For Immediate Release
Office of the Press Secretary
January 23, 2001
Press Conference with President George W. Bush and Education Secretary Rod Paige to Introduce the President's Education Program
SEC. PAIGE: (Applause.) Thank you very much. Thank you.
Good afternoon. It's an honor and privilege as
well for me to be here at
this important time -- period in time. I've known President Bush for
many years, and I've had the opportunity to work with him in Texas,
where he distinguished himself by his commitment to quality education
in public schools. He got results in Texas as governor, and he'll get
results across America as president.
Today he takes the first step towards becoming the education president
by proposing to the Congress a strong program to improve America's
schools. As
you will see, the program is based upon the sound principles of high
standards, accountability, and measurements, for which he's always
stood. President Bush confirmed that education is his first priority
as president,
first in time, and first in importance. I'm humbled to introduce him
and to pledge to work day and night to help get the results the
president and America expects.
Mr. President? (Applause.)
PRESIDENT BUSH: Thank you all. Thank you. (Continued applause.) Thank
you.
Thank you, Mr. Secretary. Appreciate you being here.
SEC. PAIGE: Thank you.
PRESIDENT BUSH: 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 -- (laughter) -- but Diane Natalisio
(ph) 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
amount of -- 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
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've seen how real education reform can lift up scores in
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, D.C., because I now 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 lapsed 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 -- 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 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 red tape 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, D.C., caused me to do 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
know he shares my passion for flexibility at the local level, as with
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 -- the
moment of consequence and the first indication of failure. Once failing
schools are identified, we will help them improve. We'll 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 or
teenagers go to school afraid of being threatened or attacked or worst,
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 are to succeed all across the country. There are
difference 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's 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. And 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.
(Applause.)
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