[Congressional Record Volume 149, Number 4 (Friday, January 10, 2003)]
[Senate]
[Pages S204-S205]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]
[[Page S204]]
STATEMENTS ON INTRODUCED BILLS AND JOINT RESOLUTIONS
By Mrs. FEINSTEIN (for herself and Mr. Voinovich):
S. 140. A bill to amend the Higher Education Act of 1965 to extend
loan forgiveness for certain loans to Head Start teachers; to the
Committee on Health, Education, Labor, and Pensions.
Mrs. FEINSTEIN. Mr. President, I rise today with Senator Voinovich to
introduce legislation to expand the Federal loan forgiveness program to
include Head Start teachers and administrators.
Nationwide, only 22 percent of Head Start teachers have completed a
baccalaureate or advanced degree program. In California, that number is
even smaller: about 16 percent of Head Start teachers have completed a
bachelor's degree.
A survey completed by the U.S. Department of Health and Human
Services in June 2000 called the Head Start Family and Child
Experiences Survey, FACES, found a strong relationship between the
education of the Head Start teacher and classroom quality. ``Teachers
with higher education levels were found to be more sensitive and
responsive to their children, to have more high quality language
activities, and more creative activities in their classrooms.''
Teachers with higher levels of education also had classes with more
high quality language activities such as reading books to the children
and provided more opportunities for children to develop skills in
expressing thoughts.
Equally important, teachers with higher levels of education were
found to be more responsive and sensitive to the children in their
classes.
Head Start is one of the most important Federal programs because it
has the potential to reach children early in their formative years when
their cognitive skills are just developing.
We know that poor children disproportionately start school behind
their peers, they are less likely to count to 10 or to recite the
alphabet.
Providing low-income children with access to programs that encourage
cognitive learning and prepare them to enter school ready to learn is
important.
Head Start is one example of a Federal program that has the potential
to reach every low-income child; to help every eligible child learn to
count to ten and begin to recite the alphabet.
Many of our Nation's youngsters, however, enter elementary school
without the basic skills necessary to succeed. Often these children lag
behind their peers throughout their academic career.
As taxpayers, we will spend millions on efforts to help these
children catch up. Many of these children will never catch up.
Several studies confirm the importance of providing low-income
children with the opportunity early on to gain basic cognitive skills:
a study conducted on a preschool program in Chicago showed that for
every dollar invested, $8 was saved by society in projected costs.
Additionally, 26 percent more children were likely to finish high
school and 40 percent were less likely to repeat a grade.
The National Head Start Association found that for every dollar
invested in Head Start, at least $2.50 is saved because these
children need less remedial education and are less likely to be on
welfare programs or involved with the juvenile justice system that non-
Head Start peers.
The Rand Corporation found that for every dollar invested in early
childhood learning programs, taxpayers save between $4 and $7 later by
reducing the need for alcohol and drug treatment programs, special
education programs, mental health services, and the likelihood of
incarceration.
We can save millions by providing low-income children with access to
quality preschool where they will gain the necessary skills to succeed
in school and life.
In order to give every child a head start in life, we must continue
to recruit qualified teachers to the Head Start field who have
demonstrated knowledge and teaching skills in reading, writing, early
childhood development, and other areas of the preschool curriculum with
a particular focus on cognition learning.
Obtaining and maintaining teachers with such qualifications is the
only way to jump-start cognition learning and to ensure that our
youngsters start elementary school ready to learn.
In 2000, the Head Start 2010 National Advisory Panel presided over
fifteen national hearings and open forums. The panel found: ``There was
a tremendous amount of testimony about the fact that, despite increases
resulting from Federal quality set-aside funding, relatively low
salaries and poor or non-existent benefits make it difficult to attract
and retain qualified staff over the long term.
Witnesses stated that many staff positions remain vacant and turnover
is likely to worsen if compensation does not improve significantly . .
. comments included passionate exhortations for greater investment in
staff, observing that, in Head Start . . . the quality of the program
is tied directly to the quality of the staff.''
Many Head Start programs in California are losing qualified teachers
to local school districts in part because the pay is better,
nationally, the average Head Start teacher made $20,700 in 2000
compared to $40,575 for an elementary and secondary school teacher.
Head Start teachers are making half of that elementary and secondary
teachers are paid on average.
Low pay, combined with mounting student loan debt, is a real
deterrent to getting college graduates to become Head Start teachers.
And every teacher Head Start loses impacts access to services for our
Nation's youngsters.
Today, there are no educational requirements for a Head Start teacher
other than a child development associate CDA, credential, requiring 24
early child education credits and 16 general education credits.
By 2003, 50 percent of Head Start teachers will be required to have
at minimum an associate or 2-year degree.
Following the recommendation of the Head Start 2010 National Advisory
Panel, I believe we must elevate the compensation to attract and retain
qualified individuals to commit to long-term careers in Head Start.
The loan forgiveness incentives in this bill are meant to encourage
recent graduates, current Head Start teachers without a degree, and
college students to enter and remain in the Head Start field. In
exchange for 5 years of service, a Head Start teacher administrator
could receive up to $5,000 of the Federal Stafford Loan forgiven.
I believe we must continue to improve the Head Start program such
that children leave the program able to count to ten, to recognize
sizes and colors, and can begin to recite the alphabet, to name a few
indicators of cognitive learning.
This is just the first step. To further ensure cognitive learning, we
must also continue to raise the standards and pay for Head Start
teachers.
Ensuring that our nation's youngster have access to highly educated
and qualified teachers should be a priority of this Congress.
I ask unanimous consent that the text of the bill be printed in the
Record.
There being no objection, the bill was ordered to be printed in the
Record, as follows:
S. 140
Be it enacted by the Senate and House of Representatives
of the United States of America in Congress assembled,
SECTION 1. LOAN FORGIVENESS FOR HEAD START TEACHERS.
(a) Short Title.--This section may be cited as the ``Loan
Forgiveness for Head Start Teachers Act of 2003''.
(b) Head Start Teachers.--Section 428J of the Higher
Education Act of 1965 (20 U.S.C 1078-10) is amended--
(1) in subsection (b), by striking paragraph (1) and
inserting the following:
``(1)(A) has been employed--
``(i) as a full-time teacher for 5 consecutive complete
school years in a school that qualifies under section
465(a)(2)(A) for loan cancellation for Perkins loan
recipients who teach in such a school; or
``(ii) as a Head Start teacher for 5 consecutive complete
program years under the Head Start Act; and
``(B)(i) if employed as a secondary school teacher, is
teaching a subject area that is relevant to the borrower's
academic major as certified by the chief administrative
officer of the public or nonprofit private secondary school
in which the borrower is employed;
``(ii) if employed as an elementary school teacher, has
demonstrated, as certified by the chief administrative
officer of the public
[[Page S205]]
or nonprofit private elementary school in which the borrower
is employed, knowledge and teaching skills in reading,
writing, mathematics, and other areas of the elementary
school curriculum; and
``(iii) if employed as a Head Start teacher, has
demonstrated knowledge and teaching skills in reading,
writing, early childhood development, and other areas of a
preschool curriculum, with a focus on cognitive learning;
and'';
(2) in subsection (g), by adding at the end the following:
``(3) Head start.--An individual shall be eligible for loan
forgiveness under this section for service described in
clause (ii) of subsection (b)(1)(A) only if such individual
received a baccalaureate or graduate degree on or after the
date of enactment of the Loan Forgiveness for Head Start
Teachers Act of 2003.''; and
(3) by adding at the end the following:
``(i) Authorization of Appropriations.--There are
authorized to be appropriated such sums as may be necessary
for fiscal year 2007 and succeeding fiscal years to carry out
loan repayment under this section for service described in
clause (ii) of subsection (b)(1)(A).''.
(c) Direct Student Loan Forgiveness.--
(1) In general.--Section 460 of the Higher Education Act of
1965 (20 U.S.C 1087j) is amended--
(A) in subsection (b)(1), by striking subparagraph (A) and
inserting the following:
``(A)(i) has been employed--
``(I) as a full-time teacher for 5 consecutive complete
school years in a school that qualifies under section
465(a)(2)(A) for loan cancellation for Perkins loan
recipients who teach in such a school; or
``(II) as a Head Start teacher for 5 consecutive complete
program years under the Head Start Act; and
``(ii)(I) if employed as a secondary school teacher, is
teaching a subject area that is relevant to the borrower's
academic major as certified by the chief administrative
officer of the public or nonprofit private secondary school
in which the borrower is employed;
``(II) if employed as an elementary school teacher, has
demonstrated, as certified by the chief administrative
officer of the public or nonprofit private elementary school
in which the borrower is employed, knowledge and teaching
skills in reading, writing, mathematics, and other areas of
the elementary school curriculum; and
``(III) if employed as a Head Start teacher, has
demonstrated knowledge and teaching skills in reading,
writing, early childhood development, and other areas of a
preschool curriculum, with a focus on cognitive learning;
and'';
(B) in subsection (g), by adding at the end the following:
``(3) Head start.--An individual shall be eligible for loan
forgiveness under this section for service described in
subclause (II) of subsection (b)(l)(A)(i) only if such
individual received a baccalaureate or graduate degree on or
after the date of enactment of the Loan Forgiveness for Head
Start Teachers Act of 2003.''; and
(C) by adding at the end the following:
``(i) Authorization of appropriations.--There are
authorized to be appropriated such sums as may be necessary
for fiscal year 2007 and succeeding fiscal years to carry out
loan repayment under this section for service described in
subclause (II) of subsection (b)(1)(A)(i).''.
(2) Conforming amendments.--Section 460 of the Higher
Education Act of 1965 (20 U.S.C. 1087j) is amended--
(A) in subsection (c)(1), by inserting ``or fifth complete
program year'' after ``fifth complete school year of
teaching'';
(B) in subsection (f), by striking ``subsection (b)'' and
inserting ``subsection (b)(1)(A)(i)(I)'';
(C) in subsection (g)(1)(A), by striking ``subsection
(b)(1)(A)'' and inserting ``subsection (b)(1)(A)(i)(I)''; and
(D) in subsection (h), by inserting ``except as part of the
term `program year','' before ``where''.
(d) Conforming Amendments.--Section 428J of the Higher
Education Act of 1965 (20 U.S.C. 1078-10) is amended--
(1) in subsection (c)(1), by inserting ``or fifth complete
program year'' after ``fifth complete school year of
teaching'';
(2) in subsection (f), by striking ``subsection (b)'' and
inserting ``subsection (b)(1)(A)(i)'';
(3) in subsection (g)(1)(A), by striking ``subsection
(b)(1)(A)'' and inserting ``subsection (b)(1)(A)(i)''; and
(4) in subsection (h), by inserting ``except as part of the
term `program year','' before ``where''.
Mr. VOINOVICH. Mr. President, I rise today to again join my friend
and colleague, Senator Feinstein, to reintroduce legislation which will
encourage young teachers to go into early childhood education,
encourage further learning and credentialing of early learning
educators, and lead to better education for our Nation's youngest
children.
There is no more important time in a child's life than their earliest
years. Scientific research tells us that babies are born with 100
billion neurons, or brain cells, that are waiting to make connections,
or synapses, with one another. These synapses empower the brain and
dictate healthy development and future learning. By the time a baby is
three, 1,000 trillion connections have been made, twice as many
synapses as most adults have.
However, at age 11, children start eliminating those brain
connections that have not been used, thus decreasing their potential
for learning and development.
To maximize their learning potential, we must begin to teach our
children the necessary skills before they reach kindergarten.
Researchers have found that focusing on these earliest years can make
the greatest difference in a child's development and learning, and I
know of few other programs that provide the same focus as Head Start.
Our bill, the Loan Forgiveness for Head Start Teachers Act of 2003,
is designed to encourage currently enrolled and incoming college
students working on a Bachelor's or a Master's degree to pursue a
career as a Head Start teacher. In exchange for a 5-year teaching
commitment in a qualified Head Start program, a college graduate with a
minimum of a bachelor's degree could receive up to $5,000 in
forgiveness for their Federal Stafford student loan.
I was pleased that in the 107th Congress, during debate over the No
Child Left Behind Act of 2001, this bill was offered as an amendment
and was overwhelmingly passed by the Senate. Unfortunately, the
amendment was not included in the final version of the No Child Left
Behind Act. However, the support our bill received in the Senate gives
me great hope that this legislation will be enacted in the 108th
Congress.
When I was Governor of Ohio, we invested heavily in Head Start so
that there was room for every eligible child in Ohio. Because of our
efforts, Ohio is 4th in the nation in terms of children served by Head
Start with nearly 38,000 students served in the year 2000.
I have carried my passion for early childhood education with me to
the U.S. Senate. I continue to believe that it is absolutely critical
that we do more to help our young people prepare to begin school and it
is why I was pleased to work with Senators Jeffords and Stevens to help
pass the Early Learning Opportunities Act of 2000. Still, we must now
do more to help those teachers who educate our youngest children.
The results of a survey undertaken by the U.S. Department of Health
and Human Services over the past two years has shown a significant
correlation between the quality of education a child receives and the
amount of education that child's teacher possesses. That is, the more
education a teacher has, the more effectively they teach their students
cognitive skills, and the more likely that students are to act upon
those skills.
Current Federal law requires that 50 percent of all Head Start
teachers must have an associate, bachelor's, or advanced degree in
early childhood education or a related field with teaching experience
by 2003. Under Ohio law, by 2007, all Head Start teachers must have at
least an associates degree. The more education our teachers have, the
better off our children will be. Unfortunately, as we all know,
education is expensive.
In Ohio today, only 11.3 percent--242--of the 2,126 Head Start
teachers employed in the state have a bachelor's degree. Additionally,
less than 1 percent--20--of Ohio's Head Start teachers have a graduate
degree. We must do more to help our teachers afford the education that
will be used to help educate our children.
Recruiting and retaining Head Start and early childhood teachers
continues to be a challenge for Ohio and other states. The Loan
Forgiveness for Head Start Teachers Act of 2003 will help communities,
schools and other funded Head Start providers to meet the challenge of
recruiting and retaining high quality teachers. It is one of the best
ways that I know of where we can make a real difference in the lives of
our most precious resource--our children.
I am pleased to have been able to work with the National Head Start
Association and Ohio Head Start Association, and my colleague Senator
Feinstein, on this legislation, and I urge my colleagues to join as
cosponsors of this bill.
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