    [Public Papers of the Presidents of the United States: George W. Bush (2004, Book I)]
    [February 13, 2004]
    [Pages 213-219]
    [From the U.S. Government Publishing Office www.gpo.gov]

    Remarks in a Discussion on Parental Options and School Choice
    February 13, 2004

        The President. Thank you, John.
    Listen, I'm thrilled to be here. I love to come to centers of
    excellence. This high school is a center of excellence. It is a school
    that--I was so pleased to hear that 98 percent of the senior class will
    be going on to higher education. That is a--I would say that's what's
    called dashing false expectations, is the best way to put it.
        See, I would suspect that prior to coming to a place that demanded
    high standards and high excellence, people would say, ``Well, these
    certain kids can't learn.'' See, there's an attitude in our society that
    maybe certain children can't learn, so therefore let's have a system
    that just shuffles them through. But not at this school. This school
    believes in the worth and value of every child, that every child can
    learn. And therefore, this school is not afraid to raise expectations
    and set glorious heights and demand excellence. And as a result, you've
    achieved a startling achievement: 98 percent of the high school seniors
    are going to higher education.
        I want to congratulate you and congratulate Jim, congratulate the teachers, congratulate the parents
    but, most importantly, congratulate the students. I appreciate you
    setting goals and making the right choices to achieve those goals.
        This is a fabulous high school. It's a great place to come and talk
    about the expectations of our society. It's a great place to come and
    talk about how we can encourage people to achieve new heights. It's a
    good way to--it's a good place to come and talk about how you challenge
    the status quo when the status quo is promoting mediocrity. So thank you
    for letting me come.
        I appreciate so very much the Secretary of Education being here. He's going to say some words in a minute. You
    know, when I was looking for a Secretary of Education, I wasn't
    interested in finding a theorist, somebody who talked about the
    philosophy of the education or talking about somebody--trying to find
    somebody who has actually done it. And he was the superintendent of
    schools in Harris County, which is Houston, Texas. He understands the
    philosophy behind the law that we just passed a year ago, a law I'm
    going to talk a little bit about. He's doing a great job. He's a good,
    sound man. I've known him for a long time. I'm proud that he's serving
    us. Thank you for coming, Rod. I'm glad you're here.
        I noticed Tom Davis and Rodney
    Frelinghuysen, who are with us today,
    Members of the United States Congress, who pushed for the initiative I'm
    going to

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    describe. They're educational entrepreneurs. This is good legislation.
    I'm really proud of the work that you two gentleman have done on behalf
    of citizens and parents of this--of Washington, DC. It's really good
    legislation, and I want to thank you for your efforts.
        The Lieutenant Governor from Maryland, Michael Steele, is with us. He's a graduate of this fine high
    school. I appreciate you coming, Michael.
        I appreciate his Excellency Kevin Farrell for coming, and please give Cardinal McCarrick my very best. There's no finer person in
    our country than Cardinal McCarrick, and I'm proud to call him friend.
    He's a decent, decent man. The bishop said that he was in Kosovo, and--
    spreading love and American good will. No better person to do so than
    Cardinal McCarrick, by the way.
        Patty Weitzel-O'Neill is the
    superintendent. Thank you, Patty, for your hospitality. Elfreda
    Massie is the interim superintendent of DC
    public schools. Elfreda, thank you for being here. I want to assure you
    that the message you're going to hear today is one that says that all
    systems can achieve excellence. I believe that. I think it's very
    important for us to work not only in DC but around the country for a
    public school system that promotes excellence for every single child.
    And I want to thank you for your leadership and your willingness to take
    on a tough assignment. I appreciate you coming.
        And I want to thank the chairman of the board of the school. One of
    the toughest jobs in America is to be on the school board. You get all
    the complaints and none of the glory. But thank you and the board
    members for being here.
        I, again, want to thank the students so very much. We passed an
    interesting piece of legislation a couple of years ago called the No
    Child Left Behind Act. I love the sound of that because that's what I
    believe society must strive for. No child should be left behind. That
    kind of says some child or children may be being left behind, doesn't
    it? If the admonition is ``no child left behind,'' maybe some are, and I
    think they have been. And one of the reasons I think they have is
    because I don't think we've set the bar high enough.
        This society of ours must challenge what I've called the low--the
    soft bigotry of low expectations. That means when you lower the bar,
    when you don't believe in the human potential of a person, you're likely
    to get lousy results. So I think we need to raise the bar everywhere,
    just like you've done here at Archbishop High, to challenge every child.
        Then I think you've got to measure. See, I don't know how you know
    whether or not you're achieving excellence if you're not willing to
    measure. I hear people say around the country, ``I don't like tests.''
    Well, I didn't like them either--[laughter]--you know? But that's just
    the way it is. If you're going to try to figure out whether a child can
    learn to read and write and add and subtract early in life, you better
    measure. You better find out early, before it's too late.
        A society that doesn't want to leave any child behind is a society
    which says, ``Show me whether or not the curriculum is working. Show me
    whether or not the school is doing what it's supposed to be doing.'' I
    suspect Archbishop High is good because it not only sets the bar, but
    you're willing to measure. And when you find a child that needs help,
    you provide that child help.
        That ought to be the--that ought to be the paradigm, to use a fancy
    word, for every school district in America. We need to raise the bar.
    And so what we said here in Washington, DC, is we're willing to spend
    more money, particularly on Title I students. But for the first time,
    the Federal Government is asking the question, ``Can you show us whether
    or not we're achieving objectives?''

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        You see, we're tired of children being just shuffled through. It's
    time now to determine whether or not we're meeting the goal of, for
    example, every child reading at grade level by the third grade. That's
    not too much to ask, is it, for a society, to be able to read at grade
    level by third grade?
        So we set the goal. Now it's up to the school district to show us
    whether or not we're meeting the goal, and if not, there's extra money
    available to make sure that no child is left behind. But at some point
    in time, in order to challenge mediocrity where we find mediocrity,
    parents have to be given other options.
        And so the No Child Left Behind Act has got an interesting way of
    providing that for parents. We say, ``We measure. We post the scores. We
    look at results, and if the results don't measure up, a parent has got
    the ability to take extra money for tutorial work at a private
    institution or a public institution, or a parent can send a child to
    another public school.'' It's the beginnings of what's called school
    choice.
        But I didn't feel like, and Congress didn't feel like, and I know a
    lot of parents here in Washington didn't feel like that was enough. So
    we worked on a new initiative. It's an initiative that says, ``Here in
    Washington, we want all aspects of schools to work, so there's money
    available for the public school system.'' And I want to thank the
    Mayor, by the way, for his involvement
    in this project. And he said, ``As you're talking about school choice,
    make sure you don't forget the other schools as well, see.'' And so
    we've got money available to make sure public education can do the best
    it can possibly do. There's money available for the charter school
    movement, which provides parents interesting options.
        But there's also a new approach here in Washington that I want to
    talk about today. It's an approach that says there are school systems
    that are capable of meeting expectations, and when a parent has a child
    trapped in a school that won't teach and won't change, we've got to
    liberate that family, got to give them options. So the Congress wisely--
    and I might say with administration nudging or insistence--said, ``Why
    don't we provide a $7,500 scholarship for parents whose children go to--
    low-income parents whose children go to schools that aren't working, so
    that that scholarship can follow the child to a place like Archbishop
    Carroll High School.'' And there's $14 million, some of it for
    administrative purposes, but 90 percent of it is going to go to the
    families.
        This is an historic moment for education. It's the first time ever
    where the Federal Government has recognized that school choice is a
    viable alternative for parents. It's an opportunity for us to say to a
    mother or a dad, ``Here's your chance to achieve your expectation for
    your child.'' You see, a society that is responsible is one in which a
    mother and dad love their children with all their heart and all their
    soul. And a parent who does that wants the very best--the very best--for
    their children.
        And so this initiative is one that's the beginning of what I hope is
    change all across the country. It's the beginning of a go-by for other
    school districts and other communities. It says, ``Look, we want our
    public schools to succeed. We want them to do well, but we're going to
    raise the bar and raise expectations. And when we find children trapped
    in schools that will not change, parents must be given another viable
    option.'' And so here in DC, for the first time, hopefully starting this
    fall, parents will be given an option. When parents are dissatisfied,
    they will now have a chance to take scholarship money to send their
    child to a school of their choice.
        We've got some people here who understand what I'm talking about.
    We've got some grandmothers and moms and school-choice agitators. Well,
    I don't know, that's a little harsh, isn't it? Okay, advocates,
    advocates. Before we begin, I might ask the leader here about expectations. When a child comes to this school,
    tell me how

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    you achieve 98 percent graduates going to college.

    [John T. Butler III, president, Archbishop Carroll High School, made
    brief remarks.]

        The President. I appreciate the attitude. He's challenged the soft bigotry of low expectations by
    setting the bar high. You mentioned AP. You know, one of the things we
    need to do in America is to spread AP programs--that's called advanced
    placement programs. Those are high-quality, high-expectation, high-
    achievement programs. Too often, though, in our communities, a parent
    will take a look and say, ``I don't--I'm not so sure I want to pay for
    the AP exam. My budget can't afford it.'' I think Government ought to
    help people pay for the AP exam. Low-income people ought not to fear
    their child taking an advanced placement exam because they can't afford
    the fee. That doesn't make any sense. Plus I think we need to have money
    available to help teachers teach the advanced placement program. It's
    one thing to aspire to advanced placement, but if you don't have a
    teacher who knows how to teach advanced placement, it's not going to
    become a reality.
        But I appreciate the AP program. AP programs work. The AP program is
    part of a challenging curriculum. And once you pass the AP, you're--
    there's very little you can't accomplish, by the way. It means that
    you've excelled. I know you've got a lot of AP students here.
        Mr. Butler. We do. The faculty are
    really important in that regard as well. We are fortunate to have
    dedicated faculty who sacrifice a lot, and they give long hours to
    ensure that students are getting what they need. And they go beyond the
    call of duty, frankly, on a daily basis to ensure that they're providing
    support--even to today, we have students who are at Harvard, as a matter
    of fact. Our debate team is at Harvard.
        The President. Oh, I don't know what's so good about that.
    [Laughter] But----
        Mr. Butler. Well, I understand that
    you've spent some time there as well.
        The President. Well, I mean, I thought he was going to say Yale. But you know, that's all right.
    No, that's good, they're at Harvard. Yes. [Laughter]
        Mr. Butler. It is.
        The President. Yes, I went there, okay--much to the shock of some of
    the press corps. [Laughter]
        Mr. Butler. But I think giving our
    young people opportunities to get out of the building and get to
    universities in this community but outside of this community as well
    really helps to reinforce that. It also helps, too, to have alums such
    as Michael Steele--I'm glad he's with us today--to hold up as an example
    of what happens when you work hard.
        The President. Michael, good. Listen,
    Rod, why don't you share some thoughts.
    Rod took--I told you, he took on a tough assignment. And I will tell you
    the children in Houston, Texas, benefited from his leadership. And he's
    a good, solid citizen.

    [Secretary of Education Roderick R. Paige made brief remarks.]

        The President. I appreciate you--thank you, Mr. Secretary.
        Local control of schools is important because innovation oftentimes
    takes place in spite of government. Archbishop Carroll, obviously, has
    been able to survive without government telling them what to do, and
    you're doing what's right.
        But the other thing about local control of schools is the more power
    there is at the local level, the more parents have an opportunity to
    change things. And so one of the key components of the No Child Left
    Behind Act is that it's up to you to chart the path to excellence. We
    just want to know, see? That's all we're asking.
        The Federal Government is finally saying, ``Show us whether or not
    you're achieving the objectives, but you figure it out.'' And it's
    amazing what happens when parents decide to get involved. A lot of
    parents

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    think everything is fine with their school until the test scores show
    up, until there's comparison, until they take a look at--across
    boundaries. Say, in DC, I bet there's a lot of folks wondering why my
    school doesn't have a 98 percent college attendance with the seniors. So
    information is important, but empowering parents is important.
        Virginia Walden-Ford is with us
    today. She is--she is a great citizen in that she's willing to seize the
    moment to try to effect change. She's a tireless worker on behalf of
    children and parents. She's somebody who has made a difference. I want
    to welcome you here, Virginia. Tell us about your family. Tell us about
    what you're doing. Tell us about how you got involved with the Parents
    for Choice. She's the executive director, by the way, for Parents for
    Choice in DC movement.

    [Virginia Walden-Ford, executive director, D.C. Parents for School
    Choice, made brief remarks.]

        The President. One person can make a difference. Now
    Virginia has got to make sure that the
    parents who want to learn how the program works can find a resource. I
    know you will. There's--this--for example, this might stimulate a few
    phone calls. I suspect there's going to be some mothers and dads wanting
    to contact you to find out how the program works. How do you apply for
    the $7,500 scholarship? What does it take to be eligible? And how do we
    get the scholarship money out? We'll help. I know you got an advertising
    campaign getting ready to go.
        Mrs. Walden-Ford. We do. We have a
    bus campaign that begins on Monday. This past week, we spent time
    sending out forms, just asking parents to call for information,
    thousands of them. So we are in the field. We are activists. And I'm not
    embarrassed about being called----
        The President. I said ``agitators,'' don't change it. [Laughter]
        Mrs. Walden-Ford. Oh, okay--I'm not
    embarrassed. Well, I was----
        The President. That's not a bad word.
        Mrs. Walden-Ford. Look, look,
    Congressman Davis, I think I was a little bit of an agitator too.
    [Laughter] But when you believe in something, you fight for it, or you
    raise your voice and get on--and I know we got on Congressman's nerves.
    I know we did. But that was okay because we got it done.
        The President. I do too, occasionally, myself, you know? [Laughter]

    [Mrs. Walden-Ford made further remarks.]

        The President. Good job, thank you. Catherine Hill is with us today. Catherine is raising a niece, a nephew,
    and two grandsons. She is a--thank you for being here, Catherine. Would
    you mind sharing with us some of your thoughts?

    [Catherine L. Hill, aunt and grandparent of DC students, made brief
    remarks.]

        The President. Catherine made a
    decision early on that one of your nephews--was it your nephew or
    grandson?--went to school in Maryland. So that's what we call school
    choice. [Laughter] In other words, she said, ``I'm not satisfied. I've
    got high expectations for my loved one.'' And evidently, the
    expectations weren't being met, so you made a decision.
        Now, what we need to do is make sure the decision is closer to home.
    She's a resident in Washington, DC. She
    lives here. It's important that decisions be made more readily available
    for parents.
        I want to say something that Rod said,
    and it's very important. As you make those decisions, somebody might get
    the message and say, ``Wait, we're not doing something right. We must
    earn Catherine's support by raising
    expectations.'' Why--somebody ought to be asking the question, why is
    Catherine making a unbelievably tough call to drive hours to another
    State or out of this District to a State? And hopefully that causes
    somebody to say, ``Maybe we're not

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    doing something right. Maybe we ought to work harder to win the
    confidence of Catherine Hill or the Catherine Hills of the world.''
    That's what Rod was talking about. You see, when a parent makes the
    decision, votes to move a child, hopefully that will cause the response
    to be, we've got to do something better or something different. The
    customer is Catherine Hill and her children.
        And so I want to thank you for your story. More importantly, I want
    to thank you for setting such an unbelievable example. Imagine
    Catherine raising a niece, nephew, and two
    grandsons. That in itself is an overpowering job. And yet at the same
    time, you keep that clear vision about what is best, and I'm going to
    appreciate your example.
        Ms. Hill. And I also want to say that
    he graduated in June of 2003. So that's a blessing.
        The President. That is.
        Elizabeth Stallans is with us. I
    oftentimes tell people the toughest job in America is being a single
    mom. That's the hardest work in our country. And it's important for our
    school systems to make that job easier, not harder. And I appreciate you
    coming, Elizabeth. Thank you for being here. We look forward to hearing
    your story.

    [Elizabeth Stallans, parent of a DC student, made brief remarks.]

        The President. Thank you, Elizabeth.
    Very good. Thank you, Elizabeth. There's strong testimony. Thank you
    both.
        Listen, John, thanks for having us.
    I've got to say something about the Catholic schools in America. The
    Catholic school system provides an incredibly important service in our
    country. They serve as a model. They also take on a lot of students that
    are the so-called hard-to-educate but always do a good job. They're
    willing to help with the financially disadvantaged parent. Catholic
    schools are an incredibly important part of the fabric of our country,
    and I want to thank the educators who are here. I want to thank you for
    the service you provide.
        I know you share with me a deep desire that all schools do well, all
    school systems achieve the national objective, which is excellence for
    every child, regardless of their background. There's no doubt in my mind
    we can achieve it. In order to achieve it, you've got to have the right
    mindset, and you must be willing to challenge the status quo when it's
    failing. This society must be willing to never accept mediocrity when it
    comes to the education of our children.
        You know, the President has got a pretty big microphone. I've got a
    chance to spotlight success. And by coming here today, I am spotlighting
    success, this success that we want to be a success all over the District
    of Columbia. We want people to be able to compete with you,
    John.
        Mr. Butler. I look forward to that.
        The President. Yes, sir. I know you do, because you love children--
    --
        Mr. Butler. I do.
        The President. ----from the bottom of your heart. So do I. Thank you
    all for coming. I want to wish the seniors all the very best. I want to
    congratulate you. Would the seniors stand up, please?
        Thank you for letting us come. Thank you for letting me come.
    Remember, your senior year isn't over until you graduate. [Laughter]
    Good luck in college. Good luck whatever you decide to do.
        May God bless you. May God bless this high school. And may God
    continue to bless our great country.

    Note: The President spoke at 1:49 p.m. at Archbishop Carroll High
    School. In his remarks, he referred to James Mumford, principal,
    Archbishop Carroll High School; Bishop Kevin J. Farrell, Auxiliary
    Bishop of Washington; Theodore E. Cardinal McCarrick, Archbishop of
    Washington; Patricia Weitzel-O'Neill, superintendent of schools,
    Archdiocese of Washington; Lavern

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    Chatman, chair, Board of Trustees, Archbishop Carroll High School; and
    Mayor Anthony A. Williams of the District of Columbia.