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EXECUTIVE OFF1CE OF THE PRESIDENT
.OFFICE OF MANAGEjVJENT A.1W BUDGET .
LEGISLATIVEAFFAIRS
PHONE: 395-4790 I FAX: 395-3729
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CHUCK KlEFFER
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ELIZABETH GORE
X-.SANDRA YAMIN .
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NANCY BRANDEL
LISA ZWEIG
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BRIAN MASON·
CHUCK KONIGSBERG
Comments:
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PHONE·NU:tYIBER:_ _ _ __
PAQES:-+_ _ __
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THE SEC~TARY OF EDUCATION
WASHlNCTON. D.C:
~202
Apm 13,1999
I am wri~ to ex;m::ss my views on the Ho\tSC> :md. Senaw-pswed vel'Bia1:Ia oflUL 800. th£
Educ:at:ioD Flexibility Partnership Act of 1'999. As you know? IOE.D-Flex" 8lltbority pemdtB Sf2le5
to waive certain !t..fdulmy aDd ,~~ulaiufy reqUiremenTS that apply to l'edeml edncarion programs
in a manner that complements StJIc educatiooal n:fonn efforts and promotes achievement to bigh
staI.ldanis by all students.. The .A.dmi.nistnttioll bas loa.gsupported. the Concept ofexpandicg ED
Flex zurthnrity beyoad the 12 States allowed lmdor cum:m law, 150 long as t.lIot1 GXpIIiJslotl doe$
DDt. undermine the purposes of those Federal programs and maintains a high c:legEee of
~tabillty for tesU1tS. I am very pJased, therefore, that both bills would apaDd eligibility
for ED-Flcx status to an the States, as well as me DilTrier of Col:umbia aDd tfte Commonwaolth
ofPu.eno Rico. and CO\lple that ~ ilexibility with if. serious atie:alion to maintaining
accOUDtnbility at tln::: .S~ and lociallcYGL , The Sc::a.aI8 blll, however,. ~ provisi.ons tb.a:t
retreat from last yc;sr's bipartbm comnUtment regarding the ~lam me IeducUOIl autharity and
are 1lQre1atr:d to the expansion ofthe ED-Flcx authority. If adopted by the O:mfer=s, I would be
fon::ed to tecommend to the ~idem: that :h~ veto the eoafac:QCC report. I urge tl:Jc CQ~ to
avoid ~ 11 disappointing aDd 1Wneccs5aQ' result.
T1lming'to the ED-FlcxprO'fisions, I am very plascd tllat both hin~ hA~-e stmns provisions for
easm:ing S18te mmUlOrlng ofloc:al BD-Flcx activities aDdtermitlation of 'WilivetS that have
itIa&:qIwe or barmfal raults. With fCpd. tr.-, tbr; foJluwing provisions, I offer the following
views:
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pubIj'i "otice ~nr1 t"pmment. I:am plozcd tb:tt both the Sc::zm;t.c: ad. IIou.sc:: W(~iumi '
COl1,ta.in provisions to enhance parc:rtal involvcmc:nt in the ED-FJex ..-ai:vc:r ptOCeSfi. In
unI.:r l.U maximize pm.tat:al invclvancllt ano. imFo"e ED-Flcx waivcr:s~ I support the
Senate's provisiou on this iss=. with ~ additim. oflanruaF included in the House bill
. Rquiring tl1c public uotig; to comain a description ofany expected impwvemeDIS in
student pedonmm" :m4 the l'Uhlic ClOmmcm.s ~ved by Ih~ State and local education
agencies to be made available for public review. .
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ExpansiQ11 orEn-flex Authori~ With regard Tn ,.he cxp8%lSion of rbe El)..Plex BIltho:ity.
I support the Senate vasion of1he bill. which would make very clear that a State may JlOt
'WIIivc FedetW r~ applicable Cu ibdf.
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Accountability "PnMsiom. With nspea: 10 Swe eJisi.b:i.lity fbr ED-flc.x ~ I suppo.rt .
the more rigorous CODditioDS in the House bill, as they apply to implemeatationof
~ md. D.~m" tmde:r ntle I oftbc ElerrJ.emmy :m4 Seccmdazy Ec:b:tcatioll Act
of 19&5 (ESEA). With IeSj)O{:t to .thc State's application for £D·Fl~ s:btn.~. I suppozt the
language in the Senate bill, whidt f'ocuscs on how ED-Flcx aurh~ will assist in
;ntplm':1fmting the Star.efs ~ reform plan. ~ tm; n:newal orEd.-Flex
anthority~ I support the more rigomus m:tuimn=m in the &use vClSian that require the
State to show measmabJc progress toward aclUeving the Stm:"s edutaIicmal objectives.
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Ia.;;getiue; PmvisiOtJ$. With n:spect to waivers that would DOt be .3lJtborized, I sttOngly
S1.IppOrt "both the lJOG.1G ADd &mste ~ regarding schooJ eligibility for Title I Part A
since bothlhcsc provisions target fU.uds mote diRdly to hieh-poverlY schont~_
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. SWe R~g. I beliew that cc=pl* Stmc: ~ ofBD-F1CA ~uIlJi is fmponmt
and SO support1he pIOvWODS af1be House bill rclatiDg to mmual State repczting to the
Sccrctaxy aboot the u1Dl1ber.i a.u4 o~c:r of wan-ers gmnted.
Sunscc1 Provisign. Fil'la1(y, I suo:agly SlloppOrt the provision of the House bin that \1iOlIld
"SUD!.:et" this /<.ct qpon ~ uf I.h.G lJPCC'U"ing l12uthoriz11iOD of the EStiA, because
it is vitally impoitant that continuation olEO-Flex authority be made coasisteDt with.
changes to the UDdc:rlying Pedal proarams to which it applies.
Last fall, Con~ emJC(ed am! fimded. aD. a. bipartisan basis, a down paymenJ an the Pzesi.c:lc:at'8.
plan u> help the Nation's scho~ districts reduce class si7.es in the early elementary grades.
R.e~Y. the Scmrta bill ~ Gm=dmcnts to ILG ~ ~nsdacdon authority tb:lt woukl
undormine its impacc by permitting local school dis1:r.icts to usc funds received l.IDder thai.
initia:Livc DOt to redace class si2z., but to meet obligations they are alteady requm:d to meet \ID.dCr
Part a ofthc Individuals 'With DiAAhiliti.es E~oc A~ ~ value ofreducing dus size in the
early elementary grades is supported by n:searcb. and doing so is ODe of the most important
d:&iogs ~ am. do tQ hu.aur QUI' natiOl!8l commitaJ:nt to e.asmiDg equal ed.ucalional opportlmity
for all our chiIdn:D. Mon:over, rcdtJl:i.ng c1ass si1J.: in the early gcat'Je$ allnws teachers to ide:trl.i),~
and woxk more eff'ectivcIy with. studen!s who have leaming disa:bilitica.. tbaeby potcr:Wa11T
n'4\mg those sNdcnta' Deed fOr inr.emivc·speeial cd.W2lion xcvlCGS in the 1ar.c:r jl'ades. Rattler
than 'mdcnnin:ing the: bipa.rtism effort to Jeducc class sizc- and selting parcm against J)aretlt in
school d1str1cts ~ the c:.owmy - I would ~ supported a bill tbat cxt.tmded the Prcsidem's
initiative. so that sclsoal districts could plan fo biz:e additional qualified. tcadlc=., pzovidc
addiuOl'l.8l·clau~ and 1ake the other steps Dea'Ssuy to reduce class size. I certainly caxmot
support A bill that cont3ins these: Sts.I..UiI.C: mncntlmeuts ami would JI"COD'mc:nd. that the Pmsidem
veto it if it were presemcd to him.
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The Offiee ofMacasemezlt aad B~ 3dviseG that tbezc i:s CO objc:aion to tbe suLnliman of
this xeport aud that ftom rhesta=ipoint oftbe AdministraliOJis progmm~ e"$'t11'lent ofH.R. 800
containing the Scaate"s ~ retatiDg to the class s.izemluttion initiative would not be in
acam\ with the Presidentsprognm.
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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
An entity responsible for making the resource available
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 - "ED-FLEX"] [Education Flexibility Partnership Act of 1999]
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 2
<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
The file format, physical medium, or dimensions of the resource
Adobe Acrobat Document
Publisher
An entity responsible for making the resource available
Clinton Presidential Library & Museum
Medium
The material or physical carrier of the resource.
Reproduction-Reference
Date Created
Date of creation of the resource.
1/17/2012
Source
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647992-education-ed-flex.pdf
647992