    [Public Papers of the Presidents of the United States: George W. Bush (2004, Book I)]
    [January 8, 2004]
    [Pages 18-23]
    [From the U.S. Government Publishing Office www.gpo.gov]

    Remarks in a Discussion at West View Elementary School in Knoxville,
    Tennessee
    January 8, 2004

        The President. Thanks for coming. Melvenia, thanks. We are here because West View Elementary
    School is an example of what can happen when you have leadership that is
    willing to set high standards and to hold people to account and to
    realize every child can learn.
        One of the things that I've learned as a Governor, now as the
    President, that successful schools not only require a teaching corps
    that cares a lot and parents involved in the school, but it requires a
    principal who is willing to challenge mediocrity. And so,
    Melvenia, you're right. We're here because
    you've been successful, and the results show it. This school had been
    measured during the measurement process, early measurement process, had
    been a school that wasn't performing the way you wanted it or any
    citizen of Knoxville, Tennessee, would want. In other words, it was
    below standards.
        And now it's exemplary in math, above standards in reading. You're
    accomplishing that which we all want, and that is not one single child
    be left behind in the State of Tennessee and the city of Knoxville.
    You're doing a great job. Thank you for your hospitality.
        I mentioned the No Child Left Behind Act. We're here to discuss that
    piece of bipartisan legislation. It is legislation which I would call
    historic, because for the first time, the Federal Government is spending
    more money and now asking for results. See, in the past it used to be we
    would send a check and hope something happened. And now the Federal
    Government is sending checks-- at record amounts, I might add--for Title
    I students and teacher training and reading programs. But we're now
    saying, ``Listen, we trust you. We trust the Melvenias of the world and
    the teachers to accomplish a mission. Why don't you just show us that
    you are.''
        And so we've worked with States and local governments to develop an
    accountability system all around the country, accountability systems
    which says that, first of all, we believe in the worth and the
    intelligence of every child, an accountability system that says let us
    know whether or not every child is learning, accountability system that
    tests curriculum to determine whether they're working, accountability
    systems that enable us to address problems early before they're too
    late.
        The No Child Left Behind Act is a great piece of legislation which
    is making a difference around our country. We've got some people here
    from around America that are going to discuss what they're doing to
    accomplish the national objective in a positive way. The national
    objective is to challenge the soft bigotry of low expectations and to
    raise the standards for every single child.
        You don't know unless you measure. Listen, I've heard every excuse
    in the book about measurement. You know, ``You're

    [[Page 19]]

    testing too much.'' ``You're teaching the test.'' And, you know, ``Don't
    test.'' If you don't test, you have a system that just shuffles the kids
    through, and that's unacceptable. It's unacceptable to quit on a kid
    early and just say, ``Move through, and hope you learn.'' What you've
    got to do is measure to determine where they are, and then you can
    compare districts and compare States.
        And as a result of strong accountability measures and good teachers
    and more funding, the results are positive. The fourth grade math test
    scores around the Nation are up 9 points since 2000. In other words,
    we're beginning to achieve--meet national objectives, which is a more
    literate group of students. The reading--eighth grade math scores are up
    5 points. Fourth graders are now testing above--reading tests are
    increasing for fourth graders. We're making a difference.
        And I say ``we''; it's not the Federal Government that's making the
    difference. The Federal Government is a funding mechanism for Title I
    students and for some teacher training programs, but the truth of the
    matter is, the responsibility for educational excellence resides at the
    local level. Teachers must be free to teach. Principals must be free to
    lead. Superintendents of schools must be comfortable with making changes
    where change is needed. The best education policy is local control of
    schools, and that's exactly what's another part of the No Child Left
    Behind Act that's important for you all to understand.
        We've got some people here in the audience I want to introduce,
    before we get to our panel, that know something about education. They're
    on the frontlines of education reform. But before I do so, speaking
    about a guy who is on the frontline of education reform, the United
    States Senator from the great State of Tennessee, Lamar
    Alexander, is with us. He was a former
    Governor. He was willing to challenge the soft bigotry of low
    expectations before it was cool to challenge the soft bigotry of low
    expectations. He did a excellent job as the Secretary of Education under
    old Number 41--[laughter]--and is now a
    fine United States Senator. Senator, I'm honored you're with us today.
    Thank you for coming.
        Jimmy Duncan and Zach Wamp and Bill Jenkins and
    Marsha Blackburn are all Members of the
    United States Congress. Of course, this is Jimmy's district, as he was
    quick to point out at the airport. [Laughter] And he invited the three
    other Congresspeople with us today. But these are fine Members of the
    Congress. These are people that believe in the value and worth of every
    single child. They understand that public education is a top domestic
    priority of this administration. I thank them for being here, and I
    appreciate your good work on this issue. Thanks for coming.
        Charles Lindsey is with us. He's the
    superintendent of the Knox County schools. Charles, I'm honored you're
    here. I appreciate you coming. Bill Haslam is
    the mayor, newly elected mayor. Where are you, Bill? Thanks for coming.
    I'm glad you're here. My only advice is to fill the potholes and collect
    the garbage. [Laughter] Mike Ragsdale, who is
    the mayor of Knox County, is with us. Michael, thank you for coming, Mr.
    Mayor. I appreciate you being here.
        I met a fellow at the airport named Nat Foster. You probably haven't heard of Nat. Where are you,
    Nat? Oh, there you are. Thanks for coming. Nat is a--I told him at the
    airport, I said, ``You're a drill sergeant in the army of compassion.''
    You see, Nat is a--one of millions of our fellow citizens who has heard
    the call to love a neighbor just like you'd like to be loved yourself
    and is a mentor. He understands what I know, that the strength of the
    country is the heart and soul of our fellow citizens. The fact that
    people are willing to take time out of their busy life and to tutor a
    child, to serve as a role model for a child, and to teach a child how to
    read

    [[Page 20]]

    is a defining part of the American civic scene.
        And I appreciate Nat Foster being here.
    I appreciate his willingness to serve as an example for others. January
    happens to be National Mentoring Month. I hope others in the Knoxville
    area and all around Tennessee and the country, for that matter, follow
    the lead of a soldier in the army of compassion like Nat and serve your
    country and your State and your community by finding a child who needs
    adult guidance and mentor, to serve as an example. We can change America
    one heart and one soul and one conscience at a time.
        I'm joined today by the Secretary of Education. He was the superintendent of schools in Houston, Texas,
    when I was the Governor. I saw firsthand his deep desire to defeat
    mediocrity, to insist upon excellence for every single child regardless
    of their background. He had a deep understanding that every child can
    learn, and the system must understand that.
        I'm comfortable in asking the Congress for more money in the '05
    budget, which I will do. We've increased the Title I disadvantaged
    students spending by 52 percent since fiscal year '01. The teachers and
    principal program is up by 39 percent. The reading programs are up by
    over 400 percent. The reason I'm comfortable is because I know that at
    the helm of the Department of Education, we have a man who knows that
    putting money into a bad system is not money well-spent. Putting money
    into a system that believes in the worth of every child and is focused
    on results is money well-spent. And that man is Rod Paige. Rod, thank you for joining us. I'd be glad to
    have some comments.
        You've got something to say?
        Secretary Roderick R. Paige. Well, Mr.
    President, I do.
        The President. Because you better. [Laughter]

    [At this point, the discussion continued.]

        The President. Thank you, Rod. You
    see, what he's saying is, if you believe certain kids can't learn, guess
    what, they're not going to. If you believe certain children, based upon
    the color of their skin, can't learn, they won't. And the system will
    reflect that. Basically, at some school districts, I hate to say, the
    tendency is to say, ``Let's just move them through. They can't learn,
    therefore, why measure, why determine, why don't we just get them out of
    the way?'' That's unacceptable to America. It's unacceptable to our
    Secretary of Education. I appreciate the attitude of busting the status
    quo when the status quo is not meeting the great dreams of our country.
        Public education, we've got to get it right. It's the gateway to
    hope. It is essential for this country to have a public education system
    that responds to the needs of every child so that we can meet great
    objectives for this country. It's trite. It's been said a lot, but it's
    true: The future of the country depends on our capacity to educate every
    child.
        A person who understands that is Dr. Jim Pughsley from the Charlotte-Mecklenburg public school system. He's
    the superintendent of schools. And he and Rod have been superintendents before. The reason why he has
    been invited is because he brings an extraordinary record as the
    superintendent of schools. Seven years ago, African American fifth
    graders reading at grade level in the State of North Carolina were at 35
    percent in his district. Today, they're at 78 percent. All fifth graders
    7 years ago were at 59 percent. And now, they're at 86 percent.
        So not only has it been improvement for all students, the minority
    knowledge gap has closed dramatically. I'll let Jim tell you why, but as a result of these great results and
    his leadership and the leadership, obviously--I'm sure he'll tell you--
    of principals and teachers who get it, who understand that every child
    matters, he was named the 2003 Superintendent of the Year by the

    [[Page 21]]

    National Alliance of Black School Educators.
        Welcome. I'm glad you're here, Jim.
    Thanks for coming.

    [The discussion continued.]

        The President. I'll drop a fancy word on you called
    ``disaggregate.'' What he said, ``We're
    disaggregating results. We're focusing not just on the whole. We're
    trying to understand whether or not a black child is learning or a
    Hispanic child is learning.'' In other words, we're unwilling to accept
    the past, where everybody was just kind of measured all together. What
    we want to know is, we want to know specifically who is succeeding and
    who is not. And the No Child Left Behind Act provides additional Federal
    money to stay focused on those children who need help early.
        And that's an essential part. You see, these school districts
    measure. They see a child needs a little extra help in reading or an
    after-school program. There is money in the budget to focus on that
    child. And that's an essential change, an essential reform.
        Kathy Cox, who is the State school
    superintendent from the great State of Georgia, has joined us. She was a
    classroom teacher for 15 years. She is now the executive director of the
    Department of Education. I'm honored you're here. Why don't you share
    with us your experiences in the great State of Georgia.

    [The discussion continued.]

        The President. I want to pick up on two points she made. One is
    truancy and parental involvement. There's nothing like test results
    being published to get the attention of a parent. A lot of parents
    believe in the best, of course, and they believe that the school their
    child goes to was meeting all kinds of standards and is an excellent
    school. After all, they've been told that. That may not be the case. And
    so when you begin to publish the test results, it does enhance parental
    involvement. It encourages the parent to become involved.
        What the No Child Left Behind Act does, it not only provides extra
    help for a child that needs help early; it also gives parents more
    options in the process. A parent can take money and send that child to
    an after-school tutoring program--by the way, tutoring programs, the
    sponsor of which can be public-sector or private-sector programs. The
    child can send the--the parent can send the child to another public
    school. In other words, there is a consequence.
        Because one of the principles in the No Child Left Behind Act is
    we're not going to leave children trapped in schools that will not teach
    or change. There's time for schools to change. There's time for schools
    to use the accountability system to determine whether or not they're
    using the right curriculum or not. But there has to be an end to
    mediocrity at some point in time, and that's what the--it's for the
    parents, as far as the parents are concerned, so the parents have got a
    lot of different options now available when a school district takes
    Title I money. And that's a very important reform.
        But the most important part of the reform is that parents are now
    becoming more involved in their schools. After all, the child's first
    teacher is a mom or a dad. And it's essential, as the principal will
    tell you, that the more civic involvement you get with your schools, the
    more parental involvement you get with your schools, the more likely it
    is that school is going to be able to meet the objectives of the No
    Child Left Behind Act.
        Speaking about people who understand the need to use a curriculum
    that works, Norm Mishelow is with us. He is
    a principal at the Barton Elementary School in Milwaukee, Wisconsin. He
    has come south for some warm weather. [Laughter] Didn't work. [Laughter]
        Norman Mishelow. I think it's the same
    temperature here as there.

    [[Page 22]]

        The President. That's right. [Laughter] One of the things we've done
    is we've, at the Federal level, put a primary focus on reading. As I
    mentioned to you, the amount of reading money now available is an
    increase of 400 percent over the last 3 years. And what's important
    about reading programs is they actually work, not that they sound good,
    but they actually achieve the objective. And the way to determine
    whether or not reading programs work is to measure. If a child can read,
    it will show up on an accountability system.
        And Norm, why don't you tell us about
    what we call research-based reading programs and tell us about your
    school and what you're doing.

    [The discussion continued.]

        The President. A couple of observations. First of all, we're
    learning what works when it comes to reading. It's not guesswork
    anymore. For a while it was a guesswork. You might remember the great
    debates--capsulized, whole language versus phonics. There was a lot of
    political capital expended over that, and all of a sudden the
    accountability system starts to clarify reality. And as Norm mentioned,
    they've chosen a program and a curriculum that is now working. Why do we
    know? Because they measure. They're able to tell because there is a
    measurement standard. The other thing that happens when Norm's school does well, other schools say, ``Wait a minute.
    Old Norm doesn't seem to be all that good. How is he able to do what
    he's doing?'' [Laughter]
        Mr. Mishelow. Who are you talking to?
        The President. Well--[laughter]--just guessing, Norm. [Laughter] But he serves as a go-by. See, when you
    have accountability and you lay the results out for everybody to see,
    all of a sudden people start saying, ``What's Norm doing that I'm not
    doing?'' Because as Norm mentioned to you, he's taken a school of
    children who, you know, that are the--as we say--used to say, tough to
    educate, and showing what can happen. I appreciate, Norm, your
    leadership. You said you've got a great staff. You do. It also--you're a
    educational entrepreneur, somebody who is willing to focus on what
    works. And thank you for what you're doing. I appreciate--I know the
    people of Milwaukee are thrilled that you are where you are.
        With us as well is Margie Willis, Grace
    Christian Elementary, Hattiesburg, Mississippi. Grace Christian is a
    Title I school, receives Title I money. Title I, by the way, for those
    who aren't aware of the term, are Federal monies aimed at economically
    disadvantaged kids. It's an important part of the Federal funding--or
    the education funding program. It's a commitment that the Federal
    Government has made, will continue to make.
        But Margie is a literacy coach. That's an
    interesting term, isn't it? She is--has met--the students have met
    expectations. Tell us about your school, Margie. Tell us what you're
    doing, and tell us how you've been so successful.

    [The discussion continued.]

        The President. Well, I appreciate you. Thank you so much. By the
    way, research-based reading means phonics, in essence. And it is--it
    works. It works, and we know it works, and you've heard personal
    testimony that it does work. And I would urge schools that aren't using
    research-based reading programs to take a look at them. If you're not
    meeting standards, listen to the personal testimony of people in the
    frontline of public education and listen to the joy in their voices
    about achieving fantastic results and watching all the kids from all
    walks of life, all economic backgrounds succeeding.
        I'll never forget, one time we were in Houston, and Rod had a--he didn't call her a reading--a literacy
    coach. He called her a reading czar, but anyway--czarina in this case.
    And she stood up and said, ``Reading is the new civil right.'' And we're
    getting it right in more and more schools. I want to thank both of you
    all for being

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    on the front edge of change. Thank you for your examples.
        Jerry Hodges is with us today. He's the
    executive director of Project GRAD based right here in Knoxville,
    Tennessee. Project GRAD is a nonprofit trying to close the achievement
    gap by talking about and spreading curriculum that works. Thanks for
    coming.

    [The discussion continued.]

        The President. Well, I appreciate it. Thanks, good job. Thank you.
        Nonprofits, corporate Tennessee, people who care about the future of
    your State need to follow the example of Project GRAD and become
    involved in your school districts. I appreciate the superintendent and
    the school board members for reaching out and understanding that
    educational excellence is a local responsibility. I mean, people really
    shouldn't hope that the Federal Government develops the blueprint for
    success. That's not our role. And you don't want a one-size-fits-all
    education approach. You want a--the best education reform comes when the
    local people decide to reform, when your principals reform, when the
    people running at the State level reform, when businesses and local
    community leaders say, ``Wait a minute. We're not happy with the way
    things are. Let's change for the good of everybody.''
        And that's what's taking place here in Knox County schools. I want
    to thank you for that. Listen, I want to thank you all for coming. I'm
    honored our panel came from around the country to share with us the
    stories of success. And by the way, we're just beginning in America.
    See, one of these days, we won't have enough room on the stages as we
    bring people from all around the country to talk about what is
    happening, the tremendous success as a result of the No Child Left
    Behind Act. I'm honored you all came. I want to thank you again for
    believing in every child and raising that bar and believing in the worth
    of every individual.
        May God bless your work, and may God continue to bless our country.
    Thank you for coming.

    Note: The discussion began at 11:14 a.m. In his remarks, the President
    referred to Melvenia Smith, principal, West View Elementary School; and
    Mayor Bill Haslam of Knoxville, TN. The President also referred to Title
    I of the Improving America's Schools Act of 1994 (Public Law No. 103-
    382), which amended Title I of the Elementary and Secondary Education
    Act of 1965 (Public Law No. 89-10).