President Discusses No Child Left Behind Act
Remarks by the President in Conversation on the Second Anniversary of the No Child Left Behind Act
West View Elementary
Knoxville, Tennessee
11:14 A.M. EST
THE PRESIDENT: Thanks for coming. Melvenia, thanks. We are here
because West View Elementary School is an example of what can happen
when you have leadership that is willing to set high standards and to
hold people to account and to realize every child can learn.
One of the things that I've learned as a Governor, now as the
President, that successful schools not only require a teaching corps
that cares a lot, and parents involved in the school, but it requires a
principal who is willing to challenge mediocrity. And so, Melvenia,
you're right. We're here because you've been successful. And the
results show it. This school had been measured during the measurement
process. The early measurement process had been a school that wasn't
performing the way that you wanted it, or any citizen of Knoxville,
Tennessee would want. In other words, it was below standards.
And now it's exemplary in math, above standards in reading. You're
accomplishing that which we all want, and that is not one single child
be left behind in the state of Tennessee and the city of Knoxville.
You're doing a great job. Thank you for your hospitality. (Applause.)
I mentioned the No Child Left Behind Act. We're here to discuss
that piece of bipartisan legislation. It is legislation which I would
call historic, because for the first time, the federal government is
spending more money, and now asking for results. See, in the past it
used to be we would send a check and hope something happened.
And now the federal government is sending checks, at record
amounts, I might add, for Title I students and teacher training and
reading programs. But we're now saying, listen, we trust you. We
trust the Melvenias of the world and the teachers to accomplish a
mission; why don't you just show us that you are.
And so we've worked with states and local governments to develop an
accountability system all around the country, accountability systems
which says that, first of all, we believe in the worth and the
intelligence of every child, an accountability system that says, let us
know whether or not every child is learning, an accountability system
that tests curriculum to determine whether they're working,
accountability systems that enable us to address problems early before
they're too late.
The No Child Left Behind Act is a great piece of legislation which
is making a difference around our country. We've got some people here
from around America that are going to discuss what they're doing to
accomplish the national objective in a positive way. The national
objective is to challenge the soft bigotry of low expectations and to
raise the standards for every single child.
You don't know unless you measure. Listen, I've heard every excuse
in the book about measurement: you're testing too much, you're
teaching the tests, don't test. If you don't test, you have a system
that just shuffles the kids through. And that's unacceptable. It's
unacceptable to quit on a kid early, and just say, move through and
hope you learn. What you've got to do is measure to determine where
they are, and then you can compare districts and compare states.
And as a result of strong accountability measures and good teachers
and more funding, the results are positive, the fourth grade math test
scores around the nation are up nine points since 2000. In other
words, we're beginning to achieve -- meet national objectives, which is
a more literate group of students. The reading -- the eighth grade
math scores are up five points. Fourth graders are now testing above
-- reading tests are increasing for fourth graders. We're making a
difference.
I say, we. It's not the federal government that's making the
difference. The federal government is a funding mechanism for Title I
students, for some teacher training programs. The truth of the matter
is, the responsibility for educational excellence resides at the local
level. Teachers must be free to teach, principals must be free to
lead, superintendents of schools must be comfortable with making
changes where change is needed. The best education policy is local
control of schools. And that's exactly what's another part of the No
Child Left Behind Act that's important for you all to understand.
We've got some people here in the audience I want to introduce,
before I get to our panel, that know something about education.
They're on the front lines of education reform. But before I do so,
speaking about a guy who is on the front line of education reform, the
United States Senator from the great state of Tennessee, Lamar
Alexander, is with us. He was a former governor, was willing to
challenge the soft bigotry of low expectations before it was cool to
challenge the soft bigotry of low expectations. He did an excellent
job as the Secretary of Education under old Number 41 -- (laughter) --
and is now a fine United States Senator. Senator, I'm honored you're
with us today. (Applause.)
Jimmy Duncan and Zach Wamp and Bill Jenkins and Marsha Blackburn
are all members of the United States Congress. Of course this is
Jimmy's district, as he was quick to point out at the airport.
(Laughter.) And he invited the three other congresspeople with us
today. But these are fine members of the Congress. These are people
that believe in the value and worth of every single child. They
understand that public education is a top domestic priority of this
administration. I thank them for being here and I appreciate your good
work on this issue. Thanks for coming. (Applause.)
Charles Lindsey is with us. He's the Superintendent of the Knox
County schools. Charles, I'm honored you're here. I appreciate you
coming. (Applause.) Bill Haslam is the mayor, newly elected mayor.
Where are you, Bill? Thanks for coming. I'm glad you're here.
(Applause.) My only advice is to fill the potholes and collect the
garbage. (Laughter.) Mike Ragsdale, who is the Mayor of Knox County,
is with us. Thank you for coming, Mr. Mayor. I appreciate you being
here.
I met a fellow at the airport named Nat Foster. You probably
haven't heard of Nat. Where are you, Nat? Oh, there you are. Thanks
for coming. Nat is a -- I told him at the airport, I said, you're a
drill sergeant in the army of compassion. You see, Nat is a -- one of
millions of our fellow citizens who has heard the call to love a
neighbor just like you'd like to be loved yourself, and is a mentor.
He understands what I know, that the strength of the country is the
heart and soul of our fellow citizens. The fact that people are
willing to take time out of their busy life and to tutor a child, to
serve as a role model for a child, and to teach a child how to read is
a defining part of the American civic scene.
And I appreciate Nat Foster being here. I appreciate his
willingness to serve as an example for others. January happens to be
National Mentoring Month. I hope others in the Knoxville area and all
around Tennessee -- and the country, for that matter -- follow the
lead of a soldier in the army of compassion like Nat, and serve your
country, and your state, and your community by finding a child who
needs adult guidance, and mentor, to serve as an example. We can
change America one heart and one soul and one conscience at a time.
(Applause.)
I'm joined today by the Secretary of Education. He was the
Superintendent of Schools in Houston, Texas when I was the Governor. I
saw firsthand his deep desire to defeat mediocrity, to insist upon
excellence for every single child regardless of their background. He
had a deep understanding that every child can learn, and the system
must understand that.
I'm comfortable in asking the Congress for more money in the '05
budget, which I will do. We've increased the Title I disadvantaged
students spending by 52 percent since fiscal year '01. The teachers
and principal program is up by 39 percent. The reading programs are up
by over 400 percent. The reason I'm comfortable is because I know that
at the helm of the Department of Education, we have a man who knows
that putting money into a bad system is not money well spent. Putting
money into a system that believes in the worth of every child and is
focused on results is money well spent. And that man is Rod Paige.
Rod, thank you for joining us. I'd be glad to have some comments.
(Applause.)
You've got something to say?
SECRETARY PAIGE: Well, Mr. President, I do.
THE PRESIDENT: Because you better. (Laughter.)
* * * * *
THE PRESIDENT: Thank you, Rod. You see, what he's saying is: if
you believe certain kids can't learn, guess what, they're not going
to. If you believe certain children, based upon the color of their
skin, can't learn, they won't. And the system will reflect that.
Basically, at some school districts, I hate to say, the tendency is to
say, let's just move them through. They can't learn, therefore, why
measure, why determine, why don't we just get them out of the way?
That's unacceptable to America. It's unacceptable to our Secretary of
Education. I appreciate the attitude of busting the status quo when
the status quo is not meeting the great dreams of our country.
Public education, we've got to get it right. It's the gateway to
hope. It is essential for this country to have a public education
system that responds to the needs of every child so that we can meet
great objectives for this country. It's trite, it's been said a lot,
but it's true: The future of the country depends on our capacity to
educate every child.
A person who understands that is Dr. Jim Pughsley from the
Charlotte-Mecklenburg Public School system. He's the Superintendent of
Schools. And he and Rod have been Superintendents before. But the
reason why he has been invited is because he brings an extraordinary
record as the Superintendent of Schools. Seven years ago,
African-American fifth graders, reading at grade level in the state of
North Carolina, were at 35 percent in his district. Today, they're at
78 percent. (Applause.) All fifth graders seven years ago were at 59
percent. And now, they're at 86 percent.
So not only has it been improvement for all students, the minority
knowledge gap has closed dramatically. I'll let Jim tell you why, but
as a result of these great results and his leadership and the
leadership, obviously -- I'm sure he'll tell you -- of principals and
teachers who get it, who understand that every child matters, he was
named the 2003 Superintendent of the Year by the National Alliance of
Black School Educators.
Welcome. I'm glad you're here, Jim. Thanks for coming.
(Applause.)
* * * * *
THE PRESIDENT: I'll drop a fancy word on you, called,
disaggregate. He said, we're disaggregating results. We're focusing
not just on the whole, we're trying to understand whether or not a
black child is learning or a Hispanic child is learning. In other
words, we're unwilling to accept the past, where everybody was just
kind of measured all together. What we want to know, is we want to
know specifically who is succeeding, and who is not. And the No Child
Left Behind Act provides additional federal money to stay focused on
those children who need help early.
And that's an essential part. You see, these school districts
measure. They see a child needs a little extra help in reading or an
after-school program. There is money in the budget to focus on that
child. And that's an essential change, an essential reform.
Kathy Cox, who is the State School Superintendent from the great
state of Georgia has joined us. She was a classroom teacher for 15
years. She is now the Executive Director of the Department of
Education. I'm honored you're here. Why don't you share with us your
experiences in the great state of Georgia.
* * * * *
THE PRESIDENT: I want to pick up on two points she made. One is
truancy and parental involvement. There's nothing like test results
being published to get the attention of a parent. A lot of parents
believe in the best, of course, and they believe that the school their
child goes to was meeting all kinds of standards and is an excellent
school. After all, they've been told that. That may not be the case.
And so when you begin to publish the test results, it does enhance
parental involvement. It encourages the parent to become involved.
What the No Child Left Behind Act does, it not only provides extra
help for a child that needs help early, it also gives parents more
options in the process. A parent can take money and send that child to
an after-school tutoring program -- by the way, tutoring programs, the
sponsor of which can be public-sector or private-sector programs. The
child can send the -- the parent can send the child to another public
school. In other words, there is a consequence.
Because one of the principles in the No Child Left Behind Act is
we're not going to leave children trapped in schools that will not
teach or change. There's time for schools to change. There's time for
schools to use the accountability system to determine whether or not
they're using the right curriculum or not. But there has to be an end
to mediocrity at some point in time, and that's what the -- for the
parents, as far as the parents are concerned, so the parents have got a
lot of different options now available when a school takes Title I
money. And that's a very important reform.
But the most important part of the reform is that parents are now
becoming more involved in their schools. After all, the child's first
teacher is a mom or a dad. And it's essential, as the principal will
tell you, that the more civic involvement you get with your schools,
the more parental involvement you get with your schools, the more
likely it is that school is going to be able to meet the objectives of
the No Child Left Behind Act.
Speaking about people who understand the need to use a curriculum
that works, Norm Mishelow is with us; he is a principal at the Baron
Elementary School in Milwaukee, Wisconsin. He has come south for some
warm weather. (Laughter.) Didn't work. (Laughter.)
MR. MISHELOW: I think it's the same temperature here as there.
THE PRESIDENT: That's right. (Laughter.) One of the things we've
done is we've at the federal level put a primary focus on reading. As
I mentioned to you, the amount of reading money now available is an
increase of 400 percent over the last three years. And what's
important about reading programs is they actually work -- not that
they sound good, but they actually achieve the objective. And the way
to determine whether or not reading programs work is to measure. If a
child can read, it will show up on an accountability system.
And, Norm, why don't you tell us about what we call research-based
reading programs, and tell us about your school and what you're doing.
* * * * *
THE PRESIDENT: A couple of observations. First of all, we're
learning what works when it comes to reading. It's not guess work
anymore. For a while it was a guess work. You might remember the
great debates, capsulized -- whole language versus phonics. There was
a lot of political capital expended over that. And all of a sudden the
accountability system starts to clarify reality. And as Norm
mentioned, they've chosen a program and a curriculum that is now
working. Why do we know? Because they measure. They're able to tell
because there is a measurement standard. The other thing that happens
when Norm's school does well, other schools say, wait a minute, old
Norm doesn't seem to be all that good, how is he able to do what he's
doing? (Laughter.)
MR. MISHELOW: Who are you talking to?
THE PRESIDENT: Well -- (laughter) -- just guessing, Norm.
(Laughter.) But it serves as a go by. See, when you have
accountability and you lay the results out for everybody to see, all of
a sudden people start saying, what's Norm doing that I'm not doing?
Because as Norm mentioned to you, he's taken a school of children who
-- as we say -- used to say, tough to educate, and showing what can
happen. I appreciate, Norm, your leadership. You said you've got a
great staff. You do. It also -- you're an educational entrepreneur,
somebody who is willing to focus on what works. And thank you for what
you're doing. I appreciate -- I know the people of Milwaukee are
thrilled that you are where you are.
With us, as well, is Margie Willis, Grace Christian Elementary,
Hattiesburg, Mississippi. Grace Christian is a Title I school,
receives Title I money. Title I, by the way, for those who aren't
aware of the term, are federal monies aimed at economically
disadvantaged kids. It's an important part of the federal funding --
the education funding program. It's a commitment that the federal
government has made, will continue to make.
But Margie is a literacy coach. That's an interesting term, isn't
it? She is -- has met -- the students have met expectations. Tell us
about your school, Margie. Tell us what you're doing, and tell us how
you've been so successful.
* * * * *
THE PRESIDENT: I appreciate you. Thank you so much. (Applause.)
By the way, research-based reading means phonics, in essence. And it
is -- it works. It works, and we know it works, and you've heard
personal testimony that it does work. And I would urge schools that
aren't using research-based reading programs to take a look at them.
If you're not meeting standards, listen to the personal testimony of
people in the front line of public education, and listen to the joy in
their voices about achieving fantastic results and watching all the
kids from all walks of life, all economic backgrounds succeeding.
I'll never forget, one time we were in Houston and Rod had a -- he
didn't call her a reading -- a literacy coach. He called her a reading
czar. But anyway -- czarina in this case. And she stood up and said,
reading is the new civil right. And we're getting it right in more and
more schools. I want to thank both of you all for being on the front
edge of change. Thank you for your examples.
Jerry Hodges is with us today. He's the Executive Director of
Project GRAD based right here in Knoxville, Tennessee. Project GRAD is
a non-profit trying to close the achievement gap by talking about and
spreading curriculum that works. Thanks for coming.
* * * * *
THE PRESIDENT: Well, I appreciate it. Thanks, good job. Thank
you. (Applause.)
Non-profits, corporate Tennessee, people who care about the future
of your state need to follow the example of Project GRAD and become
involved in your school districts. I appreciate the Superintendent and
the school board members for reaching out and understanding that
educational excellence is a local responsibility. People really
shouldn't hope that the federal government develops the blue print for
success. That's not our role.
And you don't want a one-size-fits-all education approach. You
want a -- the best education reform comes when the local people decide
to reform, when your principals reform, when the people running at the
state level reform, when businesses and local community leaders say,
wait a minute, we're not happy with the way things are, let's change
for the good of everybody.
And that's what's taking place here in Knox County schools. I want
to thank you for that. Listen, I want to thank you all for coming.
I'm honored our panel came from around the country to share with us the
stories of success. And by the way, we're just beginning in America.
See, one of these days, we won't have enough room on the stages as we
bring people from all around the country to talk about what is
happening, the tremendous success as a result of the No Child Left
Behind Act. I'm honored you all came. I want to thank you again for
believing in every child and raising that bar and believing in the
worth of every individual.
May God bless your work, and may God continue to bless our
country. Thank you for coming. (Applause.)