell'rhe U.S. Dep(/rtmenT of
EducatiON (lIld the Molt
FOIflldarioll is (I symbol of tile filII
of rmblie and [Jlivare
SpeCfl'll1ll
partnerships tllar we can e.tl'ecf
to sl'rillR to life as this illitialive is
cIIIIJI'(I(.:ed by ((mllll/Illiries all
over llie Uniled Slates.
-- William S. White, Pres idem.
C.S. Motf Fmfllt/aliOfl
The U.S. Dcp3rtment of Educfllion administers
the program and supplies funds to local communities through acompclitivc proposal process,
Page 12
�·.
'0
'
,0
The Chtlrlt::s Stewart Mot! Foundation underwrites training and tcdmicnl assistance, and provides
training on how to create high"luality npplkations and implcmt~nt community learning centers.
In addition, the C.S. Matt Foundation funds program evalualions, 31.x:ess and equity analyses,
and public awareness and outreach initi:J.tives·. Mot! funding leverages federal funds and works
toward thl! long~term sustainability of local projecls.
The "ollaboralion concept is mirrored at the locallcvcL Every school district is required
10 work \virh community organi1..1tinns like Jaw enforcement agencies. local businesses. post
secondary in£tilUtions, and scientific. cultural or youth-servtng groups. This collaboration
encourages the community to unite in helping children devclop into healthy, successful adults. It
also allows communities the freedom to design school-based progmms around their needs and
imereslS as long as they contain a strong learning component
The Charles Stewart Mot! Foundation-U.S. Departmont of Education
partnership has led to the creation or the Ajtersc/""I Alliance. The Afrerschool Alliance
is a coalition devoted 10 raising awarencss and expanding resources for aftcrschool
progmms, It indudes the U S. Dcpurtmcnt of Education and the C.S. Mou Foundation,
as wen as JCPenney, the Advertising Council. Entertainment Industry Foundation. and
Creative Artists Agency Foundation. The AftcrsdlOOl Alliance's vision is to see thm
C\'cry cbild in Ameriea ba..o;; access to quality afterschool progmOls by 2010. Toward this
end. tbe Afterschool Alilunce has secured millions of dollars in direct and in~kind
contributions for programs such as:
*
**
a "nalional public service advertising campaign ("Finding the Hero Within"),
a national Jay of recognition on October 12 ("Ughts on Aftcrschool :-,), and
the identification and deployment of a cadre of practitioner "'Afu;:rschool
Amhassadurs" in every state to provide technical assistance and influence puhlic will.
In 'ConclusionAfterschooi programs are popular. effective in keeping kids safe and providing children
with constructive opportunities to learn and grow. and are in great demand across the country.
The 21~1 CentUl'y Community Learning Centers program has become a powerful model that
demonstrates how schools can provide expanded support fo!' children nnd tht:ir families.
Nevertheless, Ihe current supply of afterschool programs is not able to serve all of the children
who want or need a safe and smart place to be after their schools have dosed for the day, A total
of2,253 communilies, representing 10.000 of our nmion's schools. participated in this year's
competition for 21 Sl Century Community Learning Centers grams. They did so despite the fact
that only one in seven applications could be funded.
The president and vice-president have requested thai funding for 21 Sl Cemury
Communily Learning Centers be dramatically increast':d, from its current FY 2000 level of $453
million to $1 billion in FY 2001. Ai that amount. tbe program will be able"to assist 2,DOO
communities establish 8,000 schools as 21 S\ Century Community Lcnming Centers, Purtncring
with local organizations and businesses. these centers would be able to serve up {O 2.5 million
children. or up to one~q~ar1er of aU the COuntry's latChkey children. No single program can meet
the nL'Cds of our children -~ tUfaining that goal will' take the combined dforts of families, schools,
,
.,,"fOn.·'!
Page 13
�. I.
.•
youth-development organizations. faith-based groups. foundations. businesses. and federal, state,
and local agencies. Increasing our investment in the 21 S! CeIHury Community Learning Center
program would be a step in the right direction.
Contact Us!
For more information on the 21 Sl Century Community Learning Centers Program. contact the
U.S. Department of Education al:
•
•
•
Internet: www.ed.govl2lsteele
E-mail: 2lstCCLC@cd.gov
Fax: (202) 260-3420
Wiry are a/terse/wof prugrams so importalll?
BecplIse children 's lI~jnds dOll't close down at 3 p.m., alld neither SllOUld their schools.
U.S. Secretary of Education, Richard W. Riley
.,
Page 14
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The 1999 Reautborization of the Elementary and Secondary Education Act:
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Reaching educational equitJ' by ensuring thaI ALL students IJTe taughf 10 hi'gll acudemic standards
Background
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In the 1994 reauthorization of the Elementary and Secondary Education Act. the Clinton
Administration transformed the Federal role in elementary and secondary education by promoting
high standards for all children, focusing on teaching and learning, increasing flexibility and,
accountability, improving parent and community involvement, and targeting resources to the
highest poverty communities. These changes have complemented, enhanced, and accelerated
reforms at the State and local level. (fACTS) Parents, teachers, and school administrators
have embraced and applauded these reroons as a move away from the traditional top-down
heavy-handed policies of the past to policies that buitd coalitions and partnerships with a goal
of raising standards and improving student achievement. (MORE SUPPORTING FACTS)
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As the Department of Education began work on the 1999 reauthorization, we used the 1994
themes as a base to examine the effectiveness of our efforts. Did the 1994 reauthorization:
successfully promote the development and implementation of challenging academic standards?
Have standards been used to improve teaching and learning and, thus, increase student
achievement? Have States taken advantage of flexibility to further their locally driven reform
efforts? Did our accountability provisions have a positive impact in turning around failing
schools? Are more parents involved in their children's school? And, are we reaching the districts
most in need of assistance?
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The answers to these questions jed to emerging needs and themes for the 1999 reauthorization of
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ESEA -a continued commitment to improving achievement for all students with a specific focus
on closing the gap between rich and poor and majority and minority students; a focus on the ncxt
stage of standards-based reform to help States and school districts implement standards in the
classroom; the need to have a more significant focus on improving the quality oftcaching for our
most educationally disadvantaged studentsj the need to ac<:eJerate the pace ofrefonn by
strengthening accountability provisions~ continuing flexibility for States and Districts to
implement refonns, as welJ as flexibility for parents to choose what is best for their child in .
public schools; and. a continued commitment to promote equity by targeting ESEA programs to
our highest poverty districts and providing quality support and technical assistance to these
districts to improve teaching and learning';oor all students.
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Major Themes of the 1999 Re!1utborization
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Impro\'ing A(:hi£vemed' fo;' All Stu::cnts Bud Closing the Gap.
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The Elementary and Secondary Education Act of 1965 was enacted to Unprove educational
opportunities for students living in low· income school districts in order to w'ifnk wwaros ~
educational equality for aU students, The 1994 reauthori1.atlon ofESEA renewed the origina1
intent of ESEA by focusing on equity - not only providing all children with opportUnities to
receive a quality public education, but ensuring that all children are held to the same high
academi.c standards. In 1999, the commitment to equity must include a continued committ:n,entto
high standards for aU children, but must also include a commitment to close the acbiev~ment gap
between rich and poor and minority and majority children.
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�DRAFT - 11124/98··3:06 PM
In order to dose the achievement gap, the 1999 reauthoriution will need to strengthen Title I and
focus local goals on the continuous improvement of
Support interventions that have proved effective in closing the gap certified teachers receiving on~going professional development, etc.
Slrategy: Improve Title I Schoolwides bv Focu.filtg gn
class~size
Reseq,ch~Ba.fed
reduction.
Practices
The 1994 reauthorization ofTitle ] provided incentives for more schools to develop schoolwide
programs by changing the poverty threshold from 75% to 50% and by allowing schools: to
combine most Federal education dollars with state and local dollars to upgrade the effectiveness
of the entire school progrnm. As authorized in section 1114, Title 1 schools with at least 50%
poverty are now eligible to conduct schoolwide programs, Schoolwide programs arC intended to
address the educational needs of children ljving in impoverished communities by supporti!1g.
comprehensive strategies for impro\"ing the \\-'hole school so every student.. including the lowest \J:>~
achieving students. achieves high levels ofacade:mic proficiency. Schools .are not required to
identify children as eligible for particular services or track the combined federal resources to .
~~
particular children Or services, .Rather~ they may usc the combined resources to improve the
~ ..
school's educational program while meeting the intent and purposes of the prognuns for which
)v~.wC?
funds are allocated.
The f1extbHiry~ instituted as part of the 1994 reauthorization, has resulted in a remarkable growth
in the number ofTitte J schools operating schoolwide pro~ram5. In 1994-95, there \"ere 5,050
Title I so;:hoolwide schools (Chapter I participation report). By 1997~9R the total gr<m' dose to
16,000 (If all Title 1 scoools (FoUow~up School survey. 1998), Although the gain in numbers is
significant., preliminary evaluations suggest that the fun potential for schoolwide progrnms to
incorporate comprehensive strategies designed to support ali students in reaching high standards
has not been fully realized. Many Sthoolwide programs still use Tide I funds for traditional
.
strategies. including; 51% serve targeted children in a puU..aut setting and R1% serve targeted .
children in an in~class setting (same percentage as: Title 1 Targeted Assistance Scl1ooJs) (Dl1tft
tabulations, Follow.up Survey of Schools··school year 1997·9&).
Policy Recommendations
• Upgrade the quality of schoofwide programs: through ~m}'!tasizing data-based decision~
making. research-based programs with evidence of effectivene~ ensuring that schoolwide
plans will improve the core academic program for the entire school. ongoing external
assistance for every school, evaluation as a tool for C()ntinuous improvement, and peer review
and approval.
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Outstanding Policy Issues
• Should the schoolwide proposal include an expansion ofschoolwides by dropping the
.poverty threshold further from 50% down to 35%?
• Should there be different requirements fOf new and existing schoolwides?
,
.
SImien 2; Embed the C(JIfWfWensire Sch(}(}/ Reform Detn9nstraJ/lJtt (CSRDJ into Tille I.
In 1998, t.'1e Comprehensive School Reform Demonstration (CSRD) program was authorized by
the FY 1998 Department of Education Appropriations Act The purpose of the program is to
provide fmandal incentives for schools that need to substantially improve student achievement,
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particularly Tide 1 school~ to implement comprehensive school reform programs that are based
on reliable research and effective practicC$, Like Title I schoolwides, CSRD programs are
intended to stimulate schoolwide change covering virtually aU aspects ofschool operations, rather
than a piecemeal. fragmented approach to refonn. CSRD legislation builds on the schoolwide
program concept currently authorized in ESEA, In fact. most of the components included in
schoolwide program legislation and CSRD are very similar.
Policy Rec.ommendJztions
• As a companion to the new schoolwide requirements, establish a Comprehensive School
Reform Cballenge Fund that will assist up to 10,000 schools over 5 years to initiate
research-based comprehensive reform efforts. The fund will playa role very similar to thai
currently played by the CSRD demonstration - providing an extra incentive and start-up
assistance to schools that need to raise achievement and that commit to implementing
genuinely high-quality, comprehensive school~ide reform programs based on evidence of
effectiveness.
Outstanding Policy /s!.ues
• Should Title I schools in school improvement be required to participate in CSRD?
Standards-Based Reform: Phase II
$tratm 1..
Stri!.ngth~n Titl~ /
Requirements Wr Standards, ASJ'et.rment, and Accounlflbility
States hav.e made great strides forward, but the hard work of standards~based reform takes time.
Content standards are in place in almost every State (47 States plus D.C. and Puerto Rico) and
twenty States have developed performance standards with aligned assessments. ESEA outreach
sessions provided a resounding call to continue standards~based reforms while strengthening
accountability.
Early research and evaluations suggest that States and districts have made significant progress
since 1_994 in developing challenging academic standards and, where ~tates have used standards
to change classroom practi~ in improving ,student achievement. No/.'h G;mJlina and Texas.
states with challenging content and perfonnance standards aiignt?d to rigorous assessm.en:ts, made
greater combined student achievement gains in math and rtadlng on NAEP from 1992 to 1996
than any Olher state, These gains were sustained and significant (Rand, 1998). Preliminary
res~~.,~owever. also suggests that We need to do more to ens.ure that hl;! St;rte_s can f!!ove to the
next stage of standards-based reform and use standards as a guide to reform curriculum, change
(Cohen - Ball, 1996).
instruction, and improve teaching in order to raise student achievement . ' . and .
.
. .
,
Polky RecommendaJums
• Maintain current requirements in Title'l- States must have approved wntent and
:' perfonnance standards by 1999~2000; must develop and administer,statewide assessments
'.
aligned with the State's standards by 2000-2001; must develop and'implement"an
accountability system to hold schools and districts accountable for continuous improvement
in the perfonnance ofail students by 2000-2001.
• More dearly specify the inclusion of Limited English Proficient (LEP) students in statewide
standards and assessments and hold schools .!!Jld districts acrountable for showing progress
3
�DRAIT - 11124198··3:06 PM
among LEP students in the development of English language skills in addition to the Core
s.ubject areas
• Strengthen state accountability by requiring public reporting of statewide and Jocal
assessment data and a plan for closing the achievement gaps between rich and poor and
majority and minority students,
• Currenlly, all States are required to develop annusI yearly progress indicators. Some states.
however, Set the bar low in order to make gains in progress. Change law to require States to
include improvements for 10w perfonning students and require the definition ofannual yearly
progress to include a timeUne for aU students to reach State standards.
Outstanding Pclicy Issues
• ShouEd the Voluntary Nationa) Test be included as part of the reauthorization of ESEA? If
so, should it be Included as originally conceptualized or should their be a national test that is
a mandatory test for an Title J schools with the argument that the only way to dose the gap is
by holding schools accountable to a national test?
• Should we award competitive Goals 2000~like grants to States to continue the work of
standards development and to work on getting standards into the classroom by developing
curriculum aligned to State standards, providing professional development to improve
instruction. and provide technical assistance? Is a Phase n Goals 2000 grant too politically
dangerous?
Quality Teae:bers in All Scbools who Participate in On~going Professional Development
The National Commission on Teaching and America's Future found that the teast qualified
teachers are most likely to be found in high poverty and predominantly minority schools and
lower track classes. Other findings from the Commissions report revealed that many States'
licensing and districts' hiring practices are out ofsynch with new student standards, They
emphasize the issues surrounding the Nation I s lack of systems to ensure that teachers get access
to the kinds of knowledge and skills they need to help students succeed. Most school districts do
not direct their professional development funds in a coherent way toward sustained, practical and
usefu11eaming opportunities for teachers, Startling statistics show that teacher's aides. with often
no more than a high school diploma and no teacher training, are increasingly useO"ilS lead
instruCtorS and are being hired at more than twice the rate of Title I teachers,(RNT. 1996); over
30% of math teachers do not even have a minor in. the field (NCTAF. 1996); schools report that
they have severe teacher shortages in certain subject areas bilingual education (59%), math
(46%). science (55%), and special education (S5%)(RNT, 1996).
" ~.' 1'-.,
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In the 1994 reauthorization, ESEA focused on teacher quality by expanding professional
development ~ emphasizing professional development within Title I schools: and expanding the
use of Eisenhower Professional Development dollars to include all core subject areas and a
greater focus on research-based principles of professional development Despite these changes.
recent evaluations of the Eisenhower professional development program found that most districts
did not receive enough funding to conduct on-going intensive professional development.
Policy RtC(lmme.luJaJwItS
�DRAFT - 11124/98··3:06 PM
• Focus on changing Title I from 8 jobs programs that employs under-qualified teacher's aides
to teach our most educationally disadvantaged cbildren to a program that hires the best
teachers to teach our neediest children by eliminating the usc of paraprofessionals as
instructors in Title 1schools.
'
• Expand the professional development authority to coordinate and integrate professional
development across Titles and focus on all core subject areas,
• Provide support to new teachers to address the attrition rate (??-It of new teachers leave
within the first three years ofteacning) by funding induction programs,
• Increase accountability for teachers by supporting performance-based assessments throughout
It teacher's career..
Outstanding Poliq'Issues
• Ira major teacher quality piece is included in ESEA. should aU PfQfessional development
authorities be foided into one title? Would the focus on special needs be lost (e.g.
professional development in Title VU for bilingual teachers)?
• Should Goals 2000, Title VI, and Title II be rolled into one teacher quality authonty? Or,
should there be an expanded Title II?
• Should there be a set aside (suggested JO%) in Title 1 for professional development?
Early Childhood Opportunities- Focused on Language and Literacy Development
The first National Goal is that all children should enter school ready to iearil, Children's school
success depends on a number of factors that include the building of strong developmental
foundations and skl1ls in early childhood (birth to age eight), meaningful involvement of families
and communities gained by building on family and oommunity strengths, access to high qtta1ity
early childhood education programs and experiences (that include highly skilled parents and
educators). and linking children's early development and learning experiences coherently to and
across the fmt few years of ronnal schooling.
Recent research reports have traced the early roots of reading success and have identified early
warning signs of later reading difficulty. The recent report released by the National Academy of
Sciences, "Preventing Reading Difficulties in Young Children.," contains many recommendations
for supponing children's optimal gro'Wth and development in the early childhood years,
particularly in Lhe areas of language and iiteracy development.
Yet. in many. if not most., preschools around the nation that serve poor and minority children,
including Head Start, precious linle attention is given to adadimic preparation. As a result these
children enter kindergarten without the skiUs and knowledge that almost all middbincome
parents insist upon for their children, These include knowing the "letters", nl:1mbers from One to
twenty or more, that prin! is read from left to right in English, and a basic sense for standard
grammar.
,
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.
a TIde I Ready to Learn Prescboollnitiative.tQat would promote and support school
readiness with the goal of preventing reading difficulties in young children. Achieving these
- goals requires a literacy-focused but comprehensive approach to earty.childhood education
services~ with attention to the needs of diverse populatio~. as well as intensive professional
development for early childhood educators, Ready to Learn can provide services to children
".
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DRAIT - 11124l98·· 3:06 PM
birth through kinder8arten~age, their families, and early childhood edu~ors and will pennit~
a broad range of early childhood education-related services and programs that must include a
research-based focus on early language, literacy, and reading development.
• This initiative would build on and expand existing community strengths and resources) such
as Title I, Head Start, Even Start. America Reads, and 211'1 Century Community Learning
Centers, It would also a1l0w for local flcxibility and autonomy while requiring accountability
for results. The program would be guided by research on effective early childhood education
proctices within schools, famllies. and communities and incorporates the recommendations of
the National Researcb Council's report, "Preventing Reading Difficullies in Young Cbildren,'
Funds could be used to develop curricuiwn aligned to early childhood standards and
bencbmarks, provide professional deveJopment for childcare providers, and provide
necessary coordination and connections from pre-school programs to kindergarten.
Outstanding Policy IS$lI~
• Should we promote the development of standards and benchmarks for children ages zero to
eight? If so, should we promote dissemination ofNAEYCIIRA benchmarks or encourage
development at State or local level? '
• Should we expand the existing Even Start program?
Public School Chokes for Parents and Students
Public scbool choice includes a range of options that "now families to select among public
schools, and, in some cases, to participate in other educational opportunities within the public
school system that do not involve changing their primary scbool setting:' Public school choice
encourages greater flexibility In what schools offer to address the needs'of students. families, and
communities, while maintaining accountability for students meeting challenging state or local
standards of perfonnance. Research suggests that public schaol choice also fosters 1'1 sense of.
ownership among school staff. students. and parents that promotes successful efforts toward
common goals,
Currently. the Department supports the expansion of public scbool choice primarily through its
Public Charter Schools and Magnet Schools Assistance programs and the work of the Equity
Assist.a.nce Centers. Further, there is legislative authority fOf promoting choke in the Tiile I and
~OOn prograins:-Roweverj there is no centralized approach or initiative that seeks to
promote ,the development or research of a growing array 'Of additional choice options such as
inter-_and _intrn--district choice; postsecondary, options for high school students, and distri~toperated focus schools.
'
The Public Charter School law was reauthorized in October 1998 and will, therefore, not be
considered during ESEA reauthorization. The reauthorization encouraged the development of
high-.quality charter schools to meet the President's goal of 3,000 high~qual1ty charter schools by
the beginning ofthe next century. It also included provisions to' strengthen accountability of
etuu:ter sc~ls, .ensure that charter schools arc held to the s~.e hig~ ~dards as aU pub~jc
schools. and a new authority for successful charter schools to serve as models for other charter
schools and public schools. in g e n e r a l . ·
,
6
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DRAFT - 11124/98··3:06 PM
Polk)' Rcccmmendalions
• Refine current Magnet program to address issues associated with the desegregationiequity
purpose oftbe program; to promote diversity in schools (social, economic, racial, ethnic)
where this approach will best ensure that minority and poor students have access to high
quality instruction;'and. to increase the impact of the Magnet Schools Assistance Program on
systemic reform,
• Develop fleW choice authority to promote and fund all array of choice options such as inter~
and intra-district choice initiatives; natiQnalleadership activities including expanded technical
assistance; and, demonstration programs to identify promising new public sehacl ehoice
models.
.
Outstanding Policy Issues
17
6
Technology Integrated into the Curriculum as an Instruclional Tool
Flexibility for States and Districts
The 1994 reauthorization increased flexibility at the Stale and local level through provisions that
allow coordination across programs in order to meet the needs of State and local efforts to
improve student achievement. Changes included: anowing States and districts to submit one
application for various federal education program funds; allowing States to consolidate "
admipis1rative funds across ESEA progtap'ls; providing mo~e school districts ~'ilh the opportunity
to use federal funds to support the whole school's curriculum inst<;ad of a narrower range of .
services through the sphoolwidc programs; and. by providing waive~ authorities to all9w States
an4 school districts to better address local needs with locally designed solutions. In addition, tlle
. Edu~ati.on Flexibility (Ed~Flex) Partnership Demonstratio,n P.ro~ allows the ;;ecretatyto
delegate up to 12 Goals 2000 States the authority to waive for their school distrk:ts an-d schools
statutory or regulatory requirements of several ESEA programs and the Carl D, Perkins
Vocational and Applied Technology Education Act. (NOTE: The Goals 2000: Educate
America Act authorized the Secretary to select six states with approved Goals 2000 plans to
participate in Ed~Flex. The Omnibus Consolidated Recisions and Appropriations Act of 1996
expanded the allowable number ofEd-~lex$tates to 12.)
'.
".
.
,
Policy RecommSlidaJions
, .
Outstandinc Policy Issues
• Shciuld we include the extension of Ed-Flex to all States?
SAfe. Disciplined, Drug-F:rce SchoolB,· "
Improving Instruction for Limited
7
Euglis~ Profi~ient
Children
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�DRAFT - J J124198 •• 3;06 PM
In 1994, Title VII was reauthorized to edu<:ate LEP students to meet the same rigorous standards;0
for academie performance expected of aU students. Title VII - Bilingual Education, Language
Enhancement, and Language Acquisition Programs - is intended to provide funding for
demonstration, innovation. planning. and reforming direct service program for limited English
proficient students. It is not, however, intended to provide funding to pa.y for direct services to
LEP students.
Time for All Children to Practice and Further Develop Skills After-8chool
Pllrents and Communities as Partners in Their Children's Education
Helping Stales and Di.stricts Meet Their Goals Througb Improved Technicia) Assistance
an<;l Strengthened Accountability
8
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Clinton Administration History Project
Creator
An entity primarily responsible for making the resource
Cinton Administration History Project
Council of Economic Advisers
Department of Commerce
Central Intelligence Agency
Department of the Interior
Department of Defense
Corporation for National Service
Council on Environmental Quality
Department of Justice
Domestic Policy Council
Department of Education
Department of Energy
Environmental Protection Agency
Federal Emergency Management Agency
General Services Administration
Small Business Administration
Social Security Administration
United States Agency for International Development
National Economic Council
Office of Management & Budget
Office of National Drug Control Policy
Office of Personnel Management
Office of Science & Technology Policy
Office of the Vice President
United States Trade Representative
Date
A point or period of time associated with an event in the lifecycle of the resource
1993-2001
Description
An account of the resource
<p>The Clinton Administration History Project describes in detail the accomplishments of President Clinton's Administration for the period 1993-2001. The records consist of the histories of 32 agencies or departments within the Executive Branch. In general, each organization associated with the Project submitted a narrative history along with supporting documents. These narrative accounts are primarily overviews of the various missions, special projects, and accomplishments of the agencies. The supplementary records include substantive memos, press releases, briefing papers, and publications illustrated with photos and charts.</p>
<p>Agencies:<br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Council+of+Economic+Advisers&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Council of Economic Advisers</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Central+Intelligence+Agency&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Central Intelligence Agency</a><br /><a 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. '.
'.
·TITLE VIII-READING EXCELLENCE ACT
$ubtitfe I-Reading and literacy Grants
SEC. 101. AMENDMENT TO ESEA FOR READING AND LITERACY GRANTS.
(al IN GENERAL-Title /I of the Elementary and Secondary Education Act of 1965
(20 U.S.c. 6601 ot_.) is amended
{1) by redesignating parts C and D as parts D and E, respectively; and
(2) by inserting after part B the following;
"PART C-READING AND LITERACY GRANTS.
"SEC. 2251. PURPOSES.
"The purposes of thi's part are as follows:
"(1) To proVIde children witn the readiness skills they need to learn to read once
they enter schooL
"(2) To teach every child
to read
in the child's early ch:ldhood years
as soon as the child is ready to read; or
"(8) as soon as possible once the child enters school. but not later tnan 3d
"(A)
grade.
"(3) To improve the reading skiils of students, and the instructional practices for
current teachers (and, as appropriate, other instructional staff) who teach reading,
through the use of findings from scientifically based reading research, including
findings relating to phOnemic awareness, systematic phonics, fluency, and readIng
comprehension.
"(4) To expand the number of high·quailly family !lteracy programs.
"(S) To provide early literacy intervention to children who are experiencing reading
difficUlties in order to reduce the number of children who are incorrectly identified
as a child with a dIsability and, inappropriately referred to special education.
"SEC. 2252. DEFINITIONS.
"For purposes of this part:
"(1) ELlGU3LE PROFESSIONAL DEVELOPMENT PROVIDER.-The term
'eligible professional development provider' means a provider of professional
development in reading instruction to teachers that is based on scientifically based
reading research,
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:"y
"(2) FAMILY LITE, RACY SERVICES,-The lenn 'family literacy selVicos' means
services provided to participants on a voluntary basis that are of sufficient intensity
in terms of hours, and of sufficient du-rallon, to make sustainable changes in a
family, and that integrate all of the following activities:
"(A) In:eractive literacy activities between parents and their children.
"(8) Training for parents regarding how 10 be the primary teacher for their chlldren
and full partners IT) the education of their chl!dren.
"(e) Paren11iteracy training that leads to economic self-sufficiency,
"(D) An age-appropriate education to prepare children for success in school and life
experiences.
"(3) INSTRUCTIONAL STAFF,-The lenn 'instruclionalstaff'
"(A) means individuals who have rospor.s:bility for teaching children to road: and
"(8) includes principals, teachers, superv~sors of ins~ructlon, !ibra~ians, library
school media specialists, teachers of academic subjects other than reading,
and other individuals who have responsibility for assisting children to learn to
read,
"(4) READ1NG.-The term 'reading· means a complex system of deriving meaning from
print that rsquires all of the following:
"(A) The skills aM knowledge to ur'.(jerstand how phonemes, or speech sounds, are
connected to print.
"(S} The ability to decode unfamiliar words.
"(C) The ability to read fluently.
'"(D) Suff'ciem background infoffltatian and vocabulary to foster reading
comprehension.
"(E) The development of appropriate e<;tive strategies to construct meaning from
priflt.
"(F) The development and maintenance of a motivation to read.
"(5) SCIENTIFICALLY BASED READING RESEARCH,-The tenn 'scientifically
based reading
research'~
"(A) means the application of rigorous, sYSlemalic. and ob;ective procedures to
obtain valid knowledge relevant to reading deve:opment, reading instruction. and
reading difficull:es; and
,
"(8) shaH include research thatU{i) employs systematic, empirical methods that draw on observation Or
experiment:
"(i1) involves rigorous da:a analyses that are adequate to test the stated
hypotheSes and justify the general conclusions drawn;
"(iii) ref:es on measurements or observational methods that provk!e valid data
across evaluators and observers and across muJiip!e measuremonls and
observations;
and
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"(tv) has been accepted by a pcer-re'Aewed Joumal Of approved by a panel of
independent experts through a comparably rigorous, objective, and sden:ific
review.
"SEC, 2253. READING AND LITERACY GRANTS TO STATE EDUCATIONAL
AGENCIES.
"(e! PROGRAM AUTHORIZED,
"( 1) IN GENERAL-Subject to the provisions of this part, the Secretary shall award granls
te· State educational agencies to carry out the reading and literacy activities authorized
under this ,section and sections 2254 through 2256.
"(2) LlMITAT10NS.- "(A) SINGLE GRANT PER STATE,-A State educational agency
may not receive more than one granl under paragraph (1),
"(8) 3-YEAR TERM,-A State educational agency that receives a grant
under paragraph (1) may expend t.~e funds provided under the grant only
during the 3-year period beginning on the date on which the grant IS made.
"(b) APPLICATION,
~(1)
IN GENERAL-A State educational agency 1Mt desires to reoolve a grant
under lhls part shall submit an application to the Secretary at such time and in
such form as the Secretary may require. The app~ication shall contain the
information described in paragraph (2)_
"(2) CONTENTS,-An appiication under this sl,.b,section shall ccf)taln the following;
"(A) An assurance that the Governor of the Slale, in consultation with the Slate
ecucatiooal agency, has established a reading and literacy partnership described In
subSeciio'l (d), and a descriplion of how such pMnersh:/>
"(i) assisted In the development of the State plan;
"(!!) wi!! be involved in advising on the selection of subgrantecs under sections
2255 and 2256: and
"{iii} will asstst In t.~e oversight and evaluation of such subgrantees,
"(B) A description of the following:
"(i) How the State e:ducatic:lal agency will ensure that professional development
activitIes re~aled to reading instruction and provided under \hiS part are-"(I)
coordinated with other State and toca! leve! funds and used effectively to improve
instructional practices for reading; and "(U) based on SCientifically based reading
research.
"(it) How the activities assisted under this part will address the needs of teachers
and other instructional staff, and will e!fecHvely teach students to read, in schools
receiving assistance under secUen 2255 and 2256,
"(iii) The extenilo which the activities will prepare teachers in aillhe major
components of reading instruction (including phOnetllic awareness. systematic
phonics. fluency"and reading comprehension),
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"(iv) How the State educalional agency will use technology to enhance reading
and literacy professional development ac:ivities for teachers, as appropriate,
"(v} How parents can participate in tileracy·related aclivities assisted under this
part to enhollCe their children's reading,
"(vi} How subgrants made by the State eduC<lItional agency under sections 2255
and 2256 will meet the requirements of tNs part, including how the State
educational agency will ensure that subgrantees will use practices based on
scientifically based reading research,
"(vii) How the State educational agency wm, to the extent practicable. make
grants to subgrantees in both rural and urban areas.
"(viii} The process thaI the Sta~e IJsed to establish 1he reading and literacy
partnership described in subsection (d),
"(C} An assurance 1hat each local educational agency to which the State
educatIonal agency makes a subgrant
"~) wi'l provide professional development for Ihe classroom leacher and other
appropriate instructional staff on the tea::ning of reading baseU on SCientifically
based reading research;
"(Ji) WIll prOvllJe family literacy serVices based on programs such as the Even
Start family literacy model authorize!:! under Clari B of title I. to enable parents to
be their child's firs! and most impOriant teachor;
"(iii) wil! carry out programs to assist those kindergorten students \Vh,? are no!
ready for t~e transition to first 9f$de, particularly students experiencing difficulty
with reading skills; and
"{iv} wi!! uso supervised individuals (bc!uding tutors), who have been
appropriately trained using sclen!ifica!ly base<.i reading research, 10 wovide
additional sup-port, before schoo!, after school, on weeliends, during
noninstructional periods oflhe school day, Of during !he summer, for children
preparing to en:er kindergarten and students in kindergarten through grade 3
who are experiencing difficul,ty reading.
"(O) An assurance that instruction in reading wi'! be provided to children witi'J reading
difficulties who
"(I) are a1 risk of being referred to special education based on lhese difficulties; or
:'(ii} have been evaluated under section 614 of :he Individuals with Disabilities
Education Act but in accordance with section 614(b)(5} of such Act, have nol
been identified as being a ch}ld wi~h a disability (as defined in section 602 of ihe
such Act).
"(E) A descriptIon of how the State educational agency
"(i) wi!1 build on, and promote coordination among, literacy programs in Ihe Stale
(including federally funded programs such 3S the Adult Education and Family
literacy Act aM {he Individuals with Disati.lities Education Act}. in order to In
crease the effectiveness of the programs in improving reading for adults and
children and to avoid duplication of the effOl1s of the programs;
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"(ii) will promote reading and Ebrary programs that provide access to engaging
reading malerial:
"(iii) will make local educational agencies described in sections 2255(a)(1} and
22S6(a){1) aware of the availability of subgrants under sections 2255 8002256;
and
"0\1) will assess and evaluate, on a regular basis, local educational agency
activities assistoo under this part, WIth respect to whether they have been
effective in achieving the purposes of lllis part.
"(F) A description of the evaluation instrument the State educational agency
will use for purposes of the assessments and evaluations under
subparagraph (E){iv).
"(c) APPROVAL OF APPLICATIONS,
"{i) IN GENERAt."-The Secretary shall app;ove an application of a Slate edJca:ionel
agency under this section only
"(Ai if such application meets ~hO requirement O(thiS section; and
"(8) after taking into account the extenl to which the application furthers the
purposes of this pan and the overall quality of the application.
"(2) PEER REVIEW.
"(A) IN GENERAL.-The Seoetary, in oonsultaHon w:U') the Natlonallnstltute
for Literacy, shall convene a panel to evaluate applications under ihis section.
AI a minimum, the panel shall Include
"(I) representaiives of the Nationallnslitule fer literacy, the National Research
Council of the National Academy of Sciences, and lhe Nationallnstilule of Child
Healt.'1 and Human Deve!opment;
"(ii) 3 individuals seiecled by the Secretary:
"(iii) 3 mdMduals selected by the National Institute for Literacy;
"(Iv) 3 individuals selected by t"8 National Research Council of the National
Academy of Sciences; and
"(v) 3 individuals selected by the National Institute of Child Health and Human
Development
'
"(B) EXPERTS.-The panel shall inctude experts who are competent. by .
virtue or their traIning, expertise, or experience, to evaluate applications'
under this section, and experts who provide professional development to
teachers of reaoing to children and adults, and experts who-provide
profeSSional development to other instructional staff. based on scientifically
based reading research,
"(C) PRIORITY.-The panel shall recommend grant applications from Stale
educational agencies under this section 10 the Secretary for funcing or for
disapproval. In rneking such recommendations, the par,el shall give priority to
applications from State educational agencies whose States have modified, are
modifying, or pro~ide an aSSurance that not later than 18 months after rece:V:ng a
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grant under Ihis section the Slate educational agencies vlill increase the training and
the methods of teaching reading required for certification as an elementary school
teacher to reRect scientifically based reeding research. except that nOlhing in this Act
shafJ be coo$lrued to establish a national system of leacher certification,
"{D) MINIMUM GRANT AMOUNTS.
"(i) STATES.-e.ach State educational agency selected to receive a grant under
this $ec~on shalt receive an amount for the gran! period that is not less thall
$500.000.
"{Ii} OUTLYING AREAS,-The Virgin Islands, Guam, American Samoa, and L'le
Commonwealth of ihe Northern Mariana Islands selected to receive a grant
under this seclion Shall receive an amount for the grant period Ihat is n01less
Ihan S100.000.
"{E} LlM1TAnON.-The Republic of tM Marshall Islands. the Federated Slates of
Micronesia, and the RepubliC of Palau shall not be eligible to receive a grant under
this part.
"{d) READING AND LITERACY PARTNERSHIPS.
"(1) REQUIRED PARTICIPANTS.-ln order for a Slale educational agency 10 receIVe a
grant under this section, the Governor of the State, in consu~tation with the State
educational agency. shall establish a reading: and literacy partnership consisting of at least
the ~o!!owJng participants:
"(A) rhe Governor of the State.
"(8) The chief State school officer.
"(C} The chairman and the ranking member of each committee of Ihe State
!eglslatu:e that is responsible for education policy,
"(0) A representative, selectee: jointly by 1he Govemor a.,d tM chief State sChool
offtcer, of alleas! one local educational agency that is eligIble 10 receive a subgrant
under section 2255.
"(E) A representative, selected jointly by the Governor and the chief State school
officer, of a commuf'ily-based o'rganization working with Children to improve ~heir
reading skl!!s, particularly a community-based organization using tutors and
SCIentifically based reading research.
"(F) Stale directors of appropriate Federal or State programs with a strong reading
component
"(G) A parenl of a pubbc Of private school sludent or a parent who educates thek
child or children in their home, selected jointly by the Goverror and the Chief State
school officer,
"(H) A teacher who successfully teaches readil'l9 and an instructional slaff member,
selected jointly by the Govemor and the chief State school officer.
"(I) A family literacy service prov.der solected joinlly by the Governor and tho chief
state schoo! officer.
"(2) OPTIONAL PARTICIPANTS,-A reading and literacy partnership may include
additional participants, who shall be selected joinfly by the Govetnor and the chief State
school officer. and who may include a representative of
6
�.'
"(A) an institution of higher education operating a program of teacher
preparation based on scientifically based reading research in the State;
"(B) a local educational agency;
#(C) a private nonprofit or for-profit eligible professional development provk!er
providing instruction based on scienli!icaliy based reading research;
"(D) an adult education provider;
"{E) a: volunteer organization that is involved in reCKiing programs: or
"(F) a school library or a public library that offers reading or literacy programs for
children or families,
"(3) PREEXISTING PARTNERSHIP,-if. before the date of the enactment of the"
Heading Excellence Act. a Slate estabrlshed a consortium, partnership, or any
()ther similar body, that includes the Governor and the chief State school officer
and has, as a central part of its mission, the promotion of lileracy for children in
their early childhood years through Inc 3d grade and family literacy seNfccs, but
that does not satisfy the requlrements of patagraph (1). the State may elect to treat
that consortium, partnership, or body as the reading and literacy partnership fIX lhe
State notwithstanding such paragraph, arttl it shan be considered a reading and literacy
partnersholp for purposes of the other provisions ot this part,
"SEC. 2254. USE OF AMOUNTS BY STATE EDUCATIONAL AGENCIES.
-A State educational agency thai receives a grant !'mde~ section 2253
"(1J shalt use not mOrEl than 5 percent of the funds made avartahle under the grarMorJ.he
administrative costs of carrying out this part (exclud'ng section 2256}_ of wnich not more
than 2 percent may be used to carry out seclio'1 2259; and
"(2) shan use not more than 15 percent of the funds made available under the grant to
solicit applications for, award, and oversoo the pef'!c1TIance of, nol less than one subgra'1t
pursuant to section 2256.
"SEC. 2255. LOCAL READING IMPROVEMENT SUBGRANTS.
'"(8)
IN GENERAL.
"( 1) SUBGRANTS.-A State educational agency that receives a grant under section 2253
shall make subgrants, on a competitive basis, to local educational agencies that either
"(A) have at least one school ihat is identified for school improvement under
section 1116(c) in the geographic area served by the agency;
"(8) have the largest, or second largest, number of cruldren who are counted under
section 1124(c), in comparison to all other local edl<cational agencies in lhe State; O(
,
"(C} have the highest, or second highest, school·age child poverty rata, in
comparison to all other local educational agendes in Ine State.
For purposes of subparag~aph (C), the term 'school-age child poverty rate'
means the number of children counted under section 1124(c) who are living
within the geographIc boundaries of the loca! educational agency, expressed
7
�as a percentage of the total number of children aged 5*17 }.ears living within
the geographic boundaries of the local educational agency.
"(2) SUBGRANT AMOUNT.-A subgranl under this section shall consist of an
amount sufficient 10 enable the subgrant recipient to operate a program for a 2
year period and may not be revoked or terminated on the grounds that a SChool
ceases, during the grant period, to meet the requirements of subparagraph (Al,
IB), or (C) of paragraph (1),
'
"(b) APPUCATJONS.-A local educational agency that desires to receive a subgrant,
under this $oction shali submit an application to the State educational agency at such
time, in such manTler, and including such information OS 1111) agency may require, ihe
'
applica!Jon
"(1) shall descflbe how the local eOl;COlional agency WIll work with schools selected by the
ngMcy to receive assistance l:nder Sl,.osection {d}(1}
"(Ai to select one or more programs of rcading instruction, developed using
scientifically based reading research, to improve reading instruction by all academic
teachers for all children in each o~ the schools selected b)" II-e agency Lnder s:Jch
subsection and, wheo'e appropriate, for their parents; and
"(B) to enter into an agreement with a person Of enlity responsible for the
development of each program seiocled IJnder subparagraph (A), or a person with
experience or expertise about the- program and its implemf3n:etion, under wrich 1M
person O( ent;ty agrees to work with the local educational agency and the SCllools!n
connection with such implementation and Improvement efforts;
"(2) shall include an assurance :hat the local educational agency
"(Aj wit! carry out professional development for the c1ass'oom teacher and other
instructional staff on the teacr~ng of reading based on scientifically based reading
research;
"(8) will provide family literacy services based on programs such as the Even Start
family literacy model authoriz.ed undo' part B of title I, to enable parents to be their
child's first and most important teacher;
"(C) will carry Oul programs to assist those kindergarten students whO are not ready'
fOf !he transition to first grade, particularly students experiencing diffiCUlty with
reading Skllls; anc
"(O) will use supervised individuals (including tutors), who have been
appropriately trained using scientifically based reading research, to provide
additional support, before school, after school, on weekends, during non·
instructional penods of the schOOl day, O~ during the summer, for children
preparing to enter kmdergarten and students in kindergarten through grade 3
who are experiencing difficulty reading;
"(3) shall describe how the applicant w;U ensure that funds available under this
part, and funds a:vaitable for reading instruction for kindergarten through grade 6
from other appropriate sources, are effectively coordinated, and, where
appropriate. in\egraled with funds under this Act in order to improve existing
activities in the areas of reading instruction, professional development. program
irnprovement, parental involvement, technical assistance, and other activities that
can help meet the purposes of this part:
8
�".
,'.
"(4) shaH describe, if appropriale, how parents, t!.:tors, and early childhood ooucation
providers will be assisted'by. and pal'ticipate in, l.teraCY-Ielatec activities receiving financial
assistance under this part 10 enhance children's reading fluency;
"(5) shall <Jescribe how the local educational agency
"(A} provides instruction in reading to children with reading difficvl(il)s who
"0) are at risk of being referred to special education based on these d:fficl.,;!ties; or
"{ii) have been evaluated under section 614 of the Individuals 'Nith Disabilities
Educa:ion Act but, 1n accordance with section 614(b){5) of such Act. have not
boon identified as being a chikl wilh a disability {as defined in section 602 of the,
such Act}; and
"(8) will promote reading and Ubrary programs that provide access to engaging
reading malena!; and
"(6} shall include an assurance that the loca! educational agency will make
available, upon request and in an understandable and uniform format, to any
parent of a student attending any school selected to recejve assistance under
subsection (d)( 1) in the geographic area selVed by the local educational agency,
information regarding the professional qualifications of the student's classroom
teacher to provide instruction in reading.
<I(c) SPECIAL RULE,-To the extent feasible, a focal educational agency that desires
to receive a grant under this section shall form a partnership with one or more
communlty~based organizations of demonstrated effectiveness in early cNfdhaod
literacy. and reading readiness, reading instruction, and reading achievement for both
adults and children, such as a Head Start program. family literacy program, public
library, Of adult education program, to carty out the fUnctions described in paragraphs
(1) through (6) of subsection (b). In evaluating subgrant applications under this
seciion, a State educational agency shall consider whether the applicant has satisfied
the requirement in the preceding sentence. If not the applicant mvst provide
information on why it woukl not have been feasible for the applicant to have done so,
"(d) USE OF FUNDS.
"(1) IN GENERAL.-Subjecl to paragraph (2), a local educational agency thai
receives a subgrant under this section shall use amounts from the subgrant to
earlY out activities to advance reform of reading instruction in any school that is (A)
described In subsection (a}(1)(A). (Bj has the largest, or second largest, number of
children who are counted under section 1124(c), in comparison to all other schools
in the !ocal educa1ional agency, (C) has the highest, or secof1d highest, school-age
child poverty rate (as defined in the second sentence of subsection (a)(1 in
comparison to all other schools in the local educational agency. Such activities sha!l
include the following:
n,
"(A) Securing technical and other assistance from
"{i) a program of reading instruction based on scientifically based reacing re
search;
"(ii) a person 0: entity with experier'lce or expertise about such program and fts
implementation. who has agreed to work '1Jith the recipient in connection with its
implementation; or
9
�",
"(iii) a program providing
faml~Y
literacy services,
"(6) Providing professional development activities to teachers and other instructional
staff (mduding training of tutors), using scienl.!f!Ca:;y based reading research and
purchasing of curricular and other sup;xm.iog materials.
"(C) Promoting reading and library programs that provide access to engaging
reading material.
"(0) Providing. on a voluntary basis, training to parents of children enrolled in
a school selected to rece;ve assistance under subsection (d)(1) on how to
help their children with school work, particularly in the development of reading
skilts. Such training may be provided directly by the subgrant recipient, or
through a grant or cont~act with another person, Such training shall be
consistent with reading reforms taking place in the school setting, No paren1
shail be required to participate in such training.
"(E) Carrying Qu! family literacy services based 0"' programs such as the Even Start
family literacy model 8lithorized under part 6 of title I, to enable parents to be their
child's first and most important teacher.
"(F) Providing instruc110n fa!" parents of children enrolled in a school selected
to receive assistance under subsection (d)(1), and others who voiunteer to be
reading tutors for such children, in the instructional practices based on
scientifically"based reading research used by the applicant
·'(G) Programs to assist those kindergarten students enrolled In a school selected to
receive assistance uode! subsection (d)(1) vmo are not ready for the transition to first
grade, p.articularly stl,Jdents exper-encing difficulty w;th readinfj skills.
"{H) Providing add1!ional support for children preparing to enter kindergarten
and stu-dents in kindergarten through grade 3 'Nho are enrolled in a school
selected to receive assistance under subsection (d){1), who are experiencing
difficulty reading, before school, after schOOl, on weekends, during
nonfnstructional periods Of the school day, or during the summer, using
supervised individuals (lncl~ding tutors). who have been appropria!ely trained
using scientifically based reading research.
•
"(I) Providing instruction in reading
to children with reading difficulties who-
"(i) are at risk of being referred to special education based on these difficulties; or
"(ii) have been evaluated under section 614 of the !ndividuals with Disabilities
Education Act but. in aCC<lrdance wit') section 614(b)(5) of such Act, have not
been identified as beIng iii: child with a disability (as defined in section 602 of the
such Act).
"(J) Providing coordination of reading, library, and literacy programs withIn
the local educational agency to avoid duplication and in..crease the
effectiveness of reading, library, and literacy activities.
"(2) LIMITATION ON ADMINISTRATIVE EXPENSES,- A recipienl of B subgranl under this
section may use not more than 5 percent of the sungrsn! funds for adminis!falive coals.
"(a) TRAINiNG NONRECIPIENTS.-A recipient of a subgrant under this section may
train, on a fee-for-service basis, personna{ from schools, or focal educational
agencies, that are not a benefiCiary of, or receiving, such a subgrant, in the
10
�·.
ins1fuciiona! practices based on sCientifically based reading research used by the
recipient. Soch a non4ecipienf sclwoJ or agency may use funds received under ti/fe f of this
Act, and alher appropriate Federal funds used for reading instruction, to pay for such trainmg,
to the extent consistent with the law under which such fundS were received,
"SEC. 2256. TUTORIAL ASSISTANCE SUBGRANTS.
"(a) IN GENERAL
"(li SUBGRANTS.-Except as provkied in paragraph (4), a State educational agency that
receives a grant under section 2253 shall make at feast one subgrant on a competitive
ba~is
to
"(A) local educational agencies that have at least one school in the
geographic area served by the agency that
"(i) is located in an a:ea designa:ed as an empowerment zone under part I of
sub<hapter U of chapter 1 of the Internal Revenue Code of 1986: or
"(i1) is located in an area designated as an enterprise community under part I of
subChapter U or chapter 1 of the mternal Revenue COde of 1986:
"(8) local educational agef'ICies that have at least one school that is identified for
school improvemen~ under section 111S(c) in the geographic area served by the
agency;
"{C) local educational agencies with trlS largest, or second largest, number of
children who are counled under secUon 1124{c), in comparison to all other
local educational agencies in the State; or
"(0) local educational agencies with 1M highes~, or second hig!1est, school~age
child poverty rate, in comparison 10 all other local educational agencies in the State,
Fo~ purposes of subparagraph {DJ, the term 'school~age child poverty rate'
means the number of children counted under section 1124(c} who are hving
within the geographic boundaries of the local ed:.Jcatlonal agency, expressed
as a percentage of the 10tal number of children aged 5-17 years living within
the gee-graphic boundaries of the local educational agency.
"(2) NOTIFICATlON.
,
"(Ai TO LOCAL EOUCATIONAL AGENCIES.-A State educational agency shall
provide notice 10 all local ~ducationel agencies within the State regarding the
avallabil ty of the subgrants under this seclion.
"(8) TO PROVIDERS AND PARENTS.-Not later than 30 days afier the date
the State educational agency provides notice under subparagraph
(A). each local educational agency described in paragraph (1) shall, as a
condition on the agency's receipt of funds made available under title I of this
Act. provide public notice 10 potential providers of tutorial assistance
operating in the jurisdictton of t1e agency, and parents residing in such
jurisdiction, regarding the availability of the 5ubgrants under this section.
on whlch
"(3) APPLICATION.-A local educational agency that desires to receive a
subgrant under this section shall submit an application to the Stale educational
11
�agency at such time, in SlJch manner, and mcluding such information as the
agency may require. The application shall include an assurance that the local
educational agency will use the subgrant funds to carry out the duties described in
subsection (b) fo: chi,dren enrolled in any schoo! selected by the agency lhat (A} is
described in paragraph (1)(A). (8} is described in paragraph (1)(8), (C) has the :argest, or
second largest, number of children who are counted under section 1124{C), in comparison
to all other schools in the local educationsl agency. or (0) has the highest. or second
highesl. schoQ1..age child poverty (ate (as defined in the second sentence or paragraph
(1)), in comparison to all other schools in the local educalionaJ agency.
"(4) EXCEPT10N.-lf no local educational agency with:n the Sla!e submits an
.application to receive a subgrant under this section within the 6~month period
beginning on the date on which the State educational agency provided notice to
.the local educational agencies regarding the availability ~f the subgrants, the Slate
educational agency may use funds olherwise re-served under 2254(2) for the
purpose of providing local reading improvemenl subgrants under section 2255 if
the Stale educational agency certifies to the Secretary that the requirements 01
paragraph (2) have been met and each local educational agency in the State
described in subparagraph (B) of such para-graph has demonstrated to the Stale
educational agency lhat no provider of tutorial assistance dM;cribed in such subparagraph
r~ques1ed the local educational agency to submit under paragraph (3) an appJicatictl for a
tutorial assistanoo StJbgrant
"fb) USE OF FUNDS.
"{1) IN GENERAL-A 10cal educational agency that receives a subgrant under this section
shall carry out uSIng the funds provided under the subgram, each of the dJlies described'
In paragraph (2).
"(:2) DUTIES.-The duties described in thIs paragraph are the provision of lutoriai
assistance in reading, before school, after schoo!, on weekends, crduring the
summer, to Children who have difficulty reading. using instructional practices
based on scientifically based reading research, through the following:
"(A) The creatlon and impJementation of objective criteria to detennine in a
uniform manner the eligibility of tutorial assistance p,ovfders and tutorial
assistance programs desiring to provide tutorial assistance under the
subgrant. Such criteria shall include tf1e following:
"(1) A record of effectiveness with respect to reading readiness, reatfng
instruction for chIldren in kindergarten Ihrough 3d grace, and early childhood
literacy, as appropriate,
"{ii) Localfon in a geographic area convenlEmt 10 Ihe schoo! or schooJs attended
by lhe children who wiU be receiving tutorial assisla,.,ce.
"~Iii!) The ability to provide tutoringln reading to childre'1 \\'ho have difficufty
reading. using instructional Pfactioos based on $(;ICJtiifically based reading
reseal't'h and consistent with the reading instructional methods and coNent used
by the sChool the chJJd attends.
"(Sl The provision. to parents of a child eligible to receive tutorial assistance
pursuant to thIS section, of multiple choices among tutorial aSSistance
providers and tulorlal assistance programs determined to be eligible under
the cnteria described in subparagraph (A). Such cholces shall InclUde a
12
�school-based program and at leas! one tutorial assistance program operated by a
provider pursl.:anl to a contrad with the local ~ucaticnal agency.
.'(C) The development of procedures
"(i) for the provision of infonnalion to parents of an eligible chi!d regarding such
parents' choJces for tutorial assistance for the child;
"(ii) for considering children for tutorial essistance who are identified under
subparagraph (D) and for whom no paren! has selected a tutorial assistance
provider or tutorial assistance program that give such pa.rents additional
opportunities to select a tutorial assistance provider Of tutorial assistance
program referred to in subparagraph (S): and
"(iii) thai permit a local educaiiona i agency 10 recommend a tutorial assistance
provider or tutorial assistance program in a case where a parent asks for
assistance in the making of such selection.
"(0) The development of a selection process for providing tutorial assistance
in accordance with this paragraph ~hat lirr.its t!16 provision of assistance to
children identified, by the school the Child at~ends. as having difficulty
reading, induding difficulty mastering phonemic awareness, systematic
phonics, fluency. and reading comprehension.
"{E) The development of procedures for selecling childron to receive tutor'al
assistance, to be used in cases wtlere inS:Jfficient funds are available to pfovide
assistance with respect to all chHdren identified by a school under subparagraph
(0),1))01
"(i) give priority 10 children wh:> are detetmined, through State cr local reading
assessments. to be most in reM of tutorlal assistance: and
"{iI} give priority, in cases where children are determined, through State or local
reading assessments, 10 be equally in need of tutorial assistance, based on a
random selection principle,
"(F) Tha development of a methodo[ogy by which payments are made directly to
twtorlal as·sistance providers who are identified and selected pursuanllo this section
and selected for funding. Such methodology shall include the making of a contract.
consistent with State and IQcallaw, between tne provider and the local edL.'Calional
agency, Such comract shall satisfy the foll0'A1ng requirements:
"(I) It sMIl contain specific goals and timetables with respect to the performance
of the tutorial assistance provider
<
"(Ii) It shall require the tutorial assistance provider to report to the local
educational agency on the provider's performance in meeling Such goals and
timetables,
'·(iii) 11 shan specify the measurement techniques that will be used to evaluate the
performance of the' provider.
"{Iv; It shall require the provider to meet all applicable Federal, State, and local
.
heallh, safety, and civil rights laws.
13
�"{vi It shall ensure that the tutorial assistance provided under the contract is
consistent v'lith reading instruCtIon and contMt used by the local educational
agency.
"(vi) It shal! contain an agreement by the proVlder that information regardhg the
ideom, of any child eligib,e for, or enrolled in ihe program, wilt not be publicly
disclosed v.ithout the permission of a parent of the child.
"(viI) It shall include the lerms of an agreement between the provider and lhe
local educational agency wilh respect to the provider's purchase and
maintenance of adequate general liability iosurance.
"(viii) It shall contain provisions with respec1to the ma1<ing of payments to the
provider by the local educational agency,
•
"(G) The deve!opment of procedures under which the local educational agency
carrying out this paragraph
"(i) wiH ensure oversight of the quality ara effec:lveness of the hAorlat assistance
provided by each t..ltonal assistance provider that is selected for fundir.g:
"{ii) will provide for lhe termin.ation of contracts with ineffectIve and unsuccessful
tutorial assistance providers (as determined by the local educational agency
based upOn the performance of the provlder with respect to the 9001s and
timetables conlalned in the contract between the agency and the provider unde(
subparagraph (F));
"(iii) will provide to each parent 01 a child identified under subparagraph (D) who
requests such informetion for the pWi'pose of selecting a tutorial assistance
provider for the child, in a comprehensible format, information wi~h respec: to the
qua!ijy end effec1iveness of the lLtOri31 assistance referred to in clause (1);
"(iv) will ensure that each school identifying a cbdd under subparagraph {Dj w1ll
provide upon request, to a parent of the chl~d. assistance in selecting, from
among the tutoria: assistance providers who are identified pursuant to
subparsgrap.' (8} the provider who is best able 10 meet the needs of the child;
"(v) will ensure that parents ot a child receiving tulorial assistance pursuant to
this section are informed of their child's progress tn the tutorial program; and
"(vi) will ensure that it does not disclose Ihe name of any child who may be
e!lgib!e for tutorial assistar"lCe pursuant to this section, the name of any parent of
such lit Child, or any olner personaUy !denlifiable information about such a parent
or child, to any tulorial assistance provider (excluding the agency itself), without
the prior wriUen consent of such parent.
"SEC. 2257. NATIONAL EVALUATION.
"From funds f€SelVed under section 2260(b)(1), the Secretary, through grants or contracts, shall
condu:;! a national assessment of Ihe programs under this part. In devetoping Itle criteria for the
assessrrumt, the Secretary shall receive rerommendations from the peer review' panel convened
under section 2253(cj(2),
.
14
�"SEC. 2258. INFORMATION DISSEMINATION.
"(aIIN GENERAL-From funds reserved uncier section 2260(b)(2), Ihe National
Ins"tilufa for Literacy 5/1811 disseminate information on scientifically based reading re
search and information on subgrantee projects under section 2255 or 2256 that have
proven effective. At a minimum, the institute shall disseminate such information to af!
recipients of Federal financial assistance undor Utfes f and VII of this Act the Head
Start Act, the Jndividua/s with Disabilities Education Act, and the Adult [Education and
Family Literacy Act
"(b) COORDINA nON. -In carrying ouI this sooHon, the National Institute for Uief&c~
"(1) shall use, to the extent practicable, information networks developed and maintajned~ ,
through other public and private perso."'1s, including the Secretary, the National Cen~er for
Family Literacy, and the Read!!ne Program;
"(2) 5h8::1 work in conjunction witn any panel convened by the National Institute of
Child Health and Human Development and the Secretary and any pane! convened
by the Office of Educational Research and Improvement to assess the current
status ot research based knowledge on reading development, inCluding the
effectiveness of various approaches to teaching children to read, with respect to
,jetermining the criteria by which the National Institute for Uleracy jl,.'dges
scientifically based reading research and the design of stra:egies to dissemmale such
information; and
"(3) may assist any State educational agency selec1ed to receive a grant under
section 2253. and that requests such assistance
"{A} in determining whether applications submitted t,.nder section 2253 meet
the requirements of this title re:ating to sc:erHflcally based ;ead:ng research;
and
"(6) in the development of subgrant application forms,
"SEC. 2259, STATE EVALUATIONS; PERFORMANCE REPORTS.
"(a) STATE EVALUA TlONS,
"(1) IN GENERAL-Each State educational agency that receives a grant under
section 2253 shall evaluate the success of the agency's subgrantees !n meeting
the purposes of this part. At a minimum, the evaluation shall measure the extent to
which students who are the intended beneficiaries of the subgrants made by the
agency have improved their reading skills.
"(2) CONTRACT.-A Stale educational agency shall catry out the evalua.tion under this
subsection by entering inlo a contract wilh an
enli~y
thai conducts scientifically based
reading research, under which contract the entity will periorm the evaluation.
"(3} SU8MISS!ON.-A State educational agency sha~1 Submit the findings from the
evaluation under this subsection to the Secretary, The Secretary shall submit a
summary of the findings from the evaluations under this subsection and the
national assessment conducted under section 2257 to the appropriate committees
of the Congress, including the Committee on Education and the Workforce of the
House of Representatives and the Committee on labor and Human Resources of the
Senate.
15
�"(bl PERFORMANCE REPORT$.-A State educatiOflal agency that reC#!liv6S a granl under
st1C/ion 2253 shaN submit performance reports to the Secretary pursuant to a schedule 10 be
determined by fhe Secretary, but not more frequently than annuaJJy. Such reports shaff
include
"(1) wilt! respect to subgranls under section 2255. the program or programs of reading
instruction. based 00 scientifical'y based reading research, selected by subgrantees;
"(2) the results of use of the evaluation referred to in sectiofl2253(b)(2)(E)(fv): and
"(3) a description of the subgrantees receMng funds under this part
"SEC. 2260. AUTHORIZATIONS OF APPROPRIATIONS; RESERVATIONS
FROM APPROPRIATIONS: SUNSET.
"(a) AUTHORlZA TJONS.
"(1) FY 1999.-There are BulhOr'ized to be appropriated to carry out this part and
seclion 1202(c) $260,000.000 for fiscal year 1999.
"(2) FY 2000.-Thcrc are authorized to be appropriated to carry out this pa1 and section
"1202(c) 52£0,000,000 for fiscal year :2000.
.
"(/)) RESERVATIONS.-From (;IBch of the amounts appropriated under subsection (a) for a
fiscal yeer, the Secrerary
"(1) shall reSeNt} 1,5 percent to carry aul section 2257(a);
"(2) shall reserve $5,000,000 10 carry out sectlo.1 2258; and
"(3) shan reserve $10,000,000 to carry out section 1202(c},
"(c) SUNSET.-Nofwilhstanding section 422(8) of the General Educe/ion Provisions Act, this
part is not subject 10 extension under such section. ",
(b) CONFORMING AMENDMENTS.
(1) AUTHORIZATION OF APPROPRIATIONS.-Section 2003 aftha Elemenlary
and Secondary Education Act of 1965 (20 U.S.C. 6603) is amended
(A) in subseclion (a), by s:riking "title," anc! inserting "Iitle {other than pa1 C),"; and
(6) in subsection {b){3), by striking "pa:1 C" and insert:ng "part 0",
(2) PRIORITY FOR PROfESSIONAL DEVELOPMENT IN MATHEMATICS AND
SCIENCE-Section 2206 of the Elementary and Secondary Education Act of
1965 (20 U.S.C. 6646) is amended by inserting "(other than part C)" aner "for this
title" each ptace such term appears.
(3) REPORTING AND ACCOUNTABILITY.-Seclion 2401 of Ille Elementary and .
Secondary Education Act of 1965 (20 U.S.C. 6701) is amended by s1riking "undar
this part" each place such term appears and inserting "under this 1IIIe {other than
part C)".
(4) DEFINITIONS.-5ection 2402 of the Elementary and Secondary Edvcation Act of
1965 (:20 U.S.C. 6701) is amenced by striking "this part- and inserting "this title (other
than part C)-".
P
16
�(5) GENERAL. DEF1NITIONS.-Secticn 14101 (101(C) of {he Elementary and Secondary
Edu-cation Act of 1965 (20 U.S,C. 8801(10}{C)) is amended by striking "part C" and
inserting "part 0",
,
(6) PARTICIPATION BY PRIVATE SCHOOL CHILDREN AND TEACHERS.
Section 14503(b)(1 )(B) of the Elementary and Secondary Education Act of 1965
(20 U.S.C. 8893(b)(I)(B)) is amended by striking "part Coo and inserting "part D".
SU8TlTLE II-AMENDMENTS TO EVEN START FAMILY LITERACY PROGRAMS
SEC. 201. RESERVATION FOR GRANTS.
Secti0:11202(c) of the Elenwntary and Secondary Education Act of 1965 (20 U.S.C. 6362{<::)) is
amended to read as follows:
"(e) RESERVAT/ON FOR GRANTS.
"(1) GRANTS AUTHORIZED.-From funds reseNed under seclion 22S0(b)(3), the
Secretary shall award grants, on a competitive basis, to States to enab!e such
States 10 plan and implement siatewide family literacy initiatives to coordinate and,
where appropriate, Integrate existing Fede"ai, State, and locailiteracy resources
consistent with the purposes of this part Such coordination and integration shall
include funds available under the Adult Education and Family Literacy Act, the
Yead Stan Act, this part, part A of this tille. and part A of title IV of the SOCial
Security Act
"(2) CONSORTIA.
"(A) ESTASLISHMENT.-To receive a grant under :h~s sl..bsectic;"l, a State shaE
establish a consortium of Stal(l-level programs under the following laws;
"(i) This title (other than part D).
",il) The Head Slart Act.
"(iii) The Adult Education and Family Literacy Act
"(iv) All other State·funded preschool prograrrs and programs providing literacy
services to adults .
. "(B) PLAN"-To receive a grant under this subsection, the consortium established by
a State shall create a plan to use a portion of the State's resources, derived from the
programs referred to in subparagraph (A), to strengthen and expand family literacy
services if! such State.
",e) COORDINATION WITH PART C OF TITLE II.-The conS<Jrtium shall
coordinate its aeHlllties with the activities of the reading and literacy partners "lip for
the Slate establIshed under soohOn 2253(d). if ttl€! State educational agency receives
a granl under section 2253.
"
"(3) READING INSTRUCTION.-Stalewide family literacy initiatives implemented under
this Subsection shall base reading instructlon on scier.liflcairy based reading resea.ch (as
such term is defined in section 2252).
17
�, '
"(4) TECHNICAL ASSISTANCE-rhe Secretary shall provide, directly or through a grant
or contract vlith an organization with experience in toe development and operation of
successful family literacy se~s, technical assistance to States receiving a grant
undel this subsection.
"(5) MATCHING REQU1REMENT.-Tha Secretary shall no: make a grant to a State
under this sub-section unless the State agrees thai, with respect to the costs to be lncurred
by the eligible consortium In carrying OUI the aCtivities for which the grant was awarded, the
Siale will make available non·Fede r al contributions in a~ amount equal 10 not less than the
Federal funds provided under the grant.".
SEC, 202, DEFINITIONS,
Section 1202(e) of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 6362(0)) is amended
(1) by redesignating paragraphs (3) and (A.) as paragraphs (4) and (5), respectively; and
(2) by inserting atter paragraph (2) the following: '"(3) the term 'family literacy services'
means services provided to participants on a vOluntal)' basis that are of sufficient intensity
in terms of hours, and of sufficient duration, to make sustainable changes in
a family, and thaI Integrate aU of the following activities:
"(A) InteractivG literacy activities bet'NeGn parents and their children.
"(8) Training for parents regarding how 10 be the primar/leacher for their ch-ildren
and fun partners in the education of their chilc'ren,
"(Gj Pamnt Iileracy training thal leads to economic self·sufficiency.
"(O) An age-appropriate education to prepare children for success in school and Ufe
experiences.
SEC. 203. EVALUATION,
Seclloo 1209 of the Elementary and SecondslY Education
Act of 1965 (20 U.S,C. 6369) Is amended
(1) in paragraph (1), by stokIng "and" allOO end;
{2} in paragraph (2}. by striking the penod at t.'le end and inserting "; and"; and
{3} by adding at the end the foUowing;"(3) to provide States and eligible entities receMng a
subgrant under this part, directly or thrOugh a grant or contract with an organization with
experience in the development and operation of sve<::essfui
family ~teracy services, technical assistance to ensure local evaluations undertaken under section
1:205(10) provide accurate information on the effectiveness of programs aSSisted under this
part.",
18
�"...
"
SEC. 204. INDICATORS OF PROGRAM OUALI1Y.
(3) IN GENERAL-The Elementary and Secondary Education Act of 1965 is amended
(1) by redesignating sectlon 1210 as section 1212; and
(2) by inserting after section t2Q9 the foflowing:
"SEC. 1210. INDICATORS OF PROGRAM aUAL!1Y.
"Each State receiving funds under this part shall develop, based on the bes! available research
and evaiuatiOn data, indicators of pro~rarn qualily for programs assisted
under this part. Such indicators shall 00 used to monitor, evaluate, and improve such programs
within the State,
Such indicators shall include the following:
"(1) With respect to elig:ble participants in a program who Bre adults
"(A) achievement in the areas of reading, writing, English language acquisition,
problem
solving, and numeracy;
"{B} receipt of a high school diplo!na or a general equivalency diploma;,
"(C) entry into a postsecondary school, job retraining program,
0:
employment or,
ca:ee.
advancement, Including the military; and
"(D) such other indicators as the: State may develop.
"(2) WiUi respect to eligible participants in a program who are childreo
"(A) improvement in ability to read on grade level or reading readiness;
"{S} schQol attendance;
"{C) grade retention and promotion: and
"(O) such other indicators as the State may develop"".
(b) STATE LEVEL ACTfVIT!ES.-$oc#on 1203(a) of the Elementary and secondary
Education Act of 1965 (20 U.S.C, 6363(8)) is emended
(1) in paragraph (1),
by striking: "and" at the end;
(2) in paragraph (2), by striking the period at the end and inserting "; and"; and
(3) by addmg ai the end the following: "(3) carrying out section 1210 ".
(e) AWARD OF SUBGRANTS,-Paragraphs (3) and (4) of section 1208(b) of the Elementary
and Secondary ~ducation Act of 1965 (20 U. S, C. 6368) are amended to read
as follows:
19
�.,
.
•
. ..
+>(3) CONnNUING ELIGleIUlY.-ln awarding subgrant funds to continue a program
under this part fOf tho second, third, Of fourth year, the Sl&te educational agc'lcy s"1all
evaluate the program based 'On the indicators 'Of program quality developed by the
State uf1der sectloo 121Q, Such evalt.:alion shall lake p'.ace after tho conclusion of the startup
period, if any.
•
"(4) !NSUFFICIENT PROGRESS.-The State educational agency may refuse to award
subgrant funds if such agency finds that the eligibre entily has J'\i)t sufficiently improved the
performance of the program, as evaluated' based or Ihc indicators of program quality
developed by the Stale under section 1210, after
"(A) providing technical ass;stance to Ihe eligible entity; and
"{B) affording the eligible entity notice and 8'1 opportl.l"lity for a hearing. ".
SEC. ,05. RESEARCH.
The Elementary and Secondary Education Act of 1965, as amended by section 204 of this Act. is
further anrended by inserting after section 1210 the following:
"SEC. 1211. RESEARCH.
"(a) IN GENERAL-The Secretary shall carry oul, through gront or contracl,
research into the components of successful family literacy services. to use
"(1) to improve the quality of existing programs assisted under this part or other
family literacy pro-grams
carried out under this Ad or the Adult Education and Family Llteracy Act: and
"(2) 10 develop models for new programs to be carried out under this Act or the Adult
Education and Family Literacy Act
<O(b) D/SSEMJNATJON.-The Nalionallnsfitute for Literacy shall disseminate, pursuant 10
sect/on 2258, the results of the resea-rch described in subsection (a) to States
and rec:pienls of subgrants under this part.".
20
�An Action Strategy for .Improving
Achievement in Mathematics and Science
,
'
February 1998
Table of Contents
• f'_O"y-CX.J~!I\.'f
• E~Yctlli\'q_S.J!.fl1mary
• S_e_ctio_n.J",_.:Jntn?Q.yr;,t.JQll
• Section It:: PriqrHies for AC1~Qn
• S~ti~nJJL_::...~.ctions 10 Strenglilcn Ill;.: hTII}:lct OJJ:"~fti.?I:~J.aC.SQI4J~P~
• Section IV. - Eguin Tctlchcr,}J.9...l£il£!LQ!il!lcn~iD¥_NJJihcmati~]
• S%:tiQD'J,:._-JmpJ~megLC.l!rricula, fnslruf:lifmal.M~!~r1al§dl.f!5tE~!11.~~ional Tecl~f!olpg~.cs
III
(;JassrOOtm~
• ,S.<:.c.tjPll V1.:_J~JljJ9i!1g..Epo IIe. UIi, lersta I1d ing. ;\I1(t SlJ pport.
• Section VII. C.Qllclusion
• Anm~!HlixJdl'~sid_~J)li~~_Qir~~I!\:c
• AI~p'endjx 2 .. Voluntary Nation;l1 Tesls lliJ~cading and lV~ath
• t\p.p.~.l.t{lj",,~3 - The l~<?fllg<;PCLWQrkjngj:JrslUp
• AlmClldi~..:J .. Relevant Activities o~ Ihc Dcrm1mcnl of I:;.dncation ,nd The :"{ati!:'?.I.:.al
foundatkm
.' ~npclltlix 5 ~ (Q.1)s(litmiol1 \\'(t11 EX1,£.111:~L91ganization
• ApPsmdix_6 ~ Fcderp:L~gl?.!!f):,,_0~[i.\:i~j98h;lJ5ujlp_or1 K~ 11 Mathenw..!.lYLl;duqlHpn
M
Sci£'!l~~
-###
~ Rerun! tQ)~ublicatioliS p':ag~
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�An Action Strategy for Improving Achievement in Mathematics and Science - February /998
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An Action Strategy for Improving
Achievement in Mathematics and Science
u.s. Department of Education
National Science Foundation
Arlington, VA
•Washington, DC
The President
The White House
Wasltington, DC 20500
Dear Mr. President:
We are pleased to tnmsmit the report of the U.S. Department of Education- National
Science Foundation joint working group on mathematics and science education.
As you know. since the early 1980's, U.S. elementary and secondary school students
have begun taking tougher courses, Md we are starting to see the results. National
Assessment of Educational Progress scares have improved in math and science. with
gains in mathcmaticr. equal to at least one grade level. On the SAT. average math
scores arc at their highest in 2S years, even as the number Md diversity oftest.takers
have increased. However, the eighth-grade results of the 41-Nation Third Intcmatio~J
Math and Science Study (TIMSS) show that the U.S. is below average in mathematics
andjust above average in science. That im't acceptable; in this technology-rich
information era, our students need to perfonn much better in both subjects, but
especially in the fundamentals of mathematics, if they are to excel at higher level
mathematics and science courses that are the gateway to college and to citizenship,
productive employment, and lifelong learning.
Because mathematics and science provide many of the underpinnings necessary for
students and society to navigate this ever chMging technological and information age,
in a March 6, 1997, Presidential Directive. you asked us to convene a working group to
develop an -action strategy- for using Federal resources to assist State and local school
systems to prepare students to meet challenging mathematics standards in the eighth
grade and for involving the mathematics. science, and technical communities in those
efforts. You asked that the action strategy include recommendations for using FooCf!l1
resources to help States, local educational agencies, and schools implement their efforts
10 improve teaching, upgrade curriculum. and integrate technology and high-quality
instructional matcrinls into the classroom, and to motivate students and help them
understand how mathematics concepts are applied in the real world. You asked the
working group to review the C\ll'reI]t status of improvements in mathematics education
and to identify and address critical areas of need. drawing on research and input from
educators and professional organizations. Finally, you asked us to explore how Federal
resources and partnerships with other organizations can help improve student
cchievemc:nf in mathematics and science.
We believe that the enclosed action strategy meets those objectives in all respects.
Consistent with your Diroctive, and with the resultS of the Third IntCinational
Mathematics and Science Study (11MSS). the strategy focuses most prominently on
the improvement ofmiddle·school (grade 5-8) mathematics, bUt also addresses broader
.
..
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�needs in all of elementary and secondary mathematics and science education. More
specifically. the strategy proposes a new Federal effort focusing on middle school
mathematics. with an extension to other areas of mathematics and science in future
years.
Also consistent with your Directive, the strategy focuses on three principal areas where
Federal investments can achieve muimum leverage and impact: upgrading teaching.
improving curriculum and instructional materials, and building parent and public
awareness and ensagement.ln each of these areas, the strategy socks to maximize the
potential benefits obtainable through the programs of our two agencies, that is, the
competitive grant programs administered by NSF and the formula and competitive
grant programs of the Department of Education. It also acknowledges the potential
contributions of other Federal agencies to this effort.
The joint working group identified many areas where we can make progress with
existing resources and programs. In fact, the Department and the Fowuiation have now
committed to launching. in fiscal year 1998. a new sel ofplanning grants for local
reform and improvement of middle-school mathematics instruction. Thesc grants will.
in particular. help middle schools that enroll large concentrations ofchildren from'low
income families to usc all relevant Federal. State, and local resources in a way that
produces meaningful gains in mathematics achievement In addition, our agencies have
committed to launching a new public information and engagement campaign during
the current fiscal year.
While we will initiate these eiTorts this year, the potential for bringing about significant
improvements in the mathematics education of the Nation's l3.S million middle school
students. and in elementary and secondary mathematics and science education more
broadly, will depend on the level ofresources the Federal Government commits to this
effort. In order to bencfit a significant number of schools. teachers, and students in the
coming years. wc have included additional funds for activities linked to the action
strategy in our respective fiscal year 1999 budget requests. The additional funding, if
we can obtain it, should have a synergistic impact because our ncw activities should
result in more effective use of the existing investments that the Federal Government
now makes available to sehools for mathematics and science education and for related
education purposes.
Thank you for providing the stimulus that has resulted in a closer working relationship
between our agencies and in the new activities set forth in the action strategy. We are
prepared to do our part to bring the ideas in the strategy to fruition.
Yours sincerely,
/)1..Ii-..
Richard Riley
Secretary of Education
Neal Lnnc
Director. National Science Foundation
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12112100
�-
An Action Srrategyfor Improving Achievemenl in Mathematics and Science - February 1998
Executive Summary
A solid foundation in mathematics and science is increasingly neeessat)' to navigate this changing
technological and infonnatiQn age. To address this important concern, on March 6,1997, the
President issued a memorandum ~ndix I) directing the Secretary of Education and the Director
afme National Science Foundation to ronn an interagency working group to develop an action
strategy for using Federal resourees to assist States and local school systems in preparing stude.nts \0
meet challenging mathematics standards in the eighth geode, and for involving the mathematical,
scientific, and technical commW1ities in support ofthose efforts.
The Presidential directive specified that the action strategy include recommendations for the use of
Federal resources to help States, local school districts, and i!ehools improve teaching. upgrade
cumeulurn, integrate te<:hnology and high-quality instructional materials into the classroom, and
motivate students to help them understand how mathematical concepts are applied in today's global
workplace. The directive called for the interagency group to review the status of improvements in
mathematics education and identilY critical needs, drawing on ",..arch and input from educatora and
professional organizations. In addition, it called for the working group to review how Federal
resources and partnerships with other organizations can help improve student achievement in science,
The request was hased, in part, on results of the Third International Science and Mathematics Study
(TIMSS), which demonstrated a clear need to focus on improving mathematics achievement in grades
5-8. American students scored above the international average at the fourth geode, but fell to below
the international average at eighth grade. The Pn:sident's proposed voluntary national test in
mathematics. at grade 8 provided an additional stimulus. The action strategy targets mathematics in
grades 5-8, building on a strong fouodation ofactivity W1derway across the country to improve
elementary and secondary mathematics and science education.
The action strategy:
• Challenges the Department ofEducation and the National Science Foundation to work togetber
more closely and to boild partnerships with other Federal agencies and with State and local
educational.geneies to strengthen the impact of Federal investments in mathematics and
science education.
• Challenges State and local-level scbool superintendents, mathematics supervisors, scbool
boards, principals, teachers and other educators to take • fresh, critical look at curricul.,
instructional malarial., and professional development strategies (and the use of Federul
resources in these areas) in light ofTIMSS and other recent research results and to be prepared,
as needed. to reformulate current approaches so as to improve effectiveness.
• Challenges the Nation's colleges and univeraities to develop rigorous new programs for teacher
prepamtion, _ssing both subject mailer expertise and pedagogical mastery. These institutions
will also need to take a far more active role in enhancing the skills and knowledge ofthe
teachers of today and tomorrow, working closely with States, local school districts, and schools
in the process.
• Challenges professional organizations in mathematics, science. engineering, and technology to
join with teachers, schools, colleges, parents, students, communityorgenizations, and business
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12112100
'.
�and industry in developing a strong network of local partnerships aimed at raising student
achievement.
• Challenges U.S. families to provide strong support and encouragement for their children to
reach high standards of achievement in mathematics and science.
Based on the Federal role in improving achievement in K-12 education, the priorities of the action
strategy focus Federal investment on:
• Assisting States, local school districts, and the Nation's colleges and universities to provide the
skills and knowledge that equip teachers in grades 5-8 to teach challenging mathematics
content in effective ways, with high expectations for their students;
• Assisting States and local school districts to select and implement high-quality, standards-based
cwricula and instructional materials, including making .effective use of educational'"
technologies; and
• Building public understanding of the need for challenging mathematics in grades 5-8, and
gaining public support for raising student achi~vement toward high standards.
The bulk of the Federal resources for improvement in K-12 mathematics and science education flows
from the programs of the Department of Education and the National Science Foundation. A coherent
approach to strengthening the impact of Federal resources used to improve mathematics achievement
in grades 5-8 must begin with these programs. Drawing on the resources ofother Federal agencies in
an effective manner can then follow.
The Department of Education and the National Science Foundation plan a set ofjoint activities that
are the synergy-producing elements of the action strategy. These activities include:
• Competitive planning grants to accelerate the strategic use ofresources in improving
achievement in mathematics;
• A National Convocation on middle school mathematics that will initiate an on-going dialogue
among .11 stakeholders;
• The Public Understanding and Engagement Mathematics Initiative, a mechanism to involve
parents aud the public more directly in mathematics education;
• Coordinated research and informational activities; and
• Systematic involvement of other agencies.
Other elements of the action strategy draw on the individual strengths of Federal agency programs
aimed at improving mathematics education. .
The time is ripe. for a concerted effort to improve the achievement of U.S. students in mathematics
and science. By focusing our immediate attention on improving perfonnance for middle school
mathematics, we will be able to give local, State, and Federal educational agencies a call for action
that is substantive, timely, and sufficiently targeted that it is reasonable to anticipate progress. As our
effort to address this area of greatest concern gets underway, we'can develop models for futu.rC action
across disciplines and grades.
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�But the action strategy must be only the beginning of the etTort. The interagency cooperation must
continue and move to the substantive agenda of implementation. The Department of Education and
the National Science Foundation are committed to meeting the challenge of continuing cooperation
so that their programs work in concert. The two agencies will develop appropriate mechanisms to.
keep other agencies and the professional scientists, mathematicians, engineers, and others with
mathematical skills and knowledge with whom they work actively involved in improving
achievement in mathematics and science education. Perhaps most importantly. they will keep the goal
ofmising the achievement of all American students in mathematics and science at the forefront of
their attention.
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�I. I utroductiou
On March 6. I i)i)7, the President issued a memorandum (~I?PSnqi;.;J) directing the Secretary of
Education and the OiTL'Ztor of the National Science Foundalion to !Onll ;\11 intcrogcncy wo,king group
to develop all uCtioll strategy fbr using Federa!_ rc.sources to assist Staks amI local school systems in
preparing students 10 meet challenging mathematics staudards in the c:ghlh grade. and for involving
the mathematic:J!. scicntiiic. and technical communities in support vrthosl; elTorts.
The Presidential Directive
The Presidential directi"e specified thai the aClion strattgy include recommendations for the use of
Federal n:sourccs 10 help Stales, toeal school districts. and schools impro\'(; h;achtng. upgmde
curriculum. integrate technolQgy and high~quality instructional malcri:.1.ls Into the classroom, :md
motivate stUt..!":lltS to hdp ;hclll tlIlders1and how mathematical c01ic\~pls arc appHcd in touais glObal
\vorkptacc. The directive called for Ihe interagency group to re"ic\\' the slalUS of improvements in
mathematics education and identify critical needs, drawing on research and input from educators and
profcssional organiZations. In addition, it called for the working group to revicw how Federal
resources and partnerships Wilh olher organizations can help improve student achievement in SCIence.
The Need for Action
The Third !menU/tional Malhenwli('s and Science Swdy
Rcsults of the ThirJ Inlernational Mathematics
and Science Study (T1MSS) make clear the nced
ror action to improve mathematics and science
education prior to eighth gmde. Results aftests
administered in ~ 995 to students in grades 4 and 8
are now available: The fourth grade results show
U.S. students above the international average in
both science and mathematics. In science. U.s.
students were outperformed only by those in
Korea. However, tlie eighth grade results show
lackluster pcrronnam::c by U.s, students. with
scores only a bit above the intCrfllllional average
in science, and below the intcmational average in
mathematics, Results for the twelfth grade will be
released shortly. They are expected to show even
poorer perfornlancc than the eighth grade results,
T1MSS results for tlie fourth grade are much more
The Thircllnll;'rnntionnl J\lalhcma!it:s
:Hld Sd(,Ilt't' Stuuy
is the largest and most ambitious of n series of
intemalional comparative siudtes ofctli.l{"al10nal
acbil!vet)lCUI The Dcpaf1mem ofEdilcat!on and lhe
National ScicnC'e Founcl:Hloo sponsored the u.s.
testing, eondtleled in )995 at grades 4, B, and 12, and
the subsequenl analysis.
TI~tSS
TI!\,lSS invo:ved more than 1:1I1fa ::ni:Uun studcnts in 45
cou:ltrk's, ':0,000 U.S. SlllOCllls took pa~!. While tbe
relath'r perrOnmmC{: of U.s, Shldt;!uts illl:001parison to
smd..:n1s .of other countries Improved oq:r perfom1am:e
on similar international comparisons or carlirr yt'ars.
there were signs ofproblellls, particularly at grade 8.
U.S, students pcrfonned abo\'c average at grade 4 and
below aver(lge at grade S in mathematics, the .only
country with such a pailent in either science or
mathematics. Grade J 2 results ..... mbe anr.ounced
shortly.
positive than the results of similar international
comparisons in the past. They demonstrate that
Whitel:ollecting achievement data to each p;uiicipating
our students are mastering the basics of arithmetic , country, 1iM8$ rese:ln.:ners alSQ developed a wealthof
i information a:ix.ml teachers and teaching. abOUI
and introductory science. tha1 it is possible to
curricula and instructional nmterials. about classroom
make significant progress in international
comparisons on:r time, and that U.S. students can lessons and interactions. and aboul student attitudes and
habits Qulside lhe classroom, FOr example; TIMSS
compete ravorably with those of olher nations in
1"I"<,IIN ~hnw that
I
I
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�mathematics and science achievement in the ,early
grauL'S.'
• US student perfonll<lm:e iIlC!l'~ISl'~ :!lur..: s1,'wly
betwc<:n dementary and middle s;:il(j(,1 yc~rs
than ill most o!hc:- coulltri~s:
• The U.S. naTicuJum i;;. mll :15 \\dl focused Oli
10pics that woufd prorel Smdc!liS {Ilw;::.rd more
advanced levels ofunderstantlLng,3s arc
curricula in olher countries:
• U,S. teachers work Jong~·t l!OUlS. havc less: lime
during th!: dar for prcp:nillg d:isses, :and
expel iencc more disrupfion in their dasstO<..1ms
lhan do their coulllerp:u1s in other countries.
Our Nntlonal Edue.atiol1 Gonls prochlim our
d~uicmion to making U.S. students lirst in the
world in mathentatics <md scit.:ncc achievemcnt by
the yc,ar 2000. In the early grades. W(; arc rn~king
demonstrable progress toward thaI goal. Thl~se
results clearly Indicate that matbcmutics and
science education in tht.: middle school years
should bc an important rt..1CUS for national efforts
to help ensure that our students meet world~class
standards.
The TrMSS resulls have become- a source of
constructive nu;l1i\',Hion fm mounting::m action Slr:llegy,
laking the issue well beyond the "impk comparison of
score:> in im<:rnalionaltest t~king.
Opportunities [01" fhe Fllfw'c
Eighth grade is:l critical point in m:Hhcmaties education, Achievemenl at that stage lays tbe
foundation for students to take the advanced high school lnathematics and science courses that arc
keys to eollcgc entrallCC and wcll~raid jobs. Today, mosl stt:dents enter high school i1blc to perronn
the basics of arithmetic, but fur too Humy have failed to develop foundation in the 21 5t century
busies of algchro, geometry, and data analysis and cannot cope with multi-step prohlems.
Unfortunately. nlany never gain these abilities, closing doors 10 opporhmities for the fulurc. Oftcn
studellts nnd their fal11ilies do not even kno\v Ihat the doors arc closing, lending 1n It mismatch
between their CXl)Cctulions for the future and their actions in the present. This is particularly true for
students from disadv<H1tagcd backgrounds. It is a factor in perpetuating inequities both in
a
participation in advanced education und in lifetime income.
The Impol'/(lIIce ofRigorous Sraud(lJ'(is
In working 100\'ard tbe ~alional Education Goals, Slates, districts. and national Ol'ganiZ:ltions han: <!11
supported the de~'elopment ofsumdards for henchmarking the perfonnance ofall students, The
National Council of Teachers of Matbcmatics (NCTM)
was one of the first national organizations to develop sets ofstandards for {;Ontcnl, tc~ching. .and
assessment, and many Si:HCS and districts have modeled their standards on these. The NCTM
framework emphasizes the importance of mastering the basics ofarithmetic as well as more advanced
topics and using them effectively in addressing complex problems. The National Research Council
developed a comparable framework for science standards, Jt suggests more treatmcnt in depth of
fewer topics. in line Wilh the TJMSS recommendations.
State and local educational agencies have worked to de\'elop standards and approaches suitable to
their circumstances. drawing as Ihey find appropriate on frameworks established by national
organizations sw:h as these, Teachers teach and students respond to the level ofexpectations placed
upon them, Thus, standarus thai arc bcnchmarked to national and intemational nonns can be lIsed to
raise expectations for achievement.
Another source of input to d~liberations on
standards is found in the content ofTIMSS and
the National Assessment of Educational Progress
(NAEP). Managed by the independent National
Assessment Governing Board, the <:ontcnt of the
NAEP assessments reflects a col1eclivejudgment
http://www.ed·llo,,fpubsI12TlMSSISecLhtml
Stsmdards and hnpnwcd
I
1'(~rflJrmall(,c
Standards improve sludent perfonmmce when they fIrc
combined with stale and local strategies for curriculum
impr-ovcment, tc-adici- developmenl, nnd nsscssment.
12113100
�of-State and, local educational ofllchlls. content
experts, and the community aboUl wbat our
children should know Hud be able to do In many
fields. In mathematics and science, there.is strong
overlap between the NAEP fnlllll,;work and the
NCTM and NRC standards, as well as Stille and
,
local standards now being pUl in place.
A Volulltary National resl in Maillet/Ia/ics
The President has proposed a volunt.try national
test in mathematics, to be takeh ncar the end of
eighth grade. as a very visible pan of atl
,
Scvtn years 1l1er a SI:1te judge- nded Inc schn,'! system
eJtl''::!litmally bnnkrupt<:d." Kenlucky'$ c(lmpn;hl'!)si\ I.;
seho,.)! relOrlllS arc genetlliing SllhSl<ll1tia! improh'11lem
in student performance. Since 1992, lhc p~rct:l!tllg<: of
::iemcnt:tl'Y schoo! stlldenl$ scoril1g ill the "pJofkicJ){"
or "Distinguished" f:.lng:e in fI.':lcing (In the ~talC','i
perfonna!lce-based aSSe"smC!lt has incre<l~cd frnll1 8
pCrCL'!lt In 41 ~rcent. The impro\'C!11<?tffi are dis:1 ibutcd
a.::ross all grade level", thron!;hollt C\'t1')' gco.gJ>Lphl;;
rt'gion in the state, >Llld in poor as well as \\clll!l:i.;r
commumties.
H
,Toughcl graduation r<:qtlireOlCnls in New Ymk Cily
' public stbools spurrcd IhOllS:lnds more high school
students 10 take and pass college prep»rawry
nuthematics and sciellcc COllrses, Till,; ncw ;:ours,'
I rcquiremenls grew out of a coUaoorailOn bc!\\ccnlhc
!
ambitious, sustained drive for higher, more'
challenging standards of learning for all students, I Chancel:or ofEduCJ!ioll, the City Univef1lity·{)fNcw
The test will be based on the NAEP framework
York (CUNY}, ::md tlle United Federulion ofTca::::1CIS
and managed, as is NAEP, by the im!cpGndcnt.
' to IOtrea"c tl:c number ofv.;;-ll'prqltlTeJ st'Jci;::lIS
bipartisan :-.Jntional Assessment GO\,\:l11ing BO<lrd. entering CC:-JY. By agreeing on dl<lllcnging ~tal1d;r;d~
I for what;;l! high school students should Icnm. ,11\(\ by
It will be available by the spring of 1001. Parents ; plmsing in course requirements and professional
and teachers will receive the resulls for each
! development for I('uehers, New York CilY produced th.c
: best-prepared and most diverse freshman class at
student, with scores linked to nation:!] and
intemational benchmarks. Every year, all items on i CUNY in 1\\'0 decades.
the test, along with answers, scoring guides. and l'-==================J
other materials, will be released so that teachers, parents, and students can review pcrfonnancc Oil
Individual test items and know what is expeclcd from. students in Teaching standards of cxcellcnce,
For more information. see ApP~115~i"x.2;
!
;1
The voluntary national test is only one element of the comprehensive effort needed 1:0 accomplish the
objective of haying al! students achieve challenging national standards roJ' pel'fbnnnllcc, ThiS effort
will require many individuals -- students, parents, teachers, collcge faculty, employers, professional
associations, and community leaders -- working in concert with a common understanding of what
they want to see happen. The test, in combination with a national effort to boost achievement, will
provide a powerful lever to amplify the effects of existing efforts at local. State, and national levels to
improve student acbievement in mathem,[ltics and science.
Plan of Action: Place Immediate Focus on Mathematics
The TIMSS results show the need for UI1 immediate focLis on mathematics education in gmdes 5-8,
where the serious drop from above 10 below intemational nOID1S in mathematLcs threatens
achievement in both mathematics and science at higher grade leyeJs. The President's proposed
voluntary national test in mathematics in eighth grade provides a tool to measure progress and also
challenges us to provide students with the mathematics in grades 5-8 that will enable them to perform
well on it.
The action strategy targets grades 5~8) building on a strong foundation ofactivity undcnvay across the
country to improve elementary anti secondary mathematics and science education. It anticipates that
tbese activities Gontinue; at allieveis in both mathematics and scicncc~ and lays the groundwork in
both suhstance £tnd process for expanded activities in the future.
.
Challenges for All Parties
R~lislng
Achievement for Di;l;adyuntaged Students
The goal Qfthe action strategy is for all American
,
http://www.ed,govlpubs/12TIMSS/Secl.html
12/13/00
�stud'cnt~ to leave eighth grade prcpared to ]1UrS\IC
h;ghcr~lc\'cl ,mathcmatics and science courses
that arc the gatc\vay to college, productive
employment, lifelong learning. and effective .
citll::cn5hip, Reaching this goal wi!! require aclion
in five areas:
tlie
,
• High expectations, held by (cachers. school
administrators, parents, the broader
community, and students themselves, fOf
student performance in mathemntics and
science~
~C;C!:;;:t;' !1:t4f ce part:tularly mt::nsive in higl:-pon:rtj'
connTllmitie;, and schools. The N"tionat Assessment of
I:JuC:l1ional Progress {NAEPI in j!1athernatics sblH\:>
l;,at slnd,'nts froll! poor familks pcrfoml signilicJntly
Ivss well than ollw:, s1\l(knts. in 1996, the avcragt' SWIt:
('I: 61..' ;;00 poir;! NAEP scole \\~S 252 for Silt genlers
\\ I:n ,m; \'ligiblc f(,r free ;,md reduced price IUllch as
~'omp(;re" to 2Sf) for ineligible students. Sludc'n1s irOPl
{'«or f:l!l!iHC2
also less liKely (,l lake algebra,
,Ut,
l:lC011k'tl)'. and more advanced courses in high schooL
On July 25, 1997, fifteen urban school dis!ricts,
induding the nalion's three largest, pledged 10
p;:utidpalc in the voluntary national lest They 5e:11 a
ck..r $ignallh3t students in inner cilY sdtoo!s can .Jlld
should t-.e held It) the SJnte challengi!lg s:anrlords that
• Challenging standards for content of
curriculum, h:aching, assessment, and
student achievement;
arc l;i;illg set for all st\!cents Ihro~lgbou! !be nalion.
These cnmmunilies rcrDgnize th:H y.:~ting high
standards is n prcrequisit,; for improved leaching and
learning. Rcseurch and expeneu(;(' S!IOWS tbt students
• Instructional materials and technology of
high quality 1ha1 incorporate these
challenging standards;
, (an mect high standards, and that low expeclaliolls lead
t.} low ;)chicvcmC'r.t.
• Teachers with the pedagogical skills: and rigorous knowledge ofmathcmat1cS and science
needed to teach these subjects effectively; and
• Activities outside the classroom that reb force t:,e classroom experience by drawing on the
support of parents, the professional communities of mathematicians, scientists, and engineers,
busines's leaders, and the b:oudcr public:
Thus. the action strategy: "
• Challenges the Department of Education and the National Sc.ience Foundation to work together
more closely and to partner with other Federal agencies and with State and local educational
agcucu:s to strengthen the jmpaet of Federal investments in mathematics and science cdllcat:on.
,
.
• Challenges State Zlnd local school superintendents, muthematics supervisors, school hoards,
principiils. and other educators to take a fresh, critical look at curricula, instructional materials,
and professional dcvelopmcnt strategies (and the use of Federal resources in these areas) in
ligbt ofTIMSS and other recent research results and to be prepared, as needed, to refonnulate
current approaches to improve effectiveness.
.
• Challenges the nation's colleges and universities to develop rigorous new programs for teacher
preparation, streSSing hoth subject mittter expertise and pedagogical mastery. These inSlitutions
will also need to take a far more active r,ole in enhancing the skHls and knowledge of leday's
teachers and principals, working closel{with States. local schoo} districts, and schools in the
process,
• Ch'allenges pr~fcssional organizations in mathematics, science, engineering and technology,
health, accounting, transportation, and other fields to partner with schools, parents, students,
community organizations, and hustness and industry In developing a strong network onocal
partnerships aimed at raising student achievement
• Challenges U.S, families to provide strong support and encouragement for their children to
http://ww\V.ed.gm·/pubsl12T1MSS/Scc1.htm1
12/]3100
�fe,lch bigb strmdards of achievement in l11mhc:malies and science,
These chall-cngcs arc focused on the immediate, urgent need to impro\'1,! mathematics edm'::~ii()n in
gwd,'s 5-S. But 10 be rully crrcctive~ this eff0r1111U$\ hroaden to inel11cl... both malhemalics and science
in all grut!(."S once the immediate needs have been addresscd,
-###
htlp:llwww.cd.govlpubsI12TIMSSISedhtml
12113100
�n. Priorities for Action
Consistent with the President's directJ\'c. this action strategy identifies steps that Federal agencies,
along wi1h t!leit panners, can take to heip students reach challenging standards iu mathematics in
grades 5-S amI to ensure that Fcdt.'rnl resources will effectively SUP!lQr! State .:md local refonns. it is
based on !be efforts of the interagency working group, which rc\'it.;wttl the current state of
mathematics cducaHon, consulted with other Federal agencies and with outside organizations. and
fC\'icwcd Fl'tlcral programs before identifying three priority arC;15 for action. (Sec Appendices 3-6 for
more detailed illfofm3tioll.)
. The Fedcral Hole
While c"ducatlon is a national priority, it is primarily n State and local responsibility, The Federal rotc
is to prO\'idl..' gooJ information, effective tools, and financii.ll suppurt Iha1 \vill assist Stutes ;:md local
communities in t:liSlirillg that all of their students have the nmihcnwtical skills 1hey need to succeed in
the workplace as productive citizens, This includes promoting cfrccti\'c partllerships that mobilize
SUpp0l1 fl'olll the community ~~ students, parents, cdw:::alors. business kadcrs, volunteers, and
cOl1ccmcd citizens from all \vulks oflife ~- to that end,
Priorities for Action
Therefore. the priorities oflhis action strategy will focus Federal investment on:
• As.';;isting States, local school districls, and the nalion's colleges and u,ni\'crsities to provide the
skills and knowledge that equip teachers in gnldcs 5-8 to t(,<lch,thaUcnl!ing:m:tthem:ltics
content in effective ways, with high expectafions for thcir studcllts;
• Assisting States and local school districts to select <Hal implement high-quality, stnndards~
based curriculn and instructionalmat.erials, including err~ctivc use of educational
tedmologics; ami
• Building parent and public understanding of challenging mathcm~ltics in grndcs 5-8, and
g:'ining public SUppOI't for raising stuucnt achievement towaru high standards,
Scope and Scalc'
In grades 5-8 there are approximately L3.5 million students taught hyabout 320,000 teachers. of
mathematics. These students and teachers are distributed among 34,000 schools. in close to 15,000
districts. Many Oflhcsc schools and districts arc already actively involved In selling high standards
for instruction and student achievement and are Implementing plans to achieve them.
The core oflhis action strategy is assisting all schools and districts to make more effective use of
Federal resources in their efforts to address the above priorities with respect to n1athem~\tics in grades
5-8, The Department of Education and the National Science Foundation plan to provide opportunities
for districts to accelerate their progress to\vard improved achievement in this area through incentives
for enhanced coordinatlon. planning. and implementation. Districts th~t serve large nllmbers of
disadvantaged students will receive particular attention. Tbe nuinbcr of districts, schools; teachers,
and students served will depend largely on the level of resources' that can be devoted-to the,
hUp:l/www.ed.go v /pubsll2TIMSS/Secll.html
12/13/00
�·
...
..
Deceleration effort aou Ihe readiness of districts to
resp~.mJ.
At the same time, 'iIl effor! at puhlic infonllation and engagement wi II provide <l llHlch-l1ccdcd
complcmcntllry IHt.:('hunism to re'leh ~\ broader base of students and Ihcir families. The parlicipating
Fcderalu£cncies. with their lil:s into the science, mathematics, enginccring_ <lnd technology
communities, al"~' \\ ~11~posili(mcd to t:ncouragc these communities 10 coor\"'r~llc ill spurring such an
effort.
Finally, it is no! elhiugh 10 .tddress only loday's teachers and implemenlalion of instmctional matcrials
and technologics t!\'ai\abk now, Apl>roximately 30,000 new teachers of malhcmalics in gradcs 5-&
arc needed eath yCOlr. At the same time. deyelopment of Jeaming technologies is eXlremely rapid, and
ad.iptation of currieul;l to <lccotnmodate this pace is a continuing conccm, Addressing these issues is
also an important pan of Ihe acrion strategy.
Progress in anyone of the three priority area'i -~ teachers, instructional materials and technology, and
parent and public infonll:ttion and cngagement -- will often depend on <lml demand improvemcnt in
others, For instance, lhe llllrodllCtiol1 ofhigh~quality inSlructiollal materials willlHlvc !iHle impact if
teachers arc not tmined 10 usc ihose matcrials effectively. The action plan mllst work on all fronts in
order 10 make progress tow<lrtl improved student achievement. The action plan helm\' first provides
an orientation to existing resources and specific new joint activities, The final sections arc organized
around the three: priorily areas.
~###-
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12113100
�All Actioll Srrafegrjor /lIIpro)'ing A,hic\'ClllCm ill Marlicmfffics Wft/ ScieJicc - F('i>n1{IIY 1998
-"... , ..
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-~~~~.-~--
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~~
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_.
_.
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III. Actions to Strengthen the Impact of Federal Resources
The bulk of the Federal resources for improvement in K-12 mathematics find science cd:lC:1non flows
from the programs of the [)t.;parirnent of Edllcation and the National Science Founda:io;l. (Sec
Ar!p.s:.p.ru~A for a summary.) Developing a coherent approach to strengthening tile ill1ptH,:-t of Federal
resources used to improve mathematics achievement ill grades 5~8 begins with these programs.
Drav,;ing on the resonrces of other Federal agencies in an effective manner can then rollow.
F=====--------.,...",""""1, Current Federal Resou ,'ces
Tille 1 School wide I>nlgrams
,
i
:
:
,
The 1994 reauthoriZJlinn vfTil!t: I gave the program ,\0 : In FY 1997. the National Science FOllndation
entirely new purpoSI:, namely. 10 1<":I(:h ,li~,Jth:m~aged
invested S377 million in K-l1 scicncc and
students to the same high st;m(knds w whidl all other
mathematics education, including investments in
students are held. Slates JfC now illlh'.' pm;:c~s of
' the: undergraduate prcpamtloll of teachers. The
dewloping their own standards aJld estobhshmg
funds go lar£ely to colleges Hne! universities, State
assessmenl medmmsms to mCJ"lIIe slut!\.'nts' pH;,gress
against lhem, in at kasl reJding and malh-ma:ics. In
and local educaHonal ngcncics, and nonprofit
addition. the rC;lUthnrtzatiull lo\\cred the eligibility
organizations. Tbey arc awarded through
threshold fur Tille I s<::hool\ntle programs, Schools wlth
,
:
:
;
:
:
:
at k"st 50 p<:n;cnt of sludcnb Irom low-income famllh:s
may nm\' usc their T:tie 1fUllds (along \\tlh other
Federal. State-, and local funds) to make comprehensive
irnpro\'cmcnis in th~' iI;SlnlClior.;)l pwgram of the en!tre
;;chool, rather t11,m provl;!:ng (;bcrete services to
indh'idual children, TJ:i.s ch3ng~ gi\'~'s Ihose schools Ihe
flexibility, for insta!lc<:, to ,:s;,: Title! :uads to upgrade
the malbemalics cllr:'iculum for ul! studcnts.
•
competitive review of proposals for funding of
specific projects. Over the past fe\\,' years. the
Foundation has placed a bigl' priority on syst-cm
wide fcfonn of mathematics and science
educatIOIl. It asks lo{;al and State educational
agencies to align resonrces all types, including
those obli.lincd through other Fcdc:-ai programs, ~o
or
C'==========_- ,•." ..........=;==;=..,...:Jeffcci change. The Foundation highlights specl fic
...
areas of emphasis within broader programming,
establishes dear priori:ics for funding withm the Crikl'la for selection of awards. and holds grantees
accountable for perfonnancc. Over the years, projects aimed specifically at mathematics in grades 5-8
have been comparatively sc.:trce,
The Department of Educ;ltion alloc::Ited approximately $8 billion in FY 1997 through thrce major
formula grant programs (Goals 2000: Educate America Act; Eiscnhowcr Professional Development
State Grants; and Title I: Education for the Disadvantaged) that include improved achievement in
mathematics and science ,mlOng their objectives, Ganls 2000 aids States and school dislricts to
develop and implement challenging academic standards llOd upgrade teaching and leaming in order to
reach the 'National Educal](lll Goals, including the goal of becoming first in the world in mathematics
and science, The Eisenhower program places an explicit fOCllS on science and mat))cmalic.s. OfdlC
$310 minion appropriated for FY i 997, $250'milliol1 was required to be used for stolff development
in mathematics and science.
The 1994 reauthorization 'ofTitle I placed new
emphasis on helping disadvantaged students meet
the same challenging academic standards
l\tatilematics Education
and the Department uf l>efcnsc
ex-pe<;ted of all children. Slales are currently
; Tv.1) ngencics within the Department ofDcrense (DoD)
developing their own rigorous standards and
assessments in reading and mathematics, The
Department ofEduc31ion works actively with
States and scho:)j districts to identify actions that
can'be'takcn to ~ac:hievc;sign~ ficai1t improvement,
, offer complemeluary ~pproaches to introducing
rigorous natior.al standards in their educaiional
activities,
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-1'he DoD, Education Activit), (DoDEA) provides
12/13/00
�...
.
provides information and exampks. and makcs
other lcchnicaliissiSlnnce tlv<1ihlbh: u~ needed.
A dozen other departments and :tgenclcs sponsor
uctivities thut rclute 10, unt! c0uld promote,
sL:mdanls-bascd cducution Ih;:ll improves students'
mathematics and science learning Jud overall
academic performance. (n gcncrnL these agcnciL"S
focus far more on science thUll mathematics. and
commit modest resources: to improving K-12
education, In genernl. their activities nre related to
their missions. For exumplc, tbe U,S,
Environmental Protection Agency makes awards
to schools. state agencies. Ilotll}rolit ;Igcncies and
universities for activities that focus 011
environmentai education. Most agencies offer
staff and facilities, often on a volunteer busls, to
supporllocal schools and teachers anJ have
dc\'cloped antI are sh.tring supplcmt.:nl:'II'Y
instnJctlonal materials on tbeir Web sites.
"
I
""""uti"" "... "''''''''j "'''" .." .".." "'''I'''''<I~-''''' '" ""''',,''
inoD Dependents Schuo!s or DoDDS) am! nn SWllt"
miliury hases in the U.S. (ODD Domestic Ekml,:llt:.lry
lind Secondary Schools or DDESS). DoDDS i;>
e$scllIially an autonomous school SYSl<:nJ Ihal hils
developed a mathemalics curriculum ha:;;:d on Ill<.'
r-:CT:'-! standards. adopted slandanls-bast.:d illSll\\~'li"nal
matnials fur use thrOllghout all the OV\.'lscas ;;dl!>llb,
and 15 continually training teachers in the'>!' Ill<lkrlals
and strat~gies using teacher-kaders. DDESS scho"ls
operate independently and cooperale with local
educ<!'tioo areas in addressing standards. Do!)E" is
\\orking low<lrd system-wide commonality III
cUfTiqllum. instruclinnal materials, and stndenl
assessment aligned with the NCT;"-I slandnrds.
The National Security Agency es\ablished a
i\lathem:u:cs Education Pannership Program \~lEI'PI
in 1991. ~EPP spopsors oyer a thousand t:olks per year
to schools and colleges through its Speakers Bureau. It
dou3:es excess compmers 10 classrooms, sponrors .
seminars and insr,;rvlce teachr,;r tT3ining, and COll;;!Il1.:1S
extended summer workshops for teacheIs al;'I1l kn:!s.
These ,\1EPl' acth'itir,;$, including projects sHch a.<;
cu!l.rrbor:.!Iion with the University COI"?Om!iOll fo::
Atmospheric ReEeilfCh's ProjC{;t Sky~13ll1. l::-t: all
infonned by the ~CTM S~andard$, which are ,111
cxplidt subject of study and rdetence flt MEP!"s
Sllfwner Institutes for Teachr,;fS_ For a (k~cription. se'..'
hup: !f~\~\::. . .ll!!rq,; ~y'(p~<J!;l.r,\m~me"p.
Strengthening the Impact of Fcdenll Resources
Using Existing Programs
The first step in moving fOf\vard is to make the most of existing programs aimed at improving
student achievement through rigorous standards across all subject areas and all grade levels. Such
programs provide a fundamcntallevc\ orinfollJlation and opportunity important for progress, but
currently have limited fOCllS on mathematics in grades 5~8,
Within those existing programs, the participating agencies will promote means of emphasizing high
quality, standards-based malhen1,Hics in grades 5-8. For example. the competitive programs at the
National Science Foundation can incorporate priorities for work in this area in selection criteria, and
the Department of Education can enhance the level of technical assistance it provides to State and
local educational agencies. Expanding the scale ofsuch eXIsting programs will also help, as will the
development of new initiatives in thc individual agencies, but isstlcS of scope and synergy remain.
F''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''1 Crcelling Synergy .
Pooling Resources 10 Enh:mcc Studenl At'hie\'cment
Kenlon Elementary School in POrlJantl. Oregon. and 12
other schools in the region decided to place a high
priority on student achievement using Title I aod other
resources:. During llle 1995·96 school year, the scllQois
held full-day, weekty workshops on best leaching
practices as idenlincd by the scllool ptincipllls. The
principals developed a rcgmllat "itle I plan and, \Vich
the hdp of consultanls, have all stnffworking toge:b<:r
to Inlplement it. Tille I Slllff wQrked with re1;ular
hllp:!lwww.ed.gov!pubsI12TIMSS!Seclll.html
The programs of the Department of Education and
the National Science Foundation have different
approaches and strengths. The Departmcnt
generally provides large-scale, flexible support
directly to State and/or local educational agencies
for irnproving teaching and teaming to high
standards, coupling this support with technical
assisl:mce. NSF's portfolio is much smaller in
J 2113100
�classroom {C'ach~rs on lIt.:w strategies. not'! Ktnwll's!afr
>lgrccd (0 liSe Tille I benchmarks <lna 1lsscssnv.:nlS n'l >II!
stu.lents"
,Relllon's curriculwn empha~izcs intcractivc \\'fillllg ,lilt!
vocllbuiary development. and us...s itlllO\"u!ivc
m:l1hemalics malenals. ,'c<lchers usc cO\}peHHi\'c
ICJming and peer tutonug to help studcnlS gnm lowllrd
proficient and adv:I:lCeJ levels, mill sjudenl~ 3ft'"
COC'Otlr.l£l~d (0 analyze. evaluate, and iu!erpre!
information, Kenton teadlcls regul:ltly nlt'e! with small
groups of students oUlside or d;;ss to f!it'e c:\tra help in
mathemalics, reading, or writing, TcndH!fS also trabl the
school's mmy \olunteers to support the btn.:hmlrks
while wQfl<ing with students, Assessments indk<1!<:
some success in the early )'\,;).r$ o(tllis elTort 10 improv\'
instruction. The pcrcent:lge ufthird-gruders ,<;coring in
tbe advanced category in mathemnlks increased rrom
15 I,cr.:cnt to 35 perccnl.
scaic~ is tHrgct~d at' improving muthematics,
5eicncc. und technology cdllcaliOJi, ~uid tS
established thro~lgh competitive processes, To
create S)'11Cl'gy, this action SLfatl.'gy cotnbincs the
agencies' stren~lhs. pcnnitltng tho~c involved
wilh upgrading mathematics professional
development alid instruction through major
Department of Edu(:ulion programs to draw on
NSF's competitive programs to stcp up the pJce or
change.
The work of improving student achievement must
he done at the State and locallcvel, and, most
fundamentally, 'within individual schools, SlaW
and local educational agencies can maximize the
in1paCt of Federal resources by choosing to m~e
L.o=====",,=========,,-,~---.Jthcm In a coordinated. concentrated way" Thus,
tbe National Science Foundation !md the Department of Education wilt chmllpion State and local
ctiucationlll agencies in the strategic usc of alllypcs of Federal. State lind, local funds to\\'urd
improvlIlg mathematics achievement, offer examples of erfective coordination in tile lISC of such
funds, and provide incentives to iniliatc c!Tcctin:: improvcments, At thc saIne time, they will work
lOgelherto encourage the nation's colleges amI universities to do a better job in educating future
teachers for the work they will do in the schools and will combine with olher agencies in a bl'o'ld
program of public infonllation and engagement.
New Joint A<:tivities
Thc Department of Education and Ihe National Science Foundation plan a sc1 ofjoint activities that
are lhe synergy~p:foducing clements of lhe action strategy. They will include the other pal'licipatlng
agencies to the extenrpossible,
,
• Cumpetiti"e planning grants to
accelerate strategic lise or resources in
lmpro\'lng achievement in mathematics.
l'cxa~
Statewide S},slcmic Initiutil'c
,
i
I
I
The NSF-supported Texas S1atewide Systemic Inilio()ve
(SSIi also operates the U.S. D'epttrtrncnt otEducation's
The Department and the Foundation jointly Cu-mprehel'."in:: A:sslSlanec Ccnter fur Elcnlcntary aud
:
willl)(Qvidc compc-titive planning grams 10 Se:\))\dary Act Progroms ill Texas. hringing intu one
unil the stahl's leadership both in science and
jllmp~slart intcnSL\'c. coherent efforts to
I mathematics edueotion and III Title I technical
upgrade mathematics instruction that use
assist:lllCC" Iii the past t;vu YC<lf$, the SSI hlt{ provided
Federal. Stale, and local funds to sustain
,
: incentive gnmts and tccbnkol supporl in Imcgnl!ing
,
, Tille 1. Eisenhower, und profes1;ional development
long~lcrm improvements nnd provide
models for the future, Funds may be us~d to activities in mafbclllnlics and science 10 more than 100
Title 1 schools serving morc than 100,000 Title I
lnitiu1e planning and to contribute toward
stmlems. In July. 1995. Ihc S8l hdd an intcIl5ivc
one~timc costs of iniriating a coherent sct of summer institute designed 10 support Titlel schunls in
activities. A principal target for the
(I) reconcl'PtuaJizing Ott Ilse of fOlmula funds, (2)
adopting mathematies curricula keyed 10 high standards,
agencies' cooperative activities will be
and (.3) adopling. erCeclive- schoolwide program models,
middle schools with schoolwide Tille 1
: AS:l result uflbe SSln'itle I colln~rallon, stale
programs and districts with many sllch
i mathematics nnd science leaders are now actiVe
schools, This focus pennits large numbers ~ members of school support tcnms engaged iu memoring
of disad,,:mtaged students to benefit from
1 O\'er 700 Texas Tille I l«:bools, At the same time.
increasing numhers of leacher.s in high pOYCr1ylhigh
the Cllll11ncoo. synergy of Department and
: minorit), schools are being tmined ns SSI outhematlcs,
Foundatt(m programs,
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�To snppott the joint effort. the Departtncnl
of Education \',:ill prodde active encouragement and support, opportunities to pool resources
ongina!infl, in the Department through wai\'ers. cOllsolidated programming, atld infomlatiot1
and !l;chnic,ll aSSistance, us :lppropriate. The Natilln,d Science Foundation will emphasize
support ror dc\'(.::lopIi.1Cnl and implementation ~.f Slal~ <llld Jueu! str;ltcgics for improving
math~lI1atics education in grades 5~8.
The Department and NSF will con\'ene a ll<ltiollal confercnce ofkcy actors in detennining how
Fcdcml rcsources are used by Stules and local districts. Partlcil}ants \vill include state and local
Ieaders nfTitlc i. Goals 2000, Eisenhower. ,mJ Slate. urban and rural system:c initiative
activities.
• Nation~1I t:onvocation on middle school mathematics.
The two agcncies will sponsor a nalional COtl\'oc,uion on middle school mathematics to initiate
a continuing dialogue on what students need to knO\\' antI be able to do at (his level and what
this means for effective classroom practice.
• Public nnderstanding and eng:lgement mathematics initiative.
NSF and thc Department will support a joint. multi-ycar effort to create a large-scale, 11ational
public educntion effort that is coupled with cxtcnsin: oPPol1unitics for activc engagement of
students. parents, alld the larger community in the support of I1mthcmatics cducation.
• Cool'dillllled research and informational
arti\'itit.'s.
; The Pittsburgh Reform in Mathematics Educallon
: (PRIJ-IE) project slippor1S teachers in the classroom
coordin~tted set of research and
impiemenmtiO!l of SHlnd:.uds-bascd lTl<l1hemalics
, instwctioll and assessm(!ntin grades K-12 thWl.lgh che
infonnational activities around mathematics
, usc of cxemplury malel inl~. PRIME provides tC:lchers
in gradcs 5-8. These activities incluue
wllh:; blD'ld knowkdg," b~c in both the l1l::Jthcmutics
release a TlMSS resource kit that
: cunl<:nt and the suecessfulll1:llhemalics ped~gogy
contains spcdfic tools forprofessiQnai
needed to implement lhe new m:lteri;lls successfully.
dCVC\opIHcnt, curriculum analysis, and
aehic\'cmcnt benchmarking;
: fWldcd under :"lational Science Foundation guidelines.
;IS a project of Loe:l] Sysjemic Chal1ge through leacher
readministcring TI!.. .lSS in the spring of
, Enhanc:cmcOl in ~lu:h<:nmtie!i, PRIME provides ..11 924
1999 to get updated il1fonnariol1 on our
: l'iHsbufgh public schonl knchers ofm.l1hemntics with a
intenmtionat Shmding; a program of
, range of experiences th;tt indlldc summer workshops;
research infonning continued development i rclc:lsc-Llay professional dc\'elopment workshops; nlld
,
of the elghth grade national lest over time; : indiVIdualized, in-class support provided by
and a sustained agenda of basic research in i dernonstralion :e.achr:rs withill eaeh school. Teachers of
: grodes 6-12 receive 234 hours of professional
teaching and learning of mathematics,
, development and teachers of grades K-5 rec-d\·c 102·
including research on the use of learning
, 132 hours. By equipping all Pittsbmgh mathemalics
I tcacherS- with the knowledge, skills, and SUP(lOrt
technologies.
I
, neccL,-1t)' for using exemplary materials: anu
, assessment, PRIME is designed 10 ensure that all
• Systeml.1tk invQlvement of otber
sludents experience.l coherent UUithematics program
agencie~.
I Ihm is expected to yield high achievement at all levels,
The Departmcnt and NSF will undertake a
or
!
The Depru1ment and the Foundation will
work systematically with other agencies to
'enhance the impact of Federal resources by
http://wv.'W,ed.gov/pubslI2TIMSS/Seclll,htmf
l1\is four~yeaTprojeC!, funded for o\'er $:3 minion, is a
model for the effectivc use of district funds toward
impwying m:hicvemelll, In nddltion 10 the NSF funds.
.
~
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~
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IYI3!OO
�llpgrading thdr activities to reinforce an
<lpPrPach I'Hlsed on high stand:.mis for
mathematics in grades 5~8.
:\dm!ltl;l:~i ~ (J, i m1!tlln tI om (~lS!nCI Janis Of11.1
, commi::m:nrs from Ei"elhowcr aqd "Iher Fl.'"dcral
: duHalS :>UPPNt Ihe dToT!
, an
Each orlhc specIfic items above will be aimed al mathcm;:IlIcS in grades 5-8, rcnetting the urgl'.::lt
need to mise w:hicvement at this stage ofl.he educational process, However, the ac:ivities de5crihcd
abon: can also serve as models for more effective approaches to c:.,hIC<ttional change in the broader
arena of mathematiCs <lOll sCience education. The working group strongly endorses the idea of future
efforts thai wnuhl encompass additional aspects of K-12 n1u,ihcraatics and science education .
•11##
[s<clinnil~g-1ii1 R[~~cti21]JYJ
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�JV. Equip Teachers to Teach Challenging Mathematics
grades 5-8. students should begin to move from mastering the basics of arithmetic to using
arithmetic in soh'lng complex problems and icaming the foundations of geometry. aJgcbru.
probability, alld statistics. Teachers must know substantialmathcmatics and have strong pedagogical
skills if they an: \0 he effective in helping their students make this transition :lnd meet high standards.
Practices in teacher education, licensure <mel certification, and in-service teacher enhancement do not
always rcnCCI tllese needs.
[11
I'F===----~,.....~..,......,.======~Over
Qualililalh"e Lilenlcy I'ru~ram
ror Alabama K-11 Teachers
The Quantitative Literacy Program for Alabama K-12
: Teachers. a project <ldministered by the University of
Alabama and supponed by the Eisenhower Professional
r Development program. assists elememary and
, secondary teaclwrs in implementing the probability and
statistics goals for grades K·12 as outlined in the
National Council ofTeachcrs of Mathematics
sl<lm!an.ls. The progrilm's \\orkshops teach qml1ltitalive
concepts in the context of solving meaningful problems.
with contellttaught in lelercllcc to tcaching strategics
that pnrticipal1ts llse \\ hen they return 10 their
classrooms. Thc plUgram includes a pIc-workshop
oricntation. an ill\cnsi\"C one-wcek training workshop,
and two follow-up sessions. In the follow-up scssions,
le:lchc!s describe how they planned, taught, and
assessed thcir own QU:lntit:ltiw Literacy unils. They
r also present examples of their students' projects. The
the next len years, approximutcJy 2 million
new teachers will enter the workforce. It is
essential that these future teachcrs receive
adequate preparation in mathematics content and
pedagogy and in the use of contemporary
techno1ogica! tools beforc they enter the
classroom. And many oCthe approximately
320.000 teachers who arc already teaching
mathematics in grades 5-8 would benefit from
upgrading their math contcnt knowledge and
tcaching skills.
I
I
This action strategy addresses both the
professional development 0 f teachers who arc
already in the classroom and the prcparation of
new teachers. In order to assist current·teachers,
tl1e st r " e~'p rn lotes sst".Jill e ( ."I1 I' l te nl\e
0
I (lI
5',
... g
U
' pwj,,, ;5 CUIT,,,,l,. opc,,';og ;0 t4 or,h, 67 coun';" of I professional development aeti vities that are based
on mastery of mathematic.}1 content and tied to
instmctionalmaterials and
technology. Teacher preparation activities will aim at preparing future teachers of grades 5-8 to teach
effectively the challenging mathematics content gcared to national standards of cxcellence.
!
the Stale.
~===================~high-quality
The increased demand for high-quality professional development generated by these plans could,
without action now, exceed thc capacity of those individuals and organizations clllTcntly supplying it.
Thus, an essential component of fully equipping teachers will be cnsuring the presence oCa sufficient
cadre of individuals and institutions skilled in providing professional developmcnt. This will rcquirc
working with the mathematics communities, institutions of higher education, and other Federal
agencies to help ensure the capacit)' to respond effectively.
To address professional dc\'Clopmcnlnceds of current teachers, the National Science Foundation
and the Department of Education will:
• Stimulate state and local educational agencies to implement comprehensive programs of
sustained, intensive, high-quality professional development for teachers of mathematics in
grades 5-8. The two agencies will make such 'cfforts the comerstone of their new competitive
planning grants, with emphasis on incorporating resources from Title I schoolwidc programs
and on involving all teachers.in target schools. They will continue exis'ting programs that
provide resources for districts to implement profc'ssional dc,":e10pmcnt programs, incorporating
http://www.ed.gov/pub5/IZTIMSS/SeclV.html·
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�.
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priorities for activities invoh'ing teachers ofmathcmatics in grades
5~S.
where feasible.
• Initiate a short~tel111 cfrort to strengthen the pool oftaiented. committed individuals <Iblc to
provide exemplary professional dC\'clopment for classroom teachers~ The agcncics wi II provide
opportunities for competitive support of projects that will provide intensivc training
experiences for those who \\'illlcad future teacher training efforts.
• Support the crcation ofmatcrials for
Improving Teaching Through IJhtalll'l' LC;lrning
professional dcvelopmcnt ofleachers of
mathematics in grades 5~S that reflect both
The Department of Edllcatinn'~ Star Sch(l()I~ I'lllgrmn
the basic skills and the critical thinking
i provides quality, cost-effeclh'c instruction through
aspects of'the NCTM standards, arc tied to
dist.:mce education technologie~ to morc th:111 1,64Q,()OO
newly emerging educational materials and i learnels annually in 50 states ami U.S. territories.
technologies, appropriately reflect the rigor ! Although the program begnn \\'ilh small rtu.d schools in
19S8, it is now equally valuable 10 Sd100ls in brge
of the NAEP and TIMSS assessments, and
urban arens.
assist teachers to link mathematics to rcal~
world skills and applications.
The Stnr Schools: The Next Gcner:ltion pwjeci of
I
Okl~homa
• Support wider opportunitics for tcachers to
help one another with content knowledge
and teaching skills through such activities
as dissemination of infonllation about
effective fonns of professional development
and encouraging the development of master
teachers (including those recognized
through the Presidential Awards for
Excellence in rvlathematics and Science
Teaching and the National Board for
Professional Teaching Standards
cCI1ilication), mathematics specialists, and
tcacher networks.
State University and NorlhclIl AriZOI);l
University delivers the "Getling Ready for t\lgcbra"
program. which provides simultaneous student
instruction and teacher training 10 middle schoot
students and teachers. Its units arc student-centcred and
activity-oriented and emphasize learning by disco\'t;'ry.
They focus on the big ideas common to arithmetic and
algebra.
Similarly, the United Star Distance Learning
Consortiulll project, led by Education Service Center-
Region 20 in San Antonio, TeX:l~, llftC1S thc"Algcbra
and Geometry Applications for Teacher~ program,
inservice training. The project models \\orlbwhilc
mathematical tasks and helps teachers illl]llO\'e their
ability to develup these tasks. The fOCllS of the pl'Oject
is on mathematical topics that illuslratc comiecliol1s to
. r~al~life
p~~~ble~lS and_~xei~~ng matl:el~~~tics.
._
To promote improved preparation of future
mathematics teachers for grades 5-8, the Department of Education and the National Science
Foundation will:
..
J
i
• Prepare and disseminate widely a study on State Ii(:ensure requirements, focusing particularly.
011 requirements for middle school teachers of mathematics, comparisons to other nations, and
the impact of licensure requirements on the knowledge of mathematical concepts that teachers
bring to their work in the classroom.
• Provide incentives for appropriate
organizations to develop voluntary national
standards for the preparation of teachers of
mathematics.
• Support the development of materials for
preparation ofK~8 mathematics teachers
that reflect both the basic skills and the
critical thinking aspects of the NCTM
standards, are tied to newly emerging
instructional materials and educational
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~--l
New Initiatives in Teacher I'n'panltion:
He:.l.uthorization or Title V of the lIighcr [ducation
Act
President Clinton has proposed a $350 million initiative
to attract talented people of all backgrounds into
teaching at low-income schools across Ihe U.S., and to
improve dramatically the quality of training and
preparation given to our future teachers, with an
emphasis on mathematics and reading, Under the
initiutivc, new scholarships would help bring nearly
35,000 outstanding new teachers into high-poverty
.
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lechnologics, and reflect the ngor of the
~AEP
and T1MSS assessments
• Challenge the f-.;ation's collcgi.:s and
universities 10 step up to llle I1cl,.'d::. l~x
preparing a new generation nfkachcrs for
the 2 J 51 century by encouraging.
supporting, and limding the dc\'doPJnI.iIlt of
teacher preparation approaches that:
o more tightly link college dcpartmeills
of mathemutks and schools of
cducatiQll~
:;chilolS HllIrlXill 311(rmral'lIcoas oyer ;lJc I:'\.'xtll\'l,!'
years. These scholarships coutu con..'f Cllsts of IIlilioll.
room, hoard. llnd other teacher preparatilH. npo:nst's ••
and wuld help fund additional pn:paration during Ihe
fiut,lwO yt'urs of leaching.
The IIl:ti:UIVC will also pnwide :OInpo:I111\'(' ftVc-}Y.Jf
graJlls III 10·15 national lighlhlH!:«: models \If
e;.;celieuce w_ institutions of higher education that
op.'ral(.' lIlt! highest 4uaJit)' leacher educJlioll prngr;Hns,
Each in;lilmion rcceh<ing a lighlhouse granl wi!! use
mosl of these resources to Jssist severa'! mocr
institutions of higher education impro~'c their leacher
prcpamlio!} programs, helping ttl strengthcn lht,
prcpamlion of future teachers at .m cSlimak't! 150
institutions of higher ecucmllJn OlCfOS$ the nfltio;L
o include courses focming on <le\'C'loping the background concepts for the rigorous
mathematical conlcnt that fUlure tcachers ofmalhcmatics in grades 5-8 will tt.'ach;
o demollstmtc effective classroom practices; and
o lI1volvc local K- 12 schools iii 1;,C design of teacher preparation requircmcnts.
mm~lmnl
th::::ht::,:::,~:::ii::~:g::tO:;:::,
I Whal beg''''''
to ,h,nge
K-8 in tht Lm,""'" S:ate Sy5l<mic
llliliath-e hflS !);r0\\"1l into fl progrnm lha! ilddn.. "Ssc$ lhe way III which teachers are taught, TIle Loulsianfl Collaborative
"
I for ExC"elleneC' in the Preparation ofTe:n:hers is produciflS future teachers who will tralL"ronr: le.)ching practice in !he
I state. lniti.ucd '<'lith NSF fundi:lg., the Col!at<H:1th'(' is :1>,0 u~h\g fUllds nom Ine Eisen:J()\vcr j'toft'sswnnl
Dc\'ctopml!llt 1'1 ')gram to support iho: parlidpation of !t:;ichels in its acli\'ltics<
i
'
In the first three years of the prog:nun, o\'cr 100 wlkge faculty (both mathematics faculty and cdm;:ation faculty) 00
15 campuses across the slate have been iuvolvt:d IU the project. 69 courses for fUnire teachers bave been revamped,
,)ltd approximately 2(),OOO foture teaehers have been affecled.
:
!The they willprinciple is to to implementininthelill,'education offulure teachers the methods include teaching mathematics
central
incorporate
ne~\' u1C(hods of
! tl1al
be expected
classroom. Examples uf[hese
working in small
, groups on eh<lllcng:ing problems and using 1tchnubgy H'sources sud: as cakulators Of jhc I\l!cnwt.
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[ScSlion
III.~ EiilIIi"G-~.-~C-J-i.O-I1-\-'l-----------~--~-'-
http://www.ed.gov/pubs/12T1MSS/SeclV ,hlml
12/13100
�An Action Strategy/or Improving Achicl'Clllnll in Mm/icmmics and ScieJlce ~ February J998
V. Implement Curricula, Instructional Materials, and
Educational Technologies in Classrooms
The TIi\fSS results showed that Ihe contcnl ofelJrriculu and instructional materials used in U.S,
classrooms in the middle school yeat's in 1995 differed from those in high performing countries in
significant ways. The content taught in I1h)5t U,S, cighthzg:-adc mathematics classrooms would he
found ill the seventh grade in high·pcrfonnillg 11;1110ns. Our 1m\' expectations for student performallce
arc also shown hy the fact that only aboul 25 percent of U.S. eighth gr.ldc students tire enrolled in
algehra courses, while in high-pcrfonl1ing Il<lIions virtll<J.lly all students have the opportunity to master
the founda.tions of algebra and geometry by the (:nd of eighth grade.
10 addition, TIMSS noted that middle schoot
mathematics materials covered more topics ami
were less focus(:d in the U,S, than in leading
coumries. For example, tYllical Amcncan ~igluh
brade mathematics lextbooks in 1995 covered us
many as 35 m~or lopics compared to as ft:w as 10
sueh topics in Japanese textbooks, Icaving liulc
time for teachlng for student mastcIY and depth of
understanding.
Northe:ls!em Unhersily's Center Co: lfte Enhancement
ofS.:knce and ;o..1a.ncfluHcs Education (CESAME),
dunug.h its Slatewide lmplcmclllalion Program (SlP}.
demOllStrates how $Coonl disuil:!!> can successfully
implement challenghtg Slll'lldards·based inSlfuctinnal
mJlcrials: Through a contractual agreel}'gnt, lhe project
pW\'idcs districts in MassachtlSCtls with mulli-y<'ar
funding, technical assistance. prorcssional uevelopmcllt
guided by curricuillm de"dupcrs, and linkages to
Sla;ewide reform elTm1s, SIP alsn COltd:lcts rCSeUl'clllO
New. comprehensive mathematics instnlctlonaJ
dct('nninc Ihe most effective modd rOt disseminating
materials, linked with high standards for
such maleritlls. Throughout, SJIi wmks to make districts
mathematical content ~md pedagogy and aligned . accountable by collecling dat<l und cOflliml<llly focusing
with the NCTM standards. nrc now emerging
on llchieving a slislaineu, high.qutllity mJlet (als
'from dcvc10pmem and rcaching the market. Thcse imph:mcmalion.
materials arc designed to jlclmit students 10
maslenhe traditional bas:cs of arithmetic while
also teaming (he f:mdamentalsofalgchrn,
gcometry, data analysis and other topics. They
provide a range of different approaches to
classroom instruction. while foclising on 15 or
fewer topics per year.
.
.
Fum.!cd by the }"lll!onal Sciern:e Foundalion's Teacher
Enhan:enlC"nl progf<lln. SlP providt..'s expertisc in
, intplenll:nling high qual!!)' mtllcrials to ;m)'
r,lassachusetls district engagcd in mJthemalics :and
, science rdonn. and leads one t1fthe five regional
, centers oflhe ~lllssachusetts St:newide Systemic
; lnhlalh'e (53!). 11,is fi\T·YCtlf project. fi.1U(II:d for Q\'i:r
, $4.4lllillicn, has leveraged aIllltlttitional $3.8 million ill
I cost-sharing from distri:::t funds. Nonhcllstem
, Univcrsity. and the Noyce rounua1lOn.
Supplementary materials can pennit tcadlcrs to
tailor instrtlctioll to ptlrti~ular classrooms.
.'._.__.__
_ ...l
__.......
facilitaling thc transition to new C\Jrricl!llJ. They can be partIcularly helpful illljking advalltage of
new and emerging learning technologies and in providing examples from real life for new concepts.'
Selection Qf comprehensive curricular materials usually takes place at the dislrict or even the State
level, \vhereas lile choice of supplementary mntcrials is more likely to be made at the school levet
Speeding the transition to more 31)propnate instructional materials. while tying ill professional
development for teachers, will have a significal1! impact on studen.t achievement
To assist schools, districts, and States in choosing and implementing effective curricula and
inSlrtlctional materials for mathematics in grades 5~8, the National Science Foundation <ll1d the
Dcpartnlent of Education will:
http://www.cd.g<)v/pubsll2TIMSSISeeV.hunl
12113100
�• Encourage and support coordinated efforts ai.llH:d at:
o purchasing new instnlctional materials geared 10 rigorous standards;
o providing high quality professional development connected to implementation of new
materials; and
o employing highly skil1ec1mathcmatics specialists who arc prepared to teach the new
nWlcrials and guide others in their implL"ml:lltation.
Each ofthesc, for example, would be eligible for usc of Tille I funds, and could be part of the
coordinatcd plans described in applications for the planning grants discussed above.
• Develop and disseminate guides to help
interested schools and school districts select
instrllctionallllaterials and sof1ware most
appropriatc for their local needs and
undertake the necessary steps to effective
implementation. This effort will include
reviews a f instructional materials and
software designated by experts as promising
or exemplary.
Ei'iCllhowcr Rcgion:11 Consortia for Mathcmatics
and Scicncc Education
The mis~ion of the ten Eisenhower Regional Consortia
is til provide a licld-based national infrastl1lcturc for
systemic impn)\"cmem of science and mathematics
CdUC[lti(lll. Projects provide information on curriculum.
assessment, and teaching practice; conduct workshops
and training; and scn'e as advisors to the field.
One example of the work of the consortia is the 1996
• Provide technical assistance for schools and publication by the \VestED consonium of Tales From
the Electronic Frontier. This is a collection often
school districts in putting new mathematics
teachers' narrati\"es regarding their use of the Internet to.
instructional materials to work in the
. enhance sciente and m:llhelllatics instructioll and create
classroom. NSF~stlpported curriculum
opportunities for their own professional growth. The
implementation sites dedicatcd to
accounts descrihe lI~ing this resource for projcct-lmscd
leaming, for making abstrnct scientific principles mOle
mathematics materials for grades 5~8 will
concrete, and for promating deeper understandillg. Each
work with broader technical assistance
story pJOvides information on related resources and
providers, including the DepaJ1ment's
programs, and concludes with a section of questions
Eisenhower Regional Cons011ia and
and issues to stimulate further thought and discussion.
National Clearinghouse, as needed.
• Provide teachers and other educators with
infomlation on how they might use
assessment in planning instructional
impro\'ement strategies. These materials
will include infol111atiol1 on how best to use
results from the voluntary national
mathematics test ~~ to interpret them to
students and parents, place them in
appropriate context, and improve
mathematics instruction.
"Hoop Happenings" is the tale ofa mathematics
communication project between students at the Drexel
Hill School in Phi!adelphia. Pennsylvania, and senior
education majors at Iowa State University. During their
teaching methods cbss for elementary mathcnt:J.tics,
each studcnt at Iowa State is paired with a group of
students at the elementary school in Philadelphia with
whom she intcracts (via c~mail) over a math problem
she defines each week. The internctive discu$sion
provides the education majors with insight into
children's thinking: for the children the project
strengthens their abilities [0 solve problems and to
discuss their problem solving approaches.
j
• Seed research and development of powerful Tales can be found on \VestED's WWWsiteat
models for integrating technology into
classroom practice and in[onnal learning
envirollments. This will include support for critical cxpnnsion and evaluation efforts preceding
commercialization o[these 1110dCls. K~8 mathcnuitics will bca high priority in the ncar ternl.
http://www.ed.gov/pubsII2TIMSS/SecV.hlmI
I 2/13/00
�• Continue competitive support for the development of.supplcmcntnry materials, with new
priority ror efforts aimed at mathematics in grades 5-8, to assist schools and districts in making
the transition to standards-based comprehensive matcrials.
While scn~ral other Federal agencies have long worked to support educational improvement efforts,
in the past. few other agencies have contributed to the development of standards-based instnlctional
materials in mathematics and science. This is changing, and there arc significant contributions that
other agencies can make in this area, consistent with their primary missions. The development of
supplelllentary materials with mission-oriented situations that generate real-life problems and the
.
Jclivcry of such materials through technology arc key potenti:.lI clllltrihulions.
• Agencies will work in cooperation with .
'ASA"
""h,m,""
NASA und NCTM to develop standards
hased m<lterials along the lines of NASA's
i For NASA. h~lping studellIs meet rigorous national
"~\!lission Mathematics." These materials
I standards in science and mathematics is central to its
i mission. [ts rl'Cl'nt production or"~tission
illustrate the use of mathematics in
engaging, real world examples related to the Mathematil'!';" d~mnnstrat~s how an agency can base its
educational work on national standards. These three
agency J1l1SS10n.
r -
,\I,,,,,,,,
volumes ofpruh[ems and acti\'ities are the descendants
of NASA's first mathematics curriculum supplement,
• The Department of Education is chairing a
"Space Mathcmatics: A Resuurcc for Teach~rs."
published in [1J72. That populnr title \vns updnted
Federal Govenlment-wide working group
repeatedly UI'l'r thc years. "Mission Mmherm.tics,"
that has already begun to promote and
howe\'er, is IOlally re\'amped ttl aecord with mlional
develop -- and make it easier for teachers
standards. Indeed, the suhtitle is now "Linking
ano others to find -- high-quality
Aerospace and the NeTi\-! Standards." The three
educational materials, including
volumes nrc di\'ided into K-6, 5·8, nnd 9-12. and the
instructional units and related materials, for r contents of each arc keyed not only to NCTM's
I curriculum stnndards, but :lIsa to those for teaching and
use on the Intcmet. This group's role is to
for student nSSl'ssmel11. l~xa1l1ples of activities include
take the rich infonnational resources of
I calculating orhits, collecting nntl analyzing specimens,
organizations such as the Census Bureau or and planning for spaccllight needs.
I
the U.S. Geological Survey, and make them
easier for teachers and others to find and
use. The first priority will be to identify
materials that support teaching of
challenging mathematics ..
This linking to ~tandards was accomplished by mnking
"Mission i'.l<lthl!ll1<ltics" a joilll project of NASA nnd
NCTM. Writing t~'all1S included teachers, supervisors,
and university proticssoJ"s wurking in consultation \\'ith
NASA represl:mati\·cs.
• The Departments of Defense and Education
and the National Science Foundation <lrc leading an interagency rcview of Federal activities
related to. research in learning technologies in order to establish effective practices for their usc.
-#11#
hllp:/IwWW.ed.gov/pubs/!2TIMSS/SccV.hlm!
!211 3/00
�VI. Building Public Understanding and Support
American students should leave eighth glJdc prepared t-o purslIc tile highcr-Ic'\'cl mathematics and
science COllfSCl' that arc the galcw,ilY to college, good citizenship, prodllC11\'t': CmplOy111cnt, and
lifelong lc'lming, ll1 rcalizill!,; this vision, it is essential that parents, C\.hlcHtors, the broader
community. anti StlldCnlS themselves understand wh~\t high slundanJs in mathematics look like, ,\-'h1'
(he), are important. .lmll1t1w they can work to achie\'e them. This Otl,tcOtllC requires activities and
infonnatioll th~'1 reinforce the classroom experience .tr1d cOllVey Ihe importance of mathematics
achievement. Such activities should dmw 011 the support of parents, the professional community of
mathematicians. scientists, rind engineers, business. academia. and the broader public,
This section of the aCliol1 Slnitcgy includes two complementary elemcilts. The first consists ofefforts
to make high standards fully ami clearly understood. If parents and students and teachers. don't know
where they should be headtxl -. wbat they agree students should know and be able 10 do ~~ it is hard to
pull together to get there, Schools must bave a clear sense orwhat they are doing and be able to
communicate cffe<:tivcly with parents as \vcll as work to in\'ilc active parental participation,
The second ekmcnt builds on the first through partnerships tbat bring together tbe many groups that
can contribute to helping sWdents achieve high standards in mathematics, These partnerships will
elevate the importance of mathematics achic\'cment and provide clear llVCl1UeS through which
interested members of tile mathematics, science, engineering, husincss and education communities. as
well as parents <Jmi interested citizens. can conlribute 10 efTorts to raise nmlilcmatlcs achievement.
The DC)1artml.!l1t of EduCJtlOl1, the ~altonal
Science Foundation. and other Federal agencies
wilt foster the partnerships hy promoting a
national dialogue 011 imrm)\'ing m<ithenmtics,
acting 3S a c1c<lrmghouse for infonn.ation and
proven approaches to action. helping partners: to
develop exemplary materials that can be used in
their State and local erro11s, ,md mobilizing starr
and resources to support local partnership efforts.
Effective partnerships Intlst build upon and
complement what goes on in the schools. Thus,
teachers and scho(1\ numinist!'1.ltors !lIust hc vitat
panicip,lnts, eithcr formally or infort11'Jlly.
In order to support these strategies, the
Department of Education and Ihe National
Science Foundation bave taken Ihe initial steps to
move forwara ontilc Public (fm/crstandillg (lnd
Ellgagement llfatlu:mntics luifimil'l!. an activity
designed to create a large-scale, national public
education effort that is coupled with extensive
opportunities for acti,'c engagement of students,
parents, and the larger community in {he support
of mathematics cdu(;ation,
I
Salurday Schonl\: I'rU\'ldc- T~toring Boost
I The George R
Thonias Sf. Learnir:g Academy Inc,
(kll()\\i! as Satmday SchoOl). wi.h modest suppon from
1110 ?\;11imwl Science FOm,C<lliol), h:Js p;-ovidcd free
tutoring and mtllWr;ng 10 minority Slmit:nts in ,
MOHtg<l!llt.'I'Y C01.HllY (/>.10) for Hcarly II years.
Spearheaded by members of the Mu Nu chapter o-t"jhc
IOmega PSI Phl fmlernlly, the pmgr:lln began in a pllbllc
housing. COmn1IlIlJly'S day-care ccn~er, bill is now
loc:ltc-d at Sherwood 11igb School {Oh:ey, ~1D} and
Springhrod,; High Schoul (Si~\·er Spring. MDj, Ahcml
t SO slUdems and 100 IU10fs--e:1ginceE, mathem:tticlilnS
alld olliers (including high school students fulfilling
: Maryl:.l1ld's commullity sen·icl;' graduation
: fequireotent)~.(jlC tegisleted ill the eenters; there is nnea
I a wailing list of pupil::;: because there aren't enough
Mors, Saturday SdlOol vie\vs itself as il parmer with the
sfudents' schools; prinCipals refer slUdents toO the
program and (e-:tehers advis¢ tu!Ors on where sludcnlS
need help, Monlgomer)' County Public Schools
wlllrib~ltes classrooms, supplies, .and training for tutors
, and parents, The sessions la$1 2 or more hours; tutors . \\"ork with students on a wide range of mathematical
topics Ilnd help students prepare for the Scholastic
AsseSsment 'fest. Patenlal patticiplItion is required;
about one·fiflh of the pnn:ll1S tutor. with lhe- remainder
providing support and assistance in other ways.
I
I
Collectively, the projects selected through this initiative wilt:
hUp;llwww.ed.govlpubsI12TIMSSISecVI.html
12113100
�• Use simple ;lnd comp:.
.'lling messages to fmniliarizc the puhlic with what l1mldle school
students should Nnn\\' and he able to do in mathem.Hics, illustrating the points through sample
probkms amI stud.:nt work;
• Emphasize impur!am malhcmatics and interesting problems that engage both lllltkllc school
students and the public;
• Illustrate the fclc\'ancc olachicvcmcnt in challenging mathematics to success in college an;.] a
wide ram.!e of careers'
-
.
• Create \..'C'lI~dcsigncd products that will engage the pllblic in doing mathematics:
• Targct a variety of IH1.'!t!ia through a plan for disseminating the pro;.]llcts;
• Support active panncrships to engage parents and the community, including tho${; with
professional organizmions, scholarly societies. colleges ~nd college students, and the business
sector;
• Mobilize adult volunteers 10 'lssiSI scudcnts in a variety of settings (for example. summer, after
school, and weekend programs; contests);
.. Develop printed and Intemct-based supporting materials as guides for volunteers; and
• Encourage highly visible local and national evcnts and activities that engage the community.
In other activities dcsigned to build public understanding, the Department and the Foundation will:
• Sponsor a mltlonnl cOlwocalion on middle
school mathematics h) initi,nc ~l continuing
Thl~ lh.'parilHcnt of Ellcrg~ 's STEM h!itiativc
dialogue on:
-"l
DOE ploys an important ro;e in science education due
, esredatly lu its pfC!nicl lIa:izmallahnHlIories, which
o whllt we should expect our Shldcnts
to be able to achieve in mathematics
b;: eighth grade and beyond;
<)
exemplary pract ices in professional
development, curricula. inslruetiofl<IJ
ma~eriais.
and technologies; and
partnerships for par<:ntal
involvement and community support
to help students meet high
expectations.
D building
• Seed the continuing national dialogue by
providing a wide \'aricty of sample items
illustrating the level of expectations set in
State and national standards, examples of
student work, and infomlation all curricula.
instructional methods and technologies that
htlp:llwww.ed.govipubslI2TIMSSISccVl.h'rnl
I
:
:
: have a hisll1ry of sian' \wtkinJ; ill cooperation with :hc
; Nation's ctincaliol1 system :md other agcl)c!C$. Oy
: opening OOt'S I:iborlllU! ICg to stUtkn!s J:ld h:.1ebeTS,
i .:lgency ShIfT olTer hands*()11 research 0Piwr:u:lilH::S am!
technical SIlPPOH for dereloping internct :tnd olher
I techulcal1N,js «(1 enhance educational {'xpeliences. The
i Dcparimem is in the pmcess of creating a National
!
Encrgy Labom!my Research Purtic:pali otll'rogl'Ulll that
! will coordilla!e such activitics UCIOSS all DOE
laboratories,
.
I
I
I!
I
i
'
Among ;hc Department's goals for science, iechllology.
I engineering and mathematics education, two afe
i
particularly rclcnJt)l to this uclion stn.l1cgy:
• De\'e]op lmernet based education technologies
for elemenlary through college students ;md
facul1y; and
• Enhance DOE's community Qu!reaeh activilies
fot education al its R&D facilities and sites.
12113100
�.
.
support high
-
st~mdard.s.
-
-
" ' • • • """.~
'~i
r··"· .••••.. , ....
~
...- ... -- .........-" ..
~.
. Ilctivities c,msisH:n1 with its CllC:g.y ;mu dcblSL"
missions. Au errOl I is ;lJldcrway 10 ":!10ltl:ll~k' 11;;.' u:.<: of
DOE r"::l>oun,;cs in PloHllliing the puhLi-='s umlerstJI:ding
• Create an casy-t(HISe mathematics Web site
providing informnllon on naLlonal
stand::mls; stal1danls~bascd inSlnlctional
of SCiCtlCC and cn:.U! jog a divers.,,: wnrk:hfl:;: "I}f the'
Nalion',> sdcn;;:c :llld !~chnology idias{rucnt::~,
units for teachers; information l)11 the
national test, including sHmpk problems and examples of student
soJHLions~
and
:.~f[
the olher
materials dcvclopeJ or idcnti tied as part of this action strategy.
Additional parlnersbip activities wil! take advantage of connections the Department and Ihe
Foundation maintain in the course of their Qn~going work. The agencies will:
• Facilitate the tonnection (If national organizations having interests in helping to raise le\'els of
achievement in n:mlhcmmics and science (for example, proCessional societies of
mathcmalicians. scientists, ami engineers} \\,lth State, local and community-based organizations·
having simi1ur purposes.
• Develop systematic mechanisms for the headquarters and field offices of relevant
agencies to participate in the partnerships.
Feder~l
.
• Encourage und SUpp0l1 efforts by business and professional org:mizulions to use lhc Inlcmct as
a new tool for providing on-going tutoring. homework help, and motivation ,to stndcnK
• Challenge colleges nnd universities to partner wilh middle nnd high schools to help ensure that
students know what it takes to go 10 college and that they haye access to a rigoro:'lS college
preparatory mathematics curriculum.
-###
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12113100
�VI I. Conclusion
The time is ripe for a concerted effor! tn imprtm: {he adllc\'cmcnl of U.S. students in malhcmatks
and seiene\:, Recelli results frorn int(wnatll.lnal h:s!ing ha\'e raised fhe conscjousness of the American
public about Ihe importance of estahlishing and meeting high stuntlards in mathematics ilnd science,
As Ihe test results have made clear, too many of our scbools urc failing to provide the instructional
experiences that will enable our students In <.lchic\'c at the levels we should expect from lhem.
By focusing our immcdinte attention on
~
improving performance for middle school
mathematics, wt) will be able to give local. Sla1e,
and Federal cducntional agencies a target
f{.If
acliol11hal is substantive. timely, and sufficiently
constrained that it is reasonable to ,Ulticipalc
progress. As wen as addressing an.area of current
concern, we can develop models for future action
across disciplines and gmdcs.
The inh.:ragency cooperation stimulated by the
clTort 10 produce [his action strnlcgy should bave a
lasting impact on the effectiveness of Federal
programs and activities that support improving
achievement in mathematics and science
education. In :.1ddition to bringing the two
agencies with the most extensive programming in
Ihis area together. the effort spurred further
contaCi with other potential Federal partners. both
Ihose that ha\'e a tradition of s1rong presence in
mathematics anti science education and those that
are Ilew to such efforts.
The effort has been particularly timely in view of
the growing int{:rcst among mathcmaticians,
scientists and engineers, und business .md
professional ol'ganizutions in helping K~ 12
schools to improve the perfomlancc of their
students in mathematics and science. The
Department of Education, with its links to State
and local education agencies and community
groups, and the Federal science and technology
agencies, \vith their ties to mathematicians,
scientists, and engineers and their national
professional organizations" can help make
important connections to spur the development of
f.!ffcctiyc partnerships,
.
But the action strategy is only the beginning ofthe
cffort, The interagency cooperation mllst continue
and move to the substantive agenda of
hltp:/Iwww.ed.gov/pubslI2TIMSSISecVII.html
A N(m Fetleral Education P:lrtucrlihlp I'rogram at
Ihe J)(:pul"tnlt.'nt of Tl'amportalioll
rvlagnetic b.'it:.I1ion trains, highways lha! provide
COIIMant updates. on tmffic cor.diliolu ahead and
gcuposLlioning s.lldlites that enable trJvelers to
delcrminc wlll..'rc they :ue anywhere on earth at Jny
time: !heX' arc :r:msponation -dreams" wdJ on their
war lu h::CUllllog realities. Such dreams can lead 10
highly-paid jobs for those with tbe appropriate skill",
To.) luany $lUdenlS, ill-prepared ror sucll jobs, Itll:$!
le:wc ih... dreumin& It) Olhers.
'TllroUglt Ihe MW Garrett A_ lVI(Jrgan Technology and
Trnnsportallnn Futures Program, Ihe DCpuftmcllt of
Trnmportatiull (DOT) will stimulate publk-rrh-tlte
purtl1cr~hirs
to bell' students >Iud their fnmities
ull(lcr5!:.lnd the importuJ1ce of Olnthctnnlics nlld scicnl:"c
for fnhllc CtlfCers nud to make math ant! scic~e
rd"v:m1 and cI'ci1ing j'br sladell1s imad" ami oulsid" the
Ckl$SJ,16m. Such par1nerships \->"ilI cnConlpass
iltwr..gcnc), callabomtion, go\"cmmenl~ilidu5!fy
COopcJ:.llion and connnunity im'olvemenl, SOUlple
acti\"iti...s include:
• Wi:1! the Depaoment ofEducalian oud its
bus bess and community partner:::, ttl;:'Qllluging
Ihe Ir..nspol1alioll community to pnrtkip;:le Hi
Ihe An'f:rlc" Goes Back 10 Sdlm,1 progr:lo:, 10
Imild suppol1 for :r:l:l.!bema!ics. s..:icucc, :md
technology aC~licvemem,
• Ilclping to dl;!nge public perceptions about the
importance (If studying muthcm;!lics nnd science
by creJtlng J\vareness of the wide variety of
c:\dtingjobs in transportation dUll require thosc
skill~.
• Bwlding upoo nOT's 300+ nc.opl;::u ~~h0ots 10
provide mentors, tutors, CJreer informatioo, and
other forms: of support for math literacy;
• Encoumgill£ staff to support STUdent
mathematics achievement in their local
eomltlUuilie", by supporting su(nmer, after~
seh(l(jl und weekend activities that help students
lc.lnl or by serving as "lelementol'S." helping
~ttJdcnls ·wilh homework over th' 11ltcrnet.
• Hrhlgilig tog.:tlwr private sector ;,p\)11sorships
nnd cxpcrtisc'and nationally rccllBnizcd teachers
12113100
�·
.
-:0 develop '.'",citlng rmlli:rinis with II
implementation. The Departmcnt ofEducatiun
:r;mspollali,q fntliS lor tc..)ching Ilkllhcm;llics.
and Ihe Nalional Science FOl:ndation arc
~£ielH;L ;nlJ tcclmology.
committed 10 Tl)l.!cting the challenge of cominuin£
cooperation so thai tho.::ir prog:a!11S work in .
elme!..'rL They will enahle the development of
"-" "-~"
appropriat.,;; mc('hallisHls to keep oll:er agcl:cics and lhe professioll:!l scientists., lilathemMic:ar;s amI'
engineers with whom they work actively involved in Improving achicycmeIH in malhcmalic:; and
s~'iel1i.:e
cduc<!tioo. Perhaps most iml}onantly. they will keep the goal of raising the achievement of aH
American s;wlcnls in mathematics and science a1 the forefront of thelf attention at a lime when a
slrong foundation in mathematics and science for all students has never been more important.
But the action stratch'Y must be only the beginning of the effort. The mteragency cooperation must
continue and move to the substantive agenda of implemenwtion. The Department ofEdllcatlOl1 and
the ~ntioHai Science Foundation are committed 10 meellng tbe cli.;t1lcngc ofcontinuing coopcration
so ihat their programs work in concert. The l\\"O agencies \vill develop approprlft!e mechanisms to
keep other agcndes and the professional scientists, mathematicians, engineers, and olhers with
mathcmatki1! skills und knowledge with whom they work actively involved in improving
achievement in rnlllhcmatics and science education. Perhap:; mom importantly, they will keep the goal
of raising the achievement of all American stud cats :n malhcmatics and science at the forefront of
their atlcnlion,
.
-###
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12113100
�An Action SrrafelPIo!" Improi"ing Achicl'emclIl ill Mathematics (/Ild S('i~lI('e. FehnulIY 1998
--- '----\---'
--,
,,---,
APPENDIX 1
PRESIDENTIAL DIRECTIVE
March 6, 1997
MEMORANDUM FOR TflE:
SECRETAR Y OF EDUCATlON
DlRECTOR OF THE NATIONAL SCIENCE FOUNDATION
SUBJECT: PI\.l'anng Shldcnts to Meet National Standards of Excellencc in Eighth Grade Math and
Improvlllg Malh and Science Education
Since the carly 1980·s. U.S, elementary and secondary school stodents h;:wc begun taking tougher
courses, and we are starting to sec the results. National Assessment of Edue~tional Progress scores
have improved in malb and science, with guins in mathematics equal !O al leasl one grade leveL On
the SAT. uycmgc malh scores are at their higlleS! in 25 ycurs, even as the number and diversity of
test-takers have increased. HO\\,ever, the eighth-grade results of the 41-Nation Third IlltemalionaJ
f'..J::uh and Science Study (TIMSS), released this fall. show thaI the U,S, is bel~w average in math ami
just above average in science. That isn't ac{;cplable; in this technology~rich inronnation era, our
students necd to pcrfnnll much better in both subjects, hut especially in math, if they .trc to excel 01
higher level math amI sciellce courses that arc the gatcway to college and to citizensbip, productive
emploYl1lent. and lirelong learning.
The first step in raising achievement is lining expectations and seaing high standards for \\'hnt,
Sludcnts should know and bc able to do, TIMSS. our National Assessment ofEdiJcational Progress,
and the swndards developed by the National Council of Teachers of Matlwmatics give us: tI solid
framework to build on. Last month, to help parents and tC~lcher$ Icam who net':ds help, wh~\t Changes
in leachiog to make. and whieh schools need to i!1lp~o\'e. I mtked the Secretary of EducHtion to
develop a yoluntary national test for individual eighth-grade students bused on widely-accepted,
challenging national standards in'mathcnmtics. The natiol1nl test will be available to states and local
school districts to give to their students in the spring of 1999. and will meaSllre whether studcnts have
.
reached a high level of mathematics proficiency.
The primary responsibility for achieving high standards rests with sludenls. teachers, parents, and
schools in local C"ommunities across America. However, it is imperative that \\'c work to Cllsure that
federal resources support student success os well. We must ensure that fcdeml programs, research,
and humun resources arc used as effectively as possible to belp improve teaching and leaming.
Therefore. I direct the Department of Edutation and the National Science Foundation, together with
other agencies identified in cooperation with the Office of Science and Technology Policy and the
Domes1lc Policy COllncil, to develop an action strategy for lIsing key federal resources to assist stales
and local school systems prepare students to meet challenging math standards in eighth grade, and for
involving the mathematics, scientific! and technical communities. in suppon of these efforts.
The action strategy shou!d include recommendations for the use of federal resources to help states,
local schoolldistricts Hnd schools to improve teaching. upgrade curriculum. integrate technology and
high~quali1y instructional materials into the c1a~sroom, H~ well as motivate students and help them
http://www,ed.gov/pubs/I2TIMSS/Appendix],hlm1
12/13/00
�understand how math concepts nre npplied in the real world. The stT:llcg), should identify signi(k;ant
federal progrdlllS. acti\'ilks, and partnerships available 10 improve leaching and lcaming, ensure Ihat
these resources ar.: appropriately focused 011 helping students reach chnlh:nglllg math standartis, .md
dctenlline h0\\' th(:si.' n.:soltt'c~S can best support Sl3tC and local rerOlnl:';, 1n ,kveloping ihis strategy,
the intcr~agency grtlUp shuuld n..'\'icw the cum.'llt slallLS oJ'il'lprovclllcnls ill math cdllc;ltkm, and
identify and address crtlkal arc.tS of need, tlrmving on rcscurch and input from cducalOrs .lIld
professionalorgatli/ations,
Beeausc teaching and learning in math ,mu science are so inlcgrally rclat-ed. ~md hccaus,,; success lfl
both subjects is \'ilally important in this il1fommtion ern, the working group sholiid also revluw how
federal resources and partllerships with other organizations can help impwv,,; student achievement il~
SClcn9C.
The working group should mak<: its recommendations and submit its action strategy to me within 90
daYs.
-- WILLIAM J. CLINTONcc: ASSISTANT TO THE PRESIDENT FOR DOMESTIC POLICY
ASSISTANT TO THE ['RESIDENT AND DIRECTOR OF THE OFFICE OF SCIENCE AND
TECHNOLOGY POLICY
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12113100
�APPEND1X 2
Volulltnr), Natio"al Tests in Reading and Math;
A Strategy to Master the Busies and Reach High Standards
Clear standards ofachicvcm(,llt are essential to belp instill the skills, American ",tlues. and
encouragement for h;:ml work that our chiklrcn need to slIcceed in school and in !ife. Toward lh31 end.
meaningful stalldtmls for what slIIdcnts should be expected 10 leam and achieve in the haste subjects
of reading and If!i.lthct1liltics arc crilicaL Reading well by grade 4 and mastering matbematics-
including the foundations of algebra and gt:omctry -- by grade 8 arc the gateways for further Icaming
and achievement.
P:lrc.nIS need, to know that students have lI1astered the bilSics no matter where· they be or: move in this
country. And th'!y have Ihe right to know how well their children are doing compared with sltlttents in
other schools, slates, and cOllntries. To help give parents this infonnalion, the U.S. Department of
Educ:.1tion is offering every state and school district the opportunity 10 use volunlar}, national tests of
4th grad~ rcading and 81h grudc nHlIhe1l11l1lcs. beginning in 2001.
These rigorous tests will prO\'idc parents, for the first ttl11C, scores for individual students. measured
against widely accepted national and intcmatiol131 standards of excellence. Each year, al1 test items
will be released $0 that parents, h.;ac!lers, aod swdents C;Ul reVle\V all tlSpccts of performance, giving
states. local commtmllics. tcacht:rs .:!Od parent? the kind of necllmte infonnation they Hccd to help
students master basic and advanced skills and strengthen academic pcrformancc. Most importantly,
the tests can galvanize a nationnl effort to improve the odds for students and heJp ensure that all
students master reading and mathematics.
The tests will he modeled on the National Assessment or Educational Progress (NAEP) inAth grade
reading ,md 8th grade mathetll,H1CS, and in the case of m:uhcmatics win be linked to the Third
International Mathematics and Science Study. The NAEP standards reflect n national consensus of
what students should know and hc ahle to do whcn they reach these crucial stages oneaming.
The current NAEP is designed to assess how well n sample of students across the cntire nation and
individual states perform in n:'ading and malhcmatks. A vcry small percentage ofstudents participate
in NAEP, altd IlO parents know how their own children do on this tcst In contrast, thc voluntary
national tesls will provide students, parcIliS, and teachers with meaningful scores to (;omrare
individual student perfonlHtncc to widely accepled national and intcmutional standards and to identify
students and schools thut need exira help. These standard measures of excellence will help parents'
hold schools accountable for improved pcrfornumee. help teachers and principals improvc CUiTiculllrn
and inslrucljon~ and give students a guide for charting their own progress.
The National Assessment Governing: Board (NAGS) is rcsJ)Qnsible for the development of the tests.
NAGB is a bipartisan, independent board created by Congress to oversee the NAEP. NAGB will seek
guidance in test development from a wide range of sources, including the most successful
maihcmaties and reading teachers. parents. gQvemors, imd local and sLale t'dllcation, civic and
husiness leaders. Individual test scores will not be collected by the federal government; state ilrid
local school districts will decide how to lise the data. Each test will require approximnlcly 90 minutes
of total teSting time, States and school districts can administer the tests as part oftllcir local testing
programs.
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�All :/elioll Strategl'Jol' ImprOl'i1fg AchicH'IIl(!1If ilT Mathematics lind .)'CiefU;e ~ Fchrllary 1998
APPENDIX 3
Interagency Working Group
In response 10 the memorandum rrom the l)rcsitlcl1l. Ihe Department ofEdllctltion and the National
Science Foundation fomlcd an interagency working group comrrised of staff experienced in the ~!rcas
muler reyic\'J, Officials of the Office of Scic!:l'c and TcchnuJogy Policy. the Domestic Policy COtlllcil.
nnd the Offkc of r..,'ianagemcnt ,md Budgel provided oversight
Consistent with the directive. the interagency group immediately began a review of current Fcdernl
efforts in mathematics and science education with particular attention to mathematics education in
kindergarten through eighth-grade. (Sec !1ppcIl\.Ih...::l ror a summary of relevant programs in the two
ngendcs.) In addit:on. as the memorandum instructc(!. the interagency group drew Ol1l'cscarcb and
input trOln educators and professionat organiza!ioJ1S, by reaching out to the hroader mathemntics lind
educatioll comnnmi!y for advice ilml guidancc. (S<.:e ApP"::'Htjix 5 for a sunilllury or these ollircach
efforts, including a list of organizaltons with which the working group consulted.) The interagency
group also consulted with appropriate sinff in other ngcncics th~tt have, 01' are interested in
establishing. activities in elementary and secondary~Jevd m:!thematics or science education. (See
/!;gpsndi.\ 6 for a list of the agencies consnl1ed and a summary of their input.)
Early in its ~lclihenItions, the working group recogni::.cd the importance of developing nil appropnatc
focus for the action stmtegy, Based on the results or tile Third Intemational ;vlatl1emntics and Science
Study (Th\lSS) and the desire that students nave proper preparation for the President's proposed
national voluntary test in mathematics, [bc group concluded that in the near tenll, the action stnttcgy
should focus on mathematics in the middle grades (5~8). Thus, while the action strategy is designed.to
improve "ehic\'cment in science and mathematiCs at all grade levels, it addresses that goal by
concentrating on improving achievement in middle schQI)\ O1<l:thematics first. To be fully c!Tcctivc in
nehicving the long term goals, this effort must brmldcn to include mathematics and science in all
gradcs once Ihe immediate com:cms for mathematics in grades 5·8 have been addressed,
Secretary Richard Ritey of the Department of Educnlion and Neal Lane, Director of the National
Science Foundation convened the interagenc)' working group. Their acting deputies. Marshall Smith
and ,joseph Rordogna, respectivciy, provided guidance through regular interaction with Ihc working
group. itS did Luther Williams" Assistant Director for Education and Human Resources at the
Nutionn1 SciCIlCl.~ Foundation,
Several memben: of the staff of tile Executivc Office of the President were instnul1ental in the work
·oftllc interagency group, including: Michael Cohen, Domestic Policy Council; Clifford Gabriel,
Office ofScienee and Technology Policy; Mary Cassell and Anne Tenney, Office ofMunagcment
and Budget; and Daniel Gomff, Office of Science and Technology Policy. William Kincaid orthc
Domestic Policy Council and Daryl Chubin of the Office ofSdcnce nnd Technology Policy were
particularly important to developing the action stralegy 11l1d to keeping the working group on track.
l\-1cmbers of the 'Vorking Group
Co~Chairs
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�,1(11.11\;1 Sunk'y
A~SJSlam 10 lhc Director for
SCICllCc Policy Hnd Planning
Nall~lHal.Sc;cncc Foundation
Thomas J\l Co],win
Dircctor, D: vision of Elemcl1tary,"
Secondary, and Vocational Analysis
Budget Scn"icc
Dl:par1nlcnt 'of Education
CommiUce Members
Carol Chelemer
Oflice of Eductltiomll Resenfch
Diane Sprcsscr
Program DIrector, Teacher Enhancement
{Mathematics)
and lmprovcment
Departmcnt of Education
Nutlonnl Science Foundation
Margarct COllens
Direclor
Rohert Stonchill
Director, State ant! Local Services Division
Division ofEltimentary, Secondnry,
ano Jnfonnal Education
NmioHa! Science Foundation
Office of Educntionai Rcscu::,cb
Eric Hamilton
LaiTY Suter
Acting Director, Division of Rcscmeh,
Evaluation, and Communication
'National Science Foundation
ProgrJrn Director.
Educational S ySlcm Refonn
National Scicnce Foundation
Christine Jackson
Scmor Program Officer. Eisenhmver
Profcssional Development Program
Dcpanmcnt of Education
.1mi Improvement
Department of Education
,Iudy WUr17.c1
Director of the Mathematics Initiative
Office of the Acting Deputy Secretary
Department of Education
(rcj11accd Clare Banwart 4/97)
Deborah Spitz
Program Analyst
Office of the Undersecrctary
Department of Education
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�APPENDIX 4
ReJ(~vant
Activities of the Department of Education
and the ~ational Science Foundation
The Dcpartrm.:nt of Education provides flexihle support, technical assistance. nnd
research~hased
matcnals tll assist state and local education agencies in improving teaching and learning, This year,
the Department has identified seven national priorities that witI guide its activities building on
J)rcsident elllHon's Cal1~to~Action over the flext four years, The first three fetus on spedfic results
that all studCTllS should achieve: reading independently by the end of third grade; maslcring
challenging mathematics (including the foundations of algebra and geometry) by the end or eighth
gradc~
ami being prepared for and able to afford college by 18 year:. of age, The remaining rour
pnoritics addrcs:; key strategies to enable students to achieve- these goais: challenging standards and
accoun1abilily for every school; a talented, dedicated, and well·prcparcd teacher in every classroom;
Jntcl1lct acc<;'ss in every classroom with technologically literate students; and strong, safe, and dn!g·
free schools. The following progmHls prov!{lc valuable SlIp port to States and scliools in their efforts
to reach the goal ofprO\·jding high-quality cducation in mathematics [or all students,
F"~xjblc
Sllpporl to SImes. COI1WWl1ifies, amI Schools t(J Improve Teadtillg (HId Learning:
The Title J Education for the Disad\'.mtaged program is the Federal Government's lnrgest program
thnt supports dClllcnt<try .md secondary education, with CUlTcnt funding of almost $7.2 billion for
grants to local education;!1 agencies, Tille I provides funds to help low-aehicvirlg chHdn!!i,
particularly those in high poverty schools, ]cam to high standards. Title r c-an give disadvantaged
childrcn the benefit of, for example, more in~i\'iJua!ized and accclcr::Hcd instruction, cxtcndcd·day
programs. <Jnd Jearning laboratories in mathematics, science. and computers, Mathematlcs has always
been a major focus of the Title'J progr.am: according to the most recent data, 48 percent of9 miltion
panicipating children rc<:civc some instruction in l11<lthematics,
TIle 1994 rca\lthoriz1).tion of Title I cmphasizC5 holding students participating in Title 1to the same
high slnndard as all studcnts. By the 1997 . 1998 school year. all States must adopt chaIlenging
standards in rcading and mathematics, By 2001, Slales must implement'high-qualiiy assessment
systems aligned to the standards to assess the perf0n11anCe QfTitlc I schools in relation to Slate
standards.
Schools that serve all area in which the percentage of children living in poverty exceeds 50 percent
mny use their Title 1 funds, in combination with other Federal, State, and local funds, to upgrade the
school's entire instructional pro,gram, These programs are caned "school-wide programs." Other
schools usc the money to help those children most in n~ed ofsupplemcluary sef\'ices.ln addition, the
Title I statute elllphasizes thc professional development of educators; every local educational agcncy
participating in the Title I program must pro\'ide high-quality professional development. geared to
challenging State standards, to improve teaching ofacademic subjects,
Goals: 2000: Edllcate America Act -- current!y funded at $476 Imllion. is the primary Federal
program supporting states and districts to r<~ise their standards of teaching and learning, All 50 States
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�now part1c1pate. Goals 2000 provides flexible funding to the States to enahle them to develop and
imple111enttheir own strategies for achieving the National Education Goals (including the goal of
becoming first in the world in mathematics and science). With funding from thc r~ogram, States are
establishing challenging academic standards with which they arc aligning their student assessment
programs, tcacher preparation and licensure requirements, parental and community involvement, and
other aspects of their education systems.
Professional development is also an important component of Goals 2000. Program funds allow States
to make compctitive subgrants for activities to improve pre-servicc teacher education and support
intensive, sustained professional dcvelopment for educators and other school personnel. Many States
and school districts arc also using Goals 2000 funds to support effective use of educational
technology.
The Carl D. Perkins Vocational Education Act CU1Tent provides $1.1 billion to support cUlTiculum
reforms, teacher professional development. and the building ofTcch-PreJ1 programs that increase
student competencies in the corc content areas, including mathematics. Likewise, the School-to-Work
Opportunities program supports state and local activities to help all students attain high acndcmic and
occupational standards and improve the knowlcdge and skills of youths by integrating academic and
occupatiollalleaming, integrating school-based and work-based leaming. und building effectivc
linbgcs betwecn secondary and postsccondary education.
Pro!css;m;tll DCI'elopmcttl;11 Mathemlltics llml Science:
Eisenhower PrOfessional Development Statc Grants, cUITently funded at $310 million, support a
wide array of professional development activities in the corc academic subjects. By statute. at least
$250 million of the Eisenhower funds must ,be spent on professional development in mathematics and
science. The strengths of the program are its reach -- funds now to States and school districts by
fomwla. and the vast majority of local cducational agencies participate -- and the nexihi lity it
provides to St'lte and local administrators to carry out program activities that meet particular State
and local needs. The 1994 program reauthorization estahlished requirements that the program fund
only professional dcvelopment that is tied to challcnging Statc content standards and is of sufficient
intensity and duration to have a positive and lasting impact on teachers' classroom perfonllance.
The Eisenhower Professional Development Federal Activitics program supports an array of
national professional development initiativcs. The Eisenhower program supports the National Board
for Professional Teaching Standards (NBPTS), which establishes natiOll<;l1 standards of excellence in
te.lching and recognizes tcachers attaining these standards through a rigorous assessment process. The
Department has requcsted increased funding to enable 105,000 teachers to become board certified by
the year 2006 on average, one for every elementary and secondary school in the nation. The
Department's proposed budget would also speed the development of certification frameworks and
assessments so that by 2002, certificates for 25 teaching fields \vill be available. Eisenhower also
suppoI1s nine state-wide projects ac;ross the nation that are working on improving preservice
education, licensure requirements and the experience of teachers during their first three years of
teaching.
The Telecommunications Demonstration Project (PBS Mathline) uses the professional teaching
standards of the National Council of Teachers of Mathematics (NCTM) as the basis for its year-long
profcssionnl development program called the Elementary School Mathematics Project. This project,
which complements Mathline's already-successful Middle School Mathematics Project, allows
teachers to learn at times and locations they find convenient. It uses a series of 20 videos, each
accompanied by a guide that includes·lesson plans; ideas for extending the lesson, additional
resources, and discussion topics relating,the video content to thc·NCTM standards. Teachers also
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�participate in a ycar'..long. online learning community of25-30 fellow leachers, with an accomplished
practicing teacher serving as mentor and facilitator. Over the course of three years, PI3S Malhline has
provided more than 4000 teachers of K-8 mathematics in 36 states \vith in-depth. standards-based
tmining and has been recognized by the NCTi'd as an effective professional development progri11ll.
Teclmical Assisl(l11Ce (llIllluj(JrIIWliclll Slwrillg:
The Eisenhowcr Matlll'I1111tics lind Sciencc Regional Consortia provide professional support to
help teachers teach to high standards. The ten Regional Consortia have three primary ohjectives: I) to
collaborate and 1'011n coalitions with other organizations involved in mathematics and science
education improvement; 2) 10 provide technical assistance and facilitate the usc oftl:chnology as a
tool for instmction and professional de\'elopment: and 3) to identify and disseminate materials on
exemplary instruction in malhematics and science.
The Eisenhower National Clearin~house for l\latheniatics and Science Education (ENC), funded
under Eisenhower Federal Activities. colleCls a wide range of materials in mathematics and science
and makes them available on-line and on CD-ROM. As of September 1997, whieh concluded its !i fth
year of operation, ENe had collected a total of 10.514 items. Between October of 1995 and
September of 1997, the Clearinghouse reported over rourteen million "hits" to its Wch site. ENC
Online (www.enc.org) has been recognized as an exemplary Internet site by Classroom Connect,
Syllabus Magazine. Geometry Forum, Education Index, and Multimedia Schools. ENC also works
with the Regional Cons0l1ia to create demonstration sites throughout the country, where educators
can interact with the lalest technological developments und access infommtion abollt the collection.
Infonnation is also disseminated through the Educational Resources Information Center (ERIC), a
national system ofspccialized clearinghouses that maintain .md provide access to the world's largest
electronic database of education-related materials.
Research, Statistics, alUl Assessment:
The National Research Center on Acitienment in School l\1athematics and Science is hOllsed at
the Wisconsin Center for Education Research at the University of Wisconsin. The Center is a
collaboration with the Technical Education Research Center (TERC), Vanderbilt Univcrsity/Peabody
College, the University of Pitlsburgh, and the University of Massachusetts-Dartmouth. The Ccnler's
mission is to create and validate a set of principles for designing classrooms that promote student
understanding in mathematics and science.
Data relating to education are collected, analyzed, and reported by the National Center for
Education Statistics (NCES). In'collaboration with the National Science Foundation, NCES is
currently reporting the resllhs of the Third International Mathematics and Science Study (TIMSS),
and providing follow-up infonnation on those results. Other NCES studies collect detailed, reliable
infoll11ation on the conditions of schools, teachers, and students throughout the nation. The National
Assessment of Educational Progress (NAEP) measures the progress of the nation's studcnts in corc
subjects, including mathematics and science.
NATIONAL SCIENCE FOUNDATION
Since its inception in 1950, thc National Science Foundation (NSF) has served the Nation by
investing in research and education in science, mathematics, technology, and engineering. NSF's
goals for education and training require attention to needs at every level ofsehooling and access to
quality science, mathematics, engineering, and technology educational oPP0l1unities for all members
ofsocicty.
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�Systemic refers to flll1d~lmCnral, comprchensi\'c. and coordinated ch:lI1ges mnde in science.
Illuthcmatics. technology. and c)lgin~cring education through uttcndant changes in policy, fimmcing.
go\'cmancc, mnnagemcnt, content. instl1lctiol1, and assessment. Systemic reform occurs when all
cssential fealures of instit uti 0115 ami s:ys!(;ms. arc engaged and operating in concen; wher: policy is
aligned with a dear sct of goals and standards: ;md when the improvements nnd Innovations h~comc
311 intrinsic part of the ongoing educatmnal system for all participants and arc incorpor~!tcd in
budgets.
PreK~ 12
systemic refonn is SUPlIOl1ed through NSF state, urban. local, and rural systemic initiatives.
The implementation onngh~quaJily, stall(t.!rds·hascd instructional m~llcrials. assessment systems, and
professional deveiopment an:: kcys to StlCCCSS of ,all initiativt:s. Essential componcnts to the
imm{,.'·diate and f!)ng~term sustainahility of the rcionn activities include: (1) dcvelopment and
administmtion ofcoherent policies and !cgislatlon to support science and mathematics education:
cOlwergcncc (If resources \0 supflort a single. unitary program; (2) promotion of effective p~!rtl\cr;;hips
with the private sector and higher C(hlC~\tion institutions; (3) achievcment of support from the
community, parents in particular; collection. inteq)retatioll and cffcctiw; use ofdata. including'
student achievement; an(1 (4) cohesive. coherent strategic planning to ensure Ihe improvement of all
students' achievement Sincc 1996, Ihe systcmic iniliatlvcs have begun to make the transition from
building an infrastructure to supporting science and mathematics education refonn to the classroom
implementation of standards-based cumcula. instruction. and assessment. Extensive leveraging of
funds from business, industry and other federal agellcies occurs in all systemic initiatIves, in some
case as nluch as 4 to I with NSF dollars.
The Statcwide Systemic Initiativc ($SI) Program has supported a total of25 states and the
Commonwealth of Pucno Rico to estahlish comprehl,."nsivc changes in m<Jthemalics and s'cicncc
education through the implementation of K~ 12 standun.1s-hnscd instructional progmms, professional
devc{opmen{, and assessmenl syslems; I1t.:W policies; and cOl.-'ctive partnerships. A total of20 cliJ;;ihlc
cities with the largest numbers of school-age children lidng in poverty have been funded umkr thc
Urban Systemic fnitiative Program (USf). A total of five ntral, econol;,ical1y disadvantaged regions
are implementing programs to promot'.) high-quality science. mathematics, and technology education
through the Rural Systemic Initiatives (RSI), RSI programs have focused on the implementation of
instruction through the use of advanced lelccomn1l.mic<.Hions networking and distance delivery of
quality programs and professional development.
Building Blocks ofSp.tem Reform:
Systemic refoml is built on a foundation ofquality instructional materials, initial education and
professional development of teachers it) both content and pedagogy, ne\,,' strategies for the assessment
of student leaming, a diverse teacher population, lmd appropriate use of techliology. Thus a major
foclls of activities and budget at NSF is assuring that these building blocks are available and in pluce.
I~a~~her
Education: Teachers must have a high level of content knowledge and pedagogical skills
and be prepared to utilize the most effcctive instnlctionaJ materials, assessment s1rnlegJCs, and
educational technologies. Teacher education includes both prcservicc and inservice education,
Over 40,000 teachers in 1,930 schools. renching over 1.3 million students annually, participate in
intensive professional development activities through the Local Systemic Change (LSC) Initiath·c!i.
Teachers of mathematics or science receive a minimum of 100 hours of professional development
(for K-8 teachers) or 130 hours (for teachers in grades 7-12) a,nd receive ongoing support through the
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..
academic year. They implement quality stand,mls-based instruetionalmatcrials and rcfonn the
mathematics and science programs in their seh()ols as a whole. Extl:nsive kvcraging ofTit1c I.
Eisenhower. district, and industry funds occurs in at least an amount equivalent to the NSF award in
each LSC project. In addition to the Local Systemic Change projects, the Teacher Enhancement
Program supports Icndcrship projects that train teachers and other professionals to deliver quality
professional development. NSF supports the enhancement of approximately 60,000 teachers annually.
of whom. at this time. fewer than half arc teachers of mathematics. Only abollt 10.000 arc middle
school teachers of mathematics.
Comprehensive Partnerships for i\lathematics and Science Achievement projects provide
s\mknts and teachers with standards-based cllITiculum reform for K-12. teacher enhancement,
strategic usc of resources. student enrichment activitics, and slimmer research experiences and related
activities. Approximately 5,000 teachers arc affected annually.
The NSF Collaboratives for Excellence in Teacher Preparation (CETP) support efforts to achieve
comprehensive change in the undergraduate education or future teachers and to increase the quality
and number of teachers in science and mathcmatics. All of the activities arc characterized by strong
collahoration be(ween discipline-based faculty in schools of sci encclengineering and faculty from
schools of education. Participating institutions of higher education \'ary fro111 tribal colleges to major
research instillltions. CETP projects will affect 78,000 future (eachers in 110 pm1icipating inst-itutions
over a five ycar period, and approximately 30%) of the CETP collective effort is focused on future
teachers of K-12 mathematics.
Instructionall\laterials: Instructional and assessment materials influence what students arc taught
and 1.10W teachers and faculty teach. An inno\'ative, comprehensive. and diverse portfolio of
instmctional materials and assessment tools that implement standards-based refonn in mathematics,
the natural and social sciences. engineering, and technology education are required for preK-12
education. These materials must be of sufficient quality to be widely adopted and lIsed in schools
nationally.
P
The developmellt of sixteen sets of comprehensive standards-based mathematics instructional
materials for K-12 students was begun in 1990, These materials were completed and became
available for use beginning in 1996. A report describing the success ofthesc materials in field test
sites was released by the University of Chicago, The Success of Standards-Based Mathematics
,CJIIT!.cula for all Students. a Preliminary Renort in FY 1996. Extensive evaluation data of student
achievement in the field testing of these new materials demonstrates improved performance for
students using them.
Assessment: NSF supported research and development in assessment of student leaming during the
mid-1990's through 20 projects. Each of these projects has come to completion. The tools they
developed and the increased understand,ing of student leaming that resulted are now being used by
schools throughout the country. The Balanced Assessment in rvlathematics Project was among the
projects funded to develop assessment tools for middle school mathematics. The tools and test items
the project generated havc become the central component of the New Standards Mathematics
asscssments now used in numerous schools throughout the COUlltry. NSF continues to fund new
assessment projects.
Technologx: Research efforts in technology are developing new methodology and pedagogy for
improving the achievement of students in science and mathcll1ati~s, especially those who have not
been well served by the education system. The new methodologies will make use of advances in
technologies such as visualization and simulation that build on difrerent learning'styles among
students. Funded projects successfully create new fonns of visualization of scientific and
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�m~lthom,\1ic;aJ cQ:lcepts. NSF has supported more than 20 pmjec\s that successfully creale new forms
ofvlsllalization such as gmphics, illld simulations. FlIll ,1I1d sust:l(nablc Integration or technology into
the fabric of tile (~ducutional system is required for these 1\) have wille impact on education syslems.
fIlIQrnwl_~ci.~n~!::J~dllcatiof!:
The Infol111al Scicnce Educal:on seelor reaches Qui to all segments of
population tll cngage them tn self-directed Jc'lming in 111(: <If,,'as i'rscic:icc. 111;t1hcmatics, and.
kchllOlogy. Ikcause. over a lifctimc, people spend mort.:: hours kaming ou! of scllool tlwn they {lo in
schooL <I strong infoml<ll science education program is cntical in the cumprehensive cdu<:a!ioll of our
citizCI)S, !\'lcll1bcrs Oflhc puhhc who participate in informal sClcm;c education Icam about the process
of scie..'!lcl.: and scientific thinking~ arc motivateu to participate ill selence <Iud mathcnmt!cs activities;
arl.! uware of thc rc!cvaace of science, mathematics. amllechnulugy ill their everyday lives; and
increase lhcir knowledge about specific topks and about scientists .md carecrs in the SCIences,
Support is provided for infonnullcaming science, mil!hematic!;, and tcchnology projects d~signcd to
reach large numbers of the general public tbrough television arid radio series; public films ol1lhe
process amI suhstance of science and mathematics; exhibits or other educational activities at science
and n~Hur,l! history museums, scic!}cc~1cchnology centers. atjtlaria, nature centers, botanical gardens,
arhoreta, zoological parks. and libraries; and educatiQI:ai programs and activities at comnumity and
youth centerS,
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�All Action S'rrafcgyjor Imprm'ing Acl/inemenr il! A-fmhewatics and Science - FchJ't(urr 1998
APPENDIX 5
Consultation with External Organizations
In the course of developing this action stralcgy, the interagency working group solicited input from a
wide range of interested organizations. The mathematics and matJlematics education communities in
particular arc well organizcd to respotl{1 to the Prcsidcntis chalk-ngc. The'working group met with
two umbrella organizations that pro\'idcd access to many sources of input from these communities:
the Mathcmatical Sciences Education Board (MSEB) of the National Research Council (NRC} amI
the Confercnce Board of tile Mathcnutical Scienccs {CBMS), Eadt orga.nization includes'stakehoider
representatives. ranging from school tC"J,,;hers to university mathematicians and from educational i
researchers to tllo-se in industry using mathematics on a daily basis. Their recommendalions to the
working group are summarized hdt)w,
In addition, both the National Science Foundation and the Department of Education consulted with a
wide range of pNentiu1 stakeholders, including inlonllUI discussion with winllcrs of the Presidential
Award for Excellence in Mathematics and SCience Teaching, meetings with the Eisenhower Rcgionnl
Consortia. meetings of advisory committees, and meetings of professional organizations of teachers,
principals, superintendents.. mathematicians, scicntists, and engineers,
While the working group focused its information gathering on' strategles to support improving
achicvement toward high st:lndards in mathematics, many of the indIviduals and organizations that
provided input were keenly interested in the nature of the voluntary national test. Thus, the
discussions with these groups included the exchange ofinfonnation about the test ofmathematJcs in
eighth grade as well as ~bom the working group's objectives, This interest in the tesi is reflected ill
the recommendations made. The worklllg group was reminded, hoth implicitly and explicitly; that the
vo!untary nnliol1allesl is only a menus to an end. The cnd must be kept in sight, botb in test
deve!opment and in the strategies the working group might develop to improve achieveme1lt.
In addition to mt."eting with these groups, the working group asked MSEB for a letter report
the issues: raised in the President's Directive, MSEB offered three ovc-rarching
recommendations:
addr~ssi!lg
• Construct and sustain a ~"cderal effort that brings together. in a coherent framework for
decision-making, the various National Science Foundation and US. Department of Education
programs that WIll significantly innuence K-8 mathematics education,
.. Dcvtse a iong-tenn plan (8~JO years, offset from political cycles) of interactive development
involving test redesign and strategy adjustment, with ongoing monitoring and oversight.
• Invest in a sustained agenda of basic research to better understand what mathematical thinking
is, how to foster it through curricular choices and instructional practice, and how to support
teachers in doing so.
Within the framework of the President's Directive, all groups emphasized the importance of teacher
education (both initial preparation and subsequent professional development). with both MSEB and
CBMS'highlighting this area in'theinrntten 1nput CBYfS and ~v1SEB emphasize(i"tlie need for
establishing certification pro,brranls,for middle school teachers in mathematics, They,dted the
http://w''!w.ed.go\"/pubSl12TlMSSIAppelldix5.hlml
12113100
�intportancc ofl.;n enh,mce~1 role for higher c'ducalj~1Il in'j;rC!laring tctichcrs'and in providing support
for te<.td".:rs through on~going professional ucn:lopmcllL
MSEB and CBt."lS ulso pointed to tlie emergence of new and innOv;\iivc middle school mathematics
curricui~L They urged that lhe aC1ion strategy include ways to publicize, promntc, and provide
adoption guidance contcnting model programs. They also agreed that technologies ranging from thc
Web to calculators have potclitial to help improve mmhcmaiics education, Howc\'er, MSEB noted the
importance of technical support for use of technology in the classroom and of equity issues in lhe usc
ofth~tt technology.
The ou!.Sidc groups also recognized the value of a public infoDl1ation campaign that can. in the \-vQrds
of the MSEB letter report, high1ight "the importance of mathematics in applications, the beauty or
malhcmmics as a field, and the role of mathematics as a gateway to careers and to higher educmioll."
Seve,ral of the mathematics and mathematics education organizations stand ready to assist in the
development of such a carnpaign. MSEB recommends that public infolmation efforts address
coordination of the national test with associated actiorrstraiegics.
-Yff#
hUp:/lwww.ed.govipubs!12TlMSSIAppendix5.html
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�All Arlioll Slrawgy for ImprO'l'ing Achiercmcllf ill Malhcmarirs (lm/ Science· Febrtlory J998
APPENDIX 6
Federal Agency Activities that Support
K-12 Mathematics Education
The Department of Education (ED) and the i\attonal Science Foundation (NSF) have principal
responsibility, among the Federal agencies, for K-12 education and for science and mathematics,
respectivciy, Hc,wever, a dozen other departments and agencies: sponsor activities that relate to, and
CQuld promotc, standards-based education that improves students' mathematics and science learning
and overall academic performance.
.
Exccutive Order (282 I of November 16, 1992, in$~nlcts those Federal departments and agencies with'
scientific missirdlS, employees, or laboratories to "assist in the mathematics and science education of
our Nation's students, leachers. parents, ~md the public by establishing progl(lt11s;lt their agency to
provide for tmiring elementary and seco:ldary school teachers to improve their knowledge of
Iimlhcrnatics an;] science." Many agencies had such programs in place even before this Order was'
lssued. On Apri~ ! 7, 1996, it was supcrsedcJ by Executive Order 12999011 Educational Technology,
which ""streamlincs the transfJ:r of excess <J.nd surplus Federal computer equipment to om nation's
classrooms and encourages Federa1 employees to volunteer their tillle i\nd expertise to assist teachers
and to connect classrooms," The Eisenhower Natiorial Clearinghouse catalogues cunent programs in
its "Guidebook of Fedcral Resources for K-12 Mathematics and Science" (see
~,~l).9.o(g/rcfoI'Ju{gtlidcbk).
The working group met with designated representatives from 11 agencies (the Departments of
Agriculture, Commerce, Defense, Encrgy~ Interior. Transportation, and Veterans Affairs~ EPA,
NASA, NIH, and 1lte Smithsonian) to discuss relevant programs and activities sponsofl:d ~y their
agencies. In general, the agencies focus far more on science than mathcmaHcs t and commit modest
resources to improving K-12 education, Most offer staff and facilities, often on a volunteer basis, 10
support local schools and teachers and have de\'eloped and are Sharing supplementary instmctional
materials on their Web sites, Some examples of works in progress can be cited, for more extended,
specific examples, see sidebars in the report~
• NASA has completely revamped its educational programs to reflect the dcvelopm(~nt of the
National Council of Teachers of:\.1mhematics' (NCTM) standards for mathematics and the
more recent standards for science developed through the National Research Council (NRC).
The agency has developed supplementary instmctional materials in conjunction with NCTM
that provide sample problems based on lipace-related examples.
• The Department of Defense schools have redesigned currict!lurn and teacher professional'
development to incorporate standards~based approaches. Other parts of DoD have outreach
programs that stress the importance of mathematics to national security.
• The U.S. Environmental Protection Agency (EPA) has awarded grants to schools, state
agencies~ nonprofit organizations, and others to support environmental education programs,
many of which take place in schools. More recently grants have also been directed toward
programs that tic environmental education to state and local education reform goals. A
consortium of nonprofit organiza1ions and universities is delivcnng environmental education
htip:i!www.ed.govlpubslI2TIMSSIAppenrlix6.hlml
12113/00
�iraining 10 K·12 tca'chers a'ld other educntio'n professionals in all S(i states and several U.s.
territories, using EPA funds, As part of this effort. national guidelines for environmental
education :1rL~ being developed and cOlTcl:ttcd tn various national and state standards for
mathematics, science, and other discipltnes .
.. The Department of Energy, N1H, and USDA are conducting ,Ill in\'~n(1)ry of their activities,
identifying their impacts and exploring opportunities til cxpa:ld. Am\)!1g ideas 11m! warrant
. further consideration arc vLrtual teacher tmining based nt DOE's Lawrence Berkeley Lab in
pannership· with the University of Californla system; USDA's 4·11 Clubs as an after-school,
weekend. and Summer vehicle for promoting: malh skills~ EPA's lISC of the trainiJlg~or-lrnincr
mode! for teacher devclopment in cl1Ytrom'!:1cntal education; ..md NlH's middle-school
curriculum supplements, to be developed among three Institutes and the NRC.
• The Department of Transportation has embarked on an extensive elTort to improve K-I2
education in mathematics find science, including pa"rticip~ltion or sl,lff as voiunteers, The
Smithsonian Institution has bOth fonnal'3nd informal ties into schools. Other agencies are
ready to play an appropriate role in improving K-12 educalion, and are looking for guidance on
how hest 10 proceed.
\Vc must learn more quickly and more systematically about approaches ami Innovations that support
students and teachers of mathematics both in and outside of schools, taking into account high
standards like those of the NCTM and the NRC to reference. guiile. coordinate, and set priorities
among the many educational programs ml1H,lgcd by Federal agencies. Continued coordination among
all of the agt:l1cies involved in the working ,jifoup'S deliberations, and others that might be brougbt in
over time. can set the stage for more effective use orFederal resources. Tbe Department of Education
and Ihe National Science Foundation will work to ensure such coordination in the future.
-#y#
hUp:llwww.ed.govlpubsI12TIMSSIAppendix6,html
121!3!()()
�
Dublin Core
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Title
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Clinton Administration History Project
Creator
An entity primarily responsible for making the resource
Cinton Administration History Project
Council of Economic Advisers
Department of Commerce
Central Intelligence Agency
Department of the Interior
Department of Defense
Corporation for National Service
Council on Environmental Quality
Department of Justice
Domestic Policy Council
Department of Education
Department of Energy
Environmental Protection Agency
Federal Emergency Management Agency
General Services Administration
Small Business Administration
Social Security Administration
United States Agency for International Development
National Economic Council
Office of Management & Budget
Office of National Drug Control Policy
Office of Personnel Management
Office of Science & Technology Policy
Office of the Vice President
United States Trade Representative
Date
A point or period of time associated with an event in the lifecycle of the resource
1993-2001
Description
An account of the resource
<p>The Clinton Administration History Project describes in detail the accomplishments of President Clinton's Administration for the period 1993-2001. The records consist of the histories of 32 agencies or departments within the Executive Branch. In general, each organization associated with the Project submitted a narrative history along with supporting documents. These narrative accounts are primarily overviews of the various missions, special projects, and accomplishments of the agencies. The supplementary records include substantive memos, press releases, briefing papers, and publications illustrated with photos and charts.</p>
<p>Agencies:<br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Council+of+Economic+Advisers&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Council of Economic Advisers</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Central+Intelligence+Agency&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Central Intelligence Agency</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Commerce&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Commerce</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+the+Interior&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of the Interior</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Defense&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Defense</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Corporation+for+National+Service&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Corporation for National Service</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Council+on+Environmental+Quality&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Council on Environmental Quality</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Justice&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Justice</a><br /><a 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Clinton Presidential Records: White House Staff and Office Files
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1474 folders in 111 boxes
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History of the Department of Education
Clinton Administration History Project
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1993-2001
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https://clinton.presidentiallibraries.us/files/original/468118f1e03e19cc6e9f8675b7899cee.pdf
bf3c849a9642fef094c5412cb38959e9
PDF Text
Text
"When you work
with young children,
there's that window
ofopportunity... "
U,{'ryi J !rrrht. I~ ;'k~f<"i ,{f.lmti.i< I )A'! I'r.'.A'i'ul"rg,lrU1/
,m" r:r"lIlI'
/(/'f#lPH' (,;"/;rr
FULL STORY ON MGt 6
Record School Enrollments, Again
Greatest Increases Seen at High School Level
chool enrollments will generally
S
Stay a! record levels ()v~r the next
1{) years and then begin t() inc~
eat:h year for the rest of the century.' .
According to projections by" the U.S.
Department of Education's NarJonaJ
Center fur Education StatiStics.
This faI!. ;t nxurd 53 million students
will emer
ttatiOn'lrpublic ari-a private'
school classrooms, and ful!~dme college
enrollment win re~lch J 5.1 million, also
a record.
: ~:~:~:oontinue ~o ,apply tc:m
me
~
to
permanent, ongoing
U,S. S«:retary of Education
Richard W. Riley said. "The fact that
'--'
~:J::'"
•. ,~'
, many schools have: been using portable
..classrooms for some years n€lW makes
dear that we are not prepared for the
kinds of constant growth the future will
bring,"
Riley said the need. for schooJ con
struGtiofi is alre:tdy critical in many
communities. The lldministration sup'
. pom legislation H.1t 4094. introduced
by ReI's. Nancy Johnson (R-Cqnn.) and
Charrc-~ Rangel (D~K.Y.) that would
authoriz.e SlatCS tQ use $24.8 billion in
ne'W'tax credit bonds to build and mod~
emiu schools,
,~ ~
Currently. the greatest inc~ in
enrollments is a[ the high school level.
,
.,
~
'.
Over the nexr decade the number of
high school graduates will incrc:asc
ruaJo[lwide by about 10 percent. Six
states-Arizona, California, Florida.
tllinois, Nevada and North Carolina~
will see the numb~ of high school grad
U2te$ jump by 20 percent or more. Full~
time ,ollege enrollments are then
expected to grow t 9 ~t by 2010:.
pm-time enrollments will increase by
11 percent.
Riley ~d overcrowded high schools
present a spe<:i.al challenge. as res:arch
indicates that teenagers do better, aea
demically and socially. when they have
fewer than GOO classmates. The adminis
~~~!t(~~~.¥~~~\~k"~~'-~t'-<_ ,<;::...:,::~.~~. "!~.~~.~~;t7,.r~ ;-,
'. , .~~~~~ii
''l?-'~'(:t~y.,
'
,
,
I
THIS MONTH'S FOCUS: EARLY lEARNING
:ff#
•. <"
�Secretary Encourages Support for
Early Learning
fn Jun~.
u.s.
Semtary ofEducanrm
Richard W. Riley addrt'SSfd tht Early
Childhoud Summit in WtlShingtun.
D, c: An fXUrpt ofhis "mark, fllkw5.
n the last 10 years. an exrraordi~
nary amount of scientific research
has been developed that (dis us in
very clear terms that all of our chil4
dre.n, even in the earliest months of
their lives. have an
ability to
I
amazing
learn. Over the years. '1 have had the
opportunity tQ listen to presentations
about what brain researchers are dis
covering and it is truly astonishing.
We now kn;w.' that every eon\'ersa~
don we have with an infant can liter
ally spark their brain to grow some
mote. The num:ry rhyrtm they hMr
willshyr!y hdp thnn in thtir !nUTMwarr.
That's my nursery rhyme to help you
remt;:mber as wdl.
This tesean::h, coupled wirh new
r~rch on how children learn to
read, ius given all of us-parents,
grandparents, childcare advocates and
ecluc;\mrS-SOfnt: very dt'".ar,direction
about setting policy. We now know
.har it is absolutely imper:J.tive that we
put <l new, powerful and sustained
focus on the early years-ages 0 to 5
ycars--before childten even enrer firs!
grade.
PUt simply, and this should be Our
collective morro--me stronget the
Statt. the better the finish. Out chil~
dren are eager to learn, they:m: cre
ative in how they le:tm, and they have
an extraordinary capacity to learn if
we know how to encourage them (he
right \\'ay. OUt children are, as I have
s.ud so many times before, smarter
than we think.
41
A fo11 ropy ofth, sp«(/) is availabk
WWUJ"dgovISp,rdmlIJ6.20001
1iOO623d.html
�New Study Explore~ Solutions
.LJ<1J.J.Y Education Challenges
,bac early childhood pro~
are of high qua,'Y
...._/d,'man'd$ a substantial in-mtment
ill the education and training of those
who work with young childt'cn: says a
so(}n~to·be~released report
from the NatIonal Research
Council,
The study. E4gtr to LraNl:
Educilting Ou,- Pr~JChfJt)kn,
presents an up-to-date pic~
turc of early learning and
care-for children ages two to
five. and offers a number of
suggestions for improving
early childhood education in
pr~chool, day Citc and
other settings. An important
supervised 3tudent teaching ot intern~
ship experience. And education pro
gtams fOr new teachers should provide
them with a strong foundation of
knowledge about the development of
" . "~' " childrens social and affcc~ive
behavior, thinking a:nd lan
guage,
The study (s the work of
the National R~earch
Council's Committee on
Early Childhood Pedagogy,
established in 1997 to .5tudy
a broad range of behavioral
and social science research.
on early learning and devel
opment and to evaluate the
.quality of preschool pro~
grams, Their ,study was con·
ducted at the requesr of the U.s,
Departrnen: of Education's Office of
Educational Research and lmptovemenr
and Office of Special Education
Programs, as well as The Spencer
Foundation and The Foundatiotl for
Child Developmem.
Eag" to Learn is scheduled for release
in Ocrober. An .cxetut:'.T summary of
the report is now available free of charge
message of the study is that
<:ducation and child care cannot be
thought of as ;eparate; bmh are critical
to the development of young children,
to I P"!71 rc<;.omrneras that evcry
'f ,;hilld",n in an early childhood
be ~&'iigned a reaCher who has a
b,,;hdors degree and h<l$ c.)mp!etcd
mursework in developmental psycholo
gy. carly childhood eauc.ull'n. special
education Of similar fields of study. ,
I're",><:rYICe preparation fin e,nly
at http://books,n:lp.t'dl1!buok.sl
childh(!od !eachers should indude
03{l906S363/hrmlll .IHml#p..;.getop.
:l
;'ration is ,eeking a $120 mi!lion :lppro
priati,)11 w hdp cOll)nn.r:i,ics res(wcrure
high schoob imo smai!er, more intirr:are
ieawlllt; enVironments.
While national K-12 enro1!menrs will
relatively stable f>Vef (he next JO
ytats ..111 WC~H~rn 5Ll:-es wi I! have
increJscs-Ab.... b, [JJ.h(1, N,,:vJ.Ja _tnJ
~emain
~t'W Mexico can :.:xpcn ;umps
fIItl\(
t::1mll·
(If i:h:t<: f!J:1ll !() pncCH. :\f!tr
(he l1umt1er of scbuol-:lgc children
J.' will hegin to increase, rising
percent by 202(),
'
need .~O figure om where we wi:!
In
pur the;'t ..:hdJlCI). a.nd who will tl'Jd,
rhem," Riley said. "Many communities
need (0 bt h.... ilding mot': schoois now,
,
'
tn rnmcc (jvercrowd'mg:HI d 10 :'t(1uce
;:lass sizes. We also need to find ways to
jndu~t llWte people into rc;\ching ~~ a
career."
,'
Growi'lg Paim, ,he at;nu;d b;lCk-to
thlj ;\ugu~t, projectS
~d:ooi repUrl issued
fhar $()mc 2.2 million u:adlcn WIll be
l1eeded OVer th~' next dec.ldc iu!!.t :0 meet
l·IHoUm<.::111 ~"~!KC(;HjOIl\ ;111d 10' n.:pLl(~'
reachers leaVing tne profession rh;ough
retirement or w pursue more lucrative
oppor(tmlries, A copy of (hIS report can
be downloaded fmm www.ecLgov/pubs/
bbc;:;j( lOO/i nJcx. h(d.
,
Commerce and the
National AlliJ1lCt> for
Bu)iness. Corporate
partners for the
200{}'2001 series
include the Bayer
Foundation and the
Proctor & Gmlble Fund.
SEPT£/y{S!;R 20m)' 3
�Making Early Literacv a Familv Affair
By Ed Leo. Sanchez Elementary School, Texas
oC3.ted in the fll:an of our city's
oldest Hisp:onk b.urio. Sanchez
Elememary School of Austin,
Texas. has found a way to draw on the
strengths of tht: community to get
preschoolers ready (0 Jearn. With (he
"PALS" pmgram-P:l!t:m Advocatt!s for
Utcncy at S:inchez~wc are helping !O
ensure two essemb! ingredients for
school Sl:CCCss: a strong founttaiion in
early !irency as well as active Elmily
involvement in ctluc;ltion.
'«'hat hegan in 1995
a.~
a local cam
pm efTol! comprising p,;trems, early
chiJdhmx; teachers and adminimawrs
now indudc.s the AUScln Independent
School Dimict. thc University ofTcx:lS
Dana C;:mer. and Amcricorps. Our
unique partnership has aUowed us 10
recml( comrt'!'miry parel'HS and plOvide
them with It~illing in cut,' literacy prde
{ias. and [... create a odte of volunteers
s.uPP(H( $joch<.7.: te:lchers and
school Jay ((",mnes a 45'minu(c
"PALS time," ....,hen p.lr;:nH and
pn::sch()<1IN~
;:nnfld('ml:' r:mkip.1te in '
pte-rt'ading and writing activities, in a
prinl·rkh classroom (har parents: rhem
.IJlC maim:<in. By rhe
~clves "':~lII~uu":led
,
end of a given school yeJr, PALS will
have given the approximately 60 pl'C'
school students who participate an addi~
donal 22.5 instruc!ional days,
After e,Kh session, sweents return 10
their regular teuhers and PALS p.arents
hegin work in pre-I\: and kindergarten
dasH{)oms. fOCUSing cxdusivdy on read
ing and writing skills. AU these literacy
experiences, provided by memberS uf '
d1e childf('n':> uwn community, help
build .;l, mung tllUndation fm 1tchoul
success.
PALS works closely with OIner pro.
grams \,..:thin the ~chooJ, )u..:h JS
Americorps Jnd the grant-funded Ow!
Language ProjecL The [arter ha5 fun.]"ll
literacy training for early childhood
teachers Jnd PALS parents,
English/Spanish Student literacy packets,
plrenr literacy: SetS, and children's mus.1c
for the program. Grant nmds also
helped (0 $Cnd PAL') parents {O several
state and maio'naf oouation confer~
enccs,
\
Most importantly, [he program
works: studentS patticipating in the pro.
gr.un have denlonstnHed significant
grQ\'ilth in early litetacy concepts, skill:.
lnd undersranding, But the benefits
have nor been limited to the PALS stu·
dents, The children's paretns, families
and communitY members have become
confident and v:'!ued partners with our
),chool. lnd, as' rC5ult, are seeing and
pursuing new educationa1 opportunities
for themselves.
a
Ed ~ it tNprincipalr{SJlfChz l~ra'Y
&hwl, in Amlin, T=v. Hz 1M.
j,~.... in (autlUi;m
tll'fU 1966 and <I priMi".! r{5N1~ral &m(l'fl4ty
sd1(jtJ{j for mflr:r 11M'; JI1}<'fln f~r #jOF<' infomtl.
&;01.l;)n
PALS. (ali ~(Z-4 l44423
"
�-;:"he partners who help supp,m the
DO(lo.lc O::;b Pft>[!;i.1m also include lo("al
with parents who have children age:; birth
:hrO'.I~ ducc :'e:m m provide home
,lUSIIlC;!> ~md
visttation~,
community organi1.atiom,
the f::;irh communiry (see
listing).
;0 what ha:, bt!en defined as
one "inner-ciry." Double Oaks also
,erves 80 Htid St:lH scut!enrs.
rwQ-think of me center's
;tudents receive either free or
Children arc the cemer of the
Bright Beginnings
curriculum. wnich focuses
Strongly on language
development and early literacy
(0
foster the skills needed for
reading and
understanding wh:lt is
read.
Each day the children
join in four -literacy
circles tholt e;.'l..:h bst 10
fa 20 minutes, in
addition to participating in
il.:arning ceoters and small
group activitics that indude
dr:uua, wriling, ..:omputefS.,
scicm.:e and aft.
There is ;; cc<;..:ner and d teaching
assisl:lnt lin t:X't"ry ! t) students, cornpan..xi
to rhe >'HIO of 2 !O 23 (Of t:tOt pfe~
kindergarten programs in I he districc
Tcachers \v!irkif!g if! the 'Br;:;~.t
Beginnings pmgr.lm arc early chi:dhood
~f"'x:i:4ists wno have at kJSt a bachclor'$
dep;ft'c and are certified by the stare, or
lkginnings
,creens its
,tppliCUlts: lor
Jcademic needs and
Heat! Start fin
"conomic ones, ,\tenin says
rhe parmership with
- I-iead Start pulls u>gt:ther
resouree.~ that extend the
r~ach "fIne partnership (!)
J larger population of children.
Contributions from the
Bank of Amerka
-~
hdpedto
......~ renovate the:
:facility; employees
serve :as readers and
Literacy Circles
reduced-price lunch,
,"-!though Bright
Community Partners
S
,''''1':......__
;m: pw\'biol1ai:y (crciii\.'d as [hey
complc!l.: addili,)oai courses,
i
,
•
,
"
lIehavioralH..Jth of M<d!lenb~
.County pruvides ~ ~rvi",~ .. ",!/"
information, family/child in~e
services :md assessment, and scaff
consultation.
~ '~~I"
;,;:; ....... ·r
~
--.... """
CJ,a,!oae Spe<ch ~ Hearing and
United Way hdp place":l ~rti6ed
speeclUlanguage pailio,l?gi§t i~~e
classroom and train the enure staff:'
,.'
•
.,
. . . -.., '
Place !'Jrovides outreach
,
i
:;~
A Child~.
,~rvices
co families in crisis and
homeless children. through' the
services of:i family'advocate housed
at Double Oaks.
,.
"
i:
Employees of FIrSt Union', Read
Aloud Program volunteer 1n • ~ ~
classrooms by reading to students
and donating books,
Head Start providt!:S a teacher's
assistant and supportS 80 students at
Double Oaks,
The high level of parcnt :.tnd cnrnmuni.y
inX'!l!vcflWtll Doub!t: Oaks, H}f which
ir wa.~ rccently recognin:d with a s<:hool
dis{fi..:t aw;mL ((jmtib~u\'s to thc
..:onsjSH~m pmgrcs~ ofils chilJlen.
Patcms m")f>\ sign a contr.lCt-a
uniquc Jnd ~non.negoli:lhlt·" femu:e \)(
Ihc prognm-in which they commit w
rminiaining. ,he child's health. ensuring
his or her regular :Htemlance, :lI1d
p;udcipadng regularly in \'arlous evems.
A goal :If the program is !O luve at !cas!
RS percent of parems :mcnd f(lur ('lmily
i Ilvokemcnt events e.l.ch year.
In ,l,hlilinn [n [he fiUHil;- fnO;lfn'
U'::l[~T, partm:nhip et:ons ~lIch ;is Pmjt''::
a,
by
":~~~I;:;'r;'~;'ynungt:r slhlinp of
part'Dr;;
thc
~f
for the pre-kir.dergartcn
Cl\;Jrlmtc-Mc<.:kienhul1;
Sch\)()!s, J!\ partnership with United
Way's Success-By.$ix: paits educators
!,fO~r.;m,
3right Enaings
Rc.\eafch shows ,hat ,he 11)97·98 class
performed consinendr better on (he end~
of-yc,u kindert;anen a.o;sessment than did
a (omparahlc group of children who did
not participate in Bligh. Begitmings.
-\'«'hen ~'OU work with young children.
there's that window of opponunity, '" ;.aY5
Merritt about the importance of early
chilJhornl i!l(crvclltion. "There"> rha[ zeSl
and enthusiasm for schooL There is [hat
feeling (hat 'I can do everythmg'-and
they ;;;an_ And if i stan out and feel like t
em d{) everything, 1 can experience some
Mcddenburg County Health
Department provides scm:ning and
health services.
Myers Park Mt:thooot Church
donates funds for the Learning
Gallery and supplies trained
volunteers to (eam 1i.teracy lessons .at
D<>uble Oaks.
Smart Start funds [he distribution of
the Bright Beginnings curriculum {{}
private day-care sites.
&ginnitlgs prcgmm. vuit th~ ClhJrWtu
St. Gabrid's Catholic Church
donates funds for (he Learning
Gallery a( Double Oaks.
/tfrd:ll'nhurg ;o;'(.iJovu· \¥'fb siu itl
/LIww.rms. It j 2.#(. wI or ('(Jnwct Barbara
Prllln. ;l>.iH{di1! rupnifltrr.rimt/or Studmt,
fdmily timi Gmmwnity $en/las, (tt
United Way funds li parent eduC:ttor
to work in Ihe homes of families
served.at Double Oaks.
'lICC1..'~\
. FiN' morr b~onll.ujilfI about rhe Brighr
704-343·6251i.
SEPT£\fBER lOOO
7
I
�\V'bar to Look tor in a Preschool
By Naomi Karp, '!\iationat Institute on Early Childhood Development and Education
year families are faced with a
deci5ion: where should their
children go to preschool:
"need to be informed
,,",'Ii[,
devdQpmetH, For the moS( part.
teachers wilh early childhood college
preparation 1rc well-qualified
teachers_
also should be visiblc. Childrens
names should be printed on paper
and ea£iiy vi,ible, hems in (he room
should he labeled so that children
associate objects and the prinn:d
words thar represent them,
consumer.';.
The most imponam thing to
remember is d1at a high-qu,dity
preschool program has loog-term effects
on young children's success in school
and, perhaps. c:vt!o later in jjfe. Two key
r~{UteS of a high.quaiity preschool
program art: the u:achers or caregivers
and what is happening in the d.u:sroom
• !1~cause moSf eady chHdhood
educators are not p1id very well, they
tend not to stay in the profession very
long. However, in a high·quality
preschool, (he average stay of teachers
is longer, which fosters a sense of
security :lncl stability in the chitdren.
I;fiviroomem. When evaluaring a
The Environment
pr('.S(hool dass for your chad. keep these
(hings in mind:
• Indoor and outdoor activities should
develop all the child's skills. That
means, every day, children should be
Joing thing,- that develop their
language, mafhem:uics and problem
solvmg skilk They also need acti~'iti{'5
(ha( bllHd dwi, ~()dJl and ~m<J(ional
. developmenf" They should ha.ve
opporrur:lt.ies for painting or coloring.
singing, .lancing, iumping. running
and climbing" These activities all help
builJ tht: skills needed (0 do well in
kindFrg:me:: ;lnd dememary schooL
The auulu ,houid be cng;1ged
with and talking to the children .
Teachers or Ci)regi'Jcrs
• Adults: who !>pend [heir days with
young children must he respomive to
<:J..:h :.:hj:J·~ :.tbiL(ic\, m:cds:. :angu.tge
differences and o'>'<:rall dcvdopmenL
Ihe single most irnpuf(am
p",,,~,i, of;] high-quality prc~
is a reacher's relations.hip with
the chiidrcn in his at hel ciass and the
anili\)' ro be respomive rn each child.
• Teachers have lO (:Ilk ~o ,;hiJdren-a
101. They ~huuld have ltHCresnng
(,Jnvcrsatinl1~ wirh ()Oe dllld !It :\
time: with ,111:111 groups "f children:
.il1d wilh rhe whoic ~tOl,lp. Mah sure
the adu:u :tre ::ot only talking to
HI her adull~,
:\ child's ,>poken '.ocabubry is one of
the best ways 10 predict how wdl that
child will H":ld. Tht" ~ile of a child's
"m:abubry Jepemh Jir",'<:tiy on ltuW
many \'.'n«h he or she h:ts h<:an..!,
bq;inning in infancy. It is up to
reachen [Q make sure (h.)( children
he:tr ;m~ or words and 1.1ke rMt m
H,,1l ("nn'~'_llj(j';\ n'crv
d:w,
5.houlcl know ahom child
~Uld how ;~,lUng ,hil<1o:o
about thl! ,dph"ber "no number
~llJlCCrIS. TII<::: al,o h.w\' to knnw
about ...:hildren's ~oda! and emotional
10,,,,,,,,,
R CO,\lMUN!TY UPDATE
There .~hOl.ld be km of co;:dren's
books and ptinted mate-nah in the
clasHoom. Teachers should rcad to the
children for at least 30 minutes every
day. The children should sit near the
teacher, anJ the teacher should ask
the children to predict what will
happen next in the 5tory, to find
certain ohjeJ::u in a picrure, to count
oo;cc:s ill piC!~ltrs, and to do other
things thlt l'ng:tge the <:hildren in
conversations abom the story. Even if
the- chIldren are too young to talk,
toey shoulJ he read to every day.
• The preschool should use a
curriculum or a SCt of educational
activtties that blenJ together
opportunities for children to
experience bnguJ.g«, science,
mathematlcs. physical education, art
and music experiences every day, The
. activities should be well planned and
help children develop the ideas,
concepts and skills needed for
kindergarten :lnd demcnt:lry schooL
• Small d35ses allow more opporrunide5
for ~'OUJ1g ;:bihlren w cxpJon! the
epviwnmcnt, more IiOle for reacher
child internnions. and mote time for
teachers to devote (0 individual .
children's spedal needs and abilir:es.
· Fin me" in,formo.riel'l .fl'PIi! ftlrly ffliidhm:d
it,·, ti't IH0 tiH lUT Ill(' ,\~(fil/tI,d
Inmlit(~.n &dy Chiidlmod /kww/,I'ffmJ and
Fflurntiftll lit IHPIMrigrwl6jfimIO£RJlECJ.
niU(Jlio:1, I
In .uldil'MI, ;iu IVdll'omj (',,<ttT en
lYtu~wpmm! IIlIa 1,1.w-ni.." al
r:';T~¥
t/J( Umw:'l1try ':11'
Nenn C,J(v/ina h4i Itdpfol illfomli1tiim IIf
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�'~~tivities for Engaging Preschoolers
f:\ ~"
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For more free learning ~vities 'for
families and children, vi~it
•~
htrp:lJwww.~cho!-utic.coml
.
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"
·Ei.iarnin~ the object .cr.,DisCllSS
itS color: tatute, size ind '$hap~'Thc:n,
~n to' tell a $tory abOut it.
,~
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paremandchildfactivity/irukx:.htm.
....
... ~
/u you tell the: story, inoorpontfe the
Fr.m ~CHOl.ASl1C p~ANp. Cl!fLD. •.• '<V.~dten·s i~ ~ut. w~t ~P~!O' "
CAJ1!rlth' C 2(J()Q by &hPI.mic 1M. 'All n:fm
.L11" b'~'" U ~ 1;:>..Ij!~_~l:N:.",""_ ~'I"""""
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~ UJ({ibJ~n.. flstuj"tltiirdtJU7'«
dtm ,,<.It ro1tf1irw ~t jftJlrJ tJ,i. u.s.
~t (If Educubm.
• <"
Cuffee Can Stories
Have,it- Your-Way
Yogurt, Snacks
What you need
• containers of your fJ,voti~e thvors of
yogUrt
• vari.::::ry of toppings, sw:h as chopped
nurs, raisins, maple SYIUP, granola,
and sHred fruit
• bowls
.. ,~poons
dO' together
anti slice y&tir faV()rire fruits.
p~c'c all 'the ingr-cdic:nts on the
, and .uk your cnild to think about
which yogurt flavor and toppings he or
she would like to use to make a yogurt
sundae. Let him or her (ane'toppiogs
individually.
What
f0
]" 'IJ.:k ,\bout what ;i ",.Il1dac ;" :md bow
m1lke one. Then ask your child to fill
a bowl with yogurt ami spoon fruit
slices, nuts. and other toppings OntO it.
Encournge him or her to taste the snack
after adding each topping, ,
3. Make your own sundae, perhaps
to
using different ingredients so thai
YOll
an c()mpare tastes later.
4. As you enjoy your snack,. talk about
how these sundar!; :'l.fe different from k't
cream sundaes. Brainnorm mo<::( lcinds of
sundaes YOli could make at anomer time.
Your child wilt wprk Otl dm~ ,kills
• flne~mo(or skllls through slicing,
spooning, and pouring
skills such as comparing and
::I~~~~~;~d,'n,:e from preparing
unes own food anJ Jcciding un
preferences..
~e 0
Jc:
. . $e. f?1~wgq~~.t:to:ns.t~.
draw me children mto the storyt~mg
process. You aui" ~ di~~stt,r,.; j~( a
.-. . "" .", "'~
few sentence& long, of extend it to Ian
Materials
• a C?tfee cui
, . ~,~nff'«: ' I
• a small objecr or a coUecttoo of small
objects such as a seashell. ~ autumn
leaf,. a bunon. o~ a fcather.._ , ,(~~JOl
rrocedu.re: Shake the can, Ask the chil~
dren if they an guess what's in the can.
.
Now open the can and show them what
is in it: the seashelf. the autumn leaf, the
,
button, or whatever. Bring it out slowly.
dcmoflS~cing by your 'aroon that this
is a •• "'""t>" ohJ'ect.
rn,.."ieal
I
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rou know what's in .ht can? Its a button.
What cowr is this button? Ii it (J nnm.J
buttcn or a squa" /JUlWn? 104 Imow Iww
this buftX1n gOt imo t~ can? This /mftQn
hrlMged til !I litrl!! girlfom Nt'1£' l0rk
.End.~ st~fYwirh the ~n~~y .th«;:
object is now in the coffee can: Put the
object back in the Gill and pUt the can
away, until the next time you wish to do
Coffee Can Theater.
City. S," bad fhi; butffm on hlr cqal,.
Wrll. Jiu fooled with it lindflokd 'with it
until onl! My it flll offand rolkd iflto JlJ(
mw, Poor bUftIJR. It aita.
more
For
free arts.related ac'ciViiit::';
fOr teaching literacy and language
skills. call }-800-404-846J, or visit
www.walftrnp,org/insritu[e.
.
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From Wolf!rap ImtituU for F.4rly Lami"g
~ th~ Am, iJ p.~ o/WtdfTt#p
Fcan.ti4riol'l for tht PtifUrmill£ AnJ. C 1997.
Crr4Ut/ by MichM/lit'hnl1rt,;I ~ WJj'Tmp
In.ninit~ atM. Uwi with prrnUuun. Use vI thiJ
l"l:JZNrt/ Joa rib, ttlmtitttU' mdDrtmfmt jrrJlrJ •
u.s. Dtpartmmt II!£IuciltW'4.
.
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EOP'J8S
P,O, BOll 1:398
JESSUP, MD 2tl794-139S
POSTAGE ANO FEES PAID
U.s. DEPARTMENT OF
EDUCATION
Perm<i NO, G·17
OfF1C1Al BUSINESS
FOR PRiVATE USE $3(1()
lJjJlDAfE
"'RST CLASS
IN THIS ISSUE,
BRIGHT
BEGINNINGS
PAGE 6
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Getting an Early Start
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Re!t)llrrts HeT; Parents Foster £tJr{r Learning Skills
"
CCluse the parent is ,he child's
firsr t~cher. the U.S.
Department of Educ:uion has
several r(:Sources av:tilablc to help fami
lies get th-eir young ones ready to lC'dm.
The popular publil;ation Building
Your Baby's Brain: A Patent's Guide
to the First Fi~ y~ dl;Scribe$ how
children learn about the world around
them. Por Instance, children learn by
B
touching differmt te:xtures and listening
to various sounds. in rurn allowing thc
brain to make important connections m
stimulate lC;lming. This booklet. which
is aIso 3vaJlable in Spanish. can be
Jownlo,lded from WW\V.eJ.j)ovh)ffice~
te50Ula thar shows how
and learning take pLact: when
parents and children do simpie things
!z
COSL\It;N1TY.t;PDATE
together, Helping Your
English. and &!wan! James
Olmos in Spmlsh. on commu
Oilld Get Rudy for
School offers activities
r:ic.ning with inf.mts. hinguage
that reveal how even
development, reading. and
singing in a 20-minute video
sorting socks can have
called Rudy t. L<am. Th~
educational value, For a
video will Ix available in late
copy, visir
I' f,!,t\\l'~
September. Che:ck on its
www.ed,gov/ pubs! par~
(,J,,)>': '.C
\i>t) fw.,t
entsl GctReadyForSchooll.
availability at
;1''<: v",,,,,
wv.w,ed"govl americareadsl.
A host of activities for
Also, contact the 1 Am Your
promoting a child's learning
Child Foundation, produc
in various subjects such as
art. history, geng~phy ind
\~~~~~~~~:., ers of the \'id~. for 'other
L
valuable irems at www.iamy~
science are available in
ourchild.org, or call roll free 1·888-447
Leam.iog Partnem A Guide
3400,
"
to Educatiunal Activities forJ:amilies.
Available only online at
•
Tit fitst tWI) hi~ht 4N~ ;ublka~m artfoe ~~
www,,w.govJpubslparents/LearnPtnn:,
Cil" i¥ "rtWr:t/ by caliing 1-877-;f£D·PUBS. while
Film celebrities LeVar Burton and
fMJIpUn Ian. For mort i"foml4wm bPI" rtSOurrrJ for
J;mie Lee Curtis le3d a d~lISSion in "
• ':..?::'p41'ffl#. t4IJ l-lJOO-USA-LEARN..
;l~-~~.
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��Success Express: Destination Education
Secrerary Riley's Back· T()~School Bus Tour
August 27-August 31,2000
.' .. ,:'.F':,'
EVENTDESCRIP;n:ON
...
..
,...
~
SITE:
CITY:
I'OPUI.ATlON:
PRINCIPAl.:
SCHOOL fACTS:
~
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Whitten Elementary School (August 30)
Marianna. Arkansas
5,910
Betty McGruder (870) 295·7120 w (870) 295-2942 f
Population:
410 Built in 1965 for 500 students
Demographics: African American: 370: Hisp: 6; ASIan: 0; Caucasian: 34
Percent of Students Receiving FreeIReduced Lunch in District: 90
PURPOSE OF EVENT; The Secretary will tour Whitten Elementary Sthool to congratulate the children and
Icachers on their hard work in achieving to high standards. He will participate in a roundtable discussion with
t-oducators and members of the community. Attending will be: U, S, Representative Marion Berry;
State Representative Mary Anne Salmon; State Representative Barbara King~ Betty jacobs. President,
, Arkansas PTA; Linda Pondexter. President. Arkansas Education Association~ Rich Nagel. Executive DIrector.
Arkansas Educalion Association; Dan Farley. Executive Director. Arkansas School Board Association; and
'Jean l), Gibson, National Board CertIfied Teacher, Fayetteville.
FOCUS AT SITE: Turning Around Low-Performing Schools (Direct ltl.l'trllctionj otld School
Modernization (Technology)
ARY RILE'!' WILL RECOGNIZE:
serious cOmmtlm:..':",{ 'Jy the district to improve student achi'evernent through intensive training for tcachers
community fo: their dedication to a school system that believes all children cali achieve high standards.
*The importance of supporting modem school environments to support teaching and learning
BACKGROUND:
Whitten ElerI'l.{~r.tary School is a i999 Title I Distinguished School. It has received $ 1.63 mlllion La
Tille! Funds between 1998 and :WOO, This money has been devoted to hiring instructional assistants,
purchasing school supplies and classroom equipment. and teacher training.
Five years ago. Whitten Elementary School implemented the Direct Instruction program into its
classroom curriculum. Direct Instruction operates in small homogenous groups. where teachers usc children's
hackground knowledge as ajumping.offpoint for precIS(! teaching of new academic infonnation. To ensure
accurate monitonng of student comprehension, teachers ask questions continuously and students give oral
responses, Every s!aff member, including aU teacher assistants and substitute teachers. takes Direct Instructlon
training. Each year, slaff members take three full training days, with new teachers training for a longer period
of time. In addition. <:Ill teachers take after-school \vorkshops. when pertment, and attend monthlY,coaching
sessions 10 help them with new concerns,
Sincc adoptinl!. this approach. student achievement has shown significant improvement. During the
\996-1997 school yc;r, only 42 percent of the first graders were scoring at or above the national average (in
reading) on the SAT w9 exam. By 1998-99, 62 percent of students were scoring at or above the national average
ontheSAT-9.
'
The four schocds in the Marianna School System were constructed between 1955 and; 968, The only
addition to these structures was made in 1994, when the junior high gymnasium burned and was replaced with a
gym and eight classrooms. The school district spent $800.000 10 replace leaky roofs in all of the buildings
YC:.if The systcm used S278,000 in E-Rate dis<:ounts to connect all classrooms at Wbitten Elcmentary.
:Lpc-rinterLuent Buchanan thinks Whitten is the most modernized schools in the Marianna School District.
�Success Express: Destination Education
Secretary Rile.y's BQ(;k~ To-School Bus Tour
August 27-August 31, 2000
"'"'''''"i'''::'Jr'BlENT't1esCR'Ip\fIoN'
CITY:
POI'ULATlON:
CONTACT:
,"
,
Mempbis Community Barbecue and Welcome Ceremony, AutoZone Baseball
,Stadium (Augus!, 30)
Memphis, Tennessee
614,289
Dr. Jane Walters (9~I) 682-8100. Executive Director, Partners in Public Education
PURPOSE OF EVENT: The Secretary will attend the Memphis Community Barbecue will be a back to
school celebration for educators, businesses. and members of the community, Scheduled attendees at this event
include Governor Don Sundquist; Congresssman Harold Ford. Jr,; Vernon Coffey, Tennessee Commissioner of
Education; Diane Dozier. President, Tennessee PTA: State Se!lator Andy Womack. Chair, Tennessee Education
Committee; leffBleich, Executive Director. National Campaign Against Youth Violence: Johnnie Watson,
Memphis Schools Superintendent; Jim Mitchell, Shelby County Superintendent; Jane .Walters. Executive
Director, PIPE~ Mayor W.W. Herenton; and Russell Gwatney, President, Memphis Chamber of Commerce.
FOCUS OF EVENT: Ajierschoo/ Programs and Turning Around LQw~Perf(Jrming Schools
SECRETARY WILL RECOGNIZE:
'" :he important role that community partnerships play in helping every child achieve high levels of learning and
the Memphis City School's efforts to use comprchem:ivc school rcfoon models to improve education.
·the effeclive use of funding provided through the :: 1~: CCLC program to bring extended learning opportunities
midldle school studi:nts
:ClKC;R':llINI): rhis community gathering is being sponsored by the Partners in Public Education (PIPE)
and Memphis City Schools., These two entities are working together to improve the qllality of teaching and
learning ;n Memphis City Schools. The luncheon venue is the AutoZone Park in the heart of downtown
\1cmphts. The stadium is home to the Memphis Redbirds (a S1. Louts Cardinals franchise team), the first nOI~
fo:--pro Et sports team Ihat donates its proceeds to two area charities promoting sports for youth. In the past
year.lhcy donated 5250,000, a portion of which helped establish baseball
softball teams ill all area middle
schools.
PIPE is a nonprofit organization that builds support and raises funds for reform initiatives in Memphis
City Schools. PIPE is independent but works in cooperation with the schools. PIPE contributed $1.5 million to
renovate the T caching and Learning Academy; a cutting~edge facility dedicated to the professional devc!opment
\)f teachers., principals and admimstrators" They also kicked off a $2 million campaign to provide classroom
libraries in all Memphis elementary schools. This campaign supports Memphis City Schools' goal to have all
siudents reading at grade level by the end oflhird grade.
Memphis City Schools is the largest school system in the state of Tennessee and the 2011! largest
metropolitan school system in the nation. The school district is headed by Superintendel1t lohnmc B. Watson
;md serves 118,000 sludents. Memphis schools have received more than $900,000 in federal funding fhrough
the C omprenensive S"hool Reform Demonstration program since 1998 to help 11 schools adop\ rcscarch~bascd
rcfum) models to improve student achievement Their mission is to prepare all children to be successful
cili;.:cns and workers ill the 21 u century, For the second consecutive year, schools that ha\'e used~! naiional
reuesigll mode! for three or mare years showed greater gains in student achievement on the state's standardized
than average national gains:. These improvements are attributed to the use of high standards and
ipn:hcnsiv< redesign models. Memphis City Schools have received federa! grants totaling $8,6 miilion to
extended lcaming centers dunng the I 999 2000 school year. The 21'\ Community Century Learnmg
CCI",er. program will operate in eight middle schools.
and
M
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�"{he Partt1ership for
~a",ily It1volvefMetlt
it1 Educatioh
Who We Are
atld
What We Va
,
Thii document wos pre:;orea Dy )U SOfl Otteroourg. under ('ontfO((
,
'ED·OO·PO-1458 to the u.S. Def}artm~f1 t ,; EducatIOn.
'J
•
reflect. the position of rhe Department,
{his fepOrt does nat nl:';cess.only 'h D
rtment should be inferred.
and no official endorsement by t e epa.
�I
�Cottfents
Inuodu<:tion .. " •.... , •. _:, ." _..•....•.....• , ' ....•...... , .... , .. 1
The Partnership for Family rnyot~'lIel'lt In Education. _ . , . , _... " ... , , , .... , , •. 1
The Goau of the Partnership for Family Involvement in Education .. _, . , .......... 1
The- Benefits of Joining the Partners,h:p for Family hwot'li!ment in Educabor,
The Work of Partners Across America .,.,."
",." _ . 2
_ .•. , _... , •.•.••. , . . .
. ..• ' • , 4
To Incmase Opportunities for Filmilies to Be More [Jlvalved in
Their Children's EdLtCation Qoth at Home and at School .•... , • , , . , .. , .. , , ' • , _• 4
· P,lrtners 9:ve ;Jarents
t~e (eSQUIreS,
trainIng and information
they need to heta children learn _., ... , . . . . . . . . . , ... , ...... , •... , , 4
· PMtners strengthen
fami;y·~cnool
partnerships by helping to tleVf;io;J
commtm:cation and muWd" fes'Jonsioi(:ty for children's ledrn:ng
io Promote
ChHd~en'~
"
..... ,', .. S
learning and Achievement . _.•.... , .. , ...•. " .. , .... _ . 0
· Partner>; helD chiltlre" reait weU dlld indepen'dently
· Partnel~ support :earnil'g rigr1t from the heginning
" ..... , ., ... , .. _... 6
of
the school
YI!ar",Jl1d beyond ... , •• _.. , ........ , . , ........... , , . , ...• , , • ]
· P;ulners tu~n around Hudent aoieveme'lt b mathemat1cs and scie~ce .
. . , . , . . . ,,
· Partners keep kids safe and smart before, during and after schooi , ' . , .... , .... 8
· P;!rtners ::;ld'lt the sC!,!ds of coBege
at~e!)ddnce
earlY In studenu' lives.
· PMtnl!rS give teachers "nd principals the tools they need to en'lage
, , . 10
famIlieS and family support ·or learning
, Partr.efs make effective use of facilities-swoot. community oui!dinqs.
(In,Henes-lor Children and families. . " . " ' , ...... ,, .. , .. , _.. , ... , , 11
Overv't'w of the
Pa~ner'Shio
for 'amity !,TotO!V1?ment in Education
Partnersnip for Famity In'lo!vemenr in
tducation-PiH~nef
, ...... , ... , ..... ' 13
Registration . . . . . . . . . , , .. _ , 14
?u:J:icatiom hom toe U.S, i)l!partmel'lt of £dU'il(ion ... ' .... ,. _ ....• _.. , . , _ .. , ' 15
~efe(el'lces
lor Overheads
Acknowledgrl'ents
.........................18
.. , "
inside ttock COIfPf
�'.,
INr~OI7UCTlON
rk. Parlllmhfp for FalttUy Illvolve... mt h. £ducaffoll
The work of tile Partnership for Family !nvQ\ltement in Education addresses issues. provides information, expands
:::rofessional de~\apment. and offers opportunities fur sharing and networking, aU in the afea of edocating
America's children. The Partners.hip for Family tnvot~ment in Education, with the a$sistance of partr1l!:r members,
sf:eks to r.elp other CQUabofative initiatives at local. 'Itate, and nationallevt:ls;
~ Hold regional and national forums and conferEnces to educate their partner$ about current, relevant family
friendly jX)lide$
exemplary practicc$;
,'In"
" Provide t11ese p~rtnen (from families, busln~s, education. religious and community groups, and go\'f!mment
3gt!ncies) with comprehensive partnership building, management. arid assessment tools; and
) Use resources and research: provided by the U,S. Department of Education and other national. local. and
state partners. to mohilize interest. energy, and e)(pertise through ~onvened, meeting-~, dirmen research,
fllate';als (guides,'kits. reports. a1d COs), 10stee teleconfere'l<es, a MO:1thly news!.erun, a Web si~e, and
extended technical assistance.
The &oal8 ot the I'arlllersbip for faltt;ly It.volvtlttetlt III £ducatfoll
The Partnership eI1Coura!je'i individuals, partner organizations. and alliances .....hether or not they are members of
the Partnership. to develop and implement effective family involvement practices in f!ducatioll. The goals of the
Partnersnip a~ to 1) increase opportunities fur families to be more invol~d in their children's education both at
hOl'l'e "nd .at school: and 2} promote chit{lren'$ leamin9 <lnci achievement. To accomplish these goals. the
Partner~nio encoura9('S:
:-t Mutual
respomibility at home and at school and throughout the community to give 'Students a better QU
€
(,won "nct J good start in life;
J [ncreaseo access to the fesources, :ra~ning. and jnfurmdtion farr.ities need to help their dl1ldren succeed in SChOOl:
.. £ffecti'le. regmar two-way communication between families and schools:
.
'
.. FJmilie~ to monitor their chHdren's attendance, homework completion, and television watching; to become
acquainted with sch(}ot staff; to volunteer in schQot when possible; and to participate in the school de-ri·
sion~making process;
�~ Famity- ~nd student-friendly business practices;
~ Well-planned partnerships with a common vision. in which family, business, community, education, and
religiou. members generate a contagious enthusiasm for learning;
., Family support to 1) schools where learning is assured. backed by performance indicators and measurement;
2) school goals that are strategic and mtegrated into the curriculum; and 3) schools' management and
delivery of instruction;
., Schools to welcome famIlies-as full partners-in school activities and decision-making;
"
Educators to access a broad range of tools to bett~r engage families in children's learning;
~ Before- ~nd after-schoollearni~g actlVities in safe, drug-free enyironments'where children interact with
caring adults in meaningful learning activities; and
., The effective use of facilities-~chools. ,~ommunity buildings and churches-for children and families.
The
~el1efits
of Joil1il1g the Partl1ership for FalMily lI1voivelMel1t il1 Educatiol1
As one collaborative effort among thousands across America. the Partnership for Family Involvement in Education
provides benefits to other partnerships that are working and sharing information and good practices to increase.
family involvement in their children's education at home and at school. and promotes children's learn!ng and •
achievement. From t~e office of the U,S. Department of Education's Partnership for Family Involvement in
Education. you can receive the latest Information about family involvement in education and related activities
through free publications. newsletters. ,the Web site, and regional seminars. By joining this Partnership and/or
:,our own lilcal. state. or national PJrtnPfship effort. you will:
:t Connect
with other leaders like yourself to share ideas about educating our Nation's children;
~ Expand, t.he
support of fa~ilies and employees for chi~dren's learning;
~ Create-with
other partnerS-better ways to help children learn;
:t Be on
a team that develops strategies, activities. and products that build communication and support
between home and school; and
~ Receive ,local.
state. and/or national recognition for commitments to education.
�Ycur involvement in these collaborative effort5 will help make education a priority in your community,
It wUi help:
FAmihes
• be effective in helping t'1eir c~ildren learn:
• benefit from family-friendlY business pOlicies:
• have access to life/My learninq; and
• recewe help from 4!cucators,
Communities
• ltarn about after-school teaming, mel'ltoring. re.u:t1ng, and sci1oo1 readi~ess;
.. renew .m%r expanc commUl'ity spir:t and dtilel' participation to support edw::ation;
• put thf'l( buildirriJs and institutions to use dS learning sites that support high standards and
children's safety; and
• brinq together secular and religious qrQuPS to promote the positive values 0: educated communities.
Businesses
• attract potential emp!oyeM and retain these employees:
• 'expanc opportunities to heip develop higher academic and $kill5 !.tamlatds;
, • increase access to a mor€ hignly skilled and gtobaUy competitive workforce; and
.. elicit positive consumer response ';0 "socla,ly responsible" companies,
Schoal'i
• receive Partnership l,iuicebook,. too!ki:s. dnd otl';er materials that enc:;t>raqe fallily jJilr.klpatiar,
aftef'S~ht)01Iearnm9, and tips for overcoming cultural barriers.;
.. enhance their opportumties for ongoing and better teacher training;
• gain family suOport that enco.Hages and Ofomates students' learni'lg at school: dnd
• irnease public COl'rcence and SL;PPOft fe', p..blk eCl.cation.
(hi{ctel'
.. feceive the benefits of scperior atteHcheoL tearning: ....otidorce preparation anc mentorillg;
to ex~rien<;e CCufse '""0(.1( that is more challenging. exciting, and re!~vant to tl-e Teal world;
• !'lot! <hal.enged by nigher st,U'oards :01' student teaming; and
.. demon:;trate improved learning and a(hie~ment.
.3::
�fHE WORK OF PARfNERS ACROSS AMERICA
Partners worK in two areas to nake education a priority in America, TheY"lncrease opportunities for families to he
more if1~olve!l in their children's education both at home and at school and they promote chitdren's learning artd
achievement. following are model efforts of partners all across the country b> actomptish these goals:,
fo Illcrease Opportulli1les for FallllUes 10 k More 11IVO\ved III Their Chlldrel!'S
Edueat\OII ~01t1 at Hollie alld at School:
Partners give parent3 the
~e~ources,
tralmng, and information they need to !leip chHdren learn
:-. The Los Angeles County Office of £dw;;ation {LACOE) operates a Parent University under tb DivisiOfl of
uret!, and Family Services. LACOE's Parent's University p.ovldes materials. programs and services in English.
and $pani1n fur parents {}f (hHdu!'n in aU schools acrass los Angeles County on topics such as effective
patenting s):iLls.. parent-school partnerships, educational technology and helping children learn to read. The
Parent University also ;.ltaces a stron9 f:fflphasis on family literacy. LACO£ compnses 81 elementary and sec'
ondary {i(-12) school districts. 100.000 fvll~timf: teachers and support staff, and 1.5 miUion'students
more than one· fourth' of all. the studerts in California.
;+ At tile At:teov,l.!e Elementary School (P~e.K-Grade 6) 111 Harts, West Virginia, Telephone Tree Volunteers c('~.
tact o,lIer 20 pal1!nts per month to discuss issues concerning their chHdren's educatiM and follow up wit;'
~ersQnai visits, Parent workshops take place seven times per year to address topks ranging from home\\ork
help to language development. Each day, 8-10 Clarent volunteers read with students at lunch, run after
school tutoring ~t!"ssion~. attend staff deve\opment sessions. alld malie site visits to other schools. Parent
'1oluntet'r hOUfS rose at the rate of 1.000 hours per year f~( five years, In one y<'3', almost ol'le·half of aU
•parents partlcinated in the anfl'Jai lIo;unteer training.
,'. In t'lC 6uffalc New York P.johc SdoOlS, (onC0ter ;'tef<lcy is stressed In weekty class!!::. ilfter school 'or stu
dents and parents. Bus st!"rvice anti chi\d care 3re providt!"d to encourage the p.articipation of the EntirE
family. Some 1(.0 computers are available for ta\(e-home in~tfUctiol'l ror those who cannot take the at
SdlOOt COI,Hse,.. A recent survey iouno that 41. percent of uarents reported the program had a "signific3l1C
effect on theif child's moti\lation toward lei!:rning. AU pincflu reported noticeable or si9nificarn improve
mefJts in their child's math an{l reaolrg scores.
~ The OePJrtment togethe; 'with the Partnership for Fami ty Invotll~mert 101 fducation recently cosp-:)nsnred
/,11th t~!! U.S. Cepartmenr of Health a:1(i Human Services a nationwide telecast on involvi'1Q fathers 1:1 ,hit·
oren"s (r.arning. The tYlO-110l1l ::roadcau, titled Fathers Matter!, was co-hosted by the ~e(fetane~ of bott'1
agencies and featured examples of effective practi<e. The examples highlighted how schools, e!TIlltoyers and
(ommU!lity orqaoizationJ ,He suopomnq training program;;, professional developme:lt efforts. ,HIO activities
that promote ~he participation or father~ and fattle,-figures in their crritdren's eDucation, The broadcast
videotiloe h. beirg made dvailable together with a discussion guide as a tool for professional developmellt
<:COfC1nJUifS Jt
tne
(0<:'>, l~ ... et.
.
I
�:\ 1he mino)!. Fatherhood Initiative (IFI) is the ({juntf'/$ first statewide non-profit volunteer fatherhood
organilation. founded in 1997, 1FT conr:ects children and fathers by pfomoting responsible fathering and
helping equip men to become !letter fathers ana father figures, Through its volunteer board of directors
and board of advisors, IF! ueates ~trategk D3l1nersr,ips with orivate and non-profit organizations. Its.
dctivihes indude the UlinOls father·of-the-Year Essay Contest (over 140,000 school-agel;!: children have
submitted essays during the paSt three years) On t!1e theme, "What My Father Means to f-l,e;~ a Me & My
Dad E'Ssay booklet that indlldes essays. artwork, and a six-part curriCUlum focuscct on child-father issues:
the Faces Of Fatherhood Calender; the Illinois Fothers' Resource Guide; a quarterly newsEetter; and a Boot
Camp for New Dads {a hospital-based program which brings tog-ether first-time dads: with soonwto-be first
time (lads to help them make the transition to fathering),
Partners strengthen family-school partnerships. by helping to develop communication and mutua.l responsibility
for children's learning
:l he Maryland State Department of [{]IlCanon has jaine£1 forces wiU!. Comcast CdoievisiofL McDonalds family
T
Restaurants, the MarylaM COrlgress of PTA's, and other (of'1'k)rations to launch the Family Foc\.ls campaign.
School grants from S;Jonsors Wll! 1) enhance parent-teacher interactions; 2} encourage proper learning
haoir.s a~ horre: JOG J) guioe parents in ~ett1l'l9 expectations for achieveme:1t. HIe filnlily focus Atlvisory
(oundl will ad,ise the St3te Superintendent on important initiatIve!., iuues and education policy.
Maryland's liilrtnecs'lip eiTort was {.lunched with an annual commit:rent of COllcast Cablevis)oi') to 12 mit
;;01'1 ;, par~nt invc!..,ement messages, PSA·s Jnd t:€wS sttlrie~, FOI it's part, ,'-lcOora,ds will. provide parent
suggestion bOXl!S in MeOonatds rest,':urant5 and win fund im:entive grants to create or enhance programs
whIch invo:ve parents or make the '>cino'. more family-fnendly.
,
~ In J"c/(soo. Tennessee, 23 churches have desi9rea a tutoring pr09raN'i if'. (Ooperation wlth the local school
$ystem to serve chitdren H:·siding in public housing_ Three niShu a week chutch buse'.i provide tran~porta
tion (Q cMurch facilities wMere 250 IIcluraeers "'OfK with 350 children, provicing assistance in reading ar.d
math Hlf(.lugh ,,1 1ncertlvE program. parents and Children Can earn coupons wward the payme~t of hous.
inq, by atteroinq tutoring ses~ion.. and oartici:lating in parent-teacher conferences at the schools.
~
The Say Area P<'rtnershlp, worlt.:ng across sellen counties in the San Francisco Say afca California, ·s a ;Jub·
til>!:nvate coalition of govern:nf:l:lL business, community. philanthropiC, and s.ervice ~eaders. The pilftr,er
\010 '?ions to rr.ooilile reSOUle!?s fOI
s(noot~
Jna families and enCOUlagas col!a:Jorat;on :Jetween fumler!;:
dno ;)O,'cy I1!Jkers,
~. .
fhe Cbkago rlOllsimJ Authority (CHA) ha, launched a partnership to st:PPOtt the "Gift of Reading" holiday
,
book drive. IndividuaLs or' organizations can make a monetary contribution or donate new or used books:
.100Joor1i1te for presc~ool. elemert~r;/ ,:nd r.;sh ~c~:::ol '~u:erts. 8:::ok~ CJ:\ be dropoed olf at designateo
coHect1on siles across the Chicago :retro::olitan area. (HA has set a: goal of collectHl9 100.000 oooks. sa
that eilch r.hild tilling in a CHA facility can receive three oooks, CHA ernpha!<iles leadlm3 as the qatewAy to
learning a"d IS \'I<orki:1g wit" parents ana wit!: ::he Chicago Public Schools system to strengthen student
JCadef0lc JCh'evernen:.
-. ;".: ,'.>;,.\\)01: :J",,~, E::::::J::o:-, 'ouno.nion Jna the Newport News Pubtk Schools Vilginia, holo a \)u$in~ss
education sumlr,it t'1at brings together local stakehOlders to support famity
lnvoiv~r"Ient
i1
ed~cation.
The
summ't provides i)(t opportunity for employers. educators. comMunity college officials ilnd cOfllmunity lead
ets to discuss how business 3nd schooll may best wOrk together to help third-tmough·eighth graders sue
�ceed in sCllOOl. With family involvement as a ~ey strategy, the summit participants strive to help students
,)chieve in ~chooL to introduce them :'0 career and wor;;: oPtions, ana ~o ease the transition to wtlege or
.:;dditior,aJ. training, Summit participant? Identify waY5 mentors and role mocels from business and industry
r.'J'~ be utilized in [Q!;a[ schools. Scholarships and programs that Can assist students with their coltege
pans .are .Jiscussec aod shared .
., (crr,mu:;iN:S in S,hoots (CIS) works 1" more than 150 communities in 38 states to st:.rrountl young peopLE
with a commui1lty of tutors, mentors, health care providers. and career counselors. For more than 2:5 years,
CIS has Ilr:;viCed stay-in-sc!'!ool 50lutions at school sites by showing communities how they can coordlnate
their public, private and nonprofit resources so youths can get the help they need where they need it-in
the vublic ~choois. ([$ IHQvides (ommunity champions-privately supported independent teams-whose
sole missil)n is to ratty corrmunity support ror cnilaten and broker seMces in the schools.
~ The IBM Cmporatlon arC the Chariotte·,')pcklenbu'9 Sthool DiStrk~ North CaroU"a, have developed a (om~u·
nity pJrtnership, which encourage'S if'ueased parental partiopation ir children's education. By providing
statE-of-the-an technotogy eQuipment. t:le C3't1erSt110 has increased home-school communication via Elec
tronic mail. E·maH allows famities to check hom(!wQrk assign:nents, review ,yOlk complet~ by the children,
as wet! as momtor a chiid's overa\! progress, F.a'1'lilie'l: who don't have (Om-puters at home can use schoot
computer laos, '",men are OOiH' cav<;, evenmg'5. and weekends. (onputers are also avai.able at neighboltlo0{'i
~ite~,
$UCr. as librariEs Of puUlic housmq projects, J8M provides training on using-
th~
tom-puter equipment .
.~ (he' J tt:we.year oeriod. the US WEST FOUfH:iJticn's Widenin!J Our World (WOW) PfO~ram hilS decicated S:SO
million to ecucational technOiogy cuueacn and SU;)port. According to the corporation, this .commitmEf1t
wilt beneH more thaI'< ~lx mi:ticn ~tudent5 in 20.000 schoots. The IJS WEST Foundation has implemented a
vanet;, d progr3iTs :0 lead' COr"liT'unbes across we West rrei.' ";"Jollt a Classroom" program PfOlldes
financial
~"pport. ~e'hn::;.[ogka:
~iudenn
i" the ct.3%rOOIl\. rhe 'TeaCher Networ .. ' r;roqram creates a space in which teachers can exchange
t"aini1g ana gIant If'fOtmation, as welt as Hcyber mentors:' to teachers and
ideas and curriculum materials. in cooperil:t'on with
th~
National Education· Am)ciation and its local affili
ates. IOCill school districts, and st.lte d~partmen:s of education, US WEST al50 uses this netWOIY: to train
:ea(rlen to use onlin~ comoulet ~efvi(o'!~.
~
Memphis (irV S<:hools Tennessee have iMpleMented an MOOt-A·Schoal partrership with local ell"ployers.
comrrlunity groups, dnd faith·b.l$ed olgilf,ilJtiorK Lau'lched in 1979. Ac::pt·A·Sc~:::ol has more ttlan sao
InClud:ng F;:(lE~. Coca·(oli.\ ilnd nrst, Tennessee Ba'l~. """tr em~,o~'ees ,c:"/l1g as
!<I!V emoha,es of the Moot-A·School program 'r'lcude sU;Jpclti:lg fam'!)' i"lvOI'le
'n educ.a:bn, increasing t'1e number of students graduating from high school, keeoing students safe
.;rnolOl;t'~ DdfticipolnB.
,..,~nt:::rs
l7lent
.,t !cc;!l SChOO\$.
d,.q·rree, and. helpiQ9 <Ill students get on tt.lClo; far 'college and woMorce preparatiol'!. Employees Val'
unteef j", local sChools aM .l!~0 mentor studer.ts. Studef1ts al"ld tl'!ilchers visit business partners on site to
ano
learn more ':'[lout tnt!
~11l\l$
0: $kllls "no IIfIOwle(!ge reQuired by emoloyers today.
To Pro...cr!l! Chlldrell', learning "lid Achieve....ttt'
,
~ America
ReJds Challenge. a commufHty reading p:ogfatTl, has called on <lU Amercans :0 suppcrt teacI1Ers
..nd rEip ensure that eveN (hild (.1;1 H!dC wr-li and iMeOe;;de'1tly by ti"e end of the thi'd grade. During the
I,
�summer and thro~.l(lhout the schooi year, community coalitions in every state have answered this chaHenqi:L
II'1ese sites m,m:;h reading paftne"i-coilegc dnd high school students. cO:1'munity volunteers. parents, sen·
kif citizens-with young childrEn to rei:''' together and do activities that buik! liletacy s-.:!t.s and to
el"cou7age c~Hdwn to read for at least 20 minutes e"ery jay.
.J. Piua Hut Corporation founded the BOOK IT!'" National Reading Incentive Program, which encourages chil
dren nationwide to read, and re....ards them for their reading effmts. T~e program has been exoanded to
insill1e children (0 l1!i!d dunnq the summer, in conjunction with the U.S. Department of Education's initia
:ive Rf.AD·WilnE~NOW! Children who participate are encouraged to read 30 minutes a day during the sum
mer months and with it reading partner (adult or teenager) at least once or twice" week. leam a new
vocabulary word a day, and obtain and use a library card.
" Tne National ~ewi$h Coalition for literacy has pledge~ to re~ruit 100.000 volunte1l:!~ over five ~,m in
tesponS4:! to the America Reads Chalteoge, In mott instances, the coalition works with elfisting titetacy- prO
9rams to 5uppO!i ongoing efforts, although in a few communities it has started new partnerships. The
Coalition has 27 affiliates lfl cities as dlverse as Boston (Mass3chusets), Hartford (Conneticut), Louisville
{Kentl!cky}, Attanta (Georgia), and Seattle (Washington).
~ Americ.a Goes Sack to School.: Ouring the months
go back to schon! to. share their
~a,ents
yeiHlon-g (ommiimef't. sr<l!ting ir.
~he
o.f August ,through October, Americans across the country
and expe-ie(l';:es. A growir,g TJmber ct dtlzen-voLJflteers IT"ake 2
tall, :0 l'oeil) im.;HQ'le education arid to help s:udenu team.
,~ Hemmings Motor
News encourages and supports all parents. te{lchers, students and employers to sponsel
First Oay of School programs. These crograms. which oeda;e the first day of ~chool a uholiday." iJromote
parent invo[vemp.l"t 1'1 education by allowing working pareflts tine {oa:n o~ unpaid) to meet teachers a1d
SuO;lOn: t:leir (hlldrert as they start a new '!.ci"lool year. Beginning :n 1997 Nlth 11 scrool.5. in sout'lwest
VNmQnt, by September 1999, community employers and parents in 316
patimj in first Oay of School pfOgrams,
:.....t Ft'fgUSO"J
~chcols
in 35 stares were partkl
£!emen:ary S:noo; (;;[,,-K-5) in :>"i\a(H!~pnia. ;;enflSylv(!n;a. -.eacrer-Ql'ect-Nl comrr.UflI:y wo·~·
sMIlS ar~ held !.p to sil( Satur<lay~ per year to focus on the l1f!eds
of students at cifferent levels. A two-day
ooen nou5e is p3ft of Make a Oifference Conference for parents. Staff and
~tudents
travel dool·to·door
Inviting parenn to this evei'lL As a result of these efforts. 50 parents volunteer as Clil~.~com aiaes eaCh
'_veelc ;". three years. reading-on-graoe levels went from 5 Ol!fCI!:1t to 37 ;Jereent fOf firH-g!ader$, white
jisc'plire refeHa...s were cut h half and atte'1da1Ce wept from eo percent t:: 90 percent.
PM1nels tuHl afOund stuQ(>nt achievement in mathematics and Selente
~ AMERiCA COUNTS
is: mohihring voiunteer tutors and mentors across the COul'ltl}l to provide students with
personal at~entlOn a"ld add!tio"lal \earni'ig opportu"lities :hey reed to boost their ach~evel"lent. Col:ege arD
univ-er-sit'l students (through a ~ederal work-Study [FWSI ~ffort) provide service~. at little or no cost. to
schools. community center5. after·school programs, dnd other nofl-profit entities. Resources avai(able to
':f'i:l tutoring Inltiative$ get I.maerwd~: illCluoe:
L he A'Tlerica (OJPts futor:ng Roadmap. an om'oe gl..ide to estahli~hiog high·quai:ry rr,ath tutoring
programs thae provide,S Information about key pfo(jram components as weI! as tutoring mat~rials: anG
�2. Yes. You [on, a guide to help schools, higher education institutions and other organizations establish
high-quaLity mentoring programs. Many of the guide's exampLes focus on mathematics and science.
~ The Formula for Success: A Business Leader's Guide, promotes involvement strategies for business leaders.
encouraging them to actively participate in improving mathema~;cs and science achievement in schools_
" Manchest£~r. New Hampshire, saved $72,692 over a period of three years because students, participating in
the Y.O.U. after-school program. avoided being retained in grade and being placed in special education. In
addition to reading improvement. the percentage of students scoring at the basic level in math increased
from 29 percent to almost 60 percent.
~ The ASPIRA Math and Science (MAS) Academy was created to improve the low representation and achieve
ment rates of Latinos in math and science. Since 1995. the MAS Academy has served hundreds of students
and parents in Miami and Chicago. Throughout the year, after-school and during the summer acti~tie5
include tutoring, field trips. counseling. family involvement activities, hands-on math and science activi
ties, and other support activities. At the centers, students have opportunities to perform these hands-on
science an~ math activities with teachers or coLlege tutors; additional enrichment opportunities come
through visits to scientific institutions, audiovisual and print materials, and interaction and career explo
ration with Latino scientists. mathematicians. engineers and other technology specialists.
Partners keep kids safe and smart befole. dunng, and after
s~hool
~ 21" Century Community Learning Center~ i~ a grants orogram that promotes access and support to before
and after-school plan lied activities to expand Learning opportunities for children in safe and drug-free
environments. Additional technicaL assistance is provided through related forums and guides. During the first
year at tile center dc',,:luped in Seneca. Missouri. after-school providers offered activities that schooL day
staff aLigned with state standaHls ana goals and incorporated additional learning opportunities in the class
room. Following a program assessment, teachers plan to link state learning standards to schooL day curricu
lum and coordinate with after-SChool providers to build an integrated school day and after-schooL curriculum
to reach specific goals. The program is also developing a traCking system that will allow the center to enter
lOd track activities. s~llLs accl.:ired. stJte goaLs. and different aspects of Hudent achievement.
~ The Charles Stewart Matt Foundation. associated with Community Schools for more than 60 years. brings
extended learning. recreation, and social activities in,to school buiLdings under the auspices of local educa
tion systems. The Mott Foundation lIas oledged more than $110 million over six years for after,~cnool
training ~nd technicaL assistance. promi~ing practices, access and equity, evalua·tion. and public outreach.
It is estimated that over 10.000 schools in the country have at one time or another adopted some aspects
of this
mod~L
in which schools become a center for the community.
. :'t £stabli~hed by the Ooen Sociery In~titL:,e in 1998. The After-School (orporalion (TASC). in oartnership with the
(ity of New York and the New York Board of Education, is currentLy providing after-school funding to 84 sites
Located i,1 New York (ity Schools ana the surrounding area. The program is open from 3 p,m. to 6 p.m. every
day to any child who would Like to come. Activities include: arts enrichment, recreation. literacy and language
arts, ,ports. culturaL awareness. technology literacy, mathematics and science, community service. career prepa
ration. ana college ::e:J:a::O:1. i:'S( ::-:)'.1des fL::1ding to commun:ty·oased organizations that manage and
staff projects at each site. Site staff include a fuLL-time coordinator and a mixture of teachers. parents. profes
sional artists and technology specialists.
coll~ge
and high schooL students, and national service members.
�" P.s. S. il New Vorl,; City (o11mu:lity ~choo~. hilS al" active. extended \e3miflg program supported by the
Ch:lc!re'(, A'd Society. Beginning witn a breakfast r:rografr at 7'30 a.m., the e)(tended day program o'gart~
ile$ s,tudents by d.me~. fhe dailY 5chedute includes dCJ.oemic'>, homework help, fir:e artS, gym, dramatics.
ana
recfeatiCI'!. Teachers in the extended day and regu[..)r schoot programs cO!!lmunicate regutarly. Parents
5e~
as assistants. Ovef 300 adUlts particiP<lte in
~he
Adult Education program, which offers classes in
English as a 5eCond language, (jED preparation, literacy. and arts and crafts; $tudeots ann their families
also have a(cess tI> phy$iul and mental health services and an on-site Head Start pr09,am.
~ Shiloh Baptist Chufth in Washinqton, O.e. established a Family Life: (enter to strengthen and nurture fami
ties in the surrounding community. bringing them together fur educationaL cultural, and recreational activ
Ities. Their Mate Youth Enhancement Projet:t, (hmgned to StimuLate healthy
mesty~e~
in African American
maLes, ages 8-1S, provides positive roLe models. sacialitation ac:ivities. g'nd educational enrichment. Their
Shitoh/Seaton Element3ry Schoo! partnel1itdp crfates mutual support activities for chiidre:n served by both
school
a~1l
Chlo'fCh, including a reading tutorial program ror children a:tending Seaton that is staffed by
voiunteers from Shiloh.
Fanners OlJ!lt the seeds
:l
POHj)(1(t;O
!)f
college attendance early
lr
st:Jdents' lives
Cc!/eqe, Riliemde, CJlifor"ia, IS .. COlLaboration o' Riversi:1e Co:nrnunity ~oltege (Ree). tne
R1Verside County Office of Education. 51;!; area unit}ed schoot districts, busiresses ilnd other wmmuniry
individuals al"u of~ani:ation5 that seeK to make a cotlege edutat:on p05sibie for an enb'e das5 of students
11 LSOO) .. no "'I!re enrojec la flftj1 g'JOe'l"I :li95. ine pfOQram ir1'lo[ves tear.herS. guiCJnce counselors,
.
.
schOol district tiaisons, and designated school contact tuchel>:. "tudents ana famities in a continuum of
activitIes fro" fifth to 12~ grade" inebding: campus tOtlfS, ([aSHetHiI presentations, teacher training work·
~"Op~. PJrent meelirlgs (in E:1gli~h
Jnd SpJnisr.). tl'lancial did workshoPS dnd other activities SDor.sored by
{;OMMunity professionais. Program mentors indude community college student ambassado~5, and commum
l'l. OUSHless ana civic leaders.
do.t;)t
or
,cnotaf5hip~, to
Rllief~lde
COlllmun'ty College gUi!fil:1tees Jrirel';$ion (in 2004), a$ weLt
aU program partKioal1ts who graduate
'~orn ~igh ~choot
hiqhl'f i>dUcatiol have aU agreed to offer i!dditional r.chotannill supoort for
:J (cmph;:le ::1«1( ~r1'jergfa(juate o.:~ree~ afte~
OffiCletHll1"\O
yp.ar~
Arei! fmlf'year
Pa~soort
a~
last
in~titution~
students wanting
a;. RCC.
,~ f~e rWl!'tlt'y-Jlr;( Cent(l!}, 5cholars Progrom. tegl>Mted by the I:ldiar..d General Assemhly in 1990, and adminis·
:,,'ec :': :r.e Qfficl! of r"'eJlt'.l·f1I';{ (emurv SchOl.w;., prOVlces tt,lltion scholushios. Eiqht'l-graclels enroU In
tt1e prOqliHr. ::1:: meetHlg ira:ome guideline, <lmj takl1'l9 ttle Scholars Pledge reQuiring lnal tne "Huoent grad·
\Jdte t10m In f!'lOlena high seMol: Jchieve a CUf:lul.at~ve srade poi:1l averaqe of 2.a 01'1 II 4,a sCJ!e; abstain
fr~rn illegal drugs and a;CQhol; not (o~r:"Iit any crimes: aODly fer admission to ar. Indiana (oHege: <lOG
dDpty fOr student financial aie: ,}i a high school H~nior, U;:on fulfillment of PIe oteoge. the student carns
:JltICi" ;:;:OIJfShtfl Jt Jny P!lrticip.)t!nq ;n~!iL.:tion. In additior. to orovidinq s(~l()liHShip$" ~he lirogram al$o
proviries stude~ts dnd thelf families with intervertlC/n all1 support services (from Community Partners CODr~
dinators wi'o direct earty, regional Hatcw1ce oLueacr Jctivities; site-baserl Parert~' ?roj€i:t SLVl)ort pro
grams: .'!.me'1\orOt P'~;fa:r rTle,'nlll!"S wro mentor, ~utor, iJno em;.. ge ~chotar$ in ct"ef cottege preparatory
Je(;'I1ties,' "nd access to J :oll·free noU'ne fer career AM c::nege !nl:lrma:ion). Tre fj'H cLass of ~(~OlJi~
:·';;.;J:ec :":;rJ (:~lea.e ,~ ::'C '..0-11'1'1' 01 t9??: (L.:rlertlv. there, are Jbout 40,CQ:) sC'lolars trrou~h lnd:anil .
..~.--.-- ..- - -.. ~------
�!l h~ Kentuckiana College Access Center promotes PQstseconoaty access "1d success for t"le youth and adults
T
of the ,entuddan<'l Regum or the State of Kentucky_ Clients are provided with vital commur!ity b3sea guid
.mee dOG information services whkh enables them to SU,(;eed in securinq postsecondary education. The
staff of highty trained
(our;$eto~
is available to ildV'ise cUents according to their individual needs and
WQfkshoO'S are provided for school groups and community organizations, All services are free of charge.
~ The San Antonio Texas Pre-freshman Engineering Program (San Antonio PREP) is a ngorous eight-week sum
mer pre-engineering program for middle school students that stres~s ahtratt reAs&>ning skHl$, problem solv
ing skills. and career opportunities:n engineering and roenc~. as .....eU as in other fieids. Program assistaots
olIld mentors are undergratLuate5. 'n engineering 3'ld $dence. ana many are former PREP students;, The, high
school gr;lduaHon rate. of tre nearly 14,000 students who have taken at least one summer of PREP ~ince it
began (1919), 's 99.9 percent; the (ollege~attefldin9 rate is 92 percent, and the coliege :graduation rate is
BO percent Fifty"three percent of the ccHeqe graduates were science Of engineerin9 majors,
., United Parcel SeMce (U?5)jSchool-tc-Wtlrk prtlgralT' provides an opporturity for high sC,'1ool $tj)defl~s to
make a successful transition from ~cnool to work and/(lr JlQstsecondary education. Located in Louisville,
Kentucky. the program currer.ny involves participation from 27 high schools. six county areas, in addition
to a!lcrcximately 300 studenu, Stlltlf'i'1tS work in package handling for approximately four hours each day
J:;d receive h;gh $(11001 cred:t5 with pay Tor work experience. UPS offers seven college cours.es at the work
site via tl-,e local community college. with mentors available to ensure s\Jccess. Tuition and books are paid
by UPS upon student comoletion of a COUfs.e, ", few times each year. students can job shadow an employee
working in a position or career that IS o.f interest to them.
,. GEAR UP has been a Department of Education dimetianary grants program that provides funding fur state~
and PiH'!ner\hips to encourage more yo:.mg oeople to have high expen<ltians. stay in s:(hoa~ and study
hard. a"le go to cO!lege, GEAR UP funding suppons CurriCUlum improvement, staff training, early c-allege
dwareneu and clIep",ration activities, aM aC30eflHc r:etp (tutori'lg, mento-irg, and advising) fOf low
income ';t~dem5, The first GEAR UP graNs were awarded h Al..gus',; 1999 to 2: states and 164 partnerships
of coilege,> and middl~ graces atross the cOLntry,
P3:1;ners give te,):hers
<1'1<1
ori1cipa15 tt"e toots they need to engage families and family suPPOrt for iearning
~ :0",,0,"i'9 0<9";"'"'' ""i;de ,each"l wi,h tralning on how', ,'feeti"ly i"<grate tho use of "".
rlo\ogy ifHO their existing curriculum. ~und5 feou:reu to support these tl'c;rams are IYo\'iCf!d by Intel ane
BellSovtn: Co""puter~. lel,Heo eCluipr'1en:, .1nd soft....are ,He pXlV\Cecr by Intel, H(!wiett·P.:;(kard, ana
,"1icrosoft; the bHb.:t~ of ,Compu:er iechno:ogy (tCT} delivers the tr3ining 3nd provides arlministr&tive
.
~ervices fot VIe partners. With 40 hoU!~ of hands-on insttuction~, teachers enhance their existing' lessor.
;:lLan\' bv )1leq1atr:1q ~he U$~ of tt'cnro!oqy: uH' moltlmedia softwaff' to (rea:e presentation'), Wet> sites,
neW\letH!fs. ana: hrochures:; .m:es:s suPPOrt documents socn as the implementation plan that aligns student
objectives to state content standards. student samples. (!:'1~tuation tools, templates. tests, etc.; and n~t·
Nor\.: atl\'V<here, anytime with otner teat:hers throlJr;h a Web site. fn 2000. ~he partnership is expected to
proVlde Ir;l!1;rnq to a:;tcro~lma:ely :2,000 teacnerS in Califortlla. Oregon, Washington, Arizona, Texas, New
v<<;.lnL C,;orq1.l, ':'h'ltarr,l, r~""l{'<;;Si.'{,. ,'.',i~~;~~iooi. Ma';.s(lchusetts. ilnd Washington. D.C.
:'t il-e AT& T .e':H"lil'g ~etwor~. :aunched in 1995, is designed to provide all schooLs with a:::ces;;:o some of
the I"ewest :nformation techno(ogles. Induding t~e Iflterl1et and t~e World Wide 'l'ieb" Th's ;yogr3:Il, that
.,
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,,
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intl.udes, not only access to technol~y, but a~G help in unoel'1tanding how to use it, i~ available tG all
'I(hooI5, 1111' N~!wOrk's free online SUOOOr'i: seMce includes an Internet 101 tutorial on how to usc the
Internet; a We:; Tour created by education experts to guide teache,s through vanous educatiorHe13.ted uses.
of tne World wide We!;; and coaching to ~eilcher5, by teat.h~s, on how to integrate technology into lesson
plans <Inc classrooM activit~es, In addition, ~echrli,al asslslance anc links and pointers to top searcn
i!!ngines an) re'j.ources heip direct tearners to online education conte!':t t:lt'lG information,
~ ./l,
Teacher Preparation CO for family Involvement is des'qned fo1' use by pre·:s.ervice anti In-service trainioq
and orofession1l1 development coordinators, and/or communlty and famlly organizations. The CD ircludes
('!'search, ~a(kiI'l9 pomts. <lnd questions to spark di~cussions; speakers' notes and overheads; and a te!e:con
ference video clip that highlights the importance of family involvement in education and explains why fum·
ily invot~ment is ,so critical to the work of teachers.
Partners make effective use of faciHties-sthools, community buUl1iogs, churches-for children and families
.
:t The West ties
M,ioes Communit)l School District Iowa, indudes parcnts and community members. teachers,
business ?e<lple, and representatIves from city governmeot on-site improvement teams that set the dire<;·
tlon for eacn or the c.istrict's !5 5{hoo~, In addit·on. ill cOf:llTlunity education advi501Y council conducts a
'l<?eds ,messment survev e~'e"l few years ,0 determine whether facilities a"td orograms offered to all meM
bers of the (:Jml"'1Unity die still (;ment. Due to tr'i! schools' outreach dnd offerings, 95 pe'cent of parents
and cOMmunity volunteers flow in and out 0; t~e ichools daily.
" The St. loui~, vi:;soun, Public S"hool. distnct operates 16 Comprehensive Community Education Cente.rs
{~ECs}
at nine et-::mentary ..cr.ool sites and se~en middle Khooi sites.. Approximately 18,000 to ZZ.OOO
youth ana J.C~'W;' nartidoate :n Community Education programs, wnich have been offered by thE St, louis
Public Schools 10 pannership with i;lle city government since 19ljS, Each CEC has a community-wine (our;
cit The Centers operate year"flJund, are open four days a wee~ from 6:30 a.m. until 10 p,m" and some
'acUities jl"main ot:en on friday evening .. anc .... eekencs. 1n additioll to afte:r.school youth ?'ograms,
inc:uding tJtori:lg arc f)omework imistance. cultJral enrichment, r(!c'eation, organized team sports, vio
i~"ce nrC druc Jlevention arc (;m~er ~~ploration, c:.r'ng the SJrrmec the centers o7far day G'.r1QS i\rd teefl
ciop-h anivltie) iI~ .... e-H ae; aCdcemic coLlr~e cfferng~. Mult programming-general education, home and
fi!mHy. arts dno Hafts',' n?c'eation. ,;lod vocational and coitesl'! COJrses-are also offered,
w
" 1"'CJ,t?O Ifl H1'e~ dPJrt;i!!r:tS
F)'; .'llqh'(fl'T'!!', (c'~"l1c:Jme nei:Jhborhocd in Orarge (oJrty. (i\(ifom;a, the
SIJaiirtlM LeJ:ning Cef'lter cfOvides tutoring in Nfilding and mat.,. homework help. rrelltoring. English lilt>
quaqe development classes. and USe of t:le Computer fah to over 150 $tudent" (grades 1-12) who drop in
oaity ..het ~chool. Running the yeaHound center, five days a week. is a team {); two to five paid staff and
a ooo! of 75~ 12:U volurneers who commit to two· hour 5hifts one day per week. The grade-ooint averag-e (If
teen Hucenu &1 the (ente; Improyed by j.:. tlelcel'lt. and not o,1e or the partIcipating students dropped out
of school.
�FOIt MOItE INFOf.t";;·',;H>.
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�Partnership for
Family Involvement
in' Education
"Better Education Is E~erybody's Busmess"
-t.:. S. SecreLlry of Education. Richard W Riley
rAIHNEII.SHIP
fOT
F;1mily
hIY~h,m"1H
in
What We Do
Ed"~.ll(ltl
The Partnership" mission and activities
Incrc::Isc opporrunities for families to be more involved in their
.:hilCren's learning at school and at home.
~
Strengthen schools and Improve student achievement levels.
Who \Ve Are We an: thousands of partners joined together
a growmg grassroots movement H) support student learnmg
ill
acconling to high standards, We come from families. scoooi$:,
imd a variety of r.usifle5scs. communities, and religions, and
Nationwide Activities of the Partnership
In addition to tbe numerous loca! activities in which
Partnership members ate tnvahied many partidpate in mnion~
wide activitie~ such as the following;
,Ire org,afl.lzed mlo four groups: Faouly-S..:hool Partners,
Employers for Learning. Community Organizanons. and
Helping childrcn read throughout the :summer aDd th.e
Religiuu'> Grotlps.
'ichool year. Known as the America Reads Challenge. this
:lctivilY [o-.:uses on maint<limng .lnd dev~loping children's read
The Benefits of Joining
with other groups to share ideas abouf educilting
togclher w mcrease and improve etTons
to hel?
ing si>;ills dunng the 'Summer months and before and after
schoo!. Participating c~ildren read and write for thirty minutes
. every day wlIh Iccnag.! ;>~,j adult parlners. who share a love of
f
reading WiTh 1hem.
ch:ldren learn:
(let 1h: :J!~SI information about fJ.mily niVo!vem~nt In
«lVC<)!Jon and reialed ao:tivilies: and
RC(I,'!\i! rcro~milion for visible ~ommitment~ 10 eduCllltOn
Jt ;!h.: k":JL ~!JIC ...U:J !\J'h..'IlJj k\ t,.'t~
tHeal Activities of Pllrtners
.\tlh~' 101::>1 Jc~l.'!. p.ar1ner~ \vppon effort\ lO:
- Slri!(1~men ,Jnldy·~(hool flannerships through goud .:ommu
mcallon ilnd mutu:ll ;('sponslbiliIY for chIldren', kammg:
...\donl (amlly- :lnd student-friendly husiness pr.lCtlces:
• PTO~'lde belore, ilnd a.ft<!Hchooi learning activi11es for
"htldf":ll.
~1ake
c ITccuve lise of [.}cililies-schook ~'ommunjfy
bud<iwgs, churches - ror children ;lnd famih~s; and
Gi\/! parents the resou.rces, training, and informalia-n they
r:ecd III help (hiklren kJ.m, and teachers and princip3ls the
i"nl~ lhcv tl';l'd to Cl'gagc tltm'iic,;.
r(l jl,lln and for r.lOte intormation call
Supportlnl; learning ri~ht from tbe beginning of Ibe ncw
~chool ~'ear. Known as America Go.ts Bilek fO S<;hool.lhls
activity brings AmeOCIlnS together during the months of
\qHl~1 Ihrm:~jl (kwb:.:r L) 'tlJr>: If-~ir "'x;-x;rienccs ;md laient~
with children in schooLs across the country. Going bUCK to
~chool with children SeOOs the message to parti<:ipants' year
hng c;mlmttrncr.t 1<1 'h.'lping <udcnls !ram .mci wpponing
~dlOO'S in their citbm"
Planting the Jrnd of coH~ge attendance. Known as Think.
c()acg~ l:.·u;l,v, this iniliative helps increase awareness about lhe
importl'ltl(:C ofanendmg college and builds support for middle
and high s.:hoo! ~!;.tUt:!HS w !;}i,;t: Ihc courst:s nct:tkd to enter
college and to be prepared financially.
Keeping
k.id~
safe and s.mut nil the time. Supported by the
C ent-:fS granl program, before~ and
:If!{'r·~,~')f\i piatlfH:d ani\~lli{'~ c\p:md learning oppcnunity for
children and drug-If!:"!:" tOm'lronments,
.1}"
Cwury
I-SOO~USA·LEARN
1.<:t1rmn~
or visit the Web :\ilc :H <http://pfic.ed.go\'>
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PARTNERSHIP FOR FAMILY INVOLVEMENT IN EDUCATION
Partner Registration
To-join and receive your Partnership Promise Certificate. enter the information requested below and
mat! or fax to: Partnership for Family InvOlvement in Education. 400 Maryland Avenue. SW,
Washington. DC 20202·8173, Fax: 202·205·9133.
The regist.r.llion must include a contact person and phone number in order to be processed. The
information you provide may be made available by the U ,S, Department of Education on the web.
and. in any event. is subject (0 the Freedom of Information Act, and will be made available to
requestOrs upon request.
We would lik.e to become a member of the Partnership for Family Involvement in Education.
W. commit 10 family-Jriendly practices and will work with olh,,,,
10 form parorerships Ihal support children's l.aming.
of Partner group or school: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
Address line 1:
Address tine 2:
Zip,:_ _ _ _ __
City: _ _ _ _ _ _ _ _ _ _ _ _ _ State: _ __
Telephone. _ _ _ _ _ _ _ _ _ __
Fax, ______~---------------
Contact Jnformation:
Head of Organization: _ _ _ _...:.._________________
COniact Name: _ _ _ _ _ _ _ _ _ __
E.mail: __________________
Is your organization a(n) (Please check one):
OFamity·Schoot Partner
GCommumty Organization
: Employer for Learning
ORetigious Group
II
I
lit
. 11'1* tme rtqu!te<t 10
[1"11$
,,;;;;~,~~~.~~ IS utl!1'Ialed UI average 5 ,.,...,(\ule, per respc\f\s.&, mcfl.l<Jlng the tltM to' l'e\IIeW mstruetlQnS. seatW e.l!ltln9
""",,", .~"" the dati /l~, and complete and le~ the m/ormahon co!lIIdion, If yQU have any <::QAYI'IItnIS c:ct't(;Iemmg 1M ICCuttcy
, 1M IIf1\o!o MtIm<lle I)T 1oIJgge,bQn, lor IffiI,lfOVlnq rhlS I:;;rm olea$\!! wr~ft II;! U S, ~~!1me:nl of Etiucahon. Wa,hlngton, DC 20202-4651.
'
'_..
. The valid OMS
for
COllection IS
�pu~\.ICAnONS
. ..
-~
FROM.fHE u.s. {lEPARfMENf OF E{lUCAfiON
---'-
-.
Proltlotln9 family Involvelllent
Lnformation and publications on promoting family
irwoivelllent <an b~ found on the Partnership for
Famiiy Involvement's Web site at httP~/ipfie"ed.901/
~ A Busineu Guide to Support Emplcyee and
Family Involvement in fdlJcc,l:1on
Information on literacy can be found on the
Department of Education's America Reads Challenge
Web site at www,ed,qovjar:lericare:ads.
,
ALL America Reads Challenge publications can be
or'deted at 1-877-4EO-PUBS and found at
www.ed.govjamericareads/resourl;:cs.html
(from toe
Conferem;:e Board. 1997)
~ A Compact for Learning: An Action Handbook {or
,
Family-Schooi..(ommuflity Fottoorsfllps
~ Americc
The RlUJd·Writ:e·Now ActivitY Poster (Englisll &
Spanish)
Gees Back to 5dwcl~ Partners' Activity
Kit 1998, 1991, 1996, 1995
"
A Compact for Reading ,Guide
~ The America Remis Chai1enge Rf!$()!Jfce K,'t:
, AIr 1!H!l'WtlOl1 to Your Community: fJUllding
Information on how l{) implement ana maintain
community literocj program
(Web availability only)
Community Partflllf5trips for teaming
.
tl
'
,. uilding Busines; & Commumty Portne'$hp5 for
B
Leqming
" 'Stott farly finish Strong: HQw to Help Ellery
~ (ommUfllty U;.Jdate,
iI
Child Become a Reader
rnor_t~!y rewSoldt~,
" A New Understanding of Parent Involvement
(Weh availabJtity ooly)
.~ Ideas at Worl::: How to Help [very Child Become
., Employers, Families and Education
a Reader
'\ Fathers' If1Vo/vement in Their Children's Schools
~ The Read Write Now! Busic Kit!
(WeD availability oniy)
't (01111iy [fNo/vement in Children's Education;
").. The Ready·Set~Re{Jd Activity Guides lor Families
Succe:.s!u! Loccl Approaches
and Caregivers (Eng(:sh al'(! $pan;sn)
(Web avallabi!i::y-
After-School
~
lnformation on dfter·u:hool programs
Cdn
be found
,
by visiting www.ed,go't/:hJbs/edpubs,h!nt or by cail
Ing 1·817,4fO·PUSS to (lrdef pub!icat:on5.
,
Wot,hng for Children and Families: Safe & SmofT
fi-Atter·stnooi
on~y)
.
So That Every Child Can Reed.. Amedca Reads'
Community ruton'ng PartnersHips
(Web avail.:!bHity onty)
~ Read with Me: A Guide for 5Wdent Volunteers
Starting Earty Childhaoa Literacy Programs
Progroms
')
Checkpoirlt5 jor Progress: In Reading and Wn'ting
:. Keeping Schools Open 05 Community team,mg
/Gr Fomifles
ofld Communities
Centers
:.
Checkpoints for Progress: In Reedir>g and Writing
for reacliers and .Learning Partners
�~ Simple l1ifngs You [an Do to Help All Children
Read Well ond Independently by the Em'} of
Third Grade (~b availability onty)
!t Learning to fiead/il2fJding to Leam Information
Kit (Web availabUfty onl.y)
~ Gn the Rood to Reading: A Guide fot
Community
~ formula fer Success: A Busitre5S Leader's Guide
,to Supporting Math ont! Sdence Achievement
~ Self-Assessment Guide fer Improving
._matics: Using Federal
~ lWoutCi!$ for Improving Mathematics Teaching
and Leaming
Partnel'l (Web availability only)
~ Reading Helpers: A Guide for Training Tutors
(Web aVllilablility only)
" Helf);ng
Y,:i1Jf
Child Become a Reader
(Cau 1-800-878-3<56)
'. ... W. Wam Yeu Pcm" and Brod>u,", (m'terial for
uSh in re-:tuiting federal WO(k~study literacy
volunteers)
Preparing for College
Information and publications on preparing fur COU~
earty can be round on tfl,e Oepartment of Education's
Web site at www.ed.gov/thinkcoUege!
~ Getting Ready for College Early
~ Preparitrg Your Child fer College
., Think College? Me? Now?
Mathelllatics
Information and publications or math are aVAilable
on the 'OeparttTllmt of Edl,l(;ation's Web site at
www,ed.qov/amencacounts:
~ Speda! Im'tiatives: Mathematics Mentoring and
., tfng YOUI Education 2000/2001
Fur
~ 2 ( ()(l/.>;OOl Student Guide
~ Yes. You Can! Establishfng Mentoring Prcgroms to
Prepare Youth
fOI
College
reacher Quality
flJtonng
l
Tuton'ng Roadmap
:. Yes, YOu Can! Estabfist:iw; Menrof'1fI9 Progroms to
Prepare Y.;uth lor CoUege
~
ResQurces and Oopommities for Estabiisr.mg
High-Guality Mathemarics rutDring Programs
.. [-MArH; A Guide to E·mail Bases volunteer
Programs Oesigned to Help Students Moster
Chollenging Mathematics, Sdence Gnd
Techno/OIlI
~ Improving Mathematics tn Middle School: Lessons
from TiMSS and Ilefoted Researer.
Visit the Department of Education's Web sit+! at
www.ed.govj\nits/t€.3Chl;!f5/teach.htm!for informa
tion ami publications on teacher quality.
~ A Tolented, Dedicated, Qnd Weil·Prepared Teacher
in every Classroom: U.s, fJeponmel'lt of
Education Initiative on Teaching Information Kit
:. Promising Proctices: New Ways to
Teacher Quality
[mpf(NIJ
~ Buildi,,!? 8n'dges: me MiSSion ond Prindples of
Professional Development
~ Teocher Quality: A Report on the P,reparatiol'l and
�•
Qualifications 0/ Public School
online at http;I/"H~JHHts"org/tfadVQcltask~
forces/ecre:port. htrot
reach~n
~ The Challenge for AmerfCQ: A High- Quality
, Gaining the Arts Advantage. This is available at
www.pcah.govand from the Arts Education
Pi_hip at (20l) 336-7016, Dr ",nd • fax
to (lOl) 408,8076,
Teacher in Every Cfassroom
~ Trying to Beat the Dock; Usa of Tem;her
Professi(jftt1{ Time in Ihm! Countries
Teol'll'ology
Keeping KIds Safe and Prug Free
Enfonnation and pubUcations on tKhnotogy can be
found on the tH!p.artmt'nt of Edl.lcation'1 Web ~ite at
Information and publications on kuping kids safe
and drug-fM (aR be found on the Department of
Education's. Web site it
www.e:o.gov/offices/OBE/SOfS
www.ed.gov/tt'!cnnotogy/
~
Getting On-line: I< friendly Guide for
StlJdenu and Parents
re~.
~ Manual af! SchOOl Unifo~
,. Parents GUide to the Internet
, Action Guide: (J1UJting Safe and Drug-Free
" wttmg Amenta'J Students Ready fot the 21st
CentUlY: Meeting the Tedmotogy Literacy
Schools
ChaUengt
~
.!
~ GroW1ffg Up Drug-free: A Pare~t's Guide to
Prevention
An £ducator's Guide to Evaluating the Ule 0/
Tecfmo(ogy in Schools ond Classrooms
~ Euriy Warning, Timely Response: A Gu;de to 5aft
Schools
The Arts
~ Preventing Youth Hate Crime
~ Conflict
information on ttle arts is available at the
Departmtnt of fducation's Web site at
,.ww.l!d.gov/puos/Ai1std/ or the Am Education
Partner~hip Web slte at www.aen-.. rtulfg
implementing Programs in Schools, YOlitl!-·
Strving OrgOffilC"Cm. and Com,munity and
JWf!mle Jus"ce Settings
~ Manual to Combat rrua"C!f
~ Tlom{orming Ideo> for reaching and Learning
the Arts. Visit
www.ed.gov!plJbs/StateAftjArts/bacK.htMI.
~ Art!'
Education one Schoo/Improvement
Resources for State ond Local Leaden. For infor
mation and to obtain an updated COP}' of the
publi(<ltion, visit
sww. e1. 'lov I pu talA rts[ t! Ititte Jl! ro(
~
Young Children and (he Arts: Making Creot;'ve
Connections, This publication is avaitabte
Remiutlcn fducati(1t!: A Guide to
,.
�America Goes Back to School: Back-to-School Time is Not Just for Kids Anymore
Page I of3
Back-to-School Time is Not Just for Kids
Anymore
by Richard W. Riley
U. S. Secretary of Education
Back-to-schooltime has always been exciting for children. It's a time
and resume the adventure of learning.
\0
meet new friends, ncw teachers.
But back-Io-school time is not just for kids anymore.
If our schools are going to do the job we expect them to do. everyone must pitch in and help. That
includes parents and everyone in the community.
The fact is. schools today can't do the job alone. Thl.!re are more children in our schools this fall than
ever before-more. even. tb:l at·the height orthe baby boom! There is more diversity:.-in some
schools. students come fron! '\iozens ofnation~. We are living in the Inronnation Age, a time when our
nation's economy and security depend more on the quality of education than at any other time in our
history. That's why more and more slates and communities are requiring students and teachers to reach
for high standards of learning. and why the public is demanding real results for its tax dollars.
So I encourage t.:vcry parent. family. and citizen to use this back-to-school season to make a personal
commitment to supporting better education in their community. When children are surrounded by adults
and communities that value education. they get the message that their education is important. And
they're more likely to buckle down and do their best. When children see that adults and communities
don't care about education. they get the opposite message. And we all lose.
To spread th~ message about the importance of family and.community involvement in education. the U.
S. Department of Education conducts a national initiative each year called "America Goes Back to
School." We hold events all around the nation to stir excitement for tbe new school season. This year.
I'm personally laking a five-state bus tour to spread the message. I'll be traveling through Tennessee.
Alabama. Georgia, South Carolina. and North Carolina. If you pass me on the high\vay. be sure to wave.
I'll a!so be visiting communities in the East West. and Midwest.
We've also prepared a colorful. fact-!il1ed "America Goes Back to School" kit which provides plenty of
good ideas for gelling involved in your schools and staying involved all year long. It's called "Challenge
Our Students and They Will Soar." and you can get a free kit by simply calling the U. S. Department of
Education at 1-800-USA-LEARN. or by visiting our web site at \\ \\ w.L'd.gO\"/Fami lylagbts.
Hert.: arc a few ideas that can get you started:
• Emp/oyen: Be "family-friendly." Clive )'our employees the time to meet with teachers or
volunteer for school activities. It's good for education, and good for your bottom line. Giving
parents flexible work schedules helps you keep your top-notch workers. Also, encourage your
1/..j./() 1
�America Goes Back to School:
Back~to-School
Time is Not Just for Kids Anymore
Page' 2 of 3
employees to be mentors and tutors to young people. Offer students internships and work-study
experience:;. And invite teachers into your workplace to show them the skills that today's \vorker.s
must have. This will help teachers to make sure students take the courses they'll need to gain those
skills.
• Parents: Try to slow down your lives and help your children grow. Spend at least 30 minutes a
day supervising your children's education. Start carly, and read to your youngest children. Share
books with your older children. Keep in touch with teachers. Make sure your children are doing
their homework. Keep TV watching to a minimum. And talk with your children frankly about
drugs and violence and the values you want them to have.
• Educators, community leaders and law enforcement officials: Many communities are
holding town meetings with mental health professionals to talk about troubled youth and school
violence. Think about holding one in your community. Talk about ways to help troubled youth
and find ways to connect each young person to a least one caring adult. t):.qJ,-~hild shouldJr:el
t}HJ.1l!.r:g she i~Jh.eJtJg)·U!lJPJlr.wn£nfr.sm:!J!D:!!'L(JJ!.ul('s Ilk.. Creating connections and a caring
environment in the home. at school. and in the community is an important part of preventing
violence. And work with others in your community to develop quality after-school and summer
programs. Isn't it better to have children in school where they can continue learning, rather than
being at home alone, or going to the mall to play violent video games?
• Teachers and school official.It: Make your schfJol parent-friendly. Reach out to families and
remove the obstacles that sometimes make them r::luctant to get involved in school activities.
• Students: Challenge yourselves! Take the tough courses in middle and high school that will put
you on the mad to college and careers. Take algebra in 8th grade. geometry in 9th grade. and
physics. chtmistry. and trigonometry in high school. Take four years of a foreign language. and an
Advanced Placement art. music. English. or history course. Explore tech prep and other career
courses. Studies show that students who take academically challenging high school courses are
man: likely to attend and complete college and cam more in the work wmld. regardless of their
family's financial status. race. or gender.
Elementary school students should foclls on reading. reading. and reading-and math. too. Develop
those basic skills. And no child should be promoted to a grade they're not rcady for. Let's get rid of
social promotion. Ifsome children aren't making the grade. give them the extra help they need. either
after-school or over the weekends and summers.
At the national level. we're working hard to provide communities like yours with more of the resources
you'll need to accomplish these goals. If Congress agrees. we will expand after-school programs, help
reduce class size by hiring 100,000 well~prepared teachers, fund safe and drug-free schools programs.
provide mentors for middle school students and put them on the road to college, and build or modernize
schools to alleviate overcrowding and put computers into every classroom. Technology is critically
impurtant i r we're going 10 prepare Ollr children ror success in the 21 st century:
IfyoLl want to get in\'oh·cd. YOll don't ha\'c \0 go it alonc. Building partnerships is the kcy. Juin with
others in your community to determine your schools'· needs and then ask teachers and principals how
you can support their efforts.
.
No one stands talkr than \vhen they SlOOp down to help a child. Get involved with your communi ty's
young people. and you will stand talIer-and feel taller-than you ever have. Back-to-school time is the
I !4/0 I
�Amerka Goes Back to School: Buck-tO-School Time is Not Just for Kids Anymore
Page 3 of}
perfect time to start.
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�Success Express: Destination Education
Secretory Riley's Ba(k~ To-School Bus Tour
August 27-August3!. 2000
EVENTDESCRIPTION
Middle College High School (August 30)
CITY:
PO PULATION:
PRINCIPAL:
SCHOOL FACTS:
Memphis, Tennessee
614,289
Joyce Mitchell (901)333-5360 w (901) 333-5368 f
Population: 230; Built in 1987 for 233 students.
Demographics: African American; 99 percent; Caucasian: I percent
Percent of Students who Receive FreeIReduced Lunch: 80,
Pl:RPOSE OF EVENT: Secretary Riley will visit Middle College High School to witness the partner.;hip
between colleges and high schools in preparing students for higher education. Attending this event will be
Governor Don Sundquist; Congressman Harold Ford, Jr.; Vernon Coffey, Tennessee Commissionero(
Education: Diane Dozier, President. Tennessee PTA; State Senator Andy Womack, Chair, Senate Education
Commiuce and Memb!!r. Southern Regional Education Board (SREB): Jeff Bleich. Executive Director.
National Campaign Against Youth Violence; Johnnie Watson. Memphis Schools Superintendent: Jim Mitchell.
She1"oy County Superintendent: PIPE Executive Director Jane Walters, Executive Director; Mayor W,W.
Herenton; and Russell Gwatney, President, Memphis Chamber ofCommercc.
FOCl:S AT SITE:
Usillg I"e Commullity as a Leart/illg Resource alld Col/ege Prep/Gear Up
SECRETARY RILEY WILL RECOG;'\IIZE,
usc of the Expeditionary Learning Outward Bound (ELOB) reform mode: at Middle College High.
important role [he Memphis GEAR~UP program plays in encouraging young people to attend college.
role played by Shelby State Community College to s~pport the ELOB model and the Ge~r~UP program.
llACKGROUND:
Middle College High School is located on the campus of Shelby State Community
College. :v1emphis City Schools and the college arc working in several venues to ensure that Memphis school~
age children are exposed 10 post~secondary IC¥I1ing opportunities,
Beginning in 1995. the Memphis City Schools encouraged each school to adopt an individual
comprehensive school reform model in order to ensure that all students received a high-quality educlltton.
~1idJIc College High St.:hool chose the Expeditionary Learning Outward Bound (ELOB) model. This mode!
stresses the value of long-term, in-depth investigation of a single theme or topic and requires students to take
responsibility for their own learning. Teachers engage in collaborative, sustained professional development
through shared planning time and tc~m teaching. In addition. students work with the same teacher(s) for more
than one year in mathematics. social studies, foreign language, English. and science.
Since adopting ELOB in 1995, student 'achievement at Middle College High School has dramatically
improved. In 1995, only nine percent of the II th graders at Middle College High School scored 'proficient' on
the Tennessee Comprehensive Assessment Program Writing Assessment. In 1999,63 percent of Middle
College High School II th graders scored proficient on the state writing exam. Dropout rates have consequently
decreased during Ihis time period. The dropout rate Middle College High Scbo()! has decreased from 12A
percent in 1995 to 3.4 percent in 1999.
The department has provided the Memphis City Public Schools with additional resources to help expand
the number of students who pursue higher education after high schooL In 1999. Memphis City Schools \VCTC
a $642,000 GEAR tIP grant. As a community partner for the Memphis GEAR-UP grant. Shelby State
ity College provides tUlor/mentors throughout the school year. facilitates workshops for parents. gives
~Iicg,ctollrs, sponsors staff development for teachers, and plans summer camp opportunities for students.
Shelby Sl4Ile serves five of the most impoverished and underserved middle schools in the district A lotal or 15
at
�•
Silccess Express: pestination Education
Secretory Riley's
Back~ To~Scho(J1
Bus Tour
August 27-At!9ust 31, 2000
EVENT 6f~"€ijJ:PTION
IuI,or/lne,1[o,,, spent more than 15 hours a week working with more than 850 seventh grade students last year. In
lhe first year of GEAR~UP, more than sixty (60) seventh graders attended a week's summer camp where college
professors provided sessions in algebra. economlCS and computer technology" The number of student
participants will grow each year as the grant expands, Next year Shelby State: and Memphis City Schools will
serve the 7th and 8th g.rade students in selected schools as part of the GEAR~UP grant. At the end of the five
year grant more than 5.000 students will have benefited from this partnership.
�Success Express: Destination Education
Se.cretory Riley's Bock~ TowSchool Bus Tour
August 27 -August 31, 2000
.,
SITE:
CITY:
POPULATION:
COI'o'TACT:
WEBSITE:
EVENTDESORIP1'!ON
"That Bookstore in Blytbevilh:::t' Event (August 30)
Blytheville, Arkansas
23,000
Mary Gay Shipley (870) 763·3333· w
http://wVtw.tbi.b.com
(870)763·1125 . f
PURPOSE Of EVENT: Secretary Richard Riley will visit "That Bookstore in Blytheville" to highlighl the
bookstore's focus on providing programming for children and families as well as: the community wide
involvement in the education of children. Attending will be: U. S. Representative Marion Berry; Eunice Ellis.
Pizza Hut/Book It National Director; Betty Jacobs. President. Arkansas PTA; Linda Pondexter. President,
Arkansas Education Association; Rich Nagel. Executive Director, Arkansas Education Association; Judy
White, President. Arkansil.<i School Boards Association; National Board Ccrtified Teachers (NBCT) Jean D.
Gibson, Fayetteville; :-meT Retha L Gipson. Jonesboro; NBCT Michael Shepherd, M"arion; !'<13CT Phyllis
\Vofford, Jonesboro~ NBCT WllHece Brewer. Jonesboro; and Elementary School Teacher Seth Dailey of
Paragould,
FOCUS AT SITE: Reading and Parental [nvolvement
SECRETARY RlLEY WILL RECOGliilE:
"'the importance of promoting literacy am'Jf.g children and adults.
impact the Blythcville Bookstore hal :~,!yed in promoting literacy over the past for 25 years.
role that parental involvement can pJay in developing reading ability among young people,
BACKGROUND: When Mary Gay' Shipley opened her bookshop in Blythcville, Arkansas in 1976. she had no
;dea it would develop a reputation that has made it a unique Mid~America landmark. The store's 2,400 square
reel containing over 30.000 titles invites visitors to browse while sipping a cup of the store'S own blend of
coffee.,
In 1994. the store became That Bookstore in Blytheville. [! was the name the public had called it all
along. The name is nolthe only unique feuturc afThat Bookstore in Blytheville: in fact. the unexpected has
become one of the store's halimarks. For example. the guest book is not a book at all, Instead, it is a collcction
of wooden folding chuirs that authors sign. The baek room is the site of a variety of special cvcnts~~luJ1cheons,
story hours. folk concerts, book discussions, school field trips, and jazz and chamber music concerts. Thc
bookslore's community involvement goes <beyond the usual civic organizations and local board mcmbcrsr.:p. It
includes working with neighborhood groups to establish a peace garden, coordinating cfforts with schools and
local community coUege to bring authors into scbools. and establishing a summer reading program for
interested middle school classes.
Perhaps the most distinctive physical feature of That Bookstore in Blytheville is the ceramic tiles, t\
tOl~l of 88 tiles that cover the store's facade, Customers designed the hand painted tiles to illustrate favorite
books. One of the store's strengthS is its programming for children mcluding slOry hours. award winning alllbor
events. char.lc(er costumes for use in schools. and programs that pur books into the homes of disadvaniaged
children. II is a source of community pride that the Book Anget Program, slaned at That Bookstore in
!31ythcville. bas been adap\cd by bookstores across the country.
�Success Express: Destination Education
Secretary Riley's Back~ To... Scnool Bus Tour
August 27 -August 31, 2000
EVENT DESCRIPTION
ITE:
CITY:
PO PU LATION:
PRINCIPAL:
SCHOOL FACTS:
Blytheville Community Dinner at East Junior High Scbool (August 30)
Blytheville. Arkansas
23,000
ldell Jenkins (870) 763-5924 h (870) 762-0173 r
Population: 394
Demographics: African American: 329; Hispanic: 4; Asian: 2; Caucasian: 59
Percent of Students in District Receiving Free/Reduced Lunch: 65 percent
PURPOSE OF EVENT: Following his visit to That Bookstore in Blytheville, Secretary Riley will participate
in u community dinn(~r at the school to celebrate the community'S strong involvement in the education ofthctr
children. A group of children will entertain the gathering with music, Attending will be: U. S."Represcntative
\!1arion Berry; Eunice Ellis. Pizza Hut/Book It National Director; Betty Jacobs, President. Arkansas PTA;
Linda Pondexter. President, Arkansas Edueatlon Association; Rich Nagel, Exeeutive Director. Arkansas
Education Association; Judy White. President, Arkansas Schooi Boards Association; the following National
Board Certified Teachers" Jean D. Gibson, Fayetteville: Retha L Gipson. Jonesboro; Michael Shepherd.
Marion: Phyllis Wofford, Jonesboro; WalJace Brewer. Jonesboro; and Seth D,ailey of Paragould. an
outstanding elementary school reader to be honored for his accomplishments at the Bookstore program. (NOTE:
Sandy Hughey, coordinator for the dinner. is now the Elementary Instrm:tional Coordinator for Blytheville and
was the 1999 National Distinguished Principal among Elementary Prir~cjpals: in Arkansas.
AT SITE:
The Need/or illcrea.<inK Parentallnvoi,':ment and Illvestmell/S ill
St:CRETARY RILEY WILL RECOGNIZE:
.. the important relationship, documented by research, between parental involvement and student athicvcnlent.
·the Wireless Telephone Foundation CtassLine Program for educators in this community.
"the r.ced for auditional investments at [he federal, state, and local level in public education.
,
BACKGROUND:
At the community supper, the Secretary \vill participate in the donation of 15 wireJess telephones (0 the
Blvthc\'illc Public Schools, Nokia donated phones and ALLTELL provided free aIrtime as part Oflhc Wireless
Telephone Foundatior~'s ClassUnk Program that provides teaehers with the means to communicate with parents
and increase school safelY·
�'.
SECRETARY RICHARD RILEY - SPEL.II CHART FOR SUCCESS
Dr-\TE
-;cc:----
Aug.
27
Aug.
27
.-
SITE
TOWN
--------- - - - - - - - --
Monroe, LA
REMARKS
BUS TOIlR
MESSAGE
'Slale highlighls
*communily partnerships
"Department in'vestments
Airport
Rayville, l.A
--
F)(~RESS
Ra:yvrf!e
*parc~ntal-rll~;o-!~;t:mellt
Community
Meal
High
·Class Size Reduction
i<budgct Priorities/SeE I rp
Aug'.
Winnsbo-iQ----~
28
School
*technotogy
High
Winnsboro, LA
Event
*teacher tr'ilining
.
·school mlldcrnizatinn
Aug.
·Wllmot
Elementary
Wilmot, LA
28
Aug,
. -GrectYn~£
*stalt! highlights
*communlly partnerships
*Dcpal1mcllt investments
-- - - - - - - - - - - -------------*!eachcr training
"comprehensive school reform
"'community in'\'olvement
.
Portland, AR
Portland
.
28
School
Elementary
Event
Solomon
Middle
Community
Meal
Simmons
High
School
*con1m illt)~~pa~rt~ner~"~h-;ps-~~~~
u
-------~~~
Aug.
Greenville, MS
28
"school modemiz3iion ,
"'budget prioriticsiSCHIP
~~~~~~~~-
Aug.
Holleodalc, MS
29
Aug.
29
Rosedale. MS
Wesl
Event
- - - - - ------ "- - -
Bolivar
ElemcnLuy
"'teacher training
*College Prcpl Algebra Project
*ExplorNcl announcemenl
-~~~~~~~~~~~~~~
Even!
---
STzc-Re<luctlon-
"'Class
"'teaching Iraining
School
*NetDlIyannouncement
I
.
----------
�SECRETARY R1CIIARIl RILEY·· SPL .. rt CHART
- - - - ----------
Aug.
Clarksdale, MS
29
~'OR
-------- -
Delta Blues
,
Museum
Helena. AR
29
Delta Cultural
Center
~~~------
-"arts in ctftlcation
*after-schoo! program
*8Jues cullure
C8.0
Evenl
---------
Aug.
SIICCI:SS EXPRESS RUS TOUR
--------
-*parcntal involvement
Community
Meal
*ClassLink announcement
*hudget priorities/SCHIP
..
- - - - - - - --------
Aug.
WhiUen
School
Elementary
Marianna, AR
Event
"'teacher training
*community involvement
*schooI modernization
30
. . . . . . . . . . . . . . . .
Aug.
Memphis, TN
30
Aug.
Memphis,lN
·comprehensive school reform
. Middle
·after~school
.
College
High
'SiYiilevilie, AR
30
Blytheville
Bookstore
. . . . . . . . . . . ~. . . .-
Aug.
30
·community partnerships-------------
Baseball
Stadium
30
Aug.
---------- - - - - - -
Greeting
AutoZone
Blytheville, AR
East Junior
High
--------- - - - - - -
program
·comprehensive school reron:n~~~~~~'
*College AccessfGear Up
School
Event
*community/university
partnerships
C8.0.
""""J .
*commUnitY paltnerslnps
'4-parcntal involvement
Event
~C:OJllll)~Ull1Iy
- *parental involvement
~~~~~~~~~~
~
~
~
~,
*ClassLink announcement
*hudgd prioriticsJSCHIP
Meal
----
..
,
- ..
,~~~~~~~~~
-.
}
�SECRETARY RICIIARIl RILEY - SI''-. vII CIIART nm SIJCCESS EXPRF:SS BUS TOlJR
Aug.
------------- -
Union City. TN
Hampton Inn
Mea!
31
- - - - -------
Aug,
High School
31
Event
.
Hcames
Charleston, M 0
Elementary
Aug.
--- - - - - - - - --
Caim. II.
*Class Size Reduction
Evenl
Defiance
Park
31
---
"'after-school program
"'technology
'C-on-,-il1ulil{Y--
Fort
- - ---------
- - - -------
School
.
~-----
·Stale highlights
·community partnerships
*Dcpartnlcnt investments
"'college access/Gear UP
*communily partnet!>hips
*afier-school program
Fulton County School
.Hickman, KT
31
Aug.
Cmnmunily
Welcome
(same as
*-c()-mmunity partnerships
*college access/Gear UP
*budgc! priorities/SCHIP
Meal !tmnat)
- - - -Mclropolls:-f[---- I Clark
Aug.
Elementary
31
-*-Efass- Sizc"Redllctl()-rl
. School
Evenl
·school modernization
*AnniYcrs<lry of IDEAl ADA
Grectingl
Farewell
*5tate higllilg-hts
*comniunity partnerships
*Denanmcnl in\'e~tments
.
Aug.
Amclican
Paducah. KY
-'I
Quillt~rs
Society
.
..
-
..-
=~-
"--
)
�Remarks by Secretary Richard W. Riley
Warren E. Hearnes Elementary School
Charleston, Missouri 'U:'
Success Express Bus Tour
August 31, 2000
Good afternoon. I'd like to thank Governor Carnahan for that
generous introduction, and the students of Charleston for their warm
greeting when I arrived by ferry from Kentucky. I've me! the
kindergarten, the first grade, and the second and third grades so far,
and I'm so happy to see the rest of you here right now. I enjoyed my
lour of the sctoo!. Your principal, Jim Edwards, has done a great job,
don'l you think?
les wonderful to see people from all over the community and state
who represent a range of education' and community activities. Your
leadership and hard work is important to making ':Better Education
Everybody's Business".
I'd like to commend Governor Mel Carnahan for his visionary
leadership here in Missouri and across the country for better schools.
And Commissioner King and Superintendent Terry Rowe, thank you
for your leadership and dedication. We also have two very special
guests here today, Governor Warren Heames himself and his
wonderful wife Betty. I am honored that they are here today.
,
�Because of their accomplishments, and the hard work of the
educators, teachers, parents, and students here, this school and this
community have come a long way. You are truly an example for the
,
,
rest of Missouri and the country to follow.
[STORY:
~nd ice cream]
As I travel across America on this bus trip, I think of how· lucky we
are. r have met so many nice students, their parents, and teachers. I
have seen schools and towns just like yours, and I want you to know
that I have enjoyed meeting you today. We are also lucky because
many parts of this country are doing very well making money and
creating,iobs.
But not every part of the country is sharing equally in this good news.
There is still a lot of work to be done. We need to make sure that
children in schools have the money and supplies they need to learn.
Your state and your town built and run your school, but they need help.
from the Federal government in Washington: That's where r work as
the Secretary of Education, trying to help this school and other schools
like it. For example, one program that we support in your school
district, called "Reach for the Stars," provides activities for students
after schooL It's a good program that I hope you can take part in.
,
�And there are otlier ways of helping your school. Just think what a
difference it makes when your school has smaller classes. You aren't
crowded together in a small room, you don't have so much noise
distracting you. And think of how important it is to have good school
buildings and the latest computers in your classes .
.
~~~
As you get older, you will see how these things helped you read better
"
and accomplish harder tasks. You can already do so much more than
you could a year ago. With good schools and good teachers, and
support from your parents and community, you will be ready for
whatever career or future you strive for.
The question is, will we as a nalion commit the resources schools will
need to meet those goals? With the strongest economy in memory, we
,
have the potential to make real progress for your future.
The "Back to School" season is really a great opportunity for all.ofus
to pitch in to improve the quality of our schools. That is why I am also
asking Congress in Washington to do their part, too. We need them to
continue to fund the next step to reduce class size in the early grades
so students get the personalized attention they need - all across
America.
�·
~
..
And ifthere's one concrete piece of advice J can leave with you, it's:
read, read, read. Read on your own, and read to someone else younger
than you. Ask your parents to read to you a little bit every day. If
you're a grown-up, read to your children or grandchildren. That's one
thing that will prepare the minds of the next generation for the new
century. And that's something that everybody can start doing right
now.
Thank you for your welcome and your hospitality. You have done a
great job here in Charleston. You have taken the initiative, set lough
goals, and you deserve credit for your leadership. While I continue on
my "Success Express" bus tour, I hope you will continue making your
destination better education for everybody.
,
�AGBTS2000
BUS MAI;JFEST
Date: August 30, 2000
Departs:
Arrives;
-:- pm
-;- pm
Drive T{me:
Leg: 4.1
Best Western (WI1ST III1LENA, AR)
Whitten I1lementary School (MARIANNA, AR)
Success Express (40 seats)
1.
2.
3.
.t.
5.
6.
RWR
'rerry Peterson
Patrick McDermott
Ginny Markell, National PTA President
Cberyl Parker Rose
Iris Tatom (Nurse)
1.
Roberta HeiDe
8.
9.
10,
II.
12.
13.
14,
15,
Dave Snyder
RWR2
Diane Rossi
Margaret Di Maria
Carol Rasco
.;ack Sanders, SERVE
"achel Tompkins (Rural School Trust)
Catherine LeBlanc
16.
Steve Mancini
17.
18,
19.
Pall I Smolarcik
Ale, Koudry
Gary Hopkins. Education World
20.
Press
21.
22.
Press
Press
23.
24.
25.
26.
27,
28,
29,
30.
3 t.
32.
33.
34,
35,
36,
Press
Press
Press
Scott Fleming
DolOthy Caldwell, USDA
Kari Arftsom, NREA
.
Lc'e Powell. USDA
Rich Nagel. Executive Director. Arkansas Education Association
Linda Pondexter. President Arkansas Education Association
Darnn Brown. State Fann
Secretary Rodney Slater, DOT
Linda Darr, DOT
Kelly Coyner, DOT
AI Eisenberg, DOT
24
�AGBTS 2000
BUS MANIFEST
Dale: August 30, 2000
Departs:
-:- pm
Arrives:
-:- pm
Drive Time:
Leg: 4.2
Whitten Elementary School (MARIANNA, ARl
Auto..,ne Stadium (MEMPHIS, TN)
Success Express (40 seats)
I.
RWR
2.
3.
Terry Peterson
Pat~ick McDermott
4.
Ginny Markell, National PTA President
Cb4:ryl Parker Rose
Iris Tatom (Nurse)
Roherta Heine
Daye Snyder
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
IS.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
RWR2
Diane Rossi
Scott Fleming
Carol Rasco
Jack Sanders, SERVE
Rachel Tompkins (Rural S"hool Trust)
Catherine LeBlanc
Steve Mancini
Paul Smolarcik
Alex Kondry
Gary Hopkins. Education World Press
Mike Erskine, Memphis Commerda\ Appeal
Press
Press
Press
. Press
Press
Congress Harold Ford, Jr.
Danln Brown, State Farm
Lee Powell, USDA
Karl Arfstrom, NREA
30.
JL
Margaret Dj Maria
32.
33.
34.
35.
25
�AGBTS 2000
BUS MAl'iIFEST
D8te: August 30, 2000
Departs:
-:- pm
Arrives:
-:- pm
Drive Time:
Leg: 4.3
Autozo•• Stadium (MEMPIIIS, TN)
Middle Colleg. Hlgb Scbool (MEMPIIIS, TN)
Success Express (40 seats)
I.
RWR
2.
Terry Peterson
3.
4.
5.
6.
7.
B.
9.
Patrick McDermou
Ginny Markell, National PTA President
Chcryl Parker Rose
'Iris Tatom (Nurse)
Roberta Heine
Dave Snyder
RWR2
37. Ben Canada, AASA
38, Scott Fleming
39,
40.
Diane Rossi
10.
II.
12.
Carol Rasco
13.
Sybrena Bullock
14.
Judy Heumann
15.
Rachel Tompkins. Rural Scnoot Trust
Johnnie B. Watson. Superintendent, Memphis City Schools
16.
17.
lB.
19.
20.
21.
22.
Don Feuerstein (President, New American Schools)
Jack Bienvith (President, Outward Bound)
AI.. Koudl)'
Gary Hopkins. Education World Press
Michael Cardman. Education Daily
Press .
Mike Erskine. Memphis Commercial Appeal
23.
24.
25.
Press
Pres:;
26.
27.
Cpngrcssman Harold Ford, Jr.
Diane Dpzier (Tennessee PTA President)'
Kimberly Houck (Region Director, Tennessee PTA
Cathy Crouse (PTA Council President-Memphis City Schools)
April Strand (PTA Council President-ShelbY County Schools)
Vernon Coffey (TN Commissioner of Education)
Govt!mor Don Sundquist
28.
29.
30.
31.
32.
33.
34.
35.
Eunice Ellis (Pizza Huti Book It)
State Senator Andy \Vomack
Charles Dudley. CEO of Independent Bank
Damn Srown, State Fann
26
�Pate: August 30, 2000
Peparis:
-:- pm
Arrives: '
-:- pm
Drive Time:
Leg: 4.3
Autozone Stadium (MEMPHIS, TN)
Mi':Jle CoUege High School (MEMPIIIS, TN)
Bus #2 (20 seats)
1.
2.
3.
4.
5.
6.
7.
8,
9.
10.
II.
12.
13.
14.
15.
Stan Williams
Paul Smolarcik
Kari Arfstrom (l\'REA)
Bart Teal, NOVA University
Ste\'i! Mancini
Fritz Edelstein
Jack Sanders, SERVE
Lee Powell. USDA
Margaret Di Maria
. Marianne Kugler, Mott Foundation
..
27
�AGBTS 2000
BUS MANIFEST
Date: August 30, 2000
Departs:
-:~- pm
Arrives:
-:-- pm ,
Drive Time:
Leg: 4.4
Middle College High School (Memphis, TN)
That Bookstore (BLYTHEVILLE, AR)
Success Express (40 seats)
I.
2.
3.
4.
5.
6.
7.
S.
9.
10.
II.
lZ.
13.
14.
15.
.RWR
Terry Peterson
Patrick McDermott
Ginny Markell, National PTA President
36. Lee Powell. USDA
37. Marianna Kugler, Mott
38. Kari Arfstrom
Cheryl Parker Rose
Iris Tatom (Nurse)
Roberta Heine
Stan Williams
Dave Snyder
RWR2
Diane Rossi
Al.x Koudry
Carol Rasco:
Paul Smolarcik
Rachel Tompkin~ ,Rural School Trust)
16.
17.
Steve M aneini
IS.
19.
20.
21.
", .
Eunice Ellis (Pizza Hut! Book It)
...
"
Fritz Edelstein
'
Judy Heumann
Sybl'ena Bulluck
Gary Hopkins. Education World Press
23.
Michael Cardman. Eucationa Oaily
24.
Press
25.
Press
26.
Press
27.
Bart Teal. NOVA University
28.
Margaret Oi Maria
29.
30.
Ben Canada. National President, AASA
31.
Scou Fleming
32.
33.
34.
Rich Nagel. Executive Director. Arkansas Education Association
Linda Pondexter, President, Arkansas Education Association
Damn Brown, State Fann
28
�, ,
AGBTS 2000
BUS MANIFEST
0 ...: Augu.t 30, 2000
Departs:
-:-- pm
Arrives:
-:- pm
Leg: 4,5
Drive Time:
Bookstore (BLYTHEVILLE, AR)
E.st Junior Higb Scbool (Blytbeville Ark.nsas)
Success ~:xpress (40 seats)
I.
2.
3.
4.
5.
6,
7.
B.
9.
10.
II.
12.
13.
14.
15.
16.
. 17.
I S.
19.
20.
21.
22.
23.
lA.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35,
36.
RWR
Terry Peterson
Patrick McDermott
Ginny Markell, National PTA President
Cbt.ryl Parker Ro••
Tri. Tatom (Nurse)
37. Damn Brown, State Fann
38. Marianne Kluger. Molt
39. Lee Powell, USDA
40. Kari Arfstrorn, NREA
41. Fritz Edel.tein
Roberta Heine
Stan Williams
Oave Snyder
RWR 2
Dianne Rossi
Paul Smolacik
Carol Rasco
Ale> Koudry
Rachel Tompkins (Rural School Trust)
Steve Mancini
Eunice Ellis (Pizza Huti Book h)
Judy Heumann
Sybreua Bultock
Gary Hopkins, Education World Press
Michael Cardm",. Education Daily
Press
Press
Press
Margaret Di Maria
Bart Teal. NOVA University
Philli. Wofford, Board Certified Teacher, Jonesboro. AR
Congressman Marion Berry
Scott Fleming
Ben Canada, President. AASA
Rich Nagel, Executive Director. Arkansas Education Association
Linda PQndextcr. Prcsedcm, Arkansas Education Assocation
Retha Gipson, Board Certified Tcahcer. Jonesboro. Ar
Michael Sheperd, Board Certified Teacher, Marion, Ar
Rob Donner, Principal, Jonesboro, AR
29
�AGBTS 2000
BUS MANIFEST
Date: Augllst 30. 2000
Departs:
-:- pm
Arrives:
.-:- pm
Drive Time:
Leg: 4.6
East Junior High Schoo! (Blytheville. TN)
Hampt•• 10. (UNION CITY, TN)
Success Express (40 seats)
I.
2,
3.
4.
S,
6.
7,
8.
9.
10.
II.
12•.
! 3,
! 4.
!S,
16.
.RWR
Terry Peterson
Patrick McDermott
Ginny Markell, National PTA President
Cheryl Parker Rose
Iris Tatom (Nurse)
Roberta Heine
Stan Williams
Dave Snyder
RWR2
Diane Rossi
Paul Smolacik
Carol Rasco
Alex Koudry
Rachel Tompkins (Rural School Trust)
17.
Steve Mancini
!8.
19.
20.
Eumce Ellis (Pizza Hut! Book Ii)
Sybrena Bullock
21.
Gary Hopkins, Education World Press
22.
Michael Cardman. Education Daily
23.
37. Margaret Di Maria
Press
Press
Press
24.
25.
l6.
27.
28.
29.
30.
31.
32.
33.
34.
35.
Judy neumann
Press
Press
Scott Fleming
Ben Canada. AASA President
Marianne Kugler, Mott Foundation,
Fritz Edelstein
Danin Brown. State Farm
Lee Powell. I,;SDA
Bart Teal. NOVA University
Kart ArfstTOm. NREA
30
�. .
-
C
amana Boyd struggled with multiplication, She had
difficulty with basic arithmetk, and word problems
were. well, ... a problem. She was frnstrntcd, dis
eng<lged, and Chillng most of her assignments. Cumarra
haled math.
'
Then slit" met Joel Harting. Joel. u third-year Business
Management major at Ouachita Bapilst Untvcrsit), was a
new America Counts Federal Wo;k·Srudy {fWS) !UWL
Of the many FWS choices available to him, he opted for
America CmmlS because it meshed his academic s{ceng:hs
with his interest in community service.
The two goloffto a rocky sta:1. The lhird-grader from
Central Elementary Schoo! was more than u challenge.
Her intelligence and ability were masked by a very poor
attitude; the first several sessions were largely exercises
in futility,
Then something clicked. Joel's perseverance had made
an impression. Camarra began to look forward to her tu
toring sessions; it was exciting that one of the "cool big
tqds" came to the school everyday just to work with her.
Joel had built trust, and their new rapport fostered an en
virorunent conducive to learning. After weeks of resisw
lance, Camarra began to make progress.
Today, aflerncMly nine months of tutoring, Cumnrrl1's
teacher reports that her math skills have improved. She
even likes math. Cumaml used to shy aw~y f(om difficult
probJems; silen(lw :ackles them with confidence ano ease.
Her frequent eye~rolling and impatient dcclarutions ("This
problem is way too easy for me!':) Iel Joel know thallus
efforts are making n difference.
4
NASFAA'~ SJudt'nf Aid Transcript
..
�Community
nnd the Federal
Work-Study Program
Camarra is one ('"ample ofthe tens or thousands of young
children whose Jives mwc been enriched through FWS
community service. During the 1998-99 academic year,
74,359 students were employed in communi!y service
positions, comprising approximate,l}, 13% ofnIl FWS jobs.
In 1965. at the height of President Johnson's Great
Society. Congress created the FWS program with two
objeclives in mind: to open the doors ofhigher educati('Hl
to improving their world. He warned that isolation from
the eommunity would lead to a loss o(:,cspect for the O;;'t1
demic world,
By creating 0, expanding $('rv;cc jobs, ;nsllllll:l'ns cnn
OS$lI.'11e important tole$ in s:rengJhening their comnwnj·
ties. In oddition to providing needed "exIra hO::1ds" in
local schools, America Rends nod America Counts can be
a powe(fu\ platform for focusing elToriS on specific prob
lems identified by the community and for demonstrating
the instltution's ability to comrlbu!e to solving those prot>.
lems.
Partidpation in such programs is a long-term invest·
mel11 for higher education. By building l:l bridge with
local students and their parents, instilutlons can generate
interest in their academics, facilities, and enrichment pro
grams. Moreovcr, tutoring and mentoring relationships
provide elementary 5t~dcnts wilh a glimpse of ,he college
experience and fin}' inspire them to make higher educa
tion a I<mg"tcrm goaL
to aU students by providing employment-based financial
assistance, and to encourage student invQlvement in Ihe
national eff<lrt to rejuvenate impoverished communities,
Since 1994, all campuses that receive FWS fur.ds from
the federal government have been required by Jaw to use
at least 5*/0 of their allocation for community service
employmenl. Beginning July 1,2000, this. requirement will
incrense to 7%. Campuses wishing to be considered for
reallocated funds must use at least 10% of!heir allocation
on -community service jobs. Additkmall)\ all institutions
receiving FWS funds will be required to employ one or
more FWS students as. reading or family litcP'lcy tutors
starting in the 2000-01 a-cademic year.
Expanding community service employment effort5 not
only help institutions comply with the law, but also pro~
vide a number of important bencHts to the institution, }he
FWS student, and the community.
Benefits/ar the /nsfirution
The late Ernest Boyer. who served as U.S. Commissioner
of Education in the 1960s and later beaded The Carnegie
Foundalion, frequendy lamented in his lafer years the fail·
ure of a.cademia to actively participate in the grealer com~
munity (hat surrounds it. He urged his colleagues on \'ari~
ous campuses to dedicate lhem&eives lind their resources
Bertefi(~'for
FWS Stude!1ls
An mcreasing n'.1mber ofcollege s.tudems want 10 punicl·
pme in activities outside the classroo:n, including volun
teer activities in the locnl communities, Yet most s;udents,
because of time constraints, are forced to limit Iheir
involvement !o. a select number of activi
ties. This is especially lrue
for students
I \
JI~(hd Sfr~"" from Oll«rhll~ 8~/""t
Vni,,,,tiittY
~J Y"''''X
CMuloplw' W,!/Wn».
who must work to belp pay for their education expen",c:<
fWS communi:y service jd)s cnlil:dc students til cmnbinl.!
�the fmandal need to work with the personal goal of help
ing the local community,
An additional benefit ofFWS community service jobs
is ,h:H students gain personal exposure (0 real-world prob~
lems and issnes, belping them make the critical link be~
tween the academic and the "outside" world. Students also
galn a greater understanding of the local residents lhat they
meet and work wi:h as. part of :hcir FWS community
service jobs.
America Reads and America Counts
~~~~~~~~'$"-'':;:'*"¥:''~~'S
~:!Aineri~a !~ead£g~V£..our i!fi!..veri.hystudeni PP!'?)1.;-:S;
€
l~~,..~ ...~= ~Jifi"'S _...I~___ .~'1:r ., I."~
~n!~~~r!?~~~~~ .!(e.t;tu,;-,:~cf.!!;,~O~~l{s~'!..neJfjf,
~. if WS
~~.
awards to lmproyc the ltv~ ofpeople In Ihe com- .
~.,.
..
-
'
"
milnity. The (es~'ons our swden(s have Ie.arned wi!! re
main witA Ihem/o,. ttli: ourl h'W he/p .I'lmpr them fnto
good iitiz61S, :'on<,;!!,p,yt ptWLI,!.". and tIH""ilHtllI,g.
, 'I!embers of rheir conrmwlIZ;'. "-Jeanne Monon,
~~i~1~;~~n!1°~p!~~~J!:.:~~lt~~~.
.-flll#l(;t Rtr1,)J 1./JIon /1Wtl
tll>brrRilMIt .Ar"fm{lulif,,1 u..;w·,"~IIy. Fa!! 199;.
l,ifr II> Rip,: Jilfl DIII(), CI* /.I)CI(>«(1. u/Um SlIfllflfl()fr. 81",,"1,
M/U,(nbttrg. J~,ph /r""rula. Chtml~ Ay/wllnl. u'ltl lknC}' PhJlffp.L
Benefifsfor the Communit)'
Communities and schools often tum to nOll·governmentel
organizations for services previously provided by federal,
state, and local governments, and might welcome a source
of helping hands at little or no t:ost While Ihe linkage
between communities and higher education institutions
may not be well tSUlblished, the vcry act of establishing
and structuring community service programs or tutoring
programs can be the beginning of many opportunities. for
collaboration.
For nlrul towns and inner cities in particular-two
areas hardest hit by declining resources for public
schools-reading and math tutors ('un make a dramatic
difference in the quality ofeducation that children receive.
FWS tulors;;an help young students keep pace with class·
room instruction nnd boost their achievement by provid
ing the individual assistance that many schools are nol
positioned to provide.
.
w
6
NASFAA's StwJiClif Aid Transcript
America Reads and Arnerlcu Counts offer unique oppor
tunities for colleges OJtd universities to ;oln with others
ncross the nlllion in Jmproving literacy and mDthcmatic~
education, at relati vet)' tittle cost to the institution. All cam~
puses that receive FWS funds.are automatically eligible
10 participate,
In 1997, with nearly 40% of Americnl1 children read
ing below the masl basic level. President Clinton proposed
the America: Reads Challenge-an initiative to help en·
surethzlcveryehild lcnms 1.0 lend well ane independently
by the end of third grade, In its simplest terms, America
Reads chnllenges all citizens to playa role, either person~
ally -or professionally, in creating communities of strong
renders,
As part of this: effort, the President called upon the
highe: education communilY to lead the \vay by emplo)'w
ing FWS studcnb as feawing luton;. To )ump-~!ar: th!\.
efforl, U,S. Secrelar)' of EdlA.:ation Richnrd W. Riley
issued a spedal waivc-r In :hc ill~li!\J'i ..maj·shafc n:tj'Jin:-- I
mem, allowing the federal government 10 pay tbe full
wages of FWS students employed in this c<lpacity, and
increased the overall pOI of FWS funds so that more stu~
dents could participate. In 1998, the institutionnJ~share
wniver was expanded to include family ji:eracy programs,
in which FWS students tu:or prc k:ndergal1en and elemen*
tacy school children and thei: parents. and caregivers.
Building upon the success ofAmerica Reads, America
Counls was launched in fall 1998, and Secretary Riley
expanded the waiver of the i!is.titwion;llwshare rcqUlrement
to include matliem<'ltics tutoring for s~udents in elemen~
tnry school through nin~h grade, Recognizing the crisis
(lur nation faces in lnllthematics' education, PreSident
Clinton renewt'd his earlicrchaUenge to colleges and unj·
w
�.,
,,
America.. Reads,and America Counts
,
,
versitics, asking every campus to do ils part 10 ensure that
all children build strong skills and underStanding in marh,
In the three years since these programs began, morc
thtm 1,300 campuses have committed to America Reads
and/or America Counts. Through their efforts, tens Ofl!lOU
sands of you:.g children nationwide have received valu
able educational services. But higbereduc;llion campuses
can do even more. Assuming that an fWS tutor works
with three different students over the course of a school
year. irench participating campus pledged to employ nve
more America Reads and America Counts tutors Ihan jt
did the previous semester, within one year as many as
19500 more children would get the personal attention and
additional !e<'Iming oppOrtll.'lities Ihey need to improve their
academic a;;hievement. There are slil! 2,000 ellgible e-3m
puses receiving FWS funds thai fire not yet involved in.
either program. If each of these schools s.tnrts a program
this fall with just five tutors, the cumu13tive impact could
grow to 49,500 more students.
Il'lneous feedback; tutors can provide explanations or
respond immediately to student pn)blems Or queslions.
Additionally, tutoring can provide important emo
tional/psychological benefits: Severa! studies have found
thai tutoring can increa:.e bOlli the student's and the tu\l.)f'S
self-esteem, self·con;ldence, a:1.d academic motiva:ion. By
building ~rust ond pruviding l! :.luCent wid: pCrSQIlt,; lltten
tion and a positive role model, tutoring can impro\"c fl
student's attitude toward thc subject matter and belief in
his or her abili!y to succeed.
Effective tutoring programs have severol characteris
tics in common: appropriate training ortutors, formal time
commitments, structured seSSlOns, monitoring oftuloring
sewices, and close relationships between classroom
instructioll, curriculum, and tutoring services provided,
Getting Started
Tutoring Works
; world. ·;..:.....Ann Klein, Associate Director, Student
Financial Services, University ofCalifomia, &'In Diego
Research and ex.perience have consistently shown thaI
well-designed tutoring programs can have a positive imw
pact, particularly for lQw-perfonning sludents. Because
of lts flexibility and tx-"rSonal nature, tutoring can be an
excellent means of nddressing students' individual needs.
The nature of a tu:oring session can be tailored to a
student's-or a srudem group's-Jeaming style and level
of understanding. More-over, tuto:ing provides for instan~
There are aimost as milo)" ways 10 impkmenl America
Reads and Amcric;\ Counts programs us there are iWilill.;:
lions eligible for Federal Work-Smdy. The potential in:
pact of any program, however, is a function oflhe process
of b'Jilding and maintaining a relationship between insti
tution, tut(Hing site(s), tutors, and students.
While the America Reads and America Coun15 pro
grams require a special commitment from financial aid
and student employment admlnis1rators, there are a num
ber ofkey steps thai can be taken to ensure lhat responsi·
bilities are shared among all stakeholders:
• Garner Suppon from the Campus Administration
Work with your cnmpus president, or other high-level ad
ministrators, to leverage reso:.trces and genemlC campus
wide visibility and enthusiasm, America Reads and
America (oun:!> program coordinators who enjoy the fu!!
Summer :!OOO
7
�,.
,
.~ .;'.- .•.•. . .,l..
...
m,~i:1i[s' ;:;;eIi'rei;..arding community~service
,.,.,,,,,,, in our commu*
8
NASfAA 's Stud,", AirJ 1rullsrrip!
�.
I
America Reads and America Counts
support of campus administrators will be able to respond
to a variety of chullenges, such ;,\5 fu:tding and staffing.
Request a meeting with your campus president. or another
appropriate ndministrator, to sketch OUt your vision for
the programs and secure backing.
• Increase Teamwork
Successful tutoring programs require teamwork. There are
a number ofindividuals, groups, and o,ganiza~ions-both
on :lnd off your .campus-who can work lOge,her to share
responsibilities and integrate services. Coordinate your
efforts with others to strengthen the qunlil)' and breadlh of
services the program will provide.
A first step is: to (om, an advlsory group or steering
committee comprising key stakeholders. This type ofguid
ing body can identify program goals, develop a plan for
meeting these goals, leverage funding and other resources,
and collectively respond to unforeseen obstacles. Key
stakeholders might include:
• Community Serl'ic(' Staff So:ne campus community ser
vlce centers already have tutoring and memoring programs.
Community service staff mny be willing to incorporate
America Reads and America Counts tutoring into their
existing progmms.
• Faculty: Faculty members may he able to provide con
tenH;pecifie guidance for tutor trl'lining and ongoing wn
tent support and also help identify prospec:ive tutors. Some
faculty may even be willing to inco'rp{)ra~e America
Reads and America Counts tutoring into their academic
courses.
• Student Associations: Service-oriented student groups
such as Alpha Phi Omega, the muional community ser
vic:e fraternity. can assist by providing administrative sup
port. recruiting college students. or having members serve
as tutors.
• Snulent Employment AdministrolOrs: These campus staff
members Iypically have established networks for job
recruitment and placement and can provide guidance on
malching students with appropriate positions.
• Local Schools: Many higher education campuses col
laborate with local teachers and district specialists to train
tutors, design the tutOring curriculum, and manage day
to-day operations.
• C(}mmunj!y~B<1$(:d Olgani::fltiom.' (CBOs) , Staff from
CBOs such as the YMCA or Boys and (hrls Clubs are
generally interested in partnerships that expand services
to community children and may also provide.additional.
capable hands.
• Business and Industry: Local businesses and industries
also Can provide m-..:ch needed support Berkshire Com
munity College, for example, has partnered wi1:h Apex
Engineering to design a math enrichment program. "GOI
Math?" helps young stt:dents overcome math anxiety and
enjoy learning throug!i hands-on activities thai de:!1onstrale
the connection between school and mathematics in the real
world.
• Other Higher Education Instirutions: Neighboring
institutions cao collaborate to share the workload so tbal
services to the community are coordinated and comple
mentary.
• Df!sign Your Program
10
Fir Local Neods and
Camph'men! Existing EIfOrtx
The America Rends :md America Coums pn.)~rams were
intentionally de:oigned with very few strings anached. !.o
Ihat colleges and unive~silies ;;,nn design programs chat
best suil their institution's and community's needs.
Work with olher members of your adVISOry group to
determine what types oflutoring services would most ben
eftt Ihe young students in your program. Tutoring and
mentori!1g can occur in a variety of settings--one-on-one,
small groups, in class, after schoo!. before school, or dur
ing the summer, Ask teachers and parems"how your
I I
their efforts, When designing
tutors cnn best
Summer 2000
9
�Go For It! You Can't Lose
E
arlier this month, as I thumbed through a stack of America Reads and America Connts
program evaluation forms, my eyes rell upon a note scribbled by a local elementary
teacher. It read: "Embry-Riddle tutors support our children in reading and math, but in
other ways too. They are role models and in some cases are like extended family. When we
count our blessings, we count
Embry~Riddle
twice!"
In an instant, I was reminded of the tremendous contribution our institution has made to
improving education in the Daytona Beach community. As a student employment administra
tor, I have been intimately involved in theday~to~day operations ofAmerica Reads and America
Counts. J1 ve seen first-hand the positive impact these programs have had on our student
tutors-I merely hu\'e to count the ever-increasing number of tutor applications 1receive each
semester to confirm that these programs have been a deeply enriching experience for our
students, Ifs reassuring to know that we're making 3 difference in our local schoo!s as well.
I must admit, when America Reads first began in J997, J was apprehensive about sta.ting
a program on our campus. Concerned that Embry-Ridd!e-a small, priv81e university without'
an education department-did not have the necessary resources to undertake such an effort, I
consulted with Patricia Ryan of our Teachers Resource CC!1ter, and together we decided
i(\
take on the challenge. \Vhnl a wonderfully rewarding experience it hm; turned Out to be!
Patricia and I divided responsibilities and partnered with local educators to establish pro~
gram guidelines and objectives, A fonnal agreement was drafted that all parties were required
to sign. 1 assumed responsibility for screening and selecting the tutors, as \vell as managing
the F\\fS funds, and Patricia CO!1cucted tutor training and served as OUf campus-school liaison,
In our first semester, Embry-Riddle empJoyed J I reading tutors for a local eJementary
school. By the 1999-2000 academic year, 44 FWS reading and math .utors provided over
5,J85 hours of service in four elementary schools, reaching hundreds of young children in
need of assistance.
Jt's difficult to fully express how much our tutors are doing for the community, and our
institution. These programs have strengthened campus-communil)' relalions more than any~
thing else evolving from the student employment arena. Moreover, we have been able to
impart to our FWS students the importance of education in a way many had never experienced
before-through the eyes of children. Most recently, an America Counts tutor confided, "I
wish 1 had given more respect to my teachers; teaching is much harder than J ever imagined."
J have never before been so exhilarated about participating in a student employment pro~
gram, or felt such a sense of pride in the work my students have undertaken, The time and
effort it takes to administer such programs can never outweigh the hl..·nent~. Ie your l',lmpm
hasn't yet committed to helping young children in reading and math. I t:lll'Ollrage you \(1 yu 1'\11'
it-you can't lose!
~..
Kathy Parsons is [)irector ofStudent Employment al EmhJy-Ridd!e Aeronautical University
in Daytona Beach, FL.
�•
,.
.'
Ii
America Reads and America Counts
,,!,
>~,
"
'~~"
r
,
a tutoring curriculum, consider ways to reinforce or
enhance the contenl that students are learning in schoo!.
By piggybacking (In existing campus programs and'
partnerships, )'OU can minimize the workload and provide
added value for everyone. For example, it is likely that your
institution's education departmcnlalready has a strong
relationship with one or more local scbools. Perhaps you
can usc the FWS tutoring programs 10 expand thai rclatkm·
ship or work with a fnculty member to Jink America Reads
nnd America Counts with the education department's
teacher preparation curriculum.
Utilize Existing Resources
Take advantage of tht: rich sl.!:pply of existir.:g resources and
materials designed 10 assist program :l(!ministrntors in traiD
iDg fUlOrs, assessing student tearning difficulties, evalullt·
ing progress., ctt:. For example, there ~s 11 set of free, on-line
math lu!.Or training mo.!cria!s that can be used tQ prepart ::v.'S
students, and several manuals thaI provide valuable imngfl:s
on how to best help students struggling with readins"
Summary
The FWS program offer:Hollegc5 and universities a way
to iniliate positive change on their campuses and in their
communilies. By expanding community-service employ~
ment, institutions can providl! FWS students \\'ith wonder
fuliy enriching c)(perienccs t'lnd also address specific com
munity needs. Programs such as America Reads and
America Counts help campuses comply with Ihe pcw FWS
regulations. You can make the commitment to help chil~
dren learn to read and do math by completing the m!lffuary
America Reads and Amerien Counts Sign Up Sheet,
located at 'the end of this. article. Happy tutoring!
j..,
The fallOWing America Reads and America Counts staff
allhe Department of Education developed this arficle:
Frances Bond. Wendy Goldstein. Nalley Ha",lfhorne
Mumaw. Carol Rasco, and Linda Rosen.
Some injormaJion in lhis arlfcle was adap/ed from the
America Counts literature rel'lew Of hUP://W)WM!d.gov/
americacaunts
For mort! in/ormation Oil how fo gN started. please visit
the America Reads and Amel'icll Caunf.\- Web siles
www.cd.gov/americGrcadsandwww.ed.gov/ulllt:ricacollnts
or call I ·800·USA·U:4RN.
Summer ::000
11
�Federai Work-Study and Community Service Av,'ard Year 2000·2001 and tbe America Rc ..,· Page 1 of 3
Federal Work.;.Study and Community Service
Award Year 2000-2001 and the America Reads
Challenge
History of the America Reads Challenge
• In an effort 10 increase the reading proficiency among America's youth, the Administration in
1997 launched the America Reads Challenge with one major ol;iective: to have all children
reading well and independently by the cnd of tIle third grade"
• During the first full year of the program, in award year '997~98j 790 po.stseeondary institutions
partidpatcd in the America Reads Challenge. As of July I, ::WOO, m~nrly 1.400 postsecondary
insitutions voluntarily accepted the America Reacs Challenge and pa11icipatcd in reading or
famil:.' lik"Taey tutoring cfforts.
Federal
\Vork~Study
\Va;nr
• Currently. there arc 3.300 institutions receiving Federal Work-Study (FWS) Program funds, The
FWS Program funds provide part-time employment to approximately 942;000 students, as part of
their tinancial aid package~ to help pay for their education,
• In 1997, as one response by the federal govcrnment to the ChaJienge. the Secretary ofEducttllon
initialed the America Reads Federal Work-Study Waiver. FWS Program funds can be used to pay
up to I00 p~rcent of tbc wages for any FWS student who is tutoring preschool age or elementary
school children in reading, Higher education institutions do not havc to make a reql,lcsi to the U,S.
Department of Education 10 use this waiver.
• Beginning \\'ith the 1998~99 award year, tbe FWS waiver of the institutional matching
requirement was extended to tutoring in Family Lileracy Programs. Family Lite-mc), Progmms
ofTer opportunities for F\vS students to tutor preschool age and elementary school children, as
well as their parents and caregivers,
.
• EffectivC' Octobcr 28. 1999 (the dutc of public;;llion of tile FWS regulations) f'mnily Literacy
services Wfre expanded to actiyitics beyond tutoring. Institutions may pay a Federal share of up 10
100 percent for a FWS student employed in a Family Literacy Project that provides services to
families with preschool age or elementary school children. In addition to tutoring, family literacy
activltic$l1lay include training tutors, performing administrative tasks such as coordinating'tutors'
schedules; working as an instructional aide or preparing famH), literacy materials.
• Beginning with the 1999-2000 award year, the waiver of the institutional matching requirement
was extended to FWS students employed under Am.;rica Counts. America Couats provides
mathematics tutors for s-tudents in elementary through ninth grade.
Community Sen'icc Requirement
•
Institutioil~
receiving FWS funds for award year
1994~95 ·through, 1999~2000
hup::'/w....'W .ed,govlinils/amcricareads/co\univ_fws _2000_tcxthtml
were required to use
119/01
�federal
WQrk~Study
and Community Service A\\'ard Year 2000~200 t and the America Re '" Page 2 of 3
least five percent of1.heir lotal annual Fcderal allocation (initial and supplemental) to pay the
wages of FWS students employed in community service jobs.
a1
• Beginning July 1, 2000. all institution is required to use seven percent of the total amount ofthe
FWS funds 10 compensate studcnts employed in community service activities:
• In meeting the seven percent community service requ~rement, an institution must ensure that one
Of IT)Ofe of its FWS students is employed:
o As a reading. tutor for preschool or elementary school children or
o In a Family Literacy Project
Training for Tutors
• It is recommended that FWS students employed as reading or mathematics tutors be given high
quality tmining prior to and during their service. Training may be provided by the school district,
by the university, by a literacy organization or coalition oforganizations or agencies recch'ing
tutors, The FWS student may be paid for a reasonable amount of time spent in training,
Suppurt from th(' America Reads Challenge in the U.S. Department uf Educntion
• The America Reads Challenge in the U,S, Department of Education assists universities by
providing the following services: an updated website, recruitment brochures, tutor training
mHteriaJs:. an on~line directory, an imeractive listser\', and electronic Federal WO,.k-S1U(~ll Updarcs
• Access to. the America Reads Challenge may be ma~e yia the website at
ww\\',cd,J;QsL"mericareacl~ or phone (202) 401-8888 or 1·800 -USA ·LEARN, or fax (202) 260
8114 or e·mail ar:terienrcads@cd,.go,Y
Graphicsycrsion ot'this page
Topics:
• t\ho,utJ,Js
• l\merlcu,Rcads.pircetory
• Rcsourc_esJRest.'.1:m::.:i.l
• Eyenls
lnformation for:
• Kids
• Families
• Educators
• Communities
• ' Colleges/\Jnh:ersit ies
Sjte_~1ap
Search
htt :/lwww.ed. ov/jnits!americareadslcoluniv fws 2000 text.h1ml
t/9/01
�"Federal Work-Study and Community Service Award Year 2000-200l and the America Re". Page 3 of 3
•
http://\\'\\'V.'.ed.gov/inits/americareads/coluniv fws 2000 text,hlml
1!9iO 1
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Clinton Administration History Project
Creator
An entity primarily responsible for making the resource
Cinton Administration History Project
Council of Economic Advisers
Department of Commerce
Central Intelligence Agency
Department of the Interior
Department of Defense
Corporation for National Service
Council on Environmental Quality
Department of Justice
Domestic Policy Council
Department of Education
Department of Energy
Environmental Protection Agency
Federal Emergency Management Agency
General Services Administration
Small Business Administration
Social Security Administration
United States Agency for International Development
National Economic Council
Office of Management & Budget
Office of National Drug Control Policy
Office of Personnel Management
Office of Science & Technology Policy
Office of the Vice President
United States Trade Representative
Date
A point or period of time associated with an event in the lifecycle of the resource
1993-2001
Description
An account of the resource
<p>The Clinton Administration History Project describes in detail the accomplishments of President Clinton's Administration for the period 1993-2001. The records consist of the histories of 32 agencies or departments within the Executive Branch. In general, each organization associated with the Project submitted a narrative history along with supporting documents. These narrative accounts are primarily overviews of the various missions, special projects, and accomplishments of the agencies. The supplementary records include substantive memos, press releases, briefing papers, and publications illustrated with photos and charts.</p>
<p>Agencies:<br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Council+of+Economic+Advisers&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Council of Economic Advisers</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Central+Intelligence+Agency&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Central Intelligence Agency</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Commerce&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Commerce</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+the+Interior&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of the Interior</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Defense&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Defense</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Corporation+for+National+Service&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Corporation for National Service</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Council+on+Environmental+Quality&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Council on Environmental Quality</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Justice&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Justice</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Domestic+Policy+Council&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Domestic Policy Council</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Education&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Education</a><br /><a 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href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Health+and+Human+Services&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Health and Human Services</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Housing+and+Urban+Development&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Housing and Urban Development</a><br /><a 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Clinton Presidential Records: White House Staff and Office Files
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1474 folders in 111 boxes
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[Education - Volume 2] [6]
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History of the Department of Education
Clinton Administration History Project
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1993-2001
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Box 18
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Clinton Presidential Records: White House Staff and Office Files
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1227203-education-volume-2-6
1227203
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https://clinton.presidentiallibraries.us/files/original/f3db0690e28c841654a5f8c076c2d470.pdf
d13520b6110dc54b748c7aa2e24308bc
PDF Text
Text
~ Promising Res~lts, Continuing Chall~nges; Final Report of the National Assessment of Tit..: Page 1 of9
Pro~ising' Results, Continuing Challenges:
Final Report ofthe National Assessment ofTitle T
Executive Summary (Part I of 3)
Context for Title I
TITLE l-lIELPING DISADVANTAGED ClIlLDREW MEET IflGlI STANDARDS
"SEC. 1001. DECLARATION OF POLICY AND STATEMENT OF PURPOSE,"
"(a)(I) The Congress declares it to be the policy of the United States that a higb-quality cduca1ioll
for :111 individuals and a fair and equal opportunity to obtain that education are a societal good. nrc a
morn I imperative. and improve the-life of every individual) because the quality of our lives
.
ultimately d!)pcnas on the quality of the lives of others,"
First enacted ill 1965 as a "War on Poverty" program, Title I of the Elementary and Secondary
Education Act (ESEA) [P,L, 103-382] now provides over $8 billion {J) per year to fund syslcm~wide ,
supports and additional resources for schools to improve teaming for students at risk of educational
failure. The program's central Objective is to support state and local efforts to ensure that all children
reach chaUcnging standards by providing additional resources for schools and students who have
farthest 10 go in achieving the goal.
Title I is intended to help address the greater educational challenges facing high~p(n'crty
communities by targeting extra resources to school districts and schools with the highest
com;:cntrationt: of poverty, where academic performance tends to be low and the obstaCles io raising
performance are [he greatest. Nineiy.fivc percent of the natton's highcst poverty schools (those with 75
percent or more students eligible for frec~ Of reduced price lunch) participate in Title lP) While the
. highest poverty schools make up almost 15 percent of schools nationwide, they account for 46 percent
ofTitlc I spending. About three-fourths (73) percent ofritIc I funds go to schools with 50 percent or
more students eligible for free~ or reduced price lunch. W
Full)' 99 percent of Title I doUars go to the local level. School disiricts usc 90 to 93 pcrcGm of their
Title I funds f()f instruction and instructional support(4L:"'mos t oftell in reading Jnd malf" Although Titk
[ acCOunts for a relatively small percentage of total funding for elementary and secondary education Gust
under:} pcrcent)1 the program plays a significant role in supporting local education improvement dlorts.
It pruvides flexible funding that may be used for supplementary instruction, professional development,
new computers, ancr~schoo! Qr other extended-time programs, and other strategies for raising student
achievement.
.
TiCie I also pnwidcs supplemental assistance to children who face unique educational harriers.
These include children who come from families with low literacy. {he children of migrant agricultural
we'rkr'fS,ano children who arc neglected or delinquent The children of parents with poor literacy skills
less likely to receive early literacy training at home or to be enrolled in a preschool program. \\'hicli
increase> the risk of school failure. Migrant children have families who mo'.'e frequently to pursue
<lgrictl!tmaJ w\)ck-and thus must cbange schools frequcr.tly-whieh has a detrimental effect on their
iKhicvemcnt Neglecrcd or delinqucnt students arc extremely educatlon.ally dis,ld\'antagcd: most an:;
�. Promising Results, Continuing Challenges: Final Report of the National Assessment of Tie: Page 2 of9
incarcerated in state juvenile and adult correctional facilities and have experienced numerous disruptions
in their educatIon.
, .
Exhibit 1
Percentage of Schools Participating in Title I,
by Schoof Poverty Level 1997~98
j
100%
~
0
80%
..•
<"""
"-
~
0
.,
•
• 4"""
•
•
.•"
20%
0"'"
School Poverty Level (Free or ReducedaPtice LUnch)
School Ptnierty Luye! {Free« ReovC1l:d·PriCB Lunch
'k=============~======================d
Exhibit rcads; Almost all of the highest~poverty schools (95 percent) receive Title J funds,
compured with 36 pcn::ent of the lowest-poverty schools.
Soutee: U.S. Department of Education, unpublished tabulations from the Follow-Up ,)'url'ey
ofEducation Rriff;rm.
Title I reaches uver 11 million students enroUed in both public anti private schools-about two
thirds of whom arc in elementary gnldes 1~6. The percent of students in middle and secondary
schools remains H small proportion of those served ovcralL Minority students participatc at rates higher
than their prop0l1ion of the student populatiolt African American students represent 28 perccnt of Title I
participants, 30 percent are Hispanic, 36 percent are non-Hispilnic white, and the remaining 5 percent
are from other ethnic1mcial groups. Among those served by the Title 1 Part l\ program (local education
agency program) nrc aboml67,OOO private school children, dose to 300,000 migrant children, and over
200.000 children idcntified as homeless. Title l services are also available to about 2 million students
with limited English proficiency, almost one fifth of all students served and growing in number, and i
million students \'lith disabilities.(s') In 1996~97, Even ~Harl served (Part 13) some 48.000 children and
almost 36,000 adults.(6) Over 580,000 migrant children were served under the Migrant Educ;:nioll
Program {Part C)(7), and 200,000 neglected or delinquent youth were served in the Title l Part D
program for neglected or delinquent youth,{t:)
1994 Rcauthori7J.tion ofT;tl. 1 of the Elementary and Secondary Education Act
1994 reauthorizalion of ESEA, along with the- Goals 2000: Educate America Act. introduccd a new
federal approach built around a framework of st~H1dards~drivcn rdoml, Challenging standards for aft
, '"
It, ,
�.
Promising Results, Continuing Challenges: Final Report of the National Asscssm:el1t of Tit.: Page 3 of9
studenls would promote excellence and equity~ and better link Title I along with oth~r federally·
supported programs to Slate and local reform efforts. As the largest single federal investment in .
elementary and secondary education; the reauthorized Title I adopted each of the key principles outlined
in tne legislation.
• Support states in setting high standards for all children-witb the clements of education aligned,
so thDllhcy arc working in concert to help all students reach those standards
• Focus on teaching and learning, through upgroding curriculum, accelerating instruction. and
providing teachers with professional development to teach to hign standards
• Provide flcxihifity to stimulate school-based and district initiatives. coupled with responsibility for
student perfon:nanec .
• Create Ii l1ks among schools, parents, and communities
• Target resources 10 where the needs arc greatc:;:t
Six years ago, the U.S. Department of Education reported to Cong;css on the cffcctivcnc% of the
program as it operated as Chapter 1. 'nIDt report, Reinventing Chapter j; The Current Chapter 1 Program
and New Directions, which drew from the Prospects longitudinal study, concluded that in order for the
program 10 effectively suppon ali students in meding chnlknging standards, fundamental change was
required. Indeed, as the prior l'ationat Assessment of.Chapter I found, Chapter 1 programs reinforced
low expectations of the students they served by providing students with remedial instruction and hOlding
to lower academic standards than other students,(9)
• Different \!xpcclalions were clearly evident for students in high~ and low-poverty schools. Indeed)
when measured against a common test, un "A" student in a high-poverty school would be about a
"e" student in a low-poverty schooL(!O)
• Program-supported services pulled most Chapter 1 ;tudents out oftlleir regular classrooms for
program¥sllpponcd scrvieGs, adding an zlverage of only 10 minutes of instructionat time per day,
and often failing to relate to the rest of the student's educational experience.HI)
• Chupter 1 did not contribute to high-quality instruction. and often relied on teachers' aides who
lacked educational credentials required to deliver high-quality instruction. ;2)
o.
• Chapter 1 had not kept paee with the growing movemelH, across the country~ toward the
establishment of challenging standards and assessments. Tberefore, weaknesses in instruction
were compounded by minimum competency assessments that tested primarily low-level skills.(IJ)
Th\.' reauthorized Title I Icglslation coupled flexibility in Ihc usc of resources with attention to
accountability for results. Providing flexibility in tandem with performance accountahility is the
centerpiece ofThlc I, and an ovcrnll focus of the National Assessment of Title I. The National
ASSl'ssment also c:<amincs the implementation of key Tille I provisions at the state, district ul.1d schoo!
'Mandate for a National Assessment of Title I
1 1<.' If) 1
�Promising Results. Continuing ChllllcI'!gcs: Final Report of the National Assessment of TiL' Page 4 of 9
•
The final report of the National Assessment of TitJe J responds to Congress' mandate to examine the
";i~:s(Of students served by the program and implementation of key provisions, and suggests
:tr
: : for improved policies or changes in statutory requirements.
Key issues addrcs:ed include:
• The pcrfom1ance of students in high-poverty schools and !ow~perfomling students, the prime
beneficiaries of Title I services
• The implementation of systems designed to support schools in helping studenls meet high
standards, including the establishment of systems of challenging standards and assessmcnts, the
role ofTille I in holding schools accountable for results, 3:nd targeting of Title I funds and the
allocation and use of resourccsln states, districts ~md schools
• The implementation of Title I services Ul1he school leveL including strategies for providing
challenging curriculum and inslructTon in high-povcl1Y Title I schools l uses of scboolwidc and
targeted assistance app:oachcs for providing services in Title f schools. qualifications of and
support for staff (including aides) in Title r high-poverty schools, and Title I support for
parmc~hips with families
.• he implementation of additional Title I services tatgeted at special populations, including Parl A
T
Serviccs 10 Students Enrolled in Private Schools, Evcn Start (Part 13), Migrant Education Program
(Part C), and Services to Neglected or uclinqucnt Children (Part D)
l\'arional Assessment of Title I also reports progress on key indicators identified for the Title I
program in response 10 Ule Government Performance and Resulls ACI of 1993 (GPRA) [P.L. 103-62J,
which requires that agencies establish performance goals and track indicators for every program, These
indicitlors address improved achievement for students enrolled in high-poverty schools. incn:ases in the
number of Title I schoois using standards~bascd reform and effective strategies to enable all children 10
reach challenging standards, and accelerated state and local reform efforts and assistance to Title 1
schools.
'
The National Assessment ofTitic) benefited from the involvement of an Independent Review Panel
composed of representatives of SHlte and locaJ education agenCies and private schools, school~leve! staff,
parent representatives, education researchers, and policy experts. The Panel, mandated under Sections
ISO 1 and 1470 I of the ESEA~ has met three to four times a year since May 1995, It has defined issues
for the ~alional Assessment ofTilie 1 and the companion Repol'f on the Impac! o/Federal Educarioll
Legislation Enacted in 1994 to address, Panel memhers hove also participated in reviews of S\wJy plam,
data analysi:<;. and draft text for both reports.
KEY FINDINGS
Progress in the Performance of Studcnts in High-Poycn)' Schoot'i
The impact of !{tandards~based reform is beginning to be seen in II':iprovcd achievement among students
in high~poverty schools and among low~performing students-who are the primary recipients orTitle I
services.
Pt'r/ormance (Ill Natiollal ASJcs.\'menls oj Heildi'IlK
I
�Promi:Jing Rc,:;ults. Continuing Challenges; Final Report oflhe National Assessment .of Tit,. 'Page.5 of9
.
1992. prior tu the reauthorization of Title I, national reading per,formancc has imp~vedIor
,.y.,.r·-.hls in the tiighest~Jlovcrty public schools, (those with 75 percent of more low~income .
chi:ldr,'nlrcgllining ground lost in the late 19805 and early 1990s. Scores olllhe long-term trend
assessment of the National Assessment of Educational Progress (NABP) of 9-ycar olds hi high-poverty
public schools increased 8 pOinl'i (close to one grade level) between 1992 and 1996 (Exhibit 2).
'
~==~========~···=·==···=·~=··==9
__
Exhibit 2
_.
Trends in NAE? Reading Perlormance
Average Scale Scores of 9-Year-Old Public School Students, by Poverty
Level of Schoo! (1988 ~ 1996)
,
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Highe5t·~ schoo! 'It 76% to lCO% of students elig!ble for free or f<lduced·price lunch, l()w·
poverty sdlool '" 0% - 25% of studeots e!Jgible for free or ,eauced--price lun~" Scale SCO(e5 i!f1! O·
50(1,
,
I:),
_
exhibit rcads:: In 1996, the average' reading scale score for 9-year-old studcrHS in the
highest-poverty schools was 188.
Source: U.S. Department of Education, National Center for Education Statistics, National
. Asscssmctt! uf Educatiot1t.11 Progress, NAEP Reading Trends. unpublished tabulations, 1998
Among the Iuw("st achieving publit scboo14tb gro.ddcrs-those most likely to be served by Tide 1
there were fairly substantial improvements '" reading between 1994 and 1998, Results of the Main
NAEP reading a~scs$men1 showing substantial gains for low achievers-9 points among the bottom 10
percent and 5 points among the bottom 25 percent--compared to the s!able performancc of other
percentile grollP~;; suggest that it was the performance of the lowest achicvers that raised the national
average of all fourth graders.
Performance on Natiollal Asses-wttel11S offtfllt/lellulfics
Math achievement has improved nationally, especially among students in the higbest~p()verty
public schools. NAEP scores on the long~lerm trend assessment sho\-\' an incrcnse of about 10 points for
all 9-ycar olds from 1986 through 1996 (Exhibit 3).
r==-.
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~l
Trends in NAEP Mathematics Performance
I
Exhibit 3
.
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Promising Rc~uHs, Continuing Challenges: Final Report of the National Asscssmcf,!t of Tit.: Page 6 0[9,
,
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Average Scale Scores of 9-Year*Old Public School Students, by Poverty
Leve! of School (1986 -1996)
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: r.;overty schoo! '" C% • 25% ot swden:;; cI'llible for f.oo Of r!ldJC1~(HJ~ice ICflch. Sea:" $COrns are jj.
••,
I 500,
E:d1ibit reads: In 199u, the average mathematics scale score of9-ycar~old students in the
highest-poverty schools was 217.
.
Source: U,S. Dcpanmcnt of Education. National Center for Education Statistics, National
Assessment of Educational Progress. NAEP Mathematics Trends, unpublished tabulations,
1998.
Math senrt'S from the main NAEP assessment also improved substantially among public 4th grade
students in the lowest percentiles of performance-those most typically targeted fOf Title I
services. The main NAEP assessment shows that from 1990 to 1996, thc average performance of the
100vest a<:hleving students improved stcadHy. NAEP scores of the lowest 25 percent improved by 8
points.
Bowel'cr, a subst:mtial achic\'cmcnt gap rcmains betn'cen students in the highest- and lowest
povcrty schools. In J99R, 32 percent of students in the highest-poverty schools met or exceedcid the
NAEI' Basic level in reading, about half the ra~e nationally of stmknts in public schools, In math, 42
percent of students in the bigbest poveny schools scored at or above the NAEP Basic level in 1996,
compared with 62 percent in all public schools (Exhibits 4 and 5).
Exhibit 4
NAEP 4th-Grade Reading
Percen1age of PubliC 4th Graders Scoring At Of Above Basic
Leve, and Proficient Achievement Levels, by Poverty Leve: of
,
School
"".~._
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Exhibit 5
NAEP 4thwGrade Math
Percentage of Public 4th Graders Scoring At .
Basic Level and Proficient Acnievemer;l Levels,
Level of SchoOl
11 I
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Promising Resuhs, Continuing Challenges: Final Report orthe National Assessment ofTif.,; Page 7 0[9 '
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Poverty Level 01 SChorl
Exhibit rcads: In 1998, 61 percent of students attending public schools performed at or
above the Basic level in reading, and in 1996, 62 percent of ail 4th-graders scored at or
above the Basic level in math.
Source: U,S. Department of Education, National Center for Education Statistics, National
Assessment of Educational Progress, Main NAEP Reading and Mathematics, unpublished
tabulations, 1999,
r
D'''pite the nationwide gap in performance, the percent of fourth-grade students enrolled in,
highest-poverty public schools achieving at or above the Basic level exceeded lile national average
(62 percent) in 9 states-indicating that It )$ possible to bring these students to high levels of '
achievement (Exhibit 6).
Exhibit 6
Sate NAEP 4th...Grade MathematIcs, 1996
Percentage of Students in the Highest~Poverty Pubiic Schools
Performing At or Above Basic Level, by State
,- • t"
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Promising Results, Continuing Challenges: Final Report of the National Assessment oCTi!..,: .rage 8 of9
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Percentage of Students Scoring At or Above Basic Level
HiI)hest.poverly school. 16%:0 100% of students eNglble for Ire<! or redveed·price luoch
E.xbibil reads: In Maine, XO percent of 41h graders who nttcndcd the highest-poverty schools
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Pag~ 9 of 9
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Piomisi,ng Results, Continuing Challenges:,Final Report of the National Assessment of TiC:
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scored at or above the Basic level in math. '
Source: U.s.. pcpartment of Education, National Center for Education Statistics•. Nationar '
'Asses-sment of Education Progress, State NAEP yfathernaties, unpublished tabulations,
1998.
Performnnce 011 State and District Assessments
Trends in student performance based on the assessments of individual states and districts provide an.,
additional perspective for measuring the progress of students in high~poverty areas,
Three year trends reported by states and districts show progress in the percentage (If students in
the higbcst~po"erty schools meeting state and local standards for proficiency in mathematics and
reading. Among states and large urban districts that provided three~year trend data for students in high
poverty "3,ehool5, progress ovcraH is positive. Due to changes in state assessment systems to comply with
Title J legislation, few states can currently provide three-year trclId data 011 students in high-poverty
schools, Results from t3 large urban districts are pn.:sented to show trends in student performance in
areas in which poverty and educallonal challenges are most highly cOl1Ccnlratco. Districts profiled arc
among the largest in the country; have student populations that are at least 35 percent minority ancl50
percent eligiblc for frcelreduced price lunch; serve high concentrations of limited English proficient
students; are geographically diyerse; and have at least thrc~ years of achievement data on the same
assessment in reading and math for elementary and mlddle school students, A_s with states, these are
among those that provided data (which were available in fall/early winter 1998}.
• The achievement of elementary school students in the highest-poverty schools improved in 5 of 6
, states rcpC!rting three year trends in reading and in 4 of 5 states reporting trends in mathematics"
Students in Connecticut, Maryland, North Carolina, and Texas made progress in both subjects,(14)
• Ten -of 13 large urban districts showed increases in the pe.rcentage ofelementary students in the
highest-poverty schools who met district or state proficiency standards in rcading or math. Six
districts, including Houston, Miami~Dade County, New York, Philadelphia, San Antonio and San
Francisco made progress in both 5ubjecL,),(l5)
-###
IJ lighlightsJ
IIIEr
Executiye.summarY_(P311.2-,)f3)]
DR<;lurn.,0.Elemen:af)'.anct.seeOndcf)'Edueation.With.Title.l
Last update April 14, 2000 (mjj).
"
, •
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. Result!'., Continuing Challenges: Final Report of the National Assessment ofT.,; Page 1 of 10·
.
Promising
"
.
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Pro.mising Results, Continuing Challenges:
Final Report ofthe National Assessment of Title I
Exeeutive Summary (part 2 of 3)
Title' Support for Systems Designed to Support Schools in Helping Students Meet
High Standards
Development (if Standards and Assessments and (he Role oj Tille 1
Challenging sumdards of learning and assessments that ensure sharcc expectations for all chiklrcn ure
key policy dnver:; in Title L fndeed, support for the establishment of systems of standards and
asSc:;smcnts ur.~cr Title I. as well as the Goals 2000: Educate America Act, 'are consistent with a key
purpose of the program, as'outlined in the statute: "to enable schools 10 provide opportunitic$ for
children served to acquire the knowledge and skills <:ontained in the challenging State content standards
and to meet the challenging State perronnance standards developed for all children"
"
hi addition to fCquiring states to establish and lise systems of standards and aligned assessments 10 guide
expectations for what children should be expected to know and do, Title I has required that states
develop criteria for tracking the student performance of schools and districts participating in the
program. By the 1997-98 school-year, each state was to have adopted challenging content standards, in
least rcading and math, that specify what all children are expected to know and be able to do, and
challengiJig performances standards that describe students' maSIc!)' of lhe COJitent standards. By the year
2000-2001, states are also 10 adopt or develop student assessmem systems that are aligned with,
standards in a1 least reading/language arts and math.
States nrc making significant progress in developing content standards, but progress is
considerably slower with respect to developing performance standards nccording to the timclinc
set forth in the statute.
,. Forty-eight states, the District of Columbia, and Puerto Rico have met the requirement for
deVeloping content standards in the core subjects of reoding and math. One remaining state is
approving its districts' standards; the other sUite has a waiver to extend the deadline lO develop
state- standards. Federal assistance is credited with providing financial incentives and support that
helped states adopt standards (Exhibit 7) .
• Less than half the siales had appmvcd performance standards by 1998. Variability in the rigor of
standard~ is a concern, glven the lack of evidence that states have benchrnark{~d standards agninst
common crltcri.(l, such as NAEP (Exhibit 8).
I I 1
�Promising 'Results, Co~tiriuing ChaJlenges: Final Report of the Nation'~1 Assessment ofT.:; Page 2 of 10
Exhibit 7
ExhitHt 8
States with Chlllllenging Pctfonnance
StatKbni. in MAth and R4»Idin~ngi.ngo Am
Statt'!s with Challenging Content Stand.rds
in Mrih and RoadfngIUngu.:IIQO Arb '
"
•
Exhibit reads: In 1998,48 states, the District of Columbia and Puerto had suhmitted
evidence to the U.S. Department of Education thai content standards were in place.
Source: Council of Chief State Schoo! Officers, Status Report: State Systemic Education
Improvements (Washington, DC: Council of Chief State School Officers, August 1995);
U,S. Deparnnent of Education, unpublished analysis of state plans required under Sec.
I II I.
States are not required ttl liave assessment systems (wbieh reflect standards) and include nil
students until 2000-2001. However, progress in their development is worth noting.
• According to an independent review ofstnte plans submitted h.1 the U.S. Dcpiutment of Educatl0fl
in 1997,14 states had in place transitional assessment systems'Hnked to slate content standards.
(\§)
• Additionally, a sizeable number report student achievement based on state assessment data
according to categories established in the statute. For the 1996w97 school year, of the 48 slates,
plus DC and Puerto Rico, that reported student achievement data through the Title I Performance
Report 21 disaggrcgatcd results by school poverty levels, t2 reported results for lowwincome
students) 19 provided data for limited English p'ro(icient students, and 16 reported achievement of
migrant students.(17)
Issues regarding assessment of special populations are among the greatest challenges reported by
stutes in developing their assessment systcm~. The review Df state practices in detcnnining school and
district progress found that most states (44) had at least partially developed policies or procedures for
assessing all students but only 28 provided some evidence that these policies or procedures were being
implemented.{lK)
The Role qfTitle I ill Holding Scftools Accountable for Performance and Supportillg Improt'emeJU
I:.jJiJrls
Title r is intended to be linked to state accountability so that states will hold Title I schools 10 the same
high standards l1)r performance l:xpccled for an 5chooi5. Under Title I eaeh state is required to develop
criteria for determining a standard of adequate yearly progrcss for districts and schools participaliiig in
Title I based on Ihe state assess:nent and other metlSUfCS, Title 1 schools und districts that filii to make
:Jdt.:quatc y~arly progress 1.'1;-: to he j(l\.:ntificd for in!p;ovcmcnt Schools identificd for improvemcnt nre to
,
.
I iXIO
�Promising Results. Continuing Challenges: Final Report of the National Assessment ofT.. ! I'nge 3 of 10
receive support and assistance from states and districts. Those schools and districts 111<it continue to fail
, make progress are subject'to corrective actions. The perfonnanee of districts and schools under Title J
to be publicly rcportcd.and widely shared.
States are making progress in implementing the accountability provisions of Title I, although full
implementation ofaccountability under Title I is not required until final assessments arc in place
in the 2000<ZOOl school year, But states arc also facing real challenges as they transform their
_._
'
educational systems into bigher performing, results-based systems"
• States have developed transitionai measures for dcfinlng school and district progress tmdcr Title 1,
but there are concerns abom the rigor of the meJsures. An independent review of state pluns
documented that only half of all states huvc set standards for measuring progress based on
students reaching a proficient level of performance, rdthcr than only a minimum level of
competency, Most slates qo nol have a specified timeiinc for having all student::; meet.
expectations. (l9j
• There is cOl1sidernblc 'variation across states in the idcntificut:on of Title 1 schools in need of
improvement. In Texas, only 1 pcn;:ent of Title J schools were identified for improvcment in 1996~
97, In New Mexico and Washington D.C.. over 80 percent of Title 1 schools were idcntified for
improv¢ml'nt (20)
• Although there is vatiation in the number and percentage of Tille 1 schools identified for
improvem<:nt across the states~ evidence suggests that statc!> ate identifying their neediest schools.
Schools id0nlificd [or improvement tend to serve a greater proportion of poor students and have a
larger minority enrollmcnt. {21) .
• A recent study of accountability in large urban districts finds that Title I has been a "model and an
instigator" for standards~bascd reform and efforts to track student progress and improve schools.
a.:;J Nationally, 14 percent of districts report that Title I is driving refQrm"ln their districts as a
whole 10 a great extcnt Fitly percent of smali poor district~ and 47 percent of large poor districts
report that Title I is driving reforln to a great eXlent.(23.)
A key concern is the extent to which identification of schools for improvement under Title 1 is
integrated with the acc(}untabiHty systcms states arc putting in phtce for all schools.
• Although there is considerable overlap between schools identified for improvement tinder Title I
and other state or local mechanisms, swles report thai they are having difficulty integrating the
Title I requirements with their own systems" Paralic I systems are operating in many states, with
. only 23 state Title I directors reporting that the same accountability system is used for Tille 1 as
for all schools in their state,
• Research shows that statc tH.:countability systems that are "closer to home" are of greater value to
educators and have more immediate consequences to schools and districts,
Recent findings suggest that state and Title I accountability requirements are helping stutes,
districts, and schools foeus Inorc un the usc of data for school improvcment.
• Research on accountability in 12 t;lIales and 14 districts found a remarkably high level of attention
paid to using dnt<t to inform dccisionmaking. The study found thal while Dutcome data was being
�Promising Results, Continuing Challenges: Final Report of the National Assessment of 1,.1 Page 4 of 10
required to
be used for school improvement planning~ many districts were going beyond
requiremen1s of the law to usc this perfonnancc data to identify and develop strategies for stnff
devc,iopment aod curriculum improvement that address gaps in perforrnance.(2:t)
The lack of capacity of state scbool support tcams to assist scbools in need of improvement under
Title I is a major conccrn•
• Thc State Improvement Grants that would have provided ad~Wonal resources for the operation of
school support teams were nor funded in reauthori7.3tion, Although the main task for slate school
support tcams has been to assist schoolwidc programs, their charge also includes providing
assistance to schools in need of improvement. In 1998, only S stutes reported (hat schoo! support
learns have been able to serve the majority nf schools identified as in need ofimprovcmcn\, In 24
states, Title I directors reported more schools in need of assiswnec from school support tcams than
~fiiie f<:ouJd assist,(25)
• Among schools ihat reported in 1997~981hat thl:Y had been identified as in need ofimprovcment,
less than half(47 percent) reported that they hud recc!vcd additional professional dc:velopment or
a<;sistance as a result.(26)
TargelillK Tille J Resollrcel' 10 Districts allti Sellools Where Jist! Nee(i<. are Greatesl
'0
Historically, Title I funds were spread ihinly most districts und a Jarge majority of schools,
undermining the program's capacity to meet the high ~xpectations set by pollcymakcrs. The
previous Chapter 1 formula and '\\'ithin-district allocation provisions spread funds to virtually all
counties; 93 pcrcent of all school districts> and 66 percent of aU public schools yet left many of tbe
nation's poorc!';t schools unserved. The 1994 reauthorizatior. changed the allocation provisions in an
effort to improve the targeting of Titlc I funds on the neediest districts and schools. In addition,
Congress has recently increased the proportion 'ofTitle I funds appropriated for Concentration Grants in
an effort to direct a greater share of the funds to higher-poverty districts and schools.
j
~Changcs
in the allocation formula and procedures, enacted in the 1994 amendments, h,n'c bad
little dfect on t~lrgciing at the state, county, and district levels, hut substantial impact on witbin~
distrid targeting. At the district level, the share of Title I funds allocated to the hjghcst~poVCr1Y quartile
of districts remained tmehanged (at 49 percent) from FY 1994 to FY 1997" At the schoQI level, almost
all (95 percent) of the highest-poverty schools (75 percent or more low-income students) recelvec Title I
funds in 1997~9g. up from 79 percent ill 1993-94 (Exhibit S). Funding for low~povcrly schools (less than
'35 percent low~income students) declined from 49 percent to 36 percent over the same period, At the
secondary level, nearly all (93 percent) highest-poverty secondary schoQls received Title I funds in
J 997-98,
lip from 61 percent in 1993_94(27)
Exhibit 9
Proportion of Highest-Poverty Schools That Rec~iv~ Title I Funds
�'. .'.. "",:'4:', ':- ,.'J.' "l':';:, '
, 'Promising Results, Continuing Challenges: Final Report of the National Assessment ofT.J Page 5 ot' 10 >" ~.
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20%
I
Exhihit reads: The proportion of high cst-poverty schools (those with 75 percent or more
low-income students) receiving Title I funding rose from 79 pcrc<:nt in 1993-941095
percent in 1997~98.
Source: Slullich, Doni}', and Stolzhcrg, Targeting Schools: StuJy of Title r Allocations
Within School Districts" 1999.
Nearly all Title I funds a!'~ allocated to iocal school districts. States distribute,99 percent of their
Title I funds to school districts and retain only 1 percent for administration) leadership. and technical
assistance to districts and schools,L2J!) Over 90 percent ofTitic I funds are used for instruction and
instructional support-much higher than the percentage of state and local funds (62 percent)P9) '.
Although Title Taccounts for a relatively small percentage of total funding for elementary and secondary
education (about 3 percent), the program plays a significant rOlc in supporting local education
improvement effMtS. It provides flexible funding that may be used for supplemcntary instruction,
professional development, new computers, afterwschool or other extcndcd~time programs, and other
strategies for raising student achievement. For example, Title I funds used for technology amounted to
roughly $237 million, nearly as much as the appropriations foJ' thc T echno!ogy Literacy Challenge FUfld
and Technology Literacy Challenge Grants combined ($257 million). Similarly, Title 1 funds used for
'professiona! development amounted to $191 rr.iIlion in 1997-98.0 {l)
Title I funds may help equalize resources fOf high- and Jow-poverty schools. Title I provides
additional support in districts and schools with greater needs, which often receive fewer resources from
~tate and local sources. For example, Title J funds purchased an average of3.3 computers in the highesl
poverty schools in 1997-98 (26 percent of the new computers») compared to 0.6 computers in low~
poverty schools. High-poverty schools' use of Title I funds for technology helped to compensate for the
f<lct that thcy H~cdved fewer computers from state or local funds (4.8 computers, versus l2.4 in low
poverty schools)pl)
Increa!l~S in targeting have increased the number ofhigh~poverty schools served but have not
necessarily incrl~ased the intensity of sen'ices, In a sample of 17 large urban districts, the avcmgc size
of schoo! allocations remained unchanged from 1994-95 to 1996-97, indicating that the growth in total
funding and redirection of some funds away from low-poverty schools wcre used to increase the number
of high-poverty schools served rather thun to inerease the intcnsi~y of services in those schools"
J!kIOJ
.
�Promising Results) Continuing Challenges; Final Report ofth,c Natlo.l.1ai Assessment ofT:.! Pag~ 6 of 10·
Title I Services at the School Level
The C(}IUext for Sta"durd'f-Bas(!l/ Reform
There is evidence of progress for students in high-poverty schools where staff members focus on
challenging st:mdards and strategies that help students aehicvc them. Preliminary findings from the
Longitudinal Evaluation of School Change and Performance (LESCP)1 a study of instructional practices
in 11 high poverty schools found that
• Students were likely 10 make better progress in reading if their teacher gave them more total
cxpmtln.,: to rending in the content areas and opportunities to talk in small groups abollt,what they
hnd read.
'
• Students in the hottom quarter'oftheir class who had better growth in vocabulary and
comprcnensiol1 tended io have teachers who gave them more exposure to reading materials of at
leas! onc paragruph. reading content areas materials, working at a eon"!putcr, and completing
vmrkbooks or skill sheets,
• Teacher;; who used a curriculum lhat reflected National COlmcil of Teachers of Mathematics
(NCTM) standards had studentS with higher gains in mathematics,
• Student~ who started the year as low achievers CQuid be helped to gain morc skill in problem
,solving in mathematics when their teachers deliberately emphasized understanding a.nd problem
solving with them.
Principals arc reporting an increased use of contcnt standards to guide curriculum and
instruction in their schools. The proportion of Title I principals who reported using content standards
to guide curriculum and instruction to v. great extent increased 'suhstantially from approximately half in
t995~96 to approximately three-quarters in 1997-98. Recent findings from a study ofhigh~perfonning,
high~povcrty schools carry this relationship one step fur·thcr, finding that implementing such rl.!forms is
associated wi1h highcr student perfonnunce. The study found that in high-performing, high~povcrty.
schools, 80 percent of principals· reported using standards extensively to design curriculum and
instruction and 94 percent reported using standards to assess student progressP2)
However, most teachers do not feci \'cry well-prepared to use stnlldards in lhe classroom. In 1998,
only 37 perccnt of teachers in schools with 60 percent poverty or greater reported that they felt vc~y wdl
prepared 10 implement state or district curriculum nnd performance standards. 'Illis sense of
preparcdness is a key factor in predicting student outcomes, according to the LESCP study of 71 high.
povcrty Title' schools, The LESCP found that teachers' reported preparedness in both subject maHer
and instructional strulcgics had a po~itivc relationship with student progress. 03 }The LESCP .:dso found
that district reform policy had an influence on tel.lchers1 familiarity with standards· based reform and their
implementation of such reform in their cinssrooms. Teachers in higber-reform districts were morc 11kely
than their peers in lower-reform districts to be familiar witb content and performance standards and
asscssmt!nts and their curriculum was mo!'c likely to reflect the standards.
Another factor that may contribute to a teacher's sense of preparedness is professional development In
1998, public schoO'l tcachers, regardless of the poverty level of their school, spent a limited amount
of timc in professional dc\'clopment, although they did focus o!, topics that supported st~lndanls~
based reform. )..1ost teachers are not participating in intensive or sustained tmjning~two essel!tial
dmrm':ll'ristks (,I' cHCClivc p!'()fes;.it~nnl dcvclopmcct. Give!~ the rciationship f(llmd !Jc!wccn tcncb:r
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Promising Results, Continuing Challenges: Final Report of1he National Assessment ofT.. ; Page 7 of 10.,;, •
preparedness rmd student achievement, this is a troubling findir:lg: Over half (55 percent) of all ,teachers .
in high~poverty ~;chools reported spending less than 9 hours per year on training in the content are;u;.
two~thirds (70 percent) of teachers in high~poverty schools reported receiving less than 9 hours per
year of professional development related to content and performance standards. (W
Title I Support/or Standards-Based Reform
Schools arc making bettcr usc of delivery models that integrate Title 1 with the regular academic
prognim. Reliance on the pull-out model (instruction outside the regular classroom) has decreased,
while in-dass models {instruction in tbe regular classmom)~ scnoolwide programs and extended-time
instmction have aU increased. Usc of the in-class modd has increased dramatically since the )'ears prior
to reauthorization, from 58 percent of Title I schools in 1991 ~92 10 &3 percent in 1997~98. Usc of tile
pul1-out model declined from 74 percent of Tiilc 1 schools in 1991 ~92 to 68 percent in 1997~98.
However, in 1997-98, over hal[(57 percent) reported using both approuchesPS)
j
Title J parallrofcssionaJs arc widely used as part of schoolsl insCructionl.l programs. In the 199/~98
school year. 84 percent of principals in high-poverty schools reported using aides, as contrasted With 54
percent in low-poverty Sd1001s.(36) Although very few aides had the educational baCkground necessary
to teach students, almost all (96 percent) were either teaching or helping to teaeh studems. ( 1) Thrce~
fourths of aides (72 percent) spent at least some of this time teaching without a teacber prcsentP~)
Schoolwidc p,·ognlDls have the potential to help integrate Title] resources in standards~based
reff,rm at the schoo) level. Recent finding~ show that schoolwide programs are m?rc hkely 10 use a
strategic plan and to use models of service delivery that better integrate Title I into the larger.educational
program. Strategic plans allow Title ( services to be considered within the broader context of a school's
reform goals, and can provide a framework for better integration of Title I within the regular academic
program, ln addition, as would be expected, principals in schoolw}de programs reported less use of the
p\lll~nut model than targeted assistance programs. They were also more likely to report using extended
time progrum~;.
Less than half of TitIe I schools offer t'xtended learning time programs during the school year,
although the proportion of schools offering extended lime has increased from 9 percent to 41
perceni sine(: the last reauthorization. Moreover. few swdents participate in these programs.
Extcuded-time programs offered during the school yenr (through bcfor'c~school. after-schoOl, or
weekend programs) serve 16 percent of the students in the highest-poverty schools with such programs
and 11 percent of the students in Title 1 schools with such programs9 9) Summer school programs serve
j 7 percent of the students in the highest~povcrty schools and 19 percent of the students: in Title I schools
om~ring summer programs.(.tO)
Receni rcseurch on effccth'c schools has found that su.:h schools usc e-xtended learning time in
reading and mathem',alies to improve learning and acbievcmcnl.(4)) In a recent study of higher
success and ]uwcr~success elementary schools in Maryland, researchers found that lhe more successful
schools wen: seeing consistent academic gains as a result of extended day programs.(42j In unoihcr study
of highwperfimnlng, high-poverty schools) 86 percent of die senools extended time for reading and 66
percen! extc::idcd instructional time in mathematicsJ43)
Recent evidence indicates: that secundary schools arc making progress in implementing serviec
ddlvery models that are less sti~m.\tizin~ nnd'beitcr in~cl!ratcd with tbe regular 4Iclldcmic
. ..
IIRIOI
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�Promising R;;sul1s, Continuing Challenges: Final Report of the National :Assessment ofT.,j Page 8 of 101.·.•. '
pr" ••'••', Secondary students are still served in pull~out settings,'bul not as commonly as elementary
~(,~,~~;:s~ fvlorcover, in the schools (hat do provide pull-out services. it appears to be Qne- of several
n'
of'servlce delivery" In addition to improving Title 1 delivery str'dtcgics, secondary schools are
making progress in implementing standards-based reform. Title I services in secondary schools provide
supplementary services in support of sChools' efforts to enable students to achieve high standards, Most
secondary school principals reported using content standards to a great extent in rending (75 percent at
the middle schoollcvcl and 62 percent at th~ high ,schoollcvcl) and mathematics (72 percent at the
middle level and 65 percent at the high schoollevei).(M) Casc studies of 1S secondary schools engaged
in schoat improvement suggest that state and local accountability systems arc prompting reform, and
tiUlt Title I gcnerally serves to support these reform efforts. In states and districts with high~slakes
accountability systems) both core academic instruction and supplementary assistance provided through
Title 1 lire often geared toward preparing students to pass staU! or district assessmcnts.i.45 )
- ·'ntle I SUliport for Partnerships with Families, Schools and Communities to Support
Learning
Title I suppor1s for parent involvement and family literacy. The federal role in suppOrting parent
involvement can be catalytic, focusing schools on engaging parer-ts to support learning and participate in
schoo! activities and decisions, Princi:[Xlls and teachers identify the Jack of parent involvement as a
significant ban·jer 10 inlprovcment and see lhf.~ need to engage parents to achieve reform~ especially in
high~pover1'y schouls. The new Title 1 school-parent compacts can bring schools and parents together
around their shared responsibilities, bUl they need sustained support. Although the percent of Title I
schools with school-parent compacts rose from 20 percent in 1994 to about 75 percent in 1998, there
remain 25 percent with no parent agreements. A substantial majority of schools-especially those
serving high conccnlfations oflow~income children-' do find compacts helpful in promoting parent
involvement, especially higher poverty schools, but principals continue to identify lack of parent
involvement as Olle of their major reform barriers.{16lrn addition, the Even Start family literacy program
has shown results in working with vel)' needy families, but it needs to strengthen the intensity and
quality of scrvkes to achieve better performance.
Special Title I Services
Title I Service.~· to ~f,;tudeJ1',5 Attending Private Sclwo/s
ItClluthorization lllid recent court rulings have affected the particlplltion of private school students
in Title I. Federal law requires that stude:ns in private schools be afforded an opportunity 1(1 participate
in Tille I equal to .students in public schools, alld U1C services pt'Ovicicd to them llHlst also be equiwbk.
Reauthorization in 1994 changed tbe aliocation nfTitlc 1 resources lor thGSC s-crviccs., linking it to the
number of low~ineomc students residing in attendance areas instead of the h:vd of educational need. The
overturning of the Aguilar v. Felton decision in June 1997 (Felton had restrict cd sc:""lcc locations for
students in rcligiously~ulliliatcd schools) adds considerable l1exibility to districts' options for providing
Title I services to eligible students enrolled in private schools .
• Surveys have 511O\.vl1 that the number of private school participants has declined by about 6
percent sinee the 1994 reauthorization, from 177,000 ill 1993·94 to 167,000 in 1996-97.
Most Title I administrators and private school repFesentadyt's agree that they have cstabHshl'd
positive working relationships, hut report diffl'rcntly about who is actually involved in
consultation and llhout the topics that u(! discussed. For example, Title r administrators in at least 80
11,(() I
�Promising Results, Continuing Challenges: Final Report of the National Assessment of T"j Page 9 of 1Q
~'~:;:t of districts say that they consulte.d with either a private school principal or representatiye of a .
school organization on most issues) but substantially fewer private sch~ol representatives report
consultation.
b:
Almost all districts that serve eligible private school slUdenl<;. provide them with supplementary
academic instruction. A preliminary review of the experiences offline large urban districts indicates that
they arc taking advantage of the opportunity (0 provide instructional services on religiously affiliated
school premises. However. Title I administrators in these districts also reporlthat they continue to
provide at least some of the instructional services in neutral sites on or ncar the school grounds, with
several of tbe districts relying more heavily on these facilities than others~
Title I, Part H, l':ven Slart Family Literacy Pmgram
The Even Start program (1:itlc I, Part B) provides-support to states and.local gruntces for family.
literacy programs in. ended to break (he cycle of poverty and iUi.eracy in low-income families. The
program is designed to support high-quality. intensive instruciional programs of adult education,
parenting education, and carly childhood education.
The national evaluation has documented tbat Evcn Start projects successfully target services
toward families who arc most in need, and that partidp·ating families consistently make gains all
measures of lit<:racy.
• At leasl 90 percent of families participating in 1996-97 had incomes at or below the Jcdcral
poverty level and 85 percent of the aduhs had not earned high school diploma or GEl),
a
• )n 1995~96, the gap between scores of Even Start children and those for a national norms ,group
was reduced by two-thirds in one year,
• Adult rar~icipants also made gains on 1c~ns ofadult literacy, Parents also showed moderate gains
on a measure of the home environment for literacy, gains not found in a control group of parents
in a study of the Comprehensive Child Development Program.
Working with sueh needy families poses ehaUenges to providing intensive services and engaging
families over an extended period oftim,e. Research has shown that service intensity and duration can
contribute to hetter outcomcs. White Even Start projects have i:1creased the amount of instmction they
have offered in all core service areas over limc~ only about 25 percent of all projects meet or exceed the
Department's pcrformance indicator for the number of service hours offered in the threc core
instructional components,
Title J, Purl C. 111igranl Edt/cntioll Progrnln<Jp>
The (Title II I)art C) Migrant Education Ilrogram (MEr) pro\'ides formula grants to states for
supplement:11 education and support services for the children of migrnnt agricultural workers and
fishers. Rcauthori7..ation established a priority for services for migratory children whose education has
b;:etl intermpted during the school year and who are failing, or at risk of failing, to meet their states'
content and pCl10nnancc standards. According to 80 percent of principals of schoolwidc programs,
migrant students who fai! to meet their stale's pcrfom1ancc standards have the highest priority lor
lnslruClional services.
~1EP :.;ummcr~term ':Hld CXh.'ndcd-timc pro,jeets play an important
role in tbe educlltillfi (,f migrnl1t
IIWll
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Promising Results" Continuing Challenges; finaJ Report of the ::-.lational Assessment OC'.,1 Page lOaf 10,"
students. Summer projects provide continuity of instruction fo.r: migrant students, who experience a
deal ofeducational disruption. Over the last decade. 'summer projects have grown faster than the
'rei;ullif program, and they now serve approximately 60 percent of the number of students served during
the regular~tenn. The number of summer participants increased from 220,800 in the 1995~96 school year
to over 283,000 in 1996-97,
'
Effective coordination at the state level can increase the efficiency and effectiveness of services to
migrant children. Consortia arrangements designed to reduce administrative costs and increase
information sharing across states have grown since reauthori7.ltllon.
• As or August 1998~ the Department had approved cOl1sonium arrangements involving 32 states,
an increase froUl 15 Sh1.tCS in FY 1995:
• Two years after the elimination of the Migrant Student Records Transfer Sysiem, mo:;t states and
school districts rely on mail, telephone, and tax to transfer records for migrant students.
Tille I, ParI D, PreventioJl and IlIten'l!l1titm IJrograt1ls for Children amI Youth IfIlw are Neglected.
Delinqnel1l, or At Risk of Dropping Out
The Title I, Part II program is intended to serve neglected and delinquent children and youth,
often in juvenile and adult correctional facilities. The 1994 reauthorization made several major
changes 10 the Title 1, Pan D progl'am. One change was il1Cre3.SlOg the number of hours each \.\'cck for
instructioli to help enable students to meet chaUenging academic standards. The r,,;authorizcd program
also offered institutions the option ofoperating institutionwide programs, modeled after Title I
schoolwide programs to help ensure that students' needs are being met in a coherent and coordinated
j
malU1Cr.
Althougb states report that they arc building facilities' capacity to implement institution wide
programs, few facilities have implemented them. More than half of the stales provided technical
assistance on whole school improvement, yct only 9 percent: efN or D facilities are institutiollwide
programs. Moreover) states and institutions need to work on conceling appropriate data and using it to
infoml program improvement. Institutions are generally unable to collect comprehensive data on
students' educational experiences and transition to further education or employment
LaS! updale April J.I, 21100 ((W]),
IIUOI
�Promising Results, Continuing Challen1;e~: Final Rep~rt of the National Assessment of Tit.: l~agc I of 4
.Promising Results, Continuing Challenges:
Final Report oftheNational Assessment of Title I
Executive Summary (Part 3 vi3)
OPTIONS FOR FUTURE DIRECfIONS
Stay the Course: MaintaiJi all Emphasis on Challenging Standard..for All StuaelllJ.
Gains by students in the nation's highest poverty schools, coupled with evidence that aligning instl'Uction
with challenging standards can substantially increase student .achievement, point to the need to Slliy the
course or focusing instruction on challenging standards for all students. Though there has clearly been
progress in implementing standards at alllevc!s, fun implementation in classrooms across the coumry
has yet to be accomplished. States, districts, and schools need to continue to implement standards that
challenge all students to achieve at high levels, and 10 align curriculum) teaching and asscssmenls with
those standards. Rcuuthor1:.>..a tion should address the continuing challenges that limit Title I's capacity to
be a stimulu~ and support for better results for our nation's al~risk students.
j
Targeted Higll~J>erformallee flCatell-UP" Grants to StrengtlIim lite J/igiJest.Pow:rty Sc/J()(JIs
The continuing weak performance of the highest~JW"erty schools, those with poverty in excess of
75 percent, remains as one of America's most pressing educational problems. Although aU Title r
schools need additional resources and assistance, the highest~poverty schools arc the neediest not only 111
terms of their populations served, but also in terms of the progress they must make to improve their
current performance. In these schools, seven out of every ten children are currently achieving below
even the basic level of reading.
Reauthorization should· focus on the extraordinary needs of the highest-poverty schools to
improve teaching and learning for our most at-risk students, ',,"hile holding these schools
accountnbJe for continuous improvement in student results. If these grams were to target an
additional $1 J billion, or about IS percent of current Title I funds, they would be sufficient when
combined with current Title I funds and a 25 percent local malch to ennb!e the
highcsl~povcrty
schools
to:
• Support:i schoolwlde model program of tbeir choosing that is backed by evaluation evidence of
effectiveness. Schools could carry out intensive programs aimed at improving early reading as ill
the Reading Excellence Act program, run a prog:-am to start their middle school students Ihinking
about college and planning for thei!' futures as in GEAR UP, or it combination of stich approaches.
• Within three years, achieve a ratio of modern multimcdili computers to studcnts of 5: I, a long
term national target and a goal that is especially important in high poverty communities where
children lack the home access to computers available in highcr income areas.
• Provide a highwquality after-school instructional program for 50 percent of all students, up from
the current 12 percent.
• Reduce class sizes in Ihc carly grades to 21 students per ttachel', midway from current levels to
the long-term national goal of 18 stuacnls,
I/RIilI
�Promising Results, Continuing Challenges: Final Report of the National Assessment of Tit..: Page 2 of 4
tn turn,
• Recipient schools would commit to continued progress in improving student outcomes ~lS
defined through annual outcome and service improvement targets. These would be
described ill a pcer~reviewed schoolwide plan. Scnools would annually report progress against
outcome and service performance objectives with the plan and reports.
• States and districts WQuid need to commit to assisting their highest poverty schools. States
and districts would work with their schools to identify resources from all sources that could be
combined 1I)r meaningful, concerted school reform. Districts wouid review their schools' planning
and implementation and offer peer reviewers to work with the schools on a sustained basi~. They
wouid also share performance data~ research on effective approaches, and infonmItion across
~chools engaged in reform.
• The highcst-povcrt)" schools would also be the highest priority for assi."'iUlce from "II
federall,: !mpported technical assistance providers. Comprehensive regional assistance tenters
and other technical assistance providers would place these schDols at the head of the line for
support, concentrating their efforts where they could do the most goo{L
These monies would raise the average amoUlH of Title I funds that the highest-povcrty schools Icccivc
annually by 50 percent to an estimated 5336,000 for each school. These new monies could go out under
the current formulas to states and districts for their schools with poverty rates of 75 percent or higher. If
states lack schools in the highest poverty category, they would receive a minimum grant to be spcnt on.
their mosl impoverished schools,
The resources \0 support the Targeted High-Performance School Grants could come from increases in
Title f funding and an Qff~the~top set-aside for these schools in related federal programs such 21s1
Century Learning CommunitIes, Reading Excellence Act, Technology Literacy Challenge Fund, GEAR
UP and Class Size Reduction, A set-aside of one-third of the FY 2000 monies from these five programs
for these highest poverty schools would provide about $990 million under the Administrations FY 2000
budget request. The remainder to bring the total to $1.3 billion could come from channeling the $320
million proposed increase 1n Title I funding to these new grants,
as
Targeting. additional funds to schools \vith high conccntrations of low-income studcms has advant~tges
ovcr targeting on low performance, First, high-performing, high-poverty schools .should not bc
[1cnulizcd for their progress. Nor should 10\v.pcrforming schools be rewarded for a lack of effort
High-performing schools need support, rccognition, and cllcouragement to sustain their gains. In
addition, targeting funds on (he basis of poveny is cOllsistclit with the process for ailoeating funds
cum.mtly and would not require a different mechanism.
Slrellgflu!Il Illstruction
Progress in using Title I to support improvcd instructional practiccs at the school~levcl remains
limited by the .continued usc of paraprofessionals who provide jnstruction~particularly in the
highest-poverty Title J schools. Paraprofessionals in high~povcrty schools tend to have less format
education than those in low-poverty schools, and they are often assigned to teach-sometimes without a
teacher prescnt. While many paraprofessionals have invested large amounts of time and effort working
in Title I schools, and are an important part of the school community) it is imperative that priorities for
their fierviccs be based solely on the needs ofSludents. Phasing out their use in instruction and
promoting their usc [IS parent liaisons or in administrative functions should be a prlority,
'
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�Pr:omising Results, Continuing Challenges: Final Report of the National Assessment of TiL Page 3 or 4
Reautborization should also support the establishment of career ladder programs for
l3,'aF'ro,fe,;si,m:lls, so tbat those desiring to become credentialed would be supported in doing so.
programs could include what some districts are doing already, based on recent survey data.
Reauthorization should include resources for the development of ongoing consumer guides 011
effective practices. Schools are moving toward adopting curriculum and whole schooJ reform models to
frame their improvemenl efforts. However little independent research has been conducted to cvaluatc the
efficacy of comprehensive school reform models and better understand the cOlldilio!).'i. under which tbey
can succeed. The federaJ government should make such research and evaluation of comprehensive
model programs a priority through systematic study and annual reporting in a consumer guide. To
ensure the integrity and independence of model appraisal, a quasi-governmental agency might be
estab!ished to oversee the integrity of the c\'aiuution process and reporting ofresuits, This information
would enable schools to become hetter-educated consumers in selecting and implemc.nting models most
likely to fit their circumstances and contribute to impro·...cd results.
Strellgthen Parental Juvolvemeuf
The general dircc,tion of Title I parent involvement policies and -compucts on supporting learning is
-consistent with research, but options that would strengthen implementation include:
• Having schools report annually on measurable indicators of thc effectiveness of parent
involvement, as reflected in their own policies and compacts,
• Consolidating or coordinating parent involvement provisions across all elementary and secondary
programs that have them 10 form one uniform parent provision. Such programs include Title I; ,
EVen Start Family Literacy; Education of Migratory Children; Parental Information and Resource
Centers; lmpact Aid; Education for Home1ess Children and Youth; Magnet Schools; 21 S1 Century
Community Learning Centers; Indian Education; Technology for Education; and Safc and Drllg
Free Schools and Communities.
• Strengthening parent involvement activities In the carly clementUIygmdes in the areas of
supporting reading and family litemcy and in the middle and high school grades to cncourag\:
students to take challenging courses.
FOCIiS Oil AccoliulabiHty
The usc of school profiles designed to report school resu!tfi and progress has been shown to he a
powerful tool for accountability and school improvement. However, profiles often do not
crrectively reach p:ircnts and community members. They tend to be difficult to read, even for the
well-educated parent. They arc also limited in {heir scope of information, with few school report cards
preseriting informatioll on teacher quality or student rates of progress. Also schools are limited by a lack
of comparablc statewide or national information on what they arC ablc to accomplish. The federal
government should facilitate state and local school dlstric1 (;11011$ to provide coherent, comparative
information on school progress to their communities.
The reauthorization should also ensure that accountability provisions Identify schools in need of
improvement based on the best measures available to states and districts·regardless of whether
their final assessment systems arc in place. Schools already' identilicd for improvement, shQuld
remaia so; tim~ should not be lost as a result ofreauthorizalion in identi1ying and reaching schools with
!he gn:atcst lI1~eds.
!
�j'romising Results, Continuing Challenges; Final RCp011 of the National Asscssment of TiL Page 4 of 4
Reauthorization should address eliminating dua. accountability systems. F~r Title 110 be an
,m,c(·ivc lever for improvement, it needs to be allgnc.'(i and supportive of the systems states are creating.
Finally, Congress and tbose responsihle fol' implementing and supporting Title J prog.rams should
recognize thflt stme and local systems of standards. assessments and accountability arc in flux and
. arc likely to keep changing over time. Even established systems such as those in Kcntucky and
Kansas, which were forerunners in the devc!opment of aligned systems of standards and aSSC&iments,
have revised their efforts to reflect priorities oflhcir state legislatures and b.9_~rds, Tbe law should
recognize this and offer states and districts the flexibility to continue to imi)[cmcnt nic<.::mrcs of school
accountability under these conditions.
SUMMARY
T/Jis /\'aliollal ;b'j"eSSJ1uml of Title I hos examillcil tIle program ill tlie
COli text
of the burge()uing
sumdart/s-bastul reform movemel1l ill .\'liW!.'! alld sc/wo/ districts. Tlumgl, there htls clearly heffl1
progres.'! ill implementing standards al 01/ leve/s.full implemelllQliOll ill classrmUlIJ {JeroSs the comtlry
hils j't:.! to he accomplished. The JUt'*' directions proposed for reoutiwriz,miou are desiglled 10 help
speed III' sttllUlurds il1tplemeJllafiol1, to help all cI,ihirelJ ac/Jieve tIt Iligh Ic)·els. Heallflwriz'miofl
slWlIltl address tlte continuing ciwlleftgeJ lhal undercut Tille /'.'1 capacity to be. a .wiwulus ami support
fi~r better results for our natiou's a/~ri.\·k sruden/s.
-###
mail (0 csed@cd.go}'
Last "pdllle April J 4, 2000 (miD.
I/SIO l
�••
..
.UNITED STATES DEPARTMENT OF EDUCATION
,
OFFICE
" ...
;_"..".,~v
,~~'""
or THE" CeNeRA.L COt.'NSEL
..
.
July 17, 1991
NOTE TO SENIOR QFFICERS
Attached, for your information, is a copy of the memorandum of
understanding between the Department and the New American Schools
Development Corporation and a
one~page
summary of that agreement.
~.
steven y~ Winnick
Acting General Counsel
Attachment
10718075
�_____ H.·_
-~.',~,
...
-_._-----'
.
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SYmmary of MemQtandum ot Un~er§t.nding (MOVl B@tween ,he
Department and the New american Schogls Development corporation
to
• The MOO has been prepared
clarify and pro~ote an effective
working relationship between the Department and the
Corporation. It reflects the fact that the Oepartment and the
corporation will have a. close w,orking relationship based on
their mutual interests in furthering the invention of a,new
generation of lunerlean scn\:?ols.'
'
'
• The corporation is a private non-profit corporation privately
managed and operated6 The Department has no authority for
directin9 or managing the Corporation, and no officer or
employee of the Department may serve as an incorporato~
officer, or director of the corporation.
"
,
• At the request of the corporation, the Department will provide
appropriate advice, public information, and technical
assistance to help the Corporation carry out its activities.
Examples of these activities inclUde soliciting assistance and
participation by business and education leaders in the
corporation's program: assisting the corporation in devising
policies, priorities, procedures, and a public information
planl participating in evaluating proposals submitted to the
Corporation and projects fUnded by itl and providi~g advice
and technical assistance to the funded research an~
development teams.
• The Department will coordinate technical assistance to the
Corporation and the research and development teams by other
Federal agencies.
e" The Department may not solicit funds for the Corporation, and
may not exercise the authority or responsibility for decisions
ana activities of the Corporation.
• As directed by the President, the Department will evaluate the
progress and success of the Corporation's overall program, as
well as 81~ilar educ.tional reform activities that relate to
AH1!RlCA 2000.
�·.
, .
MEMORAlIOO1! OF UNDERSTANDING BETWEEN THE UNITED STATES DEPARTMENT ...
OF EDUCATION AND THE NEW AMERICAN SCHOOLS DEVELOPMENT CORPORATION
I.
PlIEPOSE.
President Bush. and Secretary of Education Alexander have
announced AMERICA 2000, a comprehensive, long-term strategy to
mOVe every community in America toward the national education
90als adopted by president Bush and the Nation's governors in
1990. One component of the AMERICA 2000 education strategy is
the creation of a Ne~ Generation of American Schools to educate
students to meet the demands of the next century. Those schools
will be developed in communities that are committed to meeting
the national educational goals without beinq constrained by
conventional assumptions Of ~hat a school consists of or how it
functions. Each New American School will be expected to produce
extr~ordinary qains in student learning_
One Objective is to
bring at least 535 such schools into existence by 1996, at least
one in each congressional district. The Administration has
submitted legislation to Congress to fund the start-up costs for
these schools. The longer term goal is to creat~ an environment
where thousands of such schools are created and thrive.
In order to assist these efforts and provide essential research
and development on effective educational approaches· and
.
practices, America~$ business leaders have established the New
American Schools Development corporation, a nonprofit
organization incorporated under the laws of Virginia. With funds
raised in the private sector, the Corporation will award
contracts 1n 1992 to several research and development teams#
consistinq of corporations, universities, think tank~ school
innovators, ~anagement conSUltants, and others.
The Presi~ent has aske~ his E~QcatiQn Policy Advisory Committee
and the oepartm~nt of Education to examine the'work o~ these
research and development teams, as well as similar sohool reform
efforts, and to report regularly on their progress to him and to
the American people.
Based on the very strong mutual interests of the Department of
Education (Department) and the New ~erican Schools Development
Corporation (Corporati~n) in furthering the invention of a new
generation ot American schools -- and the importance of the
Corporationrs research and development program to that invention
effort -- it is anticipate~ that the Department and Corporation
will havo a close workinq relationship and that the Department
will provide significant technical assistance to the Corporation
to further its mission. This Memorandum of Understanding has
been executed to clarify and promote an effective-working
relationship_ It describes the terms under which the Department
and the Corporation will cooperate in carrying out the above
described purposes.
•
�••
II.
. ,.
-',
,
~,
1B'1S QF llJ;;l1l1Bmw: PARTICII:aTIQII.
1* The Corporation is a private non-profit corporation,
pl'ivately managed and operated.
The Department vill
have no authority for directing or managing the
Corporation~
No officer or employee
the Department
vill serve as an incorporator, officer or director of
the Corporation. All authority and responsibility for
decisions and activities of the corporation -
including but not limited to fundraising, establishing
policies .and priorities, employment of staff, selecting
contractors, and awarding contracts -- reside in the
Corporation, its Board of Directors, and corporate
officers apPointed by the Bo.rd.
of
2. All fundraising activities for the Corporation and its
research and development projects will be performed by
the Corporation. Officers and e~ployees of the
Department may, and intend to, encourage business
leaders to become involved in and support the
activities of the Corporation, but they viII not
solicit funds~
J
3. The Department will not fund the ~orporation, nor does
it expect to fund the start-up costs of the research
and development projects contracted for by the
Corporation. However, the sponsors of these projects
may seek funding related to the projects under
'
Department programs for Which they are eligible, in
accordance with applicable Oepa~ent procedures.
4. The Secretary of Education (Secretary) will' appoint one
or more Department employees to serve as liaison to the
Corpor.tion. Deputy Secret.ry Kearns, Jeff Martin and
Craig Pattee are the currently design.ted contacts with
the Corporati~n.
5.
III.
Excep~ as otherwise Day be agreed upon, the Department
will bear all costs, including travel, incidental to
the participation of Department employees in assisting
the Corporation.
PEPhRIMt[T, ASSISTANCE 10 THE CORPORATION
1. At the request of the Corporation, the Dep.rtment will
provide appropriate advice, public info~ation, and
technical assistance to help the Corporation carry out
its activities, subject to the limitations in
paragraphs 11-1 and 11-2 above.
-2
�.---....
t ":'-... ~.-.-' - .."""-,",,., ,
~,
,.,--" .... -.-~
• -----
.
,
2. 'The Department will coordinate technical assistance to
the Corporation provided by other Federal agencies
and requests by the Corporation for that technical
assistance ..
3.
At the request· of the ~orporationl and as the
Department deems appropriate, the Department .ill
assign Department ~~ployees to assist the
Corporation. Examples of activities that may be
performed by Department employees include -
o to ,assist in recruiting' business and education
leaders to 'participate in the Corporation:
o' to solicit assistance from educators to the
Corporation, in developing and implementing its
proqram:
o to assist in devising policies and priorities and in
formulating ill reques.t for proposals and procedures
for ~eviewing_them;
o to assist in developing and implementing a public
information plan for disseminating information about
the .CorporQtion·s program to bUsiness and education
leaders and the publicI
o to participate in the evaluation of proposals
submitted to the Corporation:
o to participate in monitoring and eva1uatjnq the
success of' funded projects; and
o 'in coordination with the corporation, to provide
advice, technical as~istance, and public information
to the funded research and development t&ams to
assist them in addressing their objectives~
indicated in paragraph 11-1 above, each of the
functions performed by Department, employees will be of
an advisory or assistanc~. ~ature: all decisionmaking
vill reside in the Corporation and will be exercised by
the corporation's Soard or officers~
As
4.
In.ceordanee withseetion 419 of the Department of
Education Organization Act, the Secretary may permit
research."nd development teams funded by the
Corporation'to use real property or facilities under
the custody and control of the Department, including
facilities made available for the Department's use by
�.
.
,w,
•
•
..
- ~ . ,-.-~- .-_._
any agency or instrumentality of the United States, any
State or political subdivision thereof, or any foreign
qove~ent
I
..
III.
As directed by the President, the Department viII evaluate the
progress and success of the Corporation's overall program, as
well as s::'~ilar educational reform activities that relate to
AMERICA 2000 •. The evaluation may be carried out directly. by the
Department Or through one or more contracts. The Corporation
will cooperate in the evaluation and require research and
development·te~s that it funds, as a condition of their
contracts, to cooperate in the evaluation. The Department will
advise the President and the public on the results of its
evaluation.
IV.
AUTHORITY
This Memorandum of Understanding is entered into pursuant to
Sections 102, 41S t 419, and 422 of the Department of Education
Organization Act and Sections-405 and 426 of the,General
Education Provisions Act (20 U.S.C. 3402, 3475, 3479, 3482,
1221e, 1231c).
AHERlCAl! SCHOOLS
R!'ORATION
<
!'OR THE UNITED STATES
DEPARTMENT OF EDUCATION'
~~ Kearns
C:,J;-::.
David T.
Group
Deputy.Secretary.
of Education
�Partnership for Family Involvement
1. Describe tbe program. Please emphasize its creative and novel elements. What is
the innovation?
The Partnership for Family involvement in Education challenges communities to find
common ground and 10 build partnerships. Family-school, community, husiness. and
faith-based organizations work together to increase farnlly involvement and fO improve
schools, Most organizations are created to adv~te narrow interests, however the
Partnership encourages groups to form alliances. Since its launch in 1994, over 6,500
partncring organizations have pledged to implement effective family involvement
practices using resources and research provided by the L'. S. Department of Education.
Slates, corporations, unions, non-profits, iQcal schools, and" faith communities have
joined. Diverse partners include major national entities such as federal agencies, Boys
and Girls Clubs, National PTA, IBM, AT&T, National Tennis, as wCtllls individual
schools, churches, nlllscums, and cultu~al alliances. Organizations arc currently working
together on issues such as expanding after~school programs, improving reading,
increasing father involvement. preparing teachers to involve falllilies, supporting family
friendjy business practices,'and preparing guidelines for faith communities 10 support
children's learning.
Mobilizing interest, energy. and expertise is the key element of the Partnership's success.
Across the country~ the Partnership has convened meetings, directed research, developed
partnership guides. hosted teleconferences, provided a newsletter and website, and
extended technical assistance. Drawing leaders from a broad rtmgc of perspectives and
diverse ethnic, regional and income backgrounds. Partnership meetings address issues,
provide materials, and offer opportunities for networking.
Results {)f such meetings reflect partners' needs and s.trengthen their efforts,
Busines:i/education discussions led to the development of strategic templates that
encourage family-friendly workplace policies in focal businesses, Community/re1igious
groups organized multiple partners to provide after·school programs, mentors, and
reading efforts. Famlly/school groups. launched a Teacher Preparation CD for Family
Involvement.
coneems generate national products. A Baltimore conference led to a national
teleconference spotlighting the need for increased father's involvement in education.
Religious leaders in Partnership summits contributed to a guidebook for faith
communities promoting f,unity involvement in public schools, A San Francisco
partner~;hip meeting launched a nation-wide technical assistance effort to provide local
employers with partnership building tools.
Region;;lj
These e:[forts have given the U,S. Department of Education the opportunity to collaoorate
with partners on the development ofcustomer focused materials and activities and to
make resources available in far larger quantities to strengthen family involvement and
community connection.
�Partnership for Family Involvement
2. What problem(s) does yonr innovative program address?
Thirty years of research show that family involvement in children's 1earning increases
student achievement. However. parent involvement declines as children progress through
school. Teachers are uncertain how to involve parents. Time conflicts confront working
parents. Father's involvement is often minimal. Culture and Janguage may separate
parents and school.
.
Iv1any panmts say they would be willing to spend more lime on homework and school
learning activities with their children if teachers gave them more guidance. Teachers
need techniques for communicating with families. The Partnership has addressed this
issue by engaging teacher organizations and parent group!'! to develop strategies that
improve two-way communication between home and SCiloot
Working parents must juggle demands of home, work. and children. Businesses need to
rccogni7..e family involvement as critical. The Partnership works with business
organizations to implement effective family-friendly practices, Employers have joined
community groups to support afterschoolleaming opportunities, providing children of
working parents extended learning and safety after school.
Fathers make an important contribution. Children perfonn better in school when their
fathers are involved. Yet, the grovvth of single parent families and the absence of a
welcoming school environment Emit father participation,' To address this challenge, a
national teleconference and toolkit for father involvement has been developed,
Culture and language bmriers limit mutual understanding between teachers and parents.
The Partnership identifies schools with effective programs and materials that utilize
translation and knowledge of diversity to acbieve results, Community organizations and
faith-based groups in the Partnership help schools overcome many Qfthcse challenges.
�Partnership for Family Involvement
3. Cite the best verifiable evidence of tbe most significant achievements of the
program.
The Partnership has transfonned the question of family involvement from "Why" to
"How?" U.S, Secretary of Education Richard W, Riley has cited the work ofthe
Partnership as the "core" ofahe department President Clinton launched the Partnership's
recent puhlication on faIth communities supporting children's learning, Improving
America's Schools conference reported that "Strategies for Involving Families" has been
the best attended session.
Requests for publications represent another measure of achievement Scvel1ty~two
percent of the 6,500,000 top ten requested department publications in 1998-9 focused on a
parent audience. Before the Partnership began X materials were requested. Parents,
eoneemed about school readiness. college preparation, and afierschool programs, arc
eager to be infonned and involved.
The Partnership responds to memoercQncems, Baltimore family/school partners called
for more focus on father's involvement in education, As a result, the Partnership
presented a national teleconference "Fathers Matter!" and an effective practices guide. A
full studio audience and more than 300 dov{nlink sites its iHustrated national appeal.
Partnership steering groups provide leadership, Business leaders were key in developing
"The Corporate Imperative" and featured the guide at the San Francisco conference ofthe
Conference Board, The Partnership bf()ught together teacher and parent organizations to
jointly develop the teacher-parent involvement multi~medi,a toolkit. Religious leaderS
representing seventy~five percent oforganized religions shaped one statement on "Faith
Communities Joining to Support Children's Learning: Good Jdeas,"
�Partnership for Family Involvement
4. Who nre the current and potential beneficiaries of your program? \Vbat are the
direct and indirect benefits to citizci,S?
Familic!;, schools, businesscs, communities, and faith organizations benefit from joining
the Partnership, Partners have access to free materials. guidebooks. website, newsletters,
and regional meetings, They share ideas. replicate best proctices, network with hundreds
of other partners and contribute to the website and monthly n{"'WslcHcr.
Families use the Partnership to develop effective strategies for involvement in their
children's education, benefit from family-friendly policies in businesses. and receive
help frorn edUC;ltOrs. Family-friendly policies help employers attract potential
employees,
Communities learn about afterscnoollcaming, mentoring, reading, and school readiness
through partnership. Using community buildings and religious' institutions call help
childreniearn to high standards and keep kids safe. The collaboration of secular and .
religious community groups promotes the positive values of an educated community,
Schools benefit from Partnership materials, guidebooks, and toolkits that encourage
family participation, afierschool.leaming, and tips for overcoming cultural b:micrs.
Religious and secular community groups maximize their resources for creating and
implementing famiJy involvement programs. such as afterschoolleaming and men10ring
programs.
Ch.ildren are the ultimate beneficiaries of the program. With the entire community
working to increase fami1y involvement, the outcomes for children are afterschool
learning, workforce preparation, mentoring, high standards and supportive parents.
�•
•
PartnerShip for Family Involvement
S. How replicable is the prognm or aspects therNf? \Vhnt obstacles might others
enCOuni\!r?
The Partnership has designed all of its: material and products for replication in the
community. Partners replicate the strategies presented in the Partnership's guidebooks,
toolkits, and publications, in their own communities. For example, businesses utilize the
strategies in the Partnership's business guidebooks to implement family-friendly policies.
Kational teacher organizations promote the use ofteacher/parcnt communication
strategic:; at the local level. The kits provide templates, overheads, ar.c research for
partners to frame their own meetings with other organizations.
Regional meetings and technical assistance workshops provIde opportunities for partners
to share best practices and effective family involvement strategies. Partners attending
meetings in San Francisco, Atlanta. Washington, DC. Chicago, New York, and Boston.
shared their exemplary models and absorbed those ofother partners, Through this unique
forum, partners can share their mistakes and obstacJes as welt as their success.
Challenges oftechnology, geography, legality, and culture must be addressed. Providing
materials to partners withQut access to the internet is important. Rural as well as
urban/suburban models must be included. Legal conc..:..ns regarding the separation of
church and state must be considered, Strategies addressing the needs ofvanous cultures
must be presented to meet the needs ofdiverse families. Successful leaders need energy.
diplomacy. and vision to forge relationships with new partners. Despite these challenges,
partnerships can multiply opportunities for success.
�'"
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PARTNERSHlP
for F:lmiJy
l"vQl",cm.;:nt
in Edllcuj.,n
The Study cf Opportunities for and Barriers to
Family Involvement in Education
PRELIMINARY RESULTS
A Survey Sponsored by the Partnership for Family Involvement in Education,
\ the U.S. Department of Education; and tbe GTE Foundation
Conducted by the National Opinion Research Center at The University of Chicago
'- -,
�OVERVIEW
The Study of Opportunities for and Barriers to Family Involvement in Education is sponsored by the Partnership for
Family Involvement in Education, the GTE Foundation, and the U.S. Department of Education. Through a ten
minute telephone interview, the study asks parents of elementary and middle school' students to report on several
dimensions of their involvement in their child.ren's education, including:
•
•
•
•
•
How parents feel about their opportunities to be involved in their children's schooling
How schools encourage parental involvement in students' learning
What additional educational resources parents value, for example, infonnation on college going and the
use of after-school programs to enhance learning
How and what schools communicate to parents about students' learning, for example, the use of
technology in learning and communicating with families
What employers do to support parental involvement in schooling.
Study participants are drawn from the 1996 General Social Survey, which constructed a nationally representative
sample of households to study social indicators in the United States in the Spring of 1996. Each participant was
asked to discuss the schooling experiences of one child during the 1996-1997 school year. That child was randomly
selected from all of the children enrolled in grades one through eight in a regular school and for whom the
participant was a primary caretaker. The preliminary results presented here rellect infonnation collected from
approximately two-thirds of parents identified by the earlier survey. Because interviewed parents resemble the full
sample on key demographic characteristics, the results below are likely to become more precise as additional
interviews are completed, but may not change dramaiically. The study is being conducted by the National Opinion
Research Center at The University of Chicago.
, Elementary school denotes grades one through four, middle school grades five through eight.
,
. 2
�EXECUTIVE SUMMARY
New Parent Survey Ull Findings on Family Involvement In Education:
Parents Say Schools Try to Keep Them Involved, But Much More Work Is Needed,
Preliminary lindings from a new parent survey on family involvement in education were released today by the
: Partnership for Family Involvement in Education, the U.S. Department of Education, and the GTE Foundation.
The survey was conducted to develop a better understanding of family involvement in education -- an issue that
many educational researchers, teachers, parents, and corporate leaders say is the most important ingredient in a
good education.
Parents of elementary and middle school students were asked about many aspects of their involvement in their
children's education and about how their school keeps them involved. Key survey lindings include:
•
Parents think schools see tbem as important partners In helping their children learn, and tbere is
plenty of good news about fa;.lily involvement. 88% ofparents report that their children's schools treat
them as important partners in encouraging their children to learn. 86% say teachers generally listen what
parents have to say, 66% say teachers give their child homework assignments that are designed for the
family to do together at least once a month, and 62% of parents say teachers regularly communicate with
them about their children's progress.
to
•
But, an overwhelming majority of parents believe that they and tbeir children's teacbers should learn
more about how they can be effectively involved in their cbild's education. 79% ofparents report thai
they want to learn more about how to be involved in their children's learning. 77% believe teachers could
3
,
.'
�learn more about involving them in their children's learning.
•
According to parents, elementary schools appear to do beller ill key aspects of family involvement
than do middle schoois. Parenls ofclementary school students report schools do better in the following
areas than reported by parents of middle school students:'explaining to parents what students should be able
to know and do in each subject (62% of elementary school parents say the school did very well, as opposed
to 45% in middle school); inviting parents to observe classes in session (41 % of elementary school parents
say they have becn invited many times, as opposed to 27% in'middle school); discussing with parents a
summer reading list for children (57% of elementary school parents, as opposed to 41 % in middle sehool);
and inviting parents to participate in sehool committees or councils more than once or twice (61% of
elem~ntary school parents, as opposed to 46% in middle school).
•
For many, new technologies remain an untapped resource for schools to commnnicate with parents.
Only 12% of parents reported that the school makes available information through its web site on the
internet on school activ4ties, homework assignments, or student progress. 11% said the school made
available information through e-mail, and 21% said the school made available information through voice
mail.
.
•
Most parents are either not involved - or would like to be more involved - in decisions affecting the
academic life of the school. Only 13% of parents say they have a lot of input into what subjects are
taught, II % say they have a lot of input into how the school budget is spent, and less than 5% say they have
a lot of input into teacher hiring and promotion .
.
•
A third of parents said they signed agreements with teacbers abont bow each would support a child's
learning. 37% signed an agreement with teaehers about supporting learning in the classroom. 32% signed
an agreement about how to support learning at home.
4
�\
';
SURVEY HIGHLIGHTS
.
OPPORTUNITIES FOR AND BARRIERS TO FAMILY INVOLVEMENT IN EDUCATION
•
Good News! Parents think sebool staff see them as important partners in helping their children learn.
Eighty·eight percenl of parents report Ihal their children's schools trcalthem as important partners in encouraging
their children to learn.
.
•
But! Schools still need to work harder in meeting parents needs. While schools do many things to involve
parents in the sChooling process, fewer than half of all parents had been formally asked by schools about what
assistance they might need to be more involved in their children's learning.
•
And! Parents are eager to increase their involvement in their children's education and believe teachers
should have more training in working with families. Seventy-nine percent of parents interviewed report that
they want to learn more about how to be involved in their children's learning. Almost 77 percent believed teachers
could learn more in involving parents in their children's learning.
•
Some schools seek to engage parents as partners in their children learning by Signing learning agreements.
Only 37 percent of parents and teachers signed an agreement about how they would support learning in the
classroom; 32 percent signed an agreement for supporting learning at home.
•
The new technologies are not widespread as tools for schools to communicate with parents. Seventy·six
percent of parents reported that their schools used two or more Ie<:hnologies to communicate with parents--usually
newsletters and telephone calls. Schools are now beginning to explore the additional opportunities for interaction
afforded by voicemail (21 percent), web sites (12 percent), and electronic mail (II percent).
•
There is a gap between schools letting parents understand what their child should know academically and
showing them what constitutes successful work at their child's grade. While 54 percent of parents' said the
5
�school let them know what their child should know and be able to do in each subject, a full 62 percent of parents
said they 'rere either not provided with samples of successful studcnt work Of were provided with samples "just
okay."
•
Parents express II strong demand for after-sehool programs: 82 percent of parents have a child who attends an
after-school prOb'Tam or would like their child to attend an after schoo! program.
•
Computer classes, art and music courses, and community service rank high as activities for after school
programs. Of these parents (who enroll or would like to enroll their child in an after-school program), 96 percent.
feel that their child would benefit from an after-school program that included computer technology classes aod 92
percent reel that their child would benefit from arts, music and cultural after-school activities. Among middle
school parents, 91 percent favor aner·school community service or volunteer opportunities for their children.
•
Parents want to be partners but an; not integrally involved in deeisions affecting the academic life of a
school. Over 66 percent of parents have no input into teacher hiring and promotion and 25 percent are involved
some but believe they should have more say; 56 percent have no input into the amount of time allocated to subjects
and 33 percent say they have some say but believe they should have more; 40 percent have no input into the
subjects being taught and 44 percent say they have some but believe they should have more; and 38 percent have
n~· input into how the school budget is spent and 46 percent say they have some but believe they should have more.
Parents are most involved in setting school discipline practices, not academic policies (77 percent some or a lot).
•
Parents want information on college-going. Of the 84 percent of parents who were employed at some time
. during the last school year, 30 percent had employers who provide information about ways to pay for their children
to attend college or receive other education aller high school. Seventy-nine percent of working parents reported
that having this service was important to them.
6
�Families involved in education:
How do parents feel about their involvement in their children's education?
All
Parents
,
Parents 'who want to learn more about how
to be involved in their children's learning.
- - - - - - ------------
Parents who want to be more involved at
their children "! sehool.
Parents who think their children's teachers
could learn more aoom involving parents in
their children's learning.
•
Elementary School
Parents
79
81
73
73
77
75
Middle School
Parents
77.
73
78
Parents in the Family Involvement Study are eager to increase their involvement in their children's education:
79 percent of parents interviewed report that they want to learn more about how to be involved in their
children's learning. Seventy-seven percent of parents also think that their children's teachers could learn
more about involving parenls in their children's learning.
.
7
.,,
�Involving Parents in the Schooling Process:
What are schools doing to bring parents in'!
(Percent of palet1\S reporting that their schools take the following steps 10 involve parents:)
An Parents
Treat parents as partners in students' learning
Ask parents how 'Lo encourage involvement
E1CUlcntC'!f), S.;hool+
Parents
Middle School- Parents
88
89
87
Informally . ...... 63
Formally ........ 46
Informally .. " ... 67
Formally. . . . . . . .. 46
Infonnally '.,.," 59
Formally ......... 47
-----------
90
91
90
Schedule meetings off of n:gular business hours
78
8~
73
Try 10 involve both parents whclheror not they live
in the same household
62
62
Offer after hours call-in times
57
59
56
Discuss a summer reading list with parents
50
57
41
Requi~e
40
47
32
28
32
23
Enable paren1s to reach children at school
- - - - - - - - - - - - - - - - ----
parents to sign dnldren's hoftlet\lotk each
.
61
.
night
Provide child crul'J' during parent-teacher
conferences
26
.
Eighty-eight pL'fCcnt of parents report that their children's schools treat them as important partners In
encouraging their children to learn. While schools do many things to involve parents in the schooling
process, fewer than half of all parents had been formally asked by schools about what assistance they might
Provide a pJace for parents to meet
•
28
8
30
�:..
-. --
d tob - ----- - -_ ...- Ived in their children 's I--- _.....
,
Teachers and Parents 'Joining Together
(Percent of parents reporting that)
- - - - - - - - ------
All Parents
Teachers require parents to sign children's
homework each night
----------- - - - - - - -
Middle School
Parents
40
47
32
38
37
33
31
- - - ------
Parents and teachers signed an agreement to
support in-class learning
------------ - - - - - - -
37
- - - ------
Parents and teachers signed an agreement to
support learning at home
•
,
Elementary School
. Parents
32
Parents and teachers are joining together to recognize that everyone must support learning wherever it takes
place - in the classroom or in the home. The 1996-1997 school year began with 37 percent ofparents signing
agreements with their children's teachers to support in-class learning, Thirty-two percent ofparents signed
agreements with teachers to support at-home learning. (n-class learning meets at-home learning when parents
review their children's homework each night as part of a nightly requirement to sign assignments.
i
\
9
,
,
�- - - - - - -----
---
Information from the school:
How are schools communicating with parents?
------
{Percent of parenls whose schools use the fol1owiog ways to excha.nge infonnatioo with parents:}
---- -
- - ---
Parents
Elementary School
Parents
Middle School
Parents
76
RO
71
71
69
Ali
Newsletter
\
Telephone Calls to Parents
70
Voicemail
21
17
26
Community Cable Television
20
20
20
12
13
II
Web Site
-
-
-Electronic Mail
II
11
II
Seventy-six percent of parents reported that their schools used two or more technologies to communicate with
parents, While newsletters and
telephone calls are the most
How Schools Communicate
common ways for schools 10
- ... - ...
--exchange information with
'''----;
parents, schools are now
80
g"70
beginning to explore the
t
g.eo
additional opportunities for
•
II: SO
interaction afforded by
~
f40·
voieemail, web sites and
~30
electronic mail.
•
-.------.~~-----.
~20
<
~10
•
"-
0
T~~~~:~~~I··~~~I~~·
New.letter
Jlcliccroail
1..~-:~.j;
Web Site
�and Options! What information do parents have access tQ?
All Parents
Wha. are schools .ening parents abou.?
\
I
(Puunt
(Pf'rcf'nt of
remaining
pnent1who
would Uke to
knu", more:)
J
69
who!.c
schools did
'",try well'
1n sharing:)
25
w.....
Khoobdld
I .yuyweW
In sharlng:~
How students are expected to behave
Elementary School
Parents
71
{Percent
I
{Pertentof
remaining
parents who
would like to
know
Middle School Parents
(Pu«nl uf
(Petttnt
who..
schools did
'very weU'
in s
1Tl!)n!:)
67
79
What students should know and he able to do
54
62
45
Examples of successful work done by students
38
44
29
87
(Perc:ent of
employrd
puents who
(J>l!tt~ht
(Percent oJ
(percent
whose mosl
C1l1ployed
rece'ntJob
30
I
80
31
Infonnation about educational options for future
high schOt)1 students
ff:maining
parents who
would like to
!low are employers helping to inform parents?
(84 percC'fl1 of study participants were enrploYl"d lit rome point
during the $ehool year, Of them:)
Employer-provided infonnalion aboul way' 10 pay
for f!~~!~~i_~~ _~chool ~~~!~?!l
•
I
79
tmml:l:~RI~
94
29
87
whose most
(Pen::mlof
employed
whose rnosc
parents who
retmljob
JmmllSwbo
reeentjob
82
28
76
(Pcrt'eTll
32
'"_
Sixty-nine percent of parents rated their schools as doing 'very well' in letting parents know how students are
expected to behave in the classroom. Fewer (56 percent) gave the same 'very well' rating about how well
schools let parents know what children should know and be able to do at their grade level in each subject.
Less satisfied parents are more interested in learning more about achievement goals than about discipline
issues. As with achievement goals, the demand from middle school parents (87 percent) to know about
educational options for future high school students greally outstripped the supply of middle schools who
communicate these options 'very well' (29 percent).
11
.l'.
�,
\
Beyood the school day and the school year
(Pen::ent of all parents who;)
All Parents
Elementary School
Parents
Middle School
Parents
Have a child in an after-school program
,
35
32
18
19
!
39
Pay fees for an after-school program
I
17
.
79
77
82
Would pay a fee for an after-school program
74
73
76
Have a child in a school-based summer
program
18
20
16
Paid for a school-based summer program
10
10
10
Are interested in a free school-based
summer program
70
69
71
Would pay a fec for a school-based summer
program
- - - --
74
71
77
Are interested in free after-school programs
------- -
..
•
- - - - - - - _. . .
- - - ---
Parents express a strong demand for after-school programs: 82 percent of parents have a child who attends an
after-school program or would like their child to attend an after school program.
12
;
�•
:After-School Activities: What do parents want?
(Percen! of parents with children in
,
I
aner~school
programs or who W(tuld like their children to attend an after-school program reporting that
their child would benefit fTom:)
I
Parents Who Waut
or Use ArterSchool Programs
96
96
92
94
89
86
86
86
84
\
Ekmentary School
Parents
96
.
77
Computer technology classes
.
Arts, music and cultural programs
- - - - - - - - - - - - -------
Supervised recreational activities
- - - - - - - - - - - - -------
Community service or volunteer
opportunities
,
Middle School
Parents
91
"
- - - - - - - - -------------------------- - - - - --
Basic skills enrichment or tutoring
74
73
72
• or these parents (who enroll Or would like to enroll their child in an after-school program), 96 percent feel
that their child would benefit from an after-school program that included computer technology classes and 92
percent feel that their child
would benefit from arts, music
After-School Activities
and cultural after-school
activities. Among middle
school parents, 91 percent
100
favor after-school community ·c
• 80
.!:
service or volunteer
opportunities for their
50
children.
'0 40
"
I
~
8 20
•
0.
(} _.
T~~.-~'~~~~~T"-~~I~~-~~rln9
Compute,..
,Reentation .
""'' ' ' '
Batie Skilts
�CORPORATE
INVOLVEMENT
IN EDUCATION
O.S. DEPAWJ'?\IENT OF EDUCATION
�rug
CORPORATE
INVOLVEMENT
IN EDUCATION
The
V(l5t
majority of America's schools are
safe places. Two decadt~ of ccmprei'!e;'\$ive
,21ST CENTURViCOMMUNITV LEARNING CENT
research support this conclusion. While
the recent tragedies across the countlY
may create the impre$sion that violence
is pervasive, such incidents at school are
extremel.y rare. Nonetheless, we must
address the violence that does exist and
find better ways to ensure that all our
children have safe, OIderly school
environments' In-wh;c~l to learn ,n,I'mTIw --1.. ,--,
A healthy er:vlronment conducive to
tearoi!19 and limited in distraction tan be
estabtished through a cooperative effort
among schoo is, parents, busi:-esses and
communities, Many (:ommunities are
finding practical ways to provide children
with the safe and disciplined conditions
they need and expect to find in a school.
'",.noting smaller schools-which research
shown sigrificantiy i"',creases
achievement and decreases the number
of behavioral problem!;, partiwlarly among
disadvantaged studei.ts-and creating
after-school programs that k~p children
productive ana off the streets llre just
two of the ways that help foster
children's seccess.
One way businesses can 'lelp make ,:he after-school hours safer for our children
and the community is to ::;r;nect with pro9~ams that provide extended
teaming opportunities,
The 21st Century ,Community Learning Centers program was established
to award grants to rural 2nd inner-dty pubU:;; schools. or (0050"11;) of such
schools, to enable them to ptan. implement. or expand projects that benefit
the educational.,health, ,sociaLservice, c.!ltural and recreational needs oLthe__ .. ~. , ,
community. A key component in the effort to keep -children safe and learning:,
these school-based centers can provide drug-free, supervised, and cost~
effective after-school, weekenc or S:JDmer havens for children, youth, and
their families.
By enabling schools to stay open tonger, the 21st Century Community learning
Centers program establishes a safe place fo!' do;ng homeWQrk, intensive
mentoring in basic skills, drug and violence prevention counseling, and
academic enrichment activities. Te<hnology education programs. services for
children with disabilities, and instructional and performance pragrams in the
arts are also vitat activit'e:; that augment student development. Because
Community learning Centers prov1 a variety of activities, the'grants are
de
designed to promote partnerships among a variety of groups, such as
schools, faMilies, bU$ir,e~$es, anc community organizations, which plan
and implement the programs.
"Hill)' fife ajh!r-sr:hoo! /)ingram.\' so imjJarlaut?
3:00 lUll., flud neil!lt:r should their :~clw()L\'. If
U.S, Secretary of (ctu::-a:ioil Richat:J
w~
Rile¥
�21st Century Communir:
Learning Centers Partnership
Businesses can partner with local schools and work
with them to apply for Department of Education
funding for after-school programs.
21st Century (ammu'nity learning Center grants are
targeted to high-need rural and urban cDmmunities.
... ~_lhese grants.are.designed to.promQtaa,!l)Ua~pve.
effort between puhlic schoo!s, non~pwfit agencies,
organizations, businesses, educational entities, and .
recreational.. cultural and other community groups.
The activities supported by the 21st Century
Community teaming Centers program should of'fur
significantly e>:panded teaming opportunities for
children and youth in a given community. as well
as contribute te· reducing drug use and violence.
Other activities may include:
• literacy education programs;
• Children's day-care servic:es;
• Summer and weekend school programs
in conjunction with recreational
programs;
• Integrated education. health. social
service, recreational. or cultural
programs;
• TeLecommunications and technology
education programs for individuals of
aU ag~$; and
• Employment counseling, training. and
placement 5elvi(es for individuals with
disabilities.
�CORPORATE
INVOLVEMENT
IN EDUCATION
.'
U.s. DEI'ART:\lENT OF EDUCATION
�tee no 0
CORPORATE
INVOLVEMENT
IN EDUCATION
TechnolQgy-thE~
V/c;r[d W;;je Web, e~
commerce, computer-aided design, word
processing, data processing, elect(on\c
transfers-has become an engine of our
Tbe u.s. Department of Education has a number o.f initiatives designed
to encourage the partidpation of buj,iriesses in education programs that
use technology and help America's schools bridge the digital divide.
economic growth and has fundamentally
changed the ways we learn, how we do
busines-s, and the skills students in Amenca
Technology Innovation Challenge Grants
neet! to flourish in the world of work,
Sustaining profi:.!: in the new economy of
te<hnowgical50phisticati<ln and increased
g·tow:. competition m"eans thatbwsinesses'~
need highly skilled and we:U~educated
woric:ers. Buslnes$cs are now major
stakeholders in the educational success
of OUf children.
States, communities, bUsinesses. families
and teachers need to ensure that every
classroom in America is helping students
connect to the information age through
high~quality computers, creative software,
and weU~trained teachers, Businc>se>
Large and small-need to. be able to
depend upon a hinhly educated.
technologically literate work:fofce. By
investing today it; (I'Jr children's education, '
bus!ness~ are investing 1n the)r long
term success.
•
'The Technology In;'1ovation Challenge Grant Program serves as a catalyst fur
positive change in schools. CraUe"lge Grant communities work to integQte
"""-"-""'."_ .•
";-' ';
..
'·w '''''__ ..... """0
-,.
"
•
new technologIes mto state or local educatlOn ~mprovement efforts that have
been stimulated by a growing nabonal commitment to. raise education standard$..
Effective use of new technologies in these, communities will contribute t()
improved student acr.ievernent in reading, wri.ting, science, mathematics,
history, the arts and other discipUnes. Each project wilt support effective
training for teachers and,promot~ greater parent and community involvement
in education.
','~,.
~~
Community Tec:.nology Centers (CTCs)
Although the number of Americans (onrlHted to the nati()n's information
, .,
infrastructure is searing. a digital divide still exists, and in many cases, is
actually widenIng over. time. Promoting technological equity. Community
Technology Centers pwv'ide access to information technology ilnd related
learning services to children and adults who would not otherwise nave such
access, CTC!> incorporate te(.':noI09Y to enrance educational activities in
economically distressed areas, particularly in rural and urban communities,
In addition to condl.>cting a variety of technology-oriented projects. individuals
can take advantage of valuable res()u~ces availab:e for obtaining job skills.
and learning about employment opportunities.
W/f:ch nolog)' is one parI (~lfl annIJrel/(m.si1Ji~ quality
learning ltxjJerima: thai, at it,." "(Jet), fore, involT}(tS
lilt: mncf!/JI (:f Ii!(fching Ilfu/lle to lltinlt arid to
contiuue to warn IhnmgllOllt tlunr lifl:lime... so (hal
fhl!)' ,ron bent![it from. dwngft. If
"
1
U,S, Secretary of ____________ ________________
Ed,,(at'~.Hi RithM(' W, Riley
L-____
.,
~~
~
�Learning Anytime Anywhere
Partnerships (LAAPI
Many Americans want to improve their skills so they can
compete for high~wage jobs. but nnd it difficult to
participate in truditional on-campus instruction and
coursework, New techno~ogies such as the Internet make
it possilKe to provide access to learning anytime, anywhere.
Such distance learning opportunities make it signifkantty
easier for Americans who live in remote rural areas, have
it disability, or have competinlJ family and work demands
.... .,.,.- ,--"",,-" --" ..... - ",........ ' ..
to have access to ,individuatlzed, up-tn-date. affordable,
education and training. This partnership program witt
support shared efforts b}l colleges, universities, businesses; .
cummunity organizations, Of_other entities to detive(
quality postsecondary education. Such partnerships
stimutate resource sharing. reduce' program duplication,
and promote economies of scale' which benefit the
entire communIty.
,---.-
-
""~-.-,--.
This initIative awards grants to partnerships involving
two or more institutions of higher education, community
organizations, b'lsinesses,. and other public and private
agencies and is designed to help students in underserved
geographic areas who have limited access. to a trnditi(mal
college campus setting. LAAP grants may be us.ed
to develop:
• Model programs and software that witt make.
distance learning possible;
• Innovati~ online student support services
such as job placement academic counseting.
.
'and library servic~$:
• New institutional polides and practices that
go beyond merely putting more courses
online, but truly deliver programs that are
self-paced alternatives to traditional
semes.ter scheduling; and
•
Methods af OJ-sse.ssing the quality and sw::cess
of the new distance learning programs by
(hafting skills and competencies achieved
by students, as well as retention and
completion rates.
�CORPORATE
INVOLVEMENT
IN EDUCATION
�--.-'.-."."
,
'
CORPORATE
DNVOLVEMENT
IN EDUCATION
'
er's"
eac
.'
,.
,,,,:~i
.,
'. - " ,
.,¥
'
.,
',' .
"
Teachers are the most basic educational
resource that communities provide for
their children. Plans to increase student
learning to improve re~qing .skills. to
integrate technology into schools. and to
reach high standards will succeed only
when we focus on the quality of instruction
in all our classrooms. Meeting the
challenges of today's classrooms requires
that teachers know and do more than ever
~,.~., ~bi~fo~e.:~·Th~~ef~re,
they, ~~;d··t;-b~ '~-;ll:'
prepared and supported throughout their
careers.
Businesses need teachers to prepare
,children for the ~ew economy marked by
technological sophistication and increased
global competition. Businesses need
teachers to help children develop the
high-level skills they need to be successful
information technology workers. By
investi~g today in children's education
and thei~ teachers' preparation, businesses
are investing in their own long-term
success.
Businesses interested in assisting with teacher preparation and quality
training programs should consider partnership opport.:!!:oities with two
of the Department's grant programs.
The Teacher Quality Enhancement Grants
This initiative consists of three separate competitive programs:
". - Partnership Grants are'five~year-grallts that provide"funds·to.partnerships-·
among teacher preparation institutions, schools of arts and sciences, and
local school districts in high-need areas. The partners work to strengthen
. teacher education th'rough activities such as: holding teacher education
programs accountable, improving prospective teachers' knowledge of academic
content, ensuring that teachers are well-prepared for the realities of the
classroom, and preparing teachers to use technology and to work effectively
with diverse students.
State Grants are three-year programs that ell'"0urage states to improve the
quality of their teaching force through activities such as: strengthening their
teacher certification standards, implementing reforms that hold institutions
of higher education accountable, establishing or streng~hening alternative
pathways into teaching, and recruiting new high-quality teachers for high
need areas.
Teacher Recruitment Grants are three-year grants that support state and
local efforts to recruit highly qualified teachers to reduce shortages in high
need areas. The grants highlight teacher preparation and recruitment of
individuals who will meet the specific needs of the community.
l'EveJ'y communil)' slwuld have a (aiented fInd
dedicated teacher in eve})' classroom. f\Ve ham:l
an enormous ojJjJOrtunil)'jor ensuring teacher
quality wldl into Lite 21st century,
if we n:cruit
j)romisi ng people into teaching and give them the
highest qualit), lJrejJaration and training,"
U.S. SecretJIJI of Education Richard W. Riley
=.
�Preparing Tomorrow's Teachers
to Use Technology Initiative
Preparing future teachers to use techoology effectively
to improve learnIng is a major chaUenge facing our
nation's schoots of education. If our inforrnaticm
technology investments are to payoff in improved
education, these future tei!chers must be technology·
proficient educators who know how to use these
-.-"~
rnodel'fl-.leamfng,-t'Oots to'hellTstudentsiTlcet-high .....standards. 10 meet this urgent l1eed for t&hnologyw
proficient teachers. the p'repariog Tomorrow's Teachers
to Use Techno[og:1 Initiative supports partnership"
programs that help future teachtm(ieach 21st: century
students.
Preparing Tomorrow's Teachers to Use Technology
Partnership (Pm) Grants. These grants support
capacity-building i3t teacher preparation instituti(ms
to ensure that tom(mow's teachers can integrate
technology effectively into the curriculum: This
initiative indudes two types of partnership grants:
implementation and catalyst grants.
"
Implementation grants provide two years of support
to partnerships that are implem1!mtiflg full~scale
program improvements 1n the preparation of
technology profidenu:ducaw(s,
Catalyst grants provide two years of support to
national, regional, and statewide consortia that have
the expertise and resources to s;timuta~, larGe-s.caie
improvements. in the development and/or certification
of tec':no[ogy prorcient. ed.:.cators.
~-,
�----
,
"
,
,
NA
ONAl EDUCATJON PRIDRITHS
,
CORPORATE
INVOLVEMENT
IN EDUCATION
u.s.
DEi':\RT.\1ENT
017
EDt.;CATI()A'
�5
a,r
CORPORATE
INVOLVEMENT.
IN EDUCATION
!
Tuday, there is (ul unprecedented
movement toward accountability in <lur
education 5Y!'tern. Ali 50 states have put
in place their own challenging oC3aernic
standards for students and are now
implementing assessments linked to those
standardS. Ensuring that these standards
reach every classroom aoo that all students
'meet11igtvexpectations'require al!
Sf;akeholders-frnm teachers and parents
"t!J business and community leaders-to
be involved at the local level and take
responsibility fur student perform.ance
and the quality of education America's
children receive,
More than at any time in our nation's
history, the businl!SS community depends
on a highly educated workforce. It is
\REACHING HIGH STANDARDS
Businesses can join schools in helping students to nleet new standards by
continuing to set high expectations for all children and providing the resoon:es
necessary to er'lsure that all children haV€' the opportunity to achieve at high
levels. States and schoo! districts must align curricula, textbooks, instructional
methOds, and professional development with the new standards, Extended
learning opportUl1ities mJst be provided to stucents who are falling or at
risk of faHing to meet the standards. Teachers must be given the time and
traini'rtg toprepa'fe~iheir' cu~rkutum and instruction 'iij""tle'fpsfu(fei)(s' meet' ..
the tougher requirements.
Passing students along in school when they are unprepared or retainin~ them
wtthout addressin!: :heir needs denies studetlts access to oppor::unities at
the rn:xt level of schooling, in postse<:ondary education, and in the workplace.
Both policies send a meS5ilge to s:udents that little is expected from them
and that they do not warrarlt the time and effort it would take to help them
he successfol in school. Setting high standards and providing the resourCes
that ensure they will be met communicates to aU students that they have
worth and ar~ valuable to our nat1on's future. Reaching high standards lsn'~
easy; that's why busim'!ss involvement ¥'1th educators and parents is 3
necessary lng redient for $I,.:ccess.
critical for employers to be able to have
confidence in a high school olp-Ioma as
evidence that graduates are prepared with
II
J TliUS£! to be/i{!Vc {hat our cliililren aren It smart
the requisite skiUs and are able to fYleet
the challenges Qf r.ompeting in the
information age. By investing In our
children's education and helping students
reach high standards, businesses are
invest'ng in t",ejr own
[on9~terrr,
enough or OUf edUC~JIOn (lam 'I gOOlI enough, J
n:fuse to "emf our cliildmn out into Ike most
fOJlljH?tilivc iuternational er.onoJll), in worM hl~"lm)'
success,
wit/ullil Ihe (!d !u:alioll (he), will need to su r:a!t!(l Jin"
themselves and/or (JW' countJ)" tVe must ncvergn
baCH to lhe days when standards were too low,
uuciem; ornonf!xistf!"ul.1Vevcr. fi
�Strategies for Helping
Students Meet High Standards
Businesses car. advocate and sup-port comprehensive
approaches to helping students meet high standards.
by providing waders hip, resources, and Sl1pport on
the state and local level to:
~.~.--
•
•
Set dear objectives for students to mm .
perionnance.standaais.at key grades;
Identify student needs early in order
to apply appropriate instructional
strategies;
.
•
Empbasize early childhood literacy;
•
Focus on providing high-quality
curriculum. instruction, and professional
development that deepens teachers'
content knowledge;
•
•
Provide summer school for students who
are not meeting high standards;
Extend learning time through before-
and after-school programs, tutoring.
and partnerships with cultural groups
in the community;
•
Develop transitional and dropout
prevention programs for middle and
high schoot students; and,
• Hold schools accountable by publicly
reporting school performance, rewarding
.. school improvement, and intervening.
in tow-performing schools.
Anolher strategy is to involye your business in
helpir;g tc cnange the whole school environment to
meet tl:e high standards. The U.S. Deparl'nent of
Educatlon provide) resources for local schools that
are involved in this effort, inctuding grants to reduce
dass size in the early grades, to implement reforms
based on innovatiw! mode!.s, to create smaUer learn;ng
commu:--ities, and to :,u;>port the development of
charter 5(1. 0015.
�CORPORATE
INVOLVEMENT
IN EDUCATION
u.s. DEP:\RTMENT OF EnUCATION
�CORPORATE
INVO.LVEMENT
IN EDUCATION
Sustaining profits I" the new economy
with its technological sophistication and
increased global competiUon means that
businesses n!:ed highly skilled and wel~
educated workers, making bus-inesses major
stakeholders in the educational success
or our chitdren. Preparing children in
Ar:renca fo, coUege-academically and
nnancialtY-l1$ welt as encouraging aU
Children to aim for a coltege degree wiU
help ensure that the kno ~te-!Ige workers
...
busin€sses need wm be available to them
over this next centufy.
Recent studie!; from the U.S. Department
of Education show that students who take
academkally demanding coursework in
high school
afC
more likely to go on to
college, succeed and earn more in the
workforce. regardless of their nnandal
status, race. or gender. However,
disadvantaged students often are not
aware of the critical need to take rigorous
academic c{)urscs to prepare for college,
Him algebra in middle school or chemistry,
physics. and trigonometry jn high schooL
Of of the availabitity of financial aid to
pay for college. Moreover, high-achieving
stodents from low-lm:ome fammes are
five times as likely not to attend college
as those high-achieving students from
hlgh·income families. By investing today
in all child~en's prepararlo:1 for coUege,
businesses are investing in their ;ong~
term success,
co
Oni? avenue for corporate involvement in coUege preparation is through t~,e
Department's Think College Earty Qlmpaign. Businesses (an partner 'n GEAR
UP grant:; with schools to leverage th~ir education efforts in the community.
GEAR UP (G~ini~g Earty Awareness and Readiness
fo~
Undergraduate Pr09rams)
grants arc designed to help children who are d:sadvantagoo pmpare themselves
to go to collt~ge and meet the chaUenges they will encounter working· in the
21st <entury.
' .
on
GEAR UP is based the experience of existing programs that haVe demonstrated
their success and have helped raise expectations to ensure that ,all children
am we~l prepared for <:o~lege. This competitive grant program, administered
. by the US Oepar:tiet:lf EdLcatior), sUj::ports early college preparation aTid
awareness actw,~ie$ at both the loca! and the state ieveis, These gral1ts
support programs that begin eady and foliow entire grades of students over
time; challenge aU students to have high expectations; involve parents;
provide mentQring, tut::'il1g, and information abo\..t (oUeg{!; and often provide
scholarships for s:lJden~ with need.
"WitlwU! efjiJrL\·lilw GI<:All Ul~ mflfl)'yml1'1!
j)(;OjJ/l1 ([Jut t/udrIamilil.'s wouldn't /.tarN! ilw
in/ormation 10 l)rejHlf(! (l g(WW /)Iall
atadlUrti{.alty oudfinancially-for rludr
fut un:. 'l1u:i if mmttr realize colkgt: f:(}uld
be (f real /los"ibility, U
u.s.
5t>(letil:~
(If Education Richard W. RUei/
�Partnering with Schools
for Funding
Businesses with an interest in helping prepare childfen
and increase th!: college-going rates among low-income
youth may consider partnering with local schools to
~elp them apply for Department of Education fundl'1g.
Thls initiative awards multi-year grants to localty designed:
parlnerships between colleges and low-income middlE<
schools, plus at least two other ;>Jrtners-such as
""--community OIganilBtions, businesses, religious groups,
s~ate education 'agencies. parent groups, or non-profits.
To be most effective, partnerships will leverage resources
to promote the following pro~n strategies:
• Informing students and parents about
college options and flnandal aid, induding
providing students with a 21st Century
Scholar Certificate - an early notification
of their eligibility for financial aid;
• Promoting rigorous academic coursework
based on coUtge entrance requirements;
• Working with a whole grade-level of
students in order to raise expectations for
aU students; and
• Starting with sixth- or seventh-grade
students and continuing through high school
graduation with comprehensive services,
including mentoting, tutoring, counseling,
.and other ,activities such as after-school
programs, summer academic and enrichment
programs, and college visits.
Another way ousinesses carl SlIiJPOft greater college
preparation is to help expand Advanced Placement
opportunities fur alt students through the US. Department
of Education's Advanced Placerrent Incentive Program,
This program provides schools with additional resources
for teacher training programs and on-line course
developrne~t,
�CORPORATE
INVOLVEMENT
IN EDUCATION
......
U.S. IlEI':\R"J'i...IENT OF EDUCATION
.------ -_._-
---------
�CORPORATE
INVOLVEMENT
IN EDUCATION
Maintaining Amenca's. position in an
internationally competitive economy
means tnat aU stude::.t!;. need to build
strong :.kills in mathematics. Success in
math 1$ no: only essential for roUege and
the promising careers of this flew century,
but it is also critical fur teaching way;;. of
thinking: that apply in every wmkpla(e
worldwide. Yet, far too many students
_..
One opportunIty for corporate involvement is with America Counts, a
multifaceted Oepartment of EdL.cation initiative with six s.trategic goals that
use federal resources to support improved student achievement in mathematics:
• Equip teachers to teach challenging mathematics through high
quality preparation and ongoing professional growth.
struggle with math and are not achieving
to the desired !t~ls' that will sPark'wc'c5
• Provide personal attention and additional learning time for
studentS':
..... - -' .
in higher edUcation and beyond, In fael.
on internation<;! math assessment'>, US..
nigh 5choot senior.; scored amoJ"o9 tre
lowest of the 21 participating nations
and were outperformed by nearly all of
America's top e::onomic competitors,
• Support hi9h-qual!~y research to inform best practices of
mathematics teaching and tearning.
It is critical that America address this
challenge today to ensure that tomorrow's
graduates are academically prepared to
guide the flatioll to continued prosperity.
By committing time and res.ources to
improving math education, businesses
can create substantial momentum to help
students build world-class competencies
that will lead to a highly skiUed and well
educated workforce.
• Build public understanding of the mathematics today's students
must master.
• Encourage a challenging and engaging curriculum for aU students
based on rigorous standards.
• Promote the coordinated and effective use of federal, state,
and local resources.
I'A slmlent wlw is no/. taught the jJOwn1irt4 mea.ning,
aud u}(Jgir. ojmathematics and science is a student
who is denied Ihe o/J/JOrtu nil5 of bw(uier Ican/ing
and extJlo}"{I{ion. whose dremns go unJ1l{[itiefl. and
Wilos(!julure SHcafSS is !il-uib:d.
~
u. s. ~:'etary 01 [dlJ(lItiol' Richard W. Riley.
/I
�Math Initiatives
Businesses looking for ways to support high~quality
math teaching rna lea~nlng in their com'1lunities fllight
._~tso
consider working an any of the initiatives: below.
Figure This!: Math Challenges for Families
The goat of this initiative, jointly funded by the
Department of Education .and the t.ational Science
Foundation, :$ to encourage parents and other caregivers
to become more involved in their children's mathematics
·learn1ng, Th!: Cha:.ten-ges provide fun -and engagit"Jg
examples of the wortd-class mathematics that students
should be doing in middle school and they are available
online at htt;:;:/,'wwwJigtaethis.org,
Busines~es
can
support this, initiative by becoming a Figure This!
corporate sponsor and assisting with the distribution
of the Chatlerges thfOL:gn local newspapers, product
packaging, other Web Sites, public semce advertising,
and company newsletters.
Mather",stics Tutoring and Me-ntoling
8usinesses can e'3tabtish or support a mathematics
tutoring program that provides students with the
personal attention and additiDnalleamlng opportunities
necessa')l for building strong mathemat:cal
underStanding, Companies can allow emptoyees to
serve as tutors or mentors at neighborin9 schools or
they (an partner 'Nith toea! coUeges and universities
operating math tutoring and mentoring programs with
federal Work-Study dollars,
The NationaL Commission on Mathematics and Science
Teaching for the 21st Century
This commission, chaired by former astronaut and
Senator John Gtenn, is creating an action strategy to
:mprove the quality of instructIon in K~12 math and
science classrooms. Joining Senator Glenn is a di~rse
and talentcc gmup of 32 individuals chosen for their
broad expertise and abi!ity, inclu-ding Craig Barrett.
~pre$ldent and CEO of Intel Corporation, and Edward
Rust Jr., chairman and CEO of State Farm Insurance
Company. You may access the onli'le discussion ~c-fUrn
at http://www.ed.gov/amerirarounts/glenn/index.html
and provide feedback to assist the rommissi{ln in its
effort to improve math and science education,
�'.
CORPORATE
INVOLVEMENT
IN EDUCATION
u.s. nEPAl{TMEi'\T OF EDUCATION
�'.
CORPORATE
INVOLVEMENT i
IN EDUCATION ..
Reading is the foundation of all other
skitls essential fur learning. Unfortunately,
the National Assessment of Educational
Progress reports that 68 percent of fourth
grader.s in hi9h~p;)verty schools and 38
percent of fourth-graders o'Jeralt (ead
betow the Basic achievement level. Clearly,
a significant number of chHdren afe not
reaching the; r reading potential. Reading
wen by the third grade is the essential
first step toward reaching chal/enging
acadern;c standards in aU subjects.
To succeed in the new global economy
businesses need highly skilled and well
educated workers. Tnat is why it is criticai
that aU children master reading. the most
fundamental skiU, and achieve academic
success. By invest; ng today in early
childhood literacy pHlgrams, businesses
are investing in theif own long-term
success.
rea
.
.
Businesses can participate in many ways in the America Reads Challenge, a
national grassroots campaign challenging every Arr.erican to help our children
team to read. This initiative recognizes the critical importance of an early
and successful start in language development and is designed to act as a
catalyst for coml1'unity involvement in pmmoting reading achievement.
Providing children with the appropriate language development experiences
in the " . the stage for reading success in later .years.
early years sets
.
.
.
Ensuring that chUdren learn to read well rests not Ottly in the hands of
parent~, caregivers and. teachers, but ent\re communities as well. By raUying
around our children to assist them in learning to read, we heQi ensure their
overall .succ.ess. Educators, libranans, college students, and community
volunteers are joining with private sector partners from many different
industries ranging from small businesses to multinationai corpGrations. Tilis
ground swell of support is reshaping Our view of the reading challenge.
Every parent, c<uegiver, teacher and citizen has a crudal role to play to spark
dramatic improvement in n~adin9.
H\:\1i": must 'U,mrh together to g'iTJI.' children the
individual aU(;nlion anti sufl/JOrl (Iu)' nn::d 10
UUlStl:f1Wu/iUf!, part) ,\{}
thaI tlury
can
then sncO?cd
i11 ,<,:rlioo/ (l tid heyond. II
.
.J
0.5. Secreta!') of Edoclltion fF{'lilfd_'_'.__
,'.:."::.'_ _ _ _ _ _ _ _
�Reading Challenge
Businesses with an interest in supporting reading efforts
may consider allowing employees to seM; as reacing
. tutors and mentol'!:,-~"d working in partnership with
schools and universities to provide support to children
for developing theiT reading skitls.
The America Reads ChaUenge stresses the importance
of communities coming together to em.ure that all
chi~dren read wE~ll. In order·.to promote this
effort America Reads: offers:
critica~
III Free resources for businesses. parents. cbildcare
providers, educators, tutors, community groups,
and aU corpf)rate dnzens:
iii Guidance and checklists on what businesses can
do and activities for adults: to keep children
reading after school and during the summer; and
III At:cess to an extensive network of potential
partner.;; and a body of research to help a business
start, improvt~r or contribute to it literacy program.
Businesses may also playa role in literacy by:
GI Helping create or expand tutoring programs for
chitdr~n
and
families in cooperation with local
colleges and universities. This can involve
providing space in your office buHding for the
program's opl~rations, providing transportation
for children and/or tutors, funding supplies or
tutor training, and encouraging your employees
to volunteer as tutors.
I!I Providing opportunities for employees to tearn
more about helping their own children with
language devetopment and reading skills by
holding brown-bag seminars, distributing free
activity materials, and providing literacy training
for ernpl(lyces needing to improve their own
literacy skills.
m Supplying books. videos, consultants. and other
resources to child care centers, community
organizations, and schools and rebuilding or
refurbishing schooll1braries so that they become
the center of the school's literacy activities.
rn Helping to buHd coalitions to coordinate literacy
efforts in the jlrivate sector and establishing
relationships with local schools to determine
where your help is needed most.
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Clinton Administration History Project
Creator
An entity primarily responsible for making the resource
Cinton Administration History Project
Council of Economic Advisers
Department of Commerce
Central Intelligence Agency
Department of the Interior
Department of Defense
Corporation for National Service
Council on Environmental Quality
Department of Justice
Domestic Policy Council
Department of Education
Department of Energy
Environmental Protection Agency
Federal Emergency Management Agency
General Services Administration
Small Business Administration
Social Security Administration
United States Agency for International Development
National Economic Council
Office of Management & Budget
Office of National Drug Control Policy
Office of Personnel Management
Office of Science & Technology Policy
Office of the Vice President
United States Trade Representative
Date
A point or period of time associated with an event in the lifecycle of the resource
1993-2001
Description
An account of the resource
<p>The Clinton Administration History Project describes in detail the accomplishments of President Clinton's Administration for the period 1993-2001. The records consist of the histories of 32 agencies or departments within the Executive Branch. In general, each organization associated with the Project submitted a narrative history along with supporting documents. These narrative accounts are primarily overviews of the various missions, special projects, and accomplishments of the agencies. The supplementary records include substantive memos, press releases, briefing papers, and publications illustrated with photos and charts.</p>
<p>Agencies:<br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Council+of+Economic+Advisers&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Council of Economic Advisers</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Central+Intelligence+Agency&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Central Intelligence Agency</a><br /><a 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1227203-education-volume-2-5
1227203
-
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c4e00df652ac620720d5b94f123b8d36
PDF Text
Text
draft 6/1/93
WOMEN'S EDUCATIONAL EQUITY ACT
1
2"
<a) FINPlNGS AND PURPOSES.
SEC.
1
the ESEA is amended, in
first sentence-
~he
(li· by striking out "andl! immediately following "United
3
4
Section _4001(b) (2) of
States" and inserting in lieu the;-eof a conuna; and
(2) by striking out the period at the end thereof and
5
6
inserting in 1 iou' thereof Iland to help ensure that. women and
7
gi:-ls have equal oppo:.-tunity to achieve to,high standards so that
8-
9
. th'e Nation can attain the Natio!1al Education Goals set out in
title I of ~he Goals 2000: Educate America Act'!.
11
to read as follows:
"12-
".
13
"SEC. 4002.
PROGRAM AUTHORIZED.
The secretary is
a1,.ltho:d zed to maKe', grants ·.to, ,and enter into contracts and
,-
».
14
section 4002 of the ESEA is amended
(b) PROGRAM AUTHORIZED.
10
,
cooperative agreements with,"public agencies; private nonpro.fit
"p
~
~,,:.':::.:;.~:',\'
.,
15',
agencies. organizations,} and: Hlstitutions, including student and
16
community groups; and individuals, to achieve the purposes of
17
~his
18"
.
r 1,' .
"
.
-
part by providing support and t0chnical assistance for-
10
,
.
(1) implementation of effect·ive gender equity pOlicies
~l educationa~- le~e~ls~nCl~dinq.elementary
19"
and practices
20
and secondary educatl.on, presf'!hl;)ol
21
and adult education) in educational institutions and local
22"
communities, including-
•
'.'
~,
"
ed~,:cat1.~n,
r..,
•
.h1.ghe:r'. educat~on,
"(Ai training for'teachers, couhselors.
23
24
,_, '
administrators. and other school personneL especially preschool
.
�l'
and el!;!mentary school personnel, to infuse gender equity into
2
teaching and learning;
3
4
"(B) assisting educational agencies and
institutions to implement policies and practic;::es to--
Uei) comply with title IX of the Education
5
6
Amendments, of 1972; and
.
7
8
.11
(ii)
preve.nt the sexual harassment of
students;
9
II
(e)
leadership training
~o
allow women and girls
10
to develop professional and marketable skills to compete in the
11
global marketplace, improve self-esteem, and benefit from
12
exposure to positive role models;
13'
II
(D) apprenticeship and other programs to increase
14'
opportunities' for women and girls to enter a technologically
15
demanding workplace and, i~ p.~~t;.i"~,ular~, .. "to enter careers in which
16
they have beel) underrepresented;
,
..
' .' ..., .. '.
•
17
"(E)
.'
:. •
I
<~ '.j.
, '.
~
.:.,
:~
enhancing, e?ucati.oJ"".lal and career
18
opportunities for women and girls who suffer multiple [forms of?)
19
discrimination, based on sex and on race, ethnir... origin,
20
English prOficieni-'f..wouldn,t this
21
, ,
'
, ' or age; a
or1g1n' "
d, d 1sab1 1 1ty, d n ·
, 24
»o":.~
rt- \"N"""
their pI'eschool children to start school; and
11(2) r.esearch 'and development designed to advance
gender
~.quity
nationwide and to help make policies and practices
2
-L.
rt~-l
rearing children to remain in high school, graduate, and prepare
25
26
uncle;" 'ethnic-
.. (F) assisting pregna:"l~, ..,?~u~en,ts.. ~"i;i-<studer:..;.s
22
23
~e ~cov~re'~
(limited
�1
in educational' institutions and local communities gender
2
equitable, including-
"(A) research and development designed to advance
3
gender equity, including the development of innovative strategies
4
to improve teachjng and I,earning practIces;
.. (B) the develC;;prnent of testing i!1$~ruments that ~ ~
_"
are free of gender-b'ias; r.~ias ~ul.&:Jnc1uQ~-ueotyping?l
7
tt(C)
8
evaluat~on
".sr~~.
rtP1"~
y"w.»1
of curricula. textbooks, and 0
I~t>~"'rr<\
educational materials to ensura the absence of gender1.bias,
9"
s.~ ~
er
'"
,,,,'4
\\. \~ ~ fr
"(D) the development of instruments and procecures~~0:J
10
11
to assess the pr~sence or absence of gender 'equity in ditferent (~~~
12
educational. settings;
II(E)
10~- ,~~
\l-.I),d' .
the development of new dissemination and
replication strategies; and
15
"{F)
updating educational, rna,terials"previously
develop(l:d through awards made under this ·Rar:t/ ..
16
, ,".
['1 (b)
17
DESIGNA'I'ING AMOUNT!?
The secretary(shaB.. 'annually
18
designate the amounts to he expended in any'fiscal year for
19
activities under paragraphs' (1)' 'and (2) of subsection (a) .1f~. .J"
'.
(This is unnecessary and erroneously suaaests that we n~~d
-.
20
statutory authority to do in on a
program-bv-prog~arn
basis.--QGCl
~'"
(c)
22.
23
(1)
in subsection
(a)-
{A} in the first sentence! by inserting liar
25
.
,
'Section: 4",)0,3 ,.of t);'e ESEA "1~ ,
amended-
24
26
APPLICATION; PARTICIPATION.
cooperative agree.me.r.t" aft:.-er rlCO!1tract";
"'.
�{2);~)
[(B) by striking out paragraphs (1) and
1
(C} in paragraph (3)-
2
,(i) by striking out Ilwhich
3
en~ure
adequate"
4
and inserting in lieu the:=eof "that 'Will provide for a
5
comprehensive" ;
(ii) by inserting lOan evaluation of the
6
7
practices, policies, and materials to be used by the applicant
8
and U immediately after "including If ;
,iii} by striking, out "where appropri ate"; .
9
10
and
C;v) by striking out the period at the end
11
12
thereof and inserting in lieu thereof a
5
<
13
14
15
( D)
f\
by ~dding at the end the
(4},through (7) to read' as
'1
°62
and
10
":
f new parag,raphs
follows~
(4) demonstrate how funds received under this ,part
16
wil: be used to promote the
17
Nationa 1 Education Goals set· out in title r, of
18
Educate America Act
a~d
attain~ent
of one or " more-of the
,
'
"
<
-.t:he_;'Goals 2000:
support the implementation of State and
<19
local plans 'for systemic reform, if any. approved under, ~itle III
20
of such Act;
21
"
'22
"(5) demonst.rate how the applicant will addre.ss
different perceptions of gender roles, in particular,
perc~t:ions
23
of gender roles based on ccltural and linguistic differences or
24
stereotypes;
25
26
~'.
"{6} for applications for projects under section
-4002{a) (I), demonstrate,how the applicant will foster
•
'."
�1
partnerships and share resources with State educational agencies,
2
local educational agencies, institutions of higher education, and
3
other recipients of Federal educationa1 funding; and
,
•
"('I for applications for projects under section
5
4002(a) (ll.
6
will
bE~
de~onstrate
involveme~t
in tha project
encouraged; and ll ,
(2) in subsection (b)-
7
{Al in paragraph (I}, by striking out' uand ll at the
8
9
how parental
end thereof;
(B) in paragraph (2), by striking out the period
10
11
at -the end
12
the~eof
and inserting in lieu thereof a setr.i colon;
and
(e) by adding at the end thereof new paragraphs
13
.
14
(3) .r.d (4) to
15
U'{3)
r.~d a."J:.o,l~o!,s: J I )
fo.rr t2;ujlil: :t<t I- dA1/}( r:¢7"'7 -
f't.,cVl'l,r""'/,'vo/Y,,:wh
" .JACV'c/Y7.
I""
~roposalj from apPlicant2 fot- proj acts that would~"
16
contribute significantly to improving, teaching ar:d learning
17
practices
i~
the local community; and
,"
"(4} proposals from applicants for projects that YJould
18
co~prehensive
approach'to [addressing I
~~:n~.
19
~.
".. '4
provide for a
20
gender equity in educational institutions and agencies that draws
21
~
7
on a variety of ,resources, including local educational ,agencies,
,22
_~omm~nity-based organizations, institutions of higher education I
23
and private organizat ions. I I .
24
(d) CHALLENGE GRANI§.
25
(e)
26
CRITERI~
AND
Section 4004 of the ESEA is repealed.
PRIORITIE§.
amended-
5
section 4005 of the ESEA is
."
.
�1
,((1)
in the first
sentence~
by
striking out "insure- and
inserting in lieu thereof uensure"; and
2
(2) by striking out the second sentence,
,
3
[GEPA
~431' ~,
-t:!f!~~
requir!as the same th~n9.--OGC]:
4
[(3) by adding at the end
S',
~I'l'he
,..
ereof a new sentence to read
W\tl.~"
,,,voWt',
as follows!
7
for Civil Rights when establishing criteria and priorities tor
8
awards under this part.") (OMB will object to ED
9
OW~
internal operations.
10
say anything
11
C.R.
I
"(a} RBPORT.
15
If neeo to
EVALUAT!ON
t
"-NO.
DISSEMINATIO~
I
Section
4: 006
of
arne:lding subsection (a) to read as follo.....s:
The Secretary shall submit; by September 30,
women
18
shall provide for wide-spread distribution of the report.
i~
the Nation to the President and Congress.
The Secretary
The
use funds authorized under this part in order to
'~ocretary ~ay
19
.. ,
prepare and ctisserninate the report."i
20
[{2}
21'
12-,_,
, .
by amending subsection (b) to read as follows--'
" "'... ~.,=.:f{,b}, E::AU1ATION AND DISSEMINATION.
23
evaluate and
24
developed
disse~inate,
und~r
this
(l)
The Secretary
shall
at low cost, materials and programs.
part~
"(2) The Secretary is authorized to gather and
25
disseminate information about emerging issues concerning gender
26
'
~
~ i,. r(.q"",-;, 11-<. 04 ~ -/1) (.c. ,,J
C)t.~ ~~"\.w.fJ''6\\.'''\i\vvW'e. ot.F~
17·
.
+
,1999, a report on the status of educational equity for girls and
16'
r. -,
REPORTS
{l) by
I.
;"
its
the ESEA is amended-
~JJ'
"
legisla~ing
add: "! j n consul tatioD with the "sst. Sec. for
<
to f.lrst sentence.--OGC]
(f)
tfie Office
C.F. amendment to §4QQ6(bJ.
,
,II
12
,
Secretary sha1.1 involve
[~eaninglJ
6
,
~
�•
1
~~ity
2
purpose~u.]
'.3
and, if necessary, to convene meetings for this
[See'y can already do.
Sarre COMments apply here
that.. were set out abo.. . :; to the amendment fer §4Q05 (3).
4
If the
real desire here is to use program funds then need to say 50.-
5
(~n
6
ESE.; is a:nended to read as follows:
7'
"SEC. 4007. A':.:THORIZATION OF APPROPRIATION'S.
8
each 01 the fiscal years 1995 through 1999 to carry out this
10
L
There are
authorized to be appropriated such sums as may be necessary for
9
,
AUTHORIZATION Q.F APPROPRIAT!ONS.--Section 4007 of the
,
par~.·n
:
ri
12
'13
-e-
. ..<
~~BLCi~s~W<>-~'~Ke~ll~,y~t~o~~~~~u~~~~aw~a~'~w~i~t~h~o~u~t>-§specifying
/
fo
{hi REDESIGNATION OF SEctIONS.
'I e- *"'i ~l NJJJI~'/;
14
4007 of the ESEA are redesignated as sections 4004, 4005, and
15
4006, respectively.
''''
.
." ..
'"
7
"
.'
J."
sections 4005, 4006, and IV
IbO'1 itA.
f
�TITLE I-A
EDUCATION FOR
THE DISADVANTAGED
IMPROVING BASIC PROGRAMS OPERATED BY
LOCAL EDUCATIONAL AGENCIES
SIGNIl"lCANT ACCOMl'IJSHMEN1'S
•
•
Challenging content s1.nf!dards: Shifts the program from providing remedial
instruction intended to bring low-achieving students up to min,iron! leVels of
competency ;,) basic skills to a new objective tha~ for the first time, .stresses
attainment to challenging academic standards - the same chaUenging standards
that all childron would be expected to achieve under Goals 2000. Requires t.hat
States establish or adopt challenging content and performance standards as the.
basis for teaching, curriculum, and assessment.
•
Stntc...Hssessment of cbildr.en tlcrved by Tjtle I: Instead of a separate Title I
ililscssment system; requires the use of State assessment systems, aligned with
content and performamo st.·mdarG:s, to measure how well children served by Title I
are achieving to challenging standards. Requires States that have already
developed high-quality statewide assessments fot all dlildren to usc those
assessments for Title 1 purposes. Using State assessment systems wi!! help: (1)
ensure the same standards for children served by Title 1 as for all cbildren; (2)
integrate Title I \\;th statewide reform efforts; and (3) eliminate unnecessarYI
repetitive te':lting in Title I schools.
•
!
' LinksJ)ct'Yeen Title 1 a.ps! overall reform efforts: Requires States, LEAs, imd
schools to connect their Title I programs with broader education reform efforts,
such as those developed under the Goals 2000: Educate America Act. . &quires
comprehensive StatD and LEA plans as a tool t.o help ensure that the new Title I
supports systemic "reform at ull levels and that the children most in need benefit
from t.ho!';e reforms.
SclJOQI-Jeve\ deCision mnking: Br:ngs Title I decisions down to tho school level so
that sch001!:) in consultation with their districts, can determine uses of funds in
ways that best r:leet the needs of their students: Each Title I school will work with
the district to determine how to use Title I funds in ways that make the most sense
for its students. Bringing these decisions down to the schoo! leve! will help
transform Title I from a district~directed ~one~$ize-fits~alr' program to a sib"':lificant
resource for school-based reform.
•
New performancewbased accountability;: Requires that SEA plans define adequate
progress towards State standards. Holds LEAs, along with individual schools,
Fi:-SL Draft -- Do not Quote or Dist:-ibute
�accountable for improvement, and ties improvement to State standards and
assessm(~nt mechanisms.
•
lnccnt.ivHs. re~rds, and sanctions: Creates State~sponsored recogniticn
mc-chunisms; ir.cluding "distinguished educators~ and ~distjngui$bcri schQ{lJs"; a]Jc.ws
SEAs to reward LEAs that meet or exceed the State's definition of adequate
progress for' thrlN':! consecutive years; also allows LEAs to reward distinguished
schools with greater dccisionmakjng authority, fil).ancinl bonuses, and other
incentives. Requires, in most instances, that SEAs take t;orrective actions against
LEAs after three years consecutive years of failure to ruake ad~quate progress, and
thet LEAs take action fi&ainst failing schools aacr two com;~cuiive years. Examples·
of correcLive, actions include withholding funds, alternative governance
arrangements, and other actions.
•
Curriculum Rnd teachinc: Requires all schools receiving Title l funds to focus an
high~qua!ity curriculum and te~:H:hing, as a basis for helping children achieve to
challcht,ting stand8rds. Encourages- improvements that enrich curriculum, extend
leatHing time, decrease usc Qf pull-out programs, and $trcngthen professional
development. •
.
•
Schoolwlde programs: Lowers the 75 percent eligibility thrc~hold requir'Cd for "
schooh.,.jdc programs to 60 percent poverty in 1995 a.nd then to 50 per-cent
beginning in 1996, Allows schools to combine Title I funds with other Federal,
Statej ::md local programs. Creat.es State~sponsored "school support t€ams" to help
. schools design and implement school wide programs.
•
Th!:geted assistance schOQls: Requires schools not operating schQolwide programs to
focus on chaUenging standards for children targeted for services and to ext.end and
enrich t.he instructional program for those children,
•
Targeting- funds within LEAs: Removes disincentives for success by allocating
funds to schools on -the basis of'the number of poor children in each school, instead
of low-achieving children. Prevents LEAs from spreading funds too thinly among
too many schools by setting a mi!1imum amount per .poor child that LEAs must
allocate to each school (at least 125 percent of the LEA>s allocation per poer child))
but. eXcffipts i...EAs serving only schools above a5 percent from the m:nim'J-m
allocahon requirement. Tightens special school eligibility rules so that districts
may serve schools below the distr~ct poverty average only if the school hBS a
poverty rate of 35 percent or more. Ensures participation of hlgh.poverty middle
and high schools by requiring LEAs to serve schools above 75 percen: poverty,
regardless of grade span, before serving schools below 75 percent,
•
Targeting funds to high~poverty LEAs: Provides for some improvement u:
ta.rgcting by: 0) eliminating Title I funding for school districts with less than 10
2
First Draft. .. Do not Quote or Distrihute
�poor children and a poverty rate of less than 2 percent (eliminating about 820 low
poverty districts that currently receive funding); and (2) creating a new weighted
child formula which, if funded, would improve targeting by allocating higher levels
of funding to LEAs with large numbers or percentages of poor children.
-•
Parent involvement: Strengthens parental involvement by requiring school-parent
compacts, in all 'fitle I schools, that identify mutual. responsibilities of parents and
teachers to help each child succeed in achieving to challenging standards.
•
Emphasis on technical assistance: Shifts current emphasis on compliance
monitoring to a new. focus on technical assistance to support comprehensive refo::n
and help schools move children to higher levels of achievement. For example: at
the State level, provides for the development of new State-sponsored mechanisms.
such as distinguished schools and distinguished educators to serve as mentors for
Title I schools identified for improvement. At the LEA level, requires that LEAs
coordinate parent involvement policy, professional development activities, and
education-related health and social services, and also consult with each school as it
develops its Title I program. At the Federal level, replaces current Chapter 1
technical assistance centers with a comprehensive technical assistance system for all
Federal elementary and secondary programs.
•
New demonstration authority: Authorizes a new Federal discretionary authority to
test and evaluate innovative methods for educating disadvantaged children.
•
Flexibility: Emphasizes planning as an ongoing process based on students' needs
rather than administrative procedures and deadlines; permits States, LEAs, and
schools to seek waivers of requirements that impede progress in educating
disadvantaged childre!1; expands the opportunity for schools to develop sc1~oolwide
programs.
SIGNIFICANT PROPOSAlB'THf_T WER"· NOT ENACTED
•
Targeting funds to high-povert.y LEAs: Substantially increasing the targeting of
funds on 'the highest-poverty counties and school districts by allocating half of all
Title I funds through Concentration Grants (instead of the current 10 percent),
raising the eligibility threshold for Concentration Grants from 15 percent to 18
percent poverty (to reflect the national poverty rate), and adding an "absorption"
provision to shift funds to counties and school districts with above-average poverty
rates.
•
Ta:get./!d Assistame Schools: Holding "targeted assistance schools" to the same
requirements as schoolwide programsJ including requirements for comprehensive
;-{
First Draft. -- Do nut Quot.e
Ilr
Distribute
�plans, and also holding these schools accountable for the progress of ;ill of its
children, not only the individual children targeted for services.
•
Suppori services: Requiring that LE:.As: (1) ensure a minimum of two health
screenings for children in participating elementary schools with at least a 50
percent poverty rate, and (2) provide for counseling and mentaTing for the students
in any school serving sixt.h grade or above,
SJGNlF1CAN'r gNACTED PROPOSALS NOT 8m'PORTEIl BY THE DEPARTMENT
Title r formubp; Creates a separate (lUthorization for an "Education Finance
Incentive Prog:-am," ,.."hich would distribute new funds with a new formula based on
~eITort." and ~equjty" factors and total school-age population inswad of poor children.
This ronnula, if runded would undcrmi.nc targeting by providing large funding
increase:; to LEAs in low~poverty Statns and relatively small increases to LEAs in
high~poverty States,
•
j
•
e
Transition/mte:-Lm assessm():~t neriod: Allows State, assessrnents j required in
reading and math, to be developed over.n five-year time period, with a possihlc onc
ycar extension.
•
Disnggrer:ation of assessment data: Provides for disaggregatio:l of assessment data
at the State, LEA, and sehool leveJ: by gender, each major racial a.nd ethnic group,
English proficiency status, migrant.status, students with disabilities, and
economically disadvantaged students.
•
School and LEA accountability: Dilutes accountabil~ty for all LEAs ane all schools
by providing for 3 lengthy appeals process for LEAs facing corrective action) and
allowing exemptions from corrective a~cHoi)s.
\,.,
•
Overly prescriptive reguirctt'.cnts for LFk and schools: For example; requIres
that! beginnmg in 1997) preschool services supported with 'J'itle I funds comply
with pn,[onnancc standards fo, HetHl'Stnrt programs; prescribes many new
pa.rcn~al inyolvement requirements such as requiring ail LEAs io distribute
information on Parent Information and Resource Centers established under Goals
2000; and requires school wide programs to provide individua1 assistance to any
child having difficu!ty mastering any or the strmdards.
•
Local Programs for Delinquent and At Risk Youth (Title I, Part D, Subpart 2)
'(see discussion t.:ndcr State .Koglectod and Delinquent Program)
4
First Dm:t -- D{]
;tO~ QUOle
or Disixlb\.ll.e
�•
Innovative Elementary School Transition Projects (Title I, Part E, Sec. 1503):
Authorizes Federal discretionary grants to LEAs for early intervention programs,
including agencies that operate Follow Through, Even Start, and other comparable
programs.
'_.'
5
First Drart -- Do not Quote or Dist.ribut.e
�TITLE
I-B
EV~;N START FAMiLY LITERACY
SIGNIFICANT ACCOMPLISHMENTS
•
Eligibility for services: Extends eligibility to include young teen parents (who arc
within the State's compulsory schoo] attendance age range) in parenting and early
childhood education ~ctivities so long as LEAs provide, or enSUre availability of,
education services.
•
intensity Qf services: Requires year:round operation
progrl1ms, incIading somB
summer activitjes~ and also requires prob"rams to provide services for at least a
of
three-y~ar
•
age range.
StatutorY.JLt)1phasis on participation of low-income families: Requires that aU
projects identify and recruit low-income families (as well a5 those with Jow literacy
or limited Engiish language proficiency); and continues the priority on applications
that target servicc-8 primarily to families with high lc-vels of poverty and related
indic.aton:, while adding a requiremQnt that applications be evaluated on the basis
of a high percc-ntage of children residing in Title I school attendance areas.
SlGNlFICANT PROPOSALS THAT WEIll> NOT ENACTgD
•
Targeting:: Giving priority to applications that primarily target families whose
children reside in attendance areas of s£hools eligible for '1'itle 1 school wide
prol,'Tams.
SIGNIFlCAN'l' ENACTED PROPOSAIB NOT SUPPORTt;O llY THE DEI'ARTMENr
•
Reservatio:1s of funds: Jffiquircs the Secretary to r{!serve funds, within the 5
percent set-aside for m1grant prob'l"ams, Outlying Areas, and Indian tribes, for one
competitive grant that demonstrates th<: eITectiveness of a family literacy program
in a prison that houses women and their prcschool age children,
•
State minimum!!: Maintains current State minimums of £250,000 i.2C on(!~half of 1
percent, but removes the cap on the minimum, which means that most small
States' allocations will tisc significantly not only in IT 1995, but in any year that
the Evon Start appropriation increases.
G
First Draft .. Do
110:,
Quo;;;: or Distrihute
�I-C
TITLE
MIGRANT EDUCATION
SIGNIFICANT ACCOMPLIEHMENTS
•
,.
Links to systemic reform and other orOeTams: Like other programs, holds migrant
students to challenging standard~. Also clarifies. that migratory children eligible for
services under Title I LEA Grants must have access to those services, while
encouraging the use of program resources for, services not otherwise available.
'fargetiIJt!: Targets funds and services to recently migratory children and families
by allowing the program to count and generally serve only migratory children who
have made a qualifying move within the last 36 months (rather than 24 months
proposed by the Administration, and up to 72 months in current law),
•
Records .transfer: Eliminates the centralized Migrant Student Record Transfer
System, and ~Ilows the Secretary broad authority to collect datu needed to obtain a
count of children for allocating formula funds.
•
Inter- and intra-State coordination: Eliminates the requirement that awards for
migrant coordination activities be made only after consultation and approval 'by
States.
•
Definitions: Deletes provisions prohibiting the Secretary from changing the certain
definitions, including "agricultural activity" ~nd "currently migratory child."
SIGNIFICANT PROPOSAIB THAT WERE NOT ENACTED
•
None
-SIGNIFICANT ENACTED PROPOSALS NOT SUPPORTED BY THE DEPARTMENT
•
Consortium arrangements: Requires the Secretary to reserve not more than $1.5
million to award competitive grants to form State consortia, ten of which must be
awarded to States that receive allocations of less than $1 million.
•
Child eligibility: Expands the definition of a migrato"ry child on behalf of one State
(Alaska) to include a child whose parent, spouse, or guardian is a migratory fisher
residing in a school district of more than 15,000 square miles and migrating more
than 20 miles to engage in fishing.
7
First Draft -- Do not Quot.e or Distribul.C
�TITLE
I-D
NIWLECTED, DELINQUENT, AND AT-RISK PROGRAM
SIGNIFICANT ACCOMPLlSHMENTS
•
Targeting: Increases the minimum: number of hours of instruction, that State
institutions are required to provide to qualify for N & D funding, from 10 to 20
hours a week [or juvcnHe Institutions and from 10 to 15 hours a week for adult
corrections institutions, (The Administration proposed_a,20~hour weekly.minimum
for all types of institutions,) Also) for adult corrections institutions. gives priority
~o youth who are likely to be released within two years.
•
bstit".l:ionwide prQgrams: 'Authorizes juvenile instiiutio~s io operate instltution~
wide education programs that allow services to all stt.:.de:)Ls instead of to selected
students.
. SIGNIFICANT PROPOSAI.S THAT WERE NOT ENACTED
.~---------------
•
l!.tliti.t~]tionwide programs: Requiring that, beginning with tho 1996·97 schoo! year,
all State agencies receiving funds operate institution wide programs in juvenile
institutions,
SIGNIFICANT ENACTED PROPOSALS NOT SUPPORTED BY TIlE Dm'ARTMBNT
•
Local Pf()gfJlms for Delinquent and At Risk Youth (Title I, Part D, Sub?art 2):
Authorizes a now Stm:a·administer<ld discretionary prOgT<1m for proJect~'l in LEAs
with the highest dropout rates and located in areas serving large numbers of
children )l1 local correctiona! facilities. Directs States to reserve funds for the
program from the State's share of LEA Grants that are generated by the count of
youth in local corrcctlo!lal faci!itics or commt?:nity.day programs for de!inqucnt
chEdrea,
•
Overlv prescripth'e requirements for State agencies: For example) requires that.
Stn~e agencies contact parents to gain their assistance in preventing further
dclinq'Jer.cy; provide indivicualized education for spedaJ education youth and starr
trainod to work with those students;.and locate alternatives for yo;.n:h not planning
to reenter school once they leave. the institution. Also requires, ruther thun
permits, institutions to reserve 10 percent for transition activities.
8
First Dm:: --
1)0 llO'u (~llo:.e 0;'
DL'lLribuic
�TITLE IT
DWIGHT D. EISENHOWER PROFESSIONAL DEVELOPMENT
SIGNn'ICANT ACCOMl'LlSHMENTS
•
tI;!U2:ansion of program: Supports efforts to improve teaching aod learning through
high (IUalitv, susWined. and intensive professional development to help all teachers
, to teach to high Staw standards in all core academic subiects, The new program
will nlso work to transform professional dcvejopm~nt from episodic training to
activitic!! that,are integral to the daily life of a school, carrl()d out throughout. an
educator's career, and provided in sufficient intensity to make n real difference in
teaching and learning. Although mathematics and science remain a priority, funds
CDn be awa::-ded for professional_ de~'e!opment in all of the State'!,) ror~ academic
subjects,
•
[cderal activities; Provides 3 broad authority to develop the capacity to provi~e
professional ~cvelopmenti support institutes professional networks) clearinghouses
on the core subject areas) development of teaching standards; and the National
Board for Professional Teaching Standards;. promote transferability of licensure;
evaluate Title .lJ programs; and disseminate information about content standards.. .
j
•
Focus on Professional Development: Ensures that the funds will be spent for
enhancing the knowledge and skills of educators through professional development.
Requires the extensive involvement of teachers and principals in the deve:opment of
the: professional dcvoloptr.cnt pial}:. References to extraneous uses of funds, such as
curriculum c;evelopment and instructionai mat'.'!rial purchases) are not included in
allowable activities,
•
IUt&grntion of Professional Development activities with exis~ing
nrorrrnms/stnndnrdFl: Includes language that requires SEAs, LEAs nnd IHEs to
enSure that their professional development activities are aligned with the State's
Gouls 20{lO plan (ir applicable) and/or other existing State content. standards.
j
SIGNIl!'JCAN'!' PROPOSALS 1'HA1' WI>RE No'r ENAC'mD
None
SIGNn~CAN'!'
•
ENACTlm PROPOSAlS NOT SUI'PORTIm BY '!'HE DEPARTMENT
Mathematics and Science Funding: 'The bill requires that the first 5250 million in
State gran:.s be used for professional development activities in mathematics and
seicm:c a:'ld encourages fU:1uS abov," $250 million to be used for m3tb:m:u'jcs a!1d
:.:eioncc.
�DWIGHT D. EISENHOWER PROFESSIONAL DEVELOPMENT
•
Establishment of Unnecessary Projects: Creates unne<.:€,s,s8ry new programs: the
National Teacher Training Project and the Professional Development
Demonstration Project.
•
Estahlishment of Consortia as a Separtlto Pro~ Authorizes support for the
Eisenhower Regional Mathematics and Science Education Consortia as !l separate
program (under Title XfI1)l rather than tiS an aIlowllule use of Fodera! Activities
funds.
�TITLE ill
TECHNOLOGY FOR EDUCATION
It
TECHNOLOGY FOR EDUCATION OF
Au.
STUDENTS
SIGNIFICANT ACCOMI'LISHMF,NTS
•
Federal Leadership: Essentinliy adopts the D~partment>s proposal. Provides for :l
National Long-Range Technology Plan and authorizes awards for a broad range of
research, development, demonstration, evaluation, and dissemination activities to
imprpve and increase the use of technology in education.
•
National ChaHc.ngr. Gronts for 'rechnQlogx..i~ Education: Permits the Secretary to
make discretionary awards when the appropriations for the State grant program
are less than $60 miilion.
•
SqlLSchools . Education Reform: Requires applicants to show how projec:.s will
help achieve the ~l:ltional Education Goals, assist students to achieve to high
standards) assist State and local education reform, and contribute to lifelong
learning.
.
""
Star Schools - Leadersbip and Evaluatlfm: Authorizes up to 5 pereent. of annual
appropnation for peer review, evaluation; und leadership activities. Evaluation
authority provides for analysis of both Star SchooJs and other distance learning
efforts and for analysIs of the effects of different technologies used in distance
learning,
•
Reauthorizes
as
of ESEA.
SIGNIFICANT ENACTIW PROPOSAlS NOT SUI'I'ORTED BY THE ADMINLSTRATION
•
•
Rggional 'fechr:icHI Suppor'!, ::nd Professional Dev(~lopment: Authorizes separate
. program to support regional consortia to provide technical assistance and
professionaJ developmant services.
State formula grants: Provides formulu grams t.o States for compet;tive awards to
the neediest school districts for technology resources, No authority was sought,
11
First
D~nrt
ww
Do not. Qur:te or DistribllL"
�TITLE IV
SAFE AND DRUG-FREE SCHOOlS AND COMl'.IUNITIES
SIGNIFICANT ACCOMPLiSHMENTS
Comnrehe~sive
•
program: Creates a comprehensive federal effort in support of
National Education Goal Seven by nxpanding authorized prpgram Ilr:tivities to
include viQlepce prevention; Eliminates obsolete ~certificatjon" requirements (under
which LEAs must certify that they have developed and implemented minimum
program and policy rcquire;nents) in favor of emphasis or;. comp:chenEive programs.
•
Targets resources: State grant allocutions are based 50% on the Tit.le 1 formuia
and 50% on population. LEAs would ~e required to target 30% of th€ i r funds on
school districts wit,h the worst drug, violence, and crime problems (the remaining
70% would be alloca.ted to all LEAs in the State based on school enrollment),
•
Grenb;f f1~xlbiJj~X: School districts can use these funds for ~ny prevention activjty
(other than construction, medical services or drug treatment or rehabilitation),
provided that they do not spend more than 20% on metal detectors and security
personnel.
j
•
Simplifled allocation formula: Eliminates the multiple formula algorithms under
current. law and three.of the four prescriptive set-asides under the Governors'
program. Gover~ors will receive -20%, and SEAs. 80%1 of fJach St.atels formula grant
allecution,
•
Less ovedan between Governo·r· and SEAlLEA programs. Governors will be
required W give priority to programs and activities for children and youth whe are
not normally served by SEAs or LEAs, or for populatlons that :1oed specia: sCTv;ces
or additional resources, such as .schoo! dropouts.
•
Increased Accountnhility: Improved' requirem~nu; for articulating and mClasuring
program goals nod objectives.
•
Grenter OexibjJit.v of National Programs funds: Eliminates separate authorities for
the School Personnel Trainir:g and Emergcf:.cy Grant progra!l1s. ned eliminates
percentuge set~asidcs of NaLlonal Programs funds.
•
J'echnital assistrlnce ceni-ers: Includes drug and violence preventioll
15 consolidated technical assistance centers,
12
3S
pa:-t of the
First. Dmft ." Do not Quote- Or Disl.rilml.e
�SAFE AND DRUG-FltEE SCHOOLS AND COMMUNITIES
...•
----------------
SrGNJ}'ICANT PROPOSALS THAT WERE NOT ENACTED
•
Separate authorizntion for postsecondap' education ,pT2...,grams. (However,
postsecondary education activities aTe authorized under National Programs.)
•
~2p
million 3uthQrizfltion for Notional Programs: Authorizes only $25 miilioD,
rat.her than "such sums" proposed by the Administration, for Nationnl Programs in
1995; the Presideni's 1995 budget requested $80 million for comparable activities.
SIGNIFICANT ENACTJ>;D PllDl'OSALS NOT SUl'PORTED BY THE ADMINJSTRATION
•
Set-Aside for Programs for Native HawnjBms: fu!quires that. 0,2 pe~ent Qf the
appropriation for State grants be ~sarved for oqianizo.tions recognized by the
Governor of Hawaii that primarily serve and represent Native Hawaiians.
•
Snecial rules for certain States: Requites States that, as of January 1, 1994, had
established ,an independent agency for the purposes of' administering both their
SEA [lnd Governor State gr.'ltlt funds, administer 80 percent of thoir S~nte grant
funds tt.rough the SEA and 20 percent. through the independent agency, and use aJl
of these funds for State and local educational agency programs. (In all other
States) Governors' funds may he used for Gov'ernors' programs.)
"
Includes unnecessary, separate authorization for hate crimps prevcntism grants in
addition to tbis special authorit:Y1 activities designed to prevent and to reduce the
incidence of crimes and conflicts motivated ~Y hate would be allowable under beth
the State grant and National PrOb'TamS authorities.
u
l;i
First Draft -- Do not Q,uole or Di$tribute
�, !
....
, ,;
'.
TrrLE
V - PART A
MAGNET SCHOOLS AssISTANCE
SIGNIFICANT AecOMPUSHMENTS
•
Focus gn reducing minority group isolatjQQ: Allows funds to be used for
instructional activities that make the magnet schools curriculum available t.o all
children w~o attend the school l not just those participating in the ~agnet schools
program. Aisol requires applicants to describe how magnet schools funds will be
used to increase interaction <tmong students of varying social, economic: ethnic, and,
racial backgrounds.
•
Support for programs that sen'e n wide Emge of student.<;~ Gives priority to
applicants that select students based on methods such as lotteries, rather than
academie examinations. Require!! <lpplicant.."l to provide assurances that students
residing in the local attendance area will have equitable access t.o the rnagnGt
schoo:s projr;ct. Alsoj as stated above, aHows magnet schools flln~ls to oe used for
instructional activities tbroughout the sehooL
•
Link to ,;y"fiJemic reform offorts: Enhances the quaIity of magnct schools projects
by' requiring applicants to provide irifo!mation on how the project will increase'
student achievement and implement activities consistent with systemic reform
efforts) such as Goals 2000.
SIGNIFICANT PROPOSALS THAT WERE NOT ENACTED
•
MaicbiCUf. Requi(<;ment; Requirement that grantees contribuL€: p:ut of the cost of
the magnet schools project during the grant period. (As in current Jaw) no
matching funds are rcquirnd.)
•
Priorities: Similar to Administration bill, applicants that proi)ose to dra\v on
comprehensive community involvement plans will receive priority. Does not,
howevar, specify tbat community plans should be those focusing on educ:1Lional
improvement, school and reside~tial desegregation, and community renewal.
�MAGNET SCHOOl.'3 ASSISTANCE
SIGNIFICANT ENACTED PROPOSALS NOT SUPPORTED BY THE ADMINISTRATION •..
•
JI1I1Qvativl; Programs: Requires the Secretary to reserve not more than five percent
of magnet schools funds for innovative programs that involve strategies, other than
magnet scbools, such as neighborhood or community model schools. In order to be
eligible for these funds, a school district would be required to be implementing II
desegregation plan; however, several other pro..dsiol1s of' the magnet schools lnw,
including the application requirements, priorities) ar.d use of funds sections, would
not apply to applicants under this program.
�TITLE
V ~ PART B
WOMEN'S EDUCATIONAL EQUITY
SIGNIFICANT ACCOMPUSHMENTS
•
Local implementation projects: Expands the scope of the pre gram to support both
demonstration programs and local implementation projects, Activities might
i:1cludc-: training for teachers and other, school personnel in gen~eN?qujtahle
teaching and learning practices; introducing into the classroom curricula, textbooks,
and oti1er materials designed to achieve equity [or women and girls; and providing
leadership training to allow women and girls to develop skills needed to compet.e in
the glubal marketplace,
•
Research and development: Provides support for research and development
strategie~; designed to advanco gender equity, as weH os methods to assess whether
diverse educational settings are gender~equjtable,
SIGNIFICANT PROPOSALS THAT WERE NOT ENACTED
•
None.
SIGNlFICANT ENACTED PROPOSALS NOT SUPPORTED BY THE AlJMJNISl'IlATION
•
Complex grant competit.ions: Establishes specific criteria nnd prioritios for grant
competitions 1 although t.he S~cretary is not r~qulred to follow t.hem.
(Administration bill gave the Secretary flexibility to establish criteria and
priorities.)
•
Specinl Assistan: for Gender Equity: Amendments to t.be Dcpn.rtment of Education
Organization Act require the Seen~tary to designate a Special Assistant Cor Gender
Equity to promote, coordinate, and evaluate gender equity programs. New
. language also requires t he Secretary to ensure tha.t \VEEA is a.dmidsLerod by nn
lndividual with significant experience in the field 0: gende!' eqt:ity educution.
(Admi:1istration bm did nQi include sirnilnr kmguage,)
�TITLE VI
.
INNOVATIVE EDUCATION PROGRAM STRATEGIES
(~'ORMERLY CHAPTER 2)
SIGNIFICANT ACOOMPLISHMEN'I'S
None
SIGNIFICAN'I' PROPOSAlS THAT WERE NOT ENACTED.
None
SIGNIFICANT ENACTED PROPOSALS NOT SUPPORTED"BY 111E m:I'ARTMENT
•
Reauthori,;ution of the program: EssentiaHy reauthorizes the "fonner Chapter 2
program to support school improvement and educational reform. The Slate
allotment of total funds foHows current law, with 1% to OutlYing Areas,and the
remainder distributed to States based on popu]ation. The percentage gOIng to
LEAs is increased to 85%. The LEA innovative uss!stan·ce areas have been
somewhat modified, yet the allowable activities remain widely scattered in focus,
ExampIH'!; of ~hcse act:viiies include: (1) literacy programs for students' and adults,
(2) the pmchase of instructional materials t~ed to high academic standards) and (3)
Goals 2000 sehool reform activities aligned with State standards.
�TITLE VII
lMMIGHANT EDUCATION
SIGNIFICANT ACCOMI'IJSHMENTS
•
Coordination: Requires t.hat local activities undertaken with program funds be
coordinated with other Federal assistance and Goals 2000.
SIGNIFICANT PIlOPOSALS TIIA1' W};Jl.]<; No'r ENAC'mn
•
Discretionary Grants: The Department proposed to convert Immigrant Education
to a discretionary grant program that would have required high-quality
instructional services and provided much larger grants to LEAs that received them.
The Inw maintains the current formula program, which .provides small amounts of
funding to all eligible districts and allows recipients to use gr .. ,ltS as general aid.
While States can use part of their allocation for discretionary grants. if the
appropriation exceeds $50 million, this provision will have only limited effect on the
quality of services provided.
18
First. Draft·· Do not,QuolC or Dist.nbutc
�TITLE VII
BILINGUAL EDUCATION
SIGNIFICANT ACCOMPLISHMENTS
•
lnstructiq£!f!\ nr(Jgrams: Old Part A (Instructional Programs) structure rcpinced
wit.h one thot uctively promot.es systemic educational reform, holds Janguugc
minority students to the same high standards as all other students, and allo\\'S
LE1\S greater fic-xibHity in sel!JCting instructional approach, Projects mllst conduct
an evaluation every two years and could be terminat.ed, if students are not making
adequate progress toward achieving chailenging State content and performance
standards. Project activities must be intngrnted witb the regular school program
and other Federal assistanee jncluding Goals 2000.
.
•
State n)lc~ Expands State role to partner 'with the Federal Government in selecting
grantees. States ure required to 'review and comment on all instructional servic~s
.and professional developmen~ applications.
•
Research; Research authority is broadened to include field-generated projects, us
well as grants and cooperative agreements,
•
Technical Assistance Centers; Consolidated with other ESEA technic:;!! assistance
adivities.
•
Graduate Fellowship Program: Broudened to include post-doctoral awards and
elit:'iinaws requirement to ~ake 500 fellowship awards annually,
SIGNIFICANT PROPOSALS THAT WERE NOT ENACTED
•
All significant proposals were enacted.
�TITLE VIII
IMPACT AID
SIGNlFlCANT ACCOMPL1SHMENTS
•
Basic SUJ}port Payments: Restructures the authority· for payments on behalf of
federaIly connected chi!dren to more slmply calculate paytnc:1t$ based on weighted
child counts.
•
Civilian 'b~ children: Eliminates pny'TJlcnts on behalf of civilian "b" children those
children whose parents work on Fcd!)n~l property! but who livo ulsewhere in the
community. Only a handful of LEAs, with at least 2000 such chilrirer, that
comprise at least] 5 percent. ,Of average daily attencance, will receive payments on
their behnle Approximately 700 LEAs will cease to' be e!igible for Impact. Aid duo
to this provision1 although they will receive u' hold~.hnrmless pa)'ITIcnt for] 995,
•
Children with disabilities: Authorizes separate cat(]go;:cal'payimmts on ·behalf of
certain fed(]rally connected children with disabilities. This assistance was, provided
under the: old law through special' incroases within the ~aslc: payments, which
prevented careful analysis and control of these funds.
•
Sudden and suhstnntial incrc:1ses: Authorizes special one~time payments to LEAs
that experience sudden increases in federally connected enrollments due to defense
reaIignn;ent and military base consolidation.
•
Egt.:aliz,.v...~ion provisions: Directs the Secretary to det£rminc whether a State is
equalized (if so, a State may consider Impact Aid in its State funding form.ula)
using only the "disparity standard," the best measure of equalization. Encourages
States to ;ncrease equalization by reducing the allowable disparity under Impact
Aid fro;:'! :!5 percent to 20 pc-recnt aftC"r three years,
•
Capital improvement: Replaces the current construction authority with a new
program of formula assistam:e to distriels (l) with at least 50 percent children
livbg on Indian lands, (2) ~ith at least 50.pereeni military deprmdent children and
whose voNrs have recently rejected bond increases G~) that a~c heavilY impacted or
coterminous: or (4) that have experienced a substantial increase in federally
connected children.
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SIGNIFICANT PROPOSAI.~ THAT WF.Jl.E NOT ENACTEIl
•
Basic Support. Payment formula:' Determining the maximum payment by
multiplying a school district's weighted child count by the State average per-pupii
expend.iture and the average share of revcnUQ for education provided ;:1t:the local
level in the State would have substantially simplified and increased equity In the
.distribution of available Impact Aid. Instead, tl more complex formula was enacted,
•
"B" P:nrmc:lts: Elimim~tion of payments on behalf of a11 "V chi:dren, i:lcludillg
childrer: whose fam~!ics lJve on private property, but whose par.cnts work on
Federal property or are in the uniformed serVices, and children who live in federally
subsidizt;d low rent housing. Instead, only payments for civilian "b~ children) in
most districts, were ~liminated,
•
payments for Federal property: Elimination of the authority for payments for
Federal property, known as "Section 2" under the old law. Appropriations for this
activity IIrc approximately $16 million each year and provide modest payments to
most e!irib:e LEAs.
SIGNIFICANT ENACTED PnOPOSALS NOT SupPOR'rED BY THE DEPARTMENT
•
LOT methodology; Authorizes a method of reducing Basic Support Payments to
LEAs from the maximum payment by considering the extent. to which the LEA is
dependent on Impact. Aid. This methodology favors school districts with high
percent.ages or federally connected children and wh?se Impact Aid payments
comprise a large percentage of the school budget.
•
r.nyments for hem'Hy imBflctnd districts: Authorizes SpCci111 additional payments to
three categories of school districts that have high percl1ntages of federally connected
children and that meet certain fiscal requirements.
�,
TITLE IX
INDIAN EDUCATION
SIGNIFlCAN'r ACCOMPLISHMEN7&
•
Comprehensive program: Supports efforts to help Indian students achieve to the
same high standards expected of all students and promotes comprehensive planning
by local school districts to meet the needs of Indian children, by requiring that each
LEA or tribe applying for a fQrmula grant t.o include <;I coTDprehensIve progrRm for
meeting the needs of Indian children, consisu:nL with the SLate u:1d local
improvement plans either approved or h~ing developed under the Gonls 2000:
Educate America Act. The plan must include student performance goa!s; describe
professional development that will bn provided; nnd explain how the district or tribe
will assess fltudentf;' nrogrcils toward meeLing the goaJs and provide the results of
this assessment to t.he parent committee and the community.
•
Schoolwide projC'("+-s: Permits LEAs and tribes to combine Indian education funds
wit.h other State) loc31, and Federal funds in Title I school wide projects.
"
SIDA involvement: Promotes State responsibility for Indian education by requir!ng
I..,&:\s to submit formula grunt applications to the State educational agency for
comment,
•
1'echnicnl nssistance centers: Includes Indian education as part of the 15
consolidated technical assistance centers.
•
Professional development.: Consolidates two separate _proressicnlll dev010pment
programs into a single authority,
"
Payback provo/siens/service obligt!1:i91:ll Requires indlvidunla receiving funding under
tho Professional Development program and the FeJlowship program to perform
related work following training or to repay all or a part of the cost of training.
Tho service obligation must bonefit IndirlD people.
•
Roscareh authority: Authorizes a new discretionary autho:ity for research)
evaiuation, data ~olleciion! nnd related activities.
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INDIAN EDUCATION
SIGNIFICANT PROPQSAl1;
THAT WERE NOT ENACTED
•
Grant." to SEAs: Authorization for Grants to State educational agencies (SEAs) to
ensure that Indinn children are adequately provided for in comprehensive State
systemic educo.tional ref?rms.
•
Demonst.ration Grants authority: Consolidation of !ill discr:etionary programs into
.ono comprehensive DOmO!1Slrntion Grants authority. (Separato authorizat:on for n
Gifted alld Taiented program is retained.)
•
F'ellowshin prQwm: Consolidation of the Fellowship program into the new
program of Prof(.'ssiona! Development, (Retains the Fellowship program.)
SIGNlFICANr ENACTED PROPOSALS NOT SUPPORTED BY TIlE DEPARTMENT
•
Gr?.n~
to tribes for education administrative p1anning and develonment:
Authorizes i1 new program of grants to tribes to plan and develop ihe trihal
equivalent of an SEA. This authority is very similar to provisions enacted under
tho Bh'\. amendmonts.
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TITLE X, PART A
PROGRAMS OF NATIONAL SIGNIFICANCE
FuND FOR TIlE IMPROVEMENT OF EDUCATION
SIGNIFICANT ACCOMPLISHMENTS
•
Administration Proposal Adopted: Funds may be used for activities that promote
systemic reform at the local level, demonstrations that yield o3;tionally significant
results, joint activities with other agencies to achieve the National. Education Goals,
activities to promote comprehensive health, foreign language, and environmental
education, studies and evaluations of education reform and innovation, and
identification and recognition 'of exemplary 5e,hools and programs.
SIGNIFICANT ENACTED PROPOSALS NOT SUPPORTED BY THE ADMINISTRATION
•
New Programs Authorized: Six new programs arc established under FIE with
specific, separate authorities.
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�X.
TITLE
PART B
GIFTED AND TALENTED,CHILDREN
SIGNIFICANT ACCOMPLISHMENTS
..
EXQandr!d purpQse:: In addition to providing national leadership for efforts to
identify and serve gift.ed and talented studcni.'l, supports the appropriate application
and adapt.ation for all students of materials and instructional methods developed for
gifted Gnci talented students.
•
Eriorities: Maintains priorities for serving gifted and talented stlldcmts who may
not be identified and served Jhrough traditional assessment m'ethods, and for
programs and projects designed to develop or improve tht~ capability of schools in
<10 entir(, State or region of the Nutton, Also Tcwins the rcquircmer:t that half of
the projects funded serve students who may not be id(mtificd by traditional
assessment methods.
•
Exaanded research. development. evaluation: ])rovides a general authorization for
research, development, and evaluation activities <outside that for the National
Research Center).
SIGNIFICANT PROPOSAlS 'rIiAT WERE NOT ENACTED
•
Expanded purpose: Although the purpose was broadened to include the
appropriate application and adaptation for all students of materiaJs and
instructional methods developed for gifted and talented students, the act retains the
current emphasis on serving giftod and talented stud(!!ltS. The proposal would have
moved farther toward demonstrating how strategies and progra!llS designed for the
education of gifted and talented students can be adapted and used to improve
teaching llnd'learning for all students in !l school and to help aU $tudents in a.
school develop thcir·talents, realize their potential, 3:1d meet challenging
performance standards) while not diminishing the curriculum and instruction for
students traditionally identified as gifted and talented,
•
NonfRg~ral
share: Authority for the Secretary to require matching,
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�GIFTED AND TALENTED CHILDREN
SIGNIFICANTI':NAC1'ED PRoPOSALS OPPOSED BY TIlE ADMINISTRATION
•
NatiQllai Center: Requirement that t.he Secretary establish a National Center for
Research and Development 10 the Education of Gifted and Talented Children and
Youth.
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�TITLE X - PART
C
PUBLIC CHARTER SCHOOLS
SIGNIFICANT ACCOMPUSHMENTS
•
New authority establishes Federal support for PubH~ Charf,~I Schools: Authorizes
grants to SEAs~ LEAs, and other authorized public chartering agencies for the
planning and initial implementation of public charter schools, Applicants would
apply for a single grant of up to three years and would work closely with educators,
parents. and members of the local community to develop their proposals. Funds
might btl used to develop new currkuln., a.cquire necessary equipment, train
teachers, and inform parents and the community about the school.
•
.Educational prQgram linked to challengjng State student perfoPnWlce standards:
Requires applicants to describe how their educational progratn wiH enable aU
children to achieve to high standards and the methods they will use to determine
progress toward this objective.
•
National activities: Reserves up to ten percent of funds for peer review of
applications, an evaluation of charter sch·ools, and other activities designed to
contribute to the success of the Public Charter Schools program.
SIGNIFICANT PI!OPOSAUl THAT WERE NOT ENACTED
•
None
SIGNIFICANT ENACTED PROPOSAL'l NOT SUPPORTED BY THE ADMINISTRATION
•
Two-tier grapt coU)petitiQO: Allows an SEA to apply for Charter Schools funds to
conduct a Charter Schools program. If an SEA elects not to participate in the
program or if the SEA's application is not funded, other entities, including LEAs,
can apply for 11 direct grant only.
•
Revolving loau fUnd; Allows an SEA to reserve up to 20 percent of its Cha.rter
Schools grant to establish a revolving loan fund. Tbe SEA would make loans to its
Charter Schools subgrantees to defray tbe initial operating costs of the charter
schooL
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�TITLE X - PART D
ARTS IN EDUCATION
SIGNIFICANT ACCOMPLISHMENTS
•
Expapsion of allowable federal activities! Supports a broad range of Federal
activities aimed at supporting education reform by strengthening arts education as
an integral port of the curriculum, Allowable activities include ·research, model
programs, model assessments, professional development in the arts. and
collaborative activities with other agencies and organizations sueh as the National
Endovvment for the Arts.
•
Continuation of support for the Kennedy Center And Very Speeial Arts: Continues
authorization for. projects and programs at the Kennedy Center for children and at
Very Special Arts' for individuals with disabilities.
SIGNIFICANT PROPOSA1.8 THAT WERE NOT ENACTED
None
SiGNIFICANT ENAC'I'ED PROPOSALS NOT SUPPORTED BY THE DEPARTMENT
•
~rcation
of the Cultural Partnerships for Children and Youth pro~ Authorizes
new program to support model programs t'? improve the Qducational performance
and future potential of at-risk children and youth through comprehensive and
coordinated educational and cultural' activities. An interagency partnership
composed of the Secretary, the Chairs of the National Endowments for t.be Arts and
Humanities) 8[ld the Director of the Institute of Museum Services l or their
designees, would esta~lish criteria and procedures for awarding grants to ehgible
loca) partnerships.
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Restriction gn Use~Qf....AJmropriatiQns: Requires atl funds to be used to support
Kennedy Center and Very'Special Arts jf the total appropriation is $9 million or
lESS.
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�TITLE X - PART E
INEXPENSIVE BOOK DISTRIBUTION
SIGNIFrCANT ACCOMPLISHMENTS
• ,
Authorjzation extended: Extends authorization for su'pport of inexpeush:,e book
distribution activjties by the Rt?ading is Fundamenta1 (RTF') organization.
SIGNIFrCANT PROPOSALS THAT WERE NOT ENACTED
•
Focus 00 19cn1 capadty~l)llilding: Requirement that Reading is Fundamental (RIF)
fund projects for only five years unless they ser've at~risk populations and can
demonstrate financial need, The proposal also would have required RIF. to cease
funding all current projects within 3 years unless they supported at-risk students.
Howeverl reauthorization does give the Secretary the authority to impose such
terms and conditions as are needed to help the program operata more effectively
SIGNIFICANT gNACTED PROPOSALS NOT· SUPPORTED BY TIlE DEPARTMENT
None
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�TITLE X
PROGRAMS OF NATIONAL SIGNIFICANCE
SIGNIFICANT ENACTED PROPOSAlS NOT SUPPORTED BY THE ADMINISTRATION'
•
Civic If..ducatl~ Provides fot' an award to the Center for Civic Education to
support its program of education about American government.
•
21st Century Community Learning CenteT§;i Provides awards to local educational
agencies to plan, implement, or expand projects to coordinate education and other
community services in community learning centers, New program,
•
National Writing Project: Provides for an award to the National Writing Project to
carry out its program for training teachers in the teaching of writing.
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�TITLE
XIII
SUPPORT AND AssISTANCE PROGRAMS
TO IMPROVE EDUCATION
SIGNIFICANT ACCOMPLISHMENTS
•
Comprehensive servicel.lj: Creates a program of comprehensive, regional technical
assistance centers to improve education. throughout ,the Nation. Teachers and
other educators will be far be:tter served by this approach than by the current
system of dozens of centers that rocus only on individual programs in isolation from
one another.
•
Takes advflnta~ of new technology: Authorizes the Secretary to provide a broadly
accessible technology-based technical assistance service to support £SEA' programs.
(HOWCVtlf, does not authoriz.e use of program funds for this activity; the
Department would have to use S&E funds unless appropriations language provides
otherwise.)
SIGNIFICANT PROPOSALS THAT WERE NOT ENACTED
•
National Diffusion Network continued as a separate program. rather than
consolidated under a comprehensive regional and technology-based assistance
program) as proposed by the Administration, Howeverj the re'authorized NDN is
broader, less project~centered, and better integrated with other reform efforts,
including the new comprehensive regional assistance centers.
•
Regiona! rrm.thcmatic§ and science education consortia c.ontinued. af'> a separate'
authorizution; ruther than included in the more comprehensive Eisenhower'
Protes:donal Development J"edtral Activities program under ESEA Title II.
SIGNIFICANT ENACTEI) PROPOSALS NOT SUPPORTED BY THE DEPAR'PMENT
.
.
•
Limits OexibHit}, and deluYR implementation of eomprehensive centers by requiring
that the current categorical technical assistance centers be funded through 1996,
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�OTHER PROGRAMS
SIGNIFICANT ACCOMPLISHMENTS
•
Prggram Eliminatjons: Ehminates authorizations for Territorial Teacher Training,
Educution Partnerships, and the Fund for the Improvement and Reform of Schools
_and Teaching (FIRST), in addition to several unfunded authorities and other
activities ineJuoed under other headings: (e.g. categorical technical assistance
centers Drug-Free Schools categorical programs).
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SIGNIFICANT PROPOSALS THAT WERE NOT ENACTED
•
Progtfltn Cominu€!tiQns: Congress continued the authorizations for Dropout
Prevention Demonstrations, Education for Native Hawaiians (with some changes),
Enender Fellowships, Foreign Language Assistance (with major changes), General
Assistance: to the Virgin Isla.nds) and Law~Re!ated ~ducation.
SIGNIFICANT E:NACTED PROPOSAl.'> NOT SuPPORTED BY THE DEPARTMENT
•
New Autbori2ations: The bill includes 13 discrete new Federally administered
programs, including a major elementary and secondary education infrastructure
improvcmt:lnt programl an urban find rural assistance title, and many other new
authorities widliri existing programs,
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�TITLE XIV
GENERAL PROVISIONS
SIGNIFICANT ACCOMPLISHMENTS
•
fie
9onsQliQf\tion
State Administrative Funa'}: Permits SEAs to consolidate
administrative funds set aside under ESF.A formula grant programs (although
unlike the Administration's proposal, only if the SEA receives the majority of its
resourctlS from non-Federal sources). in addition to administration, the funds can
be used for broader purposes such as peer review, program coordination,
dissemination, and technical assistance.
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•
ConsQlidation of Lswal AdP1inistrative Funds: Permits LEAs to consolidate certain
program funds for administration. SEAs must establish procedures fo.r responding
for LEA requests for consolidation.
•
BrA Consolidat!:d Gra!Jt: Requires ED to transfer to DOlI as a consolidated
amount, t.he BtA set-81lidns and formula allocations under ESF.A programs. BIA
will cxplmd these funds pursl:Iant to an ngreement between the two agencies,
•
Transfer of Unneeded Funds: Permits LEAs, with the approval of the SEA, to
transfer unneeded funds (up to 5 percent of the total) from one ~CQvered program/'
not including Title I·A, to another program,
•
Consolidated Apnlications: Permits SEAs and LEAs to file coordinated plans and
applications for certain programs. Also requ~res State and local plans and
applications for various ESEA plans to be integrated with one another and wit.h
Goals 2000 plans.
•
Broad Waiver Authority: Gives the Secretary broad authority to waive statutory
and regu:utory requirements, at the request of an SEA, LEA, Indian tribe, or
school, if such a waiver win help increase the quality of instruction or improve the
academic IWrformance of students. (However, this authority is somewhat maTi}
~e8!;rietive than proposed by the Administration.}
•
Uniform provisions: F.~stablishes uniform rcquireI!1ents, cutting across programs,
for maintenance of effort Hnd services to private school students,
•
Evaluatio,Wl Permits ED to reserve up to 1/2% of amounts appropriated for each
ESEA program, other than Title I, to conduct program evaluations, Requires that
the evaluations cover certain areas. [Not induded in Administration bill, but we
were supportive.}
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�GENERAL PROVISIONS
SIGNIFICANT PROPOSALS THAT WERE NOT ENACTED
•
Schoolwlde Programs: Provision would have allowed schools to use auy formula
grant funds, (J)[cept IDEAl and certain discretionary funds to operate school wide
programs.
•
State Bacornition of ~xemplary Pe:rform1A~ Would have permitted States to
withhold up to 1% of formula- grant allof'-fttions (under programs other than Title I·
A) for recognition awards to recipients that carry out grant activities in an
exemp!ary manner and demonstrated outstanding performance.
•
International Activities; Wou1d have given the Secretary broad authority to carry
'out international educatiun activities.
SIGIID'ICAN1' ENACTED PROPOSALS NOT SUPPOI<Th'D BY THE DEPARTMENT
•
Freely Associated States: Includes the former Territories of the Marshall Islands,
the Federated States of Micronesia! and the Republic of Palau within the definition
of "Outlying Area~ ror the purpose of determining eligibility for the Tit1(; I Outlying
Areas program and for discretionary programs.
•
EHgjbiHtv of I:l.1A Schools: Includes filA-funded schools within the definiti?n of
"local educational agency," making those schools eligible to compete for ,€ ."rants in nil
programs under which LEAs arc eligible. except in programs that have BrA set~
.asides and except for very small BIA schools.
•
, Coordina1,joo of Services; In ESEA .Title XI, permits LE..<\s nnd. schools to use up to
5 percent of their ESEA funds for coordinated services projects that address the
. educationa~J health, social services, and other needs of children and their families.
•
Qun-Free filiboo)§: Requires each SEA receiving ESEA funds to have in effect,
within one year of enaGtmcnt of the reauthorization, legislation requiring LEAs to
expel from school, for not tess than one year) any student who hrings a weapon to
school. Permits LEAs to modify this pollcy on a ca.se~by~case basis and to provide
educational services to expelled services in, an alternative setting,
.
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�GENERAL PROVISIONS
•
Buy American; Requires each Federa.l agency that provides assistance under ESEA
,to notify recipients of that asslstance that Congress believes they should, in
exp~nding that assistance, purchase only Ameriean-madt:! equipment and products.
C
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�GENERAL EDUCATION PROVISIONS ACT" (GEPA)
•
!.1.rriform Applicability: Makes GEPA apply to aU ED programs.
•
Biennial State Report: Changes the current requirement for States to report
annually on the use of Federal funds into u requirement for a biennial report.
(Administration proposed that the f{!quirement be deleted,)
•
Biennial Evaluation Report: Changes the current requirement for the Department
to prepare an annual evaluation report on its programs into a requirement for a
biennial report.
•
Joint Funding: Permits the Department to assist projects jointly funded under two
or more programs and to. enter into arrangements with other agencies in order to
carry out joint activities of common interest.
•
Regulations: Streamlines rulemaking requirements applicable to the Department"
by permitting the Secretary to operate the first grant competition) under a new or
substantia,Hy revised program, without promulgating final regulations) and by
replacing the 240·day deadline for issuance of final regulations witb a 360«day
deadline.
•
RecoTd~keeping:
Reduces the grantee
record~keeping
requirement from' five: to three
years.
•
Withholding; Expands ED withholding authority to cover local noncompliance with
Title IX of the Education Amendments of J972, the Age Discrimination Act, and
Section 504 of the Rehabilitation Act, in addition to Title VI of the Civil Rights
Act, BrOftdena eligible uses:Cof v.'ithhdid funds,
•
Equity: Requires each applicant under an ED program (other than an individual)
to descrihe in its application the st.eps it. will take to ensure equitable access to: and
participation in, t.hiS proposed project or activity, in order to overcome barriers to
participation based on race, color, national origin, disabiiity, or age.
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�GENERAL j<JDUCATION PROVISIONS ACT (GEPA)
SIGNIFICANT PROPOSAI.5 THAT WERE NOT ENACTED
•
Education Impact Statement; Retains requirement for the Department to publish
an "education impact statement" with any regulation.
•
Grantbacks: Rather deleting the grantback authorityl extends the period of time
during which grantbnck funds during which grantbacks may be expended.
SIGNIFICANT gNACTED POOPOSAJ.s NOT SUPpORTED BY THE DEPARTMF.N'l'
•
Disclosure Requirement: Requires t):1at any "educational organization" that provides
student, for a fee, with honors programs) government study programs, and student
exchange programs to 9isclosej to students or their parents certain information
about the organization. Requires: the Secretary to take appropriate actions to
enforce this requirement.
•
Recoveo' of Funds: Amends current law to: (1) require the Secretary to establish
(rather than merely stale) a pril1l~.? facie case for the recovery of funds in any
prelimiwiry decision; (2) give recipients 60 days (rather than 30} to appeal a
preliminary decision; (3) prohibit) during a period of Secretarial review of
administrative law judge decisions, ex nartg contact between the Secretary and
individuals representing the Department or the recipient.
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�EDUCATION FOR HOMELESS CHILDREN AND YOUTH
SIGNIFICANT ACCOMPLISHMENTS
•
FOOUH on comprehensive, high-quality services for homeless children and youth:
Refocuses program on enabling all homeless children to achieve to the same high
standards expeeted of all ehildren by: making those who need it eligible for Title I
services; eliminating cur:rent law's focus on remedial education; and allowing funds
to be used for tutoring, supplemental instruction, and enriched educational services,
•
Elimination of count of homeless children: Replaces State count of homeless
children ,{which did not produce-valid data} with requirement that States estimate
the number of homeless children and youth and the number receiving services, In
addi~ion, States will now be required to descr(be the.ir activities to identify homeless
children and determine their needs as well as their progress in ensuring that
homeless children and youth anroll in, attend. and succeed in school.
•
Encouragement for nroviston of preschool services: Encourages services to
preschool children by authorizing the use of funds for early childhood education
programs and by requiring States to ensure that homeless children have equal
access to public preschool programs,
•
Greater rote for par'ents: Requires school districts to abide, to the extent' feasible!
by a parent or guardian's request to enroll a homeless child in a particular school.
(Administration biII had used the phrase ~unless there is a compelling r~ason not to
do so" rather than "to the extent feasible.") Also allows funds to be used to provide
education and training to parents about the rights of homeless children and the
resources ava.ilable to them,
j
•
lncrease minimum funding amount: Raises minimum State alloca.tion from $50,000
to $100,000.
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�EDUCATION FOR HOMELESS CHILDREN AND YOUTH
SIGNIFICANT PROPOSAlS THAT WERE NOT ENACTED
•
No~Cost Transportation: Requirement that transportation be providedl to the
extent possible, at no cost to homeless ehildren and youth.
•
Homelessness LislsQni ~equirement that all districts in which homeless children
reside or attend school in a State that receives a Homeless Children and Youth
grant designate a staff person to serve: as a homelessness liaison, (As in current
law) requires homelessness liaisons in each LEA that receives assistance frotu this
program,)
SIGNIFICANT ENACTED PROPOSAlS NOT SUPPORTED BY THE ADMINISTRATION
•
None
�AMENDMENTS TO THE
IDEA
SIGNIFICANT ACCOMPLISHMENTS
•
Merger of programs: Replaces the authority for the Chapter 1 Handicapped
program with new, provisions in the Individuals with Disabilities Education Act
(IDEA) in order to serve all children with disabilities under IDEA programs.
•
Hold~H,armless
provisions; Ensures that the merger has no adverse effect by (l)
guaranteeing that for fiscal years 1995-1997 States would receive no less under
IDEA programs than they had "received in total under IDEA and the Chapter 1
Handicapped programs in 1994 (fo~ 1998 and 1999, should the number of children
deerease~ the hold·harmless amount would be reduced proportionately); (2)
requiring States to give State agencies previously funded under the Cbnpti!T 1
Handicapped program the same amount per child that these agencies received in
1994. States. are also a.llowed) at their discretion! to provide this amount to LEAs
for children who transferred from State-operated and Statc~supported programs,
•
Part H: Distributes $34 rniJlion of the IDFA funds a.ppropriated in 1995 for tbe
Grants for Infants and Families program to States on the basts. of the numher of
children served and distributes the remainder of the funds on the basis of
population.
SIGNIFICANT PROPOSALS THAT WERE NOT ENACTED
•
None,
SIGNIFICANT ENACTED PROPOSALS NOT SUPPORTED BY THE ADMlNISTRATION
•
None,
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�p '" 1.
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THE IMPROVING AMERICA'S SCHOOLS ACT OF 1994
Introduction
The Improving America's Schools Act of 19~ (IASA), which reauthorizes the Elememary and Secondary
Education Act of 1965 (ESEA), marks a watershed in Federal support fot education. Under the framework of
the Goals 2000; Educate America Act, IASA provides for a comprehensive overhaul of programs governing
an $lt billiou·a-year investment in education and remakes them in a manner designed to help ensure mat all
children acquire the knOWledge and skillS they will need in the 21st century.
lASA encourages educators to align various reform effortS and create comprehensive solutions for schools and
districts in order to meet students' needs. Schools and districts will receive assistance to improve teachmg
and learning. through increased support for professionaJ development. comprehensive technical assistance. and
technology.' The Title 1 program significantly increases the number of schools eligible to develop schoolwide
programs and serve all of their children. allowing educators to I1SC Federal monies for comprehensive
education reform~ that address the needs of the whole student and the whole school.
The new ESEA also p~ovides 'resources to help link schools, parents, and communities. The Safe and Drug~
. Free Schools and Communities Act. Tide IV of ESEA. builds Qn the belief lhaf school-community links are
critical to creating environments where all children can reach high standards-school environments that are
safe. drug-free. and conducive IO learning, In addition. various: provisions throughout the bill, including
parent-scboo~ compacts, encourage increased parental involvemtnt in planning for program development and
in sharing responsibility for student perfonnance,
The reauthorized ESEA shifts the focus of Federat education policy from compliance with Federal
requirements to emphasis on flexibility 10 improve teaching and learning coupled with increased accountability
for improved student achievement. Indeed, the bill allows grass-roots reform efforts to flourish. without
excessive Federal controL Through consoliq:ated applications a,nd plans, reduced testing requirements, and the
option to consolidate State and local administrative funds, for e~ample. the bill alleviates paperwork burdens
so that educators can focus more time. energy, alld resources on better educating children. For the first time.
ESEA provides a waiver authority for relief of requirements that are impeding better educational performance
and provides a charter school program to demonstrate how increasing flexihility within public school systems
ca.1l produce better results for children. In addition. it pro~tes building-level decision-making that will
bolster local initiative and partnersnips for education reform.
ESEA completes' a (;omprehensive Federal stra(cgy to SUppOr1 Slate and local school reform efforts" As part
of the overall Federa\ reform agenda. the reauthorized ESEA directly supports States' Goals 2000 frameworks
for setting and meeting challenging State standards and will help ensure that all students meet those standards,
�TITLE I· HELPING DISADVANTAGED CHILDREN MEET HIGH STANDARDS
TITLE I· IMPROVING BASIC PROGRAMS OPERATED BY LEAS
(Fonnerly CHAPTER 1)
The new Title I has one overriding goal: to improve the teaching and learning of children in hjgh~poverty
schools "0 enable them·to meet challenging atademic content and perforrn~nce standards. To accomplish this
goal, Title I supports new roles for schools, districts, States. and the Federal government, Schools will
decide for themselves how to spend their Title I resources and, in far greater numbers, be able to combine aU
of their resources to support comprehensive reform through more schoolwide programs: LEAs will playa
new, critical role through providing consultation. coordination, and high-quallry professional de,Vclopmern;
States will anchor [he program by developing challenging academic standards and linking Tirle I with their
overall school r~f()rm efforts; and the Federal government win work to support States, districts, and schools
as they strive ro make these changes work.
Four overall principles lay the groundwork for these new roles. These principles, and
th7 specific TIde I
provisions that support each one. are described below.
I.
mGH ACADEMIC STANDAIUJS.WITH COMPONENTS OF EDUCATION ALIGNED SO
THAT EVER,YTIIDIG IS WOR,KING TOGETHER, TO HELP CmLDREN REACH THOSE
STANDARDS
The"new Title 1:
•
.el'illllQt~he alienmenl of all educational ~'rnpooents. Every aspect of the education
system-curriculum and instruction. professional development, school leaders hlp. accountabi!ity. and
school improvement-will be working together 10 ensure that aU children served by Tide I attain the
chaJlenging standards.
•
Reguires Slates. LEAs. and schools to connect tbeir Title I nro.erams with theIr Meral! refprm efforts.
iocludiujj those deyelQP~r the Goals 2000; Educate America Act. The new Title I is designed
to support systemic reform efforts at all levels and ensure that the ch.ildren most in need reap the
benefit of {hose efforts.
•
Requires St3tes,receiyinl: Title 1 funds to submit plans demOosiratjne that they baye chaUeneio2
content s.autiards ~ifyjn2" what children are expected 10 know and be able (0 dQ. and cbaUeniioa
i2CIfQrmance standards. To ensure high expectations. States [hat have already developed standards for
aU children (under Goals 2000 or another process) will use those standards for Title f. as well,
Otherwise, they will develop challenging standards in at least reading and math for children served
with Title 1 funds: ",. .
..,
"
•
ReQuires States to have it ~et of hie:h*Qualitt State assessmen!s ,e-cared to State content standards. that
wiU be used to determine whether children in Title 1 schools have met the State's perfmmance
standards. If a State has aJready developed a sei of high-quality, State-wide assessments for aU
children, it wiU use iliose assessments for Tide i purposes. This will ensure that schools, LEAs, Jnd
the Slate will have assessment information tied !o what they expect children to know and be ahle to do
for both ac{;ountability and improvement purposes"
�·2.
A FOCUS ON TEACHING AND LEARNING
The new Title
•
1;
Swamis the scboolwide orol:TIlm approach and requires comprebensiye instructional reform to enable
all childrenJ0 meet the challem:ioa Slate standards.
The law enables many more Title I schools to. develop school wide programs (about 12,000
more) by lowering the minimum poverty level at which a 5chool can become a schoolwide
program from 75 percent [0 60 percent poor children in school year 1995 96 and then to
50 percent in subsequent years. Schoolwide programs will be able to combine Tide I with
other Federal. State and local funds to. serve all students in the schooL These funds. however,
will have to be used for schooJwide reform strategies that increase the amount and quality of
learning time and heJp provide an enriched and accelerated curriculum for all children,
M
according to a comprehensive plan to meet the State's high standards.
By allowing schools to integrate their programs, strategies. and resources, Title I can become
the catalyst to comprehensively refoon lhe entire instructional program provided to children in
these schools, ramer than merely serve as an add-on to the exisling program. A onewyear
plarming period for schools as they develop and implement their plans. and increased technical
assistance (hrough school support teams and other mechanisms will further support high
quality refonn in schoolwide programs.
•
RefOrmS taq;:eted assistance proerams to enabJe partjcipatin~ children to meet the challeoeins: s.ta:~
standards. Targeted assistance schools (schools that are ineligible or have not opted for a schooiwide
approach) will use funds fOT programs for children who are failing, OT most at risk of failing. to meet
the State',:. performance standards. Those programs must give primary consideration to extended-time
strategies, be based on what research shows is most effective in teaching and learmng, and involve
accelerate~ curricula, effective instructional strategies, strong coordination with the regular program,
and highly qualified and trained staff, Title I programs that rely on drill and practice or fail fo
increase the quality and amount of instructional time will no longer meet the requirements of the law,
Like 5cboolwide program schools. targeted assistance scowls must orient their programs toward
enabling chddren served by Title I to meet the challenging State perfonnance standards.
•
Stren,e:thens proxisions to ensure tbe eQuitable p;miciparion .of students 3!t.cndine private schools The
law clearly slateS thai eligible children attending private schools must receive comparable and
equitable educational benefits. The law explains the c,omponent steps to ensure Hmeiy an4 meaningful
consuifalion.
•
•
Emphasizes hillb-quality teacbin,u and professional deyelopment. Title f will playa key role in
ensuring that teachers, administrators, 'ollier school." staff, and district-level per~onnel receive the
. professional development they need to improve {he quality of instruction So as to enable children to
Ineel the State's challenging standards. LEAs will provide hign-qua.lity professionaJ development
designed by principal.. , teachers • .and mher school staff in Title (scbools. Professional development
also will be a central component of each Title I school. These efforts will be tied to professiona.i
development efforts under Title II of the ESEA,
Ensures Tjtle lJunds for the inoM needy middle and hieb scbools A requirement that LEAs must
serve all schools at any grade level with at least 75 percent poverty before serving schools, including
elementary schools, below that percemage will ensure participation of the highest-poverty middle and
high schools in Ti!le L Along with offering enriching curriculum and instruction, these schools can
use Title I resources for such activities as counseling and mentoring. coJIege and career awareness and
preparation', and other services to help prepare students to succeed in college and work.
2
�•
Simplifies selection procedures fur stydents with djsabiUties and students with limited ED~lish
proficiency to ensure their participation in the proeram. Students with disabilities and students who
are limited E~gHsh proficient will be eligible for the program on the same: basis as other children.
3.
FLEXIllILITY TO STIlIIULATE LOCAL INITIATIVE COUPLED WITU
RESPONSIBILITY FOR STUDENT PERFORMANCE
The new Title 1:
•
1 'decisions down to the school level so that schools, in consultation with their districts.
can determine uses of funds in ways thilt best meet the needs of their studctUS, Each Title I school
will work with the district 10 determine how to use Title I funds in ways that make the most sense for
its students, Bringing these d,ecisions down to the schoo! level will help transform Title, I from a
district·directed "one~sjze-fits~aW program to a significant resource for schools to use to meet the
needs of (heit children.
•
Emphasizes planulDi as an OI1.i:oim: process based po [he needs of schools and studentS. not OD
admjnistrative procedures, For example, plans will be submined with paremal input.
•
Proyjdes Oexibj!j~ by allowine waivers of SlatuIQ[)' Qr re~ulatQcY provisions, Title XIV of {be
reauthprized ESEA allows schools. districts. and Staies {he opportunity to seek waivers of provlsions
they can demonstrate will impede their refonn efforts.
•
Develops a ne'rl perfQanance~based accQU;ntability system usinl: hieb-Quality State assessments ,
~_Title
Each Title I school will be required to demonstrate. based on the State assessment and other
measures adeqhate yearly progress toward attaining the high State performance standards.
Schools failing to make adequate progress will be identified for improvement and receive
technlcaJ assistanee. If. after two years in school improvement, the school stiH fails to make
adequate ptogress, irs LEA must, in most instances, take corrective actions, such as instituting
alternative governance arrangements or authorizing student transfers to another schooL The
LEA. however. could take such at:.tions any rime afler a school is identified for improvement.
Schools ext:.ceding the State's definition of adequate progress for three years will become
~Distingui.shed Schools." with the option>ro become mentOrS to other schools and the
possibility of receiving monetary awards from their State's Title J funds and Olf'!er institutional
and individual rewards from their district
School districts also will be held accountaR~e by their SEN for perfomumce, through
mechanisms similar to those established for schools.
Distinguished Educators will be available {O assist schools and distrlcts furthest from meeting
(he State standluds, as well as to schoolwide programs schools.
•
ReQuires districts to distribute doUars to schools on the basis of poverty (the tota.l number of poor
children in each scboQn, Dill achievement. This will remove penalties for success thaI may have
previously existed.
3
�4.
LINKS A,>fONG SCHOOLS, PARENTS, MID COMMUNITIES
The new Title I:
~
Fncuses Oil io;;reasiD~ parental inyolyemeol. Tne Act emphasizes three components of parental
involvement: 1) policy involvement at the school 'and dis[ri<:[ level, including parental involvement in'
developing school-level programs; 2) building capacity for involvement through such means as
increased training and enhanced involvement of community-based organizations; and' for tbe first time,
3)' shared parent and school responsibility for improved student achievement, embodied in sch()ol~
parent comp$cts.
•
Strenztben Title I sctmol;;ommulli(}, CQ£11leetioos to better meet children's neeQ:i by fosteriDa
inteljration.of..Tltk 1 with other educational PrQirams and health and social Service proerams. New
provisions l} ask school districts to coordinate and integrate Title I services with other educational
services. including Even Start. Head Start. and school-to-work services and. 10 the extent feasible and
where necessary, with other agencies providing health. and social services to children; 2) allow Title I
schools to work. with the community to provide health. nutrition, and other social services that are not
otherwise available to the children being served; and 3) require districts and schools to address the
transition needs of chiidren, particularly as they move from pre-school to schooL
',' .,
4
�TITLE 1- HELPING DISADVANTAGED CHILDREN MEET HIGH STANDARDS
FORMULA-GRANTS TO LOCAL EDUCATIONAL AGENCIES
Title J funds arc intended to help dose the achievement gap between high~ and low-poverty schools by
targeting additional resources to school districts based on their numbers of poor sclrool~age children, The new
ESEA law passed by Congress;
oil
Eliminates Title I fundin~ to
the weaitbiest ..5cbool djstricts by setting a minimum eligibility
requiremern for school districts of both 10 poor children and 2 percent poverty (with the se(:ond·
requirement heginning with FY 1996 allocations).
•
Provides lhat funds above tbe 1995 appropriation. hewinniDj~ ih FY 1996. wil! be allocated throuib
~jtlu:r or both of two Dey.; foanulas: Tac2eied Grants and the Education Finance Incentiye Pr~ram,
This change could either increase or decrease !.he targeting of funds to the highest~poverty school
districts, depending on the amount of funds appropriated for these two formulas.
Turgeted Grants would be allocated through a.weighted formula thai provides higher per-child
amounts for districts with high percentages or numbers of poor children. Furtherm.ore.
districts must have at least 5 percent poverty to be eligible for Targeted Grants.
The Education finance Incentive Program would allocate funds to states through a fo~ula
based on a count of all children (not just poor children) multiplied by effort and equity factors.
TIlis fonnula would provide higher levels of funding to Slates thai have higher leve)s of fIscal
effort and within-state equalization" States would suballocate Ihese funds to school districts in
proportion to other Title r funds.
Funds appropriated for Targeted Grants will improve targeting on hlgh~poverty school
districts, while funds appropriated for the Education Finance Incentive Program will decrease
targeting, with the nation's poorest districts generally receiving beiow~3verage increases.
To improve the targeting of funds within diSiricts, the new ESEA Jaw:
low~
•
Eliminates tbs: penalt), for. success caused by aUocatinl: funds to schools usio(: numbers oi
achieyioC children. Instead. allocations would be based on numbers of poor children.
•
Sets a minimum amoynt per poor child (hat districts must allocate 10 each schoQI to prevent dislf'i~ts .
from spreading Chapter I funds too thinJy among lheir schools. Each s.chool's allocation pet poor
child mUSt be at least 125 percent of the disfncc's allocation per poor child; however. this requirement
does not apply to districts that serve only schools with poverty rates of 35 percent or moTe.
•
Ii(:hu::o.S...!ijKcilll school eligibility (!.IIeS so that districts may serve schools below the district poverty
average only if the school has a poverty rate of 35 percent or more.
•
Require!Ldistricts to serve all schools wj!h poverty rates of 75 percent or wQre-including middle and
high schools-before serving schools under 75 percent poor. .
5
�TITLE 1- HELPING DISADVANTAGED CHILDREN MEET HIGH STANDARDS
EVEN START FAMILY LITERACY PROGRAMS
Even Stan is a family~focused program providing participating families with an integrated program of eady
chUdhood education. parenting education. and adulr literacy and basic skills instruction. All projects indude
some home-based instruction and provide for the joint panicipation of parents and children. Even Start is
now primarily a State~administered competitive program in its sb,th year of operation. In addition, the
Department administers direct discretionarY grants to federally recognized fndian tribes and tribal
organizations, for migrafory families. and to the outlying arca8. There are approximately 500 local Even Start
programs throughout the nation, with programs operating in every State. Puerto RIco and the District of
Columbia.
The new Jegislation puts a greater emphasis on the family focus of program goals and activities. both in its
purpose and through the inclusion of additional family members: in appropriate family literacy activities. 1£
also makes more explicit that the purpose of Even Start is to serve families in povcl1Y that also have
educational needs.
'
The new Even Stan legislation:
•
Reyises the statute's Slatemem of purpose to reflect the famil)': {pcus of Eyen Start and its tareetjD~ on
families in poveny.
'
•
Strenilbe:n~ tlmu:Uw:: Qf ~ct:Yices tQ [amities most in need by requiring that projects include active
recruitment and preparation for participation of these families, giving priority to projects serving
families in areas with high concentrations of poverty, and requiring that projects consider, at a
minimum, individual levels of adult literacy (or English language proficiency) and poveny in
recruiting families most in need.
•
Extends eli.!:ibility to include leen parems., who are among those most in need of the types of services
provided by Even Start.
..
Requites
operate
It!kai )ltor;rams to provide services for children at least witbiu a 3-year a~e raDie and to
a year-round basis,
00
•
IfD+(CQYtS the liukaees between scbool and cornrnilOitjes by reqwrim: s!ron~er wllabQratjoo in the'
application and implementatioo process.
•
Provides mOat Oe:xibi1i~ ill States in tbe pperatjQu and eYitluatioo of tbe PIQ~rarn and to the
Depanmeru in carryin~ out tecbnical assjstance. evaluation. and proeram improvement.
6
�TITLE I· HELPING DISADVANTAGED CHILDREN MEET HIGH STANDARDS
EDUCATION OF MIGRATORY CHILDREN
The purpose of the- Migrant Education Program (MEP) is to expand, improve. and coordinate educational
programs for the children of the natIon's migratory fannworkers and fishers. The reauthorization of the
SEA amends the MEP in several substantive ways. ,in parttcular. the new statute;
€
•
Clarifies that the proeram ~urpose is to addr:ss tbe special educational needs of mjeraloi'}' children in
a coordinated. jntet:rated. and efficlent way throuib hil:bMq)laJit~ and comprehensive prouram~. to
help lhem overcome the various barriers 10 ~ucation caused by migrancy, as well as (0 ensure chat
such children have the opportunity to meet high content and perfonnance srandards. and benefit from
State and local systemic reforms.
•
most recently mobile children. wbo e'iperience the most disryptjon io schooUm: by
limitin2 the \>SlpWation wunted. fot fundin: pm:pnses. to those whQ have moved within tbe last three
~ This is a dramatic change from curretl;t law. which allows children to be counted and receive
Iar~etsJbe
services fur up to six years after their last move, The new statute does permit certain types of
children who cease to be consIdered migratory children to continue to be served for certain additional
periods. but without generating additional pn?,Sram funding.
•
EncQUVli!es the formation of consortia of States and other appropriate emities to reduce administrative
and other COSts for State MEPs and make more funds available for direct· services for children,
•
ReQUires Ihat States transfer swd.ent records and other data to other States and s;hoots as studctllS
mi2rate It also eliminates a long~standing provision in prior law [hal requires continued soie~source
awards. for a Migrant Student Record -Transfer System.
•
ESlablisbfS a new prioun; for servic~s {Qr mil:ratQry children wbose education hilS been interrupted
dur~'the school year. and whQ are faiIin~. Qf at risk of ftlilin~. to meet their States' content and
!
perfQuuance standards,
•
•
,
AurhQrjzes peer reyjew of State applications ..
Promotes c1ilierent. syslem~wide educatiopal reform across the MEP. Tille 1 Pan A 1:"00£5, and other
reie!£ant erilnt pro2rams by: ce"uirin~ better jmeiratjQu of tbest pro!iWDS' services fOL miararotX
I<hildren, State and local~level officials who work with tbe MEP and mher relevant programs will
develop a joint plan to provide migratory children with access to integrated services.
.
•
Requires that. except when used in schoolwide prn!,trams. MEP funds must fir~, be used to provide
services !hat meet the identified needs of mie,raIQor children. Identified needs include those resulting
from. a migratory lifestyle or those not met by mher services provided by other programs,
Broadens the definitjon of a mii:tatQry child to include children who themselyes are mi~ratQry workt[s
or spouses of mij;ra[Qry workers. The prior ~tatute denied services to youth who were themselves
workers or spouses of such workers.
7
�TITLE I - HELPL'lG DISADVANTAGED CHILDREN MEET HIGH STANDARDS
PREVENTION AND INTERVENTION PROGRA.'I1S FOR CHILDREN
AND YOUTH WHO ARE NEGLECTED, DELINQUENT, OR AT RiSK OF DROPPING OUT
The current Chapter 1 Neglected or Delinquent {N Of 0) program provides financial assistance to State
agencies for projects thai meet the special educ.1tional needs of negletted or delinquent children and youth
(under age 21) in Statc-operated or supported institutions for N or D youth. adult correctional institutions, and
community-day programs for N or D children, Funds can also be used for projects that facililatc the transition
of chiIdren and youth into educational programs or the job market. To address the needs of N or 0 youth and
other at-risk youth mOre comprehensively, Congress expanded the existing program (0 provide States with two
sources of funding.
J)
The State agency subgrant, based on the allocations computed under the regular Stale agency N or 0
program similar to the current Chapter 1 program:
•
Increases the minimum Dumber of inslOlCtiimal hQurs from jQ a week to 15 for children and youth in
adult cQrrectiooal jnstirutioos and 20 in N or D institutions or community-day ilIO~ram:s, This will
make these programs more comparable to what is offered by schoQI districts, to support incarcerated
youth in completing their schooling.
..
8l!thori~cs
jyyenile nee1ec:tc:d or delinquc:ot institutions to operate institutioD-wide education prot:rams
using Title I and other Federal and State education funds,
•
AuthQrizes £Undini' for transition services for neglected and delinquent youth foUowing release from
an eligible institution or program.
•
ReQyires a desitoated liaison to coordinate transition activities from the State-operated institutions to
locally operated programs,
2)
The 10<31 subgrant that the State makes from funds generated by LEAs, but retained by the Sta.re
educational agency, under Title I LEA Grants for youths residing in local correctional facilitjes or
unending ~ommunity-day programs for delinquent children:
•
authorizes SEAs 1Q make cQropet'nJye suberaots 10 school districts (0 conduct programs that provIde a
wide array of services to meet the special needs of aHisk youth including, (or example, coordination
of health and social services,
•
Authorizes {he SEA to reduce or tenninate fundine: after 3 years for projocts in LEAs if' there is no
.p~ogreS5)n reducing dropout rates and if juvenile facilities have not demonstrated an increase in the
number of youth returning to school. obtaining'a high school equivalency certificate, or gaining
employment after their release,
The new law a11m requires LEA;;: and State agencies to eyalua).e their programs at least once every 3 years to
determine their impact on student achievement, using multiple and appropriate evaluation measures.
8
�TITLE II - DWIGIIT D.
EIS~;NHOWER
PROFESSIONAL DEYELOPME1'.'T PROGRAM
The new Dwight D. Eisenhower Professional Development program will support Federa.l, Stare. and local
efforts to stimulate and provide the sustained and intensive. high~qual1ty professional development in the core
academic sUbjects that is needed to help students meet challenging State content and student perfonnance
standards and thus achieve the Nationa\ Education Goals. The former Eisenhowet Mathematics and Science
Education program supported a great deal of professional development {hat was neither sustained nor
intcm;ive. The new Eisenhower Professional Development program will support hlgh-<luality professional
development to prepare teachers, schoo! staff. and administrators to help all students meet challenging
academic standards. The new program:
•
Expands Weal assistance far professional deyelopmem, at the option of State and local educational
agencies, iO include all core academic subjects, However, the program ensures continued professional'
development in mathema.tics and science by requiring that State and local shares of the first
$250 million in appropriate<i funds be devoted to professional development in those subjects.
•
Resen'f;s 5.. percent of appropriated funds to supp,prt national activities. including (but not limited to)
providing seed money for organizations to develop the-capacity to offer sustained and inteno;ive. high
quality professional development; establishing a riational clearinghouse ,for mathematics and science
education; and supponing evaluation of professional development programs and activities, Funds may
also support clearinghouses in other academic subjects, prof~s:sional development institutes. JocaJ and
national professional networks of teachers and administrators, the development of teaching standards,
activities of the Natiorud Board for Professional Teaching Standards. and national
projects in early childhood developm~nt and nine core subject areas.
•
teacher~training
Requires that State activities be' eujded by plans for professional development tbat outline a IQn~"teun
proyjdine: the sustained and intens.iye. hj"h-Quality ~fQfessional development needed to
improve teachjnE" and learninl:, Reserves 94 percent of Title II funds for grants- to the States,
including a total of t percent of that amount for grants to the oUllying areas .and the Bureau of Indian
Affairs. Of the wtal State allotment. 84 percent must go to the State educational agency fot grants to
Iocai educationaJ agencies, The Stale educational agency may use up to 5 percent of that amount for
Srate~leyel activities and State administration. The remaining portion of the State allotment
(16 percent) must go to the State agency for higher education for professional development to be
provlded by institutions of higher education. The State agency for higher education may also use up
to 5 percent f:f its tOtal f~r administration.
strate~
mt
•
Requires districts 10 prepare plans for professional development that.reflect the priorities of local
sroools. Up to 20 percent of (he funds received by districts may be spent on districc-level activities.
with the remainder of fu~s to be used for professional development of teachers and other staff at
individual sct-:ools. Local' educat'ional agencies must match half of the Eisenhower funds they receive;
the entire match may come from a variety of other Federal funds,
•
ReseJ)!e~
J percent of appropriated funds (up to $3 2 million) for a special professional development
deDlQnstration
•
Dro~ram
Applies [he UnifQrm Provisions section of Title XIV to enSure (he i:<.jyjtabje participation of tea~
Q( chi1d~n attendjoi private s~
9
�TITLE III - mCHNOLOGY FOR EDUCATION
TECHNOLOGY FOR EDUCATION OF ALL STUDENTS
Part A is a new authority. It represents a commitment on the part of Congress and the Department to
promote the use of educational technology to support school [efann and to assist schools in adopting
educational uses of technology to enhance Clrricula. instruction, and administrative support to improve the
delivery of educational services and help achieve the National Education Goals. Three programs are funded
under Part A:
•
National p[Q~[ams for Technoloey in Education; Requires the Secretary to develop a National Long
Range Technology Plan that sets ·oUl: how the Department and other agencies will promote the use of
technology to support e~ucation reform, and provides a broad authori[), for Federal Leadership in
educational technology through research, development, demonstration, consultation. evaluation, and
dissemination activities.
•
State and Local Pro2rams for School Techoolo2Y Resources; Authorizes grants to States to be used
for competitive awards to school districts for technology resources-including hardware and software
ongoing professional development for teachers. connection to wide-area networks to acquire access to
infonnation and educational programming. and for educational services for adults and families.
Resources are·to be used to support school refonn efforts. The law applies the Uniform Provisions
section of Title XIV to competitive awards received by scho'oJ districts. When the appropriation is
less than $62 million, authorizes discretionary National Challeng:e Grants for TechooJog:y in Education
to consortia including at least one school district with substamial numbers of poor children. The
consortia requirement is intended to link the developers of technologies (and its educational
applications) with school districts, so that the practical and effective use of technology in classrooms, .
including those with many students living in poverty can be explored and understood. If the total .
amount available under the State aDd Local. Programs is $62 million or greater, then all of the funds
under this section would be distributed to States by formula, except that the Secretary may use funds
to meet the five-year commitment to challenge grants awarded in prior years.
I
•
Reeional Technical Support and professjonal Deyelopment· Provides funds for awards to consortia to
collaborate with States, provide information to school districts. provide professional development, and
disseminate information about resources for educational technology.
STAR SCHOOLS
Star .Schools, Part B, supports partm:rships to pr~:)\;ide distance learning services, equipment, and facilities.
Applicants must now demonstrate· how they will assist State and local school reform, help meet the
National Education Goals, and provide opportunities for students to meet high standards. Many of the current
requirements, particularly those for eligibility and for a State-wide or multi-State area of operation, are
retained. A new authority for Leadership and Eyaluation Actjyities provides for peer review of applications
and activities, evaluation (including a comparison of the effects of differing technologies on learning), and
leadership activities.
.
10
�TITLE IV - SAFE AND DRUG-FREE SCHOOLS Al'fD COMMUNITIES
Title IV of lmproving America's SchoolS Act of 1994, the Safe and Drug~Free Schools and Corrununities Act.
replates the previously authorized Drug-Free Schools and Conununities Act. It authorizes ED to conrinue the
support of school- and community-based drug education and prevention progranuning and expands: the scope
of the program to authorize activities designed fo prevent youth violence. The program will provide funds to
governors, State and local educational agencies. instittltiotiS of higher education. and non-profit entities for a
broad range of drug and violence prevention programming.
The Safe and Drug-Free Schools and Corrununities Act (SDFSCA) contains the following important new
elements:
•
Adds xW.ience prevention as a key element of the pro&rams. The SDFSCA creates a comprehensive
Federal effort in support of National Education G<:lal Seven by expanding authorized program activities
to include violence prevention, The bill responds to the crisis of violence in our schools by
authorizing aCfivities designed to combat and prevent serious school crime. violence, and discipline
probIems. Local educational agencies will have me flexibiljty [0 design their own programs. which
couLd include comprehensive school safety strategies, coordination with community agencies,
implemernation of violem:e prevention activities, such as conflict resolution and peer mediation. and
the'installation of metal deteclors and hiring of security guards (subject to a 20 percent cap),
•
Tarf:ef::; resources to where they are most needed. States will receive 50 percent of their funds based
on the Title J formula; the other 50 percent will be based on their school~age population. For the first
time. States will detennine criteria for selecting htgh~need LEAs and target funds to those districts,
The grea((.'f of five LEAs or 10 percent of LEAs in the States could be designated as high~need. and
States will distribute 30 percent (If their LEA funding to those -LEAs with Ihe greatest needs, The
remaming 70 percent wiII be distributed to LEAs based on enrollment. State and local grants must
provide for equitable services 10 meet the needs of children enrolled in private schools.
•
lncreases ilcCQunrabjljry. States and LEAs will be required to assess needs and measure program
outcomes and to use this information to formulate policies and program initiatives, They also will be
required to report publicly on progress toward meeting their stated goals and objectives. A new
national evaluation system will be established to assess the impact of the Safe and Drug-Free Schools
and Commooi(ies Act on youth. schools, and communities.
•
Links scllools and communities, States, including the governors and Stale educational agencies, and
LEAs will continue to be required to show how they plan to use funds to SUpport comprenens:ive.drug
prevemion programs;, in addition, they will also be n:quired to: show how funds will be used to
implement violence prevention programs. Tu encourage community-wide strategies. LEAs will be
required to develop their drug and lJiolence pre'vention pJaris in co~peration with local government.
businesses, parents. medical and law enforcemenr.professionals, and community~based organizations.
•
Broadens the raDit of amborized preventioo acth!iti~< LEAs will be authorized to implement a
broader range of prevention activities. Newly authorized activities include mentoring, comprehensive
health education, community service and service learning projects, conflict resolution, peer
medication, character education, acquisition of metal detecrors, and hiring of security pers01UleL
�TITLE V • PROMOTING EQUITY
MAGNET SCHOOLS ASSISTAl'1CE
The Magnet Schools Assistance Program (MSAPj provides assistance to eligible local educational agencies for
the operation of magnet school. programs in schools that are part of an approved desegregation plan and (hat
are designed to bring students of different social, economic, ethnic and racial backgrounds together, Eligible
desegregation plans may be either required plans (for exampie. plans ordered by a State or Federal court) or
voluntary plans adopted by fhe local educational agency and l:lpproved by the Department of Education.
The reauthorized MSAP remains the following important changes:
•
Adds to the PUrposes of the proeram, The statute adds two elements to the purpose of the program:
one addressing achievement of systemic reforms and providing aU students (he opportunity to meet
challenging State content standard and student perfonnance standards; the second addressing the
development ~nd design of inno,:,ative educational methods and practices.
•
Strenf:thens tbe focus on reducine minotiiY aroup isolation, New applications will require information
that describes how the magnet school project win increase interaction among students of different
social, economic, ethnic and racial backgrounds, Additionally. flexibility has been added to the
manner in which MSAP funds may be used by permiuing grant recipients to use funds for
instructional activities that are designed to make the special curriculum offered by the magnet scbool
p'rojec! available to students who are enrolled in the school but who are not enrolled in the magnel
scbool program.
..
Enbances support for maine! schoot pror:rams that serve a wide Hmee of students. rather than au elite
eroup of students. In approving new applications, the Secretary will give priority to applicants that
propose to select students to attend magnet schools by methods such as lottery, rather than through
academic examination.
•
Enhances Ihe QualitY of mainel proerams. A number of steps have been taken in this area, First, the
MSAP contains two new priorities to be considered in approving new MSAP applications, Priority
will be given to applicants that propose: to carry out new or Significantly revi...ed magnet scbools; and
priority will be given to applicams that propose to implement innovative educational approaches that
are consistent with approved systemic reform plans, if any. under tide m of the Goals 2000: Educate
America Act. New applications will also be required to contain a description of jhe manner and
ex.tent to which the magnet school project will im:rease student achievement in the instructionai area(s)
offered by the magnet schools. The MSAP also authorizes a longer project period {up to three years)
in order to give grantees adequate time to develop and implement new and innovative programs. and
provides nexibility in the use of funds by permitting up (o ..:m,percent of tJl:! funds: awarded in tbe first
.
year of a project to be used for planning activities.
•
Creates "[nnoyatiye Proerallls" eranrs. A new program is authorized for the conduct of innovative
programs that carry out the purpose of the MSAI' and involve strategies other than magnet schools
{such as ne,ighborhood or community model schools} iliat are organized around a special emphasis,
theme or concept and have extensive parent and community involvement. Up to five percent of the
funds appropriated in any fiscal year may be used for Innovate Programs grants.
12
�TITLE V - PROMOTING EQUITY
WOMEN'S EDUCATIONAL EQUITY ACT
The Women's EducationaJ Equity Act (WEEA) was enacted in 19i4 to promo!e' educational ~quity for girls
and women. including chose who suffer multiple discrimination based on gender and on race, ethnicity.
national origin, disability, or age, WEEA also provides funds to heJp educalional agencies and institutions
meet the requkements of Title IX of the Education Amendments of t972.
'The reauthorized WEEA:
•
Foclises fiodjnes on increasioe and cQualizjne women's educational appofUlOjljes and (}fine the
proa;rams to /iYstemlc reform efforts. For instance. Congress found that since the enactment of
. Title IX. women and girls have made strides in educational achievement and in obtaining educational
opportunities, In addition, because of WEEA funding, more model curriculum and training materials
are available for national dissemination. However. Congress also found that teaching and learning
,practices are still frequently inequitable. Moreover, Federal support should also assist schools and
local communities in implementing gender equitable practices tied to systemic reform.
•
AUIbQri;ces the Secretary IQ "!lUnate ~ender equitY by promoting gender equity poliCies in all Federal
education programs, developing and disseminating gender equity research. and other activities, The
Secretary will appoint a Special Assistant for Gender equity to promote gender equity and to advise
the Secretary and Deputy Secretary on gender equity issues.
•
E3pand.lliJe scope of WEEA by supponjnli implernenmdou aCljyiijes. Implememation programs may
include programs to implement 'policies and p'ractices 10 comply with Title IX; train school personnel
in gender equitable practices: provide leadership training and schooHo-work programs to increase
opporrunities for women; enhance educational and career opportunities for women and girls who
suffer from multiple discrimination: help pregnant and pareming teens; introduce gender eqUItable
materials and nondiscriminatory tests~ implement pancies that address sexual harassment and violence
against women; increase educational opportunities for low-income worn.en; improve numbers of
women in educational administration: and develop" and implement comprehensive equity plans in local
schools and corrununities,
•
Funds resem to develop innovative training strategies; high~quality, nondiscriminatory assessments;
bi;ls-free educational materials; instruments to assess whether educ ..tional settings are equitable;
replicatiQn and integration strategies: sexual harassment policies;. programs for"low~income women;
and guidance and tounseling activities to ensure gender equity.
13
�TITLE VI - INNOVATIVE EDUCATIO:>i PROGRA.I\f STRATEGIES
The Innovative Education Program Strategies program retains the flexibility of its predecessor. Chapter 2,
while supporting activities that encourage school refonn and educational innovation.
This newly reauthorized program will:
•
Allocate Federal funds. by faOllula. to SEAs. who will !ben distribute at least 85 percent of tbe funds
~jth iI R~jQdty on LEAs located in hi2h-PQyeay and sparsely pQl)llJated areas.
to I ,EAs
•
Support a broad rao,2c.Q( local acrjvjties in eh::bt primary areas; (I) technology related to
implementing reform; (2) acquisition and use of instructional and educational malerials, including
library materials and computer software; (3) promising education reform projects such as magnel
schools; (4) programs for aHisk chiJdren; (5) literacy prog~arns for students and their parents;
(6) programs for gifted and talented children~ (7) school refotnl efforts ljnked to Goals 2000; and
(8) school improvemenr programs or activities authorized under Title I.
As under Chapter 2, the reauthorized program will also allow Federal support of activities benefitting private
elementary and se(;ondary school students. Allowable activities to benefit students in these schools range from
the purchase of in~trucrlonal materials to the professional development of teachers.
14
�TITLE VII - BILINGUAL EDUCATION, LANGUAGE El'o'HANCEMENT.
A.lIID LANGUAGE ACQUISITION PROGRAMS
incre~se the capacity of LEAs and SEAs to ,provide programs of bilingual education
proficient (LEP) slydents. lIS purpose .is development of full proficiency in English while
Title VIr is a program to
to
timlted~English
building achievement in all curricular areas.
'
The Improving of America's School Act of 1994 reauthorizes Title VU in a new configu~ation. The
reauthorized Title VII strengthens the comprebe;:lsive approach of funded programs; streamlines program
definitions to enhance flexibility; strengthens the 'State administrative role; improves'research and evaluation:
.
and emphasizes professional development, Thenew Title VII:
•
Establishes four funCtional discrerionaIl, erant cate~Qries alh:ned with the Dtq)3rtlTltDt's cQmprebensiye
educatjQcal rcfoUll effQIts .. The restrucnued programs are (I) three-year development and
implementation grants to initiate new pmgrams~ (2) two~year enhancement grants to improve eXIsting
programs; (3) five-year comprehcnsive.5Chool grants to develop projects integrated with the overaU
school program; and (4) five-year systemwide improvement grants for district~wide projects that serve
aU or most LEP students,
•
1'.
(mnroves Inca! pro&raW eyalllluioos aQd pwmmes the use of appropria~e assessments linked to
instructional practices tbat build upon.tbe strengths of linguistically and CUlturally diverse students (0
help them achieve [0 high standards. It supports field~illit1ated research, enhanced national
dissemination efforts, and growth in A(2demic Excellence programs.
•
Strenetheus tbe Stale role' by re(~ujrinii SEAs [Q review Title YlI appJicatiDos within !b~ co~tex.t of
their State [dOrm plans The new Title, VII promotes partnerships between SEAs. LEAs and other
entities for purposes of improving program design. assessment of student performance; and ·capacity
building ro meet the educarional services of linguis(ically and culturaUy diverse students.
•
Redesiens and .stfCDiithens professional development pro"rams and ensures ttielr integration with
broader school curricula and refonns to improve the knowledge base and practices of educational
personnel serving linguistically and cultur;dly diverse students.
•
Authorizes Ihe Eors:::Cn Lao~ual:e Assistance Pro~rnm as a discretionary grant program [0 help loca1
educational agenCIes establish and improve foreign language instruction in elementary and secondary
schools. This program aims to deveiop the foreign language profiCiency of our students to face the
challenges, as a Nation. of the increasingly competitive global economy.
~
IocQwprates'the Emercency Immi2Tant Educ3tioQ Act which provides funds 10 assist i'n supponiog
educational services in local educational agencies that experience large increases in their student
enrollment due iO Immigra!~on.
'.
locorporatJ:s the Uniform provisions section of Tjtle XIV 10 ;mlYide for [be pnrtjdpatiou of e!j~ible
chililrc.fi.."iu.umdjne private schools. including timely and meaningful consultation procedures.
15
�TITLE VIII - IMPACT AID
Impact Aid provides financial assistance for local educational agencies in areas affected by Federal activities.
Payments are provided to LEAs educating federaJly cOIUlected children, including dependents of active-duty
military, and children residing on Indian lands and in low~rent housing, In addition. Impact Aid provides
payments to school districts in which the Federal Government has acquired a considerable portion of the
district's real property tax base since 1938. thereby depriving the district of a revenue source. The program
also provides assistaoc'e for schoo! construction in LEAs affected by Federal activities, .
The new law makes some important improvements in this program. Among the most significant changes. the
statute;
•
Aller:; the distributjon of funds nnder tbe proerant pf Pa.Ymenl5 for Federal Pro.perty formerly
section 2. by changing the method of estimating the,currem assessed value of Pederal property to
make it equivalent to local assessor estimates of "highest and best use" based on adjacent property.
Tile bill ai'{o limits payments to the difference between the LEA's maximum and actual Basic Support
Payment.
•
Cbanees the formula for Basic SUPJ,IDrt Payments {(OOlled)' sectiOD J payments] to a distribution based
on weighted counts of rhe federally connected children, combined with a formula that favors: LEAs
that are most dependent on Impact Aiel.
•
EUmjnates elieibility of "ciyilian b" children extcpt for LEAs in which there are both at least
2.000 of such children and those children make up at least 15 percent of the LEA's average daily
attendance, Approximately 700 LEAs wiH cease to be eligible due to this provision, but will receive a
hold-harmJess payment in the first year.
•
frp'tides Si:Pilrille cate~9riciil assistance for certain federally connected children with disabilities.
instead of providing supplemental assistance through the basic fonnula.
•
Provides special payments for school djstrictS experjcnciml' sudden and substaotial iDcreases jn [he
number of federally connected students as a result of military base realignment.
•
Requires tbe Secretary to yse the "disparity slaudjlId" to deu::unine whether a Slate Is equaliZed. and
reduces the allowable dispariry from 25 percern
•
fO
20 percent after three years.
Replaces tbe construction authority with a new capitaHmprovemem authority 10 provide formula
assi5(am,;,!: tn districts: (I) with at least 50 percent children jiving on indian lands. (2) with at least
50 per~nt military dependent children. in which the voters defeated a school construction bond
refere'ndum at least twice during fiScal years 1991·1994: (3) that are heavily impacted or coterminous
with a federal milit,ary installation. or (4) that bave experienced a substamial increase in federnlly
connected children,
16
�TITLE IX - INDIAN EDUCATION
Prograrru aulhorized under Title IX. Part A support the efforts of ioeal educational agencies. State educational
agencies. and Indian tribes and orgamzations to improve teaching and learning for the Nation's American
Indian and Alaska Na~ve children and a~ults and to meet their special educational and cUlturally related
needs.
The new programs will enable a more coordinated approach to service delivery, stronger accountability
systems. and greater flexibility in program design. The programs will promote high standards ror all students
and build upon Indian culture and the community. The new ESEA:
•
Suppons efforts to belp Jndian students achieve (Q the same hielutanrl1lrds expected of aU students and
promotjne comprehensive plaooine by local school districts IQ meet the needs of Indian children, by
requiring that each LEA or tribe applying for a formula gram develop a comprehensive program for
meeting the needs of Indian children, consistent with the State and local improvement plans. if any I
approved or being developed under the Goals 2000: Educare America Act. The program must
include student performance goais; describe professional development that w~U be provided; and
explain how the district win assess students' progress toward meeting the goals and provide the results
of this assessment to the parent corrunittee and the community.
•
Promotes more Stare responsibility for the education of indian children through State educational
agency review of LEA "pplications for formula grants.
•
Authorizes a new Demoumatioo Grants prQl!rant. by combining two existing authorilies into a
program to support projects designed to develop, test, and demonstrate the effectiveness of services
and programs for improving educational (Jpponunities and achievement for Indian children.
•
Fermits LEAs Ju.-eumbjoe Indian educatjon funds wi!h other State. loca!. and Etliefal funds in Tirle I
schQQIWid~ projects.
•
Consolidates the functions of the current Iridian Education Technical Assistance Centers under the
IS comprehensive regional assistance centers authorized in Title xm of the reauthorized Act.
•
Autborizes a new Professional Deyelopment Dro~ram by consolidatjng two separate profeSSional
development programs inro a sifigle authority.
•
Requires individuals recejyine
f\mdjDj~
under the professional Deye1uPwent and Fellowship proetamS
to pedQun related work foUQwjntl' lrninil'l,i or to· repay all or a part of [be cost of Iraioioa, The
service.obli~ation
•
mU!1t"benefit Indian peopJe,
Al.Ub.orizes a new nCOiram of research. evaluatioo data collection and related actbdlies. responding
to (he critical need for Indian education research and evaluation.
17
�TITLE X· PROGRAMS OF NATIONAL SIGNIFICANCE
FUND FOR THE IMPROVEMENT OF EDUCATION
The Fund for the Improvement of Education (FIE), formerly the Fund for Innovation in Education, provides a
broad authority to the Secretary to support nationally significant projects to improve education, assist students
to meet challenging State content standards, support systemic reform efforts, and contribute to achievement of
the National Education Goals. In particular, the Secretary is authorized to use funds for:
•
Research jlnd deyelopment activities related to challenging State coment and student performance
standards;
•
Deyelopment of model mateeies for student assessment, professional development. and parent and
corrununity involvement;
•
Demonstrations at the State and local levels de.signed to yield significant results, including approaches
to public school choice and school-based decisjoo-makjne-;
•
Joint actjvities with OIher a~encies, including activities to improve the transition from preschool to
school and school to work and· to integrate education, health, and social service activities;
•
Studies and eyaluatjoos of education reform strategies;
•
Identification and recognitioo of exemplary schools and programs;
•
Promoting proerams for counseling and mentoring for students, coordinated pupil persolUlel services,
comprehensive school heal~ education, consumer education, competence in foreign languages, metric
education, gender equity, reducing excessive student mObility, experiential-based learning, extending
the learning experience into student homes by computer, child abuse education and prevention, raising
expectations of academic achievement, enabling students to meet higher standards, evaluation of
private nianagement organization efforts .to refonn schools, and testing for the positive effects of
prenatal and other counseling provided pregnant students; and
•
Sjx specific program authorities for Elementary School Counseling Demonstration, Partnerships in
Character Education Pilot Project, PromOling Scholar-Athlete Competitions. Smaller Learning
Communities. National Student and Parent Mock Elections. and Model Projects (in cultural
institutions l.
18
�TITLE X • PROGRAMS OF NATIONAL SIGNIFICANCE
JACOB K. JA VITS GIFTED AND TALENTED STUDENTS EDUCATION ACT
The new Jacob K. JaVlts Gifted and Talented Stud:es}ts Education Act continues the purposes of building a
nationwide capability in elementary and secondary
~hools
to meet the special educational needs of gifted and
talented students, and of supplementing and making more effective the expenrli,rure of State and local funds for
the education of gifted and talemed students.
I
•
. Broadens (be p:utQQSe,. In addition to reaffirming the purposes Stated above, me new Act encourages
the development of rich and challenging c::r:rricula for all sruderus through tbe appropriate application
and adaptution of materials and instructiollll methods developed for gifted and talented students, The
act authorizes activities encompassing this tIroader. all-student approach only in the contexts of
strengthening the capability of State agencies and institutions of higher education to provide leadership
and assistanee to local educational agencies,and nonprofit schools, programs of technical assistance
and Infomliltion dissemination, and in carrying out research.
•
Broadens Ihe research and eyaluation authority. Alt~ough the Act requtl:es establishment of a National
Center for Research and Development in the Education of Gifted and Talented Children and Youth. it
. provides 3 general authority (outside the Center} for conducting research and evaluation, The act also
limits funds for research, program evaluations, and the National C~ntef to no more than 30 percent of
the funds available in any fiscal year.
•
Iar.:ets resQUte,s to where the)" are moSI Deeded. or where they Will have the most chance of makio2
aD impact. Requires that the Secretary giv,c:priority
[0 the identification of and Ihe proviSion of servkes to gifted and talented students who may
nol be identified and served throupJtraditional assessment methods (including economically
disadvantaged lndhdduals. individ~ of limited~English proficiency, and individuals with
disabilities); and
In programs a.nd projects designed to develop or improve the capability of schools In an entire
State or region.
.
Requires that a.t least one~half of the grams .give priority to students who may.not be identified and
served through traditional methods,
19
�TITLE X - PROGRAMS OF NATIONAL SIGNIFICANCE
PUBLIC CHARTER SCHOOLS
Charter schools are an innovation for improving school and student performance by replacing rules-based
governance with goahi·based accountability. Public charter schools operate within the public school system, tn
accordance with State law, but ate released from most regulatory requirements in exchange for developing and
implementing a plan to achieve better results in srudent learning.
Eleven States have passed charter schools legislation. allowing a limited number of public schools to sweep
away virruaUy all State rules and regulations-except civil rights, health and safety. and financial audit
requirements-in exchange for developing and imptemenring a plan to achieve better results ill student
learning.
'
The Public Charter Schools program will stimulate comprehensive education refonn by supponing the
development and initial implementation of charter schools. Specifically, this new Federal program will:
•
Authorize ~rantS for ,,!aMioa atld desi~njn2 a chaner school's educatjonal pros,:ram, including
developing new curriculum, refining desired educational outcomes, securing necessary training for
teachers, and reaching out to parents and the community_
•
Allow State educatiQnal J.j;cncies (SEAs) to apply for Charter Schools funds bera,,: UDY other
awlicant. Other entities, including local educational agencies, may apply for a gram only if
an SEA elects nOt to participate in the program or jf the SEA's application is not funded,
Applicants would apply for a single grant of up to three years and would work closely with
educators, parents, and members of the local community to develop thejr proposals,
•
Reijuire each application to describe the educational results the school wiH snjve to produ£~. The
Department of Education will judge applications from SEAs and other entities separately, but similar
selection criteria. such as the following. will be applied: the degree of flex.ibili!y afforded by lhe State
to the school. [he ambitiousness of the chaner school's objectives, and the likelihood that the school
will meet its objectives and improve educational resu.lts for stUdenIS.
•
Allow an SEA to reserve up to 20 per£cru of its Cbarter...5chQols 2rant
to
establish a reyolvin2 Joao
fuml.. The SEA would make loans io its Charter Schools s.ubgrantees to defray the initial operating
costs of the charter school.
•
Resern SQme funds for an eyaluation of the impact of charter schools on studem achieycmeru and for
QWeLiictiyi;ies that will increase awareness of sbaner schools. aod cOntrjbute to the success of thjs
proiram,
'.
20
�TITLE X - PROGRAMS OF NATIONAL SIGNIFICANCE
ARTS IN EDUCATION
With the inclusion of the arts as a core academic subject in the National Education Goals. the ArtS in
Education program looks to expand its efforts to support the arts as integral to the elementary and secQndary
curriculum.
This newly reauthorized Federal program will:
•
SuPllort a broad tall~e of Federal activities aimed ·af sugponjoa education refQnn by streo~lbenine arts
educal:ion in the SChool currigl]um These activities include research. model programs, model
assessments. and professional development in the arts. Awards wllJ be granted to eligible Stale
educational agencies (SEAs), local edutailonal agencies (LEAs). institutions of higher
education (IHEs), and other GuaJified public and private agencies and organizations.
•
CQotiDlJe..lit::partment support fQr the education pro2rams at the John F Keooe;dy Center for tbc
rerforminl~
Afls and YCO' Special Arts. a nonprofit oq:anjzatjoo pmmotioil the arts for indjyiduals
with disabilities.
•
Inte:mte'Department eUorls with other relaled ilileocies and oreaniz3tjuOs such as the NEA and the
National Gallery of Art to ensure noru!uplicarion of effort and to strengthen those efforts througb
collaboration,
Reauiliorization also created a new authority entitled, Cuilural Partnerships for At~Risk Children and Youth,
These grants. awarded competitively, would be targeted to students enrolled in Tille I schoolS or outw{)f-school
children and youth who are considered aHisk. Funded programs would use [he 'arts to facilitate learning
Within schools as well as during" transition periods from pre-school
2l
to school or from school to work.
�TITLE X • PROGRAMS OF !'.'ATIOSAL SIGNIFICANCE
CIVIC EDUCATION
Civic Education consists of two separate programs: (I) Instruction in the HIstory and Principles of
Democracy in the United States, and (2) Instruction in Civics, Government, and the Law. Both programs are
iruended 10 address the need within our Nation's schools a.nd among our Nation's students for a thorough
understanding of the principles that underlie American society. With the inclusion of civics and government
as a core academic subject in the !'lational Education Goals, Civic Education will help today's students learn
th.e rights and responsibilities of citizenship.
The Instruction in the History and Principles of Democracy in the Uniced States program provides for a single
award to the Center for Civic Education [0 suppon and expand iu education program about American
government entitled "We the People
The Citizen and the Constitution", This program will:
u.
•
Provjde instruction on me basic principles of our Naljon',s democracy. jncludiD2 the history of the
CQDstitmioo and the em of Riehts.
•
Coordinate simul.ued CQIlire5sipoal bearjnes within the scbool and its community. The Center for
Civic Education will aJso sponsor an annual national competition of simulated hearings at the
secondary-school level.
The Instruction in Civics. Goverrunellt. and the Law program, formerly Law-ReIated Education, awards
grams on a compelitive basis mSEAs, LEAs, and other public and private organizations, in order io:
•
Provide elemem3r'/ and secondary school students with know1edln;: and skills pertaining to the law so
that tbe). can become more informed and more re;stmnsibie citizens.
•
Sponsor specific acrivujes tbat teach knQwledl:e of. and respect for. tbe law such as mock trials,
mediation. negotiation, and other nonviolent means of conflict resolution.
•
Coordinate learnini! {}u(si~e clJhe dassroQm tbrouih student RaIJu:iratjoo in community sen:i).;~.
22
�TITLE XI - COORDINATED SERVICES
Coordinated Services is designed to address problems that children face outside the classroom that affect their
perfonnance in school. The legislation specifies poor nutrition. unsafe living conditions. physical and sexual
abuse, family and gang yiolence, inadequate health care, unemployment, lack of child care, and substance
abuse as some of the factors that may impede a child's academic success. This title aims to improve
children's and parents' access to social. health, and education services to enable children to achieve in school
and to involve parents more fuIly in their children's education.
SpecificaHy> Coordinated Services:
•
AUQ'flS local educational ae;encies (LEAs), 'schools. and cpnsortia of scbools to use up to fi\:.l:
percent of the funds they receive under tbe ESEA to deyelop. implernem. or expand. a
coordinated service ptQject.
'
•
Reqpires clieiblt 1.EAs SCbools, and consortia that wish to initiate sueb a project tQ iubmit
SeCC!!1aO: for ~Ill:yal a project development "lao. oot to exceed one year, or a project
implememation or expansion plan,
•
Pennits.funds 10 he. used for activities like hiring a services coordinator, making minor
renovations to existing buildings. purchasing ~jc operating equipment, training teachers and
other personnel abouf the coordinated service project. and improving communications and
information~sharing among organizations involved in the project. Funds may not be used to
provide direcdy any health or health-related services.
•
AuthQrize;; Ibe SecretaQ1
IQ
[Q
probibit an applicant from uSln, its Ft;deral funds for a
coordinated scnii{&s p:rQj~ct if ,be project has not been successful after two years of
jmplemematjQQ,
•
ReQuires the SeC[etaries of Education. HealUt and Human Services, LaOOr Housjuil: apd
Urban DevelQpment Treasm:y, and Af:riculture. and the Attpwe.>: General to identify barriers
to successful coordinatjoQ in their proerams and recommend to Congress any legislative or
regulatory action to address Ihern, This title authorizes the Secretaries and the
Anomey General to use waiver authorities 10 address the identified barriers. until the
necessary legislative or regulatory action .is taken."
23
the
�TITLE XlI - SCHOOL FACILITIES INFRASTRUCTtJRE IMPROVEMENT ACT
This new program is designed to addressed the critical need ro repair, renovate, or rebuild school facilities in
local educational agencies (LEAs) across the country, Grants for school c.onstruction assistance will be made
10 LEAs that demonstrate their eligibility for the program and compete successfully for awards.
•
Tn be eliJible, an LEA must demonstrate that:
(l)
ai leasl is percent of the children that reside in the geographic area served by the LEA are
eligible to be counted for Title I. or federal property within [he LEA has an assessed value of
at least 90 percent of the total assessed value of all real property in the LEA; and
(2)
it has ~rgent repair, renovation. alteration. and construction needs for its elementary or
secondary schools.
•
The SecOll3(j' will alloc;ue funds amQOe six care£orjes of LEAs based on size. using criteria that
include Ihe relative numbers or percentages of swdents counted for Title I LEA grants and the relative
costs of c.:lrrying out the construction activities authorized by this program.
•
Awards wjthin each cateji:ary wUl be based ou the fQUQWitl2 crjteriw
(1)
the number or percentage of children eligible 10 be counted for Title J;
(2)
the extent to which the LEA lacks the fiscal capacity to undertake the construction project
wilhout Federal assistance;
(3)
the lhrem [he condition of the physical plant poses to the safety and well-being of students;
(4)
(5)
the demonstrated need for the construction. reconstruction, or renovation based on the
condition of the facility;
)
the age of lhe facility to be renovated or replaced; and
(6)
other criteria the Secretary may prescri.be,
24
�TITLE XIII· SUPPORT Al'lD ASSISTANCE PROGRAMS TO IMPROVE EDUCATION
Tide XIfI of the Imprcwing America's School Act of 1994 provides authority for technical assistance to
enhance the improvements In teaching and learning achieved through programs authorized in' this Act Its
four parts authoriz.e two new technical assistance programs and reauthorize fWO c:<isling p'rograms.
*
Comprehensive R"iQna! Assistance Cewers. The Act creates a program of comprehensive, regional
technical assist.ance centers to improve education throughout the Nation, Teachers and other educators
will be far better served by this approach than by the current system of dozens of t.:enters that focus
only on individual programs in isolation from one another. The law provides for:a phase-in of the
new system and requires that the current categorical.lethnical assistance centers be funded through
1996.
•
National Oiffusion Network. The Act continues NDN as a separate program. The reauthorized NDN
is broader. less project~cemered, and bener integrated with other reform effortS, including the new
comprehensive regional assistance cenlers.
•
Eisenhower ReelOMI Mathematics and Science Education ConsQrtia. The Act continues the consortia
as a separately authorized program.
•
Iecbnolmn::Based Tedmlcal Assistance. The Act authorizes the Secretary to take advantage of new
technology to prOVide a broadly accessible
ESEA programs.
tecllnology~b.ased
25
teChnical assistance service to support
�TITLE XIV - GENERAL PROVISIONS
While the changes in many of the individual programs in the rest of the ESEA will also provide some
flexibility, the crosscutting provisions in Title XIV promote program integration, coordination. equal
educational oppornmity. flexibility, State and local discretion, and efficiency, and improve accountability.
Most importantly, this title:
•
Allows for consolidation of set-asides for State administrative funds. If the majority of a State
educational agericy's (SEA's) resources come from non-Federal resources, the SEA will be allowed to
consolidate the amounts of admiI:tistrative funds set aside under individual ESEA formula grant
programs such as Title I, Part A of Title II, and Part A of Title IV. to administer all of the funds in
question in a coordinated fashion. without the need to keep detailed records. Additionally, the funds
can be used for broad~r purposes such as peer review mechanisms, program coordination,
dissemination of data on model programs and practices, and technical assistance. The SEAs may use
unneeded administrative funds in one or more of the consolidated programs.
•
Allows for consolidation of local administrative funds and authorizes a study of local administrative
practjces. Within one year of enactment, the SEA, in coordination with LEAs, is required to establish
procedures for responding (0 LEA requests to consolidate such funds.
•
Consolidates BIA ~rants. The Secretary must transfer to the Secretary of the Interior a consolidated
amount of funds allocated to the BIA under various ESEA programs'in accordance with a consolidated
agreement.
•
Allows transfer of
the approval of its
(not including title
to 5 percent of the
Title Xl of ESEA.
•
Allows consolidated State aDd loca'! applications (including a single 'set of assurances) in accordance
with procedures and criteria established by the Secretary and the SEA. in coordination with interested
parties.
•
Establishes that SEAs and l.EAs that have already met requirements
are not reqUired to separately meet similar ones in ESEA.
•
Establishes waiver authority. Since it is impossible to anticipate all of the particular situations in
which Federal program requirements might inhibit effective program operations, the Secretary is given'
waiver authority (0 address these situations.
•
Creates unifonn provisions to.eliminate confusion and r.educe burden in meeting requirements for
maintenance of effort and for serving private school children and teachers under various programs.
•
Establishes Gun-Free Schools h:eislatioD. Beginning one year after [he enactment of the
Improving America's Schools Act, each SEA receiving ESEA funds must have in effect a State law
requiring LEAs to expel from school, for not less than one year, a student who brings a firearm to
school. The LEA may modify the expUlsion requirement on a case-by-case basis.
•
Allows a national evaluatioo. The Secretary may reserve up to one half of one percent of amounts
appropriated for each ESEA program (other than Title I) to conduct a comprehensive program
evaluations. smdies of program effectiveness, and to report to Congress.
unneeded p[Q~ram funds and funds for jrite2ratjon of services. An LEA may, with
SEA, use unneeded funds (up to 5 percent of the total) from one covered program
I) for the purpose of another covered program. Additionally, an LEA may use up
funds received under ESEA for a coordinated services projects in accordance with
26
tb[Qu~h
their Goals 2000 plans
�TITLE II - AMEl'IDMENTS TO THE GENERAL EDUCATION PROVISIONS
ACT AND DEl'ARTMENT OF EDUCATION REORGANIZATION ACT
The Improving America's Scbools Act (IASA) effects the first comprehensive overhaul of the
General Education Provisions, Act (GEPA) since the establishment of the Department of Education. GEPA
ruiemaking and enforcement procedures. Title II of the IASA amends GEPA to shorten and simplify the
statute, eliminate obsolete and unnecessary provisions,. increase flexibility,. reduce burden, and enhance
program equity. The Deparunent of Education Organization Act (DEOA) is also amended to establish the
position of Special Assistant for Gender Equity and to place in the DEOA authority for the Office of Non
Public Education. The GEPii.. and DEOA contain the follo,",:,ing important new elements:
Creates Jess burdensome administrative proyisions:
•
Makes GE'.PA unifonnly applicable to all Department programs.
•
Converts the responsibility of States to furnish infonnation from an annual to a biennial
requirement.
•
Provides greater Oexibility to the Departmem to assist projects jointly funded with other Federal
agencies, thus promoting inter-agency cooperation and coordination.
•
Streamlines the rulemaking requirements applicable to the Department to permit the Secretary,
when appropriate, to operate the first grant competition of a new or substantially revised program
without full rulemaking procedures, thus facilitating the earlier award of grants.
•
Replaces the general requirement that the Department issue regulations within 240 days of
enactment with a similar 360 day requirement, permitting greater priority setting in the development
of regulations.
•
Reduces the grantee ··record retention period from five to three years.
•
Eases certain restrictions on the availability of records under the Family Educational Rights and .
Privacy Act.
•
Affords the Department new·opportunities to cons~rve resources, for example, by converting the
annual evaluation report requirement to a biennial requirement.
Ensures eQual opportunity for students and teachers to participate in Department pro~rams by calling upon
applicants to address, in their applications, barriers based on gender, race, color, national origin, disability
and age.
Establishes disclosure and ·other responsibilities for organizations that provide, for a fee, honors programs,
seminars. or student exchange programs that are directed to secondary students and are offered away from
their homes.
Makes co"nfonnini,! and techm·cal arpeodments to the DEOA. It retains and places in the DEOA a provision
(formerly in GEPA) that establishes in the Department an Office of Non-Public Education. It also amends the
DEOA to establish in the Department a Special Assistant for Gender Equity to promote, coordinate and
evaluate gender equity programs.
27
�TITLE III - AMENDMENTS TO OTHER ACTS
AMENDMENTS TO THE INDrvlDUALS WITH DISABILITIES EDUCATION ACT
Children served under the Chapter I Handicapped program receive the same kinds of services as those
provided under Individuals with Disabilities Education Act (IDEA) programs and have the same rights and
procedural safeguards. The Chapter 1 Handicapped program provides funds for services [0 children with
disabilities. from birth through 21 years, who are in State-operated or supported schools or programs. and
children wbo were formerly in such programs or schools but who have transferred to LEA programs. Funds
are distributed fO States based on child counts weighted by each State's per·pupil expenditure.
Title III. Pan A, of the Improving America's Schools Act:
•
Replacc3 the authority for the Chapter 1 'ianrlicapped pro~ram with Dew provisions in the Individuals
witb Qisabilities Education Act (IDEAl in order to Serve all ch.ildren with disabilities under programs
authorized by IDEA,
•
To ensure that the merger of the programs has no ,adverse effect. the amendments to IDEA:
GuaraUlee tbat for 1995. 1996. and 1997 States wi!! receive no less under the IDEA p[Q2cams
tban tbe)" received in weal. Hader IDEA and tbe Cba,pU:r I Handicapped prol!ratrn jn 1994- for
1998 and 1999. should the number of chddren counted decrease. the hold.tJ.armless amount would
be reduced b.:ised (In the percentage by which the number of children had declined from the
number counted in 1994.
R~Q!Ji(i: StilU~S
W ili~j,( State 31!encies previously funded uoder 1h; Chapter I HandicallPed
pmeram tbe same amount per cbjld that tbese Aecacies received in 1994 for each chiJd they
served under the Chapter I Handicapped program; allows States. at their discretion. to give this
amoun!. to LEAs for children who have transferred from State-operated and supported programs.
•
Treat Sta~nc.i.e.uhaLreceiyed Chapter 1 Haodieapped funds in 1994 as LEAs. for tbe purpose of
distributing IDEA funds within States for 3- through 21~year-olds,
•
Distribuu:s ,534.000 000 of the mEA funds appropriated jO'1995 for the Grants for Infants and
Eammes pmararn ta States au the hasjs Qf the actyat number of children beini! serVed: distributes the
remainder (In the basis of population.
2&
�TITLE III - AMENDME"''TS TO OTHER ACTS
EDUCATION FOR HOMELESS CHILDREN AND YOUTH O\1cKiNNEY'ACT)
,
'
The Stewart B, McKinney Homeless Assistance Act is intended to ensure thai homeless children and youth
have aCCess to a free and appropriate public educlllion, The McKiIUley Act caJls on the States
to
review at.J
revise their laws and policies to eliminate barriers to the enrollment, attendance, and success in school of
homeless children and youth and to include homeless students in the mainstream school environment.
Key provisions in the reauthorized statute seek to clarify the legislation. to increase Stale and local flexibility,
a.nd to include the expansion of services w preschool-age children. The reauthorized Elementary and
Secondary Education Act (ESEA) and Education for Homeless Children and Youth (Mckinney Act);
•
Er:!abksJillrncless cbildrcrL1o....achieye to the same standards expected of all children by making
those who need services eligible for Title 1 services regardless o! where they attend·sc.hooL
•
Eliminates [he focus on remedial educajiQu and requires it (ocus on hil:h-Qualiry ilCademiC!l that
. meets Stale performance standards to which all students are held.
•
RS::Quires tbat Sirue plans· be reviewed thmuih a peer review.
•
Eliminates (he reQuiremem ra rep.on on CQUDls of homeless children and requires estimates of
. the n umber of homeless children aod youth in the State and the number receiving assistance
under this subtitle.
•
Adds a requiJ:Clll1:'nt that renable. valid. and compreheItljjye information be gathered bv Stat!!
educatiooal a~l:ndes (SEAs) on (he problems homeless children have gaining access to public
preschool programs and elementary and secondary schools.
•
Encourages extensjon of pro~ram services
for these children can be funded.
•
Allows before- and after-school services to be provided on public dod private property,
including !.c-ctarian property, where this is constitutionally pemissible.
•
Requjres !'chool dimic(s to abide by a parent's or e;uardjan's tc.guesI
in a particular school to .he eXlem feasible,
•
Re:Quin;:sJtlisons in districts with subgrams to provjde e!ijiib!c homeless families children
and YQutb lVilh educational se(vjces including Head·Stlrf. EYe)l Start. and lecal pn: s;;;:hQQI
projj.:rams ...
•
Requires ~naIKJ!.
•
Requjres comdina:ion with State and local hOllsing i1~'i:ncie!, respoosible for deyelQpjn~ the
"Comprehensjve Housing SmHe~jes."
[0
prescbool children, by clarifying that activities
(Q
enroll a homeless child
,-Or fiscal cffoolnUhe SEA and LEA .
29
�,
~romising
(
.
Results) Continuing• , 1 • Final Report
Challenges:
•
of the National Assessment ofT..1
Page J of i I
Promising Results,<Continuing Challenges:
Final Report ofthe National Assessment of Title I'
Highlights
Title I Since the' 1994 Reauthorization
Title I is the largest federal education program, now providing over $8 billion per year to fund system
wide: supports and additional resources for schools to improve learning for students at risk of educational
failure-particularly 111 schools with large concentrations oflow-income children_ Six years ago, the U.S.
Department of Education n:poncd to Congress on the effectiveness o(thc program a$ it operated as
Chapter 1. 11m! 1993 report. ReiHW!nling Chapter 1: The Current Chap!er J Program and New
Directions, which drew from the Prospects longitudinal study, concluded that in order for the program 10
effectively support all students in meeting challenging standards, fundamental change was reqUIred,
Many of the report'!) recommendations were adopted in the J994 reauthorh'.ution of Title I of the
Elementary and Secondary Education Act (ESEAl and in the Goals 2000: Educate America Act The
legislation introduced a new federal approach built around a frame'work of standards-driven reform, 'Ibe
premise ofthlS approach was that challenging standards would promote excellence and equity, and link
Title I. along with other federally supported programs, to state and local reform efforts.
Promising Results
Since rcaui/writ-adoll, 'lie Nalional Assessment of Tille Iltas evalll~/e(/ tire implemelltation l!"d
impact oftlte program ondjinds promisillg results as well as continuing clrallenges ill carrying out
reform. Tile recent acltievemeJif gains ofstudents whom Title I bi intemled to benefit provide clear
iudication Illat nile I. fwd tile larger educational s)wtem it supports, is moving ill the rig"t direction,
Student OuCcomrs
An examination of trends in the performance of students in the nation's highest poyerty public
sebools, as well as progress: of the lowest achieving students shows positive gains in reading and
math performance since the reauthorization of Title I. These trends ;Irc further substantiated by
the progress reported by some states and districts with three~~'ear trends in achievement.
The Nali(mal Assefsmcnt of Educational Progress (r-:AEP) provides student perfomlunce resu!!:; through
a long-term trend assessment and a more recent main assessmcnt that reports on proliciency levels.
Special analyses of these assessments show that:
• Readiug. S:ncc 1992, the national reading trend Tesuits have imprO\'cc. lor 9~ycar-o;ds in the
high('st~po\'erty public schools (those with 7? percent or more Jow-income children), increasing
by 8 points (dose to one grade level). This imprQvement regained ground lost in the-law 1980's.
The lowest achieving puhlic school 4th graders showed fHirly substantial improvements in reading
betwcen 1994 and 1998 on the main NAEP. nle substantial gains, 9 points among thc boltom 10
per<::ent and 5 points among the bottom 25 percent, suggesl {hat it was the performance of the
lowes! achievers that raised the national average of 4th gmders.
II
II
�Promising Results, Continuing Challenges: Final Report of the National Assessment ofT.': Page 2 of 11
Exhibit 2
,
Trends-Ill NAEP Reading Pe'rtormance
Average Sca!e Scores of 9-Year~O!d Public Schoo! Students, by Poverty
level of School (1988 - 1996)
,
8
~
£
~
'"
~
•
,
2.,
24,)
'3)
217
2'"
'"
'10
zoo
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~
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w
221
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'"
225
22'
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•
'00
-
"ltl
".
,
1002
1004
""
Lo",,·f'I,l~1t\I
stt,~$
m
Pf $crools
1$11 ~f*Qverty
<MOl,
""
0
lOO1l
~gOO
",oe
PIt, REooJUtnorizJli:m
Higl:1¢sl·pOllcrty schoOl "16% 10 leO%. {If $tl.Kle.11$ eligiv!e for free or rU<.luCfll,i-pdcu Ilmeh...cw
pollerty school .. C% • 25% 01 fiiudents eligObIe forfree (lr fedU~prlce rJnch, Scale scores are fl·
500,
: .'
• Alatlt. Since 1'992 and continuing through the 1994 reauthorization l trend results on national math
assessments have improved for 9-ycar olds, especially among students in the highcst-poV(.'rty
public school:; whose scores rose by 9 points (close to one grade level). Public sehoo14th grade
students in th(! lowest percentiles of performance-those most typically targeted for Titlt.: I
services-also showed substantial improvements in math scores on the main NAEP test. Scores of
sludents in the lowc... . t 25 perc'cn1 improved by 8 poinls between 1990 and 1996,
Exhibit 3
Trends in NAEP Mathematics Performance
Average Scale $cofes of 9~ Year-Old Public Schoo! Students, by Poverty
Level of School (1988 ~ 1996)
,
zro
Z«)1
,
0
0
23)~
~
220 ,
",
210
",
~
•
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,
213
200~
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ue:
229
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•
211
20S
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0
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1002
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,
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~
SChools
H:\h,PO'>'!fl Y
chools
�Promising Result", Continuing Challenges: Final Report of the National Assessment of T.J Page 3 of 11
II ,Hi,h;"'.";',,; "",,,. 7'%sluden!s e'igio'e fer free 'or< '""'''; ","",.p<iro ,,,,", Low· O·
ro 100% of ,"""''' ."' '
p(M)rty school"' Q%. 25% of
lJoCh. Scale scorns are
reduced~
50(1.
...........
--- ..............
Three-year trends reported by states and districts show progress in the percent of students in the highcst
poverty schools mec;ting state and local standards for proficiency in math and reading. These states and
districts all had three-year trend data, broken down by school poverty levels .
• State~reported results in highest~PQI-'erly schools. The achievement of elementary school students
in the highest poverty schools improved in 5 of 6 stutes reporting thn;:e~year trends in reading and
in 4 of5 states reporting trends in mathematics. Students in Connecticut, Maryland, North
Carolina. and Texas made progress in both subjecls .
• Urban district-reported resultt; in highest-poverty schools. The National Assessment selectcd 13
of the largest urban school systems, districts whicb represent n geographic cross-section of the
nation's regions and which had at least three years ofconsistent data on student outcomes. The
most severe education performance problems are found in highest povcrty schools in urban
communities. Ten of l3 large urban districts that report three-year trends showed increases ill the
percentage of elementary students in the highest poverty schools who mei district Or state
proficiency standards in either rcading or math. Six districts, including Houston. Dacie County
(Miami), New Y~)fk, Philadelphia, San Antonio and San Frane'isco madc progress in both subjects.
No district ~~howed signiiicant achievement losses.
Resources, Instruction and. Related Supports
Title I schools are benefiting from itnproved resource targeting, improving afignment of curriculum with
standards, and a more cohesive school program through greater use of the schoolwidc option and
clarification of parent roles through Title I compacts.
Resources. Changc.~ in within-district allocation provisions, enacted in the 1994 amendments, have
improved targeting of funds to the highest poverty schools. Atmost all (95 percent) of the highes!
poverty schools in the nation fC<:Clvcd Title I funds in 1997 ~98, up from 79 percent in 1993~94. These
additional funds have gone primarily to serve more of the hlghcst~PQverly schools, rather than to
increase the intensity of services in these schools. School districts usc 90 to 93 pcr<:cnt oftbcir Titk I
funds for instruction and instructional support - most often in reading and math.
Exhibit 9
Proportion of Highest~Poverty SchOOls That
R~celve
Tith" I Funds
�ProntiSing Results, Continuing Challenges: Final Report of the National Assessment ofT,J Page 4 of 11
~
2
•
,
0
•
c
•
•
~
~
,,
•
~
JnMruc!ion. The empbasis on linking fcderaU:r supporH'd Titlf I scr\'lcfs to stale and local reform
effurts is influencing practice in higb~po,'ert}' schools, Principals in high~performing, high-poverty
schools report llsing standards to guide curriculum and instruction, and using standards 10 assess student
progress. Additionally, teachers in districts implemcliting slnndmds-bascd rcfom:s ure more likely tban
thr:ir colleagues in other districts to be familiar with content and performance standards and assessments,
and their curriculum is more likely to reflect the standards.
There is also eVLdence- of progress for stu4ents in high~poverty schools where staff members locus on
challenging standards and strategies that help students achieve them" Preliminary findings from a study
of instructional practices in 71 bigh~povcrty elementary schools show:
• Students \Vere likely 10 make bt!tlcr progress in reading irlhcir teacher gave them more total
exposure to reading in the content areas and opportunitics to talk in small groups: about what they
had read.
• Students in [he bottom quarter of their class who had hctlcr growth in vocabukll'y and
comprehension tended to have teachers who gave them more exposure 10 reading materials of at
least one paragraph, rcading content areas malcrials, working a1 a compmer, and completing
workbooks or skill sheets,
• Teachers who used a curriculum that reflected National Council of Tcachcrs of Mathematics
(NCTM) standards hud students with higher gains in mathematics.
• Studcms who slarted the year as low aehkvcrs could be helped 10 galll more skill in problem
solving in mathemutics when their teachers deliberately emphaSized understanding and problem
solving \I,'ith them,
Sehoolwidc approaches can help ,",upport a cohesive plan tll.. f integr:ttcs resources to focus on .
learning.
• Schoolwidc prognuns available to high~povcrty schools (those with 50 percent or more 100v~
iJ:comc children) have grown rapidly, Since 1995, tht, number of schools impleml:nting school
wide progrmns bas mme tban tripled, from about 5,000 to appro:dmalcly 16,000, Sehoolwide
progrilms offer the potential to help integrate Title I reSOurces wilh schoolwlcvc! reforms, Recent
�Promising F-esults, Continuing Challenges: Final Report of tbe National Assessment ofT..J Page 5 of 11
findings show that schoolwide programs are more likely to use a strategic plan and models of
service delivery that can integrate Title I into'the largereducalionaI program.
Continuing Challenges
Despite progress since lite 1994 reauthorization. colltinuing challenges remain to be addressed.
Large perfonnancc gaps hetween highest-poverty sch-ools and other schools. While the perfonnaI1cc
of students in high-poverty schools is improving, they remain much further behind their peers in
meeting basic standards of perfonnance in both reading and math. In ! 998~ the percent of fourth-grade
students in the highest-poverty public schools who met or cxceeded the NAEP Basic level in reading
was about half the national rate, and progress in rcading overall is only back to 1999 and 1990 levels.
For math. the percent of l"tudcnts in the highcst·povcrty schools scoring at or above the Basic level was
.
two-thirds that of the national average.
Yet some stales are showing that students in their highest poverty schools c~n pcrfonn at national
levels-indicating !hill it is possible to bring these students to high levels of achievement. 1n nine states,
the percentage off,)Urth~grade students in the hjghesl~pOVCf1Y public schools achieving at or above the
Basic level exceeded the national average-showing thaI. higher perronnance is attainable.
Exhibit 6
Sate NAEP 4th-Grade Mathematics, 1996
Percentage of Siu"dents in the Highest-Poverty Pubric Schools
Performing At or Above Basic LeveL by State
�Promising Results., Continuing Challenges: Final Report of the National Assessment ofT._~ Page 6 of 11
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National Average
62% for Publi c
School StJ dents
Alabama
RhodE- !!>Sand
Mississippi
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District of Columbia
o
..
,.
20
40
60
80
100
Percentage of Students Scoring At or Above Basic Level
H4;hnst-l'O',ter;y .seMol .. 78% 10 100% of students eiigivle for free or reduced·prlce lllnch
Limited assist.mel' to the Ilccdit'."t ."choob. Schools enrolling
!b~
highest concentrations of poor
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Promising Results, Continuing Challenges: Final Report of the National Assessment of 1'..1 Pa'g~'7'of 11
children are most likely to be identified as in need of improvement, and the capacity of states and .; ., .
districts to provide lhem. with assistance is often limited, In 1998, only 8 slates reported that school
support teams have been able to serve the majority of schools identified as in need of improvement. In
24 states, Title 1 directors reported more schools in need of school support teams than Title 1 could
assist. Approximately one-third of high-poverty schools identified for improvement had not received
any additional professional development or assistance as a result ofbcing identified.
Inappropriate :;~affing and inadequate teacher preparation, A signifieenl number of Title I
schools-particularly those with high concentrations of low~income childrel1~ontinue to employ non
certified paraprofessionals as instructional aides. Aides comprise half of the instructional staff funded by
Title I. Only 10 percent ofinsrructional aides in the highest-poverty schools possess college degrees. but
aides arc ot!en f011Ld providing instruction,
.
Along with the evidence that high-achieving high-poverty schools foclls'uttention on challenging
standards for nil students, comes the reality that many teachers arc not prepared to teach to challenging
standards. In () 1998 survey, only about one-third of teachers in schools with 60 percent or more poor
children bcHcvc they are well equipped to use standards in the classroom, This is particularly
notewonhy given evidence that teachers' reported preparedness 1:1 both subject l11<ltter and instructional
strmegies had a positive relationship with student gains.
Inadequate implementatiou of parent involvement provisions. Although the percent of schoots with
parent compacts rosc from 20 percent in 1994 to about 75 percent in 1998, there remain 25 percent of
schoo;~ with no parent agreements. A substantial majority of schools find compacts helpful in promoting
pareni involvement. especially higher poverty schools, but principals continue to identify lack of parent
involvement as one of their major barriers to reform,
\Venk nth! [ accountabilitj' or dual accountability in some States. Full implementation of the
accountability requirements under Title I is not required until final assessments are in place jn the 2000
01 school year. During the transitional period, states are making progress in developing dcfinitions of
adequate yearly progress and identifying schools and districts in need of improvement Stutes further
along in developing'performance standards tend to have more deariy defined accountability systems
with consequence:;.
Two major conccrns for (he Title I program arc the compatibility of Title I accountability with state
accountability systems Dnd the limited capacity of states and districts to provide techntcal assistrmcc 10
schools identified for improvement.
". While there is considerable overlap bctween schools identified for improvement under Title 1 imd
Nhcr state or taCH! accountability measures, there is evidence that dual accountability systems are
opcrating in many states. In 199&, only 23 state Ti!le 1 directors reported that the same
accountabilily system is used for Title 1 and l'or their stale .
• Twenty-lour states report they have more schools in need oftechnlcal assistance than schoof
support teams have the capacity to provide.
Improvement Olltions
Stay the Course: Maintain an Emphasis on Challenging Standards for All Students
Gains by
s~l!(!ents
in the nntinn's highest-povl'rty schools. coupkd with ,,:vldcncc !hat aligning
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Promising Results, Continuing Challenges: Final Report orihe Natiol)ai Assessment ofT.. J·
w.~~'1_
r. ,,:
piage '8 of 11'
,
instruction with challenging standards can substantially incrca-sc student achievement, pOint to the need,,'
to stay the course or foc~sing instruction on challenging standards for all students. Though there has':'
clearly been progress in implementing standards at all levels! full implementation in classrooms across
111e country has yet to be acc(.mplished. States, districts, and schools need to continue to implement
standards that challenge all students to achieve at high levels and to align curriculum, teaChing, and
assessments with those standards_ Reauthorization should address the continuing challenges that limit
Title l's capacilY to he a stimulus and support for better results for our mltion's at-risk students.
j
"Targeted High-Performance School Grants H to Strengthen the
Hight'St~Povc-rty
Schools
The continuin~ weak performance of the highest-poverty schools, those with poverty in excess of
75 percent, remains as one of America's most pressing educadonal problems, Although all Title [
schools I1cl'd aJditional resources and ussi5tancc, tho;! highest-poverty schools are the neediest not only in
terms of their populatlons served, but also in {crms of the progress they must make to improve their
current perfornmm:c, 1n these schools, seven OUi of every teJi children arc currently achieving bdo.. .v
even the basic level of reading.
Reauthorization should focus on thc extraordinary needs of the highest-poverty schools to
impffWt teaching and learning for our most atMrtsk studcnfliO, while holding these schools
accountable fOI' continuous improvement in student results. If these grants were to target an
additional $1.3 billion. or about 15 percent of current Title I funds) Ihey would be sufficient when
combined with ,urrcnt Title I funds and a 25 percent local match to enable the highest-poverty schools
to:
• Support Zl schoolwide model program of their choosing that is backed by evaluation evidence of
effectiveness, Schools could carry out intensive programs aimed at improving early reading 3S in
the Reading Excellence Act program, run a program to start their middle school students thinking
about college and planning for their futurcs as in GEAR UP. or a combination of such approaches.
• Withil11hrce years. achieve a racio of modem multimedia computers to students of 5:1, a long
term national target and a goal that is especially important in high poverty communities where
children lack the home access 10 computers available in higher income areas.
• Provide n high-quulity after~school instructional program for SO percent of all students,
the current 12 percent
up from
• Reduce class sizes in the early grades to 21 students per leacher midway f!'Om current levels to
the long~tem1 national goal of 18 students.
j
In turn.
• Recipient schools would commit to continued progress in improving stui.1eni outcomes as
defined throuJ!h annual outcome nnd service improvement targets. These ,,,'ould be
describf..'d in a peer-rc"jcwcd sdlOolwidc phm. Schools would annually report progress against
outcome and service performance objectives with the plnn and reports.
• Stafes and dislricts would need to I;ornroit to assisting their highest pOl'crt)' schools. States
and districts would work with their schools to idcnti(v resources from all sources thai could be
cnr.lolncd for menniIlgful. concerted school reform. Districts would review their schools' planning
and implementation and offer peer rcvic\','crs to work with the ~I,.;hoo!$ on a sustained basis. They
"'it
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'.",
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,
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Promising Results, Continuing Chall~ng~s: FirmI Report of the National Assessment ofT..J' Page 9 of 11 '':::J~:. ',:
would also share performirtce data, research on effective approaches, and in'ronnation across .. " i
schools engaged
i!I reform.
"
'
. "
• The highest-poverty schools would also be the highest priority for assistance from all
federally supported technical assistance providers. Comprehensive regional assistance centers
and other technical assistance providers would p!a\;c these schools at the head of the Hne for
support, concentrating their efforts where they could do the most good,
lbesc monies would raise the average amount of Title I funds that the highest-poverty schools receive
annually by 50 percent to an estimated $336,000 for each school. These new monies could go out under
the current formulas to states and districts for their schools with poverty rates of 75 percent or higher, If
states lack schools in the highest poverty category, they \\Iould receive a minimum grant 10 be spent on
their most impoverished schools.
The- resources to support the Targeted High-Performonce School Grants could corne from increuses in
Title f funding and an off-the-top set·aside for these schools in related federal programs such as 21 st
Century Learning Communities, Reading Excellence Act, Technology Literacy' Challenge Fund, GEAR
UP and Class Size Reduction. A sct-aside of one-third of tne FY 2000 monies from these five programs
. for these highest poverty schools would provide about $990 million under the Administrations FY 2000
budge: request. The remainder to bring the total to $] J billion could come from chaoneling the $320
million proposed increase in Title I funding to these new grants.
Targeting additional funds to schools with high concentrations of low-income students has advantages
over targeting on low perfonnance. First, high-performing, high-poverty schools should 110t be penalized
for their progress. Nor should low-performing schools be rewarded for a lack of effort High~performing
schools need support, recognition. and encouragement to sU~1ain their gains. In addition. targeting funds
on the basis of poverty is consistent with the process for allocating funds currently and would not
require a different mechanism.
Strengthen Instruction
Progress in using Title I to support improved instructional practices at the school~Jc\'cl remains
limited by the continued use of paraprofessionals who provide insh*uction-particularly in the
highest-poverty TiHe I sthools. Paraprofessionals in high-poverty schools tend to have less formal
education than those in low-poverty schools, and they are often assigned to te~!ch-sometimes without a
teacher present While many paraprofessionals have invested large amounts of time and effon working
in Title] schools, and arc an imponant part of tbe schoo! community. it is: imperative that priorities fOJ'
their services be based solely on the needs ofstudents. Phasing out their use in instruction fwd
promoting their usc as parent liaisons or in administrative functions shou!d be a priority,
Re;luthorization should also support the estahlishment of career ladder progl1lms for
paraprofessionals, so that those desiring to become credentialed would be supported in doing so.
These programs could include what some districts are doing already, based 011 recent survey data,
Renuthorization should include resour~cs for the development of ongoing consumer guides on
effcctiVl' praclic.:s. Schools are rllOving toward adopting curriculum and whole school reform models to
frame their improvement e1Torts. However little independent research h:15 been conducted 10 evaluate the
efficacy of comprehensive school reform models and betlcr understand the conditions under which they
can .succcl':d. The federal government should make SlIch research .and evnlu3tion of comprebensive
1110dcl programs (! prIority through s),stcmmic study ..md ,1I111W\] reporting h1 a consumel' guide, To
IN/I'll
',
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Promising Results, Continuing Challenges: Final Report of the National Assess,ment of'.. j Page
to of 11
ensure the integrity and independence of model appraisai, a quasi-governmental agency might be
established to oversee the integrity of the evaluation process and reporting of results. This information
would enable schools to·become bettcr~educatcd consumers in selecting and implementing models most
likely to fit their circumstances and contribute to ,improved results. '
Strengthen Parent Involvement
The general direction of Title J parent involvement policies and compacts on supporting learning is
consistent with rcst:arch. but options that would strengthen implementation include:
• Having schools report annuaUy on measurable indicators of the effectiveness of parent
involvement, as reflectcd in their own policies imd compacts.
• Consolidating or coordinating parent involvement provisions across all elementary and secondary
programs 1ha[ have them to form one uniform parent provision, Such programs include Tille r~
Even SIan F:unify Ljtcracy~ Education of Migmlory Children~ Parental lnformation and Resource
Centers; Impact Aid; Education for Homeless Children and Youth; Magnet Schools; 21 st Century
CornmunilY Learning Centers; Indian Educalion~ TechnOlogy ful' Education; and Safe and I)rug~
Free Schools and Communities,
• Strengthcning parent inyoivemcnt activities in the early elementary grades in the areas of
supponing r(~ading and family literacy and in the middle and high school grades to encourage
students to take challenging courses.
Focus on Accountability
The USc of school profiles designed to report school results and prugress has been sho"'n to he a
powenu'l tool for accountability and selwol improvement. HO"'cYer, profiles often do not
effcdively reach parents and community members. They tend to be difficult to read, even for the
well-educated parent They arc also limited in their scope of information, with few school repon eards
prt."scnting information on tcacher quality or studcl!t ratcs 0: progress, Also schools arc limited by it lack
of comparable statm·vide or national jJlfonnation .on what thcy are able to accomplish. The federal
government should facilitate state and local school district efforts to provide coherent, comparative
information on school progress to their communities.
The rcantborizlltion should also ensure thod accountahility provision:\. identify schools in need of
impronment based on the hest nlcailures al'ailable to states and distrlcts~regardJess ofu'bether
their final asscssment systems arc in place. Schools already identified for improvement, should
remain 50~ time should not be lost us it result of rcauthori7.ation H; ldcnti(ving and reaching schools wilh
the greatest needs.
Reauthori;r..ation should address eliminating dual accountability sY$tems. For Title 1 to be an
effective lever {()r improvement, it needs to be aligned and supportive of the systems states are crealing.
Finally, Congress and those responsible for implementing and SUE)porting Title I prognims should
recognize that state nnd local systems of standards, asscs"ments nnd accountahility arc in flux and
are likely to kecl) chnnging over time. Evcn established sYStems such as thosc in Kentucky and
Kansas. which were forerunners in the development ofaligned systems ofstandards and assessments,
have revised their efforts to reflect priorities (If their ;;tate legislatures and hoards. The law should
recognize this and offer slales ~md districts the l1cxihility 10 continue 10 implement mcaS:lrcs of school
�, ..
Promising Results, Continuing Challenges: Fi~l Report of the National Assessment of'..J Page 11 of I!
accountability under these conditions.', .
Summary
Tltis National A5.fessmellf of Title J has examined tile pfogram ittlhe context of'he hurgeoning
standards-based reform movement in states ami school districts. Though tl,ete luu clearly been
progress in imp/emmitillg standards (It alllel-'els,/ull implementothm ill classrooms across tile country
has yet to be accomplished. The new directions prop(}sedjor reautluJr4'zatiml ure designed to help
speed lip s/lwdufti.'· ;mplementlltion, to help all children nell/eve ot high level'!. Reauthorizatioll
s/tould address the (:olltinuing challenges that undercut Tille l's capacity to he a stimulus and support
for belief resultsfor our notfon's (Jt~risk students.
SuhmiUcd M:m:h 1! 1999
For additional information on the Natio~al Assessment nfTitlc'" please' contact:
Val Plisko or Joanne Bogart on (202) 401-1958 or e-mail ,,::plil:!kq@cd.go.': or
joanne_ bog~rt@cd.gov,
-###-
IfIRemr~) to_ElcmCmary~and_Scconda~_Education_wilh:ritic
Las! updare March 2. /999 (jIs).
J
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Clinton Administration History Project
Creator
An entity primarily responsible for making the resource
Cinton Administration History Project
Council of Economic Advisers
Department of Commerce
Central Intelligence Agency
Department of the Interior
Department of Defense
Corporation for National Service
Council on Environmental Quality
Department of Justice
Domestic Policy Council
Department of Education
Department of Energy
Environmental Protection Agency
Federal Emergency Management Agency
General Services Administration
Small Business Administration
Social Security Administration
United States Agency for International Development
National Economic Council
Office of Management & Budget
Office of National Drug Control Policy
Office of Personnel Management
Office of Science & Technology Policy
Office of the Vice President
United States Trade Representative
Date
A point or period of time associated with an event in the lifecycle of the resource
1993-2001
Description
An account of the resource
<p>The Clinton Administration History Project describes in detail the accomplishments of President Clinton's Administration for the period 1993-2001. The records consist of the histories of 32 agencies or departments within the Executive Branch. In general, each organization associated with the Project submitted a narrative history along with supporting documents. These narrative accounts are primarily overviews of the various missions, special projects, and accomplishments of the agencies. The supplementary records include substantive memos, press releases, briefing papers, and publications illustrated with photos and charts.</p>
<p>Agencies:<br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Council+of+Economic+Advisers&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Council of Economic Advisers</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Central+Intelligence+Agency&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Central Intelligence Agency</a><br /><a 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UNITED STATES DEPARTMENT OF' EDUCATION
July 13 1 1993
Note to Mike' Smitb
Attached are responses to the OND questions and comments on the
Impact Aid reauthorization proposal, prepared by the Impact Aid
Satellite Team.
~
~
Torn 'Corwin
Attachoent .
.'•
.'
�7/13/93
RESPONSE TO OMB COMMENTS ON IMPACT AID SPECIFICATIONS
New Payments for Cap.i.t.al Improvements Authority
OMB objects to the creation of this authority because of
anticipated continued tight budget resources. We agree that
additional funds {beyond current appropriations for construction}
are unlikely to be available in the next few years to provide
increased funding for this new authority. but We believe that it
is important to propose this authority as a rational alternative
to the current construction program. If the Administration fails
to propose something like this, we can expect Congress simply to
reauthorize the current, badly flawed construction authorities in
P_L. 8J.-815, and continue to appropriate a few million dollars
every year enough' for us to build a couple of schools at a time
and tie up significant administrative resources.
I
,.
"
.
The current construction pro.gram is a morass of overlapping
program authorities, confusing eligibility requirements, and
cumbersome admi"nistrati ve procedures. The. authorized funding
level is far. outstripped by applications for assistance; current
. priority lists for se.ctions 5, and 14 include hur.dreds of unfunded
construction applications totalling $200 million in originally
estimated need, while annual appropriations have provided only
enough for two or three new construction projects a year. A
.,.' recent review of applicants on our priority lists confirmed the
cont.inuing need for facilities and an ongoing Federal impact in
. "applicant districts. Some qualifying applicants still report
•• "U". need
a Eter having bee:! on the priority lists since 1967 ~ The
current approach does almost nothing to address these hundreds
districts' need for construction assistance.
0=
We de~igned the proposed capital assistance authority as a simple
and equitable. means of distributing a !:nn~ll amount of money
(perhaps $8 to $12 million annually, comparable to the amounts
recently appropriated fer sections 5 and 14) to each school
district that has a reasonable claim to so~e Federal constrccticn,
assista:""<:T~;~ecau.ti'e" of. the attendance of .federally connected
children; Our approach would aC,knowledge,' the ne,-d for capital
improvenents that P.L. Bl-8lS was designed to address but, at the
same timet would recognize current budget realities. Providing
capital improvement funding O~ an equal, annual per-pupil basis
would allow all eligible LEAs to accumulate and manage their own
capital funds and meet their highest priority capital improvement
needs (which' could be small-scale renovations and repairs instead
of ne\>" construction) within the constraints of the current annual
appropriation for Inpact Aid.
recon~ended an approach sinilar to this proposal in its
1990 report to Congress on the Construction pro9ram~ and while we
objact.ed to the GAO recommendation at that time, 'We have since
The 9AO
�come to believe it is the only viable approach to addressing
widespread Impact Aid construction needs in an equitahle manner.
We concede that the individual payments to most school districts
will be quite small T ·and the large number of existing, immediate
construction needs would likely not be adequately addressed, but
school districts could save "for .several years (or contribute
sUbstantial State and local funding) to amass sufficient ~unds to
undertake major construction projects. For this reason I we would
object to requiring LEAs to use these funds within ten years. We
would agree to a'requirement that accrued interest" be used for
the santo" purpose! however.
Finally, the administrative burden on the Departr,ent must be
considered in evaluating alternative approaches. we currently
devote up to 4.5 FTE per year to the construction program, a
disproportionate drain on pur limited PTE consid~ring the sma+l
number of dollars being administered~ The proposed Capital
Improvoments authority could be administered as part of t~e
regular Basic support payment system, at a considerable savin9s
in staff time.
As to OMS's suggestion that we address school construction needs
through an expanded Connie Lee insurance and reinsurance
authority, we intend to propose such an authority and agree that
some of the "school districts that would be eligible for
" assistance under our proposed authority could take advantage "of
~~·it.
In these instances, the srnall.Capital Improvement payments
these LEAs would receive under our proposed authority could be
used for debt service. The fiscal characteristics of many other
LEAs targeted by the Impact Aid construction program make"them
unlikely to be able. to benefit from a loan program, however.
Many LEAs sen:...i.ng children living on Indian lands currently turn
to Jrepact Aid fo:; construction assistance precisely because they
cannot raise funds locally to service capital debt~ These LEAs
have few sources of capital for construction, aside from Impact
Aid and State aid r arid little tax base to draw fro:n~ There have
been repeated c.;c.'~""IC~ ",frol11J,;the ,~ndian community ~or addi!:ional
Federal efforts to address the dismal condition""~ 01 1llany'" scho'Ols
serving Indian students. A proposal to address this need through
a loan prograID would be regarded as no solution at all.
Payments for Sudden and Substantial Increases in
Dependents
Mili~arv:
OMB asked for data on the extent of the problem we propose to
address through this new authority. As you may know, ,DOD bas
been unable to provide us with any estimates of the future
effects of the def~~se realignment on the communities surrounding
tbe military bases being consolidated, including projected
increases in the numbers of military dependents enrolling in the
schools. In many instances, DOD bas not even been able to tell
�in advance which bases will be consolidated. For this reason, we
have no useful data on which to base projectio~s of the numbers
of LEAs tha~ may apply for funding under this new authority, or
the numbers of children that may generate payments~
I~pact Aid payment records show that, between 1991 and 1992, 66
LEAs reported increases of at least 100 military dependent ADA,
for a total increase in these districts of 19,510 military
dependent children. The two most heavily affected· LEAs, Lawton,
oklahoma and Clarksville-Montgomery County, Tennessee, each
reported. enrollment increases of more than·900 military IIplf
.
children. Two other small LEAs reported increases of fewer than
lOO military dependents (a total of 39 children in the two
districts) that amounted to more than' 10 percent of their ADA.
We can assurr.e tha~ ~any of these LEAs would have been eligible
for payments under our proposed new authority had it been in
place for FY 1992. Actual numbers of children that could be
claimed would be contingent on whether the LEA reports an
increase in total ADA equal to the increase in military ADA
certified by the base commander (this test is spelled out in the
bill language); therefore I we' expect that the number that could
have been claimed for FY 1992 would be reduced somewhat below
19,000. This does not help us to project future eligibility and
payments, however, in the absence of data from DOD. For the
purposes of budgeting this proposal f we are using, $2 to· $4 .
million per 'year as a place-holder, depending on the pace of the
defense realignment.
The absence' of-data" on which to base budget projections does not
absolve us' of ,the: responsibility to address the needs of LEAs
that will be affected by the defense realignEent. A basic
assumption of the Impact Aid program is that the Federal
Government has a responsihility to assist local school districts
wit:h the costs of educating ;,he children of our armed forces'. In
this instance only, we believe that our responsibility extends to
those children currently categorized as military Ub's". We have
made, and will continue to make, the argument that military Bb ll
children, like other "b ll ch:"~.9~~n, d.c" ,not, normally place a
significant claim on our assistance. During the military dra\-,I-'~."
down l however t school districts serving certain military bases
will be enrolling increasing numbers of these military
dependents. Because on-base housing will not be available for
'the vast IT.ajority of these families, v'irtually all of these new
enrollments will be lib" children; since our reauthorization
proposal would exclude these children from·regular Impact Aid
payments, this new authority would provide some relief for LEAs
that are suddenly burdened by substantial increases in military
_.~~nrollments and must hire additional teachers.
While the
payments would be quite small, th~ would be comparable to the
areounts that LEAs currently receive for each lib" child.
�. KEY ISSUES IN IMPACT AID
PURPOSE AND PRINCIPLE REFORMS
Purpose:
The presence of Federal activities in certain communities has an
adverse impact on local school districts because they must educate
concentrations of federally ~onn~cted children and have a diminished
property tax base. Impact Aid fulfills an important Federal
responsibility by ensuring that these local school districts have~
adequat.e resources to educate federally connected children •
.P ringiple Reforms:
Impact Aid, as authorized by the current statutes, is riddled with
inequities and crippled by administrative complexity~ The
Administration's proposal includes the following elements:
o
a mQre eauitable distribution fQ~ula that takes into account
tile cost of education and the actual local share of education
costs in e.ach State;
o
sl~pa:rat.~ categorical assistance for federalJ,.y connected'
children with disabilities;
o
5uQplemental 'payments for school districts experiencing
_substantial increases in military~ de~endent students due to
Defense realignment activities;
o
a single. 'revised .standard to determine whether a state is
equalized, whichl if passed, would allow states to take
deductions for Impact Aid in proportion,to the de9ree to which
they are equalized;
.
o
e~im:Lnation of tpe sectio:') ":2 ...: Qrogram, which !:lakes payments
solely lor Federal property;
. 0
.
".,"
.'·~\':-:/4"
new capital improvement authorit'il in lieu of P*L. 81-815, to
provide formula assistance, ,based on ~ederal membership, to
distrh:-!;;s with at least 20 pei-cent ft;...~jerally connected
~
-children~
�4
This proposal "'vould , at minimal budget cost, send an important
signal to the LEAs serving the military com:l1unity that we
recogni:~e their needs and are attel1'.pting to provide a coordinated
policy of assistance, to communities affected by the military
realignment. We believe that the proposal could also be helpful
in easing opposition to the elimination of lib" payments, which
will be one of our toughest battles during the reauthorization.
S',lppleIr,m\!;.;;.l...payments for Children with Disabilities
'OMB raises several issues related to the provision of
Supplemental Pa}~ents for 'Children with Disabilities, the mcst
basic of which seems to be whether we should even provide such
payments. OMB¥s argument is that since such children are
targeted by the IDEA. no separate" Impact Aid supplement is
ne~essary.
. '"
'
The purpose of Impact Aid is to compensate LEAs, at least "
partially, for the local share of the cost of educating federally
connected children. To the extent that federally connected
children with disabilities cost more to educate than other
federally connected chilaren (and we"assuroe they do, although we
do not have comprehensive' data demonstrating this), we have a
responsibility to provide supplemental payments to meet these
additional costs. "If f'undi'ng for the IDEA were sufficient to
'. provide a sUbstant'lal' snaT€ r :of" 'the 'cost of' educating these
children with disabilities';' then OMB's argument might sway us.
We undeJ~stand that funding 'for the IDEA provides only a tiny
share of these"" cOSts:; fi'ow€ve'r<t, '" In the absence of any special
supplemental- paYJ:t1tpnt thr:Ough· Impact Aid, therefore r local school
district:s serving' federally connected children with disabilities
would bt~ unreasonably burdened by the presence ·of t.hese chlldren.
This is' especially true for those L~~s that, because they have a
reputation for providing better servic';;:5 for childre.n with
disabilities become popular duty stations for military families
with severely handicapped. children.
f
As to the relati,onship of
Supplementa:i~:P.",-yrnent!..'i
for. Children with
Disabilities to payments provided under the IDEA, the bill spells
out that an LEA' nust use these supplemental payments to provide a
free approp:d.ate public 'education in accordance with Part B of
the IDE]••
We propose to separate the supplcrr:ental Payments from the Basic
Support Payments in order to gain increased' control of these
funds and provoke better analysis of this whole issue. Under the
current statute, certain federally connected children with
disabilitj.+?s (those eligible for services under the IDEA), are
eligiblE: to be counted fer supplemental funding under the
'
formula. These children generate an additional 50.percent of the
local contribution rate, which is paid in full off the top of the
appropriation, without co~sideration of the amount,of the
�5
appropriation, while all other payments are ratably reduced if
appropriations are ins'uffic1ent to pay full entitlement.
Consequently, as "full entitlement" has increased (with the
national cost of education) but appropriations have remained
relatively cor-stant in recent years, the cost of the 6uppleme!1tal
payments for children with disabilities has gradually increased
as a'percent of the total section 3,progratt t diverting funds from
regular payments for other federally connected students. Beca'J.se
these increased payments are buried within the exceedingly
complex payment formula, however, no one questions how much is
being provided and whether it is insufficient or excessive.
By providing separate categorical supplemental assistance for
federally connected children with disabilities, we intend to
bring the distribution 'of these funds into line with the rest of
"the Basic support payments, which will take into consideration
the local cost of education and the percentage of educational
costs provided from local ::esources. : Further, we hope that by
separating these paynents we can generate sowe analysis and
discussion of how much funding is appropriate.
~tate
','
""
,
Formula Equalization Provisions
OMS suggests that Supplemental,pay-ment~'for Children with
Disabilities should not be excluded from consideration by states
that are determined to be Eigualized>. :This proposed exclusion
reflects our understanding of. ci::mgres;s'!-: intent that these
supplemental payments be used, to :pay, for,~the special educa:.iorial
services provided to children ~ wI th...,d'ls·abil i ties. Current law
requires that LEAs account foro, the..,use of thl.!:se funds for the
special needs of the targeted children. We implement this by
requiring that an LEA de:nonstrate that the costs of providing
additional services for a federally connected ~hild with
disabilities equal or· exceed the supplemental,amvant provided on
behalf of that child. We plan ,to continue this tt"eatment under
the prc,posed new law, and therefore believe it would be
inappropriate to allow States to take deductions from these
supple.mental payments.
.......-;:r .' -i
: .., "
In response to OMB's question about whether a State formula
calcul~ltio:1
can change annually and n~eds to be reviewed
annually lour experience has ,been that even in States that
infrequently revise their State aid'i.ormulas, the very minor
revisions that are generally made in each state legislative
'session can disqualify a State that was previously only
marginally compliant under one of the current tests. Other
factors that change annuallYJ sucb as state appropriations and
local :>pending for ,el.'1ncation, can also influence whether a State
"passes" one of the equalization tests. We recently' found that
Maine, which had previously been determined to be equalized under
our regulations, became disequalized in FY 1992 primarily because
�State appropriations for education decreased. TherefQre, we
believe an annual review process is appropriate.
Indian 'PolJ,i=ies and
Procedut:_~§,
The bill would require an LEA to establish policies and
procedures to ensure that Indian lands children participate in
the educational programs supported by Impact Aid on an equal
,basis with other children, and that their parents are consulted
in planning the educational programs. The language qoes n~t
speak to any particular pot of funds. This is made more clear in
the bill language than in the specs.
Declining Hold-Harmless Provisions
The purpose of the declining hold-harmless is to ·provide a smooth
but quick (3-year) transiti6n to the new payment levels that will
be provided under the proposed formula~ We excluded lib" payments
from the hold-harmless because the Administrationts budget
proposal would phase out IIb 1t payn-.ents in three years through the
appropriations process. We are sending to you under separate
cover t:ables showing the winners and losers under our proposed
formulii. In general) LEAs in states·with very strong State
fundinq programs (Alaska, New Mexico, and washington) will lose
the mo~tt in l1a 1l payments. Several states whose LEAs have very
few "a" children will lose substantially due, to the elirnina~ion'
of lib" payments.
. , I ~. ~.~
Hearing Requirements
,~'
',-.-' :" :'. }'1\ :..;
"7!
.:~'
I '( :.
",'.,
OMB questions why we need a separate hearing'provision under
Impact A~df rather than applying the GEPA hearing procedures. We
continued this approach because the appeals and requests~ for
hearings: that arise_ under the It'lpact Aid prograT.l· generally .,~=e: of
a very different nature than those in programs to which the,
hearing procedures in Part E of GEPA currently' apply.
Part E of GEPA j.s designed primarily to provide hearings .... .
regardi.1g' the 1,;isexIJenditure of funds that are identified tllrough
audits, the outcomes of which are issued in the form of program
determination 'letters (POLs). Further, the GEPA procedures
include requirements for rapid hearing timelines and other
special provisions such as for .the grantback of funds. These
procedures are appropriate for most of the Department's grant
programs.
In contrast, in the Impact Aid program every payment transaction
act~,2lJf which may be appealed, since an
LEA may believe that it is entitled to a different amount. If
Impact Aid ,were subject to Part E of GEPA, each payment action
would have to be made thr~ugh a PDL, resulting in a far :more
complex payment system and delayed payments.
is potentially an adverse
,
,,,'
�7
Further/the rapid hearing timelines and other special provisions
under Part E of GEPA simply are not designed to address the
number and variety of appealable actions that occur in the Impact
Aid pro9ram, which include appeals of payment transactions and
general program eligibility, in addition to appeals by States or
LEAs relating to equalization ,deterninations under sections
5(d) (I) and (2) of P.L. 81-874. Therefore, separate hearing
procedures, such as those in current law, are needed.
<
Finally, many Impact Aid hearing requests are resolved through
the reconsideration process', prior to the assignment of an
.
administ~ative law judge.
Requiring these appeals to proceed
rapidly to the administrative law ju4ge stage, as would occur
under Part E of GEPA, would unnecessarily overburden ·the hearing
process with a large nu~ber of complex Impact Aid issues that
could be resolved administratively.
,.
�UNITED STATES DEPARTMENT OF EDUCATION
ornCE or '!'HE GEl\!"ERAL COL'NSEL
July 20, 1993
NOTE TO:
Tom Corwin, M&B/CFO
Marilyn Hall, M&B/CFO
Cathy Sch.gh, OESE
Miriam Whitney
Denise Morelli
Jane Hess
Phil Jlosenfel t
steve· Freid
Mark Smith
Effie Forde
Dawn Robinson
SUBJECT:
Draft Impact Aid bill
Attached, for your information, is the Departrnent1s draft
legislative proposal for reauthorization of the Impact Aid
program, as given to the Und~r Seoretary's office for informal
trans~ittal to OMS.
This bill and section-by-section analysis is
only slightly different from the June 17 version on which you
commented .
.Thanks for your help in
getti~g
us to this point.
stay tuned!
Paul Riddle
Attachment
~.
�JUL 20 1993
,',
outline for revised Impaot Aid Act (P.L. 81-874)
•
SectiQD
I
Heading
1
Short title.
2
F1nd1nqs and purpose.
3
4
..
Payments
I
I
for
eligible ohildren.
Policies
L"nd
procedures for children re'siding on Indian
lands.
,.
5
Applications for section 3 payments.
6
Sudden
military
7
an~
substantial increases in"
~ependents.
Mini~u~ S!Ch~Ol
9
state conlsideration of
facilities assisted by the Secretary
, I
pay:me~t~
AdministJa~ive heari~gs
12
De f
'
,
.
and judicial review.
1
Inl.tl.Ons~
. I.
. ,
Authorlzatlon of approprlatlons.
"
,.::,
..
,
~
in providing st,ate aid.
Federal administration.
11
'13
of
1
.
Caplta1.
lmprovements.
a
10
attenda~ce
�.
-.1.
"
JUL 2 0 190--3
A BILL
Tel amend the Act of September 30/ 1950 (PUblic
r.aw
874,
Eighty·'first Congress) r to repeal the Act of September 23/ 1950
(PUblic Law 815, Eighty-first Congress); and for other purposes.
i~'
Ib
Be:
enacted v the Senate and House of Representatiyes of
the ''C'nlted States o{ Ameriqa in Congress assembled. That this Act
may be cited as the uIl:lpact Aid Alnend!nents of 1993 11 •
.I .'
.
..
IMPACT AID--PUBLIC LAW 81-874
1
SEC. 2.
2
i
.
The Act of September 30, 1950 (Public Law 874,
I
.
.
Eighty"fir'st Congress) is amended to read as follows:
"SHORT. TITLE
,
Th~s
"SEC. 1..
5
Act may be cited as the 'Impact Aid Act'. '
"FINDINGS
"SEC. 2.
7
fI
(a) FINDINGS.
~~D
PURPOSE
The Congress finds that-
(l) cerJain 'activities of the
Fed~ral
a financial burden on the local educational
10
Govern:ment' place
agenc~es
serving
.areas where such activities are carried out; and
I
"(2) it is the shared responsibility of the Federal
11
12
Govermr.ent# the stJtes, and local educational agencies to provide
13
for the
'.
15
• (b) PURPOSE.
co'nnected to those activities.
I It is the purpose of this
Act to provide
financial ..assistance to local educational agencies that-
"'. ' .
'f'
.
I
"(l) educate children who reside on Federal property
16
17
ed~lcation' Jf Chil~re~
.
.
and whcse parents are ecployed on Federal property:
I
'.
"{2) experience sudden and substantial increases in
19
enrol1~ents becausJ of military realignments; or
I
"(3) neeq, special assistance with capital expenditures
20
for construction activities because of the en=ollments of
*.. Wi
1
tUd ~ ~ !taut -lIP) a¥ I{ J~ -t17U Of -#It!.
.
CXA.{
I
Yf!{
�...
'~',
1
.
childrE~n
who residl on Federal property and whose parents are
I.
employed on Federal property.
I
"PAYMENTS FOR ELIGIBLE CHILDREN
,
j
uSEC. 3.
I ELIG!BLE
(a)
I
I·
subsection
~~ILDREN.
For the purpose of
5
computing the amount that a local, educational agency is
6
to receive under
7
fiscal year I
8
~ho ~ere
9
agency, and for
such agency provided
10
during
school year and Who, while in attendance at
11
such schools-
"
..
in average daily attendance in the schools of such
Wh~m
the' preCedi~g
nell resided on Federal property
12
13
or~.(c)
of this section for any
I
the Secretary shall detennine the nu~er of children'
,
,
i
(b)
eligi~le
fre~
public education,
with a parent employed
on Federa.1 propert1 located; in whole or in part, within the
I
"'
h'
bounda=ies o f the school' d'
~str~ct of sue
agency.
i
"
" (~) resided on Federal property and had a parent on
the uniformed services (as defined in section 101
16
active
17
of title- 37 , united States " Code); or
,
~uty
i~
~
18
fl
(3) res'ided
I
19
section 12(9) of thi8'
I
20
"(b)
on Indian lan,ds~ as defined in
~ct.
,
BASIC SUPPORTOPIIYMElITS,--(1) From the amount
.~.
22
)
un d erI . .
sec;:~.o~ .13{~. f or any f'
~sca 1 year, t h e
l
secretary shall make payments to "local educational agencies with
23
children described in subsection (a).
21
.
appropr~ate d"
.
24
,25
26
,I
tI
(2) ThJ maximum amount that a local educational agency
is eligible to rec1eive under this subsection for any fiscal year
is-
2
�;0,
"
.'
,
·
.
"(A) the total nuntber of children determined under
1
I
subsection (a) (1) and (2), plus 1.25 times the number of children
determined under sbbsection (a) (3),
4
fo~
such agency;
multi~lied
by
nts) the average per-pupil
5
.
exp~nditure
of lopal
'I
6
educational agencies in such agencyts 'state for the third
7
preceding fiscal y~ar
a
by
I
.I'
9
10
f!
as determined by the secretary; multipli~~
ee) the local contribution percentage for the
I '
' . ' .,
third preceding fi.~c8;l' year, a~ qeterrnined-l?Y ~he Secretary.
"( 3) If
the
'amount appropriated under s~ction 13 (a) for
Ye'a~ islins'J.~ficient·t~
pay to each local educational
12
any fiscal
13
agency the amount determined under paragraph (2). the Secretary
·
·
·
shall ratably reduce. each such payment.
I
"(C) SUPPLEMENTAL PAYMENTS FOR CERTAIN CHILDREN WITH
·
·
.J.O
prSABIlJITIES. -- (1) : Fr,om the amount appropriated under
17,
section .~3 (b)... "~",,or, 'rny., fi~cal year, the Secretary shall make
l6
supplenental payments to local educat,ional agencies that receive
19
basic support paymtnts
.
,,'. ,1'
.
. .
und"r."S\~bsection
(h).
"(2) .Thejmaximum amo~nt that a local educational agency
20
is eligible to receive under this subsection ,for any'fiscal year.
i5-23
"
j
II(A) the number of
children with disabilities, as
I~dividuals
24
defined in section1S02 (a) (1) of the
25
Education Act, describ,!,d in paragraphs (2) and
26
subsection (a), to whom the local educational agen,cy provided a
3
with Disabilities
(3)
of
�I
1
free appropriate public education in accordance with such Act in
I
I
the preceding school year; multiplied by
.
.
fI(B) 50 percent of the.average per-pupil
,
.
expenditure determined under subsection (b) (2) (B) 1 multiplied by
,
,
If{e) the local contribution percentage det.ermined
5
I
.
by tne secretary under sUbsection (b) (2) (el.
I
.
"(3) If the amount appropriated under section 13(b) for
7
fi~cal
any
9
agency the amount determined under paragraph (2), the Secretary
10
year is insufficient
t~
6
.
I
I
A local
pay to each local educational
.
shall ratably reduce each such payment.
n(4)
11
·1
educational agency shall use any funds it
,
12
'd
'
rece i ves un d er thlS 5ubsectlon to provl e a f ree approprlate
13
public education
tb
-I
children described in paragraph (2), in
accordance with part B. of the Indiv'iduals with Disabilities
I
Education Act.
..
I., ...AMOUNT~l--{l)
"(d) HOLD-HARMLESS
Notwithstanding any other
this~section;.":the, t~'tal amount that the Secretary
17
provision of
18
shall pay a local educational agency under subsections (b) and
.
,
19
(c) of tnis section-
. I·'····:... "....... .
,
I
20
"(A)
.
for fiscal year 1995, ,shall not be less than
I
80 percent of the payment such agency received for fiscal
22
year 1994 under sebtion 3 Cal of
23
thi~ .A(:=£;·"~~
year 1994;
24
25
"(~)
in e":"fect- for fiscal
for fiscal year 1996, shall not be less than
60 percent of such f"iscal year 1994 payment ~ and
�"
1
If
ee)
for fiscal' year 1997, shall not be less than
40 percent of such fiscal year 1994 payment.
"(2) If
,
n~ecessary
I
in order to make payments to local
4
educational, agencies in accordance with paragraph (1), the
5
Secretary shall reduce
'6
,
I
I
to other local educational
agencies determined under subsection (b).
I
' ,
i
,'POLICIES AND PROCEDURES FOR
CHILDREN RESIDING ON INDIAN LANDS
7
8
I
(a) pOLICnS /\NO PROCEDURES RECUIRED.Any local
"SEC. 4.
10
pai~ents
,
I
educational agency 'that claims children residing on Indian lands
for the purpose of receiving funds under section 3 of this Act'
12
shall establish poliicies and procedures to ensure that-
,1'
13
II
activities
(1) 'such children participate in pro9.rams and
,
I
support~d
by such funds on an equal basis with all
I
other children;
If
I
(2) parents of such· children ,and Indian tribes are
pres~nt' t~e'ir,'Yiews
17
afforded an opportJnity to
IS
and activities 'indlUding an opportunit;-to make
19
on the needs of those children and how they may help those
, ,
20
children realize tJe
,
l
" I
11(3)
22
23
24
i
involved in
'.
ben~fits
reco~endations
of those programs and'activities;
'
parents and Indian tribes are consulted and
Pl~miiJg
'11(4)
on such programs
I
and developing such prog:':',a':l'ts B.l:Jc/activlties";
'
relevant applications, evaluations
I
and
progra~
plans are disseminlted to the parents and'Indian tribes; and
. -,
-
5
�.. (5) parents and Indian tribes are afforded an
opportunity to pre~ent their view's on the agency's' general,
~
4
5
6
I
educational program.
"Cb) RECQRDS.
Each such agency shall maintain records
demonstrating its qompliance with subsection (a).
~(C)
WAIVER.
IAnY
~UCh
agency is excused from the
7
requirE~rnentg
a
to any Indian tribl from'which it has received a written
9
statement that the!agency need not· comply with those subsections
of subsections (a). and (b) for any year with respect
i
10
because the tribe is satisfied with the agency ' s provision of
11
educational ,servicls to such children.
12
I
"(d) TECH,rCbL bSSISTbNCE AND ENfORCEMENT.
,
The Secretary
i
shall-··
"(1) prO!ide technical assistance to local educational
agencies, . parents. and Indian tribes to enable them to carry out
16
this section: and
•
j.,
.
.'
~.r.,"" ..
'""..
',
~,.
.
"'.
"(2) enf~rce this section through" such actions I which
17
18
may include the .withholding of funds, as' "the se;cr~tary finds
19
appropriate, after affording the local educational agency,
20
parents, and affected Indian tribes an opportunity to present
21
their views •.
~.
.... .
~
•• ,
t
.r' .', ,
"APPLICATIONS FOR SECTION 3 PAYMENTS
22
23
"SEC. 5.
(aJ APPLICATIONS REQUIRED,
Any local educational
24
agency wishing to receive a payment under section 3 of this Act
25
shall-
tl
(1) file an
applicatio~_,therefor
6
with the Secretary; and
..
�ff(2} provide a copy of its application to the State
1
I
educational
agency~
I
IICb) APPLICATION coNTENTS.
4
5
I
. submi tt.ed in such form and manner I and shall contain such
information, as
6
7
ff
10
thl' Secretary 'may
require, including-
(1) infJrmation to determine such agencY·'$ eligibility
I
for a payment and
~he
I
'
.
amount of any such paymenti and
"(2) ~here applicable, an assurance that such agency is
8
9
Each"Sllch application shall be
in compliance with section 4 of this Act, relating to children
residing on Indian lands.
11
"(e)
DEADLINE,IFOR 5t:BMl;TTIMG: llEl'ROVAL.--(l) The Secretary
I
shall establish dea'dlines for the filing of applications under
13
this section.
I
,
,
14
.lI
(2) The 'Secretary shall approve each application
submi tted under thils section that is filed by the deadline
I
established under paragraph (l) and otherwise meets the
I.
17
'
•
requirements of this Act.
~
';.t'r-'"'\
,!."~;
.
f .,'''' "~'_:"_":'
"'
"(3) The Secretary shall approve an application file"d
18
19
up to 60 days after a deadline established under
20
that otherwise. lteets the requirements of this Act, except that, -
,
'I
notwith~tanding sec~ion
,
,,'22
'
sUbse~tion
(e)
.
3{d) or any other provision of this Act,
. the Secretary'shall reduce the payment based on such late
'"., i.
23
application by ten percent of the amount that would otherwise be
24
paid.
7
.-.
",
,
�"
"(4) The Secretary shall not accept or approve any
application filed Thore than 60 days after a deadline established
under paragraph
(11,
I
"SUDDEN AN" SUBSTANTIAL INCREASES IN
ATTENDANCE OF MILITARY DEPENDENTS
4
'5
6
7
tlSEC~
(a) ELIGIBILITY.
A local educational agency is
eligible for a payment under this section if-
a
9
6~
nel) the number of children in average daily attendance
during the current school year is at least ten percent or 100
10
more than the number,of children in average daily attendance in
11
the preceding school year: and
!
12
,13
"
n
(2) ,the nu:nber of children in average daily attendance
with a parent on active duty '(as defined in section 101(18) of
I
title 37, United States Code) in the Armed Forces who are in
attendance at such agency because of the assignment of their
16
parent to a new duty station bety.·een July 1 and September 30;
17
18
inclusive, ,of the ~urrent year, as certified by an appropriate' '.
t.
, I
local official of the Departlnent of Defense, is at least ten
.,19
percent or 100 more than the number of children in average daily
20,
21
,
' 'I
'
!
attendance in the !receding school year.
I
"(:b) APPLICAT;QN.
,
,
i
.,
Any local educational agency that wishes
'
to receive a payment under this section shall file an application
"
I
'
23
therefor 'With the secretary by October 15 of the current school
24
year t in such mann~r and containing"such information as the
25
!,
'"
.
secretary may prescrl.be, "l.nc 1udlng l.nforlr,atlon demonstratlng that
26
it is eligible for such a payment.
i
'
s
'.'
�• ,j.,
"
"Cc}
1
TO BE COUNTED.
~HILDREN
appli~s
educational agency that
For each eligible local
for a
p~yrnent
under this section,
the secr~tarY shall determine the lesser of-
bCl) the increase in the number of children in average
4
5
d~ily
attendance from the preceding year: and
"(2) the
number of children described in
6
7
subsection (al (2).
8
"(d) PAYMENTS;
9
10,
The Secretary shall pay each local
agenCY!Wi~h an
,.
educational
approved application an amount" not to
.
.
exceed $200 per eligible child, equal
,
,
,
~mount
"(l) the
11
to~-
available to carry ,out this section,
12
including any funds carried over. from prior years, divided by the
13
number of
'Childrenldete~ined
unqer subsection (c) for all such
,
local educational agencies;- multiplied by
,
,
"(2)
the~number
,
of such children determined for that
i
local educational agency.
, "
"CAPITAL IMPROVEMENTS
17
"SEC. 7. (al PAYMENTS AUTHORIZED.
18
Froe the amount
19
app~opriated
20
secretary shall maJe payments to each local educational agency-
21
,
"and
23
.....
.","
II
for eJch fiscal year under section l3Cd)
r
the
I
(1) ,thaJ receives a basic payment under section :3 (b):
,.,
U(2) in which the number of children determined under
,
I
I
24
section 3(a} constituted at least 20 percent of the number of
25
children who were in average daily attendance in the schools of
25
such agency durin9
!t~e
preceding school year.
9
�1
2
\
tfCb) AMOUNT Qf pAYMENTS.
,
be
such agency shall
The amount of a payme.nt to each
equal to-
"(1) the amount so appropriated under section 13(d);
divided by
"(2) the number of children determined under
5
6
section 3(a) for all such agencies, "but not including any
,
7
children attending
a school assisted or provided by the Secreta 7y
a
under section e of this Act or section 10 of PUblic Law 81-815,
9
as in effect'prior Ito the repeal of such statute; multiplied by
10
11
12
tJ
(3) the 'nUl\ll)er
of such children determined for such
agency.
tt
{c} VSE OF Fy}.f~
Any local educational agency that
I
receives funds under this section shall' use such funds; and any
,
,
14
I
interest accrued, thereon, to provide school facilities.
I
,
, '(d)
bVbILb~I~lX1
QF
rPaQ~,
Such funds, and any interest
I
accrued thereon I shall remain available to each such agency until
I
,
expended.
18
19
\
I
~~ENT
,
"MINIMUM SCHOOL FACILITIES ASSISTED BY THE SECRETARY
"SEC. 8. (a)
-
FACILIT,ES·
The Secretary may continue
,
20
to provide assistal:de for school facilities that ¥ere supported
21
by the Secretary' under section 10 of Public Law 81-B15 as in
22
effect prior to
23
, I
I
..
"(b)
th~.lrP,eal
~SFER
.?f. such statute.
~.".
or
FACI4IIJES.--(1) The Secretary sball, as
24
soon as practicaDle,\ transfer to the, appropriate local .
25
educational agency or another appropriate entity all the right,
26
title, and interest ~f the United States in and to,each facility
,
.
10
�1
provided under section 10 of Public Law 81-815, or under
,sections 204 or 310 ·of Public Law 81-814 as in effect on
January 1, 1958.
"(2) Any such transfer shall be without charge to such
4
5
agency or entity and shall be subject to such terms and
6
conditions as the slecretary finds .appropriate.
7
I
"STATE CONSIDERATION OF PAYMENTS IN PROVIDING STATE AID
"'SEC. 9.
9
(b)
I
no state shall-
u (:1) cons'ider payments under this Act in de,tendning ,
J
for any fiscal year-
12
13
lin subsection'
Except as provided
10
11
!
(a) GENERAL PROHIBITION ON STATE CQNSrpEMT!OI!.
II
(A)l the eligibility of any local education"al
,
agency for State aid for free public education; or
.
"(~)
the amount of such aid; or
16
make
to
educational
,.+such aid availableless state aid to any local
agencies in a manner that results in
17
educaffonal agency Ithat is eligible for such payment than it
18
would receive if
local
U(2)
19
20
.. .
neb)
I.
it: were not so eligible.
.
I
"
SThU ·mUALIZIIT!OM'I"~--(I) Notwithstanding
I
subsection (a), a State , may reduce State aid to a local
educational agen~y .jt~~t re~,e:b~~~ ;,a, paYl!',ent .under section 3 (b) of
22
this Act for any fiscal year if the secretary determines, and
23
certifies under subsection (c) p) (A)
24
effect a program of State aid that equalizes expenditures for
25
free public education among local educational' agencies in the
26
State.
,
I
i
,
11
1
that the State has in
.
�1
"(2) (A) For the purpose of paragraph (1), a program of
State ,tid equalizes expenditures arnong local eaucational agencies
a~ount
if, in the second preceding fiscal year, the
4
-expenditures ;made by, or per-pupil
revenue~
of per-pupil
available to, the
5
local educational agency in the State with the highest such
6
per-pupil expenditures or revenues did not exceed the amount of
7
such per-pupil, expenditures made by, or per-pupil revenues
S
available to, the local educational agency in the State'with the
9
lowest such expenditures or revenues by more than 25
10
11'
II
(B) In 'lIlaking a det.ermination under this
subsectfon. the Secretary shall-
12
13
percent~
It
(i) disre,gard local educational agencies
with per-pupil,expenditures or revenues above the 95th percentile
of such expenditures or revenues in the
lI(li) take
,:'
.
'.',
int~
Stat~;
and
account the extent to which a
-,,'
10
progran of State aid reflects the' additioryal cost of providing
17
free public ed.u,cation in particular types of local educational
",,'
.
18
age!1cies, such as those that are geographically isolated; or,to
19
particular types of students, such
20
II
(3} Notwithstanding
i",5,.
.
c:hildren with
paragraph (2)
I
disabilities~
if the secretary
21
determines that the State has substantially revised its pro,gram
22
of State aid, the Secret.ary may
2)
fiscal year only if-
24
25
c-ertii1 -~uch ?~ogram
for any
n(A) the Secretary determines, on the basis of
projected 4ata, that the State's program will meet the 25 percent
12
�>
".
disparity standard described in paragraph (2) in that fiscal
•
year; and
"(5) the State provides an assurance to the
4
Secretary. thatl if final data do not demonstrate that the State's
5
program met such standard for that year (or that it met such
6
standard with a greater percentage of disparity than
7
anticipated), the State will pay. to each affected local
S
educational agency the amount by which it reduced State aid to
9
the local educational agency on the basis of such certification;
10
11
or a proportionate share thereof, as the case may be.
.. (e) PROCl:DURES Fo.R REVIEW OF STAn; EQUALIZATION PlANS.-
12
(1} (A) Any state that wishes·to consider payments under
13
section 3(b) of this Act in providing State "aid ,to local
educational agencies shall
to 'the Secretary, not later
, ' ,..,
than 120 days before the beginning of. th.e .State I s ,fiscal yel!'r, a
subm~t
'
16
written notice of its intention to do' so.
,!,<
,;Ir",.
17
18
II
(B) Such notlc;e·.'shalf~be .ifn the form and cpntain
.the information the Secretary requiresl including evidence that
19
the State has notified each local educational a,:}€'mcy
.. .
.. ..
20
of its intention to consider ,payments under this hct in providing
State aid.
22
in the State
--'
"(2) Before making a determinatf'''h'''unde~'
23
subsection (b)j the secretary shall afford the state I and local
24
educational agencies in the State, an opportunity to present
25
their views.
13
�"(3} (A) If the
1
S~cretary
aetermines that a
of
~rogram
State aid qualifies under sUbsection (b), the Secretary shall-~
JI
4
(i} certify the program([for two years?)) and
so notify the State; and
"(ii) afford an opportunity for a hearing, in
5
6
accordance with section 11(a), to any local educational agency
7
adversely affected by such
,
8
certifidation~
nCB) If the Secretary determines that a program of
·9
state aid does
10
shall-
hO~
qualify under subsection (b), the Secretary
11
II
12
"(ii) afford an opportunity for a hearing; in
13
(1) so notify the State; and
accordance with section 11(a}, to the State, and to any local
educational agency adversely affected by such determination.
"(d) 'REDUctIONS Of,StAtE 1110,--(1) II State whose program,of
State aid has been,certified hy the Secretary - under
,
"',
."
•
r,
17
subsection (C) (3) (A) may reduce the amount· of " such.aid provided
,.,' ::l~"'
- ' , r",
18
to a local educational agency that" receives a
19
section 3(b) of this Act by any amount up to-
under
p~yment
.
"
20
II
21
"CD) 100 percent minus the percentage of disparity
22
23
(A) the amount of such payment; multiplied by,
determined under subsection (b).
1I(2) No state may make such reductions before its
24
program of State aid has been certified by the secretary under
25
subsection (c)(3) (II),
"'
�. .\
1
"(e) REMEDIES FOR STl\.TE VIOI,hTIOl!§ , -- (1) The Secretary or
any aggrieved local educational agency may, without exhausting
administrative remedies, bring an action in united 'states
4
district court against any State that violates' subsection (a) or
5
subsection (d) (2) of this section or fails to
6
assurance provided under subsection '(b) (3) eBl of this
ca~ry
out 8.n
section~
n (2) A state shall not be ill'llT,une under the eleventh
i
8
amendment to the constitution of the United States from'such
9
action.
10
"(3) The court shall grant such relief as it deterreines'
11
is appropriate, which may include compensatory damages and
12
attorneyls fees to a prevailing "local educational
,
1~
agency~
't(4) The Secretary shall use any monetary relief-
awarded to the Secretary to compensate local educational agencies
,aggrieved by-the actions of the
l6
If
State~
FEDERAL ADMINISTRATION
'".
17
·SEC. 10.
,-,""
,
~.,;;.
'':"
(a) "DMINISTRATIQ!{ BY THE SEC1<ETAR¥.
.,
.. , ,
The
18
..,
Secretary snaIl administer this Act, and may issue such
19
regulations and per,forn: such other functions as he finds
20
necessary
21
"
.
thereto~
"(b) 1'.AYMENtS II! ,mOLE DOLLAR i\!IQYlITS.
The Secretary shal·l.. ,..
.
22
round any payments under this Act to the nearest whole dollar
23
amount ..
24
'.
"(e) OTHER AGENCIES.
Each Federal agency administering
25
Federal property on which children reside, and each agency
26
principally responsible for an activity that may occasion
15
..:,
�~\
'",
assistance under this Act, shall, to the maximum extent
practicable,' comply with requests of the Secretary for
inforna'tion the Secre1;.ary may need to carry out this A'ct.
"ADMINISTRATIVE HEARINGS AND .TtlDICIAL REVIEW
"SEC. 11.
5
(a) ADMINISTRATIVE HEARINGS.
Any local
6
educational' agency and any state that is adversely affected by
7
any action of the Secretary under this Act shall be entitled to a
.
.
8
hearing on such action in the same manner as if such agency
9
a person under chapter 5 of title 5, u. s. Code.
10
~ere
"(b) .TtlOICIAL REVn:w OF S);CREUiRIl\L bCTIQll.,.-(l). Any local
-educational agency or any State aggrieved by the Secretary's
11
12
final decision foll'owing an agency proceeding und,er
13
sUbsection- (a) may, within 60 days after receiving notice of such
decision, file with the United states court of appeals for the
circuit in which such agency or state is located a petition for'
of that action.
The clerk of the court shall
16
17
transmit a copy of the petition to the Secretary.
18
shall then file in the court the record of the proceedings on
19
which the Secretary's action was based, as provided in
20
,
revie~
section 2112 of title 28, United states Code.
21
"
. '.
n
pr~mpt*y
..'
Th~ secretarY
(2) The findings of fact by the Secretary, if
22
support_ed by substantial evidence, shall be conclusive, but the
23
court, for good. cause shown', may remand the case to the Secretary
24
to take further evidence.
25
or modified finding-s of fact and may llIodify .tl:le secretary I s
The secretary may thereupon make new
previous action, and shall file in the court the record of the
�further proceedings.
Such new or modified findings of fact shall
likewise be conclusive if supported by substantial evidence.
1I(3) The court shall have exclusive jurisdiction to
J
4
affirm the action of the secretary or to set it aside, in whole
5
or in part.
The judgment of the court shall be subject to review
'by the Supreme Court of the ,United States upon certiorari or
6
7
certification as provided in section l254 ,of title 28, united
8
States Code.
9
"DEFINITIONS
"SEC. 12.
10
As used in this Act-
"(1) A!l~ED FORCES.
11
12
'Armed Forces 1 means the ArrnYI
Navy, Air Force, and Marine Corps.
"(2) AVERAGE DAILY ATTENDANCE. [pending possible
revision to Chapter 1 definition]
(A) Except as provided
otherwise by State law or this paragraph, 'average daily
11
1B
.
If
_~
(i) the aggregate number of days of
attendance of all st.udents during a school year/ divided by
19
20
.'
attendance' means-
.16
II
(ii} .the number of days school is in ,session
during such school year6
nCB) The Secretary shall permit the conversion of
'22
average daily membership (or other similar data) to average daily
lo~al
educational agencies in states that-provide
23
attendance for
24
state aid to local educational agencies on the basis of average
25
daily membership or such other'data.
...
17
, ..
�. .\
1
II
2
(e) If the local educational age-ncy in which a
child resides makes a tuition or other payment for the free
public education of the child in
a school
located in another
school district. the Secretary shall, for purposes of this Act-
5
6
II
(i) consider the child to be in attendance
"at a school of the agency making such payment; and
7
"(ii) not consider the child to be in
a
attendance at a school of the agency receiving such payment.
"(D) Xf a local educational agency makes a tuition
9
10
payment to a
school or'to a public school of another
11
local educational agency for a child with disabilities, as
12
defined in section 602(a} (1) of the Individual~ with Disabilities
13
Educaticm Act, the Secretary shall, for the purposes of this Act,
l~
consider such child to be in attendance at a school of the agency
pri~ate
making such payment.
"(3)
oVEBA~E
i.
;,'
change to Chapter
16 .
PEB-POPIL EXPENDITORE.
means--· '
. 19
20
;
1
UtA)
definition)
[Pending possible
'Average per-pupil expenditure'
the aggregate curr£:nt expenditures of all
local educaf::ional agencies in the state: divided by
21
IICS) the total number of children in average daily
22
attendance for whom such agencies provided free public education.
_.
23
>I
(4.), ~Hl~ C.
" Child I means any child wi thin the age
24
limits for which the applicable State provides free public
25
education.
16
�,
\
,
"(5) ,gONSTRUCTION,
(pending ESEA change?]
'construction' means-
"eA) the preparation of drawings and
4
specifications for school facilities;
5
6
II
remodeling, repairing, or extending school facilities;
"(el, inspectin9 and supervising the construction
7
8
of school facilities; and
9
"(0) debt service for such
10
11
·12'
CB) erecting, building, aoquiring I altering,
II
(6} CURRENT EXPENDITURES.
activities~
,(Rev,ise
if we revise the
Chapter 1 definition] 'CUrrent expenditures' means expenditures
for frE:e public education-
13
tl
CA) including expenditures for administration,
in'struc:tion, attendance and health services, pupil transportation
s"ervices, operation and'maintenance of plant, fixed charges t and
16
net expendit'ure:s to cover deficits for food services and student.
17
body activities, but
,,
,
1B
'
"(B) not including expenditures for community
-
19
services, capital 'ontlay, and debt
20
made from funds received under chapters l or 2 of title I of the
21,
Elementary and Secondary Education Act of 1955.
,
se~ice,
or any expenditures
,
.. (7) fEDERI,I;'Cpj:wPJ!:BTX, -- (1)) Except as otherwise
22
23
described in paragraphs (B) through (E) of this paragraph,
24
'Federal
25
taxation by any State or any political subdivision of a State due
26
to Federal agreement I law, or policy, and that is-
,property~
means real property that is not subject to
19
�1
ff(i}
owned by the United States or leased by
the United States from another entity:
"(ii)(1) held in trust by the United States
for individual Indians or Indian tribeSi
5
"(II) held by individual Indians or
6
Indian tribes subject to restrictions on alienation imposed. by
7
the United States;
"(III) conveyed at any time under the
a
9
Alaska Native Claims Settlement Act (PUblic Law
92-2~3f
43 U.S.C.
10
1601 ftt ~) to a Native individual. Native group. o'r Village or
11
Regional 7orporation;
12
11
(IV) public land o"wned by the united
13
States that is designated' for the sole use and benefit of
14
individual Indians or Indian tribes;
J1(V} used for low-rent housing, as
otherwise described in this paragraph, that is located on land
described in clauses,'(I), (II),
, :-,.'
; ,,!.,
-~m,:land
(III), or (IV) of,'this
'
that met one of those descriptions
18
subparagraph, or
19
immediately before its use for such housingi
20
n
(iii), p.art"
ctt a
low-rent housing project
21
assisted under the United states Housing,Act of 1937;' or
22
fI(iv} owned by a
23
24
25
-
..
international
organization~
foreiq~
"
nCB) 'Federal property'
..
government or by an
inc~udes~
so long as not
subject to taxation by any State or any political SUbdivision of
20
�·\
a StatE>, and whether or not that tax 'exemption is due to Federal
agreement;
or policy-
la~,
U(i} any school providing flight training to
4
members of the Air Force under contract with the Air Forca at an
5
airport 'owned
~Y
a.State or political subdivision of a state; and
6
"(ii) real property that is part of a
7
low-rent housing project assisted under-
a
"(1) section 516 of the Housing Aot
of 1949, 42
9
lO
.
U.S~C.
§ 1486 (domestic farm labor low-rent housing);
or
"(II) part B of title-III of the
11
12
Economic Opportunity Act of 1964, formerly 42 U.S.C. § 2861
13
~
~
(migrant and other seasonally' ernpl,oy'ed farrnworker low-rent
housing) .
f!
10
.
(e)
"Federal property'.' incluC!es , whethe! or not,
.
subject to taxation by a'S,tate or a political subdivision of a
-
17
18
1I(i)" any non-Federal
easement,
~lease,
19
license, permit, or other such interest :n. Federal property as
20
othe~iGe
2l
Fed~ral
described in this paragraph, but not including any non
fee-simple interest:
'.;
22
23
24
-~"-
:,
'
:
"(ii) any improve.mer.i,: 'on FeJeral' property as
otherwise
descri~ed
in this paragraph; and
"(iii) real property that/ immediately before
25
its'sale or transfer to a non-Federal party I .was owned by the
26
united States and otherwise qualified as Federal property
21
�.•.
described in this paragraphJ but only for one year beyond the end
of the fiscal year of such sale or transfer.
"(0) Notwithstanding any other provision
4
of
this
paragraph, 'federal property' does not include-
"(i) any real property under the jurisdiction
5
6,
of the United states Postal Service that is used primarily 'for
7
the'provision of postal services; or
8
"(ii) pipelines and utility
9
lines~"
II eEl Notwithstanding any other. prOVision of this
10
paragraph, IFederal property' does not include an~ property' on
11
which children reside that is otherwise described in this
12
paragraph if-
,
13
"(i) no tax revenues of the
Sta~~
or of any
politica,l subdivision of the State IT,ay be 'expende.d for the free
public education of children who reside-on that Federal property;
or
"{ii} no tax:'ravi:nues.:of the state are
17
l8
allocated or available for the free' public education of such
19
childrert~
20
"( 6) FREE PUBLIC EDUCATION.
(pending [SEA cbanges? J
21
'Free public education' means elementary (which may include
22
preschool and kindergarten) or secondary education I as ~ett;"rmirted-
23
under state law, provided at public expense, under public
24
supervision and direction, and without tuition charge.
25
26
1t(9}
~NDIAN
LANDS"
'Indian lands' means any Federal
property described in paragraph (7) (Al (ii) of'this section.
22
�·1
"(10) LOChL
CONTRrBUTIO~
PERCENTAGE.--(A) 'Local
contribution p,ercentage I means the percentage
o.~
current
expenditures in the State derived from local and intermediate
4
·5
. 6
sources r as reported to and
veri~ied
by the National Center for
Education statistics for the National Public Education Financial
Survey.
7
"(B) Notwithstanding subparagraph (A), the local
S'
contribution percentage for Hawaii and for the District of
,9
Columbia shall be the local contribution percentage cor.puted for
10
the Nation as a whole.
"(11) LOCAL EDUCATIONAL /lGSlie);.
11
[ESElI?]
(11)
'Local
12
educational agency I means a board of education or other legally
13
constituted local school
author~ty
having administrative control,
and direction of free public education through grade 12 in a
county, township, independent school district, or other school
,
district.
17
II(B) lLocal educational agency' includes any state
.
..' ...
~'~
'~,"'"
'". ',':.
18
agency_that directly operates. and maintains. facilities for
19
providing free public
20
l/(C)
education~
'L~cal
educational agency' does not
21
any agency or school authority. that
22
a case-by-case basis--
23
'.
IT
th~ Sec~e~ary
"
includ~
determines, on
-,.
(i) was constituted or reconstituted
24
primarily for the purpose of receiving assistance under this Act
25
of increasing the amount of such assistance; or
23
�.'
'.
"
.
"(ii) is not constituted or reconstituted for
legitimate educational purposes.
J
4
5
6
'7
,t
(12) PARENT.
'Parent I includes a legal guardian or
other person standing in loco parentis.
"(13) SCHOOL FACILITIES.
classrooms and related facilities I and equipment, 'machinery, and
utilities
necessary or appropriate for school purposes.
"(14) SECRETARY.
9
10
'School facilities' includes
'Secretary' means 'the Secretary of
Education.
"(15).
STATE~
fState
l
means each of the 50
States~
the
the Co~~onwealth of Puerto Rico, the Virgin
11
District of Columbia
·12
Islands, Guam, American Samoa, the
13
¥.ariana Islands, and Palau (until the effective date of the
j
Co~~onwealth
of the Northern
Compact of Free Association with the Government of Palau).
'"(16) STATE
EOUCATIO~AL
AGENCY.
[tSEA?] 'State
16
educat,ional agency' means
the agency primarily responsible for
17
the state supervision of public elementary and
18
19
,1AUTHORIZATION OF APPROPRIATIONS
·SEC. 13.
(a) !\!ISlC PAYMENTS.
Fo:: the purpose of making
i
20
payments under section 3(b), there are authorized to be
21
appropriated such
22
years 1995 through 1999.
.
••
23
su~s
as may be necessary for each of the fiscal
"(b) SUPPLll.M.ENTAL PAYMENTS FOR CHILDREN WITH PISABILITIES.
24
For the purpose of making payments under section 3(c), there are
25
authorized to be appropriated such sums as ~ay be necessary for
each clf the fiscal years 1995 thrpugh 1999.
�,
,
.
"(e) pAYMENTS FOR INCREASES IN MILITARY CHILDREN.
purpbse~
For the
of making payments under section 6, there are authorized
J
to be appropriated such sums as may be necessary for each of the
4
fiscal years 1995 through 1999.
5
until expended.
Such sums shall remain available
,
"(d) CAPITAL Iv.PROVEMENTS.
6
For the purpose of making
1
payn",ents under section 7 I
a
such sums as may be necessary for each of the fiscal years 1995
9
through 1999 •
10
. "(e) fACILITIES
there are: authorized to be appropriated
For the purpose of .carrying
MAINTENANCE~
11
out section 8, there arc authorized to be appropriated such sums
12
as: tr,ay be necessary for each of the fiscal years 1995' through.
13
1999~
such sums shall remain available until expended.
REPEAL OF PUBLIC LAW 81-815
SEC. 3.
16
17
The Act of september 23. 1950 (Public La,'", 815,
Eighty-first Congress) is repealed.
ADDITIONAL REPEALS; TECHNICAL
SEC. 4. (a)
~DDITIONAL
A.~D
CONFORMING AMENDMENTS
REPEALS.--(l) section 505(C) of.the
'i,9
omnibtiS Budget Reconciliation Act of 1981 (Public Law 97-35) is
20
repealed.
"-,
,
:n..'"
(2) Section 302 of the Education Amendments of 19S4
22
(Public Law 98-511) is repealed.
23
(3) Section 306 of the
Depart~ent
24
Appropriations Act, 1991 (title III of
25
repealed.
25
of Education
~~lic
Law lOl-517) is
�·~
.~,
(4) Section 3(a) (2) of the 1992 National Assessment of
Chapter 1 Act (Public Law 101-305) is repealea.
(5) Section 2 of Public Law 92-277 (86 stat. 124)' is
J
4
repealed.
5
(h)
T~CHNICAL
AND CONfORMING
k~ENDMENTS,--(l)
Section IB2 of
6
the Elementary and Secondary Education Amendments
7
amended by striking out "by the Act of september 23, 1950 (Public
a
Law 81!>, Eighty-first Congress),".
o~
1966 is
(2) The General Education Provisions Act is amended-
9
(A) in section 420-
10
11
(i) by striking
12
out "title I of"; and
(ii) ,by striking
secti~:m
13
3 (d) (o2) or section 403 (l) (C)
ou~
II
"subparagraph ee) of
and inserting in lieu
thereof nsections 3{c) or.residing on property described in
section' 12(7) (E) (ii)", ana
(B) in section 433; by striking out "Except for
16
'
" ,., "17,;
18
.
emergency relief ll and all that follows through flaIl laborers" and
inserting in lieu thereof flAIl laborers".
19
tI
(3)
Section 302 (1)
(C)
of the Toxic Substances Control
20
Act is amended by inserting "as in effect before enactment of the
21
Il:lpact Aid Amendments of 1993," after flsection 6 of the Act of
22
Septenlbel.,::;c·, E~jO (64 Stat. 1107)/U~
"
.. .
"
26
�---
".
-
"---. .
JUL 20 i993
IMPACT AID AMENDMENTS OF 1993
Section-by-Section Analysis
Section 2. Section 2 of the bill would amend, in its
entirety, the Act,of september .30, 1950 (Public Law 81-874) ("the
Act l1 ) , which authorizes maintenance and operations assistance to
local educational agencies (LEAs)-serving federally connected
children or affected by various Federal activities. A complete
restatement of the Act is approp'riate because the current Act is
needlessly cO!!'.plex, contain~ numerous obsolete -provisions, and
authorizes certain types of financial assistance that are no
longer warranted. The bill would substantially simplify the Act,
while retaining its basic features and structure.
Section 1 of the Act. section 1 of the Act would
provide that the Act may be cited as the "Impact Aid Actll. The
Act has not previously had a short title, and has thus not been
easy to cite.
S~ction 2 of the Act.
Section 2(a) of the Act would
the congressional findings 'that:
(1) certain activities of
the Federal Government place a financial burden on the LEAs
serving areas where such activities are carried out; and (2) it
is the shared.responsibility ox, the Federal Government,. the
States, and LEAs to provide for the education of children
connected to those activiti'es. These findings clarify' and
otherwise improve on language in section 1'( a) of the current Act.
sta~e
section 2(b) of the Act would state that it is the
purpose ,of the Act to provide financial assistance to LEAs that:
(1) educate children who reside on Federal property and whose
parents are employed on Federal propertYi (2) experience sudden
and substantial increases in enrollments because of military
realignments; or (3j need assistance with capital expenditures
for construction activities because of the enrollments of
children ·who ~eside on Federal property and whose parents are
elr.ployed on Fed&:cal., property~
This statement of purpose replaces language in
.
section l(a) (1j through (4j of the current Act and reflects such
significant feutures of.the bill as the termination of payments
under current seCt·i·.~ri -2 (F~'de:ral' property) and section 3 (b)
(children who either live on Federal property or whose parents
work on Federal property, but not both); new authority to ~ake
payments for substantially increased enrollments caused by'
consolidation of military bases:'and the replacement of the
school construction program under Public Law 81-815 with a
formula grant program for the support of construction activities
in Public Law' Bl-874.
>
Section 3 of the Act. Section 3(a) of the Act would
describe'the federally connected children on behalf of whom the
Secretary of Education (nthe Secretarytt) would make pay:nents to
�LEAs. For each fiscal year, the Secretary would determine the
number of children who were in average daily attendance (ADA} in
the schools of those LEAs, and· for whom those LEAs provided free
public education, during the preceding school year and who, while
in attendance at those schools: (1) resided on Federal property
with a parent employed on Federal property located, in whole or '
in par1:, within the boundaries of the school district of such
agency; (2) resided on Federal property and had a parent on
active duty in the uniformed services (defined in section 101 of
title 37, united states Code, to include each of the Armed
Forces, the National Oceanic and At~ospheric ~dministration, and
the Public Health Service); or (3) resided on Indian lands, as
defined in section 12 (9) of the Act.
.
The revised Act would not authorize payments to LEAs on
behalf of children who either reside on,
whose'parents are
employed on, Federal property, but, not both; or who have, a parent
on active duty 'in the military. but do not reside on Federal
property~
These so-called "b tl children are not a significant '
burden to the districts that educate' them. The revised
'
section 3 (af would also exclude from eligibility children whose
,parents cross LEA lines to work on Federal property elsewhere in
the same State. The presence of these children has no greater
adverse irnp~ct on the local tax base than the employment of .6
child's parent on private property outside the LEA, and does not
warrant Federal assistance .
or
. :.
The revised· section 3(a) would base the count of
federally connected children, from which an LEA's payment is
computed, on the ADA of those children in the year pr~ceding the
year ,for which the:Sec~etary makes ,the payment~ The Act
currently bases. the: child 'count on, the current fiscal year. This
change will enhance "LEA"':planning and 'will enable the Secretary to
make full paYlnents"to 'LEAs earlier in the school year than is
possible under the current Act. Conforming language would he
inCluded in other pr'ovisions of the Act •
.
~
,
section 3 (b) of 'the Act: would establish a formula for
determining the aoount of Impact 'Aid funds for which each LEA
would be eligible4 This simplified formula would be a major
improvement over the extre~ely co~plex approach, involving
special payment provisions .for J)l:;'!lr.rous nate:gories of children
and LEAs, in the curren~ Act:-f--'.
- '."
,
,
Under section 3(b) (1)1 the amount for which an LEA
would be eligible would be deternined by multiplying the
following three figures: ' (1) the total nu:nber of federally ,
connected children determined under section 3(a) for the LEA,
with each child residing Oh Ihdian lands counted as 1.25
-children; (2) the average per-pupil expenditure (APPE) of LEAs in
the State for the third preceding fiscal year; and (3) the local
cont-t"ibution percentage for the third pr'eceding fiscal year. The
2
�secretary would determine the APPE and the local contribution
perceni:age in accordance with the definitions of those terms in
sections 12(3) and 12(10), respectively, of the Aot.
The
additional weight attached to children residing ~n Indian lands,
which is cornparabfe to the treatment of these children under the
current Act, recognizes ·the generally high costs incurred by, and
the scarce fiscal resources available to, LEAs serving those
ohildren.
The Act would not retain the current LEA eligibility
threshold of 400 federally connected children or three percent of
the LEAts ADA. This will allow any LEA with federally connected
children (i.e., Itat! children) to receive a payment, and will
ensure that the many LEAs that currently rely on a cOn'.bination of
"an and "btl children to meet that threshold will continue to be
compensated for the.ir "a" children~
"
Seotion 3(b)(3) would direct the secretary to ratably
reduce the annual payment to each LEA if the amount appropriated
for those payments is insufficient to pay, each LEA'the full
arr,Qunt for .....hich it is eligible. This would be a significant
simplification of the current statutory scheme for adjustments to,
payments in cases of insufficient appropriations.
Section' 3 (c) of the Act 'would aU,thorize supplemental ,
payments to those LEAs whose federally connected children' include.
children with disabilities who either have a parent on active
duty in the uniformed service's' or reside on Indian lands. In
addi tion' to 'counting -these' 'children for the purpose of making
basic payw,'ents under-:'sec~ion ,3 (bf t paragraphs (1) and (2) of
section 3(e) .would·direct~the :Secretary to make supplemental
payments to these :"LEAs2'usi'iig :the same formula as used for basic
payments, but ~countTng"oI'!l~i 'tnose children with disabilities,
disregarding the'extra weighting for children residing on Indian
lands, and using a factor'of 50, rather than 100, percent of
average per-pupil expenditure~ Funds for these supplerne~~al
payroents would be separately appropri,!:ted under section 13 (b) .
paragraph (3) would direct the Secretar~to ratably reduce the
annual payment to each LEA if the amou'nt appropriated for those
payments is inSUfficient to pay each LEA the full amount for
Which it, is eligible. paragraph (4}_would require an LEA to use
any supplel:lental funds it receives und':'Jz!-:.t.,nis I.s1'.b.section to
provide a free appropriate public 'educatIon to children with
disabilities described above, in accordance with Part B of the
lndividuals with Disabilities Education Act. This requirement is
taken from section 5(f) of the current Act.
section 3(d) of the Act would provide for ,an equitable
transition to the revised Act for those LEAs that remain eliqible
for payments, but whose payments would sharply decrease under the
new payment provisions. Subsection (d) (1) would afford some
protec:t-icin -to such an LEA by guaranteeing ita combined basic and
3
�supplemental payment for fiscal year 1995 that is at l.east
so percent of the amount it received for tla" children for fiscal
year 1994. This percentage would decrease to 60 percent for
fiscal year 1996 and to 40 percent for fiscal year 1997.
subsect:ion (d) (2) would direct the Secretary to reduce basic
payments to other LEAs, if necessary in order to pay these f1hold
harmless" amounts.
section 4 of the Act~ Section 4(a) of the Act would ~
require any LEA that claims childr.en residing on Indian lands for
the purpose of receiving fU:lds under section 3 of ,the Act to
establish policies and procedures to ensure that: (1) those
children participate in programs and activitie's supported by such
funds on an equal basis with all other children; (2)· parents of
those children and Indian tribes are afforded an opportunity to
present: their views on those programs and activities, including
an opportunity to make recommendations on the needs of those
children and how they may help those children realize the
benefits of those programs and activities; (3) parents and' Indian
tribes are consulted and involved ·'in planning and develop,ing, such
programs and activities; (4} relevant applications, evaluations,'
and progran plans are disseminated to the parents al}d ..lndian "
tribes: and ('5) parents and'Indian tribes are afforded an
opportunity
present their views on the agency's general
educational program. The requi'rement to establish these policies
and procedures is very similar. to ~~h~';requi1::aments of curren~
. section 5(b) (3) (A) and (B) of the~ct:·
'< .,
.
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.
Section 4{bj would re~ire each such agency to maintain
records demonstrating its-' compl.i;ancel~witn"subsection (a/>
"
.;: '" : ,: :" , '
".
•
•
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,
sect10n 4{C) 'would:~~xcus,e~:any' such agency from the
requirements of subsectfons'~(aj~',andi,Wb) for any year with respect·
to any Indian tribe from which~it"has received a written
.
.
statement that the agency need 'not '; cornpiy with those subsections
because the tribe is satisfied with the agency's provision of .
educational services to those children.
"'.,
to
",
....
~
"
I
,~
.
section 4(d) (1) would require the Secretary to provide
technical assistance to LEASt parents I and Indian tribes to
enable them to carry out section 4. Section 4(d) (2) would direct
the secretary to enforce section 4 through wh~~e~eF. actions,' "
which could in91ude .the withholding of funds, the" ~"i"C"t'etary'" finds'
appropriate I after providing the LEA, parents and affected,
Indian tribes an opportunity to present their views. This
flexible approach would replace the excessively detailed and "
prescriptive requirements described in section 5(b) (3) (C)
through (EJ of the current Act.
.
l
2S~e£c~t+i~9nD-~5_Q~f_t~h~e~A~c~t~.
section 5 of the Act would
establish requirements for filing and acting on applications for
4
�section 3 payments that are" very similar" to the provis,ions in
current section 5(a).
Section 5(a) would require any LEA wishing to receive a
payment under section 3 to file an application with the Secretary
and provide a copy of its application to the state educational
agency.
Section 5(b) would require that each such application
be sub~itted in such form and manner, .a~d contain such
information,' as the secretary may require, including information
to determine the LEA's eligibility for a payment and the amount
of any such paYEent: and, where applicable, an assurance that the
LEA is in compliance with section 4 of the Act, relating to
children residing on Indian 'lands.
Section 5(c) (1) wo'uld require the Secretary to
establish deadlines' for the filing of applications under this
section. Section 5(c) (2) would require the secretary to approve
each application that is filed by the applicable deadline and
that otherWise meets 'the requirements of the Act~
Seqtion S(c) (3) would require the secretary to approve an
application,' 'filed up to 60 days after a deadline, that otherWise
meets the requirements of the Act, except that, notwithstanding
any other provision of the Act (including the tthpld harnless
language in section 3{d)),' the Secretary would reduce the payment
based on a late application by ten percent -of,the amount that
would otherwise be paid. Finally, section 5(c) (4) would bar the
Secretary from accepting or approving any.appli~ation'filed more
than 60 days after a deadline est-ablished under 'paragraph (1).
ll
, ' . ,''1 .., ,:,-,,;
1 t.i.::'"~_";',:.' ."".,,
_
" ,.'
of the Act. '. Secti'on ,t~t6"f/th.~.:Act 'Would
,
create a new authority to help rel'i'ev'e"t})Ef.!l5urden·'o'n LEAs caused
by the consolidation of military bases ..,: Funds
carry out this
section would be separately at:::thori.zed by se:=tion ,l? (c) ,.
Section
§
to
Under section 6(a), an LEA would be eligible fo~~a
the revised section 6 if it. has experienced both:
(l) an increase in average daily attendance (ADA) of at least
ten percent or 100 'students over the previous year; and (2) an
increase of at least ten percent or 100 students in ADA of
military dependents resulting from the assignment of their~~ftr.~t
to a new duty station between July 1 and Septe~er 30 of the
current year, as certified by an appropriate local official, such
as a base commander~ of the Oepartment 'of Oefense~
pa}~ent un~er
section 6 (b) "would require any LEA that wishes to
"a payment under this section to file an application with
the Secretary by October 15 of the current school year, in such
nanner and containing such i~formatio~ as the Secretary may
prescribe, including information demonstrating that the LEA is
eligible for such a paynlent. ,:,..;
rece~ve
5
�section 6(0) would base each eligible LEA's payment on'
whichever increase in ADA from the p~evious to the current year
is smaller: the increase for all students t as described in
section 6(a} (I), or the increase in military dependents, as,
described in section 6(a)(2).
Under section 6{d) the secretary would determine the
amount of eligible LEAs 1 payments. under section 6 by allocating
available funds amon9 them in accordance with their respective
ADA increases determined under subsection (c}.
The funds .
available would include any funds that were available to, but not
used by, the secretary under this section for previous years.
The maximum payz:lent for any fiscal year f however, could not be
ruore than $200 for each eligible Child included in the ADA
t
increase~
Section 7 of the Act. Section 7 of the Act would
create a new authority; replacing PUblic Law 8~-8~5, to assist
LEAs with significant enrollments of federally connected children
to meet the costs of school construction. Unlike the current.
system, eligible LEAs would not need to apply for funding for a
specific project or compete with other LEAs for assistance.
Funds for this purpose would be separately authorized by
section 13(d) of the Act .
.
Under section 7(a), an LEA would be eligible for
construction assistance if it receives a basic payment' un·dar
section :3 (b) of the Act and if federally connected children (as
determined under section 3(a) of the Act) constituted 'at l"e'ast
20 percent of the ~A's ADA during the preceding~ S9ho?~· ye:ar:~·'
, ".
.
Under section 7 (b) f each eligible LEA· would .. -receive a
proportionat·e share of .the' a·ppropriation.'¥ ~v~ilap~e'>~p'r-::~na,~>~· .
fiscal year, based solely on its number of federal~Y'connected
children. In order to avoid duplicate funding~; however,· .the
secretary would disregard any children attend.ing. a school that is
provided or assisted hy ~he Secretary under current section 10 of
Public Law 81-815 or section 8 of the revised Act (discussed
below).
"
section 7{C) would permit an LEA that receives funds
under section 7 to use those funds, and any accrued interest, for,
the construction of school facilities. The term Uconstructionu
.-,:::,,;,~-:, - ."
would be defined ·by section 12 (5) of the Act to mean:
(1) the
preparation of drawin9s and specifications for school facilities:
(2) erecting, building, acquiring, altering. remodeling,
repairing, or extending school facilities: (3) inspecting and
supervisin9 the construction of school facilities; and (4) debt
service for any of these activities.
Section 7(dj would provide that funds received by an
LEA under section 7, and any accrued interest, would remain
6
�available to the LEA until expended. This will allow LEAs to
provide facilities as the need to do so arises.
Section 8 of the Act. Section 8(a) of the Act would
author1ze the Secretary to continue to provide assistance'for
school facilities provided by the Secretary under section 10 of
PUblic Law Bl-815 as currently in effect.
(Sectio~ 10 of
P~L. 81-815 directs the secretary to make arrange~ents for
constructing or otherwise providing school facilities for
children who reside on Federal property if legal or other reasons
prevent the LEA. fro!ll spending state or local fu.nds on the
education of federally connected children.) Funds for this
purpose would be separately authorized by section l3(a) of the
Act.
Section S{b) would direct t~e Secretary, as soon as
practicable. to transfer to the LEA or another appropriate ent~ty
all the right, title, and interest of the United States in and to
each facility provided under section 10 of Public Law 81-815, or
under sections 204 or 310 of Public Law 81-874 as in effect on
~anuary 1, 1958.
Any such transfer would be without charge to
the LE1\ or other entity and would be SUbject to such terms and
conditions as'the Secretary finds, appropriat"e.
Section 9 of the Act.
section 9 of the Act would
govern the relationship of payments under the Act to State
programs of aid to education; and wo~ld replace current
,
section 5(d) of the Act with a more rational and understandable
approach.
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Section 9(a) (1.) would prohibit.a state from considering,_" '" ','" ,
payments under the Act in determining I ' for any, fiscal' year';,' ~he: s:', '.~ ":" -:._
eligibility of any LEA for State aid for free public' education or:' -~.
the amount of such aid. section 9 (a) (2) would prohibit .a' State;' .
from making such aid available to LEAs in a l!!aZ'.ner that results .
in less State aid to any LEA ~hat is eligible for such a payment
than it would receive if it were not eligible.
.,
Section 9(b) would provide a limited exception to the
prohibition in subsection (a). Section 9(b) '(1) would allow a
'
,State to reduce State aid to an LEA that receives a basic payment
,'.,~ under section 3 (b) of the Act 'for any fiscal year if the
·Secret.ary determines f and certifies under this section, that the
State has in effect a progra~ of State aid that equalizes
expenditures for free public education among LEAs in the state.
section 9(b)(2) would provide that a program of State
aid equalizes expenditures among LEAs iff in the second preceding
fiscal year, the amount of per-pupil expenditures made by, or
per-pupil revenues available to, the LEA in the state with the
. highest such per-pupil expenditures or revenues did not exceed
the amount of such per-pupil expenditures made by~-·or per-pupil
7
�revenues available to, the LEA in the state with the lowest such
expenditures or revenues by more than 25 percent~ In determining
whether a State's program falls within the acceptable 25 percent
disparity, the Secretary would'disregard LEAs with per-pupil
expenditures or revenues above the 95th percentile, and would
take into account the extent to which the program of state aid
reflects the additional cost of providing free public education
in particular types of LEAs, such as those that are
geographically isolated, or to particular types of students, such
as children with disabilities.
If the Secretary determines that the State has
substantially revised its program of State aid, section 9(b) (3)
~ould allow the Secretary to certify the program for any fiscal
·year ·only if: (1) the Secretary determines, on the basis of
,
projected data, that the State 1 s program will meet the 25 percent
disparity' standard described in sUbsection (c) (2) in that fiscal
year; and {2} the state provides an~assurance to the Secretary
that, if final data do not demonstrate that the State's program
met that standard for that year, the State will pay to each
affected LEA the anount by ~hich it reduced state aid to the LEA
on the basis of that certification.
section (9)(c) would establish the procequres for
secretarial review of State equalization plans. Section 9(c) (1)
., would require any State that wishes to, c;onsider paYl't',ents under
section 3(b) of the Act in providing State aid to LEAs to suboit
to the Secretary, not later than 120 days before the beginning of
the State1s fiscal year, a written notice of its intention to do·
-so. This notice would have to be in the form and contain the
information the Secretary requires, including evidence that· the
state has notified each LEA in the state of its, intention to
".' ',. "';'" .. , ,J;
consider payments under the Act in providing ·State- aid.
',' ' . . ':;-1~,.(
section 9(c) (2) would require the Secretary
a'fford the State t
.•• .' J,
;'
and LEAs in the State, an opportunity to present their views
. .,- ' .
before determining whethar the State's plan ~eets the 25 percent
~_disparity standard of subsection (b).
to
If the Secretary determines that a program of State aid
qUalifies under that standard, section 9(c}(3) would direct the
Secretary to certify the prograc [for two years?) and so notify
~Xh~.Statei ~nd afford an opportunity for a hearing to any L£A
ati:"Y~~:r11e.1Y" a.":fected by the certification.
If the Secretary
determines that the State aid prograc does not gualifYJ the
Secretary would notify the State and afford an opportunity for a
hearing to the State and to any· LEA adversely affected by that
determination.
section B(d) (1) would
state did has been certified by
amount of State aid provided to
under section 3(b) of the Act.
permit a state whose program of
the Secretary to reduce the
an LEA that receives a payment
The reduction could be taken in
a
�n.',
. proportion to the degree to which the State aid program is
equalized. For example; if the disparity between LEAs ,in the
State, as determined under subsection· Cb), is 15 percent, the
state could reduce the State aid payment to an Impact Aid LEA by
85 percent (100 minus 15) of the Impact Aid pa~ent. In 'no case,
,however, could a state make such reductions before its program of
state aid has been certified by the Secretary.
Section 9(e) (1) ~ould authorize the Secretary or any
aggrieved LEA, without exhausting administrative remedies, to
bring an action in United states district court against any state
that engages in conduct prohibited by section 9" or fails to carry
out an assurance that it will rei~urse LEAs whose state aid
payments it reduced in expectation that a substantially revised'
State' aid program would meet section 9 I S maximum disparity
standard. Section S(e)(2) would provide that a state would not
be immune under the 11th Amendment to the Constitution ot the
United states from such action. Section 9(e) (3) would direct the
court to grant such relief "as it determines is appropriate I which
could include compensatory dal:tages ana attorney's fees to a
prevailing LEA. section 9(e} (4) would require the secretary to.
use any monetary relief awarded to the Secretary to compensate
LEAs.aggrieved by the actions of ·the State.
,
... Section 10 of the Act. Section lOCal of the Act would
direct the Secretary to administer the Act, and would authorize
the Secretary to issue such regulations and perform such other
funct.ions as the Secretary finds necessary. Section 10(aj' is
based on section.401{b) of the current Act.
Section lOeb) would retain the reguirenent of the first
.:' ,~':'~'!r""·sentence of current section 5(b) (1) of the Act that the Secretary
~'. d . ;'":, ;ro'iind any payments under the Act to the nearest whole doli'e;:r
amount.
section 10(0) would retain the requirement of current
section 401{b) of the Act that each Federal agency administering
Federal.propE.rty on which children reside, and each agency
principally responsible for an activity that may occasion
assistance ~nder the Act, co~ply, to the maximum extent
practicable~ with requests of the Secretary for information the
Secretary r.',~'.~ need tp' carry out the Act.
'..... ...•. ' .> ,• ...;:' "' -' "
section 11 of the Act. section 11 of the Act would
provide for administrative hearings and judicial review of the
Secretary1s actions under the Act.
-
section ll(a), which is similar to section S(q) of the
current Act, would require the secretary to provide an
administrative hearing f in accordance with the Administrative
Procedure Act (APA) to any LEA or State that is adversely
affected by any action of the secretary under the Act. This
9
�, entails a hearing on the record before an administrative law
judge.
Section 11 (b) would 'change current law by providing for
direct judicial review'of the Secretaryts final decisions in the
U.S. Courts of Appeals, rather than in the district courts, as
under current law. This change will make the review procedures
under the Act consistent with those procedures under other
Federal programs of eleoentary and secondary education and under
Part E of the General Education Provisions Act~
,
Section ll(b) (1) would authorize any LEA or any State
aggrieved by the secretary's final decision following an agency
proceeding under section 11(a} to file a petition for review of
tpat action with the United states court cif appeals for the
circuit in which the agency or State is located, within 60 days
after receiving notice of the decision. .The clerk of the court
would be required promptly to transmit a copy of the petition to
. the Secretary. The Secretary would be directed to then file in,
the court the record of the proceedings on which the Secretary's
action was based, as provided in section 2112 of title 2S t United
states Code",
Under section 11(b) (2), the findings of fact by the
would be
Secretary,· if supported by SUbstantial evidence.
conclusive, b'-oft the 'court, for good cause shown,
case to the,Secretary to take further evidence~
could thereu"pon roake new or modified findings of
could reltand the
The secretary
fact and could
modify.his or her previous action, and would file in the court
the record of the further proceedings. Any new or modified
findings of fact would likewise be conclusive if supported by
sUbstenti~~~ey;dence.
. " .• '
,""i '
'"
•
,'0.. ,"t,"'>
•
.
, Section ll(b) (3) would give the court exclusive
jurisdiction to affirm the action of the Secretary or to set it
aside , in whole or in part~ The judgment of the court would be
subject to review by the Supreoe Court of the United States upon
certiorari or ·r.ertificv.tion as provided in. section 1254 of
title 28, Unite"u" States' Code.
.
"section 12 of the Act. Section 12 of the Act would
define the following ~t~rms as ,used in the Act: "Armed Forces"
"average daily·'at;.t<~;:tdaJ·:~::cll". "a":fera"ge per-pupil expenditure" t
"child t "construction
t1current expenditures
UFederal
property", "free puhlic education lf , IIIndian lands ll , 'Ilocal
contribution perce:ntaqe"; ulocal educational agency", "parent Jf ,
"school facilities"l "Secretary", 'IState ti t and I1state educational
agency". In general, these definitions are "taken from
sections 3(d) (3) (D) (ii) and 403 of the current Act and from
section 15 of Public Law 81-815.
f
11
l1
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,
10
,
�Section 13 of the Act. Section 13 of the Act would
authorize the appropriation of such sums as may be necessary to
carry out the various provisions of the Act for each of the
fiscal years 1995 through 1999.
payments
Se"ction 13 (a) would authorize appropriations for basic
section 3(b).
und~r
section 13(b) would authorize appropriations for
supplemental payments, under section 3(c), for children with
disabilities.
Section 13(c)
payments, under section
daily attendance due to
personnel. These funds
until expended.
would authorize appropriations for
6, for substantial increases in average
the enrollment of children of ~ilitary
would remain available to the secretary
Section 13(d) would authorize appropriations for
paYl:'!ents, under section i, for construction~
Section 13(e} would authorize appropriations to assist
These funds would remain '
available to the secretary until expended~
school facilities under section 8.
seq.tJon 3. Sect.ion 3 of the bill' would repeal Public
The authorities provided by that statute would
either be subsumed iry-~he, revised Act or are: no longer needed.
Law 83.-815.
I'
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section 4.' .."Section 4., of the bill would repeal various other
statutory provi'si"ons and ciake technical and conforming amendments
to other statute"s':"'<;:"';':"';'} \,'
,
'
Section 4 (a).(l) w.ould repeal section 505 (c) of the Omnibus
Budget Reconciliation 'Act of 1981 (OBRA) r Public Law 97-35. That
section has made section 4D2(d) of-the Act inoperative since
1982. Since 'the revised Act wCl..11.fi not retain section. 402 (d) , the
OBRA language,is no longer needed:~'
.section 4(a) (2) would repeal section 302 of the Education
Alnendnents of 1,984, PUblic Law 98-511, Which provides excessive
repayment periods for LEAs that 'w:~'!'9 ,overt'(';\id 'under section 2: of
the current Act, which authorizes assistance to LEAs ~hose tax
bases are reduced by the presence of certain Federal property.
j
Section 4(a) (3} would repeal sec~ion 306 of the Depart~ent
of Education Appropriations Act, 3.991, Title III of Public
Law 101-517, which relates to the Secretary's administration of
the school construction authorities in section 7 of the current
Act and in section 16 of PUblic Law B1-815. This provision is no
longer needed and could cause confusion in the adninistration of
the ,q.opn;pletely revised se,ction 1 of the Act.
11
�Section 4(a) (4) would repeal section lea) (2) of the National
Assessnent of .chapter 1 Act,- Public laW 101-305, which governs
how payments are prorated under the Act.- The provision to be
repealed is no longer needed and could cause confusion in the
administration of the completely revised Act.
section 4(a)(5) would repeal section 2 of-Public Law 92-277,
enacted in 1972. which provides that real property that was
transferred to the Cnited States Postal Service, and that was
treated as Federal property for purposes of the Act before ~t was
'transferred, shall continue to be treated as Federal property
under the Act for two years after it was transferred. This
provision is no longer needed. As under the current Act, U.S.
Postal Service property that is being used pri~arily for the
provi,sion of postal services is excluded fron: the definition of
flFederal propertyll. Repealing the 1972 provision ".Nould make the
treatment of Federal property that loses its eligibility due to
transfer to the· Postal service consistent with the treatment of
other' Federal property that loses its status as Federal property,
i.e., it would retain its eligibility for one additional fiscal
year after the sale or transfer~
Section 4(b) of the bill would make technical and conforming
amendments I to reflect amendments made 'by other provisions of the
bill, to sections 420 and 433 of the General Education Provisions
Act and to section 302(1) ee) of the Toxic Substances Control Act.
;'.~~ '"
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�May 27, 1993
DRAFT SPECIFICATIONS FOR REAUTHORIZATION
OF THE NATIONAL CENTER FOR EDUCATION STATISTICS
section 406 (a)
(l~
-
National Center for
Ed~cation
Statistic.s
Current law - This paragraph eptablishes the National center for
Education Statistics within the Office of Educational Re.search
and Improvement, and describes the general design and duties of
the Center.
proposed amendments - No change proposed.
Section' 406 fa}
-Current
f~w
-
(;,0
-
Commissioner of Education statistics
This paragraph specifies that the Center shall
b~
headed by a Comreissioner, and, specIfies the !!Ianner and term of
the Commissioner's appointment and the Commissioner's level of
pay. It says the Commissioner shall serve for terms of 4 years,
except that the fnitial 'apPOintment shall' commence June 21, 1991.
. proposed amendments - No change proposed.
Section
4Q6(b~
- Purpose of the Center
.'
;
Current law - This SUbsection describes the.purpose and work of
the center.
I
proposed amendMents - No change
. Section .406(c}
'.~
~
propo~ed
.
Advisory Council on Education Statistics
Current law - This subsection establishes an Advisorv Council on
,Edur:ation Statistics I prescribes its membership. the' ~C:,;!l!.mti of <IIi ts' ".
members, and stipulates that the commissioner of Education
Statistics shall serve as the non-voting f presiding' officer of
the Council.
ProgQsed amendment - Rewrite paragraph (c) (4), which stipulates
that the Corr.missioner of Education statistics shall serve as the.
non~voting presiding officer of the Council~
The revised
paragraph should provide that the presiding officer of the
council is to be appointed by the Secretary~
1
�Exn.l.?\n<ltion - Because the Council advises the Commissioner! the
effect of the current provision is that .the Commissioner advises
him or herself. The proposed amer.dment remedies_ this and ensures
the independence of the Council. as. an advisory body.
Section 406(dl
(1)
,?.J1d (2) - Annc::al reports to the Conaress
CUrrent law - Paragraph (0) (1) specifies that the commissioner
~hall describe the activities and projected activities of the
Center. and the projected costs, and shall provide a statistical
report on the condition of education in the United States.
Para,graph (d) (2) specifies that the Secretary shall report on the
state of education in the nation; critical needs, and the most
effective manner for addressing-those needs,
amendments - No changes
PrOpO§€;_9
proposed.
Section 106(d) (31. - Sta:'lda!:"ds for data
Current lJ!w - paragraph (d) (3) stipulates,that the Center shall
develop ~and enforce standards to protect the confldential:.ty of
persons in the collection,' rep,orting, and publicatior. ,of data,
Proposed amendments - No changes proposed.
Secti,QILA06fdl {til (Al thrQugh (H} - confidentialzi,tx cf
individuallv identifiable data
;''/'''\''-:':->'.
.
.
'.':~'.
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law - S<.;.bparagraphs (A) through (11) stl-pulate that
individually identifiable data must be kept confidential, and
make provisions for lim'iting its use al"'.d maintaining its
confidentiality.
Current
Proposed 'amendments
Amendments are proposed t and discussed
below I fcr subpa"!:"agraphs (G) and (H). No oth.sr changes are
proposed I except that 11(4)~! should be deleted to correct a
tecbnical error.
Suboaragraph ~Gl '- Exclusions from confidentiality provisions and
liability for violating the provisions
Current law - Clause (i) exempts from the confidentiality
requirements the stw.dent aid recipient survey required by section
1303(c:) of the Higher Education Amendments of 1986 and any
,lO:lgitudinal study concerning access, choice, persistence
progress or attainment in postsecondary education; clause (~ij
stipulates that those who violate confldentiality requirelr,ents
may be fined or imprisoned, except those who are sworn to observe
j
2
'.
�confide!1.tiali ty requirements: and clause (i ii) e'Xelr.pts employees
of th~ Center or of institutions of higher education from
criminal liability.under subparagraph (C) if such employee. has
taken reasonable precautions to ensure the confidentiality of
data.
Proposed amendments - Revise subparagraph (G) as follows:
-delete clause (i) in its entirety; i,,: exerr.pts the survey
required by section l303(c) of the Higher Education
Amendments of 1986, and certain postsecondary longitudinal
studtes;
'::::-enumber clause (ii·) to make it, simply subparagraph (G);
revise ":he language of the ren'..!11'.bered (G) by deleting the
exception for Hthose sworn to observe the limi t:a:'.:io:'! of this
subsection!!, and l;:y deleting the words Itas described in
clause {i} f!; and bi deleting the parenthetical ",{i'ncluding
de-encryptionjlf; and
-delete clause (iii) which exempts employees or staff
members of the Center or of an institution of higher
education 'from being found criminally liable under
,subparagraph (C).
- There is no rationale for excluding postsecondary
surveys from confidentiality requirements. The reference to data
. in clause (ii) must be clarified 'when clause (i) is deletedi the
reference to encryption is deleted because there is no reaSD::-: to
singlo out one technique. There is no need for clause (i"ii)
given that subparagraph (C) already prohibits disclosore.
Explan~tion
Subparagraph fHl- Access by Jeqislative Branch Offices
·lIo··
Current law - This' subparagraph pernits the Cotlptroller General
of the United States and -::.he Librarian of Congress t:o access any
reports or records in the Center 1 s possession, including those
identi fying indi vi,duals. This subparagraph also imposes
restrictions on disclosure. of individually identifiable
information to the General A(1'counting Office and to the Library
of Congress.
'
Proposed amendments - Revise this subparagraph to include also
the Director of the Congressional Budget Office as one who is
pern:i,tted unimpeded access to NCES records; stipulate also that
the restrictions in subparagraphs (B) and (G) shall apply to the
Congressional Budget Office. Provide the same access to offices·
in the Departnent f under the same restrictions.
3
'.
-.
�Exnlanation - This would provide all legislative branch offices
with the same access to data, and it would allow the Planning and
Evaluation Service the sa:ne access as these congressional
entities,
section
406 (9) (1)
-
Making st.atistical !."ecords available
Current law - This paragraph authorizes the Center to make
statistical records generally available, and to·fu=nish special
compilations and surveys; if they are otherwise authorized,
subject to the payment of the cost of the work. It also
authorizes the Center to furnish special compilations and surveys
as requested by certain Commi tte~s of the congress.
Proposed amendments:" No change proposed.
section 406{e} (21 - COhsortium of Federal agencies
- This paragraph authorizes the Center to form a
consort urn with other Federal agencies having a need for
educational data.
Proposed
~11'"endments
- No change proposed,
.
Section 406 (e) Pl - Contracts or other financial' arrangements
Current law - 'This paragraph authorizes. the ~·Commissioner. in,
carrying out responsibilities unde,r this section, to enter into
contracts under regular co~petitive procedures of the Federal
Government or other financial arrangements.
-_,
Proposed amendments - Modify this paragraph to include the
'..... authority for making qrants and ente::-ing into cooperative.
agreements, ,as well as entering into contracts and other
fina~cial arrangements •
•E.>£Ql.a~,ation '- This would make it clear that NCES has the
authority to rna}:e gran'fS'- ,and to ...enter into cooperative
'agreements "
Section 406 ~€) (4) thrQugh [91 - Various authQrities for gather ina
and reporting data
cm:rent. law - Paragraphs (4) through (7) authorize the
Commissioner to prepare and publish various information,
documents and repo=ts, to use information collected by other
offices in the Department and by other executive agencies', to
enter into interagency agreements for the collection of
I
4
�statistics for the purposes of th,is section,. and to use sarepling
to carry out this section. Paragraph (B) stipulates that the
Com!l11s!sioner 1 to assure th€ t · technical quality and coordination of
statistical activities of the Department, shal·l provide technical
assista:-.ce to Department offi'ces that' gather data for statistical
purposes. Paragraph (9) authorizes the Commissioner to select
and appoint officers and emp·:'oyees. this paragraph also, governs
compensation of the Center's employees.
PrQ~osed amendments
-,No changes proposed.
section 40'6 if}
A~thorization 'Of appropriations.
(l)'
-
Current law - This paragraph authorizes appropriations 'for the
'purposes' of thi~ section.
p'r012 osed sID1:n d ment. - At:thorize 5'.lch sur.:ts for fiscal years 1995
through 1999,
section
406'fl!~i
-
contracts with states
. current. law - This paragraph au~horizes the commissioner to
contract with States to .carry out subsection (h).
"Proposed amendment - Revise to give the commissioner the
. " ~authority to contrac.t with each State educational agency to carry
CU~ subsection (h)+
Explanation - 'I'his will permit contracts with State ,educational
agencies for the purpose of carrying out subsection (h). and will
.Qbviate the n7'ed for 'competition in such contracts.
sectiofi~
4.,96(g} (1: through (9) '-·Data on Education,'
Current law - These paragraphs stipulate that the Center, in
addition to its other responsibilities" shall. regularly conduct
surveys:.~md report on a variety of topics,' including:
uniform
date on t:'!e( f:.inarA:ing "of elernental",;{ .and secondary education;
national dropout and retention rates; financial aid; ar.d access,
choice, persistence, cur~iculum, and attainment in education.
Paragraph (6) regui~es thai; the Center' shall sub:nit a report to
the appropriate SUbcommittees of the Congress concerning the
'social and economic status of .children who reside in areas served
by different local education agencies r and s~ipulates that the
report shall be based on data collected during the most recent
decennial census. Paragraph (8) requires the Center I wi~h the
assis1:ance of state library agencies~ to develop and support a
coope)~a...:ive systSl't of data collection for public libraries; and
5
�paragraph (9) requires that NCES
of higher standards.
c~nduct
PI:".9POSf3:d ame:-.dment - Delete paragraph (3)
a study on the effects
I
and also subparagraph
(4) (8) .
~anation
- Delete parag~aph {3}, because the Education
Indicators Panel has finished its work, and subparagraph (4) (8)
because the special task force to develop methods of neas.uring
dropout and retention rates has fi~ished its work, too.
Section 4Q6(h} __= National cooperative Education Statistics System
.
Current law - This subsection establishes a system to produce and
maintain, with the cooperation of the States, co~parable and
uniform info~ation·and data on ele~entary and seco~dary
education, useful for policyrnaking at the Federal, state,' and
local level.
'
~ed a:nend:nent - No changes p·roposed.
Section 4C6 r il (propose.d', ...- postsecondary c90perative Education
Statistics System
Current :aw - Subsection (h) establishes an elementary and
secondary- system. There is currently no established
postsecondary system.
,
,. r
Proposed a:nendment - Add a new subsection (i) that would
authorize the commissioner to establish a National Cooperative
Postsecondary Education Statistics System for the purpose of
producing and It',aintaining comparable and uniform information and
data that a~e useful for policymaking at the Federal I state, and
local level. InclD,de la:tguage which WO".Jld 'authorize NCES to
contract with appropriate state agencies t appropriate'
postsecondary associations, or consortia of such agenCies and
associations to implement the system.
- .
,
Exp~anation - This~'~;l{juld give NCES explicit o'qthority;.'-to'develop
a postsecondary cooperative statistics system. such a system
would coordinate data fro~ the vast array of postsecondary
institutions. The authority to contract with postsecondary
associatio,ns, as well as with states agencies, is important
because of .the way postsecond~ry education i.s organized.
Beetien 496(i) - National Assessment of Educational
lJIAEPI.
6
Prog~ess
�,
'
la", - Paragraphs (1) through (S) authorize NAEP and make
,
C~rrent
provisions for its conduct.
~posed amendt/Hru1ts - Reletter this subsection making it (j) . .
-See discussion of specific paragraphs below.
Explanation - This is to accommodate the new subsection (i) for
the Postsecondary Education Cooperative Statistics System.
Section 4C6(i) {ll -- Authorization of NAEP
CurreDt law - This paragraph authorizes the Commissioner to carry
out NAEP, with the advice of the
}~ational
Assessment Governing
Board established by paragraph {S), to assess the performance of
children and adults in the basic skills of reading, mathematics,
,science writing, history/geographYt and other areas selected by
the Board.
j
Prapys(;!d amendrrents - Revise the end of this paragraph to say
'''and other a.reas selected by the Secretary and the Board. 1t
~_i?_natiQ:1
to
det~rmine
- This would permit both the secretary and the Board
subject.areas to be assessed.
Section 106 (i) (.2) (Al .-- NAEP data collection and reporting
law - Subparagraph (A) stipulates that ~AEP should be
conduc":edrusing sanpling techniques to produce data .that are
~~rrent
representat1ve-'on--a .national and regional basis, and on a State
basis pu~suant- to_ clauses (C) (i) and (C) {ii}. Clause ei)
stip'.11ates that data should be collected and reported for certain
SUbjects according to a certain schedule - for reading and
mathenatics at least once ~very 2 years; for writing and science
at least once every 4 -years; 'Qnd for history/geography and other
subjects selected by. the Board at least once every 6 years:
clause (ii) stipulates that data should be collected and reported
every 2 years on' students at ages 9, 13 I and 17 and in grades 4 r
8, and 12; c::'ause (iii) stipl,llates data should be used for valid
and re1iable repo:::ting of tret'ldf;""'in s~uaent achievement; and .......•
clause (iv) stipulates that the reports should include
information about the achievement of'special groups.
proposed amendment - Revise clause (i) by deleting the schedule
prescribed; rewrite this clause to require only that data be
collected and reported at least every 2 years, and that reading,
math, writing, science I history, and geography be assessed on a
regular, periodic basis, as determined by the Secretary and the
Board.
7
�Explanation - Eliminating the current schedule for specffic
subjects would provide a more flexible schedule for NAEP.
Requiring that data be collected at least biennially would
maintain NAEP's usefulness as a sound J common benchmark of what
-students know and can do I and would permit NAEP to be conducted
annually.
SectiO:l 406(i) (2) Cel - Frequency of certain data collections
current law - This subparagraph stipulates that at least one of
the follov,'ing subjects shall be included in each 2 year cycle of
data collection: writing) scie~ce. history/geography ..
prOnOs8d amendment - Delete this subparagraph.
Explanation - Eliminating the current schedule would provide a
more flexible schedule for NAEP.
P_~_Gt-jon
406(i} (2) (Cl
-
State-level assessments
Current law - This subparagraph authorizes trial State-level
assessments in states.that wish to participate. with the purpose
of det~rmining whether such assessments yield valid, reliable
state representative data: clause (i) autho=izes a trial
assessment in 1990 in mathematics in grade 8; clause (ii)
au~horize:s a trial asseSSlr,ent in 1992 in oathcr:tatics in grades 4
and 8, and in reading in'-grade 4; clause (iii) stipulates that
there should be a ;-representative sample of students from each
state that partici"patesl<,inr-therlState-level assessments;' clause
(iv) s::ipulates that -states' participating should have full
knowledge of the process-'used'to obtain consensus on the
objectives to be tested, and of the standards for sampling, test
administration, test security, data collection, validation, and
reporting i requires that each particlpat;ing State sign an
agreement developed by the Commissioner; and stipulates that,
before results from any test of stu~ents within a State can be
released, the State must give permission for the release; and
clause {v) 'stipulates that the Commissj.oner shall provide for an
independent evaluation to' assess the fe"Zasibiliey and-validity of
the pilot State-level assessment programs, and the fairness and
accuracy of the data they produce; it stipulates that the
independent evaluation report should also describe technical
p:::oblems encountered t and stipulates the report sho"..lld be
provided the Congress within 18. months of the time trial St.ate
level assess~ents are conducted.
Proocsed alLendments - Rewrite subparagraph ee) to authorize, but
not to require, State-level assessments en a regular basis, of
students a~ 'ages 9, 13, and 17 and in gr.~des 4, S/_and 12.
Delete clauses (i) and {ii}, which restrict State-level
s
...
'."
�asseSSlnents to certain years, grades r and subjects! and clause
(v), which required an evaluation of the trial assessments.
Maintain clauses (iii) and (iv) I but re-letter , as appropriate.
Explanat12D - Allowing the Department fle~ibility to determine
the schedule for State-level asse.ssme:lts would nean that all
three grades would 'not have to be assessed for each sUbject each
time NAEP is conducted.
Thj3t may be important for cost and ot.her
reasons. A later anendruent would require continuing evaluation
of State assessnents. but they would no longer have to be
conduc,,;ed on a lltrial ll
basis~
Section 406:i) (2) (Ill - Assessments of adult literacY
Current law - This subparagraph authorizes ~JAEP to develop and
conduct, upon the direction of the Board and subject to the
avail,ability of appropriations, assessments of adult literacy,'
Proposed amendments - No changes proposed.
Section 406fi) (3) - Limitations on NAEP data'collection and
requirement that NAEP provide technical assistance
~
- ..
gu:::rent law - Subparagraph' '(A)~ stipulates that NAEP shall not' ,
collect any data that are not, directly related to the appraisal
of educational perfornance/' achievements, and traditional
demographic reporting variables;;~~or,. to the fair 'and acct!rate
pr~s,entation of such .information;' subp'aragraph (8) stipt:lates
that NAEP shall provide 'technical,' assistance to states!
localities, and other parties~that,desire to participate in the
assessments designed to yield State-level data.
Prooosed amendments - 'No changes proposed.
Section 406(i) (41 - Public access to NAEP data
""
Cu~_t"ent ,1~1.i - Subparagraph {A} provides that-t'rle"publi'c shall
generally have access to all NAEP data, questions, and test
instruments; subparagraph (B) treats certain exceptions: (B) (1)
ensures the confidentiality' of certain personally identifiable
information; and (B) (ii) authorizes the Secretary to decline to
make available to the public for a period not to.exceed 10 years
following their initial use cognitive questions that the
Secretary intends to reuse in the future.
proposed
aroendment~
- No changes proposed.
9
�Section 406(i) (51 - National Assessment Governino Board (Board}
CUrrent law - See the discussion below f of subparagraphs CA)
through (El.
Proposed amendments - See discussion pelow, of specific
subparagraphs.
section '406
~i) (2)
(Al - Authorization
~urrent law - Clause (i) establishes the Board; clause (ii)
stipulates that the Board shall forr:lulate the pOlicy guideli:-tes
for NAEP.
Proposed amendments - No changes proposed.
Section 406{i) (5) (E)
-
Membership
Current law - Subparagraph (8) provides that Board members are
appointed by the Secretary; clauses, (i) through (xiii) stipulate
that the Board shall be composed of 23 members from specified
categories, including, for example, two.Governors 'or~former
Governors, two state legislators, one superintendent of a local
educational agency, two curriculum specialists, two testing
experts, and thre.e nerr.bers who are representatives of tt-.e general
public. including parents. Thisisubparagraph'also stipulates'
that the Assistant Secretary for," Educational :Research and
Improvement, shall ,serve as an"ex .officio',:.member.'l of the Board and
as a nonvoting member.
'''j'';:;t.::',: -:-':z:':l;',Cf"
iU:,';;,
- .
,~,
.
.~
.
,
Proposed amendments - Modify the language of clause (x) to
increase the n~mber_of testing experts from 2 to 3, and require
that the testing experts .have training and experiencp. as such.
Modify the clause (xiii) to increase fro"m J to -4 the nU-..'1her of
public members on the Board.
Explanation - Increasing the nu~ber and strengthening the
requirement for training and experience would give thf;'"J30~rd
additiofl'7.1i tech~·~ical,expertise. Given the change proposea "fo:: .....
clause {x}, increasing by 1 'the public me:nbers would :naintai:1 ~:1
odd numbe~ of Board members.
#.
Section 406[i) {51 {el - Balance of membership,' independence. sta:f
Current law - Clause (i) stipulates that the Secretary and the
Board shall ensure that the membership of the Board reflects
balance and diversity, and. that it exercises independent.
judgmE~nti clause (ii) stipuTates that, in the exercise of its
functlons, powers, and duties, the: Board shall hire its own staff
10
�and shall be ,independent of the secretary and the other offices
and officers of the Department; clause (iii) authorizes the
secretary to appoint/ at the direction of tbe Board, for terms
not to exceed 3 years, not rr.ore than 6 technical employees to
administer this subsection; clause (iii) also exempts those
technical, employees from certain Unormal ll government rules
regardlng both pay and competition for appointments.
P::-oposed arr,endments - No changes
proposed~
. Section 4Q6(i) (5) (D) - Transition frOID lipId" Assessment Policy
Cemmi t·tee to upew" Board; Vacancies
Current law ~ Clause (i) stipula'tes that members of the
Assessment Policy Co::nmi::.tee, serving on the date of enactment 0::
the National Assessment of Educational pro<iress Improvement Act,
shall beco~e ~embers of. the Board fer the re~ainder of ,the ter.ms
of their appointment to that Committee; clause (ii) explains how
the secretary is to complete the initial membership of the Board;
and clause (iii) stipulates that t as vacancies in the Board
occur, new members shall'be appointed by the secretary from among
individuals who are noninated by the Board ..
<
Propos_~d a11'1endl1',ents - Clauses (i) and (ii) can be deleted, as the
transi tion from COllllni t:t;ee to Board has been accompl ished j,< clause
(iii) should be re-lettered to become subparagraph, (D)-.- '"
Section 406(i) (5) (E) - Terns of rr,elT',bership
_., '"
Current law - This subparag=aph provides that ,Board members shall
be appointed for terms not to exceed 4 years ,... stagge.red, as'
de'terrnined by the Secretary. It. also provides that any member of
the Board who changes status under subparagraph (B) during the .'
te=m cf~his or her appointment may continue to serve until the
.....
expi=ation of his or,her terr..
'.
Proposed amendment§ - In the first sentence, delete lIsubject to
the praY is ions of subparagraph (D) (i) • If
. .." , ' .
Explanation - If subparagraph (5) (D) is modified as suggested--by
deleting clauses (i) and (ii), as the transition to the Board has
already occurred--then the re=erence to the provisions of
subparagraph (D) (i) makes no sense.
Section 406(i} {61 - Responsibilities of the Board
, Current law - Subparagraph (A) clauses (i) through (viii) list
the responsibilities of the Board, inG~uding things such as
selecting subjec~ areas to be assessed, identifying appropriate
11
�achievement goals for each age and
gr~de
in each subject area to
be tested, developing assessment 'objectives and.test
specifications; sUbparagraph (B) authorizes the Board to dele9at~
any functions described in subparagraph (A) to its ,staff;
subparagraph (C) gives the Board final authority on the'
appropr,iateness of cognitive items;' subparagraph (D) stipulates
that the Board shall ensure that all i tams selected fo:!' use i:1
NAEP al~e free fron racial, cultural, gender or regional bias; ,
subparagraph (E) stipulates that each learning area assessment
shall have goal statements devised through a national consensus
approach, and provides for. the participation of teachers,
curriculum specialists, local school administrators, parents and
concerned members of the publici subparagraph (F} requires the
secretary to report to the· Board at regular. intervals the
De?a~tment's action to implement the decisio~s of the Board; and
subparngraph (G) stipulates that any activity of the Board or of
the organization described in paragraph (l) shall .be subject to
the provision of this subsection. "
Proposed amendments - No changes proposed.
Sect:ion 406(i) (7) - Authorization of fun(tr?. Applicabilitv of the
Federal Advisoty Gp~rnittee Act
;
Current law -,Subparagraph (A) provides that not to exceed 10
percent of the funds, available for NAEP may be used for
administrative expenses (including staff,' consultants and
'if'"'' ,," ~
contracts authorized by the BOard) and to carry out the functions
describe.d in subparagraph 6(A); ~ubparagraph (B) provides:t.tHn:,... , '., ~.
for thj~ purposes of its administrative ,functions,' the Board shall
have the authorities authorized by the Federal Advisory Committee.
Act and shall be subject to its provisions for open meetings. ,,",,\.'
'M.
';"
Propos~dMamendments
- No changes proposed.
Section C06'llla}
Voluntary participation in NAEP! Non-federal
share of CQsts
.ti:CurrE~nt
law - SubpaL'ngraph (.Il.) provides that participation in
national and regional assessments by. state and local educational
agencii:'s shali be voluntary; subparagraph (B) provides that
participation in State-level assessments shall be voluntary, ana
to an agreeroen~ between the Sec~etary and each State
desires to participate providing that the State will pay
from non-Federal sources the non-Federal share of the cost of
participating, and that the state agrees with certain terms and
conditions.
.
pursua~~
tha~
Proposed amendments - No changes proposed.
12
~~ .....
�Section ~06(il (91 - continuing_ review and reporting
responsibilities of the Commissioner and the Secretary concerning
NAEP
<
cur~ent law - Subparagraph fA) stipulates that the commissioner
shall provide for continuing review of NAEP, including validation
st'J.dieo, and that the-secreta!:'y shall report to the Congress, the
President I and the Nation on the findings and reconmendations of
such- reviews: subparagraph (B) requires that t.he Commissioner
shall publish a report setting forth plans for the collection of
data 'for the 1990 assessment, plans for the 1992 and later .
assessments I and'setting forth methods by which the results of
NAEP may be reported better, and subparagraph "(Cj provides that
the report required in (8) shall be submitted to the Congress and
made available to the public.
proQ9SE~9
arr.endments - Amend subparagraph
(A) to provide for
contin1.12.ng reviews of both Natio:'1al and State-level assessments.
Delete subparagraphs (B) and (C).
Explanation - Broaden section (A) to provide for continuing
reviews of both State-level and - t-Iational' assessments.
Delete
subparagraphs (3) and (C) because ~he report required in
subparagraph (B), and refe~~ed to-in subparagraph (C), was due
within six bonths of the enactment of the National Assessment of
Educatlonal Progress Improvement Act.
section 406(;1 - Definitions
,
Current~
States H
<
..l aw - .For the purposes of this section, the terms "United
and IIStat.e" include the District of Columbia and Puerto
Rico.
proPQse~
amendments - Re-letter this subsection maki~g it (k); no
~dd- the Department of Defense Depe:1dents
Schools to the definition of State.
..' ~..:... other changes proposed.
Explanatio~ - Re-letter to accoomodate the new section (1) for
the Postsecondary Education cooperative statistics System,
-·:~:.:-oade!~lng -the definition of t::tc,te wo:;rld -per:nit the Departmen~ of
Defense Dependents Schools to participate in state-level NAEP
and in the National Cooperative Education Statistics Syst.em. .
~~.
13
~/:"
> ••
�UNITED STATES DEPARTMENT OF EDUCATION
OFFICE OF THE SECRETAR1,'
May 25, 1993
MEMORANDUM
Sally
TO
FROM
H~
'Christensen
~(y., \\,:.,.,1,--:
..
Michelle L. Doyle 11 II, ,/' !)
Office of Private Education
Fund for Innovation in Education
'SUBJECT:
Thank you for the opportunity to review specifications for The Fund
for Innovation in Education.
I have one comnent regarding the
proposed amendment to provide the Secretary with the authority to
announce binding priorities for grant competitions without formal
rule.making.
.) '~~ '.
.""
? ,I> ~
..
In tho "past, binding priorities have included only a subset of the
eligihle applicants.
For example, when the absolute priority
called for the development of state curriculum frameworks;
applieants ,,"'ere limited to SEAs. This absolute priority excluded
"r the' ability of private schools (as non-profit organizations) to
\'apply for a grant.
This 'happened in FIRST FIE, and Eisenhower
"National Program.
OPRE has met with the OERI staff ,for these
;': programs to express' our concern and to work out a clearer' way of
alerting organizations that would not be eligible to apply earlier·
in the rulemaking process.
I
If the, S,ecretary is to be granted the authority to set binding
prioritie1;; without rulerr,aking, he sho'Jld be limited to setting
prioritier. applicable to the full set of applicants specified in
the statute.' If applicants will be limited by the setting of the
binding priority, then the rulemaking requirement;s should hold.
""
.....
,.'
'.I
'
"
�. VNlTED STATES DEl'ARTh!EN1' O}' EDUCATION
orne!: OF TH:E CEI\"ERAL cOtt"NSI:L
June 2,' 1993
Legislative services Officers
Attn: Mr.
S~ithf
OS
Mr. Hazzard, OMBjCFO
Ms. Rairdin. OLeA
.
,
Mr. Hays, OERI
Ms.
Mr.
Ms.
Mr.
'.0
LeTendre, OESE
Tinsman. OllA
Henderson, ODS
Borchas, OrG
K:-. Link,
es
Mr. Newe:,p I
,
OHM
.,
Office of the General Counsel
Attn: Ms. craig
Mr. Haupert,
l'!r. Rosen!elt
FROM:
Randy Hansen,
~LC/OGC {RM 4098,
FAX 401-3769,
TE:' 401-2685)
,"
'::.:,
SUBJECT: The Department's draft legislative language tor
reau~horization
of title IV-A of ESEA (WEEA)
Please. review the attaFhed draft legislative language and, give me
your cCr.'.ments by COB Friday. June ,*, 1993. Although the full
text of··:::ach charice::- and title of the ESE]; will be provided when
the bill goes to ,the Congress, this version ""'il1 allow you to
identify and commen~ on only ~he changes set 'out in the final
,specifications. If! do not hear fro::n you by the deadline, 1
..... ill a~~...ume that, ....yO\.l have. no o'l;:l,jections to the attached changes.
:::::h:::~
. "'-. "'. "
cc: Mr. Petersen, OS
Ms. Dozier, os
Ms. Kinston
Mr. Kristy
Ms. Ellis
Ms. casstevens
Mr. Winnick
Mr. Riddle
Ms. Heindel
~~
~~a~
V~ r
•
.j)1
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�Comments on
Act
Dr~.f.t
..Amendments to the Women' 5 Educational Equity
We have :marked,up the draft bill to indicate where it deviates
from the specifications and to respond to OGC questions. In
addition, we would like to offer the following substantive
cor:unents on thi.s legislative proposal.
o
We question the strategy of changing the focus .of the
program from demonstration projects of national. general, or
Statewide significance to local implementation of gend't
equity programs and practices. WEEA is only a $2 million
p~ogra:m.
Even if it grows by several magnit~des, it can do
little to as:si~t efforts by ind.ividual schools, LEAs, or
IHEs ~6 comply with Title IX or otherwise eliminate gender
bias and stereotyping~ Federal projects along this line are
likely to have marginal impact and generate few replicable
models or practices.
The 1986 evaluation of the WEEA' program found that, even
with its current structure~ it funded far too many projects
that generated. at bestl benefits only 'for the )nost directly
affect~d individua:s and SChools.
The ~992 WEEA program
report seems to indicate that this situation hasn 1 t changed.
We recommend that the program,make a greater' effort to
identify and valldate high-quality, nationally replicable
models rather than spreading around a little bit of money·in
~' ¥Jay tha't will achieve no national purpose.
o
We recQImnend deletion of current Section 4003(b) (2), which
requires,the Department to give special consideration to
applicants on the basis of geographical distribution. In a
'program, it'is impossible to covar all regions of the
country. f' 'In 'addition~ this provision' makes the program'
vulnerable to manipulation of the peer review process. The
very ',best projects should be funded.
,s}t~ll
o
Rather than' chanSling ti.. e report Ol1..Ji.!;;EA projects to a report
on the status of wamen I s -.:;ducat.i,SU:H~) eguitYT we recommend
that the requirement for a report be deleted entirely. The
,report gene,rated under curre::t law ~s not usef-y.l for policy
,analysis or decision-making purposes and clearly should be
deleted as a regU.irement:... ~ J;io~ever, it, is uncertain that we
will have enough' pY:ogram l:l\flOS' to'" support a major research
based study of gender equity along with the project grants
and data-gathering and.dissemination activities also
authorized. The Secretary may want to p~blish a gender
equity study, and this could be supported with OERI research
funds. There is no reason' to require that this be done with
scarce WEEA funds.
M&B/DESVA
6/4/93
; .-~'
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
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Clinton Administration History Project
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Cinton Administration History Project
Council of Economic Advisers
Department of Commerce
Central Intelligence Agency
Department of the Interior
Department of Defense
Corporation for National Service
Council on Environmental Quality
Department of Justice
Domestic Policy Council
Department of Education
Department of Energy
Environmental Protection Agency
Federal Emergency Management Agency
General Services Administration
Small Business Administration
Social Security Administration
United States Agency for International Development
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Office of Personnel Management
Office of Science & Technology Policy
Office of the Vice President
United States Trade Representative
Date
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1993-2001
Description
An account of the resource
<p>The Clinton Administration History Project describes in detail the accomplishments of President Clinton's Administration for the period 1993-2001. The records consist of the histories of 32 agencies or departments within the Executive Branch. In general, each organization associated with the Project submitted a narrative history along with supporting documents. These narrative accounts are primarily overviews of the various missions, special projects, and accomplishments of the agencies. The supplementary records include substantive memos, press releases, briefing papers, and publications illustrated with photos and charts.</p>
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https://clinton.presidentiallibraries.us/files/original/330cee532239c98b1abf9108cc3abe1e.pdf
564fd35f2aaa3ac81856f07774e1bc41
PDF Text
Text
.
.. .
,
6/25/93
Note to Jack Kristy
Attached are final specifications for Indian Education.
should now be suitable for drafting.
~
Tom Corwin
cc:
They
Mike Smith
. Mary J san LeTendre
Jo;~
Wade
.'
"
~
'..'.1. '.-
,
,.
�..
,
FINAL
6/24/93
DRAFT SPECIFICATIONS FOR
REA~rHORIZATION
OF
THE INDIAN EDUCATION ACT OF 1988
(Part C of Title V of Public Law lOO-297)
structure of Reauthorized Act:
The follo.winq Parts are to be,
proPQsal~
included in the reauthorization
program :.ihould have a
s~parate
In general. each
sect.ion. with its own statement of
purpose, authorized activities. and eligible recipients.
Authorizations of appropriatiJ.msL__ which should in each case be
"such SUlJ'lSIl for FI 1995 and the four sl.1cc.@.edinq years. should be
put at the end in a ggnaral provisions section t so that the
rea(1~r can find them easily.
Part 1
Formula Grants to Local Educat.ional I\gencies
Part 2
Discretionar'L Programs to Improve Educational
Opportuni.ties for Indian Children
o
Grants to Indian-Controlled Schools
o
De~oristration
Gr.ar.ts
Part 3 -- Postsecondary and Adult Education Frograms
o
o
Professional Development
Adult Education
Part 4 -- National Activities.and State Grants
Research I Evaluati.on, Data Collection, and TeChnical
Assis~ance
"
State Grants
Part 5 --
o
o
P~9grare Admi~istration
Office of Indian Education
National Advisory Council on Indian Education
Part 6 -- GenergJ Provisions
o
Defi.nitions
o'
Authorization of Appropriations
.-...
'-.'
1, ...
~,
.'
�Sl1Qpart 1 -- Formula Grants to Local Educational._ Agencies
SECTION 5311. DECLARATION OF POLICY
. current L~w -- 'l'he current section declares the policy to be one
of supporting LEAs in their efforts to conduct elementary and
secondary school progra:ns designed to meet the lIspecial
educational and culturally related academic needs H of Indian
st'.ldents.
PrQPpsed ~mendments -- Move this section to the begin~ing of the
bill and make it a statement of findings and purposes for the
entJre -Act on the education of American Indians and Alaska Native
children and adults. (The current Declaration of Policy refers
only to subpart 1.)
Begin with a section of findings that establishes the basis for
all programs in the Act. Findings would include the following:
o
The Federal Government has a special responsibility to
ensure that educational progral)1S for all Indian children
and adults:
,(l) are based on high-quality,
internationally competitive content and perforr:;ance
standards; and (2} assist local educational agencies in
providing Indian students with the opportunity to learn to
those standards, so that the Nation can achieve the
National Education Goals.
o
Since enactment of the original Indian Education Act in
1972, Indian 'parents have become significantly more
involved in the planning, development, and' implementation
of educational progra~s that affect, them and their
children, and schools should continue to foster this
involve::nent.
"
o ';'-"Although the numbers of Indian ,teachers, administrators,
and university professors have increased since initial
passage of the original Act, teacher training programs are
not recruiting, training, and retraining SUfficient
numbers of Indians as educators to meet the needs of a
-y~~(>'gj.ng '~,;:ndian student population in elementary,
secondary, and higher education settings.
i~
o
From 1980 to 1990, the percentage of Indians living
poverty increased from 24 percent to 31 percent.
o
The readiness of Indian children to learn is hampered by a
high incidence of health'problems arr.ong"Indian mothers I by
Fetal Alcohol Syndrome, and by problems such as low
birthweight.
o
Research related specifically to the education of Indian
children and adults is very limited. Much.of it is poor'
in quality or focuses on limited local or regional issues.
�3
Conclude with a statement that it is the purpose of the Act to
support the efforts of local educational agencies t Indian tribes
and organizations, state educational agencies, and other entities
.to meet the unique educational needs of American Indians so that
they can achieve to the high academic standards expected of all
students. 'rhi.s support shall be carried out through programs of
direct assistance for the educa~ion of Indian children and
adults, training of Indians as educators, and projects in
research I evaluation, data collection, and tect-nical assistance.
<
SECTION 5312. GRANTS TO LOCAL EDUCATIONAL AGENCIES
SECTIoN 5312(a)
IN GENERAL
Current Law -- The current section contains general language
stating that the Secretary shall make grants to LEAs "which are
entitled to payments. I!
Proposed hmend!llents -- This section should be changed t.o a
npurpose ll section 'that summarizes the purpose of· the LEA formula
gra:-.t program.
1. The purpose would he to support LEAs in their efforts to
reform elementary and secondary school programs serving
Indian students in o'rder to ensure that these programs are
based on high-qualitYI internationally competitive content
and performance standards and are designed to assist
Indian students 'and the schools they attend in meeting the
National Education'Goals related to school readiness,
high school 'completion, mastery of challenging academic
subject matter, literacy, and safe, drug-free, and
alcohol-free. school environments.
---
2. In addition, delete the reference to'-"I:.EAs that are
"entitled" to payments and replace it with language that
does not imply entitlement -- refer, for example, to LEAs
"that ~ra eligible for payments. II
~
~.?mlanation
..:'.1.' i: •
,
1. Each program in the Act should begin with a statement of.
purpose. Although most of the proposed activities can be
conducted under current law, the stated current purpose of
the program is too broad. As a consequence, many current
projects focus on remedial activities for which other
programs are available and provide flon-acade:.nic services
rather than educational programs that could be of more
benefit .'~9 Indian students.
"
2. The term lIentitlement'f is not appropriate for a program
sllch as this one in whiCh the Secretary has a certain
�-..'':
-.
4
'amount 0': discretion about: whether to award grants and in.
which the amount of fu~ding depends on the level of
appropriations.
SECTION
5J~2(b)
AMOUNT OF GRANTS
Current Law -- This section sets forth the eligibility factors
and formula for t..EA grants:
1. An LEA is eligible if the number of Indian children,it
enrolls is at least 10 or constitutes at least 50 percent
of its total enrollment. (This requirement does not apply
to an LEA that is located on or near an Indian rese~atioh
or that is in ·Alaska, California I or Oklahoma)-,
2. The amount of a grant.to an LEA is determined by
multiplying the-number of Indian children in an LEA by the
average per-pupil expenditure (PPE) in the LEA's state.
Amounts are then "ratably reduced according to the level of
the appropriation.
3.
Subject to certain provls~ons regarding appropriation
levels, BIA schools are eligible .
.l ?roposed . Amendments
1. An LEA would be eligible if the number of rndian:children~
it enrolls is at least l..Q or constitutes at least· 25; ! .,._ '.
percent. of its total enrollment. This requi:rement'wQuld
apply to all LEAs, with no exceptions.
Revise the formula so that the number. of children is
multiplied by· either the State average PPE or SO percent
of the national average PPE, whichever is higher.
.. .
3. Delete the eligibility of BrA-operated schools, but retain
the eligibility of BIA-contract sChools {g'enerallY called
tribal or Indian-controlled schools).
4. Institute a minimum grant level of $4,000, below which an
otherwise eligible LEA would not receive a grant, except
that a grant could be awarded, at the Secretary IS
discretion~ when an otherwise eligible LEA applies as part
of a consortium of eligible LEAs that collectively meet
the minimum grant requirement and the mir.imum child count
requirement.
i ..
�5
Explanation -
,
.
1. 'l'he eligibility provisions are very minin:al and there is
no apparent reason to lower the threshold for LEAs in
certain States or located 'on or near reservations.
2. Thia PPE revision would ameliorate the current situation in
which Indian student.s who live in poor States that have
low per-pupil expenditures are penalized because their
school districts receive significantly lower,Federal
per-pupil payments under the Act.
At the same time, it
would preserve a certain ar.lount of rewa:~d or incentive for
States that have a higher than average commitment to
.
educational expenditures.
3. This amendment is consistent with a cross-cutting decision
to terminate all ED grant programs to B1ii-operated schools'
on the grounds that: (1) it is inappropriate for the
Dc~partment of Education to award and moni to'r grants to
another Fede~al agency; and (2) since BlA schools already
receive funding directly from Congress based on a complex
formula, it is inconsistent and potentially duplicative t;o
provide additional funds under a different formula.
4. CurrentlYr
~any LEAs receive very small grants -- too
some believe, to permit those LEAs to mount
effective programs. .This approach would require small
grantees to coordinate services with other ne~ghboring
·local'· ;school:s.
s~all,
SECTION·;5312 (c)
GRANTS TO SCHOOLS THAT ARE NOT, OR HAVE NOT BEEN,
LOCAL EDUCATIONAl. AGENCIES
CUrrent Law -- This sect:i.on authorizes
exceed 10 percent of the ap!;ropriaticin
for discretionary grants to schools on
are not LEAs or have not been·LEAs for
proposed Amendments --
'-.
I..
f
an appropriation, not to
for the formula program,
or near reservations that
longer than three years.
'.
1. Move this section to Part 2. The authorization of
appropriations should be independent of the LEA formula
program; that is, delete the percentage sot-aside and
.
replace it, up front, with an ,authorization of 11such sums"
for FY 1995 and eaCh of the following four fiscal years~
2. Delete eligibility of LEAs. Discretionary awards would be
granted to I~dian tribes and organizations, with a
priority given to applicants that are starting new
schools J including those in the process of gaining tribal
control over a BIA-operated school. To gain the priority,
the applicant must show that the school has been under
�6
tribal control for fewer than three years at the
beginning of the proposed project.
3. Clarify that, the purpose of the grants, in addition to
helping lIschools get off the ground", is for supplemental
se~lices
to assist schools in meeting the National
Education Goals; that is: helping children become ready
for school; increasing the high school "graduation rate;
and improving academic achievement in challenging SUbject
matter! includina Engli~h, ~athematicst science, his~oryt
and geograpny, nrts, and--.i:"oreign languages. A goal of
this program, as well as other programs authorized by this
Act, .is to enable Indian students to meet the same high
standards that states will expect all students ·to meet.
Explanati 01 1
1. Moving this discretionary program to Part 2 would place it
with the other elementary and secondary discretionary
pro~rrams.
2. very few LEAs have applied under this progral'\}. This
change would focus the program to tribes' that now need
this type of assistance for a limited·t,ime to <,get a school
off the ground.
-' . .
:3.
schools that are, currently receiving, funds under this
program receive basic support through tribal contracts
with the arA. Funds fro~ this program should be used
specifically to provide academic support to Indian
students, in ,addition to the basic support that, t1:tey .~re
already receiving.
.
SECTION 5312 (d)
GRANTS FOR DEMONSTRATION PROJECTS
CUrrent Law --' 'l'his section (whic1::!.... has never been funded)
•. J
"
authorizes an appropriation of funds, not to exceed 10 percent of
the appropriation for the LEA formula grant program, for
discretionary grants to support demonstration progra~s in LEAs.
The Secretary is to reserve a portion of the funds, not to exceed
25 ,percent I for grants in school districts with high
concentrations of Indian children.
Proposed
Amend~ents
-
1. Delete the entire SUbsection.
�7
&;Kplanation -
1.
is no need for a separate authority for this
demonstration pro9ralTl~ The new Part 2 will contain a
demonstration-authority under which LEAs will be eligible.
The~e
SECTION 531.3. OSES OF FEDERAL FUNDS
current Law
The section currently specifies allowable uses of
funds under all three programs covered by the Subpart (LEA
formula grants, non-LEA and LEA discretionary grants, and LEA
demonstration gra1'ltS).
.
.
Proposed Amendments -- Building on what is currently there (the
specific references to minor remodeling r equipment, and drug
counselor training may be retained),. rewrite the section as an
"authorized activities ll section that would apply only to the LEA
formula IJrant program.. S.tress that activities supported through
lEA funds must be in addition to regularly supported activities
and cannot be those that would have been carried out in the
, absence of these Federal funds. In addition, specify that:
,".~,-"
',"-""''''''.-'
i. I£As·must adopt academic content and performance goals for
Indian childrBn, as a condition of receiving IEA funds,
and must report on their progress toward those goals;
however I the goals should be based on challenging.State or
local standards (adopted l if applicable, under the Goals
2000 Act) that will apply to all children •.
..
2.
L~As may combine Indian Ed~cati9n Act funds with other
sta~~f local r and Federal funds in Chapter 1 schoolwide
projects -- prov'ided that there are sufficient protections
related to participation of Indian children and
involvement of Indian parents as determined by the
Sec.:l:~t:a-cy~ !.:rhis,.amendment will need to be consistent with
recommendations for the Chapter 1 program.)
,
:3.
The following authorized activiti.cs would be added: early
childhood and family programs emphasizing school
readiness, integrated educational services in conbination
with other programs meeting sil:'lilar needs (Chapter 1,
Special Education; Title VIII" Math and Science, 'etc.) t
enrichment programs targeting problem-solving and
cognitive skills development, vocational education~
school-to-work transition. activities and substance abuse
and Fetal Alcohol Effects Syndrome prevention and
education programs.
j
1
�8
Explanations
1. This proposed amendment ·is consistent with the
Department's Goals 2000 proposal. In addition, it would
increase program accountability by re~~iring an LEA to
report on progress made in order to receive IEA funds~ In
the:: past, this p:!:'ogram has lacked accountability, aside
from verification of 506 forms.
2. By allowing LEAs to combine Indian Education Act funds
with other State, local, and Federal funds in Chapter 1
scrfotJlwide projects, LEAs are able to administer resources
more efficiently. l\hls recommendation is consistent, with
all of ESEA.
3.
Th~B
amendment specifies
e~rly
childhood activities as
authorized activities to allow preschool activities to
take place whether or -not individual State law permits
these activities. Under current law/ funds are used for
preschool activities only if a state defines "elementary
and secondaryll to include preschool activities. (See the
proposed anendment under section 5351 amending the
definition of "free public education ti .) This amendment
should enable Indian Education Act programs to be more
effective in helping to. reach .. National Education' Goal 1.
SECTION 5314. APPLICATIONS FOR GRANTS; CONDITIONS FOR APPROVAL
SECTION 5314(a). IN GENERAL
Current Law -- subsection (a) contains a list of application
contents 'that are required for all three programs currently
authorized by the Subpart.
PI9pcsed Amendmgnts -
1~
Make the section applicable only to the LEA formula
. ,..
progra::n.
2. Each LEA will be requi~ed to have a, comprehensive plan for
its overall approach to the education of Indian students
that explains how other Federal! State, and local,programs
are meeting the needs of Indian students, and how funds
fro4', the Indian Education Act grant will supplement state,
local, and other Federal funds. The plan must demonstrate
how the LEA's formula 9rant funds will be used to support
the approved supplemental activities listed under Section
5313, Uses ,of Federal Funds. The plan must also describe
whether and how the LEA will provide appropriate inservice
training, as needed, to ensure that teachers who are new
to the Indian community are prepared to work with Indian
�9
children and to ensure that ~ll teachers who will be
involved in the project have been properly trained to ,
carry out the project. Revise paragraph (4), related to ,
evaluations, to specify that the application must provide
the results of an evaluation (on the progress of Indian
students in the LEA toward the academic goals.set by the
school district) to the parent committee and pUblicize
them in the community. These evaluations would be
conducted every three years and would cover all Indian
students ,in the LEA's schools, whether or not they
_ articipate in the proj ect funded through the Indian
.~
l!;t.;:Lication Act.
Finally, an LEA would have to describe, in
its next formula grant application, how it is responding
to the findings.
3. ',\dd a requirement that the LEA" (but not BIA-contract
schools) provide for state review, though not approval, of
the LEA's application, and that the application contain
comments, if any, by the state.
4. Delete the language on planning in paragraph (a) (3).
Explanathm -
1. The purpose of the formula program is different enough
from the purposes of the two discretionary programs
currently in Subpart 1, that it makes sense for it to have
a .discrete set 'of application requirements.
2. 'rhe formula grant program currently.-· contains few
(','
provisions to ensure accountability for results, and
little is known about the educational status of the
children it serves.
Requirements for a comprehensive
plan, performance goals, and an evaluation conducted every
three years and presented to the Indian community, will
help to ensure better accountability.
The annual reports
currently required of grantees, when'received, are not
really used by the Department.
This proposed amendment
provides a more meaningful way to hold grantees
accountable and to involve the Indian community.
The planning requirement related to teacher training
should ensure that LEAs take into account training needs,
including the needs of teachers who are new to the Indian
c~mmunity and may need particularly intensive inservice
training, in developing their Indian education programs.
3. State review of LEA applications would further the goal of
encouraging more State involvement in, and responsibility
for I the education of Indians, and may promote .
coordination of services.
�10
4. The provisions on·t1se of funds for planning are too
detailed and restrictive. Appropriate planning activities
can be beneficial to a project; if there is a need to
'
restrict the use of funds for planning, it can be handled
through regulations.
SEC'l'ION 5314 (d) ELIGIBILITY FORMS
Current Lat.; -- This subsection outlines provisions governing the
student eligibility form t~at is filled out for the LEA formula
grant program by each Indian child's parent~. Paragraph (1)
states that the ·LEA is required to have a form for each child it
counts toward its forrr,ula allocation.
J?~.ragraDh
(2) prescribes
the minimum information that the Secretary must request on the
form, including information needed. to provide an accurate program
profile. The data elements track the eleme'nts of the definition
of Tllndian ll in the Act and refer to the "tribe, band r or other
organized group of Indians with which the child claims
membership". Paraaraph en stipulates that nothing on the form
is to be construed as modifying the statutory definition of
IIlndian", and lists the minimum information that must be on the
form in order for a child to be counted. Paragraph (4) directs
that the only form and standards of proof of eligibility that may
be used are those that were in use during the 1985-86 academic
yea:::::-.
Paragraph (5) stipulates that the Department may not
require- tribal enroll~ent numbers as proof of eligibility.
Eroposcd Amendments''':'~ J.lake some clarifying amendments. For
examplEf;-l in paragraph (2) (A). subparagraphs (i) and (ii) could
probably be combined; and paragraph (4) could probably be deleted
as unn.ecessary, in view of other restrictions in the section.
A1l\end the definition of "l:;.oian" in section 5351(4) to delete the
reference to "other organizeo"9rouPs" and make corresponding
changes in Section 5314(d).
Explanation -- The clarifying amendm~nts Simplify this section
without making significant cl-'.:'\,nr;es tP~"1t could ·threaten the
eligibility of currently eligible groups. "NACIE and the NIEA
both recommend' deletion of the term lIother organized groups. II
The definition in the 'current law puts the Department in the
position ()f determining whether we are truly serving Indian
students itS opposed to those who are simply claiming merr,bership
in an outside 'group in order to generate additional funding. The
proposed definition satisfies congressional inte~t that the
Departoent serve terminated and State-recognized Indian Children,
as well as federally recognized Indian children, and would remain
a, .broader definition than that used by the BlA.
The deletion of
the term nother organized groups II conforms with the recommended
change under Subpart 5, Section 5351.
�11
SECTION 53l4(e} AUDITING; PENALTIES FOR FALSE INFORMATION
La~ --,This subsection, among other things:
(1) requires
the Department to conduct a so-called "rolling audit" of the LEA
formula grants (not less than one-fourth of the grantees each
year) and to submit a report to congress on the audit findings;
(2) prohibits an LEA that provides false information on,an
application under the subpart from applying for any other grants
under the subpart and makes the LEA liable for any unexpenped
grant funds; ard (3) stipulates that a student who provides false
information on the student eligibility form may not be counted in'
determininq the amount of a formula grant4
Current
Proposed Amendment -- Delete the entire subsection.
,
:.."
.Ex::>lanation.-- The so-called "audits l l have. in fact. been
conducted as part of regular program monitoring responsibilities
by staff of the Office of Indian Education. However, it is
inappropriate for the statute to mandate program administration
responsibilities at this level of detail -- for example, by
specifying the number of Uauditstl that must be conducted each
year. The audits have been used prirearily as a way ,for program
staff to ensure that LEAs maintain proper documentation of
student ~ligibility forms, a function that does not require this
statutory mandate. Furthermore, the annual reports to Congress
that are'required under this section have been submitted years
late and have not been very useful in conveying compliance
information. The emphasis in the statute should,.be ·on~ assessment
and monitoring t9 ensure educational benn.fi '!:::s: d:' '.:, ~ ,,';":-; '1:.
SECTION 53lS. PAYMENTS
"
SECTION 5315(a} IN GENERAL
CUrrent Law -- Subsection (a) provides that the Secretary will
:nake periodic paynents to grantees under the LEA formula grant
program.
'~.:.
'.;
Proposed Amendment -- Delete.·
Explanation
The paragraph appears to be
unnecessary~
SECTION 5315(b) DENIAL OF PAYMENTS IF PAYMENTS TAKEN INTO ACCOUNT
BY STATE
Current Law -- Subsection (bI provides that an LEA may not
receive payrr,ents under this program if the LEA's S".:ate has taken
t
,
"
,
.
�12
'thc·LEA's Indian Education Act formula grant fu::.ds ';,nto account
in determining eligibility for state aid.
No changes needed.
Proposed Amendment
SECTION SHS (e) REDUCTION FOR FAIUJRE TO MAINTAIN FISCAL EFFORT
CUrrent Lav; -- This sUbsection set:s out the maintenance of effort
requirements as well as the cO:1.ditions u:.der which the Secretl'ry
~ay
waive the
requirements~
Proposed Amendment -- No specific amendment proposed. The
maintenance of effort requirement and the waiver provisions are
sufficiently flexible. However, maintenance of effort provls~~ns
should b,o consistent throughout the programs contained in the
reauthorization bill.
SuJmart 2 -- Special Programs.____~n¢t Pro; sets to Improve
Educationa~ __J'PPQrtunities
,
raJ.: Indian Children
..
SECTION 5321_ IMPROVEMENT OF EDUCATIONAL OPPORTUNITIES
FOR INDIAN CHILDREN
"
,
•
c.
~hdposed
~
~he
amendment --
Grants to Indian-Controlled Schools
"program would be authorized under Part 2 w See page 5 for' a
des}:ription of the proposed amendments and explanations.
SECTION 5321(a) IN GENERAL
Current Law ~~ Subsection (a) summarizes the four separate
discretionary progra~s authorized in Section 5321 .
.P roPQsed amendment -- Delete.
··-o.J 1~',
E~planation
"
'.
.:.-.
'
-- Unnecessary.
SECTION S321(b) DEMONSTRATION PROJECTS and 5321(c) SERVIcES AND .
PROGRAMS TO IMPROVE EDUCATIONAL OPPORTUNITIES
CUrrent Law -- These two sections authorize programs of
discretionary grants to improve educational programs for Indian
children. In general, the eligible applicants and the activities
carried out are the same, except that one program supports
tlplanninS pilot t and demonstration" projects and the other
supports lIeducational services and exemplary" projects.
f
�13
PrQPoseq.. A::l1endroents -- Change t.he ti.tle of Part. 2 to
Discretion.@.xy r>;r.og.:-aros.__to Improve EgucatiQnal Opportunities for
~ndian Children~
Combine these two programs into one grant
authority. with the following fe~tures:
o The purpose of the
progra~
would be to support projects
designed to develop, test, and demonstrate the effectiveness
of services and programs for improving educational
opportunities for Indian children.
o
Eligible applicants would be SEAs,
LEA~,
,
and Inuian
tribes, organizations, and institutions. BIA-operated
schcJols would no longer be eligible (consistent with our
overall policy on those schools). Language referring to
I·consortia" would be deleted from the legislat~..;)n as it is
unnecessary.
o
Recipients of grants would be required to participate, at
the request of the Secretary, "in any national eValuation
of projects~ The Secretary would be authorized to select
educ:ational areas or approaches in which projects would· be
carried out.
.
o
Allo~",able
types of proj ects would include:
Coordination of the operation of Federal I State,
local, and tribal education;and education-related
services for' Indian- children:':,
..
~
~
L- •._; ~~"_
Instruction to raise the achievement of Indian
children in the seven core curriculum areas (English I
mathematics, science, foreign la~guagesl ar~s,
history, and geography), including.assessment and
reporting 'of progress.
...,
r
Programs designed to' reduce the incidence of students
dropping out of school and increase the rate of high
school graduation among Indian studt:::"':'~.s.f .
.!..~
partnership projects between high schools and
institutions of higher education. that allow high'
·school studer.ts to enroll in course.s at the'
college/university level to aid in the 'transition frow,
high school to postsecondary education. (For these
projects, LEAs would apply jointly with'IREs)._
Partnership projects between schools and local
for work-study or apprenticeship-type study
programs to reduce absenteeism, increase the rate of
high school graduation, and aid in lowering the school
dropout rate among Indian students.
.
business~s
�14
Family-based preschool programs emphasizing school
readiness and parenting skills; based on the EVen
start model.
Programs designed to encourage and assist Indian
students to work toward and gain entrance into
institutions of higher education.
Programs to meet the needs of gifted and talented
Indian students.
o
Applications would include provision' 'for the involvement
of parents and tribal representatives.
The authority in Section 5321(C) (2), for special projects to
encourage postsecondary enrollment or discaurage dropping out,
would not be retained.
Explanation -- There is very little difference between the
·current demonstration and educational services authorities.
~he
amended legislation would combine the' two activities and
emphasize new priorities and current needs. PUtting all of the
funding into one authority a~d broadening the eligible applicants
will increase the: quality of projects funded under this program.
The partnership projects listed under allowable activities w~~ld
encourage involvement of local businesses and institutions of
higher education in local areas.
SECTION
5321(d) TRAINING
SECTION 5322. SPECIAL EDUCATIONAL TRAINING PROGRAMS
FOR THE TEACHERS OF INDIAN CHILDREN
-.
eu rrent Law -
Both of these sections authorize discretionary
grant programs to trai:1 educational personnel.
o
11,"
o
Under both sections, priority is given l among other
things, to Indian applicants and programs with only Indian
participants. Projects may be either pre-service or in
service, and training may be at either the undergraduate
or graduate level.
Under Section S321(d), 'eligible applicants are
institutions of higher education (IHEs) and State and
local educational agencies in combinatio!1 with IllEs.
·0
Under section 5322, eligible applicants are IREs, Indian
tribes, a~d Indian organizations. However, because
preference in selecting grantees is given to Ind~~n tribes
and organizations, IHEs (unless they are tribal colleg·es)
do not receive grants.
...'
�15
Proposeg Amendments -- Delete these two authorities, along with
t.he Fellow:ship authority I and move them into the new Part :3 I
pos~secondary and Adult Education Programs.
(See Part 3 for a
description of this new Part.)
Explanation
Combining the three authorities (EPD - sections
5321(d) and 5322# plus the Fellowship program) will result in a
clearer, simplified statute.
SECTION 5321(e) GRANTS FOR EVALUATION AND TECHNICAL ASSISTANCE
CUrrent Law -- This sul,;section '1:t~thorizes:
o
The establishment of regional centers to evaluate Indian
edccation programs, provide technical assistance to
grantees and parent
comr,i~.ttees,
and disseminate
information on Federal education programs that affect the
education of Indian children and adults*
o
o
, .
Nat:ional dis-semination of information on educational
programs, servioes, and resources available to Indian
children.
.
The evaluation of federally assisted programs in which
Indian children may participate.
Proposed amendments -- Replace this section with a new
discretionary autho~ity for research, evaluation, data
collection/ and "technical assistance. This program, as well as
the new Grants to states program, would be placed under Part 4,
National ~ctivities ·and· state Grants.
,0 The purpose 0: the section would be to give the Secretary
authority, directly cr~t~rough grants, contracts, or
cooperative agree:nents, t·,,):
Conduct research related to effective approaches 'in
the education of Indian children or adults.
"'--....: i ,
1,'
. ,.
Evaluate federally assisted education programs from
which Indian children or adults may ben¢fit.
Collect and analyze data on the educational status and
needs of Indians.
Provide assistance to LEAs, SEAs, IHEs, and Indian
tribes and organizations related to education· programs
for Indians through multi-disciplinary Xndian
Education resource centers. Authorize the Secretary
to establish resource centers focusing on such areas
as teacher training I adult education, preschool
education, math and science, or Indian culture and
�16
language preservation t or such other
~reas
as the
secretary deems appropriate. Note that this proposal
may be amgnded. de'QCmiinq on the deci~don on the
~ross-cutting
technical assistance reauthorization
issue.
o
Eligible applicants would be Indian tribes, Indian
organizations, SEAs, institutions of higher education, and
other public and private agencies and institutions.
.~- 'rhe:s~ amendments would give the Depart1::tent
urgently ·needed auth-o;;:'ity to' conduct research, evaluation, and
'data collection activities under the Indian Rducation fict. They
would also provide the Secretary with authority to replace the
current Technical Assistance Centers with new Cente,rs focusing on
content I tnethodolog:J"", and asseSsment rather than application
completion, needs'assebsments, and other
process-oriented activities.
E:Kp!aus.ttion
SECTION 5321(f)
APPLICA~'IONS
FOR GRANTS
Current Law -- This subsection applies to the programs in
Subpart 2 and contains general application requirenents<and
provisions related to: (1) evaluations; (2) parental and tribal
participation; .(3) equitable participation of private school
children; (4) priority for applications from Indian '~ducational
agencies, organizations, and institutions: and {5} ·.supplement/not
supplant.
<' <:.',j"'''j:" ~'l; "'.•:",'.; ,
J:.+_QPosed
.
Amend:nents
requirements should
If they can be left
requirements should
they apply. Of the
and Explanations -- Genera+
app~ic.ation
be retained only if needed in the statute.
to regulation, do no't include them.
Specific
be placed only with the programs to which
requirements in this subsection:
o
Evaluations should be required for all projects.
a
Parental participation should be required E as should
tribal participation when appropriate.
"0
The requirement for equi'table participation of private
school children should be deleted for these discretionary
grant prograJI'.s. since it is inappropriate and has never
been e!1forced.
o
The general provision glv~ng priority to applications from
Indian groups should be deleted+
o
'I-he ,"s"ilpplementJnot supplant lf provision is not .appropriate
for programs authorized by this Part and should be deleted
from this section.
"..,
�17
'"
'
.~-.
SECTION 5323. FELIDWSHIPS FOR INDIAN STUDENTS
Current Law
o
The Secretary is authorized to award
f~llowships
to Indian
students for courses of study that do not to exceed more
than four academic years.
o
A student's course of 'study must lead toward a
post.b~ccalaureate degree in
psych6~~gy, law, education,
medicine I clinical psychology,
or a related field or to an
undergraduate or qraduate degree in engineering, business
administration, natural resources, or a related field~
Proposed At:leixlments
1.
Delete the Fellowship authority (5323(a) - 5323(e».
Explar.ation
1. F'ellm,,'ships would be awarded under .the If Professional
Development" program. (See next page.)
-,
,~
. ",'
.
,
','
"",.~.
"
SECTION
5324~
GIFTED AND TALENTED
Current· Law
The section authorizes a gifted and talented
(l) the establishment of two centers at
_tribally controlled community colleges; (2) a demonstration grant
program under which funds. also' are to be awarded to two' tribally
controlled community colleges; and (3) a program under which
grants are. to'-btl awarded to five BlA schools for research and
development.
--"
'program consisting of:
"l"'"
pr.oposed Amendment -- Delete the entire section.
Explanacion --''''~-~o1'~ams ~Jor. 'g~fted and talented students can be
supported with funds from:
(1) the LEA formula grant program:
(2) the discretionary grant programs authorized under Part 2 for
elementary and secondary. students: and (J) the linen-LEA" program
. currently a'ithorized under Section 5312 (c). There is no need for
a- separate authority, particularly one so restrictive.
�18
Sybpart 3 -- Special Prog,ams Relating to Adult Education
for Indians
SECTION 5330. IMPROVPJ{ENT OF EDUCATIONAL OPPORTUNITIES
FOR ADULT INDIANS
current l.a'f,o{ -- subpart :3 3'Jthorizes several adult education
including demonstration projects, research and
development: t surveys, evaluations, dissemination, and educational
services projects.
~ctivities,
Pr.oposed Anendments
(;
Char:ge the title of Subpart J to Postsecondary and Adult
Education Programs.
o
In general! delete the multiple program authorities and
authorize one prQ,~ssional development p~oqram and one
demcnstration program in adult education (literaoy and
hig:r~ school equivaler.cy).
For the Professional Development Program:
o
The purpose would be to increase the -number of qualified
Indians in professions serving Indian students.
o
For allowable activities, projects'could be at either the
undergraduate or graduate levels,'" but all preservice
training would have to be geared toward meeting state
certification standards in particular fields (e.g.,
elementary education; rnathe:natics teachin:J',. science
teaching school" administration, guidance ?liid counseling,
bilingual education) and/or result in a terminal degree
(e.g., B.A., M.S., Ph.D.). Fifty percent or more of
available funding would be designated for preservice and
inservice training of educational personne~... ~.9.rLd. the",:", ." "
renaining fifty percent would be available for other
fields of. study.
-
'~"~ ."~,.:"~::;"",,,
I
o
EligiQle applicants would be made up of two categories of
recipients: (1) institutions of higher education, and
applications from an SEA or LEA in consortium with an
institution of higher ed~cationi and (2) Indian tribes,
Indian organizations, and applications from an Indian
tribe or organization in consortium with an institution of
higher educatiot'l" The secretary could hold competitions
that would restrict the types of projects funded (for
example, to in-service training, graduate training, or
training for particular types of teacher) and could run
�19
competitio/"l.s, for which only Ir-.dian tribes and
organi2:at;tons would be eligible. We would not, however,
be required to give priority to Indian tribes and
organizations in competitions for which other entities are
also eligible.
.
o
Individuals would receive assistance for up to
o
Add a service requirement that participants agree, upon
completion of their training, to work in the Indian
community for a year for each year of training. Failure
,to do so would make the participant liable for payback.
The kind of work that would satisfy this requirement is
work directly related to the education of Indian children
or adults -- for example, a classroom teacher in a school
on a reservation or instructor in an adult education
program that serves Indians. This service requirement
would only apply to recipients in programs aimed at
attainment of credentials or a degree~
5,
years.
For the Adult Education program:
o
o
, ." .'
Eligible applicants should be Indian tribes, institutions,
and' organizations.
Require coordination with other adult education projects
in the geographic area to be served -- in particular,
those administered by tribes with funds from the Bureau of
Indian Affairs and those administered by States with funds" ..
from the Adc.lt Ed'J.cation A c t . '
"'"
o
Incorporate the following provisions froc the Adult
Education Act -- the statement of purpose and definitions
of Ifadult ll , and "adult education l l (found in Sections Jll
,
~'" ,
and 312 of the ABA).
"-:..,
.',
o
Require data collection. evaluation I and reporting in such
;:reas'.,as the nUr:lber of participants t the effect of the
program on the subsequent work experience of graduates,
progress of the participants in achieving literacy, and
the number of participants that pass high school
equivalency examinations.
o
ReCipients of grants would be required to participate, at
the request of the Se.cretary~ in any national evaluation
of demonstration projects. The Secretary would be
'
authorized to select educational areas or approaches in
which demonstrations would be carried out.
�20
. Explanation -
o
Combining the three authorities (EPD - Sections 5321(d)
and 5322 and the Fellowship program) will result in a
clearer, simplified statute. However, the Secretary would
still have the option of establishing priorities that can
produce the same kind of diversity in program grants that
is possible under the current
o
Mov~.ng
authoritjes~
the EPD and- Fellowship authorities to Part 3 and
changing the-title to Postsecondary and Adult Education.
pro~frams would clearly delineate the differences between
the discretionary programs for elementary and secondary
students under Part 2 and activities designed for Indian
adults, namely professional development and adult
education under Part 3.
o
Merging the Fellowship program into EPDs would allow
fellowship-type activities to continue but would: (1)
simplify program administration by permitting the
Department to make grants to insti~utions rather than
directly to stUdents; and (2) enable funds to go to'
in5ti~utions that had a true commitment to the program.
The change would also broaden the fields of study eligible
for support.
o
Other activities currently authorized
surveys,
research, evaluation, dissenination -- can be carried out
unde~:,the prqposfo:d ,new Part 4.
,
J, ",~
J'art 4
. ":),'",-,, ":,'.'"
,
National Activities and State Grants
NEW PROGRAM -- S",ATE GRAN'rS
Proposed PrOV1Slon -- Add an authority under the new Part 4 for a
program of grants, to States as an incentive for States to have a
comprehensive, statewide educatiol!~p);afl th;<; t. ,.inqludes strategies
for provlding Indian children and adults with greater
opportunities to learn to high academic standards. State
authority would be restricted to public schools (LEAS).
Currently, States have no role in Indian Education Act programs.
o
Eligible applicants would be States or l as desig::>ated by
the Governor, state Departments of Education.
o
The a.mount of each State's grant would be determined by
__.t.hE'. Secretary based on the number of Indian children and
adults in the State (as dete~ined by the most recently
available data from the u.s. Bureau of the Census), the
complexity and comprehensiveness of the state's plan
l
�21
evidence of State commitment to quality education programs
for Indians, and,other factors the Secretary may establish
by regt:lation. However, the amount of any St:.ate's gran";:
would not be less than $50,000 or 5 percent of the
aggregate of the amounts paid to LEAs in the State through
the formula program, whichever is greater.
o
To be eligible, 'a state would have to have an approved
State plan under the Goals 2000 Act that includes adequate
provision for the education of Indian children and adults.
Alternatively I
for the first year only, States, cO,nld use
funds under this program to develop the Indian
portion of that plan.
o
edu~ntion
State could use funds for expenses associated with the new
requirement that they review LEA applications; dat-:'\
collection; technical assistance to LEAs; inservice
training for teachers in schools serving lndian children:
measurement of Indian student achievement against the
benchmarks set forth in the Goals 2000 State plan; and
other activities and services designed to build the
capacity of the State to serve the educational needs of
Indians.
o
Each State re.ceiving a grant would submit an ann;.ml report
to the secretary containing data and information as
specified by the Secretary in regulations.
",'
,
E;mlanation -- This change would provide I for the -fi:r;st- ,,!:i~e; 8'
role for States in the LEA portion of the program and should
facilitate the State's ability to ensure that Indian children are
adequately provide'd for in comprehensive State and local'plans.
Funding for States would also facilitate imple~enta~ion of the
proposed r,~quirement that LeAs obtain state review of their
formula grant applications.
Subpart 4
Program Administration
~..
':.
SECTION 5341. OFFICE OF INDIAN EDUCATION
eu'trent La'lI --. This
Section~
o
Establishes an Office of Indian Education (DIE) 'within the
Office of Elementary and Secondary Education (OESE):
o
Provides that the Secretary selects, .the Director of OIE
from a list of nominees submitted by the ~atiQnal Advisory
Council on Indian Education.
,
~.
�22
o
Provides that the Director 1 in addition to administering
(1) developing policies affecting
Indians under'OESE programs; and (2} coordinating
development of policy and practices for all Department
programs related to Indians.
OlE, is responsible for:
o
Requires that preference be: given to Indians in hiring and
promotions for OlE.
o
Requires that a one-time preference be given to non
Indians in OlE who wish to lt1QV~ to pO.5hi .tions in other
offices.'
....•
Proposed AJt',endment -- Reauthorize as Part 5
Admir:istration.
Program
o
Delete the provision. giving one-time preference to non
Indians_
o
Oelt~:te the prov~slon that the Secretary pick' the Director
of the Office of Indian Education from a. list submitted by
the National Advisory Council on Indian Education. (See
amendment under section 5342) ..
Explan;;'ltions -
.
~,
,;
o· Fivl;;! years after establishment of Indian preference for
OlE, the preference to non-Indians wishing to leave the
I'., .~"'.: /'" .-:o'fftce will no longer be needed .
. 0
See explanation 2 under the following section 5342. This
amendme~t conforms to proposed changes under the section
below.
.
"
..
SECTION 5342. Nli'frONAL ADVISORY COUNCIL ON INDIMI EDUCATION
CUrrent lrla'''' -- This Sectio!l establishes a National Advisory
Co~ncil( with members appointed .by the President.
The Council:
---
";',
,., '
,
o
Advises the Secretary about administration of any program
from which Indian children'or adults can benefit;
o
Reviews applications and makes recommendations to the
Secretary about their selection;
o
Evaluates programs;
o
Provides technical assistance to LEAs and tribal groups;
o
Assists in developing regulations;
�23
o
Submits a list of nominees for Director whenever.a vacancy
occurs; and
o
Submits an annual report to
PrQRosed
~~endments
Congres~
..
-
1. Delete requirement for the .Council to review applications
and make recommendations about their selection.
2. !n place of the, requJ-xemel1t .for NAcrE to submit to the
Secr.etary a list of nominees ,'[or the position ,of Director
of the Office of Indian Education, mandate the Council to
make recommendations to the Secretary for the position of
Director.
Explanation'-
1.
The Council has recommended that it be relieved of this
responsibility, since it is not feasible for COtincil
members to review the numerous applications that are
'submitted. The Council recommended that, instead, its
role be one of oversight and monitoring of the application
process., No amendment t9 the statute is required to
authorize this kind of role.
2. The Secretary is currently required ,t;o,.'select the Director
of the Office of Indian. Education from a list of nominees
subni tted by NACIE •. · Tqis ,requiiemef\~t.. h'as cont"ributed to
delltys in selecting Directors and .infringes· On the
Secretary's authority .. The proposed· amendment will- ttake
the selection process easier to administer and wixl
increase the Secreta'ry! s discretion. NACIE would still be
, called on. to' make recommendations, but the S?,qretary would
not have to restrict sel'ection to one of NAcrE ~~:;
recommended candidates.
$ECTION .5343 ~ AUTHORIZATION OF APPROPRIATIONS,
Pronosed Amendment:. -- Authorize the appropriation of IIsuch su:nsl!
for FY 19,95 and each of the succeeding four fiscal years for the
Office of Indian EdUcation and the National Advisory Council on
Indian Education.
.
Subpart 5 .-- Miscellaneous
Current Lsp·! ,-- section 5351 contains definitions.
repeals prclvisions of other laws.
section 5352
�24
Proposed Amendments and E~Qlanation
Rename this ~ubpart as
?ar~ 6, General Provisions.
Delete section 5352, which is no
longer needed. In'Section 5351:
o
o
;';:1'
<.i
',~.; ~
Amend the definitions of Uadult and fladult education ll to
makE: them consistent with those definitions in the Adult
Education Act. The Department should have consistent
defini tions for similar programs. In addi tioD, the AEA' s
definition o'f "adult education li is broader and offers more
flexibility.
Amend ..thc definition of "free public education" in 5351{3}
to include preschool education. Currently, under the
formula grant prograru t grants are made to LEAs that
provide a "free public education 1i '. LEAs are able to use
their formula grc:nt funds for preschool projects' to the
extent that ,"cilemen"Lary" is defined to include preschool
activities under state law. Individual State laws vary in
their definition of "elementary!! - some states include
preschool and kindergarten and some do not. In the past!
grantees who have submitted formula grant applications
have not been allowed to use grant funds for preschool
activities due to the limited scope of some State laws.
This amendment would target funds'to a population that
clearly could benefit from early intervention a~tivities.
o
Delete the term "other organized groupU, a term that is
used in the definition of "Indian 1f • Under current law, a·
person may qualify as an Indian under the Act if he or she,
(or a parent or grandparent) is a member of a tribe or
"other organized group of Indians. 1f Ever since the,
definition of nother organized group" was removed from the,
regulations {in the interest of deregulatio:1}, many have
considered the term to be too loose because it ~~y allow
persons who claim "'membership" in questionable groups to
be 'counted.
"
In',J:he definition of Uloca 1 educational age::1cylf, delete
the 'provision that incorporates for the purpose of
formula grants, schools operated by the Bureau of Indian
Affairs. The Department has decided to eliminate
eligibility of BIA schools ,for this.' and other Oepartmant
programs. However, re'tain the eligibility of B!A contract
schools.
1
o
Delete Section 5351(8) (i) (I). This particular provision
defines the term "local edccational agency" for purposes
of the formula grant program as including tribes and._
tribally sanctioned organizations that "provide its
students an, educational program that meets the standards
�•
25
established by the secretary of
the~,Interiortl.
This
provision has never been implemented and is irrelevant.
INDIAN PREFERENCE IN GRANTS AND CONTRACTS
Awards under the Indian Education Act are subject to section 7(b)
of the Indian Self-Determination and Education Assistance Act
(P.L'. 93-638).
That section requires that grantees I
,
in
connection with administering their grants r give preference to
IndiaI'!s for, tx;aining and employment and to Indian organizations
in awarding cOb~racts. However for the purposes of this
requirement, the definition'of Indian includes only federally
recognized Indians (that is, the same eligibility factors as used
hy the BlA) t rather than the broader definition contained in the
Indian Educati~n Act. OGC suggests adopting our own preference
provisions, tied ·-'to the Indian Education Act 1 s definition, and
making the Self-Determination Act inapplicable.
I
�UNITED STATES DEPARTMENT OF EDUCATION
OfFICE
or 7HE GEh'ERAL COUNSEL
July 26, 1993
NOTE TO: Sandra Spaulding, OESE/OIE
Torn Corwin, M&B/CFO
Patsy Mathews, M&B/CFO
Lisa Corove , K&B/CFO
Nancy Loy, opp
.
SUBJECT: Indian Education Reauthorization
Attached, for your review, is a clean draft of the legislative
language to reauthorize the Indian education prograps that:
(1) incorporates the language that ....e agreed to at Friday's
meeting, as well as my attempt,s to improve some of it; and
(2) marginal notes pointing out important issues and other items
that I ~hink the Under Secretary should see. I'd like to send
this to him tomorrow/ so please give rne your comments . . by noon,
tomorror...'.
I'm in ReOm 4093 and can be reached at 401-2670; fax: 401-3769.
Thanks,
7-/)1 h3
Attachment
cc:
Paul Riddle ,
Jack Kr.isty
'.;
::
",
faA
-'.! •
!:>or r ( .b nrv
I
~
�.
..
'
JUc 26 IS33
"TITLE VI--HlDIAN EDUCATION
"SHORT TITLE
'ISEC~
3
4
This title may be cited as the
6001~
Education Act t
I
Indian
•
5
"FINDINGS AND PURPOSE
"SEC. 6002. (a) FINDINGS.
6
7
n
The congress finds
that~-
(I} the Federal Government has a special
8
responsibility to ensure that educational programs for all Indian
9
children and adults-
10
11
12
11
~----~----------~,
(A) build on Indian cuI tut's and the Indian
lcommunity~ and are based on high-quality, internationally
competitive content and student performance standards; and
~.~.:~st local educationa~ ag~.~.:.~_=f Indiarg
l~ribesJt~nd o~her~in providing. Indian students the opportunity
___....,._____
.._(_B,-}
15
16
to learn to those standards;
,
. ""
,," .",'
tI
(2) since enactment of the original Indian Education
17
Act in 1972, Indian parents have bec<?me significantly more
18
involved in the planning •. development, and implementation of
, .
19
educatir:mal progra.ms·"that affect them and their children, and
20
schools should continue to foster this involvementj
-
.
21
II
(:3)
-,
al tho0~h~' the '.t~I:'lbe;s of Indian teachers t •
22
administrators, and university professors have increased since
23
1972, t,eacher trainins programs are not recruiting, training, or
24
retraining sufficient numbers of Indian persons as educators to
25
meet the needs of a growing Indian student population in
elementarYt
seco~daryl
{- lteMll/.l1M t/..d.t1
4- f W.d. ~
tw.L
and higher education:
~ JCI~'1
"'.o!,dN:J
CfJaU1(ttd
(J;{f fttt.«A,.Wt's iIJ~{ at( (3111- o
11?41lifi(
I'dA· .4'1ft.77ie.<. # Ch.. D u--:
�'.".'
('.<
U(4) the dropout rate for Indian students is
unacceptably high; for example,
~ percent
of Indian students
who were 8th graders in 1988 had already dropped out of school by
4
1990:
IICS} from 1990 to 1990, the percentage of Inqian
5
6
persons living in poverty increased from 24 percent to
7
31 percent, and the readiness of Indian children to learn is
8
hampered by the high incidence of poverty, unemployment, and
9
health
10
among Indian. children and families; and
proble~s
"(6) research related specifically
to
the education of
11
Indian children and adults is<very limitej, and much of it is
12
poor in quality or focused on limited local or regional issues.
"{b) PURPOSE.--{l) It is the purpose of this title to
support the efforts of local educational agencies, Indian tribes
and organizations, State educationlH agencies', postsecondary.
16
institutions, and other entities to meet the,,·.unique educ'ational
17
needs of American IrJdians and 'Alas.ka Nati~es",:: so that th'ey can
18
achieve to the high academic standards :expected of all students.
19
"(2) ,This title carries out .this purpose by",. authorizing
'.
programs of direct assistance for-
20
21
"CA) the education of Indian children and adults;
22
II
23
24
2S
(S) the traini:nc;r of Ir~dian persons as -~6.'~cators··
and in other professions serving Indian people; and
"(C) research I evaluation, data collection, and
technical assistance.
2
�"PART A--FORMUlA GRANTS TO LOCAL EDUCATIONAL AGENCIES
"PURPOSE
3
"SEC. 61.01.
It is the purpose of this part to s'.lpport local
4
educational agencies in their efforts to reform elementary and
5
secondary school. programs that serve Indian students, in order to
6
ensure that those programs-
7
8
9
10
"(1) are based on high-quality.
co~pe~itive
content and student performance standards; and
"(2) are designed to assist Indian students and the
schools they attend in meeting the National Education Goals.
II
12
i~ternationally
"GRANTS TO LOCAL EDUCATIONAL lIGENCIES
"SEC. 61.02.
A local educational agency is eligible for a
grant under this part for any fiscal year if the number of Indian
.' ,-"
child.r'en who were enrolled in the schools of the agency t and to
.15
whom the agency provided 'free public education, during the
16
preceding fiscal year-
17
n (1) was at feast 20: or
18
tI
19
20
(2) .constituted at least 25
pe:r.:~ent
of the agency I s
total enrollment.
H
lII'lOUNT OF GRJ\NTS': " '
"SEC. 6103. (a) AMOUN"T OF GRANTS.
From the SUlllS
22
appropriated under section 6602(a) for any fiscal year, the
23
Secretary shall allocate to each local edUcational agency with an
24
applicati(rn approved under this part an amount that bears the
same ratio to such sums as the product of-
�"(1) the number of Indian children described in
section 6102; and
3
n (2)
4
5
of-
"(A) the average per-pupil expenditure of the
State in which the agency is located; or
6
,7
the greater
nCB) 80
percent of the average per-pupil
expenditure in the United states;
a
bears to the total of such products for all such local
~
~ducational
10
agencies.
"(bl MINIMUM GRANT AMOUNT.
The Secretary shall not make any
11
grant to a local educational agency if the amount determined
12
under sUbsection (a} is less than $4,000, except that the
13
Secretary may make a grant to a consortium of
lo~al
educational
agenCies, one or more of which does not qualify for stich a
minimum award, if-
16
17
)1
))
1'W>J..'- (.
11(2) such agencies, in the aggregate I
eligibility require'ment of either
20
21
(1) the totai arr.ount so deterT:'lined for such agencies
is at least $4,000 i<"
lS
19
-t1t.1-<- (.1)
II
(3)
6102(1).
be effectively used to carry out the purpose of
.. (c)
or 6102(2); and
the Secretary determines t.hat such a grant would
.
22
seCi:i~!1
meet the
IlEFINITIQli.
I
••
For the purpose of thl.s
~his
N ..•:.
part.
,'...
sect·~o"n,
.,
the.
23
average per-pupil expenditure of a State is deterrdned by
24
dividing--<
25
26
,
11(1) the aggregate current expenditures of all the
local educational agencies in the State, plus any direct current
4
�"
eta;Li'1
'iI(":> amr K ~ tAm w..rffl I1te. ttjtd"cfliht of ;(fit,
'1:
"lIlt-
expenditures by
t~e
t441U/!. ttftM
.
State for the operation of such agencies,
without regard to the
so~rces
of funds from
~hich
such local or
expenditures were made, during the second fiscal .
year .
3
Stat~
4
preceding the -~fiscal year for which the co:nputation is made; by
5
I.
(2) the aggregate number of children who were in
6
average daily attendance for whom such agencies. provided free
7
public education during "such preceding fiscal
S
9
10
[This SUbsection may not be needed unless we want to use data
from a different fiscal year (2nd preceding as opposed to 3rd
preceding) than is used elsewhere in the ESEA.J
11
l2
13
year~
"APPLICATIONS
"SEC. 6104.
(a) GENERAL.
Any local educational agency that
desires to r'eceive a grant under this part shall submit an
application to the Secretary at such time, in such manner f and
,containing such information as the secretary may require.
If
17
(b) COMPREHENSIVE PLAN REQUIREp.
shall include a comprehensive plan for
"
1S
19
20
EaCh~uc.€l~PPlic~ti.on
~eeting
""
the needs of
' ,l.
'.
( ,
Indian chi,ldren in the local educational agenCY/'- incl1.~din~ ,theirJ
If.~nguage and cultural needs'l]that-
.,
"( 1) includes academic CO;'ltsnt and student perforll,,::mce
21
goals for those children, and benchr.,arks for attaining them, that
2;,\':
Ilre based on the challenging State or local standards; if
23
adopted under title III of the Goals 2000: Educate America
2'
for all children;
25
26
c.:!"<-y"
Act
"(2) explains hoW Federal, State, and local programs,
especially under title I of this Act, will meet the needs of
those students;
5
f/rtMtvt/z,uitdtd!~
tJv",,''J(lf.tt
cI ttut.# Itc/~.
..f
�n(3) demonstrates how funds under this part will be
'used for activities authorized by section 6106;
11(4) describes the professional developt:'lent to be
3
4
provided, as needed, to ensure that-
'I (A)
5
teachers and other school professionals who
6
are new to the Indian comreunity are prepared to work with Indian
7
ch~ldren;
and
B
9
It
(B)
all teachers who 'Will be involved in the
project have been properly trained to carry it out: and
tI(5} describes how the agenoy-
10
11
01
(A) will periodically assess the progress of all
12
Indian children' in its schools
13
in programs under this partf in meeting the goals described in
i
including those not
parti~ipating
paragraph (1):
Ii
16
to the "parent 'committee described in
.-,',
17
18
(B) t,,'i11 provide the results of that assessment
:,'.;
.
'.".
~ub$ection
(C)(8) and to the
"
.community served by the agencY;'and
~ '"
11 (C)
is responding to findings of any
assesr'Z.;'~~' -t5'"~~ ~ ~('"tt;u~
20:sJO ~ lIS~ES. Each such application shall
assurances that-
.
c
19
22
such
include
1i(1) the local educational agency will Use funds
,t1J.4~:.
- IF -"'.'
23
received'under this' part only to supplement the level of funds
24
that, in the absence of such Federal funds, the agency would make
25
available for the education of Indian children, and not to
26
supplant such funds;
6
)
�'"
,,~,
,'.
1l(2) the local educational agency will
SUbt1itE.ue~
reports to the secretarycfin such form and containing such
-
infornati0rif'as the Secretary lnay require to-
'I,(A)
5
carry out the Secretary's functions under
this part; and
6'
"(B) detsrffiine the extent to which funds provided
7
under this part have been effective in inproving'the educational
8
achievement of Indian students in the local educational agency;
'9
If(3) the program for 'w'hich assistance is sought will
10
use the best available ,talents and resources, including persons
11
from the Indian community;
12
'I
13·
(4) the local educational agency has developed the
program in open
consulta~ion
with parents of Indian children,
teachers, and, where appropriate, secondary 'school Indian
stUdents, including holding pUblic hearings at which these
~ad
16
pers,?ns have
17
·,u~d~rstand,·the
to ofter recommendations on itt
. _.
19
program 'with the participation and written approval of i" '....
.
.
committee-
20
21
-~,-::
program and
IICS} the local educational agency has developed the
18
'"
a full opportunity 't,o
U
,.
(A) that is composed of I
and selected by I~~parents ' .
'oJ
<,
~
22
of Indian children in the local educational agency's schools,
23
teachers, and, where appropriate, secondary school Indian
24
students: and
25
26
II
(S) of
parents described
~n
which at least half the members are
subparagraph (A); and
7
\
�,
<!kiA
1I(6} the parent committee described in paragraph (5)
will adopt and abide by
3
4
~easonable
bylaws for the conduct of
\~.~n
th~
activities of the committee.
"td)
S~ATE
EDUCATIONAL AGENCY REVIEW,--(l) Before submitting
5
its application to the Secretary, the local educational aqency
6,
shall obtain comments on the application from the state
7
educational
8
9
10
II
agency~
"(2) The local educational agency shall send the State
educational agency's
U
(e) APPLICATION PERIOp. -- (1) The Secretary may-
It
CA) set the period to be covered by applications
undar this part at up to three years; and
IJ
."
to the secretary with its
application.
,
12
,·13.
cott~ents
(B) provide for. the submission of such
applications on a staggered
.':;.t,.:..;.:.l.~,1..'
basis~
"(2) In any year for which a local educational agency
17
is not' sllbrr:itting a cor.tpleta
16
applica~ion,
.Secretary-
19
20
"(A)
",
it shall submit to the
the number of Indian children des.cribed in
section 6102; and
,"(8) any significant changes to its application,
21
,
,0'
22
includ·ing its comprehensive plan described in subsection (b),
23
from the previous year.
24
25
26
27
28
Note: Subsection (e) responds to the Under secretary's comments.
We could, however, leave this to program regulations and/or
§430(a) of GEPA,
~hich
provides that,
Notwithstanding any other provision of law, unless
expressly in limitation of the provisions of this section!
B
�","
the (Secretary]' is authorized to provide for the submission
of applications for assistance effective for three fiscal
years under any applicable program with whatever ~endments
to such applications being required as the [Secretary]
determines essential~
0
6
7
In addition, this program is currehtly subject to the EDGAR
provision (34 CFR 75.250), vhich allows the Secretary to make
"direct grants" of up to 60 lIlonths. This topic may also be
addressed in revisions to Title VIII [cross-cutting pr~v~sions].
a
9
10
11
lIAU'1"HORIZED SERVICES AND ACT!VITIES
"SEC. 6105.
12
(a)
GE:!'ERAL REQUIREMENTS.
agency that receives a grant under this part shall
13
,e~ucational
14
'use the grant funds for
15
services'a~d
activities, consistent with
'the purpose of this part, that-
n(l) are designed to carry out its comprehensive plan
16
<
Each local
for Indian students, described in its application un,der
17
section 6104 {b) ;.
"(2) are
20
d~signed
,,?ith,special regard .for the l,anguage
and cultural needs of,'; those ""students; '
and
'"".:.....
",. I:".
2l
. •1
(3)
supplement the r,egular school
22
"(b) PARTICULAR ACTIVITIES.
23
I:i:;j
program~
include, ryut are not limited to-
..
U(l)
24
25
early childhood and
services and activities
faIDil~
programs that
e~phasize
-... "
school readiness:
'..
u·(:.::}, enrichment programs that focus on problem-solving
26
developme~t
27
and cognitive_ skills
28
attainnent of challenging State content and student performance
29
standards:
/~it1 )tIU/1terlfJ t:1I{.'1t4; U11P~d IYl.I1iAt
rJrutfl aviIUn{7d.. actfvt'tr W¥IIu 1u/JJtmti{ (6).
CCMtmi fLdt(}
M
t{
and that directly support the
~
�"(3)
integrated educational services in co::nbination
with other programs meeting similar needs;
"{4) school-to-work transition activities to enable
j
~articipate
4
indian students to
5
supported by the [insert name of Administrationls school-to-work
6
transition bill] and the Carl D* Perkins vocational and Applied
7
Technology Education Act, including tech-prep programs;
8
9
10
11
12
~3
Jj
in programs such as those
(5) prevention off and education about, ·s;.;.bstance
abuse; and
"(6) acquisition of equipment, but only if it is
essential 'to meet the purpose of this part.
"(c) CHAPTER 1 SCHOQLWIDE PROJECTS"
Notwithstanding any
other provision of this part, a local educational agency may use
funds it receives under this part to support, a schoolwide ' project
under section 1015 of title I of this Act
l
in
accordan~e
16
such section! if the Secretary determines that the local
l7
educational agency has made adequate provision for the ';'
18
participation of Indian children
19
parents, in such project.!
" ,n •
. ,','
>;,
and the involvement 'of Indian
j
"STUDENT ELIGIBILITY FORMS
20
"
with
IlSEe. 6106.
Each. l';lcal educational agency that applies for
.
.
~
~
22
a grant under this part shall maintain in its files a fprIn,
23
prescribed by the Secretary, for each Indian child described in
24
section 6102 1 which shall contain at least-
25
nel} the child's name;
-t /1a.; lUi II e~ -a /t~/; I]m~odtf~~1 at ~ h/{l if ~
til 5/015 ~l/l1 1k VM1~ eult~ ,nYIJ??w4,
�"~
t:u1rcuz IMII; iliff
K£[a1f1td .t'rlJUL
;rnV/'&1~
lUI,., rPf. 17fa.At II
t()ifUw&
i1tttid t 'IurJ1.pJll;t/{f rV/f?~.
"(2) the
na~e
of the Indian tribe or band of Indians in
which membership is claimed; and
the parent's signature.
II!l)
4
'!PAYMENTS
"SEC. 6107. (a) GENERAL.
5
The secretary shall pay each" local
6
educational agency with an application appr<?ved under this'part
1
the antount: determined under section 6103, subj ect to
B
subsections (b) and (ej of this section.
"(b) PA¥llENTS TAKEN J:NTO ACCOUNT BY THE STATE.
The
10
Secretary shall not make a grant under this part for any fiscal
11
year to any local educational agency in a state that has taken
12
into consideration payments under this part (or under subpart 1
-.
of the Indian Education Act of 1988) in determining the
eligibility of the local educational agency for State aid. or the
amount of that aid, with r~spect to the free public education of
..
,. "
children' during 'that year or the prec~ding fiscal year~'
-"
16
TI
',".'
•
'.
'
"(c) REmJC?ION OF PAYY.ENT FOR FAILURE TO l-t~INTAIN FISCAL
17
The Secretary shall not pay any lDcal educational
18
~HQIlT.n(l)
19
agency the full amount de~errrdn~d~. under section 6103 for any
20
fiscal year unless the State educational agency. notifies the
a
Secretary, and the secret-d'!':Y,
22
effort of that local agency and the State with respect to the
23
provision of free public education by that local' agency for the
24
~receding
25
aggregate expenditure basis, was at least 90 percent of such
".
detb:~·.m~ne;i,
~h~t
the combined fiscal
fiscal year, computed on either a per-student or
.,f
Jr
�cor.~ined
fiscal effort, computed on the
sa~e
basis, for the
second preceding fiscal year.
3
1I{2} If the Secretary determines for any fiscal year
4
that a local educational agency failed to maintain its fiscal
5
effort at the 90 percent level required by paragraph (1), the
6
Secretary shall-
"(A) reduce the amount of the grant that would
7
8
otherwise be made to the agency under this subpart in the exact
9
proportion of that agency's failure to maintain its fiscal effort
10
at that level: and
nCB) not
11
use the reduced amount of the agency's
12,
expenditures for the preceding year to determine cottplience with,
13
paragraph (1) for any succeeding fiscal yea,r, but shall USE":. the
amount of expenditures that would have Deen required to comply
with paragraph (1).
16
The Secretary may waive the requirement of
;;:
c' ,."
"
". . . _., .
paragraph (1)1 for not more than one year at a time, if. the
II
{3} (A)
~
17
"
.
18
Secretary determines that the failure to
19
requirement is due to exceptional or
20
circumstance~,
21
unforeseen decline in the agency's financial
22
co~ply
with such
un~on~xollable
such as a natural disaster or a precipitous and
II
resources~
(5) The Secretary shall not use the reduced
23
amount of such agency.'s expenditures for the fiscal year
24
precedIng the fiscal year for which a waiver is granted to
25
determine compliance with paragraph (1) for any succeeding fiscal
26
year, but shall use the amount of expenditures that would have
I ,. ,n
12
�....
..
' :
been required to comply with paragraph (1) -in the absence of the
waiver.
3
4
5
6
7
' [Need to "make sure that, to the extent sensible to do' so, the
maintenance of effort and other fiscal requirements are
consistent throughout the entire revised ESEA, including this
title. J
"(d) REALLOCATIONS.
The. Secretary may reallocate, in the
8
manner the Secretary determines will best carry out the purpose
9
of this part, any amounts that-
10
fI(l)
~ased
on estimates by local educational agencies
11
or other information, will not be needed by those agencies to
12
carry out their approved projects under this part; or
13
14
"(2) otherwise become available for reallocation under
this part.
"PART B--DISCRETIONARY PROGRAMS TO IMPROVE
EDUCATIONAL ACHIEVEMENT OF INDIAN CHILDREN
"GRANTS TO INDIAN-CONTROLLED SCHOOLS
17 '"
"SEC. 6201.
19
20
(a) PURPOSE.
It is the purpose of this section
to support Indian-controlled schools by providing assistance to-
..... ..;.." (1) help Indian-controlled schools get st,arted and.
'"
21
22
23
24
25'
26
.
establish8d; and
fI
(2) pay. for supplemental services that will-
....
.'. :
II(A) enable Indian students to meet the same high
standards that all students will be expected to meet; and
II
(B) assist the Nation in reaching the National
. E"ducation Goals.
13
�.
.....
'-"
.. (b) ELIGIBLE APPLICANTS.
Indian tribes and Indian
organizations may apply under this section for grants for schools
4
5
II
.
~14
for Indian children.
fc) eaIORITY. - (1) In making grants' 'under this section, the ~h
secretary sh'all give priority to applicants that are starting new
schools, including those in the process of gaining control over a
7
"h
J.y.t
school operated by the Bureau of Indian Affairs.
~
~
"(2) To qualify for the priority under paragraph (I),
8
~
9
an applicant must demonstrate to the Secretary's satisfaction
,
10
that the school for which assistance is sought will have been
11
under the control of the applicant for less than three years as
. .
. .
,d I . I · l",(, (i:lu~.IW
o f t he begl.nn~h9 of ~ts. proposed proJect~ 10\'>'1'\ I{'<~ , /tv,,) \,\/
\Nt>"! .,r
12
f.1',," ¥
"(d) lIl1THQIlIZED ACTIVITIES.
13
Recipien~s
(M
..
•
~
V
!l4?
r;hJ,
.
of grants under this
(Y'-""
section shall use grant funds to carry out projects and
r~
activities that meet the purpose of this section.
I>
~.
t:: :;::;::, o:e::~s.::ction ~ .
"DEMONSTRATION GRANTS
l6
17
su::::~ ::::~c~:) t::
P
18
to
: : : ' de::g::d
19
demonstrnte the effectiveness of services ane',programs to imp"roye
f:.
20
educational achievement of Indian children.
(r •.
"(b; ELIGIBLE APPLICANTS. G'tc;,te
educational
23
24
25
0stitutions
agen~
educa".:j-'2n~a! ag~nci~,';i., lO~9~~
Indian tribes, Indian organizations; and
.
of higher educa.t9 including Indian institutions ' \
) ~~
of higher education, may apply for grants. under this section.
"(c) AUTHORIZED PROJECTS lIND ACTIVITIES.
grants under
thi~.s:etion
shall
l~e
Recipients of
the grant funds to carry
o~
/
~
~
�'v
<.,.
projects and activities that raeet the purpose of this section,
such as-
"(l) instruction to raise the achievement of Indian
3
4
children in ons or more of the core curriculum areas of English,
5
mathematicef, science, foreign languages, arts, history, and
6
geography!
II
(2) programs designed to reduce the incidence of
8
students dropping out of school and to increase the rate of high
9
school graduation:
10
n (J). partnership projects between local educational
II
agencies and institutions of higher education that allow'high
12
school students to enroll
to aid
thE~rn
in the
educati~on:.:.:;:..-__)
H(4)
~n
tra~sition
courses at the postsecondary level
from high school to postsecondary
,.
~ .1.-...,....;...~ .e:.~ ~""4,;?~
~ ~ ~1f::~ ~ -4 "
partne~'
cts between schools and local
16
businesse~S~f....-"\~o~r~~~-s""dj'-':~
17
absenteeis-,;Q, increase the. rate of high school graduation, arid
18
reduce the, dropout rate among Indian s:tudent!
nticesl,;p
pre~rams (!o
~.:f"!J~"":""i
...
iJ
1t(5) fanily-based preschool programs that emphasize
. ..
22
~S!!'-I, .hi"J;:.
~
".(6} programs designed to encourage and assist Indian
students to work toward, and gain entrance into, institutions of
higher education; and
24
25
II
(7} programs to m.eet the needs of gifted and talented
Indian students.
l5
~
,b.P~ik
school readiness and parenting skills;
;:.,-" ." '<"
'I.
f
.
,,-).
�'""
',.,
.
"(d) bPPLICbTIONS.--(l) Any eligible entity that "desires to
receive a grant under this section shall
sub~it
an application to
3
the Secretary at such time and in such manner as the Secretary
4
may require.
5
"(2) Each such application shall contain-
6
II
(A) a
description of how parents of Indian
7
children and representatives of Indian tribes have beenr and will
8
be, involved in developing and implementing the project for which
9
assistance is sought:
lO
"tB) an assurance that the applicant will
11
participate, at the request of the Secretary, in any ,national
l2
evaluation of projects'under this section; and
13
II
{e)
such other assurances and information as the
secretary may require .
•,
"PORT C-- PROFESSI()NAL DEVELOPMENT lillD ADULT EDUCATION PROGRAMS
16
DEVELOPMENT
I'SEC. 6301.
17
'1'he purpose of this section is to
(a) PURPOSE.
IS"
increase the number of quiHified Indian persons in professions
. .....
19
serving Indian people.,
20
21
22
23
24
25
<
"(b) ELIGIBLE APPLICANTS.
'~"':;
Elig~ble
~-
;:,.".
applicants under this
~O:'
's'ection are-
l'
(1) institutio:ns of higher education, including Indian
institutions of higher education;
"(2) state and local educational agencies, in
consortium with institutions of higher education: and
16
�"
"(3) Indian tribes and Indian organizations, in
consprtium 'With institutions of higher education.
"(c) AUTHQRIZED PROJECTS AND ACTIVITIES. -- (1) Each recipient
3
4
of a grant under this section" shall use the grant funds to
5
provide training to Indian persons, consistent with the purpose
6
of this section.
7
"(2) (A) For teachers and,other education professionals,
B
such training shall consist of pre-service or in-service
9
professional development.
10
11
II(S) For those being trained in other fields, s'J;ch
training shall be in programs. that result in
n (d) ALLOCATION OF FUNDS.
13
graduat~ degrees~
The Secretary shall ensure that
at least 50 percent of the sunS appropriated to carry out this
section for any fiscal year are used for training of educational
p~rsonnel
16
17
"(e) PROJECT PERIOIl,
....
·fJr./'
:fo~ e~:~;;projectjtJ~
f~ve ,years:"
Clf'D"*tt.J
The project period
epproved under this sect,ion shall be up ·to
II
.
under subsection (c) (2) (Al •
(f) SERVICE Ot3LIGATIQI:!.
The Secretary :may. by regulation,
sectl·oJ:!~
19
requi:::e: t,hat individuals who receive training under this
20
perform related work following that training or repay ell or part
21
of the cost of. the training,
"ADULT EDUCATION
"SEC. 6302.
23
(a) PURPOSE.
The purpose of this section is
24·
improve educational and employment opportunities for Indian
25
adults who lack the level of literacYJ &A6 quantitative skills,
.S/I'Jh
and
~
l::.nowledge, that they need
17
t<:~~more
fully enjoy the
�benefits and responsibilities of effective citizenship and
proouctive employment by supporting projects that-
I!
(1) provide them sufficient high-quality education to
enable them to benefit from job training and retraining programs
5
and to obtain and retain productive employment: and
"(2) enable Indian adults who so desire to continue
6
7
their education through the high school level and beyond.
.. (b) ELIGIBLE APPLIC&>;TS.
8
9
10
11
organizations, Indian institutions of
hi9he~ education,~d
other
"for grants under this section.
"(c) PROGRAM REQUIREKENTS.
this section shall-
.~~,:;:~~
D' #'> vA
section 6(.01(2)· ~ to' Indian adults in a manner that suppleT:lentsE...
",:.~~a~Q.
pot'
."p;'OQt3 State
funds expenoed
for adult education
~
,~~
for ,Indian adults:
18
tI
(2) coordinate its project with other adult education
programsl~,i~:~ at:~,
20
funded under the Adult Education Act and programs operated or
21
fund'ed by the Bureau of Indian Affairs;
....:.,
~.,'
matt~rs
?
~iJ
r~
in the. same geographic. area, including programs
:..:
"P) collect,
such
.
/\
19
,23
~
Each recipient of,a grant under
"(1) provide adult education, as defined in
17
S;(~
public and nonprofit .-private agencies and organization" lr.ay apply
12
13
Indian tribes, Indian
~valua.te,
/~~
and report on data concerning
as the Secretary may require, including the number
24
of participants, the effect of the project on the subsequent ....· ork
25
experience of participants, .the progress of participants in'
18
~If
�achievi.ng literacy, and the number of participants . . .' ho pass high
school equivalency examinations; and
3
4
"(4)
pa~
ate, at the reques
of
:::.::::° 00",.0' "' ~o ,,~"o 0"7
J'~ Secretary,
0
",
5
"PART--;;'~ATIOlIAL
6
7
S
9
10
ACTIVITIES AND jRANTS TO STATES
"NATIONAL ACTIVITIES
"SEC. 6401.
(a)
AUTHORIZED ACTIVITI)!;S.
From funds
appropriated for any fiscal year'to carry out this section, the
Secretary may-
11
12
\",~,.
II
(1) conduct research related , to effective approaches
to the education of Indian children and adults:
11(2)
evaluate federally assisted education programs
.
from which Indian children and adults may benefit;
15
tI
p)
"
collect and analyze data on the educational status
, "
.!-.
16
"(4)
the development and evaluation of
5
st.udents and professic;1al develop;nent
.,
18
20
,', ... ""
and needs of Indians;
17
19
"f"
title; and
meet the
"(5) supper
mul ti-di scipl inar'Y lnd.i~n education.
-
'.,;.
'"
21
resource centers to pr
technical assistance to local
·22
educational agencies, st te educational agenCies, institutions of
23
higher edupation,
Indian institutions of higher
24
education, Indian tribes,
d
25
Secretary finds appropriate,
•
Indian organizations in areas the
�.,
'
,/
.
,,I
" (A)
teache~trainin9:
" (5) aduJ education;
I
" (C)
prJschool eaucation;
4
" (D)
~J'thematic5
5
tI(E)
Jhe use of Indian culture and languages.
6
7
[May need to revisit paragraph (5) pending overall ESEA plan for
technical assistance.] ",t._ t-J.l
%,______~
!..JL/C..u>w
11
9
and science; and
(b) ELIGIBILITY.
The Secretary may carry out any of the
activities described "in subsection (a) directly or through grants
10
to. or 'contracts or. coopera,tive agreerneT!ts with, Indian tribes,
11
Indian organizations, State educational agenpies, local
12
educational agencies, institutions of higher education, including
13
Indian institutions of highc"r education, and other public and
private agencies and
institutions~
. "GRANTS TO STATES
"SEC.
6~02.
(a)
PURPOSE . .The purpose of this section is.t? ,'.
17
''''
:.N
assist'states 'implementr'cBffiprehensive, statewide strategies for
18
providing Indian children and adults with
•
great~r
opportunities
to learn to high academic standards. "
"Cb} ELIG!BILITY;
20
Each State is eligible for a grant under
21
this . section if it has a state plan approved under title III of
.
22
the Goals 2000: Educate America Act that; 'in the Secretaryls
23
judgmentl includes adequate
24
,.
..
~rovisions
_ ::. f.-<..L ~
Indian children and adults.
,..-t.-:t w
(c) GRl\NT N>!OUNTS.--(l) From ttnds
.
for the education of
~' I
,,(;i....
~
_"
~ .,... •• .A, ;!..>""
1 .,..
a~;r~~·;i.ted to"~~ o~ ~
section, the secretary shall make a grant to each State
�'.
"
..
educational agency in an eligible state whose application for
a.ssistance under this section has been approved.
"(2)
4
tA)
The Secretary shall detern,ine the amount of
each such grant on. the basis of-
"(i) the number of Indian individuals in the
5
6
State, as determined on the basis of the nost recent available
7
data satisfactory to the Secretary:
II
9
the state's plan;
"(iii) the state1s commitment to high-quality
10
11
education prograps for Indian·children and adults; and
U(iv) other factors that the Secretary finds
12
13
(ii) the comprehensiveness and quality of
appropriate.
II(B)
~otwithstanding
subparagraph (A), no grant
under this section shall be in an amount less than the greater
16
of-
r
17
1I,(i) $50.000; or
l8
"(ii) five percent of the total a-:nO'.lnt paid
19
to local nducational
20
under part: A of this Act.
agenciEu~
.in the State for that fiscal year
lied) AYTBORIZED ACTIVITIES.
"-""
Each State that receives a
-I,
...';
•
22
grant under this section shall use the grant funJ$ for.<ictivities
23
to meet the
24
25
26
purpos!"~
this section, including-
U(l) reviewing local educational agency applications
under part A of this title;
, "(2) collecting data;
�"
1t
(3) "providing technical assistance to loca;t
educational agencies;
1I(4}
,j
4
providing in-service training to '!:eachers in
schools serving Indian students;
5
"{5} measuring the achievement of lndian students
6
against the benchmarks set out in the state's plan, if any,
7
title III of the Goals 2000: Educate America Act; and
8
9
10
11
11
unde~~~
J'!~
.
(6) carrying out other, activities and pr'OVidmther
"'~>M.f '"
"
}.,-.
services designed to build the capacity of the state to serve
educational needs of Indian children and adults.
II
(e)
Each State that desires to receive a grant under this,
12
section shall submit an application to the Secretary at such
13
timet in such manner, and containing such information and
assurances as the
secreta~y
may require, including an assurance
that the state will submit to the Secretary, every two years, a
16
report on its activities under this section containing
17
~UCh
and other, information as the secretary may require.'
18
"PART E--PROGRAM ADMINISTRATION
19
data
"OFFICE OF INDIAN EDUCATION
20
"SEC. 6501-
(aJ QFnC&: Of IUDD",; EDliCATlON.
There shall be
an Office of Indian Education (hereafter in this section refeir"e'd
22
23·
24
to as tithe Office") in the Department of Education.
. • (bJ lllRECTGR.-- (1) The Office shall be under the direction
of the Director, who shall be appointed Py the secretary and who
.
22
,~.
·'-.W.J
"
,
�and Secondary Education.
"(2) The Director shall-
4
"(A) be responsible for administering
5
UrB) he involved in l
and be p::imarily responsible
6
for, the development of all policies affecting
7
and adults under programs administered by the Office of
8
Elementary and secondary Education; and
9
h
~ndian
children
(C) coordinate the development of policy and
10
practice for all programs in the Department relating to Indian
11
persons~
12
II
(3) The Director of the office shall be a member of
the career Senior Executive Service.
13
INDIAN PllEfEllENce IN EMpLOYMEN!.
"(c:)
n
(1) The Secretary
shall,,9ive .a preference to Indian persons in all personnel
15 .. " ,acw:t,~ons in the Office.
·1·'
'.~""
II
(2) Such preference shall be implemented in the same
is
fashion as the preference given to any veteran under
19
sections 210:0(3) (A),
20
[need to
confi~
22
this cite]
"NA~'.i,~1;l\L.
21
jjSEC~
,6502.
(8), or (C) of title 5, united states Code.'
ADVJSOllY COUNCIL ON INDIAN EDUCATION
(a) Mf:.MBERSHIP.
There shall be a National
23
Advisory Council on Indian Education (hereafter in this
24
referred to as "the Council")
I
Which shall-
23
secti~n
�'.
"(1) consist of 15 Indian members, who shall be
appointed by the President from lists of
3
ti~e
furnished, . from
to time, by Indian tribes and organizations; and
"(2) represent different geographic areas of the
<4
5
no~inees
country.
nIb) DUTIES,
7
The Council shall-
"{l) advise the Secretary on the funding and
e
a.dministration, including the developtlent of
9
ad~ini5trative
and of
regulatio'~s
policies and practices, of any program, including
10
programs under this title, ·for which the Secretary ,is responsible
11
and
12
they can benefit;
in
which Indian children or adults participate or from which
"(2) make reco:tr.rnendations to. the Secretary forofilling
the Director's position whenever a vacancy occurs in
that
posit~on;
"(3) submit to the c~ngreSSt -'by/June 30 of each year, a
16
17
'and
report on'its activities, which 'shall include-
lS
fI
(A) any recorrur.e.ndations it finds appropriate for
'0
19
the improvement of Federal education prograres in "::hJch Indian'
20
children or adults participate, or from which they can benefit;
21
It(B) its recommendations with respect to the
22
23
funding of' any sllch
pro9rams~
"PEER REVIEW
25
t·Sl;C.
6504.
In reviewing applications under
~~hiS title, the Se':'::l:etary
~rts
may use a peer review process.
24
.Jf Utili lem"'t
16
Band
aCMMJUI.;utt
~
!t~ (u)~W.t.
o.
1&fe-1M;! tj
:o;J
I~~
(,O'r
°
�'.
"PREFERENCE FOR INDIAN APPLICANTS
"SEC. 6505.
In making grants under parts Band C of this
title, the Secretary shall 'give a preference to Indian tribes,
4
Indian organizations, and Indian institutions of higher education
S
under any program for which they eligible to apply.
6
"MINIMUM
7
"SEC. 6506.
GRANT CRITERIA
In making grants under parts Band C of this
title, the Secretary shall approve only projects that are-
S
9'
II
10
I)
~
;)~
(1) of sufficient size, scope, and quality to achieve
~/~Jt
the purpose of the section under which assistance is sought; and
Jj
n (2) based on relevant research. findings.
11
~
JI-ll
"PART F--DEFINITIONS; AUTHORIZATIONS OF APPROPRIATIONS
"DEFINITIONS
'lSEC~
The following definitions apply to terms as
6601.
"(1) The term 'adult' means an individual who is
,16
either... -'
17
IS"
"(A) at least 16 years old; or
19
II
20
~~- ,~t.~end:>.nce ~nder
22
.State law.
that term in section 312(2) of the Adult EdUcation Act.
23
24
(S) beyond the age of compulsory school
tJ(2} The term 'adult. education' has the neaning given
21
tI(:3}
f9\'"
v1
J!,
. j" '. ~"'"
used in this 'part:
15
~;;
§ftr £l /'
The term 'free public ed\lcation' means education
that is-
25
~~'
�n(A) provided at public expense, under
pu~lic
supervision and direction, and without
3
4
in the applicable State or to preschool children.
1t(4) The term 'Indian' means an individual who i5-'"
5
6
7
provided as elementary or secondary
n (E)
It
a member of an Indian tribe or band, as
(A)
membership is defined by the tribe or band, including-
8
9
lI(i)
and
10
.11
tribes and bands terminated since .1940:
11
(ii) tribes and bands recognized by the
State in which they reside:
"(Bl a descendant, in the first or second degree,
12
of an individual descrihed in subparagraph (A);
considered
IICC)
by
the Secretary of the Interior
to be an Indian"for any purpose; Or
16
,
11'(5) The tern~'"
17
18
.19
Aleut, or other Alaska Nat-iva.
local educational agency'-
"(A) has the meaning given that term in [whatever
the overall ESEA cite is; current..::,y §1471(12»): and
20
21
'.
.' "(D) an ',Eskimo,
,"(8)
also includes, solely for the purpose of
part A of this title (except
fo~sections ~6104
~~.
•
~
0"
(c) (5)
[parent
'
22
corr.mittee]
23
[l!Iaintenance of effort»,
24
controlled or sanctioned by an Indian tribal government, that
25
operates a school for the children of that tribe under a contract
with, or
t
610'4 Cd) [SEA review of LEA applications), and 6107.(c)
9ra~t
Indian tribe, or' an organization
from, the Department of the Interior under the
~; WM{1Lw
,j/('h{!v0
a~iY
ref7ft:". at)f!htrr d' /J/Ii'fbnf&t
IitPc U!;r! k",~~ !m$t-tr(f~ ~~' [k /"' 3J
1;;
1l~ eu1retd ctrdAa {~eUdf:f ~
/n;U1i
ite ,te6iw~ 0/ tr7!!
�Indian Self-Determination Act (25 U.S.C. 450f et
~)
or the
Tribally Controlled Schools Act of 198e (25 U.S.C. 2501 et
"AUTHORIZATIONS OF APPROPRIATIONS
3
4
~).
"SEC.
6602.
(a)
PART A.
For the purpose of carrying out
r.,.,J,.N
~'
5
part A of this title, there are authorized to be appropriated
6
such sums as may be nec,essary for each of the fiscal years 1995
7
through 1999.
8
9
II
(b)
parts B, C, and 0
~o.D
'
PARTS B THROUGH D.
of
.
For the purpose of carrying out.
~ ."
ufo"'" '
~
this title, there are authorized ,to be
10
appropriated such sums as may be necessary for each of the fiscal
11
years 1995 through 1999.'
12
II
ee) PART' E.
'~'
For the- purpose of carrying out part E of
"
~his if ~ ~
title, including section 6502 (NACIE), there are authorized
appropriated such sums as may be neces.sary for. each of the"·fiscal
years 1995 through 1999.
,".",
•
•
•
•
. ", ..
•
The technical ·and conforming amendments below·would be included
with other such amendments for the entire bill. Page references
are to Volume I I of th·e"·,-::ompilation.
1
REPEAL, TECHNICAL AMENDMENTS RELATING TO THE INDIAN EDUCATION ACT
, ,
'.
~~
2
SEC. _ _ (a) The Il.dian EOl.lcation Act of 1988 is repealed.
"
3
.(b) section 1128(C) (3) of the Education Amendments of 1978
4
(25 U.S.C. 2008 (e) (3))
[po
430] is amended-
--,..! .,"
�'.
(1) in, subparagraph (A) (i), by striking out" (as
determined pursuant to section 5324 of the "Indian Education Act
~
of 1988)": and
4
(8)
in subparagraph (Bl
[need to track down the years
5
in question and revise (i) or all of (8)
6
or
accordingly).
7
all of (3),
(c)'Section 209 of "the Indian Education Assistance Act
8
(25 U.S •.C"
9
of the Act of June ,23, 1972 {S6 stat. "235}1I and inserting in lieu
10
11
12
thereof"
458e)'
"1~he
{p. 406] is amended by striking out "title IV
Indian Education Act tl •
Cd)' Section 5(a) of· the Act of APr:i1 16, 1934~ conunonly
known as the "Johnson-O'Malley Act" (25 U.S.C. 456(a»
t
is
amended by striking out "section 305(b) (2) (B) (ii) of the Act of
June 23, 1972 (86 Stat. 235)" and inserting in lieu thereof
"section ~l04 (c) (a)
16
"~eel;
'of
the Indian Education Act".
,Section 103(2) of the: Native American Languages Act
17
(25 U.S.C, 2902(2»
is amended by striking out "section 5351(4)
18
of the Indian Education Act of 198B {25 U.S.C. 2651(4))" and
19
inserting in lieu-.. thereof "section 6r:.o_1 (4) of the Indian
2()
Education Act l ••
21
"Indian", but uses the Sel.f-Determination Act I 5 oefinitions of
22
"Indian tribe" and "tribal organization".
23
merit further tinkering at some point.]
(This Act. cross-references oUr definition of
~"-;.' ~
:'
•
•
•
28
•
'0
That seems odd and may
*
�2
DISTRIBUTION FORMULA
The Administration's proposal would replace the current payment
provisions with a simpler and more equitable formula for Basic
Support Payments on behalf of federally connected children who both
live on Federal property and whose parents work on Federal property
or are in the uniformed services, as well as children living on
Indian lands.
o The ne\-/ formula would consider only three factors: (I) the number
of federally connected children served by a local school district;
(2) the cost of educating those children, as measured by the state's
average p€ ! r-pupil expenditure; and (3) the average share of revenues
for educat~ion provided from local sources in each State.
a These t.hree factors would be multiplied together to determine the
maximum Basic Support Payment a district.cQuld receive. If annual
appropriat:ions were insufficient to pay this full amount all
payments would be ratably reduced.
r'
o The for~ula would attach a slightly greater weight (125 percent)
. . to children living on Indian lands, in order to recognize districts'
,extra transportation and o.ther costs incurred in educ~ting these
'children.
.,
.'
"",",
.
a No payments .would· ·be ·authorized, for children who either. live on
.or whose parents work- on' Federal property, commonly referred to as
lib" children.
• ,,; ..•
' i ' ,'"'r:
'. ' '~.._; . .'[::.....:L.'::; '.. :c;:!. ~,:' }':.
"
'0
The eligibility threshold 'in current law would be eliminated, so
that a district that currently receives payments on behalf of lIa"
'children would continue to receive payments, even though it may re~y
on lib" children to rea'ch the current eligibility threshold.
~,;;
-,
PAYMENTS FOR CHILDREN WITH DISABILITIES'
Under the current statute, certain federally connected children
eligible for services ...:.·~der. thr:-... Indivi(it:.~d::;'s' ,wit.: Di"sabilities ,
Education Act are eligible to be counted for supplemental funding
under Impact Aid. Such children generate an additional 50 percent
of the local contribution rate, which must be spent on supplemental
services for those children. This 50 percent supplemental payment
is paid in full off the top of the appropriation, without
consideration for the amount of the appropriation, while all other
payments are ratably reduced if appropriations are insufficient to
pay full entitlement. Consequently, as ufull entitlement ll has·
increased (with the national cost of education) but appropriations
have remairk:d relatively constant in recent years, the cost .of the
supplemental payments for children with disabilities has gradually
increased as a percent of the total section 3 program, diverting
funds from regular payments for other federally connected students.
�3
o
The Administration's proposal would
§1.llQ121emgntS1l assistance for federally
~y.ide
separate categorical
connectegmJ~hildren
with
disabilities, funded through a separate line item.,
a
The payments would take 'into consideration the percentage of
~gY$#;st1Qn.§,1
costs provide.d from local resources, as would the Basic
Support Payment formula.
o
A separate line item for these payments would allow the Congress
to clearly determine how much is needed for
.tn.i.f?
purpose.
SUBSTANTIAL INCREASES IN MILITARY DEPENDENT
ENROLL~ENTS
A basic assumption of the Impact Aid program is that the Federal
Government has a responsibility to assist local school districts
with the costs of educating the children of our armed forces.
During the military draw-down, school districts serving certain
military bases will be enrolling increasing numbers of these
military dependents. Because of the limited availability of on-base
housing, the vast majority of these families will live in the local
cOICmunlty; virtually alL,of these new enrollments would therefor be
excluded from regular Impact Aid payments. ':
o The Administration.' s proposal would authorize supplemental
assistance to LEAs th~.tm"experience. sudden and, substantial increases
in !edera11y connected children due. to a ·base consolidation whei:her
or not these children live on Federallproperty.
I
- -",.'
o
."
be
A one-time payment of up to $200 would
provided to an LEA that
meets a threshold -requirenuent for each'-new military dependent
enrolled in the schools.
j
o School districts would: provide a certification fr6m.,.,the base
commander that the increase'" is due to mi1.it;gJY transfers.
o A,yailabl e fung.;; would be paid on a pro-rata basis to school
districts that apply for assistance.
This ne'ol' authority would provide immediate relief for' LEAs that
are suddenly burdened by substantial" increases in military
enrollments and must bire additional teachers.
o
REVISED EQUALIZATION STANDARD
Under current law, Impact Aid payments to LEAs are considered
suppleoentary general financial assistance and cannot be taken into
account by States in calculating the level of State aid for each
local district. The only exception is provided by section 5(d){2),
which allows States that h'ave education funding formulas fldesigned
to equalize expenditures for,free public education ll to reduce.
�assistance to LEAs by a specific proportion of the Impact Aid
payments to those LEAs.
Currently I the Department implements section 5(d} (2) by allowing
three separate standards for the measurement of a state's
equalization program: the "disparity" ,standard, which examines
_
expenditures or revenue per pupil: the Ilwealth neutrality" standard,
which examines the percentage of a school district's revenue that is
dependent on property wealth; and the flexceptional circumstances"
standard, which is used only if the previous two standards are
inappropriate. The-process of determining which States qualify
under this provision has been very cumbersome and has led to
protracted litigation with some States~
o The Administration's'proposal would allow only the use of the
disparity standard to determine whether a State is equalized.
After meeting a threshold of 75 percent disparity, States would
be allowed to take dedugtions for Imoact Aid in inverse nr~RortiQD
to the degree to which a State i~ equalized.
·0
o Qetermina.tians wQ.~lld be based on data .from the second preceding
year: no deductions could be taken prospectively_
ELIMINATION OF SECTION, 2 PAYMENTS
.
'.
'''''"~''~
..
4'
.
Section .2 of P.L. 81-874 provides payment's ,.to .a.'ny school district in
which the Federal Government ha.s acquired,' "siri4'ce 1938 t a
ponsiderable portion (at least 10 percent),
tne a~sessed value of
real property and. in so doing, has imposed a ·subsfantial and
continuing financial burden on the district because of the removal
of that property from the district's tax base. Section 2 is
currently funded at approximately '$17 rni~lion, a small fraction of
the total Impact Aid program. However, the~exceptional comple~ity
and inequity of the distribution of these payments casts doubt on
the viability of this program.
of.
o
'l;he Administration's proposal would elj:Td-nate!:ection - 2 Qc-_yr:ents
in order to focus av.J;dl_2-ble resources on Basic.._Support payments I
which would provide directly for the education of federally
connected children.
o The funda:mental inequity in the section :2 program stems from the
statutory designation of 1938 as the eligibility cut-off date.
Federal property acquired after that year is eligible for
compensation, while property acquired earlier is ineligible fer
consideration. This results in a select group of approximately 270
school districts that ate eligibh~-'for section, assistance.
o Eligible districts are no different from many others that were
once similarly affected by Federal acquisition of real property. In
«:
�5
most instances the Federal property was acquired more than 30 years
ago; loca~ communities have had ample ttme to adjust to the loss of
tax base ___ .~nd _~h:.velop alternat.iye revenue source~.
o The program Gurrently is receiving QUly a fgw new section 2
£pplications each year and these applications are usually based on
Federal property acquired years ago.
o Some Federal agencies make annual payments in lieu of taxes
(PILOT) to local governments for Federal property over which the
agency has jurisdiction (~l Departments of Agriculture and
Energy). The agency responsible for the Federal property is in the
best position to determine the economic impact the property brings
to a given community and the level of continuing Federal
conpensation that should be provided. Eli~ination of Section 2
payments would elimin'ate _the currG:nt duplicatiQX) in FederaJ: Qayrnam:s
for federally owned prgperty within a school district.
PAYMENTS FOR CAPITAL IMPROVEMENTS
The current construction' program is a mora~s of over..1appiT!9 pr.qgratl
authorities, confusing eligibility requirements t and,cumbersome
administrative procedures. The authorized funding level is far
outstripped by applications for assistance; current priority lists
for sections 5 and 14 include hundreds of unfunded con!?tp~Gtionl'''''
applications totalling $200 million in originally esti~ated n~~d,
while annual appropriations have provided only ,enough .. f'1"~ ,two o9r .
three new construction projects a year. A recent,review .. of.m' ~..-:,":
applicants on our priority lists confirmed the cont~ry~in.g ~eed ~for
facilitie.s and an ongoing Federal impact in applicant, distri'cts.
Some qualifying applicants still report need after having been on
the priority lists since 1967. The current approach does almost
nothing to address these hundreds bf districts' neeu·for
construction assistance.
•
•
o The Admi~istration/s proposal would distribute fu.ngs for capital
_ improvements on a per-capita basts to LEAs with 20 percent or mo~e
-'.- , ••
'federaJlv connected students.
'>?,
~-'
o Providin9 capital improvement funding on an equal, annual per
pupil basis WQuld allow eliaible LEAs to accuml.tlate and rna.r.age their
own c5Qital funds and m~~t their highest-priQrity capital
irnorovement needs (including small-scale ranovations and repairs
instead of new construction) within current budget constraints.
o School dh;tricts coulg" save for seve:r.al years ;or contribute
State and local funding; to .~mass sufficient funds to
unde.rtake major constrncti.on projects. A-ny ia;:erest accrued on the
Federal contribution would also be used for capital improvements.
subst~.ntial
,'
..
'.
�5/11/93
Note to Jack Kristy
Attached are'final specifications for:
,
o
Impact Aidi and
o
Inexpensive Book Distribution.
Mike has cleared these specs for legislative drafting.
.,-~
Tom Corwin
cc:
Mike Smith
... '",
.
,
�5/11/93
IMPACT AID REAUTHORIZATION SPECIFICATIONS
Maintenance and Operations. P.L: 81-874
. .
TITLE r -- FINANCIAL ASSISTANCE FOR LOCAL EnUCATION AGENCIES IN
AREAS AFFECTED BY FEDERAL ACTIVITY
Proposed
AID.
bm~Ddm~nt
-- Amend the name of the program to IMPACT
SECTION 1 -- DECLARATION OF POLICY
Current Law -- This section describes the purpose of the program
and sets the authorization levels.
Proposeg Amendment --"Amend section lea) to improve its wording
and to clarify that the education of federally 'connected children
is a responsibility shared by the Federal Government, the states,
and local educational agencies. Delete clauses (1) through (4)
and specify instead that financial assistance will be provided
only to those local educational agencies that (1) educate
children whose parents both reside on Federal property and are
·employed on Federal property. (2) have recently ex~erienced
sudden and substantial increases in enrollmen'ts because of
military realignments, or (3) need assistance with capital
expenditures for construction due to the enrol1~ents of
SUbstantial numbers of children whose parents both reside on
Federal property and are employed on Federal property. Amend
section l(b) to authorize "such £!urns u for 1995 through 199B to
carry out this title.
Explanation -- Our proposal would eliminate financial assistance
to LEAs in some situations for which current law provides
~ assistance, including payments for Federal property, independent
- "6,_~ the prasenc.;;; of federally connected children, and payments for
II!?" children. This alllendment would clarify that payments would
be made only for those children currently designated as "an
-children and for increased enrollments because of base
G:.':msolidations ~
,'.
:.'
'';
SECTION 2 -- FEOERAL ACQUISITION OF REAL PROPERTY
Current Law -- Section 2 authorizes payments to school districts
that have experienced a partial loss of tax base due to the.
Federal acquisition of real property.
Propo~ed
Amendment -- Repeal section 2.
Expl an':ltion .... - Payments would no longer be provided to schc.\.il
districts that have experienced a loss of ta~ base because of
Federal acquisition of property_ Payments would be provided
exclusively for the education of federally connected childr,en.
�,
",
2
Very little Federal property has been acquired in the last twenty
years and, with few exceptions, communities that lost some tax
base between 1938 and 1970 have had ample time to adjust to the
loss. In many instances the Federal agency that acquired the
property makes substantial pa}~ents to local communities to
support education. We believe that in many school districts that
receive section 2 payments, there is no need for further
assistance.
SECTION 3
SECTION lea)
CHILDREN RESIDING ON, OR WHOSE PARENTS ARE EMPLOYED
ON, FEDERAL PROPERTY
CHILDREN OF PERSONS
FEDERAL PROPERTY
h~O
RESIDE AND WORK ON
Current Law -- Section 3(a) describes chilaren for whom the
Secretary makes payments and how they are count,ad for payment.
Proposed Amendment -- Amend section 3(a) to Change the phrase
"For the purpose of computing the amount to which a local
educational agency is entitled ... ,. "to "For the purpose of
computing the amount a local educational agency is eligible to
receive .. ~If. Further amend section 3(a) to require that payments
be based on the number of federally connected children in average
daily attendance in·the previous fiscal year. Make any
conforming changes necessary throughout the statute.
Explanation -- These changes would eliminate the reference to
entitlement, which does 'not accurately" depict the nature of
Impact Aid payments, and ~ould specify that payments be based on
the previous yearts enrollment data, so that districts may apply
for and receive full payments early in the school year. This
change would allow di::;tricts to piarkfor increasing or decreasing'
payments based on chang~s in enrollment well before those l
.
payments are made.
'
.
ProDosed Amendment
Amend sectioP~3(a) to clarify that pa}~ents
will be provided on bebe. If of three uac.egori'es of federally
connected children: (1)- children who reside -on Federal property
'and Who have a parent employed -on Federal property in whole or in
part within the taxing authority of the local educational agency;
(2} children who reside on Federal property and who have a parent
on active duty in the uniformed services; and (3) children who
reside on Indian lands described in
(the "definition of
Federal property as renumbered in section a).
Explanation -- This amendment would exclude frOID eligibility
childrei;~whose parents cross LEA lines to work on Federal
property elsewhere in the State, and would clean up awkward
language in section 3(a) that lumps· children living on Indian
lands into the same category as military dependent "an children.
�..
..
,
,"
'
"
,
>,
3
The former change is intended to eliminate compensation for
students v.'hose parents' emplo}'1lIent on Federal property outside
the local taxing authority has no greater adverse impact on the
local tax base than any.other parent's employment on private
property outside the local taxing authority.
SECTION 3(b)
CHILDREN OF PERSONS
PROPERTY
h~O
RESIDE OR WORK ON FEDERAL
Current Law -- section :; (b) describes other children (fib"
children) for whom the secretary makes paymentSt and how they 'are
counted.
Pr022sed Amendment -- Repeal section.3(b).
ID:;pl~nation -.:.. PaYlllents would no longer be provided for lib"
children, those children who either live on Federal property ~
whose parents work on Federal property. We have long argued that
these children do not represent a burden to their school
districts that needs to be compensated by the Federal Government.
CORRENT seCTION 3(c) -- ELIGIBILITY FOR PAYMENTS
current L~W -- section 3(c) establishes an eli9ibility~threshQld
of at least 400 federally connected children in average daily ,
attendance or 3 percent of total average daily attendance~ .. This
section also includes the "Purtell!! provision;, which~~al·lows;:those
districts that drop below the three percent eligibility,'threshold
to continue to receive payments for two additional years_"
Proposed Amendment --
Repeal existing section 3(c).
Explanation -- Under our proposed pol"icy, the eligibility
\
threshold would be eliminated so that any school district with
federally-connected students as defined under the amended statute
could receive a-payment. This will ensure that the many school
districts that are currently paid fo-i.'; some 0",0. students but that
rely on lib" student enrollments to reach the eligibility
threshold would not drop out of the program and would continue to
be compensated for their lIa h students. since.there would be no
eligibility threshold; the "purtell.'1 provision would no longer be
needed.
NEW SECTION 3(c)
BASIC SUPPORT PAYMENTS
EroQosed ~mendment -- Create a new section-~(c) that establishes
Basic Support Payments for each LEA that educates federally
connected children defined under section Jea). The maximum Basic
Support payment would be the product of: (~) the weighted number
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of federally connected children in average daily attendance as
defined in section 3(a); (2) the average per pupil expenditure ih
the applicant LEA's State for the third preceding fiscal year" as
defined under the General Provisions; and (3) the average local
share of revenues for current education expenditures in the
applicant's State (the local-contribution percentage or LCP) for
the third preceding fiscal year, as defined under the General
Provisions. To establish the weighted number of federally
connected students, each child living on Indian lands shall be
counted as 1.25, and other federally connected students for whom
payments are provided shall be counted as l~O.· Include language
speCifying that individual Basic Support Payments shall be
ratably reduced from the maximum payment so that the aggregate
amount of these payments will not exceed the annual appropriation
for section J(e).
Explanation -- This will create a simpler and more equitable
payment formula.
CURRENT SECTION 3(d) -- AMOUNT OF PAYMENTS
Current Law -- Section 3(d): (l) establishes weights attached to
"a n and "b ll children; (2) provides increased payments to certain
school districts with more than 50 percent federally connected
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entitlements for children with disabilities and children living
, ..... ,on· Indian, lands; (-4} provides increased entitlements for sch,?ol
,.'dis'tric:ts. with unusual geographical factors (section
"3(d)',P) (B) (ii», and (5) specifies the calculation of the local
contribution rate.
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Proposed Amendment,
Repeal existing section J(d).
ExPlanation -- These provisions are not need~d since: (l) the
proposed payment fOrIDula would exclude payments for "b ll children
and the weights for "aU children would De established in sectio!1
3(e); (2) ,section ~Jg)(2) (B)"and 3(d)(J)(B)(H) are inequitable
payment prOVisions t:!a't: inallpropriately favtJ:<;;.&' han~ful of LEAs;
{J) children living on Indian lands would be assigned a higher
weight under the Basic Support Payment while additional payments
for federally connected children with disabilities would be
provided separately from the Basic Support Payment; and (4) the
local contribution rate would be replaced by the LCP in the
section J(c) fornula.
NEW SECTION J(d) -- SUPPLEMENTAL PAYMENTS FOR CHILDREN WITH
, DISABILITIES
. Pr'oposed Amendment -- Create a new section 3: (d) to authorize
supplemental payments for certain federally connected children
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with disabilities. Payments would be made for certain federally
corinected children (military and Indian) with disabilities (as
defined in section 602(a) (1) of the Individuals with Disabilities
Education Act) for whom an LEA is providing a program designed to
'meet the special educational needs and related services ot such
children under the provisions of IDEA. These payments shall be
distributed using the Basic Support Payment formula described
under "section 3(c)s from the amount appropriated for this
section.
Expla~atiQo -- This amendment would create ·a new supple~ental
payment for federally connected children with disabilities that
can be calculated and administered separately from Basic Support
PaYlllents.
CURRENT SECTION 3(e) -- ADJUSTMENTS FOR DECREASES IN FEDERAL
ACTIVITIES
Current Law
section 3(e) provides special payments for school
districts that experience decreases in federally connected
enrollments due to a decrease or cessation of Federal activities,
such as a base closure.
ProPQsed Amendment -- Repeal section' '3 (e) •
Explanation -- Our proposal would eliminate these special
payments for decreases in Federal activities! ~Scarce Federal
resources should be directed to schoob:distri'cts.. currently
servin~j federally connected students ,rather thim to those LEAs
that no longer enroll such students','
SECTIONS 3 (f) & (9) -- DETERMINATIONS ON THE BASIS OF
ES'~",(MATES
Current Law -- Section 3(f) allows payments to be based on
estimates if no satisfactory'data are available. section 3(9)
specifics that no state may require that a vote of th0 ..gualifierl
electors of a heavily impacted school district be held 'CO", ,,' :.~ .... ,.
determine if such a district will spend Impact Aid funds.
Proposed Amendment -- Retain sections 3ef), and 3(g}.
move them to the General Provisions.
Perhaps
Explanation -- Even with the use of prior year data, we may
occasionally need the authority to base payments on estimates.
Section 3(g} addresses a specific problem in Montana, where an
old attorney general's opinion would require a school district to
vote on impact a id funds it(' order to spend them and probably
needs to be retained.
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SECTION 3(h) -- SPECIAL PROVISIONS
Current Law -- Section 3(h) provides for increased payments of
full entitlement (as defined by current law) to LEAs that are
coterminous with military installations I and describes how the
local contribution rate of such LEAs is calculated.
Proposed Amendment -- Repeal section 3(h).
Explanati9D -- This provision is unnecessary, since our proposed
'formula would provide larger and more equitable payments to most
LEAs and would eliminate "entitlel:lents .. " .
SECTION 4 -- SUDDEN AND SUBSTANTIAL INCREASES IN ATTENDANCE
CUrrent Law -- section 4 authorizes payments to school districts
that have experienced sudden and substantial increases in
enrollments of federally connected students as a direct result of
activities of the United states.
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Proposed Amendment -- Replace all of existing section 4 with new
language that would authorize payments to a school district if:
(1) the total average daily attendance in 'the current year is at
least ten percent greater or one-hundred more than the total
ave~age daily attendance reported in the LEA's prior year
applicai::ion; and (2) the increase in average daily attendance is
substantially the result of base consolidation' or. realignment
activities of the Department of Defense~ Payments' shall be .
determined as a pro. rata share of the increase reported by
applicant LEAs that is demonstrably due to defense realignment,
from funds appropriated for this section, except that no payment
s!f.all exceed $200 per additional child. The second part of
sec".:ion 4 should specify application procedures: any LEA seeking
payments for sudden increases must apply by Sept~:rr.ber 30,
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reporting the net increase in enrollment from the prior to the
current year and providing a certification from the appropriate'
lo~~l base ~ommander(s) that the.increase is the result of
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defe:n~e rea-lignnlent activities . .
Explanation -- Section 4 has not been implemented in recent
years. However 'defense .realignments and base consolidations are
beginning to burden certain school districts. Current law
appears to be unworkable and·is not designed to provide immediate
assistance to school districts experiencing increasing
enrollments. Our proposal would be simpler to administer and
would provide inunediate payments for net increases in enrollments
in school districts that are affected by base consolidations. :
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SECTION 5 -- METHOD OF MAKING PAYMENTS
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SECTION Sea) -- APPLICATION
Current Law -- Section 5(a) (l) specifies the application
procedures for all sections of the Impact Aid program. Section
5(a)(2) authorizes the Secretary to establish a deadline for
applications! and provides that payments for applications
received within 60 days after that deadline shall be reduced by
10 percent. Section 5(a} (3) is a special provision for the
Alaska SEA, which claims federally connected children that are
being educated by LEAs, thereby gaining "super at! payments for
those districts.
P~opo~~d Am~ndment
Redesignate section 5(a) as section 3(h)
and amend it to describe the application procedures for section 3
only. Include in section 3(h) the current 6o-day grace period
for late applications'. Repeal section 5 (a) (J) •
'Explanation -- Redesignating and amending this section would
appropriately place the application procedures for section 3
payments within section 3. 'Because our proposed payment formula
'Would eliminate Itwave" payments and the "super" designations,
Alaska could no longer benefit from '''super a" "payments.
Therefore, there would be no need for the special section 5(a) (3)
provision.
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SECTION.5(h)
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PAYMENTS.EY THE COMMISSIONER
CUrrent· Law -- Section'· S (b)"(l)' authorizes the Secretary to make
payments to LEAs I and' sp'ecifies limitations on the availability
of funds.
Proposed Amendment -- Repeal section~5(b) (l)., Include language
similar to the first sentence of that '";:.:gction in sections 3 {h)
4, and 7, except remove the reference t~ entitlement.
f
Explanation -- The first sentence in this section is the
operative language that authorizes pa:":"1ents, so'. it. needs to be
... -' "included in those sections that provide\'paymencs. The rest of
the section has little meaning in view of the annual
appropriation law and the "M" account legislation that govern the
availability of funds.
Current Law -- Section 5(b) (2) authorizes preliminary payments
under sec~ions 2 and 3.
P~QP9sed k~endment
-- Repeal section 5(b) (2).
Explanation'· -~ Preliminary payments would no longer be needed
under our proposal since full payments could be made early in the
fiscal year based on prior-year data~
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Current 1,aw -- Section 5(bj (3) prescribes policies and procedures
that LEAs must establish to provide for consultation with the
parents of children living on Indian lands, and, establishes an
appeal process.
Proposed Amendment -- Renumber and streamline the current
provisions of section 5(b)(3) to provide a basis for regula~ing,
as we do'now, the requirement that an LEA consult with local
tribes or tribal organizations on the Use of Impact Aid provided
. for children living on Indian lands. Add to this section a
requirement that the LEA maintain records demonstrating that it
has fully consulted with representatives of the tribe or tribal
organi~ation about the educational prograru supported by the
Impact Aid funds. Include a provision that would allow tribes or
tribal organizations to waive the Indian policies and procedures
requirements otherwise imposed on the LEA if they are satisfied
with the LEA's provision of educational services to children
living on Indian lands.
Explanation -- The current language of section 5(b)(3} is
excessiveLy lengthy, and the appeal process laid out in the
section is prescriptive. A more concise version of the current
provisions would provide adequate authority for the regulation of
the Indian policies and procedures process. The addition of the
requirement that records of conSUltation be maintained would
provide the Indian community enable the Impact Aid program to
adequately monitor the extent to which such consultation·takes
place and identify LEAs that need additional assistance in ';"
~eetin9 this requirement.
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SECTION S(c) -- ADJUSTMENTS WHERE NECESSITATED BY APPROPRIATIONS
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Current Law -- Section S(c) establishes payment priorities if
appropriatlpns are insufficient to pay "full entitlement*' under
current law l and prescribes the current "wave" payment scheme,
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which provides larger percentages of entitlement to LEAs with
,larger percentages of federally connected students~
PrQDosed Amendment
Repeal section 5(c).
Explanation -- This section is extremely complex and inequitable
and would be replaced by a simpler payment formula under section
3 (c) in cmr bill.
SECTION Sed) -- TREATMENT OF PAYMENTS BY THE STATES IN
DETERMINING ELIGIBILITY FOR, AND THE AMOUNT OF,
STATE AID
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current Law -- Section 5(d)(1) prohibits payments to be made to
LEAs ,if their states have taken into consideration Impact Aid in
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determining State aid for free public education. Section 5ed) (2)
provides exceptions to this prohibition for states that have i~
effect a state funding program that is "designed to egualize. f1
expenditures among LEAs, as determined by the secretary through
regulations. In addition to certain threshold criteria, the
secretary bas established three standards for such a
determination: (1) the disparity standard, which measures revenue
or expenditure disparity among all LEAs in the state: (2) the
wealth neutrality standard t wh~ch measures the extent to which
LEA revenues are dependent on local wealth: and (3) consideration
of exceptional circumstances.
proposed
}~..mendment
-- Amend section 5(d}·(1) to say that:
(a) No State shall take Impact Aid payments into consideration in
determining the -eligibility for or amount provided of state aid
for free public education; and (b) an LEA need not exhaust its
administrative appeal rights under section 5(d) (2) prior to
seeking injunctive relief ~gaihst a state that has violat,ed this
provision.
Amend section 5(d)(2) tO,be something like the following:
I1Notwithstanding paragraph (1) of this section, if a State
has in 'effect a program of State aid for free public education
" ' 1 ··for'· any' fiscal
year that equalizes education expenditures for
'free public education among the local educational agencies of
, "that :State as measured by' a disparity in treatment of current
:eX'p'enditures 'or' revenue' per pupil of nor more than 25 percent,
payments under section 3(c) of this title may be taken into
consideration by the state in determining the financial resources
available to local educational agencies in that State and the
financial need of stlch agencies for the provision of free public
education.
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"A"State rnay reduce State aid'with respect to funds received
under section 3(c) of this title only in inverse proportion to
the percentage of disparity in revenues or expenditures for free
public education. amon~. __tl?e loc~1. educational agencies of the
State.' ",TlJe paY':"'1ents provided under 'sections 3(d} # 3(e}, 4, and 7
shall not be taken into consideration by the state for the
purpose of this section. A State seeking approval under this
section shall not take into consideration funds provided under
section 3(e) until the Secretary has notified it that its program
of State aid for a given'fiscal year meets the disparity standard
described above based upon final data from the second preceding
fiscal year.
liThe "terms 'state aid,' 'equalized, I and ~disparity
standard' shall be defined by the Secretary by regulation t
provided that the terms shall not be construed in a manner
adVerse to a program of State aid for free public education that
takes .into consideration the additional cost of providing free:
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public education for particular groups or categories of pupils or
LEAs.
"A state seeking to take payments under section 3(c) into
consideration under this section for any fiscal year shall, not
later than sixty days prior to the beginning of the state's
fiscal year, submit a notice to the Secretary of its intention to
do so. Such notice shall be in a form and accompanied by
information specified by the Secretary. In addition, such ,notice
shall be accompanied by evidence tha~ each local educational
agency in that ,state has been given notice of the intention of
the state to take into consideration payments under section 3(c).
If the Secretary determines that the program of state aid of a
state submitting notice under this paragraph is consistent with
the disparity standard described above, the secretary shall
certify 'that determination to the ·State.
"Friar to certifying any' state under this section, the
secretary shall give the local educational agencies in that state
an opportunity for a hearing at which the agencies may present
their views with respect-to the consistency of the.State's aid
program with the disparity standard. The Secretary shall not
finally certify or deny certification to any state for any fiscal
year without first giving that state and the 'LEAs within it an
opportunity for a hearing."
Repeal section Sed) (2) (D).
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Explanat:ion -- This language would eliminate the, current
untenable requirement that the Department"ttake ,back Impact Aid
from LEAs in states that have violated"j;ection:,;,S (d), would place
in law the standard that we believe best~,measures expenditure
equity in states, and would permit States' that are equalized to
within 2S percent to partially·consider.Impact Aid in their
funding programs, in proportion .to their degree of equa,~ization.
Determinations ·...muld be based on state education funding Qf.lta
from the second preceding fiscal year, so that determinations
would be made prospectively and states would be prohibited from
taking deductions prior to certification. Supplemental payments
for children with disabilities, supplemental payments fO T .:...,
'children living "u;1, :Indiar:-. lands, payments for increases in'·! ~
federally connected children, and payments for capital
improvements would be excluded from consideration by the State,
since these payments provide supplemental assistance rather than
basic support.
SECTION See)
-- HOLD HARMLESS; DISCRETIONARY ALLOCATIONS
Current Law -- section See) specifies hold-harmless payments •
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Proposed Amendment -- Repeal section See). Create a new section
3(i) that would provide that total payments under section 3
(Basic support plus supplemental'payments) must be at least 80
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percent oI the previous year's total lIa" payment in the first
year of the new statute T at least 60 percent in the second year,
and at least 40 percent in the third year. Neither current "bl!
payments nor section 2 payments would be included in this phase
out.
Explanation -- This section of current law provides for extremely
complex hold-harmless payments·that are difficult to adwinister
and inequitable. The new hold-harmless provision would phase out
in a straightforward manner payments t,o school dh.tricts that
lose "a U funds under the new law.
SECTION 5 (f)
USE OF FUNDS PAID WITH RESPECT TO ENTITLEME~~S
INCREASED UNDER SECTION 3(d) (2) (C)
Current Law -- section 5Cf) specifies that the increased payments
provided for children with disabilities shall be used for special
educational programs designed to meet the special educational
needs of those children.
Proposed Amendment -- Redesignate section'S(f) as section 3{d)
and amend it to make it apply to the supplemental payments
provided for children with disabilities under the new section
(
3 (d) •
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. Explanation -- This would carry forward from current law the
requirement that funds provided for children with dil?abilities be
,used to lneet their special needs.
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SECTION 5 (g)
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curre:.:.t Law -- section 5 (91".outlines the hearing procedures
available to any LEA that is "adversely affected under the law.
Proposed Amendment -- Redesignate section 5(g) as section SIal (3)
of t~e General· Provisions.
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Explanation -- Renumbering would place this provision more
logically with the General Provisions.
SECTION 5 (h)
current Law -- section 5(h) provides special treatment for
Hawaii, which technically has only one LEA, by allowing
administrative school districts within that LEA to be considered
T,EAs for purposes of Impact Aid. This provision allowed certalt.""'·
administrative school districts: in Hawaii to achieve tlsuper apt or
"sub-super an status, resulting in higher pay:rnents~
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Proposed Amendment -- Repeal section 5(h}.
Explanation -- our'proposal would eliminate the 'current formula,'
with its "super" and "sub-super" provisions, and replace it with
a formula in which every "a" child would carry the same weight
for purposes of the Basic Support Payment. Therefore, this
provision would no longer benefit Hawaii and is unnecessary.
SECTION 6 -- CHILDREN FOR WHOM LOCAL AGENCIES ARE UNABLE TO
PROVIDE EDUCATION
Current Law -- Section 6 authorizes the Secretary to make
arrangements for the education of children residing on Federal
property when state and local funds cannot be spent for this
purpose or no LEA is able to p~ovide a sui~able free public
education.
ProPosed Amendment
Repeal current section 6. Redesignate
section 6(f) as section 8(a) (4) of General Provisions.
Explanation -- Section 6 has been Qdministered by the Department·
of Defense for many years, as authorized by the Omnibus
Reconciliation Act of 1981, etc. It should be included in one of
DOD's authorizations. section 6(f) prohi~its or reduces payments
under sections 3 and'4 if a 'state or LEA r.efuses to expend tax
revenue for the education·of'federally connected children, and
has 'little to' do with}of·the.·rest·i-of, section 6. Placing it with the
General Provisions l-makes'(rnore' sense.
NEW SECTION 6 -- MAINTENANCE AND TRANSFER OF FEDERALLY OWNED
SCHOOL FACILITIES
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Proposed Amendment -- Redesignate section,10 of P.L. 81-815 as
section 6 of P.L. 81-874 and revise it to authorize only the
maintenance and transfer of property currently owned by the
Department. Clean up the language and (.:~}..im;i..nate·.the .r.eference to
property under the control of the At::{''Imlc ~;"n€';2gy commission.
Eliminate the authority for the construction of new facilities.
Revise the last sentence of current section 10(a) to state that
children for whom facilities are provided under section 10 'shall
not be counted for payments for capital improvements under
section 'I.. Delete section 1D(c).
Explanation -- Moving this section into P.L. 81-874 would
consolidate all the reauthorized Impact Aid programs into one
statute and p'~~it the repeal of P.L. 81-815.
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CURRENT :mCTION 7 -- ASSISTANCE FOR CURRENT SCHOOL EXPENDITURES
IN CASES OF CERTAIN DISASTERS
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Current Law -- Section 7 authorizes the Secretary to provide.
financial assistance to school districts that have suffered a
major
disaster~
Proposed Amendment
.
~epeal
section 7.
Explanathm' -- The Federal Emergency Management Agency has the
authority to' provide the same type of assistance to school
districts provided under section 7(b)~ By agreement between the
two agencies, ED no longer provides such assistance.' We would
prefer not to provide sec~ion 7(e) assistance, either~ The
entire authority should be repealed.
NEW SECTION 7 -- PAYMENTS FOR CAPITAL IMPROVEMENTS
Proposed Amendment·-- Create a new'section 7 to a~thorize
payments for capital improvements to certain LEAs that are
eligible for payments under section 3. Payments would be made to
all section :3 recipients"in which federally 'connected children
(as defined under section'3(a») comprise more than 20 percent of
ADA, and would be distributed on a per capita ,b?!..sis from ,tl1e "
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amount appropriated for this section ~ithout regard to the local ,
contribution percentage (LeP) or state average per pupil
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expenditure. No separate application would be required.
Payments could be used for'ire.:mediate capital expenditu.res ~?r
construction used for bonded debt service, or retained~for
future capital needs.
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Explanation -- This new authority is intended to address the
construction and capital improvement needs that are inadequately
met by the current construction authorities .under sections 5 and
14 of P.I,. 81-815, which would be repealed.
It would distribute
scarce funds for construction and renovation projects more
equitably among all LEAs that educate large proportions of
federally connected children~ The Department would no longer be
required to make funding'determinations based on "need" .
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Title IV --·GENERAL PROVISIONS
Current Law -- The General ·Provisions cover 'a variety of issues
that govern the Departcent's administration of the program and
define key terms,
Proposed Amendment -- Redesignate the General Provisions as
section 8 of the statute, and renumber the sections
appropriately. Repeal sections 401(c}, 402(a)., 402(c}., and
402(d}. Redesignate sr;ctions 401(b) and 402{b)~"as sections
8(a) (1) und 8(a) (2).
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E~planation -- The currant numbering system of the General
Provisions makes little sense. Section 401{c) describes a
reporting requirement that is now included under GEPA; 402(a)
allows the Secretary to make use of the services of other
agencies, also included under GEPA; 402(c) pertains only to YY
1951 appropriations and can be deleted; 402(d) no longer has any
meaning and can be deleted.
Proposed Amendment -- Revise the definitions as follows:'
(1) Federal property -- revise as follows:
(A) Except as otherwise described in paragraphs (8) - (0) of this
paragraph, iFederal property' means real property that is not
subject to taxation by any state or any political subdivision,of
a State due to Federal agreement, law, or policy, and-
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(i) that is owned by th~ United states or
leased by the united States 'from another entity;
(ii) that is-~
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(I) held in trust by the United states
for individual Indians or, Indian tribes;
(II) held by individual Indians ~r
Indian tribes subject to restrictions on alienation imposed by
.the United States;
(III)- conveyed at any 'time under the
'Alaska Native·Claims settlement Act, ~3 U#S~C* 1601 at seq., to a
Native- individual-, Native group, or Village or Regional
corp.oratio~r ~~.' "" to"
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. (IV) public' land owned by th.e united
States that is designated as being for the sole use and benefit
of individual: Indians or Indian tribes:
(V) used for low-rent housing as
otherwise described in this paragraph I that is located on land
described in clauses (Ii ",_(II), (III), or (IV) of this
subparagraph or on land that met one of those descriptions
immediately before its use for such housing;
(iii) that is part of ~ low-rent housing
proj act assisted under t",l)~ U,ni ted Stat:.es Housin9 'Act of 1937; or
(iv) t.{ldt' is '0wned -by- a "foreign govern:mt2.!1t. .. or
by an international organization.
(5) 'Federal property' includes, so long as not
subject to taxation by any State or any political subdivision of
a State, and whether or not tnat tax exemption is due to Federal
agreement, law, or policy-
(i) any school that is providing flight
training to members of the'Air Force under contractual
arrangements with the Air Force at an airport owned by a State or
political subdivision of a state; and
(ii) real p~Qperty that is part of a low-rent
housing project assisted under-
(ll section 516 of the Housing Act of
1949, 42 u.S.C~ § 1486 {domestic farm labor lOW-rent housing); or
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(II) part B of title III of the Economic
Opportunity Act of 1964, formerly 42 U.S.C. § 2861 et seq.
(migrant and other seasonally employed farmworker low-rent
housing).
(C)
'Federal property' includes, whether or not
subject to taxation by a state or a political subdivision of a
·state-
(i) any non-Federal easement, lease, license,
permit~ or other such subordinate interest in Federal property as'
otherwise described in this paragraph;
(ii) any improvement on Federal property as
otherwise described in this paragraph; and
(iii) real property thatl immediately before
its sale or transfer to a non-Federal partYt was owned by the
United states and. otherwise qualified as Federal property
described in this paragraph,' but only for one year beyond the end
of the fiscal year of such sale or transfer~
(D) 'Federal property' does not include-
(i) any real property under the jurisdiction
of the Unj.ted states Postal Service that is used pri.marily for
the proviE,ion of postal services; or
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(ii) pipelines and utility lines.
(2) child -
(3)
Parent -
maintain as is;
maintain as iS7
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(4) Frea public Education -- revise as follows:
education that is provided at public expense, under public'" '''''',
supervision and direction, and without tuition charge, and that
is provided as elementary (including preschool and kindergarten)
or secondary school education in the applicable state;
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{This ~ould clarify current policy of alloWing pre-school
children to be qounted in certain situations.]
(5) CUrrent Expenditures -- maintain·as is, unless the definition
for Chapter 1 is' changed, in which case Impact Aid should follow
suit;
(5) Local Educational Agency -- delete the last sentence, which
provides a special exception to the "shan:" district prohibition;
(7)
state Educational Agency --' "maintain
(S) state
a!:',
-is;
sUbstitute the most current definition;
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,
"
16
(9) Secretary -- maintain as is:
(10). Average Daily Attendance -- revise as follows:
Average daily attendance, generally defined as the aggregate
number of days of attendance of all students during a school year
divided by the number of days school is in session during that
same period, shall be determined in accordance with State law,
except that: ,
.
(A} the average daily attendance of children with respect to
whom payment is to be made under section 3 or 4 of this Act
shall he determined in accordance with regulations of the
secretary which shall permit the' conversion of average
daily membership to average daily attendance for local
educational agencies in states that reimburse local
educational agencies based upon average dally membership and
that do not require local educational agencies to keep
records based on average daily attendance, and
(B) notwithstanding any other provision of this Act, where
the local educational agency of the school district in which
any child resides makes a [tuition or other] payment for
free public education of such child in a school situated in
another school district, for purposes of this Act the
attendance of such child at such school shall be held and
considered:
(i) to be attendance at a school of the local "
'educational agency so making or contracting to make
such tuition payrnent t and
..
, (ii) not to be attendance at a school of the local
educational agency receiving such tuition payment or
. entitled to receive such payment under the contract.
A child shall be deemed to be in attendance at a school of a
local .educational agency if such child is attending a public or
private ';-;.chool other than a school of such agency because such
child is disabled (as defined in section 602(a) (1) of the
Individuals with Disabilities Education Act) and if such agency
makes a tuition payment on behalf of such child to such school
for suc!'~.f~scal <v,aar.,
I
'"
~1"
'.
...
(11) county -- repeal;
(12) Construction -~ replace it with the construction definition
currently included in 81-B15i
(13) School Facilities -- replace it with the definition in 81
815 and update the reference to section ~O;
(14) Equipment -- repeali
'-- .
Add the definitions of Indian Lands, Average Per-Pupil
Expenditure, and Local Contribution percentage as follows:
"
�·~.
'
..
The term 'Indian lands' means any real property described in
paragraph (A}{ii) of the definition of 'Federal pr9perty' in this
section.
The average per pupil expenditure in a state shall be
(1) the net current expenditures (as determined by the National
center for Education Statistics} of all local educatio~al
agencies in the State·divided by (2) the aggregate number of
children in average dailY attendance for whom such agencies
provided free pUblic education (see language in current section-
J (d) (3) (D) (iil).
The local contribution percentage shall be the expenditures
from revenue from local and intermediate sources as reported to
and verified by the National Center for Education statistics for
the National Public Education Financial survey, except that the
Local Contribution Percentage for the District of Columbia and
for Hawaii shall be the national average.
[with·out this last
provision, the fact that most revenues in Hawaii are counted as'
state revenue while more in DC are counted as local reVenue
'distorts the distribution of funds~].
Explanation -- These revised definitions will better reflect the
purposes of the new statute~
'.".
~
,
construction, P.L. 81-815
CUrrent Law -- Authorizes assistance to federally affected LEAs
for construction and renovation of school fa'i,;ilities.
proposed Amendment - Redesignate section 10 as section 6 of P.L.
Repeal the remainder of P.L. 81-815.
,
-.
.
~ ~
~
.
ExpJ.-anation -- The new authority for payments for capital
improvements under section 7 of P~L. 81-874 would replace the
current construction authorities in P.L~ 81-8-15 , with the
e~ception of section 10, which would be revised and redesignated
as section 6 of P.L. 81-874. Therefore, P.L. 81-815 would no
longer be needed.
.
, 81 874.
-~~
..-.
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Clinton Administration History Project
Creator
An entity primarily responsible for making the resource
Cinton Administration History Project
Council of Economic Advisers
Department of Commerce
Central Intelligence Agency
Department of the Interior
Department of Defense
Corporation for National Service
Council on Environmental Quality
Department of Justice
Domestic Policy Council
Department of Education
Department of Energy
Environmental Protection Agency
Federal Emergency Management Agency
General Services Administration
Small Business Administration
Social Security Administration
United States Agency for International Development
National Economic Council
Office of Management & Budget
Office of National Drug Control Policy
Office of Personnel Management
Office of Science & Technology Policy
Office of the Vice President
United States Trade Representative
Date
A point or period of time associated with an event in the lifecycle of the resource
1993-2001
Description
An account of the resource
<p>The Clinton Administration History Project describes in detail the accomplishments of President Clinton's Administration for the period 1993-2001. The records consist of the histories of 32 agencies or departments within the Executive Branch. In general, each organization associated with the Project submitted a narrative history along with supporting documents. These narrative accounts are primarily overviews of the various missions, special projects, and accomplishments of the agencies. The supplementary records include substantive memos, press releases, briefing papers, and publications illustrated with photos and charts.</p>
<p>Agencies:<br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Council+of+Economic+Advisers&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Council of Economic Advisers</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Central+Intelligence+Agency&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Central Intelligence Agency</a><br /><a 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href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Defense&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Defense</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Corporation+for+National+Service&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Corporation for National Service</a><br /><a 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1474 folders in 111 boxes
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[Education - Volume 2] [2]
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History of the Department of Education
Clinton Administration History Project
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1993-2001
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1227203-education-volume-2-2
1227203
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https://clinton.presidentiallibraries.us/files/original/6cd4cef604ff53b6fd05f1b79cddf8f4.pdf
3f04ee5c32f93d9e24bf3d87497a7235
PDF Text
Text
A History of the
U.S. Department of Education
During the Clinton Administration
1993-2001
Prepared for the Clinton Administration History Project
Washington, DC
2000
VOLUME 2
�,
"
A BILL
TITLE IV --
I!/f
AMENDMENTS TO THE GENERAL
PROVISIONS ACT
~DDITION~L
y-~
-t.
'-I
~'.
EDUC~TION
PART A--APPLICABILITY OF THE GENERAL EDUCATION PROVISIONS ACT
TITLE, APPLICABILITY
SEC. 401.
Section 400 of the General Education Provisions
Act (20 U.S.C. 1221
~ ~.;
hereafter in this title referred to
as lithe Act") is amended to read as follows:
"TITLE; APPLICABILITY; DEFINI'I'IONS; APPROPRIATIONS
"SEC. 400
(a)
Education Provisions
fl{b) (1)
'Ihis title may be cited as the 'General
Actl~
Not'Withstandinq section 427 of the Departn;ent of
Education organization Act, and except as otherwise provided, the
provisions of this "title apply to each applicable program of the
Depart~ent
of Education.
fl(2) Except as otherwise provided. this title does not
,
apply to any contract made by the Department of Education.
"(c) As used in this title, the term-
"(1)
'applicable progra:n t means any program for which
the Secretary or the Department has administrative responsibility
as provided by lav or by 'delegation of authority pursuant to
The term includes each program for which the
secretary~r
la~.
the'
}~~
Departmenllhas administrative" responsibility under the Department ~~~~
.
<I \. •.It
of Education organization Act or under statutes effective after [~\~
the effective date of that Act,
"(2) 'applicable statute' ~eans-"(A) the Act or the title, part, section, or
or1~~
~~~I
an~"
"'~~,\
~\J"~
�other subdivision of an Act, as the case may be, that authorizes
the appropriation for an applicable program;
"(8)
thi~
title;
an~
"(C) any other statute that by its terms expressly
prescribes the administration of an applicable program;
"(3)
'Department' means the Department of Education;
"(4)
I
and
secretary , means the secretary of Education.
U(d) Nothing in this title shall be construed to affect the
applicability of title VI of the Civil Rights Act of 1964, title
IX of the Education Amendments of 1972, title V of the
Rehabilitation Act of 1973; the Age Discrimination Act, or other
?tatutes prohibiting discrimination, to any applicable program.
tI(e)
There
are
authorized to he appropriated for any fiscal
year such sums as may be necessary to carry out this title,n,
REPEAL
SEC. 402 Section 400A of the Act is repealed.
PART B--THE DEPARTMENT OF EDOCATION
NEW HEADING FOR PART A
S~C.
410.
The heading for Part A of the Act is amended to
read as follows: "PART A--FUNCTIONS OF THE DEPARTMENT OF
EDUCATION" •
-
.-
�GENERAL AUTHORITY OF THE SECRETARY
SEC •• 11.(a) The heading for section 408 of the Act i.
amended to re.ad as follows: "GENERAL AUTHORITY OF THE SECRETARY".
(b) Section 408 is further amended-
(ll by amending subsection (a) to read as follows:
-Ca) The Secretary, in order to carry out functions
otherwise. vested in him by law or by delegation of authority
pursuant to law f and subject to limitations as, may be otherwise
imposed by law, is
au~horized
rescind, and amend
~les
to make, promulgate, issue,
and regulations governing the ttanner of
operation of, and governing the applicable programs administered
by" the Department. tt :
(2) in subsection (b)-
(A) by
striking out "administrative head of an
education age.ncy" and inserting in lieu thereof "secretary";
(B) by striking out "under the authority of this
section"'; and
(C)
by striking out tlwhich identifyU in the
second sentence thereof and inserting in lieu thereof "that
irlentifies"; and
(3) by striking out subsections (e) and (d).
OFFICE OF NONPUBLIC EDUCATION
SEC. 412. Section 409 of the Act is
follows:
-
3
amend~d
to read as
�~t~·vve...~~~ .:1
"6 !?!'i~
O~ON~DUCA'l'ION ~ ,p
'.t'14 1# (a
OFFICE
"SEC. 409.
Oepartme~t
"-PY:;',Mii,
Subject to the provisions of section 413 of the ~
of Education Organization Act, there is established in
the Department an Oftie.
o~EdUCatiOn
to ensure the
maximum participation of nonpublie scbool students in all
(rJM
~
~ju... rr:
~f~'
applicable prograros for which such children are eligible~n~{tI ~i~
,\
Wjtl'1
REPEALS
SEC. 413.
Sections 401, 402, 403, 406B, 406C
j
and 407 of
the Act are repealed.
PART C--APPROPRIATIONS AND EVALUATIONS
ADVANCE FUNDING
SEC. 420. Section 411 of the Act is amended by striking out
"for education." and inserting in lieu thereof a co:m.ma.
AVAILABILITY OF APPROPRIATIONS
SEC~ 421~(a) The heading for section 412 of the Act is
amended to read as follOws: "AVAILABILITY OF APPROPRIATIONS ON
ACADE!<IIC- OR SCHOOL'-YEAR BASIS; ADDITIONAL PERIOD FOR OBLIGATION
"
OF FtJ'NDS".
"
?
(b) Section 412 is further amended-
(1) in subsection (a), by striking out "to educational
age:ncies or institutions";
(2) by amending subsection (b) (1) to read
- 4
8S
follows:
�"(b) (1) (A) Notwithstanding any other provision of law 1
unless enacted in express limitation of this subsection, any
funds from appropriations to carry out any applicable state
form~la
grant program that are not obligated by a recipient by
the end of the (fiscal year for which such funds were
appropriated) shall remain available for obligation by such
recipient durin9 the succeeding fiscal
year~
"(B) As used in this subsection, the term
applicable State formula grant pro9ram means an applicable
prograo whose authorizing statute Qr
imple~enting
regulations
provide a formula for allocating program funds among eligible·
States. II;
(3) in subsection (b)
~2)--
(A) by striking out "applicable program" and inserting
in lieu thereof "applicable State formula grant program";
(B) by striking out "and expenditure It and Itand
expe:1ded"; and"
(C) it!; subparagraph (S), by striking out "educational
agencies or institutions h and in$erting in lieu thereof
Itrecipients tl ;
(4)
in subsection (c), by striking out "section 3679
(d) (2) of the Revised Statutes!' ana inserting in lieu thereof u:n
U.S.C. lS13(b) (1)".
- 5
�CONTINGENT EXTENSION OF PROGRAMS
y\AfL
\.
ki M ~I'" ~"'r' 1- I#~
11
::s:.- 'II-< O <t I PC'l'~ n~ ,1 ~ lfo''fit,l~'' - {k1 /W /-A. pv;
.....
SEC. -422~
follows:
Section 414 of the Act is amended to read ~~ h,.,.v.1
, "~~.J ~ ....'tjf<l- W~ 11M :!:;.il
·CONTINGENT EXTENSION 01' PROGRAMS~ ~ (,<I V.....- ·
"SEC. 414.(a) The authorization of appropriations for, or
duration of, an applicable program shall be automatically
extended for one additional fiscal year unless congress, in the
regular se.ssion. that ends prior to the terminal fiscal year of
such authorization or duration-
"(1) has passed legislation that becomes 1a.... and
extends, or has formally rejected legislation that would have
'extended, the authorization or duration of such program; or
fl
(2} app.roves III resolution t by action of either the
HOUse of Representatives or the senate, stating that this section
shall not apply to such program.
"(b) The amount authorized to be appropriated for the period
of automatic extension of an applicable program under subsection
(a) shall not exceed the
a~ount
that was
autho~ized
to be
appropriatea for that program during its ter:inal fiscal year.
tI(c) If the Secretary is required, in
year of an applicable proqram
t
th~
teninal fiscal
to carry out certain acts or make
•
certain determinations that are necessary for the continu~t~on of
~WM,.."'... i'~ ~~ ?
such program, such acts or determinations~all be require~
during the period of autotll:atic extension, under subsection (a),".
- 6
�"(a) Not later than March 31 of each year, the Secretary
shall transmit to the committee on Education and Labor of the
House of Representatives and the committee on Labor and Human
Resources of the Senate an annual evaluation report on the
effectiveness of applicable programs
durin~
year in aChievin9 their leqislated purposes.
progra~
"(1) contain
the precedinq fiscal
Such report shall-
profiles that include
l~giGlative
citations, mUlti-year funding histories, and legislated purposes:
., (2) contaJn recent evaluation information on the
progress being made toward the achievement of program objectives,
including evaluation infornation on t;:he costs and benefits of the
::
.
applicable prograres baing
II
(3)
~valuated;
contain selected significant program activities,
such as initiatives for program improvement, regulations z and
program monitoring: and
'" (4)
list the principal analyses and st\!dies supporting
the major conclusions ·in the report.·.
TECHNICAL A11l:NDHEII'I'S
SEC. 424.
(a) Section 415 of the Act is amended by striking
out "Col:l..'1lissioner" and inserting. in lieu thereof *'sec:retaryfl.
(b) Sections 416 and 419(C) of the Act are amended by
- 7
�striking out
~section
400(d}ft each place it appears and inserting
in lieu thereof "section 400(£)".
REPEAL
Section .13 of the Act is repealed.
SEC. 425.
PART D--AOMINISTRATION OF EDUCATION FROGRAMS
JOINT
SEC. 430.
(ft)
OF PROGRAMS
FV~DING
The heading £or section 421A of the
or
amended to read as follows: ":JOINT FUNDING
~ct
is
PROGRAMS'.'.
(b) Section 421A of the Act is further amended-
(II by striking out
(2) by
insert~ng
suhsection~
(a) The
and (0)'
a new subsection (a)
before subsection (c) to read as
tI
(0)
i~,ediately
foll~s:
secretary is authorized
to
ent'er into arrangements
with other Federal agencies jointly to carry out particular
projects of common interest, and to transfer to such agencies
funds appropriated under any applicable program, and to receive
tunds from such agencies, for this purpose.
Funds so transfe:cred
or received shall be used only in accordance with the statutes
auth(:>rizing the appropriation of such funds and the ste.tutet>"
appre,priating such funds, and shall be made available only to
parties eli9ib1e to receive such funds under such statutes.
(Needs dis"cussion with OBAL)
(3) by redesignating subsection (c) as subsection (b);
- s
�I
(4) in paragraph (1) of subsection (b) (as redesignated
in paragraph (3»-
(A)
in sUbparagraph (C)-
(i) in the introductory language thereof, by
striking out "or the other procedure which" and inserting in lieu
thereof "or other procedure that";
(il) in clause (i), by striking out the comma
at end thereof and ins'erting in lieu thereof e semioolon:
(iii) in clause (ii), by striking out the
comma at the end thereof and inserting in lieu thereof a
semicolon and "or":
(iv) in clause
(iii)~
by striking out the
COI1".lna and nor" at the end 'thereof and inserting in lieu thereof e.
period: and
•
'(v) by striking out clause (iv): and
(B) by adding at the end thereof the following new
subpluagraph:
"(D) (i) The Secretary may require the
submission of joint applications under t .... o or more applicable
programs under which awards are made on a competitive basis, and
may jointly review and approve such applications separately from
other applications under such programs I when the Secretary
determines that such joint awards are necessary to address a
special need consistent with the purpose.s and authorized
activities of each such program.
Any applicant
- 9
for such a joint
�award must meet the eligibility
require~ents
of each such
program.
"(Ii) The Secretary may require
applicants under an applicable program under which awards are
,. "
made on a competitive basis to submit, in addition, an
application under a competitive program administered by another
Federal agency, and may review and approve $UCh applications
separately from other applications, when the Secretary and the
head of such other agency determine that such awards are
necessary to address a special need consistent with the purposes
and
activities of each such program.
~uthorized
for such an award
such
~ust
Any applicant
meet the eligibility requirements of each
program."; and
(5)
in subsection (b) (4), by strikin9 out
RCoIrlr-issioner" and inserting in lieu thereof "Secretary".
REVIEW OF APPLICATIONS
section 425 of the Act is amended-
SEC. 431.
(1)
in sUbsection (a}-
(A) by
in lieu thereof
striking out "Commissioner" and inserting
"Secretary~;
{B) by striking out "and in the case of the
program provided for in title I of the Elementary and Secondary
Educdtion Act of 1965 t
";
(C) in the third sentence thereof, by inserting a
co~~a
after "the hearing"; and
- 10
�CD) in the fourth sentence thereof-
(i) by striking out the
~~~idelines":
co~~a
after
and
(ii) by inserting'a comma after "program";
(2)
by
striking out subsections
(b)
and (d);
(subsections (b) and Cd) provide for appeals by LEAs to the
secretary in certain cases; should we repeal?] and
(3) by redesignating sUbsection (c) as subsection Cb).
TECHNICAL ASSISTANCE
""bD \Iff.
section 426 of the Act is .mended--
SEC. 432.
ruV-1r1vJf '?
~.".!b"",~~
rs..t ol"'j
'ji.,Jl1
~i<J'
(1) by
striking out subsection (a);
(2) by
striking out "Commissioner" and tlCom!f!sionfr1sn
each place they appear and inserting in lieu thereof "Secretary"
and "Secretary's". respectively:
(3)
in subsection (b), by inserting a comma after
"subsection" in the last sentence thereof;
(4)
in subsection (c),
by
striking out Hand the
Director of the National Institute of
Education~;
and
(5) by redesignating subsections (b), ee}, and (d) as
...
'
subsections (a)
f
(b), and (e), respectively.
USE OF FUNDS WITHHELD
SEC. 433.
Section 428 of the Act is amended-
(1) by inserting: the subsection designation" (a) 'I after
"428.";
- 11
I ~lorl
�(2), by
revising subsection (a) (as redesignated in
paragraph (1») to read as follows!
-(a)
At any time that the secretary makes an allotment
or reallotment to any State, under any applicable program, the
secretary shall reduce such allotment or reallotwent by such
amount as the Secretary determines it would have been reduced,
had the data on which the allotment or reallotwent is based
excluded all data relating to local educational agencies of the
State which on tho dBte of the Secretary's action are ineligible
to receive the Federal financial assistance involved because of
failure to comply
~ith
title VI of the Civil Rights Act of 1964,
title IX of the Education
~endments
of 1912, section 504 of the
Rehabilitation Act of 1973 1 or the Age Discrimination Act of
1~75.";
(C) by striking out the second sentence: and
(3) by adding imroediately after SUbsection (a) (as
redesignated in paragraph (1», the following new subsection:
If{b) The Secretary may use any funds withheld
under subsection (a)-
If(l) to increase the allotments of other
local educational agencies within the State, or the allotments of
all States, in accordance with the statutes governing the
progiam: or
"(2) for grants to local educational agencies
of that State in accordance
~ith
section 405 of the Civil Rights
Act of 1964, or for any other program administered by the
- 12
�Department that is designed to enhance equity in education or
redress discrimination on the basis of race f national
oriq~n.
sex, age, or disability.-.
REGULATIONS
SEC. 434.
Section 431 of the Act is a~ended to read as
follows:
/~~.r!t~\4
(f'"
JX'{I'"
¥
pi-
"RI:GULATIONS
oit'""
·SEC. 431.
(aJ For the purpose of this section, the term
'regulation' means any generally applicable rule. requlation,
guideline, interpretation I or other requirement prescribed by the
ecretary or the'" Departl:lle
and that has legally binding r-;ffect
V
in connection with, .or affecting 1 the provision of financial
~~~~~~~~==~
assistance under any
~pplicable
program.
t/(b) :Regulations issued by the secretary or the Department
shall contain, immediately following each substantive provision
of such
re~~lationst
sections of
statut~ry
citations to the particular section or
law or other le9al authority on which such
provision is based.
~(c)
All such regulations shall be uniformly applied and
<
.
enforced throughout the fifty States.
"Cd} The secretary shall promulgate regulations in
accordanCe ....ith chapter 5 of title 5, United· States Code, except
that the exemption in section S53(a) (2} of such chapter for
-
13
�public property! loans, grants, and benefits shall apply only to
regulations that govern a particular grant competition, where the
secretary determines that the application of such exception is
necessary to ensure the timely award of grants' or 'otherwise meet
the objectives of the relevant applicable
exception would change
~urrent
pr~gra~~
[Note:
This
practice by makinq section 553
rulemaking procedures inapplicable to the described category of
rules. ]
M(e) Following the
en~ctment
ot any Act or any part of any
Act affecting the administration of. any applicable program, the
Secre~ary
shall submit to the Committee on Education and Labor of
the HQuse of Representatives and the committee on Labor and Human
Resou=ces of the Senate a
sche~ule
in accordance with which the
Secretary plans to promulgate final regulations that the
Secretary determines are necessary to implement such Act or part
of such Act.
If the Secretary, for good cause, later determines
that the Secretary cannot comply with such a 5chedule l the
secretary shall notify such coremittees of the reasons for such
finding and submit a
fl(!)
ne~ s~hedule.
)
Concurrently vith the publication of any final
regul~tions,
the,Secretary shall transmit a copy of such final
regulations to the Speaker of the House of Representatives and
the President of the Senate.".
- 14
�AUTHORITY TO VEST TITLE TO EQUIPMENT
SEC_ 435.
Part C of the Act is further amended by inserting
the following new sec:t1on immediately after section 436:
"AUTHORITY TO VEST TITLE TO EQUIPMENT
tiSEC. 436A. (a) The Secretary is authorized, whenever the
Secretary determines that it would be in the public interest-
-(1) to vest title to equipment in a State or local
educational agency, a nonprofit institution of higher education,
or a nonprofit organization whose primary purpose is the conduct
of rese.arch, 'that purchased' such equipment with funds derived
from a grant, contract, or cooperative agreement
a~arded
by the
Secretary under any applicable program: or
"(2) to waive accountability to the United States for
the
equip~ent
specified in paragraph (1).
"(b) The Secretary, in exercising the authority under
subsection (a), may
~aive
equipment in such agencYi
accountability for, or vest title to
inst~tution,
or. organization, without
further obligation to the United States or on such terms as the
Secretary deems appropriate, and without regard to the date such
equipment ....as purchased:.,".
RECORDS
SEC. 436.
Section 437 -of the Act is aroended-- .
(1) in subsection (6)-
- 15
�(A) by striking out nqrant,
subqrant~
contract,
subcontract, loan, or other arrangement (tother than procurement
contracts awarded by an administrative head of an educationa.l
agency)" and inserting in lieu thereof "grant, subgrant,
cooperative agreement, or loan":
CB) by inserting "financial or progrAmmatic"
immediately before "audit.": and
(el by striking out the last sentence thereo.f; and
(2) in sUbsection (b), by striking out "to any records
of a recipient which may be related, ,or pertinent to, the grants,
Gubgrants, contracts! subcontracts, loans, or other arrangements U
and inserting in lieu thereof "to any records currently
maintained by a recipient that lllay be related, or pertinent' to,
grants, subgrants, cooperative agreements, or
loansM~
TECHNICAL AMENDY£NTS
SEC. 431.(a) The heading for Part C of the Act is arr,ended by
striking out "COMMISSIONER OF EDUCATION" and inserting in lieu
thereof t'SECRETARY".
(b) Section 422 of the Act is amended-
(1) by striking out "Commissioner", "Couunissioner'&",
and "Office of Education" each place they appear and
~nsert1ng
in
lieu thereof "Secretaryll, l'Secretary r s", or "Department!!
respectively: and
(2)
in subsection (a)(4), by striking out "(as set
forth in section 403 of this Act)
II
and ins.erting in lieu thereof
- 15
�"(as set forth in section 102 of the Department of Education
organization Act)".
(c) Section 427 of the Act is
a~ended--
(1) by striking out "Commissioner" and inserting in
lieu thereof
~SecretaryW;
and
(2) in the seoond
sent~nce
thereof, by inserting "is
made" after "such determination".
(d) section 429 of the Act is amended by striking out
"Com."Ilissioner" and wOffice of Education" !lnd inserting in lieu
thereof "Secretary" and "Department", respectively.
(ej Section 430 of the Act is
"Co~issioner"
a~ended
by striking out
each place it appears and inserting in lieu
thereof Ifsecretary".
o
(f) (1) The heading of section 434 of the Act is amended by
striking out
I
4
EDtlCATIONAL".
(2) Section 434 of the Act is amended -
(A) by
striking out tlCommissioner" each place it
appears and inserting in lieu thereof flSecretary"; and
(8) by
inserting" (C)'I before the last sentence
and by deleting "paragraph (3)'11 in such sentence and inserting in
lieu thereof 'IIsubsection (b)".
(9) section 435 of the Act is
(1) by
a~ended--
striking out "Commissioner" each place it
appears and inserting in lieu thereof "Secretary"; and
(2) in subsection (a)-
fA) by striking out the
- 17
COmllla
after "submits a
�plan"; end
(B) by
striking out
II
(subject, in the case of "
programs under chapter 1 and chapter 2 of title I of the
Elementary and secondary Education Act of 1965)".
(h) section 436 of the Aot is amended-
(1) in subsection (a), by striking out "that local
education agency" and inserting in lieu thereof "that local
educational agencyft; and
(2) in subseotion (b)-
(A) in paragraph (2)f by inserting a comma after
"program"; end
(B) in paragraph (4), by striking out
Ilco;nmissioner" each place 'it appears and insertinl;J in lieu
thereof JlSecretary".
(i} Section 438 of the Act is amended-
(1) in subseotion (0)(4) (B) (ii) by striking out the
period and inserting a semicolon.
(2) in subsection (b)-
CA) in p"aragraph (1)
'.
.
ad~inistrative
(C),
by strikin9 out
t!
(iii) an
head of an education agency (as defined in section
40S{c), or Civ)" and inserting in lieu thereof "or (iii}";
(8) in paragraph
(~)(H)
by striking out "l954" and
inserting in lieu thereof *1986J1;
(C) in paragraph (3)-
(i) by striking out "(C) an
administrative head of an education agency or (D)II and inserting
- 18
�in lieu thereof wor (C)": and
(ii) by striking out "education,prograrn"
and inserting in lieu thereof "education prograrns";
(3) in subsection (d), by inserting a comma after
"education";
(4) in subsection (f) -
(Al by striking out "The Secretary, or an
administrative head of an education agency," and inserting in
lieu thereof -The Secretary"r and
('8) by
striking out "provisions of this section ll
after Ifenforce";
(el by striking out "accordinq to the provisions
of" and inserting in lieu' thereof "in accordance wi th,r rand
(0)
u ..... ith.
by striking
out lithe provisions of'1 after
lt •
(5) in subsection (9) -
(A) hy striking out "Health, Education, and
Welfare l1 and inserting in lieu thereof l1Education Jl : and
(a} by striking out "the provisions of".
REPEALS
SEC. 438.
Sections 421. 423, 424, and 426A of the Act are
rep£;..lled.
PART E--ADVISORY
COMMITTE~S
DEFINITIONS
- 19
�SEC. 440.(a) The heading for Part D of the Act is amended by
striking out
nCOL~CILS~
and inserting in lieu thereof
'hCOMMITTEES" •
(b) Section 441 of the Aot is
(1)
~(1)
amended~-
by amending paragraph "(1) to read a. follows:
'advisory committee'-
(A) means any
board t commission, council, or
co~itteet
other similar group -
(i) establ i.shed or org"ani zed
pursuant to any appl icable
statute, or
(ii) established under the authority of section 4421 but
(B} does not include State advisory committees or
co~issions
established pursuant to any such statute:";
(2) in paragraph (2), by striking out "council" each
place it appears and inserting in lieu thereof "committee";
(3) by amending paragraph (3) to read as follows:
"(3)
'nonstatutory advisory committee' means an
advisory committee that is established under the authority of
section 442;;1;
(4) ir. paragraph (4). by striking out "Presidential
advisory council" and fistatutory advisory council'lI and inse.rtin9
in lieu thereof
~.p,r"~SidentiallY~ted
advisory committee" and
Ifstatutory advisory committee", respectively;
(5) in paragr.ph (5) --,
(A) by 6trikinq
out nSecretari,al advisory council"
and "statutory advisory council" and inserting in lieu thereof
-
20
�"Secretarially-appointed advisory committee" and "statutory
advisory committee", respectively; and
{S) by striking out the semicolon at the end
thereof and inserting in lieu thereof a period: and
(6) by striking out paragraphs (6) and (7).
AUTHORIZATION
SEC. 441.(8) The heading for section 442 of the Act is
amended. by striking out "COUNCILS" and inserting in lieu thereof
11 CO~l
TTEES" •
44~
(b) Section
of
t~e
Act is amended-
(1) in subsection (a)-
(Al by striking out the subsection designation
"(a}"; and
(B) by striking out "Commissioner", "councils",
and "Office of Education" and inserting in lieu thereof
"Secretary" f "committees", and t!Oepartment of Education" f
respectively; and
(2) by strikinq out subsection's (b) and (c).
COMMITTEE MEMBERSHIP AND REPORTS
SEC. 442.(a) The heading for section 443 of the Act is
a:blended by striking out wCOUNCILS" and inserting in lieu thereof
"COMMITTEES" •
(0)
Section 443 of the Act is amended-
- 21
�(1) in subsection (a)-
CA) by striking out "council" each
pl~ce
it
appears and insertinq in lieu thereof "committee":
,
(8) by
striking out "the provisions of";
.,'.
(e)
in paragraph (1), by inserting a comma after
"which", and
(0) by amending paragraph (2) and the language
f0110'"in9 that paragraph to read as follows:
"(2) shall make ,an annual report of its activities,
.
fin?inqSt and recommendations to the Congress not later than
December 31 for the preceding fiscal year. which shall contain a
list of the names and affiliations of the advisory committee's
me~bers,
a description of the functions of the advisory
co~itteet
advisory
and a statement of the dates of the
Co"~itteel
~eetings
of the
and such report shall also be submitted with
the report required under section 426 of the Department of
Education Organization Act (20 U.S.C. 3486) .11;
(2) by amending suvsection (b) to read as follows:
~(b)
Members of statutory advisory committees shall continue
to serve, regardless of any,nJher
pr~vision
of law limiting their
terms, until other members are appointed."; and
(3) by adding at the end thereof the following new
subse·::tion:
H(C) The Secretary shall not. serve as a member of any
- 22
�stat.utory advisory committe.e.".
COMPENSATION
SEC. 443.(a) The heading for section 444 of the Act is
amended by striking out "COUNCILS II and inserting in lieu thereof
"COMMITTEES" ".
(b) Section 444 of the Act is amendea-
(1) by strikinq out "councils" and "council" each place
they appear and insertinq in lieu thereof "committees" and
"committee"', respectively;
(2) by striking out "Commissioner" and inserting in
lieu thereof "'secretary"'; and
(3) by strikin9
out "including travel time,".
STAFF AND TECHNICAL ASSISTANCE
SEC~
444.
(l)
section 445 of the Act is amended-
in subsection (a), by striKing out "Presidential
advisory councils" and inserting in lieu thereof upresidentiall,£r-"
appointed advisory committees tl ;
(2)
in subsection.{b)
CA) by
striking out, "Assistant Secretary'l and
"Secretarial aTld Assistant Secretary1s advisory COUTlcils" and
inserting in lieu thereof "Secretary" d.nd
"
"
"secretarial1~
appointed. advisory committeesI'!, respectively: and
'(B) by
striking out "function" and inserting in
lieu thereof "functions".
- 23
�(3)
secretary~
in suhsection (e), by striking out "Assistant
Presidential advisory councils" and inserting in lieu
thereof "Secretary. presidentiall~pPointed advisory
~
committees": and
(4) in subsection (d)-
(A) by
striKin~
out "council" and inserting in
lieu thereof "committee"; and [change "that which" to "that"]?
(B) by striking out everything that follows ·with
respect to, the competitive service" through the end thereof and
inser~ing
in lieu thereof a period.
MEETINGS
SEC. 445.(a) The heading for section 446 of the Act is
amended by striking out "COUNCILSfI and inserting in lieu thereof
'1
COMMITTEES" •
(b) Section 446 of the Act is amended by striking out
"council" and "councils" each place they appear and inserting in
lieu thereof "committee U or ftcommittees fl , respectively_
(c) section 446(a) of'the Act is further amended-
(l) by striking out f1statutory":
(2) by
inserting "fiscal" immediately after
If
two times
each"; and
(3) by striking out the last sentence therein.
AUDITS AND REVIEW
SEC. 446. Ca) The heading for section 447 of the Act is
- 24
�".---
amended by striking out "COUNCIL" and inserting in lieu thereof
"'COMMITTEE" •
(b) Section 4".of the Act is amended-
(1) in subsection (a)1 by &trikinq out "council",
IICommissioner", "oouncils", and. "which" and inserting in lieu
thereof
ncomrnittee~t
"secretary", "committees", and "that",
respectively; and
(2) in subsection (b), by striking out "council" and
"which" and inserting in lieu thereof "committee" and "that ff ,
respectively.
REPORTS BY THE SECRETARY
SEC. 447.
Section 448 of the Act is amended to read as
folloW's:
.:.
"
".
"REPORTS BY THE SECRETARY
tlSEC •.
448~(a)
The secretary shall submit a report on the
activities of the advisory committees that are subject to this
part, which shall include a statement on all advisory committees
created under the authority of section 442.
Such report sha'l be
submitted as part of the Secretary's annual report under section
426 of the Department of Education Organization Act.
"-(b)
co~~ittee
If the Secretary determines that a statutory advisory
is not needed, or that the functions of two or more
statutory advisory committees should be
sha~l
co~inedt
the Secretary
prepare a report recomruending that. such advisory committee
- 25
�---. be abolished or that such functions
be cOmbined.
The Sacretary
is authorized to bbolish such advisory committee or combine the
functions of tvo or
~ore
advisory committees as recommended in
such report upon the expiration of a period of ninety days after
,
'. :
the submission of such report to the committee on Labor and Human
Resources of the Senate and to the committee on Education and
Labor of the House of Representatives.-.
RELATION TO OTHER LAWS
SEC. 448.
Section 449 of the Act is amended-
(1), by litrilcing: out subsection (a); and
(2)
in subsection (b)-
(A) by striking out the subsection desiqnation
(B) by striking out flThe provisions of
subsections" and inserting in lieu thereof "Subsections U ; a.nd
(C) by striking out "Presidential advisory
councils"
and
insertinq in lieu thereof "Presidentially-appointed
advisory committees".
- 26
�PART F--CONFORMING AMENDMENTS
AND EFFECTIVE DATE
[To
be
revised)
CONFORMING AMEND¥XNTS TO OTHER ACTS
SEC. 450.
(a) The Rehabilitation Act of 1973 is amended-
(1) by repealing sections 4 and 9; and
(2) in section 100, by striking out subsection Cd).
(b) Section 7036 of the Bilingual Education Act is amended
by striking out ·section 405(b) (2) (C)· and inserting in lieu
thereof -section 405(b)(3)(B)".
(e) section 5342(d) of the Indian Education Act of ISS a is
amended by striking out "section 400(d)n and inserting in lieu
thereof "section 400{f)lf.
ed) Section '91eb) of the Higher Education Act of 1965 (20
U.S.C. 1001
~ ~.)
is amended by striking out the last sentence
thereof.
(e) Section 111 of the Education for Economic Security Act
(20 U.S.C. 3921) is amended by striking out "section 432 of the
General Education Provisions Act" and inserting in lieu thereof
"section 103 of the Department of Education Organization Act".
{Needs updating]
EfFECTIV1: DATE
SEC. 451.
[To be supplied]
f f f
-
27
�JUL - D ;99Z
D:'~f\rT , ~
THE GENERAL EDUCATION PROVISIONS ACT AMENDMENTS OF 1993
~on-by-Section
Analysis
TITLE IV--APPLICABILITY OF THE GENERAL EDUCATION PROVISIONS ACT
Section 401.
~'.
,
.? •
,
'l,
,
Section 401 of the bill would amend section 400
of the General Education Provisions Act (20 U.S.C. 1221~ §ig.;
hereafter referred to as "GEPA" or 'ttthe Act"), which describes the
Act's applicability, defines certain terms used in the Act, and
authorizes appropriations for carrying out the Act. section 401 of
the bill would revise section 400 of the Act in its entirety to
take acoount of the Oepartment ot Education organization Act
(OEOA) f 20 U.S.C. 3401 At u.g:.; and generally to clarify tbe
applicability of GEPA.
section 400(b) (1) of the Act, as revised, would provide that,
notwithstanding section 427 of the DEOA, and except as otherwise
provlded, the Act would apply to each applicable program of the
Department of Education.
Section 400(C) (1), as revised, would
expand the definition of "'applicable program" to include any
program for which the Secretary or the Depart~ent of Education has
administrative responsibility as provided by law or delegation of
authority pursuant to law. The Act would apply to programs, such
as those under the Rehabilitation Act of 1973, that were not
p:,,'eviously subject to the Act but that were transferred to the
Department under the OEOA. This amendment would also make it clear . J
that GEPA applies to programs administered by the Oepartment ~%i9&~
Yere authorized by statutes that tooK effect after the effective
date of the DEOA (May 4, 1980).
This ch.,onge is necessary to
provjde consistent treatment of programs lL(iit6 respect:, to such
"
ad~inistrative
and substantive matters as recordkeepinq by
grant.ees, the period during which recipients ttay obligate fUnds
IJnder State formula grant programs, and the confidentiality of
student records.
Section 400(b) (2) would provide that except as provided
"ther..,.,ise, the Act does not apply to contracts It',ade by the
Dep~rt~ent~
This provision is needed to clarify this matter. The
Department '8 contracts are governed by the c:::otlprehensive
government-wide provisions of Title 41 of the United States Code
and by the Federal Acquisition Regulation in Title 48 of the Code
of F~dt!ral F<:qu1ations. Those provisi'ons of the Act that expressly
refer to contracts, such as section 411# relating to advance
funding, and section 426(c), relating to the development of
currlcula or instructional materials, would continue to apply to
contracts.
.
Section 400(c) (2) would retain the definition of "applicable
statute" currently set out in section 400(Cj (1) (B) of the Act, but
it we·uld not retain the exclusion in current section 400(c} (3) of
the Act that the term "appl icable statute" does not include any
appropriations Act.
As currently defined, the term "applicable
�statute" is used only is section 414 of the Act, relating to the
contingent extension of programs, and section 422 of the bill would
drop the term frolt that section as unwarranted. (A different
definition is provided in section 441 of the Act, relating to
advinory committeesj' to govern the use of the term in that
section. ,
Section -'OO(C) (3) and (') would define "Department" and
"Secretary" I respectively, to ltean the Department and secretary of
Education, in conformance with the DEOA.
Section 400(d) # as amendedj' would provide that nothinq in the
Act sholl be construed to affect the applicahility of
nondiscrimination statutes to any_ applicable program.
CUrrent
section 'OO(c) (2) of the Act refers only to Title VI of the Civil
Rights of 1964. The broader language included in the bill would
make it clear that the Act also does not affect the applicability
of other nondiscrimination statutes. The applicability of those
statutes is governed by their respective terms.
Section 400(e) would retain the authority set out in current
law in section 400(d) to appropriate such sums as may be necessary
to carry out the Act in any fiscal year.
Section 402! Section 402 of the bill would repeal section
400A of the Act. Section 400A includes a variety of provisions
designed to· eliminate unnecessary paperwork and to in-,prove the
collection of information relating to Federal education programs.
Among other thihgs, section 400A establishes the Federal Education
Data Acquisition council (FEDAC) to advise and assist the Secretary
with respect to the improvement l development, and coordination of
Federal education information and data acquisition activities.
Section 400A is no lonqer needed because the same purposes are
achieved by the Office of Management and Budget under the Paperwork
Reduction Act of 1980 and because the FEDAC was abolished in May,
19B7, pursuant to notice under section 44S{b) of the Act.
-2
�PART B--THE DEPARTMENT OF EDUCAT!ON
Section. 412. Section .10 of the bill would amend the heading
of Part A of the Act to conform with the DEOA by referring to the
Department of Education.
.
section 411,
Section 411 of the bill would amend section 409
of tlle Act by striking out sUbsections (C} and (d), and everything
but the rulemakinq authority in subsection (a), since those
provisions have been superseded by various provisions of the DEOA.
Section 411 would also make technical changes in SUbsection (b) to
reflect the DEOA, but the substance of that subsection would be
retained to ensure the integrity of the competitive .grants process.
section 412. Section 412 of the bill would, in effect f repeal
all elf section 403 of the Act except for current section 40.3 (d) (1),
whiCh establishes an Office of NonpUblic Education. That language
would be moved to amended section 409 for a more logical placement.
The other provisions of section 403 have been superseded by section
102 of the DEOA.
The current text of section 409, which requires the
publication of an,education i~pact statement to deter.mine whether
the information required to be transmitted under any proposed
regulation affecting institutions of higher edUcation is already
bein9 gathered or is otherwise available, would be repealed because
the Pape""ork Reduction Act of 1980 (44 U.S.C. 3501 .tl ~.),
provides sufficien,t safequards against the imposition of burdensome
requirements.
~ction 413:
Section 413 of the bill would repeal sections
401, 402 1 403, 4068 (as redesignated by section 401(a) of P.L. 99
159), 406C(as added by section 401(2) of Public Law 99-159), and
407 Df the Act. Sections 401 and 402 relate to the organizational
structure of the forner Education Division in the Department of
Health, Education~ and Welfare and are obsolete in liqht of the
OEOA.
Section 406B authorized fiscal year 1981 appropriations for
the Pre-College Science Teacher Training Proqram and the Minority
Insti tutions Science Improvement Program (MlSIP).
section 406C
authorized F¥ 1985 and 1986 appropriations for KISIP4 The teacher
training proqra:o vas conso~';:d:>_ted i~':to the Chapter 2 block grant
program by the Education Consolidation and Improvement Act of 1981
(telA} (20 U,S,C4 3801. note). The MlSIP program is now authoriZed
by part B of Title X of the Higher EdUcation Act of 1965, AS
amended by Public Lav 99-498, the Hi~her Education Amendments of
1986, and Public Law l02-J2S~ the Higher Ed~cation Amendments of
1992.
�Section 407, entitled MRules for Education Officers"; is also
largely obsolete because of.the DEOA~ The Ethics in Government Act
of 1978, as amended (5 U.S.C. App. 4), achieves the same purposes
as the remainder of section 407 (regardin9 conflicts of interest),
rendering it unnecessary, as well.
~
..
"
�.---.,
.
PART C--APPROPRIATIONS AND EVALUATIOKS
~~ctiQn 420!
section 420 of the bill would amend section 411
of the Act to subject all applicable programs, including vocational
rehabilitation programs, to section 411, which authorizes advance
funding of applicable
pro9ralDs~
Under this authority, the Congress
may appropriate funds for an applicable program for the fiscal year
preceding the fiscal year in yhich they are actually obligated, in
order to permit adequate: planninq by State, local,
officials.
1
and Federal
SectigD ~211 section 421 of the bill would amend section 412
of the Act, which permits appropriations under applicable programs
to be made available to educational agencies or institutions on an
academic. or school";},,ear basis f and which allows those agencies and
institutions to ob"ligate those funds 'until the end of the fiscal
year after the year for which they ~ere appropriated.
Section 421{a) would amend the headinq of section 412 of the
Act to reflect the fact that section 412(b) authorizes the
addit.ional period for recipients to obligate, fund&~
Section 421{b) (1) would amend section 412(a} of the Act, which
authorizes funds to be made available on an academic-or school-year
basis t
to apply t.o All
recipients t
including vocational
rehabilitation~e9cies, rather than to only fteducational agencies
or im;titutionlt··
"
.
V
.-.
section 421(b) (2) and (3) would revise section 412(b) of the
Act to make it clear that the authority to obligate funds for an
additional fiscal year applies only to state formula grant
programs, defined as programs whose authorizing statutes or
implementing regulations provide a formula for allocating progra~
funds among States.
This is consistent with the Department1s
interpretation of section 412 since its enactment in 1970~ The
period during which funds may be obligated by a recipient of an
award under a "discretionary" program is set forth in the award
dOCUlllent, in accordance ....ith applicable ComptroV.er General
decisions.
-,
Se~~ion 42'l
section 422 of the bill would clarify the one- '
year contingent extension of programs authorized under section 414: 1\
of the Act and would repeal the provision authorizing ~. two-year
contingent extension. The substance of the one-year cbn'cingent.
extension provision in section 414 of the Act would be unchanged;
merely clarifying And structural amendments are proposed. The twoyear contingent extension as currently drafted is ambiguous,
unnecessary, and hAS never bee~used. A one-year ttgrace period" ~
after a program's st&tutorilytmandated expiration of authority
should provide sufficient leeway in the reauthorization process to
avoid any unintended lapses in program authority and to avoid any
adverse consequences to program participants.
In addition, by
-5
�""....--~roppin9'
: ,
a reference to the term. "applicable statute" in the
provision of section 414 governing the carrying out of certain acts
or the making of certain determinations during the terminal year of
a program# the bill would make clear that acts or determinations
required by appropriations acts, as well as by other statutes, are
to be carried out or ~ade during the period of extension. The Act
currently excludes appropriatio~s statutes from the definition of
"applicable statute"f an exclusion that makes no l;iense in the
context of section 414.
s..ection 422l
Section 423 of the bill would clarify and
section 417{a) of the Act, which authorizes the
Secretary to submit an Annual Evaluation Report {AER} to Conqress.
The proposed amendments relAting to the AER are designed to require
a more realistic deadline for submission of the AER, to clarify
streamline
eXisting
requirements,
and
to
eliminate
certain -reporting
requirements for which experience has demonstrated, that little, if'
any, useful data exist, such as the current section 41 i (a) (C)
requirement of identifyinS'which sectors of the public bear the
cost of a particular program, and the current section 417(a}(F)
requirement to indicate the effectiveness of a pro9ram by
tabulations of available data on the sex, race, and age of its
beneficiaries.
Experience with the AER has also shown that certain types of
information required under the current section 417 are not
appropriate because of the inherent nature and tilning of the AER ...
The current section 417(a) requirement to include infon,ation
relatinq to "compliance with provisions of law requirinq the
~aintenance of non-Federal expenditures for the purposes of such
applicable programs" mixes compliance information (the availability
of Which is limited to a very few programs and the accuracy and
comprehensiveness of which cannot be assessed in the course of
preparing the AER) with evaluative information, which results in a
confusing and inappropriate combination of markedly different types
of information.
Additionally, the bill would delete all
requirements relating to recommendations (e.g .• for legislation or
corrective action). because the transmittal of tlua .. A£~ OCC'l~
a~~ the annu~-B~bmi5$1on Qf the President's ~~dget aDd~. ~
~ --accompanyIng-legislation. Recommendations in the AER, because they ! ~ \
k~.J
relate to the past year, are thus very-confusing when compared to
.
-:A It:v the prospective recommendations contained in the budget submission.
1
"1 f"IV'
In the interest of clarity, recommendations would best be confined
•
I
_
to the budget and legislative processes and deleted from the AER.
"
~ection
424.
Section 424(8)
of the bill would make a
technical amendment to section 415 of the Act to reflect the DEOA.
/
Section 424(b) would make conforming amendments to sections 416 and I
419(C) of the Act l respectively, to reflect .the redesiqnation of/
400(d) of the Act ~ade by section 401 of the bill.
~
;~ (WT J~
f¥1&
IS
'I'<
~/wI~
W~yVJf#JIcJ~.vNt I
'd7J'h.l!'
,
,,
�Section 425 1
Section 425 of the bill would repeal section 413
-
of the Act, relating'
Section_ m~
to
the
availability
of
appropriations.
413 duplicates ~anguage routinely included in appropriations ects
and has caused uncertainty over whether there may be a rescission
of funds appropriated under applicable programs. Repeal of section
413 would make it clear that statutes generally governing
appropriations and rescissions 'Would apply to applicable programs.
-7
-
�PART D--AOMINISTRATION OF EDUCATION PROGRAMS
Sectlon
4~O
Section 430 of the bill would
a~end
section 42lA
of the Act, relating to the delegation of functions, the use of the
services and facilities of public or nonprofit ftgencies or
institutions, and the consolidation of programs. section 430(b) (1)
would repeal section 421A(a) and (b) of the Act, relating to the
delegation of functions and the use of outside· agencies 1
respectively, sinee those provisions have been superseded by
sections 412, 415, and 419 of the DEOA.
Section 430(b) (2) of the bill would add a new subsection Cal
to section 421A of the Act~ The new section 421A would provide
express authority for the Secretary to enter into arrangements with
other Federal agencies jointly to carry out particular projects of
common interest, and to transfer progra'lll funds to other Federal
agencies, and to receive funds from those agencies, for this
purpose. Section 421A(a) would further provide that any funds so
transferred or received by the Secretary may be used only for
activities authorized by, and made available only to parties
eligible under, the statutes authorizing the appropriation of, and
appropriating, those funds. New section 421A(&) is needed because
prOVjSiOnS~on which the secretary has relied in the past are not as
clear as i desirable, or, as in the case of the Joint Funding~~
Simplifica ion Act, have exp~red.
~~.,
. (W kQ.,.,j .k~.
..., ~ .
Section. 4'10 (b) (3)· of Qthe bill would redesig
e section
421A(c) of the Act (
.
as section
421A(b). Section 430(b) (4) of the bill wou1c1 amend this provision
by deleting a paragraph that prohibits the Secretary from making
the receipt of a grant or contract using funds from one
appropriation dependent upon the rec"eipt of a grant or contract
supported by funds from another appropriation. In its place, the
bill would add a nev provision that wo~ld authorize the secretary
to require applicants under two or more: progralt',s under which awards
are n,ade on a cOlr,petitive basis to submit applications jointly for
each program, and to review and approve those joint applications
separately from other applications. when he determines that joint
awards are needed to address a special need consistent with the
purposes and authorized activities of each affecte~ program. This
provision is necessary to provi~e the Secretary SUfficient
flexibility to address special proble:os that encompass the purposes
and authorized activities of two or more discretionary programs.
Another new provision would, similarly allow the secretary to
lequire applicants to submit applications unde.r discretionary
prograes that achieve the same purposes but that are administered
by other Federal agencies~
section 431, Section 431 of the bill would amend section 425
of the Act by ~aking technical changes in subsection (a) [and by
strikin9 out subsections (b) and (d) j.
[Those two sUbsections
currently permit an apP.licant for, or recipient of, Federal funds
-8
�n J.
~Ct fJ .".tfM ~ ,- {fIt-· ~ tW ~r:
vrWl"f
p<M
f'ad ~1rM'1 ,..
appeal a state educational agency's (SEA) review, of a final
action to the secretary, and authorize the Secretary to terminate
the SEA's program funds for noncompliance with section 425.
Retaining the ultimate administrative reviewinq authority at the
Federal, rlllther than State, level is contra
to the intent of
Cha te
on Consal at on an
· 0 1981 an~ other State-administered programs subject to section
1 425, and, by inappropriately depriving States of contro} of
educational deeision-makinq,
principles of Federalism~)
is inconsistent with
funda~ental
Siction 432. Section 432 of the bill would amend section 426
of the Act by making several technical amendments to conform with
the DEOA., And by striking out subsection (a).
That subsection
authorizes the Secretary to provide various forms of technical
assistance and duplicates the Secretary's authority under section
422(0) of the DEDA.
section 433.
Section 433 of the bill would expand the
Secretary's l!Iuthority under section 428 of ·the Act to withhold
Federal funds from a State becAuse of an LEA's failure to comply
with title VI of the Civil Ri9hts Act of 1964 (42 U.S.C. 2000d ~
~.) to include failure to oomply with title IX of the Education
Amendments of 1972 (20 U.S.C. 1681 §1 ~.), the Age Discrimination
Act of 1975 (42 U.S.C. 6101 ~ ~.), and section 504 of the
Rehabilitation Act of 1973, as amended (29 U~S.C. 794).
This
. amendment would not affect the variety of enforcament ~echanisms,
including withholding, already available to the secretary under
those statutes.
Section 433 of the bill would also broaden the
types of programs the withheld funds may be used ,for, 50 that
grants to the local educational agencies (LEAs) of the State from
which funds were withheld could be used for any of the Department's
pro
t redress discrimination on the basis of race, national
origin, sex/ age,
'
This expansion provides a greater
flexibility to channel funds into the types of equity programs most
needed by the various LEAs and recognizes the need for 8: broad
spectrum of tools to en:ploy in enforcing the four ml!ljor civil
rights statutes administered by the Department. section 428 would
. also be aoended to
the Secretary ~ reallot
withheld funds to other LEA in the same State, or to a
.States,
in accordance with the prog am's governing statute.
.L~
Section 434. Section 4 "...... the bill would revise nI
4 of
section ~31
"-'f. ~he A('t, relating to requl~ions, in its entirety. Section
431(a) would define "regulation, as used in section 431, to mean
any
generally
applicable
le,
regulation,
guideline,
interpretation, or other requirement prescribed ,by the Secretary or
the Department of Education, and that has legally binding effect in
connection with, or affecting, the provision of financial
assistance under any applicable program~
This definition would
make it clear that section 431 of the Act applies only to
requirements of general applica~ility 1;hat a.re intended, to be
-9
�legally binding on applicants for, a.nd recipients of, financial
assistance from the Department. section 431 would oontinue to be
inapplicable to non-binding guidanoe t to procurement matters, and
to other lfIatters, such as Departmental housekeeping provisions, not
connected to the provision of financial assistance.
Consistent
with section 414 of the DEOA, Section 431 of the Act would also be
inapplicable to re,gulations pertaining to nondiscz;imination
st~tutes enforced by the Department's Office for civil Rlqhts.
In
addition, by repealinq current section <431(f) t which subjects
regulations under Title IX of the Education Amendlflents of 1912, but
not under other nondiscrimin~tion statutes, to the delayed
effective date provisions under current section 431, the bill would
aChieve consistent treatment Of civil rights regulations.
Section 431 (b) of the Act would retain the requirement of
current section 431(a) (2) that each substantive provision of A
regulation issued by the Secretary be followed by citations to the
particular section or aections of statutory law or other legal
authority on which the provision is base,d.
Section 431{c) of the Act, whioh requires that all regulations
be, uniformly applied and enforced throughout the fifty states,
would be retained. Section 431(d) of the Act would require that
regulations be promulg~ted in accordance with chapter 5 of title 5
of the U.s. Code. Section 431 would not contain its own proviaions
concerning public comment on regulations since adequate provisions
are included in section 55) of title 5.
This section would
continue to require the De~artment to co~ply vith the rulemaking
procedures in section 553 notwithstandinq the exception 1n section
553(a) (2) relating to public property, loans, grants, and benefits
except that, to expedite the Department t s 9rant a .....ard process,
section 553 rulemaking procedures would not apply to regulations
that govern only a particular grant oompetition, where the
Secretary determines that the application of ~.exception is
s
necessary to ensure the timely award of grants of therwise meet
the objectives of the relevant applioable program.
C)~~
Section 431(e) would require that folloYing the enactment of
a st~tute affecting the administration of any applicable program,
the Se~retary submit to specified congressional committees a
schedule for the promulgation of any final regulations that the
secretary determines are necessary to implement the statute. The
Secretary may revise the schedule, for good cause and submit a new
schedl;J,~...
to thf'~ co~ittees. ,Section 431(e) would remove some of
the inflexibility imposed by current section 431 (q) I 'including the
requirements to submit the regulations schedule on the 60th da.y
~fter.a statute's enactment and to promulgate all final regulations
within 180 days of the submittal of such schedule and Would provide
the Secretary with cle~r authority to determine that regulations
are not needed to implement a new statute i£1 for exa~ple, there is
no reasonable likelihood that funds will be appropriated for a
discrete program under the statute. The absence of such ~uthority
-10
�has forced the Department needlessly to expend scarce resources to
issue regulations for programs tha.t have never actually been
implemented"
Section 431Cf) would retain the requirement in current law
that the Secretary transmit copies of fina.l regulations to the
Congress concurrently with their publication in the Federal
Register. Section 431 would not include any provisions describing
the effective date of final regulations, since adequate provisions
are included in section 553(d) of title 5, which imposes a delay of
30 days but which allows a waiver for good cause. Section 431
would also not retain any of the provisions of current section 431
concerning congressional review and disapproval of requlations,
since those provisions are unconstitutional in light of *mrnighA~i2n
l!nd ~atun;U•• tion ~eO'ice v. ChadhA. 462 U.S. 919 (1983) anti
subsequent cases.
S~ction
435,
Section 435 of the bill would add a new section
436A to the Act to give the secr~t author·ity to vest title to
equipment purchased with .Federa . pro9ram funds in SEAs. 12As,
nonprofit institutions of hig er education,
and nonprofit
organizations whose prhtary purpose is research, and to waive
/'
accountability to the United States for such equipment: This ne..,.;
section, which is based on a previous section 436 (repealed in
1978) is needed to relieve recipients of accountability in certain
situations.
The absence of this waiver authority' has led to
problems arising from alJdits and is burdensome on qrantees for
example, in a situation where a grantee had needed to purchase a
particular type of office equipment, such as b typewriter, and used
it over a multi-year grant period. The Secretary might determine
that the used office equipment had insufficient value to be of use
to the Department., or that the Department simply did not need that
piece of used office e~jipment~ Yet if the grantee vere to keep
this used office equipment under current law, its current market
value, multiplied by the Oepartment's share of the grant. could be
disallo~ed in an aud~
Under this amendment. the Secretary would
have the discretio~lto waive the granteefs accountability to the ~
United States for vthe cost o~ that equipment~
Section "43f..t.: section 436 of the bill "Would amend section
437 fa) of the Act. relating to program records maintained by
recipients J by removing a provision requiring recipients to retain
thoGe records for five years after the completion of the activity
for which the f~deral program funds were used. This provision Of
the bill would tffil!1 subjr:'..:t recipients to the S8t::ie record, retention
period used throughout the Government (currently three years) and
would relieve reCipients of the burden of retaininq records for a
longer period except when otherwise required to do so. Programs
that are not currently considered "applicable programs" under the
Act are now subject to this three-year record retention prOVision,
as set out at 34 eFR 74.21 and 74.22.
As set out in these
regulatory provisions, the record retention period begins ("\tIith
-11
�" '.
some exceptions) with the filing of the grantee's tinal.expenditure
report, and if any litigation t claim. negotiation, audit or other
action is begun within that three-year period, the records ~oulQ
have to be retained until the completion of that action And
resoll1tion of all issues arising from it. Thus, the Department's
ability to :mon'itor its programs effectively for waste, frAud, and
abuse would not be jeopardized,by tbis amendment--requiring the
commencement of an action within three years of the filing of a
final expenditure r,eport is not unreasonable--and grantees would be
relieved of the burden of needlessly retaining records for an
additional two years.
section 436 would also amend section 431 (b) of the Act so that
it does not apply to contracts, and to ensure that the Secretary
shall continue to have access to relevant records Eaintained by a
recipient that are no longer subject. to a records retention
requirement~
Provisions governing contracts are set out in Title'
41 of the u.s. Code and" Title 48 of the Code of Federal
Requlations.
While this section of the bill would revise the
records retention requirements for applicable programs, this
a~endment to section '37(b) of the Act is intended to make clear
that the modification of that requirement is not intended to deny
the, Secretary access to records' that the reCipient chooses to
maintain beyond the .andatory period.
section 437. section 437 of the bill would make a number of
" technical and conforming amendments to the heading for Part C of
the Act and to sections 422, 427~ 429, 430 , 434-436, and 438 of tbe
Act that are necessary for conforEity vith the OEOA and with the
repeal of most of the provisions of section 403 of the Act as
proposed in section 412 of this bill.
Section 438~ Section 438 of the bill would repeal sections
42l, 423, 424, ancl 426A of the Act. Section 421, relating to the
applicability of Part C of the Act, is duplicative of section 400
of the Act, confusing, and unneces5ary~
Repealin9 section 421
would ~a}:;e Part C appl icable to the same extent as is the Act
generally. Section 423, which authorizes the Catalog of Federal
Education Assistance Programs, Uunlicates the education portion of
the Catalog of Federal Domestic Assistance published by the Office
of Management and Budget.
Section 424, which authorizes the
publication of an annual cottpilation of innovative projects
assisted by the Department, is obsolete because allot the programs
referred to in the section have b~,~rt consC";'(idated into blgeh giant:
~.
[section 426A authorized equalization assistance and
~~~d at the end Qf fiscal year 1984.J
~./w2 1J"-;>/fz.3
-6
~r~·
-12
�.
PART E7-ADVISORY COMMITTEES
"",f
,.,.....~.~ ,)f/
' ..1'
~.
;
~"tJ
~,
Section 44Q,
Section 440 of the bill W'Quld amend the
definitions for Part 0 of the Act, set out in section 441, to
conform with the terminology used in the Federal Advisory Co~ittee
Act
(FACA)
(5 U.S.C. App*
2)
I
by changing all references to an
"advisory council" to "advisory co~ittee". "Presidential advi
council" would be amended to read "Presidentially ppo~nted
advisory committee" to avoid confusion with "Presidentia advisory
committee" as defined under FACA, which perfonns a different
function. "Secretarial advisory council" would also be amended for
consistency, and the definition of "Co~issioner's advisory
council" Would be eliminated as unnecessary, in view of the PEOA.
None of these proposed amendments would make any substantive
chan9cs to Part D of the Act; the proposed changes in terminology
would simply provide consistency and. eliminate confusion in the
application of Part D of ·the Act and. FACA.
Additionally, the
definition of "nonstatutory advisory committee K in section 441(3)
of the Act would be revised by deleting subparagraph (B), which
relates to field readers tor qrants and contracts. In practice,
these readers do not function as,a body obtaining group consensus
like an advisory committee. A panel of field readers should not,
therefore t be considered an advisory committee, and be required to
go through the burdensome charter procedures required of advisory
committees when in fact they perform very different functions.
f
Section 441. Section 441 of the bill would eliminate sections
442(b) and (e) of the Act. and make certain technical changes to
conform with the DEDA and the definitional changes proposed in
section 440 of the bill.
Section 442(b}, which provides that
advinory councils authorized by that section will terminate within
one year of creation (with exceptions}, conflicts with FACA, which
places no substantive time constraint on the life of a nonstatutory
advisory committee.
A one-year maxim.um life span for advisory
committees is an artificial impediment that can lead to the serial
establishment of advisory committees that closely reser.ble the
previous committee.
The length of time for which an advisory
cOThmittee is authorized should have some relation to the ~ork to be
performed by that particular coIGltittee;,.rather than an arbitrary
and universal maximum.
.;.
Section 441 of.the bill ~ould also strike out section 442(0)
of the Act, which refers to the COllUllissioner I s annual report
authorized under section 44S of the Act.· .. ,J?~c_tion;,447 ~f the bill
would move the substance of section 442(C' of the Act to section
448 of the Act for a more loqical placement of that provision.
Section 442$
section 442(a} of th'e bill ...ould make a
technical change in the heading for section 443 of the Act
necessitated by the changes proposed in section 440 of the bill.
-13
I.
�Section 442(b)(1) of the bill would make similar technioal
changes to section 443 of the Act and would change the deadline for
advisory committee annual reports to December 31 for th·c preceding
fiscal year, to confo~ with both FACA and the Federal Government's
Use of the fiscal, rather than calendar, year. Section 443(a} (2)
of the Act would also be amended to reflect ;b..I practice 01.,.>
sub:mi tting coltlllli ttee reports directly to ConqressW well ~IOh9
with the annual report required under section 426 of
e CECA
rather than the Commissionerts annual report required under Gection
448 of the Act, as well as to reflect the tact that information
,
currently required a.s part of the COlllmissioner's annual report
(e~9., names and affiliations of advisory committee members) is
actually contained: in the reports submitted 1n conjunction with the
report required under section 426 of the DEOA.
section 442 (b) (2) would extend to members of all statutory
advisory committees the authority to continue to serve until other
members are appointed. Currently, this authority is confined to
Presidential advisory counoil mewers.
This amendment would
provide 9reater adreinistrative effioiency and smoother transitions
for comruittee members.
section 442 (b) (3) would Simply move the prohibition against
the Secretary serving as a member of any. advisory corumittee into a
separate subsection to improve the Act's structural clarity •
. ~~~tion 443$ Section 443 of the bill would amend section 444
of the Act to eliminate travel t,ime froDl the time for which
advisory conunittee members may receive compensation.
COlnl'nittee
members would continue to rece;ve compensation for their travel
expenses.
§ection 4~4, section 444 of the bill would amend section 445
of the Act to bring the compensation rates of executive director!~
of all statutory edvisory committees, including Presidentiallx;r
appointed advisory committees, into conformity with the rates of
pay -for comparable positions in the competitive service. Advisory
co~~ittee executive directors should be paid at a rate commensurate
\dth their duties and in accordance with the cla~5ification of
their job descriptions.
..
Section 445. Section 445 of the bill would amend section 446
of the Act to require nonstatutory adviSOry committees to -meet a
This woii:J.-d· confc(.;-m to
lIIinin:um of two times each fiscal year.
current law requirements for statutory adviSOry committees and thus
simplify the overall administration of advis.ory committee
activities by the Department.
eJt£...~~...4.!L. section -446 of the bill would amend section 447
of thE Act to conform with the DEOA and chanqEs proposed in section
HOof the bill.
-14
�segtion
4~7,
Section 447 of the bill would amend section 448
of the Act to make necessary technical changes and delete the June
30 d&-adline for suhmission of the annual report required by section
448~.
This annual report is submitted as part of the Secretary's
annual report, for which there is no specified deadline.
Section 447 of the bill would also amend section 448 (b) of the
Act, which authori~es the Secretary to abolish advisory committees
that no longer serve their purposes, by deleting the legislative
veto provision in order to be consistent with the Supreme Court
decision in Immigt~tion And Naturalization Service v. ChadhA 462
U.S. 919 (1983). Under this amendment, the secretary would notify
congressional committees of his recommendation for advisory
co:mmittee changes. This procedur"e would be consistent with the
reorganization procedures authorized under section 413 of the OEOA~
Stction 448. Section 448 of the hill wouid amend section 449
of the Act to roake certain technical Changes, and to conform with
the normal statutory interpretation that 8 future Conqress is not
bound by the actions of a past Congress in fashioning a statute.
CUrrently, section 449(a) of the Act provides that Part 0 of the
~ct
applies regardless of any conflictinq provisions of law
relating to advisory councils.
Section 448 would strike· out
section 449(a) so that normal principles of statutory construction
relating to the applicability of other statutes would apply.
-15
�[TO be revised1
[PART F--CONFORMING AMENDMENTS AND EFFECTIVE DATE
[Section :4S0.. section 450 of the bill would malte various.
conforming amendments to other laws as follows:
[Section 450(a) of the bill would repeal sections 4, 9, and
of the Rehabilitation Act of 1973, as amended, which
duplicate provisions of the Act that would be made applicable to
programs under the Rehabilitation Act by the amendments to section
400 of the Act proposed 'in section 101 of the bilL Section -4 of
the ~ehabilitation Act, relating to advance funding, duplicates
section 411 of the Act.
Section 9 of the Rehabilitation Act,
relating to audits ,and recordkeepinq, is duplicated ~y Section 437
of the Act.
Section lOO(d) of the Rehabilitation Act, which
provides for the contingent extension of the Title I Basic State
Grant program, duplicates section'414 of the Act.
100(d)
[section 450{b) of the bill would amend section 7036 of the
Bilingual Education Act, as amended by the Augustus F. Hawkins
Robert '1'. Stafford Elementary and Secondary School Improvement
Amendments 'of 1988 (P.L. 100-297), to correct.a cross reference to
section 405 of GEPA.)
Section 450(c) of the hill would amend a cross-reference in
section 5342(d) of the Indian Education Act of 1988, as enacted by
P.L. 100-297, to conform with changes proposed in this bill.
Section 4S0(d) of the bill would a~end the Higher Education
U~S.C+ lOql ~ ~.) to 'repeal the termination, in
section 491(b), of the Secretary 1 s authority to abolish advisory
councils, which would conform to changes to section 44S(b) of GEPA
proposed in section 447 of the bill.
Act of 1965 (20
l'inally, section 450(e) of the bill 'Would amend a cross
reference in section 111 of the Education for Economic Security Act
(20 U,S.C. 3921) to conform with the ~epeal of section 432 of GEPA.
8S proposed in section 413 of the hill.
Sect jon 451.
,',
[To be supplied)
.
-16
�\;1'1TED STATES DEPARTMENT OF EDUCATION
THE SECRETARY
October 17, 1994
Honorable Alice M. Rivlin
Director
Office of Management and Budget
Washington, DC 20503
Dear Dr. Rivlin:
I am writing in response to your request for my views on enrolled
bill H.R. 6, the "Improving America's Schools Act of 1994." The
principal purpose of M.R. 6 is to extend Federal programs of
assistance for elementary and secondary education through the
reauthorization of the Elementary and .';econdary Education Act
of 1965 (ESEA) for the next five year~. Because this legislation
embodies many of the Administration's proposals and holds great
promise of 1~provin9 the quality of education programs for our
most needy children, and because its enactment is needed in order
for the Department to award approximately $10 billion in ESEA
funds for the new fiscal year, 1 stron91y recommend that the
President sign H.R* 6.
H.R. 6 is substantially modeled on the Administration's
reauthorization proposal for the ESEA. Combined with the
President's other education initiativQs that Congress passed
earlier this year--the Goals 2000: Educate America Act and the
School-to-Work Opportunities Act of 1994--H.R. 6 provides a new
framework for Federal support for education in our'country and
represents a major accomplishment for the Administration.
Our ESEA reauthorization proposal embodied five fundamental
principles:
(1) all children can achieve to high acadelllic
standards; (2) professional development for teachers and other
educators must be an inteqral part of every educatorfs job:
(3) Federal resources must be targeted to communities and schools
where the needs are greatest and in amounts SUfficient to ~ake a
difference; (4) schools and sehool districts must bave the
flexibility to implement reform geared to their individual needs.
and (5) reaching high standards will require a strong partnership
with parents and others in the community. We have also sought,
throughout the reauthorization process, to build on the
Goals 2000: Educate Aruerica Act by emphasizing that Act's focus
on improving teaching and learning for all children, improved
coordination and integration of programs, and increased
flexibility in return for accountability.
�,'.
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..
page 2 - Dr. Alice M. Rivlin
The version of the Improving, America's Schools Act of 1994 now
before the President clearly reflects these principles, .although
not always to the extent 1 had hoped~ In particular, I am
disappointed that the bill does not go as far as it should in
targeting funds on the neediest communities and schools under
Title I of the ESEA, which provides aid to school districts based
on their numbers and concentrations of poor children~ The bill
also contains too many new, prescriptive, 'and, at times,
overlapping categorical' programs. Nevertheless, H~R. 6 is, on
the whole, a very significant improvement over current law. Its
major features are discussed below~
Title I of the Bill - Reauthorization of the ESEA
Title I of H~R. 6 reauthorizes and completely restates the ESEA,
organized into the following 14 titles:
~SEA, Title I - Helping Disadvantaged Chilgren Meet High
Standards. I am delighted that, in reauthorizing the largest
Federal program of aid for elementary and secondary education,
H.R. ,6 focuses on helping disadvantaged children reach the same
standards that are set for other children, rather than continuing
the current practice of supporting separate~ remedial programs
that focus on low-level skills; promotes decision-making a~ the
individu~l school level; makes it easier to operate schoolwide
programs while ensuring that those programs are of high quality;
establishes strong performance accountability measures;
emphasizes professional development for school staff; and
promotes increased parental involvement in developing and
implementing Title I programs. These elements which ~e
proposed, should enable local programs to significantly improve
edUcational outcorues for our neediest children.
I
I am less pleased with provisions of the bill governing the
dj.stribution of funds among and within States and local
co~unitias.
The impact of the new Title I formula on our 90al
of targeting resources on the neediest communities and schools is
highly unoertain--it may make a small step in the direction of
improved targeting, or it may decrease targeting--depending on
future appro~'riations actions. The bill preserves the current
formulas for allocatin9 funds equal to the fiscal year 1995
appropriation, so any change in tarqeting will depend on ho~
"newlt funds are appropriated beginning with fiscal year 1996. If
those additional funds are directed through the new formula for
Targeted Grants under section 1125, poor urb~n and rural school
districts will receive above-average increases. However, if
funds are directed through the new Education Finance Incentive
Program in section 1125A t the Nation's poorest districts will
receive below-average funding increases. While the new Targeted
Grants would affect only a small portion of total Title I funds,
I hope ~e can persuade the congress to devote any funding
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Page 3 - Dr. Alice M. Rivlin
increases to those grants rather than to the poorly targeted
Incentive proqram.
The bill adopts many of our recommendations for improving the
Even start program and the Title I program for the education of
migratory children. Unfortunately, the bill fails to follow the
same course with respect to the State program for ne91ected and
delinquent children, instead expanding it to include children at
risk of dropping out and, in the process, making the whole
program ill-defined and difficult to administer at both'the
Federal and state levelS. ~ am happy to note that the bill
includes our propos"al to eliminate the separate Title I proqram
for children with disabilities anal instead, effectively merges
it into the much large'r' authority of the Individuals with
Disabilities Education Act. In addition to greater ease of
administration at all levels of 90vernmentt this merger will
remove the undesirable financial incentive that some States now
have to serve children with disabilities in state institutions,
rather than in local schools. Finally, I support the bill's
adoption of our proposal to authorize Title I demonstrations,
which will permit us to test, evaluate, and disseminate
innovative approaches to educatin9 disadvantaged children.
~SEA, Title II - DWigbt D. Eisenhower Professional
Development Program. Title,II of the ESEA adopts, virtually
intact, our proposal to create a new Federal program that
encourages professional development in all of the core. academic
subjects. In order for the other aspects of education reform to
be truly effective, professional development must be ongoing t
long-term, and designed to prepare teachers to teach to State
standards. This new program'will help that happen. I am
disappointed that the bill also retains, as Title VI, a revamped
version of the current Chapter 2 program (yhich we had proposed
be replaced by the new Eisenhower pr09ram) and that the
appropriations bill for Fiscal Year 1995 t by diverting nearly
$350 million to Chapter 2, provides less than half the funds the
President requested for professional development.
{
ESEA. Title III - Technology for Education. Part A of
Title I I I gives the Secretary of Education a comprehensive
leadership role in bringing technology to elementary and
secondary classrooms across the Nation. In this role, the
Secretary would develop a national long-range plan, carry out
national leadership activities; provide: assistance to '"'states arid
local consortia to plan for effective use of technology, evaluate
and disseminate information on edUcational technology issues, and
provide challenge grants to communities to spur innovative uses
of educat ional technology.' I wholeheartedly support these
provisi9ns, which are similar to those in our proposal and will
help ensure that all students have access to telecommunications
and information technology. It is vital that educational
institutions be part of the National Information Infrastructure
�Page 4 - Dr. Alice H. Rivlin
and that connections and basic access services for information
resources be free, or as inexpensive as-possible, to educators
And students.
Part B of Title III is similar to the Administration's Star
schools proposal, including authorizing the use of funds for
leadership, evaluation, and peer review activities. There are,
however, two differences:- first, the Star Schools authority in
H.R. 6 has a more extensive list of priorities than the
Administration proposedr and, second, it includes three new
telecommunications programs. The additional priorities represent
worthy goa1s 1 but could complicate award competitions. The new
programs are discretionary with the Secretary, and would _erely
compete with other permitted activities.
The remainder of Title III authorizes various categorical
grant programs, vhich overlap or duplicate activities authorized
elsewhere in the bill and which I oppose.
&.SEAL_ Title IV - Safe and prug-Fr~e SchoQls and Cgmmunities.
I am pleased that Title IV of the ESEA closely follows the
Administration's proposal. Of greatest significance, the
programmatic focus of the new Title IV has been broadened to
include activities designed to prevent school-related violence,
as well as illegal drug and alcohol use among our ~ationls
students, making this title a particularly apt response to the
challenge posed by the seventh National Education Goal. tn
addition, the State grant program reflects a new emphasis on
comprehensive and coordinated planning and heightened
accountability at the State and local levels , and provides for
greater targeting of resouroes in those school districts with the
most severe drug, alcohol and violence problems among youth.
Finally, I a~ pleased by the significantly expanded ·range of
discretionary Federal activities authorized; as well as the
elimination of the drU9",:,free school certification requirements
(which had outlived their usefulness) for school districts and
States.
f
ESE!, Title V - Prom.otillq E!IlIity,
Like the Administration's
ESEA proposal, N.R. 6 cClntains 0: Title V that prol'tlotes equity.
Parts A (Magnet School~) and B (Women's Educational Equity) are
similar to the Administration's proposals including the use of
Part B fUnds for local implementation activities. Part C,
however, would essentially 'reauthorize Part A of Title. VI of the
currant ESEA, a program requiring grants to certain categories of
school districts and educational partnerships for activities
related to dropouts, including information oollection,
coordination, ana educational, occupational, and basic skills
testing services. Part C also provides funding for educational
partnership projects previously funded under the School Oropout
Demonstration Assistance Act of 1988 for two additional fiscal
j
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Page 5 - Dr. Alice M. Rivlin
years. I believe that dropout prevention can be more effectively
addressed through the reauthori%ed Title I.
ESEA. Title VI - Innovative Education Program Strategies,
As noted above, I regret that the Congress has chosen to extend
this authority, currently authorized under Chapter 2 of Title I.
This program of support for State and loeal educational
improvement is no longer warranted, in light of the new program
that supports state and local educational reform under Title III
of the Goals 2000: Educate America Act and the new professional
development program in Title II of the ESEA. In the next budget,
we will again propose that this'program be eliminated, in
aocordance with the recommendations of the National Performance
Raview_
ESEA. Title YII - Bilingual EducatioD. Language Enhancement.
and ~nguage Acquisition Programs, Overall, Title VII of the
ESEA presents positive results. 'I am very pleased that the
Congress has adopted the major legislative changes the
Administration sought in the Bilingual Education Act, Part A of
Title VII.- In particular, Part A \IIould: (1) provide schools and
school districts with greater flexibility to develop.
instructional programs appropriate to their particular needs and
ciroumstances; (2) expand the role of State educational agencies,
fostering new and more effective partnerships for successful
education reform from which linguistically and culturally diverse
children will benefit; and (3) more clearly provide opportunities
for integration of bilingual education with related Federal
programs.
Part B would change the current Foreign Language Assistance
Program, with its ineffective formula, to a potentially effective
competitive program and also establish a new program of formula
based incentive payments to elementary schools that provide
students with a program leading to~communicative competency in a
foreign languaqe. Although I question t~e likely effectiveness
of the incentive program, I support the objective of developing
the foreign language proficiency of our students.
Part C would reauthorhe the current 11:!l!ligrant Education
Program. Although I am disappointed 'that the Congress did not
adopt our proposals in this area, I support, as a part of our
shared responsibility with the States for integrating immigrant
children and youth into our SOCiety, assisting school districts
that experience a large increase in their student pop1.ilatic:n du'e
to immigration.
~SEb. Title VIII - Impact Aig.
Title VIII consolidates and
significantly modifies t~o current statutes, Public Laws 81-874
and 81-815, which authorize assistance to school districts that
"are adversely affected by activities of the Federal GQver~ent in
their areas. Although the bill's formula for distributing funds
�Page 6 - Dr. Alice M. Rivlin
to school districts with significant numbers of federally
connected children does not target funds as sharply as r would
have pret'errecl, the result is clearly superior to current law and
probably as much as could be achieved given the strong i~terest
of certain key Members of Congress.
.
am especially pleased that the bill severely curtails the .
eligibility of districts serving so-called "civilian b" children.
This reform ,will result in over 700 districts no longer receiving
funds for students who do not constitute a financial burden to
them~
Additionally, Congress essentially adopted the·
Administrationts proposal to eliminate the current school
const~ction program contained in Public Law 81-815 In favor of a
formula program aimed at heavily impacted school districts.
Finally, our proposed methodology for certifyinq State school
finance programs as "equalized" was adopted and even
strengthened. In terms of targeting and ease of administration,
the Impact Aid provisions Of H.R_ 6 are far better than current
law.
I
ESE", Title IX - Indi.an. Native Hawaiian.. and Alaska Native
I support Part A of Title IX.. which reauthorizes, and
places within the ESEA, a variety of progra~s ·that serve Indian
children and adults. As proposed by the Administration, scbool
districts that receive formula grants under this title will more
fully integrate Indian children into their overall local
education reform plans 1 by helping them meet the same high
standards that are expected of all children and through
comprehensive planning and coordination with other services and
activities. I oppose Parts Band C of Title IX, which oontinue
separate progra~s for Native Hawaiians and create new programs
for Alaska Natives~ The former are on the National Performance
Review list of programs that should be terminated, and the latter
are not needed.
Edu£f!.tiQD.
ESEA, Title X - Proarams of National Sigvificancftl I am
pleased that Title X includes our request for a new program to
fund the planning and start-up of public charter schools--schools
that are given .uch greater freedom than normal over their
mission and the means to attain higher standard·l:i. Titl'e X also
authorizes a large number of relatively small programs, some of
them meritorious, some of them not. I support extension of the
Fund for the Improvement of Education, the Javits Gifted and
Talented progra~, the Arts in Eduoation pro9ra~, and·the
Inexpensive Book Distribution program, as proposed by the
Administration. The other programs in this title should not have
been included, but are unlikely to be funded at signifioant
levels.
..
ESE~ Title XI .- coordinated Services.
Title XI of the ESEA
would authoriZE!: school districts, sohools, and' consortia of
schools to use ESEA funds to develop and implement coordinate9
�.~,
.
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Page 7 - Dr. Alice K. Rivlin
services projects, in order to provide students and their
families better access to the social, health, 'and education
services that students need to succeed' in school and their
families need to ensure students' success
Funds under this
title could be used for such activities as hiring a services
coordinator,' improving coordination and ~ommunication among the
agencies participating in the project, and purchasing basic
operating equipment, but could not be used for the direct
provision of health-related services.
a
While I strongly support the '90al of coordinated services
projects, I have two serious concerns about Title XI, as passed.
First, to carry out such projects, each school district school t
or consortium must submit an application to the Secretary for
approval-"-A requirement that is likely to lmpose excessive
administrative burdens on the Department. Second, if approval is
granted, applicants would be authorized to use up to five percent
of the total funds each receives under the ESEA for the
coordinated services project, without apparent regard to the
programmatic source of th~ funds--thereby allowing applicants to
turn small ESEA grants into coordinated services projects at
will.
f
~EA. Title XII - School Facilities Infrastructurg
lmRrovement Act. While I do not support the creation of this new
authority, which authorizes a program of grant assistance for
construction and renovation of school facilities, libraries, and
media centers~ I am pleased that the congress accepted many of
our suggestions to make this ,program ~ore manageable than,it
would have been 8S initially introduced.
E.?EA. Ti tIe :XJ':.II - support and Assistance programs to
Improve Education, I am pleased that Part A of Title III
generally reflects our proposal to provide comprehensive
technical assistance to improve education throughout "tl)~ Nation.
This part. authorizes the Secretary to establish a network of
15 comprehensive regional assistance centers to provide-training
and technical assistance for programs under the ESEA. Each
/
center would maintain staff expertise in areas vital to education
reform, provide assistanoe using the highest":quality ind most '
cost-effective strategies~ and work in coordination with other
relevant organizations. This authority differs in some details
from our proposal f which would havG established a network of
10 centers and provided more flexibility during the transition
from the current fragmented system. Nevertheless, the" change in
approach is very significant, and teachers and other educators
will be far better served under it than by the current system of
dozens of centers that focus only on individual programs in
isolation from each other.
Part
(NDN)
a
of Title XIII reauthorizes the National Diffusion Network
to carry out a State-based outreach f consultation,
�", ~
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Page 8 - Dr. Alice M. Rivlin
training, and dissemination program. ~he NON's State
Facilitators would, among other activities, provide professional
development and technical assistance services, including the Use
of regional and national .electronic networks. I oppose Part B
because the reauthorization of the NDN is unnecessary in-light of
the more comprehensive activities 'under the Educational Research,
Development, Dissemination, and Improvement Act of 1994 enacted
earlier this year as part of the Goals 2000 legislation.
Part C Of Title XIII authorizes the Secretary to establish
regional 'mathematics and science education consortia. These
consortia would disseminate exemplary mathematics and science
education instructional materials and provide technical
assistance regarding teaching methods and assessment tools for
use by elementary and secondary school students, teachers, and
administrators. While I support the consortiars efforts to
strengthen the quality of instruction in mathematics and science,
I would have preferred that the consortia activities be included
in a more comprehensive professional development program, such as
the one under the Title II, ESEA program.
Part 0 of Title XIII authorizes the Secretary to provide a
broadly accessible technology-based technical assistance service
to support ESEA programs. I welcome the opportunity to explore
options for providing this type of technical assistance service.
~p~~itl~ XIV - General Ptovi$.ions.
I am pleased that
Title XIV of the ESEA contains many critical provisions that the
Administration proposed to support flexibility'and comprehensive
approaches to reform. For example, Title XIV authorizes optional
consolidation of State and local administrative funds l optional
consolidation of State and local plans and applications, and
Secretarial waiver of statutory and regulatory requirements under
the ESEA (although this useful authority is saddled with more
'"
restrictions than it should be)~ This title also contains, as
proposed by the Administration, common provisions relating to
maintenance of fiscal effort and the participation of stUdents
attending private schools in ESEA programs, as well as broad
authority to use program funds to carry out needed program
evaluations.
Other useful provisions, not originally proposed by the
Administration, include the requirements relatin9 to the
integration of State plans under the ESEA, not only among
themselves, but with State improvement plans under,the
Goals 2000: Educate America Act, the School-to-Work opportunities
Act of 1994, and the Carl D. perkins vocational and Applied
Technology Education Act, as well as the provision of a "grace
year," during which States that have State laws that are in
conflict with the requirements of the -Gun-Free Schools Act
of 1994 (mandatory one-year expulsion for students who bring a
weapon to school) may come into compliance. Finally. I am very
�'
..
... .
Page 9 - Dr. Alice M. Rivlin
pleased that the school prayer provision does not require the
Department to determine the parameters of constitutionally
protected school prayer in the publio schools, but leaves that
issue in the courts, where it belongs, and that the provisions
relating to the sexuality of students contain no invidious
distinctions •.
Title II of the Bill - Amendments to the General Education
p(ovisions Act
In general, I am pleased with the amendments made to the General
Education provisions Act by Title II of the enrolled bill: they
represent--as proposed by the Administration--a long-needed
comprehensive overhaul of many of the administrative authorities
applicable to the Department of Education. Particularly welcome
are the new provisions designe.d to ensure equitable participation
in the Department's programs; new, flexible authority for the
joint funding of programs, both within the Department and with
other federal agencies; and strea~lined regulatory authority that
permits the Secreta·ry, when appropriate, to operate the first
year of new programs without program regulations, and replaces
the general requirement that the Department issue regulations
within 240 days of enactment, with a more reasonable 360-day
requirement.
I oppose, as inappropriate, the new trpolicinq" functio'ns assigned
the Department regarding the programs, operations, and
'
solicitations of organizations that provide, for a fee; honors
programs, seminars, or student exchange programs that are
directed to secondary students and are offered away from their
homes. However, these latter provisions do not outweigh the
other benefits of Title II.
Title III of the Bill - Amendments to Other
Act~
Part A - Amendments tQ. the Individualp with Disabilitiii
As noted in the discussion of Title I of the'
:ESEA, H.R. 6 adopts our, proposal to merge the Title I program for
. children with disabilities into the Individuals with Disabilities
Education Aet. This ~erger, which has been pursued for several
years by both the Executive Branch and some Y.embers of Congress,
and recommended by the General Acoounting Office, will. end the.
inequitahle system under which a small number of States receive
disproportJonately large grants under the Title I program and
will elittlnate the administrative costs at the State and Federal
levels of preparing and processin9 a separate application and
operating a separate program.
Education~
Part ,B - Education for Homeless Children and youth. Part B
of Title III of the bill reauthorizes the State literacy training
�Page 10 - Or. Alice M. Rivlin
,
program for homeless adults and the education for homeless
children and youth program under Title VII of the Stewart B.
McKinney Homeless Assistance Act. With few exceptions, the bill
adopts cur proposal to continue the literacy proqratll for homeless
adults and to improve the quality of, and aocess to, education
for ho~eless children and youth. 'I would have preferred that the
bill contain our provision requiring State plans to demonstrate
that transportation, to the extent possible, will be provided at
no cost to homeless children and youth attending the school in
which they are enrolled~ Free transportation plays a key role in
serving these children. Nevertheless, I am pleased that the bill
requires comparable services for public preschool education for
homeless children and ensures that homeless children and youth
have an opportunity to meet the same challenging State standards
to which all students .in the state are held~
Part E - Higher Education. Part E of Title III contains a
wide assortment of provisions ~ffecting postsecondary education
that range from the purely technical to the substantive. While
Part E contains some provisions that I do not support, I believe
the good provisions outweigh the bad. Among its more significant
provisions, Part E corrects an erroneous cross-reference to a
provision of the Higher Education Act of 1965 (HEA) in the Carl
O. Perkins Vocational and Applied Technology Education Act, the
effect of which was to expand inadvertently the field Of eligible
participants under the Perkins Act. Part E also authorizes a
program of grants to state correctional agencies to assist
incarcerated youths (not above 25 years old) pursue a
postsecondary degree or certificate program,' and to provide these
youths with related support services. ~~ile I support the
provision of these prisoner education and related services as
important steps in reducing recidivism, this section creates yet
another categorical program, and is only a partial substitute for
the provision of Pell Grants to incarcerated individuals, which
~as barred by a provision in the recently enacted crime bill.
Titl@ IV of the Bill - National Education statisti£s
I am very'pleased that Title IV of H.R. 6, the "National
Education Statistics Act of 1994," is quite similar to the
Administration's own proposal for reauthorizing the National
Center for Education Statistics and the National Assessment of
Educational Progress. It is also gratifying that authori.ation
of the National Assessment Governing Board remains in this title.
I a~ disappointed, however, that the National Assessment and the
Governing Soard have been authorized for only three years, rather
than five, as that will adversely affect our ability to contract
for conduct of the Assessment in a timely and efficient waY4
�. ..
,.'
Page 11 - Dr. Alice M. Rivlin
SummaIY
of
Congressional passage
the Improving Americafs'Schools Act
of 1994 is a major accomplishment in our efforts to reform
American eduoation. It will provide the funds and the
programmatic structure that will enable the Federal Government to
support States and communities throughout the Nation as they
strive to meet the National Education 00a1&# by insisting on high
. standards for all children, by promoting comprehensive schoOl
reform, and by reducing burdens and increasinq flexibility and
accountability for performance.
r am very gratified that, on numerous key points t the bill. now
before the President so closely resembles the legislation that we
proposed a little over a year a90~ Although the Congress has
made a number of changes that I do not support, the essential
principles and vision of our proposal remain intact~ Moreover,
N.R. 6 is the product of substantial bipartisan efforts over
nearly two years, and it is highly unlikely that we could expect
a better version of this legislation from either this Congress or
the l04th Congress next year~ Accordingly, it is my very strong
recommendation that the President sign H.R. 6.
Yours sincerely,
~
Richard
..
W.
Riley
�,.
FEB 23 1993
U.S. DEPAlmIEiIT OP EDUCATION
stat_nt by tha Secretary of llducation
01\
1Ir.
Cba1rman IUId
K~.
1:1>"
of the COmmitt•• ,
,
I u pl...ed to be bere today, IUId to bave 1:1>1a firat
opportunity to ..et with the Kember. of tha Comitu.. Let ••
alBo say that I appreciate your willingness to aova ao quickly on
PreBi~ent Clinton'. request for the economic atimulus
supplemental appropriation. The Pre.i~ent'. atimuluB p.. ck.. ge is
import..nt for two reasons. PirBt, it will spur econom1c growth
in the ahort run an~ create new jobs for ...ny .....01'ic.. n& who are
out of work. An~ .econ~, it 1. a ~own payment on the Presi~ent·s
longer-run investment peck ..ge to rebuil~ .....81'ic.. and improve the
, productivity of our people.
The stimulus package includes $2.759 billion for 1:1>&
Department of Education--$735 ml11ion for tWo Cbapter 1 items and
$2 billion for the Pell Grant ahortfall...
'
Chapter 1 Snmmer Program'
For the Cl),apter 1 compensatory edliciation"pro'!/1'am, which '
provides supplement..ry educ ..tion services to 6 million
disadv..ntaged elementary and sec.ond..ry scbool. atudent.. , we ..re
requesting $500 million for immediate grants to local school
districtu in inner cities and other ara•• with high
concentrations of poor atudentl, The fun~a will be u~.d to
,launch naw education prO'!/t'ams this summer that will emp~~y up to
83,000 taachers, classroom ..ide., and, other ataff.
It COngre.s p..s.e. the Pr•• idlnt's proposal without .
modification, ve will notify stat•• by lat. Karch of ~~ir, coun~1
allocaUons, thU8 allOWing II to 10 veeka tor achool ~iatrictB to'
hire staff and plan their au=mer prO'!/t'ama. We alao vill raquire
achool diatr1cts to obligate all of the funds by September 3D, .
11193, end to provide aasurance8 th..t It ll.at 80 percent of those
funds w111 have been apent by that time. Thb will ensure that
the auppluentel b .... 1:1>_ duir_d economic atlauluB effect.
I~ addition, . . ere coordin..ting with the Department of
Health aneS BuIII..n service.. aneS 1:I>e Department of Labor to enlure
that our """"""1' activiUu compluent each other and 1:I>.. t. there
sre no wasteful duplicatloNiof s.rvice.. For instance, the
Department of Labor miqht encourage it••ummer work prO'!/t'us to
aupport mtudent tutor. for younger children as apart of our
Cbapter 1 prO'!/t'u.
�losing the Chapter 1 transition to 1220 c.nsus pata
In addition to the Chapter 1 .ummer program. vs are
requesting $235 million to mitigate the impaet on dietriets that
vill lose funds in fiscal yaar 1993 a. re.ult ot using 1990
, CensWQ dats tor the tirat tIme to .ake Chaptar 1 allocations.
The 1990 Census ahowed that vhile the total nUllll:>er of poor
Children increased ~tveen 1980 and 1990. the diatribution of
those,Children shifted.o that thar. are relatively .ore in the
vest~ States end tever in the east.
Fiscal year 1993 ia the firot year that Chapter 1
ellocations viII ~ ~s.d on thi. new distribution. and the
euppl....entsl appropriation vill ""•• the transition. Without the
aupplamental. aome distriets would receive substantially reduced
Chaptar 1 grants. and a8 many a. 6.000 aChool paraoonel could
lose thsir jobs.
Fund. viII ~ distributed to states ~s.d on the amount
needed to bring counties up to approximately 92 percent of their
,tiscal year 1992 level otco~ined basic and concentration grant
allocations. States will then ~ required to distribute funds
only to school districts \:bat rlceived Ie•• than 12 porcant ot
their 1992 level.
,', ,
,'~
'i
.~
~
~
"
......
"'~".
,.,
..'-,....,
,
;' ".," .\ "J': \,
Before I move on to the Pell ahorttall. let me take a moment
to address the implications of the recently completed National
Assessment otChapter 1. which \:be Department transmitted to
Congress this week. The usessment ahowed, in lIenaral, th..t
Chapter 1 has not done e8 well aa we boped in closing \:be II.P in
achievement ~tween students in high-poverty echools and students
in low-poverty schools. The report also sUillested somew..ys to
improve \:be etfectiveness of Chapter 1. and we vill ~ working
c.o~ely with the Congress on thi. dur!nq \:be upcoming
reauthoritation.
In the .eantime. we ~l1eva \:bat our Chapter 1 sWl!l!ler
pro~am proposal viII provide,exactly \:be kind ot extended
lear~i"q op~~rtunity that appearato be ml••1n; trom much ot
the
reqular Ch"pter 1 program. 'l'be ......sment noted. tor .....mpl••
that '0 pet"""t ot r<lgUlar claaaroom \:aaChers report that Chapter
1 participant. are pulled out of r<lgUlar instruetion tor
'
a.rvlc••• and that Chapter 1 provid.s on averalle only about
10 minutee ot extra ilUltructional time a day. Chapter 1 aWl!l!ler
programs. on the ether hand. cen greatly extend instructional
time and provide intensive sarvices without dieruptinll the
reguler cla.sroom. only 15 parcent of Chapter 1 district. are
currently able to oftar aummer,programs. and Our supplemental
vill en.ble many more dbtrlcta to provide \:be ••rvice. that ", ~'.
di.advantaged children need.
-2
,,
�-.
.
-
In addition, the Department is prepared to help create
affective aummer programs by disseminating information on model
programs and Offering technical assistance, and by helping
districts to coordinate Chapter 1 services vith Head Start and
I)japartment of Labor progr.......
I'b...... tvo suppluental appropriations for the Chapter 1
program will support jobs for-tana of thousands of school
personn.. l vbile providing anhanced educational opportunity to
studenta in school syst... throughout the country.
~e
'ell Shortfall
one of the most prassing education probl... facing American
families is bow to pay for their children'a college education in
the face of rising college costs. I'be Department's student aid
programs belp families pay college coats by providing grants,
loans, end work-study opportunities to over 7 million stUdents.
We are fully c""",itted to these programs. In r .. "t, they are
a kay co.ponent of the Pre8ide~t'. commitment to major
investments in buman capital th~t vill yield payoffs for the
Nation far beyond their original price.
Thus, you can imagine my concern over the estimated
,,,11 Grent progi-am. The
immedIate problem created by the .hortfa~l WaG how to ensure that
no student's grant vould be reduced in the achool year starting
, next tflll. OVer ,the _,lonller . ,term" the .morttall repr...ented a
," 'larlle, inherited deficit that ,threatened my determination to
, follow.. ·pay-as-you-go· ',approach that would allow I1lI to make
needed investments'in sducation vhile living within our budget.
$2 billion'multi-year shortfall' in the
I am most plsaeed, therefore, th~t ve have been able to
include $2 billion in this supplementaL",!;" pay otf the current
.stimate of the entire short!all--$l •• billion for the prior year
shortfalls and $653 mIllIon for the estimated shortfall for the
upcoming 1993-94 school year. This vill ellow u.'to i.aue a Pell
payment ecbedule immediately, ao that a1;udents ,"",,0 ere nov making
plans for next fall vl1l be able to t1n,f':o!it hOlo'/'muCb' grant aid
vill be availabls.
'
,Before I briefly d...cribe .eaaure. the Department 1s taking
to prevent future .mort!all. 01' thi. magnitude, 1st me say that '
in our dealing. vith the Congre•• on thi. end all other i.sues,
ve vill follow the lead of Pre.ident Clinton, Vbo epoke last week
about the imPortance of "bone.t bu4get1ng." When problems
deVelOP, I promise you will bear about them as .oon •• possible
sO that ve can vork together toward a solution.
We vill be taking .. variety of atep. to improve our
technical ability to predict ,the costs of the Pell Grant program.
�. •
-.-. .
•
As you know, probl... in estimating Pall costs ariae primarily
because of the difficulty inherent in the Department's current
practice of using two-year-old applicant end recipient data to
predict student behavior tvo yaars tnto the future.
lie ere now trying to improve on this approach by using the
..,at =ont partial-yaar date for the U92-113 achool year to
modify our estimate.. The r1ak tn thi. procedure b that trends
in partlal~year data aay not hold up for the full year. on
balance., howeve.r, Ve beUeve this approach will produc. more up
to-date, bccurate cost ..timat•••
We also have e.tabliahed a tAChnical 91'oup, including
.xperts froa outside the Department, to review Pell Grant
projections on a monthly beaia in light of all available
application and enrollment dat6. This proceaB ahould provide an
"early warning" of any changes that might attect Our cost
estimates. In addition, we are considering ways to obtain and
utili~.'mor. up-to-date information'trom postsecondary
tnstitutions regarding the numbers of atudents enrolling and
applying for Pell Granta. The•• measures will make Our estimates
better reflect the latest information on atudent enrollment and
application trends.
We als,o will continue to .tudy whether we can make mod"l
improvements t.o take into account a broader range of macro-
,<"
,"-
,.:,
economic facton, 8Ueli as regional unemployment rates. Thill '..
"
combination of the latest information on what .tudents' ili."do1'ii9 '; .. ,
today, together with a careful consideration of factors" that" c,',.
might influence their behavior tn the future,' ihould li.:i,,:!'·:toimore': ~
accurate estimates of Pall. crant coata .. "
;':,',
.
,;,~ ""::~'.:;",I:
.", _.
:;
,~f'
','..\..";.": ''-,.r:'~'
CODl,lu'iQll
In IIWlIlIIary, our reguest for the Department of Education is a
critical c:oaponent of the President·. total strategy to jumpstart
our economy; and will help to lay the foundation for future
investment efforte of the Adminiltration and the Congress to
impreve American education. I urge you to vive the President's
regu8et your full .upport.
I will be happy to answer any gus.tie". you ...y bave.
,
.
,
.'
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
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Clinton Administration History Project
Creator
An entity primarily responsible for making the resource
Cinton Administration History Project
Council of Economic Advisers
Department of Commerce
Central Intelligence Agency
Department of the Interior
Department of Defense
Corporation for National Service
Council on Environmental Quality
Department of Justice
Domestic Policy Council
Department of Education
Department of Energy
Environmental Protection Agency
Federal Emergency Management Agency
General Services Administration
Small Business Administration
Social Security Administration
United States Agency for International Development
National Economic Council
Office of Management & Budget
Office of National Drug Control Policy
Office of Personnel Management
Office of Science & Technology Policy
Office of the Vice President
United States Trade Representative
Date
A point or period of time associated with an event in the lifecycle of the resource
1993-2001
Description
An account of the resource
<p>The Clinton Administration History Project describes in detail the accomplishments of President Clinton's Administration for the period 1993-2001. The records consist of the histories of 32 agencies or departments within the Executive Branch. In general, each organization associated with the Project submitted a narrative history along with supporting documents. These narrative accounts are primarily overviews of the various missions, special projects, and accomplishments of the agencies. The supplementary records include substantive memos, press releases, briefing papers, and publications illustrated with photos and charts.</p>
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1993-2001
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1227203-education-volume-2-1
1227203
-
https://clinton.presidentiallibraries.us/files/original/3658cc2ebee93db8c75b9ddd293fee5a.pdf
b15431da6a34ef0d7bcbe2d4b6af811d
PDF Text
Text
UN1'l'ED STAn:;; DEPAR'l'M:ENl' OF EDUCATION
OFfICE OF GEh"ERAt. COL'NSEL
JUl
7 19S3
MEMQAAJIDUM
Legislative Services Officers
Mr. Borches, OIG
Mr. Ginsburg, opp ,
Mr. Hazzard, OMS/CFO
Ms. Henderson, ODS
Ms. Lim, OCR
Mr. Johns, OVA£:
Ms~ leTendre, oESE
Mr. Marchi OSERS
Mr. LinK, ES
Mr. Logel, OBEMLA
Ms. Rairdin, OLeA
Office of the General Counsel
Attn: Mr. Rosenfelt
Ms. Craig
Mr. Sky
TO :
Attn:
FROM:
"Cross-cutting
-
Jack Kristy
SUBJ'ECT:
.,
Assistant Gene
est! for ESEA Reauthorization.
Attached for your review and cort'J':'Ient is draft bill language to
implement a variety of cross-cutting issues pertaining to the
Depar'.:mer.t I s proposal for reauthorization Of the Elel'nentary and
Secondary Education Act of 1965. These prOViS1QnS would be
placed in the reauthorized ESEA and apply, according to their
terms, to a variety of individual ESEA progra~s~ Please review
the attached draft and forward your co:mments to me (Room 4093
~uly 1;,
Thanks
for your prompt response.
FOB-6; '01-2670; FAX 401-3769) by COB Thursgay,
Attach:ment
cc: Ms. Winston
Mr. Winnick
Mr. S:mith
Mr. Peterson
Ms. Dozier
Mr. Payzant
Mr. Corwin
SI1 'ZI d 8- Tf Ebbl
03!\I:J83H
400 MARYl..A..h"D
,~Vt.,
S.W, WASHTIiGTON. O.C. 20202,2110
Ow missitrn b to e:lJ"ll.rt equal ocet!U tc &cluCSotiOl') and to promOte &dueational
(!):eeUen~
through:>ut tht NMiotl.
,IJJ~(j'ltJfd1.$
�1:..-
DID 1"""\.1
l\
\
I
Draft legislation for crosscut issues
Crosscy~ provis~ons
to he included in new ESEA Title III
TITLE III
,
·PART C - ADMINISTRATIVE FLEXIBILITY AND COORDINATION TO
STlKUlAT£ INTEGAATED AND EFFECTIVE USE OF FONDS
[NOTE: These provisions could either be part of Tit1e III or
merged into Title VIII.)
"DEFINITIONS
IISEe. 320.
For the purposes of this part and part C, the
following terms have the following meanings:
J!
(a) The tern. IIcovered programs" means the programs authorized
by parts A-F of title I of this Act, part A of title II of this
Act (Human Capital), and part A of title III of this Act [Safe
and
DrU9~Free
Schools] (except section'
).
«(b) The term J'Goals 2000 Act" means the Goals 2000: Educate
A:nerica Act.
n
(cf The term "local improYarnent plan!! means a plan
adop~.ed
by
a local educational agency pursuant to title III of the Goals
2000 Act.
"Cd) The term tlState improvement plan" means a State
i~provement
plan adopted by a State and approved by the Secretary
pursuant to title II! of the Goals 2000 Act.
tI(e) The term Usingle State application" means an application
submitted by a State educational agency pursuant to section SOll
of this Act.
�,
-2'"
J'
,\.'
"(fJ The tern "systemic reform activities" includes
~
edUCatiOn~
activities that are designed to achieve high student performanc~~
~.
in challenging content are.s and
~
oIJ!!I:
(1) in the case of a State educational agency 1 car~ ~
O)J,t
a
~tW2rll~t
plan, including activities described in
section 308(b) (2) of the Goals 2000 Act, and
2
(2) in the case of a local educational agency, c2rry
tQ';"
out a..J.ocal improvement plan, including activities described in
--....
=
section 309 of the Goals 2000 Act.
'CONSOLIDATED STATE ADMINISTRATIVE ACCOUNT FOR ELEMENTARY AND
SECONDARY PROGRAMS
"SEC. 321 (aJ CONSOLIDATION OF ADMINIsTRATIVE FUNDS.
From the
snounts available to it for state adn-.inistration under any of the
covered programs, a State educational agency may establish a
consolidated administrative fund for carrying out the purposes of
this section.
"(b) USE. OF
FUND~.
(1) A state educational agency shall use
the sums in its consolidated administrative fund for the
administration of the covered programs in which it participates.
"(2) A State educational agency may also use funds available
under this section for adninistrative activities designed to
enhance the effective and coordinated use of funds under such
programs, such as the coordination of covered programs with other
Federal education programs, the establishment and operation of
�-3
quality
cevi~ ~.nd
other peer review mechanisms, the
administration of incentive t evaluation, and remediation
activities for participants in covered
pro9ra~s,
dissemination of information regarding model
the
pr09ra~s
and
practices, technical assistance, and the coordination of covered
progra~s
with "systemic reform
~C) ELAN§.
activitie$~
A state educational agency may not establish a
consolidated administrative fund under this section unless the
State agency submits to the Secretary [as part of its single
state application under section SOll of the Act,] a plan for the
. s7
. i
use 0 f such funds that conta~n such prov~s ans as the Secretary
.,
.
A
may require, and the Secretary approves the plan:J
/I
.
"(d} RECORDS. A State educational agency that establishes a
consolidated administrative fund under this section shall not be
required to keep separate records, by program, regarding the time
of individual staff members assigned to the administration of one
or more of the covered programs.
"r(e} PERfORMANCE.
.
tiThe Secretary may periodically review the
performance of State educational agencies in using a consolidated
administrative fund under this section and shall take such
~~medi~steps as the secretary deems appropriate to ensure the
improvement of such perf?rmanCe when warranted.
shall take into account performance
Such review
outcome~
in the review,
the Secretary shall consult with representatives of the State
educational
agenCi~~
and of the students to be served.)
"(f) UNUSED 1I0MINISlAATIYE
fU!jD~ ,
~~
I f a scate educational
~~
�agency does not use the funds available to it under this section
for administration, it may use such funds during the applicable
,
period of availability for the purposes of one or more of the
covered programs.
O(q) SINGLE LEA STATES
[To avoid the duplication of
administrative functions, a State educational agency that serves
also as a local educational Agency may use funds under this
section only for administrative activities related to its
responsibilities as a State educational agency, and may not
charge the cost of administrative activities under the 'covered
programs to other grants under this Act.]
IS
THIS THE APPROPRIATE SPECIAL PROVISION FOR SINGLE LEA STATES,
OR
SHOULD THE SECRETARY JUST HAVE TIll!! AUTHORITY TO REGULATE?
·STUDY OF USE OF FUNDS FOR LOCAL ADMINISTRATION
·SEC. 322 (a)
w~,th
GENERAL illJl'HORITY.
The Secretary is authorized,
funds appropriated pursuant to this section, to conduct a
study of the use of funds under this Act for the administration,
by
local educational agencies, of covered programs specified in
section 320{a).
Such study shall include the percentage of grant
funds used' for such purposes' in covered programs.
Based on the
results of such study, the Secretary is authorized to establish
regulations or guidelines regarding the use of funds for local
administration under these programs" including the use of such
funds on a consolidated basis and a limitation on the amount 0'[
�-5
such funds that
"[ (b) .BEPORT_
cow~ittees
~ay
be used for administration.
The Secretary shall submit to the appropriate
of the Congress a report regarding such study within
J - (It) tyv/l,I.
,f- ~ ~
offw fV.,r-JI'O
f,.- 1./,'
two years of the enactment of this act.
WE
WOULD RECOMMEND DELETING THIS.
~~
Q.JCV""
!.(,
R[(a) AUTHORIZATION There are authorized to be appropriated for
the purposes of this section such sums as may be necessary for
fiscal year 1995 and the succeeding fiscal year.}
"CONSOLIDATED
IISEe. 323
-
SET~IDE
FOR DEPARTMENT OF INTERIOR FUNDS
+1JL
The Secretary shall transfer to the Departr.;ent of
Interior as a consolidated amount for all of covered programs t
the amounts allotted to the Department of
~rior
under the
covered programs for the schools for Indian children operated
with Federal assistance or operated by the Department of
.
..+J...
rnterl~r.
.
The secretary and the Department of'!nterlor
;;'.~l
~ll)
enter int-.p an agreement for the distribution and use of these
funds under terms as the Secretary best determines meets the
purposes of the covered
The Oepartment
programs~
Of~erior
roay
use up to fiVe percent of these funds for administrative
activities.
~
I'>
rwf'
~kl
.-,
M
~
t!k~ 14 f) ~r:f~Jv;
~a (It 1; fi-t- I
"
"SCHOOLWIDE PROJECTS
"SEC.:I24
As set forth in section 1015 Cd) of this Act, funds
�-6
under covered programs listed in that section may be used for
schoolwide projects in certain schools.
IS THIS THE APPROPRIATE PLACEHOLDER GENERAL PROVISION?
PART D - WAIVERS AND OTHER FLEXIBILITY MECHANISMS
'USE OF FUNDS FOR SYSTEMIC REFORM.
["SEC. 330 (a)
GENERAL
AUTHORITYl
LQCAL EDUCATIONAL AGENCIES.
With the approval of its State educational agency, a local
educational agency in a State [with an approved State improvement
DO WE NEED THIS? may use no more than [3J percent of its
under Title I of this Act and 10 per cent of its grant
any of the other covered programs specified in section 320
(a) for any fiscal year for the establishment of a systemic
reform account to be used for the purposes specified in
\
.
subsectlon {oj.
~f~~~\
'~;~)
ttJ', ;;-D).
~~
n (b)
~
OF fUNDS.
A joint account established under this
section :nay be used by a local educational agency for systemic
reform activities, [consistent with the State improvement plan,)
to carry out an approved local improvement plan under section 308
of the Goals 2000.Act.
Such activities may include the
following:
(1) planning for systemic reform:
(2) pcofessional development as described in section 309 (b)
of such Act;
(3) involving the community in systemic
and
�-7
(4) other systemic reform activities •
. [" (e) STATE EQPCATIOl!A" AGENqIiOS.
With the approva1 of the
Secretary, a State educational agency may use no more than 10 per
cent of the amount available for its direct use unaer any covered
program for any fiscal year (other than funds available under
section 321) for the establishment of a 'systemic reform account
for activities under an approved state improvement plan under
section 306 of the Goals 2000
Act~]
"(d) RELATIONS,IP TO PROGRAMS.
(1) Systemic reform activities
carried out pursuant to this section must serve the categories of
children intended to be served by the programs from which funds
are drawn pursuant to SUbsections (a) and (c).
"(2) Professional
develop~ent
activities carried out under
this section must be carried out on a high-intensity basis as
f\
defined ill regulations promulgated by the secretary ..
11(3) Funds under Title I of this Act may not be used for the
purposes of this section to the extent that such use would reduce
below the level requirec1,. by section
targeting), the
allocation~under
of this Act (relating to
Title I of a school for which
children trom low-income families constitute at least 50 (75)
,
percent of the children enrolled or residing in the school
attendance area.
SHOULD THE PROTECTED SCHOOLS' PERCENT BE 50 OR 75\1
"(e) CONDlTIQNS.
(1) A State or local educational agency
may not transfer funds to an account as provided in subsection
(a) unless it has first used funds available to it for the
�"8purposes of this section under the Goals 2000 Act. '"
~ ~ 11< rGr
10 (tM
!'tII~'
"(2) A state or local educational agency shall use funds in
a joint account established under this section, so as to
supplement and increase the level of State, local)and other non
feceral funds that would, in the absence of funds under this
section, be made available for the purposes of subsection (b) and
not to supplant such State,· local and non-federal funds.
"(f) .PRIVATE SCHOOL ClIILpREN.
Funds placed in a systemic
reform account pursuant to this section shall be taken into
account in determining the equitable participation of children in
private schools pursuant to applicable requirements of the
statutes authorizing the programs described in subsection (a).
If appropriate, private school children and teachers may
participate in the services provided with such funds.
"(g) ELANS.
A state educational shall in its single State
application under Section 8011 set forth its plans, procedures.)
and criteria for approving applications from local educational
agencies
~nder
this section.]
"MAINTENANCE OF EFFORT
"SEC. 332 (a) UNIFORM STANDARDS.
.
.yK~~}r
~: ,.;p ..".>'I
~ ~II"I
A"", '>..1 •.. .-(
/1'" ,,,,.y' rJ-,'Ji'"!f". /').)
r
~twithstanding any other
~
provision of la~ the secretary shall prescribe uniform standards
for determining compliance with any requirement for maintenance
of fiscal effort under any covered
program~
Such standards' shall
provide that any such requirement shall be deemed to be met if
the recipient
~aintains
a level of effort that is equal to at
�-9
least 95 percent of the recipient's level in the second fiscal
year pre=eding the fiscal year for which the determination ·i$
made.
Cb}
The amount recovered as a result of a
~COVERI~S.
violation of such requirement shall be proportionate
to
the ratio
by which the recipient ·fails to meet the requirement.
. Vl}tJ-V
Such requirements ~be waived
(o»~.
by
the Secretary
when necussary to respond to substantial reductions in ~te
budgetary resources if reductions to. the State education fiscal
effort are comparable to reductions in the rest of the budget.
SHOULD A MORE COMPLETE, SELF-STANDING PROVISION BE PLACED HERE?
-r: ~
JO.
"WAIVERS OF STATUTORY AND REGULATORY REQUIllllMEN'l'S
"SEC.
333 (a) GENERAL.,
(c), the secretary
(1) Except as provided in subsection
maY~ive
any requirement of this Act or the
General Education Provisions Act or of the regulations issued
under such statutes for a State edUcational agency, local
educational agency, or
~
that requests
S~Ch~a~~iver
' - - ~ ~..-..t. """"W"If'<"(A) the secretary aetermines that ~uch
if--
~
I-/M"w ~ ""::>"
(-0'" J'!; ,,cO I
.
1'#<\I>.u.u--r '!
requirement impedes the,ability of the State, local educati~nal Si~
agency or school, to achieve more effectively the purposes of
such statute or the National Education Goals:
U(B) the State
agrees to waive,
II
si~ilar
(C)
e~ucational
agency has waived; or
requirements of State law; and
in the case of a Statewide waiver, the state
educational agency-
"(i) provides all local educational agencies
�-10
in the State with notice and an opportunity to comment on the
state educational agency's proposal to seek a waiver: and
"(iir submits the comments to the Secretary.
"(2) Any such request by a local educational agency or
a school under this section, shall be reviewed by the appropriate
State educational agency prior to submission to the Secretary.
The comments, if any, of the State educational agency shall be
included with the request.
"(3)
The Secretary shall act promptly on any such
request.
fl(4) Each such waiver shall be for a period not to
exceed three years.
The Secretary may extend such period if the
Secretary determines that the waiver has been effective in
enabling the State or
~fecte'd
educational~~~s
local
carry out the activities for which it
"eel
WAIVERS NOT AUTHORIZED.
~as
fl
requested.
The Secretary
to
may not waive}
under this section, any statutory or regulatory requirement of
the
pro9ra~s
listed in subsection (b), including
general provisions under this
ti~le,
applieabl~
title VIII of this Act, or
the General Education Provisions Act, relating to -
• (1)
,'~
(2)
maintenance of
effor~ I W¥ ....., ~M
t:
1-
comparability of services)
"(3) the equitable participation of students attending
private schools;
,I (4)
parental participation and in";'01 vement; or
11(5) the distribution of funds to States or to local
'n 2.(C),
�-11
educational agencies.
"(d) TERMINATION OF WAlYER§.
The secretary .shall
periodically review the perforQance of any State, local
educational agency, or school for which the Secretary has granted
a waiver and shall terminate the waiver if the Secretary
determines that the performance of the state, the local
educational
agenc~or
the school" in-the,area affected by the
waiver has been inadequate :to justify a continuation of the
waiver.
II
TITLE IV-EQUALIZATION ASSISTANCE
PART B - TECHNICAL AND OTHER ASSISTANCE REGARDING SCHOOL FINANCE
EQUITY
"SEC. 420.
(a) TECHtnCbL llSSISTbNCE.
appropriated pursuant to this
authorized to
.
make grants
to,
(1) From the sums
sect~onfl~he
e. It< ",,.,,
and contracts
Secretary is
r.
with, state
.
educational agencies and other public and nonprofit private
agencies, institutions, and organizations for the provision
ofzl~~
technical assistance to State and local educational 8genc1es
assist them in achieving a greater degree of equity in the
distribution of financial resources for education among local
educational agencies in the State.
fl(2) ACTIVITIES,
A grant or contract under this section
may support technical assistance
activities~
'--"
as -
�-12
Ii
(A) The establishment and operation of a center or
centers for the provision of technical' assistance to State and
local agencies:
"(B) The convening of conferences on equalization of
resources within districts, within states, and among states;
and
"(C) The purchase of services from experts and
consultants regarding equalization:
"(bl RESEARCH.
(1) From the
su~s
appropriated pursuant to
this section, the Secretary is authorized to carry out applied
research and analysis designed to further knowledge and
understanding of methods to aqhieve greater
distribution of resources
~chOOl
equi~Y
-~~7
in the
W rvJ- V"1
districts.
"(2) The Secretary may carry out research under this section
directly err through grants, contracts, or cooperative
arrangements to, or withl any public or private organization.
ft(3) In carrying out the program authorized by this section I
the secretary is authorized to -
*1
(A) Support research on the equity of existing State
school funding systems:
II
(B) Train individuals in such research:
.
'J-~
.....\J"
"(el Promote the coordination of such research; ~
"(D) Collect, analyze, and disseminate statistics
other
IO·Fv.""'*'........
aa~
..JiI~(
~V';;Ji,J
tn2 J~~_~?
~ ~
related to school finance equity in the united
states and other nations; and
-(E) report periodically on the 'progress of
,states
in
�-13
school finance equity.
"(4) A state or local educational agency shall provide such
data and information on equity as the secretary may require
to carry. out the purposes of this section •
.. (c) !:lQPELS.
From the sums appropriated pursuant to this
section, the Secretary is authorized, directly or through grants,
contracts, or cooperative agreements, to develop and disseminate
mOdels and materials useful to States in planning and
ili',plement.ing revisions of their school finance systems •
.. (d) bUTHORIZbTIQI:i. There is hereby authorized to be
appropriated for fiscal year 1995 and the succeeding four fiscal
years such sums as may be necessary to carry out the purposes of
this title.
PART C - INTEGRATION OF SERVICES
"INTEGRATION OF SERVICES
"SEC. 430 (aJ GENEAAL bUTHORITY.
A local educational agency "ay
us~ funds described in subsection (b)
for the purpose of
assisting students at all grade levels to learn effectively by
(1) identifying the most pressing needs'facing students and their
families with regard to social services, health carel nutrition,
Head
$f~
Star~nd
in~~,~~
other early childhood programs {mentoring,
intergenerational mentoEinq SHOULD THIS 13E HERE?) and
child care, and (2) entering into .partnerships with public and
private aqencies to coordinate the provision of such services to
students imd families .in a school setting or at a nearby site.
�-14
II
(b) AVAILABLE F'lJllpS.
In addition to the funds under Title
I that are available for the purposes described in subsection (a)
i~
accordance with
6ectio~
______, a ,local educational agency may
use up to (five) percent of the funds under part A of Title II
and part A of Title·IlI of this Act [WHAT ABOUT TITLE VII OF THE
ACT?] for any fiscal year for these purposes.
"(c] USE OF FYliPS.
(11
[Funds under this section may be
used for services to coordinate the needed services outlined in
subsection (a), such as the use of case managers, data
management
I
staff development, and community
outreach~]
(2) With the exception of uses under SUbsection Cd), funds
under this section may not be used to provide social services,
health care, nutrition, (early
Child~~~~';' child
care
""J.:u~"":
.
services, unless the provision of su~ervices is otherwlse
consistent with the statutes authorizing such programs.
"(d) HEALTH SCREENING.
A
~~~I~~:
local educational agency may use
funds under this section for health screening for elementary
school students served in the covered programs, as set forth
regulations promulgated by the secretary.
THIS IS A PLACEHOLDER.
II
~'I~~
/<>u.tl"''';
trfl"t\~
~ vb
in 1 ~~
~~.
WE KAY WANT TO INCLUDE MORE DETAILS.
Ce) PRIVATE SCHOOL CHILDREN. A local educational agency
using funds under this section for coordination activities shall
ensure that children who are enrolled in private schools, and who
are otherwise eligible for participation in one or more covered
programs, and their parents,are afforded equitable opportunities
to participate in the programs integrated under this
section~
�-15
SINCE INTEGRATION OF SERVICES MAY BE HANDLE!) IN 'l:ITLE I. THI§
SECTJ9N IS
DAAITEP~~
TO COHP!.EM:ENT A TITLE I PROVISION.
TITLE VIII
"GENERAL PROVISIONS
PART A
Title VIII, of the Elementary and Secondary Education
Act is Cll!IEmded by inserting "Part At! before "section
BOO~H
and by
adding the following after section B005.
"PART B -
CONSOLIDATED STATE AND LOCAL APPLICATIONS
"DEFINITIONS
"SEC. 8010 For the purposes of this part, the following terms
have the following meanings-
'I (a)
The term tlcovered programs" means the programs authorized
by parts A-F of Chapter 1 of title I of this Act, part A of title
II of this Act (except Part B), and part A of title III of this
Act (except section ____ ).
"' (bj The term "Goals 2000 Act lf means the Goals 200Q: Educate
Alne:rica Act.
"(e) The term. 1I100al improvement planll means a plan adopted by
a local educational agency pursuant to title III of the Goals
2000 Act.
U(d) The tern "State improvement plan" means a Sta.te
i~provenent
plan adopted by a State and approved by the Secretary
�-16
pursuant
to
title III of the Goals 2000 Act~
"(e) The term using-Ie State application" means an application
submitted by a state educational agency pursuant to section 8011
of this Act.
rI(f)
The tern "systemic reform activities" includes educational
activities that are designed to achieve high student performance
in challEtnging content areas, and
(1) in the caSe of a State educational agency, carry out a
State improvement plan, including activities described in section
loa (b) «) of the Goals 2000 Act,
(2) and, in the case of a local educational agency, carry
out a local improvement plan, including activities described in
section )09 of the Goals 2000
Act~
'SINGLE STATE APPLICATION
[CONSOLIDATED STATE APPLICATION]
"SEC. BOll ra) GENERAL AUTHOR!TY.
State plan or application
unde~
(1) In lieu of a separate
any of the covered programs
specified in section SOlO (a) and an application pursuant to
section 435 of the General Education Provisions Act, a state
educational agency
sh~1ub~it
a single State application
meeting the requirements of this section.
U[(2) The submission of a single State application meeting the
require~ents
of this section shall be deemed,to be compliance
with the State plan or application requirements contained in
sections
of this Act. (sections to be suppliedl].
�-17
"(b)
RJ::LI\T;roNS!lIj'~ '1'0
STATE IMPROVEMENT
lO).Al!.
any State that has submitted an approved State
In the case of
i~provement
pla
the state educational agency shall coordinate the single state
application required by this section with the State improvement
plan and shall suhmit the single State application as a component
of or amendment to such state improvement plan in accordance with
regulations of the secretary.
00 WE NEED TO COVER TIlE TIME 01' TIlE SUBMISSION?
.. (e)
ST~:rE
EDJCATIONbL AGENCY
llQl,~,
The single State
application shall designate the State educational agency as the
St~te
agency responsible for the
ad~inistration
of the covered
programs, unless the authorizing statute specifies another
agency, 1n which event the agency identified in the authorizing
statute shall be designated as responsible to the extent
required,11
"{d} COORDINATION.
The single state application sub:rnitted
under this section shall describe-
II
(1) how the use of funds under the c,overed programs
will be coordinated with and contribute to the
implementatio~
of
(A) the State improvement plan; (B) the National Education Goals;
and (C) other systemic refor.m activities in the State.
"(2) how funds under the covered programs are
cOQrdinated with and take into account activities under other
Federal education programs, including other progra~s authorized
under this Act, the lndividuals with Disabilities Education Act,
the Carl I), perkins Vocational Education Act, other applicable
" n~l.J
~ f01'1'1-M JVlI Pad
�-18
programs, the National Foundation on the Arts and the Humanities
Act, the Museum Services Act, the Head Start Act, and the _Family
suppor~
Act of
198~and,
in the case of programs under title II
of the Act, with programs available from the National science
Foundation~e
Department of Energy, i>r both, and, in the case
programs under title V of the
Act~
with programs_ with activities
under the Alcohol, Drug Abuse and Mental Health block grant under
part B of title XIX of the Public Health service Act.
tt
(3) how funds under such programs ''Will be coordinated
with State and local funds serving the same purposes.
-(e) APMINISTB.ATIYE PLAN. -A State educational agency shall
include in the single State application under this section a
description of its plans for the use of administrative funds made
available under section 321 of this Act (related to the
consolidated State administrative fund)
consolidate such
II
f
if it has elected to
funds~
[(2} A
State educational agency shall include in the
single State application under this section a description of the
steps it plans to take during the effective period of such
application to ensure the equitable participation of children
attending private schools pursuant to provisions in covered
program statutes calling for such participation.)
00 WI: NllED TIllS?
IT MAY BE BURDENSOME.
"(g) ASSURANCES.
An application submitted under this section
shall set forth assurances, satisfactory to the Secretary
n
(1) that
e·a:ch
covered program will be
�-19
administered in accordance with all applicable statutes
regulations,
progra~
j
plans, and applications;
,
U(2) that the control of funds provided under each
such program and title to property acquired with program funds
will be in a public agency, and that the public agency will
adrninistE~r
such funds and property to the extent rec;ruired by the
authorizing statutes:
11(3)
that ths,state will adopt' and use proper
rr.ethods of administering each covered program including -
II
(A)
moni,toring of agencies, institutions,
and organizations responsible for carrying out each program t and
the enforcelnent of any obligations imposed on those agencies,
,
institu~ions,
and organizations under law,
"(8) providing technical
. .
,
a~sistancet
where
necessary, to such agencies, institutions, and organizations,
M(C) encouraging the adoption of promising or
innovative educational te=hniques by such agencies; institutions,
and organizations,
U{D) the dissemination throughout the state
of information on program requirements and successful practices,
and
U{E) the correction of. deficiencies in
program. operations that are identified through monitoring or
evaluation
"(4) that the state will evaluate· the
effectiveness of covered prograEs in meeting their statutory
�objectives, at such intervals and
ir
accordance with such
as the Secretary may prescribe by regulation t and that
,
the State will cooperate in carrying out any evaluation of each
procedur~~s
program conducted by or for the Secretary or other Federal
official;
"(5) that the State
wil~,provide
such fiscal
control and fund accounting procedures as will ensure proper
disbursement
of~
and
acc~unting
state under each such
for, Federal funds paid to the
progra~:
"(6) that the State will nake reports to the
Secretary (including reports on the results of evaluations
required under paragraph { )~ as may ~e:asonabI8 be nec~ssary to
enable the Secretary to perform his duties under each covered
program, and that the State will maintain such records, provide
such information to the secretary ~nd
afford~~ess
to the
records as the secretary may find, necessary to carry out his
duties;
If[ (7)
that the state has consulted and will
continue 't.o cons'.1lt with appropriate advisory col!'tmittees, local
agencies, representatives of groups served, and other
institutions, organizations and individuals interested in the
development of this single State application and amendments there
to i
]
DO WE NEED THIS?
tI(S) that the state has published the application,
in a IDanner that ensures circulation throughout the State, at
,
.
least sixt:y days prior to the' date on which the· application was
�-21
submitted to the Secretary, with an opportunity for public
comments on such application to be accepted for at least thirty
days;
DO WE NEEO TIllS?
"(9) that the state will provide an opportunity
for interested agencies t organizations( and individuals to
suggest
improve~ents
the programs.
in the administration and implementation of
00 WE NEED THIS?
"(h) E]<OGRAM SPECIFIC DESCRIPTIONS liND ASSliRANcES. II single
state application under this section shall set forth for each of
the covered programs in which the State proposes to participate
the descriptions, information, assurances, plans, and other
material required by the State application or plan requirements
of the covered program statutes specified in section 8010 (a)
unless otherwise set forth in the application in accordance with
regulations of the Secretary.
rAt the option of the State, the
material provided pursuant to this subsection ruay be included as
an appendix to the State
~aterials;
improve~ent
plan.]
(As part of such
the State edUcational agency shall describe how the
provisions it has made under the program specific statutes
supports its overall efforts to achieve systemic reform and the
National Education Goals.]
DO WE NEED TIllS?
(ALTERNATIVE:
Insert program specific plan or application
provisions from program specific statutes, including proposed
section 1020 of Chapter 1 statute: generalize where appropriate]
"(i) PROCEDURES.
(1) The single State application required by
�-22
this section shall be filed once for fiscal year 1995 and the
[two] succeeding fiscal years, and once for fiscal year 1998 and
the two succeeding fiscal'years, and shall govern the
administration of each of the oovered programs during each of the
fiscal years for which such programs are authorized under this
Act.
"(2) A State educational agency shall amend the single
State application to take into account material changes in its
programs.
"(3) A single State appl ication under this section may
be approved by the Secretary in whole or in part.
"(4) The single State application shall describe the
procedures for 'state approval of applications under each
progra~r
including procedures to ensure that the State educational agenoy
does not disapprove any application for a subgrant without notice
and an opportunity for a hearing_
(" (j) "OMPLIllNCE, PERFORl'.ANCE RESPONSES.
A State educational
agency shall include in the single State application pursuant to
this section its plans for assessing the performance of local
educationE~l
agencies under the covered programs and for
~uring
that local educational agencies assess the performance of schools
under such. programs.
Such application shall describe the range
of responses that the State educational agency and local
educational agencies will make in the case of continued
perform~nce that does not meet the standards 'established by the
state, consistent with the State improvement plan and the
�-23
National Educational Goals.
not
li~ited
such responses may include but are
to the provision of technical assistance, the
establishment of requirements for the submission of local or
school improvement plans,
[~e
withholdin; or recovery of funds),
the establishment of escrow arrangements for program funds
pending the development and implementation of an improvement
plan~
and other steps as specified in regulations of the
Secretary.
If the Secretary determines· that a State has
substantially tailed to respond to determinations or findings of
substandard performance by a local educational agency (or has
failed tt) require its local educational agencies to so respond)
the secretary
~ay
f
deem such failure as a determination of
noncompliance with the single State application in accordance
with the provisions of part E of the General Education Provisions
Act."] (Prefer alternative: See § 8032]
SHOULD WE DELETE TillS?
(5) [NEEDED TRANSITION PROVISIONS TO BE ADDED LATER)
"CONSOLIDATED LOCAL APPLICATIONS
"SEC. 6012
A State educational that has filed a single State
application pursuant to section 8014 may require local
educationi\l agencies in the State receiving funds under more than
!
one of the covered programs specified in section 8010 (a) to
submit applications to the State educational agency under such
�-24
programs on a consolidated basis, in accordance with regulations
of the Secretary.
PART C-OISCRETIONA!lY PROGRAM REFORM
CRITERIA TO ENCOURAGE SYSTEMIC REFORM PROJECTS
["SEC. 8020 (a)
~~E~L
AUTHORITY. The Secretary is authorized
to issue regUlations establishing a priority .for applications for
the competitive grant programs authorized in this Act that-
"(1) demonstrate unusual promise of advancing the National
Education Goals;
li(2) include planning, developing, or carrying out systemic
reform activities; or
"(3) include other activities to implement a State
improvement plan or local improvement plan.]
·PARTICIPATION BY PRIVATE SCHOOL CHILDREN AND TEACHERS
"SEC. 801)
PARTICIPATION OF CHILDREN ENROLLED AND TEACHERS IN
PRIVATE SCHOOLS.
"(a) PARTICIPATION ON EOUITABLE BASIS.--(l) To the extent
consistent with the number of Children in the school district of
a local educational agency eligible to be served under a covered
program who are enrolled in private nonprofit elementary and
secondary schools, or with respect to instructional or personnel
training programs funded under a covered program, after full and
�-25
timely consqttation with appropriate private school
.YI.n [AU\
\~shall
w o1W "tL;,J.iP:;"!
provide fcfr--th;-benefit
~secUl~r(
officials~
of such children in such schools
neutral, and non1deoloqical services, materials, and
equipment, including the participation of the teachers of such
children (and other educational personnel serving such children)
.
in training programs, and the repair, minor remodeling, or
construction of public facilities as may be necessary for the
provision of services (consistent with subsection (c) of this
section).
If such services, materials, and equipment are not
feasible or necessary {such as under a schoolwide project} in one
or more such private sChools as determined by the local
educational agency after full and timely consultation with the
appropriate private school officials, the local educational
agency shall provide such other arrangements as will ensure
,
equitable participation Qf such children in the purposes and
benefits of the covered program.
fI(2} If no
progra~
or project is carried out under subsection
(a) (1) of this section in the school district
educa~ional
~f
a local
agency, the State educational agency (shall or may?]
make arrangements, such as through contracts with nonprofit
agencies or organizations, under which children in private
schools in that district are provided with
and
e~~iprnent
se~ices,
materials
to the extent that would have occurred if the local
ed'"lca'tional agency had received fUnds under a covered program.
DO WE NEED THIS PROVISION?
"(3) The requirements of this section relating to the
�participation of children¥ teachers l and other personnel serving
such children shall apply to covered programs and projects
carried out by a State or local educational agency, whether
directly or through grants to or contracts with other public or
private agencies, institutions, or
fl(b) EQUITABLE SERVICES.
or9anizations~
Educational services and arrangements
pursuant to this section for children and teachers in private
schools shall be equitable ~ co~parisa~to services and,
arrangements for similarly situated public school children and
teachers.
Expenditures for programs pursuant to subsection (a)
shall be equal (consistent with the number of children to be
served) to expenditures for programs for children. enrolled, in the
public schools of the local educational agency, taking into
~unt
~
the needs ot the individual children and other factors
relate to such expenditures, and when funds available to a
local educational
age~cy
under a covered program are used to
concentrate programs or projects on a particular group,
.
attendance area, or grade or age level, children
~nrolled
in
private schools who are included within the group, attendance
area, or 9rade or age level selected for such concentration
shall, after consultation with the appropriate private school
officials, be ensured
equi~able
participation in the purposes and
benefits of such programs or projects.
"(c) fUNDS.
(1) The control of funds provided under this
.
chapter, and title to materials, equipment, and property
repaired, remodeled, or constructed therewith, shall be in a
�-27
public agency for the USes and purposes provided in this chapter,
and a public agency shall administer such funds and
property~
"(2) The provision of services pursuant to this section shall
be provided by employees of a public agency or through contract
. by such public agency with a person, an association# agency, or
corporation who or which, in the provision of such services, is
independent of such private school and of any religious
organizations, and such employment or contract shall be under the
control and supervision of such public agency, and the funds
provided under this chapter shall not be commingled with state or
local funds.
"Cd) STATE PROHIBITION WAIVER.
If by,reason of any provision
of law a State Or local educational agency is prohibited "from
providing for the participation in programs of children enrolled
in privat:e elementary and secondary schools, as required by this
section, the Secretary shall waive such requirements and shall
arrange for the provision of services to such children through
arrangements which shall be subject to the requirements of this
section.
"(e) WAIVER AliP PROVISION Qf SERVICES.
(1) If the Secretary
determines that a State or a local educational agency has
substantially failed or is unwilling to provide for the
participation on an
eq~itable
basis of children enrolled in
private elementary and secondary schools as required by this
section, the secretary may waive such require~ents and shall
arrange for the provision of services to such children through
�-28
arrangements which shall be subject to the
requirem~nts
of this
section.
ft(2} Pending final resolution of any investigation or complaint
that could result in a determination under this subsection or
subsection
(~),
the Secretary may withhold from the allocation of
the affected state or local educational agency the amount
,
estimated by the Secretary to be necessary to pay the cost of
those services.
tIC(f)
DETERMINAtION.
Any determination by the secretary under
this section shall continue in effect until the Secretary
determines that there will no' longer be'any failure or inability
on the p,lrt of the state or local educational agency to meet the
requirements of subsections {al and (b).
"(g) PAYMENT FROM STAll: I\LLOTtlgnx.
When the Secretary arranges
for servjces pursuant to this section', the Secretary shall, after
consultation with the appropriate public and private school
officials, pay the cost of such services, including the
administrative costs of arranging for those services, from the
appropriate allotment of the State under this chapter.
"(h) REVIEW.
(1) The Secretary shall not take any final action
under this' section until the State educational agency and the
local educational agency affected by such action have had an
opportunity, for at least 45 days after receiving written notice
thereof,. to submit written objections and to.appear before the
Secretary or the Secretaryts designee to show cause why that
action should not be taken.
�-29
"(2) If a state or local educational agency is dissatisfied
with the Secretary IS final action after a proceeding under
paragraph (1) of this subsection, it may, within 60 days after
notice of such action, file"with the United States court of
appeals for the circuit in which such State is located a petition
for review of that action. A copy of the petition shall be
forthwith transmitted by the clerk of the·court to the secretary.
The Secretary thereupon shall file in the court the record of the
proceedings on which the secretary based this action, as provided
in section 2112 of title 28/ United sta,tas Code.
~(3j
The findings of fact by the Secretary, if supported by
substantial evidence, shall be conclusive; but the court, for
good cause shown, may remand the case to the Secretary to take
further evidence and the Secretary may thereupon make new or
modified findings Of fact and may modify the secretary's previous
action. and shall file in the court the record of the fUrther
proceedings. such new or modified findings of fact shall likewise
be
c~nclusive
if supported by substantial evidence.
"(4) Upon the filing of such petition l the court shall have
jurisdiction to affirm the action of the Secretary or to set it
aside, in whole or in part. The .judgment of the court shall be
subject to
~eview
by the Supreme Court of the United States upon
certiorari or certification as provided in section 1254 of title
28, United States Code.
"(i) PRIOR PETERMINATION.
Any bypass determination by the
Secretary under a covered program in effect prior to the
�-30
effective date of this Act, shall remain in effect to the extent
the Secretary determines that it is consistent with the purposes
of this section.
tt(j}
REGULATION§.
The Secretary is authorized to regulate on
matters covered in this section.
THIS SECTION MUST BE CHECKED CAREFULLY WITH REGARD TO WHETHER IT
FITS WITH ALL OF THE NEW TITLE I PROVISIONS (STILL TO BE DRAFTED)
"PART D-BURDEN REDUCTION AND RESULTSiZORIENTED ADMINISTRATION
REDUCING AUDIT Bu1RQEN
'~SEC.
S030
Notwithstanding any other provision Of law, a
local educational agency that receives funds under this Act and
has an enrollment of
~an
1,000 students for the most recent
academic year ending prior to' the date of enactment of this act
shall not be sUbject to audit review under the Single Audit Act
rwith respect to such funds] more frequently than once every
third
calenda~
year.
Such State or local educational agency
having an enrollment of
l~than
2500 students for such academic
year shall not be subject to such audit review more frequently
than evel'y other' year.
interpreted to alter the
Nothing in this section shall be
~bligation
of such agency to account for
funds under this or any other Act for each fiscal year.
�-31
'STATE RECOGNITION OF EXEMPLARY PERFORMANCE
·SEC. S031
(a) ~t~EBhL
AUIHQRIIX.
(l) with the approval Qf
the !iecret,ary, and after consultation with local educationa.l
agencies in the state, a state educational agency may establish
and carry out a program of making State recognition awards under
one ,or more of the covered programs specified in section SOlO
(.)
.
ft(2) Such recognition awards shall be made by the State
educational agency to local education,al agencies and schools in
the State participating in such programs that the State
educational agency determines to have carried out grant-related
activities in an exemplary fashion and to have demonstrated
outstanding performance measured in accordance with this section.
Such recognition awards may take the form of monetary or non
monetary awards, as detendned by the State educational agency.
n
(b) MONETARY
~WARI?~,.
A State deSiring to make monetary awards
un.de.r this section rJay. with the approval of the secretary
reserve a portion of tl'le atlount of its grant, not to exceed
(oner)
percent~
for any fiscal year under the program to which
the recognition awards relate, for a fiscal year to be used for
making recognition awards to qualifying schools and local
educational agency.
"(c)
NQN-MONETARY AWARpS.
A State educational
age~cy
may
make a recognition award under this section including in the form
of a
wai~er
of statutory or regulatory requirements under the Act.
_~~~~;~~-vv~~~~~~
be W~ ,J.e." 1wt ()Jr(2, \\?<~ ~ to fl'WM. i6
~ ~I,e.t.- I\. erlrwhJ ~r~ ru(~, r*"h~~~
�)
-32
for a sChool or local educational agency that has been determined
to be eligible for such award in accordance with subsection (a).
Such waiver shall be Dade 'in accordance with regulations
promulgated by the Secretary consistent with section 333 of the
"(d) CONDITIONS.
A State educational agency may make
recognition awards under this section if -
"[(1) it has filed and had approved an application
describing
"i~s
program under this section consistent with the Act
and its State improvement plan):
PO WE NEED TIllS?
U(2)
it has established performance goals or Objectives
for such schools and local educational agencies consistent with
the state improvement plan, its voluntary standards, and the
program in question;
"(J) in assessing performance I it will employ
assessment methods established under the Goals 2000 Act
~[(4)
in determining a'."tardees t it takes into account
~~ ~
improvenents in performance rather than comparisons with other
J~
/IJ\J.;I
IVI/-O
Q~7
schools and school districts, andAsuccessful cooperativ
1:1:efforts I'· AAll
"""",,,,,,-
."ong teachers, administrators, and other school personnel
~~
i~'(~J
achieving educational reform.);
"(5) it employs peer
.
revie~
U
procedures in identifying
schools and local educational agencies eliqible for awards, _the
identity of the awardees, and the amount of the awards, in
{
:c~rdance
with regulations of the Secretary.
~ (-U rWt~ if> 1~/'l
;t4
I~I-y?
1"r
�"(e) USE OF
1;WARPS~
A school or local educational agency shall
use monetary awards under this section for systemic reform·
activities
I
which may include technical assistance to other
schools and local educational agencies that have not received
awards.
PERFORMANCE REVIEW AND RESPONSES
"SEC. 6032 (a)
(1) GOALS.
Each State educational agency
receiving funds under a covered program tor a fiscal year shall,
in consultation with local educational agencies in the State
participating in such program,
establ~~h objective~
measurable,
outcome-based goals for subgrants made by it to local educational
agencfes under such program.
1I(2} Such goals shall
b~
directly related to the
purposes of the program and shall be consistent with (1;)
standards established by the State under title III of the Goals
2000 Act: and (B) the National Educatl.oJlal Goals.
It
(b)
li~_SESSMi~:r.
A State educational agency shalll.\cnce
;J
every third fiscal year, evaluate and report on the progress of
each local educational agency reoeiving s\lbgrants under the
progra~
in attaining such goals.
Suoh evaluations shall be
carried out in a manner that is consistent with the assessment
methods established [certified] under. the Goals 2000 Act.
The
State educational agency shall determine for each subgrant
whether satisfactory progress toward attaining the goals bas been
�-34
made.
nee} SCHOOLS_
A State educational agency shall ensure that
local educational agencies in the State establish goals,
consistent with the goals established by the state educational
agency under sUbsection (a)t for each Gchool
p~rticipating
in a
covered program and assess the progress of such schools in
meeting such goals in a manner that is consistent with the
methods established pursuant to SUbsection
"(d) RESPONSES.
(b)~
(l) In any case where the State educational
agency determines that a local educational agency is not making
satisfactory progress toward meetin9 the goals established
pursuant to subsection (a) over a period of time [not to exceed
t:-hree fiscal years,] the State educational agency shall take such
remedial steps as it deems lS:ppropriate.
such steps may include
but are not limited to:
II(A}
the provision of technical assistance;
NCB) the development and iruplementation of a program
improvement plan;
nrC)
holding funds in escrow pending the
establish~ent
of appropriate remediation steps by the local educational agency
concerned:
nCD)
the use of third-party contractors to provide
'I (E)
the withholding [or recovery] of funds; and
services;
N(F) other steps designed -to" improve the performance of
the locnl educational agency in addressing its goals and
�-35
enhancing the programs offered to its students.
"(2) A State educational agency shall ensure that local
educational agencies
Wh~ave
determined that individual
sChools participating in such programs have not made satisfactory
progress toward meeting their goals take appropriate steps that
are consistent with this section*
"(e) REPORTS.
A state educational agency shall annually
report to the secretary regarding the steps it has taken in the
administration of this section.
"(f) PBfCVI$ION
B~gARQING
llTLE I.
A State educational
agency that satisfies the requirements of section _____ of this
Act and a local educational agency that satisfies
th~
requireltlents of section __---- of this Act shall be deemed to
satisfy the requirements of this section [with respect to Title I
of this Act].
·USE OF RECOVERED FUNDS
flSEC. 8033
Notwithstanding section 459 of the General
Education Provisions Act, no, less than fifty percent of the
amount of a refund paid to the Secretary pursuant to such 452 of
such Act with respect to a covered program shall be retained by
the secretary for obligation and expenditure, without regard to
fiscal year, for the purposes of, and in accordance with, [part F
of title IV] of this Act [substitute provision in revised ESEA
authorizing FIE program].
"
Up to fifty percent of the refund paid
�may be granted by the Secretary to the agency that returned the
funds if it meets requirements set forth in requlations
pro!:lulgated by the Secretary [consfstent with section 459J."
SE'l,/\ASIDE FOR PEER REVIEW
"SEC. 8034 (0) G&NJ::WI, 1!YTljQBJ:XX.
In order to provide for the
~icient and effective use of funds under this Act, the
Secretary may reserve up to [.1 or .2 percent?] of the amount
appropriated for any fiscal year for financial assistance under
the programs authorized under this Act, to be used by the
secretary for the purposes set forth in subsection
"Cb) PSES_
(b)~
Funds reserved under this section may be used by
the Secretary for the purposes of peer review activities such
as
(1)
evaluation of cor,petitive applications for grants under
discretionary grant program authorized under this Acti
(2) review of single State applications submitted under
section 8011 of this Act;
(3)
evaluation of performance under such grants or plans;
and
(4) training of peer reviewers.
SE:T~IDE
·SEC. SOl5 (a)
~ENERb~
FOR APPLIED RESEARCH
AgTijQRITX.
In order to provide for the
most efficient and effective use of funds under this Act t the
secretary may reserve up to
C.1 percent?] of the amount
�-37
appropriated for any fiscal year for financial assistance under
the programs authorized under this Act to be used by the
Secretary for the purposes set forth in subsection
O(b)
J,[gji.
the secretary
(b)~
Funds reserved under this secti9n may be used by
---;:::::::::- Wv,:j-:' f1..4'
for~~ resea~d development,
-
.
~h-i:n~(N"'tJ'"
experimental and demonstration projects, data collection,
dissemination. 'and other related activities to further the
purposes of this Act, such as -
(~)
evaluations
Oft
and research
covered programs or program
o~
the effectiveness of
requirernents~
'2} arrangements for international studies or conferences on
:;d±t#
--.:;::;:::;;.
the effectiveness of these programs and programs serving
[
similar populations;
(3) activities to improve the competitive process by which
competitive grants are awarded;
(4) research on
i~proving
-~
the quality of
~ 'h-J<l ~ w-( -- '
ele~entary
and
seccmdary education projects: and ,
(5}
disse~ination
....."
of the results of the applied research:
�-38
Provisions Deleted from this version
• INTERPRETATION OF NO SUPPIJ\NT REQUlREKENT
["SEC. 331
No provision in this Act requiring a state or local,
educational to supplement and not supplant State, local or other
non-Federal funds shall be interpreted to prohibit the use'of
funds under this Act to carry out systemic reform activities
newly required under state or local law as described in section
320(f} or in regulations pursuant to this
section~nJ
TIllS PROVISION HAS BEEN DELETED BECAUSE IT DOES NOT ACCOMPLISH
THE DESIRED RESULTS.
ANY SUGGESTIONS TO NARROW ITS SCOPE TO
ACCOMPLISH ITS PURPOSES WILL BE APPRECIATED.
�,.
lJNITEl) STATES DEPARTMENT 01" EDUCATION
OFFICE or GENi:R.AL COUNSEL
Jtl.
1 \gg3
MEMORANDUM
TO:
Legislative services Officers
Attn: Mr. Borches, OIG
Mr. Ginsburg, OPP.
Mr. Hazzard, OMBjCFO
Ms. Henderson, ODS
co
c;
r.>
""
'e
.....,
r.
""
;;;
Ms. Lim, OCR
Mr.
Ms.
Mr.
Mr.
Mr.
Johns, OVAl!:
LeTendre, OESE
March OSERS
Link, ES
Logel, OB~MLA
""
n
j
:Z
~
::0
m
.- (")
•
co il1
~
c
o-
1)
<
is>
CI
m
<1l
'" '"
Mr. Hays. OERl
Mr. Berger, aMRA
Mr. Tinsman, OIIA
Ms. Rairdin, OleA
Ms. Kirxgasler, OPE
Office of the General Counsel
Attn: Mr. Rosenfelt
Mr ~ Schatken
Mr. Jenkins
Ms. craig
Mr. Haubert
Mr. Sky
FRO!>!::
.Jack Kristy
Assistant Genera
.
1t
~\WJ'
Co nsel tor Legislation
SUBJECT: Amendments to the General Education
Provi~ions
Act
(GEPA)
Attached for your review and comment is draft bill language (and
section-by-section analysis) to amend GEPA in a vari~ty of'
respects to update its terminologyf rationalize its re~ationship
with the Department of Education Organization Act, and, in
certain respects (e.g. section 43l pertaining to regulations),
improve Departmental operations and provide greater
administrative flexibility. These amendments are likely to be
submitted to Congress as part of the Department's proposal to
reauthorize the Elementary and secondary Education Act.
Please revie~ the attached draft (Honest, it's interesting!) and
fOnlnrd you!'" comments to m.e (Room 4093 FOB-6; 401-2670;
Oll.t miui:»:: .. to Ir..w. 4IqU&l ~ to ed_tlQn IUld to pro~ f!ducationa: e:t.t1l._ ~t the N~n.
;:lJ~tJ'ltJl'~
�I
FAX 401-3169) by COB
cooperation.
Attachments
ec: Ms. Winston
Mr. Winnick
Mr. Smith
Mr. Peterson
Ms. Dozier
Mr" Payzant
Mr. Corwin
Th~rsday.
July 15.
Thanks for your prompt
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Clinton Administration History Project
Creator
An entity primarily responsible for making the resource
Cinton Administration History Project
Council of Economic Advisers
Department of Commerce
Central Intelligence Agency
Department of the Interior
Department of Defense
Corporation for National Service
Council on Environmental Quality
Department of Justice
Domestic Policy Council
Department of Education
Department of Energy
Environmental Protection Agency
Federal Emergency Management Agency
General Services Administration
Small Business Administration
Social Security Administration
United States Agency for International Development
National Economic Council
Office of Management & Budget
Office of National Drug Control Policy
Office of Personnel Management
Office of Science & Technology Policy
Office of the Vice President
United States Trade Representative
Date
A point or period of time associated with an event in the lifecycle of the resource
1993-2001
Description
An account of the resource
<p>The Clinton Administration History Project describes in detail the accomplishments of President Clinton's Administration for the period 1993-2001. The records consist of the histories of 32 agencies or departments within the Executive Branch. In general, each organization associated with the Project submitted a narrative history along with supporting documents. These narrative accounts are primarily overviews of the various missions, special projects, and accomplishments of the agencies. The supplementary records include substantive memos, press releases, briefing papers, and publications illustrated with photos and charts.</p>
<p>Agencies:<br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Council+of+Economic+Advisers&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Council of Economic Advisers</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Central+Intelligence+Agency&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Central Intelligence Agency</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Commerce&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Commerce</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+the+Interior&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of the Interior</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Defense&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Defense</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Corporation+for+National+Service&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Corporation for National Service</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Council+on+Environmental+Quality&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Council on Environmental Quality</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Justice&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Justice</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Domestic+Policy+Council&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Domestic Policy Council</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Education&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Education</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Energy&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Energy</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Environmental+Protection+Agency&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Environmental Protection Agency</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Federal+Emergency+Management+Agency&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Federal Emergency Management Agency</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+General+Services+Administration&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the General Services Administration</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Health+and+Human+Services&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Health and Human Services</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Housing+and+Urban+Development&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Housing and Urban Development</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Labor&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Labor</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+National+Economic+Council&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the National Economic Council</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Office+of+Management+and+Budget&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Office of Management and Budget</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Office+of+National+Drug+Control+Policy&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Office of National Drug Control Policy</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Office+of+Personnel+Management&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Office of Personnel Management</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Office+of+Science+and+Technology+Policy&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Office of Science and Technology Policy</a><br /><a 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href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Social+Security+Administration&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Social Security Administration</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+State&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of State</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Transportation&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Transportation</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+the+Treasury&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of the Treasury</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+United+States+Agency+for+International+Development&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the United States Agency for International Development</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+United+States+Department+of+Agriculture&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the United States Department of Agriculture</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+United+States+Trade+Representative&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the United States Trade Representative</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Veterans+Affairs&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Veterans Affairs</a></p>
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<a href="http://clinton.presidentiallibraries.us/items/show/36051">Collection Finding Aid</a>
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Clinton Presidential Records: White House Staff and Office Files
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Clinton Presidential Library & Museum
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Adobe Acrobat Document
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1474 folders in 111 boxes
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[Education - Volume 1] [8]
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History of the Department of Education
Clinton Administration History Project
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1993-2001
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Box 18
<a href="http://clintonlibrary.gov/assets/Documents/Finding-Aids/Systematic/Administration-History-finding-aid.pdf">Collection Finding Aid</a>
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Clinton Presidential Records: White House Staff and Office Files
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1227203-education-volume-1-8
1227203
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https://clinton.presidentiallibraries.us/files/original/600e9dc21d420164fc7317ee2d157516.pdf
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PDF Text
Text
UNITED STATES DEPARTMENT OF EDUCATION
OFFICE OF THE GENERAL COUNsEL
July 28, 1.993
NOTE TO: Tom Payzant, OESE'
Tom Corwin, M&B/CFO
Jack Kristy; OGe
SUBJECT: Mark-up of charter schools draft
Please review the attached mark-up of the July 21 draft language
for charter schools and let me know (by COB Thursday, if·
possible) if you thi~k it accurately reflects the Under
Secretarr'g decisions at today's li\eeting~
Thanks.
Paul Riddle.
Attachment
�/.Y1".i?4t -It; {M~ '% 1i1iIW11 urttL
. UuJp( krtfM1j,. '7!vo/'tr .'
JUL 2 I 1993
Charter SchoolS - ESEA t Title II# Part E
lIPART E--CHARTER SCHOOLS
"FINDINGS AND PURPOSE
"SEC. 2501 •.: (a) fINDINGS,
4
....
,The_Congress finds_that-~·
-'-
--_ ... --- ..,.
"(l) enhancement of parent and student choices among
5
public schools can assist in promoting comprehensive educational
6
reform and give
7
~ore
(Challenging academic
.'
qua~~hOices,
8
E=n
students the opportunity to learn to
standar~ if
sufficiently diverse and
and genuine opportunities to take advantage of
eAQ'''''j. ~.ilable l:!1 ;p~tud~fat-- ~
"(2),-\
hi9~-
4?lt<e.
States~OI:\rnUnitie~h0'11<l£ <;aere!tl
:.flt;tvt.
'7 -!Iut. t
experiment with methods of offering teachers and other educators;
12
parents, and other members of the public the opportunity to
design ar.d
14
i~plement
U
15
new public schools;
(3) the new
schools developed through this process
should be free to test a variety of educational approaches and
&
should, therefore, be
~xelnpted fromeertai~restrictivevrUles
l7
and regulations if their leadership commits to attaining
@
6)
a~itious
20.
f
cltd!/.~!...1;
standardS0-M ~t4ti!
@)
.educational results for_ students c=.nsistentwit
tate content and
*'(4)
specif~i5c~________
E;,,<!e~ performance
charter schools, as they have been implemented" in
21
a few states l can e"m.body the necessary mixture of enhanced
~
choice, exemption
23
and a focus on learning gains; and
24
fI
from~neees6arifrestrictive~qUlations,
(5) the Federal Government should testE evaluate, and
disseminate information on a variety of charter school models in
�1·,
order to
hel~ dernonstrat~
the benefits of this promisin9
educational reform.
tt
4
(b)
PURPOSi:~
It is the purpose of this part to increase
national understanding of the· charter schools model by-
5
6
i
initial implementation of charter schools; and
"(2) evaluating those schools.
8
9
"PROGRAM AUTHORIZED
"SEC. 2502.
Ca} GENERAL. ,The Secretary may make grants to
10
eligible applicants for the design and initial operation
11
charter schools.
12
13
"(b) PROJECT PERIODS.
~f
Each such grant shall be for a period
of not more than three years, of which the grantee may use-
tl
(1) no more than 18 months for planning and program
design; and
l6
17
18
19
20
21
*'(2)
no I:'Iore than two years for the initial
implementation of the charter school.
Uee) LIMITATION.
The Secretary shall not make more: than one
grant to support a particular charter school.
"APPLICATIONS
"SEC. 2503. (a) APPLICATIONS REQUIRED.
Any eligible
22
applicant that desires to receive a 9rant under this part shall
23
submit an application to the Secretary at.such time and in such
24
manner as the Secretary may require.
2
�U
(b) SCOPE OF .aPPLICATION.
Each such application may
request assistance for a single charter school or for a cluster
3
of schools I whjch may include a high school and its feeder
4
elementary and middle schools, within a comnunity.
"(c) APPLICATION CONTENTS.
5
6
include, for each charter school for which assistance is sought-
"(1) a description of _the educational program to be
7
a
irnplemen1:ed by the proposed charter schooi,-, including-
9
10
Each such application shall
"(A) the grade levels or ages of children to be
served; and
.,
"(B} the curriculum and instructional practices to
11
12
13
be
used;
II
(2) a description of how the school will be managed;
"(3) a description of-
"(Al the specific and ambitious educational
16
17
G
19
20
21
22
results that the school will seek to attain:
tI(E) how
o the state's
content and ~ performance standard , it any, approved under
title III of th.e Goals 2'000: Educate Alnerica
AC~d
U(C) the methods by which the school will
determine its progress toward achieving those
results~
tI(4) a description of the administrative relationship
23
between the charter school and the local educational agency or
24
state educational agency that will authorize or approve the
25
school's charter and act as the grantee under this part;
/;wI. ~
r
1/fA(M{e td 4ttL JCl'url
v~. 3!1tud uuIu #u.dr It&
�"(5) a description of how parents and other members of
1
. ,the community will be involved in the design and implementation
of the charter school:
U(6)
r
J/. h!:!cnfh~
o:f ~
(&1"1 a~!lur~ha§> the state or local
agency, as the case may be, will rassumo
t1{)'lit~
~
f~ll
educational
fi:nancieJ.. Jjfl)
r
Vlltt/"tGV
.6spen~ibillLy !~Operation of the school once the Federal grant
7
has expired I if such agency determines that the school is
8
successtll1(: E!~ t:his-misleadiu9; 1 ecauSf':""-;'?ederal funda are frlir
9
planning' al.d stat Leap, nOt tor basic OpeLaLiors'i'
o
p~rpe3e of
Hhat I s Lhe
'th±s leqd±re'lfteAt.ij;
UP) a request and justification for waivers of any
12
Federal statutory or regulatory provisions that the applicant
13
believes are necessary for the operation of the charter school
eomp're
to ;2508 (1) (;[.)
(Hg,
and a description of any State or
local .rules, generally applicable to public schools r that will be
16
waived for, or otherwise not apply tO I the school;
"(8) a description of h<:rw the grant funds would be
17
18
used;
"(9) a description of the extent to which the school
19
20
will receive funds under, or otherwise participate in, other
2l
Federal programs administered by the Secretary;
U(lO} a description of how all eligible students in the
23
cor::ununity will be-
24
fleA}
25
"(S) given an equal opportunity to attend the
26
informed about the school; and
school;
4
�~r'~-J::.Q_!-,!nguage in definition of "cha}:.ter-seho~ting
to civil rig~nd~~~ry reguiremen~S:-§250S(F) and (G).
Do
-
we want them to de.Scribe---::=t'1i'l!"~.ott.a..a~_.;;t.;;h.;:a~t:...:t:h:.:e~y~m~U=S=t~haVe under
52508 (G)? l
an assurance that the school will comply' h the
• (11)
5
rig~
6
civil
7
regulations
B
§2508 (1) (F) and
9
application : / -
to
listed in section
w
19
#
25Q~B~~,
, and
ete here and rely on .
regulations and standard grant
which require
urance of all applicants
0
If~) an assurance that the applicant will annually
12
provide the Secretary such infornatJon as the Secretary may
.
to determine if the charter school is making satisfactory
1...>, ptMUl-, 1M ;t;th~
progress toward t!a obj eettl i and
re~~ire
g
MJtdf:J fflM-k-l
~
I~~) SU~h .other information and assurances as the jP~("
Secretary
~ay
requ~re.
~J
"(d) STATE EDUCATIONAL AGENCY APPROVAL
R~UJRER,--(l)
A
18
local educational agency that desires to receive a grant under
19
~his
20
its application before submitting it to the Secretary.
21
part shall obtain the state educational.agency*s approval of
11(2)
A state educational agency that approves an
22
application of a local educational agency shall provide the local
23
educational agencYI and such local agency shall include in its
24
application to the Secretary, a statement that the state has
25
granted, .or will grant 1 the waivers and exemptions from State
26
requirements described in such local agency's application.
"SELECTION OF GRANTEES; WAIVERS
5
I
�.1
"SEC~
2504.
CRITERIA.
The Secretary shall select projects
to be funded on the basis of the quality of the applications,
~
taking into consideration such factors as--
4
5
u
instructional practices;
--
6
7
• (2) the degree of flexibility afforded by the state
and, if applicabl"e, the local "educational agency to the school:
8
9
"(3), the
de~ree
of innovation involved in the plan for
the school;
10
11
(1) the quality of the proposed 'curriculum and
"(4) the extent of community involvetnent in designing
the school, and community s~pport for the application:
12
"(S) the alt'.bitiousness of the objectives for the
13
school: and
14
11
(6) the quality of the plan for assessing achievement
of those objectives;
16
17
18
19
II
(7) the 1 ikelihood that the school will J:leet those
objectives and i;nprove 'educational results for students.
II
(b) PEER REVIEW.
The Secretary shall use a peer review
"(el DIVERSITY OF PROJECTS.
projects in a manner that
22
23
section~
process to review applications for grants under this
II
The
secret~·rz may
approve
ensures~- ~/
(1) are distributed throughout different
tp -/Iu!.
areas~e'
Nation, including in urban and rural areas; and
11(2) represent a variety of educational approaches.
25
26
II
Cd} WAIVERS.
The Secretary :may waive any statutory or
regulatory requirement that the Secretary is responsible for
6
r
Dt:f!if..
I
�1
enforcing l except for any such requirement relating to the
J
elements of a charter school described in section, 250,(1), if-
.
"(l) the waiver is requested in an approved application,
4
or by a grantee under this part; and
.
7
"(2) the Secretary determines that granting such a
5
6
.
waiver would promote the purpose of this part.
propo
nUSES OF FUNDS
10
"SEC. 2505.
12
recipient of a grant under this part may use
the grant funds only for-
13
14
.A,
11
(1) pos.t-award planning and design of the educational
program, whiCh may include-
II
(A) refinement of the desired educational results
and of the methods for measuring progress toward achieving those
17
&
19
II
(Bj ~Of .teachers and other staff who will
work in the charter school; and
"(2} initial implementation of the charter school,
20
21
. _r~fMn~ tfNe&~
results; and
which may· include-
,. (A) informing the community about the school;
23
"(E) acquiring necessary equipment;
24
IICC) acquiring or developing curriculum materials:
25
and
26
27
11
from
Sta~e
(DJ other operational costs that cannot be met
or local sources.
7
�[A~read
e
ecificatio I we don't wan
pay for p
award
cos . Is· hat r ht? Wo dn' sych cos
be
sign!f ant .
porti \l of the· tota" os of laun ning
charter'scho
and
' .
,
successfUlly competinq ~a grant fr
us? If we
n~d to,
e
could yrl~e this to al ow~antees to'~urse themsel~for
.
those/costh]
.
"CONTINUATION AWARDS
"SEC.
8
e first year 0
9
1Q
.~ Secret~r:1
14
15
16
any project under
determines
~ the
..~
thisP~~ the
grantee i . .$ -"making acceptable
,,/
roqress toward ~eeting the O~~9t'rVes of the project.
II
12
13
The secretary shall not provide fu# 9
,
/
[Under EDGAR, 34 CFR 75.253'(") (2), ~ grantee must have eith
(1) urnad(l;. sUbstantial prbgress toward 'm~ing the 'objectives
. "ts appr(,veo appligat'ion"; or {ii) obtaineti-"the Secretary's
pproval of ch~nqes in the project that: (A)'dQ not increas
ost of thcrgrant; and (B) enable the grantee to~eet those
objecti~es~in succeeding budget periods~ Do we diSlr~hat
here?
it too sQft?j
~
r
n
the
est
"NATIONAL ACTIVITIES
"SEC. 2501.
21
The Secretary may reserve up to ten percent ,of
the fUnds nppropriated for this part for any fiscal year for-
pe~r
22
tlCl)
23
1f(2} a national evaluation of the progra::n authorized by
24
this part: and
25
H(3)
review of applications under section 2504(b);
other activities designed to enhance the success
26
of such program, such as bringing grantees together to share
27
ideas and informatioD.
28
@
30
1
"SEC. 250y.
"DEFINITIONS
As used in this part, the following terms have
the following meanings:
B
�tI(~)
1
P.;
3
The term 'charter school'" means a school that-
~}
is created by a developer as a public school,
or is adapted by"a developer from ~n existing public school;
~
~~)
operates in pursuit of a specific set of
5
educational objectives, including intended student learning.
6
gains, determined by the school's developer and agreed to by the
7
state or local educational agency applying for a grant on behalf
8:
of the: school;
(J
10
Q
)
~}
.
provides a program of elen:.entary or secondary
education, or both;
{. ~)
is nonsectarian in its programs, admissions
12
policies, employment practices, and all other operations, and is
13
not affiliated with a sectarian school or religious institution;
(A~",e ]:.13y
. nt
1·
what?~ §8GO~~
EA',~.<
-/1tL ~
F- ;,JJ) does not charge tuiticn;
c ;sn
complies with title VI of the Civil Rights
18
Act of 1~64 f title IX, of the Education Araendments of 1972 f
19
section ;;04 of the Rehabilitation Act
20
A4;Je Di:!lcr±mit.18t.:ton Act"'5/ and.f;:e substantivCil
21
22
o~
1.973 1
~
tUtQ-f~~~~
~cEfUireIllent5 all~ sareguafds or]part B Of/J'the Individuals
with Disabilities Education Act;
~~) admits students on the basis of ,a lottery,
24
more students apply for admission than can be accorn.rnodate.d;
j:~)
26
if
State au<li t
agrees to comply with the same Federal and
requirements as do other schools' in the' state, unless
9
-it
�"/ JJtJt[e,!
1
such
o/dce udl( ~11 e£1e
- " 5'1""~·
requir~ments
program;
aJ
·vr
.
are specifically waived for the purpose of this
~}
meets all
~pplicable
Federal, State, and
local health and safety requirementse aAiU.~ ~~Y7.~
' -_ _-...l.!'A-::::)~~) in accordance
()'~
"" M(f.t(.;
:JUl1.i 1ktl~;'t.";:.Pted
from various state or local rules ~*Rij
&ftC
operation and
management of public schools, ~ny rules relating to the
other requirements of this
9
par~graPh1; \....:, kt 'ltf,f: ~
"(2) The term 'developer' means an individual or group
10
of individuals (including a public or private nonprofit
11
organization), which may include teachers,
12
other school staff t parents t or other members of the local
13
community in which a charter school project will be carried out.
14
If{:)
ad~inistrators
and
The term 'eligible applicant' means a St.ate
educational agency or local educational agency, in partnership
16
with a developer.
13
17
~
ttSI:C* 250f.
"AUTHORIZATION OF APPROPRIATIONS
For the purpose of carrying out this part,
19
there arQ authorized to be appropriated such sums as may be
20
necessarj for each of the fiscal years 1995 through 1999 •
*
*
•
10
*
•
�·.
,
7/1/93
Note to
~1ike
SIr.] t~h
Attached for your review is the first draft of legislative
specifications for Arts in Education and Foreign Languages
Education.
.rj9+f. .
Tom Corwin
Attachment
co:
Mary Jean LeTendre
Alicia Cora
Jack Kristy
�DRAFT
£/30/93
SPECIFICATIONS FOR ARTS IN EDUCATION
AND FOREIGN LANGUAGES EDGCATION
(Subparts 3 and 4 of proposed ESEA Title II-C)
-
Arts in EducatiQO
o
pprpose ~- Authorize the Secretary to carry out a
progra.m of grants, contracts, or cooperativ~ agreements
for activities at the elementary and, secondary level
to:
(1) strengthen arts education as an integral part
of the ele~entary and secondary school curriculumi (2)
help the Nation' reach the goal of all stude:::ts
achieving demonstrated competence in the arts; and (3}
help ensure that all students have the opportu.nity to
learn to chal~enging standards in the arts.
o
Eliaible recipients include LEAs, SEAs, HIEs, and other
public and private agencies, organizations; and
institutions.
'
0_
Allowable activities -- The activities carried out
under this subpart may include: (1) research on arts
education: (2) development of, and dissemination of'
information about I !"nodel arts' education programs; (3)
development of model arts assessments based on high
standards; {4} support for State efforts to develop and
implereent curriculum frameworks for arts educationr (5)
development of model preservice and inservice educator
professional development programs in-arts educat~c~7
(6) collaborative activities with other Federal
agencies (such as the National Endowment for the Arts,
the
Insti~ute for Museum Services, and the Kannedy
Center); and (7) such other activities as the Secretary
deems appropriate.
o
Foreign
o
Authoriz.ation -- 115uch sums!! for FYs 1995-1999.
t~nquages
Education
Purpose --
Autho~ize
tha Secretary to carry out a
program of grants, contracts, Or cooperative agreements
for activities at the elementary and secondary level to
help the National reach the goal of all students
achieving demonstrated competence in foreign languages
and to help ensure that all students have the
opportunity to learn to challenging standards in
foreign languages.
�•
2
o
Eligible recipients include LEAs, SEAS, IHEs, and other
public and private agencies, organizations( and
institutions.
o
Allowable activitigs -- The activities carriec-vut
under this s~bpart may include:
(1) research on
foreign languages education; (2) development of, and
dissemination of information about, model foroign
languages education programs; (3) develop~ent of w.odel
foreign languages assessments based on high standards;
C~) s\~pport for State efforts to develop and implement
curriculum frameworks for foreign languages educatior.;
(5) development of model preservice and inservice
educator professional development programs in foreign
languages education; (6) collaborative activities with
other Federal agencies; and (7) such other activities
as the Secretary deems appropriate.
o
h.uthorization -- "Such sumsfl for FYs 1995-J..999.
�.,
UNITED STATES DEPARTMENT OF EDUCATION
OFrICE OF OEl'lERAL COUNSEL
JUL I A 19""';3
MEMORl;XD1rM
Legislative services Officers
Attn: Mr. Ginsburg, OPF
Mr. Hazzard, OMB/CPO
Mr~ Link, ES
Ms. Rairdin, OLeA
Mr. Wooten, OESE
Mr. Borche$~ OlG
TO:
Mr. Hays 1 OERI
Ms. Henderson, ODS
Ms. Lim. OCR
Mr. March, OSERS
Ms~ Kirkgasler, OPE
Office of the General Counsel
Attn: Ms. Craig
Mr. Rosen~lt
. I
Mr. Jenk, s
FROM:
SUBJECT:
,J.i;\
..
I[;vA "'T'-J
'{
"Jack Kristy
Assistant Gener~Unsel for Legislation
Draft Bill Language on Arts Education
Language Education
artd Foreign
Attached for your review and cooment is draft bill language, for
inclusion in the Oepartrr.ent's p~oposal to reauthorize the
Elementary and Secondary Education Act, to authorize
discretionary grant programs in the arts and foreign languages.
For your convenience, we have .attached copies of the legislative
specifications. PleasQ review the draft bill language and
forward your comments to me by CQB Friday, July 16. I am· in room
4093, FOB-6 and can be reached at 401-2670 (FAX-401-3769).
Thanks for you~ pronpt" cooperation~
Attachments
Mr.
cc: Ms. Winston
Mr. Win'nick
Ms.
Mr. Sky
Mr.
Mr. Payzant
...
.
�Draft bill language on Arts Education
13
·SUPPORT FOR ARTS' EDUCATION
USEC, 230. (a) PURPOSE.
to--
....
Th~
the elenentary
education as an integral part of
anesecond~ry
school curriculum;
{20ensure that all students have the opportunity to
learn to challenging
~
purposes of this section are
+- f1 dr....... ~(I"I\ rtlU<.... ~
(l),,~ngthe~~~
;,.t(> __
-
"
'
.--~
(3)
-..-:..;;' , ~
stan~~rds
in
demons~a
co:npetence
tlkt-io ~It U/ t
-/I.t rJ.;b
-tv'
~~
the arts in accordance with the Nationa
~-.
in
Goals.
If
(b) ELIGIBLE RECIPtENTS.
In order to carry out the
purposes of this section, the Secretary
grants
tOt
Education
i~
authorized to make
or enter into contracts or cooperative agreements
with, -
(1) State educational agencies;
(2) local educational agencies;
(3)
institutions. of higher education; and
(4) other public and private agencies, institutions,
and organizations.
"(c) AUTHORIZED
section may use such
~ ~~ ;.,. o,..dt"",1f-Ci
In eM.tcv
ACTIVITIES.~ recipient of funds under this ~
funds f0'7-- ~~, UM¥¢C' a",...J ~j'41: <7~
(1) research on arts educat;,;,- -,
~.f1~ 1.,1.
;-
(2) the development of, and dissemination of
~ ~
information about, model arts education progra:;:
\;\v. Ll'"Q.;,'J
,,,,tv
- -
(W 5p.eCA - ~') \.L-
?
.
'vJ~ ~ ~'4hlljW-~-ttv?)
�(3) the development of model arts education assessments
·based on high standards:
(4) the development and implementat"i;'n of curriculum
frameworks for. arts education;
(5·; the development of model preservice and inservice
professional development programs for arts educators;
(6) support for collaborative activities with other
'Federa:l (;gencies or institutions involved in arts
education, such as the National Endowment for the Arts,
the
Inst~tute
0
Center for the
Muse~m
Services, the John F. Kennedy
Perforrni~g
Arts, and the National
Gallery of Art;
((7) model programs or projects to integrate arts
education into the regular elementary and secondary
school curriculum;] and
(8) other activities that further the purposes of this
section.
[Ii(d) PARTICIPATION.
A recipient of funds undl1!r this
section shall, to the extent possible t coordinate its project
with appropriate activities of" public and private cultural
agenci~s/
institutions, and organizations, including museums,
libraries, and
Art. J
theaters~]
�ft(f} AUTHPRIZATION*
To carry out the purposes of this
section .. 1:here are authorized to be appropriated such sums as may
be necessary for fiscal year 1995 and each of the four succeeding
fiscal years.
--
[Note:
What arrangements need to be :made to ensure preservation
of the Kerlnedy Center and Very special Arts programs now
autt,::')rizec>~n.
section 1564 of ESEA?]
�"
':
'.
~"
"
1.."...#'; • ""~,~._;
Draft bill language ,for foreign languages
?
,
·SUPPORT FOR FORRXGN
"SEC. 240.
I.,
y\r--;:
'i;"f~ ~
"tl;' ~\.lV'
PURPOSE. The purposes of this section are to-
(a)
\!,:
'
5 t all students to demonstrate competence 1n
foreign languages; and
(2)
1n~ure
that all students have the opportunity to
learn to challeng.ing standards in foreign language,s.
,
'If
(b) ELIGIBLE RECIPIENTS,. In order to carry out the purposes
"
of th1s so:ction, the Secretary is authoriz.ed to make grants to,
or enter into contracts or cooperative agreements with,-
(1)
state educational agencies;
(2)
local educational 391':.mcies;
(3)
institutions of higher education: and
(4)
other public and private agencies, institutions,
and organizations.
II
(c) AUTHORIZED ACTIV
section
may us
;H!S:- A
re~ funds
under thi;;
Chfund~~~%~t!s~
(1) research on foreign languag~ducation; ~~~.
(2) the development of, and dissemination of
information about, model foreign
l.anguag~ucation
programs;
(3) the development of model
assessments based on high
~oreign languag~
standards~
(4) the developoent and implementation of
frame~orks.
for foreign
languag~ducation;
cu~riculum
U
�"
.
.
(5) the development of model preservice and inservice
professional developtne"nt programs for fore.ign
lan9Uag~:}
educators·; .
(6) support for collaborative activities with other
Federal agencies; and
(7) other activities that fUrther the purposes of this
section~
"(d) ]>..U'r.'HOR!ZATION.
To carry out the purpo.ses of this section,
there are authorized to be appropriated such sums as·may be
-
necessary "for fiscal year 1995 and each of the four succeeding
fiscal years.
.,
�7/9/93
Note to
Jack~~risty
Attached.~~e
le9islative specifications for Arts in Education and
Foreign I~nguages Education. They would·be Title II-C;
Subparts 3 and 4 in the reauthorized ESEA and would replace
Section 1564 and Title II-B of the current law.
I have
~ade
~inor
fro~
changes, since the 6/30 draft~ on the basis of suggestions
Y.ik~ smith, Tom Payzant l and Alicia Coro.
As with the School Construction specs, these will not go into
formal Departmental circulation prior to legislative drafting.
All relevant offices should be given an opportunity to review and
comment em the. bill language.
,
.,
.
"
Tom Corwin
"
Attachment
CC: Mike smith
~1ary J can LeTe!1dre.
Alicia Cora
,
�7/./93
SPECIFICATIONS' FOR ARTS IN EDUCATION
AND FOREIGN LANGUAGES EDUCATION
(Subparts 3 and,
o
Purpose --
ot
~uthorize
Proposed ESEA Title II-C)
the Secretary to carry out a
. program of grants, contracts, or cooperative agreements
for activities at the elementary and secondary level
to:
(1) support systemic education reforn., b y " "
stren9theninq arts education as an integral part of the
elementary and secondary school curriculum: (2) help
the Nation rcaeh the goal of all students achieving
dernonstratea competenoe in "the arts: and (3) help.~
ensure that. All students have the opportunity to le3rn
to challenging standards in
t~e
arts.
0.
El~ible reci~ients include LEAs, S~AsJ IHEs , and other
public and private agencies, organizations, and
institutions ..
o
Allowable activiti~@ -- The activities carried out
under this subpart may inolude: {l)~research on arts
education: (2)~evelopment of, and disse~ination of
inforruation about, model arts education programs,
including programs that shoy promise of achieving
excellence for all students in the arts and
interdisciplinary programs that integrate arts
edUcation within a broader curriculum: ell ,development
of model arts assessments based on high standards; (4)
support for State efforts to develop and icple~ent
curriculum frameworks for arts education: (S)
development of model preservice, and inservice educator'
professional development programs in arts education:
(6) collaborative activities with other Federal
agencies {such as the National Endowment for the Arts,
the Institute for Museum Services, and the Kennedy
cen~er) and with non-Federal agencies and
organizations; and (7) such other activities as the
secretary deems appropriate.
o
JI.uthorization -- "Such S\lJ'tS H for fYs 1995-1999.
o
Purpose -- Authorize the Secretary to carry out a
program of grants, contracts, 0= cooperative agreements
for activities at the elementary and seconda=y level
�2
to: (l) support systemic education reform by
strengthening foreign languages education: (2) help the
Natioo'reacb the goal of all students achieving
demonstrated cOr:'lpet,ence in foreign languages: and (3)
help ensure that all students have the opportunity to
learn to challenging standards in foreign languages.
o
tligjbJ~~J~:ecilllents
include LEAS, 5£11.9, IRES, and other-
public and private agencies, organizations, and
institutions.
o
Allowable ~~e9 -- The activities carried out
'Under this subpart may .in~1\1.de:
fl,\ research on
for.eign languages education; (2) development of I anci
dissemination of information about, model foreign
languages education programs; (3) development of model
foreign languages assessments based on high standards;
(4) support for state efforts to de~elop and implement
curricUlum trarueworks for foreign languages ed~cation:
(5) development of model preservice an~ inservice
educator professional development programs in foreign
languages eduoation; (6) collaborative activities with
other Federal agencies and programs: and (7) such other
activities as the secretary deems appropriate.
o
~uthorization ... -
"Such sums" for FYs 1995-1999.
�.'
\r
'yo
'. _ l("\
V
-
.
bill language for foreign lang-u.ges
,0,\' . "=_ ro, ~," """,,,, ,ooau~Clk
v-'
--
"SEC. 240.
(1)
(a) PURPOSE. The pu=poses of this
~st"dent" to ~ns~rate
foreign languages' and~
(2) ensure that all students have
the opportunity to
learn to challenging standards in foreign languages.
ELIGIBLE RECIPIENTS. In order to carry out the purposes
of this se'ctionf the Secretary is authorized to make grants to,
or enter into contracts or cooperative agreements with,-
,~
(ll State educational agencies;
;Y
(2) local educational agencies;
(3) institutions of higher education; and
(4) other public and private agencies,
and
institutions,
orqa~izations~
.. (e) AUTHORIZED ACTIVITIES. A recipient of funds under this
section may use such funds for-
(1) research on foreign language education,
(2) the development of, and dissemination of
information about, model foreign language ed'J.cation
proqrams:
(3) the development of model foreign language
assessment. based on high standards:
(4) the development and implementation of curriculum
frameworks tor foreign lanquage education;
,l
Y ,,
Cf'
~
rl
ffi
�•
(5) the development of model preservice and inservice
professional daveloprnent programs for foreign
lan~~age
educators.
(6)
s~pport
for collaborative activities with other
Federal agencies;
~~j
(7) other activities that further the purposes of this
section.
tI(d} AUTHORIZATION.
To carry out the purposes of this section,
there are authorized to be appropriated such sums as may be
nacessary for fiscal year 1995 and each of the four succeeding
fiscal years.
�7/9/93
Note to Jack Kristy
are legislative specifications for Arts in Education and
Foreign Languages Education. They would be Title II-C,.
Subpart.s 3 and 4, in the reauthorized ESEA and would replace
Section 1564 and Title I1-8 of the current law. I have made
::liner ch~:,.ges. since the 6/30 draft, 011 the ba.sis of suggestions
from ,Mi}~e Smith, Tom Payzant, and Alicia Coro.
At~ached
As with the School Construction specs, these will not go into
fo~al Departmental circulation prior to legislative drafting.
All relevant offices should be given an opportunity· to review 2::"ld
co~~ent on the bill language.
Tom corwin
Attachment
cc: Mike Smith
Ma~y Jean LeTendre
Alicia Core
...
'.,
�,
,
.
7/9/93
,
SPECIFICATIONS FOR ARTS IN EDUCATION
AND FOREIGN LANGUAGES EDUCATION
(Subparts 3 and. ot proposed ESEA Title II-C)
-
Arts in Education
o
Purpose .- Authori2e the secretary to carry out a
program ot grants, contracts, or oooperative agreements
for aotivities at the elementary and secondary level
to:
(1) support systemic e4uc:ation retox:zjl by.
strengthening arts education as an integral part ot the
ele~ent&ry and secondary school curriculum; (2)
help
the Nation reach the qoal of all students achieving
demonstrated competence in tho arts; and (3) help
ensure that all students have the opportunity to learn
to challenging standardS in tbe art's ..
o
Eligible recipients include LEAs, SEAs, IREs, and other
public and private agencies, orqani:ations, ana
institutions.
o
Allowable activities -- The activities carrie4 out
under this subpart may include; (1) research on arts
education; (2) development of, and dissemination of
information about, model arts education proqraas,
inclu4inq programs that show promi •• of achieving
excellence tor all students in tha arts and
interdisciplinary programs that integrate arts
e~ucation within a broader curriculumt (3) development
ot model arts assessments based on bigb standards: (')
support tor state efforts to 4evelop and implement
curriCUlum. frameworks tor arts education; (5).
development of model preservice and inservice educator
professional development programs in arts education:
(6) collaborative activities witb otber Federal
aqenQi.. (sucb as the National Endowment for the Arts,
tbe Institute for Museum Servic.s, an~ the Kennedy
Center) and with non-Federal aqenci •• and
ergenilations; and (7) sucb othor activiti •• as the
Secretary deems appropriat.~
o
authorization -- nSueh sums" for FYa 1995-1999 ..
Foreign Lanqu§qtl 14ycatlon
o
Purgos. -- Authorize the secretary to carry out a
program of qrants , contract., or coop.rative aqreoments
for activities at tho elementary and secondary leval
�,.
~) .~pport
Syste:iC education reform by
strengthening foreign languages education: (2) help the
. Nation reach the goal of all students achieving
6imonstrated competence in foreign languages; and (3)
help ensure that all students have'the opportunity to
~ to challenging standards in foreiqn languages.
o
l
Eligible
reeipie.nt~
include LEAS 1 SEAS, IRES,
~nd
other
public and private Agencies, organizations, and
institutions.
o
activities -- ~he aQtivities c6rrie~ out
under this subpart may include: (1) research on
!llow3~Je
foreign IllnqU-1qes i&dUcation;'
(2.)
C!evelopmer.t oft and,
dissemination ot information about, model foreign
1l1nguA9cs education programs; (3) development of model
foreign lanquages assessments based on high standar~s;
(4) support for State efforts to develop and ireplement
curriculum frameworks for' foreign lanquaqes eduoation~
(5) devel<?pl::1ent ot tno~el pres'erviee an4.. inservice
educator professional development proqrams in foreign
lanquaqes education: (6) eollaborativ. activities with
other Federal Agencies' and proqra.ms: an4 (1) such other
activi~ies AS the secretary .deems appr~priate.
o
Authori;ation ...... "such sums" for FYs 1995 ..1999.
�UNITED STATES DEPARTMENT OF EDUCATION
OFfiCE Of' GENtRAL COtmSll
-ME!-1:0RANDUM
TO:
Legislative Services Officers
Attn: Mr. Ginsburg * oPP
Mr. Hazzard, OMB/CFO
Mr. Link, ES
Ms. Rairdin, O~A
Mr. Wooten, OESE
Mr. Borches, OIG
Mr. Hays; OERI
Ms. Henderson, ODS
Ms. Lim, OCR
FROM:
Mr. March, OSERS
Ms. Kirkgasler, OPE
Office of the General Counsel
Attn: Ms~ Craig
Mr ..Rosen el t
. I
Mr. J enki ~
I{ANI
JaCK Kristy
,
Assistant Gener 1
unsel for Leqislation
,.;J./I
1'-1
.{
SUBJECT: Draft Bill Languaqe on Arts Education and Foreign
Languaqe Education
Attached for your review and comment is draft 'bill language; for
inclusion in the Department's proposal to reauthori%e the
Elementary and Secondary Education Act l to authorize
disoretionary grant pruqrams in the arts and foreign languages.
For your convenience, we have attached copies of the legislative
specifications. Please review the draft bill language and
forward your comments to me by COB rrida~, July 16. I am in room
4093, FOB-6 and can b;; .rpached at 401-2670 (FAX-401-3769).
Thanks for your prompt cooperation«
Attachments
CC!
Ms. Winston
Hr •. WinnicK
.Hr. Sky
.Mr. Pay.ant
Mr. Smith
Ms. Dozier
Mr~
Peterson
�Draft bill language on Arts Education
V \'
_
·SUPPORT FOR ARTS EOOCATION
~ ~ ~~~
V
"SEC. 230.
}J
t'v
The purposes of this section are
(a) PURPOSE.
,,/A-\
tv
to"-
(l) strengthen arts education as an integral part of
t~e
elementary and secondary school curriculuc;
1,:;-\
~
(2) ensure that all students have the opportunity to
learn to challenging standards in the arts; and
(3) assist all students to demonstrate competence ln
the arts in accordance with the National Education
Goals.
"Cb) ELIGIBLE RECIPIENTS.
In order to carry out the
purposes of this section. the Secretary is authorized to make
9rants to, or enter into contracts or cooperative agreements
lJith,-
(1) State educational agencies;
(2) local educational
ag~ncies;
'.
(3)
institutions of hi9her education; and
(4) other public and private agencies, institutions,
and or;ani%Ations~
"(c) AU'I'tlORIZED ACTIVITIES. A recipient of tunds under this
section may usa sueh tunds for-
(1) research on arts education;
(2) the development of, and dissemination of
information about,
mod~l
arts education programs;
~
,
�(3) the development of mOdel arts education aSSessments
based on high standards;
~)
'the development and implementation yf curriculum
frameworKS for arts education;
(5) the development of model preservice and inservice
professional development programs for arts educators;
(6)
support for collaborative activities with other
Federal agencies or institutions involved in arts
education,
s~ch
as the· National Endowment for the Arts,
the Institute of Museum'Services, the John F. Kennedy
Center for the performing Arts, and the National
Gallery of Art;
(7) model programs or projects to integrate arts
,
education into the reqular elementary and secondary
school curriculum:] and
(8) other activities that further the purposes of this
section.
["(d) PARTICIPATION.
A recipient of funds under this
section shall, to the extent -possible, c?ordinate its project
with appropriate activities of public and private cultural
agencies, institution., and organizations, includinq
~useumsf
libraries, and theaters.]
["CeJ COORDINATION. In carrying out this aection, the
Secretary shall coordinate with the National Endowment for the'
Arts, the Institute of Museum Services, the John F. Xennedy
center for the Performing Arts, [and the National Gallery o!~~
Art. ]
�If'f} AUTHORIZATION.
~o
carry out the
purpose~
section, there are authorized 't'o be appropriated such
be necessary for fiscal year i995 and each of the four
h
fiscal years.
(Note:
What arrangements need to be made to ensure preserv'3.tio.
of the Kennedy center and very Special Arts programs now
authoriz.ed in section 1564 of ESE-'?]
�JUL 28 ,199~
.
comments from circulation of arts and foreign languages ESEA
reauthorization language; draft Tsky 7/28/93
1. oMa comment: arts education: requires coordination with NEA
with respect to NEA statutory authority as a condition to
clearing.
(a)' Proposal is not new authority. Authority for arts
education is oontained in Chapter 2. Removal would be a
reduction in legislative authority.
(b) NEAT as we understand it, funds programs such as artists
in schools and does not generally fund SEA or LEA
activities ..
(c) Proposed authority relates to education reform
activities tied into Goals 2000 which may not be NEA
emphasis.
(d) There is a paucity of support for arts education at the
local level .. Failure to contiilue the authority in Chapter 2,
which this'proposal in effect"does, would send exactly the
wrong message.
'
(e) Coordination with NEA should take place, if has not
already taken place. A starting point would be an
examination of the comprehensive report on education and the
arts which NEA prepared several years ago. A copy is
available in the Department.
(f) The coordination provision in the draft bill language
should be retained in order to respond to questions about
coordination.
2) Editorial comments
(a) Should we include findings.
(b) Language changes needed to cut down possibly inflated
purpose section •
.(c) In foreign languages, should there be Dlodel projects ~
integrate foreign languages into the regular curriculum?
Cd} How should coordination with the international educatlon
program,s and eIE be worked in?
1'\10
(e) For .a.~er comments, see individual submissions.
Ie?
�'.
7/27/93
Not-_e to Mike Smith
Subject:
Arts in Education
I had a call from Ellin Nolan, who fOr1TI!'~=~ly worked on the Senate
.Education Subcommittee and now is with Clohan and Dean.. Among
her clients is the Very special Arts o:::'ganization.
Her message was thus: VSA has gotten wind of the Department's
proposal to have them receive Federal funding through the Kennedy
Center, instead of the Department, and doesn I t want any part of
it.
It seems that they don't .trust the Kennedy canter and
believe t:he Center would t'ry to keep VSA' s money for themselves.
(This could easily be prevented through appropriations language,
but no matter.) She also said that VSA is quite content
receiving its funding from the Department and wants to go on
doing so. I 'said that I recalled that last ,yearls, ~ennedy Center
authorizat.ion bill~ which almost made it through Congress, would
have authorized appropriations for both organizations; this
wasn't her recollection.
l\s a fellow-up, I called the Kenn"'dy center and OMa to see where
they stand on the 'direct appropriations issue.
The Kennedy Center (as represented by Gerry Otremba in their
government relations office) says that they never did have any
interest in getting a direct .appropriation, that it was always
OMB's idaa. Their argument~ in brief, is that being 'part of ESEA
and statutorily connected with the Department gives them a
p~o~inent role in national education reform as it affects the
arts (i.e./ in Goal #3) and .provides a·vehicle for other
involvement' in ED activities~ such as our new arts education
strategy~
~heir explanation of last ,year's bill is that it would
have f1better articul;:tted tl their, arts education mission without
authorizing appropriations, although OMS would have preferred to
place all Kennedy center' authorizations under a single statute.
Kennedy center officials expressed this view in a meeting with
Department people a couple weeks ago and in a July 26 letter
(attached) from James W'cl-fensohn to the Secretary.
ONE's position until now has been that they would still prefer
to see the Kennedy Center receive a direct appropriation and
that, while they would probably not make a big deal of it l we
should barrdnate the sole-source deal wi ttl VSA and make the
organization compete u~der a broader authority like FIE~ They
report, however I that the White House and the' Kennedy center are
in the final stages of negotiating a Kennedy Center authorization
bill whil::h should be circulated in about a week. They believe
the bill ~ authorize funding for education programs. (This
raises the possibility that the Kennedy Center is trying to have
it both ·~ays. J For the time being ,0MB doesn' t really have a
position on any of this ..
�2
We should discuss this at tomorrow's meeting on arts and foreign
languages.
TOln Corwin
�P.2
JUL 27 '93 15:89 KENNEDy CO-';lE::: r}I'{ANC£
The John E Kennedy Center for the Performing Arcs
J"ME$ O. 'hOLFENSOI-<N
¢l-WR"''''''
WAaH1NGfON, O,C. 2C5t1$·OOOl
:102 .i18-!O:o
FAX
July 26, :993
.- '"
2¢~
.160$016
The Honorable Richaro Riley
Secretary of Education
400 11arylllnd Avenue, S. W.
Washington, D. C.
Deer Mr. Secretary:
It has come to our attent.ion that the Department of
Education is ccneiderinq the recommendation of direct 9rent6
to the Ker.nedy Ce~tar and yery Special ArtS, in lieu of the
grants currently made through the oenartment under the terms
of 'the Arts in Educati~n program.
•
.
'r am writing to you to express my strongest wish that the
current arrangement he continued. Kennedy Canter has worked
~ery hard
to build a productive relationahipwith the
Oepaxtment through the grant process and the programs funded
therein.
I believe that such • move might also be
misinterpreted by the field of art. educators, particularly as
the Department I under your leadership, has moved to provide
greater inclusion for arts educa~lon. As our staffs discuss
ways to make the arts meaningful to education reform, the
programs funded by the Department provide the ideal laboratory
for considering effective programs.
"
It is conceivable that confusion may have arisen
concerni:1q au~horizing leqisla:tion introduced last session
regarding the Kennedy Canter and its educational mission. Our
purpose was to better articulate our education thrust but no
change waa made t.o the authorization of funding for our
-national educat:.1on progr'ame in Chapter 2 of ESEA. All of_ the
matGriale wG have submitted to the Department concerning ESEA
continue the Current granting a=rangement.
If there are questions about this matter, I would be most
appreciative i f your staff could direct them to Geraldine
Ot.remba, Assoc1ate Managing Director for Govern!'TIent Liaison
416 ... 8703. With warmest personal regards,
'
~rnes
D. Wolfansohn
at
".
�UNITED STATES DEPARTMENT OF EDUCATION
WASHINGTON. D.C. 20202· _ __
JlIL 28 1993
~TB
TO MIKE SMITH
SUBJECT:
Arts in Education -- OMB Comments
Tilts is i.n response to OMB comments on the Arts in Education
propos<:d legisLation for the F.:SEA reauthorization.
The Hawkins-Stafford Amendments of 1988 authorized the Secretary
to carry out a progrun:I to encourage and assist stnte nnd local
educat lon"l agenc ies ami <.,;t,her orga.n i za. t ions to conduct' prog rams
in which the arts arc: an integra.l part of the eJement.ary and
secondary school curriculum.
Tn the cu'rrent r(1)uthori zlltion of the ESSA the Department.
prop<Hles to cont i.nue i ts su~port of arts education and to focus
the new authority on the overall strategy of school reform.
The
arts have been added to the third goal in the admini strstJ on I s
reform legislation, the Goals 2000; Educate 'America Act. The
intention of the proposed legislation is to encourage States and
local education agencies to incl~de the arts in thryir reform
plans.
This means that the. arts in K-12 may be addressed in
Stutes' content nnd p~rformance standards.
The proposed ESEA
three-pronged approach for supporting professional develop~ent.
technical assistance and research-based practice would,'be applied
to arts education as well as other Care sub,jects.
Toe goal would
be that all school chi l.dren would have the opportunity, to learn
to high standards in the arts as well as a.ther subjects.
An equally compelling goal is that teachers are trained to
develop skills that wQuld allow them to use the arts as one of
many tools to promote learning and expand student abilities in
all subject areas. - The purpose of arts in education.programs
supported by the Department of Education is to enhance gene-ral
education and integrate arts in the. eIementary and secondary
curriculum.
The National Endowment for the Arts funds- projects llnd activitil?'s
that relate to the schools.
However, their matn avenues of"
funding ttre to organizations, such as State Arts Agencies and
arts service orgAnizAtions, at the State and local levels.
"Arts
and cultural institutions and organizaLions" is NEA's preferred
language for identifying the arts community and potential
recipients of grant awards for the arts.
Tn contrast. the
Department's strategy would have a different focua~ by supporting
the major education entities -- SEAs, LEASt schools and teachers.
to include the arts in their reform initiatives.
�Pl.1~C
-
2
'the NF.A· s commi tment to arts education began-"wi t.h the
estHhlishRlent, of the Artist~-in-Schools Program in 1969; by 1986
trhe proJ{r&m had evo.l.ved into the Arts in Education Progr:tm.
This
pro/{rum began by supporting long-term t statewide programming and
pinnnin!{ to include the .arts in educatjon. find is now dit"ccted
tnwnrd increasing students' awareness, knowledge, and acceptance
of the arts.
Currently, the Arts F:noowment receives an appropriation of $7.8
mil lion -(about; $1 miUion mor-e than EDls $6.9 million) for their
Arts .in E'~lIcnti,Qn .. progrh.m.
To ensure that; new efforts arc
CO!l!pJ cmcntary and not duplicat i.ve l
the two agencies must engage
in coordi.naLing ar;t.ivitlr:R.
One option IS to estabtish an
ongoiniJ; intra-Department.al or i.nter-Departmental wO"'Kin~ group
ConlPo}led of rcprc;senI;Htivt:s ["rom atl relevant a~encies and
of["jG~s,
'rhe Offlc(.'" of Xntcrl;tovernmentnl and Interagency Affai rs
(OlfA) 1.", pr'csently cng',uied in ocganizing find dicecting thi~
inLerH~~ncy nct;ivity "In the f\rts.
The OIIA activi.ty will be an
expansion or coor(jinatinr; fu:tivities that have been in process
for t;h~ tast: few year$ on d smaller scale.
For example~ On July
1:::, K~~nnedy Center rcprcscnt.t~ti."cs met with ED staff to .di:{cuss
coiJabof'utivc activities between the two agencies.
A major topi.c
dis;cussed waH the KcnrlcdY·Center's pro~r-css in establishing 1.1
National. Arb, EduGation Informt\tion Network, a project supported
with RD funds.
In the past year, an OERT team developed an a~enda for "Etil.lcaLinl;i
in the Arts.." This .included an ongoing arts partnership
with the National Endowment for t,he Arts, nationfd. standard
settin~ .in the arts, the planned NAEP arts assessment in 199H,
development of 1) national arb.. education research agenda,
col.l.ubQ{"ution on a.rts education projects with the Kennedy Center,
and Department publ ica1. ions on Ilrts educat ion.
Arnedea
In PY 1994 NEA ts requesting $7,R Itlillion dollars to support the
fol.lowinK activities:
Education ptlrtnersh.lp grant.s to
Stat.e Arts l\~encics to make the arts
part of the school curriculum.
$5 Itlitl.i.on"
-Art~
$1 mi U. ion
-Partncr-ship grants with art.s producing
or~nnizA.tions
dance
$1 mill i.on
I
nnd the schoo.l.s (theater,
etc.)
-Program collaborationR with the art.s
disclpLi.nes (theater, dance, etc.)
�Page - 3
$BOD,OOO
-Special projects Initiatives, such
n.~:
a) Jo int support with ED for the
development of world-class standards for
the arts
bi Joint support with ED for a naLionttl.
Arts EdlJeatton Information Network.
, .,
c) Joint support with ED for development
of a national assessment of arts
uch iO ....·clncn t.
Support; of art.s in' education by the two a~encie8 is viewed as
complement.ary rllthel' t.b'ln duplicative.
OIIA sponsorship of ;tn
interllgehcy coordinating effort wi.U ensure that the activities
StlppO rt:ed !iy val" ious Fede ra 1 Hgcnc i es are cooperative I
collaborntive, and compl.cmentary.
It is the Department's
pos it ion that both programs conti nue to be needed with the
assurance that they wUI be administered in a complementary
manner with areas 01' cmphasi!4 well defined.
Alicia Cora
ce:
Tom f'/,1yzan t
�}<;ducation Depa.rtment Strategy for Arts Education
To support school reform that includes high quaU.ty art!;>
education [or al.l students, the Department needs a strategy that:
addresses key poj,icy areas.
The strategy outlined here contflins
new inj tiatives t.o support fundamental. improvements a.t the state,
local. and school levels, combine<i wi th appropriate activi,ty at
the flat ional level, including a national consensus on arts
st.andllrcis, an ambitious arts research agenda, and other el.cments.
Four ~asic areas will require continuing attention:
o
Support for including the art,s in system-wide school. reform
I.\t the State, loca.l. and school levels.
o
Improved dissemination and communication;
o
A stimulating research agenda;
o
Strong national leadership in support of arts
education~
Several overarchi ng assumptions guide this discussion of the four
arean • . First, the overall goal must. be excellence for all
studlJnts I including students wi th disabili ties and those with
sp~cial talents~
Second. art~ education must take into account
our tncrcasingly diverse American culture as well as other world
civilizations.
Thi.rd, necessary resources will need to be
provided at all Levels--inclurling national, State, and local--to
supp"rl th~ type of systemic reforms needed.
Fourthl the
Department strutegy is pred_icated on close and ongoi ng
collaborat.ion with other relevant agenci.es and institutions~
especially the National Endowment for' the Arts (NEA).
While the
NEA's suP'port for arts education' often flows to arts institutions
and the Department's would be focused on schools, close
coordination would be important for ensuring maximum
effectiveness.
�7/27/93
Yesterday a group of us met with Connie Lee officials to discuss
our proposal for amending the Higher Education Act to authorize
the Association to insure and reinsy.re loans for ele1l',entary and
secondary facilities. In the course of the meeting, I asked Mike
if our bill should allow insurance for both public and private
schools or only for public schools. He replied that it should
cover only public schools.
Please draft' accordingly.
~C7tA1
Torn corwin
cc:
Mike Smith
�UNITED STATES DEPARTMENT OF EDUCATION
OFPlCE OF' INTERGOVERNMENTAL A~D INTERAGENC1 AFFAIRS
JUL 30 1993
TO
Mike Smith
Under Secretary
FROM
Stewart Tin~an ~
Director
/', J/Y
InternatioJ~r/'and Territorial
ServicesAStaff
SVBJECT: Alicia Coro's Note of July 29 concerning International
Activities in ESEA
At the current time OESE has no legislative mandate to
participate in international activities, even when those
activities are clearly· of assistance to improVing American
education. The reauthorization of the ESEA shoula include
authorization for the Secretary to conduct cooperative activities
with other nations when such activities will be of benefit co
education in the United states.
The world has changed and is changing rapidly. The United States
no longer has all of the best answers to solving its educational
problems. Other countries are incorporating massive reforms,
some are surpassing us in academic achievement, and some are
finding new ways to improve their education systems. Elementary
and secondary education in the u~s. could benefit greatly through
cooperation with a number of other nations, particularly Mexico
and Canada. such forms of cooperation go beyond research to
include exchange, language instruction, resourCe materials,
distance education, teacher education joint assessment I etc. To
ignore or prevent this opportunity would be detrimental to the
attainment of our national education goals and be a deprivation
to U.S. students who must face a rapidly changing! increasingly
global .aconorny at a time when our world grows smaller by the day ~
It is time for this Department to expand its horizons.
.
j
I urge you to consider Alicia's recommendation positively ,and
include such international authorization in the ESEA.
cc: Ray cortines
Tom Payzant
~ 'Tom corwin
Phil Rosenfelt
Ted Sky
Alan Ginsburg
David Wofford
�UNITED STATES DEPARTMENT OF EOUCATION
. WASHINGTOf'. D.C. 20202-_ __
JUL 29 1993
NOTE TO HIKE SltLTH
Re:
Addressing international
activiti~s
in ESEA
Several weeks ago I shared with you a concern I have regarding
the Secretary' s lack of authori tl' to sqpport, interm~t ional
activities that are not specifically related to QECD.
This
concern is not a geographically global one, but relaten to issues
educators face at the roeal level, primarily on the North
American continent.
For example, (,EAs are rcspoflaibtc for
educating the children of undocumented 81.i0ns, but the Secretary
has no resources to discuss pressing education issues or shure
information with foreign education official.s.
There are other
critical areas such as teacher exchange programs in core subject
areas, e.g., math, science, foreign languages. drug prc,:,entlon,
etc. t and/or cultural exchanges to enrich our programs t.hat' could
be addressed.
'
I have discussed this concern with Tom CQrwin I who bel j eVes it is
not necessary to include this authority in ESEA; and Ted Sky, and
Phil Rosenfelt, who have heard mf arguments.
I agree that an
international type program, or project, can be currentJy funde'd
under OERI's research authol:'ity.
However, the Secreta.ry may be
interested in activities. in addition to research. that would
contribute toward meeting the national goals and enhance the
Departmen1~' s stature in the international arena.
I mentioned 8.
teacher- exchange program.
Another example could be a joint
evaluation of educational practices.
I propose to add language under cross~cutt iLng i ssu~s" to g j ve the
Secretary authority to use program funds to support SccreLarial
initiatives that would address "areas of mutual concern to the
Uni ted States and foreign countries that would enhance Amer lean
education" •
I have alBo discussed this concern with Stewart Tinsman. who
whole heartedly supports the concept.
Stu and I have personally
(a.nd pa.i.nfully) experienced the .lack of ED resourCeS to engage in
international activities that have a direct bearing on improving
education in this country.
I am not. proposing to spend millions
of dollar:; to support education in foreign countries; obviously,
our domestic needs should be adrlressed first and foremost.
There
arc other Federal agencies whose missi.on incl.udes support for
�.• .- •
Page - 2
education-related international programs on a large scale.
I
envision projects on a small scale, around $200',000, mOk"e or
less, that would address a particular initiative the Secretary
may be ·interested in sponsoring.
Having the authority to use
program funds would
facilit~te
these
endea~Qrs.
:.1 ieia Coro
cc: Tom Payzant
Ray Cor-tines
Tom Corwin
Phil Rosenfelt
Ted Sky
Alan Ginsburg
Stewart Tinsman
�ARTICLES
The Improving America's SchOOls Act and EJementalY and Secondary
Education Relorm--Richard W. Riley
·Viltu.ally Integraled Classrooms~: Using the Internel to Elirninale Ihe
Seg:~ation In the Public
Schools-Mark 5, Davies
I!ffeclS 01 UnCQns!;turlonal Racial
FORgjGN DEVELOPMENTS
Daily Co':ec\ive Worship and ReliGious Education in Bril;sh Schools
-Anwar (Andy) N, Khan
RECENT OEVELOPMENTS IN, THE LAW
LAW REVIEW DIGEST$
BOOK REVIEW .
1995 United Stales SchOOl Laws and Rules
Reviewed by Charles J. Russo
CHALK TALK
Deshaneyand Its Progeny--The Failure to Mandala Ihal Public School
Olhcia1s Protect OUf)ender Yooth
Equal Protection Analysis of All-Male MlI>!afjl Schools Following United
States v. Commonweaith of Virgl'rya
INDEX TO VOLUME 24
EDITED AT THE SOUTH CAROLINA
LAW CENTER AND
THE UNIVERSITY OF LOUISVILLE
SCHOOL OF LAW
Vdume 24
Number 4
Fall 1995
�The Improving America's Schools Act and
Elementary and Secondary Education
Reform
RICHARD W. RILEY'
Introducllon
In the Summer edition of this Journal. I summarized the progres.s that PresI·
dent Clinton's administration had made in building bipartisan support to achieve
ltS: agenda
f(lf
promoting education reform in schools. colleges, communities,
and local and state educational agencies. I That article, "Redefining the Federal
,Role in Education: Toward a Framework for Higher Standards. lmproycd
Schools. Broader'Opponuni(ies and New Responsibilities for All," discussed
those parts of Ihe administration's agenda then implemented'or enacted into
law, TIlese included the Goals 2000: Educate America Act (Goals 2000-Act). 1
the National Skill Standards Act. j the SchQol~to·Work OpjXlrtunities Act. ~ the
Safe School~ Act. $ the William D. Ford Student Loan'Reform Act.' otner
related initiatives in the area of p05Heconda£y education. the National und
~ Ri.."i>ard W Riky i:o Uni!~d SlliItcs S~lary ~f Educatioo He wvi:d
:1S
GOVUIlQr ofSwtn Carullno
frnm 1979 \Q 19117,
, " t wilh 10 OXpres:l ~w:ion 10 the followlllJ surf memben oftbt UJ). OepanlTlt~.n! of ~limt:
T<ml ~:n:'l~nt filrmerly M.liwrtt Secrt:!ary fOf Elnncntary and S~ndary &!UC$lJ,m, Ten')' PelCrrotI, Cwo·
sdoc I.G the Sel:ftULry. Manhall Smldl. Under Secrtwy. and wtie Thornh:m. Deputy ClJie( 0( Su{(, f<lf
Iht;if I'lWIY Mlpful rommcnl~ ma wue~iOM tllt«IabQUt the dnIl,OS ptUC¢$l; to Ted Sly in t1\(; O(f:co of
the GE:J'O¢T.lI Coull3el (OJ'
a~,iliWlCe
io
~h, !U):lly~i$,
IUId cq:mJutinu,
11$ ~l
n 0Ifu:r l.'OiItrib\llion5;
many
tn Ellubeth DeSn, 1)( the Orti~e ()f 6duc~ R05CllICh ilnd Impnwemev:. fOf her
helpful ~on!rib\i'
liOns and iMIghl.i! liJld !p Ih~ odier staff rntI'Ilben who ""si3ted mo in m:my respects. All Iho::e wntribulinn~
W!
deeply value\! mid gratefully Ol\;KI'iOWledg«!. The 1_, Ihllt dti~ 1I1'1kle dc~Cllhcs have ~fil!ed fml'U
eff~"I!I;u wm:K 0( thejC and many othtt cko.!ic'Jled indivillulI!s ,0 \he Dep'lrm·.efll,
I Ridl;>fl1 W. Riley, Hrd<fining tk~ Fedual Rul~ io Edm:4(it;I!I. 23 J L & Enoc, 'l95 (1994) lh~reil)af'.(f
lhe cre:uivo and
,
i.
, Riley),
, 1, Sa: Pub. L.!'II) [03·221, titles I·m, lOO Slat. 125 (1m}
3. Pub, L N~), 1113·221. title V, 103 SIaL IZ5 (1994).
4. Pub. l.. No 103·239.108 SUIL 56B (l'J'N).
5. Pub, L, No, IOJ-221. lide VII, 108 Sw- W4 (994).
, 6. l"ub. L. No. !OJ.66.. title IV, 107 SLiL 341 (1993).
513
�514
(Vill. 14, Nt), 4
Journal "' La_ & Education
Community Service Trust Act of 1993,' and lhe OERI Reauthoru:niun Act t
l also outlined major provisions of the Improving America's Schools Act, '
the Ointon admlnistraciQu's bin for the reauthorization of the E1emenltHY and
Secondary Educ.atiQnAct. fhe largest federal investment In lcinderglli:rteo through
high schooL R
Since that writing, the Improving America's Schools ACl (IASA) has been
ena.cted into law all Public Law No.. 103-382.11 This artide summarizes the
iASA's major provisions. It provides additional lnfonnati£!Jl ahoutlhe nalion's
continuing progress in enacting and imptementing. fedemt:fegislation; designed
to help parents, sludent.~ teachers. sdtool adminisU'Uturn. business.nd commu~
!lilY leaders .md policy makers achieve the Natiooal Education Goals or their
st<1te's own challenging goals.
.
.
II. The lASA - A Summary
At the signing of the [ASA on October 20, 1994 in Framingham., Massachu
setts. President Clinton spoke about haw the Improving A.merica's; Schools Act
supports u renewed inveS1meJlt in America's children;
The important thing lI00ul this bill is that itn:presenua fundumentalchange
in the way the: Fedt:n:ll Government ~ks at how we $bwl;i do our job
in bclping you Slltdents achtet<c Ibose goats,
m
30 years, the Fedeml
GoVernment has shipped money to the States lind the local schnol districts
to try to help with probJe;n~ that needed the money. But mostly, they have
done it in ways that pn::scribed in very detailed manner the ruk:s nnd
n::gulauon~ your schools had to follow ...
This bill changes all that.... We will help develop measuremenb-;o sec
whether Frnmingham Schoo! District lo. meeting the goals, Bur yeu wlll
get to delennine how you're going w meel the goat&, because the mapc
of educ:tlion occur:;. b(:fwc:en the teacher and the stu;;knts in the classroum,
with the parents. with !he principals. with the schools supporting it. I)
The IASA is: one of me major legis1ative accompli~hments of the first two
years of President Clinton's auministratiorl. It is designed to help communities
7, Pvb L. No. 10)·82. 101 S~, 785 Cl99)}.
~. E\lucalional ReloI:=ll. l)eyt)<)prru::n!, Oj~l'<'mjn&tioo, Jnd lmpro'tC1l'<ll1 ,..." n! 19!J<:l, PIIb 1... No.
(1)},2Z1. Utle- lX. 108. Stal. :.u2,
'}. H.R.] 130. UBrd Coog., hI Sen:. (I9'B).
W. Riley. nip'" oote I. ~ )29·)9,
I L Put>. L. Mo. ItJl·J81, 103 $lu. ;ms {1994).
l~ Cio.<lh 2M Act, titlt t
lJ. RemMb 00 Signing Int {mpr<wiog AmeriOl'~ &h..ds A~! of 1994, lO Wf.Kll..Y CmI>.I'klls_ Doc.
1084. Z066 iOcl. 24, 1m}.
�r
Impnn'lng Ameriea's Sctmol!OAd
FilII 19951
515
raise educational standards, the qualily of teaching in schools,' and the perlo.·
mance of all students:. U The IASA provides a si.1: year reauthorizatIon of
programs or fede~ aid to education by amending the Elementary a~d Secon~ary
Education Act of 1965 (ESEA) and certain other Jaws. It does so in a way
designed 10 render these programs more: effective while broadly expanding the
flexibility available to state and local educational agencies in administering
them. I!
The IASA is. however. far roore than a reautborizlnlon, It repr~nls j) change
in the direction and structure of fedet'lll aid to education. To unde~tnnd this,
some historical perspective is useful.
As originaUy enacted in 1965. Title r of the Elementary and Secondilty
Education Act. which provides assistance to meet the special.educntional need:;
of educationally deprived children and other federally assisted elementary and
secondary programs. allowed fo1' supplementary assistance over and above what
states and local communities. couldoffet. These programs were in essence add~
ons, .
However, these programs were not fully integrated into the dcliv~ry of
day-ta-day state and local educational services. Typically. federal c<ltegorical
programs involved discrete requirements that obliged state and local educ:ltional
agencies to identify specified target populations Ot activities and serve them
with programs that could be separately (lC(:ounted for. Entry into Ille program
required submission of 11 state or local plan or application not fully rela.!oo co
other stale and local efforts to improve education. Successive re<luiliorizO:tion:o>
after 1965 added new categorical programs or' embellished old ones bul did not
make the connections that would have given federal aid a more significant role
in what stliles and conuollnities were trying to achieve with their own resources.
Tn the 19805. spurred in part by the Department of Educalioo's issuance Qf
A Nation uJ Risk. states and communltiesemtwked upon brood and far-reaching
education reform efforts, some of which involved the development of challeng
ing student content and perfonnance standards, It Again, federal programs were
not fully integrated with this reform moVement, although in the Educo,tion
l4. Sa Grnlb 2000 Act. WE L
15. Pub.!.. No. IOl-E.!be rASA j~an.endalGty lei!W1!en. b: 1kITle!)d$~t;e eJ~ md $;:ctlmwry
€ducal~ An of 1%5 (FSEAJ. Pub. L No. t9·10, 19 SUI. 21 (rodilied lIS :ttl:IICnokd:1\ watUn:d s«:illtll
of '211 U,S,Cj by mom1inl tlw.lct rn;1>; eeliRly. H....,im.ft ..., references t" Pltb. l... No, 103·)112 11'111 be to
dIe lASA Rtfen:.ru:;a \Q the Ie$islauon !hat (he lASA .ImetJded ilrtd II) prul'j';O!lS o( !hlll \tgiJlillilll1 "".iII
Ix Ii:! lilt £SEA \If dw "_dtd ESEA,,,~ «htrwlsc 1I<l1«!.
j(i. SOOlt "y t.~ tmtory is delcn':lc<l !II Riley, !i.ipI'Q n!lle 1, lil: 30S.) 10. (ikn:illafltrr rdmn~c" I"
1M ~ <:If ~liMi are W 1h<c U.S. Dept. of Eli. I>I\leH ~h.:rwJ5e i1>dlcatcd.)
,
fl
�SUi
Journal of Law" Education
{VoL 24,
1'6J."
Amendments of 1988. some limited effort was made to tie the adminis{(atioll of
the Chapter 1 protrom 10 the challenging s~ndards that states were developing,
The rASA changes this. j{ continues to provide for federal resources. and
for appropriate targeting on special populations and activities in order to imple
ment the twin feder.li missions of encouraging access and excellence and to
maintain accountability. However, It does $0 in a way that relates ,the progr.o.ms
more closely to the reform and other activities that states and communities ate
, initiatiI'g to en~u~ improved education for all their students.
1ne lASA does this in part by more dearl}' tying the administratioD of
federal programs 10 the emergence ofchallenging state content and perfonnamce
standards and as::;essments aligned to those standards. It III the Title 1 prognm,
for example. the new law ensures that the performance of Title I studenls'
will be assessed in "accordance with the same ehallenging state content and
performance standards that the state applies to aU students, Other ESEA re~
sources are available to help states and communities put in place the standards.
and assessmentslhat tbey adopt, The new ESEA has berome a slandards-based
set of federal programs, as it result of the clumges made by the fASA.
At the same time, the IASA makes the manner of delivering fedentl.education
resources more fl~xible and less presCriptive than in the past, by affording
states and communities the opportunity to obtain relief from requirements
detennined to impede quality instruction or llcad~mic performance and to
streamlille state plan submissions, as well as a broadened opportunity to fOcus
Title r and Qlher resources on the. emile school rather than Specified duldren .
within the school.
in short, the LASA provides for the delivery of limited federal dollars in
ways that are more effective, more cohe~nt, and less prescriptive than in the
past in order to help stales and communities: reach the Nationa.l Education
Goals as well a... their OWn educational objectives.
How is this ac;;omplished? A few of the major changes are mentioned in
this summary. Others are described in the body of this. article,
• The IASA bas been enaclc:d within the fr.nnewod::. of the Ooals 2000;
Educate Alni:rica Act, which establL'lhcs the NaMnal Education Goals and
17. Sa M!oJIJIJ"U. S ...rrn. UtlOU\!!!~Il1"AlY. vS, 01;1" Of' £ovc. EnucAnor< ~ IN AI4:JI:,,:,,'s
PuJU(; Scuoou.., 11« ClI.m,)N Aceoo" (199$) 1k tum "aiAknl ~" ia <Wined in the \"lo;O 2000
Act § 3(4) (0 _tile "broaddtM:oip(ioru <If the- knolliledall iUId W!l$ S\lIdcntuMuld eoqu;~ •.n-PWtirubt:
:rubjccl ;ueI,- The ~e:m ~ ptriOrtfQntC ~'. mtaIIS M~~ ~ of wh<it ~, l\ll'l; .. II:IIOW
~lIIj be ahle w do,) In <km~ dlill 1"",11 sludentl _
profltiwt ill. the: u;'lla !IIld lmuw\edgt' fr_d by
walffJ \~,~ G"lIlt"2OOQ A<:I ~ >(9): ~t Phi Dela Kappllnfl and InM. fOJ 1)4uc. Lead.., Nat"llls$\l¢$
on En F.1JlM kSlr W A<:r (loon kooin41. c,;t, 1995).
�r
Improving Amerita's SchooL! Ad
517
provides resources and incentives to states and communities \0 develop
content and performance standards nod 10 carry out other comprehensive
reform efforts. "
• The Title I" sta.tute connects with these rcfonns by asking states
to develop or ncquirn wntent and perfonnnnce standards designed
to assist students in schools served by Tide 1 to achieve to the same
high standards expected of ali students.••
• Title I targeting: on high poverty schools is improved, imd 'rille"
t services rna)' be delivered through s.;hoolwtde programs in a signifi
cantly greater number of title"I schools, where rcfoon must take
root.
• The Title 1 statute gives new emphasis to parental participation
and strengthen$ measures !o foster improvement for failing schools
Ilnd rewards for successful ones.
• Title n of the £SEA authorizes substantial resources for the sas
tained and intensive high-qualily profeS$ional (levelop~nt that is
essential if chatlenging academic standards are to take hold tn all
lhe core subjects,
• Tille IV provides for federal assistance to efl~llre a school atlno
5phere that is violence--, 'drug-. and alcohol-free,
• Title VII of the ESEA, the Bilingual Education Act, is restruclUretl
to tie that act moce closely to learning English and other majOT
subjects to high ncudemic standards.
• The ESEA pro\!ides assistance to enhance IUltinnal understanding
of [he public charter schoQI model.
• Provision is made to help states and communities usc their re
sOllrces more effectively through a new networked system ofcompTe
.hensive regional technical assistance centers and acquisilion of tech
nology .
., Title XIV of the &SEA makes 'Specific provision fot new flexibility
mechanisms. lOuch as waivers at the Slate and federal levels and
optional consolidated state and 10Cll plans, a ncw mechanism to
,
I
I
I
.' ·1·
l
,
t8. Sn R.k:y. IIq1fIl M\¢ 1, iI1 jlj-j~9, for .. diS(u$$ioo Or!Pc Oolll.ii. 200) AI:!.
19". Sr~ S.....ITH. $1tf1'1l noo: 11. at 14 ("'The. differell"e in 11m rcllUthoriatioo I. 'trw the f{»:\lt i, (In
enhanced'opponl1lliti~ fr:.r (jhe n«diMIJ Sludents to leam 10 the f _ dro1knting ~landard5 u ~r, mort
advantat:ed. stlldenu in \hoeir dl~\.Fk\.l &nd 'Iald. '1.
�help states and communities putt the pieces and players together. ~
In sum, the IASA sets five clear priorities or directions that tie together the
act's ~omponents: (I) higher standards for all children. with the elememts-of
education aligned, so that everything: is working together to betp all s-tuldentf:
reach those startdard;;; (2) a focus on teaching and learning; (3) flexibility to
stimulate local school.based and districl initiatives. coupted with the respomsibil.
II)' for student performance; (4) links anlQng scbools. parents and commumities;
and (5) resources targeted 10 \yhere needs are greatest in amounts su(ficienr to
make a difference. 11 In implementing these prin~ipl.es, the IASA strenwthens
lne capacity of states and Communities to solve their own educational problems"
It builds on what has been learned from federal assistance in past dOCJldes that
will berter prepare students for the 21st century.
III. Purposes
Bipartisan support for the major changes and improvements made ~ the·
iASA and by passage of the Ooals 2000: Educate America Act was an important _
feature of both legislative accomplisbments, Senator Kennedy (D-Mas$.) de
:>cribed the purposes of the IASA during the debate on the conference report
on H.R. 6:
This bill is Ii major refotm in Federnl aid to help improvt! elementary
and secondary edueation IhrwghQU\ the Nation. It is the most impoftMlt
reauthorizatioo of £SEA since that landmotk act was firs! passed in I9&').
I( i~ a very significant step forward, because it puts the Pedcrnl Go'o'(:t'Dw
ment squarely behind the refonn efforts that are taking place ill States :cd
school diRtricts throughout the eoomry. The tnlly inoovative feature of this.
legislation is that it Cru-;'OUfliges these ioea! refoO'!lS withO\l{ dictating them
from W<l$hington. U
During Senate debate on the conference report, Senator Kassebaum {R. Kau,)
specifically focused on the flexibility afforded by the IASA:
{The lA5Aj provides greater flexibility for schools to cnmbine ~der.ll
elementary :lnd secondary tlducalion progrrun funds in order to provide
education 1ervictis in amore coordinated and comprehensive way. II red-uc:cs
20. The: F.du.cJ1;on Ru!\!;IItJ' hRnersnil' Ocmotu!wirnl Progmn. m$<;!.I£Sed ~ in this lJ'1itm, >
.wlh<;>f'tcl undu!he Gmil 2000 At! but pm>'idr:o:!: f« i!llk .... tJ\'CfS ~ iJ'I'Ci/kd £SI!A ~. 5~
ted infoo (<>Iro.... II" note 161.
21. U.S, Dft'T OI'~, IMnoYINC A/OIEluc":!f SoIOQU Acr DI' 1991, ~I 5-16 (!99J) ()Icr¢iMfIl
!«(t'ml'1 m"" f'It()llI'fCfual {llIIleM otberw'so: .t.dicllkrd, c.w.. 1Il1Iltro.},
21.. ;40 CfIS{; R£c.SI4,IH {daily ed. Oct j, 1994).
�Fall 19'}5J
519
pnpcrwurk for scn.o0ls and teachers by providing for comhlOcd :J(lpliCtrltOlU
for f~deral aid undcr multiple education programs-. lJ.
Almosl. every stare has now availed itself of this opportunity by submitting a
preliminary consolidated plan for its fisenl year 1995 JASA funds.
Representative Goodling (R_ f'a.), while describing his .;oncems about certain
aspects of the bill, ex.pressed support for a significant provision of (he IASA
affording greater flexibility to states, communities and schools. He observed:
ram ..' ,. pleased-by the indusl<:ln .of the broad waiver pNYISinna in title
tx Ili!le XIV in'the rASA!, which· will allow school!;. local eduC3!lonal
agcncies, and States 10 receive waivern from Federal flXluiremeills and
regulations under, this aci which impede their ability to improve ttudem
learning find achievement,1A
.
Senator Jeffords (~. Vt,). during the conference report debate. shared his percep.
tions on the significance of the legislation.
This bill fundamentally changes the 5tatus quo by demanding high l.ICademil:
standardi and encoumging the philosophy that all children can le:un. And
it states in 00 uncertain temv; thai poor (hildten do not descrvc .l JXIor
educativn. %$
A.i staled in the House report on H.R. 6, the House passed version of the
administration bill (H.R. 3i30):
H,.R. 6, tile Improving America's ScboolsAc! oom, nmulhorizes most
of the Feder,,1 Govcmment's progtamS of aid to clemenUlry and :>tctmdaJ)'
education. These progrnffis nfe principally included in the E!emelllary and
&condary Educatio,,! A..::t of 1965, and provide approximatt:ly $10 biUion
of assistance to states and local school districts,
The purpose of H.R. 6 is nol only to extend the authoriZAtions of
these progrnms; it is alS<) to reshape Ihe~ p~ograms so that the Federal
Govemmeat bettet As~ls!s stateS and local school district!. a!l they reform
the public. !:Chools, Most of these programs were fashioned in the 1960s
before th¢ curreat wave of school refonn began• .-md thus lhey are in neeJ
of updating. to fit better into how states and school dis!nm :Ire making
edU<:<ltiQfl more appropriate to meet today's ~nds. u
•
•
:1.J, IJ. at St·U50.
24. !oll: CONe !tv.. H804, ~l URO", (dally ~d_ Feb. 24. Iml_ Rcl"'<:j¢n!al,v.: c.-w<U.llg did nm '''f'rQ1t
!~ aOOp!,on or the confen:nc.e ".port on the: bill during the ..-ote 0" final pasonS'l-. 140 Coor,~. HlO.4US
(daily ed.
~pt.
JC.
1?9~).
(~i!y ed. Oct. $. 1994).
26. HJ{ RU'. No. 4:::5. I03Rl COIIg.• lad Sen. J (1994).
2.t 140 C()IOG. RI!C S14,193
�520
JbUroal of W.w & Educatlult
In describing H.R. 6 {the House version of the lASA) during House debate
on that bill. Representative Ford of Michigan shared his personal perspective
on its historical: significance:
Un} !he 89th Congress, 1965, my first ycu hem, we cn::~ted the Elemen
tary nr.d Secondary Education Act. which we are reauthorizing for the ninth
lime today. I am euromely pleased thai in the IOJd Congress. my 1;>$1
C{)ngress, we are making the most important changes in the act since we
fim passed iL We are bringing II into thl~i1ioo where ,it will serve well,
IlIld adjust wetl to !he 2JsI century.
.
"
.
.
Repn:senta!ive Gunderson (R. Wis.) also reflected on the historic importance
of the legislation and the need for bipartisanship in il.5 consideration:
"-,
This
i~
me
I~t
reauthorization 10 have any impact on the structure of ' ..
America's education delivery system, .:'IS we enter the 21st century. Thai
is why it becomes so essential that education policy be done in a bipartisan
manner. l'I'
Thc~
objectives are reflected in the IASA as passed by the Congress by a
vote (on final passage) of 262 to 132 in lhe House nod 71 to 20 in the Senate a
and signed by President Clinton on October 20.· 1994,
IV. Relationship to Goals 2000: Educate America Act
Wbat is different about the lASA as compared with prior elementary am
secondary reauthorizations is tbat the lASA has been preceded by llild placcx
within a belter, more' balanced legiSlative framework. That framework is thl
Goals 2000: Educate AmeriL.l Act As Representative Kildee sluted during th,
House floor debate on lhe biU:
Last year the House prnised the Goals 2000: Educate America Act, which
est:.lblishes a new'framcwodt for the Federal (}nvemrnent 10 proviqe school
reform assistance, H.R. 6 helps to till ill the framework by refashioning
federal progrnms so that they l\fl! an integral part of Slate and local school
reform efforts. Y>
:n.
lJO C<JI'«l Rte. ~()1 Vlzuly 00. fl:b, 2<1. 1994). 1I;~p. fI)ld Willi ~h;urmJII ,,[ tile HOJ"" Crur.nllt
(!lid boor whk:h f1:1""'le1i !>w"nbly <m IUt. 6 in !he W)n! Cr>og!'eH.
U. IJ. II U80li Rep. Gundc:,_ did l!I>I $ljp~ 1lIe hcgalatiw. in III!: "l>tC "" III!: C(!ni<,«,nct ~I'
mt ~ U. 1994. 140 Cm«!, Ru:. HlQ,4(i8 (lUd)'~. Sepf, 3(}. 19941
19 140 eo""" kre 1-110,408 (daily ttL ~pt 30, 1994); 140 COl«i REc. SI4.2{!1 (d.:!il)' td Ott,
"'"
EdlJC~!;<l'I
;994).
30. !4I.l (;'01'OG REc H20)
id~,ll' eQ. ~I>.
24. 1'194)..
�Impnning Ammca's Schools Act
Fatl 1995J
521
Like the Goals 2000 Act. Ihe IASA 1$ designed to enCQurage comprehensive
educatiun reform. A primart focu$ of tbe IASA is On teaching and learning,
as well as on higher standards for ",11 students.. The lASA encourages the
alignment of all of lhc elements affecting tcaching and learning {inc-luding
curriculum. instruction, professional development, school leadership, student
assessment., and parent involvement) so that the whole is greater than the sum
of the parts, )1
,.
The Gm.lls 2000 Act and the IASA,
tWQ
major federal investments in local
and slate efforts {O improve education. both enacted during the first two years
of the Clinton adrninlslfation. are clost::ly relaled in the fo!lowing respccLs.
The Goals 2000 Act establishes as national potiey a set of eighl voluntary
National Education Goals and provides funding 10 schools. communities and
states to design action plans to meel these goals or their own gooh~, .u The
IASA provides for needed fcde~ financial and technical assistance to help
the nation meet fhese goals, parti<:ularly in schools ....ith special needs. FOf
example, Title IV of !.lie amenrJed ESEA, the Safe and Drug-Free Schools
Co.mmunities Act, provides assistance to states for drug, alcohol and violence
prevention programs. These progr.uns wiU help achieve one of the National
Education Goals: "By the year 2000. eve(jl scnool in the United States will be
free of drugs. violence and the uuauthorized presence of firearms and atcohol
and will offer a disciplined environment conducive to learning...." J;)
. A state improvement plan under Title III of the Qoats 2000 Act must include
strategies for the adoption of challenging academic standards. ".. SuStained and
high quality pro(ession<)! development. educational teehnology, and t~hnic.,l
assiStMCe provided under the IASA will support the integration of comprehen~
slye: e(f~llve state: and lOCal reform efforts into the classroom. 1'1
In the Go.,}s 2000 Act Coni!re~.. finds: "{Alit students Cau !e;l,m and achieve
to high sillod..rds and must :realize their potentia) if the \;nited SI:rtes is to
und
1
1.
e
JL Plt'_C'Nt.nqrrQ note 21. 31 6.1b¢ _tlC( in which!ht: i~ pricrni¢l: or o1ilffiiO!'-$ ~ ;ef\«::.o:d
IASA i$ ,ji",u,oed _
fully it1{ro. r~lo ..inC ""'" 1a6.
It Goals 2000 Act f 102. TIll: GHliII -1m m\td in Ri!cy, sup'" note ), a1 121. ~nd incl\lde:
in!1Ii!
(1) $Chou]
r~:.d,tlI'$$:
~1;,,"
,.
(2)
$C!w<~
,omplw.m; (3j M\ldtn!
II(:tlicv(w.e:Jt imrl citizenship; (4) teuLim
.nd pro(,,~\h>1Ul <k~d"l'menl; (~) malhemWics and iiCj.m~; (t;) ltdul! bi'r.c} an..! life:k>llg
~ir.i: (71 ....fe, di'ldplmllll lIoo1!.Jl;Qbo1·aml drt!g,f~ lClIoolI; DIld (g; p"!cn!al pw1itirOl!i"~,
3}, ESI'.A, lit)': IV·A: cmJ!;woo A<..1 , 101(1). Su 14<J C~ Rf':, S14.147 (Jail)' cd, 01:1. $. 1'1941
(remarb nf MtI, ~1I),
34. G<.:.tll ZfXX) Act. title III. M <If lhit wti.tiJl.g. 46 ~ ¥e ~ipaling in tM (KCIffMl! IImkr Tilk
III of tbe (l0Jk 1000 Act Sit Us. Otrr tJV Eeoc_ Ra4ARKS 01' lbo'AI!.O W. Rfl..ev. US SIX1IIiTAAY 0+"
E.otlc. Stem_I) A:<I<I.'At. Sr~n: Uf AMUH('.>'Ii Eo\J!::"tlQl< AooRUS J (Fd>" I, 19..S) (Sin;;~ 1."31 »<Wf1:M. ~I\
ii.w.tkma! 4 Sf~tc:. "rvlictl rot wi.urwe vJ!l.lt:f the Goalt 2000 legi1l.ui'm).
35. ESEA, !ilIe\ Jt
XUl; J~(' SMfllt. wpra!lOt( 11, at :4·15,
m.
�IVI)!. U. Ne.
522
••
prosper." '" This statement in the Goals 2000 Act is at the core ofthis admimstr:
tion's aspirations for Americun education. To achieve these aspiratioQS, v
must effectively confront dIe realities reflected in two congressional fiadin;
in the IASA: (1) between disadvantaged and other duldren a "sizable Iachiev
ment} gap remains" and (2) "educational needs are particularly gre.at fOlf 10'
achieving children !n our Nation's highest poverty St:hoots... ", To do th
the JASA asks a state's: Title I students lO meet the cl)allenging contcsu a
performance standards that the state sets far all of its student... The lASA aJ
targets funds I? the highest poverty schools and, in an effort to address ne(
'at levels closest to students and teachers, provides new discretion to seh.
pri~cipa!s
and teachers to addres& the needs of those fiChools on a ~chuo.l.·w
basis. .II•.
The Goals 2000 ACI reflects a detennination that schools and ioeal aIIid );1
agencies must have greater flexibility in the administration of their feden
assisted edUClltion Programs. l'J As President Clinton said in signing the Gt
2000 Act, "We're going to...cut the ted tape to districts (that) want 10 try I
and different and innovative Ihings,"" The lASA does this by providing
greater ne~'bility and coordina.tion. for example. § 14401
the amen
ESEA provides authority to the Secretary of Education to w,aive. su!bje(
certain limitations. statutory Of regulatory «quiremeulS that inhibit quo
instruction or improve nC<\demic perfonnance_ .,
The Gools 2000 Act, and vanous provisions of the tASA invite pe
closest to the students to develop improved and effective innovative llear
opportunities. For ell.ampl~ the IASA provides demon~trntion money to
and implement chaner schools and encourages greater school site tied
making in developing nnd implementing Tille I projeclS and staff de\'elopru'
The GoaTs 2000 Act ell(ourages educators to identify world-class. wlu
national academic content and student performance standards, U Federal;
tance for professional development under Title n of the'IASA is design
enable teachers in a lHate to teach to thos.e challenging llc.ademic stanclard
of
36. Goal. 2000 Act t ;WI( I).
3? ESEA t l001(b)(lj, (3).
:38. £SEA i ill i(b). 1m, emph~~" 00 It><:e1ing rug!! .tandeM ulllUcb.inlt1enl.¢$ "'~Ji~~ f.
e<AA:III'''n. BlI"'KUIII edl.;allio~, ....d "'!lIIIrgoncy imtllillnlll\ «b'>CllliOl!. Su id.• IIIIe$ Vll_ IX.
39. See G.,.JdOOO fu:\ § 31 L
40. Rerom.l"" SigllinS IN: GullI, 2000: Ed~_ Ametka Act in SOl'I Dq<>- JO WIi!OO.:lI( Co
Doc. 656. 651 (April 4, 1994)
41. ESSA § 144()!{1I)'
42, 14. :ilje, X·C, I-A
43. Goal$
:woo ACI, lilb: 11.
�4
Fall 19951
gs
e
the SL:ite bas voluntarily adopted through the state', own processes, In adopting
these standards, the SIate will have available, for cenain subjeCts, the: national
content and performance standards identified under Title n of me Goals 2000
Act, to use as a resource or slarting point In these circumstances. the profes~
w
is.
M
sional development provisions of the amended ESEA will help bring wond
class standards into daily classroom practice to the exteo( that they are reflected
in the standards that the state actu ally adopts, 401
Iso
,ds
objective included in the National education Goals. The IASA. {hrough Its
The GoaIs'2000 Act prommes greater fnmily involvement in I~amillg. an
:JOt
ide
wtc
ally
. }als"
,lew
fur
emphasis on such innovations as school-patent compacts; reinforces this inilia~
live, fi In addition, our Department of Education has built a partnership with
more than 200 parent. religious. business a.r:d education o(g~nizntiort$ to help
promote and support bener family~school comml.1I1ication and greater family
involvement in learning. A Dt=partme:nt study, entitled Strong Famili~s. Smmg
School$, shows timl parental involvement can make a positive: difference in
raising .student educational achievement. ..
V_ Title I of the ESEA
Tille f of the ESEA provides: for eduC<ltional assistance 10 educationally
,ople
ning
plan
sion
!nl.
41
n""Y
assis-
deprived child.en in areas with high concentrations of children in lowwlnoome
families. II is the nation '5 most :mbstantial elementary and .secondary education
program at the federal level.
Senator Pell, during the deblUe on the conference report, described the impact
of the IASA amendments on Title I of the ESEA.
The Title I program•... is lbe bockiJoM Qf this bill. We have refined
thai program. bena targete'd it to children most in need, and linked ii to
the achievement of challenging acadt:mic and stadent petfo~ st,m
led to
S
thai
44. ESEA, title II.A; 5U Marsh<tl! Smilh d :Ill, NtJ';oM! Curriculum Stondurd: Art 7lq
ilnd FhMibit',
D,:irabl~
m1'H&OtwV!AA"("£ OFCl.lO~lC1JL.UN ¥UUOOk CF tHE AstO<::IA'MON MIl. SUva:""~I(lN ""<I'
Cl4IMC\lU.1< De:,'U.UI'1oiIP"l" W (f'-ichonl Elmnre &. Susan Fullnnan ew .• t~4.)
4'. ESEA ; 11 11I;!iu red infra
roItOw'~'1i
noIe 79, for a discU2ioD nf oohool"parcnl
('()fI'I~I$.
46. IJS D(;FTOF EDL'C, STI\OMJ F ...-",ur..~, Sn.OI<GSCIlOOU. !lU1LO(NO COMMUNITY PAAtNtJIMnl'!< kit
LIi),I!MND ,II (1994) l~ flctor,< ova w"j~h pBI1:nl, ~xon:i,c authority_.tudent absenleeilrn, vu,id~ ."
lelllliug mal~,iJ!~ '" the hom.:. ,10.1 ~,,(;1!:s,iv~ t~lc,visi<1n wruehin8-(;~plain 1\C(I['Iy \l{) pt:)'I:enl of IIIe differen~c
in eigl)o..... g~lr. m.ltl=1tli"" lest ~COrl'S 3Cro~a 37 .Iale, and the Diru'iCl of Commbi; 00 lhe N:Ubu!
AAAI:.I""(tn! of I)ducatmnlli i>mgru. (NAEP). Thus. ~nntronablc Mme faunn ~I fur .!~ .ll !tie
dillcfI:flU'l in .ilvell1ae student achievement ",,,,,,... '!lIte. (Bmon '" Cule)" 199"21,"). T4 ~id¢ diw;(
infcrm.luion to ~1\I1l IUld cdu.:;alon. in order 10 build wont« pai1nttShipt f¢( iummg.. !be OepW'lt:lft'1>(
);w inm.Ued a lOll· fmc nul1"ll:!¢r wd a home p3gc 00 !he Inlemd .m4 $poMlOl'S mowJ!!)" uClldlite tOlO'n
1l'1III:Iings.
�SM
JourruU of Law &- EdtDtion
(Vet.:I4, No
dards. This is an achievement 01 considerable import and significance: .,
Senator Pen's observation is. as always, on target, As Congress has repeate~
recognized over the past thirty years, if we are to meet our educational 30
and achieve our national aspirations for economic growth and for equity 1
excellence in OUf society. improved education fOf the population that Tit!
serves is absolufely essential. To this end. we have worked hard to stlengd
Title I through the revisions made by the lA~A and through our ~oru
implement its provisions.
0) Hdpl'ng commUltities and states to raise slandards. 11te alignment
tween Tide I and Slate content and performance standards is made clear in
opening se(:tions of the Title 1 statute, These provisions are designed to ..,
guard against a lower set of expectations being .applied to disadvantaged
dents." .. The new state plan provisions of'!ide I incorporate these ideas. TI
major changes were emphasized by !.he Department in its original prop
"'The!iC changes tie Title t directly to state and local reform efforts. em'>!.:
that the performance expected of childmn in Title J schools: is the same as
expected of all chlldren."4t
The state plan is till: document that a State now files with the Secre!a
order to partidpate in the Title 1 program. ,. In the Title I state plan" the
demonstrmes that it "has developed or adopted challenging content stam
and challenging Student perforrn.anc:e slandards that willl>e .\.Ised by the :
its local educational agencies, and its schools to can;' out {Title 1].... " A .
is no! mJ.uired to submit the standards to the Secretary. n If a state h
own eontcnl or perfor:mance standards developed under Title HI of the I
2000 Act, together with an aligned set of assessments, it uses those Slan
and assessments (as modified). $:I If not, the state includes in its plaa.a sO
and schedule for developing state content and state student pcrfomunce
dards for elementary and secondary children served under Title I in su
determined by lhe state, However, the suhjcx:rs must indude at least m:athel
and reading Of language arts by the end of a specified period. These fitan
47. 105 CO~ Ru: 514,14""1 (daily eli. Oa. 5. 1994}(o:rnpbui. -sded).
4~ 140 O;iNIl JI.re. $\4,j$(} (;h,1y «t Otl. S, 1994) (temltfk~
Sc'n. Lucl>_). FI$Ii
I ~t 6 I> billiell .inUm. wm: a~ for Tilie I JIlUIti: to l~ 1IIh.lCnllllltl .seuci~
49. ~ 1Upnln¢ltlt," I.IL
50, ESEA .. 1111~J.
51. Jd § IllljhXI)
m
.H.1d
53, id
~
1111(11)( 1)(8} {ltIQiiirLcWoo mal' be
na:~
1(>
(ompor"l
"lim t II' I}.
�ImprovlRl: America's ScI1ttob Ad
.4
525
it should be emphasized. must "include the same knowledge, skill:>. and levels
of performance expl!ctt:d oj all chUdren. I<
lly
In addition. euch sllIte must use a set of high quality assessments to measure
oats
md
Ie!
leo
; to
.
the progress of children served relative to the st,lIe's Mandards. TIleY must
include assessments ip at least mathematics and reading or language arts, '"
To ensure that Title I children are not held to a lower set of expectations, the
statute,provides that these assessments are to be the same assessmenl:~ used to
measure the performance of all children and are to be aligned wilh the state's
'cbaltenging conlOn! and S1udent performance standards" !ioi
be·
,h.
leip
stu
hese
)sat:
mng
that
jards
Slate,
state
as its
::}oals
. ,daros
,'uteg)'
, stun
,bjec[S
maties
darns,
Provision is made for adjusting the lime frame within whieh these 5.eps
must be taken. HOWever, the thrust of Tide lin making the connection between
the TJU~_I program and tbe development uf :;ta'te stanlUlrds and aliscs:>rnenls is
manifest. With it comes a degree of burden reduction. As slated In the prospectus
accompanying the Department's proposal: "To free Slates and locals from the
burden of providing data f.or a national assessment sySle~, the U ,5, Department
of Education will gather national evaluation data separately, using a sample,
This will dramatically redllce the amount of testing taking place in the average
Title I school." $'I
(2) Better wrgeJing of fonds. The educational research upon which the
targe:ing pr;)vil{ionli in TIlle J are based tells Ui> ID3t obstacles to learning are
concentrated in lhe highest poverty schools. 'SI As the Department found, "Over
half the students in schools with the highest concrntratinn of poverty are low
acftievers, comp;m::d with only .8 percent of stude:nts in liCltools with the leas!
poverty." Sf Because it found that Title I funds were spread too thiniy to meet
the needs of the highest poverty $c;hools, the administration proposed a fOnllula
fQr distribution of Title I funds that would more effective:ly (arge! Ibe fun<ls
on those schools, M
The IASA only modestly moves in that directioo. Nevertheless, the rormula
that is adopted in the lASA achieves a sumewbat higher degree of targeling .
50\
~S.
$C1l1 yelll
,
Id.ll!l(bXl){Cj(~~h~),
1d § 1Il;(b)(3).
511, Id. § l\ll(b:(J)fA), (8),
51. P~'''fECl"m. !..pm Ih,tu 21. ;jj 1.&; Iff W$II SMIth, ~~Pt1l tM.:: F. at 15 ("The nwu:oorize~ ESEA
ehm,n~!~s specilll <rq,,,red :Il\lmS of oruy T11!r I ,rurt.:IM lor p!lIte"",l'\I.,oo lii:COI.Inlabi1.!, ~,'),
•5&. P~OSI'f.CT'J$., I!<p«l I)<)(¢ '2 I. al It.,
59. Id
6/}_ !iff e:seA H 1122-74, u ~ in H.R. 3!JO. 103ul CDill-. 1~ Sus. (1991); Pt.I}.WU:T1)$.
fhp"'; Il'lk '/1. ~I 16 {(Jne ll1ire.1f \be: chlldrnn in lh: IIIlb<::sl P<l'.-nl) so:;hool$ who IiC¢tt t! U!!: bUUOOlIhW
ill rtJd'tI# «$U 4<::0 nO! =elve Ch::p«'r 1 l:¢rvi>:~); i4 Oil 1·1l IpNflOl:¢d formula _td. fI.\ 19')15 propmcd
arpmpfl:u~ k"ds. move apto\il!liil\!ly ~oo orj:.Jion ftlll'n 1,,"-I"poYU1y 10 lilg/lo:r"P'l"crt1 roun!i<:3).
�526
JOlU'Ull1 of Law &. Edl.lcaUIlD
(VoL 24, N....
than tim provided by the Title I statule as it exist-ed prior to: (he enactmel1l of
tht IASA. if Congress enact!> higber Je..'el$ of appropriations for Ute amended
Title t" With respect to allocalion of funds among states, the IASA retllins
the Chapter i fonnula (or allocating funds for the allocations under the fiscal
year 1995 appropriation, Any cbange in foeu:, will depend on how new funds
are appropriated beginning with fiscal year 1996. lf these additional funds are
direcfed through the MW forrnul.~ fqr "targeted grMts" under section 112.S of
the amended ESEA, then poor urban"and rural school di-strim will tend to
rereive abovc..,average increases. n Jf. on the other band. funds are appropri;ated
for the education finance incentive program under section 1125A of the act.
the degree of targeting may be eroded.
Substantial improvement in wgetinl:t. on high poverty schools is ru::hieved
by olher provisions in the new Title 1 directed at the manner in which an LEA
distributes the funds it receives among sChools 01" school atte~aru:e llIreas.
rather than the fonnula for Slate distribuliorl. Foe e~ampIe. an LEA is now
required 10 serve all schools with poverty rat~s of75 percent orl'llOrt, inch.ding
middle and high schools, before serving schools with poverty rates of less. than
75 percent, The intent of this provision was to direct Title 1 services to mort
higb-poverty miJdlt and high sc/w{}ls instead of lower povClty elernont.at)
schools. OJ.
'The ame:nded ESEA calls upon LEAs (0 distribute Title 1 funds to sdbool
on the basi'S of poverty, a change designed to "eliminate the penalty for success
ful schools caused hy allocating fmuls.on the basis of low achievement.-" I
addition. subject (0 certain ex.ceptions, the "per pupil amount of funds all<l'lC<lte
to each schoo! allendance area or school. . ,(mu.,,,tj be at least 125 per cent (
the per pupil amount of funds a local educational agency received for lbart yel
under !he povel1y criteria described by the local educational agency in [its LE
planJ." iJ This provision. coupled with the requirement in section 1113(c) th
the LEA must allocate funds and serve in rank onkr. has the effect ofcottcenlra
ing funds, allocated within an LEA, on the highest poverty schools, '"
(3) Strengfhening the entire school day and ateruiing learning 1;mJ! 'Whe
lIeeded, COflcem~ have been raised about the burden Of! local school personr
!>y
Ill. ElMlC>lIUY MId StcoIl4<1ty em..:.,ioo ACl<>f: 196$, POO. t..l'lb. Rg.j{!, f 1(10).19 SIOIII. V,_ ..R
lf1 u.!tC. § 1111 (19$9;. The _ltxmul. u- r""nd in ESEA U 1l21':11. Mt 140 c.;...u. fteG. S14.
{daily ~d. 0.1, S. 1'l94) {nlUW\;S of Sen, ~~) {lMJ;etS Til}¢ ! funds ~1'IWf¢ efk(1;"¢fyj.
62, Stt HR RfJ'. l"¢. '61. 103rd COI'g. 2nd Sasa, flU·)1, iHi\i4); F,sEA n tI12(aj{2), 110.5,
63
ESEA J tll:l(lljPl; f'IIosnCT\!s, supra note 21, ~11-13,
{,4, Mt ~"
NUll lL.;'II T-ll: £SP..A § 111)(il){$).
6S ESEA § 111l(~It1) [subjcl:\ 10 J\ate<t <=epli.".,.).
66, Sa i"r<QSPf.I:W', n>tmt _21. al '·13.
.xc
'"iff'''
�tmlmwin: Amuica's; Sdmots Act
of numerous federal and slate programs-each with its own rules and regula~
lions. Under the neW school~wide approach to Title I, a school that carries om
11 school wide program can use ies Title I funds, and funds from most other
Federnl education programs, as supplementary funds, to serve the entire schonl
mther than use them exclusively for individual children.
.
Expnnsion of the 1\choolwide program concept to a large number of new
schools is: an important innovation in the administration of Title r. In its earliest
phase, Title I required an LEA with Title J funds to select schools in sehe,,1
attendance areas with high concentrations of children from low income families'
,.md to identify and serve, in those schools. particular educationally (kprived
children identified as h<lving the greatest need. This arrangement PUt a premium
on accounting procedures that tracked the delivery of services to particular
children fot a sm;lll part of the day; it did nQt take into account the need to
strengtben the entire scboo1 day for these children <nul [0 strengtnen the school
as a whole. Subsequently, Congress amended the law to permit Tide I funds
tn t>erve tbe entire school but only if
schoo! had a poverty level of more
than 75 percent. .1
TIte [ASA greatly enhances this concept. It now provides that a school is
eligib!c !O carry out a schoolwide program with Title I funds if, in school YCllr
1995·96, il serves an eligible school attendance area where nol less dum 60
per(,"Cnt of the children are from low-income families.4« to school year 19%~
97 and thereafter the percentage becomes 50. '"
These changes. recommended by the administration in its om. win sub:mll1~
tially broaden the flexibility schools possess in using Title I and other program
funds at the school level (0 improve studenl performance throughout the school
day and year. The changes will give schools in high poverty areas a greater
opportunity to improve teaching and learning in the school as a whole and
perrrUt many mote children in the school [0 meet the state or local higher
perfomwnce standards. " It is anticipated that 20,000 Title I schools will now
haye this opportunity. an estima.ted increase of 12,000 schools when thc law
i~ tully implemented. 'I These changes will also have 11 substantial impact on
trre
r
,
.
n
d
,[
"
A
at
1'7. EI,,:mMI.:), ami S«.Gttdoty EdOXM;OII Act <If 19M.; W;l(-II). ,n <l"wldt'd by 20 V.S.C,
(938).
'>!.
I:!SEA
t
:rns(~)
II j4(&)j:I}(A).
t9 kJ. t 11l4(aJ\l¥ln.
'0. Sff id i
1114{b}!~ 61
a $Chooj",hk
~mj.
11. s:,.. f'Ilotf'tr.'N$. 'i>J"'# nmt' ii, ~ 1-9. 0--.11 aI!mrt SO.C()Q M:'hw)S; ~k'~e i .. Title I. Jd 3!
1·6. In \\Jd(W>t\. :Jw: 11<1"" provisioru penni( fund.; from ffiCIl( ntbef kdwoJ e&.lCatkull''!<l8f1l!'m, ;g wcil 31
TIric 1, It> be iW!IOOed ;11: the lI;lroolwide program ;f 1M im~ J.!lIi ~ of!~ f..,n';;ng ""'fi:t$ lite
mo:L JJ J.ll·9.
.
�me way mat teachers address the needs of educluionally disadvantaged dUioccl
'The Department relied upon the results of educational research ttl proposin
these ehanges. Its "prospectus" on the rASA proposal observed:
Rel:elll'Ch shows thai effective schools ate chtttacteriu:d by an etoos of
learning, positive expectations for all children, and effective schoollclldef~
ship. Research documents further that when {he target <)( changc is !the
entire schoo!, not just the pooresl performing children, sehools serving
even lhe most disadvantnged cnn succeed. The flc,,;wilit)' Rnd lIdtool·lcvel
accountability accorded to the Tide f $Choolwidc programs Qfl hclp cmate
a climale that enconrages wholit schoof trans!ormatirm, pwticularlJ' in
schools thJt serve ooocentratimis of pDOf" ch.!lilien. n
Accordingly. § 11140fthe ESEA makes the dedsionto adopt schoolwideprogr.
status start with the school itself and cnIis upon the school to estahlista its 0
ooncept of bow that progrrun is to work. An eligible school that wants to oper
a schoolwide program must rust develop (or amend) "a comprehem.i~ plan
reforming the total ill~tructional pmgrdtll in thc school, .. ," 1) The law dcscril
the components of R s.choolwide program and provides guidance as to the f~
of services to meet the needs of target populations tfult the school may proV!
With these steps taker}, substantial flexibility is afforded. A oohool jXI.I-'ticipnt
in a schoolwide progr"dlTl is relieved of the requirement of identifying partiel
cruldren under TIlle 1 as eligible tQ participate in the program or of provid
supplemental S('rvices to these children 'U
Title I schools that are not cligible or do nol opt for schoolwlde progt
st;'ltus .are referred to as "targeted assistance schools," For these sdiools,
new law contemplates "effective instructional strategies" thai "gi~ pon
consideration to providing e)(tended learning time" and "minimiz.e rem<)'
children from !.he regular classroom during regular school hours. ~ . :' 11
President Clin(oo stated in signing the IASA: "'[T}his bilL .•enClOurag
schools to take kids thai are frum underprivileged backgrounds and instea
separating them out from other students, bring them into the da~stuDU!s, I
smaller classes, work with them, have kids help kids to get everybody int(
mainstream, and everybody develop to the fuilest of their God~givCln cap
12:. h.~~. J'iif'mI flI}\¢ 21. ;1\ 11·11 i~j~ 34dcd},
13. ESF.A § I tl4(b}(21, The plan mu~l. amon, ot1Kr lhi"-8~, illi:m'pQt1Ilt ~Jwide rdkImI:Ur.
\hal pWvi6; ""fIPOI'Infliries r(l,.11 ~hildun (0 mr:tl i/w: S(at~'5 protidCll! and W"laocw k:M:b of;
performl.ll(lr.. ••." ld. t J1!4{b)(I){Bt
14. fd t j !14((I(J)o("~ "Th¢: scho(t! mu.l \lie fo«noll"""" $I) " " J(I Juppkn=! 1l<I<I-fcilrnt m
a¥iji!t.blc \0 II'Ie s.:n(."L fd ~ I! 14(al{3XR}.
1$.
Id.' J'1l.'iM(lXm
�,
529
Fnll 19951
ies." ~ The law describes the components of a 1argetC<! assistance program and
school level decision~making. A primary consideration is !hut the
emphasi~d
program resources be used to "help participating children meet [the) State
student performance standards e~pectcd for aU children. ,,1'/ Strong emphasis
is ,given In this respect to roordinaticm of reSOUrCd, <mgoing review of the
progress of partlcipllting children. and professional development by the school, '"
The ESEA statute also permits use, under certain limited circumstances. of
program funds to provide comprehensive _health, nutrition and other socia!
. .
.'
'"
.•
services not otherwise available to eligible children,
'Tf
(4) Promoting parental involvement. As recommended in the administration
1m
wo
aI'
for
Des
pes
ling
ram
,h.
Ulry
ling
As
,cls)
. d of
bill. the IASA includes better mechanisms loencQuragc gremer parental involve
ment in learning. An LEA or school assisted 'under Title I must develop (jointly
",:ith parents) a "written parent involvement ~licy."· Parent comments on the
LEA .and school wide program plan musl be obtained. A school served under
Title' mU$t also develop jointly with parcnts "a school~parent compact" The
compact.would outline how parems, staff. and students "will share the responsi.
bility for improved student achlcvement and the means by which !.he school
and parents will build and·dc....elop a partnership to help ~hildren achieve the
. State's high standards," U Finally, fhe amended ESEA provides for support for
developing skills of teachers.. parents and 'prindpals to work together to help
their chUdnm learn morc. ~
(5) t.J:CQUnwbiliry and rewards. for better student peifo1'llU1JlCt!, The new ESEA
provides for a system 'of performance-based accountability ooupled with high
quality sta!e assessments and rewards fOc high petfoimarn:e. b Undet this: system
a state designme.<o as a "distinguished schoor' a school served under Tide I~A if
lhe scboot, fOf tbree consecutive Ye"oifS., exceeds the statc's definition of adequate
progress. Schools so designated serve as models and may receive additional funds
under the ESEA to fu~ fheir educadonal programs, provide incentives, or
lave
, the
acit~
76, JQ w~uy""I' ~r. ?!tE;. Doc. 20114, 20111.
77. £SEA t II t!1:ej(IXAl
1lt hi. i l! !~tcXl), \e)(J).
19. hi i 1I !${~X2).
MI, hi § 11ISI~)(1» (h)( D.
RI, M.. ~ III ~dj, The .<t>Wle l'fO"id~, Ih;>! iHomp;l<:\ del-Cf;bc \I1e $<!h6Ql"l I't~...~u~ibHhy w provide
high 'i'U1i1y OIrri~ul= nnd mst..... ctiun and lh~ "w~ys in which ~ach plIftltt wHl be resp<:lnsibJe fur lupp<>rtiog
IhI;ir .hiIoJrtn'$lw:Mnll, ,Uth;l$ m"niloring OIIlen<lanc." homew(>rJ( to)jllplc!.un, ~rn:lldev,,,(ln wlllcl1ing;
>ulvfII«rirog in Iheif "hi\df~'·~1 dOl.Sllroom; lind pAr1icip~lj~g, as lppropri~l~, in tJe(i~'{>M reJ,ujng [oJ Ih~
tdl!CllII~ nr I~ir thildreo 'md positivi:: """ of ~~t.raCUrtkular time..." /d. • 1118(d)(l),
at k!.. i IllR{el.
U Stidd. Ulllc...11l7.
�·
S3{l
juumlli ot Law & EdlK"lltlol'l
{VoL.24, N
rewaN individuals or groups jn the school for exemplary perfOrmance....
[n order to ensure accountability. as well as recognize high perfurm;u
the Act atso calls upon each local educational agency annually to lrview
progress of each school served under Title I-A in accordance with the 5
assessments. It identifies schools needing improvement These scbools
expected 10 develop Of revise a school plan and provide better and moreeffec
professional development programs to teach the more challenging skills !lei.':
by l00ay's students. The LEA provides technical Of other assistance znd t,
corrective action if the school fails to make adequate Progress. If the' LEA :
to do this, the state educational agency takes corrective action: Provisio
also made for state educational review of local educational agency progre
(6) Eve-It Start. The Even Start program is expanded through atlthorit
serve teen-age parents ,and through stronger provisions for community'.sc
partnerships. " Representative Goodling commented on this provision a:
time of the House debate on H,R, 6:
[W]e have expanded the progrum to include a high-risk group, teI::lmIge
parellts. [nsl.e3d of waitlllg until young pmots dmp oul of school, ptacir..g
lhem at risk (Jf unemployment and dependency on welfare. !hey ute now
eligible participants in Even Start. This will provide them witb'the SUIJPOn
they need to stay ill school and to become a true pattner in their ctU1d's
education, _, . ..,
The focus in Even Start is onfamilyUttracy. As stated in the material acco
nying the Oepartment's proposal: "Family literacy programs recogniz
inlergeneratiooal effect of the parents' education and the role of the pan
the educational development of the Child: The improvement of family lit
is an emerging and promising practice in education intended to bre:tl: the
of poverty and iIlitetaty....'" b The pu~e section of the revised pr(
statute expresses the intent of the program to assist both children and adlJh~
low-income families to achieve to chal.ienging state content and
s!andards. '"
S4. M.
pcrfOfT
t II 11((j(2).
*1116(_).("l
a6. hi n 1201.1210.
lI$, fd.
•
81. !4l} ~ Roc, HtwS (¢:lily ~4, ~.l4. !'il94) l~p. CoOOIII'IJ: wai ~1;m& m'-" fI'I<
lile 1Wut.e C~l1t\1\ on !!doc.ian and Labar in the to~(d C""lP'l:$ll ~nd \$. _
~h""- or 11\
Comm.rm: 0:\ EornI<Inm: ond ~'(>flal Oppor!nnilici ill dlll l04tll Coosre5~.i
ss. PI\~I'U"1"<I$. 31<P'" _ 21. at 1-15.
89. ESEA § l:2!HOl
�impmving Amtrira's Sdlools Att
FlIlll99S1
,
ror Teachers-Title II of the ESEA
....
a..
live
:ucd
ikes
fails
,0 is
SS. IS
to
hool
t the
mpa~
e the
;ot in
eraey
cycle
'gram
,;from
oonce
.,
VL Better and Ongoing Professional Oevelopment
lee,
the
.'$
531
""
"[S}ustaioed and intensive high-quality professional development" is abso
lutely esseotial to help educators deliver instructiOn al the cbn11enging level
envisaged in the Goals 2000 Act and is a prerequIsite to achievement of .all
· the National Education Goals.'" Access l() quallry professional deve!opmt!:nt
for aU teachers is explicidy stated as a national education goof and is particularly
vitali;) helping stUdelliS achieve at much higher levels in the core subj~lS."
Title Jt of the amended ESEA authorizes the Dwight D. Eisenhower Professional
Development Program 10 respond (0 this clear and present educational need, n
Title n authorizes the appropriation of $800,000,000 for fiscal y~ 1995
and such sums as may be necessary fOf each of the four succeeding fiSCal
ye.urs, (0 carT)' out t.Th: program. n Federal activities include an Ei~nhower
· National'Clearinghouse for Malru::matics and Science Education and a National
Teacher Training Project" Title ll-S authorizes the Secretary to make grants
to stale educational ageocies "for the improvement of teaching and learning
through 5uslaiuoo m'ld intensive high-quality professional development activities
JS
in the con: ru.:ade:mic subjects at the State and local levels .... P~visi.uu is
made fot allacalion of funds to states and for within-state allocations. ,. State
applications must include a profer;sionnJ development plan to be developed "in
, conjunction wiih the Siate agenCy for higher education. communilY based
and oilier nanprofil organizations of demonSltated effectiveness. instihltions of
higher education or schools of education," as well as. leachers, adminislroltors
and pupil services. personnel. "
The Inw provides !O a participating st.:lIe the option to engage in a host
of state level professional development activities including ·'reviewing and
reforming State requirement.. for teacher ~nd admiriislralor licensure ...10 aJign
90. /d, § 2001(2):
ttt
gtlUrol!y, NATIONAl. GOVERNORS' ASW(."""'TIO/<. TAAI'\!II'QIIl"11<C
I1IQfm~IIl"AI.
06VU-OFME~'T m~ TilAClltl.... A Gv:O£ fOR S':'Anl POLiCYMAlU'lIS (lW3).
91. Gun!. 2000 A~t § 102(41, AU t"o oftell teachers arc asked 10 mCe( presS."8 <::<N";u-;,,.... I ner;:»,
Ihc curr;ctllum or bol,tering mnlh"".....!iCl a.:hie¥cm:'l1~ "')Ihoot
~ueh iU itll:tll'J)Ofllling c<>mpuur ~il1$ into
lhe
lim~
UI preparation 10 dcllv~r u.., IICW In,truGiion
cffecli~dy.
92. ESEA U 2001·2402 •
• <JJ. Jd. -I 2003(."
94. 1&. U lHtHI03,
9t 111. § 2201, Sffiion 1010) of Ihe Goals 2000 ACI includes n ~O'fl: $ubj(cl$: f.ngIJ,h, tn:i!""""'I;Q~
· ~lenct. forcilln !lnSU3iC$. civic_ and gOVl:mmCnl. cconomi~, arts. hi'lory. and geogr.>phy.
96. Iii. H 2202·2l03.
97. Id § 120~lb)(21.
�liuch tequitements with the $tat(:'s challenging State amtent stacdards.
A local educalional agency or school that rec:eives Tille n-B fi:mds m.·
them for such activities as "professional development•..to sup!po!1 te:
consistent with challenging State content standards and challenging State s
performance standards";," "support and time. which in the casa: of tc
may include release time with pay." to enable them "to participate profcl
, de~l_opment in the core academic subjects that are offered througlb profe:
associations, universities. community based organizations, and Oifher pn:
such as .• ,science centers and museums," lilt and "establislmtemt and t
nance of loecl professiOrta! networks...." at Title It authorizes the slate
for .bigher education to provide fmancial assistance to insritutions of
education. working with LEAs, for- professional development activitic,'
What is different about thls·new effo,rt to ensure reachers' Skilts":
insists upon "sustained and intensive" professional development......:.devel·
that is "of sufficient intensity and duration to have a positive and lasting
'00 the s!Udenl's performance in the classroom,""" nus to be omrtrust
the traditional practice of providing professional development em a Qf
one or two hour basis, with the program offered at the coo of a !long ·w!
unconnected to any overolt school improvement strategy. Sc:.QOnd, il
to challenging state conle~t and student performance standands, wi
framework of the Goats 2000 Act. Third. it encompasses all of ttJe ron
areas and is not confined on,ly to mathematics and oc:iencc as was!
under the ESEA. as tn effect prior to the enactment of the IASA, H
implementation of this new authority is subject to the enacttnelnt of s
appropriations above a level estabUsbed in the Title Jl statute. - Un!
circumstances, over the long term. I believe that Tide II win llave ,
positive impact on educational improvexmnt than preceding iemislalio
also cncourat,>e and assist leachers to deliver remedial and olhelr servi,
=,
9B. fd. J 2201(1].
'iI9'. Id. f 2210(b)(3)(A,.
100. hi. f lZlO(b;(3)(tlJ.
101, ld. t 2lto(b.l(1)(E).
IOL hi. ,2211,
JOJ. Jd. f 2wt(d){I)(J.i).
1(14. l<i 11lO8(cj(l). Undtt titk n,!IIe (If$!: $2!<i} milOO!lI'\'lllSI be wed for ~kl
III f 2206. For FV 1995. $320 -milliM wu tppfoptia1e4 f« stW:' pnu.. ~ en.,aoo
Hm!1lu'l SCr'lKe1. ,"d~, r.l>d ~ Armida Appropnalron A4. Pub. 1... !Co. I(}).J
;Ci39.l$61; Hit RP':-ill. 13), IOJrd C<>ng, 2d Sen. 9~ (190M). ThI: flJoal yeaf 1995 =Iuiol
Pub. t.. Ml_ 104.1<J, :escinds SW millioll of llIit an'oQUol,lee.vill, a thel'! yUl 1995;cppropri.
milli"n,
�Fall 199$J
,1'1&.4
children, including the disadvantaged, in new nnd mo(e effective ways that
.. .. "
help all children learn to higher standards .
'.
ly use
iching
tudent
. achen;.
;sional
ssiona\
widers
nainte
agency
higher
;,
..,
Pirst, it
opmcnt
. impact
cd with
leAime,
~ Sltbjecl
the cas<:
!owever.
urficient
leI" these
\ greater
n. Il wit!
:;es to all
VII. Making Schools Sarer and Drug-Free
tn signing the JASA at Framingham Hig.b School. Presidenl Clinton voked
a;;oncem that all Americ.ans share profoundly. "If we can't make these ;schools
in this country safe, jf children are not free of fear when they come to schou!,
!.hey all': not going to learn very wen,,,l" The fASA. include~, as Tit~ !V.. ,of
the amended ESEA. the Safe and DrugwFree Schools and Comimmities Act of .
1994 (SDfSCA), carrying forward and improving similar iegi;;lation in -the
prior ESEA. jM The purpose of the new title is "£0 support programs to meet
(one of the National Education GoolsJ hy preventing violence in and around
schools !iI1d by strengthening programs that prevent the illegal use of alcohoC
tobacco. and drugs ... ,.. 1*1 Title IV uuthorizes the -appropriation
$630,000,000 f()( fiscal year 1995 and such sums as may be necessary for each
of the four succeeding fiscal years, fur grants to state;; ... The preponderance
of the funds nlade available to the state must be distributed to local educational
agencies, to be used for carrying out "comprehensive drug and violence preYen-"
tion program(s].,,!M A major thrust of the Act is ~ inclusion of violence
prevention as a key program element.
The new title authorizes a broad range Qf prevention activities for all students
including "age-appropriate. deveklpmentally based drug preventi;)n and educa
of
tion programs" and "age-appropriate, developmentally based violence preven~
tion arid education prograrris." Ilf Violence prevention programs emphasizing
a student's $Cnse of individual resp<Jnsibility may iIlClude "the implementation .
of strategies, such us conflict resolution and peer mediution. student outree<:h
efforts. against violence, anti-crime youth councils, " ,aod the use of mentonng
prognims," III Supporting "safe zones of passage" und the "pronwtion of before
a.'1d·;IIler school recrelUionru. ins~tional, cultural and ilJtistic programs in
supervised community settings" are also listed, u: In addition the tiUe provides.
10$.
)Q Wu~u
l~.
kmo::nlwy a,ruS
€
"",flllkd by 20 I} S.c.
Cow. Pku Doc.
n
3 t7HDl tt98\1}
107. ESEA f 4003.
•.oed ~j~n'c.
r, rk:;>lth ~d
,'.\3. 10& SM.
1$ legislm..."fl.
~!i!ln ,,(
$151
lOS. ld. I 4004•
H19.
HI}.
ilL
lIZ.
td. 14113,
20~.
2081t
~ ~:tioa
~1I6b).
td, 14116{blll}, (3),
1d 14l!4(li){4)tC)
/of. t 411ft(nK'l. (8).
A« of t96S, li'ub. 1", No. 39-10. qd~ v> 79 SUI1..
n.
�SJ4
Jl)umal
Dr lAw &
Education
for a set of national program$., including, grants to institutions: of higher edu!'
and hate crime prevention, III Senator Dodd put the matler this way c
debate on the conference report: '"This legis\atlon takes: us (lne ~tep fnrth
expanding the Drug-Free SchoOls Program so thaI it will include a ne~
on safety. More than $500 million of Fcdetal funds will now be availu
schools to prevent violence." 11.4
In his veto of the fiscal year 1995 rescission bUI. President Clinton f;;
on the need for adequau: funds to carry out this legislaiion. llis vetO has re
in the resttll111ion 01 substantial fiscal year 1~5 funds in order to supp'
a<;hievement of the critically impOrtant objecth'es contained in T'd'2e Iv
All of these activities will complement the broader effortS being
under the recently enacted crime btu, the Violent Crime and Law Enfotl
Act of 1994. II. The- rASA also reinstateS the Gun Free Schools Act 01
firsl enacted in Pub. L No, 1.O3·227~ the IA$A includes this Iqisla
section 14601 of \he amended ESEA. m
'
em
V\II. Designing Schools to Better Mat<h Parent and
Teacher Goals: Public Cbarttr Scboots
Title X-C ofllie tsEA provides for a program 10 assist pUbliC cb2rtet!
1be pOrpose Qf this part of the program: is "to increase national u:ruders
of the chllcter schools model." UJ This purpase is to be achieved by 11
.'the design and initial implementation" of these schOOls~ as wen :as ev
of their effects. l1·Thc Secretary is authorire~ to award grants to SEAs t,
II) ld.
Jugkr::f
n 4121<-411>' U....w _11<)1\ 4112, the Sm-t:wr may f('l'vlde "'Io~S\1I.I¥'C tt> ,lit
~ ItY dtuJ; &lid vWk_ ~ progr:mu,
i,.;!udin&
~ f.... ~t:t:IoI!lIiel PI'
~ to ~ ~ Wet)' of ~ ~nilint !9Kh ~uml·~
114. 1M) Cotto. REC. SI4.132·j!J {daily ed. Ou.. 5, 1994;'
Il:L Hit. O<x:. Nt>. 1044U, npri>lkd ,'If 141 C¢«<). ti.oc. H~,Ml·81 (4t!!y cd. J_ "I, lS
bill "WmIid ~ or <Ilmi<mtt" antivl<llence ud drui ~vt:lllio<l I'~ sUVlIIC ~rly
,t;>dems'1;.<n £mt!&er.c:y suppkmwUi APJIT<lPf,atWn f<Jt Addill""d rma!~ Aulsta.lii:C..S<ir An
!ci!im~ 1m A!Su("n:;e In llic ReC~ from the rmfil'dy llull O¢cutTed &t Okl:iliomll Cit,!._"
Aa. Pub. L No. 104-19. H.19 &at. 211 (l99S) (=tiMl.l!:!.g; from Till" lV .$i.S,9IH.(OO m !liCi
rain.:. tb:>n the n::;6 miUkm Wi! w.....td M~ bo:m te!ll;;wdcd under!ht re~iPio.l" le&ulllfilllrt \I:I.aI1
~}; utt.Ocx:.N.... lfl4-.ll, l04t11CoaC., hI seu..15{199S).ThcteSi!laUua re'iultil'l, Iftomlh
It:a~ S4(,6 millWti fO{!;he ~ IW FY 19\15.
I It.. Pub. L No. 101"321. 1011 SUI. 11% (1994J.
111. ESEA t l.u}lil. Subject I<.> .tmdeM:""PIions. scC!ioll 14601(~) ptV¥i<kS!h.aS "I;w:1I S1
~ l\m<h uOOtt ltbG ESEA) ~ban Ita.!! ill dCe;:l. St:\!e law tcqIIirin& Local ¢duI<;i,!itln6
apd r",m ",bOO! (or ~ pcrlod <:If ()()I leu Ihlln one )'<"lIr 11 <tudtnl who ... iklenninc:.ll to lin
Wl2pM> to # ,.:hool under \he pi>ilicUon IIf local edI>elllkmal .gCII\:k:1i m dial Stat"",,,."
a.:!>OA
Ill!. Itt; InlO!(b).
!lSi. Id. § 101tl'(b)(lf. {2}.
�Fall 1995]
;ation
luring
er, by
focus
ble to
lCused,
:sultcd
ort the
,
II!
ied out
. :ement
f 1994,
tion, as
aluation
o enable
. ;titutions (>f
ogn.ms .00
>95) (vetood
20 million
ti.Terrorism
d Re5ci••i(>n
,I year !9'15,
the I'resident
Improviog Aml.'rlca's
Sc~ools
Act
535
them to conduct charter school grant programs. In certain cases, assistance is
provided' to other eligible applicants. Where a state is participating, eligible
applicants apply to the state. The Secretary is also authorized to waive statutory
or regulatory requirements over which the Secretary exercises administrative
authority if the waiver will promote the purposes of the program. uo
Funds m,!-de available by the Secretary or a state to an eligible applicant are
to be used for program planning following the award of a grant and design of
an educational program and initial implementation, including informing the
c~lfiimunity·. 'acq~iring equipment, materials, and supplies. and acquiring or
developing curriculum materials. Section !0306 of the Act defines a "charter
schoo'" as a public school that. among other things, "in accordance with an
enabling State statute, is exempted from significant State or local rules that
inhibit the flexible operation and management of public schools." lJI A charter
school must be nons~ctarian in its programs, admissions policies and other
operations' and must comply with federal civil rights laws. III
The Congressional findings accompanying this new public charter schools
authority reflect an expectation that this authority can be used to enhance the
education of students generally. Thus. charter schools are seen as "a mechanism
for testing a variety of educational approaches" and as helping to reduce school.
size, itself a factor that "can have a significant effect on student achievement." t l )
Accordingly. through its emphasis on the development and operation or smaller
schools tailored to local needs. on school based flex.ibility, and on the partnership
between parents and teachers. the public charter schools authority may serve
to advance not only the education of students attending charter schools but
also the generation of effective school reform ideas to help all students .
IX. Making Available Belter Technical Assislance-Title XIII
of the ESEA
High quality technical assistance is a key ingredient of successful education
improvement efforts. The IASA adds a new Title XIII to the'ESEA designt:d
to create a comprehensive "national technical assistance and dissemination
system." IU Part A of the title authorizes the Secretary. through awards to public
e f'reJ;ident' s
.ate reed,in&
I a&ern:~s t(>
,ve brought a
120. I,L §f 10302, !3303, IO)04(e) .
121. Id. § !OJ06(! J.
122. /d. § IOJ06(!)(E) and (g).
123. la. § 10301(a)(3), (5). The Presi<1ent's fi5Ca! year 1996 budget requests S20 million for this,
authority f(>r fi.<cal year 1996, an increase (>f S!4 minion (>,er the fiscal year 19~5 !e,d. US. DEI"T of
EDUC. TIlE FISCAl. YEAR 1996 BUDGET 23 (1995) lhoreinafter FY !996 BIJI)()ETj.
124. ESEA § 13002.
�IVol, 24,
or private entities. to establish "a networked system of 15 comprebe
regional assistance centers."!U These 15 comprehensive eeOle!'$: will re
the multitude (49) of current centers that have narrow categorical focuse~
new centers are to provide comprehensive truining and teclmkal assh
relating 10 the administration and more effective and efficient implemen
of the ESEA. "The centers
serve LEAs, smtes, tribes. schQols .and
recipients. The title includes strQng accountability provisions and a :
specific Slan<inrds for. centers t() follow in order to promote high quallt
vice, I~Title xm also extends the Natio~al Diffusion Network, better inte
it with reform efforts. and provide!'! for a network of Regional Malhei
and Science Consortia. 11'
may
x. Other M~jor. Programs
The lASA adds to the ESM a number of other \leW aUlltori7.2tiom; de
improve the basics of education needed by out studen'ts for the 21st c
and support achievement of the National Educati<)n Goats.
[0
A. T~chnology for Educ(l!ion. In these times, our students need tl
about and us¢ tcctmotogy and computers in the classroom. Title IU~A c
a program to engage pUbli;;;-private partnerships to ~esign and "suI
comprehensive system for the acquisitioo and use by elementary nnd sec
schools" of technology and technology enhanced curricula. irtstructi.
udministratiye support services, n» This title, which Senator ~l deSCI
"truly historic," authorizes supporT for both national and stale lewel actlV
The new bHe also provides (in subpart 4) (or m;sistance 10 enable re
to "develop, proouce, and distribute new products, state--of·the~ tech
enhanced instructional resources and progftururong. , •.,,1»
B. Magnet sch()()/.:s; WEEk Title V of the amended ESEA, authuri1;1
lance to local educational' agencies to better help magnet sChools Lh.i"
part of an approved desegregation plan and (2) "designed tQ bring
Ill. ld. , IJlfil(lIl(1l- ThiIIlCW ~ i$ W be phȢd itt. CfI.." wdcrly buG. JJ, f 13
120. /d, If \3lOLIJltrl ThI: fi':ll ~ J'Jllj m'lCi»l!m~ kJtmlinn ~u.h $14.9OC
fis.:,,) y_ 199:1 ~Pll«lVI"loui<llll¢ll¥ln& ilboIIl 130 mi!li()~ IN fi:U:Jl )'<Iar 19'J~, &r 109 3\at. 'l11. T
rtqII«!ed $S; mllliti!! for filcCal y=
in the bvdgtl fur d ..1 ye .... FY
Bl.!QGi;"f. II Ir
1m
121, ESE-'
If 1J?01-I330L 'The lASA 1l15f> previae,
1m
(w !<.'ChnnloiJ·b~._h~iui a5
, 13401.
IZS. Id. f jll2.
129 Sn 1M) CONG R£c. 514.147 (<1..11 td. Oa. 5. 1W4); £SEA U JI2l-1U1, The
dire<:1ed 10 dr"lop. mnillll41 k><4l"niIgt le~lIt>O!l!lP' pbm. E.'iEA! )l1.L
130. ESEA
J jlS!.
<
�Impnwinll Amt'i'ku'$ Sehoob Ad
1"1111 19951
psive
ploct!
:, The
.ranee
tation
other
set of
y ser·
...grates
mattes
signed
:entulj'
;) learn
In, and
jbed as
'ities. It'!
dpients
nology·
i
,
!
537
from different social, economic, ethnic and racial backgroullds together.
Major improvements strengthen the focus on reducing minority group isolation
and emphasize services to a wide r.lnge of Students. III The congressional
slatement of purpose for the program recognizes its sig~ificance' in assisting
LEAs in providing
students fhe opportunity to meet challenging state 5tan~
dards.•.» Title V,B of the ESEA contains a strengthened Women's Educational
Equity Act m with a $5 mHlion FY 1995 authorization. These Title V authoriza
lions respond tu the objective of Goal two of the National Education Goals.
an
c.' [tmovalire educat{on suatfrics. A new Title VI of the ESEA MsJstS. stale
ami local agencies to carry oUI innQvative euucation pHlgram strategies. Title
VI is based upon former Chapter 2 of Tide I of the SSEA and carries forward
a number of its provisions, Ilf The ~w Title VI provides an opportunity to
marshal program funds to support various refoon efforts, BHlad authority is
pHlvided to state and local educational' agencies to selecl the purposes for which
funds may be used. A $370 milli-on authorization is provided for fiscal year
1995. us At the local level. funds may 'be used for "innovative assistance
programs" including technology rda~ed to the implementation of schooI-b~!\ed
rcfonns; progrnms for !he acquisition and use of instructional materials which
are "tied to high academic standards"; and "promising education reform proj·
eets." I ) "
D. Impact Aid, tmpaci aid has been a staple among federal education programs
since the 1950s and was badly in need of refonn. It provides assistance to
school dist:i:cts wbo:>!;!: education responsibilities are increased ("impacted") by
lhe presence Qf Federal facilities such as mililary bases. or Indian reServations.
The program bas been substantially restructured and. fOf Ihe firsl time, iUCDrp<}
rJ.lW intO the ESEA as Ti.tle VItI. III
:s .assi:,·
t
are 0)
5otOOe1lt50
1)1, la. t 5103. The f>;«i>km: ~Q\lC5ted ~_dy 5112 million fM mit ~Mrily for
;996, FY 19% 81.1001;;1'. st<P1'fl l!>lle III al 19.
1)2_ ESeA IS!!)2(2).
133. (d.
5:rol.5WS, FClr fiscal 'fdt
n
)9%
BIJflt'IEf. 11'/1tllllOtt !23,
It
25.
Y"""
!9%. II¥: Pttwetu ~~ Sol miUi<m 100' Ibis tlKl\<ltily. FY
.
134. ES£;;\ H 6OO1-MO:;, UI><k:r -"«lioll b)(!l.lau!1 inM'flu;ve w,~~ ~W".!
~,,~h
(,.!;I:)!
ioch-,d~ aa:Mriu
'" n:fl)mHd~ltd ledwwl"gy.1he a;:qo'!.ilioo Ind 11m: <11 iruln.<:linnd\ and -tdm::rnilxkl nmeria15 whkh
"'" pan Qr meOO(tllOfl r¢fQrm p~, aM effective sthool progtUM. The pbjecliVll' cl the admi"i~\tlIlilln
in it$ lASA ~I "'M to) dire.:\ Ihh _ y to pNieJSill'lW tk~m in order to (~CIlOII¥"
<full;!!" 'm 111:11 P"''f''l'''' to m.Tke:it $lgnif:c~! dilf~,
135_ fd. ~ 6Im..
J36. hL t 6101: JU at." ;,1 t 6OO1(hj.
lJ7. ESEA T,::I< Viti c(U):JUns the wltwriuuion fQt Ibt ImP¥'! AJd pto,I'IIm I""""imldy (mind in P'Ilb,
t., NM. 81-1174 tIId Sf-iuS.
�(Vol. 24, N
E, programs ojl'kltionat significance. The amended ESEA contains in1
X (programs. of national significance) a number of key autholizations prop.:
in t!te administ..rnon bill that are designed to footer systemic re!orm in educat
In addition to the charter schools authorizalion (discusSed aibove), those I
grams include (n) a revised and retargeted Fund fot the ImplQI\fement of Edl
lion and authority for a PartnershiPs in CharaC'le;r Educati():D; Pilot' Projec
(b) a reauthorized program of educational assistance for Pfted and tale
children, the Jacob K Javits Gifted and Talented SlUdetdts F..ducation
of i994;lYt (c) better defined support for arts in educatioB and new clIll
partnerships for at~risk children and YQuth; .. (d) a reauthlllrized inexpen
book distribution program: ttl and a number of othcr'discreticnnry program
In the reauthorized Javlts Gifted and Talented Program.. priority is givt
the idenuficauon and serving of gifted and talenled students who may n!
,
,
,
.I
,
,
identified and served through traditional assessment method:,; and progc
Applicants are asked to describe in their applications how I1be proposed g
and talented services, materials, and methods can be adapQ.ed. if approp .
. for me by all Students. !4J A purpose of the new Javils Gifted and Tail
Education Act is "to encourage the development of rich and challenging CI
ul.. for all students through the appropriate application and adlaptation of m
• 138. £SEA Ii 11)101·11)107. Tht'. ~ ~~ lI9PfU'lim.w:Jy S31 fllii'llim fQ< 1M fJE ..
fot n,~ ~iIt 1m. fY 1996 BlJoo;-r-U S«ti{ll\ W10l prm-idcs [«me P>l«prop.:;t .... d""M:~r ed,
. h ...,w..ri1c.> lite ~ 10 mab up \II • !<II'ai of 10 ,"",Is i':!1I"aUy til p~ip> pf J\a(~ $J\J.
apticl IUd Il.Iul ~ ~ics (or Ibr ~ and impIemct<bltiOI\ of ~ cduc\l1ion Jl>
th&t ifl!;OlJK'ra\t the tkn>ellts of clwl1tctcr ll!l~ in the ItItllk as wcll lU ~ ektne1l11 i41emi
"Wlitl1Ilts
IJO}. "..sEA U 102OI·WW;, A<tXmJ Dt.. .... lhi"~S; Ibt amen&:d ESSA ~ges I/ItI: USC (
.
and (uknltd le:..:hiag Itth,,!ques Ii4d ~umOJIWII W IU1.'I"Ig!hcA dlC '''IIm: ao;hoof <;by. hi. .10000000(b
1"Il.¢ fh.cal year 1m ~lCmi"" kgisltU\>Itfelil:j"ds SoI,6 rruIl!01Jru lhll fistal)'lllll" 1!?11 appmproniun.
$4.9 miUiou
,""
(Of
IhiJ. pNC(I.t!>. Sft I()I) SI.1I:. II 118. Tbe
w
~DI
teQ\lnte:d • .S miUI!)n
(ut
tis
.
140. I.\5EA if 11)401·10415. 'TIle 81:1.
Yule X-D, pnw1de. for. btOl4 tulgt Qf (~dcI'21 ,
<ffio;il!"Otil 1<. SIIpport .vu «iue1oU1M"!, lndudlr.a ~ for O"KIII~I projl'C" and 1P"'i"1Irm '(0 i"t~l
edlltilron .I'M lilt ~fIIl.u" el~.and -<:m¢u)o KIwoI ~I~m. let. , 1!fJ401(d)(9}. The: ii,
1995 ~ppmprial""',;Ute: th~ =-:i:lUon lClKm. 15 $:;)S miUion, '!'hoe: Pn::sid¢llt " - ~«tc:ll)O n
fi!lC3! ydt 19%. S~~ 109 Sill. 194; IT 19% ~. at 21. Tho: bulk of ~ 4"wl<b ate used (It
utriro "ut by tho. loon f. Knmedy Center f«!he ~oonint AIU and Ih: Ver, S~illl Art:; pmg
Pres:.km'. ~ C(lltIempJ= $1 miUm. to J;:u~ _CI.l~ l.InW;f Ih.e up!!Ro:lt:Dd fCl.ulMfinniu"
in lilt IASA••"dl a:r; ~h, devt.klprrIml of stII,ndartb and IWeSSrrwmt., IIDi$ g!rofl\!.i!i""~1 Mve
141. £SEA f 105\}1.
142. A. new gt1IlIt progr..m d!:sip<!<! I" he}p LEA$ be.,n 11,1 1Iddre.s, the -a-w f(p~i.t, tffI>
re\:IIlih.l 5<hool foci.lttie.o in 1.EA! Ihrough pnls f!# school <;QlIIIltIKt:nn lissk$~ fonslitllll:s Til
the mlrodal £SEA, 1M rucal)"!1It I99'S tl:$Clu:k>.u !~slalkm ~nd$ IDe r.... yellt 199~ lIW'
d $J5 nn!li"n trlt thi) p"'ifI'm. Set 109 Sat ~u 117.
j4}. SSEA
n 1;ni)5, 1ll204j.)il),
�Improving Amcorinl's Scltools A;:I
fWll,9S1
aIs and instructional methods dcvclnped under [that legislationJ." 3)i. well as 10
provide financial assistance to meel the special educational needs of gifled and
talented students. 1#
'ide
,sed
ion.
pro~
,lea-·
.
t'
1;111
.
nted
Act
(ural
Isive
lli.
539
'"
:0 to
"be
amS.
;ifted
nate,
!nted
m1':
.rthot;~y
Jc.;llon.
~a~i~
""i'~m!i
f.aJ by
.r f\h~
XSH7),
maving
(1)1 ~lil'
1
"
Xl. Programs 'Directed at Specific Target Populations
It is cleat !hat the National Education Goals and our aspiratilitl5 for higher
academic achievement throughout the nation cannot be achieved un!!:.,>;; all
childrell are reached tiy the educutlon reform 10 which the Goals 2000 Act and
the IASA give new momentu;U_ Acoordingly, 'the iASA's effolls to address
the needs of specific targel populatlon~ are of special significance in our efforts
to improlle academic achievement 'broadly across America. Title IX of the
ESEA contains the lndiall Education Act designed to help Native American
smdentS attain the same high standards expected of
students. I~
Title VJI provides for strengthened Bilingual Education programs, 10 serve
children and youth of limited English proficiency and enable them to learn
English and other major subjects to high content S!andards, including a carefully
designed program of professional development assistaoce. '* As stated in the
Department's prospectus. "'fhe primary purpose of bilingual educa!!Qn pro
gram::;,wiU remain the leaming of English in all areas of the curriculum, while
strengthening the development of the language and culluml sldU!l necesssary
for America to compete effoctively in a global economy. Proposed reforms
strengthen the state role in the administration ofme program: streamiine progtum
definitions for' added flexibility; improve research~ technical assis(:lll>!e, and
ellaluation; and ~mphasize professional develop·ment for teachers." LU A primary
purpose of the reauthorized progrAm, as Slated in the statute. is to help children
and youth with limited English speaking proficiency to meet me same chaneng·
ing stare standards expected for aU children and ~oUth. As I stated at !he opening
of Hispanic Hericage Month in the DepM!mem: "Bilingual education has lwo
key pu~s: To make sure everY child learns English and ~o make sure that
all
~ivitid
~ an~
<cal y..v
\i1l"1l 1m'
, ptnje<.'U
:am The
lan&1Jag<!
'cpmenl.
,,,~!md
11~,
XU uf
;opriatiun
144, M, • 10202{h).
143. It lilie IX-A.
1%. /d. n 7!OZ\eJ. !!41-1l50. n.e MW Title \In o!$!abliln!$ f",u f~nc\kmQI dh~rc:i<ma')' ~n\l)j
~Il0h(! allg0e4 with \h¢ Depanmcnl's o;omp«:lwmsive «Iuc.ltional ",fum, errol!:$" TI\(~ a«:: pmgram
dew:lopmtlll
impkmo::nul:lon ,nnlS; progr;).ln enh::mccmt::u projc(u: (omprt!lIII!Il1"e school !/.nlO(s: ""oJ
Iyswnwide improW11'II!1'II gmm. fd. n 71tl~1l24. The Ii.,;al)tit 1995 ~ le,itbtwn =cirm
S3!.S tnillioll of 1M fUel] yeN 1m "f'prop<latioo. f<lf Tttk VI!.A, Ie:!~tnll.n approflTil!;\>f\ (ill' Inl! yfQr
of $156 millinn. Su 109 SUI. 194. -rhc f'te,ioJ..,1 mq'JesteoJ $200 min....' !! til!' fb;::al )"'i1J 199f.. SIfI' FY 19')('
*""
BIJI)GI11.
lIi
32.
141. P1>.osrocn:s. Illpr>:l tvlte 21. al Vllo.t
�Journal of Law & Edunitll.ln
S40
{Vul l<
every child maintains !belt academic learning in other subjects as the:
English." 1'" Title Vll~C of the ESEA affords assistance. under a nel
administered program, fot emergency irnrnigrant education. ,... Title J~C
D consilmte nwre effective initiatives in support of the education of mi
children and neglected and delinquent youth. respectively. 19
Xli: Cutting Red~Tape: Increasing Flexibility and Coordin
Efforts to Impron Teaching and Ltarning
·1
,
I
I
I
,
,
,
j',
,
I
, '
,
A. FJexibllity.
The Goals 2!X1O Act is designed to provide grea=r flexibility to Sl
local agencies in the administrntion of federal prozrams and to red
fragmentation thaI had come to characterize the fortnlll:ttion and admin'
of federal and other education programs. Providing greater flexibilit
usc of federal funds is also an overarching purpose of the IASA. 'n its 1
for the IASA. the administration ret'ommendcd adoption of a number,
and more effective approaches to improve teaching and learning by ex
flexibility and reducing burden for e,dl,lcational agencies. m In ena(
IASA, Congress substantially adopted these recommendations. They
mined in a new title XIV of the ESEA relating to ge:nerai provisions.
are provisions regarding (1) optional consolidated state and local
applications: (2) consolidation of administrative funds; (3) waiven:; (4:
state and local assurances; (5) uniform provisions telating to gener
requirements such as maintenance of effort and services to children t
schools; and (6) authority to use ESEA funds for coordinated servic
Whal doors does Title XIV open for a sUite or local edueatiooaJ llgenc
flexibility, burden n:duction, greater coordination and program inlegr.u:io
to increilsW student achievement'? The answ¢t' is a significallt number
I, Consolidated plans. A state educational agency bas the optioo of f
a consolidated state plan under OtIC (It more of 8 number of ESEA
14!. ES-EA
t
11110); sa itt
t
mit $I~ pe~e ~i;
Seool'\llary <;If ~i<m, Hilplll>il;
7IU((}(1) (""t1Ia11Qn ~II\ tkd
U.S
~
ill ""h!e~
~ r.f
F.tl\.,:,ujoo.. fl.oWlUb of ltidw1l ."
),1orr.l!, St:pL 2U, 1995,
Wf. III U 7301·7J(1!l
ISO. I'm II- dO$Ctll'Ilon mtte «mIribut;<lI'I uf tile rASA In Ibe -':llion of di\fdre~ wi
lte 140 Cot<G. k£c SI".114 - $14.180 (diilyl!d, Oct. " 19')4) (n:-U ",f Sen. Harkin).
1.51. fSEA. 1We- tx. 'lpritol(i/ iIt H.R. :iUi), 10lrd CofIt" It! Sen, (1m),
UI!<b t '(W6(I), an tEA mlYlHellPW ~ ~efiu E$FAfun<bfwtc<X>«!
in xcordAm:e- ",ill> DC""- tille Xl {If do: ESEA, for IlAA:I1 ac~ lIS hiring & "Irrl'i",
~tio~ ;4206(1)i pemtlU eeM\ll inter-prognrn ttall$fen {up te fi-we F;;t/\l) wh= tun4<;
_
ffi be uw:led rm 1p<:C!flcl~.
15~
pwg'~rn,
�Impro'l'lng Amdicu.'$ SdlooIs Act
'Iteam
N state
~ and 1·
gratory
Isted
tale and
uce ttie
istratlon
'j in'the
?fOpoSal
of better
:panding
:ting the
are con
es. '"
,y seeking
-0,
as keys
.ubmitting
·····and other·
nl
I.
1J'I IM'Hin,
Rile'i.1J-S.
- imlled ~kes
ucoordl~.
1ft' \iel¢lTflined
541
programs specified in seclion 14302 of the: ESEA. 'The state that submits a
consolidated state plan need not submit separate program pl:tns or applications
under the programs that the state includes- in theconsolldated plan. TheconsoHdated
state plan option, coupled with other innovations in Tide XIV-C of the ESEA. is
designed to encourage "grealer cross~program coordination. planniog, and service
delivery under (ttre ESEA] and enhanced lntegraoon of programs under [Ihe
ESEA) with educational activities caffied out with State and local funds." m
Recognizing the significance of this new authority, the v.S, Department of
.. Edueation. early in !he process of rASA implementation. issued preliminary
guidance followed by a Federal Register notice sC([inl forth proposed criteria
for the submission of consolidated state plans under section 14302, as part of
the collaborative process called for in the $laMe for developing such criteria, IS«
The F~raI Register notice describes a two stage process of plan submiSSion
and provides guidance regarding the content of both a preliminary and a final ,
consolidated plan. !!It A central questlofl that a state is invited to address is how
the federal resouttes under the programs included in the plan would work '
together to support the state'S specific educational goals and itS efforts [0 enable
tea<:hen to perform better and students to leam more., \66 Use of a consolidated
plan relieves states of I.Ile obligation to provide nomerous plan or application
descriptiuns called for in the relevant program statutes. However. absent a
waiver, the state would be obliged to carry out du: required aGtivities to which
the descriptions in question %elate. i n
•
States have recognized the advantages of submitting consolidated state plans.
Fifty of 52 participating stutes (including the District of Columbia and Puerto
Rico) submitted preliminary CQnwlidated state plans to receive fiscal year 1995
funds under thirtetn programs designated in the January 1995 Federal Regi~ter
notice. This had the e(fecl of substantially reducing the number of separate
slate plans that were submitted and of encouraging Stales to describe their plans
for the use of federal funds in a comprehensive and coordinated way that relat-es
to !heir strategies (or the use of state and local funds and their own goal! (or
Statts submitting' preliminary consQlidated plans alsQ have
education refQnn. _
the Opponunit'j to describe their plans under the qoals 2QOO legislation and to
provide a detailed diS(:ussion of how those ,plans mesh with their proposed
IH. £SEA § t4)OI.
I~ tiO 1"td.lY:!- 3J06, 3301 (199':)
I~':, fit .. JJ01-(I'J.
I~ Id, •• nos.
1',. Iii. a! 3301."
�·._"'-,----
,Wurnsl of Law &: EducIdion
I
I
I
I
i
I
I
. i
IVut
arrangements for the use of federal funds undc:r the programs includ
consolidatoo piM. I'"
A similar opportunity to submit consolidated plans is afforded loe
tional agencies under section 14305 of tbe BsEA. Indeed, a stale cc
agency that submits a consolidated stale plan Ulnder section t 4302 m.
its LEAs to submit .consolidated 10000al plans or applicat~ons. 1. .
2. CQnsolidation of adminislr(l1ille fonds. While the cunsolidated
~s not- authorize the" ooro~ingling of pro~ runm., »cetion 14:;
ESEA authQrixes a Slate educational a.gem;y to consolidate administri.
under certain specified prognuns if the SEA can demonstrate thaI "th
of it:l resources come from non·FClkrnl sources."'''' This option rna
quaLifying state to reduce the burden of keeping separate time d
records fQr state employees. that split time between multipJe feden:
or federal tmd state programs. If!. It'may al.<;Q Sf:Ne to encourage
program CQOCtiinatiofl and service delivery described above. Provisi<:
consolidahon of administrative funds is also maue in Title XIV. III
3. Waivers. While submission of a consolida!.ed plan or applii;;D
consolidation of administrative funds does not relieve the llpplit
responsibility to comply with program requirements, the SEA or
requeSI a waiver under section 14401 of the Act fhat does provide
For the first lime, the ESEA au~orizes the Secretary to waive any!
of the ESEA or regulation under It "for .. State educational aE
educational agency, [ndian tribe or school. ~ ," K? A request for a \
show that the waiver will "increase the qUality of instruction fot ~
"improve the academic perfOfiflance of students," If< Waiver~'
for notice and information to the public. )U Waivers may be granted
lSI. The inU«!IJI;;1;fJ4 w!be reU!! ~ .!aIe wmclidilted illal; l'ru'fi&s &II
''1llU pn:fiminluy ';l:NOlidmd "lit pm. will bIIi1cI Up<i1I 0lII ....
dlQ(l
"".dunk ~ an(l w I'ruyi<k f<xlI! school, wilt! mnm.m fk~ibi!i1y 'II> «!er/I'J!IC Ibe
!Iwle rtudanh ". lhl det.oib llIe i!l1CtJded UJ<: (If!h.t f~;.., {f:du411 f,,"d «IIJtCIl, I
~ron1l «f_ .... hilt ~1I'";fllt!hilt all chl~ ;""I.....S tIw..: llfgett;d by I.ht: hint
1M m.w!edge ,lid sl\ilh no:cdtd:o ~ jlf1)Oa.:!!"" n~"!b; tW<-.tlIy.filll ctnWry .• fll
ut commnM ,tntegit$1!(:~ praa:nuru. wlucbn, dror» «I tlllqTill~ fun4s aIlJI ~f"ic«
1$9. ESEA f 14101(b).
liJl. M. ~ J4i(!1(_){I).
,I/i1. Su .US DI:i'.'~ ill' Erw<;. G\JI!)f;,,~ roI< SWPI'G*T "" SAu.tt$Il MID RtLATliP l
O\V;MS (IFTtlE U.S OfP"'! OF tnue fQiI fNTIllF.JI GovEliNEn IIY OMB Cau::uI.AY A·S1 (19
~:
162. ESEA i 14;:l),
In). fd. f 144U!(a).
1M. 111 f !Wlt{b)(t)(B).
165. hi § !440I(b)(1).·
'cw,....
�,
,
<, •
cd in the
all!J,uca~
lucatl0naJ
ty require
state plan
:01 of the
I/ive funds
e majority
, y permit a
,istributia-n
I pmgr.uns
the croSS
on fot local
;ency, local
Naiver roU,S1
Sludents" or
ures provide
, fot u period
, iuigllt inlO tb,~
!O
".tI,bliu. 1I1gh
mean! I<> >Kllitvc
<I Imler ,yilemil'
lsol.on:e',~
! C\l(\lllin~J
lIW>ils
,
'
uf three years, may be extended, and are subject to tcnninatioo. The legislation
provides a list of requirements {hat may nOl be waived (including such matters
as equitable participation of private school chil;iren and teachers, pnrental
participation and applicabJe civil rights requirements), tU
'
The purpose of this authority is to eliminate barriers (arising fmm federal
requirements) that impede quality instruction, academic performance. ;:lI~d im
plementation of comprehensive wut:atiQn ~forms i1Ud to pemlit the Secretary
to provide relief upon such a showing. 'The statute thus affords a level of
Oe;dbililY that has not been available in the past. In essence, the waiver provision
gives the Secretary of Education 'power 10 reduce red tape and elitrunale neellless
requirements that impede teaching and learning., I! represenls a major change
in the administralion of federal educatJon progr.uns and contains ~e promise
of enhanced flexibility for educational agencies thaI pursue this route. Through
Ju'ne 30, 1995. I have approved eleven waive'rs under the general waiver
authoril), i~ section 1440t of Ihe EsEA. Most of these waivers pertained to
the eligible school attendance nre;;! requirements of section 1i 13 of the ESEA
and were designed to permit temporary continuation of existing programs. ,.,
4. Ed Flex Partnerships, Section 311(e) of the Goals 2000 Act proVides
for an Education Aexibility Partnership Demonstration Program. Under this
program. the Secretary may gmnt up to six states the authority to waive certain
federal statutory or regulatory requiremenls. The programs under whkh these
waivers may be made include Tilles I, If, IV. VI, and VU-C of the ESEA. llle
waiver authority is. designed {«(assist SEAs and affected LEAs <lJ1d. schools in
implementing state and !oeal school improvement plans. To be eligible a Siale
must have an approved Goals 2\XX) plan and must w3ive state statutOf)' or
regulatory requirements relating to educ3tifln. while holding affected LEAs: or
schools accountable for student penormnnce. The Secretary is authorized to
select three StateS with a population of 3.500.000 or greuter and three with a
populalion of less man 3,500,000, As of this writing. four states, Ohio, Oregon,
Kansas, and Massachusetts, have been approved for participation in the Educa·
tionall-lexibililY Partnership DemonstratiOn Program. '"
S. DeregutariOlL While ::opeem, provision for deregulatiOn is. not made in
the lASA. the issuance of regulations only where absolutely necessary for the
p~ and appropri.ate admini~lratjon of !be program is n goa! conS1Sletii with
166. kt • L440I(c),
161. 6Q Fc:4_ R.~g. 44)90 (1'>IIg. 2J, 19'm.
_
168. Su 60 ~ Rt:s. 44390.'11 (Aus- 2$, 1995) (~rn:il.
�544
JOOrllal1if Law & Eduatkm
{V"I. U
the purposes of the legislation. Accordingly, in July of 1995, I indicat!
me Department planned to issue only 11 regulations under the lAS
fewer than the 49 originally t:xpected; at the same time, I 31lnounced t
Departmenl. with respect 10 aU of its programs and activities. was con
to abolish or revise 93 percent of its regulations; of that, 56 peocent .
wiped out an~ 37 percent will be revised. 10
I
i
6. Uniform assurances. A' stale or local agency may submit aSS!
covering many programs on 3 uniform basis. The unifQm\ assUfW\<:es
XIV·C of the ESEA and uniform provisions in Title XIV~E have a
goal. the avoidance of conflicting and inconsistent obligations regare
same issue under different federal programs, thus relieving burden
u
~ministrniive uncertainty and en.inmcing efficient administration. ,
8. Services for Private School (.1lildren
In parti.cular, the new uniform provisions. contained i,n Title: XI\
ESEA, will help ttl Cnl>Ufe that private school children ru;eive equitable
under all ESFA programs in which they should participate and under ~
language that does not vary. without reason, from program to progran
the firsl time. the ESEA seeks to clarify the responsibilities Q( stale II
agencies 10 provide equitable :services to these children through genera'
lion culting across the various titles of the act inquest ion. These provistc
rules for the participation of these children. standards for by-pass, 0
pff.)(;(!dures. and by~pass determin~tion procedures. In The requireR
consuitadon between LEA and private school offtcials have been
and strengthened. m Specifically, a state or local educatiOlial agency
recipient must cons~it with "appropriate private school officials dl
design nnd development" of II pcogram on certain specified issues. The
tion must take place before decisions thai: affect p'rivate school d
teachen, 1he consultation must include a ~scussion of service delise,
nisms..
Iffi. Us, Di;rr 01' Eouc .I"weMLEoot;:ATKIN ~notl! S!..A$lIIIDf1Y" THOO>. Go.... '
O\IlWf,vlXT 9) f'g.;:u.;r 00' Rl.us (Jwy 21, 19'J5-) {PItst Ro:kaw).
170. ESEA g,143OO.
l1l. lit • 14~nJ.
111.. Su 14. II 1<l5@,J4%4 Uwkt «<,!iM 14504,lf to Slatt or !oo;.t ~1I!Waal.gcm:!
Imn P"'~;di", s«vitt$. II) private ~hOOI o;hlldn:lI O<! lIII ~ ~ or if the ~y is
IIave [mk:d' 10 do ",.!he S.:..rnary, in a.:~ wid! the: ~_ ill TrtIc XIV, ~y IMke
to proVide It.: .w'<1CIi' o.!if...:lly. thw "'by·~';IIlI" \he !We (f{ k><;:al lIg«II;y.
l7J. Su id.
f 14:M13(c).
�Imprll~lng
ld \hili
;A. far
hat Ihe
Imined'
will be
,lfances
in Tide
, similar
ling the
doe to
I
of the
5ervices
;w:tutory
Amerlc,,'j; 5(1'1001.\ Act
S4S
The Department has consistently laken the position thOll, under Title I, the
most efficient and effettive method for se.rving children enroUed in private
schools is the provision of services 00 the premises of those: schools. Prior to
the decision of the United States Supreme Court in Aguilar v. Felton, 473 U,S.
402 (1985); the Title I regulations permitted such services. (0 the Aguilar case•.
a majority 'Of the Supreme Court he!d that the provision of setyices on the
premi:;es of church-related schools was inconsistent with the F..siabltshmem
Clause of the firs! amendment 10 the United Stares O:mi'ilitutiol1 and that a Local
edut:<llir;mal agencj; (there' the New Y~rk City school sY!i!em) could not pwvide
serv!o.:~\ in that manner The Department of Justice, dllnng the Catter admlnisi(u~
ti<)lI, !tJQK a pmition in eariier stages of thilllitigatioll that such serv'ices were
permissible. The New York City school sysrem is presently seeking
tu reopen
that case. Whiie the ESEA makes provisioo'for alternative method;.;.;1' providing
services, and !he new unifotm provisions described abOve are a posilive step.
the administrat,ion continues to believe that the deCision in Aguilar precludes
local educational agel1c~es from providing equitable services in the most effident
.and effccti'te manner.
C. School Prayer.
IRS CQ¥Ct'
Tide,XIV of the ESEA includes a new provision designed to preclude the
receipl of federul funds by a Slate or local educruionai agency that "is: adjudged
by a Federa! court of competent jurisdi.ction to ha\"C willfully Yiolated a Federnl
omplmot
court order mandating that such [agency J remedy a viowion of !hecoastitutional
tents for
clarified
right of :my student with respect to prayer i!, public schools, , . ," m In my
or other
. uong the
consutta
lildren or
mecha-
y
I il pro\b~d
dctenn-,ncd to
alT1lI\gemen!~
view. this proYision'represents an effective prOl~ction (Of this constitutional
right 1,1 recognizes the immediate access to the courts in such cases, most likely
in a court serving the community in question. Futthennore, the provision does
nO( vest federal officials with inappropriate monitoring functions in this area
and does not call for Department intrusion in l..BA affairs. unless there ltas
been a court order clarifying the agency's responsibility:
The language in the IASA, however. relates to only one aspect of a bmaJer
lief of tupics concerning teligous expression in the public lIchools. In a rru:l1Kjran~
dum for me lind the Attorney General issucJ In July of 1995, President Clinton
stated:
I share the concern and frustration thaI many Americans fee! about situations
where lhe vwt!!ctions accOfl:1!!d by the Pi",t Amendment m not recognized
�Journal of Law & Educatloa
[Vol. 24,
or underskxxt This problem has manifdled itstlf in OUI Nation's publi<
schools, It <Ippeus that some school offICials, teachers, and parents havt
assumed that religious expression of any Iype is either inappropriate. ()
forbidden altogether, in ptlbli~ schools..
As ollr courts have reaffinned, however, nothing in Iile Fint Amendmen
converts our public schools into teligion.free zones. or requires aH reliwou
cllpfession to be lefi behind at the :;.choolhouse door, While the govemmef'
may not use schools \0 coerce the COIl5(:ienCes of our students, or (0 oonvl:
official endorsement of religion, the govenllUclll's f.CPools aL~o ·may m
di$(rimi~
against private rell,giOll$ expression during the $chool day.
I'
Thal,mcmorandurn summariZeS adv:ce by the relevant agencies regtu
!lumber of the priru;:iples 'applic~ble to religj~us exp~ion in
President directed me, in consul~ation with the: Attorney Gen~;al. to
public school. districts and sdlOol officials about the principles set forti
memorandum-II step !bat J have taken. m
.
our"schoo
D. Amendment.'! to the General Education Provisions Act
In addition. TiUe U of the tASA makes changes to the Genernl Ed
ProvisIons Act (GEPA). ,.... Among other minas. the GEPA. amendme'
increase the Department's flexibility with other federal agencies in (
out joint funding projects" This should facilitate cooperative efforts I
different federal agencies. The OEPA amendments also remove restric
ru!emaking in a way that sbould facilitate the earlier award of grants in (
tive programs. reduce record retention and other burdens. as well as
educational ,equity by calling upon applicants II) addtess barriers 10 e
participation in Departmen( programs, 117
17$. JIl Wwu,.vCuw. ~ Docs. 1'221· 1230 (July 17, 1993) (tnmIOOU)dlia. on tehglOW
in public ... hoo::>I4 1~1)' 12. t99~;; Iff c.l.ro /d. 122(}.-!:n.1 {1'¢fMIb at J _ MaoiilDll Hi,b Set..
V;~). The ~ ~ prin<:;~.~pnllfli lWdomtpl'lyef.ud n:ligi<x» discumon (
l~ ~ of 1M F_ Amelitd:ntfll dQoe& nOl pro/IiblJ pwd~ pn_ rtl;gic\I~ spe«;b b) It
JndaatiM pn)'Q' and b-=ca~; "rn<;ia! _tnlity ~. . . . . relisillQ$ .,tiv!(y; IeIIo:hilllll
("Public ~1I«lh I'M'J II« prtI'Ikk nrli,iW1 ;n$lNctiUII, bitt dley !lB)' t.cdI <ibuw "!iti<m, i'
Blbic: ... om... script~. :'}; " .. Ocnt wi8lIlnenj,; 11:11,,0<1$ lli:m;~; ~l~t elU!u.~b; ~
~lti"g ¥aloe1l; lIld:M1Wefll sub, 1 comtl'l"l'!i(n~ ~ pn.;il'!~ to .school .u.pcrialendel!'
dm<I J.. /y 1':1, 1995. &Ih (~"'lliOll6i s.:bool &6rdll """,,'_0 III'Id Il\t,,~ "~~iatl
Mministnton n::poru:d to me tbaI \he guidclinn 1:¢lmim:4 HI tho: _~ hive been W'
redllClllg mi1undemamUll" in 100:-.1 .school diwiet:i I'\Itnl.it!t n:I~ t.tp.,mioo. ~ Kill
*0 l<> f"'P"lu INI the N41il>na1 P.T,A.llM ~ &II ~y(&ted ~enlon of \hem fO dlitr
f':r A.,s. ~ A.mc:ru:1I.
'76. 10 ~JS C. t liU (I,~. (19&& &. SlIpp. rv 1991).
111. tAM U n6, 241, 241.148.
�Fall 1995)
ImprvviDg America'! Schools Act
.
The tenor of the times and the legitimate national concern that government
be as limited as possible, consistent with the national interest, compel us to
assess the justification for each of our federal programs as federal programs.
,
"
y
"
iucation
lions on
ompeti
. enhance
:quitable
Ic;,;prc...ion
;)Qi. Vic"na.
:'The Es(ab
udenIS ...");
religion
)(JUI
ilCludlng tho:
,"
XIII. A Limited and Better Federal Assistance Role in
Educational Improvement Across America
,
~ding a
,Is. The
infonn
linthe.
547
The IASA is no ex:ception ..
...
To evaluate the significance orlhe IASA in advancing both local educational
improvement efforts and the achievement of the National &:Iucation Go~ls: it'
is necessary to respond to concerns that may be raised about the legislalion;
to demonstrate how the IASA addresses the central objectives that the adminis
tration spelled out when it submitted its reauthorization proposal; and to explain
how the IASA builds upon the undeniable educational progress that we have
made, while helping communities and schools to confront the problems mat
remain.
A. What the IASA Is Not.
To understand the potential of this new legislation. and to allay some of the
concerns that have been raised about it. we must understand what the IASA
is nt?t. as well as what it is.
• The rASA is nol a vehicle to force states to adopt national content and
student perfonnance standards. The rASA does contemplate mal state and
local agencies participating in Title I of the ESEA will adopt their own
challenging content standards in mathematics and language arts and in
other core subjects so that Title I students have a chance 10 altain the same
standards as other students in the state. However. the states and local school
districts, not the federal government, will detennine what these siandarc.ls
contain. 171
• The IASA does no~ require a state to adopt national opportunity-to-learn
standards. The IASA provides resources which state and local agencies can
use to improve the educational opportunity they provide 10 their students,
including those who are at a disadvantage. 119
• The IASA does not mention or finance outcome based education (in the
sense of "values clarification") or affect home schools. 110 It does emphasize
leased limo:;
ts in a 'oner
on of School
:rt hc:lpful in
ideJines have
ibule to Local
178. ESEA § lill(b); Ur 140 COHtl RI:C.S 14,L50(daHyed.,Ckt. ~.1994)(remarb ofScn Kancbaum:
bill doe$ IKII Mmandate~ nalio,!al standards).
179. ESEA, Lilies I, VII. IX.
180. ESEA H L4~I2, 14508; su 140 COf'lo. REc.SI4,1~ (daily ed., Oct ~. 1994) (rcmaru of Sen.
Kassebaum: bill dc:w::s nOl "affect 110= 5Choolinl~ or malldale *OUtC~ b<ucd education").
�IVoi. 14.
academic adlievement in core subjects and provides for a program
encourage character cdw;:ation, III
,.
tf}
.. The IASA does "oj del:mpha$ize basic sldtls. On the ronttllry. i( providel
teSQurces through which the nation can impro.!!: .basic skills &fld build or
them so that all children rna)' leatn the challenging cimtent thaI the)' mUll
learn if our nation is 10 oompete and prosper-. d;:
diminish the role of parents. On the tmltraty, j
lllQ"e4'Se the role 0
pllrents, such as Tille 1 scboo~an:nt compll(:tS. a'I
.. The LASA does
i
fIOt
'~"motcs and encourages promising'techniques to
I
I
• The JASA does not impose new and untell!liOnable burdens on StlUtl an
lOCal agencies, On the contnu)'. (or \he fitst time. it provi~ a cOncre:
prt.ice~u~ for removing red-tape and regulalions getting in the wa), 1
educatiOnal ~. ,..
• The rASA is I1t)( perl'«t. Jt represents the ptOOuct of countless hours,
good faith, honest, and iiedicated service of Members of Congress (If Ix>
parties. ofcommittee and coogress.iQpal staffs, of ~nUl.tive$ Qfbusine
, and educatiooaJ orgnnizauOO$:IIJld, last bml:rJ no means least. of the Stl
of the U.s. Department {If Educ.atiort. It ill also very much tlui prOduCI
President Qinton' s dedicatioo to improving educatioo for all Ameri(:ans..
.. TIle lASA is IWt a panaa:a.. No one piece cL fedemllegislation Cl;In w:
all of the edw:::atiooal problem fucing this diven;e nation. However, .
lASA. taken with the otiterenactcd legislative proposals nfthe U,S. Pept
ment of Education and with President Climon's . other initiatives to
people fU'St. ClJI. ifproperly and imaginativel, administered, make a posil
contnbution to IIdd:ressUlg effectively OUt most pressing edu.eatiomd pr
lerns. la
III. ESEA. tia.
IU.
£SEA.
f·" ud I 101(13.
WI! l
tn. ESEA Ii 1111. To ptvm<III=~hmily in~m"" __ ill ~i.llc.in lIddiiinfll.o mWt
(11M de~t hu helped \.I.,.n<:b • fMtily in'lfllv<tnem jllMMbip
dWIpI ill !be lASA.
i-'l"*'in&lOO~or;pni~ 1'IIio~ip~~tabcfanU!rfrkndl,
IJi:I9C scboIll$lt) illr:L\1Oc 1'/'Efl';J'IU 1lI1twni.1l3.:ti~~ wilb Ibdrcttild:t'm pro~i<kt IO~ idf
r;bout ""f~ IG I!dp lhiIif clULdml io;zYl,.old ~ rtU,i_1IIld CQmQ1wffiy
orJ.U!Uatica> in ,
!amitt lI:wt)J~t ;-'1 k\II.fMI:&.
1M ESEA t !440L
111'-. Sn Jaek A~ & M~I &lilo.IC.b. N'fW ~Iion Prffldt:m, WA!I1, i'm't, (
.,.c.
13& S« 1-40 C~ Rtc. S!4,192. 14.193 (..wI)' td. Ott. ,; 1994 ~ <If~, Jell
No..:t <If (Anpi' will
all ~ lib, T'bcir Cl.!rt iris with the Amcri~~.
Bill _ ..-ill haw: failed if we. !kI 001 give tile people._ p&lCIlU, tile 1nCh¢n ud the' I
1k ben IOOl.! we c.tt\. And u "'- !tat !aI!Il'Il us, IbIe ~ toot it .. ~ ail
=
.fJ*II'I.J)
�Fall 19951
Improving America", Schoo!! Act
54'
B. The IASA and Its Connecting Principles.
One perspective for evaluating the IASA is the extent to which it reflects
the key principles Of directions whkb bind it (ogether and which are des<;ri~d
earlier in this article: h.igh standank.Jeacbing and learning. flexibility, school~
parent-rommunity links, and better targeting of resources.
Fosters high .t!xpet;/atWns and standardJ.
.,
d
~
,f
:r ,
.,
of
.,
.rr
of.
,.
"'
put
:lye
ob
'S.iIJ"lrr.(:lId\
f(Jf le~
.
,for luaiJll,
~.
14~ngtbcminll
kt, 16, 19'14.
fu,""
Students and schools ru.e (Q the expectations we Mve of them. High stan~
_ danis of achiew::ment, discipline. and teaching trans.late high c~pectaliQns
into-belter te<Khing and learning. The programs reauthorized by.!he iASA
nrc generally direeled at encouf3,ging and helping students: 10 It\am to high
academic standards. For C),;l.lmple, under Title t~A of the amended ESEA.
a state or school district must develop or adopt challenging content standards
~nd student perionnance standards (and aligned assessments) that will be
used to carry out the progWJI. The overall obp;;tive is to w!ist separate
programs serving dis!inc.! target popullitlOUS into a bJ:oad,.b4sed effort to
aclIieve higb standards of teaching and learning. In addition, Tltk:, 1ltudents
, are to be assessed a<:'e-o«iing to the same high standards to which all student.!;
in the state are subject.
Encouragtrs better teaching tiM (traming.
To be effective, federal Cduc.ation legislation must have a positive impact
on the Khooi building and the cl;l.Ssroom. lhe sites where leaching and
,learning take place. The IASA meets this test By responding in Title, II
of the ,ESEA to the need for sustained. nigh quality professional dev~!op
menl, the IASA i~ de$igned 10 improve the quality ef [caching in the
classroom, By stressing a whole sehool improvement approach in Title I
of the ESEA, the rASA will leM 10 a mOO! df«ti\1!i !,lSI! of resources in
the school$ that seM:' disadvantaged childrtn. By encouniging me use of
technruogy, Title JI1 of the &SEA will promote the wider use ofCOOiputers
and ether e~sential tedmotogical equipment in the classroom.
Flexi~iliiY·
Increased flexibilily to match the educational needs of ¥Ble and local
agenciel is a CQre gool of the tASA and the Goals 2000 Act. The new Title
XIV oflhe ESEA affon:h ~ flexibility to states in tile administration of
federal programs through new opportunities to submit consolidated stale'
pJans, consolidate admipislrative funds, ttqI.Iest waivers{)f progrw require
ments, and provide asSUl'llIlces In a unifonn manner, Similar opportunities
are available 10 local educational agencies. Expansion of the schoolwtde
program authority in Title I will broadtn program and cdminlstrnthe flexi~
bility for individ!,lal schools.
Prorrwtirtg belfer par~ttl, (eacher and scnc)<)/ C(J#1fmunity CQ!Il1ecliMs.
�{Vol :W,
550
TIll': emphasis in the ESEA on devtloping new meclianiSIllS for patent
participation, coupled with Qut family involvcll.llenl iniliai:in~, respond
strongly 10 this direction. As [ stated on the OCCaDon of the release {If lht
Department report. Strong ramilies, Strong SchOab:
.
TIle American. family is the rock on which a solid education can lind
must be built, t haW! seen wunplcs aU over this nadon where N"Q
parent families. sillile parents, s~pparenlS. gnmdparents, aunts lind
uncles ate providing strQl'ig family support for ..:hildten to- learn. '" .
'"
Torgcling of resources.
While the lar'geling of Title I funds is not as e~trmive as we had hopc1
other provisions (}( the IASA lIeNe to s.h.arpen tt.e wgetitlg of rt$l)t\roe
For exampfe. under Title n of the ESEA. professional development ill no
(subjei;t to the provision of adequate furufing levels) targeted on co
subjects in a way that did not charocteo:te pet lIutilorilllbons of Ih
program. Ma!'ellver, the emphasis on high standards throughout permi
tugeting of wnds on our greatest need,
J)o(:s Prior Progress in Education Justify Confidence in the IA
Attempting fo .end the 120.year-old bipartisan CX)mmitment to feden
education. some: argue; that the federal programs have produced 00 '
educational gains and that the tASA merely extauls unproductive pr
These arguments, however, igMre positive evidenct: that we have ;nade
cant gains., during the period: since substantial federal programs. were If
in conjunction with local and slate improvement .efforts, progress IDa
acceierated,by the momentum (rented by fhe Goals 2QOO Act. the S<
Work legislation, and the IASA, Recent omes&meltts show gains in SCI'
mathematics achievement, growth in achievement by minority group:
reduction in drop-ool rates. incfC""sed participation in CQurses cover
academic subjects and in advanced placement counes. While tbere is
'be done, compared 10 the 1910s when performance was generally d
we have turned the comer in education. This change in· direction l
attributable to our constancy in supporting federal assistance to f
C.
improvement and local and stale efforts
In
acbieve better schools
extended period of lime.. 'The areas that have shown the most impmv!
those areas which we addressed with concrete actions during the past
'UI1. o.s. SecrclU) or Ed»<;_, 1iIi(:!wd W. Rilr.y. Additns 10 1M N~ P"ress (
1994 aI I). $« ttu JUprr: following
noo: 44.
�. itnproving
A.merica>~
Sdwob Act
551
RemHng literacy. While any assessment 'of :a ;ubject may show an increase
or decrease, we ate making some gain!? in student achievemc~t in reading iL.<:.
measured by certain key indipators. "In an jnternational assessment of basic
reading literacy, 9-year-olds from the United States perfonned belter on average
on the narrative domain than students from other large countries. At age fourteen,
students in the United States scored higher on the expository domain on average
l.
,.
w
re
j,
"
ograms.
than students in West Germany and Spain," ... At dlC Sl!me time, the results .
of the most (Ccent NAE? study of reading acbievement'in the United States
~re disap"i:tointing at the'12th grade in private, parochial ana' public schools and
constitute a clear can for rC,newed effort lmd greater emphasis on reading .
literacy, as well as much more attention to reading
home and reading by
parents to children. memes that J have been sounding before these lafest resu!l~
were announced. \1" ""
at
Marhemmics and science achievemenr. Student achievement in mathematics
is up, "Average matherilalics proficiency [in the United States} improv~ be~
tween 1978 and 1992
aU age groups, with the largeSt improvements occurring
amoog 9~and 13~ycar--olds," t"ln some areas this gain was particularly ~ignifi~
cant, as noted by the National Education GoatS Panel, ;" Trends in science also
show noteworthy improvements. tn As reported by the U .$, Department of
Education, "fn 1992. average science achievement was higher at aU thr.e;e age
levels than in 1982~ the year before A Nation at Risk was published. In addition,
the gap between male and female scQres at ages 13 and 17 has decreased,'" J,l
foc
, signifi.
lunched,
t can be
:hool-to·
!nee und
students,
ing core
much to
:eclioing,
s in part
:ducation
, oyer an
:mentare
ten years.
Jub (sept. 7.
J&-~ U,S DfJ'AAtI.'ID'll Of' Ern...:... no... 0Fnc"'l1' fu."cAnar.t~L ~itCU "'''1l1MMt!JVJ;M'.NT,NAlWI<II.L
Ct;;rn;o. ro~ EOC'f'At1.ON S'rATlHt<:!',
CONPrrtm< Of Et"..'CAf:t<:IN 19\15, at 62 (ht:n:,I'Wtc: c~ Of
nw,
13!.i~CII.n""').
189. n:."
1~4
NA€f> reading ;Iud;> (DUn<:! rlllt! ooly onc-tt.ir4 llf hith scllool r.eruon .re ptofocitD!
f~, 1; <k\:!inc (m", 199Z beh; Ibl! :0 ~'8~' '1he>w«i1ignlficao, dec1in~~ b ~'ng Ilmi1dency: aM
tt.<jj a'i:loNt 30 pen:en! llf lilt. l'Z.IIicr.;. taill1d to re;tCh ~!he ,",west (h.we) l¢:"l'd, Me U.s. OVAR.ME.'rr OF
Etw<:;lI.n"". N~no~~~ eo.n:. RlI< Eouc .. tlO" Sn,mTlC!;. 1994 N"i!1' i(uPIN<T A FlkST 41(l~ {l99S);. "!If
all''' cmUru F>ml\d in R61di"lIl'rofid~ocl <if High Sf:~ool S,miors, NEw YOkl( TlMoi, Apr. 2:;, 19<15, All!;
tn' C(}NPr:'W/< C!' f-co-.'<::"U;tl'l, $l<{If(! ume 1$&, ;Il 34, ht addiIioo I¢ 111'en81bening tI'.t Tille I p:>1Bfam "'~
bl~ I~ OIlier ~ 1\1 c<mfronl :h", d!:i:hne. A p;utk~llf =<l(:f!0\ is \M drop l~ nmtiiKg. p.'!rforman,e by
~;mI~g.:d ~1IIdcol$ during lhe' tllJltrf!tr When they ar", ,Ml in s.:1too1. To "ddr:5lii :hi, w;pcxt of lhe problem,
I ,tw!ilttd a ,;ummt:r 1'!:'8ding pro,,""', RllAo WIUTII ~ Now. in the.n>fIIrt>t;I' or 1995. f(llll' hundred 1~~~niI
chilGn:n were hf&rei!. hy 100,000 W\tm\ during d1iI1lummef to iq>rm<: their rerulinB. Wt 00pe 10 ruK:h
;.DOO,OOO cliildru, in the I\Ilfl'lfllCl' \If 1996 wi111 ~d;li;i{jnal ~<:ll~tm(;re and PJrti¢ip~\K>n (If wmmunily gr"<lP"
190, ()::I>mma'l Of etJOCATlON..:<q>ro
!:l(lt(
IS8, at 58,
Hit, N... 'fION"'~ EDl'CATII'lN Go.u-< PANIll. THE NAT!(>/'U.j.. Eovc~ncN COAlS RU'OItl (l994), Q! 32.
J9Z COrftJrrtQS OF E:wxATlrn.', 5"Pra n!)lt US,.m 56,
l'n. ld. Tht: Cr",cfilio1t 4/ Edu<,<uiM /095 al&4 rep<>rts. thal ":al high« p..."l'Ce.1!ag~ of 9--, 13: "nil [7.
}e~r·ul.js denwll:l\rued genet1il1 &eioot:'! skin.. by f('$<)J'.mg r....Ye!~:too Md 250 in 1992 fMn in !SlS]" 11'1
~<ldlti(ltl,more !1-}'QIohls.relldledJ.,e".I!;)OO 3Ul :)50 in !9'i2.e:thiehiI1G aebi!ed\l;no'"le<:l,j;¢<IJ1d ~n~l~llc~:
w:dt:f\UndIll! o! I(:,enlihc prin<:irlu .~ It!.
�552
{Vu),24
David Grissmcr. a RAND COtpOfation researcher who conducted a thre
study of educatiooal achievement has been :jCp<lrted as confirming these p
results and observing: "Although we need to continueCAplonng way:) to in
our schools, we also need to recognJze that the ayerage Americau studt
read. write and solve rnathemati,:ai problems better than ever." 1M
Minority group achievement. "A vernge mathematics proficiency" of I
American students was higher in 1992 tban in 1913, tH The gap in Jl
mathematics proficiency between whites:and tlieir.mioorilY peers has de.
over the last twenty yearn. l1oI David Grissmer is reported to have ob
", •. math achievement levels are higher toda.y than in 1970, with the 1
gains registered by blacks and Latinos." I"
.
Declining dropout rates.' Overall. the dropOut ~ for 16- to 24-yt
declined from 14 percent in 1982 to t I percent il'l 1993. Dropout rnte~ d
between 1982 and 1993 by 4 percentage pQints fOI: whites and ,5. per
points for African Americans (although (kopout rates for Hispanics
high and are not declining).
I,.
Overall educational attainment. l1te United States leads the world in
educational attainment. Among those 25·64, in 1992,. 23,6 pel\:'ent had l
tor's degree. m Postseeondary enrollment and graduation rates for r
students have increased since 1991, a higher percentage of young
had completed higher education in the United Staccs in 1992 than h
counterpillU in other industrialized countries. IIa
Core subject partbpation. Cou~aking has improved significant
tween 1982 und 1992, the peI\£ntage of high school graduates ear:
recommended units if) core courses increased sharply from 13
47 f
The increaseoCc\ll'ted forboth sex.es and aUracialfetbnk groups, '" Parti ,
in advanced pl;u;ement has increased dramatically since 1982. risi
to
J94. r#rJ~<<<"" or! SdO()I~, Wi"g Srorn! Not in the N__,r. LA Timoes. May 2! .
ill1lCTVi¢1I' wilh Davil$ (;nwrlef).
,
\95. CO'IrnTftlli OF Er>ucA1W'<. SliprQ OOiIe H18, illS&'
1% td, ~! 58.
t91 t.m Angek$ Timm inleN"," JIlpr" n= 194. Gnw:= altnbutl!. fu,l In
",hclllicrud pmgnltru."
~i8:n,r"M\ly
Iligl\ef
"C~y,
~
lie tId¢;t!(nlii ... ~
Purihcr ... ~;h il needed
(0
p:!rt
1
,~ve~
in tlll"",i!), proj!I'a= i;{
~erif)' w~ thi~ i.. ir.4t:eC, ,w$t!
Id
198. US DU'Alin.<el"1' OF I'.tItJeAnw. Tl!IWINoG nmCOIU>II'iJI: Po:mrv!l Tu:M:$ IN EvL":-A!iON
199. eot'VITICW Of WX:Anw<. lup.'If I\Olt IllS. at 14.
:100. I<l. :il 7"2, 74.
UI!. /d, Rt 78,
�impro,ing Amerh.:a's Sthoob Act
F;d1 J9<il5]
e~year
osilive
nprove
can,
:n(
!"frican'
\verage
:reased:.
served:
veatest
:ar olds
,ee:lined
rentage
remain
, overall
ad their
Iy, "Be
,ning Ule
lereent"
icipatiQo
ng fro'm
140,000 to 450.000 high school students. Especially impressive is the grQMh
in participation of minority students; in 1994,26 percent of advanced placement
candidates were minorit), students. compared to 11 percent in 19&2. m
SAT Scores. The most recent scores on the Scholastic Assessment Test (SA1).
the test administered eacb year to studenu seeking admission to institutions of
higher education. show the lMgest one-year gains in verbal and ma!hematics
Scores in over ten ye:m, The averllge SAT score of 910 nationany is the highest
since 1974, a year when the score was 924 and fewer students took the test.
a fi1clor that tends to inflate soores, I :mrlbule these heartenIng gains to studeots
taking harder courses, Increased numbers of students who took the lest were
reported to have indicaled that th~y had talt;en advanced courses in core subjects.
[ also belicve that these positive re."ults reflect our efforts to eoco.urage learning
to higb academic standard:: and 10 state and community efforts to administer
local. state and federally assisted programs in an effective way, JtJ Both minQrity
participation and performance on the SAT'have i~ •.n:ased. Mifiorlir't:tud~nt>
as a percentage of nil tcst takers increase::! ~.om 18 to 3 I percent between 1,982
and !99,t Math and verbal scores increased across almost all racial and ethnic
groups from 1982 to i994. lH In the most reeeni SAT results, SCO.... f.;t Africah~
American and HispaniC: stodents rose. !10wever, 1here remllins a gap between
the scores for these students and other lest takers that we must cominue to
work to close. 7'"
c.,
Rn~jlt5 from
(I
"m'nonty
xrt;'Ut ",illl
and erted:'
slates ifl'llolved in sustained, comprehensive reform. 'States that
have embar~ upon :lItlbitioUll aud well conceived s),slcmic reform effurts
have begun tQ enjoy positive educational results. Kentucky and my native
South Ca~olina are examples. 2M As Terry Peterson, my able Counselor in the
lW. DO' t
Of
lli)I.OC"TII»I.!Uprtl n(l~ 198; .~.. CcNl)fl1()N 01' Eo\}c"r.t:rf4, lllPf'l. 1lO'.e ISS, <111\0. Tbh
PI"I~ ii Ihe JIlt.j<:<! <If" nmer.t p"blk~tlWl "f Ille NeBS, bued "" tiudinga
Edl.!C;o';C'on, rrtilte4
• 199$, MS.
553
~H~h
So;t;ool Sm<knll Tim '(;:on" After a '!'<lIion ld
from
Ilj~k'."
tilt 1994 Com.hth:ltl
.x
n,t !(llIoWII'!$ HlfI1lWry
pmflle iIflpeap:
Since the pub!iclilOoo ,,( A Nmiwf at RIsk,.;I grUle1' proportilm of lIi$h ""hem ,\ulkttl. arc Ilok-,r~
(!1;1tII ~uur.c:~, and ~ gll!<>Iet P«'pot'Iif>ll arc uki", bigh.l""el <uum, in dum whj¢.."t5. Mllre blah ""hool
.n.dcnh ""' liLn& .ni~""""d pllKtlll"nI ",xaminalkln,. and fewer &II! droppi.l* (lU( bd_~(1 10th and
'. 12111 gra.k. Matrnmali<1 and i"e!'l'a ...:hievefMlIl hay" in.:~ ,sjoce 1M 1{>80", Finally. a l!;realtr'
shw uf lWduol, arc MpJ.ring Iv lmi MlttOding ~1)llace ailtT!hey vadU~[C from bigb \'ChnQI, M alII.
20), il\T S':am Hi.. "Iff. NmiDtla!ty: D C. Pl)lfl J/·f'ct'Mvllin. WA3K.Pwr. Ang, 24, 1995, III C
L
104. DI:;>'r Of Et>oc.o.t1ON. IUpro fiOlt 198; tu C()nvrt10~ Of' E~~, 5NpR/ (ltltt IS&. 101 68,
20'. C S ~ 0iI' EDlJ(:'.. Pte!! ~Ieue. Cor\dilion <If E41Oe11iOfl imp;twln,. Riley Repons, AuguM
lI, 199$ ldhc;"""", poII(j."c «:1ul'., (tool I99S CUtldillon of &Iuu.tioa RtcI"'I1, irnl~ th.t ~1(l>m;gb
millUl:l1j tfildtnlS 1Ia~ nuIk s>gmr"lIlU pins, '!'f' -m. b..!w«m ... hil~ and I!\h<lrily tes! SCOrel; !hl
mml be addrcl#d Ibf\ilugll TIlle I. Gcn1.l1OOo w mllrt programs),
206 lJ S Du-r Of' EDIX" Richan1 W. Itiley, Second Ann"aj Sl.W: nf Amerkbn &t..;u:wn A<klre~'
.'
,,'
�SSI
(Vol. 24
Department and fermer Executive DirectQr of the South Carolina
Education Committee, has observed:
Bu~
South Carolina's reform efforts have resulted in tI. number uf oovances il
school and $Wdent perfonna.nc::t belwet1l 1983-9(};
-Improved student _writing performance.
-Higher stOOent and teacher Mte!1danl;e,
-More students enlering oollegc and passing college freshman
courses,
-Highet achievement in the basic skilll>,
-Many more mdents taking Advanced Piatetnetli OOW'teS, :In
I do oot mean to minimize, by these observations, the length (If the p
.1
I
i
still must travel. ,.. The 1994 NAEP reading survey mentioned above c'
unmistakable evidence as to the substantial task of educational impro
that lies before us. I do mean to emphasize my belief that we are I
significant progress and that a retreat from the IASA and other reC'tnt leg
accomplishments would be a mistake that would threalen that progrl
impede us from mak!og g<lins in those areas where enhanced acaderni'
eiency is so vlW to individillil and runiona! ecooomic growth and ,qu
life,
Causal relationships ate difficult to prove, However. ,it is no acciden
view. that the positive results sketched above took place during a pt
increased federal aid (not federal control) and increased stale and loea'
to improve education: during a period of emphasis 00 raising sland.ll
in the case of mathematics • ., application of high contem standards: am
a period when a number of communities began to embark on the type 0
envisaged in the Goals 2000 Act.
(Fr:!>. I, \9'9Sj.1 3 (",Kenl..eky. a SlalIO thAt lW done .. muc:l:l hl ~ ",fOfl'l'l, ; " . _ .epctti'
imprlw_ll'I mal.\w'n.llics. ~"", acim\:c.:ud 500mJ ~udics l:wtd 00 d'>eir nelO. dl4liomllin
~.~).u,4lw
Rilc)', 'IIPm
~
1.111 3Ott-JOB.
201. Ten')' X. P'denctl. Sdwi:Ii H4"'It! inS!wJ, CriNdiRt;!, l..,ru:tIlf(>llSfi;' Wi><onJ",'4 R.j
EDOJC;\,TIOH l»Lu (WiJ<;O!\'iill Cenkt for F.drn::'.I!:iornd f'Qh.:y, 1991) ~! II, TIll: pm:m.c ",,'Ii
Ct/UliAl _
iIo diIW ~ ((I W (umprchcw¥I! ",(omm- fflmtvlalcd and fWl<kd by llw: SOl
Edooal'OIl I~ At! m 1984 md the ~ ,n"~ ... devclaping the rt;tPll!'
in thAI ht. &~ Kiley ~..pnI IIOte I .1 J06';.~.
;ma. Stt Riley. ""'pro III.IfC t. It JI1}.312 (~;on -of &I'IMI' of Ilttd 1m cd\ltWon~l ;m
20'), ta.1he CIS<: of mu~k', fClkcal mWlU\!lf tQQ\; tee loon of. dl~cl'W: ~r0lf1'm,
D. ~wer M~fel VItI Science EducttiQn Act, til II.... <!f lIP; ESi!A (M ir; dfcci
No" H'B.38l}.1.6 U.S.c. n 2981.2993 iSuw 1984). TII.It< II oflhe ESEA
f-.rd ,. ~ or .usiSIlI~ (Of ~imW dliv.,lopmc:nt in mad!
u ather tllfC subjtct$, Sa le\t!!ip"<l f<>l!<:!WiIl& _ 90..
• CI'IK'I1llI'nI ofl'ub. L
in the IASA
lI:;':;a:c. ts
~
~I
�Fall 1995)
:iness
As I observed in my second annual State of American Education address
on february 1. 1995: "I believe lhal we are, allong lasl. turning lhe corner.
, . moving from being being II nalion OIl risk 10 a nation with a hopeful future,
We nre starting (0 win the battle fotexcellence and good citi7.enship in American
education. tl",
XIV. Why the IASA Can Succeed
, With respect to the lAS A itself, Senator Jeffo!t1s aptly observt:d during the
debnle on Ihe conference teport: "Chapter I
m
However. the exciting positive possibilities of the lASA will be undermined
if efforts to cut funding for education and to dissipate federal programs to
improve education are cluried ouL
A number of factors convince me that the IASA is designed t~ ·build upon
principles of progress and successful experience in educutkm:
The lASA represcntS a coherent set of federal education programs that bUIld
on investments in what works and that create incentives for local and stale
actions. to address tocal and s~ate needs through comprehensiveeducaoon reform
efforts within the overoll framework of the Goals WOO Act
The. IASA gives strong and appropriate emphasis to enhancing the quality
of leaching by in~esling tn sustained, intensive. high quality professional devel·
opment in aU the core content areas, an element that has in the past been
.
.
lnckins, til
wotts."
oad we
ontains
vement
making
islative
!SS and
c prof!
~riod
of
I efforts
rds and.
j (luring
frefonn
",mlU/vl'!$,
I:S in Soolh
MC»ro1iNl
<$
cootiUnW
The IASA, for the first time, affords a
~ls
for reducing red-tape amI
reguil\.tioM in n way that will provide State and local agencies greater flexibility
10 address educational problems.
.
.
The IASA substantially revises the largest federal inveSlm~nt in K·12 (;duca
lion, Title J of the ESEA. in II way that will make it 11 mQre effecllve tool (0
rigorously teach basic and advanced skins to children in high-poverty schools.
through such mechanisms as an expanded sdlQolwi<k program authority, eX
tended learning' time sttlltegies, more effective parental involvement, and clear
ties to ,hnllenging st<.lndard!> of achievement. discipline, and leacher quality.
As Senator Kasseooum observed during me debate on the adoption of the
conference report on the IASA: "[The IASA], .. promotes a strong belief of
mine that cbildren will rise to our level of expectntions. and we need to demand
~fIl(nl),
lilt:! Dw';hI
prioc to !be
u!;,<muinc4
1tn. Ri!lOy, .MprG rUM 2%, 1I 2,
~ic5~
21 L 141,1 C0NU I'W:: S 1(:92, 14.193
2ft CStA. :lr,e II.
(daily~.
Oc1. "5 1994),
�"'
I
,
[Vol. 24
Journal of Law & Education
556
more of all of them." III
The lASA calls for increased funding levels in key areas !lfld hill
accompanied by higher appropriations in the fiscal year 1995 approp!
act. For fiscal year 1995, under the leadersh,ip of President ,Clinton. Co
in 1994 increased the appropriation for Title I of the ESEA (as amem
the IASA) by $321 million, as comp!1fW with FY 19~. It increaSo
appropriation for the Goals 2000 Act for fiscal year 1995
$298 mill
At the same time, "the FY 1995 deficit was projected to be reduced 11
billion, as compared with $203 billion in fiscal year 1994 and $290 bit
fiscal year 1992. liS- Through his veto action on the fiscal year 1995 resc
legistati~n in the J04th Congress, President Clinton h~ suhslaIltially PI'!
by
.
these gains; the legislation that he approved involved. for example. the r
tion of $70 million in funding for the Goals 2000 Act state and local
activities. 1u
The IASA will be administered and implemented by a more effecti
"reinvented" Department of Educa·tion. Within the framework of Vice PI
Gore's National Performance Review, the Dcpartme~t. under the vigon
inspired leadership of Deputy Secretary Madeleine Kunin and Underst:
Mike Smith, has established reinvention teams designed to make lhe Dep
a higher perfonning organization that is focused on students, parents
educational institutions that serve them, a.transformation that. should
111
positively upon its implementation of the IASA.
The lASA will be administered in the context of our Family Invo
Initiative described more fully in the earlier artiCle. 1I.
The IASA is the product of a mtlinstream bipartisan consensus as
is needed to move education forward in America., involving programs I
tcred by the Department including the Goals 2000 Act, the ~chool.·
Opportunities Act (administered jointly with lhe Department'of Lal
213. 140 Cot<o REc. Sl4149, ]4150 (daily ed. oCt. 5, ]994).
214. Dcpanmenu of Llbor. He.a1th and Human Services....cI Education. ond R.c~ A,en
priations Act. ]99S, F'bb. L. No. ]OJ·JJ3; RR. RD. No. 733. 103m 0.,.. ld Sea. SB·B9
fISCal year 1995 ruciS$;OM lc,islation rescinded $10 million oIlhec IID:IUIII appropiated f..
]995 for SUIte and local educalion 'systemic improvement [un<kT lirlc m of the GOIII 200l
rescission wu $60 million ]eu than !he comparable Ii",rc in t~ 1elislation that Ihc Pres;'
Compare Pub. L. No. 104.19 with H, Doc. No. 1()4·B], 104lh Con,. Lst Scss.• at u..
215. EXllCtmVIIOfflCI! Of'TIfI! PltESIDWT, BUOOET ot'TIlIi UNTTED STATElI GOVD.NMEI"T.I
1996 (1m) at 33, l?3: WASil. POST. Oct. 26, 1995 0..11.
216. Stt text follow;ng note 114.
217. Su U,S. Dcp't of Educ., StntelK; Plan: Hi,h1iahts (Ckt. 1994).
21B. Stt Riley. Jupnl note 1.» JS5.
.
�· FilII 19951
; been
nation
ngress
led by
edlhe
:ion.· 214
., SI64..
bon
in
issions
:rtecled
-estota·
reform
ive and
"esident
:'IUS and
impact
557
Safe Schools Mt the OERI reauthorization legislati;)O, and !he Willi3m D.
Ford Student Loan Reform Act of 1993_
Th'e lASA and our other education initiatives listed above, are in turn pan
of a broader strategy to invest in quality education initiatives and initiatives
administered by agencies other tha.n the Educalion Department which vitaHy
relate to and potentially support education. including initiatives to assist working
and middle·income families (the amendmerlts to !be Earned Income Tax Credit
proviiltons of the Internal Revenue Code); *u the empowerment lone-enterprise
community initiali... e~" the Nalional and Community Service Trust Act of
1993; m thi Head SCart reauthorization legislation; W the successful efforts to
stimulate economic growth and stability through the ~eficlt reduction and Ofher
provisions of the Omnibus Budget Reconciliation Act of 1993 related to the
econOmy; ~ the job creating aspects of the North American Free Trade Agrct:
meni; n.. the crime prevention and OOlltrQl provisions of the Violent Crime
Control llIld'Law Enforccltil::nt Act of 1994; lU the continuing efforts to support
families through initiatives such as the Family and Medical Leave Act of [993
,);lI: and, moSI importantly, the admimstration's propOsals for a Middle Class
· B ill of Rjghts. W'
The American people support investments in and improvement in quality
· for education. While they favor deficit reduction, they do not favor reducing
'the deficit through cuts in education spending. m In the information and techno~
logical age in whkh we are living, this no time to reduce our emphasis on
education at the federal, state, or comnull)ity level.
is
lvem.cnt
XV. The IASA and Bipartisanship
to what
lrlminis
The considerations described above persuade me that, if the IASA and our.>
other education initiatives are adequately funded, they will contribute signifi~
to-Work
)Or), the
..
~~
The
: (i_I yUf
{1994}.
j
Acl]. Thi$
knl vw:>ed.
, 219. Omcibu. BudllC'! iteNft(llilltoo!! Ad <.>f I~l. Pub. L. No, 103·66, f 13131.
2:2U hI- H mOl, 13161.
2lJ, l\ib. L No l03·,u (19931
112. Head Sun ACI A<MtIdm,;1II1 ru !9'M. Pub. 1- No. lro·l,n, title t :l994).
Pub. L. Nu. 100-66 (l9931
124, St." Pub, L. No. 103-182 OW)).
m, Pub, t.. N>:i, 103-322 (1994), .
116. I\>b, t... NQ.,1CI;·3 (1993).
'om.
u..m:o
213. ~" E~!X'I,J1WI; OffICI! Of hilll'll.nlPllNT, DI.JDG«f 0' T>ffi
5TAT'Ii:!: (lQVEJtN'~, FnCAI.
YlAI. 19%, at 13,2$ (middl: Clll'l; lax CUI .u OIhc:r iMiatinl) (1993); su Riley. IIIP'-" note 206. al 6
{':'The f'rui.:Iem'~
PfOIXlUI!; 10 allow. tu (kdu!;Ii\m for (o1!el;: lUltiQ~, 10 ("poind IRA w'lhdrO\",.11 {HI'
10 l;tI\ale.a $:2,6ro 'kj:1~ y.ml Ihat tmpowi2'li lJro!titll ,\meril;aM .IJ1d ~ SSOO child IIU 'W'td,l-;""l'
~JI plrt ¢llh<::.1_ df(l!t ttl ~ ~'IrI: evuy Amer:iCtilw a cluil'lCl: 11> .... part <>f jbf! Americall dn:ilm,"j.
128, WASIl, f'Qrr, lin, 6. 199~. A.. (IWQ ur lhml r=poode!>U would AOi( NppOrt. ~nc,d budift
if1l meant wl\;nl ~lIIilm OC 'IXW W;lItily).
,
Wu~llil)l\,.
�{Vol. 24.
558
camly to the nation's efforts to improve our schools. student achievemel
discipline and to make progress toward the National Education Goals.
The positive results to be expected from the IASA are in no small m!
due to the strong
bipart~hip
that produced it 'This is a factor that
enormously gratifying and a positive force in and of i.tself. Senator Ke
summed it up during the floor debate on the- conference, report:
The passage of £SeA later today will be the culmination of two yean
of impttlSive bipartiwt eooper.llioll 'and lICComplistmlcnt in aU t\specls 4)
;.
;.
education. President Clinton can be proud of this fC{:oro, and SO can [)emo
crats ,and Republicatls alike in
C;ilOgreZS.
In !his Congress. after ESEI
passes, the Senate and the House will have completed action on six majo
bin~ that- will strengfhen all aspec1:$ or education for all Studcnls-presdloo
through college,
"'In yenrs to come, this Congress nm}' weU be known as die edUc:atiOI
Congress, m
This bipartisanship ,in education legislation must absolutely he sustai
we are 10 address the searing educational problems which wr: must add;
the Twenty-first century. Senator Jeffords accurntdy and eloquently pot
these problems in the waning hours ~fore the Senate approved the
confereoce report:
As J mentiooeiJ earlier, we have 30 to 80 million people in this rouolr.
who are illiterAte or furu:::tionally illiterate. III my mind, we cannot ipor
thi5 issue:. Mnny of these citizens do not even have the skills 10 wad: i
'eDIfY-level jobs;Clearly, if we do not provide them with a:o opportunit
to gain the knowledge they need to succeed In the ·workpl.:ace. thea lhi
Nation will nOI be: cupable Df keeping !be jobs we ha"e. creating MW job:
and bringing more rugher-paying jobs imo the countiy,
As I ItlOk to the future. I s<'.e serious problems m the area of crime, 1
the are<! of welfare reform. with the economy. As we near the nex.t ceutUt'!
the only hope (or solving these probtems seems to be [0' provjde Smt<
with the necessary resources. in the form (If plnnning grnrns or nlher""I!;>
to help them meet the goats we have set OUt by the year ~. VII
m. I40CQt<iG arcS 14.110 (dai,'y I:,t 00,$. lW4}: u~id, at S 14,205 (rem.to:.s oLSen DwT
H 8()(>(dally til F~ 24, 1994 (mmaru clRw, G~ruJenIOn: "i'!uide:lt BI!$l1.ln m. Q'td~.-Udcmw
by f'll:,idtnt 'CilU"n, ~R4n lhat AUcmpI at biparti511rl m¥ruutHm in education ~ tIw: O!
program, ,")i lTd 1 WEEltl.yCoUt. f'IIu,Doo:;s. 1500 (Sept 11, 199J) {remMks of Pres Clinton"
and p:mmh (If Ab1nt.ilm Lin"*> MI44h:: ~1Ioo1) (dcs.eribe1 N~II wppolt f<K Gmil1 itxxt. H
$(±ooj,!<)-WtttJ;;. direct uudem Wam. and Al1'Itrk~).
230. 140 CONe RtL S 14,I?ol.
�559
Fall 1995]
The vote on filial passage o( lhe: IASA was n strong bipartisan vote as was the
vole on the Goals 2000 Act
1t and
:asl,lr'e
I find
nnc:dy
XVI. Maintaining the Commitment and Staying the Course
Madeleine Kunin. my ;;:onstnnt partner as Deputy Secretary in the legislative
and mal1'agement accomplishments that r have described. has eloquently de
scribed this pivotal role,of education in opening doors to the American main
,
stream:
I know from my pasonal e~perience what education has me-MIt 1.0 me,
When I came to thiS toontry as an immigrant with my brother and mother,
110( spewng English. it was the edttcatiooal system of mis. nation which
opened every important door to us, Without it, we would have deprived
ourselves of the upward mobility which gave (;Very immigI'M1 and (;Very
,
,
,
American. no matter how humble his or her beginnings. the genuine bope
fot a better life,
ined if
ress in
y
,
"
,
"
••
......-
,.
'
Without access 10 edU(ation. lhe dream would have died, What was true
for my brother and me is t:l'Ue for the neAl generation Df Vtrm~[ers. ;t.)1
It is also true for citizens of nil of our communities and states in America.
Because of !.he contribution of education to the achievement of ~he American
dream thai Madeleine Kunin eloquently described in her State of the S13te
address, we must maintain our commilmcnt to education and stay the CQunc
that the Goalli 2000 and rASA legislation have set. Legislative'determinations
~ade in the current Congress that would substantially reduce federal f>lnding
for education are incoruistent witb that commitment, III
. The analysis of ~ IASA in this article would be i~complete if it did not
address these developrroenlS and their potential impact on the [ASA and (J() our
other efforts to assist states and oommunities in achieving their own education
goals, Budgeury reductions can, have a profoundly negative influence on the
administration of the IASA, a (actor that must be conside«:d in assessing the
promise of ilia{ imponaot legislation for our schools and (;Qmmunitles. More
over, our experience to date with the enactment and administration of the (ASA
is relevant to the fiscal "debate mx)ut the federal role in education. It is therefore
appropriate for discussion he«:.
,nhl'r5...-j;
''''''''''
", '"
earl
StllJ!,
:Ul. M~l! Ku><11<. tr.\ltO .. ~"- 384 (1994) (ql!<.>lmg fmm lilUd Stnlt Qr ll>o Stlk
sddfw. b'Y 'GovcmN Kuru. In tho VetmOOt Le,i,ul"~. hn. 8. 1987),
Z3~. 141 CO/oiG Rt!.: H 6173, H 6286, il29S (tltil, td. June 26, 1995>; the ~onf<'ln:na rtpo!'l <:1:'1 M
eo.. RIlS. 61, llIe _"m;I,unm! ~~Q!U!iOh "" the ~m for fi!lCal relit 1996, IU ad.cl'led by til(! C"l>IIr~"
(confelltnte rtpon k'idll ~~ 10 1\$.:» ye:u 199~),
�,
,
•
560
A. Redudng the Education Deficit.
Under the fisc-al year 1996 concurrent resolution on the budget, the reel
mended budget authorit), amounts for function 500 (the budget category
includes education as wel~ as training and social services programs.) woul<
reduced by approximately $69 billion f(lT the seven year period, 1996-2(
as compared with the fiscal year J995 level. jJl In ocder to achieve the~e rei:
tions, the House budget resolution assumed substantial reductions in fum
for a number of the ESEA programs discmsed in this article.;,w The differ(
is even greater if consideration is given to the President's tise:ai yenr 1
budget which -calls for increased funding for key education investments, 'W
r.ecommending reductions in the total number of programs admini~red by
Department. ~
If the provisions of the congressional budget resolution are implemente
this and succeeding fiscal years through major reductions in appropriation le
for critical IASA and other programs, the efforts of communities and state
improve their schools. launched in 1993 and 1994. wltl be profoundly impa
and set back_
To avoid such a result, president Clinton vetoed H.R, 11:58. a bili that w.
have rescinded fiscal year 1995 appropriations for certain education progn
He explained his reasons for this action as follows:
This disagreement is about priorities, not defICit reduction, In. fact, I want
to irtere;ue the deficit reduction in this bilt H,t{, 115S Slashes needed
inve.wnenC5 for educ(Jfi(H1.. Mttonal servke,:md the environment. in order to
avoid cutting WWl~fuj proje&!1l and other unnecessary expenditures, " _N:lr
e~aInple, H..R. 1158 , .. woold deprive 2,000 scl100ls in 47 $ltUeS of funds
l(J tn:Jln teachers and devise comprehensive refom;s to boost academic
swuiards. ;00.
The result of this veto was the restoration. in rescissions legislation thnt
subsequently revised, sent to the President and signed, of substantial do
233, Id at H 6286.
234. SuRR. R£n Ncr.. 1(W-IW,I(W;IlCof\&.
t$l~@-7g (1??5)i~pm'torm.:
HoIu"C=
on !he Budget on H. Con. RI:$. 67 (~'<;<lIlJi;1l' derailed di&;u'~;lla of lI.$I.urnp!.Wllt u(l(ktlyill! &:.u;t V
of H. CO!!. Res. 67. including ...u"",d eI'rninati<m:i 0.- ,eductio!!; fl)f Ckuw 2OJO Act, Tidt' eiltm!n1
gruus. drug-fn:e schools, IlIld bilingual ~W:;lIIiDni.
235. U.s. &\UCatiDII Dtpartment, The Fi~al y,* 1996 Dudgrt. at 1-10 (!99~J {dL'!C1IS~ r.eq.
i""rea..,,; for OMI 2000, Title I. professional dlivdIlPf:Q(:I!II, safe and dl1l$ tree ith;!{)1f, ~.III!ISSi
~n" <;hmc- scllools).
236. 141 Cmou. Rtc H568l, H568J jJUI'le 1. 199j, r;:printing H, Doc. No. 104-83, t()1th Con
S=. (1995) (emplm;i~ adct,r;d).
�Fall 1995)
Jm
that
I ..
102.
loc
ling
·nce
996
hile
'he
din
Ycls
""
ired
mId
was
Ian;
56'
to the fiscal year 1995 budget, im::luding signjfi;;:am amounts for the Goals
2000 Act. Drug-Free Schools and School to Work programs. 1»
'The unprecedented reductions in education spending contemplated in the
com:urrenl budget resolution for fiscal year 1996 also Pose dangel'S to our
progress in education, I appreciate fully the need to reduce the budget deficit.
However, that reduction should not be made by steps tlult will unde"nnine our
efforts to reduce the nation's ;;:ontiriuing education defidt. To trade one deficit
for another would Jeop.1rdize the future of our children and our nation. As the·
F:resident tQtd a gatheri"fig of Presidential Scholars in June of 1995: "The
budget ckficit is not the only deficit we have. We still have some education
deficits. , ..We have to make some lnvestmenls even as we ;;:Iose the deficit." 1»
Reducing funding rot essenilaJ education programs coosthutes dubious fiscal,
as well as Ilducationat. policy, The nation's ability to raise revenues to support
its expenditures ~nd carry its ·national debt depenlh in the 1<:03 !.etrrl on economic
growth. Economic growl:" requires a high quality education in all communities
and states that adequately p·repares students for the workplace and America to
compete In a highly te<.:hnological marketplace, Short term reductions in our
investment in education to meet current deficit concerns will inevitably reduce
our ahility 10 avoid deficits throughout rh<; 21st ;;:entuTY. 6ffe<:tivc inve:stment
in education, on the oitlCr h:md. will enhance eq>nomic growth nnd provide
those who must share the obligation of contributing to the federal revenueS
with greater earning capacity with which (0 do $0. m
.
The President has set the nation on a course that would aVQid hllmlful
reductions while still effectively addressing the federal budgel deficit. The
President's budget plan presented on June 13, 1995 would balance the budget
within a reasonable lime frame and. at the same time; provide necessary re_
soun:es to maintai.n and improve our investment in education. -In announcing
:;31- Pub. t.. No 1{l4.!9 \l99!), H R Doc. No. 104.113, J04th Cen$.. hI 3wl. 15 {!99'I_
238, 3, WUt>Lyem«'. Pns Doc. 106'1. 1092 (1_ 26. 1995),
239. !'!>:SIq.,{1i CU.u.m b~$ CQUli.l(etItly ernpIwilQi ttw.I h~~ i, ~ l~M Itl ihl' ewm:>mic
fUlI.IIe 0{ in4hjdull Amttiull$lIIId <lUI" =>til'< ~ tItaa hu e~ b«n.- 11 Wtbl.!.... c.-, Pku Dac..
«
1089, 1092 (June 26. 1995); Id. !It 1$01, (Sept. II. 1995)~ f'lEl¢\II:alion is l'llO!"t i~ today•..10 00f
future Ihan it II» eli¢! bc¢n!JIlh< I'IIrire blslOt)' of (be UnitooJ' SultJ:.rnd we tI"~;: 1(1 toe! on tlut fimc!IImo::<Ibl
,,",th as a ~1e:1 (1efIII\IU 1M slUdet.ti and ~nlS of ~ U~II Middle SclIoot, Selma, Cilifum~
Scpl.. S, 19'il.:l), T\!.lt llUtUment i~ ~Uf/P"rtl:d by OW" own Do:l'lI.rtilV:lll'l $\~1Utie$. S« 1"1<1( C~ <'If'
Eill'CAnoN \994. II 98 (mcdi:ll'l cm\i,~It$ of potrsOll5 \11110 !lid IIil( tOtTlpkted hiJ,h "bool ~iihUant»l1y IHJ.
tlw! ibn?:. of bllh &(:hoo! BrlduileJ; tlmillgs adVilI\t;!gtlS of ,oIl~g~ gnulu~' su1»t1nl;,ily Brelln and.
in=aiCd bet"'ecn t974l1J1d {992; fot maks the mlio of I.Imua! tamlogs or IIIlgc"IIIVJ uJ;ory ""'fUn 25
\0 3' I"ilb Iii }l:iI11 Of mo!'e yt'1I'\ nf!;Chooi tl) those Wim 12 yea", 01 school Wall !.OOlod rot f;:rti,lu IIIIS
i.f)}; ill $I z17.
• hH.
24/}. 1;.«<>1,,,,, Offll'e »flhie "",.'<knl, The Presiden["!i Ecl'lflo:nW PI_n. A
Pro.,te Pin.:
{June
13, 1995.;
a.hul!.'~d
811dll'Cl ThaI Pull
E~1\ OrneE OF p,.£$lllEt.T. MmS!SJkl" Rt!\IU\W uV rue 1996 HUDOn
..
~.
�561
JounW ilf Law &. Edueatkm
(VoL 24, "
that plan to. the Atn¢rican people, the President :rummariud its central mess:
We're at the edge or the new century. living in • period of rapid and
profQund change. And we must do everything in oor poWer \0 help our
people build good and decenJ lives fM the~ves and their children.
now
These days working people can'! keep up. No manu
hatd they work,
one, two, even three jobs, without the ~calion to get good Jobs. !hey
can'. make it in loony's AmeriC1l.. I don't want my diwghler's generation
In be the first generation of American§. to do wor~ tl)an their parents, Nuw,
baiatlCing our budget can hdp to change that, 'if Wti;'oo it ill a way dtat
reflects our values. and wlw: we care about the most-our children. our
families. and wnat we leave !he generatiom to come,
That's why my budget bas five fundamental priorities. First, INc(Jw~ 01>'
most impcrtanl missilm i.f 10 !vIp pl!opk mo.kt
tfftlu!U 011'11: liws.
w,;;m,
don', cur education. . ,14'1
'
On thecontrary, as the President subsequently toid agadlering of the Presiden
Scholars,. "cutting education would be like cutting the defense budget at
height of the cold war... , I propose in my b'alanced budget to increase. ove
investment in edl,lCation and tmining by $40 billion in ., yean," loU
Some have put foward it broad block grant approach as a suitable altt:mat
to the provisions for adequate funding and solid educational change that tv
been made in !he IASA and relIned legislation. This alternative. howeva, rai
questions that I haveaddre~sed in testimony before the House ofRepresoolati
on the fUltlre of the Department There. J observed:
Fii'lt, we believe that bllXk granting nearly ttll F*r:at elememary and
secondary education programs i5 merely Ihe first slep toward dr.unnlieally
t«Iudng-and possibly even climina.ing-Fedt:tnl financial assistance for
elemenwy and $CCondary ed\lcation, , , .
Seoond. the block grant ~ wuutd preclude the ~ina of Federal
e6U(ation funds to dIsadvantaged popolatioos that
cbarnc~riz:r:s
most of
Oul} 28, 1'995); Jtt 4fw Offirt of the Vhi.te fbDe f'«= ~, P-. t\ririlng bJ '",1m HHki'y. ,,,
1m: WamiQSW<l PnSl, J~. 12, 1996, llt A-IO (t««pl& from 1M, 1 Jib new. ooaIernm:.: b)l' PJ.,ri
l'I'gartlmg, UIl00H <>lh« It\inll~, b&llll'll:ing ttle budsel).
'
24t .H WEULVCOMP. PRu.OooI_ IOSI {JUlie !9, i99Sj (A<ldreutolhe \Wti<ln_lhe p!un klwl>
tbi: budgel.lu= t), 199.5) i~1wis lidded): m r#. 1501 (Stp\. 11, I~!i) rl tu.vc &Well Co~ .. '
"'Mt\ _ugnilu bod! the$;: (wdm!eIlU! ~111 _ have t(I ~c tb:: IMlp:t IIIld !hal _ ba..
provide fll( iedl-lCalinlli and inval in OW' ~IIWIJ po:apk'i firtun:.j:
241 31 WUI\L" em...-, Put. 1loc5. 1019, 1092-I09J (.iu,. 26. 1m) !folloMe4 by q,SCVWoo
i~ for Head S<M. Goah WOO. Pdl ~ natiONI ~ice..
fof II~Oycd wudets)(-cmptI
....>
om=:
�Improving Amtrica's Scll(tob. Att
563
our current programs. In~, Sla«.:s w.ruid be me to oonlHlue favoring
poor students and communities in alloc:niflg block grant funds. Hov.ever,
my own experience as a funner Governor, as well as the fact that over
half of our States are currently involved in school finance litigation, tells
me thai the reality is far different, and !.hal States fn.ay face purt difficult)'
in aUocating education funds to thnse :>tudcnl$ With the greatest need for
asslsunce....
And
~hird. the
Wock grant approacb comptlCJttes efforts to enli-un: ac·
"tk).String~" bkx:k
,grant.. ,could result in the: U~ of Fcdernl dollars for activities of little: or
~uuntability'
for the use of Federal funds. The
no edm:ational value.. .au
~,
tial
the
rail ,
$C'
ves
Next steps.
,
1 have urged in this article that the tASA. laken with other re<:enlly enacted
federal1:tws. particularly the Goals 2000 Act and the School~to-Work Opportu
nllies Act. can have a positive impact on improving American education an9
making progress toward the achievement of the Nalional Education Clo<lJ~.
These laws are designed to invest in local communities and states by helping
them to build partnerships and pUI in place effective practices to augment their
lo<:a[ efforts. While taking some justifiable pride in Our legislali'Ve accomplish
ments, we should always be seeking ways to build upon and improve tbern to
better serve parents. students. leachers, and !a~payers.
What direction should that seateh take? In me firsl place, we mllst seek a
reaffirmation of the current limited re~eral role in education and the policy of
invesling effective efforts to improve the quality of education. Some contend
thal there mould be no such role, lhat federal programs should be largely
eliminated, and that federal activities in education do more harm than good"
We mu~ confront ~se arguments directly and resolve them. How ean the
t20~year history of federal assistrmce to improve education, including strong
bipartisan votes on important initiatives in 1993 and 1994. be squared with
proposals to eliminate or substantially reduce these imPQrtant effortsf,Parems,
schoo! administnltors and teachers deserve a solid. certain. tong-term commil
mem from the national, state and loca1levels to help them to improve education.
J truiintain that. while primarily a state and local function. "educ.aliou is a
national priority." that "education must be part of our national purpose," and
thaI "our economic prosperity, our national security, and our nation':; civic life
in
•. 6,
""
~;, us o-r Of'Eooc" Tfilimony of Scrrewy ~;dL1m w. Riky.m Ikpmm.:nlal RwttMli;lUUm
befor~
the Cootmiuee on &ooomic and E<!uc:IJiD.ul
Oppoounrt~,
Jum; 29, 1995, d 18·19,
�564
(Vnl. 24
. Journal of Law & Edm:atlon
have never been more linked to education than they are today as we ent
Information Age of the 21S{ century." J.W WIth these principles. few'
disagree.
I also believe that without national leadership accompanied by signi
federnl financial contributions and incentives to supplement and complt
state and local efforts. our educational goals cannot be achieved. at Ie
many communities in this country that lack !he resourees necessary
the job. ld If. despite these considerations, the nation abandons its tradil
commitment to education thtou~ fedeml leadership and signiflcanllin;:
as.sistance. W~ wilt pay dearly"in lost educational and economic opportl
As t slaIt'd on the occasion of positive news. regarding the 1995 ACT asses,
scores: 4his is not the time to withdraw II longstanding, bipartisan Commil
lo help Slates and communities improve their schools. This is not the til
retreat_"'" The bipartisan commitment that t seek is particularly vital ()e{
the nation faces rising K-12 enrollments,)off
The alternative appears to me to involve virtual elimination of lile fe
role in any coherent sense, a substantia1 reduction of funds, the distributit
the remainder in a way {hat provide.~ fot little or no accountability to the fe
taxpayer. a diminution of educational benefits for all of (lur stu4ents I'll
particular our ll10Sl disadvantaged children, and steps that wi!! Imperil our 1
and ab~1ities in an information age, Abandonment of a meaningful federa.l
would jeopardize our future becauS<e, 1 believe. the progress we have mal
education over the last thirty years is, at least in part, auributable to the effo
and prudent exercise uf that role over the years through such major progl
as student financial aid. IDEA. the hrkins Act and Title I, to mention t
few, now strengthened by tlle advent of the Goals 2000. SCbool-{().Work,
national service legislation, along with the lASA that is the subject of
article,
,244_ t¢JIimony of Rktlard w, 1U1i:),. u.s, ~ary ot ~Qn. hef«1t the U - (;_i«
f.o::>MmW IIId ~iond Oppoollnilles. n..: Ftd:nI Role in ~ ~, Jm. U. l'i'H,
s,u ~ T.:t!d H. :8;;11, fQrml!t U.S. $«'( cf &.L, Oldy 13, (995),
2"S, WtliJe. in the Unltl:d State! as ....... hole, kdem ~ &<tlQUl!k to) 6.1> ~ Q{ r.at
lo.aI ekmenllll)' and l¢I;OOdaty budtm- in at Icast 10 ~ ill 1991-92, _
llwt 10 ~o! (
reveo\IC fot public ekmcn!ary and ~ Sltl\oo)ts
derived r('(lm I¢dm.\ !SOU!'tn, Sh US Dt!
£nvc,.n_.NATW"Al. C _ mil ~llON $TAlUT'IC$. OmMrOl'~TION $T;.'II!mai 1'l94, ,
w"
(TKrie ISS) .
"r
. Z46. l',S, Oqo', of F.due., ~ Rtk:a~" SWtmcl\!
U.s.. &crcl"'} oJ Edu.::ilNn 1tic:ltltd W..
TeJ.roln& 1m ACT U _ I srotU, A"J. 17. 1m; J~~ Weddy Cornp. Pt= Doc!. I.UI. !543 (
IS. 1995) (rr.rrwb try Prt-s. Clinl<ln In Ille <;(lmmu~ity nf SO\llIIem R1iooil Uni"ffSll}).
241, U,S. ~'I of Edue.. Pn:" R.tle.ue, CoiWtiol> (\f~iori Impwvioa. Riley RqJom, A,,!
1995, lit 2 (K·!Z ~nroll_ .. m ri"" from. $0 miili<m: !Ilia fdl lA" mill,,,,, by 2002).
�lmproviox Amrlcu's Schools Ad
F.a1l199SI
er the
iYould
fi;;ant
:ment
ast in
to do
tional
metal
mity,
,mem
ment
to
lie
;ause
deraJ
>n of
deraJ
565
In c~lIln, for a reaffirmation of a limited but meaningful federal role, 1 do
not call for an assertion of federal control. On Ihe contrary, I have said "{ila
the past the federal government has' been far too pteSCriptive in dictating to
s.tates and local school districts bow they should run their schools,"- Rather
thm., abandoning the field. however, I have called for "a new partnership
with states and communities" !hal encourages it first-class. education fOr every
child. ~ Only through such a partm::rship, I bel~ve, can we make the kind of
progretiS th::1t our children and 'grandchildren d~rve. as summarized in the
Natiooa! Education Goals, themselves a product o( a staie~federal pannetShip.
In suggesting that we should continue 10 search for ways lO improve the
lASA, which is an important component of that partnership. I trunk several
principles should be kept in mind. Our U.S, Departmenl of Education will
be working to change our programs and operations (() better assisnchools.
communities, and states by:
'
_ making iteasitt to link the Goals 2000 Act, SchooJ-m..Work and assis
tance to elemenlMy and secon~ education with locaJ ~ state improve
ment .efforts;
~
esublishing at all levels I}t education btotter mechanisms to reward
su«.essful school performln<C while creating disincemives for school
. failure;
ie in
ztive
:urns
lUI
a
rum
this
-
YJarpening
001'
focus by eliminating programs Ihat are not needed or
not working and that dilute our improvement efforts;
_ 'building upon Ine important tlcxibility mechaniSl.rul we have created in .
order to provide even wider flexibility 10 local ag<'4lCies and schools to do
-their jobs better; and
_
improving targeting to areas' of grealest nec:d and potential for best
R:sults,
In short. we must maintain the commitment to the priorities' and directions
that gUided Qur development of the IASA proposals and that make it significant
and differentiate it from prior initiatives, These directions include particularly
our emphasis on connecting use of fed~ra1 resources 10 state and local develop
menl of high content and performance standards and .to teaching and learning
and our insistence that disadvantaged children not be trapped by the application
of a set of Slandards less rigorous than those applied to aU $1Uden.ts. tf we
:, Zl.
248, Riky tl<JlfI'! MIll
249, Ill.
l«.
lit IQ
\
�566
Journal or Law & Education
[Vol. 24, No, 4
adhere to mose priorities and directions, I believe that the IASA will have a
positive and lasting impact on the present and future generations of American
students. That belief. however, is posited on my conviction that we wiU maintllin
our commitment, that we will stay the course, and that we y;iH permit the
important changes made by the IASA to take hold over the period of the
reauthorization that Congress adopted. Wi1hout thai: constancy, tbe bright prom
ise (If the IASA will prove elusive. We cannOt afford such lost opportunity.
particular in the light of recent data that shows that we are making demonstrable
progress and turning the corner in education,
If the rASA fulfills this promise, it will be an important component of
President Clinton's bipartisan education agenda: greater access to higher educa~
tion for students. safer scho.ols. greater parental involvement. higher standards,
quality teaching, and student preparation to meet the challenges of today's
jobs. 'My recent back·tO~5Chool message summarizes my overall views as to
how we should achieve that agenda:
We need tn think-for the long term-how we can help the generation
that is entrusted to our care to get the education they deserve to be ready
for the 21u century. This requires a common vision, common action, and
a .commitmenl 1O reach beyond politics to find common ground.
For it is my very strong belief that ail across Ameiica:. there are young
men and women who want an education, who are praying for an education,
who are striving for an education of excellence. And though they are not
here today, they Jl5k this question; "Will you ha~e this as your national
purpose? Will yoo make our future America's prioriry']" %Sf
250.
Bad; til
us. Pep'l QiEdw:"
S~h<.aI.
SlaklffIent of Rdwd W, Riley. u.s. Secn:1V)' u! E<ku:lIilim, A_rka Goes
Na<1onaI hcSll Club, WashingtOn. D.C.. Sept. 7, 1995. at 7.
1
�
Dublin Core
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Title
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Clinton Administration History Project
Creator
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Cinton Administration History Project
Council of Economic Advisers
Department of Commerce
Central Intelligence Agency
Department of the Interior
Department of Defense
Corporation for National Service
Council on Environmental Quality
Department of Justice
Domestic Policy Council
Department of Education
Department of Energy
Environmental Protection Agency
Federal Emergency Management Agency
General Services Administration
Small Business Administration
Social Security Administration
United States Agency for International Development
National Economic Council
Office of Management & Budget
Office of National Drug Control Policy
Office of Personnel Management
Office of Science & Technology Policy
Office of the Vice President
United States Trade Representative
Date
A point or period of time associated with an event in the lifecycle of the resource
1993-2001
Description
An account of the resource
<p>The Clinton Administration History Project describes in detail the accomplishments of President Clinton's Administration for the period 1993-2001. The records consist of the histories of 32 agencies or departments within the Executive Branch. In general, each organization associated with the Project submitted a narrative history along with supporting documents. These narrative accounts are primarily overviews of the various missions, special projects, and accomplishments of the agencies. The supplementary records include substantive memos, press releases, briefing papers, and publications illustrated with photos and charts.</p>
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https://clinton.presidentiallibraries.us/files/original/44c6e65893f3794a6157335192f19784.pdf
41b548448476e90679fdd0c0242dbd32
PDF Text
Text
.
•
UNIT£D STATES DEPARTMENT OF EDUCATION
OFFICE Or: THE GEJ.'ERAL CO\1NSEL
May 24, 1993
NOTE TO: Tom Corwin
Sue Craig
Phil Rosenfelt
FROM:
Randy Hansen (RM 4098, FAX 401-3769"
TEL 401-2685)
SOBJECT:" Draft specifications for elementary and secondary
education programs (Magnet and Alternative Curriculum
Schools)
Attached for your review is draft legislative language for the
Magnet Schools Assistance and 'the Alternative Curriculum Schools
'.programs of the ESEA. Please give me your c.omments on this draft
by COB Thursdav. May 27. After receiving your 'comments and
making ~ny necessary revisions, I will 'circulate legislative
language department-wide. Thank you.
.
Ran~y
Hansen
Attachments
cc: Mr. Kristy
Mr~ Riddle
Ms. El·lis
Ms. Heindel
'.
400 MARy....A.VD AVE" S.W. WASH!NG'!'O~, D.C. 20202,2110
.
.
~,
�lot
(trait 5124/9)
TITLE III 2
3
(a)
SEC.
~'G~ET
SCHOOLS ASSISTANCE
AUTHORIZATION.--Section 3001 of the Act is
amended-
(~)
lI(a)
5
by amending subsection Ca} to read as follows-
AUTHORIZATION.--There are authorized to be
f~cal
6
appropriated $=====--
yeat 199V-and such sums as may
7
be necessary for each of fiscal years 1995 through 199;r to carry
8
out this title. n: and
If
9
{2)
~Isn
I
t
No, ttaM:i~'t0't- ~If ~
it FY 94-9§r]
1"""'- ,,., "-""i I ''i r .
in subsection (b) (1) (B)," by striking out "title
10
VII of the Education for Economic: Security Act, or under"this
11
titl~,"
.
and inserting in lieu thereof flthis
(b)
12
titlell~
$TATEMENT OF PURPOSE.--Section 3003 of the Act is
amended-
(1)
(2)·
by redesignating
(3)
15
in paragraph (1)
by adding new paragraphs (2) and (3) to read as
I
by striking out "and" at the end
thereof;
16
17
paragraph (2) as paragraph (4);
and
19
follows-
20
tI
21
(2)
the development and implementation of
magn.~t
,
schools programs that will assist local educational agencies in
~
aChieving systemic reforms tied to attainment of the National
23
Education Goals established under Title .I
" (3)
24
~y.J-6 -1/ 1 "l
~/J1,ll. 1\I\1~N.v (~
the development and des ign of innova ti ve
educational methods and practices; and".
25
..
(c)
/
b:v
d,... h<'.f
r>.J~ ~ M~J ("~
'" I
I"
~W '( "'"' tbe. "if'J 'pw1 . -10 . .ft/eR.
r¥~
~Nt
0Jr~ ~
USES Of FUNpS.--Section 3006 of the Act is amendeci--
~~
~
ci~ fo:t
/
r"4
~n
,
�in paragraph (1), by inserting lithe development/II
(1)
immediately before "expansion";
(2)
in paragraph (2), by striking out "and" at the end
(3l
in paragraph (3), by inserting at the end thereof
7
(4)
by adding a new paragraph (4) to read as follows-
8
~(4)
3
thereof;
-4
5
6
"and" -; and
activities that further the pur osc of this Act
by benefiting all children within the school [or
9
which a magnet schools project operates; ".
10
bUildi:~in
-~----
p. fl' fA c..A17,,"''
er.t
/lrl~ "'-li-Glv I~~.rn:;
.u§Ii§ QP...fflN9tl, --Section 3007 of. the Act is amended-
(c)
in paragraph (6}, by inserting before'the semi
(1)
12
colon at the end thereof a com;na and "including how the proposed
magnet schools project will increase interaction among students
1~
of different social, economic, ethnic, and racial backgrounds
16
within the entire school or building";
17
1 ~ bV. (2)
I!!\(
in p.aragraph (B)-
C.~~'~::::-..
19 (
thereof a
'-.
20
(A)
by inserting before the semi-colon at the end
co~nd
_...
IIsuch description may include evidence of
~
···wnetber--s·uccessful magnet schools established or supported
. 21
throug~
.fungs under this title have been continued t!t:'.;it:h non
22J~"m r.s~s
\J ,'"
'tJr(\/
I with n,:",::.r:ede>;!IJ, fUl1dSl", and [Why not make
-.--~ .." /"
,..~",
this a priority or else'''put in the regs?..}'"
3'.jI.f,)§
~~~lV'
(8)
25
P}
end
"
.' ~ --\ "and
.........
by striking
ou4
at the end thereof;
, striking out the period at
ll
in paragraph (9). by;
thereof and inserting in lieu 'thereof a semi-colon and
"and"; and
I'
'lie \-/..,...1" ,~ ~
~
...w."
�(4)
add,ing new paragraphs (iQ)· and (11) to read as
by
follows-
'n'c 10)
3
to describe hoW' funds' will be used to implement
services and activities. that are consistent
6
exten9approved by the Secretary, under Title III of
7
and
9
10
L_
~.
~~
reform plan 5yproved by the state Educational Agency under Title
/~.-~ ~-.
III
.of
e~~\'d
11
12
1
;" ,~A"'--
the local educational agency' 5: systemic',
(8)
8
. /
.
the State1s systemic -reform Plan.LSo the'
. (A)
5
with-~
"(ll)
to describe the qriteria to be,used in selecting
students t() attend the proposed'magnet schools proj ects, and
provi'd'e an assurance that students residing in the local
attendance area for the proposed, magnet schools projects will be
15
given, equit:able consideration for slots in those projects,!!.
(d)
16
17
.
~PECIAL
CQNSIRERATION.--Section 3008 of the Act is
arnended-
by amending the section 1;itle to read IIPRIORITIES
18
(1)
T9
AND SELECTION CRITERIA";
(2) by amending
20
-21 ,
22·
~
"(a)
.subsection (a)' to :read as follows-
PRIORITIES.--In approving applications under this
title the Siecretary" shall give 'priority to appllcants-
.'1 (1)
23
that h'av~ the greatest need for assistance, based
24
on the expense or difficulty of effectively carrying out an
25
approved plan and the program or projects for which assistance is
sought;
3
�.
II
{2}
that propose new magnets schools
..pr-03~S
would significantly revise existing magnet schools
tI
(3j
.,J.,.niiM·~··
.,.......,""·'fr-Tu:.:.c...
or that
~~ •• " ...,.
that propose to implement an innovative
4
educational approach that is consistent with the State's and, if
5
applicable~
6
reform plan under Title III of
7
e
9
the local educational agency's systemic educational
U(4)
~
.
.
that propose to select students to attend t:lagnet
schools projects by lottery, rather than through academic
,examination; and
"{5j
10
that propose to draw on
comprehensiv~
=o~munity
11
plans for educational improvements, school and residential
12
deseg:t;egat~on,
{3}
"(b)
and community renewal."; and
by amending sUbsection (b) to read as follows-
GEOGRAPHIC
~l:
DISTRI~::tkN~~/t:::7~e"t;
feosi"l .. , the
equitablY.~""t:1
15
se'cretary
16
distributed among the various geographic regions of the united
17
States.Jr.
18
(d)
19
~triking
2Q
. (e)
22
23
24
25
ensure that,(awardS under this title are
PROHIBXTrONS.--Section 3009 of the Act is amended by
out "consultants,
LIMITATIONS
O~
tJ •
PAYMENTS.--section 3010 of the Act is
(1) by a11lending subsections (a) and (b) to read as
follows-
• (a)
DURATION OF AWARDS.--Awards made under this title
"f"l'>
shall be for a term Oft! four
+~
~ tw~.
!f~~
�"(0)
LIMITATION ON PLANN!t5G FUNDS.--A local educational
agency may expend up to 50 percent of the funds received pursuant
3
to an award made under this title for planning in the first year
4
of the project, 2S percent in the second year of the project, and
5
lO,percent in the third year of the
6
agency shall not expend such funds for planning thereafter.
(2)
7
8
project~
A local educational
tI ;
and
by adding a new subsection (d) to read as
follows-
U(d)
9
FEDERAL SHABE.--The Federal share of the cost of any
10
project under this title ,shall be no more than 100 percent in the
11
first
12
third year, and 70 percent in the fourth year.
~d
second years of the project, 90 percent in the
','
..
5
fl.
�ALTERNATIVE CtJRRICtJLUl1 SCHOOLS ASSISTANCE
3
SEC.
4
SEC.
Section 4606 of the Act is repealed.
dJ-~
5
---~
section 4610 of the'Act is amended-
6
(1)
by striking sUbsection (b); and'
7
(2)
by redesignating subsection (d) as subsection (b).
8
9
"
.
6
�UNITED STATES DEPARTMENT 0>' EDUCATION
·OFFlCE or THE GENERAL COUNSEL
~fI
t
{.> tfJ#I ~.
May 24, .1993
NOTE TO:
Tom Corwin
Sue Craig
Phil Rosenfelt
FROM:
Randy Hansen (RM 4098, FAX 401-3769, TEL 401-2685)
SUBJECT:
Draft specifications for elementary and seco ndary
education programs (WEEA)
Attached for your review is draft legislative language for' the
women's Educational Equity Act program of the ESEA. Please give
me your comments on this draft by COB Thursday. May 21.
After
receiving Yl)ur comments and making any necessary revisions, 1
will circulate legislative language department-wide. Thank you.
Randy Hansen
Attachments
cc: Mr. Kristy
Mr. Riddle
Ms. Ellis
Ms. Heindel
�dr. fJ; :i124l93
WOMEN'S EDUCATIONAL EQUITY ACT
1
2
SEC.
FINDING§ ANlL1"JRPOSIlS.--Section 4001(b) (2) of
(al
the Act is amended, in the first sentence-
by striking out nand" immediately following
(1)
3
4
_u.
nUnited States" and inserting in
(2)
5
~ieu
thereof a comma; and
by inserting before the period a COllllna and Iland to
6
helplensure that women and gir1s have equal opportunity to
7
aChieVe~igh
a
Education Goals set out in Title I of
9
10
"
(b)
\/
standards so that the Nation can attain the National
11<1. ~ m;xl' ~~ ~c...
EBOGBAH~VTHOBIZED.--Section
n.~.
1B04'1.
A-Vt,
4002 of the Act is amended
to read as follows-
IISEC. 4002 ·(a)
AUTHQRI.ZATION.--The Secretary is authorized
to make grants to, and enter into contracts
(and
~~eern~nts?l
cQoperativ~ ~
with, public agencies, private nonprofit agencies,
organizations, and institutions, including student' and community
15
groups, and individuals, to achieve the purpose of this part by
ileA)
training for teachers, counselors,
administrators .. and other school personnel, especially preschool
I
1
Q2
I
learning gnll the
123
24
~ .~~~e~-eguity ~~n-1k-k-R:ifr-.
,:,,~",
infusing?); '¥llv -t~(f t1AI'41ltQ'M~
and elementary school personnel,
~Ile.
'1
(Bl
assisting educational agencies and
institutiol1s to implement policies and practices to-
•
"~ '''~J eJ!".,~ 6M<f ~ u:/.uuJ,v.- I F6~ ecW~V'-,
~ Iw ~1Iv,
"""'"
t\ .",
J"vJteelJtuJ.,~
r·_,.'; .•
�"(i)
Amendments of 1972; and
J
4
n
{ii}
students;
5
.1
leadership training to allow wornen and girls
(C)
5
to develop professional and marketable skills to compete in the
7
global marketplace I improve self-esteem; and benefit from
8
exposure to positive role models;
9
II
apprenticeship
(D)
10
increase opportunities for
11
technologically
12
careers in which
de~anding
fJ
th~y
(E}
wo~en
and
other programs ~a-:"t ' ~
and girls to enter a
workplace and. in particular, to enter
have been underrepresented;
enhancing educational and career'
opportunities for 'Women and girls who suffer mUlti~li,i"-C~ frr~J.. ~Ni.,;,~
15
discrimination, based on sex and race, ethnic origin, disability!
(I
16
or age; and
"{F)
17
assisting pregnant studerits and students
18
rearing children to remain in high school, graduate, and prepare
19
their preschool children to start school;
research and development designed to advance
11(2)
20
21
gender
22
in educational institutions and local cOPmunities
23
equitable,
24
25
equi~~ nation~ide
and to help make policies and practices
including~II
(A)
~der/I.
research and dev,elopnent designed to advance
gender equity, including the development of innovative strategies
to improve teaching and learning practices;
2
~
�'.'
II
(8)
fN..t
-ffd hi
~ ~- /Wu:J
instruments [with respec~~o·gender?];
.
'7."'; i'<H.-1
"(e)
3
~~-i~testing
the development of
evaluation of curricula, textbooks, and
4
other educational materials [to ensure equitable representation
5
of the genders I to ensure gender neutrality I to ensure noo
to
-
sure t ,hat b
,.....-"
of instruments and
9.
10
11.
12
~,
.
fY",kf tl&
wM fifov fr<
S~VO
procedures to assess the presence or absence of gender equity in
.Dw> r
"eli H 'J .
&tNt
V~educ~i1onal settings;
II
liCE)
the develop:nent of new dissemination and
replication strategies; and
"(F)
updating educational materials previously
developed through awards made under this part.
If
l'
(o)
The Secretary shall annually designate the amounts to
16
be expended in any fiscal year for activ.ities under paragraphs
17
,(1)
18
19
20
21
and (2) of this·subsection.".
(0)
bPPLICATION; PARTICIPATION.--Section 4003 of the Act is
amended-
(1)
.
in subsection (a)-
(A)
Lin the first sentence, by inserting uapst
22
cooperative agreement" after IIcontract" i?] .
23
'
[D •d you wan t paragra p hs (1) and f2; deleted?]
�-
{B)
in paragraph (2), by striking out Hand" at
the end thereof;
(e)
3
(i)
4
5
·9
10
(ii)
If
insure adeguate n and
a..
[by
e~--K.
r.
~
--)\~
Ellis? 1
~v"~"," "1
inserting-;r-rhe oractices. policies.
aalln",dLllm"'!Jt;,;e",rLi"a!!l.lSlL.!;t20'..l;b"euu"sue"<;\ubQ.llv....the a!2plicant a n~L
It
il'l1l'tlediately after
(iii)
-~.~ ~.J.:Vri ~J ~L;.v:~
..
"""""" IV" t::!Jt'" 0 "'" "" '1
by inserting a comrna'immediately after WV'"0
(iv)
by striking out the·period at the end
Ellis?]
J.
Jlappropriate"; and
11
12
[by striking out
inserting in ,lieu thereof "ensure comprehensive II i
6
7
in paragraph (3)-
thereof and inserting in lieu thereof a semi-colon; and
(OJ
by adding new paragraphs (4) through (7) at
the end thereof to read as follows-
15
"(4)
demonstrate how funds received under this part
16
will be used to promote the attainment of one or more of the
17
National Education Goals set out in Title I of H. R. HHH -and
18
support the implementation of state and local plans for systemic
19
reform unde:c title II!·· of-lhR. 1804. and
~~
~~'Cl!rlt
20
"(5)
demonstrate how the applicant will address
21
different perceptions .of,
9'end~r~
22
r91es, in particular:(tl,...
.
('j.."J I, ~
perceptions of gender roles based on cultural differences
23
stereotypes;
24
25
.
U(6)
f.
demonstrate how the applicant will foster
partnerships and share resources with State !ducational ~enciesJ
~(C\ { (1) ~ tr. ""rl ~
-to ~Y\fiA~ ~
\\00 Z (0<.) r') cm~.
4
"
�local educational agencies, institutions of higher education. or
. .
~~.
other reClpl-ents 0 f Federa ledv.u.h~ and
~;
~
"(7)
J
4
encouraged.
will'beq~-
in subsection (b)-
in paragraph {I}; by striking out !land u at
the end thereof;,
s
9
/A ~ "'-.!T:
"
(A)
6
7
.
demonstrate how parental involvement
II •
(2)
5
.
(B)
in paragraph (2), by striking out the period
at the end thereof and inserting in lieu thereof a semi-colon:
(~)
lO
11
(J) and (4)
12
II
in
parag~aph
(1),
by
adding new paragraphs
at the end thereof to read as follows-
(3)
applications for proj ects that would contribute
significantly to improving teaching and learning practices in the
local community; and
U(4)
15
applications for projects that would provide for
16
a comprehensive approach to addressing ~~q~~,
17
educational institutions and
18
*wo~l«
agencies~i
as appropriate,
draw upon a variety of resources, including local
19
educational agencies, community~based orga~izations, institutions
20
of higher education, and private organizations. I t .
"
21
(d)
':;HALLENGE GRANTS.-~Seotion ".004 of the Act is repealed.
22
(e)
CRITERIA ANP PRIORITIES.--Section 4005 of the Act is
23
amended by adding at the end thereof a new sentence to read as
-.-~----....
Sh'llQ.:VOl~yeanin\l? J
24
follows: "The Secretary
25
civil Rights when establishing crl:1:eria and priorities for awards
I
i
the Office for
�•
h,
•
>
e
part~"
under this
:I
4
(f)
9
10
administratively? J
when he al.ready
ftr-J
()JrvJIr.-J'Cd.
f,e.J.::!.tf;;f~'
EVALUATI0tl. Ol§SEMINATION.--Section 4006 of
C.>
([V
inserting in lieu thereof
(2)
I>y
"1999"~~nd
-lin
aJ}}kfJ:r·;;I,J;ect!o'if1bi' to
~~t~neJ I W/~/A. j
~l'"
I':':.r;:;:;
tv tro:f.f~~·
,J,1h If1Jd ~
t4511ows--
The Secretary
EVALUATION AND DISSEMINATION.--(l)
"(I»
>
[in sUbsection {a}, by striking out 11992" and
(1)
7
B
59
reguir~,~this
the Act is amended--
5
6
BE~ORT$.
._hJI>' tJZ-
/)\J(P'v<~ ~/,;~fo
~ ~-fl!e,rt
J15r.J-r~(y U< ~ 1;;:'f;:fb~~f'rIu~ ~,t.;
(Why e'xpJ,icitly
has the authority to do
JMf QJ" ~87t1ivL£-
<;~"
'.)
,
shall evaluate and disseminate (at low cost) materials and
programs developed under this part.
"(2)
'the Secretary is authorized to gather and
12
disseminate information about emerging issues concerning qender
13
equity and, if necessary, to
purposes~
'I.
co~v~ne n~etings for th~
[If the real desire here is to US~ of proq±:5lm fund~
-"
;:;-~-:J
for meetings and~~E_ £f:yiew then. I sugge$t that we maKe that
16
17
authority
eXPljcit--g~ther program
,
general authority
.
erlt.::h~~~ ~n"
by program
t:.. A;;_
f,~:r_~t~e.r~1~~s1o~ey;:J-;j-.
e"
j
... f""
or by providing
ESEA progral'ns?)
19
lLUTHORIZATION OF APPROPRiAtIOij§.--S~~tion 4007 of the
L
.J- ,', "AD _ I I " • .~
Act is amended to read as follows:
~ CM
~& ~ ~YIt~
r:ry
IV ......... - -
IN
r"-'-"
It.«..
16
6br<"kvJM W b1/<... 1\4.0 In·
tn~ fW
(g)
>
20
"SEC.' '4007.
AUTHORIZATION OF APPROPRIA:J?J,~~~_:
--Tbe,:::e" ~re
authorized to be appropriated $ ••• "' ..... for fiosal ::y eat 1994 alid
such sums as may be necessary for each of the fiscal years 1995
24
25
26
through
{h)
.~
1.9Y to carry
.
out th1.s> part. II.
.Sections 4005, 4006, and 4007 of the Act are
redesignated as section 4004, 4005, and 4006 z respectively.
6
�DRAFT
4/27/93
SPECIFICATIONS FOR INEXPENSIVE BOOK DISTRIBUTION PROGRAM
Section 1511(IIlOO - Reservation of Qbapter 2 funde
Current law - This _tion authorizes no more than 6 percent of the amount
appropriated to Chapter 2 for National Programs.
Proposed amendments - Delete this provillion, and authorize Ineipensive Book
Distribution, as weU as the National Diffusion Network and Arts in Education, in a '
separate part or title ofthe ESEA.
ExplanatiQn - There is no need for this program to be included as a Chapter 2 set
aside, The 6 percent cap has been inadequate to fund actiViti.. under the various
National Pro'grams; Congress haa had to override it in recent years.
Section IMaM - ReQuirements of Contract
Current jaw - Section 1563(b) Bets forth the conditions that the contractor, Reading
Is Fundamental (R1F), must meet. These conditions include: entering into
subcontracts with entities that support reading motivation activities, which include
the distribution of books by gift or loan to preschool and elementary and secondary
school children; using the appropriated funds to support the Federal share of these
reading mot.ivation programs; giving priority in the funding of additional programs
to projects that focus on at-risk children and other children with speeial needs; and
meeting any other conditions the Secretary may deem necessary.
Proposed .mendments - Add language requiring that the contractor work with the
subcontractors to enable the subcontractors to operate without Federal funds,
unless situations of severe hardship exist with the subcontractor l!l!lI in the are.
the subcontractor serves, This provision would set the end date of the
subcontractor's grant as five years arter the date of legislation or the start of the
subc:ontract~r's
projectl whichever comes later.
.
El!planation - The National Literacy Act of 1991 added the priority for additional
RlF projects serving a variety of children with sp'ecial needs. However~ under
current law, there is little likelihood that RlF mil implement this priority because
over 99 percent of their subcontractors, or projects, rene;w annuallYl and funding is
not availabll! for additional projects. Many of R1F's existing projects have been in '
the program for a number of years, while new applicants, some of whom are in low
income are"", are tomed down for a lack of fundlng, The recently completed
evaluation of the Inexpensive Book Distribution program recommended that the
Department investigate the possibility of gatting RIF to "graduate" projects out of
its program, especially in ~ituations where the projects could raise funding easily.
Languaga requiring this would enable funds to be torgated more effectively to
popUlations with special needs,
()
�2
Section 1563(d) • Definitions
Current law· This section derme. the Federal .hare es 75 percent of a project's
book costs for most projects and es 100 percent of the cost of books for projects
·serving migrant children.
e«lIlQillld amendm.DIIl • Modify current language to .ay "up to 75 percent" and "up
to 100 percent."
.
Explanation· One way that RIF could "graduate" projects out of its program would
. be to have the Federal .hare decrease over time. Adding the proposed language
would increase RlF's flexibility by allowing a gradual reduction of Federal funds
received by projects that have demonstrated succe.. in raising funds or that operate
in more affluent arees. This would allow the actual level for each project for each
y••r to be decided by RlF.
.
�Dltl
ROUTING AND TRANSMITTAL SLIP
r.1AY
5 1993
Initills
Dltl
3.
. I
DO NOT U.. Ihll form os I RECORD of approvals, conCUJTlncu
r:laarancas, and limllar actions
FROM: (Na
rg. 'ymoo/, AplflCy/Posl).
dlapoaell
'
,
Room No.-Bldg,
t'tJ.t(ft,
16
OPTIONAL FORM 41 eRn, 1·16)
1MM1-1Q2
GPO : 1987 0 - 196·1,('9
ce: PIuZ {ap{tlt
NAn.~ iltt'rzdt&
', ....iUI ~'IU
'PIIIII(41 CfItIlO1-11.201
�"
2
Section 1563(dl - Definitions
Current law - This section dermes the Federal share"" 75 percent of a project's
book costs for most projects and as 100 percent of the cast of books for projects
serving migrant children.
Prolla§ed lImendmen£i - Modify current language to sny ''up to 75 percent" and "up
to 100 percent."
.
Ei<l'la.nntion - One wsy that RIF could "grnduate'~ projects out of its program would
be to have the Federal shere decrease over time. Adding the proposed language
would incr..... RIF's flexibility by allowing a gradual reduction of Federal funds
received by projects that have demonstrated success in raising funds or tbat opernte
in mare affluent are.... Thill would allow the actual level for eacb project for each
year.to be decided by RIF.
�Dat,
ROUTING AND TRANSMITTAL SUP
!l.
ce= ~l Wtlt
Nkt(j !ltt~deL-
t~AY
5 1993
�SPECIFICATIONS FOR INEXPENSIVE BOOK DISTRIBUTION PROGRAM
Section 1511 (a)(2) - Reservation of Chapter 2 funds
Current' law - This section authorizes no more than 6 percent of the amount
appropriated to Chapter 2 for National Programs.
Proposed amendments - Delete this provision, and authorize Inexpensive Book
Distribution, as well as the other National Programs proposed for continuation
(National Diffusion Network, Arts in Education) in a separate psrt or title of the
ESEA.
Explanation - There is no need for this program to be included as a Chapter 2 set
aside. The 6 percent cap has been inadequate to fund activities under the various
National Programs; Congress has had to override it in recent years.
Section 156l(b)(2) - Authorization Level for Program
Current law - Subject to the .vailability offunds, not I"". than $8,200,000 is
authorized for the Inexpensive Book Distribution Program.
proposed amendments ~ Under the new authorization 'section, authorize such sums
as may be necessary for 1995 and the four succeeding flscal years ..
Explanation - Technical change,
Section 1563(b) - Requirements of Contract
Current law - Section 1563(b) ""ui forth the conditions that the contractor, Reading
Is Fundamental (RlF), must meet. The.. conditions include: entering into
subcontracts with entities that support reading motivation activities. which include
the distribution of books by gift or loan to preschool and elementary and secondary
school children; using the appropriated funds to support the Federal share of these
reading motivation programs; giving priority in the funding of additional programs
to projects that focus on at-risk children and other !!.hlldren with special needs; 'and
meeting any o~er conditions the Secretary may deem necessari.
Proposed amendments - Add language requiring that the contractor work with the
subcontractors to enable the subcontractors to operate without Federal funds,
unless situations of severe hardship (Le., lack of adequate resources) exist with the
subcontractor and in the area the subcontractor serves, This provision would set
the end date of the subcontractor's grant as flve years after the date of legiSlation
or the start of the subcontractor's project) whichever comes later.
Explanation - The National Literacy Act of 1991 added the priority for additional
RIF projects serving a variety of children with special needs. However, under
current law, there is little likslihood that RIF will implement this priority because
over 99 percent of their subcontractors, or projects, renew annually, and funding is
not available far additional projects. Many of RIF's existing projects have been in
�•
2
the program for a number of years, while new applicants. some of whom are in low
income areas, are turned down for .a lack of funding. The recently completed
evaluation of tbe Inexpensive Book Distribution program recommended that the
Department investigate tbe possibility of getting RIF to "graduate" projects out of
its program, especially in situations where the projects could raise funding easily,
Langual!" requiring this would enable funds to be targeted more effectively to
populatIOns with special needs,
Section 1563(d) . Definitions
Current law· This section defines the Federal share as 75 percent of n project'.
book costs for most projects and as 100 percent of the cost of hooks for projects
serving migrant children.
Proll9sed amendments· Modify current language to say "up to 75 percent" and "up
" to 100 percent."
Explanation· One way that RIF could "graduate" projects out of its program would
be to have thn Federal share decrease over time. Adding the proposed language
would increase RIF'. flexibility by allowing a gradual reduction of Federal funds
received by projects that have demonstrated success in raising funds or that operate
in more affluent 8!'ea5. This wouJd allow the actual level for eJ\ch project for each
year to be decided by RIF,
.
-...,... ,
�File Index: RIDDLE
u. S.
OFFICE OF
PLA~NING,
DEPARTMENT OF EDU'CATION
BUDGET AND EVALUATION CONTROL DOCUMENT
Assigned to
BUDGET SERVICE - IMMED. OFFICE
Control Number:
PB3061S006
Action Required:
REVIEW AND COMMENT
Due Date
01/22/93
Priority
WI" iter
'$
Name
RtDQLE.
PAUL
Title
Organization
Street
:
City/State/Zip
WI"
ED / OGC
i tten to
On,
01/16/93
. DRAFT LEGISLATIVE LANGUAGE FOR REAUTHORIZA'l'ION OF THE INEXPE
NSIVE BOOK DISTRIBUTION PROGRAM.
Subject
·On Behalf Of,
HAZZARD
ASSIGNMENT TRACKING SECTION
Acto
Code
3signed
To
06/18
aSIO
Re
Comp
Date
06/22
comments
COB
-.
------------ ,:----
'-.;')
.',
"
INTERIM CONTACTS WITH WRITER
- - - - - - - - - - - - .
Summary of Contacts
:x..=..:.:
)
1\72
RCuder: LeS
PC;
Docu;nent Type::"G
Re'lated Con':.rol#:
�1JNITED STATES DEPARTMENT OF EDUCATION
OFFICE OF 'l'HE GENERAL COUNStI.
.June lS, 1993
MEMOAANPUH
Legislative .Services Officers
Attn: Mr+ Berger, OKRA
Mr. Borches, OIG
Mr. Ginsburg, OPP
Mr. Hazzard, OMS/CFO
Ms. Henderson, ODS'
TO:
,
,
Mr. Link, -ES
Ms. Rairdin, OLeA
Hr. Tinsman, OIIA
Mr. Wooten, OESE
Office of the General Counsel
Attn:
FROM:
Mr. Haubert
Mr. Ros:~elt
j} r ~ j1~
/'
Riddl~ -V'~ ~
Paul
Division "of Legislative Counsel
SUBJECT: Draft legislative languaqe for reauthorization of the
Inexpensive Book Oistri~ution program
Attached, for your review, i5 draft legislative language to
reauthorize the Inexpensive Book Distribution Program. currently
'authorized under §1562 of ~e ESEA, in accordance with final
specifications prepared by OMS/eyO. This language would be
included in the Department's omnibus proposal to reauthorize
elementary and secondary education programs, other portions of
which are being separately circulated to interested offices.
Please review the draft language and give me your comments,
including any changes_. you recommend in writing, by next
Wednesday, June 23. I:a~ in Room 4093, FOB-6 and can be reached
at 401-2670, fax: 401-3769.
Thanks.
Attachment
cc: Mr. sulith, OS
Mr, Peterson, DS
Ms. Dozier 1 OS
Ms. Casstevens, OLeA
Ms. Winston
Mr, Winnick
Ms. Comstock
Mr. Kristy
7~--::fir /<J11 A~
M'f Ji'U.j,.~
~
tont!NFh1 I ~
-M.L -/rl Ai?-.
Hs. Forde
tOO M.ARYT-Al'."D ,,\'£.,
(7)? ()
#-
.~
s.w. W ASHING1'ON. D.C. 20202.2110
�Ccwmen~8
9n Draft Legislative Language for the Inexpensive Book Distributi9D
Program
In addition to the comments provided on the document itself, ve vould like to
raise the folloving issues. These deal vith areao in vhich the draft hill
diverges fro~ the final specifications.
The
specific~tions would have alloved RIF to support any project for up to
five years; RIF vould have had to vean, vi thin five years, any project that
is not experiencing financial hardship or serving areas focing financial
hardship. Project's that vere experieneing finanebl hardship and vera serving
dis.e.dvantn&ed areas vould have contin~ed to be eligible for funding. even
after five years."
The legislative language incre~3e8 the diseinction$ made betvu¢n projects frQm
evo to three: projects that are serving special populations; projects that
aTe not aervlng Gpecial pop~lation9; nnd projects that are not serving speCial
populations but are experiencing financial hardGhip and serving a~ea$ of
financial hardGhip. No projects may be supported for longer than five yea~s.
We agree with the expansion of the criteria for programs that are eligible for
continued funding to projects that are serving targeted populations {aD
opposed eo just those serving
fundG elsevhe~e.
dis~dvaritaged
areas} and are unable eo raise
Hovever. ve disagree vith'the remainder of the changee made from the
specifications for the follQving reasons:
o
There are unlikely to be situations in ~hicb a subcontractor can
demonstrate financial hardship and not he serving lev-income
chiLdren. If the subcontractor i$ serving lov¥income children, then
it ?ould eligible for a priority under the previous section. We
question the need for section (b)(4) as voTded.
o
RIF should also be required to vean
o
Cut~ing off funding "ac soon as possibi~;for p;aject;'that are not
serving priority populations seems aomevhat unfair. This languaga
could be interpreted as not alloying RIF time to vork vith the
projects to ensure salf-sufficieney. Although tha Department has
been assisting RtF in its attempts to incresse its focus on special
populations t it viI! probably take kIF a bit of time to implement
this nev legislation. RIF vill need to improve significantly its
data collection and technical assistance to projects. Since RIF
projects sre staffed mainly by volunteers, it iG often difficult to
colLect the data to determine vho should be funded. We recommend,
there'fore? keeping the five-year timefrnme propo$cd in the
specifications for all projects.
p~ojects that are serving
tar&eted populations, if they have demonstrated the ability to raise
outside funds. There£o~e, ve vould,recommend going back to the tvo
di~tinctions in the specifications (vi-.:-h the proposed modification):
(1) those that are $e~ving·tsrgeted populations and a~e unable to
find funds elsevhere. and (2) all other programG. (See suggested
language changeu on document.)
�Q
Ye can also imagine situations in vhich a project i8 truthfully
unable to raise outside funds, either because
i~
is operating in an
extremely poor area or because it is serving n population in vhich no
one is interested. Therefore va do not recommend that all projects
be cut
oft
after five years.
M&B/DESVA
6/22/93
,
'.
�Inexpensive Book Distribution Program
[see ESEA, §1563]
!:' ~ '7:
''''
[section headin9 to be added]
1
2
"-
SEC. 01.
Title IV of the ESEA is further amended by
3
amending Part c thereof [Is this where we want this?] to read as
4
follows:
5
6
MPART C - [heading to be added, depending on what
else goes in here]
7
"INEXPENSIVE BOOK DISTRIBUTION PROGRAM FOR READING MOTIVATION
a
9
"SEC. 4301. (a) AUTHORIZATION.
The Secretary is authorized
to enter into a contract with Reading is Fundamental (RIF)
10
(hereinafter in this section referred to
11
support and promote
'l2
13
14~
15
program~.
aEL
"the contractor") to
which include the inexpensive
distribution of hooks to students t ' that motivate children to
/[lear~
to?)
read~
ff(b) REQUIREMENTS OF CONTRACT_ -Any contract entered into
under subsection (a) shall-
l6
iI(l) provide that the
contractor'w~ll.enter.
into
17
subcontracts with local private nonprofit groups or organizations
18
or with public agencies, for a period of not mOre than five
.19
years, under which each subcontra'ctor will agree to establish
20
operate, and provide the non-Federal share of the cost of re ding
21
motivation programs that include the distribution of books,
22
gift or loan, to preschool, elementary, and secondary schoo
children;
y
"',",
�2
5
contractor will give
pr~ority
to progra=s that will serve a
substantial number or percentage of children with special needs,
including, at a,minimum-
n (A) low-income children, particularly in
high· poverty areas;
(B) childre:1 at risk of school failure.
II
"(C) children with disabilities, including
12
children with serious emotional disturbance;
13
II
I 14
CD) foster children:
"' (E) homeless children;
II
16
"(G} children without access·to libraries;
17
II
(H) institutionalized or incarcerated children;
tr
(I) children whose parents are
16
:hildren;
and
19
20
(F)
lI1igra~-+;
15
,
or lncarc~.~
~lc""S
2f~
,~
~~d
. ' " ,<YM(vP''Jr
0'flY" progra~!:ftal;-d~qualHy
24
-pardylo:ph -t31""'; except that-
26
,~~, 'vJl"\~"
'I:'
//1)-"»
\l'
(4) provide that the contractor will,C":"-soon-as
23
25
instit~tion~lize&~
(m:; a-pr-io<4-t-y-"nder
'0 '
J~
\I'
�3
1
enactment ot' [±nser L name· of-tlrts-b±i-ii, if the contractor
2
determines that the local program will not, because of severe
3
4
5
-
economic hardship facinq the, subcontractor and the local area it
."'.
serves~e able to continue without additional assistance under
- ~ l),)lU -+\u.<.L ii.JX.-'- b<. 0- ~ wfwL --tJtl.- Low
this part, ,and ClAe.a#La/i.d..alup, ~
~~ .ti>-W
J=
"(Il) if
6
7
fUnd$rema~ani~l"#;ar afte~
providing assistance to all programs described in paragraph (3)~
~.J!.--tand
9
5r;'
rx..u,t..
subparagraph CA) seeking assistance, the contractor may
provide assistance to other eligible programs;
o
it
~
~~
tnt.~(U,.
(5) provide that the contractor will prov ide such ~.~
technical assistance to subcontractors as may be necessary
to):~~
~ li:u
~
carry'out the purpose of this section; and
"(6) include such other terms and conditions as the
14
secretary determines to be appropriate to ensure the
15
effectiveness of such programs.
16
fI
no
18
distributing books
-19
-"
The secretary' shall make
(c) RESTRICTION ON PAYMENTS.
17
pa)~ent
of the Federal share of the cost of acquiring and
unde~
any contract under this section unless
the Secretary determines that the contractor or subcontractor, as
20
the case may be, has made arrangements with book publishers or
21
distributors to obtain books at discounts at least as favorable
22
as discounts that are customarily given
23
distributor for book purchases made under similar circumstances
2.
in
25
26
th~.
U
.
absence of Federal
bY such
publisher or
assistance~
(d) DEfINITION OF 'FEDERAL
SHAR~
For the purpose of this
section, the term lFederal share' 'means the portion of the cost
�..
•
4
1
to a subcontractor of purchasing books to be paid with funds made
2
available under this section.
3
established by the Secretary or the contractor, and shall not
4
exceed 75 percent, except for books to be distributed to children
5
of migrant or seasonal farmworkers.
6
"(e) AUTHORIZATION
or
The Federal share shall be
APPROPRIATIONS.
For the purpose of
7
carrying out this section, there are authorized to be
8
appropriated such sums as may be needed for each of the fiscal
9
years 1995 through 1999.
#
-.
#
.
.-','
�ROUTllili AliO TRANSMITTAL SUP
JUL 1 9 1993
lnit,.h
,
..........
C'..
""""'.......
R£MARKS
Oatt
Not. and R.tum
~,eonv.rutlon
P",par. Re
Fen Your InfOfmatlon
See ...
-,
SI "aty,.
1nvu11 .~.
DO NOT ute ttllt form .1 a RECORO 01 approvaia. concurrtM.',
clearane.., '"'" Ilmilar ac:Uons
~..Ie.
Room No.-Bldg,
Phone No.
6Ot1-1cr
::;PO : 1,87 0 - 196-1009 .
�DRAFT
Inexpensive Book Distribution Program
Title II, Part C, Subpart 5
[see current ESEA, 11563]
JUL 1 9 1993
1
·SUBPART 5--INEXPENSIVE BOOK DISTRIBUTION PROGRAM
2
"INEXPENSIVE BOOK DISTRIBUTION PROGRAM FOR READING MOTIVATION
3
"SEC. 2351. (8) AUTHORIZATION.
The secretary is authorized
4
to enter into a contract with Reading is FUndamental (RIF)
5
(hereinafter in this section referred to as "the contractor l ' ) to
6
support and promote programs f which include the distribution of
7
inexpensive books to students
s
• (b) REOOlREM£I!:t'S
9
I
that
~otivate
chi1dren to read .
under subsection (a) snall-
Qf
CONTRACT.
Any contract entered into
"(1) provide that the contractor will enter into
subcontracts with local private nonprofit groups or organizations
4~
Qr with pUblic agencies under which each subcontractor will agree
13
to establish, operate, and provide the non-Federal share of the
14
cost of reading motivation programs that include the distribution
15
of books, by gift or loan, to preschool, elementary, and
16
secondary school children;
17
"(2) provide that funds made available by the Secretary
18
will be llsed by the contractor only to pay the Federal share of
19
the cost of such proqrams:
20
"(3) provide that in selecting subcontractors for
21
initial funding, the contractor will give priority to programs
22
that will serve a substantial number or percentage of children
with special needs, such as-
�2
1
UtA)
2
high-poVerty areas;
low~income
children, particularly in
3
-(8) children at risk of school failure;
4
"(e) children with disabilities, including
5
children with serious emotional disturbance;
6
"(D) foster children,
7
"(E) homeless children;
S
n (F) migrant children;
9
"(G) children without access to,libraries;
10
11
"CR) institutionalized or incarcerated children,
and
"(I) children
~hose
parents are 'institutionalized
or incarcerated;
14
"(4) provide that the contractor will not provide
15
federal assistance under this section to any subcontractor for
16
Dore than five years after the date of enactment of
17
of this bill] or the beginning of the subcontractor I s program
1B
under this section (or its predecessor authority),
19
comes later, except that the contractor may continue to provide
20
such assistance beyond such date if-
21
22
23
24
II
(A)
[ins~rt
name'
~hiohever
the program qualifies for priority treatment
under paragraph (3): and
Il
(B) the contractor determines that, because of
severe economic hardship facing the subcontractor and the local
area it serves, the local program will be un".ble to continue
without additional assistance under this section;
�3
1
"(5) provide: that, not later than three years from the
2
date of enactment of [insert name of this bill], the contractor
3
will cease providing Federal assistance under this section to any
4
suboontractor whose program-
"(A) received such assistance under section 1563
5
6
of this Act, as in effect before the date of enactment of (insert
7
name of this Act); and
ntB) does not qualify for priority treatment under
8
9
10
11
paragraph (3) 1
"(6) .provide that the contractor will provide such
technical assistance to subcontractors as may be necessary to
carry out the purpose of this section;
"(7) provide tha't the contractor will annually report
14
to the Secretary the number of, and describe, programs funded
15
under paragraph (3); and
~6
n(8) include such other terms and conditions as the
~7
Secretary determines to be appropriate to ensure the
~s
effectiveness of such programs.
~9
"(e) RESTRICTION ON PAYMENtS.
The Secretary shall maka no
2('
payment of the Federal share of the cost of acquiring and
21
distributing books under any contract under this section unless
22
the Secretary determines that the contractor or subcontractor. as
23
the case may be, has made arrangements with book publishers or
24
distributors to obtain books at discounts at least as favorable
as discounts that are customarily given by sllch, publisher or
�4
1
distributor for book purchases made under similar circumstances
2
in the, absence of Federal assistan~e~
Old) DEFINITIQN OF
'FED~RAL
SHARE',
For the purpose of this
4
'section, the term 'Federal share' means the portion of the cost
S
to a subcontractor of purchasing books to be paid ~ith funds Made
,,6
,7
',8
9
10
11
available under this section.
est~blished by
The Federal share shall b~
the secretary or the contractor I and sh'all not
. exceed 7S percent, except for books to be distributed to children
of migrant or seasonal farmworkers.
"(e) AUTHQRIZATION
Of
APPROPRIATIONSt
For the purpose of
carrying out this section, there are authorized to be
'appropriated such sums as may be needed for each of the fiscal
years 1995 through 1999.
#
#
[Note: As a conforming amendment, the bill will repeal the
reporting requirement of §501(b) of P.L. 102-73, the National
Literacy Act of 1991. The substance of that provision would be
" restated" in §2351(b) (7) of the ESEA, p. 3 of this draft.)
�.'
7/13/93
Note to Jack Kristy
are final speoifications for Charter Schools. These
specs reflect the decisions reached at this morning's meeting. I
have also attached a uRedline" 'version showing the changes made
since the 6/30 version.
Attach~d
As with the school construction and arts/foreign languages
proposals, these will not be circulated as specs; however, the
draft bill language should be put into Departmental circulation.
~
Tom Corwin
Attachment
co:
Mike Smith
�7/13/93
LEGISLATIVE SPECIFICATIONS FOR CHARTER SCHOOLS PROGRAM
1.
findings and P9rpg§e
Findings
o
Enhancement of parent and student choices among public
schools can assist in promoting comprehensive
educational reform and give more students the
opportunity to learn to challenging academic standards,
if sufficiently diverse and high-quality choices and
opportunity to take advantage of such choices by all
students are available~
o' States and communities should therefore experiment with
methods of offering teachers, parents, and ·other
members of the public the opportunity to design .and
implement new public schools.
o
The new schools developed through this process should
be free to test a variety of educational approaches and
:ihould therefore be exempted from certain rules and
regulations if their leadership commits to attaining
specific and ambitious educational results for
students consistent with State content and performance
Htandards~
o
Charter schools, as they have been implemented in a few
States I can embody the necessary mixture of enhanced
choice, exemption from unnecessary regulations, and a
focus on learning gains~
o
'l'he Federal Covernment should test, evaluate, and
disseminate information on a variety of charter school
models in order to help demohstrate the benefits of
this promising educational option.
purpose
It is the purpose of this program to provide financial
assistance to eligible grantees for the design and
initial implementation of charter schools tand then to
provide for evaluations of those schools, in ,order to
increase national understanding of the charter schools
model.
2.
autborization of
A~opriations
IISuch sumslt for fiscal years 1995 through 1999.
�2
o
A
~hatker
school is a school that;
is newly created by a "developer" [see below] as a
public school, or is adapted by a developer from
an existing public school but otherwise meets the
requirements of this definition;
operates in pursuit of a specific set of
educational objectives, including intended student
learning gains, determined by the developer and
agreed to by the school's LEA or SEA;
provides a program of elementary or secondary
education, or both;
is nonsectarian in its programs, admissions
policies, employment practices, and all other
operations and is not affiliated with a sectarian
school or religious institution:
does not charge tuition;
complies with title VI, title IX, section 504, and
the substantive and procedural safeguards of the
IDEA;
in the event that more students apply for
admission than can be accommodated# admits
students on the basis of a lottery;
co~plies with the same
require~ents as do the
Federal and state audit
other schools in the State
in which the school is located, unless such
requirements are specifically waived under this
program;
~eets all relevant Federal, State
and local
health and safety requirements; and
I
in accordance with applicable State laws, is
exempted fro~ State or local rules governing
public schools, with the exception of rules in the
areas set forth above, and, with the agreement of
the Secretary, may be exempted from Federal
statutory and regulatory requirements except for
those set forth above.
"
o
A ~~veloper is an individual or group·of individuals,
which may include teachers, administrators and other
school staff, parents, or other members of the local
�3
community of the school. A developer may be a public
or private nonprofit organization.
o
4~
An ~ligible grantee is an LEA or SEA, applying and
carrying out a project in partnership ~jth a developer.
program
Autb9rize~
The Secretary is authorized to make grants to eligible grantees
for the design and initial operation of charter schools~ Each
grant shall be for a period of not more than three years, of
which no more than ~8 months shall be used for planning and
program'design and no more than two years shall be for assisting
the initial implementation of the charter school. No grantee may
receive mOre than a single grant for development and
implementation of a particular charter school.
5.
Appll,_gation Process
The Secretary shall make grants on the basis of applications
submitted at such time and in such manner as the Secretary may
require.
An application may be sub~itted on behalf of a single charter
school or for a clUster of charter schools located within a
community. Such a cluster may include a high school and its
feeder elementary and middle schools.
Each appl h::ation shall include:
o
A description of the educational program to be
through the proposed charter school (5) ,
including the grade levels or ages of children to be
served and the curricular approach to be used:
,iwple~ented
o
A description of how the school(s) will be managed;
o
A description of the educational results that the
school {5} will seek to attain, of how those results
relate to the Statets content and performance
standards r if anYJ approved under the Goals 2000:
l~ducate America Act r and of the methods by which the
school($} will determine its/their progress toward
those results ;
o
description of the administrative relationship
between the charter school(s) and the LEA or SEA that
Ylould act as the grantee;'
o
h description of how parents and other members of the
!~
�4
community will be involved in the design and
implementation of the charter school(s);
o
An assurance that the State or local educational
agency, as applicable, will assume rull financial
responsibility for operation of the school(s) Once the
Federal grant has expired;
o
A request and justification for any Federal statutory
or regulatory waivers that are necessary for operation
of the charter school(s)I and a description of any
state or local rules that will not apply to the charter
school(s) or will be waived;
o
A description of how'Federal funds obtained under the
grant would be used;
o
A description of how all eligible students in the
co~munity will be informed about the,school(s)
and of
how all such students will b,e qiven equal opportunity
to enroll, and an assurance that the school(s} will
meet the, requirements set fo'rth above related to civil
r'ights compliance ; and
o
Such other information as the Secretary may require l
including information provided annually to enable the
Secretary to determine if the project is making
satisfactory progress toward its objectives.
Any application from an LEA shall first be submitted to the SEA
for review and approval. In conveying its approval, the SEA
shall confirm, as an addendum to the application, that the State
exemptions or waivers described in the application have been or
will be gr~nted.
6.
Project Selecti2D
The Secretary shall select projects to be funded on the basis of
the qualit~y 0": !lPplic;?-tions received. taking into consideration
such factors as: (1) the quality of the proposed curriculum; (2)
the degree of flexibility afforded by states to the school (s) ;
(3) the degree of innovation involved in the plan for the
school(s); (4) community support for the application and
involvement in designing the school(s): (5) the ambitiousness of
the objectives for the school(s); (6) the likelihood that
schools(s) will meet those objectives and improve educational
results for students; and (1.). t:be natiEf"Ral 3i~"ifi6la.I1Cfil; iind_
pot&t4ti a l
for
rep'i£':lJ:ion of
the
project..
The Secretary shall make his selections after obtaining the
advice of expert reviewers.
�5
The Secretary may select applicants in a way that ensures that
projects are geographically diverse (including that they are
located in both urban and rural areas) and that they represent a
variety of educational approaches.
7~
Uses of Funds
A grantee under this program may use program funds only to pay.
for planning and design, and initial implementation, of the
charter school program.
o
P..1anning and design include further refinement of the
educational program (beyond what is included in the
application), further refinement of the desired
educational results
and of the methods for measuring
progress toward those results ; and training of
teachers and other staff to work in the charter
school(s).
o
8.
Initial implementation includes informing the co:m.munity
about the school (s) t. purchase. qf necessary equipment,
purchase or development of curriculum materials, and
other operational costs that cannot be met from normal
state and local sources.
Continuation of Funding
Secretary shall provide the second and third year of a grant
only if he determines that the grantee is making acceptable
progress toward meeting the objectives of the project.
The
From funds approprinted for this program, the secretary may
reserve 10 percent for:
o
Peer review of applications;
o
A national
o
other activities to enhance the success of the program,
such as bringing grantees together to share ideas and
Information.
~valuatiqn
of the program; and
�7/13/93
LEGISLATIVE SPECIFICATIONS FOR CHARTER SCHOOLS PROGRAM
1.
Findings and Purpose
Findings
o
Enhancement
schools can
educational
opportunity
btlt . only -Lf
of parent and student choices among public
assist in promoting comprehensive
reform and-give more students the
to learn to challenging academic standards,
suff~~i~l1;tly di~~:r:se a:n~:ur.~!2tI~~
chol.ces ~!lop.p.ort:unit~""o'&'tiikei~advantagelQf-6'sucn
ChO'fceSZ:j)v
--~
o
fer 'aT'r«st~d~tsareavarmle~
(f
,~'''..:~
~,~~,;~~ _ 3:,~_~_ commu~~ies should therefore iif:!~m:tig£~Jf4i
~~tJi~~Jf9:~ offer.9. t,eachers, parents, -and 0 her .
members of the public the opportunity to design and
implement new publ-ic schools.
o
The new schools developed throu9h this process. should
be free to test a variety of educational approaches and
should therefore be exempted from certain rules and
regulations if their leadership commits to attaining
o
Charter schools, as they have been imple~ented in a few
~tates, can embody the necessary mixture of enhanced
choice, exemQtion from unnecessary regulations, and a
focus on g.~pi'i~Cj~1ii cmtcoUles.
o
states and cO)lUuuuit±es.
Purpose
It is the purpose of this program to provide
assistance to
grantees for the
initial ~~~j'~~:i~i&::~J~on of charter schools
2.
Authorization of Appropriations
�·.
3
above~
o
A Developer is an individual or group of individuals,
which may include teachers, administrators and other
school staff, parents, or other members of the local
community of the· 5chool~ , A developer may be a public
or private fnonprofit~ organization.
o
An eligible grantee is an LEA or SEA, applying and
carrying out a project in partnership with a developer.
4.
Prog[~m
buthR[iieg
The Secretary is authorized to make grants to eligible grant'ees
for the design and initial operation of charter schools~ Each
grant shall be for a period of not more than three years, of
which no more than ~~~ one year shall be used for planning
El:~!~~~ ~~.s~~nand no more than two years·shall be for
of the charter school .
..,..,....""fn'rt
5.
Application Process
The Secretary shall make grants Oh the basis of applications
submitted 'at such time and in such manner as the Secretary may
require.
An application may be submitted on behalf ~f a single charter
school or for a cluster of charter schools located within a
"community. Such a cluster may include a high echo,ol and its
feeder elementary and middle schools.
Each application shall include:
o
A description of the educational program to be
implemented through the proposed charter school(s),
including the grade levels or ages of children to be
served and the curricular approach to be used;
o
A description of how the schoolCs) will be
o
A description of the !td~;sJ()fi~~~\~i;¥sl[~1 outcolt\e~a~
the 'school (s) will seek. to attaln, of how those resu,t'fs
outeoT,es relate to the ~~~:g:~1!it£9jH::.enfj~fi~ performanc'e;"'(
standards, if any r ~-PJ?,.;-2Y:~g deveivped by the state
under the Goals 2000: Educate America Act, and of the
methods by which the school(s) will determine its/their
ma~aged;
�..
.
4
progress toward those
o
res\llt1i
~."~-""",'
outcome~;
A description of the administrative relationship
between the charter school(s) and the LEA or SEA that
would act as the qrantee:
o
A request and justification for any Federal statutory
or regulatory waivers that are necessary for operation
of the charter school(s), and a description of any.
State or local rules that will not apply to the charter
school(s) or will be waived;
o
A
~escription of how Federal funds obtained under the
grant would be used,
o
set forth above
emd amuissiol"ls policies;
o
Any application ~g91!l~.nl~g for whi<;:h the SEA is not actinq as a
sponsol shall first be submitted to the SEA for review and
approval. In~·r.:onveyinq its. approval, the SEA shall confirm, as
an addendum to the application, that the State exemptions or
waivers described in the application have been or will be
granted.
6.
Project Selection
The Secretary shall select projects to be funded on the basis of
the quality of applications received t taking into consideration
such factors as: f(r)'ffiliOne]jni'iiirriOl\:lBfi;ttl,nproRoseilllfcurrlCtil'U:m"il (2)
_,,,,,x_",,,,,,""':::. __
___
the degree of flexibility afforded by States to the 50hool(s);
(3) the degree of innovation involved in the plan for the
5choo1(5); (4) community support for the applioation and
involvement in designing the school (s); (5) the ambitiousness of
~
M",
_"_,,
.~
.~-""-""_~,,_,,,"",,
_Ph<~~~' __ ~"""""""" ••• ,"",,"'"
�5
the objectives for the school(s)I (6) the likelihood that
schools(s) will meet those objectives ~a!improve~~rcina~
~'~~t~¥fklP~,~g; ~nd (7) the na~ional-""signiflcance
potentl.<!
for repllcatlon of the proJect.,
an'(r
The Secretary shall make his selections after obtaining the
advice of expert reyiewers.
The secretary may select applicants, in a way that ensures that
projects are geographically diverse (including that they are
located in both'urban and rural areas) and that they represent a
variety of educational approaches~
7 .. Uses of funds
A grantee under this program may use program funds only to pay
for planning and desiqn, and 'initial implernent~tion, of the
charter, school program.
o
e~sDning and design include further refinement of the
educational progra.m (beyond what is included in th'e
application), further refinement of the desired
<!du'dirtrJfoni.il""resilf£s outoomes and of the methods for
measurfng>-progr:e's;"'~toward those r'(a'sUlliS' oo""tt"coommess, and
..
training of teachers and other staff to work in the
charter school(s).
.. , m - " , _
'~md
o
8.
Initial implementation includes informing the community
about the school(s); purchase of necessary equipment,
purchase or development of curriculum materials, and
other operational costs that cannot be met from normal
State and local source$~
Continuation '.of Fundjng
",
"~
The Secretary shall provide the second and third year of a grant
only if he determines that the grantee is making acceptable
progress toward meeting the objectives of the project.
9.
National Mt1vlt:ies
From funds appropriated for this program, the Secretary may
reserve ~~
percent for:
====
o
Peer review of applications;
o
A national evaluation of the program; and
o
Other activities to enhance the success of the program,
such as bringing grantees together to share ideas and
information.
�!I
.
l~
EXECUTIVE OFFICE OF THE PRESIDENT
OFFICE OF MANAGEMENT AND BUDGET
~OUTE
Brr-tt sec11, Rm. 4169
TO
~
FRON____
SLIP
Take necessary action
.Approval or signature
comment
Prepare reply
Discuss with me
For your information
See remarks below
~;'a:YLLla~F~.~w~h~l~·t~~F-~---------------,DATE.July
S, 1923
REMJ\IlKS
Att.ached are comments on the. Charter schools specs .
...•
�OMS STAFF COMMENTS ON THE CHARTER SCHOOLS SPECIFICATIONS
(version dated 6130/93)
General COncerns
1, Why there sbQyld be a seP.8rat8 c~tegQrical Qfogrqm for Charter schoQls, The
specs. make no compelling argument for a Federal role in support of Charter
schools. Since Charter schools are such a new phenomenon, we do not know if
they work. Why should limited Federal resources be used to spread an idea of
unproven effectiveness? If the Federal role is to extract from the Charter schoo!
movement lessons that other schools can use to improve educational outcomes',
then other ED authorities are much better vehicles to do that than a new
discretionary grant program'.
'
1n particular, the general demonstration authorities (FIE, OERI) could be used to
support carefully designed investigations of the implementation and effectiveness
01 Charter schools: do they work; are they more successful in improving
educational outcomes than other public schools and for which children; how do
their governance structures differ from other publiC schools, Those kinds of
questions are unlikely to be answered in a discretionary grant program in which the
Secretary has- no authority to vary the deSign of the schools funded or to collect
information on appropriate control schools.
Moreover. Charter schools are today's phen.omenon. We have no reason to believe
that Charter schools will survive for more than a few years, 'but every reason to
believe that a discretionary grant program once created will be will us for decades.
Discretionary grant programs never go away.
§.pecific comment§: ,
1. Findings & purnose section. The last "finding" and the "purpose" imply that
these awards would only be made to communities and States which do not already
(or at the time of the application) have at least one charter school, Is that correct?
: 2: l\uinorizatioo of apprQPriations. What level of effort is contemplated for
Charter Schools in total, and per school?
3. Definitions,
o
?
Not~.ing in the definition of a Charter school distinguishes it from any new·
school opened by an LEA or any newly created magnet school or other
special-purpose school. NothIng in the definition speaks to the governance
of a Charter school that might distinguish such a school from aoy, other
school which has a clear set of educational objectives and outcomes.
7
�~\ <\'.
,, \'f
,
;
o
o
Who is a "spons,or" ~~ the term used In the ~st "bulfet" of the definition?
a
What is tr,e function {and the responsibiHties) of a ;'Developer" in this
Federal program?
o
What role does the LEA or SEA play in the .planning and implementation of
Cnarter School lother than fiscal agent)?
'7
Must a Charter school comply with Federal (and State I laws concerning the
work place and employment, PtUtic}Jlarly employment discrimination?
CIG- t.. .,we..-I-
~l'"
11~&.1'
-Ito",
IS.
f\Lt..fJ,uI.
,)
a
4. Program authQrized.
o
Can a grantee receive more than one three-year award for the same charter
school?
o
Can the same grantee receive more than one·three~year award to plan and
Implement different charter schools? The statements in the Findings &
Purpose section would seem to indicate the answer is NO, because once a
grantee has received an award, a second award would not spread the
concept to more communities or States.
a
Given the twO year limit on implementation, what is expected to be
accomplished in that two years? In other words. ~hat would be the
evidence that a Federal gram had succeeded?
a
Why is there no matching requirement or other evidence of State and local
support for the Charler school?
tAh
-IMr/
fc.,,~,M../-tf
5. Application process.
o
I"r?
~ "WA
'1
•
?t
.... ~
.
Given the information about what the Charter school will be like required in
the application, ~here seems to be no rationale for a planning year. The
educational program, management, educational outcomes will have been
.developed in order to apply and the applicant would have to have a clear
enough picture of what will go on in the school to be able to describe how
the Federal funds would be used. The kinds of activities cited in the Uses of
Funds section do hot seem to merit Federal support.
o
What is the developer's role in the application? In other words, is the
appncation prepared by the LEA (or SEA) or the developer?
o There seems to be no role for parents or the community in the Charter
school.
!WI
,<; ~r#fi.-.
?
•
�o
Nothing in the app1ication requirements would provide sufficient information
for 'the Secretary to determine whether the applicant deserves continued
funding after year 1 or year 2.
/
6. Project selection, The quality factors described in the specs, do not exactly
lend themselves to sufficient regulatory specificity to enable ED to select projects
objectively. Expert reviewers are not likely to be sufficient, The last two criteria
are particularly weak. since they require the reviewers to be clairvoyant. Similar
criteria in other ED programs have not had much success in identifying particularly
I
'
j
"
'n
successful projects.
t2J~"Ti' 6':'-'.,:'>-~. '.J (
,:I::~~U'\~I (:': .
I
'7
t' /.'. \ . . .
.'
.'
.
/./.. )J,~"...~f . .:,:_~,
...
~.-
7. Uses of funds,
o
There IS no supplement not supplant language, Why, especially since funds
may be used during implementation to purchase equipment or curriculum
materials?
M
o
o
~ J
-;
.
There is a fiotion of "irl;tial implementation" in this section. What does that
term mean and how is initial implementation distinguished from other.
implementation activities?
Why should informing the community about the school{s) be an
implementation activity? Surely the community should be informed about a
Charter SChool long before the idea is implemented.
.
7
'''''''-1ot''''ttb"..,..t...l.. '" ~'1 make cl:a-r wtlat would be the relationship of a Charter
vJ-t:u!1-.. #c /~
,
The specs. do nof
school to other ED programs for which children in the school lor faculty)
might be otherwise eligible. Is a Charter school considered part of an LEA?
Does a Charter school continue
participate (or can ft become a participant)
in other ED programs? If so, what is the relationship of the Federal funds
provided under thi.~ grant to the Federa! funds the school receives under
to
other programs?
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ROUTING AND TRANSMITTAL SLIP
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�Di
Charter Schools - ESEA, Title II, Part E
"PART E--CHARTER SCHOOLS
"FINDINGS A.'m PURPOSE
2
)
"SEC. 2501~
4
(al fINPINGS.
The Congress finds that-
"(1) enhancement of parent and student choices among
5
public schools can assist in promoting comprehensive educational
6
reform and qive more students the opportunity to learn to
7
challenqing academic standards, it sufficiently diverse and high
s
quality choices and
..
choices
ar~
e;~ortunity
available to all
to take advantage of such
student~ ~ 1 __ .
10
r-/
tt{2) }:State ana cOMunities sh·ould, thare:fcu.--e,'
11
experiment with methods of offering teachers, parents, and other
. 12
.
_-f-.t.
;~-..,-(...,
..{,
. ......-
,~
yLr
members of the public the opportunity to design and implement nev
public schools;
"(3) the new schools developed through this process
15
should be free to test ~ variety
of
educational approaches and
•
16
should, therefore, be exempted from certain rules and re9Ulations
17
(H~w ao~certainU comport with the related elements of t~.
16
d~e" of
19
their leadership commits to attaining specific and ambitious
20
educational results for students consistent with sta.te content
21
and UiJ.j nde
4
!!.charter ,,'ilioo]", 52508(1) (J) (II and (iiliiT if
performance standards;
"(4) charter schools, as they have been implemented in
23
25
a few States, can embody the necessary mixture of enhanced
,..t.J,. -.J..J;;..
choice, exemption fr~m f~ii~ requlations, and a focus on
"" - \ ,uJ~ ..... A-...o"
l..
(lea""i""
In Ieai:'l1in~: and
�·.
"(5) the Federal Covernment should test, evaluate, and
1
disseminate. info'rmation on a variety of charter school models in
order to help demonstrate the benefits of this promising
4
5
6
educational
~ption.
neb) PURPQSE.
It is the purpose of this part to increase
national understanding of the charter schools model by-
W(l) providing finanoial assistance
7
a
9
implementation of charter schools; and
10
• (2) evaluatinq those schools.
II
12
13
"PROGRAM AUTHORIZEO'
·SEC. 2,502. (a) GEtltRAr,.,
The Secretary may make grants to
eligihle grantees for the design and initial operation of charter
schools.
n(b) fBOJEer PERIOpS.
16
17
18
19
2G
of not more than three years, of which the grantee may use-
W(l) no more than ts months for planning and proqram
desiqn: and
"(2)
no more than two years for the initial
implementation of the charter school.
"(c) LIMITATIQN.
22
Each such grant shall be for a period
The secretary shall not make more than one
grant to support a particular charter school.
"l\.PPLICATIONS
24
25
'SiC. 2503.
todd term when
(a)
APPLICATIONS
they~
R~QYlBEQ,
Any
that desires to receive a
�~
grant under this part shall submit, an application to the
Secretary at such time and in such manner as the Secretary
~~4
reqt\ire.
"Cb) ;COfE OF APPLICATiON.
Each such application may
5
request assistance for a single charter school or for a cluster
6"
of schools, which may include a hiqh school and its feeder
7
eleeentary and
~iddle sch~olsl
within a community.
Each
_ S ..•
9
10
include~
~ueh
application shall
for each charter school tor which assistance is souqht-
~(l)
11
illlplement:ed
12
L
includinq--
a description of the educational program to be
@rat? ino:< the proposed charter school,
"(A) the grade levels or ages of children to be
13
served: and
"(B) the curricular approach to be used;
16
-(2) a description of how the school will be managed:
1?
"(3) a description of-
1S
19
20
"(A) the educational re.sults that the school will
seek to attain:
"(8) how those results relate to the State's
"..- s;.....,t.,).; _
21
content and ~ swdeft~erfOrnance standardll; 1X any, approved
22
under title III of the Goals 2000: Educate America Act: and
23
-(e) the methods by which the school will
determine its progress toward ~aChiQVin9~~those results:
3
�U(4)
1
a description of the administrative re:'
between the cha(ter school and the local educational agen.
State,educational agency
tha~
,will act as the·qrantee;
"(5) a description of how parents and other members ot
4
5
the community will be involved in the design and implementation
6
of the charter school;
7
n(6)
S
9
.
,
.~gencYf
,' .
..
an assurance that the State or local educational
as the case May be, will assume full
finan~ial
responsibility for operation of the schoo! once the Federal grant
10
has expired;
11
".(7)
it
request and justification for waivers of any
12
Federal statutory or regulatory provisions that the applicant
13
believes are necessary for the operation of the charter school
.14
[~omp~~
to
local rules
§25e8TITT~1
'I
generally
and a description of any State or
ap~cable
to, public
schools,~
that
will be waived for, or otherwise not apply to, the school:
17
18
19
.. (B) a description of how the grant funds would be
usedj
"(9) a description Of how all eligible students ~
20 ~Ulin the community will be-
21
"(A) informed about the school; and
22
0(8)
given an equal opportunity to attend the
23
school [compare to lanc;uage in definition of "charter ~o~.
24
relating to eiv 1
25
requirement g6
ri~ 1.otterY[/~What
doe
au that tht:e definitional requirements don'
4
this
?J'
�,~,
l1{lO)
1
an a sur
that the school will
civil rights statutes listed in section 2508(1)
regulations thereu
/
(this is unnecessary and dU t
ri9ht~requlations,
4
our civil
5
Federal
6
apPlica~
7
~er
tin~al
f
which apply to All recipL
assistance, and appears in the preprinted
form we use for all grant applications]: and
• (11) an assuran~!>j!_appncant will ann''''lW:;--
/'
provide the Secretary such information as the Secretary may
,
'
-".,/
9
10
11
12
13
14
require to determine j,.f/the (project/charter schooH) is making
satisfactory progress toward it objectives:
,
<~ ..
-~
and
"(12) such other information and assurances as the
Secretary may require.
"(d) STAIE EDQCATIONAL AGENCY APPROVAL REQUIBED,--(l) A
local educational agency that desires to receive a grant under
this part shall obtain the State
educ~tional
agency's approval of
its application before submitting it to the secretary.
17
"(2) A state
educa~ional
agency that approves an
~qency
18
application of a local educational
19
educational agency, and such local agency shall include in its
20
application to the Secretary, a statement that the State has
2~
granted, or viII grant, the waivers and exemptions from State
22
requirements described in such local agency's application •
•3
24
shall provide the local
·SELECTION OF GRANTEES: WAIVERS
"SEC. 2504.
CRITERIA,
The Secretary shall select projects
25
to be funded on the basis of the quality of the applications,
26
taking into consideration such factors as-
5
�"(I) the quality of the proposed curriculum;
1
"(2) the degree of flexibility afforded by the State
,
the
4
5
"( 3)
the school and community support for the application:
d(5) the ambitiousness of the objectives for the
school: .
10
11
.. (6) the likelihood that the school will meet those
objectives,. and improve educational results for students; and
12
13
14
the degree of innovation involved in the plan for
"(4) the extent of community involvement in designing
8
9
tile school:
the school;
6
7
.~~Vto
"(7) the national significance and potential for
replication of the project.
nCb)
~EER
REVIEW.
The.Secretary shall approve applications
under this section atter obtaininq
/::'"
.
LV""
~fe!pertS/expert reviewersJ •
17
~18
19
20
21
22
may approve
• (c) J)IYERSIU 01' PBOJECTS.
projects in a manner that ensures
"(I) are distributed throughout different areas of the
kation, ineludinq in urban and rural areas; and
"(2) represent a variety of educational approaches •
• Cd) WAIVERS.
The Secretary may waive any statutory or
23
regulatory requirement that the Secretary is responsible for
24
enforcinq. except tor any such requirement relating to the
25
elements of a charter school described in section 2508(1) 1f-
6
�1
'I
(1) the -waiver is requested in an approved application
or by a grantee under this part; and
J
secreta~y
"(2) the
determines that granting such a
4
waiver would .promote the purpose of this part.
5
6
[can he waive, for example, the requirement of equitable services. ~~
to private school children? See other limitations on the waiver ~
,
autnorlty in SllOCc) of tne Goals 2000 Act.]
7
s
"OSES 0' FUNDS
"SEC. 250$.
10
II
A recipient of a grilnt under this part ma~ use
" ___
?
.... "
.
~~
"CCo.~-award [p~st-apPlic~tiO~~L_~in'1
the grant funds only for--
and design
of the educational program, which may include-
"(A) refinement of the desired educational results
13
and. of the methods tor measuring progress toward [achieving')
those results; and
L~
--.J!-~I~,-'i.
L..-J--" .
"(B) ~atAi~ o~chers and other statf who will
17
work in the charter school: and
"(2) initial implementation of tne charter scnool,
19
whicn may include-
20
"(A) informinq the community about the school;
21
"(B) EP~~~Aa.ing70btaining/t-necessary equipmentt
22
"(C) purcbasinq or developing curriculum
23
materials; and
"(D) other operational costs that cannot be met
2S
f~om.£no~al~reqular?
26
(As I read the specifications, we don't want to pay tor pre-award
(or at least pre-applioation) costs. Is tnat right? Wouldn't
27
RO
aajecti~e~State or local sources~
,
�,'0- ,....lrL\ ~.
".;; J"
1
2
such costs be a significant
4
5
por~on
~
launching a charter school?)
"SEC. 2506.
jJL
of the total cost of
The secretary shall not provide funding beyond
.
/
the first year of any project
secretary determines that
7·
progress toward meet
S
[Under EDGAR, 34
9
(1)
tlrnade subs
,Y'"
nder this part unless the
• grantee is making acceptable
g the objectives of the project.
FR 75.253(0)(2), the grantee must have
ntial progress
to~..,ard
eith~r
-meetinq t;hQ objectives in
10
11
it. approve application"; or (i1) obtained the Secretary's
approval
cnanges in the project that, (A) do not illcrease the
~2
cost ot
e 9rant; and (8) enable the grantee to meet those
object" es in succeedin9 budget periods. Do ~e dislike that test
here
13
14
"NATIONAL ACTIVITIES
"SEC. 2507.
17
The Secretary may reserve (up to?] ten percent
at the funds appropriated for this part for any fiscal year'tor-
"(1) peer review of applications under·.ectlon 2504(0);
19
20
21
"(2) a national evaluation of the proqram
authorize~
by
this part; and
"(3) other activities designed to enhance the success
22
of such program, such as bringinq grantees'together to shara
23
ideas and information.
24
25
.26
27
"DEFINITIONS
"SEC. 2508.
As used in this part, the following terms have
the followIng' meanings:
"(1) The term 'charter schc:u;:)l means a school that-
·
·
·
�<
'r'
"(A) is [newly? m,.e",.nass-wwlmtr.tao:1L::4?r')
1
cre~
developer as a public school, or is adapted by
an existing public school (but otaerwise mgets_
4
"Ofth1s paragrllphi
5
II
Thatls true--rR-any-ease: wl"
CB) operates in
pursuit of a S1
,
6.
educational objectives, including intended student
7
gains, determined by the school's developer and agreed to by the
8
(school's Sta'fe~r }!?~~ e~~on~laq.apl'Y:
10
11
12
l.J
educ.tiona~, agency
sc~oQl?]
app;&t6g
l.ed-Ll ...... 'Jo
S~" /O>'-'l.~.
f~ a gra~on beh~
of de
.
:
"(e) provides a program of elementary or secondary
•
,
education, or both;
"(D) is nonsectarian in its programs, admissions
policies, employment practices, and all other operations, and is
not affiliated with a sectarian school or religious institution;
(At..::;"'! tryi~ codi~Establi,,¥,en~se c"'':''')law.~~or'"'
lurrent EtEA;' whi~ would tpply.]
wr~t1 ~see §800~otthe
"(E) does not charge tuition,
·19
"(F) complies with title VI of the Civil Rights
20
Act of 1964, title IX of the Education Amendments of 1972,
21
section 504 of the Rehabilitation Act of 1973, (What about the
22
Age Discrimination Act?] and the substantive and procedural
23
(requirements and1] satequards of (part B ot1] the Individuals
24
with Disabilities Education Act;
25
redundant of other applicable law.]
(This entire subparagraph
is;l'~ .~
. 1-<.........,
'.
~
26
27
"(G) admits students on the basis of a lottery, if
more students apply for admission than can be accommodated:
9
�itCH) complies with [agrees to
1
sUbject to (at the time it applies?)?) the
audit requirements as do (are?) other schr
4
unless such requirements have been (or w
5
waived for the purpose of this program
6
~aived
7
un~er
8
.
9
10
[Wh~
tor some other purpose, such as to achiev,
the Goals 2000 Act?]:
,n (.I)
mrets -all,· r4lQvant....~mesns 'W'bat~
..
napPlicableuff Federal, state" and local health and safety
requirements; and
11
tt
~at
en~
scuee?
~J
the-~
12
trom
13
local rules governing public SChools" except any rules relating
14
to the other requirements of this paragraph
rule?
'l.east:
(3) (1) in accordance 'With state law:" is exempted
all?
"'here' s
State or
[What counts as a
What about a labor contract, maintenance contract,
L6
transportation contract, or
17
may not be a "rule"?}: and
18
legally binding agreement that
othe~
-Iii) with the agreement ot the Secretary,
---,,~I..
19
r',")
1
~b .. EvUi baUl exempted from
20
Federal statutory and regulatory requirements excGpt tor those
21
relating to the other prOVisions of this paragraph [e.g.,
22
historic preservation, FERPA?I.
23
eliqible charter school that, for whatever reason, doesn't
't""" ''''
00111..1·
al1?1;
(This seems to kLt an otherwise
want/need/ask for Federal waivers.
25
mera?
that?].
10
Why would we want to do
�•
1
"(2) The ten 'developer' means an individual or group
ot individuals (including a public or private nonprofit
organization), which may include teachers, administrators and
4
other schoel"staf!, parents, or other members of the local
5
community in which a charter school project will be carried out.
6
"(3) The term 'eligible grantee' means a State
7
educational agency or local educational agency. in .partnership
B
with a d"vel~per ~~h~~ires to--"fPIY
project under thi
10
don't add a
. 13
14
te_se
hing.).
"AUTHORIZATION OF APPROPRIATIONS
II
12
parb.--·t think
"SEC. 2509.
For the purpose of carrying out this part,'
there are authorized to be appropriated sueh sums as may be
necessary for each of the fiscal years 1995 throuqh 1.999 ~
•
•
•
•
(The specifications discuss the definitions and the authorization
of appropriations early on, but my standard draftinq practice is
to have them be the last tWQ sections I so I always know where to
find them. Any strong feel~9s?J
11
�7/14/94
Note to Mike Smith
At your request, yesterday I spoke to Bayla White about her
comments on the Charter Schools specifications.
I walked her
through our responses to her written comments and, for the most
part, she didn't express either concurrence or disagreement with
most of those responses. She did, however, make the following
specific points.
o
In the definition of a charter school, the'specs state
that such a school.would have to 'comply with Title VI.
Title IX I Section 504 t and the substantive and
procedural requirements of IDEA. In her written
comments, Sayla asked if Federal and State workplace
and employment laws would also apply. I told her that
our attorneys believe those laws would automatically
apply and that application of the specific statutes
would not have to be set forth in the bill. She asked
why the same reasoning would not then apply to the
civil rights laws.
o
tinder "Project Selection, Bayla strongly believes that
we should drop the 7th selection criterion, national
significance and potential for replication, becaUiSe it
is too difficult to judge, on the basis of an initial
application. whether a project would really be '
nationally significant and replicable.
O~
o
Baylats final written comment concerned the
relationship of charter schools to other ED programs.
She asked whether a charter school would be considered
part of an LEA and whether it would be allowed to
participate in other Feder~l programs. I pointed out
that, under ItApplication proc~SSfn an application would
have to describe how the school would be managed and
the relationship between the school and the LEA or SEA
acting as grantee. This should provide the Department
with sUfficient infornation"'-0nj tpe s,phool ' s governance
structure and whether it wouid be a school of an LEA, a
free-standing LEAf or some other type of entity under
State law. This should also clarify. the school ' s legal
standing to participate in Federal programs, and any
ambiguity might be cleaned up through Federal waivers.
She still, believes, however, that the Department would
need to know whether and how the school would
participate in Federal programs during the period of
the gran~ Rrdv. .J.v~".r::I''''u.h
I',"
.....
While you nad also asked me to talk to her about Migrant
EducatiQD# we did not get into details because the Department is
�-.
2
now working on a new proposal
Goodling bill.
incorporat~ng
OMS will want to see the
elements of the Forddraft.
ne~t
Tom Corwin
cc:
Jack Kristy
."
,
~
"
�..
to:
(Ham•. offtc. Iym!»!, IOOII'l nvmt>ft.
Inilials
~A'.~f7 )t{!J!~
Oltl
t • ..
Y?M?.IbJ I
(,<,""'~
----:iV1if'
4-
\I.
Fli.
Action
~tOV.1
As A~.i!KI
.
S
Ne)!!! .~" J:!t1vm
Plr COtwlrutlon
Ft.i'~~!.'f.ne41
For COI'I'ec:lion
CirClllate
For YWf 1t\lo1'l'fl.tiO~
eom-m
lnve.Hcat.
Coordin'lion
At
(D\A
7/dOI~3
T
3.
\
-- '" .
\/"'&( IIA. 'I'/u
a.
.~
15 1993
ROUTING AND TRANSMITTAL SUP
.Pao.NI ~pfy
Se. M,
$iO",lu,.
Ju'llty
"'1
RU
OPTIONAL 'ORM 41 (A." l·lI}
"'."'''.~
'''''1H4l ,ltllOI.n,Jot
••!'"
�•
"
DRAFT
Charter Schools - EBEA, Title II, Part E
"PARTE--CHARTER SCHOOLS
"FINDINGS AND PURPOSE
2
"SEC. 2501.
3
4
5
"$
(a) FIKDINGS.
The congress finds that-
n(l) enhancement of parent and student choices among
public schools can assist in promoting comprehensive educational
'I'.refom
;~nd
give more students the opportunity to learn to
7
challengin9 academic standards, if sufficiently diverse and high
g
qual1ty.cho,ces and
9
choices are available to all students;
,
,
'
c."","
I~~
Sr" opportun i ;:.r to
,
V/
take advantage of such
lO
"{2) state and communities should , therefore,
II
experiment with methods of offering teachers, parents, and other~
12
members of the public the opportunity to design and implement new
public schools;
14
"(3) the new schools developed through this process
15
should be free to test a variety of educational approaches and
l6
should, therefore, be exempted from certain rules and regulations
l7
(How does
1S
definition of "charter school", §250S (1) (J) (i) and (ii)?) i f
IIcer~ainn
comport with the related elements of the
their leadership commits to attaining specific and ambitious
20
educational results for students consistent with state content ~~~
21
and [student?] performance standards;
22
~
<yc... '('. lb
fl(4} charter schools, as they have been implemented in
23
a few states, can embody the necess,ary mixture of enhanced
24
choice, exemption from unnecessary regulations, and a focus on
(learning gains/gains in learning); and
�-
tI(S) the Federal Government should test/ evaluate, and
1
disseminate information on a variety of charter school models in
J
order to help
4
educational
. '.
.
9
option~
It is the purpose of this part to increase
U(l} providing financial assistance [to eligible
.
,,
,1'·
grarlt'ties?
Words not really
for the design and initial
fl(2) evaluating those schools.
"PROGRAM AUTHORIZED
11
·13_
n~]
implenentation of charter schools; and
10
12
the benefits of this promising
national understanding of the charter schools model by"-
7
- B<
'f~~i(\'\ ~
nCb) PURPOSE.
5
6
de~on~trate
IISEC. 2502. (a) GEr-fEBAL.
.
The Secretary may make qrants to
eligible grantees for the design and initial operation of charter
schools.
neb) PROJECT fEElORS,
16
Each such grant shall be for a period
of not more than three years, of which the grantee may use-
17
11
18
(1) no more than 18 lnonths for planning and prograc
design: and
19
20
21
22
W(2) no more than two years for the initial
implementation of the charter
"(c) LIMITATION.
25
The Secretary shall not make more than one
grant to support a particular charter school.
c. F(' \,~
"APPLICATIONS
23
24
school~
"SEC, 2503,
(a)
APPLICATIONS REQUIRER.
Any eligible
gr~e
[odd term when they're just applying] that desires to receive a
2
�•
1
grant under this part shall submit an application to the
Secretary at such time and in such manner as the Secretary may
require .
4
• (b) SCOPE OF APPLICATIOl!;
Each such application may
5
request assistance for a single charter school ,or for a
6
of schools, which may include a high school and its feeder
7
elementary and middle schools, within a community. '
8
9
lO
"(e) APPLICATION CONTENTS.
cluste~
...
Each such application shall
"
".
include, for each charter school for which assistance is sought-
"(1) a
des~tion
of the educational program to be
11
implemented. t~ ~ at'?"
~ the proposed charter school,
12
including-
.
13
,
It
(A) the grade levels or ages of children to be
served; and
"(B) the
cu~iCUl~r-8ppro8eftAto
be used:
16
"(2) a description of how the school will be managed:
17
"(3) a description,of-
18
19
"fA) the educational results that the school will
seek to attain:
20
"(B) bow those results relate to the State's
{student~
21
content and
22
under title III of the Goals 2000: Educate America Act1 and
23
24
performance standards, if any, approved
H(C) the methods by which the school will
determine its progress toward J8ChieVing~those results:
t~
�~\ -jrV'-
•
oY ~~-w-'_or'-
C
~e
__ "
"(4} a description of
1
/
ad:t:linistrative
/'Yb I- ~
~ l::w-
~ ~Q'V<;
~
tflationship
between the charter school and the local educatio al agency or
3
state educational agency that will
')~
n-.
eantee •
1t(5) a description of how parents and other members of
4
5
the community will be involved in the design and implementation
6
of the charter school;
"(6) an assurance that the State or local·educational
7
a
9
10
a~su~e full fina~ncia.f
agency I as the case may bet will
·responsibility for operation of the school once the Federal grant
w....
~(7)
11
Ik.-, ~~ ~ ~<~ ~J." .;:)
~ r~ _ ,~ .
"~
IS
has expired;
",V"
., .'.
a request and justification for waivers of any
12
Federal statutory or regulatory provisions that the applicant
13
believes are necessary for the operation of the charter school
~~
[compare to §2508(1) (J) (ii»), and a description of any state or).
local rules [, generally applicable to·public schools,?) that
16
will be waived for, or otherwise.not apply to, the school:
"(8) a description of how the grant funds would be
17
18
usecl;
19
20
,....- •
...,....,.J
[)n.tr
.~
~,
~ lP..r
(
what.) in the community will be-
"(A) informed about the school: and
n
"(B) given an equal opportunity to attend the
23
school [COmpare to language in definition of Itcharter school«
24
relating to
25
requireme.nt qet you that those definitional requirements don1t?]:
civ~l
rights and lottery requirements: what does this
~'-4~ :1ir~~/
4\vJr v, ~~
~
4
\-
<J6~-
.
~<iI'~.
~{ ~{,..~ <;j-...t\
U(9) a description of how all eligible students [means
2l
LA
�•
1
"(lO) an assurance that the school will comply with the
civil rights statutes li.ted in section 2508(1) (F), and
3
regulations thereunder (this is unnecessary and duplicative of
4
our civil rights
5
Federal financial assistance, and appears in the preprinted
6
application form we use for all grant applications); and
7
If
requlations~
which apply to
require to determine if the
11
12
13
recipients
Of~'
(11) an assurance: that the applicant will annually
provide the Secretary such information as
10
~
. ,',
.,
'~O~li;>Charter
~J
(,) ""'
school1il is making
satisfactory progress toward 1 ,\objectives: and
~(12)
"
the·" Secretary may
>
such other information and assurances as the
Secretary may require.
H(d) STATE EDUCATIONAL AGENCY APPROVAL REQUIBEQ.--(l) A
local educational agency that desires to receive a grant under
this part shall obtain the state educational agencyts approval of
16
17
its application before submitting it to the Secretary.
"(2) A State educational agency that approves an
IS
application of a local educational agency shall provide the local
19·
educational agency I and su.ch local aqency shall include in its
20
application to the Secretary r a statement that the State has f ~
i
J
~
granted, or will grant, the waivers and exemptions from stat~ ..~
22
requirements described in such local agency's application.
·SELECTION OF GRANTEES; WAIVERS
23
24
"SEC. 2504.
$:BITERIA.
~
~
J'I-.~.
'-, ~
r~
The Secretary shall select projects
~~
~.
25
J(l
to be funded on the basis of the quality of the applications, vo ~~
ltak1ng into consideration such factors a5-5
~
�•
•
w. 1 '")~<-\' ~
"(1) the quality of the proposed curriculumi
1
"
"(2) the degree of flexibility afforded by the State
W'M \- ~ I.t. ~. Jl """ ,h..c l.4.r ?
(and'the LEA?] to the school;
- 0''u
4
1f(3) the deqree of innovation involved in the plan for
5
the school;
6
II
7
the school and community support for the applicationr
"(5) t.he ambitiousness of th~ objccti'Y''ie:s fOl'1;!1e
8
9
sChool,
10
11
objectives. and improve educational results for studen"ts: and
"(7) the national significance and potential for
replication of the
project~
nCb) PEER REVIEW.
The secretary shall approve applications
under this section after obtaining and considering the advice of
16
17
18
(experts/expert reviewers).
"(c) DIVERSITY Of PRQJE;CTS.
20
The Secretary may approve
projects in a manner that ensures that they-
19
"(1) are distributed throughout different areas of the
Nation,
incl~din9
in urban and rural
areas~
and
"(2) represent a variety of educational approaches.
21
It
-*117
""" ~~ '1 ~ ('~ ~ ~;ov.""l ~1 ~ s~,~
"(6) the likelihood that the school will meet ..those
12
13
(4) the extent of community involvement in designing
(d) HArYEBS.
The Secretary lnay waive any statutory or
23
regulatory requirement that the Secretary is responsible for
24
enforeinq, except for any such requirement relating to the'
25
elements of a charter school described in section 2508(1) if-
6
�1
"ell the waiver is requested in an approved ,application
or by a grantee under this part; and
3
"4
5
6
7
11(2)
the Secretary determines that granting such ,a
waiver would promote the purpose of this part.
(Can he waive, for example_ the requirement of equitable services
See other limitations on the waiver,
authority in §310(C) of the Goals 2000 Act, J ~ ,; ~ \~ ...........
~l c.;tt",~ lro """<-<
to private school children?
"l)SES OF FtlN,O!;_.
8
9
10
11
12
"SEC. 2505.
~"r ~ ~<-, ~ ~l-
the grant funds only for--
~
If(l) post-award [post-application?) planning and design
of the educational
program~
which may include-
"(Al refinement of the desired educational results
13
14
A recipient of a grant under this part may use
and of the methods for measuring p~ogress toward ~chiev.in9~ ~
those results; and
fI(B) training of teachers and other staff who will
17
18
19
work in the charter school; ,and
"(2) initial implementation of the charter school,
which may includa-
20
.. (Al informing the community about the school;
21
• (8)
22
"(e) purchasinq or developing curriculum
a.C.~Vd~
23
24
[purchasingTobtaining?) necessary equipment;
materials; and
oth~r pperati~nal
"(D)
Ye..S~ ~,~ """
l "'"\"
aGjectiv~1J
costs that cannot be met
~
State·or beeal sources.
25
from [Aormai? reqular? no
26
27
[As I read the specifications, we don't want to pay for pre-award
Cor at least pre-application) costs. Is that ri9ht1 Wouldn't
f1,
01
"1:- "",.M /,c ~
y, '-'"
"",~G
'1~7/ ~~~vJ{
"k~ "'~&
~ ~o ~
" ". ""~
(~~.
~~
?vIA. W'\ I:. (
N
'-""-<1
�1
2
such costs be a significant portion of the total cost of
launching a charter
SChOOl~ ~~
"CONTI~~ATION
4
"SEC.
2506~
AWARDS
The Secretary shall not provide funding beyond
5
the first year of any project under this part unless the
6
Secretary determines that the grantee is making acceptable
7
progress toward meeting the objectives of the project."
B
(Under EDGAR, 34, CFR .1S,,;253'(ail:::l, the grantee must have either
(i) hmade substantial progress toward meetinq the objectives in
its approved application u : or (ii) obtained the Secretary's
9
10
13
14
approval of changes in the project that; (A) do not increase the
cost of the grant: and CB) enable the grantee to meet those
objectives in succeeding budget""pp.riods. Do we dislike that test
here?]
15
"NATIONAL ACTIVITIES
11
12
16
--l-<~} Dt:..
"SEC. 2507.
The Secretary may reserve (up to?) ten percent
of the funds appropriated for this part for any fiscal year for-
,
"(1) peer review of applications under section 2504(b);
19
20
21
"(2) a national evaluation of the program
authori~ed
by
this part; and
"(3) other activities designed to enhance the success
22
of such program, such as bringing grantees together to share
23
ideas and information.
24
25
26
27
"DEFINITIONS
"SEC. 2508.
As used in this part, the following terms have
the following meanings:
"(l) The term tcharter school· means a school that-
8
�•
"(A) is
developer as a public sehool, or,is adapted by a developer from
3
an existin9 pUblic school [but otherwise meets the requirements
4
of this paragraph?
1
~
That's true in any caser why not leave out?];
,;rv.-1
"(8) operates in pursuit o( a specific set of
5
includ~n9
6
educational objectives,
7
gains, determined by the schoolts developer and agreed to by the
B 1& )-'school
9
10
11
12
13
,
,'s
-,,-
'~I
intended student learning
• - ' " ,.-,~.
state or
~du~~nal a~ey
local
educational agency?
applying
foz~~qrant
state ot" ;toeal
on behaif of
~he
sehool?f.j. :
"(C) provides a program 'of elementary or secondary
education, or both;
"(0) is nonsectarian in its programs, admissions
.
?a l
policies, employment practices, and all other operations, and is\
I
not affiliated with a sectarian school or religious institution;
16
17
[Are we trying to codify-Establishment Clause case law here or
what? See §8004 of the current ESEA, which would apply.)
18
U(E} does not charge tuition:
19
"(F) complies with title VI of the Civil Rights ~
Act of 1964# title IX of the Education Amendments of 1972,
21
~ ... ~
:
section 504 of the Rehabilitation Act of 1973, (What about the
Age Discrimination Act?] and the substantive and procedural
23
(requirements and?] safeguards of (part B of?] the
24
with Disabilities Education Act;
25
~ hQ~
~
....
~
redundant of other applicable law,]
26
.,
Individuals~~~
(This entire subparagraph
is~
~ o1"~
"(G) admits students on the basis of a.lottery, if
more students apply for admission than can be accommodated;
9
"
�,i
,
::;:
,
, ,
~c.
"(\'...... '" ........., ~ """ ~
~~~~O'~
t... . ' ~ v. ~ ~.....
..........c> 't\:' c....t:...L:. ~ L .
-"r""JI
'
1
,
"(H)
compHes-.tl~':COmplY~iS_
sub3-e~to-(at-th~li.iiEilt applies?"}?T
.
the same Federal and State
3
audit requiremen~s as do ta'~] other schools in the State,
4
unless such requirements hav~~] specifically ~}~
5
waived for the purpose of this
6
waived for some other purpose, such as to achieve systemic reform
7
under the Goals 2000 Act?]:
~
a
9
10
"., ~. :.<oz,
. ~.
r-- vI"'"
-----
i,.... __
..
pr'OqrMIt
.
[What if theY've been ~
~
~'1F'-r'
(1) meets all
.
r~
~.~--
~
Wapplicab~ Federal, State, and local health and safety
/thin. ~~-
01. ho"=ft i rUt
accordance with stale law,
'
requireme.ntc , ..:,md
,
11
.'
"(J) (i)
in
some?
?
is exempted
from (at least one?
13
local rules governing public schools, except any rules relating
all?
to the other requirements of this paragraph
rule?
[What counts as a
'h'hat about. a labor contract, maintenance contract,
or other legally binding agreement
16
transportatio~ ~ontract,
17
~
~
maY~[Will
20
F~eral
~ -~-
c.MA,~
~.
be?] exempted from [one or more?
some?
all?]
statutory and regulatory requirements except for those
latinq to the other prOVisions Of this paragraph [e_g_,
istoric preservation, FERPA?].
~
that~·~
"(ii) with the agreement of the secretary,
19
y-ya
~
~
may not be a "ruleD?]; and
18
S
Ah, therets the rub!] State or~~
12
22
l' __
r.J,¥';;:;:'
[This seems to
~
an otherwise
23
eligible charter school that, for Whatever reason, doesn't
24
want/need/ask for Federal waivers.
25
that?].
Why would we
~ant
to do
\(,HV
~
�-,
1
"(2) The term 'developer ' means an individual or group
of indfviduals (including a public or private nonprofit
3
orgahlzation),
4
other school staff, parents, or other members of the local
5
community in which a charter school project will be carried out.
6
7
1'1(3)
w~ich
may include teachers 1 administrators and
The term 'eligible grantee' means a State
educational agency or local educational agency, in partnership
with a developer (that desir
project under this par
10,
apply for, and ca~~~
-wo~t needed and
I think the
don't add anything . •
"AUTHORIZATION OF APPROPRIATIONS
11
"SEC. 2509.
13
0
For the purpose of carrying out this part,
there are authorized to be appropriated such sums as may be
necessary for each of the fiscal years.1995 through 1999 •
•
•
•
•
•
(The speclficatiO'ns discuss the. definitions and the authorization
of appropriations early on, but my standard draftln9 practice is
to have them be the last two sections, so I always know where to'
find them. Any strong feelings?]
11
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Clinton Administration History Project
Creator
An entity primarily responsible for making the resource
Cinton Administration History Project
Council of Economic Advisers
Department of Commerce
Central Intelligence Agency
Department of the Interior
Department of Defense
Corporation for National Service
Council on Environmental Quality
Department of Justice
Domestic Policy Council
Department of Education
Department of Energy
Environmental Protection Agency
Federal Emergency Management Agency
General Services Administration
Small Business Administration
Social Security Administration
United States Agency for International Development
National Economic Council
Office of Management & Budget
Office of National Drug Control Policy
Office of Personnel Management
Office of Science & Technology Policy
Office of the Vice President
United States Trade Representative
Date
A point or period of time associated with an event in the lifecycle of the resource
1993-2001
Description
An account of the resource
<p>The Clinton Administration History Project describes in detail the accomplishments of President Clinton's Administration for the period 1993-2001. The records consist of the histories of 32 agencies or departments within the Executive Branch. In general, each organization associated with the Project submitted a narrative history along with supporting documents. These narrative accounts are primarily overviews of the various missions, special projects, and accomplishments of the agencies. The supplementary records include substantive memos, press releases, briefing papers, and publications illustrated with photos and charts.</p>
<p>Agencies:<br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Council+of+Economic+Advisers&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Council of Economic Advisers</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Central+Intelligence+Agency&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Central Intelligence Agency</a><br /><a 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https://clinton.presidentiallibraries.us/files/original/f4156001b40fa2e83ed3807ace66c33e.pdf
8d737e45921feb93437aabd69742aa04
PDF Text
Text
..
Evaluations l.qcluded in the Improving·
America's Schools Act of 1994
Title I-Helping Disadvantaged Children Meet High Standatds
elrt A-Title I
SEC. 1124. Basic Gr.nts to Local Educational Agencies (pg.H 10022)
Srudy (conducted by the NationaJ Academy of Sciences) to produce inlercensal poverty data
for small geographic areas and certain age cohorts being developed by the Bureau of the
Census.
The Secretary shall contract with the NAS within 30 davs after en.'lctment. The NAS shall
submit an interim report 'not later than 18 months fro~ the date of contract award, and
subsequent reports ever)' 18 months thereafter. A final report is due not Ia.ter than
December 31. 1998.
'
Part B--Eyeo Sla.n
SEC. 1209.' Evaluation (pg,jj 10026)
Independent e\'aluation of programs ass!sted·under Part B (Even Start) to determine the
performance and effectiveness of Even Start programs; and to identify effective Even Start
programs that can be duplicated and used In providing La. (The evaluation wlll be supported
with funds, rotalling up to 3 percent of the Even Start apprcpriation for evaluation and
tectmical assistance.)
parl C Educatioll of Migratory Children
SEC. 1308. Coordination of Migrant Educational Activities (pg.H 10028)
(b)(2) Repon to Congress due April 30, 1995, providing findings of the s:ucy done on
record transfer between states and between local schools regardir:g rr.igrant students:
and also to provide recommendations for interim measures.
Pan EnFederal EvaluatioIlS DemonSlratioos and Transjtjon
SEC. 1501. Evaluations (pg,jj 10031)
4
..
.
Proie~ts
(a)(2) National Assessment of Title I. Interim report due by January l, 1996. Final
report due Januar,Y 1, ]998. It shall examine how well schools, local educational agencies.
and SL1tes are-~
(A) progressing toward'the goal of all children served under {his ([tie reaching the States'
chaIlenging conU!nt and student performance standards: and
DRAH
1
DECEMBER 16. 1994
�..
,:
•
(B) accomplishing the purpose set forth in section 1001 Cd) to achieve the goal.. _, including
(i) ensuring challenging state content 'standards and challenging stale student
performance standards for all children served under this title ,and aligning the efforts
of states, local educational agencies, and schools to help such children reach such
standards;
(ii) providing children served under this title an enriched and accelerated educational
program through school-wide programs or through additional services that increase the
amount and quality of instructional time that such children receive:
(iii) promoting schC;>0I-w!de refonn and access for all children served under this title to
effective instructional strategies and challenging aca::lemic content;
(iv) significantly upgrading the. quality of the curriculum and instruction by providing
staff in participating schools with substantial opportunities for professional
development;
(v) using and evaluating the usefulness of opporrunity-to-Iearn standards or strategies
in improving learriing in schools receiving 'assistance under this parr;
(vi) coordinating services p~ovided under all parts of this title with 'each other, with
other educational and pupil services, including preschool services, and. to the extent
feasible, with health and social service programs funded from other sources;'
(vii) affording parents of children served under this title meaning"ful opportunities to
participate in the education of their children at home and at school. such as the
provision of family literacy services;
(viii) distributing resources to areas where needs are greatest;
(ix) improving accountability, as well as leaching and learning, by making assessments
. under this title con!!ruenr with state assessment systems; and
~.
"
.
,
(x) providing greater decision-making authority and flexibility to schools in exchange
for greater responsibility for student perfonnance.
(b)
Repon re: how schoolwide programs are meeting th~ needs of children from
migratory families. Report due December 31, 1997.
(c)
National Evaluation of Part A of Title I (Longitudinal Study). Report due January 1,
1996 and January I, 1998.
DRAFf
2
DECEMBER 16, 1994
�..
,.
(e)
Pan:mallnvolvement. Study. Repon and: Dissemination. COERI) Study due
De<cmber 31, 1996"
SEC 1502. Demonstrations of Innovative Practices (pg.H 10032)
(a)(2) Evaluation of demonstration projects designed to help disadvanragcd children meet
rigorous state and local standards, Ji'"ot Funded)'
SEC. 1503. Innovative Elementary School Transition Project< (pg.H 10032)
(d){4) Ev.aluadon of innovative transition projects in elementary schools--IO be conducted
jQin!ly with HHS. (Not Funded)
TITI ..E Il::"'Eisenhowet Professional Dexelopment
Pro~'ram
Part A Ft~dernl Actiyities
SEC 2101. and SEC. 2102.
(a)(3) Authority to evaluate federal;statc and local. and demon5rratlon programs funded
under Pans A. Band C of the EIsenhower Professiorud Development Progrdm (in
aceordance w/section 14701),
Part D--GeneraL Provisions
.".
SEC. 2401. Reponing and Accountability(pg.H 10040)
(c)
Federal Evaluarion.--repoTl to the Pres idem and Congress on the effectiveness of
Eisenhower programs and activities based on perfonnance indicamrs (in accordance
w/scction 14701). .
TITLE III..Tecbn()lu~y for EducatioD
Paa A--Tocb!!Q1W for.Education of All Students
SEC. 3123. Study, Evaluation and Repon of Funding Alternatives. (pg.H 1'0042)
Report to Congress due one year after ena~unenL
The Office of Educational Technology shall conduct a study to evaluate the feasibility of
several alternative models for providing sustained and adequa[e funding so that schools
throughout the country are able to acquire and maintilin technQIQgy~enhanced curriculum.
instruction, and administrative support resources and services.
SEC. 3137. Federal Administration. (pg.H 10044)
(a)
Evaluation Procedures.--The Secrerary shall develop proced1JrfS for State and local
evaluations of school technology resources and (b) submit to Congress a summary of
the State evaluations of programs. four years after enactment ( in r.ccordance
DRAFT
3
DECEMlJER 16_ 1994
�wlseClion 14701).
DRAFT
4
DECEMBER 16. 1994
�:
-
. Pan· B--Slar Schools Proaram.
SEC. 3207. Leadership and Evala.don Activities. (pg.H 10046)
(2) Evaluation.--Functs'reserved for evaluation activities under subsection(a) may be
(c)
used to conduct independent evaluations of the activities assisted under. this part and of
distance.learning in general, including--(A) analyses of distance learning efforts\ ~.
induding such effor. .s that arc assisted under this part and such efforts that are not
assisted under this pan; and (B) comparisons of the effects, including student
outcomes, of different technologies in distance learning efforts.
Part C Ready-To-Learn Television
SEC. 3305. Reports and Evaluations. (pg.H 10048)
Report to C;ongress. due twice annuaHy, to include-
a summary of grantee reports regarding educational programming
(2) a description of tpe training materials regarding educational programming. how
parents and child care providers have been imonned of the availabiliry of such
materials. and how these materials have been distributed,
(b)
(1)
pan
E-~Elementary
Mathematics and Science EguiiJIDent prol;:ram
SEC. 3508. Federal Administration. (pg.H 10049)
'-
(b)
Report to Congress due each year regarding (he elementary mathematics and science
equipment program {in accordance w/section 14701),
TITLE IY--S.[e and !)rug-El'fe Schools and Communities
Pan A--SlalC Grams fQr DOllZ.and YjQleoce Prevention PrQ\.mlms
SUbpart 1w-State Grants for Qrug and Violence Prevention Programs
SEC. 4117. Evaluation and Reporting. (pg.H 10053)
(a)
National Impact Evaluation.~
(1)
Biennial Evaluation.--The Secretary, in consultation with the Secretary of
, Health and Human Servi..:es. the :Jin...>ctor of the Office of National Drug
Control PoHey: and the Attorney General. shaH condue; an independent
biennial eva:ua'tion of the national impact of programs aSSIsted under this
subpart and of)other recent and new initiatives to combat violence in schools
and submit ~ report of the findings to the Presidem and the Congress.
Subpart
2~-National
Programs
SEC. 4121. Federal Activities. (pg.H 10053)
(a)
{2}
demonstrations and rigorous evaluations of irmovative approtlches to drug and
violence prevention;
DRAFT
5
DECEMBER 16, 1994
�(5)
program evaluations (in accordance with section 1470l) that addresses issues
not addre~sed·under section 4117(a).
SEC. 4123. Hate Crime Prevemion. (pg.H 1(053)
(d)
Reports-every two years to Congress containing a detailed sratemem regarding
granLS and awards, activities of grant recipients, and an evaluation of h:~;::-crime
prevention programs. esublished under this section,
TInE v -Promoting EQUity
PaIl A-MaEDer Schools AssistaDce
",:1':'~*i'.
SEC. 5112. Evaluations. (pg.H 1(055)
(a)
Reservations.-The Secretary may reserve nor more than tWO percent of the funds
appropriated under section 5113(a) for any fiscal year to carry out-evaluations of
projeCtS assisted under this part .
.
(b)
Coments.~~Each
(l)
e\'aluation described in subsection{a), a1 a minimum, shan address
how and rhe extent to which magnet school programs lead
{O
educational
qualiry, and improvemem;
(2)
[he extent (0 which magnel.school,programs enhance student access to quality
education: .
(3)
the extent 10 which magnet school programs lead to the elimination, reduction.
or prevention of minority group isolation in elementary and secondary schools
with substantial proportions of minorIty students: and
(4)
the extent to 'which magnet schoo! programs differ from other school programs
in terms of the organizational characreristics and resource allocations of such
magnet scilool programs.
Pan BuWQmen's Educatiooal Equjlj::
SEC. 5207. Administration. (pg.H 1(057) .
(a)
Evaluation and Dissemination.--The Sec.."etdI'Y shaE evaluate (in accordance wjth
seclion 14701), and disseminate, materials and programs developed under this part
and shall report to the Congress regardi"ng such e~taluation materials and programs
not later than January 1, 1998.
Pan ChAs::isrance to Address School DropOJJt Problems
SEC. 5303. GrantS to Local Educational Agencies. (pg.H 10057)
(a)
Allounent to Categories of Local Educational Agencies.wwFor any fiscal year. the
Secretary shall first reserve not more than $2.~OO.OO(} for evaluating programs to
address school dropout problems.
DRAFT
6
DECEMBER 16. 1994
�:
SEC. 5307. Authorization of Appropriations. (pg.H 10058)
(a)
Annual Reports.~·By January 1 of each year, beginning with January 1, 1995,the
Secreury shall submit to Congress a report detailing the progress of tile
Commissioner of Education Statistics to impfement a deftnition and data collection
process for schools, including statistical infonnation for the number and percentage of
elementary ad secondary scbool students by ~'!!lder, race, and ethnic origm who drop
out each year ~ including dropouts-
the Nation by rural and urban location; and
(1)
(2)
(b)
throughout
in each of the. individual States and the District of Columbia.
Reconunendations.-The report shaH also c.ontain recommendations on ways in which
the Federal Government, States and localities can further support the implementation
of an effective metlIodology to accurately measure school dropout and retention rates
on lhe national. State, and local levels.
TITI,E YI-Innoratiye Education I)rogram Stratcl:ies
Includes no evaluations
TITlE YII-BHiogual Education. Laueuaee Enhancement. and Language Acquisition
Pl:ugrams
Part A-BiIiru:ua! Education
Subpart 2-Research, Evaluation. and Dissemination,
SEC. 7132. The Secretary shall condUCl data coi.!ection, dissemination and ongoing program
evaluation activities through OBEMLA
Par! D--Adminisu:alkm
SEC. 7405. Coordinations and Reporting Requirements. (pg.H 10068-9)
(d) The Director of bilingual Education ~ill repon, no later than February I every other
year, to the Secretary'<and the House Committee on Educction anc· Labor"on:
(l) effectiveness of activities carried out under Title VII:
(2) a ~ritical synthesis of darn reponed by states re: activities conducted under the
state gram program~
(3) an estimate of the number of certified bilingual education persotU1ci in the field
and an estImate of the number thal will be nee.ded. in succeeding fiscal years:
(4) major findings of research carried out under Title VII: and
(5) recommendations for further developing the capacity of schools to educate
effectively limited English profici~nt studenl'i
DRAFT
7
DECEMBER 16. 1994
�·
..
TITLE VIII Impact Aid
Includes no evaluations
TITLE IX Indian. Native Hawaiian. and Alaska Natiye Education
Pan A-radian Education
SUbpart I-Formula Grams. to Local Educational Agencies
SEC. 9116. Student Eligibility Fonns. (pg.H 10077)
(0
Monitoring and Evaluation Review.-"~4<f.r-:
(1) In General.-- (A) For each fiscal year, in order to obtain the necessary
", ..
information [0 provide technical assistance under this subpart. the Secretary
shall conduct a monitoring and evaluation review of a sampling of the
recipients of grants under rhis' subpart. The sampling shall take into account
size of the local educational agency and the geographic location of such
agency.
Subpart 2--Special Programs a"od Projects to Improve Educationa,l Opportunities for Indian
Children
SEC. 9124. Gifted and Talented. Activities include ttie establishment of two centers for
gifted and talented Indian students at tribally controlled communiry colleges and support for
demonstration projects. (pg.H 10080)
(7)
Evaluation Costs--to be divided betwpen Bureau schools conducting such
activities and the recipients of grants ~f contracts under subsection (b) who
conduct demonstration projects under such subsection.
(B) If no funds are provided under subsection(b) for-
(i)
the evaluation of activities assisted under paragraph(I);
(ii) technical assistance ~I"!-d coordination with respect [0' such
activities; or
(iii)the dissemination of the evaluations referred to in clause(i), then the
Secretary shall make,such grant~, or contracts, as are necessary to
provide for the evaluations, technical assistance, and coordination of
such activities', and th~ dissemination of the evaluations.
;,. t.· .
Subpart 3--Special Programs Relating to AduJt Education .
SEC. 9131. lmprovement of Educational Opportunities for Adult Indians. (pg.H 10080)
(c)
Information and Evaluation.--The Secretary may make grams to, and contracts with,
public agencies and institutions and Indian tribes, institutions, and organizations for-
(2)
the evaluation of federally a.ssisted programs in which Indian adults may
participate to determine the effectiveness of the programs.
Subpart 4--National Research Activities
SEC. 9141. National Activities. (pg.H 10081)
DRAFT
8
DECEMBER 16. 1994
�(a)
Auth.orized Activities.--The Secretary may use funds to-
(2) evaluate federally assisted educationa1 programs.from.which Indian children
and adults may benefit:
(c)
Coordination.-- Research activities suppoI1ed under this section shaH be carried out
under ~MperaliQn with OERl, and may include coHaborative activities. which are
jointly funded by OERl and OlE.
I1II,E
X-PrOf;U"aIDS
of National Significallce
Pan A--Eund for the Improyement of I;du'atiQn
;, *~":.
SEC. 10101. Fund for the Improvement of Education.(pg.H 10085)
(b)
Uses of Funds.-
(J)
studies and evaluations of various education reform strategies ana innova[lons
being pursued by the.Federal Government, States. and local educational
agencies,
SEC. 10102. mernentJry School Counseling Dcmonmatior.. (pg.H 10086)
(<O)
Use of Funds.-
(J)
evaluate annually the effectiveness and outcomes of the counseling services
and activIties assis[ed under this section.
Part B Gifted and Talented Children
SEC. 1020". General Provisions. (pg.H 10089)
(b)
Review, Dissemination, and Evaluatiofl,-The Secretary
shaH-(3) c\'aJuate the effectiveness of programs under Ihis pan (in accordance with
section 14701), both in terms of the impact' on students traditionally served
separate
gifted and talented programs and on other students, and submit the results of such
in
evaluation to Congress no later than January I, 1998.
£an C--Public Cbarter Scbools
SEC. 10305. National Activities. (pg.H 10091)
The Secretary may reserve not more than ten percent of the funds available to carry out
this part for any fiscal year for~~peer review, dissemination and (2) an evaluation of the
impact of cromer schools on student achievement. including those assisted under this pari: "
Pan E--Cjyic Education
SEC. W603. Repo", Authorization of Appropriations. (pg.H 10094)
(a)
ReporL*~The Secrerary shall repoI1, on a biennial basis. 10 the House Committee on
Education and Labor and to the Senate Committee on Labor and Human Resources
regarding :he dist:ibution and use of funds authorized under this part for civic
education,
DRAFr
9
DECEMBER 16. 1994
�..
Pan K Na! jonal Writjng Proiect
.
SEC. 10992. National Writi;;g Project. (pg:H 10099)
(g)
Evaluation.-
(1) In General.-- The Secretary shall conduct an independent evaluation by grant
or contract of the teacher training programs administered pursuant to this Act
(in accordance with section 14701). Such evaluation shall specify the amount
of funds expended by the National Writing Project and each contractor
receiving assistance under this section for administrative COSts. The results of
such evaluation shall be made available to the appropriate committees of the
Congress.
'~'-."
TITLE XI Coordinated Seuices
SEC. 11007. Federal Agency Coordination. (pg.H 10101)
(a)
Agency Coordination.--The Secretaries of Education, Health and Human Services,
Labor, Housing and Urban Development. Treasury, and Agriculture, and the Anomey
General shall review the programs administered 'by their agencies to identify barriers
to service coordinauon,
(b)
Report to Congress.--Such Secretaries and the Attorney General shall submit jointly a
report to the Congress not later than two years after the enactment of the
Iinproving America's Schools Act of 1994, based on me review required under
subsection(a) recommending legislative and regulatory action 10 address such barriers,
and during the time preceding the submission of such repon, shall use waiver
authorities under this and other Acts to address such barriers.
TITLE XII--School Facilities Infrastructure Improyement Act
SEC. 12011. Federal Assessment. (pg.H 10102)
The Secretary shall reserve not more than 1 percent of funds appropriated for each fiscal
year under section 12013--"
10 collect such data as the Secretary determines necessary at the school, local. and
State levels; and (2) to conduct studies and evaluations, including national studies and
evaluations. in order to--(A), monitor the progress of projects supported with funds
under this title; and(B)' evaluate the state of United States public elementary and
secondary school libraries, media centers, and facilities: and (3) 10 report to the
Congress by July I, 1997, regarding the findings of the studies and evaluations
(I)
:)
described in paragraph(2).
TITLE XIII--Supuort and Assistance Prol!rams to Improve Education
Pan A--Comprehensiye Recional Assistance Centers
SEC. 13101. Program Authorized. (pg.H 10103)
DRAFT
10
DECEMBER 16, 1994
�(c)
Accoumabiliry .--To ensure the qualiry and effectiveness of the networked system of
comprehensive technical assistance centers, the Secretary shall-(2) conduct surveys
every two years of populations to be served to detennine if such populations are
satisfied with the access to· and quality of such services.
pan C--Eisenhower Re~ional Mathematics and Science Education Consonia
SEC. 13306. Evaluation. (pg.H 10105)
(a)
Evaluation Required.--The Secretary, through OERl and (in accordance with section
14701), shall collect sufficient data on, and evaluate the effectiveness of. the activities
of each regional consortium.
. '.~~~',:..
....
(c)
Report.--At the end of each grant of contract period, the Secretary shall submit to the
Congress a repon on the effectiveness of the programs conducted at each regional
consomum.
TIT! £ XIV General Provisions
pan B--Flexibility in the Use of Funds for Elementary and Secondary Education procrams
SEC. 14204. Administrative Funds Studies. (pg.H 10107)
(a)
Federal Funds Study.-
(1)
In General.--The Secretary shall conduct a study of the use of funds under this
Act for the administration, by State and local educational agencies, of all
covered programs, including the percentage of grant funds used for suc~
purpose in all covered programs.
(3)
Federal Funds Report.--The Secretary shall complete the study conducted
uoder this section not latcr than July I, 1997, "aod shall submit to the
President and the appropriate committees of the Congress a report regarding
such study within 30 days of thc completion of such study.
(4)
Results.--Based on (he results of the study, the Secretary shall-·
(A)
(8)
DRAFT
develop" a definition of what types of activities constirute the
adminiStration of programs under this Act by State and local educational
agencies; and
within one year of the completion of such study, promulgate fmal
regulations or gl.lidelines regarding [he use of funds for adminislration
under all programs. including the use of such funds on a consolidated
basis and limitations 00 the amount of such funds that may be used for
administration where such limitation is not otherwise specified in law .
•
11
DECEMBER 16. 1994
"
�(b)
General Administrative Funds Study and Report.--Upon the date of completion of the
pilot model data system, the Secretary shall study the information obtained through the
use of such data system and other relevant information, as well as any other data
systems which are in use on such date that account for administrative expenses at the
school. locaI.educational agency, and State educational agency level, and shall report
to the Congress not later than July 1, 1997, regarding--(l) the potential for the
reduction of administrative expenses at the school, local educational agency, and State
educational agency levels; the porential usefulness of such data systems to reduce such
administrative expenses; (3) any other methods which may be employed by schools,
local edu~ational agencies or State educational agencies to reduce administrative
expenses and maximize the use of funds for functions directly affecting student
'i'~~::,. '
learning; and (4) if appropriate, steps which may be taken to assist schools, local
educational agencies and State educational agencies to account for and reduce
'administrative expenses.
Pan D--WaiYcrS
SEC. 14401. Waivers of Statutory and Regulatory Requirements. (pg.H 10109)
(e)
ReporlS.-
(4)
Report to Congress.--Beginning in fiscal year 1997 and each subsequent year.
the Secretary shall submit to the House Committee on Education and Labor
and the Senate Committee on Labor and Human Resources a report-
(A)
summarizing the uses of waivers by State educational agencies, local
educational agencies. Indian tribes, and schools; and
(8)
describing whether such waivers--(i) increased the quality of instruction
'.
to students; or improved the academic performance of students.
-
Pan (J Eyaluations
SEC. 14701. Evaluations. (pg.H 10111)
EV<1luations.-
(a)
(1)
In General.·-Except as provided in paragraph(2), the Secretary is authorized to
reserve not more than 0.50 percent of the amount appropriated to carry out
each program authorized under this Act-
(A)
(B)
DRAFT
to carry out comprehensive evaluations of categorical programs and
demonstration projects. and srudles of program effectiveness, under this
Act, and the administrative impact of such programs on schools· and
local educational agencies in accordance with subsection(b);
to evaluate the aggregate short- and long-tenn effects and COSt
efficiencies across Federal prograrp.s under this Act and related Federal
preschool. elementary and secondary programs under other Federal
law; and
·12
DECEMBER 16, 1994
�(C)
'(b)
to strengthe~ the usefulness of grant recipient.evaluations for continuous
program progress through improving the quality, timeliness, efficiency,
and utilization of program information on program perforrr.::nce.
National Evaluations.-
(1)
In General.--The Secretary shall use the funds made available under
~ubsection(a) to carry out-
(C)
a study of the 'waivers granted under section 14401, which shall include
[among other things]-..,,~{'"
(ii)
an analysis of the effect of waivers on categorical program requirements
and other flexibility provisions in this Act, the School-to-Work
Opportunities Act of 1994, and the Goals 2000: Educate America Act"
on'improvement in educational achievement of participating students
and on school and local educational . agency administrative
responsibilities, structure, and resources based on an appropriate sample
of State educational agencies. local educational agencies. schools, and
tribes receiving waivers.
(3)
Report.--The Secretary shall submit a final report on the eyaluation
described in this subsection by January I, 1998. to the House Committee on
Education and Labor and to the Senate Committee on Labor and Human
Resources.
TITLE U--AMENDMENTS TO THE GENERAL EDUCATION PROVISIONS ACT
Part C--Appropriatioris and Eyaluatjons
SEC. 235, Biennial Evaluation Repon. (pg.H 10113)
Section 425 of the Act (as redesignated by section 212(b)(I») (20 U.S.c. 1226c) is amended
as follows:
.
Biennjal Eyaluation Report
SEC. 425. Not later than March 31, 1995, and every two years after such date, the
Secretary shall transmit to the House Committee on Education and Labor and the
Senate Comminee 'on I::.a.bor aId Hu~an Resources an evaluation report on the .
effectiveness of applicable programs in achieving such programs' legislated intent and
. purposes during the two preceding fiscal years. Such report shall-
(1)
DRAFT
contain program profiles that include legislative citations. multi-year funding
histories, and legislated purposes:
13
DECEMBER 16, 1994
�..
/
on
(2)
contain recent information
the progress being made toward the achievement
of program objectives. including listings of program perfonnance indicators.
data from performance measurement based on the jndicawrs, and infonnation
on the costs and benefits of the applicable ~rogmms being evaluated;
(3)
address significant program activities, such as initiatives for program
improvemem. regulations, and program monitoring and evaluation;
(4)
list the principle analyses and studies supporting the major conclusions in such
repon;
(5)
be prepared in concise summary form with necessary detailed data and
appendixes. induding available data to indicate the effectiveness of the
programs and projC:1S by the race, sex, djsabiliLy and age of beneficiaries of
such programs and ProjE;CtS; and
(6)
include the resulls of the program evaluations conducted in accordance with
section 14701 of the Elementary and Secondary Education Act of 1965.
SEC, 242. Collection and Dissemination of Information. (pg.H JOJ 15)
SEC. 422. TI,e Secretary shall-
(I) prepare and dis'seminatc to Stale and local educational agencies and instirutions
infonnation concerning applicable programs. and cooperate with other Federai
officials who administer programs affecting education in disseminating
infonnation concerning such programs:
(2)
inform the public regarding federally supported cducation programs; and
(3)
collect data and information on applicable programs for the purpose of
obtai>ling objective measurements of [he effectiveness of such programs in
achicving the intended purpos~s of such programs.
TITLE 1JI AMENDMENTS TO OTHER ACTS
Part J3~-Educ;uion fff Homeless Children aOd,.;Ymnh
Subtitle B~-Educ3tion for Homeless Children and Youth
SEC. 724. Secretariel Responsibililies. (pg.H 10126)
(c)
Evaluation and Disseminalion.--The Secretary shall conduci evaluation and
dissemination activities of programs designed 10 meet the educational needs of
homeless elementary and secondary school students, and may usc finds appropriat~d
under section 726 to conduct such activities.
DRAFT
14
DECEMBER 16. 1994
�.,
,
(0,
Reports,-1ile Secrelary shaU prepar~ and submit a report to the House Committee on
Education and Labor and the Senate Committee' on Labor and Human Resources on
the programs and activities authorized by Ihj5 subtitle by December 31. 1997, and
every third year thereafter.
TITLE IV-NATIONAL EDUCATION STATISTICS
SEC, 411. National Assessment of Educational Progress, (pg.H 10145)
{O
Review of National and State Assessments.
(1) In General. -(A) TIle Secretary shaH provide for continuing review of the ,
Nalional Assessment, State assessments. and student performance levels, by
one or more nationally recognized evaluation organizations, such as the
National Academy of Education and the National Academy of Sciences,
(2)
Report.--Thc Secretary shall report to the Congress. tbe President,
Nation on the findings and recommendations of such reviews.
~nd
the
",
DRAFT
15
DECEMBER 16, 1994
.. .
~,
"
"
�VNITED STATES DEPARTMENT OF EDUCATION
PUBLIC AFFA.lRS
THE 1MPROVING
~\1ERICA'S
SCHOOLS ACT
OF 1994,
Public Law 103·382
The reauthorization of the Elementary
and Sceondary Education Act of 1%5
and related programs*'
SUMMARY SHEETS
October 27, 1994
'" These summaries include non-ESEA materials .
.jOO M1'./{YLAKn AVE. s.w.
WA:;HL,\CTO,,', 0 C. 20:,:o;::AlI:;JI
m02\ 401-:5-6
�•
EVALUATIONS INCLUDED L'i THE IMPROVING
AMERICA'S SCHOOLS ACT of 1994
::==~
T
EVALU!-~T~IO~N_/RE_:PORTIST{j=DY_ _ _ _ _ _~
DATE DUE
Title I-Helping Disadvantaged Children Meet Uigt. Standards
-~-.-~-.----------
Part A-NAS Study Re: Intercensu! PO\'crty Data (llg.H 10022)
Award Contract
w/in 30 days.
Inrerun report.
wiin 18 months of
cOfltract~ Final
report due
If-----~
i
_ _ _ _ _ _ _._.____+-__..:1.:.213.:.1:;:19:;:8=-J··1
Part B-Eve~ Stan.- Sec. 1209. Evaluation of Perfonnance and
Effectiveness of Even Start Programs and ldmtificltion of Effc{:thtc
l'rOt,.'l.lIllS fQr Duplicatton ( H 10026)
pg.
No Date Given
._.
..
~-
4130195
Part C-EducatiQU of Migratory Ch.i1dreu. Sec. 1308. Report on Record
Transfers (pg.H 10028)
Part E-Federnl Evaluations. Demonstrations and Transition Projects,
Sec.
l~Ol.
1Il196
Interim Report on National Assessment of'fitte I (pg.II
10031)
...
~
...
.
1/1198
Fm.'ll Report on National A"sessmcnf of Title J
f-----
-
Nation:tI Evaluation of Part A of Title 1 (Longitudinal Study)
.
r-~
I
111196 and 111198
12131197
Schoolwid!! Progr.uns for Migratory FamiliC$
!--
i_
I
I
Parental Jnvotvemeru (OERI)
12131196
'--~-.~~
~-.
Sec. 1502 EVl1!u:ulon of Dcmonstrariu:l Projects for Disodv:mugcu
~
Children (no( funded) (pg_H (0032)
No Dare Given
Sec. 1503. Evaluation of lnnovative Transilion Programs (Jlot funded}
No Date Given I
---.
,
Jp!i:,l 1 ( 0 3 2 ) .
Title
-..
-
-
I
__
.~-~.
n~·Dwlght D. Eisenhower professional Development Program
,
.
Part A-Ft~dcral Activities. Sec's. 2101 1 2102. Evaluation of federaL
state and local, and demonstrations fwtdcd under the Eisenhower
I
No Date Given
I
program. lpg,II 10034, (0035)
~o
Part D-General Provisions, See. 2401. Evaluation of Statcs' Progress
toward.., I'cnonnancc Indicators n:: the Eisenhower pro!;;rrun
Date Given
-.~.
i
, Title
m-~Technol{)gy
for Education
~.----
Pan: A~·Technology for Educ:ltion of 1\11 Siudents, Suhpan 1,wNatio;:al
Progran:s for Technology in Education, Sec, 3123. Evaluation of
Alternarivl! Models f.or School Funding (pg.H 10(42)
r
One year af:cr
enacm::cnc
�DATE DUE ,
,
EVALUA TlONIREPORT/STIJDY
Subpart 2-State and Local Programs (or School Technology', Sec. 3137.
Evaluation Summary, to Congress. of Sure Evaluations (pg.H 1(044)
i
Part B-Star Schools Program, Sec. 3207. Evaluation of Activities
Assisted under this part (pg.H lOO46)
i,
Part C-Re~y-To-Leatn Television, Sec. :nos. Summary of grantee
reports fe: educational progranuning. and descriptions of training m3(crials :
I
, (pg,H
,
Four years after
enactment
NO' Dale Given
Twice each year
100(8)
Pan E--Ekmentary Mafhematics and Science Equipment Program. Sec.
35mL Report on Programs Assisted under Part E (Ptl.H l0(49)'
Armually'
j:
,
,
I
"
,
, Title IV-Safe and Dntg~Frec ScilOoL" and Communities
Part A-State Grdnts for Dmg and Violence Prevention Programs.
Subtl.3n t -State Grants for Drug and Violence Prevention Programs.
Set:. 4117. Evaluation of National Impact of Assisted Programs on
Violence in ScboiJls (pg.H 10053)
OienniaUy
,
Subpart 2-Dcmonstrntions and rigorous evaluations of innovative
approacbes. Sec. 4121. (pg.1I 10053)
No Date Given
I
: Subpart 2-National Programs, Sec. ,4123. Report on Gr:mts & and
,
.
, Evaluation of Programs 1)11 Hate Crimes (pg.H 10(53)
,
I
,
I
i
,
BienniaUy
i
,
,
Title V-Promoting Equity
Part A-Evaluation of Magnet Schools Assistance program
,
,
Part B-Women's Educational Equity, See. 5107. Evaluation of
Programs on Women's Educational ~uity (pg.H 10(57)
No Date Given I
111198
,
Annually, beginning
111195
i Part C-A... :.'listallcc to Address SchooJ Dropout Probit'uIS. St'C. 5307.
<
I;
Report. on Progress of Commissioner of Education Statistics on Data
.
I:
TiUe VI-Innovative Education Program S"a.~es
:l Colk>ction for Schools (pg,f{ 10(51)
'
,
.
I
, Title Vll-Bilingual Hdueation, 'language Enhancement, and Language AcqUISltlon Programs
,
No Date Given
Part A· . . Research. Evalua!lon and Dissemination (OBEMLA)
Part D~~Report on Ihe Hfec(Iveness of activities carried Out under Title
VIL and ot,l)er research
Tide
IX-rndi:.m~
Native lI::nvaUan. and Alaska Nathe Education
Part A-Indian Edueatinn Monitoring and Evaluation
9116 (pg,[I 10077)
i
No later than 21 i
every other year
d
,
'I,
; Title VIIl-w[mpact Aid
,
,
,
,
,
iI
,
,
,
Re\'icw~~Scc.
I
Annually r
,
,
�•
. [EVALUATlONIREPORT;STUDY
i: Part
A~-Evaluati{)n of Gifted
.
DATE DUE
and Talented Programs-Sec. 9124 (pg.II
No Date Given
JOOW)
i
,
Part A-:-Evaluation of Programs for Indian Adults-Sec. 9131 (pg.H
lOOW)
Ii
Ii
No Date Given I:
No Date Given
I
-.
,
Part A--National Research ActivIties (incl. federally assisted program;; to
benefit Indian children and .1dults)-Sec. 9141 (pg.H 10(81)
Ii
Part A--Coordination of Activities w/OERJ
Title X-Programs of National Significance
Part A~Fund for impro"emem of Education (studies and eVJlu.:nions of
reform str:ltegies)~-Sec. 10101 (pg.H 10085)
Part A-Elementary SchooJ Counseling Demonstration-Sec, 10102
(pg.1I 10086)
•
No Date Given,
.
No Date Given
,
Evaluate 3Jlflually
---
Part B-Giftcd and Talcnkofi Children, Sec. 10206. Evaiu.'l(ion of
: Effectiveness Qf Programs on Gifted and Talented Children (pg.H
I 10089)
Part C-Public Chaner School;;, Sec. 1030;. Eva.luation. of Public Chaner
Schools (pg.H 10089)
, Part F-Civic Education,
, this Part (pg.1I 1(094)
Sec. 10603. Report on t:sc of Funds under
,
Part K-National Writing Project, Sec. 10992. Independent E\'aiuatlon
of Funds Spent by National Writing Projcct (pg.II 10099)
Title XI-Coordinated
iil198
Ii
"
,
No Date Given
,
I
Biennially
I
,
,
I
No Date Given
,
I
,
Scrvic~
"
i
,
,
Two years after I
5«:. 11007. Joint Report on Barriers to Service Coorrnnlllion i(lg.II
10101)
enacnnt'ot
I Title :HI-School Facilities Infrastructure (mprovcmetu Act
,
,
Sec. 120t l.E\'ajuatiun of FJeu1i;ntary and Seconcbry Public Scho,,1
Libraries Infrastructure Projects (pg.B JOWl)
i
i
I
7/1197
,
Title XIU-Support and Assistance Prograrus to Impron? Education
Part A-Surveys rc: Comprehensive Technical Assistance CCl\wr
Services-Sco. 13306 (pg.1I10105)
Part C--Eisl!nhowcr Regional M;.uhemarics and Science Educa!lon
Consortia, Sec" 13306. Evalua:ion on Activities of Regional Cposoftia
(OER1) (pg.H lOWS)
-Title XIV
~Gencra1
Provisions
I
Every
tWO
years
End of each grant
period
i,
I
�...
"
.
r;V.u:UATlON!REPORT/STIiD~
'.
.
DATE DUE
i
ij Part B-F1e.'tibility in the Use of F.mds for Elementary and Secondary
, Education Programs.
(pg.H 10107)
&c~
711/97
l4204. Study of Use of Fund" Under this Act
,
.
. Part ll-Report on Above Study, submiti(!d to Congressional conunittees
I
I Part ll-Study of PiJot Model Data System
,
"
I
,
,
I
,
i
i
Part D-Waive"" Sec. 14401. WaiversRevi<w Summary (r.g. 1I 191Q9)
Part G-Comprehcnsive Evaluation Authority,
S(.'(':.
1470[. (pg.H 1(111)
30 days after ~iudy
completion
1
,
I
711197 i
.I'Y ! 997 and each
subsequent year
...
,
,
111198
i
I
Title II-Amendments to the General Education I)rovisions Act
Part C-Appropnations and EvahrntJl)us. See. 235. Biennial Evaluation
Report on Program Effectiveness (pg.H 10113)
I
I
,
,
3/31/95 and every
tWO years after
Title iU-Amendrnents to Other Acts
f
Part B-Education for Homeless Children, Subtitle B, Sec. 124. Report
on Programs for the Education of Uomcless Children (pg.H 1(126)
.1
"
Sttl~e
t;.;rd year after
I
,
i
. Title IV-National Education Statistics
Sec. 41 L Review·of National.and
12/31/97 and every
Assessments (pg,H 10145)
No Date·Given i
�5/5/93
Note to Mike smith
Subject:
Indian Education specifications
.
After you left ,Friday's meeting on Indian_Education, the
Satellite Team and cor.e Group meinbers went ·through the rest of
the Indian Education Act draft specifications~ We discussed your
comments and a few. other issues. I have listed below the ·p.oints
that we covered as well as the qroup 1 s proposed responses to your
comments.
.
o Final specifications should reflect the themes of the
goals 2009 legislative proposal; for example,' the specs
should make a goal of the ,program 'enabling Indian
stUdents to meet the same high standards that States
wi~l
expect other students to meet. Where appropriate, ~ere
should also be linkages with the Goals 2000·state.plans.
o
had a qUestion abou.t adding an uSO/12o u ,window to the
SPPE factor in the ~ormula in order to be consistent with
Chapter 1. The 9rouP was comfortable with.including an
90 percent floor, ,in order to boost payments to low
,expenditure States, but not with addinq a ceilin9~ We
will review this again once Chapter 1 policy is clear.
YQU
o The group 89reed, prior to when you left the meeting, to
accept the Satellite Team's current "10 child/50t of .
,enrollment" eJ,igib~lity requirement for the formula
ptogram but to make it apply to 2ll LEAs (i.e., to delete
'the current exemptions for LEAs located on ·or near
reservations and those located in Alaska, California, and
Oklahoma) .
o The Office of Indian Education is doing an analysis of
the effects that various mini~um grant levels would have
on the formula grant program. The Secretary during our
initial briefing, had suggested $2,500'as the,minimum
grant amount below which an otherwise eligible LEA would'
not receive a grant. During our meeting Friday, we
discussed a number of variables including the minimum
number of Indian children and a minimum percentage of
total enrollment~ For now l we will include a minimum of
$4,000 in the specs.
I
o Per Alan's comment about local evaluations in the formula
gr~nt program, a feedback mechanism should ~e added to
�page 3 - Mike Smith
o On page 21, you asked about the raco~endation that
Indian Adult Education projects require matching funds.
'I'he group decided to withdraw this recommendation because
many localities would not have funding available to use
as matching funds.
"
o Your markup of the specs questioned the current
requirement that the Secretary select the Dtrector of OlE
from a list of nominees submitted by the National
Advisory Council on Indian Education (NACIE). You
suggested that we modify the provision by continuing a
N~CIE advisory role but allowing the Secretary complete
discretion in selecting a Director (i.e., allow him to
'select candidates that have not been nominated by the
council). This type of change would clearly make the
selection process easier to administer# in addition to'
increasing 'the Secretary1s discretion. We would
anticipate. however, a significant political reaction
because some members of the Indian community will
strongly support NACIE's current role in the process. We
need some more guidance on thi~ one.
o For the new Qrant~qh ~tates p~ogram, you suqqest that
we start with lO·States and move to 50 ~ithin 10 years.
Currently. LEAs in 41 states receive formula grants. We
anticipate that States would move into the program
gradually .. once they are ready to assume some
responsibility for Indian education, with only those with
major Indian populations involved initially.
·We will a~end the specifications to incorporate these changes.
With your permission, we will put them into Departmental
circulation. '
Tom corwin
cc: Jon Wade
Cathie Martin
Anne Reilly
Phil Rosenfelt
�,I
OMB STAFF COMMENTS ON THE IMPACT AID SPECIFICATIONS
Idated) 5111193
Principal concerns
1. New S.Clion 7. We strongly object to thiS proposal. When Federal
discretionary resources are tight ii.e" the next 5 years}. construction grants such
as those proposed here should not be made, There is no reason to expect funds to
be available for construction grantS, disguised as "payments for capital
improvements, The proposal woufd have to include language limiting the time
period within which payments must be used (10 yearsl as well as language
requiring any !ntelest accrued to be used for the same purposes as the grant. Yet
those very provisLons run counter to the principles of good Federai cash
tt
management.
A more sensible approach would be to propose language to permit Connie Lee to
guarantee construction loans for school districts (without regard to receipt of
Impact Aid assistance).
2. New seclioo 4. What is the extent of the problem this proposal is addressing:
how many districts does ED expect to apply for funding, on oehalf of how many
military dependents? Presumably this section would only make payments on
behalf I)f Increases in "a" children (military dependents living on basel.
The proposal for a new section 4 Ito handle effects of defense realignments I could
result in quite small additional payments to eligible districts. For example, a -district
qualifying with the minimum number of children (100) and the maximum payment
per child 1$2001 would receive only $20,000. Should W8 be creating a program
w'ith such small potential grants?
Also, the language in the specs. says that the increase in a.d .•. must be
"substantially the result of base consolidation or realignment activities
the
DOD." Wh.t will be lhe lest of suostantial in the administration of this proposal
and will that test be part of the legislative proposal? The specs, language says
that a certification will be required from a base commander -that the increase is
the result of defense realignment activities." That standard is consideraolV more
stringent than "substantially the result of base consolidation or realignment
activities." [Emphasis added.l
of
3. New section Sidl. Under current law, disabled students carry a highe(weight
in Impact rid funding calculations. The specs. propose to eliminate the extra
weight applied to the count of disabled students in the calculation of the regular
Imopct aid payment and establish a separate appropriation tor those students. The
specs. would establish a separate funding stream tor disabled students apart from
IDEA, although the same children would continue to be counted for purposes of
�.
,
Part 8 and preschool IDEA funding. The specs. provide no justification for creating
a separate payment for disabled children outside of IDEA.
Assuming there is a good rationale for a separate pot of money for disabled
children in the Impact aid account. what is to be the relationship of these
payments to the· payments received by the LEA under IDEA? Must the additional
Impact Aid payment for a disabled child be used for activities related to the child's
IEP? \yill the proposed statutory language speak to the connection to funds
received by the LEA under IDEA?
'.
4. Proposed section S(dl!21. Why are the supplemental payments made for
disabled students not to be taken into account in determining State aid in States
determined by the Secretary to be equalized? "Those payments seem no different
than the regular payments under section 3(c)? The supplemental payments could
be substantial and will certainly be made annually. Excluding payments for sudden
increases in "a" children due to base realignment seems reasonable and as does
the exclusion for payments under the new section 6. [The issue of capital
improvement payments is discussed above.)
Also, the proposed language sets up an annual procedure for SEA application and
approval. Do State aid formula calculations change annually (as opposed to
biennially)? Do equalized States become disequalized in one year?
Other concerns
1. Proposed section S(bH3!. The specs. do not make clear whether the provisions
concerning LEA policies and procedures for payments received on behalf of
children living on Indian lands applies only to the payment received under new
section 3(c) or to all payments the LEA may receive on behalf of a child living on
Indian lands (e.g .. new supplemental payment under 3(d)).
.
.
2. Proposed section 5(el. What is the basis for setting the declining hold harmless
for total "a" payments at 80 percent/then 60 percent/then 40 percent/then 07
How many districts are expected to lose funding under the proposed changes to
"a" payments; how big are the losses?
I
3. Proposed section 8(aH31. While straightforward in language, why is a section
giving LEAs a right to a hearing required in a 1993 Impact Aid lawl Instead of
having a separate provision lor hearings under Impact Aid.:why not make GEPA
Enlorceme/lt procedures applicable to Impact Aid7
'-
.
\"
t """
�MEMORANDUM
UNITED STATE:S OEPARTMENT OF EDUCATiON
WASHINCTON. D.C. 20202
MAY
Sally Christensen
To~
Acting Assistant secretary for the
Office of Management and Budget, CFO
From~
''!J/1 0
Mary Jean LeTendre
Acting Assistant secretary rbfL~
Elementary and Secondary EducatIon
Subject: Comments on Specifications for Reauthorization of
Education of Homeless Children and You'th Program
Delete the
r~ference
to the Interagency Council on the Homeless
conducting the count of homeless individuals. Instead, we
recommend adding language under section ·722 (e) I "State Plan, JI
requiring that state plans contain provisions designed to locate
and identify homeless children 'and youth and to assess the
special needs of these·children.
c
Although it is difficult for the Department to aggregate
data sUbmitted by the states on the numbers of homeless
children and youth, we believe it is impo'rtant that States
conduct needs assessments on a regular basis in order to
effectively administer this progra~.
Authorizat~gp
of
Appr~Briations
We recommend amenrltng Section 122 (g) (2) under "Au"thoriation of
Appropriations" to l-aise the' minimum floor for State allocations
to $100,000.
Discussion:
.,
."
.
The state minimum was established when the program was
solely one of State operation. With the additional
authority for grants to local educational agencies and the
increase in appropriation, the State minimum is no longer
adeguate~
For fiscal year 1993 only eleven States will
receive grants in excess of $100,000. An increase in the
minimum grant amounts would provide States more funds to
award to local educational agencies for the provision of
direct educational services to homeless children and youth.
�UNITED STATES DEPARTMENT OF EDUCATION
MEMORANDUM
Sally H. Christensen
TO
FROM
MAY 25 1993
.
SUBJECT
:
Alan Ginsburg
;V
Review of Legislative ,Specifications
We have reviewed the third eet of draft legislative specs and have the rcHawing comments.
EDUCATION FOR THE HOMELESS
Section 722{dl .- Functions of the Qffice of Coordinator and
Section 724
~~
National ResPQDsibilities: Sect jon 725 -- Reports
These seetions utilI refer to data eoUection activities that wiIJ supposedly be coordinated by
the Interagency Council on the Homeless.
•
Such data coUection is unlikely to occur. Mary Jean LeTendre represented ED
at a recent meeting of the CounciPa policy group at which Secretary Shalala
discouraged the notion of conducting a count of homeless children. Prior to
that meeting. HHS bad been taking the lead in coordinating the OMB package
for a proposed survey of homeless individuals and the services they receive. At
this point, it seems likely that information will be gathered ofJ.'i;erviees reeeived
but that information would not be nationally representative.
-.
•
Furthermore~
we reiterate our conCarn that the Council not be mentioned in
ESEA legislation as the coordinator of a study unless the Counc.il. ~s been ~i
consulted and agrees to it.
~
Section 122(e}(S)
~~
State Plan (new provisi9U)
The proposed amendment dea1:s with the use of funds to provide transportation to school
for homeless children. We believe that the amendment should include wording that allows
funds to be used for transportation even to the school nearest the child's temporary place
of residence jf the child's safety would be jeopardized by failure to provide that
transportation.
..~
,
�Page 2 ~ Review of Legislative Specifications
CHAPTER I NJWLECTED OR DELINQUENT PROGRAM
We have no comments on the specifications for this program.
FUND FOR .INNOVATION IN EDUCATION
We support the proposed change to end the current fragmentation of FIE into separate
. specific programs in favor or authorizing the Secretary to use FIE to support programs
and projects of ~lational significance that would contribute to achievement of the National
Education Goals and State and local reform.
.
Thank you
fOT
the opportunity to review.
�I
r
MEMORANDUM
UNITED STATES DEPARThlENT OF EDOCATION
OFFICE OF THE ASSISTANT SECReTARY
FOR C;DUCA.TIONAl.. RESEAA¢H ~D IMPROVEMENT
NOTE TO: IOE CQNAII
FROM: Deb Bollinger
~~
S\JBJECT: . Review ofIegi~,1i:ve Sp:x:ific:ations for Education oflhe _ . The
, Chapter 1 N<gl_ and Delinquent Progtamand Ihe Fund fot Innovation in
EduC:ari04
'
1)
Include "",ml1anguage cbanges '" streIlgIhen the f(loCUS on ,.,,;vices for presclwol
chlldren.
2)
Require tllat parentll reqtleslS govern chlld _
,Illili:ss LEAs have a
""""nable basis for not _ g to such a ~
3)
Require !har tr:mspor1BIion be proVided to h o _ chlldren who = d scbools
more distmt than the school_ to thcir IempOrary pbce of residency_
4)
Eljmjru;te da!a coIlcetion requirement.. Ie: state coUnts of the number of homeless
chlldm\ and yOUlh. Rep_ data <ollection :requirements with stronger tepor1lng
requirements for biennial reports .hat would address non-<!ala issues to be
'po:ifu:d by Ihe Sc;retaxy.
The justifications WI these proposals indiC3le tffitt the Department is =P"nding to oon=ns
_
by advoc>cy groups., The proposed changes do addr<:;ss impoI1a!lt issues. hut lhey
significantly expand
responSIbilities without any discussion of Ihe impact of these
expanded responsibilities without iDcr~ funding levels_ r believe tffitt more di=ssino of
this na1UIe is merited..
LEAs:
In addition, the justification pt'tTVUIc:d for the additional reporting tequin:me.nts seems
and r would recotIllIleIld th.at it be cxpanded.
..veak
The ptirnary changes proposod for. the Chapw I Negleged and Delinquent Pmgrnm =:
1)
Owl,e """titled" to "eligIble:" Nand D would .not be an entitlement prognm.
2)
Specify "community dlry care programs" as an elig1ble """gory_,
3)
Allow "schoolwide projects."
�,
4)
Add a "comparability" element'" the program.
6)
~
the use of multiple evalumon measures.
These pn:iposaJs and _
justifications all ""'" to be sound. The proposed changes make
&=t strides in tiking the N and D program in the same direction of the regular Cbllplt:r I
program.
.
.
The change proposed for the Fund for Innovation in Education is to dclde an of the spo:;ific
. amhorlties in order to allow the SacrellIIy more f1e"ibility to detennine how to use the funds.
This is c.c:ttll\nly a desirable change from the Department" point of mw. Hit dOCSll', fly,
however; will the Depanmc:ot M:ve the opporttmity to suggest what some of the lip<cific
authorities should be'?
- ...
�UNITED STATES DEPARTMENT OF EDUCATION
OFFICE OF VOCATIONAL AND ADULT EDUCATION
fW 26 1993
MEMQRANDUM
TO
!
Sally H~ Christensen
Acting Assistant Secretary
for Office of Management and Budqet
Ricky
FROM
Takaa-(=v~.t...: .
Acting Assistan~secretary
for Vocational and Adult Education
SUBJECT:
Legislative Specifications
This memorandum is a response to your request of May 19 for a
review of legislative specifications for the Oepartmentls
elementary and secondary education reauthorization bill.
Staff within OVAE's Division of National Programs and Division of
Education and Literacy have reviewed the draft
A.dul~
specifications and have the f?llowing comments:
1.
'rhe proposal to change Adult Education for the
Homeless, Section 702 of the McKinney Act from a
discretionary status to a formula is based on an
authorization of $25 million~ No Htrigger" mechanism
would be needed~
2.
3.
We recognize that an act~al count of the number ,of
homeless adults is impossible.
The formula would most
likely be based on a combination of lack of housing and
poverty level, State-by-State. The Int~ragency council
on the Homeless assures us the figures are readily
available from other government agencies.
Under the Fund for Innovation in
Educa~ion
specifications l consideration should be given to the
criteria used to evaluate unsolicited proposals as
"meritorious". and who would make the decision
(page 3 - F.I.E.)~
4.
The legislation for the Neglected and Delinquent
Programs should state in section 1242{d) that Federal
funds may be used to support evaluation.
Thank you for providing us the opportunity to review the draft
specs.
�•
6/1/93
Ngte to
l'1iJ~~~iJ;l!
On May 19 M&B placed into Departmental circulation the draft
legislative specifications for Education of the Homeless, the
Chapter 1 Neglected and Delinquent prograru, and the Fund'for
Innovation in Education. comments, which were d~e May 24, have
come in froll!. OESEr OGC, OPP, OCR, OVAE, OPRE, and OERI.
Under separate cover, Sue Betka has sent you the comments we
received 011 FIE. Attached are the comments on the other two
programs.
Offices made the fo11owing major comments on these specs:
o
FQk the ~Qucation of the Homel~2s p~9g~am, the draft
specs would delete the requirement for States to
collect data on the number of homeless children and
youth (because'the State counts have not produced valid
and ,reliable data) and would substitute~ instead, a
requirement for the Department to cooperate in national
surveys of ~omeless individuals conducted by the
Interagency Council on the Homeless (ICH)~ This change
reflected the Department's earlier plan to pay for part
of the cost of an ICH survey of the homeless. However,
we understand that ICH is no longer likely to conduct
such a survey~ {See opp comments.) I recommend that
we delete this requirement and adopt OESEis suggestion
1:0 require that States undertake activities to locate
and identify homeless children and to complete periodic
Zissessrnents' of the needs ·of those. children.
In addition, OGe commented: (l) that the language we
included on transportation of homeless children would
not be SUfficient to resolve problems in that area; and
(2) that allowing services to be provided at sectarian ..
£acilities would raise constitutional problems. OESE
asked that the: minimum State grant-under the Homeless
Children and Youth program be increased from $50,000 to
$100,000.
o
li'or ~he Chapter 1 N&D program., offices expressed major
concern with the notion of adding a comparability
requirement. specific cornme.nts focused on:
(1) the
vagueness of the standard set forth (and whether that
vagueness would lead to litigation); and {2} whether
it would even be possible to compare N&O programs
(which are often ungraded and operate for fewer hours
per week) vs. LEA programs. I recommend that we drop
this proposal.
We will await your guidance on these issfles.·
Tom Corwin
�COMMENTS ON 5110 DRAFT HOMELESS SPECIFICATIONS
From: Program Office, CEP
Proposed amendments.
Section 722(e)(9) -- that transportation be provided, as needed, to
, homeless children in grades K-6 who attend schools more distant than
the school nearest to their temporary place of residency.
Comments: At the last meeting, when we discussed ensuring
transportation for children who will be attending school more
distant than the school nearest to their temporary place of
residency. we thought we agreed to add .. "or who require
transportation to the nearest school to ensure their safety."
We would also like to. argue for requiring transportation. as
needed, for all school-age children and against limiting the
transportation guarantee to children in grades K-6 for the
following reasons:
'
Why create two classes of school-age children all of whom
are required to attend school under State attendance laws?
Homeless high school-age youth are more Ii kely to drop-out
of school than their peers; why make, it harder for them to
get to school, or punish those who are enduring in spite of
the obstacles?
Because of the high drop-out rate and the difficulties
encountered in counting them (high school-age youth are
more likely to double-up with friends or relatives--younger
homeless children more often stay with their parents). there
are fewer high-schaal-age youth being identified and
reported by States. - If the numbers are not that great, the
added burden may not be either.
�We suspect that it is less costly to ,provide transportation
for homeless high-schaal-age youth. In the inner city, bus
or subway tokens are all older children need; this is not the
case with younger Children who. even when they can take
public transportation, need a parent or guardian to
accompany them.
Under the current legislation, homeless children must be .
provided with "comparable" services, including
transportation. Many States andlor LEAs are presently
providing transportation for homeless children of mandatory
school age IS-1S). Would we now be giving the message
that we don't consider it necessary or important to provide
the transportation and therefore the access to school for
older children? Will some SEAs or LEAs currently providing
transportation for high school age youth, discontinue this
practice?
What about run-a-way youth in special shelters? Many are
escaping intolerable home situations of neglect and/or
abuse. Whose responsibility is it to help these youth
continue to have access to school?
"',
�6/14/93
Note to Mike Smith
~:
Comments on specifications for
c~oss-cutting
issues
M&B circulated draft specifications for cross-cutting issues and
the Chapter 1 Handicapped progra~ on June 1, with a deadline for
coruments of June 7. Attached are the comments we received on the
cross-cutting specs, which came in from OESE, OPRE , and OBEMLA.
An additional markup copy (labeled "M&B comments") incorporates
'comments that I put together with my staff. In addition, 1
understand that opp submitted comments to Phil Rosenfelt~ You
should probably provide your further guidance on these cross
cutting issues directly to Phil.
I believe.that carol Cichowski will be sending you a note, shortly
'regarding the comments and recent developments on Chapter 1
Haf.ldicapp~id
.
~
'Tom corwin
'Attachments
cc:
Phil Rosenthal
�ADDITIONAL OMB STAFF COMMENTS ON THE CROSSCUTTING LEGISLATION
(version dated 717193)
,Sec. 8032: performance Review and ResDQnses
Concern: Relation of this section to other outcome and assessment requirements.
This section seems to place yet another set of requirements on the SEA, We
cannot tel! from the draft ianguage how the requirements for outcome~based goals
for subgfants in each covered program relates to (a, the consolidated app'lication
requirements; (b) any requirements for outcomes to be specified in the authorizing
legislation for each covered program (other than Title 1 LEA grants, which is the
only piece of Title I we assume .to be covered by If)); and lei to the requirements in
Goals 2000. With regard to the latter point, while the draft text says the goals
established under this section must be conSistent with standards established under
Goals 2000, the implication is that there still would be two sets of measurable
outcomes Igoals) for senoels and LEAs in each covered'pwgram.
A similar confusion exists with respect to the requirement io sec. B032(b)
regarding assessment. It is not clear how this required evafuation relat~s to any
other evaluation requIrements contained in the legislative proposal for each of the
covered programs, either fOf an LEA or for individual schools within an LEA
ieceiving fund~ under a cQvered program,
Concern: Role 01 the Secretary in the setting of outcome-based goals for
subgrantee!~ and in the evaluation of those goals. The text is silent on the. role of
the Secretary in this process. It sounds as if each SEA (with itS LEAs) determines
outcome-based goals for subgrarns in each covered program. As for the
'evaluation, the text requires reporting 911 progress, but does not specify reporting
. to whom. The report to the Secretary in (e; seems to deaf only with the SEA's
responses to unsatisfactory progress by LEAs,
Concern: Burden implied by the requirements in Sec. 8032{b) and Ic): The current
language requires the SEA to determine satisfactory progress for each s~bgrant
once every third fisc'al year. The text leaves no room for the use of sampling, or
for reviewing some subgrants each year. The requirements on the LEA for
assessing the progress of participatlng schoots must follow the requirements on
SEAs, thus multjplying our concerns about excessive paperwork, Since a single
school or LEA is likely to be a participant in severa! covered, programs, the
requirements in this section seem to apply independently to each covered program
for that schnol or LEA.
Concern: The meaning of the phrase in (dI(1I(C) "holding funds in escrow.,." and
in (d){1J{E) "the withholding [or recovery] of funds." These phrases, used in
conjunction with suggested responses to an LEA.or a school that does not make
progress to achieving the t8:get outcomes, We do not believe that an SEA can
"hold funds in escrow," Grantees are supposed to dtaw down funds only as they
�are needed in the covered programs, The SEA should not draw down funds for
aHocatian to an LEA {nor ShOLild an LEA be anowed to draw down funds for a
school} that has failed to meet its performance objectives. There should be
nothing to "put into escrow," The same is true of "withholding" of 'funds; the SEA
should not <:,pprove the applicatiotl of the LEA for funds if performance objective
have not been met. Thus, thtue is technically nothing to withhold, Perhaps a
belter formulation for lei aod lEI combined would be "withholding approval of the
LEA applica~jon for a covered program pending the establishment of appropriate
remediation steps by the LEA concerned."
Section 8033; Use of Recovered Funds,
General concern about grantbacks.
As we indicated at the meeting on Saturday
Bnd on 'previous occasions, 'we believe that section 459 of GEPA concerning
grant backs should be repealed altogether.
Specific concern about the use of grantback funds by the Secretary. Under no
circumstances can we agree to language as proposed. It seems to permit the
Secretary to make at least 50 percent of recovered funds available until expended
and would represent an augmentation of the appropriation for FIE in a given year.
Also, the !anguage in this section appears to include interest and penalties as
welt as the recovered funds from the original grant. Even the grantback does not
include interest and penalties .
.S ection 8034: Setaside for Peer Review
Concern: Relation of this setaside to similar language in the specific programs.
We do not understand the relationship of this general authority to authority in
individual programs to use program funds for expenses relating to peer review, Is
the plan to propose the authority here and delete it elsewhere 1
Concern: Proposed uses of any funds reserved. This section is supposed to
flna·nce peer review activ~ties. The proposed use of any of these funds for
.' activities related to single State applications seems unwarranted.
Concern: Expenses and per diem. The proposed language does not seem to give
the Secretary authority to pay per diem and travel expenses to these peer
reviewers. Is there some other authority to do so and jf ~o, where IS it found?
Section 8C!35: Seta side lor AQolied Research
Concern: Relation to the activities of OERI and FIE, This section seems totally
duplicative of general authority to the Secretary in the OERI proposal and in the FIE
proposal. VIe see no reason for another authorization of appropriations to carry
out the same kinds of activities the Secretary already has authority to do.
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5-10-93
Draft Specifications for Reauthorization of FIE
Current Law
'rhe Secretary 1 s Fund for Innovation in Education is an authority
for the Secretary lito carry out programs and projects which show
promise of identifying and disseminating innovative educatio'nal
approaches. II The Secretary may carry out these programs and
projects directly, or through grants to or contracts wIth State
and local educational agencies, institutions of higher education,
and- other public and private agencies, organizations, and
institutions..
In addition to 'providing the Secretary this general authority,
the statute authorizes a number of other specific programs unct'er,
. the Fund. These include:
o Q12.ti9nal Test,UQr Academic 'Excellence, which authorizes· the
Secretary to develop and approve comprehensive tests of
'academic excellence to be administered to identify
outstanding eleventh grade students in public and private'
schools.
(This authori~y has never been used.)
o 1'ectUJ.ology Education, which is actually an educational
technology authority that allows the Secretary to support
the development of television and radio programming for use
in elementary and secondary education and programs that use
teleconmunications and video resources for instruction and
related teacher training.
(This authority has been used,
but not regularly or often.)
o
.Rrogr.~J'Ils
o
~qgrams
o
~lternative curriculu~
for computer-Based ..Instruction, which authorizes
the Secretary to make grants or enter into contracts to
expand computer resources in schools~ Funds may be used to
purchase hardware and software and to'provide teacher
training.
(This authority has been used each year, but
often only to fund continuations. New competitions have
most often been held in response to congressional
appropriations directives.)
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c.
tor the Improvement of comprehensive School.Health
r:duc<i!_tion, which authorizes the Secretary to provide
leadership in comprehensive school health education and to
award grants to improve health education in schools.
(This
authority has been used regularly, with both continuation
and new grants funded almost every year.)
SchoQls, which authorizes the
Secretary to support magnet school programs enrolling at
least 50 percent minority students. No desegregation plan
is required." The Secretary may not use. this authority
unless the appropriation for the Magnet Schools Program
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exceed $165 million~
(Because: the Magnet Schools program
has never reached funding of $165 million, this authority
has never been available to the Secretary.)
o Innovatiye Alggbol Abuse ~ducation Prog~ams, which
authorizes the Secretary to develop materials for innovative
alcohol abuse education programs, especially programs that
focus on the effects of alcoholism on the children of
alcoholics, and to make grants for training programs for
educators.
(This authority has been used each year, "with
1993 scheduled to be the last because the materials have
been developed and disseminated I and training held.)
o
Na~.ional Geo9-raphy Studies Centers, which authorizes the
Secretary to enter into a contract with the National
Geographic Society to pay 75 percent of the cost of
establishing and operating national geography studies
centers.
(This authority has never been used.)'
'0 Instruction on the History and principles of Democracy in
the United States, Which requires the Secretary to enter
into a grant or contract with the Center for Civic Education
to carry out a program to educate students about the history
and principles of the V.'S. Constitution.
(Congress has
earmarked funds for this award each year since it was
authorized. )
Proposed Amendments,
Spe,cifi..£_2.:roQram authgrities--All of the specific authorities
would be deleted.
Explanation: This change would provide the secretary more
flexibility to determine how to use these funds~ Many 'of the
sp~cific authorities are· very narrow in focus; some are designed
to get funds to particular entities. Even the technology
authorities are poorly designed and should be reconsidered .in the
context of a new technology package_
General authority--7he general authority permitting the Secretary
to carry out programs and project~ which show promise of
identifying and disseminating innovative edUcational approaches
would be revised. The bill would provide that appropriated funds
could be used, at the discretion of the secretary, to support
programs and projects that he determines are of national
significance and would contribute to achievement of the National
Education Goals and State and local reform. The bill would
specifically indicate that the'secretary could use funds for
activities to identify and recognize e~fective schools and
programs.
Explanation: 'I'he Department has never been very clear about the
intent of the existing authority. It appears to envision an
identification and dissemination activity that might be similar
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to
NDN~
but with' the focus on innovation.
rt has generally been
used, however, to fund primarily local projects in response to
announced priorities~ The proposed change would provide a
broader authority," 'affording the Secretary more flexibility in
the use of funds, while at- the same time focusing on the National
Education Goals and the Goals 2000 systemic reform effort.
New provisions--The bill would contain the following new
provisions:
o The bill would indicate that the Secretary could support
meritorious unsolicited proposals, as well as proposals
submitted in response to grant and contract competitions
announced by the Secretary.
Explanation! The Department receives a number of
unsolicited proposals, some of which the Secretary may be
interested in funding. There is no current authority under
FIE to support unsolicited proposals_ While such an
authority could be created in regulations, it would be
easier to have it in the statute. Such an authority exists
in the OERI statute.
o The bill would provide the Secretary with the authcrlty to
announce binding priorities for grant competitions without
formal rulemaking.
Explanation; While such authority will be proposed in ESEA
general provisions~ it would also be included here.
Congress may be unwilling to permit such an authority in
most discretionary programs it authorizes because doing so
would allow the Department to limit activity to only a
subset of what Congress has authorized. However, in the
case of this particular authority, one can argue that
allowing the Secretary to'set priorities unilaterally is
consistent with providing him discretionary funds. Also,
the ability to announce priorities without rulemaking is
necessary if the Secretary is to be able to respond quickly
to critical situations or issues he believes important.
o The bill would provide the Secretary the authority to use
funds for peer review of proposals and projects.
Explanation: This is in keeping with strategy throughout
the ESEA reauthorization. It would demonstrate the
Department's intention to make decisions about proposals/.
including unsolicited proposals, on the basis of expert
input, and it would enhance the Departmentls ability to
conduct quality reviews.
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5-28-93
Fourth Draft of Specifications for Reauthorization of OERI
Current Law
Section 405 of the General Education Provisions Act authorizes
the educational research and dissemination activities of the
office 0.£ Educational Research and Improvement. The statute
defines .teducational resear9h u to include basic research, applied
research, development, planning, surveys, assessments,
evaluations, investigations, experiments, and demonstrations in
the field of education and other fields relating to education~
In addition to conducting and supporting educational research and
collecting, analyzing, and disseminating the findings of
educational research, OERI is authorized to train individuals in
educational research and ,collect, analyze f and disseminate
statistics on education.
(These statistics activities are also
separately authorized by.section 406 of GEPA. L
-The statute sets out ,a list of priority research and development
needs on which the Office is to concentrate its ~esources. These
needs 'include: I) improving student a,chievement; 2) improving
the ability of schools to provide equal educational opportuni.ties
for all students; 3) improving the dissemination and application
of knowledge gained from research; 4) improving information on
special populations; 5} conducting research on adult educational
achievereent; 6) conducting research on,postsecondary
opportunities; and 7) conducting research on education
professionals. The statute further provides that the Office is
to publish proposed research priorities for public comnent every
, two years.
A l5-member council is established to advise the secretary and
Assistant Secretary on the policies and activities of the Office.
The members of the council are appointed by the President I with
the advice and consent of the Senate.
The council is,to report
annually and may comment on education and educational research in
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general, as well as on the specific policies and activities of
the office .
The statlite rcquires that OERI support regional educational
laboratories whose agendas are to be determined by their
respective regiol}al governing boards; university-based research
and development centers; the system of 16 £RIC clearinghouses:
and field-initiated research proposals. Both the centers and
laboratories are to! 1) carry out research and developmcnt
activities~ 2) disseminate the information developed as a result
of those activities; 3} provide technical assistance to
educational agencies and institutions~ and 4) to the extent
practicable, provide training in the use of new methods,
practices, and products developed in connection with the research
and development activities. The statute fUrther mandates that
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centers, laboratories, clearinghouses, and field-initiated
studies each be supported at least at the level it was supported
in 1988.
Besides carrying out activities through grants t cooperative
agreements,' and contracts, OERI may carry out activities
directly, and the Secretary is provided by the statute with
authority to hire scientific or professional employees outside of
the competitive service. Such employees are liI:lited to one-fifth
of the full-time professional employees of the Off~cer may be
paid no more than the maximum GS-15 rate, may serve no more than
-two three-year terms, and may not be reassigned outside of the
Office.
Prop9s~g Am~Dgm~nts
Section 405 should be rewritten entire1y.·. The. new section .405
should include the follow:ing provisions:
Policy
o
The bill would indicate, as does current law, that it is the
pOlicy of the United States to provide every individual an
~qual opportunity to receive an·education of high quality
regardless of his or her race, color, religion, sex, agel
disability, national origin, or social class.
o
The bill would state that the goal of quality education
requires the continued pursuit of knowledge about education
and that the Federal Government has a clear responsibility
to provide leadership in the conduct· and support of
scientific inquiry into the educational process.
~Mi5sion
o
The bill would indicate that. the mission of the Office of
Educational Research and Improvement is ·to provide national
leadership in educational research and carry out or support
'.,' . resel:':t'ch and ir.tprove.rnent activities that:
expand funda~ental knowledge and understanding of
education and education processes;
develop knowledge about effective school reform:
reveal the state and progress of education at all
levels:
support State and local reforms based on high
standards for all students, equal opportunities for all
students to learn to those standards, and achievement
of the National Education Goals~
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o
The bill would provide that this mission is to be
accomplished in collaboration with researchers I teachers,
school administrators, parents, students¥ employers, and
policy makers.
structure of Office
o
The bill would provide that the Office of Educational
Research and Improvement is to consist of:
the National Educational Research Board;
the National Institute for Educational Research:
the National Institute for School Reform'Assistance;
the National Center for Education Statistics: and
such other units as the Secretary deem,s appropriate to
the mission of the Office.
o
The bill would require that OERI develop appropriate
linkages among these units and among the activities they
support.
OERI Responsibilities
o
The bill would provide that, in carrying out its mission,
the Office of Educational Research and Improvement within
the limits of available resources must:
conduct educational research;
collect, analyze, synthesize I and disseminate the
findings of educational researchi
train education researchers;
carry·'q:ut ,actitlities to facilitate the application of
knowledge gained from research in educational reform
efforts; and
collect, analyze, and disseminate statistics and other
data related to education in the United States and
other nations.
o
The bill would provide that the Secretary could carry out
these activities directly and through grants, contracts, and
cooperative agreements with institutions of higher
education I public agencies, public and private organizations
and. institutions, and individuals. It would provide
explioit authority for the Secretary to transfer funds to,
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and accept funds from l other agencies if doing so would
contribute to an efficient use of resources to carry out
the mission and responsibilities of the Office.
o
The bill would require that OERI ensure practitioner and
policy maker involvement. in the generation and application
of k.nowledge about intproving schools and teaching and about
effective education reform.
o
The bill would require that OERI establish and maintain
mechanisms and procedures, including appropriate interagency
and intradepartmental task forces. for coordinating
educational research support within the Department and
federal Government in order to mini~ize duplication,
maximize the value of Federal investments, a,nd en~ble
participants to take full advantage of the diverse resources
and proficiencies available.
o
The bill would define "educational research" as basic
research, applied research, development planning, surveys,
assessments, evaluations, investigations, experiments, and
demonstrations in the field of education and other fields
relating 'to education.
I
Priorities fQr Education Research and Development
o
The bill would provide that OERI must support educational
research activities in the following priority areas:
Education of students at risk of school failure;
Early childhood development and education;
Student achievemeat,;
Educational governance, finance, policy, and
management;
Postsecondary educac.ion, IH,'.rarias, and lifelong
learning: and
Reform of schools and state and local educational
systems~
o
The bill would indicate that OERI must carry out a
coordinated and comprehensive program of research and
development in each priority area in order to provide
nonpartisan, research-based leadership to the Nation.
o
The bill would require that OERI research and development
include appropriate attention to the context of education I
especially to the role of communities and families.
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o
The bill would require that, in addition to research an~
development in the priority areas OERI must also carry out
,programs of crosscutting research and development, including
but not limited to issues related to access, equity, and
excellence in education for minorities, girls and women, and
I
perl:iOnS with disabilities; the education and professional
development of teachers; and the use ,of technology in
education~
o
The bill would set out requirements for the research
programs to be supported in each of the first five priority
areas. Those requirements would be that the research and
development program in ea.ch area must include:
an appropriate portfolio of those activities'included
in the definition of "research":
field-initiated research including both basic and
applied research: research conducted by university
based research and development center(s); special
studies and research projects, and intramural research;
f
long-term sustained efforts, as well as research that
responds to hewly identified needs and.opportunitiesi
collaboration and inclusion of practitioners in applied
research, development, experimentation, evaluation, and
demonstration activities; and
synthesis of research findings, development of
consensus on what is known, and recommendation· of new
studies to close gaps in the research base.
o
With regard to the sixth priority, the bill would require
that OERI carry out a coordInated program of applied
research and development related .to the reform of schools
and State and local educational systems. These activities
would have to include:
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the development of methodologies for documenting the
processes of school change:
formative. evaluation of reform efforts, with special
attention to systemic efforts that use high standards
for all stUdents as the basis for reforms in
curriculum. assessment instruction, teacher
development, governance, and management;
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development of strategies for the application and
adaptation of research findings to reform efforts; and
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involvement of school-based practitioners and policy
makers as well as researchers.
I
o
The bill would require that OERI establish and maintain
outreach and other activities designed to increase the
diversity of the researchers and of the institutions of
higher education receiving research"support from OERI.
It
would require that OERI design and carry out activities to
involve HBeus in applied research and development
.
activities.,
It would also require that OERI support efforts
to help recruit minorities and women into research careers
and activities.
o
The bill would require that the Secretary study how best to
organize the Office to ensure intensive and sustained
research and development efforts in each of the priority
areas and that he report to the authorizing committees on
his findings and plans for action·~ .Prior to establishlng
any new organizational structures the Secretary would
consult with the committees.
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National Equcation Research Board
a
The bill would provide that the National Educational
Research Board consist of 15 members appointed by the
Secretary.
o
The bill would require that prior to making appointments to
the Board, both initially and as vacancies are filled, the
Secretary would seek recommendations for'nernbers from a wide
variety of organizations representing the categories of
individuals to be.included on the Board.
o
The bill would require that at leas't!- one-third of the
members be distinguished researchers who have done work on
education issues and that at least one-third be
distInguished school-based practitioners. The remaining
members would be parents, employers, policy makers, and
others who have made noteworthy contr~butions~to·excellence
in education. As a body, the Board would reflect the
diversity of the Nation.
o
The bill would provide that members would serve four-year
~erms, and that no me~er could serve more than two
consecutive terms. The initial members would be appointed
to staggered two-, three-, and four-year terms such that the
terms of one-third of the membership would expire each year.
o
The bill.would require that members of the Board select the
chairperson, who would serve a one-year term.
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o
The bill would require that the first meeting of the Board
be held within 180 days of. enactment I that the Board meet at
least guarterlYr and that eight members be considered a
quoro~ for the transaction of business.
o
The Assistant secretary for Educational
Researc~
and
Improvement would be named an ex officio, nonvoting nember
of the Board.
o
The bill would allow the Secretary
t~
name representatives
of other Federal agencies engaged in education-related
research to serve as ex officio, nonvoting members.
o
The bill would establish the following as duties of the
Board:
review general policies for the operation of the Office
and advise on standards to ensure that research
activities are of high quality and free from partisan
political ihflucnce;
based on information provided by the Assistant
Secretary and its own expertise, consider what is known
in each of the priority areas in order to help
determine what additiohal research is needed;
actively solicit advice and. information from the .
education field and the public to help define research
needs and formulate recommendations for research .
topics;
provide advice to help bridge the gap between
researcher ahd practitioner interests;
-.
participate in the development oft and help bu"lld.
public consensus on , the research and development
agenda of the Office;
provide recommendations to the Assistant Secretary.
improving the activities of the Office:
for~
publicly comment on the work of the Office; and
report biennially to the President and congress on the
activities of the Board and the Office.
R~search
o
and Development Agenda
The bill would require-that OERI, with advice and assistance
from the Research Board, develop and periodically update a
research and development agenda~
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o
The bill would require that the agenda set out plans in each
the six priority areas, as well as plans for crosscutting
~of
research.
o
The bill WOuld require that the agenda be developed in
o
The bill would require that relevant research conducted
outside of the Federal Government also be considered in
order to avoid duplication.
o
The bill would require that OERI solicit widespread public
and expert input regarding the agenda T including comments on
drafts of the agenda.
o
It would require that the,agenda describe:
collaboration with other offices within the Department and
other Federal agencies involved in educational or education
related research in order to prevent duplication and ensure
that maximum advantage is taken of available research
opportunities.
the current state of knowledge in each priority area;
available research opportunities;
what research and develop~ent activities are needed to
fill
gaps in the research and kno~ledge base, and to
address the peeds of practitioners and poliqy makers in
education reform (this should include any or all of the
types of activities included in the definition of
"research tl ) :
what OERI would propose to do over the coming five-year
period in each of the priority areas and with respect-,
to crosscutting issues; and
how, as appropriate, that work would be related to the
needs of, and include the participation of, policy
makers and practitioners~
~~,
o
'The bill would require that the agenda be periodically
updated and that the initial plan and the updates be sent to·
the authorizing committees.
o
The bill would require that at least an initial draft of the
agenda be prepared before the competition for new centers is
announced in 1995. [IS this possible? Should the bill
provide for a ono-year extension of existing centers to
allOW mora time for planning? 'Should the disadvantaged
center, which expires earlier~ be extended for two years?
What ~ill be the point of developing an agenda after five
year commitments are made for new centers?]
'.... _
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o
The bill would require that the Research Board be given the
opportun:i.ty to present the Secretary with any comments on
the agenda and that those comments be included when the
agenda is transmitted to congress. [Should the bill require
Board approval of the agenda ins~ead1]
Dissemination ang Technical Assistance
§yst~ID
o
The bill would require that OERI develop a comprehensive and
integrated system of dissemination and technical assistance
to aid state educational agencies, local school districts,
c.ommuni ties I and schools in planning for and implementing
education reform, especially systemic reform that uses high
standards for all students as the ,basis for changes in "
curriculum, assessment, instruction, teacher development,
governance, management; and P?rent and community
involvement.
o
The bill would require that information and assistance
provided be consistent with knowledge gained from 'research
and development 'and useful in applying that knowledge to the
design and implementation of education reforms and
improvements.
o
ThQ bill would authorize OERI to work also with Congress,
professional education associations, teacher development
institutions, commercial publishers, and employers in the
application of knowledge gained from research to improve
education. ,
o
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The bill would require that the dissemination and technical
assistance system include dissemination, outreach, liaison,
consultation, technical assistance, training 1 and support
activities.
The bill would authorize OERI to carry out activities to
identify exemplary and promising strategies and practices
and to disseminate information aboutF and provide technical
',assistance regarding, such strategies- and practices. Such
activities could involve cooperative arrangements with State
and local education agencies, teachers and teacher
organizations, curriculum aSSOCiations, foundations, private
schools, institutions of higher education, other Federal
agencies, and other entities that could enhance-the ability
of the Office to identify exemplary and promising strategies
and practices.
o
The bill would require that OERI's dissemination activities'
include support for educational resources infnt'ma,tion
clearinghouses, the national education library,
publications. and the use of other media and w.eans of
providing access to knowledge. ·
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o
The bill would require that OERI support regional
educational laboratories to assist State educational
agencies, intermediate educational agencies, local·school
districts, and schools in implementing systemic education
reform. It would require that the laboratories be part of a
larger, more comprehensive system designed to locate sources
of assistahce closer to local schools and districts. [These
provisions are pending the decisions to be made on a new
.technical assistance: system.
If they are ultim'ately to be
included, should the bill provide for the delay of the
latter provision until after enact~ent of ESEA? .What, if
anything J should this bill say with regard to the rest of
the system? Should the bill specify details with regard to
the assistance to be ,provided by the laboratories and the
operation of the system?]
o
The bill would require that OERI develop appropriate
mechanisms to ensure that knowledge gained from its research
and development activities is made available in a timely ,
manner to regional laboratories and all other providers of
dissemination and technical assistance.
o
The bill would require that OERI coordinate and work with
other Offices of the Department so that knowledge 'gained
from its activities is shared with Department staff and
recipien'ts of Department funding.
Uses of Funds
The bill would provide that in carrying out its
responsibilities, DERI could support:
o
~ission
and
research and development centers established by
institutions of higher education.or by institutions of
higher edUcation in consort with public agencies or
private nonprofit organizations;
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regional educational laboratories established by public
")gencies or private nonprofit organizations;
educational resources information clearinghouses
operated by public agencies or by public or private
nonprofit ~rganizations or institutions;
field-initiated research proposals;
proposals that are specifical.lY invited or requested by
the Secretary, on a competitive basis, to help meet the
lnission and responsibilities of the Office;
.,,_~ "
meritorious unsolicited prpposals;
�.
•
11
research fellowships, especially to recruit
underrepresented minorities into educational research;
panels and other procedures for developing consensus on
what is known in each of the research and development
priority areas;
the national education libraryi
publications and other means ot disseminating
information, including online services and toll-free
telephone lines;
outreach and liaison activities;
c
preparation of the research and development agenda;
,
evaluation of "the programs and activities of the
Office;
peer review of proposals;
on-site, peer review of centers and laboratories;
joint activities with other agencies;
notwithstanding the Cranston amendment, joint
activities among units of the Office, including the
"National center for Education statistics;
salaries and'expenses for staff to administer
activities authorized by the section (except for the "
activities of NCES):
activl·ties of the Research Board; and
such other activities as the Secretary determines
appropriate to the mission and responsibilities of the
Office:. "
co
"
Miscellaneous Administrative 'Provisions
o
The bill would provide the Secretary with authority to hire
scientific or professional employees outside the co~petitive
serv.lce, so long as the number of such employees does not
exceed one-fifth of the total number of scientific and
profl~ssional employees of the Office
and no nore than one
fifth of such employees are paid at rates higher than the
maximum for GS-15. The bill would limit the terms of such
employees to three years, w.tth one additional term of three
years permitted.
f
�. . •.
12
o
The bill would require that when making' competitive awards,
OERI would utilize peer review, except where peer review
would be inappropriate due to the exigencies of the
situation or the small size of the awards to be made. Peer
reviewers would have to include both expert ,researchers' and
expert practitioners.
o
The bill would provide that each center and laboratory
supported for a period of five' years would be peer reviewed
at least once during the term of the grant or contract.
o
The bill would provide that nothing in
modification of existing center grants
contracts. [It CQuid also provide for
of current awards if necessary to plan
implementation of the new Ac.t~]
the Act would require
and laboratory
a one-year extension
for full
Auth"QJ:J"?"~"tJ"Qn of Appropriations
o
The bill would authorize such sums for fiscal' years 1994
1998 (except for the activities of NCES) , including salaries
and expenses.
�April 27, ,1993
Draft Specifications tor
Women's Educational Equity Act (WEEA)
Section 4091 - Findinqs and Statement of Purpose
CUrrent Law - states that educational proqrams in the United
States are often ine~itable as they relate to women and that
educational excellence cannot be achieved without equity. States
that the purpose of this proqram to enable educational aqencies
and institutions to meet the requirements of title IX of the
Education Amendments of 1972 and to provide educational equity
for women and,gi;ls who suffer from multiple discrimination.
Ergposed Amendment - Add lanquage to subsection (b) (2) stating
that the 90al of the program is to help ensure that women and
girls have equal opportunity to achieve hiqh standards so that
the Nation can attain the National Education Goals.
JustlfJcation - Adds specific reference to achievinq the National
Education Goals and, in that context, providing educational
'~quity for wo~an and girls.
This language outlines two major
goals for the program: to help states, local educational
agencies (LEAs), and other ~ducational institutions meet the
requirements of title IX of the Education Amendments of 1972 and
to help achieve the National Education Goals. The new language
st~esses not only educational equity, but educational excellence
for women and girls.
§ectiQn 4002 - Program Authorized
Law - section 4002(a) (1) authorizes grants and contracts
for de~onstrationf developmental, and dissemination activities of
national, statewide, Or general significance. 4002(a) (2)
authorizes assistance to entities who wish to operate special
programs and projects of local significance. 4002(b) requires
'the Secretary to use at least the first $4.5 million appropriated
to support the activities in 4001(a) (1).' At least one grant or
contract is to be made available each year for each of the
activities in 4002(a) (1).
~yrrent
'.
~r9RQs!g
Amendment - Revise 4002(a)(1) to focus on the
implementatiQD of activities of local significance. AuthoriZe
programmatic support and technical assistance activities to
. implement effective gender equity policies and practices in
educational institutions and local communities. curriculum
development.and research and development activities would not be
authorized under this section of the statute6 Authorized
activities would include: (l} training for teachers, counselors,
administrators, and other school personnel, especially preschool
and elementary school personnel, to infuse gender equity into
teaching and learning practices; (2) assistIng educational
agencies and institutions to implement policies and practices to
comply with Title IX and, in particular, to carrY out activities
�~
that prevent sexual harassment of students; (3) leadership
training to allow women and girls to develop professional and
marketable skills to compete in the global marketplace, improve
self-esteem, and benefit from exposure to positive role models;
(4) apprenticeship and other programs that increase opportunities
for women and girls to enter a technologically demanding
workplace and, in particular, to enter careers in which they have
been underrepresented; (5) enhancing educational and career
opportunities for women and girls who suffer multiple
discriaination, based on sex and race f ethnic origin, disability,
or age; and (6) assisting pregnant students and students rearing
children to remain in high school, graduate f and prepare their
preschool children to start school.
Delete section 4002(a)(2) and replaoe it with language
authorizing research and dey~lopment activities designed to
advance educational equity and to help make policies and
practices in educational institutions and local communities mors
gender equitable. The activities may include: (1) research and
development designed to advance qender equity, including the
development of innovative strategies to improve teaching and
learning practices; (2) evaluation of curricula, textbooks, and
other 'educational materials to ensure that both genders are
represented fairly: (3) the development of instruments and
procedures to assess the presence or absence of gender equity in
educational settings; (4) the development of new dissemination
and· replication strategies; and (5) updating WEEA materials
developed under previous grants.·
Add language to section 4002 authorizing the Secretary to
annually designate the amounts to be expended under 4002(a) (1)
and (a)p).
Delete section 4002 (b) .
Justification - Since 1976, the WEEA program has awarded millions
of dollars in grants to applicants,' most of whom have produced
curricula and materials promoting educational equity for, women
and girls~ These materials have been developed to be disseminated
at the national level, but now is the time to focus on
imelementinq effective practices at" the local level. Because
barriers to educational opportunities still exist for women.and
girls, WEEA funds should be used to belp institutionalize gender
equity practices and policies throughout the u.s~ Exemplary
projects can then be disseminated for replication.
WEEA is the primary source of financial assistance to educational
institutions and agencies for activities to assist them in
complying with title IX of the Education Amendments of 1972.
Retaining a limited research and development authority would show
the Department's commitment to achieving the-purposes of title IX
by funding research to find the optimum ways to implement
...
effective equity programs~
�3
Adding languagQ to authorize the secretary to designate certain
amounts to one ,of the two types of projects increases the
Secretary's flexibility and allows the Department to respond
appropriately to evolving needs. The secretary could fund those
projects that best support the National Education Goals or have
the highest probability of helping institutions comply with title
IX.
[Note to revi....ers' Kilce is particularly interested in your
comments on whether we should have a program services
(implementation) authority or devote all of the program's limited
resources to technical assistance, research, and other
authorities that may bave a clearer national impact. Are there
other strategies we could use to achieve a national impact
throuqh this program?]
Deleting 4002(b) is appropriate because of the new focus on
implementation at the local level~· The subsection is no longer
needed.
Section 4093 - Application; Participation
CUrrent L'3H - This section describes the information required in
the applications, and explains how applications can receive
.special consideration.
Proposed Amendment - In subsection (a), which sets forth
application requirements, add language to require that applicants
for both types of activities under section 4002: (1) demonstrate
how they would use funds to promote attainment of one or more of
the National Education goals and to support the Goals 2000,plan
for systemic reform at the State and local level, and (2)
demonstrate -how the applicant WOuld address cultural differences
or st'ereotypes in perceptions of gender roles. Add language to
this section, reguirinq applicants for activities under 4002(a) (1)
to: (1) demonstrate how the applicant would foster partnerships
and share resources with SEAs, LEAs, IHES, or other recipients of
Federal money: and (2) demonstrate how the applicant would
encourage p~rental ,inv~lvement.
"
,..
,>,'
In subsection (b), which sets forth special considerations, add
language to give special consideration, fer projects under
4002(a) (1), to applicants proposing: (1) a project that would
contribute significantly to improving teachinq and learning
practices in the local community; and (2) a comprehensive
approach to addressing gender equity, that, as appropriate, draws
upon a variety of resources including LEAS, CBOs, IHEs, and other
private organizations, to promote gender equity in educational
institutions and agencies.
Retain subsection (0) which ensures that men and boys will not be
prohibited from participating in any programs or activities.
�4
Justification - The rev~s~ons to section 4003(a) focus the
program on the Goals 2000 systemic reform effort and add explicit
reference to attainment of the National Education Goals. The
modifications to the section promote the integration of resources
and parental involvement.. Retaining the requirement for an
evaluation ensures that information about exemplary activities
and practices will be available and can be disseminated by WEEA,
improving chances for successful replication elsewhere~
Revisions to (b) highlight the theme of improving education for
all, especially at the looal level, by giving special
consideration to improving teaching practices in local
communities. Modifications to (b) would also promote the
integr.ation of resources and draw more entities into the local
school reform effort.
section 4Q04 - Challenge Grants
current Law - Section 4004 authorizes challenge grants in order
to support projects to develop implementation plans, innovative
approaches to forming partnerships, and dissemination and
replication strategies •.~,
proposed Amendment - Delete this section.
3ustification - The purposes of this section can be adeqUately
addressed under the authorization for basic qrants and rasearch
activities under section 4002.
section 4005
criteria and Priorities
cyrrent lAW - This section.a~thorizes the secretary to establish
criteria and priorities"" f9..r awards.
proposed Amendment - Add language to require. that the secretary
involve the Department's Office for Civil Rights when
establishing criteria ang priorities.
~1' ~
'" ".
Justification - The Office for Civil Rights can help determine
the best types of activities to assist educational agencies and
institutions comply with the requirements of title IX. The new
language also promotes departmental coordination.
Section 4006 - Reports, Evaluation, Dissemination
Current Law - This section calls for the Secretary to suhmit a
report ~n programs under this part to the President and Congress
no later than september 1992, and·to evaluate and disseminate
materials developed under the program through the Office of
Educational Research and Improvement.
�5
Proposed Amendment - Revise 4006(b) by deleting OERI as toe,
designated disseminator of WEEA materials~ Revise the language
to include an authority for the Secretary to disseminate and
gather information about emerqinq issues concerning gender equity
and, if necessary, to convene meetings for these purposes ,Also ,
delete subsection (a), which required a report to congress in
a
1992.
Justification - Deleting OERI as the designated administrator of
the publishing oenter will give the Secretary more flexibility in
considering how best to disseminate materials produced under
WEEA. Authorizinq the Secretary to convene meetinqs with WEEA
funds would have two positive effects: meetings can keep the
Department informed about needs in the field and may act as .
mediums through which materials can be disseminated. Th~
requirement for a report to Congress l due in 1992, should be
deleted because that report has been sub~itted and additional
reports-of this nature should not be needed; the Department
reports to Congress on the success. of WEEA and other programs
through the Annual Evaluation Report.
"
;
section 4007. -._ Authorization
~u~~eat ~2~
- section 4007 authorizes appropriations through
1993.
Proposed Amendment - Authorize "such sums" for fiscal year 1995
through 1999 to carry out the provisions of this title.
Justifioatign - The authorization should be updated to refer to
fiscal year 1994 and subsequent years~
.
,
"
�..
"
April 27, 1993
Draft Specifications for
Women's Educational Equity Act (WEEA)
section 4001 - Findings and Statement of Purpose
!:;yrrent LAw - states that educational programs in the United
states are often inequitable as they relate to women and that
educational excellence cannot be achieved without equity.. States
that the purpose· of this program to enable educaticnal agencies.
and institutions to meet the requirements of title IX Of the
Education Amendments Of 1972 arid to provide educational equity
for women and girls who suffer from multiple discrimination.
proposeg Amengment - Add lanquage to subsection (b) (2) stating
that the goal of the program is to help ensure that women and
girls have equal opportunity to achieve high standards so that
the Nation can attain the National EdUcation Goals.
Justification - Adds specific referenoe to achieving the National
Education Goals·and, in that context, providing educational
e"qulty for women and qirls. This languagE! outlines two major
goals for the program: to help States, local educational
agencies (LEAs), and other educational institutions meet the
. , requirements of title IX of the Education Amendments of 1972 and
to help achieve the National Education Goals. The new languagE!
stresses not only educational equity, but educational excellence
for women and qirls.
Segtion 4QQ2 - Program Authorized
current ~H - Section 4002(a) (~) authori%es grants and contracts
for demonstration" developmental, and dissemination activities of
national, statewide, or general significance. 4002(a) (2)
authorizes assistance to entities who wish to operate" special
·programs and projects of local significance.. 4002 (b) r,equires
tlie Secretary to use at least the first $4.5 million appropriated
to support the aotivities in 400l(a)(l). At least one grant or
contract is to be made available each ye~r for each of the
activities in 4002(a) (1).
,
:,
'"
proposed Amendment - Revise 4002(a) (1) to focus on the
implementation of, activities of local significance. Authorize
programmatic support and technical assistance: activities to
implement effective 9snder equity policies and practices in
educational institutions and l,ocal communities.. curriculUlDc
development and research and develop~ent activities would not be
authorized under this section of the statute. Authorized
activities would include: (l) training for teachers, counselors,
administrators, an~ other school personnel, especially preschool
and elementary'scbool personnel, to infuse gender equity i'nto
te.ching and learning practices; (2) assisting educational
agencies and institutions to implement policies and practices to
comply with Title IX and, in particular, to carry out activities
�that prevent sexual harassment of students; (3) leadership
training to allow women and girls to develop professional and·
marketable skills to compete in the global marketplace, ,improve
self-esteem, and benefit from exposure to positive role models:
(4) apprenticeship and other programs that increase opportunities
for women and girls to enter a technologically demanding
workplace and, in particular, to enter careers in which they have
been underrepresented; ,(5) enhancing educational 'and career __ I' '1
opportunities for women and girls who suffer multiple ------- / '~il"0
discrimination, based on sex and race, ethnic origin~isability, ~HI~
or age: and (6) assisting pregnant students and students rearing
~
children to remain In high school, graduate, and prepare their
ff~R
.
preschool children to .start school..
1C.;~r...
:,l
C
Oelete section 4002(a) (2) and replace it with language
authorizin9 research and development activities designed to
advance educational equity and to help make policies and
practices in educational institutions and local communities more
gender equitable. The activities may include: (1) research and
development designed to advance gender equity, including the
development of innovative strategies to improve teaching and
learning practices; (2) evaluation of curricula, textbooks, and
other educational materials to ensure that both genders are
represented fairly: (3) the development of instruments and
procedures to ,~ssess the presenoe or absence of gender equity in
educational settings; (4) the development of new dissemination
and replication strategies, and (5) updating WEEA materials
developed·under previous grants.
Add language to section 4002 authorizing the Secretary to
annually designate the amounts to be expended under 4002{a) (1)
and (a) (2) •
Delete section 4002(b).
~ustifigAtiQD
- Since 1976, the WEEA program has awarded millions
of dollars in grants to applicants, most of whom have produced
curricula and ma~erials promoting educational equity for women
and qirls. These materials have been developed to be disseminated
at the national level, but now is the time to focus on
implementing effective practices at the local level. Because
barriers to educational ~pportunities still exist for women and
girls, WEEA funds should be used to help institutionalize gender
equity practices and policies throughout the u~s. Exemplary
projects can ~hen be-disseminated for replication.
WEEA is the primary source of financial assistance to educational
institutions and agencies for activities to assist them in
complying with title IX of the Education Amendments of 1972.
Retaining a limited research and'development authority would show
the Department's commitment to achieving the purposes of title IX
by funding research to find the optimum ways to implement
effective equity programs.
�'.
3
~~~~:f.langUage to authorize the Secretary
to
designate certain
to one of the two types of projects increases the
Secre~aryts flexibility and allows the Department to respond
.appropriately to evolving needs. The Secretary could fund those
projects that best support the National Education Goals or have
the highest probability of helping institutions comply with title
,n
IX.
.
[Note to reviewers, Hike is particularly interested in your
comments on whether ve should have a proqram services
(impl""entation) author! ty or devote all of the program' s limited
resources.to technical assistance t research, and other
authorities that may have a clearer national impact. Are there
other strategies we could use to achieve a national impact
through this program?]
Deleting 4002(b) is appropriate because of the new focus on
implementation at the local level. The subsection is no.10nger
needed.
section 4003 - Applicatign: Participation
~~~~~;t-
This section describes the information required in
the
ions, and explains hoW applications can receive
,ec:>.,l consideration.
~~~~t.;~~~~,~-~e:I~:n~s~subseetion (a), Which sets forth
add language to require that applicants
both types of actl.vl,tjces under section 4002: (1) demonstrate
how they would use funds to promote attainment of one or more of
the National Education goals and to support the Goals 2000 plan • 0
for systemic reform at the State and local level, and ,~~
demonstrate how the applicant would address culturalcq;[ifferences I"A..H.-t . . 1
or stereotypes in perceptions of gender roles. Add language to
G "~t' '
this section requiring "pplicants for activities under 4002 (a) (l)
.;:
to: (1) demonstrate how the applicant would foster partnerships
and share resources with SEAs, LEAs, IHEs,' or other recipients of
Federal money, and (2) demonstrate how the applicant Would
encourage parental involvement.
~'
, '.,.
I ._,
h'
In subsection (b), which sets forth special considerations, add
language to give special consideration, for projects under
4002(a)(1), to applicants proposing: (1) a project that would
contribute significantly to improving teaching and learning
practices in the local community; and (2) a comprehensive
approach to addressing gender equity; that, as appropriate, draws
upon a variety of resources including LEAs, caos, IHEs, and other
private orqanizations t to promote gender equity in educational
institutions and agencies~
subsection (c) which ensureS that men and boys will not be
fro~ participating in any programs or activities~
�-
·
4
"ustification - The revisions to section 4003(a) focus the
program on the Goals 2000 systemic reform effort and add explicit
reference to attainment of the National Education Goals. The
modifications to the section promote the integration of resources
and parental involvement. Retaining the reqUirement for an
evaluation ensures that information about exemplary activities
and practices will be available and can be disseminated by WEEA,
improving chances for successful replication elsewhere.
Revisions to (b) highlight the theme of improving education for
all, especially at the local level, by giving special
consideration to improving teaching practices in' local
communities. Modifications· to Cb) would also promote ·the
inteqration of resources and draw more entities into the local
school reform
eff~rt.
section
4QQ4 -
Challenge Grants
CUrrent Law - Section 4004 authorizes challenge grants in order
, to support projects to develop implementation plans, innovative
approaches to forming partnerships, and dissemination and
replication strategies.
Proposed Amendment - Delete this section.
Justification - The purposes of this section can be adequately
addressed under the authorization for basic grants and research
activities under section 4002.
Section 4QQS - criteria and Priorities
Current L~ - This section authorizes the Secretary to establish
criteria and priorities for awa~s.
Proposed Amendment - Add language
t~
require that the Secretary
involve the Department's Office· for Civil Rights when
astablishing criteria and priorities.
--''';. ', .• "
l<.• • . •
Justification - The Office for Civil Rights can help determine
the best types of activities to assist educational agencies and
institutions comply with the requirements of title IX.
language also promotes departmental coordination.
The new
section 4006 - Reports, Evaluation, Dissemination
CUrrent Law - This section calls for the Secretary to submit a
report on programs under this part to the President and Congress
no later than September 1992, and to evaluate and disseminate
materials developed under the program through the Office of
Educational Research and Improve~ent.
�5
Proposed Amendment - Revise 4006(b) by deleting OERI as the
designated disseminator of WEEA materials. Revise the language
to include an authority for the Secretary to disseminate and
gather information about emerging issues concerning gender equity
and, if necessary, to convene meetings for these purposes.· Also,'
delete. subsection (a), which required a report to Congress in
1992.
Justification - Deleting OERI as the designated administrator Of
the publishing center will give the Secretary more flexibility in
considering how best to disseminate materials produced under
WEEA. Authorizing the Secretary to convene meetings with WEEA
funds would hav~ two positive effects: meetinqs can keep the
Department informed about needs in the field and may act as
mediums through which materials can be disseminated. The
requirement for a report to Congress,· due in 1992 t ' should be
deleted because that report has been submitted and additional
reports of this nature should not be needed: the Department
reports to Congress on the success of WEEA and other programs
through the Annual Evaluation R e p o r t . '
.
section 4007 - Authorization
current
L~w
- section 4007 authorizes appropriations through
1993.
Proposed Amendment - Authorize .tsuch sums" for fiscal year 1995
through ~999 to carry out the prOVisions of this title.
lustification - The authorization should be updated ,to refer'to
fiscal year 1994 and subsequent years.
..
•
�-
-
April 27, 1993
.. __ "~, Oraft,Specifications ..tor. ___ . _
_
Women's Edu"att.onal Equity Act (WEEA)
.,.,
.".~-
.~._
.......----- _. ----
.......
•.•...•. _«.
section 4001 - Findings and Statement of Purpose
CUrrtot Lax - States that educational programs in the United
States are often inequitable as they relate to women and that
educational excellence cannot be achieved without equity. States
that the purpose of this program to enable educational agencies
and institutions to meet the requirements of title IX of the
Education Amendments of 1972 and to provide educational equity
for women and girls who sutfer from'multiple discrimination.
PrORosed Amendment ~ Add language to subsection (b)(2) stating
. that the goal of the program is to help ensure that women and
girls have equal opportunity to achieve high standards so that
the Nation can attain the National Education Coals.
Just~fic.tlPD
- Adds specific reference to achieving the National
Education Goals and, in that context, providing educational
equity for women and girls. This language outlines two major
goals for the program, to help states, local educational
agencies (LEAs), and other educational· institutions meet the
requirements of title IX of the Education Amendments of 1972 and
to'heIp'achieve the National Education Goals. The new language
stresses not only educational equity~ but educational excellence
for women and 9ir1s.
Section 4002 - Program Authorized
current LAs - Section 4002(a) (1) authorizes grants and contracts
for demonstration, developmental, and dissemination activities of
national, statewide, or general significance. 4002(0)(2)
authorizes assistance to entities who wish to operate special
prograQS and projects of local significance. 4002(b) requires
the Secret4ryto use at least the first $4.5 million appropriated
to support the activities in 4001(0) (1). At least one grant or
'contract is to be made available each year for each of the
activities 1n 4002(0).(1).
ProRosed Amendm.Q~ - ~evise 4002(0)(1) to focus on the
implementation of activities of local significance. Authorize
proqramIDatic support and technical assistance activities to
implement effective gender equity pOlicies and practices in
educational institutions and local communities. Curriculum
development and research and development activities would not he
authorized under this sectlon of the statute. Authorized
activities would include: (1) training for teachers, counselors,
administrators, and other school personnel, especially preschool
and elementary school personnel, to infuse gender equity into
teaching and le.rning practices: (2) assisting educational
agencies and institutions to implement policies and practices to
comply with Title IX and, in particular, to carry out activities
�that prevent sexual harassment of students;
(3) leadership
training to allow women and girls to develop professional and
marketable skills to compete in the qlobal marketpla.ce, ..impro'l!e ......... ,' ..
self-esteem, and benefit from exposure·to positive role ~odels;
(4) apprenticeship.and,other. programs that· increase'opportunities
for women'and girls to enter a technologically demanding
workplace and, in particular, to enter careers in which they have
been underrepresented: (5) enhancinq educational and career
opportunities for women and qirls who suffer multiple
discrimination, based on sex and race, ethnic origin, disability,
or age: and (5) assisting pregnant students and students rearing
children to remain in high school, graduate, and prepare their
preschool children to start school.
Oelete section 4002(&)(2) and replace. it with language
authorizing x~~~ar~b 'D~ develoernent activities designed to
advance educational equity and to help make policies and
practices in educational institutions and lOCAl communities more
gender equitable. The activities may include: (1) research and
development designed to advance gender equity, including the
development of innovatlve strategies to, il'llprove teaching and
learning- practicesj (2) evaluati'on of curricula, textbooks, and
other educational materials to ensure that both genders are
represented fairly; (3) the development of instruments and
procedures to assess the presence or absence of gender equity in
educational settings:. (4.) the development of new dissemination
and replication' strategies: .,.."tt
devel?ped under,previous grants.
""-'- \1-'"'........ ~,
(5)
t'i
updating WEEA materials
~-'- "7-:~p..u..
()
Add l~nguage ~o .ection 4002 authorizing the Secretary to
annually designate the amounts to be expended under 4002(0) (1)
and (a) (2) •
Celete section 4002(b).
~ustificati2D
- since 1976, the WEEA program has awarded millions
of 'dollars in qrants to applicants, .ost of whom have produced
curricula and ~aterials"promotin9 educational equity for women
and girls. These materials have been developed to ,be disseminated
at the national level, but now is the time to focus on
implementing effective practices at the local leve15 Because
barriers to ed~cational opportunities still exist for women and
girls, WEEA funds should o. 'used to'help institutionalize gender
equity practices and policies throughout the U.S.
projects can then be disseminated for replication.
ExemplarY
WEEA is the primary source of financial assistance to educational
institutions and agencies for activities to assist them in
complying ~ith title IX of the Education Amendments of 1972.
Retainin9 a limited research and development authority would show
the Departmentts commitment to achieving the purposes of title IX
by funding research to find the optimum ways to implement
effective equity programs.
�3
A<l<ling languaqe to authorize the secretary to <lesignate certain
amounts to one of the two types of projects increases the . ...
Secretary's flexibility' and·· .. 11ow"· the' Department ·to ..upond- ' ...
appropriately to evolving needs. The Secretary could fund those
projects that best support the National Education Goals or have
the highest probability of helping institutions comply with title
..
IX.
~'l;'"
::p~ :z: ~~....J:S.:..A.,... :tf'-'i-~-~:.!e'' ~ a·~·n("4
~ ....o"~. "r:::::::x... ...:.>.
[Note to revie erB' Mlke is particularly interested in your
"
comments on wbether ve ahould have a program services
(implementation) authority or devote all of the program's limited
resources to technical assistance, researcb¥ and other
authorities that may have a clearer national impact. Are there
other strategies ve could use to achieve a national impact
through this program?]
Deletin\! 4002(b) is appropriate because of the'new focus on
implementation at the local levela Tbe subsection Is no longer
needed.
pection 4003 - Application! Participation
current Law - This section describes the information required in
the applications, and explains how applications can receive
special consideration.
"
Proposed Amendment - In subsection (a), which sets forth
application requirements. add language to require that applicants
for both types of activities under section 4002: (1) demonstrate
how they would use' funds to promote attainment of one or more of
the National Education goals and to support the Goals 2000 plan
for systemic reform at the State and local level, and (2~
demonstrate how the applicant would address cultural differences
or stereotypes in pare,options of gender roles. Add language to
this section requiring applicants for activities under 4002(a)(1)
to: (1) demonstrate how the applicant would foster partnerships
and share resources.with SEAs. LEAs, IHEs, or other reCipients of
Federal moneyr and (2) demonstrate how the applicant would
encourage parental involvement.
In subsection (b), Which sets fortii-s'peciat'conSiderations, add
lan\IUaqe to give speclal consideration, for projects under
4002(a)(1). to applicants propos in\!: (1) a project that would
contribute significantly to improving teaching and learning
practices in the local community, and (2) a comprehensive
approach to addressing qender,equlty~ that, as appropriate, draws
upon a variety of resources including LEAs, CBOs~ IHEs, and other
private organizations, to promote gender equity in educational
institutions and agencies~
,
Retain'subsection (e) which ensures that men and boys will not be
prohibited from participating in any programs or.activities,
•
,
d
o
,
,1
l
J
,
\
�JJ1!1t.ificatioD - .The revisions.. tc>' section .4003 (a~. focus .the .--" ......... ~~
program on the Goals 2000 systemic reform effort and add explicit
reterence to att.iMent ot ·the National Education Goals. Th"f ...... .
modifications to the section promote the integration of resources
and parental involvement. Retaining the requirement for an
.
evaluation ensures that information about exemplary activities
and practices will be avanable and can be disseminated by WEEA,
improving chances tor successful replication elsewhere.
Revisions· to (bl highlight the theme of improving edueation for
all, especially at the loeal level, by giving special
consideration to improving teaching practices in local
communities. Modifications to (b) would also promote the
integration of resources and draw more entities into the local
school reform effort.
Section 4004 - Challenge Grants
CUrrent taw - section 4004 authorizes challenge 9rants in order
to support projects to develop implementation plans, innovative
approaches to forming partnerships, and dissemination and
replication strategies.
pr2posed Amendmen~ - Pelote this section:
Justificatipn - The purposes of this section can be adeguately
addressed under the
auth~rization
activities under section 4002.
for basic grants and research
SegtioD 4005 - criteria and Priorities
~
- This section authorizes the Secretary to establish
criteria and priorities for awards.
Pt2pOsed Amendment - Add language to require that· the secretary
involve the Department's Office for Civil Rights when
establishing criteria and priorities.
Justification - The Office for Civil Ri9ht:;. ",an he,1.p ·determine
the best types of activities to assist educational agencies and
institutions comply with the requirements of title IX.
language also promotes departmental coordination.
Section
~rrent
.JOO~ -
The new
Reports, Evaluation, Dissemination
LaW - This section calls for the Secretary to submit a
report on programs under this part to the President and Congress
no later than~eptember 1992, and to evaluate and disseminate
materials developed under the program throu9h the Office of
Educational Research and Improvement.
�5
etOPQseg Amendment - Revise 4006(b) by deleting OERI as the
designated disseminator of WEEA materials. Revise the language
to include an authority for the Secretary to disseminate and
gather information about emerging issues concerning gender equity
and, if necessary, to convene meetings for these purposes. ~
~~e ~ect4on.(·I. whioh require_ a report to congress in
199~
.
Jystification - Deleting OERI as the designated administrator of
the publishing oenter will give the Secretary.more flexibility in
considering how best to disseminate materials produced under
WEEA. Authorizing the Secretary to convene meetings with WEEA
funds would have two positive effects! meetings Can keep the
Department informed about needs in the field and may act as
mediums through which materials can be disseminated. The
requirement for a report to congress, due in 1992, should be
deleted because that report has been
U
Submitted.~~dditional
a;~t.:::;.,..v...:....
~ reportEi to cong res5!.,0n the success of WEEA. and ot:1"nlr-pFGqr-MlS
reports of this nature
tMe"9h-t:~e
AAA..... 1~~!
.
,~::~
~icti9n 4~1
--F
.
- Authorization
CurrQnt Law - Section 4001 authorizes appropriations through
1993.
l!roposed Amendment - Authorize "such sums n for fiscal year 199!i
)
~'$'.!~~;';..;,p;z~ht~~:'1t~o~~ ....-'
Justification - The authorization should be updated to refer to
fiscal year 1994 and subsequent years.
.
~
..
�May 18 I
Wo~en's
~ecti9n
1993
specifications for
Educational Equity Act (WEEA)
4001 - Findings and statement of Purpose
Current Law - States that educational pro9rams in the United
states are often inequitable as they relate to women and that
educational excellence cannot be achieved without equity. States
that the purpose of this program is to assist educational
agencies and institutions in meeting the requirements of title IX
of the Education Amendments of 1972 and to provide educational
equity for women and girls who suffer from multiple
discrimination.
Rroposed Amendment - Add language to subsection (b)(2) stating
that a goal of the program is to help ensure that wome~ and girls
have equal opportunity to achieve high standards so that the,
Nation can attain the National' EdUcation Goals.
Justification - Adds specific reference to opportunity-to-learn
and achieving the National Education Goals and! in that 'context,
providing educational equity for WOmen and qirls. This languaqe
outlines two major goals for the,~pro9ram: to help states, local
educational agencies (LEAS), and other edUcational institutions
meet the requirements of title IX of the Education Amendme~ts of
~972 and to help achieve the National Education Goals.
{iectioD 4002 - Program Authorized
Current Law - Section 4002(a) (1) authorizes grants and contracts
for demonstration, developmental, and dissemination activities of
national, statewide, or general significance~ 4002{a} (2)
authorizes assistance to entities who wish to operate "special
programs" and projects of local 'significance. 4002(b} requires
,the Secretary to use at least the· first $4~5 million appropriated
to support 'the activities in 4001 (if) (I). At least one grant or'
contract is to be made available each year for each of the
activities in 4002(a) (1).
Proposed Amendment - Revise 4002 (a}.. p,), to ~ocus- on the
implementation of activities of local significance. Authorize
programmatic support and technical assistance activities to
implement effective gender equity policies and practices in
educational' institutions and local communities. Authorized
activities would include; (1) training for teachers, counselors,
administrators, and other school personnel, especially preschool
and elementary school personnel, to infuse gender equity into
teaching and learning practices; (2) assisting educational
agencies and institutions to implement policies and practices to
comply.with Title IX, including activities to prevent sexual
harassment of students; (3) leadarship training to allow women
and girls to develop professional and marketable skills to
compete in the global marketplace t improve self-esteem, and
�•
2
benefit from exposure to positive role models~ (4) apprenticeship
and other programs that increase opportunities for women and
girls to enter a technologically demanding workplace and, in
particular, to enter careers in which they have been
underrepresented; (5) enhancing educational and career
opportunities for women and girls who suffer multiple
discrimination, based on sex and race, ethnic origin, limited
English proficiency, disability, or age; and (6) assisting
pregnant students and students rearing children.to remain in high
school, graduate, and prepare their preschool children to start
school.
Delete section 4002(a) (2) and replace it with language .
authorizing kesearch and development activities designed to
advance educational equity and to help make policies and
practices in educational institutions and local communities more
gender-equitable. other activities may include: (1) research
and development designed to advance gender equity, including the
development of innovative strategies to improve teaching and
learning practices; (2) the development of nondiscriminatory
testing instruments: (3) evaluation of curricula, textbooks, and
other educational materials to ensure that both genders are
represented fairly; (4) the development of. instruments and
procedures to assess the presence or absence of gender equity in
educational settings; (5) the development of new dissemination
and replication strategies; and (6) updating WEEA materials
developed under previous grants.
Add language to section 4002 authorizing the Seoretary to
designate annually the amounts to he expended under 4002(a) (1)
and (a) (2).
Delete section 4002(b).
Justification - Since 1976 1 the WEEA program has awarded millions
of dollars in grants to applicants, most of whom have produced
curricula and materials promo~ing educational equity for women
and girls~ These materials have been developed to be
disseminated at the national lavel , but now is the time to focus
on implementing effective practices at the It'\Cd·l lev.c31-.' ""Because
barriers to educational opportunities still exist for women and
girls, WEEA funds should be used to help institutionalize gender
equity practices and policies throughout" the u.s. Exemplary
projects can then be disseminated for replicationw
WEEA is a primary source of financial assistance to educational
institutions and agencies for activities to assist them in
complying with title IX of the Education Amendments of 1972.
Retaining a limited. research and development authority would show
the Department's_commitment to aChieving the purposes of title IX
by funding research to find the optimum ways to implement
effective equity programs.
�3
Adding language to authorize the SGCretary to designate certain
amounts for the two types of projects would allow,the Department
to respond appropriately to evolving needs. The Secretary cO,uld
fund those projects that best support the national reform effort
or have the highest probability of helping institutions comply
with title IX.
Deleting 4002(b) is appropriate because of the new focus on
implementation at the local level.
needed_
The subsection is no longer
§ection 4003 - Application; Participation
CUrrent Law - This 'section describes'the information required in
the applications, and explains how applications can. receive
special consideration.
PrQQ9sed Amendment - In sUbsection (a), which sets forth
application require~ents, retain the requirement for inclusion of
information related to evaluation of the project, and add
language to require that applicants for both types of ,activities
under section 4002: (l) demonstrate how they would use funds to
promote attainment of one'or more of the" National Education Goals
and to support the Goals 2000 strategy for systemic reform at
and local levels: and (2) demonstrate how the applicant
would address cultural and linguistic differences or stereotypes
in perceptions or gender roles. In addition, add language
requirinq applicants for activities under 4002 (a) (1) to: (1)
demonstrate how the applicant would foster partnerships and share
resources with SEAs, LEAs, IREs-, or other recipients of Federal
money: and (2) demonstrate how the applicant would encourage
parental involvement.
In subsection (b), which sets forth special considerations, add
language to g:lve special consideration, for projects u,nder
4002(a) (ll, to applicants proposing: (1) a project-that'would
contribute significantly to improving teaching and learning
practices in the local community; and (2) a comprehensive
approach to addressing gender equity. that, as appropriate, draws
upon a variety of resources including LEAs, CBOs, IHES, ""ctnihothe,;.'_ -"
private organizations, to promote gender equity in educational
institutions and agencies.
Retain subsection (c) which ensures that men and boys will not be
prohibited from participating in any programs or activities.
Justification - The revisions to section 4003(a) would focus the
program on the Goals 2000 systemic reform effort and add explicit
reference to attainment of the National Education Goals. The
In;.~~,~~:~::~''~:~~ to the section.,..\-Jould promote the integration of
'r
and parental involvement. Retaining the requirement
an evaluation would ensure the availability of information
�4
. about exemplary activities and practices that can be diss'eminated
by WEEA, improving chances for successful replication els'ewhere.
Revisions to (b) would highlight the theme of improving education
for all, especially at the local level, by qivinq specia,l.
consideration to improving teaching practices in local
communities. Modifications to (b) would also promote the
integration of resources and draw more entities into the local
school reform effort.
Section 4004 - Challenge Grants
current Law - section 4004 authorizes challenge grants in'order
to support projects to develop implementation plans, innovative
approaches to. forming. partnerships, and dissemination and'
replication strategies.
proposed Amendment - oelete this section.
Justification - The purposes of this section can be adequately
addressed under the authorization for basic grants and research
activities under section 4002.
,- Section 4005 - Criteria and Priorities
Current La~ - This section requires the secretary to establish
criteria and priorities for awards in accordance with section 431
of GEPA.
prooosed Amendment' - Add lanquage to require that the secretary
,
involve the Oepartmentts Office for civil Rights when
establishing criteria and priorities.
Justificatipn - The Office for Civil Rights can help determine
the' best types of activities to assist educational agencie's and
institutions comply with the requirements of title IX~ The hew
language would also promote departmental. coordination.
-.
""
section 4006 - Reports, Evaluation, Dissemination
Current Law - This section calls for the Secretary to submit a
report on programs under this part to the President 'and Congress
no later than September 1992, and to evaluate and disseminate
materials developed under the program through the Office of
Educational Research and Improvement.
Proposed Amendment - Revise.4006(b) by-deleting OERI as the
designated disseminator of WEEA materials. Revise the language
to include an authority for the secretary to disseminate and
gather information about emerging issues concerning gender: equity
.....
~"
�5
and, if necessary to convene meetings for these purpose5~ In
place of subsection (a)/ which required the report to Congress in
1.992 t 'require submission of a report I by September 3D, 1.999, on
the status of educational equity for girls and women in the
Nation.
#
Justification - Deleting OERI as the designated administrator of
the publishing center will give the Secretary more flexibility in
considering how hest to disseminate materials produced under
WEEA. Authorizing the Secretary to convene meetings with WEEA
funds would give the Department an additional mechanism for
dissemination.
The revised reporting requirement would provide for a report that
has broader implications, and more utility for policy-makers and
the public, than previous WEEA raports.that merely offered
information on the nature of projects funded under the program;
the new report would look at gender equity nationally rather that
at the activities of a small categorical pro9ram.
section 4001 - Authorization
Current Law - section 4007 authorizes appropriations through
1993.
Proposed Amendment - Authorize "such sums" for fiscal year 1995
through 1999 to carry out the provisions of this title.
- The authorization should be updated to refer to
fiscal year 1995 and subsequent years.
Just1tlg~t!on
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Clinton Administration History Project
Creator
An entity primarily responsible for making the resource
Cinton Administration History Project
Council of Economic Advisers
Department of Commerce
Central Intelligence Agency
Department of the Interior
Department of Defense
Corporation for National Service
Council on Environmental Quality
Department of Justice
Domestic Policy Council
Department of Education
Department of Energy
Environmental Protection Agency
Federal Emergency Management Agency
General Services Administration
Small Business Administration
Social Security Administration
United States Agency for International Development
National Economic Council
Office of Management & Budget
Office of National Drug Control Policy
Office of Personnel Management
Office of Science & Technology Policy
Office of the Vice President
United States Trade Representative
Date
A point or period of time associated with an event in the lifecycle of the resource
1993-2001
Description
An account of the resource
<p>The Clinton Administration History Project describes in detail the accomplishments of President Clinton's Administration for the period 1993-2001. The records consist of the histories of 32 agencies or departments within the Executive Branch. In general, each organization associated with the Project submitted a narrative history along with supporting documents. These narrative accounts are primarily overviews of the various missions, special projects, and accomplishments of the agencies. The supplementary records include substantive memos, press releases, briefing papers, and publications illustrated with photos and charts.</p>
<p>Agencies:<br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Council+of+Economic+Advisers&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Council of Economic Advisers</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Central+Intelligence+Agency&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Central Intelligence Agency</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Commerce&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Commerce</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+the+Interior&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of the Interior</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Defense&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Defense</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Corporation+for+National+Service&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Corporation for National Service</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Council+on+Environmental+Quality&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Council on Environmental Quality</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Justice&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Justice</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Domestic+Policy+Council&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Domestic Policy Council</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Education&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Education</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Energy&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Energy</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Environmental+Protection+Agency&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Environmental Protection Agency</a><br /><a 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Text
. May 2,1994
MEMORANDUM
TO:
Governor Kunin
FR:
Mike Cohen
RE:
PolItical strategy for Implementing 60als 2000
I am very glad that you have agreed to provide leadership for the development and
Implementation of a political strategy to support Implementation of Goals 2000-
our overall Implementation effort won't succeed unless we get this aspect of it
right, and we very much need your help In getting It right We agreed on Friday that
I would try to capture In writing some of the Issues we discussed regarding the
development of a politIcal strategy to support the Implementation of Goals 2000.
This memo attempts to do that, and also captures some additional thoughts
stimulated by our conversation. In this first cut, I have defined things as t1roaoly
as POSSible, rE,cognlZlng that In subsequent conversations we will need to bring
things Into sharper focus.
Our conversation focused on three main themes:
• Challenges we face
• Organizing the right internal players
• Identifying the most critical external players
Clla Ilenges
It seems to
categories:
mE~
that the political challenges we face (211 Into several related
" What must we accomplish by 19961 In some sense, this Is the most basic and
overarchlng Questlon--what do we think we wiil be held accountable for by the end
of this term? What must we do now to shape these expectations 50 they are as
appropriate as POSSible? How do we maKe sure we get credit for what we
accomplish?
We will need to work through a number of ways to approach this. Several of our
conversations have ImpliCitly focused In terms of the number of schools we reach
�.....
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through Goals :2000 ]nd otlwr elementary and secondary programs--how many
schools are In the midst of substantial reform as a re'sult of our efforts? There
are other ways we could approach this as well, eaCh with a different set of
tradeoffs to consider. For example, we could think in terms of per f 0cmance--how
much Improvement has there been In student performance as a result of our
efforts? This fits our overall view of accountability for results, though it is
clear that we are unlikely to see much change over the next two years--and even
less likely to t,e able to produce evidence of improvement even if it occurs, given
the kinds of data that are available. We could also approachlhis·ln terms of
"softer" Indicators of Impact--the extent to which public support for pUbliC
education Increases, the overall climate of support for education reform, the
extent to which the public and educators believe we are on the right track and are
confident we will eventually get someplace.
• How do we t;e/p buildbroad understanding of andsupport for our reform
agenda? We know that we haven't come close to succeeding In explaining the Idea
of standards and systemic reform to educators and the publiC in a way that
broadens and deepens either understanding or support. We've got to turn this
around. ThiS 15 espeCially true because our opponents (the fundamentalist far
right and Reputll ican opponents) QQ define our agenda in very clear and convincing
(though whOlly Inaccurate) terms.
There will be a battle nationally and at the state and local level, to capture a large
middle ground of parents and others who are: (I) concerned about ill-defined
education reforms; (2) skeptical of anything the federal government or'state
governments try to do; (3)mildly populist in their orientation and see 'systemic"
efforts as little more than feeding the bureaucracy; (4) may not seed the need for
change--especlally If they are upper middle class and see change as a threat to
their children's educatl,mal and career paths; or (5) susceptible to silver bullet
solutions SUCh as VOUChers, charter schools or contracting out (absent a broader
policy context of standards and systemiC reform).
This Is where external allies such as the business groups, chiefs and governors
who have been fighting the antl-obe forces, and others, can be Quite helpful, by
sharing what they've learned about what works and doesn't work, etc.
At the same time, there Is stili much work to be done to build support among the
civil rights and advocacy communities, concerned about disadvantages and LEP
students, students with disabilities or special needs, etc. These groups have
2
�remained skeptical of our reform agenda, concemed mat increased standards may
further disadvantage those already most disadVantaged educationally, and that the
resources required to help them meet the standards will never materialize.
• How do W~ capitalize on tile Goals 2000 communityproject to get our message
out, mobilize support and integrate community efforts willi tile Implementation
of tfle legislation? We've known for the past year that the communities and
communication mechanisms we inherited from the previous Acmlnistraiion are a
potential resources to support our efforts. However, i'm not sure we have yet
figured out how to best take advantage of this resource, or to clearly explain hOw
It relates to tile legislation we just passed. Mary Ann Schmidt has been !lard at
work on thts, I have attached a copy of her draft plan, which gives us something to
start with and bulld upon, As we think this one through, I hope we can figure out
hOw to use tills to deal directly with some or the Issues I raised on the previouS
topic.
II How od We? tratlsform tfle coal!!Ion ofconstituency groups tliat helped us !le?t
the billpaSSed Into a coalition tflat continlJl!s to work together to SIlPPor!
;mp/wt?ntatlon at {!If! local andstate level? I thinK there IS a two-part Challenge
here, both of which seem relatively manageable, One Is to develop a strategy with
each of the constituency groups, to help provide their members with Information
about the bill, opportunities for their Involvement, where they can get information
and other resources to help them address Implementat10n Issues, etc,
The seC~)f\d is to see If we can get.at least a core group of these organizations to
overcome the natural tendencies to fight with each other at the local and state
level, ana Instead work toward building coalitions that support each other. There
are some ObviOUS natural alliances here--the bUSiness groups and the governors,
for example, There are some other ~atural allies whO Often are also natural
opponents--govemors and chiefS, for example--who may need help keeping their
eyes on the big picture, And there may be some interesting alliance we might try
to bulld--the cnamber of commerce and the PTA, for example, both of which
supported the tlill but don't have much to do with eaCh other, nationally or locally.
I think If we can oegln to knit some of these organizations together Into an
ongoing alliance, we can begin to Identify grassroots supporters, and help them
find each other.
There may be ways we can use some of our discretionary money to support these
kinds of alliances, aM use them to provide assistance to state and local efforts.
3
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• How do WI? ill/fldsupport In Congress (Of tlie 8pPfOpri8tflJf)s WI' 8fl' rl'queStlng?
ThiS Is an annual Issue, and one for the whole Department, not Just Goals 20007
However, there are some unique Challenges for thiS program, simply because It Is
new and doesn't have a natural, large constituency of people who are alr~aQ~
getting funding under this program. However, If the appropriation remains closer
to the FY 94 level rather than the Significant Increase the President requested,
than we will have a very hard time accomplishing either our programmatic or our
poliUcal purposes, In the short run, this means we need a strategy targeted on the
subcommittee members, probably relying heavily on constituents in their home
districts whO understand and are already Involved 10 Goals 2000-type reforms and
whO llilJ.l!l. to get Goals 2000 fundS, We also need to enlist as much support as we
can from the constituency groups, and from our strongest supporters on the
authOriZing committees.
Organizing the Internal Players
We are not yet we I i organized to address these issues in a serious fashion, We
don't have a core of people with tl1e necessary experience, perspective and status
to provide the needed leadership on the Issues described above, These are among
tile strengths you bring to the task. And while we 00 have some of the critical,
offlces--such as OIIA and OPA--lnvolveQ In the implementation process, at
preseot I Delleve they bring a greater capacity to Implement parts of a political
strategy than to fashion one on their own
I'm stili not sure how best to proceed to bring the right people into the process, or
how to organize them most effectively, However, some tl11ngs are clear.
First. I thlals we need some sort of yery small and InfQrmal "worKing gCQUO" ot
"brain tcust" \0 helD guide the errore keea It focused and 00 tracK, and prOvide tbe
necessacy lealleCSlllD when the loeyltable ,clsesoccur. Whatever mechanism we
dO set up should be IOformal, rather loaD Involve toe creation of a formal Qroup
with fixed membership, I propose that we start with you and I and whoever on
your staff you thloK appropriate to InVOlve, and Terry Peterson, Jennifer Davis, and
Tom Payzaot,' Once we get a better feel for how we will proceed I anticipate that
this group will expand In size somewhat--and not have any fixed membership.
'-'-~~~'-;:;:::.'"
�'.
ThiS group shOuld meet soon--Ideally sometime this week, to review the political
Challenges we'Ve Identified, and to helD us figure out who we need to Involve and
hOw we might nest accompliSh this. To help get US started at this meeting, you
and I should make whatevc~ revisions are necessary to the list of Issues described
above, and decIde on the people we must Involve at the outset'
Secood. we need to make sure lbat we maintain tile Goals 2000 Management
Council's Qve.cilll..cesDonsiblllty and acccun;ability for imolemeotatlon. This
means regular communication wm, the Management CouncH; It alSo means that the
group we are talking about must be In the business of providing guidance to the
Management Council and, with the CounCil, to the various teams ano offices with
Implementation responsibilities, It also means we need to proceed carefully In
defining tne relationship between what will be an ad hoc group and a'more
formally conStituted thougn nonetneiess fluid group. I haven't been able to flgu~e
out how best to do this,
External Gro!1D.5.
There are a number of external groups and players whO can be Important al lies In
our effort. TMse Incluoe:
Our core sUIJ{)orters In tile legislative process, The principal groups we worked
closely with (juring the legislative process Include the AFT, cesse, NGA (though
not conslstentlyJana the Business Coalition for Education Reform Oed by NAB aM
Including BRT, NAM, the Chamber of Commerce, and others') We also relied heavily
on the arts groups,
Other key supporters Include the NEA, PTA, NCSL ana NASBE, thOugh these were
generally less enthusiastic and committed than thOs,,'Ilsted above.
State officials, andeoucation reform(frs w/W /lave faced tlie same political
c/lal/engeswe do, and tliose wlio nave been /lelQlng tliem. I would include here
chiefs, governors, legislators, business leaders and others In states who have
_In.. .
'Tiii,
1I'U iiiii1iii .1 PiiPIi Ibiili .. 1I<td I.
tuIIoo. Kij KIIio', HoIiJ SriIth IIld ~Au &ioIdt 0lil be crifkII
UIliGChl iRI' II 1m! 10 IttOII\IIiIIi. Bill! II'Ibll" IMlIIDd! ma..,••tllt !tid poIititII-dil4 bolnH tIr~ tv ~1iIt
pr_, IMlI boIIoft 1..,......u..10 be bllpta!. Kij CH,t_ .., .. imporllot rlltlopllj.. Coo9rtUIoral ~fIr
~!IId to< bo9 0If Mt1iIpprNCIIIIII pIIj .. 1Io HI!. TIII.tIIer IIICIII>otI It 110 GoIII ZOOO iIIw9O...1c...t-Shr..
~ GImI;~, GIft; GIrd>, 1fId.lud! Huu-III "lall 10 hIiportIIt tll$tIttoIdu ltd bl9t plytlll ,01" _Ilo impIomIItllioo 11
G4lII2000. Oller
Otbt, llciul Nni ~ IiI4 molmjllrtlat WltribItIoaI t. 1IIIb. FiHIJ II'< IUd to delwln. ~ tIIer,b
sm.r
_"11o..., lAm
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(aced stiff Opposition from the far right, as well as some of the reform networkS
(e.g., Ted Sizer's group, NASDCl who have also faced Similar challenges. I woulo
also include groups such as the Public Agenaa foundation, which have been working
t~jevelop strategies for building publiC uMerstanding aM support in selected
states and communities.
Conclusion
I hOpe this Is captures what we discussed on Friday, and helps us move forward a
nit more. I look forward to working with you.
6
�UN1TED STATES DEPiIRTMENT Of 'EDUCAT10N
orner: Of THE
$ECRETi·.RY
MEY.ORANDUM FOR THE' PRESIDE:NT
FROt<:
Richard W. Riley
secretary of Educatjon
SUBJECT:
Goals 2000 Legislation
Overview of Goals 2000:
Educate America Act
The legislation doeS the following:
o
It codifies in federal
la~
the National Education Goals and
the objectives for each goal. With the exception of the
addition of the ~'and foreign-1aoq'~ge5 i~to the student
achievement goaL the language is exactly as adopted by the
.NGA.
o
It establishes the National Education Goals Panel.
The
legislation adds sta~egISlators to the Panel, which is a
provi~;ion that was included in last year I s legislation and
. accepted by the Governors. Otherwise, the bill maintains
the same composition and partisan balance of the panel as it
currently operates.
,0
a National Education Standards and
Improvement Council.. The Council is responsible for
It
est~blishes
the development of voll.!ntary national content
"opportunity-tn-learn" standards; and fo'i?'
creat Lng the criteria for cer~,ifying state assessment
systel:lS consistent with t~e cc~ standards.
overst~eing
s~"!.J;.ds and
o
·0
It provides
develop and
designed to
standards..
a $400 million grants program for states to
implement eomprehefisive education reform plans
help all students meet challenging content
The bill provides fu~rts for states and local
com~unities to build partnerships for sustained, ten year
comprehensive efforts tOo overhaul the entire education
system so that all students can be helped to meet
challenging standards~
It provides for flexibility from a set of federal rules and
regulations if wai ver.s are needed in order to implement th'"
P1,,".
\I), .leSi"""
--~~
Controversial Issues:
In the development of the legislation, there were a number of
controversial issues we had to address:
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'The composition 'of the Goals Panel: There is ve::::y strong
feeli::g among House Democrats that" there ought to be an overall
o
m2ljo.::-ity of De:nocrats on the' panel, to be accomplished by having
equal ::epresentation' of Democratic a!'1C Republic Governors.
They
also feel strongly t.hat the President ought to appoint the Panel
chair, rather than the GOVernors.
The legisl~tion as proposed maintains the Panel in its current
form, which is revised from when initially established but fully
s~ppo~ted by NGA on a bipa~tisan basis.
o The role of Governors in developing the state reform plan:
The proposed legislation gives each Governor responsibility tor
appointing half of the members to a broad based panel within
their state, with respon$ibi~ity of developing the overall state
reform plan. The other half are to be appointed by the chiet", an
arrangement negotiated with NGA and CCSSO. There are two issues
here: (1) House Democrats want the Governor renoved from any role
in the state education reform process; (2) Legislatures and State
Boards of Education want to ensure appropriate roles which
recognize their responsibilities under state constitutions.
The House Democrats have agreed to keep the Governor in the
process as currently conceived~ We have provided for the
participation of legislatures and state boards of education on
the state refor~ planning panel.
o The uses of tests: The proposed legislation advances the
development of assessments linked to voluntary national content
standards in a number of ways: (l) it authorizes the Standards
Council to develop criteria for certifying state assessmen't
systems) where the tests are to be used for improving
instruction, informing parents, students and teachers about
student progress, school accountabilitYf 'and public reporting;
(2) provides funds to underwrite the development and field
testing of new assessrnentsi (J) encourages states to develop and
use new assessments, linked to challenging state or national
content standards, as part of their sta~e plans.
It also contains several restrictions: (1) The Standards Council
C.:l.nnot cert:ify tests to be ,used for Hhigh stakes" (e.g •• making
promotion, retention or graduation deeisior.s about individual
students) during the five years for which this bill is
auth·orized ~ (2) states may not use funds provided by this bill to
undertake high stakes testing.
These restrictions leave states free to deve~cp or use testing
for high st:akes purposes, so long as they use their own funds.
In our judqment, the practical effects of these restrictions are
:ninir.lal. As: best as: we can determine, there may be no states:
planning 01'1 using tests that ::-eflect more challenging content for
high stake!; purposes in this time period.
�.
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o Length and level of authorization: The initial l.egislat:ve
proposal envisioned a tan year authcrization, wlth' $420 m~llion
authorized in the first year. House Dereocrats strongly preferred
ei~her folding this bill into the reauthorization of ESSA or, if
a sepavate bill, a two year, $100 million authorization. The
legislation as proposed is a five year authorization, with $420
authorized j.n the first year.
of
o Funding t'or ElSEA: The biggest concern
Hcus~ Democrats has
been that this legislation not divert funds from ESEA. Mr.
Kildee asked for an Ad~inistration comrnitrnen~ fo~ an additional
S2 billion for ESEA in FY 95. We have simply noted the request.
Political Analysis
The initial draft of this bill met substantial opposition from
Democrats Ot; the House Elementary and Secondary Educaticn
subcorun',ittee. In general, they would p!:'sfer to not have: this
bill at all, and instead substa~tially expand ESEA, with
additional programs and funds. Alternatively, they ,;,.'Ould have
preferred a much smaller. two-year bill. More specifically, they
have been st,rongly opposed to any form of testing which has
consequences for under students -- unless and until' there is a
completely level playing field.
The present version of the bill is one that Bill Ford and Dale,
Kildee can live with, and can bring others to support.
We have good support in the Senate, and can pick up Republican
support as well. There will still be some rough spots along t.he
way. With your help, though, I believe we can get this passed in
the nea~ future.
I t is ve~y important to have the bill introduced within
week and acted upon quickly. otherwise we will dimmish
chance of Securing appropriations.
~he
~he
next
�"
UNITED STATES DEPARTMENT OF EDUCATION
OFYlCR OF ELEMENTARY AND SECONnARY EDUCATION
OESE - Briefing January 23, 1993
DASIC FAC'l'S
The Office of Elementary ana Secondary Education oversees some 37
programs with a combined budget for Fiscal Year 1993 of just over
$9 billion. These programs represent the largest financial
contribution this department makes to.achieving the national
goals for education. OESE consists of five program components
which administer the progra~5:
co1t'.pensatory Education Programs.
Irnpar.t Aid Programs
School Improvement Programs
Migrant Education Programs
Office of Indian Education
$6367
$ 750
$1506
$ 313
$ 77
million
million
million
million
million
($6.4 billion)
billion)
billion)
billion)
billion)
($ .8
($1. S
($ .3
($ .1
Problems and opportunities
o
o
Reauthorization of all OESE'programs~ If £0
wishes the 1994 budget to r'eflect new directions~
reauthoriz~tion issue~lmU$t ~e decided Avery soon~
v~ , 0".." 1o...1''t- c"
I rJJw.l'i:' *'" c4-1N-- .¥""""" H~ .....
Use of 1990 census for distribution of Chapter 1
funds reduces allocations to some States by $416
+---
1-- -.
million. These states
appropriation.
o
~ay
seek a supplemental
$20 million in unreleased supplemental funds for
Hurricane Andrew relief remains. It is not clear
if current plans by Dade County support release of
these funds. ($62 million distributed so far).
o
Contract for migrant record transfer system is
required to be competed this year- now at Arkansas
SEA.
Migrant state Directors are seeking delay in
the competition.
o
'The position of Director! -Indian Education, has
been vacant since July. Selection is at impasse
with the Indian Education Advisory Committee.
o
Shortage in S & E funds--short $777 / 000 in
projected payroll, and also adequ~ta funds for
field readers for competitive programs.
400 MAItYl.A:"iD ,1\.\'£,. S,W.
WASHIXCil)K, ftC 20'l02
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o
Several interagency and intraagency linkages
should be reaffirmed. These include the······ ---:.:..:..:'~=~";;.;;.~
contin'uing dialogue between Chapter 1 and Head_ ...~ ______ ~~~._.,
start;· contacts with Bureau of Indian Affairs on
'. Indian Education issues; contacts between OESE and
OERI for math/science issues, and OESE and OSERS
on Chapter 1 and Special Education Issues; and
memoranda of understanding between ED, Labor, ~nd
Agricultu:re.
l
Regulations, Meetings
o
Three major regulations pending.
'l:'t'oposed
revisions to Drug Free Community schools; draft
final regulations for drug free counselor training
grants t and draft final regulations for
territo:ial teaching program.
~dministrative/Leqal
Actions
o
Church/State issues lawsuit over use of Federal
funds to serve children in religiously affiliated
schools - Chapter 1. . (OGC will amplify.)
o
Impact Aid requires validation of state
equalization plans for per pupil expenditure~
Three States at issue--AZ, KS 1 ME. Failure to
validate jeopardizes certification for award of
Impact Aid funds to LEAs.
.
o
Selection of Presidential Scholars in April by a
35 member commission appointed by President Bush,
amd chaired by Gov~ Engler of Michigan. The new
administration may wish to appoint a new
commission to make the selections, or provide some
form of direction to the eXisting commission.
Grant Cycles
o
Earliest due date 1/22 for Indian Ed. others
follow through out the year.
Personnel Issues
.0
Lack of Director, Indian Education Program.
o
OESE is over its ceiling on number of staff. _It
is difficult to fill key pos~s with current staff.
o
A recent e~ployee survey identified a number of
opportunities to improve staff morale.
o
There is difficulty in filling staff positions in
Indian Education. It is hard to recruit from
outside Washington for lower level positions~
�.- ..
'
I D:
Through:
From:
Subject:
Bolle Sawhil!
Barry Whlle
Status of thc Clementary and Secondary Education Act (ESEAI
Rcauthorization-S.1513/1/.1Lb
.
.
This memorandum provides summary information on the ESEA reauthoriz3tion.
More complete analysis wilt be provided after Senate ad ion.
l/T1 lt4
..
The House bill pi15sed
. The Senate began floor action tod.JY but at this
writing, Senator Helms has put it hold on, delaying action at least unlit Friday, 7/29,
:r u.",~Jo..,./
-jj.o
·Wr/" ..
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Background to the reaulh'orizalion
fod""!.
,
o
ES£A is an omnibus statute covering dozens of programs funded at over $10
billion annually lathird of Education's funding). The largest is Chapter 1 (aka
Title I): FY 1994 BA: $6.9 billion; 5 million children in 90 percenl of school
districts receive some form of remedial education through Title 1.
o
Evaluations for decades found no compelling evidence of significant Title Limpact
on educational achicvemerll. but Ihe program (unneis biflions to man.Y{i)Qo~
districts and demonstrates concern for the education or poor'and low performing
students. General improvements il1 the basic skills of !ow~jl1come children are
attributed in part to Tille I,
o
targ~calc outside and ED evaluaUons reporting in 1992 verified the lack of m.~
impact and identified causes (e.g., na.rrow focus on remediation, diffuse funding..
separation from mainstmam education . Ic\v.slandards; minimal accountabilitY}i the
findings informed the deSign of the Administralion's proposal.
The Administration Proposal (The "Improving America l :; Schools Act" sent to Congress
September 1993)
o
Its principles arc tied to Goals 2000 and, in effect, its monies are intended to
faci Ihate implementalion of Goals. No curreo1 program is left unchanged.
o
Title I amendments shift ftom special programs fOf lowifcrforming students to
raising standards ar,d achievement for all students. They establish meaningful
~ ;"'f"\'v"(f~ S<-~ itif
entt>lI..
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accountability requirements tied to results rather than process, new assessments
for children, corrective aCTion (or poor s<:hool god district performance, teacher
/_.
training tied to ,chool standard~ a..J 9ru.kt _ -I, ''s"J.../1;vv).t P"!'f-" Df 77 ....,
'-'rill" i:r s,(;n.I., ",
IIJ.hK~ _",", ~ -If.... <de.;!.it Jr,1IMI.w.J ~~ ~
The (unetfng formula wotJld shift more to the poorest districts.' Xccountability is $j)~
emphasized with new forms of student assessment and school and district
~~
responsibility for improvement
I....
I.'
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'
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o·
2:J8 No,DOl P,02
IIrrt ",....,... $1<k.r
Title 1T \'\'Quld create a I'eacher and administrator training authorlt;,l to replace
current math/science teacher training and a general block grant
school
immQl/cmentADoiens of current separate technical assistance centcrs are merged
fJ1.
~~) ~to on'e comprehensive system,
o
'_
To secure consjderation of major changes, ,especially the formula, -~he
Adf!11nl~trat;on committed In the ~ummer of 1993 to a..1?OO milIion increase for
Title I in the'FY 1995 Budget. This is an Investment itc~tlP\
_1tK.+
House (H,R, 6) and Senate .($, 1513) compared to fh. Administration's bill; selected
provisions.
o
Overt 'ljnk~ to Goals 200. House: retains, Senate: del~!cs.
Title 1 fQrmula.. House: very different, extremely complex, but arguably as targeted
as ourS, Senate: mure different and more com )!cx sirll, attempts to target,
designed to dear the committee <In no ley to survIve 00 or Conference, ~
o
.
• -:I: vwt ~W"'t -f(.<l,.. M '.,<1 a6v1
Stilndards reuuirement. House: prescnt, but leSE> ~tringent. Senate. weaker than 1l"'"
~
the t~ou5e,
~~ "'~
. .
"
u.
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t1.ims.~ccolln1n.bl!i!Y, Housf! and Senate: generally consistent, but more process WN"""~
orienlcd, Both follow Administration scheme for school and district corrective
"" +k
actions, but liousc deletes option to withhold funds from poor performing schoof;
,..
Senate- providcs an eSCl\pe (or "extenuating cirCunistanccs."
"
SludcN rt~StssmHfU. House and Senale: ge:ier~l1y consistent but more prescriptive
on tyPt:!> al1d frequency of testing and repnrting. ..
o
PIQfCSlional devclopm~nl. Both similar bul I~ ••,. eel.!~, 40i,.",..1~ •• ~
\:fSC ef P!ew eduet\tioRal ~ef:ihnQI9tW. (30th bills ac:ccpt Administration language on
" new Office of [due.tion.l Technotogy in CD.!
eJ ffdr~J(J1'1
J,
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. ,.,...,1MQft. \'I1e"('((' ill (ItAIh~
.
Iechnicol
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.~.:;jst"r1ce, 80th~C~~\~~dministral\On'5 ~o)solidation plan.
frQgrarr pro!iferati.Qn, House:
('tW
p..o1t"*D.
1.0110 kIlt '''COrrh'''''''' 13 flew O~.
~
. Senate: reM,Ins Iv
ins for 17 programs
proposed for tcrrninatlun and ~ldds authorizations for ..iioi-morc.
;rt.
~tI-#dM~ "if .. ~ f,---I1t (;.f li~I
"* tJ:~: LfAI 6~1 ~ '6 ~~)- & ,~10.' tnl><f ~~.+.
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l03D CoNGRESSj
2d Sessicn
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'«
SENATE
INDL"N EDUCATION AMENDME.vrs
;
Jt.'l.Y IS (legislative" day, JUl.Y 11), 1994.--Ordued to be priDttd
,;
>.
" ~r. lNOVYE. from the Committee oxdndian Affairs.
submitted ~e following
REPORT
INTRODUCT10N
The Indian education amendments to be propo$Cd to S, 1513
(CnJenaar No, 495) would (1) reauthorize the Indian Education Act,
an Act that authorizes the Department of Education to make
grants to school districts to enable them to provide supplemental
pro¥Tams for Indian children and in other ways to enhance
achievement among Indian learners, nnd {2} revise eristing law
governing the Department 'of Interior's Bureau of Indian Affairs
education programs, largely to improve the adrr.inistration of those
programs. Amendments affecting both the Department of Edu
cation and the Department of Interior incorporate school reform
legislation enacted in 1993, GOALS 2000, the Educate America Act
(P.L. 103-227).
The amendments follow:
"TITLE VI-INDIAN EDUCATION
"SEc. GOOI. JoTh"DINOs.
"'The Congress: finds that
"'(1) thi! Federal Government has a special respon~
sibiHty to ensure that educational programs for all
American Indian and Alaska Native children and
adultsu(A) are based on high-quality. internationally
competitive cantent standl:lTds and student per·
fomance standards and build on Indian culture
and the Indian community;
"(B) assist local educational Rf:'encles, Indian·
tn'bes, and other entities aDd individuals in p~
19-010
/
�1
2
3
;:ding Indian students the opportunity to 8ehieve
such etandards; and
.
- educational and culturally
of American Indian and
HH UlIi\,;C Wit:
tuue or enactment of the initial Indian
Edueation Act in 1912, the Jevel of involvement of In
dian parents in the planning, development, and imple
Inp.nWtion of eduCIltlonai progrnms Uta!' affect such
parente and their children h8.s)ncrenaed signincandy.
and schools sh6uld continue to fo.">ler 6uth involve_
ment;
"(3) although the number of Indian teachers., sdmin~
istrators, and univcl1Iit.y profes.$orn ha.s increased since
1972. teacher tra.ining programs are nol recruiting,
training, QT retraining a sufficient number of Indhm
individuals as educatora to meet the needs of a grow
ing Indian student population in elementary. second
a~, vocatinnai. adult, and higher education;
(4J the dropout tate for Indian st\ldenta is unac
ceptably high, for example. nine perrent of Indian 8tu~
dents who were eighth grader... in ,1988 had already
dropped out of school by ]990;
"(5) during the period from 1980 to 1990> the per
centage of Indian individuals living at or below the
poverty level increased from 24 percent to 31 percent,
and the readiness of Indian children to learn is ham
~ perM by the high incidence of poverty. unemployment,
"and health problems among Indian children and their
families; nnd
. "(6) research related specifically to the MucatiO!l of
Indian children and adults is very limited> and much
of the Teseuch is of poor quality or is (ocused on lim~
ited local or reb"ionnll&aues.
"'SEC. oooa. PURPOSE.
"(a) PuRPOSE.-It is the purpose nf this title to support
the efforia of local educational agencies, Indinn tribes and
organizations, postsecondary institutions, and other enti~
tiee to meet the special ~ducation81 and culturally relaled
academic needs of Arne-rican India.na and Alaska Natives,
.00 t.hat Ruch studentn can lichieve to the same challenging
State perfonnance atnndards exp~tcd of all students.
"{b) PROGRAMS.-Thjs title carries out the purpose de~
scribed in subsection (a) by authorizing programs of direct
assistance for
>I{ I) meeting the special educational and culturally
:related academi-c needs of American Indians and AJas-
ka Natives;
"
"(2) the education of Indian children and adults;
"(3) the tmining of Indian persons .sa educators and
counseJors. and in other professions .serving Indian
people; and
"(4) research, evaluation, dsta cnllection, Md teclt.
nicaJ assist.a.n~.
"PART A-FORMULA GRANTS TO
EDUCATIONAL AGENCmS
"SEC. 8tOl. pt1RPQSE.
-.,
"It i.o the pUl"poa6 of this part to support loCal edu~
cational agencies in their efforts to reform elementary and
secondary school programs that ectve lndian "students in
order to ensure that such progt"nms-
"( t) are b!tsed on chnllfmging State -content sta.nd~
ard$ and State student peri"onnnnce standards that
are uAed for an students; and
"(2) are designed to a8sist. lndian students meet
those sUandards and ussist the Nation in reaming the
National Educat.ion Goals.
"
"'SEC. 6102. GRAN'rS TO I...ocAL EDUCATtONAL AGENCIES.
"(a) IN GEtfERAL.-A local educational agency shall be el~
igihle fot" a grant under this part (or any fiscal year if the
number of Indian children who are eligible under section
6106 and were enrolled in the aehools of such (agency and
to whom the agency provided.8 free public education, dur~
ing the preceding fiscal yeur
"(1) w.'\& at least 10; OT
"'(2) a')ndtituted not less.' than 25 percent of the total
number of individuals enrolled in the uhoole cf such
agency.
" ,~
"
"(b) INDIAN TrunEB,-lf a local educational"agency that is
eligible for a ~t under this p""rt dooa not. apply for such
grant, an InduUl tribe that has children who are served by
such local educ.ation~ ngency may apply for sut:h grant.
"SEC. 41~, AMOUNT OF GRANTS.
"(a) AMOUNT Of' GRAN"l' AWARllS.
"'0) IN O~RAl..-E;leept AS provided in eubaection
(h) and pa....graph (2), the Secretary shall allocate I<l
enc.h local educational agency with reaped: to which
the &eretary has approved an application under this
part an nmount equal to the product of
"(A) the number of Indian children who .are eU
gible under seetion 6106 end Berved by such agen~
cy; and
"(B) the greater of
"(i) the average per~pupn upendit.ure of the
Slate in which such agency is Jr~U!d; or
"(ii) 00 pen:cnt of the average per-pupil ex~
penditure ill the United Stales.
"(2) REDUCTtON.-The Secretary sha.11 reduco the
amount of each alloontJon determined under para~
graph"U} in accordance with subsection (e).
"Cb) MtNlMUM GRANT.--A loenl educational agency or an
lndian tribe (as authorized under section 6102(b)} thd is
eligible for a grant under section 61()~ and a achooJ that
ia operated Qr supported by the Bureau of Indian Affairs
that is eligible for a grant under subsec:tion,(dl, that sub
mits an applica~ion that is approved by the Secretary.
J
�4
shall. au...- to appropriutiona. J'e<:eive B grant under this
part in an amount thtl~ is not Jeas thaD $4,000.
"(c) DEF'lNITION.-I<'or the pcurpose (If this section, the av~
ernge per-pupil expenditure of a State shall be an amount
equal to-
"'{l) the 8um of the am,.'Tcgate current expenditures
of aU tbe local educational agencies in t.be State. plus
Bny direct current ellpenditures by the State for the
operation of such agencies, without regard to the
6OUl"C:t!S of funds from whicb such locai O~ State ex
penditures were ml:lde. during _the second fiscal year
preceding the fiscal year for which the computation i8
made; divided by
"(2) the a~t.e number of children who were in
cluded in average daily attendance for whom Buch
agencies proyided free public education during Bueh
preceding nscal yeal".
"Cd) SCHOOLS OPERATED OR SUPPORTED BY THE BURF.AU
OF INDIAN AFFAlRS.
"(1) IN GEN~R.AL.-In addition to the grants awarded
under subsection (a), and subject to paragraph (2). the
8e<:retary shan aJlocate to the Secretary of the Interior
un amount equal to the product of
"(A) the total number of Indian children en.
mlled In schools that are operated by
"(i) the Bureau of Indian Affairs; or
.
"(Ii) an'Indiun tribe, or an organization con•
trolled or sanctioned by an Indian tribal gov
ernment, for th4H:hildren of .such tribe under
a contract with. or grant from, the Depart
ment of the Interior under the Indian Self-De
temlination Act: or tbe Tribally Controlled
Schools Act of 1988 (part B of title V of the
Augustus F. Hawkins-Robert T. Stafford EJe
mentary and Secondary School Improvement
Amendments 'Of 198!H: and
"(B) the greater of
"(0 the average per-pupil expenditure of the
State in which the Bchool is located; or
"{ii} 80 percent of the average per-pupil ex
penditure in the United States.
"(2) TRANSF'ER.- Tbe Se1:retary shan transfer the
. amount determined under paragraph (1), subjt,ott to
any reduction that may be necessary under subsection
(e), to the Secretary of the Interior in accordance with.
and subject to, section 10205.
"(e) RAT/o.fH_E REDUL~IONS.-1i the sums appropriated for
any fiscal year under section 6602(8) are insufficient tAl
pay in full the amounts determined for local educational
agencies under Bubsection (aXl) and for the Secretary of
the (ntenor under subsection (d). each of those amounts
shall be ratably reduced.
.
6
"SEC. 6UM. APPLICATIONS.
"(a) MPUCATION REQUlRED.-Each
local educntional
agency that desires to receive a grant under this part ehall
submit an application to' the Secretary at such time in
such Jnanner. and containing 8uch infijrmation as the
retary may rensonably require.
"(b) CoMPREHENSIVE PROORAM REQUlRED.-Each appli
('atinn submitted under subaedion (a) ahaH include a comw
prehensivp program ror meeUnlj the needs of Indian chil~
dren served by the local educattonal agency. including the
language and cultural needs of the children. that-
"( 1) provides programs end activities to meet the
culturally related academic: needs of American Indian
and AJa~ka Native Htudents;
"{2XA} is consistent with, and promotes the goals of
each appUcahlc,Stnte or local improvement plan thot
, has been apptyVed or is being developed, under title
III of th~ (':.-0818..:2000: Educate Arriericn Act, or if ouch
plans descrihed a.re not approved or are nQ.t being de
ve1oped, applicable State and local plans developed
under seehons 1111 and 1112; and
.
N(H) includes !lcademic content and student performw
arH:e~ goals for l\\lch c~ildren. and benehrnarka for at·
taining such ·gdals. that are hased on the chaiienging
Stt;lte ,standards adopted under title III of the Goals
2000: Educate Americn Act. or under title I for all chil
Sec:
dren"
""(3) explains how Federal, State, and local pro
gnims, especially programs under title
meet the
needs of such children;
"(4) demonstrates how funds made availahle under
thig part wHl be used for activities de8tribed in section
I:win
6105;
.
"(5) describes the professional development opportu
nities that wlU be provided, as needed, to ensure
that!
..
"(A) teaehers and other school profeaaionals who
, a.re new:t;o the Indian community dre prepared to
work with Indian e.hildrcn; and
"(B) all teachers who will be involved in the pro
gram assisted under this part have been properly
·trained to carry out such program; and
.
"(6) describes how the local educational agenc.y
"(A), will periodically assess the progress of aU
Indian children enrolled in the .schooJs the local'
educational agency. including Indian children who
do not partidpste in programs assisted under this
part, in meeting the Coals described in paragraph
or
(2);'
.
"(B) wUl provide the te.suJts of eacll esaeasment
referred'to in subparagraph (A) to'
"0) the committee of parenta dellCribed in
subsection (cX4); and
�9
8
~quiaitiQn (If equipment, but"on]y if the Be·
of the equipment is essential to m~t the
-described in aectinn 6101.
PkOGRAMS.-Notwithsianding any
a Joeal educational agency may use
the agency under this part to sup'"
under section 1114 ifof the enrollment of the
the gchool wi~ program is
of parents established
approves the UBe of the
program; nnd
program is consistent with the
purpose described in section 6101.
"'SEC. 8108. STI.IDENT ELlCmnny AND FORMS.
'"(a) IN GENERAL.~The Secretary shall require that, as
part of an application for a grant under this part, each ap
plicant ahuU maintain a file, with respect to each Indian
child for whom the local educational agenCy provides 8 free
public education; that contains a fonn that seta forth infor*
matian estshUahing the "tatU8 of the chUd 8.8 an Indian
child eli.gible for aaaiatanoo under this llsrt and that other·
wise meets the requirements of subsectlOn (b).
'(bl FORMS..
"(1) IN GENERAL.-The fonn described in subsection
(a) shall include
"(A) eithcr
"(iXl) the name of the tribe (if' band of Indi~
ane (as defined in flection 6601(4» with re
spect 00 which the chUd claims membership~
"(II) the enrollment number eet.a:bUshing
the membership of the child (if readily nvail~
able); and
"w n the name and ndd:reaa of the organiza~
!ion thut maintains updated and acwrate
membership data for such tribe or band of In~
dian8~ or
"(Ii) if the child i8 not 8 member of a trihe
or hand of Indians. the name, the enrollment
number (if readily available), snd the organi~
J:at\on (and address thereof) responsible for
maintaining updated and accurate member
ehip rolls of any parent 0(" grandparent of the
child from whom the child claims eligibility.
"(B) a statement of whether the tribe or band of
Indians with respect to which the child. parent or
grandparent of the chUd duima membership is
federally reeognized;
"(C) the nume and address of the parent or legal
guardian of the -chiJd'
"(D) a signature of the parent or Jegal guardian
of the child that verifies the accuracy of the infor
mation supplied; and
fi
I
"(E) any other information thAt the Secretary
conaidel'8 necee&ary to provide an accurate pro
gram Ilrofile.
"(2) MINtHUM iNFORMATtoN.-In order for a child tit
be eligibJe to be counted for the purpose of computing
the amount of a grant award Inade under section
6103, an eligibility form prepared pursuant to this aee-
tion for a child shin include
"CA) the name otthe child;
"(8) the name of the tribe or band of lndiana (a,a
derined in section 6601(4)) with respect 'to which
the child claim!! eligibility; and_
.
~(C) the da~d signature of the parent or' guard~
ian of the child.
"(2} FAlLURE.":"'The funum of an applicant to furnish
any infonnation described in this aubsection other
than the inrormation described in paragraph (2) with
respect to any child shaJi ha.ve no bearing on the de
termination 'of whether the child is an eligible Indian
child for the purposes of detennining the amount of a
grant award made under Ireclion 6103.
"(c) STATUTORY CONSTRUCTJON.-Nothlng in this sub
section shall be construed t.o affect a denniti"ln contained
in section 660l.
,,(d) FORMS ANO STAMOARDS OF PRooF.-:.The forma and
the etandurd8 of proof (including the standard of good faitb
compliance) that were in use during the 1985-1988 aca
demic year to establish the eligibility of a child for entitle
ment under the Indian Elementary and Secondary School
.Assistance ;Act shall be the fonna and standards of proof
used
"(1) to establish euch eligibility; and
"(2) to meet the requirements of subsection (a).
"(e) DOCUMENTATtoN.-For purposea of determining
whether a child is eUgible to be counted for the purpose of
computing the amount of a grant under .ection 6103, t.he
membership of the child, or any parent or grandparent of
the chUd. in a tribe or band of Indiaos may be established
by proof otber than an enroJlrnent number, notwithlllt.and~
in~ the avnilabHity of an enrollment number for a member
o( such tribe, band, or group. Nothing in subaection (h)
lIIhaU be coustl""Ued to require the furnishing of an enroll
ment number_
"m MOmTORING AND EVALUATION REVIEW.
"'(1) IN GENERAL.--(A) ""or each fi8elEli year, in order
to provide such Information 88 is necessary to carry
out the responsibility of the Secretary to provide tecb·
nical assistance under this part, the Secretary shall
conduct a monitoring and evaluation review of a sam
pling of the recipients ·of grants under this part. The
sampling conducted under this subparagraph thall
take into 8ccount size of the locru edut:9.tioneJ agency
and the geographic location of such agency.
•
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11
10
"(B) Notwithstanding any other provision of law, a
local educational agency may not be held liahle to the
United Statea or be 8ubject to any penalty. by reason
of the findings of an audit that relate. to the date of
compJetion, or the date of subrniaaion, of any forma
used to establish. before April 28, 1988, the eligibility
of a child for entitlement under the Indian Elementary
and Secondary &:hool Assistance Act.
"(2) F.u...8£ fNt'ORMATION,-Any local educationru
agency that provides false !nfannation . in nn applies..
tiOh (or a grant under- this subpart ahall-
M{A) be ineligible to appiy for .ny other grant
under this part; and
"
"(B) be liable to the United States for any funds
provided to tbe JoenJ educational agency U\at have
not been expended..
"
"(3) EXCLUOED CHILDREN.-A student who provides
falae infam.alion for the fonn required under 8ub~
section (d) shall not be counted for the purpose of com
puting the amount of III grunt under section 6103.
"(g) DlSTRIBUTION.-For the purposes of the distribution
or funds \mder this pl\rt to schools that receive funding
rrom the Bureau of Indian Affairs pursuant 1.0--.
"(1) ae<:tion 1130 of the Education Amendments of
1978; and
"(2) the Act of April '16, 1934 (48 Stat, 596, chspter
.. 147),
the Secretary shall, in lieu or meeting the requirements of
this section for counting Indian chiJdren, use a count of the
number of students in such achools certified by the BUl"e'au
of Indian Majm.
"SEC. SUYI. PAYMENTR.
..ta) IN GENERAI..--8ubject
to aubaections (b) and (e), the
&cretnry shall pny to each local educational agency that
submits an application that is approved by the Secretary
under this part the amount determined under section
6103. The Secretary shall notify the local' educational
agency of the amount of the payment not later than June
1 of the year for which the Secretary makes the payment...
"(b) PAYMENTS TAKEN INTO ACCOUNT BY THE STATE.
The Secretary may not make a grant under this part; to a
local educational agency for a fiscal year if, for such fiscal
yenr, the State in which the local educational agency is. lo
cated takes into consideration payments made under this
~rt. {or under subpart 1 of the Indjan Education Act. of
1988) in determining the eJigibility of the local educational
agency for State aid. or the amount of the State aid. with
respect to the free public education of children during such
fiscal year or the preceding fiscal year.
"(c) REDUCTION OF PAYMENT FOR FAILURE To MAiNTAIN
FISCAL EFFORT.-'
'(1) IN OENERAt...-The Secretary may not pay a local
educational agency the fun amount of a grant award
determined under section 6103 for any fiscal year un
I
I
I
jess the State educational agency notifies the Sec
tetary, and the Secretary detenninea, that with re
spect to the provision of free public education by the
loeal educt\lion~l agency for the pre<:eding fweal yeaT',
the combined OOlcal effort of' the local educational
agency, computed' on either a per student or aggregate
e:ll:penditure baBia waa not lesa th&n 90 percent of the
amount of the combined fiscal effort. computed on the
same basis, fOT tl;jc second preceding fiaenl yeo:-.
"(2) FAJLURE.-¥, for any 1l6Ctlil year, the Secretary
detenninea thaf:i 'a local educational agency failed to
ma,ntain the fiscal effort of such agency at the level
speclfied In paragraph (I), the Secretpry shaU
"(A) reduce the amount of the grant that would
otherwise; be made to the agency under this part
in the exact proportion of such agency's failure to
maintain ita fiscal effort at 8u(:h level; and .
"(B) not use the reduced amount of the ageney's
expenditures for the preceding yeal to de:tennine
compliance wit.h paragraph (l) for any suctceding
fiaeaJ year, but shan UBe the amount of expendi·
,t.urtls that would have been required to comply
with paragraph (t),
"(3) WAJVf.R.-(A) The Secretary may waive the re
quirement of paragraph (1), fot' not more than one
year at a time, if the Secretary detenninea that the
falhlt"e to comply with such requirement is due to ex:~
ceptional or uncontrollable circumstance8. suth 48 a
natural disaster or a precipitouB and unforeseen de
eline in the agency's financial resources, ,
"(0) The Secretary shall not use the redueed amount
of Buch agencY8 expenditures for the fisenl year pre
(eding the f1sc\l.l year for which a walver is granted to
detennine compliance with paragraph (1) for My au(!~
ceeding fiscal year, but shall use the amount of ex·
penditures that would have been required to ·comply
with paragraph (1) in the ahsence of the wai.ver.
"{d} REALLOCATIONs.-The Secretary may reallocate. in a
manner thAt the Secretary determines will best carry out
the purpose of th~s part, any amounts that- .
"(1) based:on estimates made by Iota! educational
agencies or other infonnatk)(t, the Secretary deter
mines will not be needed by such agencies to carry out
approved programs under thin part; or
,
"(2) ·otherwise become avuilable for reallocation
under this part.
!
�~
12
.;
"PART B-SPECIAL PROGRAMS AND
PROJECTS TO IMPROVE F.DUCATIONAL
OPPORTVNlTIES I<'OR INDIAN CHn..
DREN
"(F) -eomprehensive guidance,
testing services;
.
"(0) early childhood and kindergarten programs.
including family-based preschool programs that
emphashe I$chool readlneas lind parentel skiUS:
and the provision Qr serviccs to Indian children
with disabilities;
"01} partnership projeeta between local edu
"SEC. 6201, JMPROVEMENT OF EDUCATIONAL OPPORTUNI.
TIES FOR INDIAN CHILDREN.
"(a) PunPOsE..
~(1) iN CENERAL,-lt is the purpose of this section to
aupport projects to develop, ust, and demonstrate the
effectiveness of services 81ld programs to improve edu
cational opportunities and achievement of Indian chil~
dren.
"(2) CooROJNATJON.-The Secretary shan tske such
sctli'mEl as are neceasary to achieve the coordination of
activities, asaisum under thia part with
"(A) other programs funded under this Act; and
"(D) ot.her Federal programs operated for the
benefit of American Indian nnd Alaaka Native
chitdren.
"(b) ELIGIBLE EN'TITIES,-Fol' the pUrpose of this section,
the tenn 'elig.ble entity means a State educntionaJ agency,
focal educational agency, Indian tribe, Indian organiUltion.
federally supported elementary and 8e«>ndary school for
Indian students, Indian institution, inciuding an Indian in~
sutution of higher education. or a eon80rtium of such insti*
tution8.
"{c} GRANTs Atn'HORTZED.-.., '
"'(I} IN G8N'ERAL.-The Secretary shaH award granta
to eligible entities to enable such entities ,to carry out.
activities that meet the purpose specified in subsection
(aXl). including
"{A) innovative programs related to the edu.
cutionru needs of educationally deprived children;
"(B) ooucational services that are not available
to such children in sufficient quantity ot quality,
including remedial instruction, to raise the
achievement of Indian children in one or more of
the core academic 8Ubjects of English, roathe-.
matiea. sciencn, foreign languages, art. history.
and geography;
"{C) bilingual and bicultural programa and
pro·eda;
special health and nutrition services, and
other related activities, that address the special
health, socia~. and psychological problems of In.
dian children;
_
'
"(E) special compensatOry and other programs
and projects designed to assiat Ilnd encourage In.
dian children to enter, remain in, or reenter
aehool. and to- increase the rate
secondary
~D)
school gmduaUon;
or
13
i
i
I
I
I
. ctttionat agencies Bnd institutions of higher edu
cation that a.llow secondary school students to en
roll in courses at the p08t.6econdary leveJ to aid
such students in the transition from secondary
school t(1 postsecondary education:
"{l) partnership projects between sehools and
l{/(ul businesses for school-1o-work transition pro--
gTams designed to provide Indian youth with the
knowledge and skins the youth need to make an
effective transition from Bchool to a first job in a
high-skill. high~wage career;
. "(J) programs designtfd to encourage and aaaist
Indian students to work toward. and gain en·
trance into, an institution of higher education; and
"(K) other services thnt meet the purpose de
scribed in subsection (aXl),
"'(2) PRESERVlCE OR lNSERVlCE TRAINlNG.-Presemce
ana
or inservice training of professional
paraprofes*
sional personnel may be a part of any program lUI*
sisted under. this' section.
"'(d) GRANT RgQUIREMENTS AND APPLtCATIONS.
"( 1) GRANT REQUJREMENTS.-(A) The Secretary may
make multiyear !,"l'ants under this section for the plan
ning. deve!opment, pUot oper'ltion', or demonstration of
any nctivity described in aubiection (c) for 8 period not
to exceed 5 yesrs.
"(8) In making multiyear grante under this section,
the Secretary shan give priority to applications thst
present n plan for combining two or more of the activi
ties described in subsection (c) over a period of more
thlm 1 year.
"(C) 'l'he Secretary shall make a grant payment to
an eligible entity tdl.er the initial yellr of the multiyear
grant only if the ~retftry detennines that the eligible
entity has made f,mbsttlntial progresa in carrying out
the activities 8ssisu,d under the grunt in accordance
with (he applkation, submitWd under paragraph (2)
and any subsequent modifications to such application.
"(oX!) In addition to awarding the muitiyear grants
described in aubparagraph (A), the Seeretary may
award granta. to eligible entities for the di6l.lcmlnstion
of exemplary materisls or programs assisted under
this sect.on.
"cm The Secretary may award a dissemination grant
under this suhparagraph if. prior to' awardinll the
grant, the Secretary determines that the malenal or
<
�15
14
been adequately
"(B) For individuals who are
any field other, than eduf!8tion.
pursuant to a grant under this
program thatrcsutte in a graduate ueIllH.=,
re~
and
replicated.
Any eligible entity that de
-aires to receive a grant under this subsection llhal1
submit an application t() the Secr~tary at. such time
"(e) APpLlCA1'ION,,"""
"(i) IN GENERAL,-Each eligible entity desiring a
grant under this section shall submit an application to
the $e1:;retary at such time, in such manner and .ac
companied by such information. aa.the Secretary may
re$sonahly require.
"(2) PREFE-RENCE.-In 8werding grants under this
seetinn, the Seeretary shall give preference to appliea
tions describing ·prograrns tbat train Indian individ
uals.
..to SPECIAL RUL&.-Jn making grs.nl$ under this section,
the Seeretary- '
.
..( I) shall conaider the prior performe.nee of the e1igi~
hIe entity; a n d .
. ;.
. "(2) may not limit eligibility to receive·.a grant under
this section on the basis of~
,
. ""(A} the number or previous grants the .Secretary ha!'t awarded such entity; or
'
, . ""(B) the length of any period during which such
entity received such gronts.
"
"(g) GRANT PER10Q,-Eaeh grant under this section shall
be awarded for a program of not more than 6 yeiU"S--.
and in such manner 88 the Secretary may require-.
"(B) Each application submitted to the Secretary
unde:- subpnmgraph tAl shall con(.ain"(i) a dea;;:rlption of how parente of Indian chilo
dren find t"el'resentativeB of Indian tribes have
been, and will be, involved in devplopin~ and im
plementing the activities for which QBSlstance is
8Ou~ht;
,
"(Ii) aB.stlrancea that the applicant wilJ parlid.
pate, at the request of the Secretary, in any na·
tional evaJuation of activities assisted under this
section~ and
.
"(iii) 8uch other assurances and infonnation as
the Secretary may reaaonably require.
"SEC. 6:202.. PROFESSIONAL DEVELOPMENT.
"(8) PuRPOSES.-1'he purposes of this sectIon are"(1) to iiH!rease the number of quaHfied Indian indi
viduals in profcliBions that aerve Indianpoople;
"(2) to provide trainlu¥ to qualifi~ Indian indlvid~
'uals to enable 8uch individuals to bewme teachers, ud~
miniatt'atora. teacher aides. social workers, and ancil
lary educational personnel; and
_
. "\.3) to improve the skills of qualified Indian individ·
uals who serve in the- capacities described in para
gnpb (2).
.
"(h) SERVICE Om.JOATION."'(1) IN GENERAL.-1'he
..
ELlOlBLE ENTI11Es.-For the purpose (If this section, .
the tenn 'eHgibJ~ entity m~ana'
"(l) rut institution of higher education, including an
Indian institution of higher education;
"(2) a State or 'local educutional sgfl-Ilcy. in consor
tium with an inatitution of higher education; and
"(3) an Indian tribe or organization, in consortium
with an institution of higher education,
"{c) PROGRAM AIJTHORtZED.-The Seeretary is authorized
to award grants to eJigible entities having applications ap.
proved under this sei:tion to en8b~ suth ell~ities to carry
out the activities df'.Scribed in subsection {d).
"'{b)
'"SEc. 6203. FELLOWS1DPS FOR ~"Dt..A..N S'tUDEN'I'S
"(a) FEL.l.0W8HIPS.
. "( 1) AtM'HORI'O'.-The Secretary shall awa'rd fenow~
ships to Indian students to enable 8udLstudents- to
,,(d) AUTHORIZED ACTIVITIES.-'
"0) IN GENERAL-Grnnt funda under this Election
shall be used to provide support and training for In
dian individuals in a manner Consistent with the pur~
poses of this section, Suth activities may inclUde oon~
, tlnuing programs, symposia. workshops, conferences,
and direct financial aupport..
"'(2) SPECIAL nULE5.-(A) I<'or education personnel,
the trainlng received pursuant to a grant under this
section may be inservice or preservice training,
'
Secretary shall reqUire, by
regulation, that an individual who receives training
pursuant't.o a grant made ur.der this seetion
,"(A) ~rform work- 1
m related to the training received under
this seclion' Rnd
"(ii) that benefits Indian peOple; ot'
",{B) repay all or a prorated part of the assi8t~
ance received,
"(2) REPORTINO.-The Secretary ahall establish, by
regulation. a reporting procedure under which a grant
recipient under this sf4:tion SMU. not later than l2
months after the date of completion of the training,
lind periodically thereafter. provide information con~
cerning the cmnplianee of such recipient with the work
requirement under paragraph (1).
,
study in graduate and profeSSional programs at ingti~
tutions of higher education.
'.
"(2) REQUIR&MENTS.-The feUowshlp3' described in
paragraph (l) shan be awarded to India!, student.a: to
~iOahie such students to pursue a (Dune of etudy
"(A) of not moTe than 4: academic years; and
"(B) tJ-;at leads
�" 16
"0) toward a postbaccalaureate degree in
medicine, clinical psychQlogy, psychulOgy, law.
education, and re!a~d fields; O'r
·'m) to an un(let-gTuduate or graduate de
gree'in engineering. business administration,
natural reaOUrreH. and reluted ficlds.
"(b) STJPENOS.-The Secretary ahaU par to Indian stu
dents awarded fellowships under subsedlon (a) such fltl·
j*nds (including allowances for Buhftiatenee of sueh stu~
dents and dependents or such students) as the Secretury
determines to be consistent with prevailing practices under
comparable federally supported progTsms,
.
"(e) PAYMEN"l'S TO INSTITUTIONS IN LIEU OF TUITION.
The Secreta,?, shall pay to the institution of higher edu
cation at which the holder of it fellowship is pursuing D
cOUrse of st~dy. 8Uth amount as the Secretary det.ennines
to be neceuary to cover the cost ofedueation pm:vided the
fellowship reeipi~nt.
"(d) SPEcw. RULES.
"(1) IN OENERAL.-lf a fellowship 8wflt'ded under
subsection (n) is vacated prior to the end of the period
for which the fellowship is awarded, the Seeretary
may award an additional fellowship for the unexpired
portion of the period of the fellowship,
k{2} WRlTTEN NOTICE,-Not later than 45 days be~
fore the commencement of an academic tenn, the Sec
:-etary shall provide to each individual who is awarded
a fellowship under subsection (a) for such academic
term written notice o{
"(A) the amount of the feJlowehip; and
"(B) any stipends or other paymenu that will be
made under this section to. or rot' the benefit of,
the individual for the academic tenn.
"C3l PlUoalTY.-ln awarding fellowships under sub-.
section fa). the Secretary shaH give priority to award
ing not more than 10 percent of such fellowships to In
dian studenu ·whu are reeeiving training in guidance
counseling with a 6)X'eialty in the area of alcohol and
substance abuse counseling and education.
"(e) SERVICE OBLIGATION.
"(1) IN CENERAL.-1'he
Secretary shall require, by
regulation, that an individual who receives financial
Wlsistance under this section
"(A) perform work
"'(i).reiated to the training for which the in~
dividua) reeeive8 aesistance under this sec~
tion; and
"(in that benefits Indian people; or
U{B) repay all or a prorated portion of such as
sistance.
.
"(2) REPOR'l'lNG PROCEDuRE.-'fhe Secretary shall
establish, by reJUlation. a reportin, pf'QCedure under
which the recipient of tra.ining as~nBtanee under this
section, not later tha.n 12 .months after the date of
-
17
,
completion or the training and perioolea11y thereafter!.
shall provide infonnation concerning the compliance ot
such recipient with the work requirement under para
graph ( 1 ) , '
'
"(0 ADMiNISTRATION OF FEUOWSHlPS.-The Secretary
may administer the fe!1owahips authorized under this eec:.
tion through a grant to, or contract or cooperative agree~
ment with, un' Indian organiza.tion with demonstrated
qualificationri to administer all raceta of the program aa·
£listed under this ijection.
"'SEC, 620.. GfFI'EO AND TAI..£HTED.
"(a) PROGRAM AU'l'HOR1ZED.-The Secretary
';
ahaH
..(1) 'establish two centetS for gifted and te.iented In~
dian students at tribally control1ed community college!
in accordance with this section; 'and
"(2) support demonstration projects described in 8ub«
section (c).
•
"(b) ELIG~B1.E, EN'l'ITfES.-The Secretary shan make
grants to, or enter into contra<:ta, for the activities de
scribed in subsection (a), with-
"(1) two tribally controlled community. colleges
tbe.tr"',
"(A) are eligible for funding under the Tribally
Controlled Community College Assistance Act of
.
1978; and
• "(8), are uecredited by a State or regional ac~
crediting agency or organi:t.ation~ or
.
"{2) If the Se~retary does not receive applications
that the Secretary determines to be approvnbte from
two Colleges that meet the requirement.s of paragntph
(l), the American Indian Higher Education COnsor
tium,
"(c) USE OJ.' FuNDS.
"( 1) IN GENERAJ•.-'I'he grants made. or contracts en·
tered into, by the Secretary under subseetion fa) shall
be used (or
"(A) the estnb1ishment of centers described 'in
Bubsection (a); and
"(8) carrying out demonstration projecta de
signed to
ken address the spedal needs of Indian Btu
dents in elementary and aeeondary sehools
who are gifted and talented; and
"(ii) provide such support aervite6 to the
families of the students describ~ in clau&e (i)
as art:' needed to enable such students to ben
efit fro:a the projects.
"(2) SURCONTRACTS.-Each recipient of 8 grant or
contract under subsection (8) mllY enter into a eon
tract with any;other entity, including the Children's
Television Workshop. to carry out the demonstration
projP.ct under this subijection.
~(~n D£MONS'fRATlON
PROJECTS.-Demonstrtltion
projecte. asSisted under IJubsection (a) may include
�19
18
*(A) the identification of the special needs of
gifted and talented lndian students, particularly
at t.he elementary school level, giving attention
1.0
"w the emotional and psyeht'l8Oelal heeds of
such students; and
u(ii} pl"(lviding such ftl1f1port Aervicea to the
families of such etudenla liS are needed to en~
able such studenta.to benefit from the project;
"(B) the conduct of educational, psychosocial,
and developmental activities that the Secretary
determines holds a reasonable promise of result
ing in Bubatantiai progress toward meeting the
educational needs of such gifted and talented chi.l~
dren, inc1uding_
.
"(1) demonstrating and e:lploring the uSe of
Indian languages and exposure to Indian eu)4
tural traditions; nnd
"Hi) mentoring and apprenticeship pn>
grams·
"(C) the' provision of technical CtssiatllJlce and
the coordination of activities at schools that re.
ceive grants under subsection (d) with respect to
the activities assieted under such granta. the eval.
uation of progratllS assisted under such grants, or
~.
the di68eminntion of such evaluations;
U(D) the use of public televiaion in meeting the
spedal educational-needs of such gifted and tal
ented <::hildren;
"(E) leadership programs designed to replicate
programs for such children throughout the United
St.a.t~e, including disseminating infonnation de
rived from the demonstration prujec:t.e conducted
under subsection (u}; and
"'{F) appropriate resean:h. evaluAtion, and relat
ed actiVities pertaining to the needs or such chil
dren and to the rrevision of such support. servieea
to the families 0 such children that are nooded to
enable such children to benefit from the project.
"(4) APPl.lCATION,-Eaeh entity desiring a grant
under subsection (a) shall submit an applica.tion to the
Secretary at such time and in 8Uclt lnillnnef as the Sec.
retary may prescribe.
'
"(d)
ADDITIONAL
GRANTS.
"(1) IN OENRRAl..-The Secretary, in consultation
with the Secretary of the Interior, shull eward 5
grants to a<::hoo1s funded by the Bureau of Indian Ar
fainl (hereafter in this section re-feTl"Cd. to as 'Bureau
schools') fOT program reoellrch and development and
the development and disseminAtioo of CUrriCUlum and
teacher training mpwriat. regarding
"(A) giftcd,And talented students;
u{B) college preparatory studies (including pro
grama fot Indian aLudenta with an interest in pur~
suing f.e{tching careen);
"(C) students with .special culturally'reJated aca..
demit needs, including studcnta with social, Un~
gusl, and cultural needs; or
'
"(D) mathematics and science education.
.
"(2) A!>PLII)A't'IONR-Each Bureau school desiring a
grant under this subsectic>n shall submit an applica
tion to the Secretary in such fi.nn and at such time as
the Secretary.may prescribe. '
"(3) SPECIAL RUL.E.-Each application descrihed in
pare.graph (2) shall be develo:ped, and each grant
under this :Bllbaect.ion shall be administered, jointly by
the supervisor of the Bureau schoo} and the ioeal edu
cational: agency serving such aehool
"(4) REQUIREMENTS.--{A) In awarding grants under
paragraph (l}, the Secretary s-hall
"(0 achieve a milltun't of the programs described
in ParBgrt\\ih (1) that ensures that Indian stu
dents at a 1 grade levels and in an geographic
areas of the Un~ted States are able to participate
in a program as-Slsted under this subsection; and
"(ii) eMure that, for the purposes of thia section
end Bection 112S(d}{3XA)(i) of the ,Education
Amendments of 1978. a dennition of the term
'gifted and talented student' it developed 89 BOOn
as practicable af\.cr the date of ensctment of the
Improving America's Schools Act of 1994.
"(B) Th'e Secretary shaH report to the Secretary of
the Interior ltnd to the Congress a definition of 'gifted
and talented' based on the requirements of aubpare
graph (A}(ii).
"(5) GRANT PERIOD.-Subject to the availability of
appropnationll t granta under- paregr$ph (1) sholl be
ltwarded for a a-year period and may be renewed by
the Secretary for additional 3~yel\r periods if the Be<:
retary detern'lines that the perfonnance of the' grant
recipient haa lxten satisfactory.
"(6) DISSEMn~ATION,-The dissemination of any'ma·
teria}s developed from activities assisted under para~
grapb (1) s-hall be carried out in cooperation with enti~
ties that receive funds pursuant to subsection (b).
fO(7} EVALUAT10N cOSTS.-(A) The costa of evaluating
enytactivilies assisted under paragraph U}shall be dj~
vtded betwecn!the Bureau achools conducting such ac
tiVilie!l and the recipients. of grants 01" contracts under
BubseetiQn (b)- who condud demon&tr1ltion projecta
uuder- such subsection,
_
"{B) If no funds are provided under subsection (b)
fu~
.
"m the evaluation (If activities aaslSted under
paragrapb (1);
.~
_
.. ..?... :.'
~''4':;;
J:;"-!;"\:'t'l:':u
~-'-~'.-"
,.;
�20
21
COOrdination with
res:pect to such activities; or
. .
"(iii) the diaseminatiQn of the evaluations re
ferred to in claus.e O},
then the Secretary shaH make such grants, or enter
"(ii) tcclmica1 assistance and
and orgnnizationa. and public agencies and institutions
for-
"( 1) the dissemination. on a national basis, of infor
mation (:oncttrning education programs., services, snd
ieSQurces available to Indian children and adults. in
c)uding evaluations of such programs, scrvieea, and re
sources; and
"(2) the evaluation of the effectiveness or federally
as.slsted program!i tn which India.n chitdrcn and adults
ma.y partkipate in achieving the purposes of such pro
grams relating to Indian children and adults.
inw auch contracts, as ate ne<:essruy to provide for the
evaluations, t.echnical assistance, and coordination of
nuch activities. and the dis...ernination or the evulua~
tions.
.
"(e) iNFORMATION NETWORK.-The Seetetary shall en~
OOUl'"uge each recipient of Ii grant or contract under this
sectiun to work cooperatively sa part of 8 national network
to >fnsure that the information ·developed by the $Tant or
contract ret:ipient is readily nVlililable to the entIre edu
cational community of the United States.
"(d) STATE AGENCY GRAN1'S AND CONTOACTS,-The Sec
retary shull award not more than 15 pereent of the fund!!
approprillted under subsection (g) for each fiscsl year to
State eduationa:i sgenciea.
"'SEC. 6206.. GRANTs FOR EVALUATION AND 'I'ECHNlCAL As.
SISTANCE.
"(e) MPUCATION.
'a) IN GENERAL.-The Secretary may 8w8rdgranta to,
and enter into contractu with. public agencies, State edu~
cational agencies in States in which more than 5,000 In
dian children are enrolled in public elementary and sec.
ondary schools, Indian tribes, Indian inatitutians, Indian
Qrganb.atione, and private in,stitutiona and organizations,
to establish, on a regional basis, information centers thllt
shall:
..(1) evaluate :programs that receive &&sistance under
tbia title and evaluate other Indian education pm
gratns in order to-
"(A) detennine the effectiveness of th$ programs
in meeting the special educational and culturally
related academic needs or. Indian thildten and
adults; and
"(8) conduct research to determine the needs
described jn subparagraph (A);
"(2) provide technicai assistance in the form of mate
rials and personnel resources. Upon reqtlcst, to local
educational agenci(\S and Indian tribes, Indian organi
zations, Indian institutions, and committees deseribed
in section 6101(c)(4) in evaluating a.nd currying out no
tivitJ~16 aSAisted under this title; und
"(3) diaaeminute information, upon request, to the
entities described in paragraph (]) concerning all Fed_
eral education programs that aff~t the education of
Indilln ehiJdren and adults, including information con.
cerning successful models and programs designed to
meet the special educational needs of Indian children.
"(b) PERlon OF GRANT OR CONTRACT.-Each grant or
contract under this .section may be for a period of not more
than 3 yeara and may be renewed for an additional 3;year
period if the Secretary annually reviews the performance
of the grant recipient and determines that eatisfactory
progress has been made,
"(c) USE OF FuNllS.-Tbe Secretary may award grants
and enter into contracts with Indian tribes, institutiuns,
j
'~
"n) IN GENERAL.-Each entity desiring assistance
under thia section ahaU aubrnit an applic.ation to the
Secretary at such time, in such manner, and accom
pani«i by such information as the Secretary may .rea.
eonab1y require.
.
"(2) PRtORI'PY.-lrnlpPnlv1ng applications under thia
section, the Secretary shall give priority to Indian edu~
eational agencies, organizations, and institutions.
"(3) ApPROVAL.-Tlte Secretary may approve an ap
plication under this seCtion, only if the Seeretftry de~
terminea that the funds made available under this sec
tion will be used to supplement the Jevel of funda from
State, local, and other Federa:l sources that would. in
the,absence of J:'ederal funds provided under this /K."¢
tion, be made:'twe.i1able by the State or loeal edu
cational agency for the activities described in this soo
tion/ and in no case will be used to supplant auch
fUnds..
- 'I
"(0 AtrrH()RlZA1'ION OF APPROPRlATfOm.-'I'here are au
thorized to be nppropriated to the DlEl!partment -uf Edu~
cation $8.000,000 for each of the fiscal years 1995 through
1999 to carry out thjs section.
"'SEC. 6too. GRANTS .TO TRIBES FOR EDUCATION ADMINlS
._'
TItAT~ PLANNING AND DEVELOPMENT.
"(a) -IN GENERAt,-The Secretary may make grants to
Indian tribes. and tribaJ organizations approved by Indian
tribes, to plan and develop a centrali2:ed tribal administra'"
live entitY.to-.
. .
"(1) cu.lrdinate all education programs O}ffi'Tated by
the tribe or within the territorial jurisdiction -of the
tribe;
"(2) develop education codes. for schools within the:
territorial jurisdiction of the tribe;
t., .
"(3) provide support services and technical 888i9t-.
anoo to echuoJa serving children of the tribe; and ~
"(4) perfonn thnd~find eereening services for the pre
8ehoo)~aged.chjldren of the tdbe to~,. -...
�23
22
"(A) ensure placement in appropriate edu
cational facilities; and
"(8) coordinate the provision.of' any needed ape~
cial servicee fur conditions Bueh as disnbHities and
Engliah language skill deficiencies.
"(b) PERtOD OF GRANT.-F.:acb grant under this seetion
may he awarded for a period of not more than 3 years, ex
eept that BUch grant may be renewed upon the termination
of the initial period of the grant if the grant recipient dem.
onstrate,s to the satisraetion of the Secretary that renewing
the grant ior an additional a-year period is neccssary to
carry out the objectives of tho grant deseribed in 6ub~
section (cX2XA).
'\c) APrLlCA'l'JON FOR GRANl'.
"(l) In OENERAL.-Each Indian
tribe and tribel orga~
nizatlon desiring B grant under tbjs section shaU sub
mit an application to the &cretary· at such time, in
such manner~ containing such infonnation. and con.
. sistent with sueh eriteria, as the Secretary may pre
scribe in regulations.
"(2) CoNTEN'TS.-Eaclt application described in para
graph 0) shall contftin.
"{A} a atatement describing the activities to be
conducted. and the objedivea to be achieved,
under the grunt; and .
.
'-.
"(8) a description of the method to be used for
evaluating the effecti~eness of the activities for
.which assistance ia sought and dctennining
whether such objectives aTe achieved.
"(3) APPROVAf•.-The Secretary may approve an ap
plication submitted by a tribe or tribal organi1mtion
pursuant to this section only if the Secretary is aatis
fied that such appJieation.·jnduding any documenta
tion submitted with the appHcation
"(A). demonstrates that the applicant has con
Bulted with other education entities, if any, within
the territorial jurisdiction of the applicant who
wiH be affected by the activities to be conducted
under the grant;
"{B} provides for ron6ultation with such other
eduf.3tion entities in the operetion and evaluation
of'the activities conducted under the grant; and
"(C) demonstrate6 that there will be adequate
resoUTreS provided under this flection or from
other sources to oompJete the activities for which
aasistance is sought, except that the availability of
such other resources shaH not be a basis for dis
appl"Oval of such application.
"(d) AUTHORIZATlON OF APPROPR1ATIONS.-There ate au
thorized tQ be appropriated to the Department of Edu
cation $3,000,000 for each of Ule rlBCa.! years 1995 through
1999 to carry out this section.
·PART C-SPEClAL PROGRAMS RELAT.
ING TO ADULT EDUCATION FOR INDI·
ANS
._,
"SEC. 8301. TMPROVEMENT OF EDUCATIONAL OPPOR'nJN1·
TLES !o'OR ADULT INDIANS.
""(u) TN GENERAL..-The Secretary shall eward grants to
State and local educational agencies, and to Indian tribee:,
institutions, and organizotion.s
"( 1) to support planning. pilot, and demon6tration
projects that are designed to test and demonstrate the
. effectiveness of programs for improving employment
and educational opportunities fot' adult Indians;
"(2) to Assist in· the establishment and operation of
progra.ms that are designed to stimulate
"(A} basic: lite'racy oprrortunities for aU
rlonliterate Indian adults; and
"(8) the provision of opportunities. to all Indian
ad\:lts to qu~lify for, a seeQ~dary school dipl0'f!l-al
or lls recognlZed equlvnlent. In the shortest pertOtl
of time feasible;
"(3) to support a major research and development
program to develop more innovative and effective tech~
niques for achieving literacy and secondary school
equivalency for bdians;
....
.
"(4) tI) provide for basic surveys and evaluations tI)
define aocurately the extent of tbe problems
illit
eracy and luck of secondary school oompletion among
Indiana; and
;
"(5) to enrourl;l'ge the dissemination of lnfonnation
and 1naterillla Volllting to, and the evaluat.ion· of, the
efT~tivcness of edu~u.tiDn programs that may offer
educational opportumtles to Indhtn adults.
"(b) EDUCATIONAL SERVlCEs.-'l'he Secretary may make
grants to Indian tribes. institutions. and organiaatlons to
. develop and establish educational servioos and programa
specificaliy designed to improve educational opportunities
for Indian adulL'l.
,.
"{c} INfORMATION: AND EVAI.UATION.-'l'he Secretary may
make grants to, I'Uld enter into contrncts with, pubUc agen
cies and ins~itutiona and Indisn tribes, institutions, and
Qrganizations. for-
.
"( 1) the dissemination of information oonceming
educational progrftma, services, and resources avail:"
able to Indian adults, including evaiuatlona of tba pro-
grams, services, and resources' and
. _
"(2) the evaluation of feder;.il:y assisted programs In
which Indian adults may participate to detennine the
effectiveness of the' programs in a>chieving the pur
poses of the programa with respect to Indian. adults.. ,-
or
"(d) APPUCATIONS.-
i
t'yJ:. ...
"(1) IN GENER.A1...-Each entity desiring a grant
under this section shall submit to the Secretary an ap
plication at such time,. in such manner l containing .
,
,.~,
.. '~
,
�25
24
"( 1) shaH be carried out in consultation with the As~
siatant Secretary (or EduOltlQnul Research and Im~
prnvement to ensure that auch activities are eoordi,
nated with and enhaneo the reaeareh and development
activities supported by the Office of Educational Re
search and Improvement; and
"(2) may include collaborat.ive researeh activities
that nre jointly"funded and carned out by the Office
of Indian Eduention and the Offiu- of ~duc8tionu1 fie..
seareh and Improvement..
~.~ .• ~~~ •• criteria, a.a
:ulations.
)n described in pars*
describing the activities to be
objectives to be B~hieved.
the method to be ueed for
of the act.ivitiea for
and detennining
grant are achieved,
ahaH not approve an
paragraph (l) unless the Sec
$ueh application, including an?
submitted witb the application,
l
I
"PART E-FEDERAL ADMIN1STRATION
"
"SEc. 8601. NA110NAL ADVISORY COUNCIl"
indl~
CATION,
cate&
"(A) there has been adequate partldt!stion. by
the individuals to be set'Ved and a~proprlate tribal
(:1)mmunILiea, in the planning and development of
the activities to be assisted; and
"(B) the individuals and tribal communities re
ferred to in subparagraph (A) will participate in
the operation and evaluation of the activities to be
aaeisted.
"'(4) PR!oRITY.-[n approving application. under
paragrnpn (l), the Secretary sh811 give priority to liP'"
plicntions (rom Indian educational Bgencie3~ organiza
tions, and institutions.
"(8) AUTHORIZED Ac'rMTfES.-'rhe Secretary may uoo
und~r
sedion 6602(b) for each fiscal
~-
'"(l) conduct research related to effective approaches
for the education of Indian children and adu1ts;
"(2) evaluate federany assie-ted education programs
from whkh Indian children and adul18 may benefit~
"(3) collect and analyze dnta on the educational sts~
nnd needs of Indiana; 'nnd
.
"(4) carr)' out other activities that are consistent
with the purpose ohhis title.
"(b) EUGlBIt.rrY.-Thc Secretary may carry out any of
the activities described in subsection (8) directly or
through grants to. or Olntracts or cooperative agreements
with Indian tribes. Indian organizations. State educa.tii)na~
agenciea, local educational agencies, instltlltions of higher
education, including (ndian lnstitutionB of higher edu~
chtion, and other public and private agencies and
inatitutlons.
..(<=) CooRDtNATION.-:Researeh activities supported
under this aeeUon
tU8
"(a) MBM8ERSHIP.-'I'here is established. National Advj~
Council on Indian Education (hereafter in this flection
referred to as the 4Cou.:kil'). which ahall
"0) consist of 15 Indian members, who shan be ap
pointed by the President from liata of nominees fur- .
nished, from time to time, by Indian tribes and organi
.'
zationfl' a u d :
""(2) represent different geographic areas or the Unit- .
.I
'
ed States.
"(b) DUi"lES.-'1'he Council ahaH
"'( 1) advi «'! the Secretary concerning the funding and
administ.ration (including the development of regula- .
tions and administ.rative policies and pract1ces) of any
program, including any program. established under
this title
"(A) with
which .he Sec",tazy hea ju
risdiction; and .
"(BXi) that inc1udes.lndian children or adtdts as
participant.s; or
'Xii) that may benefit Indian children or adults;
"(2) make recommendations to t.he Secretary for flU- .
log the position of Director of Indian Education when
ever a vncancy oeeum; and
"'(3) aubmit to the Congress, not Ister than June 3U
of each year, a report on the activities of the Council,
""I'«' '"
"'SEC. &tOl. NATIONAL Al.'TJVITIES.
ycar
ON INDIAN EDU.
BOry
"PART D-NATIONAL RESEARCH
ACTIVITIES
funds made available
.
!
fnchldjng~
"(A) any recommendationa that the Coundl con
siders appropriate for the improvement :Of Federal,
education prognuns that include Indian children
or adults as participants, or that may benefit In~
dinn children or adults; and
"CB) r&'Ommendationa concerning the funding of
any program described in subparagraph (A).
'
""SEC. 84OZ. PEER REVIEW.
""The Se.;retary may use .a peer review process to review
applications submitted to the Setretary under part B, C; or
D.
�26
. 27
"'SEC. MOS. PREFERENCE FOR INDIAN APPLJCANTS.
"In making grants under part B, C. ot' D. the ScCret.o.ry
shall give 1l prerCl'ence to Indian tribes, DTganizationB, and
institutions of higher education under any program with
respect to which [ndian tri~e&. orgnniZcntionl!. Dnd instilu
tionl} are eligible to apply for grants,
"'SEC. %04, MINIMUM GRANT C1U1'1i:fUA.
'!he Secretary may not approve an appJication for fl
grant under part B ot" C uoleu the application is (or a
grant that is
"'{I) of sufficient size, scope, and quality to achieve
the purpose or objectives of sUJ::h grant; and .
date of enactment of the Act entitled the 'Improv
ing America's Schools Act of 1994'.
"SEC. 6002. AlITHOntZA'l'JON$ OF APPROPRIATIONS.
j
\
"'(2) based on relevant research findings.
"PART F-DEFINITIONS;
AUTIIORIZATIONS OF APPROPRIATIONS
"SEc. 66&1. DEFINmOn8.
"As 'lSed in 'this title:
"(1) MULT.-The unn 'adult' means an individual
who
"(A) haa attained the age of 16 yeaTS; or
"(B) has attained an age that is greater than
the age of compulsory sthool attendance under an
applicable State law.
"'(2} ADULT EDtJCATION.-The term ladult education'
has the menning given 8uch term in Bection 312(2} of
tha Adult Edutalion Act.
"'(3) FREE PUBLIC EDUCATION.-T'he tenn 'free public
education' means education that is-·
"(A) provided At public expense, under public
supervision and direction, Hnd without tuition
charge; and
"{B) provided a8 elementary or secondary edu
cation in the applicable State or to preschool chil
dren.
"'(4) INDlAN.-The term 'Indian' means an individual
whO;3
U{A) a member of an Indian tribe or band. as
membership' is defined by the tribe or bend, in
cludlni~
(i) any tribe or band terminated since
1940; and
.
MUi) any tribe or band recognized by the
Slate in which the tribe or band resides;
"(8) a descendant, in the first or second degree.
of an individual described in subparagraph (A};
"(C) considered by the Secretary of the Interior
to be an Indian for any purptJ:l1e;
.
"(D) 'an Eskimo, Aleut, or other Alaska Native;
or
"(E) a member of an Qrganized Indian group
tbat received a grant under this title prior to the
I
I
,.
,
;
......
"(a) PART A.-For the purpose of' carrying out part A of
this title, there 8re authorized to be appropriated to the
Departm~nt oC Education $61,300,000 for fiscal year 1995
and allch sums as may he necessary for each of the.4 suc
ceeding fiscal years...
"{b} PARTS B THROUGH D.-For the purpose of carrying
out parts n, C. and 0 or Ude tiOe. there are authorized to
be appropriated to. the Department of Education
$31,925,000 for fi8cli~yenr 1995 and such Bums fl$ may be
necessary f'or each of the 4 succeeding fiscal years:.
"(e) PART E.-For the purpose of earrying out part E of
this title. there are authnriud to be appropriated to the
Department of' Education $3,715,000 for fiacel year 1995
and such suma fl$ may be neee&aary for each of the 4 suc
ceeding fiacal years. :' .
"'SEc.. 6&ti3:. CROss REFERENCES.
.
"'The Tribally ControiJe(t SchooJs Act of 1988 is amend~
ed-
"(.1) in flubparagraph ·(C) of section 5204(a}(3) (20
U.S-C. 2503(.nX3)(Cn. by striking "chapin lor'; -.nd .
"(2) in .",tion 5205 (20 U.S.C. 25Q4)
"(A) in subsection (aKa), by striking "chapter 1
of"'; and '.
Mm) in 8uhaection (b}-.-
"(0 ;1'1 paragraph (2}. by striking "chapter 1
or'; nnd .
"(ii) in paragraph (3XA), by striking "chap
ter 1 of'.
On page 1357. otter line 25. insert the folJuwing;
PART _-AMENDMENT TO DEPART·
MENT OF EDUCATION ORGANIZATION
ACT AND REPFAL OF INDIAN EDU.
CATION ACT
!
SF-C. _1. OFFICE OF INDIAN EDUCATION.
Title II of the Department of Education Organization
Act (20 U.S.C. 3411 et seq.) (&S I'Imended by section 271}
)S further 8rI.1ended by adding at the end the following new
section:
"OFFICE OF INDIAN EDUCATION'
"SEC. 217. ia} There shall be in the Department an Of~
fiee of Indian Education (hereatl.er jn thi& sectinn referred
tn as the 'Office'),
"'{h)(l) The Office shall he headed by a Director otlndian
Education (hereafter in this !lectinn referred to i'UJ the 'Di~
rector') who shaU1:A} he appointed hy the Secretnry; and
�29
28
"(8) 1"eport directly to the. .AsBiatant Secretary (or El~
ementary llnd Secondary Education.
"'(2) 'l'he Director shall'
UtA} be responsible f01" administering title VI of the
Elem~ntary .and Secondary Education Act of 1965;
"(8) 1M involved in, an4 he primarily responalble for,
the development of all policies uffeding Indian thil~
dren and adults under programs administered by the
Office;
"(C) coordinate the development of policy and prnc~
tiCll for aU programs in the Department relating to In~
diun person!J; and .
"(D) assist the Assistant Secretary of the Office oC
Educational ReseAlTh and Improvement. in identifying
research prioriti.es related to the education 01 Indinn
persons.
"{3} The Diractor shall be 9 career appointee in the Sen·
ior Exe<:utive Service, and shall be paid at a level deterw
mined by the Secretary_
"(c)(!) The Secret..ury shall give preference to Indian indi~
vidullls with respect to an pet'8onne) actions of the Office,
"(2) Such preference shail ba impleme~tcd in' the same
fashion as the preference given to any Indian under aec~
tion 2609 of the Revised Statut.ea (25 u.S.C. 45)....
.;
or
BEf'_ ,_,_2.. INDlAN EDUCATION ACT OF 1988.
The Indian Education Act of, 19M (25 U.S.C. 2601 note)
is repealed.
PAltT _~nURFAU OF INDIAN AFFAIRS
BEC. _to GOALS 20001 EDUCATE AMERJCA ACT.
(a) AssiSTANCE TO THE SECRh"1'AItY OF 'fUR fNTERJOR.
Section 315 uf the Goals 2000; Educate America Act i8
amended
(1) by amending sUMection (c:} t.u read as foUows:
"(c) BUREAU OF INDIAN AFFAJRS COST ANALYSJS ANn
STUDtE."t
"(1) IN
GENERAL.-The Secretary of the Interior
shall reserve from the fHnda received purauant to sec
tion 304(0.)(I)(B) in the first and AlWood fiIiCa} year ror
which the Secretary of the Interior receives such funds
an amount not to exceed $500,000 for each such year
to provide, through'a contract executed. after open so·
licitation, with an organization or institution having
extensive experience in school finance~ for an analysis
of
"(A) the costs associated with meeting the Hca
demic. home~living. and residential standards of
the Bureau for each Bureau funded schoo! and B.n~
nua1 projections of such costs; and
"{B) the felUibility and desirability of changing
the method of financing for Bureau funded IH:hooJa
(rom the w,eiehtNI ~tlHfpnt unit ffH'1TIulA mf't.hnrl 11"1
effect on the "date of enactment of tMe Act to a
school-based budget system or other Ilitemative
aystem of iin~<:iaJ support.
-....
"(2) COST ANA1::YSIS PURPOSE.-The purpose of the
oost analysis provided for in paragraph U)(A) shall be
to provide the Bureau and the panel described in sub
section (hX4) with baseline data regarding the current
state of operati{}n~ funded by the Bureau and to pro~
vide B fr;'mework, fflr the Implementation of UPPOf'w
tunity4to-lenrn stnhduro5. Such aoalysis shen evaluate
the tpsui of providing 8 program in each school oper~
.ated or supported by the Bureau for the next succeed
ing academic year and shall be based on
"CA) the standards either published in the Fed~
erat Register and effective for schools funded by
t.he Bureau on the date of enactment
this Act,
or the State or regional standards in ef'feet. on
such date for n Bureau~funded school;
"(B) the best projections of student counta end
demographics as provided by the Bureau and as
independently reviewed by the organization or inw
stitution selected b~ the Secretary to perform the
analysis described in this sedion; and
"(e) the pay and benefit schedultl8 and other
personnel requirement.s for each school operated
hy the Bureau, as such pay and benefit achedulcs
and reqUJrelnents exiated on the date of en8ct~
ment of this Act_
. .
"(3) FEASIBILITY STUDY PURPOSE.-{A) ':be purpose
of the fensibility analysis provided for in .:paragraph
(t){B) shaH be to detennine whether it is feasible and
desirable for the B~reau to replace or modify the
" weighted student unit fomnda system in effect on the
date of enactment of t.his Act.
""Hl) For the pu"t"pOSeS of the feasibility analysi$ de.
acribed in par.n:gruph (tXDJ. the term 'athool.bued
hudget system' means a sy8tem baaed upon an initial
detennination, 8t each school site, of the number of'
students who shall be served at the site. the needs of
tho$c studen19, the standards which will best meet
those needs (including any standards or conditions re
flecting local commutlity input and 8uch community's
program}, the personnel profile necessary to establish
such program and the £ost (determined on an actual
basis) of funding such n program. Such a system shalt
ineJude procedures to aggrepte the determinations Car
each school site to detennme the amount. needru.i to
fund aU Bureau fundt.'<i schools. to prepare a bud,et
subrnission based upon such aggregate, and to proVide
for a mechanism for distributing such sums 8S may be
appropriah_>O: based upon the determination at each
achool aite.
.
"(4) RESULTS REPORT.-The contractor selected 'shall
be reqUired to report the results of analyses provided
,
�30
31
<,
for in this section. in aggregate and sehool-specific
fann to the chairpersons and ranking minority mem
beTS of the Committee on Education and l.abor "nod
the Committee on Appropriations of the House of Repo
resentatives and the Committoo on the Indian Affairs
and the Committee (In Appropriations of the Senate,
and to the Secretary or the Interior, not later than six'
months after the dtlte of enac.tment of the Improving
America's School!! Act of 1994. The contractor shall
also be required to provide an estimate of the costa of
meeting the academic and Tes.idential standards of the
Bureau for each Bureau funded sehool for each of the
three succeeding forward.funded fieenl years following
the date nr submission of such report. The contractor
ehall provide an estimate of such costa to such peroous
and members not later than January 1 of each 8ue~
eeeding fiscal yetar,"; and "
(2} by adding ot the end the following new sub~
sections:
"(e) GRANTS.-The Secretary of the Interior may use not
more than one percent of the funds recei.ved pUf5uant to
section 304(aXl)(B) in the first and BCatnd fiscal year for
which the Secretary of the Interior receives such funds for
the purpose of providing granta~ if requested by Bureau
funded s-choo) boarda, til enable such scbool boards to carry
out activities: of reJonn planning as sueh activities are de
Bcribed for States in mtion 308(b)(2)(J), or to evtllunte the
feasibility of becoming a contrru:t school purnuant to the
Indian Self-Oetennination..and Education Asaistance Ad
(25 U.S.C. 450 et seq.), or 8. grant 1I(;hoo) pUl"8uant to the
Augustus F. Hawkins-Robert T. Stafford Elementary and
Secondary School Improvement Amendments of 1988.
"(0 STUDY.-In cooperation witb thp. pan~l established in
aubsection (b)(4). tIle Secretary or the Interior ahall COJI~
duct a study to evaluate the feasibility of contracting with
a privute mana.gement firm for the operation of one or
ml)re Bureau operated lIchools to facilitate the achievement
of the National Education Gouts and the efficient use (If
funds in the edU(3tion of Indian children, and to report to
the persona identified in subsection (c)(4) and to the paneJ
dea(;l'ibed in subsection {b)(4) not later than 12 months
after the date of enactment uf the Improving America's
Schools Act of 1994.",
(b) SYSTEMIC T ...X:HNOLOOV PLANNING •.....-Subsection (b) of
section 317 of the Coala 2000: Educate America Act is
amended by adding at the end the following new para~
graph:
"{3} SECRI'if'ARY OF THE INTERIOR.-From the amount
appropriated pursuant to the authority of Bubsectil)n
m in each fiscal year. the Secretary shan reserve
$75,000 for the Secretary of the Interior to enabJe the
Secretary of t.he interior to conduct, directly or
through a contract, 6yatemic techno1ogy planning for
the outlying areaa and Buteau runded "hools.".
SEC. _2.. TItllJAlLY cqiITROlLEt') SCHOOLS ACT OF 198&
{a) NEW,' CONSTRUCTlON.-'I'he e.eeond aentence of pora.
graph (4) of section 5205{b} of the Tribally Controlled.
Schools Act of 1988 (25 U.S.C. 2504(b){4)} is amended by
btriklng "were N!eelved." and inserting "were received. (IX.
c:ept that a school receiving ,Q want under this part for fa~
eitities improvement and repeir may use such grant funds
for new construction if the tribel government or other or.
ganiz.ation providcs funding for the new construction equa1
to at least (lne-fourth of the total cost ·of such new oon~
struction:',
,
(b) COMPOSITION OF GRANTS.-Subsection (b) of section
5205 of the Tribally Controlled Schools Act of 198B (25
U.S.C. 2504(b» is further amended by adding at the end
the following new paragraph:
"(5) If tbe Secretary fails to make a detennlnation
within 180 days of iii request filed by an Indian tribe
or trlbnl organization to include in such tribe or orga~
nizalion's grant tbe funds described in subsection
(a)(2), the Secretary shall be deemed to have approved
such request and the Secretary shall immediately
amend the grant accordingly. Such· tribe ~1' orgt\ni:r;a~
t10n may enforce its rights under subsection (a}(2) and
this paragraph, including any denial of uT failure to
act on such tribe or organization's request, pursuant to
the disputes authority described in section 5209(e).".
(c) PA\'1.tENTs.-SubBeetlon {a) of &ewon 5208' of tha
TribalIy Controlled Schools Act of 1988 (25 U,S.C, 2SO.7(8)
is amended to read as follows:
"(a) PAYMEN'i'S.
I
I
I
..( l) F.xeept as otherwise provided in this suhaection.
the Secr~ta.ry shall make- payments to granteea under
this part in 2 payments. of which
,"{A) the first payment shaH be made not Istar
thun July 1, of e~leh year in nn amount equal to
one-haIr of the amount which the grantee was en
titled to receIve during the preceding ac&deJ'!lie
. year; and
.
.'.'(8) the second payment, consisting of the re.
-mainder to which the grantee is entitled for the
, academic year, shall be made not Inter than De
cember 1 of each year.
"'(2} J<'or any achool for which no payment under this
part was msde ftom Bureau funda in the preceding
academic year,' full payment of the amount tomputed
for th~ first academit year or eligibility under this part
ahall he made not late-r than Dt.>cember 1 of the ac.a~
demit.: y e a r . '
,
"(3) Wjth regard to funds for grantees that become
available for obligation Oil Octol)er 1 of the fiscal year
for .which 8-u(!h fu~ds arc appn priated, the Secretary
shall make payments to grantees not later than De~
t:ember 1 of the fi~ca1 year.
.' ',"
�. 32
33
"(4) The provJsions of the Prompt Payment Ad (31
U.S.C. 3901 et seq.) shall apply to the payments re·
quired to be, made by paragraphs (l), (2), and (3l.
"(5) Paragraphs (I), (2), and (3) shan be subject to
any restriction on amounta of payments under this
part that are imposed by 8 continuing resolution· or
other Act appropriating the fundjJ involvw .....
(d) ApPI.JCAHILlTY.-Subscction (a) of seetion 5209 of the
Tribally Controlled &11001a. Ad (If laS8 (25 U.S-C. 25oS(a))
is amended to read as follows:
"(a.).CER1"A!N PROVISIONS To APPLY TO GRANTs.-AH pro
'Visions of section 5, 6, 7. 104, 105(0, 100(0, 109, and 111
of the Indian Self·Detennination nnd Education Assistance
Act, except those provisions relating to indirect costs and
length of oontraet, shall apply to gTttnts provided under
this part,".
(e) EXCEM10NS, PROBLEMS, AND DISPUTr~.-Sllbsection
(e} or section 5209 of the TribaJly Controlled Schools Act
or 1988 (25 U.s.C. 250S(e)) 18 arnended
(1) by striking "the amount of a grant under section
5205 (and the amounlof any funds referred to in that
section), and payments to be made under section 5208
of this Act," and inserting "a grant authorized to be
made pursuant to this part or any amendment to such
grant,";
"
..... (2) by striking "the amount of, or payment of, the
adminiBtrative grant" and inserting "an administrative
cost- grant"; and
.
(3) by adding at the end the foUowing new sentence:
"'The Equal At."CeS8 to .Justice Act shaH apply to udmin~
iRtratiy~ appeals filed after September 8, 1988, by
gralltees regaroing a grant under this part, including
nn administrative 008t gral.L".
,
SEC. _~3. EDU(',ATlON AMENDMENTS OF una "
(n) BUREAU m' INl>lAN MFAIRS.--Subsections (a)
through (f) of section 1121 of the Education Amendments
of 1978 (25 U.S.C. 2001 et seq.) arc amended to read aR
(ollows:
"'(a')( 1) The purpose of the standards developed under
this section shan be to afford indian students being a.,rved
by a Bureau funded school with the same opportunities as
aU other atudents to achieve the high goals embodied in
the Goals 2000; Educate America Act.. Consistent with the
provisions of this eection and section 1131, the Secretary
shan take such actions S8 are neceaaary to coordinate
atandaroa deveJoped snd implemented under this 1l1.~tion
wit.h those in the State plans developed and implemented
pUf'$uant to the Goals 2000: Educate America Act for the
States in which eaeh Bureau funded school operates. In de
veloping and reviewing sucil standards and such coordina~
tion, the Secretary shall utilire the findings and me·
ommendations of the panel established in section 315{b)(4)
of the Goals 2000: Educate Amenta Act.
';
"(2) The Secretary shall take immediate steps to encour_
age school boards of Bureau funded schools to engage their
OJmmunities in adoptin~ declarations of purposes of edlk.
cation in their commUnities, analyzing the implications of
such purposes for their schools, and determining how such
purposes may be made to motivate students nnd faculties
and otherwise animate their llChoola by May 1, 1995,~Such
declst"atjons shall represent the aspirations of a commu
nitv for the kinds of p~NI!1n5 fluch community wnnts its
children to increasi.ngly become, and shun include such
purposes as assuring that all learners are beeoming Bceom
plished in ways important to themselves and respected by
their parents and, communities, shaping worthwhile and
satisfying livea for thetnse)ves, exemplifying the best val
ues of the community and humankind. and h«oming in~
creaSing:?, effective in shaping the charaeter and quality of
the warl aU learners share.
'.
"(b) Within 18 months of tbe publication of the voluntary
. national content at.m'ldords described in section 213(8) 0('
the ('zOals 2000: Educat.e America Ad, the Secretary, in
consultation with the Secretary of Education and Indian
organizations and tribefJ, shall carry out or cause to be car~
Tied out,by contract with an Indian organization a review
of the atundards in effect on Ule date of enactment olf the
Improving America's Schools Act of 1994 for the basic edu
cation of Indiun children attending Bureau funded schools.
Such review shall take lntl) account the voluntary national
COntent standards and other factors such as academic
needs, local cultural differences, type and level of language
skills, geographic isolation, and sppropriate teacheNltu~
dent ratios for such children, and shull be directed toward
the attainment of equal eduClitional opportunity for such
children.
. "
"'{e)( 1) The Secretary AhsU revise the minitnum acsdemie
standards published in the Federal Register on September
9, 1985 (50 Fed. Reg, 174) for the baste education oflndtan
children based upon the review ;conducted under. sub.
section (b). The Secretary shall publish such proposed,
SLnndards in the Federal Register for the purpose of receiv~
ing comments from the tribes and other interested parties.
The Secretory shall establish finsl standards, distribute
such final atandards to a1l the tribes and__ publish such
final standards in the Federal Register. The Secretary
shall revise such final standards periodically as necessaty.
Prior to anx revision of such final standards, the Sei:retaty
shan distrIbute such proposed revision to all the tribes.
and publish such pl"l;lposed revision in the Federal Reg.
ister, for the purpose of rec~iving comrnenUl ftom the
trihes and other interested parti~ls.
"(2) The standards df"l'lcribed in paNlgraph (l) shull
apply to Bureau sch~"Wls. and subject to 8ubse<:tion (f). to
cOntract and grant schools, and may &:Iso serve IlS'S model
for educational programu for Indinn children in pubHc
schools. In establishing and revising such standards, the
�34
35
Secretary ahaU take into aerount the epeeial needs of In
dian students and the !Support and remforcement of the
spif.~cific cu!tural heritage of each tribe.
"{d) The Secretary shaH provide ulternative or modified
standards in lieu (If the standllrda f}stablished uncleI' sub
section (c), Where necessary. so that the programs of each
school shall be in compliance with the minimum standards
required for accreditation of schools in the State where the
'Behool I!!! located.
"(e) A tribal governing body, or the local school board so
desi1:rnated by the tribal governing body. shall have the
local authority to waive. in part 0)' in whole, the standards
estabHShed untier 8ubaeetion (c), where such standards are
deemed by such body to be inappropriate. The tribal gov
erning body or designated school board shall, within 60
days th~reafl.er. submit to the Secretary a proposal for al
ternative standards that take into account the B~ciflc
needs of the tribe's children. Such revIsed standards ahat)
be established' by the Secretary unless spedlicaJly rejected
by the Secretary for good cause and in writing to the af
fected tribes or load Behool board, which rejection shall be
final and unreviewable,
"if) The Secretary, through contracting and grant·mak
ing procedures, shall assist school boards of contract and
grant. schools in the implementation of the standa:rda ea
tf1biished under Bubsections (e) and (d). if the sehool boards
request that such atsndurds, in part or in whole. be imple
mented, At the request of a contract or grBnt school bosrd,
the Secretary shaH provide alternative or modified stand.
ards for the at8ndards established \,Inder subsections (c)
and (d) t.o take into account the needs oi the lndian chil
dren and the contract or grant sehoo1."_
(d) FORMULA AnJUSTMEN't'.-Subseclion (c) of eecUon
1128 of the FAucation Amendments of 1978 (25 U.S.C.
2008(c» i9 further amended by adding ot the end thereof
the followinp' new parugraph:'
"(4){A) The Secretary shaU adjust the fc..nnula. estab
lished under subsection (a) to use a weighted unit of
0.25 for each eligible Indian student who is;enrolled in
a )'ear~long credit coutse in an indian or ;Native Jan· '
g\H>ge as part of the regular curriculum of a school, in
considering the number of eligible Indian students
served by such schooL
"(B.) The adjustment required under subparagraph
(A) shaH be used for BUch school aft.er
"'(0 the certifiution of the Indian or Native lan
guage curriculum by the &Chaoi board of touch
school to the Secretary, together with an estimate
of the number of full~time students expected to be
enrolled in the currieulum in the second school
year foUowing the &chool year for which the cer
tification is made; and
"on the funds appropriated (or allotment under
,this sedion are designated by the appropriations
Act appropriating such funds as the amoun! neo
essary to jmplement BUch adjustment at such
school without reducing allotments made under
this section to anyaehool by virtue of sucluuljust~
ment....
(e) GRANT ScHOOlJl:.-Parsgraph (3) of section 1128(g) of
the Education Amendments of l!J78 (25 U.S.C. 2008igX3H
is amended by il1aerting "or grant school" after "contract
school" each time sucb term appear!.
m AVAJLABILI'I'Y.-Suhsection (h). of section 1128 of the
Education Amendments of 1978 (25 U,S.C. 2008(h)) is
lunended by inserting "of a Bureau school" after, "board".
(g') SPECIAL RULE.---SP.ction 1128 of tbe Education
Amendmenl:$ of una (25 U.S.C, 20(8) is amended by ndd
inff at the end the following new subsection:
'(i) Beginning with scademic year 1994--1995, tuition for
the out-(l(·State students boarding at the Richfield Dor
mitory in Richfield, Utah, who attend Sevier Count.y high
~hoo18 in Richfield, Utah, ahan he paid from the Indian
school equaliution program funds at 8 ra.t.e not to exceed
the amount per weig~ted student unit for that year for the
instruction of such students. Such payment shall be in lieu
of payments thot might otherwise be puid to Bureau fund
ed or public schools on their reservations. No additional
administrative cost funds will be added to,thc grani....
(b) COUNSEJ.oRS FOR BOARDING SCnooLS ANI) DOR
MfTORIES.-Subsection (a) of section 1128 of the Education
Amendments of 1978 (25 U.S,C, 200ts(a» is amended by
adding at the end the fonowing; "'Prior to January 1. 1996,
the &cretury .shan review the formula established under
this section and shan take !loch steps as may be necessary
to incre8ge the availability of counseling services for 8tU~
dents in ofr~reservation boarding schools and nther Bureau
funded residential facilities. Concurrent with such action,
the Secretary shall review the standards established under
section 1121 to be certain that adequate provision ill made
for parental notification regarding, and consent for, such
counseling services.",
(c) SCUooL BOARD 'T'RAiNING..........subparllgraph (A) of sec~
lion 1128(c)(2) of the Education AmendmenL'! of 1978 (25
U.S.C. 200S(c)(2XA») i.s amended by striking "fiscal year
1986'" and in8ertin~ "'fiscal year 1992:, except that the con
tracts for distrihutlon of such funds shall require that such
funds be distributed by the recipient organizations in 1\
manne-r that assures the same pro rata shure is made
available for train~ng for each school board in the system....
(b) UNIFORM
DHiECT FUNDING
AND SUPPORT.-Sub~
section (~) (If section.' 1129 of the Education Amendments
of 1978 (25 U.S.C. 2609{o» is amended
(1) by amending paragraph (1) to read as follows:
1*( 1) Within six months after t.he date of enactment of the
Improving America'a Schools AI~~ of 1994. the Secretary
shall establish, by regula.tion adopted in accordance with
�37
36
section 1138, a system for the direct funding and support
of aU Bureau funded schools: Such system shuU atlot funda
in accordance with section 1128. All amounts appropriated
for distribution under this section shaH be made available
as 'Provided in paragraph (2).";
(2) by striking p(lragrnphs (2) and (3) and inserting
the fonowing new paragTal}h:
"(2)(A) For the purpose of affording adequate notice of
funding Ilvailable puriliuant to the aUutmenla lIutde by lil!C·
tion 1'28. amounts aPfTOPriated i.n an appropriation Act
for any flacal year ahal become available for obligation by
the alfectecl schools on July 1 of the fiscal year in which
such funds are appropriated without further action by the
Secret.8.ry, and shall remain available for obligation
through the aucrecding fiscal year.
"(B) The Secretary shall. on the basis of the amount 8p-
propriated in accordance with this parngraph
"'(i) publish, on July 1 of the fiscal year for which the
funds are appropriated. the allotments to he made
under section 1128 to each affected school of 85 ~r~
cent of such appropriation; end
"'(ii) publish. not later thun October 30 of such fiscal
year, the allotments to be made under section 1128 of
the remaining 15 pereent of such appropriation, ad
justed to reflect actual student attendance,"~
_
(3) by rede$ignnting pnragJ:"sphs (4) and {S} as para~
graphs (3) and (4), respectively; and
(4) in paragraph (3) (ss redesi.gnated by paragraph
_(3) by .striking "$25,000" and inserting "'$35,000",
(i) S'ruDENT PROJECTS AND MATCHING FuNDs,-Sedion
1129 of the Educution Amendmcnta: of 1978 (25 U.S.C.
2009) is amended by adding at the end the following new
l'IubsectionlJ;
"(g) Notwithstanding nnr other provision of Jaw, where
t.here is" ngreemcnt. on aeturn bet.ween thflt Buperintendent.
tmd the school board of a Bureau funded .achool, the prod~
uet or rcsl.lt. or a project conducted in whtlln or in mlljor
part by a" student may be given to that student upon !.he
completion of But;h project..
"(h) Notwithstanding any other provision or law, funds
received by-a Bureau funded school under this title shaH
not be considered Federal runds for purposes of meeting 8.
matching funds requirement in any Federal program.".
SEC. _4.
~'W~~ ~~~ut?~:~u~;g~~tt:
VEt..QPMENT.
Subsection m of section 1509 of the Higher Educntio~
Amendments of' 1986 (20 U.S.C. 4416(0) is amended to
read 8S follows:
"(0 ApPUCABILlTY ,
"(l) This section shaH apply to any individual ap
pOinted after Octoher 17. 1986, for employment in the
Institute. Except u provided in subsection Cd) and (g),
the enactment of tbia: title shaU not affect
uri;-
"(A) the continued employment of
indivfduaJ
employed immediately before October 17. 1986; or
"(B} such individual's right to receive the oom~,
pensation attached to such l>o.sltion.
"'(2) 'Inis section shaH not apply to an individual
who.~e services are procured by the Institute pursuant
to a written procurement contract,
_
"(3) This section ahall not apply to empjoyees of an
entity perform.ing servicea pursuant to a written oon~
tract with the Institute,",
SEC. _ 6 . ENDOWMENT FUNDS.
Section 302 of the Tribally Controlled Community Col.
lege AB~ist.anoo Act of 1978 (25 U,S.C, 1832) is amend~d
(1) in subsection (a). by striking "section 333t! and
inserting in lieu thereof"'section 331"; and
(2) in subsection (h).
(A) by amending parugnph 0) to read as rol~
lows: ""
\
"{l) provides for the investment and maintenance of
a trust fund, the corpus and earnings of which shall
be invested in the same manner a5 funds are invested
under paragraph (2) of section 331{c) of the Higher
EducatIon Act:of 19$. except that for purposes of thi6
paragraph, the tenn. 'endowment fund means a fund
established by an institution of higher education or by
a foufldntion .that is exempt from taxation and is
maintained for the purpose of generating income for
the support of the institution. and may include real as
tate;"~ a.nd
(B) lnparagraph (3) by striking "samer the first
time S\1(:h tenn appears.
"
SEC, _ 4 . STUDY.
.
The Secretary of the Interior shaH conduct n studi' in
consultation with the board of regents of the Haakel In
dian Junior College ro evaluate the possible need for alter
native institutional p).d ndmintstmtlvc systems at Haskell
Indinn Junior College to 6UppOrt the tr-Rnsition of such col
lege to a four- year university, If the study's conclusion$: re
quire legislation to be implemented. the study shaU be ae~
comlinied by approptiate draft legislation. Such study
shal be transmitted to the Committee on Indian Affairs of
the Senat~ and the Committee on Education and Labor of
the HO\1se of Representatives by June 1, 1995.
BACKOROUND
The education of ahout ninety percent of American Indian chit·
dren is provided by the states throllgh public schoo1& in all fifty"
states. Most of the remaining ten percent of lndian children attend
schools nperated Of funded by the Dureau of Indian Affairs on trust
lands in 23 states.
The Indian Education Act wall enacted in 1972, following an ex
tensive review COnd\lcted by a Senate Special Subcommittee on In~
dian Education that had begun its work in 1969. On the- basis.of
�•
38
a9
what the Subcommittee called "a failure of major proportions" in
the education of American Indiana, the Ad provided for new red~
ernl funding for supplemental programs in public schools to assist
Indian students in reacbing higher levels of achievement, special
program {or Indian adults, and the creation of the Office of Indian
gducation and the appointment of a National Advisory Council on
Indian Education in the Department of Education. The baslc fea~
tures of the Indiim Education Act remain unchanged today,
In fiscal year 1994, the Congresa appropriated $79.785.000 fot'
the Office of Indian Education. About two-thirds of the uppropria·
tino was allo.eated us formula grants for supplemental programs (or
Indian >children in over 1,200 school districts. The remaining funds
were allocated 8& wmpetitlve grants to school districts for .,Ianning
and demonstration pro!'ecta, fellowships or other professional devel~
opment programs for ndhms. and for administrative budgets (or
the Office ,of Indian Education and the National Advisory Council
on Indian Edueatlon,
'
Direct provision of schooling for Indiana by the national govem~
ment was first authorized in 1775. but very few Indian children or
adults W~te served. It wasn't until after the Civil War that the
Federal government assumed an active and wider role in providing
edurJltion to Indian children. Today, the Bureau of Indian Affaire
operatea or provides funding for lR5 achools and dormitories on 63
reservations in 23 states. Ninety-four of the facilities are operated
by tribnJ governments: 24 arc operated under contracts as author~
ized by the Indjan Self~Determinatil)n and Assistance Act of· L975,
ond 70 tire operated with grants os authorized by the TribaBy Con
lrolled Schools Act of 1988. Theae a<:hooia, together with schools op~
erated by the Bureau itself, enroll 45,186 students in grades kin~
dergarten through twelve,
10 fiRC.a1 year 1994, the Congress appropriated $394,393,000 for'
the operation of schools by the Bureau of Indian Affairs and by
tribal governments with grnnt.e or contrad.a from the Bureau.
{onnuls grants to be part Df sc:hoolwide programs, but the Commit~
tee's amendment limita auch achoolwide use to those schools in
wnkh Indian students make up half of a school'$ enrol1ment and
rnquire$ the roncurrence of the school's parent committee.
A new provision affeeting formula grunt applica.tions would re~
quire applicants· to'include B. comprehensive plsn for meeting the
education: needs of Indian nnd Alaska Native students. Such a pJa'n
would necessarily jnclude a definition of a t:omtnunity's purpose 'of
education and descriptions Df acadelliif..: goula, how funds from all
sources would be coordinated to meet the needs of the studenta,
what tr1l1ning' would be afforded teachers who arc new to working
with Indian studenu.., and what plans have been developed for 8.B~
Elessment of stud-ent progress and for i:he dioseminntion of assess
ment results W parents, Other changi:s made by the Committee
would require three-fourths of the membE:rts of each parent commit.
ree to thp. Indian parents, require an applicant LOcal Educatitm
agency (LEA) to conduct an assessment of Indian student needs.
nuthorize tribal governments to apply for grants if an LEA does not,
do 00, and delete a requirement that an LEA submit ito application
to 8. State Education Agency for review.
The Committee agreed with. ~he Administration in deleting the
overbroad "other organized groups" category [tom the Jist of enti.
ties whose members are eligible to' participate in Indian Education
Act program's, but in order that existing programs not he disrupted
for tribes or banda whose final eligibility has not been established,
the Committee's amendments provide authorily ta continue fund~
ing for current grantee$" ,
Thf'\ Committee accej)ied the Administration's proposed payback
requirements in a alighd; modified fonn for Indian Education Fel.
lowship awardees, hut on the Dasia or unanimous testimony by trib-
81 educntor$ and students, the C.omrnittee retained provisions in
existing law that authorize competitive grants to be awarded to
students, rather than aceepting the Administration's propOsal to re
place direct gr,ants to students with a program of grants t~ !!elected.
Institutions of higher e<fucation. By a~t ..::aoun~. the.exlsbng fel~
lowship pr0bi"am has been successful In IOcrea:oIng the number or
Indians in professiofl$. Nodng the burden descrIbed by the Depart~
meut irt evaluaUng hundreds of applicati,ons annually f~r as few 88
finy awards, the Committee h~s authonzed, but, not. directed. the
Secretary to contract with an Independent. arganlzatton to admjn·
iI.ter the program,
. :.
.
Given the unique nnd broad role that Indian Educatl~n Technical
M,sistance Centers provide not. juat. to 1.EAB, but, to ~rlba1 covern~
ments tribal eoUegen, and other Indian orr,anlzaltons. the Act
wouJd "reauthorize the six Indian Education Technical ABBiBta~ce
Centers. These Centers not only serve a broad array of orgnn12:a
tions but they provide continuing. an-site oS5is\.anl;'.e upon request,
an a~tivity not. envisioned for the mUIt.iple purpose cent.e~ pr6-0
t>Osed by the Administration. That assistance i5 made po8slble by
the locAtions of the Centers near concentratio!'8-.of the Indian pu -.
talion-four are in the midwest or west. One)5 tn. Alaska, an only
one is east of the Mississippi. Given the distributIOn of.th~ generh'l
po ulation to be served by the broad~ba8ed centers p.ropoaed by t e
Alminisuation, such centers would likely be more, dlatant ~~~ ~!l:,
MAJOR PROVISIONS OF THE AMENDMENTS
Indian Educaticm. Act
The Committee on Indian Affairs accepted mlJch of the Adminis
tration's proposal for the reauthorization of the Indian Education
Act, including t.ho8e provisions aimed at the implementation of the
national gnala and lXl'rfortnanc:e standards envisioned in GOALS
2000. Based upon testimony from Indian edlJcatol'8 and organiza
tions, however, the CommU.tee has ~tained BOme provielona in ex
iating law.which the Admlnistr'utioo propo!red to delete and modi
fied certain other provisions,
The Act would reauthorize the program, of formula grants to
schools enrolling Indian children. the major component of the Act.
but would establish a minjmum enrollment of ten atudents and
grant of $4,000. the minimum level of funding the Commit.tee be~
iieveR necessary to conduct an eff«tive program. Absent Buch a
miniTrium grant. requirement, wbidl would have littll! effect upon
grants to districts enrolling n larger number of Indian students, the
smaller programs would have as little as $1,550 in fiscal year 1995.
Cansistent with the Administration's proposal, the Act authorizes
&c
;.-..
,
�40
41
diM populations nnd would likely result in a diminution of 6etv~
ices.
FinaUy, to enable tribal governments to give leadership to the
achievement (If schoo! refonn and pUisuit. of the National Edu
trnct and grant sehools on July 1 and D~lnher 1 J)f each year, and •
to pay interest in the event payments wen! not timely made. and,
rurtber to require that all amounts appropriated for scllool oper
ations be distributed and not diverted to other Bureau programa,
Tribally-operated schools administered with Bureau grants would
be made subject to the same rule DS schools operated under ron
tracts with tribes with regard to audits and enrollment o.f non-Indi
ans, anti nny disputes over grtlnla would be handled as they are
under t.he Indinn .self nctf!rmin~tl"n ond A.~si5tnnr:p. Act. Bureau
schools would be enabled by the amendments to reUlin up to fift.een
percent of funds received in a fiscal year without fiscal year limita
tion to encourage prudent man&gement of their funds and to enable
improved planning for the f"Uowing year.
A new provision for funding for Indian or Alaska Native lan
ffUage instruction would he authorizM under the CA)rnmittee
amendments, subject to additional appropriations. Further, the
amendments clarify that since Bureau-funded schools are not sup.
ported by state or io<:al taxes, these federally-funded schools. would
be enabled ',Lo use such federal funds in any programs requiring
matching funds.
_
Committee amendment~ also undertake to address the enormous.
backlog of needs for school construction, Firat, to give increased.
flexibility to grant and contract schools in making prudent choices
on &chao!: renovati;)n br'repiscement. the amendment would allow
a tribal government to use improvement and repair funds rut re-
placement school buildin};'s if. a tribal govemment paid for one
fourth uf the t'ltal coots tk the new construction, Second. to compel
the Burenu, to reply to' apfllir.atione by trihaJ governments ror
grants for fn.c-ilities repair, a deadline would be imposed on the Bu
reau by providing that an application would be deemed approved
if the Bureau took no RdiDn within six months.
An amendment indudc(l hy the Committee would affect aU t.rib·
ally oontroiled community college$ by authorizing them to invest
endowment funds subject to the criteria and limitations as ot.her
institutions of higher education. The amendment would avert the
need ror the coUeges to withdraw funds presently invested and de
posit sneh funds in lower interest earning account4.
Finally, the Committee amendmentll indude provisions affecting
three specific institutions. The first .....ould direct the Se<:retttry to
conduct a study analy;ting whether alternative instit~lti{)na1 or ad
ministrative systems should be considered for Haskell Indian Jun~
ior College, given ittt transition to a fouTwyear college. The second
would clarify that persons employed by the foundation established
by the institute of American Indian Arts are not emf,loyees of the
Institute itself. The third would direct the Bureau of ndian Affairs
to make pl\ym~nta: to "the RichfieJd Academy in Utah baaed upon
the number of Navajo- students who are obtaining their education
at the Academy. in place offed.eral payments that~would Q~1:terwiBe
be made to Bureu~ or public !ichools on their reseriations, .
"
eation f';r(lala, the Act would aut.horize a new (:uteggry
or granta
to
8.Ssi8l 8ueh governments to plan and coordinate education pro
grams within their jurisdictions, Such grants would assist tribal
governments in providing the kind of leadership to selmol rerorm
and impruvcment such :as the governors of eUlW,'J are to pro\·iclc.
. Bureau of lndian Affairs educatum programs
The second category of amendments relate to education programs
of the Bureau of Indian Affairs. Aa with the Committee's amend.
ments to tbe Indian Education k:t. the amendments nre intended
to advance school reform Bnd the pursuit of. the National Education
Goals by making substantive changes to current law and by im~.
proving the administration or the Bureau's programs, A few, how~
ever, are merely technical amendme'nts.
The Committee's amendments to GOALS 2000 are intended t.o
modify provisiuns governing 6 atudy prescribed in the Act (with
funding from .a Department of Interior aet-aside),and to take other
sctions consistent with GOA1.S 2000: The Educate America ·Act.
The study. an ana}ysie or the coat of providing· educatiunal pro
grams in Bur-cau of Indian Affairs schools. would be performed by
an organization having expertise in school finance, instead of by
one of two institutions named in GOALS 2000, and to provide estl
mateh of sm:h wst for each of the succeeding three years. The con~
tractor selected wuuld also he directed to evaluate the feasihility -of
changing the system by which appropriated funds are distributed
to the Burcau':IJ JS4 schools and dormitories, Another amendment
wQuld direct the Secretary of Interior to study whether contracting
with a private school mo.nugement ·finn for tbe o.peration of nne or
more schools should be considen!d. It wuuld also authorize the Sec
retary to make small grEtnts to Bureau schools. if requested by
lhf!ir achool hoards to enable them to eonsider such nn approach for
lJumH~elves or to ennble them to explore beeoming contrsct 01'" grant
achooll;. The final amendment of GOAL-I). 2000 would auth()rizl~ the
HUn!uu to receive a grant. from the Th:!partment of Education eql.lai
to the minimum afforded each state to enable the Bureau to plan
for the use of educationnl technology in ita schools, correcting what
the Committee viewed as an oversight at tbe time GOALS 2000
was propoaed.
The Committee's amendments would require the Bureau of In~
dian Affairs to review educatio.n standards adopted aimo.st ten
years ago and to revise such standarda on the basil! of pl"()viaiuna
uf GOALS 2000, and would ~irect the Sftretary to encourage corn·
munities to adopt purposea of education to reflect community aspi~
ra.tions for the attributes it wants its children ro possess. The
amendmenta would also direet the Secretary to. take &teps to in
£rease the number of counselors at hoarding schools and to distrib
ute school bOOrd training funds on n pro rata basis.
A number of improvements would be made in the Bureau's sys
tem of providing financial and other support to its. aehools. The
amendments would· ~ulre the Bureau to make payments. to eon~
.'
,
LEGiSLATIVE HISTORY
,,
,
On May 4, 1994, the Committee on Indian Affairs received testi·
monyon provisions afTeeting American Indians in S. 1513, The fol~
lowing America's Schools Act., and a,H, 6, the version of the act ap
�42
43
proved by the House of Reprflsentatives on March 24, 1994. Based
on the testimony received and lettef'8 from Indian education organi~
zations and tribal governmenta, the Committee drafted the reau
thorization of the Indian, Education Act and amendments to stut~
utea governing education" programs of the Bureau of Indian AfTail"B.,
grams and dcs;::ribes the kinds of programa that could be carried
out, '
Section 6202 provides for grants to institutions of higher edu
cation and tribes. and Indian ol"]::anizntions. and educational agen
cies if in eon1tortium with. such Institutions fOT the purpose of pro-
viding training 88 teachers, administrators, teacher aides, social
workers. and ancillary educational personnel; also imposes service
f'1Jquirements or repayment of funds.
Section 6203 authori1:M" Fellowships: to be awarded ~ Indian stu
dents for graduate studies and undergraduate atudiea in specified
fields; impo...o;;es service requirements or repayment of award; also
authorizes tile Secretary -Co contract for tbe administration of the
Fellowship program.
Section 6204 authorizes the Secretary to estublish centers for
gifted and tnJcnted India!! students at tribally controlled tommu
nity (:oileges find to make· grants to support demonstration projects
at selected Bur~au of lndi~tl Affairs-funded schools.
Section 6205' authot'i.~ep the Secretory to establish regional cen
ters to prov,ide a wide range of technical nasiStAtice to Indian
schools, tribal governments. and Indian orgarlitationa for the BUp
port of Indian education programa; a)so providea for an authori~a~
tion of $8,000,000.
.
Section 6206 authorizes the Secretary to make grante t.o tribal
governments to allow them to plan and develop o~anir.ations
which. would coordinate educational ·programa on their reserva~
tions, develop education codes, and for other purposea~ provides
also for an authoriution of $3,000,000.
Pari C.-Specia.l program$ reluting to adult education fer Indians
Section 6301 authorizes grunts for adult education programs in
cluding planning, pilot, d.emonstmtion and research projects.
Part D.-NaUonal actiuities and grants to Sttlt~fI
Se<:tion 6401 authorius the Secretary to make grants to tribes
and tribal organizations, State and loca1 educational agencies, in
8tituUons of higher edueation. and other public and private organi.
zations for research Bnd evaluation in Indian eduea!-ion,
COMM1Tl'EE KECOMMENDATION ANO 1'A9ULATWN" OF VOTE
On July 1, 1993. the Committee on Indian Affairs unanimously
approved the amendments to S. 1513 and the amendments re~
ported to the Senate and the recommendation that the Senate ap~
prove the amendmenta.
SECTION-ny..sEC'l'ION ANALYSIS
Findings. and Purpose
Section 6001 aeta out findings that underlie tbe Indian Education·
Act. ,
.
Section 6002 declares the purpose to be to help meet unique,
needs $() that American Indians and Alaska Natives ean achieve'
challenging State perfonnonce standards to be developed pursuant
to GOALS 2000 and identifies the kinds of activitiea that will be~
authorized,
Part A.-Formula grants to local education agencies
Section 6101 declarea the purpose of Part A ru> one of supporting
Local Education Agencies (LgAs) in their refonn efforts toward
achieving the national goals,
.
Section 6102 authorizes grants to LEAs t.hat enroll 10 or more
Indian students or if such students constitute at least 25 percent
of nn LEA's enrollment; also provides that a tribal govemment may
apply if an LEA declines to do 80,
Section 6103 de~rtbes how the amoont of grants will he cal
culated, authorizes grants for Bureau of Indian Affaire funded
achools, describes how reductions would be made when appropria
tions ore below the amounts authorized, and establishes a mini·
mum grant of $4,000 for every program.
Section 6104 describes what information and commitments will
be required of applicants seeking fonnula grants, including the role
of the parent committee: provides that the parent committee shaH
have no leas than a three·fourthB membership of Indian parents.
Section 6105 deserihes penriilHlible activities; tbat may he aup*
ported with forrnula grants.
.
Sei:tion 6106,describes student eligibility forme and monitoring
requirements.
.
. Section 6107 provides fur payments to LF,.Aa and withholding of
payment if 8 State fails to maintain fiscal effort.
Part B,-Special programs and project. to improve educali()nal op
portunities for chUdren
Section 6201 provides for discretiunary grants to State and Local
Ed.ucational Agencies, Indian tribes and organi7.ntion, BlA funded
schools, Jndian c:ollege:!'!, nnd consortia fnr projects th::ot are, tD de
velop, test. lind demonstrate the effectiveness of servu::es and pro
Part E.-FedclXll admin.istration
~
&ciion 6501 establishes the National Advisory Council on rndian
Education and deSt;rih~8 its membership lind duties.
Section 6502 authorizes the Secretary to use 8 peer review proc<
ess for applications 8ubmitted for discretionary programs, profes
sional development, Blld national activities,
Section 6503 re'luires the Secretary to give preferente to applica
tiona of Indinn tribes, institutions. lind organizations.
'
SI.'ttion 6504 limits the Secretary )n making grants {or discre
tionary programs and professional development to projects that are
based on relevant ruearch findings nnd are or sufficient size, .".
scope. and quality.
'~_"':".' ",.::
Part F,-Definitions, Quthoru:atiOlts of approprialions
Section 6601 provides definitions for the fonowing terms: iladult."
"adult education," "froo public education~" and "Indian,"
�45
44
Section 6602 lmthoriz.ea $61,300,000 for Pari A. $31.925.000 for
Parts B through D. and $3,775,000 for Part E in fiscal year 1995,
and such sums as may be n~gsary for euch of the succeeding
years through 1999_
"
{The foUowing amendments should appear in title HI of tbe Im~
proving America's Schools Act of 1994J:
Section 343 establishes the Office of Indian Education Bnd de
scribes its membership and (Juties.
Section. 344 repeals the Indian Education Act of HJSS.
SECTlON-BY -S£t.'TJON ANALY81S
Amendments to Public Law 103-227
Section l(a) authorizes and directs the See1'etary of Interior to
contract with lUi organization having expertise in school finance to
ronduct un anniyais of the costs of operating Bureau of Indian Af~·
faiTs funded schools and an analysis of alternatin systems of fi·
nancing such schools, authorites the Secretary to conduct a study
of feasibility of contracting with a private school management finn
for the operation of one or more schools, and authorizes the 8ec~
rclary to make grants to 8chools to enable them to explore options
for operation of their schools
Section l{b), directs the Secretary of Eduention to allocate
$75,000 from funds appropriated tor education technology planning
w the Secretary of Interior to enable the Secretary to carry out
planning for outlying areas and Bureau. of Indian Affairs funded
schools.
Amendments to Public Law }{)0-297
authonz.es tribal governments to uoo Facilities Im~
provl~rnoCnt nnd Repairs funds for replacement const.ruction if one
fourth of the total project cost is borne by the tribal govermnent
or other orgnnization.
Section 2(b) requires the Seeretury of Interi.or to net upon a re·
quest made by a tribal government to include facilities funding in
&: grant within six months by declaring the request deemed ap
proved if the Secretary takes no actiun.
Section 2(c) requires the Sei=retary to make payments to grant
achools.by Juiy 1 and Det:ember 1 of each year. conforming the re~
quirement to forward funding of the Indian School Equalization
Program, and authorizes payment of interest to the schools in the
event of jate payments.
Section 2{d) requires the Secretary to raia!!!: any audit questions
of a grant school within one year of the filing of an audit report.
the same limitation imposed upon the Seeretary with regard to con~
.tral.i, schools.
Section 2(e) authorizes all disputes arising over grants, not just
disputes over funding, t.o be handled 8S they ate under P.L. 93
6'8.
A!1ll!lldmenls 10 Public Law $5-561
Section 3(a) directs the Secretai")' of Interior to revise standards
relating to Bureau of Indian Affairs schools to incorporate GOALS
2000 and to encourage communities to adopt purposes of education
Section
2(a}
which reflect each community's aspirations (or the attributes it
WllUt.s its children to posse!!.'!.
Sectinn 3{b) requires the Sncretary to take such steps 89 are
necessary to incnnisc the availability of counselors in off-reserva_
tton boarding schoob by January, 1996.
Section 3{c) provides that funds made available for school board
training be distributed on a pro rat.o bssis among recipient orga.ni
zations.
Section 3(d} authorizes at! utlditionai Weighted Student Unit
value of 0.25 for Native language enrollees in Bureau funded
sehools, subject to additional appropriations.
Section 3(e) authorju~s the enrollment of non-Indiana at grant
schools (consistent with existing law allowing their enroUment at
contract schools) and the collection of tuition.
.
Section 3(0 authorizes Burea.u operated schools to retaln up to
15 percent of funds allotted Lo them without fia.caJ year limitation.
Section 3(g) authorizes and direets the Secretary to make payw
ment under the Indian School Equaliz.ation Programs for out-of~
state students attending the Richfield A(':ndemy in Utah.
Section 3(h) requires the Secretary to distribute aU amounts apw
propnoted for the Indian School EqunJiz.ation Program and publish
notice of allotment amounts on July 1 and October 30.
Section
authorizes the Se¢retnry to give the products of stu..
dent project to students attending Bureau operated echool8.
Section 3(j} authorizes the use or federal funds received by Bu~
Teau funded- schools to ~ used tnt matclling funds when required
by other federnl programs.1
3m
Amendments to other laws
Section 4 amehds the Higher Education Amendments Qr 1986
by clarifying that emptoyas of the foundation established by the
Institute of Atuerlcan Ind!<an Arts are not employees of the Insti~
tute.
,.
Section 5/amends the Trihally Controlled Community College
Assistance Act of 1978 to durify that. tribal colleges may invest en
dowment funds subject to the criteria M: other inatitutiona of high~
er education.
Section 6 directs the Se<':retary to conduct a stud), evaluating
the possible need for alternative inst.itutional and administrati~
BrrBr}gements at Haskell Indian Junior College to support the tran~
sition of the College to a four-year institution.
COST AND BUOOETARY CONStnERATION'
The cost estimate for the Indian education amendment.s to S.
1513, as provjded by the Congreaaiqnal Budget Office, is set forth
below:
�,
46
47
U.S. CoNGRESS.
CONGRESSIONAL BUllOET OFFICE,
froERAl GOVERNMENT
Ibt lanl JUf. in
Washington. DC. July 14, 1994.
It INOUYE,
Chairman. Select Committee on Indian Affairs, U.S. Senatf, Wash·
ington. DC.
-- DeAR MR. CHAIRMAN: The Congressional Dudget Office haa pre
pared the enclosed cost estimate for two amendments to S, l513,
the Improving America's Schools Act of 1994. !is ordered reported
by the Senate Select Committee on ]ndi4n Affairs on July 8, 1994.
The amendments would revise the authorization of indian edu
cation prognma in the Department of Education and the Bureau
of Indian AiTairs. Enactment of the amendments would not affect
direct. spending or reeeipta. Therefore. pay~as·you-go procedures
WQuld nol apply to this hiU.
If you wish further details on this estimate, we will be pleased
to provide them.
Sincerely,
Uts
Hon. DANIEL
,,111 'lI!lIMnboa Gf t~flom,
hUIIlIIt\1 .1It1lilri.r.1lIoI1I.W<$1l~W "'......"_.. _","~_ ... ,_.~..
hl;mJltd «>11 ____,..
1"
".....,,_....,," ,~ ... ~, ....... ~._"" .._"
~,-00I,,11"'"
CONGRESSIONAl, BUOOET OFFICE COST BST1MATE
IItJ lnnl ,m. Nl millvm If ~}
un
f~1
vm III iDtll tdIatiwlllfll(iH:
h1.!m.11f4 ...dlClri.lllllil t.l
h1.!m.11~
JJPIlI)II'UtWl .,______ _
_~.~."._~
eutI.1'I _ _ __
,lid IIIImII xtM:iH:
hh..,lf<I tWIItiub:cr Ii ippnlll!ittM _ _ _ _ __
hillubd MIl!! _.__"•._____________._ _ _. _
IiItirI/l,Il ~SMY t..1IooId IIfIlndli. [~
hllmdt4
rw~
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10111111 ......... _.._... ".___ ""_M.. '.....,....... _ ...._ ..• "._._.
GI;WI~ IliI tviJlllbon Ind ttd\tlial UiWlWU:
A.a!I'lwil~hou DI J~;wapdillrlM .. "_~ .... ",,, .. ,.. ,__..._."_..._._- ...
(Itl!lUlt<1
outlJ1S ..._..__..." ...'".. _~ __.. _._~_ .."'""
G/llIb .., Itlbn IIV t41.ntiorul:
Alla:WsI!ltM pl~
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ht'lIIlifo1
~
iN \1MlG!IfftIll:
_~_.
____
$tuctr II itukdlltllillM lIr:!iIIr ~~
.
"
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~ IIfOI"mi
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________ _ _
~
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bllllllUd .rAbGnun..<Ill~&tir:!m ___
f$liDtltlj Mlm _ _-;--_ _ _ _ _ _ _ __
I.
'<"'I
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"
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,
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u
"
S!
65
'"
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t:
1m
.l_
12
3t
36
35
,
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III
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Oft Ifij j, toW. _ .... Ii
~
The coste of these amendments faU within budget (unction 500.
Basis of Estimate: The two proposed amendments would reviae
the authorization of Indian education programs in the Department
of Education and the Bureau of Indian Affairs of the Department
of the Interior. The amef?dment (or the Department of Education
programs would also extend the authorization of appropriations of
lndian education programs for five years. Appropriations for the
Bureau of Indian Affairs programs are pennanently authorized at
such sums as may he necessary.
Indian Education in the, Department Of Education.-For Fonnuls
Grants to Local Educati3nal Agencies (LEAs). Special Programs
and National :\etivities. ,Glhd the National Advisory Coun<:il on In
dian Education, the amendment would authorbe 11 spedfic amount
(or fiscal year 1995 and auch Gums .as may be necessary for each
of t.he four succeeding fiscal yeare. CBO estimates authorization
levels in theHe It. t,cr years by adjueting the 1995 amount for pro
jeded inflation. '!"wo programs> the Grants for Eva.uation and
Technical Assistance and the Grants to 'tribes for Educational Ad.
miniatrative Planning nnd Development are authorized at specific
amounts f-or fisca! yeaTS 1995 through 1999. Outlays are estimated
by considering historical spending patterns
these and similar
programs. Estimated outlays n!'laume fun appropriation of the au.
thorized amounts.
DiNtCtor.
FtOEBAl GOVERNMENT COSTS
IU
16
1,.
'1m lion UDG,~
ROBERT D. RElSCHAUER,
1. BiU number: None.
2. Bm title: None.
3. Bill status: Two amendments to S. 1513. the Improving Ameriw
ca's Schools Act. of 1994. as ordered reported by the Senat.e Select
Committee on Indian Affairs on July 8, 1994.
4. Bill purpose: To extend for five yesra t.he authorilation or ap
propriation$: for the Indian education programs under the Elemen
tary and Secondary Education Act o( 1965. and to revise t.he au
thorization or the Indian edlleation programs under the Bureau of
Indion Affairs.
5. Estimated coat to the Federal Government:
COST~UIIIl04
U *lim]
~
or
.
Indian Education in the Bu.reau. of Indian Affaira.-The
amend~
ment revising the B,treau of Indian Maim education progrnms au~
thorizcll a study of Haskell Indian Junior College to evaluate the
need for alternative institutional and administrative systems at the
college to aupport the transition of the college to a four-year Unl'ller~
aity. The Secretary of the Interior would be required to complete
the study by June I, 1995. The Snyder Act (25 U.S.C. 13} penna~
nently authorizes Indian education programs in the Bureau of In';
dian Affairs at such sums a9 may be neeeS$ary. This newly Guthar
ized study would increase the authorization of appropriations
under that Bet. cao estimates the cost of the study ta be less than
$500,000.
6. Pay.ns-you-go consid.erlltiona: None.
7. Estimated cost to State and IncaJ governments: None.
S Estimatt: comparison: None.
9: PreviOUS COO estimate: None.
.
10. Estimate pn:par~ by: Dorothy Rosenbaum:
11. Eatimnte approved by: e.G. Nuekola. AsSistant DINlCtot ror
Budget Analysis.
�r
48
REGULATORY IMPACT STATEMENT
Paragraph IHb) of rule XXVI of the Standing Rules of the Sen
ate requires each report accompanying a bill to evaluate' the reliu4
lawry and raperwoTk impact that would be incurred in carrymg
out the hH . The Commitlee beHeve's that the Indian education
amendments to S. 1513 win have minimal imp$ict on regulatory or
paperwork requirements.
.,
EXECUT1VE COMMUNICATIONS
Although copies of the amendments to S. lS,i3 were provided to
both the Department of Educat.ion and the Department ,of Interior,
neither department provided a fonhal reBpon~e. Informal commu·
nicationB from the Department of Education have made the Com~
mittee aware that the Department opposes reauthorization of the
existing Indian Education 'fechnical As.sistanee Centers, preferring
that the functions of such ~nter8 be carried out- by regional multi~
purpose ~nters,
CHANCES IN EX1STING LAW
,
I
i
i
,
I
•
Section 12 or n.ile XXVI of the Standing Rules or the Senate re
quires that proposed changes in existing law to he made by 8 re
ported bill be enumerated in the report. In the opinion of the Com
mittee, it is necessary to dispense with the requirements of this
subsection to expedHe the busmess of the Senate,
o
-.
�•
UNITED STATES DEPARTMENT OF EDUCATI,ON
OFFlCE OF THE SECRET.-'\RY
Imprming America's Schools Act of 1993
The Re:mthcrization of
The Elementary & Secondary Education ·Act
,
EXECUTIVE SUMMARY
'The reauThorization of the Elementary and Secondary Education Act represents a $1 0 bi!lion~
a~year investment in America's future. OUf proposal alms'to reshape the Act-by far the
federal government's largest contribution to K·12 education-so that all children in America
will develop the knowledge, skills, and habits of mind we once expecte9 of only our lOp
students. It offers support for making the effort to reach the National Edu,-tion Goals
GOALS 2000-a reality' in all school., particularly 'hose that serve disadvantaged children,
Through upgrading instruction, professional development, and accountability I and aligning
these elements with high standards, federal resources can help teachers, principals, and
parents move all children toward world~class levels of learning.
\\'hether this effort 'succeeds or fails will make a world of difference. For our children, ~t
win mean the difference between finding doors open or closed to them when they are adults,
For our nation, it will mean the difference between economic prosperity, a strong
democracy, and world leadership, or a 'decline in our standard of living and influence around
, the globe.' That is why this eighth reauthorization of the Elementary and Secondary
Education Act (ESEA) is so important.
'
WHA T
ESEA
DOES
Created in 1965 as part 'of President Lyndon Johnson's War 00 Poverty, £SEA offered
federaJ support to schCX?ls in low-income communities for the first time. ,It opened a new era
of federal involvement in education, 11:'1 which federal assistance would focus on students who
stand to gain the most from it: poor children.
Ove:. the years, Congress amended and e:..paoded the Act seven times, creating programs to
help children who speak litlle English, mIgrant children, neglected and delinquent
youngsters, and other special children. Over time, other programs were added to support
school improvement that would benefit all stt,.tdents, The early 1980s witnessed a
�FIVE DlRECfIONS FOR ESEA
1.
We must have high standards for all children.
2.
We must make the improvement of teaching and learning a priority,
,
Ii
ii 3.
Government musl offer flexibility-to stimulate locaJ init.iative~oupled with
responsibility for student perfonnance.
4.
. Students, parents) and cm:nm.unities need to join together LO meet education goals .
.::', :
Special federal help should,go where it's needed most-in poor comm,unities and
schools.
5.
I.
We must hav, high standanis for ALL children.
High standards for what'all children noed to know and be able to do are the swting point for
ES:EA, High standards are the stars by which our journey toward the National Education
Goals must be navigate!!.
. . " . _., .' ..
"
ESEA has, in the past, helped child;~;:"'ii,.;ster b~sic skills. But l.~at is
l'o~gerenoug~.
All our children must develop the knowledge, s!<ills, and habits of mind we once expected of
only our toP students. Worksheets and driU~and-practice will not suffice. All our children
need to be reading novels, writing stories and essays, tackling multi-step math problems, and
"
no
designing ~d conducting science experiments. All our children including chHdren wilh
j
special noeds, must develop the habit of using knowledge and skills frnmkey
disciplines-mathematics, science, history, geography. civics, English. the arts, and other
languages and cultures-to think. to solve problems. and to communicate.
.
-..
'
When we look at other countries. the ones whose students consistently outperform ours in
science and math, we see ,those kinds of high standards. Other countries align every pan of
their education systems around high standards--<.:urricula and instruction, student asse.umenl
and teacher learning, use of technology and time. and 'more. The approach is sometimes
called "systemic reform." Many states and school districts are .already movi~g in this
direction. Goals 2000 and ESEA aim to accelerate the pace.
Our proposal asks that ESEA resources be used as integral-not separate-elements of =h
school, community, and state's comprehensive, systemic effort to move aJl students toward
high standards. Here are some examples of how the !'.SEA proposal supports systemic
reform:
o
States win be able to create a single ~t of ('onsolidated plans for how they will USC' all
their ESEA resources. rather than creating a separate and unrelated application (Of
each federal program.
)
�Technology is a major new thruSt in our proposal. For the first time, the U.S. Depanment
of Education will lead on several fronts to see that technology becomes a tool fof' extending
access to high~performance learning. and for promoting efficiency in teaching and learning.
To do that, ESEA's technology proposal has the following components:
o
Grants will be available for slates (0 help integrate technology into all aspects of
education, including instruction in all content areas. administration, and assessment.
o
Development grants will support the development of software and television
programming that can help teachers teach and students reach world-class stand.a:ds.
o
The Department will support research and development to advance our understa.-;ding
of how technology, as weB as other tools and approaches, can help create conditions
for high-standards learning.
3.
Go.,crnment must offer flexibility-to stimulate weal initiative-coupled with
responsibility for student performance.
More energy must be di;ected IOward supporting conditions where all chiidre:1 reach high
standards. Government must give local schools greater flexibility and greater res;x)flsibiliry
for student performance.
"
- Here are some examples:- . ~.'
,
o
Our proposal moves away from project~by-project improY~l11:ent, and toward "whole
school" transfonnation. Under Title I. more schools wm overhaul' curriculum ane
instruction according to a comprehensive plan to benefit all students in the school,
o
Our proposal complements state efforts to develop public charter schools. -Six stales
now aHow groups of teachers, parents, 'and others to create their own charter .schools
within the public school system. yet outside the constraints of certain rules and
regulations. Our proposal complements those initiatives by offering funds for
planning :!.Oct staIling up public chaner schools that aim to help all students reach high
standards.
': ,..
- .. 1.
o
A bold, sweeping new waiver authority will enable the Secre!ary to v.'3.lVe federal
regulations that stand in the way of state and community reforms aimed at high
standards and integrating services. This is the broadest ",",'aiver authority ever
proposed for federal education programs. However, waivers would have to promote
lhe purposes of the Jaw, and civil rights regulations could not be waived.
,':,-",#
o
-::
School distncts and states may consolidate the funds they receive for administering
federal programs. This will reduce the fragmented administration and burdensome
record~keeping that happens when each program requires separate accounting of
administrative funds, which is currently the case.
5
�.
.
~
o
Under Title It every school with a povert), rate above 75 percent must receive funds
before other lower-poverty schools in a district. 'This includes high schools and
middle schools, very rew of which receive Chapter I support today, High schools
and middle schools may use these funds to offer mentoring and counseling for
students, to open students' eyes to their career options and college5 f and to prepare
students for careers and college,
o
Title I resources will be distributed to schools on the basis of poverty, not test SCOf'!S.
Totay, if students in a school score high on tests, the school loses Chapter 1 fending.
This disincentive to improve student performance works againSt the very purpose of
ESEA and must be removed.
o
Migra.''1t education sup'POIt wiU go to
families are:the ~QSl mobiJe.
o
Safe and Drug-Free Schools and Communities funds will focus on communities
wracked by drugs and violence, A limited number of "high-need school districts,"
chosen by each state, will receive 30 percent of the statels local grant funds.
•
L.1~
•
chilcien who need it most--children \'.'ho5e
•
The five directions for ESEA set clear J compelling priorities. They emphasize changing
whole schools and school systems, not JUSt federal programs, The Improving America's
Schools Act of 1993 targets resources to schools and children that have the farthest to go
}oward-but the most to gain-by reaching world<lass levels of achievement. It encourages
real changes for millions of teachers, parents, children, and'others. - <:~ange is hard. But our
proposal makes it JX)ssible through a new !dnd of partnership among schools,' communities,
states, and the federal government to ensure that America's children reach world-cbiss levels
of a.chievement.
•
7
�,
~.
COMPARISON OF CURRt:N'r LAw AND THE "IMPROVING AHEHICA'S SCHOOLS
~itle
~\CTI!
11/3/93
I I,EA Grants
Current Law
Improving America's Schools Act
Qverall program focus
,
To help cduGationally disadvantaged
children attain grade-level proficiency
and meet minimum standards in basic
I To
and more advanced skills.
Federal-to-State fundinq Formulas
. . _J
Allocates 90 percent of funds through Das
Grants, and 10 percent through Concentration
Grants.
Limits eligibility for Concentration Grants to
counties where poor children equal at least 15
percent of total children, oged 5-17, or at
least 6,500 children.
For counties made
help low-achieving children in high-poverty
schools meet challenging standards that all
children are exp~cted to" meet.
,
j
,
I~creases the proportion of funds allocated
through Concentra·tion Grants from 10 percent to
50 p~rcent.
Raisas the Conc~mtcation Grants percent
eligibility threshold from 15 percent to 19
percant. Counts, .for allo~ation purposeRr all
poor children in all eligible counties~ .
eligible only under the 6 1 500-child threshold,
count ch.Lldren (for "allocation purposes) only
in eXcess of that number.
Bases allocations primarily on a count of
census children, aged 5-17, living below
poverty, and"a cost factor (state per-pupil
expenditure) .
Applies an uabsorption U factor to the_formula
child count that would reduce each county's
cou~t of children by 2 percent of the total
number of children in the county_
Bases the 85 percent 'thold harmlessY on the
previous year's Basic Grants allocation for
Bases both the hold-har1nless and the set-aside
on total LEA Grants instead of only Basic
each LEA, and reserves 1 percent of nasic'
Grants; reduces the set-aside from 1 percent to
.B percent of the total LEA Grants amount.
Grants funding for the Bureau 9f Indian Affairs
and Outlying
Are~a~s~'
________________________________L-_______
�-------~---
Current Law
-~.-
----2 - -
lmpr.ovihg America's Schools Act
State and local allocations
to LEAs!
alloca to to
Requires states to sub-
LEiO:U3 \<:ithin counties on the basis
Permits all states to allocate to LEAs without
regard to counties, based on best available
availabJe child poverty data, but
allows states with LEAs .crossing county
bounda ries to allocate directly to all LEAs I
withou t regard to counties, using Federal
formul a factors.
child poverty data, if doing so will result in
o schools: Requires LEAs to rank and
fund s chools according to .poverty' level, with a
number of exceptions (including option to rank
within each grade span). No other targeting
provia ions.
Requires LEAs to rank and' fund s(:hools
of bes t
LF.As t
------
a rensonable allocation of funds.
,
to
according
poverty level t ,"and eliminates most
exceptions. Also requires that LEAs allocate
fUnds-to each schpol in an amount that equals
at least 80 percent ot the L8A 1 s total perpupil LEA Grants allocation.
State plans
Requir ~s state program improvement plans,'
review ~d'by a State committee of practitioners,
that c stablish at least minimum standards Cor
Chapte t' l programFO and objective measures for
dcterm ining that children meet the standards.
Requires comprehensive state plans, subject to
peer review and approval by the Secretary,
describing state st<l~dards for all children to,
which Title I 'schools and children will be
held, benchmarks for progress, and state
asses_~~en~ _policy and measures.
Local plans
Requil; es an LEA plan for. each schoolwide
projec t, submitted tO I and approved by, the
SEA.
No pIa n is required for other schools.
Requires comprehensive LEA plans tied to state
standards and assessments.
Requires, for all participating schools I either
a IIschoolwide" plan or a Ittargeted assistance
plan" (depending on how the school will operate
program) .
�_ _ _ _ _ _ _ _3 _ _
Current Law
"
Improv lng America I s Schools Act
Usc of funds
Authorizes not more than 5 percent of LEA funds
for "innovation projects," and suggests other
miSS, such as the acquisition of equipment and
materials, employment of personnel, teacher
truining.
Except for schoolwide projects,
requires that funds supplement the regular
education program of children identified ns
No specifically authorized uses of fUnds.
Requires all schools to use funds to help Title
I children reach the same high State standards
and outcomes established for all children,
extend and enrich instruction, and minimize
arrange~ents that pull children out of class,
educationally deprived.
Schoolwide programs
Eligibility: Schools with at least 75 percent
poor children.
Schools with 65 percent poverty in 1995 and 50
percent starting in i996.
Focus: Activities to upgrade an eligible
school's entire educational program, such as
School-level reforms and improvements to help
ch'ildren- reach high State standards .
.reducing class size, training staff and
parents, and implementing extehded-day
programs.
Pli:mning; LEAs develop plans for schoolwide
projects,J to be approved by the SEA.
commingling of funds: Schools may commingle.
their -Chapter 1 funds' with funds available for
ITregular programs.. II
Schools develop plans with the help of State~
. ' establ'ished school .support teams that review
plans and help schools design and implement
schoolwide programs.
Broadens authority to·permit LEAs to combine
Title I funds with other Federal formula funds
as well as with state and local funds.
�~-
\
-------
~~~~~~
Current I)i;lW
---------
__ 4~~
Improving America ~ s Schools Act
11
Parent involvement
Hcquires written parent involvement poll<.:
at
the LEA level to ensu.re. parent involvement in
planning, design, and program implementation.
Requires written parent involvement policies as
part of both LEA and school plans.
Encourages such mechanisms for parent
involvement as parent confer.ences, resource
centers, training programs, horoe-school liaison
workers, and parents as tutors and aides.
Establishes a framework for parent inv olvement
in Title 1 decision-making as well as in the
education of their children.
No comparable provision.
Requires school-parent compacts, for all
children in Title I schools, that outline
mutual responsibilities to help each child
attain high standards, and specifies basic
__________________________________~I~Eeq~~~~~~nt~ for compacts.
Participation of private school children
Requires LEAs to make provisions for special
educational services for private school
chi.lrlren after timely and meaningful
conSUltation with private school officials.
continues current requirements and defines
I1timely and meaningful II conSUltation.
Authorizes formula grants to States,
Updates the formula count of private school
children by requiring that the count be based
on the most recent satisfactory data, and
eliminates the use of funds to reimburse
schools for past expenses.
b~5ed
on
the 1984-85 count of private school children
aged !l-17, to reimburse LEAs for past costs
associated with the 1985 Felton decision and to
help pay current noninsLructional costs
involved in serving students off of religious~
school premises.
--------
I
�,
I .
5
Current Law
--
--
Improving America's Schools Act
Health and social services
Ho specific provisions. 'Vathin the general
authorization of "programs and projects [that]
are designed to meet the special educational
needs of educationally deprived children," some
funds arc used for healthl l:'tlitritlon, and other
support services.
Requires that local Title 1 plans describe how
LEAs will coordin~te and collaborate with
agencies providing health and social services
.and permits LEAs to use Title I funds for
coordination purposes.
l
RequireR LEAs to ensure a minimum of two health
screenirigs fO'r children in participating
elementary schools with at least a 50 percent
poverty rate, and allows the use of Title I
funds for screenings if no other funding source
is reason~bly available.
Assessment of student progress
Reqt.tires Federal government guidance for
assessment through development of national
standards.
----
Requires SEAs, by 1996 r to adopt an assessment
program that is. aligned with state standards.
develop policy tor annually assessing Title I
schools and children, and use assessment
results to fulfill Pederal accountability
__~~_~irements .
Program improvement
Requires that SEAs develop state program
improvement plans setting at least minimum
standards for improvement.
Requires that SEAs address improvement as part
of comprehensive state plans to establish high
state standards and assessment systems.
�i
6
Current Law
r School improvement: Establishes a several
st.dge improvement process requiring:
(1)
annual identification of schools not meeting
standards in state p1ans; (2) LEA intervention
if schools show no improvement within a yeur
a {'tel" being idcnt ified; and (3) SEA
intervention one year thereafter.
LBA .lmprovemcnt:
No provisions.
Improving America I S schools Act
Redesigns the process to require that:
(1)
LEAs identify $Qhools after two consecqtivc
years of failure: (2) identified schools
immediately revise their Title r plans and
implement changes; and (3) within throe more
years, LEAs take corrective actions against
schools.
Adds requj remEmts for S1::As to hold LEAs
accountable for improvement.
Supports local program improvement wjth grants
for direct sDrvice~ in schools identified for
improvement.
supports school improvement through State
designed mechanisms, :including a pool of
"distinguished educators ti to serve as mentors
for Title I schools identified for improvement,
and a system of "distinguished schools" as
--------------------t--'~.m.J(rovement incentives and models.
Incentiyes. rewards. and sanctions
AlJthorizes a few activities that could reward
effective practice: allows bonuses to Chapter
1 teachers under uUscs 'of Funds ll and incentive
payments to schools that have demonstrated
success under IIInnovation Proj ects. If
creates State~desiJncd systems for recognizing
IIdistinguished schools" and lIdistinguished
educa tors. nAIl ows LEAs to prov ide additional
institutional and individual rewards, such as
increased decision-making authority, lUore
resources, and special bonuses and professional
development options.
Docs not address 8anctions.
Requires LEA action against failing schools
after three years, through decreased decision
making authority or funding, alternative
gove~nance arrangements, or other measures.
n
�t~
.
__ ~ ____
7_ __
Current IXlW
Improving America1s Scho-:>ls Act
Requires SEA action against failing LEAs after
four years, by sucn means as placing the LEA in
receivership, removing schools from the
jurisdiction of the I~EA~ or abolishing the LEA.
'I
!
Evaluation and reporting requirements
Requires LEAs to evaluate their programs, using
objective measurement of individual
achievement, and report results to the State at
least once every three years. states must
submit, to ED, an evaluation based on local
data at least every 2 years.
Requires annual LEA review of each Title 1
school's progress toward State standards, using
state assessments and other selected measures.
I,EAs disseminate results through school
performance profiles and other means.
Requires that SEAs:
(1) yol1cct data on
children served by Chapter 1 for submission of
an annual performance report, and (?) summarize
information provided by LeAs on aggregated
achievement of students in a biennial
evaluation.
Requires annual SEA review of each LEA's
progress toward State standards! and
dissemination 'of results in individual district
performance profiles.
Requires the Department to develop national
standards for local program evaluation and
complete a bionnial report of state and local
evaluation results. separate legislation
required a national assessment of Chapter 1,
compl~ted in 1992.
Requires a national evaluation of the program,
using data from state assessment systems and
the National Assessment of Educational
Progress, with an interim report to Congress in
1997 and a final report in 2002.
�(
_____________8 ____
Even start
~
~~~~--~
i
Eligible children
Projects must serve families with children in
Dli9ib1e Chapter 1 school nt.t:endance areas.
Eliminates the Chapter 1 u~ea requirement. but
gives priori~y to proposals that primarily
target families in' attendance areas of schools
eligible for Title I schoolwide programs, and
in areas designated as empowerment zones or
enterprise communities authorized in PUb. L.
103-66.
-------
El.i.qible participants, required services
Requires that projects include early childhood
education for children from birth through age
7 , and parenting and adult education for their
parents who are above the age of compulsory
.
school attendance.
Amends current law to include young teen
parents I sa long as LEAs provide the education
component. Adds requirements that programs
operate on a year-round basis and design
programs to serve f~milies over a three-year'
time span.
~
State EllQcations
,
"
Authorizes formula grants'-'to SEAs' based on each
State's share of Chapter 1 Basic Grants.
L~~~.
~ ___ ~~
formula allocations on each state's share
of total· LEA Grants 1 instead of on Basic Grants
only.
Base"s
Title I Migrant Education
~----'---------------'r----
State allocations
Establishes a formula for allocating funds to
States, and requires that the formula count of
migratory children be obtained from a mandated
niltional migrant student record transfer system
lIor other system" that reflects the actual
number of migratory children.
Adds a requirement that the Secretary consult
with states ~eceiving allocations of $500,000
or less to determine if they should operate the
program through a consortium arrangement.
Also, eliminates the mandated source for the
formula count and authorizes the Secretary to
use the most accurate information.
�,
____________ __________________________________
~
___~_~Fl.rov ing A..'TIerica I s Schools Act
Current Law
Pi.lrtic~pant
~----------~----9---
eligibility and priorities
Al 101;,'6 the program to count and serVe
Ilcurrently migratory" students who have moved
in the past year, and IIformerly migratoryll
students who have not moved in the previous
Amends the definition of u migratory child to
pennl t the program to. count and serve only
children who have made a qualifying move within
the last two' years.
'leur but have changed residence within the'last
five years.
G:ives priority for services to currently
children over formerly migratory
'I migratory
i
children.
ICoo):'dination
I
Requites coord inatiQn of the Migrant Education
. program with the Chapter 1 LEA Grants_program.
!!
., Authorizes three-year projects conducted by
Ii SEA5 for activities to improve inter- and
" intra-state coordination of migrant education
programs I includ.iJ~g a migrallt student record
transfer system (MSRfS).
Gives priority to migratory children who are
failing, or most at risk of failing, to meet
state standards established for all children
and whose education has been :interrupted during
the regular ~chool year.
Clarifies that migratory children must have
access to services under the 'I'ltle I LEA
Grants, while encouraging use of program
,resources for services not otherwise available.
continues the authority for intra- and inter
state c.oordination projects.
El imlnates the
MSRTS.
JI
�~
----10-
Title I NBqlectcd and Delinquent Program
Current Law
Improving America's Schools Act
il
Re guirements for services
Pr ~gram regulations require that children
co Llntcd for formula allocations be enrolled for
at least 10 hou%s per week in a regular
ed ucation program.
Doubles the amount of instruction, to 20 hours
a week, that institutions are required to
provide from non-Federal funds to be eligible
for Chapter 1 funds.
Re quires that eligible institutions identify
e1 igible children and provide supplementary
Authorizes institution-wide education programs
that allow institutions to serve all students,
instead of identified students, and requires
that r beginning with the 1996-97 school year,
all state agencies receiving funds ·operate
these programs in juvonile institutions.
ed ucation services to those with the greatest
ne ed for special assistance.
~ luation
La
and regulations require SEAs to evaluate
th ir Chapter 1 programs biennially. and state
09 ncies on an annual basis, primarily to
de ermine the impact of N ana: D funds on
ntaining and improving participants'
ac .. ievcment.
rna
Requires that every three years each state
agency assess student edUcational progress'and
report the results to the SEA. This assessment
must also assess the program's impact on
participants' educatio~~l and employment
cx~perience aJter they leave an institution .
~ansition
'rr
Au thorizcs states to use up to 10 percent of
th ~ir funds for transition activities.
Authorizes domonstration of transition projects
within the national Title I demOI~lstration
authority.
�,
~:
____________________11.____
Current Law
~_ _ ~~
____ _
Improving Americals Schools Act
Title I Cross-cutting Provis.ions
Current Law
Improving America? s Schools Act
Ii
Innovlltion, technical assistance, and national
evaluation
Authorizes LEAs to reserve 5 percent of funds
for innovation project.s.
Authorizes Technical Assistance Centers and
Rural 'l'echnical Assistance Centers.
I,.,.,...
'" ."",.", • ""'"""
eo. "m~"
longitudinal study of Chapter 1, other
evaluations and technical assistance
Authorizes a new national demonstration
authority to .test and eVl'llllate innovative
strategies and methods of educating
disadvantaged chilc.ren, including hard-to-serve
migrant and neglected and delinquent
populations.
Eliminates all Chapter 1 technical assistance
centers while creating a comprehensive
technical assistance system for all Federal
elementary and secondary programs.
Continues the longitudinal study. requires a
national assessment of Title I, and autho~izes
other evaluation activities.
activities, and, in separate legislation, a
na~~i~~?! assessment of Chapter L
Fiscal Requirements
Requires that LEAs maintain aggregate or per
student expenditures (from state- or local
resources} at 90 percent of the previous year's
level, and allovJS SEAs to waive the requirement
for one-year.
Allows the Secretary to waive the maintenance
of effort requirement, and standardizes the
requirement across several Federal programs.
Jj
�t.
__________________________- - - - - - - - - - - - - - - - - - - - - - - - - - - -
_____ __
Current Law
12______
Improv ing America I s Schools Act
RcquirQs LEAs to provide/ from state and local
funds, services in Chapter 1 schools that are
at least comparable to those provided in non
Requires that comparability be. determined on
the basis of expenditures per pupil in Title I
schools and non-Title I schools.
chapt.~1;" :L schools; without spl?cifying
comparability measure.
Requires that LEAs use Chapter 1 funds only to
supplement State and local funds available for
the education of part~cipating children.
Continues supplement, not
LEAs may exclude certain State and local
program funds when determining compliance with
the supplement, not supplant rules.
Allows exclusion of State and local funds from
supplement not supplant determinations only if
funds are used for programs r in T,itle 1
eligible schools, that meet the bill's
programmatic requirements.
sup~lant
requirement.
Eisenhower prof'essiona"t Development
------
--
Current Law
T
Improving America's Schools Act
purpo~e
Chapter 2--Provide resources for state and
local districts to address their educational
needs within the context or seven broad
targeted assistance areas.
Eisenhower--Improve the quality of teaching in
mathematics and science.
support high-quality professional development'
for teachers, administrators, and other school
staff i.n the core academic subjects.
,
�~
_ _ _ ~~_~_
Current Law
_
D-
Administration1s proposal
Alloe ation Formula
Chapter 2--Up to one percent available for
outly ing areas, no BlA s~t-aside; aHards made
to st ates based on populatipn; states de.velop
formu 1. far awards to LEAs that use population
plus high-cost factors.
0.5% for outlying Areas; 0.25% for BIA; awards
made to States and local districts based 50% on
population and 50% on Chapter 1 LEA grants.
Eise.n hower~-O.5\ to Outlying Areas, 0.5% to
BrA; awards made to States 50% on population,
50% 0 n Chapter 1 LEA Grants; awards made to
distr icts 50% on population, 50%. on Chapter 1
Dasic, Grants.
focus on Mathematics and science
Chapt er 2--None
Bison hower--100 percent.
If funding is less than $250 million, full
amount goes to math and science. If funding is
$250-$500 million, then the first $250 million
plus 25 percent of the amount above $250
million goes to math and science. If more than
$500 mill ion, funds may be used in any subject
area.
state Applications
=>
Chapt er 2--States must identify distribution of
funds among targeted assistance areas.
Eisen hower--states must tissess current needs in
mathe matics and science and describe how
progr ams address those heeds.
States must develop comprehen~ive professional
develop~ent plans, tied to their Goals 2000
plan, that assess and address needs for
professional development. states must set
specific outcome indicators.
,
t
�{.
~-~-----'-------
Current Law
~ ~~---~1A---
•
Improving America's Schools Act
,I
State-level Activities
Chapter 2--20% reserved for. State use; of that,
no more than 25% for administration and At
least 20% for effective schools program.
6% for administration and 7~5% for £I.ctivities
in support of the state pt~oress.Lona1
development plan. Professional, development
must meet the criteria for pigh-quality
Eisenhower--10% for State usei of that, ono
professional' development, (see 19ca1
half for administration ,and one-half for
activities}. Allowable activities include
demonstration and exemplary programs for
professional development institutes,
teacher training/retraining, ,instructional
professional networks, exemplary methods of
equipment, projects for under-represented
assessing teachers, incentivQs for teachers to
students, and disselnination~
receive certification from the National Board
of Professional 'l'eaching standards, and support
______....:______~~_________4~~for underrepresented groups.
Local Appl ication
Chapter 2--LEAs m\lst describe how activities
relate to targeted assistance areas.
Eisenhower-~LEAs
must assess teacher training
and curricular needs in math and science; they
II
LEAs must develop comprehensive professional
development 'plans, tied to their Goals 2000
plans (if they have one), with outcome
i~dicators.
LEAs must also match 50% of
Federal funds on a I! 1 basis.
must descrioe how activities address those
needs.
Local
I
Activitie~
Chapter 2--Progra~s for at-risk students,
purchase of instructional materials, schoolwide
improvement programs, professional development,
literacy activities, programs to enhance
personal excellence, and other innovative
programs.
Eisenhower--Preservice or inservice training or
retraining for math/science teachers, training
in use of technologies, integrating higherorder skills in. the curriculum, grants to
indi vidual teachers.
Activities that support the implementation of
the LEA professional development plan.
Professional development must be tied to high
standards', reflect recent research I be of
sufficient intensity and duration to have a
lasting impact, and utilize teachers as a
source of information abou~ professional
development. Districts must use at least 80%
for professional development in individual
schools and can use no more than 20% for
district-level professional'development
act.~:,,!_~~~ie5.
B
�~
_ _ _ _ _15_ _
Current Law
~
.
Improving America's -Schools Act
------
Higher Education
, Chapter 2--No comparable provision.
Eiscnhower--25% of state grant to SAHr; for
competitive grants to liiEs. Activities include
retraining or preservice training for
secondary-level teachers and inservlce
Of 86.5% remaining after State share, 15% goes
to Sl"HE for competitlve 9J:."ant~ to lHEs
operating in conjunction with LEAs. Eligible
activities include anything in support of the
State professional development plan.
train~~<;1.
federal Activities
Chapter 2--No comparable provision.
-
Eisenhower--Activities of national significance
in ~nath and science education, including a
national clearinghouse, arlo a separate
authority for Regional Consortia.
Activities of national significance that will
contribute to the development of high-quality
prof{!ssional development t including national
clearinghouses and Regional Consortia.
Evaluation of activities carried out under this
p.r?gram would also be authorized~
II
�~
~
_ _ _ 16_ _
~~~-------------
Technical Assistance
current Law
Under certain programs. the sccrt?tary. is
authorized to support technical assistance
centers to aid recipients of funds in meeting
program purposes and requirements. Centers
include:
Chapter 1 'I'cchnical Assistance Centers (6)
Chapter 1 Rural Technical ASB~stance
Centers (10)
Drug-Free Schools Regional centers (5)
Bilingual Multicultural Resource Center (16)
Bilingual Evaluation Assistance Centers (2)
Migrant Program CoordinatioD Centers (3)
Indian Education Technical Assistance
centers (6)
In addition, the National 'Diffusion Network is
authorized to provide information and
assistance in adopting proven effective
Improving America's Schools Act
Creates authar;it~y for the Secretary to support
a riew: system of 19 regional centers to provide'
comprehensive assistance regarding best
practices and the implementation and
integration of ESEA programs. Each center
would serve SEAs, LEAs, schools I _and other
recipients of ESEA funds and would be required
to maintain staff expertise in instruction,
curriculum improvement, and school reform;
meeting the needs of children served by ESEA
programs; professional development of teachers
and other school staff; bilingual education:
drug and violence prevention and education:
educational applications of technology; and
parent involvement. Technology-based technical
assistance services, both directly from the
Department and from the centers I would also be
authorized.
programs and strategies~ A total of 58
rncllitators provide infor,mation in each State,
territory, and among priv~te schools. A host
of program developers are also funded to
demonstrate their programs to others throughout
the country_"-______
_1'_ _ _ _ _ __
�Ii
~
c~c-
c---},7=-==
Educational TechDology
r!
-----
Current Law
Improving America's Schools Act
'1'he Fund for Innovation in Education
authorizes the Secretary to"
support the development of educational
A new and £,;cparato: educational b)chnology
authority would.estab).ish an Office Qf
I specifically
1'
Educational Technology within the Department to
provide national leadership in the use of
television and radio programming for use in
student instruction and teacher training.
It
I also authorizes the Secretary to award funds to
1
technology to promote achievement of the
National Education Goals and to increase
strengthen and expand computer education
opportunities for all students to achieve to
resources in public and private elementary and
challenging standards. A national long-range
secondary schools.
plan would be required, and grants and
contracts would be authorized for a variety of
leadership activities, including conferences
and consultations with experts, research and
development, demonstrations, state and local
planning for the use of technology, and
capacity-building among technical assistance
providers. The new Fund for the Improvement of
Education, the successor to the Fund for
Innovation in Education, would not explicitly
~____________________________________________-L~include authority for technology activities.
star Schools
~~"
Purpose
Improve instruction in rnat.hernatic5, science,
foreign languages: and other subjectsi provide
for telecornmunicat~ons facilities and
equipment, instructiona"l programming I and
technical assistance.
Encourage the expansion and use of distance
learning to~ improve teaching and learning;
achieve the National Goals; help all students
achieve to state content standards; and
increase participation in school reform.
,
�~
18_
Current Law
~~~
Improving America's schools Act
~
ements
piscretionary G~an
Requirements for Piscr~~ionary Grants
Minitnu m of 25 p'ercent must be used for
facili ties and equipment, Awards are for two
Federal share is 15 percent.
years.
rships must have a minimum of three
Partne
partners, one of which must be an LBA or SEA,
and be organized on a Statewide or multistate
basis. A single statewide network is
author ize~; _ A 50 percent match is required.
II
Awards may not exceed five years. Federal
share is 75 percent in the first t ...,o years t 50
percent in the third and fourth! and 50 perce·nt
in the fifth. To be eligible partnerships must
have a minimum of two partnersi at least one
LEA must participate.
Priori tl<\s
Nine p t-iorities include serving schools with
signif icant numbers of Chapter 1 students and
servin 9 a mul tista,te area.
Two priorities: applications with high-quality
plans for meeting the National Goals and
applicants that propose to serve schools with
significant numbers of Chapter 1 eligible
children.
other A:::tivities
Set-as de for evaluation of ten specific
ilSpcct of Star Schools grantee act,ivities.
Separa e authority for dissemination grants to
partne ships$ IHEs, and others for technical
assist nee to State and local agencies to start
techno _ogy-b~~c? systems.
Set-aside (and a separate authority) for
national leadership (including dissemination),
independent evaluation, and peer review of both
applications and funded projects.
�i
19_~
Fund for the Iil1DrOvement of Educ;ation
Current 'Law
Currently named the Secr~tary' s Fund for
Itmovation in Education (FIE) this program has
" a general authorization to carry out programs
and projects that show promise of identifying
and dlsseminating innovative educational
approaches. !t also authorizes eight specific
programs:
(1) optional tests for academic
excellence; (2) technology education; (3}
programs for computer-basad instruction; (4)
programs for the improvement of comprehensive
school henlth edUcation; (5) altornative
curriculum schools; (6) innovative alcohol
abuse education programs;· (7) national
geography studies centers; und (8) instruction
on the history and principles of democracy in
the United States (civic educa.tion) .
II
I
Improving America's Schools Act
Proposed l~gislation would rename the program
Fund for the Improvement of Education (still
called FIE) and authorize grants and contracts
to support nationally significant programs and
projects to improve the quality of education,
assist all students to meet challenging
standards, and contribute to achievement of the
National Education Goals. Funds would be used
for such things as activities to promote
systemic education reform, demonstrations
designed to yield nationally significant
rasults, joint efforts with other agencies,
evaluation of reform strategies, activities to
promote health education and environmental
education. and the recognition of exemplary
schools. Authority would be added to fund
unsolicited proposals and to use FIE funds to
continue eXisting projects funded under
programs not proposed for reauthorization~
Javits Gifted and 'l'alented Education Program
Purpose
Provide a coordinated program of research.
demonstration projects, personnel training, and
other activities to build a nationwide
capability in elementary and secondary schools
to identify and meet the special educational
n~eds of gifted and talented students.
Demonstrate how st~ategies designed for the
education of gifted and talented students can
be used to help all students in a school
realize their potential and meet challenging
performance standards.
�{'
========================~~~==========~~==============~. 20'===
Current Law
Improving America's Schools Act
.
Discretionary Grants and contracts
Priority given to the identification
i
or gifted
and talented students not traditionally served
, (and programs designed to incl ude them) f and to
projects designed to develop the capability of
schools to serve gifted and talented students
in an entire state or region of the Nation.
.
.
SecTetary must make at least one-half'the
awards for projects with a component serving
studen:!:~ __~ho are economically disadvantaged.
i Q:tber
Discretionary grants with a requirement that
projects providing services to ,stUdents must
serve all of ' the students in a school before
'the end of the award. secretary must make at
least one-half the awards to applications with
a component designed to serve ,schools with,at
least· 50 percen-t Title I students.
'
. ..
Activities
.
A National center carries out research on
identifying and serving gifted and talented
students and conducts eVilluations of programs
designed to serve such students.
'
Authorizes the use of funds for peer review"
for dissemination .and evaluation, and ·£or
applie.?, research and development.
Charter Schools
,...
Current Law
Irnpr.ovinq America 1 s Schools Act
----~.
tio
comparable authority.
S\lpports planning and initial implementation of
public schools that are freed from certain
i
Fede::-al, state, and local regulations in return ,!
for accountability for results.
Three-year
grants would be authorized. LEAs or SEAs,
working with school developers, could receive
funding. Grantees could recelveiwaivers from
state and Federal rules in' exchar:gG for a
commitment to improving educational results~
Up to 10 percent of funds could be reserved for
evaluation and
.~---------~-=:= .._--_.. other national activities .
�,
~
___
211:==
Inexpensive Book Distribution
Current Law
r~'
Authorizes a contract with Reading is
Improving America,' s Schools Act
~
II
Promotes_local capacity-building by requiring
RIP to fund projects for only five years unless
Fundamental, IhC. (RTF) for distribution of
inexpensive books to students. priority is
pluced on at-risk populations.
----
they serve at-risk populations and can
demonstrate financial need.
No explicit
requirement for RIP to wean projects away from"
Fedp.ral funding.
Arts in Education
if -
~--
. Authorizes Federal grants to integrate the' arts
into elementary and secondary curricula ..
major awards are made to
the Kennedy center.
very
Two
Special Arts and
______________________________--------------~I
---- -;-
Ii
Details specific F~deral activities including
research in arts education, model arts
education programs," model arts assessments,
model professional development in the arts, and
collaborative activities with other ·agencie's~
Maintains support for Kennedy Center and VSA.
Safe and Drug-Free Schools
II
Distribution of Fungs
Includes a single authorization of
appropriations for all activities except school
personnel training and emergency grants, which
are authorized separately; and a complex
formula of percentages for set-asides of state
grant and National Programs funds.
Under this
formula, 'appropriations for state grants (up to
approximately $300 million) ~re allocated based
on school-aged population. GovernQrs funds are
capped at $100 million (of which 42.5 perpent
must be targeted on high-risk youth), and the
remainder (up to $200 million)
allocated to
SEAs. SEAs may retain up to 10 percent of
is
~. ---- ~
Includes separate authorizations of
appropriations for state grants, postsecondary
education programs, and National Programs.
state grants would be allocated half on the
basis of school-aged population and half on the
basis of state shares of Title I funding.
Governors would receive 20 percent, and SEAs SO
percent, of each state's allocation. SEA§
would be required to subgrant at least 90·
percent of their allocations to LEAs: these
subgrants would be based on enrollment (70
percent) and high need (JO percent). SEAs
would determine the criteria.for selecting
II
�22
- - __
_
...•
Current Law
._ ..
their sha
?
..
of the $200 million, and must
subgrant 19 remainder to their LEJl.s based on
school en )llment. Appropriations for state
grants ab Ie $300 million are allocated to SEAs
half on t ~ basis of school-aged population and
half on t' ~ basis of state shares of Chaptor 1
funding;
SAs are required to subgrant all of
these fun ; to their LEAs ;based on each LEA's
share of ?-apter 1 fUhding.
Authorized Uses 0 f
Activitie
only_
ly
Improving America's Schools Act
high-need LEAs and would be required to
ta~get
their high need fllnds on no more than 10
percent or up to 5 of their LEAs, whichever is
greater.
Fund~
rel~tcd
to drug prevention
A broad range of drug and violence prevention
P_~C?9:':~!II_~ and act i vi ties.
Hinimum P Logram Requirements
LEAs are required to certify that they have
LEAs are required to submit plan(; for
adopted a nd implemented certain progr~ms and
policies as a condition of eligibility for any
l'~ederal f inancial assistance.
comprehensive prevention strategies that link
schools and communities. Those that have
adopted and implemented the "basic n program
required would b~ allowed to engage in a
,broader range of activities.
state Gra nts -- Governors Funds
Governors are required to use at least
42.5 perc ent of their funds for high-risk
·youth, 10 percent for Drug Abuse Resistance
Education (DARE) , and 5 percent for replication
of succcs sf1J.~_J2rogra'llt~_.
----
No set-asides. Instead, Governors would be
required to demonstrate how their funds support
programs and activities for children and youth
not normally served by SEAs or LEAs or for
popu~ations ~~eding ~pecial servicos.
�!~
23_
Current Law
~~~
Improving
~merica's
Schools Act
~--~
state Grants -- Accountability
Requires states to submit a biennial report to
the Secretary that contains information on,
including an evaluation of the effectiveness
of, state and local programs funded under the
Act.
,
r-
Training of Teachers, counselors t and Scbool
Personnel
Separate authority for direct grant program.
-----
Links state and local prevention efforts to
measureable goals and objectives. F.equires
States and LEAs to collect better data and
report on progress toward meeting their statod
objectives. Establishes a new national
~valuation and reporting system to assess the
impact of the program on youth, schools, and
communities.
.
No separate authorization, put would ·b~ an
allowable activity under u broad National
ProgE~m5 authority.
postsecondary Education programs
Grants to UiEs are authorized under a set-aside
af National Programs funds.
Establishes a new part of the statute and a
separate authorization for a direct
appropriation for postsecondary education
programs. Extends the current grants authority
and authorizes a national center to provide
training nnd technical assistanco to colleges
and universities.
-----
National PrQgrams
Includes separate set-asides of funds for: ( 1)
Federal discretionary activities, (2) Regional
centers, (3 ) grants to IHEs for postsecondary
education programs, (4) grants to IHEs for
model demonstrations, (5) programs for Indian
youth, and (6) programs for native H~waiians.
Establishes a broad discretionary authority
with no set-asides. Authorized activities
would include!
(1)· training, (2)
demonstrations I (3) direct services·to school
districts with special needs, (4) research and
program evalution, and (5 ) Fodaral initiatives.
,
,
�24
current Law
w
Improving America's Schools Act
Grants to IHEs for postsecondary education
programs would be moved' to a sep~,rate part of
t:he statute.
Programs for Indian youth would
be funded under a set-aside of state grant.
funds. Regional centers would be discontinued
and consolidated into a separate program of 10
comprehensive regional centers that provide
technical assistance for improving all ESEA
programs. Programs for Native Hawaiians would
be terminated.
I
!
Emergency Grants
separate authority for direct grants.to school
districts with severe drug problems.
No separate authorization, but would be an
allowable activity under a broad National
Programs authority.
Magnet Schools Assistance
-----~--------.-~~~
~~-~~
~~------------~-,
AppLications and Requi rements
An LEA must assure that it will not
discriminate, it will employ certified
teachers, and it will provide a high-quality
curriculum: it must also describe its
desegregation component as well as how it will
continue supporting the program after Federal
fundi
ceases.
strengthens current language by adding: a focus
'on improved student achievement; a descrip'tion
of how the LEA1s activities will be consistent
with State and local Goals 2000 systemic reform'
plans; and if applicable, an explanation of
whether successful magnet schools have been
continued without MSAP funds.
l
�25
Ctlrrent La\v
I -
Improving America fS schools Act
II
pr~qrity
Priority is given to recentness of
implementation of program, proportion of
minority children involved, need for
assistance, and promise for achieving the
purposes of the program. Special consideration
is given to programs that are collaborative
efforts~
Priority goes to programs that: have the
greatest need for assistance: include new or
significantly revised magnet school projects;
implement new or innovative educational
approaches; choose students by lottery; and
draw on comprehensive community plans for
i~PE,-~:!_em~~nt .
II
In order to give LEAs sufficient time to
develop and implement innovativo programs,
grants would be___~~!: __ up to 4 years.
II
Length of grants
No limitation in statute, but the Department
has always made 2-year grants.
_________
T)se of Fungs
Funds may be used for planning and promotional
activities, acquisition of bookG and materials,
and teachors.
Activities must be directly
related to improving competence in academic
subjects or vocational skills. No more than 10
percent of grant can be used for plam~~ng.
Il
Expands upon current law by including
instructional activities that arc designed to
make the magnet school curriculum available to
the whole school in which the program 15
"located. Limitation on planning is increased
to 50 percent in year if decreasing to 10
percent in year 3 of a grant and Q percent
thereafter.
_______ _
II
Equalization Assistance
Current I..aw
Ho comparable authority under current law.
Previous authorizations (§642 of the Education
Amendments of 1974, GEPA §426A) provided for
similar activities.
__ ~mp'~o~!:ng
America I s Schools Act
Establishos a new program for: (1)- techni~al
assis~ance, (2) research and data analysis, and
(3) development and dissemination of models and
materials to help state and local educational
agencies promote. greater equity in the
distribution of financial resources among rich
and poor school districts.
�26
Women's Educational Equity
Current Law
Improving America's Schools Act
Authorizes model projects of nntional,
statewide~ or general significance, and, if the
appropriation exceeds $4.5 million, 2-year
matching grants for projects of local
significance.
_______
the program to focus on support
projects to implement and
institutionalize gender equity and learning
practices. In addition, continues
authorization tor research and d,~velopment
activities.
\
Rest~uctures
for
~ocal
Indian EdUcation
Formula Grant Program
LEAs are eligible if the number of Indian
children enrolled is at least 10 or constitutes
at least 50 percent of its 'total enrollment.
The grant amount is determined by multiplying
the number of Indian children in an LEA by the'
average per-pupil expenditure in the LEA's
state.
[.EAs are eligible. if the number of Indian
children enrolled is at least 2Q or constitutes
at least 25 percent of total enrollment. The
grant amount is determined by multiplying the
humber of Indian children in'an LEA by the
greater of the average per-pupil expenditure in
the LEA's state or 80 percent of the average
per-pupil expenditure in the u.s. Establishes
a minimum grant award of $4 1 000. Requires each
LEA to submit a comprehensive plan for its
overall approach to the education of Indian
students. Requires LEAs to report to their '
communities on the progress Indian students
have made. Requi~es LEAs to obtain SEA comments
and submit these comments with their
applications. Authorizes the use of Part A
funds to support schoolwide programs under
'l'itle I.
U
�27
Current I...aw
Improving America's Schools Act
----------
II
Grants to Indian-controlled Schools
. Al.lthori zes a discretionary program of grants to
' schools on or near reservations that are not
LEAs,
II three or have not been LEAs for longer than
i,
years.
I
Authorizes a discretionary grant program to
assist Indian-controlled schools to get started
and established. Priority is 'granted to
applicants that are sturting new schools with
the approval of the Bureau of Indian Affairs
(BIA} or are in the process of gaining control
\ over a school0l'erated by the BIA.
II
Demonstration Grants
Authorizes discretionary grant programs (e~g. /
Planning, Pilot, and Demonstration grants;
Gifted and Talented) to improve educational
programs for Indian students.
-------------------t
Educational Personnel Development
,
rj' Aut.horizes two discretionnry grant programs to
, train educational personnel to serve Indian
children and adults. Eligible applicants are.
HiEs, and SEAs and LEAs iii combi.nation with
Authorizes one denonstration grant program
designed to develo~, test, and demonstrate the
effectiveness of services and programs to
improve educational achievement of Indian
children.
Professional Development
Combines the Educational Personnel Development
and Fellowship program authorities into one
discretionary grant program for the training of
professional personnel serving Indian persons.
rHEs.
Eligible applicants are IHEs, including Indian
IHEs; SEAs and LEAs, in consortium with IHEs.
and Indian tribes and Indian organi7.ations, in
Fellowships
consortium with IHEs. At least 50 percent of
Authorizes fellowship awards to Indian stUdents
funds would be used for professional
in specific fields of study. Individuals apply
development for educators.
direct
to the Secr.etary for awards.
u
•••••
Evaluation and Technical Assistance
Authorizes regional technical assistance
centers.
II
Broad-based technical assistance centers, with
expertise in all areas, including Indian
education, would be authorized.
n
�i.,..
28
Current Law
Improving Americals Schools Act
~~
!1
Mvlt Educati
Adult Ed~cation
A uthorizcs
several adult 0ducation activities
ncluding demonstration projects, research and
d eVe 1 opment t dissemination, and educational"
s ervices projects.
Deletes the multiple p.u,lgram authorities under
current law and authorizes one demonstration
grant program in adult education.
~~
N
N ational Activities
No
comparable provisions.
Authorizes a new discretionary authority for
research, evaluation., data collection, and
related activities.
~
Grants to'States
G
N
) comparable provisions.
~
------
Authorizes a program of grants to states to be
used in the implementation of comprehensive,
statewide strategies for providing Indian
c~ildren and adults with greater opportunities.
vlfice of Indian Educatior;
Establishes an Office of Indian Education (DIE)
in the Office of Elementary and Secondary
1£:ducation~ Requires the secretary to select the
Director of OIE from a li~t of nominees
submitted by the National Advisory council on
Indian -- ------Education (NACIE).
National Advisory council on Indian Education
Continues authorization of an Office of Indian
Education in the Department. Authorizes NACre
to make recommendations to the Secretary for
filling the Director's position (but the
Secretary would not have to select from NAClE's
list) .
Authorizes a National Advisory council of 15
Indian members appointed by the president.
-- - - - - -
Deletes the requirement that the council review
applications and make recommendations about
their selection.
Def.~,nj.tions
Defines several terms.
~
~
-----
Amend5 several currant definitions, including
the definition of "Indian" to delete "other
organized groups.!!
I
�29
Bilingual Education Act
Current Law
~~~"
Po.rt l\;
Instructional
Servic~5
Authorizes 6 separate discretionary grant
activities defined according to instructional
approach or population served. No more than 25
percent of funds may be used for local projocts
that do not use native languagGt instruction.
Grants are primarily to LEAs, but in some caSeS
IREs and.non-profits are eligible.
-----
"
.
Authorizes 3 separate discretionary grant
activities defined functionally (Enhancement
Grants, comprehensive School Grants, and
Comprehensive District Grants). Retains 25
percent cap on funding for Enhancement and
comprehensive School Grants that do not use
native language instruction. LEAs may provide
The proposed SEA grant program creates a
Federal/State partnership_ Participating SEAs
<'lre required to develop StOlte plans for
services to LEP students designed to assist
thclTI in meeting high educational standards.
St~tes are required to participate in the
selection of Part A and,Part C grantees.
states must also set up a State Bilingual
Education Advisory panel and may use funds to
provide technical assistance to LEAs and
collect data. Grants may be up to 10 percent
of the total received by the State under Part A
in the prior year.
Qther Activities.
.
Authorizes grants for Evaluation Assistance
Centers (EACS) , and contracts for a bilingual
clearinghouse and research.
.
Improving Americals Schools Act
SEA Grants
Authorizes grants to SEAs for data collection
and a variety of coordination activitjes.
Grants arc at least $75,000, but may be up to 5
percent of the total received by the state
under Part A·in the prior year.
Part B:
-------
services to parents designed to assist them to
participate in the education of their children.
Eligible applicants are LEAs, but gran~ees may
make subgrants to other entities.
Part B:
.
Shifts the responsibilities of the EACs to the
ESEA Consolidated Technical Assistance
activity. Retains the Clearingh~use and the
research authority.
\
�)0
Current Law
Part c:
Improving America's Schools Act
Training Grants
Authorizes 5 separate preservice and inservice
tr<lining activities for HlEs, LEAs, SEAs, non~
profits ynd for-profit organizations. Requires
the Department to fund 16 Multifunctional
Resource (MRCs). Requires the Department to
make at least 500 graduate fellowship awards
each year.
Authorizes 4 separate preservice and inservice
training activities for IHES, LEAS, and SEAs.
shifts the responsibilities of the MRCs to the
new ESEA Consolidated Technical Assistance
activity. Establishes specific evaluation
requirements for Part C grants. Allows the
number of graduate fellowships to be
established through the annual appropriations
_________________________________________�~p~r~oce~~.--------------------------------------__~I
Immiqrant"Education
The formula-driven Immigrant Education program
is currently authorized by the Emergency.
_!~~~grant Education Act.
Authorizes a new bilingual discretionary grant
program for LEAs with concentrations of new
J.-_nu~'ligrant students.
Administration
Au"thori7.es the use of program funds for field
readers.
Authorizes the use of up to 0.;2 percent of
total program funds for peer review.
Requires a report on the Condition of Bilingual
Requires a report on the Condition of Bilingual
Education every throe years.
Education in 1991 and 1992.
Impact Aid
section 2 -- Payments for Federal Property
Authorizes assistance to school districts that
amonq other requiremcnts,""have a partial 1055
of tax base (10 percent or morc of assessed
value) as a result of the acquisition since
1938 of real property by the united States
Government.
j
Repeals section 2.
U
�31
Current Law
sect.ion 3 -- Maintenance
&
Improving America's Schools Ac::'
TI
Operations Payments
compensates school districts for the cost of
educating federally connected children when
enrollments and the availability of revenues
from local sources have been adversely affected
by l"ederal activities.
Payments are made for
Hall children who reside on and whose parents
itlor'k on Federal property or are in the
uniformed servicQs {includirlg childron living
on Indian lands)
and for t~b" children who
reside on ~ whose parents work on Federal
property or a~~ in the uniformed services.
J
A Basic Support payment formula considers only
three factors:
(l) the number o( federally
connected children enrolled in a school
district: (2) the cost of educating each of
those children/ as measured by the State 1 s
average per-pupil expenditure; and (3) the
average share of revenues for education
expenditures provided from local sources in the
state. Payments would be made only for "an
children.
section 3 -- Special Provisjons
o Section 3(0) (1) limits section 3 eligibility
Repeals section J(c).
to districts with 3(a) and 3(b) children
numbering 400 or equal to 3 percent of total
students, whichever is less.
o Section 3{d}(2){B) authorizes special
Repeals Section 3(d) (2) (3).
o Section 3(d) (2}(C) provides supplemental
payments of an additional 50 percent for
children with disabilities who either have a
parent an iH.::ti ve duty in the uniformed
services or reside on Indian lands.
contains a separate authorization for payments
to LEAs whose federally connected children
include children with disabilities who either
have a parent on active duty in the uniformed
servicos or reside on Indian lands.
supplemental payments for certain di8tricts
to enable a school district to provide a
level of education equivalent to that
provided by comparable school districts in
the same state.
�32
F
0
--------
current£ Law
ImpToving America1s Schools Act
section 3(d)(2)(D) provides an additional 25
percent supplemental payment for children
residing on Indian lands.
Under the proposed Basic Support Payment
formula, a weight of 125 percent is attached to
children living OJ'! Indian lands"
section 3(0) authorizes ghase-out nayments
for school districts that experience a
Repeals Section 3(e).
substantial reduction in the number of
federally connected students due to a
decrease or cessation of Federal activities
in the state.
0
section 3 (h) (I) provides that LEAs whose
boundaries are cotermin~:)l.;l§ with the
boundaries of a military installation shall
be paid 100 percent of their section 3(a)
entitlement if they are ineligible for
3 (d) (2) (B) assistance.
Section 4 -- Dist~icts
in Federal Enrollments
EXQeriaD~ing
Repeals Section 3{h).
Increases
Authorizes assistance for sudden nnd
substantial increases in federally connected
attendance resulting from activities carried
out by the Federal Government.
Revised and replaced by a Dew Section SOO6
authorizing payments to an LEA if it has
experienced an increase of both:
(1) at least
10 percent. or 100 students over the previous
yeari and (2) at least 10 percent or 100
military dependent students. The maximum
payment for any fIscal year could not be more
than $200 for each eligible child.
�33
Current ,Law
r~~tion
Improving A~ericals Schools Act
5 -- Payment ProcedurQs
Section 5(b)(3) requires any LEA that claims
children residing on Indian lands to establish
policies and procedures tv ensure that thOSe
children participate in programs and activities
supported by Section 3 funds on an equal,basis
with all other children, and that parents of
those children and Indian tribes are consulted
and are afforded an opportunity to present
their views on the LEA's programs and
activiti~e=s~'
Replaced by new section 8004, which would
contain provisions similar to those in current
law. In addltion the Secretary would-be
required to provIde technical 2\l::isistance to
enable LEAS, parents, and Indian- tribes to
carry out the requirements of the section.
l
-1r-__""""
__________________________________________
Section 5(0) establishes payment priorities if
appropriations are insufficient to pay "full
entitlement!! ·under current law, and prescribes
the current "wava n payment scheme, which
provi.des larger percentages of entitlement to
LEAs with larger percentages ot federally
connected students.
Reolaced by the new section 8003 formula.
section 5(d){1) prohibits payments to LEAo if
their States haVe taken into consideration
Impact Aid in determining state aid for free
public education. section Sed) (2) provides
exceptions to this prohibition for States that
have a funding program "designed
egualizel!
expenditures among LEAs, as determined by the
Secretary through regulations.
A new section 8009 cnlthorizes the. secretary to
determine whether a state is equalized in terms
section 5(e) specifies hold-harmless payments.
A hold-harmless provision provides some
protection for LEAs that·re~ain eligible under
the new law but whose payments would sharply
decrease under the new payment provisions.
to
""'-~~~.
of disparity among local school districts in
revenue or expenditures. A disparity of no
more than 25 percent would qualify a state:,
�34
Cur.rent Law
section 6 -- DOD-Operated Schools
Improving America's Schools Act
Repeals Section 6 so that the authority can
shift" to DoD.
1\uthorizes the secretary to make arrangements
for the education of children residing on
Federal property when state and l~cal funds
cannot be spent for this rurpose "')r no LEA is
able to provide a suitable free public
edncation. This program is currently
administered by DoD.
--
~
Section 7 -- Disaster Assl.stance
Authorizes financial assistance to school
d"istricts adversely affected by disasters.
Repeals section 7 since this authority has been
shifted to FEMA.
Construction
P.L. 81-815 authorizes assistance under several
authorities to LEAs affected by Federal
activities for construction and renovation of
school facilities.
under a new section 8007, an LEA would be
eligible for construction assistance if
children residing on Indian lands constitute at
least 50 percent of the LEA's ADA during the
preceding schaol year.
'
section 10 directs the Secretary to make
arrangements for constructing or otherwise
providing school facil ities for children who
reside on Federal property if legal or other
reasons prevent the LEA from spending state or
local funds on the education of federally
connected c~h~i~l~d~r~e=n~.______________
A new section 8008 would authorize the
Secretary to continue to provide assistance for
school facilities provided by the Secretary
under section 10 of Public Law 81-815 as
currently in effect.
\,
II
�35
Chapter 1 Handicapped Program/Individuals with Disabilities Education Act
Current Law
Irnprov}ng America's Schools Act
w
Purpose
P=ovide funds to St<lte educational agencies for
services to children with disabilities, from
'birth through 21 years, who are in state
operated or supported schools or programs, and
children who were formerly in such programs but'
who have transferred to LEA programs.
Repeal the authority for tho Chapter 1
Handicapped program and require all children
with disabilities to be served under programs
authorized by IDEA.
program
Funds are distributed based on ch~ld counts
\veighted by each state ~ s ~\ar-pupi'l expenditure.
Children served under the program receive the
same kinds of services as .>those provided under
the Individuals with Disabilities Education Act
(IDEA) and have the same rights and procedural
safeguards.
~~~~
To ease the impact of elimination of the
Chapter 1 program: {l) establish, under IDEAl
hold-harmless requirements for State and
within-State allocations, and- (2) require
st~tes to treat state-operated and supported
programfi as LEAS for the purpose of
distributing IDEA funds.
____ I
II
Education for Homeless Children and Youth
statement of Policy
Focus is on ensuring access to services forI
and preventing educational segregation ofl the
homeless~
Expands on the current purpose by focusing the
program on providing homeless children. with the
opportunity to TIle~t high standards.
�36
------
Current I/a,w
Imp~oving
America's Schools Act
state Allocations
state allocations are based on Chapter l (Part
state minimum award is $50,000.
A) silat-es.
state minimum is raised to $100,000.
~
oS_tAte Activities
States must gather data once every two years on
the number and location of homeless children
and youth.
Ease~ burden on SEAs by requiring the states to
estimate numbers of homeless children.
,
-~~-~
state Plan
\
Inc1.uded in the plan are requirements that LEAs
Adds requirement that the state describe
give consideration to parental requests in
procedures to ensure that homeless children
determining which school placement is in the
have the same access to preschool programs as
other children. Requires that, in placing
homeless children and youth in schools, LEAs
comply with the parents' requests unles5 they
have a compelling reason not to do so~ Also
requires plans to demonstrate that
transportation, to the extent possible, will be
provided at no cost and to include procedures
for resolving disputes over transportation.
best interest of the child, and that homeless
children be offered transportation services
comparable to what other c~ildren receive.
,
.
.
,~~~
--~~
LEA Activities
,
,
"
Requires that not less than 50% be used for
Lutoring and education services. Between 35%
and 50% must be used fur related activities
such as transportation, medical services,
before- and after-school. or summer programs,
parent education and training, counseling, and
adaptation of space.
Removes distinction between primary and related
activities. Specifics that tutoring "and
supplementary services should be linked to
challenging state standards.
�37
other Programs
Current Law
Improving America's Schools Act
In addition to the above programs, ESEA and
other statutes authorize Dropout Prevention
Demonstrations, the Fund for the Improvement
and Reform of Schools and Teaching· (FIRST),
Ellender Fellowships, Education for Native
Hawaiians, and other small programs. Some of
the authorizatons have never been funded.
The bill would not continue: these
authorizations as catogorical programs because
they duplicate broader authorizations, have
already achieved their purposes, or represent
an inappropriate Federal role in education.
Some of the activities could be carried out
under FIE.
Cross-cutting Provisions
II Consolidation
ii
of State Administrative Funds
SEAs must keep separate their appropriations or
set-aside amounts for state administration.
Permits SEAs to cC:nso,lidate administrati ve
funds under ESEA formula grant programs.
Eligible uses of funds include administr ation,
peer review, dissemination, and technical
assist:ance.
Consolidation for Local Administration
LEAs must keep separate the amounts they
Permits LEAs, with the approval of the SEA, to
receive for each program, .including amounts
used for ad~inistration.
consolidate administrative funds under fo:c::rtlula
programs. Requires SEAs to establish
procedures for responding to requests for
consolidation.
BrA Consolidation
BIA receives separate set-asides or formula
allocations for Title I, Indian Edt etc' r and
must use each of those amounts only for the
Requir.BS ED to transfer to 001 1 as a
consolidated amount, the BIll. set-aside!' and
formula allocations under ESEA programs,
would expend those funds pursuant to an
separate categorical purpose.
~~~~~~~~~~_____~___~~__~~~~_..L.::a"gc:r"e::.e=-m=ent l'etween the two agencios.
BIA
II
�38
Improving Aroerica's"Schools Act
CUrrent Law
" Consolidated
Applications
Each program authority requires a separate
State and/or local application.
Permits SEAs nnd LEAs to submit consolidated
applications for certain programs (including
programs outside of ESEA). SEAs that submit
such applications could require their LEAs to
- - - - - - - - - - - - - - - - + 1",d""-s,,-o,-,a,,s
well.
uniform Requirements
Individual program authorizations include their
own requirements for maintenance~of-effort
(MOE), private school participation, etc,
current requirements are inconsistent across
programs.
~~~
______________________-+I
Establishes uni.form 90% MOE requirement.
penalties for noncompliance, and waiver
provisions for all programs. Establishes
uniform private school participation
requirenHEmts (including consultation and by
pa_ss_ provisions) ~
State Recognition of Exemplary Performance
No comparable ·provisions.
II
Permits SEAs to withhold up to 1 percent of
formula grant allocations {under programs other
than Title I-A} for recognition awards to
recipients that have carried out grant
activities in an exemplary manner and
~__________________-j demonstrated outstanding performance.
Waivers
Individual program authorizations permit
waivers of maintenance-of-effort and a few
other requirements, but th~ Departruent has no
general waiver authority. "
f
II
Permits the Secretary to ~laive ESEA or GEPi\
provisions that he determines impede the
ability of an SEA or other recipient to achieve
the purposes of ESEAw The SEA must make waiver
requests available for public co~ment. The
waiver period would be ~or up to three years,
and could then be extended. ' certain types of
p~ovisions (e.g., civil rights, comparability,
private school and parental participation)
could not be waivnd.
II
�39
"·~--Ganeral--Education
Current Law
-Provisions Act - - - -_. ----
- ------
---~-----
Improvinq America1s Schools Act
~
Applicability and Definitions
GEPA does not currently apply to the
Rehabilitation Act, and its applicability to
certain other ED programs may be unclear. The
~
~
Part A -- EUDctions Qf the
Education
~
--
_
-- -
~
Act includes a number of obsolete definitions.
D~eartment
,
which
j,g
covered by other statutes.
Updates
definitions. Also, repeals section 400A, which
includes a numbnr of obsolete or duplicative
pa~~rwork control requirements.
w
~
~
~
Qf
Includes a number of obsolete provisions
relating to certain program authorizations and
the functions of the former Education Division
of the Department of HEW.
In addition,
requires (under §406A) an ann~gl rCQort, by
State. on· use of Federal funds. Requires
publication of an tteducation im12act statementl1
wi th
GEPA apply to all ED programs. Clarifies,
that it does not 3pply to contracting activity,
~akes
a~_:'L_Fe:gulation.
.
pelates obsolete provisions.
Deletes
requirements for annual spending report and
education impact statement because they are
burdensome and unnecessary.
-----
.
~
Part B -- Appropriations and Evaluations
Availability of aQQro~~12tions -- Permits
programs to be funded ,on an academic- or
school-year basis. Under the "Tydings
A.rnendment,if allows recipients to obligate funds
until the end of the year after the year for
which they are appropriated.
Makes the school-year-or-acadernic-year language
apply to vocational rehabilitation agencies as
well as other recipients. Clarifies that
Tydings applies only to formula programs.
.
~.~-~
,,
�40
Current Law
-contingent authorization -- Provides for a oneyear contingent extension for programs whose
authorizations have expired but have not yet
been rouuthorized.
Also provides for a twoyear contingent authorization of certain
programs.
------
AER -- Requires the Department to submit to
Congress an Annual Evaluation RCQQrt on ED
programs and mandates inclusion of certain
.
- -. - .
information.
~
Improving America's Schools Act
Deletes the authorization for a two-year
extension because it is ambiguous, unnecessary"
and has never· been used.
Changes the requirement to a biennial report
and streamlines the requjrements+
.
-
Part C -- Administration of Education Programs
JQint ·funding -- Protlibits the Department from
consolidating funding from two or more
programs.
Permits the secretary to require submission of
joint applications under two or more programs,
in order to address a sp.ecial need, if the
joint activity would be consistent with the
authorized activities under each program. Also
authorizes the Secretary to enter into
arrangements with other Federal agencies to
carry out joint activities of common
interest.
Dissemination -- Requires the Department to
disseminate information on ED programs and to
issue an annual report on education and Federal
programs.
Repeals the annual report requirement because
it duplicates a similar requirement in the ED
organization Act.
IHthholdinq ~- Requires t.he Oepartment to
reduce allocations to a St<1te on the basis of
an LEAts failure to comply with Title VI of the
Civil Rights Act.
Expands requirement to cover Title IX of the Ed
Ah'lendments of 72 r the Age Discrimi!1ation Act,
and section 504 of the Rehab Act. Broadens
eligible uses for the withheld funds.
j
�41
Current I;aw
~gulatiQns
-- Requir~s the Department to issue
proposed rules for public comment prior to
mak'ing them final.
Gives Congress 45 days to
veto a proposed final regulRtion before it goes
into effect. Requires th~ Department to issue
finul regulations for a program within 240 days
of enactment.
Records -- Requires recipients of ED funds to
retain records needed for audit purposes for
five years.
Eguity -- No comparable provisions.
I Part
I
D
~-
Advisory CQuncils
Sets requirements for the establishment,
membership, compensation, and activities of
Dcpart~ental advisory councils.
Improving America's Schools Act
Repeals these requirements as duplicative of}
and more restrictive than; broader law on
Federal rule-mak~ng.
Deletes the five-year provision, which would
place reCipients under the same three-year
,requirement as· applies· ·elsewnerc iri the Federal
,Government. Makes the remaining requirements
inapplicable to contracts.
Requires each applicant under an ED program
(other than an individual) to describe in its
application the steps it \V.ill take to ensure
equitable access to, and equitable
participation in, the proposed project or
act:':.vity f in order to overcome barriers to
participation based on gender, race, color,
na~~~nal origin, disability, or age.
,
,
Deletes Part D, because it duplicates, and is
less flexible than, the Federal Advisory
Council Act.
Part E -- Enforcement
under Section 459, permits a grant recipient
that has made a repayment to the Department,
because of "a misexpenditure of funds, to
recover up to 75 percent of the repayment as a
!'grantback. II
Deletes the authorization for grantbacks.
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Clinton Administration History Project
Creator
An entity primarily responsible for making the resource
Cinton Administration History Project
Council of Economic Advisers
Department of Commerce
Central Intelligence Agency
Department of the Interior
Department of Defense
Corporation for National Service
Council on Environmental Quality
Department of Justice
Domestic Policy Council
Department of Education
Department of Energy
Environmental Protection Agency
Federal Emergency Management Agency
General Services Administration
Small Business Administration
Social Security Administration
United States Agency for International Development
National Economic Council
Office of Management & Budget
Office of National Drug Control Policy
Office of Personnel Management
Office of Science & Technology Policy
Office of the Vice President
United States Trade Representative
Date
A point or period of time associated with an event in the lifecycle of the resource
1993-2001
Description
An account of the resource
<p>The Clinton Administration History Project describes in detail the accomplishments of President Clinton's Administration for the period 1993-2001. The records consist of the histories of 32 agencies or departments within the Executive Branch. In general, each organization associated with the Project submitted a narrative history along with supporting documents. These narrative accounts are primarily overviews of the various missions, special projects, and accomplishments of the agencies. The supplementary records include substantive memos, press releases, briefing papers, and publications illustrated with photos and charts.</p>
<p>Agencies:<br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Council+of+Economic+Advisers&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Council of Economic Advisers</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Central+Intelligence+Agency&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Central Intelligence Agency</a><br /><a 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UNITED STATES DEPARTMENT OF EDUCATION
omCE OF 11t£ SECRETARY
Remarks Prepared for!
Richard ~. Riley
U.S. Secretary of Education
council of Chief State School Officers _
Seattle, Washington~
(via television hook-up)
Jufy 25, 1993
I am sorry I can't be with you in person today. Technology, we
all agree, is an important part of Education Reform. It is
certainly enabling me to participate with you for this important
meetinq. First, let me express my deep appreciation for what you
are doing. I see you as a front-line partner with us to move
education forWard in this great country.
I want to express my gratitude to Gordon Ambach, his staff and
your organization. We are most grateful for all of your advice
and support.
.
My colleague at the U.S~ Department of Education t Tom Payzant t
hopefully has arrived and 1s there with you. He will help
respond to questions and comments after my presentation. Tom as
many of you may know, is one of the finest superintendents in
America. Both he and Mike Smith, who will join you later. will
be sharing additional information on our initiatives~
t
I have to tell you how very proud I am of the team of people who
have agroed to work with me --- many of them you know and you
have worked with over the years. It is because of this talented
group and your support that I believe we will be successful as we
work together with you to improve education for all of America's
children.
I am very appreciative that you and your organization believe
that the Goals 2000: Educate America Act is important enough to
make it a primary theme of your meeting~
Rather than go into the details of the GOALS 2000 and our other
legislative proposals, let me briefly share my thoughts on two
topics with you;
1.
Why GOALS 2QOO is important; and
2~
How we plan to use GOALS 2000 as a new way of doing business
with you • .
IThe Secretary may depart from prepared remarks .
.00 lMA'I"l..AI'ffi A\1L S.W. WASHIN(iTOlI. D.C. 2020:1
�2
Some say! am naive, but I am very confident that .together we can
make a positive difference in education all across America. The
GOALS 2000: EDUCATE AMERICA ACT will provide, for the first time
in our history, an ~pportunity for all of us to embrace
,
bipartisan national education goals and to work to establish
challenging standards for all students across this Country. It
connects you and your state I if ,you want to participate, in a
partnership not only with the federal government, but with other
states. And it does so in a comprehensive way .•. and in a
partnership way_
I am convinced that an essential ingredient in sustained,
successful education reform is the creation of a critical mass of
excitement and activity around a similar focus -- the improvement
of teaching and learning for all children. When GOALS 2000
passes, and if we implement it in a professional, collegial way,
we have the potential makings of such a 'critical mass.
That is
exciting •. ~ and challenging and risky. But it is risk we must
take for our children's sakes -- for public education's sake ...
for America's sake.
I know you have some concerns about amendments added to the GOALS
2000 bill in the House. I too have concerns about some of those
amendments. We are worki~g very hard to make them more
acceptable. However, our legal counsel and the House Committee
report itself indicate that they are not impossible problems to
overcome~
A key to our mutual success is how we will implement GOALS 2000
and-other related initiatives. We don't want to send you a 500
page rule book from Washington. I am sure that this is the last
thing that Warner needs in Georgia, Tom needs in Kentucky, Ted
needs in Ohioj that Barbara Neilson needs in my home state of
South Carolina; ••• or that the rest of you need.
We see this Bill -- with its emphasis on high academic and
occupational standards and systemic reform -- as providing a
framework for all of the Education Oepartment's work to come
reauthorization of ESEA and OERI, school-to-work, and safe
schools.
.
This is not just a framework for oUr legislation; it is a
frameworK. for all of the work of the department. And it means
the department will have to fundamentally change how we
function -- more customer oriented, more flexible, more
responsive"and less rule-oriented -- just as we are asking
schools, school distriots and states to fundamentally change how
they do ·'business.
I know that the state Education Departments in Florida, virginia,
and Minnesota, among others, have been going through this kind of
transformation as part of their systemic reform process. I know
�·•.
3
it is a difficult but necessary process, one that is clearly
needed. ,I hope we can learn from your state efforts as 'We
proceed with our own. GOALS 2000 provides all of us an aVenue
for reinventing government -- something the American people are
eager for.
Mike Cohen -- with whom many of you worked when he was associated
with the National Governors' Association and the National
Alliance, along with Tom Payzant, are already heavily involved in
pulling together our implementation strategies. They are
sensitive to what helps and what hurts state and local reform
efforts~
Also, we welcome advice later in this program, and
after your meeting is over, on how to best implement GOALS 2000
to help you move your agenda forward.
We still have a lot to figure out about the implementation
process -- we have been primarily focused on the legislative
process. However. as our implementation team begins its work,
several things are clear:
First, we've got to have a flexiple approach to how we work with
states. This is no I~.one size· fits all" approach. The federal
qovernment has a catalytic, not a controlling role when it comes
to state systemic reform. And there are a variety of' approaches
that I know will fit the Goal's 2000 framework~ For example,
Kentucky's approach, initially driven by a Supreme Court
decision, enacted into a single, comprehensive piece of .
legislation which takes on the entire reform agenda at once,
surely meets the expectations of our Bill. So does the ongoing
work in vermont. Rick Mills has led a grass roots, bottom up
process. They started with an emphasis on setting Vermont's
education goals, and with building a pioneering approach to
student performance assessment. Over time, their reform approach
has become more comprehensive and systemic, as they have learned
from their own experience and the experience of other states and
districts. Compared with Kentucky! they have relied relatively
little on legislation. In Vermont, they just do it. Both are
legitimat:e approaches and they are somewhat different from each
other. However, they both focus on the same end result -
improving teaching and learning.
Second, we pick states up where they are; no state in the nidst
of an ambitious reform effort should even think for one moment
about stooping and starting allover again as a result of Goals
.£..Q:Q.Q..
We even have "grandfather" clauses in the legislation that
address states which have already developed plans, or have
planning processes underway. Any state should be able to use
this Bill to examine what they've already got in place and figure
out wha~ their next steps in the process are.
The intent here is to build on what you,have been doing rather
than requiring anyone to reinvent the wheel, start allover or
begin from scratch. You can use GOALS 2000 to add components to
�•
4
your reform agenda~ to expand stakeholder involvement and to move
your agenda to the next level.
Third, ~ am determined to make sure that the application PhogeS?
is a constructive and helpful one. not a burdensome one. We
unders~and how hard it is to put the puzzle of education reform
together~
We do not intend to have an application that is
founded on detailed forms checklists, requirements and
prerequisites~
That is not what comprehensive systemic education
change is all about. My impression is that the action plan
submitted to the Department needs to be significantly smaller 'and
describe what is going to be done and how it is going to be
accomplished~
The legislation does specify some specific areas
which must be included, but it is up to your state to decide the
substance of the standards. What we want you and your staff
doing is: leading , coordinating and facilitating change
throughout your state.
l
Finally, we see the implementation of GOALS 2000 as a
partnership. It is a partnership between the federal government
and the states, and a partnership within' the state itself to
achieve the ends that we all care about -- challenging academic
and occupational standards, high performance organizations, and
an engaging curriculum and' instruction for all students.
Therefore, we will be trying a different approach in the review
process. We are very interested in the NSF systemic reform
program, with its peer review process, relying on educators state
leaders with real experience in this process, and site visits to
discuss and explore reform plans face-to-face~ We and you may
convene teams across state lines to confront common concerns in
designing or imp~ementin9 systemic reform.
This is a complex and fascinating time in leading education.
While money is tighter than ever and the problems are more
complicated, we have a coming together for the first time around
a mutually reinforcing aqenda. Think of the potential if we can
work together.
Hockey star Wayne GretzkYI when asked once why he was,one of ice
hockey's greatest players, responded, If I skate to where the puck
is going, not to Where it i5. h
It is easy to focus on simple
solutions and quick-fix answers. But, to meet the challenges
posed by a global economy, we must look to where the future is
moving, not remain stuck where we are. We must look to the
future of the next generation and those which will follow. We
must move to where the puck is going and not to where it ls.
There is a Japanese saying, "We must learn to smell the future."
We have the rare opportunity to close out a century and enter a
new millennium by IIsmelling the future" in education.
Let me conclude, and Tom and I will entertain your comments and
questions. My staff 'and I look forward to working with you.
�DEPARTMENT OP EDUCAnON
Fiscal Year 1994 BudS.t leque.t
for the
Dep.rtment of Education
Witne••e. appearing before tbe
House Subcommittee on Labor-HHS-Edueation Appropri.tiouG
Richard W. Riley
Secretary
Madeleine Kunin, Deputy Secretary of Education
Sally S. Chriatensen, Acting Assistant Secretary for MAnagement
Ilnd Budget
Thomas P. Skelly, Director, Budget SY$tem. Divi.ion, Budget Service,
Office of Management and Budget/CFO
�Statement by
Uehard w. tile,.
Seeretary.of Education
on the
I'i.ea.l 'fBar 19t4 l.equa.t:: for the Depart:ment of Educati.cu
It h
a ple••ure to be here asain and to have thta opportunit.y t.o
t ••tify in support. of Preeid.nt Clinton'. firat budget for the Depart.ment. of
Education.
The last. time ve mot vas to di.cu•• the Pr••ident'. economic
.timulu8 eupplemental, and I vant to .xpr••• my per.oual appreciation to you,
Mr. Chaim.an, for your quic.k and
pod,Cive
aeti.on on that re-qu••t.
It:i.
unfortunate that the .upplemental appropriation btll did not p•••• but I
vented you to know hov much ve appreciate the effort. of your Committe••
Investment 'in c.hang_ to reach the.National Education Goal. i . the theme
of our 1994 budget.:
c.hangin& elementary and ••condary edueation ao tb.t all
atudenta have t.he opportunit.y to .ucc•••fully
c.~plat.• •
curriculum driven by hiSh .tandard., c.hangi.ns the
va,
challenging
po.t.econdary student.a
receive Federal aid by phasing in a Direct toan prosramt and chansins the way
our education .yatom deala vith high .chool youth wbo do not plan
~o
attand a
4-year eollege program by improving the schoo1-to-vork transition.
Our 1994 budget viII inv.st·in 'programs that help all children "start
school ready to l.arn,· link reform to internationally competitive
.cad.~c
.tandard. vhile helping to aneure that all atudenta bave the opportunity to
reach those atandard•••trengthan the transition from sehool to York,
re.trueture the .tudent loan proaram. t.o simplify loan delivery and s.ve
billion. of dollar., promote diversity in hisher education, aud encourage
national latvice among our citizene.
�- 2
To b.,in
mo~ng
on
~h •••
prioriti••• ve are reque.ting a tot.l of
$30.7 billion for tho Department of
Edue.~ion
in fiaeal year 1994. ,this.
include. $24.5 billion for diaerationaT7 programe, an inere••• of $1.3 billion
or 5.6 percent over the 1993 appropriation, and $6.2 billion for m.ndatory
program••
jlELPING ALL CHtLDRER 'START SCHOOL HAD! TO LEAIUI'
w.
are proposing aigni£icant iacr••••• in key •• rly childhood programs
~hat t.rge~
at-risk populationa and help reach
~h.
National Edueation Goal of
ansurins that "all children in Amarica viII .tart school ready to leara."
lor
ex.=pl., vo are reque.ting $110 million for Even Start, an iner•••• of
23 percent over 1993, to allow .11 Stat•• to make nev avarde for tnt. prosram
of integrated ••rly childhood and adult education.
Our budget _100 include. $256 million for the Speci.l Edue.tion Crant.
fQr Infant. and Familie. program, .n incr.a.e of 20 percent over
1993~
Thi.
vould help State. implement .t.tewid. system. providing early interv.ntion
••rvic•• to rouDg childr.n with di.abilities. and to those at risk of
developmental d.lay••• uch a" inf,ant.. prenatally exposed to illegal drugs .nd
alcohoL
w. "l~o ar. req""uting
'0• • 1'1,.
$344 million for S~e1.1 Education
Pr•• chool Grant., an incr•••• of $18 _illion OVar 1993.
In addition to the •• Department of EdueatioD inv••tment. in early
childhood education, President Clinton·, budget vould incr•••• funding for the
Department of Health and iumaD S.rviee,t B.ad St.rt program by n.arly
SO percant. ensure that immunizatioDS are avail.bl. to every Americ.n child.
and move tovard full fundiua of the ·n.p'r~.n~ of Agriculture'. Sp.cial
Supplemental Food Program for Women. Infants, and Childt'en.
�- 3
STIMUL&TIPG STANDARDS-BASEn EDUCATION REFORM
The centerpiece of Preaident Clinton'e-;Jucation reform program·-and a
critical part of our 1994 reque.t--i. tha Goal. 2000: Educate Ameriea Act that
we transmitted to the Congr•••
Ott
April 21.
Our budget requ•• t provide.
$420 million for Goal. 2000 f vhieh would put in place a nAtional program
help make nyatomic,
bottom~up
~rie.f.
reform a reality in .11 of
This legialeeton include. four key component..
achool••
Fir_t, it would VTit.
National Education Goal. into lav and would author!:. S3
~illion
to
~h.
in 1994 for a
National Education Goal. Panel to monitor and report on our progre•• toward
achieving tbe goala.
Second. eoal. 2000 vould er••te •
N.tio~l
!due.tioD Standard. and
Improvement Council, which would develop eriteria for e.rtifying volunt• .,.
~nternation.lly
competitive academic eont.nt .tandarda, •• vell ••••••••mento
tied to thQ,e etandard..
The Counoil
~ould
al.o set criteria for voluntary
opportunity-to-l•• ~ .tandard. ia .~eh area. aa profe.aionAl development for
teacher. and the availability of iu.truct1onal material. and technologi•• *
Theae .tend.rd. vould' help en.ure that All 'atudect. have the opportunity to
learn the material *pecified in the content .tendard..
Our 1994 reque5t for
the Council .nd activit1., rel.tad to ite vork i. $9 million.
Third, th. bill would authorize $393 millioa in 1994 for arante to
••,iat State. ead communitia. in dov.loping .y.temic reform plan•• which would
include improvement. in curriculum. 1n.truetioa, teacher praparation •
••••••mont., and atrategte. for iner••sing family and
~ommunity
Finally, Goal. 2000 would .atabl1.b a Rational Skill
~ompr1_.d
of representative. from bu_in••• and indu8try,
St.no.~d.
l.bo~
educ.tion and tra1nins prOvider•• and other r.lated sroup..
1nvolvem.nt.
Board
unions.
Thi. board,
funded at S15 million in 1994. vould identify •••ential occupational akill•
•
�·4
and create a voluntary ayatem of .tendard., ••••• Fm.nt., and certification
dedgned to fae11itate lifel0l:l.8 laarning and .create
,*
highly .ki.U.d
vorkforce.
Our 1994 bud,et request ineludes three additional initiativ•• that vill
complement the Goal. 2000 lesial.tion in belping Stat•• and loealiti•• to
reform their school. and reach the National Edueation Goal.,
• $75 million for a nav Saf. Sehool. Act to help acbool distriets develop
programa to reduce high levele of crime and violence and eneur. that the
.chool environment io.conducive to l ••rning_
• $15 million for the Department'. contribution to the Adminiatration'.
proposed multi-agency, urban-rural initiative to help integrate
.ducation ••rvic•• vith other social ••rvic•• in .elected communitie••
• $15 million for model t.acher prof•••ional dev.lopment pro&rama that
contribute to systemic education reform.
Mr. Chairman. I l'ealhe it i.e unlikely that e{ther the G.,.la 2000 bill
or the Safe Schools Act viII be enacted before tbi. Committee makes it.
dec1.ione en the 1994 appropriation.
these mea.urea vill
rec.i~e
atrong
Congr••s in a very .hort time.
1 do baliev., hovever, that both of
bip&~ti ••n
.UpPOTt and viII be approved by
1 vould bope, therefore, that you viII provide
contin,ene appropriation. for both propos.l. in
~h.
1994 appropriation. bill.
Our reform plan i . an ambitious ene, and va would like to begin vOTkinS with
Stat•• , .chool district., and
c~niti ••
a. soon
a. po••ible to bring about
the chan,•• anvi.ioned in tAo.s.tvo bill••
,
�-s
OFFICE
An
inte~~_l
or
EDUCATIONAL RESEAI\CH
Ali!)
Il!PIlOVE!ll!ll'l'
part of our overall reform effort, and eritical to the
Federal role in providing national l ••dership to Stat•• and communiti •• in
carrying out their reform"iuttiativ.8, i. the Department', Office of
Educational Research and-Improvement.
OERI 1_ in a unique po.itton to proVide
parenta. teachera, adminiatrator'f and policymaker. vitb the information they
need to succe••fully link high .tend.rd., State
fr.meworkl,
~urriculum
profe••ional deve!op=ent,. and ••••••m.nt. of .tudent performance.
t •• cher
For thi.
reaeon. ve are requesting significant iner••••• for OERI'. l •••• reh.
Statistic., and A••••.m.nt activiti•••
!or
a•••areh,
1993. would give
di.advan~agud
";;<il;'"
UII
our
r~u•• t
of $90.8
~111on,
• 23 percent
in~r•••e
ov.r
new kOovled,. about improvinJ the .duc:.•:tion of
.tud.nt..
Ve vould el.o .xpand field-initiated r •••arch to
enhance cur under.t.ndin, of t.achin, and le.rning end undertake othar
activities in aupport of
be used for
ra8ea~eh
'1.t~e raf~re
be•• d on high .tandarda.
to advance the .t.te of the art in p.rformanee a •• e.~nt
and for providing teehnie.l ••,i.t.nee to holp Stat•• and
e~ti.s
the leaaon. learned from r •••• reh to improve tbeir school..
vo~ld
Fund. vould
apply
In addition, ve
begin to focu. re.e.rch at the .ebeol lev.l and on vey. va can halp
support teacher. in their efforts to 1m?rove inatru4tiott.
Ou~
propo••d $60 million for Stett.tie., or 24 percent over l'9), ¥QUid
help the Department monitor prosro.a tqward the
Na~ional Educa~ion
allOYing thl! Nat.1onal Cenur for Education StaUstica
~o
Coal. by
eontinue upanding
and improving it. collection of data on the .tate of American education.
Our reque.t vould more than double funding for the National A•••• ,=en~
of Educational Frelr•••• which is the only nationally repre.entative
aB,e88ment of vhat our acud.ac. knav and can do.
Our budget includ••
�,
- 6
$65 million for national •• aeesments in 1994 in reading,
hi.~ory,
and science
at grades 4, 8, and 12; and State-by-State ••••••menta in reading at the same
three gradea--the first time that. students at grade Il_vould be included in
State •••• n8menta.
The requ•• t .1ao provides fund. for developing future
national and State a88 ••• menta.
The eoata of tbea ••••••• ment. are groving in
part because of the continuing movement tovard more advanced methodologie.,
such •• open-ended or performance-b••ed itema, vhieb are more difficult and
more expenaive to administer than the multiple choice que. tiona us.d in
earlier tellta.
In addition to thea. activiti.s, our request include. $40 million for
the Fund for Innovation in Education, an increaa. of 43 percent for
demon.~ra~1ona
and
country in helping
.ffor~.,
o~her projec~. ~ha~
Sta~ea
have • • ignifican~ impact .round the
and communities, •• part of their Go.l. 2000 reform
to implement program. that york.
OTHER ELElIERTARY AND SECONDARY EDUCATION PROGRAMS
Th. Goal. 2000 bill provide.
currently undervay vithin the
the upcoming
reauthoriza~ion
~he
framevork for" the d.liberation.
Adminiatra~ion
and Congr••• ever the shape of
of .lement.ry and .econdary educ.tion programs.
In preparing our recommendationa to the .Congre.s, ve are focusing in
particular on
hoy the.. program. can help en.ure that disadvantaged children
have the a.me opportunities a. other .tudenta to l.arn to high atandard ••
For tb. moat part, our reque.t vould maint.in elementary .nd ••condary
program. at th.ir 1993 level pending
~he
outcome of reauthorization.
00.
exception to this general rule i. Chapter 1 Grant. to Local Educational
Agenci.a, vhich vould r.eeive an incr•••• of $37,4 million, or 6 percent over
1993, to provide additional resource. for educational aervice. to more than
6 million di •• dvantaged student••
�." 7· ..
The budget alao refleet. the firat atap in the three-ye.r p~ ••-out of
ft
~pae~ Aid Rb payment. ealled for by Pr••ident.Clinton •• part of hi. d.ficit
r~duetion
plan.
The.e payment. are made to loeal .ehool di.trict. for
property~
children vho.e p.rente dther vode or live on F.denl
lee.u•• their
parente pay local tax•• , the•• ehildreu, for tb. mo.t part, do not po• • •
finAncial burden on thoae diatrict..
"aft payment$ reflecta the Federal
A $33 million iner•••• for Impact Aid
commi~t
to tho•• di.triete that ar•
• ffect.d br &h. pr•••nc. of .tudent. vbo•• parent. both live .nd york on
F.deral
property~
Sl'EClAl. EDUCA'!'lON
Our Administration i.
AJII)
e~tted
VOCATlOlW. RXBABILITATlON
to promoting the .mpoverm.nt and
independene. of Americana 91tb di••b1litie..
In addition to the incr•••••
noted a.r11er for Pre.chool Gr.nt. and Granta for Infante and ramili•• , v••r.
requ•• ting n••rly $2.2 billion ••n incr•••• of $111 million, for the Granta to
Stat•• program under che Individuala vith Di••biliti••
£d~e.ciou Ae~
State. provide .peeial education and related ••rvice. to
children
\~th
.l~oac
5
to help
~llion
di ••bilitiee.
For Vocational iehabilitacion Scate Grant program., our budget provide&
.l=o.t $2 billion, a $61 million iner•••• over 1993, to help one udl110n
di.abled adulte obtain gainful .mployment and laad more fulfilling liv...
And
ve era requa.ting .ignifieeut inerea•• a ,for Independenc LiviuS CCncer. and for
Technology A•• tetanee for per.
on. of all .,a. vtth diaabilit1.'.
Il!l'ltOVIllC TEl! SCl!OOL-TO-liOn: 'IUlISlnOli
One of Pr•• tdent Clinton'. highe.t prioritia. i . to addro•• the need. of
high .ehool ,°uth vho do not plan to attend •
4~y •• r
to reduee drop-out rate. and help ths= =-k. a
.~cea •• ful
eolle,e program. in order
transition to
�- 8
meaningful
occup&Cion.~
lor the acheel-to-york transition initiativ•• our
budget include. $135 million--matchad by the aame amount at the Department of
LAbor--to help
d.v~lop
for such youth.
plan that
~ll
• U*tiouV1de .yacom of ochool· and vork-b••ed le.rning
We are vorking Vith the Department of Labor to ereate a jOint
develop tbo cap.eiti•• of Stat••• loeal eommunit1•• ,
educational inatitutiona, .mployara, and l.bor organizations to provide
comprehensive program. combining acadamic .kill. vith occupational training.
Our Adult Education program. provide another real opportunity in our
.£fort8 to meet the national 80al of ensurins tbat -.very adult American
~ll
b. 11terate and viI1 po••••• tbe knovlad,o and .kill. n.c•••• ry to compete in
• 3lobal economy."
Our budget include. $316 mill10n for
prog~am. unde~
the
Adult Educatioo Act to provide b•• ic .kill. and hi&h .chool equival.ncy
training for more than 4 m1llion .dult••
IU!POlU!ING PEDl!JW. $nJl)l!NT All) PllOOl!.A!!S
Our overall 80.1 in higher educetion 1. to tn.ure that all .tudant. have
fiu1'Ic;1al
to pc.t.eeondary edueat1ou.
,=C8••
OuT 1994 b!,.lQsa~ vould. wild.
00
the improvement. achieved in ch. Bisher 2ducatioo Amendmente of 1992 by
re.~ruc~ur1ng
the .tudent aid
.limiuat. unn.c•••• ry co.t..
r ••u1ta in a coat burden to
proa~am.
to reduce tbe1T compl.xity and
Lack of efficiency' 1D th••• pra&r4m4 ulttm.t.ly
high.~
.duc.tion in ,eneTal.
Our key propo ••l in
thi. ar.a i . to r.pl.c. tha complicated .nd eo.tly Fed.ral F-=111 Education
Loan••yetam
~th
a Direct Student Loan pro&ram.' Under thi. pro&ram. vhich
vould be phased in completely by the 1997-98 .eademic y.ar. in.titution. vculd
ule Yederal c.pital .nd could, if qualified. originate lean. directly to
atudenta .a
par~
of
~helr
overall .tudent aid package.
Direct lending vould taka advantag_ of lover Federal
the
elimina~ion
of
l.nd~r
borro~s ~~.t.
aubsidie. to aave approximat.ly $4.3 billion in
and
�- 9
outlays through fiscal year 1998.
The•• a.vinga vould b. abared Vtth atud.nta
beginning in 1997, vhen ve vould reduce the intereat rate for borrovera by
about one-half percent.
For Pell Grante, our requA.t of $6.3 billion vould fund Avarda to more
than 4.7 million atudenta, 342,000 more than in 1993.
the maximum Pell evard at $2,300.
And VA vould maintain
1 am al.o pleaaed that the Pre.ident baa
aubmitted an amendment to hia' 1994 budget to fund the $2 billion Pall Grant
ahortfall.
It ia our underatanding that aufficient budgat authority i .
availabl. to cover tha ahortfall in 1994, end that thia budgat amendmant vould
have no outlay impact becauae the abort fall amounts hava already baan expended
in previous budget yeara.
In order to give priority to the Pall Grant program, tha Dapartmant'a
'~
..
most need-focused .cudent aid program, va ara requeating $1.2 billion, a
decrease of S200 million, for tbe campua-ba••d program..
Bovaver , ve a1eo are
propoaing to allov inetitutiona to tr.nafer funda among tbeae thrae programa-
Supplemental Educational Opportunity Granta, Work-Study, and Perkina Loana--to
beat meet student needs.
In addition, 10 percent of total campua-baa.d
allocations would be reserved for Work-Study community a.rv1ca programs.
Our budget ,alao includes S25 million for the State Postaacondery Reviev
Program, vbicb vas autborized by tho Bigher Education Amendmenta of 1992.
This nev program viII protect the Fodaral atudent aid inveatment and ch.
intereats of atudent con.umers by aatabliahing a aharad State and Faderal
responsibility for overaight of inatitutions participating in the atudent aid
programs.
�•
• 10 •
SUPPORTING DIVERSITY IN HICHER EDUCATION
--
Pre.~dent
Clinton ' • 1994 budget
demQn~tr.t ••
hi_ strong
~cmm1tm.nt
to
diversity in higher education by funding three navIy author1:ed prosram. that
vill belp eXpand postsecondary opportuniti•• for A£riean Americana ead other
minority studente.
The nev Historieally Black Colleg. and Uulvar.icy Capital Pin.neing
program vill insure up to $357 million in construction bond. to contribute
~o
the physical improvement and academic enhancement of eollas•• that ar.
eritieal to maintaining opportunity and diveraity in American higher
.dueation.
The S8.5 million Faculty o.velopment prosr.m vould provide
fellovshipa to baee.laur••te degre. holder. and faculty from underrepre.ented
groups vho vish to obtain. doctoral
development progrQm.
And
~h.
d_sr•• or
p.r~ieipate
in a prof.a.ional
n*v Inatitut. for Ioternational Publie Po1iey,
funded at $4 =11110n, vould iner•••• the number of African A=eriean. and other
underrepresented minor1ti•• in internAtional .erviee by
fallovahipa, intero.hipa,
junior~1ear.abroad
.uppor~ina gradua~e
experienea., and intenaive
1ansU&s. tr.ining.
ENCOURAGING NATIONAL SERVICE
finally. our prapo••la reflect the
Pre.id.n~'e
empha.i. on
••rvie. by expanding opportunit1e. for .tudente to return
~o
na~1oa.l
the eommunity
.ome of tbe benefita they receive from higher education.
For example. a. I indieated earlier, at lealt 10 percent of overall
eampua-b.Ded program fundiog would be u..d for Work-Study community ••rvice
job., .ueh •• tutoring h1gh .ehool .tudenta or providing literacy training.
Funding vould be doubled to $2.9 c1llion for the Innovative Projecta for
Community
S~rv1e.
program, which .upport••tudent volunteera vho york to .olve
�•
• '11
_ocl.l,problem..
And the nev Direct Student Loan .y.tem vauld offer atudenta
ebe option of b•• i~S loan repayment on income through vhat vould b. referred
to as EXCEL Account..
This vould make it pouibl. fcrr srad\l.&i•• to accept
lev-paying job. of high value to their cOODUnitie. vitbout f •• r of d.faulting
on their .tud.nt lean..
Plexible repayment option• •180 .hould help to reduee
.tudent 104n default ••
One of =1 high.at prioritie' a. Seer.tar, of BduCAtion 1. to make the
Department a =odel l.deral agency
.0 that
it
can .ffeetively carry
~t
it.
program reapona1b11iti•• and provide the l ••der.hip thAt 1• • 0 n.e•••• ry for
the country ., we pur.ue the National Education
I am aure you are Avare
.'",J'
that
eo.l••
preVicu• •dminiatration. have b.en haT.hIy
criticized by the General Accounting Offic. and th. n.partment'. ovn Inepector
General for providing inadequate reaoure•••fid poor mauasemcnt of o.partment
program..
I wu.t tell
yo~
that Deputy
Se~retaTY
Kunin and I vare both rether
lurpri . . d and dhmay.d-.-vhen ve firet arrived at tha n.parttunt • fev month.
a8o~~to
diDcover that we vere inheritiua l.rse Pell Grent .hortfell.f
inadequate control. tQ prevent
.~u~ent
lean default., poor faeiliti•• for
employ••• , .ntiquated computer and phone equipment, .nd lov mor.l. . .ona cuch
of the .teffw
W. vi11
ne.~ .dditi~l
application. f to contrQl
defe~t
fund. to continua proe•••ins Pell Grant
co.t., a:d to luer•••• productivity by
aettin, employ••• tho nec••••ry tool. to' do their job..
And •• thi. bud,et
demonetr.to., the n.puty Secretary and I are cOl:llliitted to 1mprov:1ns the day
'to-day UlaMs_ent of the Department.
Our 199' requ•• t for Departmental Management i .
incre••• of $47 million or 12 percent over 1993.
$437~4
million. an
Thi. requ•• t include.
funding for Program Admini.tration. the Office for Civil l1&htat ana the
--
�,
- 12 -
In8p~e~or
Offiee of the
G.neral.
Th•••
co.~ ••~~ ~o
about 1.5 pereene of
our total budget.
In
t~~.
of aeaffing, our requ•• t for 1994 i . 4,836
employ••• (PTE), •
r.duct~on
fv11-t~
of 124 from our 1993 funded cal1ins of
Thi. reflecta the Department".
impl~nt.t1on
equivalent
','60.
of Preaident Clinton'. Executive
Order reducins Federal ataff. vhieh required. cut of SO lTE by the and of
1t93 and a further d.er•••• of 74 FTE in 199'.
we
~ll
De.pite the overall d.er•••••
be increa.ing ataff in tbe .tudeDt·loan program••
for the overall reduction. by re.llocating ataff
~th1n
~.
viII co=pen••te
tbe .sency vb.r.
po.aibl., by iocr••• ing training to improve ataff productivity. by modernizing
equipment, and by enhancing data *,..tcu.
W. viII .1ao p&rticipata 8ct1,"1y
in Vice Pr•• iden~ Gor.'. Rational Performance Rev1ev atm.d at -ra1nveutiua
covernment.
CONC!.USIOII
In eummary. I b.lieve the Pr••id.nt', agenda for improving edueation-
inv•• tinC in .arly childhood program., providins .dditional ••• iatanee to
disadvanta,.d .tudent. through Chapter 1, helping Statee meet the needa of
.tud.n~. of
all agaa with di.abiliti.a. linkina rafer. to high .candarda,
.~r.n,thening
the tran_tt1on from acheol te verk, re.tTUCturing the .tudent
loan pregr"', and encouraging national .erviee--ia on. that .11 Americana ean
8upport.
Our 1994 budget request provide. the
reaou~ce8
n••ded to begin
carrying out that a,enda--and make. the inveatmente needed to .n.ur. that the
Department of Education can .ffectively fulfill it•••••nti.l rol..
I hepa
you v1l1 sive the Pre.ident'. budgae for education your full 8upport.
Deputy Secretary lucin and I vill be happy ~o re.pond ~o auy que.tiont
you IXI4Y have.
�•
DEPARTMENT OF EDUCATION
• Richard Y. ail.y
POSITION
BIRTI!l'LACE
: Greenville County, SC
EDUCATION
Furman University, B.A •• cum laud., 1954
University of South C.~clin&t J.D .• 1959
EXPERIENCE
Januat'"Y 1993
PUsent
1985-1993
Secretary, U.S. Departuusut of Edueation
: Senior
p.Ttner~
Law firm of
Nel.on~ Mull~nsl
Riley .nd .
Sc.arborough
Fellow. John 1. Kennedy School of Government.
Harvard Univeraity
199-0
;
1978-1985
: Governor of south Carol1.na
Ins~1tut.
1967-1977
1963-1967
South Carolina State Repre.entative
1960-1963
Attorney, family's lew firm vith office. in
Greenvil1~
and
Simpconville, SC
1959-1960
!
Legal coun••l to the Judiciary Committee of the United States
Senate
1955-1951
PROFESSIONAL
HEMlIERSHIPS
Member, National A•••••=ent Governing Soard
Member, Carnegie Foundation Talk Force en Heeting the Needs of
Young Cb1.ldron
Boa~d
HONORS AIIIl
AIIARDS
Member, Duke Endowment
: South Carolifia Edue.tio~ A•• oeiat1on~. F~i.fid of Education
Avard, thr.e~t1ma roeipiant
Government Responsibility Avard, Martin Luther KinSl Jr.
C"enter t 1983
Connie Award for .pecial conaervation achievement, National
Wildlife 'ederation, 1981
�Greetings from Secretary Riley
I apprcciaM lhe 1V,lntl recepfionl M\'f reecH'f'dfrom al1 Qfyou since lJIytlrrivai al!lw J)"parlIJlC/lf
nil. JtUumr)' 21s/.
Edu('tUifm is tnt i"fegml parr oflhepresIdeIII's fnmnmic mess 11[;(; ana damestie p{Jlicy agt'mla, (lnd
a critical rowprmenr of his desire to deH'It'Jp lhis nalhm's .•hlUllan capital." Wt! wi!! ')(~ workin!;
df'lSrfy Viiitlt (he IJcparlmenlS oj l...abor (1)(i Health and /iuman Sen'iCt's 10 fulfill thi,f pledge.
As secretary ofedu.ctUio1l.1 will be 1111 aal'ocme for all its employces. ny the SlIme tokel1.! wiJJ need
your' tHtutancc 10 make this agenc), a dp;.al/I/c force in the Cli1lltm admini.lfmliof! and fa make sure
we dc/iper sen/ices to (Ill ofeducaIl'on 's slak"hoJdcrs. 71ti,rwi[[ not 1m 1111 eJ.fsy [(uk, t>Ui i am confident
thm ),(}U, like lI1e, are comll! illedroqrmUty edl<ctUirmj{Jr all aruf excited by the challengcs tilililir ahead
nfut.
17ris rlcwsletter is intended 10 be both a mCflns for my office to cOfUJ1I/JJlictUe with )'Q1i ii/mill whi1f
is happening it! (lie DeparlmCnl and for )'O/l to CQtlvmmicale wifh me and with each olher afmuf
important endeavors ill which you are ilwoll'cd"
TIle deputy /tUrelary amlt lookforward fO a conpt'mfil'e find prmil.cri I'e working relationship_ wil/J
every n.ifice in fhe lJeptlrfmCfu.
RicJuml W. Riley
���The firsl weeks on the job have been exciting.
secrewry aM I arc committed to enabling the
Department to become a model ofexcellence and
service in the federal gOl'cmnU'nl.
We will need your help. I am p/e(L'lcd Iha1lltc
secrelary has asked me 10 {f,'lSlI.me responsibility
for numagemenl is.fIlcs to re·inw'nl government,
including lhe dCl'm/menl 's TOltil QUfllily Manage
ment Initiative. I have heen luted 10 develop alher
.flmtegies 10 improve how we!unclion t/,f if depart
ment, both internally, and c):lem(lily. J very' much
welcome your suggestions in Ihi.1 regard {11Id look
forward 10 working wilh fhe cXI:>linJi 1'QM pl{m'
ning leams.
My responsibililies will also iru:iutie liai,w}J1 with
the business community. In addition, the secrefmy
has asked me 10 haw: a spt'cial/ocll.s on cross
cutting issues tllm affect .,cFcraf dcpmtt1tr:nts,
including national ,((m'lte, science dad technology.
immuniwtioll, schooj·to·work initiatives, wrd
welfare reform.. l7re presidem and the sccrelary
haveJocused the .'pc/Ugh! Ofl cooperation .Iad
collaboration at evcry iel'Ci ofgovernment,
is/,'IrI,;nRwith the shared testimony before the
Congress ofthe secretary (JJ «lb(Jr and 1/1<' secre·
tar), ofeducation. Now it is up to all ofll5, at every
leveL to follow'through in order to achieve our
COl1Unlm gonl-1o impron1 the lives oj children and
families. 1 vel)' mu.ch i(J(Jk forword to slUffing J/Jc
challengc wle(~d with }'!'JI., so lira/we can 011 look
back )'Ctlrs Ir(JIIlIJOw. and say, "Wc-lhe J}epm1
meat of II1JaealiOJl-II!{U/C a dijfelCtlt.:e, "
Madeleine May Kunin
�UNITED STATES DEPARTMENT OF EDUCATION
THE SECRETARY
RICHARD W. rJLEY
U.S. SECRETARY OF EDUCATION
NATIONAL SCHOOL BOARDS ASSOCIATION
Mardl 27, 1993
I Vl{)uld like to begin my remarks with a personal story. Many years ago I had just completed
2 years in the Navy as an Officer on a mine sweeper, then graduated from law school and joined
my father's law practice in Greenville. South Carolina. I was energetic and, like all young
people, perfeotJy prepared to quicldy reshape the world to my own vision of the future.
My father, at the time, was the attorney for the Greenville School Board, a position he proudly
held for ,uteen years. He looked on with amusement as I talked on and on abcut the need for
instant change. I soon discovered why. For what I remember most about watJ:hing my father'
as he participated in the many controversial school board meetings of that difficult era was that
"change" dkl not come easily.
The South, you see, in the years following Brown ¥s. Board of Education was deeply involved
in change , .. change for the better. But the changes were not easy •.. the most important
changes are never easy,
I saw my father and our School Board struggle to respond to changing times; then to even make
change happen; 10 tum people away from the past; to help people let go of old assumptions and
ways of doing business. Change meant frustnltion, anger, hot tempers, long meetings and
immense amounts of criticism from all sides. Yet my father and this local School Board _.
different kinds of local leaders of different backgrounds - were committed to service - facing
their responsibilities - and the burden of change - they met "the times" head on.
Greenville School Board persevered because they looked far down the rood, at an America that
was yet to come. And, so they acted.
As I flew across the country to come here, I reflected thaI the challenge of change for school
board members is not very different today fuan it was thirty-odd years ago - or even ten years
ago when A Nation Al Risk was released. Change is still difficult and unsettling. Change is
still long meetings and the capacity to endure immense amounts of criticism from all sides. In
the brief two months that I have been Secretary of Education, I 100 have had controversial
decisions to make. That is the nature of public service in our democracy.
So I want 10 begin my remarks by thanking you board members, superintendents, and members
of education family for your continuing comntitment 10 the young people of this nation. For
your perseverance, your energy and yes - your idealism. President Clinton speaks often and
urgently about the need for national service for the young people of this country. I believe
400 MARYt..ANO AVE" S.W. WASHINOTON. D.C ::0202-0100
�· strongly in his message. We need to harness the positive energy of our young poopl. in our
communities.
But J also know that each of you is perfOmllng your own form of national service. Quietly,
often with little or no pay, keeping long hours, with hardly any rewards for being involved in
the bedrock of local democracy. So I thank you. Your work is of immense value to this nation.
And your work is of immense value to me as President Clinton's new Secretary of Education.
I have been in my position a little more than 'two months. I cannot say that I have broken the
gridlock in Washington. But I do know this, to move forward •• to break the gridlock •• I need
your help.
[ assure you - all the wisdom of this Country is not centered around the Washington Monument.
The movement'to reform our nation's schools cannot happen without you. Ameri<:a.·s school
board members, local educators, and parents. You are needed, valued and have a significant
role to play in the ongoing educational reform movement.'
I have come here, then, to speak to you about our direction •• to talk to you about the principles
that will guide us - so that we can work better together.
I want to begin by stating the three overarching principles of the Clinton Administration:
First, we will focus our attention On the core of education - improving teaching and learning.
This is our central purpose, the sum and essence of what we want to achieve. Teaching and
learning.
We cannot allow ourselves to be diStracted, to get caught up in every new wlution and every
silver bullet of the moment. I believe strongly in reform, but systemic reform. We have a great
need for putting all the pieces together in education renewal focused on teaching and learning.
This is where I will focus my attention.
Our second principle is opportunity and responsibility. In education this translates into
establishing standai'ds which challenge all students. High standards. world-class standai'ds, and
then the coupling of these standards with new and better opportunities so that students can
actually achieve them.
We Americans have a tendency to put out reports that define laudable national goals. They get
enormous amounts of attention, there is a great ballyhoo in the press, and then Ille news moves
on. But you know and I know that Illese goals can never be achieved if we do not translate them
in schools and for students.
Standards are not only for the chosen few Ot the 'talented tenth' but fOf all of our young poople.
regai'dless of their econontic background. Some folks say that setting high gnals and standards
is unfair to the disadvantaged who have not had a fair chance in education. Benjamin Mays, a
close friend of Martin Luther King, Jr .• once wrote to young poopl. Ill.! the 'greatest tragedy
in life is not failing to reach your goals - the greatest tragedy is having no goals at all.' In my
�own state, I bave seen how the commitment to high standards not only raised expectations, but
led us to make the reforms necessary to achieve those standard,.
Our third principle is pannership, to include every segment of our society in the purpose of
education. If there is any single flaw in the school refonn movement, it is the tendency to push
some people oul, to assume that reform is driven from the tDp do",!!.•. by national experts. I
think otherwise: Invite everybody to be involved. For I assure you, there is no corner on the
wisdom market when it comes tD education.
Let us =gnize this great fact. Our nation is going through a siattling. profound and at times
traumatic period of restructuring. Our economy is changing. Our population is becoming more
diverse. Millions of new immigrants are entering the work force. Where we live - who we
are - how we work - even how we learn - are all in flux.
In this period of change, there is a great need for all of us 10 accept the reality that we have 10
go in new directions and build new partnerships 10 get things done. TIIat is what the American
people mean when they say 10 us - break the gridlock.
So I am strong for partnerships: I have yet tD see a bureaucratic "turf' fight, at any level of
government, do anything 10 help a child grow and learn. We will seek, therefore, to reduce the
fragmentation that currently plagues federal education progr.:"s, to reduce the isolation between
preschool, elementary. secondary and higher education. In addition, we will build links between
the myriad number of other fede;.f programs serving children. I'am very interested in the
thinking behind NSBA's "Link up for Learning.•
TIle.. three principles - teaching and learning - higher standards for all children - and a
commitment to partnerShip -- are at the.cone of President Clinton', commitment 10 a new "ethic
of learning" in America. Now, what does that mean in real terms at the federal level? In the
specific, we have six reforms in mind.
The first will soon be introduced by President Clinton. It is called the Goals 2000; Educate
America Act. This is our lead bill, our effort to foster systemic education reform all across
America, working with you, local educators, community leaders, state leaders, and members of
Congress. Let me run through some of the essential components of this legislation.
At the national level Goals 2Q()Q will set in formal federal policy the National Education Goals
and establish a bipartisan National Goals PaneL This panel will give us the national report card
on the progress we are making IOward achieving these national education goals.
II will also develop a national consensus on what constitutes international competitive standards;
and provide a voluntary way for staleS and local communities to certify that their standards are
.
similar tD those used by the best in the world.
At the state and local level, Goals 2000 will inject an infusion of federal funding and just as
importantly, • new infusion of flexibility from federal rules. Goals 2000 will initiate a
substantial grants program tD help states and local communities:
�,.
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•
develop systemic, comprehensive "action plans' to provide educational opportunities that
will encourage all students to perform .t challenging academic and/or occupationall,vels.
•
If the 'action plan,' are sufficiently ambitious, states and school districts wUl be given
flexibility to use federal education money in the'most effective and coordinated manner
that is possible to focus on the whole child for the whole day and beyond ... to reach for
challenging standards.
•
•
These systemic action plans will very likely differ from school district to school district
and that's just fine. However, the major focus would be on improving reaching,
learning, standards, assessments, professional development, management, leadership,
technology, parental and community support.
This legislation initiative is a landmark bill. It has been almost ten years since the Natjon At
l!.WI report was released. Yet, this will be the first major federal education legislation designed
to help put our nation 'on the move' to reach world..:lass standards rather than being gridlocked
in a Nation at Risk.
.
This landmark legislation will set the framework for other legislation and efforts at long term
reform. They include:
•
a reauthorization of the Elementary and Secondary Education Act, such programs as
Chapter 1 along with Title vn and so forth, with special auention to flexibility and to
reducing the fragmenilltion of many existing federal education programs;
•
Designing a framework for a school-te-work tiansition/youth apprenticeship program in
America is so important. (Let us remember that the vast majority oCour young people,
75% 'till go directly into the work force and may never finish four years of college.);
•
New early Childhood development opportunities to insure that every child is ready for
first grade. The President', Economic Package includes about $5 bUlion for these
initiatives as a first down payment;
•
Revamping the Office of Education Research and Improvement, our Department', R&D
arm of which, I am sad to say, most of you have never heard. We want to make this
office more useful and practical.. Our research has to have a real relationship to
improving education in our districts, school., and classrooms; and
•
A nationill service 'program that alIo';"•• student to trade community service for the
repayment of student loans - and streamline options for student aid to make coUege more
affordable and a=ssible.
In addition to these long-term investments, we want to give school districts immediate help this
summer. The President's Eoonomic Package includes a halfbilliondoUars in Chapter 1 Summer
Schools, • half bUlien dollars fer Summer Head Start, and $1 billion for summer jobs with an
educational component. If Congress supports the President's stimulus package, I urge you to
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use this m"".y creatively, make summer school and youth jobs more than just passing out the
same old •ditto sheets.' .
I want to close now with a few remarks about the ongoing effort to reform our nation's school
system. In tile las! twenty years, as we all know, there has been an intense and growing effon
to reform our nation's school system.
..
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As a Governor, I gave a great deal of attention, like tile President, to these initiatives. In·the
· early 1980', we saw America's business leadership be<xlme involved with a series of penetrating
natiOl1al reports. In tile latter pan of the 80's this reform movement took a new turn with a
· special emphasis on school site management.
· All in all, there has been an enormous amount of new energy invested in improving our schools.
We have had top down reform and we have had bottom-up reform.
But in all tIlis effort to reform our schools tIlere has often been missing pieces. Among the
missing links is tile vital middle. And tIlat missing pan has been tile full inclusion in this
process of
reform of America', school board members, superintendents and all of our loea! educators.
I am struCk, tIlerefo"" 6y a recent report called 'Governing Public Schools' put out by tile
Institute for Educational Leadership. In this report they notetha! the 'crucial and unique role'
school boards can play in reforming our school systems is thai of tile vital link in making sure
that systemic reform. actually happens .. The school board, and here I quote:
'is the only entity which can ensure that various components of restructuring are linked
coherently and do not be<xlme merely disjointed projects. To do this, the school board',
consistent message to tile entire school system must be that resln!!;rurin~ ii iIi roilsjon
and not iuS! an eJlperiroent.·
I believe you are up 10 the challenge. The four goals adupted by your Board of Governors last
year of - vision - structure - accountability - and your role as a primary advocate for
children and public schools in the community - are goals that I surely endorse.
I urge you to bead to the task. Be open to change. Communicate your ideas to us. Recognize
that tile continuing involvement of loea!, state, and Congressional political leaders, your new
U.S. Department of Education, the business community and the intense con""rn of parent.< are
forces for Change that are yours 10 hamess.
As advocates for children, build coalltions with other children's services. Make your 'Link up
for Learning' program a reallty in every school system in this nation. Above all, recognize that
tile process of restructuring simply uanslates into brealcing the gridlock - of moving forward
together.
I do not believe your job will be easy. The lack of financing, the growing tension between
generations, the continuing class stratification of our society, the poverty of so many of our
�UNITED STATES DEPARTMENT OF EDUCAnON
f'vauc AfFAIRS
(Con·tact:
.1ohn Bertak, 401-1576)
Statement by
Secretary Richard W. Riley
secretary of Education
on the
Goals 2000: Educate America Act
April 21. 1993
I am today announcing that the President will soon transmit to
congress the education reform bill entitled GOALS 2000: EDOCATE
AMERICA ACT. The purpose of the GOALS 2000: EDUCATE AMERICA ACT is'
to forge a new partnership in American education to, over the long
term, achieve w~rld-class teaching and learning.
No one will disagree that our educational system must be improved.
GOALS 2000 raises expectations through high standards for all
students and schools, and encourages state and local school reform
to make those high expectations and standards a reality. Students
and schools wil·l work harder and smarter if they are 9iYen the
challenge and the opportunity.
Harder work will be needed and
expected but i t must be in the context of quality instruction and
challenging curriculum.
We need high standards.
In an international marketplace and an
information century, countries meeting world-class standards will
have the edge.
This bill will help to establish internationally
competitive standards so communities and states can, if they wish.
gauge their curriculum and instruction against those that are world
class.
We need school reform.
Comprehensive, systemic, and sustained
reform' is the key to improving schools and student performance.
GOALS 2000 will aid bottom-up state and local school reform t
increase accountability for results while reducing red tape.
It
will give parents, educators, business, labor, citizens and policy
makers an incentive and new opportunities to redesign education to
help ~any more students meet challenging standards.
This hill is part of three larger themes of the Clinton presidency.
The first is Change.
During the campaign, the President offered
the nation a change from the past, a challenge to the status quo.
This hill will encourage fundamental reform in schools and school
400 ~"ID AVE .• S.W, WASHINGTON. D.C. :10202·0131
:2021401- .576
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systems throughout the country.
The second is opportunity and responsibility.
During the carupaign,
Bill Clinton offered the nation a New Covenant based on increased
opportunity and responsibility.
equality
in
opportunity
education
for
all
By improving both quality and
nationwide,
students.
GOALS
2000
setti:'ng
By
will
increase
internationally
coopetitive standards! GOALS 2000 will make schools
responsible for improving results for all students.
And third, and perhaps most important, is the economy.
campaign, President Clinton said that, once elected, he
on the economy like a "laser beam."
By encouraging
reform across America~ GOALS 2000 will help create a
high-wage workforce that is the best in- the world.
more
During the
would focus
educational
high-skill,
TO achieve these objectives, the President"s bill contains the
following primary components:
First, i.t encourages state and local comprehensive reform that is
bottom-up, long term, and system-wide with $393 million in federal
funds. These reform efforts will be guided by lessons learned in
the state and local reforms of the 1980's and early 1990ts~ They
may include challenging curriculum .E":andards that cover what
.students should know and be able to do better assessments and
better opportunities for students to meet high standards.
I
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The reforms will· also focus on such things as improved professional
development for teachers,
increased parental and community
involvement, increased flexibility from burdensome regulations I and
improved management strategies such as site-based management,
performance-based accountability and performance incentives.
Broad-based state and local processes will be used to engage
parents, citizens, business leaders and education professionals in
developing the state and local reform actions.
To help state and local reform efforts, the bill formally
establishes in law the existing National EdUcation Goals Panel and
National Education Goals.
It also creates a new National
Educational Standards and Improvement Council.
Together t the Council and the Goals Panel, with the help of
national standard-setting organizations, will establish voluntary
national standards that are internationally competitive.
The
Council will then be able to ~ertify as world-class those standards
and assessments that are voluntarily SUbmitted by states~
The
National Education Goals Panel will continue to monitor and report
on progress toward the six National Education Goals.
Finally. to strengthen and improve the bond between education and
employment, a National workforce Standards Board will be
�3
established to identify essential occupational and workforce: skills
and creute a system of standards, assessments and certification.
This will establish life-long learning pathways for youth and
ad.ults.
Ten years ago, !fA Nation At Risk" was released, warning of us of'
serious failings in our schools. GOALS 2000 is a first step toward
turning a nation at risk Into a nation on the ntove. It provides a
framework" of partnerships, goals and challenqing standards for
other Administration initiatives. substantial investments in early
childhood educational development; redesigning of the Elementary
and Secondary Education Act 'and the Office of Educational Research
and Improvement during reauthorization, and a new school-to-work
transition bill - are other important parts of an overall school
improvement strategy_
A solid education for everyone is, of course, good for its own sake
but it is also an economic imperative in today's world
marketplace, and a social imperative for a vibrant democracy. If
we don't meet the challenges before us, we will face an
unacceptable future for our children and our country. The GOALS
2000: EDUCATE AMERICA ACT is a first step toward an acceptable,
brighter future for America's students.
I # #
�I1.S.
DEPARTMENT OF EDUCATION
Statement by'
Secretary of Education
Richard W. Riley
before the
U.S. senate Comaittee on
Labor and Human Resources
Kay 4, 1993
Chairman Kennedy,
Senator Kasseba:wa,
members of the com;nittee:
Thank you for giving me an additional opportunity today to discuss
the President's education reform bill, the GOALS 2000. BDI1OA'rB
AllBRI CA AC'l'.
Last
time
leqislation.
I
was with you we
talked conceptually about
the
Since then Ve have recei"ved advice and suggestions
from all types of individuals and orqanizations ••• and from many
of
you
as well.
Based on
strenqthen the legislation.
thOM
comments t
Inereasinqly, our students are qrowing up
in
we attempted
to
a world in which what
they can earn depends upon what they can learn.
In this
technological a<:le and international marketplace, communities,
states and countries that better prepare more of their students
will have the edge -- the jobs and the quality of life for which
they hope.
Unfortunately, too many of our students' in America receive a
watered down cur:rleulU11~ And for far too many of our students, we
have low expeotations.
!!any other countries aqainst which we
compete for jobs expect All of their students to take challenging
academic and/or occupational course work.
We cannot afford to leave any student behind. stUdents must know
well a variety of subjects -- froll chemistry and foreign languages
to geometry and the arts and from· English and geography to history.
Many mora studants must be coapetant in both academic and
occupational areas &s the world becomes smaller and more immediate.
If we do not meet the challenges, we face, as futurists' say, ,an
unacceptable future for many of today's children and their
communities. The GOALS 2000: EDUCATE AMERICA ACT is about takinq
a first step to make an acceptable, brighter future for America's
children and youth.
.
Several weeks 4<]0, we released the Diath results from the 1992
National Assessment of Educational Progress. While progress was
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made from 1990 to 1992, far too tew atudents"reached the hiqher
performance levels; and t the gap in performance between students of
different racial/ethnic qroups remains unacceptably large. It did
appear, however, that students who took more difficult courses, did
more homework and watched less television performed better on the
IIAEP exam.
Early signs are that the more challenging math
standards and curriculum recommended by the nation's math teachers
will make a positive difference in student performance.
The lIational Education Goals focus on the need to challenge and
help all children, regardless of their circumstances, meet high
standards. That's why putting the Goals and the bipartisan Goals
Panel in formal Federal policy to report on progress is so
important and is part of this GOALS 2000: EDUCATE AllERICA ACT
legislation. To achieve these goals will require a fundamental
overhaul of our education system.
Partnerships will be needed,
between our schools and parents, educators, oommunity groups,
social and health aqencies, business, hi9her education and early
Childhood services.
'At the Federal level, we can best help by supporting local and
~tate reformers ana motivating, leaaing ana proviaing information
ana incentive lIoney for state and local cODunities that are
lookinq for ways to improve.
The GOALS 2000: EDUCATE AKllRICA ACT
is about charige. It is aesignsd to expand the use ot challenging
~,,~..,:.
curricula,
instruction,
and assessments qeared to world-class
standards •••. and, do that tor
All students.
•
The GOALS 2000: EDUCATE AllERICA ACT will help to identify voluntary
internationally competitive standards. Stuaies otten report that
American students don/t do as well as students in other
industrialized countries. YetI currently we have no way to provide
educators, parents, students or policy makers tbrouqhout our nation
with information about the content ana rigor that students in other
countries study ana to ..tCh this intormation to our own American
expectations tor students.
students,
teachers,
parents,
communities and states can use these voluntary standards developed
by the National Education standards and Improvement council to
judge their own performance.
Similarly,
we
don't
have
information
available
about
what
constitutes internationally competitive opportunity-to-laarn
standards.
Through the QOAUI 1000 "C"r, voluntary exemplary
opportunity-to-learn standards will be identified in essential
areas related directly to teaChinq and learning such as the quality
and availability of curricula and _tedaa and professional
development of teaChers to deliver this higher content.
This
information will be maae available by the' National Education
Stanaaras and Improv......nt Council.
Again, how can we compete
internationally if we don't know what we are competing against?
GOALS 2000 will give us that voluntary information.
�3
Let me discuss briefly opportunity-to-learn.
In the 1960's and
197"5 most emphasis in edlJcation was on inputs I!U\d" countinq
quantity. In the 1980's, there was a qrowinq interest in results
and quality.
In my own state o~ South Carolina, our education
reforms probably ,had a qreater results orientation than almost any
state in the Nation. Yet we, lik.e this l~gisla.t'ion, didn't ignore
the essentials of teaching and learning -- such as preparation Of
teachers to teach touqher content.
The existence of standards alone will not change our schools. The
GOALS 2000 legislation will challenge every State and community to
develop comprehensive action plans to overhaul their schools so
that every student and every school can reach these challenging
standards.
It will activate the forces of reform which must occur
in classrooms, schools, school districts, colleges and local and
State governments.
It will help sustain broad-based, grassroots
efforts of parents, educators, business, labor, and citizens all to
provide every student the opportunity to reach these standards.
These changes should not be just for chanqe/s sake, but to achieve
greater levels of skills and learning for all students •.. levels
that are internationally competitive in academic and occupational
areas. Students and scnools will work harder and smarter if they
are given the challenge and the opportunity.
The GOALS 2000 :i!lUCATE AMERICA ACT builds on lessons learned from
local and State education reform efforts ot the past 10-15 years.
Unfortunately,
these reform efforts have been disconnected and
often not sustained.
But, these efforts have taught us that
education reforms are more likely to .work if they:
•
are comprehensive and systemic -- pieces fit together like a
puzzle;
•
focus on challenging curriculum a.nd better instruction for all
students, to belp many mere students to reach higher
standards;
•
provide teachers and principals with new professional
development opportunities, to deliver the challenging content
and work with diverse student populations;
•
involve more educators, parents, oomm.unities and business with
school improvemen~ efforts;
•
are lonq term -- pbased in over 5-1 years;
•
have State assistance to encouraqe
bottom~up
innovation and school site planning;
•
have accountability based on results; and
local classroom
�•
4
•
provide for greater flexibility to encourage innovation and
new ways of organizing the school day and year.
The local and State improvement plans under GOALS 2000 will begin
to address changes that best meet each school's, community's and
State's unique circumstances. Almost 94% of the funds authorized
for this Act in 1994 ($393 or $420 million) are dedicated to these
local and state purposes.
GOALS 2000: EDUCATE AMERICA is only a first step, but a critical
first step to start America down the road to renewal in education.
We need major new investments in early childhood and infant and
national health as the President has· proposed. The Elementary and
Secondary Education Act and Office of Education Research and
Improvement need to be reauthorized. We in the department, like
you, are reviewing and re-evaluatinq every part of the ESEA and
OERI to revitalize these important programs to h~lp disadvantaged
schools reach challenging standards. We need to have a new school
to-work transition l youth apprenticeship program.
In addition, I understand that secretary Reich will provide you
with more detailed information; should you need itt regarding the
National Skill standards Board in this legislation~ As you know,
the United States -- unique among our competitors -- lacks a formal
system for developing and disseminating occupational skill
standards.
This bill does not force a one-size-fits-all approach to education
reform on states and communities. The standards and guidelines in
this legislation are voluntary but they invite the re-invention of
schools to help more students meet challenging standards.
The
actual reforms must come from the bottom up.
I t is the local
communities and states
the businesses, citizens, parents I
teachers and students -- that will make reform work.
It has been ten years and eight days since the report entitled A
Nation At Risk was released. We have learned much about education
.reform since then~ It is time to apply these new lessons across
this land.
The GOALS 2000: EDUCATE AMERICA ACT will help do that.
The challenge for us to lead and to act here in Washington is
great.
The challenge for educators, parents, students and the
public all across America to revitalize and reinvent our schools is
great.
In closing ••. we talk a lot about the Year 2000 as if when we
arrive there, our goals will be met ••. without our having done
anything to reach them. It is time to provide national leadership
to invi90rate school reform across America focused on high
standards.
The GOALS 2000: EDUCATE AMERICA ACT is an honest first
step to make this happen. We' need your quick attention to move it
forwa~d.
The clock is ticking for all of us.
�·
"
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..".
"
fl'
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"
u.s, Oepartment Of Education
�,"
Review Panel
(h'i,tophe, (,o;s
(hair af the Independent Review Ponel
Presidentl Coontil for Basic EdutQI[on
Joy<e Benjnmi,
Vice-Chair of fhe loocpeooenl Review Panel
Associate Superintendent
Oregon Depurlment (If tdlKotion
Eva Boker
Joseph Jolm",
Direrlor, Collaborative fur Sthoollmprovemenl
Uni',fcrsily of Te>:lll of Aastin
-"
ORIIl{) lam
Ftlrmer Superinfeflden!
San Anlooio Indepeildenl School Oi!;\ri(1
Wayne Morfin
Diredc( Siole Edurotfun Assessment (ellleI
(o·DiredOfI (enler for Resoorcb 00
EvoluOlion, Sfondords GOO Stud en!
(ou,dl of (hief 1101> S,hool offi"~
T"li'9 ((mm
.
U",,,,ily of u.lilomio 01 los Angel"
Phyllis McClure
Rolf 81an,
Jessie !Mnlano
Assistant Commissioner
Minn~ta Oeportment of (hiKfren,
Families & teaming
Director, Eduootion Inditlrtors
u.undl of ~i,f Slote 1",,,1 Offi<ers
Oavid (ohen
Pf(liessor
Univc~ of Michigan
Geo'g' (orwell
Director or Etlucution
New Jersey (uloolic (onference
Sharon Ourl;'g
Independent Umsuhool en EducGfioo & Equity
Jennlfer f)'OIlY
As~istanl Professor
University of Wi$consin of Madison
, Andrew Parter
P"f"",
Univenity of Wis(oosill 01 Madison
WI1(on~o (enler f(lr Education Research
Pl~dent
Nalionol (en'" for fomily !J!erocy
Edward Reidy
i!iItl)emmen
Program Officer of fdlKotion Programs
The row Chomobl. T,UllI
Assotiote Professor
Western WfJ5hinglUll University
undo Rodriguez
Soper,"", 01
r,. I
Joy," Epslei,
Po,co (fl) ("nly Itheol Boord
Community Por1nersh~
Itidwlc Rull
Dire""" (enl" on Idw~, Fomi~, end
Joh", Hop,ins Uniwsily
Praleswr
University of Atilallo
\USQ' fuhrman
Oeon, Groduote Stilool of E®"I~'
University of Pennsytvania
Ramsay s.ld"
J", Jennings
Oiredor,
fdorolion Slalistlt:al 5ervkts Institute
Amen{on institlrtes fOf Resoof(h
(enfer all Edm:olion Poli!}'
Morls Vioovski$
Director
Profeswr
Umversity of Michigan
��GMENTS
While ili. "I"fl;'In. produ" of In. m_o ,f ,h,lnd,perulOJit Revi,w ?ano!, many "'1I'm.oIi,,, and
indi>iduo. CDnI,ibuted 10
,h. final prodtili. Ilnfi ol Policy SllIdies Assc!ioles, ,perilimlly, BIOndo Turnbull,
Meg Sonmerleid, JlII1i. funkhouser, and Mirh",1 Ruo..srein we" of !!,eaI,~is1an". B,oodo and Meg,
working in (ooperolion with ponti member Ramsey Stfden and
fJ
mmmitfoo of IRP members, were
responsible for the rwmeroll) drnhs WId the final pr~dUd. The protCSS W05 mode immeasurably eusier
bero"" of, Ii. ser,. th,' ." d,,,I;ped by [YO Bok" and \loti " U(IA. Wrto.., iI, 100 linol "flO"
would "n! 00 bUI an 'OIly droh.
Slnff ,I Ib, "onning and ["I",'ion S,ni" IPESI,I '00 Deportmenl,1 Eduroticn aslil"d and wa,ked
with us (It ilVery step.mey also gradlMly Il({l!pred our fOOlmrooooalions on improving evoiuallon plans,
(I
proms Ihol should resvh in improved evnruotion studies om! better information for poficymoker.; and
p'D<1ifi,ne,,- Thank> BOOS " Alan Ginsbur~ Oi""" ,f PES, bul ""erioIiy " V,I Plisko, Oi,ed" ,I ,h,
division of elementary and 'Sermry edt/eolian in PES, and Joanne Bogart and lois Peak of het' offtte.
They lul\'8 boon tireless in support of the ponel and met evtry fetpJest with groce, good humor, and, aOOvc
all, professiooonsm. &Kh of Ihll~ embo& who! is best ohout public serviro, om! &arb ~erves spm
rommeooolion,
�..
'
.
TABLE OF
Page
Introduction and Summary
I
Equity ond Adeqoocy in Resoorce Allocution
High Academic llnndord, for All Children
2
Assessment, Acwuntubilily, and SUppOl! for Improvemem
3
O""lily uf Inslructi,,~llluff
3
I<hool, Family, and (ammunily l'll,tmllShij>s
4
R_,Ur and &.Iool"n
I~
2
4
What ;$ the federal role in elementary and -secondary
education? What is the continuing need for this role?
Trends jn Reeding and Mathematics Achievement
Why Ihe Achievement Gop Exish
5
6
7
II. How the federal ",Ie was ""shaped in 1994
III. How i. the 1994 legislation being implemented,
and what remains
Elf'Ji~
to
be done?
and Ad.quoty in i,,,,,,re Alluwi""
H~h Ac.d.mi, Standords for
All Child",
II
II
13
Assessment, AC{Qunlobifity, and Support for Improvement
Quality ollnstlUdiu,,1 Itoff
15
S(h,,1. [.mily, ond Community Pnrt".rships
IS
Reser.mh tfnd Evaloolioo
19
17
IV. Conclusion
21
v. Bibliography
22
�..
·'.
National Assessment of Title I
INDEPF.NDENT REVIEW PAN}:L
for Basic t:ducatilln
Washington, He
Joyce Benjamin
VKe-Chlll.. of the Independent 1(<'1'i('W
O~n
r~"d
Om""" _ Goodling
(00llIl1ltee: on Edutution OM Workfoue
Omimum jllmes jeH'€lfrlt
U1, Hoose 01 Represeflfa1ives
the Indepertdt:nt Rroe,.. Panel
u.s. \ernrt.
WIIlIin!Jl1!n. I)( 20S15
Irnihmgron,DClQSIO
~ on Heollh,
EdlKlloon, lahoJ, and PensiOM
Ih:partment of E(iUelltil)A
Unjvenily Ilf ClI;\ifofnillllt V" A.IlRdc~
Cealff f<>r Re~un:h!H1 .E'o'lilulition Sl.llndllrd~
lind Shu:lent Telitlng
D,or ChoirlOOn Goodling and (h,irmon Jeff"d<
Rolflllank
Council {If CIderSt..t .... Sdll.rn Oflk('.-.;
In Ih. 1994 reoulhori,otian .fthe a.menhlry GOd leton<iory E<Iuwlion Ad, P.L 103-382, (ong",,,,I'"
lor Ih. trealion of 0 pon.1 .f r..."ch.n, politymo\.r;, .nd roh" inlerOSlad porn.. I. 0","" Ibe U.S.
Deportmenf of Edutolion on the evolulltion of progroms olJ1narirOO under Ihal slatute, In fO'd, fXIneh were
tailed for in Iwo sedions of Ihe law. For the purposes of orgonirolion 000 dllfify these- two panek were
combined into asingle body known (IS the Independent Review Pone!.
Wll'IhlnW<H1.
nc
David Cohen
UOMrnly flf MkhigaD
&huot of f>:CSuealitm
Gt'UTXC Co",,>,1i
Nt'''' J{'~y {;;uh6lic {'unfen:ncil
ShIlH'. U"rUng
Natmnal CcntN" (or hmily Ut';rJ)t'y
J,toukviik, KY
Bill fkmmcrt
Wcm:,-rn WashiuRton Uni'o'etsity
Woodring C!JII~ of V..duatklo
JO}tC .;p5ldn
Johns lIopkms. Vnivcnlty
Crnler on ~bool, r:.mil~'•
.and Commun"), r"nncl"5idp$
Wl1iIe lf1e outhorizing statute (footing the ponel does not require 0 report, Ihn pone! was unanimous in
wool/fig to foke this oppommlty 10 ej(pre~ its own views on a number of topics expres~!y reloled to 100
fortlKoming ,,,,<J1horilOliOll .f fSEA, esp.dolly ml,l.
By design, tM report doo$ nol (ootrun ony -original ewluotion or reseorch dot(]. Thol is the province of
lhe repor1$ "",ad by lit. DePOI1m'nI .f Edurolion, enliiled PrOlfJ;,mg R""~, (on.inuing Cholleng": 111.
FIm1i Report of the /IotiontJI AssesrmenI oIliJJe lond federof frJucoJi.. tegis/o,,,, mort'" in 1994: An
f_ioIJ.f InrpIem.nJaIion rmJ Impod. I!Dlher,!he ponel hOI Ihes.. boIh 10 "pr", i~ own inlerpre·
moon oft~ data nnd to mBa issues oru:I {(lOCe«lS tirol, by their 'Rlry nOMe, wefe nol included IU the evol
OOltoo reports,
Joseph Johnson
Univenlty ofTen,
~t
Ausiin, Dank Centfr
Diana Lam
(ftormu) Superintendent.
San Antonio Indl'Jlcndcut St&olll Dhtrkt
"'liyne Marlin
COlindlofChld Sial... School Officer!
W.ubingt(lO, He
Fhylln McChlr't'
CoondlllDt
Irull'pfmd~nl
WlI.~blD~I<m,
Jes.~ie
nc
MmdllllU
Minnelotxlkpllnmml ufChiidffll,
Familin Imd IA':lIrnIn;
Jennifcc O'fhly
Uni"cnlty of Wfn:mmn II' Mlldbi.:m
OqJllrtrnenl of I-:dnu,f!;m Potit"y Si:\ldies
Andrew Porter
Unlvenlty mWtsnmdo xl MadkGn
WilroMn Cflrter fur F.dll~ RrSfllrd\
0., .1 oor import,,1 funcfiOf1$ is I. 1ef'Il!, boIh 10 lhe Depol1melll 01 Edu<olion ood Ib, Con!!'''", 01 on
''Pert !!,'up odvising on In, quolilies.1 good evoluallon, lhe limiloliOf1$.f whoI <0. he don, ond. <01·
I.dive """ion" of Ih....dfor odequm. funding .f _oIi", research in Ih... import.1lI or""
00'
of ed1J(olicn.
We urge the reader to examine the dc10 contained In Ihe two seporofe reports ~lted by the Deportmefli
of EduCfJlion as a guide to the issues ~ised Rerein, O'!i weH ItS fnr a fuller undersfaoding of whm evalua
tion doto is available and whot information wilt be forfhromintl.
Fioa1ly, there OfC mony, many people who mode the work of the !RP possible, Ralher loon enumerate
lf1em iterc, we hove rno~en 10 devote aseparote page far IhOle ocknowledgments, Tht panel ioou, me ill
!he.king oll.f Ihem for .heir work and Ih.ir d,ditolion 10 Ihil ropotl.
t-:d_rd Reidy
The ,._ Charitahle Trusts
Pbllildelphlil,PA
UINI,. Rndrll:lII'l'
I·~s.ro
CUllnly ~hlllti Bnud
l..<Ind
()·I,nkr~.
n,
Sin",.r"
CIui;ropIJ" T. (r""
Choirmon, In<i"""don. R_ Ponel and
i'rillidon., CoUIK' for Bos. Edurolfun
for (urther inJ"\n'rnlltwn, rolllact CbJ'htfiphu Cron
Cooool tM Jask Edn...Cllm
Mni, Vin,,\'~ki~
\loll er~ity of MlrhllClin
U'1f;Lrhm'n4 of 1I1\lOry
WII,hifij!!<Hh 11C lllllIJ.H 151
'I'd: 1101)J,,n-4171: '",n: (2P1).'H7-:;d41
�,
.'
REVIEW PANEL REPORT
'Introduction and Summary
In this tmal report to Congress, the Independent Review rand dtsmses rmm ocromp!Mmellls tlnd umfinuing ltwes
in the federoi role in helping shires Gnd Iorotrties lmpfOVJ: K·12 ooll«ltiort The nonjHlr1~ (ongress,!on(ll~ mtln.
tinted p1Jnet~ mernm {Ire wte !lnd ioooI eOllfntnrs, Tf$tijnrrers, ami other dtiren~ tommiflfd kl pl'G'liding the
["'9'''' 000 !It ",fion ",h!lt b.<! "'""" mlw_ obout 'h, Impiemen1,""".! moio'
'"",lleg""'" in
elemen1ll1)' ond ~omfnry eduartion, induding TrtJe I, OIlier PfogrotnS in tbe Elemenlary olld Secondary [amutton
Ad ,11m, and ,Ire GooIs 1000, ""',', """" All, \iru, 199"
.."'" mel], ,"',,,,, or",!, ,nu d.<K<md
h,od,,,", II "" """""" ,''''''' .. Ifd,ising!lt U.I. 0""",,,,111.1 """I"""
,h. <ielign, "plemen''''"",.
ond sequencing of e'loluolion sttdes.
We write in response to Promising Raw/!$, (ontinving
~
The f!twi ICJWl1 q{ JIm HotionoI A$sClmnml
,/ Mel." mond,,,d in !It Impr"n9 Im<ri..',~"',b Ad [1ASA1 r.L 103':18t \e!, 1501, ;, ~!It
_men1 is' ... pbmed, reviewed, ond (~ in (OfI$ijllolion with un independent pond of resenrmers, Slott
'i
land
~radilionm,
Dnd tllher opprcpiotc individual!.." Our panel aka fulflih tOO dtnlgt in SWlon
14701 of the Inw, wnkb requires fhe Stmelory of IdutQlloo 10 ·oppoint nn independem pooei fn f~ lhe ~on for
[on evaluation addressing ailihe Olner progfOlm end provhlon.i I.HlOOf J.ASAllu odvise fhe Stumry on sum Hoi·
ualion's progress, and to commer,t, if the panel so wisIm, on Ihe final report· 11m report tll«.lSE$ on Td!e i.
Our purpose here is not ta report the impIemenla1illlllllld results of m~ 1and oIher progrom, under the Improving
Amenca's Schools A(t ThaI 15 the rille af the Depcrfmtn. af fdu(ation, lruteod, we offer 00f per5pOOive and 90id.
on(t tin !ha Department's report, in DC<Ofdonce with aUf legislatlve mandate,
{M
report IlIkes as its starting painllhe DejUlrtmenl's evidence on the academic ochiavemenl of Amerkon )(hoo~
dmlren, in porlitulor dUldren hom Iow·irtrome families. While some
pfOgr~s
ftm been mode in roi$ing lheir
od!ie'lemen1, mm:h more needs 10 be done. We therefore believe thi5 is a proper area for (001_ nuiif>ool imef'
est ood ~lIJlIHlr1. We ned dlYUSS riae fUlTenl fedellli rl.lle in SUjIfHlrtlng the improvement of elementary onU st(oodary
edoroliee. Bosoo 011 !his recent rOOlfd, 'lie highrJ9hllhe folltlWlng (ondusions and retommendolioM, whith we
believe YriiI amtinue to advcme the crudal gook of edmotiOMi imprtlVemenl ood equity, ThI.lSe are organized into
six !Mtrm themes, whith I1fclwther developed mthe remointfer of !he report.
�Equity and Adequacy in Resource Allocation
frtle Ipkrys a (rueial, but necessarJly supplementcl, role in SIlPPOOmg eflorts to improve ochiewnertl omGnq poor
dtildren and 10 move all students Inward {hallenging stamfards. lirle Idollars (represenling on average of 5613 per
studenl per year) do nol (Orne dose In ~ing lhe resoorce gap between lith and poor Khools. Slates ond Iowiities,
which pay for more Ihon 90 pt!f(enl 01 Ihe {osl 01 elemrolory Gnd ~etmdmy eOOwtioo, mmf ~ primm:uy r~
\lble for dosing Ihe gop. bill hove foiled 10 do so. However, kl implO'Io the etfwlvenes1 of fllie I, 'Nt u<ommend
!he f,II,wing;
• We strongly endorse lurg~:ir.g ollunds on ~hools with high proportions cd !'OOf studenft. In addition, we .
recommend lholltre lmgeled 9wnl, Ilulhmized by Congress in 1994, bUi nmr fended, 00 npPfOprinleil in '
the nex.! h,nd;ng cytle.
• We re{Ommend Iha! Tirle I hi! fully fundtd, which would ioooose the appropriation from npproximoleiy
S8 binon 10 oboll'l S24 blEion, Q(OraJOg 10 the Coogres>iond Reseafdi Servile. Although Ibis gool is
ombilious, wtl mOil flJroomMr rhal the ~are5f prcb~ foting Amentan edurofion ore lbose wfrounding
the edum!!oo of 11m mml disoo..nnlnged !hildreo in 00f society. rille I is lhe lorgest oorl nunl (arefully
lorgoled inlulV1ln~on ovuilohie 10 help ,roles ood loco! sdwal distrids address tnt edum/lollal need> of
diwd'loolnged {rukl:en. As 0nation, W& should lnerefore (ommll otmelvts to provdng the level of Tl1re I
rewur(e$ needlld to mote 0 differllf'l(e in their $Chock.
• Sime too mwplioo of TIlle I, Iha purtiripofion of j)lMlre sthooI du1dren hoi been guided by Ibo principles 01
p~iding diN){t ~efi!$ fD tim dUld oorl public tnmteShili of Ibe dollan. We {oolimJll kI endorw Ib~
plinr~. We IIfge puMir «hooI ofiiOOls 10 otttnd rotefilily ro the\( responsibikty in 1elec1ing ilodenl>- for
porticipotion ood in romul!mg Min privtlre sthooI officials about how prime s&d '!Judenls will be >emd
under Tule l TIlle IplU:gmnn lacll real {Mit in orfDnglng for tbh smlrll dlltt~'ery, lind W& wppGrt Ibo
cool.... avciInbillly ,f fundi under r,!1e I" "'frey!,,", ,,,.,
• firnllly, wt !llge «Ireful ntonlloong of the oUlKflfinll of foods and Ibe provition nf servIces IGr olhl!J spedul
PllPlliolkms $ened by rule I: l100eflh Mih limltild Eng!irn profiriency alld thM{! who OtO miglunl, tfll1ive
Ameri«m, and negleded ~ ddllquent
High Academic Standard. for All Chlldren
(
Stutes nfe nli to nn exte~Clrt ~ort Oevelopillg high gondords, bill lhey Ilond MOriltl!thniml c$~i$'an(e QIld other
re'lOO«M fa buld the:; tt1pocITy 10 ;ormulote, review, and relille lheir skmoord,.
• Vk emouroge Ire pnrlidpc:ion of exlllfllol orgonil.Oliom in reviewing and validating slate standards Ulld
MSeMl!nl$. We believe the f<1dcrol govcrnmen1 ;.bould (ootinue 10 Slay ()ul ()f the business of ruting stote:
nnrulnrds, ru rs tuuenlly f~ited under lederollow,
2
�• Both the public and the private sectors need to direct mare resources to wrriwlum development ond imple'
mentation, so that as ~tates translate their standards into mrirulum frameworks, the frameworks Wl11 be suf·
ficiently detailed and wmplete to be useful to classroom tearners and other educators.
Assessment, Accountability, and Support for Improvement
· Increased atlention hIlS been placed at all levels of govemment on holding schools and districts---ond even federal
agencies-occounlable for result;, We find this atlention 10 rcsults appropriate and desirable, but we stress that Hmus1
be based on legitimate and coherent criteria, adequate support for improvement, and appropriate authority, if His to be
effective. To strengthen Title I's'occountability provisions, we recommend the following;
• We strongly endorse the law's insisteme on holding schools and districts accountable for having the some
challenging standards lor low·income students as they have for other students. This should include giving
Title I students mcess to arich curriculum in all subject areas, nol ilJSt reading and mothemalilJ.
• We emourage Title Ipolicy to reinforce and strengthen state systems of accountability. Title Ishould push
states to hold all schools-not just Trlle IschooHc(oantable for improved achievement, either through
their own accountability system or through the TItle Isystem, whichever sen a higher standard.
States should be !ising lests thai are aligned with state standards and the content of classroom instruction.
• To maximize public engagement with these issues, TItle Ishould encourage states to engage in a brood public
dialogue about the crilerio and processes involved in assessment and accountability.
• Research and effective evaluation in education are seriously underfunded. The budget for federally
suppor1ed research, cvaluntion, and technital assistance should increase substantially.
Quality of Instructional Staff
As in every other aspect of education, the quality of learners and other stoff is proving 10 be crucial to the effec·
tiveness of TIlle I. To meet this important area of need in TItle I, we recommend the follOwing;
• Because high. poverty schoo~ need and deserve the best leachers, states and districts should be required to
ensure that teachers and instrudional aides in high·poverty schoo~ be at leO'lt as qualified as thasa in
non·Title Ischools.
•
Greater investment in both preservice teacher education and high-quality professional development for
teachers is Vitally needed.
3
�•
!.de'" funds ,. hk. poroprof_ " pr,.d. i"lructioo, ,inre
~'I' g....,ny i,lii"""... treioing for~" ,oIi, ("",. ,hotId !.gin" ph", "" di.'i<1"';'
("'ill'" shwM no! 011". .!isIrim ,,!pOl<!
of ptlr~al5 in TIlle Ii!Utrudio!lll~ogeth(!f during the next rellulOOrizllllmt Meanwhile, distrids should
1m 8n(OllrDged III ~ poroprofts!liorltt~ in nonin~lrudionDI rol~, and they Ofe 10 be {ommended lor placing
longuoge·minority porcprofessionok in dossrl)lUM with high con(!nlfol~ cf student wilh limited pro!iOOxy
in Englilh.
School, Family, and Community Partnerships
The diooJoJlS set ior rifle lin ,1~94 reflected all IInderstamling of the imporlaoce uf fO$'~ring strong pertlleMps.
among sthools, fommes, and tlJmmuni1iM. To bll~d (In Ihis sHon, we wggesl the follnwing:
,
'
• .',~e f(l(ommend Ihilt SklIIIS, districts, and s(OOok make Ihe IIe(MSOIy inves:lfIIlfib in stoU, progroms, nnd
cvoluGfJorn 10 tully impIemem fdi& I's IllllII000es for tompfeOOmivt and ongoing sthool ny, und
community potlnrnhips to prOOlClft! studenl $OOlJ:~. We recomrnw redilocting nllimliGn aHa'{ from the
(oofusmg und often merrumkul term of ~_liXIrenl roIIIptlr1- hi dnrify the lmporlonce m
~tablishing
cleat poides, planned progrnms, and useful (!V1lluofiollS of ~r;l, family, and (ommunity portnersh~.
Reseorch and Evaluation
We oo<ome all too owme of lhe )((lJ(ily of resomres fer resecrm and evJwhl,m in edlltafinn as we prcpmetl this
repel;' The .esearcn, infoonolion, mnf evduoiion base was inadequate 10 f1S{Iansihty we (ongrts;: on the issues
Gddressd ill tM: Gnd the Deportment of EdIl'a1ion'~ repom.: Ptrtlnenl studies were laQ few and marginally lunded,
and !he broader reseafm bose thaI (oold he uStd WIIS sp"re. This is in marked rllnlrasl to ~els I€ f sappcrt fBr turh
rtl~ear(h und evalulllion in olher sednr~.
.t.._,
• ("'9"" IhoIrld ~11lIidt 05 p""no 01 r,.,1unds, IwI! for ",looIiM nod holf for ",.,,,Il om!
nmwoold moIr. $40 million .,.;I,b.1or "'"' e!forl>-<I
O"lOIID'-;ompond
o.lIro SS mr'llion rurtondy 1m,! II"nl. '
,,,,,,,,obi,
• halllntion ortiYities sftooId indooo lMgiludinol studies of TItte Ithol mec~ure the lI(hievetnent I€ f
participllting ~Iudents over lime uml in woys.lhal determine effed;;, They should oko Indllde ,tudies
designed to infurm procti(e eurly lu IfI& ooxl rOOU1hf1fftlllion petiod.
• funding Is oM needed ror resenrtb and development effom!hal inMli!y effwwe proct:ces Gnd mint!
model 111'1_ 1m wider impIe-..iM,
Wt rmcin generally S\I.pJlOftf;e of tho philosophy ond provisions 01 the 1994 rllouthorilution, which aimed to hold
all du1dren lind on schools 10 the SlIme challenging $!andordi. 11 would bt premolUre: tu dumge the Iow's. ~ey provi·
sions now, before !here has been lime fOl' irnplemMlalion and ful evuloo'liort Many of Inll ookomes of eorly !mple
mentolkm look positive. But in Ihe luture, edlltlllilflllnd pofirymokers musl1It1em110 lhe: deplh ond quofify
monfatlol't
of.
4
�'.
I. Whot is the federol role in elementory ond 5e<;on,d4
Whot is the continuing need for this role?
fjj5l0rica!~,
public eduuriion in the United Stales has. been (I deumtrallzed 5)'S1em. wi1h ~ ~ the primmy
ttmSfnutionoi responsibility for tho provision (If elementary and secondary education. !WI since the ooIion's lKIiiw
dll'{S, Ihe rederolgovernmen! nil) olw played 0 (rilke! [tile, re(~niling thaI on educoted (ilizenry is essemin! Ie
moin1nining {I demO(.ltlfk govemmenf end promaling the common good.
Ind.... Ih. f"",,1 role In pubhlu_. no! new, but dot" botk I"h.l8th "nl1Jfy. 1;...Jy" 1785, Ih.
Congress of lhe Conledtroflon en(ouragedlhe expansion of pW!i( sd!ook inkl rile newwtSfern ferrOOties by selling
!!Side land ior Ihelr wpport. Under the lend OrolOOnce Ad oi 1785, il divided the Nnrthwesl Territory illfn kilm·
shi~,
with one section in eVer( lowmhip tet aside far Ihe support of JlUbfje ~ion. lind in !he Honhwesl
Ordinance of 1787 it dedared that 'SChools should "fGrever be en(ouraged,"
In 1867, Congress (rooted the flepllrtmenl of Edu(otioo, Ioler renamed the Butto'lf of Educotion, to (QUad lind pub·
Iish eGU{ofiontll dufa, ond',o Wf}Mt, with slates and dl~rkts If) slondorCize dOlO. It also soughl 10 idenlity prnmking
e;i1l(a1illnol Jlfooiros nod share this. infurmolioo wi1h SlttlM find s(hool~. After the Civil Wor, (ongnm also required
that all new states admitted to the lJoiGn provide fret, oomedi!rRm, pubkt smools.
'''''''I',
In Ih. 20th
Ih. fedatol i,v.fill"n' oIk<ed supjl<IfIlO! ,,,,,1l000i I,..minn for high .... students. The
niIIl·II'ih," Ad ,f 1911 "" 6eo~" Ad ,f 1~6 f"""" ",!he ~ of troinillg In "11""""""
,nnd home e<onomits.
*.
Federol Involvement/n k·12 .0110n gr~w substantially in rhe yeors after World War II, alld tho role ev4ed ~om
OM of omouroging the generol upomilll:l of public education to one of supporting innovation, impfo~, and
equily, Sin«! then, !he federal gnvttnment has inv~led in ehlmentory and sewndory education in oreos of preS5'
ing ootiC!nal inlerMi, mctiVC100 by Slrlifegi( comems obom nutinmd defense, economic prosperity, lind SO{jal well·
"'Ing. h.", notiDnol def_ """'fr-jllfOf _
WorII We, II droftel<-lhol prom~.d !he
,m""
("i'''' 10 ""bIi.Ir In. llOIi...l.t..1 """" PfO!Irom. Afttr Ih. ",,'" of Spu1n~, r... that Rum" ideml'"
,,"""1.
""'""" might
In" militory dominon" led " !he _
of lire ""ionoillof.nre """I", Ad, "" ,ffwt
10 improve Ameri«rn ltIilfhemnliti lind S(ienre imtrudio!t The Hither Edoo:niM Ad in 1964 ornlllie flemenklfy'
Se!:ondory [dutotion Art of 19"65 es1abrtshed lhe brood outlines- or whOI Is In plott loday. In odd"nion 10 1~1vt
otfioo, lhe federal role in educolion nlso ha~ induded an important judiciol component Most nolably,!n 19)4, 1M
Supreme (ourt's historiC decision in Brl1Wl! v; Boora of Edl.l(a/ian paved the way ftlr desegregation of the nollen't
....,.
Federal eduu:rtiun aid has provided skiles, districts. and schook with sKIm rflSOlJf(es 10 improve education. Although
"""100,
""" one! ,,." """" "", lot morn th" 90 P'fre'" ,11be ,"" ,f ~_ory "d """dory
f.d",,1
money in Ihe United Slares-un~ke in ulher nulXw-is 0 .lficotrt YHlml of discretionary funds IMl (on ellWUt·
(lUll greeter lnnovof!on. h ron be: the 011 lhel Il'!Ckes lhe goors operole more effidentty and effwiveIy lor oR stu
dents. SimIlarly, rMeOrm supported by federal funds (on ronlriOOle to innoVillion in prooke end imprtwtmtnf in
5
�(hompioolng equ1ty is Q fundamenltll d"mternioo of Ihe federnl role in the nalion's schook. Among lhe ways Ihe
_{II gomnment hoi «ItJ9ht 10 do sa is bytar~ling a%istanre 10 sel«ted groups with special needs, such as poor
dli!dten and (Mdrenwifh diroMil1e~. Indeed, Ihe Io:ge~1 federal effort in K·12 education i~ TIlle Iof lhe Elementary
and Sccondary Edurofion Arl (known lIS Chapler 1 from 198110 1994}, which prov& addilfanal resoun510'
uhools wilh large concentrations of ~Iuden~ from low-income IlIm!~es jt) help raise thefr academic performame.
This S8 bmian program represents more than 40 perren! of a~ federa! aid 10 elemenrory and l.mndary elioo:tID:1,
ond our repM focuses partkular otIemio:l on il.
ee
Trends in Reading and Mathematiu Achievement
As we examine rule Iam:Ithe federal role,·it is impru1t!al 10 consider thw. in Ihe brooder {Of,text of studenl (I(hielR:
menl orullhe tcdol _lions in which <.fWdlen live. Pr«ise~ bemuse e.:lxnlioo ~ so importonl in !hi, nalion, its
dliun> tngogtl in heated pubUt debot~ ove; the rondmon (If ecltcorion 11l1d hat! well or poar~ our sluden~ ore
performing. As (I puneJ, Wi! have carefully rel';ewed the evidence in on effort 10 offer aholanced ossessmenl of the
(urrool stateof~udent {lmievement ornt II\e cir!Um>lunres(if edu<:orlonoUy disodvantoged (hiidielt. We hove seled·
00 , 97ll as aSinning poinl fOf comparison, be(o~e it coin(jde~ with Ihe eody implementation o! the. conlempofluy
rederal f(J~ {the Elemenlary ond SU(Qndory Edu{Olion Att WfB pOised fn 1965-1 uno wl1h the in(eplicn of 0 ronsi'i
len! 'Ollf(e of data on sluOOnl atnlf!Vemenl (the Nalianal AM~ment 01 EdOOllionoi Pcogrm, wkb meostlreS bow
America's S1l1denk are perfofm!~g in.lhe (Oft ~biern, began In 19M). We look e1 avtrull o(himment trtrnk not
os. evidence ef Ihe eHedivtne,> of the federo! role in K-T2 edll(olloo-vm:th i~ a minor i:lfloenu: oe G!hievemeot
mmpored with Ihe men actr.e Slate and 100:1 roier-OOi ro ground Oaf ~Ilf in 0dear uMenlanding 01 fhc
- ... - ,
ltnmgtbs Gnd weok!lflSW5 ot tbtt Ameri<oo eCoultiee sys1em.
Tn. (IVffUif pi(tufe of irudem ath~nt jucloy is <I ronrewhnl enrourogin~ eee; (m QVl!fage, 1000($ S<boof,hljd
reo him madb gnin~ fn _emotks llnd ore holding steady Ij! may be lmprrwing in reading. Student scOres QO
the NOlw As~nt of fdumlionn! Progress {NAEP] lndlrole tho! mOlhemolle achievement has increased
steadily in .grades 4, 8, ano 12 since 1970, y,1;ile reodlng performance hos remoined IOfgely stahle since the early
1~70s <lnd improved mode:l:~y iff 1998. While Ihis is encouraging, il is certainly no (OU1(l far celtbrotKm.
In the $l.Ih,ed of reading, it b f\Oll~o' cMldren are reading poorly-lnoted, in in!emciloncl tompnriwll5 of read·
ing o(hie~emenl, Ameritan Slvdent1 hn'o'~ fared quite welt The 1998 NAEP reading oss~nl hm nho brl;ll,lghl
hopeflll news. Notionally, feuding nL'ie'lOOler.' im~ro;'td ,ime ~ 994, porlkinrly atrumg Sin graders ood iowl;r
performing studen~ in 4th and 8lb gmdti. Hawever, lhe inumes in 4th and 12th graders' ovmge rultti fepre
semed 00 net gain over ,he avemge S«m of l!reif monltrpmls in 1991. Aline WM bmt, expe£Jnliom oove
loo'eased aboul hew weB toduy's dliwen musl fEnd ta sooeed in en imJetJ:.ingly (ample>: 000 rompetitive iob
market Ait!tcugh we ute erueutoge4: by the rtrent impImmam, Anmiron stl!dents' rending ~(hrrnmenl Sli!l
_ins mndequo1o: 31 pwn! ,f 4,h Il''''", 26 P'f"Il' ,r I,h Il'ad",. and 25 P'l"nl ar 12~ wad," ,ead
bt10w the "Dosie" Invd, QS 1tt/){))1)lld by lhe 1998 liMP reading asse;.s:mentl Wo ore also deeply «m<erned Ihol
Ibe gop in reading ttdlievemenl herween sludenls from jow·PllVtlrty and high·povetty sthools widened hetween
1988 and 19%.'
6
�I
..
!
In mathematics, there: have been some heartening dmiopmenf5. lMre hru: been a gell«m upward!mrul in mcln·
'm,tii!! ,,:h;~'.m." I" dl ages; f9., 13-; arul17·ytIlr.oftis), and tilt gop bemoo poor and fIIlfIPOOr k IIkn dimin
. Tht momemlloo IIrnlm;;;ent of sl!ldenl1ln Ihe ~.poverty l.!hooi, lose ronsiderohiy helWttn 1992
lind 19~6---m i1 dld for sflldenl, ova~mmg by l' polnh. > But Ibis is 00 muse tOf {omplotenry, lM
,_m_
,19.y..~1d! mhigh·ll"'IlY ><hooI, !liIll1lIk behind !heir pee. m~'
fy sdwoIs. Moreover, Ammkml sluden5' pelfornmme in fIllrthemlrtics Is)fiil not mlelllQoooofly wmpetiffve, and
.mIe they (lin solve Im5k p!ohielll5 well, they Itm 1l000ble lc(kling min'e advanced lflO1trinl, In compM$OlIs with
a!her noliom, u.s. 4th groders perform ni Or ohore lhe UitulWIDoMl iriernge in mothemotics. Bullhi~ odlfflnJoge
"h;"""",
of.
lim"""""
quldly deterioroles: U.S. mlddle1!hocJ S1udenf§ lag b!hlnd their peers ;rom IIlher (II1.mlri~ in mOlheltlfltiK' By
the end
stlrool, U.s. $1.15 rank nexl to Ins! in OOWlll(ed IIw:llhemo1ia, ooording 10 the Third Inlematicno!
end Itl"'" Srud, (liMSII. '
On a more encoorauing note, fllbwing an the heek (If the (un1r:ulor refnrms 01 the 1980s, the percentage of stu·
Grots rompIeling dIOflenging (OUrlewock 1m intr~d, across· 011 income revak. Selween 1982 and 1994, the pel"
unroge of high u-hnollJradue!es feking the (ourws rerommended in ANotion of Risk increused from 14 perc:ent 10
SO penenl. rThe 1983 report retommended loot $!udenn toke 4yoors of English, 3 of sD(ial WJdies, 3cf s<iem:!l,
md J Of mnlhemutia.l Sllldenls ore not just taking more courses, but tbeyore tokillfJ mare high-level dmses. The Pff
(enlage of all high Sl:hool graduates...mo have taken upper-level malhemalie (curses has Incr. s100($ly ood (Qn
sidere:hly since 1932, with pmticu\arly dramatic increaws among minority Sludoob. ~ mmple, the propol1ion of
M higl' .locIgrcduct.swh. have loken geometry nearly douhled, jumping from 29 10 58 peftent, as ow lilt
"re"leg,.1 Native American high school graduates laking gcamelfY. intre.nlng from 3310 60 percent·
Why the Achievement Gap Exists
Over the pasl three demdes, much h05 change:! in lite brooder society in wbid! sdtooIs tduurte children. In portit·
ular, PQverty rales should be of p311kufar (omem 10 lIS as walol'S ond policymokers bemlM d!i!dren under 13
make up 0 iignificont profJOflion of too poor-eboof 40 jWf{wl--ftllen though they feprtsOOl on~ nboot aquor·
ler of the jl(I~lion.· TtirtfYIJllrs ago, in 1970, 15.1 perrent of dtildren livml below !he poverty IMI. Thallole
re!lwed a ~an1iel dW1I1lW in (h~d poverty fOOl took pima timing the previIM decudt!, down from 0lU per·
(ent mle VI 1940. IIot dmi1g ihe 1970s, the thud povelty rote fQStl uguin, tEttChlng 72.3 perwnt in 1983. The
poverty una for children has remained high in the yoors m men, fluctuating between 19 and 22 pertent In
19", lhe mosl rorent yem ful whkh dnro ore eVlliloble, the fale was 19,' perten\, .. foverty also off~ ttrltlln
rndol ond ellmi( poJrulalions meff tOOn elhm: Bla(k and tlisponit thildrellare dlspropOI1~Y like~ 10 be PUOf,
more fhoo twire as likely mlire .hite miMnm.1I
We ore fl(If1iw10liy {oorernee IIbOUllhe raelionship between ptiVerty God studenl achIevement, not because we
thillk the fedllfnl govtrnmen! w:lId <meme lhe mojor responsibility lar eduuJllng poor children, but be(aLlSlllhe
;dUloo,,'" ru{{& of poor [hi!drrn ~hould be lhe blniness al Slales, iotallfies, and ~hool!i, with federol assistance,
nmie¥tmenl gop betwe!'fl poor end nanpoor students and between white and minority studenlt is nOi inevitable,
refl""",,,v~,d, of inequiti in edvrol~1 opportunity. n
..
7
�The effect of pG'Ierty both on stv&:nl odiitvemenl ood on ouess 10 edutotioool resources has b~n wei dowment.
ed and seems to mm from 0 host of fJK1OfS. Beg!nni~g in the early )'tOt'S, low-income muf minority children him:
disproportionate~ less IltWS ttl presdtool. In tlemenlory ond ~e(mry ml, row-income ood mlootf;y siuden15
Ofe mm likely 10 DfWnd sd!ooIs with high concentrations of povtrly, 0 factor ihot rontrlbutes very strooglr to 10"1)[
tll,nje~1. ~-intomo studen!» hIM higher rares. of mobility, whi<h oIso muy ~ ildIlevemenl in dtdinlng
uhools-both fUi thme who stay ond fur those wi» muve owoy. U
Generoi\y, students in potIr diwim latk inslrudJonm mOllnes. Mllihemolies and stiemt dasses wilD high «mren
trotions of mloomy students me moTe often lought by ~dfled feothers; dosses in high-povtrty schools are
also rnorC(1htn _hI by underqualilied leothertl< In addition, poor ruienls nuve less 00(:% to Icchnology: Pulilic
stftooIs with 0 large ~ropDrtion of poor children wete less l1ely than Olhtr!; 10 be connected 10 lhe Infeultt '\
lu(k of occess 10 resoot(es and qun1iiied i!«c!ren. poses uddifionol challenges, given Ihol lOdoy'~ ~,hools Ore edt;..
totintl on inuming\y diverse poplllofiOfi. Immigratron hos fueled enrolment growth, espetioly in stales such os
Utlifomic:, Flarido, Hew lor\:, end 1~, (reoling new dtolJcnges for sdlaaIs. 1M IlOO"notjve'£[}gIM'~ slll'
dew led: odeqoo1e news 10 longllnge·supp~rt ~fogrnms Ihm ~e litem 10 ~eep pare w!Jh Iheir English"lIk·
ing peen, /u:mrOO!g to the musl reten! dvlllllvlliluble from Ihe Office fw Civil Rights, 2.6 mlllionslOOen!s hove been
~""1ioI,,
being m ,f P''!lf'1I1I ., ImiIed-~'h.~,Rd.nI {ill! """"" in 1994, but orr/y 2.> milli'"
need
studetm were udlHll~ enrolled in lEP Ilfllgrorm Ihm ~f.1> School di~trkk Gre W'UI'fIbling ttl hire enough bilin;Joo!
teochm tmd provide the resourus: n~ In meet the needs of tim new influx e; ~nts, wtule progrom5 serv
ing American Indiun students mtm nnd woys to (onned efftrtivefy to fbi ruhutal oockgrOlilllk ood ntetfs. of llieir
_IS.
Once in 'SdtooI, differtm students Gre tooght differenllhiRgS, umi life held If) difWrenl-Gnd ter low·iACOll'le and
minority 5fUderm, ofttn Iower~andurds, 11 Although Ihere have beta improvemenTh,!ow-inrome high S(hool ~Iu·
dents 'ate tes> likely to be enrolled ~, college,fltepurollxy (OImnwork, os !Ire Ajrirun Amcri((ln and tulioo 10th•
graders.11 In (OIIIrast, arigorous ma1hOOlOiics (urrirutum ImptOVe5 wores for oR slut:Ienb.." Groolflg systems 01sO'
,enect lower e~ Agrade of ~A· in II high,poverty ,,!tool often is eq:vivulenf to a or in (I klw·pcverty
sthool when measurtd extemdly on Siandordired tam,1e
In GSDrletyihat is demoruling lllgher sUb of lis mizens, studt!l! IIdIlevement is. '$lit! slmIl~ no! where it should be,
The sillJufioo is MIt worw in schools 't!flh bne OHI<e1llrotions {)i IttlHntomt students. Oespile stlme t!&sing of lhe
IIchievement gop in some wL!eru. tmd grooei, 1M (l(hievement of SIOOenf5 from high,poverty ~ remoins 100
low, emf s1iII fall, WIlli she" of notlMoI ond slate goats, We mu~1 foire expeCfflliom fOf 011 thrldren, domg evtry·
thing 'WI: ilm la emllre that no mid folk behind. Whilt! the rrtle Iptogrllfl1 tonnQI d01il the arhievement gap by
UseR, II (an )ePa) as powerlvllever ror change in partnmhip with dmtim tmd slates Ilml are rommlned 10 «!'is·
ittg the arnievemenl of 1Gw-in«lme stllden~, Ihlll1f and Iotol reform effort~ are WiIlK, we (IlnOOI expert to ste-lhe
gap -dose; 1M ~ Slate. trod lorol efforts are more ombitious, then Ihe flJllding nIle I provides ton fotilitu1e lhest
efforn, tlnd we: «m 'rmooobly expect mllre nrnbitiolls resths_
°
•
�,
'.1
"
II. How . the federal' role was reshaped in 1994 .
.
,
,
"
The mum mws{if Ibis rqKII:1, like the Ucpartml!lll's reports, h. on the operations and effects ofthe programs omeJld.
ad 01' new~ authorized in 1994. Thol yoor W05 an impartonl one in the history of postwar federcf ~,IO elemen·
«uy GIld $econdory edu(Olion, fur il sow n~hih laward different id!ffiS obouf educotiorltlf improvement antI WUY5 the
federal goveNlflWllt (ould bel15U~ 510le5 and school distrirts, We dascribe: thO$e ideas here.
The 1994 laws bulk onlha momentum of 0 reiorm movement tho1 hod been gathering 5trenglh ill the s101ss and
school dislrkk over the pr~violJS dotode. During Ihe- 1980s, lhe publicolh:m of Ihe gfinmdbreoking reflOl1 Atlotfutr
.,
Qf Risk ond on '"edumtion summit"-{II which Prosident S~h ~nd Ine nation's go'l\m'1Ol1 forged (ommnn gr~und
around 0 sel of nOlionol edu((lltoo Q~hed off 0 new Vitlve of s(hoal reform fo<used Of! tigher sto:ruJo:nb,
fl movement with Otti~iry tit the 10(1I!, slu1e, lind ledertlllev~ Moll)' lto~ l':luKled legiskilien (onloining omlA
llaus statements obout what they expetled S1udertls ro know !lnd be obi!; to do, Th!;y olse • 10 put !ft«MIl
ability ~ystem$ in piru:e It} lhine 0 iPOI~9ht 00 foiling schools ond, mntual~, to impo$& $lln0i4ns on liuw; $(• .
President 8ush'sAme/'i(a 2000 pfugrtlm SUpptltted ste' and dislrim' eorly work on skmdrulh and IKrounk!IliIity,
this wark continued in the ClnlOO admin&ro~on under Ihe auspices tlf the Gook 1000 iniI'iaIive,
some lime thor palicymokel1 wonled to supporl the refurm ioHiolive1 rotlng ~ arMS the roullfry, they
old ideo~ about the federal role that mighl be hindering some mildren's lull
particIpotion In S(hoollmprovl1OOt. Acentro! ((lI!(effi in the 1994 reauthorizotion of the Elementary ond
Sn(ondary fdu(f.l~on Act WU5 lhUllhe very pJele!Ke of lepom1e, roI~ programs rouId ronltiOOle to dimini>he1l
expedotioos for lhe (h~dren pnrlkipofing in these progJlllm..-(!spOOally fOf 1ow.i!KOlne mildren. Thus, during the'
oka wortled 10 meve oway
ifJXII
1994 ,OOIIlh"".;on, n legisllflivrl!rmgung& ~ lIIll' and IooiI poI;des l111li_ ""' """",ds ,m!
..
im~'" i"'urn,, I" ,II.""., b,t """irlIIy lor tIw!, ,luiIrllls f1l,geted by feder~ oid P'fJ!I!- Stllles and
dil.irll _ b. held ""II,f1lbie In, ,d buJ In refum "",W , _ Ilf"lIeI fIe,;t,Iity, The;e dtnnge;
,"""""", """"" ",,,,,,I of"" _ . and ,""""""" oIlhe 1ilIe II"'JI'" lbi I'1'9rrt111', _ , , ,
,rood inlhe low, ." "" "f1l """ IIhnoI\ f1l ~"'" "I'I"1u,itias for dliIIJ", ",ved "
"'!'i" "" knowledge
and skills ((mlnined in the (hollenging sfIIle (()lIfll1lf ~lnndcnk and Ie meet the d:toUengrog ~It!tt perfMmame
'fO,d"ds
rleve."'" I" 011 tI,I<Ir...•
111il .... J1OI<y I"""""" \!US "'''''''''' m ~'i""'" buJ ,r1i<UIt<md "'" ""'gly in !he r~, Ip"9"m. For
"""
lhe fro ''"'' jfi, TIlle Iiuw "" e'!li<i1ly _ 1b.1 d~
shoJd b. held to 1he ,.,. ""doni, "
oilier children, end lilies o((l)lJnlnhtlly to fuest 1tiIl1fs, asking ~ In rreale ~n(os lor schools thut foil to roise
"'mi.,
perl"""""
tOO """"',
, 1 _ """'ipoling in ,'" rille I ~fJ!I!nm. These .,."."jtnenl, 'g"I","y "I~d !he
TIlle I, whi<h WIll 'lf~.,I~ designed i, 1965 t. b.lp "",", meeltOO need! ,f dlsodv",tnged ,hildren
providing oddifiennl fundinG it! diskkls with It::rge numbers of rhildrlJfl from poor families.
Sf""""
9
�Beginning in Ihe J910s and cootinulng illln the 196&, po!icymokers had fotused mQre o1foofioll Of! wimlwt !he re~t
scorltS of children pottidpoting in liIle Iwere incr~ ConR"ding evidence emerged on this palttf. Under the f~ I
_g
go'"
,,,110,0. ond R,po11iog S""~ I""".d " II. mid·mo., """ did report
by po11.lpo1ing .,d"",
Howe.er, f""rol~ funded ",dl" of foil, t and (ho~" I, IndJdi'll
flk<.;" tire mo,"" frcspedS
in /he 1990s. shnwed !tile or no progre>! in dosing IItt ornievemem gap through Ine early to mid-19~ To be
,ur~ ,hese "udl" ,oold no' """'" h.w the pcrIi<ipoling <hill... """" h"", performed had !hey '" re<eiwf
rrtfe I or Chapter 1wvkes In ~e ftMl pkKf. If Is (ertnJnly possible thllt the lI(hievemfm gap might hove widened
ferther in lhe absente of the servkes lind fmt1'fM pmvlOOd by the program. Nevertheless, lhe SllldiM did I1IIse
impartnnl questions obout whether j:HlftiOpaI!ng wen 1m henefOO:! enough from Ihe progrom. These qUes1i1l1lS
hilger, nhhough in fad the ~ of 1iw5e stud'!eS do nat appfy to rile omen! version of ftlie I, wbi(h is w!r
.""i<II~ ~ff".. from !he "01" 1egiIIotvm.
l'Ixls, Tllhi I needed to be fedirOOed in 1994 10 00 ll'IIife effective in improving fhe m:hievemenl of potlf children.
HnYing obsnmd thol 0 promkitlg: ffi6VMlenl fur school improvemenl WU) gOlherin9 slecm III Ihe S1Dte~. (Jnd ron·
llnuing ttl idenllfy shortmmi~ in lite exlsfing f~ro! pwgrOtm, Congress enacted a~ Presidem.(inron <;ign~ kg
Klulion designed io bring ftderoiy supported WrvKes under the umbreHo of dlOHenging Sklte ~IDndord; for (onltnl
Gna studenl peno!lll!!l'l«!. This approom would en~ure high expectll!iDm fot' 01: students. hdudillg those living in
povtffy, nnd fOOero! nid would support the work of stoles ond Clslricts in upgr-DDIn9 instrurtion to meet the sInn
dnrds, 11w ~idnUon fnrognimd ihot nate!. Gnd GlSfrim would need lime: 10 mign their policies in suppOr1 of stu·
den! ndUevemem hee Figure 1).
Tlmellne for Tille I Accountability
11!19S'
• 1996
1991 I
l~~e
19-99"
2000
2QG1
ldllntlfy .thOO1t and dl$ttlt;ll In " . .d or Impmy.mwnl. ulling
QCCU(\lIlfI IntormatlOtl .bollt .cademlc 11'011('"
A(I"U1iit\t v ••tly
P'OiI'"''
(I,,/lnillDn 10 11I11ull in cont>nUO\lll
,n4 .ubetantlal y.~lly
imp1o,..mfll'.t 01 uen distrio;t
~nd .ChQc! suffdant 10 aen4;.-a
th. 90al oj ~. c.hlldnm m",hnQ
In. plcfnnt .nd .ol/anced
litvel, 01 "tfcrmanc.
h&"re i. U.s. Iltpo11mOl,.f £d",Ii<m, Premising RowIIs, (cn1imJing (ha/kngt£ l1ur fIMl eepoll of lhe
_ _ " 1i"IIWoshinglo~ O~ US. Oeportmenl of £doom", Imj.
10
�III. How is the 1994 legislation being im.ple,mlmted,
and what remains to be done?
As we have S!!IIn,lhe J994 teglilalion pla(ed large and co:mplknied (hul!qes befare the Il(JMn'S S(h~5 and the
govemmeflfS thut support Iflem. The Deportment of Education has reportoo!he: progress moda in IIverroming Ih~
dud!enges and fM: areas in whi£h il beliem more work ncelk to be dono. We offer bere our O'fm comments. on the
PfO!Jfe5S >0: fur ob5etvell in Impiemen!lllioll and OCI the important work of policy and prodire thaI slililies ohead.
",he .."
i
:1
"
11""0 '" gomg " bring .1 ''''''''"
o! polm"""" Iho! I",,,,,,,,, wOOd will demond, ilion ldloois,
sdrooi dislrids, ~ the federal g!!Yemrf'lem, and the eductrtion profession will d bavD to mob progl'tSs in six
mullJally rel'lformg dornn>ns:
1. ResooHlls mU51 he targeted npptopfilllely, and equity lor special student populations fIitISf be III me forefront of
panty (ontcrn,
2. StQndorm mtJS1 plnvide the !(olfolrllng for achallenging Ulrriculum thot is !!«essih!e to all students,
3. ~menl;; nnd o({ounlab~ity must pu>h lhe tdu(olion ~ysfem loward improvement while sup~r1 ond lethnicnl
truirtnntt bu~d the ,yslem'l roplltily to lmpiove.
of_
S. SdlooK, K!rooI d~j;ids, and >'Ioles fOOSI dmhlp, implement. and malma!n tmpf"~ progfllllU
family, ond {ommunily partnmhips 10 gel parent> inWllved in children's OOumlion in vroys tho! protnllfe srudent
~u((eS5.
6. WeU·supporterl roseorm ond eV1Jluolioo must inform Po~{y and proClite.
None 41f Ibis Is ensy to ooom;HM; nevtrtbele$S, d of il is tonWtm with tbe framework and expectatioll$ of (urren!
lede"llow,
"""",he
!It
"",i,... poouil oIlbe Ir,m",,", lor 0,,,Il00,1 impro_ set forth i, !he i9l41'lJis1,'ion,
wllb SOIM (eV~ilnS to reflect wOOl htt$ been !emood in
}'tars of impIemen1Gtion. Dnwtlng on !he
f}epartmllnl'~ repMfS ilnd OJf cwn professional ~li~, Out IOOfIl spe<ific tlimmenfs and f~doffllns
too posIm
f,lIow.
,
I
I
Equity and Adequacy in Resource Allocation
-
Acentrol prindp!e of the fedefill role in edu(olion is if') focus on swdents in high.poverty sthoob and !l1ner sludlmH
with dislindive needs. We $1~1y tndil~ fhis forus, tmd we wonl to highlight il in (lur comments and recommen·
The Oepul1mooj's roports 10 Coogress show !hot fide I furuh rontinve f1) be tttrgeted 00 schools with high PHlporti(lftS
,I sfede,,, '"i"il in p"verty, ... Iho!" Ii94
~ ""IIhlrtg, ,""gibe... !his '''I''''iI, B",,,,
we ore Iroubled by Ihe ineqully in mfo'edtu:otiomd NlS(lurms nvm'loYe to
iivmg in diffllf~nl etOtlllmf{
drrum1!OOOIS, ns d~ribed in art eorlier sedion ollhis report, we believe IImI this tlIrgetiag or ledUll1 dolon: is
,m"""""" """
_Ills
L
II
�The 1994 _m";' ' '11lire<111m! rIisIlI<b "'" ail higIIjlCv!l1y ~ 101 ... 75 P'I''''' poverty ...... poplr
Io1iorol t.fIlre,..,;,g .he, ~ The ..... ;, fund:ng 11"inI1o J;gh-po""Y ..... am be """~,,oIlo ;,;, new
'''1'1'.''''' ond "'" ••he """"" ~ for """"""'" _
ondo
The law ''''' ",,"i'~ , shift
from rounty 10 dimicl olIoortloos in order to ~ poverty rounts: and improve targeting to d>mim. however, tho
impod 01 lh. monge 1m boon miJigutoi by, "hell homIo\l' ~""" OJ _
ra. "'ol YOU' 1999-0 ""11,,.;,001
""Iky ,iurt WI11nl<Idl lhe _ _ In Jhe low, ond ... .iJh ",i<h we dOngeo. fmJly. .. mmmond .he I""""
rm. (
in l~ srants and tecOO"ill'telllf I'IJIIlfOPflaling more funds through /hess gronts.
We olio rerommend looming the fund~ npsuopriated for the film I program !IS on efftIdNe IMQl\S of targeling
Mt cid fTJ disadvonklged 5iudents, Although rifle Inpproptifrtions have i!ltremea in re(en' yt!1m, !bey fept~ent
c Winklno proportiOfl of fmieroi Wllg for elementmy 000 $f{onOOry ttiuro1loo. In 1994, rille I fereived'
S7 bilfion 0 yeor wfM1e otoor el~ and secondary PfognllM roceive{j 56 billion; rille! currently r«eivei
S8 billion onnudly w!u1e other elementary and Yl(ondoty pr.nms fe«!ive 511 billion. This meo:rn.lhal Me I is ,
ntJW getling 1'1 snder shure oj federal h.mds truro it did five ym tIgO. 1n oddmon, rr!le I is not fully funded,
A«mding to eslimoltK provided by !he (ongressiooal Resootch Service. ftmdmO title 1Port ABIBle Grolils 101M
maximum amount authorized would require II S24.3 billion cppfopriaiion. (ufl'enl~, Title I is llniy ooMtird
rondo!,,, 58 1ilI1.. , yea,." W. ,,,,,,,,,,,,d lha. m.1 be fully f,ndoI.
A1998 swdy by !he U~ Generol AccDUllting Offit:e (GAO) found thot federal dallocs how been more efferlivefy
largetol an poo' stud."" lhan SI<!l, ,nd loro! &liar>. The GAO ~"dy faond 11m! hderol funds p,.,;d, on ,,_
,f" addm,ncI 54.73 pe' poor sJuden. fu, ""y 51 in foIeroI 1·12 ,d"""" funding, wI;1, ~., funds provid.d
on addilionol SUl Another study found Ihat the p!)~ QlStrirts (lo(tQlly r«em less slole and IowI (_
man lhe weokhiest Wsfrim. Oistrirts to the bighr:st"jlO.verty, lIuarlie, _ edu(ale 2S pemnt oJ the rtOtion's sIll
derm and 49 perrenl 01 lis poor dHldren, .e(tlve 43 percent of femolluruk and 49 pel(errt ~ Tille I fund~ bul
only 13 ""en' ,I s••• ,nd 1,,,1 funds. 8" disJridl in !he ..,hhles! """"'Ie, wIt,h '"' ed"<oI, 25
,f
!he notion's students but onJy 1 peuent of it;. poor children, retelve 11 peHem ef fedetol funds, 7per<ent of rllfe
Ilund$, and 30 penenl Gf date and Iorol rund•. n
on~
per"'"
Thus, Trtie I is on eff&rtWt mtans of providing extro fJnCn(iol resourCM to mess the problems of MndYlmloged
children, lJIOfe targelM Ie thaI ptKpoo! Inon most stn1e ond Iowl aid. Yet, rltle ! i5. shrinking jnlk shore oJ feder
al ~nandol r$SOurces. for edumfian. HO!ionoJ attenHon 1m turned elsewhere, wht1e me. problems of the mast
d~dva"'ag&d in our sodeJy hove not gone away. As tlO!e4l1lsewhere in 00f report one-fifth of Ameti(lJ/'l thiklrfn
ilr& itom poor famitles; ond the gn;lUps with the hIghes! (OI1(en!ratirm oJ poveltf ore senero!~ the 0fIeS experienong the
mort QlowIh in the popu!tmoa For that relMn alant, we rrnn! intensity oot aflen!ion to meefmg thejr needs. If
TI1!e ! \We funded flJl~, the hundrem. of thousand) of students in need who oro 00: served now (Ollid be Y!:fved,
School ~rir!s: (Qllid improve the in~nsity of their eatirts, prollJ1Sionoi development Ululd be improved, ond mOle
funding could be uvoiIoblt for IMlrenml involvement.
We (oulion IMI TIl1e i funds-.currently IImounling 10 on G';'llrage smeel 0I100ll10n of 5613 per ~SfuUQnl
per year even In Iha highest-poverty sth,OOIs --(onllOf (oily rlaso the spemng gap oolWeen districts. Annool dis·
trict 1pllllding range, from $3,34310 St2,41S per pup~ ill lhi> to\lotty,l\ We W{il,ild therefore oot wont pDlkymak·
en: Of lhe public to give Tille fun lhe «edit Of blame for the IreruB in poor thltdren's ochievement. Slnles and 10t(ll
mes, 'lIfllch pgy for IOOfIi than 90 per<t/IJ of the cost of elemenlory and semndory eduurrw, IfJX1 be mainly
ft$pGnsible for dos.ing 100 gop.
12
�Equity iS1ues arise not on~ in connection with fami~ poverty but also with regard to children's linguis1ic and cui·
turol backgrounds. The burgeoning population of English-language learners poses important policy challenges.
These children are now pariicipating more fully and equitably in TIlle 1services, thanks to a policy change in the
1994 amendments that removed previollS restrictions on services to children wilh limited English proficiency.
According to the Deportment's TItle Ireport, the program now serves 2million students with limited English pro
ficiency. We wish we could comment on evolualion findings oboulthe services they are now receiving under
_." TItle l-or, for that maHer, under the Bilingual Education Act-hul unfortunately such evaluation, which is
funded by the Office of Bilingual Educa1ion and Minority Languages Affairs, has not been ful~ integrated into
the Notional Assessment of TItle land other reporting allhe Planning and Evaluation Service. By contrast, the
Notional Assessment has done a good job 01 ItSsessing services to migrant students and is to be commended for
integrating this analysis into ils overall reporting.
We note, too, tho1the fedeml responsibility lor Indian students hos not been well mel. Research information about
these sludents is locking, and programs hove nol consistently oddressed these students' serious needs.
Still onother aspect of equity is the porticipa1ion of students otIending private schools, including religious schools. We
continue to endorse the principles Ihat guide their participation in TItle I: providing direct benefits 10 the mild, and
requiring public trusteeship of the dollars. Recent data show a decline in the number of private school students
served." We recommend Ihat public school officials fulfill their legal responsibilHies 10 identify eligible private
school children. They also must consult wilh private school officials about how those children will be served.
Reversing an earlier dei:ision, the Supreme (ourfs ruling in Agostini v. Fellon in 1997 now permits service delivery
in religious schools under specified conditions. However, some private schools still lock the space la pravide these
services, and lIS a resu~, locol TIlle Iprograms face such costs lIS the reRlal or purchase of traile~ or transportotian
ta alternative sites. We support the continued availability al special, set-aside TItle Ifunds to defray these com, cur·
rent~
known os "capital expenses."
Thus, equity and adequary in resources have many dimensions. We are pcrticularly concerned with the federal role
in improving educa1ion for children who live in poverty, but we also urge continued a"ention to all the populations
of students for whom existin!! educational conditions fall short of what they need and deserve.
High Academic Standards for All Children
The ini1iation of amovement (ailing for dear and high standards in America's dllSsrooms hos been asignificant mile
stone, and the mandatory indusion of the nation's most disadvantaged students in that movement hItS been cRath·
er. For the first lime, federal low now stipulates tha1 all children, including those served by TItle I, must be held 10
the same challenging standards, although leaving states the freedom to define those standards. Already some sig
nificant progress has been mode. With federal support cnd encourogement, substantial and increasing numbers of
states and districts are defining and adopting standards, and beginning to insist thaI Ihey apply 10 all students.
Almosl every state has odoptctl content standards. Same big·city school systems have mode avigorollS commitment
10 raising standards and
improving student achievement.
,
/.
..
.'-~, '
'
~
"::'
~~~.
"
"
13
�The standards movement is not without its cho!lenges, however. Ahhoegh the slates hove gMfl"oiIy w«ooded 1a
developing content slarn/ards, the qualify of Ihese standards is uneven. In fetenl yeafS" meta! indeptllGenl ono~·
ses of ~Iute (onlenl stondards have been ronduded by sum diverse groop10S the I1»-dhom foondo:ion, lhe American
FederuflOO of Teo(he~, and Ihe Cound! for Bosit Eduro1ion. Their fml1gs ortfer (omiderohiy-a >fate's 5fandurlk
might earn on Afrom one gtoop and 0 ( from another, and Ih~ tlSfl diffetml (filer» hJ iOOge Ihe iiandmtk, lrut
Ihs one thing they do agree 00 klhot stole standards are of varying qoo(ify and VO!ying levels of spe<ifkity.
One
fIOlOO
for the divtl'geol rondU1loos is rile I«l of a dem (ornensus on whDt UlllSlilures gOOd
skmdar~.
Viffefwm exklllS hi Mw spldfi( at general' standards ~ be ond bow oftelllhey need updofing. Str. &5.
agreement also ukt oYlIf what (oolenllhould be iOOuded and what shctM be omiflett There is, _ver, some
research Ihal addf~ alieml a fKI1 of what good rontent s1!mdards should be. They should hove !he furte ~11ow
behind them and be expl'tdt in ~bing tim desired tofl~, based 011 prevailing nOllnS and expertise, ond tli1tS;"
able. As lhe field of >!ondo~ d&velopmen1 mo~, more tOO5ellSUS fltoond qualilies surh tIS!bese mey emer.ge.
W11at is deafly n~ i1 develaping in the mrtel:-is the ropadty la iormeinle, review, mid refine Sftmdtlfdt
SI0I6 are sllllslrugging wilh 1M ~ of what roMtlMes good stondards and hnw Ie ciglllhem ""ilh as1t%·
monfj, and they need mere high-1juulify ieclmitol usma!l(e end other resnerres in these endoo'ION.
Another impor1llnlllfee of rtetd b: lhe IfilIl$\utiOIl of >IIlndar\t info wrriculor fromeworh !hat are
~LlHi(ienl~
dmaled end romplcle: III guide tmllg ptnrtlre. This is an mea in which (optKity appear. 10 be falling sheri "f
whalis mded, S_ distrid>, end ptorusiooal Of{IIInl:rotions muy bring more resour(esto bear on roniwlar
development and ,mmom impiemonlollen.
Dtifarent insfflutions have differem roles '? ploy in the >!andard> fIHlVement. By law, the u.-S. Department of
fdumiollllm only approvi! rile proms by vdnch mrm. have developed their >IIlndards, noj the slandords them·
)tlm. itftwiilg Ifl6 ~ rorulraint, lhe Dt;portment's reports to the (engre5s merely report how mOlly
5101e~
hm slandallk \InC sludieusly uvoid tomment on the quality of those ~ds. The externa! organizations that
Ito... begun fa evuluote and nile $Iandares ore _ no $U(h «Jrotminl, however, om! we wekome their parlicipa·
!ion In rilll movement Their wnrk sbooId rontinue In Stlpp!'lr! thllt of the stGfM, which (an1inue 10 play the centro!
role. We tfI(OUHlgt 1M Slates 10 ronfme
dev~ng
!hcir (opacify ,,, artiwlote challenging standards., and we
ogtee !!wllhe ftdem! Ql1vernmenl should sItJy out of !he busineis of evaluating the quality of slandards.
14
�I
I
As..... ment, Accountability, and Support for Improvement
Aher the initial dmffipmenl of stbndar~ >!Cte5 and 5rnool distrlm mllS1 oddnm the whofe domoin of oss~
ood 1I([ounlability-meawring ochievemenl of standards; "$Iltling high but mtainable perfnrmaru:e expectnlions fO(
students and sthools; mmmunirllling wilb leodIel\ parents, Dnd sltldeats olund $1ondords; end hoJdillt sthools
ott~ for results,. These 1mb me difficult ones, ond stoles Me.! tOOmitolmisionce in mNYino them out.
n., h", "" needed n.,ihik~ ",heir tlmeli'~. AuhwgIJ lhe 19141,.!Gllo! on !late, " ",
dank f(lf wdents lind then develop e:sessments IIligned wftb them, many states have iKlually preferrEd 10 begln
with the assessments end then ~eflne ptrlooncnce standards in ftlmion to the new~. The Department
of ~ation hos ~ lhe proper HliX!hilfy in allowing stoles 10 fo~ Ihis different ~; we ote this (IS iI
goOO example of the wny rrm"y agendes have had to team from upetierue In the OIlW ilJrftllfl of eduro1iomrl
reform.
","""""re _
Increased alttnlion hos been plxed of oIllt.«1s of gllvemmellt IJfI holding 1d1oob end cJs1rim o('(ounltlbie for
Imuh~. 1hh dimate ill heightened inlemt in ououn1ability has prOOlpi~ plI~cymokef5 to gropp!e: mote intensely
wlIh how 10 help fding
~oo~
transform ttmmelv6 into htgh,perla;ming orgoniro1ionr-i1nd .nlll to dll if,
d5pi1e ulensive intemnnon, they (onlillllE to slilglHlle, We wunl to emphasize Ihll1 Q{(ountabHlty toll only be (ocr
~Ied fI W(ess whon it fIllpl~ eq\lillv to flldistrim, srhook, and SluOents. inMno the TIne 1populalioo thol
has been negl~ 100 oftell in the p€!'!J, We ol~ ~ 1he1 Q(ounlobility must em\!:rge Item apublic ruologue
in whidl our (omlll!Jfli1!e$ have td!ortte ro urriculole dear experluliom lor the edurotiMal $yS1Ml,
law requir~ that eYl.lfY 'ithool end dismr! ft(eiving TIdo 1_ demaMIrate mol iI has mode ~odequalil
ytIlriy progrMS" toward the goo! of enabling sftldents 10 meeichollenging sliIlt pe«orrnonce $Iandonk. If Iho ~ole
has its own ooountability~, if mm1 op~y the SOI'IIe reqtJinlmlinh 10 rifle I and oon·nrle I schook. thus the
low 05ks for movement toward the SlIme set of standard> end Ihe sum! challenging rurrkoktm fOT 011 ,hildren in a
~aje,
cnd it mondnres lhe suma a(tfl!I.IIItllbliity structure for all smook
We beliClle Ihol poor Sludent mould have n«es~ 10 rich inslrudion in fli subjtm, not jusl whnl is needed to muet
ml'llIDum nxpedaliof1'5 in reading oad mathematic. As slales develop ~toodurds imd oligo oS~l!S$IiW'Its In other
subjects Ims«ks rending olld mollioouJtiu, wo txpect Ihem to Idt hath mit I Ol't!! aon·nl~ Istuden!) 10 iha seme
chfillenglng mmdardt How~r, we belitve thcllne lImillg and imp!runenkllitJn of this hroodening of D(toontobl1·
ity into other wbjed aretls should be len tip kI stOles tlnd dl$uK1s,
We cOO believe IMrt if is iooppropriale 10 1M: oo1y the- bel! (IITve of mnm-rtluellcea lesl s(o(os 10 meosute ond
report ~udant progress.
SiGles should be u~illg tests tnolore inslructionDIIy >ensI'i"e and geored to their own clear
~ defme.l smdords of periormoIK1L
Moreover, dospiie tnt law's illltniion of bringing Tille Isludenls ullder Ihe some framework 01 school and dirnk1
o(((lunlubility thaI enforces high exped01ions foe 011 students, Ihll: !ieporfment's rcpom show Ihol sleles tun and do
UllBlrud two different a®tmtcbilily systems. 4hhoogh II rlKen! study of snrte implemen!o!ion of fedtrd programs
2351010, repGrtinQ Ihat lneV hove the some o«OlJl'ltobilily s~lem for IheYoto ~ lor TItle I, olher states have
'diff.r"'«.Jfl"lrili~pf"""""' ""llhor I..",,, ,onfusion. One ,'I!dy 0110,,1 ond 'or, Of'M",,1ily 1)'0"'"
15
�in lIue. states ond fW(I {hle$ foum! tbat some rak I$<bccls WIlre idenUfied os in need of improvement by the stole
but ", by th, TrtI, Ilj'!I.m, und 10m, "'" ;;,nlilied by TIll. Ibut no! by II. Iful.. Mother study In II di\1rlrn
found two r(5iems 01 m in most of them. k; the Otlportmenrs Notional Asses>rnenl or ~ t nares, "There is ;orne
lemicn between the Iwe, and SiIIIIe ronlu.ion over impiemenlatlon of 1M rme I ~menlt"
To addrtM Ihis jlioblem, we return to the ideo Ihm fede:rollaws ere imtnrled 10 support_ improvement effom.
BtaI.lM thCHfOk!'S own ~vsrom of oHooolobillly rommorniua much ohenlion from sdlools and distrim, we entaur·
oge 1irlft I polky 10 reinfmre the stale ~m.mit 51renglnenlng iI if possible, BecoltWJ du1dren are ill servtJ.! by
~p"".lj'!I"" ./ oa,unl,blli1y. frtle I ~,.;,;"" shnuId tuM ""'" to Irold ,II ~I
,"'I mi. Is<IrooIs
e«O!.lnrob/e,, eilher through theIT own anountubil!ty iyslem or the 1Il1e Isystem, whichever sets too bar higher. We
also think sl1!tes sneuld 00 lmour. to seek external peer review and valda1io!1 of their assessmenlS, proooen·
cy levels, ond (f«(ounlobility irlm, nnd to en(tturoge a brtirui ptlbIi( dialogue wilrun lhe Slate obow slandords end
The basil'; for Ibt construction ill on ~ity index ond fhe rut scores used 10 es!abtlSh diiforenl
prmirienty levels sbooId 00 made pub~lC.
a~ls.
S.rt for tonlinuoos improvement remaiN: viroly lrmpcmml, ond the !}epmtmenl's ovide«e SlJgg~ Ihnlthe
need 11)1" hlgh"'!uulity twmicnl os>i;:laml: (OO5idembly oulstrilH II!e supply, Srotas should toile responsibility for
bvilding Ifmir olStl:idl' and"Khools' ropadty 10 ~f the demor.t of Q((ollntubilify 5)'S1ems. The budget 1m feder
(lly WPPOl1ed lechnlmlllSSistonct! should inUea$I!. Avariety of me~ fer delivering Q$$imma «In fill the
varyilJg ntlerB of differenhtoles and Inclm;ies; the key point here is thnt ow)Unfobi~1y by itself willllQt (OV$ll uhook
to i!llflmt, beta~ pfof~oI knowfedge and ~kil DIe iW os important os moflYooan.
flnDliy, wt tum to the ~Ub!ed of the owruntobiiity alfederal ogen<le$ond slole lind 1ow15Chool systems for rnMts,
This reuuthttrim1ioo 01 00 pmes daf'i<ul1trode-offs OeMen seeling gteoler au~tcblljty af f~rnlllgeOOes for
progrom outtames under Iho Government Pf:rformmKe cmd Results Ad IGI'tA) while simultaneomfy expunding the
Ed-F\ex legi';tanon 10 gi~ slales masl arero1lanm derlsimHnaldng for tftose progrDms. The cenlrol queslion, if
~ Ie us, is, Kow (tin Ibt Deportment of £d1J«lIlUll be n«oontoble 10 (ilfl9ffliS 1m ffliults if il daes not navaoli<i·
Iionmoklng and.,..,;g/u r"ponIibill~ lor how program> or. impI.....red 01 lie stol, ,mllrxnl ~~,1
StatUM Ioro! educotion oglUlrles already have varying ~e~ of 10mllde GbGut how they tarry oul notianoI objet·
lives in their own reform pions. The Sofe nod Ifrug-free Sthook ond (ommunities.Act mile IVJ nnd Innovollve
Edu((llian Progrom Slrulegies ITrtie Vi) gr.-e them the mOSl flexibility. The revi$lons In ntle t in 1994 onbanred stillt
tuul incm flexJb1ity by authorizing grtlOter u? al uhoolwide progroms, /;y loosening eligibility in !orgettQ lmis1an(e
schools, by grnnling wnwm, €Ind by pennilting (omolidoliUll of odmilllsUillivt funds.
Flditity in ond of il>ell wiillOt pruduca beffer results, mptKially wilen lhe Ilirtbwity 10 moh dedsinns rtsides (II
the slllla and lcKoIlmlt, wnilo II reaercl agel!('( is- held Q[counfnI»e. However, nuib1lily ton wort if huhimll1my
k linked ro rite lXCOuntobllity of -stul& and local sthooi ~ fer results,
'6
�Quality of Instructional Staff
gnd lotl11 educa1ion. agencies enjoy Q greol deal of plSaetWn in decisions about the edutolinnol setvke:s It.d
they support with federolll''lds, consistent with this runion's dmntrolized system of edtwWonaJ gGYtt!'lll!lra.
However, one issue in Ibe qUillify 01 ed~mlOllld wvit!') ~ ~Ill polley aHellfion from ollm:ls. lntluding
"" I"'r~ 9ovtrnmont ,he liiIk of _ I
in '" _ , '""'" in g"",,1 and in h;gh,poveny r<hools
"'*
-'"
We betievt rilCf dlUnm U1 hitb-pnverty ~ deserve !be besl'lroined, best-paid IMchers we ton provioo,
jl1$tood, many of thew thildr~ (lre being IOlJfjbl by unlraiMd oid~ wilholfl II (allege diploma, snmelhln91ho1 W(itdd
be Intolerable In more odvonfog~ school Syslems. Reseor(h dommems the eHed ovtr lirM of !tocher$', P!elHlra·
tion on sludenl achievement. Simply pUI, studeill') wOO bove more highlr Imined leorners perform bener,
Furthermore, the letS additional 'iUpport oml ervkhmem students receive ouIside of the dllUl'OOI'I'l, the greater eHen
thelt leocher's bQ{.kground ho~ en their f!(hlevement
The wru:enlralion of len wei trolned leGmeB In h~rty schools h 11 mojor (onlribulnr 10 low student achieve
men! in !hIM sthnok. We 1'OO!lf411end requiring mrtts end districts 10 ensure that the qualifieDliom of loothm and
tildes in hiGb-poVtlrty fJtle I'Schools (including type: !If liunse/tertifiW:11! and plQ:cement in maior/minor field$) be os
good os!hosa oJ !he bes! leomel1 in their Slates,
II, d.finH;;,,,I,,,",,, quo!1lyshould ,,\0 inf, ,,_ m,,, 'IIDn i"" 5!JIiod ""'. and pedegog,,1 k.....t.!p,
Kn";ng ",,', 5I,rIeoI!, indudini !heir 1 _ ,m! cu!IumI Iarkgrolmd, and bemg ohIe 10 address, vcriely of
n..~ "PI'l'nl , ~9h. !1!mdcrd fw """'" qoolily, ~of,,"oncI "'I'I"fl ..... " Gtt,mpooy "",niuhiIIly.
~", ","'m,,';' n""""'l in higlHjucli,., ~ dminpmen! f~ Iooth", th." ,lign,d wi~ ,he"..
stnli! ond Iurol Slondori, This: investment sboufd be 10rgi!r--1Jl'ld die ilrofegias 'Should be more effedlve-Ihiln
mos.! sftlt1l5 ond distrirn hovo been wiling 10 provide io !be fJaSI.
Seuetoryof £durolion «kfmrd Riley said in his StUle of Edu(ation oddrC55 00 February 16. 1999. !hol "no mid
~hould be tought by an unquo~fiad le!Khet Vel thMonds of edoxatlonolly discdvllnJ0gt9 sludoo1s are ooing
M
'ough' by rrtl. IjlQid oder wh, flrr" "Iy, high .h,~ dipIwm, """ding 10 'h, F,low'Up IrhooiSur"'l fOf Ih.
1997·98 sd1,,1 fOOl; TIll, I~ 16,893 Didosoml14,664 ""her; lher<hoolwid, Pf"ll- in ruSh.,!"""
,., r<hools "'" m". Didos 143,BiIll "" """'" 14Il,iilll. wille "~er.i ,..,,'" sclwoI! .mployed riigh'~
fewce • 133,013) Ihan toodiers 133,184). 0¥tr0II, only 25 perten! of rnle Iaides hove earned a Ixxhelof'S
degree, wflile nearly aU 198 perrenti have mmpleled big\! schoot The fotioof aides 10 leamers iI"I nile 1in Ihe 1917·
98 sdtool year Is appfo~imotely Ihs somSI!$ it wos in Chaplet 1sdloob in the 1990·91 school year.
a.U.nges: TIre fitNJl RepctI 01", Notion" _
oIliIIe I"'" rhnr _of..
;0",", or d""oom oio., '" .... ";g"" respon;lirtlel rhnr '" ,... -"'" Iw "'""'" ,nrI ohoul "'"
Promising Rew/ts, (011I;"";,g
""'v'"
..". ,I poropr,l,.;oools "fJ'flr<I ~. lley IunI
r.", ,r.", "" doys of lnlining "'" '" ned 01 rho "'"""
Y"'· l\ony _ofenrIono/s \xl; '" """""Y ........ 1OO,9roenri " porioon '" IomIJing dulios rhnr the!
ore ",lgomI.I.,,,;droo& ... ",,"dot
t7
�lillie rille I "'" provide ~ funding to ."" and diItrim, , ronnal <omrol wh.h~ Ihey "'gn high.
qwIity .mil" ~ sdJooIs, ""'" In !he ... of IIw .mil mem!.o ;"pported by led",,11oods. II oIso c'"
S<lppOI! ~ prof..... """""'" [or the """'" and
in Ihe h~,erty sth"" Ihai i
funds, in <>=<Im<& wilh the best '""""" ~ oI:.M whC>I W<IIIs in prore.ioool de>.!opmenl.
PO."""""
We- mus1 imprflVt! all phllSll! of lecKlIers' «D'etr devtiopmenl, born Imber prMervite ttlUHlf100 to leacher remm·
men1 and prolessionol dmlopmenl,.o Inol tenmm in blglrpoverty Me I>£hoois rue mgood as ~ o/.hers in Ibti;
~tde. Indeed, os: we emer (I new millennium, nil machen must bt PfepareO ro iMtru£f $ludtnts In thafIenging 1ub·
jed motter in an environment (horactet1zed b, mgh $10_1. they will Me.«eIlen1, ongoing ptmona! devl!i·
opmenl so that they (all continually (e:iine and $Itorpen their skills. SholM Ihe Congress fully fund T!lU; I, ~ WI}
re<ommend, we believe Ihi!. oreM-fecru~ lioining, and supporting gooO leC'(he;; in !he ootiGn's 1Ugh~I.pow1y
S(hools-woold be the' best lISe for new federal doUun. AlIbi! ~me !Ime, !he (ongf~ should noi spend fede~oI
funds an lhe LISe (If paraprofes~iorHIk for instruction beruuse Ih~ geneJoliy l!Kk high-quality tra;ning for 1001 role,
ond should begin 10 phose out the use of puroprofessionols 10 instrur;1iol1 oho9€tlwr during the next refluthoriroljl)n,
The only emption to !his should be wing elides ro oSllst fn~lJdioo where mony of the sludents ore from non
English·kmgooge !If mioority ruilmll btltkgr!Wt'lds:,
School, Family, and Community Partnerships
~ researm and mmptury pmctke hoVfl shown wbtJf {Oll'5hlules II {omptehensi\'t prngrtlm of S\haal,
fomi
~,and CDmmIIIlily ~ ThlI" ~ ilthe IlalIoo,I_, of fnl.1. We OW" wilh Ihe
DepOrtmenl's rewnmendntiom for nooded imjlfOVelJli!llfs io ponllmmp efforts, including Ihe gool for dimidi to
coordinate ond intl!groto the. many family and rommunily illVOlvemtnt inrtiatim in wrious federal, state, and Ioro!
progrllrn~, and to improve the woy programs ort evolooled. 1M we wcukl go further: Vk mge ihe Departmcnl ~
encourllge ond enable s_ dmrkts. lind schools Jo fulfill Ihe inleel of Ihe luw 10 e:slohIM lind moinlllin wmPfl!
henslve progrnrm of Wmof, famtly, and (omtruRIitr portnerships,
000 rollillr emphllSis ollhe 1994 Title Ilcgl~lotion is hll smools til gtl 011 fumilics involved in their dtildren'$ oou
(olien. oml to mobj~le family and community support and resomtes fflf ~ludert1s und for srhook. The legislotion
re~urres -every sthool reteiving Title 11unds to strive 10 creole one school (ommunity Ihut includes (III fomilifl$, (lnd
gel fomilies lnvolV9d in helping SludenB soo:eed In 1<hooL These emphases were designed 10 torred eurlier prur
!ires Inlll sepnrlll$1l parents af children reuiving Chopfer ItTitle Iserviws Irom other porenls in the school, ond to
dmllenge schook 10 select family involvement activities Ihm wDuld ipecificlilly ronlfibula to sludents' acodernj[ sue
ws. We strongly endOfsa lhe jntent of Ihe J994Iegislelien, but mDre mll~! be daAe to build Siale, district, and
sdtooI capotily ro ¥ment PIIf~ end (omprehenslYe purlnersrJp ptogro:m.
Allhaugh Some schook have mode progress In the Intended diredrot:>, Ill!»! eiemuntury, middle, and high sdlooI$
fetei,'ing lirie Ifunds hove not feUlired odequale guidallUlln how II) deverop .1l9 prOij{(lntS of smoot fllmily.
and cDmmunity partnerships, Pan of the prilblem nos _ (In mremplllM en lhe term ·~ent {(IlIIPOct,'
wbidl Binterpre!ed in Semii plu~ Q5 0 fmtd poIky orn! pion, but in masl pIom is merely 0 medtonirol pledge Of
agreement signed by parenB ptllmBing !MJr involvement 000 ~i 11 is often ft1ed owoy and fnrgotlmt
Be{ouse of a lOCk ef amislency in deiiniliiillS liif 1M term "roropoct: dnla ("'&led 00 (0II1jI0di IlTe not inter~
prefab/e, and do not occllrtllely or (lde~uo!efy indkote either the progress
by nile I sdlooIs in metling lhe
mondole for productive purlnenhip progrom~ OJ Ihe problems they faw in doing >0,
m
-,
,
-:
,~~.--~~.
'
18
�The Oeportmetll's report porn!, ill,!be importance 01 six maiGr typos of involvamenll'l Ilnled 10 school imPfO'tlo·
goal!: fllr student lecrning, nm:! n few OOivilies that sem pregrorrn. shll\lld tuke, II wil,lwwtvt:r, tnke more
o~"."""I ,pp!llll!/t ,foiling lh. 0<lMly ~ llml for .,., '"""" .. go1 pc~,," and ,he ""'''''''"Y ,,,,,j,,d
offedivt~ and ,q"o~ in ptodud", _
H requln lruiIrf"1lrht «JI)Il!iIy of 1001...
wi!
Irstrid<,ond
in..,,,
'"""" .. unl...and, "... 'mplo_, .nd .... PI_ of pcrt....."'" 011 pcli<y level>'
1hls rtqUires Siote and dislriUs 10 organize offi(es with odeqLKJtii slaff ond IMre reolis'll< budgets lor IIppropJWt
troinino, orSSt!mlnnlian, progrom development, ond t'joluotioo OdMIie), nnd with Q philosophy of fQ(~jloling and
~upporling nil ><huuls in developing their 5!~e·bosed program> of sdJQo!, family, lind (ommunity portnership5. The
(urrent set-mide of I penenl 01 Tille IbudgeB in dislrim receiving 5500,000 or more in nile Ifunding is nolode·
quole for supporting dislrtfl.lovelmid ,chool·lever 1ioH and progrl!m (osts too' nre needed in ful! porlner$blp prQ'
gro~ We Jl)(ommend thai )lotes, dill rids, lind stnook set renli$1k bUtlgels lor developifl9' ond moinlaining Ihese
programs.
nom me flOOded nn lhe eUedivf ~ntttiion nml re;uh~ of plamted proyftmll and ){)fruit" odivilies lhol gel
families involved In !tum dtlldr!lfi '5 eooClllion.
In (omprBhM>lve programs of pOflnenhipl. l00d!e~, Ddrnini5Iralar~, pards, {ommunif'l membef\ ond 'SpeGol
mrlf, including nile Iaides,. wetial edoollion leodel~, ond O1hers a~lIled wllh family involvement {nurses, Ilnfor·
ions,:sdIool 5elreinriEffi) work Iogelner In a hrom 10 plan and implement gnoJ.orienled invol~t otlivilies fivery
11 is imperative 10 toke 0leam approo(h. Teachers ore importont members of this leom in order to persuade
.mm.", p,rt"~"",,,,,,h artMlies munde~jonding reporl (arm and improving grades, manillH'ing homework,
and working with lec(hers io poreUHtolh(lr-sludent io".leremes ood other leortMg'relo!ed fl{livillts. Be(ou'ie
leathers are key porrkiponh in pragrurns. af partnership, we do oo1levor r«ommendnliom lhnl s¥St porelllol
iovolvemenl be Ihe lespomibJ'llfy of Tide Iam StICh on approod! ewbIishes illodtquutt leodelShip and kxks the
shnred investme;nf) needed klmgenile, Implement, evoloo1e, and mointum 0prngrom of pormershlps, When eGO
tatoo, parenk, 000 o:hen pkm and WtllK together (It! aillypes Of portnerWp tKfWmes, schook bave faller 01ld
Slronger pmgr1lrn! that (00".e do~ 10 reobing the 1994 rifle Ilesi~ln!lvt inttnt
Research and Evaluation
This report, !ike the Ol;porlmcnn rcpofl$, is ba!icd on incomplele knowledge. BeUl:!KIl the fuIl11lp~mento1i:m of
the 19941mvs bm Yfflo Q«ur, il is ioo ecr!y to expoo mu(h dirtcl eviden<f obrxsl the [mpad of these federal pro
gl1l1r6 on sludfnls' educational '!JtW;'. [:ilia! dues lend !hey are d( dUel:) (00 he found in the flueel NAfP dnto
and in Ihose slates and dislricts that 1l'lQlc.l I1lI'1,il rnp¥\y tn implemem Ihe refllrms fur Iillt Irequiroo in I/\sA. That
Ilvidemt is provided kl!he Def'Urtme/lt's reports. The pirn:re is one of mode$} eruly SIJ(~ in foillng cdlimrnem
end Illllfowing Ib& gop in Jell srores ~ with !10m povtrIy, ootlhe evidente i5. 001 'leI «Im~leg. Thow
eorlyffemis and irufirofOI1 wiN!m¥e to be /Ul)f!ifilred «lIef!Jl~ 11m lime, lind moretvidemt mmf be galru!loo Irtllll
silts Ibel hove moved mOf!; ~a...ly In fllSfWllSi;! fu federcl policy. Morewer, fhe roderal government provides obout
{If funding for elemtnlwy and se(oodcry edvcoOOn, and this ~clllmndlli (IInlribuHnll must work In the
of brooder 'SOde!ol, prof*Ssionol. ~nd po!iry trend),
..
,.""
"
.
19
,.... ,
'~" ~'"". '.\,'
,~.
:.(
•
";0.
....
"
..
�Thus, bolh nennm implemenkrtion of lhe lows under our purview is: ocrurling slowly and bOOll.lSe the lOW'S them.
seMs ronnot be lhe dominon! Influence on othievemrurl, WlTenl nalionol data should nol ne((lS:SQrily be loken us
....",,, of !he ;",port of led",,1 1M. 1-.1, """ "'" <hold be 9;'" {or """menlmion, oad mor, !iyb1~
I""", .,,1_ oad ",.o"b """ ",""!he """ let , _ ,OOul """,.
We oke Mit tba1lf lhe Congres~ hod appropriated Imger sums fOf evaluation, we would know more 000111 tb&
results ulthe programs. /I is difiicull enough 10 condud long~udinal s1l1dic$ widUn a Flve·yeor period of 0 progffJf!l
1001 is still being impIllmenllld; moreover, the enllre NOlional Asmsmeol of Tide Iwas signin.:ondy deklyed by fund·
log problems, We Find 11 uno((cplohle Ihol In 0 nution we spend hun'dreds of billion~ of dolkm on eOLJ(Qrion, hut
do nollund !he resllonh and eY(liuatlon nectS5<lry ta m>e5'S the eHm of thai inV(!)/ment TIlle I illUslrales this
problem. The 001100 speruh meral billicn doUan mh ytOr (It! ttU: fale Iprogram, bul-siool reoulhofilolion the
hudget for evaluolion hln over~ ooIy'$5 million ayear.
During Ihe nex! reuulhorilolion, we recommend D sel.csidll of 0-5 pcn;ent of program funds, holf of .ruth $!muk!
be olloltRli for evo1voli(Jn ond lhtll1lhci balf for rese1lrch (lnd development In c'Ialuoli01l, we be!!e'o't il wrD 00
imp.ero1ive ior the Ikporlmenf of Edu(olioa kI suppor1 studies IM1 msess moce dolinilivt~ the ochievement of stu
dent!: pw1kipoting in rrtle t
AI~ we:
re<ognize the diffieuilies of identifying w~able wmparisoo groups, we
dunk that more ~rned rt1m'rl! !III1d emIuarum strofe:gies «1/1 belfer «Ipture !he eHem of Tille Ithan Ihe tech·
alques. we have used ttl dtrtt. We oilo mgt tImt more portiripaling stvdenli and sdrooIs ire fulowed 0Vf:f lime; SIKh
Iongitucfml designs ton ofIef the belt mil« of program effem. The Q1Henll.oog~udin~l Evaluation of xhcol
Change lind Performance h~ provided some ana~ of m two yoof! of dolo in Ihe finnl report of the NDIHIOOI
fln:1
Assmmlenl. We (ommend the Deportment for moving quitkly in the analysis and release of these e(lrly dolo, bill
we: mutian lhallTlOfe dnla, analyzed wiln more lime for lhoughdul suuliny, will be needed before Ihis study offen
deoran~.
With regard l(l iMIluotiOil, we: "uk! abe ~ke to set some studies designed 'Spffifirolly 10 generolll: findings: lIS ropid·
Iv 0> ~ble for parneol applkolkm,
Toooflen,. tvaloolion fouoose;ulusNe~ on arriving otmmmotWe: judgments
aboul ovelllH program WC{e5$ or failure, neglecting its formative role in the effedivt imcslmenl 01 furuh ond
improvement of strViUlS.
Paired wilh tho lflWde {O( ewluotion, on equal rum for rewor(n and developmenl is needed 10 idenlify effedive
Pfodires in tbe field, 10 build tin lhoory, om:! 10 refine modet prtlgn;rns ({If wider impiemenklliQn.. The demand fM
"best pmctires· IS inuoosing, cOO 1M koowledge bose nu to keep pm, It slgnlfima! invemneolli1 f!!StOrm ond
development i$lhc best foonOotion for lhe dramolit:: impflM!ffltn~ in ~ Ihat nil the nolion's dlildfim need
and deserve.
20
�·.
IV. Conclusion
We commend the Department on its evalulI1ion work in lIle Iwo reports, Promising Results, Continuing (hal/enges:
The Rnal Report of the National Assessment of Title I, and Federal EJuartion legislatirm waded in 1994: An
fvaluation of Implementation ant/lmpacl. In reneding on the findings in these reports, we believe IhlJl the feder
al government must reaffirm its dual (omm~ment 10 equity and excellence in ony new elementary and secondary
education legklolion thot it enocts. Given the existing amievement gap and the difficuh conditions in which mony
poor children live, ~ will nol be easy 10 eflSUre Ihal all children (on meellhe challenging standards being established
by sloles Dnd districts. Continued federol support for schoob with mony children from low·income families will be
essential for all children to Icorll at high levels. While this aid cmmot dose the achievement gap by itself, it con
°
enhance and catalyze ilr.~rovemr.n~ in those'districts and stotes thlll have mode vigorollS commitment to raise the
.
ochievemenl of low-income stud!mK We support the provisions 01 the 1994 lows. Although we slilllllck the doto
.
we need to iudge the fu!1 impact 01 the significonl policy shilts of 1994, we believe the framework set forth in the
19941C11islotion is a good starti~g paint. This report of the Independent Review Panel oHers recommendalions for
changes needed, based on wIlot has been learned over the post five years, in order to ensure Ihot measurable
progress wm be mode in the next ou1horizotion period.
21
�HY
, Richmd t W.de, HOW1lrd B, 'M1der; and looi>e t W.d" AIIi!Iciy ,','" Umt.! lI<.. (s-,: Haughfan.n,
1972) 123,114; ~drah popel, n.".",1N,' in """"""IWashlngton, U(; (_on Ed"""I", i'otK)',
in pm~ •.
Edm:a1ion CcmmisUM of the Sillies, The tn~isihffJ Hom! of ~gy: Pcrsperfim from the HisftJry cf SdwcJ
Gomllonre {Den~r: (du(oiion ~ of tfte Slates. 199'91. H.
I
U,5. Deportmtnt of CdUC-otiOIl, Nnlioocl (enler for £ducation Srolisli~, NAlP 1998 Reading Assessment leoding
Report UmfiWashlnglan,. OC: U.S, Dsponmem 01 Edu(ullon, Hofumol Center for fdllumen Yoli,li('j, 19991, lit
1
115. Oepartment nf £datulior., Promising R~ Continuing Challenges: 11w Final RepM of the Notional
AS5eSsmenJ of Title I. iWmhingloo, DC US Department of relocation, 1l199), ),
I
U.S. Dcpn:tf'!l'!HI of [dlKolion, Pro'!'ising Rcwf15, (onrinuifl9 Owlknges.: The Finol iitjWl1 of me Nutiruw!
Assenmen! 0/ TillfJ f. {WtMlngkI1i. 0(: U,S. Depcrtmenl of Educollon, 1999}, 8.
!
, UI 0 _ a/ Educnllon, N",;""I c.nle! for fdoorll" lIolisliG, 1'Im';'Jg Ex,,,,,",, Al>!dy,' U5, frlmlI>
.,oIe M _ artd5<kn<e Ad;,ve.ent m~ (_, ~n, DC: U,~ ~ ,I Ed""""
NlrtioruII (erner for Eduro!ion SI_($, June 1991).
I U.S, [)epurflnetrt of Eiloortion, HGtiooaI Cemet fOf fdu(olion Slutmirs. Pursuing Exrtl!enre; A5!udyofll,S. Bghfh·
tkiidt: Mathematics ond Science reot~ teaming. (ufrfrofum llfIfi Afbie~ement in lntemtrlioooI (onltxt
(Wnsitington, Oc: U.s. Oepurtmenl of Edumtion, ttnliMol (~e:r for E~u(4tioo Staiislill, th:wember 1996); OfId U.s.
o.p.rtmon, 01 Ed,,,,'.n, Hm,1 Cooler I" (ducal.. ;foIiI,o, /UlWing &re!krue: A
Y5. IweIhh '
Grode Morhemotits and Science Achievement in imermrlionai (OO!eXt (W!lshington, DC: U.S. Oeportmer.1 of
Ed!l!alion, Nnlioool (enll:\' fur Educotion StoliS1i1s, feb. ~998).
SIv4y,'
U.S. Oepot1n'lenl of Eriu(olion. Noonnol (wier for J:ducalion Stolistiu, 'fhtl J994 Jflgh Sdrool TransuipJ 51ooy:
Tabulotions{Washirn]1o;\ D(: U,S. OepoMleol I'll ,nutolion, NolW (enter for Educolion Slntfstics., 1995, unpuh
Iished review drahl.
1
!
U.S.!enws BiKeoo, Poverty in rhe 1Jrme:f Slates: 1991 (Wusfingron, DC: U.s. unsus Buret», 1998), vi.
'*
US. Census Burenu, Poverty j,l) me United 5~ 1991 (Washingmn, OC; U.S. (ensu~ Bureau, 1998), vI,
(urren! Pcpulotion ReplJrn, PJJvenyw the JJnitcd Stotes: 1996(WosUinglon, 0(: U.S. Bruoou of the (emus, 1996},
cited in US. • !Mnl of Educolion, ~ Po~erly and Acudemit Per/armonce: NAlP AthicvcmCflI in Hign.
Ic",~ xhools: A5ptdai &oIuoIioo Rel1''' lor "" NaIieJooI_,' Tille IIW,lhlng'oo, DC: Q,;, Del1'11.",
,I (ducor. ., Itpt 1998), 2,
II
iii
a US. OeporlmerJ of fdtKllIJon, PlJretty, mvemenl ood Ihs I'Jisrribvtion of Compensatory~' The NolioMl
_
01 rhapJIN 1(Wolh1nlJlan, DC: US, Deanrt.en' of Ed,,,,,", 19861, It
22
�" U5, "nerol A£rounling Off", Ckmonloly XhooI [bjM,en: J.fooy l1Hmge _
~ HMning lIw.
_IYio<hin~on, Il(: U5, Gene,,1 ""'unring Offie<, 11931,; ond n..;I Kerbow, I'aIterns ,f IhfKm lJOOenl
MobiIlyaml WmI XhooI RIJI"", IBoIlinw" MD: aESI\\~ Roport 110, 5, (}(1, 1"61,
l<onnie O'*", ~ In.,.m;r;.: 1Iw [«em of Rot< SxioI a"" ami rrarIring '" ()ppornmiIi~ " ltcm
Monico, CA: M, 1990),; and dIe H!I1ioooI Col'I'IInisWn on Teoding and Arnem:u's
f1mK, WMt Motre" M",: r..duiIg fur Amorim) f1mK' (New V"k No1innoI CommIssion on Teodring 001 Ameri,,',
hOOrn, 1996i 16,
~ and S&nre (Soma
1~ U.S. Oeportrntfrt of Education, National ttnlef 00 Edurotion SIiIfisOO:, AJvani'edTtlemmmunkDfiMSin Us. Ii1bJk
_"", ami ~ _IWoshlnglM, Ilf: U5, O.po!IIrt<Il! <II Ulm.lon, ~ionoIl:tn.' '" Idue.lon
Stolislln, 11961, lIS found 01 hllJ)://"",nd,B"/puW91944,hlml
Projeded _!Itll io1nls fur Ire 1991 orR: survey wi. be _able in Mll"f 19l19, and for the: 1998 OCR ~Uf'ley
will be oV0I111bte in Docemhei' 1999.
I~
Ii
Jemmie Oakes, Keeping 00: Haw
Sew SlnKtute lneqtmJity [New Hovm <lfllflondon:
Go"""" '_n,
19851~ 001 HoIoooI
Abi/l~
Ilf: Nrslioool_ As/OOe, 1"31,
.rooping
'rolt lIniwl'lify Press,
ami ""'*Irrg: """".... ami (""""" IWoshing1O!\
u us, Deportment of Edmll1i:m, Notional (enllff fot Educati(;fl St(l1btks, Hmiaml! Eduto1ion lQllgl1udiooi Study of
19118: s.oornI 101,.·Up, 1191, "cit" In AProfile ef'"Amcriron¥ XhooI_, In 1991IWoshffigton, 0(;
Nnfioool (enJe! for Edurolion SfeiisOO, U.S. DejHlrfmenf of Eiiu(Olion), 36; ood tiS Deportmenf of Edoortion.
IWtioool (enler fer fdU{(ljion StlIlislks, Hnrionol fducotioo iongitmlnal Study of I~, FmtfuiJow.fJp 51. Study
{Woshingloo, OC Nofurnol (enter for fGlKOJioo Stotistics, US, Deparlmenl 01 Edl)(:(diooj.
lin'" Dog" Wilsoo ,nd Rolf K, Blank, Impro.:ng Mmirell101io Ed"""'" Ihing R",its from NAIf.". UMSS
IWoshinglM, 0(: (""il ,Hillel \101. \chaol Offirers, 11911.
III
U.S. Oepnrtmenl of Edocution, Office of Edillolioool Rl>SeOrm end f~l, "Wba! Dc SMlenl Grades Mean?
Oiff,,,,,,, A"", S<hooIs: biooJlI",/Roemdl Repon (Wa,hmgJ"', 0(: U5, Depo"• .,,<11 Ulmo1ioo, OIRI, 100.
11941,3.
Telephonll «nwersllliofl with ~ne Riddle, speciolidllt OOU(lltfOfl finoOOl, Congressional ReWllf(n Senile,
M,,,h 11, 1m,
)1
,; US. General AUOO1lIJlg Offire, Sk1I8 ood federoi matts ID Target Poor Stvdems. (Woshfngtlill, DC: U.S. General
At<OOnling Offire, 1998),4, II!. died in U.S. Depot1menl of fduration, Promising Rtsvfn, [M/lnlling 0ta1knges: The
Fiool Report 01 me Nati(mal As1e:ssmen1 ofTilic I (Woshingltm, 0(: U.S. Oepartment of fdmo!ion, 1999),4.
Allen Odden, 11cw kI Relhink School Bw1geli 10 Supparl Schooi TromiOrmQlion,· Setting BtJier by Design,
VJJl31ArGngton, VA: Hew Amerknn S(hooh, 1997), Oi died in U,S. ~I of EdlKa:fion, Promising Results,
iImIIming (/w!ienges: lire rami I/epw1 ,/ rh. IIot!>wl_nt of Trt/, IIWoshffiglon, DC: U.S. Depo"""nl ,I
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Ed,,01ion, 11m, 4,
U.S. Department of EdlKll:lion, PU11IfWng Results, (onlitwing dwllenges: The final Repott 01 tire National
Assmmrnr of Tilk I(Washinglon, DC: U.S. DeporlmtRl Gf Edu{oliell, 19'19), 7.
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U.S. De:pi'ltflntnt of [du(a1ioo, ltotirmof. Cooler for E~u(otion Slotlstics, (ommon (Ole of Dota, 1994·95. Nole
figures represent the ronge nf spending ill apprm;imotely " percenl of sthool' Ql)trias in the Un~ed
Siolos. beiween!he lsi en:1991M perccnll1e. exduding u61ricts with less lhon lOOsludenls end 5O<Ut! ;;~dol dislri'~
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- . .of1ill6Ii'o\'mhing1on, Dt U5. D.p'''''''' ,I
19991.
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'n Andrew ( Porter, "Tne £fferu of Upgrading Polities on High Sdtool Malhematics ond xion(e,.It Brookhtgr Popers
on Education Policy, ed. 0, Rliynm (Washington, 0(; Brookings lns1ilution Press, 1998), 130; ond (oooOf of (hief
II•• S<l..1off""" W._
(en"", I'~ mol (u"k!JIum FIOI11MIIIs: \Iate!
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mrd SJuJfmt ArhwvcmMf {lb, NY; (ornel! University, Oepantmnl of Edutolion, 19931,; and R,M. Ingmn! and
K. Gf1.lber, Out·oF·FJeld reoming ana fduca/jonal Qualify (Washington, DC: U.s. Deportment of Educotion, Natianol
(enter for Edutillion SlaUslits, 1996).
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.royce- L Eps\ein, "School/fomily/rommunity parfnersh~ (oring fw Ihe thikken we more,'" Pm tklill Ksppon.
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Community CoMedio~" ImpJememing FtaeJai fdurotfon legisJatkm, -ed~. K. Sormon, P. Cookson, nnd A.
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led",.. [Neiwood Ill: 1bI.., 1996), !1144,
" J,y" L (pllein, L (00"" I.e ler"", M.G. lend,". ,1111 B,\. Simoo, Slimol. IDmiIy, "'" C_ty
Partnerships: rOOf ~ for Mitm (Thousand Oaks, CA: Corwin PrM!, 199n
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,
UNITED STATES DEPARTMENT OF EDUCATION
THE SECRETARY
Remarks Prepared For
Richard W. Riley
U.S. Secretary of Education
Signing of Goals 2000: Educate America Act
San Diego, California,
Friday, Thursday, March 31, 1994
Thank you so much Hillary, Mr. President ladies and gentlemen.
It is a pleasure to be here in San Diego and at the Zamorano rine
l
Arts Academy for this historic occasion -- the President's
signing into law the Goals 2000 Educate America Act. Today •.
America, as a nation, is gettinq serious about education~
Goals 2000 represents the culmination of years of hard work by
many individuals committed to turning around and rebuilding this
Nation's education fortunes ... and to creating a comprehensive
approach to education that will improve learning at every level
- from early childhood to adulthood. It is a law that will help
to ensure that every student can learn to high standards and
receive a challenqing, world-class education •.. a law that
begins to change tlA Nation At Risk fl with a rising tide of
mediocrity to flA Nation On The Move fl driven by high academic and
occupational standards for all children.
When Mary Bicouvaris, 1989 National Teacher of the Year; was
asked if she thought the standards were too high, she replied,
"Not too high for a great nation!"
Goals 2000 is truly another'nail in the coffin Of the legislative
gridlock that existed until this Administration came into office.
We are now on the brink of change where we can, in one common
effort, lift American education to a new level of excellence~ To
do this. we must make new connections between parents and their
children -- between schools and new ~odels of excellence -
between our schools and the larger community --'between children
and learning_
Mr. President, this law has been a long time in coming ..• and
you have bean there every step of the way. You were committed to
reforming your state's schools when you were Governor of
Arkansas. And you vere there in .Charlottesville as the leader of
the National Governor's Association; working with President Bush
to create the National Education Goals which we turn into law
today. You were there aggressively working with members of
Congress to get this bill passed in a bipartisan way .•. and you
are here now placing your signature on the completed document.
�,
2
Bill Clinton the candidate campaigned as an educational reformer.
Bill Clinton, the President is an education reformer. With the
enactment of this law, we have taken a giant step toward
reinve.nting education and reforming our schools.
Last year Congress approved the President's proposal for National
Service and also approved our efforts to create a new direct
lending program to make higher education more affordable.
Today, the President will sign this GOALS 2000 legislation which
includes two ·other acts that we attached -- the first federal
commitment to ending violence in our schools with the enactment
of the Safe Schools Act -- and which also reauthorizes and
reforms our important Office of
Improvement (OERI).
Education~l
Research and
In the months ahead Congress will approve reauthorization of the
Elementary and Secondary Education Act, complete work on the
President's School-to-Work initiative, provide new funding for
Drug Free Schools and take up reauthorization of the very
important Individuals with Disabilities Education Act.
And Goals 2000 provides the framework into which these laws will
fit. It will encourage and challenge local communities to use
their own ingenuity and creativity in creating new and improved
methods of teaching and learning ... it will help to generate
enthusiasm in 'schools and states throughout this Nation. It will
create and expand thousands of community based reform efforts,
each working for the .betterment of our educational system,
allowing every school and every student to be the very best they
can be.
As I have travelled throughout our Nation, visiting schools and
meeting with parents, students and teachers, I have had the
opportunity to see ,many models of excellence in education. And I
know, Mr. President, that you have seen them as well.
strong teams of principals, parents and teachers making
their schools safe again and engaging their students in
solving problems without violent conflict.
after school programs run by community groups and local
museums to teach computer skills.
grandparents working in schools and helping children to read
and understand real literature.
teams of teachers redesigning their math programs to meet
the new tough math standards.
junior high students using algebra, a second language, and
art as if they were second nature.
�"
,
•
tech-prep' students learning physics through hands-on
experiences in school-to-work programs.
And this is what Goals 2000 will help bring about -- and take
these good ideas to scale. It will allow us to encourage local
school reform without getting in the way of the wonderful things
that (in certain schools) are already taking place _. so that
every child can receive a world-class education and learn to high
standards.
Now 1 some people say that high standards are not for all
children. "We can1t expect very much from them," they say. I
tell them-that the surest'and fastest way to create an angry,
violent 19-year-old dropout is to give that young person a
watered-dow". curFiculum from first grade on~ By doing that, we
are telling"the5e children that they aren1t 900d enough J 50 why
should they even try. If we aim high, the young people of this
country will stretch their minds and make the effort •. All
children can learn to high standard's.
l
I am sure that President clinton will thank many who helped make
passage of this bill a reality. Let me just say words of thanks
broadly to the business-education-parent coalition that helped
pass this important legislation. Without these groups, numerous
"individuals and the rest of my hard-working staff at the
Department of Education, passage of this all-important
legislation would not have been possible.
And while we are talking about commitment to excellence and to
getting to this point in education reform, let me say how
critical it is that. we have a leader who understands and
appreciates 'the importance of education to our future ... the
links between education, high standards; equality, health care,
safety, and jobs for the people of our Nation ... a President who
knows that whether the goal is reducing crime, or lowering the
number of unwed mothers, or reducin9 unemployment even further
~.~ the primary solution is increased educational capabilities.
Through his words and his actions, our President has inspired
this nation to'strive for more ~ .. to take on new challenges .,_
to reach into the future, so that we can be prepared for that
future ~~. to put the children of America first.
I can think of no better person to sign this law that will be the
catalyst to dramatically improve teachinq and learning and that
will help to strengthen the very foundation of our Nation •.. no
better person to sign this law
than the President of the
United States -- 8ill Clinton.
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Clinton Administration History Project
Creator
An entity primarily responsible for making the resource
Cinton Administration History Project
Council of Economic Advisers
Department of Commerce
Central Intelligence Agency
Department of the Interior
Department of Defense
Corporation for National Service
Council on Environmental Quality
Department of Justice
Domestic Policy Council
Department of Education
Department of Energy
Environmental Protection Agency
Federal Emergency Management Agency
General Services Administration
Small Business Administration
Social Security Administration
United States Agency for International Development
National Economic Council
Office of Management & Budget
Office of National Drug Control Policy
Office of Personnel Management
Office of Science & Technology Policy
Office of the Vice President
United States Trade Representative
Date
A point or period of time associated with an event in the lifecycle of the resource
1993-2001
Description
An account of the resource
<p>The Clinton Administration History Project describes in detail the accomplishments of President Clinton's Administration for the period 1993-2001. The records consist of the histories of 32 agencies or departments within the Executive Branch. In general, each organization associated with the Project submitted a narrative history along with supporting documents. These narrative accounts are primarily overviews of the various missions, special projects, and accomplishments of the agencies. The supplementary records include substantive memos, press releases, briefing papers, and publications illustrated with photos and charts.</p>
<p>Agencies:<br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Council+of+Economic+Advisers&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Council of Economic Advisers</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Central+Intelligence+Agency&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Central Intelligence Agency</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Commerce&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Commerce</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+the+Interior&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of the Interior</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Defense&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Defense</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Corporation+for+National+Service&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Corporation for National Service</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Council+on+Environmental+Quality&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Council on Environmental Quality</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Justice&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Justice</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Domestic+Policy+Council&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Domestic Policy Council</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Education&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Education</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Energy&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Energy</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Environmental+Protection+Agency&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Environmental Protection Agency</a><br /><a 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href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Health+and+Human+Services&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Health and Human Services</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Housing+and+Urban+Development&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Housing and Urban Development</a><br /><a 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<a href="http://clinton.presidentiallibraries.us/items/show/36051">Collection Finding Aid</a>
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Clinton Presidential Records: White House Staff and Office Files
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Clinton Presidential Library & Museum
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Adobe Acrobat Document
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1474 folders in 111 boxes
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[Education - Volume 1] [3]
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History of the Department of Education
Clinton Administration History Project
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1993-2001
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Box 17
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1227203-education-volume-1-3
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https://clinton.presidentiallibraries.us/files/original/abbc904e69926be5bf3b18ab535d3ef1.pdf
273f56140ed8a5c91c5bb4cfdecb6e09
PDF Text
Text
uing a Mild-Mannered IA f
Riiey, Departmenl
•
f'or
ucatIon n2f"
Ed
. I~~I
Fight On Quietly
PaSSIOn
(jj)
Wilh Some Succe.'>S
Players
By IA:-;nA l'UtLSTEl!i
If'o..hirtgtu'l PaS! Stllfflt'nlcr
Dkk ruiey has no enemies, He is
utterly wilhout vitriol; at his angri·
l'$~. his face merely ftushe~;. He's a
Democrat who calls up Republi·
cans to ask, "Is tbere anything I
can do tor y(lu?~, He wonders why
anyone would want to write an
article about blm.
What is this man doing in politics?
Ever since President Clinton
took office, Richard W. Rtley, the
,
South Carolina
...
tuitiOn, ,cxpan
and distribut«\
guidelines 00 rcli.gioll in ~:hoo! that
helped mellow that debate.· The
student loan default rate bas fafu:n
to its lowest level ever.
And perhaps Ri1ey's most signi(~
kant accomplishment of all: The
department still cmts.
...... R<..-pilblicans have launched peri
odic cliorts. to abolish the Depart~
•meat oJ Education, most recently in
1995. They've charged that it's a
wholly owned subsidiary of the
"'~·~}e:dw.rs· unl(l.;'U. asip~oo of money
that should be 81JUtg stIaight to
local school districts.
But less Iwl been _d lately
from the critics. Insiders altnoote
this in part to the new degree of
stability and efficiency that Riley
has nurtured at the depa.'1ment He
agrees fAith Repuhlknru.'th:at edU:
cation is a stale and local function.
1m
.
Richard W. Riley
Title: Secretary of education.
Age: 65
Ecfucation: Bachelor's degree,
Furman University; law
dcgrCQ, University of South
Carolina.
famlty: Married, four children,
• nine 9rand(;t,lf~ren.
IWYlous jabs: Navy rnineswiX!per.
1954-56; legarcounsel to
Senate Judiciary Committee.
1959·60; lawyer, 1960-78;
South Carolina state
representative, 1963·67;
state senator, 1967-77;
governor, 1979-87; senior
Pllrtner in law firm, 1988-93.
Hobbies; Reading, conyersatlon
and travel, Though he doesn't' ",
have mLlCh time for them. )/.:,' I
Riley enjoys Gard g<lrnes- .
cribbag-e In the Navy, poker
after that.
On party 1M)lities:: ~i'm a loya!
Democrat. .,. But If it becomes
between education, which 15
-my public responsibility here,
and partisanship, 1'1190 witt,
educatIon" ..
Education's Cheel'leader
<':Jbat's an. unlikely .admissioo
from a man wbose primary too! is
the bully puip;L His lJ<:partment of
Education is relatively'powerless to
shape the way scllools run, so his
job ismore about raising ~
ness than launching programs. He
works 12. 15 hours a tin)', siJ; or
seven days a week. .and spends
much of that time speaking to
ooucato~ acadcrruc
sla.nd.atd$. education as a OOtumtml'
with • rooly drnwL "My style. I
guess, is oot~you koctw, it's not
all.
'
haven't done that,.and the president
has,.'lt done it. but I think we've
impacted it in l!I positive way, And 1
think the people in this oountry
think better oJ themse.lves and bet
ter of their chlldren."
'That's hard to measure, and in
the final arullysis, the pUblic school
of 1998 is oot a very different place
from the public 8Cbool of 1992.
Riley and Ointon have bad some
disappointmentso Whcre they want,
ed control, over 100 pen:ent of
""'<Imt loans. they manage only
one-third. Where they wanted
Goals 2{XX) to be a nationally tiased
standards program, it consists of
open-ended, grnnts for states.
Where they wanted funds to hire
teachers,. they. got :. "
mooey for 30,00). Most recentlY,
Congress nject<d Uieir 'bid IDi, ' '
SChool modernization funds.:'" :",..".;:~ .:-" '~~: : 1,' ':;,~~.
.' '-With'his chancteristic tenacity, L!1'i~1 ' .•l,
Riley insists these aren't loSses; ." ~
rather, just extensions of his time :.'"
frame. And he doesn't mind wail·
isig, In a city where ~ jump
hum opportunlty to opportunity.
Riley dutifully, patiently \\'01'ks to
,,)OO,OCX).new
~'Md his goals" in the field he loves .
Never mind that 'the president has
asked him to coosider more presti·
gious jobs, including the Supreme
O:turt-twice.
"Tm not a
word." a&
mits Riley. 65, a smalL baiding man
souudhite material'"
'"You have to dmnge kind of the
whole motivation o( a people," he
says of hi.. mission. "You know. I
.
ty endca\<"Ot, and opportunity for
A Persistent Ustener '
After starting with 1m... may
round bokey. but," Rlley's fric"'",
and roIlc:agues dc::tcribe him as e;om..
~ d~ aU """,The
stories. almost mythical. bear it ool:
The meter reader said that when
he was • poor. _
boy. Di<l<
Riley \\'3.'> the only kid in &:hool to
befriend him. Fo>CIe 15 years that
m.urn.toid spondilitis painIuUy
"".,.,d Riley', spine-lcavIDg him
perrnaneotiy looking tikI! he L.G about
to tip ovcr-be refu.~1 (-ven aspirin,
�won his ~'s race. The,twO
quickly ~ a w.mn rehtiot'F
ship, ba..'led 00 their Wred ~Ol'!
",ith educatit>rL When Qinwn WIl':;
clectM J'fC"ldrnc he had Riley head
the sclection of m&.Cahinct p0si
tions. TIlen he a.4.cd hi$; fellow
southern governor La take (M":" the
Dc;xutmeot of Education..
By then. Riley ha<l a romi<ll1ablc
pomtion at a Grl'i;'nville law finn and
"no earthly idea of coming up here, ~
But the loyal "'"" =n oou1d hardly
say 00.
In Tune WIth Clinton
mlhody should forget Ol3t he isjust as
much keen politician a." nio: guy
OPP(loent<; sa:;. Rep. William
Goooling (Rh). the chairman trf
i<
@
2.
the HOU"Ie Committee on Education
and the Workforre, says that wIrilc
the secrl!taty is 1.ht most decent mal'
he's met., he's also ""I...~:-di~"
--,='" and
Rik-y's manner isa farcry from the
known &'Cretary of roil
cation. William Bennett, who stri
dently ~ the need lor a
rctum to values in the Reagan adn;!n.'
_lion. 0Ilicials like &nnctt, Riley .
"'%. seek reoolts "by scaring [<Opt,
to death and talking about how
tenibte things were."
His awroo.ch is different: Riley
"'l'S he """ "' "gWe p«l(l!e hope,
Mow them Illat !heire makIDg rome
moot widdy
",,,,,,,,,," He _
tn _
and
deal" ~ with educat.ors.
Bot"" rnpable 01 ~ he ~
meIy asked on the Sunday TV
gabfests. He leaves the task of rous-- .
.
"
in!( the ""'" ,.,blk '" the_L
Sow", ~ do . _ his
frnjJ _-behind a ""'"""' Ril
ey leans stiffly into his not.e&--can't
hefp but weaken his message. Bill.
people who say that didn't hear him
at the Ramada Inn ba!Irootn in
"
Grtmville during the last' round o(
elections. . ,
The\\'etkend before' ~oo Dav
Riley traveled through Sooth t::aroi
'" stumping roc Jim H""",,, who
~-as runniQg fO( governor'on a prom--.
t.'i:! to use a lottery to, fund sdtools.
Uncl" the _.~ Rilev
remindro the ~ ,_ed
=_
J:Jemoo.ts """ happeued after hi,
own educat:ionretorrn: The stat.crme'
&urn the """ in SAT
~ce, and enrollment in early eduffi..
boo.
.
But after Republicans took con
trol he said urgently, the schools
sunk back to 50th, in just abuut
everythi"'lg" ''It' bothers me!~ he
shouted. ~I don't like it!" It was as
e1l1{'ltatic as you'U ever hear Riley,
and the audience cried out "Yes
sir!~ and ~Oh yeah~"
'
Then R11ey lowered his '.'Oice
and pun<:hed these words. which
embody his highest praise, fiercest
insult, and the 'way he lives:: '1 want
you io vote this vt:ar (or a work
horse and r.ot a sh'ow horse."
,.
�19
sch(X;b, Acme IllMitUle de Tedmology.
fac...-d financial failure. AI the utgtrlg of
his supcrviscrs, the prooccUlPI'S charged.
Mr, Bale! u;&i t.-:et:$S stud:nHnan funds
(0 par faeuhy lUld slaffsuh.:ries and SOrtie
bills to try to re;;c:.lc Ihe £choo!. When
Ami!: shu! down. in L
990, after losing its
accredil.ation, i1 hOO not repaid $139,649
in federal loan funds. f'rosccutOfS
iodicJed Mr, Bales l'or thai failure.
A federal distIlC! coul1 dismissed the
indict..nent in an April 1995 ruling in
which it held thai the federal law under
which Mr. Bates had been charged
required proseclltors to show that Mr,
Bales had inlnlded (0 rlefrtlUd the
go\emment.
In
September
J996.
howe\ cr, lhe U.s. Court of Appeals for
the Seventh Circuil ovenurm:d the
charges,
Justice Ginsburg skied with the
llrPca!S coon Tucsday. "The Govemmenl
n«,d no! charge Or prove lilat Bales
aimed to injure or defraud anY{).'le. sh~
wrote.
The Supreme Coun's ruling allows
proseC1Jtors 10 proceed \\ lib their case
apinM Mt. An\es.•
N
[nwer-!;oun ruling and reinstaled lhe
17. Education Daily
"November 4, 1997
A SOUTHERN POLITICIAN WHO 'RUBS PEOPLE
THE RIGHT WAY'
T
I
hetC lIte t\\ou setmitlgly
contrudiclOry wuys to look at
Edutll.(iun Sllerlltnry Riehard
Riley,
The firs! is: tt.'> the well·llked, respected
education udvocnte II<ho insp~rc$ gushing
praise from congressiormJ insiders on all
points of the po!hical spcctrum.
The second is as the def! political
operator in charge of implementing: lhe
baldly political education agenda of an
unabashedly political president
Will the n::tIl Richard Riley please
stand up? AChmlly, these two aspects u(
Riley ~ not as bifurcAted :is they mjght
5CWl. !'or it is precl!iely Rile)'s popularity
that maxcs it possible for him to carry
ou! Pn:siiknl Clintoo's ag<nda--much of
\\hieh has only lukewarm ~uppon from
education udVo.;fllf'$ anti I!vcn le$S in
Congress.
-That'S cvidl!itI dunng (L'l interview
wilh an e;Juca\i"n lobbyisl, who spends
20 minutcs sharply ctilicizlO~i what she
paints as Clintlm',; cravenly politil!ur
educu:ion pmpo;;a!s-and then ehe:::riLOI!y
ell!l> lWcy "ono of Ihe most l"t::s?ccted
people in [his town. No one feds
double-crossed after talking lO him.~
lndel!d. Cupitol Hill stafferS-from
both sides of the nisle··say they can think
of nll member of Congress who dislikes
him.
"He's denrly ~he hest sei:rctary of
education "<lo've eVl't had.~ enthuses Ed
Kealy, executi"e rlitcctor of the
Committee fot &.iucatioo funding, >:i!ing
Rile) 's victory in fending off deep
budget {utS in fiscal 1995 and then
winning large lncr-t'<1.$eS for ED onl.Y two
)'I!an later. "'He Ii our heM lObbyist. ~
~Hi$ low.key. yrocious style rubs
'
memhers the tight
St:lffCf.
WllY,~
says one Hill
mobilize II million vohmlem 1\') tutor
young children. called Arnenetl RcaJs,
on his truin enp to Chicago in AuguS!
In fact. :he only criticism om:: observer
w:ild offer is Riley's lad: of charisma,
1996 fOr the DemW:rfl;lic National
His ~]ltt6cs ....I:: never poo;um thumpers,
"
COII"t::1titln,
and :hey in\Miably begin with a
"They were doing a Y-O;lOS<l1 a day,"
scripted-yet a,,;u$ir.g~anecdoIc aoout
grumbles on!>" dose observer af cducminn
one of his e:ghl grandchildren.
flolilics.
Riley honed his political skills as
.In his bout.: Behind Ihe Oval Office.
South Carolina's governor between 1978
fonner teammate Morris credits Riley
lind 1986. when: he was so popular. the
with coming up with the idea rQr a
electorate "oled t-o 'WTlend "the :~siill-e ~':liti:rnc';· pi'6g-ram-an' idd Ibm was
quickl;' poil4c1i~d and found popular.
constitutian to allow gO\'-emors to Krve
'two terms.. Before thll-t, hc· was a stalc'" -::« ;SUI· l.aken ,OUI of the 'world of
legislator ror 15 veats. ,~ ':"':: I~ \:,-.~. ~i_ ""': crunrhign ' riiCi'oric and' thrust into lhe
He's adept (It tailoring his'm~s~g:!? ."'. ~ I~gjs!i~ti~c~: -'and cducatiDfllll arena.,
his audience, as are all good politicians:. ,. Ametka RQds has run into trouble.
When Riley spoke (It a gathering ofSlale
~Ai Houw: hearings. roth Repub!icans
legislators. he fiallered them as ~S\';niot
and Oemocrals-as wt:1I as respected
partners
in implementing federal
fcading experts-have ;jue_stioned
whethet lightly trninud tmCH are 111.~ best
education programs.
At a meeting of clemenlruy sehonl
usc of S2,i5 million to impro\e
prinC:pals. he nccc.'11urueti the h;gh $Cores
ehiJdr;.:n's literacy. Republicans also am
fourth~grader., p:>sted Of! the Third
saspici"l.ls beeause Ihe pmgram would
btcrnulional Mlll.1llOd Science Suney.
\,:sr: 'Io;umeers fram Ameri(:~.Ts'.!1
"Those a:e 'Y:lUf students," he ~iud,
Clir,lon pc; pmjccl 6a:: ;he GOP' JO{':s~o"
notlns 6e cont,as; ·...·jth eightb.groders,
hule.
who didn't score as w.~Il.
And i( IS gelting only lukewarm
When a GOP staffer C:1l!s Riley an
Sllpport from education groups. becanse
"effective partisan.~ there's a hint of
they would rather see the money go ttl
grudging adminl- lion in his voice. That • estahlished program~.
shouldn't come as a surprise about
.funhemlorc. recent research casts
somcune whom (ormer presideotial
dOllbts on whether vol\lpt;;ers can really
poli~jcal advisor Dick Morris called "my
get Ihe hardeS1 cases on Ihe road to
best friend in the Cabinet ~
retlding,
Clinton's Plans. Riley's Tluks
Still, Riley remains optimistic.. ~I
To kt:e;l Rile} '5' j»;' in political
""'QuId question llOyone wbo'd so)" it isn'l
pcrs.pectivc.. it helps tQ fcmemher that
11 great benefit. he says, with a touch of
two key proposals he's currently pushiog
exnsperntion Ihat common sea$( so fM'
were born of thc pn:sidem's 19%
isn'l winning out.
re·efectlon campaign.
Riley has probably spent eveo more
Clinton annQUnccd his plun 10
time this year pushing Clin(on's higher
H
ft
�20
ed;,t~tion l.:t.'\
creJi:s und ded:Jclions.
Morris oeserj!:>es how polls showing
that
1he
c!ec:orute
wanted
a
miduk·mcumc ta'! ~ut-·b\H one tafg,{!utd
10
educll.tion--vtllidated
the
idea.
originally proposed by then- Lnbor
Secretary Robc-rt R,;ich.
While Congress grudgingly (lpptowd
l!
modified
vl~rsion
of
Clinton's
pnst5«:OlJrlary UlX credit, higher
e-ducation adv-ocales and bolh parties in
Congress repealed!y said the mo,,'1ey
wou!(! bl;) bet:cr spent Oil boosting Pel!
Gm.")!s
fOf
needy s!uder.ts.
A Rcal TI$': AS)es$ments
Bu! the Clintoll proposaJ that placed
Riley in (he mm! !re;;cherous political
waters is the one fm mlJinnal lests for'
fourth-graders
in
reading
and
dghth-grndcrs in math
Clinton anntmn~ ..'I! the prormsal in his
February Slate of the Union addres>. but
et)ll;mitment 10 the idea :hat is kct:ping it
going. Public opinion polls haw· shm\ n
Mlpport for natior.al te51S. but w fllr lhat
h;';$n'l translated into SU;1pnrt lor tests
says Casstevcns, \~ho is now Vice
Pre:;iden! Go:c's kgl$lati~t affairs chief.
from go\'Crnors<
Some Republie:l-O, governors
eonstraip.t$ around the congressional
leaders: he must work "ilh. aosel'\ l'S
dt~n't
wan! to be identificd with 11 Clinton idell,.
speCUlates lack Jennings, executive
director of the Center on Education
Policy and l! Hill VCleran.
Nonelheless. "ClilllOn is forcing the
issue back onto Ihe agenda beClluse he
believes in it;' Jennings says.
~Some1imes you co:ne out ahead
simply for slanding for somcthing.·
T{l critics, AmCriC11 R~ds. tb:
high~
education ta, cuts and the natiooallests
add up to an l!ducution agcrld:> driven bI'
the Whitt: llouse's political needs. with
ED lhe passenger. rather 'than the driver.
"Somelimes }:ou just feel caught in a
whirlwind, ~ eompl11incd one lobbyisL
"ED is in Ihe pOsition cf having In do
what the pn:sidcnl wan::;. ~
ev<tntua[r ;;11 of them. In addilion. 15
Of course. that same se<:n11riD nisted
large urban school disrriC15 plan !O
fvr prior educ11tion secretaries. Lamar
administer the tests-though three with
Alcxa."dcr opposed schoo! choice-uP.!il
many Spanish- speaking sltldcnt;- h(lVt:
he went :v work for Presiden! Bush. And
balked at giving Ihe reruJins exam \vhen
Terrc-1 Bell had notorious policy bal1!cs
.., ED said it would be available only in
v,ith President Reagan's learn of
English.
cons(!I'\'ative, anti-government advisers.
Not tlnly does ED have 10 convince
Riley put it Mother way: ~The
~:; • , . ~ - giwemors that the exams ure nol n
prcsidi!O!'s clear deline11lion of edllcation
. ,'.' fedn'raJ "intrusion :)01 it also has 10
as» top pri()rily has elevated lnum:sl, anu
thaI'S been helpful. OLlr workload has
:"~ .• ~" .. / ~iconvince other slale poHcymllkcrs.
;;-]~.,.:." :iricbding boards of eduelltJon. stale
increased and that's a w.onder!'ul bumen."
,.,' ; ,';:.':.4" .., f> ~dl.;eativn com:nisskmers, union leaders
It \';as in his role as governor Iha!
, . ,~. "
~d . leg!slators, all \\llh I.;l}Oflkling
Ril-ey mct Clinton. another Soothern
governor interested in cuucatlon refoffi\.
ug1:ndas.
"Tlmt s a ":vmplicution, but ",e're
The partnership 1hey forged more than
famili;rr with k 'W,l knm\- how 10 work
II decade ago endllres today, lilld Riley's
wilh it. ~ says '?lIey. Congress.
friends and focs know thnt he has the
meanwhile. has heen downfight hostile to
president's car.
!he tests. angry vver heing left Out of toe
Some might think Riley and ED
pl:.mning process. Republicans in both
would ha~'e a relatively casy time
ch..mbers have tr:~cllfened to hoid "P ,lobbying Congress. Repnttiicans in
education funding "'1:"- ~D' contirt'ucs·· Omgress h:1\'!:- given up on todt crusade
developing ttc :estli.
10 a~lish the Education Dep»rtmefiL
But Riley hil.$ f..i:h in an educational
And the chai:mer. of :he cduc;otJnn
halo effect: Simply proposing better
po!icy and funding carr.minees in both
sl~nd:lfds spurs reform.
chambers arc moocrales who generully
"Wht':1 ! was Sv\lcmor 'of South
support the federal govt:rnmenl's role in
Carolina.. the year we made the ffi1)St
education.
progress is the year I proposed it," he
"That they h.we pro-education
says. "We hnd bumpo;r Slickers. meetings.
backgrounds maybe got us ahead of the
game,~ said Kay C~$.(tc\'cns, until
billboards. Scores "(~m up more Ihllt year
than nfter the program look effect."
recently ED's a5sistant secretary for
A Sh{lrt History or StandArds
legislative affairs. For instance, both
But President Bosh didn'l gel very far
chalnne:l of the edm:alion policy
when he advocllted IS les~s-in five
comn:ittecs ore active supp()tiers of
topics across three grade levels-scveral
ii.eruc)' pm,gr-ms.
ye~"s ago, By many ttoo::runlS. it is
BUI working oul the specifics of n
Clinton"s
un',\ilv.:ring.
personal
proposal is never Cll,>y-w:1\,,1.her if.
;. i"" ','
only s¢"\,cn Slates have signed up so far.
:hoogh ED hopes tnhave 10 by 1999 and
'-;
Republk;ms vr De1tloef<lts- in charge,
(tiley
IS
keenly
awa:-c:
of the
Jennings.
Jnmes }dTords ofVermonl one of the
mast moJerate GOI' S(:nattll'l!, "i$ Chair of
the Labor and Human Resources
Committee
Republican
by
the grae-/: of the
"hich is
c{)nfere!l{;e,~
suh:>tantially more conserva:ive. "So he
has \0 be careful of what he ad\"oca~es."
Jennings says,
Rep. Wi:!iam Goodling. R·Pa..
chalrmim of Ihe Houst edilc:uion
committee, is under even more pressure"
there. where lhe GOP caucus is mor{!
conscrvative than the Senate's.
As it result, Riley ~hll5 got to we:Jve
ane bob." findiog allies where :ht: can.
;ays Jennings.
for inManc!:, having failed 10
Cl}nVlllce Goodli:1g to support national
lrSlS.
Riley wmcd to Rep, john roTter,
R-!!L. cbttlrmar. of the !louse cdccutir.:l
upprorrwllOns subcommi!:ec. who
cvmpromised by okaying the ~\:J"11'.s as
long as they can be validated by fl fedel'lll
study. UnfonuMtely for Riley. even
Porter's support couldn't Slave off funher
moves to qunsh the asSo.:SSmenl5.
"Because education is a tvp agenda
issue, tom's mad~ it much mort: -p:misan."
said Richard Le:lg:executive director of
~ativnal
Association
of S::uc
Coordinators
of
Compensatory
Education. "8m Riley has kq'lt tis
course."
Vic Klatt. the !lOU5C GOP's lOp
educm!gn ndviS<!r and II formt:r ED
official in the Bum administration, saH
Riley can build ngttement across pany
!:nes
~He is an extremely ef:"ec:th'e
eommunicalor and a very good listener,"
Klu.:! says, "Be dcesn't make n bench (If
exlnl"agant demands. He makes an
effective ~ase and listens, then helps
mold a consensus."
or course, memben of Cl}ngrc-ss
nren't the only ones Riley lobbies. He
also has to convince education advocates
to back Clinlon's agcndn.
. When Riley met "':·ith education
funding lldv,ICll!eS in Washington, D.C.,
Ihis spring. they tal<.! tim they sup,lOrted
the (werall InmSt <>f ClinlOn's proposals.
one participan! says, "He sait!, '!'m glad
to heM Ih.,t but II might not be good
enough. !';i like you 1.0 s'Jppon the
spedfics.'" ~I-k·s r~rsisler:t lia! WilY."
_ .'".
�·.
21
says Kealy. ~Hc'> capable afheing nice
and appreciative bUllhen pushing!O go
the full dist.:lnce."
Rile;>s experience as a former
go~crno:
docs give him credibilit),_
Sitting go\'cmon-who are key pluyers
in
Clinton's
education
refonn
initiatives-treat him as part of their
brotherhood, notes Patricia Sullivan,
educatkm advi~or to Ihe National
Governors' Association.
"Ht wants to build on what Slates do,
\0 drive the stale effort:;..' not witb
federal mancale:> but ",jlh incentive
pfI)grams. she says,
Sticking Around
CllnlOn lms made sure L.''!{tt Riley's
plate is fuil ftn lhe rem:lindcr, Of his
administration. After CJinton'~ re
election. Riley fcnded offrumQrs he \\l\S
leaving the department. ooyly aJlowing
speculalion to build for nearly tv.-o
months.
Today, he proclaims that he's then:
until the end of Clinton's term, "The
preladefl! is just getting so much into
education," Riley says, Eventually he
plaru; to return to South Carolina. but for
now,
he
says,
~!
...
like
being
o'<erscherluled, ~ -Laureen LuMovici
Richard Riley, Education Secretary
Salary: $148,4{)O Before joining ED;
Practiced law after serving as Soulh
ClITOlina's go'>emor frotI'. 1918 to 1986.
Education: Furman Unh'crsity; 1.0..
University ofSoulh Carolina,
Summer reading: Angela's Ashes by
Prank Meum!.
Favorite education book: The
Thineenth Man: A Reagnn Cabinet
Memoir by Terrel Bell,_
18. Education Daily
NOH."mber 4, 1997
ED APPLICANTS COMPETE HARD IN'97;
SUCCESS VARIES WIDELY
A
bout IJ.UOO hopefuls rompeted
ffir Education D~p::u1mflll'
granl~ !It;;t year, but only about
a fount. succCt':'Ged. department dala
show,
The wildly popular eornpeti:ion for
Disabihl}"and Rebnbi!lllllloo Research
research rompclifion.
which fUnded 21 awards for 5.3.3 million"
higher
education
drug-prc'<emion
activilies a....mds mtaling 51.7 million.
The'field-initiated studies t"Ompelitiun
run by tbe Office: of Educ:ulonal
bilingual
field.inllinted
Also, 518 applicants sparred for 153
education
:?rogmm
enhancement grnnts wurth S2t'i.5 milliun,
Rescan:handlmprovementgamered 112
and 448 competitors fought for 110
national tcchnology challenge grants
appticati<ms for a mere w;m awards.
bilingual comprehensive school grantS
drew 710 applications for 19 awards'
n~ ~ ecial fic!d· iniliilt.oo studies cOntest
...
t61aiing $29,8 million,
amounting to $1 8J million. The grants
foeusing o'n ai-risk studeUts"pullcd'in 198
The bilingual education systemwide
.support',de\,e!()pmem, imerconnection,',., i4.,plj~1ioflS .for just' ~x 'gra.'iIS.·,
improvement grnnts romp!:tition mciv\:d
implementation, • improvement and
: And' OERI's technolo'ID,·related ,Star
135 applications for 48 awards totaling
mnintenance of c:ducati(ln technology , Schoi;lls general' oomrelltion elicited a
$2t.& million,
infmstruclure and sUlff training,
modest "44 awlielltioos" fur only eight
Higher eduClUion C<lmpe1itions alS{)
Last year's Projects' With Industry 'awards totaling $t5. t million.
were fi big draw, Under the perennially
program, which helps pru... ide jobs for
The elementary. and seCondary
oversubscribed Fund for Improvement of
disabled sludcrns, drew 200 applications' education compe'tilton to suppoT1 patel,:_,. Postsecondary Education rompetitlon.
and yielded 87 awards totaling S18,8
information rcsource cenlers drew 136 '''2;154 prearpLicants responded and 231
million,
upplkations (or 12 awards totaling S4,7
final 3pp.licants tried for n awards
A similar nu:nb<:r of applicants sought
'million'; and, 92 Safe and Drug-free
totaling $52 million. -Pam Mood
Jlwards under the !Ilational Institute on
School grant competitors ... ied for seven
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19. Education Daily
Nov<;mbe: 4,
1m
ADVOCATES PRAISE CONGRESS FOR
EDUCATION INCREASE
E
dJCttliOn Inbbyisls say ;ncy'te
pleased ilial Congress has agreed
to sjgnificanlly increase spencing
on school progJams this year.
"This r.. the first year ofreaJ gro.....th"
in rteen: memory, said. Ed Krol;",
execulive director of the Committee for
ildutlltlOn Funding, The tenutive S3A
billion boost for ED is compM3b!e 10 the
mcn:a:-c it got for fiscal 1997. but thzt
made up for severol years of euts and
freczes, Kealy argued.
"CongTC..."-S seems to have Mcked off at
nnempts for d~ep cuts and bus shifted ils
fm:lJ~ on how !n divide up the spending
increases,· said joel PackeT, lobbyist fnr
Ihe Nation;.1 8ducmion AlI$Ociat[on, The'"
increase wou,d cxceed nx;ommcmla;ions
�•
•
NEA Today May 1994
f'
Richard Rilty hUl ,11I<,'«.\'l nirn a CatD-·
IY.fIjQr school reform. Ouring his U.'rtn
as gIlVef/1/Jr of $au.rh Carillinajmm . - ..
19781(1 1986. SA'r $ClJrn wand..
'
fl'Qchu ialan'n mH', alld Il'l;fs!nJm"S
passed a ()m'~c(lfr jail's uu- hihJtl fund
.uhf/vl reform, As Pre.,itit'flI CUni!".)
St'Cremry oj Educorion, lit'"s already
na~igau:d fhf' passagr III ('mall 2000
(w: Jffigt J).
At a fn:eflf ,\,£.~ 1JIltioncJ conference
in Alhu'ItltrqUt. Sl'crdary Rilty uwk a
, mmutes 10 speak with
swlfer UvM Hinwk#.
~EA
Today
What lmp.act wilT thf! n~ Goals 2000
legislation Imve un {ll.lr pubUc $Cboob;?
! think. number 90c, 11"$ positive. It says:
Let's work h.:ttd :op::tOer, 1(!1':s ,!evt!!op
tUsh "l.a1ldards, let's develop goals, we
can do it.
Coals 2000 mise) education up as Xl
vet) imponam priori!} fl)r (.ltis ('oumry.
and we will tc~liz.e thaI by making
national pOlicy w raise standards. Teach·
ers then will h:lve to tx: given tbe oppor.
tunity to teach to these high sr.andards.
Whal would you wanl II rourtb~gnujlt
leacher to know about Gmtls 2000?
Coah 2000
have gonen
• ,. ,,.,' 1 :.: ,',
"
- :'
~;:.)',
that we as 3 country
~ri{)US aOOut educatioo,
We '~"e had II lot Df melOnc and single
shot dTorn 10 improve eCucation, Bu,
[hb nt1W is a rcaE~lie look at the d~.
euley of education, and a recognition' that
you, ~ a fourth-gr.tde legner, m £<lIng
:0 get men: htlp--bec;wst "fthe dive;·
slr~: of the Student hody.lite compile«'
lions and iKlvatitages of teChnology, aOO
the changing condillons of leaching,
-':,:
J
-~, , ' '\'nt' hll\~ y~u long erub"'" erluca~
tion as: Ofl( or jour main causes?
You have 10 look baek at our histnry in
South Carolina ~o ~'ec why education has
.been 50 impor.am to me, A large perccnt
age ot" out pe>:lple had been systemati
cally deprived of education. The only
way for my' stille I() come out of the bole
educationally was for us lU make major
reforms.
Who Wa$ Jour £a1lonk: lellCber wbtn
you wert' gJ'O..-.ing, up?
Well, 1 can rcmr:mbc:r just about
teacher I e,'rr had,
~ery
Education's Point Man
I can remember my first grade teaCher
just as clear as a bell, Mrs, G~s. And I
rer.nember my mother, who's deceased
now, being a room modH:r----rahog us to
the: fire deparuncnt and the bakery and all
ofl.b:u.
'There was Loui:>e AustU:., whom I had
for two ye.:m io ltigh Sl;hoo! for advanced
mathc.-natics ~ algebra. She ~ an
~l\Jtely mat"w;:I~;; teacher, And wrole
I was not ()ff in the direction ofbt:ing an
engmee:t or an arcruu:ct. ll;ave always
uKd in a very serious way my back.
grounC tn madt I attribute II IQ{ of !hal !O
Ms. Austin.
I had an Ellglisb J.e.aCher, Ms, Mat),
Wilde$. in high schooi, wbo had BOlten
me
~ _much
interested in Shakespe;.tte
More •..
�·..
..
RICHARD RlLEY--EDUCATI0N'S POINT MAN, cont. inued ...
and reading l\Jld ponry, ruapnmrning" .
<.('ntenees. which a1""lIY~ l~cmatcd me.•
How does public e.lucation today dif
fer from who:n yvu Wt!n! II d'lild?
J coin thint; of dassrnale~ woo wert per.
fectly Content 10 drifl !.hrough:.he syStem
and come Oil! llY: ather side. Evcll if they
had justll vf!r:! bask education. jobs were
:here, and !.hey could have a relatively
productive life. You look at my grand·
children now, and their clliSSmal!::a, and
!.hey don't have thaI option,
\\"ith changing cin:umstanees in ~
economy and society and the world in'
gcncru, the demanc:. put upon erlucalioo
are jusl much, mud, greaIcr. ! mink
we've mnde a mistake 0\'(:[ the yean-
prohably :t was a perioc of tra/'!sition
but II I{)t of young peopie are identifierl as
being poor siurlents early on and a.lmO$(
pointed in thai ditectioo:.
An: yQU saying yuu're opposed tu
Any effon to improve teaching ar.J lean:·
;ng in l.'lc- puhlir y;:hoois I;:
we
a ....ery cauliolJ5 way,
Payint someone in a private setting,
especial:)' a profit-making setting, must
be looked at in' l."Ie same way that yoo
would look. al any other decision.
Docs it. in fact. put more rellQUl"CeS in
the: classroom? That'S wr.a! coun15. ~n
yOll neW to fcUow that !.;ind of a deci
sion, !ooldng carefully at accountability.
My view is !.hal nothing is elL"'" good
or bad if it's intended to help teaching
and ~eaming. But yOU need to be very
carefuL
What about mbeoot.racting of, say,
~mtiollll.Dd
~?
~;)r.lctil)ng
have 10 lake (I look <It
If a pollcymakcr is look!ng al \ome
phasc of the Sl:boolil1g Ocing do~ by the
prhal.C sector, I don't see .mywng wrong
with thaL But I mink y'ou nt:ed to do 11 in
food serviC'c!?
Yes,l'm ~ t<) cracking, I tuiliu:
lbe same view. If it is a service that's
,)ifferelH stude-,\!; bave different ;::;:ualinu.
intended 10 be a better s.erv1ec, and will.
abilitie~. ~d in(eres·~~!.J'!1,al~~y'!" :. .'lberefon!, better s.c:hool~. I think it beafs
have that and dan't want!.O discoUrage it.
being \oot:ed lit. I do think.., thoUgh,'a pol
Btil me' ideil"ofln~g ~bild.r\:::ft'sd; ..
icymaler need>; to be very, very cautious.
expocWl.oos of themselves fli a vcrjr " ,
What's your st.a.od Ul') vouchrn;?
yOIM!: agt is. to mc, form of ~
I just detest the ilk-a lhat yOOllg peoPle
Private school vOLu:l".cn, shifting public
really are shown by the way we handle
ta:\ dollars to the private scboo!s-I in 00
'them at a. very young age thai they are
ti~i"- thai is intended 10 help the
'way
not e;{pc;;:ted 10 do well. and so 1..'Icy are
public: .choat:.. lo fact. it appe;m to me
ttaekcd-oftCll in vel)' subtle ways.
IDal ii's intended 10 put poblic ~hoob ie
n.ey drift through the 5:stern, and
a bad light by :msdirecting faull-dW if
C,en we wonder \l.ny we have these 19~
they gel so bad. men all of a sudden you
can bui~('l1,lt rf the ashCU1'good !o:bool
year-olds who are frus~~times
violent. 1ru::n you look bade Ihrough the
system, That is convoluted'!ogic, in my
system and set l.'la! when they wen::
judgment.
~evcn yem old, w>! were almost moving
them into 1hh ffUstnlong life ofllfCing
uneducated and expected to be that way.
a
see
What do you think <4 cocnpanJa that
vying to rUn IOCbooll COl' proftt1
SA:
rou wear li t:ie similu 1(1 the one PTt:!.i·
dent Clinton wore whf'tl signlnR Goals
2000. What'S the story beldnd it?
Well. the tie comes from the Save ~
Children guys, And thaI par..iclIlar one
Wii! bein@:wornbyTerry Peterson, my
speciaJ assistant and counselor.
. I was going in 10 speak tl} [the r..:'"E.4,
board 1)( direclon meeungJ, attd ne had
one of theu ties ort which his d:wghu:r
had gh'cn him, And I :>aid. :jerry, I hate
to do this 10 you, \:Ioul ta.ke your tie off," A
true ~taff penon. he swapped ties right
there before tb<: meeting,
Did yoa pass it cn to lM Pl't<$ideDt
CUawa'!
No. I didn 'I.. but we have the same uni
form. He has a tie just like IDa!, and be
lows II. On the tie. ~ you nru:lce, aU
~ children an: smiling, and it kind 1)(
I'llAk.cs you feel good to have it 00.
I"'.
",hat will the CUoton
adm:iJtistntIon b6ast of when it WIm:$
Cemc
to edlaation?
M 1 said when -.he President named me
to dUs post.. my goal is to shift things
from the negative 1-0 the positive. My
moljv..tion would b< to chlUlge a r.ation
at risk 10 a n:ation 00 the move. And I
think in 19%. if things ~ on traCk..
people will say that ~onally, thi$
COWltry i! on !.be 11XJV'C,
�-
Office of the President-Elect
and Vice President-Elect
For Immediate Rel""se,
January 19, 1993
Contact Dee Dee Myers
_Phone, 202-466-9744
pRESIDENT·ELECT NOMINATES KUNIN FOR. EDUCATION POST
rN ASmNOTON, DC)
President-elect Bill Clinton today nominaled Madeline Kunin,
the former Governor of Vermo!lt who hti,s. seJ'Ve.d as a member of Clinton's Transition Board
and Vice Presidential search committee, to be Deputy Secretary of-Education in his
administration.
"There is no issue more important 10 me than the education of our nation's children,"
said the President..elect, "and I can think of no one more qll~1ifi(".d than Gove.."nor Kunin to
work alongside Seeretary-designate Richard Riley in turning the Deparlment of Education
into a center' for innovation and a full parlner with all of America's teachers, principals, and
parents.
II
•
- "DuTing ~er lhr~ l!'rn)~.i\s_Gover~or,_K_uninwas.highly praised hy ed~lt"!OrS f?r her
,comnutmcnt to 1,mprovmg Verm()nt·s.sc~OOIS'L She doubled fundIng for pubhc education,'
~~iti~t¢ a,new public scho,ol a~s~~!het:l,t program, and revised her state's vocational training
system. She a\,o created early education program, for l'lree and four year old low income
children, e.<lAblished kindergarten for all schools,_ and worked with the private sector to
establish incentive grants for school. restructuring, Fortune named Kunin one of the nBttonJs
two education governors, and during her tetlure Vern\Ont was ranked first in the nation for
children's S(;rvices by two child advocacy o'ganizations. - __......:
..
"This is • wonderful opp<>rl,mity to improve the lives of f.cUlies •.nd children,' said
Kunin, "because a first-rate education js the key 10 fulfilling the American dream. Jt will be
an honor to work for tile President-elect on education and wcr~},!it!l Gov~rnor.~lcy. w~.om
I tremendously admire."
_
_Kunin wlll serve as -Riley's cruef deputy at the Department (Of Education, with. broad
range of responsibility for departmental activities. "J am very pleased witJl this nomination.'
said Riley. "She has had a distinguised and ""piemary career as the Governor of Vermont
and as a champion of those issues rcleated to the educatlon of our young people. Goverornor
Kunin is • hands on leader who knows the importance of building partnerships with staleS,
local communities schools and coll~cs to improve education across America, She is a
compamonate indivinnal who wlll work logether with the President-elect and myself to
.xpand opportunity for all of America'. children."
-30-30-30
l
P. o. SDX 80&&, LitUr Rock. AR 7220J·S&8G $(l!·3i4<~3ll·
1120 Vermont Avcnuf. N,W., \\iuhln(C.ion, 1)C Ul270 202-971-UOO
�07;06/99
TUE 15:05 FAX 803 116 3G!H
~O(j2
HAYNSWORTH
Page I of 4
latimes'com.
" ,
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Tuesday, July 6,1999
PROFILE
Witb a Gift for Dialogue, Edueation Chief Gets Congress
Talking
• Low-key style belies his quest to ChMgC the rchnionshlp between
Washington. local governments.
By NICK ANDERSON, Times Stall Wrifcr
~ HARLOTTESVILLE, Va.,-Hundreds of University of
.:;J Virginia students packed a lecture haU last spring to hear
AOVERTISEMENT
tbe secretary of Education hold forth on a front-line issue in
American politics; school reform, Thcy grilled him on
everything from curriculum and teacher tenure to testIl1g.
And at overy tum. the bespectacled, grandfatherly Richard W.
Riley responded with a measured drawl ar:d a benig~ smile [hat
~.. .
took self-effacement to new levels.
"It's not our job to tell states how to tlU1 schools,"~h~ kepi
telling his audience.
'
" .' ... ".,
But Riley's low~key style belies a steely,~ctenniriation 'to' .
change the relationship between \\'ashington and ,~ui~e and" ~, ,.
. ',
' , . ' .. ',....
.
local governments concerning s<:hopl"p'o~}.cY·)~i~I~~: ta..':'·'''' '.... ;"'.'
The federal presence in cducition ~1f~ gi:~wn.,' n9t.shrunk. . . .
during Riley's 6 tn-year tenure~-the longest:'of'any'sccrctary in
the Education Departmenfs short history. And if Riley gets his
way. it will grow even further, pushing states to move toward
at least the beglnnings of a nationwide system of academic
standards and accountability, This year, for instance, President
Clinton has embraced a proposal to force states to stop
promoting children who have not Jea~ed basic skills.
To be sur~ the Education secretary is not a national
superintendent. Riley has no direct authority over the Los
Angeles or any other school board,
Nonetheless. Riley's"agency has prompted dozens of states,
including California. 10 adopt higher academic standards with'
funding from a federal program launched in i 994. Delaine
Eastin, California's superintendent of public instruction, credits
Riley for,maldng a behind-the-sccnes pitch that convinced a
skeptical then~Gov. Pete Wilson, a Republican, to accept the
money.
•..~~'"
Another tcIling example: class-size reduction. A new federal
program, approved last faU; IS channeling money to states to
help reduce the studcnHcacbcr ratios in demer.tary grades .
;<).~"
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Some research suggests, and many educators insist, that
children do betlcr when they,get more personai attention from
te<!ehcrs, Riley brokered 3 deal this year with California Gov.
Gray Davis. a fellow Democrdt, IQ give the state, which already
bad begun its own class-size program in elementary schools,
some flexibility to use the money for upper grades.
Such influence is precisely what worries many Repuhlicans.
They charge that the Democratic administration has reached
too far. Rather·than act as a "CEO" of public education. the
Republicans who control Co~gress say, RHefs agency should
become,a·more passive "invesror," with less sway over how
states' spend federal educa1ion doBars,
The very. fact· that the two panics are arguing over the federal
role in education is'itself a victory for Riley, As recently as
1995, some Republicans were pushing to aboJish his
department altogether. Now that talk has ehboo.
Riley and Clinton "have pushed education onto the Republican
agenda," said Arthur Levine> president Teachers Coilege at
Columbia University in New York. "They've made thc
. Republican Party talk about how you actually improve schools,
Thm's very imeresting."
of
"
, Budget Increased 40%, on His Watch
Talk is typically what an Education secretary docs best in fact,
talk is a large part ofthe job. The power of the Education
Department, which. at 19, is the second~youngest Cabinet
department in Washington (the Department of Vetcraps Affairs
was created 10 ycars ago), is famously circumscribed, With",
discrctio,nary spending of about $33 billion a year, the age~cy
dispenses student aid for higher education.,monitors
..
compliance with civil rights laws and funds programs meant to
boost L'1e academic performance of the nation's most
disadvantaged children. Its budget has increased by about 40%
during Riley's tcnurc:But the secretary's most critical
assignment is to work the "bully pulpit."
.';'
. ,;.
,...
" ,,' ;
'.
,", ,..,'
,',' - '
'
"
On thai seore, Riley is no William J. Beimett, an Education
'. '". ~
secretary in the Reagan administration known as a moral
crusader. Nor is he a Lamar Alexander, the media-savvy
"promoter of school standards and choice who served undcr
George Bush and who, for a se'cond time; is seeking the
presidency himself.
it's a safe bet that Riley. 66, a former South Carolina governor,
will not run for higher office, He rarely even makes the TV talk
shows. But his voicc has helped shape important debates about
schools at a time when the nation bas turned its attention to
fixing public education.
In 1994, teachers' unions heard Riley chide "the intransigence
of some in the education community who see any outside
reform or proposed innovation as unneeded, unwant.ed and
unnecessary." Now many union leaders acknowledge that they
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must work to raise teaching standards and ensure that what
children arc laught is groWlded in reliable research, not fads':
tn 1995, the entertainment and gun Industries heard Riley
lament "the increasing violence by our children and the
increasing violt:oce toward Our children, ' .. OWlS are being
brought 10 schools as tests of manhood . . , And 1:1 $7 movie
ticket is all too often a ticket to see a killer use a gun," These
points seemed prescient after the fatal shootings in April at
Columbine High School in Littleton, Colo. Now. Congress is
wrestling with how to respond to the public demand for safe
schools, and Clinton has asked for an investigation of violence
marketed by the entertainment industry~
In 1996. advocates o[technology in schools heard Riley point
out: "You can't cruise or use the Internet if you don't know how
to read, And that. to my mind, is our most urgent task: teaching
our children good reading habits, getting America serious about
reading. Ii In recent years, a back~to-reading movement has
swe,pt schoolhouses, statehouses amI civic organizations
nationwide,
As for-standards. Riley has been talking about those almost
. nonstop since he tooK office in January 1993, So tuo did the
Repub!icans who preceded him. But what sets Riley apart from
hj~ prodccessors--and buttresses his standing with politically
powerful teachers' unlofls--is his unswerving opposition to
private school vouchers.
SeIU1ea, who r~cly misses an opportunity .to slam unions or
politicians cozy with them. ,decl ihed to be interviewed about
. '..
/' ,o""
~f
."
."
Riley. 'And Alexander would venture no criticism of his
successor. But he said lhat the 6"ducation community likes the
Clinton administration because'it docs not "upSCt the apple
cart."
"They don't like Mr, Bennett and me as ml1ch because we want
to change the schools," Alexander said.
Fltldi11,g an unqualified. unabashed critic of RUey is all but
impossible. This is a man, after all, whose school reforms in
South Carolina in thc 19805 were so popular (including a
pcnny~for~sehooJs s~les tax increase) that the state cor:stitution
was·c.~~n.ded to al~6w him to run [or a second lenn,
"You're" not going to find a soul in this country, including deep
politicai oppo"nents of Bit! Clinton. who is going to lell you
anything but wonderful things aboul DiCk Riley," said CheSler'
E, Finn Jr., a former assistant Education secretary and a
frequent critic of Clinton, "He has no t!.'1cmy that I'm aware oC"
But Riley has met with some notable failures, In 1997~98, he
and Clinton suffered a major legislative defcal when
Republicans blocked lheir proposal for voluntary national tes~s
for. fourth-graders in reading and eighth~graders in math, To
Republicans like Rep William F. Goodling of Pennsylvania..
chairman of the House Education and the WOfr:Jorcc
.. .JGnacgi?acti(1I1""'Yiew& Vdk VgwKey:;;,%28%2£%2F%2 E"/n2 Etl/u2FvoI7%2FCNS%5 FD AYS%2 7,'6199
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IIAYNSWORTll
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Committee, it sounded tOO much like the beginnings of a
national curriculum~-anathema in a country bound by a long
tradition of local control of schools,
AIle, as an administrator overseeing aOOut 4,700 employees,
Riley has struggled to shore up a department that critics can·
sluggish, unVt'icldy and vulnerable to politica1 manipulation, A
1997 report by the General Accounting Office, an ann of
Congress, found that chronic "management shortcomings"
were hampering the department's student aid programs. Riley
aides reply that improvements have helped cut the default rate
on student loans by more than half since Clinton took office,
Great Expectations Make Job Tougher,
Improvements in the nation's main school~poverty program.
., .
/'
., .
"
,.
known as Title t, have been modest at best Nearly two out of
five fourth-graders in America tested in 1998 were not able t9
read at a level of basic ability, a figure unchanged from J 992.
For students who live in poverty, the ratio of those unable to
read at a basie level in 1998 was an alarming three out of five.
In an ~ntcrview in his Washington office, Riley acknowledged
that many parents and teachers would question his conclusion
that Titie I is doing "much, much better." But he insisted that
standards have becl) raised.
"Having everybody expecting more from schools makes my
job harder, You know, people dl~n't expect much from Title I
15 years ago. Now they expect [disadvantaged students] to do
the same thing as every other kid. The bar has'heen lined,I'
Alw~y's careful to point out the limits of his job, Riley
acknowledged that questions ahout the state of American
education will persist nQ mattc;r what he does,
He handed Over a magazine Clinton recently senrhim as a
bemused FYI. On the cover, next to a picture of an eamest
schoolgirl, the headline read: "U.S. Schools: They Face a
Crisis," It was an issue orUfe rnagazine--datcd Oct 16, 1950,
.
~
..
~illl
. 1999 Les Angeles'Times. A:l Rights Reserved,
.
6Search the archives of the Los Angeles TUnes for similar stories aoout;
Il.l~ W !!JL!;Y~e.R:!:MllNT QF ERUCAnQN (U,S.).
lllilIlill..TAIES·· GQVIlllJ:!Mllt;1T QFFlrlaLll, ImIT£D SIAIIlS -.
m!.l<;AllQI'l. UWIEP STATES .. SCUQQ!.S" EDU{:AUQl> REEQBM.
You wiU not be ctulrged to look for stories:, (july 10 retri(,ve one.
-.,'/iindcgi?action=View&VdkVgwKey=%2E%2E%2F%2E%2E%2FvoI7%2FCNS%5FDA YS%2 7/(}/99
�The Hill
ScpKmb<.:! 1::. I ()'Il) Category' Tr.)(k
Educatioll Secretary Richard Riley
Infraslrufturc;tcachcrs and tc('hll(J)ogy hl'ad his unlinislu:d agc.nda
Ed'J~alion Sc;;n::lary R:chUQ i{;kY
s(!OJ..c with Ediwr Albm Eisele J\\J Slarr
Wril':! \l.ary L)-.111 E jon~s .1b.:!\J! the
SlaL' of Ameli.;:.:" t";IK.:lI ()1. his "'icv, or
the
[,-uc:"I.
g""r!~11'!c!1!'~
f\lk
in
ct!m;u!:vn, u,' :I'lpi;,t:mcc ,_, 'e,;,n;;niOI! ,;,
,l!) dc(tiol' i:-.~uc ill ::lCNO, :Inc j:l\! fil:mCI
Soulh C;,roliIM g\l\'Cfno(s 0\\;1 [,lIure.
foHnwinc. 'lIe e~cerp!s.
Q: Afler' a\!14'>$1 \.even year:> as
secretary. wlt;}l do yuu SCI! as IllC W'c;l1cSI
need for Ame:i;;an cdllrmlon? A: The
l>ggC5! inf:::SlnltlllfC niXi in Amcric~ is
,ch;\\\1
n)]\~IHlctiPiL
More, than
iLghways. 'FUC ;!lllU oriogn. mun: than
airpur1s, ;lINe (han c\ el)'lhing. . 'l(>!Ne
gC>l old. worn-olH sch~101 b:'l!ldmg~ in
nuny cases Il\a: imp;!tllhings \ike Uhl: OJ
Icchnok,£y. ';;llel)" el'wironClltnltl;1 l$s\>!:')..
... \'OU'\,>: !:!0I1111 ofll!O;,e" issoe!>. pm on
!Or or 11)31. ;Ilt: I~;llhc,,; cudhr.cnl erer,
"lid :h, ~Ilrllllm\'n: it,;:r\'a~!:~ over ,he
l1exl Hi y~a;s II''': g,c'nol ~u Be s:g,nifi:::all1.
... lWI'n~;l .... e\·O:;:U)lw :,)[): wilh i~ a \,ay..
rhy~ks ICJch<.'I, l'dl'dlC i:ltJuSlIY Cl)ll\c~
in lhen: "no ...,rrl'P.i them wbslal1litl\
1r~Crtll:'cs in IdWl th~}'r~ nwking,
(Tca.:ht:r,; JI~lll'~cd 10 hc paid bcttl.'L
th:.:y ,Ict;d h.I h\,' h~l1dlo:d ill ,\
prn!(.'sr.ioll,li 1\;;)', 1(' \'t: ;1 !<.:l>I1C~I~d
pn1r<.')$ivl',. 1'i:I'\!!1"t:~\,,,'\oIOycJi',
... Wl) !%\VC W C\p~,! !lUll.' from rh~111 ;lnd
hUH 10 f'ir0"Hk !~Me f'lf Ihem,
Q: How im?I>I'IUIlI will vriw';;"llion be
"~~!1 issue ,,)2000.' A. 11'$ ,cryclellf Ih(!1
Ihc Arnc-jean ptU;l!t 10\\' ru; cducaliol1
:11 ;be vcry !<l1l (If !"cir eonccrns,
!Rcec;llj ?ol:\ in!H:neG ll!X>W 70 "lC!(C111
M!Pp,:tt ()( :b.: {\'ilC! :,.:an pepplc j',;:
eJ",:al,on, An AIlC{\\"'~lH'lp)H Fesl
fEll! had cdm:allQII by taf fif'i! or the: 5
\\'I(J
is;ues_ And 141h was la, cuts, .,.
! QjH.o'.l. doc" Ihe ql';;!;\Y of Aruerie;)11
edi.!f:l!loll SHIck up ,1l;:.iIlSlthc rcs! of the
wur!c? A: The .:ducation of lili,; country
is 1:1C rcspcm;ihi111Y 01 (hc ;oLltc. ThJt \s
in \I;c 5j"l~ t<.'lh(i",::,l.l$ :me .hc gCl1crul
citth!h gr;li:Jc and 11<: 12:,h £,,,dc.
(?: !h lh,.- rmjlOSal hy Gu,', GeOlgc W.
n\i~it !f{.Tc\ll~l II) JCIl)" r..:d.:nl f'.mrl:n.;;
1<> ~cll(>(]b wi:h :i1i!i'lJ; ~wndard~ "i3;);;:·.'
A: '(11:11'$ the' "::Ulreflt law. (;0'-., B~>hs
spcrch rcally rtil~I·::t':5 rr,nwr:l y cl;in£.s
wc gOI passed In I:)().j. III :he
fJ.'lIlHl\oriz;l(ion of the ElellH:n:llry ~!Jd
St'~ondary Edllcalion Act. ... Fiye years
llgt> \\'~ mad~ a major decision .... Up to
Ihnl timc. di$ad\';!nwged kids who were
·'I·~hl,dcd it: Tille j h~d a watcred·down
c,lnicu:ulll,
l\atefcd·do\\ll
testing•.
wa\~!eil·d(lwn i)rogI3111~, Tha! W(lS the
w:,y it \;'.,£ dow::: lhq: IVeTC;": e,\pcc,ed to
(h) as 11!:ch .1, "iJs whu \\'er~ n(l\
liisad\'am<ig.:n..:. {The preside:lt and Ii
"cre pU'i...'J:ng for hig~ s!u:uim1. in aU the
SI~le~ zille we decided to rn:l};e Thk !
havc the SJmc 'high st~r.da~Js as e':eri
clhcr d;ild,
Y e-5. th:1' IwYC \0 '.I.ork
hM';ef Ane swnc uf 1d,1; SCCIl1S :i:<r il
mig!:; Ix: Jrf;;ir in ~'..l!;lC W:JYh, !m: ;I'~ the
!lInsl fuir lhmg yv\! e.ln (::) to poof kids,
».
IllW of 1he';!;;).: :h:n lrey pfl)\'\{lc rree
jlubhc ed;;cat:wl (v u~1 child,en in the
!v h;n'e them n:aiize they 1mI'<: \0 hilYC
state
The l~-dtflll gVl'ttllll\t:ll! is a
!h~ same high standards if theire going
,chool rcnovalio;1. They d~cic.e whether ~,' supjXlfter of Ihc Matt al\/.! !oe.. ! schools,
10 have choiots in life afte:t the:y finish
lho:y ....1lJll m bui~d scfo.ooh, reno,'ale old
We art a flanner. bw IIoC arc a jWllOf
school.
school" or whcre to bui:d.lhtm or [ho\v]
j'w1ner. W~ :m: i:1lo wpporl ;wd not • ., Q: 'Education stems 10 bt one of
to build Ihcm. We ;!r~ nm inr!11v:::c in
control
TIl(: :l~l>l ,!'lc1la:iot1al
,!'resirknl C!inwn's top pnod1ies, is lh;;!
C\lrn;l~r;sOl- ii' I'lalh ;;nd se:..:ncc in :hc '. !;>I' aCCWJ.le imp;c5siun'l A: Ahidutdy
lhat. .__ There arc,twu proposals 0U: ll!~rc ••
one by !Rep.), Clmlie R,lI1gd' (f).N.Y. j~. '~()·co!led n:-'lSS lTh;rC 1!1:c~:...'t:0'\:J1 : .." Y0d can't think h,,;;k 10 when J
Malll ane $C;<::H:C S:lidyJ (n;',
to: r"c$id~ql trlfco: yean; in u H)W has nVldi;
-and toe Dtllcr by [Rep.] Nunc), Johnson
lR·Co,1n.]. ... Thcy're bOlh arou"nd the
nlUp.ie 0:" year~ ~go. a :Oi,;.tHl g(tldc
eliueallaH of ait American d,iJdren his
S25 billioll rnn.g\!, and Ivhetl you rOllple
TlMSS test of"2 (o>1l)ttks [f<)lmd; w(
nHli!l lopic in :he St::He of the Uniolt
wcre second <)Itly 10 Korea In ~(:Iel'.ce, .
..!!dress.
the support or lhe people who are
COlliIl1ll1ed 10 either Ihe lohn~t)n bill or
In ma\~, in fourth sradc, we W~fe way
Q: Docs Vice P-resident Gore ha"cthc
(he Ran~d bill, ivhich are alln()\\
abovc avcrage:',',,,Eiglnb grode, we M!!e
S30lC COlTIn~itmcnl :0 ed\l~:ilit)!\? A;
ider::kal, 1:1C)' lmY~ 222 !11crnb~ls of
avcmgc We were sliti!1!ly abllve a~~ragc
A:1Ylin:e yot. sec 1:1C ndminismulon be
Cc:-]g:\~$s ....
in SCl~nce, "Ii~h\!y bd"w :IVcmgc in
litul ~!I'll;g, fQr'~;:;r::1:l 11£, JUt; know /\1
Q, Wh~1 ,il")\J1 :h~ pCllpi(' sine of
math, Twelfth grade, we were down at
Gore WllSlhcr<"
cJ',lta!iu!l. :h~ lC3i:h":f;".' A: A SCi:()IH.l
Q: Wllat's the prc-;lCr role fur l~e
(he bottom ~I'J jUq ahead of a few
issJC I w(l(.!d !1lcm;on is d<lsS sile
(ollntries.... ".',:bat h~PPCrl5 rr(l,~l the
t"t:dcral government in ..:clucmio:t':' A: In
rcdueli'ln, which ...·e f'>lssrd !aSt yeM. w~
fOlJrth gf1ldc WItr:: J;ythh grlld# io' Ih~ '. lhl! 19114 eketion, there \Vll.!> II re;;! !Urn,
took IN;I as a cOnlmitmen! over ,;I
!:2th grade'? Our children, in lh~ eighth
and it wa:; not Ii pro-cdllcation tum:
~cv1;n.yCt.lr ;Jc:i<ld !o provide. lQO,(lO(}
gr2.de math 1I11d !ltient~, !like
When the !04th CongleS$ looi; om~c in·
~pr:-\n,illla!t!y 1)'C ~1111e ,bi;lg 1113\ tht:
191
)5, Ihe big education ::;suc W:l.~ to
leather:. ;0: eall;: gqJ('~ 'p:.iaUy tmi~rJ
in fCiHlil1g II} llri!1!; Ihe cl;;» S'l<: 1:,:\;;;,1>1;
~bl':ren in Ja,,;Uj i;lk~ in lhe 5ev~nth
dimifl:Jte the Dqml"t !llelll or ~:um'lttl(>!):
al'cng;: down :\UIIl 22·2; :0 :7·1:$
g;;lJc, .. --;lCli 101 hi::;h ,(jho!, a lotlargcl
';'"afs ;11'0U[ <1$ fnl ~$ >",:\1 ~~n gv inlcrlllS
!;llIctmsj RCh';;rch darly ~hows uS ,11:1",
pCEenlllge [,,' ~;ude m] il' O!!:~r
A a !'edcr,1i mlc; lhey li1utlgiH there
c<q!ltf:C$ -.ukc Irig,u>G!lld(y ,'I'll caicl,I':5.
,;lOl!ld bc no fcderal rille. j'm plc~scd 10
makc$ a r~';d ,;;;rtn:I1~~\
;;;hemittfY, bio\()£y ane physic,;. hi lI;os(:
~y Ihm with the president's slrong
0: Why is thne -"uch d s!\rmage "'l
'car!\crs: A; 0;1(: IC,l$()n is you tI;;\\:" :hr
high school ~'eM~, Hur kid~ bq;in \0 wke
k~der~hir, ll::ld his \\ illinsness 10 velo
c:Jrollmclll il1:((':1Iw),. AnNlte: lis Ih:tIJ
less difficult, eh"Uell.l:\lug c,mr-.es. A(!d
anli·educ"liml :lP?fOl'rialion bills, the
th..-:rc's 'llcndcney IQW(!TCS <'!l';(!lk! d4!i.
so by the !2th glUJ.: Ih~:< h;I">'I:: \1;p;Jed ill
'\fl1Crica'l people ;;a~~;cd Ihe prcsidcl1l,
[er!tls of I':,' '<(1J<:~.
'f'lC n::Jd-rg
.";-, h~ r:Hl rvr r~ch,([i(ll1, I 'hink \.·(J\;Cll1i<;m
,d::1 rHr1lle il~JJ~FY wlH;n you hiF;: ;;
~.-;nL:S, w11leil ,\(I: Jill'(f~l\j rillH1 Tmn
"';;~ :_ ',·:ry , \;,1:11<:-:'111 'aCI\J!. Ant! new,
YLJ;fl~d :H.:rH>1I. ~:!y. ,,;h; i~ ,I va)'
"oJ ~L;Cn\,);, J\I~I r:lm~' II. :1>0(,\ l! yl:M
'" :ry'u;~} or L-.:!In sides reds 1tl;l: thelc':;
'\lush:-.. :I\!!, £(1l':1, ~1'.,'1~ hiUh $:'I11'0!
liS\} We W,'ll: \11' in 1\H1i1h grade. in t1
11;
i! n';}' i1l"[10IiJrt rC('~n" role. (lfcou,.-,;c.
It) help Slales ;~nd lot;:.; sd'.ool Cisuic:s
II tth ;he lill;lflcing or new $:::I..ools llnd
H'
is
�how yo;; dl,llhm is Ihe debate looay lind
"lIa, sl!Ouid Ihe ft:deral role be. It's c,car
!~at th!5lldl'l:nistrMiun bas put rn';lU~al~
opt Ilwre Ihal ar'." "'nainslrellll1, (hal nrc
pracl\cllI. Ihat make sensn
Q; Ilov.' wO>l!d you ...escribe yOU!
,clalion~hjp w;lh C{lflgn..-SS afler iltcoo to
~hilli.h
y;ur t.!erann1Cnl'l A: The
admini·SU'mion is way Qui fro~t in making
ed'UCltlion it teal priority lind not a
rhctotkal priolily. Everybody !tow is for
ecuc:1lmo beCllUS:: the American ptXIple
are for edOCali(ln, R:lC }\'lO have to sift {Jut
pwplc who, Me willing 10 hurt fly
eriucalion, Any poliTician is going to gel
up llnd talk about lhey'te for ecillC3.llfHi.
1'h:II'5 politicaL But when it comes to
mai--.I:lb h:mgh decisions, wh:n )'QU put
educl:itlO as a priority {)lftt fomclrt:l'g
elie, thcl'! thaI's IL lle%On who rClllly
bdieves in ¢ducalioo and "",,,!II5 to make
iL worl-;, I'm pleased to say W{'VC had
ennmlOas SJ['roL1 rrolll ::Jemotf;j!S ;11 lhe
ll(lust'llfld Ihc Senate, and we'vi' had
very good SIiPPOft from a large !Hlmhcr
of moderatc Repubht.an~,
Q: Whnl impact is let-hnningy having
\'H1 the classmom? A: The teciu',oIngiclil
reql-l;~eUi:mt5 should be part uf a child's
cdltl:a!iofl :all Ihrough lheir e:cmenlrr:y,
middle and hi£h school, $(\ thcy win have
a "twns founuaiion IQ learn wilh
technology l.I!\d 10 underst;)l\d !he uoe of
techn'.>logy,
Poor k;d~ don'l Iwvc
cvm['utns at ~0l'l1e, 0"1131:)" and Oll-.cr
kids llsually always do. So if yOll are',
going 10 provide a quality cdoc::\tion for
!l JiS!l:l~'an!!lgerl child, it is especially
illlpo'ti.!m II.> h<ive (c'ctl!lology ;1) the
school, wher,: Iha! child -~~n !cam to lise
,,' '.·.1
,
I"
,.It'.
.....
'J
.... ...l.'
.~;.: .i '~
r:
,c
u::chno!Qgy joSt like IIny other <;;l1i1;1. .
Q: Wllh th<: recent school Shootings.
cafl slUtl¢ms fcel safe'.' A; Thllc) 1)t'le
fCll!KlH for glY [f~~elll r.ve-Slale] blJ~ tour
rin the South], to illik 10 pafl:1E, lCllchcr~,
Sludenls and l;Hllldparcms ahom school.
!lDOUl the fact Ih,l\ if" the Safes! ['lace in
the community. Yel at! of us hllve a role
to make sure we keep il !he safes:: plaee
in the comml,mity, ..,
Q: 00 you pia... on cvc-r r',"nnino: for
office aga£r.? A: I don't know, ! rcally
don't: I'yc ll!wa)'s been onc 10 WO~\[ hard
al wha: I :;.m doing and lellhc future ta~c
eare of itself. .. I h<!ve flO pl:ms Uhol.l·
I"JJm:ng for office. Bul 2S 1 say, 1have Ill>
p!Jn£, ,Yoo get down thaI load, and it
takes yO\! of!' of what you'rt trying 10
do.•
��TilE ROll!: OF TIl"·F!';J)J'RAL GOV!';RNMENT ]N EPUCATIO:-:
SUI'PORn:-:G A NATIOSAL DESIRF: FOR SLPI'ORT FOR STATE
AND LOCAL EDcCAnON
BY RICHARD W. RILEY'
INTRODl:CTION
Throughollt the history of this rwtion, education - what ldstolle callcd
"the best pro ....ision for old age" und PlutarCh "the very spring and rum of hon
esty <mc virtue" - has p!;,yed a central roJe i!1 America' s development and
prosp:rity and has been at the core of our system.of values and morals. The
individual benefits are cleM: people with more education teod to nyC more
productive UYC~ tim!) UlO;;e with less education. I Beyond thai, education
• U.S, S.;:crel!)fj' Ij~ F.dUC;lbOO, 1993·pn::,cnt. gtnemor. ,sOIlt.'l C;lfU""ll 1979.1987. 111",
audIO: woolt! Eke to lhuflK Alex:tndcr Woh: for hi... resean::h nnd ar.J.l),si'·llnd T~ITY PeterSOn.
;)avid Frank. Leslie Thornton. judith Wins\oo, hmierme Studk'i, Theod,xe Sky IlIld Steve Snit!
go.ski fonhcir hclpfulrommllms ami soggeslioos.
-',
... ';;;".~ .' :"';-' ..
I. EdlKll1ion contribules directly to an irn:rease in prosperity and Cl~'ic" participation. amI a':
.
. ,. '" -" , .~, " " \ '
decre~c in welfare apo crime,,In 1995 tho: mediml average earnings for malf,':~ with ~'bache!of:5 ""
,
•
'. , ",
~',
l' t.· • ','
degree or higher was 52 percent higher than for males with a high' s"ct-'oOl t1ipl{)ma and 78 percer;t 0'
higher than for m~le> wno'had 1'Im ,;;r,\~u~liid fn;til high ich;x:L Fo; f<:m,dles;'I~ii fa~i~g' iiiP'wil's' ,~~:~...
even m{Jre prni1;lu!l(....<:tL In 1995 the ~ia" ll\-i,:,age ~aming r{lf fc;nales,wil~. aob~\cl1c1ors ql!gre~r;,
Of hi£:hcr Wll~ 91- [le!~rm hi;;h~r than fur. fcedes with D
·!'.:gb,schoo; dip):\irw<'and\! 2~fl pi:ri~'nl~; l' \
• "0' t
~
,
".
. .. ,.,- •• ,. ,·''''·'P
~'"
r.:ghe:" than lor krm!l(';l\ who had nDt g:-adua!Cd ;mrt'l h(gh scl-.ool:T;Similany: u~emjlk)YIiJ¢rit r.itci;;j., !- .~'..
, '"
"
".'
•
,~~
~,,~ ''-1';
'.""
","" _,
.,,:;;t;.,~, ,.,'
ar~ lw.et fur ctJl1th't Stadu,lllCS tban for high ~C~lI},. sradua~, a~d}he. ratc~, for.botJt. groyPS ~re.~
,
mm:h Inw-er than for dropouts. For cOlltge gflldlJa\es I~ unemployment fllie in,19%, was 2 per:'- .
!:em, while tht: "Itt for rugh school gt..dl.i:ll!!!l .... us 5 percent. and was 9 'perci:nt'for Ufopoms, In
~ pf lhe: pGpulatmn 11\-;»1$ below the pGverty level, 25 perceru did imt cornpkte high schooL
JO pcK.:;'n! bad n I»gh \Cbooj diplofrul, and :> perc<:nl oouined 3: bacheloo degre.:;' or higher ill
09:J7). U,S, DEJ'AftTMlrm' OF cmlMlll<Cll. BUREAU Of THE CENSUS, MARCH CURlU'::NT
PQrULAT:rlN S0Hvf.YS tl995). U.S. DCPARTMENT OF LAWR, DulU:AU or LABOR 51AnsT)(':3.
0
•
OI'FlCE 01' EMPlOYMENT AND U:'<EM!~.A1YME.'IT STATISTICS. Ct:ItRENT ?{;f-VlATIO:-i SURVEY
(19'-)::,. 1],S, J1£'FART'MCNT OF COMMERCE. BeREA\) OF THE- CENSUS, ANNe,At. [)EMOGRAI'H1C
Si.:ItV"y, MAkCH St!PPLE\fF~1 (1997),
In 1994. h:gh school drOfX'lIts were r.l'.lfC :han twice as h,k<:!y to rtceive i~ from Aid
Families with r:t<pendent Children (AFDC) M pubLic assiSllInce as ruSh .'>£.1001 gl1ldtlJlCS whn
did not go 0.. 1(1 college (14 percl!m wmp:m::d :1} 6 percem), Less than one percent ill perso."lS
with 16 )'C'utS or mure' of schOQ!ing n.::;:d ..ed puhlic assislar.ce. 'U,S, DEPARTME."" OV
lI)
COMMHRCE. BUREAUS OFTIlECENSUS. MARCHCURRF.I\'T POPl,iLAnON SURVEYS ()994),
29
,
!
. ,...,..
,.
�SAINt LOUIS UNIl'J:kSl tl' I'iJlJUC u, Vi IU;;vtCW
iV;)!. !i
wnethe: in the fonn of im:reased knowledge in a panicular subject or simp!:
the expt.·rience i~ provides to young people 10 help them become good citizens
or as .:.I means of achieving aIly number of CO'llmon goats - contributes ¢oor
mously to the nJ.tioa's economic growth and weJl~being. As Tnom:;s jeffer~of
wrote: "I( a nation expect:, to be 19nor-mt and free, in a state of civlli'zation, i
expecls what never was and never wi!! be,"~
A review of education policy 10 this n~ion fluS! begin with {he uniqul! wa:
tlw.t educ<l:ilm b treated and viewed by AmcrichD!i - a~ a local fUl1(;tion, a "tat!
responsibility, nnd a nalional priority.
With it:; base in the work of individual teaeher$, parents, Io.::al schoo
boards, and communi:ics, the nation'!; effort to strengthen educntJop and huil(
quality 5y:>rcms of ~cachins ~mc ;1,;i.lrniag has 'been fott:st!d primarily in JOC:l
communities, neighborhoods and schools, The daY~l(}o-day adminh:tration an!
operation of schoob have remained the work of local and private authorities
The overall authority far providing u free public education has bl!c!I vested ir
the Sfates.
At the Ilmnc :ime, [I(,'campnoying and supporting:but ;1:)1 preemptiog thi:
core function of locally based conlrol wi!!) state re$;"on;qbiliry is' a eri;ical oW
tional govenunental role in education that goes back [0 the fouodil1S of Ollr re
puh:k. For more, than two centuries, there has been an imponant federal roJI
in c:d'.tC:lliun'l!tal suppkrr.ents the ::::f/orts of local aou state goVt:.rnmcnls at(
individual schools and commuDities and addfes~es Ihc undcr~tanding that cdu
cation is a critical issue: th.a( affects the enti~'nation-and'lhe future-of all it
dtiztns together, It is a role that is oosed o'Oi• ang' in \historv but alw in fleet'S
,
"
,.
"
I,"
si:y. It is appropriate :md necesS-:ity for Uu;-olltinnu! gov~rnment of u coumr:
"as ,large"diverse, . , developed us ou:'s to.take Un a v:uicly".of imoona.:lt cou,
and
i
".';,.1>,'''''''0;0,.' ••
"
cation;:!! responsibilities und supp!e!1iCnl and kUPPO[1. ~~qte~ ~nd local offici..l
.. and "d"i--· tOts'.,.
e ~a
,
• .... "
,
' :.;..."',... :",'lli~:';;"'r:Mfo'-:'f~',~:.. ,,
, _': l'':'Z',t'
~ ",:',,:" Tliii\ multi--dimens!on.lIl- ~I!{ '',hU!~f.lliy~;:ppm_[iv;(,npp~ach 'to cduc.atio
po!icy amol~g local, state, <l:\d.n'utio~'al levels ~~~. qx;s!ed since' (he e,lrlics: day
of OU( democracy, and has b<een' much debal~a.""
fOLnding,rLl!hcn; certainl
The
-------'~
Altbo\lgh only "b<r.II lR pc-r~-ent of fhe pl'palatirm h~"c ru:\f\!r,nfli~hed high s'~hvc;J, It!
group lICCuUnlS fOf 47 pcr;;ent of tile Si(l!e priSOIl popuhmoo amI 5Z pt:r~~n! of prisilmm [J!l ilC-~l
row.
U.s. DIiPAf<1"MENT 01' COMML'lKCE, BUREAU oP THe C£.>.I$US, CUIW.€NT POPtn:..",:no
u.s.
Sl.'Rvt;YS (!9%),
IJf:J'AAi'tI-llil'IT Of JtJSrX.:E, Bl'REAU Of JusnCE SrATImcs, PROfilE (
JAlt.lNMAT!:5 (19'-)6), U,S, Dr:;PAKThIF),-rOP JU$TlCE, !;UK!£AtJ OF JUsnOi STAT!Snq~1
PuNISIl\lE:,:r (: 997).
;,) .>
Eillhty p!!fl;e!ll of wllt h gfacuAtc-o, 02 pt.:l'Ce!ll ,}f high ~dlOO~ srn:li.Mk'J;, 1111 l>llly 45 pc
,,;:
cel'.l 0: hiS!: schoo; Jrop()\jt5, were regislerctl It) vor, in 1996. FlIrt~f:U{lfe, "10 pctctru 0f coUt!
of high school gruduate:s, aue 32 pelceJU of high sehoul drOpOl,lIS
apol1~
th.-:t .hey H.jed iu 1996, U,S, DEPA/I.'rME,\IT Of' COMMeRCE, BUREAU OF nm CESSt;S,
AND REGlSTR.>,710N IN TIm EuC7!OY OF .'\OYEMllER \ (996),
V01l~
gt<Idual(!S, 49
petCtlll
2. Thomas Je(feru.a, imter Ul (oloud Ch.JTlc.' Yauct:y. )!.tfllllll), 6, 1&!6.
~
,....
�"
'.
1997,
THE ROLE OF THE FEDERAL GOVERNJ·1ENT!N ED-U('ATION
--were of no' like mind on the subject. Nevel1h~les$; even as many wen: suspi
cious of ll. nariOD:ll g-ovemment:.;! power, most Americ;.tIJ leaders believed in the
Strenglh of educatioo, pal1l.:ulariy insofar as it waS integral to creating good
citil.ens, and thw; allowed this view, to overcome t~eir fear of federal cont:ol.
Thoma::; Jeffersun, for,example, who was an avowed !illites' rights advo
cate, rec0Ir.mendcd the application of federal hlnds '"to the greal purposes of
pubEc education, rooids, rivers, cnnais, and otne: objects of public improve
ment.") Among his proposals wt:.re ~hat fa~\llty from [he Vniver~ity of Geneva
be brcJght to {he U!1ited Stmes unde~ federal sponsorship.4 George Washing·
tvn advocated a national ulliversi:y to promote learning and virtu.;: among po
tential st:2tcs!.len,! And Benjamin Rush, (loe Df the RevolutiofllirY leaders,
yroposed a national system of education that he hoped would· fulfill too needs
0: the new democracy. He believed, along with others like Jumes Madison and
Juhn .A.dmns, thaI the heM security for the new nation ;ay in {l proper form of
education.'"
Allhough the Constitution L<: silcm about the subject of education. two spe
cific provisions have provided the grounJ$ for most of Ihe ensubg debalc over
t;le respecrive roles of state and federal governments in edw.:atioT.. The Tenth
Amendmen::, which reserves "the powers no~ delegaled U' the Uniteu Slates ...
(0 the Slates," has lxen cited us support for the argument th:.lt ~chooling is
;.oldya non-fcdera! f:mction, This might be an i.lcceptable argument if no! for
Article ], Section B of the Const:tutlon, the general welfare clause. That 1a1i~
guage st~lte;:; in rekvam pan Ll)at ''The Congress shall have power: To lay and
coUe~t taxes, duties, imposts and e~ci;,es, to pay the debts and provide for the
COrnrT:Ol: defen5e and genera! weifare of the United States." Over' tine. the
! . ',',
,~
,
.,.:. .
,,
.: .t··", .-,>-, ' t J . • To El'lFCkCb Ef)jJCAT!()~ 26 {1974}.
.,;-:,~l~~N~:~;";.~~~".
' ••
i}:'; , ::'.:~ '. .'
, { ".
::.. "" : '~, Sn:pr.en 1,' Sr.:i::goski. liili/my of the US. fJeprlf'lmenl (>f Edu.f4Iirm' and its F(>N'nm"er,
":,,,,'."1-..,
'
Clnjllibliiihc,-.J m:;nu~rip!, .;; {1 iJiJS;.
.
5. Albert Cas1#:. T};e F()~f1(iins Fathers (J.nd Ihl' '(ilion of a Nfltin.>iai 'll!l1~I'r.<il). J. HlST.
OF Eo'Jc, Q. 280·99 (1(j6-,f), Woshingu:m cloqu~'1ltly ikscri'xO the contribution (It Knowledge to
an enlightl'ned govcrnll.ent un<lcr the COlhlituhufl· "To 'tie r~j:unly of Cl fJ'tc ~clllli{1Jtion Iknuwl
edge: ~ofllribu(e; in "'arlous w;ay~ - t:y l:t;1lvinclng those whf> are intrusted with ~hc pUblil;: ad
:ninis:raticr. :hal every valuable e:rlil a: govemmem b ruWI r...'"lWreu. by tr,e enl!g:~!lend coofi·
eence of :I;e peuple lind by {e:::dllng the reov1e th.:tnselves to ~n"w and l(; valut their (,wn righl;
t:) d i = ar.d pl't!Vide ~inS! inv~dorl$ of th>:m, I" Jl~rintui:..'J between oppn.:s.<oc. and the nec
\losary e:<:e;d::c uf lawfui U\.IInority; between burUim~ Froc~ed:llg [10m 1I disn:gard 10 their CQ/l'
•·Ve:Jien;;e ane t!:o.><e resul':ing fwm the i!le~ituble exi£\:rn;ies of 'OCle:y: 1<) di~criJllina:e th;:: ~pjtl! of
~ !ib~~l»from :hll.l of licemiousnes:. - ch~nshing the first, aV0!Jing the lllS! - and unitlllg a 5pe-edy
bur teJ'llpem!e vigilum;'e .Igain~t encter;ehrm::rts, wiL1 an itNiolabk resp(!C! to the !llWS."
RlCHARDSON. MESSAGE..'i AND P,'j'ERS o,,"ms PI~P.S!Df.r-;T 66 (tOOl ed.l.
6, AU.e; HANS~N, LIIlCRAUSM A.'<l) AMH.lCA!\ F,Dlj(ATlON 11\ THE I 1m1 C".",nJRY 4&-63
(1965). H:in~en al~j) di'Cll~se£ ReI:oert Cora.'1l'S :79:1 "Plan for the G...--ne-ral EstabbhmerU of
School, thlO~ghoc.: th~ U",itet! State$,~ :",hich WID bused on !/'e essential lela[jooship between
educati<'n :mJ the illrthctJn.:e I)f de:ntl<:rmic principle., Jd. m 63-&(
'.
'
�SAlhT WUIS UNl\'EHsrr'Y rUBUC LAW ReVIEW
11
. [Vul,
representatives of L>tC nation's citizens have done JUS! thaI, with the gen
support of the SuprGm~ Court iI! a number of areas, exercising this canst
tional alnhori:y by appropriating funds to "provide for the general welfare. ,,"
This dcbute has remained n:markah!y cunsistent. even as our nation ant::
education system has grown and matured. In the 19th century, for instance
al least one Stu?)' has ?)imed out, "opponcllls of stme involvement in h:
education used atgurnent;; remarkably similar to those we hear today aga
federal invo!vcment,.,8
This article is premised on om national understanding of the importance
n federal role in educatlon. the goal of which is to supplement and :mpport
cal and stale efforts [0 improve education. In examining this federal role,
article wilJ first discuss liS his-tory, us well U~ the practlcul nct;!d for federal
volvement in education. It will then examine current national educ:.ttion p
.des: and how ihey fulfill the natit)J:m unuer~\andillg of the fedcm! rok in e
cu[lon.
I,
THE HISTORY OPTHE FEDERAL ROLE
,Even before the founding fathers had drufted the Con;.;ti;ulion of
·,n ..
,~
-
..
United Slates there were fedewl polkles Ihat promoted educo.tion, Two I:
ordinances enacted by the Continental Congress in 1785 and 17X7, in wi
Congn::5~ estublish.::d rules for the sale of public land in the Northwe~t T(
tory {the laler siates of Ohio, Indiana.lIIinois, Wisconsin, Mkhlgan unu p<u
Minne~otu), irlcludcd policies to.support the eonancemem of educmion in
new nUlion.') Ba~ed on a colonial precedent, the 1785 law reserved nne Sql
.. mile out of every 36 f~f the benefit of puhlic schools. The second Slaiute'i'
firmed (his gnat stating that "Religion, Morality, and Knowledge, being ne
sa!)' to good goycmmenl a:r.ll the harpin(;~s of mankind, schtlQls !md the :ru
(If education :;huU forever be encQuraged:'lO ',The land grant policy did no
into effect until Ohio became a state in 1803. Since then, all but th\'te'i:l
-~--------.-
7. Sf!e, e.g" Udlet! $I:I{e!> ,." Bmltr. 291 U.s. 1.
t>5 {1936J_ AlelIandCf H:unilwil
$I
,hi$ brood reading of the ~::upc of the genna! wdrare ~\ulhor:ly III his Repvrt un ;;1ruwf4(;
"It is. thcrefrm:. of lICCessily, left w Ihe diM:retion of the N;rtionaf u:ghlal1l1e \0 pronounce
t.';~ <.lbpcu.
<II., _.
'.<-Wcll C\1nccrn I~ gelll:wl \\;clfar~. and fu! whiCh, \lll<':~( UM( de>criplion, nn a
prialicill 01 mom:y is requisite an(l proper. And theR 5eelll~ to be' no ronm fur Jci.b: tha! wh
Conctl11S th<; gc;v:r"l lIl!ercM~ of !.mrnirll, ()f l!gricdmre, of mnnllf:U:lilr~!, nnd of comme
within the sphere of t.';e n:t:iooa\ ctllludh. as far ~ regl\t<1~ un applicutlon vf !Il"ney" (Elill
added},
S. Carl F. Kucstle & Marslmll $, SnSth 71lr Fed.!'!I! R"lr m
£dUt4rion, 1940"198f), 52 HAlt..... BOCC: REv_ 3l14-, 3&6 (1982).
£/C'I>OIMI)' 444
StCO
.
9, JAMGS MONROE l-IUGh1.lS <it FREVEklCK M'\R~HAl,L SCOUL17_ EfmC,\T1QN IN AM
292-93 (1960), The primary .".rq)QS<; uf these 11Iws W:IS !o encourage the scn!t::tL"ril :m<l ;
western lands ld.
10. Northv.est Ordm;mce of 1781. A;1tde 3
�I!.I'Jij
Tm; fWu:. ()FrHE FEDERAL COvERtlMf...AtT iN EDUCATION
[(J the union hllVC received fedcrullum; granb for public schools,J1
rJetJ10n.;;tfaling a cJt::Jf {,nucn-tantJing early in this nation's hiJ!t>ry that a qualiiy
edUCation is a ...:dtical P'\'rt of a developed and developitlg society, Il ls an un
derstanding [hat continued IO grow with the muturdlioo of tbe nation,
During the 1830s, education refonner:; buill a movement around t:le crea·
IIOIl of common Of public schoois. This moverru.:r:l. led by edUC:Jtors like
Horace MUM and He::uy Barnard. Wlli, intended to strengthen and reinforce
civic values ~md traditional and dominam "American" beliefs, rather than
D
ch,mge them. It WuS a time of "schools but 110 school ~yf,\ems," with reform
ers ;lr~Llit'lg for development of the latter rind for the meUM of supporting
1
them. •
Tht: succe~s of thi:; movement led to ~r.e cstubJisoment of stale education
ugcm:ies {h:..-:igncd to collect da~" anti provide limltetl din:ctkm to lOClll schools.
This., in lurn. created a drive 10 I!stablish u Ccdt••d agency Ihat woukl help ac
comp1l5h the same gtml (In a mnional level. 14 Such a feder.tl agency was es
admitlt:d
,
I
J
I
I
I
1
I
j,
"
I
I
!
tablished in 1867.
.
The Civil War marked un impom.n! udvJ.:1CC in the Icoer:.] role in ecuca
tion and further emphasized the priorit)' thut Americans place on edu~ation
generally, and more $p~ifii:a!ly the positive role thm the ,government could
play in achieving or .;nhuncing th~lt advallcement. During the waf itself, in
1862, Coqgress enacted the Morrill Act, which provided assisf:1nce to agricul~ _
colleges. U It was the first major federal education program and part of "3
,
"
r
f
~;)'::,~~[if~·;;i~Tsi'~::·~~~·O( II drive for greater dcmOCr:lt:zalion of higher education.,,16
,:~
Pio
, part:cipat:ng in tht: move:ne:U westward wanted 1.\ practical educo.tion ill
and [he "mechanic illtS:' As th:; chief sponsor of ihe law stated in
'~~~;"i:~~~~;~~::~ i~:~ ,~~;c:::a:~~ national needs and imerests a century later:
t
ideo. wo.s to offer an opponunity in e\'cry state (or a liberal
edUCation iO larger numbers, not merely :ho:1e destined to lS:odentary
to lhou much needing hi~er instruction for the world's busi
'fessi';n:,'bm
"
"
,.
m
,.
.
industrial pursuits and the (practical) professions oflife."n
):"'/':60u,,,,,,oo Wah an important by-product of tn:o war itself. Samt! Ilbolition
. 'is.s even described the :;Qnr.ict as 1I W<lr over education bec.luse of the possi
bility that Ollr'::;.1'lavery was nbolished and slaves became citizens. they wQuld
be able to avail'·!·».cmselves of ull the benefits of citizenry, most prominent
i
"
i.
II, HUCHES &. SCl-llJt:rz, supra fI<'.lte 9. al 293.
."
1::. Snitgosi-;i...,fucra n,l1e 4, nt 6.
ry
"
or
J:L H\RRY
.'
.
KU~s:'1; ;1Jt tJNflH) *rATliS O·FFlCF: Of' EOUCATID:"l _
A C€r-.--:lJIH 01' S..
::RvlCE
(;965).
14. Sruegm:ki, SlIprYl trot\:! 4. at 7.
IS. Sa gtneroity MomU Land Gr.(m A~! of Jel) 2. 1862• .th. 130, 12 StAt 503. 7 U.S.C.
30L
:o.
KUR511, IIIi'm
17. Jd.
flo~e
13. al 9
�"
.
S-dr.T LOUIS UNf\'£RSffY I'UBUC U. W REW£W
IVe!. II
among these ocmg education. In addit!on, the beSt wa), to pr~pure frced slave
for lheir wciul and civic resfionsibi!hics. as weU as their benefits, W!\S to vr(
vid~ them wiih educruion. til But there was alS(> a belief >lnlong ~{)mc in Ih
North thut greater eu.ucationnl opportunities would "s'ecure white loyalty (() r!l
Unio;:,',19 These northerners believed that tht best way \0 reconstruct the de
femec Soulh was tf,rough education. Thus. at the dose of the W:ll', the go'>
emment conditioned the return of a flillllber of Conftderah: Stale" to the UniOl
on their guarantee Ih~t they include a specific right 10 education iri their sfrlt
7fi
coostitutious.
At the S;Jm:: time, there W,IS a growing belief in the need for n limited fed
,
era! role or'agency that would provide information and eQuid induce stllcS t1
improve Iheir educational syslems,~l This movement led to the cTcnlion of
United S(.:Jtes orne!.! of Education in ! 867, the pdlDury purpose of which w:.\s:
"C()lle~~ing such statistics and facts a~ ~haJl show the conditio:} and j1rogress
of educmion in the S(!vcm! Statt,." mId Tcrritories, nnd of dJfuslng such infor
mall(m x~p;cli!lg Ihc ull;ad/;.lion anc rnumgcmcn: "f xhool~ and schoo!
sys(em.~, illld methods ofteuc:hing, as ~hall aid.he peopk'or the Uflin~d Sta\e~
i:1. the eSlahlishment llnd maintemmcc of efficient school svstcms, and Nhcr·
wise promote thc C:J.l1!;o.; pf euucation lhr:mglmut the coumry,:'Z1
'.
.".
."..,.
,
..
Due to u number of problems that includeu administr:ttive obsl;tcles, l,$lt
Departme,nt los! some support and. in 1870, went from independcnt status ti
bec0ming a division of the' D~parlrnCJlt or the Interior. in which cap:!city i
stayed until 1939, Nonelheless. with a mission (hal inc:Juded inducing 1m
provt:ment in the nation"s schools and playing II signilicanl rule in thc reeor
.' strucli()":1· of the South, a fedcw! role in education c!earJY had heen staked.
. The importance of euuca~ion as a national issoe ;ll::cdcr:tle(j in lht! 201'
cen~ur)'. Congress pas::;ed Ihe Smith-Hughes Ac! of !917 to address nle shor
HgC uf trained Wflr'kt..'l1; Ih:!! htlc heen revealed during World War'!: ·:rhc H'
supported by both' labor and bu;,iness leaders, allowed the reJc~af gl'vtii~'une
to provide Hid to public secondary schools for vocational education program
(mc V/;JS supple~nented by :.:dditional !tgisl:uion five times over the next ;
years. During the Great Depress:ion, numeruu5 n-ltiofHlllaws were pa,,~ed It
either directly or indirectly aided education at the local level. from pttyi
tea(;hcrs with Federnl EIllt:!rgency Relief Fumis to building schools with mon
23
from the Public Works Administr:.l!ion.
18 $niegl.J,k). supra fle!e 4, :.t 7.
19" hi
--.-
20, Sa NCAL KUMAR KATYAL, TIm RliJ>tfaUc....... GUARA.Vl"!ill 01' £nUCA'OON 61.69,
coming (199'J}.
21. Snicg\l~kl,wpranOl~4,ati!
22. The De~n! of&}uc1ti,m Ac! of 1))67,
23. KAf\S1lL &. SMITI1, M'pra notc II, at 389.
fa
�'.
1997)
THE ROLE OF THl; F£D£RA.L t:;O\'El?}IM£,';'T iN EDUCATION
Few (:~amples belltf iUustnue Lbe power of the fcdeml government !l) open
tbe doors for education and encourage expanded teaming opportunities thun
the G! Bill, passed in \94.:1.14 With ,he c;re~tion of the GI
Bill, the fedt':ful gov~
ernmt:ni ~!fcn!;the!1cd its f(lle tiS 1l1;\C1:lnS 01' pru\'idirtg gre<lter access (0 educ;,>
lion for a1:. with ;J S1rong emphasis on providing financial aid to help ftlrrilics
pny for cullege. Under the bill, World War U veterans were eligible for edu
cnlion h;llCJJts fur a m::xillltlm of 48 months, GcpcmEng upon their length of
service. The Vetemns Administration p:tid th~ schools for lUilion nnd hYing
allowances, In <l pepula;:Jon of 15,.l mi!li,)t1 veterans, nearly 51 percent. or t&
million rcct:ivc:d eow::atio:l i)f tmin::l!; I.udcr the bill, 2.2 m:!lion or (hen:. al
colleges and u:Jiversities.;'.$
During this post World Wur II peri'.~d there was.a!so limited federal in
vulvemc111 in ekmcnulry and ::.el.'ondary education, through funding for voca
tional edllcation. school lunch progr..tms, fedent! dependents, and Native
American ~hildren?~ Tni!; d~v-eIQpment advflnced even furthtor wllh passage of
The Elemcm.lry and Secondary Educl~j()n Ac! or 1965. whic!t created the
mCnll:> [0;" tae federal goverr.mcnt iO provide fin:mcial assislunCC to lrx:n: ecu
CUli(:ln :t;:ellcies 10 :iSSif;1 in toc eciuCalion of children from luw-income faml~
lies. l1 111\: ~en!erpiet.-"c ofth1" legislation, known as Tille I, stm consttt!l!es
primary fcdtr<lllnv.-;~·tnl\..'nt in dcmt:llUlry a~Jd 6eCOnd3ry I:ducoti01t F,)r fiscal
year 1999. more than $8 billiun was budgcl<',"d fur Title I grunts 10 Local Edu~
the
•
•
catlOn A,a:.;nCH!s.
23
.'.
-
.
,
. , .•.• ~..:.: "''''''' _
.. _
.
The H igller EJU:':'lti~;il ~.\c'i t;C:]" 965 ii another \.!xan:p;c ;)f !he impnrtJllt and
,
".
", '";fer .::>~d,t""':'
productive role the fClkrahgovernment plays in educ:'ltion. erc.!led to continue
and expand the ~ifoits·Tn;~li·tii·i·\n\he'National Defense Educ;ltion Act uf 1958
cXpand\lr.atlHl.nd ~ch:ncc:edur!.!,ion in the-face'of Soviel \lchleve-,
r~" ,\'\";;r(dc~igne(.Lto
...
,'.
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,
' ·mentsjn oUfcr:.~p<lc~):' t~ciHig~l~r.!Eflucation Act was part of the growing un-'
". .dc'rst.andiilg,.(ii the~ln~~ri~e',;o'f;extell\l!ni;_ educational opportunitk:::: into col·, ~
~ ,.
,.'0,,,.;;. ~_, ,-.· •• Nr:"... q;\,.''.l , .( -l!,
.,:: lege; .through: liXilis,• 'l/tllrjgnl)~~ms:7"JI'! t ,:,
.me
,
,,' • '''''''''''';~''''mr """ ."11 ,"", "
As our's,lciety:fias::b&;on'lcr1nore ~lware of the o!;!eds of previouslj nc
,'.
,"-' ;,,s'D',"";" ) " ' ' ' '
.,
'
gleeted portlOns or-our popt!latlOn, rhe ltull!J)1jl role m makJOg sure ail Amen·
cans have \~ual edu;;~:ion[il' opponunmes hJ'> grown even (urina through law&.
such as Tho:! lml:\'idt.;uls With Disabilit)es Act. 2" ..:
There hilS grown - alon'g with ollr nation's size amhuphistication - an un
derst;mding of the importance (If a federal role ir. education. ,This role is
24, The Serv'icemefl's RealljlJ~tmeu\ Act of \944,
___ ~
') ,
25, MU.1U" GREENBI!RO, THE O[ BJIl. - THE l..AW THAI CHANcilin AMl!!<JCA J IJh ([9971.
::6. KilL' TLE & S)'-1I:'I1. SHpY(j .1;>le K, l~ 389.
27, Pub. L Nq, rjj·S74. nOl. as a;j!!<;d by §2 <.>f Pub. L t'\). g~HO
2it For:o dlensive djsCtl~s;(lI'! of!oo ferler;il tole in dementary a..,d ~;;ry edlwll.tioo
aad reform 0f II>;! EJemeowry aad Seen:;;]ar)' EdllcJlitm An.we Richard W, Riley, 1'11<' ffllpran'llg
Amrriw's Sciwvl:iAo and £iemellltlryami Scramiwy Educalum, 241 L, "'" Eove. 513 (I99'S}.
29. St'e Pul!. L. ~o. 96,(42, 39 SUI!. 773 (1975),
�SAINT LOUtS UNfHiRSm f'UBUC IAW REl'f£\!.'
IVaI.
largely implicit in OUt laws, but !lnds SllppOr1 in the gent:fal w,,!fare dauS{
the COnlttillltion thaI SI.:H.es that "Congrt::ss shall /lavl: to.. pn:wide fo:
gC!lcral welfare of the Uniteo SLates."
The Supreme Coun has supported a broad Congressional power to pro"
tlnanciul 'assistance or funds for the "general welfare" of the peopie, <!S weI
the c,lwllary power ro place condi,ions on Ihe receipi. of federal funus. lnc!
lng funds fOf education. At the same time, howe\-er, it iii important 10 cmp
size tha! this power js not a power to exercisc federal control over educotio
curriculum. Indeed. the act c(,;!<lting [he modern-day U,S. Department of E
cation re:affirms this. nnti:r::g:
"'No provision of 1I pn>g.raro administered by LlJe Secretary Of by any other offi
cer of ;he Dertl!t:TICnl shaH be construed 10 audlOrize the S&retary or uny'!mct:
'officer lo·eXI.'tCise <lny dire('liup. supervlsiot, or control OO'I.'r the wrric:..!lum,
program of instruction, udministmtion, or pcr~onllel ot' nny edlJCa(i~mal imti\u~
lion. sc~ool. or schoo: system, over any ac;.;rcditing <lgency O!" association, or
o'eer the sdccti,w or ennten! of liot'.!!), resources. le)'lbooks, or olher ins.trw>
!lOl~al nllw:::rbls hy IHi e1~catioJ}al institution or school ,~ys:em, except ttl .he
extent <luthorized by law.
The federal government has' continued to work constructively wi:l",in
requiremenfs of this authoriz:nlon to help strcngthen local schools 1lnd ~\.IPI
the effon~ of Ioeul cOIllOlunities 10 improve education, A number of cur
':\tiitii:li;\:e'S demonsl;:lling' this suppol1;ve work ure discu~sed in Section lU.
. '~','., ,.:,":!~~.~.,
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:,:~~,,j.rt;~;~,g~rt~f lr.l~'9RrANcE OF A FEDERAL ROLE IN EDUCA':'10N TODAY,
>
:·"":t~'~'I.'~.;fl""~'t?~tr.:'f'~'J;it~~~ha~lthis,.natiQn
peen so Co,!fyoOled us jt is today with the las·
, :., .';,. \..,~::;.'~e3~~,\ng.soq~.~~h' 10 so many while reaching for ntW high standards. We
- . , ";",. ,~,":t,~~>;I.t~l;'~;~iil'la~;.whrld~where knowledge is exploding illJ ilround us - (] time of new (
,,' '.' .'.""
., "Ii ::<'~"IJ'*"f)i1i":'"
'
"
., ::: f,r,... •j :":'r :\V~.!'JengeS:·:<where· thc need for tools to prepare WI for these challenges is extJ
j.
',""
~, .'.!I'~.I~I,.ldhlo'i):::l~ ?au'jition, :;tudem en~ol!mems are fit record levels and ex~tf
- . , . . ,,""".'\',
,
:, ,h,!f,inCreil~e f"f anQther ten years Meeting our nut:on's amhltlou5 goals reql
an'effecfive partnership and constructive balunce amol1g the local, state,
federal pl:J,yers il1 educrtli.9n,
There are several spe~·jM.,; ways in which !;'.; federal govcn::n:lent sr
and does benefit education a! the ItlC"! lind st:';IC levels. These can be gro
generally into five cutcgories.
First, and most trJdilionafly, (he federal govemm~nt is a dcuringhou
good ideas, facts and figtii~;<:,:;tf:;d.11 c;\talr.~t for improving the educmiQtl (
nation. In 1867. when Congress created the first United S;;itcs O:fice of
cation the federal goal was to compile and co:1ect statistics about educu[i
inducc positive change in learning .across Ihe nntion.
'
30. De?artmc.nlo.l Education. OrgaJlI1(j6o~ A~\, P.Jb~ L. Ko, 96-088. g 103[b), 93 Stl.
67:} (I 979; (cIKlif;etl at 20 U.S,c' § 3403(b) (198-8)),
�Iml
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'f
e
THE ROLE OF THE FEDERAL GOVERNMENT iN EDUCATION
- The Qriginal goal i5: still being met today. In every state and community of
the nation, educators and families <ire lttlming about effective ways of teaching
and learning- through U.S, Department of &!ucati{)n~sponsored research,
CYU1UitiJOn, and technical assisumce. Many effective innovations In educa·
tion-for example the National Board fOf Pro::"c);,~ki!1al Teaching Standards.
which helps evtlluu{e ad raise standards for te;,\chers. or the closed captioning
for television to lli>.'iiS1 the !leming impaired-require !oilg~tenn research and
investmenrat a scale tha: almost r.o state or locality can afford.
"
In addition. through the Educational Resources inf(lrmmion Center
(ERlC), £IS well.us the Department"s award-winning lriternet Website and its J.
800 pubilc Information phone numbers, the Department is helping more
American communities identify what ~orks in education - and helping lhem
kuru about the 1ll0S~ promising strategies for improving 5.Chools nnd children's
pertorrr.ance thill are being put into place in communities a;;ro."s the nation,
The U.S. Department \If Education receives appmXin!:Jlely t'~'-(l million inquir
ies a yew· nnJ u!lows fumilies and communities 10 draw on ex;:rerienccs in
every suw~.
.
.
A second critical federal role in education h. to help communities and
school:; r?jse academic achievement. meet the needs of their slUdems. and en
able all qualified students to gel into college by increasing <lcetss to pos.t·
secondary educatjon. This role has a dual objective. involving issues of bolh
equity and excellence..
Higtorically, many low- or modera;e·income students·(.'T students:who Hre
,
,
,
otherwise di:-:adv:.L1Iaged or are di.<.ab:cd have needed exIn! ass.istanct: and sup'
". ,
,
' "
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pOll to w:q:lire (he bm;ics or pay for college. Oflell ' lhe~coilllnunitiesidnd
,
'-'
",Sfh9?h, !IM,~ se[.~e t!)e~r£~hl~~P .~:J.v~!he i.~ast t:t;~~r;;c~.t'_!;\..!'~~lr;:~:ifg,C!;f:!.!~l,
Accounting omce (GAO),5tudy demonstrates, the U.s. Departrnii'm Of:Educa • .;'
,
.
i,."',
.)'
.
- ' 31'
,
tiou's funds are tarsclcd 10 students of greatest need, ...While,stales,try.. lO pm-...
v',
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vide the fo\!nd~!i9~ fJJ~9~s f?r ptibli;: schools in !!'1~ita~I;:f~;~~!.ig~..n7~o,lIy
Ht any given tinte·alxli.lt omHhird to one-half
ichools a~e' in.';~~(.7,~:PllfiS ~~ .
cause their state funding system is inequitable?· Fed~ml runds,r:C.d~lc:c ~?me of
the <Olltilluing inequities in locaJ and state education funding, '-yhich is one
reason thut tbe GAO w3rned recently against creating ':m:eSlric(cd block grants
to slates from the fcuer,a! government. 3'
To ellcm':f:Jg:: excel!t:nce and high s~a:1dnr-::ls of ]cuming, the Department
deHvers ahnost S 1.5.4 bimon in highly targeteu ,.md structured funds to stales
und schOOl district;; to ussi$t locul elementary and ;;econdary schools in pro
......
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31, GAO Study. Schr;1vl Financ(: SWle Qlld Federal Efforts to Torstt Poor SLUdems, H8.HS
98·36 (JJJ1. 28, 1998).
:31, S~(, (,$" T~[lUIr Lewin, f'atrhwork of School Finullcing Schc/JII!.~ Oifers Few AIlS,.....'"
and Much Cor.jlir:f, N.Y.1'IME.$ lit A23 (April 8, (998).
31 SUSllpra fture 31.
c··..·
..:..:
�SAl!>7 LOUIS liN!VERSfTY rljBUC LA W RiMEl'>' '
"
!VoL 17:!
viubg a tiuu!;ty educ:J{ion 10 all Children. It also provides .:lbout ,70 percent of
an student financial Did for college. abom $40 bjjjlon. to give studems greater
access to the best jX)${sccondary education s)';;tcr.! in the world.
A number of additional henefits to 10("2! educ:ition <lgencies. have come
frnm efforts by President Clinton and the U,S. Department of Education to
create more of a partnership thtln in the pas! wilh regard to federal grants and
other assistance for educ(ltion. This new partn¢rship. which [s premised on the
idea of greater llt!xihililY i:l ex..:h:mge for increased accQuntability, has focused
its efforts in four are;.;s: (I) :egulatory reform and flexibility; (2) reducing fed
et:l\ paperwork reql)lremClltS; (3) improving <ludlt procedures: and (4") improv
ing service (0 S;iltt'S and school distrit:ts. part:cu]arly by providing technical as
sistance support aCld better acct'$S to information about federal education
programs :md activities,""" The result ha.~ been a lowered regulutory burden,
les$ paperwork and red tape, streumhncd :unlit procedures, and improved ,U;w
tess to infonltiltJon - all
whh.:h h;:vo; ~lgr:ificun!ly aided li1cai education
,
(.
.".
'
u!,!cnc\cs , e.lol1S lU pwvH.le quu I' euUClHlon to ~tud "
Hy . • .
eots,
A third kt:y role in educalioli for the nadoaul govenunenL which buih.Is on
ils efforts to prO\'ide opportunities fDr kaming., is.1O help pre'pare young people
\0 achieve and succeed in cullege and C41reers, and to be fully competent to
mee! tbt increasinglj lechnol()gical dem:mds of sociely and work,
'The School-Io-Work Oppommities Act,)!' for instance. provide:> seed
money to help s!:ltes and JOCal comJ:lUnilie~ prepare youth for higher education
and careers and equip them to kam fcr. a lifctirile'tlirough partW:Tships of
schuols; t:u~ine.~ses, and c()mmu~ity Ic:uk:'n.: >~A.li 'states i'eceived development
grants in 1994 to crente Mmtegies \0 'build :SCh~ool~t0~work system;; that meet
,h
••- > •
the needs of their swdCJ1lS and economlc~.- Since'fhcn.luil ,50 '>tl.Ites and Ihe ler·
. rilOrics have' re.;dvcd ~ne.!ime::, fiVC-YCuT:'g~.intS· -t(l'jiiiunch these $f..."11001
'; hu~i!l~·~:conl!ilu:ll(y pw:mershij:i,,:. '::'."" '.' 1.: ,~"~.'~1\~:i:.~1"
, Sintilarly, th~' federal ·g~)Ve'f11inCntj~1·PlaYing'.anW1\portum role in hd?ing
students and school,; have' acces~ l~' !deci'linrriu:)lcatl{)I!S; conipuler$ and otrn.'f
1
!earnin:; tecnnoh)gies. inclllding'lhe. lrtfoITnat'IQD supcrhighway and in broad
'.!:ling access to high·quality k41ming upportunitks for aduhs using lae Internet
and other new technologies 'fhe E·Rme (Educ;,don R::,te). creato:d. under the
'TeJecommun\(Ulions Act of 19~6, fur example. is helping to eud the dfi~al di
vidt: ano ussis: local ,;cnr)Ols to fully imegr:!le technology into leaching: IUld
lellrning. This role that is similar to t~ose of earlier periods III hi:>w;·y in mee!·
w
,,,f
_--====-",',,-L,,
34 S~l' U~partmclll uf Ed\Jc~lk>rt Vo.'hite P;:pet From ComplUJrlCf ra Cotlp<!totitlrt • TIlt De·
pt.-urn"'; (Jf E;ductuiof! mui the Slates. itiTthtuming \ j 998} (llereinuiler Cnnpli<JJlt:1:j. S~t: ob)
Riley. supra lIllie 28, m 540 (di5CWx,inS SOtlle: of lht\~c impf<we~:1ts).·
35. Sce JJ.:
S~" tJ!,;(J
Rllcy. SlIim:! ;)(lIe 1ft
3f
540.
36. SCI' ge!'ll'folly The SdKlOl1O Work Opportcnitills AIlI of 19(';"4. f"~h. L Nu. 103·239, lOS
SIlL 568 (J9!J4).
�'.
1997J
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rill: IWU, 0" TUE FEOERAL. GOI'£Rl'.t.fBNT fN EDUCA'j'fON
39
iug niuionnl needs, which included p311~nge of legislation stich <15 the Smith
Hugh~s Act of 1917 J1 and the ?'ution:ll Defense Act of 195K 38
The founn important role L~at the fdera} £overn:nent plays. in education is
!o administer anll enforce the federal statutes, re-gulnfions, and policies Ibtu eo
sure that students will not be denied access to education on the basis o( race,
color, nmional urigin, clhnicity, gende~, age or disability. The na:ion's dvii
rig~ts laws prolect more than 46A million students attending public elt:::Jcmary
nod secondary schools and morc than 14 million siudents attending OUr col~
leges and universities, The laws also protect-students applying to atleod
America's P,lsl-secoodm'y c:;iucation
in"filution~,
The U,S. Department of
Education's Oflice for Civil Rights (OCR) provides infOnl1ution and other
services (0 help feder..tHy fundeq educational institutions comply with the civil
right:; li.l";'s ';.llld to help thei(students and employees uncerstand their rights
under the ;i,lWS,39 '[he OCR also responds to complainls from the pUhlic and
works iO ensure compliance with the nation's civil rights bws through agency
initi;;ted reviews.
lllis IS a t:rit:cal ro'le for the'federal goverr.ment - ant: one thilt ha.. a sig
niticum and continujng ill1pac:: ConskJer, for example,' the cducation~b;;sed
fedel1l1 civil rights law known as Title lX.411 whi~h has been a prime ~orce for
closing the "gender gttp" in high school and college athletics and in increasing
partidp:1tlon hy \V"men lind girls in math and tciencc C{lurscs. As a result of ,
thb law and accompanying federa! enf!)rcemenL the United States now leads
the world in women's access to higher education and American women exce!
c_
•
. . Iafger ;tumtx:fS m athi'
In
etlCS,"
•
i
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Finally.', If!G' n:':tionnl government r.as a d:stinctive opponunity ~o Ix a
leader and ulIliooal calulysl in the effort 10 Improve education and make sure
,~
''''1.' ,. < ," , " I , '
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:n
Stt Smith Hughes \'oc~liooa'l Educanon ACL Pub. L No, t05·175, 39 Slat. 929 (1917):
RICHARO W, Rc,EY & NORMA V. (AA"!1.', U,S, DEf'ARtM:e.'T OF Enut;ATIOt>. TITl..E IX: 25
Yf!AIlS Of PROGRIlSS (: 997 j,
·
.r"
38, Sf'/! SJ.lionaJ D¢lbs~ Act, Pt;.,. L Nn. JU5.17S, 39 Sial. 166 (1916),
39. TIJ(~ laws enforced by OCR a.--e, Title VJ;t! the Civil Righli Act, 42 U,S,C, §§ 2()()Qa
2{JOOh (1964) (prohibits discrimin:uion Oil lhe basis of mee, color, aoo ntllionJl origin): Tille tx
of th¢ Edm:,\liuri Rcllahilitmiim An, 7 l),S C. § 3200, 42 U,SL § 175a. 20 U,S.c. §§ 1651.
1652, ;5S11.l:i5ri, 1681·16Sji (197::'; (prohib!ts d,\criminali"r. un the bJ~i~ of ~e\.l; RehahiHtlllit).~
Act,:;9 U,$,C, § 794 (1973) {proWbl!.> dis~rimir..a;ioo 00 t.'e bam of uis~bill!y};.A~ Discrimi·
nlli.;h ,\cl. ".:; U.S.C. ~§ 61(11·6106. 6106a. 6101 (197$) (prohibits age discrimination): and
Amcri~a.1s with Disabililks Act, 42 U.S.c. §§ 12101-11102, 12111-12117, 12131-12134.
12141-12:50, J2J51.: :H65. 1218 H2li!9, 12:;01·12213, 47 U,S.C § 225 (i99{l) (ptubibil~ ;lis
~rimj!lalioo on the imb of Jis~bih!y by public \\..ltltle5, regordies& of ..... he:hcf they r~..'eh{! b:l!;raJ
finahcial (l$$i:.tJ.f1Ctj.
4(), St:( g"'lerolly The Edoca~jon Arnern!mcnt of 1972, Pub, L >10. 92-3111. 86 StaL 235.
41. S~f' U,S, D<:pM!mcnl uf Ed"r31ion, "Tid\! !X: i5 Year~ uf Probr~" 1997.
�,lA/NT LQ!J!S 'J.vIVEJtSf!'Y PUBLIC l.4W ilLYIEW
40
(Vel, 17:1
42
ih3( all eitiz.cl!s have ,access to quality education. The: cUu'cation llf our citi
zens is critic.!! to m~intnining this nation's leadt..'fShip mie in the world as well
as lO i:lCre.asing our productivity and creativity. Indeec. cusudr.g Ih:lt ot:r citi
zenry is well educ;lted jfi a national ~ecurlty i)t~ue, affecting everything from
our economy to our standir.g in the world. As Lyn\lon John$oJ'\ ~Ia[ed in 1965:
Educ(lt1(l:i is l'1e 'guardian
g(niu~
of our democta<:y: Nnthln,g. really rneanH
mQre to our future. nOt our mihtilry defenses, liD! our Tf'./%i!es Dr (IUr b.. Jmbers,
.
nOI our produc:icn ecUfll...lIT,Y. nN even QUT democratic "yMemb of government
For all of these an, worthlc5~ if we luck !l:t brain power!() support them and !n
sustttin them."'3
Thb: leadership- role hus been .1 p;micularly imponant ont; during limes tl;
national crisis. Whether us a response 10' the Civil War, ;hc Grea! Depression,
a world war, (lr economic condition", ,)r thrnugh efforts such as Lyndon John
son's "War on Pove...:)'."· ed:Jcattfln has always been a key part of lhe ,;oIu'Hon
and the fede:al role in thl;; solution hao;. been increasingly important. After the
SQvie~ linion launched Sputnik, the first m:m-rr.ude ,;u!ellite, em October 4,
1957. Congress responded by passing the :-":atlonal Defense Education Ac! of
1958,# which created a number of educ::.:ion-bascd initiatives, induding a
range of progr.llns of itSsisumce for mlHhen:mks and ~cienc;; education. Presi~.
denl Eisenhower endorsed these proposals and others like !hem in an effort 10
"awaken America" nnd. "if nel;"es:;;ary helping where it became the proper
'function of the Federal Government to bring about this d.ing...45
~~~
"'''1"'
~~-:;-:-
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42, A series uf other jusllricn!i01l~ and vrui:ltlor., of th~ federal role h.tv~ b¢;:n '(>ffcn.-d·z);:'-ei1 '
mne, including 1;IC f(lI:Ulring: "The Slate$. >';11)' widely In lhm lbi:ity 10 sUpPOrt an ;ldeq~i!l~ cit~.ll{ri
elltional opportunity; and only the federal gOVWImcn)"can ~ !r.l~," St'~ HAROt,) C),:E:;·SMAN"&~
HAROIJ) W. BBt-lPA, P'JnUC EDUCATION!N AMERICA 91 (2nd 0:1. J9(,1) -Our P;~I¥·iM:i:f.
nl)W hl£hly mubile, ;m:J many d(l nul re:nJin i~' the. S!;lIlCS where tbe)- have ~n ;du~u!<:d;~~ref~~
fort the quali;)' of such <cu;;:atlon is a m,1tlcr o;na!inna! coocem." !d.
.'. '~' ~,~<3jt:¥.t$it;j~
43. P,eslcten: L"nd(lfI B. Jnbn~oll, Rec<lrded Rem.u1;" on Ihe Me;,.,;all<' 00 E4ucatl!m'(lan, l:':,"~
!%5). P:rr$idcnt 1&'01,0[1 1I.'ll! no: alone in thi, ~iew. Throughout thc 1950s, l:;J.rgdy:iIs~~-'·~~
5poost: !D the perceived t.'l;:eal flOm (h" $0";"1 Union. pnlilidalU, eduCJWb, unt! milih~;.ie~,j~r;>·
like Admjr~l HymJn Ric\;QW;f all support~! (Ill incft~~ focu.\ on ,:dllC~dQn as ~n important p:1!1 ,
of bui)(jillg VUf natiollal d~fense. S~r BAR1SA.RA BAkKSOAUl CLawS!:, BRAlNPO","1i.K FOI( nm
COW Wi\?: THE SPU1~lK CkJSls A.... O t'AnOl'AL DH/'E.'-lSE E.DOCA110N ACT or 1958, 5·l9
(l9i!1),
M. Srt grr;(tclly );Jliona; Def(11~e Educ~:ioo Act, Pc:', L No. 8S·864, n S1al. [5BO
(195S).
4::. Su. CWWSE, supra O()l.e 43. III 14, Ei~M!)\H,r illso heM a Vr.-'hite Ho..,>t Conferellce on
Educlltlm: in 1955 a,'\d ~pon~ored ;egislutiOl1 ill 195.5, 1956, nnd I!lS7l.hn( 'WOuld have provi..
~d
g.'"J.nIS 31\d jO:lns for school COl1stnlt:!JOI"l H) ;:lIidr~ the: ma~ve growth in :>luden! population reo
-suiting fmlll the bAby boom. ld. lit 46. \\'hilc acKnowledging lhm Cdll(lItOI1 is prim:uily a ioeu}
ISsue, Ehcllhowc~ stnte;J that !he federnl glWcmme!l! was tel'ipo<'!sible tUid "It most :lIm wi!! do it,
patt." Jd.
We- sOOl.lld, lUl"l(mg orner thinll~, have a ~ysttrn of II natiollwide le~ling of high .chou! 5!U
dentS; II symem{)i incentives fur rugh,aptiun!e students !O pursue scientific Of proi<!5s1olla!
�.f
1991)
THJ: ROLE Or-TUE FWEFAL GOV£RNMF..."'T IN f;;'DUCA110N
41
Coming out of the recession of the early J980s, many education and politi·
cal leaders SaW ('lea~Jy that ioeal. state, and ntHional economiC growth in an in~
creasingly international economy depended on greater educational develop
ment.4t! In 1983. a 'national conunission appointed by then-Secretary of
EducaTion Terrel Bell warned in the historic repon A Nation at Rjsk, that "the
educational foundations of our socie-ty are presently being eroded by a risin~
tide of mediocrity that threatens our very future as a Nation and a people:'4
The report called for action and the response included, for perhap5 the firs:
time in U.S. hi~tot)" a combined !!ffan by stute and federal governme'nts .
. Many governl)rs (OoK bold steps io improve education in their slates, induding
Bill Clinton ;n Arkansas. Jim Hunt in North CaroUnn, Bob Graham in Rorida.,
and Bill White in Texa:i. Gflvemot;> al:4o c:J.me together for an education sum~
mit with Prc:-.ident Bu.'>h. Lmer, President Cllr.ion put the goals of the suo;~ut
into t:llncrete po[idc.'i by possing federal Jegi!>lnti(ln. thl.! Goals 20nO: Educate
All1crlCil ACI.'IH
Todny. our :1ution continueg to have an increa~jng denmnd for qultlity edu~
:::ation tha! requite!. nation:.! leadership and involvement in educi,l1ion linked [0
stale reform and (;(lmrulrnenl. OUf national community faces unprecedented
Challenges. We have more children in our nation's classrooms than ever be·
fore and each yenr schools be<;:ome more crowded.!" Populallon growth is llll~'
evenly dls1ribuled among states and wtthin states, putting exceptional burdens
on some communities-most ofttm those with rewer means, OUf c~ildren
languages. even as they are eager to le.rrn English. They
wi.h high hopes, bur too many come unprepared.
scores 'are not where we Want them io be, And while we do a
science in the early years. we begin 10 drifl
y~ars.
! the: international swndard of excellenct,SC
'students show up at college u:lprcpared .
."
.
I
,i'
a pGlgr"m
stimulate good·ql::tlity teadung of mathcmatics and ~cience: pmvi·
I ()j" more 1a;"'!a!Hty f;:cih!b,~; and measures, including fcl1,'Wships, In incrt::a~c lhe
"tlllfu! of qtlr lifiell :c;,crn:n;,
.
/J, (citing u rutiN!:;l ::J12Q amI TV addr¢;;!, by Pn::Si,j..:U1 ;2ii>e\l.l>j()wc. Novclllw 13. 195'1).
46 Sri!, I".g.. Terry'·:.;. PC!I..'rSilfl. &:1;.001 Rr:jurm if) Sourh C"rolim;: Impliwril.lu for Wi,.
('tIl;;i'! 's l!tfimn Eff",.1S, En!JCAllQN ISSUS'i i 1991).
•
47 "NATIONAl. 01MMISSIO;; ON ExCEl..LENCE JN EDUCATIo.N, A NATION AT RISK: THE
IMf'ER.o\'W;; FOR EDUCA110NAI. REfORM 5 (1933),
48. "!'he Natioo;l.1 f>o>tC[oors AU!.lGi;dqo ht'ld 11 surttmil and, aloog with Prl!~tdel'll George
Bosh. devc!o;>ed ~L\ ourn "ill4i:du(;aUoo t:JJls: These ultim;lIely ~me I>rt:sidl:llI Cfinlon's
Olluh 2000; &itlCal~ Americu Act. $.:.: Riley, supra nOle 2&, 31 295 (lli$Clls.:;:inS lhis Ieg'SlllhOll
in detail).
49. Set' st'llualiy U.S. DEPARTMENT OF EDUCATION. A BACK TO SctlOOt. SI'!:lCIAI.. R£poRT
ON THE BAfl.Y BOOM EcHO: H£!/Ui COME 11IE TEEt-:AGERS (1997).
'
5{). Stt NAl1l1.".\l. CE,t.."l1:;R RJR EOUCA110f'/ STATISTICS, U.S. Df;f'ARTMF,NT OF
EDllCATIo.",:, }>tJItSL'[NG ExCw.£NcE: A STUPY OF U,S. FOURTH-GRADE MAlHEMAT!CS AND
�SM,.7 WUIS tlNlV£KSm" PUBUC LAW REW£W
.
None of rhis is 10 say that we .ure nO! improving.
. [Vel 17:1
Quite the ()pposire"
American education has improved signific3Iltly over Ihe last J5 years. Muny
reforms that have been pm into place at the local and stale levels and with fed
eral assistance and cooperation are having positive effects. Students are taking
tOugher courses and panlcipation in advanced pLacement programs hus in
cre;.L..ed dmmatically. Achievement is up, SAT and ACT college entrance
:;cores have improved at almost unprecedented rates and SAT participmi.on has
risen significantly over the past decade for all ethnic gr9ups. Reading scores,
as measured by the National As.scs.sment of Educalion Progress (NAEP). im·
proved in each of the grades tested-4th, 8th, and i2tb-for the first time in 30
years. DroP'OUl rates are down. and college enrollment is at fl."{;otd high lev
cIs..
Unfortunately, we are nol improving fa.~l e'nough, For example, in the re~
cent international study 'of math and science known as The Third International
Math nnd Science Study (Tlli1SS), American studenu score well obove the in
ternational average at t.he 4th grade, but we!! below average in the 12th
grade,32 And the rest of the world is not standing stilL Wont i~ needed is an
enduring national commitment to quality education and !ligh standards. The
only wny to achieve this is with a sustained and substantive federal role in edu~
cation that supports the work. of state and local communities, and offers £uid~
anee, leadership. and direction.
,
tIl, How A FEDERAL ROLE IN EDUCATION eM- HELP THE :':ATlON MEET
TODA Y'S CRITICAL NEEDS
TI,e improvement of euucntion in 10:;'11 schools llnd conl.'nunihes continues
primarily with I'UUe and loca! education agencies. It.1d with ;"chooL~.
teachers. parenls, principals, and students" AI the same time, as (he previow
historical discul'siori indicates. and the increasingly important priority. plaCe'!
on education in our information-based world confinns. there is' a vitr.d'un:
.
.
.
~'":"'ID.
meaningful role for the nattonal government as a partner, and as II source 0
leadership, Information, and technical and financial assistan::c. Poll after pol
to
ite
.
~.
;
~---.--
.
SCmr;cr:: ACH1EVli,Me,,"f IN AN tN1"E!1:'iAnC»<lAL CONTF'JIT, NeBS 97·255 (1997, lhereinafu
Ftn<rlh.GrMc); :-;A110K.,L, Cl:NThR 1'01!. EnUCATION $TATIS11CS, U,S. DEPARTMENT C
EDUC/,nO:-l. PURSU!NG ExCill.ENCft A STUD\' OF u.S, El(;HTH-GRADE MAfHCMA'!lC$ AN
SCJilNtf. :TEACHlNG, LEARNlf.:C,
~"-"I ~ .., Cotnl:1n.. NCCS.
91.198
(;996)
CURRICULUM,
('tereinaf:er
AND ACHl!l.VEMENT m
lr-.'TE1<NATIO;';,o
Eighth.Grodel: NA1':.ONAL Cf,rm.;R Fe
Ern:cA1101" rrAl1sncs. I;.S. DEPARTM'*f Of EDUC... nO,,". P'JRS"ING ExCf.llEi'tCil: A Slur
OF U,S. Tv.'E1.Ft1!-GRAOE MAntEMAl1C$ A.NO SC1ENCf AC"rlmVEMB-'T IN lmEkNATIDNI
CONTEXT, NCES 97-I<}g lhcrelnafter Tw~lflh·Grodt!,
~ l. See US. i)EPN<TMF.NT Of EnUCATION ISSUE 3>:l."1" THE TR~S. PlCTL'RE (if' AM£I<!Ci
EDuCATION (t997) (citing a series of reporu and sluthe;.;.
52. StU f"mmh·Gmdt, .fupra !lote 50; Eighth-Grode, $Ilprtl note 50; Twt~'rh·Gradr. $UP
nme5(,).
�{9911
THE RGl.£ OF THE FEDERAL GOV£RNMEl>'T IN fDVeATION
4l
Ccmollstrateli !he priority that Americans place on education and their desire
for sWle and natkma! Je(\der~ to make it a centra! focus of their agendl1.!l3
Since taking office. President Clinton has worked to mc:!:ll this nationa! de
sire for learning and training by emphasizing and expanding educational op~
portunities. Pre:;ident Clinton and Vice PreSidenf Gore have formulated an
ambitious education agenda built on the long historical role of a national in~
volvement if} education':' one that supports and supplements the :mue and local
role and work.s !i) help communities provide their citizens the DeSl ~;;ible'
education and t;aining.
Tht: PresiddrH out;:ned a bold "call [0 action" to spur a lllitional crusade for
educatlonal ext:e:lence. This action plan includes real and shared priorities
.. ~uch a!l em.:ouraging parem involvement in schools, seeking higher st:lndun.i$
. ""fo: i;tudcr.ts am! teachers ami increased accountability, eliminating S{x:i~!l pro~
mOlion, making schonl$ ,safer, retfucing class size, rep<liring nnd mnden:il.inl,;
crambling !ichool buildings and building new ones, invc.'ltlng in aftcr-;;chool
prognlms (n gt:l young people off the streets, helping families pay fur college,
an.d .;ffl."ellvdy'getling technology info classrooms. The legislative initiatives
offered by Pre$ident Clinton and Vke Presiden~ Gore described above are de
signt,"\l to help ensure thnt every .9..P'.encan has the opportunity to use all" (~e
tools available to him or her illustrate the importance of a federal role in edu~
cation thal c()mpkmen~s ane ~nhance.~ state and local .activity,
Raising Achic\·~rtu·nl
At the core of
it' o~; ~~ho()ls ~n~.Clu$srooms •
is a simple but vitally important
.' ; meaningful and challenging SI:1»'
,~h0l!ld be expected 10 ream and
.. ~ Extensive resear.:h confu1!'.s lJ.al ~:ll·
and,who focus on high academic siandard~
.
.,.;.:A;,:'.,:-'~~
• ~;,i!':'1~ 1-,_
~"." '",,~
53
R,xc;)! I rani!; ["llh havc fmmn lh;,.;' education contmL;:';
!ll
he one nl lhe most Hnportlml
h.~u~~ :tc put.ie Ihir,1;). l!le gnvernr:R'lli HIOU;d ad<::re~s; 17% of.!?e_!,llhEC !illid !!dllc.:;I'"n is or:!!
of!he mutt imp'H1llnt i~uc$; IS% SJ;;I.cnmw'viulence; 14% "aid WtVjm:; 14% stilt! thc·fcjcnd
t.lcfiti:: 14% .\:.lid IW<C5: 11% $~uj heal,h em (uot Medi<:;an:): ami lO% :<aid G..'"IJgs (HAIHwi,
:997), ,\ 1",)7 Wllshilll\tilll POM 1'011 askud me public whm should ~ lhe t';'.., priority fp( the
?re"ide1\t and Co.!!gnm l!l 19'n, 30% of the public said improving the educal;oo sy..te!lI: 3()%
~Ii<.l funding Mooh;M~ ,md $;x:i;tl Secllrity; 23% said balandq: !he tr.idget; 14% ~aid reducing
Ll:u:s 00 the mitklle cjll\S; ;;rul J% wid ch;mging the way elections'at~,fi"lMed (Wh:>rllNGTON-,
PoST, 1997). Whcnlhe puhlx WIl$ !!~ !O choose one vf se"l!1I issues th:U IlCttiS fhe gre<lltst
lltlcmloo from the fedtrnl govcmmen! al:he present time, :!:5% of !he public said improving edu
cation; IS% said ¥uarJfi~e.eillg the financial slabihty (If $Qo::ill.l Security and Medkan:: 14% .!laid
rududl'\g crime:: 12% said reducing zhe bud&e~ deilCil; 10% ~aid redudng !:U.es; 8% said sm:nglh.
emng !he CCfllIDmy; 3% ~aid reforming the way polilical campaigns are finnnced; and 9% s~id all
of lhelie imll':s «/ual!y {NBClWSJ. 1991j,
.
�SAFVT WU!S !)(otfVf;kSm PUflUC LAW RfYfEW
[Vel, i7:]
usually learn more. S4 Low standards and <l waleredw{\o~ll curriculum lead to
just the opposite result.
The good news is thut this messilge is spreading, and with national leader·
ship and foclls combined with sUite action there is no longer much debale
about this subject or the vulidilY of these conclusions. Virtually every ~tate in
.he uni()\; has, or is working toward adopting rigorous academic standards and
challenging assessments. This is a fundamental change in the very structure of
American ecucation.
AI ~e same time. huwever, it is imponant to recognize why the individual
and varied efforts of fifty stales are not enough, Ours ~s E. flutinn where many
people often lrove from community 10 commcnity. 'Moreover, too often indi
vidual state' U$M':.'i"menlS. evaluations, and s~andards of learning achievement
nvt only differ wide!y from Slale 10 Stale and school to s:hm')t, hut a!ilo fail 10
stand up (0 the kind of S!riCl scrutiny and rigorouF, challenging meusurcment"
that are so crucial to educational excellence. A recent Southern Regional Edu,
calion Bo;un ~lUdy found that in some Stales. mOfe tJwn SO percent of the stU'
dems meet state educ:uionul assessments, but 20 percent or fewer of these stu
dents make the gfilde when held up to higher 5rand:.lrds of achievement b::lscd
on excellence.~~
Thus, even as the vitnl role of high standards and nchievement increasingly
is appreciated, it remains a challenge getting these sIandards into individual
sth'Obls in~ 'classrooms, -'That i~ why PresideD! CHnlCo und Vice President
, .', , ,,; .dore' have"developed Ii comprehensi,:e strategy to support the effort (0 reach
,,,i u":' ;':i,igh"S·UUl·dai:'ds'and mise achievemem,56 It is a multi-part approach that 111
~: ,~~,~,·?:~t'~:~",:,c.luges ,taTge,ling inveSlmentS to ili.wdvamaged children, with particular empha
" "'''~;.' 'j."', .:;'i5 ·tn~ the':tl:irly -years, improving teacher quality, and increasing school ac
., .... ,"
•
.< ~ ;;,,\ ~~~"'"J(rft~~~tabi!!~.y\s(J:,tha! our investments are used wi~ly and acruul!y produce the
.,~h~~,' '-'P;'tTdesircd fesu:t~: .
.
. .
:;'" ';,":!;r;, ••\'.':J\' [iii ntiinbCr of kaderf ~llhe state :md local levels .are <llrcady doing what we
f~\ii'~~:A:
'--,'"
,~;.~ ,1 -'~" are·proposing: they are ending ~ocial promotion. requiring school report cards,
idcntifyirg low-performing schoolle', improving'dlscipline in ~hoo!s and class~
toomg,allO putting ill place measurable ways :0 make cba..'ge happen :-;ucb as
basic skill:;, exmns at diffcr~ &filde levels, They are striking a careful balance
between givir:g schools the lPc!'t!ased support and flexibmty they need to mise'
achievement levels and. :it me same tIme. holding schools accountable when
'~~J,_'
,.\
J:...
SJ. M. MCJ.AUOlu.:~, L~'s,-\El~"1t!l 8:.
? 'DAY. ·lMPflOV;NG EOL"CATIQ,"ol T!:-mOUGH
STANIJAA.J)5·BASIID RErollJ'.i (Stanford Uruv" The Nat'! Aca4emy of Eclue" P-~nel on Slandard~
BJISe-d F.ducruio:l Reform, l~S);], O'OA1' & M. SMmt. Sysie'1lic Reform ond F-d),lcaci(lTt(lf Op
jXlnun;ry ill DESK>NfNG C~'T EPUCATlOl" f'OUCY {S, fUffillll. ed, 1993}.
55_ U.S. Dt!PA,R1'MF.'IT OF EllUCA11O!'.' STUDY COMI'AtUNO NA110t'lAL ASS£.,<;SMENT Of
f.ooCA11QN P!.lRroRMAHCI! {NA£P} 'rns7S VER:,US STAn: ASSI$SMI!.'''TS (1996)
56. OFBCf. OF MANAGF..MD."r
FlSc.~L YEAR 2000,:5 (1999},
&. BtltXlET. BUVGer OF 11iE UJ>."l1'flD STAn;s GoVflfU'1I-IE.'<:'.
�I
I
I
I
I
I
J
I
\
,
THE ROi.E OF THE FEDERAL (j()VERf./M£!o,T IN £{)UCArtO,,'
"
{hey do noCn:ea5ure up It' dearly estublls::ed goa:s. Thm 15 what the avmini.
Illoninn proposed in its 1m reaothorizal:Oll of the Elementary and Secondary
Educa.tion Act. 57 It is illso one port of u more comprehensive agenda that in
dudt:s initiatives like reading class size in the early gr,ldes,S3 the Reading Ex·
cellence ACt,59 and the 21sl Cemury Community Learning Cemers After~
school6(l initiative, c:.lch of whi~h invest in the early years and expand learning
oppoI1unit!cs 10 minimize the number of children at r1f.k of retention in grude.
It is an agend1.l designed 1O (eU students tbat "perfooun!1ce counts," and to ~n·
courage d:sa:cts Hnd M.:hooh to take <lg£ressive action to he:p tlll students meet
promotion standanls on time.
This is not an "~:i!hcr/or" solution - more fedem! control versus less local
control. If a state is pulting its own accotmtablllty measures lnla place. they do
not need to replace their mC;Jsurcs with 'federal measu·res. But if a s~ale does
not have- such requirements in p.lace, thcn 11 makes sense for them to adopt
propo~aJs that provide real accountabmty :.ind aid in the delivery of ;J qualit),
education.
The promoti(ln of high ,;tal1dards is un ldo:d opportunity 10 reap the bene
fiLi of r:ational leJtl~:rship and Involvemeot 1:1, and cO:;trrutmenl 10 etluclltion.
Indeed. that i:. why f'resitlcnt Clinton proposed voluntary rtational (not federal)
tests in fourth-grade reading and eighth-grade tn;J!h. These tests would be de
signed 10 help teachers, p;rrents. families. SdlUOb., and comm~nities know how
their students. and children compare with their peers around the co~ntry,,;:md
throughoUl the world., 1fie r.onpartisan N~tioni11 As:;essment Gtwerillng Board' ,
cap:
.prc:;ent~y i&, nlllvil1i; to devt:!op ~hese teSLl1 ,,0 thaI we, a~, il 'na'ti0n;.
begin to '.
pinpoint·our shortfalls, 'addre~s the:;e deficits directly, and,'inoyc forward with" '.
solutions;~
"m; ,,:,,;".. ," ;\' "'-"<I·;,":,'c~·
, ,,,,"", .. ,
t
•
'~';'";..,r.:- , . "\f.i<':"'..t.,,,,:
~.'.
tj":·'~· ."
,,'
.>?' 1"
These tests ,un: d~slgne5tto b!,= tools with which local c6~uilUllitte:s may f\JI~~' ,
fill their re~pon~ibil!l~ \:to~h~,lp, ~TUdents achieve. u. q'u~~t):;,,~?~~~tion"lhat,.i$'"
world-class. rhey,~ wil1Jhelh'parents know early• enoUgh ihhelr.childre»'are
"
,.. ",. ~.
" •• d'~":"r,"
r
1
mastering the critical ba<;:iS,skHls they need to succee9 !n~s::~oc:l-a!1~ prepUre
rt)f college.
And, cquaIlY"impor.:ant. they will help
eliminate,inequity in
cduc:!tion bccuu~t there will t:xo a clear set of t.:xpccUJ.{io:1s and ."IaJ'.dan:is ro~ all
4
to
students.
•
These tests du not lead to a national curriculum. They wi!! oot promote
uny method of (euching or learning, And these tests will offer inform:Jtil)n to
those local ,schools that avail themselves of the tests and to the communities
that support those schools. If a sludem or school does poorly on these tests,
the object ",HI not txl to push that sludenl Of :.chooi down, but to pull {hem up"
57, ld at 64.
58, id_ ar$.5.
SO. ld. :11 65.
60. ld. at 65,
�,.
SAINT LOUIS UNH'EksrlY rUBae LAW HE'.'!!),\'
The leSlii will idemify students and schools thnt need help. Conununilies (hen
,need to offer extra support - nfler-sdlOO: and summer tutoring, increased par
e~t and community involvtment, more fneuse<! leaching. or whatever it takes
IU lift student achievement.
These tests tire not duplic3tt VI;': of curren! l~ts, because, unlike t,l;e current
NAEP and 1'lMSS Assessments, these new vOlilnlilry natlona! tests would pro
vide intHvlddill, :Jot sample result~, thereby giving critlca!!y i:r.tportan: irlfor~
malion 10 parents llnd teachers abnut how well !I1dr cbildren perf(lrm ag,llnst ;;
rigorous SHlIl<!ard, no matter what stale they live, In, Unlike any other te~1S,
most, if no: all, of the questions and ~lhswers would be made public soon ufter
the test is ,given-providing useful and tim..:!)' infonna:ion 10 the students,
teacherli, and pnrenis,
'.
, ..,
N<ltional tests represeOi one part of::1 comprehensive strutesy aI the federaJ
level - which also indudes efforts to increase accountability, end social prl?"
motion and improve le.acher qUllJity - that together ,will hdp raise standards of
IC:1min,g in schools and classrooms in communitie.~ across the nation.
Helping Make Sure Our Swdtmls Learn rlu.' Basics - Building Block Subject.,
Like Mathematics and Reading
· ""-
,
. "
Ont: of dw ways iu which nalio;J:11 Jeadc~~hip ill ed{)c;ui(jn' cao pl::1y j key
role i,~ r.y focusing attention on bnsic subject arcus at ::ridcal point!! that_are, es
sell!ial to" future success. Two' of l~e nlosi' esscnli:d of these are matJlem<ltics
and reading. A child ~ho doesp"t 1¥J.11l (tj·re.!d by .he third glade i~ Hkdy to
be less interested in readir:.g "llbol.ltrsCience, ,history and literature, and mon;
'l~kely to drop QU! and be ,at ri~k~or"n_Hfe[j,me,o,f dimil!ished ~ilcce.ss in s::hoo!
and employment.
. ',' ,I: ".J:" >j ""' .-.
'Similarly,· ~ .child, wJ-!9_'<,i~CS!l;!,_,havc.,~: strong foundation in mmh is les!
ilk':l)' 10 t~e more· adva'~ced:!llht~ JJld!scie'nce.courses in high school and Ix
prepitft!d to enter and succeed'in,college and,meet Ihe increasing competilior
in lhe work world.: A!.m9~1 90 pCrc~m of new jobs today require mor(' ,than;
high school level of li,eracy and malh skills. Ali entry level worker. accordio!
lO industry-wide standards, needs 10 be nble ,,') apply f<::,mluias from algebr;
nnd pnysici> te properly wire the electrical c!r6uil~ of;} car, It.a! is why it is s,
impOliunt that we make SJre L1.UI all ~tudellb maste~ the traditional b,l.~ics c
;Jri(hmeti:.: carlyon. us-well us the /nore challenging courses 'L'1ut will prepar
them to take chemistry, physic~, trigonometry, and calculus in high schoo! an
college.
'-..."
'" <. ~
«.- ...
Thwugh research and demonMratlon projects, the U,S. Department {
Education has been worklng .ai t.he nationn! level to help states, communlti,
:md indh·idun! schools recognize the benefits to their students of rigorol
teaching in mnthematics, Our resc.arch shows, for instance, that ),oung peop
who take gateway courses like lllgebra I by the eighrh gr~de and geometry !
the ninth grade go on 10 college at much higher rates than !.hose who do no
r.
-
"',"
,.,. ,
�,!
,
111£ ROU: or TlU: Fl::t)C'PAL GOVERNMeNT!N £DUCA flOf','
47
83·36%. The differer.ce is particular:» :'>wk for low~incomt students, These
$tHdt:nts :Ire almDsl Ih:er times us likely to attend concgc if they-do take:J rig~
...
orous senes 0 f course;> cW'!y (71 perceJlt versus 27 percent). "
Unfortunately, while we give our children a good early foundation in the
basics. math und science education often ge~s "stuck in a mt'" in the middle
grudes, We (on in place and allow m.lny of our ;students to "check out" of ri,g~
oroos math and science courses in high schootli2
Clearly, lhe major burden for :lddressing these issues tu'ld overcoming the
challenge reS1:. on local schools, communities, and states, I have seen a num
ber of ):ommu?ities throughout the nation develop exciting ways to uddress
the:;c problem.", One group of 20 school diSU'lcts near Chicago. called Th~
first in the World COP5l.lrtium, for instance - nurtured by U.S. Department of
&lw';,ltion funding and support ~ ha) taken compreh-.:nslvc and suc.. -essft:! steps
toward achicving significunUy better results. Their studenu recently took the
TIMSS les! and meir Sludenls placed umong the beSt in the world in 12(h grade
in both math aod ~ience. The consOrtium accomplished this by in'o'olvin-g par
enls. teochers. scudenb, nnd'emlre COnlffiUnities in d,,:v:::loping a rigtlttHls -CCf
rlculum and high·qualily teaching: and testing. Over 70 percent of their high
school seniors have laken odvanced math arid physics courses, Half took alge
bra by the eighth grade. These reprC-(,ent far higher rares of p:trticipLltiun rhan
. tYPICUI SCnOO Sacro)ts ,.,.mcr;cu, f,~
.
'I
,.
In
~
BUI there is. aho 0 clear federal role here. It is one of identifying these'
challenges. but abo of working in an appropriate and supplemental manner to
~uppt)rt communities itt their efforts to solve them, That is why the preitident's
most'reeem budget proposal inciudes an investment in "Amenca Counts," - an
initilliive coordinated by the U.S, Department of Edltcation and,the Narional
SCience· Foundation ~ to ~trengthe.l'. the teaching'of mathemalic~ in middle,
l1ch(lO\S:,',This effort will inch:de community ,volunteer_ , . 4 . , . , to
"':,
' • . - , , lu'!Oring programs .,'
workwilh'K·12stucientsin mmhel11.:ltics.
" .... :,.:,.....
""
The President's "America Reads Challenge" h~'~imilar quaiities. Amer
ica Reads supports reading in the school. home, and community in severill
ways: by supporting prirenlS jn fo!>tering a love·of reading: at home; by recrujl~
ing college~ to enlist students in work-study jobs. to ,tutor cnildren; by encour·
aging teachers 10 Ulilize beSt practices and .prufession:ll develop.tnent in read
ing: by mohilizing volu!lleers 10 give students extra help after school and
.~
61. U.S. DF.!''''RTM:ENf OF EDUCATION. MAntE'>1ATlCS EQUALS OPPQRTIJN1TY (A \Vhiu:
, 'Paper Prepared for U S. Secremry of Education Richard W. Riley October 20. (997).
62. 111is <':'lhthl~)Un is ~uppul1ed b~' uUln (rom the rcsulb of the Third Inlen;a~ion~: i'!.:lL' ~r,d
S<:i.ell~t
Study. Su supra nOlI: SO.
63, Ed:lCUllOIl Dep:1I1mt;:llllntemal Memor:tndum Of! The First ill the World Coruort:ium ~nd
12th Grade TJMSS P<:rforrn,tnce, based on conversations with Superintendents in the Consonbm,
{Paper 00 n;;.\ ""ith tP.c WJloor). S('t" JQ Th0I113s. Queslimu of E.tcellenc~ In ConJorfium Rimhllg .
. ;';.Y. TL>"W.s. AprH 22, 1998, III A2fJ.
.... .
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SA/.Yf LOUlS Uf/NCI!.SITY PUlJUC I.AW RlWl.EW
17:1
during the summer; by engaging business to involve employees and offer in
centives to young readers: find by uniting communities to form strong p;il'tner
ships to promote child literacy. Through a grass roots campai£n America
, Reads marshul:; the strengtt. of :::oullnunides,
Last year, building on the gools of Ameri\:a Reads, a bipa.'1h:an majority in
Congress pa::sed The Reading Excellence ACI. 64 The purpose of this law WllS
threefold: (!) to provIde readiness sk.iIls und support needed in early child
hood; (:!j 10 teach every child to read by Ihe end of tht: third grude; find (3) to
improve the instructional practices of teachers and Olher staff in elementary
Schools,
'
Thcse are some of the ways in ,which a (cOer..!l role in education can be ap
propriate and beneficial to local schools and communi tie:;; withoul being intru
sive or controlling,
Cominuing to Support Expanded Access to Co([{'ge
One of the primary federu! responsibilities :md acc~)mp!lshrner,ts ill Ameri
can educutioll is the provision of loans. gnmL'>. and other financial 3ssistancc to
help farniJie~ pay for college mid give students increased opponunili~ to at
lend college. Presirleni Clinton ilnd Vice President Gore understand this illld
have sought and achieved increases in Pel! Grants Hnd other federal assistance
. for cGlIege. They know thut in this infommtioft age it is cruciai thnt ",vcry
American have the financial support to unenrl at le:1,<;t two years' of 'collegl;!,
That is why !he Presick:nt propo,~ed, and Congress pU5Sed, [WO im~ft~t.. jd;~
that changed the tax ·code in preparation ior the 21<1 cenlUrv arnfe£panoeri' the:
educatlunal nrportunitjc~ required to rl1eet Ine new chal!t:n-g~;,.,".·"~· ~'V: ,-,:. :r~I':;:'::
Firs! is the $1.500 Hupe tilX credit, whkh hcip~ !1\ake th~ Iir~(iwo·Ytriirs':\.)!j
,
'
.
,
• '
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college or vocational school universallv avail:lble. _, StU{len!~, receive 'a; I00'4"
,
...
<,' ............... __ 'O'-,}"'" ' .•,'
tax credit for the first SI.ooo of wition and ~u,ire?J~~~,.~, ~)§~~rcf.~,~~,,~l,
the second $1,000. Secund. is me Lifetime Learning Ta;>; ,Credit!\\'~l_C~~,is'iim
',- , '",
geted to help adults Vrno want to go back to school, c~ange d~r"s;:?r.~!,ab:
courses to upgrade their skill:;. and tollege junjor~, seniors, gradu'ateS' and- pre
fessional degree student;:,65 A family will receive a 20% tax. credit for rhe fir
$5,000 of luition and required fees paid each year through 2002, nnd for II
fits! $10.000 t,'lereafter.
The,a~ two idea.~ arc as significant to hxiay's students as the 01 Bill was
returning yetera-:l~ after World War 11: And the)' have ~en liuPRlemented
increa:;ed Federal Work Stuoy - by $253 million since 1993 to help fl¢a
900,000 student;; work tht:ir way through college-and by incre::u;~ !n P
grants for low inoome slUdcnts - the heart of student financial aid:' to $3.1
The President is proposing an additional increase this year.
"
~
,.
6J. The Reading Ew:Ueoce Acr of I~)!L H,R. 2614, 10511'1 Cong" 2nd $dss (1998),
6~. Talpayer Relief At: of 1997, P,L. NQ 105·34 (1997).
�..
1997}
THE ROLE Of THt FEDtRAL GOVERNMENT iN £DU0IT{ON
"
Encouraging Siu.den1s w 'Gear Up 'for College
In early 1998. President Clinton proposed, the High Hopes J(lr C~i{ese ini
tiativc. M This
WlIS
an cffon to encourage colleges nationwide 10 develop part
nerships with middle and high schools tn low-income rommlmilies 10 help
raise students' expectations of success and ensure that they are well prepared
for college. The new GEAR Up6i Initiative (Gaining Early Awareness il.l)d
Readiness for Undergraduate Programs) builds on the High Hopes effort and
expands support for state early rullege awarenc:;:; progru:m through
purtntir~
ship grants. GEAR UP supports earl)' college awareness activities at both the
loco,1 and ;;t<lte levels. The 1999 budge~ calls for $120 million in competitive
gmuts 10 stiles and partnerships among colleges aod unlversitie~, high-poverty
middl~:.md junior high school~. h:.lsinesses, families, and community and parw
em orgtinilatiuris. By combining eurly intervention'in a student's academic ca·
reer with strengthened academic programs, mentors, after~sch<Xl) and summer
help, improved teacher training, help in college planning., greater parentul in·
volvement, und high expectations, we cun s.trengthen schools and increuse the
opportunities for more students to be prepared for, and attend college: ft is ;:m
impor'.am eXl.lmple of how national leadership in cduc3ti(}n can help lucal
t:ommunitics make a positive difference.
Across the country, the kinds of programs thm GEAR UP will :>upport and
help generate are already in place helping young people. The Community
" Memor_Pwl!ram ,eMP) at St. Edward's Lniver~ity in Austin. Texa~, lor ex·
, • ~mple. addr;sses the needs of minority youth at both the elementary and col·
lege levels. CMP seeks to promote student retention. ucudemlc {lchievement~
career exploration <L'\d community service for bo!h Sc Edward's student men·
,':llors',:nd'fQf.. rnore 'tnaiL· 500 Austin· Independent School District elemetUa:,y
children, Tne program has demonstrated improved academic pelform·
';rj~:~:.,,~~~~~~.~!~? classroom behavior for children 'rl1elltored in it, and a higher gradul!-, . , . ,., ~'
~,
'rate for eMP mentors comPitreo to other stU{ie~ls at $e univt:r:;lty. Other
programs. like Projcct GRAD in Houston and
Berkeley Pledge in the San
Fnmdsco-Oakl~nd area, also help make powerful connections between low~
income 1o.ludenb and tlltir parent." and communities through development of a
rigor04$ -K~12 curriculum ami increased acccss to college. The GEAR UP ini
tiative pro~~ by President Clinton and Vice Presidcnt Go:'e will allow more
COinmunities to develop these positive, loc.ally based efforts,
The federal gQvernment'S important :lnd uniqt.:e ability to work to the di
reCI beneti.~ of students c;>.n be ,s~'en :n Direct Student Loans, a program devel
oped by Pn;~iden·1 Cliflt~l. The SIUdent Loon Refonn Act, passed by Congress
the
.~
66,
~mMkS
Arumunting fhe t-ligh HClIX'S for
Cojj~ge
Initiative, 34 WEEKLY COM. PRES.
Doc. 199 fFebA. 1998).
{j1, St.He!ocnt on SiJlnlng the Higher Education Amendments of 1998, 34 WEEKlY COMP,
PRES. DoC, 1!i95 (On, 7, 1')(Jl!),
�SAiNT LOUIS UNNERSfFr PUBUC LA WRE,VJEW
(Vol. I"!:!
and .~igl~eJ into law by President Clintoll,@created the Wi!!14m D. Ford Direct
Loan FfOgtUm, which supports posl-fccondary ectlccltlon whi!e significantly
simplifying the loan uppliclItio;t proce1.S, re:illclng co~l!; to ~tudcnts Jnc tux
payers, and adding needed ;;;umpetitlOfl to the studenllo;m progt'olm.
Supporting FamWes alia Children in the EarlieM Years of Learning
Al the same time that we as it nation nce~ to suppol1and encourage n,gnr
(lUh Icaming ir: the clerr.enlary, sec,}ndary, and pool-secondary years of school.
We arc bC<.:oming ever mort aware of .he inipurtl!!1ce of paying elose a.tten.Ion
aIld giving significl1m support jo ducatlon a.nd devdopmc:Jt dunng: the curliest
years of childhood: New rescarch ·o~ the development of the br<lin tells us that
childrun develop much of their learning capacity during their tInt three years
of life, Every UlQther and rather, every grandprucnt and all caling aduHs need
10 know, th<lt they cap have ap enl;mnous. influence in these early yean: in
shuping a young child's future.
In reiponse 10 this important research on brain devdopmer.t and paremal
involvemem. President Clintol'l and Vice Presidenl Gnre have proposed the
. s ingk lar~e)t aational commitment !o child CMe in the hi:'.101)' of th!~ nation,
including strengthening early .;hlldhood opponunitics and professiunal dcvc!.
opment (or early childhocx! ccucafOrs fhrough Tit!e I of the Elementary and
S,?combry Educalion Act (ESEA ,.
This effort will supplement some of the wonderful work already going on
in this area in states and comm~nilies across the nation. For example, N0I1n
Carolina Governor Jim H.unl esmblished "Smart Start" it pre-school learning
pwg~;ll;l·bnd Illinois-Governor Jim Edgar decided to douhle his stale's funding
. for carly c~ildhood edu(:ation, t\rtothcr 5Ucccssful pf(Jgmm, Parei-its as Tcach
'en; (P,l\T); WllS Maned in Mis.,otlri in 1981 for parents \\'~th infants. !I GontlH-'
ues 10 be a public school system-opernted program in every'Missoun dislriCf .
rIIld has scrved half a mlllion Mhsouri f;,\rrUlies. Children who' b!lve· ~en in ihc
FAT program demonstrate jlx;reased levels of achievement during ;:hdr school
years. The program, which h~ls been replicated in 43 st.ltes, features group
meetings for paren:s. (egular monitoring of children's hdlth and developmen
tal statllS, and referral 10 social service and other agencies when necesSary.
A!thDugh locally based, PAT programs have fedcml guvemmenl sUPRor
and invo!vement through funding by the Education fnpurtment, through th,
... 't'llle, Lprogram, the Even Swrt program, and Title IV of the Parental inform::
. lion and ReSQun;e Center~ of the Goals 2000: Educate Americ::: Act,:',1 and th
w "
'.
68, (;wden, L'-JP.n Reform Act of J993, Subtille A of the Omnibus Recon.."iliation Acl, P:
N", ;OH6 (l99J).
69. For an exumfnalion of lhi: emire Gnals 2000: Educ(ae Amurica ACI ue Richard W, F
ley, Rdcfining !fl<' F<!d<!f1/1 R"/,, in &I<I~ClWr.. 23;L & Enve. :l<iS (j994j.
�."
1'J97j
TU£ IWLE OF 'tHE FDf)ERAL GOV/iPtJ,\I£lvT It! L'bUC;.T!ON
51
rnnt:( conununilies
to emulale.
Another way in whi!.:!1 the L'.$, Dcpwftmcnt of Edt:,.'ation address:!-s tht!"
It:gisiarion specifically cllt:S lontl progrnllls :IS examples for
critical need for early calklhood developmem and parent iuvol\"c:ment in edu·
cation is through its natural role as a nalion~l [e,:KlcL For l;Jstance, the De~
panment has hdped star1 The Partnership for F::mu!y Involvement ir. EdUC3
tiull. This P:trtnership consists of mon.uhan 5,000 tucaL lit::le, and n::.ti(mal
u!gunizations - from PTA:;, to employers, schools, and religious groups - all
working to encountge greater family involvement in children"s lives, at home
and in sc:booL
Helping Local Communi;ics Enhance Leafllllt$ Idrll A!lf!r·Scho(Jt·C()mlllullity-~.
Centers
What happens during the school uuy is JUSt part of Ihe so\uliun for building
quality educuthmal Qpportundes, A signHkuIH m:!jority of children's time is
1'p;!nt outsidt: tnt: classroom, Thus. what gocs on in a child's life hcfnre uod
after !;chool is critleal to helping our young people develop as goud students
and good citizens.
Pn:i>idcnt Clinton and Vi.::: Presitlent Gore's historic ufter-i>choollnitia:..ive
70
- the 21s1 Cenwry Coo";l1!u!lity Learning Cenkrs Progr;;en - has tx!gur. sup
porting r::ural';md inner-city $(;hools irf m:arty every state, working in IXIrtner
ship\with local,cnm£tl~lOity nrgunil~ttOns:lo address the educational needs of
Ihcir,;;ommuniry i(lihe'pcriods after scht)()J, 00 weekends and durin~ sunlffiCrs,
-~"' ",,v' ."w
.,'". J'!<
:,111c~c Ccntcr,,·providc·::icudcfok enri!;hmci1I and homework help; musk, arl,
. ""',' ".".I/~k;', ·'h,!.1~'-,-" '11£>" "
•
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supervised sporlS, and cultural UChVI(JCli: contmumty servIce opportumflCS; nu~
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'. t~t~o~, ~pd'h,!!a}.t!)~~,erv.lY~:~'~l,£ess to technology and telccommumc~\ttom;; and
I
.:'acti vitie.s· to "pi Oll'l(}lrp:ar~nt·. it'volvcffiCm and lifelong Jeaming thm can directly
"~I :",,,' ~~·"·:~:'-i.,-,,\"'"';;.:·," ~,"':jl,:"r",'}'.
.
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)·;.and·mdtr<:cllv;bcncfit~thelr~dhldren,
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:"~;~'~"'StatisiicS'~hoi,vlth;it';tne"(lf\e'r"school period - before pure:!t>: and uth¢f fam
.," """"'''':-.~,),<", '1~,t'
.. ily rrie+nbers "get'! h'6me '':;'i.':;tth~ period of greute.:.t risk for young people, pM
,
", +"
"1:''<'
tic:ularlY'tll&sc b(~!ween'th'e ages of 12 and 17, Retell! aat:! collected by the
CS. Mott'fo\,ndation document ckarly a !>trong public commitment to make
hign-tjuality, ~urervi:st!d after-school progtarr~ available to all childrt:n whQ
need or want ~hem,il The demand for the:;e program:; wa:; reaffinm:d in 1998,
when dose {o 2,000 communilles applied for funds IH establish 21 st Century
.'
7il Se(' grnernliy C.S, MIX! rllUtlatiM. Poll Filtds tftuwhtlmi"8 Support for Aftench(X)/
l;'nrithmpm pf{)g1Vm~ UJ Kup Kids Saft ami Smm"l (v~si!td ~{ar. 4. :999). <hiIFllwww.mott
.org)speciaLft-PH"l,;h"_j'lffSS_';:!Cl\)J;1t!m> lheTcin:<lte( Mou]. ~nd 21s1 Cen:ury Cmrummi:y
19;nnmg, C;:nt::l1, Ajlrr,Sdwni, W.:tKtmi ami Sm!Vllt! Prv£l"G.ms Jor rumh : ~i~ilt,'{! MJ.1'C:' 4,
191J9), .::h:tp:l1l65.Z;::;'L220.66lomtWOERlJ2! ;;teeLC/>.
71. Su genefall,1 Mot:. suprn UO\t 69.
�SAl/>7 WUlS UNtVE;RSlIT PUflUC LAJ\' RB'J£1i'
{VoL J1;1
Community ~aming Ce:tters,n By the l'ummer of 1999, we will have pro;
vidcd $200 million for after-school, "um;rcoer and weekend programs in 2,{)OO
schools, TIl!)~e schools are working In collaboration with Y{lUth development
agencies, communjly~based organizations. local businesses, colleges and uni
vcn.ities. and museums and llbmries to ensure thut children have access to a
wide range of etlucntional ane! r«:reUlinnu! services, Gh'en I~e demonstrated
need and desIre for these cOlical servkes and the success of t..'tis lnitimive. the
President has requested that Congress triple the budget for the program, to
$600 million.
Reducing etas:, Size tuld Modernizing Our Senft"l Bui!dings
All across our nation today we are f~\cing a significam rmd g'ro~"ing prob
lem Tuo many of our schools are vastly uvercrowded, and muny otht:~s are
run down anu crumbling around our chndren\; heads, Las( yenT. our )(choo1s
set a new national enrollmer.t record - a record we are going to be breaking for
nearly {he next len years,T.!
.
When schoot~ and classrooms are oven:rowded ana unsafe, slUdents can't
conccn\r.lte on learning - so they don' lleam as much_ These conditions $end
'the wrong messaBc to om children - that we don't give their education tm: pri
, ority it deserves. This is >"el another area where the feJeral gOllerrunent can
,,;"' ",. "i "'."" :, ._~.... ~and sh~ald play ,l-!)1 imponant rule ill hd?ing c(>mmunities l)olve prublcJlls,
',.
';, ;;.! ,(,;""~;,, 'Pref>ioem Clinton and Vice Prcsiderlt Gore have developed u practical and
, ::-:;:.:~;,:~;.'·,;;-:,\<'~}e';i~i\'~ app;Q~d; to help the nation and local communities refocus on what
, ,"'";' ",:.'t.<~l}~,: ',,, . m'~!;-rs ~nd cultivate improved education. They have proposed a $25 billion
~
,::~~~l~~~l~;~:~:~):;i:'~"U<"ic'n{ax credits to heJpinterest on development of bonds tonation
feder-It initiative to pay spur thut certain types acmss the build
public schools: This initlali~e would pro\'ide 'o'Qiu<lbJe federal
'1hile maintaining local autonorriY":"lnal.:ing local and state tax d(l!lnrs"
l/i'.t..,1· '.' g6 f\lrther by reducing the interest they pay on their school bonds, I: simply
. rcaw:c; the cost of, and cremes incentives fo-r local inveStment in'much needed
schoo: cop.li'trl.lction.
As local cc.::m,llunirh:s <-tnd as a nail!)>>, we have the energy and the ability to
address this racilir.~s problem. Risht now, all across the nat:on, (here exist
many places where a school !s jn a state of disrepair, while Oot far away there
is ,a state-of-the-art prison. As the philosopher Plato stated: "Tom which is
honoft.'d in a country is that whic.h will be cultivated there." tf we focus on
,.~-~
.~# ....
<,•• - ' ,
n, Sa 81''luaily P(sidf1l1 Cfifll<>i1 AnMIIIJ('N New 21u Ce1'llllry Cimwllllliry Learning
CmiCi$ (vi~lled
Mar, 4, 1999), <hltrjlwww.ed.g\lvJrfessRde~se.sI06-1991!:Z!gm[l.h.ml>.
7:', !J's. Dhl'AII.T.\{E.'.:y 01' ECt.'CATlQN W!llTE PAl'!lR, A. ft"-C'K TO SCHOOl-. SPECIAl, R1'~1>ORl
ON T~ RAllY Bou~~ ECHO - HaRE COMH THE 1i1!;,~AGEf{S, Allg'JSI 21. 1997; U.S. DEl'AI'TM£..'"
OF EOllCATION WHITE PAn", A BACK TO SCHOUI-. SralALREPOltT- nm BAHY BOOM ECHO
AuguH 21, 1996.
�"'''I
THE}lO!..£ OF THE; F£OEI<AL GOVl:.'kNME,VT fN EDUCAI70N
buildiag beautiful prisons, we will have no trouble filling those buildings. Bul
if we ;'Ocm; 0:1: building quali!y l1C:'OU\S. we wil1 have it much bctter chance of
producing quality $ludenl$ whu cau becon:.e product:ve citizens. National
leadership will help nd.\'un.:e this effort.
A second and interrelmed pan of the President and Vice Presiden,'" pro
posal is a plnn tu help local communities reduce :.Ive:age cla~;;; sire to 18 in
grace5 one through three. Studies show what parents and teachers already
kno"7: that children - especially young children - learn more and teacher le",h
N
more effective:), in small C};ISi.eS: And follow-up studies have shown that
these aCl~ievemeru gnins continued afte:- the students returned to regufaN;iy.e
classes after third grade.'·) Teachers have reported thai they preferred sUlull
<:lasses ill order to bener identify student needs, provide more individual atten
tion, and cover more matedal effectively,
Last yeur Congress passl;d the first iOflta!!ment of the Clinton Adminiwa·
rion's proposal to invest $12 billion over seven yearS and reduce cbss ~ize all
across America by helping pnrticipating sl~!tes and schoo! districts \0 hire
It)G,OnO new highly qualified,teachers. This :nveslment will al~o supply uddi
tional funciing and suppOrt for local communities 10· adopt rigorous teacher
training and testing so tbat all students can ffia5ter the basics. J am hopeful {hat
Congress will finb;h the job and make the long-term ir.':est:nenl (hu[ is neces
sary in thi~ Cllticul :m!;;.
Lowering class size is a critical current national need felt in communilic1>
[lie 'tradiii';o;f~nd prim;ry stale ;;nd
,.
loc.a.l :-ole in education but enhances it, " .
1i does'no!:dictatc how teachers urc:
., " ,
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~." hired Qf how thl!v :.hould· (cad'., but crcife's 0PRonuriitici: for cnmnmultics tu
~, :hF~.,~~.w wel,J-q~.alifi~9,te::chers ~h.o<pa,~.~alse·.·~t~~~~~~, of,lern:n!ng for all
"~., ,'children'"
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across this nation. .It docs not encroach on
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'I, ":<:~\f1ek):~~lg L;,ia't 'S.c/w(:ls If,i,:itig ;tl!c l:f-(:~t!~:~'(i(Irr.liilfF~'!!/0log}' tV'.t;los.l'fmmu
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• . President Clinton and .vice PreSident Gore have worked hard to provide
'local cD~ununjtiel> - rich 'a~d ?o~r, ~'rbUl~~ aAti fJral - ~ith one of the grcatel>t
0pjXlrtunitics o(Jcaming since t:tc invention. of the blackboard - the vast world
of learning te::hnolngies, The U.S, government is working to sllpplt::rte.l}t local
effort., to achieve Ihe~ goals, Currently, ilOOm one-quarter of all fund~"';,pent
on technology in K~ 12 schools 'in this country are federal funds,16
;
14. Set' U.S. DErAkThiE..'lT Of EDUCATION, R£!iUCt!'''<:; Cl.Ass SlZE: Wan DO
W-l.KNOW
(L998). ciring F,ederkk MO$telter. 111<, TCflMl$fe Study of Cias; Si;:e in lhe !(Art)' !:iM,,;,
! i}·I?'? (1995),
Srt U.S, D!!l'AN,H-iE.'<f (II' EJlUCARiN. RtHUC1NG CLA.;:;i SIZE: WHAT Do WE KNow
(1998), citmg BARB*-RA NYE. lIT AL., Tfm LASTING BENE."l.TS ~Tl'DY, EiOffIN GMot:
TECHNICAl. RFJ'ORT (Tenn, 5-1. Univ" Center of Euelle.'lCe fcr Rc~ar(h in Ba-sic Shlls, 19S8)
,76. Sl't' McKINSEY & COMPA,,,Y FI:).Il: 1'l-ffi /'J ...,'L l"<FQIL\-!;\T:ON AI>V1SOK't COUt-C'J.,
GNulv,l. 5 rCTUllli CF CWWRll.>.i
7~.
CONNE:';'J1NG K. [2 SCII()OLS TO
nm iNI'ORMAT:ON SUPERmOm\- A Y :1995),
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�SAf,VT WUIS UN!\'ERSrTY I'UBUC LAW IU;YIEW
(VoL ]');)
The~~ cffOrl$ inclune an ;nv~>~ullCnl of $425 mi;lIon for the Technology
LilenH::Y Chalknge Fund in 1999, fends that wiil help sUites-and local di:stricts
meet the JllminislraliQu' s foUl goals or. educatIOn technolog>:. The&\! goals arc
connecting every classroom \0 the lnternet by the year 2000. increasing .he
number of modem, muhimecia computers in the.dassroom, expanding the
avai!ability of higr.-quality education software and content, and ensuring that
teacht:rs have the klnd of access nod {'dining they need to usc these tools well.
TIle President's 1999 budgct,uls(\ i:lcluded $115 million for Technology
Innovation Chllllcnge g:;l.UlS, a {;ol1lpt':litive grunt program 10 build partnership
among local schoo! dis::kts, univcr;.;i:ies, bcsim:sscs,' lihraries. softwilre de·
slgner~,
up.d others.
Finally. in ,mother recent example of how critical a redc~al role in educa·
. (ion can be, the President and Vice President took the lead in securing the E·
'<lte (DJu'~lIion-rale) to connect schools and libraries to the Internet The E
Rate provides $1.925 billion in discounts of between 10 and 90 percent on
tckcnlnnlunkmiom. services, internal connections, and Interne! access, with
the deepes! di,,;;:oUn\3 going to the poorest arbat. ilml ruw! schoolll which need
it mo~L In this way, we. are hc!pi~g at the fetleralle...c! to ClIsute that no ~me at
the !ocallevcl will be denied ihe nppo'rtunities to liSC theM! ntW 1e:lfTling tech
nologies, Early signs indlcllIe thaI there has been., and will continue to be: a
dramatic increase in schools and classrooms connected (0 the Internet
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" ,It is silid thai !l\:cessil\'- klhc llH,lthcr of inltCntlQl1, .W.; have :llw<lYs had a
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':',-genuinc need in,thi~ 1~.aJi()!1Jor,edl!p~ibn: Out of that need, tbe federal gov.,
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. -.' emmem - with the- pUblic" ssup'p<)rt':: n'iiSste'a'(liiY6'ullt und sustained a federal
"'" .';a~,;;; roJe in education , ',I
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Ihut c~mribll!es to' th~ i'cl!~bein'g of this nation whIle main·
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':_:.,~, tUlnt!}li ~!~{e and !ru::~I~~?~~rol:i,jflll~'co!~l.ml$!lJ:,~7J},d~monstrated SlgOlficlInt
results, ) el more needs 10 be· done, ' .. ~.. '. "~:rK "":' {' "
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. Tuduy, we stand at the dawlI of <1'ncw'Age of Education - a critlca.! time in
our n:IIj;:)I!'S hi~l{}ry when ihc ~pportuflitie~ 'for bro~dcning hvnzo!ll;, expand·
l:lg learning ,mJ building;J secure r:J!~re a!"e g:euter th;m ~ver before. These
unbounded opportunities are equaled by the challenl,'C to make ~,ure that every
person has access 10 them. Tbe fedl!ral government plays an imporI-am
in
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helping families. Slatei>, and localities meet ,his eh.ailengc.
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Rem::rks Prepared for
Rjchard W.Riley
U.S. Secretary of Education
Edueation Commission of the States'
National Forum and Annual Meeting
Pittsburgh, Pennsylvania
July 15, 1993
Chairman Bayh, Chairman-Elect Edgar, Frank Newman, my fellow
panelists - Governors McKernan (Maine) and Nelson (Nebraska) .. and
Secretary Robertson (Massachusetts).
"Of all the countries in the world, America is that in which,th,e spread
,
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of ideas and of human industry is most continual anq
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commitment to education iti the 19th cenrury.:' Throughout"ou(history,
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it has been a distinguishing characteristic of the Arflerican system, one
that strengthens both our people and our economy,
It is preserving that heritage of the American education ideal that
probably motivated many of you to participate in this conference .. , and
! thank you because you are critical to the reinvention of education
from preschool to graduate school across this great country:
�2
It is a special honor to be here to talk about navigating systemic
educational change at this ECS meeting because today, my home state,
South Carolina and I celebrate an anniversary.
It was ten years ago at
this very ECS meeting in Denver that the seeds of South Carolina's
comprehensive Education Improvement Act were planted.
Fifteen of us -state government leaders and staff, legislators, business,
educators, and community representatives - attended that meeting and
began the design of a systemic reform package.
And we took our
experience at the meeting to build a tearn which gave birth to our very
successful legislative package and grassroots citizens' campaign for
improved schools.
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AU of you have come to this meeting hopefully to do something-.
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President Clinton's policy proposals, including those in the GOALS
2000: EDUCATE AMERICA ACT.
.
�3
I want to talk about three elements of systemic change and how these
relate to improvement at all levels of education.
I.
They are:
Creating process leadership to build ownership for sustained
education reform;
2.
Establishing comprehensive and systemic education reform; and
3.
Focusing on challenging high standards and achieving the
Nationa] Education Goals.
Because public education includes so many stakeholders, being able to
exert process leadership is vital to success.
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Surely Bill Clinton and I believed thlIt when we were' .:'
Cleariythe states have the legal responsibiliij.to
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into motion.
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Governors, and our belief system hasn't changed with our new
"federal" jobs!
But state leadership must be coupled with support for
bottom-up innovation, building local ownership and creating local
excitement about the change process.
�4
An ECS study< of school reform in the late 1980's identified a critical
ingredient for success in statewide education reform - called the 'T'
Formation. The top of the letter "T' represents building a consensus
across the top leaders in the state for the needed changes.
perpendicular line of the
'r
The<
is the two-way communication with local
community leaders, educators, and business who are the advocates for
and implementors of change.
Without this two-part approach, it was
found that few states were successful in building the long-term
foundation for change.
This is what process leadership is alrabout
building consensus and ownership statewide for comprehensive
education reform from bottom to top and from top to bottom.
And the Federal government should be a partner, not a barrier, in this
process.
While working on educ~tion ~eform as a Governor, I
remember well how helpful it was to have the sUPPo.rt ~f !!len. Secretary
., . ~,'.'·.1,:,,-<
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of Education Ted Bell.
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And at a critical time, a federal grant we 'won
helped pay for part of the design of our reform package.
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The federal
support for our South Carolina statewide reform effort was important
because people like to be part of a bigger whole - a nationwide effort<
,
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Process leadership then builds the ownership from which we can
achieve change.
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5
The second element in navigating change is establishing comprehensive
systemic education reform.
The lessons learned from state and local reform efforts over the past 10
years tell us that the whole of the reforms is bigger than the sum of its
parts.
Some call this systemic reform.
.
(I know the guru's who came
.
up with .that name - and many of whom work for me now, Mike
Smith, Mike Cohen, Terry Peterson, Sharon Robinson.
I heard it, I thought it was a cold remedy.
The first time
But I have learned the '
power of this concept because it goes to the core of good education.)
Systemic reform aims to redesign the entire system, so that everything
and everyone in it supports high-performance teaching and learning. ,
That meanS ongoing professional development for teachers to help
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effective uses of time and technology. and better ways of involving
parents and the community;
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It includes high-performance management
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and continuou~ feedback on how the system is performing.
After traveling·.a,·ollnd t!ie nation for the past six months as Secretary of
Education, I find that people want these bolder cutting-edge ideas and
approaches, but they need to connect to them, feel a part of the change
process, and become excited about the potential for success.
Systemic, comprehensive change in education offers thaI potential.
�6
This leads me to the third elementof navigating systemic change
focusing on challenging high standards and achieving the national .
education goals.
and goals.
All of our actions must be driven by high standards
Students in many other countries are expected to learn
more ... and they do.
Too many students in America receive a
watered-down curriculum - which results in low expectations and poor
results.
I often quou, Benjamin Mayes on this point.
Benjamin Mayes, a close friend of Martin Luther King, Jr., waS a
friend of mine in. his later years.' He used to say that the -greatest
tragedy in life is not failing to reach your goals -- the greatest tragedy
is having no goals. at all.-'
U sing high Stanct.ml~ and challenging course, work to drive school
, .
" _ref?'rT"is·po~~rf1tl::.Recently, I reviewed findings summarized from
.,., ,",+,'" "
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the National Education Longitudinal Study (NELS).
These findings,
compared I Oth grade student achievement in mathematics under a
variety of situations.
Some·very, very interesting results emerge.
The best predicior of how stiJdents did on the 10th grade math test
wasn't so much the income ,,?f.th,e pa"f'nts,not so much which type of
school they attended, but what tough courses the students had taken.
If you don't teach it, kids won't learn it.
�7
[Talking about building support for high standards in states
remindS me of campaigning around South Carolina for our
reform package, I walked into a restroom of a restaurant .
where I was speaking, and there; posted in big letters on
the hot-air automatic hand dryer. was a sign - 'Push here
and receive a message from your Governor.' I've
preferred paper towels ever since.]
To add to your tool chest in navigating these three elements of change
that I've just discussed, our Clinton Administration has a number of
initiatives.
Our lead bill in Congress, the,GOALS 2000: EDUCATE AMERICA
ACT. is built on'(vliat'We bave;learned from you in the states during
the 'past ten yeari'ijj,bout'liow'M~cation reform gets started and is
''0'''.
implemented.
'
It is'a strategy: for reinventing our schools.
It is a new
national partnership for educational excellence. It provides the
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framework to achieve the three elements of-systemic change.
,
�"
8
The legislation invites states and local communities to develop their
own systemic action plans, Custom-made to their needs.
waivers to states and communities for ambitious reforms.
is an interest of Governor Bayh.)
It allows for
(I know this
And the Federal government will
provide grant money to support comprehensive state and local reform
efforts.
All these activities encourage a bottom-up approach and, at
the same time, support building state and local capacity for statewide
reform - it helps develop that T-formation I talked about earlier.
GOALS 2000 at long last puts the National Education Goals in fonnal
national policy, if passed by the Congress.
By 1996, it is possible that
. as few as 15 % of the governors wlio"signed'on .to the Goals in 1990
.
will be in office.
We need to keep the. fOCus on"the Goals for the
entire decade, not just the firStJhlilfiof:tIieti!ecade:c ':
With GOALS 2000 you wil1;for·the
first time, have available
information about what are internationally competitive standards in
academic and occupational areas.
We often see studi~s that find that
,
. American students don't measure up to students in other countries on
international tests.
Yet, right now in America, you'a:: foHcy i:lilkers,
business leaders, and educators have little. information about what are
the international standards. It is like asking American students to
swim the English Channel with their hands tied behind their backs .
while the competition has both hands free.
We want to give local
communities and states the tools and information to be competitive.
�,
9
S Let me make it very clear. We don't want to create a super Federal
L school board or dictate curriculum or spelJ out teacher/student ratios.
GOAlS 2000 must be on the right track.
In the last few months I
have had visits or calls from numerous governors, legislators" school
hoard members, and business and education leaders wanting to know
when they could get started with their action plans.
And former Secretary of Education Ted Ben put it this way: "The
GOAlS 2000: EDUCATE AMERICA ACT will, at long last;give us
,
,
the clear, high standards and tough assessments that everyone agrees
,
'we need to improve schools.
'
It can, over, time, make American
schools and students the best in the world once again.":, And that's a
goal that members of both parties
mustsliare:~ "cWe
are 'working hard
to make GOAlS 2000 balanced and bip¥tisan as'ifi'iiioves through the
full Senate and House.
"
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It is suggested that the first paraqraph on page 9 ("Let me make it
very elear.~~") he replaced by the following page$~
fhis Ctil..&:t+&i\
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I'm sure many of you are concerned that opportunity-to-Iearri standards will
place an undue fiscal burden on already tight state budgets,
problem,
I understand that .
If I were still a governor, I would not want anyone in Washington
requiring me to levy additional taxes,
But the problem here is not with
,
opportunity-to-Iearn standards, and it won't go away if the standards dido't exist.
In order to meet world-class standards in science, middle school students will
require teachers with a deep understanding of science,
If does not have a
sufficient pool of qualified middle school science teachers, we've got a problem,
Not because the federal government says so, Not because Washington won't
. give use a Goals 2000 grant. But because students can't learn from teachers
who can't explain'the material.
We can address this problem in a number of ways.' We can hire ,ad,dit,ional.:,:, .;f,',,' ,
qualified teachers; if we can find them and tl1e money to pay for them:';W,e,can"J",(' ,:,;'r
institute a , maSsive, ongoing professional development program,; :'\'ie,;.c~lused·?,·"::'< '.
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satellites and other forms of technology to bring students the subject ,matter, "
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expertise they might not have access to in their own school. We can foster team
teaching arrangements.
We can coordinate the implementation of our new
content standards with the timeline for implementing these other strategies, so
°fhat students have the appropriate opportunities when they are required to leam
the new material.
There may be a variety of other approaches every one of you can think of.
What is, important to keep in mind is that there is, a real problem, and it must be
addressed. or else the cbaJlening content standards will be mamingless.
�. .:J ,
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. How it is addressed, when it is addressed,. and how costly the approach to
addressing it will be are all matters for the state and its citizens to address,
without interference from the federal government.
This is what our bill
provides. And if there was no Goals 2000 bill the problem would not go away
for any state that understood the importance of having our students reach
challenging standards,
These school quality standards can and do complement the systemic reform
agenda that you and I share, and that many states are already hard at work .on.
They do need to be different from the. quality and input standards many of us put
in place in the past .
. They need to emphasize the QlIality: not illst the QlIantity of school resources.
.
We need to be concerned with the quality of work students are given, not just .
..
'the labels of the courses they are offered .
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They need to more explicitly reflect our e:u,ectatjons for atudent leamin~.
Schools must have a critical mass of teachers with demonstrated competence in
.
teaching more challenging content standards. ,Teacher licensure and certification
,
requirements should be performance based and must reflect this expertise. '
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stamla[lls n~ed to help ys {oells and impfQVe ~.hQQl resources. [lither than
simply in"reasim: them. While additional funds may be necessary to help some
schools meet opportunity-ta-learn standards-to provide more or better staff
development, more current textbooks, computers or lab equipment-the most
,
important thing is to make sure that the resources we already have in place, as
well as any additional ones, are focused on helping students meet challenging
standards.
We can't, and won't try, to run schools from Washinton D.C. Our Goals 2000
bill reco/,'1lizes this, We are not proposing the creation of a federal school board.
Nor are we setting federal standards for class size. Throughout the bill, and
especially with respect to the opportunity to learn standards provisions, the
Administration's bill provides states with the maximum flexibility to define
.' :,.,,~. opportunity to learn standards, and to incorporate them into their own overall
:;,', ; ";' reform strategy.
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If I were still a state official, I would be concerned that these voluntary
standards would quickly become mandatory-or at least very costly to
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volunteer for. Let ,me reassure you on this point. We do not intend to make the
existence, use, certification or achievement of opportunity to learn standards a
condition for t.t'i,~ lcceipt ,jf· federal funds or participating in federal education
programs. And we will oppose any efforts to make such a connection.
~
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�As the bill makes its way through the Congress. there have been some changes
to our initial version. But we are only part way through the legislative process.
In the nexi several . weeks. I expect both the House and the Senate to take up
.
Goals 2000. There will be some things to work out in conference. The
. President and I have indicated repeatedly that we oppose any efforts to interfere
with the fundamental responsibilities of states. or 10 dilute the overalI"focus on
results. With your help. we can succeed .
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At the same time we are working on GOALS 2000, we want to
reshape the almost $10 billion Elementary and Secondary Education
Act, including Chapter I, during reauthorization.
The redesign of the
Elementary and Secondary 'Education Act is rooted in the concept that
the schools have to establish, enable and ,reinforce high standards and
high performance for all students including those
at a disadvantage.
, We want to increase flexibility to encourage local initiative.
And we
want to invite schools to collaborate with other human services in
'helping students with special needs.
School-ta-work transition is a third area on which we 'are working.
,,
The United States is the only industrialized nation with no for:mal '
system for helping young people get from high school to first career
jobs.
We want to c~eatea new bridge between the classroom and the '
workplace"by bun ding career pathways.
,
.
Students then would come to
learn the reminder that President Clinton has so often issued: ,"The
more you learn, the more you
earn."
In addition to these initiatives, the President has just sent to the
, Congress new legislation called
-"""
.
thii' "Safe $cnoollr Act.'
We want to
..
, give school districts and communities as much help as we can in
combatting the rising teenage violence around and in schools.
schools can't do this one alone.
But
Parents, the entire community, law
enforcement. and the media are needed to tackle this vexing problem
~,.,.-
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that is ripping America apart from big city to small town:
�11
Finally, we are committed to fulfilling President Clinton's call for a
program of national service.
We want to tap the imagination, the
compassion, the intelligence and the energy of our young people to
solve community problems.
.colleges and schools.
This is a real natural connection between
Strearnliriing and simplifying the college student
loan program fits into this initiative as well.
Through GOAlS 2000, a reshaped ESEA, the school-to-work
initiative, Safe Schools, and National Service, we hope to make the
Federal government a helpful partner in your efforts.
Accomplishing these goals. will ~"Ao smalCfeat.
community will have
to·de~ign
Each state and each
its. own comprehensive actions.
To
connect communities, and. ~tat!ls .,wo[kjng on systemic change, we
sponsor a
mOJ1thlY':~!iconf~.r«,!~~,iru:onjunction
of Commerce.
Call
1~800:.u~A~LEARN
with the U ,S, Chamber
if you want to get involved
with others throughout America working of! school reform.
.
.
.
[I assure you, this is not an attempt to compete with Ross Perot's
800 number. J
' '." •..
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My staff has packets marked GOAlS 2000 that describe in more depth
a number of our initiatives and the GOAlS 2000 Community Project
and teleconference,
�,.
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12
In the end, the real payoff of systemic change is in individual student
growth.
A couple of years ago, I spent a little time at Harvard.
One
day in an open forum, a student named Jeffrey Livingston got up to
speak:
He was African-Amencan, a sophomore at Harvard.
He
spoke eloquently and forcefully about how school reform had changed
his life.
How he came from a family of modest means and education
reform in his state had made the difference in his life.
I listened
politely like everyone else.
Then, as he continued, I suddenly realized that Jeffrey Livingston was
talking about home ... about South Carolina.
So there it was right
before my eyes ... at Harvard. ... a product ' . our South CarOlina
,
..
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Education Improvement Act.. .. ,a ,product of,our planning at the ECS
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By the way ... while Jeffrey, '\'as:wa,iting to start his first full-time job
on Wall Street this past spring, he came back to South Carolina and
tutored children.
And he led a rally in support of pui.;lic education on
the steps of the State Capitol.
~''-~
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President Clinton and
r thank you for what you are doing.
If our
children are going to grow and learn - if our country is going to be
prepared for the coming times - so much depends on your efforts to
produce millions of more Jeffrey Livingston's throughout America.
Thank you.
,
�...
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13
Qptiooal Closing: While in Boston at Harvard, I also got
interested in ice hockey - a wild game for a native Southerner.
Since then I have followed the game and Wayne Gretzky.
Wayne Gretzky, when asked once why he was ice hockey's
greatest player, responded, 'I skate to where the puck is going,
not to where it is. '
It is easy to fOcus on simple solutions and
But, to meet the challenges posed by a global
quick-fix answers.
.
economy, we must look to where the future is moving, not .
remain stuck where we are.
We must look to the future of the
next generation and those which will follow.
We must move to
where the puck is going, not to where it is. 'As my Japanese
friends say,
'we must smell the future. '
I urge:your state teams
. " . '.
to 'smell the future.'
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Thank you.
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K-12 Transition Team Executive Summary
The Clinton/Gore agenda. the National Goals and [he upcoming reauthoriza1ion of ESE,.',.
provide an unprecedented opportunity to rcfoon elementary and secondary ecuC<ltio,L Th:,)
agenda calis for high voluntary national standards and the provision of appropria;e :.erviccs to
help assure that all studems have a fair chance to reach these standards. To accornpli::.h thi~,
the Department of Education' will need to crea~e a coherent policy that ~ntegrates progrJm~ at
the Federal level. and buUds partnerships with $tates and local school districts around
achieving high standards. This policy should provide gt:ideposts for resource allocation thaI
will bring to all chiJdren opportunities to achieve. Instead of a series of individual. non
integrated programs. the Admjnistration ShOllld create a structure that crosses programs and
pro~ides a foundation for their coordination, Such a structure can serve to interconnect
education services for all children by enabling them to meet challenging expectati{:,lOS, The
new policy needs to be particularly mHidful of the needs in l:rban areas and of initiatives In
early childhood development. youth apprenticeships and 'communi:y service,
.
Current Conditions
Ove~ll. the Department has not provided the necessary leadership and visicn to guid~
the administration and policies of the K - 12 programs toward the achievement of Nation::1
Goals. This has occurred because of the following key factors.
'
1. Fragmentation of programs
,
..
Over the past twelve years the Department has. provided linle anention to th~'" "',' .,.,<0, ,'"
comprehensive needs of K~ 12 students. That is. programs have been administered ;is specifIc .
projects without a coherent view or how lhey might fit together to help serve srudenis and
schook Chapter 1, which is the largesl progr.1ll1 to serve needy sruder:.ts arid whic.tH?f{c,rs," " .
the most direct source of funds to advance educational equity has been limited , , '
because of J
,
,.
remedial, add-on rather than a preventative. whole-school approach to' educating at-risl..:" .
students. Other categorical programs (1vfigrant, Indian, Special Education) tend to focus on
identifying and regulating services to their target students rather (han stimulating and
upgrading the general quality of all inS[ftlction for such populations. Similar problems havt:
characterized programs intended to encourage school improvement efforts, tbereby limiting
the capacity of schools to deliver high standards to all student~, The implementation at lnc
local and state levels of many of these federa! K-12 program' are driven primarily by r,,, ",
audit exceptions and compliance reviews at the expense of a focus on the neJeds of the v.:iwlt:
child and coherence of teachlng and ,learning.
t
.
2, Lack of Connectedn"", to Achi.". :-;ational Goals
The Administrarion's focus On America :WOO has been largely divorcedJrom a serious
attempt to reaJ.ize tbe National Goa!s. Lack:ng to dare is a depa:tmental policy and capJ,i.'ity
to plan. coordinate and oversee programs that 'move students thrDugh an early, continuing,
41
~#.c", ;;-/,:& )v., ;--k,
,r;:; C,-·,,A.>< ..... .:..r /9 t;' ~
�and comprehensive experience culminating in their achievement of high srand:m,k
3.
Failure to Address Equity
Poor and minority students are frequently victiplS of a system that holds Iht:t:, III ;\1\".. r
standards than others, While the responSibility to level the playing field for :1',," ...' ~·IL.k'1:!I i~
a come:-stone of the federal role, the traditional categorical' approach has focu~ . . ,: "11
remediation and not on providing quality education, Children with special :)~t.'\':'" Ir\.'4\"~'I1I;:
receive basic skills instruction in segregated settings, The categorical StntCture i~ :JI1
important way to set federaJ priorities in education and should not be dismantktl H,'\\o,.:\l'r,
the individual prograJ'Ds can be changed to promote a: common focus on high qtu!II:..
perfonnance for needy 'tudent'.
4. Technical Assistance·
SEAs and LEAs, as well as schools themselycs, have long felt thai the Der.anrnl·ll! h.l\
assumed a role characterized by monitoring and auditing rather than SUppOrt and ~lIid:Jn,~'
toward program development Although hundreds of technical assistance centers ;(rl.: l'llll.kd
through the Department, they are uncoordinated and administered under specific prp~r:ll1l
jurisdictions and are paralJeled by teams of Department personnel interested in t'lllnril,!J1,,:
Consequently, the technical assistance c>.!nters are not viewed by school personnel
resources to help them drive improved teacbing and learning in whole school refor:'l
<1\
A Window of Opportunity
In order to provide a coherent direction and strategy for educational refotni. flall.'1td~.
standards _w'hich provide a shared vision of what all students need to know and v..:!l :....: ti'k :','
,
do when tbey,leave school must be developed, Such volunt.ary, national standards dBI'.!' ';, i~ ., .y, ,','.
defmed with the full participation of educators at all levels of,the system. 1Jle ptcxl"ll '
environment ope:ns up a critical window of opportunity for maximally effective relonn ~,,,,
to a conve~gence of circumstances, In addi(ion to the upcoming ESEA reauthoriZ;}lnm " f
example, subject~matter associations (e.g .. ~ational Council of Teachers of Marh~lll.l!l,'
state policymakers, and local school. districts are beginning to use ambitious and (I l m,f'.' ";:
standards to guide teaching and leaming, Additionally, there is unprecedented agn.:t'llh::I :j
the research community to support the concepts of reform, e.g., that almost all chilJn'n . j;1
learn'!.'! high levels of thinking and that the bilingualism of language minority childn:n ,tl ' ....
leveraged to accelern.te their achievement. The federaJ government can reinforce thl.."'-C
efforts by tinking various federal programs to the same high standards and offering "il
children the opportunity to achieve them. Specifically, the administration should set Ith'
following priorities.
1. Create a vision of excellence and equity that guides all federal eduC2tion and rd .. lI-d
progr.un~. National stand.ards, developed v.:ith broad participation of educators anJ .;! .
will represent a shared vision of what students should know and be able to do. Tb:
j
�Secretary and the Department can encourage and suppon these vOluntary standards, engage:
in research and development on assessment tO'measure attainment of the standards, identify
and disseminate promising practic~s to help reach !he standards, and assist stales' 10 create
policy infrastructures for adop~~ng the standards, The s:andards wili guide all fcd::ral
programs, providing performance goals and emphases for services to chHdren and 5Cltir:g
high expectations for all children, In this manner, a common set of objectives can forge new
integration among previously discrete categorical programs, making performance !ocir
primary emphasis and di:ecting,infrastructure development toward the realization of these
objectives,
2.
Create a developmental sequence of educational experience~ Students can mOve,
through the leaming.process in a continual and reinforcing way toward achievement of high
wucational goals and OutCOmeS.. For exarupt~, .early childhood programs for specia!
populations need to be expanded to assure school ,readiness and to provide for prevenllon
, rather than treatment. Chapter I and Bilingual Education do not adequately serve Secondary
student's whose deveiopmental needs continue beyond the period of concentrated services
offered at grades K-3~ Ifthese"progrnms are to help level the playing field, services lor
needy students cannot be truncated at early grades without some plan for continuation. And,
community service opportunities shouJd be pan of preparation for life-long citizenship,
3. Emphasize all levels of educational delivery in improving capacity to meet high
,standariJs. One area in particular' need of.·artention is the professional development of
educators, The'Department should encourage a cross~cutting program that prepares leJchers,
to serve students as whole individuals rather than as recipients of specific services, In
addition, teacher training ~hould be linked to the realization of national goals and include
, ."
',' ~ preparation in using assessment to improve instruction and in working with parents as
partners in achieving the new standards. Opportunities should be made available to S;;P!X~--:
,..:I1J.,{;.;; ,:'.:
flexible plans and programs in schools that allow the, leveraging of resourcesJor capac'lI:>
,
building. In the ~ of technical assistance, there must be an accompanying shift :rom J
,,,
focus on compliance to one of qu~ty support.
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4* Impfove coordination within and across programs and with otber agencies, -W::h lh1!'
national staflCiards as a unifying vision for the education of the whole child and all children,
the Depanment must aim for a seamless web of service delivery. For example! in Chapl::r
I, there should be increased support for school-wide projects. In such schools with a
presence of..Jf:lD.g\!,age rr..ill0rity ~tuden{s. Chapler 1 and Title VTI can be coordinated in J '),;1;
that increases equity and pushes exceUence for LEP students. Chapter I can help stlJd;;ms
achieve high levels of content mastery. while Title VII can maintain focus 'on the goals ,>!
foreign language and international compeli[i\'eness through the development of high
functioning bilingualism among both language minority and native English~speaking SIUdefl!"
As another example. the Chapter 2 (state grant programs), the Eisenhower Math and S,,'It:O,'t,'
Program and the NSF systemic refonn effort can provide coordinated opportunities for
schools to create plans that mtegrate instructional development, staff development, and
instruction~hased assessments. The Office of Special Education and Rehabilitation Ser. i(~,
�must interact with Elementary and Secondary Education more systematically to lnsure lhat
chiidren with disabilities are included io'education refonn. '. The resources of bOlh cJ.tcgorlGll
and discrelionary funds must be harnessed to meet both academic and service ne~ds of
schools and comrnur.ities in urban areas.
th~ federal government's historic commitment to providing access and t'quicy.
In contrast to the past, natIonal goals and standards provide targets and greater detinition to
equal opportunity, Chapter I funds should be vie"ed as a supplement to help level the
overall educational playing field rather than as a separate program. Inclusion of diS:lhh:d
cbildren into regular education settings should be a priority. In order 10 more di~c::n']'y
serve LEP students. the current Chapter 1 provisions that limit services to stlJ.dem.~ of Erni;cd
English proficient starns need to
removed. Finally, schools and districts and stat.:s' m,;~!
.
be held accountable for providing all students an effective opporrurt1ty to anain tilgh
achievement standards,
5. Renew
,
be
6. Reinforce the National goals and standards with 'other polities and programs in a
systemic reform effort. We cannot expect .ambitious outcomes if students are ilssesso::c (';1.ly
on basic skills, if textbooks are mediocre and if teachers are unprepared for ne\\" chJ.ik:lfing
. content and related pedagogical demands, The federal government can help build a
partnership wit~ states and localities to ;ncrease capacity for systemic reform, One k.:y
approach is to consolidate the seven broad areas oLexpenditure under Chapter 2 to suppr,n
, school-wide plans. "Another would be to link school-wide efforts at'refonn to inno~'ati\l'
approaches in the math and science' program under the Eisenhower program. A thi:d \\ "\l~J
be to lev~rdge funds beyond the limited purposes of individual school improverI?en! pfI);:r;\:Il\
to "create broader initIatives for urban schools.
First Steps ,
'~>"
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Specific stePs wilJ have to be taken during the n~xt 6 months
the Clinton/Gore agenda and a national vision for education.
to
move the agency
;,\"1 j"j,
.
L Assist states ~o be·ready for systemic refonn by developing and promoting 1l'~i\l:Jtinn
that provides a focus and resources· for setting goals and standards, and for den;,illping
strategies to acbie!f: higb performance..States and local school districts are ctJrren1l~ :It
different levels of developing standards that define '''''hat all students should know. nlt:
legislalion should fa.Cilii:;.~!~ t~e" devei:;pmem ?f benchmarks for performance that ~an hdp
states and local school districts move ioward their own definitions of standards. Fina:'ll'l,il
assistance should be provlded to states. schoo! districts and schools to develop a pian ~1t'
systemic changes to help students attain the goals and standards. If this legislation is p;b""d
early in lhe year it may require a FY 1993 su'pplemental appropriation.
2. Plan for ESEA reauthorization. II is critical that Departmental p!anning for ESE.A.
reauthorization begin immediately so that the Administration's proposal can serve as Ih~' h.bl ...
for Congressional markup. An effort should be made to meet a March 1 deadline. Til:,
�planning effort must consider the proposals for revisions ma.de by major study groups
advising reauthorization. Tne £SEA reauthorization.effolt should be linked with tht:
development of propOsals for OERI reauthorization. The linkage would be lmpona'm 10
the Department'S research a2cnda to its major substantive mission:
.
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3. Orient program staff to changes. I! will be necessary to focus and provide cng:::gTng
pr~fessional development for Department progr.un staff. ,They must be.prepared for chunges
thaI will need !O be made to align polic~es and programs with the refonn a'genda.
4. Consider Supp1em~ntal Appropriatio~ fo~ IT 1993 t~ accommodate i~pal't or
demographic changes in the 1990 Census. The demographic shift in-the povcny poplilatlon
as recorded in the 1990 Census may requiJ:e a supplemental adjustment in the .bu(lg't!:1 1M "
programs Chapter L Depending on the provisions addressed,.e.g., level of !Jold·hJ:1111t'$s in
Chapter 1, the amount may rnnge from S250 to S500 million..
. 5. Make immediate contact with otber teams working on Clinton/Gore initialin:s:
related to children and le-arning. ,Major. legisJative and programmatic effons are
anticipated in the areas of early childhood development, youth apprenticeships, and
community service. These initiatives have substa,ntial in:Iptications for the effons discussed
throughout the K·12 report. The Secretary should take immediate action to develop
interagency teams, o~ some other mechanism, to coordinate these efforts with the other
initiatives within the depan,menL
,'
6. Redirect De~~ment¥~~l!Sored Technical Centers. There are severa1 ,hundred
Technical Centers that' function in a disconnected manner from one another, They shO\Jld he
restructured to provide qUality SUPPOI1 for state and local agencies and schools to help them
meet the NationaI:G.g;t1b ii.,;
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45
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�K-12 Report
L Divisions and 'Entities Reviewed The :.mits reviewed by the K·12 Task Force are the
Office of Elementary and Secondary Education (OESE). the Office of Bilingual Education
and Minority Languages ..vTairs (OBEMLA), and the Office of Special Education Programs
(OSEP).
.
2. Programs and Activities Each of the reviewed oftices is directed toward its own set of
'missions and responsibilities,
a. The Office of Elementary and Secondary Education administers q:ver 30 progf3rns
with a total budget ,of over $9 billion. The Of0ce directs, coordinates, and
recommen~s policy for programs designed to assist state and local educarion
agencies. Its primary aims are to help improve the achievement of elementary ar,d.
secondary studentS and to assure e..{ual access to services .leading: to such'
.
improvement for all students, p.1l1icularly those who are economically disadvantaged,
limited English proficient, Alaskan l"ative, A.'1lencan Indian, or children of migid.nt
workers. Fonowing are deSCriptions of the largest and most significant of the
programs in the Office·of Elementary and Secondary Education.
.
Part A of Chapter 1 of the Hawkins' Stafford Elementary and Secondary Education
Act (ESEA) is the Department's largest program. This program provides fonnula
grants to local·educational agencies.(LE.A.s) for supplemental instruction and support
services to help'educationally: disadvantaged children master the academic skills they
need to succeed in schooL $6."13 billion are distributed to serve over 5 mil!ion
snldentsthrough'lwo fonnulas:.(1) Basic grants ($5.45 billion) to over 12.000 LE."s
based on Ihe number of school;aged children from low-income families and (2)
. Concentralion granls (SO.68 billion) [0 LEAs Ihal have al least 6,500. children from·
low-income families or a poverty rate of at least 15 percent.
Part D of Chapter I is the Migrant Educalipn program (approximately $300 million).
TIris program ll).,akes grlmts to state agencie';-?lnd no~-profit organizations to assist
migrant students from'pre-K through college levels.. The state agency grants. thl!
largest part of this program, are used for supple'mental instruction for migrant
students and for
intra~
and
inter~$tate
toordination 9f services for migrant chi!drl!n.
'.-..
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.
~.'
Part B of Chapter 1 is the Even Stan program ($89 million). Even Stan is a two·
generational program designed to foster parent literacy and child deveJopmem. The
program not only integrates adult and child education. bUI serves as a hub for
community~based
services for low-income chiJdren, often linking Head Start and
Chapter I. In FY 1991, Ihere were 234 Even Stan projecls serving 7,500 children
and families.
The Office of Indian Education idpproximateiy $80 million), localed within OESE.
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"
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administers grants [0 LEAs for programs designed to meet education::tl Ih.'.:d,
Native students, provides limited fellowships for graduate studies for :-"·:l1i'.t'
Americans, and supports programs of adult education for Native Am~ri,':jI1~.
Ill"
Impact Aid programs ($750 million) provide general financial asSiS!arKt.' lP ,,'Ihhll~
LEAs whose local revenues are adversely affected by federal ?ctivity. TIll.: i'lIlltl~
help serve 1.8 million students whose parents work or live on federal rr~lr<..:ny.
including military bases, and over 100,000 children from Indian lands. Th~
program also provides funds for school construction to LEAs adversel:' :tt(t','ll'd hy
federal activity. The substantial reduction in military bases over the nt.'\i i"t.''J. ",':1"
will influence t~e size and scope ,of t,his program.
111
School Improvement programs in OESE falJ under severaJ provisions of H:!·... ~in\ '
Stafford. Overall there are approximately 20 programs which fit into thi~ ~':!k~"r:,
TIlere are five major school improvement prog~ms:
- The state and local Educational Improvement programs ($~J6 In iIIII In I
provide funds to state (SEA) and LEAs for the general improvt:ment \\(
elementary and secondary education, to meet the special needs of Jt·n\~
students, and to support effective school programs.
- The Eisenhower Math and S.cien,ce,State grant program ($246 milli(ln)
provide's ftnancial assistance to SEA~ .. LEA~, and institutions of higher
education for programs and activities to improve the skills of teacher.. ,111.1 'i:~'
quality of instruction in mathematics'and science in public and private
, elementary and ~econdaiy\.schools~\: 1" ~; '(;,," .. ,J'
~:.,:',;:':' :;'< ~~:h.,~.I,: .J':" .'
- The Drug Free Schools,and,Cominimities'program provides r:oughl:- )'i •• ,.
million in fonnula grant. funds to states for s~hools and communil), bJ ......d·
programs of drug and alcohol abuse educatiqn and prevention. An JuJlllo'n,d
$100 million is used for grants fartraining personnel and other supp0n
activities including a small amount of funds which <.:l'e .transferred to the
'
Justice Department for related activities.
- The Magnet Schools Assistance Program (S108 million) provides finJr~ i,d
assistance to eligible LEAs to support the eliminatian;,rr...dllction, or 'pn..'\ ",1:1 ..
.
.
of minority·group isolation in elementary and seconctary·schools with
substantial proportions of minority students and to support courses of
instruction that will substantially strengthen the knowledge of academl(
subjects and marketable VOCJllOnaJ skills of students attending these ~~' h, .. :'
.'
..
- The School Dropout Demonstration Program ($38 million) provides (lI~.i,
LEAs, community-based organizations, and educational partnerships I\lr
dropout prevention and reentry programs,
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b, The Office of Bilingual Education and Mil1<?niy Languages Affairs (OBBiL,.\,) tS a
free-standing Departmental office which administers S226 '!lillion in Stale a:1c. !ocal
progf'dffiS which are designed to increase and promote improvementS in t'dUC:H;Oflnl
seJvices for students """hose firsl language is not English. The program also .$uppoJ"ts
development of curricular materials for persons of limited proficiency in Eng!i5h.
re:.earch and evaluation on issues having \0 do with bilingual education, and funds
for pre-service teacher training and continuing professional
d~velopment,
c. The Offico for Speci.1 Education Programs (OSEP) (approximately $3 bJlli,,") :i",
within the larger Office of Special Education and Rehabilitative Ser\'lce, lOSERS)'
OSEP directS coordinates, and recommends pollcy for programs that are dl.':;;g{ll.!d !o
meet the need~ and develop the potential of the apprOximately 5 million hanG;";:tpr~d
'children in the nation. The large state grants K-12 education program (S2,05 hillion)
leverages ove~ $12 of state and local funds for every federal doUar, Other progrJllu
in OSEP include grants for institutionalized persons with disabilities, preschco{):5. :md
for programs serving infants and familie, (total 50.65 billion). In addition. th"
Office has a variety of programs for research, development, dem-onSltation and
implementation activities to examine how best (0 design and deliver ser.·icts 10
students with disabilities activities. These programs also have active dissemination,
components,
j
), Current Performance of Programs: Each of the major programs~that make up inc K·ll
units of t~e Department face substantive and administrative issues"both.immediate and jong.
term.
a. Chapter 1: Over the past'25 years,
Chap1eLl.has\had~some
success
ill,help~nr: 10
improve the basic skills of poor and minority chHdren: ,~ $peci~c. evaluations IA
Chapter I programs show some.average~shorUenn:effects·on~basic;skills tt.!S! ;'(drCS
but few long-tenn{beyond 3 years) effects. More posirive,data fromJhe Nal:nl1.l1
Assessmenl indicate that between early 1970 and 1988 the difference between the·
re<lding scores of African American and white students decreased by roughly 5W~.
although Hispanic students did not show any marked improvement. :Most ..,l.nJi:";l'i .
believe that Chapter 1 contributed to the narrowing. The gap widened again iii
[990 adding to the increasing concern and a growing consensus that focusing lIn !\Iv,'
level basic skills in Chapter 1 programs inappropriately narrows the cuniculum f(H
disadvantaged students. Societal. demands now require a higher order leveLqL
thinking and problem solving in order to succeed in a'more complex work
.'
environment. '
j
The central issue facing Chapter! IS to define the purpose of the program. T:\C'
current focus of the program is on providing supplemental remedial services ((lr
identified low achieving youngsters in high poverty schoois. An alternative ~!r.JI<:~:
would be to use Chapter 1 to help modify the fundamental practi~es and poli..:it.'\ ,d
high p<Jverty schools to bring a:J ltudents. especially those now eligible for Ch;,p"r
.
�I, to challenging standards of achievemenL Supplemental services would continue 10
be necessary but they would be part of a larger and more coherent stra:egy of
providing full opponunities for all students. In effect, this would bring Chapter!.
into playas it major component of the o\'e:1l1l national school reform effort,
A second, related issue facing Chapter 1 is the nature of servlcc delivery, The
predominant instruclional method used in the Chapter 1 program is to . 'PIJ!! (lut"·
students from their regular classes to receive supplemental services, ·'Pt~ning: out"
often results in only limited amounts of time alloned to intensive instrucl i(m
(gene~y 24 to 30 minutes a day), in an emphasis on only basic and no: higher
order skills, and in the absence of coordination with the regular program ar:ct :h;:
range of subject matter included in it. Moreover! it can lead to a stigmalln;ion d
stude!lts. An associated concern is the process of assessment used to mt::15ure
student 'progress, Under the current Chapter I assessment requirements. slUdt'nt
eligibility and progress are measured using standardized, norm-referenced. tests. ,
'This system has supponed the: use of a narrow basic skllJs.cumcutum to Ih~
exclusion·of an emphasis on challenging content and the development of high>:r "reer
thinking, a matter that must be addressed in the long-run by this prognlITl.
j
A third signiI1cant issue has to do with how the program should target funds ami
services to the neediest schools and children. Currently, over 70% of aU ckm';'IJ.ry
schools in the nation receive Chapler I funding. As a result, funds' tend'·(Q be 'spread
thinly, Yet data clearly indicate that low income children in eSpCcialJy'low'inc(llJ1~
areas suffer a doubie educational disadvantage, nus suggests that"cbnside6iij,o '
should be given to concentrating Chapter J funds ffi9re, on \p~ ne¢i~st schools :lnJ
children, A related issue'is the exclusion of LEP students 'fromiehapte'i' r:~ TIi'e' i '4~1j
census daUt indicate that there has' been a tremendous 'inC-reastS 'in't'fie numbers nl
language minority students 'at 'flU· grade',levels in our·sch'ooIS!~DUt:oiiiY:~l'I2'~i~i'[11(;n·t"'1 "
of 3.5 million LEP students receive Chapter 1 services, 'in'o'rder''to seh:e"lEP .
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students more effectively; strong consideration should be given to removing (he
'current restriction regarding ser\'ice~ only to students whose eligib,ility is flO!
detennined by their LEP status.
~
b, l\-figrant and Native American Education: While certain individual projects In 1.',1,,'11
of these areas are effective, the overall impact of the program on their targ'et
popuiations has been limited: The funds ;willlabJe for these programs. are small HI
relation to the size of the eligible populations, Moreover. because of pracl:cal ,to.!
reb'U)atory constraints, the funds: sometimes need to be used for purposes O(h~f !tun
direct instructional services to children. For example, a substantial ponion oi Ihoe
Migrant Education budget is used 10 identify, tr.l.ck and qualify students, lea\ifi~ k .. ,
money for the classroom, Funher, instructional delivery in the~ programs IS nlll
systematically infonned by the latest research in teaching and leaming. Fio,lh.
programs in all of these areas are bUfdene<fby a compensatory and deficiency I1h·dd
of education that emphasizes remediation rather than higher levels of cogniti\c .. ~dl
�".
development. The use of this model is at least partially attributable to the IrndifiO:1al
view of these children as disadvantaged because of their.cultura! and Iinguisli~
difference. Such a view also serves to marginalize these students and these
programs, in the local sct!ools. as weU as within the Department of Edu;;;a!ion.
c. Bilingual Education: The Bilingual Education Program (Title VII of ESE.>.) has
served, and continues to serve, a very small proportion of eligible srudems.
Currently, less than 10 percent (310,000) of the estimated total of LEP $lud,nts in
the country (3.5 million)
served through Title \'ll-funded projects. Since the
projects are awarded on thOe basis of competitivt! applications, there an:: many
children in districts that do not have the capacity or motivation to apply for funding,
are
Typically, these students are served by less than adequate state and local bi!lng:ual
progrnms which are badly coordinated with the Title VII programs.
As in Chapter I. Bilingual Education faces [he issue of program focus. The
program's effectiveness has been limited by an excessively narrow emphasis on the
speedy learning of English, and by anention to comparison of bilingual approach"'
versus aJlernatives such as English immersion. This has deflected attention f:-om
fostering of higher order thinking skills and achieving content standards. Rest!arch
'shows that regardless of the type of instructional approach supported by the Bilingual
Education PT?gratn. instruction 1s chara-cteriz.e4 by passive learning and err.phasis on
low level skills. The program needs to focus more on improvmg the level of
,,, '''','
,
imaruction within programs for LEP students. Additionally, th.e programs :1t:td Ie
develop the language resources brought by immigrant arid flTSt generation Stu;:!t::l:S Ill,'
.'
this country. Moreover, large 1l?'lQunts of, re~h sf.1ow that bilingualism is ,not.~ ...
zero~Sum game when the t'wo languages compete, tlUt· rather, that learning !WO--!,;"'''A.: l ;
lariguages leads to cognitive and social advantages for the stude.nts, Thus, Wil~::;;~;';~b I,',' ~~ ,',
respect to both content and language, the progr3..!D peeds to move away fro"m~\"~,~:~Vt';I\I' 1, '. 'l
compensatory models of educating language minority children and focus On high,,);' ~ :1.'.,;.'
.
expectations coupled with advanced skills and developing a full range of bilingual·
.'
skills' among these students,
.
Program purpose is an additional issue. The primary intent of Part A is to provide
funds to LEAs to develop their capacity serve LEP students and to act as a
demonstration for other school sites and districts. 'However, TiUe VII projectS J:e
viewed by most districts as providing bask services r;uher th~ serving their
,demonstration capacity, This is compounded by the fact tbat it is. not clear \I,'ht.·tha
evaluation and reporting are to s.erve project improvement or policy purposes,
to
--
A final problem related to bilingual education is funding. Funding levels for Til k
Vll have not increased substantially for the past two administrations. At the sa:n~
time the number of eligible students has increased dramatically and the 19S-l and
1988 reauthorization, added new progruns and purposes to the Title.
50
�d, ,Impact Aid: The Impact Aid program compensates school districts for [he loss of a
tax base they would otherv.'ise use tQ edu{:ate students. In ~he near future the
program wiU face major changes. The projected military .drawdown over the next
several years will result initially in a dramatic increase in students whose par~::ts
work or live on federal property {military personnel returning from overseas) Soon
afteri however, there will be a rapid decline when the drawdown is complete and the
o\'eraU force is reduced, The projected decline of such students suggests a need for
future redirection of the monies.
e. School Improvement: The Chapter 2 State Grant program is currently Ihe most
flexible program in the Department; states and districts can use the funding for
anything that is tied to one of the broad tJrgetetfassistance areas.. However, tho;;::-e
are no provisions: to ensure that funds are used effectively to improve edu:;J.tioT1al
quality or that they are used according to some coherent strategy designed to
improve opportunity for all youth.
.
,A
two~year
national study on the effect of the Eisenhower
~-fatb
and Science:
Program found that the program was serving large numbers of.the nation's leachers.
However, program effectjveness CQuid be improved by: (I) increasing the depth and
impact of professional development ~xperiences by focusing more state and LEA
resources on projects of higher intensity and longer duration; (2) strengthening
dissemination efforts to provide states and lEAs with maximum information on
effective and exemplary uses of funds; and (3) more effectiveJy using the Eisenhower
program to support systemic refoon,
'
clear
,
'"
"
'
Little
infonnation exists about the e:,ffecdven:ess of the Drug Free Schools and ". :
C(lmmunity Pf9gram, Howe\!er, a recently completed i~ple!l]e1Jt;atiqn s~d)' of the.
""~' ' ,
program found that' the stare and I?cal efforts in needs ~'ssezs~~e~t, ~onitoring, :Ind:+ ~"ir;h'. . "<;" •
evaluation for both !.he SEA and Governors' programs need to be strengthened,
"", ,
-"
Snldies conducted in 1983,1987, and 1989 of the Magnet Schools program indicated.
that the ~agnet schools can provide high-quality education in urban school districtS
for average as well as high-ability srudents and can have a ·positive effect On
desegregation at the district le\'el and on integration at the school leveL In rect:nl .
years school districts have experienced demographic changes tha,t have caused
increa~ miQority enrollment, making it difficult for them. to reduce f!1inority group
isolation and thereby remain eligible for the program,
f.
Special Education: The major program, Part B of the Individuals with Disabili[ios
. Education Act (IDEA), serves roughly 5 million children and youth ranging in age
from birth to age 21, The largest $Ingle group (49 percent) have specific lea.r.ling
disabilities, Since 1976. the proponton of students with specific learning disabilitIes
has increased drarmiticaUy. Youth w(:h disabilities are disproportionately male and
black, and from single parent families of lower SES status. Most students are sefv~d
51
�~~--
- ..
.-,~~~.
.
in regular schoDI buildL'1gs; 33% in regular classes 36% in resource f(lnJ)h ;I!ld 35'k
in separate classes. States have made progress in serving disabled infilfas .1Ilt!
toddlers and in deye!oping policies for the required cqmpanents of a sl:i!..:;; 1.11." ..::.trly
10ler'vention system. OSEP is funding efforts to develop indicators cf n\tl";IYllcS t)(
special education. Currently, effectiveness is measured primarily by ~r. ~le r:uhcr
than by outcome.
j
A major issue concerns the degree to which. special education is integrJlt'.,j in!l)
education refom1. Greater integration will rectuire a stronger priority (\i~ in~·lth\ln \If
disabled children in regular education settings; 'enforcement of current :.\'A HI :: .., ay
that emphasizes Least Restrictive Environment placement; training uf kJ\':ilt'r~ ll'
assimilate mOre disabled children into regular education environments; and _
coordination with the rest of the Department and with other agencies. SpC( '1:.11
educators should participate in the development of the oati,onal standards.
4" Issues to b. Addressed
-Overall, the Department has suffered from a lack of leadership and vision to guide lh..:
administration and policies of the K - 12 programs. This has manifested itself :0 a nlJln:f<.'r
of ways:
Over the past twelve years the Departmenr {If
Education has. provided little attention to (he comprehensive needs of K-12 Studcnh
That is. the ~ment's programs have been administered as specific projec!S V,lIh,'lil ,\
"
coherent view of how they might fit together to help serve students and schools. Cluph-r
-\v ~)\ I), I, ~hich. is the largest program to ,se;rye, needy students and which offers the ~TIll)~ '.\;m·d
:,4it'-kl' . ·'~ource. of funds to advance educational equity, has been isolated from school reftlnn: i':',
adminislr.ltive requirements and tradition. As a consequence it often fragments ;J!her
than integrates services and support for disadvantaged children.
Other categorical programs' (Migrant. Native Indian. Special Education) tend to ft' ti\ ,'n
identifying and ,regulating 'services to their target students ~er than stimulating Jfhj
upgrading the geiieral quality of all education programs which serve such populalll1n\
With regard to those programs intended to encourage school improvement effons, lilc
Department's impact has been limited bee.use of a focus on frngmented .«cmp" Jl
reform ,rather t!l~~ Ofl a comprehen~ive, integrated approach to capacity building lh,;t .In,
help schools deliver high standards 10 all students" .
.
a. Fragmentation of programs:
-.-
,
b. Lack of a sbared partnership with states, school districts and scbools: 0\ ~r '~(.
years the federal government has been vIewed by states, districts, and schools as
excessively regulatory and top-down in promuting restrictions and requirements v, 1:1".,;1
also providing sufficient funds and support for the SEAs, LEAs and schools. \\'III';,'tll
question this view has substantial truth. II stems, in pan. from a lack of involvemcn! -"
the Depart~ent's constituents in thinkir.g and planning federal activities ru:d progl""JIll'
52
�One way. of beginning to overcome the perception would be to enter into serious and
sustained partnerships with states and school districts and schools to plan and implernenl
the business of the Department.
C. Lack of Connectedness to Achieve !'."ational Goals: The Clinton/Gore, education
agenda sets out a ,,:ision for the nation's elementary and' secondary schools that hui Ids on
the national goals:
• All children corne to school ready to learn (Goal I); .
• AU .students have opportunities to leam challenging content 10 high standards {Goals
D, ill and IV);
'•. ,All schools will be
s~e
and decent places for all stude,nts
(Go~
VI);
The current Administration's major reform effort, America 2000, has largely been
divorced from a serious'attempt to use the Department's programs to realize the Nati(lnal
Goals in an integrated way. Lacking 10 date, for example, is a Departmental policy and
capacity to coordinate, plan, and oversee the expansion of early childhood education,
Equally absent has been a plan to leverage elementary/secondary individual programs to
work with one another so that students' can move through a continual educational
experience that culminates in their achievement of high standards. For example:
. ,,'
'
• The_catego'i1cal programs for special groups of students have not been connect-:d tll
Goals·ill a:nd'Iy'which call for all students to reach challenging content standards,
• '. The. ,numero\is'';teacher training and other capacity building programs, some tiny,
have, not been·focused in a coordinated effort to help states and local education
agencies build the infra:·structure ,necessary to support schools and teachers wh(\ II-:d
to teach ,mo,re Challenging material to aU students"
-"
'.
And, while opportunities eXist for, drug prevention programs these have not been_
extended to larger plans to treate safe schools ·and hospitable environments for
, 'students.
,.......
.:.,~'
" ,
- '
d. Failure to Address Equity in a Purposeful Way:, Poor and minority students Jrt.'
frequently victims of a system that holds them to lower standards than'others. Childrl:n
with special needs frequently receive basic skills instruction in segregated settings, Lillie
is expected of them, and·consequently, they do not have the same opportunity as l)ther
students: While we cannot expect these progrnms to make the "playing field lew!': (I,r
our nation's most needy students we should expect them to do more. It is imponanl III
understand that the ca.tegorical structure is a key way to set federal priorities in eJU ..:.!ill'n
and should not be dismantled. However. the individual programs can be altered and
53
�,
,
,
Improved to promote a common focus on high quality performance-for needy sludC!"ts
and, in that way to be more effective for their target population.
e. Te<::hnical Assistance: SEAs and LEAs, as well 3S schools themselves, have long felt
that the outreach offered by the federal Department of Education focuses on riloniwring
and auditing rather than on technical assistance intended to provide suppon, gUIdance and
information dissemination toward program development. Although hundreds (If technical
assistance centers are funded through the Department, they are administered undt;r
,specific program jurisdictions and are paraHeled by teams of, DepartmenT personn::!
interested in compliance, Clear guidance and I1lles for use of funds are impo!1.1nl
ingredients of fedemJ financial assistance, but care should be taken to make sure In;!l
there are not unintended consequences of such mon.~toring. Moreover, corr:plian..:.:
monitoring cannot replace positive constructive support and help. Until a sUiJporli\ e and
coordinated process of technical assistance is developed, the co~munity of edUC:1W~S \\, ii!
continue to f~l threatened by Departmental pressur: rather than-responsive (0 the
capacity it can offer.
f~ Planning Capacity: Limiting the effectiveness of the federal role is the absence t1f 3.
coherent design in the Department of Education which links program admtnistr.:Hlon if!
the K~12 program offices with evaluation, research, planning, and budgeting analyo;,ls,
Furthermore, instead of assuming a proaCTive strategy for refonn, the agency'has
primarily reacted to Congressional and other'outside initiatives. The programs have heen
lirtle involved in the overall education. reforms -~ their primary goal has been to pwtl·t:l
themselves. In an agency where'the 'programs are expected to contribute to mee1:ng lht:
nationa3 -goals an improved capacity for policy analysis and development within :hC" 1\ L::
program offices could'help produce,inore coherent and effective"program stiJ.tcgi~s.
,
,
S. Opportunities f~r Cnange:and~lmprovement:
.. '
.'1
,-~1"'~. •
The Clinton/Gore agenda, the National Goals, and the upcoming reauthorization ,-,f
Hawkins~Slafford provide an unprecedented opportunity for addreSSing the pervasive'
problems identified in Section 3, The Clinlon/("'vre agenda calls for voluntary, muiooJI.
educatioruil stangards to challenge the states and to focus developmentally appropriJlc
services to assist all students to reach the standards:' In order to meet Goals ill and tV (he
Goals pane) has called for the creation of challenging expectations for what students shnu;J
know and de) in each subject area., The reJuthor~:~io'i gf Ha'.'1i.:ins-Stafford offers an
occasion for focusing categorical" programs on preparing schools with high percemag~s (1f
needy students to give all students the opportunity to achieve high levels of perform an.:..: .JoJ
for iinplementing a coherent suategy for improving teacher professional developmcm and'
school improvement in support of attaining the standards. Instead of a series of indidduJI.
non~integrated programs, we can -construct a Structure that crosses programs and pro\·iJI." J
foundation for their coordination. Such a structure would help to unify services for '.~),;:l 1.1i
need children by enabling all children to meet the same high standards,
54
�•
The current window of opportunity at the federal level is reinforced by other
developments:
• Increaslngly; research shows that all students can master complex material and thaI basic
and higher order skills need not follow one another in a lock~step hierarchical ·fa~hiot1.
All young students should be continually engaged in much·more challenging c(mten! and
skins than they currently are in our schools.
• At tbe nationaJ level, subject-matter associations (e.g., the National Councilor TCJ:hers
of Matnematics) have begun to develop content standards that set out the knowlt:dge 2~d
skills expected of all students and performance standards that serve as natiooal
benchmarks for e x c e l l e n c e , '
.
• In many states, poticymakers are beginning to make progress on developing curriculum
frarnewor~
that flesh out the standards, and on developing teacher and student
penomlance assessments, materials and teacher professional development opportunilics
that reflect the standard,.'
• Local districts are beginning to use ambitious standards to guide teadiing and !eamlng
for all ,tUdents.
.
a.re
• Schools in many'districts and states
working. on' strategies for effec~ively teaching lhe
content of the standards to all of their students;"", , ..
.
~"
.
.,..,'.
'
'.
"
'
..
The federal government can reinforce these effo,!s by focusing federal progmns on
supporting teachers and schools, districts and sta.tes~to help all of their students to. achic\'<: to
the same high content standards, It can also stimulate standards development and the
.
int.gritio" of related policies through (gliim,indcassisumce programs for states and localities.
. ,"
"'.
This overall strategy--high standard. for all students and integration of poticies and
progmns around the standards .. will be detailed in legislation to be introduced earl) in lhe
administration and underscored,in the major piece of elementitJI~ndaty education
legislation to be considered by this Congress, the n:authorization
Hawkins-Stafford
of
(ESEA).
•
An essential power of the strategy is that it provides a cJear"F.?ad~ap for ,n'\aking
resource allocation decisions at the federal, state and local levels by anchoring all choices to
achievement of the National goals and reinforcement of high content standards:
The strategy also provides a guide for restructuring and focusing decisions about the
Depanment's operations." Specifically, in order to implement this strategy, the
Administration should set the following priorities:
a. Work with' educators and citizens throughout the nation, create a "isi~n of excellt'nct'
55
�'.
and equity that guides aU federal programs. Voluntary national standards will represent a
shared vision of what students should know and be able to do, States can use t;;:e national
standards as benchmarks in the development of their own curriculum frameworks Jnd other
standards, The Secret..ary and the Department can encourage and support these vOluntary
standards, engage in research and development on assessment to measure attainment of the
standards, and assist stales to create supportive infrastroctures to 'allow, them [0 give all of
their" stude,nts the opportunity 10 achieve the s:..andards, The standards will serve as a guide.
for all K~l2 federal progra.ms, providing performance goals, an emphasis for improving
teaching and learning for aU students, and by setting high expectations for all children. Thej'
can help'to guide the identification and dissemination of promising practices to teachers and
school administrators, In this manner, a common set of objeetlves forges new integration
among previously discrete categorical programs, makes perfonnance their primary :!l11phasis,
- and direets infrastructure development toward the realization of these objecth'es,
In order to give students from families in poverty and other <1isadvantaged students the
opportunity to acllieve nigh standardS, federal programs directed to specific populations will
need to be refocused to reinforce objectives of bringing all students up to standards of
. higher-order skills, Such programs will need to be more perfonnance driven, with jess
regulation and more constructive support So that flexibHity in management and greater
coordinat1nn with other programs can be achieved. For example:
• Chapter I should be coordinated with other federal p;ugm.f,1S .!lesigned to •.ohieve
educational exceUence rather than encouraging .stu~~n,~ ,t9,be pl:llled out for separate
instruction. The current assessment system can be reconfjm:red, over time, from a
nonn~referenced testing system (0 a performance based assessment system tied to the
state or' vOluntarY naii?nai'stanrlards.' BeC.ause'ofJti;~_iz~· ~~.JniP,Ortance, Charter I can
be used to l~y~rage"c~~ge in support o!.:~ore.. s:~~!le:~g~g)I]~~~.~tioQ. for all needy
students in states" ,di?tpcts 3!l~ .schools.:, :.' . \1,,' .';;J;tl \~)(::".l'lh~;'<i·'~'·';':::;,l:;r.;:I'!:;r, ,:.'
j
• Bilingual education should be revitalized in. way.that increases.equity and pushes
excellence for LEP students. Chapter. I can help students achieve high levels of con:em
mastery I while Title 'vrr can maintain focus on the goals of foreign langua:}e and
international competitiveness through the development of high functioning biliiiguaiism
among beth language minority and native English-speaking students.
,.
• Native American education 'could be focused on restructuring programs in th~-.primary
schools with tne focus on language and cultural development as keys to impro\'ing
academic perfonnance.
• The goal of including children with disabilities in regular education programs is funhrr<d
by the existence of nanoDai standards 3,.. expectations for all students. Administration
IDEA "ould focus on promoting and providing support for inclusion of disabled children
when feasible. Reauthorization of IDEA. discretionary programs in this Congress
provides an opportunity for.examining how standards can guide instruction for c~:ldre-r.
of
56
�•
.'
in various settings.
b. '''ork with state and local educators to create a developmental sequence of
educational experience so that students can mon through the learning proce:-;s in a
continual and reinforcing way toward achie\.'ement of high educational goals and
outcomes. For example:
• Early childhood programs need'to be expanded to assure school readiness., Within the
Department of Education, Even Stan could be expanded, Chapter l's emphasis ~hPlild he.
changed from treatment to prevention by encouraging greater investments in pn:·",'i1oci
and primary education, and infant and toddler and pre·school handicapped prngrJn1s
could be expanded. More importantly, the Depanme"nt needs to work aggres!li\I,.'iy \\ ilh
. ;HHS toward developing a comprehensive strategy for early childhood devclop11l-:nl
opportunities for low income children.
• Chapter I and BilinguaJ Education do not adequately serve secondary s~den!s v. ho<;c
developmental needs continue beyond the period of concentrated services offen:d J!
grades K-3. If these programs are lO help level the playing field, services for needy
students cannot be truncated at early grades without"some plan for continuation. While
funding may be limited for this purPose, consideration will have to be given 10 rnl!c:1 ing
this need. Greater funding is only one strategy, Another is to work closely wllh the
Labor and Commerce Departments on the development of a job. training,slr;lI~gy ttlr higb_
school aged youth.
." ~, _1" ::,' .:V:. t., ...
• Community service opportunities should be part of preparation for ).if-long citlzen'~hlp
and should be made available. at every level of the tducationa1.experi~·nc~JS~c~, ....
opportunities will help young people develop self-esteem and.skitrof ieamw'ork"
•
t
,. \ " ... """,' '''-, ~."'"""
leadership and problem-solv~g an~· increasC? their conT!~tio~,:,t.? .?-W!}t?~v.rH.~.j~~'.:I,~."~;n.'"
high school to college for all
• The transition fromincluding American Indian and students,' but especially foqxXJr .!nJ
minority students,
Alaska Natives, is sometimes JdfldJI[
Their rural isolation, cultural and language differences, and unfamiliarity with the:
environment of post-secondary institutions sometimes create barriers that need spn'IJI
attention, SpeciaJ programs for high school juniors and senior students that are ~'t1110~e
bound are necessary transition activities for many Native students.
."
-, .
c. At aU levels of the educational system. emphasis should be placed on irnpro\'inl:
capacity to meet high standards. Current federal programs of assistance and' devt:itlpr,ncn[.
can be refcx:used toward meeting high standards. Capacity-building will also require
additionaJ resources. For example:
• The federal govenunent has an imponant role to play in the professionaJ developrnl.'nl ·1
educators. Through such vehicles as the Eisenhower Math and Science Program. I Ii<
c
Chapter 2 s~te grant program, and Title V of the Higher Education Act, the IXpanI7h'n!
57
•...
�can create a
cross~cutting
progr.i111 that prepares teachers tq be able to teach the
challenging content standards and to seNe stUdents as whole individuals rJther Iban as
recipients of specific services. In addition, teacher trainlng should be linked 10 tilt:
realization of national goaJs and include preparation in using assessment to ImprO\'c
instruction.
or
• Critical to helping schools and school systems reach the r.alional goals is the b~lijding
a nationa] technical assistance capacity. Feder:a.l tec~cal assistance must be shifted
from a compliance focus to a quality support focus and coordinated aCrOss progr:1!1lS,
The federal government could provide resources and work with states to bu.ild (ap;l..:::it)
for assisting schools and LEAs.
• The Department should examine whether federal offices are sufficiently staffed :md
whether staff are appropriately trained and placed to carry out.the mission of In!;' ,l~t:nc'i'
, The Department staff need meaningful professional development opportunities, ll1C
Department should value learning and growth for itself as well as for its clients, In
addition, the Office of Elementary and Secondary Education needs focused rese:lr{h
capacity to enhance program development and administration,
'
d. The Department must improve co~rdina'tion within and across programs and with
other agencies. With the voluntary. national standards as a unifying vision for the edUC:H!on
of the whole child and aU children, the Department must aim for a seamless web of sCl"vj..:c "
delivery, For example:
,
"" ' '
• The Office of Special Education and Rehabilitation Services must interact wl,th 'thc ()ffil.·..: "
of Elementary and Secondary Education m'ore systematical1y to insure that 'children ;\Jth' ',:
disabilities' are included in education reform.'; Within OSERS, the Office of.SpeciiU!',)( ':;.'.
Education 'and the Rehabilitative Services ·Agency ,must work together to a'ssu(r'e"(rJn,~;d~\'rr '.
from school to' wort< for disabled students,
.
,.
• The migrant student population is grossly underserved although pockets of funding ,'In
be found in several programs across the Department. Without aggressive action 10 ~'nd
the fragmentation of services scartef'"'..d In bilingual and other programs, suppol1 and
successful intervention on behalf· of migrant students w!ll be not be ~,
':";",
'"
':}
• ,.OBEMLA has little or no contact with other programs,
offices, and agencies that
"1."('\(..'
bilingual and language minority students, inciuding Chapter I, Migrant Education ..
.education for Native Americans and Special Education.
• The Chapter 2 state grants and state set-asides of other programs can be coordin~:cd \, Illi
one another so that states have necessarily flexibility in enhancing services to SCh'-'N.il
districts and schools, .
'
• LEAs shouid be ab1e
to
coordinate funding from various, separate programs to
58
Crtjl.:
:h:
�best educational settings and practices for all children, In particular, LEAs should be
able to relate,Chapter 1" funds and funds from Other programs, induding Migrant
education, Special Education, Indian education and Bilingual education.
• Schools must have flexibility to design schoolwide projects to improv'e the Qverail
instructional program. In Chapter I [here should be increased support for schoolwide
projects. Chapter 2 and Title II can provide opportunities for schools to submit
schoolwide plans that reflect the coordination of instructional practices, staff
development, assessment and materials. At the same time schools and districts must be
held accountable for providing all students the opporruruty to mee1 the standards,
• The Department of Education should coordinate the development of national standardS
with technical ass.istance and target the set-asides provided for Bureau of Indian AffailS
schools to create an exemplary educational system fo.r other schools. to emulate.
e. In order to achieve quality education for aU students, we must level the playing field.
assuring aU the opportunity to reach high standards~ The federal governrnent·s histonc
commitment to providing access and equity demands renew'ed attention to equal oppcnunily.
But in contrast to the past. national goals and standards provide targets and greater derimtion
toward achieving .equity for all stud~nts. A fundamental component of opportunity is
sufficient time, high quality resources and suppons to make achievement of the goals a
reallty for alL For example:
• LEAs should not view Chapter I funds as an entitlement but rather as a supplement to
help "level the playing field.· Under a new and more focused formula, moS! dislncIS
would continue participate but those with the highest concentrations'of poveny should
receive a greater percentage of the funds.
to
'. ,, ."",' ,,,<,
"
. ' Only half a million out of 3.5 million Limited English Proficient ,tudents receive
Chapter 1 services. In order to serve LEP students more effectively, strong
consideration should be given to removing the current restriction regarding provision of
services only to students whose eligibility is not determined by their LEP starus, ,
t The National goals and standards will be powerful only to tbe extent tbat other
po~cies and programs reinforte" them in a systemic reform effort. We cannot ,expect
"~::'Qlhitious o~ltcomes. if students are aSsessed on only basic. skills, if textbooks are meditX"re, '
if teachers are unprepared for new 'Dn<ent and pedagogical demands. The federnl
government must work together with states and local education agencies to change its
regulations and strategies to assure that its programs are integrated in a wa), that rein:o;ce~
the standards. The federal government can also help states. and localities integrate their (w. n
policies and build capacity for state systemic refonn, For example the following special
initIatives should be a high priority of the new administration.
and
• Both Chapter 2 and TItle II provide opporrunities for stimulating state and local sen""j
59
.
"
." " i '
�•
In
refonn.
order to maximize the opportun!ty for systemic refonn, state block grants
under Chapter 2 could be consoljdated from seven broad areas of expenditure 10 support
carefully constructed school~wide plans for achieving ,state standards that reflect {he
comprehensive integration of these components.
• Funds under the Eisenhower Math and Science program should t:e linked to promoting
opportunity for all to achieve clutllenging state standards through innovative approaches
,to professional development, high quality curriculum design and development and quality
assessment linked to instruction.
• The provisions under the Drug Free Schools and Communities program, the Dropout
Prevention program and the discretionary grnnts program of Chapter 2 provide a vehicle·
for addressing interrelated issues of safety and drugs in all schools and for extending
services beyond these matters to programs of academic consideration. These changes
would address national Goal V and could be made through the reauthorization of
Hawkins - Stafford, '
Currendy. professional· development activities are not effectively tied to implementation
of broader refonns in States that involve standard setting, curriculum 'developmem and
student assessment. Nor do teacher trairiing programs !.ink to one another to deaJ wIth"
overlapping problems of different populations (Chapter I, Bilingual, Migrant), Both
under Chapter 2 'and Title n opportUnities exist for teacher training to occur that would
contribute to the realization of systemiC reform.
\
.
."
•
Finally, and perhaps of greatest f'uture importance to the nation, we very strongly
recommend·that the new administration .design and implement a major urban initiative.
The pU!p05e'of the initiative, which might take place in 30 to 50 of our inner cities,
would ,be to demonstrate that under the proper conditions all children could be.effwively
given the opportunity to meet the National Goals, The components of thiS program '
would reflect the Clinton/Gore vision for all children: a healthy and developmentally: '
sound early childhood; a stimulating and engaging school experience based on high
standards; ~an envirpnment ~ughout the day which is not fraught with fear; college 'or a
good job at the end of secondary school. We do not have a magic strategy for making
this vision work in Bast LA or Roxbury but
do believe that the nation has a national
responsibility and a molal imperative to attempt to make it happon,
we
··.T...
',.";~
6. Qualities of Key Personnel
, a. Assistant Secreta.rj of Elementary and Secondary Education: Significant expenise b
management, Substantial understanding of US system of education. Political experi<nce
at least at the local or state level and preferably at the federal leveL Should probably. b<!
well regarded practicing educator in the pubUc system.
,
b, Director of OBEMLA: Assistant Secretary level job, Should have same qualnie, as
60
�AssistJlJ1t Secretary of Elementary and Secondary. Should in addition be knowledgeable
about theory and practice of bilingual education. Could be person fr:om higher education
as long as slhe has respect from the field.
c. Assistant Secretary of Special Education and Rehabilitation Services: Same
experiences as Assistant Secretary of E1ementary and Secondary Education. BOL also a
current or fonner practicing educators in special education or rehabiUtative services. If
Assistant Secretary is nOt a practicing educa'tor [hen the Director of SpeciaJ Education
should have these ,qualifications.
d, Deputy Assistant Secretaries in Elementary and Secondary Education. Shou:d
complement the Assistant Secretary in tenns of expertise, diversity and experience wIth
management and within education.
+
e, Deputy Director of OBEMLA>, Should have strong administrative and management
skills and expertise as • bilingual educator.
f. Director of Special Education: Same qualities as the Ass't. See, of Special Ed and
Voc. Rehab but provides balance.
7. Opporrunities for Budget Cuts and additional funding needs for FY 1993 budge"
a. FY 1993 supplemental:
• Possible Chapter I shortfall: For this year the allocation formula for the $6.1 billion
Chapter I Pan A grants changes from using the 1980 census to using the 1990 Census.
. The change affects both the basic grants (roughly $5.5 billion) and the concentration
.• grants ($700 million) progruns. The effe<!is'o shift. major amount of money from 'he
Northeast and Southeast to the West and Southwest The Midwt!.(jt states come out
roughly even. The losses in the East are considerable. If fuUy applied, for example .
. . New Jer>ey's allocation would fall from roughly $200 million to less than $140 million
and Washington DC wou,d lose over 35 % of its funding. On the other side of the
ledger California would gain over 25% or approxiniately $140 million while Houston's
allocation would increase by over 60% There is a provision with~ the law which.
smooths some of the losses for the North and Southeast - no county can receive less
than 85 % of its basic grant','.loc'tion. '!Jus.C"!S New Jer>ey's losses by about 50 %.
And, it reduces California's gains by some $40 million.
The budget issue is whether to go with the allocations as they are presently driven by Ihe
law or to attempt to relieve Wme of lhe pain of the larger percenlllge reductions to a
point even beyond the 85 % hold harmless provision. Our ftrst assumption is that we
should not reduce the 'winners' any more 'han their "fair" sbare is already reduced by
the 85 % hold hannless prescribed by law. If we simply stayed with the law the
additional cost of the program for FY 1993 would be zero. The down side of simply
61
'C
�"
,
•
going with the law is that there wilJ continue to be substantial losses in many places
including Boston, :-.fYC·, Washington DC. to name a few which each lose"approximalcly
15 %. Moreover, there is a lot of Congressional interest in reducing the losses by even
'. greater amount than the 85 % hold 'hannless,
to further increase the hold harmless, 1£ [his were 10 be c.one
without reducing the gains in the West and Southwest lTlore than they had already h;;;t'n
reduced by the 85% hold harm1ess it WQuid cost new money. To take the hold hannkss
One approach would be
to 92.5% under these conditions would cost roughly $210 million. This WOUll~ fi.!duct:
the losses to Boston, NY·city and the District of Columbia by roughly 50%. T:j 1:10\':
all of the way to a full hold harmless (100%) would cost around $500 million
Two fmal thoughts: a), Since the Chapter I program is forward funded the.outl,)) ior
FY 1993 would be only ten percent of the appropriation. This suggests [hal thae IJ.\iuld
be sufftcient budget authority for FY 199310 support a substantial supplemental PI. It
might be possible to use the supplemental appropriation for Chapter 1 as a bargaining
chip in the discussion of when to move the President's nalional goals and standar~s J~d
school refoml legislation.
• School Re~orm Legislation: Draw from the budget document.
-Other parts ~f the py' 1993 'supplemental: Draw from the budget document.
b, FY 1994 budget;
'"
• Hawkins-Staffordl;eaiitboHi..l:tloii:" The iss'ue here is whether the Hawkins· Staffllrd
""-""""~"""""'.""p-q'~
.,
,car
elementary and seCondary legisLition'is reauthorized in time for the 1993,94 scho,,1
and therefore require:sj)eCfili
the FY 1994 budget. Our.best thinking rK\~ I~
that it will not be, ' Iristead we expe.:t it to be completed during the summer of I QQJ
thus the budget consequences of the reauthorization should first be felt in the FY IeN \
budget.
'
" " ; ~,'
,
attention in
• Continufd effects of tb. Chapter 1 cbang~ from using tbe 1980 to using tho! 'I'lO
ceosus. There will continue to be effects of the switch from the 1980 to the !'-J4€1"
census beyond those appearing in FY 19'i:rbecause ":"li,year'the 85% hold iurmlc"
provision continues to be applied.
62
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Clinton Administration History Project
Creator
An entity primarily responsible for making the resource
Cinton Administration History Project
Council of Economic Advisers
Department of Commerce
Central Intelligence Agency
Department of the Interior
Department of Defense
Corporation for National Service
Council on Environmental Quality
Department of Justice
Domestic Policy Council
Department of Education
Department of Energy
Environmental Protection Agency
Federal Emergency Management Agency
General Services Administration
Small Business Administration
Social Security Administration
United States Agency for International Development
National Economic Council
Office of Management & Budget
Office of National Drug Control Policy
Office of Personnel Management
Office of Science & Technology Policy
Office of the Vice President
United States Trade Representative
Date
A point or period of time associated with an event in the lifecycle of the resource
1993-2001
Description
An account of the resource
<p>The Clinton Administration History Project describes in detail the accomplishments of President Clinton's Administration for the period 1993-2001. The records consist of the histories of 32 agencies or departments within the Executive Branch. In general, each organization associated with the Project submitted a narrative history along with supporting documents. These narrative accounts are primarily overviews of the various missions, special projects, and accomplishments of the agencies. The supplementary records include substantive memos, press releases, briefing papers, and publications illustrated with photos and charts.</p>
<p>Agencies:<br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Council+of+Economic+Advisers&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Council of Economic Advisers</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Central+Intelligence+Agency&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Central Intelligence Agency</a><br /><a 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href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Defense&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Defense</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Corporation+for+National+Service&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Corporation for National Service</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Council+on+Environmental+Quality&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Council on Environmental Quality</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Justice&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Justice</a><br /><a 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https://clinton.presidentiallibraries.us/files/original/56a20ca63ca08db30c8818180185d1fb.pdf
7b292f3679e0d8a2aa1048180c470206
PDF Text
Text
A History of the
U.S. Department of Education
During the Clinton Administration
1993-2001
Prepared for the Clinton Administration History Project
Washington, DC
2000
VOLUl\1E I
�TRANSCRIPT OF PROCEEDINGS
,
• • •
* ••
COJIlI'IRIIA'l'IOH HKAIUlIG 01" GOVlIIIIIOll IUCIIARD •• RJ:l.BY
• * *
.~. D.
c.' .',
January 12, 19.3
.••..
:'
"
MILLER REPORTlNC COMPANY.INC.
SOl
e Strut.
1.1.
VUbiqtOll, 1).C. 1OQOt
Ulnl
~.
HU
•
"
"
!-,:".
'
�CONTENTS
PAGE
2
STATEMENT 0,:
3
Hon. Strom Thurmond, A U.S. Senator from the State of
Sou:.h Carolina
5
6
Hon. Fritz Hollings. A U.S. Senator from
5
~he
State of
South Carolina
Hen. Richard W. Riley, Nominated to be Sec=etary, U.S.
Department of Education
.. ~ lCPOI'l'lM
eo~
Me.
,01 C S-. N.E,
Wtshitlr->. D C. :0001
s
�I
,
I II
1
AH
CONFIR'!ATION HEARING Of GOVERNOR RICHARQ 'N. RILE,'
"
TO BE SECRETARY OF EDUCATION
2":
3'
,
4:
TUESDAY, JANUARY 12, 1993
U.S. Senate,
5:
6:
,
7:
I
8"
"
'I,
..
Q"
"' .,
1;
T~e
cow~ittee
met, pursuant to notice, at 10:05 a,m.,
i~
=oom 5D-430, Senator Edward M. Kennedy (chairman cf the
:,
10:1 committee) presiding,
ld:!
i
I
Present.:
Senators Kennedy t Pel 1, Xet.zenbaum, Dodd,
Simon, Mikulski, Wel:;'stone, Wofford, Kassebaum, Coats,
,I
13 :! Thurmond, Ourenberger, and Gregg.
r
OPENING STATEMENT OF SENATOR KENNEDY
14 :1
,
15:
The Chairman,
We will corne to order.
15i,"
There are a number
~f
17 1 morning, and we followed a
confirmation
~rocedure
this
which I think was
18
generally very
19
committee; that is, that we would forego openir.g statements,
20
and any of the members that want to make statements can co
21 "
du~ing
~ther
members
o~
the time which we will allocate to them.
I instruct
221
acceptabl~
to the
hear~ngs
the staff :0 have
lO-~inute
rounds.
the
$0
We will
: have worked
23
out that procedure with Senator Kassebaum and talked with
24
other members, and it seems to be a desirable way to proceed
"1W:lII~co~w25
)i\1
c s..~_ N"E.
W~''''''
0,<:. loool
so we will have the maximum opportunity to he-ar from the
i
�me
2
Just a very brief
'i
J( thiS committee and to
';1.
cornm~r.t.
cQ~~end
Let me welcome the nominee to
the
Preside~t-elect
for
4,~ nominating Governor Riley for this office a.s our CQrnT".issioner
i
I
5
I
and leader of this country
0::'
I think
educatio:1 pc':icies.
S! all of uS who are aware of Cover:1or Riley's exe:nplary ca=eer
,
7; as a Governor of the Std1:e of South Carolina are er.orr'.lously
•
8'~
impressed by his achievements and accomplishments in the
i
II areas of
9j
101
South
strengthening t.he educational system in the
Carolina.
S'::.dt.'2
of
He has demonstrated over the time when he
"
11;1 was Governor an li!xtraordinary ability not only t.o outline t'1'~:
I
,
1~1
I
goals for strengther,ing elementary and secondary educati.on,
131
but a remarkable capability of building a coalition of the
14
business communities, the parents, the teachers, those that
15
,
are in the rural areas of South Carolina, to
g~in
their
16
support for an educational program which! am hopeful he ''''!ill
17
outline here tOday, but which produced absolutely extra
18
ordinary resu.J.ts ih terms ·of achievements for those studen::.s,
19
reducing the dropout rates, increasing salaries for teachers,
20
lessening the gap between AfrO-Americans and
21
and made· the greates.t acad.emic advances for the State cf
22
South Carolina than any State, in the country over d
23
10 years.
This is really a remarkable achievement.
ttLWII,_o.uWGco-tN25
'>1)1 C SUM. N.!,
W.uhiIIc.-n. I)" lOOO.
opportunit.y to hear from him.
~hite
students,
peri~d
of
We will hat..-e an
But I want to, just at the
�",
,
,
me
I
il
1;1
opening comments,
SAY
how delighted we are with Governor
2'! Riley's nomination and how
,
3.'
Wf!!
look forward to hearing from
hi.:n during ~he course of r:his hearing,
ar..d hopefully .as he
"
.Li assumes his new responsibilities, his own ideas about how we
,
as a count.ry, all of us, Republican and Democ::.-at alike. can
s': work to
:!
streng:.~en our ecucational systen, mindful, obvi.cusly,
7' that this is primarily local-State responsibilities and that
I
Si our role is limited
:1
9
il
lOil
~\,lt,
noner:heless r can ?lay an extreme!y
imporr:ao'C role in strengthening the educaticf'1. of young
Americans, which we ",11 know is .::eally the future of this
lIt,
. . count.ry,
[The prepared statement of senator Kennedy follows: 1
1
,
'.
Mu..Dl ~
~1CSIffll'(,Nt,
co., flOC.
�me
11
:f
2:1
The Chairman.
would add
, to
3 1:
,
"
4 ",
:,
I
do
word
0
I would ask Senator Kassebaum if she
f welcome, end then we ask our colleegues
make the presentation.
senator Kassebaum.
Tr.ank you, M;:. Cnai;:;nan,
r do welcome you, Governor Riley, dnd am looking f':'fward
6i to working with you as Secretary of Education.
,
7" further
commen~s
until my questioning.
i
,,'
'
II
I
I
Ift.I.fJI
~7
~ Q)~
IIIC.
C Saft< . .:.l..£.
W",",,-'W. 0 C
lOOtH
I
I"
I
�i
,
mC
i
q
"
The Cr.airman.
We welcome our two frienc.s ,and colleagues
I
2: here this mornir,g to make a presentation, a strong b.:.partlsan
J i group of Senators that dre joined to make a recommendat.ion ,
,
~:! and we will follo~ the rules of seniority and hear ,
from
5:: Senator Thurmond.
,
5;
STATE~ENT
,
OF HON. STROM
THU~~ONOr
A v,S, SENATOR
FROM THE STATt OF SOUTH CAROLINA
B:i
Senator ThurmO:1d.
:1.r.
Chai:=-:nan and :'lembers of the i..,abc::
"
dnd HUman Resources
co~~ittee,
i : is a pleasure to be here
t.his morning to introduce Secretary no:ninee: Richard W. Ri ley.
I want to join the chairman and the rnf'n;l;)ers of the Commi';t
on Labor and. Human Resources in extending to Governor R;.
t~:(
:::
warm '.velcome.
,
14!
Gov'ernor Riley has a long and distinguished career.
He
15
is a nationally recognized leader in the areas of public
16
education refor:rn, nuclear waste disposal, and preventive
17
health care.
18
tinquished law firm of Nelson. Mullins, Riley & Scarborough,
19
one of the oldest and largest firms in South Carolina.
20
21
~~.
He is now a senior partner with the dis
Chairman I Richard Wilson Ri!ey was born and raised
in my home State of South Carolina.
22' "child=en.
He has a lovely
~~!e
After earning hi;s undergraduate degree frem
23
Furman Univer;siCYt he served in the United States Navy as
24
operations officer on a :nine sweeper.
lIlUP~c:o,.~5
,o~
C
s,,",.
N.E.
dnd :
In 1959, he
reCei':~d
his juriS doctorate from the University of South Carolino
,I
�.,
'i
,
me
I
.I
,
'I
2',
School of Law and then served as
Judiciary
.1
'!
!,
!
l
5i
legal counsel to the
of the United States Senate.
From 1963 to 1977, Richard Riley served in the
!
Jj
4',
Commit~ee
~
Carolina State t..egislature.
Sou~h
On January 10,' 1979, Richard
Ri.ley became the Slst Governor of South Carolina.
Duri:lt; his
,
6'., tenure, Gove:-nor Riley initia-::.ed many outstandir,g pieces 0:
!I leglslatio:1.
7,.
,I
I'
Sr
A.:'l'.ong his most signifi::ant acccmplisr..ments was the ,SOuth.
!
I
I
9
,
,
Carolina Education rmprovement Act of 1984.
This Act was
10!
judged the most comprehensive edUcation reior~ measure in the:
11
country by a Rand
I!
'121
,
Corporati~n
study.
The Act called for
increasing the academic standards at all grades f improv ing
,
1J ,
i
the teaching and testing
14
training and
15
evaluating and
0:
basic skilis
l
improving the
,
:6
"-l-'..r.
of teachers and administrato=sr
evaluatio~
re~arding
schools for measurable
a~d
prog~ess.
Chairman, Governor Riley's administration was marked
17
by conservative fiscal management of government and progress
18
in
19
the ,Department of Educaticn, Governor Riley. will again be
20
faced with this task.
21
limited resources.
22
sibility to =edi=ect educational funding so that mo=e goes
23
into "the classroom and less into bureaucracy.
24
......,.~CO~..cs
j~b
development and quality education.
As Secretary of
He will have to make wise use of
He will be challenged with the respon
Mr. Chairman! I believe Richard Riley possesses
~11
virtues necessary to be the Secretary of Department of
the
i
,
I
�I
me
;
"
:i
,
11
Edu~atio:;,
II
'/;.!I 1:1d '
"' Ii . ustr 1.0U$.
,
He is a leader.
an d h onora bl e,
He is capable, intelligent,
H'
.,.
e lS e 1 ong-t.lme _=len d
an d
3: c:::lleagt;e.
"
4!1
~r.
Chairrna:l, I am happy to present Mr. Richard Wilson
!
s;i
Riley to chis Cor..:nittee and strongly supp~r,: his nominat':'nn
,
"
5~1 to be Secretary of the Depart:ment. of Educatio:1.
"
,
,
7 :i
,;
Thank you.
I
"
,
"
,
"
,
I
I
,
,
I
I
lIu.LII
~
la1 (; SU'ffI, 1'1
t.
co., INc.
�"
"
me
8
I
",
"
"
,
[
The Chair::na:1.
I"I',
Thank yoa ve:-y :Tl.llch.
"
2::"
As you know, Governor Riley, Senator '!'hur:r,cnd is a
3 '~ valued member of ':.hi5 committee and very mue:, ir:volved in
"
j~
.;
educational matters and other matters as well.
J
senator Hollings?
.. ri
"
"I
0
STATEMENT OF HON. FRIZZ HOL:::"!NGS, AU. S" SENATCR
'I
-',
I
fROM THE
STA~E
OF SOUTH CAROLINA
I
Senator Hollings.
8',
9
I
Thank you very much, Mr. Chairman.
!n presenting Governor Riley, I harken the comment made
10
by President Ford when he took over from ?resident Nixon.
11,
said,
\2
sense, I have similarly a feei of relief and exhilaration
:.3
that our long nightmare in education nonsense is' now ended,
14
because we really do have an Education Secretary,
"The Nation's long nightmare ha's ended."
He
And i:':. that
Twelve years 3g0, as you wel: remember, they came to
:5
16'
town and said get rid of
17
after 2 or 3 years of that endeavor and feeling, they then
IB'
sald
l
th~
well, we will just cut
Department of Education.
t~e
And
different programs from
,
,
19' their regular growth.
20
cut student
21
Title
22, down,
III
loans~
We will just cut Head Start, we wU:
we will cut Title I for the disadvantages,
for the minority colleges t impact tha aid right on
And when that didn't satisfy them, then they came
23
-'
along with gimmicks and slogans--vouchers, goals for others
24
to accomplish, choice, break-the-mold schools, all that kind
,
IM,J.DIIlt!POIfllIifCeo~~5!,
,
}01 C 5"",", NJ;.
'l7uhtn(,t!<1. 0 C.
20002
of nonsense.
I
,
'
�'I
Me
,
il
'I
We have got a gen':leman here who ....' i11 break the mold,
1!1
'I
2, ar.d I:a$ done so, in public educat.ion,
At the very early
"
days, i:: ... as James ,I,!adison ',.;he said,
J
ii
4,'
;i
w~thout
pub:ic
info~ma~ion O~
"A public gcver:unent
the means cf
"
5 :1 but a prologue to a farce or: t.ragedy.
"
"
,i
"
Ot"
acq~iring
it is
perhaps both,"
::n answering that cor::espondence, Jchn Adams said, ·-7:1e
6:
1
i·: whole people sno\..:.ld. take upon themselves the education of the
6'
"
who:e people and be willing
bear the expense of it."
Governor Riley did just exactly that here in the past
9
10 1 decade.
111
t~
When
W~
"Read our lips,'
were all running around in
he .....as saying,
hol
cir~les
"Feel our whips,
He
, Ii
12 : us into shape down there, and put on a 1 percent sales taxI
1J
I paid
for the education Improvement Act, set the goals wich
14
respect to improving the
15
incentives for principals and teachers. and putting in the
16
Office of PublLc Accountability.
17
that were not keeping Clp to snuff, the State could
18
and bring them up to :he par that they were expected to
19
perform.
ed~cation
agenda all the way around,
For those school districts
,
,
"
20
COf!'~
in
As a resul.t, I noted just in coming up that we hdve had
21
a 100 percent increase in the participation of our Parent-
22
Teachers Association.
23
South carolina in business-education partnerships for
24
bringing about the
iM.WI~e(L~5
1(17 (:: SUHI. N.(.
We nave had over 6/000 industries in
i~provement'
volunteers for innovation.
in education and ever l20/00e
I'
�I!
,
,
i\
.r remember just exactly this time last. year when
P'
I
2' eve::ybody was running around on the Senat.e fioor, inno\-·a.t*.
!i
3 ~j innovat.e, we have got: to r.ave innovation,
·d
Somehow public
educati.on couldn' ';. eve:t think of innovation.
,
I
"
S~i
I cited at the time 62 particular programs unde-r Dr,
I
,1
5:: Barbara Got ::escMidt a:"!d Governor Riley's Education
7;
Improvement ACt., all synchronized, computerized th=ough
1
at Clemson University.
ii,
l,.'e have now brought. that up to
O'I€~::
~03
9,:
i.nnovative approac;,es to various problems in education,
,
II
10 I
We have go':.. it: going on in public education due to the
11; .leadership of Governor Riley, and he has cont'inued that
r
,
12;
leadership with respect to instructing at the Kenr,edy
131
ilt
Harvard l
~"= ">:'0
the Carnegie Corporation I the Duke E:1.doW'1'Tlent
L
~n
!
14 : Educat;.on.
He ::::eally is what was best presented by none o:h,;:
15
than President-elect C:inton at the time of his anno'JOCI?:'I'ler.t.,
16
saying that,
17
tutor in education."
18
"{'went to present to you :Tty partfH?r and my
I think that t.hat is exactly what we have, dnd I .am sure
I would ask CO:1sent that :r,y
19
....· e all want to hear from him.
20
prepared statement be included in the record at this
21
:The prepar'ed statement of Sena.tor Holli:lgs
22
I COM1!ITTEE INSERT
IiIlJ..lI.lII~CQ"IWC.
1(\1 C
Sum. tH..
C. tooo:
'!1'~IIO>. 0
~ime.
fo~ 10\05; )
�me
T!:e Chairman.
Thank you very much.
Governor, yow: are introdur;;ed by two good friends Qf ell
2;1
'I
3~1
of us en these ccrnmitt.ees
<1,
endorsement and! know of friendship.
:d::
t
and they are strong words ot
to have both of them here today.
We are very, very glad
We know they have othe.c
,
6:;, duties and responsibilities, so we will excuse them if they
.,
"
i'l muS't. be t:.:lcer way.
8:
taking the time
91
i~
h'e are grateful to both of them for:
joining with us.
I want to indicate just at this time how delighted the
i
101 committee is that we .;:.re joined ")'{ Senator Judd Gregg from
!
11 !
~he
State of New Hampshire.
He :',,:,,.5 been selected and
I
121,
appointed to the committee, and all of us O~ the committee
13
look forward to his service.
l4
a member of this committee.
15
16
We are delighted to have him
~s
I would ask Senat.or Kassebaum if she wanted to say a
I
word of welcome to Senator Gregg.
welcome Senator Gregg,
17
Senator Kassebaum.
18
is always a pleasure to add
19
Commi~tee,
20
dedication to the important issues before this committee.
21
~I
tOOt
~ew
!t
members to the Labor
Mr. Chairman. and those who can give the time dnd
senator Gregg.
Thank you very much.
I
am certainly
22
23
from Massachusetts and all the members.
24
Mf.UA ItIJI'OItTliti)
looking forward to serving on the committee with my
that has had a tremendous amount of influence over th~ years,
,
~5
co" .e:
This is a
co~~~ttee
and as Governor 1 I was very much impressed by some of the
I
�12
Ii
LJ
a.ctivities of t.he corr.mittee.
r look for-..arc!. to working -.-ith
.
2: you.
"
l'
The Chairman.
Fine.
Thank you very much.
1
4"
Just befc=e proceeding/ Governor , I want to just take a
5: moment: of personal recollect lon I remember very ',;ell.
are
loJe
i
0" , sorry that your father Lsn't here, I would ask you to
"
,
_,t
introduce ~rs. Riley i:'l just a moment.
.,
"
8'~
"
We have had a long association witt-. your father, who I
understand is 92 years young, and he was the State chairman
in the State of South Carolina gOing back to 1960, '\tery
111
involved in my brother's campaign at that time.
121
hours of the 'morning/ he called up and spoke to my b~ot~er
13
Bob and indicated that SOuth Carolina had ·,toted for President!
1411
lSI,
Kennedy.
16
brother, 189,000 for Richard Nixon.
17
9,000,
18
must have voted for Strom ThUrmond.
19
! checked the votes
l
In the wee
a!ld they repor-:ed 198,000 fcr my
It was a close race,
And there was a single write-in down there.
Someo~e
(Laughter.)
In any event, I think all of us in the family have known
20
that public service and involvement in public life has
21
something
22
your family going hack ror a long time.
23
24
~o~s~ec- ~ 5/.
11".. "",~,..,.,. 0 C,
~l)OQl
i
~hat
bee~
has been very much a part of the cracition cf
I also noted that when you were running for Governor MrsJ
Riley told people that her name, Tunky,
~as
derived
ano ient word that, loosely translated I meant "future
fro~
an
!
�'I
1;1
Governor'S wi te, ..
1
2;
[Laugho;er, J
We asked the Cor:g::-es5ional Research Sen"ice to look into
3: the source of this word, and we are told tr,at i:. also means
I
.1
4;1
"wife of the future Secretary of Education."
'I
5·'
Would you iike to present her at this time?
-I
Governor Riley,
b ;1
Thank you t Senator.
I
:r.igh~
711
that when she made ,he cotru1lent when asked '.here she gOt the
s!1
na:ne
;1,
running at about 4 percent in the polls.
and that it meant "future Governor:s wife," ! was
[:"aughter.
~
That is the other import:ant part of that story.
pleasure for me to
my wife '!'unky.
~rese~t
It is
to the committee and those
Tunky is a former teacher.
~=ese~~
She is very
active in the PTA in every level, as a parent, presiden:: ~:'
,
14:
the ?TA i:t several schools.
cS'
the PTA.
I
16
We both are lifelong- members of
She was Chair of my Committee on Citizen Involvement
17
when we had the education reform movement going on in South
16
Carolina,
19
outreach of our effort.
20
21
Of course, that was
a
very impc=tant part of the
She did a grand job of that.
She is the mother of four, the grandmother of five, and
almost'. six.
So it is a pleasure for me to r.ave her
IN i
th
�me
:1
,
ttl
The Chail':":r.an,
You are very, very '....elcome, Mrs. Riley.
i..Je would be del.:.ghted to i'tear :rom you nOw.
STATEMENT OF HON. RICHARD W. RIL;:Y, NOMINATED TO BE
J
4,
SECRETARY, U,S. DEPARTMENT Of EC:';CATICN
,
:;
5·!
Goverr.o!:' Riley.
,
Mr. Chairman and Ser.ator Kassebaum,
!
6,1 Members of the CCffi.'1uttee, I apologize for havin; the sniffles
:1
I:i
this morning.
This WashLngto:1 weather is sCl':'lething i am
,
;!
811 trying
"
9:!
to, get used to.
But Senator Hollings tells me i : is
just as bad it". Sout::' Carolina.
So! guess I am condemned to
that.
First of all, ! want to say to all the members of the
12:: committee'that I am deeply honored and privilf..-:',,;.=d to appear
13!i
before you here t.oday as the nominee fer the pcsitlOr. of
141
Secretary of Education,
151
the two U.S. Senat.ors from my State--Senator Thurmond, who
1£:
serves on this cOl'M'littee, and Senat.or Hollings--both
It is a special honor for me that
i'Ht~
fit:
to present me to t.he committee, and I thank them both for the
18
kind stat.ement.s they made.
19
I
I
.
a great deal and have great affection for.
20
They are gentlemen ..... hom r· =-~.spect
As Governor of South Carolina, I had the cpportunity to
21
work very closely with Governor Clinton to reform our Sta.te's
22
and our Nation' 5 education system, and I am 50 proud that our 1
23
shared experiences led him to appoint me to this POSt.
24
can think of no greater compliment.
IfLLP~eo .. _S
1,n C Suftt,
,,",E,
lJi'uh... ~QtI, 0." 10001
!
If confirmed by the Senate t
t intend to work very
And I
�I
1
closely ,... ith you as al: of us jOi:1 t.oget.her to ir:lplerr,ent cur
2
shared Vi5io:1. of ef!ective and innovat;'ve d:ld (.I.cco'..m table
Jii
education systems.
il
4:j
5
l
i
r hope that :he bipartisanship that marked both GQverno!"'
Clinton's and my approach t.o this challenge a.nd
a~proach
that
-I
,. .j
°ii,7;;
led to woz:k nOt only wit.h Democratic and Republicd:1 Gove,:;)ors
workin~
toget~er.
b'..lt with President Bush, that this
a?pr~ach
;1
81' of bipartisanship will continue,
91
10
There is no reason for
education to be anything other t.han a bipartisan effort. i.f
all want. it. to' be :nost effective.
We have an essential mission to accomplish toge:he,.
w€
must reshape our approach to education to assure all of ',:',Jr
13
people are prepared for
d
high-performance, wo=ldwide
141 economy, fox: maintdining international security, .and
I
lSI
meeting their obligations of civic responsibility.
Three objectives shpuld guide us:
16
for
one l to improve the
17
quality of education for all students; two, to assure access
18
and opportunity for each student to achieve successfully;
19
and, three, to build together the State and local, public emd
I
I
!
20
private partners, the school and college capacity to help all ':
21
students to meet high standar"ds across the Nation.
As a product of the public education systero myself,
22
23
want every American student to have what I had:
access
~J
24, quality edUcation which enables them to pursue any career
!
d
�me
Givi~g
our
stud~nts
:~e
best
e~ucation
i~
the world is a
2:, moral imperati\~e, and espec'ially an ecor:omic :1ecessity.
As President-elect Clinton put it at a Chicago c"mrnur.ity
J
,
4:~
college speech,
'·Education is
c!:).
answer to how all Al"f1eri-:ans
I
S·! can :nake their li\'es better and how ....' e can all. make the
6-1 economy
::
7!
I
8~1
5
tronger. "
As Governor 'Of my State. I led the fight. for a serl'E!s 0:
refo::ms in South Carolina's schools.
in one of the Naticn's
~argest
leaps
These =eforms r$sulted
i~
SAT scores,
marked~y
greater employment opportunities for graduates of our
,
vocational education system, a near doubling of the percentage
,
dII
of high school students taking tough courses, and a pgrCentdge
13i
meeting exit exam standards that was some 55
,
I
141,
per~ent
of che
kids who took axie exams in 1986, and some 97 percene in 1991:
passed the exam, dnd a significant increase i.n the numtH::!C of
high school graduates going on to college.
My experience in education reform runs deeper than ideas!
The fight t.o reform Souti, Caroli,~a'
,
school I
18
and legislation.
19
system was
20
zation, and in coalition building--building support city by
21
citYt parent, by parenti and then the political 0etworK to
22:
reuse a resistane legislature to action.
23
4
5
lesson in perseverance, i:1. constituency mobUi
The fight demanded of me just the kind of partnership
building that I hope to bring to the education debate at the
"UUllID¢'lTIkGco.,~5
lor c S«m;, KE.
Federal level.
I worked with bUSiness leaders f pointing OLlt
!
,
�m~
:'
!
,
i,
,
""
,
"
to them that illiterate labor and unskilled employees
2:
their
3::
aware of,
JI
mac~
only in return for greater accountability,
"
II
51
b~sinQsles
less competitive, a fact they were all vvcy
worked with teachers, increasing salaries but
!
I worked with leg is la to::s f winning votes one by one,
,I
:1
~ho
6e1 And! took my case di=ectly to the people, the people
7:
mattered most, the mothers and fathers who wanted to do ',.;hat
8i
is best for their children.
9'
for the children of our State, and we did all of this by hard \
We raised higher expectations
,
work.
10
7Me last decade has been a time of great
act~on
and
intellectual ferment in education at the State and local
level.
The
Pre5ident~elect
and I hove been in the center of
:4
this debate.
15
in the
16
I was Governor--who brought education reform strongly to
17
Arkansas in the
18
education goals for the Southern States in 198B r and many of
19
these goals were ultimately embraced as the national educa
20
goals in 1990.
21
Sou~h,
Goals are
As Chair of a Commission on Educational Quality:
I worked
wi~h
eight~es.
Governor
Clin~on-~this
'we worked to establish
par~icularly
was
e~~er
speciti~
,
!
!
important in the area of
22
education, I believe; because of the bureaucratic jumble
23
created by the overlapping State, Federal, and local conce:ns;
24
If we cannot agree on the target, we simply will not hit it.
,
'1U..l"~Qe<t, ~5!
Achieving the national goals will reauire :::ollaboration
�nc
.,,
I
,I
-I., across
,II
- -I
juri$dictio~5
As a
f~rmer
and across agencies
Gcvernor. ! am
co~~itted
i~
terms of
ac~ion,
to both the
3:;
.,
diversity and the decentralization 0: this N.!tion's educatio:1
"
4 .~
systems, and acutely aware of tne contribution t:1at the
jl
.,
5,1
Federa.l Governme!1t ::a:1 and must make ::0 their operat:.or.s
'.
"
6
'I
7 :i
.,
'I
,
"
without centralizing control,
r look forward. to working closely with the Department c·t
8il Edccation'$ professional staff.
01'
-I
I believe that the many
t.alented men and women at .the Department of Educati.on ce:l be
I
a positive force for a national movement, setting the tona,
10
11
coorciir.ating actions, pt"oviding information, and giving
I
12' support to the thousands of individual school systems
e~d
13
colleges across the count.ry that will ultimately carry t:te
14
burden of educating our students of all ages,
15
I
As our share of the partnership, we must craft a '•.ldY ir,
16
'..thich the federal c;overrunent. can support systemiC ;-efor'n',
17
efforts in State and local
18
rneet the goals.
c1istric~s and
schools in order :0
19
You made an honorable attempt. last year in Senate bill
20
2, I think, to design the same strategies, and I would hope
21
that we could all work' together this year to complete this
22
important task,
23
24
1tUU~r;Q"~5
101 C Sum. I'< I.
'C'uilincU16, 0 C
tooCl
We must also work together for the reauthorization of
the Elementary and Secondary Education Act and the
reauthorization of the Office of Educational Research and
�I
me
, 0
L
:
i!
Improvement.
:
We muSt. develop new a;?prQaches for prepar i:19
'i
2: our youth for productive employme;,,\: in high-skilL
high~wage
I
J!
J·obs.
We m'..lst. es.:abllsh a new covenant which gives both
"
greate::
.q
,
dccess to post-secondary studies for those who hav.e
5,: earr.ad an opportunity to go on, ar.d also p::"ovide incenti'l.as
ii
"
6·1 for young adults to serve t.heir comrnu:1ities and tr.eir Nation.
'.
II
And we must. give all children the opportunity to sta.rt 5,:hool
711
ready to lear:1, ar.d give elementary educators the tools that
81
9
they need to teach children from America's endless variety of:,
10
backgrounds and cultures.
I
111
My experience has taught me that the
rer.",,"';al and t:-:e
i
121
restructuring of our schoo~s must be carried forward bot;" by
13
outsider.s and insiders working hand in hand.
Teachers,
14
principals, parents, and politicians, school boards and
15
administrators, business and labor t national leaders
16
join together to pursue our common goal;
17
meet the
ex~cting
standard~
~hat
:I\'J5t
3:
11
helping studer.ts
a competitive international
18
economy is g01ng to demand of them.
19,
We must realize that education is not an isolated on&
20
time event.
It is an ongoing lifetime attempt to keep up
21
with a pool of knowledge which is growing eve=y day at
22
fantastic rates.
23
Finally, again and again we must assert the fundamental
24
principle that all children, all people, can and must learn
~~Q~_~5
and, indeed, achieve high standards_
If confirmed by the
~
�m"
,I
II;
"
Senate, it wilL t;·e my pleasu::e ar.d honor
!;O
·o=k togethe=
...
'I
,
') c,
"
"
:i
....ith you as we move forward, bill by bilL to develop a r;e;.:
3', approach, a participatory, positive approach, of
~urning
a
4:1 Nation at risk in'to a Na'tion on t.he move.
"
II
I am very excited at the opportunity before us.
5~;
"
"
6;1
,
a
manda~e
III
!I
S!
op?or~~r.ity
to
t~=~
our best
~deas
~n~o ac~ion.
P.r. Chairman, it. ',,",Quld be my pleasure to respond tC
9: questions at this time.
I:,
"
10!,,
have
from the American people and the historic
!!
-~I
~~e
The Chairman.
Thank you very much.
r would ask if the
,
,
111 staff would follow the time.
,I
"
12 1:
I asked the congressional Research Service to do
uI
evaluation of the program.
r a.-n sure you <}\re familiar"
)
it, but I think it. is useful to have
15
record,
L will puc che
en~ire
16
17
.UVlIIIr.l'OItTIItO eo..
(The report follows:]
I COMMITTEE INSERT
IM(:,
)01 C SII'II't'I. N.!,
wuhinl'OO, D,C. ::0IXl:
it.~
a~
'..r~:~
as a part of ci",e
report in the record.
�:TIC
1
The Chairman.
It talks about raising student performance
by i:u:reasing academic standards,
3
Course requirements for
high school graduation were increased.
?a5s~nq
grades in
4, fot.:.:: academic courses '....ere requi.::ed for stude:1':s to
5,'
participate in extracurricular activit-ies.
e
school day should be 6 hours
i
history and South Carolina course work were to be required
s"
for 511 pupils,
"
f
It specitied the
excluding lunch.
Afro-American
job placement standards established for
1
9 p voca~ional educdt':"on.
A!"l.d they had a provision :'0 strengthe:1!,
10:1II
tr.: teaching and testing of basic skills, a mandatory basic
11:'I
s);5.1.1s examination· be administered to pupils in the 10th
12ii
grade, with passage of it required for high school grad:Jati.on:
13
stricter pupil
'I
"
11
1411
prcrnc~ior.
pc':'icies to be established; !".elf-day"
voluntary preschool program offered for 4-year-old children;
lSi, emphasis on early education and preschool, back when very,
"
16 1 very few people were talking about it; evaluating the
17
teaching profession by strengthening teacher training and
18
evaluation and
19
prospective teachers provided with repayment canceled in
20
return for service.
21
co~pensation:
post-secondary student loar.s ror:,
The President has talked about the cancellation for
22
23
l!l1C~.!IIE.
and this was a part of the program which you were involved
24
lIUB MPOfI'T1IIIG
that are going to be involved in areas of professional
just about 10 years ago.
co.. ".2 5
.
!.:1
Improving leadership management and fiscal efficiency of
",
�me
,I
-.\
schools at all I.vall,
The
aSSess~ent
cente= program
2" established to evaluate pOtential principals as well as train
J: d~d
eval~ate
there; expansion of
i~service
training :cr school
:'
411 adr.liniscrators/ working on administrators as well;
,
d
5-: implementing the st:r ict quaIL ty controls and rewarding
.1
,!
6:i
J.
,
producei v i ty,
perfor~ance
i~cen~ive
authorized, the awards to be made on
grants for schools
~he
oasis of such
8:, factors as achievement: tests, some increase in improved
,
9;1 attendance, increased parental participation,
Competi'C.ive
I'
,I
10:1 grants to LEA' 5 for the ir.tplementation of instructional
i
11;
innovations were authorized.
Annual improvement repc=ts Wer'2 i
;'
'12
"
requi~ed
to be prepared for each school.
Create
m~re
I
13: effective pa.rtnership a;nong the schools and parents anc
I
1411 '';ommunities and busir.ess;
~arental
involvement. in the schools:
151
to be increased.
And providing school buildings conducive to:
16
improved st.udent learning, assistance to be p::ovided for ::he
I
l
renovat.ion and repai= of school facilities or to subsidize
16
19
the repayment of school
curricul~~
with revenue bonds,
That is a comprehensive program, and 1 think what is
20
enormously instructive is the results that came in, which is
21
a significant increase in the ability and the
22
those students, the increased involvement of the paren:s
23
involved in those programs, reduction in dropout, greater
24
acceptance into institutions of higher learcing , higher ..... ages;,
i
achieveme~ts
It is an extraordinary achievement. and
of
�.!
me
23
1
accomplishment.
2
I will put the full statement in the record because I
3
think for all of us,
not only on this commit:ee but also fer
.1,I
the Senate and the American people, that is really an
5:1
extraordinary achievement.
I!
I would like to cover three or four areas in my time.
61
J
"
8
;1
We will have an opportunity.
about this.
I am sure others will talk
That first is on the issue of the direct loans.
"
I
9i
That is the higher education.
We incorporated a direct loan
!
101
u!i
program, a pilot .progrnm in our higher education bill last
Some ~f us hava been involved in trying to fashion
year.
12 i
shape a direct loan program, myself since 1978, other
13
members, Senator Simon, Senator Durenberger, and others on
14
this committee and others in the Senate have been involved 1n
15
this program.
16
I
I
don't know whether you have had a chance to review
17
that provision of the higher education bill that we passed
18
last year and the direct loan provisions, whether you have
19
any reaction if that size is about the right size, whether
20
you favor basically a pilot program on direct loans.
21
views on that issue?
22
Governor Riley.
Your
Senator, I am familiar basically ·.... ith
23
the issue.
I have not specifically reviewed all aspects of
24
the bill, the act that was passed.
·1
IILLVI ItPOfmItQ
)01 C SUftt. :i.E.
eo.. ~ 5
It is of great interest to me that the direct loan
I
,
�, ,
,
me
:1
I concept.
1 1,
!
,
2,~ quite
d
based on information that! have received, wC'..ll::i cO;?
savings
i~
terms of money and also a lot c:
3:: administrative ar.d other costs that resu':'t from the c'J!:'re:-:t
,:1
g~aranteed
"I,
::l !
for that r'?ason and also the c01'wenience of the young
"
:1
II
6ii
loan
?rog~am.
And I am very'much ir.te=ested
i~
~:
?e~pl;?
or students who would be getting the loans.
111
8[1
9,1
101
year, I think, is the right approacJ"l. to go about it,
: think
it is best to get more information about. it, and hopefully
·..,ill bring forth t.he ;';ind of information t.hat would, with
I
,
11 President-elect Clintcn's concept of having loans available
I
"
12:'
I
13'
Hi
15
I
fer students and that no student in this country be, disal k··.•.'ed
~he
opportunity to go to college because of money reasons,
then hopefully that student could pay back through a 90:-:ion
of their earnings coming ac income tax time or
~hrough
16,1 service.
,
171
I very much like that concept.
It wlll take lots of
o;~
18
"..tork and so forth with the Department
:'abor H1d Educat.ion
19
and others.
20
program.
211
very good direction to get further inforInl1tion in,
And the direct loan is very much a part of that
So I am inclined to think that it is cert.air.ly a
probably a' good dlrec'tion to go, "but I
dl'n
dnd
not at this
r:lm>;:
23
24
......... ~Gco~ ..
\01 C Wfft. N.!.
Wuh ... ~. 0 C
1000:
ready to say that it absolutely is the way to go, but I
:ertainly think the pilot program is a very good direc:.cn.
J.5
The Chairman.
Well, we are encouraged by your =esponse .
�me
,!,
I
!
11
I
21
:!
,
As you know, we have the Guaranteed Student Loan program that
goes through the banks.
This was a di.rect loan prograf.1 base<j
,
J"
,
upon tne Federal borrowing rat.es administered t.hrough the
schools and colleges, with the idea that a student night
,
indicate a percent of
~ncomet
for example, 3, 5 perCent -:-i
5'1
6'-, the ir,come over a lO-year period to repay_
So that
ineiv~dual
7!1
might be able to go and be a school
a:
officer,
9:,,
would be able to involve themselves in various act.ivities
i:wolve themselves in commu:lity work"so t.:'at :-;hey
101, where we have important needs at
cornm~ni.'-:y
levels and not
I
il
1 ,
indebted to the extent that they have
(,·,r~·r
the period of
i
12 ! and work this out in an actuarial way, which makes sans'?
13
c35
something that certainly. r think, should be tried,
On the National Service program,
~hatever
is devised, as
I heard the President-elect talk about national service
~or
16
those that are going to be involved in national service,
17
:nembers of this committee are enormously interested i:1 it t9..'1C.';
18
strongly support it on both sides of the aisle.
19
be an educational component, so to speak, that individUAl!
20
that might involve themselves in community service actl'li::y
21
might earn either vouchers for higher education or for
22
payment on a house.
23
24
IM.J..D~CQ,:..25
101 C S(IT(1. NJ"
That is in formulation at the present time.
expect to ask you about the details of the
because it hasn;t been developed yet.
There woulo
d
down
,
i
I
We don't
P~Qsident's pr~gra~
But as an
,
,
appro~c~,
�Me
25
i
i
,
1
you are generally supportive of
2,
Governor Ri:ey.
1
th~t
Abso::'utely.
concept?
I think It is an upllfting
J:
approach.
,,
place, but I absolutely support the concept.
'I
'I,'
5i:
It
~ill
take lots of
The Chairman.
accion to put it in
caref~l
finally, because my time is moving al:Jng l
'I
6:
there were reports this morning printed in the newspape=s
7!1
about, the concerns of Some of the various environmental
Bil
groups.
I think questions have been raised concerning your
ii
Q:i
'I
I
law firm's representation of clients who may have committed
1a
serious violations of environmental laws.
Some e!'lviron
,
.1 ,i,
;nentali!?ts are concerned that the record of your law f inn is
1
inconsistent with the Clinten-Gore administration'S
co~~itme~:
to protecting the environment.
would you address these important issues?
Governor Riley..
well, first of all t Senator, my
philosophy is directly in sync with the Clinton-Gore
co~ce?ts
l.n terms of the envirof'..'T'.ent, and my record would reflec: :hat
"
across the board.
'
I am very proud of being an
environmentalist, and r have great care for the environment
"
"
20:: and want to see that all of it is adequately protected ar.d
21:, p::-operly protected.
,
22:
!
Th.e fuct. is 1 have received from the NatiOnal Wildlife
231
24
MUD!
~Ol
~
C 5u~, ~
t,
Federation their top award--l think it is the Carney Award-
for work that r did in te:ms of nuclear waste, handling of
'S
low-level nuclear waste and other forms of hazardous
1;0.• 1Me;,
�me
materials.
I have gotten awards from the Sier::a Clui:: dnd
others and always had
st~ong
support from environmental
.,
3 , groups.
1
The gentleman who raised the quest:.on that was in t.he
,
5:' paper is a former opponent of mine fo:- Governor a!1d raised
6!
these questions which he has a perfect right to do,
i:
firm ncr",' has over 175 members.
.,,
a!1
'I,
q,.
-
-and I am proud t.o say thet--and
My law
It is a very nighly respect.ed
honora~le
law firm.
They
represent through all of these lawyers throughout South
let: Carolina and Ceorgia now both sides of every issue,
1
represented both
s~des
We
of every environmental issue.
r personally. for the particular client that was
complained of, have never done any work with them.
knoW' the people.
17
dC:1't:
! might have passed them in t;he 1",0:1.
15
have never talked to any of them on the phone or
16
else.
I
I
a~yching
But in a large law firm in "Chat con"Cexc, obviously
ot.her lawyers are going to represent all sides of every issue!
i
18
My law firm, by the way, also received the tOP aware
i~
19
America from the American Bar Association for pro bono work
20
i~
California last summer.
21
The Chairman.
22
Senator Kassebaum?
23
senator KAssebaum.
24
Governor Riley, I frequently agree with my colleague,
IIIUD1~co_..c25
~y t~~9
has expired,
Thank you, Mr. Chairman.
senator Hollings, but I will have to speak to a comment he
,
,
,I
�il
:8
"
"
me
d made wit.h
wr,ie:' I don't. agree, and th':lt is,
"A long nightmare
,
3::
I really feel 'that even though we might. disagree "'lith
'!
:'
4!1 various initiatives put :orward ur,der t.he Bush administration~
'I
sil
,I
6:~
I think all of us would agree that President Bush real.;'y
heightened t.he debate about. education and the importance of
,j
" , education to this country.
I
81 very grate:'ul.
And for that, I think we are all
I
,
,
9'
10:
'
You spoke to partnership building, and certainly ltt yo;;,r;
8 years as Governor of South Carolina, yot.:: used part.:1ership
ill' building in the most constructive way to put. for-Hard what had
. 12 1 to be, as out.lined in
~ome
I
I
det.ail by the chairman, a vee:
13
difficult education reform program that r know has bene:i:ed
14j
your State and serves as a model for many ot.her Star.es.
15
I certainly
wo~ld
agree with you on tougher standards
16
for st.udents ~ higher p~y, for teachers, rigorous admiss ion for ~
17
students to higher education.
18
think we would identit}'.
19
':"5,
These are all things that r
goa:s that we teel are import-Qn:.
I
I
ver'
You have touched on the reauthoritat.ion of the element.ary,
20
and secondary legislation t.his year, which is going tQ be
21
5.mport.ant
22
legislation t.hat are important to the educational system as a
23
whole.
24
15
IH..I..IJIIIft!.IJ'QIIT1IIG co., ....
v.n c S!.mt. tH.
wvhilot-.,
D,C. %0001
"
£0.1:
us as we examine various aspects cf '.:.hat
One thing that r have always felt strongly
abo~t
vital connection between education and community as
is the
�:1
me
,[
I
I
1II exemplified by our neighborhood schools, and the importance
.,
"
2:i of making each of our neighborhood schools the very best tha:
.,
;j
"
3" can be achieved.
i
4i
Finally, a challenge which I hope that you will
5'
undertake--and I think it is one that you have addressed and
:!
i
cared about as Governor--is identifying opportunities for
6'1
'I
,
7" cooperation, if not consolidation, among various federal
:j
.,
8·, programs serving chilcren.
,
r
Too often '....e hear--I know
have
.,
9i1
-from frustrated teachers as well as service providers that
II
101 are attempting to negotiate the seemingly insurmountable
I
,
111 barrier~ estab:.lshed around individual programs in an effar
,I
12
to put together a package that makes some sense for a
13
particular ·child.
The Federal Government. plays a relatively small
14
IS'
I
16 i
role in education.
:':"~a.ncid]
Even an expanded role would really pale
in comparison to what State and
loc~l
gover~~ents
pay.
aut
)
think the key is making it work more effectively and using
18
those resources in a more accountab~e' manner that are
19
available.
20
reauthorization that might be something we could focus on.
21
Speaking of resources, my first question is educa.tion
And I would hope that as we look at this
I think as we all know, the Federal amount is
22
23
•••• A
elementary-secondary education is Federal moneys.
~ co.. .,.2 51
)07 C Stm"t. /'I.E.
-
small.
24
IILl.BI
spending.
• • AA
~,.
.'VV'~
About 7 percent of all money that is spent on
There is
talk of making Chapter 1 a general education aid fund
�I
me
)0
I
I,
II
l'
available to all
1
Clinto!1 has talked about an S8 bil1io:1 national community
I
s~uden~s.
In addition,
?residenL-elec~
",
"
J.;
,
.:
service college loan forgiveness program.
This is a very broad
q~est;'on
and one you obviously
5;J haven't had time to focus on, but you did ;"ave to match
6;1
moneys and programs in SQuth Carolina.
And 1 wonder'" you
II
F:1 could talk ..
lust a bit about your view on the Federal [:5\:3:1
a:
,
9;
responsibility to education and how this fits into t.he larger'
picture of our nGad fo= deficit reduction.
Governo= Riley.
10
you so much,
~hank
0:
I think all
us
1
11 ! reali?:e t.hal: as this new administration comes into office,
I
i
12
are coming i.n at. a time of very significan: defi.c:'t-':!et:~
13
problems.
':'hac affects ail depart.ment.s.
It affects
the Treasury and OMS and t.hose who are directly
:1C<:
]1.:5::'
relat~d.
but
it affect.s every department.
16
President.-elect. Clinton is very much interested
17
paying attention to that in every decision he makes,
18
my judgment, he certainly will.
.....
19
i~
In
dnd
And I will join him in th4t,
He also looks to the fact that while paying this debt
importdnc~.
20
down and reducing the deficit is of paramount
21
also we are short in what we have been investing in humdn
22
~e50urces
23
investing in terms of job creation to get things gOing, the
in thiS country.
We are short in what we have
24: infrastructure which Can be t'elated to education also.
1Q.I,DI~.co .•.
)01 t $vJ:on, .>U.
_ •• ~:~~_ ... r
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II
.
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bee~
i\nd r I
will attempt, Senator, to work with him to try to m6ke the
�II,
me
It
"
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11
car9ful choices in terms of the Department of EducatiQn that
would be very sensitive to this deficit problet.1, but: wo<;.ld
'I
also be sensitive to the fact that the education of the young,
3
,
•
people of this country is the only way for uS to come out of
5
this economic hole
6
perception to look at the long-term
t~at
we are in.
And if we do not have the
invest~ent
of careful
..",
,
expenditure of funds for our children's education, then I
a'i
think we will be
'f
"
9:
t
i~
this deflcit situation in a permanent way.
realize that State and local support is the primary
101
way for those dollars to come, but,
r do think that .....e on
111
Federal side can
~t
I
I
I
u~e
the resources
our hand in a very
..l.":',
conservative way to advise State and local government how to
13
best utilize their funds to try to make the most out of the
'"
•
14:, system.
,
,
,
15
16
And that is
ki~d
of what would be my general
philosophy as Secretary of Education.
Senator
Ka~sebau~.
One other
quese~on.
well~
there drs 1
17
many questions one could aSK on education, but I wou:d like
16
to ask about national testing.
19
people speak to, but
20
angles.
21
guiding purpose regarding national testing that I have heard
22
a.rticulated perhaps in the way that I thought resonat.ed wi
23
some understandin9.
24
ehoughes on national teseing.
1ItI.J..UI~ee._~S
)(11 C $uen, I'H;,
50metime~
It is
"
som~thing
that many
from a number of different
And there doesn't seem to be any particular one
~~d
I wonder if you could speak to your
You mentioned needing 90a1s that could give
uS
a
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I
I
,
,
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'1
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purpose, and if you have thougr.ts on natio:1.al testir.g &nd thE'
I
2 :~ purpose of i:..
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Governor Riley.
Ser.ator
J
for a number of years, of
,
• ,I
,[
.,
.'
5:;
I:,
course, we have had the NAE? testing, the National Assessment
for Educational Progress, which has been, I tnink t of some
5:i help for us and has given us certainly some lines of prcgress,
I
,
"' or lack of progress in "'arious areas of education.
I
81,
1 had the fortur.e·of serving on the National Assessment
'I
9 1 governing board representing the Governors as a Democratic
!
I
101
. '
Gover;,.or--and the Republican Governor was Mike Castle--and l:1 1
11!
12
there dealt quite a bit with that issue of testir.g.
13
systemic educational progress in place.
The goa.ls are
T
first, in my j'..ldqmeT'.t, getting the
After goals, you
14 need standards and objectives to reach those standards. And
,I
lsi then you need assessment to be able to determine what is
,
, 6'
;; i
worki,ng, what· isn' t working; what kind of progress we are
1i' making l what resources are brir.ging for1:h the best fruit..
is
YeS I I"think tria"t theie is a clear place in a resul ts
19
oriented education system approach to having very good
20
assessment.
21
I have been pleased that the NAEP test has been shaped
22
23
multiple choice kind of testing; but to get into
24,
NJ.DIIIVOfrfJNQ(:O .•
50mewhat--and I was
questions, to writing samples; to problem solving that =an
~5
101 C $Uft'(, N,I!.
w ........ ,""'. 0 C, 200131
determined.
~nvolved
in
that-~to
not just be the
open-~nded
There are complications with some of that, but
~e
�a
:
me
33
,
:
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[I
!
as testing is improved and as standards are developed from
a
2:; Stat.e to State, 0:1 a vol,.H'itary bas ... !
,I
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3-1 the federal
I
,
,
• ;1
but with leacership from
and through the goals panel, I
Gover~ent
~hink
Of"
that we ca!!. develop a very good system of deter:nining where
5:
we are
'I
,
,
I
,
go~ng
and what is working well,
Senator Kassebaum,
6"
"
1
7 1 you.
,
I will look forward to working with
! have always been concerned about labeling and
8il
traCking students, and that is something that StiCKS wi=h a
9
younger student
so~etime5.
r think the mOre we can do to use.
10
it as a resource tool t.o assist rather thon somehow labeL it,
i
11:
I .....ould find it. of value.
'121
Governor Riley.
13
I
sena~orl
absolutely agree with
tha~,
i
if I might respond to Chdt l I
and I have been
a~
outspoken
14
proponent ot using testing to help the children.
15
a
16
for political purposes or to luake
17
wall, to belittle somebody and try to drive them fur:her/ . am
•
18
opposed to that.
19
testing.
20
good test.
test~
I
don't care what you c.ll itt .nd i t is out there
The Chairman.
~5
IItU.DI "*,"""TMG co" ....
~01
C
Suett, NJL
show on
t.he
! think in -t;'ebtinq, 'you ought to exarni:1e
~assebaum.
22
24
to
If it doesn't, it is not.
Senator
on
some point,
If it is to help the person being tested r it is a
21
23
If you ha,,"e
Thank you, Governor.
I calIon the Chairman of our Subcommi
Education. Senator Pell.·
Senator Pell.
Thank j'ou. very much, Mr. Chairman.
!
would ask unanimous consent that my statement be inserted in
�,I
'I
:nc
'I
I,'I
, : the ::ecord.
'1
2~,
;:
3
The Chairman,
'I will be
i~cluded
It wilL in its entirety.
in the record in their
All st.atemer.ts
e~tirety
as if given.
::
2
41j
,
,
{The p.::epared statement of Sentl.tor Pell follows:;
�I
"
me
"
,
"
!:
,
1i
"
Senator Pe:l.
Governor, I was struck with your reference
:1
,
.,' ;:0 t.he rr.aint.e:1ance of international securlty as be.:.nQ on/'? of
'I
3, the purposes of education because chat is a point that. is
,
.,1,
.I
S'i
'I
61
II
7,
rarely made.
And the real strengths of
o~r
Nation are not
the machines of construction or the weapons of
the gold in
t.he
su~
For~
total of
Knox.
ce5~ruction
The real strength of Qur Nation
t~e ed~cation
and character of our
or
~3
pe~?l~,
'II
8' Tl'".is comeS through ve::y rr.\lch in your 5t.atemen'.:..
il
9
1
As part of the last decade,
,
,
we
had several
10i , subject areas addressed in small demonstration
"
"
importc~t
progra~s.
11,
I
They incl'J{ed environmental education.. arts in educatico,
12i
me~ric educa~ionr
13
these few.
14
Consolidat.ion Act. of 1991, some years ago, obvic\..lsly, a:"Io I
15
would be interested in your view as to how we might address
15
the need for improved educatIon in these areas, recog:,.l;: iilg
17
that the Consolidation of 1981 won't stick.
18
and consumer education, just to
They are important areas t.hee were
Governor Riley.
men~i~n
los~
in
:~e
Well, ·Senator, you get into the issue
19
of sending down Federal programs with instructions as to
20
the money should be used, and I fully understand that and
21
understand that in many cases that is desirable.
22:
into t.hen a difference on the State and local level as
23
their freedom to use funds as they would like to use
24
It would be my hope that as the President-elect
~~~~~5
a true leader of education and all that makes it up.
,,11
c Suft<, ~.£.
You do
ho~
r~n
~.)
t~~m.
b~c~mes
th4~
he
�!
me
36
"
"
,
,
,
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"
111 and 1
J"
L,;
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perha~s
l~t
would be able to provide the leadership to
States dnd local school districts realize in terms of
'I
J'" research and experience all of the information available fer
"
4;,
them. that arts in education is an absolute necessity.
5!,
,
this day and tIme we don't tap into the creative side of a
,
,
If in
"
,
,
5, young person's brain in every possib:e way,
t~en
we are not
7!'
going to have tr.e inr.ovation, the growth experience
ail
economically or culturally or any other way the: this country:
I
,
must have.
9
I -would hope that we would set i:1. :notion the kir.d of
10
11
,
feeling out there, the belief in the arts, the belief in the
,
'121
importance of science and math, the impor't.ance of hist-=-=y,
13
geography I or whatever, that the local decisions would then
14
become apparent with the kind of information we would
15
provide.
16
.Of course, it is up to the Members of Congress to decide ,
17
what they would determine would have to be done with the
19
funds that are sent down,' ky inclination is towards more
19
flexibility and more leadership.
20
Senator Pell.
Thank you for
m~ntionin9
the arts,
21
that connection, what do you visualize as the
22
between the National Endowment on the Arts, the National
23
Endowment on Humanities, with your future Department?
24
..utJtll&l'()lmMGal..
)0'
..25
c $I/'ftf. :-1.£,
Wuhmf<WI. 0 C.
:OOO1
In
Governor Riley.
relat~onship
Well, they are not directly
connec~ed,
as I would understand it legally, but they are directly
�me
i
II
1': connected in :.errns of the importance of the a:=-ts ar.d t;,e
;;
I
2,:, importance of humanities in the educatio:1 of an American, be
3;i
tney young or: old.
And r would hope that these of us ..... ho are
4:! speaking for che arts on every level and for humanities, in
,
"
5~~ tt:is idea--you know, we have ridden this economic develop:nent.
,
:;
6;1
,
horse a long time. and it is a g:and horse to ride to get
'i:
good things cone for educat.ion.
:1
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it.
"
And we need to keep rldiilg
But I will tell you, you have got to, at some point. in
9:
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lOll t.ime, have people support edllcat':'on for education's sake.
,:
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People have'to believe in t!."" importance of educa'::ion, the
12 1:
importance of having thei= young people understand what this
:'3'
,
world is all about, the good citizenship that Thomas
141, and others talk about when they talk about education,
Jef:~rsori
$0
r
151;!
would hope that we would be saying the same kind of message
16
in terms of the arts and the humanities.
17
.
Senb.tor Pell.
I won't burden you further with these
lsi
questions, but when you are in office. this is an area of
19
some interest to many of us up here on the Hill.
20
I notice that in the last decade, a little over it, that
21
whereas the aid to students was three-quarters grants dnd
22
one-quarter loans, it has now reversed itself and is one
23
quarter grants and three-quarters loans.
24
was wondering what your own thought was on how we can avoid
H..l.V!~co, ..2S
In that regard, I
this almost prohibitive load that many students wh'en they
i
,
�me
38
i
1:' finish college fi'nd themselves faced with.
:£; derogation
A:1d this is no
of the loan program, which is a wonderful one.
It
3', was the creation of both Senato: Stafford and myself and did
,
,
-t;;
a great job on it.
,j
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5;;
Governor Riley.
:I,
Senator, as an American citizer./ .!
6,: thank you for rou.:; leadership in that area:.
It has f:'\ear.: a
"
"
t:1 lot to higher ecucation in this country, And r am well aware
"
:1
a!' of the fact that the Pell grants have stayed relatively
I
91
I
cor.sistent and the inflation has skyrocketed in terms of cost. i
I
of higher education.
And the percentage has re?ulted as you
•
defined it, and that is certainly not good for the younq
,
.,
I
~eed
e higher education opportunity
13
more today than ever in the history of the country.
14
it is much more difficult for them to achieve.
15
earlier about ways of dOing that.
Ana yet
We talked
16
It is my understanding that President-elect Clinton'S
17
proposal that is now being examined and studied for having
18
~his
19
repayment would leave in place the pell grant system.
20
I think it is important for uS to realize that it does carry
21
forward that same idea.
22
loan·forqiveness for·service and also methods of
, .
agree with you that it is too low.
24
W....twlt:'QA, D C. :0001
And so
As far as the amount of the grants, I would thoroughly
23
faced ..ith the very heavy anchor of the deficit and the
_WU."o«'('Meo,,~5
lorcs-. !'u.
problems with that.
I
i
•
people"of this country who
I
However,
~e
are
~gein
�39
1 1,
"
! am very olsturbed, Ser.ator, about the deficit i.., the
:i
"
2!1 Pell grants
: have heard numbers like 51.5
the~selve$,
3:! billion or 52 billion.
4~1,
be cordir;ned and walk into the Departr.lent of Education .a;td I,
5~ too, a:n facing- a very serious deficit, which is a debt t.hat
,
,
,
And r don't know where we are
0; we owe.
goi~g
ot. thae, but
i
';1;
certainly we need
8
the cost.
9
in it..
10
0:
the
dO a better job of modeling in ter:r.s of
prog~arn
But it. is
Se~ator
'.:.0
~
Pell.
dnd to find out exactly where we are
sauce€ ! ,
of great concern to me.
In connection with those young people
do r.ot. have higher educat ion, depending o:'\.
voc.!~.
ional
education, going into the techniCian train of work, tr,ere :"5
the Vocat lonal Educat ion Act: that p=ovides the educat. ion
14
~raining
15
curious, as we :ook ae bringing more coherence and meaning to,!
:6
many job training programs, what you think the Department of
17
education could do in that regard.
18
for a lot of the non-college-bound students.
dl'!d
I
"'as
,
Governor -Riley.
--we-ll,
i
i
think that brings cut a very
I
19
important fe,ctor to
20
between the Departr:ient of education and in this case the
21
Department.
22
this era are multi-departmental, and I think we make a gre
23
mistake in trying to catalogue things into one department
24
think that that is where it lies.
~JIIO'O'fDIGeo~"'-;5
Xl1
c 3u«:1, N £,
met
and
that is the working together
So many !actors in the complexity of things in
.
That is not true.
When
talk about school to work, to have a smooth, seamless web
I
,
I
,
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I
I
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take p:ace where a Y::H.. ::1g pe=son who is going into the work
market has the opportunity to get the stror.g educationAl,
academic educational background, and also
background/ and then mOve on
in~o
~he
~he
practical
work world in a
~ery
smooth way without having a tremendous bump in the road.
think that is extremely
,[I
I
i~portant.
It is important. then, for me to work with Sob Reien,
1
S! ,,:hom
I
r
have talked to at length about this
i551.:e.
9
have the grand relationshi? of working together, I will
10
assure you of that, to see that when thesa programs are
11
discussed and analyzed, t.hat we will havE ':.. careful effort to I
12
see that the education component fits well with the mO':ir,g
13
into-the-workplace component of apprenticeship, youth
14
,!pprenticeship program that has been talked about,
15
Senator pell.
Thank you very much.
My time has
16
expired, but I would just say how glad I am that you are
17
',ein9 app,?inted to this job.
1S
you, and also how lucky the cause of education is in ,t\aving
19
our chairman; senator Kennedy, take the interest that he does
20
in it.
I look forward to working
'~ith I
21
The Chairman.
22
senator Durenberger?
23
senator Durenberger.
24
Governor Riley, it is a delight to be here and to see
tlt.Wt~co .. ~51
Thank you very much, Senator pell.
you sitting where you are.
Thank you, Mr. Chairman.
I have a longer statement that
I
I
i
�41
"
,i
I
,
I
1;; elaboraces on that..
,
,
ButT for my colleag:l€!s
I
let me say t;"at there ',vas once
,~
3.; something in this body called the Intergovernmental Relations.
I:
"
41:
Subcommit:t.ee, and
had the honor to serve all of you as
,
" chairman, when this side of the aisle was in t.he majority,
5:
..,
1
and that is when: came to know Cick Riley, not so much as a
governor, but as a person.
8
For those of you who haven't had
that p':'edsure yet, let :r.e 3sscre you that it. will be a
9 1 pleasure and it wl11 be a delight. and beneath that
sor~
of
Ii
,
10:: calm exterior is the kind of heart. that you would like to
11
bea.:,!,19 in all public servants.
'this is a very unique
being.
Having said that, let me also make an ooserVatl0n about
your predecessor.
There is something about southern governor~
15
these days, that we really frigid Yankees way up in
Mi~nesota
16
have never come to appreciate until the 1980's, and
wa~ch~ng
17
DiCK Riley and watching Lamar Alexander and watching Sill
.18
Clinton at work, for those of us who care deeply about the
19
role that public policy plays in education has filled at
20
least this Senator with some anticipation about the fact that
21
you together can deliver on moving a nation at risk to a
22
nation on the move.
23
recognize the challenges.
24
,~~~~s
5·...... , S£
And I know you mean that and I know
But there is something in the record already in the
South among the governors that proves that you can probably
�I
11,
get
the job done, and I trust t.hat it is ou:: r-espcnsibility
I
,;;:'
:0 115::.en, as well as to lecture in "the way that we ....' i11
311 durir.g the c:::urse of ':.r.ese t·..o hours.
"
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5:
The first question I wanted to ask I
thi~k
was juSt
answered, and ,::hat is your relat.ionship wit.h Bob Reich end the
significance of the
tWO
of you and your responsibilities and
the relat.ionship of education policy as broadly described,
some of which-lies programmatically in labor and some
prograrn:t",atically in educat ion.
10
the· President are as
the job done.
So I
o~e,
~ies
But unless the two of yoc and:
I
it is.going to be difficult to get!
app~:ei7iate
just
hearif'~g
,it spontaneously
that you had been working.
13
The second is I want to ask you about school choice, as
r have a fetish for health care, as many
Feo~le
14
it is called.
15
know, and second to that is my fetish for reform in elemencarr
15
and secondary and even in higher education.
17
So I read a lot of the editors to the editor, and : thi~k
18
19
has decided they are for managed competition.
23
body of that paper, there is more controversy on school
24
~
more editorials on health carel because the New York Times
22
.."
more on school choice than there is on health care.
21
..
times as one example in the last couple of months, there is
20
•
if you measured all
choice than anything else, so that seem8 to be a Crltlc4:
~he
letters to the editor in the New York!
":'here
But in the
j
is
I
�,
:i
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I
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r
COme
from a State whiCh made the decision :lot anlJ' for
•
school choice, but choices within public education.
I
"
I come
3,'
from the experience now in :he last '.:wo or three years l.'1
4
which choice was
5
between delivery systems.
6
rather than a choice within communities by parents, by people
7
in need of education, by the communit.y itself st.ructured as a
8
school district or whatever, choices in how to
9
quality of education.
10
.~osi:ed
on the national agenda as a choice
~ublic
schools, private schools,
i~prove
the
AS ! understand it, teth you and the President-Elect
11
have been strong pro?onen':s of school choice in your own
12
States.
13
you and the new Presl.dent intend to do to clarify what '.e
14
mean by school choice, what its role in education refo::rn
15
might be, and what should we be doing at both the Fede::al and [
16
the State levels to affirm the role of
17
the schools or the education forum
18
attend?
per:'aps a general question for
•
starter is ....,hat CO
p~rents
,
i~ choosi~g
,
19
Governor Riley.
th~t
their children will
Thank you, Senator.
I appreciate your
20
kind personal remark, and I enjoyed
21
number of ways over the years, and one is certainly in :he
22
area of infant mortality, where we have both worked in
23
regard. and I thank you for your interest in that area of
24
young children.
Senator Metzenbaum.
~rking
with you in a
t
I
I
.I
Would you bring the mike e little
�,
,
'i,
Jt
,
lii close::, please?
2" i
Governor RL:.ey..
J:
One of the: main aspects of reform, in :ny judgment, is
Yes,
S,l..l:,
·L giving ci'tizens' a feeling of ownership of t.r.e public edu:::aticn
,
5!
system of their schools,
6il
is very impo=tant.
7ji empowermen-;:..
I
all
91
"
This business of ownership I t!'iink
'tou hear it described in di£fecent ",'ays
I
However, it is a feeling, though, that it is
their school and they are part of it and they support ie,
The choice aspect. of reform is a very l.:npor-:,ant part of
10:j a comprehensive package, in my judgment, of educa:ion reior:n,
1:
,
It is not a silver bullet that is gOing to solve all
12,' in every direct.ion,
pr~ble~s;
I feel that choice in the public
5c~oQls
I
13:
is a proper aspect of t.his comprehensive package.
14:
I oppose the voucher system, using public funds to go
~O:
,
lsi!
,
the private schools.
I
think that that pulls the rug out.
:'61'
:rom under the peblic school system, and I would hope that
11
having good choices, as you describe them, having real
18
choices,;. where parents- understand wha.t they are choos i:ig I
19
where they have proper transportation systems worked out,
20
where choice is not in any way used or capable'of being
21
to bring about segregation or those kind of balances.
22
~sect
If all of those safeguards are in place and publ ic
think it is a very important
23
school choice i. out
24
part again of giving the parents the feeling of ownersh 1;:
".UDu"'OII:TWGeQ..~5
jQl C
s..-. N £.
~here,
I
actual control of their own children's destiny.
So I do
=:-!.d:
�JC
"
'i
,
l' support choice as one of the mar.y aspects of edt:.::atior: .:efcrm,
\
and r oppose the voucher system and choice 1:1 terr.'ls of the
3
orivate schools,
4--
I 'will say this about private schools, that! strongly
I
5i"' support private schools,
when we had the
improv~ment
6~
public edUcation in South Carolina, a strong
i~
in the private schools,
,
Ii
8!!
i:
qii
the schools.
too.
interes~
in
was had
The parents there got more
i!1~:::
It was an education improvement, and by
Lmprovlng the quality of public schools, I think it causes
- :1
loil
I,
, ·;1
1211
1 '
the quality of the private schools to go up.
And we were
,
proud to get our public schools in such goo·j conditior, in
South Carolina, that, after a couple of years, we had :/000,
I
13;, 8,009, 9,000 student.s that transferred from private school
141
back into the public school system, and in some cases finding,
151
that their child=en hdd to have help to get caught up with
161
where the public schools we.!'"e.
17
Senator Durenberger.
i
Dick, if I might, r have JUSt got
18
one minute left and I would like to just amplify on that a
19
little bit,
20
can.
~nd
I will stick around for another round, if I
Governor Riley.
Excuse me.
Senator Durenberger.
I
remember before schOOl choice
became a rhetorical butt word of some kind, we had
~uition
tax credits, not in this committee, but in dnother one on
which I served, Finance.
I will never forget sitting '.... i.th
, i
�45
1:
Ted Se:l "hen h. was Secretary, talking
::;0
him abou::;
:1
'":i
-
segregat;.on t.hat exists now in the public schoo2. system by
J', ecor.cmi.cs, ·.. . here t::e poo:; have :10 choice i:1 where they l':':e.
ji
4i! They are stuck wit.h these kinds of schools.
And. I remember
I;
l
i
5
5:~
;;
7
,1
"
I'
,
not being able to quite persuade him that that was a reality.:
In Minnesota. we have tried to rectify that by moving in
the direction of charter schools. where within a
distri~t,
parents, teachers and so forth can be empowered :0 create
schools and then parents to choose more appropriate schools,
so that people have choices within a community in which they
.;Ire st'.1ck. economi::dlly.
121
Governor Riley,
thae, Senator/ and
I
,
I
What is your view on Charte= schools?·
Well, I take a sLmilar position en
tha~
is that, within the comprehensive
reform package that r think is so
importa~~,
the
comprehensiveness of it, that the charter school within the
15
;1
16
I,
public school system, under the school district umbrella/ also
the very
i~portant
safeguards to see chat certain protections
IS; ilre out there, then I also favor that as another :nechattism
I
19:
for careful attention.
20
the chOice within the public SChools.
21
that! think bears certain tremendous interest.
Senator Durenberger.
22
24j
IIIUUI J!IIPCIff'MO co.. 'M!.
IQI , St=!. N.E.
It is another option
Thank you very much.
Thank you t
Mr. Chairman.
23
3
So I think that it to me is much 1 ike;,
I
I
t:'he prepared statement of Senator Durenherger f::lLl..QloIs:
J
�"
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jt
I
1.
The Chai=man,
Senator
~etzenbaum?
1
"
2"
,
Senator
Metzenba~~.
to our committee
J
t~is
1 am very delight.ed to welcome you
morning, and I
wan~
to say
! feel
~hat
:i
4;! a sense of exci-::.ement. anc enthusiasm, because somet:imes tnere
,
5' is a problem and you don't know what to d.o with it, and you
!I
6:1 don't have the answer,
Frankly, I don't know you as well as
';' seme other members of the committee t but I have met
'~ith
you
ali ;,nd r have read about you, .and I have the feeling that you
I
•
i
9! are the person of the moment, and if ever there was a need
I
10'
for a person
~f
the moment to step forward and take on the
JI
chPl).lenge, you are it, and I t.hir:.k you will be a hands-on
12i
Cabinet member Secretary.
,
Other nations are getting ahead of us, no secret about
13
tha~,
14
in the areas of education, and we are slipping behind
,
15i, with respec~ to education in the field of math, science and
i
16,
so many other areas.
17
to get jobs and they are lacking the skills.
18
are illiterate l which is incredible in this day and age, co
19
have the degree of· illiteracy that exists in t.his country,
20
and yet very I1ttle'is being done about it and has been done
21
for the last many years.
22
Our workers are going out into the :ield
Some of them
Your opport.unity is unlimited, the challenge is great,
23
and I think t.hat you will fill a void that very much
24
be filled for this
...a""uO"TJIIG co.. ..;: 5
)111 C SOft'<. N E.
'#~'''". 0 C.
lOO11J
~
coun~ry
~eeds
.
I was very pleased to hear you respond to Senat.or
�.
,,
,
,
'I
I
1:
Durenberger with
respec~
to tl':e matter of cholce, partlculady
21 with respect to the matter of using public funds for prlvat.e
,I
1 :!
., ahd parochial schools, which
;!
4',
,
,
5
! think your
answer was very specific on that subject, and your record is
l very clear on
i
611
I,
r strongly oppose.
it.
NOw, with respect to
ano~her
aspect of your
prevlo~s
71:
activities , I strongly believe that parental i:wol·;emer.";; is
ai!
one key to ensuring success in the schools.
91
in the Head Star~ ~rogramJ where the strong'emphasis on
,
10'
parental
11 ,
We can see this
the program's success,
,
,
Ii
II
13
is clear and is an important elereent in
involve~eTit
1 know that you were involved specifically in this .?:;ea
in South Carolina.
Can you give us your thoughts
0:1 ..
hat
1
"
" makes tor good parental involvement in eduCation I and if
141
,5
chere are any specific
, .
,b
to help local schools
17
Governor Riley.
e~hance
which you believe we can take
the involvement of parents?
Senator, r thank you so much for your
thi~k. as
18
statement.
19
factor, that the most important thing is for parents to
20
realize the importance of education.
21
for lots of parents.
I
do
a~tions
I said earlier about this ownerShi,
Now, that is no
,
~roblem
It is not problem for most parents.
But we know that there are many
~eighborhoods,
there are
23
many areas of this great powerful country where that does not
24
take place, for a number at reasons,
~~(;Q""'''5
107 C SU""' N.E,
"f'''''''~''''' C
c.
10001
Parents might
~ot
have
had t.he opportunity to have an education themselves I and they
�Ii
, might be uneducaced and they might want their children to
"
211
I,
think that is not terrlbly important, subconsciously, even.
We have pockets or regicns where
J:'
I;
4i'
i
5!
involved in schools is
d
ge':;.t~ng
parents
problem of ur.ders:anding the
impo::t.ance of future difficulties 'tha.t arise when childre!"!
I'
6!
don't have an educatiOrL
7,
taking a child to
The same thing with health care,
clinic, some parents--Gail Sheehy,
t!!
~n
one
of her books, talks about the poor people's ability to
anticipate problems, because they are worried abc\lt paying
the rent , they are w(n:ried about get.ting food on the table
and getting bus fare
50' we have areas of this country, also the immi;rati::;n
12
13
situation and kids
rr.ov~ng
into a region where they feel like
their language is different and they have to get
15
~o
16
wonderful country, potential strengths that I think we can
17
develop and can bring into making us even stronger.
19
it.
acc~S:Cmed
We have qOt all of these things taxing place
I will tell you l
if we turn our heads on
it~
i~
this
we are
19
going to be in serious trouble.
20
as Bill Clinton says, have this ethic for learning, anc
21
is awfully difficult for some parents, but that is prob4bly
22
the most important thing, in my judgment, for early child
23
development, for kids going into the first grade. the first
24
goal of the national goals.
..
• u.P~co,,"S
... ,
...
We have got to get parents,
thd~
So if we can deve lop in parents this ethic for lea rn L
r,g.1,
�:'
50
'I
liIIl
this bellef :hat this is the most important ~~ing fo~ :his
,:
":j child's future, the most important thing r can do is
'i"
J';
participate in the:.:: sChool, to know t.hei= teacher-, :'0 t31k
41,
about their problen",s,
i'
t.hat: is t.he most important single thing
,:1 ... kat I can do to help this child.
-II '"
If that kind of ethic can
·6,
be developed and can be shown and through leadership proven,
11,
then I think we can have a tremendous movement. in :his
81
country of parent involvement, and that is more iIT,portent'
9:
than anything else we are talking about in terms of eciucar.ion,
r
101
I
111
J
senator Metzenbaum.
Mr. Riley, one of the toughest
to co:wince the community t.o provide the necessary ':.ax
13
dollars in order to k.eep the schools open.
14
there is
15
that counterforce comes about by reason of the largest
16
corporations in America. some of which are the wealthiest
17
corporations in America, coming to South Carolina, to Ohio,
18
to California. to Utah, wherever, and saying we will locate
19
our corporation in your community, if you will give uS tax
20
exemption.
21
joins in this race to the bottom and, as a consequence, the
22
educational system of this country is getting clobbered bv
•
23
the loss of those tax dollars from some of the major
24
corporations of America.
llI.J.Vt~co:._s,
~~~ c s~" N.E
i
i
questions facing the school systems (If this country is cryir,g:
•
At the same :':lme,;
,
counter force that is occl;lrring in the country, anai,
And understandablYJ community after communiq'
I do not blame the corporate executives for making those
�5
jt
It is part 0: their responsibility t.o tZ'y to opere'te
1~1
moves.
2;!
their company at the greatest amount of profit.
I
I
believe
3 1 ve;:y s-::rongly the o1':.ly way we can deal wit.h this issue
0:
4;] corporations getting tax exemption better in one area than in
,";
5'
I
6':
"
7:::I
,
I
ar.o~her,
and leaving cne community for another by reason of
the tax exemptior./ is by Federal legislation.
I spoke
with you about this when you were in my office.
Oi
r think the legislation shot:.ld be specifically dizected at
9
tax dollars for educatiOn for the schools.
Are you prepared
to work with us to see if we can bring ·ibOut some changes
that which is the present. situation
cc;~,·.e:rning
this mat':.er
tax abatement, tax exemption?
Governor Riley.
14
Senator, let me say in the beginning,
when I was Governor, I worked hard for economic development..
,i
•
15
I don't think any governor worked any harder than: did.
16
I
I
I
! never ever told a business leader that I wanted them to
But,
i
come to South Carolina to. get cheap labor and cheap land,
16
improvement is all about.
20
are expanding and growing and vibrant companies that
21
hunting for other places to do business.
22
We are trying to get people who
The point that you make is a good pOint.
The
ar~
w~y
we
23
•
handle it in South Carolina is we give certain incentives/
24
that is perhaps
U.DUIll'Of~1'1NQco':1Hti'5!
some~hing
I
"~ I
"-,
have outgrown that/ and that is what this education
19
I
that we should look at as a region .
But I do, in terms of the Southeast, I have a.lways made some
�.
i'
1,i
comments, as I
\.,JdS
Gover:-:.or, that Georgia, North Carolina a!'1d
:i
2!1 Florida competing with each other was not the best
II
;:! spend
o~r
~dy
:0
efforts.
'i
4:1
"
But the fact is, what we do in South Carolina, which I
I'
5i
think works fairly well, is we have certain incentives to
I
6,
come in te::ns
I,
across the board.
0:
tax abatement.
We exclude the schcol taxes
They are paid from day one, and that is in
i
al
the State law and that is a State decision.
Now, you are asking about a Federal law that would
9
10:
require a similar situation
t.Q ..... hat
we have in South carOlina!
I
I
1::
I would thi:d<1 and! haven't analyzed that.
1i
to me tr.ere might be :some constitutional problems wit.h that
13
and
,.
m~ybe
It '....ould t.!;:rpear
!ome desirability problems, because 1 am a
14' believer in States controlling their own destiny
~n
!t.r~ng
:.errns of
15
educ4tion.
16
t&king that same pOSition and exempting education from any
17
tax benefits.
lS
Sut I certainly would be a proponent for
~
St~te
I have never heard of 4n industry Or an enlightened
co~plaln
19
business leader, I have never heard any of them
20
about that.
21
kind of company that you want, is dependent on having good
22
education and they don't mind paying fair educatlon taxes
23
right along with everybody else.
24
I&I,JDI
~ C04 ~ 5
141 C Sff't't'!, N,E,
They understand that their future, if
Senator Metzenbaum.
~t
~!
the
I will return to that subject,
because I feel very strongly that some areas have nOt been
,
,
I
a.1
i
�,I
53
Jt
1
il
1'!,
enlightened as South Ca.rolina and have provided tax
eXEr:lt:t':'::,:""
,I
2' for the schools,
':
3'
,I
4~1
a chl?ck
I
In fae:..
I would guess. without having mad<;)
that
provide total tax abatement, including the school dolla=s,
"
"
5:1 and I think I can draft something that is constitutional. and
"
"
:i
6,I
I look forward to
7:1
can get you on board.
,
I
1
S":
shar~ng
Governor Riley.
my thoughts with you and see if we
Thank you. Senator.
,I
II
'it!:
Senator Metzer:.baum.
NOW, schools in our large urba:t
I;
~ol
,
,
,
,
':
centers face an alarming array of proble:ns, inadequate
jI;
financing. deteriorating buildings, lack of adequate tea:::
i21j
materials, violence, substance abuse and other problems
I,
,
131: stemming from poverty.
141
Across the country, parents, teachers and aoministrato=s;
151
in urban school systems are struggling to address :hese
16
problems and improve the quality of education in
17
Do you have any thoughts as t.o which the Federal Governmer,t
18
can work with urban schools and poor rural schools, as well,:
19
to help them with their efforts to improve and provide their'
20
students with a fair chance to succeed in life?
21
Governor Riley.
O'JI:"
Senator, that is a very broad
ci':.i.es,·
questio~
22
that would require a very broad answer I and 1 would say
23
that that is one of the more serious issues facing this
24
country now and it. is i.mpacted by all the problems of depth
"'15
out there.
1Iu.p: ~etL l1l«I'
'Ol'5~,NE.
t
�i
!
An urban education
is something that I think all
Again, i':. ':'5 local control. i :
is State cont::-cl, but cercainly if you have disadvantaged
J
"
411 young people, just like i f you have dis.bled young people, if
Sri
you have people who dre part of this country and have special
5ii
problems not of their own faul:, :hen certainly it has been
:I
7:1
fel: 1:1. years past that, through Chapter 1 a:1d through o:'hs-!:"
ail
Feder.;!l prograrns, that the Federal Government could
9
partici~ate
10i
I
111
in trying to have a level playing field in
t~e
field of education,
I think that is extremely importanc and I am extrem~ly
interested and wou:d begin immediately I as Secretary of
Education, to get into the depth of the urban
schoo~
pr~~lem.
You have within an urban area many examples of wonderful
15
schools that work well and do a tremendous job and parents
16
are involvec, even though it is poverty and poor kiCs, and
17 1 right near there you have a
sit~ation
where drugs are
18
prevalent and the safety of the young people is a lot moce
19!!.
important than learning Shakespeare .
20
I Cl!:nnot imagine anythinq being more important. to
educatio~
'.15
'....
h;:;'
21
22
~
E,
learn,
24
',11 C SIln"<,
of this country have .a safe drug-free environment in l,.,'hich t.o
23
.Ll.LI. ~
are interested in
obvicusly, but I would certainly work with you and '.(ith
~5
co,,. ...
than to see that the young people
That gets into t.his urban problem and nct.
JUSt
there,
others to try to develcp whatever plans we can to deal with
�;;
:1
I.
,
!.,~
this ~:ery cri:ical Ameri:::an problem,
Sena~or Met~enbaum.
3; expired,
~r.
Tha:1k you very r.tuch.
Chai=~an.
"
4
411
:1
I:
j:
,
,:
,
"
"
Ii
,
,
My 'time is
(The prepa!"ed statement of Se:1ator
~et'Zenbaum
follows; 1
�.,
.,
.,
.,
I
I
I,,
The Chairman.
Sena~oc
3'~
'I
-i!~
Coats.
Senator COd'::S?
Thank you f Mr, Chairman.
Governor, T welcome you, also.
We had a good t.alk in
our office and we appreciate your commitment to serving our
5;1 country in t.his positlO:1
I.,
f
and also the signi:icant experier:ce
5il
you bring with you as a true edUCdt.ior. Governor, so we look
71!
forward to worki:lg wit:h you and di5c~ssir.9 issues that
)
I
o·
" hopefully will bring abc',lt some real improve;nents in our:
educ(ition system,
! would like to follow up a little bit on the choice
question with some comrnent.s, and then
for you.
t'...o
.
specific que!Stior.s
Your openir.g statement: indicated that you ,,:ant
every student to have access to a quality education whic:"
allows them to pursue any career they wish, and giving the
.
[
15
students the best education in che world is a moral imperat,:,':e
151
and especially an economic necessitYI and I would agree ..... 1.-::-:
i
17
that.
i
18
.
19
a low-income family or ,even a middle-income family, mos':.
20
living in urban areas, who feel that they don't have the
21
opportunities that some of us have co provide that quality
22
educat.ion for our children, because we are not perhaps
23
pleased with the choice or the limited choice or perhaps no
24'
choice t.hat
tRJ.DU,..o",.1MQco.. ..Q!5
might live.
~1
C Sum. N £,
I
But r really wonder what we tell an inner-cit.y mother cr'
l.S
availa.ble to us' in the setting where they
I
I
�j t
il
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1,
"
,
"
2;:
I wonder if we real:y can say
to provide you, we are
goi~g
~c
them
~hat
we are gains
to meet that moral imperative
"
J, and provide you with the guality education that you ready
.,
I
4'1
Ii
feel is best for your student, without g4ving them a choice
5!1 of where they send that student to school.
:,
6:, reaii':Y
.'"
,..
i
,l
is that many of our SChools, particularly :nner-city
schools, are dead ends for students.
5: quality education.
,
9'
I
Because the
of the educational
They don't provide
They are consumed ....' ith problerr,$ outside
criter~a
that
m~ny
parents would
wan~
their children to be engaged in.
10
111
12,
i
,
13:
,
Now, you have answered that !;,testion and I think it
clear that the Clinton administration has taken their
position on that against expanding choice beyond the public
141
school system.
15
assertion that public money shouldn't be used for that.
,
I question, ! guess, or challenge the
,
Aftei
16
all, public money is not 5.ome money derived from anywhe:"t'? but;
17
the pocketbOOKS of taxpayers, and 50 low-income and middle-
18
income people livinq in cities, that is their money, and it
19
seems to me that we ought to offer them some opportunities
20
for their children to utilize their money in ways that they
21
feel would bring some kind of quality education to their
22
children.
23
24
But having said that, it is clear that if Secretary
Alexander, who made choice the centerpiece of his education
,
".
reform under the Bush administration, if he was not able to
!
�II
,
,
",
1:, acco::r.plish that. wit::in a.n ddmir.istration that ..'.'as favorable
,
..I,
to it, we are
J
that eit!1er in this committee or the Se:1dt9 or the
certa~nly
not going to be able :0 accomplish
I
.,
0;:
rfOUS9
;1
4': with this ac.."..inistration, and it is clear that the eciucetior.al
I
5;1 bureacc=acy and the advocacy groups for public education are
:1
'I
6'!
.,
"
.
not going to al:'ow t.hat
t:)
,.
So :ny question, then,
:1
happen.
'
I ·have
t,.N'O
questions.
Number Qr:e,
8:' do rou think it would be possible for you to support some
I
9j
1°1
11,
type of demonstration program, whereby we would provide a
limited arnot:nt of grant money to jurisdictions
O~
systems that' voluntarily agreed to engage in a
d~rr;onstrati'Jr.
educationa':':
I
121I
program for choice in, say. over a two-year period of tiX9,
13 1 and we could then monitor what the results were?
If the fears of those who oppose choice beyond
~he
,
publ~~
15
school system proved to be realized l then we would have
';'6'
empir ieal evidence that choice didn't work.
17
support choice, if we saw measurable results, perhaps
18
could use that as a basis for fashioning something broader
19
that maybe would work, that would address the concerns that
20
those that don't support choice have.
We tried that.
21
But if t.hose .... :-.0:
'fOre
Senator Hatch offered and I jqined him
.
22
in offering an amendment last year.
23
I think it was just six sites and a very limited amount of
I
It was defeated SOI.,L'idlY.j
I
t
:
24
money for that.
. "'15'
~~CQ"wa;.
I
,.'~'''-'
.:~
at least try it
Sut don't you think i t would make sense to
l
to see if all these editorial writers and
�I
:: c
I
1!,
educators and pc.;ple who hav<a 9xarr.':'::ed ou,: eduCdc.io:1 syst.z:m
:1
2;1 and advocate choice
f
to see whether or not
t~ere
was
50m~
,
3':
basis fo: the;'r assert.ion that it might improve or refcrr.l Ci..:r
,
11
4,
i
5:
educa:.ion system?
My second question is.
if we can'
t
do that--and we
6:
probably '....en't. because we weren't able to accQmplish that in
i,
the last session cf Congress--if
I
wQ
ca:1't do that, then
81
couldn't, we at least not s:.udy ;,.that it is abou':. private
9
education that so entices parents and students and makes
10
them, often at great financial sacrifice and personal
l!;
sac!:"ifice, choose a private school over a public scr,,";ol?
12
Now, ! am nOt. talking about a prestigious subur::'an
I am talking
~bout
choices
~hat
p~ren:~
13
private school.
14
to send their kids to inner-city parochial schools,
city schools that don't begin to have the
begin to have the teacher pay, don't
begi~
m~ke
inner·
i~cilities,
don't
to have the
17
administrative resources that public schools havel even some
18
of our poorest public schools have.
19
What causes those people to say I believe what elements
20
are present in that
21
public education?
22
you know what those are--and can we then at least try to
23
incorporate those in publ ic education, so that those ·... ho
24
don't have a choice will at least have some assurance thdt
priv~te
education thAt aren't present
And can we determine what those
~n
I
~re--mdYbel
their children will be receiving what those who can' at
f·)ftj
,
I
,
�60
i
"
1: get outside the system are receivin9?
Governor Riley.
2;,
::
3
'1
Well. you have several aspects to your
question, Senacor, •.0C let me see if I cao deal with chern.
'I
-tjj First
of all, I
~~ir,k
that anything that any school, anybociYl
"
5il
public or private or whatever, is doing to :')elp education
5!
wort.hwhile, and! fallo,:: .':l11 of that.
~s
r don't disfavor dny
effort to improve educdt':'on, ht.!.nt for a better way to d,:.
thi~gs,
whether it is in math or science or the arts or
~hatever.
So r
enco~rage
an openness of involvement in
activity and new ways dnd new thinking and in reform-minded
llii
I,
educat,;;;;nal improvement.
12
I
i<
have thought about the public-private situation a
and r am .absolutely convinced that the 'bottoIT, half of the
economic sector of t:tis country would be terribly disserved
15
t.o pull Large amounts of dollars out of the public educaticr.
16
system and go 'then int.o support of certdl.n private educat.:.on
17
systems.
1B
Senator Coats.
t unders'tand that, and I understdnd that
19
Ls the position of the administration.
20
could we just try it, then, with a few areas, to see whether
21
Qr
22
Eut my
ques~ion
1S
not their fears are well-founded?
For instance. I have a sizable education system in
23
rndiana that works very well with the public educa:ion system
24
and it works very well with the parochial education system,
lfUVI~cc,:~5
10: C ~<m'I, '<!,
and both have agreed that if there were a demonstration
�:1
'I
1'1
program, they would both agree that they would uS" thal:
"
"
2: community as a test ground fcr two years dnd JUSt see whether
3.:
Or ;'lOt. these
fears were founded,
Would that
not make some
4:1 sense to at least try it?
5,1
l~
6:
Governor Riley.
That cert.ainly sounds like a reasonable:
request, and I would hate co be dogmat.ic in my answer,
7;, because that is not my style.
;1
8'! personally absolu:ely b€ l ieved
,
,
Ii
But I would say that if I
tha:. it would be bad for the
91, public educat.ion system to go into this new method of
lei funding,
:3hifting funds to the privat.e schools T if I think
11!1,
that is ~~lng to be b~d'for the public ed~cation system, I
1211
,
don't think it is proper then for me to say that a test
I
131 program or a pilot program or
141!
I
151'
16!
anything else would be
worthwhile,
Now I
I think this,
r
think there is some real b~r,e fit i r.1
the concept of a feeling of some competition within the
system and l therefo=e, r feel that the choice
concep~
w4thin
the public school framework is worthwhile and very good,
19
And
the idea of having a special effort of a special school would
20:,
fall under my feelinQ of using the charter school concepti
21:
Senator Ourenberger was discussing in Minnesota., and I -:hinlt
22
you could get the same benefits of a feeling of competit'
23
and a feeling of innovative let's us get
24
resources in here and provide a school within the umbrella of
dSI
,
Q.l,.fJIM1'OfI1MCO..
..c25
t~gether
and put the
the public education system and make that work very well.
�52
Senator Coats.
Okay.
: just personally don't
wndersta~d
I
21, why we might not ·...ant to a~ least test the other, to see
II
Jii
whether or not che strong proponents of c:"\oice are ::-i.gh:;:,
partially right, or whether the strong
51, are right or partially right,
'I
~9ponents
of choice
It just seems like an
1
6i! experiment worth undert.aking, particularly
Ii
0;'\
a volunta,:-y
?jl
besis, not. forcing .:.t on anybody.
ii
81
i
empiricai evidef'!ce co study as a committee, to deter:nine how
9
'....e =eform the system.
101,
1!!
I
It would then gi"'e
some
",S
think we keep talking in terns of the educ<!!:tional
system, but we don't till>' in terms of ,the s:udents and the
'
I
12i
pareI'1.t5, and it is clear that students and parents are
13
out today tor more choice dnd they are not get.t.ing it."
14
'
I guess my second
ques~ionf
c::-i'~ng
because my time is runnlng
151
out-/ is if ·....6 are not going to do that f can we idencify
16
It is that some,of t.hose private schools are offering t.hat so:
17
entices parents to make tremendous financial sacrifices to
19
send their kids there.
19
Let me just give you one example.
'..Ihdt
There is a school
.
In
i
,
i
Indianapolis, a parochial school in Indianapolis that is OnlY!
:
21
22
of what the public school system spends,
23
dilapidated building, their teachers are underpaid.
You can
24
ttl.l...t 1Utfl<",rrlfGeeL•
able to spend Sl,600 per student per year.
count the administrators on one hand.
d
..<25
That is a th.rd
They have a
Yet, there is
phenomenal waiting list for inner-city people to send their
�.
"
",
i·
~
6J
,
"
.
.,1
I
kids
-,
'I
t.o -.:hat' school.
2:i
It seems to me to make ser.se to say, well what in the
:1
3:: wor':"d is this school dOing, at $1,600 per pupil. that
4il
I
public school in the next block,
5
~hree
ti~es
6:
there.
i~ner-city!
is spending
that amount and no one wants to send
Could we
~he
thei~
kids
what that parochial school is dOing,
s~udy
1
,I
'I
what are t.he element.s there that cause parents to say r '..till
81
do anything I can, make
9
there, realizing that the
10
1
,
a~y
sacr£fice I can co send
expendi~ure
~y stujer.~
per pupil is a t.hird·of:
I
what they would get if the kids walked acrosS the street to
,
11'
the public school?
NOw, there is something radically different. be,::,.,;een ::hcse
12
~chools,
13
two
14
determine
15
parents a choice or help them
16
ought to
17
school they are choosing and try to inject them into the
l8
public education system, to make the school a viable schoel,
19
and it seems co me we ought to study what it is.!
wha~
c~1
i~
is, and if we are not going to allow
~ay
to take chose elements that are present
Governor Riley.
·1,
for it, then we at least
i~
L~at
Well, I will certainly advise anyone in
20
the Department of Education who is doing research on what
21
makes. schools work better to look at all Attempts to p:::ov ide
22
good education.
23
private schools, and you also see it in publlc schools.
24
within the same area, you will see a public school that has
And you see situations as you descr.bed
1
,
,
i
.t.J.VI ~
11)1 C Sum:. !'I.E,
co., ~ 5
that same reputation, the same kinds of results orientation,
I
, 1
�.
•
·
me
,I
il
Iii
and
~~I
....,,
You have a discii?lined situation where you can learn well .
,
'I
J'
~:"'te=e
se~se
YO:1 :i.dVe :::h!.s
And that. is not
~eculiar
of the import.ance cf ':'ea:-nlr,g.
only t.o private
YOu see
sc~ocls.
"
4:"1
many,
II
I:
5~'
I
Buc, you k::ow f
11
91
charac~eristics.
r applaud a private school tha'.:
w;:;~ks
well, ·...hether it is religious-connected or purely pri\*dt.e.
6!1
"' Ane
",
I
8I
many public sChools that have the same
~hat
is a
posit~ve
A~d
plus to our educational system,
would certainly advise my people to look at everything t.hat
is OO:1e a!1d try to advise there, the State and local school
discricts, what they find works best.
10
ll,
Senator ecats,
uI
The Chairman.
,
Thank you t Mr. Chairman.
Thank you.
I was interested in you:.- last'
13;
commene .. Gover:tor. because in my own city of Boston we ha':e
14
Tobin and King Schools in Cambridge t which parents are dying
15
co have their children in;
16
visited 3 weeks ago, a long list of people attempting
17
in, =eally one of :he very, very
18
Mas:b~ and Timelty Schools 'in Boston also are exemplary.
19
Gar~ield
I just. want to point out,
School in Revere, which:
interes~ing
~~.
get.
t,:)
schoo:s; and
Secretary I you
ca~'t
do
20
21
defeated last year.
22
amendment, and than if that is the law, we ·will have to deal
23
with it.
24
;{IrC Piffl. N i.
anything anyway unless you change the law.
The law 57-36 was
are able to do just at the outset, so that all of us
My good friend from Indiana may offer an
But, quite frankly, you are restricted i:1 '""hat you
�'!
me
55
11i
Secondly, : hope that you would mention to our
::~i!=nds,
"
il
2" we have ha.d the school choice ir. Camb.:--idge, l"I..A. and it has
:1
,'
been
4H
,
to stuey it can go up there and study it.
·ii"
ex~racrd~narily
successful. 10 years.
Anybody who wants
It has been extra
,
51
ordinarily successful.
Sut:: am sure: you have read the
1
6:1
Carnegie Colt'.nissicn report by Ernie Beyer.
I,
." CO:nmissioner, what would be a
"Ii
S~cretary
the~
of Education, that
8
talks abOut the disaster in
9
have been through this debate and discussion.
10
of my own State.
know what is necessary for good schools.
I
So we
I think we
It is good
and discipline and- strong leadership, involvlC.:,·".,.nt of t.he
parents
1.3
te~s
a
They
F
strong academic standards.
ha~,re
You have outlined
been the basis of your program.
interes~ed
So v"e are
in your responses, and 1 just wanted to make
t~e
'record c lear. where we were.
r a.:n going to follow what we have, and that is on the
Senator Dodd has also qot a hearing with
17
seniority.
18
se~retary-de5ignee Cisneros
19
will try to accomrnodate l
20
confirmation
heari~gs.
up on the Banking Committee.
we
if there are conflicts, on
Senator Dodd will be recognized.
21
Senator Dodd.
Thank you very much/
22
I apologize, Governor, for not being down here at the
~x.
Chai=mar.,
23
24
IR.l.Vt IIOQflT'lIiQ: CQ_
....._-,.
outset, but your colleague, hopefully; in the cabinet, Henry
Cisneros I is before the Banking Committee this morning.
15
we:
will be ':t
noing back and forth and trying to cover both
__.._ - - - - - - - - -
So I
�·,,
.
I
hearings.
1:
,
,
2',
,
3!;
I
5
I am delighted as wel.l, -and statements have been mace,
and I would ask, Mr. Chairman, that my opening s:atement be
4' included in ~he record.
!
,
[The prepared statement of Senator Oodd follows:]
5'
�I
me
,
"
'
I
11
Senator Dodd.
I
This is
t~uly,
I think, a fine tribute :0
211 Bill Clir.ton that he would ask you to serve as our
J
JH
,
,
,
4,
I
i
5:
of Education.
Your credentials in this field don't :'lead
seconding from people on this panel.
therr.selves,
Se~retary
They speak for
And we are truly honored in t.his cour.try :.hat
I
I
6:
you would take
O~
this responsibility.
r am just going to ask you a ccuple of quest.ions, if
I
7
81
can.
9
ground,
10
1 know my colleagues are 901.(19 to cover some other
i
I
I
,
Head Start is a program that is covered really by HHS
'\ot by Education as such, but cledrly one- .. it.
fact~
11:
an"
12
first educational goal for the year 2000 is thac every child
13
start school ready to learn.
14
Head Start, while it is not in your jurisdicticn directly, i$;
15
an important element.
16
problems of children entering an educational system with
17
serious developmental problems.
18
conversation I have a sister who teaches in the larqest inneri,
19
city public school in. the State of Connect.icut as an early
20
childhood development specialist.
21
has occurred with these young children.
t.
And so obviously the issue of
,
I
I
And yet we know
tod~y
I think
r
the staggering
,mention~d
,
in our
And it is staggering what
In the last few years, where it used to be that three
23
four might come to the school system with serious develop
24
mental
problems~
I
I
she would tell you, were she here today.
t
she is lucky to have two or three who don't enter the system
�"
,
,
co
I
'I
Ii
1!1 wi.th serious developmental problems_
2:!
I
I wonder if you might Just share g8nerally--I know YOLl
J'
ere going :0 be 140rking V>'1th
4:1
thes!!? kinds of questions as \>Ie11,
,JI:
what needs to be done,
61
interest, in it" but r would be interested if you Tl",ight take d
i
,
Secr~tary-designa.te
Sha':'ala on
but if you might comment on
I know you have a great deal of
7,
few minutes d:1.Q share with us some of the things you would
a
1 ike to see happen in these r.ew 4 years
f
9
really grab hold of thiS issue. which t
in my view, the
so that we can
everyt.hi~q
10
absence of doing so jeoparcizes
ar,d anything else
11
you want to do from K through , graduate school, ' in terms of
.
,
,
12;
Pell grants and the rest, elementary and secondary sch:;ols,
13
If we don't grab the issue of early childhood develo?ment
141,
problems, then it seems to me every other problem we face i.n
15'
our educdtionol system is in jeopardy.
16
Governor Riley.
Senator, I thoroughly agree wit-h yeu,
17
and I think my record would reflect that if there is another
18
chief interest that. I have had in my public and private lif,'
19
other than education, it has been really
20
and child hedlth and how those developmental areas cor.nected
21
to health and nutrition play so heavily upon the capacity of
22
a 1st grader to learn.
23
24
........,.tlD'(lilmllGtC-~5
~1)7 C
'un'J. N £,
mater~alr
infant,
My State had a history of a large percentage of our
people who .....ere discr i:r.ina ted against in a lot
Other areas could say the same, 1 am sure.
0
f ways .
And so many
�me
l;i
.,
parents in our area: =eally didn't have the
to
opport~nities
2:j
have a good education, and a lot of ?eople who were poor and
3';
struggli::g t::: make it,
,
5~
We had then a large
?erce~tage
up in a difficult situati.on.
of our children who came
We found the:t in the eleme:1tary
I
I
6,. years and in middle school and in high school the great
"
1 for basic skills work in the ErA.
71
That was our firs'=.
!i
"
8 attention to try to help these young people get a baslc :loor,
:1
911 of education.
,
.
The time to dO·'tf',dt is- when they are 1 year old, 2"
10
old l
3 years old.
?,~..:
. . mts are the child's firsT;; eeacher a
most important teacher.
promote parents
tD
Any~hing
we can do co help ana
work with their young people l that
t.imes more impor-:.ant t.han helping a child i=-t the
I strongly support all t.hose efforts.
The
tetr.
He~d
~s
:e~
grade.
Start
16
program has been a very successful program.
I think it
17
especially successful in my State becavS9 we
p~y
is
attention to Lt.
1$
careful
That, as you point out, is under HHS.
AS ....' t}
I
19
were talking about Labor earlier and the apprenticeship
20
program, r will pledge to you to work closely with Donna
21
Shalala and HHS and have r.ly Department work closely .... ith them:
22
to see that the component of Head Start and the early
23
childhood health and the W!C program in Agriculture. th4t ....e
I
•
I
i
work closely with them to see that these kids are ready (oc
IUD
~JNO co., ..;2 5:
the 1st grade.
r think that should be the first goal, ood
I
it
I
i
,
�II'
I
1il
"
is.
2]1
,
3:1
II
Now I I have just had to resign tr,e chairmanship of a
task foZ'ce with the Carnegie Corporation in New York dealing
"
411 with C!iildren
a
to 3, meeting the needs of young ch,1.1c:ren,
sri
really helping them be prepared for the 1st grade.
6j1
spec ial interest
7"
mention, they need
S·
give them.
9
part of disabled problems :or children, but disabled chileren!
II
10
0
f mir.e.
~s
It is a
And the disabled children that you'
level a playing
field.a~
is possible to
And! would always be very sensitive to every
are very close to me';
Senator Dodd.
Thank.,you very ml:ch.
r know of your
,
background and in'.:.er85t. in it., and I am grateful f<jr your
:esponse this morning.
14
Let me jump quickly to another area.
I try in my
O'dn
151
State to speak in a public high school once a week.
16
spoken in virtually every public high school in my State in
17
~he
18
High School and last friday at East Hartford Hi9h School,
19
juniors and seniors.
20
last 10 ygars.
r have
Yesterday r was at the Valley Regional
My Governor, Lowell Weicker , recently in a State ot the
21
22
terms of equity in education.
23
statistically, and r have talked to you about this pt'"ivatelYt
24
IiU.VUI:I"Ol'!'flflKlOO.
Union message highlighted what is a problem in our State in
but! will share with you publicly here this morning.
~5
Let me just share with you
We
have a population of some 2S.1 percent of minority st-uder.ts
,
�71
;nc
..
"
[I
1.
in the State of
2
in my State are not dramatically different from others,
J
E:ight.y fercen: of those students live in is t.:rban school
, districts.
4;'
,
5'
and! suspect
Con~ecticutf
:~at
the statistics
Bridgeport. has an 86 percer.t mi.nority enrollment.,
New Haven 82 percent. ar.d Hartford 92 percent.
:: is :lOt. an exaggeration, ! would say tc rou, Gove=nor.'
6:1,
"
7: As I have gone around
8il
~y
State
f
t
CQuld
l~terally
go blOCKS,
walk blccks, litB!;'ally 20 b!.OCKS, and go from a high school. ,i
l
"
9:: a public high school that would dazzle you, absolutely dazzle,1
"
,I,
ii
loii
:{OU,
',.;ould rival college campuses i:1 terms o,f the facilities
ld
~hey
p=ovide, the ratio between students end teachers,
::
language labs, the athletic facilities are
can literally take you for a walk.
stur.n~ng.
It is nct a
t
I
A~d
q~estion
going in a car ride, literally a walk to a high school
,
0:
i~
Hartford or Bridgeport or New Haven where the facilities
,
.
don't even remotely come close to what is being offered blocks
17
is
away.
There is a case pending in
Connec~icutf
and I wouldn't
19
expect you to
20
received some attentio:i., Sheff v. O'Neill.
21
has commented and asked our local communities to try ar.d corne
22
together
23
quality is critically important.
24
you make that case.
comme~t
on the case specifically, but it has
Governor Weicker
.
1ft..t.I.IIt1lf:P()lll11H000".~5
~J
C SItfft. KE.
~nd
start to deal with the inequity issue.
Qbv
In your opening s:aternent"
But I wonder if you might share with us this morning
�ill
what :.-ole you chink t.he Federal Government should or could
211 play in the issue of equity- as well, because I belie-Ire the
,
"
3!1 st.atistics in my Stat.e are not necessarily dramatically
;i
"
,
4:
different than they are in others.
i
5;
I
Well, that is a serious problem to deal,
Governor Riley.
5j
with.
It is very difficult to deal with,
7i
St.ate Senate in South Carolina, ! guess in the early
,
8/
seventfes/
9l
this issue of unequal spending.
10
111
12
I
When I ....as i:1 the
introduced the first resolution that. dealt '.-'ich
The Serrano case and the
Rodriguez case had just come out ,at that. time.
Of cou:-::oe,
there was a lot of shift in all that over the years.
: was
i~pressed
a~d
with the content of those cases
set
13
up in South Carolina the mechanisms wherein we develope·j
14
educational act which attempts to equalize within our
15
school districts in the State.
16
course, go back to' the school districts. and. the wealthy
17
school districts get a percentage of funds and. the poor
19
school districts a percentage of funds which'varies aCCOrdi!1 9
19
to that condition.
20
It isn't perfect.
d.!1
"",j'u-ious~.
We have State funds that. of
i
It doesn"t equalize all across the
21
board, but it is an equalizing mechanism that certainly
22
well and is fair.
23
""',,)1:,\0;5
Now, what you do about a school district line where you
24 might have a power plant on the line, people on one side ~:
the line
have a very poor'school district, and then
I
,
,
I
wh~r@ thel
�HiC
:1
11
ill high assessed value :"s on
:!
.,
2,[
.1
3',
t~e
other side have a very
Those really are pr':)blems, r guess, t:-,at.
do school dlstric'.;..
need to be faced and looked at on the
'I
4i!
1j
well~to
Kent1;ckYl of :::O'..lrse,
S~at.
level.
faced it: throunh a court decision.
,
5':
1 don't know in terms of the Federal Government, as far as
5i!
controlling those things, whether tha".: is ad\'isable or even
,I
.,
. if a mechanism could be determined other than proviclr.g
,:
"
g!: information for the basic fairness 0: equal support :or
7"
j
91 education and the importance of it.
.1
"
I'
1 i"
I
1 ,
"
don't know
any;~asy
answer where, again, t.here is a
si:'ver!Dullet to a':'l r;;.t- a sudden equalize,
that is there, and
1 don't think
system is much more complex than that. :
o~r
s?i~l:!
13
Sut I certainly would urge in every way that r could
14
15
of trying to equalize the basic tax: structure within a Stat.€.~
i
Senator Dodd. It is the tax structure l I agree, and thel•
16
equalization formula is
17
question of equity in a sense, where my ccncern is here, ir.
18
addition to the unequal funding, but also the staggering
19
disproportiofiality that exists between the minority
20
and the majority community as represented in our
sc~ools.
21
And r realize that is not the end game.
Ribi~off
22
used to say it well:
23
you get on the bus, but when you get off the bus.
24
don't
d
,
•
I
IfLLP~Q).:~5
dis~gree
i~portant.
There is also the
Abraham
comm~~~ty
It's not so important what happens
And!
with thac statement.
But it is critically important that we understand tha.t
�"
,
,
11 we have got an explosive situation I think emerging, that if
i
,
2i! we don't begin to t,alk about it dnd address it--I mei1:1, 1 get
i
5i
confront it.
6!
population in Hartford, with cOfIL.1mnities just next door, and
I
'j!
Ninety-two percent of a population, a minority
close to those numbers elsewhere, t~at is not healthy,
That
81 is not healthy. and that is looking for trouble, in my view,
9
10
down the road.
Now, ho...: you address it. whether it is by a court order
11
or communitie:'t getting together and trying to figu:ce out a
12
way to do this so you avoid that tension that
13
the past
14
critical question in terms of our SOCiety'S ability to raise
15
a generation that can understand those differences and work
16
together a. people with common goals .
17
f
but it is a critical question,
Governor Riley.
ha~
existed in
Absolutely e
Well, let me make one other commen t:.
and my State h... a large Afr::'can-
18
thoroughly agree with
19
American population, over 30 percent, and a large school
20
population.
21
you~
when we ,!\lOt into the work of the Education Improvement
22
Act, it
23
course, very active involvement of teachers, principals,
24
superinte~dentsl
III,.WtlOtl<lJlnoGco~~5
\00; C
~"I$rt'I.
!>I,E,
invol~ed
everybody, and we had black parents and, of
business people. and everyone.
We created then a separate budget for the EIA funds
I
I
�me
1;
whic~
21
budget.
were
~"nded ~n
a 2enny sales tax on 002 of the basis
It is a separate budget in the legislature, and then
3 it is used to provide what is n•• ded·o~t there to add to the
",
;J
4!; basic structure of education.
,;
5~!
il
One of the !:'eal nages we had. then were basic skills, a
6:j
large part of rural white d:l.d black kids that did r.ot hav,: an',
i!!
opportunity to have a good education.
ai
i
were disprcpo.t'cicna::ely 1.,;sed by '.:he State to try to eq'..lallze.
9!;
10:
And so those funds
and in some cases kids in a high-risk area would be 6
children to d t.;:-1.cher.
we tried then to emphasize those
,
spec ia1 needs t'" t you are talking about, :and ! think with
12'
proper leadership in this country, if we could get the States:
and the communities to t'.lne into the fact that you need funds:
iden~ified
on the State and local level to deal with these
special problems, because
16
are going to get worse
d~d
worse, and then they all of a sudden become the problem.
So I thoroughly
17
18
th~y
agre~
with you
~nd
would do all I could
to try to provide leadership in that direction.
Senator Dodd.
19
well, Lord knows you know how to do it l
My time has expired and
20
too.
21
nominee's
22
that impacts as well the chairman of the committee.
23
to do with a grant last year from the Secretary's Fund for
24
Innovation, which had peer reviews on State--106 applications
.1.J.VI~eo ....tfl,5
~ime.
~~.
Chairman, r
won'~
take the
But it is a local issue, and, in fact, one
for this around the country.
It
I have a strong interest
�il
"
II
"
" because tl:e peer ::eview said that the proposal from
1'1
2<:i Connecticut happe:1ed. to have been the best.
"
MassaChusetts
It ended up going
J!I
and pennsylvania carne in second and :.hird.
4t
to a school that had--ours was a st.at.ewide proposal,
5:
to a school dist.rict that has 2S0 kids i:1 it in Texas abc"..It a
6;1
week before the election.
'1II:
The Chairman.
It went
:it completely uncternll.ned the peer review
8
process.
9,
Senator Dodd.
'I'here is a GAO report coming out.
10: send you a note on it and a lec';er.
r will
I won't ask you to get
.lJ,
involved in it here today, but:} want to let you know it is
1<1
coming, and it is one that I am going to watch very
13
I really care about it a lot.
14
The Chairman.
carefully~
I would second Senator Dodd in reading
15
chrough it.
16
ideological way the results of the peer review process.
17
won't
18
that issue.
tak~
It really circumvented in the most callous
your time, but r appreciate the Senator
r
~aising
19
Senator Gregg?
20
Senator Gre9g.
21
Governor, you have certainly had a lot of good questions
Thank you, Mr. Chairman.
22
today d.na a lot of good discuSSion.
23
the governorship myself, I have a lot of respect for what you
24
d.UJlllIIU'OI'I'lMCOri
i
i
did and your efforts a150 in working with the National
~ 51
Governors Conference.
Havinq just come out of
I
�mc
,1,
,
I wocld !ike :0 ask you
iii
.,.
.
:::' yeu suppo!:'t goir.g
t.(;:
d
few specific questicns.
Co
a longer school day?
I was involved, 1:1 our reform i:1 South
Gover:1or Riley.
4: Carolina, in having more time in the day spent on
learn~~g,
to probably what wou':d be close to about an
5: hcur a cay
'i
Nowl
sj day,
I
classroom tir:le.
addi.,::~onal
I don't have ar.y fixed view, Senator, on a lor,ger
am concerned a lot about young people, especially In
high-risk areas where
c~ey
have no
afternoon, often working parent.s
supervisi~n
aIi~"
in the
that- kind of thing,
The idea of ge't.ting the most vue of the sC:'1oo1 systeT,
for the children is one I would always ent9!."taln,
'lJe !:alked
of the summer months, and that. is a similar kind of prOble,'l1
as to a
lo~ger
year, sChool year,
Ser.ator Gregg,
I :lould like to t,alk about cr.at..
Japanese have a 240-day year t the Germans 220 days.
t.he Swedes have 220 day:;.,
17
The
r think
i
I
t;~'ink
t.he Eng 1 is h have about 210J
Do you think we sho'.11d go to a longer school year?
18
are no longer an agrarian
19
~ation.
i
We
Eighty-five percent of our'
20 , people are not involved in agriculture.
,
211
Governor Riley.
Well, in bot.h of those questions a~e
22
things that I would not. discard without consideration
231
because, as I say, anyt.hing t.hat I am shown, regardless of
24
tlUD~co ..
who shows it to me, that I t.hink is going to be better :or
..c:5" children, I would tal<:e
d
I
close look at and would probably
�:S
il
II
1"
,
2i
"
,
support.
What we did is try to make better use out of those
J:
summer months, and that is just make summer school meaningful;
4:
and for young people who are having trouble in math or
,
!
5:
science or whatever,
6il
school experience to beef up their next year's activity.
71
to give them a real meaningful summer
So I think we do need to make better use of school
I
,
I
buildings throughout the day and throughout the year and make:,
91
better use of our educational ability to educate, but I don't;,
8!
I
10
have any fixed views on specifically
11
longe~
years.
I
121
The
days 9r longer
I
"
Chairman.
"
If the Senator would yield, he may be a
i
13
soul mate with our good friend and colleague from Rhode Island
14
who has been talking about this issue for 30-odd years
15
have been here.
16
Commission on Time and Learning to study this very issue.
17
think it is going to report back in the next several
18
He just showed me somethl"ilg I ali'eady knew.
19
pocket, which he always carries with him, is every nation in
20
the world and how long their young people go to school and
21
how many hours in school.
22
raising it because it is an important point.
23
24
1IIIU1J11t1PO«1'I1IO
)07 C S<=t. N,E.
co:. _ 5
I
~hat
And there has been established the National
senator Gregg.
mon~hs.
Carrying in his
But I appreciate the Senator
It is a pleasure to join the Senator
from Rhode Island on that issue.
Senator Pell.
I
Senator Bingaman feels very strongly on
�me
il
I
1:1 this issue, too.
I,
2:i
.,
..
3'
Senater Gregg.
knew.
well, it. just seems to be logical" you
1:1
Japan ;0 fer 240 ciays, that is probably
il!1 why ':.hey are dOing a little better on those test;.s,
.:1i'
'1'
r was wondering about
ano~her
issue that we address
I
5il
quite often in New Hampshire, and that is ':.he issue c:
711 alternative cert.ification. bringing qc.alified people
I
61
1:>':.0
the
classroom who have life experiences thac can add to the
I
1
91'
richness of a st-udent.'$ education,
Do you support- alte.r:1d
10
certification: and al,lowing those types of folks who !~;,ly
Ii!
have educat'ion degrees and haven't. gone through the
12!
professional curriculum 'Of educatiOn to come into the s:::-:cols
13
and teach?
14:
Governor Riley,
1: dOt under careful designation,
The
15
way that we h~ndle that in my State is we identified crttica:
16
need areas, whether they were math or science or chemistry,
11
foreign languago or
IS
alternative certification for a period of time,
19
whether it was 1 year or 2 years.
20
w~atever.
~~d
1
then we would permit dn
r
Curing that period of tLme. that person could
fcrg~t
I
I
,
t4Ke
,,
,I
21
courses in the evening and so forth and get some of the
22
education instructional background, but·I do favol:' it
23
,
;
careful description of such an alternative.
unde
I
24
Senacor Gregg.
Good.
I
So you miqht suppor< demor,str4t':'QIl
grants in that subject. then.
In South Carolina-
I
�80
,
I
The Chairman.,
,
I
It is already in law, Senato;:,,
We passed
2:
that as Chapter 5 of t.he Higher Education bill. $25 million
J,
in
I
I
41
,
grants to go
LO
States that wa.nt to develop alternat.ive
programs,
51
Senator' Gregg.
And did Connecticut get one of those?
,
5!
The Chairman.
'1
Senator Gregg,
It hasn't applied yet.
In South Carolina. how many towns are
there that have twa public high schools:
How many cities or
towns in South Carolina have two public high schools?
10
Guvernor Riley.
11
S~nator
12
Right; in other words, have more than
one public high school.
13
14
Gregg.
That have as many as two?
Governor Riley.
Dozens and dozens.
never have taken the titne to count them,
15
Senator Gregg.
I don't know--!
b~t
a great many,
Well, maybe South Carolina is
dif:ere~t
1 •
•0
than New Hampshire, then, because in New Hampshire, we cr.ly
17
have one city that has more than one public high school.
18
Most of our cities have a single pqblic high school,
19
suspect that is true of most
20
munities are not large enough to support two or three pUbllC
21
high schools I and as a result, the concept in those States of:
22
choice within public high schools is really illusory, isn't
23
it?
••
24
Governor Riley.
[Laughter.
1
"0,
rur~l
And!
States, that the corn
I think that'S mathematically clear,
�ah
Sena~or
11
I
2:1
Gregg.
Thae being so mathematically c.lear,
then, i : ...... ould be equally clear t.hat if you are going to ha.':e
3.: c':"oice, you are go.:.ng t'.) have
,
4il choice '",lthin publi-= sc!".ools.
~o
de some:.hing other
t~an ;:a'Je
,
Governor Riley,
5;1
6:;
t.hose. areas
t
Well, in talking of high schools!
Eor
again, you could have a charter school concept,
I
7'1
r am su=e, developed i f chat were approved by tl',e distriot
i and the State.
811
Some areas where choice works very we11--1
"
911. think in Cambridge, Senator
loil
I
there are
1;'.... 0
or three high
schools-
The ~·>;:'iirman.
11!!
No; it is basically fer the IDlddle
!
'I
121! schools, and there are nine schools.
,
Governor Riley.
1311
--nine--but where you have two or
il
14 !! th=ee, sometimes that works pretty well in terms of a
I
151
compet'.iti'Je modetl, without. having a dozen, if you :see '.-.'ha': I
mean.
,
you just
lsil,
19
You can get to a pretty good competitive
h~ve
situa~i~n
~:
two.
Senator Gregg.
WelL! don't think it is
possil::.>l~
many rural States, and I don't know a great deal about
L:;
S0~th
20, Carolina's.5chool system, but i cert.ainly know tha! in
1
211:
northern New England l
221
Hampshire, and in many of the western school systems in
231
,,
Massachusetts, there is no alternative to the sihgle publiC
2';:
hl.gh school t which is c f ten a publ ic high schoo 1 that .:. s a
I
IIII..J...P
~Q
I'll C £Itft't, 1'1,£.
. ~5
co.. !Mfo(
for example,- Vermont, Maine {!:nd
collector high school for a
lar~e
~
number of towns,
lie;.,>
�82
:1
"
ii!
Thl,;s. what you are basically sayi.ng, if you are only
"
2:i going to support choice for public school systems. is that.
}. you are only going to support chOice for those j?eople who
.f!
live in urban areas and that you are
5,!
ar'!dS,
S~:
I
g.1
going to a.llow rU=dl
and in many cases suburban areas, to have choice.
6-j Tha::.'s just. a fact.
7,1
~ot
As yO'J'd say. it is a mathematical fee';;,
And it seems to me it is something you might want to. cor:s ider,
Governor Riley.
Well, Senator, you would., of course,
have the opportunity to have choice of the private schools.
,I
lOii That: is a choice and a ·.rery legitimate choice.
It would no;:
:i
'1 L; be a choice
:0=
poor families, perhaps I but it is a choice
for some,
.;
13::
I
14il
Those families then have a greeter responsibili':.y tr,a:l
ever to get involved in the public schools and make sure that
I
lSi!
their child' 5 choice is a good one because that is -;"there
~hey
"
1611
are going to school, and t.hat. school '",¢uld have a mixtu:'e 0:
17' family cultures and $0 forth, if there is just one
,I
"
';."-.
"
schoo~
18:: a com.rnuni ty, and I think ::hen: for t.hat parent to get
"
i..1VO
U'.
t ·;S!-d
and make sure :hat public school is a school tuned in to
.
2L
221
quality for their chile
Senator Gregg.
r
thi~k
can
ma~e
a great
differ~nce
Sut r think the preface of your
.
st5t~Me~:
is the one cha"t really concerns me, which is that for the
1
OJ:
poor parent, or the middle-income, low-income parent i.n :nany
24
inatances--even for the middle-income parent in many instan
-
.11l.J•
..f" "f:l'"M"I ..O
co _ ,..d;
I
I
s!:
=es--choice
~s
~ot
a~
option under your philosophy of choice.
�'I,
an
3J
,i,
:1
I,
"
1;'
in rural or suburban a:-eas.
Governor Riley.
~
think you a:e exactly right, and i!
they had a voucher system,
either.
They -..;ould
woulo
cho~ce
no~
be an
op~ion
have a poorer public high school
jus~
';0
"
5:! attend, in my judgment.
"
6:1
i
T!
,
Well, if we followed Mr. Coats' s;;gg€ S
Senat.or Gregg.
tiC':l of maybe doing a
:~,a:.
:ew demonstratio:1.s and see.t:1.g if
"
s~j
actually occurs
9!
rather than having it be just handed cole.
,I
10:1"
f
we could ac':ually get. an answer ~o that
Gover:1.0r Riley.
Well, arytJ1in, r would say tr.at tr.is is
11i!
not a new issue for my consic."',:"ation, and I have thought
12~!
thought about it, and I really don't think that it ·...· ou!;j :'=
1311 good tor the public schcols
,I
f
so I really wocld not
:3','0:
14!1
spending money on trying to see that something is wort:-... . . ~~li!,
15,
when I am.100 percent
II
"
15:
Senator Gregg,
conv~~ced
Thae
that it is not,
cer~ainly
17il
1
clear. and I appreciace
ail
191
Senator Kassebaum.
~~,
The Chairman,
Sena~or
2°ll
senator Kassebaum.
I
I.
"
Yes/
~hat.
makes your
pcs~~~~~
Thank you.
Chairman.
Kassebaum.
Noe to get into this debate,
:'l~
21!1,
the record I would jUst. like to note that :.1ilwaukee, ,):
221
course, has choice between public and private schools.
,
,
I
23
1
24i
is something that they have initiated, and this is
beginning of their second or
~hird
year.
t~e
So I chink
~:
:
~s
1
M1U.II!
~01
~ co.. lJo~ 51:
c ktfft.
fUt
:i
give an opportunity--and that '5 a decision that. was
:nd'.it:
.i\
�'I
!
:
;1
tij
' 'I
Milwaukee .. -for many to observe the system at work,
,1
2;j
Governor Riley.
And Senator r as you pOi:'lt. out, th"e is
];l a local decision.
"
,
,
4~!
That's right.
Senator Kassebaur.1.
It is. and it can be
i
,
5:! made by any school dis1:rict Or SUite.
,j
Governor Riley,
That's right.
6"
'!
7il
alii'
The Chair.r.an.
I ',,;o'Jld just say that in Indiat.d?olis
there is an experimer,tal program dS well--we hava mentioned
it--and in Cambridge,
the State.
~
as well as in
So we have had
d
o~her
communities of
pretty good opport.unity.
"
"
ll!:
'I
r ·...ould just mention for o'J.r fr.:.ends that! hope
~hey
1211 might have a chance to read this morning' 5 paper I ·,...herl£: '..'tit
13;1
r.ad Secretary Lamar Alexander and Xx. Kearns out at: A..r:1erica.:i
"
Hil
University doing sort 0: a retrospective analysis of thetr
15;1
time here on
16 11
emphasis, stress, and focus on the choice issue polarized
d
17jl educa-.:ion.
II
:ail
1
edu~ation
I
policy, and where they said that
thi:"lk ger.erally, reading through those
and statements, f::om what they said- .. a!'\d they were
~he
c:;;mmen~s
5t.~'::"',91":,
19 ,
for it--they tnougr,t it was basically count.erproductive in
201
terms of moving other discussions and debate 0:"1 other
1
211, which can really make a difference.
That is jUst.
~at~e~s
ge~e=31
information for the'membershipJ and maybe they are already
23
aware of it.
senator Simon?
,
Senator Simon.
Thank you.
,
�.: 5
an
,
Fi=st, 1 .....ant to join :..-n
1.:;
'",el:;omi~g S~r.ato!"
2.:
r f Judd Gregg ·...· ill
.3
:·:assac.",\::,;:;e:::s, he'll end "1;> •..·it~ a ',;ery ,;ocd
.
.;,:
Greg~
her<a.
t.his committee here.
J:.J5t vote the same as his :1eighbor ==:;m
:::eccrd,:.;:
\·ot~ng
I always appreciate the ccu;;sel of :he
5·;
Sana to:, Gregg.
6.
senator ::::om !llit.ois.
7'
senator Simon.
~
knew you would.
1 '"",elcome you :-tere,
:'!
lc:i
Riley,
South Carolina :or t.!1e l.nauguration
0:
I remember goi:-:g to
a long-t':'r.le friend,
John West, d~ Go,":ernor of South Carolir.a and ~~etinq a YOtlJ:g
11:; State Senator ',,",ho they
12';
Co\.~ernor
sa,~.d
was a real comer, '.tho .....as =eal
going '::0 contribute in the f:lture,
r did not
antici?a~e
I
13': '....ould be here asking ::he Sec=etary of Education des:..;:-:a;:;z
14,"
,
15,1
15:
:.hese questions,
have
~ollowed
! did
'b~t
I am very pleased to see you :'ere, ar:.d
your career with great interest..
~~te
~hat
yo~
spent your Navy time on a
mi~es-
1 i: weeper; you will find t.!lat is i:waluable as you ceai ',.;::.1
,<
"
18!!
19!!
this committee.
(Laughter.
J
Let me make a couple of comments and then a couple c f
20il, questions,
First, ! was pleased with your response
tQ
t;.;:e
!
21il chairman on the direct Loan program,
I
I
think chis is
,
some':hir:g that is .r.eeded, , ,and I cOrrt.'TIenci my colleague!
Durenberger, for !lis help on this as well as Senator
anc Senator pell. and Congressman Petrl in the Hoese anj
,
.... LtJuU!~co ......c25i
\1)1 C SUtt'L
:< f"
I
o-thers.
It is a bipartisan thing .
�,
I
"
One
1.i
of the
keys here is clearly to have IRS
collect~-:)n,
..
"
L,
and c!';e IRS has indicated <:hey ar. not eager to do .-, but
,3.:
they a:-e capable of doing it, and it is important that yell
4'; work with the Secretary of the Treasury as we ;nove fOr""lar.':'! in
en the Fell grants, r agree with the comments of
6'
It is very inceresting as you go back and look a: :;-,e
i:1fla:i~:1
8 1: old G.L Bill after world War I!, and you put an
9'!
.
,
lo:l
factor on it.
It. wou!"d amount roo a grant today of an a:.'erage
)f S8,100 per student.
We are a long, long way from where
,11, -,;e.:e after World War II. and we have increased real· i;:c:::me
12:: .-:his country about two d:1d a half times.
131!
!
was int.erested in your response to Senator Dodd ;:-:
1';-! Head Start and the need for really dealing in a
way.
::'6ii you
I
,
17~!
,
lsi!
.
compr~r:e;"s':",'e
What imp!':es,sed me when Senator Kennedy was readin.'; :.ha:
did in South Carolina. was the comp=ehensiveness of ':" : .. ::
approach.
I think c:ear';'y we :"ave :0 deal, as you said
~n
~.,:-~;.::;,.S'i:
• 9 1i, to Senator Dodd, also with the home environment, dnd ::-.,J:
"
"
:r.eans that we have to get the National Literacy Act ;: ;.-.:,
201
211, am pleased t.hat. President B1.:sh signed it, but it r.as
:':"'C,
22:, lanq'J.ishing.
23 1
Twenty-three million adult Americans can't fill
24j, job application form.
.I
"Iltt.
"~"<l co, ,..tZ 511
-' ,
!
Lndicated.
We need that help at home, as
-
.
�5
I
:1
1.1
Ar.d you mentioned President-elect Clint-on' s "et.hic :or
learning"
I think it would be a great thing
$~ress.
~::)o
3:,
some Feint.
not
far down in this aci."Uinistration,
t:-:e
~;i
?resident of t.he United States would give an ddd::ess to the
5:
r~at.icn
?:1
dnd ·,.".rite or whose abi.lities are very. very
i';
out and seek help: t!1.at we utilize this !".uman reS01,;rce :':'1et
ali
'..Je
or. educacion dnd appeal to Americans who ca:u:ot :read
limi~ed.
t.o ':]0
::ave in this countr:t rou,::-. more effectively than we hav;;.
9::· And :, am going to pass O:f1at suggestion along to the PresidentIC.!
e:~ect,
and if you feel
inclined if you could do it also
50
1L wou:,':' appreciate it.
12 i
•
1),:
Let me ask more specifi::ally, one of t.he ;reat :r.is:,:,=
t.unes of che last. ad.11J.nistration--and I don't think: it .."as
I think it. is jus: one of these things
14! planned thing;
,
.,
15~i
occurrect--well. it was not carefully planned--was
'.
15:1 a:mouncement on
.!,
,.
l ...,·~, make ic. clear
r:li:'\Or;'~y
C'l1ce
scholarships,
minority
20il.,
and
2111
.,
:~at
~he
::: think we have
agai!"'. to colleges and universi:'ies ;:7ia"
diversity is a welcome goal.
19i1
Q
And while
i~
is
overwhel~:~~
achieve diversit.y,
·
221
scholarsh~ps,
u~iversiti85
that
there are historically black
~av.
schola~ships
ccl1~ges
for whites in
0r~':
But t.here are college presidents and university pr*s.:..
,
sch':-l~:."~
231
dents out there right now who believe if they offer:-
24jl
ships for minorities 1:1 order to achieve diversity that -:'.,ey
•
,
,.
"t..Ll.It~oeo:.'Hc25r
are somehow violating the Federal law.
I don't know ·it you
~~
�I
'I
Ii!
have had
2"
office--but ! don't kno'", if you havs had a chance
,
d
chance--we chatted about; it just briefly in my
~o
ze:lect
'!
,. on ¥his !urther.
"':
...
I would hope
th~$
is an area whe:e we
=~uld
i
'Ii!"
,
,
'
5,
"
g'E!t.
clarificat.ion from your o:fice vary clearly and tha:
",,:e
sound a clear tr'J.mpet to tr.s college and university p:-S!side!1ts
7-:
Kel1, Senator, I
Gcvernor, Riley.
agr~e
8~l certainly we r.eed. a clear statement on that.
,
with you that
It.
is my
I
9 11 general feelir:g that scholarships which are intended to
:\
10i; expand access ar.d diversity are within t.he purview of the
,
"
,
11;; 'accept.able law of this country.
! have not done an ar.alys
12': of the specific issue and analyzed the caSeS, or whats':'?:""
13
,
so~ewhat
It is
of a constitutional question.
However, tnat
"
l4-:i is my general view.
I think it has been anticipated
t~a~
'I
15:1 these race-specific scholarships, which are intended not for
", .
~i
15il
discriminatory purposes, but to correct discrimination of, :.:he
11;1 past and to open up more diversity, more opportunity, it :'$
!
,
lsi my personal view that that is valid 1 it is good, and i~ is
19
I
"
legal.
1
20 1
senator Simon,
I
appreciate that personal view, and I
211, agree with that completely.
221!
My hope is that you could no';e
your research people, your legal scholats, look at this
,
23i
fairly quickly in your administration so that we can ei,he;:
2·f
have a. clear signal from you as Secretary of Educatior., ·:;r i£
I,IIU"IIUi(XIImNOCO.,1HQ;5
'OJ' C
s..~.
l'LE.
necessary, that we pass a statute saying that it
15 pe.r~ec::ly
�"
1:1,
legal for a school to offer assistance in order to
"
ac:-;:'~':~
If you could indica~e :~ac
21 di*,·e=sit-y in the student body.
3:' 'that is going to be one of the things you are going
,
':::;1
':"=:-':'K
4:: at ea=ly in your administration, I would apprec iate
.::,.;
"-,
Governor Riley .
I will certainly
i~cticate
thac
:~
6.: and 1 wil: pass on "Co president-elect Clinton your and my
I
7'; suggestion that he makes an important education speec:t.
B::
"
9:1
Senator Si:non.
Good.
Governor Riley.
And I join wit.h you on that req-..:esi:.
~;
10;1
Senator Simon.
All right.
I would hope that that
,i
11:: be achieved.
,
12~~
Governor Riley.
And ':.hat ought not to affect the
-,
13; deficit at all, r don't believe.
[Laughter.]
:1
-,
14:!
Senator Simon. Well, ultima.tely, 1: does affect th<a
.'
is!! deficit, as you've pointed out.
16~!
;i
'I
1.7il
It does, in a good way.
Governor Riley,
'r'he Chalrman.
Would the Senator yield on that- ;;>oin:?
i,
19]1
,
19i
,
t
201
Senator Simon.
The Chairman.
Yes, I'd be pleased to.
There are prcposed regulations new :hdt
are going through the aclministx:ative procedure process
tr,di:
:i
21 [I have been put oue by Michael Williams on minority scholar- ,
i'
22il
ships.
23
pre'll iOlls administration's compl iance with the Adminis': ra:::' ':it'!
So you might find out
1
24' Procedures Act so tha't.
'5
f1111LlVI M1"Ol'IT1H4 co., 1frIif<
;
~here
that is in terms of
something is not put into effect
-:,0
your watch which was triggered earlier, just so .you ha ..: e en
•
�,
,I
II
"
IiI
1
opport.unity t::. study it anew.
And 1 obviously
~uppc=t
<.:1
senator Simon'S position, but it is in the process now under
3;
t:t-a previous admlt.istz."ation, so you may want to hav'? someor'..;?
0"
"
5:1
Gcver:1or Ri ley.
Senator Simon.
Tha~k
Yes .
you I Senator,
I concur with Senator Kenr.edy
i!
and'what is going through the process, frank!y, is
aii
fuzzy.
that,
0:1
ki~d
of
That is why t think we need a clear trumpet.
,
"
~\I
Then, ti:l.ally, if 1 could just add--Senator Gregg
brought this
,
12::
UPt
and as Senator Kennedy has indicated, t
is going to be a report before too 10ng--1 think 'tie do h
to address this questlon of how many days ttl school--r k7:o'''''
1311 senator Pell disag:::ees with me on t.hat--::hat was' sai.d 1:1
14:1
'
::I
jest, for t.he record.
I think it is a very funda.mental
thing, and how we address that in terms of the Federal
,
,
Hi
)
Government is not completely clear.
I think there can be
carrots out: there that clearly would be constitut.ior,a':'.
I
lsi
>.
It is a decision tha:
ulti~ately
will rest with
Std~e
19!
and local Governments, but I think there can be Federal
201
Government: encouragement, and on the basis of whet. you h":'l'/€
2l'1I
said, :: think that follows in line with your philosophy.
i::
221 am correct.
23
Gover~or
24,
OILWlIl,lJ'QfI1'lMO
~01
, SII«1. N.E"
Riley.
Well r ! definitely think that. as
Senator Gregg ",'as pointing out, the *tiIne on :ask" issue
co.. ~ 51: extremely important, and
II
~he
time in the day a!1d the
t
~$
i:r.e ~ in
!
�h
,
:I
:I
;1,
lil
the year that a young person spends in the learning process
2;1
absolutely impacts the results.
3:j
.1
all we can to have as much time on task as we can within the
4;1
system.
s:!
certainly one that- I would ,welcome the research capacity of
And I think we ·ought to do
Again, that is a local issue, a State issue, but
,
'.
,.
!1
6 'I, the Department of Education and other ways of supporting
1
,:1,
analysis of those situations to be used.
'I
eiI,l
J
111
,I
d"
Senator Simon.
Let me just add again, I am very
,I
.
pleased.
I think you are going to provide the leadership the!
'.
Nation needs.
I sense that· the President-elect' s
about education are not simply campaign oratory, but the
i,
I
I
a genuine, deep-seated commitment, and 1\ think we ha':e a
chance to really do some great things for this country, and
I'll look forward to working with you in this field.
Thank you, Mr. Chairman.
Senator Pell.
b~
To interrupt for a second, I think it
17
'!light
interesting to find.the statistics we have--deplo::-a-:
18
ble ones--on a national basis or on a State by State baSiS.
19
Thank you, Mr. Chairman.
20
The Chairman.
Senator Thurmond?
Senator Thurmond.
Thank you, Mr. Chairman.
Governor Riley, again, we welcome you to Washington
we feel you will make an outstanding Secretary of
De~ense--
Secretary of Education, that is.
....:w. ~Q co.. 1NG2 5
Governor Riley.
They are related, Senator .
[Laughter. J
�,
.!
,
II
.
I!
Senator Thurmond.
~n ~o
While you are passing messages
211 the r.ew Preslde:1t, you might tell him thdt Senator S.:.mon and
.,.
,
3:; ::: have worked on a constitut.ional amendment to m~ndate a
i
4: balanced budget, and we passed it out of committee two years
,
5:1
ago.
,
It is on the calendar now, and if you will give a
6:; little push to it, I think we
I
-:}
Cdn
get it through.
S'I';"~
Governor Riley, because of the success of tr.e
8;1·
Schools program, :: have been a 5;:.::;on9 supporter.
Sout.h
9'! Carolir.a Educationa: Television has received severa:!. STAR
10]1
il
Schools grants and has used these funds
to
generate io:-xovation
11i1 _and improvec:i i:i.struct.ional programming for st.udents tn""",,,
..., ~i
1 '" .,
:
t.he State,
Nhat suggestions do you have fo:- expanding access to :1ew
Uii
"
14:1
technologies fo:
1" .
you been informed of the accomplishments of the South
16j
Carolina Educational Television Consortium and similar
il
'j
i
17:
1
Governor Riley.
r am very p::-oud
Yes, Senator, I have.
of the South Carolina Educational Te+evision
it is
20
I
211
in grades K through 12, and hal,.'e
entities around the country?
lsi
19
5tuden~$
sys~e~.
I :hink'
probably as strong as any in this country, ane! I ,\,;::1.0....·
you join me in that sense of pride in it.
221
Actually, our SCETV has really been used to have a
231,
24
flClUVlIIUOltTINO
~~7
C Sun<. N,E,
of the television programs, even up in Alaska and othe:
places in the country} really coming under
eo.. IN~ 5
$0
it is a quality system, and it
~he
S~AR
prog=am,
gets educational capactty
�\1
111 out to· all of our schools dnd to, certainly, adults, dnd i'::
"
!I
2jj is used in the technical education system and other .....ays.
,
•
The STAR School program is certainly -one that r'J.::al
Jl;
1
4:~
A."nerica is very interested in because I think they see
5::
t.hro·,Jg~ the use of technology how you can have highways of
,
6:i education going into schools with proper teaching sup;:o;:";:.
i
7':
And I think it is a very important thing in the i..::-ban
,
aii areas that we haye talked about here earlier r t.he serious
..
:i
'gil
problems in SO:Tle urban schools, the use of techno!.ogy to l".elp:
i'
"
1011 us provide a more stimulating program there.
i!
So r believe that the use of technology is ex-.:re:mely
11:!
"
impor~antf
and ! think we have shown that through cur
~c~ee!
educational television systero in South Carolina, and !
1
14!1' with you in your comments .
.
•
•
•
•
Senator Thurmond.
151:
.1
i
I just have two more questions, since time is r'Jnn::-:q
161
I
,
lB!
Thank ,you.
I
short.
Governor Riley, according to the Wednesday, De':.;.>:ni:::er
30th, 1992 edition of Educational Daily, total elemer;':..J:-"i ,J::d
191 secondary school enrollment is currently about 47.9
~::~:~n.
201
~f
,
.
Enrollment is expected to reach an all-time of high
t :,~
i
2l! million by 1996.
. 221 ' you
This is an increase of over 9 perce", .
agree that we must begin now to address this inc ::t:'d
•
,
~ny p~rticular
231
and do you have
24
we meet this increase?
I
Governor Riley.
ideas or suggest.ions
WeIll those are
n~~ers
<liS
that we
... :
J:~
ho·....
�.I
- ::ead , -Senator, a!1c mus"t analyze I and ce::tainly as Secretary
,
2]1 of Educdtion,
!
3~l
I would be very much tU:1E!d ':'nto what i.s
happening out there in terms of the demog.:::oaphics of the
'I
411 public schools and in education gene:-ally.
"
The hard part of that is that much of the increase that
i
we are talking about will be children who need special
"
7i! educational help, ei~her because of language dIfficulties
I
81 others.
There is a lot of immiQracion.
So you can see r.ot
1
9jj
loll,
llil
only this increase taking place, but it is an increase in
special needs which are more expensive thar. other studer,ts
i.light be.
"
Ii
1 "J;!
":j
:1
So I think we need to carefully analyze '....hat is
14:1
fundamental change that is involved in providing education
I[
15i
fpr all children J we need to analyze who these inc=eased
be;~e:lir.g
13!1 out there, and as we talk about a systepic approach to
[
161
I
171
children areJ and what we, need to do to provide them t.he kInd
o~
education they must have in this country.
Senator
18
Thurmo~d,
Thank you.
1
19
20
Governor Riley, as you know, South Carolina has been a
leader in Tech Prep, and the Tech Prep progra.m at Tri-C:;.u:",::y
Technical College in Pendleton, SC has received national
Do you feel that if a student decides to
22
recognition.
23
a vocational education that he or she should be properl,;,
24
prepared for post-secondary
Governor Riley.
, .. ,r •._
~~
oc~upational
Yes, I sure do.
education?
The fact is, r visited,
�:I
:;
';
.,
:'~i
·... ith Dr. Garrison and, his Reople at. Tri-Cou:::ty, Se:1atc.::, ar.d
2~j
analyzed that program, and '..res very Lr.tpressed with, it.
••
1
•
);; spent. the good parot of a day there sc:me few mO:'1ths ago.
I
i:]
very interested in President-elect Clinton's interest in his
511 youth.
"6,:
Ii
.,•
7::
appr~mticeship programs
tech prep concept,
that fit very ·....e11 into the
t:hG two-plus-two concept,
'to get. yCl.:.:'Ig
people in their last years of high school and their first
811 years after high school i:1tQ this proper education for
,il
I am·
t'No
tr.~m
to be contributing I successful citizens with good, high•
'I
loii paying, permanent jobS.
.,·
;
1.1!j
So !
~hink
that. the
~ech
Prep program can be
0:
gre
12:; benefit to us as we look into those methods to dc, as ::OU
•
•
13:j said r provide the kind of education we must for a your,g
.1
14:' person who is not on a college preparatory t:=ack.
I
lsil
lsi
You need to also have,
in my judgment ~ a clear cppor
tuni ty all through those years of preparation for
d
you::;
•
-17'
18i
person to change direction.
I think that is extremely
important, and I think the Tech Prep program and others d.re
sensitive to that.
Senator
Thur~ond.
Any time I can be of assistance. I
211
want you to feel free to call upon me, and since your lov":?ly
22/
wife's name has been mentioned, I just want to say that
23'
has been a tremendous asset to you throughout your enti~e
24!
career, and I congratulate you.
•
!
Governor Riley.
I thank you, Senator, and I share that
.
•
.
�iI
,
.I
i
,'"
J
!
,
11
view of, help and suppor,:" any way that I can be help:ul to
?i.
you.
c,
"
2rr
Thank you.
Senator Thurmor.d.
,
Thank you, Mr. Chair~an,
4;\
5!J
The Chai=man.
6i]'
senator Wellstor.e?
_:.:!
!j
senator Wellscone,
I
I,
c,
Thank!you
,
,
ve~y
Tha~~'
much.
you. Mr. Chairman.
Governor Riley, ! toq welcome you.
9!, office, and we discussed
loi
a variety
,
When you caxe ~y t~e,
of different ideas abo!.!t
I
education,
!
felt really ~ood about it; I felt like ther~
,I
I
11J 'light.ning in the air.
You don't treat ideas like an u:'\,:h?
j
!!
! think you have a, lot of vision. and r thin~ ~"'u
121!
taker.
131i
,
have a lot of commitment, ,
and! think that's exactly '.... :U:
141
need right now.
,
,
',,''2
c
I
When you are at the end
lSi
I
16:
I
c
1"
"
1
you some forewarning.
20
let me just
1~v<?
It is a little difficult to osk s'.:me
of t.he questions that hevei already been asked, ond : d,:'rI' ':.
",
I
181 want to do that.
i
proce55~
!
I
19
of this
I would like to highlight some thi.1'JS :ha.t
i
have been said, and I hopelit doesn't sound like mini
,
speeches; but I want to dO'a little bit of that, and
have a couple of very specific questions for you.
I
I
First of all, I just want to qet out on the table
I
something that r. have been \thinkin g about that I thir;k
24
really important.
:;OJ
I hope ~his is not Senatorial, but ·.... r.·~n ......:::
I
talk about education in chi!ldren, I speak about it
I
'J1 t:"\
~
�,
,
I
"
~j
:)
fair amount of indignation.
2:!
ult:'mat.e indictment of this last decade is the extent to
3i1
',.;hich, or the way in which', we have abandoned child::en ar.d
.;::
devalued the work of adults who work with chlldren.
5,;
:: ree.lly believe that the
I really believe that symbolic politics has bee;; played
,
?olitic~ans
.
6,)
with children, wi::h
wanting to have photo
1',
and talking about chi::'dren and education over and Qve= agai:1
ei;
,
The reason that I say that is that whether we
'
-except when it comes to digging int.o the po<::kets,
.
005
0"
'
• I
lOI!
a~e
talking about full funding for Head Start. or W!C 1 or
I.
I
Ib; childhood developme!1t I or: making sure that we have a
12!i service program that might be one way that young pecpl,;;-, :n-en,
.
IJii and women, can go on
'II
14'1
remember where the nontraditional students fit
I
15'1,
to school .. -and not so young; we have to
WQ
in--o~ ''';:1~ther
are talking about the question that Senator Dodd raised.
16" about equity in scheol financing and is there some Fecsral
;i
role.
)1:
I
I just would urge you and I would urge the
19!
,
"
Presi~~n~-
I
191
elect that while we have
I
and need to brinq that
201"
~o
pay attention to deficit
deficl~
down, we also have to
re~uct~on
mak~
,;
"
21'i
sure that we begin to
~ake
an investment in
educatio~
ana an
"
nil,
investmenc in young people now.
Othe~ise
we are
goi~g
'I
23;
pay the price over and over and over again.,
I
241
IOU..M RP'QfII'I'OO)
.. ~ ,. ' .. ~- ...
~
CO~
,
1lO<Z
51
!
So ::: ",,·oul.:: jL::st
,
call on you to provide the strongest leadership on this
basic question .
':~ry
�,I;
98
i'
i
,
1,
,I
2~:
•
After having said that, .let me go to a
you will.
I mentioned this
I
!I
3,i
11 t"US test.
~o
f~w
YOU earlier as kind of my
.
As Secretary of Education, even
,
,
"
speci!iCS, if
~hough
these
411 programs are not directly! under your jurisdiction, will you
I
51! call for full funding for ji4IC?
,
,
6j; import-ant education program is
I
,
I believe that the most
tha~
every woman
expecti~g
a
,!I child should have a diet rlch 1n vitamins, mir.erals and
:~
eil; protein
I
so that her child itO-be will havQ the same cha:ice,
9;!
So will you support full funding for Head Start, and
:I
I
loil. will you support full funding for childhoOd ilTUn'•.lnization
'I
11~1
:
,programs that have been badly neqlected--just in terrl'oS of
•
I
l".de:.hip?
Governor Riley.
sena1tor f cert.ainly f
I
! would say
that. I
absolutely believe in fu11\ fundin9 of Head Start, full
funding of WIC.
If we don:'t immunize children against
disease when we have the capacity to do itt that would .be e
,
i
171
!
18
I
tragedy.
I say that, though,
I
followed very closelYr as I have
.
0:
19
mentioned earlier and as y6u and I are very aware
,
20
financial situation in
21
has great feelinqs about
22
especially children ..... ith special problems.
23
great feelings about' beinglve=y practical in terms of
thi~ country,
I
the
and I am a person ',,",he
people, especially
I
children~
But I also
and
ha,·
~hat
I
24
klUVUIU'O.rt'W(lco.,...«!5
arCS_.l'o'.E.
can and what .....e cannot do, land r feel that we have. got to
,
,
weigh those two things toge,ther.
i
I.
�-,
,
!!
~I
l!j
1 f i t were :r.e, my lear,ing is in the area of human
"1
2.; resources and inves tment in human resources I as you say, end
3;'
I think that is always money well-spent.
4:~
to look at priorities.
Sut perhaps 'tole need"
We need to look at alternatives.
To
,I
5.1 do what' you say .....ould cost a very small amount of :noney in
6·;
relation to the whole pie I and perhaps we ought to look at
7.:
t.he whole pie very carefully and see that sorne of the
81;
that we spend, we could move more into this direc~ion of
:un~s
investment in t.he future of young children.
senator Wel1stone.
"I
11:
"
,
12:~
I
~hink
I thank you,
And moving
1'11 put this less as a question because
=
am ;r,i
of the time conscraints--we talkeq a little bit about.
13:] cornn:unity sar-tice when you came to my office, and I suqgest'.~d,:
,
14 :,i,
.
,
to 'leu t h at samet: hi ng I am very lntereste d _n as a , OrTIHU·
..
I
college teachers is that when we talk about' cO!l'll:nunitv ser.... lCe;!
,
~
lsi:
as a way of paying off the debt} 1 guess there are twO pcintsj
,
, I
Ii
17:1 I want to make.
"
One is let'S not leave the nont;aditional students out,
18i
191,
,
the older students who dre going back to scheol, who may not
201: be able to do it upon completion and t.aking two years ou t,
,I
nil The other thing
is that I think we should think about 'days in;
1:
"'' :1
.<
23
" might
1
,
24 ;
••"" """'...... eo,
which students, even before they go on to higher educa:"
be able to
acc~mulate
credits toward paying off thei='
debt by way of community se=vices.
~o; 5 I at
I'd like for us to leek'
that in broader terms/ and again I would just urge you to
�i
;1
1~!
:nake 5u:::e that this is not a program that all of a st.:dden '..,te
"
:ell
say we don't !"lave the reso'J.rces to ;;:n;t lnto it:, so tr.at ",-e
}:; barely get sta.::-t.ed with le, when I think people allover this
,
,
I
4:1
coontry I including the large middle class, are looking for a
i'
s~1 way to
!
,
make su.::-e that
we jctln afford higher education.
,
"
Would ycu at least be able to
A question on equity,
!
7:; ':hink about thiS concept'J,ally f that there might be a way the
"
8"
•
Federal Goverr,rnent-- I kndw, Mr. Chaiman, 1J.'ith the Chapter 1
I
gii
"
;;
COmIt'll.ssion,
there has been some discussion of this--that the
I
Federal Government migr.t Fe able 'to playa role by \>.<a1' of
i~centives
through Chaoter : fundine, maybe throunh su~~e
•
I
•
,
institutes, circcit. riders l and so on, to encc'Jrage S::e::es to,
I
13!! move more toward equi ty :unding in per-pupil, expendi ture,
'I
1411
15!
,
Do you see a way In which the Federal Government migh:
be able t.o play somewhat bf a different role, than ;·.. e have
16'I played in the past, given!what Senat.or Dodd had to say
•
,
I
1;j Jonathan Kozal's very powerful book,
t.
.
\
I
Savao~!n~Cl,.!a'l
1
ghten,
ities, ar.d,
lSi
given the fact that the:e I is such a great disparity .1n the
•
I
1
19!, per-pupil expenditure.
It really makes the idea of <t:qt:al.
,
20'
I
11
opportunity a lie in our c:ountrYi it'S not true thet e~'e:y
)
,
,
211 child has the same opportunity.
221
Governor Riley.
1
Senato~f
I
I would cert.ainly always
23\
241
liJt.UJI
."
..illing to look at. options: that might be there in te:'"ms of
incencives for States and local districts to be tuned into
1
I
this business of equity, especially the equity financi~~
~ co.. ~ 51
!
�,
I
'i
Ii!
.'
issue .
I really think it is more of a co\;rt ql.l.es t ion. perhaps.
2:1
I
"ii.
thar. that.
However.
r would cert.ainly be ·.... illing to talk
.1
:
4~1
.
"
S;;
wit:h you furt.her and to examir.e the possibili-:ies 'of some::hing
.In tha t
..
6i'
.'
T:.,
!
regard.
d~d
think one thing we certainly can do is what. you
i
are doing right now, and that is communicating wit.h pec?le
•
8'!
about. it and attempting. then, in a leadership way, to arouse,
"
people' s sense of equi:,y I d!1d I think that is a very powe~ful!
9)1
lO~~
sense in this country if we can properly arouse it.
11
Id
::
r appreciate that, and 1 cnl:!
Senator Wellstone.
,
:i
12!! one more question I but let me just add that that has al',,:eys
"
13i' been my concern, and if it is all right, l-f...r. Chairman, I'd
!
HI
like
to both submit my
lsil
also
submit some questions to Governor Riley.
I
161'
openi~q
statement
fo~
the record and
I
t have a '""hoi"e
set o'f quest.ions about longer school days or longer school
I
171, years and national testing, and the reason r have these
lsi,
questions has to do
19
these other commitments, I am not sura whether or
20
really will work for children.
211I
that the tests that are really worthwhile are the tests thd!
221
help children.'
23
24
M1U"IJUEPOR'llMGe:O.,w.25
wi~h
Tne last question:
in the absence of making seme c:
~ot
I so appreciated your
t~at
pci~t
Do you see a role for che Federal
Goverr.ment in teacher training?
Every group of teachers that:
I have met with always lays that out as one of their nu:nber
�"
I
1
"
I
,!
If or,e, if. you will, grievan:ceSr that the teacher trai,nir.g j-:.lst
2;
i!
does noc make sense. and we really need to take a clpse 1001;
1
.
3·: at what we are dOing, bot:t undergraduat.e and when teachers go.
-I;!
,
,
bac k dur iog the SUn'll'l'Ier.
Gcv~rnor
Riley.
I
well, if you look at bu5iness--ar.d a
I
.
6;, lot of people like to compare public responsibiliL.es ·...' i':.h
I
I
;,; ;'usir.ess approaches to t.hings- .. t.he idea of profession.al
I
"
S'i development I of continuinQ education, ::.awyers cont.inuing
'I
I
il
I
9:1 legal education, doct.ors , Ibusiness people, it is· a very
1°1:
important
"
11,1
. ,[
I
And for a well-run bus
when things get tough, tha't is not what is cut .
I
'I
It bothers me t!1at. inl education decisions, one of
12 '!
,
1 3.~
... ~I
part of their budget.
f~r5t
t~lng$
,
,
we cut and one of che last things we seem to
"
I'
14:: gi ve act.ention t.o is t.he resources that are necessary to ha';e
,
I
151 ?rofessional development and teacher training programs,
I
I have a strong feeliA g about. teachers.
16!
[
.
~ 1 " I:
I
•
I think the:
some people have spent toolmuch ti~e bashing teachers i:1 some
ls!1
areas, making comment.s aboJt the teaching profession that
191
unfair.
20
lots of teachers at work, and they are just as
I
21
these educational concepts las you and I and anyone else, or
,
I have been into lots of classrooms; I have seen
I
t~ned
i~to
I
I
22 ' more so.
23
I
Everything we ever did for educatiou- in Souch
!
,
Carolir,a, teachers ;...·ere involved r ana it was not always
I
24
things that they were very
~u?porti ve
of, but they always
threw in for the good of edhcation to help us,
, ... ,.. •.__ ... c
�..
:1
•
1;,
!
2!
So I am strongly suppor:ive of those teachers, out:
every day
I
t~e!:"-e
teaching ~ teaching, teaching, when all of us are
,
3~!
II
out calking about education.
And I say this--anything ·....e can
4i1
do to help them keep abreast professionally with what is
si!
happening, and the t=emendou$ increase in learr.ing capeci:y
i.
6H,
.,
,
7i
that is needed I
I think we ought to do it any way we
Ser.ator Wellstone.
Thank you, Governor.
I
ai
9,
!
1 O~
real pleasure working with
Governor Riley.
It will
you.
Thank you,
[The prepared statereent 'and questions of Senator
wellstone
I
follow~]
CO¥~ITTEE
INSERT
C:!.:1.
:;~ £:I
�,
,
I
Sena~o=
11
The Chairman,
2:!
Senator Wofford.
Wofford?
Go,,-arnor RileYf ! salute you for yQu::,
, pas~ leactershi.p in South !carOlina and
3:;
4:1 leadsfship as our
for ypur future
of Education.
secret~ry
I believe our
I
511 education system is ent.ering a ti:r,e of refor:n and renewal t
!I
I
6!,
and
your appointment is a tangible sign to me that it iE
I
il!
going to be successful.
s!!
leaders of skill and innofvationr and ! believe i:1 you and in :.
'For that/ we are going to neat
911 our President-elec'C, we have such leaders.
I
I
,
I
loil
I have read a lot abOut you recently and have enjoyed
'I
, 1'1 it--and some things
" ,
II
12!1
I
by you.
I particularly liked the s
I
by one of your aides who was talking about how
"
:her~
was
~
I
13!i certain descen~ into the political gutter that migh~ be
I
a fort:hcoming race or
.
and !<aid,
14il
useful
15"
suggested the ancient and.honorable political tradition ot
!I
~n
I
lsi
saying one
he said,
problem~
thl;09 a:"td
dOin~
anot:her,
"1
And you looked at me,"
I
"as if 1 were from Mars."
I just look forwerd
I
to
the time ..... hen you look at som~ c·t
1
if we need to have ':.ha't look, or some of the people'·.:ho
19
UST
20
will try to block the reto'rms that are needed I with the: "as
21
1
if you are from Mars" 100k •
,.
I
!
,
221
I appreciated your answers 'very much to the
23
permitting and encouragingrscholarships for diversity,
24
appreciated your answer on! the direct loan, especidl~y
I
que5~,cn
I
r
I
flilU.,U.
~ «L .. .;e 5
)07 C Stl\'t'l, 101,£.
concern for loans that will be not fixed when you don't ha,;e
I
!
�,
,
.'
i
.,
i
il
1.!
income .right after college, but will be income-contingent
:1
2~! -:.hrough your paycheck and your i:tcome wher. you have it., C!::.c
.i
J',
.,,
the program
t~_at
was already authorized here in the Cong::::-ess
,
4,;, f:::om this Corn:ni ttee,
,
5,;
I apprecia:ed your response on youth apprentice-ships.
6::
7;!
were one of the four
.
,
In Pennsylvan:.a, before! got the chance to come here, we
,
;;
0=
five States that start.ed t.ryi:1g
t':>
ail adapt the German model in some pilot programs, suppo::ted '::>y
.,
,
9: 1 the, Federal Government in part and by our State Gover:'L'TIe:)t.
il
loil
They look very promising, and that experience- may be of
",
11';
use to you.
"
;,
...
";
12';
.,
And I appreciated your general response on the i.;!-:-a of
13;\ national ser'J'ice that our President-elect has been ,.:ork:"ng on
for some years and that leaders in this committee, Senator
"
1S1' Kennedy and Senator Mikulski particularly, have been
i
;
161
l71[
lsil
on.
. In that regard, I don't know how !ar you have l'joJ\ed
into the current status of the work ..study program.
! ",",ould
I
i
19:
like to call to your attention a General Accounting Of!icr:
201,
study done at my request when I got here, because I was
2111
interested in how many of those wC?rk-study jobs--abcut. S800
;
I
r
221
million,
believe. spent per year--were in community se
231
Qut in the community.
The original vision of the work-s:.udy
,
241
WI!!'. ~Q co" lI4tZ 5
program, as I understand itt was that most of 'those jobs
would be out in the community.
,
The General Accounting Off ice!,
�,
"
1
I
"
'I
l!i
estima~ed
.
that. more than 95 percent of the jobs are
on~
I
2'!
campus, helping
J-;
,
contribution to the corr~ur.ity or providing opport'J.nity for
cOl:.ege budgets, bet not making a
~he
,
1
4:1 community service to studer.ts in college or i!'l summer,
"
!
,
5'!
,
r woncer whet:-ter you ,have givem any thought to how ::-,at
I
6:: resource :r.ight be used, and how you could either persuade, ~y
!
carrot or by sticK, most of those opport<.:nities to be i:-:
sr/"
,I
I
COffill'luni ty service?
"
"
9'1
10:/
Governor Riley.
Sena'tor, I am interested in your
I
observat.ion.
I think in a: time of budget proble;ro.s that
I
,
11:; are now havi.ng, we
there.
13::
:j
look at all of our resources
need to
i
,
l
We need to look at old people.
FortunatEL~Y ,
0
r:'''''nr-:'B
are living longer, and they have longer years of pr?CUCLOr,
I
i
14'! and health.
I always encourage ~hatf and that is a
t
remencous
resource that is out there! to help in so many ways.
I
.,
161'
,
The young people who then are paying back for thea
college, or for whatever other reason are serving t~e
I
lSI
,
I
I
community" are a tremendou9 resource, and that is so m',;·::-:
I
19 ' more valuable to us when
!
20.1
I
we
,
need it so badly.
,
am familiar with so~e of these programs.
II' Service Corps at my school~
21\
:2 2!! SC.
I
such dS
Furman. University in Gr/;?'$?nvi i le,
We have something 1 ikJ 2 I 500 students, and we hd·.''''!!
S
I
23
1,500 to 1 1 600 young men and women at Furman who belc:19
24
!
the Service Corps and VOlunteer th:::ee or four hours
,
I
,
helping the retarded, the senior citizens, the poor ,
I
d:
:'0
.... ~Ak:,
ch~lJre~-
�i
i
11
with mental health p=oblems I and so fort-h.
Can you imagine
,I
"
2;!, W'hat it would cost to have those 1,500 br:.ght, sens:'tive,
.:qi caring young people. ou~ in a community, serving the r,geds of
A I,ll'
-.
the cotrJnunity every ...:eek?
·1
,
5,j
I strongly support those kinds of prog.:.-ams,
.,
He ta';'ked
6.1I about an ethic for learni:1q, an d there shou 1 d be an eq1..:..al
i
7:1 ethic for service.
sij
I -",ould be inclined to agree
observation--I am nOt familiar with how that program is
'I
9;; working in effect, but 1 ·...ould certainly be inclined to e.gree:
:
,
. 101
,
11~1
,I
with your sentiment t.hat it should be serving people instead
of
i~stitution5.
,
121i
11
:3:
I
14:
Senator Wofford.
A lot of those people in colleQ€5 ':.71'H
..
I've talked to in Pennsylvania would love to have the o;;;tion'
to practice their ethic of service, not filing papers in
~he.
I
15'
admiss~ons
161,,
resource that is already
17
find a way to persuade
is
use of t.hose funds for ccm,!r.uni ty service instead of for t!"l-eir
,
office, but out in the community.
,
~here if
~he
So it: is a
we want to reach
a~d
041:
college administrations :0
~ake
19 ,i filing clerks Or other such assignments.
The ethic of servicl3 at. the lower level, it
,
se~ms
is something that will be important for you to look to,
t"
me f
~nd
22
would be very interested in your forthcoming leadershi9
23
how, from K throu9h the 12th grade, service learning. as it
24
has come to be called t can be expanded in this country so
lItU.O~mlGco .. ,,.25
that people are ready for the intense, full-time experi'ince
I
'
I·
�of national service.
There are a lot of i;ntereSting experiments on that gOlng.
21
1
<
,;
rt seems t.o me te~ch~ir.9 citl'Zenshlp by :ec:.ures and
classroom is a case whereL-that's the long way to do
itr
by
,
7:
,
u:
and large, and it is a ., ;"earning by dOl!1g ~ diIilension, If you
I
.
,
can give some leadership to promoting learning citize:tshi;? by
1
,
getting st.udents from kinder9a;:ten on "to do tr.ings that sive
I
! .
!,
.,
•
,
t.hem the ethic of service:and =esponsibility and citizenShip,;.
9[1 I think it could be a big 'part of your leadership that I'm
'1
loil
I
,
looking to.
;1
ll~j
12!1
n
,
131
1
I
14 1,
Governor Riley.
Well, I would certainly support tha
I
fully, and I am very appr~ciative of your background ..; i th the
1
Peace Corps and your personal involvement for se=vice over
I
the years.
I
,
If there is any aspec't. that young people could obt.a in in,
their
17
learni~g
I
years/ it is this idea of good citizenship I
1
this. idea of community serYice, of caring for each other.
1
16
And I think there is a cra~ing out there right now for
,
19
and I think Bill Clinton touched on that, and he tuned
20
it.
21
opport~.mity
,
I
l.nto
1
,
Whet! he was out, talking about students having the
to go to college on the one hand. and the
,
,
whatever in payment for it; as I looked into the eyes 0:
,
young st.udent.s, young college people out there, even ':.he
,
<
obligation and the responsibility to serve- the community
23
24
NI,l.V"'I!'<fII'TUoQ~,1Nc25,
•
t~e
traditional, older s';udents, people who were tuned in, :hey
�,
1
"
;1
l!j
i:I,
"
were aosolu1:ely linked up with that idea.
out there if we ca:l jt:st develop :'t. and key into io:..
3::
I
4:~
So r thi:1l\ ;.;: is
Senate.:- Wofford.
Minnesota has been a leader in
developing the techniques of that service learnir.g at ':.he
i
51!
lower grades.
Pennsyl vania has been doing it no....' I a:1d
"
o:!,
Ma.:-yland.
u:l.der Kathleen Kennedy Townsend. has now r€ q t!i.::ed
,
7:; certai:1 number of .hot:...=s of community
serv!..c~
a
,for g=:;dt,;eti-on.
,!
8:1
! think that is
9:1
school districts in Pennsylvania that. needs your suppor't and
d
movement that is going on in a number of
"
loll
attention.
"
II;!
Good lucie
12\1
Governor Riley.
"
Thank you, Senator.
"
13!i
14il
lSii
The Chairman.
Just t.o continue, I want to 'pay t.!;;.bt!te
to Senator Wofford for all of his good work in helping this
committee before he came to the Senate in developing
t~e
"
16!! community service program.
In Springfield,
171
,
~J\r
we have kindergarten children
folding napkins for the feeding program sponsored by
19
1
:~~
19'
nonprofits and various church groups.
20
senior citizen and call the person every'day and just telk to;
21
them for five minutes on the telephone and visit them
Valentine
I
S
Day and their bfrthday.
Fourth-graders acept a
~n
Seventh-graders vis 1.
nursing homes and'to the pantomime of the'rabbit a:1d the
hare.
IiIUUl~titO,,1Jjc25
)(), C $(rUt. !<I.E.
It is a spectacular little program when you .·:at.:h i':
and see what a difference it makes in terms of the seniors,
�I
i
I
I
11:
And then :he eighth"j through twelfeh .. graders go af':e!'
I
t.~ere
2!! school to places where
. "
are day ca:-e prograrl'.s for
I
.3i] pa;:-e!1t.s who are working
II
4:!
reading.
f
1and they work wit.h the children cn
I
Mar.y of them write books, anc the boOks that. the
I
5:;, kids ''''rite are more desired than the ones that a:::e actuall}'
i
'
7 ..:
I
So 1 agree with you \there is an enor:nous Interes"';. and
;,
I
;i
811 desire out there.
'I
9il
Another element. is the appropriateness of
II
1011 volunteerism into the
cur~lculum for credit.
i~clud~n9
the
Some col
,
1111
12;1"
"
13;~
and universities are doing it; some are no'!:,
a higher education pollcy: issue,
I think t:-tis
But we have found in my
":,\.;n
I
State a number of outstanding 5chools- ... Boston College, arr.onq
,
Teacher
I
14 , others--that no",', with
:1
Corps volunteers, are involved
151
161
I
tying them into their academic programs in a very creetlve
,
171
way, and it is making an
18
in the kinds of activities that they are involved in, dnd
I
20
I
difference.
Stoneh:ll
I
I
College, Bunker Hill Community College and others
I
1
19
e~o~ous
that, and it is another interesting question.
,
I don't know whether;others have additional
,
,
,
,
21, but I'd like to just mention two final areas.
,
22' Kassebaum?
q~esLicns,
Senator
I
I
Go ahead.
,
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Senator Kassebaum.
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The Chairman.
Sendit~r
SenatoI;' Pell,
I h av~ Just one question. and that tS Cid:
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Pell?
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I hear correctly that you think standards as well as goals
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should be adopted by your Department?
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Governor Riley.
Senator. it is my feeling that goals
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-tii certainly should be adopted and the mechanism for arriving at
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standards also through the goals panel and the mecha:1isms
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devised through that body.
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that would be coming forward with standards.
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everythir:.g ;:'5 voluntary as far as the States are ccnce: •. ~df
As far as standards themsel'."95,
Of course I
and! think it is worthwhile r certainly, for the Federal
Government to be involved in a very meaningful way in
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ll;i standards.
But obviously those standards are vol-untary
12ii the States to accept cr not--but with proper l.eadersr.;:';;, I
13i!, think that a national standard can be arrived at .
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As far as putting it into the legislation, Sena!.o=, ! am
not e,xactly sure of your question, but as I understood, 1:
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16i . think 5.2 set up the mechanism for coming with standarcs, but
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not standards themselves.
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Senator PalL
Thank you, and my own ps!:"sonal view is
19
that we should push along in that direction; that tha: i5
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t~9
correct direction.
211
Thank you very much.
221
Governor Riley.
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The Chairman.
Thank you# Senator.
Senator Kassebaum?
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MIt.J.fA*P'OIO'II'IGCo.,~5L
Senator Kassebaum.
Mr. Chairman, I have some queStiOns
that I would like to submit on behalf of Governor ?ete
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Wilson" Senator Dole and Senator
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Wilson's qUQstions arg pJrticularlY meaningful
,
1 think Senatcr'
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:ight
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Hatfie~d,
his dedication to education, but also the funding prcb19ms c":
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So 1: will jus~ sub:nlt those for
41
the State of California,
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record, and I 1001<: forward to working with you, Governor
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Riley.
I thir.k that :tou lare someone who has certainly oe<an
7l caring
about education as' well as very much attuned to what
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is necessary in the: leg:.s1lative arena to also accomplish 'dhet
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can be achieved,
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Governor Riley.
Tha'nk you.
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[The
questions of Governor Wl:son, Senater Dole ar.d
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Senator Hatfield fc:"low: j'
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COMMITTE~
INSERT
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senator Wellstone.
M=, Cha':'rman, with your permissi')n,
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I have a lot of questions, but
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will put the:n in w::iting to
3;, the Governor.
;]
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The Chairman.
well, we are gOing to invite eve=yo"o? to
Sij
make sure they get their written questions in toddY so ':-.• 0
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we can permit the designee to respond to those question!;,
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Senator Wel:'st.one.
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The Chairman.
Tomorrow?
Tonight,! think, is probably best,
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[The questions of Senator wellstone follow: J
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loll/cOMMITTEE INSERT
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The Chai=man.
I have other questions, toe.
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One is ho',.. :
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2;: we ZL::'e going t.o be able ito attract minority teaChers,
W-;
3;\ have various dif!erent proDosals in t.erms of teache:- ecucd-
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4~1 tion, but 1".0',01 ·...e're goin:g to be able to really get C!uality
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'mi:1ority
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teachers.
I think Senator Wofford tal.ked abo'..:t: the
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income conti:1qency in di~rect loan programs r and I 'd
71
get into def:"ning that somewhat, and a:50 some of the :.eacr.e:
~ike
to
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all
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training proq::ams.
But I will submit some questions;
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nothing that you h
.aven' t! .in general talked about here, but
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just in terms of particular interest.
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I want to include
endorsement of the
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the record somE! superb letters
Gover~or
from the
Nat~onal
Educa:ior.
Association,
Na~ional
141
and others.
Al: of themlcomment about the ability that
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Governor Riley has demonstrated in building coalitions, and
161
bringing people with diverse views together, trying to find
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common ground and moving ,the whole process forward. ThIs is
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PTA, National Alliance of SusinG!s$>?s
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enormously positive and verYl very commendable, and r am sc::."e
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you have a sense of satisfaction with 'those kinds of
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memt.s.
211
(Letters follow: J
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I COMMITTEE INSERT
er.dc~se-"
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The Chairr.lan.
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Governor,
I heard t.he story, the;: ..:her.
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2f you announced your educat:'on p.::ogram in South Carolina, that
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3:i a fellow Governor, Mark White, of Texas sent you a pair cf
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4U cowboy boots because he said that. the vcya,ge was going to be
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long and that you needed tf'.e strength and the st'J.:-di:less
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t.hose cowboy boot.s.
And I understand you responded by saying.
you 'y;ere going to wear them , and did, llntil you enact:.€ d
yocr
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8:1 ed;Jcation program :'n the State of South Carolina.
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am jus'.:. wondering whet.her you are going to dust :r.ose
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10!, boots off again.
[:.aught.er.J
We don't need a commitmer.t
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Governor Riley.
well. Senator, I think that'S a: -;:;,od
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13jl idea.
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I might add that t.he debate in the House was SC;';'le 12,
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13 weeks, oftentimes going all night long; the debatei:1 :!1e ,_
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Senate was five 0= six or seven weeks.
161
~he
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1 wore those coots
whole time, and' I s-wore that if it failed, I was going
~o
continue to war them :l:1til it ca..tne hl1ck up the next year, aild:
we passed it then_
off,
So I am grateful to finally take
~hem
(Laughter, )
The Chairman.
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area.
23
Well, we'll leave that question up
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the:
your nomination,
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yo~
questions.
have bee woncerful in responding to all the
I will look forward to supporting
enth~sia$t
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We will, with the ccoperation of our Republican col
leagues, vote on the ·19th on the nomination, so that 1;;. ,.... i11
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Answers
~o Questions Submitted bv SeJatof Daye Durcnbcrgcr
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Secretary-designa1 e Richla~ Riley
1. School Choicc:
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1 agree with you that the debate in recent years over private: and religious school choice has
been unfortunately polarizing and divisive. As you knoW) both President-elect Clinton and I
are unalterably opposed to using federal funds to support a family's choice of ~ private
school, while we both support choice within the public'sector. We also acknowledge the
importance of private schools in America.
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As I indicated during my confirmation hearings, I beli+ve that our efforts--federal,);tate and,
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local--must be direc~ed toward improving significantly the 'quality of all schools, so that all
students win have an opportunity to achieve high standards. This requires a strategy that 1S
comprehensive and syst~mic, which raises standat:ds and links them to improved curriculum
and assessment) strengthened teacher preparation and professional development.
accountability and greater flexibility for schools. We must also strengthen parental
involvement and ownership of schools, and we must provide children and youth .with the
health and other human services th~y need in order to be able to take advantage of the
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educational opportunities provided to them, If we do these things on a system~wide basis, for '::""v.'
all schools, then I believe we will give the American public what they want~~high quality, ,,;.' .,:. ~":t :.:::~
schools, anyone of which would be worth choosing attend.
··-'t".;'-:'··~·;:~, ..~<~f',t'h;:\f~
to
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In the context of these strategies, choice within the public educati{,)n system can play an _ ',.'.-,',' ~.' .\"
important rDle by increasing parental involvement and;ownership and by spurring healthy"
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competition among public schools, Public school choice must also be accompanied by an
-..:..~ effective information and outreach system, so that aU Parents and students are aware of the
choices available to them. Transportation must also be readily available l so that schools are
accessible to al1 studehls,
2, Charter Schools;
~f.providing Ch~icls its'~tudent
to
and' their families
Minnesota has a good track record
through a variety of means, including interdislrict choice, alternative iearning progmms, and
postsecondary enrollment options,
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Charter schools are another means for providing choices, and for strengthening parenta1 and
educator ownership'of their schools, Within the context of the systemic reforms I described
previously I J favor efforts to experiment with the cbarter school concept~ provid6,f'adequate
safeguards are in place to ensure thaf this does not become a vehjcle for providing public
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funds to what otr.erwise would be a private school,
no~, used to resegregate students.
I would be inleresled to hear your, ideas about how we/can work together to devise an
appropriate federal roie in this area,
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3. Health Care and O:het Soakos:
HeaHh centers located in or near schools could provid~ cost-effective services for youth in
our country; particularly preventive health care. This is important when large numbers of our
children do not have health insurance and do not have laccess to health care. The schools are
a logical place to deliver care to children. How these tenters operate should be determined
by the local community and state officials. Currently, :there are an estimated 350 health
centers in elementary t middle and high schools throughout the 90untry. These centers are
providing vital services. I would hate to see the provision of these services impeded by any
stalemate that could develop over an abortjon issue. Once I take office, I would welcome an
opportunity to speak with you further in reference to ,
your concerns,
4. Direct Lending, Comingent Repayment aod.Jbe Dlmonstralion Project:
,
, I agree that the provisio,ns 'of the Higher Edu'cation Amendments which provide for a
demonstration of the direct loan and income continge'nt repayment concept are quite
con~isteot with the ideas-Presiderll-1elect Clinton advapced during the campaign. The existence
), .' of theSe provi~ion~ wjll;,~~.ab!~ ,}I~t:? ~et ~. quick ~tan; on this effort.
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As you know, the'Administrat,icw.) final proposaJ for this program is currently under
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discussion a·nd·development;'!\s';the·planning progresses, I will look forward to receiving
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your sugges!lOns.
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5, Nati011aLService
The National Service concept was an important piete of the signature idea of the
Clinton/Gore campaign. As currently envisioned. national service would simultaneously
broaden opp'ortunity for ....ducation. training! aiia,e(~onomic.:.'m,powerrnent, emphasize
individual responsibility to give something back for this increased opponunity, and build
community by bringing people together to address ~rgellt national needs.
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Because there are students who may be in need of federal financial assistance, but who, for
any number of reasons, are unable to commit them~elve5 to national service, I believe that
the program should be based on voluntary. rather than mandatory. participation.
Neither President-Elect Clinton nor I believe that Jational service should replace existing
federal loan and grant programs. Pel! grants and other !,ederal financial assistance programs,
play an important role in helping to finance to'1e education of students in need. They should
I
�remain in piace.
6.
~American
Schools Development CQrporatjon (:-IASDC1:
The private sector certainly has an important role to pl1y in stimulating and supporting
research a!1d development on new and jnnovative schools. It is difficult for me: to know how
active a role in support of NASDC either PreSident-eleCt Clinton or I will play. The lessons
learned from these experiments will be closely followed for possible dissemination.
7. Education Reform in General:
The federal go....ernment must work in tandem witl~ the l state and local levels to develop and
achieve high standards and goals for building a hjgh~p~rformance educational system for the
21st century. Similar to what we did in South Carolina, we need to fonn a partnership with
parents, teachers t communities, business leaders, and education leaders at all levels in order
to make reaching our common goals everyone's responsibility_
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The federal government should take a leadershIp role and provide a national platform for
advocating and promoting these goals. We have a spetial challenge 10 act together on federal
strategies to achieve these goals. This will require act(ons across agendes, 1t will require Jess
fragmentation and red tape. I will call on the employees in the Department of Education to
devote their .talents and energies to these same ends. They have vitally important-,' "
contributions to make, and I intend to work with them to build a department that provides
both the leadership. and the support that educators throughout the country, need and, deserve,
.
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Answers 10 Questions Submitted by Senator Barbara Mikulski
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Secretary-designate Richard Riley
1. Imeragency Coorliination, Particularly with HHS:
I agree with you that our nalion is facing a health care crisis. especiaUy with respect to young
children. As you may know, one of my most important pri6rities in public life, a10ng with
education, has been infant mortality and health care. I havd had a long-standing interest in
preventive health measures.
The Department of Health and Human Services has a critical role to play \\:"ith respect to the national
education goal of ensuring t~at all students are hea1thy andlready to start school, as well with the
health of children and youth more general.1y. I support Hea~ Start and childhood irnmu'nitation
programs that contribute to the national gool, as well as efforts to locate health services in or. near
schools., If con~rmedj J will look forward to working very!dosely with Secretary Shalala 011 these
issues, and to ensuring that tbe efforts of the Departments of Education and Health and Human
Services are cJoscly integrated.
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.. '.." ' 2, QrnlQn Middle School Students' Concern About Crime in Scbool:
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, ,," 'I'hope'you'will tell the children at Canton Middle School that together we must do everything
. ;. -t'·~":possible in "the coming years to change the climate of fear and violence that exists in loo rlmny
. schoots today, I hope you will also tell them that I need their help and ideas to make the changes
that will lead to safe schools. As you know, safe schools i~ one of the six National Education Goals.
If we don't make our sctools.safe in the coming years, it "\:'m be very hard to reach the other
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educational goals, '
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I look forward to being a part of a broad-based effort to combat violence and crime in the schools.
This effort must involve all pertinent agencies in the federiJ government working closely with states
and communities, because~u~lS<tfe schoc~s are caused by factors that occur largely outside of schools.
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We need to alleviate the conditions that Jead to crime and to punish swiftly when it occurs.
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President-elect Clinton supports new forms of punishment for young offenders, such as boot camps,
that break the cycle of crime early and teach young offenders the values of responsibility and self
discipline through the kind of tough love measure' found iri the military. Yet punishment and security
, measures are just one part of the solution. Beyond this, th~ long-term challenge is to restore hope in
ALL our young people, to restore their belief that hard wdrk and study will' prepare students for
good jobs and a good future, 111is requires several actions.! We need to improve our schoois. We
need to make sure that all our students have access to good schools, We need to make sure all
students are prepared to enter schooL We need to make sJre that we give them the support they
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need for success.
J think also that the changes in the higher education financ,e system, indud~ng income~contingent pay
back; national service and youth apprenticeship programs that the President- Eject has proposed can
have a dramatic benefit on the lives of young people and rbduce the influences that lead to criminal
behavior, I believe it will help give young people a sense of hope and connection to their
communities by learning the values of citizenship and responsibility through meaningful service.
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3, RllJl:..Qf Community College. in frnparing High Tech Workforce
I expect that community coHeges will playa very, and increasingly important, roie in the
preparation and training of our workforce. As you know 1 President~eJect Clinton made workforce
- preparation and trainjng a centraJ feature of his strategy for long term economic improvement. One
component of this strategy is the creation of a national yo~th apprenticeship program 1 which will
involve students in paid work and in classroom based Jearhing, for the last two years of high school
and in most cases additional years of postsecondary education, While these programs must be
designed locally in order to succee~, I anticipate that community colleges will play an important role
in providing the postsecondary'training. I also expect t~at 'community colleges will be one of the
major tTainln'g providers for dislocated workers and for th95e who need to upgrade their job skills.
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Jf confirmed I will work closely with Secretary Reich and Secretary Brown to bring about the
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collaboration between the education~' business and job .trailli.ng comrr,1Uoities that will be needed to
prepare our workforce for a high tech future,
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4. (lender Discrimination:
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A prima~y mission of the Department of Educat!On~.ihlp.:,.~I).s~r~'~~h.aL~ll' Americans are,afforded .,
equal educational opportunities) regardless of \Yhat.~~;}~:x>" ~a~i<:l!al origin, religion or disability.
Like you, 1 recognize that discrimination,is an Issue ~~i~r,~r.meates every level of American
society, Special concerns have been raised in reference to'the education of female students,
especially in the areas of math and science. If confirmed Education Secretary, I have every
intention of working to guarantee that all Americans have equal educational oPJ?,ortunities in general,
and particularly in those areas which will prepare our coJntry for the next century. My efforts will
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be focus on students at every level.,
as
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s. What is your view on bow to continue tolnclude"QI,rler Amerkans in
yQur;.;4Yr.a!iml.p.~3.tfQrrn?
I think it will be very important to involve older Americans in all levels of education-both for tbe
development and growth of their knowledge and skills arid for the benefit of younger generations,
This last decade it has become clear t as peopJe have lost Itheir jobs in a fast~challging workplace,
that this nation must have a commitment to lifelong learning. If confirmed as Secretary of
Education, ! will work to end the fragmented system of programs and policies that treat education as
a series of isolated events. Instead" I want to see in plac~ an integrd.ted system that considers
educ.ation to begin before a child enters kindergarten and continues throughout the life of the
individuaL Older Americans must be'a~part of this system.
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6. Nalional Service:
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President Clinton's National Service proposal is an exciting undertaking, In fact! this concept was an
important piece of the Clinton/Gore campaign. No proposal evoked wirl.er 'or more enthusiastic
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responses than linking nationaJ service to broadened access to education, training, and opportunity.
As currently envisioned, national service would simultanequsly broaden opportunity for education,
training, and economic empowerment. emphasize individu~l responsibility to give something back
for this increased opportunity, and build community by bringing people together to address urgent
national needs.
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Answers to Questions Submitted by Senator Paul Simon
. to
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Secretary-designate Richard Riley
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1.
As I mentioned to Senator Pell, I am well aware of the fact that the Pell grants have stayed
. relatively consistent while the cOsts of higher education ha~e skyrocketed. I am in agreement with
President-Eiect Cli:lton's proposal that a National Service Trust Fund and income-contingent
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repayment should exist independently of the Pell system cu~renUy in place.
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2.
I am pleased to learn of your efforts to see that the
of Civil Rights fulfills its duties
with respect 10 ability grouping and Iracking. I agree fully ;With you that grouping and tracking
practices. as presently employed"often lead to inequities blised on race, gender, or social class. This
is in part because these practices reinforce lower expectatj6ns for certain classes of students,
expectations which often become a self-fulfilling prophesy.
One of the most important strategies for addressing this prcrblem is to set high standards for what aU
students should know and be able to do, provide all students with an opportunity to meet these
standards, and cm;ourage states to hold schools accountable for their success, This is a strategy we
have used quite effectively in South Carolina, and, if-confitmed, I will work to apply it nationaliy.
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If confirmed) 1 will also review. -the efforts of OCR in this area, and ensure that the Office is
fulfllllng its obligations in this area:
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I am aware that Congress .tookjmportant steps to reduce the default rate and the problems it
creates through the Higher' Educatipn Amendments last year. While J have n01 yet had a chance to
study each of these provisions in'detail, I agree strongly w,ith the general dlrection they provide. At
the same time) I share your concerns about the limitations _in default rates as a measure of 'quality.' I
am particularly concerned about the potential impact -of:. these measures on Historically Black
Colleges and Universities and other institutions worJcing hard to serve low~income populations. r
will pay very camfuJ attention to these concerns In the implementation of these provisions. I would
welcome your thoughts on how best to balance these conc~rns.
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with you that foreign language education aJd international
are
important to national security and economic competitiveness. I have been impressed by your
longstanding commitment to strengthe,ning education in th~se areas~ and agree that more must be
done to strengthen teaching and expand learning opportunities in these a."'eaS. I have not yet
determined the most appropriate roles the Education Department might play in these areas, and I
would be interested to hear your ideas about the most appropriate leadership strategies for Ihe
Education Department.
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I appreciate having your concerns about Impact Aid brought to my attention. If confirmed, I
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win look into the general matter as well as the specific case you raised as soon as possible after
becoming Secretary of Education,
6.
Improving adult literacy levels will be a priority forj me. Slgrlficant improvements in this
area are a necessary pan of an overall strategy to improve our Nation's economic competitiveness
and the opportunities open to millions of Americans. During the ejection campaign, President-elect
CHnton spoke often of the need to improve adult literacy, a'nd of his own substantial efforts on
behalf of adult literacy in Arkansas. As Governor of South Carolina,' my wife Tunky, and I were
involved in efforts to expand adult education programs and reduce iIlHeracy.
If confirmed as Secretary of Education. ] will give 'high priority to implementing the provisions of
the Adult Literacy Act and other federal. programs aimed l~ breaking the intergenerationaJ cycle of
illiteracy.
7.
I believe in and support Historically Black Colleges and Universities. The issue of whether
the coordinatiop responsibility of HBCUs should be ,hiftcd.f:um Ole Department of Education to the
Executive Office of the President is not one that I have had,' a chance to study appropriat~jy. I will,
however, give this issue proper attention over the next several months.
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Agalnl I re:ognize and support the need for HBCUs to be as strong as possible. I am not
totally familiar with the finer details of the HBCU Capital Financing Act but wiH look into this
issue at y~)Ur request.
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Answers to Questions Submitted by Senator Tom Harkin
to
Secretary-design.te Richlrd Riley
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Rural Schools
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1 pledge to you a commitment that I will not advocate for ,any policy that would undermine rural
schools. Rural education was a serious concern to me as Governor of a state with many rural areas.
Rural education has long been a .serious concern of mjne ind I wtll be attentive to (he unique
problems of poor, rural districts (or schools). I would , much appreciate bearing your views
about what we can do to elevate the discussion/debate/concerns about rural education to a mUGh
more visible level.
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very
2.
Gender Equity
A Prim'aT)' mission of the Dep'artment of Education is to ebsure that aU americans are afforded equal
educational op;>ortunities, regardless of race, gender, nati6nal origin, rc!igio'o or disability. I am
aware of the research document differences in male and f~male participation in classroom
discusslons, and the limited participation of females in math and science. These are serious
problems, both because they limit females l opportunities for further education and high skill
,
employment, ·and because they deprive the nation desperately needed talent.
,
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confir~~, 'J intend to use the resources at my disposal~ within the Education Department and to
'~work'6J6Sely' \vithrother
agencies t such as the National Science Foundation, to address these
problems, ..... . . .
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P,L. 94-)42
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I am supportive and in agreement with your statement ofjthe basic principles of eXisting Public Law
94-142. All children are entitled to a free and appropriate public education with the use of
supplementary aids and services in a setting that is least restrictive. My job isOto enforce the law as
it is written. Thank.you for sup";jlying sup~;en1ental infor1mation on this issue, I have reviewed
President-Elect Climon's statements and support his positions.
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Answers to Questions Submitted by Senator Paul WeHstone
to
Secretary-designate
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Rich~rd
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Riley
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Equit~
Fjnancing
While serv'ing in th~ South Carolina state legislature in the~early seventies, J was a leader in
developing the Education Finance Act equalizing financing 'across school districts in the state.
The question of equalization is extremely complex, and the:e are no magic bullets that wilJ
automatically resolve the issue, especially at the federal le~el. TIle federal government must create a
climate that supports state equalization efforts, I would be interested in exploring the possibilities of
incentives the federal government can use to encourage sta~es to take such action.
2,
Thacher Training
None of our systemic reform efforts will succeed unless we find ways of providing substlI1tiai
support to classroom ~eachers! in the from of continuing p~ofe~sion~J development and other .
opportunities for growth. The federal government ~lre;lqy plays a r'OI~, in this process, for example,
through the Eisenhower Math and Science Program·, Provisipns fQr professional development were
also included in Title V of the Higher Education Amcndm,nts,of 1992. As we work together to
reauthorize the Elementary and Secondary Education Act", '1 believe we must work to build a
'significant and coherent federal role jn supporting tea<:Pt;fS'end. ,iQ'lpr,oyiJ;t8 their capacity to help all
children achieve high standards.
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National Community Sentjce
As you know, Preside'nt-Elect Clinton has made the National Service concept an ifl!portant part of
his campaign.
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Your ideas for accumulating and transferring servlce credits and for ensuring that non-traditional
students can participate deserves furthe: consideration., A s~pecific proposal for tile ~N(. . ti(1nal St'~ice ..
Trust Fund is still under development. .
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Service activities are important for citizens of all ages.
4.
Testing aDd Standards.
Standards should be voluntary, challenging and national but not federal. We need a system of
national stanqards and assessments to raise expectations for student performance and give direction
to local, state and federal reform efforts. I do not support a single national test, but a national
system of evaluations that are voluntary to states and Jocaiities.
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5.
Head 8t;ul
Of course, the Department of Education does no! directly Jdrnin:SleT Ihe Head Stan program. I am,
however, firmly committed to supporting the heallhy development of infants and children. and
helping all children arrive al school ready to learn. I pledg~ to work closeJy with the Secretaries of
Hea1th and Human Services. and Agriculture to coordinate;efforts across our Departments.
,
6.
Meeting with Educ'alOrs
I am always willing to 1isten to committed education professionals. When'the time comes, be sure to
contact me regarding this proposal. Barring any serious scheduling conflicts, I will look forward to
such a meeting,
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Answers 10 QUl'StiOns SubmiUed by Sen!ator :"\ancy Kassebaum
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Secretary~designate RichJrd Riley
1, Local YS, SJlUi;..and National Control
J agree that the most important work of education reform must be done at the local level, Educators,
or
restructuring our schools, and they
parents and local governing bodies must do the hard work
must have the discretion and flexibiHty to carry out that task.
g~)Vernments
sta~e
The role of state "S. local
in education reforJ varies significantly from·
10 state,
and I will respect those differences if confirmed as Secretah of Education. The federaJ roJe must be
,
to stimulate. support and guide Slate and local efforts, and to provide assistance to those students
with special needs.
I
2. federal Intrusioo
In my exerience as Governor, the cummulative effects of federal regulations of schools were more
significant than any of the' effects of particular regulations) Together with state and local rules and
regulations, they create an envirol1l:ne~t which impedes furidamemal change, because educators
believe that "theyn woo'tlet us undertake significant innovation. One specific example of t~js is the
regulations governing Chapter 1." Hist9rically they have focused on accounting for the allocation of
resources rather than on the results 'they. achieve for'studerhs.
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3,. Outcomes
Under the Education Improvement Act. we used a variety of outcome indicators to judge school
performance, including measures of student achievement each quartile, student and teacher
attendance) and parental satisfaction. These measures are ~il1g expanded to include a reduction in
the dropout rate arid a measure of problem-solving skilis. ,High performing schools received awards
in the form of discretionary funds. to be used for further .school improvement as the school saw fiL
School districts which persistently failed to meet performa'nce expectations received technicru
assistance to help develop and implement improvement pld.i't'i_.t1f, this f.1i 1e:d, to .correct the problems,
they were identified as academically deficient and the superintendent was subject to removal.
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4, Sct!Jl91 Delivery Standards
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I fully understand and appreciate the concern of those Members of Congress, educators and others
who believe that school delivery standards must be developed in order to assure that all students
have an opponunity to achieve high, national standards, 'o/ithout a level playing field, higher
standards will otherwise work to the detriment of the most disadvantaged students in the Nation, At
the same time, r share the concern of those who fear that: unless we are very careful. school
delivery standards will become an additional layer of input regulations, I am very much in
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agreement with those who believe we must move from an ~mjJhasiS 00 regulating mputs to a focus
on outputs, as we did in the Education Improvement Act irt South Carolina and a follow up piece of
legislation Target 2000,
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to
If confirmed, I will work to devise a variety of strategies help ensure that
opportunity to reach high national standards.
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all students have an
5, New ProgramS
I share your conCern about the proliferation of small, categorical programs. If confirmed, one of my
priorities win be to look for ways in which exisitng progra'ms can best be coordinated at the federal
level) so they can be effectively integrated in local schools!
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President-elect Clinton has proposed a small number of very important and exciting new programs,
such as a systemic education reform package, Youth Apprbnticeship and Natlonal Service Trust
Fund, I intend to vigorously support these, and to help shape them SO that they effectively build
upon existing, related federal programs.
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6. CQ~rdiDajQlJ of programs
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I recognize that addre~sing many educational issues, in early, childhood development,' workforce
preparation, and other areas! will require careful coordina!ion across ag~ncies and ,Cabinet' '" '.
departments. I will work very closely with the otber Secretaries and agency heads developing
coordinated planning, .regulation, implementation and reporting procedureS t and will. in"slst that t~is
spirit of cooperation extend throughout the Education Department..
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7. Direct Loan Program
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I understand your concerns about the cost and administration of the direct loan program. All who
have worked OIl these issues are wen aware of how compiex an effort this is. As you know, the
President-elect is developing more detailed plans for the National Service Trust Fund, including the
direct Joan component. The cost and administrative concetns you have raised will,be taken very
seriously in the design of the President's proposal.
8. National Community Se!"Vice College Loan
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Forgivenes~
Program
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is to m~ke sure that every American who earns
The purpose of President-elect Clinton's program
the right to attend college has access to the resources to do so. Equally important l we waht to
emphasiie that along with the opportunity to attend COllege comes the responsibility to give
something back to the community, As t sajd during my testimony, one of the things that has
impressed me most about this proposal is the way it has So clearly touched a responsive chord
among college' student's and their ?arents throughout the ~ountry. They are eager and anxious to be
part of something that is bigger th.n themselves,
'
With respect to students whoaltend trade school, I agred that the high default rate in many of these
schools is a serious problem, one which must be addressed if we are to get control of the program
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costs. If I am confirmed, this will be
of our postseconda:), ajd programs.
on~ of my priorities Js we work to strengthen the management
As I indicated in my testimony before the Committee)
ther~
is still much work to be done in
designing the overaU progl."2-m and legislative proposaL 1 will make sure that the concerns you have
r~sed will be address fully during this process, and I look 'forwa."'d Lo working with you on these
lSSUes,
9. federal Role-.iD Setling Coilege Standards
When the Federal government provides almost $20 billion in fin;:mcial aid for students attending
institutions of higher education! it is important for it to ens~re that students receive a quality
education with those funds. We must keep in mind that our syste:n of higher education, with a
strong history of academic freedo;:n and institutional diversity and autonomY1 remaJns the envy of
the world. While the federal government should not dictate! what colleges teach, there is an
important role for it to play in providing information about~ program quality and impact I
understand that· the 1992 Higher Edu(:atJon Amendments take extensive steps to ensure that schools
offer quality programs. 1 look forward to reviewing and enforcing those provisJons and using them
to guide our actions.
10, HigborEdycatiQn Legislation
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I applaud the'bipartisan efforts and hard ~ork of the comrrhttee in reauthorization of the Higher
education prognims.'Although I have not yet had the. opportunity to study it in detail, I have heard
'praise'for the'Jegislation,
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As you kriow;:a'n important piece of President~elect:Clinton;s campaign was the National ~enrjce
Trust 'Fund, 'which is intended to broaden access to higher ~ducation, and enabIe students to repay'
their loans:either thro'ugh service to their community or as Ja smaH percentage of their income. A
propositI to is under development at present, The 1992 Higher education amendments contain
provisions to support, in some fashion, the basic provision~ of this pledge-direct 10ans, and income
contingent payment. To the extenfL1at this proposal cannot be implemented through existing
legislation; ] expect that we will ask the Congress to consider the necessary legislative provisions.
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income Contingent Loans
.~-.<:, l~_-{
beiieve
, I understand your reservations about the incorne-rontingenr loan concept. I also
that the
concept has enormous potential, as a way of reducing the immediate repayment burden many
students would otherwise face when they complete college! 11,e 1992 Higher Education
Amendments contain provislons for a demonstration program combining direct loans with income
contingent repayment. This demonstration program wJ11 prbvide an impor..ant opportunity to learn
about the best ways of designing an income~cominge~t r~yment program.
12. WaS\e, Fraud and Abuse in GSL Program
The management of the GSL program is a major concern. 1f confirmed, one of my top priori:ies
�...
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will be to substantially strengthen its mJ:!.nagemenL 1 look forw'ard to revIewing the report and its
recommendations in detaiL The 1992 Higher Education Amendments put into place many of the
steps required to strengthen the program, and I intend to implement them. I will use our authority
available to me to eliminate waste, fraud and abuse in the program, [f I discover that additional
authority is needed to complete this task, I will immediately seek such ~uthority from the Congress.
13.
Slale Qversight of Federal College Aid Programs.
I view these provisions of the Higher Education Act Amendments as a critical tool for reducing
waste and improving quality, I understand that the Education Department is developing
comprehensive plan'to implement these provisions, If confirmed, onc of my early priorities will be
to review these status of these plans l ensure their'speedy and effective development, and then
implement them as soon as funding becomes available.
a
14.
Student AidJ2a!a Collec!ion
The absence of adequate data on stud~nts participating in federal student aid programs has been a
serious problem for :nore than a decade. We can!)ol effectively manage these programs, nor
eliminate ahuse, unless we have sound, comprehensive and accurate data system. As js the case with
the other management tools provided for by the Congress. I will move to develop and implement the
data system.
15.
School 10 'Nork Transition
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President-elect Clinton made Youth Apprenticeship, a pa~t of-an gveratJ sc~ool4oTwork transition
program. I support this effort, because we must provide a more engaging program for those high
school students without immediate plans to attend coIl~ge. ;!J,1J1~~s,'".~e~q9)11jS., we will not achieve a
high skills, high wage economy for OUf future.
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No single level of government or agency will be able to build a nationwide school-to· work transition,
program. The primary responsibility belongs at the slale and local level, where elemenlary and
secondary education, postsecondary education-especially community coneges-bu"silJ~.sS and labor
must work together. At the Federal level t the Departments of Education, Labor and qommerce, as
well as other agencies, must pl,ay important roles.
The Education Department has the potential to be a significant partner in creating a'!.\.·,nc,'>i."to-wC',..-k
transition system nationwide, Within the Office of Vocational and Adult Education, there are a
number of programs to build upon, such as the Tech Prep program and its current collaboration with
the Department of Labor in supporting Ihe development of voluntary industry skill standards. I look
forward to building upon Ihose and other related ·efforts. .
school-to~work transition program is a high
performing elementary and secondary education system, one which enables all students to achieve
high standards, Of course. the Education Departmenl has a critical role to play here, Ihrough ilS
support of the development of voluntary national standards and assessment1 its support for systemic
reform at the state, local and school level, and through the provision of sup-port to students with
In addition, a major requirement for an effective
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I look forward to working very closely with the Congress in designing ways in which the Education
department can most effectively carry out these roles.
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Answers to Questions Submitted
by Senator Bob Dole
to
Secretary-de.sigmUe Richard Riley
1.
National Service
The concerns you raise regarding the President-Elect's national service proposal are appropriate and
some of the same ones we are deliberating, I would be very interested in hearing your views about
them.
2.
Flexibility
I would welcome the opportunity to offer states and districts some flexibility for many programs
along with appropriate accountability~ especially as a way to keep states and districts meet the
National Education Goals,
3.
FIllgmeD1atilln
As a former Governor, I've long been troubled about the fragmentation in and among federal
programs which require coordination. There are important roles for the Education and Labor
Departments, as well as other f~demLagencies; in,school~to-work and \\lorkforce training issues. I
expecf10 work very closely with, the Secretary's of Labor and Commerce in the design and
. ,implementation of these prograrr;s'to,~risure'lhat the components each of us is responsible for are
well managed and carefully coordinated. 'I win also strongly encourage the necessary coordination at
the stare and local level. among eleme1'!tary and secondary education, postsecondary education; other
state .and local agencies, and business.
.
4.
hiatiQl1al.J'ests, for Teachers
1",
Governor Clinton has said he will n01 support natiopal testing of teachers that it should remain a
state decision. I support NAEP .nd 'tite work being done by the National Education Goals Panel to
encourage the setting of standards and the development of new~asr:essmen~ systems, Both President~
Elect Clinton and J strongly support tite National Education Goals and are committed to providing
.
leadership necessary Jor achieving them.
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�Answers to Questions Submitted by Senator Mark Hatfield
,
to
Secretary'~designate Richard Riley
,
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Community
an~.
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Junior Colleges LiaisOn '
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I win work as quickJy as I can to fill the position of Liaiso,o for Community and Junior Colleges .
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Answers to Questions Submitted by Governor Pete Wilson
to
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Secretary-designate Ric~<ard Riley
Reauthorization of ESEA will be one of my first priorities as Secretary> I consider it a real
opportunity to think about issues, like the one you mentioned, in a better way. I would be very
I
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interested to know your views.
2.
Fragmentaruw
As a former Go~emor I've long been troubled about the fragmentation in the f~era! government.
This has been especially problematic with respect to programs serving children and their families. I
am committed to doing what I can to bring about the necessary coordination among agencies of the
federal government to better serve the children of our country,
3.
National Education Goal,
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President-Elect Clinton and J strongly support the National E;ducation.Goals, We are currently
considering a number of proposals which will build on the efforts of the previOUS Administration,
, inclu~ing 'more flexibility {or states and districts .
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�Answers to Questions Submilted by Senator Dan Coats
to
Secretary-designate Richard Riley
NatkmaJ service
1.
I agree with your observation that President-elect Clinton's National Service program is consistent
with the provisios of the demonstration program authorized in the i 992 Higher Education
Amendments. These provisions offer an important fot:ndation upon which to begin 10 build the
President-elect's program. The specific questions you raise 'are important ones, and are part of the
discussion's underway right now to further shape the President-elect's pro;:x>sai. I would be very
. interested to hear any advice you may have to share with respect to those issues.,
,
2,
Dir",,!
L~ndin&
Thank you for bringing to me attention your concerns about the design of the c.irect loan pilot
;xogram. If confirmed, 1 will quickly jock into this. Let me assure you of my ir.tention to follow
Congressional intent as this program is designed and implem,ented.
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School-Based Clinics
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J believe that there are clear advantages: to consolidating servi.~,es,~"children ,a!1,~Jamilies at or near
the school. As you indicate, schools are at the center,of m~st c9mm,unities;,?od one of the most
effective vehicles for reaching students and families most iD,need of:~omprehensive, integrated
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I understand your concerns about diverting attention away fro~ the primary academic mission of
schools. I agree with you that it is important to not place the burden of delivering these servlces on
teachers. This is not, and should not be. their job. Instead, the social and human serviCe ilP;encies
and their staffs should be responsib1e for provjdifjg consolidated services and it should be designed
in ways compatable with local community policies and goals. If these safeguards are provided! then
1 believe that providing these services at or, near a school can enhance the academic mlssion of
schools, by addressing the noninstructional" needs of st'Jdeots which otherwise interfere ",lrh their
learning.
•
4.
Department of EducaliQn--Budgel Reductilln
I have not yet had the chance to study the Education Department's budget carefully enough to
determine where budget or staff reductions might be most appropriate. I would welcome any
suggestions you might have regarding this matter.
�~ri.t-Based
5.
Pay/Alternative Certification
Providing incentives to schools with improving high perfor'maoc'e , and aUowing for alternative
teacher certification in carefully designated shortage areas have been important components of South
Carolina's education reform plan,' and have contributed to its overall success.
President~elect
Clinton
endorsed both of thes.e concepts during his campaign, I would welcome your ideas about how these
might be incorPorated in a federal effort to support comprebensive and systemic state education
reforms. '
6.
Federal Family Education Program
As we further develop the President-elect's proposal for a Kational Service Trust Fund, we may
need to revjew thi~ entire struCture of the s!udent Joan program, In this context,you raise two
imPortant and interrelated questions which merit careful study. t unaerstand that the current
guaranteed student loan program already luis inherent risk sharing for banks and guarantors. This
risk is strongly related to the very strict collection requiremenlS, I agree that we should look very
carefully at whether we have incentives in the loan prog:arn properly placed, so that we have the
best possible guarantee that diligent collection practices are' carried out.
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Clinton Administration History Project
Creator
An entity primarily responsible for making the resource
Cinton Administration History Project
Council of Economic Advisers
Department of Commerce
Central Intelligence Agency
Department of the Interior
Department of Defense
Corporation for National Service
Council on Environmental Quality
Department of Justice
Domestic Policy Council
Department of Education
Department of Energy
Environmental Protection Agency
Federal Emergency Management Agency
General Services Administration
Small Business Administration
Social Security Administration
United States Agency for International Development
National Economic Council
Office of Management & Budget
Office of National Drug Control Policy
Office of Personnel Management
Office of Science & Technology Policy
Office of the Vice President
United States Trade Representative
Date
A point or period of time associated with an event in the lifecycle of the resource
1993-2001
Description
An account of the resource
<p>The Clinton Administration History Project describes in detail the accomplishments of President Clinton's Administration for the period 1993-2001. The records consist of the histories of 32 agencies or departments within the Executive Branch. In general, each organization associated with the Project submitted a narrative history along with supporting documents. These narrative accounts are primarily overviews of the various missions, special projects, and accomplishments of the agencies. The supplementary records include substantive memos, press releases, briefing papers, and publications illustrated with photos and charts.</p>
<p>Agencies:<br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Council+of+Economic+Advisers&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Council of Economic Advisers</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Central+Intelligence+Agency&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Central Intelligence Agency</a><br /><a 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href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Defense&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Defense</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Corporation+for+National+Service&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Corporation for National Service</a><br /><a 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•
teachers' subject matter preparation, The National Board for Professional Teacher Standards
\\'(15 directed 10 complete the development of assessments for highly accomplished tcachers. The
number ofntltionally certified teachers has climbed to 4,804 in J999,
The Eisenhower Professional Development Program provided grants: to
stUiCS.
schools
districts, and higher education institutions 10 support professional development activities.
In
Fehruary of 1999, Riley advocated the High Standards to the Classroom initiative that would
succeed the Eisenhower. Goals 2QOO and Title VI programs 'and focus on sustabcd, intensive,
and collaborative smndards based professional dc\'clopmcnt.
To carryout many of these progra:ns required new innovations in outreach. Recognizing
the c.xpanded role of technology and its importance to improving the leurning of students and
h.:tlchcr edocation, thc Department developed a web site that ';Ictcci us 'a portal to Departmcnt
•
programs, financial support,<and resourcc"s for improving teacher quality. The public was
provided ready access currcnt
information,on~topics
that included
rccruitl11el1t~
prcpumtton,
"professional devc!opment: school. leadership, and'classroom resources. A Teacher Listserv
provided) (;arly
0)1.
exemplary le-achcrs with a fbrum 10 communicate and share ideas on
education reform, The electronic dialogue provided, and still does; Department staff with un
.
.
.
0pport"..!lUt'f to Ileur teacI " OpllllQn$ and perspectiVes"
lCfl'
194
Written communication with teachers, schools, districts:, and state education offices
. Teacher in
Talented, Dedicated, Well-Prepared
,
induded the dcvc!opment of
C!assroom" infonnation kiL
"A
Every
This packet of infonnati::>n' was disseminated to thousands of
tcuchers, nutionwidc, and outlined the challenges that states mld school districts face in ensuring
tcacher quality for all students, prm'ided specific models of best practices, offered communities
•
1<).4
Taylor, Bill, "MemQ to Melanic Vervecr rc: the Clinton legacy and education:' I<ovember 19. 199(L
�•
suggestions for "next steps;' while identifying additional n.:sources available to enhance' teacher
quality.
"
The dcvelopmem of the "Eliminating Barriers to Improving Teaching" infomlution kit
offered state nnd other policymakcrs, a candid look into the root causes of our teacher ql1ality
challenges while idenlifying policies and.practiccs lhut are barriers 10 improved teaching,
Additionally, the te'lcher
designed
sciences
10
engage key partners
and
education
representatives~~in
quali~y
~*collcgc
faculty;
the redesign
team planned an~ implemented"a series pf activities
K-12
oft~chcr
and university presidents und chantellors; arts and
teachers
and
~Idministm'ors;
and
community·
prcparntion programs,
Examples of these initiatives include the September 1999 Presidents' Summit on.Tenchcr '
Quality whieh brought e()lkgc and university presidents together
in supporting quality teacher prepJrO:tion. A January 2000
•
Quality convened 166
t~) d~:-;CUS5
National~
tbelr IcadershLp role
Conference on Teacher
~tcams (comprised of more than 1OOO,highcr education leaders and their K~
12 and community "partners) to learn
~about)tcxemplary,"practices
in tcacher recruitmenL
prepmation und mentor!ng, and begin.-work,: {)!l;ac1ion_~'pluns to improve their own teacher
education programs. Teacher Quality I,nstitutcs were offered in the summer of :2.000 to guide 79
teams in devcioping specific action plans to redesign at Il.:ust one aspect of lhdr teacher
preparation programs,
Perhaps the most comprehensive eJToT! to gain insight into- the needs of cla:--sromn
teachers was the implementation oflhe National Teacher Forum,195 111is annual Forum brought
together 120 outstanding teachers to learn about teacher leadership in cducution
~efon.11.1%, At
19~ Dozier, r<.>rry, Special Advisor to the Secretary nn Teaching, Letter regarding Goals 2000 Teacher Forum, Aprif
4,
~994.
I'!~
s,'<! various planning documents used
•
Forum Pl<lnning Documents,"
to prepare the first Goals 2000 Teacher
Washingt~n, D.C. 1993.
82
roruf:1 :itled, "Gouls 2000 Teacher
�•
the Forum, teachers developed ,'islon statements and-personal action plans to carry out in their
home stmes, Follow~up state forums were also put into place in over 30 states .
. To address the Increasing problem of il decline in the number of administrators willing
10
work in'the public school system the fi!'si annual National Principals' Summit was convened in
July 2000. '1110 summit provided 114 ;'Iulionoll), recognized elementary, middle and high
5..::hOO:5
-principals with a fOfUr:1lO d\scl,.;sS instructional 1c~dcrshjp, the role oftbe pri:l,cipol) stralcgics
fpf
engaging r.;ollcagucs and policymakers, and otht::r issues critical 10 tlldf ability to be clT;;ctivc
school icaders.
197
The Teacher Quality Team inspired-a Department-wide effort to coordinate the research
conductcd by all Department offices.· Over lime, thc Teacher Quality Research Coordination
Team strengthened and focused the Department's ,research and evaluation efforts related to
•
tcaching and teacher development, and ensure the m'ailubility of a stable at'ld uniform datu'
collection system in thcse areas,'
The Tenm regularly used the Department's strategic ..plar'llri.:ntit}ed",;'A:.Talen1cd
~Il~d.
Dedicated Teacher is in Every Classroom in ·America," and providesJeedback,on the objective's
inaicators,.stralegies and data sources, This plan) which Tcam members developed, wns one of
only two Department and five government· wide efforts that GAO recognized for cfTcctivc
implcmt:ntation of Governmenl Performance and Results Act (GPRA) requirements" Sec GAO's
October 23,2000 report: A Look at GPRA
Practiccs~~Ho\\'
Far Ha"e We Traveled?
Improved teaching tops pollcymokcrs' list (If issues critical to improving public
education: A 2000 survey of the :':utional Governors Association members revealed teacher
quality
•
<IS
the number one policy issue for governors,
pH Riley, Richard W. U.S. Secretary of Educatkin, "Nation a! A~sm::ialion of Eememu.ry 5c1:001 t>r:ndpals Notional
Distinguished Principals Awards Ceremony;" Washington. D.C., October 6, 2000.
83
�•
In udditiOl':', at the 1999 National Education Summit governors, and education and
business leaders pledged to work together to address the issue
Teacher quality powerfully influences students"
or "improved teaching.:'
Spr.:ndmg
additiona~
resources on
teacher education is the single most productivc investment schools and districts can make to raise
student achievement.
Rilcy'recognizcd that enhancing teacher quality is Indispensahle to school reform and
efforts to raise student achievcment through higher standards.
He realized that if tC<J.chillg
methods were n01 systematically adopted and improved. other changes in school organizution
would have Httle impact on student achi.evemcm ..
Edm.:ational Tc.::bnnlflt!" i\.dYllnCCmcnts
O\'t'r the past 7 years, the Department of Education '5 Office of Educational Technology
•
(OEl') hns focused on 4 goals for educational t(;Ch:IOJOgy: training teachers tl1 u$c.tedmology <., ,"
effectively in instruction. ensuring that all teachers and students have modern compmcrs in· their..
classrooms, connecting ever)' c.tassfonm to the. Internet, and integrating high-quality softwure
and on-lint: learning resources into evcry school's curriClllUlit"
.
At the start of this decadc, there was I instructional computer for ever\' 20 student.s. 1n
.
1998, there wns more than 1 inSlnlctional computer for every 6 studcms,19R
B'ctwecn 1993 and 1999, the percentage of classrooms with Internet access grew from 31yo to
65%, By the end (if this year. 1.00% of schools will likely be connec1ed to the Internet and
classroom I.:onnections will continue to increase. EN In 1993, only 19% of the poorest schools had
access to the Intcmet By 1999. 90% had access. Among classrooms in the poorest schools,
•
I'.!!
Market Dnta Retrieval, Technology in Education, 1997, 1998, 1999.
84
�•
ho\.VCver, only 39% were connected to the Jntcrnct. 2OO In 1994t 51% of teachers had recently
participated in professional development on the usc of technology. In 1998, 78% of teachers
received professional development that focused on the integration of technology in 1he grade ar~d
::lubjcct they ta~gbt?[)l A 1998 national survey of teachers and classrooms showed an increase in
use oftcchnoiog)' across the curriculum and in applications of technology that support highcr
order thinking skiJls,2U2
With this Admini:;lration'$ leadership, a National Plan for educu!ional, technology, issued
in 1996:
rOCliSetl
public, private, State and local attention on educational technology for tbe first
time. 203 Since then, all States have creatOO comprehensive plans to intcgmtc the use of
technology to help students learn challenging content llnd to ensure that all children arc
tcchnologicLllly literate by the dawn of the 21 st century. 111ese plans also focused on teacher
•
training, staff development, and finane-ing for technology overall.
Th(! innovative E~Ratc program~ championed by Vice President Gore and Secretary"
, ~.
Riley, offers a major breakthrough in getting technology into classrooms aCrOSs Am~rica. :It-, '\;~)h~··:·.
provides schools and libraries with $2.25 billion unnually in discounts on phone service, network
connections, and Intcrnct access. The poorer the sch(lol, the deeper thc discount. Over 647,000
classrooms will be connected to the Internet as a direct result of E-Rate discounts. In addition.
States hav(! received over $1 billion through the Technology l.iteracy Challenge Fund to help
•
schools and districts work together with private seelor partners and other community'
1"" National Center fur Education Statistics, Survey ,IfAdWlm.y'd TJltcommunicaiions ;'7 U.S. f'uhlic £lcmcl1fr1ry (In"
SecanaaryS,:hoo/s, 1997, J9Y8, :WOO.
1\10 Survey ofAdvanced TelecommunicatIOns. 20DO,
101 National Center for tducfl.!lnn Statistics (1999), Teacher Quality: A Reporl on {he rreparalion and
fgwlg;catiom o/Public School Teachers, Washingl<m. D,C.: U.s, Department (If Educ<ltion.
Center for Research on Information Technology lind Organizations, University of Cali fomia, Irvine and
University of Minncsotll (1998), Teaching. Learning and C{lmputing: 1998 National Sun'C)', R':j)DI.1 #3.
:!OJ U.S. Department of Education (1996~ Getling America's Sfudents Readyfor lhe 21" Century: Meeting lhe
Technology Literacy Challenge, Wflsbinh-'1on, D.C.
•
�,
•
organizations to put modern computers, high-quality educntional software, and alTordabie
connections to the Internet in every classroom. TIle Administration has encc;uraged States to
target these funds to high-poverty, high-need districts, Est~clJa, a Department-funded nllgrant
education technology project, puts laptop computers directly into the harids of migrant students
in New York, Illinois, Montan<1r' ~md Texas, and supports learning in school, a1 home, and when
the students are in tninsit. Students and their families receive training in the use of computers
and the lntcmc1. Swdcnts usc their laptops [0 stay in touch with their tcachers and keep up with
course work· when they mc away from their homc.school. .Throughout the ycaL "cybcr mentors"
who arc college students provide encouragement and ser\'~ as role models and mentOrs via e~
mail. Whereas only 50% of migrant Si'udents nationwide graduate from high school, all of the
participating seniors in 1999 graduated. and 80% enrolled in post-secondary education- In
1997~
98, Federal funds pilid [or 53% of new computers purchased for high-poverty schoois, compared
10
12% of <;;omputers purchased for low-poverty scbools.2M
.. '"
:;. .
Acl.':'CSS to computers and :hc Internet will nOI help students achieve high academic
'::
standards unless teachers arc as comfortahle with a computer us they are with a chalkboard. The
AdministfHtiOI1 has urged Stales to devote at
truining tcachers how
:(l-
povcrty.lcw~pcrforrning
le~lst
30% urthe Technology Litcracy funds to
usc technology erT!.:ctivdy iii instruction, especially teachers m high
schools. 'nie new $75 miliion Preparing Tomorrow's Teachers to Use
Tt'"Chnology program supports 1,350 partnersbips among colleges, school districts, State
educational agencies. bigh-tech -companies. and non-profits. These partnerships will train
400,000 new teachers to be technologically literate and able to integrate technology into the
cWTiculum, The Administrntion's $150 million budget request for FY 200t \-vill further help
•
" >'1"".
104 U.S. Department ofEduclIlion (2000), Study of&/ucal/on Resources and Fcdeml Funding, Washing.ton. D.C., p.
!5L
86
�•
these part!icrships prepare a large po:-:ion of the 2,2 million new teachers needed over the next
several years.,
Through the Technology Innovation Challenge program, 96 multi-district and multi-Slate
pannerShips involving 220 colleges and universities, 38 i businesses. 520 community-based
Ofga:nzutit''ln.s, Lmd 744 schools, districts, and other partners have been developing innovative
uses of compmcrs, networking.
Wt:b~based
i:1S1ructioo. and multimedia across the curriculuni.
Over 5 years, the $450 million investment in this pr~gram lws generated $1.3 billkm
in matching
.
commitments, tviorcovcr, the Star Schools program continues to support telccommunkations '
purtncrships thm usc distance learning to provide instruction in core subjects and profe~:;i(JnaJ
development for students and teachers in remote, under-served areas.
Access to technology is only the first step in closing the digital divide. We <llso need 10
give people the skills they need to u:-;c technology, and 10 promote content and applications of
• .,. " "technology that will help empower tinder-served communities. That is why the
. ·.··J..·budget
Administrati~n's
request for FY 2001 includes: $100 miJlion to create up to I,DOn community tedrnology
, . ,,'centers in low-income urban and nlral communities-more than triple the currcnt I!westment.
'111is initintivc provides access to computers and Informution Age toois to low-income children
and adults who would otherv.'ise lack such access. Children improve their performance in scho?l
by having access to high...qualil)' educational s;:;ftv.'are after school. and they may prepare for the
high-tech workplace of the 21 st century by getting certified with ~ information technology skill.
Using computers and the [nlcrnct, adults take self-paced adult literacy courses. get access to
America's Job Bank to see whatjobs are available, prepare resumes and cover letters using word
processing software, start their own micro-enterprises or Web-based businesses, and acquire new
•
training. A National Science Foundation-sponsored study cunfinns that community technology
81
�•
centers arc: helping to close the digital divid.:: l\mong the userS surveyed, 62%1 had incomes of
tess than $15,000, 65% took computer classes to improve their job skills, and 41 % got
homework belp or tutoring at the ccnters?{lS
Th,~
Office of Educational Technology has also played a key role in the i.ssue of internet
safety, The office workc~ with internet companies and education and parent groups to launch
the Smart Surfing Project. 11 revised the Parents Guide to the Inleroct to include information
provided by the Dcpanmcnt of JU5tice and upgraded information overalL \Vorking in
.
partnership with the FTC OET issued joint guidance on tbe Children's Online Priv[lcv Protection
.
Act
OET played a key role in the new International Education Initiative launched this year by
Sci:re1L1ry Riley, In addition to holding the Secretary;s Conference on Educational Technology,
OET also commiss~oned "The Teachers Guide to Using the InternetH which \\11::' uscd during
•
International Education Week to establish
In n.:sponsl7 to 'growing',extcrnal
Classroom~to~Classroom conneciions,
USCl'
demand, the OET redesigned and expnnded its
website, New domains'were added to creatc "one-stop" sites focused on lhe followlng
technology issues: digital divide, distance lcaming. evaluation & assessment, international
education, internet safety and b'..1dgct & legislation.
Educntiunallnclusion
Spedal Education
During the past cighl years, the Clinton Administration has accomplished much to help
ensure that all persons have equitable opportunities: for high quality education and employment,
The Oflice ofSpeciuJ Education and Rehabilitation Services (OSERS) was instrumental in
•
...
Educlltitm Developmenl Center, Inc" (1998), lmpncf a/eTC Nel Affibuli.!S: Findingsfrom a National Sun'cry' of
Users ofCommunity Technolaif" Centers.
:w5
88
�•
supporting improved educational results for all students. earlier intervcnt;on for infJ:l1s and
toddlers \vith disabilities, transition to postsecondary education and high quality employment,
improved accesS through technology, and empowerment through independent living'and parent
training centers. ]n all of these areas, the Adrn:nistmtion has established important Jcgucies, iJnd
these efforts arc embodied v.'ithin our strategic pian?06
OSERS needs to continue to provide leadership to ochi~ve full intcgrntlon and
participation ofpcoplc with disabilities by ensuring equal opponullity and DcCCsS io n qUiJlity
education, meaningful employment, and independent living. The following sections will
describe important accomplishments over the past years and identify future directiuns for
incorporating disability issues in national public policy, improving programmatic Dce(luntabilit)',
promoting federal interagency collaboration, mfusing disability issues within Departmental
•
swJfing policies. and improving communication and collaboration ucross OSERS
These accomplishn~cn[s,,:md
goals.for~the"fu1Urc
~omponents.
will further the. missions of.both OSERS and the
Department and continue.to improve.tbe.lives of Americans with disabilities for.ycars 10 come.
With the signing of.the landmark'1997 amendments to the Individuals with Disabilities
Education Act, the focus of IDEA changed from one that mereJy provided disabled children
access to an education w one that improves results for all children in our educational system. 207
IDEA '97 strengthened the mle o~ parents in educational planning and decision making
on behalf of their children, Jt focuses the student's educational pkmning On promoting
meaningful access to the general curriculum. The ncw law also redu;ed the burden of
unnecessary paperwork for teachers and school administ:ators. All of this was accomplished
•
lUO. OSI3RS Strategic 'Plan (Washington, DC: Author, 1997).
IDEA AnNndments of 1997: All Information PlIckngc(Wl1shington, DC: Amhor, 1998),
,1)'1
'"
�•
without <;ompromising the Clinton administration's fundamental principle
ofpro~ccting
the
bas~c
rights of children with disabiHties to a free appropriale puMic education.
Meanwhile, tne administration hus rcvrur.pcd its approach to state moniwring.:w " During
the pust five years, the Department has worked with states, parents, advocates and other key
st~!kcholdt:;rs
to shape its accountability work in a way that drives and supports improved results
for infants, toddlers, children and youth with disabilities. without sacrificing protection of
individual rights.
In order to ensure compliance ""ith IDEA '97 supporting [X)sitivc results for children . . vith
disabilities, the Department designed a continuous imp:o\'cmcnt monitoring system that
includes:
•
•
lflcrcascd'colluboration between the Department of Education, state educational
agencies and special education stakeholders: " : '.
• Providing ongoing technical assistance.to 5\3te5',to suppon the process;
.. lncrc~sed stakeholder involvcmc'nt in the' process'including parents, students. and
udvocuey organizutions;
•
Continued on~sitc review of state and local programs; and
..
An improved planning process driven by the unique needs ortnc Slates.
Under Part D of IDEA, States received support to enhance their capacity to develop
lnfrustructt:res to support to full and efiective implementation oflDEA through research and
technology, personnel preparation, technical assistance and dissemination; and studies and
evaluation. Activities improve results for children with d:sabllities as well as their non~disablcd
•
lllK Smle Improvement and Monl;oring, "22"· Annual Report to Congress on tbe Implementation of the Individuals
with Dlsabililies Education Acf" {Washington, DC, GPO, 2000), p, JV-23.
90
�•
peers in families and schools throughout the United States, Three tifC,as (if pulilcular importance
include the: following:
• OSERS supported investments in access to the general education
n0wly.f~nded
curri~ulum!
including
a
technical assistance center und a number of useful publications including a
Guide 10 the Indil'idualizcti Educ{Jlion I'mgram and improving Instructional Practices
for Students wifh Learning Disabilities.
• Tim NmioDlll Center on Educational Outcomes represents ZI significant invcst:ncn1 in
~lss'.;ssn1cnt and accountability. 1nc center conducts research ane provides technical
assistance on a variety of issues surrounding assessment of children with disabilities.
•
IDEA supports research and technical assistance to improve outcomes ii-x :-lurlCnlS Wil!l
h~havioroJ
difficulties. The Center on POSitive Behuviorol Supports offers assistance to
Sta1es and school districts seeking to create safe and effective iea,ming environments.
•
Publications include Early Waming-and Timely. Response Guide.and·tllc·Early \Varning
Action Guide, both developed in colll.lborotion·with,thc'Departmcnt ufJusticc.
, , ' "
To hetter understand the long term educational needs and outcomes of students vdlh
di,';ubHitics, OSERS established longitudinal studicsto increase re;;~t'lrch.bnsed knowledge
regarding student achievement. These studies indude the following;
• Early Imcr:,ention Longitudinal Study (NEILS). This longitudinal sludy ofinfnnb :mrl
toddlers. and their families will following a nationally representative sample of 3,300
families and children from the time they enroll in early Intcrvc!ltion programs, through
their time in these programs. and finally through the transition out of carly intervention
and inlO other settings. The study is looking at the characteristics of program
•
.
91
�•
p311icipants; the types of services they are receiving: who is pro\'iding the sen'iccs; and
OUlcomes realized by children and famllles.
• Pn;-Elemcntary Educ(l1ioll Longitudinal Study (PEELS).
Study of chil~ren with
disabilities ages 3 to 5 hctween preschool and kindergarten The study will involve u
nationally representative sample ofrnore than 3,000 children i~ special education, who
will be followed into cady elementary school. informatiun will be collected from
parents, preschool and elementary school teacher;.) preschool directors, and
SChl"lol
principals regarding children's characteristics, household contexts, school programs and
related services, and
•
outcn!l1C;3
in several areas,
ElcmCnL1.ry Longitudinal Study (SEELS). This study will follow a nationally
representative sample of approximately 14,000 students in special education who are age
•
6
(~md
in first grade) through age 12 in the 1999-2000 school year, They will'bc followC'd
as lhey transition from elementary to middle and middle to high
scbool~··! Research
will
focus on characteristics and functional abi1i1ics of students in special cducation;'·thc<, 1
chDractcristic~
of households, schools, programs, und classroom cxpericnc'es; and slildent
achievement and outcomes,
.. Nalional LongiHldinnl Jransition Study-2 (NLTS2), This will he a lO-ytar study of
13~
tbrough 17-ycar.old students receiving special education. The study will look at
characterIstics of students and their families; secondary SChM! and adult programs and
sel;ices; and the results youth achieve during their s>:conuary
s~hoo!
years and in carly
adulthood. The study will provide important information about the ways in which
secondary education !.lnci rC$ults and post-school experiences have changed for youth with
92
�•
disabilities [n the previous decade or tnl,JfC, An assessment of student pcrfonmU1ce also
will be conducted.
• Study ofPcrsooncll\"eeds in Special Education (SpeNSE).
This study will pro\'ide
information on general and special education teachers. speech-language pathologists,
preschool special education tcachers, and paraprofessionals serving students with
disubilitic5, The s\udy will describe the adequacy of the workforce and altr.;mpt to
,
explain variation in workforce quality based on slate and district policy, working
conditions, prcservkc education, and continuing professional development.
•
The Special Education Expenditure Project (SEEP). -nllS study' is tbe most recent in a
$eric:; of national studies of the costs of spcci~1 education and related sen'lees. It
addresses questions aboul how federal, slLlte, and local funds urc used to
•
~lIrror1
programs and services: for students \vith disabilities, with special attention to the fiscal
provisions cnacted under IQEA '97.
~
• State and Local Implementation of IDEA
(SLl~IDEA)"
The' study will provide
;.•• N"f;,'". ,_
'.>
,~';~'.' I! ~,~ ',.
information annually on the status 0'[ the implementation of the law and its impacts on,
policies :md practices ,It the state, district, find school levels, Wilh a focus on the most
significant is;sues relating to implementation ufthe law,
• Stale and Loca! Imp!ementation of IDEA l'al1 C (SU·! DEAC), This study will provide
inf(lrmation annually on the statuS of the implementatiun of Part C of IDEA 97. Policies
and practices at the state and program levds v.ill be assessed. Some important areas for
cvn:uation \",i!l be service c0ordinalion, naturaI environments, and systems of finance.
Today, almost half of America's six million students with disabilities attend class alongside
•
non-disabled studcn!s at least 80"percent of the school day This figure has stear!i!y increased
93
l
�•
SJnce PL. 94-142 was passed in 1975. During the Clinton Administration, graduarion fales of
students with
di~bjlitjcs
have also steadily increased from 51}% in the 1993-1994 scluw\ year
to 57.4% in 1998-99. Conversely, special education drop out rates fell from 34.7% to 28.9%
during lhe same time period. These trends reflect important milestones for special education and
students with disabilities over the past eight years.
Earlie; Intcr\£cntion.-- Because IDEA's Part C Infants and Toddlers Program is built on
the belief that earlier intervention leads 10 better child outcomes, it is especially gratifying that
the number of infants and toddlers served has shown steady gro\vlh. There
IS
also evidence that
infants and toddlers are being identified for services at an carlier age, Recognizing tbe
interagency nature ofscrvkcs for young children with disabilities and their families, Congress
established a Fcderallnteragency Coordinating O:lUl1cil (Flee) to coo!Llinatc and mohilize all
available Icsourccs to assure appropriate sen'ices for the nation's infants and,Y0ung children \\'ith
disabilities and their families,
Schoolwidc Reform
~~
In addition to funding provided
by the
l!,S, Depnrtmenl of
--:'
Education thnwgh the lndlvidui)ls with Disabilities Education Act (IDEA), numcfOU:; other
Department programs directly impact the qualil)' of education experienced by disabled students
-
nationwid(~.
During the
1999~2000
school yea:-, the- Dcpa:1ment provided more than one million
disabled studl.lnts with additionul services through the Title 1 progmm, The Department
hilS
also
helped foster individualized learning environments by providing school districts wilh ;iddit!on31
funds to tmin teachers, reduce class size, purcha.se technology, promote safe schools, and provide
after-school programs. The 3dminiSlmtion also proposed
iniliilli\'c~
to address the dl.lmand for
school cOllstruetion and renovation, including tbe need for facilities that are accessiblu to the
•
disabled, To help implement new provisions oflDEA '97 and promote prcwservice and in;:".. ,..:.
94
'
�service professional development among teachers and paraprofessionab, OSERS funded State
•
Improvement Grants aimed at bringing about important changes through ongoing school wide
reform cfforts.:::w
Transition to Postsecondary Education and Employment -- According to a triennial
tlw number of college freshmen reporting some type (If disability has
SUf'\'CYl
inc~ased
substantially during the last decade.!!\) In addition. the numhcr,ofpostsecondary institutions
offering educational opportunit~e~ for persons with disabilities has also increased. This progress
may he due. in purt, 10 a number of legislation such 'ill> the IDEA, the Rehubilitution Act
or 1973,
the ADA, and the HEA
The HEA Amendments of 1998 autbori2cd'two new programs that have much potential
,
lo improve postsecondary outcomes for students with disnbilities. The first program, Gaining
Early A\\'areness and Readiness for Undergraduate Programs (GEAR UP). provided grants to
~ sl~te~_<lnd 10 partnerships bc-twccn colleges and,high-povcrty middle schools and junior high
' . ' ' .... ....
~ ·u:·,,'. sSpools
to prepare students, including students WIth disahilities, jor college. GEAR UP grants
, _target disadvantaged students carly, beginning in the
sixt~
and seventh grades, to ensure that they
receive the support and preparation they \\-'ill need to successfully be accepted to and graduate
,
from postsecondary education programs. The 1998 BEA Amendments also a,uthorizcd a new
program of demonstration projects designee:o provide faculty Dnd administrutors in
postsecondary inSlilutio~s with the skills and support they need to leach students \\'lth
disabilities. The Office ofPostsccnndary Education Programs (OPE) funded 22 new projects
through this program at universities and colleges aCrOSS the coumry, The purpose of these
209 ]al:l: S\110HS and Leslie Sullivan, Sumltwry of Funded Slale Improvement Ot'ant Arr1ic<ltinns (8ugcnc. OR:
Wc;.lern Regional Resource Center, 2000).
210 American Council on Education, ~ol1cgc Freshmen wilh DisabtlillcS: A Triennial S:atistkal Pm:lle
(Washington. DC: Author),
•
95
�•
projects is to develop innovative, effective, and efficient teaching methods to enhance the skills
and abilities of postsecondary faculty and administrators. Thc:;c projects, along with GEAR UP
grants and increased collaboration between OSERS and OPE, has help"d further the goals of
postsecondary education access aad improved employment outcomes.
Through leadershtp (lfthe National Institute of Disability and Rehabilitation Research
(::-.JJDRR), the Department has worked continuously to help aSsure access
f{l
information
technology for persons with disabilities. Iqformation and technology have become crucial for
leuming und for high quality employment, and the increased usc oftcchno]ogy among persons
with significant disabilities has expanded their opportunities to lcarn and work. Technology has
al::;o helped overcome distance and transportation barriers. lndividllllls\vith disahilities
increasingly have the opportunity to Jearn from their homes through the use of computers and
long distance technology Wi1hout the need to traveL Further, distance learning has nlso proyided.
•
VR counselors and prognim'staffwith opportunities to update their professional skills and
ucquire;:new know!cdge:without having to inlerrup11heir work schedules.
Vocational rehabilitation provides a number of services. including assistivc .and
conventional technology, which promote personal independcnee and intcgration into the
community and workforce. In addition, 'NIDRR has suppo:1ed important technology research to
advance th(! s:tatc·of~thc-al1~ and activities that help poople with disabilities take full ,Id\'antage of
opportunities made available through te'ch~101ogy?l'1 Examples Mthese include the fo:lowir.g:
.
Extensive media coverage was devoted to a recent analysis documenting
substantial ra(;iul und ethnic gaps in access to electronic tec.lmulogics in the United States.
The present report, Computer and Internet Use Among Peonle with Disabilities, by H,
•
Stephen Kaye, Ph,D" using data from the same survey, demonstrated that gaps in
�•
computer and Internet usc based on disability status arc just us large as those based on
race and cthnicity.:m
The Alternative Financing Program (AFP) awarded grants to Slates to,help
establish and promote alternative fina~cing mechanisms thai allow individuals with
disabilities and their family members to purchase assistive technology devices and
services, Also associated with the Tech Act. N1DRR administerec systems change
efforts in State technology usc achieved importa'nt strides
(0
bring :cchnology usc
prnclices into compliance with Sec 508 urthe Rehabilitation Act
Pc~ons with disabilities have laced- a variety of access problems with information
technology due to sensory. operating system, software and inplltAoutput problerns. In
Octnocr or 1997, the Scen;tary sent a technical and pnlicy package 10 ull SdlOot districts
•
with infommlion intended to, support the dcYclopment ofaccesslblc systems, and to bring'
to the attention oethe DistriclS-their responsibilities for ensuring ncccss under Federal
statutes and
reg~dations.-
.•Assistant,Scc,clary Heumann ha.<; been a member of the Access
Board, chu'gcd v.'lth deVeloping standards for technology accessibility under Section 508
onhe Rehaoilitution Act and the Board recently puhlished these standards.
The Department helped to support the Web Accessihility Initiative (WAI),
sponsored by the World Wide Web Consol1ium (W3C), in coordination with
organizations around the \.vorld. The WAf
.
IS
.
commitment to lead the Web to its full
potential includes promoting a high degree of us,,1.bility for people with disabililies. The
WA 1 is pursui.ng m:cessibility of the Web through five primary areas of work:
technology, guidelines, tools, education & outreach, and research & development
•
- - - - -..~-----------------------------------211 NIDRR, "Llmg Range Plan, 1999·2003" (W\lshingtoJl, DC: Author, 2000).
m H. Stephen Kaye, Disabilitv and the Digital Divide (Washington, DC: NIDRR., 2000)
97
�Guidelines developed by WAI nnd W3C expluin how to make Web Content accessible 10
•
pee.ple with disabilities, and are intended for all web content developers and developers
of authoring toolS?I3
The Truce Center, a Rehabilitation Engineering Research Center at the UniversiLy
of Wisconsin supported by the Department, provided cfucia1technicnl assistance leading
to the devclopmc111 of important ilccc!'sibjlIty features ir: Microsoft Windows. Special
features incorporated in this SOftV;'afC allow users with disabilllics to control intc:-fnce
settings that make access possible. Consumer demand from individuals
\\'Ilh
disabilities
made these features available in tens of millions of Microsoft Windows software
puckagcs, now found in homes, schools and husinesses throughout the worl,d, This
clectronk:
~urbcut,
the first step in providing. access for ind:vidua!s with disabilities to the
inronnation superhighway, could become the most widely distributed Hnd relevant
•
accc,mmodntion of all time,
The
[)epartm~nt
has,supported ,Rehabilhatjon Engineering Resca:ch Cen:crs
RERCs to phm ond condud rescarchJeading to
!\t!w scientific
knowledge and new or
improved methods, procedures and dcvices to benefit people with disabilities. They arc
engaged in developing and disseminating innovative methods of applying advanced
technology, scientific achievement, and psychologic::al nnd social knowledge, with the
goal of solving rchubi!itotion pmMcms ane ~cmoving environmental barriers, The RERCs
work at the individuollevel focusing on technology to lessen the effects of sensory 1m,s,
mobility impainnenl, chronic pain. and communications difficulties. They also work at
.'
.
the systems:levc! in such areas as eliminating barriers to fully accessible tronsporlalion.
communications ilnd_~9using. ~artnering with industry, product dcvclopers~ private sector
•
20
WJC, Weh Content AccessihiHtv Guidelines: (Madison, WI: University of Wisconsin, J~99),
9.
�•
entrepreneurs and even hobhyists, the RERCs: embody the potential to make sweeping
changes affecting puhlic policy and the r.ature of the buil: and v:rtual environments.
Advunces in rehabilitation engineering over the past eight years have allov..'ed people with
disabilities to enhance their independence at home; work, and in their communi,ties.
Thc~
Centers for Independent Living {CIL) and Parent Training and Information Centers
(PH) progrums provide grants that cmpOW":-f the lives' oi'pcrsons with disabilities ilnd their
ramiHes. The programs have grown sub~tantially OVer the past eight years. and wil! result in a
lasting legacy for the Clinton Administration.
elL grants support consumer-controlled, community-hased. cross-disability,
nonresidential. private nonprofit agencies that are designed and operated within n local
community by individuals with disabilities and provide an arruy of independent living scn'kcs.
elLs are required to provide the core services of mformation and referral. independent Jiving
•
skl!1s trair.ing, peer coumeling, and individunl and systems advocacy, Most CC!ltcr3 arc also
actively lm'olvcd in community planning and decision
mnking"school~bascd'pccr
counseling,
role modeling and skills training, and working with local govcrnmcnt~ and employers to open
and facilitate employment opportunilies.
In 1990, there were 97 centers fC1r i:1dcpcndent living (elLs). operating from 202
locations, supp()rtcd by the elL progmm. In 2000 [here are over 2&0 CILs supported by the elL
pr~gram,
wilh approximately 200 other receiving support from the Stale Independent Living
program. 'Slate, local I and private funding,
in 1990 the program was supported with $26.7 millioll and provided services to
approximately 76,200 consumers including infonnation and referral. In i 998. the year for which
•
there is mo~;t accurate data, the tiL pmgrnm'\\'1i'v>upportcd at a level ofS45.2 million and
99
�•
provided substantial services to 11 g, 364 consumers and inrormation and rcrerral10
approximately 320,000 individuals_ In FY 2001, the elL program received $58 million, or a
20J~%
increase over the FY 2000 appropriatl~m. The independent living centers budget
represented an increase of $29 million over FY 1992, or a 100% increase ovcr the past eight
years.
The FY 2001 budgellnduded 526 mtllion, or a 40.3% increase over the FY 2000 budget
for PTIs. Tbese funds will assist parents of!,.;hildren with disabilities to better understand their
rights and responsibilities, und effectively advocate for their children's education,
fDEA '97 contains some significant changes in opportunities for parents 10 ptH11cipate in
the plunning of their child's educational program as well as participating in nctivities promoting
school n.:foml. We know thaI infonn,cd parents would heIr move the system to fully implement
these changes. These parcnts must be active participants in the individuali7.ed roue,tltien
•
planning process. IDEA '97 requires that children with disabilities access the general edocation
curriculum: participate in school assessments; have iEPs that include a statt.:mcntor'lransition
services from age 14 and older; and/or others,
uS
applicable. PTls help.parents learn about these
changes and deVelop appropriate materials dun help parents better understtlnd thelr rights and
responsibilities. In addi!io:J, mediation and dispute resolution services are supported through
PTls, new options thut can facilitate positivc ugreements hetween parents and school sys1cnls
without the costly ~ and oftcn negative, due process hearings and appculs .. Alth(1Ugh duc process
is still available to parents, they need to know ubout these otJtions. PTls need to understand
these new options 6t":msclves, and pmvidc this critiea! inf{mnation 10 ptlfcnts,
, 'n1cse new requirements impact 1he Parenllnformatitm and Trainhig Cc:Hcn>,;!S ChU11gCS
must be made in training materials and presentations. This. :nfl)rmntion needs 10 he mudc
",
•
100
�•
available to all parents - those who have never attended a workshop or semil~ar us well as tbose
who prevk,usly have received trainJng, and, now need the new information to be effective
advocates to: their ch:Jdren,
Together v,'ith the elLs, PTIs help empower individuals with disabilities and their
fllmilies in order to help persons \l/i~h disabilities help ~hcmsclvcs. This is critically imp<lrtanl for
improving the lives of AlT;eric<!ns with disabilities. and the grO\\1h of these progmms is a key
accomplishment of the Clinton Administration.
The: Department needs to continue to provide lcader$hipto achieve full integration und
participatic," ~n society
0: people with disabilities by ensuring equal opportunity anLl access to a
q'Ju!i!y education, meaningful employment, and independent living. Several areas necd
sustained attention. First, the Department should continue to ensure'that di:-.ahility issues are
incorporated in natior-a! public policy. This should iaclmk: analyzing impIications fix disahility'
•
public polky oftn:mds in education, employment and the ecoIlomy, incorpomte measures f01atcd '"
to disab1!h:i. populations in all appropriate data collCCliOl:S efforts ar:.d asscssmc;tts, and full'J<, •. ,t:,~·."
implementation of disability civil rights statutes.
Second, OSERS should continue to improye the accountability of all programs within i!s
purview, Third, the Department should continue cross~govcrnmcnt collaboration of lhe Task
Force
011
the Employment of Adults with Disabilities, including the work of the Youth
"
Subcommittee, Fourth, the Department should continue to ensure that disability Issues are
illcorporated in hiring, retention, and promotion policies. Finally, OSERS should continue to
build its sttlff capacity, including fostering cross...component
collabor~tion,
promoting
prOfessional developmc!1t and upward ;nobility, and sustaining the OSERS Culture Change
activities.
•
;01
, .... ~ ,>~.;, .t
�•
Bilingual Education
Throughout the 21st century', public school enrollments will continue to be transfonned
by all incrcllsc in the number of snjdenls who hring the richness of linguistic and cultural
diversity with them to our schools. For example, from 1991-9210 1992-93, schools experienced
a 13 percell! incl'ease Iii Dicir enrollment oflimi(cd En~1ish proficient students. By 1992-93,
seho'.,ls enrolled 2.7 m.il1ion LEP students. In America's schools tMU)" over 200 different
languages arc spoken by students wno are cu£crly trying to learn English to enjoy the
opportunities nur public schools and society have to offer. The Office of Bilingual Education
and Minority LangUage Affairs (OBEMLA) was created to provide limited English proficient
.
. "
students \\'ith cqunl acccss to equal educational opportunities.
.
214
Congress passed the Bilingual Education Act in 1968 in recognition of the growing
.•
,
number of \inguistically and culturalty diverse children enrolled in schools \\'ho~ because ofiheir
limited English proficiency, were not receiving an education equal to u1eir.English-proficicnt
peers. The purpose of 1his Ad was, ilnd c{lntiniu.:s to hc~ aligned with Title VI of the Civil Rights
Act of 1964 that the Depnrtmenr interpreted a:; follows:
Where inability to speak and understand the English language excludes national origin
minority group children from effcctive participation in the educational program offered by u
school district, the district must take affirmative steps to rectify the language deficiency in order
•
•
,
to open its instructional program to these s.wdents.
2!S
Established in 1974 by Congress~ OBEMLA has helped school districts meet their
responsibility to provide equal education 0pportuni:y (0 limited English profici-en! children.
214 See U.s, Department ofEducatton, "Questions Prcpar::d
Rea\.llhorizatioo," 1994, p, 4,
m lbid., fL 5,
•
f(lf Secretary Riley during Testimony on 1994 £S£/{'"
102
�OBEMLA administers programs authorized by Title VII of the Improving Americas
•
Schools Act (It\SA). Title VII is also known as the Bilingual Education Act Title VI( programs
provided educators with tbe flexibility to implement and expand programs that built upon the
:-lrcngths of linguistically and culturally diverse students with the goal of helping them achieve to
high academic standards.
Specifically, OBEMLA has funded four functional discretionary grant catcgorlL's for'
direct instructional services by local educational agencies:
• Pmgram Development and Implementation Grants -3 year grants designed to assist LEAs
dcvdop and implement ne,v and comprehensive bilingual education for linguistically aad
culluraUy diverse students;
• Program Enhancement Project Grants -2 year grams designed
...
t(!
assist LEAs in carrying
out 'highly focused, innovative, and locally designed projects to expand or refine existing
,
bHingual education for linguistkally and culturally diverse studr,lIlt);;
<.:.:.. Comprehensive School Grants·5 year grants designed to assist LEAs in reforming,
restructuring, and upgrading tlil clements of an individual school's program and
operations to serve linguistic'llly and cuhurally diverse students; and
• Systcm·wide Improvement Cimnts -5 year grants designed to assist LEAs in improving,
refolming, and upgrading all relevant programs and operations that serve Jinguistically
and culturally diverse students on a district·wide basis,
Through Title VH, OBEMLA also has provided funding for crucial support activities th~t
l.l$sist schools nnd school districts in carrying out direct services to studentsr including:
State Educalion Agency (SEA) Grants that allow SEAs to provide technical assistance to school
•
districts and to collect data on the State's LEP population .
103
�•
To increase the supply of teachers and educational personnel trained
iO
serve LEP
sludents, OBEMLA has funded professional development programs that promote integration into
hroader school curricula and reforms to improve the knowledge base and prac~ices of educational
personnel serving linguistically and cuitura!!y diverse students.
'111C
rour type of grunts include;
• Tt'<.!!niog for All Teachers Grants ~3 year grants designed to support activities to
improve preservice and inscrvicc professiOl~al
de\'eJop~lcnt
cO'Jfsework 10 bettcr
reDect the instructional and assessment needs of LEP students, Program courscwork
must be developed 10 assist participants in meeting State and local certification
fcquiremems;
• Bilinguul Education Teachers and Personnel Grants -5 year gronts designed
•
to
develop or impnwe prcservice and lnservice professional development for bilingual
., .. ~ rdtlcalion.tcachers, and other educnii(maJ personnel. Program courscwork mus', assist
f
~~.' j: ,.
·pl.lrlicipants in meeting State and 10CHI ccrtification rcquil'emcms.
• . Bili!1gmti Education Cnrccr Ladder Programs Grants -5 year grants dcsigCicd to
upgrade the quulificalions and skills of existing cducutional perl'onnd to meet high
professional standards inclu'ding ccI1ification and licensure as bilingual education
teachers and other educational personnel serving LEP students; and
• Graduate Fellowships in Bilingual Education - Fellowship awards for graduate
studies related to the instruction of children and youth of limited English proficiency.
a: w~n as
tor the support of dissertation research related to such study.
Eligible
applicants are institutions of higher education. Im.lividuals must apply to an lHE
•
approved for participation in this program, not 10 the U.S. Department of EducatiorL
�•
In addition. OB£MLA ll\vards Foreign Language Assistance Program Grants to help
local educational agencies establish and improve foreign language instruction in elementary and
secondary schools,
Finally, OBEMLA awards provides formub:l-funded grnnts to Stall' Education Agencies
through the Emergency Immigrant Education Act to help offset the costs that local educational
agencies may experience due to large increases reccntly~arri\'ed immigrant students.
TI1e effectiveness of bilingual education has been questioned as a means to make i:
possible for linguistically diverse children to achieve the same chatlcl1ging acndemic' standards
required of all children enrolled in Amcric-a's schools.
lbe Department has found that a \\'cll-dcsigncd instructional program, using n studellt's
native language (to va:,ying'degrces), designed and implemented at tbe local level, can be
very effective in promoting English proficiency and subject area competence. Bilingual
•
education programs.uim to: ".n... " ,
••
'
help limitcd;English proficient students master English; and
• help limit\!d·Englisb pro{jcie!~t student's master challenging content in all
areaS of the curriculum.
A comprehensive evaluation of the Department's programs as they address the needs of
bilingual students--especially Hispanic students-- was conducted in 1999 and concluded that
many of the efforts that hegan as carly as '1993 10 address the needs ofbiling,ual population have
resulted in a greater number of students benefiting from the Department· s programs. 116 For
exampie, through and extensive \\'eb of outreach programs, the Department bas been on the
forefront of implementing a Hispanic Outreach Plan thut is designed to improve the educational
•
m
u.s. Department ofEduC-atioo, FY 99iOO Annual Perfonnance Report
lOS
�•
achievement of Hispunit students through increased family Involvement and community
·
")17
partners1
ups.
The Department under the guidance ofihe
Offic~
of Jnlcrgovcrnment~ll aud Interagency
,
Affairs: (OnA) developed a comprehensive plan to address the education needs of the Hispanic
community-the Hispanic Education Action I'lan. It was a guide to investments and
program~
revel changes designed to improve the educational achievement of Hispanics. The action plan
induded
ot~lectivc5-,
strategies fN reaching rhese objectives, and performance incicators 10
l1lt!asurc progress.
,
In addition to increasing lhe federal invcstment in education programs ser\'ing Hispunic
Americans, the action plan included a national public infonnmion campaign in coordination with
Umvlsioll, a nationnl Spanish television network Univision would produce puhlic service
announcements on educational excellence.und provide information on the resources that wcre
•
available from the Department and locaLcommunil}' organi7...ations. The American Read
Challenge and America Counts initiative,' in,.partnership with the Office of Educational Research
and Improvement developed a variety. of ntatcria.l$ 10 ene:ourage Spanish-speaking paTents and
carl!-glvcrs to become more ilclivc1y involved in their children's early learning is i!11cndcd 10
build awareness on the part of program managers of Ihe need to reach out to the Hispanic
community and to institutionalize programs,
Programs covered by the action plan and specifically targeted to 3ssisting Hi5pm'lic
students included Title I (ESEA) Grants to Local Educational Agencies (Migrant Even Start
Programs, and inclusion standards for limited English proficient students in
slUte~wide
testing),
I
21 ~\ Century Community Learning Centers, Bilingual and Immigrant Educa1kon~; the High
•
~l?lbid,
,06
�•
School Equivalency Program, the College Assistance Migrant Program, GEAR UP, TRIO. Adult
Education ltnd Developing Hispanic-Serving Institutions.
Vocatiomd Education
The Office of.Vocational and Adult Education has had several important pieces of
legis,lmion signed into law throughout the Riley Admin!s!ration,
1n Augus~ of 1993, Secretary R!lcy and Sccrc!ury of Lahnr Rohert Reich submitted the
School to Work Opportunities Act of 1994 to Congress. 2I,!! Presidenl Clinton signed tbi~ mrtjor
ndrninistrntion initiative into law in May of 1994. The program provided support 10 States and
communitl{;s to build high school learning syslcms thot would prepare students for further
education nnd careers.
School~toM Work
(STW) was a means of attaining high academic standards through
contextual, applied, and focused learning.21 ? To help students direct their education, STW
•
encouraged, ::uriong other things, exposure to a hroad< variety, of career options -- star1ing, with
speakers nnd field trips in elementary school and progressing ~{} acadc:nically
connect~d
internships in a high school student's field orintcrcsL,Thc underlying goa! was to provide
students with knowledge and skills that would allow them to opt for college, additionallraiqing,
or.a well-paying job directly out of high schooL
The b3Sic premise underlying the Act \\'as thm every smdcnt
bound
~~
~.
includil'lg the coHegc~
e3fl benefit from learning about careers as well as heing bener prepared to pursue
careers through learning by doing and
~pplying
abstract concepts to rcal·lifc situations. Students
were given the opportunities to discover 1hc careers that fit tlu:ir interests and aptitudes, This type
U SCI! U,S, Department orEducation, "Bricfir,g "~,I the Office of Vocational a;,d Adult Education," Tnmsi(ioo
materials, 1993.
2t9 \08 SiaL 568, Public Law 103·23-9, "School-ta-Work OpportunIties Act of 1994," May 4, 1994.
•
107
�•
oflearning'would, it was believed, reduce the drifting and churning through low~wage jobs so
common among young Amcncans,
The Act was the culmination of 15 years of research and experimcmo:tlo): wilh how
students learn, and how classroom teaching can be linked to the workplace. In 200l, thc law
"sunsets," with the expectation that locally designed school-to-work systems will be well un their
way to hcco~iJ1g the norm in every State, 22C
To date, a modest investment has been made to realize the goals of the Act 10 the 1994
fiscal year, S100 million was appropriated from 'the Job Training PMtncrship Act and the Carl D.
Perkins Vocational and Arp!ied Technology Education Act 10 lay the groundwork l'Or STW.
After passage of the Act, $245 million was appropriated in FY95, and $350 million was
The Act was designed to be closely linked with the Goals 2000: Educate /\mcrica Act,
•
which provides a framev>,ork for State efforts to improve studcnt academic-achievement. School
to-Work (STW) cOr.1plcmcmcd State academic-reform efforts hy ensuring,~hat both·acudemic
and occupational instruction were held to high standards. Goals 2000 also established the
National Skill
Sland~rds
Board (NSSB) [hat were responsible for facilitating the development
rind implern<:ntation of a natioDv.:idc system of voluntary occuputional skill standards. STW
systems weI'l~ cncouraged to USe standards that were at least as challenging as thoSt" endorsed by
the NSSB.
2;2223
U.S. Departmen1 ofEducalion, "Executive Summary School -to·Work Report to Congress !mpieml.'lltntion ortbe
School·to- Work Opponuni!ies Act," 1996, pp. 1-8.
111 U.s. Depart'lH:1l1 of Education, "The Career Preparation Education Refonn Act: lllvesling in A::ncricn's YOl.;th"
n Prospectus, Washington, D.C., M<1y 1995.
::12 U.s. Department of Education, "Executive Summary School-te-Work Repon to Congress Implementlllion of the
1l()
School~to·Work
•
Opportunities Act," 1991, pp.
1~4.
:m U.S, Department of EducatIon, "Executivc Summary; 99,8 Repon to Congress on hnpll,'menltltion of the School.
!O~Work
Opportunilles Act." 1998, pp. 1-3.
108
�•
STW linked education reform with workforce devciopmclil and economic dewh,Jpmcnt,
by engaging a broad range of stakeholders in designing and implementing a comprehensive,
integrated system of education and workforcc preparation that reflected local labor market needs.
Welding together these links was essential so that all Americans can be el1lployed and
employable at good jobs in the 21 sH;cmury economy
Like most legislation, the STW Act required that initiatives funded through the Act be
evaluated for progress and perfonnaryce outcomes. Section 402 of the Act sets out goals and
otltcomes fi)T STW programs nationwide. 224
To assist states and localities in assessing whether they arc meeting these goals, the
National
SchooJ~lo- Work
Office sponsOrs and supports a number ()f research and evaluation
activities; coordinates -c~mmunication between the states and local partnefs;hips involved in
implementing STW; maintains infonnation and provides tedmical assistance through the STW .';
'.
Learnlllg Center; and racilitates COll'.mun1cation with the U.S. Departments of Edut:<ltion ano}<". ': "
Labor. The NST\VO is assisted in this 'work by thc National S.cnool-lo-Work Ad\'isory.Council:, _ '!'-}
ln 1998, the Cart D. Perkins Vocational~Tcchnical Education Act Amcndmenlll,(Perkins:
III) of i 998 were signed into law by President Clinton, The central goals of this new vision was
to improve student uchievement and preparing students for postsecondary
cducation~
further
learning, and Cilrccrs, Specifically, the Am accomplished the rol\owing:
• Perkins HI promoted reform, innovation, and continuous !plprO\<ement in vocational and
technical education to ensure that students acquired tk skills and knowledge they needed
w
meet chaBenging State academic standards and industry-recognized skill struidards, nnd to
•
,
n~ See
u.s
Department of Education, "National
.,..""
srw Evaluation," fur a d(!scriplion of the evaluation objectives,
1999,
109
�•
prepare for postsecondary education, further learning, and a wide range of oPfh')rtunitl~s in
high~skill> high~wage
careers.
• Perkins IIi supported the nlignmcnt ofvocallonaJ and tedmical education witb State and
loca! ef1011S to reform scc0ndary schools J.nd improve posts(.;wnciary education. The.
implem.;:ntation of the ncw law promised to make vocational and technical education
. programs an integral part of these efforts.
• Perkins III promoted the dcvc10pmcnl of integrated, "one-stop>! cd~cnti(in Hnd workforce
dc\'cJopmcnt systems at the State and local leveL The Act focused the Federal investment in
vocational and lcchniea! education on high-quality programs.
• F'crkins III created a State pcrfomumcc accountability system. The Sl.:crdury and States were
required to reach agreement on annual le\'els of performance for a number of "core
indicators" specified in the law.
• Perkins III rcauthori;;oo TCl:h~Prep, <.111 important catalyst for sccondary ~chool reform and '
JXlstsecondary education improvl:n1ent cfforts by promoting the use'"of\.vork-based lcnming
and new tcchnologies in tech-prep programs. which encourages partnerships with business.
labor organil'lllions, and institutions of higher education that award bacl:alaureute degrees,
Perkins III took effect in progmm year 2000. ,However. Statc$ were given a variet), of .
options for implcmcntin,g the new law during the first year.
225
States were asked to submit a new
nvc-year plan; a one-year transitional pltln: un amcndmc:lt to a Perkins [] Stale plan; a
•
m McNeil, Patricia W., Program Mcmnmndum-OVAE-99-2. "Gui;j;:mce tor FY 1999 Stn!e Plao Requirements."
November 27.1998. pp. 1-.5,
liO
.. "
�consolidated plan that incorporatC's other Federal elementary and secondary education programs;
or a unified plan that incorporates other Ferieral workforce development programs,226
•
The final major initiative pursued by OVAE was the Workforce investment Act of 1998,
which restrJctured employment training. adult education, and vocational
rf.~habiEtation
On Auh,'1tS1. 7, 1998, the Workforce investment Act of 1998 wus signed into
[U\\'
program.
tmd
mandatcd a reform of federal employme:lt, adult education; and vocational rehabilitation
programs t(· creote an
in~cgrated,
"one-stop" system of workforce investment and educntlon
activities for adults and youth. 227 Entities that would carry our the activities assisted ~nder :he
Adult Education and family Literacy Act became mandatory partners in this dcEvt:ry system.
Title 1 of \VIA authorized workforce investment programs and
activi~ies
228
that were
.
administc:ed by the Employment and Training Administration of lhe U.S. Department of Lahor.
Title 11 of the Act required that fam:ly literacy programs be integrated to promote (1) In!cractivt'
. ' "."
''"'viH:\,':~'lj'i
,t
• • • ,">,
Eteracy activities between parentand child; (2) training in parcnting activities; (3)
literacy~
.g:lraining thllt leads 10 economic self-sufficiency; (4) age appropriate education to prepare children
.'
for success in school and life experiences.
'1l1e Department maintained cooperative and consultative relations \vith Federal, State and
local agencies that provided these basic skills services. The purpose of the program was to
provide educational opportunities for adults over the age of 16, not currently enr,)llcd in schoo],
, ,
McNeil, Pmricia W" :...1emorandum to Stale Direc;()rs of Adult Education and Stale Dircctors o(V(}Cutiona:
Ed:lcation :regarding '"[mplemcnta{ion ()fthe Adult Educati()n and Family Literacy Act and the Carl D, Perking
Vocational and Technical EdUCation Act ofl998, pp, 1~3,
2:7 Sce U.S. Depilrtmeol orEduC<lt\(ln. "Side-ny-Side Comparison of Adt;lt Education Act as Amended by the
Nationtd Literacy Act of 1991 with the Adult Education and Family Literacy Aoet," V.'ns:lington, D.C October 3,
226
. 1995..
•
us See McNeil, Patricia, U.S. Dcparnm:m of Education, MemorandilT:l :0 State Dirccwr~ of Adult Education rc: .
ResponsIbilities :lnd Opportunities Created by Tille! ofl!le Wfdforce bv(!snnent An of 1998." Wnsllingtoo, D,C"
June 1, 1999.
111
�who lacked a high school diploma or the basic skills to function effectively in the work?lace and
•
in their daily lives. 229
Basic Grants 10 Stmes wert; al10cated by a formula based upon the number of adults. over age
J(\ Ul1d old(!r, who had not completed high scbool in each State and who were n01 enrolled in
schooL States distributed funds to local providers through a competitive process based upon
State~cstablished
ftmding criteria. The goal \\'as to provide local programs that would provide
basic skil Is and literacy, L{lcal programs were offered through: local educational agcHdcs•
..:ommunity~hascd
o:;ganization:; of demonstrat<...~ effectiveness, volunteer literacy organi7",1tions
of demonstrated effectiveness. institutions ofhigbcr education, public or private
non~proflt
agencies! libraries, puhlic housing authorities und institutions tha1 have the 'ability
[t)
p~ovide
literacy services.to adults and families and consortia of the agencit::b, organizations, inslitutions,
libraries, or authorities described above.
•
,1~,Local programs of instruction emphasized the acquisition ofba:;ic skills including; rcading~
,,,,writing, computatiqn, communication and problem solving, Courses on instruction included
Adult Basic Education (ABE). Adult Secondary Education (ASE).and English Uteracy (formerly
English as a Second Language). 111c \999-2000 Program Ycar budget for the Adult Education
Basic Grants to States totaled
$:~65
million.
The Nat~onal Program provided funding [0 enhance the quality of adult education and
,
literacy programs nationwide, Current project include: a nationul study of "what works" for
adU;1S
purtiripating in English Literacy programs (formerly English as a Second Language)) an
evaluation of effective adult basic education programs and practices, a project to improve the
effectiveness of the demonstralion and staff development activities. three adult literacy
• __ w
•
rn See variDUS daw charts prepared by U.s. Department or Education, "Adu;( Education: Human Investment Impact
1994·1998," Washington, D.C. 1998,
J12
�,
technology projccts l development of a national reporting system, und support of local program
•
impicmentation of program 'accountability provisions.
The Title II funds continued to 3uthorizc the National Institute lor Lilcmcy established under
the National Literacy Act of 1991. The Institute's purpose was to improve and expand the system
for the delivery of adult education and literacy scn'ices. National Program funding for Program
Year 1999-:::000 fowled $l4 miJlion, $6 millit)ll of which will support the Nationallnsti.tutc for
Litemcy.
Taking the hN:ttion in Action" the Next Slcp: 200n And B('vond
School Construction
. For the past four years the Department of Education and the White House have ht!cn
actively working with Cmigress to pass legislation to help local districts rcp31r, renovate, and
•
modernize their schools. Recognizing the problems of increasing enrollments as a result of the
bahy boom echo :thc urgenLnced for, rcnm'ution and repairs to schools across tbc country the
Department laun"chcd'a mas.;;ivc school construction effort. no
Riicy firmly believed tbat funding school construction should be
;l
stale auo Im.:al
responsibill!)\i31 However, he also belicvcd that America was faced with a scbool facilit!cs crisis
and local go\,emments were unable to fund their
0\,\'11
construction and renovation programs. A
case study conducted in Broward County, Florida estimated their immedime !<Choo! conSiructlOll
needs at $2.4 billion?l1 A ta.>< refe~endum, conducted in the community in 1995 to incrcu!'c the
sales tax by one penny in 'order to raise $1 billion for school construction, failed.
•
TIle
v .. RiJe~.,t. Richard W" "$ltttCmenl by Richard W, Riley U,S. Secretary of Education School Construction Press
Conference," 11:1rch 14, 1997 (Washington, D.C),
..
:;)1 See U.S. Depanmcn! (If Educ.mi;)l), "School Cn:l$lrl1ctiOI) Initi,1t:ve Que.<;1i(!n~ Hnd Answers," prc.~cnted be ron: the
United States C<mgrcss, Washington, D.C .. 200!).
.
113
�•
Administration was willing to back a federal school construction funding effort based upon the
fact that one-third of the nation' s schools were in need of major repair or outright replacement
and sixty percent were' in need of major building repairs to fix sagging roofs or to repair cracked
foundations. 233 Addili{mal independently conducted studies concluded that the physical building
conditions and overcrowding in local schools waS having
;1
major impact on student
achievement.
As Secretary Riley stated, I'What kind of message do children get \-"hen, we send ther!l to
schools that are literally crumbling around their heads. They gCllhc liics::.nge Umi we don't care
ahout thcm or their edUt~ation:·2J4
The Department first began working on the school construction initiativc
In
1996 by
initiating a ~;cnes of meetings with education stakeholders all over the country. 235 By March of
! 997 the Department received hundreds of, opinions on the netds for school infrnstructurc
•
improvement and reacted by submitting to, Congress the Partnership to Rebuild America's
Schools Act of 1997, This would;bc the tlrst of several school construction proposals,
The bill vrould provide a
onc~limc
236
federal stimulus to help states and localities bring all
public facilities up to acceptable standards and construct additional schools nceded to serve
increasing enrollments. The Republican majority in Congress idcnlifying this legislation as a
measure thaI would impede the soverclgnty of statc and local government, targeted it
ror defeat.
u.s. Department of EducUlion. "Case Studies: Broward CountyfFL Lauderdale, ct. at," as prepnred for a
Congressional briefing on the ScI:ool Conslruction Inltiative, Washingt(;m, D.C. , 2000.
m While House, Office "flhe Ilress Secretary, "Radio Address of the Vicc·President 10 the Nation," Wnshington,
D,C, ;,,'1ardl 15, 1997.
;"4 U.S. Department of Educa:ion, "Impact of Inadequate School Frlcilitics on Student Learning," briefing materials
fo; St.'(;re~;)ry Richfl:'d W. Riley, Washington, D.C. 1999.
V! U.S. Depa..'1.ment lll'·&!ucation, "School Construction Consultations Materials.", Washingwn, D.C., 1996.
m See U,S. Department ofEdu.cmlon letter to the Honorable Albert Gore-, Jr. outlining the Partnership to Rebuild
Aml'fica's Schools Act of 1997, Washington. D.C., March 13, 1997,
1.t1
•
114
�•
Scvtral months later, the 1997 Tax Relief Act .was ·cnactcd and included several
provisions that would
gJ\'C
local governments the bonding authority to finance school
rehabilitation and repair (Qualified Zone Academy Bonds (QZABs) ) as well as purchase
equipment,
development
curriculum,
and
staff
professional
Unfortunately, the one element absent from the agreement
\V8.5
development
programs.
the ability of local school districts
to use appropriated funds for the construction of nev.' buildings. :m ThcfCforc~ 11 wo.s dedd::d hy
senior udvis';!rs in the Department to continue pursuing approp~ations for the QZAB program as
well as a scpara1e school C(lOstruction program.
Torn Corwin; Director of the Department's Office of the Under Secretary noted in a
memo' to White HOllsc National Economic COllncil membcr Bob Shireman that the
3Q:ministration had four separate alternatives tbat they could pursue to seck continued funding of
•
the school construction initiative. 2311,
On January \ 2000, the President
""
bcgan,an.,intcn·sivc,puhl~c"relations
and legislative
campaign to insure that· all schools w()uld meet 'ihigh;t?uild:ng.standards." 'FoHowed by scvernl
outreach efforts by the Department, the goal I\\'as"to. educate local and slate education
udministrators as: to the importancc of revitalizing thdr school facilities by participating In the
QZAB program.
In April of 2000, the Department relc(lscd the firfit of severa! comprehensive pUblications
that provided
<I
simple rationale for sUItes' use of the QZAB program. The Dcpanmcnt relied
heavily on a :t\"ational Center for Education Statistics study completed in 1999239 which
established that three-quarters of the schools in the UnIted States needed 10 spend money on
m See Li.S. Depurtment ofEducatiNJ, "M(l{iemize Schools for 21" Century," briefing paper, Washington, D.C"
•
Arri'9. 199~.
:u Corn-in, Tum, "Memorandum 10 Bob Sr,l:;:,,),m re: Options for School Constriction Initiativc," Wash!ngton,
D.C, NOovcmbt:r \9, 1997.
.
115
�repair, renovation, or modernization. The study, accompanied by the ·'Baby Boom Echo Report"
•
and the'launching of Building BCHer Schools week/'tO also indicated that as a result of risi!1g
enroHmems that almost 25% of the nation's schools were overcrowdcd. 24 !
Despite the overwhelming desire of Doth parties, and the public, to have Congress reach
consensus on a scbool construction initiative, little was agreed to by the lime ooth Houses: of
Congress adjourned,
It seemed that the major sturnbling block to approving
t:I
multi~bmion
dollar construction hill was the refusal by the Republican leadership to include a provision in
Q
linal fonn 0[' the legislation that would require construction projects to pay the prevailing union
wage under the Dtn'is-Bacon Act
The Republican
mnjor~ty
believ{'d that pnying a :standard
union wage would jn~rcuse school construction costs and thus wHtcr down the impact of the
proposed proSram.
sinmgcr
•
th~ ~ll1iancc
From a public relations perspective, this burd-line politicul stance made
between unions and the building trade associations who were fighting to
have the school construction provisions: included. Now that both.sides,were rigidly cnscon..:cd in
their positions, the chances' of rcnclnng a compromise ,solutiou' lo,the;'.schoot
dilemma were d\\'indHng.
H~wing
"
, ." ':
,
COrl~tru(;tion
"
failed two years in a row. the Department geared up for \vhat would be thc last
chance to establish a school construction program during the Climon·GQfC administration, 'loe
2000 proposal would combine both
<1
tax-side and
till
appropriations request option.
The
Department called for $L3 billion for Joans and grants on the appropriations side and $24,8
biliion iil taX credit bonds.
This year the Department increased in public- relations effDrt and with the launching of
the
SIll
annual Baby Boom Echo Report citing the growing enrollment rates around the coulltry
l.W Sac National Cer"te~ for Gducatlon Slati"llcS, "'C!.HHj!l.ion ofAmcrlcu's l>ublk: $-.:hool facilities' 1999,"
Riley, Rktwrc W., TIle Secretary of Education, "Letler annooncing Buildbg, !3\:Uer Schools Week," July :1:000,
•
:::4:'
116
�•
held Building Better School Week
released
<1
111
August 2000. In September of 2000, the Department
state by state analysis of school cOl1stmction, at a presidential radio address,
highlighting the needs and benefits for school construction in each slGte.
Following a long drawn out battle the Department was ahle to secure the $1.2 billion as
part of the finn: LdborfHHS/Educatlon appropriations bitL These monies would be used by local
educational agencies for urgent school rcno\'ution, activities authorized under part B of the
rndividuals "",ith Disabilities Education Act, tcchnolo~y activities related 10 school renovation,
, a!id charter school facility financing, Out of this total. nearly 51. I billion would be distributed tCl
States ooscd on Title J Local Education Agency grant shares" witb a small State minimum of
one-half of one percent The remainder would be reserved
fl~r
Indian districts, the outlying areas,'
~
an~ charIer schools. Despite its bipartisan support, the tax credit bonds failcd.2 42
•
Jntcrmttiomd Progrnms
Riley, rcoognizing thnlloday's global economy offers unprecedented oppor.unitics
10.thos~
.... :
graduates of our scbools and colleges felt that it was.increasingly. nccessary to offer.students the', _ ..
oppormnity to complement their (tcademic.and career k:urning with the
ink:ma~ional'5kill.s
thut .
allow them 10 understand and work witb people from other wuntries. 243 By focu~ing student
Icarning .on proficiency in
mor~
than one language, understanding the world's cultural diversit)" .
and knowing how to usc technology 10 acccss infomtution from all OYer the world it was a
stTongly held belief that International educalion' would helps our students to compete in a
broadening internutionai market economy,
U.S, Department of Educa!iol'l, "Building ilener Schools for America," Washington, D.C., Octoher 2000. p. I.
242 Sec U.S. Department of Edocmion. whilC" paper titled "Pending School Renovatl::m, Agreement," W:u,hbgton.
D.C., December 2000,
~ <.".
243 Riley. Richard \\1" "'Remarks oflhe U, $, Secretary ofEriucalion Richard W. Riley The Growing Impo:1ance {If
International EdUCatiM," Washington, D.C. April 19, :WOO.
241
•
117
�•
At the Department, International education was designed to encompass foreign language and
cultural learning, study and internship abroad by U.S. students as well as by foreign students in
the U.S., and international exchanges of students, professionals, and ideas in the classroom. in
.
.
the workplace, and in' the virtual world. InternatiDnal education also included learning about
effective educational policies and practices abroad allowing for improvements in education at
home. Additionally, programs were put into place in order to foster:
• Study and research abroad for U.S. citizens, as well as
st~dy
and research in the U.S. by
scholars and students from other countries.
• Teaching and learning about other countries and cultures in U.S. schools. colleges, and
universities, including training U.S. experts in the economies. cultures, languages, politics.
and histories of other nations, as well as sharing U.S. knowledge and culture with other
....
countries .
• Teaching and learning of foreign languages hy U.S. citizens, as well-as the learning of
English by those who live in other countries.
:'
'.
• Comparing U.S. educational progress to that '-of other nations, learning about foreign
educational policies and practices that could help improve education at home. aJld sharing
information on good practice to help other countries improve education for their citizens and
achieve universal basie education.
,
Operating under the Office of Planning and Evaluation Services, the International Affairs
(lA) staff coordinated the U.S. Department of Education's' international efforts and advised
the Secretary, Deputy Secretary, and other U.S. Department of Education officials on
international matters that might affect U.S. education and/or Department policy.
•
Specifically, the International Affairs staff:
118
'
.. "
�•
•
served a...; a source 01 information on intcrr.rrtionai education issues and events;
• helped 10 develop cooperative international activities in education with Nher nations;
• coordinated the
u.S.
Department of Education's participation
in
international
organizations;
• provided infomjation on the C.S. education system to J!.lreign nationals and gove:nmcn:
officials;
• provided information on education policies and practices abroad:
• developed briefing materials and follow-up strategies for visits between foreign officials,
the St.:cretary, and other U$. Department ofEdllcation officials.
To mark the importance of developing productive relationships between the educatjonal
bodies in oth<,:r countries, President Clinton signed a Jlrcsidcntial Proclamation of International
•
Education Week, 2000.
By doing so, the first opportunity to provide a, global f(.\J"um for
promoting and celebrating' thc benefits of international cdiication \-vas' created, A wide range of
public und pdv<1te~<secwr institutions and panners,<inClildin'g colleges'and;univcrsitk:s; primary
and $L"condaty schools; the
djrlon~atjc
corps and international organizations; and businesses;
NGOs and international organi7..ations created and took part in {Ictivities dcsigncrl to celebrate
and promote international education and mutual understanding \\!orld\vidc.
To pro:nl)te an investment by institutions of higher learning in intemntional education
exchanges, several competitive grant progmms
w~!e
put into place under the Fund for
Improvement in Post Secondary Education. They included:
• The Program for North American Mobility in Higher Education' (North American
Program
•
~
U.S. Canada, Mexico); a cooperative agreement by the governments or the
United States, Canada, and Mexico: The program funded a collaborative consortia of at
119
�•
least two academic institutions from two or more states or provinces in each country.
The program was conceived in the spirit of the North American Free Trade Agrccmcm
(NAFTA) with principles based upon recommendations from the 1996 Guadalajara
Conference. the 1993 Vancouver Communiquc 1 and the 1992 Wingspread Declaration for
strengthened cooperation in higher education. rescart:h, and training among the US,
Canada, and Mexico.
•
The
Europc~
Commissiun!United States Joim Consortia for Cooperation in Higher
Educmion and Vocational Education (the
EC~US
Program): a .cooperative agreement
betwt!cn the Department and· the European Commission's Directorate General' for
Educ!l.tion and Culture. Each consortium consisted of at least three po;;t;:.ccondury
institutions from three or more member states in each of tht: European Union countries
and the United States. From 1995 to 2000, the US aod the EC funded 53 consortia
.
"
.
•
involving ahout 400 US and EC institutions, Tn December 2000~ the Unit::d,Staics';lnd"t~e
European Union signed a nvc-yea:- agreement to rcnew the Co?pcrati,on ,I'rogf'.un-. ill' .
High.~r
Education and Vocational Education and Training, In additi:>nr tbe program 'liso
supported a small number of oncw)'car preparatory projects and onc- to
t\\'o~year
projects
involving complementary aClivitic:t
•
"
The l;S-Brnzil Higher Education Consortia Program (US-Brazil Program); t:t coopcnltivc
agreement between the United States (through FIPSE) and Brazil, This program funded a
collaoorative consortia of allcasl tWQ academic institutions from each country for four
years. It reflects a bi-national coHubonlhon betwee:1 the United States and Brazil. A
Memorandum of Understanding (MOL.:) formalized the cducalion partnership hctv,'cen
•
the two countries through 2003.
120
�•
In May 2000, the U.S. Department of Educution and the Brazilian Ministry of
Educ;ation signed a "Letter of Intent" in Sao Paulo, Brazil, to "establish a hi-national
Higher Education Consortia Program for university partnerships in October 1997. 244
• The US-Denmark Higher Education Consortia Program (US-Denmark Program): a
cooperative agreement between the United States (through Fl PSE) and Denmark. This
progmm funded a collaborative consortia of at least two academic institutions from each
country for three years. Like the US-Brazil agreement, it n:f1ccts a bi-national
collaboration between the United States and
DCllll1ark.
245
These programs represent the Department's commitment to establishing a first-of-a-kind
collaboration between the Department and foreign government agencies to fund and coordinate
federal education grant programs. These programs fostered student exchanges within the context
•
of multilateral curricular development and enabled students to "internationalize" their studies
..'
through curricular innovation and study abroad.
Over the past five years, the EC-US Program"and the North American :,Prograt:n.
havc~,·':
involved over 600 institutions in Europe and North America. Through funding from FIPSE and
its foreign government counterparts, these programs have helped over 2000 students study in
their discipline in another .country, often in a foreign language. f\:1any more students have been
impacted by the changes to the curricula at their home institutions that have come about through
collaboration among the participating institutions.
'These innovative programs address the internationalization of higher education on a number
of fronts: multilateral, multi-institutional collaboration; student mobility; mutual recognition of
2~~ U.S. Department of EducUlion, "Memorandum of Understanding on Education Between the Government of the
•
United States nf America and the Government of the Federative Republic of Brazil,'" ':ojJY, October 14, 1997.
U.S. Dep<lrtment of Education, "Memorandum of Understanding on Education Between the Government oftbe
United States IIf Americll and tbe Government of Denmark," Washington, D.C. 2000.
W
121
�•
credits and study activities; development of shared and/or common curricula; acquisition of host
C(luntry languages:; development of apprenticeships and other work activities; and faculty and
staff cooperation and exchange, Curricular integration impacts both 'Imobile" students studying
abroad and rtudcnts studying at their home institutions.
IWUCATION LA"'IH1AIU{S:
MANAGEMENT REt'ORMS TO EFFECT POSITIVE CHANGE
Making a "Nation on the Muve" \Vork-Managemcnl Rdorrns
•
Created in 1979, the Department of Education is onc of the youngest and smatlcst
Cabinet-level Departments. Us 5,000 employees fulfill a diverse mission: (l) 10 provide
fimmcia! aid for education ~lnd monitor its usc, (2) 10 fU:ld and pursue f:!ducation-rcl:Jlcd research
and ini()rmation dissemination, (3) to ensure equal access to educalion and enforce federal
statutes prohibiting discrimination in fcdcraHy funded programs and activities. and (4) to provide
nati,;nalleadership in identifying and focusing attention on major educational issues and
problems. Historically, however, federal leadership and policy leverage have been
significant~
particularly in securing equalllccess to educational opportunities for all Amcric.aJls,
Between 1980 and 1992, the Department found that fulfilling its mission to he an
increasingly difficult task. \Vhilc its ,StatT steadily; decreased, its workload grew.
The Department was attempting to administer nearly 200 separate programs tha~
provides federal funds to states and localities for programs designed to educate disad\'anu~g~E~
•
chitdrcn~ help the disabled, and finance the higher education of young Americans, Between 1980
122
�•
was hit harder by the reductions-in-force of the 19805 than any other Cabinet Department.
In 1991, the DepartmenCs staff consisted of 5,000 individuals organized into 13
headquarters offices and 10 regional offices. Three ofthc 13 headquarters offices accounted for
approximately 92 percent of the Departments fiscal year 1991 budget. However, the
Department's use of full-time-equivalent (FTE) employees had declined 33 percent from its
fiscal year 1981 levcl.
246
At the same time, during this period, the Congress gave the
Department responsibility for 70 new federal programs. In addition the number of grants and
contracts awarded by the Department grew and civil rights complaints filed with it reached the
highest levels in the Department's history.'
The Department's strategic and operational management problems were well documented
by the General Accounting Office (GAO), the Office of Management and Budget (OMB), the
••••
,
and 1991 the agency budget increased from $15 billion to $27 billion annually. The Department
:~.','
'. ,Department's Inspector General, congressional committees, and many intemal reports and task
.., ···forces. It was suggested. during the 1988 transition period that the Secretary establish a strategic
management process.
247
"
A study completed in June 1989 by OMB established a High Risk List
identifying areas in the federal government vulnerable to fraud, waste, and abuse. The.
Department was pinpointed as one of the worst offcnders.
Specifically, OMB identified three areas of fiscal concem: (1) the awarding of
unnecessary "and poorly defined grants, (2) monitoring that is not comprehensive enough to
assure that recipients comply with grant terms and conditions, and (3) failing to close out expired
grants in a timely and proper manner so as to prevent the possibility of unauthorized usc of
unexpended funds by grant recipients. Additionally, OMB identified the Department's lack of
•
General Accounting Office, Depnrtment of Education Long-Standing Management Problems Hamper Reforms,
May 1993, p.4.
246
123
.. ' .
�•
•
suspension and debarment procedures for ineffective or fraudulent employees as a high-risk
:lfCa
given lha.1 other agencies easily agreed to regulations.
In reaction, but years later, the Department adopted amended regulations to comply with
a GAO ohjective. This enabled the Secretary to set major goals and priorities, monitor progress
against those goals, and provide feedback to senior agency managers. It also allowed the
Secretary to systematically correct and improve the Department's management,system.
In .Iuly of 1990, a letter was forwarded to Congress from the I-Iuman Resources Division
of the GAO. The letter asked for a review of the Department's actions to correct weaknesses in
its management or discretionary grants programs. The Department responded by creating a
managemcnl-by-objectives plan that was submitted to OMB ill fiscal year 1990.
,
•..
In August of 1991, the GAO, again, issued a directive to the Secretary indicating that the
Department-wide planning effort had not been undertaken. While there was an emphasis pbced
,
_on cstablishing'a policy concept-that clearly articulated priorities of the administration, the lack
;\: '.. ~;' of decision-making, information flow, and resource allocation plans clearly was hampering a
'I'
progressive movement by the Department.
Exacerbating the work load prob!cms were the Departments culture and negatiye scI 1'
image. Leadership prior to Riley did not enhance the self-image; the first Secretary of Education
had only a few months in which 10 try and organize the Department before a new administration
took office. The next Secr~tary made dismantling the Department a formal goal and did not
requesra budget for it i.n fiscal years 1983 and 1984. Subsequent Secretaries focused on external
policy agendas, devoting little attention to Departmental management. Coupled with excessive
politicization of.the agency by previous administrations thc management structure of the agency
•
made the organization ripe for abolition .
247
Gencml Accounting Office, Educfltion Issues: Tmnsition Series, December 1992.
124
�•
Add to it the difficulties that existed in trying to attract high-quality Assistant
Sccrctarics,248 1he placement arroarly trained managers in key technical and policy-making
positions, and a greater proportion of political appointees than any other Department and the
resulting void in management stability became readily apparent. Even when problems surfaced
and the Department's staff and senior officials proposed solutions, in-house technical expertise
was often ignored and implementation of planned solutions was rarely tracked. This occurred,
for example, when the Department decided to leI a long-tenn contract to improve the financial
infonnation :;ystcms.
In 1989, staff wrote a request for proposal, that i~ached the final stage of bid review,
action on the project was stopped when a new Deputy Under Secretary for Management y,las
appointed. It. was not until 1992 that a new effort was initiated. Add to that the rapid turn over
of three Deputy Assistant Secretaries in the 18-month period between January 1991 and July
•
1992 and it was. no wonder.that as of March 1993, the position was ,vacant.
~'._Lackil1g,continllous,
qualified leadership the Department severely hampered the
successfully in)pJementatiol1 of fundamental managerial reforms recommended by the joiilt
OMB/Department of Education t~sk force in 1991.
249
In particular, the OMB/Department of
Education task force recommended that the Deputy Assistant Secrctary for Student Financial
Assistance be an "extremely well-qualified person ... available for the long-haul." The first
appointee, under the Alexander admillistralion, ha~ no background in loans or student financial
·assistance. He abruptly resigned after 7 months. The next appointee, while qualified, left the
Department after 5 months.
The GAO reviewed the Department's informa~i()n resources
management (IRM) and concluded that the Departments senior officials
•
..'-"
14K
249
See chapter 4, "Staffing Reagan's Titanic," in The Thirteenth Man by Terrel H. Bell (NY: The Free Press, 1988).
OMBIED, Improving Guaranteed Student Loan Management: A Blueprint for Action, April 1991.
125
�•
"have not been involved in strategic IRM planning, and they failed to (1) establish a
vision of how irlformation technology can support the Department's mission and
infonnation needs and (2) initiate an o.gcncy~'wide infonnation planning process that
identifies the information needs of various programs.~'1Sll
The GAO report found 1hat earlier a:tcmpt to improve management had failed for three
basic reason~i-: (J) they were not supported by the Department's senior politicall,cadcrship. (2)
car.ccr managers were not sGHicicntly involved, and (3) they ~)ficn occurred io isolated offices
and were nol connected 10 DepartmenHvide strategies.
• NO\\\ the Riley administration was faced with the dmmting task oftuming around the
public perception of a government entilY that WruJ: inefficient andJf questionable utility, The
first response was to create an Ex~uti\'e Management Cornmittee, composed of primarily senior
political appointees ebarged to set overall manugcment policy und directio!1 for the Department.
The second step was to create a Reinvention Coordimlling Council composed of senior
•
polilicaJ und career officials as well as union officials, which identified and c:lTricd out
..
... "
"
Departmcnt-widc-strategies for management reform. 'fhe resulting cross~cutling quality
.'
improvement initiatives were broad based and effective and could be utilized as the foundation
,:. ,',
l"":;.'
.'
for (h:vdoping tbe specific strategic plan required by law and pmctically ncccssary.2~!
To guide this effort the Riley administratiutl drew up and put into place the Dep3rtmenes
first strategic plan.
11 had been suggested during the 1988
lran~;~k!'O ~eriod
..
tl,tlt the Secretary of Education he
responsible for establishing a slr~tegic management plan,lS2 This. it was believed, wouid enahle
the Secretary to set major goals and priorities, monitor progress against those goals, and provide
2S() General Acc!)Unling, Omce, Dep.mIT'A:nt of Education: Infol1'nation Mamlt;,cment and Tcchnolol!Y DivL~inn, April
20, 1992. p. 1.
•
2Sl Kunin, jv".aueleine ~t Slatement by Madeleine M. Kunin, Deputy SeCretary 6!1 Management Improvements m the
Department ofEducmion before the House Subcommittee on Labor·HHS·Edoea!lon Appropriations, May 16, 1996.
2~~ General Acc(Junllt1!!, Office, Education Issues: Transition $crie~ December 1992,
126
�•
feedback to senior agency managers. It would also allow the Secretary 10 systematically correct
and improve the Department's management sys.tem by creating a well-defined game plan.
However, the recommendation was never followed and the result was an exacerbated work-load
problem that reflected itself in the Dcpartment1s culture and negative self image.
The mismanagement of the Department and lack of leadership prior to 1993 iook a
terrible tolL In FY
1991~
the student loan default rate was 22,4%, At the same time, a looming
shortfall of over $2 billion was projected for the PcB Grant program. The Department was
severely hampered in its ability to pcrfOl:m its mission by its long history of failing to invest in
jl1frastructurl!~
training and computer SCtences.
The tina W\.J~k attempt 10 draw up u management-by-objt;cHvcs pill!} was completed and
submitted to OMS in fiseal year 1990. Howeverl in August J99! a GAO review of the plan
•
indicated that the prnr<:sed changes in the management structure of the DCp3rtmCnt \Vcrc
insufficient and lacked decision~making, information flow, and resource allocation plans which
would clearly be necessary for creating a progressive movement by the Department.:;.1
!, : '......
Therefore, the Department under the leadership of Secretary Riley was the first to
develop a workable and widely accepted strategic plan. 2SJ The Department hire~ Don Wurtz, the
cbief GAO investigator and uuthor of the 1993 report that had been critical of the lnol1<lgcmcnt
,structure and efficiency of the Department, as its Chief Financial Officer. He would be
responsible
•
fl)t
rehuildiilg and streamlining the Dcpartmcnes managerial systcrn and sturt the
~)Smith, Marshall S., Under Secretnry U,S. Department of Education, Tcstimony before the Commii1ee on
Government Rerunn and Oversight Subcommiuee on Government ManagCI11Cfll, Infoonation and Technology. May
23, 1995.
127
.....
�•
,transfonnation of the Department into a high performance organizution to provided experience .at
both plan development and implementation of key priorities.
254
David Kearns, former Deputy Secretary to the Department and
Chief~xccutive
Officer
of Xerox, re;;ognized the problems inherited trom the previou!'\ administration and began to
implement management techniques that had been successful at Xermc Under the direction of
current Deputy Secretary and former Governor Madeleine Kunin, the Department set itself to the
goal oftuming around the management problems by llstcning to customcrs t concerns, focusing
on the critical mission through s!m1egic plannirig, and using the strategic plnD to tronsftmn the
way the Depa!1ment fUl1clioncd,:m
The result was a model leadership program that rencc:cd in the Department's
,
commitment to the guidelines nfthe Government r'erformancc und Results Act (GPRA) which
•
hud been put into place as a result of Vice President GOT7!S National Performance Re\'iew
completed in 1993. The plan set ambitious targets for performance in euch of four arcas. To
g~luge
their success the'strategic plan focused upon,fivc,nmjor performance indicators:
.
,
'.'!'.'~·~'.".'·:":.';\.i:<,"
(1)
(2)
. (3)
(4)
(5)
...
streamlining programs to save taxpayers'. money
transforming the management structure 10 make it more efficient and cffective:
clluing regulations
cutting paperwork .
providing increased llexibility for states; districts, schools, and other customers.
The years] 993 through 1995 saw measurable changes in the way the Department
-"
..
,
conducted business,256 However, the accomplishments realized ~IS a resull of'implemenling tbe
strnlcgic plan werc ovcrshndowcd by some members of Congress seeking to eliminate the
<.S4
u.s. Depru1ment of Education. "Strategic Plan for the U.S. Department of EduClltion;
Working Document
1994," 1994
•
m Kunin. Madeleine M, Depmy Secrctary, Statement by Madeleine M. Kunjn Deputy Secretary on Management
improvements, lit the DepartmcO! of2~ueation beime the House Subcommittee on Labor~HHS·Education
Appropriation, May 16, 1990.
~Ib;d,
128
�•
Department as a cabinet level agency,257 Testifying before the House Government Reform and
Oversight Committee, the Secretary clearly articulated the numerous reforms that were
. undertaken during the first term and the resultant financial savings that had been rcalizcd 2s8
Under
Sccn~tary
Marshall S. Smith further expounded upon these accomplishments and provided
more exacting detail orthe management initiatives. 2S9
Cited as major landmarks of management improvement \...cre (1) the elimination of64
programs totaling morc than $700 million; (2) decreasing the full-time starf from the 1992 fulltime staffing level of 4,927 to a 1997 .level of 4,613; (3) eliminating, reinventing or simplifying
almost 2,000 pages of Department regulations; (4) reducing the paperwork burden for schools,
students, parents. states and other customers by 10% and allO\ving new technologies to
~e
used
for collecting and exchanging information; (5) pro\'iding one-stop shopping for information on
•
student loans and grants through the expansion of the Department's communication technology,
publication, and program announcement mcdiums; (6) A more effcctive,Dcpartment.of
Education to servc the public in thc area ofloan collection; (q}.providing-.morc!accuratc and
direct student loan service: (8)ensuring that taxpayers and students receivcd their money's worth
by monitoring school financial aid programs and eliminating those institutions from participating
that were inefficient; (9) providing well focused and accurate research and statistical
information; (lO) developing performance indicators supported through program ev~luations, .
--.
. national assc:,sl11ents, and grantee reporting systems that will help to gauge future performancc'
•
m Smith, Mike and Wurtzel. Judy, "Memorandum to Deputy Secretaries re: General Questions and Answers on
Issues Affecting the Department," Febmary S, 1995 for specific justific<ltions provided by thc Secretary to the
Appropriations and Ec{inomic and Educatiun Empowerment Committees.
25 Riley, Rich<lrd W. Statement of Richard W. Riley, U.S, Secretary of Education before the Subcommittee on
Human Resources and Intergovernmental Affairs of the House Committee on Government Reform and Oversight,
March 13, 1995,
.
259 Sm ith, Marshall S., Under Secretary U.S. Department of ElJ.1Jcation, Testimony before the Committee on
Government Refornl and Oversight Subcommittee on Government Manf3gement. Infommtion and Technology, May
23,1995.
'
129
�•
and guide improvement; and (! 1) developing new employee-management partnerships to
strengthen Labor-Management efforts to work together to achieve better results.
260 "
Similarly} in 1998 during a review of the 1994-1998 strategic plan it was noted that the
had entered into an increa.<;cd number of public/private partnerships that 'were entered into in the
previous four yearS and the value 10 the overall efTective.ness of the Department.
Specifically, the report <:ited:
• Increased nexibillty for sta1cs resulting the granting. of over 200 waivers that would give
communities the f1cxibi!i~y (he), desired while Increasing the accnun1abili:y fm results as
established in Goals 2000, Schoo!~to~Work and the reauthorized Elementary and Seco:1dary
Education Act (ESEA).
• Increased participation by o\'er 3,000 organizations via the "Partnership for Family
Involvement in Education" programs that would bring schools, families, communities,
religious organizations, and employers. to work together,
• lmprov~d grassroots community litemcy, initiatives like READ"'WRITE*NOW. that Hnks
tutors with children who need help learning to read,
•
In 1997, the Department released a second strategic plan. covering the years
1999~ 2002,
which responded to many of the concerns mised in the earlier fCview,
The mission was unchanged. The objectives that would need to be met to achieve the --
-.-<.,t"..'"
Department's mission fine tuned many of the previous changes thot had occurred in the
Department's management plan. A draft plan was put togetllcr my thc Office of Management to
'incorporated new policy directions for the.Departmenfs leadership and findings from a variety
-......
I
"
of supporting documents including:
• President Clinton's: Call to Action for American Education
• Secretary Riley's Seven Priorities ror the Department of Education
• An update to the Department's first plan prepared by Department Assi:Hant
Secretaries,
• Program indicator plans developed by most major programs in the DepartmenL
•
Z;u u.s. Department of Education, SlaIement by Marshall S, Smith, Under Secretary on "Manag.ement
Improvements a, the Department of Education," April 9, 1997.
130
�•
• Several reports by the GAO on further management reforms needed
• FY 93, 96, and 1999 employee surveys
• A variety of program evaluations, assessments, and statistical reports.
Speclfica!ly, the draft strategic plan identified six objcctiv(.!s to help make the Department
a high performance organization:
• Insure that the Department of Education customers receive fast, seamless service and
dissemination of high-quali~y information and products.
• Develop, maintain and disseminate and up-ta-date knowledge base to support
education n![oml and equitable education opportunities.
• Make inforrnation technology investments to impro\'c mission effectiveness,
cffici.cncy and information security.
• Recruit and retain a workforce that is skilled, diverse. and coinmitted'to excellenct:,
• Manage programs and 'services to insure financial int(.;grity,
·'h c
c d riven
• 1v, ailltaill t Dcpartment as a penormance- ' ag(.;ncy. 261
As a result of the deVelopment and implementation of a series of effe~tive stratcgic plans,
numerous management accomplishments were made. 262 In fact, the Department has saved the
taxpayers over $18 billion in the last seven years, student loan default rates have been reduced
.
,
,'-
.
,.
'
from 22.4% to 6.9% resulting in a $7 billion savings,263 access to college has increased by
.
,
,
"
developing a Direct Student Loan program that has saved the taxpayers ovcr $ 4 billion, stafr
efficiency has increased resulting in fewer employees taking on the responsibilities of new
program.:., created the first perfomlance-based organization in the federal government
responsible for implementing flexibility, technical expertise. incentives for high performance,
-
and acco~m(aLility l'or results within th~ Student Financial Assistance programs, and custolller
service has improved dramatically as a result of massive changes in technology resulting in
recognition from several independent surveys of Customer Service satisfaction.
See U.S. Department of Education, "Draft Strategic Plan 2001·2005," 2000, p. II.
Riley, Richard W., U.S. Secrctary of Education, "Remarks as prepared for delivery before the House Education
• <.-.
and Workforce Committee," October 25, :WOO.
2~1 Riley, Richard W., U. S Secretary of Education, "Statement on the Student Loan Default Rate," Washington,
D.C., October 2, 2000.
261
262
•
131
.'" "'~
�•
Today the Office of Management develops, coordinates, and implements all internal
administrative matters relating to personnel, budgci~ financial management, contracts, l.acilities,
and support services. Within the Office of Management are several work groups that work to
meet the individual needs of the employees and the Department's mission. They include:
• The Equal E:nploymcnt Opportunity Group rcsponsibh.: for administering the
Department's EEO program and develops equal employment programs and policies
pcnaining to spccl<1I groups (minorities. women, and persons with disabilities).
• 1l1C Family Policy Compliance Group responsible for ndmll1istering two la';Ns related
to parental and student rights: the Family Educational Rights nnd Prh:ncy Act
(FERPA) and the Protection orPupi] Rights Amendments (PPRA).
• 111c Health and Environmental Safety Group is responsible for providing :>crvlces
,,,e. '." .'
designed
[0
make the Department a safe and healthy workplace' for all employees;
promote their physical, ·mental. and social
which may
~nhancc
wcn~being;
and provide wcllncs$ programs
employee productivity and effectiveness, ,.• ;
• The Office of Hearings and Appeals provides independent forums for the impartial,
fair. equitable, and timely resolution of disputes involving the US. Department of
Educution and recipients of federal education funds.
• The Human Resources Group provides leadership and direction in the formulation
, ,
and implementation of policies and programs to promote efficient and effective
personnel management. TIle Group represents the Dcpartrncn! on personnel o1aitcrs
with the Office ofPcrsonnei Management (OPM), the Con)Jrcss. other redewl
agencies, and the public .
•
132
�•
•
The Labor Relatl():ls Group pro"ides appropriate adviso!)' services and technical
. ;L.~sistance 10 its customers that are designed to promote the de"elopment and
maintenance of constructive relationships and partnership betwee'o labor and
management.
•
'111(: Management Systems Improvement Group provides commlling services and
ussistnncc to its customers in (he development ofthcir strategies, policies, processes.
<lnd organization to accomplish their goal of organizutiollnj excellence in keeping
with the principles of the Dcpnrtmcnfs strategic plan [md
•
rdnvcnti~!n
efforts.
The Quality Workplace Group plans; establishes directs; controls, and implements
j
policies, standards~ and procedures governing all aspects of the following functions:
space planning and munagemcnt, facility maliugemcnl, physical sccurhy, property
lnanagement and inventory, supply management, motor vchic!c and transportation
('perations, mail services; parking services; photocopy services, and audiovisu'l!
services,
..
'I11C
Federal Real Property Group administers tho Federal Real Property Assistance
Program (FRPA), a
Icgislatively~mandated
activity involving the sale of su'rplus
-.
Federal pro!)erty to Slate, local, and private educational institutions pursuant to the
tluthorities contained in tbe Federal Property and Administrative Services Act of
1949, us amended.
•
'111C Training and Development Group provides Department employees with equal
~cccss to high quality education in support ofthc Department's strategic goal of
tnmsrl)r~ing
•
itsc1finto a high-pcrronning orgnnization where {curning IS valucd and
self-improvement is continuous .
133
�•
The Effects of Management Reforms
The changes in lhe management plan of the Department are reflected throughout the
agency in every office, directive, legislative initiative, and grant program. To highlight the
reforms. short of repeating all of the accomplishments of lhe Riley administration, we have
chosen to focus upon three areas-financial services; human resources, end h.-chnology
development•• that were key policy oi:jcctivcs specifically impacted by, effective implementation
of the Department's strategic plan.
"I M
F"
'mancUl " llnagcmcnt 1(,4:
Through the dcvcJopment of new systems and procedures and by resolving Jongstanding
financial weaknesses, the Department invested in the long~tcrm finan~ial health'ofthe agency,
Specifically, the Departmenl:
•
•
Implemented a new financial management system, the Educational
Pr\.)ccssing·Sys~em
(EDCAPS) to rcplm::c several
s1uIid~nlune
~entral Autom~\ted
systems for the functions of
, flnanciahnanagemcnt, contrac'.s and purchasing, grant'" administration, and p<.lymcnt
management 16'
,~
• Incrcnscd the Department's reconciliation v,!ith the Department of Treasury 10 ,I monthly
system.
• Improved auditor' s concerns to improve data underlying loan estimates, strengthc:ling
fil~ancial reporting, and moving to i~p~o~e co~putcr security.266
~M See a cnp), \)f questions and answers submince by the Unilcd SL11cs Congress to Secretary ofEducalkm Richard
W, Riley entitled "Q & A o-n Financial r.·1anagement lssues," Septemher I, 2000.
'
M U.S. Oerarlmcm of Education, "Fae: Sr.tel Oli DeparlmCnl of Education Financial Managemeni," W,Hhinglon,
I),C. October 29, i 999.
!M US, Department of Education, Stalement by Marshall S. Smith, Acting Deputy Secretary before the
'Su\Jcommiltce on Postsecondary Education, Training, and Lifc·Long Learning, U.S, House ofReprewnlaliv(;!s
CUinmiucc on Education and the Workforce on "The William D. Ford Direct Loan Consolidation PnvJram,"
•
SeplcmPer 18, 1997.
134
�•
•
Acqu!!'ed a new genemi ledger system to provide improved budget execution, financial
reporting, integration \-virh Department financial systems, and ycarMcnd closing of the
I
. De;mrtrnenr.S bOOKS. U,7
• Confirmed that over 9~ ;Jcrcent of the fiscal year 1996 approp:iations for 10 of :he "largest
K* 12 education programs reached the states.
• Administered over $6 million in grants and loans per employee, the highest ratio of tiny
federal agency. The Department also employees one-third fewer employees ilmD it did in
1980 even though the budgets for inycstments in students. sc-hools, and colleges has
doubled.
•
Sl~lbj Ilzed
the student aid programs by instituting a perfom:ance-based organization to
administer 1he student aid programs. T:1C PEO design provided greater flexibility in
•
managing personnel and procllring goods and se:-vices, new incentives for high
performance, and accountability for rcsults.26~
" ..
,
Human Resources
On March 13,
1995~
President'Clinton signed Executive Order 13078 which dire-cted
federal agencies to work together in order to increase the employment rate of persons with
disabilities, The Depanment has taken a leading role in thlS elTprt by chairing the full
Committee ofthc Presidential Task Force on Employment of Adults wi1h Disabilities, as well as
~".
co~chairing the Youth Subcommittee,269 AIigned with the Task Force activities, the Department
Hoter:HIU, Frank $" 1lI, Depol)' Secretary U':;:L Departmenl of Education, "Prepared Testimony hefote the
Subcommittce on Ovcrsighl <ind Investigations Committee on Education nnd the Workforce," LS, House of
Rcp~escnlativeD, Septcmbcr 19,2000.
26li L_S. Department of Education, Sl.ntement by Marshall S. Smith, Acting Deputy Secn::ary before :hc LaDor,
Elenlth, fu'1d Human Scrvices. Education and Relnted Agencies Committee on Appropriations U.S, House of
Rcp,esentatives on thc Dcpartment of Educntion's Fisen! Year 2000 Budget Request for Ma.'1ngemcnt, W(n;hingtun,
D.C" March 23, 1999:";:"~
.
10> Report from the SubcommlHee on Expanding Employment Opporlunities for YOUllg People with DisabHities.
(Wasi:ing':on, DC: Au;hor, 2000).
)&'1
•
�•
cuordinated a National Transition Summit to explore policy options for improving the transition
results for young people with disabilities, and established a llvc year youth leadership program
focusing on increasing ~ducation and employmeJ11 opportunities.
111 1993 a Disability Work Group on the Recruitmenl, Adv8nCemeni and Access for
People with Disabilities was created at the Department The team evaluated the Education
Department's policies and pmciiccs for compliance with Section 504 of the Rehabilitation Act.
Nt;:merous: recommendations were made and implemented to streng:hen policit,)tl covering
acccssibHity: faciiitics, alternate formatt:ng of materials, tcchJ.1ology and truining.
Among the changes were an increased emphasis 0[1 employing people with disabilities
and the hiring of a 504 coordinator in the Office of Management A Work Force Recruitment
Program for College Students \vith Disabilities has helped employ substantial numbers of
.
"
•
students with disabilities eJ;('.'h summer. For. some,gr~l~l competitions; preference points are
awarded for applicants who identiJy,p<?siljvc cH9f1-:uhcy will takc to hire individuals with
dis,abHit.ies h) administer the projccL;Wilh such activities, the Department has substantially
increased the number of person,s w1.th,disabilities in the Department, and is firmly
com~itlcd to
achieving the Administration's goal of hiring 100 thousand new employees with disabilities,
Beyond hiring issues. the Education Dcpar11!u.:nt has strafed
te: help its disabled workers and
,:ustomers in other ways, Some of the changes:
• Establishment of a
Dcpaltment~m~naged
Alternate FOmitH Center to provide employees
and customers with print materials in alternate foroWl (Braille, audiotape and diskette)
• Creation of a
Dcpartmen1~widc
ce-ntral pool of funds to directly support reasonable
accommodations hires f()f individuals v.'i~h di;mbilities.
•
136
�•
•
Development of a disability awareness training course for all employees that has become
part of the Department's 20 hours of core-curriculum training for managers.
• Development of a handbook and policy guide for employees and managers covering
policies and procedures on providing reasonable accommodations for employees with
disabilities.
The Department has also established an interagency collaboration group to increase the
numbers of students with disabilities who graduate from college and secure high-end
employment. A demonstration program was also launched to increase graduation rates for
students with disabilities through faculty development.
In
respons~
to a directive from the President, the Department has been very active in
monitoring and implementing changes in thc area of diversity. Assistant Secretar):.l-Ieumann
•
hosted scveral listening and facilitated forums with staff. She also created. the Diversity
Committee whose membership of. eight staff evcntually"increased,to h .... enty members. In
addition, the Committee members sponsored monthly,speakcrs' series in conjunction with the
Department's Race Initiative Work Group. Diverse speakers-with disabilities explored isslles
that they face in their non-disabled communities. The Diversity Committee members also
examined concerns from staff, such as equitable promotion and retention practices, evaluation
systems used by the Department, and fair distribution of in-service and travel funds.
" ( ,ustorncr 8 . 270
1mpro"mg '
cn'lcc
[3ctw~en
1993 and the present, there were several measures put into place 10 improve
customer service: reduced regulations and paperwork, increased processing of waivers,
cstablishmcnt of ED Pubs for a one-stop service center to request free of charg"e Department
•
137
�•
publicmions: access 10 tbe Free Application ior Federal Student Aid (FAFSA) on the Web, an?
access 10 n clearinghouse of ideas and best practices for families and teacbers via two toll-free
phone numbers,211
The goal of this Administration's management initiativcs--from le\reraging technology
for effective communicatior. and case management to providing staff with enhanced training
opportunities
~~
has been to ensure that all work make n positive unpuet on students,' lives. By
,using "positive impace' as a touchstone, the management initiatives mCtHiOl1cd below created an
increased capacity to provide students with timely and effective access to equal educational
opportunities.
The 1993 OCR Strategic Plan:m outlined the visionary goals and ohjectives tb;;lt
transformed OCR from a compla1nl·driven, reactive organization to an organi7.ati(1n with a
•
balanced, preventive enforcement program, The linchpin of the Plan was the commitment to use,
40% of OCR's rCS()Uf(;eS for pro(lctive activities. These activities included priOl:"iiy: pol\cy"
de\'elopment; high impact compliance rcyiCWS;,;;lnd,.targetcd
technica13ssjsl,an~c<7/'"
'>-'
~~,,~,
.•,:'.-;;:1""
At the lime that the Strategic PJan \vas'implemen1cd in FY 1993, m,!-ny.orQCR's ~54
st;;lff were
bu~;y
responding to complaints, abDut half of which 'were disability based. By FY
2000. \Ising an approach t~a1 balanced complaints with priority policy deVelopment, technical
assistance, and high impuct proactive activities, OCR has significantly e'nlargcd the numhcr and
types of students impacted by its program. Today, while r;=sponding to a complaint workload tbnt
,
is still over 50% disability based, OCR ensures that a much larger' group of studenl):; are ser\'ed at
a staffing level of approximn1ely 709, signlficantly belo .....· FY 1993, Moreover, while receiving
•
1m U.S. Department of f::dul;mion, I'repared T~stimDny of Frank S, Holleman, II!. Deputy Secretary before the
Subcommiuec on Ovetsigh! and Investigations Committee on Education and the Workforce, U.S. House of
Represcntllllvt:S, March 1,2000.
1" U,S, Department nfEdu(:ution, "Talki:!..g Points Dn Department Management," Oecem'ocr 13, 1999,
138
�•
on average opproxilnately 5000 complaints a year over the last 8 years) OCR has achieved
significant efficiencies with significantly fewer staff resources, OCR is also providing more
,
.
timety and more effective intervention. For example> because of OCR '$ efforts) many more
students who are EngHsh language learners are receiving appropriate language services, more
students have access to athletic opportunity, more minority students have gained -equal acceSS to
gifted and talented programs. and fewer minority students are innppropri;:ltcly placed in special
.
educnUon,
2'n
~
"Inc Office of Civil Rights is just one excellent example of the fundamental
re~
engineering that h8.5 taken place within the Department to respond to complaints. In September
1994, OCR issued a Case Resolution Mmuml (CRM)
10
provide field stuff with the tools to
accomplish the ageneyl~ mission prompity and effectively.274 The CRM, unlike its predecessor,
the Investigative Procedures Manual, offers flexible resolution approaches to resolving
•
allegations of.diserimination, It provides a variety ohesolution approaches; inciuding·mcdiHtcd ' "
settlement, .\\'hich can be used under varying circumstances.
Tile CIW places emphasis on effcctivc change for students rather than
011
document,
production_ Like all orOeR's reinvention efforts, it offers flexibility! nol rigid rulcs,
so students
can be served more effectively. In February 1999, the General Accounting Office (GAO) issued
.
.
,
a report acknowledging improvements in OCR's operations bc!\veen 1993 and 1997.1;$ The
GAO Report confirmed thot the flexibility of complaint processing introduced in the CRI'vt
enabled OC.R to resolve complaints more quickly. pr<!ccss a greater number of complaims~ and
reduce the backlog of unresolved complaints al the end of each year.
OCR Slralegic Plan 1993 • :WOO
m OCR Annua! Reports io Congress FY 1993.2000
m OCR Case Resolution Munual
17]
•
139
�•
To provide beightened service to the customer;OCR increased its training budget.
Between FY 1992 and FY 2000, increased discretionary spending [not including the common
support assessment for the Department's Training and Development Center], and improved !'taff
training by almost 200 %,176
One of the primary complaints that was made-about the Department in 1993 revolved
around the slow pace at which civil righL" complaints were adjudicated. From thL'! beginning,
Riley made it a point to see that improved communication and processing channels were put into
place in order to resolve violations of .
civil rights laws. The goa! of OCR was that formal
.
enforcement proceedings would only begin when all other alternatives to reach a resolution had
railed.
By FV 2000, OCR took 1 ca<;c to administrative enforcement action. None were referred
•
to Department of Justice for judicial enforcement. All but 2 caseS out ()f more than 6.340
complaints and 100 proactive revic\\'s or 6,440 c.)scs in total were resoived short of fund
termination.
From the·very beginning, Riley believed in a team approach to acoompli~hing tasks, ·As a
result, a great deal of restructuring occurred throughout the agency, For eX1,lmplc, in September
) 995 a proposal for restructuring of senior management was approved and imp!cmcntcd.;m The
OCR reorganized into three hcadquancrs components [Office
;,
orth~
Assistant
Sccrctnr:y~
b
I'rogram Legal Group) and Resm.:rce Management Group] and four Enforcement Divisions) each
with 3 enforcement offices., reporting to two career SES managers,
Organizing il1to four large
GAO Repol1 13·281748, Department of Educati(m: Resolving Di~rimination Complaints J [as Improved with
New Processing System, March 23,1999
2'1{, OCR Budget Chart FYs 1992·2000
177 Memorandum ITom Norma v. Cantu 10 Rod McCowan, Subject: Offtcc for Civil Rights Senior Ml.ll'l.I¢lcment
Restructuring Proposal, September 8, 1995
m FY 2001 OCR Organizational Chart
ZQ
•
27&
140
�•
units instead of 12 individual offices allowed OCR the flexibility it'needed to address the
allocation of diminishing resou~ccs with increasing workload.
Shaniy following the senior management restructuring proposal, OCR restructured
headquarters and the field offices, reducing the size of headquarters by half, and creating a
Washington, D.C. field office. Post-reorganization, 12% oroeR's staff remained in
headquarters with 88% of OCR's slaff in the. field conducting the core business of the agency.
Approximately the same ratio of headquarters to field staff remains in place today?79
Each field office was reorganized into investigative teams with oversight from a small
management unit. OCR's officI.! structures have been flattened hy shifting to u team model that
reduces layers of review and increases the level of responsibility assumed by staff directly
involv,ed ill cases, resulting in hetter service to OCR customers. Administrative and attorney staff
," .,e,
that had formerly been in separate units were integrated into the team structure, decreasing the
1\"
',i ~,~,..;;"~!
level of hierarchical revicw ncee1ssary to move a case to resolution. OCR's ncw way of doing
business also enabled field staJTwho were closer to the
front~Jincs
to beeomc involved in policy
and litigation initiatives that had been almost exclusively under headquarters' purview. OCR's
';
operational improvement efforts.were so successful that three offices -New York, Kansa City,
and Cleveland-received the Vice Presidenl's Heroes of Reinvention (Hammer)
~ward.
in
.
recognition of OCR's significant contributions to the streamlining and improvement of
~.
government. The awards recognized OCR's work in resolving discrimination complaints,
developing partnerships with stak,eholders, and improving customer service.
Several working groups were formed to increase organizational knowledge. These
communities of interest, called Issue Networks, were composed of staff from throughout the
•
.
m Memomndum from Calhy H. Lewis 10 OCR headquarters staff, Subject: OCR Headquarters and Metro
Reorganization Proposals, October 17, 1995
.
141
"'~~
�•
agency,2~:) Each Network maintained a site on the OCR's Intranet. 'Network members consult
fredy with s1affthroughout thelagcncy, conduct teleconferences on topics of interest, tind share
technical assistance and policy documents. The networks have proven extremely effective as
1hey fac1lit~uc the free exchange of knowledge throughout the agency .,...,ith none of the
impediment;:; (Jfa stovepipe structure.
In 1995, each Enforcement Division collaborated on a multi-year docket of proactive
initiatives to ensure that 40% orOCR '$ resources arc used on work that is "proactive" or agency
initiated. 281 The Enforcl.:menl Docket expands OCR's notion of "case" beyond the traditioI'lfll
compliance review. It allows a broader range of !,twteglcs, such as partnership and targeted
technical assistance, for making a positive impact in the lives of students facing discrimination.
By talking to stakeholders, researching media for information on civil rights concerns,
.,"
and analyzing relevant information, the Divisions identify issues for their proactive dockets
. ·~speeific to each area of the country, The dockets arc shared with all Enforcement Divisions, to
I"':" identify
common areas of concern, such as the disproportionate representation of minorities in
'} special cduc;.ttlon and ensuring the provision of sound educational programs ftJr Engli::;h language
learners_
Today1s complex educational challenges require that OCR acquire and maintain expertise
,
in the educational implications surrounding the civil rights issues, Equity
"
and educational
.
'
excellence arc complementary, not com(Xting) goals, Accordingly, li record amount of funds
were allocated for hiring educalional consultants (0 advise on information collection and analysis
or the preparution of policy gllidU!lCC. The consultants help OCR craft resolution agreements and
tcchnical
•
~\ssistancc
,
documents that promote both equal a{;ccss and cducati{ln excellence. In FY
~w Memorandum dated August 22,1996, SubjcCl; Issue Fadlhalors and SlJllding our 8xtcmal Networks
]$I
Memorandum dated March 1, 1995, Subject: Development of the FY 1996 Enforcement docket
142
�•
i 993, there was no money budgeted for consultants; by FY 2000 OCR Was budgeting $200,000
for consultant services?!!2 All ofthc documents and "bC.Sl practices" used in any field office are
now electronically ;.wailablc 10 all orthc others. By.FY 2000, OCR had ini'liated prooctive
activities in every state in the Union,
Improving OCR's [Cchnology infrastructure was key to providing stuff the irili.mnulion
needed to respond to civil rights prohlems. 1n I ~)92, OCR's goul was one computer for every
two cmploy::;:cs and none of the field offices were connected by
e-mail. From 1993-94, a
local area network was inslalled in every field omcc and a 1:1 ratio of persona! computers to
employees
W'aS
provided. OCR's leadership immediately took advantage or the opportunities
provided by tcchnology.
In January 1994, OCR developed and implemented un automaled Case information
Systcm (CIS) that was pcrsonalcomputcr, rather than mainframe, based, CIS provides ficid
•
. offices with ti;rect'access to their own and national data) shifting the primary responsibility for
maintaining an up-to-d.;tc accounting of OCR'5 cuses to each component, rather than
headquarters.- It also facilitates information shar.ing across components, Currently. OCR is
planning'the nt:xl generation o[eIS, which will he a comprehensive case management system
that is u?cr friendly and less labor-intensive,
OCR's lntranct originated in 1996 through staff volunteer actions, even before the
Department's Intranet was introduced. Each OCR component- maintains a site used
iO
promote
communication within the agency. The sites provide tmining materials, administrative
information, and specific inves.tigative resources: The major application on the Intranet is the
'Electronic Library (EL), a full-text searchahle collection of OCR's resolution letters and
•
Ul
OCR Budget
Cha~ FYs 1992· :2'000
143
�•
agreements, policy documents. speecbes, technical assistance, and archival materials?':' P:cvlolls
to this onHjinc application, OCR staff se~rched through notebooks of documents to fil!d the
precedent-setting materials that are now accessible in the EL.
Sine!: 1998, OCR has developed, in cQnjullction with the Office of the Chief lnformation
Officer, plans for major rcstmcturing and implementation of Web based reporting beginning
with the 2002 E&S Survcy,28.': Plans arc underway to incrementally implement Web based
rcp..'1rting beginning with the 2002 E&S Survey with full "'!co reporting anticipated by the 2006
reporting cycle.
While OCR has maintained an Internet presence for severnl years. it has been redesigned
to provide improved customer servJee?85 -The organizing principal of OCR's Internet site is to
provide stud¢nts, parents, and other stakeholder with tools to rc:->o!vc civil rights problems
••
locally. Although the entire design is not yet complete, when available the site will provide a
variety of ca:;y~to~read,cducatlonal·and.rcsoJ'Jtion-o{)riented inrormation (such as self-cvalua:ion
guides)) signifie,ant policy gocuments; and-detailed, up~to~da(c information on priority clvil rights
iS1'lUCS.
It will also offer customers on-line services sllch as lhc ahility 10 request technical
assistance, documents, and complaint fIling,
-
To reinrorce the goals of OCR's Strategic Plan, two rorums of senior ma'1agcrs \'Verc
crcilted to ensure that, from staffing allocation to infonnation technology investmems, agency
goals. and dedsions remained mission~drlven. Thc Assistant Secretary's Council (ASC)
\>,.'<15
created'to ensure that senior managers keep the organization focused on OCR's critical goals by
communicating the vision. maintaining n clear agcnda t managing effectively, and being
•
:m Executive Sd:hmorr for the Design aod J)c:ve!tlpment orthe OCR Ekctmnic Llbrary, March 9, 1996
~$4 [ncremenlal Development Plan for the 2000 B&S Compliance Report
m http://www.cd goY/ocr
144
�•
accountable for results,286 The Technology Advisory Bourd was chartered to wr>rk \\'ith the i\SC
to ensure that technology funding decisions are inle-grally related 10 progrUl!i objectives and
needs, increase OCR's capacity to provide students, pO:fcnls, and other Cllstomers wi(h needed
infonnatiol1, and enhance staff development oppo~uniticl'.2117 TI1Cse groups meet regularly, often
1\1 criticulfimcs in the budget cycl.c, 10 assess OCR's current needs and plan for the future,
Revl~Wtng
the success of OCR's managemem initimivcs from 1993 to the present, it is
.
evident that this Administration accomplished its strategic gouls, Through its reinvention efforts.
OCR buill the capacity to provide tangible assistance to u greater number of students thall ever
before.
OCR has fundamemally changed the way it docs business. OeRlg new approaches
capitaJi:r.e on the shared interests of parents, educators, and aduiinistrators in ensuring tbat all
•
children arc provided equal access to high quality.education.
peR's transformation is noted witb
approvnl by mnny stakeholders, As,n result..OCR has fostered working partnerships \vitb school
districts, colleges. and universities.
,lncrcasingly~'redpiems
arc requesting OCR's support in
preventing civi,l rights problems. These partnerships help. us' find new ways to identify and
resolve problem:) and prcvent futur..: discrimimllion, wbile selling a modcl for other educational
institutions.
TechnoJogy Innuvatiun
Perhaps the single greatest action that has assisted the Department
to become a effeClivc
mUfii.lgtment machine is the emphasis that has been phlCed -on using tcchhology as an
management tool. The Riley years have been marked by a tremendous shift from a paper
society to a technological boon.
--------_._--",
•
'me Department of Educatiol). prior to 1993, supported an array
-,",
.
ASC Critkal Agenda, May [3, 1996
2l? AssistaO! Secretary's Technology Advisory Board Charter, November 13, 1998
2116
145
�•
of technical assistance activities created through legislative mandates toiuHy $298.7 million?8.8
Program~fundcd
projects included: research and development; funding and dissemination of
demonstnltcd effective models; technical assistance to stateS. districts and schools regarding the
implementation of federal categorical programs; infonnmiol1 dissemination: and direct services
to specific populations. Offices within the Department funded these projects through grunts,
contracts and cooperative agreements or provided the services directly,
'lllC programs were administered hy six different office;;. in
lh~ Department
Chapter 1
technical assistance cenlers (lACs) and Rural TACs were admmistered by the OITiee or Policy,
rutd Planning (OPP). In 31991 report, the Ofli.cc of the Inspector General included projects that
provided technical assistance, research, arid information dissemin;alion in its definition of
technical ast;istuncc centers. However, Department program offiees generally included only
technical assistance and laboratories in their definition. As a result, the number of L:Clltcrs
•
rerorted by the 010 report differed from those reported by,the.Department. •.,.;,:.", .. <,:"
Und(~r
the 1993 !'caulhorizuti0n urthe EkmentarY·[lnd-Se\'!.ondaryd:!c!u(;ution Act (ESEA),
the Office of the Educational Research und Improvement (OER1)
a~d'lhc'.Office
of Eleml':ntary
and Secondary Education were rcanfhori7..ed, Legislatively OERi was required to provide
technical as..<;istance through the Educational Resources infomlation Center (ERIC) as an
information network, Wilh clearing~houSC5 responsible for developing, maintaining, and
providing access to the world's largest education database. Howevcr; ERJC did not provide
access to electronic m.ail (E·mail) or bulletin board capabilities that would link teacbers to '
researchers and other teachers. Additionally, ERIC did not provide electronic access and
retrieyal of ~:l1rri6uJum modules or teaching aids for class[{Iofl) usc.
•
m
DepaJ1ment orEducatlon, Offlce o(the Ins.pector G"'e'~e'r'ul, The Educa60n Depanmcnt'!t Use of Technical
AsststanCe Centers and Clearingbouse ror P:'oviding, Technical Assistance and Disseminating lnformation.
u.s.
146
�•
In 1992, OERI responded to these criticisms by funding a research and development
project called AskERlC, to tcst the feasibility of providing answers electronically, in 48 hours or
less to any question posed by Kindergarten through grade 12 educators. At the lime the National
Center for Education Statistics (NCES) collected data on educa,tional institutions at alllevcls and
longitudinal data on student progress. The National Diffusion Network (NDN) was a system thm
promoted the awareness and implementation of exemplary education programs, products and
practices developed by public and private schools, colleges, and other institutions by providing
funds to distribute information about exemplary programs. NDN was later phased out because
studies showed that adoption of indi vidual innovative programs generally do "not have a large
and enduring impact on the quality of schooling. 289 In addition, ten regional educational
labomtories carry out applied research and development as well as technical assistance for
•
educators, parents, and decision-makers. Evidence suggested that a broader effort to do
dcvelopmcnt and demonstration work indicated thauhe laboratories,did-not have,the staff
expertise for such cfforts.
The concerns expressed during internal reviews of the' communications network and
management structurc revealed n lack of communication and coordination nmong the
laboratories, centers, ERIC and the National Diffusion Network and to practitioners in the state
of local agencies.
Specific~l1y,
it was notcd that similar services were provided by centers
supporting different programs, both within and across offices. This was true for both technical
assistance and information dissemination.
Second, no plan to ensure adequate coordination and avoid or at least minimize,
duplication and overlap existed throughout the Department.
•
.
--'
Man<lgcment Improvement Report No. 91-11 (Atlanta, Georgia, 1991), p, 3.
147
'.
�•
Third, centers were not located where they were needed. The rationale for the location
0fthe centers is still, unclear. Therefore, the Riley administration took action. 290
By 1994, the Department begar. to take
step~
to analyze existing technical service
activities and identify some needed infrastructure changes that could be carried out through
approaching legislative initiatives.
First, included in the
199~
ESEA rcauthorlzution legislation was a strategy for technical
assistance and infi.mnation disscr:iination ({) prolllQ(C the Goals 2000 themes of equity, access,
and achievement. By using the existing regional offices. the Department it could to provide
more direct interaction with the "experts" in the field and determine the most effective means for
educational change more quickly.
Second the Department created multi-purpose technical assistance cenlt.:rs that would
•
scrve several programs and focus on a Variel)' of issues. The rationale wa.') that by aligning.the
functions of the various categorical
Ii
cen(ers~
assiSlanee would address the needs.of all.children-in ,
schoal l district l or state in a unified wny, ruther tbanjust helping to fix one program at'a time._.:: .
Ten regional centers were created.
"
.
OERi's Educatiun Info::mation Resources Divlsion (E1RO) opened its firsl "roadside
attraction on the infonnation superhighway consisting of a global electronic infrastructure which
was rapidly evolving around the Intemel on January '26, 1994, EIRD established the first
'-.
Institutional Communications Network (inet) nllowing the Department)s first full connection to
the Internet in Marcb. 1993, In October of that year, OERJ's Gopher Server was launched to
provide public access through Inet to an on~line Hbrury of education reseurch. statistics, and
•
l.~ Atkinson, Richard C., and Gress B. Jackson. cds. Research and Educatkm Refonn, Rules for the Office of
Educationlll Research and Improvement {Washington, D.C,; National Academy Press, 1!i92), p.
n.
~ U,S, Department of Education, TIle Education Department's Use of Technica! Assistance Centers :md
Ch!ilT_~flS~hQuse~ for rr()vidingT~hllk:al Assistance and Di~seminating lnformation. p. 5.
14&
>• •
�•
information aboUl the Department's programs, TIle Gopher Server offered a collection of more
than a thQusand documents, including announcements, directorles, event calendars. newsletters,
program descriptions, full-text publications, statistical tables and charts, and other information
produced by the Department. The National Center for Education Statistics f.'JCES) invested
substantially in the Gopher's creation allowing many of the NeBS viorh 10 be placed on-line.
This was cutting edge use of technology never before realized by the federal government
The In1<:rn,ct Gopher, having only been developed two years prior at the Univcn;ity nfMinnc!iota
was ullowing 1000 colleges, uniyersities, state and federal agencies, Cind other orga:1izations to
provide public access to infomlation through an easy-te-use,
nctwork-wid~
system of interlinked
meo:Js and n!sources.
t~rec
In the first
",'" '"
.t'~,., ~
months of public access, the Department's Gophcr received more than
28:000 conn..:ctions from five continents, and more tha!l212~OOO fil(~s and menu items were
accessed, In rcs;'osc to co-neems expressed in earlier reh:ascd
of an
agcncy~wide
GA~ reports conci.:rning the lack
[nfomlatlon Resources Management Service (IRMS) system, the Department
was now dedicating funding, persollIlcl, and time to create a state of the urt communications
system,
'on September 8, 1995, the National Library of Education unvciled the Department's new
World Wide Web (WWW) home page. The home page became the new ponnl into the
.
Dcpm1Ji1Cn! ':; online library. "111e goals to ',.va.... to make the collection of all agency publications
available to teachers, parents. policymakers, researches, and others: with a stake in American
education:
.1110 web site has gf{lwn dramatically in the last 5 years, By 1995, the online library had
•
tripled in size, the system received more than 750)000 requests in 71 countries on six conlillcn!s,_
149
�•
Frequent visitors to the size came from K-12-education networks, community frecnets, and
commercial networks such as America Online and Prodigy-an indication that individu:lls and
families were using the site. In January of 1995, Internet \Vorlcl named the Department's
Internet site one of the 15 most useful educational resources on the Internet. PC Week, in
August, identified the Dcpur.mcnt's sile as the place 10 sturt for information about education and
education technology, By 1996 the web site received more than 3,6 million hits from more than
J 86,000
computers, Thl.: site won a number of awards and accolades from all sectors of the
education cpmmun,ity. By 1997. Education Index named the Department's weh site the
outstanding education-related web site.
\Vith all of the gro\\1h and success there were some cho1Jenges that needed to be
oVercome. The first was: staffing. )n Nm'embcr of 1996, a neW Chief Information Office
position was created. This position gave the Department the leadership that it needed in order to
•• t.• •"l."
move forward with developing an effective i:1tranet sy.stem and continue to expand und mainluin
;:;'C: :".':".,;.-' .• "
the current web capabilities. By 1999, the Department realized that its websitewHS ol!t~trippjng
the capacity of the management ~tr~cture and resources th::l1 were in place. The Department from
1997 to 2000 made incremental, but dramatic steps in providing the resources to create,
maintain, and coordinate staff nnd hardware resources.
Additionally. the Department fOffiled the Internet Working Group. The group's runction
,"
was to help' design and implcment 3. number of improvements nut only to the \\'cb site but nbn in
the proce~s behind it The group would be responsible for designing and implementing process
for quality (;ontrol and monitoring, identifying program forms and applications for web
(;onvcrsion, guidance for II redcsign of the ovcrall wcbsite, assistance to prindpnl olliccs in
•
creating and maintaining individual web pages and guidance on web-related training needs .
150
�•
Each office was asked to idetHify a member of their staff to pa:1icipate in the new rnternct
Working group. Steven Corey-Bay and Sally Budd of the Office of the Chieflhformation
Officer, Keith Stubbs ofOER! and Kirk Winters from the Office ofthc Under S(..'eretary \\'ould
act as the initial facilitators of tile group.
OUl of this working group an immense amount of change to the usC" of technology by the
Department was initiated. Spurred by the President's 1997 call to prioritize education in th~
Information Age, the Gatc\vay to Educational Mat(""fials emerged on the Department's web ;iitC.
TIllS program offered a maSler database that. iltitially. contained over 7,000 resources from a
, hundcrd different sites. Many of these documents and sites were linked to national or slate
academic sumdards. The Gateway portal provided the solid foundation for expanding the'
'materials that the Department could make available to its customers in an easy and en~cicnt
••
manner.
;"\;'. 'J4;;J ••, oJ.'
In 1998.[1 proposal was issued by the Dt:partment for usmg technology to become a
',lctistomcr-drJvcn high performance, learning nnd sctvicc orgIlnizu(iOli.
The proposal suggested that the Department implement the following steps in order to
effectively move forward with the technology developments already realized:
• Build the necessary hlllnan, organizational and technologica! infrastructure
• Create distance collaboration and training capacity by testing the technologies using
•
remote presentations and distance collaboration.
• Irnprov~ and automate business processes by identifying, prioritizing, applying, mid
improving \vch~based automation ofihe Department's principal office business
process.
'.,".'
•
151
�e
•
Develop and disseminate information electronically, comprehensively. and in ways
that llfC timely and elTicicnL
• Make it easier for customers to locate information.
• Improve communications and coordination among Department-supported starr and
other education rehltcd customer service call cenlers. email centers, and q~cslion-
answering services.
• Improve the Department" s ability to respond to customer needs and inquiries in a
timely manner.
• Assess the Department's products and scr'\'ict.::s to determine their clTcctivcncss,
customer satisfaction, and opportunities for improved new services.
\Vith the assistance ufthe Internet Working Group, the Department took
,e.
scv~ral
action steps t~) meet these goals. Specifically, meetings were conducted. demonstrations
of tli<' Depnrtt'llc"nl':ncehnology rcsilurces werc held; and expert contractors Were brought
,
in 10 supp{;ri'an acc6lc'ratc'd development of the web site and promising technologies and
trcnd:;,291
The Department also began a major training campuign that would SuppO:1 the
capabilities of the technical in1rastructure to support and assist sJaff in understanding and
applying 'web technology to their business, cuslomer service, and information
dissemination processes. 2'12 This dTart also lead io the development of specific policies
and'procedures to be used by Department staff to admiuiswr infor'mation and usc of the
World Wide Web Server,29J
e
:t')1 U.S. Department of Education, "A 11roposal: Usi:1g TechnQlogy to Help Arr.i.'r:Can Educ;;llun fmrWWll.mo
IhlHJVme-nnd InVf..'111 the Future," Draft, July 9, 1998.,
m Ibid., p.14.
:191 See U.s. DeparL."llcm {):Edwcalioll, "World Wide Web Server Pollcy and Procedures," March 1, 1998,
152
�•
By 2000, the Departmen(s main web site, received 69 million hits by 1.2 million
people per montb. At peak times, there are 76,000 page views per day and 6,700 ·page
views each hour. The web site was ranked fourth among federal
c~govcrnment
sites hy
the Taubman Center for Public Policy at Brown University and is among the top 10
gov(~rnmcnt
domains und the top 500 domains overall ill user traffic. Many Departmen:
sponsored programs developed individuru web sites 10 lmify access to their sites,
E.xamples include the ERIC Clearinghouse on Assessment and Evaluation. the US
Charter Schools, and the Federal Resources for Educational Excellence (FREE). The
Department also provides an valuable line ofcommunication between members of the
Dcpnrtmcnt The site) connectED allows for the dissemination of employee information,
finaHYI and pcrhaps most, impressive, is the capacity thc Department has to provide for
•
the application, processing, .and '•• , ,
distribution of financial aid and grnnt programs through
1
'
the Internet.
The massive growth that the Department has experienced in the usc of technology
," ,- ,.
.
,
',,~'
as a management tm~l is monumentaL" Serving as n model for other federal agencies ,md
even private industry, the Department's technological capacities hav,c grown and
nourished as a result of the commitment to.continued consumer driven access to
communication and infommtion,
O~:ersi1::ht
The Office of Inspector General (OIG), the Office of General Counsel (OGC), and many
of the Statutorily mandated Boards and Commissions were instrumental in guiding policy
questions that effected all programs and administrative activities of the Department and related
•
. "".
153
�•
activities of all parties working under contracts. grams, Or other arrangements with the
Department.
O!G is responsible for auditing Depa:tment programs nnd operations
[0
determi~c'
compliance \vilh applicable laws and regulations, economy and efficiency (If operations. andfor
cffectivenes:; in achieving program goals, inspectlons which combine the skills of auditor!'> and
j
investigators, arc made of entities where there is an indication of significant ahuse that warrants
recommendation of prompt cutoff of funes. The Office also investigates allegations of fr<.lud by
recipients of program funds and of employee misconduct involving the Department's programs
and operations, Under the FY 2001 appropriations reqllest, tlu: OIG ltu.s Ix:cn given 1he
responsibility to report to Congress on the effectiveness ofthe Student Financial Assistance's
I\:rformanc-e Bosed OrganilDtkm. jlfCparC un audit of the Department-wide fiscal year 2000
•
.
financial statements by an independent CPA finn.' and continued audHing of the Department's
.'
security cf>ntrois uf critical information sys:t;n:S.~94,
.
.~ ." "
The Offil:c ofthe Gcncral·Counscl·,!"d}h~ Omcc'6.r,C~yi! Rights have been increasingly.
,
important to the legal operation ofthe,IXpartment. The Oflice of Geneml Counsel has scvcru\
functions that overlap those of the Office of Civil Rights. The OGe
• Provides legal advice and services to the Secretary, Deputy Sccr.clar)\ and the Principal
Officers of the U.s. Dcprutmcnt of Education, as well as any other person authorized to
request that advice or those services,295
2<}.;; See U.S. DCl'attmenl ofEducuiion, "Fiscn! Yent 2001 Justifications of Appropriation Estimates to the C>:mgress,"
•
2000, p. AA·12.
29S llIckson, lanke, ACting A$Sisl:lJU'Secre1Al,)', Office or Elementary and Secondary Education, "Leeer reg,lrding
the legallmplic:ttions for implemCnltng the 1994 ESEA law thou allows s~atcs to {'onsolidatt: programs;' Dcc~mber
1,1995,
154
�•
•
Prepares or reviews for legal form and effect public documents, rules, and Federal
Register Notices issued by the Department, and legal instruments entered into by the
Department.
•
Represents the Secretary, the Department, or any orits officers or units in court or
,
administrative litigation, except for administrative proceedings initiated hy the Office for
Civil Rights.
•
Scr"V(:s as liaison to other Federal agencies in connection with legal matters invol~ing the
Department.
•
296
297
Drafts legislative proposals originating in the Department and reviews the legal aspects of
,
,
' allOn.
propose d, pen d 'mg, or enacled I egIsI '
•
298299300
Leads and manages the regulatory [unction of the Department and drafts selected
regulations. 301302303304
•
•
Prepares or'reviews pleadings,305 briefs,' niemoranda, and other legal documents for
proceedings' itivoJ ving the Departincil(Or' r'cqiic'f{fe'd~oy'()ti1cf Government agencies for
- ' .:. "
"
2%United State~; Supreme Court, Amicus Curiae Brief submilted in the case of Katuria E. Smith. et 31., v. TIle
University of Washington Law School. et aI., undated.
297 Unitl.!d States Supreme Court, Amicus Curiae Brief submitted in the case of State of Texas, el aI., v. Cheryl J.
Hopwood, October 1995.
2~8 Winston, Judith, Office of the General Counsel, "Letter to College and University Counsei H-: admission.
decisions and granting financial aid based upon studcnt race," July 30,1996.
2'1'l Federal Register, "Nondiscrimination in Fedemlly Assisted Programs; Title VI oftheCivil Rights Act of 1964;
Notice of final policy guidance, Part Vlll," February 23,1994, p. 8756-8764.
300 See Federal Register "Notice of Application of Supreme Court Decision in United States v. Fordice, January 31,
1994, pp. 4271-Un.
)01 See U.S. Department of Education, "Regulalo!,)' Quality Manual," and "ED's Principles for Rcgulatiilg" from
connectED web 'lite: connected/ref/pollogc.
)02 See U.S. Department of Education, "Report on Improving and Streamlining Rulemaking Procedures at the
Department of Education," March 31, 1994.
)0) See example of draft document necessary to respond to disasters and puhlic emergencies, "4000-0 I-U", undated.
)(,\ See example ofregulu!ions promulga!eu ,lS a result of Executive Order 13132.
30S Winston, Judith, Office of the General Counsel, "~el!er 10 College and University Counsel rc: Department policy
guidance on race-targeted student financial aid," September 7, 1995.
•
155
�•
use in proceedings except for administrative proceedings initiated by the Office for Civil
Rights,
• Coordinates and manages the Departmenfs ethics program and provides Departmcnt
wide c(hics advice and training.
• Serves as the Department Claims Officer under the Federal Tort Claims Act [md The
Military Personnel and Civilian Employees Claims Act of 1964,
The Office' of Civil Rights hns a more direct ;nc dramatic impact upon the day-to-day
implementation of federal education programs. Tn the 1993 OCR Strategic Plan306 the visionary
goals and objectives that tn:msformcd OCR from a cornplaint-driven, reactive or,gani7.ation to an
organization with il balaneed, preventive enforcement program were outJio\:d; The linchpin of tbe
Plan was the commitment to use 40% ofOeR's resources for proactive activities. These
•
activities included priority policy development; high impact compliance reviews, and targeted
technical assistance.
At the time tha1 the Str!1tegk Plan was implcrncnte.d, i,n
FY~l~?J,·lml!ly;ofOCR':>
&54
staff were bll~Y rcsponding to complaints, about half of which ,"vcre disability ha:-cd, By FY
2DOO, using an approach that balanced complaints with priority policy development, technical
:.Issistanee, and high impact proactive activities, OCKhas significantly enlarged the numher.and.
types of students impacted by its program, Today, while re.sponding 10 a complaint workload that
is still over 50% disability bused, OCR cnsures thut u much larger group of Ftudcnts arc served at
a staffing le\'cl ofapproximatciy 709, significantly belo..... FY 1993. Moreover, while receiving
on uverage £lpproxir.1alciy 5000 complaints a year over the last & years, OCR has achil:vcd
significant efficiencies with significuntly fev!.'cr staff resources. OCR is also providing more
•
timely and more effective intervention, For exan~!11t:, because oroeR's efforts, many more
156
�•
students who arc English language learners arc receiving appropriate language services, more
students have acces.lllo a(hlctic opportunilY. more minority students have gained equal access to
gifted and talented programs, and fewer minority students are inappropriately placed in special
OCR has fundamentally rc-engineered its approach to responding to complaints of
discrimination, In September 1994, OCR issued a Case Resolution Manual (CRM) to provide
field staff with the tools 10 accop.lplish the agency's missjon promptly and efTcctivc!y,:;08 'DIe
CRM, unlike its predecessor, the Investigative Procedures ManuaL otTers flexible resolution
approaches to resolving allegations ofdiscrimination, It provides a variety of resolution
approaches, indud:ng ll1<.:diated 'settlement, which can be used under varying circumstances,
The CRM places emphasis on effective change for students rather than on do<:umcnt
•
production, Like all ofOeR's reinvention efforts, it offers flexibility, not rigid ruks, so students
can he served more effectively. In February 1999. the Generul Accounting Officc.(GAO) iS$uCU
a report acknowledging improvements in OCR's,operations between 1993,and;,·l997.~~~:rhc .. ·,
.
.
....
GAO Report confim)cd [hut the flexibility of complaint processing introduced -in the CRlv1
cnab:ed OCR to resolve complaints more quickly, process a greater number of \:olnj11umts, ..tnd
reduce the backlog of unresolved complaints at the end of each year.
So that staff could be trained in mediation and ncgotialion techniques and in the usc (If
lech:lOlogy as weil increase their knowledge uf1he substantive lc~al and educational aspects of
current civil rights issues, OCR increased its trainin"g budget. Between FY 1992 and FY
'M
OCR Strategic Plan 1993 - 2000
,o7 OCR Annual Reports to ConJ;ress FY 1993·2000
~08 OCR Case Resolution Manual
•
-.
GAO Report B.28174S,~~~~
New Procc.<;:~ing SYstem.
)09
157
~,,-,;
..
2000~
�•
OCR increased discretionary spending [not including the common support assessment for the
Department's Training and Development Center] on staff training by ulmos{ 200 %.310
OCR made every effort to work wi~h an educational institution to "esolve violations of
civil rights Jaws; formal enforcement proceedings only begin when nil other altemativcs to reach
a resolution have failed, In FY 2000, OCR took J case to administrative enforcement <.letion.
None were referred to Department of justice for judicial enforcement All but 2 cases out of
more dum 6,340 complaints and tOO proactive reviews or 6,440 case;..; in total were resolved
short of fund tennination.
OCR's September 1995 proposal for a restructuring of senior numagemenl was approved
und impJemented;'HI OCR reorganized into three headquarters components rOffiec of the
Assistant Secretary. Prog.nm Legal Group. and Resource Mimagement Groupl und four
•
Enfc'rccment Divigions, each with 3 enforcement offices, reporting to two cu;ccr SES l'!1anagcrs.
312
Organizing into four large units instead of 12 indIvidual atTIres allowed OCR the flexibility it
needed to address the allocution of diminishing resources ~hh increasing workloud,
Shortly following the senior management restructuring proposal, OCR restructured
headquarters and the field offices, reducing the Si7..e Qfhcadquartcrs by half. and creating u
Washington, D,C. field onicc, Post-reorganization, 12% of OCR's staff remained in
headquarters with 88% of OCR '5 staff in the field conducting the core business of the agency .
. Approx'imutdy the snme rntin of headquarters to field staff remp,ins in place tad,;)}, .:m
Each field office was reorganized into in\'cstigalivc learns v;')tll oversight from a small
management unit, OCR's office struCtures have heen flattened by shifting to a team model that
)1l)
OCR Bmlge\ Chart FYs'1992. 20(l(1
311 Memorandum from Norma v. Cantu 10 Rod McCowan, Subject Office for Civil Kitihts Senior Managcmcr.t
•
Restructuring Proposal. September
)12
a. 1995
'
FY 200l OCR Organizational Chart
, 158
,~;;"'.
�e
reduces layers of review and increases the IeveJ of responsibility assumed by staff directly
involved in cases, resulting in better service 10 OCR customers. Adminislra[lvc and attorney staff
that had fom1erl), been in separate units were integrnted into thc team structure) decreasing the
level of hierarchical review necessary to move a ctlse to resolution" OCR's new way of doing
business also enabled field staff who were closer 10 the front~lines to become involved in polley
and litigation mitiatives that had been almost cxclu..-:iveiy under headquarters' purvie'.". OCR '$
operational improvcmcr.t efforts were so successful that three offices -New Y(Irk, Kansa City,
and Clc\'cland-"received the Vice President's Heroes of Reinvention (Hammer) Award, in
.
rccognition orOeR's significant contributions to the streamlining and improvcmcnt of
.
govemme;u. The awards recognized OCR's work in resolving discrimination complaints,
.
developing partnerships with stakeholders, and improving customer scrvice.
e..
Several working groups were formed around civil rights issues 10 increase organizutional
knowledge. These communities of interest. called Issue Networks, are composed or staff from
throughout the agency.3 14 Each Network has a site on OCR'slntrancL Network members ,
..
consult freely with staffthroughoullhe agency, conduct teleconferences on topics ofintcrcst, nnd
share tcc~nieal assist:::mcc and policy documents.
'111C
networks have pnwcn extrcmely effective
us the~ facilitate the free exchange afknowledge throughout the agency with none of tile
impediments of £I stovepipe structurc.
"--;,
~
in 1995, each Enforcement Division collaborated on n multi-year docket of proacliw
utitiatives to ensure that 4OU/e of OCR '$ rcsources are used on work that is "proactive" or ngctlcy
initinted.:ll5 The Enforcement Docket expands OCR's notion of "case" beyoad the traditional
e
m Memorandum from Cathy R tcwlS 10 OCR headquarters staff. Subject: OCR Hcndqum1er~ and Metro
ReorganizllllO(] Proposnls, Octoxr 17, 1995
.
m Memorandum dated AUgl!5t 22, 1996, Subject: Issue Facilitators .and Building our External Networks
m Memorandum dated Mnrch t, 199.5, Subject Development of the FY 1996 Enforcement docket
159
~
.,., ...
�•
compli,ancc review. Ii allows a broader range of strategies, such
3S
partnership and targeted
technical assistance, for making a positive impact in the Jives ofstudents facing discrimination.
By talking to stakeholders, researching media for info:mation on civil rights concerns,
and analyzing relevant informatioO I the Divisions identify issues lor thc;r proactive dockets
specific to each area of the country. The dockets are shared
\\~th
all Enforcement Divisions, to
identify common arcas of concern, such as the disproportionate xprcsentation of minorities in
special education and ensuring the provision (If sound educational programs for English hmguage
learners.
. ']'OdilY'S complex educational challenges require that OCR acquire and maintain expertise
in the educational implications surrounding the civil rights issues. Equity and educational
excellence arc complementary, not competing, goals. Accordingly, a record amount of funds
were aUocah::d for hirtng educational consultants to advise on information collection and an.ulysis
••••
" ' or the preparation of policy guidance. The consultants help OCR craft resolution agreements and
• .' ',W<.,' II,':
t;
technieaLas!dstunee documents that promote both equal access and education excellence. -In EY
1993) there was no money budgeted for consultants; by FY 2000 OCR was hudgding 5200,000
for consultant serviccs. J16 All of lhe documents and "best practices" used in any field office are
now electronically available to all of the others. By FV 2000, OCR hud initin1cd proactive
actiVities in every state in the Union.
In order to carry out the many policy objectives of the Deportment 25 independent bO<lrds
llnd cOl1ll1lltlees were put into placc to monitor and provide advice from educational leaders from
around the country, "Die growth tn the number of boards-from 13 in 1993 to 25 in
:WOO~is
an
indication of the commitment made by Riley to seek input and monitoring from all aspects of the
•
education community .
160
�•
A n:port of each committee's responsibilities, accomplishments. appointed members, and
the variOUs administrative costs for committee activities were submiucd as part of the Annual
Report of the President on Federal Advisor), Committees,317
•
•
'.'
311,
311
" '-,"
OCR Budget Chart FYs 1992· :WOO
See Departtnent ofEduca!lon Commhtce and Board Rcpons fo! !993<!OOO.
161
�EDUCATION LANDMARKS:
Conclusion
During the eight year.s that Richard W. Riley steered the U.S. Department of Education's
ship great advances have been made in many arcas of education policy, implementation, and
resource management. Some of the advances required massive change in the motivations <Iud
expectations of the American public and the individual government worker. While the Greek
scholars of previous centuries believed that education was about the rational development of
ideas communicated from one individual to another, the Riley years have proven that education
is about a great deal morc.
The motto that best exemplifies the philosophies of this
Administration arc summed up in four simple words··cducation is everybody's business .
•
..
",'
-,
..
",'f<
...
•
. ',.
162
�
Dublin Core
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Title
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Clinton Administration History Project
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Council of Economic Advisers
Department of Commerce
Central Intelligence Agency
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Department of Defense
Corporation for National Service
Council on Environmental Quality
Department of Justice
Domestic Policy Council
Department of Education
Department of Energy
Environmental Protection Agency
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Office of Personnel Management
Office of Science & Technology Policy
Office of the Vice President
United States Trade Representative
Date
A point or period of time associated with an event in the lifecycle of the resource
1993-2001
Description
An account of the resource
<p>The Clinton Administration History Project describes in detail the accomplishments of President Clinton's Administration for the period 1993-2001. The records consist of the histories of 32 agencies or departments within the Executive Branch. In general, each organization associated with the Project submitted a narrative history along with supporting documents. These narrative accounts are primarily overviews of the various missions, special projects, and accomplishments of the agencies. The supplementary records include substantive memos, press releases, briefing papers, and publications illustrated with photos and charts.</p>
<p>Agencies:<br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Council+of+Economic+Advisers&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Council of Economic Advisers</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Central+Intelligence+Agency&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Central Intelligence Agency</a><br /><a 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https://clinton.presidentiallibraries.us/files/original/8909622c9c870106b887ed2d4e9de722.pdf
f39d1b3c30b485326fed392737f86305
PDF Text
Text
A History of the
U.S. Department of Education
During the Clinton Administration
1993-2001
,
Prepared for the Clinton Administration History Project
Washington, DC
2000
NARRATIVE
�•
A History of the
U.S. Department of Education
During the Clinton Administration
1993-200]
.'
"
•
Prepared for the Clinton Administration History Project
Washington, DC
2000
�U.S. Department of Education
Richard W, Riley
1
Secretary
Office of the S~rct:ary
T crry Peterson
Counselor to the Secretary
Timothy Stroud
Special Assistant to the Counselor
AdHm Ezring
Conlidential Assistant to the Counselor
'With Assistance From
Fronk S, Holleman III
Deputy Secretary of Education
Judith A. Winston.
Acting Under Secretary and General Counsel
Scott S. Fleming
Assistant Secretary, Office nf Legisiation and Congressionul Affairs
G. Mario
~4orcno
Assis1nnt Sccrctat}\ Office of (ntergovernmental and Interagency Affnirs
l\"1ichael Cohen
Assistant Secretary, Office of Elementary and Secondary Education
Cyril Kent McGuire
Assistant Secretary, Office of Educational Research and Improvement
Patricia W. ~1cNeil
Assistant S(.-cretary, Olrice of Vocational and Adult Education
A, Lee Fritschler
Assistant Secretary, Office of Postsecondary Education
Judith E. Heumann
Assistant Secretary, Office ofSpcciul Education and Rehabilitative Services
Norma V. Cantu
As~istant Secretary, Office ofCiv!i Rights
�Moving from HA Nation at Risk" to "A !'\atiou on the ylo\'c"
•
In 19801 Congress established the Department of Education as a Cabinet level agency.
Today, th!: Department operates some 11 'large programs (over $500 million each) and 160
smaller programs that touch on many areas and every level of education. "l1le Department's
elementary and secondary progrnms annually serve J5,000 schoo! disiricts and more than 50
million students attending over 85,000 puhlic schools and serve many of the 26,000 private
schools, Department programs also provide grant, loan, and work-study assistance to more than R
minion postsecondary studciHs.
Despite the increase in recognition in the importance of education as a national priority,
the Department
tle~cr stray~d
far from
w~at
would become its official miSSIon: to ensu:e; equal
access lo education and to promote educational excellence througbout the Nation, In ~ldditit1n,
the Department respected [he fact that in America, education IS a swtc responsibility :l:ld a local
•
function.
Th(', Department carried on! its mission in two mujor
WJ.yS.
First, thc.S.ecretaI'Y llnd the
Department played a leadership role in the ongoing national dialogue over
ho\~ 10
improve the
results of our s'Choo!s and colleges for all students. This involved such activities as raising
national rmd community awareness of the education chullcnges confronting the nation! >
disseminating the latest discoveries on what works in teaching and learning, and helping
communities work Ollt solutions 10 difficult educational issue~,
Second, the Department pursued its twin goals of access and excellence through the
administration of programs that ranged from preschool education through postdoctoral research.
To make the most of the limited Federal investment in education, hov.'evcr, the Department
•
I Riley, Richard W .• Secretary ofEducatio~ "Testimony of Educatiun Secretary Richard W. Riiey before the House
Education and lh:: Workforce Committee," OClober25, 2000.
�•
.. focused on activities that feI! under four programmatic priontics: (1) helping all students reach
challenging academic standards, (2) building a solid foundation for learning for all children, (3) ,
ensuring access 10 pos1!'Ccondary education alid lifelong learning, and (4) making the
Department a bigh~pcrfonnance organi7..ation. 2
Since 1993. the administration in concert with the Secretary ofEducalioll, Richard W.
Riley, mude beW;r education a cornerstone of their priorities by helping Americans have the
educational oppo'rtunities necessary to succeed in today's global Information Age economy.
The progress on many key education measures stands 3S testimony to their vision and
their effo~s on behalf of America's students of all ages to invest·morc in our nation's schools
and demand more from them. To show how far, the Clinton-Gore education team transferred the
direction of education at the national Jevel, it is important to remember that in 1994,and 1995
several ciTorts were made to eliminate the Department. Six years later, in December :2000, the
•
largest rederai increase in educalion ($ 6.5 billion) was passed by Congress and signed into law
by President Clinton. The education team belped to make educallOl1 the number one priority hy .'
the end of lhe 2]~! century and built i.l mainstream nalio:nvide ~Igt:ndtl for hetter education.
In just eiglH years, through innovative policies and par!nerships, they helped ~luke
raising ~'Ulndurds in our school!, the norm not the exception. They helped bring schools into the
technology em by
increa~ing
the number of classrooms with access to the internet rwm 3 percent
to 63 percent. They made reduci;lg class size and expanding after school programs positive
0ppol1unitics 10 reduce the achievemcnt gaps. l11ey rigorously promo~cd record investments in
proven stndegies to increase tbe educational opportunities and performance of all students and
greatly enhanced access to college by helping miHions of families pay for college" They
•
mobilized tens of thousands: of parents and citizens to get more involved to improl'J! cducational
, - - - - _.....
1
_ ...._
u.s, Department of!3ducatl(ll1, DRAFT $Irmegic Pl::m 200)-2005, p: 10.
2
�~l'_"
opportunities and results. Finally, they also brought attention, at long last, for America 10 come
•
to grips with the rapidly increasing student populati~n and the need for 2.2 million new teachers
and the need for billions of dollars for school 'renovation and new construction.
As a result, student performance as measured hy test scores, rigorous coursework, high
school graduation rates, and college enrollment has improved. especially for students in our most
economically disadvantaged schools.
Poll after poll ,shows that providing federal support to improve our nation's schools cuts
across the 'party affiliation of voters and that in part was due to the persistent leadership
or the
team in the Clinton Administration. With the juxtaposition of our curren! economic strength
against the awareness ofan increasingly international economy. serious federal in\'cstments to
.improvc the state of our schools is something that willlikcly continue to be a priority for years to
•
J'."
come. If this doesn't happen, it
\'·,'ill
be a seriously missed opportunity.
Collectively, our future leaders must think ahead to capitalize ,on the gains that have been
'",I"
made by cxpandirig successful education improvement strategies and to make lederal
investments on those that have the greatest impact upon our future workforce-today's students.
Working together with State and community leaders, educators, and parents the next generation
of students
'of all ages have to be better educated and better prepared for the evolving demands of
the new American economy. In short, it is time for the Information Age to become the
Education ,t\ge.
The Clinton Administration's promise to.challenge the status quo came at a time of
tremendous need for change in American education. The last of the 19ROs and carly 1990s were
marked by a growing national concern about the quality of teaching and learning. International
•
comparisons of student achievement revealed both strengths and weaknesses in what and how
3
�•
America's schoolchlldn.,>!Hvcn: learning, The achievement gap between rich o.nd poor, white and
minority. have stubbornly persisted, so that-to
some~~tbe
promise of educational opportunity
for every child appears to be an almost unreachable goal. even as record numbers of youngsters
un: coming of school age.
From the first days of the Riley
administration~
the Dcpartmcnl of Education was under
profuse scrutiny based upon a profound dissatisfaction with a system that produced SAT scores
below the levels of 30 years ago, produced students who lagged well ot:hind the rest of the
industrialized world, nnd allowed mjl1iOl~s or Anlericans to leave ScfJ(mJ unable to read the firs1
paragraph of our own Constitution. 'Ille stud\!-nt loan default r,lle was a1 record levels costing
taxpaycrs $3 billion per year and the Pell Gralu program had a $2 billion deficit. The
Department
~uffercd
r:'om mistrm;t and mtmngement neglect, almost from its beginning. To
overcome this negative image and to lcad the way in nntionwidc cducation rcfaml, the
•
Department was faced-even from dny one of the transition
pcriod~~with the awesome task of
"c.,., refashioning programs. and revitalizing its ma:lagement structure while realigning the mcnns·by
which it did business. -'
Leading Education Reform
The following narrative is an attcmpt to summnrize many of the education renewal and
reform initiatives undertaken during the Riley years. Unfortunntcly, to give proper ,,!tcntinn to
all of the Department's accomplishments would far surpass the available space of this document.
Therefore, we have attempted to highlight some of the major policy and management
accomplishments of the last eight years in order to provide hislOriams whh a basic understanding
of the rationale behind the actions that were taken to establish goals and objectives to illfoml
•
educl.llion policy-making in the ruture. To this end, the Riley years arc marked by sevcral major
4
�•
legislativ(; milestones for cducalkmaJ n::fofJ'!1: Goals 2000: Educate America Act, the Safe
Schools Act, the School-to-Work Opportunities Act, Student Loan Reform. the creation of after
school pwgrams. teacher quality initiatives, and revitalization ofTitlc I, turning around failing
schools, reducing ciass si~e and ~he fight for improving the infrastructure of America's $\)hooI5,
These policy initiatives, complimented by a management strategy thal restores productivitYI
quality controL and a cutting edge usc of tcchnology never before experienced in a federal
government agenc-y, form the backbone of the Departmer\,( s last eight years.
It is our hope that this document-like the policies of this Administration-do not murk
the end of an era, lnsLcad, it is our hope that the process of tru.;: education reform has just begun:,
For it is the students and tcachers of the lwenty~first century who will orrer the best dcmarcntion
of the RiI(:y legacy.
•
Richard \\1. Rile\': A Sense Quiet LCl:ldership
};umcrous accolades .were
cven hefore his tern, in office,
hcapt-~
~herc\'er
upon Secretary of Edu.cation, Richard Wilson Riley
he went Secretary Riley won respect for his integrity>
principled leadershipj and commium:nt to children, and passion for cducation.
4
Having
.completed an eight year tenn as governor of South Carolina. s President Clinton tapped Riley in
1992 to lead the way toward education ret<ml1 because he showed the potential for heing ahle to
rcach an cnd~rcsult that would yield hIgher test scores. more students gaining access to higher
education, and school teachers earning higher salaries while exemplifying more productive
mctht1ds ofteachi!1g in thc classroom.
l Jordan, Mal)' and Barr. Stephen, "Clinton Cnwtd Reports to Work," The Washinglon POSl, January 22, 1993,
lnnCrtit. C111'0[, "S:raighl Arrow: EducatiQI) llolr.incc has reputation for illlegrity, efficacy, and modem!;on," llle
", \\'ashint.;to;) Times, January I), ;993,
3For more in~depth understanding of Rich<lrd W. Riley prior to his terms of office as St:cretary of Education see
Hodges. Sam. "The Righi Man at Inc Right Timl,;," Fuomm UniverSity Magazine, Falll993, pp. 32·.35.
~
•
5
�•
Given the politically divided Congress:, and a skeptical prohing mcdla,6 it ,>vas necessary
for the CHnton administration to put into place a Secretary of Education that could he an
advocate for much needed education re-rOn1) and do so iJl a way that would be palatable 10
Members u[Congrcss opposed to a national education policy.
7
With relatively little opposition
to his appointment. Riley was approved by the full Committee on Labor and Human Resources
on January 19. 1993,
8
[n nn interview conducted with a staff member from the National r;..ducalion Association
newsletter, !'>SEA Todav. Riley explained the underlying philosophy behind his first term of,
office and the fundamental motivation that prompted I}1ndcrn national education rdorm, He
says,
;'You have 10 look back at our history' in South Carolina to see why education has
been so jmportant to me'. A pcrc.cnwgc of our people had heen systematically
deprived of education. The.only way for my state, to come out of the bole
educationally was for us to make major reforms ... With changing drcUm$lanceS ill
the economy and sncicty aod·thc world in gcncruJ) ihe demands put upon
education are just much, much greater. I think we've made a li1istakc oyer the
ycafS"":"'""'probably il,wa..,,'a'peri~d·oftransition-bl!l a Jot of young pc()ple nrc
ulentifi"cd as heing poor students eurly on and almost pointed in that
directiorl ... my goahs to shift things from the negative to the positive, ~'1y
motivation would be to change a nation at risk to a I)ation on the move.<}
•
DUling, the Presidcnt's first term, Riley hclped taWunch historic initiatives to rai;,e
, academic standard.s; to improve instmction for the poor and disadvantaged; to expand gmtH~ and
loan programs to help more Americans go to college; to
prepare young people for the world of
work; and to improve teaching. He also helped to create the Partnership for Family Involvemcnt
(; Broder, David S., "The !line Junior High Example," The Washington Post, Novcmbe~ 28, 1993.
1 Comn::tt-l!t <In Labor and Human Resources, Tran"cript of Procecdir.g;;, Untied $tn:e" SCllllte Conli.nnatiQH
Hea:ing of GilVemor Richflrd W, Rilev to be Secreta,,' ofEducalion, JWluary 12, 1993
t See Answer~;~L1'Queslions submitted to Rifey by various members (lfthe Committee on Labor and Human
Resources, J:muary 8,1993.
9 National Educa.:lon Assodation, >-leA Todav, May 1994, pp. l:2.
•
6
�•
in Education, which today includes over 7,000 groups-starting just five years catHer with only
43 groups,
Rile)' wiil be remembered for his ability Lo get things done by reaching out to aU citizens,
Hc prefer:.- partnership to partisanship, 10 His qujcl, self~effacing style "can drive impalicnt r
assertive young Washington movers Hnd shakers crazy," the National.!ournai has written. "He
doesn't grab headlines or clamor for credit... But, inc,vitubly, Riley retlchcs his goaL ,<11
Riley's c~forts were
:-<'l
succcRsful during his first (enn that President Clinton asked him to
siay un for fom more years in order to leuJ the President's continued n.lti(mal crusade for
excellence in education. Riley and the President ngrecd thaI. education would be the pivotal issue
thm would lead the nation's policy agenda for the nc~t four years,
expand the foundations for cduca1ion
•
rcform~~wh.ich
Tlierefnr~,
it \vns time 10
had been established duril~g tbe first t('.nn,
narrow the focus of several key programs;and move full steam ahead \vith
II
progrnm that would
help all children to master·the basics of reading, and math:.makc schools safer; reduce class sizes
l.
in gmdcs 1·3 by helping states and schools to,hin:;;J 00,0'00 more good leachers: 12 lnodcrnlx.c unci
_~ .:.~,:".,.:\
, :-:;':1<.:'
build new schools to mecl reeordwbreaking studenfenrollments; help students learn to use
compU[ers~
l3
and expanding after~sch(lol programs. 14
Accompanied by his wife Ann Yarborough Riley and using the poiltical bnckg,round he
gained during his almost 20 years as a member of the South Carolina legislature and state
governor, Riley went at the traditional Washington. D,C. polic), making establishment and began
•
:0 Sec U.S. Dt'pal1menl of Education, Newsletter, E.ducation Daily, November.:!, 1997, p. 19<2 L
') Per:srcin, Linda. ""ursuinga 1'\t1ild-M:mncrcd Pnssion for Educat:on." Washington Post, December 15. i99R.
t1 Anderson, Nkk "Wilh a Gift for Dialogue, Educntion Chief Gets Congress Talking", LA Times.eo-m, Tuesday,
July 6, 1999.
,J "£ducntion Secretary Richard Riley: Infrastructure, te.achers and lechnology head his unfinished agenda," ::D.!£
Hill, September 22,1999.
.
T:rSce Riley, Richard W.:C1:3: Secretary of Education, "The Role oftl1e Fede:al Government in Educntion
Supporting a National Desire for SuppOrt for State and Local Educatlon," Saint Louis Universitv Public Law
Review. (Volume XVII. Number Om:, 1<)97),
7
�•
to forge new trails that would lcod the \vay in"affecting education change in the eight y<:nr:; t(l
come.
<
,
."
•
8
".
�•
EDUCATION LANDMAllKS:
I'OLICY MAKING TO !eFFECT POSITIVE CIIANGE
'nlere were three \'isions thnt establishcd the foundation
upo~
which Secretary Riley
would ba.sc his policy-making deci:dom; during his first year at the Department:
• Creating process leadership to build ownership for sustained educational reform;
• Establishing comprehensive and systematic education rdom1; and
'
• Focusing on chalienging high standards and for all students.
Each clement was introduced in one nr several
speechc~
presented during the early
. months of the Clinton administration. On July 15, 1993, Secretary Riley descrihed the
philosophy surrounding the administration's education policy agenda as one that im'olvcd
"process l:~adcrsl:ip:' 15 Specifically, the reforms that were to be p:tTsucd in the next fou:- years
were based upon the idea that local O\\'nership in education pnhcy making il1ust be preserved
•
such that it compels local interest and excitement about the change process: The ovcr.:.riding
objective was to insure that the buy-in oflocal education reform efforts' coupled with chnngcs iO'
,
"
'
rc?crul cducatil.1n policy would creale a partnership bel\\'cen state·and local'decision-making
bodies thus securing the fi;>cal and polilica! ~upport ncccssar:y ror develuping consensus and
ownership ror education reform,
16
The Riley udministrution inherited ~i
fragment~d
education program that was based upon
standards and i1sscssments haphaz.ardly implemented in only 14 states; rending nnd math scores
that were below average especially for high~povert)' .schools; fC,dcra\ f~nding that was targeted
toward groups of students and teachers who hud the least need; a kss than a 50% gmdu.atklfl
m~c
for high schoo! students in urban areas: and federal 'aid ror higher educ3tion assist3:1Ce that
•
,
>
I~
.>,••
Riley, Richard W., Remarks, "Educalion Commission of the Stales' N:Ittonat FO;1lm llnd An;lt:al Meeting," July
15,t993<
9
�bcnefit(;d only 43% of college slUden!s; und w~lh the most important Pel! grants frozen at $2300
•
for alrnost fout years. 1?)n outlining his specific proposals for comprehensive education reform"
Riley indicated that an initial assessment of stale and local rcfomis put into place during the late
19XOs and carly 1990$ a:id their intended mltcomes wert: lin:;! required in order to determine
where fedcral assistance could best be used.
19
Politically, it was clear that if a new plan for education reform were to be the autonomy
of already established stale programs would need to be maintaIned. Additionally, no swte, in the
midst of an ambitious refonn effort should e\'cn think about reinvcnting itself as a result of new
federal feform initiatives.
Instead. the gnal was to establish a refuml policy that \vmild put in
place a nalional program to help make systematic, bottom~up reform a reality.
[9
In I)rder to provide a coherent direction and strJtegy, voluntary national standards whieh
•
provided a sbared V1;;1011 of what all students needed tn know and would be able to do whe!1 they
leave school needed to be developed. The hope expressed by senior slaff was that the present _, efforts cllrrently under way by subject-matter associations, state poticy-makers,
~nd l~)CaL~ch.?ol
districts could be reinforced by linking various federal programs to the same high standards and,
-',
offering all children the opportunity to achieve them.20 Specifically, the udministration would
legislatively advance the following priorities:
(1) Create
il
vision of excellence llnd equity that guides all fcdcr.ll education and related
programs. This would involve wntipg the National Education Goals into law and tbe
authorization 0[S3 milliolll~)r a National Edue,mlon Goals Panel to monitor and
report on progress to\\'Urds achieving the goal;
J6
•
Riley, Richard W., "Rernurk!i at National Forum Annual Meeting," Jllly 1993,
n 1..:.$, Department of&luenlim:. "K-12 Trri!lsition Team Excculive Summary, " Fchrullf>" 1993, r, 4 L
J~ Ri:cy. RicLard W., Rl-'1Uarks. "Council (If ChiefofSttlte School Officers:' Seattle, Wa.5:;ii!gton, July 25. 1993
J9 Ibid., r. 42~44:
.
, '.
'/ ", ~ ,
�•
(2) tluthorizc ;.;omprchcnsiyc grant programs 10 assist states and communities in
de\'elopi.og :;ystcmatic reform plans that would include improvements in cllmculum,
teacher preparation, a!)Scssments, und strategies for increasing family an~ community
involvement;
(3) provide funding to cstahlish a National Skill Standards Board cor:1prised of
represenlUtiycs from business and industry, labor unions,
providcrs~
~ducalion
and training
and other related groups that would be responsible for establishing a
system of standards, aSS<:S501cnts and certification designed to facilitate
li~dong
learning. 2J
These objectives would allow stales to use their established education objectives to
analyze pmgm!11s cl:rrcl1tly in place and help hi determine the next SICP:l in the process for
improving student achievement.
·.e-·
In establishing a systematic
rcn)rm~
it was the consenslis of senior srnff that a
comprehensive reevaluation of the status quo that would focus poiicy making upon
high~
performam;c teaching and learning was needed" The reauthorization of the Ekmentary and
Secondary Act (ESEA) would provide the vehicle for establishing progrttms that would offer
ongoing professional development for teachers; change the way postsecondary students received
Federal aid by phasing in a new and more efficient Direct Loan program; change t~e way oar
education system deals with school youth who do not plan to attend a 4~ycar collegc p;ogram hy
improving the school~(o-work tmnsltion;21 opening up more crfective uscs of time and
tcchnology; and create better ways of involving parents and tht: community in a child's
:ttl
Ibid" p. 43.44
;0 Riley, Richard W., Remarks, Fisenl Yellr 1994 Requcst for the Department of Education berore the !'Iouse ...~.2'"
•
Subcommittee on
U
Labor-HHS~Educalion
Appropriations, JJly 1993.
Ibid,
"
�education. Internally_ iCwouid require a massive reorganization of the Department that would
•
streamline the policy-making process and create a continuous and effective system for
evaluating program success. However, the key to making these changes ,,'ould rely upon an
application of public policy that was both "constructive and helpful ... no! burdcnsomc.,,23
Building Continuity; America 2000 to Goals 2000
Bl~ginning
with the first days of the m:w administration, attention focused on policy
initiatives that would clarify the stand alone, largely disconnected message and service delivery
programs put into place by the previous administration. The previous Secretary of Education,
Lamar Alexander, created an initiative, America 2000, that was intended to be a "bold strategy
to ... move us tow.ard the six ambitious national education goals ... " which had been established in
the late 1980s. Alexander America 2000 as a vehicle for creating an education "revolution"
".
..
'"
where higher standards would "break the grip of the educational complacency that was holding
America back."
"-. .-,,..,.\"\,. .I·le believed that programs like the New American Schools (goal two urthe America
f":
2000 initiative) would help improve classroom teaching so that students could reach higher
academic standards. He believed that by adding the notion of local and state Oexibility in
impleme'nting new rules and regulations, every school could "chart its own course" to the new
standards. 24 Fundamentally, the key to making America 2000 work was choice. Allow schools
and America 2000 Co'mmunities to establish their own methods for achieving nationally set
standards, then step back and let the progre.ss be achieved 25hoping that results would be realized
by 1995. The problem was there were no significant resources or incentives to help communities
and states put in place higher standards or quality assessments of the higher standards. In
•
2~
24
- ......
[hid.
Ibid., p. 2.
12
�•
addition, !here were no prop(JSals in America 2000 10 provide the eXira help for students to reach
the tought~r standards,
Those who worked against Am<::r1cl1 2000 deemed .it an effort to usc federal mOlicy for
private schoo!s,::n Tbe- previous administration ref~rred to America 200{l as a "bold SltHlegy
to ... move us toward six a.*11bitious national edu,cation goals"." and had ;Jut forth an intensive
public'fchnlons campaign to promote the program, Ho\\'cver, while the philosophy was
so~nd,
the Amcriea 2000 pwgrams were fraught w1th simplistic program designs and would require a
mas~i\'e allocation of federal resources which were not uvailab!c <.It the time. The prevIous
administration spent an immense amount of time focusing on the most puhlicly recognized part
of thc program-America 2000 Communities. The remaining three parts of the program were
virtually ignored given that implemcntation of 44 separate action items wus viewed by many in
•
the Alcxander administration as too large to be implemented on 11 national scale. 27
Ril~;y's
transition team and first senior policy advisers found that under the Bush
. administration; Sched.ule C employees had primarily staffed the program and left when the
udministr:Jtion chall'ged. Thcrcfore~ the Dcpurtment, in attempting to understand the America
2000 programs were left with a void in the base of knowledge needed to maintain the workability
of the project Howeverl the motivation to
cr~atc
and implement new standards had not been
embraced by many communities and the program was stagml,ting. The new starr was struck by
the prcviou:. admimslration'$ lack of an "overall game plan or evidence of a comprehensive
systematic plan for implementation·,28 for America 2000.
Ibid, p.
Ibid, p.
-n Ibid, p,
-:. Ibid, p.
is
•
U
2.
3
2.
.
3, Sl:e margin notes prepared by Terry K. Peterson, Counselor to Secre:ary Riley,
13
�•
The first objective' of the Riley administration would be to build upollexisting local
mobilization efforts and create a vision for excellence 3nd equity that would guide education and
reluted prugrams?9 To carry out this mi~sion, the Dtpartntcnt would IIrst need to promote
setting higher standards in each state, with :he voluntary national standards serving as
benchmarks that w~uld lead to a comprehensive effort in assisting states and communities to
11l1plcment a program that would mo\'c communities towards the previously articulated National
Education Goals. Underlying higher standards was a unique developmental sequence of
educational experiences that allowed for continuous life-long Icaming--a
1~lctor
that was
previoLlsly absent from federal education policy_ Also. new resources were provided to states
and com mum ties thorougb the new icgislativc initiatives and ag)'('clnt:nts.'
To curry oul tbe new initiative the Department would develop "new purtncr;;hips'l with
states tlnd communities) all fcde'ral agencies, research centers, and ir:.tcrcSI,cd national advocacy
•
organizmiom; and corpor,ulions:who could become pn-Silivc fim:cs in education dmngc,:iO The
goal was 10 cnipnaSiz(!·aIHc\'cls'of.cducalion delivery so as to improve thc capacity ofSiudents
and teachers to'm'cet higher standards, improve coordination within and across programs, and
'Iligning the national goals and standards with other policies and programs.:;!
To motivate local and state school officers to become involved in this efforl. incc:1tives
were crcmcd in the. form of grants, und commur.ity recognition cVclil'\ that promoted true reform
efforts. Seulor advisors proposed that eaeb senior level officer v..'ithin the Department be
assigned to a specific urban or rural area in order to develop a conduit for coordiumion of
infonnation and technical aS$istanec. The Office of Educational
•
Rc~carch
a'nd lmprovcment
:19 U.S.'DqJartmen! of Education, K~12 Trnns~tion Team Execulj\'c Summary, February 1993. p. 42
.11 Ibid, p. 43.
.J Ibid, p. 43~44
14
�•
(OERJ) would be the key in coordinating this effort, us it served as the point of origin for other
rcfonn programs.
Perhaps
11)(I$t
importantly, the Riley administration kllCW that the greatest ohstacle to
achieving adoption oftlle reform effort would require a change in the public's attitude to\vard
public education. Rather than focusing upor.. the failures of America's schoots, the Department
would now stan a public outreach 'Campaign that would emp!ulsil'£ the Department' 5 role as a
clearinghouse for infom1<ltion and education success stories.
32
This was facilitated by improving
the llSC of ex is ling mediums currently being by the Department to promote its pmgmms;
newsletters, hotlines, S~ltellitc town meetings, d~ily phone conference:>, and workshoj1s"J2.
Additionally, the Department would put greater focus upon thc lise of technology to allow for
greater HCC·CSS to the Department's resources ;md personnd
·nle ideas for change were ubundant tbe early days of the Riley transilion, howevcr, the
•
obstacles that \"'(luld need to addrcssedwcrc rcadiiy.appnrcnt and u plan
I~lf quick
implenlCI1tation of the Secretary)xcform;p.rogmm.would need to be initiated
immcdl~tcJy.
While speaking before the National' Schoo)' Boards Association un March 27" 1993, Riley outline
the three g:Jidifig princip~lls that UU: would bccome backbone of cduc;.llional reform initiativ.:s for
tbe next eight years: llexibility, fluidity and efticiency,J4 The first concrete legislative initiative
of the Riley administration that would bridge the gap in assisting ~tatcs nne! communities to
implement educution policies that would move communities towards the National Education
Goals put into place four years earlier was Goals 2000: Educate America Act (Goais 2000}
J)
See
u.s. D~partrncnt ofEducntlon, "bsicle Edition," Marer. 4,
n Ibid, p. 44.
•
1993.
~'o;1'<'
Riley, Ricbard W., U,S. Sccn:tury of Education. speech before the National Schoo! B(lards As~oci"tion, March 77,
1993.
).I
15
�On Apri1211 1993, Goals 2000 was formally i!Hroduccd before both Houses of
•
Congress.
35
:Ine legislative strategy that would be pursued to insure comprehensive political
support from Members of Congress In order to achieve passage before the FY 1994
appropriaiions cycle was complete.
Secretary Riley presented the administration's p05itio!1 on this legislation in :ll11nerOUS
appearances before congressional panels' with jurisdiction36 , in j)ublic speeches before private
advocacy groups, and in perwnal co-rrcspondcl1cc exchanged with state and local cducators. 37
Goals 2000 was described, hy a nonpartisan, congressionally mandated review p<:mcl.
<1<>
olie of
the most important education initiatives "in the history of postwar federal aid to clemcntury and
secondary education. It saw ~I shift toward different ideas about educational impro\'c:ncnt and tbe
ways the ft:dcral government could bcst support statCS rmd school:; dlstrlds.,,:;R
•
,;
Goab 2000: Educate Americn Act
Goals 2000 was signed into law March 31,. 1994 3
.twith bjp~rtjsan congrcssional support
unique in that it authorized few fedcral rcstrictionsmpon'the usc or funding of slate find local
reform efforts that were e!lfTCntly underway while also scttitlg challenging academic standards
ror all students.
~5 Riley, Richard W., C"S. Secretary of Educal.ion, "Statement by Secretary Richard W. Rilt;>y im the G001s ::;'000:
Education Amerk:a Act", April 21. 1993.
'
Riley, Richard W., U,S. Secretary (lfEduc<1tion, "Statement by S:ccrctary of Edl.lcmion Richard W_ Rilc)' bcfo~c
Ihc u.S, SemIte Committee nn t~ilbnr und Human Resources." May 4,1993,
37 Riley, Richard W., U.S. Secretary of Education, "Remarks Prep::m:d for Richard W. Riley U.S. Secre1ary of
Education before the Education CO!I1111i»ioll of the States National rorunl and Annual Meeliog", Plnsburgh.
Pennsylvania July 15, 1993,
.;8 U.S. U.S. U.s. Department of Educ!ltion, Planning and Evalualion Service, Measured Pn;grcss~ The Report !lfthe
independenl Review Pane! on lht Ev;;!upH'iQ Qf;:CJeml EducaliOI! Legislation, April 1999, r'L 9.
39 Riley, Richard W. "Signing ofG('>;lls 2000: Educate America Ad' San Diego, Caliihmia, March J I, ; 9,4,
~e 108 Stat 125. Public Law 103-22', "Goals 2000: Educate AmerJca Ac!," March 31, 199·t
J6
•
16
�•
Eight years later, in p~ac1ice, the mas! common uses of Goals 2000 fuoding has h.. -cn
-
- supporting professional development initiatives aimed at improving teachers' ability to teach to.
higher standards. aligning local curriculum nnd instruclion wilh state standards. and developing
.ass(.!ssments linked 10 tnose standards. Stale participation b the program wns entirely voluntary
under the nriIJinal Sti:ltutc, but widely adopted ;:1$ a means to nccOinplish a muchRncedcd end.
Goals 2000 hecarne a lightning rod for questioning the political efficacy of fedl'ral
education policy, bO\vcvcr, many detractors) in later years- concluded that the law '\-vas a
measurablt!
succ~ss.
In fact some state politicallcadcrs(e.g, Governor George Allen of Virginia)
lead efforts within their states w no; accept Goals 2000 funding:ll Some extreme conservative
,
groups incf)rrcctly stated thut Goals 2000 could lead to massive fcderal intervcntion, despite the
fact that the program had very few rcquirements or paperwork demanus assOc1J.tCrl with it
•
Late, in,one evaluation of the program by lhe General
Acc(>un~ing
41
OfJicc i! was found
tha.t the legislation, '"helped slate promote and accomplish reforms at an accelcratcd pace-which
<...
.
, ; :,;-:1-;.'h:H.'~.~::.'.-':.::;:.Ii:'.'.,;~- •. .' , ..
~ ..
state officials believcd would nor havc occurred without this funding",4J ' .
c
111 1996. only 14 states hud designcd and adopted academic standards; toduy, 49 states
have developed content standards und 48 have assessments to measure student progress in COf('
academic subjects, All stales arc required iO have standards, assessments, and accountability
systems in place by FY 2000. For the first time, these systems are allowing states and districts It;
identify low-performing schools and then offer solutions for cfn:ctivc change.
Cohen, Mike, "Memorandum to Govemor Kunin re: Political SIr'JI!cgy for Implementing Goals :WOO," May 2,
1994.
41 Ril-cy, Richard W., U.S. Secretary ofEJuclltion, "Gouls 20(){) Legislation: Overview of Goals 2000: Educme
America Act" 1994.
-....~.d General A~(:ounting Office, Rcpon '\0 Congressional Committees, Goa!s 2000: Plcxib!c tUllai!)!.! ;;:!lpPCl~ts Stale
and Locall;ducfl!ion Reform, N()\-'cmbcr 1998, p. 15.
41
•
17
�•
" ESEA Reauthorization 1994!i.,
Passage of Goals 2000 was only the first Step toward school reform. Now. the
Administration would need to identify specific programs to meet the goals and secure
authori:wtinn for fundjng. fit Marcb of J99:t, the Administrntion proposed u reauthorization of
the Elementary and Secondary Education Act (ESEA) later passed into law under lhe title of the .
Improving America's Schools Act (IASA).4546 The legislation allowed the federal govcmmcnt
to allocate resources for elementary and secondary education programs placed into sC:"'icc as far
back at 1965:41 It also encompassed a broad array or new programs
4S
and initiatives that \vould
affect all ;:;iudcnts. parcnt5~ and teachcrs. 49 AddilionaH)'~ it W0ll1d rcorg:miZf.~ presently diver~~
education reform objectives around a centra!, unifying goal: support state and local dTorts to
help students achieve at the challenging levels that Goals 2009 l~ad put into plaet'so while
.
codifying spocific gouls that IASA would seek to achieve. Those goals included:
.
•
I. All children in American will start school rcady to read,
2. The high schoo! graduation rate will increaSe 10 at least 90 percent
,
.' . All students willlea\'c grad:.:s 4, &, and
..
12 h:H-'ing demonstrated compctcncy,ovcf,. ,.:4,':'tw
challenging subject n-:.attcr.
'
4. The nation's tcnch:ng fOl\:-e willlw\'c the opportunity 10 acquire the knowledge nnd
skills needed to instruct and prepare aU American students for the next century.' .
5. U.s. students will be first in the world in mathematics and science achievement.
6. Every adult American will, be literate and wlll possess the knowk"<ige and skills
necessary to compete in a global economy and to exercise the rights and
rcspo!lsibiHtic:. of citizenship.
.
.
.... See u.s, Department of Education, Office of Eiememary ilnd Secondary Education, "OESE-Bricf1n:.; Jm1U>lry
23,1993,"
.
45 White, H;lf:-Y lI;;d SilwhiH. Uelle, !vlerr:(lnmdum 10 Tom Corv.'in rc: Slams of the Elementary and $cc;nItJury
EducatiOli Act (ESEA) R"'UlHhorlUllio!l-S. !513/J I.R. 6, July 28, 1994.
4h U.S. Department of EduClItlnn, "Improving America's Schools Act of 1993," Executive Summary, Uno,I!!;)d,
47 U.S. U.S. U,S, De;xlMment of EducatIU1l, Si-de-by-Side Comparison of "Current Law" and "Improving. Amt.'l"ica'~
Schools Act" November 3,1993,
•
.'
H1bid.
~'9 U.S. Depmtrnent of Education, "evaluations Included in the [mr:-oving. America' s Schools Act of J9;14."
December 16; 1994.
~,,~,'"
~ U.s. u.s. U.S. DcpHrtmenl of Education, Improving America's &hools Act of 19!i4: Summary Sheets, October
n.1994.
18
�7. Every school in the United States win be free of drugs, violence, and the unauthorized
•
presence offircanns and alcohol, and will ofTer a disciplined c]lYironmem CO~dllCj\,C
to learning.
S, Every ;;cho(}l will p:-omo1e involvement and participation' in the social, c:no:ionul, and
academic grO\vth 0: children. 51
Six of the goals were proposed to the 50 governors lead by Governor Bill Clinton of'
Arkansas and President Bush in 1989 during the famous Charlottesville Summit.. Two new goals
~'cre
added in lASA--one to increase parent involvement the other io imj1fO\'e tt2ching. Also; a
positive addition to the original goals was the indusion oftbe arts
~!.s
a core academi;:: subject
As a resul1 tbe Department und the National Endowment for the Arts created a successful Arts
Education Partnership to help achieve this goal.
In order 10 meet the more rigorous standards ofncademia cstablisho.!d in Goals 2000,
IASA ul$O sought to align 5t31e and local standards with this new-mort: speeific--set offederal
objectives,:l The idea was tu bring a coherent focus to what was prcv{;)llsly a disparate, largely
-e·
t,f
"t
unrelated collection of programs and standards so thut federal funds could be better u~d to more
precisely meet the needs of all student populations. By providing federal ~Uppol1 for a push to· ';."
"meet high{T standards, ~l hridgc could be built to bind the gap between the economically
advantaged IJnd disadvantaged student
Specifically~
"
5)
the final fom) orthc lcgislution sought to embody live fundamental
principals: all children can achieve to high academic standards: professional development
ror
teachers and other educators must be an integral part of every educator1 s job; Federal rcsou:-ceS
must be targeted to communi lies and SI;,h(!Qls where the needs arc greatest and in amounts
Ibid. p, i,
~2 See U,S. Department QfEducaiion, "Specification Documents for ES!3A 1994," dated May 5,1993 through
!i
•
Ot.<ecmbel'i994.
.
See Riley, Rlchard W "The Implovins America's Schools Act :ltid Elemen1.1l}' nnd Sccurldal)' Educ;:.Lv;1
Reform:' Journal of Law nnd Education, South Carolina Law Center and the University ()fL(l'Jisville School of
Law. Fall, 1995, pp_ 513-566.
j)
19
,~
"
�sufficient 10 make a diITerence.54; ·schools and school districts must have- the l1exibility to
•
implement reform geared to their individual nccdsss ; and reaching high standards \\'ill require a
strong parlnerShip with parents and otbers in the community.S6
Beginning with an overhaul ofihe "old" Chapter 1 program (now reverting back to its
first-born state ofTi(ic I in the new
a~lhoriza1ion
package) new initiatives were introduced to
provide resources to help link schools, parents, and communitlc.s. Over 30 progmms already
administered by the Office of Elementary and Secondary Education (OESE) with a total budget
of over $9 billion were' added to a long list of Chatlges made 10 create flexibility and efficiency.
Previously, Chapter I served one in nine school.age children. largely providing compensmory
reading and mathematics instruction at the elementary school level. The consensus was that the
time to reinvent Clmptcr 1 had cor:lC given thai, on t!\'cruge, tbc pwgrum added only about 10
.. minutes more to a day of reading and mathematics instruction and took a remedial basic skills
. .•.
"."~.aprroach that was inconsistent with substantive curricula
:1l<1"i,~f'''''' ,.A..!."tr\l-'..
, t'
,,1'
,Additionally, while the percentage of school distrkts l111cring in~daS5 Chapter 1
instnlction increased from 28 10 58 betwecn 1985-1986 and
1990~ 1991
schoo1 ycnrs,
respectively, this instruction was onen charactcrized by drill and rrac:icc instruction und
homogeneous groupings. 57
A report of the Nmiona: Performance Review
Chapter 1 law and regulations was
nil'
cO!l~ludcd
thilt the need for reinventing
past due, The reauthorization package sought to respond
to thiS need and enumerated four specific goals:
~ U.S. Deranment of Educ(Ition, Office oflhc G"..nera! Cmmscl, "Cross-Cul:iJll> Issues for ESEA ReliUlhcti:~:!Itilln\"
July 7, 1993.
~.~ U.S. Depa11mem of Education, Office of Inc Gl'TIcral Counsel, "'AmendmenlS: to the General. Education Provisions
Act (OEPA). July 7,1993.
~6
•
Rile>" Richard W,. Letter to t.1e Honorab!e Alice M. Rtviin, October 17, 1994.
~1 U-S. J)cpmtmcnl of Edm:ation, Rc-i;lVCr.tiol!, Chaprer 1: 'IlI!! Current Chnfllc-r 1 Program and New Direction", Final
Report (If the Natkma: ;\sscssmem ofth\! C~ar(t':r I Program. (Washington, D,C., February 1993).
20
�•
• Replace rigidity In the Chapter I progranH\'lth accountability for results .
• Reverse the disincentives ereated by the use of standttrdizcd testing,
• Concentrate Chapler 1 funding un schools serving large proportions of low~inco11lc
students
• Use Chapter I funds-at the discretion of the schools llnd school districts-for
needed social services. 58
Sume of the Title [ programs and activities of OESE which were affected by JASA
included:
• Part A of Chapter 1, Part A formula grants to local education agencies (LEAs) for
i>upplemcntaJ
i:1stn~cti(l!l
a:ld support services :0 educnti!mally disadvantaged
children. In FY 1993 S6.13 billion was distributed to over 5 million students through
basic grants and Concentration grants.
• Chapter L Part D of the Migralit Education program approxinlutdy $300 million in
grants to statr; agencies and
•••••
nOIi~pro1il
organizations were introdm;ed to assist migrant
students from pre-K through college levels for supplemental instTU<:llon and intnt-and
inter-state coordination of services 10 migrant children,
....T._~t. •
• ~hapler t, Part B
'
of the Even Sta.rt program appn)ximatc!y $89 million is designated
to foster parcnt literacy and child development needs. The program investiguted adult
and child cduc;!tiol1, but scrved as thc hub fur
communjty~bascd
scrdees: ror low-
income children, often linking Head Start and Chapter 1..
• The OOicc ~rbdinJI EduL.cttioll where grums \.\'ere administered io LEAs ror
progra~ls designed to meet educational needs of Native American swdC"nts, 59 in
;1 U.S. U,S, u.s, Depllr1:ncnl of Educ;1tion, "Statement by the SecrcL'\ry of Education 00 lhe FY ;993 Ecollomic
Stimulus Supph:mental Appropriation Kequ\"'Sl," February 23, 1993.
WSce U.S. DI:partment of Education, "Draft Specifications for Reauthorization oCthe Indian Education Act of
1988:'
.
•
21
�addition, fellowships for graduate studies for !'ativc Amerkans and programs for
•
adult education were nmded.
M
• Impact Aid programs received $750 million to provide financial assistance to' schools
in LEAs whose local revenues are adversely affccH:d by federal activity.
61
The funds
were used to help serve J.8 million students whose parents \vork or live on fedcral
propcrty including military bases, whose Federal presence has an adVCfl"C impact on
local school distncts.o2 1l1c program wm; intended tn provide a more equitable
distribUtion formula for the distribution of aid, creates a separai~ catcgorical
assistance prO\'ision for federally connected children with disabilities, 63 provides
supplemental payments for school districts experiencillg increa<>cs in military
dependent sludents. and established limited funding for school constnlc1:011 to LEAs
•
adversciy aifected'hy fcderal ;;!clivily,64
Under the new Title Lprograms $7.1 billion iii funds-for Tille ( alone--would be
approprinted in,fis'Cal year:l99A amounting to ulmost 21 percent of the Department '$ total budget
request. '
TIle implications oftbese changes would be monumentaL
. "Ch:mges ...could bring Chapter 1 inio the mainstre.1m-indecd, the forefront-of ref(}rr~l
in curricular standards, whole school improvement, performance monitoring. and
integrated services. The urgent need to transform Chapter 1 reflects the need to
lral1l:form American education wi~;: 'JP,~(;.i,!1 attc~tion paiJ to schools serving the most
disadvantaged students.,,65
,.
WSte lJ.S. Department of Education, Office urIne General C(JUf'lsei. "Draft Language Qfthe Indian Education
Reauthorillltion,'" July 26, 1993.
~l Sl.!C C.S. Department of Ed;lcation, "Impact Aid Reauthorization SpcdficatlOns," May 11, 1993.
b2 $ee U.S, Department of EduC<ltlon, Office orthc Generol Counsel. "Key Issues tn Impact Aid," u:l\;lil1ed.
·101-Z~e U.S. Department ofEduc.'ltiofl, -Response to OMS Comments on Impact Ald Specifications," July 13, 1993.
M See U.S. Dcpamncm ufEducntioH, "'J)rnft Impact Aid bill," July 20, 1993.
6~ U.S, Dcpar1mem ufEducation, ReiaveHling Chapter 1. p. 1&3.
•
22
�•
In addition to the significant beefing up of Title I progrnms~ the lcgislatjem consolidated many
previously introduced school reform initiatives and established five new school improvement
programs:
1. The state and local Educational lmprovemcnt programs would be used to rund
slate and local educa1ion accounts ror the general impnwemcnt of elementary
and secondary education.
2. The Ebenno'\\'cr Math and Science State grant programs would be used tn
provide fir:.andnl assi::::ancc 10 institutions of higher cducmkm I(); programs
and activities 10 improve the skills ofieae-hers and the quality of instruction in
mathematics and science in public and prIvate elementary and secondary
5c-hooI5.
•
3. The Drug Free Schools and-Communities program would provide
<1
formula
grout to states for school and communities based programs of drug and
alcoh91 abuse;educatj(!il an<}prevcntiofl.
,.
4. The Magnet Schools Assistance Program would provide financial assistance
to support the ciiminnlion, reducTion, or prevention of minority~group
isolation in elementary and secondary scho~Is. Fuilds would be appropriated
to support courses of instruction that will substantially strengthen the
~~
..
,
.
knowledge or academic subjects and markctrlbie '~'ocalirinnl skills of students
attending these schools.
5. The School Dropout Demonstration program would provide funds 10
community-based organizations, and educational partnerships for dropout
•
.f!~vcntion
and reentry programs.
23
�•
Additional programs, which would have long tenn significance. addressed in the legislation
included:
1. A reauthorization for the National Center for Education Statistics. h6
2. Establishment of the' Fund for Innovation in EJucation. 67
3. A Proposed Women's Educational Equity ACt. 68
4. The Jacob K. .Iavits Gifted and Talented Students Education Act. (,')
5. The Public Charter Schools program
70
6. The Arts in Education program 7l
··
d·
7. C IVle Eucatlon programs
72
.
All of these programs, together, would be the beginning of an intense effort to improve
teacher quality by stimulating high-quality professional development in the core academic
subjects and address school and community needs that were necessary to help studcnts meet the
•
more chalknging State and local content requirements as,we!l.as.meet the previously adopted
National Education Goals. 73
Additionally, prompted hy a Department mandatclo promote the usc oftechnCllogy in
public schools, Congress appro\'ed new technology access and usc programs that would enhance
See U.S. Department of Education, "Dmft Specifications for Rcauthorization of the National Center for Education
.
Statistics." May 27, 1993.
67 U.S. Department of Education, Office of the Secretary; memorandum "Fund for Inno\;ation in Education,". May
25,1993.
(,K U.S. Department of Education. Office of the Genem! Counsel, "The Department's dmft legislative language for
reauthori7.ation of title IV-A of ESEA (WEEA)," June 2,1993.
69 See U.S. DGpartment of Education, "First Draft: Program Descriptions ESEA", October 1994 for program
accomplishmt:nts, proposals that were not enacted, and proposals that were not supported by the Department.
711 Ibid.
71 Ibid.
72 Ibid.
7) U.S. U.S. U.S. Department of Educntion, Improving America's Schools Act of 1994: Summal'\' Sheets, p. 9.
66
•
24
�•
curricula, instruction, and administrative support,7t. These programs included the Fund for the
Improvement of Education (FlJlE),
Tn 1999, an independent non-partisan cvaluution group evaluating the impact produced by
these rcfOlms conducted a review, They concluded. especially with regard to Title I funding, that
"for the first lime, the Title 1 13V,' [of ESEA1now explicitly states that the
disadvantaged children should he held to the same standards as other children and
it tics accountability tD these results, asking stutes to create consequences for
schools that fail to raise the academic performance of children participating in the
Title I program. is
The 1994 laws complemented and helped to accelerate reforms in states and school
districts. School districts in states that had begun
feder:11
~tlrport
s.tandard~-bu5cd
rcfom1s early found new
to help them use challenging standards to im,prove teaching and learning.. In
states and districts where standards are used as a tool for classroom instruction; student
•
achievement has shown :;ignilican! gaios in both reading.and maih.
" « ' '''':"",
"'~-.
'...
•
For states that hatl'not yet begun standards-bascd.refnrm, thc.1994'laws were a cat'alrst to
change curriculum. lcaching,practices. and assessments in !'lUpport 'of more rigorous and
challenging instruction. According
10
the General Accounting Ofl\cc (GAO). state officials
believe tbat Goals 2000 and ESEA arc spurring standards~bascd rcfmlTI in local scbe:ols a>ld
commur:.ities,'i
h
More than 80 percent of poor school district;:;, und almost half 0: aU districts
nationwide, reported that Title I is "driving standards-based rdorm in the district as a
wh~ic: ,;11
14 Ibid. p. 10.
13 U.s. Dcp:n:mcni of Educatinn. Planning and Evaluation Service, Mea~ured F.ot':re;;;;; 11le Iha'!(lrt of the
Independent Review Panel on the EF'rl!utlllnn ofFed~al Education Legl;;!atio;;, A;Jril 1999, y, 9.
7~ Sec U.S. Cenerel Acemmllng OfnCl,\ Goals 2000; Flexihle funding S:lPP"rts slnte and 10(;:;1 education reform,"
'-~"'"
Washington, D.C. 1998.
" U.s. Deparlment or Education, Office of the Under Secretary Planning nnd Evaluation Service. ·'Promising
resnUs, continuing challenges: TIle final report ohhe na!funal assessment of Tide I," Wllshingtoo, D,C., 1999.
•
25
�•
In 1994 laws significantly expanded lhe fh:xibili1y (lf~tates to submit a single,
consolidalcd application for the majority of ESEA prognl.nlS, helping reduce paperwork by 85
percent \\'hile encouraging
j,
comprehensive approach to planning. The laws also allowed the
Deportment to waiyc statutory and regulator requirements that block innovative refonn upon the
.
re:.l\lcst of states districts and schools. The Department has received 6.18 rcouests for waivers.
.
roughly 85 pcrcent that were cither approved
or withdrawn because applicants learned they had
sufficient tlcxibiHty under the la\'.' to proceed without a waivcr,
7
8
Partnership for Family Involvement in Education
As an outgrov,th of the Goals 2000 moVcntcnl the administration, a1 lhe
prompting of Sccrciary Riley. began to recruit the business community
initiatives Yin educational partnerships.
organi/.~ti(lns were
•
Family~scho()t,
\0
participate in reform
community, business. ~md
faith~bnsed
atso encouraged 10 work together 10 increase family invulvement and.to
improve schook Most organizations, in the priyatc sector, Were creatcd,to ttdvocatc narrow ...
interests, ho\vever, it was widely proven that-entering into a partnership,cncourages:grOllp;::.to
form alliun.:es so tbat the ..vhole is larger than the sum of the puris, '
':
'
.
. Prcsidcnt Clinlon. acknowledging the importancc of one of the Depurtrm::n1 1 s first
education/business partnership advocacy organizations, the New American Scbools
Developl~1cni
Corporation (NASDC). This program, introduced by the previous administration to
inv91ve the private sector in tbe America 2000 campuign, nimcd to l..:verage venture capital runds
to he used townrds the development or innovmive models and designs for education reform?' In
. fact. the President ond Riley helped build support for the New American Schools Corporation
U S. Dcpul1ment ofEdllcalion, "Waivers: Flexibility 10 Achlcv~ High :::!::,rJa:ds Report l() Congrcs~ on Waivers
Granted Under the Elementary and Secondnry EducatinD Ace· Wasilington" D.C. 1998,
19 Memorandum of UnderstandinG, New American Schools Development Corporaiion, 1991.
7i
•
26
..
�o
and other reform efforts through the creation of a very highly visible White House event
announcing a multi·million dollar gift from Walter Annenberg.
Riley, upon taking over the leadership of the Department, maintained that groups like
NASDS: were essential to the design and implementation of exciting and innovative ideas. He
believed that they could act as a catalyst for developing customer focused materials and activities
that could make resources available in larger quantities that would strengthen family
involvement as well as community connection to education. Out of this the Partnership for
Family Im:olve[~ent in Education (PFIE) was born.
80
Since its launch in 1994, over 7,500 partnering organizations have pledged to implement
effective family involvement practices using resources and research provided by the Department.
Stales, corporations, unions, non·profits, local schools, and faith communities have jointed.
Diverse partners include major national entities such as federal agencies, YMCA, Girl Scouts,,'·
•
National Parent Teacher Association, IBM, AT &T, National Tennis Association, as,well.as ...., -.. ""...".
individual schools, churches, museums and cultural alliances .. Organizations
arc.working;.~ ..:..·>.. J, :t,,:c·
together on issues such as expanding after·school programs, improving reading, increasing. nlther
involvement, preparing teachers to· involve families, supporting Cumily·fricndly husiness
practices, and prcparing guidt:lincs for raith community to support children's learning.
Based on 30 years of research th1.lt finds that children learn better and arc more successful
---
'.!
in school when their families and communities are involved in their education, more than 6,000
schools, businesses, community groups and faith based organizations are conduits for providing
information, expanding professional development and sharing via community networks the
•
80
Sec U.S. Dcpanmeo[ of Education, "White Paper on the Partnership for Family Involvement," undated.
27
�•
education practice and theory.8t PFIE begun as a \\'ay 10 incre~Bc opportunities for families to be
more involved in their chilcrcn's teaming nt school and Ht home while also sircngthcning schools
and improving student achievement. 82
At ~hc local level, ppm supported efforts to strengthen communication and mutual.
responsibility for a child's learning,s) provide before and afitr-:.:;chDollcaming activities. make
effective usc of fiu.:ilitk:s-schools, community hui~dings, am} churches for cbildn:n and flUllilics
while giving parents the resources, training and information they need to help childn.m learn. ~4
At the state and nalionallevcL PFIE forums and conferences have been used to educate
their pompers
~bout
current. relevant family-friendly policies and exemplary prnciiecs while
providing partners with the resources and research provided by ihe Department nnd t>ther
national, state, or local partners 10 mobilize interest, energy. and expertise through conycncd
-.,
, ,
,
.... " . ' ',,'
meetings, directed rescarch materials, hosted teleconferences, a monthly nc'\\'slcuer.
J
Web site,
_~ and extendcd,tcchnknl assistance. s5
America Goes Back to School
.:
Started by the Secretary in 1995 and sponSored by the Partnership for Family
,
Involvement in Education, the America Goes Back to School program encouraged families and
com~u'nities 10 make the most of. the back-ta-school time by launching or expanding fumily
!>cho()l-e()ml11u~ity
-'.
.
~,.
,
partnerships, In the lirst two years of the program, 100 different evenl!' were
.
,'
US. Department of Education, "The SJ:udy of Opportunities for and Barriers 10 Fami.l)' lnvolvcment in
Education," pp. 2-13,
3l See U.S. D(.-prtr!mcnl of Etluculion, COrpOfalC Involvement in eduC;ltion publicuti(;rts 0;; individual bepill1ment
inil1atiws promoted hy the business COtlHlwnll)\
RJ See U.S. Departmenl of Education, "CtltillllUnily Update" neWS!cUCTS for cxm~PJe of PFtr:: communication
mediums.
H US, Department of8duentlon, '"The Purtrwrship for Family Invol .... ement iii Education: Who We Arc nnd W: 1.;(
We Do,"" April 2000, p. 13,
M lbld., p. 1.
Sl
•
28
�typicaHy ho.sted in local communities and attended by various Cabinet and sub-CnblnclleveJ
•
officials to
SlrcS~
the importance of involvement in cQucation.
By 1999, over 1000 different cvcntsU were taking place in communities all over the
country that would encourage famify and community involvement in educatlon. 1t7 To lead the
effort, the Secrctary,lIt accompanied hy staff, community leadc:s, teachers and siudents
g9
would
board school buses and travel through u r.umber of communities. YO During these bus tours a
series of events in each state '.\tere conducted intended to highlight educational successes and
partnerships. These visits and other events ignited employers. parents, educat(!fs,. community
leaders, law enforcement officials, teachers and students 10 hccome excited
j)bou~
the op:..ming of
school and stress the importance of involvement in education.lfj During the 2000 blls tour up the
Mississippi Delta, 24 communities in SeVen states \vere visited in five days-all during record
breaking temperatures usuafly cX,cccding 105 degrees.
•
n
,"'I<'. AnH.·ric'l.Rcad Campaign
·'1,r:'·;rf;.f;.'Tiv.' >, ~·~;.iln;J
994, the Department's National Center Jor Education Statistics (NCES)
~r ;periodic SUf\'eys
cO!~plelCd
a
of student achievement, and found evidence of an alarming national problem:
The inability of many children to read welL forty percent of fourth graders bad not al1aincd its
Ba':iic level of reading
skills,
and 70 percent could not he considered Proficicfit 1:1 rcuding. Tbe
.
n;:sults were blenker for students from poor families nnd students attending, urban public schools.
,
".
Two-thirds of African-American and Hispanic studenl') had not attained Basic reading skills.
11<. U.S, Deparl:nen! of Edncati{)n, "Succcss Express: Destination Education Event Description." Augu);\ 3fl, 2000.
17 See "Speech Chart ror Suc.eess Express B1I5 Tour", pp. ]-3.
IS Riley. Richard W., U.S. Secreta!)· of Educa1ion, "Remarks by Secretary Richard W, Rile)" Wur::en t!. Heames
Elementary SchooL Charleston. Missouri. Success Express Bus Jour," AugUSI3 1. :2000,
Ii See "AGBTS :2000: Bus Manifest," August 30, 2000. pp 2S-30.
'Xl See Sampl<~ Map or"America-Goes-Back-To-$chool Bus Tour." AuguSt 27·3 J, 200{):,
": Riley, Richard W. U.S. Secretary of Education. "Back-to~SdlOol Time is Not Jus! for Kids AOY1llmc'" 20OQ,
•
29
�•
Research, indicated that early interventions aimed at improving reading skills. can produce
lasting rewards, The America Reads Challenge ~ an initiative unveiled in August 1996 - took
advantage of this opportunity to make early investments that yield long~lcnn rewards. 92 The
initiative was a model new approach to g(:vcmance - often called the "Third Way" -. which
emphasized the mobilizJl!on of communil), resource;;
i(1
conquer the most pressing social
problems, America Reads was a summer progmm thnt arose out of a desire 10 im-'oive parents
m1d community volunteers in a campi.lign to read with their children for at least 30 min:ltcs each
dtly and secure
fI
library card for their child.
The first summer. perhaps 100,000 children
panicipatcd. Oy the summer of 2000 over 3 million children were reached. The effect of tbe
progrom has grO\\l1 into a year around initiative that provides best practices guidance to tcachers
in {he classroom during the regular scllool year.
\Vith limited ·m,!w· resources individuals and organizatiof?s across the c{)un1ry were
•
energized into actlDI1"America Reads was responsible for raising the public's awareness of what
organizations wcre,making intensive efforts hi start or improvl; pr('fgrams for young children.
America Rends involved a simple but important goal. all children should be able to read
well and independently by the end of thi~d grade. One clement of the strategy for achieving that
goa! aimed at a major obstacle to improved reuding skills: the lack of practice time, In August
--..,
.
~
1996, President Clinton proposed a national literacy campaign that would enlist ·'one million
\'oluntcer tutors rendy and able to' give children the personal atten1ion they need
to
catch up and
gel 'Ihcad," The federal governmenl would play n crucial hut limited role as u catalyst in building
tlu.: President's "citizen army" of reuding tutors, Using existing programs like the Department's
•
"C-::-"_ _ _ _ __
\12
NASFAA. Student Aid Transcrint, "America Reads and America Coun:s" Communi!y ServICe in Action,"
Summer 2000.
)0
�•
work~sludy
program, which in 1996 provid<.--u $617 million to support part·timc employment for·
713,000 students at 3,400 colleges and universities, the government would waive the
requirement that one-quarter of wages for work-study students be paid by the employers. The
new rule bet;amc effective in .Iuly 1997.
In addition. the Adminlstrntion recruited college and university presidents to champio:1
the establishment of new work-study tutoring programs. In December 1996. the Presidellt
appointed of a steering conimittec of 2! prc:;idcnts, chaired by Rohert Corrigan ,of San Fr311Cisc(l
State
Univcr~ity,
to recruit other institutions to the crunpoign, Euch 0f1h: 21
pledg~d
thm their
institutions would dedicate half of any increase in \".,ork-study funding to new Hdoring progmms.
An overall increase of $213 million in work-s1udy funding was planned 1:1 the FY i 998 b<ldgcL
By June
•
students
1<)98~
WI;:rc
1,100 col!cgcs nnd univcrs£t:cs were using the America Reads waiver. and 22,000
working as reading tutors: 93.
In 1998, its Offiee· EducattQna]"Rcseareh and lmprovcincnt provided $3 million in
.
funding to 60 projects, thaitwould· identify ·:'promising voluntccr tutoring. practices. A rcporl on
.
best practices, l.$o Tha1 ,Every Child Can Read". was published in April
j
999. Thc Office of
Elementary and Secondary Educalion worked witll one of its grantees, the not-for-profit
organi711tion Reading Is Fundamental
111e Offic.e of. Posting-Secondary Education used "its Teacher Quulity Initiative. to
lmprO\JI! teachers' skills in reading lnstruction.
Dir;;:ct government at:tion was only one part of the America Reads C:'allengc. A more
important component is the recruhment of individuals within a community to identify and
respond 10 local needs.
•
<n
To promote public awareness about early childhood literacy, tbe
U.S. Department of Educatioll. "Federal Work-Study and Community Service Award Year 2000-2001 and the
America Roads Challenge:' 2000.
1J
�•
Education Dc.'partmcnt has huilt links with llon-govcrnmcntul orgunizations already working in
the urea, ,It cnc(lurages its partners to participate in the annual "Read Across America Day".
sponsored by the National Education Association! and "National Family Literacy Day",
spomiOfcd by the Nationul Cemer tor Family Literacy. It al!'o tm::oumgcd,lhc Leami!1g First
Alliance - which includes a dozen national associations representing teachers. parents, and
school administrators - to give more prominence to the issue.
Fur!hcf) the Dcpnrtmcnt of EdUGltJOll encouraged participation from thc prlVUle s(:ctor.
Scholastic Inc" a leading publisher of children's books, hus supported America Reads by·
developing a training kit for tutors who work with young
rcadcr~.
In 1997, tlw company pledged
to duna~c oVt:r u million books to national and state literacy programs aimed at you:lger chi:drctl.
In 1998. the Pizzrt Hut Corporation introduced a new reading program for
IT! Bc:ginners " 1 modeled on a school-based reading mOll\'31ion
•
prc~schoolcrs,
progr~
"BOOK
that began in 1984.
Twenty thousand preschool and pre-kindcrgartcr.:-f<!ciljties arc now punicipating in the rendaloud program,
'I11C
Department worked hard to -providc,. to build a national community of gmups
committed to ,America Reads,_ In 1997, it began President Clinton's Coalitlo!'; fel ; the America
Reads Challenge, which now includes more than 300 local; state and national organiwtiolls,
Over the last two years; the department has sponsored conferences, satellite town meetings, .and
teleconferences that' provide forum in which coalition mcmhcrs can discuss issues thut (Jrisc in
the implementation or literacy programs. An electronic mailing list maintained by the
Corpomtion for National Service serves the same purpose. /\ range of print; video and web
resources \verc: also available 10 support local efforts. TIle Dcpnnmcnl has dbtrihulcd over 3
•
million orits Read-Write~N0,~~r Reading activity kits in English and Spanish since )998,
32
�•
While it has been possible to implement much of America Reads through an inventive
use of established programs, the plan also included Icgislativc' action. The America Reads
Challenge
~et,
sent to Congress in April 1997, proposed a new program that would provide $2.5
billion in grants over five years to state and local agencies, and national not-for-profit
organizations, to support reading tutoring programs for young children.
Obtaining congressional support for the legislation was not u simple task. There were
serious differences about the federal role in education, evidenced in the debate over the
President's proposal for a voluntary national testing initiative, and congressional proposals to
convert federal education aid into block grants to state governments.
A commitment to fund a child literacy initiative consistent with the America Reads
Challenge program was included in the balanced budget agreement of May ·1997 and
rappropriations for the program were approved in Novemh.er. contingent on the passage of
•
authorizing legislation ,by July 1998. That .deadline ,·lapsed,. however, .and negotiations on
authorizing legislntion continued into the fall of 1998:, ,-Finally, The.Reading Excellence Act was
adopted in October 1998 as part of the omnibus:appropri~tions bil! for FY 1999.
94
Its focus was
broader thaI the original bilL Eighty-fi\'c percent of funding would be used to support .in~prove~
.
reading instruction within schools through professional development for teachers ...as well as
family literacy programs. The balance dedicated to
tuto~ial
assistance programs.
-. .
.
The Act authorized the Department of Education to undertake evaluations of literncy
programs' funded by the law. The Department will submit a detailed assessment plan for 2002.
In the short term, feedback from tutoring programs has been vcry positive. So much so
that in December 1998 the department began a companion initiative, America Counts, intended
•
to help
stud{~nts
master the fundamentals
r\~Sllgcbra
33
and geometry by eighth grade.
�•
Amcric:a Counts Initiative and
Intcr~Agener
Agreements
Many initiatives undertaken during the Riley administration utilized more
intc~.agency
coopcmlivc agreements than any other agency in the federal government. E;:;tablishcd in April
of 1998. the Federal Resources for Educational Excellence (FREE) created a one-stop shopping
rC50U!"CC "vas established by the Dt.:partmcnt to make available the [t'$oun,.:c:; of ovcr 35 federal
agencies tbat would be beneficia! for carr;rillg out education initiatives. originating at the state
and localle::vcl. The Amedcn Com1t~ initiative was one oflurgesl such iniiiatives.
America Counts was horn out of a :vJarch 6. J 997, directive from the President directing
the Secretary and the Dirccwr of the National Science Foundation to fonn an interagency
working gwup to ccvc10p rul action strategy for using Federal resources to u;;;sist States ~md iocal
school systems in preparing students to meet challenging mathematics standards in the eighth
•
grade, and for invoiving the mathematical, scientific, and technic:d communities in support of the
these efforts.
The program set out to accomplish-six spedfic goals:
• Equip teachers to teach challenging mathematics through higlHJuality pn.:paration
and o:1going professional growth.
• Provide personal attention and addHionallcarning time for students.
• Build public understanding of the mathematics today's students must 111uster.
• Encourage a challenging and engaging curriculum for nil students based on rigorous
-standards.
• Promote the coordinated and effective use of FederaL State, and local resources.
•
"-1
U,S. Congress, Tille V[I-Reaeing Excellence Act, 1999.
34
�•
The act jon strategy identified three priorities that would help to focus Federal
ll11provem~nt
il:ve:~tment
in the
of math a.'1d science skills. They included:
• Assisting States, local school districts, and
the nation's colleges and t:nivefs:ties 10 provide
likills and knowledge that equip teachers in grades 5-8 10 leach chaJ:e:nging mathematics
contanl in effective ways, with high expecta1ions tor st;;dents;
• Assisting States and local school district to sdect and implement high-quality, standards
based c,ul-deu]a and instrucliol~al'materlals, inc~uding dfec:.ive use of educational
technologies; and
• Building parent and public understanding of challenging mathematics in grades 5-8, and
gaining public support for misl!',g student achievement toward high standards.,!5
In a follow-'Jp assessment of the: program. it was determined thai programs like Amcrka Counts
•
were having a positive tmpact upon the learning occurring in the classroom. Specificaily,
-
muthcmatics sco::es from the National Asse!)sment of Education Progress {NAEP} :ncrcascd'from ,'",,',v '¥'
1978 by 15 percent 13m that greater resources would be-necessary to insure that tea'chers' io'K- ~ ;;.t't~·,~~"
12 schools were prepared to iench even the most basic of math courses.
'"
I
From this effort, in 1999, the Secretary estahllshed the National Commission on
Mathematics and Science Teachmg for the 21 st Century
:0 focus or; the prcpandon o/'teachcrs
for higher :;tandards in math and science classrooms,97
•
'f5 See U,S, Department of Education, "An Actior: Strategy fOf improving Achievement in Mathematics and
Science," 1998.
% Riley, Rkhanl W" U. g, Secretary of Education, "1l1e Slate of Mathematics EduC<1tion: Building a Strong,
Foundation fOf the 21 m Century," January 8, 1998, Conference of American Mathematical Society ai~d Mllthcrnatical
A!;.:;octatinn of America.
'f'i Riley, Richard W., "Remarks a:q)~eiJ3rcd :or delivery by V,S. Secretary ofEducatiol1'r<.iejHlrd W. Riley,
AnnounCClTn,nl of1\aliollnl Cor.U;!tSS!Ol1 Mathematics and Science Teaching for the 21.1 Century," July 20, ;999,
Washiflglon, D,C,
35
"
�•
Aftcr-!'chllol r·rograms: The 21 st Century Community Learning Centers
'the 21 at Century Community Lcmning Ccnlc:-s progrnm was tluthorizcd under Ti!le X,
Part J, ofthc ESEA 9!! It \'.'U$ a key component of the administrotion's commitment to help
families and communities keep their children safe and provide additionalleaming opportunities.
Tbe program enabled school districts to partner with community based groups and
schools open a.s community cducallon centers, keeping children safe in the
kc~p
aftcr~schooJ
while they learn and build new skills, Congress 'supported this initiative by initially
public
hours
.
appropriating $1 million in FY 1994. Since tbat time, Congress has appropriated nearly $454
millkul for after-school programs in FY 2000 and $S45 million in FY 2001, These funding
levcls allow the Depnrtmcnt to offer grunts to 600 21 S\ Century Community Leurning Centers in
ever), state, the District of Columbia. Puerto Rico, the Virgin I!'-Iunds and :hc Federated Stat.:s of
Micronesia, The grants wcre used to provide high-quality academic, art5••md cultura!
..... "., cnrichmcn1 expanded youth services, within a cO:11rnunity school;; context, for 6700 $chonl;::; and
, .','
provides services to oyer 1,2 million children and 675.000 adults. 99 AJ11lljor factor contributing
10
the suec(!ss of the rapid expansion of the 21 ~I Century Community Learning Center:" was a
unique public foundation partnership with the Mott Foundation. The Foundnliollc under Bill
White's leadership, invested over JOO million .in training, technical assL<;tancc, networking,
sharing best practices to bring high quality and grass roots oV/ncrship to this initiative. An After
.'
l
•
School Alliance is developing Qut of this partnership promoting,iocaL SHHC, nnd fedcraf efforts to
make schools the center of the community,
98 See U_S, rkp3rlmCnl of Edceatton, '"While Paper on 21'" Century CommunilY Learning Centers: A 5 Year Plan,"
•
undated.
~'.....""
'-<I See U.S. rkp;1I1ment of Eduentton. "2:1>1 CCittury Community Learning Centers: Providing Qllulily Ancr~sch(Jol
Leaming Opportunities for America's Families," September 2000.
36
.
�•
1999 t.:SEA ifill
Through the 1994 rcauthori7..ation of ESEA and the Goals 2000: Educate America Act,
Congress and the Administration took a number of historic steps toward addressing the concerns
thm "vere expressed regarding preparing America~s students to mce~ high academic standards.
As the Department began un extremely officious effon lOI to address the reauthoriz";'ltion of the
1994 ESEA law in [997_1999 1C12103 , it was forced to examine the performance indicators
de\'eloped under the Government Progress and Results Act;
l04
congressionally mandated
cvaluntion!': of Title I and other federal education p~ogrnms resulting from the law; and
.
nallonWI' d 'mput W~ hy hundrcds
e
0
r
Dcpartment
0
rrIClllIS, j()t;F" h'
.
'lcac ers,
..
prmctpal~:L
parents,
community activists, Hlll state rind local policynulkers,I(;9 researchers,: 10 and other education
experts. 1lJ
However, despite this multi·year cffort !o prepare for ESEA reuuthoril.rllion.
".'\,.,."'.-w~, . '"
fhilcd 10
•
;11)1.
1121
1:
Because or the importance or lhis initi<ltivc and its
Cor:.gre~s
resull~, \vhal fo!lo\\,s is a
III() Scc background informmion and major thenu,,:,; to be outlined in·l1u: 1999 RcalHlwrizatior.legis;;uIon In US
Depnrtmt.;'ll of education, "The 199(} RCllulhotization of the Elementary and Secondary !~ucn:lon Act." November
24,199&.
•
101 See U.S. Department of Educatinn "Rcauthorization Work Plan" numerOUS plnnning documefils, undmed.
101 U.s. Dcp<lrtrnenl of Education, "Agenda, Meeting on Orgnniz.ing the ESEA Rennthori7.<ltioo Process,"
November::!,1997.
10) See U,S, D\.partment on~ducatlc:l, "Thc Role and Function of ESEA Rcauthotil'Atioli Groups." undated,
\~ See U.S. Department ofEducalion, "Prelimlna.ry Plans-Gearing Up fot Reauthorization. ufESEA," Novcmber
21, 1997.
to; See listing of ESEA Re.:.uthorir..atlOn Forum June 3, 1998 represculing a small portion orthe populations
involved in providing policy inpvt.
'
l(lb See ulso, U.s. Department of Education, "Minutes: ESEA Re3uthorizall{ln Meeting," June 2, 1998,
101 U.S, Depnrtmenl of GeuclIIlOn. "Wolt Group Meeting Minutes:' February 19, 199.8.
lot See Dran AASA Reform PHlposal and Press Relense dated JaMary 21, 1998.
1\1\1 See U S. Dep:n1mcm ofEducatiou. "ESEA Reauthorizatiou Omreach ACtivities, Cro$$~Cnttjng lssucs," 199R.
I... Federal Register. Oep.lrtmcu! uf Edllcu~ion, "Realllborization of Elementary and Secondary Education
rrograms," reqnest for comment;;, June 2, !998.
111 See U.S. Department ofEdIlC,ntlOU. "::-Joles frum Reauiliurization Meeting on December 15," December 17. 1997. "'"",.
j Il See "Meeting witll Honse Dcmoc:'ats," H1lkbg points for Secretary Riley in discussing the ESEA rcauthorl:wlion
pmposul. May 13, 1999.
)7
�•
By 1998, 48 states, Puerto Rico, and the District of Colu:nbia completed the development,
of state content standards
fjJ[
all children, 1I4 and the other two states had promoted challenging
standards at the local level-ali mandated under Goals 2000 and the 1994 [SEA reauthorization.
In supporting the development of the same challenging standards (hf all children in all public
schools, the reforms ?-dvanced by the 1994 laws had fundamenlnlly transformed the f'edeml role
iii ed:lcation, which hurl for too long accepted lower expectations for low-income students in
high-pOVc!1Y schools. However, the concerns T?iscd by severa! ;;enior officials at ~he Department
indicated thall'!1ajor changes to the 1994 Act may HO! be necc:;s:£!ry-in order to cO:ltinuc
f~ndillg
or the Goals 20(j{) initialivcmll(;-but were probably nccc:.-:sary to a<.:bic\'c the original G0:11s
2000objec!ivcs. 117
The goals of the proposed 1999 Edutatiollid Excellence for All Childnm Act
(EEACA)wcre to continue to build upon the progress that had been made by supporting the
•
,,,,. ,
.
efforts~or stales, .scbool.districts, and, individual
.",~: ..Amcrican,classrooms.
:
•. J.
lIs
schools to make high standards u r'cality in
Specifically, the EEACA would attempt to meet four goals: make
3
,firm commitment to high standards in every classroom; improve teachcr and principal quality to
ensure high-quality instruction for all children; strengthen Oexibility coupled ·with nccountabBlty
for results; and ensure safe, healthy, disciplined, and drug-free school environmems where all
"
10 U.s. D(:partmcnt of Education , "Questions a~d Answers to Qucstit>ns fwm \1clIlb-.:rl> ill' Congress on eS£A 9$1,"
undated.
II~ lohmon, Judith, "Memorandum to ESEA Re::mthorizalion CORE Group re; The Status ofStandtl;ds~Based
RcfonTI and Summary orSlatc Status Re: Slandards," April 13. 1~S:.
115 Tirozzi. Gerald and Joh~son, Judich. "Memorandum re: the ESEA kcnulhotlzatinn," January 6, 199?L
116 SCe U,S. Dcpar1menl of Education, "Summary oflhe First Retreat on the Rcnuthorir..ation of ESEA;' January 21,
1998.
Tiroui. Gerry, "Memorandum to Mike Smith rc: Considcration Regarding lhe RC3uthorizntion of (iu>11s 2000
July 7, 1997.
II' Fagan, Tom, Memorandum to Reauthorization workgroup re: Request for dc",cl()pmcnl of opliolt for
reaulhori)'.ation of Goats 2000 "n~ other programs." May 1998.
117
•
38
�•
children feel connected, motivated. and cnnlltnged to team. and where parents afC welcomed and
involved.
119
In term", of nusmg student performance through rigorous academic standards. the
Department's proposal would retain many of the programs that proved successful from the 1994
Impro\'ing America's Schools Act. IlO However, in order to hold schools l teachers, and students
tlccountablc for meeting higher academic standards, a great denl of fine-tuning \.\'as initialcd. 121
1;01' example, the 1994 Title 1 requirements mandated content standards: studeat performance
standards, and assessments aligned
10
high academic standards, i22 The 1999 proposed legislation
made these standards a requirement for implcmcntntion by 2000-01 school year.
Additionally) under tbe proposed legislation the De?artme!1t would continue the
C!3SS~
5i:(.;; Reduction inilimivc by not only hiring additional ~eachers to give all students tht' indivldutll
•
attcmion they need
to
read. well and independently by the end of the lhird grade. By focusing
professional dcvelopment.',programs, extend learning
timc~
and family literacy through the
Reading ,Exccllcncc.Act·'{passcd.,J.ycar, cariicr)·all children would be given the opporlunity!O
start school·ready t()'Ic~rn'--'-espccia!ly when these efforts were complimCnlt'd by family litcmey
scrvices provided under the Even Start Family Literacy program,
-
123
Undcr tbe Teaching to High Standards initiative contained in Title II, sUltc~ wnuld
receive a Sl;HlSirlc to continue the development and implementation of standards with a specific
-.
';:
1 '9
.
U.S. Dcpn:tmer.t of Educa!loo, "Overview nflhe Educational Excellence for an Children 1\,;1 of 1999",
Wa:.hingHm. D.C 1998.
•
In U,S, Dcpa:tmenl of Education, "Agenda: Reauthorization orGoals 2000 and ESEA:' August 18, 1998 tlno
"ESEA Reaulhorlzullon Proposnl to Support St..mdards Based School Reform," AugustQ, 1998 and "Working Draft:
Rationale for a restructured Goals 2000/ESEA." August 26, 1998,
m U,S. Department of Educatloll, "Back-up Sheet Proposed Program Creations, Repeal, and Consolidations,"
f~S£A 1999. undated.
tn See U,S, Department of Educatioll, "Title 1 Reauthoriz-ation ]ssues," various planning documeTIls, Nt)vclTl ber
lJ'fijj,
11) 112 Stat 2681, Public Law 105-277, Omnibus Cm:solidalcd lind Em~rgtllcy SlIppkmcnta! Appropriations ;\cl nr
1999, Octo!>cr 21, 1991t
39
�•
focus on bringing standards into the classroom through improved professional development Tbc
initiative would also help states and districts n!ign instruction) curriculum. assessmc:1ts, al1d
professional development to challenging academic standards.
The new. tcaching initIative would continue placing an emphasis on improving
mathematics and
~cit!ice i!iS:ltlJctiOl~
hy dedicating the first $300 million oj' the T caching to High
Standards grants to improve professional development opportunities for tcachers of math and
science. j:~4Thc poor performance of U,S, students on thl: Third Imcnmtional f\:1athcmatics ar.d
Science Study (TIMSS) and the evidence that high student achievement depends greatly on highquality leaching made it imperative to continue this special emphasis, 'Illcrcfore, the proposal
eJ.llcd for reauthorization (If the Eiscnho\ver Nnl10nal Clearinghouse for Math..:matics and
Science Education llnd the Eisenhower Regional Mathematics anp Science Education Consortia.
(iiven all (If the udv.mces'ln .the are.t of technology over the previous four yCtlrs, the
•
legislation created the
Tcchnology,.~or:,Educotjon
inltlativc thai would (l) help prepare new
teachcrs to actively eng~gc,sludents~in Jcaming,chalicnging content; (2) support high poverty
school districts' cITorts. to hclp.'teachers( usc .. tcehnology-including simulations, "hands-on
modeling;' and cxplomtion in virtual environments-to bettcr teach students to challenging stale
standards; (3) usc such tools us distance ka:'Ii:ng and \veb-tmscd instruction lo bring
subject matter into all classrooms;·and {4) provide
nationa~
cha~lcnging
leadership by cllcournging innovativc
--
J
technology o.pplications and disseminating information ab(lu~ lhcm, 12~
f.,."
To implement these rcQuir~ments would require a more focused cffort to educate. teachers
and attmct individuals to the profession in higher numbers.
Specifically. teachers would b~
given profcssion;;J dcvelop'ment·oppMtunitics to teach to the high stamhlrus> recruit ta!en:ed
•
1~4 U,S, Depllrtrnent ~i;:Trducation, Dr~fi RC:1l1thortzation ~",'ee:ing minutes re: TC;1Chcr QU'llily i:;:;ues, NOH':Tlber'l.
;99'8,
.
�•
indi,,!dua!s to become better principals and support their professional dcve!opmcnt.126
This
legislation mandated an end to the practice of hiring emergency certified teacher:; tlnd asking
tcachers to teach classes out of their subject area. Special focus was placed upon better serving
limited English proficiency (LEP) students.
School di:micls ond schools would be beld
accountable_ fnr ensuring that all LEt> students make progress toward mastering challenging
standards and developing English proticie-nc),,,
Finally, in Title XI urthe legislation, the Education Accountability Act was included that
cstnhlished measures 10 hold schools~ district; tcachers~ and students to e\'cr~highcr stftndmds.
Building upt?n the. success of the 1994 laws and the recently passed Educatic10 Fi<:xibility
Partnership Act of J999, states and districts wou!d have increased flexibility to coordinate.
modify mItI eombine program activilies in exchange for greater accountability [clr their schonls'
und students' performunce. m
•
States, districts; and.'sehools were interested in being given the
0ppot\1Jnity to develop one rigorous accountabjlity" ~)'slem .for, ail districts and schools, provide
additional resources to lurn around low.-pcrrormin'g.. schools., and update the recently enacted
Education Flcxihility Purtnersbip Act of 1999,>1!lUt:would waive sek"'Ctcd requirements of ESEA
programs.
F(lllowing the introduction of 1he Adminis.tration's proposal, the House and Senate
introduced their own versions of an ESEA reauthorization bilL (28 A great deal of discussion took
"
:
.....,
place over the followtng 10 months netween key members of the Congress. the AdministrJ.tion,
and representatives from the Department. The Senate Health, Education, Labor and Pensions
(HELP) Committee fin~shed their work on the Senate ESEA bill, S.2, nn March 9t", 2000. An
m
u.s.
Depm1:ncn: of Edlleation, "Educa:ion Technology," planning documents, undatcd,
Conaway, f::llen, e-mail correspondence re: Tax Credit for Professional Developm"n; for K~ll Teachers,
September 8, 1998,
' . :,';.'''.' .
IlJ See 1.r.S. Department of Educalion, "Issues Related to State Competitkm Programs." September 4, J998.
!ll·
•
41
�•
amendmenl to the bill, tbe Straight A's plan introduced by" Senator Judd Gregg of New
Hampshirr, made it possible for a state to dismantle ESEA funds into block gra:l1s,
Additionally, Senator Gregg proposed that the Title I funds be given to schools to serve
disadvantaged students become portable. This meant that individual students could demand thai'
their alloc;Hio!) of Title 1 grants go to any qualified service provider, including cOI!lmcrcinl
tutoring
0:
services provided by private schools. Tbis proposal diluted the !mpact T:t!c J funding
would h,m: on indiVidual public schools thm serve all c-hildren and potentially could turn Title I
into 'u :,oucher'progrurn u direc.tion that neither the Administration nor the Department was
willing to accept.
The House passed three sepumtc illili<ltives;
"Teacher Empowerment Act," the '''S?tudenl
Rcsults Act", and their version of "Straight A's" legislation. Each ofthesc bills would impact
upon the 1~)94 legislation by diluting torgcted funds,to high-povcrty, schools) failing to provide
•
resources to ensure a quutiH!.!u teacher in every dassroom.,and eliminating class, size reduction as
a program of ESEA. While the Student Rcsults, Act ·rc:mthonzcd. theJ~ilingual Education Act
(Title VI), rural educ,ttion' programs and programs for'giftcd and ,talented: migrant and homeless
students) the bill diverted some of the Title I funding in the bill to "ncademic achievement
awards" and exempted charter schools from maintaining teacher quality Siandards.
Under the House passed version of the Straight A's bill, Governors would bave the ability to
combine Tille I funds aiong with funds from other ESEA programs into one block grant.
Given 1hc contentious atmosphere of the coming presidential elections, and -distinct
differences hetween the House and Scnatl.' hills, neither chamber
I,r
Congress
\>,1.1.'\
able to agree
on a compromised position prior to the end of the l061h Congress. As a stopgap measure, the
•
~----------------~,~-~---------------------
m See u.s j);:rartmcn! (If EduCH!IOl), "ESEA Reauthorization Q & As for Meeting with! Iill Swfr, undated.
also, "ReauthorizatJon Briefing of Senme Staffers," JanulilY 25, ! 999.
42
~ce
�•
finai Labor-HHS-EducmioI: Appropriations package, passed in December 2000, included a fey\'
reauthorization provisic!lls, including:
• An cxt~nsiol1 of the Even Start Family Literacy program;
• A onc·yenr R~ral i'Al.lcation Initiative (REI) allowing smail, rural di5tricts to combine funds
received under ESEA Tilles H (professional dcvck'pmcnt), lIT
(c-d~cati(ll1
technology), IV
(Safe and Drug-Free schools)j and VI (fnnov<ltive Education Strategics), and to
llSC
these
funds for programs under Titlc~ I, Il, Ill, or IV"
.. Expansion of provisions requiting Title I LEAs to provide public schooi choice to stude:1!s in
low performing schools.
..
A provision requiring schools and libraries receiving either E-rate or technology funds to
install Internet blocking and filtering software.
Funds for demonstration programs for high school rcform t physical education' pr(igr,~ns in
•
I"
d"
" S
Ed uca t JOn '- perL mg
4
l11C direct Fede:-al investment in ecucntion has grown su!;stanliallY"inci'casiJ1g from' £23
bilEOJ~
in FY 1996 to $42 billion in f'y 2000, The Riley administration ho<; made eV;,;f aHcc)pt10
insure that education remain primanly a State and local responsibilIty in the United Sta!cs, yet a
national priority, It is States and communities, as well as public and private organizallon~ of all
kinds, that establish schools and colleges; develop curricula, and determine :-equircmcnts for
enroliment and graduation,
"1l1C
structure of education fi1)ancc in America reOccts this
predominant Stale and local role. Oi'the rno:-c th;:m $600 b~lIi{jn spent nationwide on education at
all levels each year, 91 pcrccm comes from State, local, and private sources:,
•
'l9 St.""f; "1'.1 &
~
". ,"
I3!cro Briding for Secretary Riley," Tnmsition doculTIr:nts, 1993.
43
�That means the Federal contribution to national education expenditure-s is ahma 9
•
percent. However, this 9 perccnt includes educational expenditures
fWn1
olher Federal agencies,
such as tht: Department of Health and Human Sen'ices' Head Start program and the Department
of Agriculture'$ School Lunch program, Subtract these dollars, and the Department is·ldl \\lith
only about 7 percent uftotul education spending, or roughly $42 billion a year. That 542 billion,
by the waYl is just 2 percent of the Federal Government's 51 1.8 trillion budget.
Sc\cn percent may nol sound like much, but the Depurtmenl works hard to get u big hang
for its taxpuycr-pn1vidcd bt:cks by
la~geling
its funds where they can d() the mo:-;t good, This
targeting reflects the historical development of tbe Federal role in edueotion
"emergency
rt:SpoOlll.!
a~
;} kind of
system," a means of filling gaps in State and local support ror education
'\.\'hon critical natiomll needs arise, no In arca~ critkal to the mission of the DCp;~ftmem, tbe
-
e·
.
percentage of the budge1 is much higher, For example, iOl vcry higb povert), schuols. the federal
budget share may be us high a~ one fourth,
In addition 10 direct appropriations to increase resources to achieve excellence and
in, cdw:atio:l, the Administration has championed innovativ,e v,'ays tu providc
cquity~.;.,.
invcstmen~~ j~, .\
improving $choois and help familics pay for college. For example, the educiltion mtc (e-mtc)
program, paid from the universal fund for telephone ac.ccss, provides about $2,5 billion annually
io help get Interriet service to schools and libraries.
,
.
This involved effort \vas lead by Vice
President Gore and Riley and has made a profound impact on technology use in Amcrlcilrl
schools,
The tax credits for ('ollegc tuition-the Hope and Lifetime Learning tax creditschampioned by the Presidcnt pnwidcs. about $1 0 b~lljon a year in aid for colleges hound students
•
in an indirect hut efft'Ctive wa)' .
44
\.
�•
While the Department's responsibilities have grown substantially Over the years) the
Dcpal1ment itself has not. In fact, the staff of 4.}00 is nearly 40 perccnt below the 7!500
~mployeefi
who administered Federal education p:-ogrums in 5c\'craJ different agem;i::s in 19S0.
when the Department was crcuted, These staff reductions. Jlong \';.lth a ""'ide range of
management improvcments. have helpd Hmlt adminis-lrath'c costs to less than 2 percent of the
Department's budget. This means that the Dcpartment delivcrs 98 cents on the dollar in education
assistance to
Statcs~
school districts, postsecondary institutions, Jnd students" In fact a recent
GAO study found thut 99 rcreent of the funds from the 1() largest programs went to states and
.
.
local schoo!s with little time required for processing the funds at the school site.
In terms of progmms administered
responsible for 240 progr.lt11s,
, ","-"<.
by~
the Department. in 1993 the Department was
Through the process· of consolidation and streamlining, lhis
number bas been reduced to 174 program over n seven-year period.
;]1
M~st of the programs are
""",.,;.. , ". small demonstrn1ion ,programs that play an important role as a lest bed of new ideas.
:":'>."';""~~'\ll:
The
<DeparUl1ent administers only 1 Lprograms over $500 million eJch, 1n FYOL the Department'.
proposed adding sc\'cral initiatives to address the growing unmct needs facing Americll's
students, These included a school renovation program. Teaching to High Standards. the Small,
Sufe, an~ ~uccessfuJ High Schools program, and expansion of the Teacher Quality Inc(:lltives.
132
. The approved FY 2001 budget puckage included $6.5 billion in nev,; funding to n.:duce
...
~
f
"
clnss size, provide emergency rcpai:s for
nHi~down ~cho()ls,
incrcast; afti.Or-school opportunitli.Os,
improve teacher quality, help turn around low*perlorming schools, strengthen support fur
I'~ Sec U.S, DCp3l1rnen! (lfEduc<ltiol'l, FY 1993·2001 Department of Educat!on Budget by Major l'r('smm.
1'1 U.s. OepJ.ftrH:tit of&!\lcation. ril'cal Year 2000 Briefing: Summary (J!'Progr(1nl Terminations, 1~}99,;", 5,
m U$.lA:pc)rtmcnt ofFA!\lcation. FY200J ED Reform Briefing Dm:umcll!s," 20~)O,
•
45
'" T
':'.
�•
children with disabilitks, and expand access to and funding for college. 133 The increased funding
levels reflected an 18 percent increase ovcr thc FY 2000 and was the largest one-year increase in
education funding in the Department's history. 134
The FY2001 Appropriations bill provided funds to:
• Provide:l 25 percent increase in the initiative to reduce
ChlSS
size which would assist in
training and hiring 8,000 of the 100,000 necessary new teachers over seven years in early
gradl.!s to 18 students per class: $1.6 billion.
• Increase by 45 percent funds for the improvement of tueher skills :md
qUHli~'
with
Eisenhower Professional Development State Grants with nearly 15,000 school districts
receiving $485 million to help reduce the number of uncertified teachers and teachers who
arc not trained in the subjects they arc teaching. os
•
•
Inercasing Title 1 gr:mts to improve reading and math scores to help disadvantaged
"", . ". students' learn the' basics and achieve high· standards: $8.6 billion - an 8.3 percent increase .
. ,':t;~l';::':)o)·
Till:.' bilI""also included the full Administration request - $286 million - for the Reading
,. ... ~xce II encc A et. 11(,
...;, " '. I'
.
• Begin much needed school renonllion projects by providing Urgent School Reno\'ation
Grants for emergency repairs, such as repair of roofs, plumbing and electricnl systems, and
meeting fire and safety codes.
These funds also includc funding for special education
serviccs or technology-related construction activities and support for a new charter school
facility financing pilot: this new program was funded j~r $1.2 hillion.
137
1J3 Sec U.S. Department of Education. FY 2000 Budget Request Committee Program Questions and Answers",
November 2000.
lJ4 U.S. Department of Education, News Release, "Congress Passes Record $42 Billion Education Budget,"
December 2 L 2000.
.
m U.S. [)cpmtment of Education, "Fiscal Year 2001 Congressional Action," December 21,2000, p. 18.
136 Ibid., p. I.
137 Ibid., p. 6.
•
46
�•
•
Increased funding of the 21st Century After-School Programs providing 650.000
additional school-age children in 3,100 new family centers a safe, drug-free environment to
Jearn during after-school and summertime hours while helping strengthen aC(lcil:mic
achievement: $845 million - an increase of 87 percent. These centers, approximately 6,700
centers in 200 I, would also offer lifdong learning opportunities for adults.
DH
• Strengthen Accountahility by accelerating state and local efforts to improve the lowest
performing Title I schools with rcrorms ranging from intensive tcacher training to required
implementation of proven reforms to school takeovers: $225 million.!39
• Increase hy $50 million funding 10 help teachers to effectively use technolQgy III their
classrooms.
• Increase by 18 percent funding comprehensive schoo) reform programs that help schools
develoJl o'r adapt: comprehensive school reform models hased on reliable research and
•
efTecti\'e pwctices:·$260'million.
140
.
• Incrcasc'hy'S80'iTtilWiri the effort to crC~ltC sm~IIIcr and successful high schools.
• Incrca:se b)' 27 percent the Special Educ~'tion GnIDts to Stlltes to assist them in providing
a free appropriate public education to more than 6.3 million children with disabilities
nationally: $6.3 billion.
141
• Inerea,l,c hy 15 percent funding for Pell Grants thm provide grant assistance to help low
,
income undergraduate students attend college: $8.8 billion which provides an increase of
$450 in the maximum Pell Grant to $3,750.
142
m Ibid" p. 10.
I,?
140
•
141
141
U.S, Department of Education, "Fiscal Year 2001 Congressional Action," December 21,2000.
Ibid., p. l.
Ibid., p. 10.
Ibid .. p. II.
47
�•
•
Increase by 9.5 percent the Supplemental Educational Opportunity Grants to provide to
t'Jil!!)n assis1x)ce 10 low~incomc undergraduate students: $691 ~illion. 143
• Increase by 8 percent funding for the
Federal
Work~Study
\vhich hdps undc:-gradume
~md graduate students pay for c-oHcgc through parl-time work assistance: $1 biJlion.
144
• Expand funding for the GEAR UP and TRIO programs which prepare low-income
middle and high school students for college through a variety of approaches: $295 million for
GEAR UP find $730 million forTRlO,
'45
In addition, a number of important expansions were made in
:.md support to innova1ions in education, Arts
("duc3~ion,
a:CU$
thot provide guidance
intema:ional education and foreign
language acquisition, adult educat:on ar:d civ:c Ekracy, charter schools, rcading, comprehensive
school reform; community technology
~e~mling
center!;, a.nd small und successful high schools
me mnor:g the aetivit!cs that reech'cd nC'w or expanded funding.
•
l:!igher
Education'Rcf()r:m~'~~~'''''''''''-'''''~'''''':-lW
.f"
"
The Higher·Educution.component of the Department, administered ane supporled
• ,I.-
projects th:lt brouch::ned)lCCCSS t(~· higher education. The High..::r Education Programs OIEP) can
be divided into nve s]1cd1ic service areas: (1) Federal TRJO programs, (2) Institutional
Dcve!opm,:nt and C"ndergradu3tc Educa:ion Programs Service, (3) imernatlcmal education and
Graduate Programs Service, and (4) Program Monitoring and inf0!'rnatJOn Tech:lol,1gy Service.
Early in 1998 1 the Clinton administration intmdOlced legislation that would rcau:horize
the Bigher Education Act of 1965. The rcauthorlzatio:1 effort propo;;al was based on ;;cven
guiding pnnciples: (1) make college mDre affordable, (2) simp!i(y the student aid process, (3)
•
W
1'14
I!'
!bid",f'!" II"
Ibid", p>i 2.
Ibid", p. 14.
1'6"SC
'H'I
'
u . . .ongress,· 1£ )(':!" Ed \lcatlOn!\ ct 01"998"
.
48
�•
ensure students recdve a high quulity education and taxpayer dollars arc well spent, (4)
encourage Americans 10 work and save for college, (5) help more low-income Americans
prepare for and go to college, (6) help working Americans improve their wages and their lives
through further education, and (1) recruit qualified teachers to
high~nced
communities with a
teacher sh(}f!age.
To support the continued authorization of higher education progrums~ the Department
relied not only upon the philosophy of college access, but the facts as well. It was noted that
under !-lEA, access to postsecondary education was accclernted wi1h college cll,rollmcnt
increasing from 5.9 million students in the fall of 196510143 million in the fall of 1995. In
academic year 1998*99, over 8 million studcnts received more than $40 billion through HEA
student financial aid programs, at n cost to the Fcderul Government of approximately $12 billion.
In 1996, only 49 percent of 18- and
•
income quinlilc entered college
19-ycar~old.hjgh school graduutes from the lowest
within)~o.;y<:nrs. of-graduation, compared to 58 percent or
Pcl1 Grams, \""hicb were tbe r9_u~d?t~9i1. of F~dernl 'student uid, mudc postscc0r!dary
education possible for millions of low~income students: who otherwise would not have had lhc
opportunity to attend college. To this end, the Administration proposed n $3.100 maximum
a\\'ard. in the'1999 hudget to provide a total of$7.6 hill ion in Pell Grants to nearly 4 million
students.
In order to reduce the cost::; of borrowing, the Department propo$cd to reduce the ionn
fees that borrowers t pay by I percent in 1999. and eliminating them entirely for needy StUdC:11S
by 2003, ;.:,wing tbe average stude:lt borrower $40 in 2000 and needier student borrowers an
•
.average of $150 by 2003. t'0r.studcnts who choose to rcpuy their D;rectlmm$ as a share of their
49
�•
income, tbe DeplJrtmcnt proposed n loan forgiveness program that nllowcd the student to pay"
their lQans from pr~HOx income ror up to 25 years of repayment The juslificatio:1 '.vas that this
,
tax burden should not be inflicted on borrowers who responsibly worked to payoff their debts
over a Jong period of time.
The /irs! of the proposals to he addresRcd in the reauthorization process was to Dl<lke
college more affordable. The Riley adrninistr.ttion cmpliaslzcd universal access to postsecondary
t"(]ucat.lon :md lifelong learning as a top priority. Realizing that more than eyer before. education
was the fUlllt line hclwccn those who would prosper in the !1CW !J~on(llny~ rmd
·~h()sc
\vho would
be left behind) Riley stressed programs that would develop skills and training beyond tl high
school education, and made avuilable effective and accessible postsecondary education critical to
enhai1cing th...: productivity the workforce and enriching lives.
Dc!)pite the progress being made in ensuring access and making coll~ge more affordable,
•
the
Dcp~trtmcnt was concerned that students and parents, especially ihoseJrom \ow~income
families, had incomplete'and sometimes misleading inr~rm4tipn:on the (?('\):>t,of attending
postsecondary education, the availability of fLnuncinl aid,' a{ld;digi!,>ility requirements lor aid.
Recent reports indicated that parents of even vcry )'oung childrcn vicw college costs as one of
their foremost worries. Although it is not the rok of the Federal Go\,cmmcnt to determine tuition
love:5, it was Riley's: desire it. create an avenue
or ncce;;s that would aU tty fears ,abollt college
prices by providing more up-to-date information for famities, encourage long-term planning for
education after high school, and help institutions find innovative \\'ays to lower their own cos1s.
,
The, i)cpant1)Cllt produced and widely distributed an information guide entitled "Gctting
Ready for College Eady" thaI was intended to address these needs, This guide for parents of
•
middle s~hool students described typical collc:~e.costs~ the financial and academic steps
50
�•
necessary ta prepare far college, and the types of financial aid available to students. Although the
publication has only been in print since August of 2000. the Department has already
nea~ly
dis~ributed
400,000 copies.
Additionally, the President requested in his FY 1999 budget funds to provide
in!(mnatioll on preparation for college to over 10 million middle school
~tud,ents,
with particular
emphasis on students from high-povert)' areas. The·$ J 5 million Early Awareness Information
program would educate studen'ts and their parents about the importance of higher education and
the many steps necessary to prepare for college, through pamphlets and videos, community
events, and public service announcements. This new program would inform families about the
academic course work that is needed in middle school and high school to gain entrance into
college, and about the financial aid opportunities available to finance postsecondary educntion.
Additionally, the Department encouraged institutions to operate more emcicl~tly through
•
programs such as the Fund for thc Improvcment of Postsecondary
supported projects encouraged innovation in postsecondary
Education,(FJl~SE). mRSE ......
education.w~ik
and cost effectiveness. This effort is consistent with the recommendations
enl,lUnci.ng q~<;ll.ity .
of,n~e,National·
Commission on the Cost of Higher Education. which highlighted FIPSE as a valuable program
and recommended
tl~at
it be reauthorized. Riley, even from his earliest days in office continually
stressed the dissemination of model practices as an important feature
or the realltl~oriz<.:d FlPSE,
thereby encouraging replication oCthe exciting and effective projects it funded.
Simplifying the Student Aid Process
The second guiding principle sought during the reauthorization af HEA revolved around
efforts to improve Student Financial Aid program management and simplify aid delivery. The
•
.-'::-"
51
�•
Department was intent on reducing the burden on institutions by providing them
wit~
the
flexibility 10 manage the programs so that they can beuer serve students,
A haif century after the in:tial G1 Bm, three dC~(ldcs since the establishment of federally
gU3mn~eel: student loans, and more
lhan 1wo decades following the creatio!1 of a nali(mnl basic
grant program, both the Department and the Clinton administration maintained a central
commitment 10 federal support for higher education. What has changed since the principal
federal uid ;:rograms nftoday \verc firSt legislated" In one sense not a great deal. The s1Udcnl~
1970s-~graming
based strategy Congress udoplcd in the 1960$ and
and lending to students rather
than institutions--has heCOfl1C the system's hal1mark, Today more tban 90 percent of Dcpurtil1C!11
funds for pos1sel:omlary cduc<ltinn are provided in the form of student financial <lid. With
additions and elaborations, in fUl:l, the same programs arc in place that were established a quarter ~
century ago,
However, the underlying policies have shIfted dramatically. On,many counts, todu)/s,a:d.,
'c,
syt.1cm looks much different from what the carly legislative :rmr:crs eavisio!1cd. " "
EV::11
as Congress was planning out their 1992 legislative agenda, presiclcntiall:andidatc I'!
Bill Clinton was on the c3mpnign tr:Jil promising
--
al:ompletc ovcrnaJ;l of the s1udent aid SY5~C:n:f'
he was elected, He repeatedly cited defaults, excessive bank fecs. high government costs of the
loan program, and the aid
system'~
overall lack of effectiveness in making college affordablc.
,
Emphasizitlg the responsibilitles uflhose who receive aid, Climon called for beGefilS that
students coulq earn through c\)"mmunity service or reimb'Jrse at
r'dh.:s
geared to their future
Soon after taking office, President Clinton sent to the Congress a student loan rcfor:ll
•
package that would revamp the student Joan system 10 simplify the adml0is1 f £tlise tasks of
52
.
,
'
.
�•
educational
instltutlon~1
make the ,system casier to understand, provide students with greater
choice In repayment plans and lower the costs to the taxpayers and students. 147
The system,. then under operation, consis;;ec of 7,SOn lenders, 46 guufantee agencies, and
numerous services and secondary markets. The result? An error prone j'Jfvcess which was hard
to monitor and cumbersome to borrowc!'s and schoo:s. ;48 On-A :1gu~1 10. 1993, President Clinton
signed the S:udcnt Loan Reform Act of 1993 uuthorizing tbe FederulDirect Student Loan
PrClgrams ,149 The Student Loan Ref()[ln Act 'of 1993. a part of tile Omnibus Budget
Reconciliation Act of 1993, appropriated funding aod ucted as an authonzlIlg agent for the
incremental phase in of the program.
The Act was intc:1ded 10 redress many of the prnblcms that had grown over the previous
25 )'cars with the existing Federal Family Educational Loan Program (FFELP). The [ollowi:lg
spccific changes resulted:
• Improved service to students by providing onc-stop shopping for aid and choices ie
repayment plans that were income cont!:1gcnL
• Simplified admlnistrativc tasks for sehools,:~o
<','",''':
• Simplified sYstem designs making it casier for participants and ]()wcr costs to
taxpayers,l:5[
.
Th.:: legislation authorized :he implementation oftbe William D Ford Federal DjfCct
Lmm p;ogram which rcsu;ted in irnpro"ved aecounl:lbility, simplIcity in administration,
integration of existing .student financial aid stracturcs wltbin the Department, cuslomer service to
-.
~,
"
insure excellent service to studc:11S and schools, and timeliness to insure fasler deliver in student
aid:
a~ Riley. Richard \\". Dear C(}lIeague letlcr to college, university and tr<lde school presidcf:ts mmcuncing :hc r:cw
studen: 10at: program. April 29,1993.
I"' U$. Department of Education, "Direct Lending: [hekground Materia! for Edm:<if:on l:tsti~u;.iollS," April 1993,
14) J07 StaL 3D. Public Law ]03-66, "Omnibus Bud"el Reconciliation Ac, of 1993," Augm;\ ! 0, 1993.
".w
l${l U.S. Dcpmtme:lt ofEduca'.ion, Press Release, "105 Schools Seiected for Dirt;::t Loan Pn)gram's First Year,"",· ,,'
Novemocr 15,1993 .
•
151
Ibid.
53
,',
,
j'
�•
The Direct Loan program established four types of lndividual Educntion Accounts
(Direct Stafford Loans~ Direct Unsubsidized Loans, Direct PLUS Loans and Direct
Consolidation Loans) that could help to streamline procedures for students, parents and schools
and save the taxpayers $4.3 billion over a 5 y~ar period. This program symbolized one orthe
biggest changes to hit the sturlcn1Joan industry since 1973 \vhen the Pell Grant Program was
initiated. The law required
phi.lst:~in
of 5 percent of the total volume of participating imtitutions
in 1994 1995, 40 percent In 1995-1996, 50 percent in.1996-J997 and 1997-1998, and 60 pen,:c!1!
M
in 1998-1999. 152
Such a phase-in \vould be based
(1Il
lOlal gU3:amccd student loan volume; 5 percent in the
first year, 1994-95; 40 perccnt in the second year. J995-96: 50 percent in thc third and "fourth
. years, 1996-97 and 1991~98; ilnd 60 percent in the fifth year, 1998-99. After the 1995-96 year.
the_loan vDlume pcrcentages may be incre;:{scd if institutional demand for ranieipmloll is g'reatcl',
".:4f"'I_-';">' .... ,·,,,,"",The 1993 Icgislation olso greatly expanded on the Direct Loan demollstration program
''''' • !,
~\:;'f:·'r;{lr.... nu~wjzed
in ] 992. In the approved Direct Loan program there were only three players; the
r: ~, 'student, the school Lind the Department of Education. Students completed only onc upplicution
the Free Application for Federal
Stll~cnt
l
Aid (FAFSA). The new law called for at least ll(lO '
percent conversion of fcderal student loan volume from guaranteed to direct lcnding over a liveyear period. The Department and. key members of Congress recognized that more l1exibility in
how borrowers repaid. their loan, including an inCOll"H;:.conlingcnt plan thUl calibrates monthly
. repayments to a percentage
or the borrower's Income for up to 25 years, was more eniciem and
less costly to the potential user.
•
u.s. Department of £ducation, Officc or Public AtTairs. "lndividuai Ed:Jcatior. Account Background
Information," undated.
132
54
�•
From an :;I\Jminlstnitive standpoint the Direct Loan program offt;:rcd many ad\'unt.:igcs to
postsecondary institutions, There was no longer a need for a separate lonll application to a bank.
The school dctc~mined how much could be borrowed and electronically transmitted all the
required loan information ttl the Department. When the loan was approvcd l the student siinply
signed a pr{llnissory note and the s.choo; credited the student's tuition account,
The prhl1ury henefits to students were
3
qUicker receipt of their loan funds; a strcamllncd
communication process for ~xacdy who to contact for deferments and repayment or any
qucsiions that might arise about their loan, because their loans would never be soid. The benefits
for schools were: greater enntrt'} over 1he loan pmcess by receiving the loan funds electronically:
receipt of tuition payments in a nH)r~ timely manner; and improvcmenl of cash flow, a hcnefit
for large s<:llOols as well us smaller on~s. In the lirsl year of the program 104 institutions.
•
participated. By
lhc:.1997~98
schou) year approximately 1350 institutions \vere participating
providers ...
. . /"·~r.'Having made.student aid rerorm a top domestic policy comrnilmcnt, and having \Von
early Icgisl,,:tive victories 10 support plans in this area; the Clinton Adminbaratil.n s1ruggled 10
fulfill another campaign promise--to streamline the regulalory process for student aid programs.
l/et to implement tbe host of legislative initiatives passed in both 1992 and 1993 the Depa:-lmcnt
ultimately gcnerali:d more than 70 rule-makiag packages_ The volumc and complexity of the new
,
rules as well as contention within the education community over many of them. led to a senSe
tlm( the regulatory process was as overwhelming as ever.
Riley, thererore; sougbt W pfUjcct a longer-range, Phase 11 agenda of stude!;.! aid rcfonn.
The Department held regional hearings around the counti)' to test reactions and g<.lIher ideas
•
how federal aid mlght be further restructured, bettcr targeted, and simplified. However, the
55
011
�•
Riley's Phase 11 vision sparked little enthusiasm among aid administmtors coping with the broad
scale of change already under way. or \yith college leaders preoccupied \vhh the Administration's
SPRE pwposals. The Phase J I designs were also overtaken by political event$, omncly the 1994
election,
After the election, Riley's second term began with an implementation ofsc"cral key
enhancements
10
the financial aid progr.un. From a management perspective. the Office of
•
Student rinancial Aid
developed·~nd implcm~nted
the second of its five-year plans. The focus
of the second Riley term would be to achieve three fundamental goals:
•
Improve Service
•
Reduce Costs
•
SYS1"::lHS In1cgration and N1odcrnization
As a result tbe first of several initiatives were pursued to offer gtudcnls mNe direcl Hnes
•
of reccivI;1g financial aid: lric' oPeration of both the FFEL and DirrCI Loan programs, since 1995
fostered strong'program competition between the IwO programs and among FFEL lenders,
re~ulting in improved.custoinef:serviec'lo students and institutions/along with a grealer emphasis
on borrower satisfa'ciion.· FFEI}improvemcnts. spurred by Direct LOUllllll1Uvutions, included
simpler and faster 1mm processing. new
inc(lme~re!ated
repayment options. lower rees on100n
origination. and improved loan counseling.
Under the Tuition Taxpayer Relief Act of 1997, thc federal government provided two
ways of delivering college financial assistance - onc through the tax eodc, and one, thwugh direct
appropriations. These two sets ofhcnefits operated on diITcrcnt principles and served differcm,
though overlapping populations, In general, under the tax code, the more income one had (up to
thc income ceilings established 1!1 the law), the more one benefited. Under the nced~based ..lid
•
proU':'J.:ns authorized by Title lV of the Higher Education Act m1'.cnc:llenls of t998, the less
56
�•
income one hud. the more one benefited, And, again, in generul, the tuition tax benefits went
primarily to students and families with i,ncomcs above the median, \,.,hile most Title IV
as~istancc
goes to families below the median.
Today, the Administration leaves behind a $30 bilHon expansion of cligibilil)' for the
Lifetime Learning Credit over the next 10 ycurs. Currently> SFA has completed its Y2K
renovation and tCl>1ing and now is working to insure that institutional partners arc ready for the
new millennium. The Department's goa; was to provide customers with nine new positive
experiences in service delivery between 1999ltnd 2001, They include FAFSA Corrcclions on
the Web,
wch~based
Din.:ct Lotm Exit Counseling, and the establishment
or"hu:sine~s
partnerships') \llith Guaranty Agencies to share best practices rclaH.:d to debt collection efforts.
Thl! Department has introduced five new electronic products and services. One product
is "SFA Coach" a basic training eoursc for
•
accelcrated in response to Ihe
sch.OQIIl~d. ~dministmtors.
Its dcvc]opmt:nt was
ux~res.scd !lccds,of;.lhe prlst.secondary institutions.
Avnilabk on
the web, the course contains 36 Icss<?n~:jl~h~J~~p~.rt}ll~n.tmct the spirit of the. goal to. complete all
critical trnllsnctiolis al1ccting schools.so 1!1<lt We woqld not disrupt servicl: to the sludcnts. The
Student Financial Aid office wa.,,> able to manage to av{)id disrupting service to students. but only
by devising workarounds for Ime trummctions.
From a financial perspective. the overall cost of delivering Student Aid decreased
,
dramatically. DefauH costs moved from 15 percent ;n FY1992 10 8.8 percent in FY 1998.
rn FY 99,the FFEL nnd the Direct Loan program acc()unt<.'<i for an estimated $30,1
billion in new loans, representing 57 percent of all federal postsecondary student financial
assistance. When Consolidalion loan volume is considered the overall loan \'olume in FY 1999
•
totaled some $42,8 billj011~
51
�•
Additionally, both programs helped to ellsure access 10 J i.:on~plctjon ofhigh~qllaJjty
postsecondary education, In past years new FFEL and Direct Lo"n volume have expanded
tremendously increasing from $16 billion in FY 1993 to $30. I billion in FY 1999. Similarly, the
number of1oans taken out hus- also expandL~ from 52 million in FY 1993 to ahout 8.2 million in
FY 1999.
Additi()nally, it was the goal of the Department thaI students and postsecondary_
institutions receive efficient, scnmlcss and prcdicwblc cllstomer service that (:nablcd them to plan
abcad~
while maintaining accountability for Federal funds. TilL: 1998 HEA reauthorization
proposals, thu.s, in<;ludcd a number of changes that would allow the Department io develop and
use new technologies and systems, simplify existing systems. und roouce burden
ror students,
schools and the Depm1incnl:
For example, the Department eagerly sought the adoption nflhe fU'1dumcntul dements of
•
a performance-based organization (PBO) structure
type or organization cnhunced the
f\~r.deli\'ering student ~id, Creation of this
Department's!n~xj~ilitX.\\:.itJ1,r('sp('ct'H!.!potcnt;al
m:IIHlgcment
and contra<:ting reforms, and allowed the DepartmcnLto".dc:liv{!f ~tudcnt·aid more efficiently At
the same time, the organi:r.atioll could now be held accountable ror rcsults,
In addition to the changes !"!lade during HEA reauthorizatiun. the Department S(lnghl
,vays to simplify the student aid application process and allow institutions to makc carlier
financial aid packaging dccisions, The Department consulted with all relevan.t parties before
implementing this authority, hut bC!k'vcd th,lt it would help ~tudcJ1s. and parents plan for and
finance college more effectively while reducing administrmive and applicant hurden,
Additionally, the Department proposed clarifications to the provisions tha1 authorized
•
5'
fjnan~ial
�•
aid administrators to use their professional judgment in making adjustments in the determination
of need that would clarify whether :hc~c pUl1icular protection;; applied to dislocated workers.
One c)<;umple nfthe agency's efforts to reduce
th~
filing burden for students was to alluw
the use of the Free Application for Federal Student Aid CFAFSA) as the loan application for the
FFEL program. This proposal had the widespread support of the higher education community
and streamlined the application process for
SCh(K)1s~ lenders~
und
~hc
Dcpartll"lCnt.
The Department made big strides in n:invcnting federal regulations and tailoring
regulations that balanced flexibility tl:'!d accuulltability, In order to continue to move away from
a "one size filS all" upproach these changes enahled the Departmcnt to more effectively larget its
rCS(HI[CCS t(l institutions needing more attention and assistance, The pCrfi)miUl1cc-bused
:.Jppn..)uch to institutional oversight would create >l balance hclwl:Cn n:ducieg burdens on ;:;cbnols
and protecting students >lnd Federal funds, A gatckccping and oversight system based on the
•
institutions' respective track records and the relative risk each posed.to.theJ:;~dcral.ta.xpayer,. ,.
reduce bUlden where appropriate, vihik providing incentives for i!1stit.uti9~~to·b~,flse<!lIy and
adminhmativcly responsible. To do so. the Department proposed a
systcin,t(~,~irnrli!Y;
substantially. the rules that institutions would follow when providing a refund of Federal student
aid after a student \vilhdrawn. These changes to the refund requirements made the refund proees~
SImpler and easier to understand for both schools and students.
Ensuring lha1 Tide IV student aid funds·arc used appropriately and that taxpHyer funds
were not \vastcd continued to be a crucial pm1 of the Department's rnission, To that emL the
Department sought to impose lime limits on a student's ability to receive Pell Grants. Students
would be able to receive Pell Grants for up 10 ISO percent of the time normally required to
•
complete their course of s:udy. Time limits would be adjl!sted. for parHime students, while
59
�•
students with disabilities would be exempt from the time limits. For example, a student who was
enrolled half~time in 11 2~year aswcime degree program would be eligible for Pell Grants for up
10 six years,
enrolled
By providing dlfTcrcnl treatment for students with disabilities and those who
p3li~time,
the requested proposal was sensitive to their particular needs.
In addition; the Department believed that institutions that were not providing adequate
education or training SllOUid not be cJi~iblc to participate in federal programs. The Dcpartncnt
proposed an extension of the so-called "70170" requirement, which required that 70 percent of an
institution's students must graduate and 70 percent must find jobs in order for a program to
continue to he eligible fi)f Title IV Hid. Under pn.winus policy, the
r~q\.liremt.:nt
upplied (lnly to
very short~tenn vocational programs; however) the Department are proposed that all vocational
programs of one year or less at all proprietary institutions
b~
subject to the 70/70 rule, Extending
this requirement to more sdmo1s cl1s'!lred that proprietary inslitutions that offered vocational
•
programs \....erc providing effective education, serving their studcnts well, and mceting their"...
'I11e- Secretary was also nuthnrized to prescribe in regulation uddit!ono! pcrfo;--muncc'.'
measures that that institution!' make publicly available regarding certain studcnt outcome
information (i,e. program completion rates, job placement rutcs, and curnings) for programs thut
-.
','
are two academic years or less and provide occupational training, These new requirements would
J
•
significantly enhance tht:: ability of students to make infonned choices.
Similarly. institutions with high student loan default mtes -~ dcfimil rates greater than 25
percent for three consecutive years
~~
were not serving their students well and would 110i be
eligible to participate in any of thc student aid programs, 153 Ccn3i11 institutions that faced
•
exceptional circlImstances. slIch as those cnmUing a significantly high
60
pr~IQrrtion
of I{)w~incomc
~
.. ...,.. ..,.
�students and othcrs with few borrowers, would be exempt from the loss of eligibility under tbe
•
1998 law.
. Finally. in order to reduce federal costs and improve efficiency in the Federal Fmnily
Education Loan (FFEL) program, the Department streamlined the current guaranty agency
system
(0
make it more accountable and
pcrf(irmancc~hased,
and claril1cd that the Federal
Government is the sole insurer of all gu::rrnnH."ed student loans,
)'4
Encuurage Americans To Work And Sa\'e For College
Not only was making college more af!ordublc a primary goal oCthe Department, hut
cnsuring access to postsecondary education for all Americans was equally impOJ1anL
Recognizing that while States) institutions orhigber edueatlont and the rcderal Government ttll
had important roles in making that opportullity ~ reality. swdcnts and their parents were most
responsible for taking an active role iti financing their OWn education. Riley. though, believcd
..,.,...'''''....
~,:.;:.,~.~~r:l.,
.,
. ..
' "'
,. that tbey should be givcn ineentivcs to .,vork and
!,
saY;! (M
postsecondary education. and do
\\'ithout jeopardizing the amount of aid that wnuld otherwise bc available,
50
.~.
lIelp More Low-Jncomc Americans Prepare For And Go To CoUcge
As a rcsull orthe programs and initiatives instituted during the Riley administration
slUdenl.S are now better prepared for COllege and are lUore likely to succeed than they werc a
decade ago.
,
/\s students go 10 college in record numbers the Department continually worked to ensure
that all st\.Idents-especially iow·income sludcnts~had access to demanding coursework and
solid
a~ademics,
good information rmd advice about fin'anciuJ Hid and college options, us well
adequate resour<.:cs and preparation for college entrance exams.
•
I')
U,S, Department of Education, "Student Loan Defaults Decltnlng. Rile>, Says," September ':.1:. 1994.
61
liS
�_. ____.__ Recognizing that carly preparation and intervention were crucial to gaining ;\dmissio:1 to
•
college, the Department in 1998 worked, as part of the HEA legislation.
[0
authorize GEAR
UP-Gaining A \vatenCS$ and Readiness for Undergraduate Programs-to encourage students to
begin planning for coUege as early uS 6th grade, Through GEAR UP, high-poverty middle
schools partnered with local colleges and universities to provide all students at a particular grade
levd (typically beginning with 6th or 7th grade) and their families with information about
college options, financial aid, and guiding and supporting students tn tuke the right classes. The
program offered academic enrichment a~d mentors to each class of participating students not
only during middle school but also throughout high school. In some
Ci.l:;;CS,
States and district::
used GEAR UP funds to support college sch~larships. In GEAR UIPs first year, the Department
(If Educati,)n received 678 applications for the $120 million a\'ailubk in grants from all 50 States
.
involving 4,500 school districts and other organizations parlnering with more than one-nnh of
•
the Nation's colleges, The program nO\';' benefits over 250"000 st.udcnts and involvcs 164.
,~.- ~
institutions of higher cc~cation. Given the demand fhr rundll1g. the Administration successfully.".
increased GEAR UP funding each year, enabling the program to ~cncfit an nddilional 230,000
students.
In addition, creating unique partnerships with private education founda! IOtll'i tllld
ad\'ocacy group leaders_ Secretary Riley launched a Pathways to College Network to provide a
catalyst by which to huild school-college partnership$ and increasing college
ac~css,
Qy
providing funding to Occidental College. the Department triggered the treation of a coalition of
14· major private advocacy groups and 5 edocational foundations to join together to Inak<.> post·
secondary ¢duca{iO!~ a reality for all students.
•
u.s, D!;partmenl of Education, "Statement by U.S. Secretary cfEducalion, Richard \\" Riley on the Student
Loan Default Rate,'" Washington, D.C. October 2, 2000.
IH
62
�•
In additioo o the Department also expanded the TRIO programs, a network of 8 initiatives
designed to help low-income, first-generation college, and disabled individuals achieve academic
success beginning in middle school, throughout college, and into graduate school. Since 1993,
funding for tbe programs has increased from $3Hg million to $645 rnilli(1n, nod TRIO programs.
now offer services to 730,000 students. Upward Bound, ror example~ provides intensive
mcntoring and academic enrichmcn11hrougholll high school to row-income, first-gcncnltion
college-bound youth. In 1999. over 560 Upward Bound projects engaged 42,000 students in
uo..!J1l1.111ding courscwork and summer residential progrnms, Educational Opportunity Cenfers
provided pre-college academic and financial aid counseling primarily for adulL') seeking to rcturn
10 school. Student Support Service,s provided tutoring and cl)unseling help students swy in
college, And the Ronald McNair Post-baccalaureate Achievement Program provided colleges
•
and univer>itics with funds to sunsidize research projects by
low~incmne
students to prepare
them for a doctoral program.
Complementing GEAR 1;P [Uld TRIO.,,1hc Departmcnt:s Think College Early campaign
provided accessible guidance to swdents and Iheir,famiiics as they planned for college. The
c<.ltnpaigo targeted the Nntion's 19 million adolescents, 20 percent of whom live in povc:ty,
Recognizing that disproportionate numbers of low-income students and minority students aHcnd
2~ycar e()lh:g~s,
Think College Early encouraged all students to pur!'llc admission 10 a 4-yei.!r
college.
In particular, the campaign urges students 10 take algebra by the 8th gmdc. as students
who gaincd carly exposure to high school math were far more likely to go 10 a 4~year college
than those who did not Furthermore, early exposure to career opportunities also helped cm;ure
•
that young people and their parents·si.!t their sights high as they planned for the future.
63
�•
Through the
School~to~ Work
Opportunities Act of 1994. the Admlnislralion provided
seed nton(:y 10 help every State develop progrnms that broadened young people's career options,
make learning more rclcvant~ and promoting successful transitions to college and careers, The
School-to-Work Opportunl1u:s Act of 1994. responded 10 a gro\O,ing awareness of the challenges
young people face as they transition from high school to further college, jobs, a~d life long
teaming, Over the pati 6 years, this unique legislation provid.:d roughly $1.6 billion in seed
money to all States to encourage teachin£ -!1nd learning strategies that increase student
opportunities for integrating
work~bascd
learning with classroom academics,
.
The Admini.stration has mnde additional efforts to help low-income students prepare for
college. II! 1999, tbe
Dcpartment~s
Advztnced Placement Incentive Program provide£! funGing:o
40 states in order to belp scbools encourage
•
low~income
students to take AP classes and lests ..
Schools used the funds to pay te-st fees for low~incom~ students. 1S5 Schools also used funds for
tutoring, classrool1l mhtcrials, and other illn'ovativc methods 10 boo::t the numher and quality of
.
•..
.."
'4"'·'!':J'.A-,'J·iJ.~r,",~.,
AP classes and partiCIpatIOn by iow-lIleo!l)c ~t'Jocnts.'" "
.
I
Since 1998, over 92~OOO lowwineome st\id~lltS have bCllefiled from the program. Federal
support has also encouraged many schools tlmt had not participated in the AP program to begin
offering AP courses.
Adult Lifl'fimc lcnrntng OI}portunitlcs
Responding to changes in the demographics of the college population as well as
te<:hnological innovations Riley saw the want, and need, to improve opportunities in adult
cducot.ion that would upgrade their SkJIIR. By 1995,33 perccnt orull bigher education
institutions offered distance educati,:m to more than 700,000 students. While the rapid growth in
•
• +
.'",
IH federal Register NOtice. '"'Office or ElemenLary and Secondary Education-Advanccd Placcment Incentive
Program; Notice Inviting Applications for New Awards for Fiscal Year (FY) 2000," February 10.10UO.
64
�•
technology-based education was not envisioned
U$
reccully as five yean; prior, it was apparent
that this model would continue to spread dramatically. While
on~enmpus,
or site-based,
.
.
education continucd to play an important role in providing students with c:xperiences and
opportunilies that could not be duplicated in a technological environmeni, the use of technology
became even morc important in expanding access to students who we.re unable to take advantage
of on~carnpus progrnms.
In institutions that offered distance learning ~rogrilms and which soughl to participate in
the Federal student aid programs, the Dcpurtment assisted in developing and enforcing
nppropriatr: outcome standard:; in order 10 ensure program quality.
In addition, the Department proposed a new $30 millIon 'competitive grunt progr:.nu, Tbe
Learning Anytime Anywhere Partnership Program would encourage partnerships bct\vecn
educational institutions (including four-year institutions, community collegc~, lcchni:~1
•
institutes, ndult literacy and education programs, and regional
vocmionu.J/~cc\1I1iea[ schools that
served adults), community~bHsed organizations, software and technology 9c\dopers"lenn~illg
•
,'.
"
assessment specialists, and private industry employers in an effort to
,f .. "
develDp.l,1e\~
models of
quality education that could reach a variety of students who faced time and place constraints.
Under this Initiative, projects emphasized tbe development oCinnovm:ve ways to ensure quality
and measure student achievement that were app:-opriate to distance education.
In order to make these new educational opportunities ti reaUty> the Department offered
financial Incentives. When President Clinton took office in 1993, the maximum Pell Grant was
$2,300.
l'O\V,
it is $),500> n $92 hillion investment that will benefit ovcr 3.& million students.
)n addition. under the Riley administration, Federal work~study funds increased 43%, since 1993,
•
Mure than $934 million in work-study funds \vere pro\'ided~t!)"gi\'e one million students the
65
�•
opportunity to participate in post-secondary education, over 250,000 Clore students than in 1993.
"
"
Since 1994, AmcriCorps panic;pants earned up to $4.725 for college while serving local
. communities.
As part of his goul to make 2 years o~C(ll1ege as universal as high s.chool, the President
signed the Hope Scholarship tax credit legislation into law in 1997. The Hope credit provided a
tux credit for low~ and middle-lncome students '.vorth up 10 $1 ,500 per student against tuition and
fees for the first 2 years of college. Also in 1997, the President signed il1lo lin\' the Lifetime
_Learning tax credit propo$tll, which provided
c{)lIege~
[l
20 percent credit .iguil1st tuition a:)d fces for
gmduatc study, or job training"worth up to $1.000 per family through 2002 and up to
$2,000 thereafter, In J 998.1 these measures provided $3.5 billion in educational savings for 4,8
million families,
•
Recruit QUlilificd Tcachers To HiUh-Nccd
Finally, one of the greatest concerns that was consistently addressed in Department
policy was the investment in teacher recruitment and
.
prcrar~!ion,
:.
In,ordcno helping meel the
.
President's goal of ensuring a talented, dedic.ated, and wcll.pr:cpared lcacher in e\'ery Al~eric<lll.
classroom) the Department proposed replacing the numerous small, disconnected <Hllbmitlc.:;
'within the old HEA Title V with two new programs that would attract 35,000 qualified teachcrs
10 high-poverty urban und rural areas, while also drammical!y improving the qtlnlily of tminmg
and pr~paration provided to our future teachers, )56
The Recruiting New Teachers fm Undeserved Arcns proposaJ ,Vas designed to increase
the number ofwell~prepared teachers, especiatly in underserved urban and rurnl areas. The
program would award competitive SruHl;'; to partnerships between tem::hcr preparation pmgr'Jms
•
m, Ritey. Richard W., "Remarks as prepnrcd for ctelivt:ry 5)' ·C.S. Secrelnry of Education Richard W, Riley, Annual
Back 10 School Address," Press ClUb. Washing:on, D.C. September 15, 1998.
66
�•
and high-poverty school districts. These pa.'1ncrships collaboratlvely determined their schooh;'
needs fur teachers, identified a pool of potential teachers to meet those needs. ilnd developed
recruitment, preparation, and retemion programs tailored to those individuals
The Lighthouse Partnerships program was also designed to be u c.atalyst for improving
tcacher education. It would provide five.year competitive grant to n number of partnerships
among teacher preparation institutions and schoo! districts in high-poverty urban and rural areas.
The program, which emphasized the vital role
ofK~12
educators play in designing and
implementing effective teacher preparation programs, linked higher education institutions from
aCf,?SS the
COUntry
with cach other. and w'ith K-12 schools, shared best practices, learned ftom
each other's work) nnd improved their teacher education programs,
The Administration's !-lEA reauthori7.ation programs addressed important national needs and
priorities that aided in the continuing development of a strong system of postsecondary education
•
and Ilfclong learning for all Americans. Tbey.were the product of a long and open Department •. "
polky development process, including extensive public hearings that sougbt to·ohtall1'lhe best ".,
ideas from alt concerned,
Civil Rights Initiative!'!: EU!iurint:. Equity and Excellence for All Students
V"I"ht:n Riley look over the Department of Education, there were immediate problems to
be addressed in the Office of Civil Rights. Discrimination complaints had increased 125% since
7
1987. In 1992,4,432 complaints had been filed, the highest in OCR's history.15 OCR also'
.
pointed out several issues of their own tbut needed to be addressed including) unresolved policy
:ssues! the lack,o[tirr:efran.lCs by which complaint processing should be completed, and Ih~ need
•
U.S. Department of Education, Briefing o.n the Office for Ch'il Rights Major Issues for Secretary Richard W.
Riley, January 2J.. 1993.
i57
67
�for new policies regarding desegregation processes and compliance reviews, m Outside groups
•
went so far as to recommend a major overhaul for the Office ofCi"iJ Rights to address even
more issu(:s in need of attention, 159
The imroduction to the U,S. Department of Education's (the Department's) Strategic Plan
(the Plan) emphasizes that the words ";111 children" means "aJr' regardless of race) nmional
{:rigin, color, gender, age, or disability. )60 The Plan makes a clear commitlllcnt to closing
aehie\'em~nt gaps, increasing acc!Jss, and cli,ninating diserimiliatory practices within schools
while' supporting educ:1tional reform thm meets the diverse needs of "aU students."
lnformed by multiple data source;; and input from parents, educators. researchers and others,
Office of Civil Rights (OCR) traced the symptoms that occur when there arc barriers to equal
educational opportunity -such as large achievement gaps, significant drop-out ratcs.lowcr high
school graduation rates, and lower college entry ratc::., among others-- to the core civil rights
•
problems. OCR's civil rights agenda for the las! eight years was designe.d tu identify
th~ barriers ....
and to'not only alleviate the symptoms, out also eliminate or prevent the discriminatoiVpracticcs :
that arc their cause w;tb lcgaily and educationally sound'solutions. OCR's civil rights agclida
induded th~ following issues:
" Provision of SefY)CeS to English language learners;
• Dispmpn:-l10nate rcp:cscnlation of minority children in special education:
• Access {Of minority students and girls to high quality, advanced level classes 5uch as
Advanced Placement classes, Gifted and Talented classes, and higher level courses;
• Provision of a safe environment for IC<lming free from haras:;ment on the basis
mce,
gendt;r or disability;
,
• Access to athletic opportunity for all students regardless of gender;
• Elimination of the vestiges of de iur;e segregation in elementary and secondary and higher
educution institutions;
or
l~l Talel, Dl'lvid $, Office for Civil Rights, Memorandum t9 Governor Richard Rile;" Jat.lUary I~, 1993,
IS'} Brown, Cynthia G, Council of ChiefS tate S~hool Officers, Memorandum to $ecrCI£..lj·;)csign:uc Richard
•
Januar l l4,
It))
19~j3,
.
U,S. Department dEducation Strategic Plan, 2001·2005, September :;WOO, p.l,
6'
Riley,
�•
•
Promotion of the lawful efforts to create a diverse learning environment for all students in
elementary and secondary and
post~sccondary
institutions;
• Involvement of parents in their child's educution by being infonned about their rights and
responsibilities and being empowered to eficctively interact with school officials to ensure
access to high quality education for tbeir children;
• Affirmative action
• Encouragemell1 of fair, accurate and non~discrjmi!latory use of high stakes tests: and
•
P~ovision
of equal educational opportunity in school choice programs,
The promotion of cducati-onai excellence for all students has heen central to tbe direction of
OCR policy ,ince 1993, ,
Beginning in 1993. this Administrmiotl inherited a I"..!<lctivc approa<:h to civil rights
cnfon:cment J\.10fC than 420 complaints of discrimination from the public had been unresolved
for more than a year. Then, hardly a year went by without a public report critical of OCR's
(lperations. Credibility among parc~ts, advocates, as well as nmong the schooL coBege and
university offLciaIs, who had to work with the agency, was low, 111c majority of the agene{s
n:sourec~ were spent reacting to complaints. !(,I
Toduy, OCR devotes 40% of its resources to n proactive civil rights 1m>,: enforcement
program that can credibly claim to protect America's most vulnerable stuuents from [Uegal
di~crimination,
The results of our efforts over the last eight years evidence succt:ss: by the
measure of performance that really counts,- making a difference in the Jives of swdcnls:
• 111 FY 2000 alone, OCR activities impacted over 7 million sWdcnls,162
• F, 010 FY ~ 99g through FY 2000, OCR made a difference in the lives of over 20 million
students. 163
.
• Sillte FY 1998"oYcr 5,000 recipients changed policies, practices, and procedures to
comply \\;th Federal Civil rights laws. 164
• Front 1993 through 2000, 'more than two thirds "If the staleS c!1tercd into agreements to
'd '-I correct or prevent statewl C ClVl nghts probl ems. '"
]51
•
OCR Annual Report to Congress Fiscal Year 1993, p, 10
J61 OCR FY 2002 Performance Pillo and FY 2000 Pcrformnnce Report
~6~ Ibid
1M Ibid
69
-
'.'-
:, ....
�•
•
O\'cr 825 OCR initiated pruactive.l.lctivities have resulted in positive change for students
since FY 1994. J"
• The average time to resolve complaints and the inventory of unresolved complaints has
been significantly reduced since 1993. 167
,
These achievements were at a cost significantly below the cost of doing business prior to FY
1993. and OCR not only reached more students but a wider array ofstudents facing
discrimination throughout the country. This includes minority students seeking access to
challenging curricula, female athletes, English language learners from emerging immigrant
populations, and others. OCR '$ persistent anJ focused attention to civil rights problems sin-.:c
1993 i~ paying ofC in SU,bSt<1lltiuJ i:nprovemclUs for students. If,ji
The 'Ictivitics ofOeR alone arc insufficient to SlOp illegal di.scrimination in education.
Students, parents, and cducator~ must havc the knowledge and skilb; to,I)t'cvcnl illegal.
discrimination from occurring in the first place. Wherc rcsource limitations in tho..! past caused
,. "• . .., ., almost exclusive focus on responding 10 discrimination ufter it happened, OCR' s program is now
" 4r'}~\~: . . ' .
aimed at prevention as welL We work .with p:u-cnts and educalors to help lhem develop local
partnership:" and we givc parents and eciuC2tors the tools to solve problems themselves, For
example., OCR sponsored severa! workshops for 10cal education agencies at which experts in
fllmily involvcmef'!t provided guidance on various meanS of working in partnership with parents
on their children's education. Many of the districts reported to OCR that they used ideas gleaned
,
from these infonnal working sessions and \vere' more successful in reaching out to the parents of
English language learners. As a result, some of the districts formed Parent Action Committcc,.<;
•
1~7 GAO RcpOJiO<t8174}\" Department of Education: Resolvina Discriminn:ion Compla;nts Has lmprovt.:c with
New Processing Svslcm, Murch 23,1999
i!\k See OCR Annual Reports tn Congress Fiscal Y~m> 1993·1999 for nmncr()us examples of success stories.
7"
�and most acknowledged an increased invoh'ement of ELL parents in their children's
•
education.I~9
•
The first phase of an OCR outreach initiative is aimed at empowering others 10 dcvelop,
for example, effective harassment prevention programs in clcmen1ary and secondary education
institutions. OCR typically held conferences and workshops designed 10 promote understanding
ofthe complex issues confronted by school districts attempting to address harassment and
violence and prcsented at statewide conferences focused on this theme. These activities provided
useful information about el1cctivc prevention strategies and in some CI.1$CS fetilUred educators
with
r1rst~hl.1nd
c"pcricnl:'e about dcaling with real life hamssmcl1t cases. 10 addition, many of
these \\orkshops provided partiCipants an opportunit)· to examine their own anti~!-larassment
policies and procedures for
c\a~ity,
effectiveness. and legal sufficiency,
The second phase aftna outreach initiative focuses on building partnerships among
•
parents, students. school districts and the community ,to empower them to identify and address
civil rights problems~fclated to the provision of appropriate 'service~ for students with disabilities,
,
For ~xumpJe, a ..scries
,
0:' (oew; group meetings were held in Wi&:onsin to identify the kinds of
information needed by lhc stakeholders to serve students with dis:..Ibilities appropriately lmd the
districts and individuals most in need
~f clarification
about Scction 504 obligmi.ons, Thesc open
fhrums with our customers were helpful in shaping a resource document that explains in plain
language the Section 504 requircmj,'!nts and dispc1l~d the tl1cn cxisting confusion among
stakcholderg in Wisconsin. It is anticipated that tne resource document will be made avuilubie nn
the Wiscon:;in Departmcnt of Education's website in FY 200 L lift
•
!~"
.
Ml'd wcstcm 0·" Rctrospecltve
~V1Slon
no Ibid,
71
�With n renewed focus on t:lfCvcntion, OCR worked to describe in clear terms the laws and
•
policies that should guide recipients in their efforts to eliminate discrimination, a:1d OCR has
developed sclfhelp tools and guides that enhance prevention efforts, More than 4400 parents,
educatorS, and others call the OCR hotline in headqt:arters for information and assistance every
year. Tbis figure docs n01 include the st;Jbstantia! service rendered by customer service staff in
OCR's 11 enforcement offices who respond to many more illquirics from the public. Over
32,230 OCR publications were distributed in response to customer demand during FY 2000.
Using partnerships, OCR has become a unique civil rights enforcement organization that
goes beyond the wmpJaint workload 10 address the compiex systemic civil rights probk'ms of
today. OCR partners with stakeholdcrs who share its interest in equal opportunity for all students
to identify and Create legally and cducationally sound solutions to CJ\'il rights problems. OCR
•
brings these stakeholdcl's·to the table for joint problem identification and prublem su\v.ing. OCR
has also eneouragc<.Lparcntal and stakeholder, involvemen1 in monitoring voluntary action plans
that are developed as-part-of corrcctivcactioll measures resulting from its' compliance activities.
OCR set its course afier holding
(ill
unprecedented number of town mectings, focus
groups, and other forums nt the luc<11, state, and national level to uncover the concerns hopes and
idcas of OCR staff and the educational community, In each of OCR '$ 12 enforcement offices in
,
the field, OCR staff listened to their local communities. This outreach continues to proyide the
foundation for the clear articulation of OCR's civil righl~ ~genda: the direction of OCR's
enforcement activities, and staff resources.
OCR has facilitated discussion on a \vidc range of policy problems that had received less
attention over the previous decade: minorities and special education. access to challenging.
•
colh.'gc Pf0I!.courscs, racial and sexual harassment, illegal testing and assessment practices. In
�•
ather emerging issues rcquiri:lg the collective attention of policy makers inside and outs~de ofIhe
Department. OCR has been a leader in creating the national dialogue among stakeholders to
address issues of fairness in the areas of diversity and the appropriate usc of nigh .::takes tests,
Excmpiifying OCR's efforts 10 remain current with the critical C1\'il rights issues of the
day is the 2000 Civil Rights.Compliance Report (E&S Survey) which will collect civil rights
information from the nation's 16,800 public school districts and its 92,500 public schools for the
first time since 1916. In response to stakeholder input, the E&S Survey hus bee:1 improved to
collect Information on a v.ide range of civil righlS issues in the nation's public schools, including
local and slate 7xrO tolerance polides, high stakes testing! teacher certification. and services to
I~nglish I,)nguage learners. The availability of this unprecedented amount of inJornwtion will
enahle OCR, other components o( the Department, other Federal agencies, civil rights
•
stakeholder groups~ educational researchers, and'cducational institutions to identify trends and
target civil rights problems,
. OCR has responded to cust9m~fs:by;articulating standards for equal access to high
quality education for all students in'guida~ee that is responsive to
CUITCnt
needs, retldily Qvuiluble
in a variety of media, understandable by the publk [parents, students, teachers, educ;1ti,1nal
institutions[. and usable by educational institutions. l'i10CR;s re-invented process for policy
development and disscminution makes it faster. more responsive, and more inclusive ,of internal
. .
.
and external input of stakeholders and customers, Policy is betier
inf~nneJ and effidently
developed by teams of OCR field and HQ staffs in coordination with communities of interest
c<}l1cd Issue Networks that develop and shure infonnation and expertise intcrliully,
With an emphasis on prevention, OCR proactively engages stakeholders at the table hy
•
providing common sen9"" guidance to real-world problems. For example, OCR co~aulhored, with
�•
the National Association of Attorneys General, a guide intended to help schoo! officials deal
more effectively with Instances of harassment and violence in elementary and secondary schools.
l11e guidt: provides practical advice on how to deal with persistent episodes of student
har.:1.ssmcnt and hah:·motivated threats and violence. In
OCR <llso coordinates closely with Department offices and other Federal agcnclCS. OCR
has h<:cn u visible and consistent presence in the work ofule Department, ensuring thut equity
considerations are addressed in Department programs. particularly key legislative nod DoHcy
initiatives. Building on these relationships. OCR has collaborated with other offices ill the
,
Department to ensure attention to equity considerations is included in the policy initiatives,
OCR has created a unique approach to ensuring that school districts~ coUeges. and
univer~ities
provide access to quality education for all students. We meet with purcnts,
educatcr~. administrators, and other interested parties-to identify acute or systemic problems that
'.
arc not adequalely addrc.,,-sctl through our complaint process. Effons undertaken as a
tbis outrcach cn~urc that civil rights issue:dhat unlawfully'limit sltldcnts'
ac!.:c$S
rcs~llt of
to qua;ity
education are dealt with strategically,
AIx.ve all, OCR's program is now fair and bHlanccd in its impJemcnt<){ion and meets
rigorous performance measures, Increased emphaSIS (m providing information
an~
assistance for
students and educatprs about their rights and responsibilities under the civil rights laws ha'> lead
.
to improved compliance by educ3tional institutions. Preventio~ strategies translates ilito less
.
.
money expendt-d in private litigo.tion and Silves time and money for institutioI1.<; that nrc subject to
clnims of discrimination.
•
See Apper.d:x YJ 1 1993· 2{)OO Summary'orDeR Policy and lnvestigutive Guidance
Protecting Students from Harassment and Hate Crime, U,S. Department of Education and the National
Assodfllion of Attorney General, January 1999.
PI
111
74
�•
Impn)\'ing Te:IChcr QmtUty and Retention
Educators and non-educators alike ttgrce that the Nation's success in increasing student
achiewmcnt hinges on the quality of it:; tcnchers. The Department played a pivotal role in
supporting state and local efforts to ensure that all students have the benefit of capable and
dedicnted teachers.
Given that approximately 2 million new teachers would be m."Cdcd in
America's classroom before 2010, the Department recognized lhe need 10 make sure that these
new leachers~aJung \\'Ith their veterM colleagues-were prepared to teach all students to higher
'Ianarcs, !73
d I
$
In
1992~
the Higher Education Act
WtiS
reauthorized with a multitude of disconnected
programs designed 10 recruit, prepare, tlnd provide ongoing proressional development to tcnchcrs
or administrators.
With no dear focus, these programs addressed the whole continuum of
teacher development and essentially represented the pet ideas and projects nfvarlOus members of
•
Congress and their {;onslilllcnts. \Vhih: authorized at $446 million, onlY'Olle program in.Tit1c V,
II
minority teacher recruitmcOI program \\'as funded in 1997 at a mere $2:·2·milllon>;~::;;';·.
]n 1993, no single of1icc bad the rcsponsibiiity or means for coordinating clTorts in
~he
key area of teacher quality. Rather, individual offices ;)(I~ressed issues of lcm:her quality through
the various programs and activities they administered t and staff working on then'i ofren did not
know of' activities other offices were ~mpJemcn~ing or proposing, TIle result was replil:atioH,
overlap, and a disjointed policy focus.
174
113 Sec U,R Department QfEduCiilion, National Cen:er for Education Statistics, "Teacher Quality: A Report on the
Propar<ltkm and QUlIlifiCalions QfPublic $l:hool Teachers," NeBS : 9~~OSO, ;999,
114 See U$, Clepartment of Ecuvlltion, National Center for Educutlon Statistics, 1993-1994 Schools und Staffing
Survey, unpublished tabulations. 1999,
•
75
�•
In 1994, the Secretary created a Teacher Quality Team l75
1.0
help focus the teacher quality"
issues while streamlining the Departments efforts in outreach and reform. ;16 Headed by the
Sccl'ctury's ?cnior Advisor on Tead:ing, a fo:mcr National Teacher of the Year. the Team was
comprised of representatives from cach principal office and o:hcr stafr whose work was related
to teacher quality. The Tenm met hi-weekly to share ongoing projects, shure and carry ouuhc
Department's strtltegic plan. ;lOd initiate activities that supported- the Adminismnion: s priorities.
'In 1996, a report of the National CommiSSlon on Teaching and America's future
(NCT AF) identified five major barriers to successful education reform that related directly to the
(IUtility of teaching in America. 171 They induded:
1. Poor teacher recruitment and hiring pructiees.
2. Seriously fl(lwed h,'acher preparation programs.
•
). Unenforced standords for teachers.
4, Inadequate support for beginning teachers.
. >,. '.
.
,
5. Lack of professional development and rewards for knowledge and skills~I?~\??:~lt~ •.;~, ;:.....:".
To address these necds, RUey issued a !lumbcr of' chailengcs to thc' higher education
community, stales and school districts seeking
i(\
redress the Haws of the current preparation
pro¥ram and offer federal as;;istancc to Slates and districts,
one~quartcr
l1<1
Supported by an ~mrrccedcfl1cd.
of the President's. 1997 State of the Union speech whieh issued a <'call to actio:1 for
.,
•
in See "Noh.:s: \1eeling wilh First La;!y I El1ary Clinton, Sc-c:-e:ary Riley aa:.! Deputy Secretary Dcsignli.!e Kunir.,"
lanllll!V 28.1993,
11.. ~e' Riley, Ricbard W., U$, $ccretary of Education.. "Remnrks: Education Issues before [he American Public
1994"" GC(1'rgc Wnshingtofl U:'Iivc;;;ilY, W'l~hiflgton, I),C Octuber 13, 1994.
\7! See NmiQtUlI Commission on Teachmg and Amed;;; .. 's Fu1ure. "What Mauers Most: Teaching Fur America's
Future." New York, 1996.
)111 Ibid.
175 See also, Riley. Richard W. and Kunin. Madeleine. Dear Colleague letter calling fnr inp~l regardini; profeSSional
•
development stralegies for !caCheTS Md edncators, December 19, t994.
1M! See "Thc Ci!..'nls 2000 Tcachl!f Fonlms: f.iuildmg Teachcrs' Leadcrship Capadty whi;e:,Vapcr and sample
information packet SCnllO Ms. EUen A. Thnmpson regarding !he Gonls :WOO Teacher Forum, February 1) 1994.
J6
�•
American Education," the goal of placing a talented. dedicated, and \vcll-prepared teacher in
every classroom would become a reality,
By J 998, the focus began to shift toward the: reauthorization of the Higher Education Act
and a new emphasis was emerging with regard to Title V programs, !)rompted by exten$i\'c
press covtragc of the release of il 1996 report; \\That Matters Most: Teaching for America's
Future issued by the National Commission on Teaching and America's Future, serious questions
were be asked about the effectiveness of the teaching profession,
The, Department worked oyer. the next.5 years 10 aggressively improve the quality of the
nation"s leaching force, To do so, would require strengthening the recruitment, preparation and
support of neW teachers. 1112 The Rep"ublicnn Ic~dcrship in Congress felt that the schools of
education were the problem and therefore, CDuld not be part of the solution.
programs that would give money to schools of education,
The), opposed
They also mistrusted !he :.;.tatc
education ugencics that in their view had heen unable to address the innd:-.:quacy of teacher'
'education in the past. '
,
,
Representatives of the K-12 community felt that institutions ofhighcr educalion ',.\,ere nol
responsive to their needs and concerns. Teacher cducution fOCUM:d too much on theory and not
enough on practice.
These- feelings were reinforced with the higher education community
organized a working group to develop a proposnl for Title Y
Except for the Council of Chief
•
State School Officcrs~ the Kw)2 organizations were not sought or involved.
As the Clinton Administrntil:m began work on the HEA, many small task forces were
created 10 develop options. However, months after other groups hlld been meeting, no te;ichcr
181 See Riley, Richard V;I. U.S. Secrctary of Uducntkm, "J~ourth Annual State of Amerlcur. Edueatio!l Addnos$
Putting Standards of exceBence Inl(! Action," "Ine Carter Center, A:laotB, Georgia, February 1H, : 997,
~ ..."'.
lSI See Riley, Richard W. U.s, Secrctary of Education, "National Forum: Attracting and Prepa:ing Teachers !or the
21 1l Century," April 17, 1997,
•
77
, '
�•
education group had been created. This was in large part due to the fact that the Office of Post
Scco=-tdary Education (OPE) was dominated by financial uid experts and because Title V hml not.
generated any rea! support in Congress. The sheer size (\f the appropriations for the rest of HEA
made efforts to focus
OJ)
Title V 11 vcry low priority.
TIle reauthorization of the HEA. of 1998 vi.'Ould eventually respond to the Nution's crhical
need for high-quality teachers by enacting much of l:lC Ad:ninistration's proposai to improve
tC<lchcr rccrultment and preparation. nn
Leading this effort would be a task force developed
specifically for the purpose of cn.:nting Title V,
1£4
'me stated goul was to hire 2.2 million
tcochers over. the next decade that would meet the highest standards of teaching to replace an
.
agmg pornI " 0 f 1cachcrs and ' · 1
aimn
pnnclpa s.
11l~IN6
'
Tille V provided new opportunities to im'est in the rccruitmcnt. 187 preparation~ licensing,
and suppctrt 0f tcae1
wrs, 18'·I·h e ·1"CJeher Q:mI·It) I· 1
~.li 1ilnccment C · · .. ,
mmts Ulltmtl\le
••••
,J<"
'..t" ,1\",.
separate programs to
implemen~
crcate d
l1
lrcc
stronger national tcncher· education progmms: Partnersbip
,-Grants for Improving Te'lcher Education, State Grants, and 'l\:acilcr Recruitment GrGnls,IP:<)
Partnership Grants for Improving Teacher Edm.:ation were designed to provide funds to
pnrtnerships Llmong teacher preparation institutions, .schools of arts Jnd sciences, and local
school districts in highwneed areas. The partners would work to strengthen teacher education
through activities such us: impJcmenli:1g reforms that hold tcnchcr education programs
!Il Riley, Rkhard W. U. S. Secretary ofl~ducatiQn, "Statement on the Reauthoriza!ion oflbe Higher £ducatl!ln Act
before Ihe St'n<ite Cnmmlttcc on Lnb{)( and Human Resoorces," Fcbru4f}' 27, 1997.
114 See Dosier, Terry. White Paper titied "Dcvelnping the Til!e V Propusal: Logic Mixed with Luck" lIndatt:d.
IH See Riley. Richard W. Annual Bael< to Schoo! Addn:ss "Nationall'tess Club, "'The Challenge for Americana High
Ouality Teacher in Every Classroom." September 15, ! 998
lib See Also US. Department of Educalion, "Summary of HE:A Title V Task Foree Meeting," April 10, 1997,
\~, See Dosier, T:;~ry. White Purcrtitled, "nu' Minority Teacher Recruitment Prng~f1:ll: Policy Optiuns, £>mgm<ltk
C{lncerns and Poli:ical Realities," Undated.
1U U,S. Department of Eduemion, White Paper entitled "Transforming jhc Vision 1n10 a Legis-lative Stralegy," draft .
Marcb 28, 1997.
"~-.". ..
m See U,S. Departmel1l ofEduca:ion, Gmnt Announcement, "'.A, Partnership for Excellence and AccountabililY 111
Tcaching," January 3 L, 1997.
•
78
"
�m:countnhle. improving prospective teachers' knowledge of academic content, cn!'unng that
•
teachers are well-prepared for the realities of the classroom, and preparing prospective teachc:-s
to use technology and to work ctTectively with diverse students.
State Grants would encourage Swtes to improve the quality of Iheir teaching force
through activities such as; strengthening their teacher certification standards, implementing
reform& that hold institutions of higher education accountable. establishing or strengthening
alternativt: pathways into teaching, and recruiting new high~quality teachers fol' higb-need arc:t~,
Teacher Recruitment Grants supported Swtc and local efforts to recruit highly qualified
teachers for high-need areus. The pl'Ogr:lm's goal was to establish high-quality teacher
preparation and induction progrnms tailored to meet local!y-idcntified nced;;, identify pools
or
potential teachel's who address these shortages, and recruit individuals from those pools.
By FY 200r over $567 million was specificnlly targeted to !iUpport improved tcach!ng.
•
,
,. '. and cfToru:,to recl'uit and I'etnin·high quality teachers, Of thcse funds, millions would be used to
~
"r' \'_' !
support professional devclopmen[, rceruit and place new teachers promote rigorous standards
rOl'
-.cxcellent teaching, and targct the strengthening of schoollcadership.19(J
In addition to authorizing the funding of
~euchcr
education programs, thi:! HEA also
established the first requirements for states and institutions of higher education to prepare "report
~ards"
on the quality (If teacher prcpam:ion.
An adion that would help in identifying,
•
weaknesses in vital teucher training programs,
To support the reform efforts of stales and local school districts, the Departnu.:nt
instituted severul national initiatives that would provide guidance and reward for outstanding
•
I')()
Sec United States Congress, "FY 2001 Budget," Kovcmbcr 2000,
79
�•
9
teacher recruitment,1 1 preparation and support programs.192
Specifically, the Preparing
Tomorrow's Teachers to Usc Technology initiative to provide grants to build the capacity of
·tcachcr preparation institutions to ensure that new teachers were prepared to integrate techn()logy
effectively into the curriculum. 193
The Contextual Teaching and Learning project studied the design and dissemination of
teacher preparation and professional development models that could adcquat.::ly,prepare tcachers
to help !itudcnts make connections between what they arc Icuming and ilS value in their lives in
and beyond school.
A National Job Bank and Clearinghouse oli T cacheT Recrultml.!111 would link teachers
with the schools that need them and pro\'ide infonnation on suc\.:cssful teacher recruitment
programs and poiicies"
The Troops to Teachers program recruited retired military personnel and other mid~curee~
•
professionals: into teachers.,
, , '.
:rhe NUllo,nul,Awards Program for Model Teacher Preparu:lon was developed to highlight
exemplary teacher preparation prognims.
Addili?nally. the Teacher QU[llity Initiative :;trengthencd standnrds within the profession
by supporting
state~mandntcd
standards for initial teacher licensure ror general and special
educators be developed by the lnterstate New Teacher Assessment and Support Consortium.
•
.
'
S
The National Academy of Sciences was directed to analyze the state of teacher lcsling and
recommend \vays to improve existing tests while suggesting viable alternatives to measuring a
HI Sec Rilc)', Kichard W, lJS- Secrctary ofEJucation, "National Cor.fcrcnce on Minority Teacher R~'cruitmcnt,"
Arlingtoll. Virginia, January 23, 1996.
m Riley, kkhtl:rd W, U,S. Sttretary of Education. "New Challenges, A New Res-olve: Moving American Education
into the 21'1 Century," 'nle Sixth Annual S:ale of American Education Speech. Long Beach, Culifomia, February 16,
"i!'>99.
m See Memorandum from Kirk to Terry D., Mnry Anne, Alan re: estllblishing the technological capad:}' to connect
teacherS to Dcpartment resnurces, June 23, 1993.
•
80
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Clinton Administration History Project
Creator
An entity primarily responsible for making the resource
Cinton Administration History Project
Council of Economic Advisers
Department of Commerce
Central Intelligence Agency
Department of the Interior
Department of Defense
Corporation for National Service
Council on Environmental Quality
Department of Justice
Domestic Policy Council
Department of Education
Department of Energy
Environmental Protection Agency
Federal Emergency Management Agency
General Services Administration
Small Business Administration
Social Security Administration
United States Agency for International Development
National Economic Council
Office of Management & Budget
Office of National Drug Control Policy
Office of Personnel Management
Office of Science & Technology Policy
Office of the Vice President
United States Trade Representative
Date
A point or period of time associated with an event in the lifecycle of the resource
1993-2001
Description
An account of the resource
<p>The Clinton Administration History Project describes in detail the accomplishments of President Clinton's Administration for the period 1993-2001. The records consist of the histories of 32 agencies or departments within the Executive Branch. In general, each organization associated with the Project submitted a narrative history along with supporting documents. These narrative accounts are primarily overviews of the various missions, special projects, and accomplishments of the agencies. The supplementary records include substantive memos, press releases, briefing papers, and publications illustrated with photos and charts.</p>
<p>Agencies:<br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Council+of+Economic+Advisers&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Council of Economic Advisers</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Central+Intelligence+Agency&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Central Intelligence Agency</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Commerce&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Commerce</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+the+Interior&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of the Interior</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Defense&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Defense</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Corporation+for+National+Service&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Corporation for National Service</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Council+on+Environmental+Quality&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Council on Environmental Quality</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Justice&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Justice</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Domestic+Policy+Council&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Domestic Policy Council</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Education&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Education</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Energy&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Energy</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Environmental+Protection+Agency&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Environmental Protection Agency</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Federal+Emergency+Management+Agency&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Federal Emergency Management Agency</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+General+Services+Administration&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the General Services Administration</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Health+and+Human+Services&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Health and Human Services</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Housing+and+Urban+Development&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Housing and Urban Development</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Labor&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Labor</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+National+Economic+Council&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the National Economic Council</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Office+of+Management+and+Budget&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Office of Management and Budget</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Office+of+National+Drug+Control+Policy&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Office of National Drug Control Policy</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Office+of+Personnel+Management&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Office of Personnel Management</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Office+of+Science+and+Technology+Policy&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Office of Science and Technology Policy</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Office+of+the+Vice+President&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Office of the Vice President</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Small+Business+Administration&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Small Business Administration</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Social+Security+Administration&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Social Security Administration</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+State&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of State</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Transportation&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Transportation</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+the+Treasury&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of the Treasury</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+United+States+Agency+for+International+Development&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the United States Agency for International Development</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+United+States+Department+of+Agriculture&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the United States Department of Agriculture</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+United+States+Trade+Representative&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the United States Trade Representative</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Veterans+Affairs&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Veterans Affairs</a></p>
Is Part Of
A related resource in which the described resource is physically or logically included.
<a href="http://clinton.presidentiallibraries.us/items/show/36051">Collection Finding Aid</a>
Provenance
A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource.
Clinton Presidential Records: White House Staff and Office Files
Publisher
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Clinton Presidential Library & Museum
Format
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Adobe Acrobat Document
Extent
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1474 folders in 111 boxes
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
Paper
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
[Education - Narrative] [1]
Creator
An entity primarily responsible for making the resource
History of the Department of Education
Clinton Administration History Project
Date
A point or period of time associated with an event in the lifecycle of the resource
1993-2001
Is Part Of
A related resource in which the described resource is physically or logically included.
Box 17
<a href="http://clintonlibrary.gov/assets/Documents/Finding-Aids/Systematic/Administration-History-finding-aid.pdf">Collection Finding Aid</a>
<a href="http://catalog.archives.gov/id/1227203">National Archives Catalog Description</a>
Provenance
A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource.
Clinton Presidential Records: White House Staff and Office Files
Format
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Adobe Acrobat Document
Publisher
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Clinton Presidential Library & Museum
Medium
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Reproduction-Reference
Date Created
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6/24/2011
Source
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1227203-education-narrative-1
1227203