[Weekly Compilation of Presidential Documents Volume 42, Number 16 (Monday, April 24, 2006)]
[Pages 725-730]
[Online from the Government Publishing Office, www.gpo.gov]

<R04>
Remarks at Parkland Magnet Middle School for Aerospace Technology in 
Rockville, Maryland

April 18, 2006

    Thanks for having me. Please be seated. Madam Secretary--I never 
thought I'd be saying that 10 years ago, I might add. Of course, she 
never thought I'd be President. [Laughter] It is good to be here with 
you all. Thanks to Parkland Magnet Middle School for having us. We just 
had an amazing tour. I say ``amazing tour'' because we saw what a unique 
place Parkland is, and we saw a really diverse student body. There's 
people from all kinds of backgrounds here.
    We saw some--three really wonderful teachers, people who are 
dedicated to their profession, who deeply care about the students they 
teach. And for all of you here who are teachers, thanks for carrying on 
a really noble profession. We saw two scientists who are here from NASA. 
These are good, hard-working folks who said, ``I kind of want to lend my 
expertise to try to convince a child that science is cool.'' You know, 
sometimes--you might remember those days, when you were in middle 
school, people say, you know, ``Science isn't cool.'' Science is not 
only cool; it's really important for the future of this country. And 
it's great to have people we call adjunct professors here, to help lend 
their real-life experiences to stimulate junior high students to the 
wonders of science.
    We saw robotics. When I was in the seventh grade, I don't think we 
spent much time on robotics. [Laughter] Of course, Mr. Jones, the 
teacher, probably said, ``You didn't spend much time paying attention at 
all, did you, Mr. President.'' [Laughter] We saw people using little 
devices to look for sun spots. We saw the analysis of a parabola curve 
for sixth and seventh grade students. We saw a school that is setting 
high standards in the firm belief that every child can learn. That's 
what we saw.
    And I want to thank the principal, Kevin Hobbs, for welcoming us 
here today. You know, Kevin skipped a vacation--at least he claimed he 
skipped a vacation--[laughter]--to be here. And I am so grateful you did 
so, sir. But more importantly, I am grateful that you're a principal. 
Great schools--the really good schools in our country have at its center 
an educational entrepreneur who is able to rally a teacher group to set 
high standards and follow through. And I want to thank you, Kevin. 
Again, I want to thank all the principals.
    I appreciate Chris Van Hollen joining us today. Mr. Congressman, I'm 
pleased you

[[Page 726]]

took time to be here. Thank you so much. It's a joy to be in your 
district.
    I want to thank Nancy Grasmick, who is the Maryland State 
superintendent of schools. Margaret was telling me coming--I've known 
Nancy for a while--Margaret was talking about the implementation of No 
Child Left Behind--which, by the way is--I'll talk a little bit about. 
But it requires people who are dedicated to this firm belief that 
through accountability, you can determine whether or not every child is 
getting a good education. And I appreciate Nancy's philosophy and her 
service to the State of Maryland.
    I want to thank--I thank Dr. Jerry Weast, who is the superintendent 
of schools here in Montgomery County. Jerry, thank you for your--for the 
tour, and thank you for your service as well. Dr. Charles Haughey, who 
is the board president. I don't know what's a harder job, Dr. Haughey, 
President of the United States or board president of a local school. 
[Laughter] Yes, I suspect board president of the Montgomery Country 
schools. [Laughter] Frank Stetson, the community superintendent--I want 
to thank the other State and local officials. I want to thank the 
parents who are here.
    The truth of the matter is, the parent is really the child's first 
teacher. And every school I have been to as Governor or President, I 
have always found that parental involvement makes a significant 
difference in the quality of the education. So thank you for supporting 
the teachers and the principal who are here. Thank you for, more 
importantly, encouraging your children to aim high and work hard.
    Here's the question that faces the country: Will we become a nation 
that is isolationist and fearful of competition from around the world, 
or will we be--continue to be a bold and innovative country?
    We've got a good economy right now. And it's growing at rapid paces, 
and there's a lot of new jobs being added, and productivity is high, and 
people are owning homes, and that's all positive. The fundamental 
question is: How do we make sure that that's the case next year, 5 
years, and 10 years from now? That's really what we're confronted with.
    As you know, Hu Jintao is coming to Washington--or maybe you don't 
know--but the President of China is coming to Washington on Thursday. 
It's a very important visit. China is a very important strategic friend 
in many ways, and in many ways, they pose competition to us. It's a 
growing economy. They've got folks that are beginning to realize the 
benefits of a marketplace. Their entrepreneurship is strong. And we can 
either look at China and say, ``Let's compete with China in a fair 
way,'' or say, ``We can't compete with China,'' and therefore, kind of 
isolate ourselves from the world.
    I've chosen the former route for the United States. I tell our 
people, we shouldn't fear the future; what we ought to do is shape the 
future. We ought to be in charge of our future. And the best way to do 
so is to make sure that we're the most innovative country in the world. 
We have been the most innovative country in the world for the past 
decades, and that has helped raise our standard of living. We need to 
always be on the leading edge of technological change. We need to be the 
center of research and development.
    And so here are two ideas that I intend to work with Congress on to 
make sure that we're still the technological capital of the world--for 
the benefit of our people, by the way, so that the standard of living in 
America continues to improve for everybody. One is that we must increase 
Federal support for vital, basic research.
    I don't know whether you realize it or not, but the Internet began 
as a Defense Department project to improve military communications. In 
other words, that was an area where the Federal Government spent 
research money, and out of that research and development came the 
Internet, which has substantially changed the way we live. The iPod, 
interestingly enough, was built on years of Government-funded research 
in microdrive storage and electrochemistry and signal compression. Isn't 
that interesting? I find it interesting.
    In other words, investment at the Federal level in research has led 
to practical applications which improve the lives of our citizens. And 
so I proposed to the Congress that we double the Federal commitment to 
the most critical basic research programs in physical

[[Page 727]]

sciences over the next 10 years. One way to make sure this country is 
the economic leader of the world so that our people benefit and can find 
work is for there to be a Federal commitment to research.
    A second thing we can do is recognize that most research and 
development takes place in the private sector. That's about $200 billion 
a year is spent in private-sector research. In other words, we've got 
some of the leading companies in our country doing research as to how to 
develop new products that will make sure that not only their company and 
their shareholders benefit but that it ends up in order to the benefit 
of the United States.
    One way to encourage people to invest corporate funds is through the 
research and development tax credit. In other words, it's the use of the 
Tax Code to say, this is in your interest the--by the way, it's in our 
collective interest as well--but it's in your interest, your corporate 
interest to invest so that your product line remains modern, so that 
your scientists that work for your company are able to have funds 
necessary to continue to think anew.
    The problem we have in America is that the research and development 
tax credit expires on an annual basis. And if you're somebody trying to 
plan for your--for the next 5 years or the next 10 years, which a lot of 
smart people do, it's difficult to do so if every year you're wondering 
whether or not the Congress or the President is willing to stand up and 
support the research and development tax credit. So another way to make 
sure that this country of ours is competitive, where we don't have to 
fear the future because we intend to be the leader, is to make sure that 
the research and development tax credit is permanent, to add permanency 
to that in through the Tax Code.
    And thirdly, and one of the reasons we're here, is to make it clear 
to the American people that in order for us to be competitive, we've got 
to make sure that our children have got the skill sets necessary to 
compete for the jobs of the 21st century. We live in a global world, and 
that creates uncertainty in some; I understand that. There's a sense of, 
well, the world is so big and so connected that it's--maybe we're really 
not in charge of things here.
    In a global economy, for example, if our children do not have the 
skill sets for the jobs of the 21st century, the jobs are going to go 
somewhere else. And it's a fact of life. It's a part of the real world 
we have to deal with. It's a lot different from the 1950s, for example. 
There wasn't that sense of global competition--at least there wasn't 
that sense in Midland, Texas, let me put it to you that way. [Laughter] 
But there is today. If you're living in Midland, Texas, or living in 
Montgomery County, Maryland, it's important to understand, if children 
don't have those skill sets needed to compete with a child from India or 
a child from China, the new jobs will be going there.
    And so in order to make sure we remain the leader of the world, we 
have got to continue our focus in education on high standards, 
accountability, and a new focus--an intense focus on math and science--
just like what's happening in this school. I saw the children being 
taught the skills for the jobs of the 21st century--today. See, it's 
possible. As a matter of fact, it's happening in a lot of places all 
across America, just not enough. And this school is the kind of school 
that we've got to have in neighborhoods throughout the country.
    And so here are some things--first of all, let me just remind you 
that--what the No Child Left Behind Act, as far as I'm concerned, means. 
It means, one, you believe every child can learn; two, you refuse to 
accept a system that just shuffles kids through school because they 
happen to be a certain age. In other words, you use an accountability 
system--and by the way, we've insisted upon measurement in return for 
Federal money. We didn't say, ``We'll develop the test for you''--you 
develop your own accountability systems, but we expect there to be 
results when we spend money. And if you believe every child can learn, 
then you shouldn't be worried about measuring.
    Some of you might remember the old reading curriculum debates, by 
the way--they were pretty ugly, at least when I was the Governor of 
Texas. People dug in on both sides of the issue, ``I'm right. You're 
wrong; I'm right.'' And the best way to determine

[[Page 728]]

what works is to measure. So the accountability system, which we should 
expect, says this: One, we believe every child can learn; therefore, 
let's measure to make sure every child is learning. And two, we 
understand there can be differences of opinion on what works and what 
doesn't work, so let's measure to determine what works. And third, it 
also makes sense to figure out how we're--how you're doing. How's 
Parkland doing? Are you doing well compared to other schools in the 
neighborhood? If not, why? And if so, keep doing what you're doing.
    The accountability system is an important tool upholding people to 
high standards. It makes a lot of sense, as far as I'm concerned. One of 
the important parts of No Child Left Behind, by the way, particularly in 
the reading program, if you've fallen behind early, here's extra money 
to help you catch up. It's called supplemental services. It's a really 
important part of a program that says every child can read, and when we 
detect a child not reading, let's correct the problem early, before it's 
too late. In essence, we've ended social promotion, and we're having 
high standards. And that's what's going to be necessary to lay the 
foundation for the skill sets for the jobs of the 21st century. That's 
important.
    And by the way, we're beginning to see marked improvement. How do we 
know? Because we're measuring. In 2005, America's fourth graders posted 
the best scores in reading and math in the history of the reading and 
math tests. And, oh, by the way, I've heard every excuse not to 
measure--you know, ``You're teaching the test.'' No, you're teaching a 
child to read so he or she can pass the test, that's what you're doing. 
Or, ``All you do is test.'' No, good schools are those who've got a 
curriculum that enables a child to be able to pass a standardized test. 
That's what we're talking about.
    African American fourth graders set record scores in reading and 
math. That's important, and that's positive. Hispanic fourth graders set 
records in reading and math. That's important, and that's positive. I'm 
able to report this to you because we measure. If you didn't measure, 
you'd just have to guess, right? Maybe they're doing well; maybe they're 
not doing well. That system didn't work. It doesn't work very well when 
you end up with a high school kid graduating, who can't read, and you 
go, ``What went wrong? Where did we fail the child? What did we do wrong 
for the parent?'' Measurement is an important way to make sure that 
children are not left behind.
    The National Report Card showed eighth graders earned the best math 
scores ever recorded; eighth grade Hispanic and African American 
students achieved their highest math scores ever. We're beginning to 
make important strides. We're closing an achievement gap in America, an 
achievement gap that is wrong and important for the future of this 
country.
    But we also know through measurement that our high school students, 
by the time they reach high school, have fallen behind most of the 
developed world in math and science. So there's been some positive 
results that ought to encourage us, but there's some warning signs. If 
we want to be a competitive nation, if we want our children to be able 
to have the jobs of the 21st century, those jobs that are high-paying, 
high-skilled jobs, we better do something about the fact that we're 
falling behind in math and science today. Now is the time to act.
    And here's some ideas. One, one of the great programs that has been 
proven to work is advanced placement. It is a--I went to an amazing 
school in downtown Dallas, a really diverse school. It's a school where 
you walk in--at least you used to walk in, and say, ``Well, these kids 
aren't supposed to do well.'' They just happen to have set the records 
for passing AP science and math tests in the United States. Of course, 
we Texans are always saying we--you know--[laughter]. Just telling you, 
that's what they told me. [Laughter] The point is, they're doing well 
because there's an AP program that helps set high standards and makes a 
difference.
    And so what needs to be done to make Advanced Placement work? Well, 
one thing, the Federal Government needs to help train 70,000 high school 
teachers on how to teach AP and how to administer the program and how to 
make sure it's a viable part of school districts all around the country.
    Second, we ought to have 30,000 math and science professionals in 
our classrooms over

[[Page 729]]

the next 8 years. Today I met two; they're called adjunct professors. As 
I told you earlier, it's really important for students to see firsthand 
what it's like to be a scientist. Margaret and I didn't do a very good 
job of teaching what it's like to be a scientist. The two guys from NASA 
did an excellent job of teaching them what it is like to be a scientist. 
It is--there's just something that's important for a child to connect 
with a role model.
    And I'm not kidding when I said we need to make sure that people 
realize math and science are cool subjects. Now, coolness, I think, is--
I think it's still prevalent in the junior high, you know? [Laughter] 
Well, there's nothing better somebody to say this is important than 
somebody that's actually living it--living the field, living the dream 
of being a scientist.
    And so we've got a goal of 70,000 AP teachers and 30,000 adjunct 
professors in classrooms. The House of Representatives reauthorized the 
Higher Education Act, which included the AP program and the adjunct 
teacher program. And I want to thank them for that. And I look forward 
to getting the Senate--[applause].
    I signed an Executive order this morning establishing what is called 
the national math panel. Let me describe that to you. It's a part of our 
strategy to make sure that we achieve the objective of laying that 
foundation for our children in math and science. By January 31st, 2007, 
the national math panel will report their assessments of the best 
practices for teaching math. Those experts will come together and help 
advise school districts about what is working and what's not working; 
what skills the students need at what grade to master algebra and higher 
mathematics. In other words, starting to set those--help set realistic 
standards. The standards and accountability that will be needed to 
ensure students are learning math--that will be a part of their mandate. 
They will look at the teaching methods that are most effective for 
students of different abilities and backgrounds. They will look at the 
programs and learning materials that work best.
    A lot of times, school districts need a little advice on how to--
what works. It's--the purchasing, at least it was in my State--there's a 
lot of different decisionmakers around the State. And I'm pretty 
confident it will make sense to have a national panel of experts make 
recommendations--not mandates--but recommendations about how school 
districts can achieve the objective of making sure math is properly 
taught and what needs to be used to make sure that it works.
    They'll be coming up with recommendations on the most effective ways 
to train and select and place math teachers, which will be a very 
important recommendation. I'm not saying all teachers need extra help, 
but some teachers do. When they get out of a teachers' school, they're 
going to need the extra--the tools necessary to make sure we meet the 
goals. And so the math panel will be convening here shortly and 
reporting back to the country.
    And I'm also proposing a new program called Math Now, which will be 
used to apply the recommendations. And here's what Math Now means: 
Teachers will be able to use the math panel's recommendations to ensure 
they're using the best techniques. And there will be money to help. Math 
Now is similar for No Child Left Behind's Reading First Initiative, 
which uses scientific findings compiled by the National Reading Panel to 
help local and State districts achieve their objectives. And by the 
way--sorry--it's working. The reading initiative is working. It's making 
an enormous difference in the lives of students from all walks of life.
    Math Now for elementary school students will promote research-based 
practices. Math Now for middle school students will target students 
struggling with math.
    One of the things in Reading First is that, as I told you, we use 
supplemental services to detect reading problems early and make sure a 
child gets extra help early, before it's too late. We intend to apply 
the same rigor in middle school for math students. The tests show we're 
fine in the fourth grade in math, and we're okay in eighth grade. They 
start to slip up prior to going to high school. That is the time to 
intervene in a child's academic career to make sure he or she has that 
skill set necessary to become the mathematicians or the scientists or 
the engineers by the time they get out of college.

[[Page 730]]

    And so that's what I've come to talk about. It's like setting 
realistic goals. It's understanding--it is telling this country how 
important public schools are to the future of our country and working 
with the public school system to make sure that we achieve a national 
objective. And that objective is to make sure that the United States of 
America remains the economic leader of the world, for the good of our 
people. And it recognizes that we have got to educate our children now 
for the skill sets necessary for tomorrow. And this is a better place--
there's no better place to talk about that--and there is no better place 
to talk about that right here at Parkland Magnet Middle School for 
Aerospace Technology.
    Thanks for letting us come by. God bless.

Note: The President spoke at 2 p.m. The Office of the Press Secretary 
also released a Spanish language transcript of these remarks.