Mr. Chairman, I thank the gentleman from Delaware (Mr. Castle) for his work as a governor and as a leader, for his work on this committee and for his hard work on this bill. When I was a little boy, and I heard something that I was not…
Mr. Chairman, I thank the gentleman from Delaware (Mr. Castle) for his work as a governor and as a leader, for his work on this committee and for his hard work on this bill.
When I was a little boy, and I heard something that I was not quite sure was correct, I used to always go to my daddy and I would say, Pop, is this right? Being the kind of guy that wanted me to learn how to find out for myself, he would say, Son, why do you not go look it up? So tonight I have heard that we are going to serve less people with demonstration grants, that the standards are not being held to as in title I. I heard there were not any new things. I heard it was an experiment.
So I decided to go look it up, and just for a second, please indulge me.
I want to read on page 66, subparagraph (g), the required services of the block grant. With the funds under this section, the States shall provide services described in Section 641(a) which is every required service, standard and audit of title I, and at least as extensive as were provided previously and to at least as many low-income children, families in each fiscal year. And then, further, it adds a page of new requirements and new standards which I guess are the experiments.
I do not think a 4-year-old pre-kindergartener is an experiment. I do not think physical development, health and nutrition is an experiment, and I do not think social development is an experiment. I do not think parental engagement and involvement is an experiment.
I think what we need to look at here tonight is what is really trying to be done.
Title II allows States, on their own volition, to apply for grants in such cases only when they already offer a 4-year-old pre-kindergarten program and other services. It requires them to invest more money, not less; serve at least as many children, not less; and meet every standard that existed under 641(a). That is what it says. I looked it up in the book.
Let me tell my colleagues what else it does. Out in America today somewhere there are 3-year-olds soon to be eligible or currently eligible for Head Start named Jose and Maria, Willy and Bob. There is probably a little Johnny who cannot read somewhere out there, and if they could write, which they cannot because they are three and they are impoverished, or if they could call you, but they really cannot because their parents do not have the money for a phone, I will tell you what they would tell us.
They would say, gosh, if you could, take all the benefits of Head Start in title I and add to it a dimension of things like Even Start, where my mom and I can learn to read together, and a 4-year-old prekindergarten program that has, as this bill requires, an early reading, early cognitive skill, and early language development requirement aligned with the State requirements for criteria and for curriculum in grades K through 12.
Now, it is not a block grant because it does not waive the standards of 641(a), which is what is required on title I. If that is true, then title I is a block grant. It is not an experiment. Education is not an experiment. It is the great enabler. It is the great empowerer.
Yes, I do know that all those children that it needs to serve are those who started out with a disadvantage far worse than the ones that I did. But the gentleman from Michigan (Mr. Kildee) in his original remarks said that this bill turned back the clock. Well, if it turned back the clock, that means it went to the year preceding Head Start, which was 1964, where there were very few publicly funded kindergartens much less prekindergartens, where nutrition programs were just beginning to develop, where in my part of the country Brown v. Board of Education and its promise of equal access to education had just really begun.
This bill does not turn back the clock. It addresses the challenges of the 21st century. It is permissive for challenging our States to reach for the stars, to help those most impoverished to do better, and to see to it that we take a program that has proven it can do well and give States that want a chance to improve it through academic enrichment and collaboration.
I close with this. My State developed a 4-year-old prekindergarten 10 years ago under Governor Zel Miller. Today, 600,000 4-year-olds have gone through that program, and 68,000 will enter this August. We have an Office of School Readiness where we collaborate with the Atlanta Symphony that has an inner-city and minority classical musical program for 3- and 4-year-olds based on the scientifically based brain research to enrich the cognitive skills of children.
Should we not say to those States that want that opportunity that they have the chance, just as long as they spend more money, meet every standard as required in 641(a), serve every child, or at least every one they did before? I think we want to say that. And I say we say ``no'' to the substitute and ``yes'' to the bill.