    [Public Papers of the Presidents of the United States: George W. Bush (2005, Book I)]
    [January 12, 2005]
    [Pages 41-48]
    [From the U.S. Government Publishing Office www.gpo.gov]

    Remarks at J.E.B. Stuart High School in Falls Church, Virginia
    January 12, 2005

        Thanks for the warm welcome. Dr. Riddile,
    thank you for inviting me and Laura to come to
    your great school. He said, ``We're not very far from the White House.''
    I said, ``Fine. I'll just drive over.'' It turns out, I didn't see any
    traffic. [Laughter]
        I want to thank all the students who are here today. Thank you for
    coming to let an old guy speak to you. Dr. Riddile said, ``Make one thing--make sure you do one thing, Mr.
    President.'' I said, ``What is that?'' He said, ``Keep the speech short.
    Students can't wait to get back into class.'' [Laughter] Here we go.
        I also want to thank the folks that Laura and
    I got to meet earlier--teachers and superintendent, a parent. They
    explained to us why their school is so good. And we're here because this
    is a great school. I'll talk a little bit about that later on. But one
    thing for certain is that the philosophy of this school needs to be the
    philosophy of every school, and that is, you believe in the best for
    every student and you do what is necessary to make sure that every
    child--not groups of children but every child--can read and write and
    add and subtract and every child has got the potential to achieve his or
    her dreams in America.
        The first thing I want to do is congratulate the leadership of this
    school, the principal, the teachers, and the involved parents for a job
    well done.
        I want to thank Laura for traveling with me
    today. She's been traveling with me for a long time. [Laughter] And for
    a public school librarian, the highway has been a little bumpier than
    she probably thought. But she is--she shares the same passion I do, and
    that is to put systems in place to encourage every child to learn to
    read. And so thank you for coming, looking forward to working with you
    on education matters during the next 4 years.
        I want to thank Rod Paige, who's
    joined us. Rod is the outgoing Secretary of Education. Four years ago
    when I was looking at the Cabinet, I decided to pick somebody who had
    been on the frontlines of educational excellence. Rod was the former
    superintendent of schools in the Houston Independent School District.
    That's the frontlines, and the results of his hard work are noticeable
    in Houston. And I want to thank you, Rod, for not only serving in
    Houston but coming from the great State of Texas to serve our country
    for 4 years.
        I don't know whether the Senators will think this is breaking protocol, but Margaret
    Spellings is traveling with me today.
    Let's just say she is my domestic policy adviser and, if the Senate so
    decides, will succeed Rod as the Secretary of Education.

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    I don't know where you are, Margaret. There you are. Thanks, yes. I
    suspect that if confirmed, the seat will improve. [Laughter]
        Again, I want to thank Mel Riddile for being
    such a fine principal. He's what I would call an educational
    entrepreneur. You can't have a good school unless you've got a good
    leader. And the principal is the leader of the school, and I appreciate
    you. I appreciate your spirit. I appreciate your vision, and I
    appreciate the high standards.
        And I want to thank the superintendent of schools for recognizing
    that this good man is a good principal. And I want to thank you for
    being here, Jack. Jack Dale--Dr. Jack Dale is
    with us, who is the superintendent of the Fairfax County public school
    district. Thanks for taking on a big job.
        I was pleased to see that United States Senators from the great
    State--or the Commonwealth of Virginia have joined us. Senator John
    Warner is with us today. I'm honored you're
    here, Senator. Thank you for coming. Senator George Allen is with us.
    Thank you for being here, George. Congressman
    Tom Davis, proud you're here. A member of the
    Stuart PTA, I presume? At one time--after all, his daughter
    Shelley graduated from the high school here. I
    want to thank you all for coming.
        I appreciate the attorney general of the great State of Virginia
    joining us, Jerry Kilgore. I want to thank
    all the State and local officials. Thanks once again to the students and
    parents for allowing me to come today.
        This is one of the first stops in the year 2005 for me. And there's
    a reason why it's one of the first stops, is we are dedicated to doing
    everything we can at the Federal level to improve public education. You
    can't have a hopeful America without a public school system that's
    working to the best of its abilities. I'm optimistic we can achieve
    that, and I'm optimistic we can achieve a lot of things. I'm optimistic
    we can spread freedom and therefore peace around the world. I'm
    optimistic that we can continue to protect our homeland.
        I'm looking forward to working with our fellow citizens to continue
    to spread the great compassion of America. I want to thank those of you
    in this audience who have contributed to the tsunami relief effort. I
    appreciate so very much our fellow citizens for joining President
    Clinton and President Bush in lending your heart, through your money, to help those
    who suffer. The Federal Government will continue to remain focused on
    making sure the victims of that natural disaster get the best help
    possible.
        I'm going to continue to work in 2005 to keep this economy of ours
    strong so people can find work. And one way to do so is to keep your
    taxes low and to reduce the burden of junk lawsuits and needless
    regulations on our Nation's employers. Looking forward to making sure
    that, to the best of our ability, that health care is more affordable
    and available.
        It's hard for me to come to a high school class and look at our
    youngsters and say, ``The Social Security system is in good shape,''
    when I understand it's not. To the seniors of America, nothing is going
    to change when it comes to your Social Security check. But if this
    Congress doesn't join this administration in working to reform and
    strengthen Social Security, we will not be able to look at the high
    school seniors of today and say, ``We have done our duty in protecting
    Social Security for you,'' for after all, the system will be bankrupt by
    the year 2040. And now is the time for the United States Congress to
    join with the administration to save and strengthen Social Security for
    generations to come.
        To keep this country prosperous and to keep this country hopeful,
    we've got to make sure these public schools of ours stay strong. And we
    started on that road to strengthening every public school 3 years ago,
    when I signed the No Child Left Behind Act. The theory of this law is
    straightforward--it's pretty easy to understand--

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    that in return for Federal dollars, we are asking for results. That
    makes sense if you're a taxpayer. It makes sense, frankly, if you're an
    innovative teacher and a strong principal. We're leaving behind the old
    attitude that it's okay for some students just to be shuffled through
    the system. That's not okay. And 3 years ago, we began to change the
    system that too often had given up on a child, primarily those children
    whose mothers or dads didn't speak English as a first language or those
    children who may be growing up in inner-city America, whose mom or dad
    didn't have big income levels. This administration believes and most
    people in America believe that every child can learn.
        And so we're raising the standards for every public school in
    America. If you believe every child can learn, then it makes sense to
    raise the bar, not lower the bar. If you believe every child can learn,
    then it makes sense to measure to determine whether every child is
    learning. That's called accountability, accountability for results.
    Accountability is so crucial to achieve our goal for every child
    learning to read, write, and add and subtract. Accountability helps to
    correct problems early, before it is too late. Accountability enables a
    good teacher to test a curriculum as to whether or not that curriculum
    is working. Accountability allows principals and teachers to determine
    whether methodology is working. Accountability also is a way to make
    sure parents stay involved in the educational systems across our
    country.
        You know, for a while, in certain districts, a parent--you'd ask a
    parent, ``How is your school doing?'' And the parent's natural reaction
    is, ``It's the best there is.'' In some cases, like the parents here at
    Stuart High, they're right. But in some cases, because there was no
    accountability system, they were wrong. Accountability system allows a
    parent or a local official or concerned citizen to compare results from
    one school to another within a district and from one district to another
    within a State. And that's important, because by putting parents in the
    center of the school system, it not only encourages parental
    responsibility; it enables parents to demand reform when there--reform
    needs to be done. It enables parents, when they see excellence, to do
    what every parent should do, and that is thank the teacher and the
    principal for a job well done.
        Accountability systems don't work unless there are consequences. And
    so in the No Child Left Behind Act, if a school fails to make progress,
    parents have options. They can send their child to free after-school
    tutoring, or they can send their child to a different public school.
        For the past 3 years, thanks to Rod Paige's hard work, these reforms have been put into action. All 50
    States, plus the District of Columbia and Puerto Rico, have drawn up
    plans to measure performance in every school. And the reporting process
    is beginning to work.
        But more importantly than the process of putting reform in place is
    that we're beginning to see results. If you measure, you get to
    determine whether or not we're achieving things. Fourth grade math test
    scores across this Nation went up nine points between the years 2000 and
    2003. Eighth graders improved by five points in the same period. In
    other words, because we measure, I can now stand up and say we're
    beginning to close an achievement gap in America. We've got reading
    scores--reading scores for fourth graders increased in the vast majority
    of States that tested between 1998 and 2003, including Virginia. African
    American and Hispanic and Native American children are beginning to
    learn to read. There is a significant achievement gap in America, and
    that is not right. And we're closing that gap. And you know how we know,
    is because we measure, because we're willing to devise measurement
    systems, not at the Federal level but at the State level.
        The results in Virginia are strong. Last school year, 69 percent of
    the schools met

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    their target for progress. That's up 10 percentage points from the
    previous year. That's great. Except I'm now focused on the other 31
    percent, and I know the government here in Virginia will be as focused
    as well. Sixty-nine percent and an increase of 10 percent is really good
    news.
        But one day, I hope to be able to stand here in my term--or a future
    President or a future Governor--and say, ``We're up to 100 percent
    success in the great State of Virginia.'' That's what we want. We're not
    interested in mediocrity. We're interested in excellence, so not one
    single child is left behind in our country.
        African American and Hispanic students in your State improved their
    scores in reading and math. Things are happening in America. Things are
    happening in Virginia. A lot of it has to do with good principals and
    hard-working teachers, and I understand that.
        You know, the people of this country are probably saying, ``Why did
    you come to Stuart High School?'' And let me tell you why. It wasn't so
    long ago that Stuart High School was a troubled school. I can't remember
    what the words the principal used. I think he said that they deemed it
    to be a failure, if I'm not mistaken. Nobody--at least the people in
    this school didn't want to be called a failure. So you set out to do
    something about it. In 1997, the test scores were the lowest in Fairfax
    County and among the lowest in all of Virginia.
        By focusing on results and stressing the importance of reading, by
    making sure that the measurement systems focuses on each individual
    child, by not tolerating excuses for failure, this school has been
    turned around. And how do we know? See, I can say that with certainty--
    in other words, I'm not guessing. I'm not saying, ``Oh, you know, the
    principal looks like a pretty good guy, and the teachers sounded smart,
    and the students are cheering loudly.'' [Laughter] I know because you
    measure. The test scores in reading and math are now above the State
    average, and the trend lines are excellent. Dr. Riddile told me what you would expect. He said, ``I am really
    proud of the students here.'' He said, ``We're willing to do what it
    takes for the students to succeed.'' I like that attitude, and I hope
    the parents like that attitude as well: ``Whatever it takes for the
    students to succeed.'' He said, ``It's not magic. It takes hard work and
    smart work.''
        And that's something other schools can do. I'm here at Stuart High
    School because I want other schools who have got a student population as
    diverse as Stuart High School does to know that success and excellence
    is possible. And the goal for our high schools around our country is for
    them to achieve the same good results you've achieved here at Stuart.
    Seems like a realistic goal, and yet many of our Nation's high schools
    face serious challenges.
        Out of 100 ninth graders in our public schools, only 68 will
    complete high school on time. Now, we live in a competitive world, and a
    68 percent graduation rate for ninth graders is not good enough to be
    able to compete in this competitive world. In math and science, the
    problem is especially urgent. A recent study showed that American 15-
    year-olds ranked 27th out of 39 countries in math literacy. I don't know
    about you, but I want to be ranked first in the world, not 27th.
        I view the results in our high school as a warning and a call to
    action. And I believe the Federal Government has a role to play. As you
    can tell, I believe the Federal Government had a role to play in primary
    education, and I believe the Federal Government has a role to play in
    secondary education. Up to now, the reforms, as I've explained to you,
    focused on the primary schools. Today I propose a $1.5 billion
    initiative to help every high school student graduate with the skills
    necessary to succeed.
        Before you get too nervous, please understand that I strongly
    believe in local control of schools. I don't believe you can have
    innovation at Stuart High School if

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    the Federal Government is trying to teach you how to run your school.
        The role of the Federal Government is to serve as a funding source
    for specific projects and an instigator for accountability systems. The
    accountability system is, of course, devised by local people. The State
    of Virginia has devised its own accountability system. I don't believe
    in a Federal test. I believe a Federal test leads to Federal control,
    and I believe Federal control of the public school systems leads to
    failure. And so I believe the Federal Government has an obligation to
    help in a way that helps local districts and local schools achieve our
    objectives.
        Some of that money ought to be--that I've just announced will go to
    early intervention programs. Under this plan, high school teachers will
    analyze eighth grade test data for incoming ninth grade students so that
    when they see a student at risk of falling behind, the teachers and the
    parents can get together and design a program to help make sure that
    child can catch up, before it's too late. I believe in programs being
    flexible and uniquely tailored to each student's needs, just like you do
    here at Stuart High School. And so this program will enable and help
    school districts and schools intervene early, assess and design programs
    that meet the needs of that particular student.
        To support intervention plans, I believe we need to improve the way
    the Federal Government funds high schools. The Federal Government--oh,
    we've got a lot of programs designed to help high school students; over
    the years, programs have developed. The problem is they're like silos.
    They're prescriptions that may not meet the needs of the local high
    school or the local school district--you know, a program to promote
    vocational education or to prepare for college preparation or to
    encourage school restructuring. They all sound fine, and they're all
    important. But they may not be what is necessary for a particular school
    district or a high school to achieve the objective of teaching every
    child to read and write and add and subtract. So I believe we ought to
    consolidate the high school improvement programs so that States have the
    flexibility to choose the program that works best for their students.
        See, we've got to be careful about prejudging results in Washington,
    DC. We ought to say, ``You can achieve the results, and here's the
    flexibility necessary to do so.'' And by giving you flexibility, it
    means we're more likely to achieve the results that we all want.
        To ensure that the intervention programs are working and graduates
    are prepared, we need to be certain that high school students are
    learning every year. So the second component of my high school
    initiative is to measure progress with tests in reading and math in the
    9th, 10th, and 11th grade. Listen, I've heard every excuse in the book
    not to test. My answer is, how do you know if a child is learning if you
    don't test? We've got money in the budget to help the States implement
    the tests. There should be no excuse saying, ``Well, it's an unfunded
    mandate.'' Forget it. It will be funded. I've heard people say, ``You're
    teaching the test.'' If you teach a child to read, they'll pass the
    test. Testing is important. Testing at high school levels will help us
    to become more competitive as the years go by. Testing in high schools
    will make sure that our children are employable for the jobs of the 21st
    century. Testing will allow teachers to improve their classes. Testing
    will enable schools to track. Testing will make sure that diploma is not
    merely a sign of endurance but the mark of a young person ready to
    succeed.
        The principal of this great school said we spell hope: R-E-A-D. I
    thought that's a pretty darn good slogan. And the reason why that's a
    good slogan is, to make sure every high school student has a chance to
    realize his or her dreams, each graduate must read--must know how to
    read. You can't--you cannot achieve in America if you

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    cannot read, and yet too many of our children cannot read. And so I'm
    asking Congress to increase funding for my Striving Readers Initiative
    to $200 million. We'll use these resources to help more than 100 school
    districts train teachers in research-based methods so they can provide
    effective interventions for middle and high school students struggling
    in reading.
        There is such a program here at Stuart. One reason why Stuart is
    doing so well is because you've got an intervention program when it
    comes to reading. How do I know? I met with the intervener. [Laughter] I
    met with the person who designed the reading program. I met with the
    person whose force of personality is so huge that not only are people
    working on reading in reading classes, but they're doing so at P.E. and
    math. And that is the reading coach, Sandy Switzer, who is with us today. Thank you for your--she knows
    what she's talking about. And as a result, the high school students here
    are reading.
        And it sounds odd, doesn't it, for the President to stand up and
    say, ``We need to focus on reading in high school.'' But that's the
    state of affairs. Someday, when No Child Left Behind is fully
    implemented and kicked in, there are not going to need to be early
    intervention programs or intervention reading programs in high school.
    But today, we need them. And therefore, this program will help school
    districts make sure that at the very minimum, a high school graduate has
    got the capacity to read.
        I met with Zenab Abu-Taleb today. She is
    from Syria. And three of her daughters--one has gone to this school, and
    two others--by the way, one of them is going to college, which is a
    fantastic achievement for the family. And she was talking about what it
    means to have her daughters in Ms. Switzer's reading program. And I'm
    not going to put words in her mouth, but I will describe the excitement
    that she had in her voice when she talked about the fact that her girls
    are learning to read, are becoming literate. She did something pretty
    smart, though, by the way, and I hope other parents around the Nation
    follow suit. She said to her girls, ``You will be reading more than you
    watch TV.'' [Laughter] That's pretty hard to do.
        She's excited by the fact that Ms.
    Switzer and the teachers here are using
    research-based reading programs. I'm sure some of you are aware of these
    reading debates that go on around the country. Endless hours of air time
    are spent--``This one works. This one doesn't work.'' The only way you
    can know is you measure.
        And so Ms. Switzer has taken a program
    that achieves measurable results and is spreading it all across this
    school. And as a result, the students here are improving dramatically
    when it comes to reading. And as a result, test scores in other subjects
    are improving dramatically as well. Congratulations for a job well done.
        To make sure that people can find work in the 21st century, high
    school graduates also need a firm grasp on math. I'm proposing a $120
    million initiative to improve high school math. With these funds, school
    districts will set up programs to train math teachers in methods proven
    to succeed. Every student should be prepared in math so that every
    graduate has the skills necessary to succeed.
        I talked to Stuart Singer. He's a math
    teacher here. You may have heard of him. He's only been here 32 years.
    [Laughter] He recognizes what I recognize, that the best jobs are those
    that require math, some sense of understanding of math. And too many of
    our students don't understand that--understand math. And we've got to
    get it right. I want to thank you for teaching, Stuart. Stuart, by the
    way--you're not going to believe this--falls in the incredibly small-
    world category. He graduated from SMU in Dallas the same year that
    Laura graduated from SMU in Dallas. I asked them
    if they ever went to the bar together, but--[laughter]--both of them
    said no,

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    they were in the library, which--[laughter]--probably distinguishes
    their college career from mine. [Laughter]
        One of the things we must be willing to always do is raise the bar.
    We've got to continue to raise the bar in our high schools. And one of
    the best ways to do so is by promoting advanced placement and the
    international baccalaureate programs. At Stuart High, you've got a
    fantastic IB program. It really means that you're willing to challenge
    every student. That's what it says. It just says we're not going to be--
    we just simply will not accept the status quo, that we're going to try
    to bring innovative programs to this school to continue to raise the
    bar, to challenge students as best as we possibly can.
        Stuart, by the way, offers an IB course--
    or IB courses. He talks about former students that have come back from
    college that have taken the IB classes, and he says the sacrifice--they
    say the sacrifice is worth it. It makes a big impact. And that's
    important.
        And so for the students here wondering whether or not the American
    experience or the American future belongs to you--absolutely. But it's
    up to you to decide to continue to soar and to seek new heights. And
    this school--one reason Stuart succeeds is because the school
    continually raises standards and raises expectations.
        And that's what we need to do around the country. Every student with
    the passion and ability to take an AP or IB class should have the
    opportunity to do so. That's why we've increased Federal support for AP
    and IB programs--a 73 percent increase over the current amount is what
    I'm proposing. These programs will help school districts train teachers
    to offer college-level courses. In other words, you can't offer a
    program in a high school unless the teachers are trained to do so.
        And we also need to help low-income students pay for the tests. It
    does not make any sense that a family budget, when it comes to taking AP
    tests or IB tests, should stand between a student's dreams and the
    ability to take the test.
        Another way to encourage students to take demanding courses is
    through the State Scholars Program. In Virginia, you have a similar
    program which gives high schoolers an incentive to take advanced courses
    in math and science and other subjects. That makes a lot of sense.
    Taking high-level courses like these makes the graduates more likely to
    succeed. And so it makes sense for the Federal Government to work with
    the State government and the State government to work with the local
    districts to continue to provide incentives to encourage students to
    take tougher and tougher courses, to take a more rigorous course load.
    And so we're going to continue to fund State Scholars Programs around
    the country because they get results.
        And I believe another way to encourage students to take rigorous
    classes is to enhance the Pell grant scholarships for low-income
    students who've completed the State Scholars Program. High achieving
    students who take rigorous course loads will receive up to an additional
    thousand dollars during each of their first 2 years in college.
        Let me talk about our Nation's teachers. I was the Governor of Texas
    once, and one our great Governors was Sam Houston. And he had been a
    United States Senator and a Governor. He was actually the President of
    Texas. We were a country once. [Laughter] He had a lot of interesting
    jobs. He was quite a colorful character. They asked him, toward the end
    of his life, what was the most important thing he had ever done. He
    said, ``Being a teacher.'' I want to thank the teachers who are here.
    You've got a tough job, but you have a vital job.
        By the way, I want to thank the parents who take an interest in your
    child's education. A mom or a dad is the child's first teacher. And a
    school--I bet you've got a pretty strong PTA here, and I want to thank
    the parents for staying involved with the school. The teachers, I know,
    appreciate it. I'm sure the principal appreciates

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    it--most of the time. [Laughter] But I appreciate your involvement. It
    means a lot.
        Lastly, I want to thank the Congress for sending a bill called the
    Crayola Credit, which reimburses teachers for up to $250 of out-of-
    pocket classroom expenses. It's an important signal that we care about
    our teachers. It's a proper use of Federal legislation.
        We also passed a good piece of legislation that expanded loan
    forgiveness from $5,000 to $17,500 for talented math, science, and
    special ed teachers who teach at low-income schools. I thought that was
    a good piece of legislation. Unfortunately, it's about to expire. So I
    would hope the Congress--we can work with the Congress to make loan
    forgiveness permanent. It sends the right signals to our teachers and
    helps school districts that are looking for good teachers to attract
    those teachers.
        And finally, I believe the Federal Government can put a program
    together to help reward success for our teachers. I proposed a new $500
    million incentive fund to reward teachers who get results. Teachers
    could qualify for an award by raising student performance or closing the
    achievement gap or volunteering to teach in low-income schools. That
    will be up to the local districts, to decide how to disburse the money.
    But I think it makes sense to encourage excellence by providing a $5,000
    bonus to nearly 100,000 outstanding teachers across the country. The
    program won't be administered at the Federal level. It will be
    administered at the State and local level. But it's a way to help say to
    teachers, ``Thanks for a job well done. Here's a little extra because of
    merit. Here's our way of saying thanks for doing what you want to do,
    which is provide excellence.''
        And so here's some practical ideas for the Congress to consider as
    we head into a new session, to make sure that the good folks of this
    country understand that we're committed to education reform at all
    levels. We're making great progress because of the No Child Left Behind
    Act. I will vigorously defend the No Child Left Behind Act. We will not
    accept rolling back the accountability systems in the No Child Left
    Behind Act, because I believe the accountability systems are beginning
    to make a huge difference in the lives of children from all walks of
    life across this country.
        Here's some ideas to help ninth graders when they're coming into
    high school, so we can assess their problems and meet their needs before
    they lose hope, so the 68 percent graduation number soars. Here's a way
    to help reward teachers. Here's a way to provide good incentives. Here's
    a way to make sure that we achieve what we all want, the best school
    system in the world.
        Thank you for letting me come by to visit. May God bless you all.
    Thank you all.

    Note: The President spoke at 10:31 a.m. in the school's main gymnasium.