Mr. Chairman, sometimes when we evaluate, we need to look at the depths from which one comes as opposed to only the heights to which they have not excelled. I rise in strong opposition to H.R. 2210. I am pleased that my amendments in…
Mr. Chairman, sometimes when we evaluate, we need to look at the depths from which one comes as opposed to only the heights to which they have not excelled.
I rise in strong opposition to H.R. 2210. I am pleased that my amendments in committee to restore reference to the importance of delivering culturally appropriate services and to increase opportunities for fathers to more actively participate in Head Start were agreed to. And while I am pleased with the acceptance of these amendments and others introduced by my colleagues, I am greatly disappointed by the fact that other amendments will not be discussed here today.
Among these is my amendment to provide funding for grantees to fulfill the requirement that 50 percent of teachers have bachelor's degrees. Since my amendment was not accepted, this will continue to be an unfunded mandate like the rhetoric of Leave No Child Behind.
Education is, in fact, the great equalizer, and since its introduction in 1965, the Head Start program has helped over 21 million of America's poorest children gain the academic, social, emotional behavior, and readiness skills necessary for success. In those 38 years, we have learned much about the needs of disadvantaged children living in poverty. What we have learned is what it takes to prepare them for school. It takes dedicated, skilled, well-trained teachers. It takes parental involvement. It takes comprehensiveness. It takes health care. It takes nutrition. It does not take some kind of program that has never been tested.
Let us keep Head Start. ``If it ain't broke, don't fix it.''
Mr. Chairman, I would like to begin by commending Chairman Boehner and Ranking Member Miller from the Education and the Workforce Committee and Chairman Castle and Ranking Member Woolsey from the Subcommittee on Select Education for their work
on this bill. I rise in strong opposition to H.R. 2210. I am pleased that my amendments in committee to restore references to the importance of delivering culturally appropriate services and to increase opportunities for fathers to more actively participate in Head Start were agreed to. While I am pleased with acceptance of these amendments and others introduced by my colleagues on the Education and the Workforce Committee, I am greatly disappointed by the fact that numerous amendments designed to improve this legislation will not be discussed today. Among these is my amendment to provide funding for grantees to fulfill the requirement that 50% of teachers have Bachelor's degrees. Since my amendment was not accepted, this will continue to be an unfunded mandate, like the rhetoric of Leave No Child Behind.
Education is the great equalizer. Since its introduction 1965, the Head Start program has helped over 21 million of America's poorest children gain the academic, social, emotional, behavioral and readiness skills necessary for success in the future. In those thirty-eight years, we have learned much about the needs of disadvantaged children living in poverty and what it takes to prepare them for school. It takes skilled, well trained and dedicated teachers. It takes comprehensiveness. It takes health care, nutrition, it takes parental involvement and participation. It takes more than eloquent speeches about Leave No Child Behind experiments. The Head Start program has grown and changed through the years with the increased knowledge of how best to serve low-income children and their families. Study after study has shown that participation in the program results in decreased incidence of school failure, higher graduation rates, lower crime rates later in life, and better social and emotional relationships. In these times when politicians speak so eloquently on how no child should be left behind, why would we conduct an experiment that would restructure an already successful program and, ultimately, result in thousands of children being left behind?
Title II of this bill would do just that. It implements a pilot program for eight states to take the Head Start money appropriated to them and run the program on their own. The idea behind this experimental program is to integrate Head Start with already existing state preschool programs. However, such a move would undermine the intent of Head Start as a comprehensive, family-based program. Title II would allow states to determine their own standards, guidelines, and qualifications. These states could decide to implement Head Start as a pre-kindergarten program, cutting out nutrition, vaccinations, dental care, medical care, and other important services currently guaranteed to children in the program. With the current state budget crisis, these services will almost certainly be eliminated, leaving the low-income children served by Head Start with no way to receive these extremely important services.
The Head Start program has been in place for 38 years and has been continually improving in quality as professionals have gained knowledge on how best to serve low-income children. This knowledge and understanding has resulted in high quality standards being set. In contrast, many states do not even have preschool programs, and those that do are still in the early stages of developing them. Few state-run preschool programs have established quality standards. Nor do state-run preschool programs encourage the active participation of parents. Helping parents learn how to provide nurturing environments for their children has a positive impact for years after graduation from Head Start and is beneficial for the child in the program as well as his or her siblings. The role of parents in Head Start goes far beyond being a PTA member or a teacher's aide; parents learn that they are the most important role model for their children and must be a caring and supportive influence. The vast majority of State-run preschool programs also have little to no integration of services, which is already a major part of the Head Start program. Merging Head Start with programs that do not have quality standards, do not encourage parent participation, and do not provide such services as nutrition, health, and immunizations runs the risk of destabilizing a successful program and lowering standards and minimizing services that have been so painstakingly developed.
Mr. Chairman, Head Start could serve our children better. However, dismantling the program and leaving states to rebuild it without the insights gained over the past thirty-eight years would be a tragedy for our low-income children and their families.
Mr. Chairman, I have always stood by the saying that ``education is the great equalizer''. Yet, in this bill, we are allowing education to be easily accessible to the haves and more difficult to obtain for our Nation's have-nots. This attitude toward education is a giant step backwards to 40 years ago. Low-income children, children with disabilities and individuals who want to go to college are the ones that are being hurt substantially in this bill.
Although, the 2004 budget resolution was to provide the Department of Education with a $3 billion increase, this bill only allows for a $2.3 billion increase over Fiscal Year 2003. The Title I program is one that is hit the heaviest. Title I schools have the least experienced teachers, less competitive teacher salaries, higher teacher turnover, a less rigorous curriculum, the least amount of resources and students with greater academic deficits, which all adds up to these schools being less able to meet the No Child Left Behind Act's mandates. Instead of providing a substantial increase to offset the disadvantage these schools are already facing, this bill only provides a $666 million increase, compared to the $1 billion in the 2004 budget resolution.
On April 30, this House passed the IDEA reauthorization bill with the promise attached from the 2004 budget resolution to provide a $2.2 billion increase over the current level. Yet, this bill falls $1.2 billion short of that promise. As deficit stricken states continue to cut from their school funding, schools will have to continue to absorb the costs of providing special education for nearly 6.7 million school children as well as even cut other school programs or hope for a local referendum to pass to offset the shortfall.
A college graduate can expect to earn 80 percent more than a high school graduate, or $1 million over the course of a lifetime. This obviously allows for an individual to have a better quality of life by having a higher skilled job, better health insurance, pension and the ability to provide a better life for their children. Yet, this bill in essence abandons higher education federal student aid. All the federal student aid programs: Pell Grants, Supplemental Educational Opportunity Grants (SEOG), Federal Work Study, Perkins Loan Program, LEAP, and Graduate Education are level funded. This may not sound too bad but for example the Pell Grants maximum award was kept at $4,050 which will only cover 38 percent or less of expenses in a 4-year public college compared to 84 percent of expenses covered by Pell Grants in 1975, when the program originated. Unfortunately, the Federal Government is abandoning higher education while the states suffer record breaking deficits. These simultaneous occurrences result in cuts in grant aid to students facing rising cost in higher education. Loyola University Chicago lost $1 million in state grant aid for needy students due to Illinois $5 billion deficit. How much more will their students lose without any increases to the federal student aid programs?
Mr. Chairman, If we pass this bill, we are sending the message that we do not care enough about all of our nation's children and young people. We need to ensure that we are helping those who are in most need of help--low-income children, children with disabilities, and those who have the desire to continue their education but who just can not afford to go without assistance of state and federal aid. Our message needs to be clear. But most importantly, our message needs to be more than just words. Let's see increases in funding where they are most needed.