[Congressional Record (Bound Edition), Volume 161 (2015), Part 8]
[Senate]
[Pages 11598-11599]
[From the U.S. Government Publishing Office, www.gpo.gov]




                               EDUCATION

  Mrs. FEINSTEIN. Mr. President, I wish to talk about our education 
system--why it is not working and what we can do to fix it.
  Ensuring every child in this country gets a high-quality education is 
critical to our country's future. Education remains the primary tool to 
obtaining a good-paying job and building a middle-class life. But too 
many children are not getting the education they need to succeed in the 
21st century workforce.
  Nearly 20 percent of students don't graduate from high school. For 
Hispanic and African-American students, the dropout rate is nearly 25 
and 30 percent, respectively.
  Hundreds of thousands of high-skilled jobs remain unfilled, and too 
many Americans find themselves stuck in low-wage jobs that can't 
support their families. Simply put, our education system is failing our 
children.
  There are a number of reasons for this. Our education system is one-
size-fits-all. Teachers are forced to teach to the test and our schools 
are not equipped with support services to address the many issues that 
prevent children from learning.
  In my view, the main reason we are falling short is that our 
education system is one-size-fits-all, which doesn't work in education. 
Students learn differently. Some flourish in large settings and others 
in small settings with more teacher attention.
  Students have varied needs based on where they live. Do they live in 
a rural area, suburb or city? What is their economic status? Is their 
family living in poverty? How is their home life? Are they raised in a 
single parent household? What are their individual interests? Do they 
like art and music? Or are they more interested in science and 
technology?
  A child who comes from an affluent home in the suburbs learns 
differently from a child living in poverty in a city. Both children can 
learn--if the right approach for each child is taken. We need to give 
States and local school districts more flexibility to do what is right 
for their students.
  Teaching to the test is another problem that plagues our education 
system. When the emphasis is placed on memorization rather than 
comprehension, or answering essay questions with a formula rather than 
reasoning and critical thinking, students are not actively engaged in 
learning.
  Students fail to gain the comprehension and critical thinking skills 
needed in college and to be successful in the workplace. That is a big 
reason why up to 60 percent of students who enroll in college need to 
take remedial English and math classes. Schools need to be places where 
children learn, not where children memorize.
  A child's life outside of school has a tremendous effect on his or 
her ability to succeed in school. Does a child get enough to eat at 
home? Are a child's parents working multiple jobs to pay the bills? Is 
there violence in the home? Is a child homeless?
  Our schools are not equipped with the support services they need, 
such as mental health professionals and basic health care services that 
help to address the issues that prevent children from learning.
  The good news is that we have solutions to these problems. They are 
in place, and they need to be implemented on a larger scale.
  During the 2013-2014 school year, California implemented its local 
control funding formula, which targets State funding for poor students, 
students of color, students with disabilities, foster youth, and 
English learners.
  Under this new formula, local districts can use that funding to teach 
these students in the way that best works for them. It has made a 
difference. For example, San Diego Unified School District plans to 
reduce class sizes from a 25-to-1 to a 22-to-1 student teacher ratio in 
29 of the most disadvantaged schools.
  The district also plans to look at resource equity and provide 
expanded access to counseling services and additional services for 
English learners and students with disabilities.
  We also need to expand charter schools and provide continued support 
to existing, high-quality charter schools. Charter schools tailor 
instruction to each student and are not bound

[[Page 11599]]

by traditional school district requirements.
  Every child deserves a quality education, and many children who 
struggle in underperforming schools go on to flourish in charter 
schools. Here are just a couple of examples from California:
  Nolan from East Los Angeles was reading below grade level when he 
enrolled in a charter school. Within 6 months, he had advanced two 
grade levels.
  Trina, a seventh grader in the Bay area, stated:

       I think KIPP teachers are extremely important because they 
     teach us everything we need to know to reach our goal of 
     climbing the mountain to college. I can remember back to my 
     very first day as a KIPPster. We learned that we would need 
     to ``work hard'' and ``be nice.'' Working hard meant that in 
     our English classes we would be reading and writing every 
     day. When I came to KIPP, I found out that I was at a second 
     grade reading level in the fifth grade! I was shocked, so I 
     worked hard and got to the sixth grade reading level by the 
     end of the year.

  Parents desperately want opportunities for their children, and 
unfortunately the demand for charter schools remains much higher than 
the supply. Currently in California, approximately 150,000 students are 
on waiting lists. We need to continue to invest in the expansion and 
development of charter schools so more children receive the education 
they deserve now.
  Providing support services to at-risk students has also proven to be 
successful. If students are less worried about meeting their basic 
needs and everything that goes on in their lives outside of school, 
they can learn.
  The Monarch School for homeless students in San Diego is a great 
example of this. It provides food, clothing, counseling, health care, 
and transportation to its students. And more than 90 percent of 
graduates go to college or pursue vocational training. We need to fund 
these kinds of support services in schools where children need them the 
most. We know that they work.
  Education remains the great equalizer in this country, but we have 
failed in giving all of our children access to the quality education 
they deserve. By directing extra resources where they are needed most 
and giving schools the ability to do what is right for their students, 
we can turn things around--for our children and our country.
  Mr. GRASSLEY. I suggest the absence of a quorum.
  The PRESIDING OFFICER. The clerk will call the roll.
  The bill clerk proceeded to call the roll.
  Mr. McCONNELL. Mr. President, I ask unanimous consent that the order 
for the quorum call be rescinded.
  The PRESIDING OFFICER. Without objection, it is so ordered.
  Mr. McCONNELL. Mr. President, I ask unanimous consent that at 10:45 
a.m. tomorrow, Thursday, July 16, the Senate vote on the following 
amendments in the order listed: Cruz amendment No. 2180; Sanders 
amendment No. 2177; Coons amendment No. 2243; Burr amendment No. 2247, 
as modified; Brown amendment No. 2100; Casey amendment No. 2242; Hatch 
amendment No. 2082; Warren amendment No. 2106; Schatz amendment No. 
2130; Murphy amendment No. 2186; Nelson amendment No. 2215, as 
modified; Manchin amendment No. 2222; Boozman amendment No. 2231; 
Baldwin amendment No. 2188; Capito amendment No. 2156; Thune amendment 
No. 2232; King amendment No. 2256; Schatz amendment No. 2240; and 
Warren amendment No. 2249.
  The PRESIDING OFFICER. Without objection, it is so ordered.

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