[Weekly Compilation of Presidential Documents Volume 37, Number 5 (Monday, February 5, 2001)]
[Pages 231-232]
[Online from the Government Publishing Office, www.gpo.gov]

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The President's Radio Address

January 27, 2001

    A week ago today I received a great honor and all the great 
responsibilities that come with it. The first order of business is 
education reform, and we have started strong.
    On Tuesday I sent to Congress a package of reforms to turn last 
year's pledges into this year's laws. I want to make all of our public 
schools places of learning and high standards and achievement. Our 
country must offer every child, no matter what his or her background or 
accent, a fair start in life with a quality education.
    I also met this week with congressional leaders in both parties, and 
we found a lot of agreement on the basic goals of reform. No one is 
content with the status quo. Most are open to new ideas. Everyone agrees 
at least that the problems are serious and action is urgently needed.
    This city has heard so much talk over the years about education 
reform. So many different approaches have been tried. So many new 
programs have been created. But we need more than a few new programs; we 
need a new way of thinking. We must go back to the fundamentals of early 
reading and regular testing, local control, and accountability for 
results, clear incentives for excellence and clear consequences for 
failure. These are the elements of the plan I am proposing.
    Real reform starts by giving schools and school districts more 
authority and flexibility. We cannot expect schools to change unless 
they have the freedom to change. My plan respects the principle of local 
control. It does not try to run the schools from a central office in 
Washington. I view principals, teachers, and parents as allies in 
reform. They are ready to raise the standards, ready to take 
responsibility, and answer for results.
    Those results must be measured by testing every child every year, in 
tests developed and administered by States and local districts, not the 
Federal Government. Without yearly testing, we do not know who is 
falling behind and who needs our help. Without yearly testing, too often 
we don't find failure until it is too late. Testing allows us to help 
children early, before frustration turns into apathy.
    We need to aim high, but we also need to be realistic. Many schools, 
particularly those in poor neighborhoods, will need help to meet high 
standards. And they will have it, including a new $5 billion initiative 
over 5 years for reading instruction. The goal is to improve our public 
schools. We want them to succeed, and when they're willing to change, 
we'll give them the tools to do so.
    At the same time, we will not continue to pour taxpayers' money into 
schools that do not teach and will not change. My plan will give every 
failing school a fair chance to improve, but there will be a deadline, a 
moment of truth when parents are given better options and their children 
are given a way out.
    There are some honest differences of opinion in Congress about what 
form these options should take. I have my own plan which would help 
children in persistently failing schools to go to another public, 
private, or charter school. Others suggest different approaches, and I 
am willing to listen. But all reform must be based on a principle: 
Children and parents who have had only bad choices need better choices. 
And it is my duty as President to help them.
    In sending my plan to Congress, I ask that we act before this 
summer, when schools begin planning for the next school year. I hope to 
have the support of Republicans and Democrats alike, and I hope to have 
your support, as well.
    Thank you for listening.

Note: The President spoke at 10:06 a.m. from the Oval Office at the 
White House.

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