ERIC ED375949: Hearings on H.R. 6, Reauthorization of Elementary and Secondary Education Act of 1965. Hearings before the Subcommittee on Elementary, Secondary, and Vocational Education of the Committee on Education and Labor. House of Representatives, On

285 Pages·1994·4.9 MB·English

by  ERIC

DOCUMENT RESUME
PS 022 703
ED 375 949
Hearings on H.R. 6, Reauthorization of Elementary and
TITLE
Secondary Education Act of 1965. Hearings before the
Subcommittee on Elepentary, Secondary, and Vocational
Education of the Committee on Education and Labor.
House of Representatives, One Hundred Third Congress,
First Session (May 13, 25, June 10 and 30, 1993).
Congress of the U.S., Washington, D.C. House
INSTITUTION
Committee on Education and Labor.
ISBN-0-16-044651-1
REPORT NO
94
PUB DATE
285p.; Serial No. 103-65. Document contains several
NOTE
pages of small print. For hearings held in
March-April 1993, see ED 372 819.
U.S. Government Printing Office, Superintendent of
AVAILABLE FROM
Documents, Congressional Sales Office, Washington, DC
20402.
Legal/Legislative/Regulatory Materials (090)
PUB TYPE
MF01/PC12 Plus Postage.
EDRS PRICE
Administrators; Advocacy; Agencies; *Educational
DESCRIPTORS
Attitudes; Educational Improvement; *Elementary
Secondary Education; *Federal Aid; *Federal
Legislation; *Hearings; Migrant Education; Migrant
Programs; Principals; Public Policy
Congress 103rd; *Elementary Secondary Education Act;
IDENTIFIERS
Reauthorization Legislation
ABSTRACT
These hearing transcripts present testimony
concerning the reauthorization of the Elementary and Secondary
Education Act. Much of the testimony was from members of congress,
educators, and representatives of education organizations concerning
the efficacy of specific progrc.ms and activities funded by the Act,
particularly those items that they would like to see expanded or
(1) Representatives Robert E.
improved. Testimony was heard from:
Andrews, Peter Hoagland, Donald M. Payne, Terry Everett, and Lynn C.
(2) the director of the National Urban Alliance for
Woolsey;
Effective Schools; (3) the executive director of the Main Line
Project Learning, Brookline School, Havertown, Pennsylvania; (4) a
(5) four school superitendents; (6) a program
former congressman;
(7) a senior
manager from the Pennsylvania Department of Education;
(8) two elementary school
researcher-from SRI International;
(9) the dean of Montclair State College's School of
principals;
(10) three school district officials; (11) the
Professional Studies;
president of the National Association of Migrant Education; (12) an
official of the National Association of State Directors of Migrant
(13) an education consultant; and (14) the president of
Education;
the American Federation of Teachers. (MDM)
***********************************************************************
Reproductions supplied by EDRS are the best that can be made
from the original document.
***********************************************************************
NGS ON H.R.
ORIZATION OF
6,
H
ELEMENTARY AND SECONDARY EDUCATION
ACTOF 1965
U S DEPARTMENT OF EDUCATION
Office or Educational Re< earcn and ImpOveont
EDUCATIONAL Ri'SOURCES INFORMATION
CEN 'Fri (ERIC)
XThis document has been reproduced as
received from the person or organization
originating it
Minor changes nave been made to
improve reproduction quality
HEARINGS
Points of view or opinions stated in this
document do not necessarily represent
OERI position or policy
BEFORE THE
SUBCOMMITTEE ON ELEMENTARY, SECONDARY,
AND VOCATIONAL EDUCATION
OF THE
LABOR
COMMITTEE ON EDUCATION AND
HOUSE OF REPRESENTATIVES
ONE HUNDRED THIRD CONGRESS
FIRST SESSION
AND 30,
HEARINGS HELD IN WASHINGTON, DC, MAY 13, 25, JUNE 10,
1993
Serial No. 103-65
Printed for the use of the C-inmittee on Education and Labor
U.S. GOVERNMENT PRINTING OFFICE
WASHINGTON :
1994
77-967 CC
C1
O
Fot sale by the U.S Government Printing Office
DC 204O2
Superintendent of Documents, Congressional Sale Office, Washington,
ISBN 0-16-044651-1
-Cf)
AVAILABLE
BES1 COPY
ON EDUCATION AND LABOR
COMMITTEE
FORD, Michigan,
WILLIAM D.
Chairman
WILLIAM (BILL) CLAY, Missouri
WILLIAM F. GOODLING, Pennsylvania
GEORGE MILLER, California
THOMAS E. PETRI, Wisconsin
AUSTIN J. MURPHY, Pennsylvania
MARGE ROUKEMA, New Jersey
DALE E. KILDEE, Michigan
STEVE GUNDERSON, Wisconsin
PAT WILLIAMS, Montana
RICHARD K. ARMEY, Texas
MATTHEW G. 'MARTINEZ. California
HARRIS W. FAWELL, Illinois
MAJOR R. OWENS, New York
CASS BALLENGER, North Carolina
THOMAS C. SAWYER, Ohio
SUSAN MOLINARI, New York
DONALD M. PAYNE, New Jersey
BILL BARRETT, Nebraska
JOLENE UNSOELD, Washington
JOHN A. BOEHNER, Ohio
PATSY T. MINK, Hawaii
RANDY "DUKE" CUNNINGHAM, California
ROBERT E. ANDREWS, New Jersey
PETER HOEKSTRA, Michigan
JACK REED, Rhode Island
HOWARD P. "BUCK" McKEON, California
TIM ROEMER, Indiana
DAN MILLER, Florida
ELIOT L. ENGEL, New York
XAVIER BECERRA, California
ROBERT C. SCOTT,' Virginia
GENE GREEN, Texas
LYNN C. WOOLSEY, California
CARLOS A. ROMERO-BARCELO,
Puerto Rico
RON KLINK, Pennsylvania
KARAN ENGLISH, Arizona
TED STRICKLAND, Ohio
RON DE LUGO, Virgin Islands
ENI F. II. FALEOMAVAEGA,
American Samoa
SCOTTY BAESLER, Kentucky
ROBERT A. UNDERWOOD, Guam
Staff Director
PATRICIA F. RISSLER,
Minority Staff Director
JAY EAGEN,
SUBCOMMITTEE ON ELEMENTARY, SECONDARY, AND VOCATIONAL EDUCATION
DALE E.
KILDEE, Michigan,
Chairman
GEORGE MILLER, California
WILLIAM F. GOODLING, Pennsylvania
THOMAS C. SAWYER, Ohio
STEVE GUNDERSON, Wisconsin
MAJOR R. OWENS, New York
HOWARD "BUCK" McKEON, California
JOLENE UNSOELD, Washington
THOMAS E. PETRI, Wisconsin
JACK REED, Rhode Island
SUSAN MOLINARI, New York
TIM ROEMER, Indiana
RANDY "DUKE" CUNNINGHAM, California
PATSY T. MINK, Hawaii
DAN MILLER, Florida
ELIOT L. ENGEL, New York
MARGE ROUKEMA, New Jersey
XAVIER BECERRA, California
JOHN A. BOEHNER, Ohio
GENE GREEN, Texas
LYNN C. WOOLSEY, California
KARAN ENGLISH, Arizona
TED STRICKLAND, Ohio
DONALD M. PAYNE, New Jersey
CARLOS A. ROMERO-BARCELO,
Puerto Rico
III
3
T:.;15!
-%
CONTENTS
Page
Hearings:
Washington, DC, May 13, 1993
1
83
Washington, DC, May 25, 1993
167
Washington, DC, June 10, 1993
225
Washington, DC, June 30, 1993
Statement of:
Andrews, Hon. Robert E., a Representative in Congress from the State
226
of New Jersey
Cooper, Dr. Eric, Director, National Urban Alliance for Effective Schools,
38
Teachers College, Columbia University, New York, NY
Force, Richard M., Executive Director, Main Line Project Learning,
188
Brookline School, Havertown, PA
-
Hawkins, Hon. Augustus F., a former Representative in Congress from
2
the State of California, Washington, DC
Heyman, Gc-le, Program Manager, Federal Programs Division, Penn-
sylvania, Department of Education; Joan Ruskus, Senior Researcher,
SRI International; Ivan Small, Assistant Superintendent, Browning
Public Schools; Charles Patterson, Superintendent, Killeen Independent
School District; John Simpson, Superintendent, North Chicago Commu-
nity Unit School District 187; and Thomas Madden, Superintendent
95
of Schools, Lemont Township High School District No. 210
Hoagland, Hon. Peter, a Representative in Congress from the State of
85
Ncbt a-k$
Principal, Langley Park-McCormick Elementary
Patricia
A.,
Kelly:
185
School, Hyattsville, MD
Michelli, Dr. Nicholas M., Dean, School of Professional Studies, Montclair
47
State College, Upper Montclair, NJ
Ochoa, Carley, Director, Compliance, Grants, and Parent Outreach, Riv-
168
erside Unified School District, Riverside, CA
Reyna, Tadeo, President, National Association of Migrant Educators,
Flngsville, TX; Raul de la Rosa, Director, Washington State Supple-
mentary Education Programs for the National Association of State
Directors of Migrant Education, Olympia, WA; Wendell Rollason, Exec-
Association,
Migrant
Christian
Redlands
President,
utive
Vice
230
Immokalee, FL; and Delia Pompa, Education Consultant, Boston, MA
12
Shanker, Albert, President, American Federation of Teachers, AFL-CIO
Taylor, Dr. Barbara 0., Consultant to the National Center for Effective
Schools Research and Development, University of Wisconsin-Madison,
24
Lake Forest, IL
175
Toscano, Susan, Principal, Fremont Elementary School, Riverside, CA
Wise, Evangeline M., Assistant Supervisor, Chapter 1/State Compen-
177
satory Education, Prince George's County Schools, Bowie, MD
Prepared statements, letters, supplemental materials, et cetera:
Cooper, Dr. Eric, Director, National Urban Alliance for Effective Schools,
Teachers College, Columbia University, New York, NY, prepared state-
43
ment of
de la Rosa, Raul, Director, Washington State Supplementary Education
Programs for the National Association of State Directors of Migrant
259
Educatioi. Olympia, WA, prepared statement of
of
Everett, Hon. Terry, a Representative in Congress from the State
165
Alabama, prepared statement of
Force, Richard M., Executive Director, Main Line Project Learning,
191
Brookline School, Havertown, PA, prepared statement of
4
IV
Page
Prepared statements, letters, supplemental materials, et ceteraContinued
Hawkins, Hon. Augustus F., a former Representative in Congress
from
the State of California, Washington, DC, prepared statement of
8
Heyman, Gene, Program Manager, Federal Programs Division,
Penn-
sylvania, Department of Education, prepared statement of
97
Hoagland, Hon. Peter, a Representative .in Congress from the State
of
Nebraska, prepared statement of
89
Patricia
Kelly,
Principal, Langley ParkMcCormick Elementary
A.,
School, Hyattsville, MD, prepared statement of
187
Madden, Thomas, Superintendent of Schools, Lemont Township
High
School District No. 210, prepared statement of
152
Michelli, Dr. Nicholas M., Dean, School of Professional Studies,
Montclair
State College, Upper Montclair, NJ, prepared statement of
50
Miller, Winford, Consultant, prepared statement of
236
National Center for Effective Schools Research and Development,
Madi-
son, WI, prepared statement of
72
Ochoa, Carley, Director, Compliance, Grants, and Parent Outreach,
Riv-
erside Unified School District, Riverside, CA, prepared
statement of
170
Payne, Hon. Donald M
, a Representative in Congress from the State
of New Jersey, prepared statement of
71
Pompa, Delia, Education Consultant, Boston, MA, prepared
statement
of
271
Reyna, Tadeo, President, National Association of Migrant Educators,
Kingsville, TX, prepared statement of
233
Rollason, Wendell, Executive Vice President, Redlands Christian
Migrant
Association, Immokalee, FL, prepared statement of
265
Ruskus, Joan, Senior Researcher, SRI International, prepared
statement
of
103
Shanker, Albert, President, American Federation of Teachers,
AFLCIO,
prepared statement of
18
Simpson, John, Superintendent, North Chicago Community Unit School
District 187, prepared statement of
46
Small, Ivan, Assistant Superintendent, Browning Public Schools,
pre-
pared statement of
133
Taylor, Dr. Barbara 0., Consultant to the National Center for Effective
Schools Research and Development, University of WisconsinMadison,
Lake Forest, IL, prepared statement of
28
U.S. Department of Education response to testimony of Winford Miller
254
Wisconsin Center for Education Research, School of Education/University
of WisconsinMadison, prepared statement of
74
Wise, Evangeline M., Assistant Supervisor, Chapter 1/State
Compen-
satory Education, Prince George's County Schools, Bowie, MD,
pre-
pared statement of
180
Woolsey, Hon. Lynn C., a Representative in Congress from the
State
of California, prepared statement of
225
REAUTHORIZATION OF
HEARING ON H.R. 6,
SECONDARY EDUCATION
ELEMENTARY AND
ACT
THURSDAY, MAY 13, 1993
HOUSE OF REPRESENTATIVES,
SECONDARY,
SUBCOMMITTEE ON ELEMENTARY,
EDUCATION,
AND VOCATIONAL
LABOR,
COMMITTEE ON EDUCATION AND
Washington, DC.
to call, at 10:06 a.m.,
Room
The subcommittee met, pursuant
Chair-
Building, Hon. Dale E. Kildee,
2175, Rayburn House Office
man, presiding.
Kildee, Owens, Unsoeld, Reed,
Members present: Representatives
Gunderson,
Strickland, Payne, Good ling,
Roemer, Green, Woolsey,
Petri, and Roukema.
Kajeckas,
Jane Baird, Margaret
Staff present: Susan Wilhelm,
and Lynn Selmser.
Jack Jennings, Diane Stark,
Secondary
Subcommittee on Elementary,
Chairman KILDEE. The
thirteenth
this morning for its
and Vocatinnal Education convenes
Secondary
of the Elementary and
hearing on the reauthorization
Act au-
and Secondary Education
Education Act. The Elementary
designed to improve edu-
thorizes the majority of Federal programs
elementary and secondary levels.
cational opportunities at the
possibly the most important one
This reauthorization is quite
Lyndon Johnson.
Li 1965 under President
since the Act became law
strongly
administration and a Congress
The fact that we have an
reexamine
special opportunity to
committed to education gives us a
for all chil-
goal of improving education
these programs with the
dren.
this goal, and I
witnesses are committed to
I know that today's
special pleasure to
their testimony. It is a
look forward to hearing
Education and
of the Committee on
have the former chairman
Honorable Augustus Hawkins.
Labor with us today, the
Mr. Haw-
Chairman, step forward here.
Augustus Hawkins, Mr.
personal for-
important part of my own
kins has been a very, very
know I am a bet-
better congressman, but I
mation. I am not only a
He has been, as I say,
because of Gus Hawkins.
ter human being
part of my formation.
a very important
Federa-
President of the American
We will have Mr. Al Shanker,
almost a 38-year-
organization of which I carry
tion of Teachers, an
Taylor, Consult-
AFT; and Dr. Barbara 0.
old card, I thiiik, in the
Research and De-
Center for Effective Schools
ant to the National
Illinois;
Wisconsin-Madison, Lake Forest,
velopment, University of
(II
2
Dr. Eric Cooper, Director of the
National Urban Alliance for Effec-
tive Schools, Teachers College,
Columbia University, New York,
New York; and Dr. Nicholas M.
Michel li, Dean, School of Profes-
sional Studies, Montclair State
College, from Montclair, New Jer-
sey.
It is my pleasure now to
turn to a person who has also been
a
very important part of my formation, although
we are the same
generation here, and certainly
one who has earned the title Mr.
Education here in the Congress, the
gentleman from Pennsylvania,
Mr. Good ling.
Mr. GOODLING. Thank
you, Mr. Chairman. I too want to welcome
one of my very special friends, Chairman
Hawkins, back to the
committee room: But even
more importantly, I want to welcome the
flower behind the show, Elsie sitting right behind
him. And she too
is a dear friend of mine, and
especially, my wife. And I welcome
all of you here.
As I say at every
one of these hearings, the thing that I
want
to happen most of all throughout the
reauthorization is that Chap-
ter 1 and Head Start become far better
programs than they pres-
ently are, so that we help to make
all the disadvantaged, less dis-
advantaged, and in some
cases, I am afraid, maybe we are making
them more disadvantaged with the
way some of these programs are
operated.
So, hopefully, by the end of
reauthorization and markup,
we will
have an outstanding
program that will serve all very,
very well,
and all the statistics in the future
will show that we have really
done a great job of improving good
programs.
Thank you, Mr. Chairman.
Chairmar KILDEE. Thank
you very much. I think we will start
with our witnesses
now and, Mr. Chairman, you may
commence.
It is good to have you here.
STATEMENT OF HON. AUGUSTUS F.
HAWKINS, A FORMER REP-
RESENTATIVE IN CONGRESS FROM
THE STATE OF CALIFOR-
NIA, WASHINGTON, DC
Mr. HAWKINS, Thank
you, Mr. Chairman, and Mr. Good ling,
other members of the committee. I
am very pleased to reappear be-
fore the committee in
a different function. I speak only for myself,
although I wear different hats; and I
am very delighted at the very
generous remarks that have been made. You,
obviously, over the
years were somewhat like a soul brother to
me; and so if I am criti-
cal in some of the things that I
may say today, it certainly is out
of affection and respect for what
you have done, and particularly
your role on the Budget Committee. I think
without you on that
committee, I would be a lot
more militant this morning than what
I will be.
I am very pleased to
appear, obviously, with my distinguished
colleagues, and I will try to confine myself
to as little as possible
so that I do not impose on the time of others.
The issue before us today is
one which has been around for a
very long time. I recall, and I will not reminisce, that
in 1965 the
Chairman of the Education and Labor
Committee today, Mr. Ford,
and I started out together. After
some struggle, I think we helped
to lay the foundation in 1965 for the first real
participation of the
7
3
Federal Government in the compulsory school systems. I am very
pleased. Mr. Ford has been consistent and has earned a position
today that gives to him a great opportunity in a very key spot.
As you have said, we have am_ nded the Elementary and Second-
earlier days, the prob-
ary Education Act a number of times. In the
lem was one of compliance, possibly more a matter of compliance
with the Federal obligations that were imposed in terms of being
responsible for the expenditure of public money. And we found that
supposed to be
many school districts used their money that was
used for the disadvantaged, used the money for such things as
swimming pools and staff lounges and so forth, which I suppose
justified but just never
were very goodcould possibly have been
seemed to reach the disadvantaged.
So over the years we have tried to correct the omissions and defi-
ciencies in the Act; and I think that in 1988most of us possibly
decent job. And I
were here at that time, I thinkwe did a real
today is leveled
am a little surprised that so much of the criticism
at the Act, and I think some of the people who are criticizing the
did include in my
Act have just not read it. And for that reason,
prepared remarks several pages out of the Act itself to show what
we intended and what we actually said.
A large amount of the criticismand there is obviously room for
criticism, but I would hope that it would be more constructive than
what has beenshould be based on the law, and not on the way
the law has not been implemented and the way public officials
have often, who were charged with the administration of the Act,
have gone off on their own agenda. Now all of this has rubbed off
on the Act.
I would be perfectly satisfied if we just simply reauthorized the
current law and extended that, even though we obviously would ex-
tend a few of the points that may be changed or should probably
be criticized. But some of the criticism has been due largely to the
rulemaking after the Act was passed and to the administration of
the Act.
As a matter of fact, we have heard since 1988 about every type
of proposal, new proposals being made simply because individuals
wanted to claim ownership of something new. And we have seen
should be administered.
very little administration of the Act as it
The Act obviously isin about its second or third year after the
-A
Act was passed, took a year for the regulations to be issued. After
the regulations were issued, the districts began tooling up. Many
became better acquainted with what the law intended. And even
today when I walk into certain schools, I have conversations with
principals who don't know a durn thing about the Act or about
what is required under the Act. And too many school boards, I
think, have not heard about the Act; and I think some of this is
due to the fact of a lack of information, technical assistance and so
forth, that the Department itself, Department of Education, should
have conveyed to the difit.-ent ones.
Let me be more specific, however, in terms of the Act. And as I
sections from the Act in my
say, I have tried to include pertinent
prepared testimony. For example, the Act itself says that by the
should be fully funded. Well, we
year 19fiscal year 1993, the Act
the Act is not fully fund-
are in fiscal year 1993 now. It is obvious
8
4
ed. It is very doubtful thatif we move at the current rate, which
is almost negative, the Act won't be fully funded by the year 2000.
And yet we set out a lot of goals that I assume this committee and
the Congress will probably endorse.
Well, goals are wonderful. I listened to Camelot the other night,
and Camelot gives :,7ou some wonderful things about a fabled city,
but we are not living in a fabled city; we are living in Washington,
DC, most of us, in our districts back homefar different from Cam-
elot. To simply assert that by the year 2000 every child is going
to be ready for school, our kids are going to be first in math and
science, I think is rather ridiculous to be talking about it, the way
we support that or commit ourselves to the achievement cif those
goals.
Now, I believe in goals, I think they are wonderful; but if we are
not going to commit ourselves to them, and we put them out and
individuals think that they are going to be assisted and that every
child is going to be assisted to become ready for school, to be first
in math and science within seven years, I think is rather ridicu-
lous. It all seems to me more down to one thing, which is the bot-
tom line.
Education is not our top priority. Let's face it. Despite all the
rhetoric, education is submerged in a lot of issues. And I suspect
that budget deficit reduction is going to still be the obsession
around the country. And I -vas quite surprised yesterday that the
President even asserts that it is going to be made into a trust fund
I had hoped that this morning I could suggest, having read Terrel
Bell's latest book, The Thirteenth Man, in which he proposed that
education be made into a trust fund and that we begin to escalate
the funding and whatnot, that we might consider that as one possi-
bility for education to protect it.
But to me, we rise and fall as a Nation by our commitment to
education. And as long as we commit ourselves to six or seven
other priorities prior to the time that we commit ourselves to edu-
cation simply means that we don't regard education, despite. the
rhetoric, as being important enough to fully fund cost-effective pro-
grams that, if funded, would in the long run pay for themselves.
I don't think it is a matter of where the money is coming from
or whether we can afford it or not. The fact is we cannot afford not
to. It means we make the decision, we are making it this year,
whether or not we are going to be firstamong the first in the na-
tionsamong the nations, in the year 2000, or whether we are
going to be last. And I think we are losing the opportunity to be
among the first, and I think it is unfortunate not only for the chil-
dren, but for security of the Nation.
We, after World War II, at about the year 1950, we were the sole
great superpower in the world. No other nation could touch us, and
it was largely because of the evolutionary development of education
that we gained that superpower position. We were so rich and
doing so well that we went on te help rebuild Europe through the
Marshall Plan; and we set aside our commitment to education be-
cause we thought we had achieved enough and that while other
countries looked at what we were doing and copied what we were
doing, we were the first to develop mass education, we were the
9
5
first to develop strong postsecondary education. And our pres-
tigious universities and colleges are today outstanding.
And yet, we have slipped in our position largely because we got
sidetracked; in the early 1930s we began to cut back. Education
elementary and secondary suffered almost a 20 percent reduction.
We have regained some of that, but we have not regained as much
faster
as we need to, and we need to obviously mobilize at a much
pace.
So in the Education Act of 1988, we started out by saying that
the Act should be funded at the rate of $500 million a year until
we reached the year 1993. Obviously, we didn't do it. But that was
an incremental increase. If we had done it, we would be at the po-
sition today of being able to move ahead faster.
But there is no need talking about achieving goals or to talk
about programs and policies unless we are willing to adequately
fund it. I indicated in my prepared remarks that for some of the
criticisms of the Act, one that does not pertain to high-order skills,
and yet in the very purpose of the Act, at the beginning, we said
that children would be judged by their performance in the regular
classrooms and in the attainment of higher-order skills. That is
spelled out, and we said that throughout the Act.
And then in the joint conference with the Senate, the final con-
ference held on the billand that was on the Senate sidewe
dealt with the issue again, and we wrote into the Act at that time
that the academic expectations of children in Chapter 1 would be
the same as those expected of non-Chapter 1 children at the same
specific than
age and in the same grade. You can't be any more
that.
Yet when the regulations were adopted, there was a long discus-
sionand I regret that our committee did not play more of a role
in the adoption of the regulation; we thought we had done it, that
the regulation would follow the law, and I suppose we assumed
that the regulations were supported.
The regulation deviated and the school districts, the LEAs and
the SEAS began fighting each other, and it was finally decided to
adopt minimum standards. But these were primarily the same peo-
ple who will, under H.R. 1804, be in charge of the goals. And they
will also, by reference, be in charge of the standards that will be
achieved under the goals.
We will put them into a majority and in control of that agency.
And I wonder whether or not they still will take the position they
took in the adoption of the regulations, the same position that was
taken at the summit, that money is off the table and yet the States
have suffered greatly.
Now I can understand why the States are fearful of being given
added responsibilities without money to back it up. Because in
1975, you will recall, we passed the Aid to the Handicapped Act.
And in that Act we committed ourselves to put up 40 percent of
the money so that the handicapped, under their constitutional
right, would be included in all school reform. And we have never
have never made good on that commitment. Today, it is down to
about 9 percentit may be 7, the latest amount may be 7but we
have never achieved the 40 percent that we promised the States.
0