[Congressional Record Volume 145, Number 20 (Thursday, February 4, 1999)]
[Extensions of Remarks]
[Page E141]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]




                          EDUCATION STANDARDS

                                 ______
                                 

                           HON. BOB SCHAFFER

                              of colorado

                    in the house of representatives

                       Thursday, February 4, 1999

  Mr. SCHAFFER. Mr. Speaker, the November elections and impeachment 
trial have overshadowed a little-known victory for Colorado schools. 
Congress succeeded in blocking the president's efforts to consolidate 
national education standards and testing for local schools under the 
authority of the federal government.
  Many parents and educators have been concerned about federalizing 
education measurements, content, and curriculum since the inception of 
Goals 2000 in 1994. While the need for standards and accountability is 
clear, concerns arise when one considers who will set the standards.
  Under Goals 2000 legislation, unelected Washington bureaucrats set 
the standards. Although we hope the government will come up with 
reasonable and fair education benchmarks, in reality, there are big 
differences between what Washington experts prescribe and what parents 
want their kids to be taught.
  This dilemma is no better illustrated than in the case of the 
National History Standards already developed under Goals 2000. Initial 
standards for American history did not mention some of the most 
prominent figures of American history including Paul Revere, the Wright 
Brothers, or George Washington's presidency. They did, however, 
encourage the study of Mansa Musa, a West African king in the 14th 
Century.
  Not surprisingly, the standards were unduly critical of capitalism 
and our European founders. Even members of the Clinton administration 
and the press found the standards objectionable. The standards have 
subsequently been revised.
  Placing government in charge of standards is certain to include not 
only content requirements--the who, what, where, why, and how of 
history, science, math and so on--but also subjective standards such as 
``students must demonstrate high order thinking or appreciate 
diversity.'' Suppose students are held to a standard which defies 
lessons their parents have taught them? What if teachers are forced to 
teach what they know to be false or counterproductive? Will government 
curricula replace that which locally elected school boards have chosen?
  If adopted, national education priorities will reflect not the 
community nor parental values, but those of Washington. Given the 
atmosphere of political and pervasive corruption in Washington, can we 
afford such influence in our classrooms?
  Clearly, standards of behavior and content must be established and 
enforced at the state and local level by those who are directly elected 
and accountable to parents and the community. Federal cooption must 
give way to increased parental authority. Parents must insist lessons 
and reading materials state facts and relate values they know to be 
true. They should vote for school board members who hold their 
convictions and parents should attend board meetings to stay connected 
to the process.
  The authority of parents to direct their children's education remains 
threatened however, at least until zeal for federalization is 
extinguished. The 105th Congress voted to keep education standards in 
hands of parents and the community last year. Congress must continue to 
stand up for the freedom of local teachers to teach, and the liberty of 
our children to learn.

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