[Congressional Record Volume 143, Number 38 (Friday, March 21, 1997)]
[Extensions of Remarks]
[Page E558]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]




                        COMMITMENT TO EDUCATION

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                             HON. BOB STUMP

                               of arizona

                    in the house of representatives

                        Thursday, March 20, 1997

  Mr. STUMP. Mr. Speaker, in this very Chamber, during his State of the 
Union speech, the President spoke to us of his commitment to education 
and his desire to increase its Federal funding. Many Americans support 
any effort that would improve our Nation's schools and our students' 
ability to meet the challenges of the future.
  Mr. Speaker, many Americans also want to be certain that the 
educational bureaucracy does not waste the money that we seek to invest 
in our Nation's children. Too often when Members of Congress question 
the effectiveness of some of these costly Federal programs and 
mandates, we are accused of being against education. Frankly, that 
accusation is not true.
  In fiscal year 1997, Congress appropriated $14 billion for elementary 
and secondary education. What was the result? In one case, it was 
motivation for the Oakland, CA, school board to declare Ebonics as a 
language worthy of Federal bilingual education funding. While Oakland 
claimed it would not seek new Federal funds for this program, the 
school system is using Chapter I education funds for Ebonics classes.
  There is a larger point to be made here, Mr. Speaker. When the 
American people hear that the Government will spend more money on 
education, they believe the money will be spent for needed items such 
as textbooks, computers, and new desks. Unfortunately, we squander the 
taxpayers' hard earned money on bureaucracy and social engineering 
schemes.
  We have seen this done for 30 years in our bilingual education 
programs. We were told such programs would teach immigrant children 
English. Thirty years later, we are told that the research is still 
inadequate to determine whether these programs are successful. 
Meanwhile, the children and parents relying on us to help students 
learn English are cheated of a proper education. Now, through Ebonics 
programs, education bureaucrats want to rob African-American children 
of an appropriate education. They want to create what is effectively a 
program of bilingual education for English-speaking African-American 
children by declaring Ebonics their native language.
  Supporters of Ebonics instruction claim that the children already 
speak Ebonics and that they are merely teaching the children the 
particulars of their chosen language. Evidently, they do not equate 
teaching Ebonics with teaching about Ebonics. Rather than learning the 
grammar of Ebonics, these children deserve to be learning math, 
science, and English. The parents of the children involved agree.
  That is why I am introducing legislation that will get Washington out 
of the vernacular English instruction business for good. My bill 
assures the taxpayers that we will not waste their money and our 
students' time teaching regional dialects that are not recognized 
foreign languages. Every child deserves a challenging curriculum that 
prepares them for the 21st century rather than a feel-good program 
designed to enhance self-esteem. This legislation is simply common 
sense and merits all Members' support.

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