[Weekly Compilation of Presidential Documents Volume 37, Number 4 (Monday, January 29, 2001)]
[Pages 217-219]
[Online from the Government Publishing Office, www.gpo.gov]

<R04>
Remarks on Submitting the Education Plan to Congress

January 23, 2001

    Thank you. Thank you, Mr. Secretary. I appreciate you being here, 
and it's good to see a former Secretary of Education here. Lamar, thank 
you very much for coming; surrounded by two fine Texans, I might add. 
[Laughter] You are in good position. I was going to say a rose between 
two thorns, but--[laughter]--Diana Natalicio is not a thorn. She's a 
fabulous educator in the great State of Texas. Miller, on the other 
hand--[laughter]. At any rate, I'm glad you all are here. It's good to 
see so many faces of friends. Welcome you to our new temporary abode.
    This is an important moment for my administration because I spent 
such a long amount of time campaigning on education reform. It's been 
the hallmark of my time as Governor of Texas. My focus will be on making 
sure every child is educated, as the President of the United States, as 
well.
    Both parties have been talking about education reform for quite a 
while. It's time to come together to get it done so that we can 
truthfully say, ``In America, no child will be left behind, not one 
single child.''
    We share a moment of exceptional promise, a new administration, a 
newly sworn-in Congress. And we have a chance to think anew and act 
anew. All of us are impatient with the old lines of division. All of us 
want

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a different attitude here in the Nation's Capital. All in this room, as 
well as across the country, know things must change.
    We must confront the scandal of illiteracy in America, seen most 
clearly in high-poverty schools where nearly 70 percent of fourth 
graders are unable to read at a basic level. We must address the low 
standing of America test scores amongst industrialized nations in math 
and science, the very subjects most likely to affect our future 
competitiveness. We must focus the spending of Federal tax dollars on 
things that work. Too often, we have spent without regard for results, 
without judging success or failure from year to year. We must face up to 
the plague of school violence. With an average of 3 million crimes 
committed against students and teachers inside public schools every 
year, that's unacceptable in our country.
    Change will not come by adding a few new Federal programs to the 
old. If we work only at the edges, our influence will be confined to the 
margins. We need real reform. Change will not come by disdaining or 
dismantling the Federal role of education. I believe strongly in local 
control of schools. I trust local folks to chart the path to excellence.
    But educational excellence for all is a national issue and, at this 
moment, is a Presidential priority. I have seen how real education 
reform can lift up scores and schools and effectively change lives. And 
real education reform reflects four basic commitments.
    First, children must be tested every year in reading and math--every 
single year. Not just in the third grade or the eighth grade, but in the 
third, fourth, fifth, sixth, and seventh and eighth grade.
    I oppose a national test, one designed here in Washington, DC, 
because I know it would undermine local control of schools and undermine 
State curricula. But States should test each student each year. Without 
yearly testing, we don't know who is falling behind and who needs help. 
Without yearly testing, too often we don't find failure until it is too 
late to fix.
    Consider what some parents face under the current system in some 
States. A child may pass the third grade reading test; he or she gets in 
the eighth grade and, lo and behold, fails the eighth grade test. And 
the parent says, ``Who do I hold accountable? What happened? My child 
was successful in the third, and here, he or she is in the eighth. What 
went wrong? How come? Where did the system let me down?''
    Too much precious time has elapsed in this case for us to achieve 
what we want: every child being able to learn. Testing every child every 
year is the way to stop the cycle. We must care enough to ask how our 
children are doing. We must have the data to know how poor and minority 
children are doing, to see if we're closing the achievement gap in 
America.
    Annual measurement is a special concern of mine. I understand it's 
crucial--it's a crucial part of a solid reform package. But the good 
news is, I'm not alone. Take, for example, Congressman George Miller 
from California. Some might think it odd that the President--a 
Republican President be mentioning a Democrat, a Member of the House. 
But he and I have had discussions already. He understands the importance 
of strong accountability. And we're going to work together to make sure 
this is an integral part of a reform package coming through the House 
and Senate.
    Secondly, the agents of reform must be schools and school districts, 
not bureaucracies. Teachers and principals, local and State leaders must 
have the responsibility to succeed and the flexibility to innovate. One 
size does not fit all when it comes to educating the children in 
America. School districts, school officials, educational entrepreneurs 
should not be hindered by excessive rules and redtape and regulation.
    The principle here is a basic one. If local schools do not have the 
freedom to change, they cannot be held accountable for failing to 
change. Authority and accountability must be aligned at the local level, 
or schools will have a convenient excuse for failure: ``I would have 
done it this way but some central office or Washington, DC, caused me to 
it another way.''
    Flexibility in education spending is a special concern of Members of 
both parties with whom I've discussed. Today I had a good meeting with 
the chairman of the Education Committee in the House, John Boehner. I

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know he shares my passion for flexibility at the local level, as do 
people like Senator Judd Gregg or Tim Hutchinson.
    Third, many of our schools, particularly low income schools, will 
need help in the transition to higher standards. When a State sets 
standards, we must help schools achieve those standards. We must 
measure. We must know. And if a school or school district falls short, 
we must understand that help should be applied. Senator Jeff Bingaman of 
New Mexico brought this up to our attention, about the need to make sure 
there is a transition period between the moment of consequence and the 
first indication of failure.
    Once failing schools are identified, we will help them improve. We 
will help them help themselves. Our goal is to improve public education. 
We want success. And when schools are willing to accept the reality that 
the accountability system points out and are willing to change, we will 
help them.
    Fourth, American children must not be left in persistently dangerous 
or failing schools. When schools do not teach and will not change, 
parents and students must have other meaningful options. And when 
children and teenagers go to school afraid of being threatened or 
attacked or worse, our society must make it clear, it's the ultimate 
betrayal of adult responsibility.
    Parents and children who have only bad options must eventually get 
good options if we're to succeed all across the country. There are 
differences of opinions about what those options should be. I made my 
opinion very clear in the course of the campaign and will take my 
opinion to the Hill and let folks debate it.
    Today I was pleased to see that Senator Joe Lieberman brought up his 
plan that includes different options for parents. It's a great place to 
begin. He and I understand that an accountability system must have a 
consequence. Otherwise, it's not much of an accountability system.
    These four principles are the guides to our education reform 
package. Yet today I'm offering more than principles; I'm sending a 
series of specific proposals to the United States Congress, my own 
blueprint for reform. I want to begin our discussion in detail with the 
Members of the House and the Senate because I know we need to act by 
this summer so that the people at the local level can take our 
initiatives and plan for the school year beginning next fall.
    I'm going to listen to suggestions from folks. If somebody has got a 
better idea, I hope they bring it forward because the Secretary and I 
will listen. We've got one thing in mind: an education system that's 
responsive to the children; an education system that educates every 
child; an education system that I'm confident can exist; one that's 
based upon sound, fundamental curriculum; one that starts teaching 
children to read early in life; one that focuses on systems that do 
work; one that heralds our teachers and makes sure they've got the 
necessary tools to teach; but one that says every child can learn. In 
this great land called America, no child will be left behind.
    It's an honor to be here. I'm so thrilled you all came. God bless.

Note: The President spoke at 1:08 p.m. in the East Room at the White 
House. In his remarks, he referred to Secretary of Education Roderick R. 
Paige, who introduced the President; former Secretary of Education Lamar 
Alexander; Diana Natalicio, president, University of Texas at El Paso; 
and Charles Miller, chairman, Meridian Advisors, Ltd.