    [Public Papers of the Presidents of the United States: George W. Bush (2006, Book II)]
    [October 5, 2006]
    [Pages 1783-1789]
    [From the U.S. Government Publishing Office www.gpo.gov]

    Remarks at Woodridge Elementary and Middle Campus
    October 5, 2006

        Thank you all. Thank you for the warm welcome. Thank you for
    inviting Madam Secretary and me to your
    school. It's nice to be introduced by somebody with a Texas accent.
    [Laughter] She's a good buddy, and she is doing a fine job as the
    Secretary of Education. And so, Margaret, thank you very much for your
    service.
        I'm glad to be at Woodridge as well. I'm here because this is one of
    America's fine public charter schools. I'm here to remind people that
    charter schools work, and they can make a difference in the lives of our
    children. So I want to thank you for letting me come. I want to thank
    the teachers and the administrators and the principals--and the
    principal for setting high expectations. I know
    that sounds simple, but you know what happens when you set low
    expectations? You get low results. And so a center of excellence is
    always a place of learning where people believe the best. And I want to
    thank the folks here for setting high expectations. I want to thank you
    for achieving results.
        I applaud the parents of the students who are here for being--and I
    applaud you for being involved in the life of your children,
    particularly when it comes to one of the most important aspects of their
    development, and that is school. And I want to thank the students for
    letting me come too.
        I want to thank Mary, the principal. You
    know, one of the things I have found, and I've spent a lot of time in
    schoolhouses as a result of being the Governor and the President, is
    that a good school always has a good principal. And Mary Dunnock must be
    a good principal because this is a good school. And I applaud you for
    being an educational entrepreneur. An educational entrepreneur is
    somebody who is willing to challenge failure and mediocrity if she finds
    it because failure and mediocrity are unacceptable in any classroom
    anywhere in the United States.
        I thank Donald Hense for joining us,
    founder and chairman of the board of trustees of the Friendship Public
    Charter School. Mr. Hense told me he had the opportunity of meeting my
    mother one time, and I said to him, ``Well, you
    met the A-team then.'' [Laughter] ``Now you met the B-team.'' [Laughter]
    But thank you for your leadership. I welcome the members of the
    Friendship Public Charter School Board. Thank you for coming.
        Being on a school board is difficult work, I know. Being on a school
    board that challenges the status quo is important work, and I thank you
    for that. It means a difference--I was in Lyle Brown's class. Lyle is not here. He's still teaching. But one of
    the things I saw was a teacher who loves being a teacher. And I applaud
    the teachers in this school and teachers all around the country who are
    adding to the great future of our country.
        I was in Max Brooks's class. He's not here
    either, but he is the facilitator in what's called a SmartLab. They
    didn't have SmartLabs when I was going to elementary or junior high
    school. They've got one here. And it's an innovative program that
    teaches people practical skills.
        You know, one of the interesting questions I like to ask to students
    when I go into the classroom is, how many of you are going to go to
    college? You'll be

    [[Page 1784]]

    pleased--there you go--you'll be pleased to hear, the hands went up.
    See, that's a good sign, when the principal and students and parents
    have encouraged our children to set a goal. Going to college is an
    important goal for the future of the United States of America, and I'm
    pleased to report that when I asked that question in both classrooms I
    was invited to go to, there was unanimity.
        The students have set a goal to go to college. And I reminded them
    that now is the time to work hard so you get to go: like, take advantage
    of the SmartLab, read more than you watch TV, practice your math and
    science. I want to applaud you, Madam Principal, for encouraging our students to aim high, and I thank
    the teachers for helping them achieve those dreams.
        In recent days, we have seen some sad and shocking violence in our
    schools across America. Yesterday I was in Colorado, which is one of the
    States that had received this sad and shocking news firsthand.
        Next week, Secretary Spellings and
    Attorney General Al Gonzales are going
    to host a conference here in Washington, DC, and it's an important
    conference. We're going to bring together teachers and parents and
    administrators and law enforcement officials and other experts to
    discuss ways to help our schools protect the children. See, it is
    paramount that the Federal Government work with the State government and
    local governments to make it clear that our schools are places of
    learning, not places where there will be violence. And so, Margaret, I
    want to thank you for that initiative, and I'm looking forward to
    hearing the results of the important discussions.
        I'm here today to talk about the No Child Left Behind Act. It's a--
    this act is an important way to make sure America remains competitive in
    the 21st century. We're living in a global world. You see, the education
    system in America must compete with education systems in China and
    India. If we fail to give our students the skills necessary to compete
    in the world of the 21st century, the jobs will go elsewhere. That's
    just a fact of life. It's the reality of the world in which we live. And
    therefore, now is the time for the United States of America to give our
    children the skills so that the jobs will stay here.
        Oh, there will be jobs, don't get me wrong. But I'm talking about
    the high-paying jobs, the quality jobs, the jobs that will be helping to
    lead the world in the 21st century. And there's no doubt in my mind we
    can achieve that objective. And the No Child Left Behind Act was all
    part of making sure that we get it right in the schools. So when I came
    here to Washington, I made a focused effort to work with Democrats and
    Republicans to pass this important law. And the theory behind the law is
    straightforward: We'll spend more money on education, but in return, we
    want to see results.
        Oh, I know that may be too much to ask for some. It's not too much
    for this school. As a matter of fact, I get a little nervous when I hear
    people say, ``Well, I don't want to be measured.'' My attitude is, what
    are you trying to hide? How can you solve a problem until you measure
    the problem? How can you make sure a child is achieving what we all want
    if you don't measure early to determine whether or not the skills are
    being imparted?
        And so the No Child Left Behind says, look, we trust the local
    folks. I don't want Washington, DC, running the schools. That's up to
    the people in the States and the local community. I've been a strong
    believer in local control of schools. But I also believe it makes sense
    to ask the question whether or not a child can read, write, and add and
    subtract. I don't think it's too much to ask. I know it's an important
    question if we expect our children to have the schools necessary to
    compete in the 21st century. I know the kids don't like tests, and I
    didn't like it either, to be honest with you. You hear people say,
    ``Well, we're

    [[Page 1785]]

    testing too much.'' No, we're just trying to figure out whether or not
    people have got the skills necessary to succeed.
        You know, I remember the debates when I was the Governor of Texas
    and Margaret and I were working on
    accountability systems. I remember somebody standing up and saying, ``It
    is racist to test.'' I said, uh-uh, it is racist not to test because
    there are too many children being shuffled through our schools without
    understanding whether or not they can read and write and add and
    subtract. I think it's important to hold people to account now to make
    sure the education system functions for all. And that's the spirit of No
    Child Left Behind.
        By measuring, it helps us determine whether or not a curricula
    works. Is the reading curriculum you're using working? That's a
    fundamental question a parent ought to ask or a principal ought to ask
    or a teacher ought to ask. The best way to find out is to measure to
    determine whether or not a child can read at grade level. And that helps
    you determine whether or not your curriculum are working.
        One of the things that I think is most important about the No Child
    Left Behind Act is that when you measure, particularly in the early
    grades, it enables you to address an individual's problem today, rather
    than try to wait until tomorrow. My attitude is, is that measuring early
    enables a school to correct problems early.
        See, let's be frank about it. We had a system that just shuffled
    kids through grade after grade. I know some say that wasn't the case,
    but it was--let me just say, my State, the place I was familiar with.
    It's so much easier, when you think about it, just to say, ``Okay, if
    you're such and such a grade, you're supposed--age, you're supposed to
    be in this grade,'' and just shuffle them through. And guess who got
    shuffled through--inner-city kids, the hard to educate. It made it easy
    just to say, ``Oh, gosh, let's just--you know, let's don't worry about
    whether or not you've got the skills. Let's just put you here because
    that's where you belong.'' That's unfair to parents. That's unfair to
    the children. And the No Child Left Behind Act demands result for every
    child, for the good of the United States of America.
        There's an achievement gap in America that's not good for the future
    of this country. Some kids can read at grade level and some can't, and
    that's unsatisfactory. I know it's unsatisfactory for the educators who
    are here. It's unsatisfactory if you're a parent, and it's
    unsatisfactory for the President.
        You can't have a hopeful America if certain kids can read at grade
    level and others can't, and we don't address the problem. I'm proud to
    report the achievement gap between white kids and minority students is
    closing, for the good of the United States.
        How do I know? Because we measure. In reading, 9-year-olds have made
    larger gains in the past 5 years than at any point in the previous 28
    years. That's positive news. In math, 9-year-olds and 13-year-olds
    earned the highest scores in the history of the test. In reading and
    math, African American and Hispanic students are scoring higher, and the
    achievement gap is closing.
        Oh, I know people say we test too much, but how can you solve a
    problem until you measure? And how can you hold people to account when
    there's an achievement gap that is not right for America, unless you
    measure? Measuring is the gateway to success.
        Woodridge Elementary School gets measured. The accountability system
    helped your school identify struggling students and enabled them to get
    the help they need early. I appreciate the fact that you have
    intervention sessions with teacher assistance. In other words, we
    identify a particular child's problems, and then this school intervenes.
    You have specialized learning projects, extra tutoring.
        Each child matters. Every child has potential. All hands went up and
    said, ``I want

    [[Page 1786]]

    to go to college.'' And this school recognizes that some students need a
    little extra help early to make sure they can realize those dreams.
    That's what measuring helps you to do.
        Woodridge has met standards for 3 years in a row. You've put in a
    lot of hard work, and you have the results to show for it, and I thank
    you for your contribution to the future of this country.
        If you don't make progress, you get extra help. One of the most
    important initiatives is the Supplemental Service Initiative. This
    initiative says that when we find a child that needs help, that child
    gets extra help, in other words, if a child is falling behind. Remember,
    I keep talking about individual children. It used to be when they
    measured, they just measured everybody, you know. And now we're forcing
    them to disaggregate results. That's a fancy word for saying, just split
    individuals out so we know.
        And when we find a child that needs extra help, there's money to do
    so. And there are options for parents, which is an important part of
    making sure there's parental involvement and making sure--an important
    part of making sure the strategy works.
        A parent can enroll their child in a free intensive tutoring
    program. There's money for that. If your child is not up to grade level
    early on, there's extra help available for each family to do so. Parents
    can transfer their child to a better public school if that school
    refuses to change. In other words, at some point in time, there's got to
    be some accountability. It's one thing to be talking the talk about
    educational excellence, but pretty soon, if nothing happens, a parent
    ought to be allowed to walk, and that means to another public school,
    just like Woodridge, see.
        If you're in a neighborhood and one school won't teach and change
    and another school will, I think it makes sense for a parent to have the
    option, with space available, to be able to say, ``I've had it; I'm
    tired of my child being trapped in a failed school. I'm owed better as a
    parent and a property taxpayer than failure; therefore, I'd like to move
    my child to another school.''
        And that's what's happened to some of the students right here.
    Asia Goode, where's Asia? Oh, thank you for
    coming, Asia. Can I quote you? Thank you. I was going to quote you
    anyway. [Laughter] Asia first came to Woodridge; she was reading well
    below grade level. How do we know? Because she measured. Her teachers
    stayed after school to tutor her, and she caught up. Somebody said, ``It
    is my job to make sure this individual is not left behind and not just
    shuffled through.'' And I thank that teacher for doing that.
        Even after Asia reached grade level--in other
    words, we measure to determine whether a child can read at grade level--
    the teacher said, ``Wait a minute; grade level is not good enough for
    you, Asia.'' I started off my speech by saying we're setting high
    standards. That's how you help somebody achieve educational excellence.
    Asia is now an honors student. She loves reading, and she sings in the
    school choir. And I congratulate her parent and the teachers and Asia
    for setting high standards and working hard to achieve those standards.
        Washington, DC, has a really innovative and interesting program that
    I strongly support, as did your mayor, Mayor Williams. Oh, I know it's controversial for some, but it rests on
    the premise that a parent ought to have different options if a child is
    trapped in a school that won't teach and won't change. I happen to think
    that is a good, solid principle on which to operate, that the parent is
    the primary teacher of a child and the parent ought to have different
    options for his or her child.
        And so the D.C. Opportunity Scholarship Program was enacted. And it
    wasn't easy to enact it. There are some who are willing to defend the
    status quo at all costs. That's

    [[Page 1787]]

    okay. That's generally what happens sometimes in the political arena.
    But this is a program that enables a parent to transfer his or her child
    to a private or religious school if the parent feels like the current
    school isn't working. This program is aimed particularly at low-income
    students.
        Let's be frank about it: Upper income families have got school
    choice. They can afford it. Low-income families don't. This program
    enables low-income families to say, ``I'm sick and tired of my child not
    receiving a quality education.'' Eighteen hundred low-income students
    have used these scholarships. One of them is Carlos Battle. Carlos isn't here, but I thought his quote might
    interest--he was in a school, and he transferred to Assumption Catholic
    School 2 years ago. In other words, his parents--family qualified,
    received a scholarship, and off he went.
        After transferring, he made the honor
    roll. He became the class president. He led the basketball team to its
    first championship. He said this: ``There is no limit to what I can do.
    And that not only makes me happier, but my mom
    can't seem to stop smiling.'' It is really important that as we think
    about how to make sure every child gets a good education, that we not
    only measure but we say that if things don't change, parents ought to
    have different options.
        The No Child Left Behind Act is good progress, but we've got a lot
    of work to do, and it starts with making sure that here in Washington,
    we don't soften our desire to hold schools accountable. As I'll tell
    you, look, there's a lot of pressure, and I'm sure the Congressmen and
    Senators feel that pressure. They feel the pressure because people say,
    ``Look, we're tired of measuring.'' They feel the pressure because, you
    know, ``We're just teaching the test.'' I mean, there's every excuse in
    the book.
        But as we come time to reauthorize the No Child Left Behind Act, my
    attitude is, instead of softening No Child Left Behind, we need to
    strengthen it. The law is working. It makes sense. We must hold schools
    account--to account if we expect our children to be able to realize
    dreams. And if we want America to remain competitive, we must have high
    standards.
        You know, there's a--kind of a mindset at times, a culture that
    says, ``Well, you know, maybe certain kids can't learn, and therefore,
    let's don't have high standards.'' I reject that notion. I strongly
    believe every child has got the capacity. And all of us must demand that
    the high standards be set and met. And so one of the top priorities next
    year for me will be the reauthorization and the strengthening of the No
    Child Left Behind Act.
        Here are some ways to improve the law. In order for every child to
    get up to grade level, there must be a quality teacher in every
    classroom. And one way to help the law is to help our teachers in an
    innovative way. We created what's called the Teacher Incentive Fund. It
    allows States and local districts to reward teachers who demonstrate
    strong results for their students. It's an interesting concept, isn't
    it? In other words, if your measurement system shows that you're
    providing excellence for your children, it seems to make sense that
    there ought to be a little extra incentive to do so through the bonus
    program, not run by the Federal Government: funded by the Federal
    Government, administered by States and local governments.
        I think it's very important to encourage our good teachers to teach
    in some of the toughest school districts. You know, when you find a good
    teacher, a good, high-quality teacher in a--for example, an inner-city
    district needs help, or a rural district needs help, there ought to be a
    bonus system available, an incentive program to say to a teacher,
    ``Thanks; thanks for heading into some of the--you know, an area that
    is--that needs help, and here's a little incentive to do so.'' So
    there's some ideas that Congress can work on in order to provide
    incentives for our teachers.

    [[Page 1788]]

        I believe we ought to encourage math and science professionals to
    bring their expertise into the classrooms. I remember going to a school
    here in Maryland recently. Margaret and I
    went over there, and I met a guy who worked at NASA. And do you know what he was doing? He was in the
    classrooms basically saying to seventh and eighth graders, ``Science is
    cool; take it seriously.''
        You know, it's important that you learn the skills necessary to be
    good scientists because it's important for the United States of America
    that we've got young scientists. And by the way, every neighborhood in
    America can produce young scientists. And therefore, encouraging these
    professionals in the classrooms as adjunct teachers makes a lot of
    sense, and Congress ought to fund that program.
        We've got to improve options. One of the problems we have in the
    Public School Choice program is, parents aren't getting information on a
    timely basis. So in other words, you got your kid going to a school. The
    school's accountability system says, ``Wait a minute; you're not doing
    as well as you should.'' And the parent gets notified after the next
    school year begins. That doesn't help.
        It kind of looks like people are afraid to put out results for some
    reason. And so we'll work with Congress to clarify the law and to
    strengthen the law to make sure our parents get timely information and
    useful information so that they can take advantage of the No Child Left
    Behind Act's--law that provides flexibility and transferability.
        We're going to work with school districts to help more students take
    advantage of free, intensive tutoring. You'd be amazed at the number of
    districts that don't use this extra tutoring. They don't take advantage
    of the extra money to help an individual child. Oh, they'll figure out
    ways to spend it, don't get me wrong. But the money is aimed for helping
    an individual succeed, and it's the cumulative effect of bringing these
    students up to grade level that will enable us all to say, we're more
    competitive for the future.
        I believe in opportunity scholarships. I believe that the program
    here in Washington, DC, ought to be replicated around the country. I
    call on Congress to create such a program for 28,000 low-income children
    as a beginning step to help parents challenge failure.
        We've got to do something about our high schools, by the way. I
    think there needs to be strong accountability in America's high schools.
    You've got strong accountability right here at Woodridge. It seems like
    it makes sense, if it's working, to extend that concept to our high
    schools.
        One out of every four ninth graders in America does not graduate
    from high school on time. That's unacceptable. If we want to be
    competitive, we better make sure that the skills that are now being
    imparted at elementary school and junior high carry on through high
    school. We don't want the good work here at Woodridge to be lost because
    there's--because some say, ``Well, I don't need to get out of high
    school,'' or the accountability systems in high school don't measure up.
    And so what I want to do is I want to have the same sense of
    accountability in our high schools that we have in our junior high and
    elementary schools, not to increase the testing burden but to help us
    understand whether or not we are achieving our national objective, which
    is giving our kids the skills necessary to be competitive.
        And so I think we need to fund testing early in the high school
    systems and to help students fix problems like we're doing in elementary
    school and high schools. I proposed a billion-and-a-half dollar
    initiative; Congress needs to fund it. I've also proposed a program to
    train 70,000 teachers over 5 years to lead Advanced Placement classes in
    our high schools. Advanced Placement works. It is an excellent program

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    that helps our high schools set high standards. And it calls--it
    challenges our students to achieve great things by raising the
    standards.
        Many of you know about AP. It needs to be spread all throughout
    America. And step one is to make sure our teachers have the skills
    necessary to teach it. And step two is to help States develop programs
    that will help parents pay for the AP test. What we don't want is a
    child taking an AP class and having mom or dad say, ``It's too expensive
    to take the test.'' You pass an AP test; you're on your way. If you've
    got the skills necessary to pass an AP test, it means the education
    system has done its job, and our country is better off.
        And so here are some ideas for the Congress and the administration
    to work on as we think about how to reauthorize the No Child Left Behind
    Act. I strongly believe this piece of legislation is working. I know it
    is necessary to have this kind of rigor in our school systems to say we
    have done our job and given our kids the skills necessary to succeed.
    And I want to thank you all for serving as a great example. Thank you
    for inviting me. Again, I thank the teachers for teaching and the
    parents for loving and the students for reading.
        God bless.

    Note: The President spoke at 11:02 a.m. In his remarks, he referred to
    Mayor Anthony A. Williams of Washington, DC. The Office of the Press
    Secretary also released a Spanish language transcript of these remarks.