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STATE 011 n.oruDA
~ uf t4e Oinfxen:tor
nt£ CIlPttoL
TA.1.l.AHASS!:E ROIUDA lIU!f'P.Dav 1
JEBBUSK
~Ol\
FOR tMMEDIA t'B RlSLEASE
JANUARY 1B. 2000
. i
I
CONTACT: EUZABBnI HIRST.
(850) 488-5394
GOVERNOR BUSH ENCOURAGED BY
CLINTON/GORE ADMINISTRATION'S APPROVAL OF
ONE FLORIDA EDUCATION: PLAN .
TALLAHASSEE - Clove-mar. Je.b Bush today praised rhe U.S. Department of
Education's Offic:c of Civil Righ~ ("OCR") for its review and approval ofhis Equity in
Educadon Plan, including the Talented 20 percent Program. In a tetter dated JanuaJ)' 14.2000,
on the eve ofthe Martin L~ther KinS, Jr. holiday weekend~ Mr. Oary g. Walker. Director of the
AU2Ill.ta Office of Civil Rights, Southern Division, determined. that "'the Goveroorl s Executive
Order and the Equity in Education Plan advance the goalg of the Partnership Commitm.elits as set
forth in the existing Florida/OCR Partnership Report n::garding Florida's higher cdU~OD
systenL"
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"'J'he letter from. the U·,S. Department of Educ.ation?s Office for Civil Rights is
e.ncourag.iJ;J.g in that it will allow \18 to pursue the One Florida strategy to enhance diversity in our
state umversity system," said Governor Bush.
In his letter~ Mr. Walker stated, "In sum O'QI' preliminary usessment is that the &ecuuve
Order and the Equity in Education Plan can be teccm.ciled with the Partnership COmmltmeDts'
overall 8'?aJ of expanding access for minority st\ldentSto bi1d,1er education..•
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GO\lemor Bush eked OCR. to reV'icw his Executive Order ami hili Equity 1n Education
Plan in light of the state's existingPartDership A8J'e!ernent. OCR bas reviewed the Plan, and has
.mr:t with representatives offhc state university sYstem and Governor Busb', office. OCR. b8S'
completed its preliminary review and has agreedtbBt Qoyemo[ Bush's Equity in Education Plan
inc:lYdes specifio initiatives targeted toward Jaw a~e'lfing elementary and secondary public
schools in Florida that advance the goal ofincreasing diversity in Florida's colleges and
universities.
"I tbBnk the OCR for ira I'l'ompt respobSfl. and 1100k forward to working CiOopcratively
with OCR thtough 1M Partnership to assure that together 'NC reach the over:al1 goD! of ~XjUm.diDg
access for .minority studcm.ts to higher eciucaticm."' said Governor Bush.
Governor Bush's One Plorida Plan was announced' on November 9. 1999, and will
'enhance cliversity ane! opportuni'CY in the· state's university· system and in state procurement
efforts.
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OFPICl FOl ClVIL IUIJHTS
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ATLANTA. GEORGIA 30303
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ChaDaIUar Man W. Berbe;1
Slate ua.ivezsity SyslWn. afFlorida
31S WI$. GtirIes Svact'
SUM l'11
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taUabassef:. Jlorid& 32199..1950
Dear OwtceUOI' Hetblfl':
Sobsequeur. to OUt IllCCtina ofncccmbc:r '. 1999...th yau, I'MtI)bere of,atJr .staff and the
we would c~ out review of tI:u! GoyerD.or's
~~& office, we ltadirltleclthal
, E;a:cUtivo Onlcr end the Equity In Ed\lq.don Plan in IilJbt ofche·~J:loridsIUaited '
States Offiae for Civil Jiallts {OCR) Parmersflip Re,pon Ibd CoW'nitJlll!ll;S (Pa&1Dersbi"
, Conunhmenl.) a&d plovidtl JOu 'GIich lOrdS prcnmhmry (ced"~aOk blfore itJe aaxi Beard
"ollt_S"u ~,.~'hrAulld fOf lUlUit!' 21. 2000. Dllliria out Der.embet 1'mPJ!\lligg.
. OCl was provided With additional infOJ'JllBtioa IJld statistical projeQioDS £or enrollments
, UI'ldet 1M Talemed 10% Prosnm. We,wen: 8lsa givea. a copy oftbA dAft tll,PD11 of'the
Talented 2.0 Iml11amenta1fon Tuk force. The draft report set. out in peaiet cllZIil
suidtlioes 1br the impJesnenlolllioti otthD Talented.20 Prasram, 1M PmfiJe Alseasmm.r
P,ropua. aN! tbe ~;riUl'LIiion prv4*l' b8tw.ekl 1M State UlJivncy s,)tStem (SUS)
idStialtilJllS, shaoJ diltridl, Florida DepllltllU!ft1 of E4u1;adan and 11\1: Cbang;11cr',
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, .. Firat, '\Uit)t tepa to el~~ anel BeGadcS.y,pl'OJI"IIIlS, liar preliminary vf5i is tftu the
Gca'YCl'DOl'.." li:cecutiw Onhr and the Equity ill Edue4tiol' Pju. adYTilD;e die goa1s ofthe
Parcoc:cship Comm.itJqtmfll. In. ,articular ..,. .ote m:a.ny Ipecifie iftltfativag tJrlete4
tmvanS lcrw ai.QiJ!:Nia1 ehnne:n1.lty and .~ publiCi ,,",h.aal. 'n Planda. tlJat~ril«"~',
.ccUY·wid~ tbePlI1nltShlp Commit~nts. ,Same oCtheilueas: IDclude: 1) pmt=OtiDg
.Nft' development for teiders; 2) hiring qualified 1ratJhcrs~, 3) .lIgnin, aadcmic;
tndnu:tiou v.ritIa ~n ltaru:tatd&~ 4)rai~n.a· aPA. hip schoof· c:ompeteucy . .
.sc;rata. 1114 ttl" 8J3de ICl.e.SI to the PSAT; 5} iClcn:aaillB SUpport tar thl College B.ea;h
Oar Progn,n: ami.. (5) Pfovlding and emwinS .itf in pragralDlUtic &N8S ISftd £lndiD8
iUlSPOrt m !aw-perf'amUbj schaohi under the A+ Plan 1110 tbrouSb ~ work. of1flo Equity
in EdUt'QiQII OPiJClmmity Task Fetee., In addition, It (he colllJllUnity CD11esfS '«YC~ 1M
G:Nemor'J Eq\lrt)r in E.dur..atiGn :Plan SUppotl5 1118 l&n.Denbip Comrniunems by
, recollU!lediag
SUpport for rcccnt10n
remedlation'reduc:b.CI1 proanma, and
eJinafD inc:.rease the pua&lOA ~. 10 1--Year prapm't
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AI me st7S level,. th, P"'"'....bi' Commitment. 'IiICfe intended to expand acceaa1.O higber
educadGl\ ud inause tl.e .t~tiQ" .NI gr.uh1&tiQ1l of minority srudems in the SUS. as
weD as 10 enbiln.ca tJie prosrlftIs at florida. A "M. To ~1U.\I" WI, the SOS cantinued
die use of' a1tetftative admi.uian PtOIl'lm as .. me.na or broadening &hi oppatCUrSities Df
aU studemd. jllaludin& millaritie&. tt. *e.DcI Ihe SUS. U~der the Pannmhip
Cr.n:nnIi.ttnenu. aItemdVt adll1i.sion· criseri.a. ,"un take fmo ac:co~t &.II 'applleant'a '
oWIdemlc ul11C'y, WI consideration may also be liven to the .ppU~'" crcIII:iW:')', 18l1l:Qt,
and elwamr. The SUS .miGulated a ~ntinuing sad of diversity ill "be cocapostdan of,
tba smd_ popUlation in tit, SUS. AltemaCivc a.dmiufoDl crilerta have been Uialby the
SUS to pP:Mde &c:eeIS to • divtrJe FUP of nudentl, mJaoriry aDd m:m1'ainmir:y. who
otberwise 'lllR:JUJd dOl hive beeIIlllf8jble under vuJi&ionlJ admiuion ,mteria.
The Bxecwive Orda- arul the !".quit} in Bdu~..'ial Pl'n. at the SUS level, appell" to adel
~ ava.ue for admitJiOll to (he SUS wen.p UI~ implellleatdan ofa lew Taleated,
ao" Pro".. and to ,."laco the ,Alt.....lltiv,f. h!mluiDft t-rogram wizb the Pm81e
.l!r$ellSl11om Ptograa. Uad" the :raJ. . . 20% '1"L\DIft\ Sfud.y18 wDo do 1lGt· meet
~Ctlal ad'miuton c:rItuiawttr, u.ndcsr
GCtteJ" ~JlditioM. be p~tsH adl1'lia:iOJ'l' to
oae at tite tell instmWaftS in the StlS. T.Ili$ llJaran1m II ettI:nded. to the top 20% or each
~ d . . hm. eaab pubJi;· high leMa] hi florida. Vn6er the Profil.: AsJ.eSsmeat
.PtGg7'. up to 100", ofach IIftte:rif21fi'eahtnan cllat ,., tile W!ilca.n includu IIUde:a.ts ""fig
'do .ftCltmeot tra.d.itional adltti&sion I:ritlri.. do lIot qualify Ut1der tbl 'l'demed 20'"/G
Program, but who have demonstrated wousb their iadepgc abUJtles and ather fi.GCors ,
that'they Gan cany aut a IIl"csafUJ ac:a4.mic FQIIU' in Ihe sus. Twcruy fIve~, '
including :&tst time in college, ,eoarapJUc toc:.adall, g:radYIlIon Inuit a J~achicM'DS
sehao'~ and saclo.ecanamic ftu:;tgrs,.,may be~idacd ftll' tllDae 51\ldc:nu Adm.it.tocl 'Under
the Profile AsaelStlBftt.
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sum.
our prel1mi1W)' UlasMct is that the Exmniw Order pd ihe :Equity in
EduaJiOft Plan cal Itt J'ICIGDCiled widl the '~et'lhip CammitrAenb' ovem11 aado!
..,....,.nos ~ fer aNMrity abad....ta ta maher eliudt.lArl.
~. we do .ba.ve some
tile ilnpte.rJllmtaticm. of tho TaleJlcad 2f)II1. Propam . . the Pmfile
.....~ 1':0. . . . rt.... Plan .....,cect. we will aeed to wutlr. t1a8Cltber 10 inearpat:lle--=
.... dementi atf the Pl... into til. P&mlfnmp CammiUncftta in I we.y thai will eondnue to
tClidfonz tbe .piri~ ad salla tJftile CC"MutllUntts. Ta tN. end. tile lIHudrariDg 'P"lJYisiaDs
CClllCCU B8 kJ
of thI P~p ComlllitmOJlb \flOut' b. re~ to MIS ifLfamwion rep.nli.q' the
imllact of the PIlU\ once it i. implemen.te4. on lbe wriOUI Redons or die Commitments,
pa:r1\GUlatIy edtb I"C'Ipcot to itt impClct aft IIoCIctSS to hishar edu=aciaa for mb:lOrity smdmc.l.
For ~e, 0C1l wlJI uk for information on..bow tbe Talenrm 20% rrapJft1~ud_thc '
.Pmfilc: ~lIt 'ropam 'Will impact aa:121 1D mlnarilY sndt:l1.15 11'1 each or.o
indMd:uaI sus inSliluliau. the underlP"lduate level.
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Wit&. rosp~ to gra.d. .~ an4 profoniofta1.lIhcJak. it j. OOl's UQr!mt.nding 'lhu'YDU
h4H ptctpoaed,. d.ll.Y III iJDplem_~ the Governor'••l.a.a until ac.ademJc Y=l. 2"Ol~
200=. If:rour r~llCWjtm is eccePtell1hD. would 'be M Ulilftedi/lle impact 011 rbe·
JI'fO~il::n1lll in the t:I.&rfeI'Jt Canvnibnflftl$ related to
for minority stu&fttI to tp'Iduate..
aM protosai9na1 lICahoo1s. Thua. th. StIW! ..,auld. co~dJlUe to IrnDlemem. Chose pro~.i.ab,
pat dtD current ClJmmiun.onts for .eademi; y_ 2000.;~Q01. If' OW' undUS'landjnl IsIlO1
COlfect., however" please CDI11iI:1 me immc:diatcly SCI tAIl we:
di.~ t'his iaue bafo~
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)our Juwary 21 meeting. Once the! Gt:werriar" Plan i, implemcNed at rbe srad~ _
prafl!ssiDnaI schools level. OeIl willisk for infonttadon 011' haw ~he p!ac will impa~
aoc~ 10 minority IltUdlftb in ~uate and prof_anal pro~lnls:
1 11ft conficlent· thal OCR and
me alia
cancaadnl.lt;
<Nt
~rk ta
CDIW'o
tha ••
.fiJJldameatal laala orlie Pisrcnership Col'tUllluncnt. en: fi.atfiUet Plnse keel' us infarmed
Clt' aU devalapmcnts in tho lmplanentalion of the CM)cutive order IDd the Equity' ill
Eduau:ica Plan, and ''If'ith IlIt wcrk oflho PQttMnbip Team.. Please be l.CIvi!ed· dutt We
are in Ra::Ipt at !'be 1999 'P1oridalU1'i1t.ad ~I Offiee for CiYil :a.iglm ParmerabJp
We wa11 review this l'8l'ort ad
reepcmd 10 the ~enbiJt T,ulm &fter the COft1J2letlon at our review. 1£ JDU have Q)'
. q_ons or «tftC~. plase feld ~ae fa cantlgC Ele dinctJy.
,~6lIt In.tarim. 1tslpaft, dated Ileeembc:r lO. 1999.
Du,>~r£
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Literature Review
! ;
Degree Attainment and College Completion among Income Groups'
According to a Department of Education analysis of the Beginning Postsecondary Students survey, of
all students enrolled at four-year institutions, those from low-income families were more likely to drop
out and less likely to earn a degree than students from high-income families. Of students whose family
incomes were in the bottom quartile, 42% had earned a BA within five years, while 35% had dropped
out. In contrast, of those with family incomes in the highest quartile, 62% had earned a BA within five
years, while only 21 % had dropped out. A slightly different analysis showed that of students seeking
bachelor's degrees, 22% of those in the bottom quartile of socioeconomic status had earned a BA
within six years, while 52% had left without any degree. For those in the top socioeconomic group, the
figures were reversed: 53% had earned a BA, while onl)' 22% had left without a degree.
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In his 1997 paper "ThcImpact ofPell Grants on Student Persistence," John B. Lee finds that of college
enrollees from families with incomes below $20,000,37% received bachelor's degrees and 43%
received any degree within five years, while of students from famihes earning $60,000 or more, 61 %
had earned bachelor's degrees and 68% had eamed any degrees.
Frontloading
In his 1999 book "The Price of Admission: Rethinking How Americans Pay for College," Harvard
University professor 'and fonner Council offconomic Advisors staff economist Tom Kane proposes
. frontloading the Pell Grant program as part of his package of refonns to the student financial aid system:
" ... when college freshmen are more likely thim college seniors to have eleir decisions changed by an
extra dollar in aid, there are potential gains to [Je hB.d from raising the arDDunt of aid available to a
, .
college freshmen to an amount greater thaT! the aid available to a college senior. For instance, rather
that providing grants to students for all four years in college, the same funds could be used to offer
larger grants to students in their first two years of college, essentially encouraging those who are
uncertain of their college prospects to learn aboEt their college potential by enrolling. Those who
discover the benefits of a college training could then be expected to borro'Y a larger share of the costs
during their final year~ of college."
David-Brenneman, Dean of the University ofVjrgir,ia's Cur!'j School of Education, and Fred Galloway,
Director of Federal Policy Analysis for the American Council on EducZetiol1, were commissioned by the
College Board to write an analysis of ways to mnximiz:: the effectiveness of the PeB Grant program in
the face of budgetary constraints. Their 1996 paper, "Retblnking tb.,; Alloca60n ofPell Grants,"
analyzed the cost savings associated with different form::> of frontlo.3ding Pell Grants: "The rationale for
frontloading is that it would provide larger gIlmt suppOli for entering :md second year students, for
whom higher education represents substanti~l ri~;k aad i.I!lcertainty. For those students who succeed in
their first two years, much of that risk and uncertainty is diminished, and it is reasonable to expect them
to borrow more heavily for the final two years. In essence, this option would reduce borrowing for first
and second year students and increase it for third nnd fomth year students, while providing larger'grant
support in the first two years. Such a policy cha:nge would encournge more students to try higher
education, while reducing loan defaults by students who start but do not compkte a four-year degree."
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In a 1995 letter report, "Restructuring Student Aid Could Reduce Low-Income Student Dropout Rate"
(HEHS-95-48), GAO found that grant aid lowers the probability of low-income students' dropping out
of college. A survey database sample showed that an additional $1,000 in grant aid for a low-income
student reduced the dropout probability by 14% overall. GAO found that grant aid is relatively more
. effective during the first school year than in subsequent years: the effect of an additional $1,000 was to
reduce the dropout probability by 23% in the first year and by 8% in the second year. In the third year,
the additional grant aid had no statistically significant effect on dropout probabilities. GAO also studied
a university program for high-need freshmen that included frontloaded grant aid. Those program
participants were 39% less likely to drop out in a year than nonparticipants. For the lowest-income
students, the program reduced the dropout probab'ility by 64%. The report recommended that ED
conduct a pilot program to evaluate the eff.:::cts and costs of frontloading grants.
Lee states that "Researchers agree that student aid has a positive effect on student persistence to
gradwition" and summarizes various.researehers' findings that "financial aid is effective because it helps
equalize persistence across income categories," Lee's paper summarizes the fi.ndings of many
researchers who have demonstrated the effectiveness grant aid in improving: persistence, especially in
the early years of college. In his 1990 paper,'·'Price Response in Persistence Decisions," E. St. John
found that both grants and loans improved persistence, but that grants had a f,rreater effect in the first
year and loans were more effective in later years. In 1995, T. Murdock, L. 1',Tix-Mayer, and P. Tsui
also reported that grants in the first year wcr~; effe(~tjve in proIT.lOting student retention. Lee
recommends increasing the maximum Pell gTant in the first year of emollment both to improve
. persistence rates and to reduce the student loan defnu1t rate of studeIitf: 'Ivho drop out in their first year.
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DISl OF~'lCE /
i
12/13 199 13:30 NO.892 01/10
338 6411
'1':;
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\ Center Unified School District
8408 Watt Avenue, Antelope, ,CA 95843
Phone: (916) 338-6409
Fax: (916) 338-6411
SUPERINTENDENT'S OFFICE,
FAX
Fax #:
TO:
(J..o~ J Lt.5(P~ ,~5:.5i:1
)2jM. ~~L.a~~
COMPANY:
_L-ID=--__
# ofPages, Including Cover:
Date:
/
d. ~ J:3 -
D~~,..L';11 ~~
99 '
FROM:__~~~\~~~'~(~~-~~~~,
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__________________
ORIGINAL COpy TO FOLLOW:
MESSA GE:
Yes
'----
No
--
Thank you for your response to my fax dated 12/9/99.
The following lener and attachment, were sent to Mr. Bruce Reed on
November 30, 1999. I am looking forward to disclLt.'iing and/or corresponding
with you regarding this propo.nil for legislation. . To 'that end, may I please have'
your mailing address and phone number IJr an E-mail address? You can reach
me by phone at (916) 338-64J0 directly, through my secreiary at (916)
338-6409 or E-mail: fortune(ii]eenterlLtd.kI2.cfLlLt
Please, '
�338 6411
DIST OFFICE.
. 12/13 199 13:jU
NO.~Y~
E!rkJ ~i4bit1
ut:./IU
BOARD OF TRUSTees
NMcy AiKferson
Raymond F. BdI'It1er
RoINIItI E. Hodges, Ph.D.
. DIIInIeI S. Reason
Scoff C. RotIow/ck
8408 Watt Avenue. Antelope, California 95843
(918) 338...fi330. Fax (916) 338-6411
SUPERINTENDENT
RM FOt"IfImI. Ph.D.
Novembcr30. 1999
Mr. Bruce Reed
Chief Domestic Policy Adv~sor
The White House
1600 Pennsylvania Avenue
Washington, DC 20500
Dear Mr. Reed:
This lett~T is directed tel your attention at the sllggestl(ln of Dr. Mlchael Casserly, Ex~cutivl.: Director, National Council
of Greater City Schools. As you may know, a decision has been made that McClellan Air Force Baoe in Sacramento
County, California will close July 13,2001.
During the debates regarding base closure, J'residcnt Clinton visited our community and made statements regarding
his empathy for the impact of bast: closure on our community, While there are scveral school districts in the
community surrounding McClellan Air Force Bai;e. Center Uniried School District is the only one with a substantial
percentage of its enrollment made IJp of depend<'"Dts ~f rnllilury pel'~onncl. Consequently, our nee.us are unique.
There tore.. we feel justified in requesling a uniqucTcmedy to om: situation.
During the pa"t ycar, we have had conversations with the oftlces ClfScnator Feinstein ami Congressman Osc regarding
the need for tederal assistance. Now. we would like to enlist the aid of the Offiee ofthe President, to assist our small
distri.ct m maintaining its high quality pmgrani.s, in reading and techilotogy.
remedy we arc seeking is described
in attached propl)Sal. 'The pro1'o::;;'11 defines lllJr need~ in terms M two projects that will be in jcopardy when thi:': base.
closes. the student enrollment declines and our slate and federal revcnues decrease. While funding these project') will
mIl restore all the revenues that we :sl.md to losc, they will help us maintain the quality of our instmctional programs
in rcading and technology,
:rhe
Obviously, we are open to any (Ither flmding strategy thilt you would con:sider morc feasible than this one, In that
regard. T would he happy to meet With you or members of your staft~ at your convenience. to determine what
modifications to our proposal would he necessary, if any. I am pl'epared to meet in Washington or wherever you
prefer.
I am looking rOlviard to hC<lring from you :;'01.111 and thank you in advance for your consideration:
Sincerely.
~ ,.jqlf;":--:
Rex Fortu~h,D.
Superintendent
Enclosure
CC;
BOal'd
ofTru~tecs
"Proud
or the Past. Plann'ing for the Future"
�DIST OFF ICE
338 6411
12/13 199 13:31 NO.B9l
u,nu.
FF.DERALPROPOSAL TO OFFSET McCLEl.I.AN CLOSURE EFFECTS
Center Unified School District is one of sixteen school districts in Sacramento
Cqunty, Califomi~. Last lall, the district documented that there were,995 federally
conlleeted.students among its 5699 enrollees, when the most recent report was completed.
Ahout 760 (13,4%)of tho~e students were dependents of active duty military personnc1,
all of whom willleave:the district when McClellan Air Force Base closes in July, 2001.
Another 232 (4%) of those students are children of.civilians who work ~t McClellan Air'
Force Base and who may also Jeave as the Base closes;
The district receives approximately $3800 i~ state or federal-revenue for each.
enrolled student; therefore nearly $3.8miIHons of dollars are associated with [he99S
students. It could be argued that parents of the civilian students willl'emain in the area or
that other civilian students wi]l move in to replace them. If thal happen, theli
OUT
problem
would be reduced by over $800,000. Even so, the district will suffer significaI)t financial
loss while this theoretical transition petiod occurs.
The school district anticipates the need to reduce. a corresponding number of
teachers and other persollnel who provide direct services tosludents, as tbe student
population declines. A critictll challenge will be to maintain the quality of certain critical'
..
support services which arc not s6 easily tied to a per pupil ralio. Two critically needed .
support services which a.rc. very likely to be placed in jeopardy when we start 'to cut
buugets arc the coaches. for reading auu for technology. The need for reading coaches
(specialist) at our del~lentary and secondary schools an~ the need for t~chnology support
�DIST OFFICE
,.
338 6411
12/13 '99 13:31 NO.892. 04/10
persol1ncland training are describe in attached proposals. The key point here is that those
needs arc becoming more apparent as we. refine our analysis of student assc,ssment data ,
and as California has intensified irs accountability measures.
Enrollment is projected to grow again in the 2004-05 timeframe. During periods
of growth in the past, our district has been able to afford to purchase computer hardware.
sottware, networking connectivity and some staff training. Because of this, both of Ollr
high scho01s were able to gain approval of their applications for the California Digital
High School program. The district has just recently converted all of its business thnctions
. and other program n.metiort to a new systems program (QSS) which still requires training
of our statT for full implementation. As important as these and other recent improvements
are, they will all go down the tubes, when we will have to eliminate the staff to support
these systems due to Base Closure, and the resulting decline in state resources. Yet, these
services may be affor9ab1e once again in another four or five years when new housing is
scheduled to develop in our district.
We necd the funding associated with the two proposals as "bridging the gap".
funding during the period hetween now and say 2005, when new housing should he
coming on lille. Obviously, we will have -to cut staff and other services during the next
lew, years. But it would he most beneficial to students and parcnts to prevent the decline
in the quality of our. critical reading and technology programs and services dUling this
10ur or five year period of enrollment decline!. The four-year cost of the reading support·
proposal is $1,868,000, and the four year cost of the leclUlology proposalls $4,964,000.
This rcqu~st is secure an apprnpliation for the sum of$6,832,OOO.
-~~:---------------
�DIST OFFICE
338 6411
12/13 199 13:31 NO.892 05/10
RESOMMENDATION: .
It is recommended that an appropriation bill be amended as follows:
''The Congress hereby appropriates to the Center Unified School District in
Alltc10pe California an amount of $6.8 millions of dollars for the purpose of
,
implementing their reading support and technology support programs as defined m
section .......{ Sec Proposals)."
�DIST OFF ICE
12/13 199 13:31 NO.892 06/10
338 6411
PROPOSAL FOR READING COACHES AND STAFF DEVELOPMENT
Prior to the 1999-2000 school year, Center Unified School District had
experienced over a decade of annual increases in enrollmcnt due to new housing
development. As a growing district, Center was able to appropriate general funds to
establish a strong reading program. Rccently, our efforts K-12 have focused on the
Governor's measures for school accountability, including the newly revised English
Language Arts sta.ndards.. statewide promotion/retention policies, the proposed ELD
assessment and the high school !;,'Taduation exam. To this end, the district has used a
combination of state, federal, local and private resources to establish an exemplary
reading progranl~ The David and Luci1e Packard Foundation paid for three reading"
coaches and a district reading co-ordinator to provide direction, assistance and
. supervision to all K-3 classrooms in the district. Center Unified has expanded this
successful K-3 coordinated coaching model to grades 4-12. Federal Impact Aid funds.
enabled the district to hire reading coaches at grades 4-6 and reading teachers for the '
secondary schools, State and federal staff development grants have allowed for a part
time secondary reading c o a c h . ·
.
A
Principals worked in concert with highly trained reading coaches to assure that·
teachers understand the 'lmportauce of effective reading instruction, and how to provide
it. Reading is now taught to all students daily tor two and one half-hours in primary
grades and for two hours in upper elementary. Reading is required for below grade level
students for a full section (47 minutes) in j1.UllOr high school and a full s~clion (90
minutes) in high schooL These secondary sections include direct instruction by the
teacher using a phonics-based curriculum and computer assisted instruction in reading. A
special summer school progranl, Successful Start, has increased the reading skills of 8th .
graders before they begin high school. Center Unified's focused model provides a
research-based reading curriculum for an students, including special education and
English Language Learners (ELL). ,The coaching model assures instructional
accountability at all levels.
Student tcst scores wt!re strongeslln the grad.es where coaches were employed the
longest. For example, in first grade, 85% of OUT students scored at or above grade level
last spring on a nationally normoo staudardi".ed reading test. Reading coaches visit
classrooms, monitor instruction, conduct staff development and make program
improvement recommendations to teachers. 1'he district used its state textbook funds to
purchase a unifonn, stalldatds-bao:;ed curriculum for all c1assrooms_ Center Unified
received two state granls. which allowed for staff development in standards-based
rcading strategies for specific groups of teachers.'
In June 2000, funding from the IJackard Foundation and from state and federal.
'. readinge,'Tants will end. In addition, the district loses eli'gibility for federal I~pact Ai~i
I;unds when McClellan Air Force Ba.:;e closes on July 13, 2001. The loss of these three
funding sources. along with the fiscal problems brought· about by declining enrollment
associated with base closure, puts our reading program is in jeopardy.
,
�,.
OIST OFFICE
338 6411
'12/13 199 13:32 NO.892 07/10
This proposal will enable the district t(') not only continue the highly successful
elementary model, but to flllly implement its planned expansion at the secondary leveL
" The keystone of our success, as indicated by otlr K-3 test scores, has been the coaching
comp(ment. Our focus on success for all students and accountability for all staff has
resulted in significant achievement gains as we, prepare our students for the high school
exit exam, the ELD exam, ilnd the STAR program,
The attached bUdget shows funding for a fouT-year period. At that 'time, we
believe that new growth in studL'Ilt population associated \\lith new housing starts will
generate suffici~nt revenue to continue funding this ~uccessful reading improvement
model without outside assistance. We also believe that after seven years, our reading
model will have generated enough student achievement data 50 that other districts might
benefit from our efforts.
�.;
.
DIST OFFICE
338 6411
12/13 1 99 13:32 NO.892 08/10
BUDGET }"OR READING PROPOSAL
READING COACHES
FiYe Elementary @ $51,OOOcach
. One J uniOT High School (~551 ,000
One 11igh School @ $51.000
One Coordina(or @$90,OOD
$255,000
51,000
51,000
90,OQO
STAFt' DEVELOPMENT
Training Stipend; subs teacher costs .
ANNUAL SUB COST
20,000
467,000
FOUR-YEAR· COSTS
@$467,OOOperyear'
51,868,000
�DIST OFFICE
338 641,..
12/13 199 13:.33 NO.892
09/10,
CUSD TECHNOI.()GY PROPOSAl.
For more than a decade th~ Center Unified School District has experienced
enrollment increases associated with new housing' development. which was very strong at
the end of the 1980's and early 1990·s. The district built· new schools and portions of
sCQools during thIS period. Educational lechnology ha.~ been a priority for the distticl
during this period also, and these new schools were wired to accommodate the
technology that was available at the time. By now, the district has invested heavily in
hardware. connectivity, software and staff training. Computers arc in classrooms in most
schools. There are computer labs in each'school, and the district has recently insLalled a.
new computerized system (QSS) for its llnancial, accounLing. pupil personnel st.'Yvlces, ,
master schedule dcvelopinent and parent communication processes. These purchases
have been guided by Technology Plan which calls for staff support of computers as
weU as the purchases mentioned above,
a
The 1999-2000 school year marks. the first of several years when the distriCt's
student enrollment wiU decline, in relationship to the closure of the McClellan Air Force
.Base in July of 2001. Continued enrollment decline will be accompanied by losses in
revenue for the school <iistrict. Unfortunately. the district will have to reduce staffmg
even beyond the reduction in the number of teachers corresponding to the number of
students no longer enrolled. We are certain that the support staffing for technology will
be at risk, along with other staff not directly used in classrooms with studen~s. To lose our
current tcclmology support st~\rf at a time when the schools actually need more
technology support, would result ill a huge step backwards in ternls. of instructional
opportunities for students and in lerrns of modernizing administrative operations for the
districl. .
. To maintain our existing technology support for schools, this proposal would
provide for technology statr to keep the CUlTent and. newly purchased equipmcnt
opcrating. The proposal would provide support staff at the district and at the school sites.
The proposal would also improve the ability of current instmctional staff to p~rfonn
simple trouble-shootillg and repair procedures by providing training on all on-going basis.
The proposal would also improve thl: 4ualityof instnlction by providing time. for tcacher
preparation of units of instructions and student projects utilizing the technology available
in libraries, technology labs and in classrooms. Finally, this propos~t1 willpl'ovide wiring
for Internet access in all classrooms of the school closc:sllo military housing, where new
houscs will be constructed to rephlcc current military housing. (See attached budget) 'lliC
proposal has an ;inmlal cost and a cost for four years, after which time projectcd student
enrol Iment growth should produce the revenue to keep these support functions operating.
�338 6411
DIST OFF ICE
12/13 199 13:33 NO.892 10/10
BUDGET FOR TECHNOLOGY PROPOSAL .
STAFFING·
One uirect()r @ $65,000
$ 65,000
Four support tcchnicians @ $40,000
160,000
Six school troubleshooters @ 40,000
And one @$20,OOO
260,000
TECHNOLOGY COACHES
. Eight @ $45,000
3~p,000
Teacher-Release Time for on-going
Training 8 Ca) $37,000
WIRING: INTERNET& OTHER CONNECTIVITY
lqO,DOO
ANNUAL SUB-COSTS
FOUR- YEAR COSTS
@ $1.241,000
,
$4~964,000
�3-
Ch. 795
college entrance exam.~ation .preparation or to enter. into : Con1IaclS
with providers of college admissions test prqla.mtion . courses, who
m!lY' inClude, but are not necessarily li.inited to, private' providers,
public or private postsecondary institutions, or employees' of the .
school district.
.
(2) The content of the college admiSsions test preparation coW'Se
instruction provided uuder this chapter shall be det:e:r:mined by the
school district of the schoolsite at which it occurs. 1bis inswction
shall, .as a minimum, 'cover the fonnat and' the subject &nI8.' ()()nteD.t.
The . instruction shall also include practice tests. and the' 981cuJatioD
of the scores of the pupils taJcing these practice tests, for the College .
admissions test to be covered. Pupil anendauce at this instruction
shall be monitored.
.
(3) The preparation. course sball include at least 20 hours of diIcct
pupil instruction, outside of·the· DOrmal school c:w:riculum, that may
include instruc.tion .provided through satellite ner:workiDg or any
other . real
time' interactive
teclmology.
To
determine
the
effectiveness of the test preparation course, the preparation course
shall iDclude a pre- and post-practice e.xamiDatiou. The pre- and .
post-practice ex.a.miaation
shall be included in the evaluation
of effectiveness submitted to· the State Depanment of Education
. punua,nt, to subdivision (c), Each gnmt ·recipient shall report. by
, ,school or location and numb~ of pupils. ,on the' tOtal costs and
improvement of test 'results per participating· pupil and for me
~choolsite or locatioD as a whole. This costfbenetit information index,
along with a brief Qescription of the program, shall be made widely
a-..ailable to other funded prouams aDd, where possible, posted on
a statewide website.
(4) Preparation COunles shall be offered at intervals' 4esigned to
conclude ...a t tbqse times that reasonably coiucide with admissions
testing dates.
(b) Every two dollilrs ($2) of gnmt .ti.Jrids allocated to a schoolsite
under this chap~ shall be matched by one dollar ($1) of :6mding
raised by the Scboolsire or the sdlooldistrict of which it is apart wm
f~, l()C;al, priva'lle. or other state sou.rces. A schoolsite may assess
stu~ who participate ~ the program established by this chaprer
a fee n0t to exceed five dollars ($5)· and may use the fimds collected
for purposes of this matching fund requirement. Funds may be
awarded in an amolDlt net to exceed the lesser of either seventy-five
do]~ (575) per 10th grade pupil at the schoolsite RCeivins a gnUu,.
oJ two h~ dollars, ($200) per pupil participating. in the
. examinatiOD preparation course and taking . a college' eatnmce.
examination,
,(c) The State Depatbnent of Education shall recommc;:nd, and the
State Board of EdUcatiou shall approve, an evaluation design for the
pmgnm establislted by this chapter. School dislrids· that . reoeive
grants UDder this chapter shall use the evaluation desiga to assess the
•
scores
••
93
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�Ch. 795
-4
overal1 program and cost-effectiveness of their ptOgiams, including,
but not necessuily limited to. the effect of this program on the
college admissions test scores, the. change in the total number of
pupils who take the college admissiODS tests, and college attendance
rates of program. participants. These school districts shall submit their
asSe5SIDeDts to the Slate Deparanent of Education in a
timely
manner.. The State Depanment of Education shall develop a report
including. but not necessarily limited to, the information received,
from school districts under this subdivision and recommendations to
continue, modifY, or' discontinue the program esmblished by this
chapter. The report shall be approved by the State Board of
Educanon and submitted to the Legislature on or before January 1)
2004. .
,
,60830.9. This chapter sball remain in effect only until Jamwy I,
2005, and as of that dale is repealed, unIesa a tala' enac1ed statute, that
is enacted before January 1,2005, deleteS or extends that date.
SEC. 2. (a) The sum of ten million dol~ ($10,000,000) is bereby
. appropriated :from the General Fund to the Superinteadent of Public
Instruction for allocation to school districts for the pmposes of conege
preparatioD and examination pr:ograms pursuant to Chapter 8
(commenc:iDg with Section 60830) o{Pan 33 oftbe Edu~on Code.
(b) .For the Pus:Poses of makiDg computations required by Section
8 of Anicle XVI of the California CoDStilUtion, the appropriation
made in this section shall be deemed to be "General Fund revenues
appropriated for school districts," as defined in Subdi-rision (c) of
S«;tiOD 41202 of the Education Code for the 199&-99 fiscal year, and
shall be deemed included within the "total allocations to school
districts and. community college districts from General Fund
proceeds of taXes appropriated pW'Suant to Article XlII B." as detiDed
iD subdivision (e) of Section 41202 of the Education Code, for the
1998-9,.9 fiscal year.
•
•
o
93
•
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18SS9Svc0cl 01
~091
8S( 01v
dJ~~N ~~
l(:Sl 66. 6c nON
�11/30/99
11:33 FAX
ItfI 006
6
• A Consortium of Education Research Scientists and Practitioners to design and
co~duct research and evaluation studies which will infonn the work ofthe Network of
Suburban/Urban School Systems. a network organized to mount a concerted attack on
the problem ofrninority student academic.underproouctivity;
• A pre- and post-doctoral fellowshlp pmgram designed to encOurage and support .
scholars who will study the p~o1jlems related to ethnic minority students' academic
underproducti vity.
Recommendations for ACtiOD
. The Task Force has concluded that, ifthe number oftop Afri~an-American, Latino, and
.Native American students is to grow raPidly, promoting high minority achievement will
need t~ become a priority at all levels ofthe educational system. In addition.
underrepresented minority students will need access to a much expanded set of
supplementary education opportunities outside the schools.
In higher education, the Task Force is c.'llling for senior coliege and university officials to
make raising minority achievement, including increasing the number of top students. a
priority on par with increa.'ling minority enrollment, retention, and graduation rates.
Operationally, this not only will require a commitment to eliminating differences in
achievement .betweeri similarly prepared minority and majority students but the creation
of organizational capacities designed to address them. The Task Force recommends that
colleges and universities organj~e consortia promote widespread use of strategies
available for helping minority students perform at high levels. Colleges and universities,
along with state education agendclI, should create infonnation syst~ms designed to
monitor progress and to help infoun efforts to design more effective strategies.
to
At the K-12 level, the Task Force recommends that l(leal, state, and federal educational
leaders place the goal of increasing the number of top minority students high on the
school refonn agenda. From an opt::rational standpoint, this means testing and selecting
promising elementary and secondary school reform approaches partly from the
perspective ofwhether tbey help increase the number of minority high achievers. It also
means testing and using the best of these strategies in a wide range of schools, from tlJose
serving high concentrations of disadvantaged student. to those with more middle-class
.
populations.
.
The Task Force recommends that policymakers work to expand access to high-quality
preschool and parent education programs to underrepresented minority children and
parents from all socioeconomic levels, not simply the disadvantaged.
The Task Force recommends that national and community organizations concerned with
improving minority education work with educational reformers and researchers to expand
�1-19-00;
1:07PM;
National Council for
Community & Education Partnerships
One Dupont Circll;f, N.W., Suite 118
Washington, DC 20036
Telephone: 202/939-9450
Fax: 202/530~0809
. E-Mail: Hector_Garza@nccep:nche.edu
Homepage: http://www.edpartnerships.org
From:
... ' / Hector Garza, President
_ _ Juana Adaniya. Executive Assistant to the President
_ _ Carmen Gloria Alvarez, Director, Finance & Administration
_ ' _ Johnson Niba, Project Associate
_'_._ Carmen Arroyo, Consultant
_ _' AdelIa Santos, Consultant
Date:_--.'.f-{.1---,8,l-lo_o_ _ _--"-_ _ _ _ _ _ _ __
, ENLACE Networking
,
Meeting
. February 10-11,2000 '
San Antonio, TX
GEAR·UP Pre-Application
Technical Assistance
. Worksbops
, February 7, 2000 .
, Phoenix, AZ
February 9, 2000
Kansas City, MO
And. ((£,tv Roih.ex ha...t1'v
Institution: tl1i. LU hiQ, ,,7-/0UAV
To:
Fax:
February 18, 2000
Washington, DC
February 22, 2000
Edinburg. TX
u.s. Department of Education
FY 2000 Postsecondary
Education Dialogue
February 23, 2000
Edinburg, TX
46~ - 6.?~ I ,
Telephone:_._l._O_L__
A_5....:k'c---_'_5_3_i_'2- _-_-'-_ __
_
Pages: _ _ _ _~- (Including Cover Sheet)
,D URGENT
Memo:
February 16, 2000
Jackson,MS
2.D 2.
�1-19-00;
1 :07PM;
NATIONAL COUNCIL FOR
Community and Education Partnerships .
Promoting Student Achievement and Access to Higher Education
January 18,2000
Maria Echaveste
Deputy Chief of Staff
The White House
Washington. DC 20502
Dear Maria:
I am writing on behalf of the planning committee that has agreed to collaborate in co-sponsoring a
national meeting for Latino educational excellence. As you know, this group has been meeting with the
White House Initiative staff and Commissioners to plan for an event that will bring business,
philanthropy, education, community andpareJ)t organizations, government and others to create a national
agenda and action plan to improve K-16 education for Latinos.
We were delighted to have an opportunity to meet with your team about this effort on January 5,2000 and
were pleased to learn that the Whi~ House is also interested in hosting a White House,event as a follow
up to the August 1999 First Lady's Convening. As agreed to at the meeting, Andy Rotherham. DPC, has
been invited to join the policy group of the Stakeholders Committee, and we will contact Brian Barreto
(Office of Public Liaison) to work with the Stakeholders to address outreach to constituent groups. We
remain excited about the prosp&t of coordinating our efforts with the White House and this letter is
intended to update you on our current thiriking and plans.
'
.
.
.
'
Since our last meeting with you, the core planning team has developed a conceptual model for the
conference that builds upon the ideas shared with you and your colleagues on January 5. While the
enclosed preliminary draft still needs'to be vetted ~ith the entire coalition of partnering organizations, we
hope this provides a framework tbat will allow us to develop this event collaboratively.
Simultaneously, we are moving forward to secur~ funding from our partnering organizations and have
orally received commitments from several organizations and'foundations to help fInance the two-day
event. We look forward to continuing our coordination efforts with you and Sarita Brown.,
Sincerely,
i
!~~
President
Enclosure
HG/ja
--"'\9--
One Dupont Circle, NW
Suite 118
Washington, DC 20036
tel: (202) 939-9450
fax: (202) 530-0809
www.edpartnerships.org
�.1-19-00;' 1 :07PM;
DRAFT-Not for distribution or quotation
Excelencia en Educacion:
A National Day of Commitment
For Latino Educational Excellence
Rationale
The Latino community is th~ fastest growing in the country yet continues to have lower
educational attainment rates than Anglos, African Americans, and Asian Americans.
These factors combine to create a scenario that is unacceptable for the Latino community
and the rest of society_ While promising educational strategies exist in comrriunities .
across the country, most are dwarfed by the uomet needs, thus suggesting that slow
incremental change will be insuffiCient. The key to activating all the necessary
stakeholders is to harness the collective political will of those who care and to commit to
work together on an action agenda for change. A national meeting in Washington, DC in
. May 2000 will provide the process to bind together, a representational group of
stakeholders with effective strategies to create the political will to close the achievement
gap for Latinos in the coming decade. ,
Assumptions that Support High Achievement by Latino Students
• The curriculum should be framed by high standards
• Schools need up to date materials and eqq.ipment to deliver an excellent education
• Appropriate inclusion in an accountability system increases the likelihood that
Latino students will do well in school
• Teachers must have the skills and experience to teach linguistically and culturally
diverse students
• Students learn to read best in their native language
• Parents are a key ingredient in school success for Latino students
• The community has an important role to play in supporting the education of
. Latino students
.
Purpose
To develop and launch an action agenda with assigned responsibilities, measurable
outcomes, and timeline leading to accomplishing the following goal by the close of the
coming decade (2009):
a
90% of every eligible Latino child enrolled in U.S. public schools Will
receive a high school diploma by 2010
.
Meeting this goal will require tackling issues such as children must start school ready to
learn, the schools they attend must offer a quality environment and the teachers must be
prepared to offer a rich educational experience that challenges all students to reach their
highest potential. Meeting. the goal of high school completion will also create an
expanded talent pool for post secondary education and the workplace.
I
�,-,9-00;
1 :07PM;
What
A national meeting of 225 leaders .committed to the goal of Excelencia en Educaci6n.
The meeting will be the vehicle for the development of a plan by community sectors that
frame actions that will support the goal over the next decade. The sectors will include the
corporate sector. government, the schools, higher education, community groups, .
foundations. parents, and national organizations. Prior to the convocation, sectors will
identify five possible outcomes in support of the 'goal outlined. These outcomes will be
used as a yardstick against which all actions taken by that sector can be measured by
members of the sector and by the general public.
The action could iriclude support for effecth:e programs, policies, strategies identified
under each of the objeCtive areas in an effort to bring these approaches making a
difference in achievement to "scale" and could potentially be implemented rapidly in
large numbers of communities. Some examples of programs to consider include those
identified in the publication What Works for Latino Youth created as a product of the First
Lady's Convening on Hispanic Children and Youth in August, 1999.
This would facilitate the engagement and ownership of all sectors by providing either a
beginning list of udeliverables" for them to consider and commit to "on-site" or examples
from which they could expand or connect with their existing efforts.
Who
A chairperson for each sector will be identified by a national steering committee. Over
the course of the two day convocation, each 'chairperson and 25 sector representatives
will identify outcomes, determine benchmarks arid ,begin to draft a plan for dissemination
of the outcomes and buy in from members of the sector and the general public.
Operational Structure (Long-Term)
The national steering committee will work with a small staff to provide support for the
action agenda. The staff will develop public education materials and monitor progress
toward the outcomes by all sectOrs.
In the short term ,and for the purpose of coordinating and funding the National Day of
Commitment events, the coalition of organizations will use the National Council for
Community and Education Partnerships (NCCEP) as the organizing and coordinating
entity,
Funding Commitments Received
The Ford Foundation,
The W.K. Kellogg Foundation
AT&T Foundation
State Farm Insurance
, Other Funding Prospects
Knight Foundation
Sallie Mae Foundation
Univision
2
)
�1-19-00;
1 :07PM;
Proposed AgendaIFormat
1. White House Kick~Off Event
The White House would kick off the day with an hour-long event that would include
statements by the President, Vice President, andlor First Lady arid representatives of
participating sectors (such as business, phihinthropy, education, community
organizations, etc.). These statements will announce and define new commitments of the,
Administration, corporat~ America, educators, and others to help achieve the Action'
Agenda that will be finalized at the end of the day_ The event will recognize the
importance of the First Lady's convening as a crucial spark in creating a national agenda'
and will take advantage of the ability of the President and key members of the
Administration to focus national attention on the issues. We also may want to feature
Latino students and educators who could recognize the importance of these commitments
in the lives of millions of Latino young people.
'
2. ''Day of Commitment" Meeting
Following the White House kickoff, participants from each sector will gather at a nearby
hotel at an event sponsored by partner organizations to discuss the action agenda and the
goals for the next five or ten years. The session will include:
• a motivational keynote,
• brief overview of the data, '
• brief overview of the policy agenda supported by written materials mailed
to participants before the meeting (addressed by sector)
• breakout meetings by sector to develop outcomes, responsibilities and
timelines; and
• dinner with another motivational speaker.
A second day might include continuation of sector-by-sector work with reporting from
, representatives of each sector and final approval of a national plan. .
We may wish to have a news event to announce the approval of the plan.
3. Follow-up Activities
In -the weeks and months after the Day of Commitment activities, we will work to
accomplish the following:
'
,
• A meeting of national foundations hosted by the Ford Foundation and the AT&T
Foundation and others focused on the role private and corporate philanthropy can
play in achieving the Action Agenda;
• Creation of a national coalition or partnership to push the agenda, including
ongoing monitoring and reporting of how far the nation has come in meeting its
agenda;
• Presentations to national organizations to disseminate the Action Plan among key
constituency groups;
,
• Development of state-by-state legislation in support of the agenda;
• A media campaign to draw attention to the needs of Latino students; and,
• Other activities developed by partners.
3
�JAN-21-2000
DEPT ED ,SCHEDULING
13:05
UNITED STATES DEPARTMENT OF EDUCATioN
PUB'LIe AFFAIRS '
OFFICE OF THE DIRECTOR,
FAX TRANSMITTA.L
.'.
~
.
TO:
PHONE:
FROM:
OFFICE OF PUBLIC AFFAIRS
~«h
PHONE:
'l"FAX:(202) 260-7753
PAGE(S} TO FOLLOW:
MESSAGE:
CON:FIDENTIALITYNOTICE' ,
This transmission is'intended for and restricted to the 'named addre~see only. It may contain C::6nfideDtial
and/or priviieged illrormatio~. If you receive thisrransnllssion itt error~ you are notified that you are
prohibited from readitlg, copying,ordisscniinating the rransmission. PI~ase caU(202)401.3026 to
'
arrange for return ,of any [ransmissioh sent in, error. Thank you.'
'l3h'
400 MARYLAND AVE.• S.W. WASHltiGTOl'l. D.C.
, (202) 401-3026
Z0202~0130
'
�DEPT ED SCHEDULING
, UNITED STATES DEPARTMENT OF EDUCATION
omCE ,OF' THE ASSISTANT SECRETARy F'O~ CM!. RIGHTS
"
t
\ ..
JAN 19 2,000
The Honorable Corrine Brown
.
'{;1nited States,House ofRepresentatives
, 2444 Rayburn. House Office BuilcUng • '
Washington, D.C. 20S1~ .
1
The Honorable'CarrieMeek
United States HouS~ ofRepresentatives "
401 Cannon House Office Building'
Dear Representatives "Brown and Meek:
.
.
,
.
,
this is 'in reference to Representative Brown's telephone call'to me On Janliary'19, 2000.
During our conversation, Repr~sentative Brown stated that she is ~oneemed that the
,
Office for Civil Rights' January'14, 2000 le~er to Chancellor Heiberiregarding Governor
Bush~s Executive OrderlEquityin Education Plan (the "Plan"), is being inteIpreted by ,
some State officials as an endorsement of the Govemor's Order endmg the use ofrace
basedaffirrnative action in the State ofFlorida. DUring our conversation, I clarified that
'
. this is not the intent of the January 14 letter. lex,plained fu:rtherwha~ is in fact the
.pwpose, scope and intent ofthat·letter. Per Representative Brown's request, I am
providing.that explanation in,writing to her and ReJ?resentative Meek~', .. '
.'
(
, On January 14, 20001' Gary Walker Diiector of our 'Atlanta Office for CivilRights, sent 8.
letter to Chancellor Adam ,W. Herbert of the State University SYstem ofFlorida that
l'
, , provides ~~liminarv feedback regarding the Governor's Plan in' light ofthe exi~ting
FloridalUnited States Office for Civil RighQiParinership Report and Commitments
(Commitments). The letter addresses the Stite's ability to continue to fulfill the
Partnersbip'Commitment's overall goal ofexpanding access to miD.ority students to
educational opportunities ifthe Govemor~s Plan is adopted. With refpect to'
postsecondary education programs, the'letter states:
[O]Ur preliminary assessment is that ~e'Executive Order and the Equity·in
Education Plan can be reconciled,with the Partnership ComMitments' overal~
goal of eXpanding access for minority st\ldents in higher education. .H9Y1ltv~r) we
do ~ somee~ as to the implementation of.J!.'UtIalented20% Program
and the Profile AssessmentProgram. Ifibe ~is adopted, we will needlo work
together to mcorporate the elements ofthe Plan into' the Partnership
CommitmentS in away that will continue to reinforce the spirit and goals ofthe '
COmniitmentS.
' ,
.
('
~
. ,,.
••••'1"1
,400 MARYl...AND AVE., S.W.WASHINOTON. D.C. 20202
�JRN-21-200i21
13:1216
'DEPT ED SCHcDULINu
Representatives Corrine Brown and Connie Meek':" page 2
"
Out January 14 letter was directed at the important but narrow issue ofFlorida's
obligations under its Partnership Commitments. However. as the Commitments do not
require the use ofrace-based affirmative action, the letter does not ~ddress the issue of
.affirmative action or the Governor's decision to end its use in the State ofFlorida. We
recognjze that the Govemor's plan has raised substantial concerns regarding the .
elimination of race-based affirmative action. As we discussed. the Department strongly
supports appropriately-tailored affirmative action measures consistent with the
President's po cy ofumen It, on ten
'It is the Department's position that, under
the Constitution and Title VI ofthe Civil Rights Act of 1964. it is permissible in
. appropriate circumstances for colleges and universities to I;onsider race in making
admissions decisions. They may do so to promote the educational'benefits of diversity
consistent with Justice Powell's landmark decision in Regents o/the University of .
California Y. Bakke. They may also do so to remedy the continuing ~ffects of
discrimination. As Secretary ofEducation Richard Riley stated in his "Dear Colleague
Letter" dated March 19, 1997, regarding the passage ofCalifomia's Proposition 209.
which generally prohibits the use of affirmative action, '1 continue to believe that
appropriately-tailored affirmative action measures are educationally sound tools to "
remedy the -effects ofprior discrimination and to foster diversity at educational
institutions:' I am enclosing a copy ofthe Secretary's March 1997 letter for your .
mIonnation.
With respect to the more narrow issues addressed in the Partnership Commitments~ we
will continue to work with the State ofFlorida to ensure that the goals ofthe
, Commitments are in fact fulfilled. I hope this letter is helpfUl iti addressing your
concerns. Please feel free to contact me if you have any further questions.
Raymond . Pierce
Deputy Assistant Secretary
For Civil Rights
Enclosure'
�JAN-21-2000
13:08
DEPT ED SCHEDULING
STATE OF FLORIDA
@ffiJ;e .of
tlt.e (inu:ernor
TliECAPITOL
TAl..U.iMSSE£. FLORJDA 323".0001
.JEBBUSH
c;oYEblOIt
November 10, 1999
Ms. Nonna V. Cantu
--Assistant Secretary for Civil Rights
U.S. Department of Education
330 "e" Street, S.W., Suite 5000
Washington, DC 20202
Ms. Suong Mai Cavalli
Chief Civil Rights Anomey .
U.S. Department ofEducation
61 Forsythe Street, SW, Suite 19T70
Atlanta, Georgia 30303
Dear Ms. Cantu and Ms. Mai Cavalli:
yesterday, Governor ieb Bush aDnounced his plan for One Florido.-a plan'to end racial,
ethnic and gendet·based preferences, set-asides and quotas in our State's government enterprises
and in the allocation of state contracts, while increasing diversity. With respect to the .
Florida/OCR Partnership Agreement, it continues to be the poli~y of this Administration to
suppon equal education opportunities for all Floridians; to prohibit discrimination in education
because of race, creed, color or national origin; and, to promote the full realization of equal
educational opportunities throughout the State. Through Exec~ve O~r. 99-28 i. Govemor
Bush has requested that the Board of Regents iIilplement a policy prohibiting the use of racial or
gender set-asides, preferences or quotas in admissions to all Florida institutions of. higher
.
education, effective immediately. A copy ofthe O~der is enclosed. .
Also, I have enclosed a copy of our Equity in Education Plan. This comprehensive plan
has been developed in cOnsultation with, and with the cooperation of, the chancellor of o~,.State
University System, Chancellor Adam W. Herbert. As you will note. our Plan includes anew
.Talented 20 program, which gUarantees admission to one of Florida's state universities to
students in the top ·20% in each Florida public high school grad~ting class who have completed
a college prepanltory curriculum. This plan will increase the.number of students•.includirig those
who are minority and economically disadvantaged, admitted into one ofour public universities.
. Every siudent in the top 20% of hislJ:ler class will· also be given priority in need-based
fmancial aid awards. To assist financially needy Talented 20 students,· the 'Governor is
recommending an increase of 43% in Florida's need-based scholarsbip programs. In addition, a
new Profile Assessment process will be utilized in lieu of,the alternative admission process, and
.will supplement the Talented 20 prognuI1,.
.
.. .
,
,
- tC,.(. <:"
NOV 1 6
1~q~
(C.":"
�JRN-21-2000
~,
DEPT ED SCHEDULING
13:08
.
Ms. Norma V. Cantu
..
Ms. Suong Mai Cavalli
November 10, 1999
Throughtbe Equity in Education Plait, we will ensure that even more high school
minority students are cbaUengedacademically and are prepared for being admitted to the
university system without remediation, and in accordance with thesystem's-standards. Our goal
is to equip all of Florida's students for higher education by ensuring that care has been exercised
at every level of their secondaiy experience by providing them. and their schools with the
necessary resourcres ufsucceed.Our state's succ~s in higher education depends on our students'
preparation ilIld success at the secondarY level.
.,
'
. : . •. '
,
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Florida is prepared to do more than any other state, in the nation to enhance diversity at
the post-secondary level without having to rely on the policies ofthe past.
.
.
We look forward to your cooperative support ofthis Plan in the new millennium.
Sincerely,
~f:~/
General Counsel
Enclosures: Plan
Executive Order 99-281
c:
Dr. Adam W. Herbert wlo enclosures
Regina E. Sofer wlo enclosures
TnTAI
P.P'lR
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Kendra Brooks - Subject Series
Creator
An entity primarily responsible for making the resource
Domestic Policy Council
Kendra Brooks
Is Part Of
A related resource in which the described resource is physically or logically included.
<a href="http://clinton.presidentiallibraries.us/items/show/36031" target="_blank">Collection Finding Aid</a>
<a href="https://catalog.archives.gov/id/647992" target="_blank">National Archives Catalog Description</a>
Description
An account of the resource
The Kendra Brooks Subject Files contain correspondence, reports, articles, memos, and various printed material. Other documents include background information for education events and meetings. The files include material pertaining to charter schools, national testing, SAT preparation, school safety, school modernization/construction, affirmative action, Blue Ribbon Schools, class–size reduction, teacher quality, Limited English Proficiency (LEP), the White House Initiative on Education Excellence for Hispanic Americans, Tribal Colleges and Universities, Historically Black Colleges and Universities (HBCU’s), the Individuals with Disabilities Education Act (IDEA), and Title 1 of the Elementary and Secondary Education Act of 1965.
Provenance
A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource.
Clinton Presidential Records: White House Staff and Office Files
Publisher
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William J. Clinton Presidential Library & Museum
Extent
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157 folders in 16 boxes
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Original Format
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Paper
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
[Education - Articles, Letters to Read]
Creator
An entity primarily responsible for making the resource
Domestic Policy Council
Kendra Brooks
Subject Files
Is Part Of
A related resource in which the described resource is physically or logically included.
Box 1
<a href="http://clintonlibrary.gov/assets/Documents/Finding-Aids/Systematic/KendraBrookssubjectfile.pdf" target="_blank">Collection Finding Aid</a>
<a href="https://catalog.archives.gov/id/647992" target="_blank">National Archives Catalog Description</a>
Provenance
A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource.
Clinton Presidential Records: White House Staff and Office Files
Format
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Adobe Acrobat Document
Publisher
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Clinton Presidential Library & Museum
Medium
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Reproduction-Reference
Date Created
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1/17/2012
Source
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647992-education-articles-letters-read.pdf
647992