John Boehner

Mr. BOEHNER

Mr. BOEHNER. Mr. Speaker, I yield myself such time as I may consume. I rise in support of H.R. 4866, the Fed Up Higher Education Technical Amendments of 2002. The bill provides for technical amendments to the Higher Education Act. This bill has had bipartisan support throughout its process. The development of the bill was done in an open, fully cooperative manner with my friends on the other side of the aisle. The foundation of this bill has been the FED UP process put forward by the gentleman from California (Mr. McKeon) and the gentlewoman from Hawaii (Mrs. Mink) just about a year ago whereby student aid and higher education officials across the country had an opportunity to provide proposals on how to improve the programs in the Higher Education Act while maintaining the integrity of the student loan programs. Everyone in the higher education community has enthusiastically supported the FED UP process, and this bill is intended to address the 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 that set the stage for the committee to begin the reauthorization process next year. The Secretary of Education and his staff were also enthusiastic partners in this process. He initiated a negotiated rulemaking process with the higher education community to address those proposals submitted via the FED UP Web site that were purely regulatory in nature. In a few short months, the negotiations were completed, and we expect the regulations will soon be released in draft form. From its earliest stages this has been a collaborative and open process with no preconceived agenda, and when this bill was drafted, great care was given to ensure no amendments were made to current law without full agreement of Members of both sides of the aisle. This legislation, while technical, also makes for a number of other positive improvements for students and institutions. It helps students avoid defaulting on their student loans by removing barriers to students seeking forbearance from lenders on their student loan payments. It makes clear that home schoolers can receive Federal aid. It makes clear that Federal scholarship aid can go to low-income and minority students for law school. It improves the flow of information to students, protects students' grant aid upon withdrawal from a college or university, and I am particularly pleased that this legislation eases aid requirements for America's Hispanic-serving institutions, allowing them to apply for Federal grants without waiting 2 years between applications. This provision complements President Bush's fiscal year 2003 budget which includes $89.1 million for the developing Hispanic-Serving Institutions Program, an increase of $3.1 million to expand and enhance support for institutions that serve a large percentage of Hispanic students. I wish we could have gone further to address two specific issues that are not in the bill. One is providing an extension of two expiring provisions in the Higher Education Act that encourage low default rates amongst institutions and provides student loans more quickly to students. The second is clarifying the provision of denying title IV aid eligibility for students convicted of the sale or the possession of a controlled substance. The law, as written, has the unintended effect of including students who may have had a drug conviction before they were enrolled in higher education or receiving financial aid. I want to thank my colleagues on the committee, the gentleman from Oregon (Mr. Wu), and the gentleman from Indiana (Mr. Souder), for all of their assistance in trying to find ways to get these important provisions enacted. I also want to thank the Secretary of Education and his staff who were great partners in our efforts to find a way to pay for these provisions. However, our attempts to reach a compromise on budgetary offsets were unfortunately unsuccessful, and we are going to continue our efforts to address these issues early in the next Congress, but as we begin the preparation for the reauthorization of the Higher Education Act, this legislation will also allow us to move forward with updating our laws with regard to many clerical and grammatical errors that are contained in the current bill. Our time and resources will then be available to deal with the more intricate policy issues before us. The legislation was created in an effort to do what was right for students, institutions and others involved with providing higher education. It was developed in a cooperative, bipartisan manner and should be passed today on an overwhelmingly yes vote so it can be sent to the other body for swift action before the summer district work period. I would urge my colleagues today to vote yes on H.R. 4866. Mr. Speaker, I reserve the balance of my time.

Mr. BOEHNER. Mr. Speaker, I yield 2 minutes to the gentleman from Indiana (Mr. Souder). (Mr. SOUDER asked and was given permission to revise and extend his remarks.)

Mr. BOEHNER. Mr. Speaker, I yield 1 minute to the gentleman from Georgia (Mr. Isakson).

Mr. BOEHNER. Mr. Speaker, I ask unanimous consent that all Members may have 5 legislative days within which to revise and extend their remarks on H.R. 4866.

Mr. BOEHNER. Mr. Speaker, I move to suspend the rules and pass the bill (H.R. 4866) to make technical amendments to the Higher Education Act of 1965 incorporating the results of the Fed Up Initiative, as amended.

Mr. BOEHNER

Mr. BOEHNER. Mr. Speaker, I yield back the balance of my time.

Mr. BOEHNER. Mr. Speaker, I yield myself the balance of my time. Mr. Speaker, again I am pleased to bring attention to the First Tee program. I appreciate the bipartisan support that this resolution has received. The First Tee program was a collaboration between the World Golf Foundation, the PGA tour, the PGA of America, the Tiger Woods Foundation, and many others who have helped to put this program together and to allow it to grow to the extent that it has. They have very ambitious plans to grow this operation to serve some 500,000 children by the year 2005. The program has integrated both sports and life skill lessons that teach character and instill common values in our youth. Because the First Tee's mission is broader than simply teaching kids how to play golf, their life skills curriculum includes community service and mentoring opportunities. These skills and activities also positively impact school experiences and the academic achievement of those who have been enrolled in the program. Last year we passed the No Child Left Behind Act to help improve all of our schools and to give every child in America a better shot at a good education. But we know that between birth and age 18 children are only in school about nine percent of that time; 91 percent of that time they are at home and out in their communities. We know that for many of these children, the infrastructure, the support system that is needed to instill the kinds of values that we have talked about on the floor today have to come from home and in those communities. That is where I believe, and I think many Members believe, that if we are truly going to attack the problems we see in inner-city America, it is programs like these that find a way to teach children, one, how to play golf, but more importantly the kind of values that are necessary in order to be successful in life. Mr. Speaker, I want to thank my colleagues who have spoken on this bill today, this resolution, and urge all of my colleagues to support the resolution.

Mr. BOEHNER. Mr. Speaker, I yield myself such time as I may consume. Mr. Speaker, I rise today in strong support of this resolution that recognizes the efforts of The First Tee, a youth character-building organization with programs located throughout the country. This program provides young people of all backgrounds an opportunity to develop, through both the game of golf and character education, values and character traits that will positively impact their lives and experiences in school. The First Tee programs are community-based and implemented through a partnership of parents, civic and corporate leaders, State and local governments, youth-serving agencies, schools, and the golfing community. Mr. Speaker, a few weeks ago, President and Mrs. Bush hosted a conference at the White House on the importance of character education to our Nation's youth. President Bush cited the importance of character education in instilling common values in our youth. He said, ``Americans believe in character education because we want more for our children than apathy or cynicism,'' the President said. He went on by saying, ``We've got higher aspirations for every child in America. We want them to understand the difference between right and wrong.'' No activity better parallels life and teaches character better than the game of golf. On the golf course one learns responsibility, honesty, patience, self-control, integrity, respect, confidence, and most importantly, sportsmanship. As in life, to be successful at golf we must realize we are going to make mistakes. Overcoming both our errors and bad bounces is just as much a part of the game as trying to hit a perfect shot. We learn that a 3-foot putt is just as important as a 300-yard drive, and that we must learn to put the last shot behind us in order to execute the next. We also learn about ourselves and where our shortcomings lie, the things we need to work on on life's practice range. The First Tee is working to make the game of golf more affordable and accessible to young people throughout the Nation by opening up golf courses and providing instruction for free and at reduced rates to children of all socioeconomic backgrounds. By the year 2005, The First Tee expects to serve more than 500,000 children in 250 programs throughout the United States. In my State of Ohio currently there are four The First Tee programs serving more than 1,500 children today. Just as importantly, the golf-related exercises are paired with The First Tee life skills program, which teaches young people values such as responsibility, honesty, integrity, respect, confidence, and sportsmanship. Jack Nicklaus, a man synonymous with the game of golf and a supporter of The First Tee program, said, ``For The First Tee, golf is the vehicle, but it is not the destination. We are teaching the young boys and girls a game that can last a lifetime, but through our life skills program we are teaching them lessons for life.'' One student in particular, Amber Davis, from Atlanta, Georgia, has been involved with the Atlanta The First Tee program since April of 2000. She came before our committee and testified about her experiences. She has participated both of The First Tee Life Skills, and currently spends her time volunteering as a mentor for 13 of the young female participants in the The First Tee program. An accomplished golfer, she has competed in several local, regional, State, and national competitions, and was the only freshman to make her high school golf team at the Woodward Academy in Atlanta. She credits The First Tee program with helping her to develop her strong leadership skills. I am pleased to bring attention to this program, and I am grateful for the work that The First Tee is doing in our Nation's communities. Mr. Speaker, I urge my colleagues to support this resolution today, and I reserve the balance of my time.

Mr. BOEHNER. Mr. Speaker, I ask unanimous consent that all Members may have 5 legislative days within which to revise and extend their remarks on House Resolution 448.

Mr. BOEHNER. Mr. Speaker, I move to suspend the rules and agree to the resolution (H. Res. 448), recognizing The First Tee for its support of programs that provide young people of all backgrounds an opportunity to develop, through golf and character education, life-enhancing values such as honor, integrity, and sportsmanship.

Mr. BOEHNER. Mr. Speaker, I yield such time as he may consume to the gentleman from Georgia (Mr. Isakson).

Mr. BOEHNER

Mr. BOEHNER. Mr. Speaker, today I am introducing a resolution recognizing the efforts of The First Tee, a youth character building organization with programs located throughout the country that provides young people of all backgrounds an opportunity to develop, through both the game of golf and character education, values and character traits that will positively impact their lives and experiences in school. The First Tee programs are community-based and are implemented through a partnership of parents, civic and corporate leaders, state and local governments, youth-serving agencies, schools, and the golfing community. This week, President and Mrs. Bush are hosting a conference at the White House on the importance of character education to our Nation's youth. This resolution reflects the House's continuing commitment to ensuring that positive values are instilled in all children at a young age, and recognizes one community-based program that is making a real difference for disadvantaged children across the country. Many children throughout the United States face difficult circumstances in their lives. Broken homes, poverty, drugs, alcohol, and violence are everyday factors that many of today's youth continually face. A structured activity, the enjoyment of sport, and the teaching of positive values and character traits can be a tremendous experience and welcome respite in the lives of these young people. The First Tee, an innovative model of public-private partnership, is working to make the game of golf more affordable and accessible to young people throughout the Nation by opening up golf courses and providing instruction for free and reduced rates to children of all socioeconomic backgrounds. By the year 2005, The First Tee will serve more than 500,000 children in 250 programs throughout the United States. In my state of Ohio, there are currently four First Tee facilities that serve more than 1,500 hundred children. And just as importantly, the golf-related exercises are paired with The First Tee Life Skills program, through which young people learn the importance of maintaining a positive attitude, considering the consequences of their decisions, setting and achieving objectives, holding themselves to high standards, and applying to their everyday lives values such as responsibility, honesty, integrity, respect, confidence and sportsmanship. One student in particular, Amber Davis, has been involved with The First Tee of Atlanta since April of 2000. Her dedication and enthusiasm has helped her progress through the first three levels of The First Tee certification process. She has participated at both of The First Tee Life Skills and Leadership Academies at Kansas State University over the past two summers, and received the Renee Powell Award for Female Leadership during the inaugural academy. She currently spends her spare time volunteering as a mentor for 13 of the young female participants in The First Tee program. An accomplished golfer, she has competed in several local, regional, state and national tournaments and was the only freshman to make the golf team at Woodward Academy in Atlanta. She credits The First Tee program with helping her to develop her strong leadership skills. Again, I am pleased to bring attention to The First Tee and am grateful for its work in our Nation's communities. I ask for my colleagues support and urge them to join me as a cosponsor of this resolution.

Mr. BOEHNER

Mr. BOEHNER. Mr. Chairman, I rise in support of the Appropriations Committee's effort to bring forward a bill that provides funds to address the current shortfall in the Pell Grant Program for this nation's neediest students. Specifically, this bill puts forward an additional $1 billion to ensure the largest maximum award in the history of the Pell Grant Program--$4,000. This bill, while providing for the $4,000 annual maximum Pell Grant award as proposed by the President, will also provide assurances to students and their families that the necessary funds will in fact be available for them when they are needed. This President and this Congress stand firm in their commitment to the Pell Grant Program. That commitment is clear as evidenced by this chart, which shows a steady and substantial increase in the annual maximum award since fiscal year 1995, the point when Republicans gained control of the Congress, through the current year. We will continue our pledge to support the Pell Grant Program as we move forward with the President's education agenda. The Pell Grant Program is the foundation of the Federal need-based student financial assistance programs, and is often the only hope low- income students have to achieve their dream of obtaining a higher education. Currently, the Pell Grant Program serves more than 4.4 million students and in FY 2003, the President's budget request will serve an additional 55,000 students, allowing more students to move forward and obtain a quality education. We can do nothing better than provide an opportunity for this nation's citizens to obtain a quality education. In addition, I'd like to thank the Appropriators for including $190 million to help replenish the National Emergency Grant program, and for restoring $110 million to the dislocated worker program. These funds will go a long way in supporting American workers who have lost their jobs due to the economic slowdown and last year's terrorist attacks. Mr. Chairman, I urge my colleagues to show their support for American workers and the very important Pell Grant Program by voting yes on this legislation.

Mr. BOEHNER

Mr. BOEHNER. I thank my colleague from California for yielding me this time. Mr. Speaker, the first thing I notice about the Democratic substitute is that, at least on the surface, it has no quarrel with strong work requirements. This really tells me they have come a long way since 1996, when many of my friends on the other side of the aisle made so many doom-and-gloom predictions about how welfare reform would bring about the end of civilization as we know it. Former Senator Pat Moynihan famously said that those who supported the 1996 reforms would ``take this disgrace to their graves.'' Mr. Speaker, I am one who voted for the bill and proud that I did. This is why I am supporting the underlying bill today. By strengthening the work requirements and expanding flexibility, it builds on what is really best about the 1996 act. And while the Democrat substitute is a sign that my friends on the other side of the aisle are reconciled to welfare reform, it is also a sign they are unwilling to move beyond the status quo. While caseloads have declined dramatically since 1996, there is room for improvement. Fifty-eight percent of TANF recipients still are not engaged in any work-related activities. Now, there is one place where the substitute offers radical change, and that is in the area of child care. It proposes spending $11 billion more on child care over the next 5 years. Mr. Speaker, to say this is generous would be an understatement. After not having even offered a budget here on the floor, our Democrat friends are asking for huge spending increases without even attempting to pay for them. Where would all this additional child care money come from? We have no idea. In contrast to this fiscal irresponsibility, the underlying bill supports a $2 billion increase in child care and development, and we pay for our proposed increases. The backers of the substitute are making the claim that the underlying bill does not do enough for education. Mr. Speaker, the claim is dead wrong. Under our bill, the welfare recipients can attend school full-time for 4 months in any 2-year period, and can spend up to 16 hours each week getting education and training to help further their ability to obtain gainful employment. As chairman of the Committee on Education and the Workforce, let me remind my colleagues of the $66 billion Federal education budget already available to low income individuals, including Pell Grants, student loans and Perkins loans. While these programs are taken into account, it is clear that the welfare recipients will have time and the financial help they need to seek an education. Mr. Speaker, we need to build on the success of the 1996 welfare reform law. I do not think the substitute we have before us does adequately strengthen the work requirements. It includes wildly unrealistic spending increases, and I urge my colleagues to defeat the substitute and vote ``yes'' on the underlying bill.

Mr. BOEHNER. Mr. Speaker, I yield 1\1/2\ minutes to the gentleman from Oklahoma (Mr. Sullivan), our newest member.

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

Mr. BOEHNER. Mr. Speaker, I am pleased to yield 4 minutes to the gentleman from Delaware (Mr. Castle), the chairman of the Subcommittee on Education Reform.

Mr. BOEHNER. Mr. Speaker, I am pleased to yield 2 minutes to the gentlewoman from New Jersey (Mrs. Roukema), who will be retiring, a long time Member of the Committee on Education and the Workforce. (Mrs. ROUKEMA asked and was given permission to revise and extend her remarks, and include extraneous material.)

Mr. BOEHNER. Mr. Speaker, I am pleased to yield 3 minutes to the gentleman from California (Mr. McKeon), the chairman of the Subcommittee on 21st Century Competitiveness.

Mr. BOEHNER. Mr. Speaker, I yield myself such time as I may consume. Mr. Speaker, the 1996 welfare reform law that we are reauthorizing today has been an unprecedented success, one of the most important pieces of social policy since the civil rights legislation of 1965. Today with the Personal Responsibility, Work, and Family Promotion Act, we are set to build on that success. The bill marks the beginning of a second phase of reform that will help even more Americans find productive jobs. My friends on the other side of the aisle may say, ``The system is working. Why fix it? Why argue with success?'' Here is why. Welfare caseloads have fallen dramatically since 1996, but as this chart right here shows, 58 percent of TANF recipients still are not working for their benefits, according to the Department of Health and Human Services. And we all know that work is essential to help people get the skills that they need to move up the economic ladder. The bottom line is that approximately 2 million families remain on welfare rolls today and we need to do something about it. Earlier this month, the Committee on Education and the Workforce approved a bill introduced by my friend, colleague and subcommittee chairman the gentleman from California (Mr. McKeon), the Working Toward Independence Act, which is now part of this overall Republican bill. It strengthens work requirements to ensure that we move these welfare recipients on the path to self-reliance. As Connecticut Governor John Rowland has said, ``The most compassionate way to break the cycle of poverty, dependency and hopelessness is through work.'' The bill requires welfare recipients to participate in work activities for 40 hours a week. But within these new requirements, there is significant flexibility for States and recipients themselves. Welfare families will have 16 hours a week to pursue education and job training. They can also attend school full-time for up to 4 months during a 2-year period. The measure also increases the percentage of welfare families in each State that must be engaged in work activities; currently, 50 percent, moving to 70 percent by 2007. Some have questioned whether States can meet these new requirements, suggesting that we are setting the bar too high. But I agree with President Bush who said last week, ``If it brings dignity into someone's life, it's not too high of a goal.'' And, remember, the bill gives States 5 years to comply with the new work requirements. The bill also includes significant funding increases for child care, boosting discretionary spending for the child care and development block grant by $1 billion over 5 years. In addition to this new money, it is important to remember that States have half of the caseloads they had in 1996, which means they have got twice as much money available to spend on work programs or on child care. H.R. 4737 also incorporates key elements of President Bush's Good Start, Grow Smart Plan to improve early childhood education, and encourages States to address the cognitive needs of young children so they are developmentally prepared to enter school. Finally, the bill includes a promising new plan to empower States and localities to develop innovative solutions to help welfare recipients achieve independence. It will give States and local agencies the opportunity to integrate certain welfare and workforce development programs and try to improve their efficiency. Mr. Speaker, in closing, I would like to echo the sentiments of President Bush when he said, ``No level of despair should be acceptable in our society.'' With this bill today, we are going to help some of the most vulnerable members of our society achieve self-sufficiency, and I urge my colleagues to support the bill. Mr. Speaker, I reserve the balance of my time.

Mr. BOEHNER. Mr. Speaker, I ask unanimous consent that all Members may have 5 legislative days in which to revise and extend their remarks on H.R. 4737.

Mr. BOEHNER. Mr. Speaker, I am pleased to yield 3 minutes to the gentleman from Georgia (Mr. Isakson).

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

Mr. BOEHNER. Mr. Speaker, I yield myself the balance of our time. The success of the 1996 welfare reform law is beyond dispute. Even the New York Times has called it, ``An obvious success.'' The debate today has been how to build on that success. We believe that further flexibility to the States will, in fact, be helpful to them to package programs to meet the needs of each of those individual families. The discussion we have heard from the other side about an unfunded mandate is almost laughable. Today, we have less than half the welfare caseload we had in 1996. Yet the amount of money being spent by the Federal Government for welfare block granting to the States is the same amount of money; and in the bill that we are proposing building on that success, this bill calls for $2 billion of additional aid to go into child care. We know that child care is, in fact, a key component to help make this system work and moving people from welfare to work. In a recent speech in my home State of Ohio, President Bush captured what this issue is all about: dignity. It is about helping welfare recipients achieve independence, to become self-reliant, and to be able to provide for their own families. Mr. Speaker, I yield back the balance of my time.

Mr. BOEHNER. Mr. Speaker, I yield 1\1/2\ minutes to the gentleman from Texas (Mr. Sam Johnson), the chairman of the Subcommittee on Employer-Employee Relations of the Committee on Education and the Workforce. (Mr. SAM JOHNSON of Texas asked and was given permission to revise and extend his remarks.)