[Congressional Record Volume 145, Number 50 (Tuesday, April 13, 1999)]
[House]
[Page H1872]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]




           TROOPS TO TEACHERS PROGRAM IMPROVEMENT ACT OF 1999

  The SPEAKER pro tempore. Under the Speaker's announced policy of 
January 19, 1999, the gentleman from Colorado (Mr. Hefley) is 
recognized during morning hour debates for 5 minutes.
  Mr. HEFLEY. Mr. Speaker, I am introducing the Troops to Teachers 
Program Improvement Act of 1999. This legislation will enable retiring 
military personnel to find rewarding second careers as teachers in our 
Nation's public schools.
  As we all know, our schools and students are in desperate need of 
more high-quality teachers. This bill, which I am introducing with the 
support of my colleagues, the gentleman from Texas (Mr. Edwards), the 
gentleman from California (Mr. Gallegly) and the gentleman from Indiana 
(Mr. Hill), will help provide those teachers. This bill not only 
reauthorizes Troops to Teachers, but also strengthens and improves the 
enormously successful program.
  Troops to Teachers was created in 1994 to assist military personnel 
who were affected by military downsizing find second careers in which 
they could utilize their knowledge, professional skills and expertise 
in our Nation's schools. The program offers counseling and assistance 
to help participants identify teacher certification programs and 
employment opportunities.
  Since its authorization in 1994, Troops to Teachers has helped over 
3,000 active duty soldiers enter our Nation's classrooms and make 
significant contributions to the lives of our students.

                              {time}  1000

  These military personnel turned teachers have established a solid 
reputation as educators who bring unique real-world experiences to the 
classroom. They are dedicated, mature, and experienced individuals who 
have proven to be effective teachers, as well as excellent role models. 
They are also helping fill a void felt in many public school districts. 
Over three-quarters of the Troops to Teachers participants are male, 
compared with about 25 percent in the overall public school system, and 
over 30 percent of these teachers belong to a minority racial ethnic 
group.
  In addition, a large portion of these teachers are trained in math, 
science, and engineering, and about half elect to teach in inner city 
or rural schools. Overall, the retention of these teachers is much 
higher than the national average.
  Not surprisingly, Troops to Teachers is winning glowing reviews from 
educational administrators, teachers and legislators. Education 
Secretary Richard Riley praised the program as an new model for 
recruiting high quality teachers.
  School principals and superintendents who have employed Troops to 
Teachers participants are overwhelmingly supportive of the program. In 
a 1995-1996 survey, over 75 percent of the principals and 
superintendents rated Troops to Teachers participants as above average 
or higher.
  The authorization of this successful program is set to expire at the 
end of this year. My colleagues and I have introduced the Troops to 
Teachers Program Improvement Act in an effort to reauthorize the 
program and strengthen some aspects of it so it operates more 
efficiently and more effectively, and targets the educational needs of 
our students.
  I hope my House colleagues will join me in preserving this education 
success story by cosponsoring the Troops to Teachers Program 
Improvement Act.

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