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THE WHITE HOUSE
WAIHINOTON
March 3, 1994
The Honorable Carroll A. Campbell, Jr.
Governor of South Carolina
Columbia, South Carolina 29211
Dear Carroll:
Thank you very much tor your letter of March 1. I want to take
this opportunity to restate my long-standing prinCiples on education
reform anelto reenergize the bipartisan spirit that has served us so
well in the past.
You and I -- and many other elected public officials -- have long
believeel that the kay to meaningful long-term education reform
. lies in clearly atated national goals·coupled with maximum feaaible
flexibility for atates and localities to devise and implement their
own plans for achieving those goala. School. should be held account
able for results - .. not for complying with a discouraging maze of
micromanageel bureaucratic prescriptions, In aeldition, while statea
have been providing the leadership on eelucation reform for more than
a decade, you and I recognized that faderal education programa muse
also be overhauled if state education reform. are to Bucceeel. It
was in the spirit of this aharadundarstanding that you and I worked
together on education aa governors aeveral year. ago. And it i. in
that aame spirit that I am working 80 hard to promote the compre
hensive agenda for lifelong learning that I pr••ented to the American
Council on Education last week.
All the legialation my Administration has sent to the Congresll
reflects this understanding. For example, our proposed reauthori
zation of the Blemantary and Secondary Education Act places high
achievement atandards for all children at the center of education
reform. Onder our proposal, stataa would be held responsible for
improving atudaut performance and would retain vary broad latitude
in framing their own plana. OUr propoaal aeliberat.ely makea no
mention whatever of "opportunity-to-learn" standarcla. Bacau.s· I
balieve 80 .tronglythat every child. can learn, I believe that actual
student performance is the beat meaaure o~ the extent to which equal
opportunity to raceive a world-cla.s education haa in fact baen
achieveel.
�2
I certainly understand your concern and disappointment over
some of the changes that have been made to our ESSA legislation,
particularly in the area of opportunity-to-learn standards. While
some progress has been made in recent days regarding opportunity-to
learn issues, much more remains to be done. Let me assure you that
I remain committed to our proposal as initially drafted. Both the
Department of Education and my staff here at the WhiteHouse will
work vigorously at every stage of the legislative process to ensure
that when the ESEA reaches my desk, it does not contain opportunity
to-learn standards.
The same principles have guided, and will continue to guide,
the Goals 2000 bill. Aa the House/Senate conference proceeds,
my representatives have been di_rected to work hard for a. final
bill that reflects our long-standing commitment to the National
Education Goals, to historic state and local prerogatives in
education, and to bipartisan cooperation. As a key element of
that effort, I have instructed Administration representatives
to support language on opportunity-to-learn issuee in Goals 2000
consistent with the principles and framework of the Senate bill.
I also believe that it is critical for states to incorporate
challenging content and performance standards in their reform
plans, so that federal and state efforts together focus on
student performance.
Aa you noted in your letter, my Administration haa listened
carefully to the views of the National Governors Association
during the year-long congressional process that has brought us
to the brink of resolving a hoat of complex and disputed issues.
I ·am pleased that the Goals 2000 bill haa already passed both the .
House and Senate with strong bipartisan support. If we continue to
work together and listen to one another with respect, I am confident
that the final version of Goals 2000 will continue to merit support
by l ••ders in both parties -- and by every American concerned about
our children and our future~
Sincerely,
�NOTE TO MIKE COHEN:
I spoke with Tom W. this morning and I ran some ideas by him about this morning's meeting.
he liked them and I wanted to pass them along:
1.
You need to explain a little about the President's relationship with Carroll Campbell.
"How they worked day and night together to hammer out the "results-oriented" goals and
build a unique relationship/friendship. (Maybe share that the Secretary does not share this
relationship and believes Campbell is out to hurt the process?????) .
\
2.
You need to give some history as to why Clinton feels as he does about results vs.
inputs. Talk about Arkansas and the work he did there on education. Talk about how
the president's thinking evolved over time and the reform efforts he put in place for poor
children in AK.
.
3.
Talk about the President's commitment to education. Remind them that he has increased
the budget substantially for next year--when all the other agency are getting cut.
4.
You need to finesse the question they will likely ask: "Did you review the letter before
it went out?" Yes, but you knew the history there (between the President and Campbell)
and that he felt strongly about his position.
5.
We made a mistake by not briefing the President better on the compromise.
Secretary has now done that and the President feels more comfortable.
6.
The -president has called Ford and the Secretary has spoken with Owens, Kildee, Reed,
and Mink. WE WANT THIS BILL!!!
r-_~
The
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The Presid.nt
The White HoUM
. W uhington, D.C. 2.0500
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Dear Mr. President
I am writinl to expr...
my deep concern and disappointment about. what iJ
w.
happen1Z\g with the education goals/standards initiative which
began in 1989.
AI co-chairs of the 10vCl'lon' group which wrote the National Education Gow~ you
and. I ta1lcecl a good. deal then about the dangers of the "lllppery slOpeH we were
embarkmg Oft by invitins a set of national academic standards by which parents a.nd
ltudents could. mHlure academic achievement.
Yet
w.
believed the risk was
warra.nted. becaUM of the .ftOI'ft'LOUI potential benefits to stw:1&nts and. parents, and
believed that by careful vtgUa.nc., the rights and responsibi11ties oi states.
localities and parents to d.iF" education systems that fit their needs would ~e
preserved.
w.
Unfortunat.ly, the reality of mocle1 national academic content .tandardl is hudly
doMr than it wu five years ago; very little real progress hu beeft made. Through a
combination of part:isaft bicbriJ\S and real philolOphical cUff..-nc:es on illues ;IU
schaol choice, Con. . . has bien stymied - even from enderlinl the broad
eciucation aoaJsw••tabUsMd.
. .
But the sta_ haft c:ontiAueci to move Ihead. N.llly all of \lI hay. embui.e<1 on
Itaftd&rd.t-bIMd edllcatiaft ad. w. are working toward better UNII1Ml\t tools we
will allow UlIIO hGId our tylteII\t acxountable bU«l 01\ what kid.lactu&Jly team
Some
made II'IiItakes and h&vt had to pu..U back bIca\llt of 11gltuT\AtIf
COIlC8'I\ &boat . . appropriate role of government at any lnelln OW' chlldref'·'
ed.\lCIItioft.
we IN znaki.nS progress.
**....
lui...,
Now comes CoalI2000 and. the reauthorization of the
INjor
fed_al
edUCAOvT'l
prosrazn, the Elementary and Second.ary Education Act (£SEA). When you
introduced Coals 2000, we had. to practicJ..lly go to war to convince yow' Oep&rrn'\et'l r
of Education to stand up to HoUN Democrats on behalf of local COI\trol of Id'\oo~
At that time, 1 wrotll that I believed that bill. by tying fecleral prograau to
�....... ,
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The President
Page 2
March 1, 1994
"opportunity to lean\"or school deUvery standards, threatened to tu.m the dock
back on four yun' worth at bipartisan teamwork and focus once again on syst6tm
inputs inIteacl of ltudent perionnanc:e.Wh.ile the House blll wu improved and the
Senate accepbtd amendments requested by the Covemorl' Association, the ou teeme
of the conference is still probll'Jl'\atic.
But the Houae-pUMCl version 01 the ESEA reauthorization, a multi-billion doilar
federal aiel prosram· and the behemoth of federal tclw:ation aid, 11 not problemuic.
It ilunacceptable. Thoup the compromise wording is fuzzy, tM fact is it agaJ.n
cUrectly ties inputs-,I'opponunity teleam" standard. - to eligibWty for
pattidpatiOft in Chapter. 1, tM most important elementary and secondary eciucanon
federal program there is and one in ~.hich states have little choice but to parrICpite,
So the Hou.. of ReprasentativII and the Administration have now lone from.
apwing to the development of national model standardl to requiring that states
mUit have ltandards - both· content and input - to partiCipate 11\ Chapter 1, \Nhat is
next?
Although I hay. becOme inaeuingly uncomfortable with the procel', I have
worked in looci faith with the ConFess and two AdminiltratioN to aelvance the
'IIIlon you mel I articulated. 11vouSh the Covm\ors' AIIodation, we have helped
pm.. bipartlAn support and, indeld. tM HoUH ESEA btU pa.ted with
overwhe1mir&S blpu1iNn .uppert. But. M~ President, I amlayins "'enough" :et
the fed_a1 SOftI'NNI\t ltay out of the goalJ/standarcls IMVtrlllCt because tr.e
fed.a1 SOVemm.nt CU\l\ot MeII\ to contribute without WUltifts to control.
The fact is t:bat natlonal.taNl&rcU, and Hp«i&l1y opportunity to learn Of input
lW\clarcla, shoulel not be a part of the Elementary and 5ec:DNIary Iducation Act
reauthorization at aU. n.. JolW\t"y standards, to the extent they 1ft feder&.lly
codified, shoulc:l be cWIMd in the cturly voluntary COllI 2000 lep1ation.
Governors U\d puentI.hou1d not have to fight for tbeIr rights in a very
complicated 1\Ibject.,. fI9fIIY time Congress puses an education bill. It'. noc nSht.
anc11t'. dupIoua to our .,......
The iIaue ~ II CIDDluNty control OVft' Iduc.tion y. .ua Wuhinston conrrol
0 .... eclu..... IIlMw d&at you u.ndentand this. and I am ukinl you to sW'\d up
for pare. ad aamUldt:le.
Slncerely,
aJ
CanoU It.. Campbell, Jr•
.Governor of South Carolina
CACJr/nm
�SENT 8Y:Xerox Telecopier 7020
i- 7-94
la;~0
ine
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nouse"
THE WHITE HOUSE
WASHtNOTON
March 3, 1994
The Honorable Carroll A. Campbell, Jr.
Governor of South Carolina
Columbia, South Carolina 29211
Dear Carroll:
:
Thank you very much for your letter of March·1. I want to take
this opportunity to restate my long-standing principlea on education
reform and to reenergize the bipartisan spirit that has served us eo
well in the past.
You and I -- and many other elected public official. -- have long
believed that the kay to meaningful long-term education reform
lies in clearly stated national goals coupled with maximum feasible
flaxibility for .tate. and localities to devi.e and implement their
own plans for achieving tho.e goal.. Schools should be held account
able for results -- not for complying with a discouraging maze of
micromanaged bureaucratic prescriptions. In addition, while states
hav. been providing the leadership on education reform for more than
a decade, you and I recognized that federal education programa must
also be overhauled if state education reform. are to succeed. It
was in the spirit of this .haredundarstancling that you and I worked
together on education &a governora several year. ago. And it i. in
that .ame spirit that I am working
hard to promote the compre
hen.ive agenda for lifelong learning that I pre.ented to the American
Council on Education la.t week.
.0
All the legi.lation my Administration has ••nt to the Congre••
reflects this understanding. Por example, our proposed reauthori
zation of the ale. .ntary and Secondary Education Act place. high
aChievemene .tandards for all children at the center of education
reform. ODder our proposal, stat•• would be held responsible tor
improving .tudaDt parformanca and would retain vary broad latitude
in framing their own plan•. OUr.propo••l deliberacely makea no
mention whatev.r of "opportunity-to-learn" standards. aecau•• :
believe 80 .trongly that every child ean learn, I believe that actual
.tudent performance is the beet me••ure of the extent to which equal·
opportunity to receive a world-cla•• education ba. in fact bean
achieved.
�'~Sr:NTi-'BY:Xerox Teteeopier 7020
3- 7-94
16:01
Tne wnite House'"
I
202
4~1
C5i4:, 3
2
I cereainly understand your concern and disappointmene over
some of the change. that have been maae to our ESEA legislation,
particularly in the area ot opportunity-to-learn stanaards. While
some ,progress has been mad.e in recene days regarding opportunity-to
learn iaaues, much more remains to be done. Let me assure you that
I remain committ~a to our proposal as initially drafted. Both the
Department of Education and. my .taft ,here at the White House will
work vigorou.ly at every stage of the legislative process to ensure
that when the BSEA reaches my desk, it does not coneain opportunity
to-learn standards.
The aame principle. have guided, and will continue to guide,
the Goals 2000 bill. Aa the Housa/Senate conference proceeas,
my repreaentatives have beend1.rected to work hard for a. final
bill that. reflects our long-at.anding commitment to the National
Education Goals, to historic state and local prerogative. in
education, and. to bipartisan cooperaeion. As a key element of
that effort, I have instructed Administration representatives
to support language on opportunity-to-learn isauea in Goals 2000
consistent wi,th the principles and framework ot the Senate bill.
I also believe that it i. critical for atatea to incorporate
challenging content and performance standardain their reform
plan., 80 that federal and state eftorts together focus on
student performance.
'
you noted in your letter, my Administration has listened
carefully to the views of the National Governor. As.ociation
during the year-long congres.ional proce•• that has brought us
to ehe brtnk of re.olving a ho.t of complex and disputed i.sues.
I am plea.ed that the Goals 2000 bill ba. already pa••ed both the
House and Senate with etrong bipartisan support. If we continue to
work together ana liaten to one another with reapect, I am confident
that ~he final ver.ion of Goal. 2000 will continue to merit 8upporc
by leaders in both partie. -- and·by every American concernea &bout
our children and our future.
~
Sincerely,
~ It .~. ..~ ....,4Lo.1ioI--_ __
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NAT'LGOVERNORS'A;iSOCIATION .
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Carroll A. Camph"U Jr.
Governor of Soodl Carulln,. . ..
Cllllinnan
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•.confeft:nce onH.R..1804aDdS.·.nSO~IheGoala2000:EdUcateAnu:ri"~... Both
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. . OnbebaJ!.or<lbeaatiOl1;. sowrDors,: We.'writ.otoexp~ our ~1I,'rega:dmg the
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'versioaSof this 'biUcadify theNItioDalEducaliQII Goal••. aetiDto place apioce•• ~'..
•.. . chM:lopDlliOaa1 voluntary·Qmumtandstud=ntperf'oJinBnee staDclardi and a,system:()f·..
. ',: IISSeAmeml;creatC a propamto '","pPorl Nto-basedl)'lternicrOform;andprovide the
'ertatea '!ith exr.,siwwaiver authodty. ' . ,
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NGAbasworkedwith. .theadminiitl"aiiOD. CoqresstlUUfo~ iii tile education .
. cort1I1UIDityto belpc:rafttlUa legislaUon in a mamlOrthat~pizea the tnle,diversJtY'of "
stateSind their.y..uc ref'onnefforts: III order toeaaUIO that.this leaislatiODacmeves
.'. its solis .of' true .systemwide systemic reform. we .~ .that .the' Committee '. "1.'
. . incorporate the followin& reconunendaliona-.~ c:cmfereru:e.l8reanc:tlt
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'Titl~ I: National Education Goals .
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.• ..P,,,BlWthe,z,,ttnggDllll IInd,~JeCtlWI.Ia1lptlgB.WO believe that a great deatof
'. . work bas iane into buildinisuppOn for ibo exisUnsaoals aDd to ¢bange 1I1em at. this .~. '
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•... 1/Pols Qrc ~ed.~otwIIMUl1IdI",ou'obJecti01lS.ilteylhould bB modified lobe· .
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. . "",ltl:.ori'1I"d. During lhehisloric 'CharlottOsvillo sunuDit,. dutPresident and the
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.'. GoveJ:DOnaped to sa:chaIlqina goala, for the nation'a.students. · PiIRIlts. and .'
teacl1en.hoUld alsobo hCld to hisluudarda. A.iwith theoripJal goals. lillY new.·.·
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.' goals should be resultloricnred 80 that we C8IlmCasure our p~sin achieving" ". '.' r " '.
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States, local scbooldistricts.;the
...·.bu.iMasc:ommuDity, IlId ·she. Nizioaal Education Goals Panel hav,espent millions
. dollars develOpma mararialsand ed~theD&tionabouUhe goal5basedontheir.··· .
current 0 .;'Moa stata
adoptedtbeaoals8l1d are usingthenus the baSIS .of '
. iystanio refOnneffons.Tore-order the ex.ist.inipls wouldn:quirethataUofthe ..' .
.•lesislatiem. cxecutivcordet's. publicationS. aDdedueation programS all be.~edto ' .
accomniQdau the·chanae.··Suchtimeand ~sources Would bebetterlpeDt on efforts .
toacbie\oe !he pis.'
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·'MarC::,b 11. 1994 .
· 'pap'~ •.
". . Title II: NadoD-dEducation Refol'1llLwienhip; StaDdardsaad AI~elsmeats ..
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,' •. ··1nQorporare. thl .', Se1ll!t, btll.lIJlfguage.
1M. codiJi«ltlOlf 01 the Natlo""aI·'EtfuCatto" . .
Goals Panil aM 1M c1'latlolf awl QppiJtnt""nfoltM. Natlolflll Edu.catlDlf' Standards,
· and 1mprowm'lftCo~lfCII. The SID8ta Janauaie ia'VOlYaimilar fDthat propos~bythe . . ) 1 . .
'admiDistlatiorund I'eflects IbQ eurrcmt structure ,Ud operations altha National EdUcation .. li.' .1·
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ao.u.PBDel (NE(iP). Bcc8u.se of abe leadership role that GoverfIorsplay in education, .
policy
statesaad boc=wse of'the~, rolethatGoVOl11On have pla~ On the '.
NEGP. we stronaly believe that a Sovemor ahouldcbaittheNEGP;We also urge,the , ' " ...... .
.. COnferees 10 adopt the IdmiDistratiCul·S orisifta! proposal reprding tho 'appointment of
.NESIC;WebeUew that c1im.iDati ngor diminisbina
of the NEGPin appointins . , ' .•
theNBSICwould undenniDathe workofbothtbe Panel ami NESIC.Whilewe
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'.' :UnderStaDd the,Coo_raiscCl by the Budset ~NGAurgea lM~rees'to'
work with thOapproprille GOmI'rUueea in the CoQpusto,clevelop
that would . . . . .
. •.. '. prOvide the NEGP with tbe,same.t)'p,e of gift'autborityprovid.ed to otbe~ federal entities'., ..
·.' such .as. theCozporaUon .for Nanc,nal and ComrmmityServiee, or the National .
,Endowmentfortbe Ans.W. also urp tbeconferoU to minimizothe probibm.oru,. on me',
, , use ofnew ai1essmem systems for bisb stakes purposes,
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cas,ire:tbat allllU4enubave theopportuDityto meet hisb standards 8Ild to 11SC such '.
.. ~ as they deem molt appropriate: Based a recent NGArepon,Il is clear.that .' .
.. . sOmOstates will devclap cbedc lists. others .intervention strategies•. ~ yoC'. others .
totat quality manascment initiaUvos to enaunnhi.t s1Udenrs baw:the oppol11Jnityto •
...... ,:.leam.Statalllusi begiW:ntbi•. ~exibility:
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. ."fo""pla1U~Somc swes baveiJraady moved forward a I)'StcIiUc refo~ plan.' .
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'QcrDllth, "tllehlNe QCtlu·'o.t.chnl«lIAl,I,talf".Sinco moatstatesb8ve been:
eapaod bal)WlmicreCorm c eft'~sratamuSt'have sumcieDt'~lce8 to
, .' cq6rdinateand imPhnenl the 'GaaIa .2000'1egis1atjon &rOlindeurrent tn&lo ~ffort.s;· ..'. .
" .For ~ .·itaIcs·wliatina neW progmms,· resOurcesm1lst:be avallabJ08t. tile state .'
. . level for'1he comprCheDsiYC planninS andoutfeac;h. activities uecesJarY todevelbpa '
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provld'ftvB~"Q,.Watw",I"'ldiflez prDlIIsiOnl. and IlIsjltrlbilityd'IMMI1'a"DIJ . '. '~',,: . . .:. ~
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.. acexNDtabllity ItrucDireameducati~;maximum~bility
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. appropriate ac:Gourrtability measures"houldbeprovidedtostates to, ~te'·.· .
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uDder .which ~efal educatiOn-re1atcdproSramJwould be coOldin&ted. InStead of .'
.. addreIsins the prob1ernstbrougbcaleaonca1 prOgnJris. tbetederalpermneDtwOuld be . .'
.provictin& states aDd
witJuupportaD.d tecluiica1 aaaistance on a sYatemlO baais~ ..
,We apPreciate your COnsideration of our rocommeDdaticmsand ursa .YOUtD incptpQrate .... .
themimo the' final conference agreement,"
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MAR 14:'9406: 19PM
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March 1, 1994
The President
The White &\lM
W uhington, D.C. 20500
Dear Mr. President
I am writing to expr... my deep concern and disappointmel\t about whAt 11
happening with the education goals/standards i.nitiativewhich we began in 1989.
M co-chai:s of the lovemon' group which wrote the National Education Goals, you
and I talked a good deal then about the dangers of the "slippery slope" we were
eznbarkJn8 on by invitiJ\la set of national aademic: standards by which parent! and
students could meuure academic achievement. Yet
believed the risk was
warrantec:l because of the enormo\&l potential benefits to students and parenu, !.l'\d
WI believed that by careful vtauance, the rights and responsibilities of states,
localities and parenti to design education systems tNt fit their neecl.s would ~e
preserved.
w.
'Unfortunately, the reality of model national academic content standardt is ha.rdiy
closer than it wu five years ago; very little real prosr- hu been made. Through a
combination of partiun bickerln, and real philoJOphical cl1fferences on issues :IU
school choice, Con.... hal been stymied - even from endol'llns the broad
education goals we .tablish.ecl.
But the stat.. have continued to move ahead. Nearly aU of \II have emb&rk.ed on
standud.l-bued tdu.cadoft uu:l we are working toward 'better 1.I•••ment tooLJ tr~t
will aJJ.ow \II tID hold our I)'lteIN accountable b&.Hd. 01\ what ldeb actually lelm
Some .tate . . . . . . . aUatakes and have had to pull back because of leg:1tlITIle.
concem abaat . . appropriate role of gov.mment at any leYel1n our child~' t
educatiOn. lutlllOltlY .. arell\&king progress.
.'
Now comes Goals 2000 and the reauthorization of the major fed_al ec:lucatlv~
Fosram, the Elementary and Secondary Education Act (ESEA). When you
int:oclucecl Coals 2000, we had to practicllly go to Wit to convince )'OW' Depl.J"r.r\ll'Il
of Education to.taN1 up to House Democrats on behall of local COI\trol of Id\oo;,s
At that time, 1 wrote that I believed that bill, by tyinl federal Prop". to
�The President
Pase2
March 1, 1994
"opportunity to learn" or school delivery standard" threatened to tum the dod
back on foW' yean' worth of bipartisan teamwork and focus once again on syst"m
inputs instead Of student perfon:nanc:e. While the HOUM bill wu improved a.nd the
Senate accepted amendments req'IJested 'by the Governors' Association, the outcome
of the conferenc:e is still problematic:.
But the House-pUMd version 01 the ESEA reauthorization, .. multi·bUJion doilar
federal aid program and the behemoth of federal education aid, 11 not problematic,
It is W\acc:eptable. Thouah the compromise wording is fuzzy, the fact iJ it aga.ln
diNctly ties inputs - "opportunity to learn" standards - to eligibility for
putidpation in Chapter I, the most important elementary and secondary ed uca non
fed.ral program there is and one in ~.ruch states have little choice but to putlupare,
So the
HOUM 01 Representativ.. and the Administration have now lone from
asreeins
to the development of national model stll'\dardJ to requiring tMt states
mUit have standards - both content and input - to putidpate 11\ Chapter 1. What is
next?
.
Although I have become increasingly uncomfortable with the proces., I have
workecl in good faith with the Congresl and two Adrn1nittrationl to advance the
vilion you md I articulated. ThtouSh the Cov.mors' AlIOdation,
have helped
lamer bipartisan IUpport U\d, indeed. the HoUM £SEA bW puled with
overwhe1mi1\s bipartilan support. But, Mr. President, lam sayi.n& MeMugh" :et
the federal SOVerNMl\t .tay out of the goal./stmwds IftOveII'let becaUH tr,t
federal aovernment ClMOt teem to contribute without wanq to control.
w.
The fact is tI\I.t natiONl.taDdarcls, and especially opportunity to learn or input
.tandarda, should not be a put of the Elementary and Secondary Education Act
....uthorization at aU. n.. :rQlunt.r~ standards. to the exttftt they are feder &.11 y
codified, should be c:IAtIInId in the c1Nfly voluntary Goa.LI2000 l.,lation.
Governors and puenIS .hovJd not have to fisht for thelr rtshta in a very
compUcatecl I\I.bjIct aNI",fI'J time Congress passes an educadan bW. It's nor nght.
and ir. danpouI to our
.,.tem.
The isIwt t...11 CDIIUIluNty CDl\trol over ..:1ucation V .\II Wuhillston conrtOt
.
OWl' _ycall. 11alOw daat you W\dentand this. and lam ukinl you to stAl'd 1.1 P
for pare. ad coaunUftl....
Sincerely,
CJ..JO
CmoU A. Campbell, Jr.
Ciovemor of South Carolina
CACJr/nm
�J
SENT 6Y:Xerex Telecepier 7020
a-
1-i4
lb:~~
,
Ine wnJ.te neuse'"
THE WHITE HOUSE
WASHINOTON .
March 3, 1994
The Honorable Carroll A. Campbell, Jr.
Governor of South Carolina
Columbia, South Carolina 29211
Dear Carroll:
Thank you very much tor your letter of March l. I want to take
this opportunity to restate my long-standing principles on education
reform and to reenergize the bipartisan spirit that has served US so
well in the past.
You and I ~- and many other elected public officials -- have long
believed that the kay to meaningful long-term education reform
lies in clearly stated national goals coupled with maximum feasible
flexibility for statea and localities to devi.. an~ implement their
own plans for achieving those goals. Schools should be held account
able for results ~- not for complying with a discouraging maze of
micromanaged bureaucratic prescriptions. In a~dition, while statea
have be.n providing the leadership on education reform for more than
a decade, you and I recognized that federal education program. muat
also be overhauled if state education reforms are to 8ucceed. It
was in the spirit of this shared unc:1arstanding that you and I worked
together on education .s governors several years ago. And it ia in .
that same spirit that I am working 80 hard to promote the compre
hensive agenda for lifelong learning that I presented to the American
Council on Education laat week.
All the legialation my Administration has sent to the Congresa
reflect. this understanding. For example, our proposed reauthori
zation of the Blementary and Secondary Education Act places high
achievement atandards for all children at the center of education
reform. Under our proposal, .statas would be held responsible !or
improving .tudaDt performance and would retain vary broad latitude
in framing their own plane. OUr propo••l deliberaeely makes no
mention whatever of ·opportunity-to-learn" standards. Secau•• :
believe so strongly that every chilo can learn, I believe that actual
student performance is the beBt meaBura of the extent to which equal
opportunity to receive a world·claaa education has in fact bean
achieved.
�SENT BY:Xerox Telecopier 7020
3- 7-94
lS:01
The White
House~
202 401 0594;; 3
2
I certainly unaerstand your concern and disappointment over
some of the changes that have been made to our ESZA legislation,
particularly in the area of opportunity-to-learn standards. While
some progress has been made in recent days regarding opportunit.y-to
learn issues, much more remains to be done. Let me assure you that
I remain committed to our proposal as initially drafted. Both the
Department of Education and my staff here at the White House will
work vigorously at every stage of the legislative process to ensure
that when the ESZA reaches my desk, it does not contain opportunity
to-learn standards.
.
The same principles have guided, and will continue to guide,
the Goals 2000 bill. A8 the House/Senate conference proceeds,
my representatives have been di.rected to work hara for a final
bill thaereflects our long-standing commitment to the National
Education Goals, to historic state and local prerogatives in
education, and to bipartisan cooperation. As a key element of
that effort, I have instructed Administration representatives
to support language on opportunity-to-learn issues in Goals 2000
consistent with the principles and framework ot the Senate bill.
I alao believe that it is critical for states to incorporate
challenging content and performance standards in their reform
plana, so that federal and state efforts together focus on
student performance.
you noted in your letter, my Administration has listened
carefully to the views of the National Governors Association
during the year-long congressional process that has brought us
to the b~ink ofr.solving a hoat of complex .and disputed issues ..
I am pleased that the Goals 2000 bill has already pas.ed both the
House and Senate with strong bipartisan support. If we continue to
work together and listen to one another with respect, I am confident.
that the final version of Goals 2000 will continue to merit support
by leader. in both parties -- and by every American concerned about
our children and our futureL
Aa
Sincerely,
�RECOMMENDED TELEPHONE CALL
FROM THE PRESIDENT
TO:
Congressman Bill Ford
DATE:
Wednesday, March 8
RECOMMENDED BY:
secretary Riley
PURPOSE:
To address concerns expressed by Mr. Ford, Mr.
Kildee and other Democrats on the House
Education and Labor, Committee regarding the
President's letter to Carroll Campbell on
opportunity-to-learn standards.
BACKGROUND:
On March 3, President Clinton sent a letter to
Gov. Campbell in which he indicated his strong
opposition to the inclusion of opportunity-to
learn standards in Title 1 of ESEA, and his
preference for the Senate opportunity-to-learn
provisions in Goals 2000.
While this letter allayed the concerns of Gov.
Campbell and other Governors, it has seriously
angered House Democrats.
In their view, the
President has needlessly favored a Republican
Governor and abandoned House-Members of his
own p~rty.He has, in their view, also
undermined a bipartisan compromise on OTL in
ESEA
in order
to
placate
a
Republican
governor.
As a result,House Democrats are In an
uncompromising mood with regard to Goals 2000.
They are in a position to delay a final
conference report until the FY 94 appropriate
is lost, or to kill the bill entirely.
DISCUSSION TOPICS:
1.
It is important to indicate that the
Administration views the principles -underlying
the OTL compromise on ESEA in the House as an
appropriate basis for an OTL compromise on
Goals.
2. It will be easier to sell these principles
to the Senate and to Governors if they were
cast
as
OTL
IIstrategies ll
rather
::.han
IIstandards."
3.
It is imperative to convince Bill Ford to
move the Goals bill within the next week.
�_
..... J .
_
•
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..........
March t, 1994
;jam1:r CCa:r.aH:na
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The President
The White MoUM
W UNnIt0n, D.C. 2.0s00
...
•
Dear Mr. President
I am writin, to apr. . my deep concern and disappointment about wh£r LJ
happenU\1 with the education goals/standards initiative which
bega.n 1n 1989,
M co-ch&i:. of the lovemors' group which wrote the National Education Gow, you
and I talked a good deal then about the dangers of the ".Upptry slope" we \oVer. ,
emb&rktnl 01\ by inviting a set of national acad.emic standards by which parents and
sNdents coulc1 meuure aademic achievement.. Yet w. believad the risk W~
warranted. becaUM of the el\Om\OUl potential benefits to st\lc:lents Il\et parents. a.r.d·
believecl that by caraful vtstJance, the rights and responsibil1ties 01 states,
localities and parents to design education systems that at their needs would ~e
preserved.
w.
w.
'Unfortunat.ly, the reality of model national acadea\ic content .tll\dard.J is hudly
dOMl' thIl\ it wu five yean aso; very little real prosreu hu bHft DW1e. Through a
combination of part:iu.n bick.trins and real philOlOphical cil.ffances on issues ;lU
school choice, Con. . . hat been stymied - even from endoniq the broad
education goals we .tabliahIc:l.
But the IcateS haft condftuecl to move ahead. N.arly all of \II have embark.ed on
.tal\d&rda-bIMd. educa.tiGl\ Uld
&reworking toward better....-.met tools Wt
will
haId our.,...... accountable baMd Oft what kicllac:tua.Uy lelm
Some sw. ........ mistakes and have had to pull back beca\Llt'oi 1I81 c..nut2
conc:em . . . . . . appNpriate rol. of govmunent at any ltYtllrl our c:hildre:t'\',
education.
IN makinl progress,
'
allow,".
w.
lilt.....,..
Now COINS Goa1I2.000 and the r.authorization of the major federallducacvt'\ ;'
prosrazn, the Eltmel\tary and Secondary Education Act (ESEA). When you.
,',,'
introduced Coals 2000, WI had to prac::tically go to war to convince your Depa.m:r~!'It':
of EducatiOn to stud up to House Democrats on behalf of local COIltrol of 1Chod~. ' ,.' .
At that time, 1 wrote that I belleved that bill. by tying federal Prop'aJN to
" ~
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The' President
Pale 1
March 1, 1994
"opportunity to learn" or school delivery standards, threatened to tum the dock
back On fOUl ,.an' worth of bipartisan teamwork and focus once again on systitm
inputs instead of stw:lent performance. While the HOUM btU wu improved a.nd the
Senate acceptlld amendments requested by the Governor,' Association, the outcome
of the conference is still problematic.
But the Houae-pusec:l version 01 the ESEA reauthorization, a multi-billion doilar
flderal aid. prosram and the behemoth of federal tdw::ation aid, t.s not problematic.
It is Uftacaaptable. Thoup the compromise wording Is fuzzy, the fact is it Ig~n
directly tie. inputs - "opportunity to leam" standards - to ellgibWty for
'putidpation in Chapter 1, the most important elementary and seconc:1uy eQucanon
feeleral program there is and one in ~.hich states have little choice but to parnCpite,
So the Hou.. 01 ReprlMntativ.. and the Administration have now lone from
agreeing to the development of nation&! model standarcll to requiring that states
must have ltanduds - both content and input - to putidpate iI\ Chapter 1 Vlhat
. next?
1&
proc:_"
Although I have become inaeuingly W\comfortable with the
I have
worked in loocl faith with the Congress and two AdrNniltrationa to advance the
viIton you md I ardculated. Throulh the Covemon' AIIociation, we have helped
pm. bipartinn support and, indeed, the HoUH ESEA bW puaed with
overwhelminl btpartilaft .upport. But, Mr. President, I 111\ saytns "enough" :et
the fed..a1 SOftJ'I\II'*lt.y out of the goals/standards movemct because tr.e
fed.al sovei"NMnt cannot MeIft to contribute without wantifts to control.
The fact is that national.tandarda, and especially opportunity to learn or input
IWlclardl, should not be a part of the Elementary ancl5ecoN:l&ry Bclucation Act
reauthorization at all. n.. voluntary standard.•• to tile exttftt they are fed.eull y
coclifieci, should be cWlned in the c1urly volu.ntary Coa1a 2000 lep1atkm.
Governors md pIftI\II ahould not have to fight for their ripll in a very
compUcatlCl 1\IbjIct . . . . . , time Congress passes 1ft .aucadon blll. It's noe nJht.
mcllr. dupIouI to our
.,.tI:Ift.
The.iIIue ...... CIDIIluadty control over education v. .ua Wuhington conrrol
0"..lduca1w lllnow that you W\dent&l\d this. and I am askin, you to suz,d I.Ip
for pann. . . . awnunttle.
Silu:enly,
aJ
Car.roU A. Campbell, Jr.
Governor of South CArolina
CAC)'r/nm
�l'
SENT
~Y:xerox
TelecOpier 7020
3-7-94
la:~O
Tne wnlte
House~
.'
THE WHITE HOUSE
WASHINOTON
March 3, 1994
The Honorable Carroll A. Campbell, Jr.
Governor of South Carolina
Columbia, South Carolina 29211
Dear Carroll:
Thank you very much for your letter of March 1. I want to taka
this opportunity to restate my long-stanc:iing principles on education
reform and to reenergize the bipartisan spirit that has served us 80
well in the past.
You and I •• and many other elected public officials •• have long
beliaved that the kay to meaningful long-term education reform
11e8 in clearly atated national goal. coupled with maximum feasible
flaxibility for .tates and localities to devi.e and implement their
own plana for achieving those goals. Schools should be held account
able for results -- not for complying with a discouraging maze of
micromanaged bur.aucratic prescripeiona. In addition, while stat••
have b.en providing the leader8hip on education refo~ for more than
a decade, you and I recognized that federal aducation programa must
a180 be overhauled if .tate education reforms are to succeed. It
was 1n the spirit of this shared undar.tanding that you and I worked
together on education as governors 8everal year. ago. And it i. in
that .ame spirit that I am working .0 hard to promote the compre
henaive agenda for lifelong learning that I pr••ented to tha American
Council on Education laat week.
All the legialation my Administration has sent to the Congre••
reflects thia understanding. Por exampl., our proposed reauthori
zation 'of the Ble_ntary and Secondary Education Act plac•• high
achievemant .taadara. for all children at the canter of aducae10n
reform. ODder our proposal, atat•• would be held responsible for
improving .tudaDt performance and would retain vwry broad latieude
in framing their own plan.. our propo.al delibaraeely makes no
mention whatever of "opportunity-to-learn" stand.ara.. aecau•• :
believe .0 atrongly that every child can learn, I believe thae actual
student performaDce 18 the beet meaaure o~ the extent to which equal
opportunity to receive a world~clas. education baa in fact bean
achieved.
�S~NTfBY:Xerox
Teleeopier 7020
3- 7-94
18:01
The White
House~
!
2
I cereainly underseand your concern ana disappointment over
some of the change. that have been made to our ESEA legislation,
particularly in the area of opportunity-to-learn standards. While
some progress hal be.n made in recent days regarding opportunity-to
learn i.sue., much more remains to be done. Let me aSlure you that
I remain committed to our proposal as initially arafted. Both the
Departmene of Education ana my ataff here at the White House will
work vigorously at every stage of the legislative process to ensure
thae when the ESEA reaches my desk, it doea not contain opportunity
to-learn standards.
The same principle. have guided, ana will continue to guide,
the Goal. 2000 bill. Aa the House/Senate conference proceeds,
my represeneatives have been d1.rected to work hard for a final
bill that reflects our long-standing commitment to the National
Education Goall, to historic state and local prerogatives in
education, and to bipartisan cooperae1on. As a key element of
that effort, I have in.tructed Administration representatives
to support language on opportunity-to-learn issues in Goals 2000
consistent with the principles and framework of the senate bill.
I also believe that it is critical for states to incorporate
challenging contene and performance standara. in their reform
plan., so thae federal and state effort. together focus on
student performance.
you noted in your letter, my Administration has listened
carefully to the view. of the National Governors Association
during the year-long congre.sional process that has brought ue
to the brink of re.olving a host of complex and disputed iaaues.
I am plea.ed that tha Goals 2000 bill ha. already pas.ed both the
House and Senate with etrong bipartisan support. If we continue to
worle together anei listen to one another with respect, Iam confident
tbat the final version of Goals 2000 will continue to merit support
by leaders in both partie. -. an4 by every American concerned about
our children anei our future&
~
Sincerely,
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UNITED' STATES DEPARTMENT OF .EDUCATION
,
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, OFFICE Ot: THE SECRETARY
,,
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12,' 1993
',May
Imp6~tan~. 'C6r~espon.dence Summary
,
.
SUBJECT:
'
Needs Personal Attention/Special Handling
Carroll Campbell, vice chairman' of the National Governors' ., t2a..I,.~
Association and gov'ernor of South carolina, expresses. strong ~":!.
p
concerns about GOALS 2000, particularly that . House Democrats are
trying fo derail emphasis, on student achievemen,t.· He :urges
'
improvement of the bill and offers assistance. To· Exec'Sec for
appropriate handling., Copy
Madeleine Kunin, Mike Cohen'; OIIA,
OLeA, Patti' Pear,son.
.
,',.
,
Dennis Fischer of '~SA ipvites'ED staff to 'participate' in a ,
training confer~nce ·tb, clarify policies and provide technical
assistance ,to child care centers in GSA-controll~d buildings. To
OHRA for appropriate' handling ..
to
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400 MARYLAt:lD 'AVE" S.W.
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WASHINGTON,
D.C.
20202
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OS/ES/CCOS
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~taft
CARROLL
A.
.of ~.onfIr Qtctt.oJi:tta
~ffitt
CAMPBELL, JR.
Nu i j 3 29 PH '93
.of tlrt «i.c-tttrn.nt
POST OFFleE
GOVERNOR
Box
11369
COLUMBIA 29211
May 6.1993
Honorable Richard Riley
Secretary
"
U.S. Department of Education
400 Maryland Avenue
Washington, D.C. 20202
Dear Mr. Secretary:
"
"
Today in my capacity as Vice-Chairma~ 'of the National Governors' Association, I
signed a letter expressing the organization's views on the Administration's Goals
2000: Educate America Act. There is much in the bill that governors obviously like,
but we also e.xpressed a very real concern about provisions of the bill that threaten the
goals' focus on outputs" to measure progress, rather·thaninputs.
"
My own personal view about this legislation is a good deal stronger than that
expressed in the NGA letter. As you know, I have been involved in the goals process
since 1989 when I was appointed co-chair with then' Governor Bill Clinton of the task
force which wrote the goals. I have served on the National Education Goals Panel
since its creation, and was chair last year. I was co-chair with Roy Romer:of the
National Council on Education Standards and Testing. Throughout the process, the
pressure has always been to prescribe more and more federal requirements, and to
switch performance based accountability to accountability based on inputs.
.'
,.
~
I have got to say that, the way I see it. the Administration's education reform bill, as
revised at the insistence of House Democrats, comes dangerously close to derailing
our hard-won emphasis on student achievement. By tying federal programs to
"opportunity-to-Iearn" or school delivery standards, the bill threatens to turn. the clock
back on four years' worth of bipartisan teamwork and focus once again on system
inputs instead'of student outcomes. And, by providing for certification by a federally
appointed board of state content and "opportunity-to-Iearn" standards -- even on a
voluntary basis -:- it leads us inevitably toward a federalization of what has' been, until
now, a pact that recognized and respected the preeminent role of states in education
reform.
�Honorable Richard Riley'
,May 6,1993
Page 2
, In particular, it leads us in the direction of a national, curriculum, something I have
strenuously resisted. While I feel strongly that content and student performance
standards can and should be set at the national level, I also believe that states and
communities and ultimately parents should have the power to decide what and how
" our children are taught. .
.
As a former governor yourself who promoted performance-based accountability in
South Carolina through the Education Improvement Act, I urge you to work to improve
the excellent framework of H.R. 1804 as the bill works its way -through the legislative
process. If I can help in any way, please do not he.sitate to call on me.
Sincerely,
(lJ
Carroll A. Campbell, Jr.
Governor of South Carolina
CACJr/nm
�Administrator'
" General Services Administration
. Washingt~n., DC 20405
•OS'IESrCCCS
May 6~f993
MdT II 3,,8 PH '93
, The Honorable Richard W. Riley,
Secretary of Education
Washington, DC 20202-0100
DearMf. Secretary:
.
"
.
.'
The General Services Administration .(GSA) has established 91 child care Centers ,
currently located in GSA-controlle4 space. As a service to our client agencies, GSA
convenes an annual training conference to clarify policies and provide technical
assistance to child care center governing boards, agency representatives, center staff,
providers, and buildings managers. This year's conference (brochure enclosed) will be
held in Portland, Oregon from May 26-28, 1993, and we co,rdially invite the
participati~n of any of your employees who would benefit from t1lese sessions.
During hi~ recent visit to an Atlanta consortium child care center in which GSA
, participates, the President announced that child care was a major domestic~policy issue. '
We fully expect considerable Administration emphasis, on and attention to a broad'
range of issues'related to child care, e.g., quality and affordability . Both of these are
among the issues that GSA targeted severu years ago in our SHAPE initiative
.
(program brochure enclosed).
,
"
Our collective goal has been to ensure that Federal families receive quality care for'
their young children. Through agencywide collaboration, this goal can be, met.
If you have any questions about the child care program or the conference, please direct
, them to Dr. PatriCia F.. Kinney, Office 'of Child Care and Development Programs, at
(202) 501-3965.
Sincerely,
,~~.
Dennis J. Fischer
Acting Administrator
Enclosures
,
"~
Federal Recycling Program " - , Printed on Recycled Paper
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Carroll A. Can\pbell Jr.
NATIONAL
GOWPIIOP
GOVERNORS'
ASS<I:IA110N
of South C ~mlill'
lhv.,,<>nd C.
Sd'~I'fI.ch
EX<(.'\Iri". Uir.c:1nr
Chainnlll'l
H.iI oFrllc
Howlrd Dnn
Govel"llor ofVennonr
Vicc Chairman
Facsimile Cover Sheet
lnk~
To:
.Company:· _ _ _ _ _ _ _ _ _ __
Phone:
Fax: _ _/.+-IH6I~=-~O-5'-%_d""""._ __
.
From: Patricia Sullivan
Company: National Governors' Association
Phone: 2021624·7723
Fax: .2021624·5313
Date:
.~
'J/'d
Pagea including this
cover page:
Comments:
NOI1~I)OSS~ S~ON~3AO~ 1,1~N W~20:01
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Wuhinll'fun. D.c.:. ;:!J(JOl-lSU
T.I~Jlhon~ wm nH-~~llil
44-t
�March 14, 1994
.Dear CODteree:
behalf of the nation's Sovemors, we write to express our views regarding the
contenmce on Hll 1804 and S 11S0, the Goals 2000 Educate America Act. Both·
versions of this bill c:od.ify the national education goals. set into place a procesl to
develop national voluntary content and student per!onnanCie standards and a system. of
On
usessmema; creates a prosram to support state-based systemic reform~ and provides the
stateI with extensive waiver authority. If enacted, this legislation Would remove many of
the banien to refOrm experieneed by ItateI in the past and would provide the framework
under which all education related programs fimded by the federal government would be
coordinated. Instead of add.rasq tho problems throuab catCSOrical prosrams, the .
Federal government would be providing states and localities with support and technical
assistance on a systemic basis. The statos and federal govemment would be working in
tandem. to improVe the nation's schools and aclrleve the naticma1 education goals in a way
never seen before.
.NGA has worked with the Aclministration, the Congres. and othenin the education
community to help craft this legislation in a manner that recoenizes the true diversity of
states and their I}'Stemic mann efforts. In order to ensure that this legislation achieve•
. its. ~of true.system-wiclo systemic refonn~ M rec:omme:nd that the Committee
incoJ:pl;)rate tho followina recommendations into the cODferen.ce qreement:
Title I: National Education Goal•
•Prulf'W, the "mtn, g(JQ~ and Dbjectivel language 'lnd modify any ntrW GOal,
language to be results Drlented. During the historic Charlottesville summit, the
President and the Governors agreed to set cballeusins goals for the nation'. students.
PareIrtB and teachers should also be held to high standards. As with the original
. Soals. BDy 1'l8\V goals should be results oriented so that we can measUl15 our prtIgT'CSS
in achieving them.
.
.
-Add any"lW goals as goal, ,.wn and eight. States, local school dirtriCtl. the
busiDes. community and the Nationa1 Education Goals Panel haw speut millions of
�2
March 14, 1994
p.2
dollan dovdopins materials aDd educating the naUon aboul the goals based on their
cu.rrimt order. Most states have adoptecl the PI and are usiDs th.-n as the buis of
systemic re.timn efforta in the states. To re-order the existina p. would require that all
of the lqi.lation, executive orden, publications and education programs all be amended
to accommodate tho dump. Such tUne and resources would be better spent on efforts to
achieve the goalJ.
Title U: NatioDai EducldoD Retorm Leadership, Standards ad AllasmeDts
,.--'" ~,./'.--1
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.lncol'porate the Sfnatr bill language on th' codIjlcat1on of the National
Educat10n Goals Panel and the creation and appointment of the National
Edwcatlon StQndal'ds and Improwment Cormctl. This Senate language is very
similar to that propo.sed.by the Administration and refle;ts the current stJUcture and
operations of 'Che National Education Goals PaDel (NEGP).: Because of the
1eadenhip role that' Governors play in education policy in the states and because of
the historic role that Governors have played on the NEGP. we strans1y believe that a
governor should dlair the NEGP. We aIao urp the contereea to adopt the
AdminiItration'. original proponl reprding tho appoimme:nt ofNESIC. While we
W1deritand the conc:erDI raised by the Budpt Committee, NGA lirps the Conferees
to work with the appropriate committees in_ tpe Consreas to develoP lansuase that
would provide the NEGP with the same typl"aift authority provided to other federal
entities such as the CorporatianforNalianallDc:l Community Service or·the National
Endowment for the Arts. We also urp the Confereea to minimize the prohibitions on
the use of new assessment syatem8 for hiah stabs purposes.
Title m: State GrlDt Prolr,am
4ftdopt the .IIMte languag.· on oppartuntty..to-leam at1'tlteg;ea. We believe that
·ltateIlbould be given the flexibility to develop their own strategies to assure that all·
ltudentl haw the oppor:t.unily to meet hiP standards and to use such strategiOl as
'they dam molt appropriate. Based a recent NGA report, it it clear that some Ita'teI
will develop check' lim, cthcn inlerventian strateaieslDd yet othen tDtal quality
~ izUtiatives to eDIUre that stwUIntl have the opportunity to leam. States
must be PWDthiS flexibility.
:
, -.Adopt th, SSna" language regardin, th' "cognttlon of mlttng ,rat, ,d1I,catfon
"form plaru. Almost all states have alRlldy num:d forward on a aywtamic reform
plaD. We beliM that existina &tide plaDl should be ablo to be recopized by the
Secretaly itthe plan meets the "iDtaDt and purposes" laid out in the Senate bill.
NOIlI:H:)OSSI::J S1!fONi!:f3t\OO l.l.tM Wl:f20:01'
176, 17t
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March 14. 1994
,pqe3
.support 1M, SenDt, /QnlUage that permits the Sta" to us, up to 50 percent of its
a/locatio" In, the first year for technical tuliltancB and atQt.-wld, leadership
acttvttlfl fI1Id ..II up to 1j pI,"nt in ,,,,bl,qu,nt 1'a1" to '1U'Ur, lhot all sclwols
aN IUpptJ1't. Since molt states haw been qaged in .yttemic nsf'onn efforts, states
must have, aufftcient resources to coordina1c II1d implement tho Ooals 2000
logitlatian around cumm state efforts. For those states initiating new prosrams,
resou~ ,tmlSt be available at' the state 1" for the comprehenSive planninS and
outreach activities necessary to develop a reform plan.
..ttdopt thl SsM" p1'OVlstons on wlvers andjlerJbflft)'. Incl..dI"g th~provllton to
pl'tlVtd, fiw Y'ar watwr" the ,d..,fln provtsiolU and th, flexibility thmomtl'tltto"
program tnllx ltatel. Because states differ widely in tho I'tIUct'Jre, finance and
accountability structures in education, maximum flexibility along with the
appropriate accountability 1nea8urea should be proviclcd to, stateS to aecom.modate
,Ud! difference..
'
We appreciato your consideration of our recommendaticms and urge you to incorporate
them into the final canference qreement. With these recommendations in mind, we WJC
the confereeI to JWiftly malve tbI dift'ereDces in this J.eaislatiD11 such thBl it can be
enaetecl by Aprill, 1994. This will permit S10S million ill prmously appropriated fund
to be drawn down for states and localities to begin implementing this legislation by July
1,1994. ,
Sincerely.
Governor Carroll Campbell
�MAR 14 '94
10:03~M N~T'L
GOVERNORS
~SSOCI~TION
.
"'·--(1) Developing" or rlcommenO'inQ'ansttuemml1
mat8tJaTB al1u U:rCTlTIUl'VVY-"tV . _
aaalat and support· local educational agencies and SchoolS to provide all
stud.n.t. an opportunity to. meet stat. content and student performance
standard.:
Improving the state's syat.m of teacher and school administrator
preparation, licensure, and continuing profeasional development so that
all ta.chers develop the subject matter and pedagogical expertise needed
to pr.par. all .tudentl to meet the challenging stata content and student
performance standards.
(2)
developing an assessment system or set of locally based asses.",ents
allgn.d with the Itate content and student performance standards whicr. .
. are 'laUd , reliable, and non-discriminatory;
(3)
,
developing the capacity and improving the performance of achools to
provide. an opportunity to learn for those .tudents or groups of stud.".s
who are failing. to achieve atate content and sludent performance .
(4)
standards.
(5) aSlllting schools which persistently fail to help all studenti or
subgroups of students achieve high academic standards.
(8) other strategl•• deemed nee••saty by the state to ensure that
"",dents ••rved are provided conditions. of teaohlng and learning whiCh
facilitate the achievem.nt of content and student ~.rformance standlm.
�
Dublin Core
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Michael Cohen - Subject Series
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Domestic Policy Council
Michael Cohen
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<a href="http://clinton.presidentiallibraries.us/items/show/36062">Collection Finding Aid</a>
<a href="https://catalog.archives.gov/id/7763316" target="_blank">National Archives Catalog Description</a>
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2012-0160-S
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<p>Michael Cohen held the position of Special Assistant to the President for Education Policy within the Domestic Policy Council from 1996 to 1999. Prior to being detailed to the White House, he served as Senior Advisor to the Secretary of Education.</p>
<p>This series of Subject Files contains materials relating to education reform, the Goals 2000: Educate America Act (1994), America Reads initiative, bi-lingual education and the ballot initiative in California which proposed to eliminate bi-lingual instruction and limit the amount of time for bi-lingual students to transition to English only, test standards, teachers, tribal schools, school safety and school violence. The records include correspondence, reports, faxes, emails, handwritten notes, schedules, publications, and memoranda.</p>
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Clinton Presidential Records: White House Staff and Office Files
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318 folders in 24 boxes
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Domestic Policy Council
Michael Cohen
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2012-0160-S
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Box 4
<a href="http://clintonlibrary.gov/assets/Documents/Finding-Aids/Systematic/2012-0160-S-Cohen.pdf" target="_blank">Collection Finding Aid</a>
<a href="https://catalog.archives.gov/id/7763316" target="_blank">National Archives Catalog Description</a>
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Clinton Presidential Records: White House Staff and Office Files
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