[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

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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

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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.

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    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).