[Congressional Record Volume 140, Number 11 (Tuesday, February 8, 1994)]
[Senate]
[Page S]
From the Congressional Record Online through the Government Printing Office [www.gpo.gov]


[Congressional Record: February 8, 1994]
From the Congressional Record Online via GPO Access [wais.access.gpo.gov]

 
                ``SHIFTING MONEY TO HELP POOR STUDENTS''

  Mr. PELL. Mr. President, I would like to bring to the attention of my 
colleagues an editorial which appeared in the New York Times last week. 
The editorial is in regard to the formula for the chapter 1 program, 
established under the Elementary and Secondary Education Act of 1965 
[ESEA]. Chapter 1, which serves over 5\1/2\ million children at $6.9 
billion, will be reauthorized this year.
  There will be many important issues related to that reauthorization, 
but perhaps none will be more difficult to resolve than changes to the 
chapter 1 formula. While I wish that our resources were unlimited and 
that we could serve every chapter 1-eligible child, I am afraid the 
harsh reality is quite the opposite. We are confronted with severe 
fiscal restraints, and the unpleasant truth is that funding will not 
reach the levels I am sure we all believe are necessary.
  In that regard, it is crucial, perhaps now more than ever before, 
that Federal legislation be carefully crafted and better targeted so 
that programs will reach the neediest of children in the neediest of 
areas. If chapter 1 is to fulfill its promise during these austere 
budgetary times, then as the New York Times editorial encourages, 
dollars must be targeted in greater amounts on fewer students.
  Mr. President, I encourage my colleagues to take a moment to read the 
New York Times editorial and ask unanimous consent that its full text 
be printed at this point in the Record.
  There being no objection, the article was ordered to be printed in 
the Record, as follows:

                [From the New York Times, Feb. 1, 1994]

                  Shifting Money to Help Poor Students

       The Federal program aimed at improving basic academic 
     skills of low-income children, known as Chapter 1, needs 
     major revision. Over the years, its funds have been spread 
     too thin and fail to help many of the neediest students.
       The Clinton Administration has put forth a sensible plan to 
     concentrate more money on the most disadvantaged students. As 
     Congress begins marking up the bill this week, it should 
     follow the Administration's lead--and go even further.
       Since 1965 the program has provided remedial instruction in 
     reading, language and math to lower-income students. It 
     currently covers more than five million students in two-
     thirds of the nation's schools. But in the last year, three 
     separate studies have suggested changes to improve the 
     program's success.
       Typically, students are pulled out of regular classes to 
     attend remedial classes for 30 minutes. Too often, they then 
     fall behind in their regular classes. The reports recommended 
     fewer remedial classes and more emphasis in regular classes 
     on critical thinking and analytical skills. They also 
     suggested improvements in teacher training, student 
     evaluations and health and social services for needy 
     students.
       The biggest issue before a House education subcommittee 
     this week involves funding. Schools receiving Chapter 1 
     dollars are spread out in 95 percent of the nation's school 
     districts. The Administration proposes new formulas in the $6 
     billion program that would shift money from some areas with 
     low concentrations of poor students, including Montana, 
     Nebraska and Maine, to cities like New York, Los Angeles and 
     Detroit with high concentrations of poor children.
       Even with the proposed shifts, many schools will still be 
     too short of funds to meet the higher academic standards the 
     Administration suggests. They may need extra money to insure 
     that students have realistic opportunities to learn.
       Many members of Congress may be reluctant to see Federal 
     education dollars transferred from their home districts. But 
     the clearest Federal role in education is to equalize 
     opportunity. Chapter 1 can only fulfill that mission if it is 
     revamped.

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