News & Policies
Foreword by President George W. Bush
Bipartisan education reform will
be the cornerstone of my Administration.
The quality of our public schools directly affects
us all as parents, as students, and as citizens. Yet too many
children in America are segregated by low expectations, illiteracy, and
self-doubt. In a constantly changing world that is demanding
increasingly complex skills from its workforce, children are literally
being left behind.
have to be this way.
Bipartisan solutions are within our reach. If our
country fails in its responsibility to educate every child, were likely
to fail in many other areas. But if we succeed in educating our youth,
many other successes will follow throughout our country and in the
lives of our citizens.
This blueprint represents part of my agenda for
education reform. Though it does not encompass every aspect of the
education reforms I plan to propose, this blueprint will serve as a
framework from which we can all work together Democrat, Republican,
and Independent to strengthen our elementary and secondary schools.
Taken together, these reforms express my deep belief in our public
schools and their mission to build the mind and character of every
child, from every background, in every part of America. And I am very
open to working with Members of Congress who have additional ideas to
meet our shared goals.
I look forward to working with Congress to ensure
that no child is left behind.
Table of Contents
Executive Summary 1
Achieving Excellence Through High Standards and
Improving Literacy by Putting Reading First 10
Improving Teacher Quality 12
Improving Math and Science Instruction 14
Moving Limited English Proficient Students to English
Promoting Parental Options and Innovative Programs
Encouraging Safe Schools for the 21st
Enhancing Education Through Technology 22
Providing Impact Aid 24
Encouraging Freedom and Accountability 26
"If a nation expects to be ignorant and free, in a state
civilization, it expects what never was and never will be."
-- Thomas Jefferson, 1816
Transforming the Federal Role in
Education So That No Child is Left Behind
As America enters the
21st Century full of hope and promise, too many of our
neediest students are being left behind.
Today, nearly 70 percent of inner city fourth
graders are unable to read at a basic level on national reading tests.
Our high school seniors trail students in Cyprus and South Africa on
international math tests. And nearly a third of our college freshmen
find they must take a remedial course before they are able to even
begin regular college level courses.
Although education is primarily a state and local
responsibility, the federal government is partly at fault for
tolerating these abysmal results. The federal government currently
does not do enough to reward success and sanction failure in our
Since 1965, when
the federal government embarked on its first major elementary-secondary
education initiative, federal policy has strongly influenced America's
schools. Over the years Congress has created hundreds of programs
intended to address problems in education without asking whether or not
the programs produce results or knowing their impact on local needs.
This "program for every problem" solution has begun to add up
-- so much so that there are hundreds of education programs spread
across 39 federal agencies at a cost of $120 billion a year. Yet,
after spending billions of dollars on education, we have fallen short
in meeting our goals for educational excellence. The academic
achievement gap between rich and poor, Anglo and minority is not only
wide, but in some cases is growing wider still.
In reaction to these disappointing results, some
have decided that there should be no federal involvement in education.
Others suggest we merely add new programs into the old system. Surely,
there must be another way a way that points to a more effective
federal role. The priorities that follow are based on the fundamental
notion that an enterprise works best when responsibility is placed
closest to the most important activity of the enterprise, when those
responsible are given greatest latitude and support, and when those
responsible are held accountable for producing results. This education
- Increase Accountability for Student
Performance: States, districts and schools that improve
achievement will be rewarded. Failure will be sanctioned. Parents
will know how well their child is learning, and that schools are held
accountable for their effectiveness with annual state reading and math
assessments in grades 3-8.
- Focus on What Works: Federal
dollars will be spent on effective, research based programs and
practices. Funds will be targeted to improve schools and enhance
- Reduce Bureaucracy and Increase
Flexibility: Additional flexibility will be provided to states and
school districts, and flexible funding will be increased at the local
- Empower Parents: Parents will have
more information about the quality of their childs school. Students in
persistently low-performing schools will be given choice.
Though these priorities do not address reforms in
every federal education program, they do address a general vision for
reforming the Elementary and Secondary Education Act (ESEA) and linking
federal dollars to specific performance goals to ensure improved
results. Details about other programs and priorities will be provided
at a later date.* Our priorities in this blueprint consist of
seven performance-based titles:
- Improving the academic performance of disadvantaged students
- Boosting teacher quality
- Moving limited English proficient students to English fluency
- Promoting informed parental choice and innovative programs
- Encouraging safe schools for the 21st Century
- Increasing funding for Impact Aid
- Encouraging freedom and accountability
* (These proposals are presented within a new
legislative framework. There are programs and policies in the current
Elementary and Secondary Education Act that are not addressed in these
proposals. The proposals that are starred in this document will be
considered separately from the ESEA reauthorization.)
There will be additional funds targeted
to needy schools and districts. States and school districts will have
the flexibility to produce results, and may lose funds if performance
goals are not met.
In America, no child should be left behind. Every
child should be educated to his or her full potential. This proposal
sets forth the Presidents proposed framework to accomplish that goal.
This Administration will work with Congress to ensure that this happens
quickly, and in a bipartisan manner.
Administration's education reform agenda is comprised of the following
key components, many of which would be implemented during the
re-authorization of the Elementary and Secondary Education Act
Closing the Achievement Gap
- Accountability and High Standards.
States, school districts, and schools must be accountable for
ensuring that all students, including disadvantaged students, meet high
academic standards. States must develop a system of sanctions and
rewards to hold districts and schools accountable for improving
- Annual Academic Assessments. Annual
reading and math assessments will provide parents with the information
they need to know how well their child is doing in school, and how well
the school is educating their child. Further, annual data is a vital
diagnostic tool for schools to achieve continuous improvement. With
adequate time for planning and implementation, each state may select
and design assessments of their choosing. In addition, a sample of
students in each state will be assessed annually with the National
Assessment of Educational Progress (NAEP) 4th and
8th grade assessment in reading and math.
- Consequences for Schools that Fail to
Educate Disadvantaged Students.Schools that fail to make
adequate yearly progress for disadvantaged students will first receive
assistance, and then come under corrective action if they still fail to
make progress. If schools fail to make adequate yearly progress for
three consecutive years, disadvantaged students may use Title I funds
to transfer to a higher-performing public or private school, or receive
supplemental educational services from a provider of
Improving Literacy by Putting Reading
- Focus on Reading in Early Grades.
States that establish a comprehensive reading program anchored in
scientific research from kindergarten to second grade will be eligible
for grants under a new Reading First initiative.
Childhood Reading Instruction. States participating in the Reading
First program will have the option to receive funding from a new
"Early Reading First" program to implement research-based
pre-reading methods in pre-school programs, including Head Start
Expanding Flexibility, Reducing
- Title I Flexibility. More schools will
be able to operate Title I schoolwide programs and combine federal
funds with local and state funds to improve the quality of the entire
E-rate funds and technology grant funds will be
consolidated and distributed to schools through states and local
districts based on need. This will also ensure that schools no longer
have to submit multiple grant applications and incur the associated
administrative burdens to obtain education technology funding.
and duplicative categorical grant programs will be consolidated and
sent to states and school districts.
- Increased Funds to Schools for
State and Local Flexibility Options. A charter option for states
and districts committed to accountability and reform will be created.
Under this program, charter states and districts would be freed from
categorical program requirements in return for submitting a five-year
performance agreement to the Secretary of Education and being subject
to especially rigorous standards of accountability.
Rewarding Success and Sanctioning
- Rewards for Closing the Achievement
Gap. High performing states that narrow the achievement gap and
improve overall student achievement will be rewarded.
- Accountability Bonus for States.
Each state will be offered a one-time bonus if it meets
accountability requirements, including establishing annual assessments
in grades 3-8, within two years of enacting this plan.
- "No Child Left Behind" School
Rewards. Successful schools that have made the greatest progress
in improving the achievement of disadvantaged students will be
recognized and rewarded with "No Child Left Behind"
- Consequences for Failure. The
Secretary of Education will be authorized to reduce federal funds
available to a state for administrative expenses if a state fails to
meet their performance objectives and demonstrate results in academic
Promoting Informed Parental Choice:
Funding will be
provided to assist charter schools with start-up costs, facilities, and
other needs associated with creating high-quality
- School Reports to Parents.
Parents will be enabled to make informed choices about schools for
their children by being given access to school-by-school report cards
on student achievement for all groups of students.
- Innovative School Choice Programs and
Research. The Secretary of Education will award grants for
innovative efforts to expand parental choice, as well as to conduct
research on the effects of school choice.
Improving Teacher Quality:
- All Students Taught by Quality
Teachers. States and localities will be given flexibility in the
use of federal funds so that they may focus more on improving teacher
quality. States will be expected to ensure that all children are taught
by effective teachers.
- Funding What Works. High standards
for professional development will be set to ensure that federal funds
promote research-based, effective practice in the
K-12 math and science education will be strengthened through math
and science partnerships for states to work with institutions of higher
education to improve instruction and curriculum.
- Strengthening Math and Science Education.
Making Schools Safer for the
- Teacher Protection. Teachers will
be empowered to remove violent or persistently disruptive students from
- Promoting School Safety. Funding
for schools will be increased to promote safety and drug prevention
during and after school. States will be allowed to give consideration
to religious organizations on the same basis as other nongovernmental
organizations when awarding grants for after-school
Victims of school-based crimes or students trapped in persistently
dangerous schools will be provided with a safe alternative. States
must report to parents and the public whether a school is
- Rescuing Students from Unsafe Schools.
- Supporting Character Education.
Additional funds will be provided for Character Education grants to
states and districts to train teachers in methods of incorporating
character-building lessons and activities into the
Achieving Equality Through High
Standards and Accountability
(Part A: Closing the Achievement Gap for Disadvantaged Students)
The federal government can, and
must, help close the achievement gap between disadvantaged students and
To meet that goal, the federal investment in Title I
must be spent more effectively and with greater accountability. This
proposal changes current law by requiring that states, school districts
and schools receiving Title I funds ensure that students in all student
groups meet high standards. Schools must have clear, measurable goals
focused on basic skills and essential knowledge. Requiring annual
state assessments in math and reading in grades 3-8 will ensure that
the goals are being met for every child, every year. Annual testing in
every grade gives teachers, parents and policymakers the information
they need to ensure that children will reach academic success.
Schools that fail to make sufficient progress should
receive special assistance. Students should not be forced to attend
persistently failing schools, and they must at some point be freed to
attend adequate schools. Under this plan, disadvantaged students will
not be required to sacrifice their education and future for the sake of
preserving the status quo.
Accountability for student performance must be
accompanied by local control and flexibility. If schools are to be
held to high standards, they must have the freedom to meet those
Summary of Proposals
Close the achievement gap for disadvantaged students by
providing states additional assistance and flexibility in return for
implementing rigorous accountability for results:
Sets High Standards. Most states have established
standards for what students should know in reading and math. This
proposal requires that states also set challenging content standards in
history and science.
Assessments for Every Child in Grades 3-8. Annual reading and math
assessments will provide parents with the information they need to know
how well their child is doing in school, and how well the school is
educating their child. With adequate time to plan and implement,
states may select and design assessments of their choosing. The only
requirement would be that the results in student achievement would be
comparable from year to year. States will have three years to develop
and implement the assessments. Federal funds will cover the cost of
developing these assessments.
Requires Progress Reports on All Student Groups.
In keeping with current law, states will be required to report
student assessment results to parents. In order to hold schools
accountable for improving the performance of all students, these
results must also be reported to the public disaggregated by race,
gender, English language proficiency, disability, and socio-economic
Expects Adequate Yearly Progress for
Disadvantaged Students. Under current law, districts must
determine whether each Title I school is making adequate yearly
progress based on whether its students are meeting state content and
performance standards. The status quo does not ensure, however, that
disadvantaged students within each school make progress. Under this
proposal, a states definition of adequate yearly progress must apply
specifically to disadvantaged students, as well as to the overall
student population. This expectation will serve to hold schools and
districts accountable for improving the performance of disadvantaged
students and to help educators, parents and others discern whether
achievement gaps are closing.
Helps States with Technical Assistance Funds to
Help Turn Around Low-Performing Schools. Federal funds will be
available to states and districts to augment their efforts to provide
capacity building and technical assistance to schools identified as
needing improvement. State technical assistance provided with these
funds must be grounded in scientifically-based research.
Increases Flexibility for Schools.
Flexibility will be increased by lowering the schoolwide poverty
threshold from 50 percent to 40 percent, so that more schools can
combine their federal dollars to improve the quality of the school.
Provides Corrective Action for Low-Performing
Schools and Districts. Schools and districts that have not made
adequate yearly progress for one academic year will be identified by
the district or state as needing improvement. Immediately after
identification, these schools will receive assistance to improve
- If the identified school still has
not met adequate yearly progress after two years, the district must
implement corrective action and offer public school choice to all
students in the failing school.
- If the school fails to make adequate
progress after three years, disadvantaged students within the school
may use Title I funds to transfer to a higher performing public or
private school, or receive supplemental educational services from a
provider of choice. All non-public providers receiving federal money
will be subject to appropriate standards of
- Students may continue to attend a school of
choice for the duration of the time they would have attended the
failing school. Choice options must continue to be offered until two
years after the school is no longer identified as being in need of
- There will be an appropriate transition
period for schools that have already been identified as needing
improvement under current law.
Rewards Schools and States That Narrow the
Achievement Gap. Schools and states that make significant progress
in closing the achievement gap will be honored with awards from a
"No Child Left Behind" school bonus fund and an
"Achievement in Education" state bonus fund.
Puts in Place Consequences for Failure. States
that fail to make adequate yearly progress for their disadvantaged
students will be subject to losing a portion of their administrative
funds. Sanctions will be based on a states failure to narrow the
achievement gap in meeting adequate yearly progress requirements in
math and reading in grades 3 through 8. Progress on state assessments
will be confirmed by state results on an annual sampling of
4th and 8th grade students on the National
Assessment of Educational Progress (NAEP) in math and reading.
Protects Homeschools and Private Schools.
Federal requirements do not apply to home schools or private
schools. Protections in current law would be maintained.
Improving Literacy by Putting
(Part B: Reading First)
Administration is committed to ensuring that every child can read by
the third grade. To help meet this goal, a new program will be
established known as the "Reading First" initiative.
The Reading First initiative gives
states both the funds and the tools they need to eliminate the reading
deficit. The findings of years of scientific research on reading are
now available, and application of this research to the classroom is now
possible for all schools in America. The National Reading Panel issued
a report in April 2000 after reviewing 100,000 studies on how students
learn to read. The panel concluded:
instruction includes teaching children to break apart and manipulate
the sounds in words (phonemic awareness), teaching them that these
sounds are represented by letters of the alphabet which can then be
blended together to form words (phonics), having them practice what
they have learned by reading aloud with guidance and feedback (guided
oral reading), and applying reading comprehension strategies to guide
and improve reading comprehension."
The Reading First initiative builds upon these
findings by investing in scientifically-based reading instruction
programs in the early grades. Ensuring that more children receive
effective reading instruction means that more children will receive the
help they need before they fall too far behind. This will also reduce
the cost burden on all levels of government as fewer children are
diagnosed as needing IDEA services simply because they did not receive
proper reading instruction during the crucial early years.
Summary of Proposals
Creates Comprehensive, Statewide Reading Programs to
Ensure Every Child is Reading by the Third Grade. States and local
districts will have access to funds from the new Reading First program
to implement comprehensive, science-based reading programs in
Kindergarten through second grade. The Reading Excellence Act would be
consolidated under Reading First. The Even Start family literacy
program (Title I Part B) also would become a part of this larger
initiative, while continuing to fund family literacy programs
throughout the nation.
Supplements Reading First with an Early Childhood
Reading Initiative. States participating in the Reading First
program will have the option to receive "Early Reading First"
funding to implement research-based reading programs in existing
pre-school programs and Head Start programs that feed into
participating elementary schools. The purpose of this program is to
illustrate on a larger scale recent research findings that children
taught pre-reading and math skills in pre-school enter school ready to
learn reading and mathematics.
Improving Teacher Quality
(Part A: Grants for Improving Teacher Quality)
Administration's proposal for preparing, training and recruiting
teachers is based upon the basic principle that teacher excellence is
vital to achieving improvement in student achievement.
This proposal will provide a major boost to schools
in their efforts to establish and support a high-quality teaching
force. According to the U.S. General Accounting Office, there are 28
programs within the Department of Education that spend a significant
portion of their funds on teacher training. A total of 87 programs
support teacher training, administered by 13 different agencies.
This proposal combines the funding of Federal
education programs, including the Class Size Reduction program and the
Eisenhower Professional Development program, into performance-based
grants to states and localities. Using these funds, they will have the
support and flexibility necessary to improve academic achievement
through such initiatives as providing high-quality training for
teachers that is grounded in scientific research. In return, states
will be held accountable for improving the quality of their
Summary of Proposals
Grants States and Districts
Greater Flexibility for Effective Professional Development. Every
child in America deserves a high-quality teacher. The current
structure of federal programs fails to deliver on this promise. In
order to assist states in their efforts to prepare, recruit and train
high-quality teachers, the Eisenhower Professional Development Program
and the Class Size Reduction program will be consolidated into more
flexible teacher quality grants to states and local districts.
Establishes High Standards for Professional
Development. States and local districts will be permitted
to use this funding to meet their particular needs and to strengthen
the skills and improve the knowledge of their public school teachers,
principals, and administrators. In return, states and districts would
be required to ensure that federal funds promote the use of scientific,
research-based and effective practice in the classroom.
Promotes Innovative Teacher Reforms. In
addition to funding professional development, states and school
districts will be free to use their funds to promote innovative
programs such as reforming teacher certification or licensure
requirements; alternative certification; tenure reform and merit-based
teacher performance systems; differential and bonus pay for teachers in
high-need subject areas such as reading, math and science, and in high
poverty schools and districts; and mentoring programs.
Expects Teacher Quality to Improve. States
will be accountable for ensuring that all children are taught by
effective teachers and for developing a plan to ensure this goal will
Awards Grants for Excellence in Teaching.
One percent of funding for this program is set aside for the
Secretary of Education to award grants to states that develop teacher
assessment systems that measure teacher performance using gains in
student academic achievement.
Protects Teachers. Teachers, principals, and
school board members acting in their official capacity will be shielded
from federal liability arising out of their efforts to maintain
discipline in the classroom, so long as they do not engage in reckless
or criminal misconduct.* *
Provides Tax Deductions for Teachers. Teachers
will be able to make tax deductions of up to $400 to help defray the
costs associated with out-of-pocket classroom expenses, such as books,
school supplies, professional enrichment programs and other
Empowers Parents with Teacher Quality Information.
Parents have a right to know if their childs teacher is effective.
Local districts, upon the request, will be required to disclose to
parents information about the quality of their childs teacher, as
defined by the state.
Improving Math and Science Instruction
(Part B: Math and Science Partnerships)
Among the underlying causes for the poor performance of
U.S. students in the areas of math and science, three problems must be
addressed -- too many teachers teaching out-of-field; too few students
taking advanced coursework; and too few schools offering a challenging
curriculum and textbooks.
The Higher Education Community recognizes that it
has a vested interest in working to improve elementary and secondary
math and science achievement. More than twenty states have begun to
form partnerships with colleges and universities for the purpose of
raising math and science standards for students, providing math and
science training for teachers, and creating innovative ways to reach
The Math and Science Partnership program provides
funds for states to join with institutions of higher education in
strengthening K-12 math and science education. States that access
these funds will be required to establish partnership agreements with
state colleges, universities and community colleges and school
districts, with the goal of strengthening K-12 math and science
education. These funds could be used by the states to defray the cost
of the partnerships and to involve other colleges and community
colleges in their math and science initiatives.
The success of partnerships between states and
institutions of higher education will be linked to accountability goals
that measure important indicators such as student performance on state
assessments, increasing participation of students in advanced courses
in math and science and passing advanced placement exams, and
increasing the numbers of teachers that major in math or
Summary of Proposals
Establishes Math and Science Partnerships.
States and local districts would be eligible to receive new federal
funds to help fund partnerships with the math and science departments
of institutions of higher education. Partnerships would focus on
strengthening the quality of math and science instruction in elementary
and secondary schools and could include such activities as making math
and science curricula more rigorous, improving math and science
professional development, attracting math and science majors to
teaching, and aligning high school math and science standards to foster
Major Research Institutions. Research universities will be
encouraged to participate fully in these state partnerships in order to
strengthen K-12 math and science education.
Moving Limited English Proficient
Students to English Fluency
Americas greatest attributes is our diversity. Ensuring that all
children, regardless of background, have the chance to succeed is a
central purpose of the federal role in education. The changes that our
schools have witnessed over the last decade have created new challenges
to teaching and learning. All parents want their children to graduate
with the basic tools needed to work and succeed in today's global
marketplace. For the more than 3 million Limited English Proficient
(LEP) students in America, this means learning English in school.
Unfortunately, there are indications that LEP
students are not receiving the services they need to make this
transition. For example, research has shown that English language
learners, when compared with their English-fluent peers, tend to
receive lower grades and often score below the average on standardized
math and reading assessments. This is partly because federal funding
for bilingual education currently has no performance measures attached
to it. Our proposal will give districts more flexibility in using
bilingual funds in exchange for effectively transitioning LEP students
into English fluency and improving their achievement.
In order for all students to meet high standards,
limited English proficient (LEP) students need to master English as
quickly as possible. To accomplish this goal, states and school
districts will be held accountable for making annual increases in
English proficiency from the previous year. Moreover, they will be
required to teach children in English after three consecutive years of
being in school.
Summary of Proposals
Streamlines ESEA Bilingual Education Programs.
These programs will be streamlined into performance-based grants to
states and local districts.
Sets Performance Objectives for Improving English
Fluency. As part of their application for funds, states will set
performance objectives to ensure LEP children achieve English fluency
within three years. States would also ensure that LEP students meet
standards in core content areas that are at least as rigorous as those
in classes taught in English.
Imposes Sanctions for Poor Performance. States that do not
meet their performance objectives for LEP students could lose up to ten
percent of the administrative portion of their funding for all ESEA
state administered formula grant programs.
Districts to Select a Teaching Approach That Meets the Needs of
Students. Regulations on the funds mandating a particular method
of instruction to educate LEP students will be prohibited.
Promoting Parental Options and Innovative
purpose of Title IV is to promote parental choice and to increase the
amount of flexible funds available to states and school districts for
innovative education programs.
Systems are often resistant to change no matter how
good the intentions of those who lead them. Competition can be the
stimulus a bureaucracy needs in order to change. For that reason, the
Administration seeks to increase parental options and influence.
Parents, armed with data, are the best forces of accountability in
education. And parents, armed with options and choice, can assure that
their children get the best, most effective education
Summary of Proposals
Promotes Charter Schools. Funding will
be provided to assist charter schools with start-up costs, facilities,
and other needs associated with creating high-quality schools.
Broadens Education Savings Accounts. The
amount of funding that can be contributed annually to these accounts
will be increased to $5,000 and allowable uses of funds will be
expanded to include education-related expenses in Kindergarten through
Expands School Choice. A school choice fund
will be created and administered by the Secretary of Education to
demonstrate, develop, implement, evaluate, and disseminate information
on innovative approaches that promote school choice.
Consolidates Categorical Grant Programs to Send
More Dollars to Classrooms. Overlapping and duplicative grant
programs will be consolidated into one flexible grant for innovative
programs and sent to states and school districts. Funds may be used
for local innovative programs, as well as to provide choice to students
in persistently failing or dangerous schools so they can attend
adequate, safe schools of choice.
Public-Private Partnership in School Construction. States are
currently allowed to issue a certain number of tax-exempt bonds for
private contractors to build public facilities, such as airports and
low-income housing. Public school construction is currently not an
allowable use of such bonds. By allowing private activity bonds to be
used for public school construction, local districts across America
will be able to leverage additional funds to be used for school
construction and repair. The amount of bonds in each state able to be
used for public-private partnerships in school construction would be
based on the state population.*
Safe Schools for the 21st
Part A: Supporting Drug and Violence Prevention and Education for Students and Communities
The purpose of Title V is to help children meet
challenging academic standards by empowering states and school
districts with the means to provide a high-quality education that is
also safe and drug free.
This proposal seeks to ease the burden of
administering two separate but similar programs that clearly overlap
each other in statute and practice. It streamlines the Safe and Drug
Free Schools program and the 21st Century Learning Centers
program into a performance-based grant for before and after-school
learning opportunities, as well as for violence and drug prevention
activities. States are held accountable for using research-based
programs to improve academic achievement, improve school safety, and
reduce drug use. In addition, this Title ensures that parents know
whether their child attends a safe school, and frees students from
those that are dangerous.
Summary of Proposals
Consolidates and Simplifies Funding for the Safe and
Drug Free Schools Program and the 21st Century Learning
Centers Program. School districts will be able to use federal
dollars on after-school learning opportunities and drug and violence
Establishes Accountability for School Safety and
Achievement. In order to receive funds for this program, states
must develop a definition for a "persistently dangerous
school" and must report on safety on a school-by-school basis.
Victims of serious, school-based crimes and students trapped in
persistently dangerous schools will be provided the option to transfer
to a safe alternative.
Grants Teachers Control Over Their
Classrooms. Teachers will be empowered by the states to remove
violent or persistently disruptive students from the classroom. In
order to receive funds from this program, states must adopt a
zero-tolerance policy for violent or persistently disruptive
Focuses on What Works. An emphasis will be
placed on preventing drug use and violence among youth and ensuring
that schools utilize funds for programs that have demonstrated proven
effectiveness in making schools safer. Funds may be used for after
school programs, to provide students with safety and anti-substance
abuse activities before, during and after school; and to educate
students about the dangers of drugs, especially newly emerging
Allows Community-Based Organizations
to Receive Grants for After-School Programs. Before and
after-school learning opportunities will be expanded by granting states
and school districts freedom to award grants to faith-based and
Facilitates Crime Prevention and
Prosecution. The Federal Education Rights and Privacy Act (FERPA)
will be amended to make it easier for public school districts and local
law enforcement authorities to share information regarding disciplinary
actions and misconduct by students.*
Strengthens Gun Law
Enforcement. Project Sentry, a new federal-state partnership
will be established to identify, prosecute, punish, and supervise
juveniles who violate state and federal firearms laws.
for Character Education. Funding for character education
grants to states and districts to train teachers in methods of
incorporating character-building lessons and activities in the
classroom would be increased.
Enhancing Education Through Technology
(Part B: Grants for Education Technology)
Administration believes schools should use technology as a tool to
improve academic achievement, and that using the latest technology in
the classroom should not be an end unto itself.
This proposal begins to accomplish that goal by
streamlining duplicative technology programs into a performance-based
technology grant program that sends more money to schools.
Consolidating the technology grant programs and allocating with E-rate
funds by formula ensures that schools will not have to submit multiple
grant applications and incur the associated administrative burdens to
obtain education technology funding. Furthermore, a single program
will facilitate comprehensive and integrated education technology
strategies that target the specific needs of individual schools.
Summary of Proposals
Sends More Dollars to Schools
for Technology. Consolidated technology grant programs and E-rate
funds will be allocated by formula to states and school districts to
ensure that more technology funds reach the classroom. Funds will be
targeted to high-need schools, including rural schools and schools
serving high percentages of low-income students.
Reduces Paperwork and Increases Flexibility.
Burdensome paperwork requirements will be eliminated by sending
E-rate funds to schools by a formula instead of the current application
process. Flexibility will be increased by allowing funds to be used
for purposes that include software purchases and development, wiring
and technology infrastructure, and teacher training in the use of
Allows Funds to be Used for
Internet Filters. In support of Childrens Internet Protection Act
of 2000, funds may be used to purchase filters to protect children from
obscene and adult material on the Internet.
Focuses Funds on
Proven Means of Enhancing Education Through Advanced Technology.
States will be encouraged to set performance goals to measure how
federal technology funds are being used to improve student
Offers Matching Grants for
Community Technology Centers. Matching federal grants will be
provided through the Community Development Block Grant Program
administered by the Department of Housing and Urban Development in
order to establish Community Technology Centers in high poverty
Rebuilding Schools for Native Americans and Children from Military Families
The federal government has a
special obligation to certain schools those schools that educate the
children of families who serve in the United States military and those
that educate Native American children.
However, the federal obligation to these schools has
often not been met, most notably in the area of school construction.
These shortfalls can be addressed by increasing funds for construction
in the Impact Aid Program and the Bureau of Indian Affairs.
Approximately 700,000 dependents of military
personnel are educated in public schools. More than three-quarters of
these students are educated in 600 school districts located on or near
military facilities. Funded by the Department of Education, these
"Military Impacted Schools" are located throughout the
country. Schools educating military dependents generally receive
federal school construction funding from the Department of Defenses
Education Activity program for DODEA schools located on military
facilities, and through the Department of Educations "Impact
Aid" program for other public schools located on or near such
During the 1999 school year, more than 50,000
children attended 185 Native American schools in 23 states. The
majority of these schools managed by the Bureau of Indian Affairs (BIA)
are concentrated in Arizona, New Mexico, North Dakota, South Dakota,
and Washington State. Enrollment in BIA schools is growing, having
increased by 25 percent since 1987. While more children are attending
BIA schools, they are doing so in physical environments that are among
the worst in the nation.
Summary of Proposals
Increases Funds to the Impact Aid Construction
Program. Funds will improve the quality of public school buildings
and eliminate the backlog of repairs and construction for schools on or
near military facilities and those serving children from Native
Establishes a Tribal Capital Improvement
Fund. Funds will help replace schools and eliminate the backlog of
school repairs in Bureau of Indian Affairs schools.
Freedom and Accountability
The purpose of Title VII is to establish a system
for how states and school districts will be held accountable for
improving student achievement.
States and school districts will be granted
unprecedented flexibility by this proposal in how they may spend
federal education funds. Accountability for student results is
expected in return. States will submit plans that address specific
accountability requirements. States and schools that make significant
progress will be honored with rewards. The Secretary of Education will
be authorized to withhold administrative funds from states that fail to
make adequate progress.
Sanctions and rewards will be based on state
assessment results as confirmed by the results of an annual sample of
students in each state on the National Assessment of Educational
Progress (NAEP) 4th and 8th grade assessment in
reading and math.
Summary of Proposals
Frees Schools, Local School Districts, and
States with More Flexibility:
Creates a Charter Option for States and Districts on
the Cutting-Edge of Accountability and Reform. Interested states
or school districts will be able to enter into a charter agreement with
the Secretary of Education. The agreement would offer freedom from the
current requirements placed on categorical grant programs in return for
submitting a five-year performance agreement to the Secretary
establishing specific goals for increased student performance. During
the course of the charter, states or school districts will be subject
to strict accountability for improving student achievement, review
during the course of the charter, and sanctions for failing to meet the
terms of the agreement. A state or school district would lose
"charter" status if student achievement and other performance
indicators did not improve as agreed to in the charter.
Increases Funding for the Individuals with
Disabilities Education Act (IDEA). IDEA funds will be increased in
order to reduce the burden that states and local districts bear in
meeting the special needs of their disabled students.
Accountability for Improved Student Achievement:
Expects States to Improve Academic Achievement. In
a manner similar to that in current law, states will, within a
reasonable period of transition, submit to the Secretary of Education a
consolidated state plan for all ESEA funds. The plan will include
assurances that the state:
- Has adopted standards, annual assessments
of all children in grades 3-8 in math and reading, reporting, and
consequences for academic achievement in LEAs and schools. Federal
funds will be available to help pay for such assessments and state
- Has developed a system of sanctions and
rewards to hold LEAs accountable for meeting performance
- Publishes school-by-school report cards for
parents, as well as on the Internet for all public schools. These
report cards should include math and reading results disaggregated by
ethnicity, gender, poverty, students with disabilities as compared to
non-disabled students, and English proficiency. These report cards
should be integrated with existing state and local report cards where
- Agrees to participate in an annual National
Assessment of Educational Progress (NAEP) for grades 4 and 8, in
reading and math. Congress would fund administration of the test.
Creates Sanctions for Low-Performing States.
The Secretary of Education will be authorized to reduce the amount
a state may use for administration of ESEA programs if a state fails to
meet its performance objectives. Sanctions will be based on whether a
state meets its performance objectives for improving the achievement of
disadvantaged students and English language proficiency.
Rewards for High-Performing States and
Achievement in Education Fund. The "Achievement in Education" fund
will reward high-performing States that have made the greatest progress
in closing achievement gaps and improving English proficiency.
Performance will be evaluated using state assessment results. Those
results will be confirmed with other indicators of academic achievement
and the National Assessment of Educational Progress (NAEP).
Grants Bonuses for Early Implementation of Annual
Assessments. States that implement annual reading and math
assessments in grades 3-8 before the end of the second year after this
plans enactment will be eligible to receive a one-time bonus.
Awards "No Child Left Behind" School
Bonuses. This proposal reforms the current Blue Ribbon Schools
program. The Secretary of Education will administer a "No Child Left
Behind" bonus fund that would honor and provide financial rewards to
schools that make significant progress in closing the achievement