[Congressional Record Volume 143, Number 106 (Thursday, July 24, 1997)]
[Extensions of Remarks]
[Page E1507]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]




INTRODUCTION OF THE TEACHING EXCELLENCE FOR ALL CHILDREN [TEACH] ACT OF 
                                  1997

                                 ______
                                 

                           HON. GEORGE MILLER

                             of california

                    in the house of representatives

                         Thursday July 24, 1997

  Mr. MILLER of California. Mr. Speaker, I rise today to offer the 
Teaching Excellence for All Children [TEACH] Act of 1997.
  This legislation addresses a longstanding concern that many of our 
Nation's school children are being taught by teachers who are not 
qualified to teach in their subject areas. This is a disservice to 
students, to parents, to the teachers themselves, and to taxpayers.
  The problem, documented in several studies, will only get worse as 
the student population continues to rise along with the demand for ever 
more new teachers.
  Parents have a right to know whether their children are being 
instructed by qualified teachers. And taxpayers have a right to expect 
Congress to do all it can to ensure that Federal education dollars are 
being spent in a responsible manner. I believe this legislation 
addresses both of those important demands.
  Under this legislation, States receiving Federal education funds 
would set clear standards for teacher quality. The bill also will 
ensure accountability for federally supported teacher education, 
provide financial rewards to teachers who choose to teach in high-need 
schools and who pursue advanced teaching credentials, and establish 
local community partnerships to help to schools to recruit and retain 
qualified teachers.


             two million teachers needed over next 9 years

  The number of elementary and secondary school students is expected to 
increase each successive year between now and the year 2006, from the 
current level of 51.7 million to an all time high of 54.6 million.
  The need for qualified teachers will increase accordingly. Between 
now and 2006, enrollment and teacher retirement together will create 
demand for an additional 2 million teachers.
  The shortage right now of qualified teachers to fill this demand is a 
significant barrier to students receiving an appropriate education.


  Too Many Teachers Are Not Fully Qualified To Teach In Their Subject 
                                 Areas

  Last September, the National Commission on Teaching and America's 
Future found that one-quarter of classroom teachers were already not 
fully qualified to teach their subject areas. An even newer report--
forthcoming from the Department of Education--indicates that 36 percent 
of teachers have neither a major nor minor in their main teaching 
field. Both reports show that the problem is even more serious in 
academic subjects such as math and science and in schools with high 
numbers of low-income and minority children.
  Research evidence suggests that teacher quality is probably the 
single most important factor influencing student achievement. Now is 
the time to redouble efforts to ensure that all teachers in our 
Nation's public schools are properly prepared and qualified and that 
they also receive the ongoing support and professional development they 
need to be effective educators.


                        A Fair Deal for Teachers

  Teachers are among the hardest working people in our country and they 
certainly have one of the most important jobs in our country. The vast 
majority of teachers deserve our wholehearted admiration, respect, and 
gratitude.
  Unfortunately, our public policies have not always reflected this 
attitude. As the Association for Supervision and Curriculum Development 
recently pointed out, ``teacher education, which encompasses preservice 
preparation as well as ongoing professional development, has suffered a 
chronic lack of funding, resources, and status in the United States, 
particularly as compared to education in other professional fields.''
  In addition, the Teaching for America's Future report pointed out 
that: ``Not only do U.S. teachers teach more hours per day but they 
also take more work home to complete at night, on the weekends and 
holidays.'' At the same time, the report goes on to say that ``Other 
industrialized countries fund their schools equally and make sure there 
are qualified teachers for all of them by underwriting teacher 
preparation and salaries. However, teachers in the United States must 
go into substantial debt to become prepared for a field that in most 
States pays less than any other occupation requiring a college 
degree.''
  I think the public is willing to address these issues. Education tops 
the list of concerns in most public opinion polls. But at the same 
time, parents and taxpayers want greater accountability to ensure that 
any additional resources directed at improving teacher quality have a 
maximal impact on student achievement.
  By coupling support for teachers with enhanced accountability, this 
bill is a win-win for all those involved: educators, parents, 
taxpayers, and, above all, our Nation's schoolchildren.


                          Let's Work Together

  Last week, the President announced his intent to put the issue of 
teacher quality at the top of his educational agenda. With the issue of 
teacher qualifications receiving increased attention in Washington and 
across the Nation, I am more optimistic than ever that we can work 
together to achieve the goals set out in this legislation. I look 
forward to working with the President and my colleagues on this 
important issue.

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