Michael Castle

Mr. CASTLE

Mr. CASTLE. Madam Speaker, I ask unanimous consent that all Members may have 5 legislative days within which to revise and extend their remarks and include extraneous material on H.R. 4278.

Mr. CASTLE. Madam Speaker, I yield myself such time as I may consume. Madam Speaker, I rise today in support of H.R. 4278, the Improving Access to Assistive Technology For Individuals With Disabilities Act of 2004. This legislation reauthorizes and reforms the Assistive Technology Act, which was created in 1988. Since then the Federal Government has played an important role in helping States develop systems to provide access to assistive technology devices and services for individuals with disabilities. The original intent of this program was to provide seed money to establish statewide systems to help individuals with disabilities access assistive technology. Since then, all 50 States, the District of Columbia, Puerto Rico, and the outlying areas have established systems of some design and scope. In 1998, we added the alternative financing program as a competitive grant program and we have seen many States make wonderful progress in expanding the opportunities made available to individuals with disabilities. The original law contained a sunset provision in which the funding for these deficits would expire after 10 years. However, the program has continued to receive funds for the past 6 years since the initial 10 years were completed. These funds are now running out, and it is necessary to reauthorize this act to ensure that these programs continue to meet the needs of individuals with disabilities. The Federal funds distributed to States over the last 16 years have allowed States to set up the needed infrastructure to support assistive technology systems. To continue the success of the assistive technology programs and to ensure that Federal money is used to best provide services to individuals with disabilities, significant reform of the Assistive Technology Act is needed. This bill shifts the focus of the program to provide greater direct benefit to individuals with disabilities. Our goal is to help States gets more assistive technology directly into the hands of the individuals with disabilities. This new focus expands the reach of the State programs by moving away from support of administration activities and emphasizing the importance of getting the technology itself to the individuals with disabilities that need it. I know that this will help States continue to make progress in their efforts to expand access to assistive technology and that increasing numbers of individuals with disabilities will be able to participate in society more fully every day. Although we are refocusing the program, we certainly recognize the importance of State flexibility, and our bill maintains that important element of this program. We direct States to focus their efforts to putting the technology into the hands of individuals with disabilities, but allow them the freedom to decide how they would go about that and which efforts will work best in their State to accomplish that goal. States have two options in regard to their expenditures of Federal funds. In one option States could allocate 70 percent of the resources to State level activities and spend no more than 30 percent on State level activities. State level activities are more focused on directly giving individuals with disabilities assistive technology access and services, while State leadership activities are more administrative. Under this option, the States would have full flexibility to select the activities in each category that they would support. In the other option, States would choose to spend 60 percent of the resources on State level activities and no more than 40 percent on State leadership activities. However, the State would be required to support two particular State level activities, the alternative financing program and the device loan program. I believe that the increased focus on State level activities coupled with the State flexibility will drastically improve the program and the assistance in services it provides to individuals with disabilities. I am pleased with the changes that H.R. 4278 makes to the Assistive Technology Act, and I believe they will greatly improve the lives of those affected by a disability. In crafting this legislation, we worked with our friends across the aisle, our friends in the disability community, and our State directors. I believe we have come up with a creative proposal that will give States significant flexibility while also ensuring that the focus of the program does shift in the right direction. The reforms we have crafted in this bill respond to the concerns of the critics of this program, and it will place the program on solid footing for continued and future success. I would like to thank the gentleman from Michigan (Mr. Kildee) and his staff for the long hours that have gone into this process so far. I would also like to thank the gentleman from Minnesota (Mr. Ramstad) and the gentleman from Rhode Island (Mr. Langevin) for their support of this important legislation. As cochairs of the Disability Caucus, they know the importance of this legislation and we are glad to have their support today. I am very pleased with this bill, and I am glad to say we have been able to come together in a bipartisan way to improve this important program. I would also like to thank our friends in the disability community for working with us so diligently throughout this process. Your support for this legislation is valued, and it is important that this has been such an open and deliberative process. I strongly support H.R. 4278, the Improving Access for Individuals With Disabilities Act of 2004, and I urge my colleagues to do the same. Madam Speaker, I reserve the balance of my time.

Mr. CASTLE. Mr. Speaker, I move to suspend the rules and pass the bill (H.R. 4278) to amend the Assistive Technology Act of 1998 to support programs of grants to States to address the assistive technology needs of individuals with disabilities, and for other purposes, as amended.

Mr. CASTLE

Mr. CASTLE. Mr. Speaker, I yield myself such time as I may consume. Mr. Speaker, it gives me great pleasure to rise in support of House Resolution 643. I want to thank my good friend and colleague, the gentleman from Utah (Mr. Cannon), for bringing this resolution forward. This resolution honors the Brigham Young University men's volleyball team for winning the 2004 National Collegiate Athletic Association Division I-II men's volleyball championship. Mr. Speaker, the mission of my alma mater, Brigham Young University, is to ``develop students of faith, intellect, and character who have the skills and the desire to continue learning and to serve others throughout their lives.'' One of the ways that the university accomplishes this mission is by developing and supporting a first-class athletics program. And so today we recognize this first-class athletics program and give special recognition to the national champion Cougars for winning its third national men's volleyball championship in 6 years by overcoming a 10-6 deficit in game five to defeat Long Beach State University. BYU men's volleyball team will enter next season's competition after marking the second highest single season win total in its volleyball history after achieving a 29-and-4 overall win-loss record. In addition to the inspiring team victory, four players distinguished themselves from the team by being named to All-American teams at the conclusion of the season. Carlos Morento and Fernando Pessoa were recognized by the American Volleyball Coaches Association for first- team honors; and their teammates, Joe Hillman and Victor Batista, received second-team citations. Coach Tom Peterson also deserves praise for becoming the first men's volleyball coach in the NCAA's history to win a national championship with two different schools. The distinction earned by these individuals and the remarkable repeat victories of the team reflect the dedication of each player, the leadership of Coach Tom Peterson, and the support of family, friends and fans. I extend my congratulations to each of the hard working players on the successful Cougar team, to Coach Peterson and to Brigham Young University. I am happy to join my colleagues in honoring the accomplishment of this team and wish them continued success. Once again, I strongly support House Resolution 643 and ask my colleagues to support this resolution. Madam Speaker, I reserve the balance of my time.

Mr. CASTLE. Mr. Speaker, I move to suspend the rules and agree to the resolution (H. Res. 643) congratulating the Brigham Young University men's volleyball team for winning the 2004 National Collegiate Athletic Association Division I-II men's volleyball championship.

Mr. CASTLE. Mr. Speaker, I ask unanimous consent that all Members may have 5 legislative days within which to revise and extend their remarks on H. Res. 643.

Mr. CASTLE. Madam Speaker, I have no further requests for time, and I yield back the balance of my time.

Mr. CASTLE

Mr. CASTLE. Mr. Speaker, I rise today to honor and pay tribute to Marine Sgt. Brian McGinnis of the Marine Light Attack Helicopter Squadron 169, who made the ultimate sacrifice for his country on March 30, 2004 in southern Iraq. In the words of his fellow Marines, Sgt. McGinnis was a trusted mentor, a brother, and a hero. Sgt. McGinnis, a graduate of William Penn High School and native of St. Georges, Delaware joined the Marine Corps because as he stated, he, ``wanted to be a part of the best.'' As a member of the United States Armed Services, Sgt. McGinnis had fulfilled his goal of becoming a part of the best fighting force in the world. Sgt. McGinnis had the opportunity to take part in activities he loved in the Marine Corps and had received his crew wings the day before he met with tragedy in southern Iraq. The most important aspect of Sgt. McGinnis' service in Iraq was the sense of pride he felt knowing that he was serving his country. Mr. Speaker, it is not possible to quantify the sense of loss our great nation feels when faced with the loss of life of our men and women in the United States Armed Services. Nonetheless, I will say that Sgt. Brian McGinnis will be deeply missed by his family, his friends, the Marine Corps, and by his nation. His service for our nation and the service of countless men and women before and after him will never be forgotten.

Mr. CASTLE

Mr. CASTLE. Mr. Speaker, I rise today to pay tribute to the heroic life of United States Army Staff Sergeant Joseph Garyantes who died May 19, 2004, while securing freedom for the people of Iraq. Staff Sergeant Garyantes was patrolling Muqdadiyah, Iraq, just outside of Baghdad when his vehicle was attacked by sniper fire, ending the life of this dedicated soldier. Staff Sergeant Garyantes was born in Wilmington, Delaware, and for most of his childhood called the Rehoboth Beach area home. He attended Epworth Christian School in Laurel, and at an early age contemplated a life in the Christian ministry. Eventually his selflessness and unwavering desire to help others drew him to military service. From what I have learned about this remarkable young man, it is apparent that Staff Sergeant Garyantes truly enjoyed helping others overcome the difficulties in their lives. For example, he wrote a letter to the editor while stationed in Germany, in response to a young soldier's complaint about the difficulties of Army life. His response was not negative or demeaning, he offered solutions and words of encouragement to this fellow soldier. Staff Sergeant Garyantes, because of his inherent desire to lead and guide others to greatness, certainly would have found a way to inspire others in any career he chose, but he chose to join the U.S. Army. He chose to subject himself to the daily rigors of military service because he valued the well-being of others--ultimately at the cost of his own life. And although he will be missed tremendously by his wife and children, his family and friends, and his fellow soldiers, it is my hope that they can take comfort in his devotion to serving those in need, which will be his legacy. Mr. Speaker, it is not often that I have the opportunity to honor the life of a true hero and American patriot such as Staff Sergeant Joseph Garyantes. His devotion to his fellow man is truly amazing, and he deserves our utmost respect and admiration.

Mr. CASTLE

Mr. CASTLE. Mr. Speaker, I rise today in honor of a brave young Army Ranger who died Thursday, April 3, 2003, due to a suicide car-bomber at a checkpoint northwest of Baghdad. United States Army Specialist Ryan P. Long was a proud Ranger who gave his life, along with two of his fellow soldiers, helping the Third Battalion of the Seventy-fifth Ranger Regiment operate a checkpoint outside of Baghdad. At only twenty one-years of age, Ryan was an inspirational young Delawarean who graduated from Seafood High School in June of 1999, where he had been vice commander of the Naval Junior ROTC program. Ryan joined the Army and became an Army Ranger, where he was part of an elite group chosen to carry out special missions. He was stationed in Fort Benning, Georgia and was deployed twice to Afghanistan before his service in Iraq, where he continued the noble fight against terror. Ryan was a patriotic American who enjoyed soccer, golf, snowboarding, and motorcycles. Ryan was a fourth generation soldier, his father is retired Major Rudolf ``Rudy'' Long. Ryan followed in his family's tradition and chose to serve his country. He will be deeply missed by his parents, Rudy and Donna, and brother, his friends, teachers, and fellow soldiers. Mr. Speaker, it is my sincere privilege to honor the life of a proud Ranger and heroic representative of the State of Delaware. Army Specialist Ryan P. Long deserves our gratitude and respect.

Mr. CASTLE

Mr. CASTLE. Mr. Speaker, I rise in support of this bill, which I am offering to ensure the continued success of vocational and technical education programs into the future. The bill, the Vocational and Technical Education for the Future Act, includes a number of positive reforms that will help strengthen vocational and technical education programs and improve opportunities for students. Vocational and technical education, authorized under the Carl D. Perkins Vocational and Technical Education Act and known as the Perkins program, aims to prepare youth and adults for the future by building their academic and technical skills and ensuring they are equipped to proceed with postsecondary education or pursue other avenues. This program represents one of the largest federal investments in our Nation's high schools and is a key component of our secondary and postsecondary education systems. According to the National Center for Education Statistics, 66 percent of all public secondary schools have one or more vocational and technical education programs with approximately 96 percent of high school students taking at least one vocational and technical course during their secondary studies. Vocational and technical education is an important postsecondary option as well. Over 2,600 postsecondary sub-baccalaureate institutions, such as community colleges, technical institutes, skill centers, and other public and private colleges, also offer vocational and technical education. Reforms made to the Perkins Act in 1998 increased the focus on ensuring that participating students at both the secondary and postsecondary levels acquired academic and technical skills, as well as completed their respective programs and transitioned into successful employment or further education. Some progress has been made as states have created an initial performance accountability system and the focus on academic performance among students participating in vocational and technical education courses has been strengthened. Today, I am offering the Vocational and Technical Education for the Future Act to build on the 1998 reforms, and ensure vocational and technical education continues to prepare students for whatever they choose to pursue upon graduation. Should a student choose to proceed with postsecondary education, enter the military, or pursue other opportunities, the goal of the Perkins program must be to prepare students with the right combination of academic and technical skills so that they may succeed in whatever path they choose. The bill I am offering includes a number of reforms designed to enhance achievement and accountability, streamline programs so that states may better utilize federal dollars, and provide a model sequence of courses that will enhance vocational and technical education programs and partnerships. The bill include important steps to increase accountability, and emphasizes continued improvement in student achievement. The bill establishes separate performance indicators for secondary and postsecondary students, improving on current law by recognizing the need for distinct measures to be applied to differing students. The bill also requires states to make continued and substantial improvement in the academic and vocational and technical achievement of students, and establishes incentive grants for states exceeding their own high standards. To increase accountability and achievement at the local level, the bill requires local programs to establish local adjusted levels of performance similar to current statewide performance level expectations. The Vocational and Technical Education for the Future Act also establishes local improvement plans and permits states to apply sanctions for local recipients that, after receiving technical assistance, fail to show improvement or continually do not meet local adjusted levels of performance. To better streamline and target federal funding, the bill combines funding for the TechPrep and Perkins state grant programs into one program funding stream, and incorporates the activities of Tech-Prep into the basic grant program. This consolidation will increase flexibility for states, streamline funding, and ensure current activities continue to exist while the program as a whole is updated to meet the challenges of the future. The Vocational and Technical Education for the Future Act includes an important new element that will build upon efforts to coordinate secondary and postsecondary vocational and technical education. The bill requires states to develop model sequences of courses for vocational and technical programs to be used as an option at the local level. These model sequences of courses will incorporate both secondary and postsecondary elements, include rigorous and challenging academic and vocational and technical content in a coordinated, nonduplicative progression of courses, and lead to a degree or credential. Technology and economic competition are combining in ways that are changing the nature of work and are redefining the American workplace. The need for higher literacy, numeracy, communication, and interpersonal skills in the workplace has grown over the past decade and will continue to be an important factor in the workplace in the future. The skills needed to be successful in postsecondary education are similar to the skills that are required by employers. The need for a strong academic and technical background makes it imperative that the current vocational and technical education system adapt in order to provide the knowledge and skills needed to succeed. The bill I am offering today seeks to meet the challenges of a changing economy and workplace by building upon the current successes of vocational and technical education. Our challenge is to ensure that all vocational and technical education students have access to programs that are sufficiently rigorous in both their academic and technical content, as well as provide clear connections with the education and training beyond high school that most Americans need for continued workplace success. I believe this bill fulfills those high standards, and I am pleased to be offering it today.

Mr. CASTLE

Mr. CASTLE. Mr. Speaker, as we approach Memorial Day, I would like to rise in honor of a courageous young soldier who died September 7, 2003, of injuries suffered August 30 when the truck he was driving in a supply convoy was hit by a civilian vehicle in Iraq. United States Army Specialist Jarrett B. Thompson, was a member of the Lewes, Delaware- based 946th Transportation Company, and sadly was our State's first war casualty from a Reserve or National Guard unit. At only 27 years of age, Jarrett was a brave young reservist who valiantly served his State and Country. A Dover resident who grew up in Millington, Maryland and played high school football, Jarrett joined the Army in March of 1994. Following a 3-year tour of active duty at Fort Campbell, Kentucky, he continued his commitment to service as a member of the Army Reserve. When he was called to active duty in January 2003, Jarrett dutifully accepted service in the Middle East, where his fellow reservists described him as an energetic, mission- oriented soldier. In civilian life, Jarrett was a design engineer for Ashland Equipment, Inc. A proud son and devoted husband and father, Jarrett will be deeply missed by his parents, Judy Coleman Thompson and Allen B. Thompson, his wife Kelly, and their sons Conner and Collin. At his funeral in September, Jarrett received a 21-gun salute and the Bronze Star Medal in honor of his noble service to our Nation. Mr. Speaker, it is my sincere privilege to honor the life of a proud soldier and heroic representative of the State of Delaware. Army Specialist Jarrett B. Thompson was an honorable defender of liberty, and he deserves our gratitude and respect.

Mr. CASTLE

Mr. CASTLE. Mr. Speaker, I rise in support of H.R. 4409, the Teacher Training Enhancement Act, which will strengthen teacher training programs to ensure teachers are highly-qualified and ready to teach when they enter the classroom. A year and a half ago, the President signed the No Child Left Behind Act into law. Ever since states and school districts across the country have been answering its call to reform. The Teacher Training Enhancement Act follows the momentum of No Child Left Behind and meets its requirement to place a highly qualified teacher in every classroom. A requirement of great import, as the value of a qualified teacher on a student's ability to learn has been proven, over and over again. H.R. 4409 achieves this by making improvements to the Higher Education Act to help ensure teacher training programs are producing highly qualified teachers to meet the needs of America's students. All states and nearly all teacher education programs in the country are affected by general accountability provisions in this legislation. Schools receiving federal funds must report annually on the quality of teacher preparation, including information on the pass rates of their graduates on initial certification assessments. Higher education institutions enrolling federally-aided students in their teacher preparation programs must report annually detailing, among other things, the certification pass rates of graduates. Unfortunately, this data has proven ineffective in measuring the true quality of teacher preparation programs. Current requirements have often been manipulated, leaving data skewed and often irrelevant. For example, if a student fails to pass the state certification exam, upon completion of the institution's program, the school will award them a degree in another field rather than in education. A school will only award students an education degree if that student has passed the state exam. That way, the school will always have a 100 percent pass rate. H.R. 4409 sets forth more useful information. This includes requiring a school to report on all students who have completed 50 percent of the program and requiring an average score of students rather than the pass rates. We are fortunate in the State of Delaware to have the University of Delaware's Elementary Teacher Education program. In many ways the University of Delaware has already begun to address the need to have a highly qualified teacher in our classrooms. They have been innovative and forward thinking always recognizing the importance of providing their students with a strong academic base as well as a practical experience. In their freshman year at the University of Delaware, students participate in field experiences in the school setting. Freshmen have the opportunity to observe, tutor, and offer general assistance in the classroom. As sophomores and juniors, the experiences include planning, implementing, and assessing limited instructional units with small groups or an entire class. As seniors, students become engaged in an extended student teaching experience. Technology is integrated throughout the curriculum and all students will graduate with the skills necessary to utilize technology in their instructional planning. The Elementary Teacher Education program's goal is to prepare teachers who are reflective practitioners serving a diverse community of learners as scholars, problem solvers and partners. I am committed to ensuring No Child Left Behind is a success for America's children. The Committee and this Congress have been working since passage to ensure other laws in the education arena are aligned with No Child Left Behind. We have accomplished this with IDEA, Head Start and hopefully today with the Teacher Training Enhancement Act. I encourage my colleagues to support H.R. 4409.

Mr. CASTLE

Mr. CASTLE. Mr. Speaker, I rise today to honor and pay tribute to Marine Sgt. Brian McGinnis of the Marine Light Attack Helicopter Squadron 169, who made the ultimate sacrifice for his country on March 30, 2004 in southern Iraq. In the words of his fellow Marines, Sgt. McGinnis was a trusted mentor, a brother, and a hero. Sgt. McGinnis, a graduate of William Penn High School and native of St. Georges, Delaware joined the Marine Corps because as he stated, he, ``wanted to be a part of the best.'' As a member of the U.S. Armed Services, Sgt. McGinnis had fulfilled his goal of becoming a part of the best fighting force in the world. Sgt. McGinnis had the opportunity to take part in activities he loved in the Marine Corps and had received his crew wings the day before he met with tragedy in southern Iraq. The most important aspect of Sgt. McGinnis' service in Iraq was the sense of pride he felt knowing that he was serving his country. Mr. Speaker, it is not possible to quantify the sense of loss our great Nation feels when faced with the loss of life of our men and women in the U.S. Armed Services. Nonetheless, I will say that Sgt. Brian McGinnis will be deeply missed by his family, his friends, the Marine Corps, and by his Nation. His service for our Nation and the service of countless men and women before and after him will never be forgotten. Mr. Speaker, as we approach Memorial Day, I would like to rise in honor of a courageous young soldier who died September 7, 2003, of injuries suffered August 30 when the truck he was driving in a supply convoy was hit by a civilian vehicle in Iraq. U.S. Army Specialist Jarrett B. Thompson was a member of the Lewes, Delaware-based 946th Transportation Company, and sadly was our State's first war casualty from a Reserve or National Guard unit. At only 27 years of age, Jarrett was a brave young reservist who valiantly served his state and country. A Dover resident who grew up in Millington, Maryland and played high school football, Jarrett joined the Army in March of 1994. Following a 3-year tour of active duty at Fort Campbell, Kentucky, he continued his commitment to service as a member of the Army Reserve. When he was called to active duty in January 2003, Jarrett dutifully accepted service in the Middle East, where his fellow reservists described him as an energetic, mission- oriented soldier. In civilian life, Jarrett was a design engineer for Ashland Equipment, Inc. A proud son and devoted husband and father, Jarrett will be deeply missed by his parents, Judy Coleman Thompson and Allen B. Thompson, his wife Kelly, and their sons Conner and Collin. At his funeral in September, Jarrett received a 21-gun salute and the Bronze Star Medal in honor of his noble service to our Nation. Mr. Speaker, it is my sincere privilege to honor the life of a proud soldier and heroic representative of the State of Delaware. Army Specialist Jarrett B. Thompson was an honorable defender of liberty, and he deserves our gratitude and respect. Mr. Speaker, I rise today in honor of a brave young Army Ranger who died Thursday, April 3, 2003, due to suicide car-bomber at a checkpoint northwest of Baghdad. U.S. Army Specialist Ryan P. Long was a proud Ranger who gave his life, along with two of his fellow soldiers, helping the Third Battalion of the 75th Ranger Regiment operate a checkpoint outside of Baghdad. At only 21 years of age, Ryan was an inspirational young Delawarean who graduated from Seafood High School in June of 1999, where he had been vice commander of the Naval Junior ROTC program. Ryan joined the Army and became an Army Ranger, where he was part of an elite group chosen to carry out special missions. He was stationed in Fort Benning, Georgia and was deployed twice to Afghanistan before his service in Iraq, where he continued the noble fight against terror. Ryan was a patriotic American who enjoyed soccer, golf, snowboarding, and motorcycles. Ryan was a fourth generation soldier, his father is retired Major Rudolf ``Rudy'' Long. Ryan followed in his family's tradition and chose to serve his country. He will be deeply missed by his parents, Rudy and Donna, and brother, his friends, teachers, and fellow soldiers. Mr. Speaker, it is my sincere privilege to honor the life of a proud Ranger and heroic representative of the State of Delaware. Army Specialist Ryan P. Long deserves our gratitude and respect. Mr. Speaker, I rise today to pay tribute to the heroic life of U.S. Army Staff Sergeant Joseph Garyantes who died May 19, 2004, while securing freedom for the people of Iraq. Staff Sergeant Garyantes was patrolling Muqdadiyah, Iraq, just outside of Baghdad when his vehicle was attacked by sniper fire, ending the life of this dedicated soldier. Staff Sergeant Garyantes was born in Wilmington, Delaware, and for most of his childhood called the Rehoboth Beach area home. He attended Epworth Christian School in Laurel, and at an early age contemplated a life in the Christian ministry. Eventually his selflessness and unwavering desire to help others drew him to military service. From what I have learned about this remarkable young man, it is apparent that Staff Sergeant Garyantes truly enjoyed helping others overcome the difficulties in their lives. For example, he wrote a letter to the editor while stationed in Germany, in response to a young soldier's complaint about the difficulties of Army life. His response was not negative or demeaning, he offered solutions and words of encouragement to this fellow soldier. Staff Sergeant Garyantes, because of his inherent desire to lead and guide others to greatness, certainly would have found a way to inspire others in any career he chose, but he chose to join the U.S. Army. He chose to subject himself to the daily rigors of military service because he valued the well-being of others--ultimately at the cost of his own life. And although he will be missed tremendously by his wife and children, his family and friends, and his fellow soldiers, it is my hope that they can take comfort in his devotion to serving those in need, which will be his legacy. Mr. Speaker, it is not often that I have the opportunity to honor the life of a true hero and American patriot such as Staff Sergeant Joseph Garyantes. His devotion to his fellow man is truly amazing, and he deserves our utmost respect and admiration.

Mr. CASTLE

Mr. CASTLE. Mr. Speaker, I am very pleased to be able to be here to share some thoughts and share my time with the gentleman from Nebraska (Mr. Osborne) concerning Brown v. Board of Education, what it has meant to us as a country, what it has led to, and where we are today. And then I would like to take some time and tie it in with No Child Left Behind, which I think perhaps is the most significant measure we have taken since Brown v. Board of Education to truly educate all of the young people in the world today. I think most of us recognize by now because of all of the news and publicity that Brown v. Board of Education was decided 50 years ago. A lot of people may not know all of the States involved, but one of them happened to be my State, Delaware. Kansas is most often cited, but it was a decision made in the State of Delaware that first said separate but equal, Plessy v. Ferguson should no longer be the law of the land, but indeed we had to have integration in our schools, not just separate but equal facilities; and quite frankly, most of the facilities were not equal anyhow. From that went the Supreme Court decision argued by Thurgood Marshall and others in which the case of Brown v. Board of Education actually found that the doctrine of separate but equal was unconstitutional in the sense it did not give everyone equal opportunity, and came forward with the new policy of full integration for everybody. At the time it caused, frankly, some upheaval. Some were disturbed about it. Others embraced it as a solution to a lot of societal and educational problems in the United States of America. But the bottom line was that it was the law of the land. The law of the land, however, does not necessarily mean that it was carried out in that way, because even though that was the way it was stated, there were only a minimal number of students that came forward, often with a lot of publicity, police sometimes accompanying them as they went into their schools. And, indeed, some took advantage of it, but many did not. In Delaware, other things happened later in terms of desegregation suits, bussing issues, and eventually we got to the point of full integration in Delaware, so we became at one point the second most integrated State in the United States of America. Others struggled for a longer time. There are pockets in this country where integration took place on a sound basis in terms of bringing our schools together, but it was soon realized that all of the goodwill from Brown v. Board of Education would not be realized in full, at least any time soon, so we struggled continuously in terms of educating our young people. But something else happened which was very interesting. It was Brown v. Board of Education, decided 50 years ago, which really paved the way for a number of other acts which are of extraordinary importance to Americans today. One is the Civil Rights Act of 1964, and then shortly thereafter the Voting Rights Act of 1965, and the Fair Housing Act of 1968. These in combination with Brown v. Board of Education have helped to integrate America to a degree America had not been previously integrated. They are certainly landmark laws and have helped turn the tide of racism which existed in our country prior to that time. The Supreme Court revisited the ruling in 1955 to resolve some of the difficulties that were involved. As we look back at that segment of what we have done and what we are doing in the year 2004, there is recognition of a couple of things. One is in the Brown v. Board of Education suit, we were dealing primarily with African Americans. In America today, we are dealing with a greater number of minorities than we were before, as well as a greater percentage of minorities, but particularly Hispanic Americans, some Asian Americans, and a whole variety of other minorities who become actual larger numbers in our school districts. So we deal with broader issues as we deal with the questions that were raised by Brown v. Board of Education. I think there is also a greater realization, decade by decade, maybe not year by year, of the significance of education. As I go through my communities in Delaware, as other Members go through their communities, I think there is an understanding that you can tie education into economic opportunity in America. If we do that, the issue of race, the issues of gender and geographical location, poor income, backgrounds, the various things that have been a problem before seem to melt away if we can educate all of our young people. I would say, in 2004, there is greater emphasis on educating each and every young person in our community than there has ever been before. So Brown v. Board of Education has not been perhaps the great success that everyone would have liked it to be. We recognize this anniversary; we do not really celebrate it because a celebration would involve pure integration and no problems, and there are still some problems, but it is of overwhelming importance in the history of the United States of America. It has been extremely positive in many ways, and all of us have a responsibility to try to continue it forward. Mr. Speaker, I am going to yield to the gentleman from Nebraska (Mr. Osborne), but before I do that, I am going to come back and talk about No Child Left Behind because I am firmly convinced that the only act which has really made the kind of impact difference or can at least make an impact difference similar to what we had in Brown v. Board of Education is No Child Left Behind, and they are very closely tied together. But I would like to yield to the gentleman from Nebraska (Mr. Osborne) who obviously, through his coaching career, has dealt with many, many young people in terms of their educational concerns, as well as being a distinguished member of the Committee on Education and the Workforce and the vice chairman of my Subcommittee on Education Reform where we deal with kindergarten through 12th grade education, and is someone who knows as much about education and as much about young people in this country as anyone I know.

Mr. CASTLE. Mr. Speaker, the gentleman's insight into this is as helpful as anybody I know in the entire Congress. His comments are highly appreciated. His continuing concern about the young people, the mentoring, the things that he cares so much about I think makes a huge difference in this country. We thank him for all his service. I would like to just go back a little bit, Mr. Speaker, if I may. I was in State government for a long time, being a State legislator and then a lieutenant governor and a Governor. I always found it was very hard to change education. Although I felt we really needed to change education, we needed to be more challenging in education, but there are those who felt that the status quo was the way to go. It was hard to get done. It was not Republican or Democrat. It was just very hard to deal with the subject matter of education. I was invited in December of 2000 to go to Austin, Texas, to meet with the President-elect, who at that point had been declared the President-elect. I sat at a table with him. There were, I guess, four tables in the room and about 40 Members of the House and Senate or Members-to-be of the House and Senate. I remember that the gentleman from California (Mr. George Miller) was there sitting right next to the President and others were there. During the election, I heard the promises about education, but I did not pay a lot of attention because it is an election, after all, on all sides. But when I sat there, I realized that here is an individual who really does care a lot about education and that maybe I better start listening to exactly and precisely what he was saying. He started talking about No Child Left Behind. I cannot recall if it was called No Child Left Behind then, but he talked about lifting every student. My recollection from being in State government was that we could never lift every student. We could always prepare the students for the Ivy League schools, we could help some other students, but we never really helped those students who needed help the most. I always felt that we needed to do that in terms of early education, day care, Head Start. Now we have an Early Reading First program. You name it. Parents had to be more involved. A whole lot had to happen in early education. We needed full-day mandatory kindergarten if we could get it. We needed to give those kids that opportunity. Frankly, it just simply was not happening, and it was a matter of great consternation to me. For the first time in a long time a light went off. I realized that what he is saying really makes some sense. We can really truly challenge in terms of what is happening in education. We had spent $300 billion on K-12 education since 1965. Yet there was just no really significant academic improvement in the achievement gaps between minorities, particularly African Americans and our Caucasian students and disadvantaged students and the affluent students in general just was not where it should be. We really had to do something about it. We had, frankly, in this country a two-tiered education system, and it is just simply not acceptable. In fact, according to the most recent national data, by the time African American students reach eighth grade, only 12 percent can read proficiently and only 7 percent are proficient in math. Nationally, the achievement gap between Hispanic and Caucasian fourth graders is 29 percentage points. Those are deplorable statistics. They simply are unacceptable. And No Child Left Behind came along. As the gentleman from Nebraska said, there are a lot of things in there that make a difference, but one of them is this, that is, that each individual would be put into a subgroup of one kind or another. If you have a subgroup of, in Delaware's case, 40; I think it is 35 in other States, individuals in that subgroup, be they low-income, African American, Hispanic American, learning disabilities, whatever it may be, that group is going to be rated on its testing. That school is indeed going to be rated as to making adequate yearly progress on the basis of each of those subgroups, and then the school district is going to be rated on all of the schools in that particular district. So, as a result, you had a circumstance in which literally everybody was going to be looked at in terms of their educational process. It is obviously much more complicated than that, but that was the basic thesis behind this particular piece of legislation. Indeed, we passed it, as was indicated, by about 90 percent of the House and the Senate, Republicans and Democrats, because we all felt education had to be better. Well, it has been in place now for a couple of academic years, and indeed there are those who probably were opposed to it to begin with who are still raising questions about, are we spending our money correctly, is there enough money here, is this too demanding on the students, can they take these tests, because it does demand standards and assessments, and that involves testing in grades 3 through 8 and once again after 8th grade, or is this more than these kids can handle, is this really working or not. But every time I read one of these stories of criticism, Mr. Speaker, I also read about what the various schools are doing to give those kids a better opportunity, and I see hope in that. I see for the first time in many, many generations of educating in America, that we are paying as much attention to the lower income, neediest academic students as we are to everybody else, and we are making special exceptions, and we are looking at various ways in order to really help these children improve from an academic point of view. So, for that reason, I believe this disaggregation of statistics, breaking it down into subgroups, has made a tremendous difference as far as education is concerned. Yes, there are skeptics, and, yes, it is not easy, and, yes, there are those who would like to overturn it, but the bottom line is, in the lives of some people, it is making a tremendous difference. Now, as to some of the flexibility issues, as was touched on by the gentleman from Nebraska (Mr. Osborne), I would like to comment on two or three of those. In the past 6 months, the Department of Education has issued three different rulings that exhibit the inherent flexibility in No Child Left Behind, as well the Department's willingness to respond when warranted. I would just like to go over these, and they are right here alongside of me. The first one says under No Child Left Behind being flexible, flexibility on testing students with disabilities. This gets a little bit complicated, but we have essentially opened up the percentage of students that would be exempted from taking the tests, and it is 1 percent, or 10 percent of the students with disabilities in the school, and then the schools can apply for even more if need be, on the basis that not all these kids are in a position to handle the tests. And that has got to be found as to the right chord, so we have the right answer with respect to that, and we will continue to work on that. But the Department has shown some great flexibility. Second, in February, the Department announced a flexibility policy with respect to how limited English proficient students are included in the school's adequate yearly progress. Really, to make a long story short, we are basically allowing those students to stay in that category for 2 years, so that even after they learn English, it would count in the second year, as well, to help with the scores in that area. Third, in March, the Department responded to concerns on how to define a highly qualified teacher, still ensuring that every child in America is taught by a teacher who is skilled in his or her subject. Pretty simple stuff. You want the teachers to be able to teach these subjects that they have studied to the students, and that is basically what the law says. But it also recognizes when you get to certain rural areas and other parts of the country, they may not be able to find teachers who are that specialized, so we have made some exceptions as far as that is concerned. Then, finally, in late March, the Department issued a flexibility policy for how schools calculate student participation rates, which had to be 95 percent, when determining adequate yearly progress, again liberalizing that slightly in order to meet what we have to do. It is also important to understand that each State has submitted a plan. I am very proud of my State of Delaware. I think they have submitted both a good plan, and they are looking at revising the plan to improve it based on 1 year's experience. That is exactly what should be done, because we do need to get all of this in sync between the Federal Government and the State governments with respect to the planning, if we are going to be able to move ahead. So I feel that No Child Left Behind has been a tremendous adjunct to Brown v. Board of Education for all of these reasons. The funding issues have been raised by a number of individuals, and I need to share some of that information here, Mr. Speaker, if I may, because, and the gentleman from Nebraska (Mr. Osborne) said this, the funding has been well done as far as the Federal Government is concerned. The problem lies more at the State and local levels, simply because they do not have the money they need at this point. I understand that. That will probably come back. But this shows the funding for programs under the No Child Left Behind Act has an increase of 42.5 percent in 4 years. That is over 10 percent a year. Some States vary. My State happens to have a little more than that percentage, so it does vary a great deal. According to the U.S. Department of Education, Federal funding for these programs encompassed by No Child Left Behind has risen from $17.4 billion in 2001 to $24.3 billion; $17.4 billion to $24.3, 2001 to 2004, which represents in excess of a 40 percent increase in just 3 years. Included in this number is funding for Title I, which is a significant part of all of this. You can see by the red lines which we have here how much Title I has gone up since No Child Left Behind passed. That is basically, for those who do not know, the funding for disadvantaged students and schools. That was increased by more than $650 million this year, for an increase of $3.5 billion, and we have been increasing that on a rapid basis over the past several years, knowing that that money is needed in order to implement No Child Left Behind. The gentleman from Nebraska (Mr. Osborne) also pointed out that in certain circumstances, schools can qualify for extra funding. Indeed, if schools have not made adequate yearly progress, then they have the ability to have more flexibility in their Federal funding so they can take money from various other programs, although not Title I, but other programs and move it around, up to 50 percent, in order to help them with their programs as we move forward. We are beginning to see results. Remember, it has only been in place for 2 academic years. According to a 2004 study by the Council of Great City Schools, the achievement gap is narrowing in both reading and math between African American and Caucasian, and Hispanic and Caucasian students in our Nation's inner-city schools, and they attributed the positive change, in part, to No Child Left Behind; and just last week, Florida and Michigan reported decreases in the achievement gap between African American students and their Caucasian peers. This is an important day, and we should all honor the anniversary of Brown v. Board of Education and those that were so instrumental in the Brown movement. I have had an opportunity to meet many of them in the last year and to reflect with them on how far we have gone in ensuring educational access; and yet everyone says that we need to do more to ensure educational success, and that is something we do need to continue to work on. But, indeed, the ball has started to roll. No Child Left Behind is the next step, which was absolutely essential if we are going to be able to make this work. Now, for those who would argue that No Child Left Behind is not a step in the right direction, I would ask them to do a couple of things: One, I do not want to really argue with them. I want really for them to study No Child Left Behind, to truly understand what is in there and how they can work it to their advantage. Secondly, to see what it can do to help a lot of children not being helped otherwise who, I think, for the first time ever, can be helped by No Child Left Behind, to study those individual schools, classrooms and school districts who have understood that and have made a difference as far as No Child Left Behind is concerned, and helping all of those kids, remember, in all those subject groups, particularly the lower-income kids; and then perhaps to look at the funding mechanisms and realize, gee, there is a heck of a lot more money going into education from the Federal Government level than we ever realized. Then they would realize that this truly is a step, is truly a giant step in the right direction, as far as education is concerned, and we must stay that course. I think any attempts to change this system, to return to the old methodologies or the status quo, would be effectively preserving a system which has not worked as well as it should for all the young people of our country. America today in 2004 is a true polyglot. We are indeed a country in which people have come in from a variety of other countries. They speak different languages, their color of skin can be different, their religions can be different, their educational opportunities historically in their families may be different. But we have a responsibility to give them that opportunity in life, which has always been what we have done in America, and we needed to challenge education in order for that to happen. Indeed, I think that Brown v. Board of Education was a challenge, and a welcome challenge, but a new challenge was needed, and No Child Left Behind did that. And I believe it is in the interests of our young people, and I believe if we stay the course, if we do this properly, that we will again rise to the top, where we used to be on all educational standards in this world, and not just for those top students, but for each and every student in our schools in America. So I urge all of us to pay a lot of attention to what we are doing on the Federal, State and local levels, and make absolutely sure we are doing all we can to help the children of America.

Mr. CASTLE

Mr. CASTLE. Mr. Speaker, as an original cosponsor of H. Con. Res. 414, it gives me great pleasure to support this important resolution today. On Monday we celebrate the 50th anniversary of Brown v. Board of Education, which found that, ``in the field of education, the doctrine of `separate but equal' has no place,'' thus guaranteeing every American student a seat in the classroom. Truly a landmark decision, Brown did not end in the classroom. It helped pave the way for the enactment of the Civil Rights Act of 1964, the Voting Rights Act of 1965, and the Fair Housing Act of 1968. Enactment of the No Child Left Behind Act, built upon the educational progress made in Brown by ensuring every student will not only have access, but will also receive a quality education. While progress has been made since the Brown decision, a huge gap still remains when it comes to ensuring all children actually learn. Significant academic achievement gaps between disadvantaged students and their more affluent peers still exist in key subjects such as reading and math. In effect, we have allowed a two-tiered educational system--one with low expectations for poor or minority students and high expectations for others. Nationally, the achievement gap between African-American and Caucasian fourth-graders in reading is 28 percentage points. The achievement gap between Hispanic and Caucasian fourth-graders is 29 percentage points. We have allowed ourselves to believe that some children are simply beyond our reach, and, as a result, this Nation has suffered. Not unlike Brown, No Child Left Behind is rooted in the belief that all students--regardless of race, background, income, geography, or disability--can learn, and must be given the chance to do so. No Child Left Behind has its skeptics, and change is never easy. Despite complaints, all parties involved are answering to the requirements of No Child Left Behind. States, school districts, teachers, parents and without doubt the students are meeting the rigors of the law. This response shows that we all are dedicated and believe in the goals of the law. We are already seeing positive results. According to a 2004 study by the Council of Great City Schools, the achievement gap is narrowing in both reading and math between African-American and Caucasian and Hispanic and Caucasian students in our Nation's inner-city schools--and they attribute the positive change in part to No Child Left Behind. I am honored to be a cosponsor of this resolution, encourage us all to celebrate the anniversary of Brown, and reflect on how far we have come in ensuring educational access. We must also recognize that the job is not done; we must see to it that all children are learning. No Child Left Behind is a step in this direction and we must stay the course.

Mr. CASTLE

Mr. CASTLE. Mr. Speaker, I rise today in honor of a brave young marine who died Tuesday, April 6, 2004, due to hostile fire in Al Anbar Province, Iraq. United States Marine Lance Corporal Anthony P. Roberts was a proud marine who gave his life, along with a dozen of his fellow soldiers, helping the Second Battalion of the Fourth Marine Regiment secure the Iraqi city of Ramadi. At only 18 years of age, Anthony was an inspirational young Delawarean who graduated from Middletown High School in June of 2003, where he had been a cadet first lieutenant in the Air Force Junior ROTC program. Only a short time after successfully completing boot camp at Parris Island, South Carolina, Anthony dutifully accepted service in Iraq, where he was an honorable defender of liberty at the epicenter of the war on terror. A few weeks ago, I had the honor of attending Anthony's funeral, where I learned that during his short life, Anthony was a patriotic American who enjoyed music and spending time with friends and family. Like his father, a military veteran who died several years ago, Anthony made the choice to serve his country. In making this choice, Anthony bravely defended the rights and lives of others. The youngest of three children, Anthony will be deeply missed by his mother and two sisters, his friends, teachers, and fellow soldiers. Mr. Speaker, it is my sincere privilege to honor the life of a proud marine and heroic representative of the state of Delaware. Lance Corporal Anthony Roberts deserves our gratitude and respect.

Mr. CASTLE

Mr. CASTLE. Mr. Speaker, it is with great pleasure that I rise today to recognize the achievements of Mr. Albert R. Morris, President of A.R. Morris Jewelers in Wilmington, DE. On behalf of the citizens of the First State, I would like to pay tribute to this outstanding individual, and extend to him our congratulations on being chosen as the 2004 recipient of the Small Business Council of America's Small Business Person of the Year Award. Mr. Speaker, for over 40 years, A.R. Morris Jewelers has set the standard for business and civic leadership in Delaware. The Morris family's steadfast commitment to dependability, integrity, quality, and trust has cemented A.R. Morris' position at the pinnacle of small business in Delaware, and as this award indicates, throughout the nation. Based on an unwavering commitment to his community, Mr. Morris has proven that businesses can succeed, while still maintaining an individual relationship with their customers. Now, in A.R. Morris' second generation of family ownership, they continue to provide value and excellence in their craft. It is with great pleasure that I offer the most heartfelt congratulations to Mr. Morris upon receipt of this award. His tireless diligence and dedication to work and family should serve as an example for all small businesses. Mr. Speaker, I commend Albert R. Morris for his exceptional leadership and I ask that we recognize the substantial contributions his family and business have made to the state of Delaware.

Mr. CASTLE

Mr. CASTLE. Mr. Speaker, today I rise in support of H. Res. 600. This resolution recognizes National Charter Schools Week and honors charter schools and those involved for providing a quality education to children from thousands of families across the United States. The fifth annual National Charter Schools Week is May 3 through May 7, and it is during this week that we make it a point to acknowledge and celebrate charter schools. With the enactment of the No Child Left Behind Act, Congress built on the existing opportunities for families and students that charter schools allowed and increased both access and funding for these institutions. Charter schools are public schools that give families additional freedom. These public schools have flexibility and independence from certain regulations, but submit to the same or higher accountability requirements regarding student achievement. Beginning in 1991 with one school, charter schools have grown in prevalence in nearly every State in our nation. Currently, there are almost 2,700 schools serving nearly 3,000 students. In my home State of Delaware, we first passed a charter school law in 1995. We now have 13 charter schools, serving over 5,000 students. Delaware charter schools serve students at both the elementary and secondary levels, and stimulate change and improvement in public schools at all levels. In communities of all types throughout Delaware and our nation, charter schools teach students using a variety of methods and techniques, often succeeding in situations that might appear to some to be less than ideal. For example, the East Side Charter School, located in the East Lake village of Wilmington, Delaware enrolls a student population in which 88 percent of the students qualify for free or reduced price lunch, yet produces academic results that exceed those of the other public schools in Delaware. Charter schools have enjoyed a considerable amount of bipartisan support from every level, including the Administration, Congress, State governors and legislatures, local communities, parents, and teachers. During National Charter School Week, it is important to demonstrate this support by honoring and commending charter schools, and their students, parents, teachers, and administrators through this resolution and other programs, ceremonies, and activities.

Mr. CASTLE

Mr. CASTLE. Mr. Speaker, I rise today in support of House Resolution 598 offered by my colleague, the gentleman from North Carolina, Mr. Hayes. House Resolution 598 recognizes the valuable contributions of the administrators, teachers and staff who educate children of military families. There are approximately 650,000 school-aged children of members of the Armed Forces enrolled in public schools across the United States. Another 100,500 military children are served in Department of Defense Education Activity schools in the U.S. and overseas. While all children deserve a quality education in a stable learning environment, children of military families often face unique and stressful situations, especially in times of conflict when their parents can be deployed for long periods of time and often with short notice. Schools serving military installations understand the importance of providing a normal learning environment and regular routine for children whose parents serve in the military. They can provide students with a sense of safety and reassurance and, a place for them to thrive academically. Military impacted schools can also offer increased counseling for military children due to the deployment of family members, and teachers and counselors working in such schools are trained to work with military children and their classmates when there is a service-related incident or death. I'd like to particularly recognize the Caesar Rodney School District in my home State of Delaware, which serves the families of Dover Air Force Base. The Caesar Rodney School District serves nearly 7,000 students and has a long history of academic excellence and service to its community. I would like to thank them for their commitment to serving the needs of our military children. Mr. Speaker, House Resolution 598 is simple. It recognizes and commends the valuable contributions of the teachers, administrators, and staff of military impacted schools and the Department of Defense Education Activity Schools. This resolution is also timely as this is National Teacher Appreciation Week. We not only would like to recognize the hard work and accomplishments of our military impacted schools personnel, but all elementary and secondary teachers across the country.

Mr. CASTLE

Mr. CASTLE. Mr. Speaker, I rise in support of H. Res. 578, which recognizes and supports the goals of Financial Literacy Month. Now more than ever, we live in a world that has become increasingly complicated when it comes to personal financial matters. A generation ago, a basic knowledge of balancing a checkbook and maintaining a savings account was adequate. However, in today's complex world many Americans are faced with difficult decisions such as determining what type of loan they need; whether to invest in stocks or bonds; how to best manage credit; and how soon to start planning for family education needs and their retirement. There are approximately 40,000 different credit products available, an intimidating thought for the most educated consumer. Unfortunately, large numbers of consumers never learn the basics of maintaining their personal finances and may struggle unnecessarily with choices leading to financial freedom. Instead, many live paycheck to paycheck and acquire substantial debt. Today, our nation's youth are bombarded with a multitude of financial options at an increasingly young age. Yet many are ill-equipped to make informed decisions about financial matters. According to a 2001 Teenage Research Unlimited survey, teenagers spend rather than save 98 percent of their money, a total of $172 billion in 2002. One out of every three teenagers has credit cards and even more have an ATM card. Various public and private organizations have developed programs to promote public knowledge of basic finances. Many of these organizations are working with elementary and secondary students to provide them with a strong education in money management and provide teacher training on how to integrate basic financial education principles into curricula. For example, in my home state of Delaware, MBNA opened the Financial Advisory Service (FAS) over ten years ago, which offers professional advice to MBNA people and their immediate family members. FAS, under the leadership of Tom Dibble, set out to offer professional personal money management education for all MBNA people. Since the service was established, MBNA has extended the service into the community and into the local school systems through the facilitation of basic credit and money management curriculum to all grade levels in elementary, high schools, and colleges throughout the country. FAS has educated nearly 1,500 students in Delaware 14,000 students throughout the country since 1995. Their extensively educated advisors teach, not only credit information, but, especially in the case of students, spend a great deal of time on financial basics like balancing a checkbook and budgeting. This fall I held a hearing in my Subcommittee entitled, ``Financial Literacy Education: What Do Students Need to Know to Plan For the Future?'' I was particularly interested in learning what schools, government, and industry were doing to help educate youth about not only the intricacies of being financially sound, but also the very basics. I was pleased to learn that there is engagement across the spectrum. I am happy to support today's resolution--to recognize those that are already active, and to encourage more to become active.

Mr. CASTLE

Mr. CASTLE. Mr. Speaker, it is with great pleasure that I rise today in honor of two very distinguished Delawareans and former members of the Delaware House of Representatives, the Honorable Jane Perkins Maroney and the Honorable Ada Leigh Soles. As legislators, their contributions to our State have touched the lives of many and have helped to improve our community. On behalf of the citizens of the First State, I would like to pay tribute to these outstanding individuals and extend to them our congratulations on being chosen as the joint recipients of the League of Women Voters of New Castle County Carrie Chapman Catt Award. Jane Perkins has been recognized for her many years of dedicated service to Delaware politics. In 1998, she was the recipient of our State's highest award, the Order of the First State. Following her time in elected office, Jane continued her tireless advocacy for fellow Delawareans through her work with local and national organizations. Her current focus, as program director of Creative Grandparenting, Inc., involves developing and leading workshops for people who are facing difficult transitions in their lives. Jane's devotion to promoting child and family health initiatives deserves this recognition and our gratitude. Ada Leigh Soles's work on behalf of her fellow Delawareans has also played an important role in making our State a better place to live and raise a family. During her career, she has been honored for her leadership by numerous academic and community organizations. Ada Leigh has received the New Castle County Civic League's Good Government Award and the University of Delaware's Medal of Distinction, along with numerous local and national awards recognizing her tireless efforts on behalf of libraries. As a testament to her distinguished tenure and the esteem in which she was held by her colleagues, Ada Leigh Soles was often regarded as the ``conscience'' of the Delaware State House of Representatives. Mr. Speaker, it has been my sincere privilege to have served as Governor of Delaware while both Jane Maroney and Ada Leigh Soles were members of the Delaware House of Representatives. I wish to thank these two outstanding individuals for their friendship, commitment, and constant dedication to the citizens of Delaware. Their service to our State will have a permanent place in Delaware history. They deserve our thanks and praise.

Mr. CASTLE

Mr. CASTLE. Madam Speaker, I ask unanimous consent that all Members may have 5 legislative days within which to revise and extend their remarks and include extraneous material on S. 2241.

Mr. CASTLE. Madam Speaker, I yield myself such time as I may consume. Madam Speaker, I rise to support bipartisan legislation that extends certain child nutrition provisions, that are set to expire at the end of this month, through June 30, 2004. This extension is vital to ensure that low-income children have access to safe and nutritious food in school, after school, and during the summer months. The National School Lunch and Breakfast Programs, WIC, the Child and Adult Care Food, After School Snack, and Summer Food Service Programs, together make up a network of Federal child nutrition programs that are a critical part of our Nation's effort to ensure that needy children in America do not go hungry. One week ago, the House passed H.R. 3873, the Child Nutrition Improvement and Integrity Act, with overwhelming bipartisan support. H.R. 3873 significantly improves Federal child nutrition programs by increasing program access for eligible children, enhancing program integrity, and emphasizing the importance of nutrition education, balanced diets, and physical activity to reduce the incidence of childhood obesity. I urge the other body to pass companion legislation to reauthorize child nutrition programs soon so that children and their families can take advantage of these and other improvements to current law contained in H.R. 3873. The extensions included in today's legislation are a temporary measure to assure the continuation of current law until final legislation is signed into law. S. 2241 will assure us that millions of needy children will not lose access to meals and snacks that are needed for their healthy growth and development and academic success in school. Millions of children, including many whose mothers and fathers serve in America's armed services, rely on these programs each day. Without this legislation, many children who reside with their parents in privatized military housing would lose the benefit of free- or reduced- price school meals. In Delaware, approximately 250 children will benefit from this extension and up to 100,000 children nationwide. Taking these subsidies from children when many of their mothers and fathers are fighting for our Nation's security at home and abroad would have a devastating effect on these families. This legislation would also continue the availability of healthy meals and snacks to low-income children enrolled in for-profit child care centers. Additionally, this legislation would allow schools, churches, and community organizations to operate summer food service program sites and, in 14 States, continue special pilot programs to reduce paperwork and thereby increase the number of disadvantaged children who receive free meals and snacks during the summer months. Madam Speaker, there are just a few reasons why S. 2241 should be approved today with unanimous support. The child nutrition provisions that would be extended through this legislation benefit America's most vulnerable children. It is our duty as lawmakers to ensure that these at-risk children and their families can continue to receive the benefits for which they have been deemed eligible until the Congress can complete its work on legislation reauthorizing both the Child Nutrition Act and Richard B. Russell National School Lunch Act. I conclude by asking that my fellow colleagues to please join me in support of S. 2241. Mr. Speaker, I reserve the balance of my time.