[Congressional Record (Bound Edition), Volume 151 (2005), Part 6]
[House]
[Pages 7392-7394]
[From the U.S. Government Publishing Office, www.gpo.gov]




               JASON KAMRAS, NATIONAL TEACHER OF THE YEAR

  The SPEAKER pro tempore. Under a previous order of the House, the 
gentlewoman from the District of Columbia (Ms. Norton) is recognized 
for 5 minutes.
  Ms. NORTON. Mr. Speaker, I come to the House for a joyful moment.
  On the front page of the Washington Post today is a very large 
picture of children of the District of Columbia and one of their 
teachers, who was entertained yesterday by President Bush at the White 
House to celebrate the fact that he has been named Teacher of the Year, 
the oldest and most prestigious award for teachers in our country.
  This is a young man who teaches at Sousa Junior High School in 
Washington, D.C. Jason Kamras is his name. He is a math teacher who 
graduated from Princeton University. What does he think to do with his 
life? Come to the District of Columbia to teach disadvantaged children 
in our elementary and middle schools.

[[Page 7393]]

  He began teaching in 1996. He took 2 years out because he thought he 
ought to go and get an education degree, and he went and got a master's 
degree in education, but came right back to the District of Columbia to 
teach math at Sousa.
  Typical of the way this young man approached his job is the student 
he first met when he was in middle school at Sousa. His name was 
Wendell Jefferson. He said, Wendell, you keep trying; you will do well. 
Wendell Jefferson went on to high school. When he got to high school, 
no longer under the care of Mr. Kamras, Mr. Kamras tutored him in math. 
Wendell Jefferson is now studying electrical engineering at Morehouse 
College.
  This story is perhaps emblematic of the way this young man approaches 
teaching. He lobbied his principal for double the time for students in 
math, with two teachers for each student. He redesigned the curriculum 
using technologies so as to adjust the curriculum to all learning 
styles. He took to heart this notion that every child can learn, those 
words which have become such a cliche, a cliche because we all know 
them to be true, but we do not know always how to unlock what makes 
them true.
  In his first year, using his new curriculum, these children went from 
80 percent below basic to 40 percent below basic. Something happened to 
almost 40 percent of them when they got a teacher who homed in on their 
individual needs. Now, we are talking about a school where all but 40 
of about 380 students qualify for the reduced price lunch. It tells us 
something of the poverty level of the students.
  Actually, the District of Columbia public schools look a lot like 
every big public school, except the Members of Congress see this one up 
close. We are very pleased to have a new superintendent, Mr. Janey, who 
is in the process of restructuring our public schools, but of course, 
the most basic restructuring of schools has to do, first, with the 
children in those schools, how the schools are restructured so that 
they are child-oriented and how are they restructured so as to 
understand the most important adult in each child's life during the 
school day is the teacher. Somehow or the other this young man, fresh 
out of college, understood that.
  He works from 7:00 a.m. to 7:00 p.m. according to his principal. My 
mother was a schoolteacher, so I want to say that those long hours are 
fairly typical of how teachers operate. They do not do it at school. 
They are working that hard because of the hours they put in at home in 
preparing to teach.
  But for Mr. Kamras, teaching in a big city school system was much 
more difficult than it was for my mother when she taught when I was a 
child because of the concentration of poverty in big cities today. This 
city was a much larger city, 200,000 people more than it has today, and 
it was far more mixed economically. Then, of course, people began to 
move to larger quarters in the suburbs leaving concentrations of 
poverty here. We have lots of middle-class people in the District, I am 
pleased to say, but we have large concentrations of poverty, and this 
is reflected in the scores.
  The fact that Jason Kamras was able not only to reach the children, 
but to reach the measurement, which I think is the right measurement; 
there is no way to get around the fact that test scores are the only 
way to know for sure that children are progressing. I wish there were a 
better way. I wish there were a more objective way, but that is it.

                              {time}  1730

  This teacher has somehow made these test scores go up.
  Mr. Speaker, I do want to quote something that he said, because it 
tells something of his world view. He said, ``My intense desire to see 
my school excel comes not only from an unwavering belief that all 
students deserve an excellent education, but also the unique role Sousa 
played in the civil rights movement.''
  This young man's world view gives him a sense that justice in the 
classroom must be done because he believes in justice in our country 
for African Americans, and he has brought it to bear right here in the 
public schools of the District of Columbia.
  I know you would want to, Mr. Speaker, congratulate him; I know this 
House would want to congratulate him. We take great pride in his 
achievement today, and we thank the President of the United States for 
honoring him.
  Mr. Speaker, I include for the Record the article I referred to 
earlier in my remarks:

                       [From the Washington Post]

                A D.C. Teacher's Day in the Rose Garden


    Math Innovator Is First From City to Be Declared Best in Nation

                (By Manny Fernandez and V. Dion Haynes)

       The sixth-graders were hunched over their desks behind the 
     metal-screened windows of the middle school--still digesting 
     the difference between similes and metaphors--as the 
     limousine carrying their school's best teacher pulled up to 
     the northwest gate of the White House yesterday.
       Welcomed at the gate, Jason Kamras made his way up the 
     driveway flanked with red tulips and walked into a limelight 
     that falls sparingly on the weathered urban school where he 
     has taught math for close to a decade.
       ``My children simply want the opportunity to pursue their 
     dreams,'' Kamras said as he stood in the Rose Garden beside 
     the president and first lady.
       The ceremony recognized Kamras, 31, as the National Teacher 
     of the Year. He is the first winner from a D.C. public school 
     in the contest's 53-year history.
       ``He's usually at work at 7 a.m., and he rarely leaves 
     before 7 p.m.,'' President Bush said as bright sunshine 
     streamed down on those who gathered for the event. Kamras 
     receives great joy, Bush told them, ``when a student 
     proclaims, `Mr. Kamras, I get it.'''
       Kamras smiled.
       At that moment--six miles and a world away--students in 
     Room 120 at John Philip Sousa Middle School had their rulers 
     out, drawing rectangles, some of them quiet and studious, 
     others loud and distracted.
       Sousa sits at the edge of a park east of the Anacostia 
     River, on the poorer side of Washington's dividing line 
     between the haves and the have-nots.
       With its tall chimney, the 50-year-old, red-brick building 
     looks more like a factory than a school.
       The white flag pole has no flag, and a sign near the 
     entrance declares that firearms are banned within 500 feet. 
     Two women were shot to death down the street several years 
     ago, and the metal detector that students walk through each 
     morning has turned up several knives.
       All but 40 of the roughly 380 students qualify for a free 
     or reduced-price lunch, a commonly used indicator of poverty. 
     A year ago, 46 percent of the students scored ``below basic'' 
     on reading tests, and 73 percent scored below basic in math.
       Kamras said he doesn't dwell on the negative. His focus is 
     on the faces in his classroom.
       ``They inspire me every day with their intelligence, 
     creativity and humor,'' he said in the Rose Garden yesterday. 
     Teachers ``can and do make a dramatic difference in their 
     lives every day.''
       He was fresh out of Princeton almost nine years ago, and 
     the middle school was showing signs of age, when he first 
     laid eyes on it.
       Sousa's principal, William Lipscomb, had fetched him from 
     the Minnesota Avenue Metro station in Northeast, and the two 
     men immediately found common ground.
       ``We both are from New York and we instantly bonded on 
     that,'' Kamras said.
       Two sixth-grade teachers, Carol Taylor and Elaine Stewart, 
     supplied Kamras with construction paper for his classroom and 
     a bit of an introduction to the school.
       ``Some of the things they raised were the lack of 
     resources. They talked about the socioeconomic challenges 
     that some students at Sousa face,'' Kamras recalled in an 
     interview this week. ``Some students here have encountered 
     violence personally.''
       But from the start, he said, he was determined to ``never 
     use the negative factors as predictors of ability or 
     potential.''
       During his first year of teaching, Kamras said, he sought 
     to get to ``know the students as individuals, taking the time 
     to learn who they are, what they care about, what their needs 
     are as learners.''
       Kamras made bridging the inequities in staffing and other 
     resources between urban and suburban schools a priority. He 
     got creative. He brought a cookie with colorful frosting to 
     class to illustrate circumference, diameter and radius. He 
     took his students to outings at the Lincoln and Jefferson 
     memorials and made time after school to encourage their 
     hobbies. He encouraged his students to take photographs of 
     community life, and their prints were put on display in city 
     offices at Judiciary Square and other places in the city.
       And he played chess with student Wendall Jefferson once a 
     week. ``He would routinely defeat me, and I was trying my 
     hardest,'' Kamras said.
       During those games he learned about the student and his 
     family, and he sought to inspire him to ``focus in class and 
     tap into the fullness of his potential.''

[[Page 7394]]

       ``I think I was learning as a first year teacher how to 
     engage students and bring their natural love . . . for their 
     hobbies into the classroom,'' Kamras recalled. ``I wanted to 
     use that as a catalyst.''
       Jefferson graduated from Sousa in 1999 as valedictorian, 
     and Kamras regularly tutored him in math and science when he 
     went on to high school. Now Jefferson is studying electrical 
     engineering at Morehouse College in Atlanta. He is the first 
     in his family to go to college.
       ``He said, `Wendall, you have great potential,''' recalled 
     Jefferson, 20, who attended the Rose Garden ceremony 
     yesterday. ``I said, `I'm destined to do great things.' He 
     said, `Always keep that dream.'''
       Kamras began ``early bird'' advanced math classes before 
     the regular school day began, working to prepare students for 
     the standardized test known as the Stanford 9.
       He also came up with an idea that doubled the amount of 
     math instruction by providing two teachers--teaching separate 
     classes--for every student. The program was started for 
     seventh-graders and then expanded to other grades.
       ``Our Stanford 9 scores went from approximately 80 percent 
     below basic to 40 percent below basic in one year,'' he said.
       Though the program continues in other grades, it was 
     discontinued for seventh-graders because there weren't enough 
     qualified teachers.
       Kamras said he steadfastly refused to let ``negative 
     factors shape my perspective.''
       At the White House, Kamras, who with his boyish looks could 
     have been mistaken for a student all dressed up, heard Bush 
     say, ``Your students are fortunate to have you in their 
     lives.''
       He shook hands with Bush and--holding his teaching award, a 
     glass apple on a plaque--posed for photos with the president 
     and first lady Laura Bush.
       Next year, he plans to travel the country to promote 
     innovative teaching techniques. He's taking today and 
     tomorrow off. But he plans on being back in the classroom, as 
     usual, first thing Monday morning.

                          ____________________