[Congressional Record Volume 146, Number 20 (Tuesday, February 29, 2000)]
[Senate]
[Pages S935-S936]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]

      By Mr. CRAPO:
  S. 2119. A bill to amend the Elementary and Secondary Education Act 
of 1965 to improve training for teachers in the use of technology; to 
the Committee on Health, Education, Labor, and Pensions.
  S. 2120. A bill to amend the Elementary and Secondary Education Act 
of 1965 to establish teacher recruitment and professional development 
programs for rural areas, and for other purposes; to the Committee on 
Health, Education, Labor, and Pensions.
  S. 2121. A bill to provide for rural education assistance, and for 
other purposes; to the Committee on Health, Education, Labor, and 
Pensions.
  S. 2122. A bill to amend the Elementary and Secondary Education Act 
of 1965 to improve provisions relating to initial teaching experiences 
and alternative routes to certification; to the Committee on Health, 
Education, Labor, and Pensions.


                         impact aid legislation

  Mr. CRAPO.  Mr. President, I rise today in support of the 
reauthorization of the Elementary and Secondary Education Act (ESEA) 
and am pleased to be introducing five bills that will benefit teachers 
and students all across this Nation. Collectively, these measures 
create a package of fundamental reform to the ESEA bill. These pieces 
of legislation complement existing programs that have proven to work 
successfully in schools and they provide assistance and support in 
areas where educators have expressed the greatest need. And these 
measures represent my commitment to improving the quality of education 
so that all of our children can achieve their greatest potential.

  First, I am introducing a measure to strengthen the Federal Impact 
Aid program. Specifically, my bill, which is supported by the National 
Association of Federally Impacted Schools, recommends increasing the 
weighted Federal student units for off-base military children and for 
civilian dependent children. Knowing that Impact Aid funds help 1.6 
million federally-connected children, as well as 1,600 school districts 
serving over 17 million students, I am confident that my colleagues in 
the Senate support increases in funding for the Impact Aid program. But 
some of them may not be familiar with the formulas by which these funds 
are distributed to schools. Changing the computation of repayment will 
assure that funds will be distributed in a more equitable manner, 
reflecting the composition of local education agencies.
  The simple changes, which I am proposing, will benefit children in 
schools where the loss of local property taxes due to a large Federal 
presence has placed an extra burden on local taxpayers. We must make up 
the difference for all the children in the Impact Aid program, not just 
a select few.
  The second bill that I am proposing would build on the strong 
educational technology infrastructure already in place in school 
districts in nearly every state. As you know, education technology can 
significantly improve student achievement. Congress has recognized this 
fact by continually voting to dramatically increase funding for 
education technology. In fact, in just the programs under ESEA, federal 
support has grown from $52.6 million in Fiscal Year 1995, to $698 
million just four years later.
  But we need to do more than simply place computers in classrooms. We 
need to provide our educators with the skills they need to incorporate 
evolving educational technology in the classroom. My bill does exactly 
that. It will encourage states to develop and implement professional 
development programs that train teachers in the use of technology in 
the classroom. Effective teaching strategies must incorporate 
educational technology if we are to ensure that all children have the 
skills they need to compete in a high-tech workplace. An investment in 
professional development for our teachers is an investment in our 
children and our future.

  Third, continuing on the lines of professional development, I am 
introducing a bill that outlines the essential components of mentoring 
programs that would improve the experience of new teachers and reduce 
the high turn-over currently seen among beginning teachers. My 
legislation will ensure program quality and accountability by providing 
that teachers mentor their peers who teach the same subject. The 
mentoring programs that are created in this legislation must comply 
with state standards. Additionally, the bill will provide incentives, 
and grant states the flexibility to create alternative teacher 
certification and licensure programs, to recruit well-educated and 
talented people into the teacher profession.
  The recruitment and retention of good teachers is paramount to 
improving our national education system. Mentor programs provide 
teachers with the support of a senior colleague. And under the 
supervision and guidance of a colleague, teachers are able to develop 
skills and achieve a higher level of proficiency. The confidence and 
experience gained during this time will improve the quality of 
instruction, which in turn will improve overall student achievement.
  Fourth, attracting and retaining quality teachers is a difficult 
task, especially in rural impoverished areas. As a result, teacher 
shortages and high turnover are commonplace in rural

[[Page S936]]

communities in almost every state in the nation. The fourth education 
bill I am introducing today would allow the Secretary of Education to 
direct a portion of the general funds in ESEA to rural impoverished 
areas. Under this proposal, a needy rural school district could prevent 
the exodus of qualified teachers by first creating incentive programs 
to retain teachers; second, improve the quality of the teacher through 
enhanced professional development; and, third, hire new teachers. This 
bill recognizes the unique challenges facing rural school districts and 
allows them the option of addressing these challenges.
  The final bill, is the only one being introduced today with an 
authorization for appropriation. It makes Federal grant programs more 
flexible in order to help school districts in rural communities. Under 
this provision, districts would be able to combine the funds from 
specified programs and use the money to support local or statewide 
education reform efforts intended to improve the achievement of 
elementary school and secondary school students and the quality of 
instruction provided. This measure asks for an authorization of $125 
million for small rural and poor rural schools--a small price that 
could produce large results.
  The goal of these bills, which I have briefly outlined, are 
threehold: 1) to provide teachers with the tools to grow as 
professionals; 2) to assist rural school districts so that they may 
compete competitively with other school districts that oftentimes have 
more money and resources; and, (3) to provide every child with 
unsurpassed education opportunities. Together, these are the keys to 
our children's success.

  In reauthorizing ESEA, Congress has an extraordinary opportunity to 
change the course of education. We must embrace this opportunity by 
supporting creative and innovative reform proposals, like the ones that 
I have introduced here today. I am committed to working in the best 
interest of our children to develop an education system that is the 
best in the world. These bills move us in the right direction and I 
hope my colleagues will join me in supporting these measures. I urge 
the Senate Health, Education, Labor, and Pensions Committee to 
incorporate these provisions into the upcoming ESEA bill.
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