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https://clinton.presidentiallibraries.us/files/original/5e4bbd2af76437088524cd707e84ebd0.pdf
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NLWJC - KAGAN
EMAILS RECEIVED
ARMS - BOX 090 - FOLDER -001
[02/19/1999 ]
�Withdrawal/Redaction Sheet
Clinton Library
DOCUMENT NO.
AND TYPE
001. email
DATE
SUBJECTfflTLE
Email to Elena Kagan from Laura Emmett. Subject: WAYES
Confirmation (2 pages)
0211911999
RESTRICTION
P61b(6), b(7)(C), b(7)(E),
b(7)(F)
COLLECTION:
Clinton Presidential Records
Automated Records Management System [Email)
WHO ([Kagan])
ONBox Number:
500000
FOLDER TITLE:
[0211911999)
2009-1006-F
jm65
RESTRICTION CODES
Presidential Records Act - 144 U.S.c. 2204(a)l
PI National Security Classified Information l(a)(l) of the PRAI
P2 Relating to the appointment to Federal office l(a)(2) of the PRAI
P3 Release would violate a Federal statute l(a)(3) of the PRAI
P4 Release would disclose trade secrets or confidential commercial or
financial information l(a)(4) of the PRAI
P5 Release would disclose confidential advice between the President
and his advisors, or between such advisors la)(5) of the PRAI
P6 Release would constitute a clearly unwarranted invasion of
personal privacy l(a)(6) of the PRAI
C. Closed in accordance with restrictions contained in donor's deed
of gift.
PRM. Personal record misfile defined in accordance with 44 U.S.c.
2201(3).
RR. Document will be reviewed upon request.
Freedom of Information Act - 15 U.S.C. 552(b)1
b(l) National security classified information I(b)(I) of the FOIAI
. b(2) Release would disclose internal personnel rules and practices of
an agency l(b)(2) of the FOIAI
b(3) Release would violate a Federal statute l(b)(3) of the FOIAI
b(4) Release would disclose trade secrets or confidential or financial
information l(b)(4) of the FOIAI
b(6) Release would constitute a clearly unwarranted invasion of
personal privacy l(b)(6) of the FOIAI
b(7) Release would disclose information compiled for law enforcement
purposes [(b)(7) of the FOIAI
b(8) Release would disclose information concerning the regulation of
financial institutions l(b)(8) of the FOIAI
b(9) Release would disclose geological or geophysical information
concerning wells [(b)(9) of the FOIAI
�ARMS Email System
RECORD TYPE: PRESIDENTIAL
Page 1 of 1
(NOTES MAIL)
CREATOR: Laura Emmett ( CN=Laura Ernmett/OU=WHO/O=EOP [ WHO 1 )
CREATION DATE/TIME: 19-FEB-1999 08:35:11.00
SUBJECT:
G-8 Paper
TO: Elena Kagan ( CN=Elena Kagan/OU=OPD/O=EOP @ EOP [ OPD
READ:UNKNOWN
TEXT:
FYI
---------------------- Forwarded by Laura Ernmett/WHO/EOP on 02/19/99 08:34
AM ---------------------------
Tanya E. Martin
02/18/99 07:13:52 PM
Record Type:
Record
To:
Laura Emmett/WHO/EOP
cc:
Subject:
G-8 Paper
Education has called to see if Elena has any edits.
NSC told ED that they
needed paper back by tomorrow morning (Fri) at the latest.
I've told them
that Elena does want to read it before they send it in.
The lead on this issue at ED, Kent Pekel, may call you if he gets any more
calls from Steinberg's office asking for the G-8 paper.
�ARMS Email System
RECORD TYPE: PRESIDENTIAL
Page 1 of 1
(NOTES MAIL)
CREATOR: Elizabeth R. Newman ( CN=Elizabeth R. Newman/OU=WHO/O=EOP [ WHO 1 )
CREATION DATE/TIME:19-FEB-1999 08:46:41.00
SUBJECT:
guidance
TO: Elena Kagan ( CN=Elena Kagan/OU=OPD/O=EOP @ EOP [ OPD 1 )
READ: UNKNOWN
TO: Laura Emmett ( CN=Laura Emmett/OU=WHO/O=EOP @ EOP [ WHO 1 )
READ: UNKNOWN
TEXT:
medicare - cbo/breaux
police brutality
�ARMS Email System
RECORD TYPE: PRESIDENTIAL
Page 1 of 1
(NOTES MAIL)
CREATOR: Elizabeth R. Newman ( CN=Elizabeth R. Newman/OU=WHO/O=EOP [ WHO 1 )
CREATION DATE/TIME:19-FEB-1999 08:59:44.00
SUBJECT:
more guidance
TO: Elena Kagan ( CN=Elena Kagan/OU=OPD/O=EOP @ EOP [ OPD 1 )
READ:UNKNOWN
TO: Laura Emmett ( CN=Laura
READ: UNKNOWN
Emmett/OU~WHO/O=EOP
@ EOP [ WHO 1 )
TEXT:
medicare, education funding and ideas
(these may be covered in potus
gudiance - pls let me know ater reviewing articles in clips)
�ARMS Email System
RECORD TYPE: PRESIDENTIAL
Page 1 of 1
(NOTES MAIL)
CREATOR: Laura Emmett ( CN=Laura Emmett/OU=WHO/O=EOP [ WHO 1 )
CREATION DATE/TIME:19-FEB-1999 09:24:34.00
SUBJECT:
TO: ELENA (Pager)
READ: UNKNOWN
#KAGAN ( ELENA (Pager) #KAGAN [ UNKNOWN 1 )
TEXT:
I have polic brutality Q&A's for you to review- press office wants them
before the gaggle -laura
�ARMS Email System
RECORD TYPE: PRESIDENTIAL
Page 1 of 1
(NOTES MAIL)
CREATOR: Sarah A. Bianchi ( CN=Sarah A. Bianchi/O=Ovp [ UNKNOWN 1 )
CREATION DATE/TIME:19-FEB-1999 09:54:47.00
SUBJECT:
health guidance request
TO: Laura Emmett ( CN=Laura Emmett/OU=WHO/O=EOP @ EOP [ WHO 1 )
READ:UNKNOWN
TO: Elena Kagan ( CN=Elena Kagan/OU=OPD/O=EOP @ EOP [ OPD 1 )
READ: UNKNOWN
CC: Devorah R. Adler ( CN=Devorah R. Adler/OU=OPD/O=EOP @ EOP [ OPD 1 )
READ: UNKNOWN
TEXT:
Q:
Do you agree with CBOo,S positive review of the potential of a
premium support model?
A:
We have consistently indicated our openness to considering a premium
support model as one way to strengthen and modernize the Medicare
program. However, we have also said, as does CBO, that the details of
such a program are essential to determining whether this is a positive way
to reform Medicare. The President and the Administration look forward to
receiving more information on the specifics of this approach as the
Commission proceeds.
�ARMS Email System
RECORD TYPE: PRESIDENTIAL
Page 1 of 1
(NOTES MAIL)
CREATOR: Mary L. Smith ( CN=Mary L. Smith/OU=OPD/O=EOP [ OPD 1 )
CREATION DATE/TIME: 19-FEB-1999 10:19:34.00
SUBJECT:
Equal Pay Data Collection
TO: Elena Kagan ( CN=Elena Kagan/OU=OPD/O=EOP @ EOP [ OPD 1 )
READ:UNKNOWN
CC: Thomas L. Freedman ( CN=Thomas L. Freedman/OU=OPD/O=EOP @ EOP [ OPD 1 )
READ: UNKNOWN
CC: Laura Emmett ( CN=Laura Emmett/OU=WHO/O=EOP @ EOP [ WHO 1 )
READ~UNKNOWN
TEXT:
FYI -- We're having a meeting today to simply hear what some of the
options would be for equal pay data collection.
Please come if you have a
chance. By the way, Josh Gotbaum may stop by so that he can get some
additional background for his meeting with the women's groups on Monday.
�I~
,·~RMS Email System
RECORD TYPE: PRESIDENTIAL
Page 1 of 1
(NOTES MAIL)
CREATOR: Charles R. Marr ( CN=Charles R. Marr/OU=OPD/O=EOP [ OPD ] )
CREATION DATE/TIME:19-FEB-1999 10:54:00.00
SUBJECT:
draft template
TO: Elena Kagan ( CN=Elena Kagan/OU=OPD/O=EOP. @ EOP [ OPD ] )
READ: UNKNOWN
TO: Laura Emmett ( CN=Laura Emmett/OU=WHO/O=EOP @ EOP [ WHO ] )
READ: UNKNOWN
TEXT:
---------------------- Forwarded by Charles R. Marr/OPD/EOP on 02/19/99
10:53 AM ---------------------------
Charles R. Marr
02/19/99 10:52:14 AM
Record Type:
Record
To:
See the distribution list at the bottom of this message
cc:
Jennifer M. Palmieri/WHO/EOP
Subject:
draft template
Here is a draft template for state-by-state.
pIs focus closely on wording
of class size.
I am still waiting for a workable table on school
construction from Ed.
PIs send comments ASAP. Thanks.
Message Sent
To: ______________________________________________________________
Tanya E. Martin/OPD/EOP
Karin Kullman/OPD/EOP
Jake Siewert/OPD/EOP
Jonathan Orszag/OPD/EOP
Linda Ricci/OMB/EOP
Christopher Ferris/OMB/EOP
Sandra Yamin/OMB/EOP
Kristi_Kimball @ ed.gov @ inet
==================== ATTACHMENT
1 ====================
ATT CREATION TIME/DATE:
0 00:00:00.00
TEXT:
Unable to convert ARMS_EXT: [ATTACH.D78]MAIL49018045B.036 to ASCII,
The following is a HEX DUMP:
FF57504337150000010A020100000002050000007F2D00000002000056018ECF4510743DF91143
2028DB6DCEA64EB8404BOB5829C17C34546157B48995EECDD212DBC21EA603ED546056E61C7303
3EB467E25883B2DBF2D7CABA60F7B437C8CECE805AA1BC02F6E58D15CCB1797ECA2E58B4A084FF
362624398DE379063C2E7B6919911344646BOBCC72FD7E2D55A46CA66D139842B7CA30FC075F43
�~,
.
President Clinton and Vice President Gore
Investing in Smaller Classes and Modern Schools in
February 19, 1999
President Clinton is urging Congress to pass his education agenda to reduce class size to a national average of
18, modernize 6,000 schools nationwide, strengthen accountability and make the needed investments to bring
our schools into the 21st century,
Reduced Class Size in the Early Grades
Studies show that smaller classes help teachers provide more personal attention to students and spend less time
on discipline; this helps students to learn more and get a stronger foundation in the basic skills. In his 1998
State of the Union address, President Clinton proposed to help local school schools hire 100,000 well-prepared
teachers in order to reduce class size in grades 1-3 to a national average of 18, and make sure that every child
gets a solid foundation in the basics .. Last year, the President's signed into law the first installment of his seven
year, $12.4 .billion proposal to hire 100,000 new teachers. For the first year, $1.2 billion was provided to help
local communities hire about 30,000 teachers. The result:
•
In July,
will receive $ million to hire new teachers for the upcoming school year.
Now Congress must provide the next installment of$1.4 billion to help hire 38,000 teachers in the second year:
• Under President's Clinton's proposal, would receive $ million in fiscal year 2000.
New Classrooms and Modernized Schools
President Clinton's balanced budget proposes Federal tax credits to pay interest on nearly $25 billion in bonds to
build and renovate public schools. It is imperative that the Congress act on the Administration proposal to help
schools provide well-equipped classrooms to accommodate smaller class sizes. Under President Clinton's
proposal:
•
Federal tax credits would be provided to pay the interest on of School Modernization Bonds to build
and renovate schools in
•
Additional Federal tax credits would be provided to pay the interest on of Qualified Zone Academy
Bonds, which help support innovative public-school and business partnerships.
Ensuring Accountability
In his State of the Union Address, President Clinton announced a package of accountability measures designed
to hold students, teachers, and schools to high standards, and to ensure that school districts and states provide
students with a high quality education. While insisting that states and local governments retain primary
responsibility for education, President Clinton called on Congress to make sure federal dollars support what
works and not what doesn't. His proposal emphasizes reforms that a growing number of states, cities, and
schools across the nation are implementing and that are producing clear results. Specifically, the President
announced that he will send to Congress legislation to reauthorize the Elementary and Secondary Education Act
to ensure that schools end social promotion; teachers are qualified to teach the subjects they are assigned; states
turn around their lowest-performing schools; parents get annual report cards on school performance; and
'.,lliomated Records Management System
Ifex- Dump Conversion
�~.,
f
'\
schools institute effective discipline policies.
Automated Records'Management System
Hex- Dump Conversion
�' ... \,~ARMS Email System
RECORD TYPE: PRESIDENTIAL
Page 1 of 2
(NOTES MAIL)
CREATOR: William H. White Jr.
( CN=william H. White Jr./OU=WHO/O=EOP [ WHO 1 )
CREATION DATE/TIME:19-FEB-1999 12:02:22.00
SUBJECT:
Dem Govs Ed-Flex Letter to Hill
TO: Broderick Johnson ( CN=Broderick Johnson/OU=WHO/O=EOP @ EOP [ WHO 1 )
READ: UNKNOWN
TO: Elena Kagan ( CN=Elena Kagan/OU=OPD/O=EOP @ EOP [ OPD 1 )
READ: UNKNOWN
TO: Andrew J. Mayock ( CN=Andrew J. Mayock/OU=WHO/O=EOP @ EOP [ WHO 1 )
READ: UNKNOWN
TO: Fred DuVal ( CN=Fred DuVal/OU=WHO/O=EOP @ EOP [ WHO 1 )
READ: UNKNOWN
TO: Bruce N. Reed ( CN=Bruce N. Reed/OU=OPD/O=EOP @ EOP [ OPD 1 )
READ: UNKNOWN
TO: Tanya E. Martin ( CN=Tanya E. Martin/OU=OPD/O=EOP @ EOP [ OPD 1 )
READ: UNKNOWN
TO: Minyon Moore ( CN=Minyon Moore/OU=WHO/O=EOP @ EOP [ WHO 1 )
READ:UNKNOWN
TO: Mickey Ibarra ( CN=Mickey Ibarra/OU=WHO/O=EOP @ EOP [ WHO 1 )
READ: UNKNOWN
TEXT:
Attached is a draft letter on Ed-Flex that the Democratic Governor want to
send to the Hill today.
Please let me know if this is okay, or do we want
to insist that the Governor wait until later next week to send.
E-Mail Message from Jeff Viohl, DGA Chair Gov O'Bannon's staff:
"Here's the draft.
Feel free to call.
Please don't start a lobby
campaign against this.
Support for the bill is done with an understanding
that Wyden et. al. need to work out some additional language with Kennedy
(to the extent real issues or problems need to be addressed)."
February 19, 1999
The Honorable Tom Daschle
Senate Democratic Leader .
509 Hart Senate Office Building
Washington, D.C.
20510-4103
Dear Senator Daschle:
We are writing to express our strong support for S. 280, the
Education Flexibility Partnership Act of 1999. As Democratic Governors,
our top priority is to create first-rate education systems in our states
that give every child the opportunity to gain the quality education and
�.~" /~ARMS Email System
Page 2 of 2
skills he or she needs to succeed in the ever-changing workforce.
This bipartisan legislation would expand the current federal
O&Ed-FlexD8 demonstration program so that all states meeting federal
school improvement requirements might have an opportunity to grant local
educational agencies more flexibility to administer federal funds.
The
Ed-Flex authority would allow states to waive a range of federal education
program rules for local educational agencies so long as comparable state
flexibility is provided and schools are held accountable for making
educational improvements, Most importantly, S, 280 maintains the careful
balance needed between flexibility and accountability
As you know, the Congress enacted the Ed-Flex demonstration
program in 1994 in order to test the idea of giving states the authority
to waive federal statutory and regulatory requirements, along with state
requirements, which impede the development and implementation of education
reforms. Ed-Flex has been a highly successful program thus far in the
twelve Ed-Flex demonstration states, which have used this initiative to
more closely align state and federal education improvement efforts.
Furthermore, Ed-Flex has been an integral part of the Department of
EducationD,s overall effort to promote high standards, accountability for
results, and flexibility at both the federal and state levels.
Secretary
Riley has noted, D&Ed-Flex can help participating states and local school
districts use federal funds in ways that provide maximum support for
effective school reform based on challenging academic standards for all
students.D8 Expanding Ed-Flex to all qualifying states will provide the
necessary coordination between
state and federal statutory and regulatory requirements that will further
state efforts to implement comprehensive education reform and ultimately
result in'improved student achievement, an objective we all share,
Democratic Governors strongly support this effort to vest state
officials with more control over the coordination of federal and state
regulatory and statutory authority in exchange for requiring more local
school accountability. We firmly believe that public education can be
strengthened by increasing accountability for results, while providing
greater flexibility to empower local educators to find the best way to
help all students reach high academic standards.
Although we strongly support swift enactment of S. 280, we recognize that
this is just a first step toward strengthening our state education reform
efforts. Building modern, safe and well-equipped schools, hiring
well-qualified teachers, and allocating the necessary resources for
education programs are areas that will need to be addressed further if we
hope to create a world-class education system. We look forward to working
with you to build a stronger education partnership between the federal
government and states.
S. 280 is common-sense legislation that we believe deserves immediate
consideration.
We hope, therefore, that you will joi~ in supporting its
prompt enactment.
Sincerely,
cc:
Senate Democratic Caucus Members
�IF
\ARMS Email System
Page 1 of 2
RECORD TYPE: PRESIDENTIAL
(NOTES MAIL)
CREATOR: MaryEllen C. McGuire ( CN=MaryEllen C. McGuire/OU=WHO/O=EOP [ WHO 1 )
CREATION DATE/TIME:19-FEB-1999 12:02:54.00
SUBJECT:
AmeriCorps Visibility Conference Call
TO: Jennifer M. Palmieri ( CN=Jennifer M. Palmieri/OU=WHO/O=EOP @ EOP [ WHO 1 )
READ: UNKNOWN
TO: Thomas L. Freedman ( CN=Thomas L. Freedman/OU=OPD/O=EOP @ EOP [ OPD 1 )
READ:UNKNOWN
TO: Tanya E. Martin ( CN=Tanya E. Martin/OU=OPD/O=EOP @ EOP [ OPD 1 )
READ: UNKNOWN
TO: Bruce N. Reed ( CN=Bruce N. Reed/OU=OPD/O=EOP @ EOP [ OPD 1 )
READ: UNKNOWN
TO: Stacie Spector ( CN=Stacie Spector/OU=WHO/O=EOP @ EOP [ WHO 1 )
READ: UNKNOWN
TO: Karen Tramontano ( CN=Karen Tramontano/OU=WHO/O=EOP @ EOP [ WHO 1 )
READ: UNKNOWN
TO: Andrew J. Mayock ( CN=Andrew J. Mayock/OU=WHO/O=EOP @ EOP [ WHO 1 )
READ: UNKNOWN
TO: JGompert ( JGompert @ cns.gov @ inet [ UNKNOWN 1 )
READ: UNKNOWN
TO: Thurgood Marshall Jr ( CN=Thurgood Marshall Jr/OU=WHO/O=EOP @ EOP [ WHO 1 )
READ: UNKNOWN
TO: Elena Kagan ( CN=Elena Kagan/OU=OPD/O=EOP @ EOP [ OPD 1 )
READ: UNKNOWN
TO: Anne E. McGuire ( CN=Anne E. McGuire/OU=WHO/O=EOP @ EOP [ WHO 1 )
READ: UNKNOWN
TO: Ann F. Lewis
READ: UNKNOWN
CN=Ann F. Lewis/OU=WHO/O=EOP @ EOP [ WHO 1 )
TO: Shirley S. Sagawa ( CN=Shirley S. Sagawa/OU=WHO/O=EOP @ EOP [ WHO 1 )
READ: UNKNOWN
CC: TWest ( TWest @ cns.gov @ inet [ UNKNOWN 1 )
READ: UNKNOWN
CC: Ruby Shamir ( CN=Ruby Shamir/OU=WHO/O=EOP @ EOP [ WHO 1 )
READ:UNKNOWN
CC: Cathy R. Mays ( CN=Cathy R. Mays/OU=OPD/O=EOP @ EOP [ OPD 1 )
READ:UNKNOWN
CC: Carolyn T. Wu ( CN=Carolyn T. Wu/OU=WHO/O=EOP @ EOP [ WHO 1 )
READ: UNKNOWN
TEXT:
�"
i 'I...ARMS Email System
Page 20f2
We will be having our bi-weekly AmeriCorps Visibility Conference call this
coming Monday, February 22nd at 4:00pm, 757-2100 code 4129.
�•.
~RMS Email System
RECORD TYPE: PRESIDENTIAL
Page 1 of 1
(NOTES MAIL)
CREATOR: Mary L. Smith ( CN=Mary L. Smith/OU=OPD/O=EOP [ OPD ] )
CREATION DATE/TIME:19-FEB-1999 12:47:53.00
SUBJECT:
weekly item
TO: Elena Kagan ( CN=Elena Kagan/OU=OPD/O=EOP @ EOP [ OPD ] )
READ: UNKNOWN
CC: Thomas L. Freedman ( CN=Thomas L. Freedman/OU=OPD/O=EOP @ EOP [ OPD ] )
READ: UNKNOWN
CC: Laura Emmett ( CN=Laura Emmett/OU=WHO/O=EOP @ EOP [ WHO ] )
READ: UNKNOWN
TEXT:
Paul' asked us to submit something for the weekly.
Here a weekly item on
the child safety seat announcments. ==================== ATTACHMENT
1 ============
ATT CREATION TIME/DATE:
0 00:00:00.00
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The following is a HEX DUMP:
FF5750430A040000010A02010000000205000000C90900000002000049F5763F7DCA1366B7EFF6
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85CCD14039B3CBFEFE14B43571FE4B1B7D4878AOFA5C5A574B9C2D102DBFC70DDA8D4046E5CAF5
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�Automated Records Management System
Hex-Dump Conversion
The National Highway Traffic Safety Administration (NHTSA) has the final rule ready for you
to announce -- a new universal method for installing child safety seats in cars and light trucks.
This rule will require each new child seat to have three attachments -- one on top and two at the
base, and by 2002, will require all new cars and light trucks to be equipped with standard anchors
in the back seat designed specifically to link to the child seat attachments. NHTSA estimates
that currently about 80 percent of child seats are improperly connected putting children at risk.
This rule is expected to prevent as many as fifty child deaths and 18,000 injuries each year. You
annouced the proposed rule in your radio address on February 15, 1997. There has been a good
deal of press reports anticipating the new rule, including articles in the Washington Post and on
AP. You are tentatively scheduled to announce this new rule in your-radio address on February
27,1999.
�"
ARMS Email System'
Page 1 of 1
RECORD TYPE: PRESIDENTIAL
(NOTES MAIL)
CREATOR: Charles R. Marr ( CN=Charles R. Marr/OU=OPD/O=EOP [ OPD 1 )
CREATION DATE/TIME:19-FEB-1999 13:06:34.00
SUBJECT:
template for state-by-state
TO: Kristi_Kimball
READ: UNKNOWN
Kristi_Kimball @ ed.gov @ inet [ UNKNOWN 1 )
TO: Wayne Upshaw ( CN=Wayne Upshaw/OU=OMB/O=EOP @ EOP [ OMB 1 )
READ:UNKNOWN
TO: Elena Kagan ( CN=Elena Kagan/OU=OPD/O=EOP @ EOP [ OPD 1 )
READ:UNKNOWN
TO: Linda Ricci
READ: UNKNOWN
( CN=Linda Ricci/OU=OMB/O=EOP @ EOP [ OMB 1 )
TO: Jake Siewert ( CN=Jake Siewert/OU=OPD/O=EOP @ EOP [ UNKNOWN 1 )
READ: UNKNOWN
TO: Sandra Yamin ( CN=Sandra Yamin/OU=OMB/O=EOP @ EOP [ OMB 1 )
READ: UNKNOWN
TO: Karin Kullman ( CN=Karin Kullman/OU=OPD/O=EOP @ EOP [ OPD 1 )
READ: UNKNOWN
TO: Tanya E. Martin ( CN=Tanya E. Martin/OU=OPD/O=EOP @ EOP [ OPD 1 )
READ: UNKNOWN
CC: Melissa G. Green. ( CN=Melissa G. Green/OU=OPD/O=EOP @ EOP [ OPD 1 )
READ: UNKNOWN
CC: Lorrie McHugh ( CN=Lorrie McHugh/OU=WHO/O=EOP @ EOP [ WHO 1 )
READ:UNKNOWN
TEXT:
Here is draft/close to final on the template -- pIs give comments/signoff
ASAP.
Thanks.
==================== ATTACHMENT
1 ====================
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0 00:00:00.00
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The following is a HEX DUMP:
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�President Clinton and Vice President Gore
Investing in Smaller Classes and Modern Schools in
Embargoed for Release February 20,1999 (10:06 a.m.)
President Clinton is urging Congress to pass his education agenda which includes reducing class size in the early
grades to a national average of 18, modernizing 6,000 schools nationwide, strengthening accountability.
Reduced Class Size in the Early Grades
Studies show that smaller classes help teachers provide more personal attention to students and spend less time
on discipline; as a result students learn more and get a stronger foundation in the basic skills. In 1998,
President Clinton proposed to help local school schools hire 100,000 well-prepared teachers in order to reduce
class size.in grades 1-3 to a national average of 18, and make sure that every child gets a solid foundation in the
basics. Last year, the President signed into law the first installment of his seven year, $12.4 billion proposal to
hire 100,000 new teachers. For the first year, $1.2 billion was provided to help local communities hire 30,000
teachers. Now Congress must provide the next installment of$l.4 billion to fund 38,000 teachers in the second
year:
Under President's Clinton's proposal, would receive funds in fiscal year 2000 to support a
total of new teachers.
New Classrooms and Modernized Schools
A third of all schools across the country, with 14 million students, have one or more buildings that need
extensive repair, according to the General Accounting Office. School districts also face the cost of upgrading
schools to accommodate computers and growing enrollment. To meet this urgent need, President Clinton in his
balanced balanced proposes Federal tax credits to pay interest on nearly $25 billion in bonds to build and
renovate' public schools 6,000 schools throughout the country. Two types of bonds are being proposed: 1)
$22.4 billion in School Modernization Bonds to build and renovate public schools. Half of the bonds ($11
billion) would be allocated to the 100-125 school districts with the largest number of low-income children.
The other half of the bonds ($11 billi~n) would be allocated to States according to the proportion of low-income
children, not counting the children in the school districts described above; and 2) $2.4 billion in Qualified
Zone Academy Bonds to finance renovation and new school construction in empowerment zones and high
poverty areas through innovative partnerships between public schools and businesses. Under President
Clinton's proposal:
would receive tax credits to support $ million in school modernization.
Ensuring Accountability
In his State of the Union Address, President Clinton announced a package of accountability measures designed
to hold students, teachers, and schools to high standards, and to ensure that school districts and states provide
students with a high quality education. While insisting that states and local governments retain primary
responsibility for education, President Clinton called on Congress to make sure federal dollars support what
works and not what doesn't. His proposal emphasizes reforms that a growing number of states, cities, and
schools across the nation are implementing and that are producing clear results. Specifically, the President
announced that he will send to Congress legislation to reauthorize the Elementary and Secondary Education Act
to ensure that schools end social promotion; teachers are qualified to teach the subjects they are assigned; states
turn around their lowest-performing schools; parents get annual report cards on school performance; and
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�\0...,.. I ...
schools institute effective discipline policies.
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�ARMS Email System
Page 1 of 1
RECORD TYPE: PRESIDENTIAL
(NOTES MAIL)
CREATOR: Cathy R. Mays ( CN=Cathy R. Mays/OU=OPD/O=EOP [ OPD 1 )
CREATION DATE/TIME:19-FEB-1999 13:07:07.00
SUBJECT:
Monday Team Leaders Meeting
TO: Karin Kullman ( CN=Karin Kullman/OU=OPD/O=EOP @ EOP [ OPD 1 )
READ: UNKNOWN
TO: Thomas L. Freedman ( CN=Thomas L. Freedman/OU=OPD/O=EOP @ EOP [ OPD 1 )
READ: UNKNOWN
TO: Cynthia A. Rice ( CN=Cynthia A. Rice/OU=OPD/O=EOP @ EOP [ OPD 1 )
READ: UNKNOWN
TO: Christopher C. Jennings ( CN=Christopher C. Jennings/OU=OPD/O=EOP @ EOP [ OPD 1
READ: UNKNOWN
TO: Nicole R. Rabner ( CN=Nicole R. Rabner/OU=WHO/O=EOP @ EOP [ WHO 1 )
READ: UNKNOWN
TO:. Jose Cerda III
READ: UNKNOWN
( CN=Jose Cerda III/OO=OPD/O=EOP @ EOP [ OPD 1 )
TO: Paul J. weinstein Jr.
READ: UNKNOWN
( CN=Paul J. Weinstein Jr./OU=OPD/O=EOP @ EOP [ OPD 1 )
TO: Elena Kagan ( CN=Elena Kagan/OU=OPD/O=EOP @ EOP [ OPD 1 )
READ: UNKNOWN
CC: Essence P. Washington ( CN=Essence P. Washington/OU=OPD/O=EOP @ EOP [ OPD 1 )
READ: UNKNOWN
CC: Teresa M. Jones ( CN=Teresa M. Jones/OU=OPD/O=EOP @ EOP [ OPD 1 )
READ: UNKNOWN
CC: Laura Emmett ( CN=Laura Emmett/OU=WHO/O=EOP @ EOP [ WHO 1 )
READ: UNKNOWN
TEXT:
There will be no Team Leaders Meeting on Monday, February 22.
Leaders will meet on Tuesday, February 23, at 9:15 a.m.
Team
�ARMS Email System
RECORD TYPE: PRESIDENTIAL
Page 1 of 1
(NOTES MAIL)
CREATOR: Laura Emmett ( CN=Laura Emmett/OU=WHO/O=EOP [ WHO 1 )
CREATION DATE/TIME: 19-FEB-1999 13:18:56.00
. SUBJECT:
TO: ELENA (Pager) #KAGAN ( ELENA (Pager) #KAGAN [ UNKNOWN 1 )
READ: UNKNOWN
TEXT:
Do you want to review revised radio address paper again or should I send
to press office? -Laura
�ARMS Email System
RECORD TYPE: PRESIDENTIAL
Page 1 of 1
(NOTES MAIL)
CREATOR: Laura Emmett ( CN=Laura Emmett/OU=WHO/O=EOP [ WHO 1 )
CREATION DATE/TIME: 19-FEB-1999 13:51:25.00
SUBJECT:
TO: ELENA (Pqger) #KAGAN ( ELENA (Pager) #KAGAN [ UNKNOWN 1 )
READ: UNKNOWN
TEXT:
Please call Chuck Marr reo state by state paper 65364
�If ' "'ARMS Email System
RECORD TYPE: PRESIDENTIAL
Page 1 of 2
(NOTES MAIL)
CREATOR: Todd A. Summers ( CN=Todd A. Summers/OU=OPD/O=EOP [ OPD 1 )
CREATION DATE/TIME: 19-FEB-1999 14:27:01.00
SUBJECT:
USAID Support for International AIDS
TO: Elena Kagan ( CN=Elena Kagan/OU=OPD/O=EOP @ EOP [ OPD 1 )
READ: UNKNOWN
CC: Laura Emmett ( CN=Laura Emmett/OU=WHO/O=EOP @ EOP [ WHO 1 )
READ:UNKNOWN,
CC: Sandra Thurman ( CN=Sandra Thurman/OU=OPD/O=EOP @ EOP [ OPD 1 )
READ: UNKNOWN
TEXT:
As we have discussed, the FY2000 budget request for our international AIDS
efforts is problematic. The Child Survival and Disease Fund, from which
USAID supports its AIDS programs, went down substantially because it did
not include $10 million insupplemental funding allocated to an AIDS orphan
initiative (announced by the President on 12/1/98) .
FYOO
USAID - Child Survival FY99
Child Survival and Disease Fund (base)
$545
$555
Emerg. supplemental child survival funding
($10 of the $50 allocated to AIDS orphans) $50
Total
$595
$555
$0
USAID determines its allocations for AIDS funding, and is telling
appropriators that its FYOO. AIDS budget will be $127 million (up from $125
in FY99). The community has already written us about this, arguing that
it's not "up $2" but "down 8."
USAID - AIDS
FY99
FYOO
AIDS budget (base)
$125
$127
Emerg. supplemental child survival funding allocated to AIDS orphans
Total
$135
$127
$10
Rep. Pelosi's office, which requested that $10 of the $50 million
emergency supplemental funding go for AIDS orphans, is concerned that we
(1) don't just push for AIDS money at the expense of other diseases, and
(2) don't aggravate the Republican appropriators who got the $50 million
(esp. Rep. Callahan) by asking for only AIDS money and not more child
survival money overall.
OMB feels that USAID has been trimmed pretty tightly over the last five
years and would be challenged to come up with an additional $10 to $15
million without cutting into some other worthwhile program. We share that
concern.
During Sandy's recent trip to Africa, USAID folks on the ground
expressed a lot of concern that we not just take money from their left
hand and put it into their right.
What we do want is for us to support efforts to increase the child
survival funding in the Congressional review process. USAID can probably
help by coming up with some of the money on its own, but we'll need to
assist by identifying potential offsets outside of child survival (and
perhaps outside of USAID).
$0
�•
('~¥\RMS Email System
At a minimum, we think that the AIDS budget needs to go up to $135
million, which is the FY99 base of $125 plus the $10 emergency orphan
funding.
Any help you can render would be greatly appreciated.
Page 2of2
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RECORD TYPE: PRESIDENTIAL
Page 1 of 1
(NOTES MAIL)
CREATOR: Jennifer M. Palmieri ( CN=Jennifer M. Palmieri/OU=WHO/O=EOP [ WHO 1 )
CREATION DATE/TIME:19-FEB-1999 14:29:22.00
SUBJECT:
gun tracing
TO: Jose Cerda III ( CN=Jose Cerda III/OU=OPD/O=EOP @ EOP [ OPD 1 )
READ: UNKNOWN
TO: Bruce N. Reed ( CN=Bruce N. Reed/OU=OPD/O=EOP @ EOP [ OPD 1 )
READ:UNKNOWN
TO: Mark D. Neschis ( CN=Mark D. Neschis/OU=WHO/O=EOP @ EOP [ WHO 1 )
READ:UNKNOWN
TO: Elena Kagan ( CN=Elena Kagan/OU=OPD/O=EOP @ EOP [ OPD 1 )
READ:UNKNOWN
TO: Amy Weiss ( CN=Amy Weiss/OU=WHO/O=EOP @ EOP[ WHO 1 )
READ:UNKNOWN
TEXT:
So -- Joe is okay with leaking the report Saturday for Sunday and is okay
with giving it to the NYT.
I presume Treasury would then release the
report Sunday afternoon so we can put people on the news Sunday night.
Can Neschis go ahead and pitch Holder or Johnson for Sunday night
networks? Or do we ened to wait until Sunday? thanks, everyone.
�ARMS Email System
RECORD TYPE: PRESIDENTIAL
Page 1 of 1
(NOTES MAIL)
CREATOR: Andrea Kane ( CN=Andrea Kane/OU=OPD/O=EOP [ OPD 1 )
CREATION DATE/TIME: 19-FEB-1999 14:38:50.00
SUBJECT:
Re: NGA Talking Points- final version
TO: Cynthia A. Rice ( CN=Cynthia A. Rice/OU=OPD/O=EOP @ EOP [ OPD 1 )
READ: UNKNOWN
TO: Bruce N. Reed ( CN=Bruce N. Reed/OU=OPD/O=EOP @ EOP [ OPD 1 )
READ: UNKNOWN
TO: Elena Kagan ( CN=Elena Kagan/OU=OPD/O=EOP @ EOP [ OPD 1 )
READ: UNKNOWN
TO: Laura Emmett ( CN=Laura Emmett/OU=WHO/O=EOP @ EOP [ WHO 1 )
READ: UNKNOWN
TEXT:
FYI, on the welfare reform Q&A, Bill White just called to say he is going
to reverse the order and put Background for each issue before the Q and
A.
I told him I thought that was fine.
�IC·-
"ARMS Email System
RECORD TYPE: PRESIDENTIAL
Page 1 of 2
(NOTES MAIL)
CREATOR: Clara J. Shin ( CN=Clara J. Shin/OU=WHO/O=EOP [ WHO ) )
CREATION DATE/TIME:19-FEB-1999 14:40:17.00
SUBJECT:
race report: compact language
TO: Shirley S. Sagawa ( CN=Shirley S. Sagawa/OU=WHO/O=EOP @ EOP [ WHO ) )
READ: UNKNOWN
TO: Bruce N. Reed ( CN=Bruce N. Reed/OU=OPD/O=EOP @ EOP [ OPD ) )
READ: UNKNOWN
TO: mike_cohen
READ:UNKNOWN
mike_cohen @ ed.gov @ inet [ UNKNOWN ) )
TO: Elena Kagan ( CN=Elena Kagan/OU=OPD/O=EOP @ EOP [ OPD ) )
READ: UNKNOWN
TO: Maria Echaveste ( CN=Maria Echaveste/OU=WHO/O=EOP @ EOP [ WHO ) )
READ:UNKNOWN
CC: MaryEllen C. McGuire ( CN=MaryEllen C. McGuire/OU=WHO/O=EOP @ EOP [ WHO ) )
READ: UNKNOWN
CC: Cathy R. Mays ( CN=Cathy R. Mays/OU=OPD/O=EOP @ EOP [ OPD ) )
READ: UNKNOWN
CC: felicia.wong ( felicia.wong @ npr.gov [ UNKNOWN)
READ: UNKNOWN
)
CC: Laura Emmett ( CN=Laura Emmett/OU=WHO/O=EOP @ EOP [ WHO)
READ: UNKNOWN
)
CC: Marjorie Tarmey ( CN=Marjorie Tarmey/OU=WHO/O=EOP @ EOP [ WHO ) )
READ:UNKNOWN
TEXT:
please find attached a revised version of the education Compact section of
the President's Race Report.
Changes were made to reflect the concern
that the Compact proposal was inconsistent with our ESEA reauthorization
proposal.
Please forward comments to me by Tuesday, February 23. Thank
you.
- edcompact2-19.wpd==================== ATTACHMENT
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CENTERPIECE OF THE FEDERAL WORKPLAN:
. THE COMPACT FOR EQUAL OPPORTUNITY IN EDUCATION
For more than three decades, the Elementary and Secondary Education Act has been the
,foundation of our nation's support for millions of students and their schools. In my January,
1999 State of the Union address, I proposed that we fundamentally redirect that effort to put far
greater emphasis on spurring concrete improvement in results, while creating far stronger systems
of accountability, not just to federal taxpayers, but to communities and families. I also proposed
targeted federal resources to help turn around failing schools, to reward progress in raising
achievement levels, to put high quality teachers in high poverty schools, to end so-called social
promotion, and to expand after-school and other academic support programs. And I proposed
that we build in accountability at all levels to focus not only on improving education overall, but
also on narrowing the gaps between poor and rich, rural and urban, minority and white.
This is a good start. Now we must build on it to provide the world-class education and
schools our nation and all our children need to continue to prosper into the 21st century. While
these reforms are motivated by several concerns beyond racial justice, I believe they contain the
right ingredients to form the centerpiece of our education workplan for building One America.
I know that this important shift in policy will not occur overnight or without extended debate,
but I believe that in the end there will be a consensus that our nation's ideals and prosperity
require a new determination to make quality education for all a reality, not just a slogan.
I believe we can and must build upon these broad-based reforms. We must make
targeted efforts in those communities where racial disparities in achievement and resources
present an especially tragic and worrisome picture that simply isn't the America we want.
Federal leadership can be a catalyst, but our efforts will fizzle without broad-based community
involvement. Local control is essential. We need to enlist the participation of willing
jurisdictions and private sector partners in a Compact for Equal Opportunity in Education. Quote
simply, [all of us?] need to join in a new covenant to benefit America's children, with the goal of
eliminating racial disparities in K-12 achievemen~. Just as our Welfare-to-Work Partnership has
helped move tens of thousands of families off of welfare and into good jobs, the Compact can be
a coalition to bring determination, creativity and resources to bear on this central obstacle to
securing the opportunity all our children deserve.
Let me give you an idea of how this new partnership might work..
School systems would commit to measure and close the racial disparities in
achievement, and adopt measurable goals and a strategy for achieving them.
Corporations and other community actors would commit to specific forms of
support for the strategy.
The strategy would have a timetable, and a report-card style system of public
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accountability. [These report cards will help ensure that our policies focus not just
on the administering and maintenance of schools and programs, but also on
ensuring that those schools and programs achieve the results that they are
supposed to.] There should be carrots and sticks so that everyone involved, from
students to school boards, has all the right incentives to succeed.
The federal government should support the Compact by offering the broadest
possible flexibility in its grant programs, based on the accountability for results
and on the judgment of expert panels that the strategy proposed by a school
district (or state) has the ingredients most likely to yield success, including support
for quality teaching, high expectations, and quick-response takeovers of failing
schools.
Ultimately, my hope is that the federal government will be able to offer substantial
new funds to Compact communities, tied to results, to further support ambitious
gap-closing reforms.
We know that this results-based approach to education can work. We have seen states
and school districts use this method to help all of their students achieve more. Let me give you
an example. Dade County, Florida, which includes the city of Miami and is one of the most
racially diverse school districts in America, had 45 critical, low-performing schools. But in two
years, they raised their math and reading scores so much that all 45 were off the list. And they
did this by focusing on results. Dade County officials and teachers refused to accept the
proposition that because these students were poor or lived in tough neighborhoods, they could
not learn.'
We should all follow this results-oriented approach. I proposed it in response to a tragic
irony that is at work in American education: too often, the children who need the most are least
likely to get it. In part, this is because of long-standing inequities in educational funding
formulas, especially the traditional reliance on local property taxes. Schools in a sea of poverty are
too often overwhelmed, or nearly so, by the extraordinary challenges they face. Students who
live in low-income neighborhoods often bring the many burdens of their lives and their
communities to school with them. Simple calculations of expenditures-per-pupil don't capture the
subtleties, including: homeless ness, family crises, or hunger; crime in hallways, streets and homes;
and the simple, grinding pressure of poverty that may make family support harder to come by.
Add to those problems the aging inner-city school buildings, disparities in teacher training, high
proportions of students with special language needs -- and you have a recipe for disaster.
up until now, we have generally tackled this problem with piecemeal, fragmented
From President's remarks to the Students, Teachers, Parents and the Community of
Jackson Mann Elementary School, Brighton, Massachusetts, February 2, 1999.
I
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approaches, including efforts at the federal level. Over the decades, the intentions have been
good, and the progress has sometimes been meaningful. Early in my Administration, we worked
with the Congress to enact Goals 2000 and a major reform of the bedrock Federal grant program
intended to help states and districts educate poor children, the so-called Title I program. Now
funded at almost $8 billion per year, the program is distributed by a formula related to the
number of poor children, and the law now tells participating states that they must raise standards
and use tests or some other assessment measures to hold themselves accountable for making
progress in improving education outcomes for poor children. I believe that these reforms are
moving us in the right direction. There are important signs of promise and progress. But the
pace is too slow, and our ambitions must be still higher.
We have tolerated racial disparities and underachievement in education for too long. I
share the burning impatience felt by many parents, civic leaders and educators who are fed up
with the status quo and demanding more for our children. Together, we must forge a new
federal-state partnership to break the cycle of disadvantage. and eliminate gaps in student
achievement. Still more piecemeal programs -- federal or state -- will not bring about the
sweeping changes needed to close the substantial racial gaps in opportunity and achievement,
making public schools work for all of the public.
Let me be clear: this is not Washington encroaching on local authority. In my years as a
governor, working both within my state and on national policy, I came to fully appreciate that
education is primarily a state and local responsibility. But I have also seen that sometimes a
child's opportunity can be limited by the resources a local community can raise with a property
tax, or the accident of whether the state is wealthy or poor, generous or stingy in aid to local
schools. [And I have seen that] Federal education programs are often too confining, with their
red tape and narrow categorical purposes. And across the board, I have seen education treated as
an island, cutoff from the mainland of challenges in the surrounding community. We have
worked hard in the last several years to tackle these problems, but I am determined to do more.
Yes, education is primarily a state and local responsibility -- but to be successful, all citizens -public and private -- must work together to support our children, their families and communities.
And as I have said many times, this is an issue too important to get ensnared in jurisdictional,
administrative or partisan bickering. When it comes to the education of our children, politics
must stop at the schoolhouse door.
TEXT BOX:
As part of the Compact, the federal government would provide new, greater
flexibility but in return demand greater results, focused on closing the racial
disparities. It springs from my belief that, given an equal chance, all our children
can succeed. It is my hope that the flexibility built into this proposal will spur
emulation, innovation and tailoring of approaches to fit local needs. For example,
I expect but would not require that each Compact for Equal Opportunity in
�~.
..
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Education include such things as: (a) strategies focused on putting high-quality
teachers in high-need schools, and plans to reduce disparities in other resources;
(b) ways to engage families, businesses and other local institutions; © strategies
for breaking through the red tape of various federal, state and local programs in
education as well as related fields, and ways to build partnerships across
jurisdictional lines of school districts and local government agencies; (d) creative
responses to the needs of immigrant children with limited English skills; (e) ways
to promote higher expectations for achievement and to take aggressive action
when there is failure; (f) practical mechanisms to identify educationally bankrupt
schools or even districts, triggering receivership; and (g) plans for accountability at
all levels, so that performance is measured fairly and has consequences.
These are not mandates. I am proposing neither a formula nor a cookbook.
Communities that are not interested in a new Compact to close achievement gaps
can simply ignore this challenge, and learn from the bold efforts of others.
END TEXT BOX
As the Advisory Board on Race said in its final report to me, "To a great extent, we
know what to do to promote educational equity and excellence; we just have to have the courage
as a nation to do it. If we are successful here, fundamental change will follow." In the long-term,
if we eliminate gaps in student achievement by race, we will ensure minority access to college
and to a better future, and we will promote integration by making all public schools, and
therefore the communities they serve, attractive to all Americans.
�"ARMS Email System
RECORD TYPE: PRESIDENTIAL
Page 1 of 1
(NOTES MAIL)
CREATOR: Laura Emmett ( CN=Laura Emmett/OU=WHO/O=EOP [ WHO ) )
CREATION DATE/TIME:19-FEB-1999 14:58:11.00
SUBJECT:
Weekly Report 2/19
TO: Elena Kagan ( CN=Elena Kagan/OU=OPD/O=EOP @ EOP [ OPD ) )
READ:UNKNOWN
TEXT:
==================== ATTACHMENT
1 ====================
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8EB91840D175947F74E1EA58B5C6C464EB45A3E5E02196FE40B95987DFF9F2CE94A1215F4A9F60
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February 20, 1999
MEMORANDUM FOR THE PRESIDENT
FROM:
Bruce Reed
Elena Kagan
SUBJECT:
DPC Weekly Report
Health Care -- Children's Health Insurance Outreach Event: Next Tuesday, you
and the First Lady are scheduled to participate in an event highlighting major new
initiatives designed to help target and enroll the over 5 million children who are eligible
for but not yet enrolled in CHIP or Medicaid. Although 47 States have taken
advantage of the CHIP program and all 50 States have Medicaid programs for children,
the success of our children's health initiative will be depends on our ability to identify
and enroll eligible children. At the event, you will unveil a new national toll-free
number (1-877 KIDS NOW) for children's health outreach, a major media campaign
(which includes the airing of PSAs on NBC, Univision -- the Hispanic television network,
and Black Entertainment Television, as well as radio ads in 47 States), a series of private
sector commitments (such as printing the new 1-800 number on Safeway grocery bags),
and the next generation of efforts by your Federal Interagency Task Force on Children's
Health Outreach. You will be joined at this event by the chair and vice chair of the
NGA, Governors Carper and Leavitt, who will be in town for the National Governor's
Association Conference.
Health Care -- Jeffords-Kennedy Disability Update: One issue that is gaining a great
deal of bipartisan support, particularly in the Senate, is the Jeffords-Kennedy-Roth-Moynihan
Work Incentives Improvement Act. The Senate has already held hearings on this legislation
and is planning a March 4 markup. It is apparent that there are many Republicans and
Democrats who are interested in this legislation in the House, although they are still
discussing who should be the lead sponsors. Because of the interest in and bipartisan
support for this legislation, we are looking for an opportunity for you to publicly urge the
Congress to move to pass this legislation early this year.
Health Care - Patients Bill of Rights Update: Senator Kennedy, Senator
Daschle, and Congressman Dingell have requested that we assist them in encouraging
consumer and provider groups to make an orchestrated effort to push the Congress to
take strong and early action on the Patients Bill of Rights. In response, we will be
meeting with a broad array of these organizations early next week to organize them
around the concept of a enforceable bill, and to also help define the difference between a
strong and an unacceptably weak bill.
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Health Care -- Stem Cell:. Next Tuesday, at her Appropriations Committee
hearing, Secretary Shalala is expected to be questioned about the Department's
statutory interpretation the Congressional ban on human embryo research does not apply to
stem cell research, since the cells cannot be considered embryos as they do not have the
capacity to develop into a human being. This hearing follows a letter signed by 70 members
of Congress that raising serious objections to this interpretation and suggesting that it not only
serves to thwart the law, but could well encourage researchers to engineer lethal defects into
embyros in order to use the tissue for research purposes. Separately, NBAC staff have
requested guidance from the Department OGC on the application of her interpretation to
somatic cell nuclear transfer (cloning). The disease and patient advocacy community is
strongly supportive of our interpretation. However, it is clear that we need to better
emphasize our commitment to implement safeguards that ensure that the cells obtained for
this research have no direct link to human embryos. There is bipartisan support for this
position, but Mr. Porter and Senator Spector have indicated their desire to develop legislation
that codifies how we are going to implement these safeguards. We do not plan on signaling
our openness to any such compromise language for next week's hearing, but we are drafting
legislation to be available should the need arrive.
Crime -- Gun Tracing: On Sunday, the Treasury Department will release its second
report on the Youth Crime Gun Interdiction Initiative (YCGII) now underway in 27 cities, as
well as announce the inclusion of 10 more cities. Through YCGn, ATF is working with
other federal, state, and local law enforcement agencies to systematically gather and analyze
evidence from recovered crime guns to investigate and make cases against illegal gun
traffickers. The new report contains data on crime guns from each participating YCGn cities
and includes the key findings:
Confirms that kids and guns is a serious problem in all 27 cities. Crime guns
recovered from juveniles account for 11.3 percent of the crime guns submitted to ATF
and were recovered more frequently from 16 and 17 year-olds than persons over age 26.
Crime guns recovered from youth ages 18 to 24 years-old constituted about a third (32.4
percent) of all trace requests -- the most of any age grouping in the adult and juvenile
categories;
Handguns prevalent amongst youth and across all age groups. About 8 out of 10
crime guns traced were handguns, with most crime guns concentrated among relatively
few makes and calibers -- particularly amongst juveniles and youth;
Many crime guns used by kids moved rapidly from legal sale to illegal market.
Between 25 to 36 percent of firearms recovered from juveniles, and 32 to 49 percent of
guns recovered from youths were guns bought legally less than three years before
recovery. This indicates that a significant portion of legally purchased guns are
quickly diverted to kids and youths through illegal trafficking.
�.,
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3
ATF doubled the number of trace requests handled from YCGII cities. The
number ofYCGn trace requests handled by ATF doubled from the previous report, from
37,000 to over 75,000 traces.
Treasury is in the process of adding new ATF agents in the participating 27 cities, and your
FY 2000 budget includes additional funds to do the same in the new 10 cities being selected
by ATF. These include: New Orleans, LA; Oakland, CA; San Francisco, CA; Dallas, TX;
Tampa, FL; Charlotte-Mecklenberg, NC; Louisville, KY; Portland, OR; Omaha, NE; and
Denver, CO. On a related note, you should know that some of the cities filing lawsuits
against gun manufacturers and dealers have depended on ATF's crime gun tracing data as
evidence of illegal gun trafficking in their communities.
Welfare Reform -- NGA Resolution: The Governors have an extensive resolution
related to the implementation of welfare reform and although welfare is not one of the
planned topics of discussion during Monday's roundtable, you may be asked about this issue
by individual governors. The NGA resolution calls for greater flexibility on a number of
issues in the pending welfare regulations.
It also calls upon Congress and the
Administration to uphold the commitment in the 1996 welfare reform law for five years of
full block grant funding.
The Governors are seeking several major changes in the pending T ANF regulations
including: allowing greater flexibility for programs funded with state Maintenance of Effort
funds; narrowing the definition of assistance under TANF so that supports for working
families won't be subject to the federal time limit, work requirements, or reporting
requirements; providing states maximum flexibility to continue their welfare reform
waivers; streamlining data reporting; and allowing more flexibility in the definition of
administrative costs. We are still reviewing HHS's proposed changes, we believe we will
be able to address many of the governors' priority concerns. We will provide you with a
more detailed analysis of these issues once we have had additional conversations with
Secretary Shalala.
We believe we should work with the governors to preserve full funding for the
T ANF block grant. While some in Congress have indicated that the $3 billion in
unobligated TANF funds may be a good way to pay for other priorities, we disagree.
Since the TANF block grant is fixed, we believe it is prudent for states to reserve some
funds should economic conditions change. In addition, states may need to invest more as
work requirements increase and as more and more of those remaining on the rolls are the
'hardest to employ'. We also understand that different states are in different situations -nearly half the states have obligated all of their FY 1998 funds.
Welfare Reform -- Urban Caseload Trends: On Thursday, The Brookings Institution
released a study on welfare caseload trends in the 30 largest cities which shows that welfare
caseloads are declining rapidly in America's cities, though the rate of decline in some places
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4
lags behind the statewide decline and hence some cities are becoming home to an increasing
share of welfare caseloads. Specifically, welfare rolls in the 30 largest cities declined by 35
percent between 1994 and 1998, while caseloads declined 44 percent in their respective
states. The share of state caseloads in these 30 cities grew from 45 to 53 percent, but there
is considerable variation: while nearly half the states saw an increasing concentration of
welfare recipients, nearly one-third experienced no change in concentration, and one-quarter
actually saw a decreasing concentration. Not surprisingly, there is a close correlation
between slower rates of caseload decline, increasing concentrations of welfare caseloads and
high levels of poverty -- in the 14 cities with increasing concentrations of welfare caseloads,
15 percent of the population, on average, lives in high poverty neighborhoods, which is
nearly triple the rate of high poverty neighborhoods in the cities with a declining share of the
welfare caseload.
Caseloads with the fastest caseload decline (over 50 percent) include Milwaukee,
Jacksonville, Denver, and Portland while cities with the slowest caseload decline (between
18 and 26 percent) include Los Angeles, El Paso, Philadelphia, and New York. The
Brookings report recommends additional welfare to work funding for the cities and
highlights our Welfare-to-Work program as an important source of these funds. The
Welfare-to-Work formula funds are distributed to states and communities based on their
number of welfare recipients and residents in poverty.
Children and Families -- Foster Care: Rep. Ben Cardin (D-MD), the ranking
Democratic on the House Ways and Means Subcommittee on Human Resources,
introduced legislation recently to provide additional support to the nearly 20,000
young people who each year "emancipate" from foster care at age 18. As you know,
your FY 2000 budget provides nearly $300 million over five years in enhanced support
for these young people. The Cardin legislation differs somewhat from our proposal
and will likely cost more, but our goals are similar and we will work closely with
Cardin over the coming months. The ranking member of the Subcommittee, Rep.
Nancy Johnson (R-CT), shares an interest in this issue and plan to hold a hearing on
March 9, at which the Administration will testify.
Livability -- Better America Bonds: We have begun outreach efforts to the bond
community regarding your administration's Better America Bonds (BABs) proposal. Last
week, EPA Administrator Carol Browner met with Bond Marketing Association -- as well
as several individual firms including Lehman Brothers, Goldman Sachs, Bear Stearns, and
Paine Webber -- to discuss BABs. While the groups expressed interest in the BABs
proposal, they did express concern that both the School Construction bond proposal and
BABs indicated that the Administration was abandoning the existing private activity bond
structure. The Administrator stated that is not the Administration's intention. We plan to
follow up with these groups to secure their support for BABs and reiterate that your
administration supports private activity bonds as indicated by your agreement last year to
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5
increase the bond cap and your signing of a 1993 law to make the Mortgage Revenue Bond
program permanent.
Consumer Protection -- Child Seat Belt Announcement: The National Highway
Traffic Safety Administration (NHTSA) has the final rule ready for you to announce -- a
new universal method for installing child safety seats in cars and light trucks. This
rule will require each new child seat to have three attachments -- one on top and two at
the base, and by 2002, will require all new cars and light trucks to be equipped with
standard anchors in the back seat designed specifically to link to the child seat
attachments. NHTSA estimates that currently about 80 percent of child seats are
improperly connected putting children at risk. This rule is expected to prevent as
many as fifty child deaths and 18,000 injuries each year. You announced the
proposed rule in your radio address on February 15, 1997. There has been a good
deal of press reports anticipating the new rule, including articles in the Washington
Post and on AP. You are tentatively scheduled to announce this new rule in your
radio address on February 27, 1999.
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.,
Page 1 of 1
I
RECORD TYPE: PRESIDENTIAL
(NOTES MAIL)
CREATOR: Karin Kullman ( CN=Karin Kullman/OU=OPD/O=EOP [ OPD ] )
CREATION DATE/TIME:19-FEB-1999 15:49:04.00
SUBJECT:
Final state-by-state
TO: Elena Kagan ( CN=Elena Kagan/OU=OPD/O=EOP @ EOP [ OPD ] )
READ: UNKNOWN
TO: Laura Emmett ( CN=Laura Emmett/OU=WHO/O=EOP @ EOP [ WHO ] )
READ: UNKNOWN
TO: Bruce N. Reed ( CN=Bruce N. Reed/OU=OPD/O=EOP @ EOP [ OPD ] )
READ: UNKNOWN
TEXT:
---------------------- Forwarded by Karin Kullman/OPD/EOP on 02/19/99
02:52 PM ---------------------------
Charles R. Marr
02/19/99 03:46:55 PM
Record
Record Type:
To:
Lorrie McHugh/WHO/EOP
cc:
See the distribution list at the bottom of this message
subject:
Final state-by-state
Message Copied
To: ______________________________________________________________
Tanya E. Martin/OPD/EOP
Karin Kullman/OPD/EOP
Christopher Ferris/OMB/EOP
Linda Ricci/OMB/EOP
Melissa G. Green/OPD/EOP
Kristi_Kimball @ ed.gov @ inet
Daniel_Bernal @ ed.gov @ inet
Broderick Johnson/WHO/EOP
Jake Siewert/OPD/EOP
==================== ATTACHMENT
1 ====================
ATT CREATION TIME/DATE:
0 00:00:00.00
TEXT:
Unable to convert ARMS_EXT: [ATTACH.D47]MAIL426875450.036 to ASCII,
The following is a HEX DUMP:
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President Clinton and Vice President Gore
Investing in
Smaller Classes and Modern Schools
A State-by-State Analysis
February 20, 1999
�President Clinton and Vice President Gore
Investing in Smaller Classes and Modern Schools
**Embargoed for Release February 20, 1999 (10:06 a.m.)**
In his weekly radio address, President Clinton is urging Congress to pass his education agenda which includes
reducing class size in the early grades to a national average of 18, building and modernizing up to 6,000 schools
nationwide, and strengthening accountability.
Reduced Class Size in the Early Grades
Studies show that smaller classes help teachers provide more personal attention to students and spend less time
on discipline; as a result students learn more and get a stronger foundation in the basic skills. In 1998,
President Clinton proposed to help local schools hire 100,000 well-prepared teachers in order to reduce class
size in grades 1-3 to a national average of 18, and make sure that every child gets a solid foundation in the
basics. Last year, the President signed into law the first installment of his seven year, $12.4 billion proposal to
hire 100,000 new teachers. For the first year, $1.2 billion was provided to help local communities hire 30,000
teachers. Now Congress must provide the next installment of$l.4 billion to fund a total of38,000 teachers:
New Classrooms and .Modern Schools
One third of all schools are in need of extensive repair, according to the General Accounting Office. School
districts also face the cost of upgrading schools to accommodate new technology and growing enrollments. To
meet these urgent needs, President Clinton in his balanced budget proposes Federal tax credits in lieu of
interest on nearly $25 billion in bonds to build and modernize up to 6,000 public schools. Two types of bonds
are being proposed: (1) $22 billion in School Modernization Bonds to help states and local districts build and
modernize public schools with half of the bonds ($11 billion) allocated to the 100 school districts serving the
largest number of low-income children and the other half of the bonds ($11 billion) allocated to states. An
additional $400 million of bonds would available for schools on Indian reservations; and (2) $2.4 billion in
Qualified Zone Academy Bonds to finance renovation and new school construction in Empowerment Zones and
high poverty areas through innovative partnerships between public schools and businesses.
Ensuring Accountability
In his State of the Union Address, President Clinton announced a package of accountability measures designed
to hold students, teachers, and schools to high standards, and to ensure that school districts and states provide
sUldents with a high quality education. While insisting that states and local governments retain primary
responsibility for education, President Clinton called on Congress to make sure federal dollars support what
works. His proposal emphasizes reforms that a growing number of states, cities, and schools across the nation
are implementing and that are producing clear results. Specifically, the President announced that he will send
to Congress legislation to reauthorize the Elementary and Secondary Education Act to ensure that schools end
social promotion; teachers are qualified to teach the subjects they are assigned; states and districts turn around
their lowest-performing schools; parents get annual report cards on school performance; and schools institute
effective discipline policies.
Automated Records Management System
Hex-Dump Conversion
�President Clinton and Vice President Gore
Investing in Smaller Classes and Modern Schools in Alabama
**Embargoed for Release February 20,1999 (10:06 a.m.)**
In his weekly radio address, President Clinton is urging Congress to pass his education agenda which includes
reducing class size in the early grades to a national average of 18, building and modernizing up to 6,000 schools
nationwide, and strengthening accountability.
Reduced Class Size in the Early Grades
Studies show that smaller classes help teachers provide more personal attention to students and spend less time
on discipline; as a result students learn more and get a stronger foundation in the basic skills. In 1998,
President Clinton proposed to help local schools hire 100,000 well-prepared teachers in order to reduce class
size in grades 1-3 to a national average of 18, and make sure that every child gets a solid foundation in the
basics. Last year, the President signed into law the first installment of his seven year, $12.4 billion proposal to
hire 100,000 new teachers. For the first year, $1.2 billion was provided to help local communities hire 30,000
teachers. Now Congress must provide the next installment of $1.4 billion to fund a total of 38,000 teachers:
Under President's Clinton's proposal, Alabama would receive $22 million in fiscal year 2000
to support a total of 589 teachers.
New Classrooms and Modern Schools
One third of all schools are in need of extensive repair, according to the General Accounting Office. School
districts also face the cost of upgrading schools to accommodate new technology and growing enrollments. To
meet these urgent needs, President Clinton in. his balanced budget proposes Federal tax credits in lieu of
interest on nearly $25 billion in bonds to build and modernize up to 6,000 public schools. Two types of bonds
are being proposed: (1) $22 billion in School Modernization Bonds to help states and local districts build and
modernize public schools with half of the bonds ($11 billion) allocated to the 100 school districts serving the
largest number of low-income children ,and the other half of the bonds ($11 billion) allocated to states. An
additional $400 million of bonds would available for schools on Indian reservations; and (2) $2.4 billion in
Qualified Zone Academy Bonds to finance renovation and new school construction in Empowerment Zones and
high poverty areas through innovative partnerships between public schools and businesses. Under President
Clinton's proposal:
Alabama would receive tax credits to support $373 million in school modernization.
Ensuring Accountability
In his State of the Union Address, President Clinton announced a package of accountability measures designed
to hold students, teachers, and schools to high standards, and to ensure that school districts and states provide
students with a high quality education. While insisting that states and local governments retain primary
responsibility for education, President Clinton called on Congress to make sure federal dollars support what
works. His proposal emphasizes reforms that a growing number of states, cities, and schools across the nation
are implementing and that are producing clear results. Specifically, the President announced that he will send
to Congress legislation to reauthorize the Elementary and Secondary Education Act to ensure that schools end
social promotion; teachers are qualified to teach the subjects they are assigned; states and districts turn around
their lowest-performing schools; parents get annual report cards on school performance; and schools institute
effective discipline policies.
Automated Records Management System
Hex· Dump Conversion
�President Clinton and Vice President Gore
Investing in Smaller Classes and Modern Schools in Alaska
**Embargoed for Release February 20, 1999 (10:06 a.m.)**
In his weekly radio address, President Clinton is urging Congress to pass his education agenda which includes
reducing class size in the early grades to a national average of 18, building and modernizing up to 6,000 schools
nationwide, and strengthening accountability.
Reduced Class Size in the Early Grades
Studies show that smaller classes help teachers provide more personal attention to students and spend less time
on discipline; as a result students learn more and get a stronger foundation in the basic skills. In 1998,
President Clinton proposed to help local schools hire 100,000 well-prepared teachers in order to reduce class
size in grades 1-3 to a national average of 18, and make sure that every child gets a solid foundation in the
basics. Last year, the President signed into law the first installment of his seven year, $12.4 billion proposal to
hire 100,000 new teachers. For the first year, $1.2 billion was provided to help local communities hire 30,000
teachers. Now Congress must provide the next installment of$1.4 billion to fund a total of38,000 teachers:
Under President's Clinton'sproposal, Alaska would receive $7 million in fiscal year 2000 to
support a total of 178 teachers.
New Classrooms and Modern Schools
One third of all schools are in need of extensive repair, according to the General Accounting Office. School
districts also face the cost of upgrading schools to accommodate new technology and growing enrollments. To
meet these urgent needs, President Clinton in his balanced budget proposes Federal tax credits in lieu of
interest on nearly $25 billion in bonds to build and modernize up to 6,000 public schools. Two types of bonds
are being proposed: (1) $22 billion in School Modernization Bonds to help states and local districts build and
modernize public schools with half of the bonds ($11 billion) allocated to the 100 school districts serving the
largest number of low-income children and the other half of the bonds ($11 billion) allocated to states. An
additional $400 million of bonds would available for schools on Indian reservations; and (2) $2.4 billion in
Qualified Zone Academy Bonds to finance renovation and new school construction in Empowerment Zones and
high poverty areas through innovative partnerships between public schools and businesses. Under President
Clinton's proposal:
Alaska would receive tax credits to support $46 million in school modernization.
Ensuring Accountability
In his State of the Union Address, President Clinton announced a package of accountability measures designed
to hold students, teachers, and schools to high standards, and to ensure that school districts and states provide
students with a high quality education. While insisting that states and local governments retain primary
responsibility for education, President Clinton called on Congress to make sure federal dollars support what
works. His proposal emphasizes reforms that a growing number of states, cities, and schools across the nation
are implementing and that are producing clear results. Specifically, the President announced that he will send
to Congress legislation to reauthorize the Elementary and Secondary Education Act to ensure that schools end
social promotion; teachers are qualified to teach the subjects they are assigned; states and districts turn around
their lowest-performing schools; parents get annual report cards on school performance; and schools institute
effective discipline policies.
Jluloll1aled Records Management System
HeX-Dump Conversion
�President Clinton and Vice President Gore
Investing in Smaller Classes and Modern Schools in Arizona
**Embargoed for Release February 20, 1999 (10:06 a.m.)**
In his weekly radio address, President Clinton is urging Congress to pass his education agenda which includes
reducing class size in the early grades to a national average of 18, building and modernizing up to 6,000 schools
nationwide, and strengthening accountability.
Reduced Class Size in the Early Grades
Studies show that smaller classes help teachers provide more personal attention to students and spend less time
on discipline; as a result students learn more and get a stronger foundation in the basic skills. In 1998,
President Clinton proposed to help local schools hire 100,000 well-prepared teachers in order to reduce class
size in grades 1-3 to a national average of 18, and make sure that every child gets a solid foundation in the
basics. Last year, the President signed into law the first installment of his seven year, $12.4 billion proposal to
hire 100,000 new teachers. For the first year, $1.2 billion was provided to help local communities hire 30,000
teachers. Now Congress must provide the next installment of $1.4 billion to fund a total of 38,000 teachers:
Under President's Clinton's proposal, Arizona would receive $21 million in fiscal year 2000
to support a total of 582 teachers.
New Classrooms and Modern Schools
One third of all schools are in need of extensive repair, according to the General Accounting Office. School
districts also face the cost of upgrading schools to accommodate new technology and growing enrollments. To
meet these urgent needs, President Clinton in his balanced budget proposes Federal tax credits in lieu of
interest on nearly $25 billion in bonds to build and modernize up to 6,000 public schools. Two types of bonds
are being proposed: (1) $22 billion in School Modernization Bonds to help states and local districts build and
modernize public schools with half of the bonds ($11 billion) allocated to the 100 school districts serving the
largest number of low-income children and the other half of the bonds ($11 billion) allocated to states. An
additional $400 million of bonds would available for schools on Indian reservations; and (2) $2.4 billion in
Qualified Zone Academy Bonds to finance renovation and new school construction in Empowerment Zones and
high poverty areas through innovative partnerships between public schools and businesses. Under President
Clinton's proposal:
Arizona would receive tax credits to support $321 million in school modernization.
Ensuring Accountability .
In his State of the Union Address, President Clinton announced a package of accountability measures designed
to hold students, teachers, and schools ~o high standards, and to ensure that school districts and states provide
students with a high quality education. While insisting that states and local governments retain primary
responsibility for education, President Clinton called on Congress to make sure federal dollars support what
works. His proposal emphasizes reforms that a growing number of states, cities, and schools across the nation
are implementing and that are producing clear results. Specifically, the President announced that he will send
to Congress legislation to reauthorize the Elementary and Secondary Education Act to ensure that schools end
social promotion; teachers are qualified to teach the subjects they are assigned; states and districts turn around
their lowest-performing schools; parents get annual report cards on school performance; and schools institute
effective discipline policies.
l.utoll1ated Records Management System
Hex-Dump Conversion
�President Clinton and Vice President Gore
Investing in Smaller Classes and Modern Schools in Arkansas
**Embargoed for Release February 20, 1999 (10:06 a.m.)**
In his weekly radio address, President Clinton is urging Congress to pass his education agenda which includes
reducing class size in the early grades to a national average of 18, building and modernizing up to 6,000 schools
nationwide, and strengthening accountability.
Reduced Class Size in the Early Grades
Studies show that smaller classes help teachers provide more personal attention to students and spend less time
on discipline; as a result students learn more and get a stronger foundation in the basic skills. In 1998,
President Clinton proposed to help local schools hire 100,000 well-prepared teachers in order to reduce class
size in grades 1-3 to a national average of 18, and make sure that every child gets a solid foundation in the
basics. Last year, the President signed into law the first installment of his seven year, $12.4 billion proposal to
hire 100,000 new teachers. For the first year, $1.2 billion was provided to help local communities hire 30,000
teachers .. Now Congress must provide the next installment of$1.4 billion to fund a total of38,000 teachers:
Under President's Clinton's proposal, Arkansas would receive $13 million in fiscal year 2000
to support a total of 361 teachers.
New Classrooms and Modern Schools
One third of all schools are in need of extensive repair, according to the General Accounting Office. School
districts also face the cost of upgrading schools to accommodate new technology and growing enrollments. To
meet these urgent needs, President Clinton in his balanced budget proposes Federal tax credits in lieu of
interest on nearly $25 billion in bonds to build and modernize up to 6,000 public schools. Two types of bonds
are being proposed: (1) $22 billion in School Modernization Bonds to help states and local districts build and
modernize public schools with half of the bonds ($11 billion) allocated to the 100 school districts serving the
largest number of low-income children and the other half of the bonds ($11 billion) allocated to states. An
additional $400 million of bonds would available for schools on Indian reservations; and (2) $2.4 billion in
Qualified Zone Academy Bonds to finance renovation and new school construction in Empowerment Zones and
high poverty areas through innovative partnerships between public schools and businesses. Under President
Clinton's proposal:
Arkansas would receive tax credits to support $191 million in school modernization.
Ensuring Accountability
In his State of the Union Address, President Clinton announced a package of accountability measures designed
to hold students, teachers, and schools to high standards, and to ensure that school districts and states provide
students with a high quality education. While insisting that states and local governments retain primary
responsibility for education, President Clinton called on Congress to make sure federal dollars support what
works. His proposal emphasizes reforms that a growing number of states, cities, and schools across the nation
are implementing and that are producing clear results. Specifically, the President announced that he will send
to Congress legislation to reauthorize the Elementary and Secondary Education Act to ensure that schools end
social promotion; teachers are qualified to teach the subjects they are assigned; states and districts turn around
their lowest-performing schools; parents get annual report cards on school performance; and schools institute
effective discipline policies.
Au(oma(ed Records Management System
Hex-Dump Conversion
�President Clinton and Vice President Gore
Investing in Smaller Classes and Modern Schools in California
**Embargoed for Release February 20, 1999 (10:06 a.m.)**
In his weekly radio address, President Clinton is urging Congress to pass his education agenda which includes
reducing class size in the early grades to a national average of 18, building and modernizing up to 6,000 schools
nationwide, and strengthening accountability.
Reduced Class Size in the Early Grades
Studies show that smaller classes help teachers provide more personal attention to students and spend less time
on discipline; as a result students learn more and get a stronger foundation in the basic skills. In 1998,
President Clinton proposed to help local schools hire 100,000 well-prepared teachers in order to reduce class
size in grades 1-3 to a national average of 18, and make sure that every child gets a solid foundation in the
basics. Last year, the President signed into law the first installment of his seven year, $12.4 billion proposal to
hire 100,000 new teachers. For the first year, $1.2 billion was provided to help local communities hire 30,000
teachers. Now Congress must provide the next installment of$1.4 billion to fund a total of 38,000 teachers:
Under President's Clinton's proposal, California would receive $158 million in fiscal year
2000 to support a total of 4,386 teachers ..
New Classrooms and Modern Schools
One third of all schools are in need of extensive repair, according to the General Accounting Office. School
districts also face the cost of upgrading schools to accommodate new technology and growing enrollments. To
meet these urgent needs, Presi~ent Clinton in his balanced budget proposes Federal tax credits in lieu of
interest on nearly $25 billion in bonds to build and modernize up to 6,000 public schools. Two types of bonds
are being proposed: (1) $22 billion in School Modernization Bonds to help states and local districts build and
modernize public schools with half of the bonds ($11 billion) allocated to the 100 school districts serving the
largest number of low-income children and the other half of the bonds ($11 billion) allocated to states. An
additional $400 million of bonds would available for schools on Indian reservations; and (2) $2.4 billion in
Qualified Zone Academy Bonds to finance renovation and new school construction in Empowerment Zones and
high poverty areas through innovative partnerships between public schools and businesses. Under President
Clinton's proposal:
California would receive tax credits to support $3,029 million in school modernization.
Ensuring Accountability
In his State of the Union Address, President Clinton announced a package of accountability measures designed
to hold students, teachers, and schools to high standards, and to ensure that school districts and states provide
students with a high quality education. While insisting that states and local governments retain primary
responsibility for education, President Clinton called on Congress to make sure federal dollars support what
works. His proposal emphasizes reforms that a growing number of states, cities, and schools across the nation
are implementing and that are producing clear results. Specifically, the President announced that he will send
to Congress legislation to reauthorize the Elementary and Secondary Education Act to ensure that schools end
social promotion; teachers are qualified to teach the subjects they are assigned; states and districts turn around
their lowest-performing schools; parents get annual report cards on school performance; and schools institute
effective discipline policies.
Automated Records Management System
Hex-Dump Conversion
�President Clinton and Vice President Gore
Investing in Smaller Classes and Modern Schools in Colorado
**Embargoed for Release February 20, 1999 (10:06 a.m.)**
In his weekly radio address, President Clinton is urging Congress to pass his education agenda which includes
reducing class size in the early grades to a national average of 18, building and modernizing up to 6,000 schools
nationwide, and strengthening accountability.
Reduced Class Size in the Early Grades
Studies show that smaller classes help teachers provide more personal attention to students and spend less time
on discipline; as a result students learn more and get a stronger foundation in the basic skills. In 1998,
President Clinton proposed to help local schools hire 100,000 well-prepared teachers in order to reduce class
size in grades 1-3 to a national average of 18, and make sure that every child gets a solid foundation in the
basics. Last year, the President signed into law the first installment of his seven year, $12.4 billion proposal to
hire 100,000 new teachers. For the first year, $1.2 billion was provided to help local communities hire 30,000
teachers. Now Congress must provide the next installment of$1.4 billion to fund a total of38,000 teachers:
Under President's Clinton's proposal, Colorado would receive $15 million in fiscal year 2000
to support a total of 418 teachers.
New Classrooms and Modern Schools
One third of all schools are in need of extensive repair, according to the General Accounting Office. School
districts also face the cost of upgrading schools to accommodate new technology and growing enrollments. To
meet these urgent needs, President Clinton in his balanced budget proposes Federal tax credits in lieu of
interest on nearly $25 billion in bonds to build and modernize up to 6,000 public schools. Two types of bonds
are being proposed: (1) $22 billion in School Modernization Bonds to help states and local districts build and
modernize public schools with half of the bonds ($11 billion) allocated to the 100 school districts serving the
largest number of low-income children and the other half of the bonds ($11 billion) allocated to states. An
additional $400 million of bonds would available for schools on Indian reservations; and (2) $2.4 billion in
Qualified Zone Academy Bonds to finance renovation and new school construction in Empowerment Zones and
high poverty areas through innovative partnerships between public schools and bus.inesses. Under President
Clinton's proposal:
Colorado would receive tax credits to support $203 million in school modernization.
Ensuring Accountability
In his State of the Union Address, President Clinton announced a package of accountability measures designed
to hold students, teachers, and schools to high ~tandards, and to ensure that school districts and states provide
students with a high quality education. While insisting that states and local governments retain primary
responsibility for education, President Clinton called on Congress to make sure federal dollars support what
works. His proposal emphasizes reforms that a growing number of states, cities, and schools across the nation
are implementing and that are producing clear results. Specifically, the President announced that he will send
to Congress legislation to reauthorize the Elementary and Secondary Education Act to ensure that schools end
social promotion; teachers are qualified to teach the subjects they are assigned; states and districts turn around
their lowest-performing schools; parents get annual report cards on school performance; and schools institute
effective discipline policies.
Automated Records Management System
Hex- Dump Conversion
�President Clinton and Vice President Gore
Investing in Smaller Classes and Modern Schools in Connecticut
**Embargoed for Release February 20, 1999 (10:06 a.m.)**
In his weekly radio address, President Clinton is urging Congress to pass his education agenda which includes
reducing class size in the early grades to a national average of 18, building and modernizing up to 6,000 schools
nationwide, and strengthening accountability.
Reduced Class Size in the Early Grades
Studies show that smaller classes help teachers provide more personal attention to students and spend less time
on discipline; as a result students learn more and get a stronger foundation in the basic skills. In 1998,
President Clinton proposed to help local schools hire 100,000 well-prepared teachers in order to reduce class
size in grades 1-3 to a national average of 18, and make sure that every child gets a solid foundation in the
basics. Last year, the President signed into law the first installment of his seven year, $12.4 billion proposal to
hire 100,000 new teachers. For the first year, $1.2 billion was provided to help local communities hire 30,000
teachers. Now Congress must provide the next installment of $1.4 billion to fund a total of 38,000 teachers:
Under President's Clinton's proposal, Connecticut would receive $13 million in fiscal year
2000 to support a total of 356 teachers.
New Classrooms and Modern Schools
One third of all schools are in need of extensive repair, according to the General Accounting Office. School
districts also face the cost of upgrading schools to accommodate new technology and growing enrollments. To
meet these urgent needs, President Clinton in his balanced budget proposes Federal tax credits in lieu of
interest on nearly $25 billion in bonds to build and modernize up to 6,000 public schools. Two types of bonds
are being proposed: (1) $22 billion in School Modernization Bonds to help states and local districts build and
modernize public schools with half of the bonds ($11 billion) allocated to the 100 school districts serving the
largest number of low-income children and the other half of the bonds ($11 billion) allocated to states. An
additional $400 million of bonds would available for schools on Indian reservations; and (2) $2.4 billion in
Qualified Zone Academy Bonds to finance renovation and new school construction in Empowerment Zones and
high poverty areas through innovative partnerships between public schools and businesses. Under President
Clinton's proposal:
Connecticut would receive tax credits to support $196 million in school modernization.
Ensuring Accountability
In his State of the Union Address, President Clinton announced a package of accountability measures designed
to hold students, teachers, and schools to high standards, and to ensure that school districts and states provide
students with a high quality education. While insisting that states and local governments retain primary
responsibility for education, President Clinton called on Congress to make sure federal dollars support what
works. His proposal emphasizes reforms that a growing number of states, cities, and schools across the nation
are implementing and that are producing clear results. Specifically, the President announced that he will send
to Congress legislation to reauthorize the Elementary and Secondary Education Act to ensure that schools end
social promotion; teachers are qualified to teach the subjects they are assigned; states and districts turn around
their lowest-performing schools; parents get annual report cards on school performance; and schools institute
effective discipline policies.
I,u!oma!ed Records Management System
flex· Dump Conversion
�President Clinton and Vice President Gore
Investing in Smaller Classes and Modern Schools in Delaware
**Embargoed for Release February 20,1999 (10:06 a.m.)**
In his weekly radio address, President Clinton is urging Congress to pass his education agenda which includes
reducing class size in the early grades to a national average of 18, building and modernizing up to 6,000 schools
nationwide, and strengthening accountability.
Reduced Class Size in the Early Grades
Studies show that smaller classes help teachers provide more personal attention to students and spend less time
on discipline; as a result students learn more and get a stronger foundation in the basic skills. In 1998,
President Clinton proposed to help local schools hire 100,000 well-prepared teachers in order to reduce class
size in grades 1-3 to a national average of 18, and make sure that every child gets a solid foundation in the
basics. Last year, the President signed into law the first installment of his seven year, $12.4 billion proposal to
hire 100,000 new teachers. For the first year, $1.2 billion was provided to help local communities hire 30,000
teachers. Now Congress must provide the next installment of $1.4 billion to fund a total of 38,000 teachers:
Under President's Clinton's proposal, Delaware would receive $7 million in fiscal year 2000
to support a total of 178 teachers.
New Classrooms and Modern Schools
One third of all schools are in need of extensive repair, according to the General Accounting Office. School
districts also face the cost of upgrading schools to accommodate new technology and growing enrollments. To
meet these urgent needs, President Clinton in his balanced budget proposes Federal tax credits in lieu of
interest on nearly $25 billion in bonds to build and modernize up to 6,000 public schools. Two types of bonds
are being proposed: (1) $22 billion in School Modernization Bonds to help states and local districts build and
modernize public schools with half of the bonds ($11 billion) allocated to the 100 school districts serving the
largest number of low-income children and the other half of the bonds ($11 billion) allocated to states. An
additional $400 million of bonds would available for schools on Indian reservations; and (2) $2.4 billion in
Qualified Zone Academy Bonds to finance renovation and new school construction in Empowerment Zones and
high poverty areas through innovative partnerships between public schools and businesses. Under President
Clinton's proposal:
Delaware would receive tax credits to support $47 million in school modernization.
Ensuring Accountability
In his State of the Union Address, President Clinton announced a package of accountability measures designed
to hold students, teachers, and schools to high standards, and to ensure that school districts and states provide
students with a high quality education. While insisting that states and local governments retain primary
responsibility for education, President Clinton called on Congress to make sure federal dollars support what
works. His proposal emphasizes reforms that a growing number of states, cities, and schools across the nation
are implementing and that are producing clear results. Specifically, the President announced that he will send
to Congress legislation to reauthorize the Elementary and Secondary Education Act to ensure that schools end
social promotion; teachers are qualified to teach the subjects they are assigned; states and districts turn around
their lowest-performing schools; parents get annual report cards on school performance; and schools institute
effective discipline policies.
/\utomatcd Records Management System
Hex· Dump Conversion
�President Clinton and Vice President Gore
Investing in Smaller Classes and Modern Schools in District of Columbia
**Embargoed for Release February 20,1999 (10:06 a.m.)**
In his weekly radio address, President Clinton is urging Congress to pass his education agenda which includes
reducing class size in the early grades to a national average of 18, building and modernizing up to 6,000 schools
nationwide, and strengthening accountability.
Reduced Class Size in the Early Grades
Studies show that smaller classes help teachers provide more personal attention to students and spend less time
on discipline; as a result students learn more and get a stronger foundation in the basic skills. In 1998,
President Clinton proposed to help local schools hire 100,000 well-prepared teachers in order to reduce class
size in grades 1-3 to a national average of 18, and make sure that every child gets a solid foundation in the
basics. Last year, the President signed into law the first installment of his seven year, $12.4 billion proposal to
hire 100,000 new teachers. For the first year, $1.2 billion was provided to help local communities hire 30,000
teachers. Now Congress must provide the next installment of $1.4 billion to fund a total of38,000 teachers:
Under President's Clinton's proposal, District of Columbia would receive $7 million in fiscal
year 2000 to support a total of 178 teachers.
New Classrooms and Modern Schools
One third of all schools are in need of extensive repair, according to the General Accounting Office. School
districts also face the cost of upgrading schools to accommodate new technology and growing enrollments. To
meet these urgent needs, President Clinton in his balanced budget proposes Federal tax credits in lieu of
. interest on nearly $25 billion in bonds to build and modernize up to 6,000 public schools. Two types of bonds
are being proposed: (1) $22 billion in School Modernization Bonds, to help states and local districts build and
modernize public schools with half of the bonds ($11 billion) allocated to the 100 school districts serving the
largest number of low-income children and the other half of the bonds ($11 billion) allocated to states. An
additional $400 million of bonds would available for schools on Indian reservations; and (2) $2.4 billion in
Qualified Zone Academy Bonds to finance renovation and new school construction in Empowerment Zones and
high poverty areas through innovative partnerships between public schools and businesses. Under President
Clinton's proposal:
District of Columbia would receive tax credits to support $114 million in school
modernization.
Ensuring Accountability
In his State of the Union Address, President Clinton announced a package of accountability measures designed
to hold students, teachers, and schools to high standards, and to ensure that school districts and states provide
students with a high quality education. While insisting that states and local governments retain primary
responsibility for education, President Clinton called on Congress to make sure federal dollars support what
works. His proposal emphasizes reforms that a growing number of states, cities, and schools across the nation
are implementing and that are producing clear results. Specifically, the President announced that he will send
to Congress legislation to reauthorize the Elementary and Secondary Education Act to ensure that schools end
social promotion; teachers are qualified to teach the subjects they are assigned; states and districts turn around
their lowest-performing schools; parents get annual report cards on school performance; and schools institute
Aulomaled Records Management System
, rex· Dump Conversion
�effective discipline policies.
J~tltomatcd Records
Management System
Hex-Dump Conversion
�President Clinton and Vice President Gore
Investing in Smaller Classes and Modern Schools in Florida
**Embargoed for Release February 20, 1999 (10:06 a.m.)**
In his weekly radio address, President Clinton is urging Congress to pass his education agenda which includes
reducing class size in the early grades to a national average of 18, building and modernizing up to 6,000 schools
nationwide, and strengthening accountability.
Reduced Class Size in the Early Grades
Studies show that smaller classes help teachers provide more personal attention to students and spend less time
on discipline; as a result students learn more and get a stronger foundation in the basic skills. In 1998,
President Clinton proposed to help local schools hire 100,000 well-prepared teachers in order to reduce class
size in grades 1-3 to a national average of 18, and make sure that every child gets a solid foundation in the
basics. Last year, the President signed into law the first installment of his seven year, $12.4 billion proposal to
hire 100,000 new teachers. For the first year, $1.2 billion was provided to help local communities hire 30,000
teachers. Now Congress must provide the next installment of $1.4 billion to fund a total of 38,000 teachers:
Under President's Clinton's proposal, Florida would receive $63 million in fiscal year 2000
to support a total of 1,749 teachers.
New Classrooms and Modern Schools
One third of all schools are in need of extensive repair, according to the General Accounting Office. School
districts also face the cost of upgrading schools to accommodate new technology and growing enrollments. To
meet these urgent needs, President Clinton in his balanced budget proposes Federal tax credits in lieu of
interest on nearly $25 billion in bonds to build and modernize up to 6,000 public schools. Two types of bonds
are being proposed: (1) $22 billion in School Modernization Bonds to help states and local districts build and
modernize public schools with half of the bonds ($11 billion) allocated to the 100 school districts serving the
largest number of low-income children and the other half of the bonds ($11 billion) allocated to states. . An
additional $400 million of bonds would available for schools on Indian reservations; and (2) $2.4 billion in
Qualified Zone Academy Bonds to finance renovation and new school construction in Empowerment Zones and
high poverty areas through innovative partnerships between public schools and businesses. Under President
Clinton's proposal:
Florida would receive tax credits to support $1,338 million in school modernization.
Ensuring Accountability
In his State of the Union Address, President Clinton announced a package of accountability measures designed
to hold students, teachers, and schools to high standards, and to ensure that school districts and states provide
students with a high quality education. While insisting that states and local governments retain primary
responsibility for education, President Clinton called on Congress to make sure federal dollars support what
works. His proposal emphasizes reforms that a growing number of states, cities, and schools across the nation
are implementing and that are producing clear results. Specifically, the President announced that he will send
to Congress legislation to reauthorize the Elementary and Secondary Education Act to ensure that schools end
social promotion; teachers are qualified to teach the subjects they are assigned; states and districts turn around
their lowest-performing schools; parents get annual report cards on school performance; and schools institute
effective discipline policies.
/~u!oma!ed Records Management System
Hex-Dump Conversion
�President Clinton and Vice President Gore
Investing in Smaller Classes and Modern Schools in Georgia
**Embargoed for Release February 20, 1999 (10:06 a.m.)**
In his weekly radio address, President Clinton is urging Congress to pass his education agenda which includes
reducing class size in the early grades to a national average of 18, building and modernizing up to 6,000 schools
nationwide, and strengthening accountability.
Reduced Class Size in the Early Grades
Studies show that smaller classes help teachers provide more personal attention to students and spend less time
on discipline; as a result students learn more and get a stronger foundation in the basic skills. In 1998,
President Clinton proposed to help local schools hire 100,000 well-prepared teachers in order to reduce class
size in grades 1-3 to a national average of 18, and make sure that every child gets a solid foundation in the
basics. Last year, the President signed into law the first installment of his seven year, $12.4 billion proposal to
hire 100,000 new teachers. For the first year, $1.2 billion was provided to help local communities hire 30,000
teachers .. Now Congress must provide the next installment of $1.4 billion to fund a total of38,000 teachers:
Under President's Clinton's proposal, Georgia would receive $36 million in fiscal year 2000
to support a total of 1,007 teachers.
New Classrooms and Modern Schools
One third of all schools are in need of extensive repair, according to the General Accounting Office. School
districts also face the cost of upgrading schools to accommodate new technology and growing enrollments. To
meet these urgent needs, President Clinton in his balanced budget proposes Federal tax credits in lieu of
interest on nearly $25 billion in bonds to build and modernize up to 6,000 public schools. Two types of bonds
are being proposed: (1) $22 billion in School Modernization Bonds to help states and local districts build and
modernize public schools with half of the bonds ($11 billion) allocated to the 100 school districts serving the
. largest number of low-income children and the other half of the bonds ($11 billion) allocated to states.' An
additional $400 million of bonds would available for schools on Indian reservations; and (2) $2.4 billion in
Qualified Zone Academy Bonds to finance renovation and new school construction in Empowerment Zones and
high poverty areas through innovative partnerships between public schools and businesses. Under President
Clinton's proposal:
Georgia would receive tax credits to support $606 million in school modernization.
Ensuring Accountability
In his State of the Union Address, President Clinton announced a package of accountability measures designed
to hold students, teachers, and schools to high standards, and to ensure that school districts and states provide
students with a high quality education. While insisting that states and local governments retain primary
responsibility for education, President Clinton called on Congress to make sure federal dollars support what
works. His proposal emphasizes reforms that a growing number of states, cities, and schools across the nation
are implementing and that are producing clear results. Specifically, the President announced that he will send
to Congress legislation to reauthorize the Elementary and Secondary Education Act to ensure that schools end
social promotion; teachers are qualified to teach the subjects they are assigned; states and districts turn around
their lowest-performing schools; parents get annual report cards on school performance; and schools institute
effective discipline policies.
J.ulomaled Records Management System
Hex- Dump Conversion
�President Clinton and Vice President Gore
Investing in Smaller Classes and Modern Schools in Hawaii
**Embargoed for Release February 20, 1999 (10:06 a.m.)**
In his weekly radio address, President Clinton is urging Congress to pass his education agenda which includes
r(!ducing class size in the early grades to a national average of 18, building and modernizing up to 6,000 schools
nationwide, and strengthening accountability. .
Reduced Class Size in the Early Grades
Studies show that smaller classes help teachers provide more personal attention to students and spend less time
on discipline; as a result students learn more and get a stronger foundation in the basic skills. In 1998,
President Clinton proposed to help local schools hire 100,000 well-prepared teachers in order to reduce class
size in grades 1-3 to a national average of 18, and make sure that every child gets a solid foundation in the
basics. Last year, the President signed into law the first installment of his seven year, $12.4 billion proposal to
hire 100,000 new teachers. For the first year, $1.2 billion was provided to help local communities hire 30,000
teachers. Now Congress must provide the next installment of $1.4 billion to fund a total of 38,000 teachers:
Under President's Clinton's proposal, Hawaii would receive $7 million in fiscal year 2000 to
support a total of 178 teachers.
New Classrooms and Modern Schools
One third of all schools are in need of extensive repair, according to the General Accounting Office. School
districts also face the cost of upgrading schools to accommodate new technology and growing enrollments. To
meet these urgent needs, President Clinton in his balanced budget proposes Federal tax credits in lieu of
interest on nearly $25 billion in bonds to build and modernize up to 6,000 public schools. Two types of bonds
are being proposed: (1) $22 billion in School Modernization Bonds to help states and local districts build and
modernize public schools with half of the bonds ($11 billion) allocated to the 100 school districts serving the
largest number of low-income children and the other half of the bonds ($11 billion) allocated to states. An
additional $400 million of bonds would available for schools on Indian reservations; and (2) $2.4 billion in
Qualified Zone Academy Bonds to finance renovation and new school construction in Empowerment Zones and
high poverty areas through innovative partnerships between public schools and businesses. Under President
Clinton's proposal:
Hawaii would receive tax credits to support $50 million in school modernization.
Ensuring Accountability
In his State of the Union Address, President Clinton announced a package of accountability measures designed
to hold students, teachers, and schools to high standards, and to ensure that school districts and states provide
students with a high quality education. While insisting that states and local governments retain primary
responsibility for education, President Clinton called on Congress to make sure federal dollars support what
works. His proposal emphasizes reforms that a growing number of states, cities, and schools across the nation
are implementing and that are producing clear results. Specifically, the President announced that he will send
to Congress legislation to reauthorize the Elementary and Secondary Education Act to ensure that schools end
social promotion; teachers are qualified to t~ach the subjects they are assigned; states and districts turn around
their lowest-performing schools; parents get annual report cards on school performance; and schools institute
effective discipline policies.
hlloma{ed Records Management System
Hex· Dum; ("f'nm~iol)
�President Clinton and Vice President Gore
Investing in Smaller Classes and Modern Schools in Idaho
**Embargoed for Release February 20, 1999 (10:06 a.m.)**
In his weekly radio address, President Clinton is urging Congress to pass his education agenda which includes
reducing class size in the early grades to a national average of 18, building and modernizing up to 6,000 schools
nationwide, and strengthening accountability.
Reduced Class Size in the Early Grades
Studies show that smaller classes help teachers provide more personal attention to students and spend less time
on discipline; as a result students learn more and get a stronger foundation in the basic skills. In 1998,
President Clinton proposed to help local schools hire 100,000 well-prepared teachers in order to reduce class
size in grades 1-3 to a national average of 18, and make sure that every child gets a solid foundation in the
basics. Last year, the President signed into law the first installment of his seven year, $12.4 billion proposal to
hire 100,000 new teachers. For the first year, $1.2 billion was provided to help local communities hire 30,000
teachers. Now Congress must provide the next installment of $1.4 billion to fund a total of 38,000 teachers:
Under President's Clinton's proposal, Idaho would receive $7 million in fiscal year 2000 to
. support a total of 178 teachers.
New Classrooms and Modern Schools
One third of all schools are in need of extensive repair, according to the General Accounting Office. School
districts also face the cost of upgrading schools to accommodate new technology and growing enrollments. To
meet these urgent needs, President Clinton in his balanced budget proposes Federal tax credits in lieu of
interest on nearly $25 billion in bonds to build and modernize up to 6,000 public schools. Two types of bonds
are being proposed: (1) $22 billion in School Modernization Bonds to help states and local districts build and
modernize public schools with half of the bonds ($11 billion) allocated to the 100 school districts serving the
largest number of low-income children and the other half of the bonds ($11 billion) allocated to states. An
additional $400 million of bonds would availabie for schools on Indian reservations; and (2) $2.4 billion in
Qualified Zone Academy Bonds to finance renovation and new school construction in Empowerment Zones and
high poverty areas through innovative partnerships between public schools and businesses. Under· President
Clinton's proposal:
Idaho would receive tax credits to support $56 million in school modernization.
Ensuring Accountability
In his State of the Union Address, President Clinton announced a package of accountability measures designed
to hold students, teachers, and schools to high standards, and to ensure that school districts and states provide
students with a high quality education. While insisting that states and local governments retain primary
responsibility for education, President Clinton called on Congress to make sure federal dollars support what
works. His proposal emphasizes reforms that a growing number of states, cities, and schools across the nation
are implementing and that are producing clear results. Specifically, the President announced that he will send
to Congress legislation to reauthorize the Elementary and Secondary Education Act to ensure that schools end
social promotion; teachers are qualified to teach the subjects they are assigned; states and districts turn around
their lowest-performing schools; parents get annual report cards on school performance; and schools institute
effective discipline policies.
Automated Records Management System
flex-Dump Conversion .
�President Clinton and Vice President Gore
Investing in Smaller Classes and Modern Schools in Illinois
**Embargoed for Release February 20, 1999 (10:06 a.m.)**
In his weekly radio address, President Clinton is urging Congress to pass his education agenda which includes
reducing class size in the early grades to a national average of 18, building and modernizing up to 6,000 schools
nationwide, and strengthening accountability.
Reduced Class Size in the Early Grades
Studies show that smaller classes help teachers provide more personal attention to students and spend less time
on discipline; as a result students learn more and get a stronger foundation in the basic skills. In 1998,
President Clinton proposed to help local schools hire 100,000 well-prepared teachers in order to reduce class
size in grades 1-3 to a national average of 18, and make sure that every child gets a solid foundation in the
basics. Last year, the President signed into law the first installment of his seven year, $12.4 billion proposal to
hire 100,000 new teachers. For the first year, $1.2 billion was provided to help local communities hire 30,000
teachers. Now Congress must provide the next installment of $1.4 billion to fund a total of38,000 teachers:
Under President's Clinton's proposal, Illinois would receive $56 million in fiscal year 2000 to
support a total of 1,522 teachers.
New Classrooms and Modern Schools
One third of all schools are in need of extensive repair, according to the General Accounting Office. School
districts also face the cost of upgrading schools to accommodate new technology and growing enrollments. To
meet these urgent needs, President Clinton in his balanced budget proposes Federal tax credits in lieu of
interest on nearly $25 billion in bonds to build and modernize up to 6,000 public schools. Two types of bonds
are being proposed: (1) $22 billion in School Modernization Bonds to help states and local districts build and
modernize public schools with half of the bonds ($11 billion) allocated to the 100 school districts serving the
largest number of low-income children and the other half of the bonds ($11 billion) allocated to states. An
additional $400 million of bonds would available for schools on Indian reservations; and (2) $2.4 billion in
Qualified Zone Academy Bonds to finance renovation and new school construction in Empowerment Zones and
high poverty areas through innovative partnerships between public schools and businesses. Under President
Clinton's proposal:
Illinois would receive tax credits to support $1,125 million in school modernization.
Ensuring Accountability
In his State of the Union Address, President Clinton announced a package of accountability measures designed
to hold students, teachers, and schools to high standards, and to ensure that school districts and states provide
students with a high quality education. While insisting that states and local governments retain primary
responsibility for education, President Clinton called on Congress to make sure federal dollars support what
works. His proposal emphasizes reforms that a growing number of states, cities, and schools across the nation
are implementing and that are producing clear results. Specifically, the President announced that he will send
to Congress legislation to reauthorize the Elementary and Secondary Education Act to ensure that schools end
social promotion; teachers are qualified to teach the subjects they are assigned; states and districts turn around
their lowest-performing schools; parents get annual report cards on school performance; and schools institute
effective discipline policies.
I.u!oma!cd Records Management System
Hex-Dump Conversion
�President Clinton and Vice President Gore
Investing in Smaller Classes and Modern Schools in Indiana
**Embargoed for Release February 20,1999 (10:06 a.m.)**
In his weekly radio address, President Clinton is urging Congress to pass his education agenda which includes
reducing class size in the early grades to a national average of 18, building and modernizing up to 6,000 schools
nationwide, and strengthening accountability.
Reduced Class Size in the Early Grades
Studies show that smaller classes help teachers provide more personal attention to students and spend less time
on discipline; as a result students learn more and get a stronger foundation in the basic skills. In 1998,
President Clinton proposed to help local schools hire 100,000 well-prepared teachers in order to reduce class
size in grades 1-3 to a national average of 18, and make sure that every child gets a solid foundation in the
basics. Last year, the President signed into law the first installment of his seven year, $12.4 billion proposal to
hire 100,000 new teachers. For the first year, $1.2 billion was provided to help local communities hire 30,000
teachers. Now Congress must provide the next installment of $1.4 billion to fund a total of 38,000 teachers:
Under President's Clinton's proposal, Indiana would receive $23 million in fiscal year 2000
to support a total of 640 teachers.
New Classrooms and Modern Schools
One third of all schools are in need of extensive repair, according to the General Accounting Office. School
districts also face the cost of upgrading schools to accommodate new technology and growing enrollments. To
meet these urgent needs, President· Clinton in his balanced budget proposes Federal tax credits in lieu of
interest on nearly $25 billion in bonds to build and modernize up to 6,000 public schools. Two types of bonds
are being proposed: (1) $22 billion in School Modernization Bonds to help states and local districts build and
modernize public schools with half of the bonds ($11 billion) allocated to the 100 school districts serving the
largest number of low-income children and the other half of the bonds ($11 billion) allocated to states. An
additional $400 million of bonds would available for schools on Indian reservations; and (2) $2.4 billion in
Qualified Zone Academy Bonds to finance renovation and new school construction in Empowerment Zones and
high poverty areas through innovative partnerships between public schools and businesses. Under President
Clinton's proposal:
Indiana would receive tax credits to support $327 million in school modernization.
Ensuring Accountability
In his State of the Union Address, President Clinton announced a package of accountability measures designed
to hold students, teachers, and schools to high standards, and to ensure that school districts and states provide
students with a high quality education. While insisting that states and local governments retain primary
responsibility for education, President Clinton called on Congress to make sure federal dollars support what
works. His proposal emphasizes reforms that a growing number of states, cities, and schools across the nation
are implementing and that are producing clear results. Specifically, the President announced that he will send
to Congress legislation to reauthorize the Elementary and Secondary Education Act to ensure that schools end
social promotion; teachers are qualified to teach the subjects they are assigned; states and districts turn around
their lowest-perfortning schools; parents get annual report cards on school perfortnance; and schools institute
effective discipline policies.
/~\llomalcd Records Management System
Hex- Dump Conversion
�President Clinton and Vice President Gore
Investing in Smaller Classes and Modern Schools in Iowa
**Embargoed for Release February 20,1999 (10:06 a.m.)**
In his weekly radio address, President Clinton is urging Congress to pass his education agenda which includes
reducing class size in the early grades to a national average of 18, building and modernizing up to 6,000 schools
nationwide, and strengthening accountability.
Reduced Class Size in the Early Grades
Studies show that smaller classes help teachers provide more personal attention to students and spend less time
on discipline; as a result students learn more and get a stronger foundation in the basic skills. In 1998,
President Clinton proposed to help local schools hire 100,000 well-prepared teachers in order to reduce class
size in grades 1-3 to a national average of 18, and make sure that every child gets a solid foundation in the
basics. Last year, the President signed into law the first installment of his seven year, $12.4 billion proposal to
hire 100,000 new teachers. For the first year, $1.2 billion was provided to help local communities hire 30,000
teachers. Now Congress must provide the next installment of $1.4 billion to fund a total of38,000 teachers:
Under President's Clinton's proposal, Iowa would receive $11 million in fiscal year 2000 to
support a total of 309 teachers.
New Classrooms and Modern Schools
One third of all schools are in need of extensive repair, according to the General Accounting Office. School
districts also face the cost of upgrading schools to accommodate new technology and growing enrollments. To
meet these urgent needs, President Clinton in his balanced budget proposes Federal tax credits in lieu of
interest on nearly $25 billion in bonds to build and modernize up to 6,000 public schools. Two types of bonds
are being proposed: "(1) $22 billion in School Modernization Bonds to help states and local districts build and
modernize public schools with half of the bonds ($11 billion) allocated to the 100 school districts serving the
largest number of low-income children and the other half of the bonds ($11 billion) allocated to states. An
additional $400 million of bonds would available for schools on Indian reservations; and (2) $2.4 billion in
Qualified Zone Academy Bonds to finance renovation and new school construction in Empowerment Zones and
high poverty areas through innovative partnerships between public schools and businesses. Under President
Clinton's proposal:
Iowa would receive tax credits to support $135 million in school modernization.
Ensuring Accountability
In his State of the Union Address, President Clinton announced a package of accountability measures designed
to hold students, teachers, and schools to high standards, and to ensure that school districts and states provide
students with a high quality education. While insisting that states and local governments retain primary
responsibility for education, President Clinton called on Congress to make sure federal dollars support what
works. His proposal emphasizes reforms that a growing number of states, cities, and schools across the nation
are implementing and that are producing clear results. Specifically, the President announced that he will send
to Congress legislation to reauthorize the Elementary and Secondary Education Act to ensure that schools end
social promotion; teachers are qualified to teach the subjects they are assigned; states and districts turn around
their lowest-performing schools; parents get annual report cards on school performance; and schools institute
effective discipline policies.
/~lI{oma{cd Records Management System
lIcx- Dump Conversion
�President Clinton and Vice President Gore
Investing in Smaller Classes and Modern Schools in Kansas
**Embargoed for Release February 20,1999 (10:06 a.m.)**
In his weekly radio address, President Clinton is urging Congress to pass his education agenda which includes
reducing class size in the early grades to a national average of 18, building and modernizing up to 6,000 schools
nationwide, and strengthening accountability.
Reduced Class Size in the Early Grades
Studies show that smaller classes help teachers provide more personal attention to students and spend less time
on discipline; as a result students learn more and get a stronger foundation in the basic skills. In 1998,
President Clinton proposed to help local schools hire 100,000 well-prepared teachers in order to reduce class
size in grades 1-3 to a national average of 18, and make sure that every child gets a solid foundation in the
basics. Last year, the President signed into law the first installment of his seven year, $12.4 billion proposal to
hire 100,000 new teachers. For the first year, $1.2 billion was provided to help local communities hire 30,000
teachers. Now Congress must provide the next installment of$l.4 billion to fund a total of38,000 teachers:
Under President's Clinton's proposal, Kansas would receive $11 million in fiscal year 2000.
to support a total of 301 teachers.
New Classrooms and Modern Schools
One third of all schools are in need of extensive repair, according to the General Accounting Office. School
districts also face the cost of upgrading schools to accommodate new technology and growing enrollments. To
meet these urgent needs, President Clinton in his balanced budget proposes Federal tax credits in lieu of
interest on nearly $25 billion in bonds to build and modernize up to 6,000 public schools. Two types of bonds
are being proposed: (1) $22 billion in School Modernization Bonds to help states and local districts build and
modernize public schools with half of the bonds ($11 billion) allocated to the 100 school districts serving the
largest number of low-income children and the other half of the bonds ($11 billion) allocated to states. An
additional $400 million of bonds would available for schools on Indian reservations; and (2) $2.4 billion in
Qualified Zone Academy Bonds to finance renovation and new school construction in Empowerment Zones and
high poverty areas through innovative partnerships between public schools and businesses. Under President
Clinton's proposal:
Kansas would receive tax credits to support $154 million in school modernization.
Ensuring Accountability
In his State of the Union Address, President Clinton announced a package of accountability measures designed
to hold students, teachers, and schools to high standards, and to ensure that school districts and states provide
students with a high quality education. While insisting that states and local governments retain primary
responsibility for education, President Clinton called on Congress to make sure federal dollars support what
works. His proposal emphasizes reforms that a growing number of states, cities, and schools across the nation
are implementing and that are producing clear results. Specifically, the President announced that he will send
to Congress legislation to reauthorize the Elementary and Secondary Education Act to ensure that schools end
social promotion; teachers are qualified to teach the subjects they are assigned; states and districts turn around
their lowest-performing schools; parents get annual report cards on school performance; and schools institute
effective discipline policies.
J,u{oma{cd Records Management System
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�President Clinton and Vice President Gore
Investing in Smaller Classes and Modern Schools in Kentucky
**Embargoed for Release February 20,1999 (10:06 a.m.)**
In his weekly radio address, President Clinton is urging Congress to pass his education agenda which includes
reducing class size in the early grades to a national average of 18, building and modernizing up to 6,000 schools
nationwide, and strengthening accountability.
Reduced Class Size in the Early Grades
Studies show that smaller classes help teachers provide more personal attention to students and spend less time
on discipline; as a result students learn more and get a stronger foundation in the basic skills. In 1998,
President Clinton proposed to help local schools hire 100,000 well-prepared teachers in order to reduce class
size in grades 1-3 to a national average of 18, and make sure that every child gets a solid foundation in the
basics. Last year, the President signed into law the first installment of his seven yea:r, $12.4 billion proposal to
hire 100,000 new teachers. For the first year, $1.2 billion was provided to help local communities hire 30,000
teachers. Now Congress must provide the next installment of $1.4 billion to fund a total of 38,000 teachers:
Under President's Clinton's proposal, Kentucky would receive $22 million in fiscal year
2000 to support a total of 594 teachers.
New Classrooms and Modern Schools
One third of all schools are in need of extensive repair, according to the General Accounting Office. School
districts also face the cost of upgrading schools to accommodate new technology and growing enrollments. To
meet these urgent needs, President Clinton in his balanced budget proposes Federal tax credits in lieu of
interest on nearly $25 billion in bonds to build and modernize up to 6,000 public schools. Two types of bonds
are being proposed: (1) $22 billion in School Modernization Bonds to help states and local districts build and
modernize public schools with half of the bonds ($11 billion) allocated to the 100 school districts serving the
largest number of low-income children and the other half of the bonds ($11 billion) allocated to states. An
additional $400 million of bonds would available for schools on Indian reservations; and (2) $2.4 billion in
Qualified Zone Academy Bonds to finance renovation and new school construction in Empowerment Zones and
high poverty areas through innovative partnerships between public schools and businesses. Under President
Clinton's proposal:
Kentucky would receive tax credits to support $345 million in school modernization.
Ensuring Accountability
In his State of the Union Address, President Clinton announced a package of accountability measures designed
to hold students, teachers, and schools to high standards, and to ensure that school districts and states provide
students with a high quality education. While insisting that states and local governments retain primary
responsibility for education, President Clinton called on Congress to make sure federal dollars support what
works. His proposal emphasizes reforms that a growing number of states, cities, and schools across the nation
are implementing and that are producing clear results. Specifically, the President announced that he will send
to Congress legislation to reauthorize the Elementary and Secondary Education Act to ensure that schools end
social promotion; teachers are qualified to teach the subjects they are assigned; states and districts turn around
their lowest-performing schools; parents get annual report cards on school performance; and schools institute
effective discipline policies.
I:U{omatcd Records Management System
I.ex· Dump Conversion
�President Clinton and Vice President Gore
Investing in Smaller Classes and Modern Schools in Louisiana
**Embargoed for Release February 20,1999 (10:06 a.m.)**
In his weekly radio address, President Clinton is urging Congress to pass his education agenda which· includes
reducing class size in the early grades to a national average of 18, building and modernizing up to 6,000 schools
nationwide, and strengthening accountability.
Reduced Class Size in the Early Grades
Studies show that smaller classes help teachers provide more personal attention to students and spend less time
on discipline; as a result students learn more and get a stronger foundation in the basic skills. In 1998,
President Clinton proposed to help local schools hire 100,000 well-prepared teachers in order to reduce class
size in grades 1-3 to a national average of 18, and make sure that every child gets a solid foundation in the
basics. Last year, the President signed into law the first installment of his seven year, $12.4 billion proposal to
hire 100,000 new teachers. For the first year, $1.2 billion was provided to help local communities hire 30,000
teachers. Now Congress must provide the next installment of $1.4 billion to fund a total of38,000 teachers:
Under President's Clinton's proposal, Louisiana would receive $33 million in fiscal year
2000 to support a total of 884 teachers.
New Classrooms and Modern Schools
One third of all schools are in need of extensive repair, according to the General Accounting Office. School
districts also face the cost of upgrading schools to accommodate new technology and growing enrollments. To
meet these urgent needs, President Clinton in his balanced budget proposes Federal tax credits in lieu of
interest on nearly $25 billion in bonds to build and modernize up to 6,000 public schools. Two types of bonds
are being proposed: (1) $22 billion in School Modernization Bonds to help states and local districts build and
modemize public schools with half of the bonds ($11 billion) allocated to the 100 school districts serving the
largest number of low-income children and the other half of the bonds ($11 billion) allocated to states. An
additional $400 million of bonds would available for schools on Indian reservations; and (2) $2.4 billion in
Qualified Zone Academy Bonds to finance renovation and new school construction in Empowerment Zones and
high poverty areas through innovative partnerships between public schools and businesses. Under President
Clinton's proposal:
Louisiana would receive tax credits to support $597 million in school modernization.
Ensuring Accountability
In his State of the Union Address, President Clinton announced a package of accountability measures designed
to hold students, teachers, and schools to high standards, and to ensure that school districts and states provide
students with a high quality education. While insisting that states and local governments retain primary
responsibility for education, President Clinton called on Congress to make sure federal dollars support what
works. His proposal emphasizes reforms that a growing number of states, cities, and schools across the nation
are implementing and that are producing clear results. Specifically, the President announced that he will send
to Congress legislation to reauthorize the Elementary and Secondary Education Act to ensure that schools end
social promotion; teachers are qualified to teach the subjects they are assigned; states and districts turn around
their lowest-performing schools; parents get annual report cards on school performance; and schools institute
effective discipline policies.
I.utomated Records Management System
Hex· Dump Conversion
�President Clinton and Vice President Gore
Investing in Smaller Classes and Modern Schools in Maine
**Embargoed for Release February 20, 1999 (10:06 a.m.)**
In his weekly radio address, President Clinton is urging Congress to pass his education agenda which includes
reducing class size in the early grades to a national average ofl8, building and modernizing up to 6,000 schools
nationwide, and strengthening accountability.
Reduced Class Size in the Early Grades
Studies show that smaller classes help teachers provide more personal attention to students and spend less time
on discipline; as a result students learn more and get a stronger foundation in the basic skills. In 1998,
President Clinton proposed to help local schools hire 100,000 well-prepared teachers in order to reduce class
size in grades 1-3 to a national average of 18, and make sure that every child gets a solid foundation in the
basics. Last year, the President signed into law the first installment of his seven year, $12.4 billion proposal to
hire 100,000 new teachers. For the first year, $1.2 billion was provided to help local communities hire 30,000
teachers. Now Congress must provide the next installment of $1.4 billion to fund a total of38,000 teachers:
Under President's Clinton's proposal, Maine would receive $7 million in fiscal year 2000 to
support a total of 178 teachers.
New Classrooms and Modern Schools
One third of all schools are in need of extensive repair, according to the General Accounting Office. School
districts also face the cost of upgrading schools to accommodate new technology and growing enrollments. To
meet these urgent needs, President Clinton in his balanced budget proposes Federal tax credits in lieu of
interest on nearly $25 billion in bonds to build and modernize up to 6,000 public schools. Two types of bonds
are being proposed: (1) $22 billion in School Modernization Bonds to help states and local districts build and
modernize public schools with half of the bonds ($11 billion) allocated to the 100 school districts serving the
largest number of low-income children and the other half of the bonds ($11 billion) allocated to states. An
additional $400 million of bonds would available for schools on Indian reservations; and (2) $2.4 billion in
Qualified Zone Academy Bonds to finance renovation and new school construction in Empowerment Zones and
high poverty areas through innovative partnerships between public schools and businesses. Under President
Clinton's proposal:
Maine would receive tax credits to support $77 million in school modernization.
Ensuring Accountability
In his State of the Union Address, President Clinton announced a package of accountability measures designed
to hold students, teachers, and schools to high standards, and to ensure that school districts and states provide
students with a high quality education. While insisting that states and local governments retain primary
responsibility for education, President Clinton called on Congress to make sure federal dollars support what
works. His proposal emphasizes reforms that a growing number of states, cities, and schools across the nation
are implementing and that are producing clear results. Specifically, the President announced that he will send
to Congress legislation to reauthorize the Elementary and Secondary Education Act to ensure that schools end
~ocial promotion; teachers are qualified to teach the subjects they are assigned; states and districts turn around
their lowest-performing schools; parents get annual report cards on school performance; and schools institute
effective discipline policies.
Automated Records Management System
flex· I),lmp Cc!wmion
�President Clinton and Vice President Gore
Investing in Smaller Classes and Modern Schools in Maryland
**Embargoed for Release February 20,1999 (10:06 a.m.)**
In his weekly radio address, President Clinton is urging Congress to pass his education agenda which includes
reducing class size in the early grades to a national average of 18, building and modernizing up to 6,000 schools
nationwide, and strengthening accountability.
Reduced Class Size in the Early Grades
Studies show that smaller classes help teachers provide more personal attention to students and spend less time
on discipline; as a result students learn more and get a stronger foundation in the basic skills. In 1998,
President Clinton proposed to help local schools hire 100,000 well-prepared teachers in order to reduce class
size in grades 1-3 to a national average of 18, and make sure that every child gets a solid foundation in the
basics. Last year, the President signed into law the first installment of his seven year, $12.4 billion proposal to
hire 100,000 new teachers. For the first year, $1.2 billion was provided to help local communities hire 30,000
teachers. Now Congress must provide the next installment of $1.4 billion to fund a total of 38,000 teachers:
Under President's Clinton's proposal, Maryland would receive $20 million in fiscal year
2000 to support a total of 544 teachers.
New Classrooms and Modern Schools
One third of all schools are in need of extensive repair, according to the General Accounting Office. School
districts also face the cost of upgrading schools to accommodate new technology and growing emollments. To
meet these urgent needs, President Clinton in his balanced budget proposes Federal tax credits in lieu of
interest on nearly $25 billion in bonds to build and modernize up to 6,000 public schools. Two types of bonds
are being proposed: (1) $22 billion in School Modernization Bonds to help states and local districts build and
modernize public schools with half of the bonds ($11 billion) allocated to the 100 school districts serving the
largest number of low-income children and the other half of the bonds ($11 billion) allocated to states. An
additional $400 million of bonds would available for schools on Indian reservations; and (2) $2.4 billion in
Qualified Zone Academy Bonds to finance renovation and new school construction in Empowerment Zones and
high poverty areas through innovative partnerships between public schools and businesses. Under President
Clinton's proposal:
Maryland would receive tax credits to support $352 million in school modernization.
Ensuring Accountability
In his State of the Union Address, President Clinton announced a package of accountability measures designed
to hold students, teachers, and schools to high standards, and to ensure that school districts and states provide
students with a high quality education. While insisting that states and local governments retain primary
responsibility for education, President Clinton called on Congress to make sure federal dollars support what
works. His proposal emphasizes reforms that a growing number of states, cities, and schools across the nation
are implementing and that are producing clear results. Specifically, the President announced that he will send
to Congress legislation to reauthorize the Elementary and Secondary Education Act to ensure that schools end
social promotion; teachers are qualified to teach the subjects they are assigned; states and districts turn around
their lowest-performing schools; parents get annual report cards on school performance; and schools institute
effective discipline policies.
hl(oma(cd Records Management System
ITcx·Dump Conversion
�President Clinton and Vice President Gore
Investing in Smaller Classes and Modern Schools in Massachusetts
**Embargoed for Release February 20,1999 (10:06 a.m.)**
In his weekly radio address, President Clinton is urging Congress to pass his education agenda which includes
reducing class size in the early grades to a national average of 18, building and modernizing up to 6,000 schools
nationwide, and strengthening accountability.
Reduced Class Size in the Early Grades
Studies show that smaller classes help teachers provide more personal attention to students and spend less time
on discipline; as a result students learn more and get a stronger foundation in the basic skills. In 1998,
President Clinton proposed to help local schools hire 100,000 well-prepared teachers in order to reduce class
size in grades 1-3 to a national average of 18, and make sure that every child gets a solid foundation in the
basics. Last year, the President signed into law the first installment of his seven year, $12.4 billion proposal to
hire 100,000 new teachers. For the first year, $1.2 billion was provided to help local communities hire 30,000
teachers. Now Congress must provide the next installment of $1.4 billion to fund a total of38,000 teachers:
Under President's Clinton's proposal, Massachusetts would receive $26 million in fiscal
year 2000 to support a total of 698 teachers.
New Classrooms and Modern Schools
One third of all schools are in need of extensive repair, according to the General Accounting Office. School
districts also face the cost of upgrading schools to accommodate new technology and growing enrollments. To
meet these urgent needs, President Clinton in his balanced budget proposes Federal tax credits in lieu of
interest on nearly $25 billion in bonds to build and modernize up to 6,000 public schools. Two types of bonds
are being proposed: (1) $22 billion in School Modernization Bonds to help states and local districts build and
modernize public schools with half of the bonds ($11 billion) allocated to the 100 school districts serving the
largest number of low-income children and the other half of the bonds ($11 billion) allocated to states. An
additional $400 million of bonds would available for schools on Indian reservations; and (2) $2.4 billion in
Qualified Zone Academy Bonds to finance renovation and new school construction in Empowerment Zones and
high poverty areas through innovative partnerships between public schools and businesses. Under President
Clinton's proposal:
Massachusetts would receive tax credits to support $402 million in school modernization.
Ensuring Accountability
In his State of the Union Address, President Clinton announced a package of accountability measures designed
to hold students, teachers, and schools to high standards, and to ensure that school districts and states provide
students with a high quality education. While insisting that states and local governments retain primary
responsibility for education, President Clinton called on Congress to make sure federal dollars support what
works. His proposal emphasizes reforms that a growing number of states, cities, and schools across the nation
are implementing and that are producing clear results. Specifically, the President announced that he will send
to Congress legislation to reauthorize the Elementary and Secondary Education Act to ensure that schools end
social promotion; teachers are qualified to teach the subjects they are assigned; states and districts turn around
their lowest-performing schools; parents get annual report cards on school performance; and schools institute
effective discipline policies.
/,utomated Records Management System
I Jcx·Dump Conversion
�President Clinton and Vice President Gore
Investing in Smaller Classes and Modern School's in Michigan
**Embargoed for Release February 20,1999 (10:06 a.m.)**
In his weekly radio address, President Clinton is urging Congress to pass his education agenda which includes
reducing class size in the early grades to a national average of 18, building and modernizing up to 6,000 schools
nationwide, and strengthening accountability.
Reduced Class Size in the Early Grades
Studies show that smaller classes help teachers provide more persomil attention to students and spend less time
on discipline; as a result students learn more and get a stronger foundation in the basic skills. In 1998,
President Clinton proposed to help local schools hire 100,000 well-prepared teachers in order to reduce class
size in grades 1-3 to a national average of 18, and make sure that every child gets a solid foundation in the
basics. Last year, the President signed into law the first installment of his seven year, $12.4 billion proposal to
hire 100,000 new teachers. For the first year, $1.2 billion was provided to help local communities hire 30,000
teachers. Now Congress must provide the next installment of $1.4 billion to fund a total of 38,000 teachers:
Under President's Clinton's proposal, Michigan would receive $56 million in fiscal year 2000
to support a total of 1,516 teachers.
New Classrooms and Modern Schools
One third of all schools are in need of extensive repair, according to the General Accounting Office. School
districts also face the cost of upgrading schools to accommodate new technology and growing enrollments. To
meet these urgent needs, President Clinton in his balanced budget proposes Federal tax credits in lieu of
interest on nearly $25 billion in bonds to build and modernize up to 6,000 public schools. Two types of bonds
are being proposed: (l) $22 billion in School Modernization Bonds to help states and local districts build and
modernize public schools with half of the bonds ($11 billion) allocated to the 100 school districts serving the
largest number of low-income children and the other half of the bonds ($11 billion) allocated to states. An
additional $400 million of bonds would available for schools on Indian reservations; and (2) $2.4 billion in
Qualified Zone Academy Bonds to finance renovation and new school construction in Empowerment Zones and
high poverty areas through innovative partnerships between public schools and businesses. Under President
Clinton's proposal:
Michigan would receive tax credits to support $1001 million in school modernization.
Ensuring Accountability
In his State of the Union Address, President Clinton announced a package of accountability measures designed
to hold students, teachers, and schools to high standards, and to ensure that school districts and states provide
students with a high quality education. While insisting that states and local governments retain primary
responsibility for education, President Clinton called on Congress to make sure federal dollars support what
works. His proposal emphasizes reforms that a growing number of states, cities, and schools across the nation
are implementing and that are producing clear results. Specifically, the President announced that he will send
to Congress legislation to reauthorize the Elementary and Secondary Education Act to ensure that schools end
social promotion; teachers are qualified to teach the subjects they are assigned; states and districts turn around
their lowest-performing schools; parents get annual report cards on school performance; and schools institute
effective discipline policies.
/,utomated Records Management System
Hex-Dump Conversion
�President Clinton and Vice President Gore
Investing in Smaller Classes and Modern Schools in Minnesota
**Embargoed for Release February 20,1999 (10:06 a.m.)**
In his weekly radio address, President Clinton is urging Congress to pass his education agenda which includes
reducing class size in the early grades to a national average of 18, building and modernizing up to 6,000 schools
nationwide, and strengthening accountability.
Reduced Class Size in the Early Grades
Studies show that smaller classes help teachers provide more personal attention to students and spend less time
on discipline; as a result students learn more and get a stronger foundation in the basic skills. In 1998,
President Clinton proposed to help local schools hire 100,000 well-prepared teachers in order to reduce class
size in grades 1-3 to a national average of 18, and make sure that every child gets a solid foundation in the
basics. Last year, the President signed into law the first installment of his seven year, $12.4 billion proposal to
hire 100,000 new teachers. For the first year, $1.2 billion was provided to help local communities hire 30,000
teachers. Now Congress must provide the next installment of $1.4 billion to fund a total of 38,000 teachers:
Under President's Clinton's proposal, Minnesota would receive $19 million in fiscal year
2000 to support a total of 519 teachers.
New Classrooms and Modern Schools
One third of all schools are in need of extensive repair, according to the General Accounting Office. School
districts also face the cost of upgrading schools to accommodate new technology and growing enrollments. To
meet these urgent needs, President Clinton in his balanced budget proposes Federal tax credits in lieu of
interest on nearly $25 billion in bonds to build and modernize up to 6,000 public schools. Two types of bonds
are being proposed: (I) $22 billion in School Modernization Bonds to help states and local districts build and
modernize public schools with half of the bonds ($11 billion) allocated to the 100 school districts serving the
largest number of low-income children and the other half of the bonds ($11 billion) allocated to states. An
additional $400 million of bonds would available for schools on Indian reservations; and (2) $2.4 billion in
Qualified Zone Academy Bonds to finance renovation and new school construction in Empowerment Zones and
high poverty areas through innovative partnerships between public schools and businesses. Under President
Clinton's proposal:
Minnesota would receive tax credits to support $266 million in school modernization.
Ensuring Accountability
In his State of the Union Address, President Clinton announced a package of accountability measures designed
to hold students, teachers, and schools to high standards, and to ensure that school districts and states provide
students with a high quality education. While insisting that states and local governments retain primary
responsibility for education, President Clinton called on Congress to make sure federal dollars support what
works. His proposal emphasizes reforms that a growing number of states, cities, and schools across the nation
are implementing and that are producing clear results. Specifically, the President announced that he will send
to Congress legislation to reauthorize the Elementary and Secondary Education Act to ensure that schools end
social promotion; teachers are qualified to teach the subjects they are assigned; states and districts turn around
their lowest-performing schools; parents get annual report cards on school performance; and schools institute
effective discipline policies.
/\ulomaled Records Management System
J lex-Dump Conversion
�President Clinton and Vice President Gore
Investing in Smaller Classes and Modern Schools in Mississippi
**Embargoed for Release February 20,1999 (10:06 a.m.)**
In his weekly radio address, President Clinton is urging Congress to pass his education agenda which includes
reducing class size in the early grades to a national average of 18, building and modernizing up to 6,000 schools
nationwide, and strengthening accountability.
Reduced Class Size in the Early Grades
Studies show that smaller classes help teachers provide more personal attention to students and spend less time
on discipline; as a result students learn more and get a stronger foundation in the basic skiIls. In 1998,
President Clinton proposed to help local schools hire 100,000 wel1-prepared teachers in order to reduce class
size in grades 1-3 to a national average of 18, and make sure that every child gets a solid foundation in the
basics. Last year, the President signed into law the first instal1ment of his seven year, $12.4 billion proposal to
hire 100,000 new teachers. For the first year, $1.2 billion was provided to help local communities hire 30,000
teachers. Now Congress must provide the next instal1ment of$1.4 biIlion to fund a total of38,000 teachers:
Under President's Clinton's proposal, Mississippi would receive $21 million in fiscal year
2000 to support a total of 577 teachers.
New Classrooms and Modern Schools
One third of al1 schools are in need of extensive repair, according to the General Accounting Office. School
districts also face the cost of upgrading schools to accommodate new technology and growing enrollments. To
meet these urgent needs, President Clinton in his balanced budget proposes Federal tax credits in lieu of
interest on nearly $25 bil1ion in bonds to build and modernize up to 6,000 public schools. Two types of bonds
are being proposed: (1) $22 billion in School Modernization Bonds to help states and local districts build and
modernize public schools with half of the bonds ($11 billion) allocated to the 100 school districts serving the
largest number of low-income children and the other half of the bonds ($11 biIlion) al10cated to states. An
additional $400 million of bonds would available for schools on Indian reservations; and (2) $2.4 billion in
Qualified Zone Academy Bonds to finance renovation and new school construction in Empowerment Zones and
high poverty areas through innovative partnerships between public schools and businesses. Under President
Clinton's proposal:
Mississippi would receive tax credits to support $327 million in school modernization.
Ensuring Accountability
In his State of the Union Address, President Clinton announced a package of accountability measures designed
to hold students, teachers, and schools to high standards, and to ensure that school districts and states prov.ide
students with a high quality education. While insisting that states and local governments retain primary
responsibility for education; President Clinton called on Congress to make sure federal dollars support what
works. His proposal emphasizes reforms that a growing number of states, cities, and schools across the nation
are implementing and that are producing clear results. Specifically, the President announced that he will send
to Congress legislation to reauthorize the Elementary and Secondary Education Act to ensure that schools end
social promotion; teachers are· qualified to teach the subjects they are assigned; states and districts turn around
their lowest-performing schools; parents get annual report cards on school performance; and schools institute
effective discipline policies.
Au(omated Records Management S),slmn
UQ?\-Dump Conversion
�President Clinton and Vice President Gore
Investing in Smaller Classes and Modern Schools in Missouri
**Embargoed for Release February 20,1999 (10:06 a.m.)**
In his weekly radio address, President Clinton is urging Congress to pass his education agenda which includes
reducing class size in the early grades to a national average of 18, building and modernizing up to 6,000 schools
nationwide, and strengthening accountability.
Reduced Class Size in the Early Grades
Studies show that smaller classes help teachers provide more personal attention to students and spend less time
on discipline; as a result students learn more and get a stronger foundation in the basic skills. In 1998,
President Clinton proposed to help local schools hire 100,000 well-prepared teachers in order to reduce class
size in grades 1-3 to a national average of 18, and make sure that every child gets a solid foundation in the
basics. Last year, the President signed into law the first installment of his seven year, $12.4 billion proposal to
hire 100,000 new teachers. For the first year, $1.2 billion was provided to help local communities hire 30,000
teachers. Now Congress must provide the next installment of$l.4 billion to fund a total of38,000 teachers:
Under President's Clinton's proposal, Missouri would receive $24 million in fiscal year 2000
to support a total of 649 teachers.
New Classrooms and Modern Schools
One third of all schools are in need of extensive repair, according to the General Accounting Office. School
districts also face the cost of upgrading schools to accommodate new technology and growing enrollments. To
meet these urgent needs, President Clinton in his balanced budget proposes Federal tax credits in lieu of
interest on nearly $25 billion in bonds to build and modernize up to 6,000 public schools. Two types of bonds
are being proposed: (1) $22 billion in School Modernization Bonds to help states and local districts build and
modernize public schools with half of the bonds ($11 billion) allocated to the 100 school districts serving the
largest number of low-income children and the other half of the bonds ($11 billion) allocated to states. An
additional $400 million of bonds would available for schools on Indian reservations; and (2) $2.4 billion in
Qualified Zone Academy Bonds to finance renovation and new school construction in Empowerment Zones and
high poverty areas through innovative partnerships between public schools and businesses. Under President
Clinton's proposal:
Missouri would receive tax credits to support $387 million in school modernization.
Ensuring Accountability
In his State of the Union Address, President Clinton announced a package of accountability measures designed
to hold students, teachers, and schools to high standards, and to ensure that school districts and states provide
students with a high quality education. While insisting that states and local governments retain primary
responsibility for education, President Clinton called on Congress to make sure federal dollars support what
works. His proposal emphasizes reforms that a growing number of states, cities, and schools across the nation
are implementing and that are producing clear results. Specifically, the President announced that he will send
to Congress legislation to reauthorize the Elementary and Secondary Education Act to ensure that schools end
social promotion; teachers are qualified to teach the subjects they are assigned; states and districts turn around
their lowest-performing schools; parents get annual report cards on school performance; and schools institute
effective discipline policies.
Automated Records Management System
n~. Dump Conversion
�President Clinton and Vice President Gore·
Investing in Smaller Classes and Modern Schools in Montana
**Embargoed for Release February 20,1999 (10:06 a.m.)**
In his weekly radio address, President Clinton is urging Congress to pass his education agenda which includes
reducing class size in the early grades to a national average of 18, building and modernizing up to 6,000 schools
nationwide, and strengthening accountability.
Reduced Class Size in the Early Grades
Studies show that smaller classes help teachers provide more personal attention to students and spend less time
on discipline; as a result students learn more and get a stronger foundation in the basic skills. In 1998,
President Clinton proposed to help local schools hire 100,000 well-prepared teachers in order to reduce class
size in grades 1-3 to a national average of 18, and make sure that every child gets a solid foundation in the
basics. Last year, the President signed into law the first installment of his seven year, $12.4 billion proposal to
hire 100,000 new teachers. For the first year, $1.2 billion was provided to help local communities hIre 30,000
teachers. Now Congress must provide the next installment of $1.4 billion to fund a total of 38,000 teachers:
Under President's Clinton's proposal, Montana would receive $7 million in fiscal year 2000
to support a total of 178 teachers.
New Classrooms and Modern Schools
One third of all schools are in need of extensive repair, according to the General Accounting Office. School
districts also face the cost of upgrading schools to accommodate new technology and growing enrollments. To
meet these urgent needs, President Clinton in his balanced budget proposes Federal tax credits in lieu of
interest on nearly $25 billion in bonds to build and modernize up to 6,000 public schools. Two types of bonds
are being proposed: (1) $22 billion in School Modernization Bonds to help states and local districts build and
modernize public schools with half of the bonds ($11 billion) allocated to the 100 school districts serving the
largest number of low-income children and the other half of the bonds ($11 billion) allocated to states. An
additional $400 million of bonds would available for schools on Indian reservations; and (2) $2.4 billion in
Qualified Zone Academy Bonds to finance renovation and new school construction in Empowerment Zones and
high poverty areas through innovative partnerships between public schools and businesses. Under President
Clinton's proposal:
Montana would receive tax credits to support $63 million in school modernization.
Ensuring Accountability
In his State of the Union Address, President Clinton announced a package of accountability measures designed
to hold students, teachers, and schools to high standards, and to ensure that school districts and states provide
students with a high quality education. While insisting that states and local governments retain primary
responsibility for education, President Clinton called on Congress to make sure federal dollars support what
works. His proposal emphasizes reforms that a growing number of states, cities, and schools across the nation
are implementing and that are producing clear results. Specifically, the President announced that he will send
to Congress legislation to reauthorize the Elementary and Secondary Education Act to ensure that schools end
social promotion; teachers are qualified to teach the subjects they are assigned; states and districts turn around
their lowest-performing schools; parents get annual report cards on school performance; and schools institute
effective discipline policies.
/\u(oma(ed Records Management System
Hex-Dump Conversion
�President Clinton and Vice President Gore
Investing in Smaller Classes and Modern Schools in Nebraska
**Embargoed for Release February 20, 1999 (10:06 a.m.)**
In his weekly radio address, President Clinton is urging Congress to pass his education agenda which includes
reducing class size in the early grades to a national average of 18, building and modernizing up to 6,000 schools
nationwide, and strengthening accountability.
Reduced Class Size in the Early Grades
Studies show that smaller classes help teachers provide more personal attention to students and spend less time
on discipline; as a result students learn more and get a stronger foundation in the basic skills. In 1998,
President Clinton proposed to help local schools hire 100,000 well-prepared teachers in order to reduce class
size in grades 1-3 to a national average of 18, and make sure that every child gets a solid foundation in the
basics. Last year, the President signed into law the first installment of his seven year, $12.4 billion proposal to
hire 100,000 new teachers. For the first year, $1.2 billion was provided to help local communities hire 30,000
teachers. Now Congress must provide the next installment of$l.4 billion to fund a total of38,000 teachers:
Under President's Clinton's proposal, Nebraska would receive $7 million in fiscal year 2000
to support a total of 188 teachers.
New Classrooms and Modern Schools
One third of all schools are in need of extensive repair, according to the General Accounting Office. School
districts also face the cost of upgrading schools to accommodate new technology and growing enrollments. To
meet these urgent needs, President Clinton in his balanced budget proposes Federal tax credits in lieu of
interest on nearly $25 billion in bonds to build and modernize up to 6,000 public schools. Two types of bonds
are being proposed: (1) $22 billion in School Modernization Bonds to help states and local districts build and
modernize public schools with half of the bonds ($11 billion) allocated to the 100 school districts serving the
largest number of low-income children and the other half of the bonds ($11 billion) allocated to states. An
additional $400 million of bonds would available for schools on Indian reservations; and (2) $2.4 billion in
Qualified Zone Academy Bonds to finance renovation and new school construction in Empowerment Zones and
high poverty areas through innovative partnerships between public schools and businesses. Under President
Clinton's proposal:
Nebraska would receive tax credits to support $83 million in school modernization.
Ensuring Accountability
In his State of the Union Address, President Clinton announced a package of accountability measures designed
to hold students, teachers, and schools to high standards, and to ensure that school districts and states provide
students with a high quality education. While insisting that states and local governments retain primary
responsibility for education, President Clinton called on Congress to make sure federal dollars support what
works. His proposal emphasizes reforms that a growing number of states, cities, and schools across the nation
are implementing and that are producing clear results. Specifically, the President announced that he will send
to Congress legislation to reauthorize the Elementary and Secondary Education Act to ensure that schools end
social promotion; teachers are qualified to teach the subjects they are assigned; states and districts turn around
their lowest-performing schools; parents get annual report cards on school performance; and schools institute
effective discipline policies.
/.ulomalcd Records Management System
HeX-Dump Conversion
�President Clinton and Vice President Gore
Investing in Smaller Classes and Modern Schools in Nevada
**Embargoed for Release February 20,1999 (10:06 a.m.)**
In his weekly radio address, President Clinton is urging Congress to pass his education agenda which includes
reducing class size in the early grades to a national average of 18, building and modernizing up to 6,000 schools
nationwide, and strengthening accountability.
Reduced Class Size in the Early Grades
Studies show that smaller classes help teachers provide more personal attention to students and spend less time
on discipline; as a result students learn more and get a stronger foundation in the basic skills. In 1998,
President Clinton proposed to help local schools hire 100,000 well-prepared teachers in order to reduce class
size in grades 1-3 to a national average of 18, and make sure that every child gets a solid foundation in the
basics. Last year, the President signed into law the first installment of his seven year, $12.4 billion proposal to
hire 100,000 new teachers. For the first year, $1.2 billion was provided to help local communities hire 30,000
teachers. Now Congress must provide the next installment of $1.4 billion to fund a total of 38,000 teachers:
Under President's Clinton's proposal, Nevada would receive $7 million in fiscal year 2000 to
support a total of 178 teachers.
New Classrooms and Modern Schools
One third of all schools are in need of extensive repair, according to the General Accounting Office. School
districts also face the cost of upgrading schools to accommodate new technology and growing enrollments. To
meet these urgent needs, President Clinton in his balanced budget proposes Federal tax credits in lieu of
interest on nearly $25 billion in bonds to build and modernize up to 6,000 public schools. Two types of bonds
are being proposed: (1) $22 billion in School Modernization Bonds to help states and local districts build and
modernize public schools with half of the bonds ($11 billion) allocated to the 100 school districts serving the
largest number of low-income children and the other half of the bonds ($11 billion) allocated to states. An
additional $400 million of bonds would available for schools on Indian reservations; and (2) $2.4 billion in
Qualified Zone Academy Bonds to finance renovation and new school construction in Empowerment Zones and
high poverty areas through innovative partnerships between public schools and businesses. Under President
Clinton's proposal:
Nevada would receive tax credits to support $90 million in school modernization.
Ensuring Accountability
In his State of the Union Address, President Clinton announced a package of accountability measures designed
to hold students, teachers, and schools to high standards, and to ensure that school districts and states provide
s~dents with a high quality education. While insisting that states and local governments retain primary
responsibility for education, President Clinton called on Congress to make sure federal dollars support what
works. His proposal emphasizes reforms that a growing number of states, cities, and schools across the nation
are implementing and that are producing clear results. Specifically, the President announced that he will send
to Congress legislation to reauthorize the Elementary and Secondary Education Act to ensure that schools end
social promotion; teachers are qualified to teach the subjects they are assigned; states and districts turn around
their lowest-performing schools; parents get annual report cards on school performance; and schools institute
effective discipline policies.
/, utomatcd ReC{)rds Management System
llcx· Dump Convcr;;j on
�President Clinton and Vice President Gore
Investing in Smaller Classes and Modern Schools in New Hampshire
**Embargoed for Release February 20,1999 (10:06 a.m.)**
In his weekly radio. address, President Clintan is urging Congress to. pass his educatian agenda which includes
reducing class size in the early grades to. a natianal average af 18, building and madernizing up to. 6,000 schaals
nationwide, and strengthening accountability.
Reduced Class Size in the Early Grades
Studies show that smaller classes help teachers provide more personal attention to students and spend less time
on discipline; as a result students learn more and get a stronger foundation in the basic skills. In 1998,
President Clinton proposed to help local schools hire 100,000 well-prepared teachers in order to reduce class
size in grades 1-3 to a national average of 18, and make sure that every child gets a solid foundation in the
basics. Last year, the President signed into law the first installment of his seven year, $12.4 bill ian proposal to
hire 100,000 new teachers. For the first year, $1.2 billion was provided to help local communities hire 30,000
teachers. Now Congress must provide the next installment of $1.4 billion to fund a total of 38,000 teachers:
Under President's Clinton's proposal, New Hampshire would receive $7 million in fiscal
year 2000 to support a total of 178 teachers.
New Classrooms and Modern Schools
One third of all schools are in need of extensive repair, according to the General Accounting Office. School
districts also face the cost of upgrading schools to accommodate new technology and growing enrollments. To
meet these urgent needs, President Clinton in his balanced budget proposes Federal tax credits in lieu of
interest on nearly $25 billion in bonds to build and modernize up to 6,000 public schools. Two types of bonds
are being proposed: (1) $22 billion in School Modernization Bonds to help states and local districts build and
modernize public schools with half of the bonds ($11 billion) allocated to the 100 school districts serving the
largest number of low-income children and the other half of the bonds ($11 billion) allocated to states. An
additional $400 million of bonds would available for schools on Indian reservations; and (2) $2.4 billion in
Qualified Zone Academy Bonds to finance renovation and new school construction in Empowerment Zones and
high poverty areas through innovative partnerships between public schools and businesses. Under President
Clinton's proposal:
New Hampshire would receive tax credits to support $45 million in school modernization.
Ensuring Accountability
In his State af the Unian Address, President Clintan annaunced a package af accountability measures designed
to hald students, teachers, and schaals to. high standards, and to. ensure that schaal districts and states provide
students with a high quality education. While insisting that states and lacal gavernments retain primary
respansibility for educatian, President Clintan called an Cangress to. make sure federal dallars suppart what
warks. His propasal emphasizes reforms that a growing number af states, cities, and schaals across the natian
are implementing and that are producing clear results. Specifically, the President annaunced that he will send
to. Cangress legislatian to. reautharize the Elementary and Secondary Educatian Act to. ensure that schaals end
sacial promatian; teachers are qualified to. teach the subjects they are assigned; states and districts turn around
their IDwest-performing schDols; parents get annual repDrt cards an schDal performance; and schDDls institute
effective discipline policies.
/~\ltomatcd Records Management System
1lex-Dump Conversion
�President Clinton and Vice President Gore
Investing in Smaller Classes and Modern Schools in New Jersey
**Embargoed for Release February 20, 1999 (10:06 a.m.)**
In his weekly radio address, President Clinton is urging Congress to pass his education agenda which includes
reducing class size in the early grades to a national average of 18, building and modernizing up to 6,000 schools
nationwide, and strengthening accountability.
Reduced Class Size in the Early Grades
Studies show that smaller classes help teachers provide more personal attention to students and spend less time
on discipline; as a result students learn more and get a stronger foundation in the basic skills. In 1998,
President Clinton proposed to help local schools hire 100,000 well-prepared teachers in order to reduce class
size in grades 1-3 to a national average of 18, and make sure that every child gets a solid foundation in the
basics. Last year, the President signed into law the first installment of his seven year, $12.4 billion proposal to
hire 100,000 new teachers. For the first year, $1.2 billion was provided to help local communities hire 30,000
teachers. Now Congress must provide the next installment of $1.4 billion to fund a total of 38,000 teachers:
Under President's Clinton's proposal, New Jersey would receive $32 million in fiscal year
2000 to support a total of 865 teachers.
New Classrooms and Modern Schools
One third of all schools are in need of extensive repair, according to the General Accounting Office. School
districts also face the cost of upgrading schools to accommodate new technology and growing enrollments. To
meet these, urgent needs, President Clinton in his balanced budget proposes Federal tax credits in lieu of
interest on nearly $25 billion in bonds to build and modernize up to 6,000 public schools. Two types of bonds
are being proposed: (1) $22 billion in School Modernization Bonds to help states and local districts build and
modernize public schools with half of the bonds ($11 billion) allocated to the 100 school districts serving the
largest number of low-income children and the other half of the bonds ($11 billion) allocated to states. An
additional $400 million of bonds would available for schools on Indian reservations; and (2) $2.4 billion in
Qualified Zone Academy Bonds to finance renovation and new school construction in Empowerment Zones and
high poverty areas through innovative partnerships between public schools and businesses. Under President
Clinton's proposal:
New Jersey would receive tax credits to support $527 million in school modernization.
Ensuring Accountability
In his State of the Union Address, President Clinton announced a package of accountability measures designed
to hold students, teachers, and schools to high standards, and to ensure that school districts and states provide
students with a high quality education. While insisting that states and local governments retain primary
responsibility for education, President Clinton called on Congress to make sure federal dollars support what
works. His proposal emphasizes reforms that a growing number of states, cities, and schools across the nation
are implementing and that are producing clear results. Specifically, the President announced that he will send
to Congress legislation to reauthorize the Elementary and Secondary Education Act to ensure that schools end
social promotion; teachers are qualified to teach the subjects they are assigned; states and districts turn around
their lowest-performing schools; parents get annual report cards on school performance; and schools institute
effective discipline policies.
Automated Records Management System
Jlex, Dump Conversion
�President Clinton and Vice President Gore
Investing in Smaller Classes and Modern Schools in New Mexico
**Embargoed for Release February 20,1999 (10:06 a.m.)**
In his weekly radio address, President Clinton is urging Congress to pass his education agenda which includes
reducing class size in the early grades to a national average of 18, building and modernizing up to 6,000 schools
nationwide, and strengthening accountability.
Reduced Class Size in the Early Grades
Studies show that smaller classes help teachers provide more personal attention to students and spend less time
on discipline; as a result students learn more and get a stronger foundation in the basic skills. In 1998,
President Clinton proposed to help local schools hire 100,000 well-prepared teachers in order to reduce class
size in grades 1-3 to a national average of 18, and make sure that every child gets a solid foundation in the
basics. Last year, the President signed into law the first installment of his seven year, $12.4 billion proposal to
hire 100,000 new teachers. For the first year, $1.2 billion was provided to help local communities hire 30,000
teachers. Now Congress must provide the next installment of $1.4 billion to fund a total of 38,000 teachers:
Under President's Clinton's proposal, New Mexico would receive $11 million in fiscal year
2000 to support a total of 314 teachers.
New Classrooms and Modern Schools
One third of all schools are in need of extensive repair, according to the General Accounting Office. School
districts also face the cost of upgrading schools to accommodate new technology and growing enrollments. To
meet these urgent needs, President Clinton in his balanced budget proposes Federal tax credits in lieu of
interest on nearly $25 billion in bonds to build and modernize up to 6,000 public schools. Two types of bonds
are being proposed: (1) $22 billion in School Modernization Bonds to help states and local districts build and
modernize public schools with half of the bonds ($11 billion) allocated to the 100 school districts serving the
largest number of low-income children and the other half of the bonds ($11 billion) allocated to states. An
additional $400 million of bonds would available for schools on Indian reservations; and (2) $2.4 billion in
Qualified Zone Academy Bonds to finance renovation and new school construction in. Empowerment Zones and
high poverty areas through innovative partnerships between public schools and businesses. Under President
Clinton's proposal:
New Mexico would receive tax credits to support $185 million in school modernization.
Ensuring Accountability
In his State of the Union Address, President Clinton announced a package of accountability measures designed
to hold students, teachers, and schools to high standards, and to ensure that school districts and states provide
students with a high quality education. While insisting that states and local governments retain primary
responsibility for education, President Clinton called on Congress to make sure federal dollars support what
works. His proposal emphasizes reforms that a growing number of states, cities, and schools across the nation
are implementing and that are producing clear results. Specifically, the President announced that he will send
to Congress legislation to reauthorize the Elementary and Secondary Education Act to ensure that schools end
social promotion; teachers are qualified to teach the subjects they are assigned; states and districts turn around
their lowest-performing schools; parents get annual report cards on school performance; and schools institute"
effective discipline policies.
I.ulomalcd Records Management System
J Icx- Dum;J
Conversion
�President Clinton and Vice President Gore
Investing in Smaller Classes and Modern Schools in New York
**Embargoed for Release February 20,1999 (10:06 a.m.)**
In his weekly radio address, President Clinton is urging Congress to pass his education agenda which includes
reducing class size in the early grades to a national average of 18, building and modernizing up to 6,000 schools
nationwide, and strengthening accountability.
Reduced Class Size in the Early Grades
Studies show that smaller classes help teachers provide more personal attention to students and spend less time
on discipline; as a result students learn more and get a stronger foundation in the basic skills. In 1998,
President Clinton proposed to help local schools hire 100,000 well-prepared teachers in order to reduce class
size in grades 1-3 to a national average of 18, and make sure that every child gets a solid foundation in the
basics. Last year, the President signed into law the first installment of his seven year, $12.4 billion proposal to
hire 100,000 new teachers. For the first year, $l.2 billion was provided to help local communities hire 30,000
teachers. Now Congress must provide the next installment of $1.4 billion to fund a total of 38,000 teachers:
Under President's Clinton's proposal, New York would receive $127 million in fiscal year
2000 to support a total of 3,497 teachers.
New Classrooms and Modern Schools
One third of all schools are in need of extensive repair, according to the General Accounting Office. School
districts also face the cost of upgrading schools to accommodate new technology and growing enrollments. To
meet these urgent needs, President Clinton in his balanced budget proposes Federal tax credits in lieu of
interest on nearly $25 billion in bonds to build and modernize up to 6,000 public schools. Two types of bonds
are being proposed: (1) $22 billion in School Modernization Bonds to help states and local districts build and
modernize public schools with half of the bonds ($11 billion) allocated to the 100 school districts serving the
largest number of low-income children and the other half of the bonds ($11 billion) allocated to states. An
additional $400 million of bonds would available for schools on Indian reservations; and (2) $2.4 billion in
Qualified Zone Academy Bonds to finance renovation and new school construction in Empowerment Zones and
high poverty areas through innovative partnerships between public schools and businesses. Under President
Clinton's proposal:
New York would receive tax credits to support $2751 million in school modernization.
Ensuring Accountability
In his State of the Union Address, President Clinton announced a package of accountability measures designed
to hold students, teachers, and schools to high standards, and to ensure that school districts and states provide
students with a high quality education. While insisting that states and local governments retain primary
responsibility for education, President Clinton called on Congress to make sure federal dollars support what
works. His proposal emphasizes reforms that a growing number of states, cities, and schools across the nation
are implementing and that are producing clear results. Specifically, the President announced that he will send
to Congress legislation to reauthorize the Elementary and Secondary Education Act to ensure that schools end
social promotion; teachers are qualified to teach the subjects they are assigned; states and districts turn around
their lowest-performing schools; parents get annual report cards on school performance; and schools institute
effective discipline policies.
Automated Records Management System
Hex· Dump Conversion
�President Clinton and Vice President Gore
Investing in Smaller Classes and Modern Schools in North Carolina
**Embargoed for Release February 20,1999 (10:06 a.m.)**
In his weekly radio address, President Clinton is urging Congress to pass his education agenda which includes
reducing class size in the early grades to a national average of 18, building and modernizing up to 6,000 schools
nationwide, and strengthening accountability.
Reduced Class Size in the Early Grades
Studies show that smaller classes help teachers provide more personal attention to students and spend less time
on discipline; as a result students learn more and get a stronger foundation in the basic skills. In 1998,
President Clinton proposed to help local schools hire 100,000 well-prepared teachers in order to reduce class
size in grades 1-3 to a national average of 18, and make sure that every child gets a solid foundation in the
basics. Last year, the President signed into law the first installment of his seven year, $12.4 billion proposal to
hire 100,000 new teachers. For the first year, $1.2 billion was provided to help local communities hire 30,000
teachers. Now Congress must provide the next installment of $1.4 billion to fund a total of 38,000 teachers:
Under President's Clinton's proposal, North Carolina would receive $29 million in fiscal
year 2000 to support a total of 790 teachers.
New Classrooms and Modern Schools
One third of all schools are in need of extensive repair, according to the General Accounting Office. School
districts also face the cost of upgrading schools to accommodate new technology and growing enrollments. To
meet these urgent needs, President Clinton in his balanced budget proposes Federal tax credits in lieu of
interest on nearly $25 billi9n in bonds to build and modernize up to 6,000 public schools. Two types of bonds
are being proposed: (1) $22 billion in School Modernization Bonds to help states and local districts build and
modernize public schools with half of the bonds ($11 billion) allocated to the 100 school districts serving the
largest number of low-income children and the other half of the bonds ($11 billion) allocated to states. An
additional $400 million of bonds would available for schools on Indian reservations; and (2) $2.4 billion in
Qualified Zone Academy Bonds to finance renovation and new school construction in Empowerment Zones and
high poverty areas through innovative partnerships between public schools and businesses. Under President
Clinton's proposal:
North Carolina would receive tax credits to support $390 million in school modernization.
Ensuring Accountability
In his State of the Union Address, President Clinton announced a package of accountability measures designed
to hold students, teachers, and schools to high standards, and to ensure that school districts and states provide
students with a high quality education. While insisting that states and local governments retain primary
responsibility for education, President Clinton called on Congress to make sure federal dollars support what
works. His proposal emphasizes reforms that a growing number of states, cities, and schools across the nation
are implementing and that are producing clear results. Specifically, the President announced that he will send
to Congress legislation to reauthorize the Elementary and Secondary Education Act to ensure that schools end
social promotion; teachers are qualified to teach the subjects they are assigned; states and districts turn around
their lowest-performing schools; parents get annual report cards on school performance; and schools institute
effective discipline policies.
/; u{oma{cd Records Management System
Hex-Dump Conversion
�President Clinton and Vice President Gore
Investing in Smaller Classes and Modern Schools in North Dakota
**Embargoed for Release February 20, 1999 (10:06 a.m.)**
In his weekly radio address, President Clinton is urging Congress to pass his education agenda which includes
reducing class size in the early grades to a national average of 18, building and modernizing up to 6,000 schools
nationwide, and strengthening accountability.
Reduced Class Size in the Early Grades
Studies show that smaller classes help teachers provide more personal attention to students and spend less time
on discipline; as a result students learn more and get a stronger foundation in the basic skills. In 1998,
President Clinton proposed to help local schools hire 100,000 well-prepared teachers in order to reduce class
size in grades 1-3 to a national average of 18, and make sure that every child gets a solid foundation in the
basics. Last year, the President signed into law the first installment of his seven year, $12.4 billion proposal to
hire 100,000 new teachers. For the first year, $1.2 billion was provided to help local communities hire 30,000
teachers. Now Congress must provide the next installment of$l.4 billion to fund a total of38,000 teachers:
Under President's Clinton's proposal, North Dakota would receive $7 million in fiscal year
2000 to support a total of 178 teachers.
New Classrooms and Modern Schools
One third of all schools are in need of extensive repair, according to the General Accounting Office. School
districts also face the cost of upgrading schools to accommodate new technology and growing enrollments. To
meet these urgent needs, President Clinton in his balanced budget proposes Federal tax credits in lieu of
interest on nearly $25 billion in bonds to build and modernize up to 6,000 public schools. Two types of bonds
are being proposed: (1) $22 billion in School Modernization Bonds to help states and local districts build and
modernize public schools with half of the bonds ($11 billion) allocated to the 100 school districts serving the
largest number of low-income children and the other half of the bonds ($11 billion) allocated to states. An
additional $400 million of bonds would available for schools on Indian reservations; and (2) $2.4 billion in
Qualified Zone Academy Bonds to finance renovation and new school construction in Empowerment Zones and
high poverty areas through innovative partnerships between public schools and businesses. Under President
Clinton's proposal:
North Dakota would receive tax credits to support $47 million in school modernization.
Ensuring Accountability
In his State of the Union Address, President Clinton announced a package of accountability measures designed
to hold students, teachers, and schools to high standards, and to ensure that school districts and states provide
students with a high quality education. While insisting that states and local governments retain primary
responsibility for education, President Clinton called on Congress to make sure federal dollars support what
works. His proposal emphasizes reforms that a growing number of states, cities, and schools across the nation
are implementing and that are producing clear results. Specifically, the President announced that he will send
to Congress legislation to reauthorize the Elementary and Secondary Education Act to ensure that schools end
social promotion; teachers are qualified to teach the subjects they are assigned; states and districts tum around
their lowest-performing schools; parents get annual report cards on school performance; and schools institute
effective discipline policies.
/~lI(oma(cd Records Management System
�President Clinton and Vice President Gore
Investing in Smaller Classes and Modern Schools in Ohio
**Embargoed for Release February 20, 1999 (10:06 a.m.)**
In his weekly radio address, President Clinton is urging Congress to pass his education agenda which includes
reducing class size in the early grades to a national average of 18, building and modernizing up to 6,000 schools
nationwide, and strengthening accountability.
Reduced Class Size in the Early Grades
Studies show that smaller classes help teachers provide more personal attention to students and spend less time
on discipline; as a result students learn more and get a stronger foundation in the basic skills. In 1998,
President Clinton proposed to help local schools hire 100,000 well-prepared teachers in order to reduce class
size in grades 1-3 to a national average of 18, and make sure that every child gets a solid foundation in the
basics. Last year, the President signed into law the first installment of his seven year, $12.4 billion proposal to
hire 100,000 new teachers. For the first year, $1.2 billion was provided to help local communities hire 30,000
teachers. Now Congress must provide the next installment of$1.4 billion to fund a total ~f38,000 teachers:
Under President's Clinton's proposal, Ohio would receive $52 million in fiscal year 2000 to
support a total of 1,401 teachers.
New Classrooms and Modern Schools
One third of all schools are in need of extensive repair, according to the General Accounting Office. School
districts also face the cost of upgrading schools to accommodate new technology and growing enrollments. To
meet these urgent needs, President Clinton in his balanced budget proposes Federal tax credits in lieu of
interest on nearly $25 billion in bonds to build and modernize up to 6,000 public schools. Two types of bonds
are being proposed: (1) $22 billion in School Modernization Bonds to help states and local districts build and
modernize public schools with half of the bonds ($11 billion) allocated to the 100 school districts serving the
largest number of low-income children and the other half of the bonds ($11 billion) allocated to states. An
additional $400 million of bonds would available for schools on Indian reservations; and (2) $2.4 billion in
Qualified Zone Academy Bonds to finance renovation and new school construction in Empowerment Zones and
high poverty areas through innovative partnerships between public schools and businesses. Under President
Clinton's proposal:
Ohio would receive tax credits to support $949 million in school modernization.
Ensuring Accountability
In his State of the Union Address, President Clinton announced a package of accountability measures designed
to hold students, teachers, and schools to high standards, and to ensure that school districts and states provide
students with a high quality education.· While insisting that states and local governments retain primary
responsibility for education, President Clinton called on. Congress to make sure federal dollars support what
works. His proposal emphasizes reforms that a growing number of states, cities, and schools across the nation
are implementing and that are producing clear results. Specifically, the President announced that he will send
to Congress legislation to reauthorize the Elementary and Secondary Education Act to ensure that schools end
social promotion; teachers are qualified to teach the subjects they are assigned; states and districts turn around
their lowest-performing schools; parents get annual report cards on school performance; and schools institute
effective discipline policies.
J~lI{oma{cd Records Management System
J Tex· Dump Convcr,ion
�President Clinton and Vice President Gore
Investing in Smaller Classes and Modern Schools in Oklahoma
**Embargoed for Release February 20,1999 (10:06 a.m.)**
In his weekly radio address, President Clinton is urging Congress to pass his education agenda which includes
reducing class size in the early grades to a national average of 18, building and modernizing up to 6,000 schools
. nationwide, and strengthening accountability.
Reduced Class Size in the Early Grades
Studies show that smaller classes help teachers provide more personal attention to students and spend less time
on discipline; as a result students learn more and get a stronger foundation in the basic skills. In 1998,
President Clinton proposed to help local schools hire 100,000 well-prepared teachers in order to reduce class
size in grades 1-3 to a national average of 18, and make sure that every child gets a solid foundation in the
basics. Last year, the President signed into law the first installment of his seven year, $12.4 billion proposal to
hire 100,000 new teachers. For the first year, $1.2 billion was provided to help local communities hire 30,000
teachers. Now Congress must provide the next installment of $1.4 billion to fund a total of 38,000 teachers:
Under President's Clinton's proposal, Oklahoma would receive $16 million in fiscal year
2000 to support a total of 431 teachers.
New Classrooms and Modern Schools
One third of all schools are in need of extensive repair, according to the General Accounting Office. School
districts also face the cost of upgrading schools to accommodate new technology and growing enrollments. To
meet these urgent needs, President Clinton in his balanced budget proposes Federal tax credits in lieu of
interest on nearly $25 billion in bonds to build and modernize up to 6,000 public schools. Two types of bonds
are being proposed: (1) $22 billion in School Modernization Bonds to help states and local districts build and
modernize public schools with half of the bonds ($11 billion) allocated to the 100 school districts serving the
largest number of low-income children and the other half of the bonds ($11 billion) allocated to states. An
additional $400 million of bonds would available for schools on Indian reservations; and (2) $2.4 billion in
Qualified Zone Academy Bonds to finance renovation and new school construction in Empowerment Zones and
high poverty areas through innovative partnerships between public schools and businesses. Under President
Clinton's proposal:
Oklahoma would receive tax credits to support $270 million in school modernization.
Ensuring Accountability
In his State of the Union Address, President Clinton announced a package of accountability measures designed
to hold students, teachers, and schools to high standards, and to ensure that school districts and states provide
students with a high quality education. While insisting that states and local governments retain primary
responsibility for education, President Clinton called on Congress to make sure federal dollars support what
works. His proposal emphasizes reforms that a growing number of states, cities, and schools across the nation
are implementing and that are producing clear results. Specifically, the President announced that he will send
to Congress legislation to reauthorize the Elementary and Secondary Education Act to ensure that schools end
social promotion; teachers are qualified to teach the subjects they are assigned; states and districts turn around
their lowest-performing schools; parents get annual report cards on school performance; and schools institute
effective discipline policies.
hltomatccl Records Management System
TIcx-Dump Conversion
�President Clinton and Vice President Gore
Investing in Smaller Classes and Modern Schools in Oregon
**Embargoed for Release February 20, 1999 (10:06 a.m.)**
In his weekly radio address, President Clinton is urging Congress to pass his education agenda which includes
reducing class size in the early grades to a national average of 18, building and modernizing up to 6,000 schools
nationwide, and strengthening accountability.
Reduced Class Size in the Early Grades
Studies show that smaller classes help teachers provide more personal attention to students and spend less time
on discipline; as a result students learn more and get a stronger foundation in the basic skills. In 1998,
President Clinton proposed to help local schools hire 100,000 well-prepared teachers in order to reduce class
size in grades 1-3 to a national average of 18, and make sure that every child gets a solid foundation in the
basics. Last year, the President signed into law the first installment of his seven year, $12.4 billion proposal to
hire 100,000 new teachers. For the first year, $1.2 billion was provided to help local communities hire 30,000
teachers. Now Congress must provide the next installment of $1.4 billion to fund a total of 38,000 teachers:
Under President's Clinton's proposal, Oregon would receive $13 million in f1scal year 2000
to support a total of 363 teachers.
New Classrooms and Modern Schools
One third of all schools are in need of extensive repair, according to the General Accounting Office. School
districts also face the cost of upgrading schools to accommodate new technology and growing enrollments. To
meet these urgent needs, President Clinton in his balanced budget proposes Federal tax credits in lieu of
interest on nearly $25 billion in bonds to build and modernize up to 6,000 public schools. Two types of bonds
are being proposed: (l) $22 billion in School Modernization Bonds to help states and local districts build and
modernize public schools with half of the bonds ($11 billion) allocated to the 100 school districts serving the
largest number of low-income children and the other half of the bonds ($11 billion) allocated to states. An
additional $400 million of bonds would available for schools on Indian reservations; and (2) $2.4 billion in
Qualified Zone Academy Bonds to finance renovation and new school construction in Empowerment Zones and
high poverty areas through innovative partnerships between public schools and businesses. Under President
Clinton's proposal:
Oregon would receive tax credits to support $191 million in school modernization.
Ensuring Accountability
In his State of the Union Address, President Clinton announced a package of accountability measures designed
to hold s!Udents, teachers, and schools to high standards, and to ensure that school districts and states provide
students with a high quality education. While insisting that states and local governments retain primary
responsibility for education, President Clinton called on Congress to make sure federal dollars support what
works. His proposal emphasizes reforms that a growing number of states, cities, and schools across the nation
are implementing and that are producing clear results. Specifically, the President announced that he will send
to Congress legislation to reauthorize the Elementary and Secondary Education Act to ensure that schools end
social promotion; teachers are qualified to teach the subjects they are assigned; states and districts turn around
their lowest-performing schools; parents get annual report cards on school performance; and schools institute
effective discipline policies.
/,u(omaled Records Management System
Hex·Dump Conversion
�President Clinton and Vice President Gore
Investing in Smaller Classes and Modern Schools in Pennsylvania
**Embargoed for Release February 20,1999 (10:06 a.m.)**·
In his weekly radio address, President Clinton is urging Congress to pass his education agenda which includes
reducing class size in the early grades to a national average of 18, building and modernizing up to 6,000 schools
nationwide, and strengthening accountability.
Reduced Class Size in the Early Grades
Studies show that smaller classes help teachers provide more personal attention to students and spend less time
on discipline; as a result students learn more and get a stronger foundation in the basic skills. In 1998,
President Clinton proposed to help local schools hire 100,000 well-prepared teachers in order to reduce class
size in grades 1-3 to a national average of 18, and make sure that every child gets a solid foundation in the
basics. Last year, the President signed into law the first installment of his seven year, $12.4 billion proposal to
hire 100,000 new teachers. For the first year, $1.2 billion was provided to help local communities hire 30,000
teachers. Now Congress must provide the next installment of$l.4 billion to fund a total of38,000 teachers:
Under. President's Clinton's proposal, Pennsylvania would receive $57 million in fiscal year
2000 to support a total of 1,545 teachers.
New Classrooms and Modern Schools
One third of all schools are in need of extensive repair, according to the General Accounting Office. School
districts also face the cost of upgrading schools to accommodate new technology and growing enrollments. To
meet these urgent needs, President Clinton in his balanced budget proposes Federal tax credits in lieu of
interest on nearly $25 billion in bonds to build and modernize up to 6,000 public schools. Two types of bonds
are being proposed: (1) $22 billion in School Modernization Bonds to help states and local districts build and
modernize public schools with half of the bonds ($11 billion) allocated to the 100 school districts serving the
largest number of low-income children and the other half of the bonds ($11 billion) allocated to states. An
additional $400 million of bonds would available for schools on Indian reservations; and (2) $2.4 billion in
Qualified Zone Academy Bonds to finance renovation and new school construction in Empowerment Zones and
high poverty areas through innovative partnerships between public schools and businesses. Under President
Clinton's proposal:
Pennsylvania would receive tax credits to support $1008 million in school modernization.
Ensuring Accountability
In his State of the Union Address, President Clinton announced a package of accountability measures designed
to hold students, teachers, and schools to high standards, and to ensure that school districts and states provide
students with a high quality education. While insisting that states and local governments retain primary
responsibility for education, President Clinton called on Congress to make sure federal dollars support what
works. His proposal emphasizes reforms that a growing. number of states, cities, and schools across the nation
are implementing and that are producing clear results. Specifically, the President announced that he will send
to Congress legislation to reauthorize the Elementary and Secondary Education Act to ensure that schools end
social promotion; teachers are qualified to teach the subjects they are assigned; states and districts turn around
their lowest-performing schools; parents get annual report cards on school performance; and schools institute
effective discipline policies.
Automated Records Management System
Hex· Dump Conversion
�President Clinton and Vice President Gore
Investing in Smaller Classes and Modern Schools in Puerto Rico
**Embargoed for Release February 20,1999 (10:06 a.m.)**
In his weekly radio address, President Clinton is urging Congress to pass his education agenda which includes
reducing class size in the early grades to a national average of 18, building and modernizing up to 6,000 schools
nationwide, and strengthening accountability.
Reduced Class Size in the Early Grades
Studies show that smaller classes help teachers provide more personal attention to students and spend less time
on discipline; as a result students learn more and get a stronger foundation in the basic skills. In 1998,
President Clinton proposed to help local schools hire 100,000 well-prepared teachers in order to reduce class
size in grades 1-3 to a national average of 18, and make sure that every child gets a solid foundation in the
basics. Last year, the President signed into law the first installment of his seven year, $12.4 billion proposal to
hire 100,000 new teachers. For the first year, $1.2 billion was provided to help local communities hire 30,000
teachers. Now Congress must provide the next installment of $1.4 billion to fund a total of 38,000 teachers:
Under President's Clinton's proposal, Puerto Rico would receive $45 million in fiscal year
2000 to support a total of 1,161 teachers.
New Classrooms and Modern Schools
One third of all schools are in need of extensive repair, according to the General Accounting Office. School
districts also face the cost of upgrading schools to accommodate new technology and growing enrollments. To
meet these urgent needs, President Clinton in his balanced budget proposes Federal tax credits in lieu of
interest on nearly $25 billion in bonds to build and modernize up to 6,000 public schools. Two types of bonds
are being proposed: (1) $22 billion in School Modernization Bonds to help states and local districts build and
modernize public schools with half of the bonds ($11 billion) allocated to the 100 school districts serving the
largest number of low-income children and the other half of the bonds ($11 billion) allocated to states. An
additional $400 million of bonds would available for schools on Indian reservations; and (2) $2.4 billion in
Qualified Zone Academy Bonds to finance renovation and new school construction in Empowerment Zones and
high poverty areas through innovative partnerships between public schools and businesses. Under President
Clinton's proposal:
Puerto Rico would receive tax credits to support $637 million in school modernization.
Ensuring Accountability
In his State of the Union Address, President Clinton announced a package of accountability measures designed
to hold students, teachers, and schools to high standards, and to ensure that school districts and states provide
students with a high quality education. While insisting that states and local governments retain primary
responsibility for education, President Clinton called on Congress to make sure federal dollars support what
works. His proposal emphasizes reforms that a growing number of states, cities, and schools across the nation
are implementing and that are producing clear results. Specifically, the President announced that he will send
to Congress legislation to reauthorize the Elementary and Secondary Education Act to ensure that schools end
social promotion; teachers are qualified to teach the subjects they are assigned; states and districts turn around
their lowest-performing schools; parents get annual report cards on school performance; and schools institute
effective discipline policies.
J.ulomalcd Records Management System
Hex· Dump Conversion
�President Clinton and Vice President Gore
Investing in Smaller Classes and Modern Schools in Rhode Island
**Embargoed for Release February 20, 1999 (10:06 a.m.)**
In his weekly radio address, President Clinton is urging Congress to pass his education agenda which includes
reducing class size in the early grades to a national average of 18, building and modernizing up to 6,000 schools
nationwide, and strengthening accountability.
Reduced Class Size in the Early Grades
Studies show that smaller classes help teachers provide more personal attention to students and spend less time
on discipline; as a result students learn more and get a stronger foundation in the basic skills. In 1998,
President Clinton proposed to help local schools hire 100,000 well-prepared teachers in order to reduce class
size in grades 1-3 to a national average of 18, and make sure that every child gets a solid foundation in the
basics. Last year, the President signed into law the first installment of his seven year, $12.4 billion proposal to
hire 100,000 new teachers. For the first year, $1.2 billion was provided to help local communities hire 30,000
teachers. Now Congress must provide the next installment of$l.4 billion to fund a total of38,000 teachers:
Under President's Clinton's proposal, Rhode Island would receive $7 million in fiscal year
2000 to support a total of 178 teachers .
.New Classrooms and Modern Schools
One third of all schools are in need of extensive repair, according to the General Accounting Office. School
districts also face the cost of upgrading schools to accommodate new technology and growing enrollments. To
meet these urgent needs, President Clinton in his balanced budget proposes Federal tax credits in lieu of
interest on nearly $25 billion in bonds to build and modernize up to 6,000 public schools. Two types of bonds
are being proposed: (1) $22 billion in School Modernization Bonds to help states and local districts build and
modernize public schools with half of the bonds ($11 billion) allocated to the 100 school districts serving the
largest number of low-income children and the other half of the bonds ($11 billion) allocated to states. An
additional $400 million of bonds would available for schools on Indian reservations; and (2) $2.4 billion in
Qualified Zone Academy Bonds to finance renovation and new school construction in Empowerment Zones and
high poverty areas through innovative partnerships between public schools and businesses. Under President
Clinton's proposal:
Rhode Island would receive tax credits to support $81 million in school modernization.
Ensuring Accountability
In his State of the Union Address, President Clinton announced a package of accountability measures designed
to hold students, teachers, and schools to high standards, and to ensure that school districts and states provide
students with a high quality education. While insisting that states and local governments retain primary
responsibility for education, President Clinton called on Congress to make sure federal dollars support what
works. His proposal emphasizes reforms that a growing number of states, cities, and schools across the nation
are implementing and that are producing clear results. Specifically, the President announced that he will send
to Congress legislation to reauthorize the Elementary and Secondary Education Act to ensure that schools end
social promotion; teachers are qualified to teach the subjects they are assigned; states and districts turn around
their lowest-performing schools; parents get annual report cards on school performance; and schools institute
effective discipline policies.
/\utomatcd Records Management Systcm
Ikx·Dump Convcrsion
�President Clinton and Vice President Gore
Investing in Smaller Classes and Modern Schools in South Carolina
**Embargoed for Release February 20,1999 (10:06 a.m.)**
In his weekly radio address, President Clinton is urging Congress to pas~ his education agenda which includes
reducing class size in the early grades to a national average of 18, building and modernizing up to 6,000 schools
nationwide, and strengthening accountability.
Reduced Class Size in the Early Grades
Studies show that smaller classes help teachers provide more personal attention to students and spend less time
on discipline; as a result students learn more and get a stronger foundation in the basic skills. In 1998,
President Clinton proposed to help local schools hire 100,000 well-prepared teachers in order to reduce class
size in grades 1-3 to a national average of 18, and make sure that every child gets a solid foundation in the
basics. Last year, the President signed into law the first installment of his seven year, $12.4 billion proposal to
hire 100,000 new teachers. For the first year, $1.2 billion was provided to help local communities hire 30,000
teachers. Now Congress must provide the next installment of$1.4 billion to fund a total of38,000 teachers:
Under President's Clinton's proposal, South Carolina would receive $17 million in fiscal
year 2000 to support a total of 468 teachers.
New Classrooms and Modern Schools
One third of all schools are in need of extensive repair, according to the General Accounting Office. School
districts also face the cost of upgrading schools to accommodate new technology and growing enrollments. To
meet these urgent needs, President Clinton in his balanced budget proposes Federal tax credits in lieu of
interest on nearly $25 billion in bonds to build and modernize up to 6,000 public schools. Two types of bonds
are being proposed: (l) $22 billion in School Modernization Bonds to help states and local districts build and
modernize public schools with half of the bonds ($11 billion) allocated to the 100 school districts serving the
largest number of low-income children and the other half of the bonds ($11 billion) allocated to states. An
additional $400 million of bonds would available for schools on Indian reservations; and (2) $2.4 billion in
Qualified Zone Academy Bonds to finance renovation and new school construction in Empowerment Zones and
high poverty areas through innovative partnerships between public schools and businesses. Under President
Clinton's proposal:
South Carolina would receive tax credits to support $262 million in school modernization.
Ensuring Accountability
In his State of the Union Address, President Clinton announced a package of accountability measures designed
to hold students, teachers, and schools to high standards, and to ensure that school districts and states provide
students with a high quality education. While insisting that states and local governments retain primary
responsibility for education, President Clinton called on Congress to make sure federal dollars support what
works. His proposal emphasizes reforms that a growing number of states, cities, and schools across the nation
are implementing and that are producing clear results. Specifically, the President announced that he will send
to Congress legislation to reauthorize the Elementary and Secondary Education Act to ensure that schools end
social promotion; teachers are qualified to teach the subjects they are assigned; states and districts turn around
their lowest-performing schools; parents get annual report cards on school performance; and schools institute
effective discipline policies.
Aulomaled Records Management System
�President Cliilton and Vice President Gore
Investing in Smaller Classes and Modern Schools in South Dakota
**Embargoed for Release February 20, 1999 (10:06 a.m.)**
In his weekly radio address, President Clinton is. urging Congress to pass his education agenda which includes
reducing class size in the early grades to a national average of 18, building and modernizing up to 6,000 schools
nationwide, and strengthening accountability.
Reduced Class Size in the Early Grades
Studies show that smaller classes help teachers provide more personal attention to students and spend less time
on discipline; as a result students learn more and get a stronger foundation in the basic skills. In 1998,.
President Clinton proposed to help local schools hire 100,000 well-prepared teachers in order to reduce class
size in grades 1-3 to a national average of 18, and make sure that every child gets a solid foundation in the
basics. Last year, the President signed into law the first installment of his seven year, $12.4 billion proposal to
hire 100,000 new teachers. For the first year, $1.2 billion was provided to help local communities hire 30,000
teachers. Now Congress must provide the next installment of $1.4 billion to fund a total of 38,000 teachers:
Under President's Clinton's proposal, South Dakota would receive $7 million in fiscal year
2000 to support a total of 178 teachers.
New Classrooms and Modern Schools
One third of all schools are in need of extensive repair, according to the General Accounting Office. School
districts also face the cost of upgrading schools to accommodate new technology and growing enrollments. To
meet these urgent needs, President Clinton in his balanced budget proposes Federal tax credits in lieu of
interest on nearly $25 billion in bonds to build and modernize up to 6,000 public schools. Two types of bonds
are being proposed: (1) $22 billion in School Modernization Bonds to help states and local districts build and
modernize public schools with half of the bonds ($11 billion) allocated to the 100 school districts serving the
largest number of low-income children and the other half of the bonds ($11 billion) allocated to states. An
additional $400 million of bonds would available for schools on Indian reservations; and (2) $2.4 billion in
Qualified Zone Academy Bonds to finance renovation and new school construction in Empowerment Zones and
high poverty areas through innovative partnerships between public schools and businesses. Under President
Clinton's proposal:
South Dakota would receive tax credits to support $48 million in school modernization.
Ensuring Accountability
In his State of the Uniori Address, President Clinton announced a package of accountability measures designed
to hold. students, teachers, and schools to high standards, and to ensure that school districts and states provide
students with a high quality education. While insisting that states and local governments retain primary
responsibility for education, President Clinton called on Congress to make sure federal dollars support what
works. His proposal emphasizes reforms that a growing number of states, cities, and schools across the nation
are implementing and that are producing clear results. Specifically, the President announced that he will send
to Congress legislation to reauthorize the Elementary and Secondary Education Act to ensure that schools end
social promotion; teachers are qualified to teach the subjects they are assigned; states and districts turn around
their lowest-performing schools; parents get annual report cards on school performance; and schools institute
effective discipline policies.
/,utomatcd Records Management System
I Tex· Dump Conversion
�President Clinton and Vice President Gore
Investing in Smaller Classes and Modern Schools in Tennessee
**Embargoed for Release February 20, 1999 (10:06 a.m.)**
In his weekly radio address, President Clinton is urging Congress to pass his education agenda which includes
reducing class size in the early grades to a national average of 18, building and modernizing up to 6,000 schools
nationwide, and strengthening accountability.
Reduced Class Size in the Early Grades
Studies show that smaller classes help teachers provide more personal attention to students and spend less time
on discipline; as a result students learn more and get a stronger foundation in the basic skills. In 1998,
President Clinton proposed to help local schools hire 100,000 well-prepared teachers in order to reduce class
size in grades 1-3 to a national average of 18, and make sure that every child gets a solid foundation in the
basics. Last year, the President signed into law the first installment of his seven year, $12.4 billion proposal to
hire 100,000 new teachers. For the first year, $1.2 billion was provided to help local communities hire 30,000
teachers. Now Congress must provide the next installment of $1.4 billion to fund a total of 38,000 teachers:
Under President's Clinton's proposal, Tennessee would receive $23 million in fiscal year
2000 to support a total of 628 teachers.
New Classrooms and Modern Schools
One third of all schools are in need of extensive repair, according to the General Accounting Office. School
districts also face the cost of upgrading schools to accommodate new technology and growing enrollments. To
meet these urgent needs, President Clinton in his balanced budget proposes Federal tax credits in lieu of
interest on nearly $25 billion in bonds to build and modernize up to 6,000 public schools. Two types of bonds
are being proposed: (1) $22 billion in School Modernization Bonds to help states and local districts build and
modernize public schools with half of the bonds ($11 billion) allocated to the 100 school districts serving the
largest number of low-income children and the other half of the bonds ($11 billion) allocated to states. An
additional $400 million of bonds would available for schools on Indian reservations; and (2) $2.4 billion in
Qualified Zone Academy Bonds to finance renovation and new school construction in Empowerment Zones and
high poverty areas through innovative partnerships between public schools and businesses. Under President
Clinton's proposal:
Tennessee would receive tax credits to support $397 million in school modernization.
Ensuring Accountability
In his State.of the Union Address, President Clinton announced a package of accountability measures designed
to hold students, teachers, and schools to high standards, and to ensure that school districts and states provide
students with a high quality education. While insisting that states and local governments retain primary
responsibility for education, President Clinton called on Congress to make sure federal dollars support what
works. His proposal emphasizes reforms that a growing number of states, cities, and schools across the nation
are implementing and that are producing clear results. Specifically, the President announced that he will send
to Congress legislation to reauthorize the Elementary and Secondary Education Act to ensure that schools end
social promotion; teachers are qualified to teach the subjects they are assigned; states and districts turn around
their lowest-performing schools; parents get annual report cards on school performance; and schools institute
effective discipline policies.
Automated Records Management System
TIcx-Dump Conversion
�President Clinton and Vice President Gore
Investing in Smaller Classes and Modern Schools in Texas
**Embargoed for Release February 20, 1999 (10:06 a.m.)**
In his weekly radio address, President Clinton is urging Congress to pass his education agenda which includes
reducing class size in the early grades to a national average of 18, building and modernizing up to 6,000 schools
nationwide, and strengthening accountability.
Reduced Class Size in the Early Grades
Studies show that smaller classes help teachers provide more personal attention to students and spend less time
on discipline; as a result students learn more and get a stronger foundation in the basic skills. In 1998,
President Clinton proposed to help local schools hire 100,000 well-prepared teachers in order to reduce class
size in grades 1-3 to a national average of 18, and make sure that every child gets a solid foundation in the
basics. Last year, the President signed into law the first installment of his seven year, $12.4 billion proposal to
hire 100,000 new teachers. For the first year, $1.2 billion was provided to help local communities hire 30,000
teachers. Now Congress must provide the next installment of $1.4 billion to fund a total of 38,000 teachers:
Under President's Clinton's proposal, Texas would receive $114 million in fiscal year 2000 to
support a total of 3,112 teachers.
New Classrooms and Modern Schools
One third of all schools are in need of extensive repair, according to the General Accounting Office. School
districts also face the cost of upgrading schools to accommodate new technology and growing enrollments. To
meet these urgent needs, President Clinton in his balanced budget proposes Federal tax credits in lieu of
interest on nearly $25 billion in bonds to build and modernize up to 6,000 public schools. Two types of bonds
are being proposed: (1) $22 billion in School Modernization Bonds to help states and local districts build and
modernize public schools with half of the bonds ($11 billion) allocated to the 100 school districts serving the
largest number of low-income children and the other half of the bonds ($11 billion) allocated to states. An
additional $400 million of bonds would available for schools on Indian reservations; and (2) $2.4 billion in
Qualified Zone Academy Bonds to finance renovation and new school construction in Empowerment Zones and
high poverty areas through innovative partnerships between public schools and businesses. Under President
Clinton's proposal:
Texas would receive tax credits to support $2150 million in school modernization.
Ensuring Accountability
In his State of the Union Address, President Clinton announced a package of accountability measures designed
to hold students, teachers, and schools to high standards, and to ensure that school districts and states provide
students with a high quality education. While insisting that states and local governments retain primary
responsibility for education, President Clinton called on Congress to make sure federal dollars support what
works. His proposal emphasizes reforms that a growing number of states, cities, and schools across the nation
are implementing and that are producing clear results. Specifically, the President announced that he will send
to Congress legislation to reauthorize the Elementary and Secondary Education Act to ensure that schools end
social promotion; teachers are qualified to teach the subjects they are assigned; states and districts turn around
their lowest-performing schools; parents get annual report cards on school performance; and schools institute
effective discipline policies.
/,ulomaled Records Management System
TIcx·Dump Conversion
�President Clinton and Vice President Gore
Investing in Smaller Classes and Modern Schools in Utah
**Embargoed for Release February 20,1999 (10:06 a.m.)**
In his weekly radio address, President Clinton is urging Congress to pass his education agenda which includes
reducing class size in the early grades to a national average of 18, building and modernizing up to 6,000 schools
nationwide, and strengthening accountability.
Reduced Class Size in the Early Grades
Studies show that smaller classes help teachers provide more personal attention to students and spend less time
on discipline; as a result students learn more and get a stronger foundation in the basic skills. In 1998,
President Clinton proposed to help local schools hire 100,000 well-prepared teachers in order to reduce class
size in grades 1-3 to a national average of 18, and make sure that every child gets a solid foundation in the
basics. Last year, the President signed into law the first installment of his seven year, $12.4 billion proposal to
hire 100,000 new teachers. For the first year, $1.2 billion was provided to help local communities hire 30,000
teachers. Now Congress must provide the next installment of$l.4 billion to fund a total of38,000 teachers:
Under President's Clinton's proposal, Utah would receive $9 million in fiscal year 2000 to
support a total of 245 teachers.
New Classrooms and Modern Schools
One third of all schools are in need of extensive repair, according to the General Accounting Office. School
districts also face the cost of upgrading schools to accommodate new technology and growing enrollments. To
meet these urgent needs, President Clinton in his balanced budget proposes Federal tax credits in lieu of
interest on nearly $25 billion in bonds to build and modernize up to 6,000 public schools. Two types of bonds
are being proposed: (1) $22 billion in School Modernization Bonds to help states and local districts build and
. modernize public schools with half of the bonds ($11 billion) allocated to the 100 school districts serving the
largest number of low-income children and the other half of the bonds ($11 billion) allocated to states. An
additional $400 million of bonds would available for schools on Indian reservations; and (2) $2.4 billion in
Qualified Zone Academy Bonds to finance renovation and new school construction in Empowerment Zones and
high poverty areas through innovative partnerships between public schools and businesses. Under President
Clinton's proposal:
Utah would receive tax credits to support $85 million in school modernization .
.
Ensuring Accountability
In his State of the Union Address, President Clinton announced a package of accountability measures designed
to hold students, teachers, and schools to high standards, and to ensure that school districts and states provide
students with a high quality education. While insisting that states and local governments retain primary
responsibility for education, President Clinton called on Congress to make sure federal dollars support what
works. His proposal emphasizes reforms that a growing number of states, cities, and schools across the nation
are implementing and that are producing clear results. Specifically, the President announced that he will send
to Congress legislation to reauthorize the Elementary and Secondary Education Act to ensure that schools end.
social promotion; teachers are qualified to teach the subjects they are assigned; states and districts turn around
their lowest-performing schools; parents get annual report cards on school performance; and schools institute·
effective discipline policies.
Automated Records Management System
Hex·Dump Conversion
�President Clinton and Vice President Gore
Investing in Smaller Classes and Modern Schools in Vermont
**Embargoed for Release February 20,1999 (10:06 a.m.)**
In his weekly radio address, President Clinton is urging Congress to pass his education agenda which includes
reducing class size in the early grades to a national average of 18, building and modernizing up to 6,000 schools
nationwide, and strengthening accountability.
Reduced Class Size in the Early Grades
Studies show that smaller classes help teachers provide more personal attention to students and spend less time
on discipline; as a result students learn more and get a stronger foundation in the basic skills. In 1998,
President Clinton proposed to help local schools hire 100,000 well-prepared teachers in order to reduce class
size in grades 1-3 to a national average of 18, and make sure that every child gets a solid foundation in the
basics. Last year, the President signed into law the first installment of his seven year, $12.4 billion proposal to
hire 100,000 new teachers. For the first year, $1.2 billion was provided to help local communities hire 30,000
teachers. Now Congress must provide the next installment of $1.4 billion to fund a total of 38,000 teachers:
Under President's Clinton's p'roposal, Vermont would receive $7 million in fiscal year 2000
to support a total of 178 teachers.
New Classrooms and Modern Schools
One third of all schools are in need of extensive repair, according to the General Accounting Office. School
districts also face the cost of upgrading schools to accommodate new technology and growing enrollments. To
meet these urgent needs, President Clinton in his balanced budget proposes Federal tax credits in lieu of
interest on nearly $25 billion in bonds to build and modernize up to 6,000 public schools. Two types of bonds
are being proposed: (1) $22 billion in School Modernization Bonds to help states and local districts build and
modernize public schools with half of the bonds ($11 billion) allocated to the 100 school districts serving the
largest number of low-income children and the other half of the bonds ($11 billion) allocated to states. An
additional $400 million of bonds would available for schools on Indian reservations; and (2) $2.4 billion in
Qualified Zone Academy Bonds to finance renovation and new school construction in Empowerment Zones and
high poverty areas through innovative partnerships between public schools and businesseS. Under President
Clinton's proposal:
Vermont would receive tax credits to support $44 million in school modernization.
Ensuring Accountability
In his State of the Union Address, President Clinton announced a package of accountability measures designed
to hold students, teachers, and schools to high standards, and to ensure that school districts and states provide
students with a high quality education. While insisting that states and local governments retain primary
responsibility for education, President Clinton called on Congress to make sure federal dollars support what
works. His proposal emphasizes reforms that a growing number of states, cities, and schools across the nation
are implementing and that are producing clear results. Specifically, the President announced that he will send
to Congress legislation to reauthorize the Elementary and Secondary Education Act to ensure that schools end
social promotion; teachers are qualified to teach the subjects they are assigned; states and districts turn around
their lowest-performing schools; parents get annual report cards on school performance; and schools institute
effective discipline policies.
/~u{oma{cd Record !If,
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Lex-Dump Conversion
�President Clinton and Vice President Gore
Investing in Smaller Classes and Modern Schools in Virginia
**Embargoed for Release February 20, 1999 (10:06 a.m.)**
In his weekly radio address, President Clinton is urging Congress to pass his education agenda which includes
reducing class size in the early grades to a national average of 18, building and modernizing up to 6,000 schools
nationwide, and strengthening accountability.
Reduced Class Size in the Early Grades
Studies show that smaller classes help teachers provide more personal attention to students and spend less time
on discipline; as a result students learn more and get a stronger foundation in the basic skills. In 1998,
President Clinton proposed to help local schools hire 100,000 well-prepared teachers in order to reduce class
size in grades 1-3 to a national average of 18, and make sure that every child gets a solid foundation in the
basics. Last year, the President signed into law the first installment of his seven year, $12.4 billion proposal to
hire 100,000 new teachers. For the first year, $1.2 billion was provided to help local communities hire 30,000
teachers. Now Congress must provide the next installment of $1.4 billion to fund a total of 38,000 teachers:
Under President's Clinton's proposal, Virginia would receive $24 million in fiscal year 2000
to support a total of 663 teachers.
New Classrooms and Modern Schools
One third of all schools are in need of extensive repair, according to the General Accounting Office. School
districts also face the cost of upgrading schools to accommodate new technology and growing enrollments. To
meet these urgent needs, President Clinton in his balanced budget proposes Federal tax credits in lieu of
interest on nearly $25 billion in bonds to build and modernize up to 6,000 public schools. Two types of bonds
are being proposed: (1) $22 billion in School Modernization Bonds to help states and local districts build and
modernize public schools with half of the bonds ($11 billion) allocated to the 100 school districts serving the
largest number of low-income children and the other half of the bonds ($11 billion) allocated to states. An
additional $400 million of bonds would available for schools on Indian reservations; and (2) $2.4 billion in
Qualified Zone Academy Bonds to finance renovation and new school construction in Empowerment Zones and
high poverty areas through innovative partnerships between public schools and businesses. Under President
Clinton's proposal:
Virginia would receive tax credits to support $317 million in school modernization.
Ensuring Accountability
In his State of the Union Address, President Clinton announced a package of accountability measures designed
to hold students, teachers, and schools to high standards, and to ensure that school districts and states provide
students with a high quality education. While insisting that states and local governments retain primary
responsibility for education, President Clinton called on Congress to make sure federal dollars support what
works. His proposal emphasizes reforms that a growing number of states, cities, and schools across the nation
are implementing and that are producing clear results. Specifically, the President announced that he will send
to Congress legislation to reauthorize the Elementary and Secondary Education Act to ensure that schools end
social promotion; teachers are qualified to teach the subjects they are assigned; states and districts turn around
their lowest-performing schools; parents get annual report cards on school performance; and schools institute
effective discipline policies.
1~II!oma!cd Rccords Management System
Jrex-Dump Conversion
�President Clinton and Vice President Gore
Investing in Smaller Classes and Modern Schools in Washington
**Embargoed for Release February 20,1999 (10:06 a.m.)**
In his weekly radio address, President Clinton is urging Congress to pass his education agenda which includes
reducing class size in the early grades to a national average of 18, building and modernizing up to 6,000 schools
nationwide, and strengthening accountability.
Reduced Class Size in the Early Grades
Studies show that smaller classes help teachers provide more personal attention to students and spend less time
on discipline; as a result students learn more and get a stronger foundation in the basic skills. In 1998,
President Clinton proposed to help local schools hire 100,000 well-prepared teachers in order to reduce class
size in grades 1-3 to a national average of 18, and make sure that every child gets a solid foundation in the
basics. Last year, the President signed into law the first installment of his seven year, $12.4 billion proposal to
hire 100,000 new teachers. For the first year, $1.2 billion was provided to help local communities hire 30,000
teachers. Now Congress must provide the next installment of $1.4 billion to fund a total of 38,000 teachers:
Under President's Clinton's proposal, Washington would receive $23 million in fiscal year
2000 to support a total of 617 teachers.
New Classrooms and Modern Schools
One third of all schools are in need of extensive repair, according to the General Accounting Office. School
districts also face the cost of upgrading schools to accommodate new technology and growing enrollments. To
meet these urgent needs, President Clinton in his balanced budget proposes Federal tax credits in lieu of
interest on nearly $25 billion in bonds to build and modernize up to 6,000 public schools. Two types of bonds
are being proposed: (1) $22 billion in School Modernization Bonds to help states and local districts build and
modernize public schools with half of the bonds ($11 billion) allocated to the 100 school districts serving the
largest number of low-income children and the other half of the bonds ($11 billion) allocated to states. An
additional $400 million of bonds would available for schools on Indian reservations; and (2) $2.4 billion in
Qualified Zone Academy Bonds to finance renovation and new school construction in Empowerment Zones and
high poverty areas through innovative partnerships between public schools and businesses. Under President
Clinton's proposal:
Washington would receive tax credits to support $285 million in school modernization.
Ensuring Accountability
In his State of the Union Address, President Clinton announced a package of accountability measures designed
to hold students, teachers, and schools to high standards, and to ensure that school districts and states provide
students with a high quality education. While insisting that states and local governments retain primary
responsibility for education, President Clinton called on Congress to make sure federal dollars support what
works. His proposal emphasizes reforms that a growing number of states, cities, and schools across the nation
are implementing and that are producing clear results. Specifically, the President announced that he will send
to Congress legislation to reauthorize the Elementary and Secondary Education Act to ensure that schools end
social promotion; teachers are qualified to teach the subjects they are assigned; states and districts turn around
their lowest-performing schools; parents get annual report cards on school performance; and schools institute
effective discipline policies.
Automated RCC01'ds Management System
Ilex· Dump Conversion
�President Clinton and Vice President Gore
Investing in Smaller Classes and Modern Schools in West Virginia
**Embargoed for Release February 20,1999 (10:06 a.m.)**
In his weekly radio address, President Clinton is urging Congress to pass his education agenda which includes
reducing class size in the early grades to a national average of 18, building and modernizing up to 6,000 schools
nationwide, and strengthening accountability.
Reduced Class Size in the Early Grades
Studies show that smaller classes help teachers provide more personal attention to students and spend less time
on discipline; as a result students learn more and get a stronger foundation in the basic skills. In 1998,
President Clinton proposed to help local schools hire 100,000 well-prepared teachers in order to reduce class
size in grades 1-3 to a national average of 18, and make sure that every child gets a solid foundation in the
basics. Last year, the President signed into law the first installment of his seven year, $12.4 billion proposal to
hire 100,000 new teachers. For the first year, $1.2 billion was provided to help local communities hire 30,000
teachers. Now Congress must provide the next installment of $1.4 billion to fund a total of 38,000 teachers:
Under President's Clinton's proposal, West Virginia would receive $13 million in fiscal year
2000 to support a total of 340 teachers.
New Classrooms and Modern Schools
One third of all schools are in need of extensive repair, according to the General Accounting Office. School
districts also face the cost of upgrading schools to accommodate new technology and growing enrollments. To
meet these urgent needs, President Clinton in his balanced budget proposes Federal tax credits in lieu of
interest on nearly $25 billion in bonds to build and modernize up to 6,000 public schools. Two types of bonds
are being proposed: (I) $22 billion in School Modernization Bonds to help states and local districts build and
modernize public schools with half of the bonds ($11 billion) allocated to the 100 school districts serving the
largest number of low-income children and the other half of the bonds ($11 billion) allocated to states. An
additional $400 million of bonds would available for schools on Indian reservations; and (2) $2.4 billion in
Qualified Zone Academy Bonds to finance renovation and new school construction in Empowerment Zones and
high poverty areas through innovative partnerships between public schools and businesses. Under President
Clinton's proposal:
West Virginia would receive tax credits to support $178 million in school modernization.
Ensuring Accountability
In his State of the Union Address, President Clinton announced a package of accountability measures designed
to hold students, teachers, and schools to high standards, and to ensure that school districts and states provide
students with a high quality education. While insisting that states and local governments retain primary
responsibility for education, President Clinton called on Congress to make sure federal dollars support what
works. His proposal emphasizes reforms that a growing number of states, cities, and schools across the nation
are implementing and that are producing clear results. Specifically, the President announced that he will send
to Congress legislation to reauthorize the Elementary and Secondary Education Act to ensure that schools end
social promotion; teachers are qualified to teach the subjects they are assigned; states and districts turn around
their lowest-performing schools; parents get annual report cards on school performance; and schools institute
effective discipline policies.
Automated Records Management System
IIcx·Dump Conversion
�President Clinton and Vice President Gore
Investing in Smaller Classes and Modern Schools in Wisconsin
**Embargoed for Release February 20,1999 (10:06 a.m.)**
In his weekly radio address, President Clinton is urging Congress to pass his education agenda which includes
reducing class size in the early grades to a national average of 18, building and modernizing up to 6,000 schools
nationwide, and strengthening accountability.
Reduced Class Size in the Early Grades
Studies show that smaller classes help teachers provide more personal attention to students and spend less time
on discipline; as a result students learn more and get a stronger foundation in the basic skills. In 1998,
President Clinton proposed to help local schools hire 100,000 well-prepared teachers in order to reduce class
size in grades 1-3 to a national average of 18, and make sure that every child gets a solid foundation in the
basics. Last year, the President signed into law the first installment of his seven year, $12.4 billion proposal to
hire 100,000 new teachers. For the first year, $l.2 billion was provided to help local communities hire 30,000
teachers. Now Congress must provide the next installment of$1.4 billion to fund a total of38,000 teachers:
Under President's Clinton's proposal, Wisconsin would receive $23 million in fiscal year
2000 to support a total of 639 teachers.
New Classrooms and Modern Schools
One third of all schools are in need of extensive repair, according to the General Accounting Office. School
districts also face the cost of upgrading schools to accommodate new technology and growing enrollments. To
meet these urgent needs, President Clinton in his balanced budget proposes Federal tax credits in lieu of
interest on nearly $25 billion in bonds to build and modernize up to 6,000 public schools. Two types of bonds
are being proposed: (1) $22 billion in School Modernization Bonds to help states and local districts build and
modernize public schools with half of the bonds ($11 billion) allocated to the 100 school districts serving the
largest number of low-income children and the other half of the bonds ($11 billion) allocated to states. An
additional $400 million of bonds would available for schools on Indian reservations; and (2) $2.4 billion in
Qualified Zone Academy Bonds to finance renovation and new school construction in Empowerment Zones and
high poverty areas through innovative partnerships between public schools and businesses. Under President
Clinton's proposal:
Wisconsin would receive tax credits to support $419 million in school modernization.
Ensuring Accountability
In his State of the Union Address, President Clinton announced a package of accountability measures designed
to hold students, teachers, and schools to high standards, and to ensure that school districts and states provide
students with a high quality education. While insisting that states and local governments retain primary
responsibility for education, President Clinton called on Congress to make sure federal dollars support what
works. His proposal emphasizes reforms that a growing number of states, cities, and schools across the nation
are implementing and that are producing clear results. Specifically, the President announced that he will send
to Congress legislation to reauthorize the Elementary and Secondary Education Act to ensure that schools end
social promotion; teachers are qualified to teach the subjects they are assigned; states and districts tum around
their lowest-performing schools; parents get annual report cards on school performance; and schools institute
effective discipline policies.
Automated Records Management System
lIcx-Dump Conversion
�President Clinton and Vice President Gore
Investing in Smaller Classes and Modern Schools in Wyoming
**Embargoed for Release February 20, 1999 (10:06 a.m.)**
In his weekly radio address, President Clinton is urging Congress to pass his education agenda which includes
reducing class size in the early grades to a national average of 18, building and modernizing up to 6,000 schools
nationwide, and strengthening accountability.
Reduced Class Size in the Early Grades
Studies show that smaller classes help teachers provide more persona) attention to students and spend less time
on discipline; as a result students learn more and get a stronger foundation in the basic skills. In 1998,
President Clinton proposed to help local schools hire 100,000 well-prepared teachers in order to reduce class
size in grades 1-3 to a national average of 18, and make sure that every child gets a solid foundation in the
basics. Last year, the President signed into law the first installment of his seven year, $12.4 billion proposal to
hire 100,000 new teachers. For the first year, $1.2 billion was provided to help local communities hire 30,000
teachers. Now Congress must provide the next installment of $1.4 billion to fund a total of 38,000 teachers:
Under President's Clinton's proposal, Wyoming would receive $7 million in fiscal year 2000
to support a total of 178 teachers.
New Classrooms and Modern Schools
One third of all schools are in need of extensive repair, according to the General Accounting Office. School
districts also face the cost of upgrading schools to accommodate new technology and growing enrollments. To
meet these urgent needs, President Clinton in his balanced budget proposes Federal tax credits in lieu of
interest on nearly $25 billion in bonds to build and modernize up to 6,000 public schools. Two types of bonds
are being proposed: (1) $22 billion in School Modernization Bonds to help states and local districts build and
modernize public schools with half of the bonds ($11 billion) allocated to the 100 school districts serving the
largest number of low-income children and the other half of the bonds ($11 billion) allocated to states. An
additional $400 million of bonds would available for schools on Indian reservations; and (2) $2.4 billion in
Qualified Zone Academy Bonds to finance renovation and new school construction in Empowerment Zones and
high poverty areas through innovative partnerships between public schools and businesses. Under President
Clinton's proposal:
Wyoming would receive tax credits to support $43 million in school modernization.
Ensuring Accountability
In his State of the Union Address, President Clinton announced a package of accountability measures designed
to hold students, teachers, and schools to high standards, and to ensure that school districts and states provide
students with a high quality education. While insisting that states and local governments retain primary
responsibility for education, President Clinton called on Congress to make sure federal dollars support what
works. His proposal emphasizes reforms that a growing number of states, cities, and schools across the nation
are implementing and that are producing clear results. Specifically, the President announced that he will send
to Congress legislation to reauthorize the Elementary and Secondary Education Act to ensure that schools end
social promotion; teachers are qualified to teach the subjects they are assigned; states and districts turn around
their lowest-performing schools; parents get annual report cards on school performance; and schools institute
effective discipline policies.
Au{oma{ed Records Management System
1lex-Dump Conversion
�"
':ARMS ElT)ail System
Page 1 of 2
RECORD TYPE: PRESIDENTIAL
(NOTES MAIL)
CREATOR: Charles R. Marr ( CN=Charles R. Marr/OU=OPD/O=EOP [ OPD 1 )
CREATION DATE/TIME: 19-FEB-1999 16:23:16.00
SUBJECT:
Revised Davis-Bacon Memo
TO: Daniel_Bernal
READ: UNKNOWN
Daniel_Bernal @ ed.gov @ inet [ UNKNOWN 1 )
TO: Broderick Johnson ( CN=Broderick Johnson/OU=WHO/O=EOP @ EOP [ WHO 1 )
READ:UNKNOWN
TO: David W. Beier ( CN=David W. Beier/O=OVP @ OVP [ UNKNOWN 1 )
READ: UNKNOWN
TO: Sandra Yamin ( CN=Sandra Yamin/OU=OMB/O=EOP @ EOP [ OMB 1 )
READ: UNKNOWN
TO: Elena Kagan ( CN=Elena Kagan/OU=OPD/O=EOP @ EOP [ OPD 1 )
READ: UNKNOWN
TO: kcurran ( kcurran @ fenix2.dol-esa.gov @ inet [ UNKNOWN 1
READ:UNKNOWN
TO: Susan_Frost
READ:UNKNOWN
Susan_Frost @ ed.gov @ inet [ UNKNOWN 1 )
TO: Jonathan H. Schnur ( CN=Jonathan H. Schnur/OU=OPD/O=EOP @ EOP [ OPD 1 )
READ: UNKNOWN
TO: Tanya E. Martin ( CN=Tanya E. Martin/OU=OPD/O=EOP @ EOP [ OPD 1 )
READ: UNKNOWN
TO: Barbara Chow ( CN=Barbara Chow/OU=OMB/O=EOP @ EOP [ OMB 1 )
READ: UNKNOWN
TO: Karen Tramontano ( CN=Karen Tramontano/OU=WHO/O=EOP @ EOP [ WHO 1 )
READ:UNKNOWN
CC: Melissa G. Green ( CN=Melissa G. Green/OU=OPD/O=EOP @ EOP [ OPD 1 )
READ: UNKNOWN
CC: Peter A. weissman ( CN=Peter A. Weissman/OU=OPD/O=EOP @ EOP [ OPD 1 )
READ: UNKNOWN
CC: Sally Katzen ( CN=Sally Katzen/OU=OPD/O=EOP @ EOP [ OPD 1 )
READ: UNKNOWN
TEXT:
Attached is a revised Davis-Bacon memo.
Could you please forward any additional comments and agencies positions by
noon Tuesday.
Thanks.
Bruce -- can you forward a copy to Don and Jon please.
Thanks all.
�'ARMS Email System
Page 2 of 2
==================== ATTACHMENT 1 ====================
ATT CREATION TIME/DATE:
0 00:00:00.00
TEXT:
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The following is a HEX DUMP:
FF5750431Ell00000l0A02010000000205000000EE90000000020000972BF48C1D780CC9FFEF65
79A1B081DDFD6248DBD197AD6A79476ABD775CD31B75712E20521176D6DOFC43932165ED53C33C
A97B47D44F6C7C3BCE71D2EA87A9F58C7FD288E60CCABB79F1A133312B4D82C540267DCD5F152E
7C1237B018E36DF69B55DB9BB28FA98DOE96A35AA840DD16E850FC998BE668AF439D32F9192A98
08F19571237F2A06368C5CC31DDC3F210509D4833EB83FF27AD75EA82E81A537CAE3AD87A07AFl
8CD9F3BCC8B13E2717BFDA870F3030A773655ABA974F81A1B9B79BOC450BCD78F6ABD513868ADF
�February 19, 1999
Automated Records Management System.
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MEMORANDUM FOR
FROM:
RE:
Davis-Bacon and School Construction
The President's FY2000 budget again includes a significant school construction proposal-Federal tax credits to pay interest on nearly $25 billion in bonds. Last year, our proposal and the
legislative versions introduced in Congress were silent on Davis-Bacon. Our publicly stated
position has been that Davis-Bacon would not apply.
Organized labor, especially the Building Trades, have urged the Administration to reconsider our
position and the President has agreed to take another look at the issue. The NEC has convened
an inter-agency working group (including DPC, OMB, Treasury, Education, DOL) to examine
the key policy questions. Specifically, the working group has focused on whether adding a
Davis-Bacon requirement to the President's school construction proposal:
I)
Is administratively feasible?
II)
Is good labor policy?
III) Is good tax policy?
IV) And, how it would affect prospects of enacting the President's school construction
proposal.
Following a discussion of these key policy questions, the memo discusses the pros and cons of
four options:
1) Decide that Davis-Bacon does not apply.
2) Remain silent on Davis-Bacon until it becomes critical during consideration of a bill.
3) Affirmatively add Davis-Bacon to the proposal now.
4) Change the proposal to include an outlay component and thereby add Davis-Bacon.
A legislative history is attached as an appendix to the memo.
I. Administrative Feasibility
Legitimate concerns had been raised about enmeshing the IRS in the administration of a labor
program. There is consensus within the working group that Davis-Bacon could be applied in
such a way that the IRS would not have to play an enforcement role.
A Davis-Bacon requirement could instead be built into the process whereby states and school
�Automated Records Management t:Jysf6ii['
n~,lOtimr;p Cmnrmion.
districts submit school construction plans to the Department of Education for review and
approval. It could work as follows:
•
The Department of Education would issue guidelines that would include payment of
Davis-Bacon prevailing wages as one of the required plan components.
•
States and eligible school districts would submit the proposed plans to Education.
•
Education would review the plans for completeness and compliance with construction plan
guidelines, and approves compliant plans.
•
States and school districts would issue bonds.
•
States and school districts would insert the Davis-Bacon prevailing wage clause into their
construction contracts.
•
The Department of Labor would investigate any complaint filed regarding the wage rate paid
on the contract. Treasury would have no role. If DOL found a violation, it would require
the contractor to pay back wages; and may also request the school board to withhold payment
until the contractor has paid the back wages. DOL would not reach back to the bond.
(Note: the Federal tax credit interest payments to investors would in no way be conditioned
on compliance with Davis-Bacon).
II. Would it be Good Labor Policy?
Labor policy arguments in favor of adding a Davis-Bacon requirement to our school
construction proposal include:
•
A basic underlying purpose ofthe Davis-Bacon Act is to prevent construction workers' wages
from being undercut as a result of aggressive bidding on government construction contracts.
The government's large purchasing power combined with the public sector's emphasis upon
awarding contracts to the lowest bidder can easily create an environment that encourages
contractors to cut costs by paying less than the locally prevailing wage rate.
•
Even where no Federal money is directly involved to finance construction (e.g., HUD and
FHA loan guarantee programs) it has been recognized that the application of Davis-Bacon
labor standards is appropriate. These HUD and FHA programs recognize that the
construction in question would not take place without the Federal support. The Federal
government has a responsibility to ensure that its use of taxpayers' resources to support large
construction programs does not serve to undercut locally prevailing wages.
•
The application of the Davis-Bacon Act can help ensure quality construction. While the
payment of locally prevailing wages does not guarantee that the most skilled and qualified
craftsmen will be employed on construction projects, contractors that bid based on paying
less that the prevailing local wage rate may find it difficult to hire and retain qualified
employees which in tum may lead to inferior construction.
•
The Davis-Bacon Act simply requires that contractors and subcontractors pay their
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employees the wage rates and fringe benefits prevailing in the locality where the construction
work is performed. The Davis-Bacon Act does not impose federal standards inconsistent
with the local labor market.
A counter-argument would be that:
•
•
Traditionally, school construction is funded by some combination of State funding and local
bond initiatives. The Davis-Bacon Act has not applied to these locally-financed school
. construction projects and the current tax incentive program should not be the catalyst to
change that dynamic.
The Administration has been successful in protecting Davis-Bacon in connection with
Federal outlays. Our position on Davis-Bacon could be weakened if we propose adding it to
our school construction bill and then sign a version without Davis-Bacon.
III. Would it be Good Tax Policy?
Proponents of adding Davis-Bacon to our school construction proposal have made the following
tax policy arguments:
•
The tax code includes instances where favorable tax consequences of bond financing have
been conditioned. For example, the interest from state and local bonds is exempt from
Federal taxation, if, among other conditions, the bonds are used for a government purpose.
When marketing these bonds, state and local governments describe how proceeds will be
used and include covenants on the necessary actions that will be taken to preserve the tax
exemption.
•
The tax code includes "multiple objective" tax benefits. For example, there isa tax credit
for wages paid to a member or an Indian tribe. The credit, however, is not available if the
employee is performing certain gaming activities.
The Treasury Department has raised a range of tax policy arguments against adding a
Davis-Bacon requirement:
•
Currently there is no reference to the Davis-Bacon Act anywhere in the Internal Revenue
Code. Conditioning 5MBs on compliance with the Act would establish the dangerous
precedent of using a tax code incentive to implement social policies unrelated to the benefit
that is the object of the tax incentive.
•
It would invite attempts to impose compliance with Davis-Bacon on the whole range of
construction projects financed with tax-exempt bonds, low-income housing credits, historic
rehabilitation credits, and other tax code provisions.
•
If the tax code is used to apply Davis-Bacon, efforts to apply Buy America rules, restrict
abortion, meet energy efficiency targets, and obtain other unrelated objectives would surely
follow. It would not be long before insertion of such extraneous requirements into the
Internal Revenue Code would require enforcement by the IRS, imposing upon it an
impossible administrative task entirely foreign to its tax collecting mission and its efforts to
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be more taxpayer friendly.
•
Proponents cite complex requirements associated with other tax incentives as precedent.
Such requirements are in the tax code to identify clearly the kind of activity for which the tax
benefit is intended and the class of taxpayers eligible to claim the benefit.
•
The tradition of tax-exempt State and local financing has always been regarded jealously as a
prerogative of State and local governments, free from totally unrelated conditions imposed by
the Federal government. Conditioning 5MBs, that differ from tax-exempt bonds essentially
in terms of the depth of the interest subsidy, on compliance with the Act would be considered
by State and local governments as an intrusion on their autonomy.
IV. Impact on Prospects for Enacting School Construction Proposal
Legislative Arguments in Favor of Adding Davis-Bacon:
•
The moderate Republicans most likely to support the President's school construction
proposal tend to be pro-Davis-Bacon. Adding Davis-Bacon could provide another reason
for these moderates to support the President's proposal.
•
Enactment of school construction will come down to the endgame. Ifthere is a tax bill,
which is an open question, success will hinge on the President rallying people behind school
construction and insisting that Republicans include it, and not on whether Davis-Bacon is in
or out.
•
Adding Davis-Bacon would energize the building trades to become strong advocates for the
school construction proposal.
Legislative Arguments Against Adding Davis-Bacon:
•
Given that the Republicans are ready to propose their own method of financing school
construction, however insignificant, it would be dangerous for Democrats to lose their focus
by opening a debate on competing proposals among themselves.
•
Expanding Davis-Bacon into this new arena would only strengthen the resolve of the
opposition and provide them with a ready-made excuse to kill the President's bill and to pass
an alternative oflesser magnitude or of no magnitude.
•
It is possible that if Davis-Bacon were added, some of the groups could be forced to support
an alternative proposal put forth by the Republicans. For instance, NSBA is on record as
opposing a "federal mandate" that overrides state and local prevailing wage laws. As
mentioned above, the School Board constituency is one of the strongest in support of the
President's proposal.
•
Injecting the expansion of Davis-Bacon into this debate could split the coalition of education
groups, community-based organizations and architects that has been working together over
the last two years to build public support for the President's proposal. This would make it
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more difficult for Democrats who would have to choose between two opposing sides - voting
for the expansion of Davis-Bacon, particularly in a tax bill, and for more federal control over
education decisions than the constituency can support, or voting for the President's current
proposal that can potentially garner bipartisan support.
•
While the House voted to protect Davis-Bacon in the FY1998 DC Appropriations bill by a
. vote of 234-188, further analysis shows that a majority of the members of the Ways and
Means Committee voted against maintaining Davis-Bacon. So although an expansion of
Davis-Bacon may have more success on the House floor, it is unlikely that it would ever be
passed out of committee in the first place. Moreover, the previous Davis-Bacon votes have
focused on its repeal or its application to spending proposals. The accuracy of those vote
counts in predicting the outcome on an expansion of Davis-Bacon to a tax proposal is
questionable. Thus, the whole school construction bill could be stalled without gaining any
ground on Davis-Bacon.
•
The President has made flexibility and accountability major themes in his State of the Union
education message. In the President's speech to the National School Boards Association on
the day he released his budget, he made it clear that he did not want to micromanage schools
and school districts, but rather he wanted to invest in what works and stop investing in what
does not. Allowing school construction to be used as a vehicle for expanding Davis-Bacon
into the tax arena would raise the issue of increased federal intervention and control not only
in the school construction debate but also in the debate over results and accountability for all
of the President's education agenda.
Options:
1) Decide that Davis-Bacon does not apply.
We would convey to the Hill and to Labor that we are sticking to our existing position that
Davis-Bacon does not apply to our school construction tax credit proposal.
Pros:
• Keeps focus on our underlying school construction proposal and keeps our coalition of
education supporters together (e.g. school boards).
•
Avoids setting tax policy precedent as described above.
•
Takes pressure off of our allies on the Hill.
Cons:
• Misses an opportunity to advance a deeply held goal -- decent wages for construction (and
all) workers.
•
Rejects a key Labor priority and to this extent could diminish support for the underlying bill
from at least part of this constituency.
2) Remain silent on Davis-Bacon until it becomes critical during consideration of a bill.
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Ii D ·
This option would have us continue our posture of "we're taking another look" until we would it
became critical later in the year when a bill is actually being considered.
•
Keeps our options open and avoids offending a key constituency before we know how this
will play out.
•
Avoids (at least temporarily) setting tax policy precedent as described above.
Cons:
•
Staying in limbo could hamper our ability to push the school construction proposal as
aggressively as we otherwise would.
•
It is unclear how sustainable this is. Hill may soon press us more flatly -- what is your
position?
3) Affirmatively add Davis Bacon to proposal now.
•
•
Would advance a deeply held goal-- decent wages for workers.
Would add an enthusiastic supporter -- building trades.
Cons:
•
Sets a major tax precedent with potentially serious ramifications.
•
Jeopardizes the prospects of the underlying proposal -- risks turning battle over school
construction into a fight over Davis-Bacon, dividing the education coalition that is now
strongly behind our proposal, and handing Republicans an excuse to be against our proposal
and to coalesce around the Archer arbitrage ..
4) Change proposal to include an outlay component and thereby add Davis-Bacon.
We would apply Davis-Bacon indirectly by creating an internal component of the program
that results in outlays, thus making Davis-Bacon apply to construction financed by bonds
without an explicit Davis-Bacon provision.
As part of the school modernization legislation, include a legislative amendment to the
Elementary and Secondary Education Act of 1965 as amended (ESEA) which would create
a mandatory, capped grant program. The ESEA contains a labor standards provision (20
U.S.C. 1232b) that applies Davis-Bacon to all construction and minor remodeling projects
assisted under any applicable program under the Act.
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Proposed Mandatory, Capped Grant Program (Outlay)_
< Create a new grant program, administered by the Secretary of Education under the ESEA,
that provides resources to states and eligible school districts for administrative expenses
related to the bond. Examples of administrative expenses include developing the
construction plan, monitoring and overseeing the construction project, and annual reporting
to the Secretary on progress and modifications made regarding the construction plan. The
grant provision would be drafted such that the bond program could only be implemented to
the extent the grant program is implemented.
< Award $250,000 to states and $100,000 to each eligible school district annually. The
amount of the grant could also be sized by the school age population within the state or
eligible school district.
< The bond funds would be subject to Davis-Bacon indirectly due to the link with the grant
program. The bonds could not be issued absent the grant. It is unclear whether some
entities would not take advantage of the bond due to Davis-Bacon application. OMB
estimates the cost ofthis proposal to be $25.5 million.
•
Applies Davis-Bacon while avoiding tax policy precedent.
•
Provides seed money to encourage states and localities to seek bond authority.
•
Adds a new and very late layer of complexity at a time when we need to make our proposal
as understandable as possible.
•
Would likely be transparent to Congressional members and interested organizations that
oppose application of Davis-Bacon to school construction bonds.
•
Would require joint referral of the bond initiative to the tax and education committees in the
House.
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Appendix -- Legislative History
FY1998
In the FY1998 budget, the President requested $5 billion over 5 years in mandatory spending that
would have leveraged up to $20 billion in bonds over a four year period. The Administration
made it clear that Davis-Bacon would apply to this initiative since it was a federal spending
proposal.
The Administration's bill was introduced by Rep. Nita Lowey in the House and Senator Carol
Moseley-Braun in the Senate. There was no action on the bill in either the authorizing or the
appropriations committees. The Republican leadership actively kept potential Republican
supporters off the bill and repeatedly argued that the federal government had no business getting
involved in building schools at the local level. Several Republicans touted the Davis-Bacon
requirement as proof of "federal intervention in local education decisions."
.The education constituency was split on this issue. AFT, NEA, and urban school
superintendents supported the bill, but the National School Boards Association (NSBA), one of
the most vocal constituencies, could not support the President's proposal because of the federal
Davis-Bacon requirement. This split weakened the support of other groups, such as the National
PTA and rural and suburban superintendents.
Although school construction was one of the last items left on the table when the Balanced
Budget Agreement was struck in the summer of 1997, the Republican leadership refused to
move offtheir position that the federal government had no role in communities' decisions to
build schools. The only provision they accepted was Rep. Rangel's Qualified Zone Academy
Bonds (QZABs) for a total of$800 million of new bonding authority (compared to the potential
$20 billion that would have been leveraged in the President's request). Davis-Bacon was not
applied to the QZABs.
FY1999
The President once again made School Construction a major priority in his FY1999 budget, but
this time the proposal provided a tax credit in lieu of interest and involved no direct federal
spending. The initiative would have provided federal funding to pay the interest on $22 billion
in bonds. The Administration was silent on whether Davis-Bacon applied to this proposal in
OMB's budget submission. In Qs and As, however, Administration officials twice confirmed
that Davis-Bacon had not applied to provisions in the tax code to date and was not expected to
apply in this case.
This allowed NSBA to become active in the Rebuild America's Schools coalition in support of
the revised proposal. School board members became strong advocates at the State and local
level for the proposed federal partnership arguing that the initiative would help leverage local and
State dollars for construction but would leave decisions on where and how to build schools to
local communities. Partly as a result of this more unified constituency support, Democrats were
able to make a strong case for their school construction bill to the voters. This was reflected in
the polling results and the Democrats' winning message on education.
Republicans continued to argue against this popular initiative, and in the process lost support for
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their position. The House Ways and Means Committee refused to act on the President's
proposal, although Chairman Archer included a much smaller arbitrage provision in the
multi-billion dollar House tax bill that was never signed into law. Rep. Rangel succeeded in
forcing two House floor votes on the issue - an amendment to instruct conferees to include
school construction as an amendment to the Coverdell education savings account failed 192-222,
and an amendment to substitute school construction for Coverdell failed 196-225. Eight
Republicans were allowed to break ranks with the leadership on one or both of the votes (Leach,
IA; Morella, MD; Forbes, NY; Gilman, NY; Weller, IL; Johnson, CT; LoBiono, NJ; and
McHugh, NY).
Senator Moseley-Braun offered her school construction bill as a substitute to the Coverdell
savings account on the Senate floor. A motion to table the amendments passed 56-42 with
D' Amato and Specter voting against the motion and 4 Democrats voting in favor (Biden, DE;
Byrd, WV; Lieberman, CT; and Torricelli, NJ).
Although support for school construction was building, in the end there was no significant tax
bill that the Administration supported and could use to force an agreement on school
construction. Republicans rejected Administration efforts to attach school construction to the
tax extenders package.
FY2000
The President's FY2000 budget request for school construction expands the FY1999 tax bond
proposal, this time paying the interest on $24.8 billion in new bonds. Placeholder bills have
been introduced by Senators Daschle, Lautenberg, and Robb and Rep. Rangel is preparing to
introduce one in the House. The Senate bills have remained silent on Davis-Bacon. House
Democrats are working through this issue now and are looking for any signals from us.
Unlike the last two years, the Republican leadership has come out publicly in support of school
construction and is backing their own school construction proposals. Chairman Archer has
introduced a $1.4 billion arbitrage initiative similar to his proposal on the tax bill last year.
While inadequate and flawed, the Archer proposal allows Republicans to argue that they are
addressing school construction.
The Speaker has mentioned this initiative as a high priority. However, Democratic efforts to get
bipartisan cosponsorship of the President's proposal have not been successful. It appears that
the Republican leadership understands they must advance some kind of school construction bill
this year - the question is whether our proposal will prevail.
�Withdrawal/Redaction Marker
Clinton Library
DOCUMENT NO.
AND TYPE
00 I. email
DATE
SUBJECTffITLE
Email to Elena Kagan from Laura Emmett. Subject: WAVES
Confirmation (2 pages)
02/1911999
RESTRICTION
P6/b(6), b(7)(C), b(7)(E),
b(7)(F)
COLLECTION:
Clinton Presidential Records
Automated Records Management System [Email]
WHO ([Kagan])
OAIBox Number: 500000
FOLDER TITLE:
[02/19/1999]
2009-1006-F
jm65
RESTRICTION CODES
Presidential Records Act -144 U.S.c. 2204(a))
PI National Security Classified Information )(a)(l) of the PRAI
P2 Relating to the appointment to Federal office l(a)(2) of the PRAI
P3 Release would violate a Federal statute l(a)(3) of the PRAI
P4 Release would disclose trade secrets or confidential commercial or
financial information l(a)(4) of the PRAI
P5 Release would disclose confidential advice between the President
and his advisors, or between such advisors la)(5) of the PRAI
P6 Release would constitute a clearly unwarranted invasion of
personal privacy l(a)(6) of the PRAI
C. Closed in accordance with restrictions contained in donor's deed
of gift.
PRM. Personal record misfile defined in accordance with 44 U.S.C.
2201(3).
RR. Document will be reviewed upon request.
Freedom of Information Act - 15 U.S.c. 552(b))
b(l) National security classified information l(b)(I) of the FOIAI
b(2) Release would disclose internal personnel rules and practices of
an agency l(b)(2) of the FOIAI
b(3) Release would violate a Federal statute l(b)(3) of the FOIAI
b(4) Release would disclose trade secrets or confidential or financial
information l(b)(4) of the FOIAI
b(6) Release would constitute a clearly unwarranted invasion of
personal privacy l(b)(6) of the FOtAl
b(7) Release would disclose information compiled for law enforcement
purposes l(b)(7) of the FOIAI
b(8) Release would disclose information concerning the regulation of
financial institutions l(b)(8) of the FOtAl
b(9) Release would disclose geological or geophysical information
concerning wells l(b)(9) of the FOIAI
�ARMS Email System
RECORD TYPE: PRESIDENTIAL
Page 1 of 1
(NOTES MAIL)
CREATOR: Devorah R. Adler ( CN=Devorah R. Adler/OU=OPD/O=EOP [ OPD 1 )
CREATION DATE/TIME:19-FEB-1999 17:22:33.00
SUBJECT:
LAST MINUTE CHANGE WEEKLY
TO: Elena Kagan ( CN=Elena Kagan/OU=OPD/O=EOP @ EOP [ OPD 1 )
READ: UNKNOWN
TO: Laura Emmett ( CN=Laura Emmett/OU=WHO/O=EOP @ EOP [ WHO 1 )
READ: UNKNOWN
TO: Paul J. Weinstein Jr.
READ: UNKNOWN
( CN=Paul J. weinstein Jr./OU=OPD/O=EOP @ EOP [ OPD 1 )
TEXT:
Stem Cell. Next Tuesday, at her Appropriations Committee hearing,
Secretary Shalala is expected to be·questioned about the DepartmentD,s
statutory interpretation the Congressional ban on human embryo research
does not apply to stem cell research, since the cells cannot be considered
embryos as they do not have the capacity to develop into a human being.
This hearing follows a letter signed by 70 members of Congress that
raising serious objections to this interpretation and suggesting that it
not only serves to thwart the law, but could well encourage researchers to
engineer lethal defects into embyros in order to use the tissue for
research purposes. The disease and patient advocacy community is strongly
supportive of our interpretation. However, it is clear that we need to
better emphasize our committment to implement safeguards that ensure that
the cells obtained for this research have no direct link to human embryos.
There is bipartisan support for this position, but Mr. Porter and Senator
Spector have indicated their desire to develop legislation that codifies
how we are going to implement these safeguards. We do not plan on
signaling our openness to any such compromise language for next weekD,s
hearing, but we are drafting legislation to be available should the need
arrive.
�.' \ .fl.RMS Email System
RECORD TYPE: PRESIDENTIAL
Page 1 of 1
(NOTES MAIL)
CREATOR: Laura Emmett ( CN=Laura Emmett/OU=WHO/O=EOP [ WHO ) )
CREATION DATE/TIME:19-FEB-1999 17:25:30.00
SUBJECT:
Revised Weekly 2/19
TO: Elena Kagan
READ: UNKNOWN
CN=Elena Kagan/OU=OPD/O=EOP @ EOP [ OPD ) )
TEXT:
Stem-Cell section revised===================~ ATTACHMENT
ATT CREATION TIME/DATE:
0 00:00:00.00
1 ====================
TEXT:
Unable to convert ARMS_EXT: [ATTACH.D93)MAIL475717451.036 to ASCII,
The following is a HEX DUMP:
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D3B3BB5E13542DCAA7FB8EF32E36682DCD3EAD780D42F9B9D80855F3331B04ECA541DA816B1E44
E69684D15C7BE9717424860C1CDE7D2D6C3834E93A6AOD707E6D860963982BAD6EF6B75B02C2C9
19C4D1B9F367CF4F38EE83C6EB4539187A9132E53318B4A3F50CA995A83CC700663179A8FBOOAB
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February 20, 1999
MEMORANDUM FOR THE PRESIDENT
FROM:
Bruce Reed
Elena Kagan
SUBJECT:
DPC Weekly Report
Health Care -- Children's Health Insurance Outreach Event: Next Tuesday, you
and the First Lady are scheduled to participate in an event highlighting major new
initiatives designed to help target and enroll the over 5 million children who are eligible
for but not yet enrolled in CHIP or Medicaid. Although 47 States have taken
advantage of the CHIP program and all 50 States have Medicaid programs for children,
the success of our children's health initiative will be depends on our ability to identify
and enroll eligible children. At the event, you will unveil a new national toll-free
number (1-877 KIDS NOW) for children's health outreach, a major media campaign
(which includes the airing of PSAs on NBC, Univision -- the Hispanic television network,
and Black Entertainment Television, as well as radio ads in 47 States), a series of private
sector commitments (such as printing the new 1-800 number on Safeway grocery bags),
and the next generation of efforts by your Federal Interagency Task Force on Children's
Health Outreach. You will be joined at this event by the chair and vice chair of the
NGA, Governors Carper and Leavitt, who will be in town for the National Governor's
Association Conference.
Health Care -- Jeffords-Kennedy Disability Update: One issue that is gaining a great
deal of bipartisan support, particularly in the Senate, is the Jeffords-Kennedy-Roth-Moynihan
Work Incentives Improvement Act. The Senate has already held hearings on this legislation
and is planning a March 4 markup. It is apparent that there are many Republicans and
Democrats who are interested in this legislation in the House, although they are still
discussing who should be the lead sponsors. Because of the interest in and bipartisan
support for this legislation, we are looking for an opportunity for you to publicly urge the
Congress to move to pass this legislation early this year.
Health Care -- Patients Bill of Rights Update: Senator Kennedy, Senator
Daschle, and Congressman Dingell have requested that we assist them in encouraging
consumer and provider groups to make an orchestrated effort to push the Congress to
take strong and early action on the Patients Bill of Rights. In response, we will be
meeting with a broad array of these organizations early next week to organize them
around the concept of a enforceable bill, and to also help define the difference between a
strong and an unacceptably weak bill.
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Health Care -- Stem Cell: Next Tuesday, at her Appropriations Committee
hearing, Secretary Shalala is expected to be questioned about the Department's
statutory interpretation the Congressional ban on human embryo research does not apply to
stem cell research, since the cells cannot be considered embryos as they do not have the
capacity to develop into a human being. This hearing follows a letter signed by 70 members
of Congress that raising serious objections to this interpretation and suggesting that it not only
serves to thwart the law, but could well encourage researchers to engineer lethal defects into
embryos in order to use the tissue for research purposes. The disease and patient advocacy
community is strongly supportive of our interpretation. However, it is clear that we need to
better emphasize our commitment to implement safeguards that ensure that the cells obtained
for this research have no direct link to human embryos. There is bipartisan support for this
position, but Mr. Porter and Senator Spector have indicated their desire to develop legislation
that codifies how we are going to implement these safeguards. We do not plan on signaling
our openness to any such compromise language for next week's hearing, but we are drafting
legislation to be available should the need arrive.
Crime -- Gun Tracing: On Sunday, the Treasury Department will release its second
report on the Youth Crime Gun Interdiction Initiative (YCGII) now underway in 27 cities, as
well as announce the inclusion of 10 more cities. Through YCGII, ATF is working with
other federal, state, and local law enforcement agencies to systematically gather and analyze
evidence from recovered crime guns to investigate and make cases against illegal gun
traffickers. The new report contains data on crime guns from each participating YCGn cities
and includes the key findings:
Confirms that kids and guns is a serious problem in all 27 cities. Crime guns
recovered from juveniles account for 11.3 percent of the crime guns submitted to ATF
and were recovered more frequently from 16 and 17 year-olds than persons over age 26.
Crime guns recovered from youth ages 18 to 24 years-old constituted about a third (32.4
percent) of all trace requests -- the most of any age grouping in the adult and juvenile
categories;
Handguns prevalent amongst youth and across all age groups. About 8 out of 10
crime guns traced were handguns, with most crime guns concentrated among relatively
few makes and calibers -- particularly amongst juveniles and youth;
Many crime guns used by kids moved rapidly from legal sale to illegal market.
Between 25 to 36 percent of firearms recovered from juveniles, and 32 to 49 percent of
guns recovered from youths were guns bought legally less than three years before
recovery. This indicates that a significant portion of legally purchased guns are
quickly diverted to kids and youths through illegal trafficking.
ATF doubled the number of trace requests handled from YCGII cities. The
number ofYCGII trace requests handled by ATF doubled from the previous report, from
37,000 to over 75,000 traces.
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Treasury is in the process of adding new ATF agents in the participating 27 cities, and your
FY 2000 budget includes additional funds to do the same in the new 10 cities being selected
by ATF. These include: New Orleans, LA; Oakland, CA; San Francisco, CA; Dallas, TX;
Tampa, FL; Charlotte-Mecklenberg, NC; Louisville, KY; Portland, OR; Omaha, NE; and
Denver, CO. On a related note, you should know that some of the cities filing lawsuits
against gun manufacturers and dealers have depended on ATF's crime gun tracing data as
evidence of illegal gun trafficking in their communities.
Welfare Reform -- NGA Resolution: The Governors have an extensive resolution
related to the implementation of welfare reform and although welfare is not one of the
planned topics of discussion during Monday's roundtable, you may be asked about this issue
by individual governors. The NGA resolution calls for greater flexibility on a number of
issues in the pending welfare regulations.
It also calls upon Congress and the
Administration to uphold the commitment in the 1996 welfare reform law for five years of
full block grant funding.
The Governors are seeking several major changes in the pending TANF regulations
including: allowing greater flexibility for programs funded with state Maintenance of Effort
funds; narrowing the definition of assistance under TANF so that supports for working
families won't be subject to the federal time limit, work requirements, or reporting
requirements; providing states maximum flexibility to continue their welfare reform
waivers; streamlining data reporting; and allowing more flexibility in the definition of
administrative costs. We are still reviewing HHS's proposed changes, we believe we will
be able to address many of the governors' priority concerns. We will provide you with a
more detailed analysis of these issues once we have had additional conversations with
Secretary Shalala .
. We believe we should work with the governors to preserve full funding for the
TANF block grant. While some in Congress have indicated that the $3 billion in
unobligated TANF funds may be a good way to pay for other priorities, we disagree.
Since the TANF block grant is fixed, we believe it is prudent for states to reserve some
funds should economic conditions change. In addition, states may need to invest more as
work requirements increase and as more and more of those remaining on the rolls are the
'hardest to employ'. We also understand that different states are in different situations -nearly half the states have obligated all of their FY 1998 funds.
Welfare Reform -- Urban Case/oad Trends: On Thursday, The Brookings Institution
released a study on welfare caseload trends in the 30 largest cities which shows that welfare
caseloads are declining rapidly in America's cities, though the rate of decline in some places
lags behind the statewide decline and hence some cities are becoming home to an increasing
share of welfare caseloads. Specifically, welfare rolls in the 30 largest cities declined by 35
percent between 1994 and 1998, while caseloads declined 44 percent in their respective
3
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states. The share of state caseloads in these 30 cities grew from 45 to 53 percent, but there
is considerable variation: while nearly half the states saw an increasing concentration of
welfare recipients, nearly one-third experienced no change in concentration, and one-quarter
actually saw a decreasing concentration. Not surprisingly, there is a close correlation
between slower rates of caseload decline, increasing concentrations ofwe1fare caseloads and
high levels of poverty -- in the 14 cities with increasing concentrations of welfare caseloads,
15 percent of the population, on average, lives in high poverty neighborhoods, which is
nearly triple the rate of high poverty neighborhoods in the cities with a declining share of the
welfare caseload.
Caseloads with the fastest caseload decline (over 50 percent) include Milwaukee,
Jacksonville, Denver, and Portland while cities with the slowest caseload decline (between
18 and 26 percent) include Los Angeles, EI Paso, Philadelphia, and New York. The
Brookings report recommends additional welfare to work funding for the cities and
highlights our W.elfare-to-Work program as an important source of these funds. The
Welfare-to-Work formula funds are distributed to states and communities based on their
number ofwe1fare recipients and residents in poverty.
Children and Families -- Foster Care: Rep. Ben Cardin (D-MD), the ranking
Democratic on the House Ways and Means Subcommittee on Human Resources,
introduced legislation recently to provide additional support to the nearly 20,000
young people who each year "emancipate" from foster care at age 18. As you know,
your FY 2000 budget provides nearly $300 million over five years in enhanced support
for these young people. The Cardin legislation differs somewhat from our proposal
and will likely cost more, but our goals are similar and we will work closely with
Cardin over the coming months. The ranking member of the Subcommittee, Rep.
Nancy Johnson (R-CT), shares an interest in this issue and plan to hold a hearing on
March 9, at which the Administration will testify.
Livability -- Better America Bonds: We have begun outreach efforts to the bond
community regarding your administration's Better America Bonds (BABs) proposal. Last
week, EPA Administrator Carol Browner met with Bond Marketing Association -- as well
as several individual firms including Lehman Brothers, Goldman Sachs, Bear Steams, and
Paine Webber -- to discuss BABs. While the groups expressed interest in the BABs
proposal, they did express concern that both the School Construction bond proposal and
BABs indicated that the Administration was abandoning the existing private activity bond
structure. The Administrator stated that is not the Administration's intention. We plan to
follow up with these groups to secure their support for BABs and reiterate that your
administration supports private activity bonds as indicated by your agreement last year to
increase the bond cap and your signing of a 1993 law to make the Mortgage Revenue Bond
program permanent.
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5
Consumer Protection -- Child Seat Belt Announcement: The National Highway
Traffic Safety Administration (NHTSA) has the final rule ready for you to announce -- a
new universal method for installing child safety seats in cars and light trucks. This
rule will require each new child seat to have three attachments -- one on top and two at
the base, and by 2002, will require all new cars and light trucks to be equipped with
standard anchors in the back seat designed specifically to link to the child seat
attachments. NHTSA estimates that currently about 80 percent of child seats are
improperly connected putting children at risk. This rule is expected to prevent as
many as fifty child deaths and 18,000 injuries each year. You announced the
proposed rule in your radio address on February 15, 1997. There has been a good
deal of press reports anticipating the new rule, including articles in the Washington
Post and on AP. You are tentatively scheduled to announce this new rule in your
radio address on February 27,1999.
�...
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RECORD TYPE: PRESIDENTIAL
(NOTES MAIL)
CREATOR: Charles J. Payson ( CN=Charles J. Payson/OU=WHO/O=EOP [ WHO 1 )
CREATION
SUBJECT:
DATE/TIME:19~FEB~1999
18:59:25.00
Scheduling Proposal Meeting Monday at 10 am
TO: Anne Whitworth
READ:UNKNOWN
CN=Anne Whitworth/OU=WHO/O=EOP @ EOP [ WHO 1 )
TO: Glyn T. Davies ( CN=Glyn T. Davies/OU=NSC/O=EOP @ EOP [ NSC 1 )
READ: UNKNOWN
TO: James T. Heimbach ( CN=James
READ: UNKNOWN
T.
Heimbach/OU=WHO/O=EOP @ EOP [ WHO
1 )
TO: Elizabeth A. Gregory ( CN=Elizabeth A. Gregory/OU=OSTP/O=EOP @ EOP [ OSTP 1 )
READ:UNKNOWN
TO: Elena Kagan ( CN=Elena Kagan/OU=OPD/O=EOP @ EOP [ OPD 1 )
READ:UNKNOWN
TO: Jocelyn A. Bucaro ( CN=Jocelyn A. Bucaro/OU=WHO/O=EOP @ EOP [ WHO 1 )
READ: UNKNOWN
TO: Wendy Hartman
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CN=Wendy Hartman/O=OVP @ OVP [ UNKNOWN 1 )
TO: Tracy Pakulniewicz ( CN=Tracy Pakulniewicz/OU=WHO/O=EOP @ EOP [ WHO 1 )
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TO: Elizabeth R. Newman ( CN=Elizabeth R. Newman/OU=WHO/O=EOP @ EOP [ WHO 1 )
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TO: Timothy W. Emrich ( CN=Timothy W. Emrich/OU=WHO/O=EOP @ EOP [ WHO 1 )
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TO: Martha A. Livingston ( CN=Martha A. Livingston/OU=OSTP/O=EOP @ EOP [ OSTP 1 )
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TO: Ruth A. Eaglin ( CN=Ruth A. Eaglin/OU=WHO/O=EOP @ EOP [ WHO 1 )
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TO: HILLIARD_B
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HILLIARD_B @ Al @ CD @ LNGTWY [ UNKNOWN 1 ) (NSC)
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READ: UNKNOWN
TO: Michele Jolin ( CN=Michele Jolin/OU=CEA/O=EOP @ EOP [ CEA 1 )
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TO: Robert B. Johnson ( CN=Robert B. Johnson/OU=WHO/O=EOP @ EOP [ WHO 1 )
READ: UNKNOWN
TO: Marjorie Tarmey ('CN=Marjorie Tarmey/OU=WHO/O=EOP @ EOP [ WHO 1 )
READ: UNKNOWN
TO: Cynthia M. Jasso-Rotunno ( CN=cynthia M. Jasso-Rotunno/OU=WHO/O=EOP @ EOP [ WHO
READ:UNKNOWN
TO: Phillip Caplan ( CN=Phillip Caplan/OU=WHO/O=EOP @ EOP [ WHO 1 )
READ: UNKNOWN
TO: Jeffrey A. Forbes ( CN=Jeffrey A. Forbes/OU=WHO/O=EOP @ EOP [ WHO 1 )
�"
'ARMS Email System
Page 3 of 6
READ: UNKNOWN
TO: Elisa Millsap ( CN=Elisa Millsap/OU=WHO/O=EOP @ EOP [ WHO 1 )
READ: UNKNOWN
TO: Laura D. Schwartz ( CN=Laura D. Schwartz/OU=WHO/O=EOP @ EOP [ WHO 1 )
READ: UNKNOWN
TO: Capricia P. Marshall ( CN=Capricia P. Marshall/OU=WHO/O=EOP @ EOP [ WHO 1 )
READ: UNKNOWN
TO: Ellen M. Lovell
READ: UNKNOWN
( CN=Ellen M. Lovell/OU=WHO/O=EOP @ EOP [ WHO 1 )
TO: Dawn M. Chirwa ( CN=Dawn M. Chirwa/OU=WHO/O=EOP @ EOP [ WHO 1 )
READ:UNKNOWN
TO: Jordan Tamagni ( CN=Jordan Tamagni/OU=WHO/O=EOP @ EOP [ WHO 1 )
READ: UNKNOWN
TO: Kevin S. Moran ( CN=Kevin S. Moran/OU=WHO/O=EOP @ EOP [ WHO 1 )
READ: UNKNOWN
TO: Ann F. Lewis ( CN=Ann F. Lewis/OU=WHO/O=EOP @ EOP [ WHO 1 )
'READ: UNKNOWN
TO: Anne E. McGuire ( CN=Anne E. McGuire/OU=WHO/O=EOP @ EOP [ WHO 1 )
READ:UNKNOWN
TO: Thomas D. Janenda ( CN=Thomas D. Janenda/OU=WHO/O=EOP @ EOP [ WHO 1 )
READ: UNKNOWN
TO: June G. Turner ( CN=June G. Turner/OU=WHO/O=EOP @ EOP [ WHO 1 )
READ: UNKNOWN
TO: Nancy V. Hernreich ( CN=Nancy V. Hernreich/OU=WHO/O=EOP @ EOP [ WHO 1 )
READ: UNKNOWN
TO: Anthony R. Bernal ( CN=Anthony R. Bernal/O=OVP @ OVP [ UNKNOWN 1 )
READ: UNKNOWN
TO: Aviva Steinberg ( CN=Aviva Steinberg/OU=WHO/O=EOP @ EOP [ WHO 1 )
READ:UNKNOWN
TO: Jennifer M. Palmieri ( CN=Jennifer M. Palmieri/OU=WHO/O=EOP @ EOP [ WHO 1 )
READ: UNKNOWN
TO: Mary E. Cahill ( CN=Mary E. Cahill/OU=WHO/O=EOP @ EOP [ WHO J )
READ:UNKNOWN
TO: Maria E. Soto ( CN=Maria E. Soto/OU=WHO/O=EOP @ EOP [ WHO 1 )
READ: UNKNOWN
TO: Rebecca L. Walldorff ( CN=Rebecca L. Walldorff/OU=WHO/O=EOP @ EOP [ WHO J )
READ: UNKNOWN
TO: Steve Ricchetti
READ: UNKNOWN
( CN=Steve Ricchetti/OU=WHO/O=EOP @ EOP [ WHO J )
TO: Nicole L. Elkon ( CN=Nicole L. Elkon/OU=NSC/O=EOP @ EOP [ NSC J )
�Page 4of6
'ARMS Email System
READ: UNKNOWN
TO: Laura Emmett ( CN=Laura Emmett/OU=WHO/O=EOP @ EOP [ WHO 1 )
READ:UNKNOWN
TO: Amy Weiss ( CN=Amy Weiss/OU=WHO/O=EOP @ EOP [ WHO 1 )
READ: UNKNOWN
TO: Leslie Bernstein· ( CN=Leslie Bernstein/OU=WHO/O=EOP
READ: UNKNOWN
@
EOP [ WHO 1 )
TO: Joshua S. Gottheimer ( CN=Joshua S. Gottheimer/OU=WHO/O=EOP @ EOP [ WHO 1 )
READ: UNKNOWN
TO: Heather L. Davis ( CN=Heather L. Davis/OU=WHO/O=EOP @ EOP [ WHO 1 )
READ: UNKNOWN
TO: Dorinda A. Salcido ( CN=Dorinda A. Salcido/OU=WHO/O=EOP @ EOP [ WHO 1 )
READ: UNKNOWN
TO: George G. Caudill ( CN=George G. Caudill/OU=WHO/O=EOP @ EOP [ WHO 1 )
READ: UNKNOWN
TO: Patrice L. Stanley ( CN=Patrice L. Stanley/OU=WHO/O=EOP @ EOP [ WHO 1 )
READ: UNKNOWN
TO: Dominique L. Cano ( CN=Dominique L. Cano/OU=WHO/O=EOP @ EOP [ WHO 1 )
READ: UNKNOWN
TO: Mindy E. Myers ( CN=Mindy E. Myers/OU=WHO/O=EOP
READ: UNKNOWN
@
EOP [ WHO 1 ).
TO: Jessica L. Gibson ( CN=Jessica L. Gibson/OU=WHO/O=EOP @ EOP [ WHO 1 )
READ: UNKNOWN
TO: Virginia L. Cearley ( CN=Virginia L. Cearley/OU=WHO/O=EOP @ EOP [ WHO 1 )
READ: UNKNOWN
TO: Christopher Wayne ( CN=Christopher Wayne/OU=WHO/O=EOP @ EOP [ WHO 1 )
READ: UNKNOWN
TO: Janet Murguia ( CN=Janet Murguia/OU=WHO/O=EOP @ EOP [ WHO 1 )
READ: UNKNOWN
TO: Patricia Solis-Doyle ( CN=Patricia Solis-Doyle/OU=WHO/O=EOP @ EOP [ WHO 1 )
READ: UNKNOWN
TO: Stacie Spector ( CN=Stacie Spector/OU=WHO/O=EOP @ EOP [ WHO 1 )
READ: UNKNOWN
TO: MILLISON_C
READ: UNKNOWN
MILLISON_C @ Al @ CD @ LNGTWY [. UNKNOWN 1 )
(NSC)
TO: Jeffrey M. Smith ( CN=Jeffrey M. Smith/OU=OSTP/O=EOP @ EOP [ OSTP 1 )
READ: UNKNOWN
TO: Bob J. Nash ( CN=Bob J. Nash/OU=WHO/O=EOP @ EOP [ WHO 1 )
READ: UNKNOWN
TO: Peter A. Weissman ( CN=Peter A. Weissman/OU=OPD/O=EOP @ EOP [ OPD 1 )
�'ARMS Email System
Page 50f6
READ: UNKNOWN
TO: Jacquelyn J. Bennett ( CN=Jacquelyn J. Hennett/OU=WHO/O=EOP @ EOP [ WHO ] )
READ: UNKNOWN
TO: Susan L. Hazard ( CN=Susan L. Hazard/OU=WHO/O=EOP @ EOP [ WHO ] )
READ: UNKNOWN
TO: Bruce N. Reed ( CN=Bruce N. Reed/OU=OPD/O=EOP @ EOP [ OPD ] )
READ:UNKNOWN
TO: KERRICK_D
READ: UNKNOWN
KERRICK_D @ Al @ CD @
LN~TWY
[ UNKNOWN ] )
(NSC)
TO: Beth A. Viola ( CN=Beth A. Viola/OU=CEQ/O=EOP @ EOP [ CEQ]
READ:UNKNOWN
)
TO: Ansley Jones ( CN=Ansley Jones/O=OVP @ OVP [ UNKNOWN ] )
READ: UNKNOWN
TO: Cheryl M. Carter ( CN=Cheryl M. Carter/OU=WHO/O=EOP @ EOP [ WHO]
READ:UNKNOWN
)
TO: Maria Echaveste ( CN=Maria Echaveste/OU=WHO/O=EOP @ EOP [ WHO ] )
READ: UNKNOWN
TO: Minyon Moore ( CN=Minyon Moore/OU=WHO/O=EOP @ EOP [ WHO ] )
READ: UNKNOWN
TO: Todd Stern ( CN=Todd Stern/OU=WHO/O=EOP @ EOP [ WHO ] )
READ: UNKNOWN
TO: Sean P. Maloney ( CN=Sean P. Maloney/OU=WHO/O=EOP @ EOP [ WHO]
READ: UNKNOWN
)
TO: Virginia N. Rustique ( CN=Virginia N. Rustique/OU=WHO/O=EOP @ EOP [ WHO]
READ: UNKNOWN
TO: Cecily C. Williams
READ: UNKNOWN
( CN=Cecily C. Williams/OU=WHO/O=EOP @ EOP [ WHO ] )
TO: Eric P. Hothem ( CN=Eric P. Hothem/OU=WHO/O=EOP @ EOP [ WHO ] )
READ: UNKNOWN
TO: Noa A. Meyer ( CN=Noa A. Meyer/OU=WHO/O=EOP @ EOP [ WHO ] )
READ:UNKNOWN
TO: Katharine Button ( CN=Katharine Button/OU=WHO/O=EOP @ EOP [ WHO]
READ: UNKNOWN
)
TO: Douglas J. Band ( CN=Douglas J. Band/OU=WHO/O=EOP @ EOP [ WHO ] )
READ:UNKNOWN
TO: Michael Waldman ( CN=Michael Waldman/OU=WHO/O=EOP @ EOP [ WHO]
READ: UNKNOWN
TO: Ruby Shamir ( CN=Ruby Shamir/OU=WHO/O=EOP @ EOP [ WHO]
READ: UNKNOWN
)
)
TO: David S. Beaubaire ( CN=David S. Beaubaire/OU=WHO/O=EOP @ EOP [ WHO ]
)
)
�· . , 'ARMS Email System
Page 6 of6
READ: UNKNOWN
TO: Kris M Balderston ( CN=Kris M Balderston/OU=WHO/O=EOP @ EOP [ WHO 1 )
READ:UNKNOWN
TO: Andrew J. Mayock ( CN=Andrew J. Mayock/OU=WHO/O=EOP @ EOP [ WHO 1 )
READ: UNKNOWN
TO: Sara M. Latham ( CN=Sara M. Latham/OU=WHO/O=EOP @ EOP [ WHO 1 )
READ: UNKNOWN
TO: Charles J. Payson ( CN=Charles J. Payson/OU=WHO/O=EOP @ EOP [ WHO 1 )
READ: UNKNOWN
TO: Laura A. Graham ( CN=Laura A. Graham/OU=WHO/O=EOP @ EOP [ WHO 1 )
READ: UNKNOWN
TO: Karin Kullman ( CN=Karin Kullman/OU=OPD/O=EOP @ EOP [ OPD 1 )
READ: UNKNOWN
TO: Stephanie S. Streett ( CN=Stephanie S. Streett/OU=WHO/O=EOP @ EOP [ WHO 1 )
READ: UNKNOWN
TEXT:
This week's Scheduling Proposal Meeting
will be held on
Monday at 10 am in the Roosevelt Room.
please make sure that your office is represented.
See you then.
�ARMS Email System
RECORD TYPE: PRESIDENTIAL
Page 1 of 1
(NOTES MAIL)
CREATOR: Devorah R. Adler ( CN=Devorah R. Adler/OU=OPD/O=EOP [ OPD 1
CREATION DATE/TIME:19-FEB-1999 19:50:05.00
SUBJECT:
new weekly insert
TO: Laura Emmett ( CN=Laura Emmett/OU=WHO/O=EOP @ EOP [ WHO 1 )
READ:UNKNOWN
TO: Elena Kagan ( CN=Elena Kagan/OU=OPD/O=EOP @ EOP [ OPD 1 )
READ:UNKNOWN
TEXT:
Medicare Commission Update. On Thursday, Senator Breaux released a
preliminary CBO analysis on the implications of the use of a premium
support model for Medicare. It portrayed the concept in a fairly positive
manner, citing that it could make the program more efficient and less depe
ndant on government price controlling mechanisms. However, it also raised
a number of issues that underscored that Medicare beneficiaries would face
increased financial risk and there might be significant geographic
variation in the impact of this new system. It also reinforced the point
that more details would be necessary to be able to complete a
comprehensive analysis of the impact of any such policy for the program.
This information, and additional information that should be released by
the Medicare actuary early next week, will be used when the Medicare
Commissioners meet again next Tuesday and Wednesday. On Tuesday, there
will be a Democrats only meeting in which many members are expected to
again raise concerns about the general direction the Chairman is taking
the Commission. More specifically, members will likely ask Senator Breaux
to utilize a portion of the surplus to assure adequate financing for the
program, to guarantee a defined benefit package, and to provide for an
adequate prescription drug benefit for all beneficiaries. In the past, he
has suggested that his proposal would include these provisions, and their
absence is making Democrats increasingly sceptical that anything positive
can emerge from the Commission. On Monday, we will meet with John Podesta
and your senior health care advisors to discuss how the Administration
should position itself in regards to the Commission and its currently
scheduled March 1st final reporting date.
�
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
Elena Kagan
Description
An account of the resource
<div>
<p>Elena Kagan worked as Associate White House Counsel from 1995-1996 and Deputy Assistant to the President for Domestic Policy and Deputy Director of the Domestic Policy Council (DPC) from 1997-1999.</p>
<p>During her work at the White House Justice Kagan worked on many topics including, but not limited to: AIDS, budget appropriations, campaign finance reform, education, health, labor, race, tobacco, Native Americans, and welfare.</p>
<p>In 1999 President Clinton nominated Kagan to the U.S. District Court of Appeals, no hearing was ever scheduled and she was thereby never confirmed.</p>
<p>Note: These records were made available in response to a <a href="http://clinton.presidentiallibraries.us/freedom-of-information-act-requests">Freedom of Information Act (FOIA)</a> request, FOIA 2009-1006-F. This collection contains both records created by Elena Kagan and records concerning Elena Kagan. </p>
<p><strong>Descriptions of the Sub Collections:</strong></p>
<ul><li><strong><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=70&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=Elena+Kagan%27s+White+House+Counsel+Files&range=&collection=&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">White House Counsel Files</a></strong><br /> These records consist of files created and received by Elena Kagan when she served as Associate Counsel to President Clinton from 1995 to 1996. The files include but are not limited to records concerning Amtrak, campaign finance reform, gaming/gambling (especially as it relates to Native Americans), timber, regulatory reform, and welfare. The records include memoranda, notes, correspondence, articles, reports, executive orders, bills, and directives.</li>
<li><strong><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=70&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=Elena+Kagan%27s+Domestic+Policy+Council+Files&range=&collection=&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">Domestic Policy Council Files</a></strong><br />These records contain files created and received by Elena Kagan when she served as Deputy Assistant to the President for Domestic Policy and Deputy Director of the Domestic Policy Council (DPC) from 1997-1999. The files include records concerning domestic policy topics such as AIDS, budget appropriations, campaign finance reform, education, health, labor, race, tobacco, and welfare. The records include memoranda, correspondence, articles, and reports.</li>
<li><strong><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=70&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=White+House+Staff+%26+Office+Files+re+Elena+Kagan&range=&collection=&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">White House Staff Files re Elena Kagan</a></strong><br />These records are compiled from a variety of staff office files including the Chief of Staff, Personnel, Office of First Lady, Counsel, and DPC and include correspondence, memorandum, forms, and reports all concerning or having to do with Elena Kagan.</li>
<li><strong><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=70&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=White+House+Office+of+Records+Management+Files+re+Elena+Kagan&range=&collection=&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">White House Office of Records Management Files (WHORM)</a></strong><br />These records are from the White House Office of Records Management (WHORM) subject file series. The Clinton Presidential Library inherited a document-level index maintained by WHORM during the Clinton Administration which tracked some incoming correspondence and other documents as they were circulated throughout the White House and filed by WHORM. The records contain files created and received by Elena Kagan that were tracked by the WHORM Subject File index. The files include records related to a variety of topics such as memoranda, correspondence, and Domestic Policy Council weekly reports. The records are tracked by an alpha/numeric code, and are listed as such.</li>
<li><strong><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=70&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=Elena+Kagan%27s+1999+Nomination+to+U.S.+Court+of+Appeals&range=&collection=&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">Elena Kagan's 1999 Nomination to U.S. Court of Appeals</a></strong><br />After serving as the Deputy Director of the Domestic Policy Council, Elena Kagan was nominated to serve on the U.S. Appeals Court for the District of Columbia (D.C. Circuit) in1999. Her nomination expired in 2000 without Senate action. The files in this opening contain records from the White House Staff and Office Files, Counsel’s Office and Presidential Personnel, concerning her nomination. The records consist of Senate Judiciary Committee questionnaires, correspondence, law review files, news articles, briefs, and press briefings.</li>
<li><strong><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=70&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=Email+Received+by+Elena+Kagan&range=&collection=&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">Email Received by Elena Kagan</a></strong><br />These records consist of email received by Elena Kagan during her time as Associate White House Counsel from 1995-1996 and Deputy Assistant to the President for Domestic Policy and Deputy Director of the Domestic Policy Council (DPC) from 1997-1999. In addition to the email proper, these messages include forwards, reply chains, and attachments. The attached documents include notes, memorandum, articles, reports, executive orders, bills, and directives. These email concern a myriad of topics including but not limited to Amtrak, campaign finance reform, gaming/gambling (especially as it relates to Native Americans), timber, regulatory reform, welfare and domestic policy topics such as AIDS, budget appropriations, education, health, labor, race, and tobacco.</li>
<li><strong><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=70&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=Email+Sent+by+Elena+Kagan&range=&collection=&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">Email Sent by Elena Kagan</a></strong><br />These records consist of email sent by Elena Kagan during her time as Associate White House Counsel from 1995-1996 and Deputy Assistant to the President for Domestic Policy and Deputy Director of the Domestic Policy Council (DPC) from 1997-1999. In addition to the email proper, these messages include forwards, reply chains, and attachments. The attached documents include notes, memorandum, articles, reports, executive orders, bills, and directives. These email concern a myriad of topics including but not limited to Amtrak, campaign finance reform, gaming/gambling (especially as it relates to Native Americans), timber, regulatory reform, welfare and domestic policy topics such as AIDS, budget appropriations, education, health, labor, race, and tobacco.</li>
<li><strong><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=70&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=Elena+Kagan%27s+Records+re+Native+Americans&range=&collection=&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">Elena Kagan's Records re Native Americans</a></strong><br />These records were created or received by Elena Kagan during her service as Deputy Assistant to the President for Domestic Policy and Deputy Director of the Domestic Policy Council (1997-99). These ten folders were previously opened as part of a Freedom of Information Act request related to Native Americans (FOIA case <a href="http://www.clintonlibrary.gov/Documents/Finding-Aids/2006/2006-0197-F%28seg%203%29.pdf" target="_blank">2006-0197-F</a>).These records consist of memoranda, emails, reports, notes, and clippings.</li>
<li><strong><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=70&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=Additional+Materials+re+Elena+Kagan&range=&collection=&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">Additional Materials re Elena Kagan</a></strong><br />These records were taken from the files of Elena Kagan. They include memos to, from, and relating to Elena Kagan’s work on Domestic Policy issues. The records include some memos from Elena Kagan to President Clinton.</li>
<li><strong><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=70&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=Federal+Email+re+Elena+Kagan&range=&collection=&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">Federal Email re Elena Kagan</a></strong><br />The federal email re: Elena Kagan consists of 114 email messages that were part of the Federal side of the Clinton White House. The email generally consists of summaries of meetings or telephone conversations in which Elena Kagan was a participant.</li>
</ul></div>
Identifier
An unambiguous reference to the resource within a given context
2009-1006-F
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
Clinton Presidential Records: Automated Records Management System
Clinton Presidential Records: White House Staff and Office Files
Publisher
An entity responsible for making the resource available
Clinton Presidential Library & Museum
Format
The file format, physical medium, or dimensions of the resource
Adobe Acrobat Document
Creator
An entity primarily responsible for making the resource
Office of the Counsel to the President
Domestic Policy Council
First Lady's Office
White House Office of Records Management
Chief of Staff
White House Office for Women's Initiative and Outreach
Automated Records Management System
Tape Restoration Project
Security Office
Presidential Personnel
Date
A point or period of time associated with an event in the lifecycle of the resource
1995-1999
Extent
The size or duration of the resource.
2945 folders
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
The type of object, such as painting, sculpture, paper, photo, and additional data
Magnetic Disk: Hard Drive
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
[02/19/1999]
Creator
An entity primarily responsible for making the resource
WHO
Automated Records Management System
Identifier
An unambiguous reference to the resource within a given context
2009-1006-F
Is Part Of
A related resource in which the described resource is physically or logically included.
Email Received by Elena Kagan
<a href="http://catalog.archives.gov/id/574745" 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: Automated Records Management System
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.
6/18/2010
Source
A related resource from which the described resource is derived
ARMS - Box 090 - Folder 001
574745