John Boehner

Mr. BOEHNER

Mr. BOEHNER. Mr. Chairman, I reserve the balance of my time.

Mr. BOEHNER

Mr. BOEHNER. Mr. Speaker, I rise today in support of the resolution; but more than that, I rise to honor my dear friend and colleague, Sam Johnson of Texas, Thirty years ago today, Sam was released from captivity as a prisoner of war in Hanoi during the Vietnam War. He spent nearly seven years as a prisoner--half of that time in solitary confinement. His experiences in Hanoi were nothing short of remarkable. For example: while held captive, Sam committed to memory 374 names of other prisoners of war by tapping a special code on the wall. Why? In case some got out. In Hanoi, he also endured unspeakable torture--72 days in leg stocks, followed by another two and a half years in leg irons, and of course, 42 months in solitary confinement. After his three and a half years in solitary confinement ended, Sam was finally allowed to return to a joint cell. According to a fellow prisoner of war, he walked into the room with the two other detained American officers, stood at attention with tears in his eyes, and simply said, ``Lieutenant Colonel Sam Johnson reporting for duty, sir.'' Madam Speaker, there's no better way to describe a hero than retelling that story. Today, I am proud to serve with Sam on the House Education and the Workforce Committee. Together, we're working to reform our education, pension, and health care laws for generations to come. Sam is an effective subcommittee chair, an astute legislator, and a terrific representative of his constituents at home in Texas. His continued to service to his nation is most admirable. To Sam, I thank you for your 29-year career in the Air Force, your courage and sacrifice, and your continued commitment to this country by serving in its Congress. On this important anniversary, I salute you and wish you and your wife Shirley the very best in the years to come.

Mr. BOEHNER

Mr. BOEHNER. Mr. Speaker, pursuant to Rule XI, Clause 2 of the Rules of the House of Representatives, I respectfully submit the rules for the 108th Congress for the Committee on Education and the Workforce for publication in the Congressional Record. The Rules of the Committee on Education and the Workforce for the 108th Congress rule 1. Regular, additional, & special meetings: vice-chairman (a) Regular meetings of the committee shall be held on the second Wednesday of each month at 9:30 a.m., while the House is in session. When the Chairman believes that the committee will not be considering any bill or resolution before the committee and that there is no other business to be transacted at a regular meeting, he will give each member of the committee, as far in advance of the day of the regular meeting as the circumstances make practicable, a written notice to that effect; and no committee meeting shall be held on that day. (b) The Chairman may call and convene, as he considers necessary, additional meetings of the committee for the consideration of any bill or resolution pending before the committee or for the conduct of other committee business. The committee shall meet for such purposes pursuant to that call of the Chairman. (c) If at least three members of the committee desire that a special meeting of the committee be called by the Chairman, those members may file in the offices of the committee their written request to the Chairman for that special meeting. Immediately upon the filing of the request, the staff director of the committee shall notify the Chairman of the filing of the request. If, within three calendar days after the filing of the request, the Chairman does not call the requested special meeting to be held within seven calendar days after the filing of the request, a majority of the members of the committee may file in the offices of the committee their written notice that a special meeting of the committee will be held, specifying the date and hour thereof, and the measure or matter to be considered at that special meeting. The committee shall meet on that date and hour. Immediately upon the filing of the notice, the staff director of the committee shall notify all members of the committee that such meeting will be held and inform them of its date and hour and the measure or matter to be considered; and only the measure or matter specified in that notice may be considered at that special meeting. (d) All legislative meetings of the committee and its subcommittees shall be open to the public, including radio, television and still photography coverage. No business meeting of the committee, other than regularly scheduled meetings, may be held without each member being given reasonable notice. Such meeting shall be called to order and presided over by the Chairman, or in the absence of the Chairman, by the vice-chairman, or the Chairman's designee. (e) The Chairman of the committee or of a subcommittee, as appropriate, shall preside at meetings or hearings, or, in the absence of the chairman, the vice-chairman, or the Chairman's designee shall preside.

Mr. BOEHNER

Mr. BOEHNER. Mr. Speaker, today I am proud to join my colleague Representative Rick Keller in introducing the IDEA Paperwork Reduction Act of 2003. This legislation will go a long way in providing relief from the IDEA paperwork burden, and in reducing time spent by teachers on non-instruction activities, as required under the Individuals with Disabilities Education Act (IDEA). Last year, the House Education and the Workforce Committee conducted an aggressive series of hearings exploring major issues that would likely be addressed in the Committee's reauthorization of IDEA. Numerous witnesses at these hearings testified to the need for the Department of Education to identify and simplify burdensome regulations under IDEA and for Congress to adopt statutory changes that would provide relief to the nation's special education and general education teachers who labor with great dedication to educate children with special needs. In our hearings, the Committee heard from school principals and administrators voicing frustrations about their schools' efforts to provide services to students as required by their IEPs when unnecessary paperwork requirements compete with the available instructional time. Teachers find themselves between a rock and a hard place, if you will, with unyielding demands made on their time. When something gives, the impact is either on the teacher or the student, two of our most valuable resources. In fact, studies from the Department of Education show that we are facing a significant shortage of special education teachers, and many special educators leaving the field cite the burden of unnecessary paperwork as one of the primary reasons for their departure. This crushing burden of paperwork serves as a major disincentive for teachers to enter the field of special education, and as a result, too many of our children with special needs do not have a qualified teacher in the classroom. Representative Keller's proposed amendments to IDEA are an excellent start to the Education and the Workforce's effort to identify and simplify burdensome statutory provisions in IDEA. They are innovative and provide much-needed flexibility to the nation's special education system. This legislation directs the Secretary of Education to submit a report to Congress detailing regulatory proposals he may find advisable for reducing both the IDEA paperwork burden on teachers and administrators and the amount of non-classroom time spent by teachers and administrators in order to comply with the requirements of IDEA. It also directs the Secretary to identify, develop, and disseminate model forms for individualized education programs (IEPS), procedural safeguard notices, and prior written notice report requirements that incorporate all relevant Federal statutory and regulatory requirements under IDEA. In addition, the legislation provides that local educational agencies may offer to parents the opportunity to develop a 3-year IEP (in lieu of an annual IEP) for each child with a disability, with IEP goals coinciding with natural transition points for the child. This would mean IEPs would be redeveloped close in time to the transition of a child with a disability from preschool to elementary grades, from elementary grades to middle or junior high school grades, from middle or junior high schools grades to high school grades, and from high school to post-secondary activities, but in no case longer than 3 years. In the ``in-between'' years, the law would provide for a streamlined annual IEP review focusing on the child's current levels of performance and progress toward meeting the measurable annual goals in the IEP, but a comprehensive review and revision of the IEP document would not be done every year. Most importantly, this is a voluntary option for parents. Many parents will choose to use this flexibility, and some may not. But I agree with Representative Keller that it is important to provide this flexibility and this choice to parents so that they can determine the best way to interact with their child's school. Representative Keller's bill would also allow the Secretary to grant waivers of paperwork requirements under IDEA to 10 States based on proposals submitted by States for addressing reduction of paperwork and non-classroom time spent fulfilling statutory and regulatory requirements. This will promote innovation and provide much-needed flexibility as States grapple with better implementing IDEA, and the Federal, State, and local regulations under it. I am pleased to join my colleagues in introducing this bill, and I look forward to working with them to address these important ideas.

Mr. BOEHNER

Mr. BOEHNER. Mr. Speaker, today I am pleased to co-sponsor the ``Back to Work Incentive Act of 2003,'' sponsored by Congressman Jon Porter, to create personal re-employment accounts to help put unemployed Americans back to work. During his State of the Union Address, President Bush laid out a comprehensive plan to speed our economic recovery and promote long-term job growth and investment. His economic stimulus plan also provides specific assistance--in the form of personal re-employment accounts--to help unemployed Americans who are struggling to return to work. The Back to Work Incentive Act reflects the President's plan to create these accounts and aid unemployed workers who need the most help getting back to work. By introducing this measure, we are taking an important step toward making his plan a reality. The President's proposal--which is reflected in this bill--represents a new and innovative approach to helping the unemployed get back on their feet. As President Bush has said, one worker out of work is one too many, and his plan will help working families in times when they need it the most. States will be able to target this flexible benefit to help the unemployed who are most in need of help in the form of $3,000 Back to Work accounts. Recipients will be able to keep the balance of the account as a cash reemployment bonus if they become reemployed within 13 weeks, creating an important incentive to return to work quickly. The more quickly a job is obtained, the larger the reemployment bonus will be. Workers can use their Back to Work accounts for a variety of different services to help them find a good job, including job training, child care, transportation, and other expenses to help in finding a new job. These re-employment accounts give the unemployed the flexibility and resources they need. One of the exciting aspects of the new Back to Work accounts is that they empower individual recipients to make choices appropriate for their own circumstances. Recipients will be able to create reemployment plans that help them navigate all the options available--such as career counseling or training for a new profession in which they can become employed. By providing choice and flexibility, we can get people back into steady, good-paying jobs. This new benefit supplements and enhances the services that are already available for those who are most likely to face obstacles in finding and keeping new employment. Back to Work accounts will allow the nationwide One Stop Career Center system to offer another important benefit to the unemployed, in addition to the array of employment services these centers already provide. A number of states have experimented with personal re-employment accounts and the results have been very positive. For example, Iowa has used a similar approach with reemployment accounts of up to $5,000 a person, called the New Employment Opportunities Fund. Richard Running, the director of Iowa Workforce Development, recently said, ``It has worked a lot better than we had imagined it would.'' This proposal is a compassionate one because it provides workers with the flexibility and resources they need to help them get back on the job quickly. I look forward to working with President Bush, Subcommittee Chairman McKeon, and Congressman Porter to move this proposal quickly and make this innovative plan a reality for working families who need the help the most.

Mr. BOEHNER

Mr. BOEHNER. Mr. Speaker, I thank the gentleman from Nebraska (Mr. Osborne) for bringing this resolution to the floor today and his willingness to manage this bill, and thank the gentleman for his commitment to mentoring. As someone who has mentored countless numbers of young men during his coaching career, he certainly comes to this with great passion and has brought great passion to this issue to the committee, and especially last year during the consideration of No Child Left Behind when the gentleman from Nebraska (Mr. Osborne) took the lead and pushed for mentoring programs within the Secondary and Elementary Education Act. The gentlewoman from California (Mrs. Davis), also a member of the Committee on Education and the Workforce and a staunch supporter of mentoring, played a role in ensuring that mentoring became an important part of No Child Left Behind. We all know the importance of mentors to children, many of whom come from families where there may not be a father or there may not be a mother, and having these mentors to help mostly underprivileged children is a great advantage in terms of helping them understand that there is another world out there and their future may in fact be brighter. As I have said before, I believe not only do children benefit from having mentors, but I think mentors may benefit even more than the children do by offering their services, making a commitment to their community, making a commitment to their local schools, and making a commitment to underserved children who need their help. Mr. Speaker, because of all this, I believe that the resolution before us is certainly a good one and urge my colleagues to support it.

Mr. BOEHNER

Mr. BOEHNER. Mr. Speaker, I rise today to thank a very good friend of mine for her years of service to me and my staff both here in Washington and back at home in Ohio. Friday will be my chief of staff Joyce Gates' final day in that position, and my staff and I will sorely miss having her as part of our office team. Joyce initially joined our team in 1995, as the coalitions director for the House Republican Conference. For four years, she served our caucus well by strengthening our relationships with a wide variety of groups here on Capitol Hill. Then, nearly two years ago, she returned to the fold to take the reins as my chief of staff. In that position, Joyce helped guide us through the very intense months during which we helped craft the No Child Left Behind education reform bill, and she was at the helm to assist our staff during the difficult months after September 11th and the anthrax attacks that followed. In addition to the strong leadership she has provided to my staff, Joyce has been a terrific friend to all of us. She is always willing to listen, to share her professional and personal opinions, and to lift spirits during an especially long or difficult day. Mr. Speaker, though Joyce has decided to retire from my office in an official capacity, she will continue to be a part of our team in the months and years to come. And despite giving up the title of ``chief of staff,'' she will always be one of my very best friends. I wish Joyce, her husband Bruce, and her family nothing but the best in the future.

Mr. BOEHNER

Mr. BOEHNER. Mr. Speaker, I thank my colleague from Delaware for yielding me this time and congratulate he and the gentleman from Michigan (Mr. Kildee) for bringing this resolution to the floor today on behalf of the committee. I rise in strong support of House Resolution 26, which recognizes and honors the contribution of Catholic schools in the United States. I commend the gentleman from Louisiana (Mr. Vitter) for his leadership in sponsoring this legislation. Catholic schools throughout our Nation have a well-earned and an internationally acclaimed tradition of academic excellence, and I am pleased to join all my colleagues today in recognizing them. We are honoring and congratulating Catholic schools, their students, parents and teachers for their ongoing contributions to education and the vital role that they play in promoting and ensuring a brighter, stronger future for this Nation. This week is National Catholic Schools Week, and it is fitting that we focus on the important role that Catholic schools play in providing a well-rounded education for America's young people, one that gives special attention to the academic, moral and social development of our children. The theme of this year's week is ``Catholic Schools: Making a World of Difference.'' This theme is clear in what one Catholic student wrote in an essay to celebrate this week when he said, ``Most importantly, a Catholic school is a community of individuals; teachers, parents, students, who actively participate in enriching young people's educational lives.'' I am impressed with how all Catholic schools emphasize intellectual, spiritual, moral and social values and produce well-rounded citizens. Catholic schools teach both students academic knowledge and real-life lessons in service to mankind and respect for one's neighbors. Mr. Speaker, I can personally attest to the outstanding contributions and dedication of Catholic schools, as I am a proud product of Catholic schools in Ohio, having attended Sts. Peter & Paul Elementary School in Reading, Ohio, and Archbishop Moeller High School in Cincinnati. From this strong foundation I then went on to graduate from Xavier University, which is also located in Cincinnati. In the great State of Ohio, Catholic schools have made a positive impact on the lives of hundreds of thousands of students. For example, Fenwick High School in Middletown, Ohio, Chaminade-Julienne High School in Dayton, Ohio, and Badin High School in Hamilton, Ohio, are excellent examples of schools that have profoundly influenced the lives of their students and continue to make significant contributions to their communities. The top priority in the last Congress for the Committee on Education and the Workforce was the No Child Left Behind Act, a landmark reauthorization of the Elementary and Secondary Education Act, which provides services and benefits to both public and private schools. Across our country, many Catholic schools participate in these programs and activities under the act. The primary goal of No Child Left Behind is to improve academic achievement for all students and thereby close the achievement gap that exists between disadvantaged students and their peers. Unfortunately, these gaps have remained stubbornly wide over the last three decades. However, our Nation's Catholic schools and the dedicated teachers who serve in them have kept the achievement gaps from growing even wider. Indeed, some data indicates that one in four Catholic school students are from underprivileged backgrounds. Coupled with the fact that approximately 95 percent of Catholic school students graduate, and 83 percent of these students go on to pursue a higher education, it is clear that Catholic schools are very successful in educating all students who enter their doors. As Sol Stern wrote in a column entitled ``The Invisible Miracle of Catholic Schools,'' in the City Journal, ``Catholic schools are already transforming the lives of thousands of poor black and Hispanic children, many of whom are not Catholic. Catholic educators have remained committed to the ideal that minority children can share in, and master, our civilization's intellectual and spiritual heritage.'' In addition, the number of students enrolled in Catholic schools who are not of the Catholic faith is over 13 percent. These students come from a wide variety of faiths and have chosen to attend a Catholic school. This is especially true for inner-city schools, where in some cases the majority of students enrolled are non-Catholic. Catholic schools and their educators have had tremendous success in reaching out to all students and their parents who are seeking the best possible education for their children. So today, Mr. Speaker, I urge my colleagues to vote in support of this resolution and congratulate Catholic schools for the job they are doing in helping to educate all our Nation's children.

Mr. BOEHNER

Mr. BOEHNER. Mr. Speaker, today I would like to join my colleague from California, the Chairman of the 21st Century Competitiveness Subcommittee, Representative Howard P. ``Buck'' McKeon, in reintroducing the FED UP Higher Education Technical Amendments Act. This bipartisan bill, cosponsored by Education & the Workforce Democrat committee members Carolyn McCarthy (D-NY) and David Wu (D-OR), provides for technical amendments to the Higher Education Act, which will be up for reauthorization later this year. Representative McKeon, a leader in the House on higher education issues, along with the late Representative Patsy Mink (D-HI), initiated the FED UP process to make it easier for Hispanic-Serving Institutions to receive Federal aid, help college students avoid defaulting on their student loans, clarify that Federal scholarship aid can go to low- income and minority students for law school, and improve higher education access in other ways recommended by the higher education community. The FED UP project is a unique effort, utilizing the Internet to get input directly from those most affected by current Federal higher education regulations--students and school officials themselves. The project solicited comments from student aid professionals from across the country in an effort to pinpoint unnecessary Federal rules and red tape that could be streamlined without jeopardizing the integrity of America's student financial assistance programs. The response was phenomenal, both in terms of the number of comments received and in the reaction from the higher education community. Many of those responding commented that this is the first time Congress has put forward an effort to hear directly from those on the front lines of assisting students. Another said this is the way government should work, Congress listening to the experts and getting input, rather than just dictating a course of action. This bill is intended to address noncontroversial, budget neutral changes to the Higher Education Act that will assist in reducing red tape. It also clears the decks of clerical and technical problems within the act to set the stage for the Committee to begin the reauthorization process later this year. This year I hope we can move this legislation through the floor in a swift manner. As part of an ongoing election-year effort to disrupt proceedings in the House, Democrat leaders in July 2002 blocked floor passage of the noncontroversial, bipartisan FED UP initiative. Twenty- seven House Democrats, including the late Representative Patsy Mink, broke with the Democratic leadership and joined Republicans in voting ``yes'' on the measure, which is also strongly backed by the higher education community. This legislation was created in an effort to do what is right for students, institutions and others involved in providing higher education. The FED UP measure will help to untie the hands of students and institutions through a series of common-sense steps that will make a difference while paving the way for the reauthorization of the Higher Education Act in the 108th Congress.

Mr. BOEHNER

Mr. BOEHNER. Mr. Speaker, let me thank my colleague the gentleman from Ohio (Mr. Tiberi) from Columbus, Ohio, and an Ohio State grad and a former member of the Ohio State marching band for bringing this resolution to the floor today, and let me say I support the underlying resolution, support and congratulate the Ohio State University on what really was an outstanding season, not only for the coach and the players, the fans, but for all who watched Ohio State go through a number of games where it was very close, games that they were certainly about to lose, including the national championship. As an old football player myself, I can tell my colleagues the game on January 3, the national championship game, was one of the most exciting football games that I have ever watched or one that I ever played in. The real credit here goes to Coach Jim Tressel and his players. They did not have the most talented team in the country, not even close, and to win all of the close games all year is a sign of very good coaching and players who come together to create a very good team, and so for myself and my colleagues, our delegation, we want to congratulate the Ohio State University, the coach Jim Tressel, the players and all the fans. Way to go, Bucks.

Mr. BOEHNER

Mr. BOEHNER. Mr. Speaker, in 1996, Congress enacted the Mental Health Parity Act to prevent employers and health insurers from establishing annual and lifetime limits on mental health insurance coverage unless similar limits were also established for medical and surgical health coverage. These mental health parity benefits offered through the Employee Retirement Income Security Act (ERISA) were set to expire on December 31, 2002. Today the House will take an important step to extend mental health parity benefits for another year. Over the past six years, the parity law has made significant improvements in mental health coverage. It did so by striking a good balance--providing important mental health benefits to patients without placing unworkable mandates on employers. I committed last year to give the issue of mental health parity serious and substantial consideration at the Committee on Education and the Workforce. As part of that commitment, the Subcommittee on Employer-Employee Relations held the first House hearing on the issue of mental health parity on March 13, 2002. At this hearing, the Subcommittee heard testimony from both mental health advocates and employers concerning current federal mental health parity law, state laws that impact the issue, and the implications of expanding mental health parity for other employers and employees. The Committee will continue to examine the issue of mental health parity in a balanced manner that doesn't jeopardize workers' existing health care benefits of discourage employers from voluntarily providing quality benefits to their employees. It is important to remember that the number of uninsured Americans increased to 41.2 million last year, and health insurance costs are expected to rise by 15 percent this year. Congress should carefully consider the implications of any new or expanded federal regulations before enacting proposals that increase health care costs and force more Americans to lose their health insurance. However, today's vote on H.R. 5716 is a vote to preserve the mental health benefits that workers currently enjoy. I hope you will join me in support of this bill. Discharged From the Committee on Financial Services and Passed H.R. 5499, to reauthorize the HOPE VI program for revitalization of severely distressed public housing, and for other purposes.

Mr. BOEHNER

Mr. BOEHNER. Mr. Speaker, I rise to recognize the efforts of Verizon, its employees and its spokespeople who are working to tackle the problem of illiteracy. Last week, the House Education and the Workforce Subcommittee on Education Reform held a hearing on ``Literacy Partnerships that Work.'' The hearing featured actor James Earl Jones and Verizon President and Chief Executive Officer Ivan Seidenberg, testifying on Verizon's efforts to improve literacy in America. Describing his lifelong love of reading, Verizon spokesman and actor James Earl Jones remarked on how, ``All of us--lawmakers, reading teachers and tutors, corporate philanthropists, educators, and literacy volunteers--all of us have an important and necessary role addressing this issue.'' Testifying about his company's involvement in literacy efforts, Ivan Seidenberg, the President and CEO of Verizon, described how his company's mission is ``highly focused.'' ``We work to raise public awareness, create partnerships, and generate financial support for local and national literacy organizations so they can do their jobs more effectively. To use a communications metaphor, we believe that--through our scale, scope, and technology--we can increase the `bandwidth' of the system and enable more learning to be delivered to more people, more effectively,'' he said. For Verizon there is a strategic link between literacy and the future business success of the nation's largest communications company with upwards of 240,000 employees in technically demanding jobs. However, it's more than just for their future employees. ``Verizon's communications networks comprise a unique platform for sharing resources and forming partnerships,'' Seidenberg said. ``Verizon's enormously committed employees and retirees have a long heritage of volunteerism and community involvement. And more than a decade's worth of commitment to the issue of literacy has given the company both the knowledge and the relationships with the literacy community to be effective.'' Also attending the Hearing as Verizon Literacy Champions were CBS Sportscaster Dick Enberg, Mike Kohn, 2002 Olympic Bronze Medal Bobsled Athlete, Chris Thorpe 2002 Olympic Bronze Medal Luge Athlete and Lee Ann Parsley, a resident from the great state of Ohio, the 2002 Olympic Silver Medal winner in the Women's Skeleton competition. All of these distinguished celebrities attended to demonstrate their great commitment, as well as Verizon's commitment, to providing positive role models in the fight for literacy. Mr. Jones, in his compelling personal testimony, said that: ``In my family, we say the love of reading and book learning is in our bone memory.'' Jones' great-great grandparents Brice and Parthenia Connolly, ``passed on their love of reading to my great-grandfather, Wyatt, who owned a modest library, and encouraged his family to read his books and to revere them.'' Mr. Speaker, this is one of the legacies we hope to leave with H.R. 1--``The No Child Left Behind Act''--to build reading and book learning into the bone memory of all Americans. In these days when there is so much talk about Corporate Accountability, it is a pleasure to recognize Verizon for the positive work they are doing to help the citizens of our Country.

Mr. BOEHNER

Mr. BOEHNER. Mr. Speaker, I rise to recognize the efforts of Verizon, its employees and its spokespeople who are working to tackle the problem of illiteracy. Last week, the House Education and the Workforce Subcommittee on Education Reform held a hearing on ``Literacy Partnerships that Work.'' The hearing featured actor James Earl Jones and Verizon President and Chief Executive Officer Ivan Seidenberg, testifying on Verizon's efforts to improve literacy in America. Describing his lifelong love of reading, Verizon spokesman and actor James Earl Jones remarked on how, ``All of us--lawmakers, reading teachers and tutors, corporate philanthropists, educators, and literacy volunteers--all of us have an important and necessary role addressing this issue.'' Testifying about his company's involvement in literacy efforts, Ivan Seidenberg, the President and CEO of Verizon, described how his company's mission is ``highly focused.'' ``We work to raise public awareness, create partnerships, and generate financial support for local and national literacy organizations so they can do their jobs more effectively. To use a communications metaphor, we believe that-- through our scale, scope, and technology--we can increase the `bandwidth' of the system and enable more learning to be delivered to more people, more effectively.'' For Verizon there is a strategic link between literacy and the future business success of the Nation's largest communications company with upwards of 240,000 employees in technically demanding jobs. However, it's more than just for their future employees. ``Verizon's communications networks comprise a unique platform for sharing resources and forming partnerships,'' Seidenberg said. ``Verizon's enormously committed employees and retirees have a long heritage of volunteerism and community involvement. And more than a decade's worth of commitment to the issue of literacy has given the company both the knowledge and the relationships with the literacy community to be effective.'' Also attending the Hearing as Verizon Literacy Champions were CBS Sportscaster Dick Enberg, Mike Kohn, 2002 Olympic Bronze Medal Bobsled Athlete, Chris Thorpe 2002 Olympic Bronze Medal Luge Athlete and Lee Ann Parsley, a resident from the great State of Ohio, the 2002 Olympic Silver Medal winner in the Women's Skeleton competition. All of these distinguished celebrities attended to demonstrate their great commitment, as well as Verizon's commitment, to providing positive role models in the fight for literacy. Mr. Jones, in his compelling personal testimony, said that: ``In my family, we say the love of reading and book learning is in our bone memory.'' Jones' great-great grandparents Brice and Parthenia Connolly, ``passed on their love of reading to my great-grandfather, Wyatt, who owned a modest library, and encouraged his family to read his books and to revere them.'' Mr. Speaker, this is one of the legacies we hope to leave with H.R. 1, ``The Leave No Child Behind Act,'' to build reading and book learning into the ``bone memory'' of all Americans. In these days when there is so much talk about Corporate Accountability, it is a pleasure to recognize Verizon for the positive work they are doing to help the citizens of our Country.

Mr. BOEHNER

Mr. BOEHNER. Mr. Speaker, the time for final passage of the reauthorization of the Office of Education Research and Improvement (OERI) has come. The Senate and the House have agreed on the language of the bill, and both houses, on a bipartisan, bicameral basis have agreed to vote on it before we adjourn. My colleagues, Mr. Castle, Mr. Kildee, and Mr. Miller in the House, and Senators Kennedy and Gregg deserve a great deal of credit for moving the Education Sciences Reform Act of 2002 and finally bringing the bill to a final vote. Without the leadership and determination of these gentlemen, it wouldn't have happened this year. Providing high quality, scientifically based education research is vital if we are to improve our nation's schools and help every child receive a quality education. The Education Sciences Reform Act of 2002 ensures such research will occur. In addition, it provides for technical assistance to states, school districts, and schools that is accountable, customer-driven, and focused on the implementation of the No Child Left Behind Act. Let me emphasize that the reforms in this bill will greatly assist in helping the No Child Left Behind Act successfully transform and reform our schools. Some of the reforms that have been included in this bill are significant and will offer the opportunity for a new ``culture of science'' to develop in federal research, evaluation and statistics. Let me describe just a few. The bill: Requires Scientifically Based Research--Research that can't or won't meet these standards will be ineligible for federal funds. This means scientific experiments will help ensure that schools do not waste scarce resources on ineffective programs and methods of instruction. Focuses the Research, Evaluation and Statistics Activities of the Department--The bill ensures that the new Institute of Education Sciences is responsible for research, evaluation and statistics activities only. It will no longer administer grant programs, which dilute the focus of the Institute. Eliminates Bureaucracy--The bill eliminates the five National Research Institutes, which were supposed to organize and support education research in specific areas but never did. Guards Against Partisan or Political Activities--The decision-makers in charge of research, statistics and evaluation are required to be highly qualified in their respective fields, ensuring that scientists-- not politicians--will be in charge. Also, these scientists must ensure that all activities at the Institute are free from bias and political influence. Expands Competition--The bill expands competition to allow other research entities, such as public or private, profit or nonprofit research organizations, to compete for federal funds. The Director has the flexibility to award contracts and grants to those entities that meet the priorities and the standards of the Institute. Helps States and Schools--The bill specifically asks those responsible for technical assistance to focus on helping states and schools implement education reforms, especially as they relate to the No Child Left Behind Act. I also want to highlight a provision included in this legislation to support states in developing longitudinal data systems. As schools, districts, and states work to collect, disaggregate, and analyze the data that No Child Left Behind requires, especially as they use that data to determine which schools and districts are making adequate yearly progress, it is critical that states have an adequate mechanism in place to monitor the academic achievement of students from year to year, and this bill can help ensure that states have the data they need to ensure accountability for results. This legislation allows the Secretary to make grants to states for the development of statewide, longitudinal data systems. The intent of this program is to help states with their ongoing efforts to develop such a system, as needed. In some cases that may mean a state is starting from scratch. In others, a state that already has a data system in place at the district or school level may be assisted. I would encourage those states currently working, either on their own or with high quality organizations, to improve their data systems to apply for assistance under this provision. Different school districts often use different systems of data collection. This language would allow a state to build a statewide, longitudinal data system that is comprised of diverse systems at the district and local level, so long as the data was collected at the state level in a consistent format. Mr. Speaker, we have worked closely with the President and the Administration as we have developed this bill, and have their support for its final passage. And once again, I thank my colleagues, Mr. Castle, Mr. Miller, Mr. Kildee, and Senators Gregg and Kennedy for making this bipartisan process work. We have continued the good relationship we had during the yearlong work on the No Child Left Behind Act. I am hopeful that we have set a new tone and a new example in Congress. Even in an election year, the approval by both the House and the Senate of the Education Sciences Reform Act of 2002 demonstrates once again that we can do great things when we work together. The staff of both the House and Senate Committees is to be commended for their hard work too. Thank you, on both sides of the aisle and both sides of the Hill, for your outstanding work on this important legislation. I urge my Colleagues to vote aye and pass this bill. Concurred in Senate Amendment H.R. 4015, to amend title 38, United States Code, to revise and improve employment, training, and placement services furnished to veterans, and for other purposes. Senate amendment: Strike out all after the enacting clause and insert:

Mr. BOEHNER

Mr. BOEHNER. Mr. Speaker, the time for final passage of the reauthorization of the Office of Education Research and Improvement, OERI, has come. The Senate and the House have agreed on the language of the bill, and both houses, on a bipartisan, bicameral basis have agreed to vote on it before we adjourn. My colleagues, Mr. Castle, Mr. Kildee, and Mr. Miller in the House, and Senators Kennedy and Gregg deserve a great deal of credit for moving the Education Sciences Reform Act of 2002 and finally bringing the bill to a final vote. Without the leadership and determination of these gentlemen, it wouldn't have happened this year. Providing high quality, scientifically based education research is vital if we are to improve our nation's schools and help every child receive a quality education. The Education Sciences Reform Act of 2002 ensures such research will occur. In addition, it provides for technical assistance to States, school districts, and schools that is accountable, customer-driven, and focused on the implementation of the No Child Left Behind Act. Let me emphasize that the reforms in this bill will greatly assist in helping the No Child Left Behind Act successfully transform and reform our schools. Some of the reforms that have been included in this bill are significant and will offer the opportunity for a new ``culture of science'' to develop in Federal research, evaluation, and statistics. Let me describe just a few. The bill: Requires Scientifically Based Research--Research that can't or won't meet these standards will be ineligible for federal funds. This means scientific experiments will help ensure that schools do not waste scarce resources on ineffective programs and methods of instruction. Focuses the Research, Evaluation and Statistics Activities of the Department--The bill ensures that the new Institute of Education Sciences is responsible for research, evaluation and statistics activities only. It will no longer administer grant programs, which dilute the focus of the Institute. Eliminates Bureaucracy--The bill eliminates the five National Research Institutes, which were supposed to organize and support education research in specific areas but never did. Guards Against Partisan or Political Activities--The decision-makers in charge of research, statistics and evaluation are required to be highly qualified in their respective fields, ensuring that scientists-- not politicians--will be in charge. Also, these scientists must ensure that all activities at the Institute are free from bias and political influence. Expands Competition--The bill expands competition to allow other research entities, such as public or private, profit or nonprofit research organizations, to compete for Federal funds. The Director has the flexibility to award contracts and grants to those entities that meet the priorities and the standards of the Institute. Helps States and Schools--The bill specifically asks those responsible for technical assistance to focus on helping states and schools implement education reforms, especially as they relate to the No Child Left Behind Act. I also want to highlight a provision included in this legislation to support states in developing longitudinal data systems. As schools, districts, and States work to collect, disaggregate, and analyze the data that No Child Left Behind requires, especially as they use that data to determine which schools and districts are making adequate yearly progress, it is critical that states have an adequate mechanism in place to monitor the academic achievement of students from year to year, and this bill can help ensure that states have the data they need to ensure accountability for results. This legislation allows the Secretary to make grants to States for the development of statewide, longitudinal data systems. The intent of this program is to help States with their ongoing efforts to develop such a system, as needed. In some cases that may mean a State is starting from scratch. In others, a State that already has a data system in place at the district or school level may be assisted. I would encourage those States currently working, either on their own or with high quality organizations, to improve their data systems to apply for assistance under this provision. Different school districts often use different systems of data collection. This language would allow a state to build a statewide, longitudinal data system that is comprised of diverse systems at the district and local level, so long as the data was collected at the State level in a consistent format. Mr. Speaker, we have worked closely with the President and the administration as we have developed this bill, and have their support for its final passage. And once again, I thank my colleagues, Mr. Castle, Mr. Miller, Mr. Kildee, and Senators Gregg and Kennedy for making this bipartisan process work. We have continued the good relationship we had during the yearlong work on the No Child Left Behind Act. I am hopeful that we have set a new tone and a new example in Congress. Even in an election year, the approval by both the House and the Senate of the Education Sciences Reform Act of 2002 demonstrates once again that we can do great things when we work together. The staff of both the House and Senate Committees is to be commended for their hard work too. Thank you, on both sides of the aisle and both sides of the Hill, for your outstanding work on this important legislation. I urge my Colleague to vote ``aye'' and pass this bill. Mr. McKEON, Mr. Speaker, I rise in support of H.R. 5598, the Education Sciences Reform Act of 2002, which will provide for the improvement of Federal education research. We all know that educational research in all disciplines is critical to the education of America's youth. By requiring that research be based on valid scientific findings, H.R. 5598 will greatly improve the quality of federal scientific research in education. As has been talked about today, the Education Sciences Reform Act will streamline and strengthen education research by replacing the current Office of Educational Research and Improvement with a new, more independent Institute of Education Science. The institute will provide the infrastructure necessary to undertake coordinated, high quality education research and statistical and program evaluation activities within the Department of Education. Furthermore, H.R. 5598 establishes quality standards that will put an end to trends in education that masquerade as sensible science, requiring all federally funded activities to meet these new standards of quality, including scientifically based research. H.R. 5598 also makes certain that research priorities focus on solving key problems and are informed by the needs of teachers, parents and school administrators, rather than political pressure. Finally, this bill makes technical assistance, including support in carrying out the conditions of No child Left Behind, ``customer- driven'' and accountable to school districts, states and regions. With that in mind, I would like to thank the chairman of the Education Reform Subcommittee, the gentleman from Delaware, Mr. Castle, for his assistance and support of the Southern California Comprehensive Assistance Center, SCCAC. Because of the language included in the bill, regional education agencies like the Los Angeles County Office of Education (LACOE), California's largest regional educational agency, which have been critical in providing hands on technical assistance to low-performing schools and districts, will be competitive for grant funding under the technical assistance title. Under the leadership of the Los Angeles County Office of Education, the SCCAC provides support, training, and assistance to local schools and communities in an effort to improve teaching and learning for all children, including those who live in poverty, have limited-English proficiency, are neglected, delinquent, or have disabilities. As the gentleman is aware, section 203 of the bill ensures that local entities or consortia eligible to receive grants includes regional educational agencies as well. I want to, once again, thank the chairman for his assistance in ensuring that our local regional entities are eligible. We are very proud of the work done by our eight county comprehensive assistance center and the value it can bring to this new system. In closing, I urge the House to vote ``yes'' on H.R. 5598, a bill that builds on the Administration's plans to reform America's education system--through accountability, flexibility and local control, research-based reform and expanded parental options. I believe that the passage of this bill will significantly ensure that our children have access to the most advanced educational opportunities possible.

Mr. BOEHNER. Mr. Speaker, I support H.R. 5601, the ``Keeping Children and Families Safe Act of 2002,'' to reauthorize the Child Abuse Prevention and Treatment Act, and its' related programs and acts. This bill is an alternative to the original bill, H.R. 3839, on which we were unable to reach agreement, and puts forth our efforts and commitment to ensure that programs aimed at the prevention of child abuse and neglect continue. This bill improves program implementation and makes improvements to current law to ensure that states have the necessary resources and flexibility to properly address the prevention of child abuse and neglect. Specifically, the bill: Maintains important federal resources for identifying and addressing issues of child abuse and neglect. Promotes the prevention of child abuse and neglect before it occurs. Supports efforts to ensure that the current programs are operating effectively. Promotes partnerships between child protective services and private and community-based organizations to improve child abuse and neglect prevention and treatment services. Ensures that individuals are informed of abuse or neglect allegations against them, while ensuring the integrity of the confidential informant system. Improves public education on the role of the child protective services system and appropriate reporting of suspected incidents of child abuse and neglect. Improves the training, recruitment and retention of individuals providing services to children and families. Continues local projects with demonstrated value in eliminating barriers to permanent adoption. Supports programs that are intended to increase the number of older children placed in adoptive families. Protects infants born and identified as being affected by illegal substance abuse or withdrawal symptoms resulting from prenatal drug exposure. Provides for the development of a plan of safe care for such infants. Addresses the circumstances that often lead to child abandonment and provides support to prevent abandonment. I want to thank my colleagues--Select Education Subcommittee Chairman Hoekstra, Mr. Greenwood, Mr. Roemer, the ranking member of the Subcommittee on Select Education and Mr. Miller, the ranking member of the full committee--for their efforts in bringing forward this alternative. I urge my colleagues to join me in support of H.R. 5601, the Keeping Children and Families Safe Act of 2002. Discharged from the Committee on Government Reform and Passed H.R. 670, to designate the facility of the United States Postal Service located at 7 Commercial Street in Newport, Rhode Island, as the ``Bruce F. Cotta Post Office Building''.

Mr. BOEHNER

Mr. BOEHNER. Mr. Speaker, I thank my colleague from Illinois for yielding me this time. I rise today in strong opposition to the amendment offered by our friend, the gentleman from South Carolina (Mr. Spratt). The amendment in the nature of a substitute basically puts us in a position of having to go to the U.N. and get a resolution of support or, if the U.N. cannot act or will not act, requires the Congress to come back and to have another vote. I think one of the points that is missing in this debate is that it seems as though people think the President is not acting in a unilateral way. We are the only superpower on the face of the Earth. We as a Nation, as a result, have a responsibility to lead. I think that the underlying resolution does, in fact, strengthen the President's hand to lead and to continue to build multilateral support. I believe that the amendment offered today basically undercuts the President's ability to continue to lead us and to build a multilateral action. Secondly, the President is being very deliberate about this. This effort has been under way for the last 8 weeks. The President continues to consult with Members of Congress in both bodies, continues to work with our allies, continues to work with the U.N., and I think all of us would agree that the President made a forceful case for action because he was at the U.N. Again, the amendment that we have before us handcuffs the President in terms of his ability to continue to bring about positive action at the United Nations. Now, we have 16 amendments passed by the United Nations over the last 11 years dealing with chemical and biological weapons. What makes us believe that Saddam Hussein or anyone else who is going to act, if in fact the U.N. would ever act? But more importantly, why would we want to put the security and the freedom of the people of our country at risk or put them in the hands of the U.N. Security Council in hoping, maybe, that they will act. The fact is in 1991 during the Gulf War we had a debate here and we kept hearing the same thing we are hearing now: wait, wait, wait. If we had waited any longer in 1991, the Iraqi regime would have been into Saudi Arabia and we would have had a much larger crisis than we have. The fact is that we have waited for a long time to bring this regime to a halt and to take away their threat, and I believe the underlying resolution done by the majority leader and the Speaker, along with the minority leader, gives the President the strongest hand possible in terms of building a multilateral coalition and, most importantly, protecting the American people whom we are sent here to represent.

Mr. BOEHNER

Mr. BOEHNER. Mr. Speaker, ``does this body have the will and resolve to commit this Nation to a future of peace, or will we leave for our children an inheritance of uncertainty and world instability? I do not want to see our Nation at war, and I pray that this crisis will be resolved peacefully. But I cannot in good conscience deny to the President of the United States every power and tool that he is entitled to in his efforts to resolve this crisis.'' Mr. Speaker, I spoke these words right here in this very spot on the floor of the House of Representatives during my first speech as a Member of this body. One day later, on January 12, 1991, I cast my first vote, one to give the President the authority to use the Armed Forces in removing Saddam Hussein from Kuwait. As a freshman Member of Congress, I could not ever have imagined that more than a decade later this body again would be faced with the challenge of dealing with Saddam Hussein's outlaw regime. But here we are in 2002, and Saddam is once again at the heart of our national security concerns. The September 11 terrorist attacks have changed this Nation forever. Those tragic events increased our appreciation of our vulnerability to terrorist attacks, particularly from weapons of mass destruction. Saddam Hussein has actively developed a deadly biological and chemical weapons program, and he is actively pursuing the development of nuclear weapons. We cannot ignore this reality. What has changed since the last time I voted to use our Armed Forces against Iraq has not been a new identification of our enemy, but the reassessment of our national security risk. The last 11 years have proven that attempting to contain Saddam through an ineffective weapons inspection regime does not alter his intentions nor force him to disarm. We must resolve to stand firm against Hussein's regime to guarantee security for Americans and the international community and justice for the Iraqi people. I commend President Bush for his consistent consultation with the international community and with the congressional leadership on both sides as he develops a strategy for confronting this grave threat. The resolution before us today is a result of those consultations, and its passage is the United States government's opportunity to speak with one voice in its efforts to protect American interests at home and abroad. We cannot expect the United Nations Security Council to take action to protect not only our interests but the interests of the international community without sending it a strong signal of our own resolve. Looking back on the vote that this House cast to authorize force back in 1991, I can recall how somber my colleagues and I were as we contemplated the consequences of our actions. Today, I sense a similar mood in the House. Whenever Congress votes to authorize the use of the greatest Armed Forces in the world, it is destined to be one of the most serious and difficult votes ever cast by our Members. It is not a decision we relish, but it is one that we must make. I pray and hope that the need to use military force to disarm Hussein's regime is not imminent. However, I stand ready to support such an action should the President deem it necessary. The famous legislator and philosopher, Sir Edmond Burke from England, once said, ``All that is needed for evil to exist is for good men to do nothing.'' I also recall the words of our great President Ronald Reagan when he said ``If not now, when? If not us, who?'' It is time for us to act, it is time to support our President, and it is time to tell the rest of the world that the American people speak with just one voice.

Mr. BOEHNER

Mr. BOEHNER. Mr. Speaker, today I am proud to join my colleague Representative Ric Keller in introducing the IDEA Paperwork Reduction Act of 2002. This legislation will go a long way in providing school districts and administrators the relief they need from the IDEA paperwork burden, and in reducing time spent by teachers on non- instructional activities, as required under the Individuals with Disabilities Act (IDEA). One year ago, the House Education and the Workforce Committee began an aggressive series of hearings exploring major issues that would likely be addressed in the Committee's reauthorization of IDEA. Numerous witnesses at these hearings testified about the need for the Department of Education to identify and simplify burdensome regulations under IDEA and for Congress to adopt statutory changes that would provide relief to the nation's special education and general education teachers who dedicate their careers to educating children with special needs. The goal of this Committee is to ensure that all students receive a quality education. Currently, teachers are forced to spend too much time on an overwhelming paperwork burden and not enough time on important needs, like lesson plans and parent-teacher conferences. This bill will help teachers move beyond simply having enough time to comply with regulations and allow them to focus on what is really important, reach achievement for our students with special needs. The current paperwork structure provides a real threat to ensuring that the maximum available resources are focused on a quality education for students with special needs. Currently, there's a growing shortage of qualified teachers, particularly in special education. Special education teachers are being driven out of the profession in frustration over the seemingly endless stream of red tape and paperwork associated with IDEA. This year, President Bush signed the No Child Left Behind Act into law. NCLB requires that all children with special needs who attend federally funded schools have the opportunity to learn from a highly qualified special education teacher. States must submit a plan to ensure all special education teachers are highly qualified by the end of the 2005- 2006 school year. We must do all we can to ensure that every child with special needs is receiving a quality education. In our hearings, the Committee heard from school principals, administrators, and others voicing frustrations with their schools' efforts to provide services to students as required by their individualized education programs (IEPs) when paperwork requirements compete with available instructional time. In Fairfax County, Virginia, for example, professionals spend on average 83.5 hours on paperwork for a student who qualifies for service under IDEA, from initial referral to development of the IEP--all this before a student even starts to receive services under IDEA. As one principal testified at a hearing earlier this year, ``teachers find themselves between a rock and a hard place . . . with unyielding demands made on their time. When something gives, the impact is either on the teacher or the student, two of our most valuable resources.'' According to the Council for Exceptional Children (CEC), ``too often in special education practice, compliance-related documentation is stressed over thoughtful decision-making for children and youth and their families. No barrier to delivering quality services is more problematic to special educators than paperwork.'' CEC estimates that 4 hours of pre-meeting time is needed for review and revision of the average IEP going into each IEP meeting. In addition, CEC reports that a majority of special educators estimate that they spend a day or more each week on paperwork, and eighty-three percent report spending from half to one-and-a-half days per week in IEP-related meetings. Teacher quality is perhaps the most important factor in ensuring the progress of students with special needs. We're asking a lot of America's special education teachers, and they deserve our full support. That's why Representative Keller's bill is so important. Representative Keller's proposed amendments to IDEA will help bring good teachers to classrooms by identifying and simplifying burdensome statutory provisions in IDEA, and it will do so while preserving the quality of education provided to children with special needs. They are innovative, provide much-needed flexibility to the nation's special education system, and will be, I believe, non-controversial in nature. This legislation streamlines and increases the effectiveness of many provisions within IDEA. It directs the Secretary of Education to identify, develop, and disseminate model forms for individualized education programs (IEPs), procedural safeguard notices, and prior written notice report requirements that incorporate all relevant federal statutory and regulatory requirements under IDEA. In addition, the legislation allows states that receive funds under Part B of IDEA to permit local educational agencies in each state to develop a three- year IEP (in lieu of an annual IEP) for each child with a disability. Representative Keller's bill would also create a pilot program allowing the Secretary to waive paperwork requirements under IDEA to 10 states based on their proposals for reducing paperwork and non-classroom time spent fulfilling statutory and regulatory requirements. These initiatives, and others in the bill, will promote innovation and provide much-needed flexibility for states as they implement IDEA and its accompanying federal, state, and local regulations. The IDEA Paperwork Reduction Act of 2002 will take us one step closer to reducing burdensome rules under IDEA and allowing teachers and administrators the time to do their job of educating children with special needs more efficiently and effectively. I urge my colleagues to support this legislation.

Mr. BOEHNER

Mr. BOEHNER. Mr. Speaker, I rise in support of House Joint Resolution 113 to honor and recognize the many contributions of Patsy Mink. I want to thank my friend and colleague from California, George Miller, for introducing this most appropriate resolution. We were all stunned and sadden by the news last week of the passing of our friend and colleague, Patsy Mink. As I have stated before, not only did we lose a passionate and committed member of this body; the State of Hawaii and the country as a whole lost a compelling and persuasive representative voice. Patsy Mink placed a great emphasis on service to her constituents and always stood firm in her beliefs. Patsy did this even when it wasn't the easy or politically popular thing to do. She had strong convictions by which she lived and worked. While we did not always agree, I know I, and the rest of us, are all better for having had the experience of working with her during her tenure in this House. In her role as ranking member on the subcommittee on 21st Century Competitiveness, Patsy Mink played an important role in passing the No Child Left Behind Act, and worked closely with Chairman McKeon on legislation reducing red tape and burdensome regulations in postsecondary education. With her passing, we will miss the opportunity to continue that partnership in working on these and other critical issues facing our nation. I will miss Patsy and her commitment to her State, her constituents and to the ideals of this body. I am grateful to have had the opportunity to work with her over these many years. This resolution is an appropriate tribute to our former colleague and the legacy she leaves behind. Patsy Mink's passing is a significant loss for all of us and I offer my sincere condolences to her family and her constituents. I know my colleagues will join me in support of this resolution, Mr. Speaker, as a means of collectively saying thank you and good-bye to a distinguished colleague and friend.

Mr. BOEHNER

Mr. BOEHNER. Mr. Speaker, I rise in support of H.R. 5331, which would extend educational and privacy rights currently available to families of public school students to home schooled children. I want to applaud my colleague from Minnesota, Representative Mark Kennedy, for sponsoring this legislation and his continued commitment to the education of our nation's children. This bill provides an important opportunity for Congress to correct an oversight in the federal Family Educational Rights and Privacy Act of 1974 (FERPA) that has resulted in some school districts and states being unable to maintain the privacy of information collected from families who home school their children. Under current law, FERPA protects the privacy of students who attend public school. However, many school districts and numerous States hold the private records of home-schooled students because these students are required by State law to register either with their State or local school district. A privacy problem arises from FERPA's definition of a student, which ``does not include a person who has not been in attendance at such agency or institution.'' Therefore, under current law, the information of a home-schooled student who has never attend a public school is not protected under FERPA. Unless States or local school boards create their own rules restricting the release of home- schooled student information, public schools can freely disseminate a home-schooled student's private information. By closing this loophole in the law, home-school student's records nationwide would be protected, including in Representative Kennedy's home state of Minnesota, which classifies such information as public. FERPA should treat all students the same and not permit districts to disseminate publicly the records of some children, while protecting the records of others. H.R. 5331 exemplifies the commitment that this Congress has shown to parents who choose to home school their children. I am proud to be a co-sponsor and urge my colleagues to vote yes on this legislation extending privacy protections to families of home-schooled students. Mr. Speaker, I yield back the balance of my time.

Mr. BOEHNER

Mr. BOEHNER. Mr. Speaker, I want to thank the gentleman from Florida (Mr. Young), chairman of the Committee on Appropriations, and congratulate both him and the gentleman from Wisconsin (Mr. Obey) for dealing with what is a very difficult year. And I think part of this debate is a bit disjointed because we are looking at the second half of the process, the appropriations process, when, in fact, we know the first half of the process, the budget process, has fallen apart. The House did its job back in April, passed our budget, made our decisions. Our friends on the other side of the aisle offered no alternative, and there was no vote, but the House did, in fact, pass a budget. The Senate has yet to pass a budget. There has been no agreement between the two bodies on the numbers, and as we know, the appropriations process without a budget resolution, without some agreement on the overall numbers, cannot go very far. But I think it is important to remind our colleagues that there was no budget, and I am going to remind my colleagues once again what Dave Broder said over the last several months when he said, ``When the House was debating its budget resolution, the Democrats proposed no alternative of their own.'' ``Rather than fake it, Democrats punted.'' ``The budget resolution,'' he went on to say, `` . . . is designed to be the clearest statement of a party's policy priorities. As long as they are silent, the Democrats cannot be part of serious political debate.'' The fact is we still have not seen a budget from the other side of the aisle. We still have no resolution on the budget, and as we look toward the issue of education, I was proud to work with the gentleman from California (Mr. George Miller), who just spoke before me, to produce the No Child Left Behind Act. We have had a tremendous increase in education funding over the last 5 or 6 years, some 300 percent increase in special education funding; 113 percent increase in funding for Title I, the largest of the programs designed to help poor schools and poor children to get a better shot at a decent education. And my colleagues do not have to take my word for it. Let us take the National Journal. The National Journal points out that over the next 5 years, if we look at the increases, education is up 40 percent. The only two programs that are higher over the next 5 years in the President's budget are Medicaid and Federal correctional activities. And, it goes on, the 40 percent increase over the next 5 years is more than what the President calls for for increases in national defense at 27 percent and increases in Federal law enforcement at 28.6 percent. Obviously two of the highest priorities that we have in the country today are getting significant increases, and yet education still comes in at a much higher increase, and we have to remember this is on top of what this Congress and this President have done over the last 2 years to meet our commitments to help poor kids. Now, the gentleman from California (Mr. George Miller) knows, and I think the gentleman from Wisconsin (Mr. Obey) knows, that we are going to meet our commitments to ensure that no child is left behind. We are going to meet our commitments, and we are going to make sure that this law works so that every child in America, regardless of their race, regardless of their income, and regardless of where they live, get a decent education. We know that all kids can learn. We have to ensure that all kids have an opportunity to learn. So I would urge my colleagues rather than to throw partisan barbs here on the House floor, why do you not bring a budget, why do you not show us how you are going to get there, why do you not help us make the decisions that we need to make in order move this along?

Mr. BOEHNER. Mr. Speaker, reclaiming my time, the gentleman knows there has been no agreement between the two bodies on an overall spending number, and until there is, how do we move this process along? I have great regard for the gentleman from Wisconsin (Mr. Obey) and the gentleman from Florida (Mr. Young) in the difficult task they have trying to move these pieces without some overall agreement on a number. One cannot run a household this way; we certainly cannot run a Congress this way. And I think the gentleman knows full well that there is going to be an agreement. I would rather have the agreement today, but when are my friends across the aisle going to put a number on the table and say, let us begin the negotiations? As Dave Broder said in his column, as long as the Democrats are silent, they cannot be part of a serious political debate.

Mr. BOEHNER. I yield to the gentleman from California.

Mr. BOEHNER

Mr. BOEHNER. Mr. Speaker, last weekend, the members of our committee lost a friend and colleague. The people of Hawaii lost a strong and trusted voice. And the people of our country lost a leader. Patsy Mink was a vibrant, passionate, and effective voice for the principles she believed in. She spent most of her life serving her beloved state of Hawaii and the people of the United States. Her service to the nation as a member of this House came in two chapters: she first served here from January 1965 to January 1977; then she returned more than a decade later, in 1990, to resume her work on behalf of her constituents. I was elected to the House that same year--1990. As incoming members of the Education and the Workforce Committee, we didn't see eye to eye on many issues. Our committee was the scene of some of the nastiest partisan sparring in the House, and there wasn't a lot of communication between members from different parties. Over the years, I went up against Patsy directly several times, on the issue of the Native Hawaiian Education Programs and Hawaii's Bishop Estate Trust. I won't mince words: I lost--each and every time. During those debates I learned first-hand what a fierce advocate she could be. Take it from me: when Patsy Mink decided she was going to fight for something, it wasn't much fun being on the receiving end. As I mentioned, there wasn't much opportunity to get to know Patsy when I first joined our committee in the early 1990s. But our committee is a different place than it was 10 years ago. And on days like today, it's a little bit easier to understand why that's so important. Republicans on our committee eventually got the opportunity to not only know Patsy Mink, but to work with her side-by-side on issues like education reform. I know I speak for all the Republican members of our committee when I say I'm sincerely grateful we got that chance. Patsy Mink's passionate commitment to the issues she believed in gave our committee a spark that will not be easily replaced. Many of the bills we've moved in the last year and a half bear her unmistakable imprint. As ranking member of the subcommittee on 21st Century Competitiveness, Patsy played a key role in passing the No Child Left Behind Act, the bipartisan education bill signed in January by President Bush. And this year, she worked closely with the gentleman from California, Mr. McKeon, on legislation to reduce federal red tape in higher education. I'm truly disappointed we won't have the chance to continue this partnership with Patsy. We'll never know exactly where it might have led, or the things that might have been accomplished. But I do know one thing. I'm very grateful for the chance to have served with her, and to have worked alongside her to achieve some of the goals for which she strived. Patsy Mink's passing is a significant loss for our committee, the people of Hawaii, and the people of the United States. I offer my sincere condolences to her family and constituents. She will be greatly missed.