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FOIA Number: 2006-0466-F
FOIA
MARKER
This is not a textual record. This is used as an
administrative marker by the William J. Clinton
Presidential Library Staff.
Collection/Record Group:
Clinton Presidential Records
Subgr_oup/Office of Origin:
Speechwriting
Series/Staff Member:
Jonathan Prince
Subseries:
10443
OA/ID Number:
FolderiD:
Folder Title:
1997 Teacher Corps
Stack:
Row:
Section:
Shelf:
Position:
s
91
7
2
2
�Michael Cohen
04/21/97 12:57:55 PM
Record Type:
To:
Record
Bruce N. Reed/OPD/EOP, Jonathan Prince/WHO/EOP
cc:
Elena Kagan/OPD/EOP, William R. Kincaid/OPD/EOP
Subject: Re: incentives for teachers
I shared the memo below with Mike Smith and Terry Dozier this morning. They are ok with the plan
I laid out, which is along the lines Bruce and I discussed on Friday. They are working to flesh out
the details; while I am gone this afternoon, Bill Kincaid will work with them and with you in
preparation for tomorrow's memo.
I also talked briefly with Riley this morning -- before I had a chance to talk with Mike and Terry-he's not up on the details of any of this, but he likes the fact that the President wants to talk about
this at the summit, and will likely go along with anything Mike, Terry and I agree to.
---------------------- Forwarded by Michael Cohen/OPD/EOP on 04/21/97 01 :03 PM ---------------------------
Michael Cohen
04/21/97 09:34:35 AM
Record Type:
To:
Record
Jonathan_Schnur@ ed.gov
cc:
Maureen_Mclaughllin@ ed.gov, Mike_Smith@ ed.gov, William R. Kincaid/OPD/EOP
Subject: Re: incentives for teachers :~
Thanks for the update to the memo, and to Maureen for the original and the faxed cost info. I think
we need to pick things up a bit as we approach the summit. I don't think we will need a full-blown,
comprehensive and complete proposal, but I think we need something for the President to talk
about in his speech. Nobody here, jncluding me,thinks the President will be satisfied with or well
served by simply talking about options and appointing a task force to come up with a plan. This
approach will fail to capitalize on the incredible media attention at the summit, and may not
sufficiently focus attention on the importance of attracting well prepared people into teaching.
Further, we can waste an awful lot of time just appointing and organizing a task force, time which
could otherwise be spent fleshing out a legislative proposal and consulting informally and
extensively.
As I read this and talk to others, it seems to be there are a couple of components to what the
President could do, without reaching premature closure.
First, he can talk about what the federal government already does to make it easier for people to go
into teaching -- Perkins loan cancellation/forgiveness, and income contingent repayment. There are
also more specific programs underway -- National Service funds an urban education service corps,
�and I think there is a troops-to-teachers program, but I don't know much about it.
Second, I think there is a core idea emerging in our discussions and your materials -- a focus on
attracting and retaining well prepared teachers in underserved urban and rural areas. It would be
great if the President could announce the framework of an initiative to address this, leaving the
details to be worked out later. I would suggest the following:
•
a competitive program, aimed at partnerships between city school districts, tHE's (colleges of ed
and arts and sciences) and others as appropriate, including unions, existing recruitment and/or
professional networks, etc.
•
competitors have to show that they have a quality preparation program/strategy, and that they
are locating this program in a comprehensive, well thought out strategy for recruiting and
retaining teachers, which addresses teacher preparation, induction, ongoing professional
development, and which leverages other local, state and federal resources in a strategic and
coordinated fashion
•
that gives each partnership funds to use to attract and retain well prepared teachers -- they can
figure out themselves the mix most appropriate to target, including undergraduates (e.g., four
2-4 year fellowships that require a year-for-year committment to teach), individuals who have
completed a 4 year degree (e.g, seniors with a liberal arts degree or mid-career professionals
who want to enter teaching) who will need an intensive "5th year", and paraprofessionals who
will continue working and get financial help for college tuition as they work toward licensure.
If the President were to announce a program centered on these components, he would make clear
that this will be part of the Administrations HEA Title 5 reauthorization, to be transmitted later in
the Spring or Summer (It appears that you are aiming for late September, though at one point I
thought you were aiming for June). I don't think we need a lot of details for something like this,
though we would need to figure out how much wewould be prepared to spend, starting in FY 99.
We would also need to make some assumptions about the size of fellowships, and possible ways of
dividing up funds between the three types of prospective teachers described above, so that we
could estimate a range of teacher slots that would be filled through this initiative.
Third, there may some simple and appropriate steps that could be taken, or at least proposed,
without much cost or complexity. For example, what about making it easier for students to use
work-study funds to pay for time they spend student teaching?
Fourth, there clearly are other options to consider -- expanded loan forgiveness, tax breaks, etc.
(though these approaches seem to me to be too costly, insufficiently targeted, and unlikely to make
a real impact). These and other options you may want to consider should not be foreclosed by a
Presidential proposal at the summit.
I think approach along these lines will give the President what just about everybody here seems to
think he needs next week, while not unduly tying the hands of the Department as you proceed.
This presumes that we can work our way through several things over the next few days-- (1)
whether the Department is prepared to commit to an urban-focused initiative; (2) if so, the overall
framework for it; and (3) a minimum level of investment for it, with the understanding that we will
figure out how to pay for it during the FY 99 budget decisions. This assumes that we would be
announcing something on the modest size. I would guess in the $80-$100 million range of 4-5
years.
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THE
IMPACT
Corps Memhl':TS Teach in Areas ofNeed
School diHrins in urban areas and remote rural areas request thar Teach For America provide teachers for h.ard-ro-
fill posirions. In rhe fall of 1994, Teach For America pbced 937 corps members in 16 urban and rural geographic
areas. Fifry-six pcrccm of corps members are teaching ar rhe elememary l~el, 44% are reaching ar the secondary
level.
Wlure Corps Members Are Teaching
Arkansas/Mississippi
Baltimore
East Palo Alto
Middle Georgia
Houston
Los Angeles
Souchcrn Louisiana
Ne".: Jersey
New York City
Eastern North Carolina
Oakb.nd
Phocni;r;
Rio GriDdt: Valley
Searde
Shreveport
Wa.>hingron, DC
TOTAL
'
W'har Corps Mnnbers Are Teaching in 1994
ELEMENT.o.RY (K-6)
56
56.4%
77
17
SECONDARY (7-12)
15
11.3%
8.9%
5.4%
22
Science
Language Arcs
Special Education
Math
Foreign Language
Hiswry/Social Studies
English
ESL
Other
36
Tara! Secondar)' (7-12)
·43.6%
74
165
79
48
128
54
69
4.8%
4.6%
3.5%
2.0%
1.9%
1.2'%
17
TOTAL
10
70
937
Urban:
Rural:
77%
23%
100.0%
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Principal<!Superintauients Rare Corps MnnbtrrS Highly
f
In a survey conducted during che spring of 1994, principals and superinrendc:nt~ reporrc::d a high level of sarisfacrion
with the quali[j' and impacr of corps members.
• 97.5% of superimendems said corpS members are ar leasr as good as, if not better rhan, their overall reaching faculry.
• Six our of ren supervising principals said thar corps members are bener than the average reacher with whom rhey have
worked, indudi~crs.
• Seven out of ten principals ~a.id corps members arc bener than the:: average n~ reacher wirh whom
mcy have worked.
• Vinually all (over 95%) of supervising principals said corps members are ar lease as good as oilier new reachers with
whom chey h;Ivc w-orked.
• Mo.re than 75% of superintendents said that Teach For America corps member~ have had an above average or
outstanding impact in their school dimins.
Corps Mt7nben Remain in Teaching and Education
The number of corps members completing their two-year cornrnitmmr ha~ incre:l..Sed signiflandy over rime. While
70% of the charter corps members complm:d their commitment, more chan 80% of rhe corps members pbced in 1992
taught a full rwo :;ears. Of rhose corps members who began tc::aching in the fall of 1993, 93.9% completed their first
rear and 90.9% scarred a second year.
Reremion rates in urban and rural public schools arc nor widc:ly available:, bur discussions with principals and
superintendents indicate rhar Teach For America's compares favorably. A.s one example. the Nro; York Daily Nt!Ws
reponed that 18.5% of r.he City's new reachers leave: rheir jobs at the: end of rhc:: first year, which means chat only 81.5%
scm the: second year Of the 52 corps members Teach For :\merica placed in New York Ciry in 1992, 92% completed
cheir full DWo-year commicmenr.
Many corps members have decided ro remain in reaching and education beyond their inirial (Wo-yc:ar commitment.
Our current alumni records shou.· rhar approx.imarely~ our alumni have continued to c<:ach; some:: arc:: currently in
-
their fifth years. An additional 11% ;y-5 working in c::ducarion-rdared ftelds and 7% are completing advanced degrees in
-----
education. This means rhat 65% of corps members have rema.inc::d in the field of education.
Corps Members Make an Impact in Their Schools and Communities
ln a ;urv"Y conducted during rhe spring of 1994, corps members reponed active involvement in their school
communities:
79.4%
Share innovari,·c teaching ideas with others at their schools
72.0%
Arc involved in excracurricular activities (dubs. sporrs, ere.)
65.4%
Encourage students to explore possibiliti~s outside their communities
G2.6°;o
Are involved in school-u.ride improvement projects
59.3%
Make a link between rhe communiry and their classroom
48.!%
S[arted a new program ar rheir school Gournal. club. tutoring, ere.)
46.5%
Arc active on school or district comrriinccs
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I4J 005
C.N. S.
THE 1994
RECRUITS
Over three rhoLL\and individuals completed Teach For America's day-long application process in rhe spring ot
1994. They completed an essay applicarion wirn three wriccen references. a sample teaching session, a structured
discussion group. and a personal inrerview. Of chis group, 446 were selected co become corps members.
This year's recruitment effort generated the highest percentages of math/science: majors and people of color in
Teach For America's history.
Number of 1994 Matriculants
Per University: Top 20
Aca.drmic Majors of
1994 &cruirs: Top 10
English
Hisrorv
Psyd1ology
Poliriwl Sci<:nce
Sociology
Biology
Spanish
Amhropology
Communicarions
American Srudies
13.2%
8.41i'o
8.0%
7.6%
5.8%
5.6%
3.8%
3.2%
3.2%
2.2%
% ofMarriculAring
Marh!Sch-nce Majors Since 1990
1990
1991
1992
1993
1994
7.2%
11.6%
13.2%
11.3%
14.8%
% oj.;\fatricul.ating
People of Colm Since 1989
1990
1991
1992
1993
1994
26.6%
22.5%
34.8%
40.0%
52.7%
Michigan, Univcrsicy of
16
UC Berkeley
16
Yale Universiry
Wisconsin. University of
UC Los Angdo:s
\i7esleyan Universiry
Carleton College
Colorado, Universicy of
Nonh Carolina. Universiry of
r~nnsylvania, Univ~rsiry of
Tufcs University
Virginia, Universicy of
Cornell Univ~rsiry
Harvard Universicy
Nonhwesrem Universicy
SUNY Albany
Chicago, Universiry of
Georgerown Universiry
Rochester, Univ~rsity of'
15
11
UC Santa Cruz
9
9
8
8
8
8
8
8
7
7
7
7
6
G
6
G
�l4l 006
PROGRAM
OVERVIEW
TEACH FOR A.\.fERICA IS THE NATIONAl. TEACHER CORPS.
Each year, hundreds of outstanding recent college graduares are selected imo Teach For America to comminwo
years to reach in urban a.nd rural public schools which m.ditionally suffer from tc:~chcr shortages. Corps members
are reachers and role models who go above and beyond, working during school hours and afrcr school hours ro
ensure rhar all of their smdenrs realize their full potential.
Teach For Arn~rica corps members assume n:sponsibiliry for ~nsuring thar the srudenrs they reach learn a.nd grow
in significam, dcmonsuable ways. ln addition, they sra.rt afrer-school programs for scudents ind parc:nrs, seek our
grams w supplement their school>' resources. participate in rheir schools' sire-based management reams, attend
school board meetings, provide le~dership for extra-curricular acriviries, a.nd involve parent> in rheir classrooms.
~'./"~·~~,..~,0·•"·- ......-...,..,.
Corps members are working together
z·~ousands of orhe:_~mb;,::_~e new domesric str\'ice ~
corps. \J.':.'orking through differem programs in communiries all over rhc counuy, AmeriCorps members are
\l:orking ro meer the nation's mosc pressing needs through such activiries as immunizing infmcs, keeping schools
safe, restoring natural resources, and securing more independent lives for our elderly.
Since Teach for Amcric.1'; inception in 1989, 15.000 college: students from all academic majors have c;;ompcccd ro
emcr the program. Close to 3.000
oF them have been pbced as reachers in 16 geographic arcas-cvcrywher.c
from South Central Los Angeles to the rural South to the Souch Bronx. Colleccivel~·, corps members have
touched the lives of 500,000 under-ser.?ed swdents in over 500 schools.
Many corps members .d(';cidc w remain in the: profession of reaching beyond their two-year commitmcms, while
some move imo other posirions in the field of educ3cion. All are outSpoken advocates for excellence and equity in
education.
�04·/24/9i
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OUR
HISTORY
Teach For Am~ rica was founded in 1989 by Wendy Kopp, who was then a s~nior ar Princeton Univ~rsiry. After
proposing the creation of a national teacher corps in her undergraduate senior thesis, she wrote leners m rhirry
corporate chief accurivC: oA-Icers requesting a seed gram ro launch the corps as a non-profH organization. Mobil
Corporation approved a ~26,000 gram the day after she graduat.:d, and Union Carbide Corporation offered free
office space in Manhanan.
A feu.- months beer, a ream of recent college graduates began to make Teach For America a realiry. They
identified college srudmts on each of l 00 campw;es who sraned spreading the word aboU( Teach For America in
January of 1990. By the end of April, 2.500 individuals had applied ro rhe program by complet:ing an c.ssay
application, sam piC' teaching session. and personal interview. Five hundred chancr ccrps members (Corps '90)
had mauiculated by rhc end of May.
The chann corps came rogc:chcr for the fim time in Los Angeles in June of 1990 for an eighr-weck pre-service
training institute From there, they uavclkd
to
New York Ciry, Los Angeles, New Orlc::J.nS, Bacon Rouge:, rural
North Carolina. and rural GC"orgia to assume: teaching position~ in rhe fall of 1990. Local offices in each of rhose
areas facilirared rheir nansirion and provided ongoing support.
-
Each year since, Teach For America ha.~ recruited, selecced, trained, placed and supponc:d approximately 500
.
corps members. Over rime, the organi2.arion has expanded ro additional placcmcm site~ and has significanrly
improved rhe quality of its operations.
Teach For Ameri~_~:;JS involved .in..shaping President <;:::li!l(On's nation~ service initiative bc:ginni~g in the fall of
1993.JiiTune-~f-l994, Teach For America was sclcc;ccd to be: part ofrhe J\meriCorps Narional ser:ice.Ne~~~k ·-----....,
fiel~~~~--:o1.ooo of rhe 20,0~0 c;~~;~~~;;c~-rp;~~~b~-;~.- -- · · . . - · · ··
·-~-/
and ro
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C. N. S.
THE
NEED
S[Udenrs who grO"o' up in under-rcsourced urban and rural arf::l...<; are ar a uemendous educational disadvantage.
They live in communities where iris oli:en difficult to grasp t:he value of education- u·here violence is an
everyday reality and u·hcre possibilities often seem limited. They attend schools which lack basic resourcc:.5 and
u·hich roo oFr:en suffer from a dearth of extra-curricular aaivities. Their families may nm speak English and
often do nor know how
to
become involved in their children's academic lives. All of chis is only .F..mher
complicated by me fact that society holds low expectations for these students. The result is smdem achievemem
rates u:hich are far below the national average.
These students, more rh:l.n any od1ers, need committed and talemed reachers who will hold e:nremely high
expectations for t:.hem. "'\l;'hilr these student' benefit uemcndously from experienced reachers, they also benefic -,,]
I
from young reachers who arc uniquely qualified to inspire in them a sense of possibility, and to ace as role:
_J
models who demonstrate through their own li,·es rhe advantages of auaining a good education. These.scudenrs
need teach-=rs who will b~ crearivt in spite of J IJck oF re~ource,;, who u·ill take the iniciarivc
to
scare extra-
curricular activities where none exist, who ha~·e a ~uong knowledge of their subject maner, and who will reach
beyond the four walls of their classroom~ ro involve their srudenrs' pa.rems and ro relate education to the
,cudencs' everyday lives.
Unfonunaccly, however, ~chools in under·resourc~d areas have a p;micubrly difficult cim~ attracting :l.Ild
retaining outstanding teachas. lr is for rhis reason char, each year, principals and superintendents ask Teach For
}uncrica ro place corp5 member,; in cheir schools and disrricrs.
!~~~~A!~~A~~~~~£~ 0
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TEACH
FnR
A.YIER!CA
is
J
141009
nacion:J.I C~:tcher corp.; or rccenr c..ollc::;e gr:~duac6 who
commie cwo year.; co r~:tch tn undcr-r~sourccd urb:.u1 :1nd rur;~i [Jllblii: schook
Te:Kh For Amerio ~orp~ members com: from a divcr:;iry of backgrounds :1nd ;H.;:t-
n<uion~l corp> co cr..,ure ch:H swdcnrs in und:r-rc:sourced urb~n :1nd rur::tl
member~ are mocivlced less by wher~ and whar .;ubjccc they will be ccachin{; chan by
dcmic m:1jors. Carps members work cogerhc:r a:; part of a
publiuchools realize cheir
trw~ poccnri:.d. Corps
rhcir desire co reach where chcy are most nccdcd. Corps members willingly puc the necd.1 of students firsc md must
demon~narc:
an
immense dc:~r~c oF tlexibilicy from chc time of chc ~pplio.cion until ch~
end of chcir cwo-ycar commicmc:nr.
Corps ~v1c:mbers :Jrc currcncly reaching in urban siccs in Balcimorc,
To
B:Icon Rouge:. the l:)~y Area, Hou>con. los :\ngclc.'>. N~w Jer:;cy. New
1/!:ttiri
5t~f!.':~fic~:n:. dontJrtjtrrz/Jll proKrCJ.T
rl(rl! rtclJ£rucm~rH
Orlc:ans, New York Ciry. Pho.:nix. S::ade. Shreveport. and
1
l!Jt./
c/e.:ur/opn1cnr
;,J
,:r-J
s(u-
t'nfpJ· 'TTlt711-
b!rJ ~ dttn'rnnms:
J''o ;trt!'Jgrhcn _rci,mlr tlnd commu11iti(.l·:
D.C.: and in rural sices in Arkans;JS, Georgi;;, Louisi;~n:~,
Mississippi. North Carolin:~ 3nd the Rio Grande V;~llcy. Teach For
Wa:;hin!;con
To drvdup !ttld<rs who wdl wnrk rhru11giJuur r!"·ir
liwJ(or u!ttu:riu,itli ,.x,·cl!oll·c rind rquiry.
Amcric:~ is prescncly invescig:Jcing new pl;v.;c::rnem sire> for the
1995-1996 school yeJr
Wich chc knowledge: due a corps io more pow:rFul chan an individLtJI. Teach for .A.rr.erica (:orps member;; uni~~ in each pbcemenc sire co
undc~:akc: communi<)' inici~cives which c::nh:~nce
cffons in the classroom and which c:xpand educational opporrunicies for r!lcir
;~uden::: oucsid~ of rhc _,chool
their
c:nvironmcm. The
corp~
:-ncmbers' diverse cuicur:ll b:.~ckgrounds .1nd experience:< infuse rhc;c initi~civcs wj;h enerey and incensiry.
In their efTorr.' to b~ cHC:ccivc:: reachers ::.nd leadrrs, corp~ member> ,;rive w go abuvt :J.nd bc:-ond :h~ call ot G'.H!. every day. Bach
inside :.nd oucside of' ch~ classroom.
lS
individuals and
as~
corp.\. while teaching and ;.f.rer completing che
corps members stand uniced in ,heir d::sire co c:n>ul'e chac one ciay. all chilclrtn in chis
C"'-'O
year com111icmenr.
n~;ion wili hav~ :tn cqU<ll opporruniry co an
c:.;cc:llenc ~ducarion.
:·:The~.:: .PROcEss·_::
'r
"
"
'
,l
{I
•
•
t
ON-SITE INDUCTION:\.f«r the I mriruc~. corps members
ADMTSSTONSAJl apJ:llionr~ ro T~Jch For Amc:rica muH
subrnir a wrircen :~pplic:~cion. [t ~n inre""icw
is gr3tHed. applic:~nts p;micipace in a cloylong inc:rwi~w process . .-\pplicarHs lr~
no rifled bv m;,i[ of cheir Kc~prance ~nd of
c~eir cenracivc assiGnm~nr co" c:rrain
region, subj~cc ;,rea. ~nd gr3d~ level. The
ccnt:!cive a'.signment is subject co change
Juring the Tmricute .nd during lnduccion
I
I
PRE-SE.Rv1CE INSTITUTE-
Corp; m~mbc:r; b~gin rh~ir professional de•clopmcm
rhrtJu~o:h a summor Prc-Scr;·icc !n>cicmc. Th: lnsrirurc
provides curp~ l'nembcrs
wich
d:l:5:iroom :x.pericncr::. chc
opponunir;r co d::velop til< pbm lnJ skill.< necessary ro
be effccrive beginning rc:~chcrs, <~.nd cxpo;ur~ ro
pn.ccica.l appliorior.s of educarional chcories JnJ
rcscnch. The lnsrirur~ u.lso build.; :t nJrional C5pric-d~
corps. ;,nd moJds Teach Fnr ."un~rica's communir;·
outreach iniciariv~s. -rhe assessment process :1r rhe
lnsrirur~ scrYCS otS rhc flnal scagc of' chc sclcccian procc.<~.
ro rh;;ir plac~menr \ices co
p·.trr in J l.:>eallnduc:inn
which helps crienc rhom co rhc
schools, >chool dimiccs. "nJ
wmmunici.:s in whicn rhcy will be
reaching. On(~ in rhc site chc specific >ehool;. wbj~cc mancrs anJ
grade lcvds of corps mcmb<r.<'
pbc:mencs ore fin<Ji<<~rl.
tr.\Vcl
t:ik~
I
ONGOING REGIONAL
INlTL6,. TlvUCNI'' mcmbt:rs unJerc~kc ch~
r~sronsibilir:; co pn:.viJc rhcmsd.,.cs
wirh suppor~. 1nJ ro invest iltCn rhc
comrnuniricc in wltid1 rhcy r~Jch.
T coch !'or Amcric:. pro~idcs ;ntT.
rc.<nurces and local ;1dvi.1or.1 w hcilicocc
chis proccc~. Corps m~mhcr5 arc
<.:xrccw.l w d<:vdor ~nd i~rl"rT1cnc
loc;;l progr;1mming ucili·ting chc
rc~ourc:s ond po'.o!er of~ corp->.
I
PROfESSIONAL TEACHER RESIDENCY PROGRM,·1Ao cl:ts>ruutn reachers, wrp; rncmbor> ~s;um~ full r~'l"'n.<i
bilicy for ~training .<i!;nit1c~nr. ,!cmnnstrJblc g;ti:o.i in sw·
dent achiov""'""' anJ ,J.... dopmcnc. CMp.< mcmbors sec
gno.ls for choir srudcnr~. rlcvdop pbns rhmugh "'hich rhcy
will mecc chcs~ goal;.. consrandy ~nJ criricaliy :t>>css d~.:it
progr~~:; (OVt~rd th::: go:tl.'i, ~nJ do '.Yh~rcvcr is neCCS5i1t)' ro
>t'rcngrhcn ch~ir ;~ppro~ch Jnd en meet rhcir so:tls. :-iupporr
Dir"ctOt'S provide corp~ members "·irh c:h:Jkn~;ing. cririctl
f~cdb:tck on rh,ir 1;n:Js, pl:,n<. ond prcogreiS. In odJiciun.
rhcr work u.•irh corps mcrnbcn co ensure rh:.r rh~y ~rc l\fl ;1
parh ro ~training rhc P>£C ,,(,kill; ;nJ knowl.:cl~c necc.~>:<ry
co cnsurin~ d1JI swdcnr> excel.
I
1
ALUMNI
PROGRAM.i.IK :tlumni I""Sr:tm
~-;icitic:Hc.' com1T1lll,i-
c.Hion :Hlll'n.~ :tlumni
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Jonathan Prince
Creator
An entity primarily responsible for making the resource
Office of Speechwriting
Jonathan Prince
Date
A point or period of time associated with an event in the lifecycle of the resource
1993-1998
Is Part Of
A related resource in which the described resource is physically or logically included.
<a href="http://clinton.presidentiallibraries.us/items/show/36296" target="_blank">Collection Finding Aid</a>
<a href="https://catalog.archives.gov/id/7763293" target="_blank">National Archives Catalog Description</a>
Identifier
An unambiguous reference to the resource within a given context
2006-0466-F
Description
An account of the resource
Jonathan Prince served in various capacities during the two terms of the Administration. He was one of President Clinton’s speechwriters, Deputy Assistant Secretary of State, and directed the public relations effort related to the fallout from the bombing of refugees by NATO forces during the war in Kosovo. This collection consists his speechwriting files which contain speech drafts, handwritten notes, memoranda, correspondence, publications, and schedules. Prince wrote most of President Clinton’s radio addresses from 1993-1997. He also specialized in dealing with domestic issues such as crime, gun control, unemployment, urban development, and welfare.
Provenance
A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource.
Clinton Presidential Records: White House Staff and Office Files
Publisher
An entity responsible for making the resource available
William J. Clinton Presidential Library & Museum
Extent
The size or duration of the resource.
187 folders in 11 boxes
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
Paper
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
1997 – Teacher Corps
Creator
An entity primarily responsible for making the resource
Office of Speechwriting
Jonathan Prince
Identifier
An unambiguous reference to the resource within a given context
2006-0466-F
Is Part Of
A related resource in which the described resource is physically or logically included.
Box 10
<a href="http://www.clintonlibrary.gov/assets/Documents/Finding-Aids/2006/2006-0466-F.pdf" target="_blank">Collection Finding Aid</a>
<a href="https://catalog.archives.gov/id/7763293" target="_blank">National Archives Catalog Description</a>
Provenance
A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource.
Clinton Presidential Records: White House Staff and Office Files
Publisher
An entity responsible for making the resource available
William J. Clinton Presidential Library & Museum
Format
The file format, physical medium, or dimensions of the resource
Adobe Acrobat Document
Medium
The material or physical carrier of the resource.
Reproduction-Reference
Date Created
Date of creation of the resource.
12/15/2014
Source
A related resource from which the described resource is derived
42-t-7763293-20060466F-010-004-2014
7763293