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M;;rch 29, 1994
Education .lIId Training Group
To:
From: Gene Sperling
Subj(;ct:
Urban Excellence Corp
of our effons for oltr economic agc,ldll ~!lld Oll!" YOltth opportunity mobiliz:.;tion" I
propose a mtcnsJVc Crh~m Excellence Corp. This program \vollld, I:t into our
OVi,;ITdl cconolll ie ?rogiilm imd could :)c a positive s:d:..: of w..'I:':;;c f0101T;L
! do not suggest that all of our Build Essential Skill lor Tomorrow proposal for welfare rclonn be
in this intensive iann, but I would like to propose that this be a major clement
As p:.lri
WOl!
Id like
t::;
I. PROGRAM DESCRIPTION:
A: SUi\,li\,IAR\,: The basic i-dca ofille UEC is as follows: collcges would reach out 10 6th
gn,dcrs :IIH: ;lsk ibem to sigl:' a mul\l;\: rc~ponsibi!lly etwtracl. Th.~ :;;Ixlh graders and their parents
\\'(lu:d <"Igrc{: to de{licaLC lhemselves 10 sradua~ins high ~;l~:1C(): ~~nd C!.':lt:nu:ng cdt:catiolllilal
l~}jluv-:::;; the colkges would agrce 10 provide thc:n \Vill~ indi\-idu~ll allCl1tlli!1 •• mClHoring and
mOllltoring .• from 61h grade to 12th gra<le. ~md then to pbc\.' thcm either in their university ~- or
in :'1Il appropriate advanced training or education program. t\ main p~1rt tile program would he
UnIt the colleges would train and deploy a cadrc ofMcntors who would he paid and \Vl)tdd make
their main extracUITicuiarlc1llployment activity onc-ott-one tutoring anli mcmoring ol'lhc young
people. This is essence, Eugene Lang incorporated into ollr university system.
or
Pre,~·idclI{i(//
C/w/lclIgc: While we would have I"llilds av~lilablc [0 help carry this out, the
PresiLio.:llt could slill challenge major institutions to do this anyw;!y. Certalllly, the top private
schools in the nation -- 10C;llcd in such urban areas as BoslOn, N~\\' Haven. Philadelphia. Chicago
etc ~~ could do this without major new fedc-ral support ifil was pnn ora nm1on;tl-- Prcsidcl1tiai-
l11ohili!.atioll \,:f!Ol't. 'A Presidential challcnge for 20 t!nivcrsili~f: III du this voluntarily could stir
lip real support and excitcmellL
Il: MAIN COMPONENTS OF VEC:
STtjIJENTS: Thl.! carly contract crc;~tcs 1'0:" young peap:c wbt many l1lO:-C fortunate
young peo;)lc call perceive far more easily: L11m there is a path that call be traveled \Vilh
hard \\'ork and responsihility that pays off. For a young person ",'ho lOOKS <trouHd his or
her I~cighhorhood
aI,,: sees liule p;oof[h;~t p:aying by 1:1": rules p:~y$ ,l:":~ st~ddc!1:Y there lS
;\ h1ng1l1: ..' pruoflha: i1 doc~, A YO.!!lg p..:rs(:n whu pafl'C;;),EC" ,n lh.: ;H"b,:1111 IlHlst ::grct.!
to "play hy :he ruies" wahin the program. That means D1C(;ling with the 111(')1101'$ or
summ<;f programs. [t means avoiding drugs and teen pregnancy. Nonetheless. [ would not
kick oul of the program anyone \vho was salisfacto!"ily meeting the academic
rcqUtfCmcnls. Nlitldlc class kids don'! have:o be perfect to :lavc a Ill!;!r:.:; we 5110UJd he
tough on (he particlpants but not kick them out of the program any lime they disph)y
�disruptivl! behavior.
i\IENTORS: For mentors, the UEe would be nut a \'olunll. activity, but a major
.:er
.:fiJrc. lH.:eds to bl.; an important sourec
cUlllmitmcnt·· likl! being on a sports team. It, lhen.
oftuilion assistance and support. The mentors would be paid tuition assistance and e.... tra
cash. Pay would increase with each year they were in the program to encourage 111entors
to stsy in the program l'or multiple years. In other words, ifol1e received 1/5 of tuition the
first year, '2/5 the second year etc·· the mentors would have a strong financial incentive
to stay in the program which would give the young people more continuity. Despite the
raeL that this would be "a job" -- it would still be a f()fm lll'public service·· and the
program could benefit many college students who want to give-back something cven as
Ihey ;Ire in college. Thus. while the goal is onthc young sttllk'nts. this \\'ould he another
run:1 urthe Pn:sident's nal10nal servIce agcnda.
OUTSIDE MENTORS: Business people, seniors elc. would be solicited for the
program. Thus, an ideal situation might be one in which evcry student had both a student
mentor and some rorm orbusiness or outside role model as well. Yet, the key is that the
university -- takes responsibility ror continuity, lllentoring and monitoring.
UNIVERSITIES: The university has the tools, the expertise and the stability to be the
institlltion ror such a long-tern, mentoring and monitoring project. They would be the
institution challenged to carry out this project. This would require them working with the
local school systems to decide how to do the adopti(lns of students into the UEC program.
They would have to Illaint:tm a high quality team oj'mentors with:1 Iinanci:11 incentive
to make the program a serious commitment. And it would be critical. at all times, that
they have a serious. full-time position to run the mentoring team. The success of so many
programs hinges on the inspiration and talent orthe person who is in charge.
GOVERNMENT ANI) FINANCING: There would be three elements that would
require financing. One, funds for the mentors. Two, assistance for the young people to
crller college or training. Three. administration of the program. As to paying !'or the
mentors, tuition aid 'that is now given to students could become' conditioned on
participation in this program. Work-study money could he used here·· :IS this would be
cllllrely conslstent with the anginal intention ofllllW work-study would be used. As to
tuition ror students at the sponsoring institution. they already provide such scholarships.
The federal government could provide additional assistance. [\'lostly, however, the rl.xleral
government could assist in reciprocity and ensuring that all students received full-tuition
somewhere. In sum, there is enough money out there. that ir rederal support could be
used to fill the gap -- as oppose to pay ror everything n'0111 scratch.
II. RATIONALE FOR THF: vICe:
2
�A: OVERA~L RATIONALE: The UEC proposal is built around certain basic principles that
.:njoy support.
I) I(ARLY OUTREACH THAT CIIANGI(S I(XPECTATIONS: Early olltreach for
eollegl! opportunity is, orcourse, important. Yl!\. if that olltre~lch or intervention is only
temporary, it may not have the desired affec\. Yd. Ihis is not only carly intcrvcntion. it is
early intervention explicitly designed to change the expectations for young people and the
c()st-hencfit analysis of playing by thi.,: rules.
2) CONTINUITY AND LONG-TERM MONITORING CAN 110 MORI( TO TURN
YOUNG PEOPLE AROUNIl nmN TEMPORARY INTERVENTIONS: Certainly,
we may not be able to afford sueh intensive and long-term attention. But, a UEe proposal
does assume that there may be a greater retum in tuming lives around if there is a way for
programs to stay with young people for a longl!r period of time. Also, it lllay be the case
that for people -- who may orten be Cram unstable environments .- stability in this type of
empowerment may be particularly important.
INIlIVIIlUAL MENTOIUNG Til AT PROVIIlES SUPI'ORT, ROLl( MOIlEtS,
AND SIGNALLING TO ESTABLISHED NET\\'ORt<.S: I restlllore on com mOil
sense that data the belicfthat individual attention helps all people -- but particularly those
who arc behind or lack the advantages that most young people have.
J)
4) SIGNALLING, NETWORKING AND ROLE MOIlELS: One problem we have
discussed is that young people -- particularly ccol1omically-disadv<lIltagcd minority malcs
-- have a tough time even getting in the door for interviews. This program would
potentially give sLlch a YOlnig person three people -- the lllentor. his or her outside
h\ISincss mcntor, and the university administrator -- to be not uilly role lllodcls. but
people who can be credible references and offer theil" own networks.
5) UNIVERSITIES ARE TilE RIGHT INSTITUTIONS TO RUN TillS: For the
reasons mentioned uhovc and below. I believe that this type of long-term project cannot
be sustained on a meaningful basis if we count 011 institutions like businesses and
volunteer groups to run it. Colleges are the place that call make it work.
B: RATIONALE FOR TilE UNIVERSITV ROLE: Much nt'tlle UEC is.iust:lIl extcntioll of
the Eugcne Lang model. Therefore, it IS worth considering the main diftcn:ncc in the UEC --the
primary role of universities.
L COLLEGES INCREASING TIlE POOL OF COLUcGE READY
DISADVANTAGED STUDENTS: Currently colleges all over America -- including the
best colleges -- fight to meet affim1<ltivc action goals. The problem with lllllch of this is
3
�that it is a zero·sul1l galllt:. I I' Stanford 11lt:t:\s their aJTll"Illativc :lction goals by doing a
IX:ltcrjob of recruiting than Berkeley, it is good for Sl<lllford _. but there is too much
fighting among colleges over the distribution of the existing pool of college-ready
minority and disadvantaged students and too little focus on all colleges working to
expand the pool of college ready minority and disadvantaged students. I can remember
one college in the middle ofa major city being criticized for recruiting Puerto Rican
students li·om the best high school ill San Juan instead of frolll the schools in the locul
CiIY. The college responded that there wen: not enough collcge·ready Puerto Rican
students in the surrounding city and they should not bc criticized for looking else where
to achicvc admirable diversity. Yet. the real qlH..'stion is why cllllldn't this c.'\cellent school
have taken responsibility for reaching young si.'\th gr:Hkrs in tht: slllTounding area and
using tht:ir resources to increase the number of Puerto Rican eo liege-ready students in the
surrounding area? That is the core of this idea.
2. UNIVERSITIES AND LONG-TERM MENTORING AN)) MONITORING: Most
people who engage in mentoring or tutoring have a limited. time·specific interaction with
a child in need. A disadvantaged child may have a tutor in fifth grade. a Big Brother in
eight grade, and a business mentor for six months in tenth grade. Yel, it is fragmented and
the hope is that these time specific interventions somehow make a difference _M or trigger.
Certuillly. everything helps, but fi)r yllung pcoplt: who have !'lIch odds ~lgalllslthc:m .. <llld
who may lack thc support system that many I1mldlc clas!' klds ~lI"I..' fortunate enough to
have.
One solution is to find tutors that will make longtenn commitments. This may be
impossible when one is simply asking for volunteers. How can one ensure that volunteers
stay with the same young people year alier year. The best solution is to ensure that there
is a stable institution that experiments with many ways to provide 10ngterl11 l11entoring
but that ensures that if this fails -- the institution docs its best to provide institutional
memory and continuity. Thus. a model UEC program might be one where a Si.'\lh graders
has only two mentors who each mcntor for over three )'(.:;11"5. Yet. iftlla1 dues not work.
the institution is ul\\'uys doing its bestlO nlake SUI"l.· the student has type of individualized
:l1tclllioll that fits.
3. A LESS CONTROVERSIAL MEANS TO AFFIRMATIVE ACTION: Certainly,
historic discrimination often makes it necessary to cOllsider carefully tailored race·
consc.ious remedies. Yet, this is a case where an intelligent approach could dramatically
increase the number of minority students going to college without having to even enter
the controversial world of race·conscious approaches. The re,lson is that ollr eil ies have
becomc so segregated that simply reaching Ollt to the poorest arcas of the city will lead to
disproportionately minorities and whites who livc in those areas as well. Such approaches
help arc race neutnl1 way to help those who livc in thl: puurest areas .
.... CHANGE TnE CULTURE OF UNIVERSITIES: Colleges now onen stand of
4
�i~la;l(ls
of afnucncc among S0111e of the mOSl depress.:d arc:!:> 0 f Odf nal:m:. Enlightened
Ill(:mbcr~ or such universities always look ior ways the u:livcrsilY c,u: imcracl positively
wilh Ihe -(:l1mmunity. This is the most natural and productivC" ofsuc-h relationships. The
President eOl1ld change Ihe Cl11111re of higher educat:oll. hy c;cn:i:lg !h~ cxpcclatiOl; I!:;lt
tlle role oj' llllivcrs:itics was n~)! only 10 :rain those \\."ho en!!..!r 11l..::;r university. nUllo help
increase the pool of college rcady smdc!lts in their afCa.
5
�Unversities have in so many ways the tools and expertise.
The Head:
40 shares 1117/80 $801
the S)":<.:i:l) The UEC ensures that all of this is linked togcther to provide u longtcrm, continllolls
errort to give direction to evcry intervelltion: linishing high sclHlol and going to a path to a high
education,
The univcrsity provides each child a mcntor -- who works with a small group of young people
but who ensures special allentioll to each young person. The university cnsures Ihat when a
mcntor leaves there is continuity. The university should of course seck to engage the business
community to the fullest degree possible. Yet, as that will otten be tenllOllS, it provides an extra.
This program may res! on how motivated the head of tile program is. Therefore, we should
structure this so that the head person IS paid a decent salary so we cun attract cxccl1cnt pcoplc.
Universities and Long-Ienn Mentoring:
,Colleges and Longterm Mcntoring:
iddle class young people are practically born with: a clear path Young people who now lllay sec
lillIe connectIon between
good behavior and
Mentoring:
One un one
Signalling
RATIONALE:
lack ofrolc lllodeis
Un i nveri sl y:
226.48
nonetheless, it should go without saying that it is bctler ifYOll can
There is an idea for an urban excellence Call'.
6
�Mcntonng: The mcntoring
La Jolla Bca:.h ;:lI:d Tennis:
Wimcrgreen:
The corp components of the lJEC
I)
~Irc
,IS follows:
:0 outreach early
2) To chang(: Jonglerm expectations and give young people.~ (rom an emly :igc ,.- the same sense
orlongtcrm pbllnning that the most well-ofT ch~ld bas,
3) That individualized attention can be critical
4) th<ll COl1tilillil1' and constant monitoring for a sustained p,,'!'iod of{imes will help m:!i{c;1
d.tTcrcncc inlurning livcs arounu,
7
�"
-"
AFFIRMATIVE: ACTION
This puper seeks to layout difleFent rationales and appmaches for aCiirmativc action as
well as discussions as to the degree tha! issues like merit and innocent bystanders can he
addressed thrm.:gh bow affinmHivc action plans arc dcsigncd.
I. C01"SEQt..:ENCES OF DIFFERING APPROACIIES
I. NOj\-I)IS<CRIMI~ATION RATIONALE: The nOlH!i:;cr!l11il~\!I~<::C "'<1lioIKI:(';":s hascd ,)11 the
corc rr;ncipl,: Ih:il Americalls should bcjudgcd by individl"ll :11crit ,-~:ld ::::!aracte: -~ and not hy a
g:'(HIP d;~lr,lClerisl ic (i .c. r:Jce, religion, gCJ~Gcr) that n,;wurds 0:- pUl:i;;hes :hCD; 7<iscd on group
ch:lracteristics as opposed to who they arc ~s ind:vithwi;;,
\
Regarding affirmative action, the principle ofnOlHjiscriminmi,11l, unfortunately, ol1ly
seems to hcg the question. Jr 011C sees non-discrimination in a larger societal sense, ntcc
consciolls tools that are seen as necessary to combat :lnd dismun\!c p~lst or present discrimination
can be seen <1;; promoting a non-dtscri:n:nation pri:lc:plc, Yel. to the degr;,:e Ib! !-:OH
discnm!J~alio:l is seC1: as <1:1 ubsolutc principle 10 Judge allY gov-.;rnmcnlal inlcract1oc, thel: 1101:
di$crimil~~ilio', can be t:IC p:-iEciplc tlmtjustdies :lbsolmc colorblindncss un !~lC !1o!i;)!l th<H no
puhlic ca~l:>c (ilicll:ding remedying past discrinll11ation) can ju:nl Iy -:drh:nt dj5~rimi!l,Hion 011 the
ha,;i:; of rae::
Sonw;imes this debatc goes to what the meaning ofHdJscnn:ination" is in light of tile
United States' historical context Affirmative action advoea:c$ argcc lhat "tbscril1lination" ill our
society has a deeper meaning than its dictIonary :nean:ng, and :ha1 it should apply only to
invidious uses of race to exclude or subjugate people, and docs not really apply when it is being
used for bcmgn, incJusionary reasons. In any case, th::: issu;; 0;'W!l1011 Wlly the non-discrimination
pnnciple kads you in the ,~ffirr:-mtivc action context strong1y captures tile lnhcn':llt tensions in
Ihis Issue.
2. I'ROVIIHNG EQUALITY OF OPPORTUNITY·· OR REMOVING BARRIERS:
An equal oppor-unity rationale as the advantage ofb"'-:lJlg iJ general ;)ri:lC:p;e that applies
10 ;1.11 Amcricol1s, It ,1.Iso J1ts the notion that we arc a nation ~hal alms not :it equal re<;u:{s, hut at
g;Vi:lg people dn cq~wl opportunity to compete or accoll'.plish liS much as 11:..:-y cm"
The g':;ncrlll equality of 0p!Jorlunity principle Call $up;)Ort public policy to remove any
b<'I1Til.·r tl1<-l1 plcvcnts ~tny individual frOin reaching their fdl potential. Th:s rmionak can be used
10 jt!s~i fy af'!irl1l:l1 ivc government action 10' :-CI1l0Vt; l);!c 10:-5 Ii!" m:my ihrms, iX0!10!HIC •
-\.11 :)~ldvantnge, dis,1 h iii 1Yor d i SCri:11 i na[l():l. Thus. while (;yl:u!il y (, f 0PPNtllll dY t:an )n:ni fy
:d'lirl1l:tlivc <letion based on t:conomic disudviJCllag:::. an equal oppnrHmily rationale docs no!
inlh.:rt:ntly mguc lur a arrirnHi~ivc action lim:tcd to colorblind, 1.:-.'0l1l.)!11IC ju::.tilk,ltions, As
eCGlloll1icaily.ta!'gctco ellorts may he the n:ost effective and clTicien! means to address economic
1
�barriers t() 0TJPortunity, race~conscious rcmcdies can hc seen a tightly \;.;rgClet: rcrllcdy W :-Cfnovc
the barriers lo opportunity caused by past and present race dlsc:'ll11inmion.
T:1C c4La! opportu:1ity ratlomtlc may scem most compelling 10 peoplc whcc. :1:CfC is both
economic and racial barriers, but may seem a less compelling r:ltionalc whcre minorities a:-c seen
us lackil:g economic disadvantage. Likewise, Jowor~incomc whites may seel1l less 111 nced of
anirn:ativc steps sincc t:lCY do r:ot encounter the additionnl barriur 01' racc discrll1l1n:ltion,
EqualllPPor':unity Jr,JY also sccr;l In h':;l s!~'\)ng;.':· r::tiUi1:liL' Ht'iJl'lt1illivc :u..'li')11 IIWIIS. seen
as mCfc,lsmg opportunily ;:s opposed to giving a "rL:Ktlt." Some \YOIlid nrguc that equal
opportunity is stronger justificatlO!l 1'0; af!'.rma!iv(.' acliolllil cdllcal10E and training -- bCC,lllSO
Ihey arc slllJ about giving a person opportuni:y (the tools to get a Job or contr~lct) as oprosco to
L:q;.Ial results (a joh or contract) 'Yet, it is clearly nm so simple. A I'Iirm'lJ.ivc action ill contracts,
Inay help give minonties the encouragement they need to slart d SI:htll bU5incf;s or get started,
Thus, ajob or a contract c,1o also be seen not as a contim:ing cntitlcn:otlt but <:s a "CllUllCC" or
"opporfunity" as opposed ,to economIC security, On the other hactl, Ilon millorily familics may
:eel :hat admission 10 a good college is a "result" 111 m:; society Hnd they arc being denied;\
scarce resource due 10 afEnl1ative action,
li:lcre:ts:ng sk/1S]
w
], REl\·1EOYING PAST DISCRIMINATION: MallY believe thill the: l1iilin mor<llj~j$1lfic[Hion
fl:r a:TLm1atlvc actio:! is the com,..
'Ctivc Justice in curing a discriminatory wrong. Certainly. :hc
instinct for this rationale comes directly from the filet that black Americans were wronged as a
class by shlVcry. then by legaliJ>:cd caste discrin:inalion unlil alleast 1954, as well as by a wcl1
established network of discriminatory webs in ali \vd.lk:;; anile uniil (arguahly) the past two or
three decm\t:s.
Yd even this
remcdi~djl!sjific;)ti()n
raiscs a sel ol'very complex moral and histoneal
Issues,
The issue of group rights and group lutrm:-.: \Vlten.: !nd:vidual i)copk: arc d,scriminated
and get relief. there is no need for ntCc~col1sdol\sncss fe;llcdics, The person who
is &scriminated against is like any victim in a law SUil gcttingjus~ice from the defendant
\\'ho did the harm. Race-cot/sclOliS remedies come inlo phi,; where there is a patten; of
,
discrimination Ihal crcciles (/ group harm t!wt C(lI/IIOf be remedies simp!y ;~\' pml'iding
indh;iduail'ictims reiiej For example,· if the Alahama slate troopers keep all blacks out
Cor decades, no blacks will even bother to apply since all know it WOUld he a waste of
time, Alter decades, there is un all-white state trooper loree, yet th;:;rc woald be 110
H.lcnliEab!c victims smce no blacks even both~rcd to ~\pply
Propc':1Cn:s of ;,!fl;rtlld.!ive acLon would argllc lh,l! C\'l'l1 though lh(!rc are no idcntiiiablc
Ylctim5, thert' is a ham1 :0 tho !a:gcr l.:Of:1ril'",miiy ur h,\ving di~cl:inlillation create an ali~
white troopers (ilr'.:c and thaI rac;;~consciol1s rdi.:fis til';: Oilly way ofaddrl.:ssing this
larger gJ'Ol,iP hamL
;lg.00:5,
'
2
�Opponents ofrace-co:1scious rc:-ncdics wou!d COlln!(:!' 11)(l~ !(l g!\,('.[ group !\'ll1)cdy
assullles th:l! lllcn: is so:nc gn)\.p rii{~lt 0:" cr.!i! lr.'I11l..:!l! 10 proporl ~onal rqm:siJllllll ion,
Such a remedy would have to assu:-nc that \vc kr:ow \\,11;\\ propot'llon
Ali\h.\llla slate
or
ilUopers that would have been black had tlil'!"c been Ih) t!iscrill1il~atioc, But, bec,mEe other
factors, such as education or culture, may have Jed to fewcr bl;;\~k$ being hired -- evcn in
a world orno discrimination -- some would feel that it IS impl)ssiblc to determine what
the "correct" result should be. Or these opponents would say thm even i r there were some
assumption ofa group hann and the appropriate group rcmcdy could be cJiculated, Ihe
remedy of using race docs more harm than good.
What Kind nf Discrimination ,Justifies
Rac{'~Consdous
,\tTirnmtivc I<cmcdics"
Societal: Generally. nflinmHivc action jurisprudence has l('nded to disfavor
"societal discrimination" as ajuslilic;'HIOI1 fl1r alTinn:ttivc ael.ioH and 1~I\'ored cases
where there is specific evidence of;,j P<.IUCnl and I)mctice of dis!";rimil1<ltioli.
Sodctal discrimination is t!isl:ivored hy many hecause where Ih;;; proor or
tiiscriminali{}1: is loosest, the more some feel thai it impl\cl:> thal groups have eights
or proportiO!:ality. In oiher words, where Ih..:r..: is only proof of sOclctal
discrimination and someone tries to use race to get more carpcnters (hui there is
no specific proofthnl cnrpenters in that geographic nren laced discrimirwtion)
rnany will feel thai affirmative action advocates assume ihat all dtficrcnccs arc
caused by discriminlltion liS opposed 10 eullure or random chance.
The Supreme Court has b(.'Co willing to nllow !littlO!l;!1 mcc~consci(!us remedies
wbere Congrcss h<lS m,lde findings ofpervilsivc s\)c:ctai discrimlnalion. Yel. in
the employment specific or subcontracting cases, lite Sup(cmc Cone! has not been
wilHng to find race-cQ/lscious relief justified on the basis ofsocietal
discrimination,
Pattern & PracticeJllispanlte Impact: A higher hurdcll orjustilkalion for raec
consciollS relief is discrimina1ion Ihut is seen [IS taking place wilhin a certain
m(lrkct, industry or locdtion COl1ccl';)ing a splx;~!k typ;.; oi'joh O~ ac!:vlly. HlTC
"mmw(ivc action adV(l(;:II!.'S \\,\Hdd argue !1:,1111:\: r';lIwdy >; !h!l :'01 it \'ag.l~ Sl;l1;;e
ur S(lC;\!l~tI dis(:l'imin!ltion, hUl !'ath!.'r to address a I.:icarly doe~nncl1lcd hi510l'Y or
exclusion in, for exampk, lhl..' r(.:(li estate industry in IhH't!1w0St Obiu, j-h::rc. 100.
however. issues of causation and numbers come into pJay_ What if only! % orrcal
estate agents are black in an area where 20% orlhe popttlation is black al~d 15%
of the pool ofpeoptc with the credentials to be eligible to be a real estate agent arc
black. Docs this mean that it can be assumed Ihat discrimination caused the
discrepullcy? Wbat if there is dramatic proor uf systematic discr!minnlion yet
! Il ;',;, of the real estate age!1ts ,ire bklCk, while hhH.;ks make lip 15{~[, orth.; qu:dificd
poo;? Iflilc rcrnedy is ~l gonl of 15%) docs this aSSUlllC a world wilerI.' hlack rcal
3
�estate agents would reflect their exact percentage of the population?
On the other hand, without affirmative action, there is no method to speed up the
process of remedying serious cases ofwcial exclusion. Indeed, D colorhlind
limitation CUll create the perverse situation where moderate cases of'
discrimination can he cured fairly quickly, but the society hilS no lllt:allS to
speeding up the \vorst cases of abuse. COllSl(kr lhe following hypothetical. [n
Town t\, Joe Extreme 8igot completely cxcludl.:s blacks Jj'Otll being teachers in
the public sehoo[ system for years so that none of the olle thollsand teachers are
black despite the fact that the town is 20%) African-American. In Town B (also
20% black), Joe Slight-Bigot discriminates occasionally so tllat 100 (or 1OiYlJ) of
the teachers arc black. A race-conscious remedy can help either town move
quickly to achieve numbers that arc morc proportionate with the black
community. Without a race conscious remedy, howcver, each town will have to
wait until normal hiring is able to help each town catch up. Yet, in this case, the
exclusionary haml to the more' egregious Town A will take atlcast twice as long
10 cure. In other words, without race-conscious remedies, it will take the longest
10 remedy the worst cases of racial exclusion. The dead hand of past bigots will be
affecting racial exclusion for years to corne, because "colorblind remedial
requirement" will have handcuffed the towns with the worsl discrimination from
taking appropriate action.
Discrimin.:ttOl"Y Rationale Does Not Respond to Innocent Hysfander Concern:
For the puhlic at large, there is a strong scnse that race-conscious n.:medies can be
best j lIsti lied whcre there is a clear proof a f discrimination. Under this rationale,
people realize that affirmative action has somc costs, but they feel that there is
more justi lication to impose those costs where spec!lic discrimination is bL::ing
remedied.
Yet, to the degree that people object to affirmative action because they feel they
arc asked to pay costs that they did not cause ("why should I pay for what my
grandfather's friends did'!"), thc proof of discrimination Illay mean little. If a
white applicant docs not get ajob because Orall arrirmative action program, it
may matter lillIe to him or her whether or not the racc-consciolls hiring plan was
created because 5 years earlier a bigot refused to hire blacks. So while aflinnative
action to cllre a specific remedy may be more justifiable from public perspective,
it may make little difference to the innocent bystander who feels they were denied
something because of something wrong someonc else did.
4. INCLUSION OR DIVERSITY: Another rationale jar anirmativc actio)] is that there is
benefit in diversity and inclusion that can justify taking race ~IIld ethnicity into ~ICCOlint in order
10 include people into the mainstream. Inclusion provides a rationale for why race is permissible
sometimes and impcrmissible other times, When a bigot keeps out black Americans because he
4
�feds they arc inferior, thai
:IS';;
of;acc s:;::-vcs 10 :;:xc:lld.: them from the
111;\1115trc,\I11.
\Vhcn a
school bohr\! uses m,c to increase the numbers 0;'<111 excluded group. the goa! is to include a
group ill the mainstream. Whilc there may sti:l be othcr conccras (including merit tlnd innocent
bysimlders), lite fimdamcnwi dislinc/ioll helv/cell stl.!{JS 10 illdllrfe oil/cas( g/'OlIpS il/fo the
and sleps EO exclude minorilies provides (l morallmsis/()r the lise a/race inlhe
ajJirmative action cmUe.'(l.
lIIaiIlSft't:om
Inclusion or diversity is seen as benefitting the entire community or enterprise. All
nlembers of the community can enjoy the benefits of a diverse schooL community or workforce,
Also, diversity is a means of including historically-excluded groups wilhom having to cngtlge in
a divtsive, fingcr~poHlting exercises, Where proof of discrimination is the prerequisite for any
,Iffmnmivc neiion, then we never allow nn institutiun or employer 10 m~lk(,' liP for gross
dispari1ics without engaging in the exercises of digging up evidence of past discrimination.
Diversity is also, however, a jllstii1cation for the lype affmnallvc action Iha! is seen by
lllall)' as having the weakest justification and being the most open 1O abuse. Without the rationale
of pnst discrimination, many fee! that diversity is based Oil the rationale tlwt ul! groups (abscnt
discrimination) \\'ill do exactly the same thing in the same proportions and tbat
groups even have a right to proportional representation. Therefor. cri.ies chlim th.1t diversity
allows people 10 perJletuate the use of met,: as a dcdsiollHlaking \:;'itcrLt any time there is Hot
proportionality 1:1 m,~or inst,lutions.
FUrlhc.n~lorc.
the Llivcrsity WtiOl1ilic can conflict with lllc \Jljual opportunity :ationalc at
11111es. Consider a college that is looking for n diverse swd00t body: they might choose all uppcr*
middle class black young person over a lower.workmg class while.
From.an equnl opportunity pcrspL"CtlVC. the school shonkl perlmps choose til.: while student.
From a diversity perspective, they Illay do more 10 give students HI the schuol the benefit of
having classmates of all ethnic and facLai backgro~lIlds if they choose the upper lIlCOlllC black
studcnt.
SA. ECONOMIC -- NICE[)-llASIW AFFIR~1l\TIV~: ACTION: A need·!;ased "n;I1m1l;VC
:\(.:tion ratiOlli.lk: C~1l1 h<: based (,111 .;ithe:·:1 colorhlimi tW a r;ll>,:-":PIlSciOllS fallonak 1\ nc'.!d~ or
I..'coj)olllic·ba~;cd approach would rel.:ogllil:l.!" t:);ll il wUH:d do .tll imp;';fl!:::: joh t1fw.rgctiag
governillent ;Jctioll to racial ha:llls. but lila: the :mpuricclion is wOrlh it considenng the benen:s
of avoiding lIslng race even m a rC1T.cdiul or inciusivc mC<.n1S. A eok)rblind vicw \vould compel
sucl~ a ration~tle as it would disallow race"conscioLls rcmedie:L A more prowarnnn:ulve action
app;oach could condone racG·conscious remedies, yct fccl thnt hcc<!usc ~)r the downsidcs of racc
conscious remedies, a need-based affinmuivc action could be secn as a nrst~look to sec whether
it could be erfcclive, (Sec 5B)
The benefits would be that Ihere could he means 10 help his(Or;caJly~cxcluded groups
without -orfending whites .md others,
The downsides arc also considerable. While a needs-based approach has the adv.mtagc urhcing
5
�colorblind it has the disadval:tllgc of being history and reality hlind. Ii assumes that the barriers
faced hy a poor black and a poor white arc the same ~~ thai there arc no special discriminatory
wrongs emanating from race. An economic to:s1 wOdld <llso I'U:C oul any usc of race for diversity
or inclusion, Finally. where you have. for example, iJ consintctioll indus:!)' or police department
!:1<\1 has" history of discrimination (Igainsl bhlck$ or :lispanics. l~lC ide:! Of:l remedy only for
nc('d 01' cc~)nmnics SCt;1115 10 be inadequate.
58. NEEO/ECONOMIC BASIS AS FIRST LOOK: The economic need r<.Hionnlc could bc
seen as.<{ preferable means for addressing racial exclusion -- as opposed 10 an altcmati\'c
framework for amnmltivc action. This "first look" approach would not meJJ1 Ihat a policy.maker
would be less committed to lIsing race-conscious remeuies where needed, \Vhat it would say.
however. is that as n matter of process, any policymaker should first ask whether the stated goal
ofihe program could be served HS well, or :ll1n05t as well with:l colorblind/economic targC'ling
approach. This would he c()"siSfCI1f with the philosophy ill constitutiollallall' of(/ "IClISl i!ltrusive
ref1u!(~i'. " This process recognizes that there arc special harms to meial exclusion that must be
addrcsscd htl! th,,\ there are .1150 special costs to race-conscious re:nedies lhat must he
considered. Under tlus an:!lysis, the policymllkcr is neither refusing to mcogl11zc the distinctive
exclusionary harms ofmce discrimination nor using race-colls-ciutlS remedies ",$ <.! tool for
rcmecying radal exclusion, Rather the policy \'/ould simply be saying that economic/colorblind
remedies have less costs associated with them and nrc prcfcr<tblc where they arc neady ~IS
dTcctivc as race~conscious remedies,
ThllS, the policynl!!kcr's goa! is to scc if it is possible to remedy thc spcciulllarl1ls
orr~i.cial
while reduC)!1g the COStS of the (emedy, The lin;t step then 1S to analyze whethcr the
remedy eouid he :)eeon~pHsheJ without the usc Of rac\.!. I;" Ihc cnndusi~1l1 I:; re<ld:ed tl!~lt ihe
reilledy c()uld 1101 he reasonably m;;':ll!1:plishcd the:, the gual shuuld he tn us~ the racc~co!lscious
relit:!' ill ;1 !l1C:\I1S (Iw! !lI lln~intn;sivc as pos:siblc ~11 disn:pling til;.; v\.'sH:d interests of innocent
byslamkrs, alld is as l1exiblc as PllSSlhll:.
exclUSIOn
A "first look" :'Ipproach would he hU5Cd onlhe :()lIowing :,otions:
1) Both economic <list\{lv<lntagc and racial exclusion arc p:-ob:cms that cause serious
Both c<.m put harriers 1n front of individuals that prevent them from :-caching t:lc:r
pl){cmial, whi:c raci.d {.!xc/tlsion C<1il also cast all mldiliul1nl 0.\duSlollilry !llInn to n huge:
comnnmi1y.
Iwn~ls.
2) Both t.:conoclic affirmative action ami racial aninn(1tivc action have costs. While racc
conscious remedies arc likely:o be a mo:'c emcien! and cITcctive means \0 rcmedying
racial hanus. they :.llso carry wi1h them a cO'dntcrvailing costs associjted with the use of
'racc evcn fol' positive. inclusivc rcasons. Therefore. one JHay be willing to sacrifice some
of the benefits oftighicr lurgcting in addressing racial exclusion to avoid the costs of
inclu~i\'c mec-conscious action.
6
�For a first look appro(J(:h 10 he seriol/s, it IIIIISI rake seriolls 'he Imde-o/!s hurweel1 [he
advantages 0,/avo/{{ing using r(Ice ({Iullhe rlisadvflnfage 0/ less efficiel1t. less targeted remedies
thai ,In Itot direc{~v address racial harms. The efilx of this rationale would he judging the
cosl.!bcncfii analysis of using an economic mccJhlmd remedy as opposed to H racc-conscious'
progmm,
Cunsidcr the following: a M~lyor decidcs llw! minority small businesses have been long excluded
thlln fair cn.:dit from local bunks, He works with the c:ty COI.:'1(,'! and ',hc offending knks and
;wn \)pIHJns arc dcveloped. One w()\dd r..:qllll'l: a faCJ.:-(:OIl:;C·Oll$ cre(!I! pl"o:,;ral1l !'~)j" small
businesses llult would help 50%) of!hc bhlck slnulllmsint\'ises i:1 Lhe community. Tbc s~culH.l
would implc:ncnt a progr.mi Ih.1t would give special credit ElctorS to a:ry small business with
Cltpilllf less than S50.0OO. This: hmerprogmm would ht'lp 15%, of tile local black small
husinc-sses ~~ less than one-third the number as the race-conscious progranL Tllus, the downside
is thal ifyotl wished to overcome racial exclusion of black small businesses the race-conscious
remedy would be the most effectivc, Yct, it could also create resentment among white
businesses, and be seen as: a rigid set-Hside.
6. GIWGRAPmC - POOR URBAN/RURAL AFFIRMATIVE ,\CTION: I< Ill"Y be that the
polley lhat hcst SCiVCS the goals or:"cllloving ecollomic disadvantage barri(';l"s :;:1d racid b'llr.GrS
whil~ ::1i:1 being racc-ncut:-a: IS to focus more on geographic preferenccs -- with tb.: prclCrences
I:)(ling 10 !:/c ll10st concentrate,; arcus of poverty in our n<llinlL Peopk horn Imo th;;sc ureas face
the huge barflers in tCr!llS ol'povcrty. crime. ami inferior schools. On pure grounds of economic
disadvantnge ~~ these areaS -- would deserve the most preference. And while some would he rural
Appalnchia, many would also reflecl what could be generally considered 10 he the worst legacy
of generations of poverty and mciul discrimination. Therefore, race-neutral provisions -- such as
empowerment zones -- could lead tQ govermnen! action that is lightly connected to bOlh
addrcssing the worst legacies of past discrimination (however attenuated the sp<:.!cifie causal
links) and the worst economic disadvantage.
As another
ex~mple
of how geographic preference could be :Iscd. consider an Ivy League
school such as Penn or Harvard or Yale.lfit were to adopt goals to seCK 15% minority
adll1ission. it would seek oul the best m:nonties from the best hIgh schools. What real good does
Ihis do'! On the other hand, ifit sought to have 15'~';1 a(::l1issio,~ from tllG- Bos:un High Schools or
til\') PhlladclplliLl High Schools, it would havo it race-neutral ;1l"Ovisio:l, yet ;1 would hit a high
number ofminorilfcs who 'Ncre also ccollomicu!ly-disadvantagcd. F(lnhcnnore. the pmcticc
elight encourage these schools to SlOp competing among themselves for how the top minority
;tppHcants will be divided up tlnd encourage more ofl11cI1110 lake early crfhrts 10 increase Ihe
pool ofqualijied applictlllls.
7. AFFIRMAT1VE ACTION TO INCREASE THE POOL: The tension created nc!weeti
affir:liativc at.:tion and merit onen rises because so much of affirmative action is about resource
allocution .ll1long the existing qualified minoflties. Therefore. good colleg.es often COtllpctC with
otile)' good colleges to see who C:1n get the greatest share of qualified minorities from the existing
7
�pool 01 qua Ii fied applicants. Imagine for example, !lUI there were only three good schools
(Penn, Harvard and Columbia) and only 1000 minori!y higb
school students l!ualilicd to go to them. CUITcmly, much oL:!Tirc),;tivc aclio;] consists oClhcsc
the..: schools t:nmpcting with each other:o ol,lt-rccn:il the Glher :,\'O schools. Y:.:t, 110 nl(lltcr who
docs hcu:,:r. the .:nd result 15 Ihal only 1000 minority llig:l school sHldclllS wi:1 go iO;; lOp school.
J r SdhIO!S go beyond the pool of qU:l.hllcd minority applicallls, 11:1.:11 Ihere is da;lgLT of expanding
lh..:: number of minority students a1 good schools by letting in inferior quality students.
Yet. what may do the most to help all historkaHy c.xduded group 'Ire a!l1rmatlvc eHorts
:0 increase the pool of tlUalified candidates. Thus, ifPcnTl, Harvu:-d ami Columbia chose 10
have special programs in their local city schoQls to tutor mltl mentor 50u sixth graders for u six
ycur period, than each year they would be using anirmativc action to Illcrcdsc the Pl)O!
quali ned r.:1inor!ty s~udcn!s to 2000 each ye<lL Thj~ type or .lnil1l1al:v..; a..::ion could be race
conscious or it could only be geographic-conscious (poor urbun schools). (A sCI..xmd model
\\'l.luld he to recruit minority students who were less "qualified" than the ,{\,crng.;.; applicanl hut to
give the CXtTfl help within the school thal helps the minority students to catch up.) Tbe pOlm is
that an "urban excellence corp," in which universities modeled lheir efforls ,lnCr Eugene Lang'S
'"I Hnvc a Dream" proposal and reached out to urban l11gh schools with Jong~tcnll cfi()!1s. could
be the best affimwtivc action -- race-conscious or geographically targeted to reach excluded
llli:lOnties -- ill terms of being ofpro~mcrit, pro-inclUSion and pro-cqu~tl opportunity,
or
8. PURE COLORBU]\'IlNESS: A bcli:.::rin colorblindncss can rdl(7c! tw~) view$>. Onc c:m be
Lhal face discrimination sb(Hlld only be seGn as nn olTensc agoins! speCIfic imliv1dmtis Hnd that it
docs noL ir'.!lict any lasting group hamls thaI requirc race-conscious relief. Under lhis view, race
discrimination is like any (ort case. where there is <I victim <lnu nn ~lCCOUntllhlc defcndant. that
defendant shonkJ be required to gi\'e the rnce \'icl.im a remedy. But that is nol a racc>conscious
remedy. it is simply a victim specific remedy like any otheL Thls vlev,< wOI'!It! also refuse to
recognize any concept of group racial hnrms 10 ntcial cxdusion. Tbus. ifhhll;:ks h,ld been
excluded fromlhe police department for 30 years so,tlm: there were no hlack police olllccrs. this
colorblind viGW would say tl1<.11 the only harms were!O the hlnck ind;vidual;; who would have
become police oniccr but 1'01' the discriminalioll. This view wou\d no! recognize any harm to the
black community Crom the continuing exclllsiol: ofbtacks, Since lltey would sec no group harm
they would not recognize the legitimacy to <my group based rcn:cdy.
B
�A less extreme view would recognize the existence of group harms. but would state that
the "cure is worse than the disease." Thus, this colorblind view could concede the notion ora
racial group harms, but would simply say that Ihe use of race of any Iype is so harmful, that it is
better to have: a firm rule thaI against using race.
This view has the political udvanl<lge ofheing simple, clear and easy 10. understand.
While it seems to be principled, it has a rigid. built-in cost-benefit analysis that seriously
underestimates the harms to black Americans from discrimination. The built-in cost/benefit
analysis is that in all cascs, the hanns to innocent bystanders or from offending the principle of
pure colorblindness (costs predominantly suffered by whites) is always weightier than the hanns
to blacks from serious systematic racial hamlS. Adoption ofa simple colorblind approach,
therefore. seems to me to reflect a decision to always weigh the sensibilities of white innocent
third parties over the serious hanns suffered by minorities from systematic past discrimination.
Arc :111 Uses of Race thc Sllllle'!: The colorblind rationale often argues against any fO!lll
be
of race-conscious remedies by completcJy rejecting the notion that there can ever
such
a thing as a "benign" uses of race. Under this theory, any usc of race judges people on the
basis of a group characteristic instcad of as individuals and thus is simply "reverse
discrimination" -- in which thc rClllcdy isjust as harillful as the original racial haml.
Yet, this view is undermined by the fael that it is based on a complete absence of the
historical nature of race discrimination in the United States. The history of race
discrimination that has defined it as perhaps the major social evil in our history is
distinctly and ove[vihclming about the lise of'race by the majority power structure to
exclude, stigmatize and reduce to second-class citizenship an entire group of people hased
on the color oftileil' skin. Whatever the incidental harms to innocent whites of
affirmative action, il denes reason to rewrite history to suggest that there is no distinction
hetween the majority using its power to exclude and humiliate a relatively powerless
minority and that same majority to use race to include a 111s10rically c.xcludcd minority in
the lll~linslrealll.
I
9
�II. DESIGN ISSUES CAN ADDRESS MUCH OF TIlE ARGUMENTS AGAINST
AFFIRMATIVE ACTION -- MERIT AND THE COSTS TO INNOCENT BYSTANDERS.
In theory, objections to affim1utivc action ~- and part1cularly the arguments for
colorbl!lldllc~.s -- often rest on general principles. Yet, Illany oCthe things that offend some
Americans ahollt af!irmatlvc action can be addressed by careful rules ahout the design of
anirmativc action plans. Beneath the different rationales. lllllch of the debate over afTinmltivc
acl\on centers around the tension of [) whether merit is being cOlllprollllscd ~llld 2) the impact on
Innocent hystanders.
Design standards such as restrictions against burdens
all
vested interest of innocent
bystanders, ngid usc Ofnllll1bcrs, standards that allow ,lmrlll<llivc action where
~lpplicanls
arc not
comparahle in terms oCtraditional merit, can be ways to show that we are throwing out some
af'llrmative action plans and looking for a third way.
I. 1\1 ERIT: Some would argue that race should never be weighed against nOll-facial merit
criteria in determining any resource allocation. Yet, this is ortell a lllatter'of\legree, and thus this
hIgh principle can often be addressed through how a program is designed. The appe,Jnlllce of
someone who is vastly less qualifIed than another candidate may do rilr more 10 fuel opposition
to affirmatIve acllon than places where it is seen in the margins.
Race conscIous I:lctors can more likely be used without tnggering as strong of a negative
reaction onmeri! arguments III cases where workers are "c~)mparably qualified." This can still be
seell as pre terence over merit 111 that a person with a 91 slill feels according to the rules they
should go before someone with a 90. Yet, many people would believe there is ,1 "stHndm'd error"
mgulllent thaI: recognizes the imperfcetion.ofany Illerit standard. Therefore, withlll a reasonable
margin or error. an employer might lcel that he is really not sacritk111g merit when he leans
toward a racial minority, since no one can say that the stmldards arc that precise III measuring
mcnt.
Diversity as be a Merit Criteria: Merit C,lll at lImes :1150 beg tilL: (hversily issue. If a
college's goa! is to pick the best people for its school and part or its critena is who adds
tilL: most 10 the community -- it may Icel having people wIll) increase diversity adds to
their 8chool. If a police department or a government feels that proper functioning
reqlUres some representation in the community (not proporlional-- but somc):then they
lllay fcel that diversity -- specifically race -- can be a Illerit cri1cri<1 for the job they are
being hired for.
DiS~ldv~'"t:lge as Merit Criteria: A classic defense of affirmallve action is that it is not
saCrificing merit. bUI simply taking into account the disadv:lntilge f~lCcd by ~Imlllority applicant.
In other words, the notion would be thai perhaps a pom minOrity frolll Harlem who scurcd in the
top 20~{, of appllcants on standard academic criteria has showll more .achievement and 1110re
pmmisc than a student /l'Ol1l the best prep schools who was in the top S'y" nfthe applicants. This
10
�argumcnt, howcver, only works where some form of economic disadvantage is combined with
race or gcndcr discrimination. Indeed, this is the rationale that is seen ~IS failing \vhen a mcmber
oran upper income minority household is given some rorm orprctcrcIlce.
Merit and Stark Numhers: Part of the "merit" problem takes placc where you have the starkest
usc of numbers. Where a multitude of subjective factor arc used. it becomes harder rt)!" anyone to
chl1m a right l;O ajob based on merit·~ as it is clemcr that a variety of subjective factors arc being
deployed. Yet, even imprecise objective factors create a worse appearance issue when race is
used arfirmatively. For example, an employer may put together a quite imprecise set of standards
and add them up to create a single score. Where a black applicant has a 90 and a white applicant
has a !) I, the usc of race is seen as overriding a clear preference .. even though the individual
f~lctors that compnse the final score arc not precise.
In contracting, a bid is a ccrtalll number of dollars. In other aredS, pcnpk arc given specific
scores. With thIS lack ofsubjcctivity in a number, this call make the Lise of race evell as a "plus"
look rather stark·· evell though it may be "plussing liP" what is ess~l11lally ~I \'~lgliC criteria.
2. INNOCENT BYSTANDERS AND THE DEGR~:E OF AFF~:CTED INn:RESTS: For
all the philosophical differences and theories that abound about affinnative action, many oCthe
concerns may come down to what is seen as the basic inequity of people who have done no
wrong being asked to bear costs for a historic wrong just because they arc at the wrong place ill
the wrong time. It is not inconsistent for an American to believe that discrimination exists, that
affirmative remedies arc important but that they alone should nut have to hear ~t11 the costs.
Amcricans do tend to think of anti·diserimination like an auto accIdent. The person who did the
h,lrm should pay through the nose, but "why me if I didn't do anything wrong'!"·
The Cact is, however, that all government actions do haw costs 011 somc pcople. No one
can have the legitimate expectation that a compelling government objective won't at some point
limit in S0111e way the opportunities ,wailable for them. The return or veterans and the existence
of tile G.l. Bill of Rights may hnve impacted negatively on some non-veteran college applicants.
FundIng lor an AIDS project might limit science scholarships at a certain school. There is no
reason wliy people should have to bear some minor costs fur most puhlic policies, but no one
should ever h:.lVe to face an applicatIon process WIth a lew less slots because or tile nation's
imperative to correct racial wrongs.
Considering the Degree of Vested Interest in Innoccnt Byshllldcrs: What may be
lllost offensive to many Americails, however, is when ~Ill ai"firlllativc acllon plan upsets
whut is considered a vested interest of an innocent bystander. When a person appl!cs for
ten jobs, but is eligible for only nine of the jobs because one may go Cor affirmative
action, the applicant's expectations have hardly been upset. Yet, when a pcrson enters a
job, works there for 10 years, and at the last minute loses a job promotion they have been
wniting for decade for, the interest may be so veswd .- the expectation so great .. that we
Illay ](:cl that it is not fair to allow a single person to lose so much Jix an overall public
11
�purpose. just as the Constitution ~ocs: no: uilow laki:1gs Wlih
comp~;,s.liiol1,
Therefore, lhc Supreme Court in considering what IS a "least :ntrusive rcmedy" has
;.l;sLnguishcu between race-conscioHsness in hinng ano fact>conS(;lO:lsncss where
s;';;lio~i[y :ntcres\s lifC al stake, An [lpproflch that spccJficnlly slaled tim: aCfinnalivc ;ldion
approaches coc.kl no! impose harsh costs on the vested intercst oCinlloncnl hysta:lders
woald be a v.,tay of ad(::--cssing n.:aJ cunc..:n:s w:ih afl:rn:ativc :triton whdr not fnrgOlng
race l;:onsciol!S :'cmedics.
o
3. RIGI DITY: RIgidity of affimlutive action seems like a Illere "design" isslle, hut aeHmlly
directly retlects several of'thc major concerns about affirmative action. Pirsf If) fhe dcgre;;" that
people are required {(J mcet a rigid torget -- (/ quo/a -- lhis rigj(lity fmp-lie") llial \1 hell {I lr(!de'l~fI
comes hCl1VCCU (4}1mwri)'c (lction goats (llId lIIerif, Iha! I!lcri! will he MI(.r(ficcd !o ajjirrlUflil'c
{fe/iot!. \Vhcrc flcxi:Jility is insisted upon, the decision maker has the prerogative to ensure that
r.!Cla! Hlc!t:sion Temains 0:1(': f;:lctor ~~ instead 0 r an ultimate trump card.
Rigidity is also seen <.IS offc!1Slvc beca~lse:1 implies that aU diJTcrcnccs bel\vCen people arc the
function of (l;scnminatlQl1 and that cultura! dj;~:e:-cr~ccs pl~,y no rllic in d~lcnninil1g di [Terences
among people.
.
Thcrcl()ri';, flexibility in dcsign is more thanJI:s! ~1 design I::iSLe ~~ [kxibi:ity fI.!prc5cnts the
inclusion of other vulues (n:cm and mnoccnt hystanders) bcs:dcs raelal inclusion or remedies U1
the decis:onmaking calculus.
12
�SUGGESTED UNIFYING THEME
ONE INCLUSIVE AMERICA
The Inclusion -- One America. Rat.ionale:
I believe chat ,"'e must
preserve the need for affirmative actio:: for some "corrective" or
remedial ~1oa':"s and some diversity/incll1sionary goals. And while I
believe that we will put affirrr.a:ive action on a stronger foot_:'ng
if 1.10 brOi'lden to incL.:dc econorn.:.c c4isadvar.tage and disz.l'bili ty -
we ~i].l be pu:ting our head in the sand on !"2Ce to pretend that
a~firmative action ca~ 19nore the lssue of ~ace,
My suggested rationale is a bigger message about the fact
that we are one people and one r1{(rtion ~·;i th only one class of
:::itizensh.i.p, The Pres.ident's go~d is to cceate an America where
all peopll! that they are firs: class citizens, t:hat they ~re
included 1:1 tl)e msinstrearn, and that :~ey llave a chance 1:0 sno~
what tlley can do witll their God-given talents, But ~hat goal
particulady drives us to act:on where a specific group faces a
barrier. Some of those barriers a~e geographic (inner city or
rural poori; some are economic and geographic; some are about
disability; and so~e of the barrie~s are abo~t past and existing
dis;:;rimin-?tion,
This theme provides a large enough co)'tex~ to justi.fy
affirmati.ve steps to help economic disadvantage, but has the
strength to also help provide a foundation for affirmative action
2n limited cases.
This d~al aspect of incltlSion provldes the
following steps:
ratic~ale
for the
1) General economic action to remove barriers: The belief
that drives the Pres~dent to action is blgger than race. It
is about removing barriers a:1d giving all people
opportunity. Therefore this rationale for a:firmati.ve action
:5 the ra:ionele that lases us ~o cake ef~orts in pre
school, ed;lcatioo, apprenticeships, smz:.ll beSln€ l S$ loans.
I~ 61.so can provice a ra~ion8J.e for givi.119 prefe::ences to
peop::'e who by U:eir clsability 0;: e(;:::norrL~c disaclvantdge :-:ave
spec~al barriers. This view sees ltse1£ :~ot as a p~efe=Bnce
over merit, but as removing barriers and disadvantages to
give people opportunity.
2) Action To Remove Barriers from Specific Disadvantages:
Some would argue that eco!1o:uic preferences alone ca:--. r,elp
groups who have been hj_s~orica11y d:scrirlinated agalnst.
Yet. the fact is :nat we recognize that tIle barriers created
by race discrimi~ation are a distlncLive 3s1,ecs of the
exclusion and, because of race , that the exclusio.!1 creates
13
�special harms to the community being excluded that cannot be
addressed simply by economic preferences. Affirmative action
is justified not because we believe in group rights, but
bec~use we recognize the evil of racial group wrongs
inflicted to exclude a class of people because of the color
of their skin.
3) 1\ction to Be Inclusive in the Institutions Most Essential
to Citizenship: While an inclusive and diverse society does
not assume that each group will be proportionally
represented in each occupation -- or that discrimination can
always be assumed to be the cause of some groups being
under-represented in some are~s -- the exclusion of
historically-excluded groups from major institutions would
deny members of the group necessary representation, and deny
benefits to the entire community. In this context, race can
be used as a flexible factor. This would not apply to most
institutions or employers, but j.t should be acceptable for a
President or Governor to take SOIne notion of diversity into
account when choosing cabinet officers without demonstrating
past discrimination.
The same could be said at the local
level for schools, colleges, police departments to believe
that there are some benefits to ensuring that historically
excluded groups are included.
SUGGESTED UNIFYING· THEME
ONE INCLUSIVE AMERICA
The Inclusion
One America Rationale:
I. Overa~Ll Goal Is a Unified America Where All Americans feel
that the~r Are Full Citizens and Has the Opportunity to Achieve
Everything their God-Given Talent Allows Them:
Goal is two-fold:
1) We should be one America. There is no more them -- only
us. We can't let this issue or any other issue divide us. We
are one people -- a mosaic -- but one people.
2) Want to remove any barrier that keeps any American from
achieviIlg the most they can -- not only for ~hemselv8s but
for their country.
II. Because of we treasure every individual and because we don't
have a person to waste, the Clinton Administration is committed
to removing barriers that keep every person from having an
opportun:Lty to achieve, compete and support a family.
14
�Real Economic Barriers tOday:
1)
2j
2}
3}
4}
Poverty - childrens poverty
Concentrated Urban Poverty/violence
Adult illit.eracy
Low Skills
Middle class struggles to invest in futures
Comprehensive Agenda to Remove these Barriers'for All
Americans:
Discrimina:.ion:
It '",ould be nice i.E we cOIJLd c:".d :.he discl:ssion here. But,
we must fece :.hat t!".e legacy of pas:: discrimi!"'.ation and l.ts
con~inuing
1)
affects,
h'e have :nade progress Elne all of A:nerj,ca sho:..:-ld be
proud. examples and facts.
2) But we mlJst faoe that disorimlnat~on ~s still a
barrier for opportunity and full citlzenship today.
facts and examples:
polls and statistics on housing etc.
We need to remove the discriminatory barriers that keep all
Americans from reaching their potential and feeling that they are
full citizens,
The quest:ion v.;e face is what: arc the most fair and effective ways
to remove those barriers -- and mo~e us toward a day when the
legacies of discrimination no longe:: remains a barrier.
r-1uch
America agrees on:
1) Tough enforcement against discrimination aga"inst anyone.'
2)
But a major questio:-: is whether we should take a:firmative
steps to overcome the more serious and entrenched :mpact of
c:iscrimina ::ion.
for the l{\s': thirty yea.!:'s there have been efforts across
this nation ::0 make A:neri~a a more inclusive nat~on. Many of
these efforts have beer. led by corporate America's need for a
mot'e diverse workforces. Much has
led by ReJ:)ubllCan
Administrtlt:ions,
Now the issue is should we go forward?
Some say that we should declare an end to all affirmative steps
15
�to make America more inclusive.
Others say that we
Today there are those who say that we cannot
The question that is at the heart of the debate is what are the
specific steps
could take affirmative steps: chart a new course;
Ability to I believe that we must preserve the need for
affirmative action for some "corrective" or remedial goals and
some diversity/inclusionary goals. And while I believe that we
will put affirmative action on a stronger footing if we broaden
to include economic disadvantage and disability -- we will be
putting our head in the sand on race to pretend that affirmative.
action can ignore the issue of race.
My suggested rationale is a bigger message about the fact
that we are one people and one nation with only one class of
citizenship.
The President's goal is to create an America where
all people that they are first class citizens, that they are
i.ncluded in the mainstream, and that they have a chance to show
w)1at they can do with their God-given talents. But that goal
particularly drives us to action where a specific group faces a
barrier. Some of those barriers are geographic (inner city or
rural poor); some are economic and geographic; some are about
disability; and some of the barriers are about past and existing
discrimination.
This theme provides a large enough context to justify
affirmative steps to help economic disadvantage, but has the
strength to also help provide a foundation for affirmative action
in limitej cases.
This dual aspect of inclusion provides the rationale for the
following steps:
1) G,eneral economic action to remove barriers: The belief
that drives the President to action is bigger than race. It
is about removing ·barriers and gi.ving all people
opportunity. Therefore this rationale for affirmative action
is the rationale that leads us to take efforts in pre
scho:)l, educa tion, apprenticeships, slllall business loans.
It also can provide a rationale [or giving preferences to
16
�people who by their disability or economic disadvantage have
special barriers. This view sees itself not as a preference
over merit, but as removing barriers and disadvantages to
give people opportunity.
2) l~ction To Remove Barriers from Specific Disadvantages:
Some wouJ.d argue tllat economic prefers/lces alone can help
groups who have been historically discriminated against.
Yet, the fact is that we recognize that the barriers created
by race discrimination are a distinctive aspect of the
exclusion and, because of race, that the exclusion creates
special harms to the community being excluded that cannot be
addl~essed simply by economic preferences. Affirmative action
is justified not because we believe in group rights, but
because we recognize the evil of racial group wrongs
inflicted to exclude a class of people because of the color
of their skin.
3) l~ction to Be Inclusive in the Institutions Most Essential
to Citizenship: While an inclusive and diverse society does
not assume that each group will be proportionally
represented in each occupation -- or that discrimination can
always be assumed to be the cause of some groups being
under-represented in some areas -- the exclusion of
historically-excluded groups from major institutions would
deny members of the group necessary representation, and deny
benefits to the entire community. In this context, race can
be used as a flexible factor. This would not apply to most
institutions or employers, but it should be acceptable for a
President or Governor to take some notion of diversity into
account when choosing cabinet officers without demonstrating
past discrimination.
The same could be said at the local
level Ear schools, colleges, police departments to believe
that there are some benefits to ensuring that historically
excluded groups are included.
17
�first step as opposed to a limiting principle for .
In other words, if one justified affirmative action as part of a
government policy to remove barriers for all people, one could
recognize that while some of the distinctive barriers were racial
-- and that the most targeted
Could see as principle that try first.
yet, can have econ with race
or can have race,
also
but allow
~con
disadvantage to be considered
needs based rules out diversity
needs based rules out
does not have to be premised on the notion that The argument
could be made that need-based affirmative action can accomplish
the most good with the least downsiders.
Colorblindness:
what groups
tightness of discrimination
Least intrusive of the principles: hurting race and merit and
innocent bystanders, assumptions of stigmizations offend non
discrimin3tion:
at some p~int overrides
recruitment
18
�equality of
offend.in~r
':,ar:ns fro:r, discriminating £
dealing with the preference issue : recognize the imperfection of
all criteria a~d t~erefore understanding that within a range we
can't say for sure ~hat we are offending criteria. What we mean
in essence is an a(fir:na[~ve act~on "standard for error."'
PreferenC9: merit overcome
dis~dva~tage
Competinq Principles:
Certainly, we are for taking s:eps ~11 ~ll of tnese areas.
a;ld j,ll ,nost of them, whites as we:]. £s :11norltlEs bel,e~lt.
3)
~\le
also must
assumes cause
groups rights
:nake clear that
always :nclude whLtes
19
�.
.
bel.ieve ::hat for public purposes, 1;ie canno,: ge,: in:.o the law
school rational of "corrective" or Ilapsirational" goals for our
publi:: definition. Yet! paradoxically, we need a public rationale
that ;nakes room for both corrective an.d diversity rationales. To
me, the one :heme
~hat
can
ability to compete
:;ationale for affirmative actio:1, but it is a ~igger rationale
tha: belief com;>els of an inch:sive America provides a
justification for three :ationales: economic
him to take steps across the policy spectrum :0 enSU1:"€ ! that
people .are included in the pursuit of the American d:::-eam. This
leads to two relevant goals: removing barriers and ensuring that
our public institutions make no American feel that t:hey are not:
included -- that they are second-class citizens.
Job as President is to ensure that every person achieve all they
can with their god give~ potential.
ever:y person :n:;st be re.spons.~bJ.e ~or ~h2,:r 8'Nri ,,,eJ.1
being.' Government can nQ~ ffia~e up all the dlsadva~tages that
ha
n to people, l)l~t evG: ;12~ve an oblio;;a'.:ion to Qurselves ::'0
reCFove :Oar:::~ers to give people t;'";.e opportc.:nl..t'/ to :::ake
Ul:::,i:nately
respons:bll~ty
T~is
for their lives.
~ew·Conventn
that is at the hear:
o~
ny agenda.
C'Jcce:::2y, in ou;:.' soc:.ety, the g::ea::est be.::rier is :ack of
eriucation and s:rong family. Poverty and cr~me ofte~ play into
::his.
Why we address
p~ograms:
this nation is
~:lled
with great
i:1dlvid"Jals who have oenefited from a good eo;;ca;:.:'o:,; a college
loan;
20
�•
BUDGET STRATEGY
AGENDA
March 14, 1995
Strategic Issues:
1. Response to Gregg Analysis
2. Timing on Overall Response to Republican Budgets
3. Veto strategy and Specific Recession IteliiS
Specific Issues:
4. Gre'enspan/CPI
5. Taxing Food Benefits
6. Tax Distribution Tables
7. Repeal Corporate Alternative Minimum Tax
21
�•
22
�•
•
JAN - 9 1998
THE: WHITE: HOUSE:
I" /. r"""
WASHINGTON
January 9, 1997
MEMOHANl)U~i TH~JlDENT
FOH
FROM:
GENE SI'ERLlNG
RE:
NEC Weekly Reporl
CC:
I - I
~-
91'
c" p""d
e,-, b;,,,,-
'If-'~
P'<,(,
'''it "
\ '1/ ( a:,
',h
I -
Ii
R(.,
ERSKINE BOWLES
Capital Budget Commissiml: Shortly before Christmas, I spoke at the beginning of the first
meeting orthe Capital Budget Commissioll. As you know, the purpose of the Commission is to
review the appropriate role of capital investments in both current and future federal budgeting"
As I mentioned" to them, the debatc over how to use surpluses will make their findings even more
interesting than we Lnitially thought. "TW(1 ofjhe best people from Of..H3, Barry Anderson and
.100 Minarik will be assisting them. The Commission will report to the NEe within one year
•
, from the date of the I'ccl.'mt meeting. ) found the group excited and ready to be engaged in this
effort The members include Laura Tyson, Herb Stein, Steven Rattner, Richard Leone and
,,"''-,,~lhCI " in addition to the impressive <Xl-chairS, Jon COlzine and Kathleen Brown,
cJC"\... . Schoo/~ColJege Partnerships: I have been speaking with Eugene Lang about applying his
'rr~Ji1;'--~ model to our college-school mcntoring initiative. He is very enthusiastic. lndeed. he says it is
\: ."\
dose to the new direction he bas heen working on. Before Christmas. I Invited him to meet
~1f, with us, Edu:::alion and DPC. which proved to be a very productive meeting. He indicated he
-..'\.~ would be interested in helping with .both the design and roll-out of proposal. He has .
recommended a group of people who could serve as a brain trust of sorts who might meet after
we announce thi:'l effort to work with us Dn next steps,
Minimum ll!agc: As you know,. St:mltor Kcnncdy ha!' put forward a proposnl to increase the
•
minimum wage from $5.15 (0 $7.25 by 2003. We have discussed the Senator's proposal with
Larry Katz (a fonner Chief Economist at Labor amI a professor at Harvard), Alan Krueger (a
former Chief Economi$~. a! Lahor and a profes';or at PIll1ccton), and Ceci Rouse (soon [0 be on
t11..: NEe start). The COnSensus view among (hese three economists was Ihat rnme time was
Ilct:dcd to evaluate the impact of tile 199GI1997 increase. Working with Janel Yellen and (he
staff at CEA we are going 10 study the pros and cons of increasing the minimum wage again.
We will work to ckvelop rccl.)mnhmJations for you as soon as possible .
�~}t- .~~ ~\ ('~
•
•
.
. . \.-'>~ ',o"YJ-~f(lr ?Q~SllmH flA$ '1ml
XC!
"'" >("'~
"'" U
I - ,
> • '1 'i(
\~~
.
Reemployment/Job Training: Your FY99 budget includes significant increases in investments
a..
in job training: an additional $100 million for dislocated workers; an additional $62 million for 0,]
JobCorps; T AA and NAFT A·T AA extended for five years; and an expauded T AA program so~"
~
that workers in firms that shift production abroad are eligible for benefits. Moreover, the
(i:
.
CAREERS bi!! is currenlly moving through Congress. Nonetheless, on Thursday, I convened 1;
,
a meeting with Labor, Treasury, and OMS to develop new ideas on updating the job training
system for the 21st century, This meeting was largely a brainstorming session. However, we ~j;,.~ (.
are going to meet on an expedited basis to flesh Out specific, innovative proposals for you to
Af~ ~
consider as soon as possible,
12~ .
Life~Lo"g
L!?amillg Card.. You forwarded me Bob Reich's proposal to usc cards that would
give people access to federal education and training benefits: OM Band Educalion have
contracted for a feasibility study of the use of cards for the college aid programs, with a possible
demonstration program down the road. This could be useful in the context of distance learning
programs like the Western Governors University. We will work with DPe and OMS 10 further
explore this issue, including the question of whether the job training programs and the education
tax credits could be included.
Student Loan Consolidation Backlog: Education opened the doors to new consotidation loans
•
on December 1. Education could have made a bigger splash about getting things back on
trac~, but with the Sallie Mae operation shut down. the Assistant Secrctary is afraid to over
promise. EDS has a current capacity to handle about 1,000 applications a day, with thc ability
io expand capacity within 3-5 weeks jf that is necessary. So far, the volume has been Quite
low,
Student Loan Interest Rate: An analysis that we requested from Treasury indicates lilat
lenders wiH not be able Lo IUm a profit under the interest rare structure that is scheduled to go
into effect Oil July I, 1998, (The problem is caused both by the fI.t yield curve, .nd by
inefliciel1cict-. caused by the move from a rate based on the 91.-day T-bill 10 ,a rate based Dn 10
year notes,) As you know, we cannot simply cancel the change, because that would cost
students a projected 1 percentage point drop in the interest rate they pay on loans. The issue is
beginning to heat up; in res.ponse to inquiries from the trade press, we arc sending the message
lhat we understand the change is a problem for lenders, and we expect to work with them (Q
find a soluiic,n that docs not cost students.
elitlUlte ell/lIIlte Outreach Wi/It UlliollS. Todd, Katie, tmd j met this w~ck with repn.:scntaiivcs
from a broad array of unions on climate cbange, The union reps cxprcsst:d Iht:ir s:trong desir..: for
adjustment assistance for \vorkers dislocated by any changes in energy usc or other economic
'lClivilics tbat n:sult from policies to addrcs..: climate change, They were also cotlGcrned Ihal dinlatc
change polici..:s could induce U,S. firms to move their platH:> abroad .
•
�;'~tsmHn'
.
•
l'inS 'iEEt~
1-1l--qlS'
On the frrst point, we emphasized that witile mitigating climate change would produce benefits for
the country as a whole, and while we had structured our policies to ensure that changes were
gradually phased in, we were eager to work together with them on ways to cushion any transition
problems that could arise along the way. On the second point, we emphasized that you would nol
be submitting the treaty for ratification until we had obtained meanIngful developing country
participation, and we agreed that we (including Janet Yellen and Larry Summers) would meet again
with them to discliss the empirical evidence concerning environmental regulations and plant location \
decisions (which generally suggests that such decisions are not strongly afiected by differences in
envirorunental regulations). The lInion representatives also expressed an interest in meeting again ~
on the related topic of electricity restructuring, about which they have some concerns. We agreed
.
to meet on that issue also.
'v
Katie and I also met with Erskine about our internal structure for moving forward on climate change.
We will be calling several prominent outsiders - including Nonn Augustine, John Deutch. Charlie
Curtis, and others _. to explore their interest in helping us to improve energy eflicicncy and work
with industries to reduce greenhouse gas emissions.
,~t!dicare Btly~ll1
Roll-Out: Myselt~ Chris Jennings and Jeanne Lmnbrew of the NEe have
initiated efforts to solidify the already-positive support for our policies to help people ages 55 to
65 access health insurance. The night before the event, we had a conference call with our
Medicare Commission members to educate them about the policies and their rationale, The
Commissioners were enthusiastic, especially Drs, Altman and Vladcck who think {har this n
solid. defensible policy. Last Tuesday, we met with all of the major aging and advocacy groups
to present the policies and answer questions. We brought in the key validators.likc Robert
Reichauer, H(!nry Aaron, and Judy Feder, to explain the details and design of the proposals,
Again, they were generally positive. We plan 10 continue this education effort next week hy
meeting with key groups like the business community and wo:nen's gro;Jps as well as start
4;
Congressional staff briefings.
'1{4
'0
SAVER Imp/emelltatioll. As you know, the SAVER Act, which you sigued on November 20,~:+7,
(
mandates. that you convene a retirement savings income summit by July i5. 1998 (subsequent §:~ \~
summits are to be held in 200 1 and 2005) to discuss private pension and individual retirement f!.t ,"4-e
savings issue:;, The Labor Department is charged by slatute with planning ilnd conducting the "~ ~>
summit in consultation with the American Savings Education Council, a coalition including
~
AARP, labor unions and trade associations. There will he 200 participants. whkh need 10 be
~~
named by January 31 -- tOO are to be nominated by you in consujta!i{):1 \'11111 !ht; Congressional
(,
Democratic leadership and 100 by the Congressional Republican leadership (half by (he
Speaker of the House and half by the Senate Majorlty Leader),
rz . ';,
I held a meetmg with John Podesta. LegislatIve Affairs, OMB. Presidential Personnel, Public
Llai~on and othcrs to ensure that the process of naming partiCipants proceeds smoothly. We "
will be working with Lahor and others in the White House to ge! a joint list with
Congressiollal Democrats. We think this summit provides an cxcdlr::nl opportunity to budd
support for yo!!r proposals 011 pC!lsions to spur higher private ~aving~.
•
�o
l--k
fL-..q1 ~- .
•
,," ~~~Sl!}f.ll' II/\S 'l:::E!!
<\&
'*\2. ..
Information TtO/OW Worker Shortage: Tom Kalil, on our staff, is working with d,e
Departments of Education. Labor, Commerce on a conference on the infonnation technology
workforce that will be held on January 12th-13th in Berkeley, California. The industry is
growing so rapidly that many companies are complaining that they ean't find enough workers
'tp
with the necessary skills. The conference is being jointly sponsored by industry and the
,r(! ~
Department of Commerce. We will be announcing steps to help meet the growing need for (11
workers with IT skills ~- such as upgrading the skills of the existing workforce and getting high~
~
1(
tech companies more involved in school-to~\.vork.
£(:'
-~
<f
~/(<v. ~
l(
The entire high tcch sector (information. communic.ations, electronics) now employs over 4
million Americans at wages that are 73 percent higher than the private sector average, 1b!fC arc lj~(~
a few members of Congress (e,g.• Rep. John Dingdl) who believe that the [T industry is raising "
f<
this issue primarily to loosen restrictions on immigration. We have made it clear to the industry
that our interest is in upgrading the skills of the U.S, workforce,
t;..
Japallese ECIJII()my: We continue to privately press Japanese officials for ([) additional fiscal
stimulus to boost Japanese economic growth and (2) greater clarity on measures they will take to
address Iheir banking problems. Treasury, the Federal Reserve, the JMF and financial markets
believ~ that the fiscal measures announced by Prime Minister Hashimoto last month arc
insufficient t(> restore healthy economic growth in Japan (98 budget remains contractionary).
•
In meetings. this week with a close Hashimoto advisor (his Deputy Chief of Staff) and Japan's
Minister of Economic Planning, 1 made clear our vicw that additional fiscal contraction this year
will impede economic recovery in Japan and Asia as a whole and that while we had been
encouraged by the size of their tax cut, we were disappointed to hcarthat, on the whole, their
budget was contractionary. They responded that Hashimoto will consider additional measures as
necessary, but cannot publicly announce any new proposals until the current proposals arc
enacted (lute M'lrch. early April) because il could hurt Hashimoto, who has made a strong
political cOfllmilm~nt to balancing the budget. [replied that it was important that additional
fiscal steps b<: taken as soon as possible particularly because of Japan's importance to helping to
energize the region at this critical time. I assured them we would not mention publicly that they
were considering such measures but stressed because of lhe current situation, timing could be
critical.
'111CY clearly were looking for positive public signals from us on their fiscal plan. but we made
clear tiwt we could not hack off privately or puhlicly from OUf consistent position of the need
for stronger, dcmand·led growth. I also indicattd Ihat we were very sensitive to the possible
market cOl1scquencl:s of public criticism by the usa, lind, gl ',len the close relationship between
you and the Prime Minister, arc sensitive to J lashimoto's political "itun!ioJ). It will be hclpful for
you w di:>cus:, the;st: issues itlliber with IltlsiJimo\o early ncxl week.
•
�•
Boeing: Dan Tarullo and Dorothy Robyn worked with Boeing officials this week in response to
the recent aJUlouncement that Airbus is launching two derivatives of the A340, which will
compete with the 747 and 777. France and Gennany have committed to provide launch aid for
the A340 (under the 1992 U.S.-EU bilateral, the EU can subsidize up to one-third of
development costs), but the UK is apparently wavering. After Dan talked to Boeing CEO Phil
Condit (Condit also talked to Charlene Barshcfsky), NEC worked with lJSTR, State and
Commerce to draft a demarche to the UK urging them to avoid any further entrenchment of
government subsidies to the aircraft industry.
,
Roswell, NM: Last November, when Levi-Strauss announced that it was closing 11 plants, the
NEC decided to undertake a pilot project in Roswell, New Mexico, onc of the affected
communities, to test our Community and Economic Adjustment Initiative. This initiative, which
you announced as part of Fast Track, borrows a page from our successful base closure
adjustment effort. The pilot project is proceeding well. A project manager from DoD's Office of
Economic Adjustment, Tom Shea, has been detailed to the Economic Development
Administration and in tum assigned to Roswell. Shea has been instrumental in getting Roswell
set up a singl,!, representative group to plan for redevelopment (previously, organizational
schisms had impeded progress), using a $40,000 planning grant from EDA as a carrot. Shea and
Dorothy Robyn have also been coordinating the response of other federal agencies. In addition
to Roswell, we are considering undertaking a second pilot project in El Paso, Texas.
•
•
�•
• April 3, 1997
MEMORANDUM FOR m;NE SPERLING
FROM: .
BOB SHIREMAN
RE:
Issues that may be raised with the Chaka Fattah proposal
Entitlement: In the Pel! Grant program, awards can;U, least theoretically be reduced if the
appropriation turns out to be insufficient However, this program makes a finn, legally binding
promise oftJtc maximum awnrd. Therefore, it could probably be portrayed as making the grant
an entitlement (beyond ,""that it already is).
Cost: According to OMB, budget authority would be scored in the year that the promise is made,
Outlays would occur in the year that the student used the Pell GranL The rough outlay cost -- in
addition to Pell Costs that would otherwise be incurred -- is estimated to be $460 to $800 million
per year. (Additional budget authority that would have been used six years from now would be
moved to the year when the promise is made) .. The lower-cnd estimate is the cost of providing
Ille matumum grunt to students who would not have othervvisc qualified for the grant, asslIming
110 increase in college attendance rates (53%). The high estimate assumes college al1end::mcc
rates equal that of families in the highest quartile (74%).
•
Design problems/issues:
•
The pl'oposal targets "the highest grade of dcmentat}' schoo!''' T1UI( is would runge flOm
third to eighth or ninth grade.
•
School-based poverty datft is not available ilt the Federal level, and it changes fn')lH year
to year at any particular schooL
•
1:)% of the children at the highest-poverty schools have family incomes over $35,000 and
therefore would probably not have qualified for a Pel! GrunL
•
SHidents might try to go 10 a
the bendlL
•
The promise is not" Sllfticicllt incentive to hring resulls. It would need to be comhined
wit!: :l~cn:ori!;.g Hod related activities in order to h<1\'e an impact.
particu~ar
school temporarily in sixth grade in ord:;1'
j!l
get
Itlt,,,!
•
•
Turn lllc proposallnlo a "matching" program, which ch'IJleng..::s thl.! private sc..:tor lo start
I Have a Dream-type programs in high-poverty areas (~l'haps census-hased "Ed:lc:llional
El,1tcrprisc Zones"), The Seeretiuy of Educmion eould C~I.~l.blish critcrl;:1 lor progmms tlw!
would be expected to have good results. Those thm meet the criteria would gel the
"dVi\w,::c Pell Grant.
�.,
.'
THE WHITE HOUSE
WASHINGTON
'-
•
April 5, 1997
MEMORANDUM FOR 1'HE~DENT
FROM:
SUBJECT:
,
PHiL CAPL~~
Recent Information Items
We are forwruding the following recent iruonnation items:
~h..,
~
~)
Sperling memo on 21st Century Scb.lan propo.aL Forwarded by Erskine. Gene
mentioned this concept i. in hi. weekly report last week and fleshes it out a bit in this
memo .. The proposal is modeled on Eugene Lang's "I Have a Dream" program and calls
for guaranteeing Pell Grants 10 poor sixth grad.rs upon graduation from high school.
,.....,
~
Gene notes the prOgfam has particular potential for Hispanic youth because of their
dropout rates. Gene is working thmugh the budgetary impacts but it appears the outlays
would not occur until the Pell Grnnt is disbursed, rather than promised. Ideas for a
possible rollout event include you visiting a uDreaml1 school \\1th some alumni
:::
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and
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misses her husband during these "trying
turbulent times" and knows you too are
troubled by the "sad developments" in the Mid~East. Thanks you for the "wonderful
lette( you sent ner on the laying of the cornerstone of the yitzhak Rabin Center. You are
scheduled to see Mrs. Rabin on Wednesday.
Jennings memo on Dr. Denn Ornish's proposal. You asked that Chris look into the
status of Omish's proposal to fund his Ufe Style Intervention project as a HCFA
~ Medicare demonstration project. Chris has been working closely \\O,th HHS. Last week,
• #
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,
HCFA' s Bruce Vladek met with Ornish. Bruce agreed to approve the demonstration
project provided that Ornish ~outd get a letter from (he head of the National Heart. Lwtg
and Blood Institute (NHLaI) confirming IhatOmish's program is as safe as conventional
therapIes. In the past, NHLBI has previous-Iy raised questions as- to whether Omish's
program was safe for the geriatric population. Nevertheless, Omish seemed satisfied with
this outcome as he believes he has new evidence that his approach is safe. IfNHLBl
agrees, Chris is hopeful we can move forward.
Sperling memo on Clinton Administration Commissions. Erskine and Sylvia asked
Gene for an analysis of the commissions you have established. Of the sixteen higher
profi!c commissions, seven wc':'c largely succcssftll (e.g. Human Radiation, Gulf War,
AIDS~ Aviation Safety, Gore-Chemomydrin), one had little impact (Entitlement Reform)
and cighl are still at \\'ork gathering infonnation (e.g" l3ioethics, Crilicallnfrastructure,
�THE WHITE HOUSE
WASHINGTON
May 23, \997 ,
MEMORANDUM FOR
filE
I'RESIDEIIT HAS SF-EN
«,;;1.(" -q f
TH~IDENT
,GENE SPERLING
FROM:
(:c;
ERSKlNE BOWLES
RE:
NEC Weekly Report
,
"
,
Sweatshops: The first meeting of an NEC-led interagency process to coordinate
administration~wide efforts to fight sweatshops internationally and domestically will take place
ne,,1 week. We will continue to work with the Apparel Industry Partnership which has begun
working to irnple~ent the framework announced at the White House last month, and will assist
in the recruitment of additional f!1embers ofthe Partnership.
Early Pell Grant Notificatiolll Myselfand Bob Shireman met with Cong, Chaka P.ttah this
week to go tJuough some of the details of modifications that we are considering as well as the
scoring issues. It was a very positive and constructive meeting. Congo Fattah indicated he would
be happy with any modification that we worked out jointly, We will press to get the, scoring ,
issue settled w,d get a decision memo to you shoat!: The best times to announce this initiative
could be the first cOuIe of w~ks of June (graduation of elementary school) or late August/early
eptem r (back to school),
Compo Time: On Friday I we held a comp time meeting with John Podesta, Alexis Herman..
Tracy Thornton Maria Echaveste and others to discuss our strategy on comp time legislation.
We went over both strategy as well as which pTO\~sions we needed to hold firm and which ones
we co~ ultimately compromise on. We are going to continue to work with Senate Democrats,
on a comhton position and negotiate together jointly with them as 'weli as Republicans such as
Ashcroft and Jeffords.
j
America Reads: While it was a greaf victory to get a commitment in the budget agreement for
a chUd literacy proposal consistent with America Reads. we still must go through the process
of passing a bill authorizing it, Chairman Goodling has reportedly told his Republican
colleagues that it is time to begin putting together legislation on America Reads, pursuant to
the budget agreement, We a!e working with Educaw.w aug National St!Ptice fa determine
.- "~= ,,-".<
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.
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The legislation you proposed docs not actually authorize the National Service funds, it just
makes reference to the additional appropriations and creates a joint Education-National Service
structure for running the program. The cooperative arrangement could be accomplished
without legislation, so we could simply authorize the Educ~!tQn pegarJ.ment's po,J,ii~)1. a~d
save the AmeriCorps fight for the appropriations bill, when we have more leverage,
Harris Wofford is cQDCerned that not mentioning National Service in the authorizing
legislation sends tbe wrong message. Therefore. we will start with the posture ¢M National
Service must be an '
.' riin and see where that takes us with GOOdling:"
At some point in the nearfuture,l believe,it ~uld be productIve fory u to gIve
rurman"
~_
Gooclling a call directly since Y2..J¥ Oval Office conversation ..with him seemed to have had a Q~
positive effeCL l mentioned this to Secretary Riley, but I still need to,~onsult with John Hilley nsQI'~
to the liming of such. call,
Q ~ ~
NEXIEA: W" are continuing our aggressive outreach effort on NEXTEA, Hours before
y~
'!!
rec~nt welfare-to-work event, Secretary'Slater, Bruce Reed arid others briefed an overflow crowd
in Room 450 on the welfare-la-work elements ofNEXTEA, We are also working with the .
Senate Banking Committee to build support for those elements. NeXt week, we win bold a
similar event on NEXTEA's program f-or disadvantaged bUsiness enterprises.
'.
Boeing-McDonnell Doug/as Merger: The NEC i. working closely with USTR and other
agencies to better understand the European Commission's stated objections to the Boeing-
McDonnell Douglas merger. The Administration should not and will not speak out on the merits
cfthe merger. until the FfC has made its decision. whlch is expected in mid-June or early July,
However, we have been urging the EC to carry out the merger review in accordance v..rith
established regulations, free qf poHtical considerations.,
, Children's Issues: Cong. Tim Roemer contacted me this week about the possibiJity ofsetting
aside funds, perhaps in the budget, for children's initiatives such as 0-3 and prc~schooL 1 told
him that while I couldn't say such a proposal would be consistent with the agreem~t. you w!;.l'e
'J.S!Y.. interested in working on such children's issues as part of the Democrati£.agenda follo1&i,ng
_the budget agree,:,~
~
I~ntinue to thlnkthat the focus on children's issues would fit well with an emphasis..QE long
tenp M¢karWd
Security refonn.. A childien's initiative ana long·term entitlement
reform allows you to send the following simple message: We need to invest in our children todaV
and no~rro\.'1 from their tomorrows,
Soc~al
~
;
,
Because [ continue to be worried that there may be a limit to how much \Ve can spend on
children's health care without inducing employerS to drop heath care coverage, it may be a good
id,ci!..1QJ!Unk of using th~ tobacco tax for children's issues more generally reg. O~3, Head
d,uy carc, community schoolsl.
sw.
Don, Rahm, Bruce, Michael Waldman, Ann Lewis,and I h{lve been in the process, however, of
discussing different frameworks for building a fl.ew democratic agcnda and there are several good
and differing ideas being cons[dered as to how best to frame and pay for different chitdren.
education and worker initiatives that I believe Don and Rallm are trying to pull together.
2
~
1)
-.
�THE PRESIDENT HP,$ S>.L'
5-~("
-ql
Financial Services Modcmizalioll: Following your approval of the Treasury's fiq.ancial services
modernization proposal, Secretary Rubin announced it in a speech on Wednesday. Bob Rubin
and I both feel that the modifications and strategic decisions that were cooperatively arrived at
proved effective leading to a good launch. The proposal was generally favorably received. Rep.
Leach called the proposal "very constructive to the process, II while Rep. Roukema, who heads
the House suheomrnittee on financial institutions, called it a "welcome contribution." We win be
working on clearing the actual bill language next week, in preparation for Secretary R~bin·~.
testimony before the House Banking Committee on June 3.
"
.
Pensions: The SAVER bill, which contains the requirement for a quadrennial "White House"
retirement summit (to which Congress would get to invite all the delegates), was passed on a
voice vote on the suspension calendar in the House last week. We consulted with the,Vice
President's office and we both agreed that this was highly delicate in its present form. Working
with Labor and White House Legislative Affairs, we were able to slow its movement in the
Senate, but it will take continued work to ensure that any bill requiring a White House meeting is
carefully craft(:d and under our control.
Volunteersnort Reform: The Senate passed the House version of the volunteer liability bill ..
.,
clearing it for your signature. We have been working on both the SAP and now a signing
statement designed to support this bill 00 the ground that it is actually a reasonably weH-cptfted
bill in support of a good cause involving both plaintiffs and punitive defendants actin~thout
ffuancial motives, but warning that
could not accept several of its rovisions -- most notably
tea solute prohibition ofjoint and several liability for non-economic damages and one-way
preemption -- 'if presented in a broader products bill. We continue to work on alternatives to the
currently. pending products liability bill.
we:
Weifare-to- Work TANF Funds: We worked with Bruce Reed and the DPC on
recommendations regarding the $3 billion in welfare-to-work funds added by the budget ~ I[, ~
agreement. Under the current proposal, 50 percent of the funds would be awarded to
~
~rAQ,..
cities/counties and 50 percent to States through challenge grants awarded on a competitive ~~
~ft~·
_
basis. Preference would be given to proposed programs in hi2b-poverty high.lloempJo¥ment
V areas. Factors such as poverty concentratjon could also be taken into account to ensure tlJat
IIJ
. -t-q ( t§1dwe channeled tUhe most disadvantaged areas. Twenty percent of the funds in each
::.
pool (Le., 20 percent of the total) would be set aside for performance bonuses. The,
«oJ
Administration could also advocate for awarding bigger bonuses for placements in better jobs.
Neithcl13ruce nor I are sure our proposal can hold in its present form but following Bruce's
consultations with key constituencies and cabinet members we both fe:t that this was the right
starting place.
~
V
DC: We worked with PBGC and OMB to meet the Treasury's and the District's remaining
~~q
concerns with the pension provisions, and we are aimostthere. (There is an outstanding issue \~
~ ..
concerning DC court employees other than judges, which will be resolved next week.) Ellen
\~ %
Seidman helped prepare Treasury for testimony on the economic development portion of the bill;
,~
it went very well.
'\
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.- ,
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S' d-i.. -'17
Sallie Mac: At Tre.1sury's invitation, Ellen Seidman met with DC Control Board staff to discuss
methods for selling the Sallie Mae warrants the Board will receive if Sallie Mae s~hareholders
vote to privatize. We discussed the prior experience Treasury has had selling warrants, in
particular the Chrysler warrant sale. Earlier this week. we a drafted memo to you on the current
state of the Sallie Mae privatization vote,
P1l110Z: In cooperation wini Sally Katzen and Katie McGinty, I chaired two principal level
mectings this week on particulate matter (PM) and ozone standards. As you know therp have
been some significant policy differences on thiS. but Carol Browner has agreed to delay sen·ding
over the ruJe until June 5 so that the NEe could run an intensive process to ensure that aU qfthe
rel~vant cabinet members were fully able to get up to speed and express their views on this
important issue and hopefully work out as many differences as possible consistent with the letter
of the law.
lobal Clilllale Change: On Monday, the NEC and CEQ (Dan Tamllo. and Katie McGinty.) co
chaired a Deputies-level meeting on climate change issues. This decision process is focused on
developing options for international greenhouse'gas emissions and targets and timetables for
meeting those constraints in preparation for upcoming treaty negotiations -- which are expected
o culminate in a treaty signed in Kyoto in early December,
The decisions made in this process v.<ill permit agencies to begin thinking about implementation
strategies and signal them to begin a public education process, The process has not been
smooth) reflecting the tensions between domestic and international concerns. the difficulties in
undertaking policies with short~term economic and, political costs and long-term environmental
benefits, and reconciling conservative economic assmnptions with the belief that technological
rogress is the key to addressing the problem in the long tenn.
Direct loalls: In our last weekly report, you inquired about direct loan contracting: A company
called CDS! had been responsible for loan origination and servicing tasks in the first two years of
the program, but re~competition is the normal course of business, and the statute contemplated
multiple servicers as the progrnm grew.
~~
'I
~
Education was also ioterested in reducing its costs and enhancing the technology to improve
~"~
information available for program management EDS won the loan origination contract and one
of three servicing contracts. The immediate problems with EDS have been addressed, but
11JI_/Education is still analyzing whether the new system can handle tlle much larger volume that
~ comcS'in.AugUSL A decision, ifany, could come in a week or two.
~
Student Aid Management: Education's testimony" before the Senate Labor Committee on
!'management problems" at the Department was well-received, and the hearing W8..<; productive.
not combative. We worked closely with Education in developing the testimony. To prevent
Republicans from using management concerns as a reason for capping direct lending, we
suggested that the testimony point out that the Direct Loan Program offers the goverrnnent better
management tools than the guarantee system (and that in fact GAO suggested direct loans as one
way to improve accountability in the loan program),
We arc working with OMS to ensure that Education has all of the infonnation and backing it
needs to aSSess its managemcnt and information system needs and to move in an innovative, but
safe, direction.
4
�. .;..
,~
\,e
THE WHiTE HOUSE
WASHINGTON
December 6, 1997
MEMORANDUM FOR THE PRESIDENT
FROM:
GENE SPERLING
BOB SHIREMAN
SUBJECT:
College-Sehool Early IntelVention Initiative
In preparation for the budget decisions that will n~d to be made in the next few weeks,
this memorandum is intended to provide you with a status report on the development of a
poss.ible college-school early intervention initiative, and an opportunity fOor you to provide
dirootion to our continuing efforts. In order to mOove forward on the budget, there are tlrree issues
that need to be settled: (I) the basic parameters of the eai-Iy intervention programs, (2) the issue
of early notification (the "guarantee" of aid), and, of course, (3) funding.
With the approach described in this memo, you would be able to announce a new
program that would, with an initial investment of up to 5300 million -~subject to the budget
_process;
•
Provide familieS at high-poverty middle schools (and possibly others as wen) with an
offlcial notification of the $20,000 or more that is already available for their children to
go to college; and.
•
TIirough colleges and other partners~ provide intensive. long~terrn early intervention and
support services to 200,000 to 400,000 new children each
(at 1500-3500 high
poverty schools») depending on funding.
year
BackgrQund
e
As you remember. this initiative began with your interest in the "21st Century Scholars
Act" by Rep" Chaka Fattah. This legislalion. which continues to garner significant support,
including some Republicans, would guarantee sixth graders at high-poverty schoots a maximum
Pell Grant when they got Lo college~ send a notice to them a"nnually from the Secretary of
Education reminding them of the availability of aid; and make them automatically eligible for the
counseling, academic support, and other services provided by TRIO programs (such as Upward
Bound) in high school and <:oHegc"
�\.
Working with OMB and Education, we analyzed the specifics of the Fattah approach and
found a number of problems: higher-than-expected costs arid inefficiencies; inequities and
perverse incentives; and the difficult issue of a new entitlement. Most important.. the research on
early intervention programs indicated that in order for them to. be successful; it is critical that
mentorins, counseling and tutoring be provided to students, SImply making them eligible for
TruO is not (:nough. As. you know Rep. Fattah is aware of these rencems and is flexible on the
j
design of a program,
goes
We felt strongly that the Administration' needed a strong early intervention initiative that
beyond a notification about financial aid. Research demonstrates that programs that
wen
strut early and w;e sustained for a number of years are effective., For example. in the rigorously
, evaluated Quantum Opportunities Program, 42 percent of the participants attended college,
compared to 16 percent in the control group, To have a significant impact on college enrollment
of disadvantaged youth, it is clear that we need a full-fledged early intervention prognnn.
Our idea is to center this effort on colleges reaching out to children at high poverty
schools. College invo)v~ment is critical for a nwnber of reasons. First, this approach creates an
\.
"
,
ethic of responsibility: it reminds colleges that they are responsible for helping to build a pool of
disadvantaged youth .,,: disproportionately minorities - who are well-prepared for college,
Second. if college is to be the goal that sixth graders see, they need to have some connection to
the institution. Third, colleges can ease student fears about college costs, and perhaps even offer
guarantees or financial aid and admittance if students meet certain milestones. Fourth, coUeges
are best able to tell students -- and'the schools they attend - what type. of courses and skills they
need to succeed. Indeed, an ancillary benefit of this approach should be higher standards, I And
finally. a stable,long~tenn institution needs to be there to ensure the quality and staying power of
a program like this one.
In October. principals discussed options (DPC~ OMB, Education, PER, COS, and OLA
were represented}. At that meeting, there was strong support for the concept of Federal aid to
partnerships between colleges and needy schools, to provide sixth graders with mentoring and
other support that would be sustained through high school graduation. There was also strong
support for getting early information to families about the availability of Federal financial aid fo~
college,
Since the ·principals meeting, we have accelerated our consultations and research. I have
spoken with more than 200 college presidents, both individuaHy and in groups, and the response
has been quite positive. Many of them have provided examples of their own efforts to tap into
K-14 schools to recruit and offer heIr early. Education is reviewing aU of the research literature,
•
lin facl. in response to our consultations on this issue. we already ha...e 11 proposal from colleges in the
Ca!ifomiu Slate Univcrsit;,' system for an early intervention program thaI would focus on ma\!J as !he- gateway
10
coltcgl.l.
2
,,
�".
and with my staff has carried out an effort to identify model programs with the characteristics
that we discussed at the principals meeting. Both Mike Smith and [bave spoken with Eugene
Lang, founder of the "I Have a Dream'> program~ and he agrees that we are on the right track.
Lang is. coming in to meet with me in mid~December. Even though he is best known for his·
promise ofaid to Harlem sixth graders, he feels strongly that the early and sustained support
services are the most important detenninant of a successfui program (and he agrees with the
need for college involvement),
Jt is important that while pursuing this effort, we do not give the impression that we are
denigrating two typos of· yonng people: those who do not go to college, but who prepare well for
productive jobs without college; or those who only need one or two more years of post.
secondary education or skilJ training to be success~i in the workplace, Your School~to-Work
initiative values equally a variety of pathways to success. We will ensure that the program
design helps all children know they '-'!ll go to college if they work hard and sueceed through bigh
school, without implying that they may be failures if thay choose postsecondary education other
than college.
Basic parameters of the CQUege~S"chool Partnerships .
Some of the coHeges with whom we have consulted want the program to be very flexible,
to incorporate a wide variety of program models. But we have pressed that while we support
flexibility, there needs to be a vision -- some common elements that give the proposal an identity
that will propel it to success both legislatively and, ultimately, programmatically. We
recommend the following core components:
\.
Start Early and Stay with Kid. through High Scbool .. Students should begin in the
program no/later than the seventh grade. The program must continue to provide services
through high school graduation (or at least for six years). (There will be some attrition
due 10 dropping out of school Or of the program, moving out. or participating in another
program.) Programs should not pre-judge some kids as not having coUege "potential."
I nstead. we should encourage programs that involve whole classes or cohorts of s~ents ..
College as a GoaL The programs must make sure that every child in the class/cohort
comes to believe that college is within grasp if he or she works hard, and that it is
affordable with Federal aid. The message will also make it clear that the same kind of
rigorous academic preparation is needed for careers that do not require college. Special
consideration would be given to partnerships: that guarantee enrollment in a college for
participating students who reach particular milestones, andlor for programs: that g~tee
additional financial aid to cover the full costs of the college.
•
An lntcnsivc 1~lcmen(. Programs must provide intensive assistance to students at least
during some part of the program. for exampie. this may be a residential summer
component at a college .
3
�.•
'
Comm.unity
Inv~Jlvement.
Community organizations and businesses should be tapped
to offer mentors, guarantees of additional financial aid in exchange for student
perfonnance, exposure to careers, and other support.
Full-Time Coordinator. To make the program a success requires the full conunitment
of the school district and the middle and high schools Into which the college mentors will .
reach, It is critical that full~time coordinators serve as the "glue" between the colleges
and the schools. ensuring that Colleges come through on their commitments. and schools
link their own counseling and guidance program and other services ~- including Title I
and systemic refonn efforts .... to the college program on an on~going basis.
Family Involvement. It is also eritical that families learn both about the college
financial aid that is available, the courses that the child needs to increase the likelihood of
success in college and career, and the resources that are available to help (tutoring,
mentoring, et~.).
Note on relationship to TRIO programs. Some colleges already have Federal TRIO'
grants with some of the above characteristics, and/or they h·ave other similar programs. '!'he
largest Federal investment; Upward BOWld, provides counseling and intensive academic support
,
•
to selected disadvantaged high school students who show aptitude for college. The Talent.
Search program provides a one-shot program of early information about college to middle scbool
students. Those programs do not come close to addressing all of the need, so there would not
normally be a problem with them duplicating some part of this new program. Applicants for lile
college-school partnership funds would have to describe how their existing early intervention
progrnms would be coordinated with the new program. It is expected that some partnerships
would apply for tbe new grants to extend and expand their programs, so that Upward Bound, for
example. could essentially create a grade 4-.10 feeder program, and Talent Search could add' a
more intensive component with follow-up during the high school years. Others might simply
focus on high-poverty schools where the students are not being served by. any current program.
Maintaining the separate TRiO programs with similar purposes could be an ineffective
use of funds, if the new design turns out to work better for poor children. However~ the politics
~f attempting to refonn or integrate TRIO into the new design legislatively (as noted. we hope it
wiU happen locally), atgue against making the effort. We will design the evaluation of the new
program to address comparisons to TRIO (and other models).
Early NotificationJOuarantee
At the October principais meeting. there wa.q concern that Fattah's idea of early
notification guarantees not translate into any new entitlement to aid: first, it creates budget
complications, both politically and practically; second. it creates the impression that {he current
programs are not secure ~~ contrary to the "universal access" message that we are sending in the
wake of victories on HOPE and Pel!.
•
�Our feeling is that we do not need to go so far that we create u new enli~lement, We,.-:an
achieve Fattah's goal by providing children and their families wjth early, official notifreation of
their eligibility forrollege financial aid. Because of the combination of.toden, loans, Pell
Grants, and HOPE Scholarships, virtUally everyone is alrendy eligible for at least $20,000 of aid
for four years ofcollege. We can make a finn statement about eligibility without creating the
budget complications. (As with Federal pensions and some military benefits, 'he actual amounts
would depend on the continuation of the programs.)
This would be part of the larger infonnation campaign on access to higher education,
which I will get you a memo on in the coming week. While the focus would be on getting the
notifications to families at the highest,;,poverty schools1 we would not need to be that restrictive
and could reach a larger number than the Fattah legislation proposes. Our expectation is that we
ean provide a minimum level of infonnaHon to every family on a regular recurring basis, and that
we will ftod ways to make special efforts to tailor the message for poor families with .children of
all ages.
As already noted, we would encourage partnerships ,ci supplement Federal aid with
aqditional ftnancial assistance and/or guaranteed admission to a particular college if the student
takes the right classes and works hard.'
•
Funding
The costs ofsuccessful programs range significantly, from a rew hundred dollars per
participant to several thousand. The ability ofa college .and other partners to put up some of its
own resources also varies, It was c1~ from my discussions with the presidents of Yale and
Columbia that they mainly wanted to be associated with'a national effort and would 'put a lot of
their
(substantial) resources to the effort. On the other hand, in some partS of the counuy it
would be important to be able to have a significant Federal contribution. at least at the start. oUr
work. continues on these design questions.
0"'"
For the purposes ofestimating potential impacts, we have assumed an average $1,000 per
participant cost in the first three years. and S800 for the remaining three. New cohorts of
children are added each year, but there is a declining (national average) Federal match, with the
local programs expected to lake over after the sixth year (again. our work continues on these
design questions). With those assumptions, a $)00 rniHion Federal investment in FY 1999
would allow us to serve 375,000 seventh graders (at about 3300 high-poverty schools). That is
more than seven times as many as are now served by Upward Bound, The amount would need to
ramp up s.)mewhat as new cohorts of students are added, The initial. FY t 999 funding amount
could be n:duced either by reducing the size of the proposal, 3t?d.!or by phasing in the number of
partnerships funded .
•
�Add oj least $30 million. The TRIO progrartl!' have. strong, organized constituency.
We are worldng with theas·sociation on this proposal, and so far they_are supportive. But they
are concerned that our interest in th~ new proposal may weake~ our reSolve as far as increases
for the TRIO programs. Th.arefore, it is critical that an increase of at least $30 million be
included in the Budget for TRIO if we move forward with the'school-college mentoring
partoerships.· Doing so will help get the proposal through Congress. An Increase oj$53 million
for TRIO is suggested in my memo to you on Hispanic education. .
Legislative strategy~ We are currently assuming that this,would be a new, oompetitive
direct grant program from the Department of Education, probably part of our proposal for
reauthorization ofthe Higher Education ACL If funded on the discretionary side, it would benefit
us in the appropriations process to use an existing authorlty* and there are a couple we could
choose from. We are also exploring the possibility of funding the program on the mandatory
side. which could have some strategic advan~ges.
Some of the Committee leadership On the Hill are expected to pursue a state-based model,
making use of a program aUtllOriZed in 1992 called the National Early Intervention and State
Scholarship Program. It is funded at $3.2 million now and funds some useful models. Education
opposes using this authority, however, because it would be more difficult to maintain 11 high
quality, highly targeted effort within a state fonnul. grant program .
\
•
Next Steps
If you are comfortable with the general approach, then we will continue to draft the
descriptions that will need to be included in the Budget. if funding is to be included. We will
then continue to vet th~ idea, and win begin to develop a roll~out stnltegy,
V jews and P;"ccQmmendatlQDs
Secretary Riley strongly supports this initiative as a logical next step in our efforts to
assure access to higher education for all Americans.
Sperling considers this to be as important as any education initiative this year, because (1)
given the strong interest of colleges in the effort, we can have a considerable national
mobilization,. (2) it targets the age group that is most neglected in Federal education policy. and
(3)-it helps with the long~tenn needs relating to affirmative action. Reed and Kagan support the
proposal for similar reasons.
•
Judy Whiston considers this propos.al to he fully o:msistent with the President's Initiative
on Race, which includes '3 focus on aClion designed to bridge racial divides: She is exploring the
possibHity of including a representative of an effective early intervention program in the program
for the December 17 Advisory Board meeting .
G
�.. "
'97 DEC 16 P!!1:4.
'THE WHITE HOUSE
WASHINGTON
,
\
MEMORANDUM FOR
FROM;
December 15.1997
TH~SIDENT
Bruce Reed
Gene Sperling
Elena Kagan
CO?;,,:.. d
"+{<=""dl
Sp:o.v h 0'\ g
'faqQh
u:o \d\.\-lG Vl
'?o01c..~
New [nitiatlyes on Discretionary Side of Budget
SUBJECT:
As you know. OMS is trying to find an additional $6 billion for discretionary spending.
Assuming this money becomes available, the DPe and NEe recommend that you fund the new
initiatives: listed below --·in the amounts listed below -- in your FY 1999 budget OMB has
signed off on these recommendations, Some of the departments, however, may appeal for
increases in base programs that would cut into the amount of money available for new initiatives.
We already have given you detailed memos on most of these initiatives. If you approve
the initiatives, you can announce any or all of them in the State of the Union.
Because so many of the new initiatives involve education, we are attaching an appendix
to this memo that shows recommended funding leve1s for the Department of Education's major
, base programs. In reviewing the education spending. you should note that the Department has
just reestimated PeH Grant costs in a way"that will free up additional monies. We had thought
we would need a $434 minion increase in the Pe11 Grant Program to raise the maximum award
from $3,000 to $3,100. The new estimates show we can finance these policies with between
$150 million and $220 million Jess. We are currently considering whether to keep these funds in
the Pell Grant Program to support a larg~ increase in the maximum award and make other poticy
changes. or altematively to invest them in the'After-School and Head Start components of the
.
".
child care initiative....
~
Education
1. "~ducati(}n Opportunity Zones ($225 million): "11lis initiative will provide funding to about·
25 high-poverty urban and rural school distri(;~ for agreeing to adopr a "Chicago-type" school
reform agenda tbat includes ending socialllfOmolions, removing bad teachers, reconstituting
failing schools, and adopting distrkt-widc <;hoicc,
2. Colh~f~C-Scbool Par(ncl'$hips (5150 milliou): 1111s initiative, which builds on Eugene Lang's
model ofhc!ping disadvantaged youth. win provide funding for college-school partnerships
designed (0 provide melHaring. tutoring, and other support services to students in hlgh~povCl1y
schools, ;;tarting in the sixth grade and conlhluing through high schooL Th~ sIx-year funding
�·.
TflE PRESIDENT !lAS sm~
I~·~o·ql
2
path will provide help to nearly 2 million students. The proposal also will include Chaka
F.ttah's idea ofearly notification to disadvantaged 6th grnders telling them of their Pen Grant
and loa" eligibility.
3. Campaign on Access to Higher Education ($20 million): This initiative will fund an
intensive publicity campaign on the affordability of higher education. The goal of the campaign
will be to make evel}' family aware that higher education is now universally accessible - and
.
that it is the key to higher earnings.
4. Teacher Recruitment and Preparation ($67 million): This initiative. which you previewed
last July at the NAACP Conference, will provide scholarships to nearly 35,000 new teachers over
five years for committing to work in high-poverty urban and rural schools. It also will upgrnde
the quality of teacher preparation.programs serving these communities.
5. Tecbnology Teacher Training (Approx. $230 million)! This initiative v.iH dedicate 30
percent (about $150 million) or the Techoology Literacy Challenge Fund (which is being
increased from 5425 to $500 million) to ensure that at least otl'e teacher in every school receives
intensive training in the use ofteclinology for education, so that those "master teachers" can train
their col1eagues, An additional $80 million will begin an effort to train every new tcacher in the
l~test technology,
.
6. Hispanic Itducation Action Plan - ($195 million or more): This initiative will increase
funding for a number of existing programs to improve education for Hispanic Americans and
other limited English proficient (LEP) children and adults. Ii would double our investment in
training teachers to address the needs ofJ::.EP children; boost the Migrant Education Program by
16 percent; increase the TRJO college preparation program by 10 percent~ and create a S~yeart
~7$1 00 million effort to disseminate best prnptices in ESL training for adults, We would
A
accompany these program increases with administrative actions to help Hispanic students
complete high school and succeed in coll~ge.
7. Distance Learning - (550 million?): We arc still in the process of developing a new
initiative, related (0 Governor Romer's Western Governors University, to promote the usc of
technology to give people "anytime, anywhere" access to leaming opportunities.
~
~~/v
ChiHC;tf(,
,
We recommend placing most of the child care initiative -- in particular, the proposed
~ ~ Learning Fund -- on the mandatory side of the budgct. The smaller pieces of the initiative that
, I increase in the Child Care and Development Block Grant and the establishment of a new Early
we propos!.! placing on thc discretionary side nrc tht: following;
J. Aftcr-~chool Pro~nHll Expansion (SHW-200 million): Thi}l program expansion wil1
increase fundilig ofthc 11 sl Ccn1my Community Learning Ccnter Progmrrl (now funded at $40 '
�TIlE PRESI\)Efll \I~S SEW
1"1.- ~. q-1
3
million) for before- and after·school progrrul1$ for school.age children at public sebools.
Depending on the exact funding level chosen, this investment will create new programs in 1,500
i'OOO schools with slots for between 75,000 and 200,000 children; at the same time, it will
~ enable still more students to participate in!lthm:: school-site activities,
'
12. Standards Enforcement Fuud ($100 million): This new fund will support state efforts to
• ituprove licensing and accreditation of providers, and to enforce health and safety standards
particularly through unannounced inspections of child care settings. Tbe fund also will enoble
states to issu,e report cards, for use by oonsumers~ on the quality of the facilities inspected.
3. Provider Training (S51~O million): A new Child Care Provider Scholarship Fund, which
you proposed at the Child Care Conference to fund at $50 million annUlllly, will support 50,000
scholarships each year to child care workers working toward a child care credential. The
students will conunit to remaining in the fieM for one year for each year ofassistance received,
and will earn increased compensation or bonuses when they receive their credential. An
additional $1 ~l 0 million will allow the Department of Labor to expand its Child Care
Apprenticeship Training Program, which funds providers combining work toward a degree with
on-the-job practice.
.
4. Reseal'ell and Evaluation Fund ($10-30 million): This new fund will establish a National
Center on Child Care Statistics, and provide grants for research projects and state and loca1 child
care hodines and consumer education activities.
S. Head Start and Early Head Start Expansion ($284-334 million): This level of increased
investment in the overall Head Start budget should permit doubling the set~aside for Early Head
Start over five years without reducing the'.resources available for children 3~5. The doubled set~
a<;ide would enable more than 50,OOOadditional children to receive f::.ariy Head Start services in
2003.
.
w..tlfure. (lqllsing. Urb:m
1. Welfal'cMto~W(}rk Housing Vouchers ($283 million): '1111S inilin(ive wilt provide 50,000
new housing vouchers to help welfare recipients in public housing who need to move in order to
find employment. BUD will distrihute these vouchers on a competitive basis to public housing
authorities working with local TANF agencies and/or gmntees of the new $3 billion welfarc-to
work program. (A separate proposal, for which no new funding is needed, would allow families
in public or assisted housing to USc vouchers to buy a home; HUD expects this proposal to assist
SOltlC 25,000 people become homeowners over two years, though OM 13 believes this figure to be
exaggerated.)
2. Housing: POI'tabiJity/CllOleC ($20 million); In addition to the nc.w welfare-to-work housing
vouchers .-:liseusscd ahove. our proposed pl1ckagc on housing portability and choice expands
Regional Opportunity Coullseling Sites and tako..:s administrative actions to eliminate obstacles to
�4
portability in the Section 8 housing program.
3. "Play-by.the~Rules" Homeownc.rship Proposal ($30 million): This initiative will assist
families that always pay their rent on time to bero.mc homeowners. The Neighborhood
Reinvestment Corporation will provide downpayment assistance l interest rate buydowns, or
rehabilitation loans to approximately 10,000 families.
4. Homeownersbip Opportunity Fund ($1l million): This initiative will provide funds for
MUD to develop a loan guarantee program to allow state and local governments to leverage
current HOME funds with private-sector investments to fund large-scale, affordable housing
developments in distressed communities.
5. Community El11powerme:ot Fund (S300-400 luilHon): This initiative establishes a
pUblic/private fund C~Eddie Mac'~» which will invest in ifUler..ci~y businesses and create a
(
secondary market for economic development loans (like Fannie Mae).
6. Homeless Assistance ($250<125 million): This level of increased investment includes $177'
million to help 32,000 homeless people receive Section 8 voucbers.
I:--'l\Q!!Lnng Workf(}[£c
L ChHd Labor ($89 million): This initiative is anchored by a $30 million commitment -~ up
from $3 million - to the Internalional Program on the Elimination of Child Lahor (lPEC). The
initiative also will include funding to improve Customs Service enforcement of U.S. law banning
the import of goods made with forced or bonded child labor ($3 million) and to double tho
Department of Labor's enforcement of child labor laws in the agricultural sector ($4 million).
Finally. the initiative will provide additional funding to the Migrant Education Program so it Cilll
reach 5{}~OOO more migrant children ($50 million). We arc developing non-budget items to fill
out the package.
2. Community Adjustment (S50 million): 'nlis inItiative will fund the creation of the Office of
Community and Economic Adjustment (OCEA), which we proposed as part of the Fast Track
debate. As you know, this office will be modeled after the Defense Department's Office of
Economic Adjustment -~ the Administration's first point of contact with communities
experiencing a military base closure or defense plant closing. We eXJlect the Officc to help 35-40
comnmnities in its firs! year of operation. The initiative also will fund a variety of other efforts
to assist communities that face sudden and severe economic dislocafion.
3. Out of School Youth Opportunity IJrogram ($250 million): Congress advancc appropriatl!d
$250 million for this progmm last year contingent oil the passage of 'Ulthoril'.a tlon !egislation.
( -nle program will fund competitive gr<lnts [Qr eITorts to increase employment among {Jut-o[
school youth between the ages of 16 <1m! 24.
�5
Health
1. 21st Century Trust Fund (Appro•. SI billion): This initiative will provide substantial
additional funding to NIH ($750 ntiIlion) and NSF ($250 ntillion). romping up substantially over
time, for research activities - particularly on the treatment and cure of diseases. We will provide
you with a separate memo on this initiative in the next day o.r two. FWlding for this initiative
will come from comprehensive tobacco legislation.
2. AIDS Programs Expansion ($165 million): A funding increase for the Ryan White Progrnm
of almost 15 percent will go principally lowarn ADAP. to ensure that new and effective
treatments of AIDS reach those who need them. Some ofthe funds will support edueation and
prevention programs operated by states, cities, and community health eontern, as well as by the
CDC.
3. Racial Disparities in Health Care ($80 million): This initiative will address racial
disparities in six areas of health care: infant mortality, breast and cervical cancer, heart disease
and stroke, diabetes, AIDS. and immunirntion. The proposal includes additional funding ($50
million) to established public health programs to adapt and apply their prevention and education
strategies to eliminate racial disparities . .It also includes funding ($30 million) for up to thirty
local pilot projects to test innovative approaches to reach this goal.
Environment
(Katie McGinty proposed and has further infonnation about these initiatives)
1. Climate CIumgc ($400 million): To support our broader climate change initiative (including
t.a,'{ incentives), this funding will go to a
of departments in accord with PCAST's
recommendations.
number
2. Second Generation Clean Water (S450 J8il1i()n~ including some on mandatory side): Th~s
initiative will assist in restoring 1000 wa~ersheds that are too polluted for fishing or Swimming.
Funding witl go to five agencies to support It variety of activities designed to address pollutcd
mnof[ and implement comprehensive watershed management strategies.
L Community P,·osecut{)rs ($50 million): This initiative will provide. grants to prosecutors for
innovative, community-based prosecution efforts, such as Eric Holder adopted in the District of
Columhii\. A full 80 percent of the grant:.: will go to pay the saluries and training costs associated
with hiring or rcassigning prosecutors to work directly with community residents.
A numher of the above proposals --
~g,.
f.!ullcatiotl opportunity zones, university-:;choo!
�6
partnerships, housing vouchers -- em> he presented as part ofthe mee initiative, hecause they
target predominantly minority area.<; Qr provide disproportionate benefits to members of minority
groups. Other proposals described above -- the Hispanic dropout plan and the mce and health
initiative ~- have obvious and explicit race connections. In addition:
l. Civil Rights Enforcement ($72 million): 111is initiative will fund reforms to the EEOC and
the civil rights offices at DOJ, HUD, HHS, Education, and DOL. Most important, additional
funding of$37 million will allow the EEOC 10 expand its medialion prognun (allowing more
than 70 percent of all complainants to choose mediation by the year 20(0). increase the average
speed of resolving complaints (from over nine months to six) and reduce the EEOC~s current
backlog (from 64,000 cases to 2&,000). 1he iniliative also will fund. dmmatic expansion of
HUD's civil rights enforcement office (in the 30th anniversary year of the Fair Housing Act) and
improve coordination among the government's civil rights offices. We are preparing a number
ofnon-budgetary administrative actions, especially involving fair housing and lending; to
accompany our budget proposals in this area,
•
�7
Appendjx - EduCl!l;on BudW
The recommended funding level for all of the Department of Education's discretionary programs
(including new initiatives) is $30.9 billion, an increase of $1.4 billion (4 percent above FY 1998).
In addition to providing for the new initiatives described above, this recommended budget
maintains or increases funding for the Department"s major base programs, while reducing certain
lower priority spending.
Major Base Programs
Education testing: $16 million. The full runOWlt needed to maintain progress on test
development
Pell 0rants:Xl.,Z79 million, ~ $289 million increase would maintain higher independent student'
eligibility and raise the maximum award from $3,000 to $3,100. The additional $150 million
"previously thought necessary to effect these policies would increase the maximum award by
another $50; alternatively, 3..<; noted eariier~ we could use these funds to increase our investments
in the After~School and Head Start components of the child
care initiative.
t}meriea R"ad •• S260 million. We did not get our America Reads bill in FY 1998. We did
,obtain increases for tutoring in the Corporation for National and Community Service. Congress
did. howevl!ir, "advance appropriate" $2lO million for FY 1999 for Education. contingent upon
enactment of new Jaw. The increase to $260 million reflects our original first year plan,
Title I. Educatioo for the Disadvantagoo, Grams \Q LEAs: $ 7..725 million. A $350 million (4.5
percent) increase over FY 1998 to serve additional 400,000 children in poor communities.
an
Secretary Riley requested a $492 million increase.
, . .G..Q£tls 2OOQ: $5! 0 million. A $10 million increase over FY ) 998, to maintain momentum in the
Stutes for school refonn.
;'
Compfeh)¢osive School Reform: ..$175 million. A $30 million increase over FY 1998 [or
demonstrations of school reform models.
Adult Education: $394 million. A $33 million (9 pcrcent) increase: over l'Y 1998 for basic '
education and English language training for the disadvantaged, immignUlt.... and wclf.'lre
recipients. This increase is part of Hispmiic Education Action Plan discussed abiwc.
~p;:cial
Educmj.on: $4.81LmiHion, Same as the FY 1993 level, which was increased by $775
million over FY 1997. States can spend the increase over 2 years. Secretary Rilcy has expressed
concern about tbe lack of an FY 1999 increasc. We arc cOllvinced that no illcrease will sntisfy
tll!! advocntcs, and would prefer to negotiate thi,., level in Congress, rather than usc up "caree
funds in your budget now.
�\
8
Q:>lIege Work-Study. $915 million. An $85 million increase over FY 1998, make progress
toward your goal Qf 1 million Worle-Study positions by FY 2000. Given the reduction in Perkins
loans (noted below)~ this increase kccps the campus~based aid programs at level funding from
FY 1998.
Reductions in the Base
A number uf programs have been reduced to make room for initiatives and major base programs.
including: Impact Aid (-$92 million), the Education Block Grant (-$350 million), and Perkins
Loans (-$&5 million). Each of these has a vocal constituency. We believe we can make the case
that our fimding of initiatives and base programs are all higher priority than these progranlS.
�HEALTH INVESTMENT OPTIONS IN THE BUDGET
MEDICARE
\;
SOURCES
USES
Pre-65 Initiative Options:
$1 - 2 billion
Anti-Fraud:
$1.5 - 2 billion
Clinical Cancer Trial Care:
$1.7 billion
Income-Related Premium: $6 - 19 billion
Medicare Improvements:
$0.2 - 3 billion
[e.g., Mammography coinsurance,
.•...
annual physical]
~
Private Long-Term Care Options:$O.l - 4 billion
COVERAGE
..
SOURCES
USES
State Incentives to Enroll
Medicaid-Eligible Children:
$2 billion
Workers' Transitions Options:
$2 - 5 billion
Voluntary Purchasing Coops:
$0.1 billion
~
[Cost Allocation, Reserve or Tobacco?]
NOTE: All scoring is preliminary and subject to
change.
"'",
.;. ~
-.."
.
"6
• m
"z
J ....
~
~
,.,.,
'"
�~
...
THE PRESIIJEtlT IIlIS SWl
12-'!>o_'q
'\.1n~NDATORY
EXPENDITURES·
(Five-Year Costs)
CIDLDCARE
$6.0-$12.0 Billion
Child Care Bloc!': Grant = 66%-75%
Early Learning Fund = 25%-33%
CLASS SIZE
$6.0-$9.0 Billion
FOOD STAMPS
$2.0-$3.5 Billion
HEALTH CARE
$2.0 Billion
$2.0 Billion
$0.5 Billion
$1.0-$2.0 Billion
Medicare Pre-65 Initiative
Medicare -- Clinical
Long-Term Demonstration
Children's Outreach
COLLEGE AID
$1.3-$1.7 Billion
SCHOOL CONSTRUCTION
$5.0 Billion
EMPOWERMENT ZONES (Rural or Urban)
$0.562 Billion
FAST TRACKffAA
$0.697 Billion
AG-ENVIRONMENTAL (CropIns"ranc.,
SO.720 Billion
Environmental Conservation, Frircst Service)
MISCELLANEOUS
$0.462 Billion
Veterans
Transportation
Di:arict of Columhia
So,:;iul Security Administration
TOTAL:
$2S.6-$40.5 Billion
TOTAL- ('w/ School Constnlctiotl As Tax Cut):
S23.<l-SJ:'\.5 Billion
�THE PRESIDE!iUIitS SEE!!
I~- ">0
- <,-1
SOURCES OF FUNDING FOR NEW INITIAnVES
(preliminary estimates, dollars in billions)
FY 1999
5 years
Mandatories:
. Veterans tobacco (INCREASE to the deficit) ................. .
Cost a!location .................................................................
Education reform............................................................. .
.State bank fees.:.................. ",..,................ ,.." .............. "
Child support enforcemenl... ...........................................
0
0.5
0.9
0.1
6.4
2.9
3.6
0.5
0.06
0.3
Agriculture ...................•.•........................................•........ _~~_ _ _-:~_
0.3
1.6
1.9
Subtotal ...................................n . . . . . . ' . . . . . . . . . . . . . . _ •••••.•••.• n •.
15.3
Limited Use' Mandatories:
Dlrect"d State use of tobacco settlemenL ............... :.... .
2.3
14.9
TOTAL, MANDATORIES........................................................
4.2
30.2
0.2
2
Medicare:
Medicare error reduction/modest policy changes..... .......
Medicare income-related premiums ................................
SubtotaL...................................... ~.................................
_-72~_ _ _ _-:'1:.;:2~_
2.2
14.0
2.8
19.9
Revenues:
Options from the FY 1g9a budget.. ..
12/1'1/07, 10;S1 Nt.
�1-1'
1,
HIGH HOPES
for College
for America' s Youth
February 4, 1998
�Table of Contents:
1.
Description of Program
II.
Evidence of Need and Effectiveness of
Solution
III.
Examples of Mentoring and Early
Intervention Programs
�HIGH HOPES for College for America's Youth
Fcbnmry 4,1998
"J also ask this Congress to support ollr efforts to (tIlIiSi colleges and lInh'crsities to reach 0111 to
disadvltnIajZed children starting in Ihe six,h grade so thaI/hey can geJ the guidance {IUd hope they
lieed.w they can know that they, joo, will be able 10 go OIl to college. "
~MPresid-cnt Clinton, State of the Union address, January 27, 199&
Today President Clinton is announcing a new initiative to inspire more of our young people to have
high expectations, to stay in school and study hard, and to go to college. This long-term invi.:stmcnt
- slarting with $140 million 1n the FY 99 Budget -- would promote partnerships between colleges
ilnd middle or junior high schools in low~inc()mc communities, to provide children with the support
they need starting in sixth or seventh grndc and continuing through high school graduation.'
TELLING FAMILIES EARLY: COLLEGE IS WITHIN REACH. Fmn;l;es need to know thaI
college is affordable regardless of their income. High Hopes would provide children and their
truuilies at middle and junior high schools in low~income communities with a 21 st Century Scholar
certificate, an official, eady notification of the amount of their eligibility for Federal college aid.
COLLEGE-SCHOOL PARTNERSHIPS PROVIDE CHILDREN WITH MENTORING AND
OTHER SUPPORT. It takes more than money to go to college and succeed, To make the hope of
a college education a reality~ degree~gmntilig colleges (including 2-year institutions) would be
encouraged to establish partnerships with middle undjunior high schools with large concentrations
of low· ineome chlldren. Working with parent;;;, commmiity and religious groups, and businesses,
the partnerships would provide information about what it means and what it takes to go to college,
as welt as support services -- such as mcntming. tutoring, college visits, summer programs:. afler
school activities, and counseling: -- to help the children stay on track. The partnerships: will belp
ensure tbat children have access to the rigorous core courses thut prepare them for college and let
parents know how they can help their children prepare for college.
STA l'ING WITH THE CHILDREN TllROUGlllllGH SCHOOL GRADUATION 'Ill;' new
initiative will be flexible, allowing partllerships to design their own efforts based on local m..-eds und
res.ources. But to be most effective in increasing college attendance by low-income youth, the
programs must be based on experience with strategies that work and must:
j
,.
,.
,.
begin not later thun middle or junior high school (the 6th or 7th
continue to provide help through high school; and,
serve a whole cohort of students (such tiS un entire sixth grade).
gradc)~
{{fOH HOPES COULD REAC/{ 1,5(10 MIDDLE SCHOOLS, MORE TllAN I Mll.LION
STUDENTS, The President's Budget calls for a 5140 million investment in new High Hopes
partnerships in 1999, and an additional $70 million for new partnerships in each of the yC~lrs 2000
and 200] (as \vell as continuation funds for the original partnerships). If each project begins with
one sixth or !:eventh grade class, this would fund partnerships '.\lith up to 2,500 middle and junior
high schools, (f each project adds an incoming class each year, more than 1 million students would
bt; served oyt!r five years.
�THE NEED FOR HIGH HOPES FOR COLLEGE
ANI) EVmENCE THAT INTENSIVE EARLY INTERVENTION WORKS
f/igh /fopes for College uses college-school partnerships to help children in low~illcome commlmi!ies
develop th<; aspirations and skills needed to go to college as early as the 6th grade. 1t will help them
understand h.ow they can go to college by informing them about college optiol)s. m.:adetlHC requirements,
co<;t.'!, and financlal aid, and by providing supportservtces -- inc!uding tutoring. coullseling, and mcntorirg
-..: to keep them on track through high school graduation and into college_
The Need CDr a College Education: College graduates today can expect to earn at least $600,000 more
over their lifetime than high school gmdllates; this amollnt has. doubled in jllc past fifteen years, and If,
likely to comiuue to grow [Censu~ Bureau, 19931, making a college education cven more importnnt than eV~I'
before. Yet:
•
Only 43 percent of children from low~income families [bottom 20 I)o.;rccr;[ nrincOIl1G di:>lrioullunJ et1roll
in college after high school, compared to almost 83 percent of chifdrenfrom h;gh~incomc families.
tUS lA'pr njDiuct.llhm, NaJioJl<li Edu::atiorJ Longduriinal Survey (NELS] 1988J
•
Among high test~scoring students, students from low-income families arc five fim(J,\ as likely not
to go to colJege as students from high-income families. I,VHS lY881
The Importance of Academic Information: To get into and complete -college, more 1m.\I~incomc mid:lle
and junior high school students and their parents need to learn about the impcrruncc of taking key courses
as early as the 8th grade:
L!)w~income students who take algebra I and geometry arc almOSllhrtf(! lillie,\' as likely to attend
•
college as those who do n01 (71 percent vs. 27 percent}.IA'ELS ISiRSI
•
Although taking algebra by the 8th grade is considered a gateway to college preparatory courses
and going on to college. only ;5 percent of low-income students LhnltNIl 1/3 '.lfi:IC\lIi!C distdhtltionJ
enr·:)11 tn algebnl by the 8th grade. I:,.'auonal ASSl:xsm.;(I( o!/;'dUl:mimwl i't'bgn!.b' (NAEP) 19961
The Need for InformntioD on College Co!'ts and JI'inandal Aid: Collegl.'1 costs are not nearly as high
as many familles assume, and many do not know that there arc many tinancbl did progn\Jtls likc Pcl!
grants, federal work~study, and loans, making college more affordable than ever before:
"
Among low~income, high~test score students who are not planning on attending college, nearly
60 percent cite an inability to afford school as the reaSOll, INh'LS NBSl
•
About 80 percent of children whose parents read materials about financial aid go 011 to college.
compared to only 55 percent ofchildrcn whose parents do not read this material among 12th
graders interested in continuing their education after high s::hooL [NELS /988)
•
A survey in 1996 found that the puulic overestimated the tuition ofpublk two~yearcolleges by
$2.J30 (about:3 rimes actual average tuition), of public four-year collcglJs hy $3,148 (oYIJr twice
actual average tuition), and ofpri\,<lte tour-year universities uy $4,990 (ulmost 1/3 more Ihan
actual avc-rage tUition), {Amencan Council rm l';duw;i,J!1, 19961
Tbe.Need far High Hopes/or College Partnerships: While sOlne cxi3ting programs !:iHccessfully help
low~itlc:om'! children get ready for college, there are too few of these programs and reach only a !:illlall
number of students, These progmms often start too late in encouraging students to take the core courses
needed for \;ollege, and lhey do not provide the intensive, sustained support (hat studes show is necessary
for success, High /-lopes/or Colle[!c is intended to change this and ereate a nallalil! ethic that all colleges
should partner with at least one lo\v-income school starting in the 6th Of 7th grnde, find work Wilh the
srudents to ensure thilt they have [he opportunity and arc prepared to go to college.
E\-'idcncc Supporting Proposed Strategy: Studies show thai successful programs helping low-income
students at lhe middle or junior high schoo! level include tutoring, counseling, and mcntorlng, as well as
information about college; financial aid, and careers. lC;~n~uc;f) Arlxml'., Ffl'.\'( GI.'IJ(!rr/i'{Jn Cdll.'ge Srude"ls; A
Rrvi<:'I' ojNt!l.'dr and i<;jJi:Cfiv(J lmerv(!n!ions. [),,-CISlon ]ntilrmatintl Rusourccs, 19941 These strategies are employed tn
such programs as;
�Adv:tncemcnt Yin Individunl Determination (AVID): AVID joins colleges with middle or high schools
in devcloping classes to provide low-income students with academic assistance, information abmt college
preparatory courses and financial aid, tutoring, and other supports to encourage them to go to collegc.
Several independcnt cvaluations of AVID (including the state of California, thc statc of Kcntucky, thc
Univ·crsity of Califamia at San Diego, and the Guthrie-David Research Group, which are available through
the AVID Centcr in San Dicgo) have found that:
•
Nationwide, 93 percent of AVID graduates enroll in college and 60 percent arc nccepted in
four-year institutions. In San Diego, 89 percent of A VID graduates arc still enrolled in colley.:
aftcr two ycars. (AVID Center]
•
In San Diego, 55 percent of African American AVID studcnts and 43 pcrcent of Latino AVID
students enroll in 4-year colleges compared to national averages of33 percent and 29 percen~
respectively. [AVID Center]
•
In 1996-97, 90 percent of high school AVID students nationwide were enrolled in college
preparatory courses. [AVID CCl}tcr].
I Hllve A DrcllIn (IHAD): Eugene Lang's IHAD program provides an entirc grade of low-incomc
students with a comprehensive set of services, including intensive mentoring and academic support and
an early gllarantee that their collcge tuition will bc paid for by a combination of public and privatc
resources. Studies collected by the I1·IAD Foundation show that:
•
The original IHAD class of Dreamers exceeded expected educational outcomes; III a
school where the projccted graduation rate was 25 percellt, 67 percent received high
school diplomas, 17 percent received GED certificates, and 62 percent entered college.
[II tAD Found[ltinnJ
•
75 pcrccnt of Chicago Dreamers in the class of 1996 graduated from high school,
compared to on Iy 37 perccnt of control group students. I Univ. of Illinois at Chicago, 1997].
•
In Dcnver, 80 percent oflHADs first class of Dreamers graduated on time in JUlle 1995,
and another 7 percent graduated in 1996. By contrast, the Denver Public Schools estimate
that the on-time graduation rate for all its students is abotlt 60 percent. Some 60 percent
orthe IHAD graduates then went on to college and another 8 percent entered the military
or vocational studies [[HAD Foundation].
Upwllnl Bound: The U.S. Department of Educations Upward Bound program renches out to
low-income nnd disndvantagcd youth at thc high schoo/level. Studies show that Upward Bound
is effective in getting students to take more academic coursework. For example:
•
Upward Bound students took 17 percent more academic course work than members of a
control group, notably ill English, science, math, foreign languages and social studies. {"!'lie
National Evaluation o!Upward Buund: The Short-Term Impact (ifUplI'ard flOImd: Anlnlerim RI.'p0r/.
U.S. /Jepl oft."d, Alay 1997)
\
•
Upward Bound students achieve similar grades as those in a control group while
undertaking a strongcr academic curriculum. /The Na/iolll/! /lVl/lilllliON (!lUf!~!·1I/"(18(J1I1/(1: The
Short-Term Impact of Upward 80ulld: All Interim Report. U.S. /Jept (if I~·d.
/I{I{V
19Y7)
�Examples of Mentoring and Enrly Intcn'cntion Programs
The Early Scholars Outrcach Program.Univcrsity of Washington
The Early Scholars QUlrendl Program (ESOP)~ cstablished in 1987, is a I)artnership between the University
of Washington (UW) and nine Washington $t.1te middle schools with large enrollments ofdisadvantuged
students undcrrepresented in higher cducation. TIle program's aim is to ina-ease the lUU11bcr of s.tudents who
are enrolled and participating competitively ina (;ollege prepJratory curricululll by thc time they reach the 9dl
grllde,
.
During the school year, higb achieving UW students from similar backgrounds serve as role models and
provide tutoring and mcntoring, llle ESOI) provides these 6th, 7th. and 8th·graders with visitsand overnighl
stays on Ihe University campus, where they visit a;;:adernic departments, hear presentations from faculty,
participate in study skills workshops, and interact with lJW students in a variety of settings. A series of
workshops are held IQr parents to help families establish home environments that promote acndclllic
achievement As J bridge to high school, incoming 9th~grade participants take part in a six-week summer
enrichment program thai provides training in reading. writing. language arts, mathematics, computer
applications, and study skills.
Since 1987.2.355 students have participated in ESOP. A UW study indicates that between 1992 and 1995,
the grade poiDl average of participating vs. non-participating ESOP students was2.90 and 2.26, respectively,
Ninety-seve[\ percent of ESOP student graduate from. high school, and 77% ofthose tmckcd report attending
a 2~ycar or 4~year ,oHege. To date. of the 53 accepted to the University of Washington. 30 arc currently
attending,
Conttlel: Lulie 1It1tIf,{u, Assaciltlu Director
Qlfice olMjllorUy A/fairs. Univer.\ily (?rWa.~hil1gton
,)'(!(jltltf,
WA
12(16) 5-13·6.36
AdvlIllcernellt Vilt Indlvidulil J)clcrmiolilion (AVID). San
~iego,
California
In Advaneclntmt Via Individual Determination {A VID), college and middle or high school partners joinlly
develop the curriculum for nil m::ndcmic class designed to provide low-income students and first~generatioJl
college goers with academic assistance, tutoring, informal ion about college preparatory IDurscs and fimmcial
aid, and other (!ncouragemcnt to enroll in college preparatory courses and apply tor college, AVID's structure
includes a regularly scheduled academic elective. a rigorous curricutum. structured tutorials, and parent
training. The program is administered by a site team composed of the AVID coordinator, the principal.
(ore academ.ic teachers. and studems··all of whom meet monthly to discuss effective practices for
accelerating student performance and removing barriers to rigorous curriculum. Local col1ege students
serve as tutors and mentors for AVID students, working with (hem in small groups and individually during
the AVID class, AVID serves more than 30,000 students in almost 600 schools in 11 stales, as well as
Department of Defense 5<:l1ools in 13 countries.
Program data iodicmc that more than 92%of AYID graduates enroll in i;ollege (60% in fOllr year institllliotlS}
with 8~1o still in college after two years, Also, 55% of African·American AVID students. and 42% ofl,.l1;nO
AYID stuuents enroll in 4-ycar colleges. In 1996-97,90% of high school AVID students nationwide were
enrolled in college prep courses, and 28% of middle school AVID students were enrolled in .!t !ensl one
honQrs level course.
Contacf: Mary Callterine Swemtwlt lIxccutive DireCTOr
AV1DCetUer
San Diel{fJ,
eA
(619) 682·511511
�F.arty Outreach Hispanic MathlSciencc Education tuitiative, Univcrsity of IIUnois at Chicago (Ule).
Collcge of Education
The Hispanic Math/Science Education lnitiative (HMSEI), designed to increasc the number of Latino student
who arc prcpared to enter col!ege and professional can:crs, partners 11l!.' University of Illinois At Chtl.!ago
Early Omreach Program, Ma!co!m X College, Benito Juarez High School. Roberto Clemente High School,
and their feeder middle-schools, Program uctivitlcs include academic enrichment in math, science. reading
and composition; mentoring; career awareness forums; tutoring; exposure to It college environment; uncia
forum for parents to share information and concerns through the HMSEI Parcnt Nctworic The program
convenes on the Malcolm X College campus 0Ii Saturdays, October through Mtly. tn tlddi!ion, 12th graders
tn the program participate in a High Schooll College Transition Program, Progr.lm mentors include
undcrgmthmtelgraduate students from the VIC Colleges of Etlgineering and M<.'<iieine as weU us professional>
from diverse walks of !ife.
The HMSEl is currently in its 7th year. 111C program has measured itsertcctivcw.!$s by the number ofll~SEI
students electing science and math courses in high school (81%). Ihe number completing high school (100%)
and tbe number entering college (75%),
COlltact: Ethel Lynch Machen, Director
Early OUlrear:h. University of Illinois af ChicaJ{o
Chicago, IL
(312) 996-2549
Cnmpus )':trtncrs Mentoring Progrnm, Xl\vicr University. N4..'w Orlc,lns, Louisiann
The Xavier University mentoring program, founded in 1989, nWlches college students with 61l1~ through 8th~
graders from (wo partner schooI:-;, The gnuls Qfthe progrnm arc to provide youth witll nlternativc lifl.:!work
options through increased exposure to educational and career planning resources: and to providl.: n match Wi'l
,a college mentor to provide critical academic assistance and cultural awurcncss.
College student volunteers in Campus Pnrtners nrc required to attend a three day lraining session designed
to introduce the volunteer to the dynamics of working with students Inbclcd "m~risk, ,. Required bimonthly
meetings are designed to .aUow vohmtecrs to reflect on their past experiences and plan nppropriate workshop;
for the entire Campus Partners program, Required Journal entries aUow vohmteers tn keep a log of the
experiences with their mentee and also allo\\' the Coordinator of Volulltcer Services to ensure n productive
relationship between the mentor and I1lcotee,
Campus Partners serves approximately 50·60 61h· Ihrough 81h~grader$ per year. Y'HJth arc matched wjrh
college student volunteers using ;m interest survey. The mentor and the youth develop goals for the
relationship. Each month, mentors and youth mccttwicc t)ne~(m-nlle ami oncc os a group for "rap" 5cs~ions
on such themes as goal~setting. personal relationships, communication, and personal health maintenance,
Olher activitics include life planning activity sessions and tutoring. Pre- and post~~mrveys have indicated
'lHitudinal changes toward academics, enhanced employment outlook, and improved selr~eollccpt through
working cooperntively with others and relating in new, coustmctive ways,
Contact; Nedra ,lasper~Alcorn, Associate Vice President for ,\"tudt1nf St1pvict1x
J.avier University
New Orleans, LA
(504) 483-7357
�l Have a Dream Foundation
In 1981, Eugene Lang promised to give each sixth grade stlldentnt P.S. [2J in East Harlem a scholarship ror
wHege after they graduatd high school. Learning that 75% of the students \vcrc projected dropouts, Lang
organll..cd a program of support services to keep them in school ond eventually enable them (0 usc Itis
sc!lo[;:u"hip. 11tis originated the "1 Have a Dream" Program (II·IAD). fn 1986, Lang cstabli!-hed the "I Have
a Dream" FOlludati{)tl to assist others seeking to sponsor similar IHAD projects by adoptillg entire elemcntmy
school grades or entire 8~9 year old age groups in public housing devcl~pmetHs. II-lAD has grown Co now
include 170 projects in 63 cities with over 15,000 chi1drcn~~'·Drcamcrs."
IHAD serves its Dft'amers wi1h services that include counseling, nlcntoring. (Hloring and culluml and
recreational activities, personally involving thoUS.1nds of sponsors ard volulllcers with enriching Inputs from
businesses, community groups and over200 colleges and universities. One of many creative examples: MBA
students at Stanford University's Business School joined to raise funds for, launch, and conduct the rHAD~
East IJaia Alto in 1992 Support activities included an cntreprercurinl venture called Kid: ill Biz~~ greeting
card husiness, in which Dreamers crented the logo, designed the cards, and planned and carried Ollt prodllctim
and successtul marketing strntegies. Similarly. older Dreamers of IHAD Chicago, in .association with colege
students, spent the summer building playgrounds in vacant lots in imler city neighborhoods ill addition to ther
remedial courM!'work.
,I
The s\lccess of lHAD is reflected in many studies. Results ofa national survey of Dreamers fOlllld that: 69%
got high school diplomas, t 7% got DED certificates, and 62°/" entered college. In Chicago, 75% of 1996
Dreamers graduated from high school, compared with only 37% of control group stud.eots.
COllwct: Mark Maben, Director ojCommunicdtions
"I Have a Dream" Foundation
New York. NY
(212) 293-5480 xU
Passport to College, Riverside. Carifornia
Passport to College. initiated in Fal! of J 996. is a collaboration of Riverside Community College. the
Riverside County Office of Education and six area unified school districts 1Nho, together with the active
commitment of businesses and individuals throughout the region, seek to make a cQllege education possible
t()r an entire class of students enrolled in tile Riverside Community CoHege DistrIct
Passport to College involves teachers, students and parents in a continuum of activities from the 5th to J2th
grades. including campus tours, classroom presentations. teacher training workshops. parent meetings (in
EngJ[sh and Spanish), financial aid workshops and \")ther activities. Mentors include Riverside Community
College student ambassadors, and community, business, and civic leaders who participate in the progr.uu.
Riverside Community College guarantees admission to all 11,500 participants in Ihe program who graduate
from high sch~}o!, and for the class of 2004. last-dollar scholarships- (after grant aid and other scholarships-)
for two-years of full-time tuition and fees at RCC.
Four area four-year institutions of higher
cducation~~Unlversity ofCalifornia~Rlverside, La Sierra University, University of Redlands, and Cnlifomin
Baptist College~~have agreed to offer additional scholarship support for Passport students to comp(eie their
\llldergraduate degrees after completing two yearS at RCC.
COn/act:
An~v Cardullo,
Assistalll Director
Riverside Community College Foundariml
4BOO MagnolH1 Avenue
Riverside, CA 92506
(909) 222-8626. fax (909) 222-8670
amyc@rccdcc.ca.us
�The Berkeley Pledge, University of California, Berkeley, California
The goal ofthi! Berkeley Pledge, established in September 1995, is to preserve the diversity of the campus:
ihrough stronger partnerships with K-12 schools and districts; statewide recruitment activities; removal of
financial barriers to University study; enhancement of Berkeley's undergradume supporr programs; and
promotion of undergraduates to graduate study and professional careers, 'fhe Berkeley Pledge Partners
include other UC campuses. K·12 adminislr.ltors and teachers from the four surrounding school districls.
community nl)n~profit agencies, school volunteer placement programs, inuustry partners, cilY and
government funding agencies. and Berkeley's Interactive University project {a U.S. Department of
COImnerce project linking UC Berkeley and K-12 through the In{ernet). In the 1997-98 academic year. the
neighboring Communil}' Colleges will join the partnership,
Through the pledge. over forty schools with bigh·minority. low-income populations receive targeted
services for wachers. students, and parents, as well as u35islance with curriculum enrichment, These
programs include one-on-one and group activities for students. as well as ill-class :mpport to the leachers.
Mentors and Jurors serving in this program are UC faculty, staff and students. as well as community
volunteers,
There have hcen significant gains in mathematical student achievement in particip~lting elementary and
middle schooili. as well as increases itl enrollment and performance in college preparawry llKlthematics and
advanced math classes, Future evaluations will measure literacy gains, inuividual and class grade point
averages. standardized I.e...t scores, in-house assessments, college prep course enrollments and grade
performance in these courses, college applicalions and enrollments.
Anita Madrid, Berkeley Pledge Coordinator
Um'versiry of C"'alifomia« Berkeley
Berkeley, CA
(510) 643·5088
E:.rly Identification Program (RIP), George Mason University, FlIirfax+ Virginia
George Muson University (GMU) and the Fairfax County Area II Public Schools developed the Early
Identification Program (ElP) in 1987 to increase the number ofminorily studems \-vlm enter coHege. Since
theil, p.lrtnerships have also been fonned with Arlington County Public Schools (since 1988) and Prince
William County Public Schools (since 1991). Other partners in the program are Booz A!Jen and llnmilloll,
Mobil Corporation, NationsBank and Creswr Bank,
EI P selects minority students with academic potential.md provides year-round tutoring alld oltter support
throughout high sehoo!. EIP features a mandatory Summer Acudemlc Academy prior 1{19th gl:ldc, taught on
the GMt.; campus by a staff of l4 outstanding local teachers l nnivcrsity professors, .ant! local business men
and women. Special projects in math, English, science nnd computer science cncouragc active cluss
participation rmd critical thinking, develop confidence and tnotivatioll, and serve m; a preview or upcoming
filII c.ourses. During the school year. G~1U students hold tutorial sessions after schuol at local high schools
and tit GMU. Mobil C{)rporation funds the program's math review days. which take place once a month for
4 hours all GMU's campus. In addition to tutoring, Elf> has a small memoring component with Bouz Allen
and Hamilton that is in its third year. Students n.fso attend Saturday Worbihops every eight weeks all the
GMli ;.;amplls" which provide academic and cultural enrichment ilnd educational ficldtrips. Detailed student
inf<muatlon is maintained on courses, grades. ,SAT scores. attendance, and collegc~app!iclilion status,
P<lfcnts and students sign 3.COntract specifying parental and student responsibiJitie~ regardlng attendance,
academic effolt and parent pm1.icipation over the next four yt:.'1rs, rhe parental conlnu is Ilulinlnined through
regular correspondence. workshops, and an active Parent Council. Parents are required 10 participate in 2- V2
hour Slrengthening the f:amily workshops over the course of 4 weeks. The Strengthening Ihe Family
curriculum was designed by the National Coalition of Social Services and Menial Health Organizatiolls
�(COSMOS) 33 part of the Concerned Parents Project. The workshops, which ;.lre taught in Spanish ilnd
English. are dC5igncd to increase parents' understanding of the educational system, in the hopes that pHrenls
become more involved in their children's schoolwork. Parents also learn communication skills and better
methods of cll11d discipline.
The program reports that they have graduated 6 classes from high school, and have a 71 percent retention rutc,
Oftho;;e who completed 4 years in Elf', 95 percent go on to college.
Cantua: Hortensia CadelJai.'. Director
George Mason University Early Idenlijicalion Program
Fairfax, 1':4
(703) 993,312U
"TeH Them We Are Rising" Program, Temple University. Philadcl)lhiu, PA
The "Tell l1lem We Are Rising" Program (TTWAR) began in 1988 when Dr. Ruth Hayre promised 116 SiX~l
grade students in two Philadelphia'schools the guarantee of tuition for postsecondary education if they
graduated from high school. The purpose of the progr,llll 'WfIS to help students finish high school; to provide
financial assistance to attend a postsecondary institution, and to ofter support through program interventioll.
The s!udents were economic,ally disadvantaged and drawn
trOIll neighhorhoods with h1gh concentl'ations of
pov(.·rty. They attended schools mired in failure-- less than half of the high school students gr<ldu;tte in fOUf
years. l?rWAR provided a broad range of intervention i1ervices to the students during their middle and high
school years including mentoring, tutoring., parental workshops and a students' club, The intervention
service~ were geared to address and eliminate major barriers to student success, such as family difficulties,
the lure, of the streets, po"vert)', teenage pregnancy and low expectations of both school ano family.
A comprehensive evaluation of the program after nine yea.rs provides evidence of the success, For example,
a significantly greater percentage ofthe students in the program graduated from high school compared to a
similar comparison group. In addition, the tuition incentivcgenemted the involvement of parents ';llld public
school and university educators to prQvide the SUPPoftand guidance seen as critic;iI for oisndvJ1ntaged childrm
atwrisk for failure.
'
Coillacl: Trevor E. Sewell, Dean
College (l Education
Temple University
(215) 204 8017
w
Community Mentor Prog."am. St. Edward's lini\'cl'Sity, Austin, Tuas
The Community Mentor Program (CMP) was founded in 1990 with a gran I from the W.K. Kellogg
Foundation to address the needs of minority youth at both the elementary and college levels. CMP seeks to
promote student retention, academic achievement. career exploration and community- service for both St.
Edwards University student mentors and for more than 500 Austin Independent School District elcmcntnry
school children,
,
Each yearthc program places 70 Of more unIversity students from migrant or [nw-income families ns menlO~
the m:uority of whom enrolled at S1. Edward's through a pfOgral11 for children of migrant or seasonal farm
workers. Mentors develop a school~based relationship with a minl!ntun of 5 children under the supervision
of an elementary s;;hool cla,ssroom teacher. Each mentor provides 450 hours of servi..:e during the academic
year and receives a stipend. These CMP participants arc considered a "Service~Learning Corp~" and conduct
their service as Americorps members.
�"
CMP is a partnership between St. Edward's University, seven local elementary schools and several other
community agencies. The program currently receives financial support from the Corporation for National
Service as well as numerous local, state and private foundations. Outcomes of the program include imprQlcd
academic performance and classroom behavior for children mentored in the program, nnda higher graduation
rate for CMP mcntors compared to a comparison cohort of SEU students.
Contact: Donna Hagey, Director
C(~mll1unity Mentor Program
Sl. Edwards University
(5/2) 448-8439
Georgia Post-Secondary Readiness Enrichment Program (PREP)
Georgia's Postsecondary Readiness Enrichment Program (PREP) is an acadcmic support and outreach
program aimed at middle school students. The University System of Georgia administers PREP in
conjunction with the Gcorgia Dcpartmcnt of Education and thc Gcorgia Dcpartmcnt ofTcchnical and Adult
Education, and is funded with a combination of public and private support.
PREP is desigued to help middle-school students-- beginning in their seventh grade year-- and their parents
make timely.and informed decisions regarding higher education and career goals. It serves as a safeo/ net for
studcnts who mny need academic intervention and other support systems to mect hcightened admis·sion
requircments which go into effect in 200 I for the state's 34 public colleges and universities. Thc program
targets students at-risk students and guides them toward admission into Georgia's publiccolleges, universities
and technical schools, broadcning the choiccs they will havc aftcr high school graduation. Visits to college
campuscs, tutoring and mentoring, career exploration, technology ilistruction and leadership dcvelopncnt arc
a few of the advantages that students receive from participation in'PREP.
PREP has admitted a new group or seventh grnders each year since the program's inception in 1995 and
currently serves three classes of students in grades 7-9. Last year, more than 6,000 students actively
participated in PREP, and another33,OOO students visited the University Systcm's 34 campuses during Middb
School Visitation Days. The program has the potential to touch 200,000 students by 200 1. Beginning this
academic year, close to 300 college students and high school honors students hnvc been enlistcd to provide
morning, after-school and Saturday one-on-one or group mentoring. Also new this year, PREP students
perform community service, including working with scnior citizcns in nursing homes, planting urban gardens,
and working with non-profit agencies such as the Red Cross.
Contact: Arlethia Perry-Johnson. Assistant Vice Chancellor
University System ofGeorgia Board ofRegents
(404) 656-23/8
Neighborhood Academic Initiative, University of Southern California
The USC Neighborhood Academic Initiative (NAI) sponsors progrnms that dcliver proven educational and
social scrvices. to low-income, minority studcllts and families residing in communitics contiguous to USc.
NAI formed partnerships with area middlc~schools to provide their students an opportunity to acquire the
various skills necessary to gain admission to USC. Using public and private resources, the Initiative funds
four related programs.
The Pre-College Enrichment Academy provides low-income minority students daily accelerated classes,
spccial activities and projects dcsigned to help them acquire the academic skills necessary to succeed at the
university level. Students who fulfill the Academy's requirements from middle through senior high school
and qualify for admission to USC will be awarded a tour-and-a-halfyear tuition scholarship to complete an
undergraduate degree. Seventy seventh-grade scholars (35 from each of two local middle schools) who are
�capable of "C" work in u11 subjects are admitted each academic yeuL Tutoring is olTcrcU. on the USC cumrus
or at school, and scholars attend the USC/Aetna Saturday Academy for 4 hours each week jor instruction in
communications, computer skills, math and science.
USC's Fumily Development !nstltutc (FDl) implements programs jn adulHileracy, parenting and other areas
to help lo\v-income families prepare themselves and their children for educational, occuputional and social
success. Current and retired faculty provide required workshops, classes and lield Irips 10 help parents to
reinforce principals taught in the Academy,
The two other components of the program are: a Retention Program 10 help fonner Academy scholars who
attend USC through tutoring, cOllllseling, peer! faculty mentoring and fnculiy instruclim; and a Resenrch and
Evaluation component which evaluates the overa!!' effectiveness ofNAI programs.
Contact: Dr. JUfI1e." C. Fleming. Director
USC Neighborhood .4cudemic /nifimil'(;
Los Angele.,·, CA
21JI740-63IJ
)lace Hispanic Outrca~b Progt"dnt «('HOP), White PJains, NY
The Puce Hispunic Outreach Program (PHOP) is a unique tutorial program for i-lisp<lllic immigrant students
at the White r'lains High SchooL TIlis program, a collaborative efton involving the While Plains School
Dis[ric[, Puce University nnd Centro Hispano (a community organization servirg I-lispanics in White Plains),
is dedicated to insuring that these immigrant students stay 111 school and graduate with {he m.:cessary SHlis for
succ(.'Ss in coll~e and/or the job market. In 1997, 13 bilingual Pace students tutored 104 White Plains High
School students in English, mathematics and social studies, Onc~to~onctutorial se....sions arc held during study
haJJ periods and are designed to complement and reinforce daS5rOOnl lnstruclion, In addition, the progrnm
enlists high schoo! counselors to provide weekly clinics to help high school seniors prepare college
applications, financial aid fonns and essays. Active commnnity support and parental involvement help build
conlidencc alllong participants byrcducing the sense of powerlessness that language barriers c,mse in some
Hispanic families.
Results of a 1995-96 study of 54 PHOP participants found thai Siudenis who participated in the program;
e:o;:pcricllccd a "lllooth tl1l1lsition to the White Plains school system from the schools ofihcir country of origin
rCl;civcd higher grades thnll comparuble nonwparticipnnts; llnd were more involved in community activity"
In lJddllion, the :Sludy fbund that all the program's b'flidwiing students arc ptanlling 10 attend college. PHOP
students emerge as community leaders, with many of than becoming tutors at other sdmuls in the district to
"givc back" to the community.
CO!llfl<:l; Ma/u/a GOl/zalez, Cmmiin(1/or
9J.1/.J22-2.J32
/(lx: 9141422-2196
Rhode Island Cbildren's Crusade for Higher Education. Providence, Rhode h;btlld
Founded in 1989 by the Commissioner of Higher Education. the Rhode Island Children's Crusade fer Higher
Education (RICCHE) is a stalewide public-prtVate partnership to ensure that low-Income children gmdunte
from high school and continue their education. RICCHE operates through partnerships with schools. local
agencies, collcge--proparlltion programs, higher educarion institulions, the Rl Office of Higher Edumtion, llnd
federal programs such us AmerlCorps, the Department ofEducatiou'sNational Early lntcrvemiotl Scholarship
and Partnership (NEISP) program. and the National Crime Prevention Council's Teens Crime and the
Community program. Childrcn enroll ns Crusaders in the third grade by muking,IT pledge to work hard in
schoo~ :Iud to avoid alcohol, drugs and early parenthood. At the heart of the program is a tcu-year series of
�age-appropriate interventions that help to keep students on track for higher education. Those who succeed
and financially qualify may take advantage of scholarships equivalent to tuition at the University of Rhode
Island. Sixty-seven trade schools, colleges and universities have agreed to donate scholarships to Crusaders
accepted to their schools. The value of these pledges is $45.6 million. In addition. RICCHE hns established
n scholarship fund, currently valued at $8.8 million.
There are 17,400 Crusaders in the third through ninth grades. Program activities take place durirg the school
day, after-school, on weekends and during the summer. The RICCrIE AmeriCorps program provides mentolS
who serve as role models and advocates for youth. They provide support on a day-to-day basis as they see
Crusaders in the schools. meet with parents and teachers, undertake service projects with the students, and
link them to community resources. RICCHE'sNEISP project matches college mentors with middle schoo leIS
in weekend and summer adventure education programs that build leadership, teamwrrk and communications
skills. The Crusade has also established relationships with Upward Bound, Education Talent Search and
others to L.1ke advantage of support programs that help Crusaders learn about educationnl options. financial
aid. and required courses for entrance into higher education institutions.
Contacl: Mary Syh'ia Harri.wn, President and Execlitive Director
Rhode Island Children '.I' Crll.wde for Iligher Education
JOI Promenade Street
/'rovidence, 'Rr 02Y08
(401) 222·6Y07, fax (401) 861·5536
ricc3212@aol.com.
University I':trk Campus School (UPCS), Clark University, Worcester, MA
The University Park Cum pus School (UPCS), ajoint project of Clark University and the Worcester School
Department, is a free ncighborhood-based school that is part of the Worcester public school system. Every
studcnt who entcrs and completes UPCS and then passes Clark University's entrance requirements will be abb
to attend Clark for four years tuition-free.
Still in its first year, UPCS serves only seventh grade students, and will enroll a new group of seventh gradelS
each year until the school has the full grades 7-12 format. The35 students in the school's first class arc mostly
low-inc0llle and from diverse backgrounds. Students attend UPCS from 7:45 to 4:00 Monday through
Thursday, and participate in community service and special seminars on Fridays from 8:)0 to 3:00. In
addition to their regular courses, UPCS students have daily, turgeted review sessions; take special classes wi.1
Clark professors and students; and everyone, including the teachers, must read during a half-hour of silent
time each morning. Many parents volunteer rcgularly at UPCS, and adult education courses arc offered at
the school during the evening. In addition, many Clark work-study students serve as tutors and mentors
during after-school sessions.
According to Education Week, "in August 1997, school opened a full month early for students who wanted
extra enrichment. Attendance was optional, but when the doors opened, every student showed up. Likewise,
most of the students arrive early every morning and stay for an optional hour 9f after-schooltl1toring threc
days a week." The UPCS receives funding and support from a variety of sources, including the Worcester
Public School system, local private fOllndations, and the U.S. Departmcnt of l'lousing and Urban
Development's ortice of university partnerships.
COl/tact: .lack Foley, Executive Assi.\·tmlt to the President
Clark Ulliversity
Worcester, MA
(508) 793·7320
�
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
Clinton Administration History Project
Creator
An entity primarily responsible for making the resource
Cinton Administration History Project
Council of Economic Advisers
Department of Commerce
Central Intelligence Agency
Department of the Interior
Department of Defense
Corporation for National Service
Council on Environmental Quality
Department of Justice
Domestic Policy Council
Department of Education
Department of Energy
Environmental Protection Agency
Federal Emergency Management Agency
General Services Administration
Small Business Administration
Social Security Administration
United States Agency for International Development
National Economic Council
Office of Management & Budget
Office of National Drug Control Policy
Office of Personnel Management
Office of Science & Technology Policy
Office of the Vice President
United States Trade Representative
Date
A point or period of time associated with an event in the lifecycle of the resource
1993-2001
Description
An account of the resource
<p>The Clinton Administration History Project describes in detail the accomplishments of President Clinton's Administration for the period 1993-2001. The records consist of the histories of 32 agencies or departments within the Executive Branch. In general, each organization associated with the Project submitted a narrative history along with supporting documents. These narrative accounts are primarily overviews of the various missions, special projects, and accomplishments of the agencies. The supplementary records include substantive memos, press releases, briefing papers, and publications illustrated with photos and charts.</p>
<p>Agencies:<br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Council+of+Economic+Advisers&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Council of Economic Advisers</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Central+Intelligence+Agency&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Central Intelligence Agency</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Commerce&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Commerce</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+the+Interior&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of the Interior</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Defense&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Defense</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Corporation+for+National+Service&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Corporation for National Service</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Council+on+Environmental+Quality&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Council on Environmental Quality</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Justice&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Justice</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Domestic+Policy+Council&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Domestic Policy Council</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Education&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Education</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Energy&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Energy</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Environmental+Protection+Agency&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Environmental Protection Agency</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Federal+Emergency+Management+Agency&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Federal Emergency Management Agency</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+General+Services+Administration&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the General Services Administration</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Health+and+Human+Services&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Health and Human Services</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Housing+and+Urban+Development&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Housing and Urban Development</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Labor&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Labor</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+National+Economic+Council&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the National Economic Council</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Office+of+Management+and+Budget&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Office of Management and Budget</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Office+of+National+Drug+Control+Policy&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Office of National Drug Control Policy</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Office+of+Personnel+Management&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Office of Personnel Management</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Office+of+Science+and+Technology+Policy&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Office of Science and Technology Policy</a><br /><a 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href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Social+Security+Administration&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Social Security Administration</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+State&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of State</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Transportation&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Transportation</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+the+Treasury&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of the Treasury</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+United+States+Agency+for+International+Development&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the United States Agency for International Development</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+United+States+Department+of+Agriculture&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the United States Department of Agriculture</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+United+States+Trade+Representative&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the United States Trade Representative</a><br /><a href="http://clinton.presidentiallibraries.us/items/browse?search=&advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=History+of+the+Department+of+Veterans+Affairs&range=&collection=21&type=&user=&tags=&public=&featured=&exhibit=&submit_search=Search+for+items">History of the Department of Veterans Affairs</a></p>
Is Part Of
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<a href="http://clinton.presidentiallibraries.us/items/show/36051">Collection Finding Aid</a>
Provenance
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Clinton Presidential Records: White House Staff and Office Files
Publisher
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Clinton Presidential Library & Museum
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Adobe Acrobat Document
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1474 folders in 111 boxes
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Paper
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
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NEC – Gear Up [1]
Creator
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History of the National Economic Council
Clinton Administration History Project
Date
A point or period of time associated with an event in the lifecycle of the resource
1993-2001
Is Part Of
A related resource in which the described resource is physically or logically included.
Box 43
<a href="http://clintonlibrary.gov/assets/Documents/Finding-Aids/Systematic/Administration-History-finding-aid.pdf">Collection Finding Aid</a>
<a href="http://catalog.archives.gov/id/1497354">National Archives Catalog Description</a>
Provenance
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Clinton Presidential Records: White House Staff and Office Files
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Adobe Acrobat Document
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Clinton Presidential Library & Museum
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Reproduction-Reference
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6/24/2011
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1497354-nec-gear-up-1
1497354