    [Public Papers of the Presidents of the United States: George W. Bush (2001, Book II)]
    [September 10, 2001]
    [Pages 1094-1098]
    [From the U.S. Government Publishing Office www.gpo.gov]

    Remarks in a Leadership Forum in Jacksonville, Florida
    September 10, 2001

        The President. It's about time he got it right, isn't it? [Laughter]
    Governor. [Laughter] Obviously, we were raised right, because
    Jeb's priority and my priority are the same; that
    is to make sure every child gets a good education in America. We
    understand--we understand--that an educated child is one that is much
    more likely to realize the great American experience. And it is so
    important that we get it right in America. And I'm proud of my
    brother. He's doing a really good job here in
    Florida, and I appreciate Jeb.
        And Jeb is right. I don't think education ought
    to be a partisan issue. I know reading is not a partisan issue. I mean,
    getting every child to read in America is an American issue, and it
    ought to be an American goal. And it is going to be for this
    administration.
        Jeb had the honor of introducing members of the
    statehouse and the State level that are going to make this happen. I
    traveled today with three members of the Florida delegation: the United
    States Senator, Senator Nelson, thank you for
    coming, sir. A Member of the House--Stearns
    and Crenshaw are with us, as well. Thank you
    all for being here. That is Ander Crenshaw.
        And we had a good discussion coming down. I said, ``We're going to
    go to a school that's showing what can happen when people get their
    minds together and focus on a goal.'' And the goal of teaching every
    child to read is an incredibly important goal, and I want to
    congratulate the teachers and the parents who are insisting that no
    child--[applause].
        And I want to thank Diane for having us. Diane told me she just moved down from Virginia. It's a
    wonderful--to me, a

    [[Page 1095]]

    wonderful sign of her dedication that she would leave Virginia Tech and
    to come down and put to work her skills, right here on the frontlines of
    education, a principal. So thank you for being here.
        I picked a good man to be the Secretary of Education. I know the superintendent of schools here, for Duval County, is here. There he is; thank
    you, Super, for being here. Well, I picked a man who had been the
    superintendent in Houston, Texas. I didn't want somebody who knew the
    theories of education. I wanted somebody who knew the practical aspects
    of education, somebody who had been on the frontlines, somebody who
    shares with me the belief that every child can learn, who is willing to
    challenge what I call the soft bigotry of low expectations--the feeling
    that if you lower the bar, you're going to get lousy results, and that
    we all ought to raise the bar--and that's my friend from Houston who is
    now the Secretary of Education, Rod Paige. Thanks for coming, Rod.
        Secretary Paige. Thank you, Mr.
    President. Thank you.
        The President. I want to thank the boys and girls who are here. I
    like to--sometimes when I see elementary school students or, for that
    matter, middle school students and sometimes high school--so I ask the
    question, do you read more than you watch TV?
        Audience member. Yes.
        The President. That's good, the one that said yes. Make sure you
    tell the truth. [Laughter] And that's an important question to ask,
    because it's so much easier to watch TV and not read. And yet, you learn
    so much more when you read. So all of us as parents have got to work
    hard to teach our children the importance of practicing reading and the
    importance of not watching TV--in all due respect to the camera folks
    back there--[laughter]--because reading is essential. And we've got to
    get it right as a nation.
        Now, lest I make the Governor feel
    uncomfortable, I'm absolutely against the federalization of public
    education. I believe that the best way to achieve excellence for every
    child is to pass power out of Washington and to trust the local folks.
        And I presume--I presume the good Governor is
    still doing what he said, which is to pass power out of Tallahassee to
    Jacksonville, because one size doesn't fit all, and it's important to
    empower people at the local level to have the--to give them the
    flexibility necessary to meet common goals.
        But the Federal Government can help, and it will help. In the bills
    that I've submitted that passed the House and the Senate, we've got a
    fantastic reading initiative started. First, there's the call for more
    money. And we need to put some more resources behind education, and we
    have in the budget--about $900 million a year for reading programs which
    will help local districts develop diagnostic tools necessary to
    determine whether or not children need help.
        You see, one of the fundamental aspects of making sure a child
    learns to read is, first and foremost, to diagnose the issue. How do you
    know if you don't diagnose? How do you know if you don't have the tools
    necessary to say that this young first-grader needs a little extra help
    when it comes to phonics or when it comes to fluency or when it comes to
    comprehension?
        And so the monies will be available for that--the monies that need
    to be available, as well, for teacher training. One of the unfortunate
    aspects that we find in many States is that there are great teachers who
    have got wonderful hearts who don't know how to teach reading, that
    don't know the science of reading. And we've got some of the scientists
    here who understand reading and how it works, and we're going to hear
    from them here in a minute, if we can ever get the President to stop
    talking. [Laughter]
        One of my dreams is to make sure that schools understand and have
    the resources

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    available for schools within schools. My attitude is, if it takes
    teaching reading all day long, do it and get it right before we move
    children through the system. We can't continue to shuffle them through.
        The other thing we've done is, we want to provide help for local
    districts. And I've got two things I want to talk about. First, we've
    got a parent guide that Rod's Department
    is going to put out. It's called ``Put Reading First,'' which is a way
    for parents to take a look, to determine whether or not the school
    districts around your city are doing what the scientists tell us need to
    be done. It's kind of a go-by, to make sure that what works is being
    instituted at the local level. There is nothing better, it seems like to
    me, than to arm parents and concerned citizens with the facts so they
    can ask the relevant questions to the school officials.
        And secondly, we're going to have what we call reading leadership
    academies around the country. And there is a lot of new data when it
    comes to what works. There is a lot of data on curriculum development,
    for example. There are a lot of fads, too, that seem to be working their
    way through the system.
        And it seems like, to me, a useful function of the Federal
    Government is to take the good folks out at the NIH, for example, that
    have studied the science of reading and send them around the country to
    meet with local citizens and school board members and superintendents to
    share the data, so that people know precisely what is working and what's
    not working, so that the good folks at the local level can cut through
    all the hot air and the finger pointing and the politics of reading and
    find out what works and then help implement it at the local level.
    Because what we find is, a good curriculum based upon the science of
    reading is necessary to make sure no child gets left behind. And that
    is, after all, the goal and the agenda.
        Now, I believe, and I know Rod
    believes and brother Jeb believes, and I bet you
    Diane believes, every child can learn. You
    start with the premise that every child can learn to read, not just a
    handful, not just some, not just a few from a demographic group but
    everybody. And that ought to be the goal of this country. And it starts
    with having a President set an ambitious goal, empowering local people
    to follow that goal, providing the resources necessary and also the
    sound science and the reform to make it work.
        I'm proud of the accountability system Florida has developed. You
    see, this country of ours needs to start asking the question, ``What do
    you know?'' A lot of times when there is no accountability, we guess. We
    wonder out loud, ``Oh, gosh, I wonder if he or she is learning to
    read,'' which means that the question ultimately asked in our system
    like that is, ``How old are you? Because if you're 10, we're supposed to
    put you here, and if you're 12, we're going to move you here.''
        And that has got to change. We need to start asking early, before it
    is too late, ``What do you know?'' And that means accountability
    systems. And not only do we need to know whether or not children can
    read, but if not, we need to correct early. And that's the goal, and
    that's the drive. And I will promise you, America will be a much better
    place when we teach--not if but when we teach every child in this great
    country to read.
        Thank you for having me, Diane. Brother
    Jeb, thanks very much. Thank you all.

    [At this point, the forum proceeded.]

        The President. Let me say something about him before he starts--go Seminoles! [Laughter] That's overt
    pandering.
        Gov. Jeb Bush of Florida. Be careful, George.
        The President. Just trying to make him feel better.
        He got very much involved--we got
    involved with the Reading Initiative in Texas when I was the Governor,
    and you know,

    [[Page 1097]]

    there's just so much debate about curriculum, and it gets pretty--people
    begin to get pretty prejudiced about the case. And so we decided to
    bring in some people that really knew what they were doing. Dr. Torgesen
    is one of them that came down to help a friend named Reid Lyons. Reid is out of the National
    Institutes of Health. These are folks--when you heard me talking about
    the science of reading, the scientists that are trying to figure out how
    it works as opposed to what might sound good. This is the kind of guy
    I'm talking about.
        Thank you for coming.

    [The forum continued.]

        The President. One point on that--the Bush boys, we can dominate;
    we've got the mikes--[laughter]--is that we've also taken the work that
    has been done to the NIH and have developed a simple go-by for Head
    Start Programs. And the purpose is to help the Head Start Program become
    much better at providing the essential skills for early reading to our
    kids. It's a perfect opportunity to take young kids and to give them
    just the essentials, so that when they finally get here, that as many
    people are at the same place as possible before the accountability
    systems kick in. And that's another one of the initiatives that makes a
    lot of sense, it seems like to me.

    [The forum continued.]

        The President. I'm glad you brought that up, because that's another
    place we could use a little help with the Congress. We had a good bill
    out of the House; I hope we can get it up on the Senate floor, to
    discuss on the Senate floor how to empower the folks of compassion in
    America. I mean, we've got some unbelievably generous groups of people
    in America. And a lot of them are found in faith-based programs. And
    this Nation ought not to fear faith. We ought to welcome it, and we
    ought to allow faith-based programs to access taxpayers' money, so long
    as they meet a need. And the need they're going to meet is to help every
    person realize the promise of America. And the two go hand in hand.
        We had a great friend of Rod's and
    mine out of Houston, one time stood up at a conference such as this, and
    she said--this is when I was the Governor--she said, ``Governor, reading
    is the new civil right.'' It's a pretty profound statement when you
    think about it, because if you can't read, imagine what society is going
    to be like for you. And if we're interested in having a society in which
    everybody gets to access the greatness of this country, then the goal
    has got to be and a goal we must meet is for every person to be able to
    read.
        And it's so important. And I want to thank you all for giving us a
    chance to come and highlight this initiative. It's an opportunity for me
    to say that, at the Federal level, both Republicans and Democrats are
    discussing this important issue. It's a priority of both parties. And
    I'm confident that with the right attitude in Washington--and we did
    need a little attitude adjustment in terms of trying to focus on good
    public policy instead of trying to tear each other down--that we can get
    a good bill out.
        Now, one has passed the House, and one has passed the Senate. Both
    bills have got really good features to them, and it's now time for
    people to act in the Nation's Capital and get the bill to my desk, so
    that people at the local level can start to plan and start to strategize
    and to make things happen in a positive way.
        There's too many of our kids in America who can't read today, maybe
    not in this school, but around the Nation there's just too many. And now
    it's time to wage war on illiteracy for the young and to whip this
    problem early.
        Thanks for having me.

    Note: The President spoke at 3:45 p.m. in the cafeteria at Justina Road
    Elementary School. In his remarks, he referred to Diane Gillespie,
    principal, Justina Road Elementary

    [[Page 1098]]

    School; John C. Fryer, Jr., superintendent of schools, Duval County
    Public School District; Joseph K. Torgesen, distinguished research
    professor of psychology and education, Florida State University; and G.
    Reid Lyon, chief, Child Development and Behavior Branch, National
    Institute of Child Health and Human Development, National Institutes of
    Health.