[Congressional Record (Bound Edition), Volume 149 (2003), Part 1]
[Senate]
[Pages 411-413]
[From the U.S. Government Publishing Office, www.gpo.gov]




          STATEMENTS ON INTRODUCED BILLS AND JOINT RESOLUTIONS

      By Mrs. FEINSTEIN (for herself and Mr. Voinovich):
  S. 140. A bill to amend the Higher Education Act of 1965 to extend 
loan forgiveness for certain loans to Head Start teachers; to the 
Committee on Health, Education, Labor, and Pensions.
  Mrs. FEINSTEIN. Mr. President, I rise today with Senator Voinovich to 
introduce legislation to expand the Federal loan forgiveness program to 
include Head Start teachers and administrators.
  Nationwide, only 22 percent of Head Start teachers have completed a 
baccalaureate or advanced degree program. In California, that number is 
even smaller: about 16 percent of Head Start teachers have completed a 
bachelor's degree.
  A survey completed by the U.S. Department of Health and Human 
Services in June 2000 called the Head Start Family and Child 
Experiences Survey, FACES, found a strong relationship between the 
education of the Head Start teacher and classroom quality. ``Teachers 
with higher education levels were found to be more sensitive and 
responsive to their children, to have more high quality language 
activities, and more creative activities in their classrooms.''
  Teachers with higher levels of education also had classes with more 
high quality language activities such as reading books to the children 
and provided more opportunities for children to develop skills in 
expressing thoughts.
  Equally important, teachers with higher levels of education were 
found to be more responsive and sensitive to the children in their 
classes.
  Head Start is one of the most important Federal programs because it 
has the potential to reach children early in their formative years when 
their cognitive skills are just developing.
  We know that poor children disproportionately start school behind 
their peers, they are less likely to count to 10 or to recite the 
alphabet.
  Providing low-income children with access to programs that encourage 
cognitive learning and prepare them to enter school ready to learn is 
important.
  Head Start is one example of a Federal program that has the potential 
to reach every low-income child; to help every eligible child learn to 
count to ten and begin to recite the alphabet.
  Many of our Nation's youngsters, however, enter elementary school 
without the basic skills necessary to succeed. Often these children lag 
behind their peers throughout their academic career.
  As taxpayers, we will spend millions on efforts to help these 
children catch up. Many of these children will never catch up.
  Several studies confirm the importance of providing low-income 
children with the opportunity early on to gain basic cognitive skills: 
a study conducted on a preschool program in Chicago showed that for 
every dollar invested, $8 was saved by society in projected costs. 
Additionally, 26 percent more children were likely to finish high 
school and 40 percent were less likely to repeat a grade.
  The National Head Start Association found that for every dollar 
invested in Head Start, at least $2.50 is saved because these children 
need less remedial education and are less likely to be on welfare 
programs or involved with the juvenile justice system that non-Head 
Start peers.
  The Rand Corporation found that for every dollar invested in early 
childhood learning programs, taxpayers save between $4 and $7 later by 
reducing the need for alcohol and drug treatment programs, special 
education programs, mental health services, and the likelihood of 
incarceration.
  We can save millions by providing low-income children with access to 
quality preschool where they will gain the necessary skills to succeed 
in school and life.
  In order to give every child a head start in life, we must continue 
to recruit qualified teachers to the Head Start field who have 
demonstrated knowledge and teaching skills in reading, writing, early 
childhood development, and other areas of the preschool

[[Page 412]]

curriculum with a particular focus on cognition learning.
  Obtaining and maintaining teachers with such qualifications is the 
only way to jump-start cognition learning and to ensure that our 
youngsters start elementary school ready to learn.
  In 2000, the Head Start 2010 National Advisory Panel presided over 
fifteen national hearings and open forums. The panel found: ``There was 
a tremendous amount of testimony about the fact that, despite increases 
resulting from Federal quality set-aside funding, relatively low 
salaries and poor or non-existent benefits make it difficult to attract 
and retain qualified staff over the long term.
  Witnesses stated that many staff positions remain vacant and turnover 
is likely to worsen if compensation does not improve significantly . . 
. comments included passionate exhortations for greater investment in 
staff, observing that, in Head Start . . . the quality of the program 
is tied directly to the quality of the staff.''
  Many Head Start programs in California are losing qualified teachers 
to local school districts in part because the pay is better, 
nationally, the average Head Start teacher made $20,700 in 2000 
compared to $40,575 for an elementary and secondary school teacher.
  Head Start teachers are making half of that elementary and secondary 
teachers are paid on average.
  Low pay, combined with mounting student loan debt, is a real 
deterrent to getting college graduates to become Head Start teachers.
  And every teacher Head Start loses impacts access to services for our 
Nation's youngsters.
  Today, there are no educational requirements for a Head Start teacher 
other than a child development associate CDA, credential, requiring 24 
early child education credits and 16 general education credits.
  By 2003, 50 percent of Head Start teachers will be required to have 
at minimum an associate or 2-year degree.
  Following the recommendation of the Head Start 2010 National Advisory 
Panel, I believe we must elevate the compensation to attract and retain 
qualified individuals to commit to long-term careers in Head Start.
  The loan forgiveness incentives in this bill are meant to encourage 
recent graduates, current Head Start teachers without a degree, and 
college students to enter and remain in the Head Start field. In 
exchange for 5 years of service, a Head Start teacher administrator 
could receive up to $5,000 of the Federal Stafford Loan forgiven.
  I believe we must continue to improve the Head Start program such 
that children leave the program able to count to ten, to recognize 
sizes and colors, and can begin to recite the alphabet, to name a few 
indicators of cognitive learning.
  This is just the first step. To further ensure cognitive learning, we 
must also continue to raise the standards and pay for Head Start 
teachers.
  Ensuring that our nation's youngster have access to highly educated 
and qualified teachers should be a priority of this Congress.
  I ask unanimous consent that the text of the bill be printed in the 
Record.
  There being no objection, the bill was ordered to be printed in the 
Record, as follows:

                                 S. 140

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

     SECTION 1. LOAN FORGIVENESS FOR HEAD START TEACHERS.

       (a) Short Title.--This section may be cited as the ``Loan 
     Forgiveness for Head Start Teachers Act of 2003''.
       (b) Head Start Teachers.--Section 428J of the Higher 
     Education Act of 1965 (20 U.S.C 1078-10) is amended--
       (1) in subsection (b), by striking paragraph (1) and 
     inserting the following:
       ``(1)(A) has been employed--
       ``(i) as a full-time teacher for 5 consecutive complete 
     school years in a school that qualifies under section 
     465(a)(2)(A) for loan cancellation for Perkins loan 
     recipients who teach in such a school; or
       ``(ii) as a Head Start teacher for 5 consecutive complete 
     program years under the Head Start Act; and
       ``(B)(i) if employed as a secondary school teacher, is 
     teaching a subject area that is relevant to the borrower's 
     academic major as certified by the chief administrative 
     officer of the public or nonprofit private secondary school 
     in which the borrower is employed;
       ``(ii) if employed as an elementary school teacher, has 
     demonstrated, as certified by the chief administrative 
     officer of the public or nonprofit private elementary school 
     in which the borrower is employed, knowledge and teaching 
     skills in reading, writing, mathematics, and other areas of 
     the elementary school curriculum; and
       ``(iii) if employed as a Head Start teacher, has 
     demonstrated knowledge and teaching skills in reading, 
     writing, early childhood development, and other areas of a 
     preschool curriculum, with a focus on cognitive learning; 
     and'';
       (2) in subsection (g), by adding at the end the following:
       ``(3) Head start.--An individual shall be eligible for loan 
     forgiveness under this section for service described in 
     clause (ii) of subsection (b)(1)(A) only if such individual 
     received a baccalaureate or graduate degree on or after the 
     date of enactment of the Loan Forgiveness for Head Start 
     Teachers Act of 2003.''; and
       (3) by adding at the end the following:
       ``(i) Authorization of Appropriations.--There are 
     authorized to be appropriated such sums as may be necessary 
     for fiscal year 2007 and succeeding fiscal years to carry out 
     loan repayment under this section for service described in 
     clause (ii) of subsection (b)(1)(A).''.
       (c) Direct Student Loan Forgiveness.--
       (1) In general.--Section 460 of the Higher Education Act of 
     1965 (20 U.S.C 1087j) is amended--
       (A) in subsection (b)(1), by striking subparagraph (A) and 
     inserting the following:
       ``(A)(i) has been employed--
       ``(I) as a full-time teacher for 5 consecutive complete 
     school years in a school that qualifies under section 
     465(a)(2)(A) for loan cancellation for Perkins loan 
     recipients who teach in such a school; or
       ``(II) as a Head Start teacher for 5 consecutive complete 
     program years under the Head Start Act; and
       ``(ii)(I) if employed as a secondary school teacher, is 
     teaching a subject area that is relevant to the borrower's 
     academic major as certified by the chief administrative 
     officer of the public or nonprofit private secondary school 
     in which the borrower is employed;
       ``(II) if employed as an elementary school teacher, has 
     demonstrated, as certified by the chief administrative 
     officer of the public or nonprofit private elementary school 
     in which the borrower is employed, knowledge and teaching 
     skills in reading, writing, mathematics, and other areas of 
     the elementary school curriculum; and
       ``(III) if employed as a Head Start teacher, has 
     demonstrated knowledge and teaching skills in reading, 
     writing, early childhood development, and other areas of a 
     preschool curriculum, with a focus on cognitive learning; 
     and'';
       (B) in subsection (g), by adding at the end the following:
       ``(3) Head start.--An individual shall be eligible for loan 
     forgiveness under this section for service described in 
     subclause (II) of subsection (b)(l)(A)(i) only if such 
     individual received a baccalaureate or graduate degree on or 
     after the date of enactment of the Loan Forgiveness for Head 
     Start Teachers Act of 2003.''; and
       (C) by adding at the end the following:
       ``(i) Authorization of appropriations.--There are 
     authorized to be appropriated such sums as may be necessary 
     for fiscal year 2007 and succeeding fiscal years to carry out 
     loan repayment under this section for service described in 
     subclause (II) of subsection (b)(1)(A)(i).''.
       (2) Conforming amendments.--Section 460 of the Higher 
     Education Act of 1965 (20 U.S.C. 1087j) is amended--
       (A) in subsection (c)(1), by inserting ``or fifth complete 
     program year'' after ``fifth complete school year of 
     teaching'';
       (B) in subsection (f), by striking ``subsection (b)'' and 
     inserting ``subsection (b)(1)(A)(i)(I)'';
       (C) in subsection (g)(1)(A), by striking ``subsection 
     (b)(1)(A)'' and inserting ``subsection (b)(1)(A)(i)(I)''; and
       (D) in subsection (h), by inserting ``except as part of the 
     term `program year','' before ``where''.
       (d) Conforming Amendments.--Section 428J of the Higher 
     Education Act of 1965 (20 U.S.C. 1078-10) is amended--
       (1) in subsection (c)(1), by inserting ``or fifth complete 
     program year'' after ``fifth complete school year of 
     teaching'';
       (2) in subsection (f), by striking ``subsection (b)'' and 
     inserting ``subsection (b)(1)(A)(i)'';
       (3) in subsection (g)(1)(A), by striking ``subsection 
     (b)(1)(A)'' and inserting ``subsection (b)(1)(A)(i)''; and
       (4) in subsection (h), by inserting ``except as part of the 
     term `program year','' before ``where''.

  Mr. VOINOVICH. Mr. President, I rise today to again join my friend 
and colleague, Senator Feinstein, to reintroduce legislation which will 
encourage young teachers to go into early childhood education, 
encourage further learning and credentialing of early learning 
educators, and lead to

[[Page 413]]

better education for our Nation's youngest children.
  There is no more important time in a child's life than their earliest 
years. Scientific research tells us that babies are born with 100 
billion neurons, or brain cells, that are waiting to make connections, 
or synapses, with one another. These synapses empower the brain and 
dictate healthy development and future learning. By the time a baby is 
three, 1,000 trillion connections have been made, twice as many 
synapses as most adults have.
  However, at age 11, children start eliminating those brain 
connections that have not been used, thus decreasing their potential 
for learning and development.
  To maximize their learning potential, we must begin to teach our 
children the necessary skills before they reach kindergarten. 
Researchers have found that focusing on these earliest years can make 
the greatest difference in a child's development and learning, and I 
know of few other programs that provide the same focus as Head Start.
  Our bill, the Loan Forgiveness for Head Start Teachers Act of 2003, 
is designed to encourage currently enrolled and incoming college 
students working on a Bachelor's or a Master's degree to pursue a 
career as a Head Start teacher. In exchange for a 5-year teaching 
commitment in a qualified Head Start program, a college graduate with a 
minimum of a bachelor's degree could receive up to $5,000 in 
forgiveness for their Federal Stafford student loan.
  I was pleased that in the 107th Congress, during debate over the No 
Child Left Behind Act of 2001, this bill was offered as an amendment 
and was overwhelmingly passed by the Senate. Unfortunately, the 
amendment was not included in the final version of the No Child Left 
Behind Act. However, the support our bill received in the Senate gives 
me great hope that this legislation will be enacted in the 108th 
Congress.
  When I was Governor of Ohio, we invested heavily in Head Start so 
that there was room for every eligible child in Ohio. Because of our 
efforts, Ohio is 4th in the nation in terms of children served by Head 
Start with nearly 38,000 students served in the year 2000.
  I have carried my passion for early childhood education with me to 
the U.S. Senate. I continue to believe that it is absolutely critical 
that we do more to help our young people prepare to begin school and it 
is why I was pleased to work with Senators Jeffords and Stevens to help 
pass the Early Learning Opportunities Act of 2000. Still, we must now 
do more to help those teachers who educate our youngest children.
  The results of a survey undertaken by the U.S. Department of Health 
and Human Services over the past two years has shown a significant 
correlation between the quality of education a child receives and the 
amount of education that child's teacher possesses. That is, the more 
education a teacher has, the more effectively they teach their students 
cognitive skills, and the more likely that students are to act upon 
those skills.
  Current Federal law requires that 50 percent of all Head Start 
teachers must have an associate, bachelor's, or advanced degree in 
early childhood education or a related field with teaching experience 
by 2003. Under Ohio law, by 2007, all Head Start teachers must have at 
least an associates degree. The more education our teachers have, the 
better off our children will be. Unfortunately, as we all know, 
education is expensive.
  In Ohio today, only 11.3 percent--242--of the 2,126 Head Start 
teachers employed in the state have a bachelor's degree. Additionally, 
less than 1 percent--20--of Ohio's Head Start teachers have a graduate 
degree. We must do more to help our teachers afford the education that 
will be used to help educate our children.
  Recruiting and retaining Head Start and early childhood teachers 
continues to be a challenge for Ohio and other states. The Loan 
Forgiveness for Head Start Teachers Act of 2003 will help communities, 
schools and other funded Head Start providers to meet the challenge of 
recruiting and retaining high quality teachers. It is one of the best 
ways that I know of where we can make a real difference in the lives of 
our most precious resource--our children.
  I am pleased to have been able to work with the National Head Start 
Association and Ohio Head Start Association, and my colleague Senator 
Feinstein, on this legislation, and I urge my colleagues to join as 
cosponsors of this bill.

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