[Congressional Record (Bound Edition), Volume 146 (2000), Part 12]
[House]
[Pages 17748-17759]
[From the U.S. Government Publishing Office, www.gpo.gov]



                LITERACY INVOLVES FAMILIES TOGETHER ACT

  Mr. GOODLING. Mr. Speaker, I move to suspend the rules and pass the 
bill (H.R. 3222) to amend the Elementary and Secondary Education Act of 
1965 to improve literacy through family literacy projects, as amended.
  The Clerk read as follows:

                               H.R. 3222

       Be it enacted by the Senate and House of Representatives of 
     the United States of America in Congress assembled,

     SECTION 1. SHORT TITLE.

       This Act may be cited as the ``Literacy Involves Families 
     Together Act''.

                        TITLE I--FAMILY LITERACY

     SEC. 101. AUTHORIZATION OF APPROPRIATIONS.

       Section 1002(b) of the Elementary and Secondary Education 
     Act of 1965 (20 U.S.C. 6302(b)) is amended by striking 
     ``$118,000,000 for fiscal year 1995 and such sums as may be 
     necessary for each of the four succeeding fiscal years.'' and 
     inserting ``$250,000,000 for fiscal year 2001.''.

     SEC. 102. IMPROVING BASIC PROGRAMS OPERATED BY LOCAL 
                   EDUCATIONAL AGENCIES.

       Section 1111(c) of the Elementary and Secondary Education 
     Act of 1965 (20 U.S.C. 6311(c)) is amended--
       (1) in paragraph (5), by striking ``and'' at the end;
       (2) in paragraph (6), by striking the period at the end and 
     inserting ``; and''; and
       (3) by adding at the end the following:
       ``(7) the State educational agency will encourage local 
     educational agencies and individual schools participating in 
     a program assisted under this part to offer family literacy 
     services (using funds under this part), if the agency or 
     school determines that a substantial number of students 
     served under this part by the agency or school have parents 
     who do not have a high school diploma or its recognized 
     equivalent or who have low levels of literacy.''.

     SEC. 103. EVEN START FAMILY LITERACY PROGRAMS.

       (a) Part Heading.--The part heading for part B of title I 
     of the Elementary and Secondary Education Act of 1965 (20 
     U.S.C. 6361 et seq.) is amended to read as follows:

  ``PART B--WILLIAM F. GOODLING EVEN START FAMILY LITERACY PROGRAMS''.

       (b) Statement of Purpose.--Section 1201 of the Elementary 
     and Secondary Education Act of 1965 (20 U.S.C. 6361) is 
     amended--
       (1) in paragraph (1), by inserting ``high quality'' after 
     ``build on''; and
       (2) by amending paragraph (2) to read as follows:
       ``(2) promote the academic achievement of children and 
     adults;'';
       (3) by striking the period at the end of paragraph (3) and 
     inserting ``; and''; and
       (4) by adding at the end the following:
       ``(4) use instructional programs based on scientifically 
     based reading research (as defined in section 2252) and the 
     prevention of reading difficulties for children and, to the 
     extent such research is available, scientifically based 
     reading research (as so defined) for adults.''.
       (c) Program Authorized.--
       (1) Reservation for migrant programs, outlying areas, and 
     indian tribes.--Section 1202(a) of the Elementary and 
     Secondary Education Act of 1965 (20 U.S.C. 6362(a)) is 
     amended--
       (A) in paragraph (1), in the matter preceding subparagraph 
     (A), by inserting ``(or, if such appropriated amount exceeds 
     $200,000,000, 6 percent of such amount)'' after ``1002(b)'';
       (B) in paragraph (2), by striking ``If the amount of funds 
     made available under this

[[Page 17749]]

     subsection exceeds $4,600,000,'' and inserting ``After the 
     date of the enactment of the Literacy Involves Families 
     Together Act,''; and
       (C) by adding at the end the following:
       ``(3) Coordination of programs for american indians.--The 
     Secretary shall ensure that programs under paragraph (1)(C) 
     are coordinated with family literacy programs operated by the 
     Bureau of Indian Affairs in order to avoid duplication and to 
     encourage the dissemination of information on high quality 
     family literacy programs serving American Indians.''.
       (2) Reservation for federal activities.--Section 1202(b) of 
     the Elementary and Secondary Education Act of 1965 (20 U.S.C. 
     6362(b)) is amended to read as follows:
       ``(b) Reservation for Federal Activities.--
       ``(1) Evaluation, technical assistance, program 
     improvement, and replication activities.--From amounts 
     appropriated under section 1002(b), the Secretary may reserve 
     not more than 3 percent of such amounts for purposes of--
       ``(A) carrying out the evaluation required by section 1209; 
     and
       ``(B) providing, through grants or contracts with eligible 
     organizations, technical assistance, program improvement, and 
     replication activities.
       ``(2) Research.--In the case of fiscal years 2001 through 
     2004, if the amounts appropriated under section 1002(b) for 
     any of such years exceed such amounts appropriated for the 
     preceding fiscal year, the Secretary shall reserve from such 
     excess amount $2,000,000 or 50 percent, whichever is less, to 
     carry out section 1211(b).''.
       (d) Reservation for Grants.--Section 1202(c)(1) of the 
     Elementary and Secondary Education Act of 1965 (20 U.S.C. 
     6362(c)(1)) is amended--
       (1) by striking ``From funds reserved under section 
     2260(b)(3), the Secretary shall award grants,'' and inserting 
     ``For any fiscal year for which at least one State applies 
     and qualifies and for which the amount appropriated under 
     section 1002(b) exceeds the amount appropriated under such 
     section for the preceding fiscal year, the Secretary shall 
     reserve, from the amount of such excess remaining after the 
     application of subsection (b)(2), the amount of such 
     remainder or $1,000,000, whichever is less, to award 
     grants,''; and
       (2) by adding at the end ``No State may receive more than 
     one grant under this subsection.''.
       (e) Allocations.--Section 1202(d)(2) of the Elementary and 
     Secondary Education Act of 1965 (20 U.S.C. 6362(d)(2)) is 
     amended by striking ``that section'' and inserting ``that 
     part''.
       (f) Definitions.--Section 1202(e) of the Elementary and 
     Secondary Education Act of 1965 (20 U.S.C. 6362(e)) is 
     amended--
       (1) in paragraph (1)(B), by striking ``or'' after ``higher 
     education,'' and inserting ``a religious organization, or''; 
     and
       (2) in paragraph (2), by striking ``nonprofit 
     organization'' and inserting ``nonprofit organization, 
     including a religious organization,''.
       (g) Subgrants for Local Programs.--Section 1203(b)(2) of 
     the Elementary and Secondary Education Act of 1965 (20 U.S.C. 
     6363(b)(2)) is amended to read as follows:
       ``(2) Minimum subgrant amounts.--
       ``(A) In general.--Except as provided in subparagraphs (B) 
     and (C), no State shall award a subgrant under paragraph (1) 
     in an amount less than $75,000.
       ``(B) Subgrantees in ninth and succeeding years.--No State 
     shall award a subgrant under paragraph (1) in an amount less 
     than $52,500 to an eligible entity for a fiscal year to carry 
     out an Even Start program that is receiving assistance under 
     this part or its predecessor authority for the ninth (or any 
     subsequent) fiscal year.
       ``(C) Exception for single subgrant.--A State may award one 
     subgrant in each fiscal year of sufficient size, scope, and 
     quality to be effective in an amount less than $75,000 if, 
     after awarding subgrants under paragraph (1) for such fiscal 
     year in accordance with subparagraphs (A) and (B), less than 
     $75,000 is available to the State to award such subgrants.''.
       (h) Uses of Funds.--Section 1204 of the Elementary and 
     Secondary Education Act of 1965 (20 U.S.C. 6364) is amended--
       (1) in subsection (a), by striking ``family-centered 
     education programs'' and inserting ``family literacy 
     services''; and
       (2) by adding at the end the following:
       ``(c) Use of Funds for Family Literacy Services.--
       ``(1) In general.--States may use a portion of funds 
     received under this part to assist eligible entities 
     receiving a subgrant under section 1203(b) in improving the 
     quality of family literacy services provided under Even Start 
     programs under this part, except that in no case may a 
     State's use of funds for this purpose for a fiscal year 
     result in a decrease from the level of activities and 
     services provided to program participants in the preceding 
     year.
       ``(2) Priority.--In carrying out paragraph (1), a State 
     shall give priority to programs that were of low quality, as 
     evaluated based on the indicators of program quality 
     developed by the State under section 1210.
       ``(3) Technical assistance to help local programs raise 
     additional funds.--In carrying out paragraph (1), a State may 
     use the funds referred to in such paragraph to provide 
     technical assistance to help local programs of demonstrated 
     effectiveness to access and leverage additional funds for the 
     purpose of expanding services and reducing waiting lists.
       ``(4) Technical assistance and training.--Assistance under 
     paragraph (1) shall be in the form of technical assistance 
     and training, provided by a State through a grant, contract, 
     or cooperative agreement with an entity that has experience 
     in offering high quality training and technical assistance to 
     family literacy providers.''.
       (i) Program Elements.--Section 1205 of the Elementary and 
     Secondary Education Act of 1965 (20 U.S.C. 6365) is amended--
       (1) by redesignating paragraphs (9) and (10) as paragraphs 
     (13) and (14), respectively;
       (2) by redesignating paragraphs (5) through (8) as 
     paragraphs (6) through (9), respectively;
       (3) by inserting after paragraph (4) the following:
       ``(5) with respect to the qualifications of staff the cost 
     of whose salaries are paid, in whole or in part, with Federal 
     funds provided under this part, ensure that--
       ``(A) not later than 4 years after the date of the 
     enactment of the Literacy Involves Families Together Act--
       ``(i) a majority of the individuals providing academic 
     instruction--

       ``(I) shall have obtained an associate's, bachelor's, or 
     graduate degree in a field related to early childhood 
     education, elementary school education, or adult education; 
     or
       ``(II) shall meet qualifications established by the State 
     for early childhood education, elementary school education, 
     or adult education provided as part of an Even Start program 
     or another family literacy program;

       ``(ii) the individual responsible for administration of 
     family literacy services under this part has received 
     training in the operation of a family literacy program; and
       ``(iii) paraprofessionals who provide support for academic 
     instruction have a high school diploma or its recognized 
     equivalent; and
       ``(B) beginning on the date of the enactment of the 
     Literacy Involves Families Together Act, all new personnel 
     hired to provide academic instruction--
       ``(i) have obtained an associate's, bachelor's, or graduate 
     degree in a field related to early childhood education, 
     elementary school education, or adult education; or
       ``(ii) meet qualifications established by the State for 
     early childhood education, elementary school education, or 
     adult education provided as part of an Even Start program or 
     another family literacy program;'';
       (4) by inserting after paragraph (9) (as so redesignated by 
     paragraph (2)) the following:
       ``(10) use instructional programs based on scientifically 
     based reading research (as defined in section 2252) for 
     children and, to the extent such research is available, for 
     adults;
       ``(11) encourage participating families to attend regularly 
     and to remain in the program a sufficient time to meet their 
     program goals;
       ``(12) include reading readiness activities for preschool 
     children based on scientifically based reading research (as 
     defined in section 2252) to ensure children enter school 
     ready to learn to read;''; and
       (5) in paragraph (14) (as so redesignated), by striking 
     ``program.'' and inserting ``program to be used for program 
     improvement.''.
       (j) Eligible Participants.--Section 1206 of the Elementary 
     and Secondary Education Act of 1965 (20 U.S.C. 6366) is 
     amended--
       (1) in subsection (a)(1)(B) by striking ``part;'' and 
     inserting ``part, or who are attending secondary school;''; 
     and
       (2) in subsection (b), by adding at the end the following:
       ``(3) Children 8 years of age or older.--If an Even Start 
     program assisted under this part collaborates with a program 
     under part A, and funds received under such part A program 
     contribute to paying the cost of providing programs under 
     this part to children 8 years of age or older, the Even Start 
     program, notwithstanding subsection (a)(2), may permit the 
     participation of children 8 years of age or older.''.
       (k) Plan.--Section 1207(c) of the Elementary and Secondary 
     Education Act of 1965 (20 U.S.C. 6367(c)) is amended--
       (1) in paragraph (1)--
       (A) in the matter preceding subparagraph (A), by inserting 
     ``and continuous improvement'' after ``plan of operation'';
       (B) in subparagraph (A), by striking ``goals;'' and 
     inserting ``objectives, strategies to meet such objectives, 
     and how they are consistent with the program indicators 
     established by the State;'';
       (C) in subparagraph (E), by striking ``and'' at the end;
       (D) in subparagraph (F)--
       (i) by striking ``Act, the Goals 2000: Educate America 
     Act,'' and inserting ``Act''; and
       (ii) by striking the period at the end and inserting ``; 
     and''; and
       (E) by adding at the end the following:
       ``(G) a description of how the plan provides for rigorous 
     and objective evaluation of progress toward the program 
     objectives described in subparagraph (A) and for continuing 
     use of evaluation data for program improvement.''; and

[[Page 17750]]

       (2) in paragraph (2), in the matter preceding subparagraph 
     (A), by striking ``(1)(A)'' and inserting ``(1)''.
       (l) Award of Subgrants.--Section 1208 of the Elementary and 
     Secondary Education Act of 1965 (20 U.S.C. 6368) is amended--
       (1) in subsection (a)--
       (A) in paragraph (1)(B)--
       (i) by striking ``including a high'' and inserting ``such 
     as a high''; and
       (ii) by striking ``part A;'' and inserting ``part A, a high 
     number or percentage of parents who have been victims of 
     domestic violence, or a high number or percentage of parents 
     who are receiving assistance under a State program funded 
     under part A of title IV of the Social Security Act (42 
     U.S.C. 601 et seq.);'';
       (B) in paragraph (1)(F), by striking ``Federal'' and 
     inserting ``non-Federal'';
       (C) in paragraph (1)(H), by inserting ``family literacy 
     projects and other'' before ``local educational agencies''; 
     and
       (D) in paragraph (3), in the matter preceding subparagraph 
     (A), by striking ``one or more of the following 
     individuals:'' and inserting ``one individual with expertise 
     in family literacy programs, and may include other 
     individuals, such as one or more of the following:''; and
       (2) in subsection (b)--
       (A) by striking paragraph (3) and inserting the following:
       ``(3) Continuing eligibility.--In awarding subgrant funds 
     to continue a program under this part after the first year, 
     the State educational agency shall review the progress of 
     each eligible entity in meeting the objectives of the program 
     referred to in section 1207(c)(1)(A) and shall evaluate the 
     program based on the indicators of program quality developed 
     by the State under section 1210.''; and
       (B) by amending paragraph (5)(B) to read as follows:
       ``(B) The Federal share of any subgrant renewed under 
     subparagraph (A) shall be limited in accordance with section 
     1204(b).''.
       (m) Research.--Section 1211 of the Elementary and Secondary 
     Education Act of 1965 (20 U.S.C. 6369b) is amended--
       (1) in subsection (b), by striking ``subsection (a)'' and 
     inserting ``subsections (a) and (b)'';
       (2) by redesignating subsection (b) as subsection (c); and
       (3) by inserting after subsection (a) the following:
       ``(b) Scientifically Based Research on Family Literacy.--
       ``(1) In general.--From amounts reserved under section 
     1202(b)(2), the National Institute for Literacy shall carry 
     out research that--
       ``(A) is scientifically based reading research (as defined 
     in section 2252); and
       ``(B) determines--
       ``(i) the most effective ways of improving the literacy 
     skills of adults with reading difficulties; and
       ``(ii) how family literacy services can best provide 
     parents with the knowledge and skills they need to support 
     their children's literacy development.
       ``(2) Use of expert entity.--The National Institute for 
     Literacy shall carry out the research under paragraph (1) 
     through an entity, including a Federal agency, that has 
     expertise in carrying out longitudinal studies of the 
     development of literacy skills in children and has developed 
     effective interventions to help children with reading 
     difficulties.''.
       (n) Treatment of Religious Organizations.--Part B of title 
     I of the Elementary and Secondary Education Act of 1965 (20 
     U.S.C. 6361 et seq.) is amended by adding at the end the 
     following:

     ``SEC. 1213. RELIGIOUS ORGANIZATIONS.

       ``(a) Religious Organizations Included as Partnership 
     Participants.--In carrying out this part, the Secretary, and 
     any grantee or subgrantee receiving assistance under this 
     part, shall treat religious organizations the same as other 
     nongovernmental organizations, so long as this part is 
     implemented in a manner consistent with the Establishment 
     Clause and the Free Exercise Clause of the first amendment to 
     the Constitution. The Secretary, and any grantee or 
     subgrantee receiving assistance under this part, shall not 
     discriminate against an organization that participates in a 
     partnership that is an eligible entity receiving assistance 
     under this part, or an organization that participates in a 
     partnership that is applying to receive such assistance, on 
     the basis that the organization has a religious character.
       ``(b) Religious Character and Independence.--
       ``(1) In general.--A religious organization that 
     participates in a partnership that is an eligible entity 
     receiving assistance under this part, or that participates in 
     a partnership that is applying to receive such assistance, 
     shall retain its religious character and control over the 
     definition, development, practice, and expression of its 
     religious beliefs.
       ``(2) Additional safeguards.--Neither the Federal 
     Government nor a State or local government shall require a 
     religious organization--
       ``(A) to alter its form of internal governance; or
       ``(B) to remove religious art, icons, scripture, or other 
     symbols;
     in order to be eligible to participate in a partnership that 
     is an eligible entity receiving assistance under this part or 
     to participate in a partnership that is applying to receive 
     such assistance.
       ``(3) Employment practices.--A religious organization's 
     exemption provided under section 702 of the Civil Rights Act 
     of 1964 (42 U.S.C. 2000e-1) regarding employment practices 
     shall not be affected by its participation in, or receipt of 
     funds from, a program under this part.
       ``(c) Limitations on Use of Funds for Certain Purposes.--No 
     funds provided to a religious organization under this part or 
     section 1002(b) shall be expended for sectarian worship or 
     instruction or proselytization.
       ``(d) Prohibition on Serving as Fiscal Agent.--A religious 
     organization may not serve as a fiscal agent for a 
     partnership that is an eligible entity receiving a subgrant 
     under this part.
       ``(e) Nondiscrimination Against Beneficiaries.--A religious 
     organization shall not discriminate against an individual, in 
     regard to rendering services under this part, on the basis of 
     religion, a religious belief, or refusal actively to 
     participate in a religious practice.
       ``(f) Federal Financial Assistance.--For purposes of any 
     Federal, State, or local law, receipt of financial assistance 
     under this part or section 1002(b) shall constitute receipt 
     of Federal financial assistance or aid.
       ``(g) Fiscal Accountability.--
       ``(1) In general.--Except as provided in paragraph (2), any 
     religious organization providing services under this part 
     shall be subject to the same regulations as other entities 
     providing services under this part to account in accord with 
     generally accepted auditing principles.
       ``(2) Limited audit.--If such organization segregates 
     Federal funds provided under this part into a separate 
     account or accounts, then only the Federal funds used to 
     provide services shall be subject to audit.
       ``(h) Treatment of Program Participants.--
       ``(1) In general.--An eligible entity may not subject a 
     participant in an Even Start program assisted under this 
     part, during such program, to sectarian worship or 
     instruction or proselytization.
       ``(2) Construction.--Paragraph (1) shall not be construed 
     to affect any program that is not an Even Start program 
     (regardless of whether it is carried out before, after, or at 
     the same time as an Even Start program).

     ``SEC. 1214. PROHIBITION ON VOUCHERS OR CERTIFICATES.

       ``Notwithstanding any other provision of this Act, no 
     services under this part may be provided through voucher or 
     certificate.''.

     SEC. 104. EDUCATION OF MIGRATORY CHILDREN.

       Section 1304(b) of the Elementary and Secondary Education 
     Act of 1965 (20 U.S.C. 6394(b)) is amended--
       (1) in paragraph (5), by striking ``and'' at the end;
       (2) in paragraph (6), by striking the period at the end and 
     inserting ``; and''; and
       (3) by adding at the end the following:
       ``(7) a description of how the State will encourage 
     programs and projects assisted under this part to offer 
     family literacy services if the program or project serves a 
     substantial number of migratory children who have parents who 
     do not have a high school diploma or its recognized 
     equivalent or who have low levels of literacy.''.

     SEC. 105. DEFINITIONS.

       (a) In General.--Section 14101 of the Elementary and 
     Secondary Education Act of 1965 (20 U.S.C. 8801) is amended--
       (1) by redesignating paragraphs (15) through (29) as 
     paragraphs (16) through (30), respectively; and
       (2) by inserting after paragraph (14) the following:
       ``(15) Family literacy services.--The term `family literacy 
     services' means services provided to participants on a 
     voluntary basis that are of sufficient intensity in terms of 
     hours, and of sufficient duration, to make sustainable 
     changes in a family, and that integrate all of the following 
     activities:
       ``(A) Interactive literacy activities between parents and 
     their children.
       ``(B) Training for parents regarding how to be the primary 
     teacher for their children and full partners in the education 
     of their children.
       ``(C) Parent literacy training that leads to economic self-
     sufficiency.
       ``(D) An age-appropriate education to prepare children for 
     success in school and life experiences.''.
       (b) Conforming Amendments.--
       (1) Even start family literacy programs.--Section 1202(e) 
     of the Elementary and Secondary Education Act of 1965 (20 
     U.S.C. 6362(e)) is amended--
       (A) by striking paragraph (3); and
       (B) by redesignating paragraphs (4) and (5) as paragraphs 
     (3) and (4), respectively.
       (2) Reading and literacy grants.--Section 2252 of the 
     Elementary and Secondary Education Act of 1965 (20 U.S.C. 
     6661a) is amended--
       (A) by striking paragraph (2); and
       (B) by redesignating paragraphs (3) through (5) as 
     paragraphs (2) through (4), respectively.

     SEC. 106. INDIAN EDUCATION.

       (a) Early Childhood Development Program.--Section 1143 of 
     the Education

[[Page 17751]]

     Amendments of 1978 (25 U.S.C. 2023) is amended--
       (1) in subsection (b)(1), in the matter preceding 
     subparagraph (A)--
       (A) by striking ``(f)'' and inserting ``(g)''; and
       (B) by striking ``(e))'' and inserting ``(f))'';
       (2) in subsection (d)(1)--
       (A) by redesignating subparagraphs (D) and (E) as 
     subparagraphs (E) and (F), respectively; and
       (B) by inserting after subparagraph (C) the following:
       ``(D) family literacy services,'';
       (3) in subsection (e), by striking ``(f),'' and inserting 
     ``(g),'';
       (4) by redesignating subsections (e) and (f) as subsections 
     (f) and (g), respectively; and
       (5) by inserting after subsection (d) the following:
       ``(e) Family literacy programs operated under this section, 
     and other family literacy programs operated by the Bureau of 
     Indian Affairs, shall be coordinated with family literacy 
     programs for American Indian children under part B of title I 
     of the Elementary and Secondary Education Act of 1965 in 
     order to avoid duplication and to encourage the dissemination 
     of information on quality family literacy programs serving 
     American Indians.''.
       (b) Definitions.--Section 1146 of the Education Amendments 
     of 1978 (25 U.S.C. 2026) is amended--
       (1) by redesignating paragraphs (7) through (14) as 
     paragraphs (8) through (15), respectively; and
       (2) by inserting after paragraph (6) the following:
       ``(7) the term `family literacy services' has the meaning 
     given such term in section 14101 of the Elementary and 
     Secondary Education Act of 1965 (20 U.S.C. 8801);''.

            TITLE II--INEXPENSIVE BOOK DISTRIBUTION PROGRAM

     SEC. 201. INEXPENSIVE BOOK DISTRIBUTION PROGRAM FOR READING 
                   MOTIVATION.

       (a) Authorization.--Section 10501(a) of the Elementary and 
     Secondary Education Act of 1965 (20 U.S.C. 8131(a)) is 
     amended by striking ``books to students, that motivate 
     children to read.'' and inserting ``books to young and 
     school-aged children that motivate them to read.''.
       (b) Requirements of Contract.--Section 10501(b)(4) of the 
     Elementary and Secondary Education Act of 1965 (20 U.S.C. 
     8131(b)(4)) is amended by inserting ``training and'' before 
     ``technical assistance''.
       (c) Authorization of Appropriations.--Section 10501(e) of 
     the Elementary and Secondary Education Act of 1965 (20 U.S.C. 
     8131(e)) is amended--
       (1) by striking ``$10,300,000 for fiscal year 1995'' and 
     inserting ``$20,000,000 for fiscal year 2000''; and
       (2) by striking ``four'' and inserting ``five''.
       (d) Statement of Purpose.--Section 10501 of the Elementary 
     and Secondary Education Act of 1965 (20 U.S.C. 8131) is 
     amended--
       (1) by redesignating subsections (d) and (e) as subsections 
     (g) and (h), respectively;
       (2) by redesignating subsections (a) through (c) as 
     subsections (b) through (d), respectively; and
       (3) by inserting after the section heading the following:
       ``(a) Purpose.--The purpose of this program is to establish 
     and implement a model partnership between a governmental 
     entity and a private entity, to help prepare young children 
     for reading, and motivate older children to read, through the 
     distribution of inexpensive books. Local reading motivation 
     programs assisted under this section shall use such 
     assistance to provide books, training for volunteers, 
     motivational activities, and other essential literacy 
     resources, and shall assign the highest priority to serving 
     the youngest and neediest children in the United States.''.
       (e) New Provisions.--Section 10501 of the Elementary and 
     Secondary Education Act of 1965 (20 U.S.C. 8131) is amended 
     by inserting before subsection (g) (as so redesignated by 
     subsection (d)) the following:
       ``(e) Special Rules for Certain Subcontractors.--
       ``(1) Funds from other federal sources.--Subcontractors 
     operating programs under this section in low-income 
     communities with a substantial number or percentage of 
     children with special needs, as described in subsection 
     (c)(3), may use funds from other Federal sources to pay the 
     non-Federal share of the cost of the program, if those funds 
     do not comprise more than 50 percent of the non-Federal share 
     of the funds used for the cost of acquiring and distributing 
     books.
       ``(2) Waiver authority.--Notwithstanding subsection (c), 
     the contractor may waive, in whole or in part, the 
     requirement in subsection (c)(1) for a subcontractor, if the 
     subcontractor demonstrates that it would otherwise not be 
     able to participate in the program, and enters into an 
     agreement with the contractor with respect to the amount of 
     the non-Federal share to which the waiver will apply. In a 
     case in which such a waiver is granted, the requirement in 
     subsection (c)(2) shall not apply.
       ``(f) Multi-Year Contracts.--The contractor may enter into 
     a multi-year subcontract under this section, if--
       ``(1) the contractor believes that such subcontract will 
     provide the subcontractor with additional leverage in seeking 
     local commitments; and
       ``(2) the subcontract does not undermine the finances of 
     the national program.''.

     SEC. 202. EFFECTIVE DATE.

       The amendments made by section 201 shall take effect on 
     October 1, 2000.

  The SPEAKER pro tempore. Pursuant to the rule, the gentleman from 
Pennsylvania (Mr. Kuykendall) and the gentlewoman from New York (Mrs. 
McCarthy) each will control 20 minutes.
  The Chair recognizes the gentleman from Pennsylvania (Mr. Goodling).


                             General Leave

  Mr. GOODLING. Mr. Speaker, I ask unanimous consent that all Members 
may have 5 legislative days within which to revise and extend their 
remarks on H.R. 3222.
  The SPEAKER pro tempore. Is there objection to the request of the 
gentleman from Pennsylvania?
  There was no objection.
  Mr. GOODLING. Mr. Speaker, I yield myself such time as I may consume.
  Mr. Speaker, the greatest problem facing the Nation, in my estimation 
and that of many, is the fact that we have close to 100 million people 
in the United States at the present time who are functioning on either 
Level I or Level II literacy skills. Level I literacy skill will ensure 
that they will never receive a piece of the American dream. With Level 
II, it will be very, very difficult in the 21st century, in the high-
tech century, to ever be able to compete.
  That is a real tragedy. That is a tragedy that in my estimation will 
destroy this Nation. All nations generally fall from within. There are 
many reasons why this one could fall from within, but none, in my 
estimation, more likely to cause that downfall than the fact that we do 
have close to 100 million people who are having a very difficult time 
surviving in this 21st century.
  At the same time, of course, we are being asked to bring in hundreds 
of thousands of people from other countries in order to fill our 
$40,000, $50,000, and $60,000 jobs, and all of those we have, of 
course, cannot rise to any level where they would begin to think about 
$40,000, $50,000, $60,000 jobs.
  So we have had Even Start working for quite a few years. It has been 
working well. The reason we are here tonight is because I do not want 
to wait, as we did with Head Start. In Head Start I tried to say for 10 
or 12 years that the program, so well-intended, was not working, and 
all the studies would show that it was not working. It was not working 
because no one was paying any attention to whether there were quality 
programs or not, so it became a poverty jobs program, it became a baby-
sitting program, but it was supposed to be a reading readiness program 
for preschoolers. It was supposed to be a program to make sure children 
were ready to learn by the time they came to first grade.
  The reason we are here tonight is to make sure we do not fall into 
that trap, but that as a matter of fact we improve a piece of 
legislation that has been doing well.
  These are just some of the results that we have from programs and 
evaluations, which are meaningful evaluations because they were done as 
technical evaluations by those who are qualified to do such.
  A high percentage of adults get their GED or their high school 
certification. Sixty-two percent of those seeking certification from 
the program have received those certifications. A significant 
percentage obtain and keep employment, a 50 percent increase. Parents 
continue to seek employment and enroll in education and training 
programs. Families reduce their reliance on public assistance, and 45 
percent reduced it dramatically or are completely off.
  Even Start helps children. Eighty percent are rated at class average 
or above after they leave an Even Start program and go on to 
kindergarten. Children continue to perform average or better in their 
classes, as judged by their teachers. In third grade, 75 percent of 
children perform well on formal assessments, 60 percent at average or 
better in reading, 80 percent in language, and 73 percent in math.

[[Page 17752]]

  What we have done in the Even Start program is something that we 
should have done years and years ago. If we are going to break the 
cycle of illiteracy, we do not just deal with children or adults, we 
have to deal with the family.
  Of course, this was not a new idea of mine when I arrived here and 
introduced it. We began it in Spring Grove School District when I was 
superintendent there, when I asked our early childhood specialists, 
what is it we can do to break the cycle? We know every parent that did 
not graduate from high school that now has children in the school. We 
know every older brother and sister that did not graduate. Is there not 
some way to break the cycle?
  She said, yes, we will go out into the homes with 3- and 4-year-olds 
and we will work with the parents and the 3- and 4-year-olds. We will 
show the parents what it is we can do to help children to become 
reading-ready and school ready. We will improve the literacy skills of 
the parent so they can become the child's first and most important 
teacher.

                              {time}  2130

  We will help prepare those 3- and 4-year olds so they do not have a 
failing experience when they arrive in first grade.
  It has been a successful program but we want to make sure it is even 
more successful. So we strengthen the accountability in this 
reauthorization. States will review the progress of local programs to 
make sure that they are meeting the goals of helping parents to read, 
helping children to learn, and training parents on how to be good 
teachers for their children.
  We have quality improvement so that the States use a portion of their 
Federal money to provide training and Federal assistance to Even Start 
instructors to make sure they are at the highest level. We have the 
scientific research standards, additional money in there, because we 
have a lot of research on how children learn to read. We have very 
little research on how adults learn to read.
  We have family literacy in Title I and the migrant programs where it 
is most needed. And then we have qualifications for instructional 
personnel so that, as a matter of fact, they are of the highest 
caliber.
  These are just some of the things that we have done. We have also 
included the Inexpensive Book Distribution Program, the RIF program, 
and we add a new title extending and amending the reauthorization for 
this program.
  These are some of the things that we are trying to do to make sure 
that, as a matter of fact, we do not fail from within simply because we 
have a growing number of people who cannot compete in a 21st century 
high-tech society.
  Mr. Speaker, I reserve the balance of my time.
  Mrs. McCARTHY of New York. Mr. Speaker, I yield myself such time as I 
may consume.
  Mr. Speaker, I would like to begin by first thanking the gentleman 
from Pennsylvania (Chairman Goodling) for his wisdom and guidance as 
the chairman of the Committee on Education and the Workforce. It has 
been a pleasure working with the gentleman from Pennsylvania. I know 
that I speak for the entire House of Representatives when I wish him 
all the happiness and health in his retirement. I use that word loosely 
because we have already had some conversation, so I do not really think 
he will be retiring, he will just be starting on a new journey. But he 
will be missed here in the House.
  In addition, Mr. Speaker, I rise today in support of H.R. 3222 to 
express my support for the Literacy Involves Families Together Act. 
This bill strengthens Even Start in the focus of family literacy in 
Title I and our Native American Education Programs.
  This legislation will also define staff qualifications, which we know 
is so important for programs using Federal funds to support 
instructional staff. The bill will require that academic instructors 
have a post-secondary degree or meet State qualifications. By requiring 
a higher level of qualifications, we are ensuring the highest returns 
for our Even Start children and families.
  Mr. Speaker, this bill levels the playing field for our neediest 
families who often need special services to provide basic education to 
their children. Finally, this bill will strengthen the accountability 
of Even Start programs by ensuring that program performance is measured 
by local goals tied to State performance indicators.
  While I do support this program, Mr. Speaker, I do have some concerns 
about two changes that have been made to this bill. Both the amount of 
money that we are authorizing and the length of time we are authorizing 
this program have been reduced significantly.
  Mr. Speaker, just last year in Nassau County, part of my district, 
BOCES, which is as an educational school, served over 100 families. Can 
my colleagues imagine how many more families we could serve with the 
full reauthorization of this bill? I find in my district alone that 
more and more families are looking for services like this.
  As the gentleman from Pennsylvania (Chairman Goodling) has said, if 
we help educate the parent, certainly the children are only going to do 
better.
  It is my sincere hope that we can work out these issues in 
conference. Until then, I urge all of my colleagues to support this 
important legislation.
  Mr. Speaker, I reserve the balance of my time.
  Mr. GOODLING. Mr. Speaker, I yield 4 minutes to the gentleman from 
South Carolina (Mr. Graham), a member of the Committee on Education and 
the Workforce.
  Mr. GRAHAM. Mr. Speaker, I will try to do this in 2 minutes, but I do 
not know if I will make it. We are here to talk about something that is 
probably worth more than 2 minutes to spend on, and that is the 
gentleman from Pennsylvania (Mr. Goodling), the chairman himself.
  Mr. Speaker, I rise in support of H.R. 3222, the Literacy Involves 
Families Together Act. This important legislation extends and improves 
the Even Start Family Literacy Program and the Inexpensive Book 
Distribution Program, better known as Reading is Fundamental.
  Mr. Speaker, there is no one that deserves more credit for bringing 
the attention to the problem of illiteracy in this country than the 
gentleman from Pennsylvania (Mr. Goodling), the chairman of the 
Committee on Education and the Workforce and author of the Even Start 
Family Literacy Program.
  Since his election to the House of Representatives almost 26 years 
ago, and, yes, it has been that long, the gentleman from Pennsylvania 
(Mr. Goodling) has fought to ensure that every child and adult has the 
literacy skills they need to succeed in school and the workplace and in 
their local communities.
  The gentleman from Pennsylvania (Chairman Goodling) has worked 
diligently to improve the quality of adult education programs. Through 
his efforts, those with the lowest levels of literacy have been able to 
overcome obstacles, obtain gainful employment, and share in the 
opportunities of this great Nation.
  In 1991, the gentleman from Pennsylvania (Mr. Goodling) was the 
driving force behind the enactment of the National Literacy Act which 
established the National Institute for Literacy. The Institute 
coordinates literacy efforts among the Departments of Education, Health 
and Human Services and Labor. In addition, the National Institute for 
Literacy works with States as well as local providers to provide them 
with the latest information on quality adult education and family 
literacy programs.
  The gentleman from Pennsylvania (Mr. Goodling) has also pioneered 
legislation to change the way children are taught to read. Through the 
development and enactment of the Reading Excellence Act of 1988, the 
gentleman from Pennsylvania helped ensure that teachers are taught to 
teach reading using instructional programs based on scientifically 
based reading research. This has marked a major change in the way 
reading is taught in schools. Instead of fly-by-night fad programs, 
this legislation helps ensure our Nation's children are receiving the 
best possible reading instruction.

[[Page 17753]]

  However, the greatest contribution to combatting illiteracy of the 
gentleman from Pennsylvania (Chairman Goodling) was the enactment of 
the Even Start Family Literacy Program. Back in 1988, at a time when 
Republicans were the minority party in the House, the gentleman from 
Pennsylvania (Mr. Goodling) successfully pursued the enactment of this 
legislation.
  Based on his experiences as an educator, he strongly believed that 
illiteracy can most successfully be eliminated by working with 
families. He knew that, unless we first empowered parents with poor 
reading skills to be their child's first and most important teacher, 
that their ability to help their children succeed in school would be 
greatly diminished.
  Mr. Speaker, family illiteracy programs such as Even Start are one of 
the most effective methods of breaking the cycle of illiteracy in 
families, and we have the gentleman from Pennsylvania (Mr. Goodling) to 
thank. I am, therefore, immensely pleased that the committee has 
included in H.R. 3222 my amendment to renaming the program the 
``William F. Goodling Even Start Family Literacy Program.''
  I am sure families and family literacy providers throughout the 
United States join me in thanking the gentleman from Pennsylvania (Mr. 
Goodling) for all of his contributions to combatting illiteracy in this 
country. I encourage my colleagues to join me in commending the 
gentleman from Pennsylvania (Chairman Goodling) for all of his 
contributions to creating a literate society. I also urge support of 
H.R. 3222, the Literacy Involves Families Together Act.
  Mrs. McCARTHY of New York. Mr. Speaker, I yield 3 minutes to the 
gentleman from Michigan (Mr. Kildee).
  Mr. KILDEE. Mr. Speaker, I thank the gentlewoman from New York for 
yielding me this time.
  Mr. Speaker, today's floor action represents another portion of the 
work of the Committee on Education and the Workforce on the 
reauthorization of the Elementary and Secondary Education Act.
  Even Start has been, as we all know here, the result of the love and 
the hard work of the gentleman from Pennsylvania (Mr. Goodling), my 
chairman and my friend.
  I have had the privilege of serving with my colleague for 24 years on 
the Committee on Education and the Workforce. He was here before I got 
here. He has been here 26 years, I believe, Mr. Speaker.
  The work of the gentleman from Pennsylvania (Mr. Goodling) has 
touched the lives of so many children during his career, providing many 
of them with the means to better themselves.
  Indeed, I find myself a better person because of the gentleman from 
Pennsylvania (Mr. Goodling). He is a great friend and a very, very 
helpful mentor. His retirement at the end of this Congress is a great 
loss to this institution and the children of our country.
  He has always been dedicated to quality and results for our Nation's 
children and our families. That is one thing he has taught me over and 
over again, we have to look at results.
  This reauthorization of Even Start very much reflects these 
principles, his principles. It is extremely fitting that we honor the 
gentleman from Pennsylvania (Chairman Goodling) by renaming Even Start 
after him through this legislation.
  The bill before us today strengthens Even Start in the focus of 
family literacy in Title I and Indian Education Programs. In addition, 
this substitute would increase the set-aside for migrant and Indian 
Even Start programs from 5 to 6 percent when the total appropriation 
reaches $200 million. I believe this provision is especially important 
in increasing funding to Native Americans, a population that can 
greatly benefit from family literacy services.
  In closing, I want to thank the gentleman from Pennsylvania (Chairman 
Goodling) for successfully getting this legislation to the floor 
despite the many roadblocks placed in his way. He was very, very 
persistent; and we owe him a deep debt of gratitude for that. His hard 
work on this program deserves the admiration of every Member of this 
House and the people of this country.
  Mr. GOODLING. Mr. Speaker, I yield 2 minutes to the gentleman from 
North Carolina (Mr. Ballenger), a member of the Committee on Education 
and the Workforce.
  Mr. BALLENGER. Mr. Speaker, I thank the gentleman for yielding me 
this time.
  Mr. Speaker, I rise in strong support of H.R. 3222, the Literacy 
Involves Families Together Act. However, I would like to first say a 
couple things about the gentleman from Pennsylvania (Chairman 
Goodling). In all my years in Congress, I sincerely believe that the 
gentleman from Pennsylvania (Mr. Goodling) is the most knowledgeable 
person on the issue of education. Before coming to Congress, the 
gentleman from Pennsylvania was a teacher, a principal, and 
superintendent. The gentleman from Pennsylvania (Mr. Goodling) knows 
education. We in Congress have been fortunate to have him.
  It is safe to say that we will miss the leadership of the gentleman 
from Pennsylvania (Chairman Goodling), his bipartisan spirit, and his 
passion for better education of all Americans. I think the respect for 
his leadership is shown by the number of the committee members that are 
here tonight at this late hour.
  Back in 1988, when we served together on the Committee on Education 
and the Workforce as minority Members, the gentleman from Pennsylvania 
(Mr. Goodling) worked tirelessly to enact the Even Start Family 
Literacy Program. Even Start is based on his experience as an educator 
and his belief that illiteracy can most successfully be eliminated by 
working with families.
  Even Start works with the adults without a GED and high school 
diploma and their children to break the cycles of illiteracy. This 
program has been successful in motivating and providing parents with 
the skills they need to play an active role in their children's 
education.
  Today we have an opportunity to enhance this act and substantially 
increase the funding authorization to $250 million for fiscal year 
2001. This is a program that works. Not only does it increase literacy 
and active participation by parents in their children's education, but 
it provides enhanced opportunities for parents as well.
  The bill epitomizes everything that the gentleman from Pennsylvania 
(Chairman Goodling) has represented during his tenure in Congress. It 
increases charitable choice, strengthens accountability, ensures 
instruction is based on scientifically based research, it prevents 
waste, and actively increases parental involvement in education. This 
is a program that helps everyone who is involved.
  I ask my colleagues to support H.R. 3222 and the gentleman from 
Pennsylvania (Chairman Goodling) in his efforts on behalf of American 
families.
  Mrs. McCARTHY of New York. Mr. Speaker, I yield 5 minutes to the 
gentleman from Virginia (Mr. Scott), also from the Committee on 
Education and the Workforce.
  Mr. SCOTT. Mr. Speaker, I rise in reluctant opposition to H.R. 3222, 
the Literacy Involves Families Together Act.
  Before I go into the purpose of my opposition, I would like to take a 
moment to thank and honor the gentleman from Pennsylvania (Chairman 
Goodling) for his service to the Committee on Education and the 
Workforce.
  The gentleman from Pennsylvania (Chairman Goodling) cares about 
education passionately, and many would say that he is an educator 
before he is a legislator. Today it is fitting that we honor the Even 
Start program, a program that he authored, with his name.
  Mr. Speaker, I rise, however, in reluctant opposition to the bill 
because it contains a provision known as charitable choice. Charitable 
choice permits religious organizations to participate in various grant 
programs but allows them to discriminate on the basis of religion in 
their hiring with public funds.

                              {time}  2145

  Even Start is an excellent program that attacks education problems at 
the

[[Page 17754]]

most fundamental level: The family. Family literacy programs such as 
Even Start are particularly important for my own congressional district 
because adults in the Third Congressional District of Virginia have the 
lowest level of literacy skills in the State, but I will not support a 
program that turns the clock back on civil rights laws by allowing 
publicly funded employment discrimination as charitable choice does in 
this bill, and several other bills.
  The majority accommodated several of my concerns about the original 
charitable choice provisions in order to provide better protection for 
beneficiaries and to ensure that no proselytization would occur during 
the federally funded program. However, the bill still affords religious 
organizations participating in the Even Start program the right to 
discriminate in their hiring with public funds.
  Now let me make it clear that I am not suggesting that we take away a 
religious organization's ability to discriminate in their hiring with 
their private funds, as protected under Title VII of the Civil Rights 
Act and as protected by the First Amendment. Here we are talking about 
discriminating and hiring on the basis of religion when using public 
funds. That is wrong.
  It is important to note that this marks the first time the charitable 
choice has been added to an elementary and secondary education program.
  Mr. Speaker, public education programs ought to be the last place 
that we should tolerate religious discrimination. Even the original 
author of the charitable choice in his legislative proposals to expand 
charitable choice provisions to other programs specifically carved out 
education programs.
  Mr. Speaker, a number of organizations have expressed opposition to 
discrimination based on religion with Federal funds, and I would like 
to read part of a letter which states the charitable choice provision 
also allows the government to give taxpayer money to religious 
institutions and then allows those religious institutions to refuse to 
hire certain taxpayers for taxpayer-funded positions because they are 
not of the right religion. While allowing religious institutions to 
discriminate on the basis of religion in their privately funded 
activities is quite appropriate, tax-funded employment discrimination 
is not.
  Mr. Speaker, that letter is signed by the American Association of 
University Women; the American Federation of Teachers; the American 
Jewish Committee; the American Jewish Congress; the Americans United 
for Separation of Church and State; the Anti-Defamation League; the 
Baptist Joint Committee on Public Affairs; the Central Conference of 
American Rabbis; the Council of Chief State School Officers; Friends 
Committee of National Legislation; Hadassah, the Women's Zionist 
Organization of America; the National Alliance of Black School 
Educators; the National Council of Jewish Women; the National Education 
Association; the National Gay and Lesbian Task Force; the National PTA; 
the National School Boards Association; People for the American Way; 
School Social Work Association of America; the Service Employees 
International Union, AFL-CIO; the Union of American Hebrew Congresses; 
and the Women of Reform Judaism.
  Mr. Speaker, I submit the complete text of the letter into the 
Record.

                                              Americans United for


                               Separation of Church and State,

                                                   Washington, DC.
       Dear Representative: We, the undersigned religious, civil 
     rights, civil liberties, and education organizations, are 
     writing to urge you to oppose the ``charitable choice'' 
     section of H.R. 3222, the Literacy Involves Families 
     Together, or ``Even Start'' bill. We urge you to oppose this 
     section because charitable choice is a frontal assault on the 
     First Amendments guarantee of the separation of church and 
     state.
       Attaching ``charitable choice'' to Even Start represents 
     the first time this controversial proposal has been included 
     in education legislation. Although ``charitable choice'' was 
     never envisioned to govern education programs, Even Start 
     opens the door to tax funding of religious schools in all 
     education programs in the future.
       The charitable choice provision also allows the government 
     to give taxpayer money to religious institutions and then 
     allows those religious institutions to refuse to hire certain 
     taxpayers for tax-funded positions because they are not of 
     the ``right'' religion. While allowing religious institutions 
     to discriminate on the basis of religion in their privately 
     funded activities is quite appropriate, tax-funded employment 
     discrimination is not.
       The charitable choice provision further threatens to 
     excessively entangle the institutions of church and state. 
     Despite the provisions in charitable choice that purport to 
     protect the religious autonomy of institutions that receive 
     tax money, the government will regulate what it funds. This 
     will result in government oversight, accounting and 
     monitoring of houses of worship and other religious 
     institutions.
       For these reasons, we strongly urge you to oppose the 
     ``charitable choice'' section of the ``Even Start'' bill.
           Sincerely,
         American Association of University Women
         American Federation of Teachers
         American Jewish Committee
         American Jewish Congress
         Americans United for the Separation of Church and State
         Anti-Defamation League
         Baptist Joint Committee on Public Affairs
         Central Conference of American Rabbis
         Council of Chief State School Officers
         Friends Committee on National Legislation
         Hadassah, the Women's Zionist Organization of America
         National Alliance of Black School Educators
         National Council of Jewish Women
         National Education Association
         National Gay and Lesbian Taskforce
         National PTA
         National School Boards Association
         People For the American Way
         School Social Work Association of America
         Service Employees International Union (SEIU), AFL-CIO
         Union of American Hebrew Congregations
         Women of Reform Judaism
         Rachel Joseph, Legislative Associate

  Mr. Speaker, family literacy programs are extremely important; and we 
should not be required to tolerate religious discrimination as a 
condition for the passage of this bill. Therefore, Mr. Speaker, I 
regret that I cannot support the bill and support the gentleman from 
Pennsylvania (Mr. Goodling) in this worthwhile endeavor, although I 
appreciate his hard work and dedication to education.
  Mr. GOODLING. Mr. Speaker, I yield 3 minutes to the gentleman from 
California (Mr. McKeon), another subcommittee chair.
  Mr. McKEON. Mr. Speaker, I thank the chairman, the gentleman from 
Pennsylvania (Mr. Goodling) for yielding me this time.
  Mr. Speaker, I rise today in strong support of the Literacy Involves 
Families Together bill. This legislation builds on a strong legacy of 
support for literacy programs by this Congress and in particular our 
Committee on Education and the Workforce chairman, the gentleman from 
Pennsylvania (Mr. Goodling). We believe that if children learn to read 
early their chance for success in school is much greater. At the same 
time, if the entire family is part of the learning process, all members 
of the family have the opportunity to reach their full potential.
  I have heard it said that the family that prays together stays 
together, and the family that plays together stays together. I would 
like to add that the family that reads together progresses together.
  With this bill, we will help break the cycle of poverty, unemployment 
and welfare that is often a result of illiteracy. This legislation 
accomplishes these goals through strengthened services under the Even 
Start literacy program. Specifically, H.R. 3222 provides more resources 
to train Even Start instructors. The need for more training is acute. 
For example, last year during a hearing on teacher preparation, we 
heard from a young African American teacher who was given a third grade 
class and told to teach them how to read. He had never had any training 
on teaching how to read.
  He was simply told, you know how to read; teach them how to read.
  He was frustrated. His students were not learning; and he was ready 
to quit. It was not until he received some additional training that he 
was able to really connect with and teach the children in his class and 
reach his full potential as a teacher.

[[Page 17755]]

  Passage of this bill will give reading instructors the additional 
help they need.
  Finally, I would like to take this opportunity to share my gratitude, 
along with my other colleagues, for the work of the gentleman from 
Pennsylvania (Mr. Goodling) on this important bill. As the author of 
several important literacy initiatives, including the Reading 
Excellence Act, the gentleman from Pennsylvania (Mr. Goodling) 
recognized long ago the need for quality reading programs for the 
entire family. I have had the privilege of serving with the gentleman 
from Pennsylvania (Mr. Goodling) on the Committee on Education and the 
Workforce since coming to Congress in 1993, and I have learned a lot 
from him on this and other education issues.
  This legislation culminates the outstanding work that the chairman 
has done on literacy and will be a highlight of his legacy when he 
retires at the end of the 106th Congress. His dedication to the young 
people of this Nation is extraordinary and should be emulated by all 
Members of this body. I am sorry to see him go but wish him well in all 
that he does.
  I urge all of my colleagues to support H.R. 3222.
  Mrs. McCARTHY of New York. Mr. Speaker, I yield 5 minutes to the 
gentleman from Texas (Mr. Edwards).
  Mr. EDWARDS. Mr. Speaker, a little over 24 hours ago, as a father, I 
was reading at home in Waco, Texas, my home, to our 3-year-old and 4-
year-old sons. As a father who cares deeply about encouraging my 
children to learn how to read and to enjoy reading and learning, I 
appreciate deeply the chairman's leadership in literacy programs before 
this and previous Congresses, but I rise tonight to express the same 
reservation mentioned by my colleague from Virginia (Mr. Scott).
  It seems to me to continue on a great program, and the program, the 
Even Start program is a great program, it is not necessary to use 
Federal tax dollars to allow organizations to discriminate against 
American citizens based simply on their own religious faith. It is not 
necessary to not only allow but to actually subsidize with Federal tax 
dollars religious discrimination in order to give children an even 
start in life.
  Mr. Speaker, I would like to ask, perhaps with the agreement of the 
gentleman from Pennsylvania (Mr. Goodling), if I could ask the chairman 
perhaps a question. With the chairman's indulgence, if I could just 
clarify a point by asking him a question, if I could, on page 20 of the 
bill it talks about treatment of program participants. In fact, if we 
go back to page 17 it talks about, under section 1213, religious 
organizations included and partnership participants.
  Could I ask the gentleman from Pennsylvania (Mr. Goodling), so we can 
be clear on the definition, when the term religious organizations is 
mentioned in this language does the chairman intend that that includes 
directly churches, synagogues and houses of worship or separate 
entities, perhaps secular separate entities set up by those churches, 
synagogues and houses of worship?
  Mr. GOODLING. Mr. Speaker, will the gentleman yield?
  Mr. EDWARDS. I yield to the gentleman from Pennsylvania.
  Mr. GOODLING. Mr. Speaker, it could be either, because we do not 
express in the legislation one or the other.
  Mr. EDWARDS. For clarification purposes, it would allow dollars to go 
either directly from the Secretary or from one of the partners directly 
not to Catholic charities but to St. Mary's Catholic Church and 
communities somewhere in our country. I appreciate that.
  One of the concerns that I have had about charitable choice in so 
many other bills is that what that then does is either require the 
Federal Government to not be accountable for how those dollars are 
spent or to actually have the Federal Government go in and audit the 
books of churches and synagogues and houses of worship.
  I see in the gentleman's bill actually language in there saying that 
if the church actually or house of worship separates the funds, then 
the Federal Government can only audit that particular account. Does 
that then mean if a church that gets this money directly under this 
program does not separate that, then the Federal Government will have 
to come in and perhaps audit all of the books of that church?
  Mr. GOODLING. Mr. Speaker, will the gentleman yield?
  Mr. EDWARDS. I yield to the gentleman from Pennsylvania.
  Mr. GOODLING. I would like to respond to the gentleman's inquiry. 
First of all, the church cannot be a fiscal agent. They cannot, in our 
legislation, be a fiscal agent.
  Mr. EDWARDS. They can receive the funds from the fiscal agent?
  Mr. GOODLING. Right. Secondly, only the partnership gets the money. 
The church itself cannot get the money. The partnership that the church 
is working with gets the money, not the church itself.
  Mr. EDWARDS. The church decides who to hire; the church does not get 
the money directly?
  Mr. GOODLING. They cannot get the money directly.
  Mr. EDWARDS. In this bill, okay. But I guess the point I would raise 
is that if the church is involved in hiring people and being 
responsible for expenditures of Federal tax dollars, it opens up the 
possibility that in some way or another a church or a house of worship 
is going to have to be audited in order to ensure the taxpayers that 
their monies are being spent for the purpose for which this bill 
intended.
  Mr. Speaker, clearly my greatest objection is not that this is good 
legislation. It has worked well and could continue to work well, but it 
is wrong even in the best of legislation to take our Federal tax 
dollars and give to any organization and say they can take those 
Federal tax dollars and put out a sign that says, such as a Bob Jones' 
related church they could say, no Catholic need apply here for a 
federally funded job.
  I understand why the Civil Rights Act says the Methodist church can 
hire a Methodist pastor, a Jewish synagogue can hire a Jewish rabbi. 
That is why there was an exception in the Civil Rights Act for that 
kind of quote/unquote discrimination, but the Civil Rights Act passed 
in the 1960s never envisioned Federal dollars going directly to 
pervasively sectarian organizations.
  In fact, I found it interesting in this bill it says it has to be 
consistent with the establishment/separation clause of the First 
Amendment of the Bill of Rights. The 1988 Kendrick case, Bowen versus 
Kendrick, basically said clearly one cannot send direct tax dollars to 
pervasively sectarian organizations.
  Mr. GOODLING. Mr. Speaker, I yield myself 30 seconds just to indicate 
that, of course, as I have indicated on Ms. Johnson's bill, these 
organizations who should really be participating when one is dealing 
with families and are trying to improve family life, would not 
participate, of course, if they have to give up their Title VII 
protection. The President, the Vice President, have both indicated very 
clearly, the President said common sense says that faith and faith-
based organizations from all religious backgrounds can play an 
important role in helping children to reach their fullest potential. I 
agree with that, and I believe that we have protected everybody in this 
legislation.
  Mrs. McCARTHY of New York. Mr. Speaker, I reserve the balance of my 
time.
  Mr. GOODLING. Mr. Speaker, I ask unanimous consent to extend the time 
by 10 minutes, to be divided and controlled between the gentlewoman 
from New York (Mrs. McCarthy) and myself.
  The SPEAKER pro tempore (Mr. Pease). Is there objection to the 
request of the gentleman from Pennsylvania?
  There was no objection.
  Mr. GOODLING. Mr. Speaker, I yield 2\1/2\ minutes to the gentleman 
from Delaware (Mr. Castle), our subcommittee chair.
  Mr. CASTLE. Mr. Speaker, I thank the gentleman from Pennsylvania (Mr. 
Goodling) for yielding.
  Mr. Speaker, I rise in strong support of H.R. 3222, the Literacy 
Involves Families Together Act, legislation to

[[Page 17756]]

ensure that every child and every adult has literacy skills they need 
to succeed. I also want to take a moment to commend the bill's sponsor, 
the gentleman from Pennsylvania (Mr. Goodling).
  As some of us may know, the gentleman from Pennsylvania (Mr. 
Goodling) was the driving force behind the National Literacy Act and he 
changed the way children learn to read with the enactment of the 
Reading Excellence Act.

                              {time}  2200

  Mr. Speaker, once again the gentleman from Pennsylvania (Mr. 
Goodling) is leading the charge to create a more literate society with 
the reauthorization of the Even Start Family Illiteracy Program, a bill 
he helped offer nearly 12 years ago.
  Like the gentleman from Pennsylvania (Mr. Goodling), I believe that 
the literacy skills of America's adults are simply not adequate to 
encourage individual opportunity, increase worker productivity, or 
strengthen our country's competitiveness around the world.
  According to the National Center for Educational Statistics, 
approximately 21 percent of the adult population, more than 40 million 
Americans over the age of 16, has only rudimentary reading and writing 
skills. An additional 8 million adults were unable to perform the most 
basic literacy test and a smaller percentage had such limited skills 
that they were unable to even respond to the survey.
  Sadly, studies show that illiteracy is an intergenerational problem, 
one that follows a parent-child pattern. Students who have not been 
exposed to reading before they enter school are at a significant 
disadvantage when compared with students whose parents read to them. In 
addition, students with illiterate parents are more likely to perform 
poorly in school, and they are more likely to drop out before 
graduation.
  The bill before us today, the Literacy Involves Family Together Act 
seeks to remedy these problems by improving the quality of services 
provided under the Even Start Family Literacy Program.
  Specifically, LIFT would require Even Start programs to base reading 
instruction on scientifically based research. As part of the National 
Reading Panel, the National Institute for Child Health and Human 
Development has conducted extensive research on the best way to teach 
children to read, and I believe it is of utmost importance for our 
literacy centers to make use of this data.
  LIFT would also fund a research project to find the most effective 
way to improve literacy among parents and reading difficulties and to 
help parents use their new skills to support their children's 
redevelopment.
  Finally, the LIFT act raises the quality of family literacy programs 
to allow States to use a portion of their Even Start dollars to provide 
expert training and technical assistance to Even Start providers and 
family literacy instructors.
  We live in a Nation where both the volume and variety of written 
information are growing and where increasing numbers of citizens are 
expected to be able to read, understand, and use these materials.
  Mr. Speaker, I commend the gentleman from Pennsylvania (Chairman 
Goodling) for his leadership and wish him a long and enjoyable 
retirement.
  Mrs. McCARTHY of New York. Mr. Speaker, I yield 4 minutes to the 
gentleman from New Jersey (Mr. Payne).
  Mr. PAYNE. Mr. Speaker, let me commend the gentlewoman from New York 
(Mrs. McCarthy) for managing this bill and for the hard work that the 
gentlewoman has done on this legislation that is so important to us, in 
particular, gun violence. And I would like to say that I associate 
myself with her fight to control that.
  As it relates to this bill, I would also like to pay my respects to 
the gentleman from Pennsylvania (Mr. Goodling), a gentleman that I have 
had the opportunity for the past 12 years to work with on the committee 
that has changed its name several times, the former Education and Labor 
Committee, now Committee on Education and the Workforce, and I would 
like to wish him a healthy and a useful retirement.
  Mr. Speaker, as a matter of fact, I had the privilege to chat with 
him on the elevator today and asked what is the gentleman going to do 
with all of his time. We know it is going to be used in a very positive 
way. And so I feel privileged to have served on the committee with the 
gentleman.
  I do, as many may know, for a number of years from around 1990 until 
about 1995, I introduced a National Literacy Day bill, which at that 
time under the other rules of the House if we had 218 Members to sign 
the resolution, it would come to the floor, and for a number of years, 
we moved the National Literacy Day.
  I do recall working very closely with the gentleman when we had White 
House conferences dealing with the question of literacy when the 
National Literacy headquarters was conceived and State literacy 
councils were formed.
  Mr. Speaker, I feel very close to this question of literacy, and 
Literacy Involves Families Together Act is certainly in the right 
direction. As I have indicated, this has been really one of my pet 
projects that I have worked with in many years. However, as the 
gentleman from Virginia (Mr. Scott), as he raised in a bill last week, 
which was also a very good bill dealing with welfare reform, but also 
in that piece of legislation, there was this question about Charitable 
Choice.
  It seems like every piece of legislation that we will see from now on 
will have this question about Charitable Choice. As we know, Charitable 
Choice provision allows the government to give taxpayer money to 
religious institutions and then allows those religious institutions to 
refuse to hire certain taxpayers for tax-funded positions, because they 
are not of the right religion. While allowing religious institutions to 
discriminate on the basis of religion in their privately funded 
activities is quite appropriate and no one opposes that, tax-funded 
employment discrimination is wrong.
  And as we know, it permits religious institutions that receive 
Federal funds to discriminate in their employment based on religious. 
It opens the door to tax funding of religious schools in all 
educational programs in the future. It harms religion by transforming 
religious ministries into administrative agencies of government 
benefits and services requiring them to terminate certain benefits, 
report on individuals, and otherwise police the system. It undermines 
the traditional role of religion. For that purpose, too, a bill which I 
commend, a bill that I feel embodied in what it stands for, because of 
this provision, which I see raising its ugly head continuously and 
continuously and continuously, for that purpose, I must oppose the 
bill.
  Mr. Speaker, I once again wish the gentleman from Pennsylvania (Mr. 
Goodling), who has done an outstanding work, a good retirement and good 
health.
  Mr. GOODLING. Mr. Speaker, I yield 1\1/2\ minutes to the gentleman 
from Georgia (Mr. Isakson), an important member of the Committee on 
Education and the Workforce.
  Mr. ISAKSON. Mr. Speaker, I thank the gentleman from Pennsylvania 
(Mr. Goodling) for yielding the time to me, and I associate myself with 
all the positive remarks that have been made about his service.
  I would observe that in most cases in the twilight of a politician's 
career, they search desperately for a legacy that is a testimony to 
that which they have done. Some find it in an edifice or a building, 
some find it in a last minute grant.
  But today we memorialize a legacy that walks all over America and is 
a tribute to the gentleman from Pennsylvania. It is young adults and 
children since 1988 who have learned together the fundamental key to 
success in life, which is the ability to read. This program supplies 
materials, sound fundamentals, and breaks the cycle and the stigma that 
is the biggest problem in adult literacy.
  We have learned in education that an adult who otherwise would be 
stigmatized and not go to learn will relish

[[Page 17757]]

the opportunity to learn with their child. That is the legacy of the 
gentleman from Pennsylvania (Mr. Goodling) and today's increase in that 
legacy is a testimony to what he has done.
  There are schools all over this country, but there is one in my State 
called Pitts Elementary, Mr. Chairman, 100 percent poverty, 100 percent 
free and reduced lunch in the middle of a public housing project. 
Because of Even Start and the materials, the techniques and using the 
resources of a community, in Pitts Elementary children without hope and 
hopeless parents learn to read.
  The generational cycle of literacy can only be broken when the child 
and the parent learn together, thanks to the gentleman from 
Pennsylvania (Mr. Goodling).
  Mrs. McCARTHY on New York. Mr. Speaker, I have no additional 
speakers, and I reserve the balance of my time.
  Mr. GOODLING. Mr. Speaker, I yield 1\1/2\ minutes to the gentleman 
from California (Mr. Bilbray). He can tell us just how important the 
program is, as well as the organization that helps support the program.
  Mr. BILBRAY. Mr. Speaker, I rise in support of the bill, and I would 
like to rise in respect to the chairman, the gentleman from 
Pennsylvania (Mr. Goodling), for all the hard work he has done with 
this issue.
  Mr. Speaker, I have had the privilege of cofounding the Literacy 
Council of San Diego County that serves over 3 million people in 
Southern California. And I must say sincerely that as we discussed 
opportunities and access for our citizens, there was an interesting 
term brought up called Charitable Choice. I would just ask all of us to 
remember what kind of choice this country is giving to the 20 percent 
of English-speaking learners who do not have a choice of being able to 
do what we ran into in San Diego County while I was chairman. They 
could not fill out an application for a job. They could not even find 
applications to be able to get government services to get training for 
the job.
  A lot of people may think this is an issue of just a child learning 
to read or an adult learning to read, and that is somebody else's 
problem, because my family knows how to read. My children are going to 
good schools. My parents know how to read. My brothers and sisters are 
literate.
  But let me tell my colleagues as someone who operated a system of 
criminal justice and social welfare that is larger than 32 States of 
the Union, that I found that 20 percent to 40 percent of the people 
that were in welfare and were in our criminal justice system were 
functionally illiterate. In fact, Mr. Speaker, I would just say if we 
want to fight crime, if we want to fight unemployment, we need to 
support bills like the gentleman's, and I thank him very much for his 
proactive stance on this project.
  Mr. GOODLING. Mr. Speaker, I yield 1\1/2\ minutes to the gentlewoman 
from Connecticut (Mrs. Johnson).
  Mrs. JOHNSON of Connecticut. Mr. Speaker, I thank the gentleman from 
Pennsylvania (Mr. Goodling) for yielding to me.
  Mr. Speaker, I congratulate him not only on the bill but for his 
leadership on education issues over many years, both as Member of the 
minority and then as chairman of the Committee on Education and the 
Workforce. I also congratulate him on not only having passed the Even 
Start bill in 1988, but having overseen what has happened under that 
legislation and bringing us tonight this legislation that improves the 
effectiveness of the Even Start program and improves the quality of the 
teaching that will go on under Even Start.
  Particularly, I want to commend the gentleman because he has never 
forgotten that children are the children of parents; that children grow 
up in families, and if children are not doing well, we need to look at 
both what the child needs and what their families need.
  The holistic approach to learning to read embodied in this bill is 
the right answer, not just for children, but for families. Research has 
shown for decades that children do better in school if their parents 
are interested in their progress in school. Yet, if parents themselves 
have not felt the power of education in their lives, they cannot 
transmit to their children a love of learning, a respect for learning, 
or the excitement that is necessary to motivate children to learn when 
they are young and accomplish the goals so important in elementary 
school.
  Mr. Speaker, I commend the gentleman for his leadership and thank him 
for his work over all of these decades here in the Congress.
  Mr. GOODLING. Mr. Speaker, I yield 1\1/2\ minutes to the gentleman 
from Michigan (Mr. Ehlers), a very important member of the Committee on 
Education and the Workforce.
  Mr. EHLERS. Mr. Speaker, I thank the gentleman from Pennsylvania (Mr. 
Goodling) for yielding time to me.
  Mr. Speaker, in the Congress all of us depend on each other in 
dealing with a multitude of issues that are before us. But without 
doubt, the gentleman from Pennsylvania (Chairman Goodling) has been Mr. 
Education to this Congress for many years. All of us have upon one 
occasion or another gone to him for advice on how to deal with issues 
regarding education. And I appreciate his efforts here.
  In regard to the bill, there are several points I wanted to mention 
that I think are outstanding. First of all, accountability. We have 
passed many, many different pieces of legislation dealing with 
education. Most of them have had very little accountability, most of 
them have not accomplished anything near what their potential was, and 
building accountability into this bill I think is essential.
  The gentleman's step toward helping parents and children learn 
together is a stroke of genius, something we need very badly. But, 
again, it has to be accountable to make sure that it happens; but it 
can be a wonderful experience for both parents and child. The emphasis 
on research standards is important. Much of the research done in 
education today is superb; much of it, unfortunately, is not very good.

                              {time}  2215

  Particularly in the difficulties of reading, the study of dyslexia, 
there is a great deal of work that needs to be done. Many people, 
including one of my dear grandsons, suffer from that disease, and it is 
incredibly difficult.
  The final point I would make is that science also can be important in 
teaching reading, and I have introduced a bill that the committee will 
shortly consider on that.
  The SPEAKER pro tempore (Mr. Pease). The gentlewoman from New York 
(Mrs. McCarthy) has 6 minutes remaining, and the gentleman from 
Pennsylvania (Mr. Goodling) has 1\1/2\ minutes remaining.
  Mrs. McCARTHY of New York. Mr. Speaker, I yield 3 minutes to the 
gentleman from Pennsylvania (Mr. Goodling) and ask unanimous consent 
that he be allowed to control said time.
  The SPEAKER pro tempore. Is there objection to the request of the 
gentlewoman from New York?
  There was no objection.
  Mr. GOODLING. Mr. Speaker, I yield 1\1/2\ minutes to the gentleman 
from Indiana (Mr. Souder).
  Mr. SOUDER. Mr. Speaker, I thank the chairman, and also want to 
commend his leadership on the education issue. As I was a staffer here 
for 10 years, 6 on the House side and 4 on the Senate, I watched as he 
moved Even Start through. I watched as he has tried to change Head 
Start back into a literacy program, to try to reach out to those who 
are hurting and those who are behind and actually get them up to the 
academic level with which to compete and to advance in school so that 
they have the opportunities that the rest of America has.
  I simply do not understand, in bill after bill after bill, why some 
Members on the minority side object to having an opportunity in this 
mix for faith-based organizations. The faith-based organizations that 
we are talking about are so narrowly defined by court decisions, they 
cannot spend taxpayers' dollars for any type of proselytization.
  In this bill, because it goes through education, they have to be 
cleared through the education institutions. We agreed that they have to 
have a separation of anything else they do, including child care, from 
this program.

[[Page 17758]]

  But many of the most innovative leaders in America, particularly in 
the black and Hispanic and other immigrant communities, are faith 
based. When they first come to America, in Fort Wayne, Indiana, not a 
hotbed of immigration, but we do have the largest Burmese immigration 
in the United States. We have, like many areas, a huge Hispanic 
immigration. We see areas of Fort Wayne, where the black churches have 
worked together and are now the agent for the Federal Government in 
housing partnerships, and as they try to redevelop the Hannah Creighton 
and work with Head Start and other programs, why if the school system 
decides they are not the best to do Even Start, what is this opposition 
so much to faith-based organizations?
  It is a shame for the minority leadership in this country, because 
they need back up at the grassroots level.
  Mr. GOODLING. Mr. Speaker, I yield myself 2 minutes.
  Mrs. McCARTHY. Of New York. Mr. Speaker, I yield 2 minutes to the 
gentleman from Pennsylvania (Mr. Goodling).
  The SPEAKER pro tempore. The gentleman from Pennsylvania is 
recognized for 4 minutes.
  Mr. GOODLING. Mr. Speaker, I would like to thank all of those who, of 
course, paid tribute to me, but I must say that we have had a wonderful 
working relationship in areas of education on both sides of the aisle, 
and could have accomplished very little even as chairman of the 
committee without that kind of cooperation. The gentlewoman from New 
York has been a joy to work with.
  My friend from Michigan and I have been battling for, he said 24 
years. I have been battling for 26, and he has been battling with me 
for 24. Not battling for ourselves, as none of the committee has been 
doing that, but what we are trying to do is make sure that every child 
in this country has an equal opportunity to get a piece of the American 
dream.
  As I indicated when we started, there is no way that can happen if 
they and their parents are illiterate, or even functionally illiterate 
in this 21st century. There was a time a parent could get a job, rear a 
family, and, of course, not let anyone know that he or she could not 
read, but that time has gone, and is gone forever.
  I would hope as we continue, as I have told the committee many times, 
and as someone mentioned from the other side, I hope my portrait in the 
room, the lips will move every time they are deliberating, and the lips 
will say, We want to make sure that we have results, not process; we 
want to make sure that it is quality, not quantity, because that is the 
only way, in my estimation, we can be successful in preventing the fall 
of this great Nation, which I truly believe will happen if we cannot 
successfully deal with the literacy issue.
  I want to thank the staffs. I have told the staffs over and over 
again what I will miss most of all when I leave this institution are 
the wonderful staffers that I have worked with for a long, long time.
  Sitting next to me, I want to truly pay tribute to Lynn Selmser. She 
has had to put up with me for 19 years. I do not know of anybody that 
has probably put up with a Member of Congress for 19 years and 
survived. But when there were literacy issues, she was there; if there 
were nutrition issues, she was there; if there were Impact Aid issues, 
she was there helping.
  So it has been a wonderful experience in the Congress of the United 
States. I am not going to say that I am going to miss the rigors of the 
job. I am surely not missing the campaign that all of you are involved 
in. In fact, I sit back and smile and say, go to it; I do not have to 
do that any longer.
  But I will miss our efforts that we jointly embarked upon to try to 
make sure that we do have a literate workforce, that our workforce can 
perform, that we do not have to rely on other countries to supply our 
people to do the $40,000, $50,000 and $60,000 jobs.
  We have lost a lot of time, because our whole effort from the very 
beginning was to try to make sure that we close that achievement gap, 
and we must close it, and I would hope that this legislation will go a 
long way to do that.
  I just hope that, as I leave, I watch the committee still making sure 
that every parent and every child becomes literate, so that no child 
goes to the first grade without the ability to learn and without the 
ability to read, because they will fail, and that will be one more 
tragedy.
  So, again I thank all the members of the committee, and thank all of 
the staff for the wonderful work that they have done over the years.
  Mr. Speaker, I yield back the balance of my time.
  The SPEAKER pro tempore. The gentlewoman from New York has 1 minute 
remaining.
  Mrs. McCARTHY of New York. Mr. Speaker, I yield myself the balance of 
my time.
  Mr. Speaker, I would like to close again saying there are many of us 
that support this amendment. I will also say that I have only been on 
the committee chaired by the gentleman from Pennsylvania (Chairman 
Goodling) for 4 years.
  Mr. Speaker, I have a great deal of respect for him, for the work he 
has done, and I know he has always put the children first. I support 
what he is trying to do with this amendment. The gentleman and I agree 
100 percent that if our children and parents cannot read, then we 
cannot lift up everyone.
  Again, it has been a pleasure working with the gentleman from 
Pennsylvania (Mr. Goodling). I am sure when I first got there he had no 
idea what kind of person I was going to be, but he found out I was 
actually the strong, quiet type, and only spoke when I found it was 
extremely important. He appreciated that, because I saved him time. We 
will miss you, Chairman Goodling, and it has been a pleasure being with 
you and learning from you over these 4 years.
  Mr. PAUL. Mr. Speaker, I appreciate the opportunity to explain why 
Congress should reject the Literacy Involves Families Together (LIFT) 
Act (House Resolution 3222), which aims to increase ``family literacy'' 
by directing money from the American taxpayer to Washington and 
funneling a small percentage of it back to the states and localities to 
spend on education programs that meet the specifications of DC-based 
bureaucrats. While all support the goal of promoting adult literacy, 
especially among parents with young children, Congress should not 
endorse supporting the unconstitutional and ineffective means included 
in this bill. If Congress were serious about meaningful education 
reform, we would not even be debating bills like H.R. 3222. Rather, we 
would be discussing the best way to return control over the education 
dollar to the people so they can develop the education programs that 
best suit their needs.
  Several of my colleagues on the Education and Workforce Committee 
have expressed opposition to the LIFT Act's dramatic increase in 
authorized expenditures for the Even Start family literacy programs. Of 
course, I share their opposition to the increased expenditure, however, 
my opposition to this bill is based not as much on the authorized 
amount but on the bill's underlaying premise: that the American people 
either cannot or will not provide educational services to those who 
need them unless they are forced to do so by the federal government.
  In contrast to the drafters of the LIFT bill, I do not trust the 
Congress to develop an education program that can match the needs of 
every community in the United States. Instead, I trust the American 
people to provide the type of education system that best suits their 
needs, and the needs of their fellow citizens, provided Congress gives 
them back control over the education dollar.
  The drafters of the United States Constitution understood that the 
federal government was incapable of effectively providing services such 
as education. This is why they carefully limited the federal 
government's powers to a few narrowly defined areas. This understanding 
of the proper role of the federal government was reinforced by the 
tenth amendment which forbids the Federal Government from controlling 
education, instead leaving authority over education in the hands of 
states, local communities and parents.
  Reinforcing that the scariest words in the English language are ``I'm 
from the federal government and I am here to help you,'' the American 
education system has deteriorated in the years since Congress 
disregarded the constitutional limitations on centralizing education in 
order to ``improve the schools.'' One

[[Page 17759]]

could argue that if the federally-controlled schools did a better job 
of educating children to read, perhaps there would not be a great 
demand for ``adult literacy programs!''
  Of course, family literacy programs do serve a vital purpose in 
society, but I would suggest that not only would family literacy 
programs exist, they would better serve those families in need of 
assistance if they were not controlled by the federal government. 
Because of the generosity of the American people, the issue is not 
whether family literacy programs will be funded but who should control 
the education dollars; the American people or the federal government?
  Mr. Speaker, rather than give more control over education to the 
people, H.R. 3222 actually further centralizes education by attaching 
new requirements to those communities receiving taxpayer dollars for 
adult literacy programs. For example, under this bill, federally-funded 
Even Start programs must use instruction methods based on ``scientific 
research.'' While none question the value of research into various 
educational methodologies, it is doubtful that the best way to teach 
reading can be totally determined through laboratory experiments. 
Learning to read is a complex process, involving many variables, not 
the least of which are the skills and abilities of the individual.
  Many effective techniques may not be readily supported by 
``scientific research.'' Therefore, this program may end up preventing 
the use of many effective means of reading instruction. The requirement 
that recipients of federal funds use only those reading techniques 
based on ``scientific research,'' (which in practice means those 
methods approved by the federally-funded ``experts'') ensures that a 
limited number of reading methodologies will, in essence, be ``stamped 
with federal approval.''
  In addition to violating the United States Constitution, the LIFT 
bill raises some serious questions regarding the relationship between 
the state and the family. Promoting family literacy is a noble goal but 
programs such as these may promote undue governmental interference in 
family life. Many people around the country have expressed concern that 
``parenting improvement'' programs have become excuses for the 
government bureaucrats to intimidate parents into ceding effective 
control over child-rearing to the government. While none of these 
complaints are directly related to the Even Start program Even Start 
does rest on the premise that it is legitimate for the federal 
government to interfere with the parent-child relationship to 
``improve'' parenting. Once one accepts that premise, it is a short 
jump to interfering in all aspects of family life in order to promote 
the federal government's vision of ``quality parenting.''
  In order to give control over education back to the American people, 
I have introduced several pieces of legislation that improve education 
by giving the American people control over their education dollar. For 
instance my Family Education Freedom Act (H.R. 935), provides parents 
with a $3,000 per child tax credit for K-12 education expenses incurred 
in sending their children to public, private, or home school. I have 
also introduced the Education Improvement Tax Cut Act (H.R. 936), which 
provides a tax donation of up to $3,000 for cash or in-kind donations 
to public or private schools as well as for donations to elementary and 
secondary scholarships. I am also cosponsoring legislation (H.R. 969) 
to increase the tax donations for charitable contributions, as well as 
several bills to provide tax credits for adult job training and 
education.
  Unleashing the charitable impulses of the American people is the most 
effective means of ensuring that all Americans have access to the 
quality education programs they need, and to make sure that those 
programs are tailored to meet the particular needs of the local 
communities and the individuals they serve.
  In conclusion, Mr. Speaker, I call on my colleagues to reject the 
LIFT Act and instead embrace a program of education and charitable tax 
credits that will give the American people the ability to provide for 
the education needs of their children and families in the way that best 
suits the unique circumstances of their own communities.
  Mr. CUNNINGHAM. Mr. Speaker, as the former Chairman of the 
Elementary, Secondary, and Vocational Education Subcommittee, I was one 
of the original supporters of the Even Start program at its inception. 
I rise in strong support of H.R. 3222 The Literacy Involves Families 
Together Act, and commend the gentleman from Pennsylvania for his hard 
work and dedication to our children and their literacy. It is because 
of his efforts that we have been able to reduce the number of 
illiterate individuals in our communities, and I find it a fitting 
tribute that this program will be named after him.
  We all realize that to succeed in today's society every person must 
be able to read and write. It is unacceptable that in a country as 
advanced as ours that we have millions of people who cannot read or 
write. H.R. 3222 helps to address this issue in several ways.
  First, it would improve the quality of Even start and other family 
literacy programs in several areas. It would provide training and 
technical assistance to local providers while at the same time assuring 
that the level of assistance does not decrease. It also requires that 
instructional programs are based on scientifically researched methods 
of teaching reading, and provides funding for research on teaching of 
reading to adults in family literacy programs. Finally, it establishes 
qualifications for instructional staff in Even Start programs whose 
salaries are paid with Even Start dollars.
  Additionally, H.R. 3222 provides for charitable choice by allowing 
government to consider religious organizations, as part of eligible 
partnerships on the same basis as other groups receiving funding. Our 
churches, Synagogues, Mosques, and other religious organizations have a 
long tradition of helping those in need in our country including 
helping those who cannot read. This legislation helps them to carry on 
with that tradition in ensuring every American can read.
  Finally, this legislation will help communities implement the 
inexpensive book distribution program which helps local communities 
provide books for disadvantaged children.
  Once again I urge passage of H.R. 3222, and yield back the balance of 
my time.
  Mr. HORN. Mr. Speaker, I rise in support of a very important piece of 
legislation, H.R. 3222, The Literacy Involves Families Together Act.
  Even Start, and other family literacy programs, serve the most 
vulnerable families in our Nation.
  According to the Department of Education, twenty-three percent of 
American adults were functionally illiterate in 1993.
  We cannot expect these adults, and their families to become self-
sufficient without literacy skills.
  By helping them to break the cycle of illiteracy, family literacy 
programs help families lift themselves out of poverty and dependency on 
government programs.
  H.R. 3222 ensures that Even Start, and other literacy programs are 
administered in the most effective way.
  This legislation provides technical assistance to local providers, 
establishes qualifications for teaching staff, and requires that 
instruction be based on scientifically proven methods.
  At the same time, it empowers parents to become involved in their 
children's education.
  As we all know, this is critical to a child's educational success.
  Additionally, children whose parents read to them are much better 
prepared to start school. They perform significantly better than those 
who have not been exposed to reading at home.
  Passing this legislation is the first step in opening up a world of 
opportunities, not only for children, but their families as well.
  Mr. Speaker, I am proud to support this legislation.
  I am encouraged by the bipartisan support for this bill, and I am 
hopeful that both sides of the aisle can work together for the sake of 
all of America's families.
  Mrs. McCARTHY of New York. Mr. Speaker, I yield back the balance of 
my time.
  The SPEAKER pro tempore. The question is on the motion offered by the 
gentleman from Pennsylvania (Mr. Goodling) that the House suspend the 
rules and pass the bill, H.R. 3222, as amended.
  The question was taken; and (two-thirds having voted in favor 
thereof) the rules were suspended and the bill, as amended, was passed.
  The title of the bill was amended so as to read: ``A bill to amend 
the Elementary and Secondary Education Act of 1965 to improve literacy 
through family literacy projects and to reauthorize the inexpensive 
book distribution program.''
  A motion to reconsider was laid on the table.

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