Mr. Chair, because the Committee on Education and Labor did not mark up its portions of H.R. 1, I am including in the record, at their request, their views on the portions of the bill that should…
Mr. Chair, because the Committee on Education and Labor did not mark up its portions of H.R. 1, I am including in the record, at their request, their views on the portions of the bill that should have been marked up by the Education and Labor Committee. Had the Committee marked up the bill, these would have been included in the Committee report. I hope that in the future, we can do a better job of adhering to regular order so that it will not be necessary to take these steps.
Minority Views on H.R. 1
Committee on Education and Labor Republicans
Although it is described by the Democratic majority as an
``economic stimulus package,'' this massive spending vehicle
contains some of the most sweeping changes to the role of the
federal government in elementary/secondary and postsecondary
education policy in decades. And despite the far-reaching
nature of the proposed policy shifts and spending expansions,
these changes have not been approved or even reviewed by the
U.S. House Committee on Education and Labor, the
congressional committee with sole jurisdiction over these
matters. Instead, less than a week after it was publicly
released, Democrats are poised to approve a bill loaded with
wasteful government spending; a bill that will not have the
intended effect of creating jobs and stimulating our shaky
economy; and a bill that makes broad, unprecedented education
policy changes with little to no congressional guidance.
Committee Republicans believe that Congress should pass a
real economic stimulus package that will provide middle-class
families, job seekers, small business owners, and the self-
employed with reforms that will create jobs and put the
economy back on track. Instead of giving billions of dollars
to federal and state government bureaucrats to spend on pet
programs created and supported by the Congressional
leadership and the new Administration, we need to put more
money in the hands of American families and businesses and
empower them to help in our nation's economic recovery.
Will the Proposed Education Spending Measures Create Jobs and Stimulate
the Economy, or Simply Saddle Our Children with Unmanageable Debt?
The Democrats' spending package could provide more than
$145 billion in new spending for elementary/secondary and
postsecondary education. This staggering funding level is
more than double the Department of Education's current
discretionary budget for all of its programs and activities.
In light of the fact that this bill is being considered
outside of the normal authorization and appropriations
processes, it is vitally important that we ask tough
questions and demand satisfactory answers before committing
hundreds of billions of taxpayer dollars to funding new and
expanded programs. In each case, we must ask--
``Will every dollar allocated truly stimulate the
economy?''
``Will the funding in the education portion of this bill
actually create jobs?''
``How many private sector jobs will the bill create?''
``How long will these jobs last?''
``Is the funding sustainable once the initial infusion is
gone?''
``Or will this simply create an unrealistic demand for
federal dollars and expectations that will continue to drive
our deficit into the trillions of dollars in the future?''
``Is the funding in the economic stimulus bill truly
`emergency' spending, or could it wait and be considered
through the normal legislative process?''
Unfortunately, when one looks at the package proposed
unilaterally by congressional Democrats and attempts to
answer these questions, the only logical conclusion is that
the spending in this bill will not provide the job creation
or other benefits needed to support our economy in the short-
term. Nor will it provide the necessary levels of immediate
relief to struggling American families and businesses. The
vast majority of spending being proposed would simply bloat
the federal bureaucracy and expand the federal government's
role in education in previously unseen directions.
Perhaps the Washington Post said it best in an editorial
that appeared just days before this massive spending plan is
scheduled for a vote in the U.S. House. It said, ``Helping
hire, equip and pay police, a $4 billion item under the bill,
might be a good idea, but writing checks to individual
households for the same amount would do more to stimulate the
economy. Ditto for $16 billion in Pell Grants for college
students, $2.1 billion for Head Start and $50 million for the
National Endowment for the Arts. All of those ideas may have
merit, but why do they belong in an emergency measure aimed
to kick-start the economy? . . .
``[G]iven their cost, and the inherent difficulty of
forecasting their impact, Congress should vet them through
the normal legislative process, weigh them against other
priorities and pay for them.''
And although some of the money in the bill is intended for
worthy goals that enjoy bipartisan support, such as those
that will increase student awards in the Pell Grant program,
the funding increase is slated to vanish after two years. For
students entering college this year, with this temporary aid
increase, we must ask: How will they make up the difference
when the additional federal money is no longer there in two
years? Either all low-income students will see their Pell
Grants slashed by $500 or more, or Congress will need to find
at least $16 billion each and every year going forward just
to maintain this funding level. This scenario will not only
play out on college campuses, but in states, school
districts, public schools, Head Start centers, and local
workforce centers all across the country that are slated to
receive billions in temporary taxpayer dollars.
It is fiscally irresponsible and unfair to students and the
American taxpayer to hold out the promise of additional money
only to pull it back, or to set up a situation in which
federal spending--and along with it, the deficit--has nowhere
to go but up to relieve the tremendous pressure to continue
programs at exorbitantly high levels once the stimulus is no
longer in effect.
Unprecedented Expansion of Federal Government's Role in School
Construction with No Congressional Oversight
Over the past decade, the condition of local public school
facilities has become an important component of the education
debate in communities throughout the nation. In both cities
and suburbs, students, parents, teachers, and many public
officials argue that school buildings are overcrowded,
unsafe, and obsolete. As a result, the amount being spent on
school construction, modernization, and renovation has become
a significant issue in many states and local school
districts.
While strongly supportive of public education,
historically, the federal government has had an extremely
limited, almost non-existent role in financing school
infrastructure projects and facility improvement programs,
which have been a state and local responsibility. The federal
government has chosen to maintain this limited role in school
construction while focusing on adequately funding programs
that increase student achievement, primarily through the
Title I program for low-income students, and on helping
states provide a free, appropriate public education to those
students with special needs under the Individuals with
Disabilities Education Act (IDEA). It has also chosen to
focus limited federal resources on providing lasting and
permanent increases to the Pell Grant program that directly
benefits low-income students pursuing a college education.
Ignoring more than 40 years of deliberate effort by
Congress to limit its focus to these national priorities
since passage of the Elementary and Secondary Education Act,
IDEA, and the Higher Education Act, the Democrats responsible
for drafting this spending package have chosen to create an
unprecedented $20 billion federal school construction
program. The program would weaken efforts at the state level
to fund school construction, dramatically increase the cost
of building elementary and secondary schools and public
colleges and universities, and dramatically expand the size
and scope of the federal government.
With the unmet need for school construction and renovation
at the elementary and
secondary level estimated at $112 billion, and with states
and local school districts spending an average of $20.7
billion annually on school construction, it's a valid
question to wonder how a new federal school construction
program administered by the U.S. Department of Education
(which received roughly $22 billion last year for all
programs under the Office of Elementary and Secondary
Education) could do a better job at building schools than
state and local officials.
One of the most troubling aspects of the massive new
federal school construction program authorized in this so-
called economic stimulus bill is that it will be subject to
the requirements of the Depression-era Davis-Bacon Act, which
requires construction projects to be paid using flawed
``prevailing wages'' and favors union wage workers. It is
estimated that this requirement raises the costs of school
construction by as much as one-third in some parts of the
country, especially in those local communities that have
lower costs and are not subject to the flawed prevailing wage
structure.
The federal government should maintain its longstanding
focus on assisting states and local school districts to
improve student academic achievement and providing low-income
students with Pell Grants so that they can go to college. It
should not undertake a $20 billion school construction
experiment.
Denying Students with Disabilities the Ability to Receive a High
Quality Education at Public or Private Schools
The proposed economic stimulus package prohibits states and
school districts from using funds under the State
Stabilization Fund from assisting students that attend
private elementary or secondary schools. This provision
directly contradicts the rights guaranteed to students with
disabilities under the Individuals with Disabilities
Education Act or IDEA, and affirmed by the U.S. Supreme
Court. Under IDEA, parents of children with disabilities have
the right to place their children in an education environment
that best meets the needs of the particular student--
regardless of whether it is a public or private school. Under
the statute, states and school districts can also place
children with a disability in a private school in order to
meet the law's requirement that a disabled child be provided
a free and appropriate public education. In both cases, IDEA
requires that children in private schools receive special
education and related services in order to enhance their
education. The economic stimulus package, which would
prohibit states and school districts from using funding under
the bill to educate students with disabilities in private
school settings, jeopardizes the fundamental and basic tenet
of IDEA, which is to ensure that all students with
disabilities, regardless of where they attend school, are
entitled to the same high quality elementary and secondary
education as their peers. The provision is a major reversal
in the federal government's effort to ensure that services
are provided to students with disabilities and one that
should be removed from the package.
New Federal Education Policy Mandates Jeopardize Money to States that
Want Federal Assistance
The Democrats' economic stimulus package also includes $79
billion for a new ``state stabilization fund'' to assist
states in coping with their recent budget problems. Of the
total funding, at least 61 percent must be spent in support
of elementary/secondary and postsecondary education. In order
for a state to receive assistance under this new program, it
must: maintain state support for elementary/secondary
education and postsecondary education at the level that it
had in fiscal year 2006; address inequities in the
distribution of teachers between high- and low-poverty
schools; establish a statewide longitudinal data system;
enhance reading and math assessments; and ensure that all
students with disabilities and those who are Limited English
Proficient (LEP) are included in state assessments and are
offered proper accommodations to enable their participation
in state assessments.
According to current data on just three of the five
requirements outlined above, many states will be unable to
qualify for the additional money under the state
stabilization fund. Certainly, none will qualify in the near-
term. Hence, we have to determine that the state
stabilization fund is not likely to lead to any job creation
or stimulate the economy in any meaningful way.
conclusion
Under the guise of economic stimulus, this spending package
makes unprecedented changes in the direction of federal
education policy without observing the regular legislative
process. Even more troubling, it is doubtful that the funding
will actually create jobs or stimulate the economy. It is far
more likely that the high levels of spending in the bill will
only stimulate expectations for future spending to levels
that are unrealistic and unsustainable. Our children will be
saddled with debt, our states and schools will be left
holding the bag when the funding disappears, and our economy
may be left worse off than it is now.
Howard P. ``Buck'' McKeon.
Peter Hoekstra.
Mark E. Souder.
Joe Wilson.
John Kline.
Rob Bishop of Utah.
Brett Guthrie.
David P. Roe.